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SCHOOL   DOCUMENT   NO.  14—1903 


ANNUAL  EEPORT 


SCHOOL  COMMITTEE 


CITY  OF  BOSTON 


1903 


BOSTON 

MUNICIPAL   PRINTING   OFFICE 

1903 


^/N^U 


RKPORT. 

In  compliance  with  the  Statutes^  and  in  accordance 
with  the  Rules  of  the  School  Board,  the  committee 
appointed  to  prepare  the  annual  report  of  the  School 
Committee  for  the  year  1903  respectfully  submit  the 
following : 

SCHOOL   SYSTEM. 

The  public  school  system  of  Boston  comprises  ^  one 
Normal  School  (for  girls),  two  Latin  Schools  (one  for 
boys  and  one  for  girls),  nine  High  Schools,  the  Me- 
chanic Arts  High  School  (for  boys),  fifty-eight  Gram- 
mar Schools,  six  hundred  and  eighty-eight  Primary 
Classes,  seven  Special  Classes,  eighty-nine  Kindergar- 
tens, one  School  for  the  Deaf,  an  Evening  High  School 
and  fourteen  Evening  Elementary  Schools,  six  Evening 
Drawing  Schools,  a  Special  School  on  Spectacle  Island, 
thirty-three  Manual  Training  Schools,  and  twenty-eight 
Schools  of  Cookery. 

STATISTICS.^ 

The  following  statistics  are  for  the  year  ended  June 
30,  1903,  excepting  the  number  of  children  in  Boston 
between  the  ages  of  five  and  fifteen  years,  and  the 
number  reported  as  attending  public  and  private 
schools,  which  are  from  the  census  taken  September 
1,  1903  : 

Number  of  children  in  Boston  between  the  ages  of  live 

and  fifteen  Sept.  1,  1903 98,487 

Number  attending  public  schools  Sept.  1,  1903     .  .  74,312 

Number  attending  private  schools  Sept.  1,  1903    .  .  16,254 

1  June  30,  1903. 

*  Other  and  more  complete  stati8tic8  may  be  found  in  School  Documents  Nos.  3 
and  7,  lyOS. 


4  SCHOOL    DOCUMENT   NO.    14. 

Whole   number  of  different  pupils  registered  in   the 
public  day  schools  during  the  year  ended  June  30, 
1903: 
Boys,  49,953  ;  girls,  47,918  ;  total     ....      97,871 

REGULAR    SCHOOLS. 

Normal  School. 

Number  of  teachers      .......  14 

Average  number  of  pupils  belonging  ....  225 

Average  attendance      .......  220 

Latin  and  High  Schools. 

Number  of  schools        .......  12 

Number  of  teachers      .......  246 

Average  number  of  pupils  belonging  ....  6,275 

Average  attendance      .......  5,896 

Grammar  Schools. 

Number  of  schools        .......  58 

Number  of  teachers      .......  1,054 

Average  number  of  pupils  belonging   ....  42,243 

Average  attendance      .......  38,843 

Primary  Schools. 

Number  of  schools        .         .         .         .         .         .         .  683 

Number  of  teachers      .......  688 

Average  number  of  pupils  belonging    ....  32,451 

Average  attendance      .......  28,186 

Kindergartens. 

Number  of  schools        .......  89 

Number  of  teachers      .......  170 

Average  number  of  pupils  belonging  ....  4,856 

Average  attendance      .......  3,562 

SPECIAL    SCHOOLS.^ 

Horace  Mann  School  for  the  Deaf. 

Number  of  teachers      .......  15 

Average  number  of  pupils  belonging  ....  125 

Average  attendance      .         .         .         .         .         .         .  105 

1  There  are  thirty-three  Manual  Training  Schools  and  twenty-eight  Schools  of 
Cookery,  but  as  the  pupils  of  the  regular  public  schools  attend  them  they  are  not 
included  in  these  tables. 


ANNUAL  SCHOOL  REPORT. 


Evening  Schools. 
Number  of  schools    ..... 
Number  of  teachers  .         .  .  .  . 

Average  number  of  pupils  belonging- 
Average  attendance  .... 

Evening  DraiHng  Schools. 
Number  of  schools    ..... 
Number  of  teachers  ..... 
Average  number  of  pupils  belonging 
Average  attendance  .... 

Spectacle  Island  School. 
Number  of  teachers  ..... 
Average  number  of  pupils  belonging 
Average  attendance  .... 

Special  Classes. 
Number  of  classes     ..... 
Number  of  teachers  ..... 
Average  number  of  pupils  belonging 
Averaare  attendance  .... 


15 

224 

6,249 

4,618 


6 

31 

691 

498 


1 

10 

9 


7 

7 

84 

63 


EECAPITULATION. 

Number  of  schools : 

Regular  .... 

Special  ^  .         .         .         . 

Number  of  teachers : 

In  regular  schools  . 
In  special  schools  ^ 


843 
30 

2,172 

278 


Average  number  of  pupils 
In  regular  schools  . 
In  special  schools  ^ 

Average  attendance: 

In  regular  schools 
In  special  schools  ^ 

belonging: 

86,050 
7,159 

76,707 
5,293 

1  Special  classes  included. 

SCHOOL    DOCUMENT    NO.   14. 


CORPORAL     PUNISHMENT. 


The  question  whether  or  not  corporal  punishment 
should  be  permitted  in  the  public  schools  of  Boston  has 
arisen  frequently,  and  has  been  very  fully  discussed  at 
various  times.  Under  the  present  rules  such  punishment 
may  be  inflicted  only  upon  boys  in  the  primary  and 
grammar  schools,  and  is  restricted  to  blows  on  the 
hand  with  a  i^ttan.  In  March,  1902,  an  order  pro- 
viding for  the  abolition  of  this  means  of  enforcing 
discipline  was  introduced  in  the  Board,  and  referred 
to  the  Committee  on  Rules  and  Regulations,  who  gave 
the  matter  very  long  and  careful  consideration,  and 
in  December  of  that  year  submitted  a  lengthy  and 
interesting  report  upon  the  subject,  from  which  we 
extract  the  following; : 


'& 


In  1867  the  matter  was  very  fully  considered  and  an  elabo- 
rate defence  of  corporal  punishment  was  made  in  a  report  by 
Mr.  Henry  A.  Drake.  This  report  has  been  frequently  quoted 
as  an  authority  on  that  side  of  the  question.  In  it,  however, 
Mr.  Drake  is  careful  to  limit  the  use  of  corporal  punishment  to 
"  cases  of  gross  impropriety,  wilful  and  determined  disobedience, 
and  to  persistent  defiance  of  the  regulations,  or  to  the  authority 
of  the  teacher,"  adding :  "  To  this  extent  and  no  further  do  we 
propose  to  advocate  it."  In  another  part  of  his  report  Mr. 
Drake  says:  "Teachers  lacking  in  capacity  to  govern  or  instruct 
too  often  attempt  to  supply  their  deficiency  in  personal  power 
by  the  frequent  use  of  the  rod,  '  keeping  school '  with  a  book  in 
one  hand  and  a  stick  m  the  other  —  the  most  perfect  personifi- 
cation of  petty  tyranny.  Nothing  looks  more  suspicious  than 
the  constant  occurrence  of  such  reasons  for  corporal  punishment 
as  impertinence,  inattention,  disorder,  restlessness,  disturbance, 
playing,  tardiness,  not  one  of  which,  unless  aggravated  in  its 
charactei-,  is  worthy  of  it,  but  should  be  met  by  some  other  form 
of  punishment.  The  kind,  sympathetic  teacher  rarely  reports 
impertinence  as  a  cause  for  punishment,  for  it  is  generally  the 


ANNUAL  SCHOOL   REPORT.  7 

reflection  in  the  pupil  of  anger,  undeserved  reproof,  or  bitter 
sarcasm  on  the  part  of  the  teacher.  Children  would  be  more 
than  human  to  sit  quietly  under  the  taunts  and  jokes  which  we 
have  known  some  teachers  to  indulge  in.  Inattention  and  rest- 
lessness too  often  originate  in  the  teacher's  lack  of  ability  to 
make  the  studies  interesting ;  disorder,  disturbance,  playing,  in 
a  want  of  that  quiet  power  which  makes  itself  constantly  felt  as 
a  check  upon  the  pupils,  or  it  may  be  in  a  most  foolish  waste  of 
power,  by  attempting  to  enforce  too  strict  discipline." 

In  1879  (School  Document  of  1879,  No.  2,  p.  37)  the  then 
Superintendent,  Samuel  Eliot,  writes  forcibly  against  it,  saying 
(l^.  41)  "Corporal  punishment  is  no  prevention  of  the  wrong 
most  needing  prevention  —  the  wrong  which  is  in  danger  of 
sinking  deeper  into  the  nature  with  every  blow.  It  rather  tends 
to  pervert  the  right." 

In  1880,  Superintendent  Eliot  again  refers  to  the  subject 
(School  Document  of  1880,  No.  4,  p,  13)  saying,  "Teachers  of 
both  sexes  use  personal  violence  with  their  pupils  in  such  forms 
and  such  frequency  that  the  facts,  if  published,  would  cause 
unpleasantness.  Many  still  ply  the  rattan  as  freely  as  if  it  were 
a  feather,  and  strike  not  merely  the  hand,  but  the  head  and 
body." 

The  matter  was  referred  to  a  special  committee  of  three  for 
investigation,  and  majority  and  minority  reports  were  made 
(School  Document  of  1880,  No.  19)  for  and  against  the  abolition 
of  corporal  punishment.  From  the  majority  report  (p.  20)  it 
appears  that  with  an  average  attendance  of  12,976  boys  in  the 
grammar  schools  during  the  year  1879-80  there  were  reported 
10,973  cases  of  corporal  punishment.  The  School  Committee 
was  not  ready  absolutely  to  abolish  the  punishment,  but  the 
agitation  succeeded  in  reducing  the  number  from  an  average 
of  1,239  cases  per  month  to  an  average  of  473  cases  per  month, 
and  resolutions  were  adopted  as  follows  (Minutes  of  1880, 
p.  239): 

'■'■  Hesolved,  That,  in  the  judgment  of  this  Board,  the  use  of 
corporal  punishment  in  the  public  schools  of  this  city  can  and 
ought  to  be  greatly  diminished,  and  that,  while  regard  is  to  be 
had  to  the  varying  circumstances  of  schools,  those  teachers  who 
resort  to  corporal  punishment  least  frequently,  and  only  for  the 


8  SCHOOL    DOCUMENT    NO.    14. 

gravest  offences,  will  best  satisfy  the  desires  and  expectations 
of  this  committee," 

In  1889  our  present  Superintendent,  Mr.  Seaver,  called  atten- 
tion to  the  subject  (School  Document  No.  5,  of  1889,  p.  35), 
discussing  it  at  length,  analj^zing  in  a  most  interesting  and 
helpful  manner  Mr.  Drake's  report  of  1867.  He  showed  by 
statistics  that  the  effect  of  the  previous  agitation  in  reducing 
the  number  of  cases  was  disappearing,  and  that  "  the  progress 
towards  the  minimum  use  of  corporal  punishment  which  the 
defenders  of  that  means  of  discipline  often  promise,  and  which 
all  humane  people  earnestly  pray  for,  is  shown  by  these 
unpleasant  records  to  be  extremely  slow."  He  did  not  see  his  way 
clear  to  advocate  the  entire  abolition  of  corporal  punishment, 
but  he  argued  strongly  in  favor  of  its  restraint  and  gradual 
decrease. 

The  subject  was  referred  to  the  Committee  on  Rules  and 
Regulations,  who  gave  the  matter  careful  consideration,  and 
again  there  were  majority  and  minority  reports  (School  Docu- 
ment No.  19,  of  1889),  the  majority  report,  written  by  Samuel 
B.  Capen,  being  against,  and  the  minority,  written  by  Joseph 
D.  Fallon,  in  favor  of,  abolition.  From  this  document  it  appears 
that  there  had  been  18,000  cases  of  corporal  punishment  during 
the  year  1887-88. 

In  1893  (School  Document  No.  22,  of  1893,  p.  22),  in  the  an- 
nual school  repoi't  the  committee  say  :  "  We  record  with  pleas- 
ure the  great  improvement  in  the  discipline  in  our  schools,  as 
shown  in  the  statistics  of  corporal  punishment.  When  we 
realize  that  with  our  best  teachers  corporal  punishment  is  almost 
entirely  abolished,  Ave  feel  assured  that  the  best  results  can  be 
reached  by  love  and  personal  influence.  We  rejoice  in  knowing 
that  teachers  are  coming  to  realize  that  they  possess  in  them- 
selves an  influence  over  their  pupils  which  is  far  more  effective 
than  the  use  of  the  rod." 

It  is  gratifying  to  note  that  the  number  of  cases  is  steadily 
decreasing.  It  appears  from  the  statistics  submitted  by  the 
Superintendent  that  in  the  year  1901  there  were  but  8,055 
reported  as  against  18,000  fifteen  years  ago,  and  this  although  the 
number  of  scholars  is  now  much  greater.  These  figures  of  8,055 
are  below  the  actual   number  of   cases,  because   some  masters, 


ANNUAL  SCHOOL   REPORT.  9 

strangely  enough,  interpret  the  rules  as  requiring  reports  of  only 
such  cases  of  punishment  as  are  inflicted  by  their  subordinates, 
and  do  not  report  cases  inflicted  by  themselves.  The  regulation 
is  susceptible  of  this  interpretation,  but  in  so  interpreting  it  the 
letter  kills  the  spirit.  The  intention  undoubtedly  was  that  all 
cases  should  be  reported,  as  otherwise  the  report  is  valueless, 
and  the  regulations  should  be  amended  to  that  end,  in  order 
that  there  may  be  uniformity  in  the  reports. 

The  committee  have  given  the  matter  careful  consideration. 
They  have  read  with  interest  and  appreciate  the  force  of  the 
paper  written  by  Mi-,  Charles  F.  King,  master  of  the  Dearborn 
School,  which  was  read  before,  and  received  the  approval  of,  the 
Masters'  Association.  They  have  consulted  Superintendent 
Seaver.  They  agree  with  him  that  at  this  time  it  would  be 
unwise  wholly  to  abolish  corporal  punishment  in  our  schools. 
Our  law  requires  that  all  children  within  prescribed  years  shall 
attend  school,  and  there  is  much  in  the  argument  that,  in  aggra- 
vated cases,  the  alternative  to  corporal  punishment  is  expulsion, 
and  that  expulsion  defeats  the  very  purpose  oi  the  law,  filling  the 
streets  instead  of  the  schools.  The  committee  feel,  however, 
with  him,  that  there  should  be  a  determined  effort  made  by  all 
teachers  to  reduce  the  number  of  cases.  The  right  to  use  the 
rattan  may  be  necessary  as  an  ultimate  appeal,  precisely  as  the 
presence  of  the  police  may  be  essential  for  the  preservation  of 
order,  but  the  less  either  is  used  the  better.  As  Mr.  King 
ably  expresses  it :  "  The  teacher  who  trains  his  children  well  tries 
to  lead  them  to  become  influenced  by  the  higher  and  better 
motives.  In  so  doing  he  appeals  to  the  affections,  educates  the 
conscience  and  trains  the  idea  of  moral  duty.  He  leads  his 
pupils  through  his  personal  influence,  direction  and  suggestion. 
In  the  great  majority  of  cases,  even  with  children  difficult  to 
manage,  these  motives  are  responded  to,  and  happy  obedience 
follows." 

The  argument  that  the  alternative  to  corporal  pun- 
ishment is  expulsion  is,  however,  theoretical  rather 
than  practical.  The  obligation  of  a  child  to  attend 
school  is   not  only  clearly  defined  by  statute,  but  his 


10  SCHOOL    DOCUMENT    NO.    14. 

absolute  right  to  attend  is  protected  with  equal  care, 
and  he  may  be  excluded  only  by  authority  of  the 
School  Committee,  acting  as  a  whole,  and  after  he  has 
been  given  a  hearing.  The  Regulations  expressly  limit 
the  authority  of  the  principals  to  suspension,  and  even 
that  action  may  be  taken  only  for  "  violent  and  pointed 
opposition  to  authority  in  any  particular  instance,  or 
when  the  example  of  the  pupil  is  very  injurious,  and 
in  cases  where  reformation  appears  to  he  hopeless." 
Thus  expulsion  is  not  merely  an  alternative  of  corporal 
punishment,  Imt  an  extreme  step  hedged  about  with 
legal  difficulties  and  to  be  undertaken  onl}^  in  the  most 
aggravated  instances  when  the  attendance  of  the  child 
is  likely  to  result  in  grave  injury  to  the  school  or  to  his 
associates. 

On  the  recommendation  of  the  committee  the  regu- 
lations were  accordingly  amended  in  order  to  ensure 
uniformity  in  the  reporting  of  all  cases  of  corporal 
punishment,  whether  inflicted  by  subordinate  teachers 
or  by  the  masters  themselves.  It  might  fairly  be  ex- 
pected that  this  change  would  result  in  a  larger  number 
of  cases  being  reported  during  the  following  year 
(1903),  but  such  has  not  been  the  fact. 

While  the  number  of  cases  is  steadily  decreasing, 
notwithstanding  the  constant  growth  in  the  number  of 
pupils,  it  is  interesting  to  note  that  each  time  the  sub- 
ject is  agitated  a  marked  falling  off  in  the  number  of 
such  punishments  immediately  follows,  as  stated  in  the 
report  from  which  we  have  quoted.  This  is  clearly 
shown  by  the  diagram  on  the  opposite  page,  in  which 
the  number  of  cases  for  three  successive  years  (1900- 
1903)  is  graphically  presented.  This  diagram  shows 
tliat  there  is  a  somewhat  reirular  rise  and   fall   in  the 


Cases  of  Corporal  Punishment. 


ANNUAL  SCHOOL  REPORT.  11 

number  of  cases  of  corporal  punishment  during  the 
months  of  the  school  year,  and  while  it  would  not  be 
safe  to  state  that  the  variation  is  due  to  any  special 
and  particular  cause,  several  interesting  inferences  may 
be  drawn  tending  to  show  that  the  difficulties  of  main- 
taining discipline  are  greater  at  certain  periods  of  the 
year,  and  at  those  times  the  greatest  necessity  exists 
for  instructors  exercising  that  wise  and  judicious  con- 
trol of  their  pupils  enjoined  by  the  Regulations  of  the 
Board. 

THE    NORMAL    SCHOOL. 

The  most  important  purely  educational  question  that 
engaged  the  attention  of  the  Board  during  the 
past  year  was  with  regard  to  the  Normal  School. 
Late  in  1901  a  proposition  was  submitted  that 
application  should  be  made  to  the  Legislature  for 
authority  to  enable  the  School  Committee  to  establish, 
in  place  of  the  present  Normal  School,  a  Teachers' 
College  for  both  sexes,  with  courses  equivalent  to 
those  offered  in  ordinary  colleges,  and  with  power  to 
grant  to  its  jDupils  completing  four  years'  study,  and 
practice,  an  appropriate  degree.  A  petition  and  bill 
to  such  effect  was  introduced  into  the  Legislature  of 
1902,  and  during  their  pendency  the  matter  was 
given  very  extended  consideration  in  the  School  Board, 
there  being  considerable  difference  of  opinion  as  to  the 
expediency  of  the  proposed  plan.  Early  in  March  of 
that  year  the  Legislature  disposed  of  the  matter  by 
granting  leave  to  withdraw. 

In  the  following  June  an  order  was  passed  by  the 
Board  requesting  the  Superintendent  to  report  early 
in  September  an  outline  of  a  plan  to  carry  into  effect 
certain  recommendations  contained  in  his  annual  report 


12  SCHOOL    DOCUMEJJT    NO.    14. 

for  the  establishino;  of  a  three-year  course  in  the 
Normal  School,  and  in  October  such  proposed  course 
was  submitted  to  the  Board,  and,  although  various 
objections  to  it  were  made,  an  order  for  its  adoption  was 
passed  at  the  final  meeting  of  the  year.  It  was  then 
necessary  to  amend  the  Rules  and  Regulations  to  con- 
form to  this  action,  and  an  order  to  that  effect  was 
referred  to  the  present  Board.  The  opinions  of  the 
Superintendent  and  of  the  Board  of  Supervisors, 
individually  and  as  a  Board,  were  repeatedly  obtained 
upon  various  aspects  of  the  situation,  and,  in  June, 
after  a  long  and  detailed  investigation,  the  necessary 
amendments  to  the  Regulations  to  increase  the  length 
of  the  regular  Normal  School  course  from  two  years 
to  three  were  definitely  defeated.  At  the  same  meet- 
ing (June  23)  two  orders  were  passed,  one  directing 
the  Superintendent  to  suggest  such  special  legislation 
as  would  be  necessary  to  enable  him  to  carry  into 
effect,  experimentally,  the  suggestions  relating  to  the 
course  of  study  in  the  Normal  School  contained  in 
his  report  of  the  preceding  year,  and  the  other 
requesting  him,  with  the  Board  of  Supervisors,  to 
outline  a  course  of  study  for  this  school,  covering  two 
compulsory  years  and  one  optional  and  additional  year. 

On  September  22,  the  Superintendent,  in  compliance 
with  these  instructions,  reported  a  plan,  the  main 
features  of  which  were  : 

1.  The  appointment  of  a  sufficient  number  of 
teachers  in  the  primary  and  grammar  schools  to  give 
practical  instruction  in  the  art  of  teaching  to  recent 
graduates  of  the  Normal  School  who  desire  to  receive 
such  instruction.  While  under  such  instruction,  the 
graduates  to  be  designated  as  pupil-teachers. 


ANNUAL  SCHOOL  REPORT.  13 

2.  Each  training  teacher  to  be  given  charge  of 
two  classes  of  grammar  or  primary  pupils,  and  the 
teaching  in  these  classes  to  be  done  by  two  pupil- 
teachers  under  the  direction  of  the  training  teacher. 

3.  The  term  of  service  of  a  pupil-teacher  ordinarily 
to  be  twenty  weeks,  but  subject  to  extension  for  good 
reasons  not  more  than  ten  additional  weeks. 

4.  Regular  and  systematic  reports  to  be  made  by 
the  training  teachers  and  by  the  Supervisors  upon 
the  work  of  the  pupil-teachers. 

5.  The  training  teachers  to  receive  twenty  dollars 
each  month  in  addition  to  their  regular  salary,  and 
the  pupil-teachers  to  receive  one  dollar  for  each  day 
of  actual  service. 

This  plan  was  favorably  acted  upon  by  the  Board  at 
its  meeting  of  October  13. 

During  the  various  discussions  concerning  the  general 
subject  of  the  Normal  School,  the  proposition  was  made 
that  men  should  be  admitted  to  the  school  as  well  as 
women.  The  Corporation  Counsel  rendered  an  opinion, 
however,  that  such  a  course  would  be  illegal,  confirm- 
ing the  views  ex]3ressed  by  a  former  Corporation 
Counsel  to  the  same  effect.  At  a  recent  meeting  an 
order  was  passed  by  the  Board  authorizing  application 
to  the  Legislature  for  permission  to  admit  men  to  the 
Normal  School  under  such  restrictions  as  may  be 
deemed  advisable,  and  thus  the  question  was  reopened. 

RELIEF  AND  CONTROL  OF  TUBERCULOSIS. 

During  the  spring  a  number  of  prominent  physicians, 
charity  workers  and  other  citizens  organized  the  Boston 
Association  for  the  Relief  and  Control  of  Tuberculosis. 
The  objects  of  this  association  are  to  promote  a  careful 


14  SCHOOL    DOCUMENT    NO.    14. 

study  of  the  conditions  regarding  tuberculosis  in  this 
city;  to  arouse  general  interest  in  securing  adequate 
provision  for  the  proper  care  of  tuberculous  patients 
either  in  their  homes  or  in  sanitoria  or  hospitals ;  and 
to  give  to  as  many  persons  as  possible  the  knowledge  of 
how  tuberculosis  spreads,  and  how  by  following  simple 
rules  of  health  and  sanitation  it  may  be  cured  and 
prevented. 

Believing  that  the  teachers  in  the  public  schools 
could  be  of  great  assistance  in  diffusing  this  knowledge, 
the  association  applied  to  the  School  Committee  for 
permission  to  distribute  circulars  about  tuberculosis 
among  the  pupils  of  the  grammar  and  high  schools. 
The  Board  sanctioned  this  proposition,  and  copies  of  the 
following  circular,  prepared  by  the  association,  and  ap- 
proved by  the  Committee  on  Hygiene  and  Physical 
Training,  are  being  distributed  under  the  authority  thus 
given : 

A  WAR  UPON  CONSUMPTION. 


Let  Us  Stamp  Out  The  Disease  From  Our  City. 


"  It  is  in  the  power  of  man  to  cause  all  parasitic  [germ]  diseases  to  disappear 
from  tlie  world."  — Pasteue. 

"Prevention  is  better  than  cure  and  far  cheaper."  — John  Locke. 


Consumption,  and  Hoio  to  Prevent  it. —  Consumption  causes 
more  than  a  thousand  deaths  in  Boston  every  year.  But  able 
jDhysicians  tell  us  that,  if  we  follow  certain  directions,  we  can 
help  to  stamp  out  this  disease. 

Consumption  is  not  inherited.  It  does  not  belong  to  our 
climate.     It  is  very  often  cured.     It  is  actually  on  the  decrease. 

Consumption  is  usually  carried  by  the  poison  which  comes 
from  the  consumptives'  sputum,  or  spit.  Sick  persons  should 
take  care  to  burn  their   spit,  or    put  it  into  the    water-closet. 


ANNUAL   SCHOOL  REPORT.  15 

The  trouble  now  is  that  consian]3tives  spit  upon  the  floor  or 
in  the  street. 

The  poisonous  sputum  then  dries,  and  goes  as  dust  into  other 
people's  lungs.  A  little  spit  is  enough,  when  scattered  in  dust, 
to  infect  dozens  of  people. 

Things  Bad  for  Weak  Lungs.  —  Dust  and  smoky  or  dusty 
places  are  bad.     Dark,  damp,  or  crowded  rooms  are  bad. 

Dirty  shops  and  stores,  dirty  saloons  and  dance-halls,  dusty 
kinds  of  business,  like  marble-cutting,  sorting  feathers,  or  making 
cigars,  are  bad  for  weak  lungs.  To  sit  bent  over  one's  sewing 
or  other  work  is  bad. 

Self-indulgence  and  intemperance  are  very  bad.  Vice  which 
weakens  the  strong  kills  the  weak. 

Things  Good  for  Weak  Lungs.  —  Fresh  air  in  plenty  pre- 
vents consumption.     Sunshine  kills  the  germs. 

Choose  sunny  rooms.  Open  the  windows  and  let  the  air  in. 
Keep  the  house  clean.  If  a  consumptive  has  moved  out  of  a 
room  have  the  Board  of  Health  disinfect  it. 

Be  in  the  open  air  as  often  as  can  be.  Outdoor  work  is  vastly 
better  than  indoor  work.     Keep  the  feet  dry. 

Breathe  with  deep,  long,  full  breaths,  so  as  to  carry  the  fresh 
air  to  every  corner  of  your  lungs.  Do  this  always  for  several 
minutes  in  the  morning  and  at  night.  Breathe  through  the 
nostrils,  and  not  through  the  open  mouth. 

Spend  your  money  for  simple  and  well-cooked  food  —  good 
fresh  meat,  eggs,  oatmeal,  rice,  and  other  vegetables,  and  for 
bread  and  butter,  milk,  and  fruit. 

Do  not  spend  money  for  beer  or  other  liquors,  or  for  quack 
medicines,  or  "cures." 

Live  a  regular  life,  and  keep  the  bowels  regular.  Get  plenty 
of  sleep. 

Daily  bathing  is  good. 

Keep  clean  company  and  a  clear  conscience. 

Courage  is  very  important. 

/Special  Care  of  Your  Household  and  Children.  —  Do  not 
sleep  in  the  same  bed  with  a  consumptive. 

Whenever  any  one  of  your  family  has  been  ill,  or  seems  weak 
or  run  down,  build  up  the  strength  at  once  with  nourishing 
food,  extra  rest  and  sleep,  and  fresh  air. 


16  SCHOOL    DOCUMENT    NO.    14. 

If  one  has  a  bad  cold  or  a  cough,  and  it  does  not  grow  better 
very  soon,  go  at  once  to  a  physician.  Don't  wait  till  it  is 
too  late. 

The  doctor  is  worth  ten  times  as  much  to  help  ward  off 
disease  as  he  is  to  cure  it. 

The  Association  asks  every  one's  help  to  make  war  against 
consumption,  and,  first  of  all  things,  against  the  habit  of  spitting 
in  improper  places. 

THE    JANITOR   SERVICE. 

In  1889  the  janitors  of  school-houses  were  placed 
under  the  classified  service,  and  have  since  been  ap- 
pointed in  accordance  with  civil  service  rules.  A  little 
more  than  a  year  ago  the  Committee  on  School  Houses, 
which  committee  has  general  supervision  and  control  of 
such  employees,  adopted  experimentally  a  plan  for  the 
promotion  of  meritorious  and  efficient  janitors  as  oppor- 
tunity occurred,  and  were  so  well  satisfied  with  the 
results  attained  that  the  plan  may  now  be  said  to  have 
developed  into  a  definite  and  well-established  policy. 
Until  very  recently  the  system  in  effect  was  this : 
Whenever  it  became  necessary  to  fill  a  vacancy  an 
opportunity  was  given  every  janitor  in  the  service  hav- 
ing charge  of  a  smaller  or  less  desirable  building,  and 
who  held  the  license  required  for  the  operating  of  the 
heating  and  ventilating  apparatus  of  the  building  in 
question,  to  apply  for  the  position.  From  the  applica- 
cations  thus  received  the  selection  was  made,  preference 
being  given  among  those  of  equal  qualifications  accord- 
ing to  seniority  of  service. 

This  plan  met  with  general  approval,  as  it  opened 
the  way  to  advancement,  and  encouraged  efficient  and 
zealous  service  with  the  prospect  of  recognition  in  due 
time  by  substantial  increase  in  compensation.     The  sys- 


ANNUAL  SCHOOL  REPORT.  17 

tern  was,  however,  subject  to  one  serious  objection.  Its 
manifest  tendency  was  to  restrict  the  employment  of 
new  men  of  high  standing  on  the  civil  service  list, 
unless  they  were  able  and  willing  to  enter  the  city 
employ  at  a  low  salary,  with  the  prospect  of  promotion 
at  some  indefinite  time  in  the  future.  It  was  therefore 
determined  that,  exce^oting  in  minor  and  less  important 
instances,  the  field  of  selection  should  include  not  only 
those  janitors  already  in  the  service,  but  candidates  upon 
the  civil  service  list  as  well,  who  might  be  certified  as 
properly  qualified  for  such  employment.  It  is  intended, 
of  course,  that  a  certain  preference  shall  be  extended  to 
men  already  in  the  service  of  proved  faithfulness  and 
ability  when  applicants  for  promotion,  but  it  is  not 
proposed  to  favor  a  careless  or  indifferent  employee  to 
the  exclusion  of  a  more  desirable  man  who  cannot 
afford  to  make  a  considerable  pecuniary  sacrifice  by 
accepting  a  low  paid  position. 

Twenty-five  deserving  janitors  have  already  been 
promoted  under  this  system,  we  think  with  marked 
advantage  to  the  service,  as  well  as  to  the  individuals 
concerned,  by  encouraging  faithful  effort  and  elevating 
the  morale  of  the  force  generally. 

SCHEDULE  OF  SALARIES  FOR  JANITORS. 

For  a  number  of  years  it  has  been  generally  admitted 
that  the  salaries  of  janitors  are  not  only  unequally 
regulated,  but  that  in  many  instances  these  employees 
are  considerably  underpaid  for  the  labor  and  responsi- 
bilities imposed  upon  them.  A  good  deal  of  attention 
has  been  given  this  matter,  and  earnest  efforts  have 
been  made  by  various  committees  to  establish  a 
schedule  that  would  work  substantial  justice  to   the 


18  SCHOOL    DOCUMENT    NO.    14. 

janitors  and  yet  not  result  in  a  larger  aggregate 
expenditure  for  such  service  than  the  finances  of  the 
Board  could  reasonably  bear.  Inquiry  of  the  school 
authorities  of  the  larger  cities  of  the  country  was 
made,  but  the  information  obtained  as  to  the  manner 
in  which  the  compensation  of  their  janitors  was 
determined  was  not  of  material  assistance  in  meeting 
the  particular  conditions  existing  here,  both  with 
respect  to  types  of  buildings  and  apparatus,  and 
amount  of  service  required.  Feeling  that  justice  to 
the  janitors,  who  had  been  patiently  awaiting  for 
several  years  the  fulfilment  of  promises  made  to  them 
that  the  inequalities  and  underpayments  complained 
of  should  be  remedied,  demanded  immediate  action, 
the  Committee  on  Salaries  undertook  the  task  of 
preparing  a  general  schedule,  which  should  at  least 
establish  a  uniform  compensation  for  similar  work, 
and  the  result  of  their  effort  apj)ears  in  a  report 
recently  submitted  to,  and  approved  by,  the- Board,  to 
take  effect  January  1,  1904.    (Document  No.  11,  1903.) 

The  new  schedule  is  one  that  has  been  arrived  at 
only  after  a  long  and  tentative  process,  careful  research, 
actual  inspection  of  typical  buildings,  and  estimates  of 
the  value  of  the  service  by  independent  methods,  and 
its  principal  features  may  be  summarized  as  follows : 

First,  the  compensation  for  janitor  service  varies  in 
proportion  to  the  floor  area  of  the  buildings,  and  is 
based  upon  five  factors,  viz. : 

1.  Cleaning. 

2.  Heating,   Ventilation,  and  Superintendence. 

3.  Washing  of  Windows. 

Jf.     Care  of  Yards  and  Sidewalks. 

5.     Care  of  Lawns. 

It  is  admitted  that  there  are  many  other  items  in  the 


ANNUAL   SCHOOL  REPORT.  19 

work  of  a  janitor  that  are  of  considerable  importance, 
but  it  was  found  that  departure  from  the  five  factors 
stated  resulted  in  confusion  in  a  maze  of  items,  many 
of  them  of  comparatively  small  importance,  the  mere 
number  of  which  precluded  the  possibility  of  incorpo- 
rating them  into  any  workable  formula,  while  the 
attempt  to  recognize  and  compensate  for  them  in  past 
years  had  probably  led  in  large  measure  to  the  pres- 
ent unsatisfactory  and  unequal  salaries  now  in  force. 
Although  the  factors  adopted  are  limited  to  but  five, 
it  is  intended  that  the  rate  of  compensation,  as  deter- 
mined by  the  schedule,  shall  be  sufficiently  high  to 
include  the  entire  amount  of  service  required  for  the 
proper  care  of  the  buildings  and  grounds. 

For  each  of  the  factors.  Cleaning,  Washing  of  Win- 
dows, Care  of  Sidewalks  and  Yards,  and  Care  of  Lawns, 
the  compensation  is  at  a  uniform  rate  for  all  buildings ; 
as  the  cost  of  such  work  does  not  vary  in  buildings  of 
different  types.  In  connection  with  the  factor.  Heat- 
ing, Ventilation,  and  Superintendence,  the  various  build- 
ings are  divided  into  three  classes,  in  accordance  with 
the  recognized  fact  that  it  requires  a  higher  degree  of 
intelligence  and  skill  to  operate  and  care  for  the  heat- 
ing and  ventilating  plants  of  certain  buildings  than 
for  others.  The  rate  of  compensation  for  all  buildings 
in  the  same  class  is  of  course  uniform. 

One  very  important  and  interesting  detail  of  the 
schedule  is  that  regardless  of  the  size  of  any 
building,  the  rate  for  Cleaning  is  a  definite  sum  for 
the  first  1,000  square  feet,  a  different  amount  for 
the  second  1,000  square  feet,  and  so  on  up  to  the 
total  floor  area  of  the  building.  The  same  principle 
applies     to    the    factor.     Heating,     Ventilation,    and 


20  SCHOOL    DOCUMENT    NO.    14. 

Superintendence  for  all  buildings  in  the  same  class. 
The  janitor  of  a  small  building  is  therefore  paid  at 
exactly  the  same  rates  for  the  actual  area  of  his 
building  as  the  janitor  of  a  much  larger  building  for 
a  corresponding  area,  and  as  the  area  increases  the 
rate  of  compensation  decreases  until  a  fixed  minimum 
is  reached. 

The  high  school-houses  are,  however,  excepted  from 
the  application  of  the  schedule  for  several  reasons 
which  it  is  perhaps  unnecessary  to  specify  here  in 
detail. 

This  is  but  a  brief  synopsis  of  the  main  features  of 
the  schedule.  The  report  of  the  Committee  on  Salaries 
contains  a  fuller  and  more  comprehensive  explanation, 
as  well  as  several  tables  and  diagrams  which  exhibit 
graphically  the  application  of  the  schedule  to  the 
several  school-houses,  and  its  regular  and  harmonious 
progression  in  buildings  of  various  sizes  and  types. 

THE    EVENING    SCHOOLS. 

The  past  year  has  been  one  of  marked  progress  in 
the  administration  of  the  Evening  Schools,  ^he 
Charlestown  and  East  Boston  branches  of  the  Evening 
High  School  established  in  1888  and  1889  respectively, 
have  been  made  independent  and  sej)arate  schools,  and 
two  new  Evening  High  Schools  organized,  one  in  South 
Boston  and  the  other  in  Roxbury,  both  housed  in  the 
high  school  buildings  of  those  districts.  All  of  these 
schools,  including  also  the  Central  School,  so-called, 
which  continues  to  occupy  the  English  High  School- 
house  in  the  South  End,  have  been  exceedingly  success- 
ful in  attracting  and  holding  large  numbers  of  pupils, 
and  in  providing  adequate  instruction  in  ^subjects  of 


ANNUAL  SCHOOL   REPORT.  21 

interest  and  value  to  those  desiring  to  take  advantage 
of  this  part  of  the  educational  system  maintained  by 
the  city. 

Merely  as  an  illustration  of  the  broadening  scope  of 
the  work  of  these  schools,  we  mention  the  following : 
In  the  Charlestown  Eveninjj;  Hisrh  School  a  class  in 
practical  physiology,  with  particular  reference  to  nurs- 
ing, has  been  established,  meeting  two  evenings  a 
week.  The  first  hour  of  eacli  session  is  devoted  to 
physiology,  the  instruction  being  like  that  offered  in  an 
ordinary  medical  school.  The  second  hour  is  spent  in 
a  practical  demonstration  and  repetition  by  the  pupils 
of  the  duties  of  a  trained  nurse,  this  part  of  the  course 
being  similar  to  the  one  given  in  the  Massachusetts 
General  Hospital.  This  work  is  conducted  by  a  gradu- 
ate trained  nurse  and  a  physician.  The  course  begins 
with  the  taking  of  pulse,  respiration  and  temperature, 
and  the  use  of  clinical  charts ;  progressing  to  the  mak- 
ing of  beds,  the  preparation  of  patients  for  operations, 
bandaging,  etc.  Various  physicians  have  volunteered 
their  services,  and  have  delivered  lectures  in  this  course 
upon  the  more  common  and  fatal  diseases,  dwelling 
particularly  on  the  physiological  aspects  of  such  cases, 
and  the  proper  care  of  the  patients.  This  is  the  first 
course  of  its  kind  offered  in  a  free  evening  school  in 
the  country. 

There  are  also  classes  in  gymnastics  for  both  sexes, 
and  a  class  in  music,  dividing  its  time  between  theory 
and  choral  work.  The  school  publishes  and  maintains 
among  its  OAvn  pupils  a  paper  called  the  "  Evening 
Star"  which  is  believed  to  be  the  first  evening  school 
paper  in  America. 


22  SCHOOL    DOCUMENT    NO.    14. 

EVENING    LECTURES. 

The  Annual  Report  for  the  year  1902  contains  a 
statement  showing  the  origin  and  early  steps  in  the 
development  of  the  plan  of  the  evening  lecture  sys- 
tem, conducted  by  the  Committee  on  Evening  Schools, 
which  has  been  materially  broadened  and  developed 
during  the  past  year.  The  first  series  of  lectures, 
twenty-four  in  number,  and  given  in  four  different 
centres,  established  in  various  school-houses,  occurred 
in  the  late  fall  and  early  winter  of  1902,  the  total 
attendance  being  16,495,  and  the  average  attendance 
687.  The  satisfactory  results  attained  warranted  a 
continuance  of  the  work,  and  four  additional  centres 
were  established,  making  eight  in  all,  and  located  as 
follows  :  East  Boston,  Charlestown,  Roxbury,  Brigh- 
ton, and  Dorchester  High  School-houses,  the  Franklin 
School-house  in  the  South  End,  the  Shurtleff  School- 
house  in  South  Boston,  and  the  Lowell  School-house, 
Jamaica  Plain.  At  each  of  these  centres  a  course  of 
four  lectures  was  given  during  the  early  spring  of 
the  present  year.  The  total  attendance  was  23,572, 
and  the  average  attendance  736.  Lectures  upon  de- 
scriptive geography  and  travel  predominated  in  this 
course  as  well  as  in  the  former.  It  is  the  judgment 
of  the  committee  in  charge  of  this  work  that  free 
public  courses  must  be  made  up  to  a  great  extent  of 
these  subjects,  which  possess  very  largely  the  human 
element  and  are  thus  within  the  compass  of  the  sym- 
pathies and  interests  of  all,  and  appeal  particularly 
to  a  large  body  of  people  without  specialized  tastes 
or  definite  educational  purposes.  But  so  far  as  the 
breadth  and  variety  of  the  knowledge  sought  by  those 
to  whom  this  work  appeals  can  be  ascertained,  correla- 


ANNUAL  SCHOOL   REPORT.  23 

tive  opportunities  should  be  offered,  and  the  field 
covered  by  these  lectures  gradually  extended  to  in- 
clude subjects  of  undoubted  educational  and  utilitarian 
value. 

Another  and  similar  course,  consisting  of  six  lectures 
in  each  of  the  eight  centres  previously  named,  and 
begun  in  November,  has  just  been  completed,  the  total 
attendance  being  27,898,  and  the  average  attendance 
581.  These  figures,  significant  though  they  be,  do  not 
fully  indicate  the  extent  of  the  public  interest ;  for  it 
happened  on  several  occasions  that  large  numbers  of 
people,  sometimes  hundreds,  were  unable  to  gain  admit- 
tance to  the  hall. 

Many  lectures  in  these  courses  were  upon  subjects  of 
a  literary  nature,  and  were  well  attended.  In  a  few 
instances  the  lectures  were  without  illustration.  While 
the  audiences  on  these  occasions,  as  was  to  be  expected, 
were  not  so  large  as  at  other  lectures,  yet  they  were  of 
gratifying  size,  and  demonstrated  that  the  need  of  the 
stereopticon  is  not  absolute,  and  that  subjects  which  do 
not  admit  of  effective  illustration  of  that  sort  may  be 
included  in  the  courses  without  imperilling  their  useful- 
ness or  popularity. 

The  test  of  the  success  of  a  municipal  lecture  system 
is  public  appreciation,  and  this,  we  believe,  may  safely 
be  measured  by  the  size  of  the  audiences.  But  this 
was  not  their  only  noteworthy  characteristic.  They 
were  composed  invariably  of  serious,  orderly  people, 
who  listened  with  careful  attention  and  unmistak- 
able interest.  The  size  and  conduct  and  character 
of  the  audiences  convincingly  showed  that  there  are 
in  our  city  large  numbers  of  people  for  whom  the 
present  means  of  public  instruction  are  inadequate  or 


24  SCHOOL    DOCUMENT    NO.    14. 

ill  adapted,  who  are  earnestly  desirous  of  self-improve- 
ment, of  increasing  their  knowledge,  and  of  broadening 
their  intellectual  horizon.  The  existence  of  this  whole- 
some spirit  is  a  momentous  fact,  and  it  would  seem  to 
be  the  policy  of  wisdom  as  well  as  of  proper  economy 
for  the  municipality  to  recognize  it,  and  so  far  as  it 
is  able  to  gratify  it.  Thus  the  number  of  centres 
should  be  increased,  the  lecture  season  extended,  and 
the  scope  of  the  work  made  comprehensive  enough 
ultimately  to  include  instruction  in  all  the  more  impor- 
tant departments  of  knowledge. 

EDUCATIONAL     CENTRES. 

A  somewhat  extended  account  of  the  work  of  the 
Educational  Centres  appears  in  the  Annual  Report 
for  1902;  and  during  the  past  year  two  new  Cen- 
tres have  been  opened,  one  in  East  Boston  and  the 
other  in  the  AYest  End.  The  committee  in  charge  of 
this  extension  of  the  school  system  have  recently  made 
a  very  full  and  complete  report  on  the  subject  (Docu- 
ment No.  9,  1903),  from  which  we  have  draw^n  the 
following : 

Educational  Centres  were  first  opened  April  14, 1902, 
in  the  Lowell  School,  Jamaica  Plain,  and  May  6,  1902, 
in  the  Hancock  School,  at  the  North  End.  After  these 
schools  had  been  running  a  short  time  it  was  decided 
to  open,  January  5,  1903,  a  South  Boston  Educational 
Centre  in  the  Bigelow  School,  and  on  October  26,  1903, 
an  Educational  Centre  was  opened  in  the  Chapman 
School,  East  Boston.  A  similar  Centre  has  just  been 
opened  (November  16,  1903)  in  the  crowded  West  End 
District,  at  the  Mayhew  School. 

A  new  feature  introduced  this  year  consists  of  several 


ANNUAL  SCHOOL  KEPORT.  25 

short  courses  of  study  lectures  in  the  halls  of  these 
Centres  on  various  subjects.  In  the  South  Boston  Cen- 
tre a  successful  course  in  literature  has  just  been 
completed  by  Mr.  Bernard  M.  Sheridan  of  Lawrence. 
The  course  comprised  the  leading  American  poets. 
Passages  from  the  writings  of  the  poets  were  read  and 
discussed,  and  Mr.  Sheridan  also  gave  a  general  sketch 
of  the  works  and  life  of  each  poet.  The  members  of  the 
class  were  encouraged  to  read  the  works  of  the  author 
under  consideration  between  the  meetings  of  the  class. 

Professor  Barton  of  the  geological  department  of  the 
Institute  of  Technology  has  given  a  course  in  geology, 
with  especial  reference  to  the  geological  history  of 
Boston  and  the  adjoining  territory,  in  the  South  Boston 
Centre. 

Mr.  Martin  of  the  Board  of  Supervisors  has  given 
courses  on  civil  government  in  the  East  Boston  and 
South  Boston  Centres. 

In  the  North  End  Centre  the  Lowell  Institute  has 
agreed  to  begin  this  year  the  interesting  experiment 
of  supplementing  its  rather  highly  technical  lectures 
given  at  Huntington  Hall,  in  the  Institute  of  Tech- 
nology, hj  conducting  for  the  first  time  in  its  his- 
tory three  courses  of  lectures  in  the  heart  of  one  of 
the  crowded  districts  of  the  city.  These  lectures, 
though  elementary  in  character,  will  be  given  by 
eminent  men,  and  it  will  be  interesting  to  see  to 
what  extent  the  people  of  the  North  End  appreciate 
this  great  opportunity. 

The  experience  secured  and  the  more  accurate 
knowledge  gained  of  the  needs  and  wishes  of  the  people 
of  the  several  localities  have  already  led  to  modifica- 
tions and  additions  to  the  programme,  and  doubtless 


26  SCHOOL    DOCUMENT    NO.    14. 

will  lead  to  further  modifications  in  the  future. 
Several  new  courses  are  now  under  consideration. 

Apart  from  the  study-rooms,  where  the  boys  and 
girls  in  the  upper  grades  of  the  day  school  study 
their  lessons  for  the  next  day,  the  Centres  are  com- 
posed almost  wholly  of  people  who  up  to  the  time 
the  Centre  was  opened  had  ceased  their  schooling,  and 
who,  for  the  most  part,  unless  kept  at  home  by  house- 
hold duties,  are  working  during  the  day. 

One  of  the  characteristics  of  these  Educational 
Centres  which  has  been  most  remarked  upon  by  many 
of  the  hundreds  of  visitors  is  the  general  atmosphere 
of  friendliness  which  pervades  all  the  rooms.  The 
people  of  the  neighborhood  seem  to  realize  that  not 
only  are  the  intellectual  advantages  of  the  school  at 
their  disposal,  but  beyond  this  there  is  a  warm  and 
friendly  welcome  awaiting  each  person  who  enters  the 
building.  In  the  rooms  where  conversation  is  possible, 
such  as  the  dressmaking  and  millinery  rooms,  for 
example,  the  members  of  the  class  carry  on  a  neigh- 
borly chat  with  each  other  whenever  the  teacher  is  not 
addressing  the  class  as  a  whole.  It  is  pleasant,  when 
the  closing  hour  comes,  to  see  the  members  of  the 
school,  reluctant  to  leave  the  building,  lingering 
about  the  rooms  and  halls  conversing  with  each  other. 
iS^ot  only  has  this  atmosphere  been  commented  upon 
repeatedly  by  visitors,  but  the  same  thing  has  been 
indicated  in  many  other  ways. 

It  is  an  inspiring  sight  on  any  evening  during  the 
term  to  approach  a  school  building  used  as  an  educa- 
tional centre  and  see  the  light  streaming  from  every 
window,  and  to  realize  that  if   the   visitor  had  come 


ANNUAL  SCHOOL  REPORT.  27 

upon  it  but  a  short  time  before  he  would  have  found 
it  standing  blank  and  dark,  with  doors  locked  and 
without,  perhaps,  even  the  fixtures  in  the  building 
to  render  lights  possible.  In  order  to  see  all  the  work 
carried  on  at  such  a  school,  the  South  Boston  Educa- 
tional Centre  for  example,  it  is  necessary,  first,  to 
enter  the  basement,  where  one's  ears  are  greeted  with 
the  busy  sound  of  saw  and  plane  and  hammer  issu- 
ing from  the  elementary  and  advanced  woodworking 
rooms.  Then  in  going  from  one  to  another  of  the 
twenty-four  rooms,  each  filled  with  its  throng  of  busy 
and  interested  people,  the  visitor  can  pass  an  inspiring 
and  enjoyable  evening.  Not  the  least  agreeable 
moment  is  the  sensation  experienced  when,  after  going 
into  all  these  different  rooms,  the  visitor  enters  the 
school  hall  at  the  top  of  the  building  and  finds  there  a 
hundred  and  fifty  or  more  young  people  singing  with 
the  greatest  interest  and  evident  delight  the  Soldiers' 
Chorus  or  the  Village  Blacksmith. 

That  these  Centres  meet  with  popular  appreciation 
and  support  is  very  evident  from  the  large  number  of 
pupils  in  attendance.  Thus,  the  East  Boston  Centre, 
with  a  total  registration  of  nearly  3,000,  has  an  aver- 
age attendance  of  about  500 ;  the  North  End  Centre, 
with  a  total  registration  of  about  750,  has  an  average 
attendance  of  about  170.  At  the  West  End  nearly 
2,000  persons  are  enrolled,  and  about  400  attend  each 
evening.  In  South  Boston  the  number  registered  is 
about  4,000,  and  nearly  1,000  persons  are  present  each 
session.  In  Jamaica  Plain  the  registration  exceeds 
400,  and  nearly  150  persons  attend  each  evening. 
These  figures  are,  of  course,  approximate,  but  not 
excessive. 


28  SCHOOL    DOCUMENT    NO.    14. 

VACATION    SCHOOLS. 

The  Vacation  Schools  and  Playgrounds  conducted 
during  the  past  summer  have  also  been  under  the 
direction  of  the  committee  in  charge  of  Educational 
Centres,  and  were  maintained  in  East  Boston,  Charles- 
town,  the  North  End,  West  End,  South  Boston,  Rox- 
bury,  Brighton,  and  Dorchester.  In  general,  these 
schools  were  conducted  along  the  lines  established  by 
the  experience  of  recent  years.  The  expenditure  for 
Vacation  Schools  and  Playgrounds  in  1902  amounted 
to  $10,892.90,  while  this  year  it  was  possible  to  provide 
an  appropriation  of  but  $10,150  for  such  purposes. 
Thus  the  committee  were  embarassed  by  a  small  appro- 
priation, with  a  probable  increase  in  attendance.  Each 
master  w^as  therefore  urged  to  appoint  only  such 
teachers  as  were  strictly  necessary  for  the  efficiency  of 
his  school,  and  he  was  further  urged  to  use  the  utmost 
care  in  selecting  capable  teachers,  so  that  the  very 
best  results  might  be  obtained.  In  this  way  the 
number  of  pupils  per  teacher  was  raised  33  per  cent, 
(from  21,  which  had  been  the  average  during  1902,  to 
28).  That  this  result  was  reached  without  diminishing 
the  interest  of  the  pupils  in  their  work  seems  clear, 
because  the  percentage  of  attendance,  based  on  the 
total  enrolment,  which  for  the  preceding  year  was  39, 
increased  this  last  year  to  43. 

In  like  manner  the  most  rigid  economy  in  the  use  of 
supplies  was  required.  Thus  the  cost  per  pupil  per 
week,  which  in  the  summer  of  1902  was  $0.44  was 
reduced  in  the  summer  of  1903  to  $0.33,  a  reduction  of 
25  per  cent.  In  spite  .of  all  these  precautions  it  was 
found  that  the  great  increase  in  daily  attendance, 
coupled  with  the  decrease  in  the  appropriation,  made 


ANNUAL  SCHOOL  REPORT.  29 

it  necessary  to  cut  one  week  off  the  usual  term  of  the 
schools. 

An  entirely  new,  and  we  think  important  departure 
was  made  this  year,  and  consisted  in  taking  whole 
classes  of  boys  or  girls  to  the  nearest  public  bath  and 
there,  with  the  assistance  of  a  competent  instructor, 
giving  them  lessons  in  swimming.  Such  instruction  in 
swimming  was  given  the  older  children  in  the  East 
Boston,  the  South  Boston,  and  the  Charlestown  schools. 
This  work  was  rendered  possible  by  the  kind  coopera- 
tion of  the  City  Bath  Commission  in  reserving  the 
neighboring  public  baths  at  certain  hours  for  the 
school  children,  and  sincere  thanks  are  due  Mr.  Thomas 
J.  Lane,  the  Chairman  of  the  Commission,  for  his 
interest  and  cooperation. 

NAMES    OF    BUILDINGS. 

Previous  to  1821,  the  various  schools,  with  but  two 
exceptions,  were  designated  by  their  localities.  One  of 
the  exceptions  was  the  Franklin  School,  the  first  school 
in  this  city  to  be  named  in  honor  of  any  individual. 
In  1821  a  committee  was  appointed  to  consider  the 
expediency  of  conferring  names  upon  schools,  and 
reported  that  "  the  propriety  and  expediency  of  giving 
specific  names  cannot  be  doubted."  From  that  date 
the  general  custom  has  prevailed  of  naming  various 
schools  in  honor  of  distinguished  citizens.  Many  have 
been  named  after  the  successive  mayors,  others  for 
statesmen,  patriots,  clergymen,  and  men  and  women 
who  have  been  largely  instrumental  in  advancing  the 
educational  interests  of  the  community. 

This  year  a  somewhat  larger  number  of  schools 
than  usual,  both  new  and  old,  have  been  named,  and 


30  SCHOOL    DOCUMENT    NO.    14. 

the  committee  whose  duty  it  is  to  consider  and  report 
upon  all  propositions  relating  to  this  subject,  in  sub- 
mitting a  list  of  names  to  be  given  various  schools, 
said  in  their  report :  "  Your  committee  believe  that 
the  name  of  a  school  should  be  of  such  a  character 
as  to  awaken  in  the  scholars  patriotism,  and  a  desire 
to  serve  their  country.  A  great  name  is  an  incen- 
tive to  great  service.  The  lives  of  its  best  men  make 
the  history  of  a  country.  In  no  way  can  history  be 
better  taught  than  through  the  lives  of  the  men  who 
have  become  famous  in  art,  in  letters,  in  science,  or 
in  public  life.  Your  committee  recognize  that  there 
are  certain  local  historical  traditions  that  the  names 
of  the  schools  may  well  preserve,  and  that  there  are 
men  who  have  served  their  country  well  in  a  less  ex- 
alted position  whose  names  should  be  perpetuated,  but 
they  feel  that  in  Boston  this  principle  has  received  full 
recognition,  while  many  names  of  national  importance 
find  no  place  in  our  list  of  schools." 

Among  the  names  suggested  by  the  committee  in 
accordance  with  their  belief  that  the  name  of  a  school 
should  he  an  inspiration  to  its  teachers  and  pupils, 
rather  than  a  mere  memorial,  were  the  following,  all 
of  which  were  adopted  by  the  Board :  Washington, 
Jefferson,  Paul  Jones,  Farragut,  Marshall,  Miles  Stand- 
ish,  Henry  Vane,  and  Hull. 

ILLUSTRATIONS  AND   DESCRIPTIONS    OF  SCHOOL-HOUSES. 

The  appendix  to  this  report  contains  illustrations  and 
brief  descriptions  of  the  Latin  and  High  School-houses, 
The  Horace  Mann  School  for  the  Deaf,  and  the  School 
Committee  Headquarters  on  Mason  street,  thus  complet- 
ing the  plan  begun  in  1900  and  continued  in  1901  and 


ANNUAL  SCHOOL  KEPORT.  31 

1902.  The  present  report  together  with  those  of  the 
three  years  immediately  preceding  contain  such  material 
relating  to  every  permanent  school  building  owned  and 
occupied  by  the  city  for  school  purposes  in  the  respective 
districts  covered  by  each  report  at  the  time  it  went  to 
press.  It  is  suggested  that  after  an  interval  of  say  five 
years  the  same  course  be  followed  with  regard  to  the 
new  school-houses  erected  during  that  period,  and  re- 
peated after  the  lapse  of  a  similar  space  of  time,  so 
that  a  complete  pictorial  history  of  the  school  plant 
may  be  readily  accessible  for  future  reference. 


On  June  3,  1903,  occurred  the  death  of  William  E. 
Endicott,  master  of  the  Christopher  Gibson  District. 
Mr.  Endicott  was  a  man  who  at  all  times  gave 
faithful  and  honest  service  ;  a  man  who  won  and  held 
the  respect  and  esteem  of  his  pupils,  teachers,  and  resi- 
dents of  his  district.  He  was  born  at  Canton,  Mass., 
on  April  1,  1842;  in  his  youth  fought  for  the  preser- 
vation of  his  country ;  and  subsequently  devoted  the 
best  of  his  life  to  the  educational  interests  of  this  city. 
He  entered  the  Boston  service  in  September,  1866,  in 
the  same  position  he  held  at  the  time  of  his  death,  and 
thus  taught  continuously  for  more  than  a  third  of  a 
century. 

Warren  E.  Eaton,  master  of  the  Harvard  District, 
died  on  the  third  day  of  July,  1903.  He  was  born  in 
North  Reading,  Mass.,  on  January  7,  1839;  became 
sub-master  in  the  Prescott  School  on  April  1,  1866 ; 
and  master  of  the  Harvard  District  January  1,  1867. 
Mr.  Eaton  brought  to  the  discharge  of  every  duty 
unfailing  fidelity  and  unselfish  devotion.     Possessing  a 


32  SCHOOL    DOCUMENT    NO.    14. 

strong  though  unassuming  character,  he  commanded 
the  love  and  respect  of  his  associates ;  and  his  long 
experience  in  the  conduct  of  school  affairs,  joined  to  a 
natural  love  for  his  profession,  gave  great  value  to  his 
counsels  in  educational  matters. 

George  W.  M.  Hall,  master  of  the  Washington  Alls- 
ton  District,  died  suddenly  on  December  6,  1903.  Mr. 
Hall  was  born  in  Philadelphia,  Penn.,  April  29,  1836, 
and  entered  the  Boston  service  as  usher  in  the  Mayhew 
School  on  Hawkins  street  in  1869.  In  1875  he  became 
master  of  the  Brighton  Harvard  School  (now  the 
Washington  Allston)  where  he  continued  during  the 
remainder  of  his  life.  Independent  in  thought,  firm  in 
conviction,  strong  in  administrative  capacity,  he  wisely 
conducted  the  important  interests  committed  to  his 
charge,  and  withal  performed  many  unobtrusive  acts  of 
kindness  that,  known  to  but  few  perhaps,  will  live  in 
grateful  memories  for  years  to  come.  His  interest  in 
the  welfare  of  his  associates  was  not  confined  to  dis- 
trict lines,  and  the  success  attending  the  formation  and 
establishment  by  legislative  action  of  the  Public  School 
Teachers'  Retirement  Fund  is  largely  due  to  his  unsel- 
fish and  uijtiring  interest  and  persistent  effort. 
Respectfully  submitted, 

JAMES  A.  McDonald, 

Chairman. 
DAVID  A.  ELLIS, 
WILLIAM  T.  KEOUGH. 


APPENDIX 


PUBLIC   LATIN   SCHOOL. 

The  Boston  Town  Records  read  :  "  The  13th  of  the  2d  moneth, 
1635.  Att  a  Generall  meeting  upon  publique  notice  ...  it 
was  then  generally  agreed  upon  that  our  brother  Philemon 
Pormort  shalbe  iutreated  to  become  scholemaster,  for  the  teach- 
ing and  nourtering  of  children  with  us."  This  vote  was  the 
beginning  of  the  school  which  ever  since  has  been  maintained 
by  the  town  and  city  of  Boston,  and  is  now  known  as  the 
Public  Latin  School.  Until  1682  this  school  was  the  only  pub- 
lic school  in  the  town,  and  it  is  the  oldest  educational  insti- 
tution with  continuous  existence  in  the  country.  Unlike  the 
common  schools  of  later  times  which  were  established  for  the 
elementary  education  of  all  the  children  in  the  town,  the  pur- 
pose of  the  Public  Latin  School  was  solely  the  preparation  of 
boys  for  the  University  in  order  that  the  colony  might  be  aided 
in  securing,  says  the  historian,  "  a  body  of  learned  men  who  '  by 
acquaintance  with  ancient  tongues '  should  be  able  to  obtain  '  a 
knowledge  of  the  Scrij^tures'  and  qualified  'to  discover  the  true 
sense  and  meaning  of  the  original.'  "  It  has  always  been  a 
classical  school ;  its  head  masters  and  many  of  its  teachers  have 
been  eminent  classical  scholars,  and  there  is  no  reason  to  sup- 
pose that  it  will  depart  from  its  traditions  and  be  other  than  a 
classical  school  for  years  to  come. 

The  earliest  separate  Latin  School-house  was  located  just 
below  King's  Chapel,  on  School  street  (1704-1748).  Previous 
to  that  time,  the  school  was  probably  kept  in  the  same  building 
in  which  the  master  livecL  The  second  building  was  situated 
on  the  south  side  of  School  street  (1748-1810).  The  third 
building  (1812-1844)  was  also  located  on  the  south  side  of 
School  street.  About  1844  this  building  was  taken  down  to 
permit  the  erection  of  Horticultural  Hall,  and  on   the  8th  of 


34  APPENDIX. 

July  the  school  was  transferred  to  a  new  building  on  Bedford 
street  erected  for  the  joint  use  of  this  and  the  English  High 
School.  About  1873,  and  for  several  years  thereafter,  a  part  of 
the  school  occupied  the  building  on  Mason  street  lately  vacated 
by  the  Girls'  High  and  Normal  School.  The  present  school- 
house  on  Warren  avenue  was  begun  in  1877,  completed  in 
November,  1880,  and  dedicated  on  the  22d  of  February,  1881. 
Area  of  site  (including  English  High  School),  85,560  square 
feet. 


BRIGHTON  HIGH   SCHOOL.  35 


BRIGHTON   HIGH    SCHOOL. 

This  school  was  established  by  the  School  Committee  of  the 
town  of  Brighton  on  March  22,  1841,  and  occupied  a  building 
erected  by  citizens  and  used  as  as  an  academy  on  Academy 
Hill,  which  was  at  first  rented  and  subsequently,  during  the 
same  year,  purchased,  for  the  purpose.  In  1842  the  school  was 
removed  to  the  lower  floor  of  the  Town  Hall,  where  it  remained 
until  1847,  when  the  more  advanced  pupils  were  transferred  to 
the  Academy  on  Rockland  street,  now  Academy  Hill  road,  to 
constitute  a  high  school  proper,  as  previous  to  this  time  pupils 
had  been  admitted  to  the  school  at  the  age  of  ten  instead  of  on 
their  qualifications  for  advanced  instruction.  On  September  1, 
1856,  the  school  was  removed  to  a  new  building  south  of  the 
Academy  on  Rockland  street,  which  was  burned  on  March  20, 
1867.  A  new  building  was  then  erected  on  Academy  Hill, 
which  was  dedicated  on  March  4,  1868.  This  school-house  is 
still  standing,  but  unoccupied.  The  present  building  situated 
at  the  corner  of  Cambridge  and  Warren  streets  was  begun  in 
1895,  first  occupied  in  September,  1896,  and  dedicated  April 
23,  1897.     Area  of  site,  41,871  square  feet. 


36  '  APPENDIX. 


CHARLESTOWN    HIGH    SCHOOL. 

This  school  was  established  in  1847,  aiM  the  first  building 
for  its  accommodation,  located  on  the  same  site  that  the  school 
now  occupies,  was  dedicated  on  June  17,  1848.  Owing  to  the 
growth  of  the  school  it  became  necessary  in  about  twenty  years 
to  house  a  number  of  its  pupils  in  the  upper  rooms  of  the 
Charlestown  City  Hall.  In  1869  an  addition  to  the  site  was 
purchased,  and  several  plans  for  a  new  building  or  an  enlarge- 
ment of  the  original  structure  were  proposed.  The  decision 
arrived  at  was  to  remodel  the  old  building  and  to  add  to  it  a 
large  new  wing.  The  school-house,  thus  remodeled  and 
enlarged,  and  situated  at  the  corner  of  Concord  and  Bartlett 
streets,  Monument  square,  was  dedicated  on  December  14, 1870. 
Area  of  site,  which  was  enlarged  in  1898  and  again  in  1902, 
16,382  square  feet. 


DORCHESTEE   HIGH   SCHOOL.  37 


.  DORCHESTER   HIGH   SCHOOL. 

This  school  was  organized  under  the  School  Committee  of 
the  old  town  of  Dorchester  in  1852.  The  first  building  was  a 
wooden  edifice  containing  four  rooms  at  the  corner  of  Gibson 
street  and  Dorchester  avenue,  now  occupied  by  primary  and 
kindergarten  classes.  In  1870,  shortly  after  the  annexation  of 
Dorchester  to  Boston,  the  school  removed  to  a  brick  building 
at  the  corner  of  Dorchester  avenue  and  Centre  street,  now 
devoted  to  grammar  purposes,  where  it  remained  until  the  com- 
pletion of  the  present  school-house  situated  at  the  junction  of 
Talbot  avenue,  Centre  and  Washington  streets.  The  site  for 
this  building  was  acquired  in  1896,  but  it  was  not  until  the  sum- 
mer of  1898  that  the  contract  for  its  erection  was  entered  into. 
The  new  school-house  was  first  occupied  on  June  3,  1901,  and 
was  dedicated  on  December  5  of  the  same  year.  Area  of  site, 
60,000  square  feet. 


38  APPENDIX. 


EAST   BOSTON   HIGH   SCHOOL. 

The  East  Boston  High  School  was  opened  in  September, 
1878,  as  a  branch  of  the  English  High  and  Girls'  High  Schools. 
It  occuj^ied  the  third  floor  of  the  Old  Lyman  School-house  at 
the  corner  of  Paris  and  Meridian  streets.  As  the  school  in- 
creased in  numbers  larger  accommodations  became  necessary, 
and  in  1880  a  class  was  placed  in  Sumner  Hall,  a  building  in  the 
rear  on  Wesley  street.  In  the  same  year  the  school  became  a 
separate  and  independent  organization.  Sumner  Hall  was 
occupied  until  1884,  when  an  annex  containing  six  rooms  was 
added  to  the  Old  Lyman  School-house ;  these,  with  the  third 
floor  of  that  building,  furnished  accommodations  until  May  13, 
1901,  when  the  present  school-house,  placed  under  contract  in 
1898,  was  first  occupied.  This  building  was  dedicated  on 
November  21,  1901.     Area  of  site,  27,500  square  feet. 


o 


ENGLISH   HIGH   SCHOOL.  39 


ENGLISH   HIGH   SCHOOL. 

During  the  year  1820  a  plan  for  the  establishment  of  an 
"  English  Classical  School "  for  the  training  of  boys  who  were 
to  be  prepared  for  active  life  rather  than  for  the  university  was 
submitted  to  the  School  Committee,  and  at  a  town  meeting  held 
on  January  15,  1821,  "was  nearly  unanimously  accepted,  but 
three  persons  voting  in  the  negative."  The  school  soon  came 
to  be  known  as  the  "  English  High  School,"  and  is  so  referred 
to  in  the  records  of  the  School  Committee  until  1832,  when  it 
was  formally  declared  that  "  the  only  proper  and  legal  title  by 
which  it  can  be  known  is  that,  given  it  by  the  town,  of  English 
Classical  School."  But  in  the  following  year  a  vote  was  passed 
restoring  the  name  "by  which  it  has  always  been  designated  in 
the  records  and  in  the  regulations  of  the  board  since  the  year 
1824,  viz. :  English  High  School." 

During  the  first  three  years  of  its  existence  the  English  High 
School  occupied  a  part  of  a  school-house  on  Derne  street,  at  the 
corner  of  Temple,  the  rest  of  that  building  being  occupied  by 
the  o;rammar  and  writing  school  then  or  soon  afterwards  known 
as  the  Bowdoin  School.  The  Derne-street  School-house  was 
pulled  down  many  years  ago  to  clear  the  ground  for  the  Beacon 
Hill  Reservoir,  which  in  its  turn  was  demolished  to  make  room 
for  the  extension  of  the  State  House.  The  next  home  of  the 
English  High  School,  from  1824  to  1844,  was  in  a  building 
specially  designed  for  it,  which  is  still  standing  on  Pinckney 
street  (Sharp  School-house).  In  1844  the  English  High  and 
the  Latin  Schools  became  co-tenants  of  the  building  on  Bedford 
street;  whence  they  were  removed  at  Christmas,  1880,  to  the 
present  building  on  Montgomery  street,  which  was  dedicated 
February  22,  1881.  From  1870  to  1873  some  of  the  classes 
were  placed  in  the  Mason-street  building,  formerly  occupied  by 
the  Girls'  High  and  Normal  School,  and  in  the  latter  year  were 
removed  to  the  old  Bowditch  School-house  on  South  street, 
which  was  then  vacant.  Area  of  site  (including  Public  Latin 
School),  85,560  square  feet. 


40  APPENDIX. 


GIRLS'   HIGH   SCHOOL. 

In  1825  the  School  Committee  instructed  a  sub-committee  of 
its  body  "  to  consider  the  expediency  and  practicability  of 
establishing  a  publick  school  for  the  instruction  of  girls  in  the 
higher  departments  of  science  and  literature,"  adopted  unani- 
mously a  favorable  report  on  the  subject,  and  established  a 
"  High  School  for  Girls,"  as  it  was  called,  in  the  Bowdoin 
School-house.  In  1827  the  School  Committee  was  about  evenly 
divided  on  the  question  of  discontinuing  the  school,  and  in  1828, 
the  City  Council  failing  to  make  an  appropriation  for  its  main- 
tenance, the  school  came  to  an  end. 

The  next  public  movement  for  a  girls'  high  school  was  started 
in  1853,  when  a  petition  bearing  over  three  thousand  signatures 
was  brought  to  the  School  Committee,  praying  that  a  high 
school  for  girls  might  be  established.  The  first  conclusion  was 
adverse  to  the  project,  the  unsuccessful  high  school  of  1826-28 
being  cited  in  support  thereof.  Meanwhile  the  Committee  on 
Public  Instruction  of  the  City  Council  came  to  the  conclusion 
that  there  ought  to  be  four  high  schools  for  girls,  "  one  at  East 
Boston,  one  at  South  Boston,  one  at  the  South  End,  and  one  at 
the  West  End  of  the  city  proper."  Finally,  November  14, 
1854,  the  School  Committee  decided  to  introduce  high  school 
studies  into  the  existing  Normal  School,  and  to  enlarge  the 
Normal  School  Committee  for  the  purpose  of  doing  this.  Thus 
the  Normal  School,  originally  established  in  1852  for  the  sole 
purpose  of  preparing  young  women  for  the  business  of  teach- 
ing, came  to  be  also  a  high  school,  and  soon  acquired  the  name 
of  the  Girls'  High  and  Normal  School. 

The  normal  element  in  this  combination  became  relatively 
more  and  more  inconspicuous,  insomuch  that  it  became  neces- 
sary in  1872  to  give  the  Normal  School  a  separate  existence  in 
order  to  save  it  from  total  absorption.  Thus  the  Girls'  High 
School  dates  its  separate  and  independent  life  from  1872, 
althoufrh  it  had  existed  in  the  bosom  of  the  Normal  School  for 


GIRLS'    HIGH   SCHOOL.  41 

eighteen  years  prior  to  that  time.     Its  first   home  was  in  the 
old  Adams  School  building  on  Mason  street. 

The  present  school-house,  situated  on  a  lot  extending  through 
from  West  Newton  street  to  Pembroke  street,  was  begun  in  the 
spring  of  1869,  and  was  occupied  in  October,  1870.  It  was 
formally  dedicated  on  April  19,  1871.  Area  of  site,  37,480 
square  feet. 


42  APPENDIX. 


GIRLS'   LATIN   SCHOOL. 

This  school  was  founded  to  meet  the  demand  that  girls  be 
provided  with  the  same  opportunities  to  fit  for  college  that  had 
long  been  enjoyed  by  boys,  and  for  this  purpose  three  different 
measures  were  proposed  to  the  School  Committee  in  1877. 
The  first  was  to  organize  a  college  preparatory  department  in 
the  Girls'  High  School ;  the  second  to  admit  girls  to  the  Public 
Latin  School;  and  the  third  to  establish  a  separate  and  inde- 
pendent school  for  girls.  The  last  measure  was  adopted,  and 
the  Girls'  Latin  School  established  February  4,  1878.  For 
twenty  years  from  its  organization  this  school  occupied  a  por- 
tion of  the  Girls'  High  School-house  on  West  Newton  street, 
but  the  growth  of  both  schools  made  this  arrangement  finally 
physically  impossible,  and  in  1898  additional  accommodations 
were  rented  in  Copley  square,  since  which  time  the  school  has 
been  divided,  three-fifths  of  the  pupils  being  assigned  to  the 
Copley-square  building  and  two-fifths  to  the  West  Newton - 
street  building. 


MECHANIC   AETS   HIGH   SCHOOL.  43 


MECHANIC   ARTS   HIGH   SCHOOL. 

In  his  annual  report  for  1883  Mr.  Edwin  P.  Seaver,  Superin- 
tendent of  Public  Schools,  presented  a  comprehensive  state- 
ment of  the  arguments  in  favor  of  industrial  education, 
submitted  a  tentative  plan  for  instruction  in  tool  work,  and 
called  attention  to  rooms  in  the  Public  Latin-English  High 
School  building  that  were  available  for  the  experiment.  Six 
years  later  Mr.  Seaver  renewed  his  recommendation  in  his 
report  of  1889,  and  after  an  extended  tour  of  investigation,  and 
a  careful  study  of  the  principal  manual  training  schools  of  the 
country,  presented  a  special  report,  accompanied  by  a  detailed 
plan  for  the  establishment  of  a  Mechanic  Arts  High  School  in 
this  city.  On  Nov.  26,  1889,  the  School  Committee  passed  an 
order  requesting  the  City  Government  to  erect  a  school  build- 
ing "  adapted  to  manual  training  work,"  and  the  present 
Mechanic  Ai-ts  High  School,  situated  at  the  corner  of  Belvidere 
and  Dalton  streets,  was  finally  occupied,  in  an  incompleted 
state,  in  Sej^tember,  1893. 

The  school  soon  outgrew  its  original  quarters,  and  an  addition, 
which  nearly  doubled  its  capacity,  was  begun  in  1898  and  com- 
pleted in  the  spring  of  1901.  The  original  site  has  recently 
been  enlarged  by  some  14,000  square  feet,  and  plans  for  another 
large  extension  are  now  being  prepared. 

This  school  is  neither  a  trade  school  nor  an  institution 
peculiarly  adapted  to  pupils  of  any  particular  class  or  social 
condition.  Its  special  function  is  to  furnish  systematic  instruc- 
tion in  drawing  and  the  elements  of  the  mechanic  arts,  in 
addition  to  a  thorough  high  school  course  in  which  mathemati- 
cal and  scientific  branches  predominate.  It  aims  to  educate  its 
pupils  not  primarily  to  become  mechanics,  but  to  become  men 
of  intelligence  and  skill.  Area  of  site  (exclusive  of  recent 
addition),  22,881  square  feet. 


44  APPENDIX. 


ROXBURY    HIGH    SCHOOL. 

The  Roxbury  High  School  for  boys  was  established  in  1852, 
and,  in  1861,  was  combined  with  the  High  School  for  girls, 
established  in  1854.  It  formerly  occupied  a  building  on  Kenil- 
worth  street,  erected  in  1860,  and  still  used  for  school  pur- 
poses. The  present  school-house  on  Warren  street  was  com- 
pleted in  October,  1891,  and  dedicated  April  1,  1892.  Area  of 
site,  25,617  square  feet. 


SOUTH   BOSTON   HIGH   SCHOOL.  45 


SOUTH   BOSTON   HIGH   SCHOOL. 

The  first  steps  toward  the  establishment  of  the  South  Boston 
High  School,  the  latest  addition  to  the  high  school  system  of 
Boston,  appear  to  have  been  taken  in  1875  when  a  South  Bos- 
ton member  of  the  School  Committee  vainly  endeavored  to 
secure  a  girls'  high  school  for  that  district. 

In  1892  the  City  Council  requested  the  School  Committee  to 
consider  the  advisability  of  establishing  a  high  school  in  South 
Boston,  but  the  reply  was  returned  that  there  appeared  to  be 
no  necessity  or  demand  for  such  a  school.  In  1894,  however, 
a  petition  of  1,099  citizens  of  South  Boston  formally  requested 
of  the  School  Committee  its  establishment,  and  the  reply  was 
this  time  made  that  the  necessity  of  a  high  school  there  was 
recognized,  but  that  other  needs  of  the  city  should  first  be  met, 
and  that  this  one  ought  to  be  supplied  as  soon  as  the  finances  of 
the  city  might  permit. 

In  1895  an  appropriation  was  made  by  the  School  Committee 
for  the  purchase  of  the  necessary  land,  and  in  1897,  when  the 
Water  Department  vacated  the  reservoir  on  Thomas  park,  that 
site  was  selected  for  the  school;  and  the  City  Council  turned 
over  to  the  School  Committee  so  much  of  it  as  might  be  needed 
for  school  purposes.  For  the  land  thus  acquired  the  School 
Committee  paid  the  Water  Department  at  the  rate  of  30  cents 
per  square  foot.  The  general  contract  was  executed  October 
11,  1898,  and  the  building,  which  stands  on  the  eastern  end  of 
the  historic  Dorchester  Heights,  was  first  occupied  on  Septem- 
ber 11,  1901.  The  formal  dedicatory  exercises  took  place  on 
Tuesday,  November  26,  1901.     Area  of  site,  79,646  square  feet. 


46  APPENDIX. 


WEST   ROXBURY  HIGH   SCHOOL. 

The  iDresent  West  Roxbury  High  School  traces  its  beginnings 
back  into  the  seventeenth  century,  when,  in  1676  and  later, 
Hugh  Thomas,  John  Ruggles,  and  others  gave  to  the  town  of 
Roxborough  land  "  for  the  use  of  a  school  only,"  and  contribu- 
tions of  money.  It  was,  however,  through  John  Eliot,  the 
"  Apostle  to  the  Indians,"  and  for  nearly  sixty  years  minister 
of  the  church  in  Roxbury,  that  the  main  impetus  to  the  school 
fund  was  given.  In  the  year  1689  Eliot  gave  seventy-five  acres 
of  land  "  for  the  maintenance,  support  and  encouragement  of  a 
school  and  schoolmaster  at  .  .  .  Jamaica  or  Pond  Plain," 
in  order  to  prevent,  as  he  quaintly  expresses  it,  the  "  incon- 
venience of  ignorance." 

For  more  than  one  hundred  years  this  and  other  property  for 
the  maintenance  of  a  school  was  in  the  hands  of  individuals  as 
trustees  until,  in  the  year  1804,  the  "Trustees  of  the  Eliot 
School"  were  incorporated.  As  early  as  1831  the  School  Com- 
mittee of  the  town  of  Roxbury  and  the  Eliot  Trustees  cooper- 
ated in  maintaining  the  school.  In  1842  a  high  school  was 
proposed.  It  was  agreed  between  the  School  Committee  and 
the  trustees  that  the  Eliot  fund  should  provide  instruction  to 
the  most  advanced  pupils,  leaving  the  lower  departments  of 
instruction  to  be  provided  for  and  conducted  by  the  city.  In 
1855  the  town  of  West  Roxbury  —  it  had  in  1851  been  set  apart 
from  Roxbury  and  incorporated  as  an  independent  municipality 
—  assumed  complete  control  of  the  school,  but  continued  to 
receive  pecuniary  assistance  from  the  Eliot  fund  until  annexa- 
tion to  Boston  in  1873,  when  the  trustees  withdrew  their  sup- 
port. Since  that  date  the  school  has  been  known  as  the  West 
Roxbury  High  School. 

The  first  building  appeai-s  to  have  been  built,  about  1676,  on 
the  site  of  the  present  soldiers'  monument,  at  the  junction  of 
South,  Centre,  and  Eliot  streets,  in  Jamaica  Plain.  In  1731  a 
new  building  was  erected  on  the  same  land.    The  third  building 


WEST    ROXBURY   HIGH   SCHOOL.  47 

was  built  in  1787  on  Eliot  street,  where  the  present  Eliot 
School,  the  fourth  building  in  the  series,  now  stands.  This 
latter  building  was  dedicated  in  1832,  and  is  still  in  the  posses- 
sion of  the  Eliot  Trustees,  and  used  by  them  for  educational 
purposes  not  regularly  within  the  scope  of  the  courses  laid  down 
by  the  public  school  authorities.  In  1855  the  girls'  department 
was  moved  to  Village  Hall,  on  Thomas  street,  but  in  1858  the 
boys'  department  was  again  united  with  the  girls',  and  the 
building  on  Eliot  street  was  for  the  time  closed.  In  1867  the 
building  on  Elm  street  was  built.  It  bears  the  inscription  over 
the  front  door : 

1689  — Eliot  High  School— 1867 

In  1892  additional  land  was  purchased  in  the  rear  of  the 
existing  building,  in  view  of  the  obvious  necessity  for  increas- 
ing the  accommodations  for  the  school  in  the  near  future,  and  in 
1898  the  present  building,  planned  and  authorized  as  an  addi- 
tion to  the  Elm  street  building,  but  in  reality  a  complete  and 
modern  building,  four-fold  exceeding  in  size  the  structure  to 
which  it  is  annexed,  was  begun,  and  first  occupied  by  the  school 
in  September,  1900.  It  was  dedicated  on  November  22,  1901. 
Area  of  site,  47,901  square  feet. 


48  APPENDIX. 


THE   HORACE   MANN   SCHOOL  FOR   THE  DEAF. 

This  interesting  and  justly  celebrated  school,  owes  its  exist- 
ence to  the  efforts  of  a  few  earnest  people  who  believed  that 
the  oral  system  of  instruction  for  the  deaf,  which  Horace  Mann 
had  observed  in  Germany  and  brought  to  public  attention  in 
this  country  twenty-five  years  previously,  could  be  made  to 
succeed  here  as  well  as  there ;  and  that  this  method  had  great 
advantages  over  all  others.  One  of  these  advantages  is  pointed 
out  by  the  Hon.  Gardiner  G.  Hubbard,  in  his  historical  address 
read  at  the  dedication  of  the  new  building  on  Newbury  street 
in  1890.     He  says  : 

This  was  the  first  public  day-school  ever  opened  to  deaf  children. 
Before  this  they  had  been  gathered  into  institutions,  apart  from  friends, 
isolated  from  the  world  around  them,  a  distinct  and  separate  community. 
This  plan  was  thought  necessary  to  their  education.  Our  experiment, 
carried  on  for  twenty-one  years,  has  proved  by  its  continued  and  grow- 
ing success  that  to  the  deaf  as  well  as  to  others  all  the  advantages  of 
school  education  can  be  extended  without  the  severance  of  home  and 
family  ties. 

This  school,  first  known  as  the  "  School  for  Deaf  Mutes,"  was 
opened  November  10,  1869,  and  for  a  time  was  kept  in  two 
divisions  —  one  in  East  street  and  the  other  in  Somerset  street. 
Soon  after  better  accommodations  were  found  in  Pemberton 
square,  and  later  it  was  removed  to  63  Warrenton  street,  where 
it  remained  for  fifteen  years.  May  8,  1877,  the  name  of  the 
school  was  changed  to  "  The  Horace  Mann  School  for  the 
Deaf."  In  1885  an  act  was  passed  by  the  Legislature  granting 
to  the  city  the  perpetual  right  to  use  a  lot  of  land  on  Newbury 
street,  near  Exeter  street,  for  the  purpose  of  erecting  and  main- 
taining thereon  a  school  building  for  the  use  of  The  Horace 
Mann  School.  The  building  was  completed  and  occupied  in 
June,  1890,  and  was  dedicated  on  Monday,  November  10  of  that 
year,  the  twenty-first  anniversary  of  the  opening  of  the  school. 

The  State  has  always  borne  a  portion  of  the  expense  of  main- 
taining this  school,  and  now  contributes  $100  per  annum  for 
each  pupil  resident  in  the  city  of  Boston,  and  $150  for  each 
non-resident  pupil.     Area  of  site,  8,400  square  feet. 


SCHOOL    COMMITTEE   HEADQUARTERS.  49 


SCHOOL  COMMITTEE   HEADQUARTERS. 

This  building,  situated  on  Mason  street,  was  erected  in 
1846-47  for  the  accommodation  of  the  Adams  School,  so  called 
in  honor  of  Samuel  Adams,  the  distinguished  revolutionary 
patriot,  on  the  same  site  that  was  presumably  occupied  by  the 
South  Reading  and  Writing  School,  established  in  1717.  The 
Normal  School,  established  in  1852,  and  which  in  1854  became 
the  Girls'  High  and  Normal  School,  occupied  the  building  ( with 
the  exception  of  the  lower  floor,  in  which  the  Public  Library 
had  its  home  from  March  20,  1854,  to  June  30,  1858)  from 
October,  1852,  until  October,  1870,  when  it  was  removed  to  the 
present  Girls'  High  School-house  on  West  Newton  street. 
Extensive  additions  and  alterations  were  made  in  1861,  when 
the  rooms  of  an  adjacent  edifice  vacated  by  the  Natural  History 
Society,  were  also  occupied,  and  the  building  was  formally 
dedicated  to  its  new  uses  on  the  thirtieth  of  December  that 
year.  For  several  years  subsequent  to  1870  the  building  was 
occupied  by  overflow  classes  from  the  English  High  and  Public 
Latin  Schools.  Since  January,  1877,  it  has  been  occupied  as 
the  offices  of  the  School  Committee.  Area  of  site,  7,148  square 
feet. 


REPORT 


COMMITTEE  ON  ACCOUNTS. 


THIRTY-FIFTH  ANNUAL  EEPOET. 


COMMITTEE  ON  ACCOUNTS. 

Boston,  March,  1903. 
To  the  School  Committee: 

The  Committee  on  Accounts  in  accordance  with  the  Rules 
of  the  School  Board  submit  their  report  for  the  financial 
3^ear  1902-03,  the  detailed  account  of  expenditures  required 
of  the  Auditing  Clerk  being  included  as  usual. 

The  appropriations  for  the  support  of  the  public  schools 
are  made  in  accordance  with  chapter  448  of  the  Legislature 
Acts  of  1901,  which  allows  the  School  Committee  to  appro- 
priate $3.40  upon  each  thousand  dollars  of  the  taxable  valu- 
ation of  the  city,  upon  which  the  appropriations  of  the  City 
Council  are  based. 

Not  less  than  forty  cents  out  of  the  rate  allowed  must  be 
appropriated  solely  for  new  school  buildings,  lands,  yards, 
and  furnishings,  and  not  less  than  twenty-five  cents  solely 
for  repairs  and  alterations  of  school  buildings.  In  addition 
to  the  amount  available  upon  the  basis  of  three  dollars  and 
forty  cents,  the  School  Committee  can  appropriate  the  income 
received  throughout  the  year,  and  any  unexpended  balance 
from  the  appropriation  of  the  year  preceding. 

Under  the  law,  the  total  amount  that  could  be  appro- 
priated was  $3,850,487.69.  His  Honor  the  Mayor  vetoed 
the  item  of  $446,000  for  the  construction  of  new  buildings, 
etc.,  and  the  School  Board  appropriated  the  sum  of  $90,000 
instead,  under  date  of  May  13,  1902,  which  sum  was 
approved. 


APPENDIX. 


The  appropriation  as  made  for  the  year  was  sub-divided  as 
follows : 

Salaries  of  instructors $2,430,000  00 

Salaries  of  officers 81,687  69 

Salaries  of  janitors 192,000  00 

Fuel  and  light 120,000  00 

Supplies  and  incidentals 214,000  00 

Repairs  and  alterations  of  school  buildings        .        .        .  279,000  00 

Eents  of  hired  school  accommodations       ....  52,800  00 

Salaries  of  Schoolhouse  Commission           ....  11,000  00 

Salaries  of  employees  and  expenses  (Commission)    .        .  24,000  00 
Construction     and     furnishing    new     school  buildings, 

taking  of  land,  and  preparing  of  school  yards        .        .  90,000  00 

Total $3,494,487  69 


The  expenses  of  each  item  under  the  control  of  the 
School  Committee  having  been  kept  within  the  amount 
appropriated  no  transfers  from  one  item  to  another  were 
necessary  during  the  year. 

The  ordinary  expenses  for  the  past  year  were  as  follows : 

Salaries  of  instructors         ....  $2,426, 850  45 

Salaries  of  officers 80,827  21 

Salaries  of  janitors      .....  190,506  93 

Fuel  and  light 96,394  61 

Supplies  and  incidentals : 

Books          ....  $74,771  17 
Printing      ....  11,774  85 
Stationery  and  drawing  mate- 
rials        ....  31,802  04 
Miscellaneous  items     .         .  84,865  18 


Schoolhouse  repairs,  rents,  etc.    . 

Expended  from  appropriation 

From  income  of  Gibson  and  other  funds 

Total  expenditure 

Total  income       .... 
Net  expenditure  .... 


203,213  24 

366,800  00 

3,364,592  44 

4,175  78 

5,368,768  22 

50,030  04 

5,318,738  18 


REPORT   OF   COMMI 

Net  expenditure  forward     . 

Cost  of  new   school-houses, 
special     .... 

Less  income  (special)  : 
Sale  of  building  $103  45 
Rents        .         .     231  24 

TTEE   ON   ACCOUNTS. 

.     $3,318,738 
1945,089  34 

334  69 

5 
18 

fi5 

Total  net  cost 

.     M,263,492 

83 

The  committee,  in  preparing  the  estimates,  stated  that  the 
probable  income  would  be  as  follows ; 

Non-residents,  State  and  City      .         .         .  $19,000  00 

Trust-funds  and  other  sources     .         .         .  21,000  00 

Total  estimated  income        .         .         .  $40,000  00 


The  ordinary  income  collected  in  addition  to  the  amount 
received  on  account  of  the  tax  levy  was  as  follows : 

Non-residents,  State  and  City      .         .         .  |20,630  69 

Trust-funds,  etc 26,329  69 

Sale  of  books      ......  591  32 

State  of  Massachusetts,   travelling  expenses 

pupils  in  Horace  Mann  School         .         .  2,478  34 

Total  income $50,030  04 

Of  the  income  collected,  $3,298  were  received  on  account 
of  the  Gibson  and  other  funds,  which  amount  in  addition  to 
a  credit  balance  on  hand  Feb.  1,  1908,  of  $6,332.21,  was 
available  for  and  limited  to  expenditures  under  the  provisions 
of  these  funds. 

The  balance,  $46,732.04  (less  the  amount  estimated  at  the 
beginning  of  the  year,  $40,000),  has  been  carried  forward, 
and  is  included  in  the  amount  that  the  School  Committee 
can  appropriate  and  expend  for  general  purposes  during  the 
year  1903-1904. 

The  net  ordinary  expenses,  compared  with  those  for 
1901-1902  show  an  increase  of  $195,547.38. 

The  average  number  of  pupils  belonging  to  the  different 
grades  the  past  year  was  94,871.  The  average  cost  per 
pupil  amounted  to  $34.98,  an  increase,  as  compared  with  that 
for  the  previous  year,  of  seventy-six  cents  per  pupil. 


APPENDIX. 


The  gross  expenses  compared  with  those  for  1901-1902, 
sliow  a  variation  in  the  different  items  of  the  appropriation 
as  follows : 


Salaries  of  instructors,  increased    . 
Salaries  of  janitors,  increased 
Supplies  and  incidentals,  increased 
School-house  repairs,  etc.,  increased 
Gibson  and  other  funds,  increased 


Salaries  of  officers,  decreased 
Fuel  and  light,  decreased 


$8,704  54 
10,243  17 


$133,074  09 

18,715  10 

28,143  62 

37,209  55 

1,383  97 

$218,526  33 


18,947  71 


Total  increase,  gross 


,578  62 


The  following  shows  the  variation  in  the  number  of  pupils 
and  in  salaries  in  the  different  grades  for  the  past  year,  com- 
pared with  that  for  1901-1902  : 

High  Schools,  pupils  increased  366,  salaries  increased 
Grammar  Schools,  pupils  increased  966,  salaries  increased 
Primary  Schools,  pupils  increased  1,180,  salaries  increased 
Horace  Mann  School,  pupils  decreased  2,  salaries  increased 
Kindergartens,  pupils  increased  407,  salaries  increased 
Evening  Schools,  pupils  increased  596,  salaries  increased 
Evening  Drawing  Schools,  pupils  increased  71,  salaries  in 

creased       

Manual  Training  Schools,  salaries  increased 

Special  teachers  not  charged  above,  salaries  increased 

Spectacle  Island,  and  special  classes,  pupils  increased  16. 


§32,789 

67 

34,195 

82 

29,829 

86 

1,094 

50 

4,429 

78 

7,121 

GO 

1,613 

00 

5,223 

68 

16,776 

78 

Total  increase  in  pupils,  3,600  ;  in  salaries 


$133,074  09 


The  number  of  regular  instructors  on  the  pay-rolls  Jan.  1, 
1903,  was  2,107,  divided  among  the  several  grades  of  schools 
as  follows:  High  Schools,  216;  Grammar  Schools,  972; 
Primary  Schools,  681;  Horace  Mann  School,  16;  Kinder- 
gartens, 167  ;  Manual  Training,  including  Cookery,  55  —  an 
increase  of  86  regular  instructors  since  Jan  1,  1902. 

In  addition  there  have  been  141  temporary  teachers  and 
156  special  assistants  employed  in  the  day  schools,  an  average 
of  267  instructors  in  the  Evening  and  Evening  Drawing 
Schools,  and  115  special  instructors,  including  42  teachers  of 
sewing,  making  a  total  of  2,786  instructors  on  the  pay-rolls 
during  the  year. 


KEPORT  OF  COMMITTEE  ON  ACCOUNTS.        7 

The  amount  paid  for  salaries  of  instructors  the  past  year 
was  $2,426,850.45,  an  increase,  as  compared  with  1901-02,  of 
•1133,074.09.  This  is  a  larger  increase  than  usual,  and  a 
much  greater  proportional  increase  than  in  the  number  of 
pupils. 

The  increase  in  this  item  has  been  growing  steadily. 
Seven  years  ago  the  cost  was  $1,584,567,  and  the  past 
year  this  amount  was  exceeded  by  $842,283.45,  an  increase 
of  fifty-three  per  cent.,  and  an  average  annual  increase  for 
the  time  of  $120,326.21. 

If  it  be  necessary  that  salaries  of  instructors  should  continue 
to  increase  in  this  ratio,  immediate  steps  should  be  taken  to 
petition  the  Legislature  to  increase  the  tax  limit,  or,  if  that 
cannot  be  done,  to  allow  the  School  Committee  a  larger  pro- 
portion of  the  limit  as  it  now  exists. 

The  amount  required  under  present  conditions  to  meet  the 
increase  in  salaries  of  instructors  for  the  year  (1903-04) 
will  about  equal  the  yearly  increase  allowed  the  School 
Committee  for  all  purposes  in  accordance  with  the  gain  in 
the  assessed  valuation  of  the  city,  leaving  little  or  nothing 
with  which  to  meet  the  expected  increase  in  other  items  of 
the  appropriation  resulting  from  the  yearly  growth  of  the 
schools. 

The  following  will  show  the  increase  in  each  of  the  differ- 
ent grades  of  schools,  and  may  be  interesting  by  way  of 
comparison  as  compared  with  1892-93  —  ten  years  ago: 

High  Schools,  increased   . 
Grammar  Schools  "  ... 

Primary  Schools     " 
Kindergartens         " 
Horace  Mann  School,  increased 
Evening  and  Evening  Drawing 

Schools,  increased 
Manual  Training  Schools,  increased 
Special  instructors  " 

Total  increase  in  salaries      .         .         .    $1,002,006  16,  average  TO  " 

Attention  is  called  to  the  comparatively  slight  increase  in 
the  Grammar  grade  and  the  great  increase  in  Kindergartens 
and  Manual  Training  schools. 


$241,347  63, 

or  106 

per  cent, 

351,983  78, 

"  49 

" 

237,226  45, 

"  70 

u 

61,360  17, 

"  146 

11 

10,044  07, 

"  92 

11 

34,924  50, 

"   69 

l( 

37,242  75, 

"  281 

(( 

27,876  81, 

"  108 

11 

8 


APPENDIX. 


■  During  the  period  of  ten  years  preceding  this  time,  from 
1882-83  to  1892-93,  the  increase  in  High  Schools  was  forty- 
seven  per  cent.,  and  in  the  Grammar  and  Primary  Schools 
only  seventeen  and  twelve  per  cent,  respectively. 

In  accordance  with  the  Rules  2,173  cases  of  absence  among 
the  instructors  were  reported  throughout  the  year  on  the 
monthly  pay-rolls  by  the  principals,  varying  from  a  half  day 
to  the  entire  month.  This  is  not  equivalent  to  the  absence 
of  2,173  different  instructors,  as  in  some  schools  the  same 
person  was  absent  more  or  less  each  month. 

It  would  be  safe  to  state  that  more  than  one-half  of  the 
instructors  were  not  absent  a  single  half  day  during  the 
entire  school  year,  which  speaks  well  for  the  health  of  our 
teachers  ;  and  the  total  absences  reported  would  average 
only  about  fifty  teachei's  for  the  aggregate  sessions,  and  were 
less  than  two  and  one-half  per  cent,  of  the  teaching  force. 

The  largest  number  of  absences  was  in  March,  378  cases 
being  reported,  or  more  than  one-sixth  of  the  total  number. 

The  amount  deducted  from  the  salaries  of  instructors  on 
account  of  absences,  was  $25,698.02.  To  take  the  places  of 
the  2,173  teachers,  1,503  substitutes  were  employed  and 
received  $18,126,48,  showing  a  difference  of  $7,571.54.  This 
does  not  mean  a  financial  gain  to  the  city  as  many  suppose, 
but  merely  that  the  city  to  that  extent  did  not  pay  for  ser- 
vices not  rendered. 

This  difference  was  due  principally  to  the  difficulty  in 
procuring  substitutes  for  special  instructors,  and  regular 
teachers  in  the  high  schools.  It  is  almost  impossible  to  fill 
these   positions  at  short  notice,  or  for  only  a  few  days  service. 

The  aggregate  number  of  days  teachers  were  absent  from 
the  high  schools  were  reported  as  follows  : 


Days. 

Normal 13 

Public  Latin 38 

Girls'  Latin 76 

Brighton  High 21 

Charlestown  High      ....  5 

Dorchester  High 25 

East  Boston  High 73 


Days. 

English  High 118 

Girls'  High 203 

Mechanic  Arts  High     ...  7 

Roxbury  High 313 

South  Boston  High  ....  103 

West  Roxbury  High     ...  53 


REPORT  OF  COMMITTEE  OX  ACCOUNTS. 


On  May  27,  1902,  an  amendment  was  made  to  the  Rules, 
allowing  the  appointment  of  a  special  assistant  in  any 
grammar  grade  when  the  number  of  pupils  to  a  teacher 
exceeds  fifty-six  or  is  less  than  eighty-six. 

For  three  months,  during  which  time  the  above  rule  has 
been  in  force,  twenty-five  special  assistants  have  been 
appointed,  who  received  $1,388  for  services  rendered  prior 
to  December  16, 1902. 

When  this  rule  is  fully  in  operation  it  will  mean,  without 
doubt,  the  appointment  of  forty  to  fifty  teachers  at  an  annual 
outlay  of  from  $8,000  to  $10,000. 

The  rule  might  be  amended  to  advantage  by  limiting  the 
service  of.  these  assistants  to  such  length  of  time  as  the 
number  of  pupils  warranting  the  appointments  holds  good. 


The  cost  per  pupil  for  salaries  paid  instructors  in  the 
Normal,  Latin,  and  High  Schools  the  past  year  was  as  fol- 
lows : 


Normal  School     ....     $95  33 

English  High  School    .     .    $94  89 

Latin  School 97  80 

Girls'  High  School  ...       59  32 

Girls'  Latin  School  ...       59  31 

Mechanic  Arts  High  School,   73  27 

Brighton  High  School     .      83  23 

Roxbury  High  School  .     .       58  39 

Charlestown  High  School,     102  62 

South  Boston  High  School,     47  22 

Dorchester  High  School   .       45  06 

West  Roxbury  High  School,    62  69 

East  Boston  High  School,       63  97 

Average  cost 

.     .     .     $69  10. 

The  average  salary  paid  during  the  year  to  each  regular 


High  School  instructor  was     . 
Grammar  School  instructor  was 
Primary  School  instructor  was 
Kindergarten  instructor  was    . 


Sl,916  75 

1,055  31 

823  46 

618  81 


During   the  year  $126,738  were    paid  for  instruction  by 
special  teachers  as  follows  : 


Sewing  :    42  teachers,  418  divisions 
Music  :   director      .... 
9  assistants 


.       $34,567  63 

3,000  00 

12,501  17 

Carried  forward $50,068  80 


10  APPENDIX. 

Brought  forward $50,068  80 

Drawing  :  director 3,200  00 

5  assistants 7,317  02 

2  special  teachers,  Dorchester  High  School        .  2,918  67 

special  teacher,  English  High  School  .         .         .  2,462  50 

Roxbury  High  School        .         .  1,194  00 

South  Boston  High  School        .  1,197  00 

West  Roxbury  High  School       .  435  00 

Modern  Languages  :   4  assistants 6,084  50 

Physical  Training  :  director 3,000  00 

2  assistants 2,635  00 

Military  Drill  :    instructor  and  armorer        ....  3,050  00 

Kindergarten  Methods  :  director  and  instructor           .         .  3.940  00 

Vocal  and  Physical  Training  and  Reading  :   9  instructors  .  9,576  22 

Commercial  Branches  :    18  instructors           ....  18,684  58 

Special  assistants  :   Mechanic  Arts  High  School          .         .  2,399  50 

Chemistry  :  instructor,  Girls'  High  School  ....  1,620  00 

assistant,  Girls'  High  School    ....  936  00 

assistant,  Roxbury  High  School         .         .         .  807  25 

laboratory  assistants,  English  High  School      .  833  34 

laboratory    assistant.     Mechanic    Arts    High 

School 500  00 

Special  ungraded  classes 3,172  62 

Evening  Lecturers 706  00 

Total  for  special  instructors $126,738  00 


The  Evening  High  Scliool,  in  the  English  High  School 
building,  on  Montgomery  street,  with  branches  in  Charles- 
town  and  East  Boston,  and  ^fourteen  elementary  evening 
schools  in  different  parts  of  the  city  opened  at  the  usual  time 
and  continued  throughout  the  term  as  fixed  by  the  Board,  with 
an  average  number  of  2,892  pupils  in  the  high  school  and  two 
branches,  and  4,051  in  the  elementary  schools. 

Eour  of  the  elementary  schools  —  the  Wells  and  Bowdoin  in 
the  West  End  and  the  Eliot  and  Hancock  in  the  North  End  — 
are  within  a  short  distance  of  each  other,  but  owing  to  the 
density  of  the  population  and  the  preponderance  of  foreign 
peoples  desirous  of  learning  English,  the  schools  contain  about 
twenty-five  per  cent,  of  the  whole  evening  school  attendance. 

In  addition  to  eighteen  buildings  occupied  during  the 
year  for  high  and  elementary  evening  school  work,  the  Drake, 
Harvard,  and  Winthrop  Schools  were  used  for  instruction  in 
cookery  as  part  of  the  evening  school  course. 

1  In  addition  the  Minot  Evening  School  was  in  session  for  a  sliort  time  during  the 
year. 


REPOKT   OF   COMMITTEE  ON    ACCOUNTS.  11 

Salaries  of  instructors  in  EA^ening  Schools,  not  including 
the  Evening  Drawing  Schools,  amounted  to  '$71,625. 50  for 
the  year,  an  increase  of  $7,121,  as  compared  with  the  year 
preceding. 

Salaries  paid  in  the  six  Evening  Drawing  Schools,  includ- 
ing a  school  of  design,  for  the  usual  term,  amounted  to 
114,035,  as  compared  with  $12,422,  for  the  previous  year, 
and  showing  an  increase  of  81,613. 

Previous  to  1888  the  Kindergartens  in  the  city  were  carried 
on  at  private  expense. 

In  that  year  the  School  Committee  assumed  charge  of  them, 
and  started  with  14  Kindergartens,  employing  28  teachers,  as 
part  of  the  educational  system. 

At  the  present  time  there  are  90  Kindergartens  and  167 
teachers,  showing  an  average  annual  increase  of  nearly  6 
schools  and  11  teachers. 

The  cost  for  the  first  year  under  the  School  Committee's 
control,!  889-1890, for  salariespaid  instructors  was  $24, 323. 60, 
and  the  past  year  the  cost  was  $103,342.07,  showing  an  aver- 
age annual  increase  in  salaries  of  $6,078.34  for  the  past 
thirteen  j^ears. 

The  distribution  of  the  Kindergartens  throughout  the  city 
is  somewhat  uneven,  and  is  as  follows : 


First  Division 10 

Second  Division 6 

Third  Division 12 

Fourth  Division 4 

Fifth  Division 8 

Sixth  Division 8 


Seventh  Division     ....  14 

Eighth  Division 16 

Ninth  Division 12 

Total 90 


The  average  number  of  pupils  belonging  the  past  year 
was  4,862.  This  represents  only  about  one-quarter  of  the 
children  who  might  be  considered  of  Kindergarten  age ;  and 
if  parents  should  demand  this  grade  of  instruction  for  all  wha 
are  eligible,  and  the  School  Board  should  make  the  necessary 
provision,  the  annual  cost  under  present  conditions  would 
amount  to  nearly  half  a  million  dollars. 

The  aggregate  amount  added  to  school  expenses  on 
account  of  the  Kindergartens  being  included  in  the  school 
system  is  about  $1,150,000. 


12  APPENDIX. 

Early  in  1899,  His  Honor  the  Mayor,  Mr.  Josiah  Quincy, 
requested  the  Committee  on  Accounts  to  include  in  the 
school  budget  for  1899-1900  the  sum  of  $3,000  for  opening 
the  school-house  yards  to  a  limited  extent  during  the  summer 
vacation,  and  the  request  was  granted. 

An  equal  amount  was  appropriated  for  the  financial  year 
1900-1901,  and  the  $6,000  granted  were  expended  in  those 
two  years  under  the  direction  of  the  Massachusetts  Emer- 
gency and  Hygiene  Association.  The  association  had  been 
interested  in  this  line  of  work  for  several  years,  carrying  it  on 
successfully  by  private  subscription,  and  the  appropriation 
granted  by  the  city  assisted  them  to  extend  it  considerably. 

In  addition  to  making  provision  towards  opening  the 
yards  the  School  Committee  under  date  of  May  22,  1900, 
appointed  a  Committee  on  Vacation  Schools,  and  three 
schools  were  opened  in  the  summer  in  the  Bowdoin,  Dear- 
born, and  Lyman  Districts. 

An  appropriation  of  $3,000  was  made,  and  the  expendi- 
tures amounted  to  $2,052  for  salaries  and  $83.21  for  supplies. 

In  1901-1902  four  vacation  schools  were  carried  on,  for 
which  $5,000  were  appropriated,  $4,500  for  salaries  and  $500 
for  supplies,  out  of  which  $3,482.50  were  expended  for  sala- 
ries and  $509.69  for  supplies. 

The  past  year,  1902-1903,  showed  a  still  further  increase, 
and  schools  were  opened  in  seven  districts,  accommodating 
pupils  in  East  Boston,  Charlestown,  the  North  and  West 
Ends  in  the  city  proper,  South  Boston,  Roxbury,  Brighton, 
and  Dorchester.  The  average  attendance  in  each  district 
numbered  about  500  pupils. 

In  addition  five  playgrounds  were  opened  during  the  same 
time  in  East  Boston,  Charlestown,  the  South  End  in  the  city 
proper.  South  Boston,  and  Roxbury,  and  had  an  average 
attendance  of  over  200  children  in  each. 

The  total  expense  during  the  past  year  for  both  vacation 
schools  and  playgrounds  was  $10,892.90,  of  which  $1,347.90 
were  expended  for  supplies. 


REPOKT  OF  COMMITTEE  ON  ACCOUNTS.       13 

In  the  same  general  line  of  supplementary  educational 
work  was  the  appointment  February  11,  1902,  of  a  special 
Committee  on  Extended  Use  of  School  Buildings,  to  present 
to  the  School  Board  a  comprehensive  plan  for  the  more  com- 
plete utilization  of  the  city's  school  plant. 

In  accordance  with  their  recommendation,  three  Educa- 
tional Centres  were  opened  in  the  Hancock  District  North 
End,  Bigelow  District  South  Boston,  and  Lowell  District 
Jamaica  Plain. 

For  the  purpose,  an  appropriation  of  $3,500  was  granted. 
The  amount  expended  was  •12,680.40,  of  which  |90.40  were 
for  supplies. 

Another  item  included  in  the  annual  budget  was  $4,200 
for  the  expenses  of  lectures  to  be  given  under  the  direction 
of  the  Committee  on  Evening  Schools. 

Of  this  amount  only  $1,104  were  expended,  $706  being 
paid  to  the  lecturers,  and  the  balance  for  the  use  of  the 
stereopticon  and  for  incidental  expenses. 

Special  mention  is  made  of  these  three  items  of  expense 
because  of  their  recent  adoption. 

While  it  may  not  be  within  the  province  of  this  committee 
to  report  upon  other  than  their  financial  relation  to  the  total 
school  expenditure,  it  can  be  said  that  their  popularity  is 
unquestioned. 

Many  of  the  large  cities  of  the  country  are  devoting  much 
attention  to  the  problem  of  education  in  its  wider  sense,  and 
Boston  cannot  afford  to  lag  behind. 

It  is  believed  that  expenditures  in  this  dii-ection  are  well 
invested,  not  only  in  the  training  of  children,  but  of  men 
and  women  deprived  of  advantages  in  their  youth. 

All  these  new  departures  mean,  of  course,  additional 
expense.  Shortness  of  funds  must  curtail  this  work,  but 
there  is  no  doubt  that  when  the  people  are  satisfied  of  the 
value  to  the  community,  public  opinion  will  demand  that 
provision  be  made  to  meet  it. 


14  APPENDIX. 

Under  the  head  of  salaries  of  officers,  forty-nine  persons  are 
■employed,  including  twenty-one  truant  officers. 

The  salaries  paid  during  the  year  amounted  to  $80,827.21, 
a  decrease  of  $8,704.54,  as  compared  with  the  previous  year. 

This  reduction  was  due  to  the  transfer  of  the  charge  for 
repairs,  etc.,  on  school  buildings  from  the  School  Committee 
to  the  Schoolhouse  Commission. 

The  salaries  of  the  officials  and  employees  connected  there- 
with were  paid  after  July  1,  1901,  from  the  appropriation 
allowed  the  Commission. 


The  expense  incurred  the  past  year  for  services  of  janitors, 
including  the  amount  paid  for  washing  schoolhouse  floors 
during  the  summer  vacation,  was  $190,506.93,  and  an  in- 
crease over  the  previous  year  of  $18,715.10. 

This  is  the  largest  increase  in  salaries  of  janitors  recorded 
in  any  one  year,  and  was  due  principally  to  the  new  and 
elaborate  high  school  buildings  lately  acquired. 

During  the  past  few  years,  when  an  old  building  has  been 
replaced  by  a  new  one  or  has  received  a  large  addition,  it 
means  usually  three  or  four  times  as  much  labor  to  keep 
it  heated  and  in  a  cleanly  condition,  and  the  salary  of  the 
janitor  must  be  increased  to  correspond. 

The  number  of  buildings  used  for  school  purposes  for 
vrhich  compensation  was  paid  was  319.  (In  some  cases  the 
rental  of  hired  buildings  includes  heating  and  care.) 

A  force  of  199  persons  was  employed  as  janitors,  engi- 
neers, or  matrons,  with  salaries  ranging  from  $4,200  for 
high  school  work  to  $120  for  a  portable  building. 

The  average  salary  paid  was  $957.32,  but  as  many  janitors 
employ  either  permanent  or  temporary  assistance,  the  net 
average  amount  received  was  considerably  less. 

During  the  summer  vacation  the  floors  of  the  school 
buildings  (with  very  few  exceptions)  were  washed  thor- 
oughly at  a  cost  of  about  $2,500. 


REPORT  OF  COMMITTEE  ON  ACCOUNTS.       15 

The  fuel  situation  during  the  greater  part  of  the  year 
increased  considerably  the  labor  of  the  janitors. 

It  having  been  necessary  to  supply  the  schools  in  small 
quantities,  the  janitors  were  obliged  to  be  in  readiness  to 
receive  fuel,  on  an  average,  ten  or  twelve  times  instead  of 
two  or  three  times  as  has  been  customary. 

Not  that  alone,  but  owing  to  the  attitude  of  the  dealers, 
who  were  masters  of  the  situation,  the  janitors  were  expected 
to  remain  in  their  buildings  an  indefinite  time  after  ordering 
coal  or  wood,  in  some  cases  several  days,  and  be  ready  to  re- 
ceive it  at  any  hour  of  the  day  it  might  arrive  throughout 
the  week,  even  on  Saturday  or  Sunday. 

The  janitors,  in  addition  to  their  willingness  to  assist  the 
committee  in  keeping  the  buildings  supplied  with  fuel, 
rendered  good  service  in  using  it  as  economically  as  possible ; 
and  there  is  little  doubt  but  that,  as  the  result  of  their 
efforts,  a  saving  was  made  of  at  least  a  thousand  tons  of 
€oal  representing  a  value  of  about  $10,000. 

On  pages  39-43  of  this  report  there  will  be  found  a  tabu- 
lated list  of  buildings  with  the  salaries  of  janitors  receiving 
over  $300  per  annum. 


During  the  past  year  the  Committee  on  Supplies  presented 
for  approval  bills  to  the  amount  of  1299,607.85,  which 
represents  the  total  expenditures  of  the  School  Committee, 
exclusive  of  salaries,  repairs,  and  the  building  of  new  school- 
houses.  The  income  amounted  to  $3,069.66,  leaving  the 
sum  of  $296,538.19  as  the  net  amount  expended  under  their 
direction.  There  were  purchased  for  the  schools  10,546  tons 
of  coal  and  634  cords  of  wood,  which,  together  with  the 
expense  for  gas  and  electric  lighting,  amounted  to  $96,- 
S94.61.     This  is  included  in  the  above  net  amount. 

Full  particulars  regarding  the  method  and  cost  of  supply- 
ing the  schools  are  given  in  the  report  of  the  Committee  on 
Supplies,  lately  presented. 


16 


APPENDIX. 


The  appropriation  made  for  repairs  and  alterations  upon 
school  buildings,  including  also  the  expenses  of  the  Com- 
mission and  payments  for  rents,  amounted  to  $366,800.  The 
expenditures  during  the  year  were  $366,800.  For  details 
see  pages  56  and  57  of  this  report. 

Of  the  amount  appropriated  $52,800  were  set  apart  for  the 
payment  of  rents  and  taxes. 

The  following  shows  the  rents  and  taxes  paid  for  each 
building  hired  during  the  year : 


Atlienaeum  Building,  Cottage  street,  Dorchester  . 

23  Byron  court,  Roxbury 

Beech-street  lot,  Eoslindale 

Bennington-street  Chapel,  East  Boston  . 

732  Broadway,  South  Boston  .... 

Church  of  the  Redeemer,  East  Fourth  street,  South  Boston 

341  Centre  street,  Jamaica  Plain 

147  Columbus  avenue 

Presbyterian  Chapel,  33  Chambers  street 
St.  Andrews  Chapel,  38  Chambers  street 
Room  620  Colonial  Building,  lOOBoylston  street 

Chauncy  Hall,  Copley  square 

G.  A.  R.  Building,  E  street,  South  Boston  . 
Trustee  Building,  Eliot  street,  Jamaica  Plain 
Germania  Hall,  1448  Columbus  avenue,  Roxbury 

58  Glenway  street,  Dorchester 

Greenwood  Hall,  Glenway,  Dorchester  .... 
331-333  Centre  street,  cor.  Gay  Head  street,  Jamaica  Plain 

179  Heath  street,  Roxbury 

255  Heath  street,  Roxbury 

17  Hewlett  street,  Roslindale  .... 

737  Huntington  avenue,  Roxbury  .... 
741  Huntington  avenue,  Roxbury  .... 
766  Huntington  avenue,  Roxbury  .... 
808  Huntington  avenue,  Roxbury  .... 
170  Lauriat  avenue,  Dorchester  .... 
20  Mt.  Vernon  street,  Dorchester  .... 
Parochial  School,  Moon  street  .... 
86  Milton  avenue,  Dorchester  .... 
Methodist  Chapel,  Vinton  street.  South  Boston    , 

31  North  Russell  street 

North  End  Union,  20  Parmenter  street  . 

32  Parmenter  street 

Day's  Chapel,  974  Parker  street,  Roxbury     . 


$813  00 

382  00 

1  00 

672  00 
2,220  00 

840  00 
490  00 

1,300  00 
844  20 

1,080  00 
250  00 

8,751  80 

1,450  00 
300  00 
60  OO 
720  00 
600  00 
960  00 
433  00 
60  00 
240  00 

673  00 
709  00 
780  00 
720  00 
600  00 

1,213  00 

8,169  01 

112  00 

620  00 

3,063  33 

1,800  00 

400  OO 

250  00 


Carried  Jorward $41,576  34 


REPORT   OF   COMMITTEE   ON   ACCOUNTS. 


17 


Brought  forioard 

Princeton  and  Shelby  streets,  East  Boston    . 

Roxbury  House  Association,  1  Dayton  avenue,  Roxbury 

Stevenson's  Block,  Central  square.  East  Boston    . 

399  Saratoga  street.  East  Boston 

124  Shawmut  avenue 

18  Standish  street,  Dorchester        .         .         .        .         . 
South  Baptist  Church,  East  Fourth  street.  South  Boston 

276  Tremont  street,  Roxbury 

1508  Tremont  street,  Roxbury 

1518  Tremont  street,  Roxbury 

1520  Tremont  street,  Roxbury 

1634  Tremont  street,  Roxbury 

Tomfohrde  Hall,  91  Boylston  street,  Roxbury 
Unitarian  Church,  South  street,  Roslindale  . 

727  Walk  Hill  street,  Dorchester 

Walker  Building,  120  Boylston  street    .... 
323  Washington  street,  Dorchester  .... 

2307  Washington  street,  Roxbury 

Winthrop  Hall,  Upham's  Corner,  Dorchester 


Total 


$41,576  34 
50  00 
600  00 
235  00 
300  00 
550  00 
733  00 
600  00 

1,066  67 
600  00 
600  00 
184  33 
616  25 
400  00 
600  00 
1.33  00 

2,800  00 
373  00 

1,163  00 
15  00 

$.53,195  59 


During  the  year,  under  authority  granted  and  appropria- 
tions transferred  by  the  School  Gommittee,  the  following 
sums  were  expended  under  the  head  of  new  school-houses, 
completing  and  furnishing  school  buildings,  and  land  and 
buildings  for  schools,  by  the  Schoolhouse  Department : 

New  Dorchester  Hisrh  School-house: 


Building 

$5,640  10 

Furnishing 

4,251  53 

$9,891  63 

South  Boston  High  School-house: 

Building 

$25,663  28 

Furnishing 

New  East  Boston  High  School-house: 

2,471  65 

28,134  93 

Building 

$14,392  64 

Furnishing 

West  Roxbury  High  School-house,  addition: 

629  25 

15,021  89 

Furnishing 

630  11 

Mechanic  Arts  High  School-house,  addition: 

Building 

$3  00 

Furnishing 

1,391  91 

1,-394  91 

Carried  forward 

.         .         . 

$55,073  47 

18  APPENDIX. 

Brought  forward $55,073  47 

Grammar  School-house,  Eutaw  street,  East 
Boston,  new  Chapman  School: 

Building $611  97 

Furnishing 833  10 


Grammar    School-house,    Fourth    and     E 

streets,  South  Boston,  and  addition, 

new  Bigelow  School  : 

Additional  site       .         .  $8,093  00 

Building  .        .         .  39,784  30 


Building  and  land $47,877  30 

Furnishing 11,954  86 


Grammar     School-house,     Norfolk      and 

Morton   streets,    Dorchester,    Roger 

Wolcott  School: 

Building $25,578  73 

Furnishing 16,108  90 

Primary     School-house,     Bartlett    street, 
Charlestown: 

Building |212  50 

Furnishing 194  74 

Primary     School-house,    Dighton     place, 
Brighton,  new  Winship  School: 

Building $16,997  70 

Furnishing 2,969  52 


Primary  School-house,  Parker  street,  Eox- 
bury,  new  Ira  Allen  School: 

Building $9,460  19 

Furnishing 816  15 


1,445  07 


59,832  16 


41,687  63 


407  24 


19,967  22 


10,276  34 


Hancock  School-house,  Parmenter  street: 

Addition  to  lot 21,525  CO 

Paul  Revere  School-house,  Prince  street: 

Site 67,015  78 

William  H.  Kent  School-house,  Moulton  street,  Charles- 
town  : 

Site 5,300  00 

Gilbert    Stuart    School-house,    Richmond    street,    Dor- 
chester: 

Paving  and  grading  yard 1,291  83 

Portable  Buildings,  erecting,  heating,  and  furnishing       .  68,613  33 

Lewis  School  Annex,  Dale  street,  Roxbury        .        .        .  1,002  16 

Carried  forward $353,437  23 


REPORT  OF  COMMITTEE  ON  ACCOUNTS. 


19 


Brought  forward    . 
Sanitation    and    plumbing 
named  school  buildinofs : 

Auburn 

Atherton 

Adams  . 

Aaron  Davis 

Bennett  and  Bennett  Annex 

Charles  C.  Perkins 

Cook      . 

Drake     . 

Dwiglit . 

Emerson  Primary 

Everett  . 

Freeman 

Florence-street 

George  Putnam 

Grant     . 

Harvard 

Ira  Allen 

Lowell 

Mayhew 

Norcross 

Phillips  Brooks 

Park  man 

Quincy  . 

Rutland-street 

Roxbury  High 

Skinner 

Sherwin 

Tyler-street  . 

Wait      . 

Way-street    . 

Wells     . 


$353,437  23 


in    the    following- 


$4,302 

63 

3,477 

16 

10,065 

95 

6,933 

93 

17,582  29 

5,458 

48 

1,766 

95 

3,655 

94 

7,542 

91 

5,297 

35 

7,165 

51 

180  37 

2,508  25 

9,683 

75 

3,887 

31 

7,270 

67 

2,745  05 

1,310  03 

1,917  07 

6,882 

36 

490 

00 

7,111 

33 

10,173 

73 

6,026 

43 

7,958 

68 

5,222 

68 

8,966  43 

4,663  91 

174  71 

7,124 

11 

6,617 

27 

174,223  24 


Addition  to  lots  and  building  new  buildings : 

Extension  Mechanic  Arts  High  School-house,  site   .         .  12  00 

Girls'  High  School-house  enlargement,  site        .         .         .  14,250  00 

Grammar  School-house,  Lowell  District,  site    .         .         .  22,940  33 

Grammar  School-house,  Roger  Clap  District: 

Site $26,750  00 

Building 37,679  55 

64,429  55 

Primary  School-house,  Martin  District: 

Site $36,300  00 

Building 3,596  12 

39,896  12 

Carried  orward $669,188  47 


20 


APPENDIX. 


Brought  J orioard 

Primary  School-house,  George  Putnam  District: 
Site 


Primary  School-house,  Christopher  Gibson  District  : 

Site $9,111  00 

Building 50,795  57 


Primary  School-house,  Emerson  District: 

Site $12,050  00 

Building 2,760  97 

Primary  School-house,  Eliot  and  Hancock  Districts: 

Site 

School-house  Phillips  District: 

Site $60,244  11 

Building 9,001  65 

Savin  Hill  School-house,  enlargement: 

Building 

Tucker  man  School-house,  enlargement: 

Site 

Fire  escapes,  etc.: 

Auxiliary  fire  alarm,  installing 

Cook  School-house  fire  escape 

Hillside  School-house  fire  escape  .... 

Fire  extinguishers 

Addition  to  School-house  yards  : 

Hancock  School-house 

Old  Christopher  Gibson  School-house 

Miscellaneous  : 

Boilers,  English  High  and  Girls' High  School-houses, 

Engineering  expenses    ....... 

Painting  and  whitewashing  and  cleaning  furniture 
for  sanitary  purposes 

Incidental  expenditures,  including  salaries,  blue- 
printing, stationery,  horse-hire,  engineering  sup- 
plies, etc.      ......... 

Total  amount  expended  1902-1903 


,188  47 

13,841  49 

59,906  57 

14,810  97 

75  00 


69,245  76 

7,876  27 

24,675  00 

2,079  00 

1,076  00 

972  00 

3  25 

22,500  00 

1,831  05 

16,078  25 

9,451  14 

28,155  82 

3,323  30 

$945,089  34 

REPORT  OF  COMMITTEE  ON  ACCOUNTS.       21 

The  following  is  a  list  of  school-houses  completed  during 
the  financial  year  1902-1903,  with  the  total  cost  for  the 
same: 

East  Boston  High  School-house: 

Land $63,180  27 

Building 298,373  88 

Furnishing 19,473  22 

•$381,027  37 

West  Roxbury  High  School-house,  addition: 

Building $225,659  98 

Furnishing 14,969  73 

$240,629  71 

Chapman  Grammar  School-house,  East  Boston: 

Building $131,284  09 

Furnishing 17,503  68 

$148,787  77 

Paul  Revere  Primary  School-house,  Hancock  District,  North  End: 

Land .$206,333  22 

Building 164,984  23 

Furnishing 5,878  77 

$377,196  22 

Winship  Primary  School-house,  Bennett  District,  Brighton: 

Building .$123,480  80 

Furnishing 7,546  05 

$131,026  85 

Bartlett-street  Primary  School-house,  Warren  District,  Charlestown: 

Land $38,609  13 

Building 67,979  96 

Furnishing     .........  4,116  74 

$110,705  83 


22 


APPENDIX. 


The  following  table  shows  the  expenditures  made  for 
carrying  on  the  schools,  exclusive  of  furniture,  repairs,  and 
new  school-houses,  since  the  reorganization  of  the  Board,  a 
period  of  twenty-six  years  and  nine  months : 


Ykar. 


Expenditures. 


Income. 


Net 
Expenditures. 


Number 

of 
Pupils. 


Rate  per 
Pupil. 


18;6-77.... 

1877-78.... 
1878-79.... 
1879-80.... 
1880-81.... 
1881-82...*. 
1882-83.... 
1883-84.... 
1884-85.... 
1885-86.... 
1886-87.... 

1887-88 

1888-89 

1889-90 

1890-91 

1891-92 

nine  nionili 

1892-93 

1893-94 

1894-95 

1895-96 

1896-97 

1897-98 

1898-99 

1899-00 

1900-01 

1901-02 

1902-03 


$1,525,199  73 
1,455,687  74 
1,405,647  60 
1,416,852  00 
1,413,763  96 
1,392,970  19 
1,413,811  66 
1,452,854  38 
1,507,394  03 
1,485,237  20 
1,485,343  29 
1.536,552  99 
1,.596,949  08 
1,654,527  21 
1,685,360  28 

1,295,981  34 

1,768,985  64 
1,822,052  26 
1,885,537  38 
1,964,760  76 
2,077,377  56 
2,254,505  50 
2,425,997  42 
2,.533,988  82 
2,678,033  99 
2,839,599  15 
3,001,968  22 


$21,999  03 

30,109  31 

32,145  54 

49,090  28 

73,871  08 

69,344  08 

73,278  56 

79,064  66 

39,048  26 

31,213  34 

33,388  28 

37,092  81 

39,585  52 

39,912  30 

41,209  06 

30,757  31 

37,578  66 

40,709  13 

38,604  35 

39,181  66 

39,500  83 

42,287  16 

42,210  35 

45,681  35 

48,428  07 

45,993  80 

49,108  50 

}H,,503,200  70 

.50,308 

1,425,578  43 

51,7.59 

1,373,502  06 

53,262 

1,367,761  72 

53,981 

1,339,892  88 

54,712 

1,323,626  11 

55,638 

1,340,533  10 

57,.554 

1,373,789  72 

58,788 

1,468,345  77 

59,706 

1,454,023  86 

61,259 

1,451,955  01 

62,259 

1,499,460  18 

62,226 

1,557,363  56 

64,584 

1,614,614  91 

66,003 

1,644,151  22 

67,022 

1,265,224  03 

67,696 

1,731,406  98 

68,970 

1,781,343  13 

71,495 

1,846,933  03 

73,603 

1,925,.579  10 

74,666 

2,037,876  73 

78,167 

2,212,218  34 

81,638 

2,383,787  07 

83,008 

2,488,307  47 

86,719 

2,629,605  92 

88,8.52 

2,793,605  35 

91,271 

2,9.52,8.59  72 

94,871 

$29  88 
27  54 
25  79 
25  34 
24  49 
23  79 
23  29 

23  37 

24  59 
23  74 

23  32 

24  10 
24  11 
24  46 

24  53 

18  69 

25  10 

24  92 

25  09 

25  79 

26  07 

27  10 

28  72 

28  69 

29  59 

30  61 

31  12 


From  this  table  it  will  be  seen  that  for  the  financial  3'ear 
just  closed  the  running  expenses,  exclusive  of  repairs,  were 
fifty-one  cents  mor^  per  jDupil  than  for  the  year  previous. 


REPORT   OF   COMMITTEE   ON   ACCOUNTS. 


23 


In  the  following  table  the  total  expenditure,  exclusive  of 
repairs  and  new  buildings,  is  divided  into  the  five  items 
which  go  to  make  up  the  appropriation,  showing  the  net 
amount  expended  for  each  of  these  items  during  the  past 
twenty-six  years  and  nine  months  : 


Year. 


Salaries 
Instructors. 


Salaries 
Otticers. 


Salaries 
Janitors. 


Fuel  and 
Lii'ht. 


Supplies 

and 

Incidentals. 


1876-77 

1877-7S 

1878-79 

1879-80 

1880-81 

1881-8'2 

1882-83 

1883-84 

1884-85 

1885-86 

1886-87 

1887-88 

1888-89 

1889-90 

1890-91 

1891-92 ) 

niuL'  months  \ 

1892-98 

1893-94 

1894-95 

1895-96 

1896-97 

1897-98 

1898-99 

1899-00 

1900-01 

1901-02 

1902-03 

Total 

Average 


$l,190,o7.'i  10 
1,12S,430  40 
1,085,2SS  32 
1,085,324  34 
1,087,172  23 
1,085,459  28 
1,094,491  01 
1,118,751  87 
1,143,893  48 
1,162,566  65 
1,182,092  IS 
1,202,685  55 
1,247,482  78 
1,295,177  76 
1,325,984  68 

1,005,050  71 

1,391,121  05 

1,432,808  21 

1,495,799  61 

1,548,910  75 

1,628,510  68 

1,779,039  35 

1,926,974  94 

2,020,824  75 

2,133,422  38 

2,249,941  59 

2,380,811  61 


$38,428,091  26 


$1,423,262  64 


$56,807  56 
58,035  94 
55,462  18 
53,679  74 
52,470  00 
55,993  83 
57,038  83 
58,820  00 
60,020  00 
58,910  00 
55,739  67 
57,608  00 
58,157  00 
58,295  00 
60,112  33 

45,638  33 

60,566  83 
62,023  34 
58,970  00 
62,454  50 
66,290  84 
69,385  00 
70,645  28 
68,945  33 
83,168  88 
89,531  75 
80,827  21 


$77,654  63 
75,109  93 
73,728  94 
74,594  40 
77,204  10 
79,791  50 
81,281  84 
83,182  71 
84,982  91 
86,601  38 
89,802  95 
98,947  00 
99,248  74 
101,399  05 
103,420  72 

78,652  64 

110,669  S3 
114,512  85 
118,336  49 
123,871  31 
131,560  50 
139,220  29 
147,777  48 
150,737  79 
157,385  45 
171,791  83 
190,506  93 


$55,490  16 
53,321  70 
47,678  94 
40,920  22 
57,488  62 
57,593  17 
60,863  11 
66,068  59 
61,325  41 
58,417  53 
57,216  67 
71,048  76 
75,067  07 
73,580  27 
69,524  54 

56.665  22 

77,872  75 

86.666  99 
77,291  91 
75,900  29 
82,804  09 
96,016  29 

102,935  86 
98,965  72 
96,.528  01 

106,637  78 
96,394  61 


$122,673  25 

110,680  46 

111,343  68 

113,243  02 

65,562  93 

44,788  83 

46,858  31 

46,966  55 

118,123  97 

87,528  30 

67,103  54 

69,170  87 

77,407  97 

86,162  83 

85,108  95 

79,217  13 

91,176  52 
85,331  74 
96,535  02 
114,442  25 
128,710  62 
128,5.57  41 
135,453  51 
146,092  02 
157,165  91 
172,910  59 
200,143  58 


$1,675,.597  37 


$62,059  16 


^2,921,974  19 


3,221  27 


$1,960,279  28 


$72,602  94 


$2,788,459  26 


$103,276  27 


24 


APPENDIX. 


The  average  annual  increase  in  pupils  during  the  time 
covered  by  the  preceding  table  was  1,714,  which  should  enter 
into  the  account  in  comparing  expenses. 

The  following  table  shows  the  cost  of  repairs  made  and 
furniture  provided  since  1876-77.  It  includes  also  pay- 
ment for  hired  accommodations : 


Yeae. 


Expenditures. 


Income. 


Net 
Expenditures. 


Number 

of 
Pupils. 


Rate  per 
Pupil. 


1876-77. 

1877-78. 
1878-79. 
1879-80. 

1880-81. 
1881-82. 
1882-83. 
1883-84. 
1884-85. 
1885-86. 
1886-87. 
1887-88. 
1888-89. 
1889-90. 
1890-91. 


1891-92 

nine  months 


1892-93 

1893-94 

1894-95 

1895-96 

1896-97 

1897-98 

1898-99 

1899-00 

1900-01 

1901-02 

1902-03 


$165,876  72 
126,428  35 
114,015  32 
98,514  84 
145,913  55 
178,008  88 
189,350  83 
186,852  IS 
198,059  11 
188,435  63 
171,032  71 
243,107  89 
251,736  17 
262,208  75 
263,860  16 

205,344  27 

221,905  53 
190,465  06 
214,252  47 
250,107  13 
225,973  76 
229,941  27 
249,973  69 
282,708  26 
299,248  46 
329,590  45 
366,800  00 


1205  00 
247  50 
231  00 
300  00 
526  50 
137  50 
295  92 
221  00 
153  00 
850  20 
208  00 

595  50 

165  00 


937  68 


27  00 

5  00 

921  54 


$165,876  72 

50,308 

126,428  35 

51,759 

114,015  32 

53,262 

98,514  84 

53,981 

145,708  55 

54,712 

177,761  38 

55,638 

189,119  83 

57,554 

186,552  18 

58,788 

197,532  61 

59,706 

188,298  13 

61,259 

170,733  79 

62,259 

242,886  89 

62,226 

251,583  17 

64,584 

261,358  55 

66,003 

263,652  16 

6i,022 

204,748  77 

67,696 

221  740  53 

68,970 

190,465  06 

71,495 

214,227  47 

73,603 

250,107  13 

74,666 

225,036  08 

78,167 

229,941  27 

81,638 

249,973  69 

83,008 

282,708  26 

86,719 

299,221  46 

88,852 

329,585  45 

91,271 

365,878  46 

94,871 

$3  30 
2  45 
2  14 

1  82 

2  66 

3  19 
3  29 
3  17 
3  31 
3  07 

2  74 

3  90 
3  90 
3  96 
3  94 

3  02 

3  22 
2  66 

2  91 

3  36 
2  88 

2  81 

3  01 
3  26 
3  37 
3  61 
3  86 


The  foregoing  tables  include  all  the  running  expenses  of 
the  schools,  and  form  the  basis  for  computing  the  rate  per 


REPORT   OF  COMMITTEE   ON  ACCOUNTS. 


25 


loUows  : 
1803-94    . 

.       35 

1899-1900 

1894-95    . 

.       48 

1900-1901 

1895-96     .  •      . 

.       61 

1901-1902 

1896-97    . 

.       68 

1902-1903 

1897-98    . 

.      71 

1898-99     . 

.      76 

Average  each  year,  71. 

pupil.  The  total  running  expenses,  compared  with  those 
for  1901-1902,  show  an  increase  of  seventy-six  cents  in  the 
rate  per  pupil. 

The  increase  in  the  force  of  regular  instructors,  not  in- 
cluding   special    teachers,  for  the    past    ten    years,  was    as 


33 
119 
109 

86 

706 


Later  in  this  report  the  expenses  of  each  grade  of  schools 
are  given,  but  include  only  such  as  are  chargeable  directly 
to  the  different  grades.  In  addition,  certain  expenditures 
which  might  be  termed  general  expenses,  such  as  cost  of 
supervision,  salaries  of  officers  and  directors  of  special  studies, 
manual  training  expenses,  printing,  the  annual  festival,  and 
similar  expenditures,  amounting  to  $328,328.53,  or  about 
ten  per  cent,  of  the  running  expenses,  are  incurred  for  the 
schools  as  a  whole. 

In  like  manner,  a  certain  part  of  the  income  collected, 
amounting  to  $26,329.69,  is  received  for  the  schools  in  gen- 
eral, and  not  far  any  particular  grade. 

The  different  grades  of  schools  are  charged  with  the 
general  expenses,  and  credited  with  the  income  received  on 
account  of  the  schools  as  a  whole,  as  follows : 


General  Expenses. 

General  Income. 

High  Schools     .... 

$65,050  98 

■?5,216  64 

Grammar  Schools 

148,866  72 

11,938  09 

Primary  Schools 

86,422  40 

6,930  48 

Evening  Schools 

9,547  14 

765  61 

Evening  Drawing  Schools 

2,278  59 

162  73 

Horace  Mann  School 

2,922  20 

234  34 

Kindergartens  .... 

13,240  50 
$328,328  53 

1,061  80 

Totals 

$26,329  69 

26 


APPENDIX. 


The  following  shows  the  total  net  cost  for  carrying  on 
each  grade  of  schools,  by  charging  and  crediting  each  with 
its  share,  pro  rata,  of  the  general  expenses  and  income : 


NORMAL,  LATIN,    AND   HIGH   SCHOOLS 

Salaries  of  instructors       .... 

Salaries  of  janitors 

Books,  drawing  materials,  and  stationery 
Otlier  supplies  and  miscellaneous  items 

Fuel  and  light 

Furniture,  repairs,  etc 

Proportion  of  general  expenses 


Total  cost    . 
Income  from  sale  of  books 
Proportion  of  general  income 


$159  10 
5,216  64 


Net  cost 


Average  number  of  pupils,  6,782  ;  cost  per  pupil,  $97.52 

Cost  of  educating  6,782  pupils 

Tuition  paid  by  82  non-resident  pupils    .... 

Net  cost  of  educating  6,700  resident  pupils 
Average  cost  of  each  resident  pupil,  S97.81. 


,652  72 
34,102  29 
23,773  75 
16,484  04 
16,791  55 
41,878  82 
65,050  98 


,734  15 


5,375  74 


$661,358  41 


|I661,.35S  41 
6,007  57 

$655,350  84 


GRAMMAR    SCHOOLS. 

Salaries  of  instructors $1,067,490  53 

Salaries  of  janitors 79,704  35 

Books,  drawing  materials,  and  stationery       .         .         .  62,877  39 

Other  supplies  and  miscellaneous  items          .         .        .  8,454  27 

Fuel  and  light 38,263  42 

Furniture,  repairs,  etc 120,139  29 

Proportion  of  general  expenses 148,866  72 

Total  cost $1,525,795  97 

Income  from  sale  of  books,  etc.       .         .  $204  35 

Income  from  non-resident  tuition    .         .  251  75 

Proportion  of  general  income  .         .         .  11,938  09 


Net  cost 


Average  number  of  pupils,  42,824. 
Average  cost  per  pupil 


12,394  19 
$1,513,401  78 


35  34 


REPORT  OF  COMMITTEE  ON  ACCOUNTS. 


27 


PRIMARY    SCHOOLS. 

Salaries  of  instructors 

Salaries  of  janitors 

Books,  drawing  materials,  and  stationery 
Other  supplies  and  miscellaneous  items 

Fuel  and  light 

Furniture,  repairs,  etc 

Proportion  of  general  expenses        ..... 

Total  cost 

Income  from  sale  of  books       .         .         .  $168  32 

Income  from  non-resident  tuition    .         .  36  38 

Proportion  of  general  income  .         .         .  6,930  48 


Net  cost 


Average  number  of  pupils,  32,512. 
Average  cost  per  pupil 


$576,629  22 
68,752  37 
14,419  17 
4,955  37 
30,021  84 
104,578  24 
86,422  40 

$885,778  61 


7,135  18 
$878,643  43 


17  03 


HORACE    MANN    SCHOOL. 

Salaries  of  instructors $20,966  74 

Salaries  of  janitors .         .  1,410  63 

Books,  drawing  materials,  and  stationery       ...  97  55 

•Other  supplies,  car-fares,  and  miscellaneous  items         .  1,919  36 

Fuel  and  light 440  66 

Furniture,  repairs,  etc 2,193  68 

Proportion  of  general  expenses 2,922  20 

Total  cost $29,950  82 

Proportion  of  general  income 234  34 


Average  number  of  pupils,  120. 

Average  cost  per  pupil $247  64 

Total  cost  of  educating  120  pupils  ..... 
Received  from  the  State  for  tuition  and  travelling  ex- 
penses of  pupils  ....... 


$29,716  48 

$29,716  48 
16,813  33 


Net  cost  of  educating  120  pupils 
Net  average  cost  of  each  pupil 


$107  53 


$12,903  15 


28 


APPENDIX. 


KINDERGARTENS. 

Salaries  of  instructors 

Salaries  of  janitors     .... 

Books,  drawing  materials,  and  stationery 

Kindergarten  supplies 

Services  of  maids       .... 

Other  supplies  and  miscellaneous  items 

Fuel  and  light 

Furniture,  repairs,  etc. 
Proportion  of  general  expenses 

Total  cost 

Proportion  of  general  income  . 

Net  cost       ..... 
Average  number  of  pupils,  4,862. 
Average  cost  per  pupil 


$103,342  07 

1,349  97 

174  30 

1,588  43 

4,484  90 

593  99 

238  29 

10,694  86 

13,240  50 

$135,707  31 

1,061  80 

$134,645  51 


$27  69 


EVENING   HIGH   AND    ELEMENTARY   SCHOOLS. 

Salaries  of  instructors 

Salaries  of  janitors 

Books,  drawing  materials,  and  stationery- 
Other  supplies  and  miscellaneous  items  .... 

Fuel  and  light 

Furniture,  repairs,  etc.      ....... 

Proportion  of  general  expenses 

Total  cost 

Income  from  sale  of  books        ....       $59  55 
Proportion  of  general  income  ....       765  61 

Net  cost 

Average  number  of  pupils,  6,943. 

Average  cost  per  pupil $13  97 


$71,625  50 
3,136  72 
2,073  35 
245  84 
7,679  50 
3,544  50 
9,547  14 

$97,852  55 


825  16 
$97,027  39 


EVENING   DRAWING   SCHOOLS 

Salaries  of  instructors 
Salaries  of  janitors    .... 
Drawing  materials  and  stationery    . 
Other  supplies  and  miscellaneous  items 

Fuel  and  light 

Furniture,  repairs,  etc. 
Proportion  of  general  expenses 

Total  cost 

Proportion  of  general  income  . 

Net  cost 

Average  number  of  pupils,  744. 

Average  cost  per  pupil $31  14 


$14,035  00 

694  60 

1,306  02 

14  42 

1,153  67 

3,871  91 

2,278  59 

$23,354  21 

182  73 

$23,171  4& 


REPORT  OF  COMMITTEE  ON  ACCOUNTS.       29 

One  of  the  duties  of  this  committee  is  to  make  out  bills 
for  tuition  of  non-resident  pupils  and  transmit  them  to  the 
City  Collector  for  collection. 

The  committee  rely  upon  the  principals  to  report  all  such 
cases.  The  rule  is  explicit,  and  provides  that  neither  a  non- 
resident pupil  nor  one  who  has  only  a  temporary  residence 
in  the  city  shall  be  allowed  to  enter  or  to  remain  in  any 
school  unless  the  parent,  guardian,  or  some  other  responsible 
person  has  signed  an  agreement  to  pay  the  tuition  of  such 
pupil,  or  until  a  certified  copy  of  the  vote  of  the  Committee 
on  Accounts  permitting  such  pupil  to  attend  the  school  lias 
been  transmitted  to  the  principal. 

Although  every  effort  is  made  by  the  teachers  to  detect 
such  cases,  the  city,  probably,  is  put  to  the  expense  of  edu- 
cating many  pupils  who  ought  to  pay  tuition  but  who  evade 
it  in  one  way  or  another. 

The  tuition  collected  last  year  on  account  of  213  pupils 
was  sub-divided  as  follows: 

82  Normal,  Latin  and  High  School  pupils  ....  $6,007  57 

9  Grammar  School  pupils 251  75 

2  Primary  School  pupils 36  38 

120  Horace  Mann  School  pupils 14,334  99 

Total  amount  received $20,630  69 


Your  committee,  in  preparing  the  annual  school  budget  for 
the  present  year  1903-04,  were  confronted  with  the  fact  that, 
in  order  to  continue  the  schools  upon  the  present  basis  of 
expenditures,  the  sum  of  about  8110,000  would  be  needed  in 
addition  to  the  amount  that  can  legally  be  appropriated. 

The  fact  that  expenses  must  be  reduced  to  keep  within 
the  legal  limit  did  not  admit  of  argument,  and  reductions 
became  not  a  matter  of  choice  but  of  necessity. 

Your  committee  did  not  rely  upon  their  own  judgment  in 
so  important  a  matter,  and  requested  the  Superintendent  to 
recommend   such  reductions  in  the   items   of  expense  as,  in 


30 


APPENDIX. 


his  opinion,  could  be  made  with  the  least  detriment  to  the 
school  system. 

After  long  and  careful  consideration,  which  the  importance 
of  the  subject  demanded,  and  obtaining  such  information  as 
they  could  the  committee  completed  the  appropriation  bill, 
in  accordance  with  their  best  judgment,  and  submitted  it  to 
the  School  Board  under  date  of  March  10,  1903.  For  the 
appropriation  in  detail,  see  the  last  pages  of  this  report. 

It  is  hoped  that  the  carrying  into  effect  of  the  radical 
measures  proposed  ma}-  be  averted,  wholly  or  in  part,  by  the 
Legislature  granting  the  School  Committee  sufficient  money 
to  carry  on  the  schools  without  disturbing  their  present 
status. 

The  appropriation  recommended  for  the  financial  year 
1903-1904  by  items  was  as  follows 


Salaries   of    instructors 

Salaries  of  officers 

Salaries  of  janitors 

Fuel  and  light 

Supplies  and  incidentals 

Repairs  and  alterations  of  school  buildings 

Rents  of  hired  school  accommodations 

Salaries  and  expenses  of  Schoolhouse  Commission 


•12,501,000  00 

77,581  00 

195,000  00 

214,000  00 

190,500  00 

287,133  00 

49,000  00 

20,000  00 


.$3,534,214  00 


The  School  Committee  control  the  expenditure  of  the  first 
five  items  in  the  table  above,  amounting  to  $3, 178,081. 

The  only  way  to  keep  within  the  available  appropriation 
the  present  year  is  by  limiting  the  increase  in  expenditures 
to  $180,288.56;  but,  inasmuch  as  a  conservative  estimate  of 
the  increased  cost  under  the  head  of  fuel  and  light  which 
includes  coal,  wood,  electric  power,  gas  and  electric  lighting 
alone  will  be  $120,000,  leaving  but  $60,288.56  for  all  other 
items,  it  seems  hardly  possible  to  carry  on  the  schools  as  they 
are  conducted  at  present,  on  the  money  in  sight. 

For  the  past  three  years  the  increase  in  salaries  of 
instructors  has    averaged    over  $120,000,  and   there    is    no 


REPORT  OF  COMMITTEE  OX  ACCOUNTS.       31 

reason  to  suppose  that  the  increase  will  be  much  less  this 
year  unless  radical  measures  are  taken  to  bring  about  a 
reduction. 

Salaries  of  janitors  will  require  a  somewhat  larger  appro- 
priation, but  salaries  of  officers,  and  the  cost  of  supplies  and 
incidentals,  probably  can  be  kept  within  last  year's  figures. 

The  law  requires  expenses  to  be  kept  within  the  appropri- 
ation ;  that  being  the  case  it  is  hoped  that  every  one  con- 
nected with  the  schools  will  appreciate  the  necessities  of  the 
financial  situation,  and  make  every  effort  to  curtail  expenses. 


In  closing,  your  committee  would  call  attention  to  the  fol 
lowing  pages  of  this  report,  which  give  more  in  detail  the 
expenditures  for  the  financial  year  1902-1903, 

Respectfull}^  submitted, 

PHINEAS  PIERCE, 

Chairman. 
GEORGE  E.  BROCK, 
GEORGE  A.  O.  ERNST, 
WILLIAM  J.  GALLIVAN, 
WILLIAM  F.  MERRITT, 

Comtnittee  on  Accounts. 


32 


APPENDIX. 


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TWENTY-THIRD    ANNUAL    REPORT 

OF  THE 

SUPERINTENDENT    OF   PUBLIC    SCHOOLS 

OF  THE 

CITY     OF     BOSTON, 
MARCH,    1903. 


TABLE  OF  CONTENTS. 


REPORT  OF  EDWIN  P.   SEAVER,   Superintendent. 

PAGE 

Statistics  in  Brief 37-38 

Growth 39-40 

The  Public  School  System  of  Boston 40-41 

The  Boston  Latin  School 41-45 

The  Grammar  Schools 45-55 

The  Primary  Schools 56-71 

The  English  High  School 71-75 

The  Girls'  High  School 75-81 

Other  High  Schools 81-85 

The  Girls'  Latin  School 85-86 

The  Mechanic  Arts  High  School 86-88 

The  Kindergartens 88-90 

The  Normal  School 90-98 

The  Horace  Mann  School  for  the  Deaf 98-102 

Special  Classes  for  Mentally  Deficient  Children  ....  102-103 

The  Evening  Schools 103-105 

The  Evening  High  School 105-107 

The  Free  Evening  Industrial  Drawing  Schools     ....  107-109 

School  Attendance 109-115 

The  Truant  Officers 115-116 

The  Parental  School 117-120 

Music 121-129 

Drawing 129-135 

Manual  Training 135-136 

Sewing 136-139 

Cookery  139-142 

Woodworking  and  Cardboard  Construction         ....  142-145 

Physical  Training  and  School  Hygiene 145-148 

Military  Drill 148-149 

Evening  Lectures 149-151 

Extended  Use  of  School-houses 151-154 

Playgrounds  in  Summer         ........  154 

Vacation  Schools 154-155 

Use  of  the  Public  Library 156-157 

Recommendations 157-158 

Conclusion 158-159 

Semi-Annual  Statistics  in  Detail 161-182 


SUPPLEMENT. 

The  supplement  contains  the  following-named  reports  and 
statement : 

PAGE 

Report  of  Mr.  John  Tetlow,  Head-Master  of  the  Girls'  Latin 

School 183-187 

Report  of  Miss  Laura  Fisher,  Director  of  Kindergartens  .  .  188-190 
Statement  of  Miss  Sarah  Fuller,  Principal  of  the  Horace  Mann 

School  foY  the  Deaf,  relative  to  Helen  Keller    ....  191-198 

Helen  Keller  as  a  speaker 108-199 

Report  of  Mr.  James  Frederick  Hopkins,  Director  of  Drawing,  200-213 
Report  of  Miss   Ellen   L.    Duff,    Principal   of  the   Schools   of 

Cookery 214-220 

Reports  (2)  of  Dr.  James  B.  Fitzgerald,  Director  of  Physical 

Training 227-238 


REPORT. 


To  the  School  Committee: 

The  Superintendent  of  Public  Schools  respectfully 
submits  his  twenty-third  annual  report : 

STATISTICS. 

Whole  number  of  pupils  belonging  to  all  the  day 
schools  on  the  thirty-first  day  of  January,  each  year : 

1899.         1900.        1901.        1903.         1903. 

77,464       80,724       82,168       84,778       86,797 

Normal  School : 

261  231  189  187  226 

Latin  and  High  Schools : 

5,184         5,411         5,592         5,989         6,337 

Grammar  Schools : 

37,945       39,439       40,522       41,749       42,635 

Primary  Schools : 

30,187       31,438       31,438       32,241       32,839 

Kindergartens : 

3,887         4,205         4,427         4,612         4,760 

Average  number  of  pupils  belonging  to  all  the  day 
schools  during  the  five  months  ending  the  thirty-first 
day  of  January,  each  year : 


38  APPENDIX. 

1899.         1900.        1901.        190'^.         1903. 

77,246       80,309       82,065       84,274       86,980 

Normal  School : 

314  261  214  208  227 

Latin  and  High  Schools : 

5,400         5,615         5,800         6,208         6,555 

Grammar  Schools : 

38,059       39,419       40,582       41,858       42,824 

Primary  Schools : 

29,666       38,851       31,110       31,545       32,512 

Kindergartens : 

3,807         4,163         4,359         4,455         4,862 

Average  number  of  pupils  belonging  to  the  special 
schools  during  the  time  these  schools  were  in  session 
to  the  thirty-first  day  of  January,  each  year: 

Horace  Mann  School  for  the  Deaf: 

116  115  121  122  120 

Evening  High: 

2,177         2,275         2,311         2,476         2,892 

Evening  Elementary : 

2,887         3,338         3,679        3,871         4,051 


Evening  Drawing: 
566 

643 

632 

673 

744 

Spectacle  Island: 
16 

18 

18 

19 

11 

Special  Classes : 

21 

26 

49 

73 

SUPERINTENDENT'S   REPORT.  39 


GROWTH. 


Taking  all  the  regular  day  schools,  we  find  that 
the  whole  number  of  pupils  belonging  on  the  thirty- 
first  day  of  January,  1903,  was  86,797,  Avhich  is 
greater  than  the  corresponding  number  for  the  pre- 
vious year  by  2,019.  This  increase  is  less  than  the 
average  increase  during  the  last  four  years,  which 
has  been  2,333. 

Taking  the  same  schools,  we  find  that  the  average 
number  of  pupils  belonging  during  the  half-year  ended 
January  31,  1903,  was  86,980,  which  is  greater  than 
the  corresponding  number  for  the  previous  year  by 
2,706.  This  increase  is  greater  than  the  average  in- 
crease during  the  last  four  years,  which  has  been 
2,434. 

Taking  the  lowest  figures  above  reported  as  repre- 
senting the  current  growth  of  the  school  system,  the 
needs  for  additional  school-houses  and  land,  created  by 
the  past  year's  growth,  cannot  be  estimated  at  less 
than    half  a  million  dollars. 

Soon  after  the  opening  of  schools  in  September 
inquiry  was  made  concerning  the  housing  of  the  pupils. 
The  facts  ascertained  were  substantially  the  same  as 
they  were  a  year  before  that  time. 

The  total  number  of  pu^^ils  in  schools  September, 
1902,  was  85,829.     Of  these  there  were: 


In  regular  school-rooms 76-,631 

In  halls,  corridors,  basements,  etc.,  of  school-houses  owned  by 

the  city 1,539 

In  "•  portable  "  buildings 4,701 

In  hired  rooms 2,958 

85,829 


40  APPENDIX. 

And  there  were  231  pupils  then  waiting  for  admis- 
sion. The  number  waiting  for  admission  has  since 
increased  to  440. 

Of  the  9,198  pupils  placed  elsewhere  than  in  regu- 
lar school-rooms,  there  were:  High  school  pupils,  276; 
grammar,  primary,  and  kindergarten  pupils  living  in 
East  Boston,  355;  in  Charlestown,  216;  at  the  North 
and  West  Ends,  1,726  ;  in  the  central  city,  123 ;  at  the 
South  End^  413;  in  South  Boston,  641;  in  Roxbury, 
2,189  ;  in  Brighton,  Jamaica  Plain,  and  ^Yest  Roxbury 
(Eighth  Division),  1,045,  and  in  Dorchester,  2,214. 

The  rentals  now  paid  by  the  city  for  the  hired  school 
accommodations  are  as  follows: 

For  the  Girls'  Latin  School $7,000  00 

Grammar  and  Primary  Schools 20,790  80 

Kindergartens 7,460  00 

Manual  Training  Rooms 2,460  00 

Evening  Drawing  Schools 2,300  00 

Kindergarten  and  Cookery  (one  building)      ....  399  96 


Total $49,410  76 

It  is  my  purpose  in  the  main  body  of  this  report 
to  give  a  brief  general  survey  of 

THE    PUBLIC    SCHOOL    SYSTEM    OF    BOSTON. 

At  the  outset  it  should  be  remembered  that  the 
system  of  public  instruction  now  maintained  by  this 
city  is  the  product  of  a  long  process  of  growth  starts 
ing  in  the  earliest  years  of  the  colony  and  going  on 
continuously  in  vital  connection  with  the  religious, 
social,  civic,  and  commercial  development  of  the  com- 
munity. This  fact  lends  a  certain  importance  to  the 
historic  point  of  view,  whenever  we  seek  to  under- 
stand our  schools  and  their  work,  as  we  observe  them 


SUPERINTENDENTS   KEPORT.  41 

to-day.  Things  may  be  observed  in  them  which  seem 
inexplicable  or  hardly  justifiable  when  looked  at  solely 
from  the  theoretic  point  of  view,  but  which  are  easily 
accounted  for  on  historic  grounds.  In  new  communi- 
ties, where  the  school  system  is  a  recent  complete 
creation  rather  than  the  outcome  of  slow  evolution, 
the  historic  may  be  less  significant  than  the  theoretic 
point  of  view,  at  least  for  local  purposes.  In  sur- 
veying our  own  school  system,  therefore,  it  wdll  be 
w^eil  to  follow  the  order  of  historical  development. 

THE    BOSTON    LATIN    SCHOOL. 

This  school  was  the  earliest,  and  for  nearly  half  a 
century,  1635  to  1682,  the  only  public  school  in  the 
town  of  Boston.  Its  purpose  was  not  at  all  like  that 
of  the  common  schools  of  later  times,  the  elementary 
education  of  all  the  children  in  the  town,  but  solely 
the  preparation  of  boys  for  the  university,  in  order 
that  the  colony  might  be  aided  in  securing,  says  the 
historian,  "  a  body  of  learned  men,  who  '  by  acquaint- 
ance with  ancient  tongues '  should  be  able  to  obtain 
'  a  knowledge  of  the  Scriptures '  and  qualified  '  to 
discover  the  true  sense  and  meaning  of  the  original.'  " 
There  were  no  lawyers  in  the  colony  at  that  early 
time,  nor  any  physicians.  The  profession  of  medicine 
was  practised,  so  far  as  it  was  practised  at  all,  by 
the  ministers  of  religion  and  by  certain  experienced 
w^omen.  The  only  apparent  motive,  therefore,  a 
parent  had  in  sending  his  son  to  the  one  public  school 
in  Boston  was  his  desire  to  educate  him  for  the  min- 
istry. Other  motives  came  into  play  later  and  aug- 
mented the  number  of  boys  to  be  prepared  for  the 
university. 


42  APPENDIX. 

The  original  purpose  of  the  Boston  Latin  School  — 
preparation  for  the  university  —  has  never  been 
changed.  As  in  the  beginning,  so  ever  since  down 
to  the  present  time  this  school  has  aimed  to  give  to 
all  the  boys  of  Boston  who  wished  to  take  it  the 
best  possible  preparation  for  the  universit}^  Of  course 
the  "University  at  Cambridge"  was  the  only  one 
thought  of  in  tho'  earlier  time,  but  as  other  universi- 
ties and  colleges  have  arisen  this  school  has  opened 
the  way  to  them  all. 

It  has  always  been  a  classical  school ;  its  head- 
masters and  many  of  its  teachers  have  been  eminent 
classical  scholars ;  and  so  long  as  classical  studies 
shall  be  generally  believed  to  afford  an  excellent 
preparation  for  college,  this  school  will  have  no  suffi- 
cient reason  for  changing  its  character.  It  will 
stand  by  its  traditions  and  be  a  classical  school  for 
many  years  to  come.  Other  schools,  taking  advan- 
tage of  recent  changes  in  the  requirements  for 
admission  to  college,  may  prepare  boys  with  little 
Latin  and  no  Greek,  but  the  Latin  School  will  con- 
tinue to  provide  the  old  and  excellent  classical  prepara- 
tion. 

But  even  in  this  field  there  is  a  larger  opportunity 
now  opening  to  the  Latin  School.  It  can,  if  it  will, 
not  merely  prepare  boys  to  pass  the  admission  exam- 
inations, but  prepare  them  still  further  so  that  they 
shall  be  able  to  take  advantage  of  the  recent  change 
whereby  the  term  of  residence  required  for  the  Bache- 
lor of  Arts  Degree  has  been  reduced  from  four  years  to 
three.  This  change  does  not  imply,  in  the  case  of 
Harvard  College,  that  the  scholarship  to  be  exacted 
for   the    degree    is    any  less    in    quantity  or  lower  in 


SUPERINTEXDENT'S    REPOKT.  43 

grade  than  that  hitherto  required;  but  it  does  intend 
to  make  the  shortened  term  of  residence  practicable 
for  two  classes  of  boys  :  first,  diligent  boys  whose  prepa- 
ration has  been  so  thorough  as  to  enable  them  without 
undue  strain  to  do  the  work  of  four  vears  in  three, 
and  second,  boys  who  at  the  time  of  entrance  are  pre- 
jmred  to  pass  creditably  examinations  in  some  of  the 
college  studies  —  the  studies  thus  anticipated  being 
allowed  to  count  towards  their  degree.  In  two  ways, 
therefore,  the  Latin  School  can  prepare  boys  for  the 
shorter  term  of  residence  at  the  university :  first,  by 
carrying  the  work  in  the  studies  required  for  admission 
to  the  highest  pitch  of  thoroughness,  and  secondly,  by 
anticipating  some  of  the  college  studies. 

As  to  the  first  way,  thoroughness  of  preparation,  it 
may  be  said  justly  that  this  school  has  left  little  or 
nothing  to  be  desired  for  many  years  past.  But  even 
more  thoroughness  may  be  expected  to  result  from  the 
new  conditions,  since  there  will  now  be  opened  to  the 
boys  and  their  parents  the  double  prospect  of  a  short- 
ened term  of  university  residence  and  the  correspond- 
ing reduction  in  the  cost  of  a  college  education  —  two 
powerful  motives  for  their  earnest  cooperation  with  the 
teachers  in  their  effort  to  secure  the  utmost  thorough- 
ness of  preparation. 

Anticipation  of  college  studies  has  not  hitherto 
effected  any  visible  advancement  towards  a  degree 
except  in  the  case  of  those  students  who  were  prepared 
to  anticipate  the  whole  work  of  the  Freshman  year  and 
so  to  enter  at  once  upon  the  work  of  the  Sophomore 
3'ear.  There  are  schools,  like  the  Phillips  Academy 
at  Exeter,  in  which  boj's  are  prepared  to  anticipate 
a  whole  year's    college    work.      Such    schools    simply 


44  APPENDIX. 

add  to  the  ordinary  preparatory  course  the  college 
work  of  the  Freshman  year,  and  then  enter  their  gradu- 
ates for  the  Sophomore  year.  The  Latin  School  has 
never  done  this.  But  now  that  the  studies  of  the 
Freshman  year,  in  Harvard  at  least,  have  been  made 
elective  and,  above  all,  separable,  so  that  the  anticipa- 
tion of  single  studies  is  practicable  and  credit  therefor 
towards  a  degree  is  regularly  obtainable,  surely  the 
Latin  School  would  seem  to  have  much  encouragement 
for  taking  up  some  of  the  earlier  college  studies.  This 
would  seem  to  be  the  path  of  future  progress  for  this 
school. 

My  personal  belief  is  that  it  will  be  better  for  most 
boys  to  be  prepared  for  shortening  their  term  of  uni- 
versity residence  through  anticipation  of  college  studies 
than  through  crowding  the  work  of  four  years  into 
three.  But  both  modes  of  preparation  are  within  the 
resources  of  scholarship  existing  at  the  Latin  School, 
and  both  may  easily  be  tried.  Indeed,  it  may  be  said 
that  the  trial  has  already  been  made.  It  is  to  the 
honor  of  the  teachers  of  the  Latin  School,  as  well  as  a 
confirmation  of  the  views  above  set  forth,  that  already 
many  graduates  of  this  school  have  finished  their  college 
studies  in  less  than  four  years,  and  that  their  prepara- 
tion for  this  success  has  been  obtained  by  voluntary 
extra  work  done  with  the  teachers  out  of  school  hours. 
Also  a  considerable  number  of  boys  have  prepared 
themselves  by  working  after  school  to  anticipate 
certain  college  studies,  but  hitherto  without  a  view  to 
shortening  residence  at  college. 

There  would  be  obvious  advantages  if  this  "extra 
work  "  could  be  made  a  part  of  the  regular  work  of  the 
school.     The    additional    cost  would    probably  not   be 


SUPERINTENDENT'S   REPORT.  45 

great,  merely  that  due  to  a  somewhat  increased  number 
of  bo3'S  at  first  and  later  the  cost  of  one  or  two  addi- 
tional young  teachers  to  relieve  the  older  of  a  part  of 
their  elementary  work  and  to  do  some  of  the  new 
advanced  work.  Young  men  of  the  right  sort,  fresh 
from  college,  can  often  do  such  advanced  work  ex- 
ceedingly well. 

THE    GRAMMAR    SCHOOLS. 

The  primitive  schools  from  which  our  modern  gram- 
mar schools  have  been  developed  were  first  established 
in  1682,  nearly  half  a  century  later  than  the  beginning 
of  the  Latin  School.  In  that  year  the  Latin  School, 
then  taught  by  the  celebrated  Master  Cheever,  being 
much  overcrowded,  the  town  voted  to  set  up  two  schools 
"  for  the  teaching  of  children  to  write  and  cipher." 
This  was  an  extremely  simple  course  of  studj^ ;  it  did 
not  even  cover  the  three  R's,  but  only  two  of  them, 
writing  and  arithmetic.  Reading  was  learned  at  home 
or  from  private  teachers. 

One  of  these  two  schools  soon  took  ujd  classical  studies 
in  addition  to  the  writing  and  the  ciphering,  and  for 
more  than  a  century  was  known  as  the  North  Latin 
School.-^  This  fact  indicates  how  strong  the  notion 
then  was  that  the  only  education  worthy  of  much  con- 
sideration was  that  which  came  from  classical  studies. 
Nevertheless  the  vote  of  the  town  establishing  the  two 
writing  and  ciphering  schools  must  be  taken  as  a  delib- 
erate public  recognition  of  the  value  of  some  elementary 
education  for  the  common  purposes  of  life,  and  likewise 
of  the  importance  of  providing  this  for  all  who  wished 

'The  old  Latin  School  was  theu  ou  School  street,  at  the  rear  of  King's  Chapel. 


46  APPENDIX. 

to  obtain  it.  Therefore  is  the  date,  1682,  to  be  taken 
as  the  beginning  of  the  common  schools  in  Boston. 

In  1790,  the  North  Latin  School  was  restored  to  its 
original  purpose,  and  later  became  known  as  the  Eliot 
Grammar  School,  a  name  which  it  still  bears.  Mean- 
while the  other  writing  and  ciphering  school  was  held 
to  its  original  purpose,  and  in  the  course  of  time  also 
became  a  grammar  school,  long  known  as  the  South 
Reading  and  Writing  School  and  later  as  the  Adams 
Grammar  School.  It  occupied  a  building  where  the 
School  Committee  rooms  now  are,  and  was  discontinued 
in  1852.  Other  schools  of  the  primitive  type  were 
established  as  the  town  grew  larger,  the  studies  being 
limited  to  writing  and  ciphering  through  the  rest  of  the 
seventeenth  and  well  on  towards  the  middle  of  the 
eighteenth  century. 

These  early  schools  were  open  only  for  boys.  For 
more  than  a  century  girls  were  not  admitted  at  all ; 
and  when  they  were  first  admitted,  in  1789,  they  were 
permitted  to  attend  only  half  the  year,  from  April  to 
October.  This  was  doubtless  because  many  of  the  boys 
had  work  to  do  in  the  summer  season,  and  so  left  room 
in  the  schools  for  the  girls.  It  was  not  before  1828 
that  girls  were  admitted  to  the  grannnar  schools  on 
equal  terms  with  the  boys. 

Meanwhile  the  educational  wants  that  demand  read- 
ing, grammar,  geography,  and  history  were  making 
themselves  felt  more  and  more.  Towards  the  middle 
of  the  eighteenth  century  the  introduction  of  these 
studies  into  the  public  schools  was  advocated  by 
enlightened  persons  who  believed  that  the  schools  ought 
to  be  reformed  by  such  an  enlargement  of  the  scope  of 
their  instruction.     These  studies  became  the  fads  of  the 


SUPERINTENDENT'S    REPORT.  47 

day,  that  is,  new  things  not  yet  accepted  by  the  great 
majority.  We  may  be  sure  that  the  new  studies  were 
strenuously  opposed ;  for  the  masters  of  the  schools  at 
that  time,  having  been  chosen  merely  for  their  ability 
to  teach  children  to  write  and  to  cipher,  were  generally 
incompetent  to  teach  reading,  grammar,  geography,  and 
history.  Very  naturally  they  were  unwilling  to  give 
up  their  places  or  to  be  subordinated  to  other  masters 
of  larger  education  than  their  own ;  and  they  had 
friends  who  sympathized  with  them  in  this  view. 
Hence  arose  a  long  controversy  wdiich  ended  in  a  com- 
promise whereby  a  peculiar  plan  of  school  organization, 
known  as  the  Double-headed  System,  came  into  exist- 
ence. 

A  new  master,  called  the  grammar  master,  was 
appointed  in  each  school  to  teach  the  new  studies, reading, 
grammar,  geography,  and  whatever  other  higher  studies 
might  be  added  from  time  to  time,  while  the  old 
master,  thenceforth  called  the  writing  master,  was  still 
employed  to  teach  writing  and  ciphering,  to  which 
branches  book-keeping  appears  to  have  been  added  in 
the  course  of  time.  The  children  in  each  school  were 
divided  into  two  parts,  the  one  attending  in  tbe  gram- 
mar master's  room  forenoons  and  in  the  writing 
master's  room  afternoons,  while  the  other  part  attended 
in  the  reverse  order.  The  grammar  master's  room  was 
usually  upstairs  and  the  writing  master's  downstairs.^ 
This  unique  arrangement  prevailed  in  the  Boston 
schools  for  more  than  a  hundred  years,  and  was  dis- 
carded only  when  its  inherent  faults  had  grown  to  the 
point  of  rendering  it  no  longer  tolerable. 

1  There  is  one  building  still  standing,  thougli  long  since  abandoned  for  soliool  uses , 
whicli  was  designed  to  accommodate  a  two-headed  school.  It  is  the  old  INFayhew 
school-house  on  Hawkins  street,  now  used  by  the  city  for  a  tramps'  lodging-house. 


48  APPENDIX. 

Speaking  of  the  Double-headed  System,  Dr.  Samuel 
K.  Lothrop  says,  "it  was  not  a  system  adopted  on 
deliberation  as  the  wisest  and  best  plan  of  school 
organization,  but  an  arrangement  made  under  the 
pressure  of  necessity  to  meet  existing  circumstances 
and  avoid  the  disagreeable  duty  of  discharging  the 
masters  of  the  schools  '  for  the  teaching  of  children 
to  write  and  cipher,'  when  it  was  determined  to  en- 
large the  course  of  instruction  at  these  schools  beyond 
what  these,  masters  were  competent  to  teach.  The 
arrangement  once  made  soon  became  entrenched  within 
the  authority  of  usage  and  prescription,  and  for  more 
than  a  century  continued,  without  exception,  and  with 
occasional  slight  modifications,  the  form  of  organization 
of  the  grammar  schools  of  Boston." 

Thus  the  reform  which  enlarg:ed  the  course  of 
instruction  by  adding  reading,  grammar,  geography 
and  history  became  permanently  established  in  the 
common  schools  of  Boston;  but  the  peculiar  form  of 
school  organization  that  came  with  it  was  not  worthy 
to  be  permanent. 

The  first  strong  effort  to  abolish  the  Double-headed 
System  was  made  in  1830  by  Lemuel  Shaw,  Chief 
Justice  of  the  Supreme  Court  of  Massachusetts,  then  a 
member  of  the  School  Committee.  His  attack  was 
made  by  bringing  forward  a  new  plan,  called  the  Single- 
headed  System,  which  provided  for  one  master  at  tlie 
head  of  each  school,  with  a  sufficient  number  of  subordi- 
nate and  assistant  teachers  to  instruct  in  all  the 
branches  of  a  good  English  education.  But  this  new 
system  had  a  long  and  hard  struggle  to  establish  itself. 
With  all  the  sound  arguments  of  reason  and  ex- 
perience on  its  side,  a  campaign  of  no  less  than  seven- 


SUPERINTENDENT'S    REPORT.  49 

teen  years  was  necessary  to  bring  its  merits  into 
general  recognition.  Like  many  another  school  reform, 
it  was  seen  to  be  inimical  to  what  the  schoolmasters 
were  pleased,  to  regard  as  their  vested  rights  and 
interests.  The  first  decisive  victory  was  won  over  this 
stubborn  opposition  in  1847  by  the  establishment  of  the 
Qiiincy  School,  with  John  D.  Philbrick  as  master. 
Thus  the  Quincy  School  marks  an  important  epoch  in 
school  organization .  Incidentally,  too,  it  marks  an  epoch 
in  school  architecture.  The  buildina:  now  standing;  on 
Tyler  street  was  specially  designed  to  accommodate  the 
new  single-headed  plan  of  organization  ;  and  it  has  since 
served  as  the  model  for  many  buildings  of  the  same 
type,  both  in  Boston  and  elsewhere.^  One  feature  of 
this  design,  the  single  desk  and  chair  for  each  pupil, 
came  into  use  at  this  time. 

In  a  few  years  after  the  establishment  of  the  Quincy 
School  the  single-headed  system  became  universal  in 
Boston.  As  one  school  after  another  was  reorganized 
the  writing  masters  were  dropped  from  their  ^^laces 
and  the  grammar  masters  became  sole  rulers,  each  of 
his  own  school.^ 


1  strict  accuracy  requires  the  statement  that  the  original  building  was  destroyed  by 
lire  in  IS.iS.  But  tlie  new  building  was  erected  on  the  foundations  of  the  old  one  and 
in  close  accordance  witli  the  original  design,  tlie  only  noteworthy  departure  being 
made  in  the  fourth  story,  where  two  school-rooms  wei'e  placed  instead  of  giving  the 
whole  space  to  a  hall. 

2  This  dropping  of  the  old  writing  masters  was  doubtless  a  cruel  blow  to  most  of 
them,  but  it  is  pleasant  to  record  one  instance  at  least  in  which  mercy  was  shown.  It 
is  the  curious  case  of  James  Robinson,  Writing  INIaster,  who  drew  his  salary  virtually 
as  a  pension  during  all  the  latter  part  of  his  long  life.  Annually,  when  all  the  other 
teachers  of  the  schools  had  been  appointed,  special  action  was  talien  in  his  case,  and 
he  was  appointed  "to  perform  such  services  and  give  such  instruction  in  arithmetic 
and  boolikeeping  as  he  might  be  called  upon  to  perform  by  the  chairman  of  any  of 
our  committees,  his  salary  to  be  the  same  as  for  the  last  year."  He  went  to  the  City 
Hall  every  quarter  to  draw  his  salary,  but  he  was  never  called  upon  to  do  any  work. 
Mr.  Roliinson's  last  appointment  was  made  by  the  new  School  Committee  in  Septem- 
ber, lb76.    He  died  in  1877,  nearly  ninety-six  years  of  age. 


50  APPENDIX. 

Another  reform  proposed  and  strongly  advocated  by 
Chief  Justice  Shaw,  prospered  for  a  time,  but  pubhc 
sentiment  has  since  turned  against  it.  It  was  the 
separation  of  the  sexes,  so  that  boys  and  girls  in  the 
grammar  schools  should  attend  in  different  buildings. 
This  became  the  established  practice  in  Boston  and  in 
Roxbury,  where  it  still  continues,  but  not  elsewhere. 
If  it  be  asked  how  Boston  now  stands  on  the  question 
of  co-education  the  answ^er  is  that,  in  practice,  she 
stands  for  separate  education  and  for  all  degrees  of 
co-education,  since  she  has  boys  and  girls  in  separate 
buildings,  in  separate  rooms  of  the  same  building,  on 
different  sides  of  the  same  room,  and  seated  promis- 
cuously in  the  same  room.  Experience  has  shown 
no  strong  reason  for  desiring  a  change  in  any  of  the 
established  schools.  The  cost  of  changing  a  building 
designed  to  be  used  by  either  boys  or  girls  alone  into 
one  designed  to  be  used  by  both,  has  always  been 
accepted  as  a  conclusive  reason  for  making  no  change 
in  old  buildings.  New  grammar  schools  are  now 
usually  organized  for  co-education,  and  this  practice 
seems  to  be  in  accord  with  public  sentiment. 

We  have  now  noticed  the  first  and  the  second 
periods  in  the  history  of  our  grammar  schools,  the 
first  from  1682  to  about  1740,  the  primitive  period 
when  they  were  not  grammar  schools  at  all,  but  only 
writing  and  ciphering  schools ;  and  the  second  from 
about  1740  to  1847,  when  they  were  partly  gram- 
mar and  partly  writing  schools  under  the  double- 
headed  system  of  organization.  There  remain  two 
more  periods. 

The  third  period,  from  1847  to  the  creation  of  the 
Board  of  Supervisors  in  1876,  was  a  period  of  recon- 


SUPERINTENDENT'S   REPORT.  51 

struction  and  enlargement.  The  studies  that  had 
already  been  given  room  in  the  schools  needed  to  be 
rearranged  and  adjusted  to  the  system  of  grades  which 
the  new  organization  had  made  necessary.  The  re- 
quirements for  j)romotion  from  grade  to  grade  and  for 
the  grammar  school  diploma  at  the  end  needed  to  be 
defined  and  to  be  made  operative  in  the  schools.  Not 
only  was  there  lack  of  uniformity  in  the  standards  of 
jDroficiency  set  up  in  the  different  schools,  but  there 
were  wide  differences  in  the  range  of  instruction  offered. 
The  schools  had  never  been  subjected  to  efficient  super- 
vision, and  had  thus  enjoyed  a  free  scope  for  the  devel- 
ojDment  of  individual  ideas.  The  consequence  was  that 
boys  went  up  to  the  high  school,  some  well  and  some 
ill  prepared  for  advanced  work ;  and  that  girls,  for 
whom  no  high  school  existed  in  the  earlier  part  of  this 
period,  were  permitted  to  take  some  advanced  studies 
in  the  grammar  schools.  Thus  it  came  to  pass  that  the 
girls'  grammar  schools  were  considerably  sujDerior  to  the 
boys'  grammar  schools  both  in  the  range  of  the  instruc- 
tion given  and  in  its  quality.  Then  there  were  new 
branches  of  instruction  like  music,  drawing,  physiology, 
physical  geography,  and  natural  history,  room  for  which 
in  the  grammar  schools  was  demanded  by  the  enlight- 
ened reformers  of  the  day.  Public  interest  in  the  schools 
had  become  unusually  lively  through  the  influence  of 
Horace  Mann  and  the  wide  discussions  provoked  by  his 
advanced  views  on  common-school  education. 

The  whole  situation  called  for  a  master  hand  in  con- 
structive work,  and  it  was  John  D.  Philbrick  who 
answered  the  call.  His  official  career  as  Superintend- 
ent of  Schools,  extending  from  1856  to  1878,  covered 
the  greater  part  of  the  period  now  under  review.     His 


52  APPENDIX. 

great  work  in  tlie  grammar  schools  was  to  design  and 
bring  into  effective  operation  a  uniform  course  of  study. 
This  work  was  partly  constructive,  but  partly  recon- 
structive. Circumstances  did  not  then  permit  an  entire 
clearing  of  the  ground  for  a  wholly  new  structure,  sym- 
metrical and  complete ;  but  the  new  construction  must 
be  combined  with  the  old,  after  the  method  of  builders 
in  the  reconstruction  of  old  buildings  too  valuable  to 
be  torn  down.  In  a  newer  community,  without 
much  of  a  history  and  with  a  school  system  to  be 
constructed  for  the  first  time,  the  work  would  have 
been  far  easier.  It  must  be  acknowledged  that  Mr. 
Philbrick's  work  had  solidity  and  has  lasted  well.  The 
course  of  study  in  use  to-day  is  mainly  that  which  he 
framed,  the  changes  being  comparatively  few  and  not 
of  a  radical  nature. 

What  Mr.  Philbrick  was  prevented  from  accomplish- 
ing in  his  time  Avas  the  bringing  of  his  course  of  study 
into  effective  and  complete  operation  in  all  the  schools. 
There  was  much  passive  opposition  to  be  overcome. 
Schoolmasters  are  usually  great  for  passive  opposition, 
and  perhaps  none  were  ever  greater  than  the  Boston 
schoolmasters  of  the  last  generation.  Each  was  a 
supreme  ruler  in  his  own  school  district,  and,  relying  on 
the  support  of  his  district  committee,  he  could  defy  the 
interference  of  all  other  authorities,  and  he  often  did  so. 
A  single  instance  will  illumine  the  whole  matter  :  "  I 
would  like  to  see  your  classes  in  natural  science,"  said 
a  visitor  to  one  of  the  grammar  masters  of  that  time. 
"  We  do  not  have  any  classes  in  naturai  science,"  said 
the  master.  "  Ah,  but  I  see  that  natural  science  is  set 
down  in  your  course  of  study,"  returned  the  visitor, 
"  That  is  true,"  replied  the  master.     "  We  allow  our 


SUrERINTENDENT'S   REPOET.  53 

Superintendent  to  keep  it  there  for  ornamental  pur- 
poses, but  we  do  not  pretend  to  do  anything  with  it  in 
the  schools."  This  is  what  passive  opposition  meant  at 
that  time. 

What  the  Superintendent  needed  was  a  stalf  of 
assistants  to  overcome  such  opposition  and  make  the 
course  of  study  effective.  Toward  the  end  of  this 
period  the  need  of  such  help  was  redoubled  by  the 
necessity  of  applying  the  Boston  course  of  study  to  the 
grammar  schools  of  Roxbury,  Charlestown,  Dorchester, 
Brighton,  and  West  Roxbury,  when  these  municipalities 
were  annexed.  This  need  of  more  force  in  the  super- 
vision of  the  schools  was  one  of  the  reasons  which  led 
to  the  reorganization  of  the  School  Committee  in  1876, 
and  in  particular  suggested  the  creation  of  a  Board  of 
Supervisors. 

The  fourth  period  in  the  history  of  our  grammar 
schools  is  that  which  has  been  passed  under  the  super- 
vison  of  the  Board  of  Supervisors.  It  is  a  period  dur- 
ing which,  thus  far,  less  attention  has  been  paid  to 
reconstruction  and  enlargement  than  to  the  effective 
working  of  the  existing  system.  The  course  of  study 
has  been  carefully  revised  two  or  three  times,  but  not 
radically  changed  at  any  time.  The  only  important 
enlargement  has  been  in  the  matter  of  manual  training, 
which  has  been  given  two  hours  a  week  of  the  school 
time.  This  manual  training  in  the  grammar  schools 
consists  of  sewing,  cooking,  cardboard  work,  and  car- 
pentry. Of  these,  the  first  was  introduced  prior  to  the 
present  period,  and  the  others  in  recent  years.  These 
branches  will  be  separately  noticed  in  another  part  of 
this  report. 

Beside  attention  to  the  smooth  and  effective  working 


54  APPENDIX. 

of  the  existing  system  of  instruction,  a  leading  aim  of 
the  Supervisors  has  been  to  improve  the  methods  of 
teaching.  It  is  characteristic  of  the  present  period  that 
the  vahie  of  good  methods  in  teaching  is  appreciated 
more  and  more.  The  study  of  pedagogy,  formerly 
neglected  or  even  despised,  has  now  come  to  be  regarded 
as  the  essential  part  of  every  teacher's  preparation,  even 
of  the  preparation  of  high  school  teachers. 

The  reform  work  that  now  seems  most  needful  in 
our  grammar  schools  is  to  rid  the  several  studies 
of  masses  of  useless  details.  There  is  an  almost 
irresistible  tendency  to  over-elaboration  in  every 
branch  of  study.  The  maker  of  the  text-book  wishes 
to  put  therein  everything  that  any  teacher  may  be 
expected  to  look  for,  and  the  teacher  fears  lest  he 
may  be  considered  deficient  if  he  fail  to  teach  every- 
thing in  the  book.  Thus  teacher  and  book-maker 
react  the  one  upon  the  other  to  bring  about  a  con- 
gestion of  details  which  is  burdensome  and  useless  to 
the  child. 

The  study  of  arithmetic  has  been  attacked  repeat- 
edly in  recent  years  on  the  ground  of  over-elabora- 
tion. The  study  of  grammar  has  been  much  com- 
plained of  on  the  same  ground.  Geography  used  to 
be  burdened  with  a  mass  of  rubbish  called  political 
geography,  which  has  now  been  replaced  by  a 
mass  of  physical  geography  and  recent  geology, 
hardly  less  unsuited  to  young  minds.  The  trouble 
with  music  and  drawing  is  that  the  attempt  is  made 
to  elaborate  both  these  subjects  beyond  what  the  fixed 
time  limits  fairly  allow.  It  is  the  same  in  some 
degree  with  all  the  other  studies.  Supplementary 
reading    would     be     more    effective    if    it    were    less 


SUPERINTENDENT'S   REPORT.  55 

diffuse  and  miscellaneous  and  more  concentrated  and 
systematic.  In  all  our  school  work  we  need  to 
change  our  aim  from  the  acquisition  of  masses  of 
knowledge  to  the  development  of  mental  power;  and 
this  will  require  much  simplification  in  the  material 
presented  for  instruction,  with  less  appeal  to  the 
memory  and  more  to  observation  and  reason. 

When  the  grammar  school  studies  have  been  simpli- 
fied by  relieving  them  of  masses  of  unessential  details, 
it  will  be  practicable  to  lay  out  the  work  below  the 
high  school  and  above  the  kindergarten  in  eight  grades 
instead  of  nine.  Eight  grades  is  the  rule  in  nearly  all 
the  school  systems  of  the  country ;  in  a  few  there  are 
only  seven,  and  in  but  few  are  there  as  many  as  nine. 
It  appears  to  be  a  serious  question  whether  Boston  can 
wisely  persist  much  longer  in  retaining  the  plan  of 
nine  grades.  The  Board  of  Supervisors  has  prepared  a 
j)lan  for  eight  grades,which  omits  no  important  part 
of  the  present  work,  but  only  simplifies  it,  and  which 
still  awaits  favorable  action  by  the  the  School  Com- 
mittee. The  difficulty  appears  to  be  that  few  teachers 
can  bring  themselves  to  view  an  eight-grade  course  as 
anything  else  than  a  nine  grade  course  truncated  by 
cutting  off  the  top  grade  ;  whereas  it  is  the  nine-grade 
course  so  simplied  that  the  work  can  be  done  just  as 
easily  in  eight  grades  and  bring  the  pupils  up  to  the 
same  maturity  of  mental  power.  There  are  two  ways 
of  dealing  with  this  difficulty ;  one  is  to  ignore  it  and 
make  the  change  in  spite  of  it;  the  other  is  to  persuade 
the  teachers  to  take  a  different  view  of  the  matter. 
The  latter  is  the  longer,  but  in  the  end  is  likely  to  be 
more  satisfactory.     But  we  should  not  wait  too  long. 


56  APPENDIX. 

THE    PRIMARY    SCHOOLS. 

Early  in  the  nineteeth  century  there  were  two  highly 
important  educational  measures  adopted  by  the  inhabi- 
tants of  the  Town  of  Boston  both  of  which  resulted  in 
permanent  enlargements  of  the  field  of  public  educa- 
tion. One  of  these  was  the  extension  of  elementary 
education  downwards  by  the  opening  of  primary  schools 
in  1818,  and  the  other  was  the  extension  of  non-classi- 
cal education  upwards  by  the  establishment  of  the 
English  High  School  in  1821.  Both  these  measures 
grew  out  of  a  revived  interest  in  popular  education 
and  were  beneficial  effects  of  the  rising  democratic 
spirit  of  the  time.  People  were  beginning  to  realize, 
as  never  before,  that  the  safety  and  honor  of  a  free 
community  under  democratic  government  were  depend- 
ent on  the  education  of  all  the  children,  rich  and  poor 
alike,  in  free  public  schools. 

That  public  primary  schools  "  for  children  under 
seven  years  of  age"  were  greatly  needed  in  Boston  was 
a  surprising  and  unwelcome  truth  to  the  officials  and 
the  leading  men.  "  The  Selectmen  and  gentlemen  of 
science  chosen  by  the  Town  as  a  School  Committee," 
with  other  eminent  gentlemen,  who  visted  the  schools 
annually  in  July  and  thereafter  ''dined  together  in 
Faneuil  Hall  at  the  expense  of  the  Town,"  either  had 
not  learned  that  there  were  hundreds  of  children  in 
Boston,  who,  from  the  poverty  or  neglect  of  their 
parents,  had  no  means  of  preparation  for  admission 
to  "  our  justly  celebrated  grammar  schools,"  and  other 
hundreds  of  grammar  school  age  who  were  growing  up 
in  ignorance,  or,  knowing  these  facts,  made  no  allusion 
to  them  in  their  after-dinner  speeches  in  Faneuil 
Hall. 


SUPERINTENDENT'S   REPORT.  57 

These  discreditable  facts  were  first  brought  to  light 
by  the  managers  of  the  Sunday-schools.  A  report 
published  in  1817  states  that  "of  three  hundred  and 
thirty-six  children  admitted  to  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." 
Other  Sunday  schools  furnished  similar  evidence.  This 
state  of  things  was  all  the  more  discreditable,  since  a 
law  of  the  Commonwealth,  passed  in  1790,  providing 
for  the  establishment  of  "preparatory  schools,"  that  is, 
schools  to  prepare  children  for  admission  to  grammar 
schools,  had  been  neglected  by  the  authorities  in  Boston 
for  more  than  a  quarter  of  a  century.  Other  towns, 
meanwhile,  had  taken  action  under  the  law,  and  were 
enjoying  their  primary  schools.  That  this  neglect  is 
to  be  charged  upon  the  authorities  and  some  of  the 
leading  men  in  Boston,  and  not  upon  the  people,  is 
evident  from  the  prompt  and  favorable  response  the 
people  gave  whenever  the  subject  of  primary  schools 
was  brought  before  them  for  action.  The  authorities 
looked  upon  primary  schools  as  an  expensive  fad  ;  the 
people  took  a  different  view. 

In  May,  1817,  a  petition  was  brought  before  the 
Selectmen  stating  that  it  appeare  d  "  important  that 
schools  should  be  provided  at  the  expense  of  the  town 
for  the  instruction  of  children  under  the  age  of  seven 
years,"  and  praying  that  a  meeting  of  the  inhabitants 
might  be  called  to  take  the  subject  into  consideration. 
A  town  meeting  was  held,  and  the  matter  was  referred 
to  the  School  Committee  with  the  addition  of  one 
person  from  each  ward,  to  be  appointed  by  the  Select- 
men.    There  were  tw^elve  wards,  and  the  School  Com- 


58  APPENDIX. 

mittee  consisted  of  the  nine  Selectmen  and  twelve 
other  members.  It  was  therefore  possible  for  the 
Selectmen  to  make  their  appointments  in  such  a  way 
as  to  secure  a  majority  of  the  thirty-three  members  of 
this  special  committee  who  would  be  favorable  to  their 
views.  It  was  known  that  their  views  were  hostile  to 
the  project  of  establishing  public  primary  schools,  and, 
as  might  have  been  expected,  an  unfavorable  report 
resulted  from  the  deliberations  of  the  special  committee. 

This  committee  began  by  canvassing  the  town  to 
enumerate  the  children  both  below  and  above  the  age  of 
seven  years  who  w^ere  attending  no  school.  Of  the 
former  there  were  found  283  and  of  the  latter  243,  or 
526  in  all  — a  number  which  in  a  town  of  forty  thousand 
inhabitants  certainh'  called  for  serious  attention.  But 
the  chairman  of  the  Selectmen,  Charles  Bulfinch, 
wrote  a  report  carefully  designed  to  persuade  the 
people  that  there  was  nothing  in  the  facts  that  need 
cause  any  uneasiness,  and  concluding  that  it  was  inex- 
pedient to  establish  primary  schools  at  the  public  ex- 
pense for  children  under  seven  years  of  age,  and  that 
"  an  increase  in  the  number  of  reading  and  writing 
schools  was  not  required  by  any  evident  public  neces- 
sity." The  financial  argument  played  its  usual  part  in 
favor  of  keeping  down  the  tax-rate  and  protecting  the 
heavy  taxpayers. 

The  School  Committee  accepted  this  report  and 
printed  it  for  the  information  of  the  people,  supposing 
that  this  action  would  end  the  matter,  inasmuch  as  the 
vote  of  the  town  was  understood  to  have  referred  the 
whole  matter  to  the  School  Committee,  with  full 
powers.  But  the  report  was  highly  unsatisfactory  to 
the  petitioners,  and  it  was  vigorously  assailed  in  the 


SUPERINTENDENT'S   KEPORT.  59 

public  press.  James  Savage  wrote  in  the  Daily  Adver- 
tiser :  "  We  are  told  that  the  number  of  children 
between  the  ages  of  four  and  fourteen  is  526,  ^lolio  go 
io  no  scJiooL'  What  are  these  children  doing  ?  Who 
has  charge  of  them  ?  Where  do  they  live  ?  Why  are 
they  not  at  school  ?  The  committee  have  not  informed 
us.  Have  they  not  a  right  to  a  good  bringing  up 
and  to  a  common-school  education  ?  And  have  they 
not  a  right  to  a  common  share  of  the  friendship  of  the 
community  ?  If  their  parents  neglect  to  provide  them 
a  school,  is  it  not  the  duty  of  the  town  to  do  it  ?  And 
if  the  town  takes  no  interest  in  their  welfare,  is  it  not 
the  duty  of  the  Legislature  to  enact  laws  for  the  purpose 
of  saving  these  dependents,  these  sufferers  ? " 

In  May,  1818,  a  new  petition,  signed  by  186  inhabi- 
tants, among  whom  were  many  eminent  and  influential 
men  of  that  time,  was  presented  at  a  town  meeting, 
referred  to  a  special  committee,  and  favoraly  reported 
upon.  The  report  with  proposed  votes  (1)  instructing 
the  School  Committee  to  appoint  three  gentlemen  from 
each  ward  to  provide  instruction  for  children  between 
four  and  seven  years  of  age,  and  (2)  appropriating  five 
thousand  dollars  for  the  purpose,  came  up  before  the 
town  meeting  for  final  action  on  the  11th  of  June. 
The  opposition  was  led  by  the  Hon.  Harrison  Gray 
Otis  and  the  Hon.  Peter  0.  Thatcher,  who  sup- 
ported by  their  logic  and  eloquence  the  position  that 
had  been  taken  by  the  School  Committee  the  year 
before.  The  leading  petitioners,  Elisha  Ticknor,  for- 
merly one  of  the  grammar  masters  of  Boston,  and 
James  Savage,  supported  their  case  earnestly,  aided  by 
others,  among  whom  was  Thomas  B.  Waitt.  Of  Mr. 
Waitt  it  is   recorded  that  he  was  a  practical  printer. 


60  APPENDIX. 

who  had  never  before  spoken  in  public,  but  on  this 
occasion  lie  expressed  his  views  with  such  clearness  and 
effect  as  to  render  the  eloquent  opposition  of  Mr.  Otis 
unavailing.  The  report  and  the  votes  were  adopted 
almost  unanimously. 

This  was  a  signal  triumph  of  the  people  over  the 
Selectmen  and  School  Committee,  who  were  almost  to 
a  man  hostile  to  the  measure.  "  To  them,"  says  the 
historian,  "  the  result  was  as  mortifying  as  it  was  unex- 
pected, inasmuch  as  they  had  anticipated  a  different 
effect  from  the  popularity  of  Mr.  Otis  and  the  con- 
sideration of  the  views  published  in  their  report  of  the 
year  before.  They  were  entirely  unprepared  for  so 
marked  and  signal  a  defeat."  They  bowed  gracefully, 
however,  to  the  will  of  the  people ;  and  meeting  five 
days  later,  chose  thirty-six  gentlemen,  three  from  each 
ward,  to  carry  into  execution  the  votes  of  the  town. 
Thus  was  constituted  the  Primary  School  Committee, 
a  body  which  had  the  whole  management  of  the  public 
primary  schools  from  1818  to  1855,  a  period  of  thirty- 
seven  years.  The  history  of  this  organization  and  its 
schools  is  most  instructive.  A  potent  agency  of  reform 
and  progress  in  its  earlier  years,  it  gradually  became 
fixed  in  its  views,  conservative,  unprogressive  and  even 
obstructive,  insomuch  that  its  abolition  became  at  last 
a  necessary  measure  of  reform. 

The  ''Annals  of  the  Primary  Schools,"  written  by  a 
loyal  member  and  defender  of  the  Primary  School  Com- 
mittee, Mr.  Joseph  M.  Wightman,  was  published  by  the 
Board  of  Aldermen  in  1859.  In  reading  those  annals, 
one  meets  with  many  a  germ  of  modern  theory  and 
practice  in  school  matters ;  but  these  germs  did  not 
flourish   then ;    many  of  them   grew  but  slowly,   and 


SUPEEINTENDENT'S  REPORT.  61 

others  seemed  to  perish  for  the  tmie,  to  be  reTived 
under  the  more  favoring  influences  of  a  later  period. 
Two  instances  amongst  the  mau}^  which  could  be  cited 
will  suffice  to  illustrate  the  conservative  spirit  of  the 
Primary  School  Committee  and  the  hard  struggles 
which  every  important  improvement  in  the  schools  has 
cost  the  promoters. 

In  1833  oral  instruction  was  much  in  vogue  for 
adults,  and  it  was  highly  recommended  for  the  pur- 
pose of  enriching  the  courses  of  study  in  the  schools. 
The  New  England  Lyceum  was  then  at  the  height 
of  its  popularity  and  success.  The  lectures,  which  had 
done  so  much  for  the  enlightenment  of  adults  Avould, 
it  was  thought,  be  equally  beneficial  in  the  schools. 
Some  attempts  were  made  to  enrich  the  rather  arid 
courses  of  study  in  the  Primary  Schools  of  Boston  by 
this  means.  Oral  instruction  with  some  simple  illus- 
trative apparatus,  together  with  a  little  supplementary 
reading,  were  reported  to  have  been  introduced  with- 
out authority,  in  one  or  more  of  the  primary  schools. 
The  Primary  School  Committee  was  quick  to  take  the 
alarm.  It  made  a  formal  investigation  and  discovered 
that  "  in  Primary  School  Number  Eight,  in  the  Sixth 
District,  Peter  Parley's  Geography  with  maps  and  a 
Globe  "  had  been  introduced,  also  "  Geometrical  cards 
and  models  of  various  figures."  The  Geography,  it 
was  learned,  "  was  used  as  an  occasional  readino-  book 
by  the  children  [here  is  the  germ  of  supplementary  read- 
ing] and  the  other  things  were  also  used  by  the  teacher. 
In  three  other  schools  more  or  less  of  the  same  things 
had  been  introduced.  It  appeared  further  that  all  of 
them  had  been  given  to  the  schools,  though  in  some 
cases  the  parents  had  been  requested  to   purchase  the 


62  APPENDIX. 

geography  for  their  children.  It  also  appeared  that 
the  gentleman  elected  at  the  last  quarterly  meeting 
to  take  charge  of  School  Number  Eight,  District  Num- 
ber Six,  had  been  the  cause  of  the  introduction  of 
those  studies  " 

These  acts  were  forinally  censured  by  the  com- 
mittee on  the  ground  that  variations  had  been  made 
in  the  course  of  study  by  a  district  committee  with- 
out first  obtaining  the  consent  of  the  whole  board. 
The  newly-elected  member,  whose  acts  were  thus 
gravely  censured,  was  Josiah  Holbrook,  the  celebrated 
promotor  of  lyceums  —  an  educational  reformer  of 
originality  and  merit  in  his  day.  In  thus  passing 
censure  upon  Mr.  Holbrook,  the  committee  was  no 
doubt  technically  in  the  right ;  but  the  real  motive 
was  not  so  much  a  desire  to  vindicate  its  authority 
as  it  was  an  unreasoning  dread  of  innovation. 

This  dread  of  innovation  manifested  itself  a  month 
later,  when  one  member  moved  "  that  each  District 
Committee  be  allowed  to  select  one  school  in  their 
district,  in  which  new  methods  of  instruction  may  be 
experimentally  introduced "  ;  and  another  member 
asked  leave  to  introduce,  at  his  own  expense,  certain 
articles  for  the  purpose  of  instruction,  namely,  "  a> 
blackboard,  a  number  of  slates  and  pencils,  and  some 
forms  suitable  for  the  children  to  write  at,  on  the 
slate."  Both  motions  were  laid  on  the  table.  The 
first  was  not  taken  up  again;  but  the  slates  and 
pencils  were  allowed,  after  due  deliberation,  later  the 
same  year,  and  the  blackboards  some  years  after- 
wards. 

As  a  second  instance  of  obstructive  conservatism 
may  be  cited  the  action  relative  to  the  Infant  Schools, 


SUPERINTENDENT'S   EEPORT.  63 

the  precursors  of  the  modern  Kindergartens.  There 
is  a  striking  similarity  between  the  views  held  by  the 
primary  teachers  of  that  day  concerning  the  effect  of 
infant  school  instruction,  and  the  views  of  some  prim- 
ary teachers  of  the  j^i'^sent  day  as  to  the  effect  of 
kindergarten  instruction. 

"Among  other  benevolent  enterprises,"  says  the 
historian,  "  which  were  connected  with  public  education, 
'  Infant  Schools '  had  occupied  considerable  attention, 
and  at  this  time  (1830)  were  quite  popular  and  success- 
ful under  the  auspices  of  societies  and  individuals. 
These  schools  were  started  with  the  laudable  object 
of  taking  charge  of  those  children  from  two  to  four 
years  of  age,  whose  parents  were  dependent  upon  their 
daily  labor,  and  during  school  hours  to  interest  them 
in  some  way  adapted  to  their  age  and  capacity.  To 
render  the  schools  attractive,  pictures  and  natural 
objects,  singing,  marching,  and  other  exercises  were 
introduced,  which  were  made  the  means  of  imparting 
instruction  to  the  pupils ;  and  it  was  also  thought  by 
its  friends  that  the  instruction  and  discipline  to  which 
the  children  were  thus  early  subjected,  would  be  advan- 
tageous to  the  primary  schools."  After  commending  the 
kind-heartedness  of  the  enterprise  the  historian  goes 
on  to  say,  "  but  the  attempt  to  learn  (sic)  children  of 
this  tender  age  spelling  lessons,  and  even  lessons  in 
arithmetic  and  geography,  by  singing  them  in  concert 
w^hile  marching  to  time,  gave  them  a  restless  habit  and 
a  sing-song  style  which  it  was  subsequently  found  almost 
impossible  to  eradicate,  and  caused  more  trouble  to 
the  teachers  of  the  primary  schools  than  all  the  advan- 
tage the  pupils  had  derived  from  the  instruction  they 
had  received." 


64  APPENDIX. 

The  alleged  bad  effects  of  these  habits  were  brought 
to  the  attention  of  the  Primary  School  Committee, 
and,  on  the  motion  of  Mr.  George  B.  Emerson,  an  inves- 
tigation was  ordered.  The  primary  teachers  were  in- 
structed to  observe  particularly  the  children  who  came 
from  the  infant  schools,  and  to  compare  their  prog- 
ress with  that  of  other  children  of  the  same  age. 
Then  members  of  the  committee  collected  the  evidence 
from  the  teachers  and  made  their  reports.  The  reports 
were  remarkably  similar.  One  of  these,  which  was 
given  as  answering  for  the  whole,  says  :  "  With  regard 
to  children  from  infant  schools,  it  is  the  decided  opinion 
of  every  instructress  in  the  district,  who  has  had  any 
experience  on  the  subject,  that  it  is  better  to  receive 
children  into  the  primary  schools  who  have  had  no 
instruction  whatever  than  those  that  have  graduated 
with  the  highest  honors  of  the  infant  seminaries.  It 
is  stated  that  those  children  are  peculiarly  restless  in 
their  habits,  and  are  thereby  the  cause  of  restlessness 
and  disorder  among  the  other  children;  and  it  does 
not  appear  that  their  previous  instruction  renders  them, 
in  any  respect,  peculiarly  proficient  or  forward  in  the 
studies  of  the  primary  schools."  In  other  reports  these 
children  are  described  by  their  teachers  as  "^intract- 
able and  troublesome,  restless  from  want  of  constant 
excitement,  and  their  attention  with  difficulty  fixed 
upon  their  studies." 

These  expressions  remind  us  strongly  of  the  opinions 
some  primary  teachers  now  hold  of  children  from  the 
kindergartens.  When  such  opinions  are  warranted  by 
facts,  either  the  kindergarten  is  not  what  it  should  be 
or  the  primary  school  is  not  well  managed,  or  both  are 
bad ;  for  children    passing  from   a  good  kindergarten 


SUPERINTENDENT'S   REPORT.  65 

into  a  good  primary  school  afford  no  ground  for  unfa- 
vorable opinions  of  this  kind.  But  the  Primary  School 
Committee,  in  1830,  seem  to  have  been  well  satisfied 
with  their  own  schools,  and  unanimousl}^  concluded 
that  "  no  good  effect  had  resulted  from  the  new  and 
popular  system  of  infant  schools  regarded  as  a  means 
of  discipline  and  instruction,  preparatory  to  admission 
to  the  primary  schools."  So  infant  schools  were  no 
more  heard  of  for  forty  years ;  and  then  they  reap- 
peared in  the  form  of  kindergartens.  Even  in  this 
form  it  took  them  half  a  generation  more  to  become 
established  as  a  part  of  the  system  of  public  instruction 
of  this  city. 

It  was  not  until  the  primary  schools  had  been  in 
existence  about  seventeen  years  that  they  were  pro- 
vided with  permanent  houses.  The  buildings  or  rooms 
used  during  all  this  earlier  period  were,  with  few  excep- 
tions, hired  by  the  Primary  School  Committee.  The 
first  appropriation  for  the  purchase  of  land  and  the 
erection  of  primary  school-houses  was  made  in  1834. 
In  recommending  this  appropriation  the  Mayor,  Hon. 
Charles  Wells,  said  that  the  primary  schools  "  have 
been  a  prominent  part  of  our  school  system,  and  will, 
undoubtedly,  always  be  supported  at  the  expense  of  the 
public.  The  experiment  has  exceeded  the  most  san- 
guine expectations  of  its  warmest  advocates,  and  its 
permanency,  as  a  part  of  our  public  school  education,  is 
firmly  established."  The  appropriation  amounted  to 
$12,500.  The  first  jDrimary  school-house  built  by  the 
city  was  in  South  Margin  street.  It  was  finished  in 
1834,  contained  two  school-rooms,  and  cost,  exclusive 
of  the  land,  $2,528.69.  Four  more  houses  on  the  same 
two-room  plan  were  built  the  next  year,  at  a  total  cost 


66  APPEXDIX. 

of  about  $12,500,  including  about  $4,000  for  the  sites. 
One  of  these  is  still  standing  in  North  Margin  street, 
and  is  now  occupied  by  a  kindergarten.  If  any  one 
wishes  to  obtain  an  idea  of  the  progress  made  in  school 
architecture  in  sixty  years  he  should  visit  this  little 
school-house  and  then  visit  the  Paul  Revere  School- 
house  a  few  rods  away.  Each  room  in  this  latter 
building  cost  about  as  much  as  all  the  eight  rooms  built 
in  1835. 

In  1854  there  were  fifty-two  primary  school-houses 
owned  by  the  city  containing  one  hundred  and  fifty- 
three  "  schools."  By  a  "  school "  was  meant  a  single 
primary  teacher  with  her  class ;  and  this  signification 
has  attached  to  the  word  ever  since  for  statistical  pur- 
poses. 

The  early  policy  was  to  place  but  few  primary  schools 
in  a  building,  but  to  have  many  buildings,  so  that  the 
little  children  should  not  have  far  to  walk  from  their 
homes.  And  this  policy  has  been  favored  in  spite  of 
increasing  difficulties  for  a  long  time.  But  of  late 
years  large  primary  buildings  containing  twelve,  six- 
teen, and  more  rooms  have  been  erected.  The  only 
considerations  that  can  be  alleged  in  favor  of  large 
primary  buildings  are  economy  in  the  cost  of  construc- 
tion and  a  certain  convenience  of  administration;  but 
these  are  more  than  offset  by  other  considerations, 
among  which  that  of  easy  access  from  the  homes  of 
the  children  is  of  great  importance.  It  is  to  be  hoped, 
therefore,  that  the  policy  which  provides  small  primary 
buildings  and  many  of  them  scattered  all  over  the 
territory  will  prevail  in  Boston  so  far  as  possible  for 
years  to  come. 

The    Primary    School    Committee  was  dissolved  in 


SUPERINTENDENT'S   REPORT.  67 

1855.  Opposition  to  its  continued  existence  had  been 
growing  for  some  years.  This  opposition  was  grounded 
not  alone  on  the  conservative  and  even  obstructive 
character  of  the  later  policy  of  this  body,  but  also  on 
a  widespread  conviction  that  it  w^as  highly  unwise 
to  leave  the  two  great  departments  of  school  affairs 
to  be  managed  by  two  j^^^actically  independent  school 
boards.  The  double-headed  system  of  management  in 
each  grammar  school  had  lately  been  discarded,  and 
the  time  had  come  to  rid  the  city  of  a  cumbersome 
double-headed  administration  of  school  affairs.  Educa- 
tion in  the  primary  schools  and  education  in  the 
grammar  schools  were  seen  to  be  but  j^arts  or  stages 
of  one  process,  for  the  best  results  of  which  unity  of 
administration  is  absolutely  essential. 

The  transfer  of  the  primary  schools  to  the  care  of  the 
general  School  Committee  threw  upon  Mr.  Philbrick 
another  great  task  of  reconstruction  and  improve- 
ment. In  this,  as  in  the  case  of  the  grammar 
schools,  he  found  the  conditions  unpromising.  Where 
j)ulling  dow^n  and  building  anew  would  have  been 
better  he  was  obliged  to  preserve  and  readapt.  Teach- 
ers lonof  accustomed  to  the  old  order  of  thing's  were 
called  upon  to  adapt  themselves  to  a  new  order.  The 
schools  furnished  many  evidences  of  neglect.  The 
houses  were  ill-lighted  and  ventilated,  and  were  not 
well  provided  with  playgrounds  and  sanitaries.  The 
rooms  were  small  and  badly  overcrowded.  Attend- 
ance was  irregular  and  truancy  prevalent.  The  furni- 
ture was  scanty,  no  desks  for  the  use  of  slates,  only 
little  movable  arm-chairs  for  the  children  to  sit  in. 
There  was  no  course  of  study  in  the  modern  sense  of 
the    term.     The  principle   of   gradation  had  not  been 


68  APPENDIX. 

recognized,  and  promotion  from  one  teacher's  room  to 
another  was  unknown.  It  is  true  that  each  teacher 
had  six  classes,  but  this  meant  that  her  children  began 
their  A,  B,  C's  with  her  and  stayed  in  her  room  until 
they  were  ready  for  admission  to  the  grammar  school. 
Many  children  were  kept  in  the  primary  schools  long 
after  they  were  ready  for  admission  to  the  grammar 
school,  because  their  teachers  were  unwilling  to  im- 
poverish their  first  classes  by  parting  with  their  most 
brilliant  pupils. 

One  of  the  first  objects  which  Mr.  Philbrick  set  about 
accomplishing  was  to  enlarge  and  dignify  the  office  of 
the  grammar  master.  To  the  master's  duties  con- 
nected with  his  grammar  school,  were  added  new  duties 
connected  with  all  the  primary  schools  of  his  district ; 
and  thus  each  grammar  master  became  a  sort  of  deputy- 
superintendent  in  a  certain  territory.  He  was  to  supervise 
the  primary  instruction,  aid  in  the  discipline,  examine 
the  pupils,  promote  them  from  teacher  to  teacher, 
that  is,  from  grade  to  grade,  and  finally  to  the  gram- 
mar schools.  Upon  him  rested  the  local  administration 
of  the  new  course  of  study  laid  down  for  the  primary 
schools.  The  teachers  were  nob  disposed,  many  of 
them,  to  place  confidence  in  the  new  masters  who  had 
thus  been  set  over  them,  nor  willing  to  relinquish  the 
habits  of  independent  action  which  the  older  and  looser 
form  of  organization  had  engendered.  They  were  slow 
to  co-operate  either  with  the  master  or  with  each  other. 

The  masters,  too,  were  generally  averse  to  exercising 
their  authority  over  these  independent  primary  teachers. 
There  is  evidence  enough  to  show  that  many  of  the 
older  grammar  masters  in  Mr.  Philbrick's  time  never 
performed  their  duties  towards  their  primary  schools 


SUPERINTENDENT'S   REPORT.  69 

save  in  the  most  superficial  and  perfunctory  manner. 
They  were  not  greatly  interested  in  them  otherwise 
than  as  feeders  to  their  grammar  schools ;  and  they 
were  incompetent  or  unwilling  to  exercise  a  helpful 
control  Over  the  methods  of  primary  teaching.  But 
fortunately  there  were  younger  and  more  enterprising 
masters,  who  were  disposed  to  give  more  serious  atten- 
tion to  these  primary  schools ;  and  fortunately,  too, 
improvements  which  are  made  in  one  school  or  district 
are  apt  to  spread  to  another  district  where  the  teachers 
are  enterprising,  even  if  the  master  be  not  so. 

Speaking  broadly,  it  must  be  said  that  the  improve- 
ment which  took  place  in  the  primary  schools  during 
the  period  of  twenty  years  from  1S55  to  1875  was 
immense  —  much  greater  than  has  taken  place  during 
the  last  twenty  years,  inasmuch  as  the  room  for  improve- 
ment was  much  greater.  The  improvements  that  have 
taken  place  of  late  years  relate  more  to  the  methods  of 
teaching,  the  spirit  of  the  discipline,  the  supply  of 
reading  matter  and  other  apparatus  of  instruction. 
These  are  less  obvious  and  striking  than  improvements 
in  organization,  but  none  the  less  essential  to  the  high- 
est excellence.  Attention  is  now  more  concentrated  on 
the  preparation  of  the  teachers  for  their  work.  Hence 
the  importance  of  the  normal  school  as  an  agency  in 
further   improvement. 

But  the  importance  of  the  grammar  masters'  rela- 
tion to  their  primary  schools  was  not  fully  realized  by 
them  during  the  earlier  period.  It  was  not  until  the 
care  of  the  primary  schools  was  taken  away  and 
given  to  the  supervisors  for  a  while  that  the  grammar 
masters  in  a  body  unanimously  realized  the  importance 
of  their  havino;  control  over  instruction  in  the  lower 


70  APPENDIX. 

grades.  They  strongly  insisted  on  the  restoration  of 
that  control,  and  after  a  few  years  were  successful 
in  that  effort.  But  this  very  success  reimposed  all 
their  former  obligations  towards  the  primary  schools^ 
and  took  away  all  possible  excuse  for  neglect.  And, 
indeed,  it  is  but  fair  to  say  that  the  primary  schools 
have  been,  in  general,  better  cared  for  since  their 
restoration  to  the  grammar  masters  than  they  had 
been  during  any  earlier  period  of  their  history. 

The  primary  schools  are  now  thoroughly  amalga- 
mated with  the  grammar  schools  into  one  solid  system 
so  far  as  the  substance  of  the  work  done  and  the  super- 
vision thereof  are  concerned.  Indeed,  were  it  not  for  the 
persistency  of  old  habits  of  speech  and  thought,  we 
could  easily  drop  the  terms  "grammar  school"  and 
"  primary  school  "  and  speak  only  of  "  the  grade  school" 
or  "  the  grades,"  as  people  do  in  many  other  parts  of 
the  country.  There  would  be  a  certain  convenience  in 
abolishing  all  remaining  distinctions  between  primary 
and  grammar  assistants.  That  which  was  based  on  a 
difference  in  salary  disappeared  years  ago ;  but  in  the 
Regulations  there  still  exists  a  technical  distinction 
which  stands  in  the  way  of  transferring  a  teacher  from 
the  third  grade  to  the  fourth,  or  from  the  fourth  to  the 
third.  She  must  resign  as  a  primary  and  be  appointed 
a  grammar  teacher,  or  vice  versa,  in  order  to  effect  a 
transfer  at  this  ]Doint.  At  any  other  point  she  could 
be  transferred  from  one  to  another  of  two  grades 
by  a  mere  act  of  the  master  in  assigning  work.  Why 
should  not  the  passage  from  the  third  grade  to  the 
fourth  be  as  easy  for  a  teacher  as  it  is  from  the  fourth 
to  the  fifth  ?     There  is  no  good  answer  to  this  question. 

It  is  therefore  recommended  that  the  Regulations  be 


SUPERINTENDENT'S   REPORT.  71 

revised  with  the  view  to  making  them  consistent 
with  the  idea  of  a  system  of  grades,  in  each  district, 
running  uniformly  from  the  lowest  to  the  highest, 
and  free  from  obsolete  technicalities  or  arbitary  dis- 
tinctions. And  in  the  same  connection  there  are  certain 
improvements  to  be  suggested  in  the  provisions  govern- 
ing the  number  of  permanent  teachers,  of  temporary 
and  special  assistants,  and  of  temporary  and  perma- 
nent substitutes.  These  need  not  here  be  given  in 
detail.  Their  general  purpose  would  be  simplifica- 
tion of  administration. 


THE    ENGLISH    HIGH    SCHOOL. 

That  boys  who  were  not  to  be  prepared  for  the 
university,  but  for  active  life,  needed  a  more  liberal 
education  than  was  afforded  by  the  grammar  and  writ- 
ing schools  of  the  period  became  manifest  to  the  School 
Committee  soon  after  the  inhabitants  of  the  town  had 
expressed  their  sentiments  on  the  primary  school  ques- 
tion. This  time  the  School  Committee  did  not  wait  to 
be  forced  by  public  opinion  into  action,  but  took  the 
lead.  A  plan  for  the  establishment  of  an  "English 
Classical  School "  was  suggested  by  one  of  the  mem- 
bers, Samuel  A.  Wells,  Esq.,  and  became  the  subject  of 
earnest  deliberation  during  most  of  the  year  1820. 
The  matured  plan  was  brought  to  the  Selectmen,  with  a 
request  that  a  public  meeting  of  the  inhabitants  of  the 
town  be  called  to  consider  and  act  thereon.  The  town 
meeting  was  held  on  the  fifteenth  day  of  January, 
1821,  and  the  plan  "was  nearly  unanimously  accepted, 
but  three  persons  voting  in  the  negative." 

The   course  of  studies   proposed   for   this  "English 


72  APPENDIX. 

Classical  School "  ^  is  quite  simple  in  comparison  with 
the  courses  in  modern  high  schools.  It  appears  to  have 
been  based  on  the  idea,  suggested  by  the  name  of  the 
school,  that  a  good  education  could  be  obtained  through 
the  study  of  English  Classics  in  much  the  same  way 
as  a  good  education  comes  through  the  study  of  Greek 
and  Roman  Classics.  Accordingly  the  greater  part  of 
the  time  was  given  to  "  Composition  ;  Reading  from  the 
most  approved  authors ;  Exercises  in  criticism,  com- 
prising critical  analyses  of  the  language,  grammar,  and 
style  of  the  best  English  authors,  their  errors  and 
beauties ;  and  Declamation."  These  subjects  were  to 
be  carried  uninterruptedly  through  the  three  years 
of  the  course.  The  only  additional  studies  the  first 
year  were  Geography  and  Arithmetic.^ 

The  additional  studies  for  the  second  year  embraced 
a  formidable  array  of  mathematical  subjects.  They 
were  Algebra ;  Ancient  and  Modern  History  and 
Chronology ;  Logic ;  Geometry ;  Plane  Trigonometry, 
and  its  application  to  mensuration  of  heights  and  dis- 
tances ;  Navigation ;  Surveying ;  Mensuration  of  Super- 
ficies and  Solids ;  and  Forensic  Discussion.  It  is  prob- 
able that  much  of  this  mathematical  work  went  over 
into  the  third  year,  for  we  find  provision  there  made 
for  mathematics  and  logic  as  continued  studies.  The 
additional  studies  for  the  third  year  were  History  of 

1  The  original  name,  "  Englisli  Classical  School,"  did  not  pass  into  general  use ;  and 
even  in  the  School  Committee's  Records  the  name  "English  High  School  "  appears 
frequently  down  to  the  year  1832,  when  an  effort  was  made  to  correct  this  erroneous 
usage  by  a  formal  declaration  that  "  the  onl}'  proper  and  legal  title  by  which  it  can  be 
known  is  that,  given  it  by  the  town.of  English  Classical  School."  This  name  was 
also  thought  to  be  "  more  significant  and  appropriate  than  that  now  used."  But  in  the 
following  year  a  vote  was  passed  restoring  the  name  "by  which  it  has  always  been 
designated  in  the  records  and  in  the  regulations  of  the  board  since  the  year  1824,  viz. : 
English  High  School." 

2  "  Arithmetic  continued,"  according  to  the  record;  which  seems  to  indicate  that  but 
a  limited  amount  of  arithmetic  was  taught  in  the  writing  scliools  of  the  period.  "  Col. 
burn's  First  Lessons  "  was  one  of  the  text-books  used  by  Mr.  George  B.  Emerson, 
the  first  master  of  the  English  Classical  School. 


SUPERINTENDENT'S   REPORT.  73 

the  United  States ;  Natural  Philosophy,  including 
Astronomy ;  and  Moral  and  Political  Philosophy. 

This  course  of  study,  containing  no  foreign  lan- 
guages, no  bookkeeping,  no  chemistry,  and  no  draw- 
ing, remained  unchanged  for  eleven  years.  In  1832 
the  French  language  was  added  and  a  French  teacher 
was  appointed.-^  Drawing  was  also  added  as  a  "per- 
mitted study "  about  the  same  time.  The  Spanish 
language  was  also  a  permitted  study  for  some  years 
following  the  Mexican  War,  but  few  pupils  took  it; 
and  it  was  finally  dropped  for  lack  of  interest.  Book- 
keeping was  added  in  1842,  and  became,  in  course  of 
time,  an  important  study  of  the  second  year,  contrib- 
uting much  to  render  the  school  commercial  in  its 
character.  Commercial  Arithmetic,  which  received 
much  attention  in  the  entering  class,  also  contributed 
a  feature  to  the  commercial  aspect  of  the  course  of 
study.  Chemistry  and  the  German  language  were 
added  to  the  list  of  studies  in  1870,  but  were  open  only 
to  the  few  boys  who  remained  in  school  for  a  fourth 
year.  Physical  Geography,  Geology,  Mineralogy, 
Botany  and  Physiology  appear  to  have  received  some 
a,ttention  at  different  times  prior  to  1877,  but  the  in- 
struction in  these  branches  is  described  in  the  commit- 
tee's reports  as  rather  meagre,  desultory  and  ineffective. 

The  great  strength  of  the  English  High  Schools,  as 
developed  during  the  first  fifty  or  sixty  years  of  its 
existence,  resided  in  the  department  of  mathematics. 
Chief  reliance  appears  to  have  been  placed  on  mathe- 
matical studies  for  mental  discipline,  and  these  studies 
were  given  the  largest  share  of  the  school  time.     The 

1  There  is  evidence  that  French  was  taught  in  the  school  at  a  much  earlier  date, 
for  Mr.  Emerson  speaks  of  tlie  performance  of  the  French  class  at  the  public  exhibi- 
tion held  by  liim  in  182a.  It  would  appear,  however,  that  French  was  not  a  required 
study  prior  to  1832. 


74  APPENDIX. 

French  language,  bookkeeping,  and  natural  philosophy 
(physics)  came  next  in  importance ;  while  English 
classical  literature,  which  formed  the  chief  feature  of 
the  earliest  course  of  study,  gradually  came  to  occupy 
a  place  only  less  inferior  than  that  given  the  natural 
history  branches.  Such  was  the  character  of  the  'course 
of  study  in  this  school,  when  the  Supervisors,  in  1877, 
undertook  a  thorough  reconstruction  of  the  courses  of 
study  in  this  and  all  the  other  high  schools  of  the 
city,  with  a  view  to  making  them  all  uniform.  On  the 
nature  and  effects  of  this  enterprise,  something  will  be 
said  in  another  part  of  this  report. 

Although  the  original,  and  for  a  long  time  the  only, 
purpose  of  the  English  High  School  was  the  ^^repara- 
tion  of  boys  for  active  life  in  various  mercantile  and 
mechanical  pursuits,  and  although,  doubtless,  such  wall 
continue  to  be  its  chief  purpose  for  many  years  to  come, 
it  is  interesting,  nevertheless,  to  note  that  this  school 
in  late  years  has  become  quite  important  as  a  fitting 
school  for  higlier  institutions,  like  the  Massachusetts 
Institute  of  Technology  and  Harvard  College.  When 
the  requirements  for  admission  to  college  were  changed 
so  as  to  permit  the  substitution  of  a  modern  language 
or  physics  and  advanced  mathematics  for  Greek,  some 
of  the  boys  in  this  school  at  once  took  advantage  of 
the  change,  and  after  being  prepared  in  the  new  way 
were  admitted  to  college.  And  every  year  since  that 
time  graduates  of  this  school  in  considerable  numbers 
have  proceeded  to  college,  wdiere  they  have  maintained 
themselves  well,  reflecting  no  little  credit  upon  their 
school. 

During  the  first  three  years  of  its  existence  the 
English  High  School  occupied  a  part  of  a  school-house 


SUPERINTENDENT'S   REPORT.  75 

on  Derne  street,  at  the  corner  of  Temple  the  rest  of 
that  building  being  occupied  by  the  grammar  and  writ- 
ing; school  then  or  soon  afterwards  known  as  the  Bow- 
doin  School.  The  Derne  Street  School-house  was  pulled 
down  many  years  ago  to  clear  the  ground  for  the 
Beacon  Hill  Eeservoir,  which  in  its  turn  was  demolished 
to  make  room  for  the  extension  of  the  State  House. 
The  next  home  of  the  English  High  School,  from  1824' 
to  1844,  was  in  a  building  specially  designed  for  it, 
which  is  still  standing  on  Pinckney  street.  In  1844, 
the  English  High,  and  the  Latin  Schools  became  co- 
tenants  of  the  building  on  Bedford  street ;  whence  they 
w^ere  removed  at  Christmas,  1880,  to  the  fine  large 
buildings  they  now  occupy,  on  Montgomery  and 
Appleton  streets. 

For  some  years  prior  to  the  last  removal  a  plan  for 
uniting  these  two  schools  into  one  had  been  favorably 
considered  in  some  quarters,  but  fortunately  the  union 
never  took  place.  The  tw^o  schools  have  distinctly 
different  purposes,  and  each  school  is  large  enough  to 
justify  a  separate  administration  of  its  affairs.  Were 
the  schools  small  and  likely  to  remain  so  there  might 
be  reasons  of  economy  that  could  be  urged  in  favor  of 
a  union.  It  is  fortunate  for  Boston  that  these  High 
schools  of  different  tyj^es  have  each  been  large  enough 
to  be  carried  on  separately  without  waste  of  money  and 
effort. 

THE    girls'    high    SCHOOL. 

Public  provision  for  the  education  of  girls  in  this 
community  has  always  lagged  behind  —  often  far  be- 
hind—  that  made  for  boys.  The  Town  of  Boston  had 
already  completed  the  system  of  public  instruction  so 


76  APPENDIX. 

far  as  boys  were  concerned  by  the  establishment  of 
the  English  High  School ;  but  it  remained  for  the  City 
to  make  the  system  complete  for  the  girls.  There  were 
two  great  defects  to  be  remedied ;  for  there  was  no 
high  school  for  girls,  and,  moreover,  girls  were  excluded 
from  the  grammar  and  writing  schools  during  four 
months  of  the  year,  while  boys  were  permitted  to  attend 
all  the  year  round. 

In  the  year  1825  the  School  Committee  instructed  a 
sub-committee  -^  of  its  body  "  to  consider  the  expedi- 
ency and  practicabilty  of  establishing  a  publick  school 
for  the  instruction  of  girls  in  the  higher  departments 
of  science  and  literature " ;  adopted  unanimously  a 
favorable  report  on  the  subject;  provided  for  the  ac- 
commodation of  the  "  High  School  for  Girls,"  as  it  was 
named,  in  the  vacant  story  of  the  Bowdoin  School-house, 
and  unanimously  elected  Ebenezer  Bailey,  "  Master  of 
the  Grammar  Department  of  the  Franklin  School,"  to 
be  master  of  the  new  school. 

The  history  of  this  school  is  a  short  one,  but  there 
are  some  facts  gathered  from  the  records  which  seem 
suggestive  enough  to  be  worth  publishing. 

The  number  of  girls  who  presented  themselves  at  the 
admission  examination  was  surprisingly  large,  two 
hundred  and  eighty-six.     Of  these  there  were  — 

37  between  the  ages  of  11  and  12  years, 
69    "    "    "   12  "  13  " 
72     "    "    "   13  "  14  " 
94     "    "    "   14  "  15  " 
and  14  were  over  1.5  years  of  age. 

Applicants  were  examined  in  reading  prose  and  verse, 
in  English  grammar,  in  arithmetic,  and  in  writing ;  and 

1 A  member  of  this  sub-committee  and  an  active  leader  in  carrying  out  its  recom- 
mendations was  tbe  Kev.  .Jolin  Pierpont,  whose  celebrated  reading-book  made  an 
epoch  in  the  literary  instruction  of  the  schools. 


SUPERINTENDENT'S   REPORT.  77 

were  carefully  graded.  After  rejecting  all  applicants 
below  the  age  of  twelve  years  and  all  others  who 
received  less  than  thirteen  and  one-half  credits  out  of 
a  possible  twenty,  the  School  Committee  admitted  one 
hundred  and  thirty-five  girls,  and  authorized  the  open- 
ing of  the  school  "  on  Thursday  next  (March  2,  1826)^ 
at  nine  o'clock  A.M.  with  such  religious  services  or 
other  ceremonies  as  are  usual  on  similar  occasions." 

The  course  of  study  adopted  for  the  new  school  was 
as  follows  : 

"The  Course  of  Study  in  the  High  School  for  Girls." 
"first  year." 

'■'■Required:  No.  1.  Reading  —  2.  Spelling  —  3.  Writing  words  and 
sentences  from  dictation  —  4.  English  grammar,  with  exercises  in  the 
same  —  5.  Composition  —  6.  Modern  and  ancient  geography  —  7. 
Intellectual  and  written  arithmetic  —  8.  Rhetoric  — 9.  History  of  the 
United  States. 

"  Allowed  :     Logic  or  botany." 

"second  year." 

'■'Required :  Nos.  1,  2,  5,  6,  7,  8,  continued  — 10.  Book-keeping  by 
single  entry — 11.  Elements  of  geometry  — 12.  Natural  philosophy  — 
13.  General  history  —  14.  History  of  England — 15.  Paley"s  Natural 
Theology. 

"  Allowed :  Logic,  botany,  demonstrative  geometry,  algebra,  Latin, 
or  French." 

"  third  year." 

"Required:  Nos.  1,  5,  12,  15,  continued  — 16.  Astronomy  — 17. 
Treatise  on  the  globes  —  18.  Chemistry —  19.  History  of  Greece  —  20. 
History  of  Rome  —  21.  Paley's  Moral  Philosophy  —  22.  Paley's  Evi- 
dences of  Christianity. 

"Allowed:  Logic,  algebra,  principles  of  perspective,  projection  of 
maps,  botany,  Latin,  or  French. 

"The  allowed  studies  to  be  pursued  at  the  discretion  of  the  master 
with  the  sanction  of  the  School  Committee." 

This  is  not  a  very  high  course  of  study,  although  it 
may  have  been  relatively  high  in  its  day.     Nearly  the 


78  APPENDIX. 

whole  work  for  the  first  year  and  a  large  part  of  that 
for  the  second  year  are  found  in  the  modern  grammar 
school.  Taken  together  with  the  course  of  study 
adopted  for  the  English  High  School  five  years  earlier, 
it  would  seem  to  indicate  the  prevalence  of  a  low 
standard  of  instruction  in  the  grammar  and  writing 
schools  of  the  period. 

In  one  of  the  reports  recommending  the  establishment 
of  the  High  School  for  Girls  may  be  found  the  following 
early  expression  of  an  argument  which  has  since  been 
used  in  support  of  a  city  normal  school : 

"  A  school  like  that  now  in  contemplation  (High  School  for  Girls) 
would  certainly  and  permanently  furnish  teachers  for  the  primary 
schools,  competent  in  every  respect  to  render  the  city  efficient  service, 
and  especially  in  this  respect,  that  they  will  have  gained  by  their  own 
experience  a  thorough  knowledge  of  our  whole  system  of  public 
instruction,  and  the  relations  of  its  several  parts  to  each  other." 

The  success  of  the  new  High  School  for  Girls  was 
immediate  and  great  and  alarming.  At  least  the 
masters  of  the  grammar  schools  were  alarmed  by 
the  prospect  of  losing  their  most  proficient  girls  at 
an  early  age  by  their  entering  the  high  school.  This 
loss  would  be  injurious,  it  was  thought,  to  the  grammar 
schools.  Whether  any  thought  was  taken  for  the 
interests  of  the  children  does  not  appear.  The  fears 
of  the  grammar  masters  for  their  schools  appear  to 
have  been  communicated  to  the  School  Committee  and 
to  the  Mayor,  the  Hon.  Josiah  Quincy,  who  instituted 
an  inquiry  "  as  to  the  effect  produced  upon  the  character 
and  prospects  of  the  other  (i.e.  grammar)  schools  by 
the  institution  in  question."  The  Mayor  on  October 
16,  1826,  addressed  a  letter  to  all  the  masters  stating 
that  suggestions  had  been  made  "  that  the  effect  of 
the   Hio;h   School  for  Girls  has  been    disadvantaoeous 


SUPERINTENDENT'S   REPORT.  79 

upon  the  character  and  prospects  of  the  other  schools 
o£  the  metropoHs,  (1)  by  diminishing  the  zeal  of  the  gen- 
erality of  the  other  females  in  these  schools,  (2)  by 
taking  away  from  them  their  most  exemplary  scholars, 
(3)  by  disqualifying  the  masters  from  a  gradual  intro- 
duction into  those  schools  of  the  monitorial  system  (by 
thus  removing  from  them  the  class  of  females  best  qual- 
ified to  become  monitors),  (4)  by  reducing  the  other 
schools  from  the  highest  to  secondary  grade  (by  early 
depriving  them  of  those  scholars  in  whom  they  have  the 
greatest  pride  and  who  are  of  the  highest  promise) "  ; 
and  inquiring  "whether,  as  far  as  your  experience 
extends,  there  is  any  foundation  for  these  suggestions ; 
and,  if  not,  then  whether  any,  and  what  effect,  has  been 
produced  by  the  establishment  of  the  High  School  for 
Girls  on  the  character  and  prospect  of  your  schools." 

The  answers  to  these  leading  questions  were  such  as 
to  satisfy  the  committee  of  inquiry  that  one  of  three 
things  should  be  done:  "1.  Either  the  High  School 
for  Girls  must  be  wholly  discontinued  or,  2,  the  city 
must  provide  for  two  high  schools  the  present  year,  with 
a  prospective  certainty  of  increasing  the  number  of  this 
species  of  schools  every  succeeding  one  or  two  years  as 
the  city  increases ;  or,  3,  new  principles  must  be  adopted 
in  relation  to  admission  into  this  school,  so  as  to 
diminish  the  number  of  candidates  and  to  retain  the 
females  longer  in  the  Grammar  and  Writing  schools." 
The  last  of  these  alternatives  was  taken.  A  higher 
standard  was  set  up  for  the  admission  examination, 
and  only  girls  above  the  age  of  fourteen  and  below 
sixteen  were  to  be  received,  and  those  who  passed 
were  to  be  allowed  to  stay  only  one  year  in  the  school. 

About  a    year   after   this   action   the   master,    Mr. 


80  APPENDIX. 

Bailey,  who  had  twice  asked  in  vain  to  have  his  salary 
made  the  same  as  that  paid  to  the  master  of  the  Latin 
School  and  to  the  master  of  the  English  High  School, 
handed  in  his  resignation.  The  election  of  a  successor 
was  postponed,  and  the  School  Committee  was  divided 
about  evenly  on  the  question  of  discontinuing  the 
school.  The  question  went  over  to  the  following  year, 
1828,  when  it  was  proposed  to  reorganize  the  school 
on  the  Monitorial  or  Mutual  Instruction  Plan,^  and  on 
this  new  basis  to  ask  the  City  Council  for  an  appro- 
priation. But  no  appropriation  was  made,  and  so  the 
school  came  to  an  end. 

Still,  this  loss  to  the  girls  was  not  wholly  without 
compensation,  for  it  was  just  at  this  time  that  a 
measure  was  adopted  for  admitting  girls  to  the  gram- 
mar and  writing  schools  all  the  year  round.  More- 
over, from  about  this  time  may  be  dated  a  certain 
enlargement  and  enrichment  of  the  courses  of  study 
open  to  girls  in  the  grammar  schools,  which  became 
more  substantial  when,  a  few  years  later,  the  girls 
were  given  separate  schools  of  their  own.  In  this 
way,  for  nearly  thirty  years,  the  girls'  grammar 
schools  supplied  in  some  measure  the  place  of  a  high 
school. 

The  next  public  movement  for  a  girls'  high  school 
was  started  in  1853,  when  a  petition  bearing  over 
three  thousand  signatures  was  brought  to  the  School 
Committee,  praying  that  a  high  school  for  girls  might 
be  established.  The  first  conclusion  was  adverse  to 
the  project,  the  unsuccessful  high  school  of    1826-28 

'  This  plan  was  considerably  in  vogue  at  this  time.  It  had  been  introduced  into 
some  of  the  schools  of  Boston  by  a  teacher  called  from  Albany,  N.  Y.,  and  further 
applied  by  Mr.  Fovvle,  a  teacher  in  Boston,  and  afterwards  a  member  of  the  School 
Committee.  But  the  plan  never  had  much  but  its  cheapness  to  recommend  it,  and  it 
soon  passed  out  of  use.  ' 


SUPERINTENDENT'S   REPOET.  81 

being  cited  in  support  thereof.  Meanwhile  tlie  Com- 
mittee on  Public  Instruction  of  the  City  Council  came 
to  the  conclusion  that  there  ought  to  be  four  high 
schools  for  girls,  "one  at  East  Boston,  one  at  South 
Boston,  one  at  the  South  End,  and  one  at  the  West 
End  of  the  city  proper."  Finally,  November  14, 
1854,  the  School  Committee  decided  to  introduce 
high  school  studies  into  the  existing  Normal  School, 
and  to  enlarge  the  Normal  School  Committee  for  the 
purpose  of  doing  this.  Thus  the  Normal  School, 
originally  established  in  1852  for  the  sole  purpose  of 
preparing  young  women  for  the  business  of  teaching, 
came  to  be  also  a  High  School,  and  soon  acquired 
the  name  of  the  Girls'  High  and  Normal  School. 

The  normal  element  in  this  combination  became 
relatively  more  and  more  inconspicuous,  insomuch 
that  it  became  necessary  in  1872  to  give  the  Normal 
School  a  separate  existence  in  order  to  save  it  from 
total  absorption.  Thus  the  Girls'  High  School  dates 
its  separate  and  independent  life  from  1872,  although 
it  had  existed  in  the  bosom  of  the  Normal  School 
for  eighteen  years  prior  to  that  time.  Its  first  home 
was  in  the  old  Adams  School  building  on  Mason 
street,  and  its  second  is  on  West  Newton  street  in 
a  building  which  for  convenience  of  managing  a  high 
school  has  no  superior  among  more  modern  structures. 

OTHER   HIGH    SCHOOLS. 

The  foregoing  sketches  have  shown  how  the  chief 
component  parts  of  the  school  system  of  Old  Boston 
came  into  existence  one  after  another,  and  were  grad- 
ually adjusted  and  united  into  a  well-working  whole. 
That    system  was    in    some  ways  peculiar,  for  it  had 


82  APPENDIX. 

been  built  up  in  a  long  course  of  years  by  a  people 
very  much  inclined  to  provide  for  their  own  wants  in 
their  own  way.  But  it  was  regarded  as  complete 
and  effective  during  the  period  just  preceding  the 
enlargement  of  the  city  by  the  annexation  of  adjoining 
municipalities. 

By  the  annexation  of  Roxbury  in  1868,  Dorchester 
in  1870,  Charlestown,  Brighton,  and  West  Roxbury  in 
1874,  the  school  system  of  Boston  was  enlarged  by 
the  addition  of  a  great  many  primary  and  grammar 
schools,  and  five  high  schools.  The  primary  and  gram- 
mar schools,  being  quite  similar  to  those  of  the  old 
city,  were  easily  placed  under  the  same  system  of 
administration ;  but  the  high  schools  were  of  a  kind 
hitherto  unknown  in  the  city,  and,  moreover,  differed 
materially  from  one  another.  They  were  alike  in  being 
open  to  both  boys  and  girls,  and  four  of  them  had 
courses  of  preparation  for  college.  The  Roxbury  High 
School  was  opened  for  girls  in  1854,  and  for  boys  in 
1861.  The  Dorchester  High  School  was  opened  in 
1852,  the  Charlestown  High  in  1848,  the  Brighton 
High  in  1841,  and  the  West  Roxbury  High  in  1849. 
They  were  all  comparatively  new  schools  at  the  time 
of  annexation. 

According  to  the  views  prevailing  in  1877  all  these 
high  schools,  together  with  the  Englisii  High  and  the 
Girls'  High  of  the  old  city,  needed  to  be  brought  into 
uniformity  and  placed  upon  one  and  the  same  course 
of  study.  It  was  insisted  upon  as  essential  that  the 
boys  and  the  girls  should  do  the  same  kinds  of  work, 
and  in  the  same  proportions  and  amounts.  The  college 
preparatory  courses  in  the  subiu-ban  high  schools  were 
lopped  off,  and  the  boys  fitting  for  college  were  required 


SUPERINTENDENT'S   REPORT.  83 

to  attend  the  Public  Latin  School.  The  remaining 
studies,  together  with  those  that  had  been  pursued  in 
the  two  central  high  schools,  were  then  arranged  upon 
a  uniform  plan,  and  this  plan  was  applied  to  all  the  high 
schools,  except  the  Latin  School.  This  was  one  of  the 
chief  tasks  laid  upon  the  Board  of  Supervisors  during 
the  early  years  of  the  existence  of  that  Board. 

And  it  is  but  fair  to  recognize  that  the  effect  of  the 
enforcement  of  this  uniform  course  of  study  was  bene- 
ficial in  many  respects.  Some  of  the  suburban  high 
schools  w^ere  thereby  brought  to  a  higher  standard  of 
efficiency  in  teaching  and  given  a  better  equipment. 
Also  studies  in  literature  and  in  history,  which  had 
fallen  into  neglect  in  some  schools,  were  given  a  proper 
share  of  time,  while  the  excessive  proportion  of  time 
given  to  mathematics  and  commercial  studies  was 
suitably  reduced.  Moreover,  there  was  afforded  just 
ground  for  claiming  that  the  suburban  schools  were  not 
inferior  to  the  central  schools  in  respect  to  the  advan- 
tages, offered.  This  was  a  fact  of  no  little  importance 
at  a  time  when  a  certain  disposition  to  centralize  high- 
school  instruction  threatened  the  destruction  of  the 
suburban  high  schools. 

But  along  with  these  beneficial  efforts  were  produced 
others  of  a  less  desirable  kind.  An  experience  of 
twenty-four  years  has  proved  that  an  absolutely  uni- 
form course  of  study  fails  to  meet  the  intelligent  wants 
of  large  numbers  of  boys  and  girls  of  the  high  school 
age ;  and  that,  even  if  it  is  possible  to  enforce  such  a 
course,  it  is  not  wise  to  do  so.  Even  the  course  of  study 
drafted  by  the  Board  of  Supervisors,  which  purported 
to  be  uniform,  allowed  some  options,  which  were  used 
in  one  school   one  way  and  in  another    school  another 


84  APPENDIX. 

way.  But  the  great  difficulty  with  this  course  was  that 
it  was  practically  uniform  for  all  the  pupils  in  the  same 
school.  Under  it  little  provision  could  be  made  for  the 
various  needs,  capacities,  and  purposes  in  life  that  large 
numbers  of  the  pupils  were  conscious  of.  It  was  a 
growing  sense  of  this  difficulty  that  led  most  of  the 
head-masters  to  favor,  as  they  did  two  years  ago,  a 
change  to  the  elective  plan  of  studies.  The  present 
course  of  study  is  uniform  so  far  as  it  concerns  the 
several  schools  that  use  it ;  but  it  is  widely  variant  in 
relation  to  the  pupils  who  select  their  studies  under 
it.  It  is,  therefore,  adapted  to  supply  a  much  wider 
range  of  educational  wants  than  any  former  course  has 
been. 

To  the  five  suburban  high  schools  already  mentioned 
and  the  two  central  high  schools  there  have  been  added 
the  East  Boston  High  School,  established  in  1878,  and 
the  South  Boston  High  School,  established  in  1901. 
The  desire  of  the  inhabitants  of  these  two  sections  of 
the  city  for  high  schools  in  their  respective  localities 
found  expression,  as  we  have  seen  (page  81),  as  early 
as  the  year  1854 ;  and  repeatedly  since  that  time  the 
same  desire  has  been  manifested  with  ever  increasing 
force.  Perhaps  these  people  now  feel  well  repaid  for 
their  long  waiting. 

There  are,  therefore,  now  nine  high  schools  working 
under  the  elective  plan  of  studies.  They  seem  to  meet 
all  reasonable  wants,  each  in  its  own  locality ;  and  they 
are  even  going  so  far,  imder  the  free  selection  of  studies 
allowed,  as  to  undertake  the  fitting  of  some  of  their 
pupils  for  college.  Indeed,  if  permission  to  teach  Greek 
should  be  granted  to  these  schools,  as  has  lately  been 
recommended,  the  older  suburban  high  schools  would 


SUPERINTENDENT'S   REPORT.  85 

again    be  enjoying   the   privilege  of  which  they  were 
deprived  soon  after  annexation. 

To  complete  the  list  of  high  schools  it  remains  to 
notice  two,  the  Girls'  Latin  School  and  the  Mechanic 
Arts  High  School. 

THE    girls'    latin    SCHOOL. 

This  school  was  established  twenty-five  years  ago  to 
provide  the  girls  with  the  same  opportunities  to  fit  for 
college  as  had  long  been  enjoyed  by  the  boys.  The 
demand  for  such  a  school  arose  from  the  rapidly  in- 
creasing numbers  of  girls  who  were  seeking  the  higher 
education  recently  opened  to  them  in  women's  colleges. 
Already  girls  had  been  prepared  for  college  in  the  Girls' 
High  School ;  but  inasmuch  as  such  work  was  some- 
what aside  from  the  main  purpose  of  the  school,  it  had 
not  produced  results  that  were  altogether  satisfactory. 
In  the  suburban  high  schools,  too,  or  in  some  of  them, 
girls  had  been  fitted  for  college ;  but  the  opportunity 
for  doing  such  work  any  longer  had  been  cut  off  when 
those  schools  were  reorganized  in  1877. 

There  were  three  different  measures  proposed,  and 
each  measure  had  earnest  advocates  and  opponents. 
The  first  was  to  organize  a  college  preparatory  depart- 
ment in  the  Girls'  High  School,  opening  it  for  girls 
from  all  parts  of  the  city ;  the  second,  to  admit  girls 
to  the  Boys'  Latin  School  on  equal  terms  with  them ; 
and  the  third,  to  establish  a  separate  and  independent 
Latin  school  for  girls.  After  due  consideration  given 
to  all  the  conflicting  views  of  the  matter  the  School 
Committee  resolved  to  adopt  the  last  measure,  and 
establish  the  Girls'  Latin  School  in  February,  1878. 

This  school  has  been  remarkably  successful  from  the 


86  APPENDIX. 

beginning.  Its  growth  has  doubtless  surpassed  the 
highest  expectations  of  its  friends.  For  seven  years 
past  the  number  of  pupils  belonging  has  been  above 
three  hundred,  and  in  a  few  years  more  it  may  be  ex- 
pected to  exceed  four  hundred.  Five  years  ago  it 
became  necessary  to  place  a  part  of  this  school  in  the 
building  formerly  occupied  by  the  Chauncy  Hall  School. 
It  is  gratifying  to  be  assured  that  a  suitable  building  on 
a  convenient  site  may  be  expected  within  a  short  time. 
In  response  to  my  request  for  a  statement  of  the 
facts  of  present  interest  relating  to  the  Girls'  Latin 
School,  the  head  master,  Mr.  Tetlow,  has  made  an  inter- 
esting report,  to  which  justice  can  hardly  be  done  by 
making  extracts  therefrom ;  it  is  therefore  printed  in 
full  in  the  Supplement,  pp.  183-187. 

THE    MECHANIC    ARTS    HIGH    SCHOOL. 

This  school  concludes  the  list  of  high  schools  belong- 
ing to  the  Boston  school  system.  It  was  established  in 
1893  to  promote  a  kind  of  education  for  boys  which 
had  been  brought  to  public  attention  by  Professor  John 
D.  Runkle  and  others  in  the  years  immediately  follow- 
ing the  Centennial  Exposition  at  Philadelphia  in  1876. 
This  school  has  had  a  most  gratifying  success.  The 
number  of  boys  now  belonging  to  the  school  is  more 
than  double  the  number  which  the  original  building 
was  designed  to  accommodate.  Plans  are  now  well 
advanced  for  an  enlargement  of  the  plant  to  a  capacity 
for  about  one  thousand  boys.  Full  and  detailed  infor- 
mation concerning  the  history  and  the  present  equipment 
and  working  of  this  school  may  be  found  in  the  very 
valuable  report  made  in  1901  by  the  Committee  on 
Manual  Training.     (See  School  Document  No.  4, 1901.) 


SUPERINTENDENT'S    REPORT.  87 

In  this  document  will  be  found  a  Register  of  Gradu- 
ates from  1896  to  1900  inclusive,  showing  the  present 
occupation  of  most  of  the  graduates.  A  glance  through 
this  register  shows  that  the  greatest  number  of  them 
have  gone  into  mechanical  occupations  either  as 
draughtsmen  or  as  workmen.  The  next  greatest  num- 
ber have  become  students,  chiefly  in  the  Massachusetts 
Institute  of  Technology,  and  will  most  of  them  enter 
similar  occupations  later.  A  considerable  number  have 
entered  mercantile  establishments  as  clerks  or  salesmen. 
The  fact  to  be  noted  is  that  most  of  the  occupations 
these  young  men  have  entered  are  those  for  which  the 
Mechanic  Arts  High  School  is  believed  to  afford  the 
most  serviceable  preparation. 

This  school  has  prepared  many  of  its  pupils  for  the 
Institute  of  Technology,  and  this  may  be  regarded  as 
one  important  function  of  the  school;  but  it  is  not  the 
only,  nor  even  the  most  important  function.  Its  most 
important  function  is  to  give  the  best  possible  prepara- 
tion to  those  boys  who  will  enter  upon  mechanical  pur- 
suits directly  on  leaving  school.  These,  as  we  have 
already  seen,  outnumber  any  other  class  of  boys  in  the 
school.  Moreover,  their  preparation  for  active  life  must 
end  with  what  this  school  can  give  them.  There  are 
other  schools  in  which  boys  can  be  satisfactorily  fitted 
for  the  Institute  of  Technology ;  but  this  is  the  only 
school  which  can  fit  boys  directly  for  the  arts  and  crafts. 

The  present  course  of  study  provides  a  smaller  pro- 
portion of  shop-w^ork  than  was  originally  designed. 
This  has  been  caused  in  part  doubtless  by  the  over- 
crowded condition  of  the  school,  which  has  made  it 
necessary  to  reduce  the  time  and  increase  the  number 
of  classes  in  each  shop.     It  is  very  much  to  be  desired, 


88  APPENDIX. 

therefore,  that  in  the  contemplated  enlargement  of  the 
building,  ample  provision  may  be  made  for  increasing 
the  amount  of  shop-work  for  those  boys  at  least  who 
are  not  in  course  of  preparation  for  the  Institute  of 
Technology. 

THE     KINDERGARTENS. 

The  extension  of  public  instruction  downward  by 
the  establishment  of  public  kindergartens  in  1888  is 
second  in  importance  only  to  the  similar  extension 
downwards  which  took  place  seventy  years  earlier, 
when  the  primary  schools  were  first  opened.  The 
kindergartens  made  their  first  appearance  in  the 
statistical  tables  in  January,  1889,  when  there  were 
19  kindergartens,  36  teachers,  and  1,074  pupils.  In 
January,  1903,  there  were  89  kindergartens,  167 
teachers,  and  4,760  pupils.  This  growth  in  a  period 
of  fourteen  years  is  greatly  in  excess  of  the  growth 
of  population  in  the  same  period;  and  this  excess  of 
growth  may  be  taken  as  the  measure  of  the  popular 
appreciation  of  the  value  of  kindergarten  instruction. 
Kindergartens  have  been  spreading  in  response  to 
popular  demand  for  them,  so  that  every  year  a 
larger  proportion  of  the  total  number  of  young  chil- 
dren in  the  city  has  been  brought  under  public 
instruction. 

The  great  function  of  the  kindergarten  is  to  carry 
the  child  pleasantly  through  the  transition  from  the 
home  to  the  school.  The  kindergarten  is  more  like 
a  good  home  than  the  best  school  can  possibly  be, 
and  yet  is  more  of  a  school  than  any  home  can  be. 
Hence  its  usefulness  as  a  connecting  link  between 
the    home    life    and    the    school    life    of    the    child. 


SUPEEINTENDEXT'S    REPORT.  89 

This  useful  function  of  the  kindergarten  is  easily 
understood  and  appreciated  by  parents.  This  is  one 
cause  of  its  growing  popularity.  But  this  cause 
alone  would  not  be  enough  to  insure  a  lasting  pop- 
ularity. The  kindergarten,  to  hold  the  enduring 
regard  of  thoughtful  people,  must  realize  its  true 
ideal  in  its  management  and  teaching.  It  is  be- 
lieved that  our  own  kindergartens  have  been  gen- 
erally well  managed  and  taught,  and  that  their 
steady  gain  in  popularity  has  been  a  legitimate 
consequence. 

The  most  important  feature  of  the  management 
is  constant  supervision  by  a  highly  competent  expert. 
The  teachers  meet  their  director  every  week  for  the 
purpose  of  considering  the  aim  and  method  of  the 
w^ork  laid  out  for  the  following  week.  Variations, 
improvements,  and  new  views  are  suggested  and  dis- 
cussed. The  general  effect  of  this  custom  is  to  keep 
the  work  up  to  a  high  standard,  to  vitalize  it  with 
renewed  spirit,  and  to  keep  it  from  degenerating 
into  a  fixed  and  deadening  routine.  Mechanical 
schools  are  bad,  but  a  mechanical  kindergarten  is 
unspeakably  worse.  And  the  danger  of  a  teacher 
becoming  mechanical,  if  left  to  herself,  is  even 
greater  in  the  kindergarten  than  in  the  school.  It 
is  just  here  that  weak  kindergarten  teachers  make 
their  w^orst  failure. 

The  mothers'  meetings  have  been  attended  by  most 
happy  and  interesting  results.  In  some  districts  the 
practice  of  holding  these  meetings  has  been  adopted  by 
the  primary  and  other  teachers.  It  is  a  practice  which 
deserves  the  utmost  encouragement.  Whatever  can 
bring  the  homes  and  the  schools  into  closer,  more 
sympathetic,  relations  works  beneficially  for  both. 


90  APPENDIX. 

The  Director  of  Kindergartens,  Miss  Fisher,  has  pre- 
pared by  request  a  short  statement  of  some  recent 
developments  in  the  kindergarten  work  now  carried  on 
in  our  schools,  which  will  be  found  in  the  Supplement, 
pages  188-190.  Particularly  important  is  the  fact 
that  a  course  of  work  for  two  years  —  the  first  being 
for  very  young  children  — has  been  brought  into 
successful  operation . 

THE    NORMAL    SCHOOL. 

The  first  recommendation  for  the  establishment  of  a 
Normal  School  was  made  in  the  year  1851,  by  Nathan 
Bishop,  the  first  Superintendent  of  the  Public  Schools 
of  Boston.     He  says  : 

I  recommend  the  establishment  of  a  Normal  School  as  a  part  of  the 
Boston  system  of  pviblic  instruction.  It  is  due  to  the  inhabitants  of 
this  city  to  establish  an  institution  in  which  such  of  their  daughters  as 
have  completed  with  distinguished  success  the  course  of  studies  in  the 
Grammar  Schools  may,  if  they  are  desirous  of  teaching,  qualify  them- 
selves in  the  best  manner  for  this  important  employment. 

The  Normal  School  was  established  in  1852,  for  the 
sole  purpose  expressed  in  the  foregoing  recommenda- 
tion. Soon  afterwards  there  was  a  strong  demand  for 
high  school  instruction  of  girls,  without  any  regard  to 
the  professional  use  that  might  be  made  of  such  instruc- 
tion. Instead  of  establishing  a  high  school  for  girls, 
as  many  at  the  time  desired,  high  school  studies  were 
introduced  into  the  Normal  School,  and  the  institution 
soon  became  known  as  the  Girls'  High  and  Normal 
School.  The  high  school  studies,  thus  introduced,  soon 
absorbed  the  greater  share  of  the  time  even  of  those 
girls  who  entered  the  school  with  the  fixed  purpose  of 
becoming  teachers,  the  distinctly  professional  part  of 
their  work  being  in  consequence  put  off  till  the  latter 


SUPERINTENDENT'S   RErORT.  91 

part  of  their  course.  This  must  be  considered  a  fortu- 
nate phase  in  the  development  of  the  Normal  School, 
because  it  had  the  effect  of  requiring  a  period  of  general 
culture  as  preliminary  to  professional  training.  Had 
the  original  idea  of  the  Normal  School  been  carried  into 
practice  the  professional  training  of  the  young  teachers 
would  have  had  for  a  basis  only  the  scholarship  the 
girls  had  acquired  in  the  grammar  schools,  and  the 
Normal  School,  instead  of  being  placed  above  the  High 
School,  as  it  eventually  was,  would  have  been  placed 
side  l)y  side  with  it,  thus  leaving  the  girls,  immediately 
upon  their  graduation  from  the  grammar  schools,  to 
choose  between  a  school  of  general  culture  and  a  school 
of  professional  training,  when  in  reality  tliey  needed 
both  to  become  acceptable  teachers. 

But  in  the  combined  High  and  Normal  School  it 
became  more  and  more  apparent,  as  time  went  on,  that 
the  general  culture  studies  were  inevitably  absorbing 
by  far  the  greater  share  of  attention  and  interest,  and 
that  professional  training  was  receiving  relatively  less 
and  less  consideration.  In  1872  it  had  become  clear 
that  a  separation  must  take  place  in  order  to  preserve 
to  the  Normal  School  its  distinctive  character  and 
efficiency  as  a  professional  school.  A  separation  was 
therefore  ordered  by  the  School  Committee,  and  the 
City  Council  was  requested  to  provide  suitable  accom- 
modations for  the  Normal   School  as  a  separate  school. 

In  the  following  year  the  legal  question  was  raised 
as  to  the  right  of  the  School  Committee  to  establish 
and  maintain  a  normal  school,  either  then,  or  origi- 
nally in  1852,  and  an  opinion  of  the  City  Solicitor 
denying  the  existence  of  such  a  right  was  relied  on  by 
the  Mayor  and  a  part  of  the  City  Council  in  declining 


92  APPENDIX. 

to  provide  the  accommodations  that  had  been  asked 
for.  The  eifect  of  this  opinion  went  even  further  and 
prevented  the  payment  of  the  head  master's  salary  for 
about  a  year.  But  this  troublesome  question  was 
disposed  of  in  1874  by  the  Legislature,  which  legalized 
all  the  acts  of  the  School  Committee  done  in  establish- 
ing and  maintaining  a  normal  school,  and  granted  full 
power  and  authority  to  maintain  such  a  school  in  future 
(Acts  of  1874,  Chapter  167). 

In  1897  the  question  of  the  expediency  of  longer 
maintaining  a  City  Normal  School  was  seriously  con- 
sidered. The  suggestion  that  the  State  might  be  led 
to  establish  a  normal  school  in  Boston,  thereby  render- 
ing the  City  Normal  School  superfluous,  was  an  attract- 
ive one  to  many  minds ;  and  in  other  minds  grave 
doubts  existed  concerning  the  wisdom  of  a  policy  which 
permitted  the  school  to  prepare  twice  as  many  teachers 
annually  as  the  grammar  and  primary  schools  could 
advantageously  employ.  The  result  was  that  in  May, 
1898,  the  School  Committee  passed  orders  to  discontinue 
the  Normal  School  on  and  after  September  1,  1899, 
and  to  suggest  to  the  Secretary  of  the  Board  of  Edu- 
cation that  the  establishment  of  a  State  Normal  School 
in  Boston  would  be  acceptable.  This  action  gave  the 
popular  support  which  the  Normal  School  really 
possessed  an  opportunity  to  display  its  strength.  So 
strong  was  the  remonstrance  against  the  abolition  of 
the  school  that  in  November  of  the  same  year  the 
School  Committee  reversed  its  former  action,  no  less 
than  ten  members  changing  their  attitude  on  the  ques- 
tion. From  that  time  the  continued  existence  of  the 
Normal  School,  as  a  city  school,  has  seemed  assured. 

For  thirty  years  past  the  Normal  School  has  been 


SUPERINTENDENT'S   REPORT.  93 

housed,  but  not  well  accommodated,  in  the  Rice  Gram- 
mar School  building.  So  much  has  been  said  in  past 
years  concerning  the  need  of  a  proper  building  that  it 
would  be  mere  waste  of  words  to  say  more  now.  He 
who  has  not  been  convinced  is  not  open  to  conviction. 

Concerning  the  present  condition  and  working  of  the 
school  the  following  quotatians  from  a  recent  report  of 
its  supervisor,  Mr.  Martin,  will  give  important  informa- 
tion: 

The  Normal  School  "has  always  suffered  from  cramped 
accommodations  in  borrowed  quarters.  Its  equipment 
for  teaching  has  been  of  the  most  meagre  kind.  It 
has  no  laboratories  and  no  library.  Its  teachers  have 
been  drawn  almost  wholly  from  its  own  graduates,  and 
little  provision  has  been  made  to  enable  them  to  keep 
in  touch  with  the  educational  movements  in  the  country 
at  large. 

"  Most  serious  of  all  defects  has  been  the  inadequacy 
of  opportunity  for  its  students  to  become  acquainted 
with  the  practical  side  of  their  w^ork.  Tliey  have  had 
little  opportunity  to  measure  themselves  by  the  tests  of 
actual  school-room  experience.  In  spite  of  these  hin- 
drances the  school  has  done  much  excellent  work, 
steadily  improving  in  character,  and  never  more  than 
at  present. 

"Its  standards  of  scholarship  have  steadily  been  raised, 
its  relations  with  the  other  schools  of  the  system  have 
become  more  intimate  and  more  friendly. 

"  By  thoughtfully  devised  plans  for  post-graduate 
study  under  the  direction  of  the  faculty  of  the  school,  a 
broader  professional  spirit  has  been  developed  among 
its  graduates,  and  the  influence  of  the  school  itself  has 
been  greatly  extended. 


94  APPENDIX. 

"  The  work  of  the  school  has  been  facilitated  by  the 
entrance  examinations  held  by  the  Board  of  Supervi- 
sors in  1901  and  1902.  In  both  of  these  years  the  same 
number  of  persons  presented  themselves  for  examina- 
tions, and  the  same  number  failed.  Of  125  candidates, 
twenty  were  rejected  in  each  year. 

"  These  twenty  who,  under  the  old  rule,  would  have 
been  admissible  without  examination,  would  have  been 
a  burden  to  the  school,  a  tax  upon  the  energy  and 
patience  of  the  instructors,  and  an  impediment  to  the 
progress  of  the  better  students.  Sooner  or  later  they 
would  almost  certainly  have  been  dropped  from  the 
school.  To  exclude  such  applicants  is  a  kindness  to 
them,  and  not  the  imposition  of  a  hardship. 

"  It  miorht  be  well  if  the  lines  were  drawn  still  more 
strictly.  As  it  is,  a  considerable  number  of  young 
women  succeed  in  passing  through  the  High  School,  pass 
the  Supervisors'  examination  and  all  the  tests  of  the 
Normal  School,  and  receive  a  diploma  which  allows  them 
to  teach,  who  are  only  passable  scholars. 

''  They  just  squeeze  through  all  the  barriers  on  aver- 
ages. Some  of  them  have  weaknesses  of  character  and 
elements  of  personality  which  predestine  them  to  be 
low-grade  teachers.  These  traits  do  not  appear  upon 
any  records. 

"  But  having  received  their  diplomas  and  having 
obtained  a  foothold  in  some  school  their  future  is 
comparatively  secure.  If  they  are  not  absolute  fail- 
ures, and  few  of  them  are,  sooner  or  later  they  find  a 
place  and  settle  down  in  complacent  inferiority. 

'•  More  effectual  barriers  are  needed  against  such 
persons,  for  if  they  are  allowed  to  accumulate,  nothing 
can  save  our  system  from  dry  rot. 


SUPERINTENDENT'S   REPORT.  95 

"  The  recent  change  in  the  rules,  by  which  special 
assistants  are  allowed  in  grades  above  the  first,  is 
affording  an  opportunity  for  graduates  to  serve  a  sort 
of  apprenticeship  which  they  have  not  heretofore  had. 
They  become  familiar  with  school-room  ways  and 
acquire  some  self-possession  in  the  presence  of  classes. 

"  The  actual  work  which  they  do  is  often  miscel- 
laneous, and  tests  their  teaching  power  but  slightly. 
In  the  absence  of  direct  responsibility  there  is  little 
opportunity  for  them  to  show  whether  they  have 
ability  to  control. 

"  The  plan  of  securing  more  observation  and  practice 
by  the  Normal  students,  included  in  the  proposed  three- 
years'  course,  is  a  long  step  in  advance.  If  carried  out 
according  to  the  ideal  it  would  afford  a  superior 
criterion  of  actual  teaching  and  governing  power. 

"  Its  chief  merit  lies  in  the  provision  for  personal 
responsibility  for  class-room  management  for  an  ex- 
tended period,  with  competent  help  in  the  immediate 
background  for  criticism,  for  advice  and,  if  need  be, 
for  support. 

"  Weaknesses,  which  under  the  present  system  remain 
undiscerned  until  too  late  for  remedy,  would  reveal 
themselves  in  time  for  the  Normal  School  to  bring  its 
influence  to  bear. 

"  The  principals  of  schools  and  the  supervisors 
would  have  an  opportunity  to  become  acquainted  with 
these  prospective  teachers,  and  to  form  their  own  judg- 
ment of  their  character  and  worth. 

"  With  such  provision  for  practice,  with  a  suitable 
model  school  for  observation,  with  longer  time  for 
becoming  acquainted  with  the  course  of  study,  with  a 
new  building  adequately  equipped,  the  Boston  Normal 


96  APPENDIX. 

School  might  hope  to  do  its  work  as  well  as  any  train- 
ing: school  in  the  country.  Without  these  the  whole 
school  system  of  the  city  must  continue  to  suffer." 

Concerning  the  appointment  of  graduates  of  the 
Normal  School  to  places  in  the  grammar  and  primary 
schools  and  in  the  kindergartens,  there  appear  to  be 
differences  of  opinion,  or,  perhaps  more  accurately 
speaking,  differences  of  feeling.  On  the  one  hand  the 
masters  of  the  schools  have  been  more  or  less  disin- 
clined to  favor  the  appointment  of  young  and  inex- 
perienced teachers.  They  desire  only  the  best  teachers, 
and  they  know  that  these  can  be  found  only  among 
experienced  teachers  of  proved  excellence.  If  they 
were  perfectly  free  to  act  on  their  judgment  as  to  the 
best  interests  of  their  schools  they  would  accept  but 
few,  if  any,  young  and  inexperienced  teachers  from 
the  Normal  School,  or  from  any  other  source.  On 
the  other  hand  there  has  never  been  a  time  when  the 
desire  of  citizens  to  have  their  daughters  become  teach- 
ers in  the  public  schools  has  not  influenced  the  appoint- 
ing powers ;  there  probably  never  will  be  a  time  when 
this  desire  will  cease  to  exist,  and  there  never  ought  to 
be  a  time  when  it  should  cease  to  be  respected  in  due 
measure  and  in  a  proper  manner. 

Indications  of  a  disinclination  to  accept  young 
normal  graduates  and  of  a  purpose  to  press  them  into 
the  school  service  occur  in  the  course  of  the  School 
Committee's  legislation  relative  to  the  Normal  School. 
Quite  early  a  rule  to  govern  the  district  committees  in 
their  choice  of  teachers  was  adopted,  providing  that 
^^  other  things  being  equal  a  graduate  of  the  Normal 
School  should  be  preferred."  This  is  a  standing  rule 
to-day,  and  it  is  fully  respected  and  obeyed.     Later 


SUPERINTENDENT'S   REPORT.  97 

there  was  a  rule  which  placed  the  Boston  Normal 
graduate  on  the  second  year's  salary  as  soon  as  she 
received  her  first  permanent  appointment;  but  this 
rule  has  not  been  continued.  These  pieces  of  legisla- 
tion betoken  a  purpose  to  press  our  own  normal 
graduates  into  the  service  somewhat  faster  than  they 
were  willingly  received. 

Now  the  great  question  to  be  decided  is  this :  How 
far  can  young  inexperienced  teachers  from  the  Normal 
School  be  taken  into  the  general  service  without 
detriment  to  the  schools  ?  That  no  normal  graduates 
shall  be  appointed  and  that  only  normal  graduates  shall 
be  appointed  are  equally  extreme  and  untenable  posi- 
tions. Somewhere  between  these  extremes  lies  the 
reasonable  position.  What  the  practice  has  been  dur- 
ing the  last  (nearly)  five  years  may  be  seen  by  examin- 
ing the  following  table,  from  which  it  appears  that  of 
617  places  technically  open  to  Boston  Normal  graduates, 
426  were  given  to  them,  and  191  were  given  to  others, 
that  is,  to  older  and  more  experienced  teachers.  This 
is  favoring  the  Normal  School  in  the  proportion  of  69 
to  31.  Whether  this  proportion  is  about  right,  or  too 
high,  or  too  low,  is  a  question  about  which  interested 
people  will  differ.  My  own  belief  is  that  it  cannot  be 
forced  much  higher  without  serious  detriment  to  the 
schools.  Nor  do  I  feel  that  any  unfavorable  reflection 
is  cast  upon  the  Normal  School  by  saying  so ;  for  it  is 
not  a  question  of  professional  training,  but  of  personal 
maturity  and  power. 


98 


APPENDIX. 


APPOINTMENTS  TO  PLACES  OPEN  TO  BOSTON  NOKMAL 
SCHOOL  GRADUATES. 


Tear  of 
Appointment. 

Scliool. 

Normal 
Graduates. 

Others. 

Totals. 

1898  1899 

Grammar, 

Primary, 

Kindergarten, 

17 

20 

7 

11 

6 
4 

28 
26 

11 

1899-1900 

Grammar, 

Primary, 

Kindergarten, 

27 
36 
23 

25 
5 
5 

52 
41 

28 

1900-1901 

Grammar, 

Primary, 

Kindergarten, 

52 
61 
11 

23 
4 
11 

75 
65 

22 

1901-1902 

Grammar, 

Primary, 

Kindergarten, 

37 
46 
11 

29 
10 

8 

66 
56 

19 

1902-1903 

1     Grammar, 
Primary, 
Kindergarten, 

23 
43 

12 

32 

12 
6 

55 
55 

18 

Total 

426 

69% 

191 
31% 

617 

100% 

March  11,  1903. 


THE    HORACE    MANN    SCHOOL   FOR   THE    DEAF. 

This  interesting  and  justly  celebrated  school,  first 
opened  in  1869,  owes  its  existence  to  the  efforts  of  a 
few  earnest  people  who  believed  that  the  oral  system  of 
instruction  for  the  deaf,  which  Horace  Mann  had 
observed  in  Germany  and  brought  to  public  attention  in 
this  country  twenty-five  years  previously,  could  be  made 


SUPERINTENDENT'S   REPORT.  99 

to  succeed  here  as  well  as  there ;  and  that  this  method 
had  great  advantages  over  all  others.  One  of  these 
advantages  is  pointed  out  by  the  Hon.  Gardiner  G. 
Hubbard,  in  his  historical  address  read  at  the  dedication 
of  the  new  building  on  Newbury  street  in  1890.  He 
says : 

This  was  the  first  public  day-school  ever  opened  to  deaf  children. 
Before  this  they  had  been  gathered  into  institutions,  apart  from  friends, 
isolated  from  the  world  around  them,  a  distinct  and  separate  community. 
This  plan  was  thought  necessary  to  their  education.  Our  experiment, 
carried  on  for  twenty-one  years,  has  proved  by  its  continued  and  grow- 
ing success,  that  to  the  deaf  as  well  as  to  others  all  the  advantages  of 
school  education  can  be  extended  without  the  severance  of  home  and 
family  ties. 

During  the  first  twenty-one  years  of  its  existence  the 
school  was  not  as  well  housed  as  it  needed  to  be.  It 
occupied  such  spare  rooms  as  could  be  found,  first  in 
East  street,  then  in  Somerset  street,  then  in  Pemberton 
square,  and  later  at  63  Warrenton  street.  The  transfer 
of  the  school  to  its  permanent  and  beautiful  home  in 
Newbury  street  took  place  in  1890.  The  new  building 
gave  opportunities  for  a  number  of  desirable  changes  in 
the  plans  for  work  and  for  the  introduction  of  addi- 
tional means  for  manual  training. 

One  important  change  was  the  adoption  of  the 
departmental  plan  of  work.  "  Previous  to  this  time  each 
teacher  had  had,  as  a  rule,  the  entire  work  with  a  single 
class ;  but  the  need  of  training  the  pupils  to  read  speech 
from  the  lips  of  as  many  teachers  as  possible,  as  well  as 
the  advantage  of  allowing  each  teacher  to  take  children 
through  the  whole  course  of  study,"  led  to  the  change. 
Woodworking,  type-setting  and  printing,  cookery,  and 
other  branches  of  manual  training  have  been  introduced 
bythe  aid  of  friends  of  the  school,  the  expense  being 


100  APPENDIX. 

assumed  afterwards  by  the  School  Committee.  "  The 
various  occupations  chosen  by  former  pupils,  whose  first 
knowledo;e  of  tools  was  obtained  while  attendino;  this 
school,  attest  the  value  of  elementary  manual  training, 
and  answer  the  question  frequently  asked.  What  can 
these  boys  and  girls  do  when  they  leave  school  ?  " 

There  have  been  numerous  cases  of  children  who, 
after  finishing  the  course  of  training  in  the  Horace 
Mann  School,  have  passed  into  other  schools,  taking 
their  places  side  by  side  with  hearing  children  and 
keeping  well  up  with  them,  sometimes  leading  them*  in 
their  studies.  Of  one  deaf  girl  it  is  reported  that 
"  when  she  undertook  the  study  of  Latin  and  of  French, 
I  confess  that  I  anticipated  trouble.  How  was  she  to 
get  hold  of  the  pronunciation  ?  Well,  she  has  done  it ! 
How,  I  don't  know.  But  one  member  of  her  class  has 
a  better  average  in  studies  than  she  has.  ...  I 
find  that  with  the  single  exception  of  standing  or  sitting 
in  such  a  position  as  to  be  seen  readily  by  the  children, 
the  teacher  is  not  inconvenienced  at  all"  by  the  pres- 
ence of  a  deaf  pupil. 

But  the  most  remarkable  triumph  of  the  oral  method 
as  practised  in  the  Horace  Maim  School  for  the  Deaf 
was  won  by  the  principal.  Miss  Fuller,  in  the  case  of 
Helen  Keller  who  was  born  both  deaf  and  blind.  Miss 
Fuller  has  offered  her  personal  narrative  of  this  cele- 
brated case  for  publication  with  this  report.  It  will  be 
found  in  the  Supplement,  pages  191-199. 

The  course  of  study  adojDted  two  years  ago  for  the 
Horace  Mann  School  is  the  same  as  that  prescribed  for 
the  other  public  schools  (primary  and  grammar)  of 
Boston.  The  hope  is  confidently  expressed  that  "  this 
standard  of  attainment  may  be  reached  by  increasing 


SUPERINTENDENT'S   REPORT.  101 

numbers  of  deaf-born  children."  Already  some  have 
done  so.  How  this  is  done  is  best  learned  from 
the  following  paragraphs  taken  from  a  report  of  the 
principal : 

In  order  to  prepare  children  deaf  from  birth  to  take  up  the  work  of 
Grade  I.,  arranged  in  the  course  of  study  for  the  Primary  Schools,  three 
or  more  years  must  be  spent  in  teaching  them  to  know  and  to  use  the 
ordinary  language  of  childhood.  Little  beginners  are  first  taught  to 
control,  consciously,  the  movements  of  their  tongues,  lips,  and  teeth,  by 
imitating  the  positions  assumed  by  the  teacher's  mouth,  and  are  after- 
wards given  a  knowledge  of  their  own  voices,  and  those  of  others,  by 
feeling  vibrations  of  the  bony  framework  of  the  chest.  They  are  next 
led  to  mould  the  voice  into  the  various  elements  of  speech  by  placing 
the  mouth  parts  in  positions  necessary  to  produce  them.  The  written 
representatives  of  these  elements  are  learned  and  reproduced  in  writing 
when  the  positions  for  them  are  seen  upon  the  mouths  of  teachers  or 
classmates,  and  are  also  recognized  and  read  by  the  pupils  when  written 
by  the  teacher.  This  combination  of  speech  and  speech-reading  with 
writing  forms  the  basis  for  spoken  language,  and  combinations  of  vowel 
and  consonant  elements  representing  the  names  of  familiar  objects  and 
actions  enable  the  children  to  grasp  the  idea  of  associating  things  and 
acts  with  speech,  and  stimulate  them  to  a  use  of  spoken  and  written 
language.  At  this  stage  of  the  work  pictures  are  freely  used,  and  are  a 
valuable  aid  in  the  acquisition  of  a  vocabulary.  Exercises  designed  to 
develop  the  sense  of  touch  through  sound-producing  instruments,  the 
training  of  the  eye  and  hand  by  lessons  in  penmanship,  and  by  means  of 
selected  kindergarten  work  leading  to  an  appreciation  of  color,  form,  and 
number,  interspersed  with  the  lessons  in  speech  and  speech-reading  and 
written  lessons,  constitute  the  principal  work  of  the  first  year. 

Pupils  are  considered  ready  to  take  up  the  work  of  the  second  year 
when  they  are  able  to  give  all  of  the  elementary  English  sounds,  and 
can,  unaided,  write  their  representatives,  recognize  them  when  spoken 
by  another,  and  when  written  or  printed  ;  can  recognize,  read,  and  write 
a  small  vocabulary,  chiefly  nouns,  adjectives,  and  verbs,  and  can  use  it 
in  making  simple  sentences.  An  interest  in  the  printed  page  has  been 
awakened  by  the  use  of  an  illustrated  primer,  and  a  certain  sense 
of  time  acquired  by  having  their  attention  directed  to  the  name  and 
number  of  each  day  upon  the  calender.  Having  had  this  preliminary 
drill,  the  second  year's  work  is  begun  by  exercises  employing  objects, 
pictures,  simple  stories,  and  primers,  to  aid  in  developing  the  language 
forms  of  direct  statements  and  of  questions.  These  also  help  the  chil- 
dren to  an  appreciation  of  incidental  language.  Phonic  drill  and 
speech-reading  form  a  part  of  the  work  for  each  day.  A  beginning  of 
the  language  of  number  is  made  during  this  year. 


102  APPENDIX. 

Tlie  progress  of  the  children  doing  third  year's  work  is  evident 
from  less  dependence  upon  objects  and  pictures  to  aid  in  the  under- 
standing of  the  relations  of  things  to  each  other,  in  greater  freedom  in 
the  use  of  both  spoken  and  written  language;  in  an  enlarged  vocabulary 
and  in  increasing  ability  to  use  speech. 

When,  in  the  fourth  year,  the  work  of  Grade  I.  is  begun  there  is 
constant  need  of  close  attention  to  the  speech  and  language  of  the 
pupils,  lest  faulty  habits  of  enunciation  arise  and  abbreviated  or  incor- 
rect forms  of  expression  escape  notice.  This  vigilance  is  a  necessity  for 
the  majority  of  deaf  pupils  until  an  ambition  is  roused  in  them  to  excel 
in  correctness  of  spoken  and  written  forms  of  expression.  This  watch- 
ful care  on  the  part  of  teachers,  and  the  many  repetitions  of  corrected 
oral  and  written  statements  by  pupils  consume  an  amount  of  time  that 
prevents  a  completion  by  deaf  pupils  of  the  course  of  study  in  the 
time  assigned  for  it  in  the  other  public  schools. 

All  grades  except  the  fifth  are  represented  in  the  Horace  Mann 
School,  and  that  will  be  added  next  year.  Our  great  need  is  a  teacher 
for  each  grade.  The  plan  which  is  now  followed  — because  of  an  insuf- 
ficient number  of  teachers  —  of  having  two  grades  share  the  time 
results  in  a  loss  to  both,  and  we  hope  will  not  be  a  necessity  another 
year. 

SPECIAL    CLASSES   FOE    MENTALLY    DEFICIENT 
CHILDREN. 

Three  more  of  these  classes  have  been  opened  this 
year,  one  in  the  Hyde  District  for  girls,  taught  by  Ada 
M.  Fitts,  appointed  November  10,  1902 ;  one  in  South 
Boston,  taught  by  Margaret  M.  Brosnahan,  appointed 
on  the  same  date ;  and  one  in  Charlestown,  taught  by 
Schassa  G.  Row,  appointed  March  31,  1903.  All  three 
of  these  teachers  were  selected  from  the  regular  teachers 
in  the  schools,  and  prepared  for  this  special  work  by  a 
period  of  study  and  observation,  chiefly  at  Elwyn  in 
Pennsylvania.  There  are  now  seven  of  these  classes, 
the  first  of  which  was  opened  in  1898.  The  history  of 
the  earlier  classes  will  be  found  in  my  reports  for  1900 
and  1902.  Not  much  public  attention  has  been  called 
to  these  classes  for  the  reason  that  publicity  —  too  much 
of  it  —  is  likely  to  interfere  w^itli  tlieir  success.    There  is 


SUPERINTENDENT'S   REPORT.  103 

need  of  some  care  and  delicacy  in  dealing  with  parents 
of  these  unfortunate  children. 

During  the  year  I  have  had  the  expert  assistance  of 
Arthur  C.  Jelly,  M.D.,  who  has  given  his  services  as  a  con- 
tribution to  the  public  good.  The  three  classes  latest 
formed  were  selected  by  Dr.  Jelly,  after  examination  of 
a  large  number  of  cases  reported  by  the  teachers. 
Incidentally  Dr.  Jelly  has  succeeded  in  persuading  a 
number  of  parents  to  send  their  children  to  Waverly, 
the  children  being  beyond  the  reach  of  any  methods 
of  instruction  that  could  be  applied  to  them  in  the 
special  classes.  It  is  pleasant  to  point  out  that  public 
gratitude  is  due  to  Dr.  Jelly  for  his  very  valuable 
services ;  but  I  must  say  also  that  I  should  like  to  feel 
more  free  to  call  upon  him  from  knowing  that  a  suit- 
able compensation  would  be  allovv^ed  him.  I  wish  to 
recommend  this  matter  to  the  consideration  of  the 
School  Committee. 

THE    EVENING   SCHOOLS. 

These  schools,  like  some  other  important  branches  of 
the  present  system,  originated  as  private  charitable 
enterprises.  They  were  carried  on  in  this  way  until 
their  public  utility  was  recognized  as  good  ground  for 
giving  them  public  support.  There  was,  however,  a 
legal  objection  to  the  granting  of  money  raised  by 
taxation  for  the  support  of  schools  designed  to  teach 
the  elementary  branches  to  pupils  above  fifteen  years 
of  age.  This  objection  was  not  supposed  to  hold 
against  the  use  of  money  not  raised  by  taxation,  and 
so  the  fees  collected  at  the  city  hay-scales,  amount- 
ing to  about  $1,200  annually,  were  granted  for  the  use 
of  evening  schools.     Meanwhile  the  legal  question  was 


104  APPENDIX. 

removed  Idj  the  passage  of  an  Act  of  the  Legislature  m 
1857,  authorizing  the  establishment  of  schools,  other 
than  those  already  required  by  law,  for  the  instruction 
of  persons  over  fifteen  years  of  age. 

Thus  evening  schools  were  legalized  in  1857,  but  in 
this  city  they  were  not  granted  a  regular  appropriation 
and  placed  under  the  responsible  care  of  the  School 
Committee  until  1868,  in  w^hich  year  nine  evening 
schools  w^ere  opened  with  a  total  registration  of  1,566 
pupils.  The  rooms  at  first  provided  for  these  schools 
were  ward-rooms  and  other  more  or  less  unsuital)le 
places.  The  influence  of  such  surroundings  was  not 
altogether  favorable.  Both  within  and  around  some  of 
the  schools  disorderly  conduct  was  not  infrequent.  It 
was  not  until  Superintendent  Eliot,  in  1879,  had 
effected  the  removal  of  the  evening  schools  into  the 
pleasant  rooms  of  the  day  schools  that  disorderly  con- 
duct began  to  disappear.  Even  after  this  removal,  so 
strong  was  the  tradition  of  disorder  in  one  district  that 
police  officers  were  called  upon  to  make  arrests  of  some 
outside  disturbers  of  the  school.  This  action  and  the 
proceedings  in  court  next  morning  settled  matters 
effectually  and  permanently.  The  disorderly  youth 
of  the  streets  have  ever  since  regarded  the  evening 
schools  with  a  wholesome  respect,  at  least  to  the  extent 
of  refraining  from  disturbance. 

But  these  schools  have  done  more  than  to  manage  to 
defend  themselves  against  the  disorderly  elements  sur- 
rounding them ;  they  have,  to  quite  an  extent,  absorbed 
and  converted  those  elements.  This  has  been  done  by 
improving  the  quality  of  the  teaching  in  these  schools, 
providing  them  with  more  suitable  books,  grading  the 
pupils,  offering  them  a  progressive  course  of  study,  and 


SUPERINTENDENT'S  REPORT.  105 

finally  certifying  those  who  have  satisfactorily  finished 
the  course  for  admission  to  the  Evening  High  School 
or  for  a  diploma.  The  condition  of  these  schools  has 
been  steadily  improA'ing  for  many  years  past,. but  more 
strikingly  in  the  last  four  or  five.  Experience  is 
making  it  more  and  more  evident  that  the  best  teaching 
skill  is  none  too  good  for  the  evening  schools.  Places 
in  these  schools  ought  not  to  be  given  in  charity  to 
necessitous  persons  whose  friends  think  that  they  "  will 
do"  for  evening  school  service.  Of  course  not;  but 
there  is  need  of  making  the  remark  and  asking  atten- 
tion to  it ;  for  there  are  frequently  urged  for  appoint- 
ment unsuitable  candidates  of  this  sort  by  persons  in 
the  community  who  ought  to  know  that  public  schools 
are  not  maintained  as  a  public  charity  for  the  teachers. 
The  elementary  evening  schools  are  now  fourteen  in 
number,  attended  by  4,051  pupils  (the  average  number 
belonging),  and  taught  by  192  teachers. 

THE    EVENING    HIGH    SCHOOL. 

The  Evening  High  School  was  opened  in  1869,  and 
was  for  some  time  taught  by  teachers  from  the  English 
High  School,  in  one  of  the  buildings  occupied  by  the 
latter  school  at  that  time.  The  school  was  always  an 
interesting  and  successful  one,  although  up  to  the  time 
of  its  removal  to  its  present  quarters  in  the  English 
High  School  building  the  number  of  pupils  had  never 
been  very  large. 

It  is  an  indication  of  the  low  estimation  in  which 
evening  schools  were  still  held  in  1881,  that  the  Evening 
High  School  was  at  that  time  denied  admission  to  the 
new  English  High  School  building.  To  the  late  Edward 
C.  Carrigan  belongs  the  credit  for  arousing  public  atten- 


106  APPENDIX. 

tion  to  the  value  of  this  school,  and  for  procuring 
its  lodgement  in  its  present  quarters.  Here  it  has 
flourished  in  point  of  numbers  beyond  all  expectation. 

The  adminstration  of  the  Evening  High  School, 
though  somewhat  tumultuous  for  a  period  after  its 
sudden  increase  in  size,  became  more  settled  and  effectual 
as  time  passed,  so  that  needed  internal  improvements 
could  be  made.  Examinations  for  admission  were 
instituted,  that  the  school  might  be  relieved  of  the 
presence  of  those  pupils  who  properly  belonged  in  the 
elementary  evening  schools.  An  excellent  course  of 
study  was  prepared  and  gradually  brouglit  into  effective 
operation.  Piipils  at  first  were  offered  examinations 
for  the  purpose  of  testing  the  thoroughness  with  which 
they  had  done  the  work  in  single  branches  of  the  course 
of  study ;  then  they  were  offered  certificates  of  pro- 
ficiency to  be  awarded  on  the  basis  of  the  results  of 
these  examinations ;  and  linall}'  diplomas  were  offered 
to  those  pupils  who  should  obtain  a  sufficient  number 
of  those  certificates.  These  things  came  gradually, 
indicating  a  steadily  rising  standard  of  work,  and  a 
growing  ambition  among  the  pupils  to  meet  it.  The 
highest  praise  is  due  to  the  intelligent  aud  unremitting 
supervison  exercised  over  this  school  by  Mr.  Ellis 
Peterson  for  many  years,  and  down  to  the  time  of  his 
resignation  from  the  Board  of  Supervisors.  Most  of 
the  improvements  in  the  school  were  of  his  suggestion, 
and  have  been  carried  into  effect  under  his  guidance 
and  care. 

In  1888  the  Evening  High  School  had  become  so 
large  that  the  experiment  of  a  Branch  High  School  in 
Charlestown  was  begun,  and  the  next  year  of  another 
in  East  Boston.     The    success    of  these  branches  has 


SUPERINTENDENT'S   REPORT.  107 

suggested  the  establishment  of  another  in  South 
Boston  ;  and  I  have  no  hesitation  in  recommending  this. 
Indeed,  we  may  look  forward  to  a  time  not  distant  when 
every  high  school-house  in  the  city  may  have  its  even- 
ing high  school. 

The  total  number  of  different  pupils  this  season 
registered  at  the  Evening  High  School  and  its  two 
branches  is  4,225.  The  highest  number  in  any  previous 
season  is  3,682.  The  average  attendance  has  been 
2,310.  The  whole  number  of  teachers  has  been  forty- 
five,  of  whom  twenty-nine  belonged  to  the  Central 
School,  nine  to  the  Charlestown  Branch,  and  seven  to 
the  East  Boston  Branch.  The  number  of  graduates  this 
year  is  sixteen,  and  the  highest  number  in  any  previous 
year  is  thirteen.  Over  1,600  certificates  of  proficiency 
were  granted  this  year,  and  the  highest  number  in  any 
previous  year  is  1,300.  More  careful  attention  has 
been  given  this  year  to  the  grading  of  pupils  in  the 
classes,  and  to  the  examination  of  pupils  as  to  their 
qualifications  for  the  work  they  have  selected.  The 
increased  interest  and  attendance  at  the  Charlestown 
Branch  have  led  to  the  opening  of  classes  on  Tuesday 
and  Thursday  nights,  as  well  as  on  the  other  nights  of 
the  week. 

THE    FREE    EVENING   INDUSTRIAL    DRAWING    SCHOOLS. 

The  first  of  these  schools  was  opened  in  1870,  in 
compliance  with  an  act  of  the  Legislature  of  that  year 
requiring  all  cities  and  towns  having  ten  thousand  or 
more  inhabitants  to  maintain  such  schools.  There  are 
now  six  of  these  schools,  one  in  East  Boston,  one  in 
Charlestown,  one  in  Roxbury,  and  three  in  the  city 
proper.     The  branches  taught  are  free-hand,  machine 


108  APPENDIX. 

and  architectural  drawing,  also  clay  modeling  (at 
Warren  avenue),  ship  draughting  (at  Charlestown), 
and  (in  the  School  of  Design  at  Warren  avenue)  the 
principles  of  design,  composition  and  color,  as  apj)lied 
in  all  branches  of  industry.  These  schools  opened  in 
October  last  with  a  considerably  increased  number  of 
pupils  registered,  as  compared  with  the  previous  season. 
The  whole  number  reported  as  belonging  November 
1,  1902,  was  864;  and  March  1,  1903,  it  was  637. 
The  classes  attend  on  the  evenings  of  Monday,  Wednes- 
day, and  Friday,  and  sixty-six  evenings  constitute  a 
term  or  season. 

There  are  some  interesting  statements  concerning 
the  recent  improvements  in  the  courses  of  study  in 
these  schools  and  concerning  the  present  and  future 
needs  in  the  matter  of  accommodations,  which  may  be 
read  in  the  Report  of  the  Director,  printed  on  pages 
200-213  of  the  Supplement. 

There  is,  in"  my  belief,  a  large  future  development 
awaiting  the  industrial  drawing  school  idea  in  this 
country  and  in  this  city.  The  application  of  art  to 
an  industry  cannot  be  adequately  taught  through 
drawing  alone.  It  is  not  enough  to  be  able  to  produce 
an  artistic  design  on  paper,  there  is  equally  needed 
the  ability  to  work  out  the  design  in  the  material  to 
which  it  is  applicable.  Art  ideas  may  indeed  be 
expressed  by  drawing,  but  the  application  of  these 
ideas  to  material  requires  the  craftsman's  knowledge 
of  the  material  and  of  the  methods  of  handling  it. 
Therefore  the  industrial  drawing-  school  when  fully 
developed  will  become  a  school  of  arts  and  crafts.  It 
is  an  inspiring  thought  that  Boston  may  some  day 
have  an  Institute  of  Arts  and  Crafts  into  which  shall  be 


SUPERINTENDENT'S   REPORT.  100 

o;athered  the  now  somewhat  scattered  schools  for  in- 
diistrial  art  instruction,  and  from  wliich  shall  be  sent 
into  the  industrial  world  j'oung  men  and  women  com- 
pletely instructed  both  in  the  theory  and  in  the  practice 
of  their  chosen  art  or  craft.  One  could  hardly  suggest 
a  more  attractive  enterprise  for  endowment  by  patriotic 
Bostonians. 

SCHOOL    ATTENDANCE. 

The  aim  of  our  provisions  for  public  instruction  is 
to  make  education  universal.  This  aim  is  not  fully 
realized  by  making  public  instruction  wholly  free.  It 
must  also  be  made  compulsory.  There  are  parents 
who  are  unwilling  to  send  their  children  to  any  school, 
and  they  must  be  compelled  to  do  so.  There  are  also 
parents  who  feel  unable,  through  poverty,  to  send  their 
children  to  school,  and  they  must  be  helped.  Laws 
designed  to  secure  universal  school  attendance  must 
embrace  these  two  leading  provisions :  first,  a  provision 
defining  and  enforcing  the  parental  obligation  ;  and, 
second,  a  provision  restricting  and  regulating  or  wholly 
forbidding  the  labor  of  all  children  under  a  certain 
age. 

The  laws  of  Massachusetts  require  every  parent  or 
other  person  having  control  of  a  child  seven  to  four- 
teen years  of  age  to  cause  such  child  to  attend  school 
regularly  during  the  whole  time  the  public  schools 
are  in  session,  that  is  to  say  about  forty  weeks  in  the 
year.  The  parent  may  send  the  child  to  a  private 
school  for  an  equal  length  of  time,  or  may  have  him 
instructed  at  home ;  but  otherwise,  unless  the  child  be 
physically  or  morally  unfit  to  be  in  school,  the  parent 
is  liable  to  a  penalty  for  not  complying  with  the  law. 


110  APPEXDIX. 

It  used  to  be  said  that  this  part  of  the  law  was  a  dead 
letter  so  far  as  the  City  of  Boston  was  concerned,  but 
the  successful  prosecution  of  a  few  offending  parents 
some  years  ago  put  a  different  aspect  on  the  matter, 
and  now  obedience  is  easily  secured  by  pointing  out 
the  consequences  of  persistent  disobedience. 

Again,  the  laws  of  Massachusetts  forbid  the  employ- 
ment of  children  under  the  age  of  fourteen  in  any 
workshop,  factory,  or  mercantile  establishment,  and 
provide  adequate  means  for  enforcing  this  prohibition. 
The  penalty  for  a  violation  of  this  law  falls  uj^on  the 
employer,  and  is  therefore  much  more  effective  than  if 
it  fell  upon  the  parent.  However  much  the  parent 
may  desire  to  take  his  child  out  of  school  and  put  it 
to  work,  he  cannot  find  an  employer  willing  to  incur 
the  risk  of  a  penalty  for  employing  the  child.  Thus  the 
great  temptation  to  disobedience  is  removed  from  the 
parent.  The  law  of  1898  is  a  great  improvement 
upon  the  earlier  laws  ;  first,  by  requiring  attendance  at 
school  the  whole  year  instead  of  tw^enty  weeks,  or 
thirty  weeks,  as  formerly ;  and,  second,  by  permitting 
no  employment  of  a  child  until  the  age  of  compulsory 
school  attendance  is  fully  passed,  that  is  to  say, 
until  the  child  is  fourteen  years  old.  Moreover,  the 
law  provides  for  a  system  of  certificates,  and  for  an 
effective  supervision  of  employers,  wdiich  have  made 
easy  a  thorough  enforcement  of  the  law. 

To  procure  the  regular  attendance  of  every  child  who 
ought  to  be  in  school  two  things  have  been  found  indis- 
pensable :  first,  the  constant  vigilance  of  an  adequate 
force  of  truant  officers,  and,  second,  a  school  census 
thoroughly  taken  annually.  There  is  no  doubt  but  that 
the  latter  very  much   aids  the  former  in   discovering 


SUPERINTENDENT'S   REPORT.  Ill 

children  who  ought  to  be  put  into  school.  If  both 
agencies  could  work  with  absolute  perfection  there 
would  not  be  a  child  in  the  city  absent  from  school 
without  good  excuse.  As  it  is,  there  are  but  a  very  few 
so  absent. 

In  each  of  my  reports  for  1885  and  1886  attention 
was  called  to  the  cases  of  non-attendance  that  had 
been  reported  by  the  census-taker  the  year  before. 
The  names,  ages,  and  residences  of  the  children  so 
reported  were  copied  upon  cards,  wdiich  w  ere  distributed 
among  the  Truant  Officers,  with  the  request  that  the 
cause  of  non-attendance  in  each  case  be  ascertained.  In 
the  light  of  the  information  so  obtained  the  cases  were 
classified,  and  the  conclusion  was  reached  that  about 
one-third  of  the  children  from  eight  to  thirteen  years  of 
age  reported  as  non-attendants  had  failed  to  comply 
with  the  law,  while  the  other  two-thirds  had  been 
absent  with  good  excuse.  The  number  of  cases  of 
probable  failure  to  comply  with  the  law  was  found  to 
be  less  than  300  among  children  from  eight  to  thirteen 
years  of  age.  Among  children  reported  at  the  census- 
date  as  fourteen  years  of  age,  it  was  estimated  that 
about  one-third  of  the  reported  cases  were  cases  of  inex- 
cusable non-attendance,  which,  added  to  the  former 
cases,  made  the  total  of  such  cases  in  each  year  between 
600  and  700.  This  number  was  less  than  one  percent, 
of  the  total  number  of  children  between  five  and  fifteen 
years  of  age  in  the  cit}^  at  that  time.  Since  those 
results  were  published  similar  investigations  have  been 
made  from  time  to  time,  with  results  even  more  favor- 
able. The  last  such  investigation  w^as  based  on  the 
census  returns  made  in  September,  1901.  In  this  year 
the   number  of    children    between  seven   and  thirteen 


112  APPENDIX. 

years  of  age  reported  as  non-attendant  was  only  762, 
as  against  1,106  in  1884,  and  1,300  in  1885. 

Adopting  the  same  classification  as  formerly  the  fol- 
lowing are  the  results  : 

(«)  The  first  class,  consisting  of  invalids,  or  those 
whose  bodily  or  mental  condition  made  attendance  at 
school  undesirable  or  impossible,  numbered  241 ;  nearly 
one-half  of  these  being  but  seven  years  old.  In  46  of 
these  cases  the  difficulty  was  said  to  be  with  the  vacci- 
nation. 

(6)  The  second  class,  consisting  of  those  who  were 
under  care  and  instruction  at  home,  numbered  25. 

(c)  The  third  class  consisted  of  those  who  had 
lately  arrived  from  other  towns,  cities.  States,  or  foreign 
countries  —  mostly  during  the  summer  —  (196  cases), 
those  who  were  waiting  for  room  in  a  primary  school 
(5  cases),  and  those  who,  being  seven  years  old,  were 
admitted  to  a  primary  school  immediately  or  within  a 
few  weeks  after  the  census  was  taken  (68  cases).  In 
no  case  did  there  appear  to  have  been  any  neglect  to 
comply  with  the  law,  when  the  law  had  been  made 
known.     This  class  numbered  269. 

(d)  The  fourth  class  consisted  of  those  whose  ab- 
sence was  clearly  unlawful  (14  cases),  or,  being  unex- 
plained, was  probably  unlawful  (24  cases);  total,  38. 

(e)  The  fifth  class,  numbering  51,  consisted  of 
those  who  were  reported  '^  in  the  city  but  a  short  time," 
"  noAV  moved  away,"  ''  here  on  a  visit,"  and  so  on. 
The  interval  of  time  between  the  taking  of  the  census 
(September)  and  the  investigation  by  the  truant  officers 
(November  and  December)  gave  opportunity  for  these 
transients  to  disappear.  Among  these  cases  were 
doubtless  some  of  unlawful  absence  from  school  — 
just  how  many  we  can  onl}'  guess. 


SUPERINTENDENT'S   REPORT. 


113 


(/)  The  sixth  class,  numbering  89,  consisted  of 
those  in  relation  to  whom  the  evidence  was  conflictino-. 
In  62  of  these  cases  the  truant  officers  found  that  the 
children  certainly  were  and  had  been  in  school  for  a 
year  or  more,  although  reported  as  non-attendants  by 
the  census-takers;  in  17  cases  the  children  were  found 
to  be  too  young  to  be  compelled  to  go  to  school,  and  in 
some  cases  too  yoimg  even  to  be  admitted  to  the  kinder- 
garten, and  in  10  cases  they  were  found  to  be  too  old  to 
be  held  in  school.  Most  of  these  cases  occurred  amono; 
people  who  understand  the  English  language  but  imper- 
fectly, if  at  all.  Hence,  probable  misunderstandings. 
The  evidence  of  the  truant  officers  is  so  circumstantial 
and  explicit  in  this  class  of  cases  that  it  seems  safe  to 
assume  that  there  was  in  fact  no  case  of  unlawful 
absence,  notwithstanding  the  census-taker's  report. 

{g)  The  seventh  class,  numbering  49,  contains  all 
those  of  whom  the  officers  could  find  no  trace ;  but  it 
includes  1  graduate  of  a  grammar  school,  2  committed 
to  the  Parental  School,  2  committed  to  penal  institu- 
tions, and  3  inmates  of  charitable  institutions. 

In  tabular  form  these  results  appear  as  follows : 


Classes  of  Non- Attendants. 


A.GES 

September, 

1901 

7 

8 

9 

10 

11 

12 

13 

116 

45 

26 

15 

11 

11 

17 

9 

5 

5 

3 

2 

1 

122 

36 

21 

30 

20 

26 

14 

5 

12 

2 

4 

3 

4 

S 

19 

8 

6 

7 

3 

6 

2 

29 

13 

8 

10 

6 

7 

16 

19 

4 

3 

5 

1 

3 

6 

2 

1 

2 

1 

2 

321 

123 

71 

75 

48 

59 

65 

(a)    Invalids 

(6)    Under  care  and  instruction  at  home 

(c)  Lately  .arrived  in  the  city,  or  hitely  become 

of  school  age 

(d)  Certainly  or  probably  absent  unlawfully 

(e)  Transients 

(/ )     Evidence  conflicting 

{g)    Not  found 

And  miscellaneous  

Totals 


241 
25 


41 


762 


114 


APPENDIX. 


The  distribution  of  these  children,  reported  as  not 
attending  school  during  the  year  ending  September  1, 
1901,  by  wards  was  as  follows  : 


Ward. 


Children. 


One 

Two  .... 
Three... 

Four 

Five.... 

Six 

Seven... 
Eight.... 

Nine 

Ten 

Eleven  ., 
Twelve  . 
Thirteen 


57 
18 
15 
13 
15 
119 
14 
39 
49 
20 
25 
6 
31 


Ward. 

Fourteen 

Fifteen 

Sixteen 

Seventeen   

Eighteen 

Nineteen 

Twenty 

Twenty-one 

Twenty -two 

Twenty -three  . . . 
Twenty-four  — 
Twenty-five 

Total 


Children. 


762 


These  results  seem  to  prove  that  unlawful  absence 
from  school  continued  for  the  whole  or  greater  part  of 
a  year  is  almost  unknown  in  Boston.  Thirty-eight 
actual  or  probable  cases  are  all  that  the  foregoing 
analysis  discloses.  If  we  add  as  many  more  for  chil- 
dren fourteen  years  old,  not  investigated,  and  increase 
this  estimate  by  one-third  to  cover  uncertainties,  we 
still  have  only  100  cases,  as  against  600  or  700  esti- 
mated in  the  same  way  sixteen  years  ago.  Mean- 
while the  school  population  has  gone  up  from  68,702 
to  94,882. 

It  is  to  be  noted  that  this  one  hundred  cases  is 
intended  to  be  an  outside  estimate.  The  truth  probably 
is  that  the  total  number  of  cases  of  long  continued 
unlawful  absence  from  school  is  much  less  than  one 


SUPERINTENDENT'S   REPORT.  115 

hundred  in  any  one  year.  It  is  also  true  that  the 
cases  discovered  this  year  are  not  the  same  as  those 
discovered  last  year,  nor  the  same  as  will  be  discovered 
next  year.  The  fact  is,  the  truant  or  absentee  is  soon 
caught  and  made  to  attend  his  proper  school  or  sent 
•to  the  Parental  School.  For  a  large  city  like  Boston 
this  near  approach  to  a  perfect  execution  of  the  com- 
pulsory school  attendance  law  would  seem  to  be  highly 
satisfactory. 

THE    TRUANT    OFFICERS. 

To  the  force  of  twenty-one  truant  officers  is  due  the 
credit  for  whatever  of  excellence  there  may  be  in  the 
administration  of  the  school  attendance  laws.  It  is 
the  business  of  these  men  to  know  enough  about  every 
family  in  their  several  districts  to  be  able  to  say 
whether  there  are  children  of  school  age  in  the  family 
and  whether  these  children  are  attending  school  regu- 
larly and  where.  Many  visits  must  be  made  and  much 
persuasion  and  advice  must  be  used  before  resort  is  made 
to  the  compulsory  processes  of  the  law.  The  officers 
become  aware  of  many  opportunities  for  needed  chari- 
table work,  and  it  is  reported  of  them  that  the}^  have 
procured  medical  aid,  clothing,  and  fuel  during  the 
past  winter,  often  at  their  own  expense. 

The  first  act  of  the  Legislature  "  concerning  truant 
children  and  absentees  from  school "  was  passed  in 
1850.  Prior  to  that  time,  says  Mr.  Philbrick,  "  tru- 
ancy and  absenteeism  were  the  most  serious  evils  our 
school  system  had  to  contend  with ;  but  public  senti- 
ment was  slow  in  coming  to  recognize  the  necessity  of 
coercion  as  a  remedy."  The  truant  officers  from  1852  to 
1873  were  appointed  by  the  Mayor  and  Aldermen,  and 


116  APPENDIX. 

their  reports  were  sent  to  the  Aldermen,  duplicates 
thereof  being  sent  to  the  Superintendent  of  Schools  for 
his  information.  Thus  by  courtesy,  not  by  authority, 
the  superintendent  had  general  supervision  of  this  branch 
of  the  school  service.  In  1873  a  change  in  the  law 
gave  the  School  Committee  authority  to  appoint  truant 
officers,  fix  their  salaries,  and  direct  their  work.  They 
now  do  their  work  under  the  direction  of  the  Chief 
Truant  Officer,  who  acts  under  the  general  supervision 
of  the  Committee  on  Truant  Officers  and  of  the  Super- 
intendent of  Public  Schools. 

From  a  report  covering  the  school  year  1901-02 
(ending  August  31)  the  following  facts  are  gathered, 
to  show  the  nature  of  the  work  now  carried  on : 

Whole  number  of  cases  investigated 35,793 

Found  to  be  truants 6,308 

New  pupils  put  in  school 379 

Transfer  cards  investig'ated 9,687 

Census  cards  investigated 760 

Complained  of  as  habitual  truants 291 

Of  whom  there  were 

Placed  on  probation 97 

Sentenced  to  the  Parental  School 194 

Complained  of  as  absentees 20 

Of  whom  there  were 

Placed  on  probation 8 

Sentenced  to  the  Parental  School 12 


Complained  of  for  not  complying  with    chapter  496,  Acts  of 

1894 2 

Both  cases  laid  on  file. 
Complained  of  for  larceny      ........  2 

Both  sentenced  to  the  Lyman  School. 
Complained  of  as  habitual  school  offenders 2 

Both  placed  on  probation. 
Complained  of  for  disturbing  school 1 

Fined  three  dollars  for  the  same. 


SUPERINTENDENT'S   REPORT.  117 


THE    PARENTAL    SCHOOL. 


The  Parental  School,  although  not  wholly  under 
the  care  of  the  School  Committee,  stands  in  a  close 
relation  to  the  public  school  system.  It  was  estab- 
lished in  1895  in  compliance  with  a  law  passed  by 
the  Legislature  in  1886.  Nine  years  of  persistent 
effort  were  required  to  bring  about  an  entire  sej)ara- 
tion  between  boys  who  were  merely  truants  and  boys 
who  were  guilty  of  graver  offences.  Formerly  both 
classes  of  boys  were  sent  to  the  House  of  Reforma- 
tion on  Deer  Island.  Since  1895  the  truant  boys 
have  been  kept  by  themselves  at  West  Roxbury,  and 
the  juvenile  criminals  have  been  sent  down  to  Rains- 
ford  Island.  The  good  effects  of  this  wide  separation 
have  become  more  and  more  manifest  during  the  last 
eight  years. 

The  Parental  School  is  by  law  subject  to  the  visi- 
tation and  inspection  of  the  School  Committee  of 
Boston.  This  function  has  been  exercised  by  the 
Superintendent  of  Public  Schools  personally  and  by 
one  of  the  Supervisors.  At  the  present  time  Mr. 
Parker  is  the  visiting  supervisor.  In  a  recent  report 
Mr.  Parker  says :  "  My  visits  to  the  Parental  School 
during  the  last  year  have  been  a  source  of  pleasure 
to  me  on  account  of  the  interest  which  the  teachers 
have  manifested  in  the  welfare  of  the  boys.  The 
boys  have  shown  their  appreciation  of  this  interest 
on  the  part  of  the  teachers  by  a  hearty  responsive- 
ness to  kind  treatment  and  skilful  teaching."  There 
has  been  noticed  "  an  entire  absence  of  sullenness  or 
of  a  disposition  to  do  wrong  to  spite  the  teacher," 
but  on  the  contrary    "  marked    evidence    of   cheerful- 


118  APPENDIX. 

ness  and  of  a  disposition  to  try  to  work  and  accom- 
plish something  for  one's  self."  These  boj^s  ^'are 
not  all  bad  boys  by  any  means."  They  are  here, 
often,  "by  stress  of  unfavorable  circumstances,  and 
only  need  a  kind  heart  and  a  firm  hand  to  guide 
them  in  the  right  way,  and  they  will  respond  cheer- 
fully." This  is  not  to  be  understood  "as  encourag- 
ing in  any  way  the  coddling  of  the  boys;  that  would 
be  fata]  to  the  cultivation  of  true  manhood ;  kindness 
and  justice  should  not  degenerate  into  softness  or 
weakness ;  the  boys  should  be  stimulated  to  stand  up 
and  face  the  hard  things  of  life  bravely  and  man- 
fully. It  seems  to  me  that  all  the  teachers  feel  the 
magnitude  of  the  work  intrusted  to  them  and  are 
putting  forth  every  effort  to  help  every  boy  under 
their  care.  They  see  and  realize  that  the  greatest 
help  any  boy  can  receive  is  that  help  which  will  in 
the  end  make  himself  reliant  and  self-controlled." 

The  Parental  School  has  never  been  suitably  or 
even  sufficiently  housed.  This  is  apparently  because 
the  idea  of  the  Parental  School,  as  conceived  by  those 
who  sought  its  establishment,  did  not  j)revail  in  the 
minds  of  those  who  planned  the  earlier  buildings. 
Some  parts  of  the  plant  were  evidently  designed  for 
a  much  larger  institution  than  the  Parental  School 
is  likely  to  be  for  many  years  to  come,  if  ever. 
Meanwhile  there  have  been  too  few  school-rooms  and 
no  assembly  hall.  Even  sleeping  quarters  were 
insufficient,  so  that  at  one  time  boys  had  to  sleep  in 
tents  —  not  bad  thing  in  warm  weather,  but  hardly 
desirable  all  the  year  round. 

When  the  School  Committee  responded  to  a  request 
of    the    city  government    for   a   plan    of    a   parental 


SUPERINTENDENT'S   KEPORT.  119 

« 

school,  the  plan  recommended,  after  most  careful  con- 
sideration, was  that  known  as  '"'the  cottage  plan ;"  but 
the  plan  actually  carried  out  was  more  in  the  nature  of 
the  so-called  "  congregate  plan."  This  mixture  of 
ideas  or  purposes  has  been  unfortunate,  in  that  it  has 
greatly  delayed  the  proper  organization  and  housing  of 
the  school.  It  is  therefore  peculiarly  gratifying  to 
know  that  preparations  are  nearly  complete  for  hous- 
ing a  part  of  the  boys  in  suitable  cottages,  each  cottage 
to  be  in  charge  of  a  man  and  his  wife,  selected  for 
their  fitness  to  take  care  of  boys. 

There  is  one  other  need  to  be  supplied,  and  that  is  a 
suitable  school-house.  The  temporary  makeshifts  which 
have  been  used  the  last  few  years  are  very  far  from 
being  creditable  to  the  city.  Mr.  Parker  says :  "  I 
wish  to  call  attention  to  the  urg-ent  need  of  a  reg-ular 
school-house,  with  large  comfortable  rooms  and  a  hall 
large  enough  to  accommodate  all  the  boys  a,t  one  time. 
There  are  very  many  ways  in  which  the  boys  could  be 
reached  and  strongly  influenced  by  means  of  exercises 
in  a  large  assembly  room.". 

There  is  one  matter  in  the  administration  of  the 
Parental  School  which  perhaps  deserves  more  attention 
than  it  has  always  received.  It  is  the  arrangement 
for  releasing  boys  on  parole.  The  law  authorizes 
such  release  with  the  consent  of  the  Court  and 
that  of  the  Superintendent  of  Public  Schools  on 
such  conditions  as  may  seem  proper.  The  condition 
usually  imposed  by  me  is  that  the  paroled  boy 
attend  a  designated  public  school  regularly  during 
the  remainder  of  the  term  for  which  he  was  com- 
mitted. At  one  time  there  were  a  good  many  of  these 
boys  on  parole  in  the  public  schools,  and  nine-tenths 


120  APPENDIX. 

of  them  obs'erved  the  condition  of  regular  attendance 
strictly.  The  others  were  sent  back  for  violation  of 
their  parole.  Latterly  there  have  been  iewev  boys 
released  on  parole  —  for  what  reason  I  know  not  —  but 
unless  some  good  reasons  can  be  given  to  the  contrary 
it  would  seem  that  the  good  results  which  have  usually 
attended  releases  on  parole  might  well  justify  a  freer 
use  of  them.  It  has  been  suggested  that  the  teachers 
in  the  Parental  School  become  so  interested  in  the 
improvement  of  their  more  promising  pupils  and  so 
doubtful  of  the  benefit  of  a  release  as  to  be  unwilling 
to  recommend  boys  going  on  parole.  This  is  quite  a 
natural  feeling  on  the  part  of  the  teachers ;  but  should 
they  not  consider  the  great  moral  benefit  that  comes  to 
a  boy  who  succeeds  in  keeping  his  parole  unbroken  for 
six  months  or  a  year  ? 

The  great  obstacle,  however,  in  the  way  of  a 
larger  use  of  the  parole  is  found  in  the  unsuitable 
character  of  many  of  the  homes  from  which  the  boys 
come.  The  parents  are  unfit  to  have  the  charge  of 
children,  and  the  home  surroundings  are  of  the  most 
unpromising  kind.  This  is  true  in  the  cases  of  many 
of  the  best  boys  in  the  school  —  boys  who  would  be  at 
once  selected  for  parole  were  there  any  assurance  of 
care  and  protection  at  home.  Such  boys  unquestion- 
ably are  better  off  in  the  Parental  School  so  long  as 
they  can  stay  there.  It  is  a  pity  their  sentence  is  only 
for  two  years.  It  would  be  a  good  thing  if  such  boys 
could  be  by  law  permitted  to  stay  until  they  were 
sixteen  years  of  age  to  learn  a  trade  meanwhile  and 
then  to  go  out  capable  of  self-support. 


SUPERINTENDENT'S    REPORT.  121 

The  foregoing  survey  of  the  schools  as  establishments 
ought  to  be  followed  by  a  full  description  of  the  work 
done  in  them.  But  such  an  undertaking  would  be  too 
large  for  the  time  that  can  be  given  to  the  preparation 
of  this  report.  The  following  pages,  therefore,  will  be 
given  to  some  account  of  certain '  sjDccial  branches  of 
study  —  either  those  that  are  specially  supervised,  or 
those  that  are  taught  by  special  teachers  —  and  to 
brief  notices  of  certain  new  enterprises  that  have 
awakened  public  interest. 

MUSIC. 

Music  —  that  is,  singing  —  was  first  introduced  into 
the  public  schools  of  Boston  in  1838,  at  the  instance  of 
the  Boston  Academy  of  Music.-^  Although  Professor 
Lowell  Mason  was  the  first  special  teacher  of  singing 
and  much  good  work  was  done  under  so  able  a  leader, 
there  was  such  persistent  opposition  or  passive  resist- 
ance during  twenty  years  that  little  progress  was  made. 
In  1858  the  School  Committee  took  hold  of  the  matter 
in  good  earnest,  created  a  standing  committee  on 
music,  provided  the  schools  with  special  instructors  to 
visit  them  periodically,  and  clothed  the  standing  com- 
mittee with  full  executive  authority  over  the  special 
instructors  and  over  all  schools  in  so  far  as  music  was 
concerned.  Thus  was  created  a  kingdom  within  a  king- 
dom— a  form  of  administration  which  has  usually  been 
adopted  by  the  School  Committee  whenever  a  new 
subject  was  to  be  introduced  into  the  schools  or  a  new 
kind  of  schools  was  to  be  added  to  the  system. 

This  sj^stem  of  administration  for  music  has  con- 
tinued, with  short  interruptions,  from  1858  down  to 
the  present  time.     For  a  long  period,   1859-1872,  the 

^  There  had  been  an  attempt  made,  some  six  years  earlier,  to  teach  singing  in  the 
primary  schools,  but  it  was  given  up  after  a  few  monthe. 


122  APPENDIX. 

chairman  of  the  Committee  on  Music,  Dr.  J.  Baxter 
Upham,  was  virtually  the  director  of  music,  being  a 
competent  expert  in  the  subject  and  holding  full 
executive  power.  From  Dr.  Upham's  time  until  quite 
recently  there  was  no  real  director  of  music.  Although 
one  of  the  special  instructors  did  hold  that  title,  he 
taught  in  the  high  schools  and  did  little  else.  The 
special  instructors  were  all  able  and  talented  men,  but 
they  differed  in  their  theories,  and  did  their  work  each 
without  much  reference  to  what  his  associates  were 
doing.  One  of  these,  Mr.  Luther  W.  Mason,  prepared 
the  books  and  charts  of  the  well  known  National 
Music  Course,  which  was  the  only  course  used  in  the 
Boston  schools  for  many  years.  Meanwhile  another, 
Mr.  Hosea  E.  Holt,  developed  in  his  teaching  a  dilferent 
method,  the  principles  of  which  w^ere  embodied  in  the 
Normal  Music  Course,  which  for  several  jesirs  was 
denied  admission  to  the  schools,  even  to  the  schools 
taught  by  its  author.  Thus  arose  the  singular  anomaly 
of  a  teacher  following  one  set  of  principles  in  his 
teaching  and  obliged  to  use  books  and  charts  based 
upon  a  different  set  of  principles. 

After  some  vain  attempts  to  bring  the  several 
instructors  to  an  agreement  upon  one  basis  of  prin- 
ciples the  Committee  on  Music  in  1888,  first  making  a 
thorough  investigation  of  the  whole  situation  (through- 
out which  investigation  the  writer  of  this  report  had  a 
responsible  part  to  perform),  determined  to  put  the  two 
courses  above  named  upon  trial,  the  one  against  the 
other.  So  the  Normal  Course  was  admitted  to  those 
schools  that  were  under  the  instruction  of  its  author, 
that  is,  to  one-quarter  part  of  the  schools  of  the  city. 
Then  came  forward  the  publishers    of    the   National 


SUPERINTENDENT'S    REPORT.  123 

Course  and  practically  acknowledged  its  inferiority  by 
asking  that,  if  they  were  to  be  obliged  to  go  into  a  com- 
petitive trial,  they  might  be  permitted  to  submit  their 
New  National  Course  instead  of  the  old  one  for  the 
purpose.  So  the  New  National  went  into  another  quar- 
ter of  the  schools,  while  the  Old  National  remained  in 
the  other  half  of  the  schools.  Thus  was  the  competi- 
tive trial  instituted  between  the  Normal  Course  and 
the  New  National  Course.  The  prize  to  be  contended 
for  was  the  adoption  of  the  better  course  for  the 
wdiole  city. 

But  to  this  day  the  trial  has  never  been  finished. 
The  committee  which  began  it  did  not  remain  in 
office  loner  enouo;h  to  end  it.  In  a  few  months  all  the 
members  Avere  gone.  Their  successors  did  nothing  to 
bring  the  trial  to  a  conclusion ;  they  merely  permitted 
the  New  National  and  the  Normal  on  equal  terms, 
gradually  to  displace  the  Old  National  Course  —  a  pro- 
cess which  had  not  been  completed  less  than  a  year  ago. 
Meanwhile  no  less  than  three  other  music  courses  have 
been  authorized  for  use,  the  choice  being  left  to  the 
masters  of  the  several  schools. 

Thus  was  the  Music  Department,  while  without  a 
responsible  head  and  subjected  to  the  control  of  fre- 
quently changing  committees,  afflicted  with  all  the 
inconveniences  of  the  so-called  "  open  list  "  of  text- 
books. But  there  are  two  good  results  that  have  come 
out  of  this  undesirable  state  of  things.  In  the  first 
place  the  conviction  has  become  prevalent  that  the 
wliole  matter  of  music  instruction  needs  to  be  placed 
in  the  hands  of  one  competent  and  responsible 
director,  clothed  with,  adequate  power.  Secondly,  a 
good  opportunity  has  been  given  for  setting  up  a  Course 


124  APPENDIX. 

of  Study  in  Music  which  shall  govern  the  use  of  text- 
books, since  there  is  now  no  one  set  of  text-books  in  a 
position  to  govern  the  Course  of  Study. 

Steps  towards  an  ultimate  concentration  of  authority 
in  one  person  were  taken  by  the  School  Committee  in 
omitting  to  fill  the  vacancies  caused  by  the  resignation  of 
one  and  the  death  of  another  of  the  special  instructors  in 
music.  The  schools  of  the  city  w^ere  thereupon  divided 
among  the  three,  and  later  between  the  two  remaining 
instructors.  The  final  step  was  taken  by  the  Commit- 
tee on  Music,  shortly  after  its  restoration  in  1899,  by 
appointing  one  of  the  two  remaining  instructors  to  be 
Director  of  Music.  The  next  act  was  to  provide  the 
director  with  a  large  staff  of  assistants.  This  measure 
signified  an  important  change  of  policy.  For  many 
years,  both  in  drawing  and  in  music,  the  policy  of  the 
School  Committee  had  been  to  reduce,  so  far  as  possible, 
the  number  of  special  teachers.  There  was  always  the 
expectation  that  the  regular  teachers  would  gradually 
develop  enough  ability  to  teach  these  subjects  under 
the  supervision  of  a  single  director,  thus  rendering  the 
special  teachers  superfluous.  But  this  expectation  has 
never  been  fully  realized.  This  policy  of  reduction  had 
been  carried  farther  in  the  case  of  drawing  than  in 
that  of  music,  and  hence  the  reaction  came  earlier  in 
the  former  department.  The  successful  reversal  of 
the  policy  in  drawing  a  few  years  ago  doubtless  led,  in 
1900,  to  a  similar  reversal  in  music.  However  this 
may  be,  there  were  created  places  for  four  assistant 
directors  of  music  and  four  assistants,  and  these  places, 
after  a  period  of  controversy,  were  all  filled. 

The  first  assignment  of  work  in  music  to  these 
assistant  directors  and  assistants  was  as  follows :    For 


SUPEKINTEXDEXT'S   REPORT.  125 

the  high  schools,  one  assistant  director;  for  the 
grammar  schools,  two  assistant  directors  and  two 
assistants  (the  latter  taking  the  lower  grades) ;  and 
for  the  primary  schools,  one  assistant  director  and  two 
assistants.  This  appeared  quite  symmetrical,  but  it 
was  no  other  than  the  old  "horizontal"  mode  of  assign- 
ment that  had  been  tried  and  discarded  thirty  years 
before.  It  soon  again  proved  its  unsuitableness,  and 
last  June  it  was  abandoned  for  a  better  plan.  The 
city  has  now  been  divided  into  four  sections,  and  all 
the  schools  —  high,  grammar,  and  primary  —  in  each 
section  have  been  assio;ned  to  one  assistant  director 
and  one  assistant.  Saj^s  the  director,  "although  this 
plan  has  been  in  operation  but  five  months  the  wis- 
dom of  the  change  has  been  demonstrated  in  many 
ways."  The  chief  advantage  of  the  new  plan  is  found 
in  "  the  stronsf  bonds  that  have  been  established 
between  the  third  QDrimary)  and  the  fourth  (gram- 
mar) grades,  and  between  the  ninth  grades  and  the 
high  schools." 

There  is  one  aim  which  the  director  and  his  staff 
of  assistants  should  never  lose  sight  of,  and  that  is  that 
the  grade  teachers,  who  must  do  the  greater  part  of  the 
work  in  the  teaching  of  singing,  are  to  be  hel23ed  to 
become  better  teachers  by  means  of  the  music  assist- 
ants' visits,  and  are  not  to  have  their  own  w^ork  done 
for  them  by  these  assistants.  It  is  a  well  known  fact 
that  the  best  singing  is  found  in  those  schools  where 
the  grade  teachers  feel  their  responsibility  fo*r  the  work, 
and  endeavor  to  do  it  in  the  best  manner,  using  out- 
side assistance  chiefly  as  a  means  for  their  own  im- 
provement in  knowledge  or  skill.  Where  the  opposite 
view  prevails,  namely,  that  the  visiting  music  assistant 


126  ArPEXDix. 

is  merely  a  substitute  for  the  grade  teacher,  relieving 
her  of  all  responsibility  for  the  time  being,  there 
are  the  schools  in  which  singing  is  in  a  compara- 
tively low  state.  The  individual  grade  teachers  differ 
widely  in  the  degree  of  their  need  of  such  help  as  the 
visiting  music  assistants  can  give ;  and  they  differ  too 
in  the  degree  to  which  they  are  conscious  of  such  need. 
Last  June  it  was  thought  important  that  the  greater 
force  of  music  supervision  should  be  expended  where 
it  was  most  needed.  Accordingly,  a  classification  of 
the  grade  teachers  was  made,  on  the  basis  of  existing 
information  as  to  their  ability  to  teach  singing  in  their 
several  rooms,  as  follows  : 

Class  A.  Teachers  who  are  expected  to  give  all 
the  instruction  in  music  in  their  several  rooms  and  who 
will  be  visited  only  occasionally  for  the  purpose  of 
inspection. 

Class  B.  Teachers  who  will  teach  music  under 
constant  supervision  and  will  be  regularly  visited  for 
the  purpose  of  supervision. 

Class  C.  Teachers  who  need  the  help  which  the 
visiting  music  teachers  can  give,  and  who,  moreover, 
will  be  expected  to  take  the  special  instruction  to  be 
provided  for  them  out  of  school  hours. 

Each  teacher  was  informed  of  her  assignment  to  one 
or  another  of  these  classes,  and  was  also  told  that  her 
assignment  would  be  changed  from  time  to  time  for 
satisfactory  reasons.  The  suggestion  was  that  the  road 
to  Class  A' would  be  kept  open  to  the  ambitious  teacher 
who  wished  to  rise  from  Class  B  or  Class  C.  There 
are  teachers  who  wish  to  be  relieved  of  constant  super- 
vision. Very  well,  let  them  prove  their  ability  to 
teach    alone  and   they  shall   be  assigned  to  Class  A. 


SUPERINTENDENT'S   EEPORT.  127 

But  if  a  teacher  assigned  to  Class  A  does  not  sustain 
herself  there  she  may  be  removed  to  Class  B  or  to 
Class  C.  There  is  said  to  have  been  some  excitement 
over  tlie  first  announcement  of  this  classification  in 
some  of  the  schools ;  but  the  teachers  should  remem- 
ber that  the  means  of  correcting  any  assignments  that 
to  them  seem  mistaken  are  in  their  oAvn  hands,  and 
they  may  be  assured  that  their  efforts  will  be  appreci- 
ated. 

As  to  the  work  going  on  this  year  in  the  department, 
it  may  be  noted  that  the  music  staff  is  now  well  organ- 
ized, and  is  working  smoothly.  Staff  conferences  are 
held  every  week,  and  weekly  reports  are  filed.  Time 
tables  of  visits  have  been  printed  for  general  distribu- 
tion, and  visits  have  been  punctually  made  in  accordance 
therewith.  An  outline  of  study  is  issued  every  two 
months,  graded  according  to  the  needs  of  the  greater 
number  of  the  schools.  This  is  an  indication  that  the 
course  of  study  in  music  is  beginning  to  govern  the  use 
of  text-books.  Grade  meetings  of  the  teachers  have 
been  held  as  often  as  it  was  deemed  wise  to  call  the 
teachers  together.  The  teachers  have  responded  in 
a  very  encouraging  manner. 

In  five  of  the  high  schools  there  have  been  formed 
classes  of  pupils  who  intend  to  enter  the  Normal  School 
and  who  therefore  wish  to  advance  themselves  as  far 
as  possible  in  theory  and  in  vocal  practice  of  music. 
These  classes  meet  out  of  school  hours  and  show  a 
"gratifying  interest"  in  their  work.  Two  of  these 
classes  are  taught  by  Mr.  Marshall,  one  in  Dorchester 
of  17  pupils  and  one  in  South  Boston  of  60  pupils. 
Two  are  taught  by  Mr.  O'Shea,  one  in  Charlestown  of 
20  pupils  and  one  in  East  Boston  of  12  pupils.     One 


128  APPENDIX. 

class  of  40  pupils  in  Roxbury  is  taught  by  the  Director, 
Mr.  McLauo-hlin.  The  Director  reo;rets  "the  circum- 
stances  which  prevented  similar  classes  in  the  remain- 
ing high  schools  attended  by  girls,"  and  hopes  "that 
next  year  every  Normal  School  candidate  may  be  a 
member  of  some  one  of  those  special  classes."  The 
fruit  of  this  increased  effort  in  music  will  appear  later 
when  these  girls  become  teachers  in  the  primary  and 
grammar  schools,  or  in  the  kindergartens. 

"  Excellent  work  is  now  done  in  the  Normal  School," 
sa3^s  the  Director,  "  the  fruits  of  which  are  manifested 
in  different  parts  of  the  city  by  the  skilful  and  intelli- 
gent manner  in  which  the  young  teachers  conduct  the 
music  lessons." 

Music  is  nov/  treated  as  a  required  study  in  the  high 
schools,  and  given  one  hour  a  week,  counting  one  point 
a  year,  or  three  points  in  all,  towards  the  First  Diploma. 
There  are  certain  studies  that  may  be  substituted  for 
music,  but  the  hour  is  not  permitted  to  go  to  waste.  It 
IS  a  question  whether  music  should  not  cease  to  be  a 
required  study,  in  the  sense  above  explained,  and 
become  an  elective.  On  this  question  the  following 
language  of  the  Director  has  a  bearing  : 

It  has  been  a  long  standing  custom  to  permit  or  draft  every  boy  or 
girl  into  the  music  classes  and  allow  a  point  or  credit  for  attendance. 
The  total  number  of  boys  and  girls  who  waste  45  minutes  every  week 
in  the  year  is  altogether  too  large.  One  assistant  director  reports  that 
about  ten  per  cent,  of  pupils  sit  during  the  lesson  without  singing  a 
note.  The  percentage  of  pupils  who  could  occupy  the  time  to  much 
better  advantage  elsewhere  is  very  much  higher.  Pupils  with  broken 
or  unmanageable  voices,  or  who  take  no  interest  in  the  lesson,  or  who 
never  studied  music,  are  found  in  nearly  every  class.  These  pupils  do 
worse  than  hinder  the  others  from  advancing.  They  comijel  the  in- 
structors to  work  for  them  and  to  sacrifice  the  pupils  who  should  be 
led  further  on.  Let  us  limit  the  classes  therefore  to  pupils  who  are 
interested  and  capable  of  doing  high  school  work.     Such  action  would 


SUPERINTENDENT'S    REPORT.  129 

cause  a  marked  reduction  in  some  schools,  but  it  would  be  salutary. 
The  high  character  which  would  quickly  crown  the  work  would  soon 
replenish  the  ranks  through  the  new  interest  awakened.  Certain 
oratorio  and  opera  choruses  and  cantatas  should  be  the  standard  work 
of  our  high  schools  to-day,  but  they  cannot  be  considered  until  the 
present  system  is  abolished  or  changed. 

The  importance  of  providing  a  supply  of  rote  songs 
for  the  primar}'  schools  is  too  great  to  be  neglected. 
The  Director  says  :  "  We  need  from  forty  to  sixty  songs 
for  each  primary  grade,  about  150  in  all.  The  songs 
in  the  music  readers  are  intended  for  reading  purposes, 
and  are  useless  from  the  [esthetic  standpoint."  The 
Director  suggests,  and  the  suggestion  has  ni}^  delib- 
erate approval,  that  the  "  Novello  School  Songs  "  be  sup- 
plied to  all  the  primary  schools. 

DRAWING. 

Although  drawing  is  considered  to  be  rather  a 
modern  subject  in  schools,  its  beginnings  date  far  back. 
Drawing  was  a  "  permitted  "  subject  in  the  English 
High  School  from  1827  to  1836;  and  after  that  it  was 
an  "obligatory"  study  j  but  no  teacher  of  drawing 
was  appointed  until  1853.  Drawing  was  "  put  upon 
the  list"  of  grammar  school  studies  in  1848,  but  little 
or  nothing  was  done  with  it  in  the  schools  before  1856. 
Even  then,  and  for  some  years  afterwards,  the  subject 
was  hardly  taken  seriously ;  but  was  usually  regarded 
as  an  ornamental  branch  of  study  well  enough  for  girls 
to  busy  themselves  with,  but  having  little  or  no  relation 
to  the  real  business  of  life.  "  Let  those  who  have  a 
special  talent  for  drawing  take  it,  let  others  not  waste 
their  time" —  such  was  the  general  feeling. 

Then  came  Mr.  Walter  Smith,  in  1871,  with  the 
methods,  the  ideals,  and  the  inspiration  of  South  Ken- 


130  APPENDIX. 

sington  in  England.  His  marvellous  skill  with  the 
crayon  and  his  commanding  personality  made  a  strong 
impression.  We  were  told  that  we  were  no  longer  to 
try  to  draw  nice  pictures  or  to  study  "  art  for  art's 
sake,"  but  we  were  to  study  ''  art  for  the  sake  of  its 
industrial  applications."  The  advent  of  Mr.  Smith 
started  a  great  movement  for  ''industrial  art  education" 
in  Boston,  in  Massachusetts,  and  in  the  whole  country. 
And  this  movement  has  had  some  valuable  and  abiding 
results.  Most  educationists  now  recognize,  what  for- 
merly was  perceived  by  few,  that  drawing  is  a  funda- 
mental mode  of  expression  and  therefore  a  primary 
factor  in  education.  Its  many  practical  applications 
are  now  generally  appreciated,  and  its  relation  to  line 
art  is  better  understood.  To  limit  elementar}^  in- 
struction in  drawing  to  those  who  give  indications  of 
"  artistic  talent"  is  now  deemed  as  absurd  as  it  would  be 
to  confine  instruction  in  speaking  and  in  writing  to 
those  who  give  promise  of  becoming  orators  and  poets. 
Such  appears  to  be  the  impression  left  by  the  industrial 
art  movement  upon  recent  educational  thought. 

On  the  side  of  practical  administration,  the  expe- 
rience of  this  city  has  taught  one  lesson  pretty  clearly. 
It  is,  that  no  fixed  '•  system "  of  teaching  drawing, 
whether  embodied  in  a  set  of  published  "  drawing 
books  "  or  otherwise,  can  safely  be  left  to  operate  itself 
for  any  great  length  of  time  without  active  skilled 
supervision.  A  constant  supply  of  fresh  inspiration  is 
needed,  as  well  as  standing  opportunities  for  the  grade 
teachers  to  improve  their  own  technical  skill.  And 
the  skilled  supervision  must  be  the  master  of  the  "  sys- 
tem" and  not  the  "  system  "  the  master  of  the  supervi- 
sion.   The  system  must  have  growth,  change,  develop- 


SUPERINTENDENT'S   REPORT.  131 

ment  under  the  management  of  progressive  supervision. 
When  Mr.  Smith,  after  ten  years'  activity  in  establish- 
ing a  system  of  drawing  in  the  primary  and  grammar 
schools,  was  about  to  retire  from  the  city's  service, 
he  declared  that  his  office  of  director  was  no  longer 
necessary ;  that  the  offices  of  his  assistants  had  already 
become  superfluous,  and  had  therefore  been  abolished  ; 
that  all  the  grade  teachers  in  the  service  had  been 
instructed  so  far  as  to  be  able  to  carry  on  the  work  in 
drawing  well  enough ;  that  all  new  teachers  would 
receive  in  the  normal  schools  sufficient  instruction ;  and 
that,  with  the  aid  of  the  drawing  books  then  in  use, 
the  "  system  "  would  go  on  a  long  time  in  the  hands 
of  the  teachers  without  the  external  aid  of  supervision. 
This  appears  to  be  a  fair  statement  of  the  theory  that 
was  adopted  at  the  time. 

Experience  ducing  the  next  eight  or  ten  years  proved 
this  theory  to  be  defective.  Good  work  in  drawing 
continued  to  be  done  in  some  schools,  because  during 
the  period  just  closed  a  considerable  number  of  the 
grade  teachers  had  acquired  remarkable  skill  as  teachers 
of  drawing  and  still  preserved  their  enthusiasm.  In 
other  schools  there  was  more -or  less  falling  off,  because 
the  teachers,  left  to  themselves,  lost  their  enthusiasm 
or  felt  the  claims  of  other  branches  of  their  work  to 
be  superior  to  those  of  drawing. 

During  the  period  from  1881  to  1896,  while  Mr. 
Henry  Hitchings  held  the  office  of  Director  of  Drawing, 
the  declared  policy  was  that  of  minimum  supervision 
of  drawing  in  the  day  schools.  The  only  reason  alleged 
for  filling  the  office  at  all  was  the  evident  necessity  of 
having  an  officer  to  take  care  of  the  Evening  Drawing 
Schools.     This  was  understood  to  be  the  chief  function 


132  ArPENDIX. 

of  tlie  Director  while  Mr.  Hitcliings  held  that  office. 
Incidentally,  however,  the  Director  gave  some  attention 
to  drawing  in  the  day  schools.  For  the  Snperintend- 
ent  of  vSchools,  feeling  the  need  of  expert  advice,  had 
procured  an  understanding  on  the  part  of  the  Com- 
mittee on  Drawing  that  the  Director  might  act  in  an 
advisory  relation  to  him  and  to  the  masters  in  con- 
nection with  drawing  in  the  day  schools.  It  was 
during  the  existence  of  this  relation,  and  especially 
during  the  latter  years,  that  the  impotence  of  a 
system  of  instruction  based  on  a  series  of  drawing 
books  alone  became  more  and  more  apparent.  The 
evidence  of  this  became  overwhelming  when  all  the 
drawing  books  used  during  a  certain  half  year  in  all 
the  schools  were  called  in  and  inspected. 

The  state  of  things  thus  revealed  called  for  a  heroic 
remedy,  and  this  was  applied.  The  use  of  drawing 
books  was  discontinued.  Blank  paper  was  furnished 
instead.  A  course  of  study  in  drawing  was  prepared 
and  adopted  for  the  guidance  of  teachers,  wherein  their 
work  was  suggested  grade  by  grade  and  from  week  to 
week  throughout  the  year.  These  measures  provoked 
a  strenuous  opposition,  and  a  vigorous  controversy 
arose,  which  ended  in  a  radical  change  of  policy. 
The  change  was  from  a  minimum  to  a  maximum  of 
supervision.  This  took  place  in  1896,  when  a  new 
Director  and  a  staff  of  highly  skilled  assistants 
were  appointed  to  undertake  the  work  of  revival  and 
reconstruction  according  to  the  latest  and  most 
advanced  ideals.  The  grade  teachers  have  responded 
effectively,  and  their  enthusiasm  lias  risen  to  a  high 
degree.  It  is  fair  to  say  that  the  subject  of  drawing 
in  the  primary  and  grammar  schools  is  now  in  ;i  more 


SUPERINTENDENT'S   REPORT.  133 

satisfactory  condition  than  at  any  former  period  of 
its  history. 

A  word  of  caution  in  this  connection  may  not  be 
wholly  uncalled  for,  however.  Reports  sometimes 
reach  my  ears  that  one  teacher  or  another,  or  that  one 
school  or  another,  is  giving  a  greater  share  of  time  to 
drawing  than  is  permitted  by  the  Course  of  Study  ;  but 
I  have  hitherto  been  unable  to  discover  that  these 
reports  are  well  founded.  Still,  I  am  aware  of  the 
natural  tendency  among  teachers  whenever  one  branch 
of  study  is  vigorously  supervised  to  bestow  on  that 
branch  for  the  time  being  extra  care  and  attention  or 
even  an  undue  share  of  time.  Sometimes  a  spirit  of 
rivalry  or  a  desire  to  win  high  commendation  offers  a 
strong  temptation  to  transgressions  of  this  sort.  But  I 
am  assured  that  nothing  could  be  farther  from  the 
intention  of  those  who  supervise  drawing  than  to  lead 
teachers  into  temptation  of  this  kind.  They  believe 
themselves  to  be  in  the  schools  to  help  the  teachers, 
not  to  drive  them ;  and  they  declare  their  unwillingness 
to  approve  any  results  which  have  cost  an  undue 
expenditure  of  time. 

Experience  during  the  last  few  years  has  suggested 
that  the  theory  adopted  thirty  years  ago  is  fallacious  in 
another  point.  For  it  now  appears  that  the  majority 
of  teachers,  equipped  with  merely  the  instruction  ordi- 
narily given  in  the  normal  schools,  are  usually  unable 
to  reach  a  high  degree  of  success  in  the  teaching  of 
drawing.  They  need  special  instruction,  and  they  need 
more  of  it  than  can  be  given  incidentally  by  the 
Director  and  his  assistants  at  teachers'  meetings  and 
during  visits  in  the  school-rooms.  This  special  instruc- 
tion ought  to  1)e  given  at  the  Normal  School,  not  only  to 


134  APPENDIX. 

the  undergraduates,  but  to  those  teachers  already  in  ser- 
vice who  need  it  and  to  graduates  still  waiting  for 
permanent  appointment,  who  may  wish  to  enhant^e  their 
qualifications  in  this  way. 

The  existing  difficult}^  in  the  schools  has  l)een  over- 
come, in  some  measure,  by  resorting  to  the  depart- 
mental plan  of  work.  This  plan  is  usually  fe^lsible  in 
the  upper  grades  of  the  grammar  school,  but  less  so  in 
the  lower  grades  and  in  the  primary  schools.  '  If  there 
happens  to  l^e  a  teacher  already  in  the  school,  whose 
exceptional  ability  in  the  teaching  of  drawing  marks 
her  for  the  choice,  she  is  chosen  and  put  in  charge  of 
the  department  of  drawing.  If  there  happens  to  be 
no  such  teacher,  nor  any  one  able  to  qualify  herself  as 
such,  advantage  is  taken  of  the  next  vacancy  to  appoint 
a  graduate  of  the  Massachusetts  Normal  Art  School 
who  holds  the  Supervisor's  certificate  of  general  quali- 
fication for  grammar  school  service.  These  Normal 
Art  School  graduates  have  appeared  in  considerable 
numbers  of  late  years  at  the  supervisor's  examinations, 
and  those  of  them  who  have  been  appointed  have  there- 
upon been  assigned  by  the  masters  to  drawing  as  their 
department.  Many  of  the  older  teachers  declare  that 
they  are  quite  willing  that  their  classes  should  be  filled 
up  to  fift3^-six  (the  old  quota),  provided  their  school 
may  secure  thereby  a  specially  qualified  teacher  who 
will  relieve  them  of  the  teaching  of  drawing. 

Here  may  be  noted  another  way  in  which  the  Massa- 
chusetts Normal  Art  School  has  been  helpful  to  our 
teachers  —  or  to  some  of  them.  Our  schools  have  been 
open  to  the  art  students  of  that  school  as  places  for 
observation  and  practice.  The  advantages  of  this  ar- 
rangement do  not  all  accrue  to  the  students,  for  our 


SUPERINTENDENT'S    REPORT.  135 

teachers  are  aided  b}"  many  a  good  suggestion  coming 
from  the  students  in  giving  their  practice  lessons. 

In  the  Supplement,  pages  200-213,  may  be  found  a 
report  of  the  Director  of  Drawing,  giving  a  general 
view  of  the  work  of  his  department.  In  particular 
should  be  noted  his  bestowal  of  merited  praise  upon 
the  teachers  of  the  primarj'  and  grammar  schools ;  liis 
welcome  assurance  that  the  time  is  now  near  at  hand 
when  the  use  of  drawing  books  can  be  advantageously 
discontinued  ;  his  appreciation  of  the  work  done  in  the 
high  schools  by  specially  qualified  teachers ;  his  im- 
provements in  the  course  of  instruction  in  the  evening 
drawing  schools  and  the  consequent  improved  attend- 
ance ;  and  his  remarks  upon  the  present  and  prospec- 
tive needs  of  these  schools  in  the  matter  of  housing. 

MANUAL    TRAINING. 

The  term  manual  training,  as  currently  used  in  our 
school  administration,  has  acquired  two  distinct  mean- 
ings. In  a  broad  sense  it  includes  sewing,  cookery, 
woodworking,  cardboard  construction,  and  whatever 
else  of  a  similar  nature  may  be  used  in  schools  for  an 
educational  purpose.  In  a  narrower  sense  it  excludes 
sewing  and  cooker}^,  but  includes  all  the  rest.  For 
example,  the  Committee  on  Manual  Training  has  juris- 
diction over  all  the  subjects  above  named,  as  well  as 
over  the  Mechanic  Arts  High  School ;  but  the  Principal 
of  Manual  Trainino;  Schools  has  nothino;  to  do  with  the 
schools  of  cooker}',  nor  with  sewing,  nor  with  the  Me- 
chanic Arts  High  School.  There  is  a  still  broader  sense 
in  which  manual  training  includes  a  large  part  of  the 
exercises  in  the  kindergarten,  and  a  considerable  part 
of  the  work  done  in  the  better  sort  of  primarv  schools. 


136  APPENDIX. 

My  present  purpose  is  not  to  cover  the  whole  field  of 
manual  training,  but  merel}^  to  notice  briefly,  in  sep- 
arate paragraphs,  sewing,  cookery,  woodworking  and 
cardboard  construction  —  subjects  which  have  been 
well  developed  in  our  scliools  during  the  last  tw^enty 
years,  and  which  now  appear  to  hold  a  permanent 
place   tliere. 

SEWING. 

There  are  occasional  indications  in  the  old  records 
that  girls,  after  their  admission  to  the  public  schools 
in  1781),  were  permitted  to  spend  some  of  their  school 
time  on  needle-work.  Sewing  was  permitted  in  the 
primary  schools  at  an  early  period  in  their  history,  but 
how  much  it  was  practised  and  with  what  results  it  is 
now  impossible  to  learn.  In  the  earlier  part  of  the 
nineteenth  century  the  idea  doubtless  prevailed  that 
the  home  was  the  proper  place  in  which  to  learn  the 
domestic  arts,  and  that  the  mother  was  the  projDer 
teacher  of  them.  But  the  rapidly  changing  social  and 
economic  conditions  of  that  and  later  periods  had  the 
effect  of  filling  the  city  with  homes  in  which  the 
domestic  arts  were  either  unknown  or  neglected,  or 
even  despised. 

Sewing  was  "permitted"  by  the  School  Committee 
in  1853,  and  three  years  later  the  reports  say  that  it 
was  taught  in  all  the  schools  save  one.  But  not  much 
was  really  done  till  1869,  when  Mr.  Hardon,  in  the 
Shurtleff  School  "  took  a  start  that  meant  business," 
and  the  late  Mr.  Swan,  of  the  Winthrop  School, 
obtained  permission  to  extend  the  instruction  in  sewing 
to  all  the  grades  in  that  school.  The  example  of 
these   two    schools  was  soon   followed    by  others,  and 


SI  PEKINTENDENT'S    REPORT.  137 

public  interest  in  tins  new  phase  of  school  work  was 
thoroughly  awakened ;  insomuch  that  when  the  City 
Solicitor,  in  1875,  gave  his  opinion  that  it  was  illegal 
for  the  School  Committee  to  spend  money  for  instruc- 
tion in  sewing  public-spirited  women  came  forward 
and  paid  the  salaries  of  the  sewing  teachers  until  the 
Legislature,  in  1876,  passed  an  act  legalizing  that 
branch  of  instruction. 

Since  its  legalization  sewing  has  spread  to  all  tlie 
girls'  and  mixed  grammar  schools  and  is  taught  to  all 
girls  in  all  grades,  except  girls  who  are  in  the  cookery 
classes.  There  are  forty-two  special  teachers  of  sewing 
giving  instruction  in  forty-six  different  schools. 
Twenty-six  of  these  teachers  are  assigned  each  to  one 
school  only,  fifteen  divide  their  time  between  two 
schools  each,  and  one  divides  her  time  among 
three  schools.  There  are  numerous  and  inevitable 
inequalities  in  the  assignments  of  work,  Imt  since 
every  teacher  is  paid  according  to  the  number  of  classes 
she  teaches  there  is  no  waste  time  paid  for.  But  there 
is  a  waste  in  another  way.  Many  of  the  classes  in  the 
mixed  schools  are  too  small.  The  girls  in  two  rooms 
ought  to  be  put  together  so  as  to  form  one  full-sized 
sewing  class,  which  could  then  be  taught  in  half  the 
time  that  is  now  required  to  teach  them  in  separate 
rooms. 

In  still  another  way  there  is  waste  of  effort,  because 
many  of  the  teachers  spend  too  much  time  in  giving 
individual  instruction,  and  too  little  in  giving  class 
instruction.  On  this  important  matter  Miss  Carlisle, 
Supervisor,  says  in  her  report :  "  The  range  in  the 
value  of  the  methods  used  is  wide.  In  some  schools  a 
new    process    is   understandingly    taught    in    a    class 


138  APPENDIX. 

exercise.  The  new  stitch  is  clearly  apprehended  by 
the  mind  before  the  fingers  attempt  it.  Tliis  is  a  most 
commendable  plan.  ...  A  free  use  of  the  black- 
board as  a  means  of  illnstration  should  be  made  in  con- 
nection with  this  phase  of  the  work.  Oral  instruction 
in  the  form  of  questions  and  answers  should  almost 
invariably  accompany  the  attempt  to  present  an  under- 
standing of  anew  process."  .  .  .  "Oral  teaching 
should  be  given  only  to  that  degree  which  enlightens 
the  child  in  regard  to  what  she  is  to  undertake.  But 
when  so  limited  it  is  an  extremely  valuable  method  and 
contrasts  sharply  with  that  plan  of  procedure  which 
presents  practically  no  class  work,  and  must  therefore 
waste  much  time  in  individual  instruction.  Work 
with  individuals  is  very  important,  but  its  best  func- 
tion lies  in  the  correction  of  individual  errors  in  sewing." 

On  the  matter  of  "  practice  pieces  "  as  against  "  fin- 
shed  articles  of  use,"  Miss  Carlisle  says :  "  Interest 
in  a  concrete  stimulates  the  child.  Her  endeavors 
are  naturally  more  serious  and  industrious  when 
they  are  applied  to  a  doll's  garment  or  an  iron- 
holder  for  her  mother  than  when  she  is  trying  to  stitcli 
for  the  stitch's  sake.  The  available  always  appeals  to 
a  child.  In  early  years  her  passion  for  possession  is 
strong.  To  these  characteristics  add  her  desire  to  serve 
some  one,  and  the  disadvantage  of  long  continuance  on 
the  '  practice  piece  '  is  understood.  It  is  believed,  then, 
that  it  is  important  to  apply  the  needle  to  definite  arti- 
cles, and  to  garments,  and  to  minimize  the  function  of 
mere  practice  work." 

And  the  following  on  the  function  of  exhibitions  is 
suggestive :  "  Results  were  creditable  and    often    indi- 
cated   the    teacher's    enterprise,  ingenuity,    and    origi 
nalit^^     These  exhibits  offer  an  educative  opportunity 


SUPERINTENDENT'S    REPORT.  139 

in  not  a  few  districts.  The  suitability  of  materials  can 
be  objectified.  Broad,  coarse  laces  on  garments  requir- 
ing frequent  laundering  are  more  popular  than  suitable. 
Children's  selections  and  purchases  should  illustrate  an 
economical  and  prudent  taste.  The  exhibitions,  again, 
gaA-e  opportunity  to  distinguish  between  a  really  well 
made  and  pretty  garment  and  one  that  had  its  defects 
of  quick  and  careless  making,  covered  by  large  bows  of 
poor  ribbon.  Other  services  of  the  exhibition  might 
be  pointed  out,  but  it  is  always  to  be  remembered  as  an 
opportunity  to  educate  children  to  an  appreciation  of 
really  faithful  and  conscientious  w^ork  upon  durable, 
suitable,  and  pleasing  articles." 

Attention  is  called  also  to  the  importance  of  care- 
fully considering  the  value  of  "  dress  draughting  "  in 
the  ninth  grade.  ''  Not  a  few  of  our  well-equipped 
teachers,"  says  Miss  Carlisle,  ''question  its  value,  and 
are  inclined  to  recommend  its  abolition.  The  chief 
arguments  presented  against  it  are  its  defective  results, 
time  consumption,  and  lack  of  practical  value." 

COOKERY. 

The  first  schools  of  cookery  were  opened  in  October, 
1885,  one  in  the  Tenn^'son-street  school-house  (since  re- 
moved to  the  Winthrop  School-house),  and  another  at  39 
North  Bennet  street  (since  removed  to  the  Hancock 
School-house).  The  city  assumed  the  expenses  of  these 
schools  from  September,  1886.  Up  to  that  time  the 
schools  had  been  supported  by  private  enterprise. 
There  are  now  twenty-eight  schools  of  cookery.  Most 
of  them  are  placed  in  grammar  school  buildings,  a  few 
in  primary  school  buildings,  and  a  few  in  rented  rooms. 
Each  cookery -room  is  used  by  the  girls  of  the  grammar 
schools  in  its  immediate  vicinity. 


140 


APPENDIX. 


It  now  appears  to  be  the  settled  policy  to  provide  a 
cookerj^-room  in  every  new  grannnar  school-bouse 
designed  for  the  accommodation  of  girls  or  that  of  girls 
and  boys ;  also  to  fit  up  cookery-rooms  in  the  older 
buildings  whenever  suitable  opportunities  occur;  so 
that,  finall3^,  no  class  in  cookery  shall  be  obliged  to 
travel  far  for  instruction.  At  present  there  are  twenty- 
eight  cookery-rooms  for  forty-six  grammar  schools. 
The  distribution  of  these  rooms  is  uneven,  as  may  be 
seen  from  the  following  tabular  statement,  showing  the 
number  and  kind  (girls'  or  mixed),  of  grammar  schools 
to  be  accommodated  in  each  division  and  the  number 
of  cookery-rooms  provided  for  them  : 


Divisions. 

Grammar  Schools. 

Cooker V 
Rooms. 

First,  East  Boston 

4  mixed. 

,^ 

Second,  Charlestown 

.5  mixed. 

;, 

Third,  North  and  West  Ends 

3  girls'. 

31 

Fourth,  Central  City 

(            2  mixed,             ) 
(            1  girls',               ) 

32 

Fifth,  South  End 

3  girls'. 

2 

Sixth,  Soutli  Boston 

(            3  girls',               ^ 
(            1  mixed,            ) 

1 

(           7  mixed,             j 

Seventh,   Roxbnry ]                                     [ 

(            1  girls',              ) 

3 

Eighth,  Brighton  and  West  Roxbnry 

(           6  mixed,             J 
1           1  girls',              i 

6 

Ninth,  Dorchester 

9  niixeil. 

6 

1  Two  of  these  rooms  are  in  the  Bowdoin  and  one  in  the  Hancock.    The  Wells 

has  none. 

=  One  of  these  Is  in  the  Horace  iMann  School  for  the   Deaf,  where  both  boys  and 
girls  are  taught  cookery. 


SUPERINTENDENT'S    REPORT.  141 

There  is  also  a  striking  irregularity  in  the  assign- 
ment of  instruction  in  cookery  to  the  different  o;rades 
in  the  different  grammar  schools.  The  Board  of  Super- 
visors made  a  recommendation,  which  was  approved 
b}'  the  Committee  on  Manual  Training,  that  instruc- 
tion in  cookery  should  extend  through  two  consecu- 
tive years  only,  and  should  be  given  either  to  the 
seventh  and  eighth  or  to  the  eighth  and  ninth  grades  — 
preferably  to  the  former.  Of  the  forty-six  grammar 
schools  sending  girls  to  the  cookery  rooms,  twenty- 
four  send  from  the  seventh  and  eio-hth  o;rades  onlv, 
and  two  from  the  eighth  and  ninth  grades,  only,  thus 
following  the  recommendation.  Ten  schools  send  from 
the  eighth  grade  only,  thus  limiting  the  instruction  to 
one  3^ear;  four  of  these  schools  being  in  South  Bos- 
ton and  four  in  Roxbury,  where,  as  above  pointed  out, 
the  number  of  cookery  rooms  is  insufficient.  Then 
there  are  two  schools  sending  from  the  seventh, 
eighth,  and  ninth  grades ;  one  sending  from  the  sixth, 
seventh,  and  eighth  grades ;  one  sending  from  the 
seventh  and  eighth  grades,  and  from  the  ungraded 
class  ;  one  sending  from  the  eighth  and  ninth  grades, 
and  from  the  ungraded  class ;  two  sending  from  the 
sixth,  seventh,  and  eighth  grades  and  from  the  un- 
graded class;  one  sending  from  the  seventh,  eighth, 
and  ninth  grades,  and  from  the  ungraded  class ;  and 
one  sending  from  the  sixth,  seventh,  eighth,  and 
ninth  grades,  and  from  the  ungraded  class.  The 
Horace  Mann  School  for  the  Deaf  mav  be  rei^arded  in 
this  connection  as  sending  ungraded  pupils  only. 

There  is  a  reasonable  doubt  as  to  whether  the 
instruction  in  cookery  can  be  given  profitably  to 
children  as  young   as  those  in  the  sixth  grade.     It  is 


142  APPENDIX. 

also  doubtful  if  there  be  substance  enougli  in  the 
cookery  instruction  suitable  for  grammar  grades  to 
justify  its  being  spread  over  more  than  two  years.  If, 
therefore,  the  sending  of  three  or  four  grades  to  take 
this  instruction  means  that  the  course  of  instruction 
is  extended  through  three  or  four  years,  the  practice 
ought  to  be  discouraged.  There  is  no  doubt  but  that 
the  girls  in  ungraded  classes  should  be  given  instruc- 
tion in  cookery  if  they  can  profit  by  it ;  and  the  re- 
ports concerning  these  classes  have  thus  far  shown 
that  they  do  profit  by  it  decidedly. 

The  total  number  of  pupils  receiving  instruction  in 
cookery  is  5,690.  Of  these,  218  belong  to  the  ninth 
grade,  2,546  to  the  eighth,  2,351  to  the  seventh,  250 
to  the  sixth,  and  325  to  the  ungraded  classes. 

The  informaton  above  given  is  gathered  from  a  re- 
port recently  made  to  me  b}'  Miss  Ellen  L.  Duff,  Prin- 
cipal of  the  Schools  of  Cookery,  who,  after  two  years  of 
excellent  service,  has  just  resigned  her  position.  Her 
report,  excepting  the  part  already  used  above,  ap2)ears 
in  the  Supplement,  pages  214-226. 

WOODWORKING    AND    CARDBOARD    CONSTRUCTION. 

Some  years  ago,  when  various  branches  of  manual 
training  were  proposed  for  admission  to  the  Course  of 
Study,  and  when  no  one  of  them,  except  sewing,  had 
grown  so  far  out  of  the  experimental  stage  as  to  be 
a  safe  subject  to  be  required  of  all  or  even  of  many 
schools,  the  Course  of  Study  was  opened  for  the  present 
and  future  admission  of  any  or  all  such  branches  by 
arbitrarily  setting  aside  two  hours  a  week  in  every 
grade  for  whatever  work  any  school  might  undertake 
in  the   name   of   manual    training.       "  Condemned    to 


SUPERINTENDENT'S    REPORT.  143 

experiments,"  was  the  phrase  used  to  describe  this 
part  of  the  school  time ;  and  it  indicated  a  truce 
between  the  advocates  and  the  opponents  of  the  new 
branches,  whereby  the  former  received  a  definite  con- 
cession of  school  time  and  the  latter  were  secured 
against  further  encroachment.  And  so  there  has  been 
peace  ever  since.  One  party  has  been  permitted  to 
carry  on  experiments,  and  the  other  has  felt  bound  in 
fairness  to  await  the  results. 

The  manual  training  time  was  already  occupied  for 
the  girls  in  the  lower  grammar  grades  with  sewing,  and 
in  the  ninth  grade  of  some  schools  with  dress-draught- 
ing and  fitting.  Then  came  cookery  for  the  girls  in 
the  seventh  and  eighth  grades  or  in  the  eighth  and 
ninth  grades  (where  dress-draughting  was  not  taught). 
Thus  the  time  of  the  girls  was  filled.  But  the  time  of 
the  boys  was  not  so  easily  filled.  Woodworking  was 
first  introduced  in  1884.  A  room  in  the  basement  of 
the  Latin  School  building  was  fitted  up  and  provided 
with  benches  and  tools.  Mr.  George  Smith,  who  had 
been  a  teacher  of  carpentry  in  the  School  of  Mechanic 
Arts,  a  department  of  the  Massachusetts  Institute  of 
Technology,  was  engaged  to  teach  the  same  subject 
to  classes  of  boys  coming  from  ten  neighboring  gram- 
mar schools.  This  experiment  was  carried  on  for 
eight  years,  and  was  then  discontinued  to  make  way 
for  a  larger  enterprise  on  a  somewhat  different  plan  of 
work.  Whatever  may  be  thought  of  the  results  of  this 
first  experiment,  when  judged  in  the  light  of  later 
experience,  it  is  but  fair  to  recognize  its  great  value  as 
a  piece  of  pioneer  work.  It  attracted  widespread 
attention,  and  demonstrated  the  practicability  of  mak- 
ing woodworking  an  effective  part  of  school  work.     It 


144  APPENDIX. 

contributed  some  elements  of  permanent  value  to  the 
present  system  of  instruction,  and  it  led  us  into  some 
errors  which  have  since  been  avoided.  Meanwhile 
another  enterprise  of  similar  character,  but  under 
private  management,  was  started  at  the  North  Bennet- 
street  Industrial  School.  This  was  another  piece  of 
good  pioneer  work,  from  which  A'aluable  lessons  were 
learned. 

In  1892  the  Committee  on  Manual  Training,  taking 
advantage  of  the  results  of  eight  years  of  experiments, 
formed  a  comprehensive  plan  for  giving  instruction  in 
woodworking  to  boys  in  the  three  upper  grades  of  all 
the  grammar  schools  in  the  city.  Of  course  this  plan 
could  not  be  carried  into  execution  all  at  once ;  but 
there  has  been  a  steady  progress  towards  its  complete 
execution  during  the  last  eleven  years,  until  now  prac- 
tically all  the  boys  in  the  three  upj^er  grammar  grades 
get  at  least  one  yea.T  of  woodworking,  and  manj-  of  them 
get  two  years.  There  are  now  thirty-five  woodworking 
rooms  and  thirty-two  teachers,  giving  instruction  to 
about  7,000  boys.  The  Principal  of  Manual  Training 
Schools,  Mr.  Leavitt,  has  expressed  the  opinion,  in  which 
I  concur,  that  the  time  has  come  for  making  the  course 
in  woodworking  two  years  in  length,  and  required  of 
all  boys  in  the  seventh  and  eighth  or  eighth  and  ninth 
grades.  I  should  prefer,  however,  not  to  require  this 
work  universally  in  the  seventh  grade,  for  in  this  grade 
are  found  many  boys  neither  big  enough  nor  strong 
enough  to  work  with  good  effect  at  the  bench. 

The  course  of  study  in  woodworking  has  gradually 
underg!;one  changres  for  the  better.  There  is  now  less 
disposition  to  adhere  closely  to  a  fixed  "  system,"  copy- 
ing a  prescribed  series  of  models :  but  •'  optional "  or 


SUPERINTENDENT'S   REPORT.  145 

"  extra  "  models  are  freely  introduced,  and  many  of  the 
boys  are  encouraged  to  execute  individual  projects  of 
their  own.  Also  the  correlation  of  the  woodwork  with 
the  drawing  has  been  more  and  more  definitely  brought 
out. 

Cardboard  Construction  has  nearly  filled  the  gap  for 
the  boys  in  the  three  lower  grammar  grades.  This 
subject  is  now  taught  in  thirty-four  out  of  forty-five 
(boys'  and  mixed)  grammar  schools.  In  mixed  schools 
the  regular  teacher  teaches  this  subject  to  the  boys 
while  the  girls  of  her  class  attend  the  sewing  teacher. 
In  boys'  schools  the  task  is  harder,  for  the  teacher  must 
deal  with  the  whole  instead  of  half  of  the  class.  Alto- 
gether 250  regular  teachers  have  qualified  themselves 
in  greater  or  less  measure  to  teach  cardboard  construc- 
tion. The  work  done  in  this  subject  is  well  represented 
in  the  book  "  Cardboard  Construction  "  by  J.  H.  Trybom. 
This  book  is  in  fact  the  outcome  of  experiments  carried 
on  in  the  Horace  Mann  School  for  the  Deaf  and  in  the 
Prince  School,  by  the  author  and  by  Misses  Ellen  F.  G. 
O'Connor  and  Abbie  E.  Wilson  of  the  last-named 
school. 

It  will  be  noted  that  boys  of  the  sixth  grade  are  still 
unprovided  with  any  form  of  manual  training.  Some- 
thing suitable  for  this  grade,  and  also  suitable  for  those 
boys  in  the  seventh  grade  for  whom  bench-work  is 
unsuitable,  is  now  the  o;reatest  need  remainincr  to  be 
supplied. 


O' 


PHYSICAL    TRAINING    AND    SCHOOL    HYGIENE. 

The  history  of  physical  training  in  city  schools  is 
a  long  one,  covering  more  than  two  generations  and 
recording  many  an  unsuccessful  attempt  to  counteract 


146  APPENDIX. 

by  means  of  muscular  exercises  the  deleterious  effects 
of  confinement  in  school  rooms.  The  records  and  pub- 
lished documents  of  the  School  Committee  show  how 
the  subject  has  been  dealt  with  in  this  city.  Of  special 
historical  interest  are  two  reports  written  in  1891  and 
in  1894  by  Dr.  Edward  M.  Hartwell,  Director  of  Physi- 
cal Training  at  that  time.  The  first  report  brings  to- 
gether all  the  information  the  School  Committee's  records 
afford,  from  the  beginning  down  to  the  introduction  of 
the  Ling  or  Swedish  system  of  educational  gymnastics 
into  all  the  public  schools  of  Boston,  by  a  vote  passed  June 
24,  1890.  The  second  amongst  other  things  sets  forth 
the  important  ends  to  be  gained  by  systematic  attention 
to  physical  training  in  the  schools  and  demonstrates  by 
startling  statistics  the  extent  to  which  the  vitality  of 
school  children  is  impaired  by  the  influences  of  city 
life  in  general  and  of  school  life  in  particular. 

This  latter  report  brought  its  author  to  a  considera- 
tion of  the  sanitary  conditions  of  school  life ;  among 
which  that  of  the  seating  of  pupils  in  proper  chairs  at 
proper  desks  appeared  to  demand  an  immediate  and 
radical  course  of  action.  Public  attention  had  already 
been  fastened  upon  the  subject  by  the  publication  of 
Dr.  Charles  L.  Scudder's  Special  Report  to  the  School 
Committee  on  the  "  Seating  of  Pupils  in  the  Public 
Schools,"  School  Document  No.  9,  1892.  Dr.  Hart- 
well  followed  up  the  matter  by  an  elaborate  report 
which  was  printed  in  the  supplement  to  the  Superin- 
tendent's Report,  School  Document  No.  4,  1895.  This 
report  subjects  the  problem  of  a  proper  seating  of  jDupils 
to  a  rigid  scientific  analysis,  and  states  the  results  in 
terms  of  practical  application,  so  that  the  manufacture 
of   adjustable    school    furniture    on    correct   principles 


SUPERINTENDENT'S    REPORT.  147 

became  for  the  first  time  universally  possible.  The 
policy  of  supplying  none  but  adjustable  furniture  was 
adopted  by  the  School  Committee  some  years  ago,  and 
is  now  continued  by  the  School-house  Commission.  All 
new  buildings  will  be,  and  all  recent  buildings  have 
been,  supplied  with  adjustable  chairs.  The  replacement 
of  old  furniture  by  new  in  the  older  buildings  is  going 
on  as  fast  as  can  be  with  due  regard  to  economy. 

That  the  two  matters  of  Physical  Training  and  School 
Hygiene  have  been  closely  associated  in  administration 
for  some  years  past  is  due  rather  to  accident  than  to 
design.  At  first,  in  1885,  Dr.  John  B.  Moran  was 
appointed  to  take  charge  of  School  Hygiene,  and  he 
devoted  his  attention  exclusively  to  matters  coming 
under  that  head  —  ventilation,  lighting,  heating,  sani- 
taries  in  school-houses,  and  personal  hygiene  among  the 
pupils.  Then  came  Dr.  Hartwell,  in  1890,  appointed 
Director  of  Physical  Training,  with  duties  having  no 
reference  to  School  Hygiene,  but  nevertheless  interested 
in  that  subject  and  finding  abundant  opportunities  to 
turn  that  interest  to  practical  account  for  the  good  of 
the  schools,  as  his  reports  above  cited  well  show.  The 
present  director,  Dr.  James  B.  Fitzgerald,  although  by 
official  title  concerned  with  Physical  Training  only,  has 
nevertheless  done  much  work  in  School  Hygiene,  the 
importance  of  which  should  not  be  overlooked.  The 
committee  under  whom  all  these  officials  have  served 
still  bears  the  title  of  Committee  on  Hygiene  and  Physi- 
cal Training. 

For  information  concerning  what  is  being  done  and 
what  has  recently  been  done  both  in  Physical  Training 
and  in  School  Hygiene,  the  reader  is  referred  to  two 
reports,  printed  in  the  Supplement,  pages  227-238,  which 


148  APPENDIX. 

were  written  by  Dr.  Fitzgerald.  One  of  these,  dated, 
June  2,  1902,  covers  the  year  ending  on  that  date  ;  and 
the  other  prepared  by  my  request  covers  the  four  years 
during  whicli  Dr.  Fitzgerald  has  held  the  office  of 
Director  of  Physical  Training.  Although  it  causes  some 
repetition  to  print  both  reports  it  has  seemed  best  to  do 
so,  for  there  is  interesting  matter  in  each  not  found  in 
the  other. 

MILITARY   DEILL. 

In  the  year  1863,  under  the  influences  of  the  Civil 
War,  the  School  Committee  became  convinced  of  the 
importance  of  preparing  boys,  so  far  as  they  could  be  pre- 
pared in  schools,  for  the  duty  of  bearing  arms  in  defence 
of  their  country.  An  instructor  of  military  drill, 
Colonel  Hobart  Moore,  was  engaged  in  December  of 
that  year  to  teach  in  the  Latin,  English  High,  and  cer- 
tain grammar  schools.  The  experiment  was  soon 
abandoned  in  the  grammar  schools ;  but  in  the  Latin 
and  in  the  English  High  the  military  drill  has  had  a 
permanent  place  ever  since,  and  in  all  the  high  schools 
that  have  come  into  the  city  through  annexation  mili- 
tary drill  has  been  given  a  place.  The  motive  which 
led  to  the  introduction  of  military  drill  originall}'  may 
have  lost  some  of  its  force  in  people's  minds  of  late  years, 
and  more  attention  may  have  been  drawn  to  certain 
defects  of  it  as  a  form  of  physical  exercise,  but  there  is 
no  doubt  about  the  intensity  of  the  interest  which  the 
boys  take  in  the  drill.  Attempts  to  abolish  it  would 
probably  fail,  and  in  my  judgment  ought  to  fail,  for 
the  reasons  which  led  to  its  adoption  as  a  school  exer- 
cise originally  still  exist,  and  it  has  no  defects  which 
are   not  easily  remediable  through    certain    additional 


SUPERINTENDENT'S   REPORT.  149 

gymnastic   exercises  —  the  so-called  setting-up  drill  — 
or  through  improvements  in  the  manual  of  arms. 

In  a  recent  report  the  Instructor  of  Military  Drill 
says : 

When  the  boys  were  allowed  to  receive  "points"  for  military  drill  the 
department  was  raised  to  the  same  standing  as  any  other  high  school 
study.  This  change,  together  with  the  method  of  selecting  officers, 
immediately  caused  not  only  greater  interest  in  the  drill  on  the  part  of 
the  boys  but  a  great  reduction  in  the  number  of  boys  "excused  from 
drill." '  The  result  has  been  that  military  drill  is  to-day  in  a  condition  of 
excellence  which  reflects  credit  on  the  pupils  and  reacts  for  the  benefit 
of  the  schools  in  producing  better  scholarship  and  better  general  disci- 
pline. 

The  interest  manifested  by  the  boys  in  maintaining  an  excellent 
military  discipline  and  their  careful  attention  to  the  details  of  military 
duty  promise  well  for  the  future  prospects  of  this  department  of  school 
work  ;  and  in  general  I  feel  so  well  satisfied  with  the  present  conditions 
that  I  have  no  suggestions  for  any  change  Avhatever. 

EVENING    LECTURES. 

Supervisor  Parker  has  been  specially  charged  with 
the  duty  of  arranging  courses  of  evening  lectures  under 
the  authority  of  the  Committee  on  Evening  Schools, 
and  he  has  devoted  to  this  work  much  time  and 
thought  which  have  brought  forth  a  splendid  result. 
His  report  upon  the  matter  is  as  follows : 

Lectures  in  the  evening  schools  at  irregular  intervals  have  been  given 
for  many  years ;  but  no  general,  systematic  plan  to  reach  all  the  schools 
had  been  made  until  the  season  1901-02,  when  forty  lectures  were  given 
in  the  elementary  and  high  evening  schools.  The  subjects  chosen 
were  mostly  geographical,  many  being  travels  illustrated  by  the 
stereopticon.  A  few  lectures  were  on  personal  experiences  in  the  Civil 
War.  The  speakers  were  masters  and  sub-masters  in  the  schools. 
The  audiences  were  principally  pupils  in  the  evening  schools.  In  a 
few  instances  the  general  public  was  allowed  to  attend.  The  course  as 
a  whole  was  a  great  success.  The  pupils  were  much  intereted,  and  in 
many  schools  the  subject-matter  of  the  lecture  was  used  for  the 
material  of  language  work  the  following  evening.  The  principals  wrgte 
some  very  strong  recommendations  of  the  work,  and  all  expressed  a 
desire  to  have  it  continued.     .     ,     . 


150  APPENDIX. 

During  the  present  season,  1902-03,  the  Committee  on  Evening  Schools 
decided  not  to  give  any  lectures  to  the  pupils  of  the  schools,  but  to  con- 
fine the  TP^ork  to  lectures  to  the  people  after  the  manner  of  Kevr  York, 
Philadalphia,  and  other  cities.  Two  courses  of  lectures  have  been  given 
this  season.  The  first  course  during  November  and  December  consisted 
of  twenty-four  lectures  at  four  centres,  six  lectures  at  each  centre.  The 
following  were  the  speakers  and  the  subjects: 

Michael  J.  Dwyer,  "The  Poems  and  Songs  of  Thomas  Moore." 

Peter  MacQueen,  "  The  Philippines,  Past  and  Future." 

George  W.  Bicknell,  "Down  in  Dixie.'' 

Arthur  K.  Peck,  "The  Yellowstone  National  Park." 

Bernard  W.  Sheridan,  "  Evangeline." 

John  C.  Bowker,  "  Imperial  India." 

The  second  course  during  March  and  April  consisted  of  thirty-two 
lectures  at  eight  centres,  four  lectures  being  given  at  each  centre.  The 
following  were  the  speakers  and  the  subjects: 

SECOND   COUKSE,    MARCH,    1903. 

Charles  E.  Fay,  "Mountaineering  in  a  New  Switzerland." 

W.  Hinton  White,  "  Australia  Past  and  Future." 

Carrie  M.  Kingman,  "  A  Trip  to  Brazil." 

Michael  J.  Dwyer,  "  The  Poems  and  Songs  of  Thomas  Moore." 
"  "  The  Poems  and  Songs  of  Robert  Burns." 

John  Wilder  Fairbanks,   "  The  Land  of  the  Nightless  Day," 

George  W.  Bicknell,  "Flashes  of  Light  on  Yankee  Land." 

Peter  MacQueen,  "The  Philippines,  Past  and  Future." 
"  "Scotland  and  Robert  Burns." 

"  "  Panama  and  Venezuela." 

John  C.  Bowker,  "Imperial  India." 

Bernard  M.  Sheridan,  "  Evangeline." 

Homer  B,  Sprague,  "  Oliver  Goldsmith's  Foundations." 
"  "Shakespeare's  Cradle  and  School." 

Alice  Gray  Teele,  "  Ireland  and  her  People." 

William  H.  Niles,  "Personal  Reminiscences  of  the  Peaks  and  Passes 
of  the  Alps." 

Minna  Elliot  Tenney,  "  A  Summer  in  Norway." 

Charles  Mason  Fuller,  "  The  West  Indies  Islands." 

Arthur  K.  Peck,  "  The  Yellowstone  National  Park." 

The  attendance  on  the  lectures  far  exceeded  our  most  sanguine 
expectations.  The  record  far  surpasses  that  of  any  other  city.  The  first 
course  of  24  lectures  was  attended  by  16,495  persons,  with  an  average 
attendance  of  687,  the  smallest  being  218  and  the  largest  1,215.  Many 
persons  were  turned  away  for  want  of  room.  The  second  course  of  32 
leyctures  was  attended  by  23,578  persons  with  an  average  attendance  of 
736.  The  bills  are  not  all  in  yet,  but  the  total  expense  will  be  about  two 
thousand  dollars.     In  New  York  the  first  year  186  lectures  were  given 


SUPERINTENDENT'S    REPORT.  ]51 

to  an  audience  of  22,149  persons,  with  an  average  attendance  of  115,  at 
six  centres,  and  at  a  cost  of  115,000.  In  Boston  56  lectures  were  given 
to  an  audience  of  40,073  persons,  with  an  average  attendance  of  715,  at 
a  cost  of  $2,000. 

EXTENDED    USE    OF    SCHOOL-HOUSES. 

Within  a  year  past  there  have  been  made  three  inter- 
esting experiments,  which  show  some  of  the  ways  in 
which  school-houses  may  be  used  for  the  pleasure  and 
profit  of  the  people  of  a  neighborhood.  Educational 
Centres,  as  they  have  been  called,  were  started  in  Rox- 
bury,  April  14,  1902,  at  the  Lowell  School;  in  the 
North  End,  May  7,  1902,  at  the  Hancock  School ;  and 
in  South  Boston,  January  5,  1903,  at  the  Bigelow 
School.  The  first  was  placed  under  the  care  of  Mr. 
Edward  P.  Sherburne,  master  of  the  Lowell  School; 
the  second  under  Mr.  Lewis  H.  Button,  master  of  the 
Hancock  School ;  and  the  third  under  Mr.  Michael  E. 
Fitzgerald,  sub-master  of  the  Lawrence  School.  From 
reports  made  to  me  by  these  gentlemen  I  have  gathered 
some  suggestive  facts  which  show  what  draws  people 
to  a  school-house. 

Classes  have  been  formed  in  cookery,  sewing,  dress- 
making, millinery,  embroidery,  basket-making,  wood- 
working, singing,  and  gymnastics ;  and  these  have  been 
attended  by  adults  chiefly,  and  by  youth  beyond  the 
school  age.  These  classes  have  nearly  all  been  success- 
ful, the  enthusiasm  being  well  sustained  to  the  end. 
The  ordinary  school  subjects,  which  are  taught  in  the 
elementary  evening  schools,  were  not  given  much  atten- 
tion at  the  Educational  Centres.  In  South  Boston  and 
in  Roxbury  there  was  little  need  of  this,  because  there 
were  evening  schools  already  open  in  the  immediate 
neighborhood,  which  were  doing  good  work  that  ought 


152  APPENDIX. 

not  to  be  disturbed.  At  the  Hancock  we  find  liowever 
more  of  tlie  academic  work  added  to  the  industrial 
teaching.  There  was  a  Sliakespeare  class  composed  of 
girls  graduated  from  the  Hancock  School ;  also  a  class 
of  beginners  in  French,  a  class  in  civil  government,  and 
a  class  in  bookkeeping  were  carried  on. 

Besides  the  industrial  and  the  academic  features  in 
the  work  of  the  Educational  Centres  there  were  others 
of  a  more  social  kind.  The  singing  classes  open  to 
men  as  well  as  to  women  were  of  this  kind.  Then 
there  were  concerts,  lectures,  dancing,  and  quiet  games 
provided  for  the  entertainment  of  all  the  classes.  The 
older  boys  and  girls  in  the  day  schools  were  invited  to 
come  to  the  school-house  evenings  to  study  their  "  home 
lessons."  They  came  in  considerable  numbers,  and 
after  studying  their  lessons  for  an  hour  spent  another 
hour  playing  dominoes,  checkers,  and  other  quiet  games. 

Such,  in  brief,  are  the  suggestions  of  a  single  year's 
experimentation  with  Educational  Centres.  They  show 
that  the  social  life  of  a  neighborhood  can  be  reached  by 
the  school  in  many  ways  not  heretofore  undertaken  by 
the  teachers  or  by  the  school  authorities;  and  they 
may  serve  to  establish  a  belief  that  the  public  good  will 
be  furthered  by  making  each  school  so  far  as  possible  a 
social  centre  for  its  vicinity.  Here  is  a  work  which,  in 
my  belief,  should  be  taken  up  by  every  school  principal 
and  staff  of  assistant  teachers  in  the  city.  There  are 
doubtless  many  of  those  quite  able  to  take  the  initia- 
tive, if  only  suitable  encouragement  be  given.  Indeed, 
it  would  be  enough,  in  some  instances,  to  remove  the 
discouraging  restrictions  which  liaA^e  hitherto  existed; 
as,  for  example,  the  rule  which  makes  it  impossible  to 
get  up  a  subscription  entertainment  for  the  benefit  of 


SUPERINTENDENT'S   REPORT.  153 

the  school,  if  the  pupils  are  to  take  any  part  in  the 
effort  to  raise  the  necessary  money. 

In  an  address  recently  made  by  me  to  the  masters  of 
•the  Boston  Schools,  the  following  was  said :  We  shall 
do  well,  I  think,  to  consider  seriously  the  significance 
of  the  recent  movement  represented  by  the  so-called 
Educational  Centre.  There  are  those  who  appear  to 
think  it  a  passing  fad.  But  it  will  hardly  be  wise  thus 
lightly  to  dismiss  the  matter.  The  Educational  Centre 
doubtless  has  been  called  into  existence  by  causes  that 
we  may  recognize  among  the  social  conditions  that 
prevail  in  most  of  the  neighborhoods  in  the  city.  That 
there  may  be  a  "more  extended  use  "  of  our  fine  public 
school-houses  is  hardly  an  adequate  statement  of  the 
purpose  of  the  Educational  Centre.  To  use  a  building 
merely  for  the  sake  of  using  it  is  not  in  itself  a 
laudable  thing  to  do.  There  is  a  larger  and  higher 
purpose.  No  one  can  doubt  this  who  has  seen  the 
assemblies  of  youth  and  adults  at  the  Lowell  Educa- 
tional Centre,  at  the  Hancock,  and  latterly  at  the 
Bigelow  in  South  Boston,  at  which  last  place  more 
than  three  thousand  persons  have  been  registered 
within  the  last  four  weeks. 

This  purpose  is  primarily  a  social  one.  It  touches 
in  a  large  way  the  social  life  of  the  neighborhood, 
which  it  refines  and  elevates  through  the  useful  and 
pleasant  occupations  it  affords  for  a  large  number  of 
persons.  But  the  purpose  is  also  educational,  both 
directly  for  the  benefit  of  the  persons  who  come  in  for 
instruction,  and  indirectly  for  all  the  schools  by  enhanc- 
ing in  the  minds  of  the  people  their  sense  of  the  value 
of  things  educational.  There  can  be  no  doubt  when 
the  boys  and  girls  in  the  day  schools  see  their  elder 


154  APPENDIX. 

brothers  and  sisters,  and  even  their  fathers  and  mothers, 
going  to  school  in  the  evening  that  they  will  them- 
selves feel  an  increased  respect  for  their  own  school 
work.  The  influence  of  a  well-managed  Educational 
Centre  ought  to  be,  and  doubtless  will  be,  manifested  by 
a  general  uplift  in  all  the  other  schools  of  the  neighl)or- 
hood,  and  by  a  higher  intellectual  and  moral  life  in  the 
community. 

PLAYGROUNDS    IN    SUMMEE. 

For  a  number  of  years  the  school-house  yards  in 
certain  districts  have  been  opened  in  summer  for 
children  to  enjoy  in  safety  various  pastimes  and 
pleasant  forms  of  instruction  under  the  direction  of 
the  Massachusetts  Emergency  and  Hygiene  Associ- 
ation. Until  1899  the  expenses  of  this  enterprise  were 
met  by  private  subscription ;  but  in  that  year,  at  the 
suggestion  of  Hon.  Josiah  Quincy,  then  Mayor,  the 
School  Committee  made  an  appropriation  of  f  3,000  in 
aid  of  the  enterprise,  and  in  the  following  year  an 
equal  sum  was  appropriated  for  the  same  purpose. 

The  direction  of  the  playgrounds  is  now  in  the 
hands  of  the  School  Committee,  and  it  is  connected 
with  that  of  the  vacation  schools.  Last  summer  there 
were  five  playgrounds  opened  in  different  parts  of  the 
city,  and  they  were  w^ell  attended.  The  largest  attend- 
ance was  2,232,  and  the  average  attendance  1,084. 
Others  were  opened  at  private  expense,  notably  one  in 
the  Hancock  School  yard,  which  suggested  some  new 
ways  of  making  the  playgrounds  beneficial. 

VACATION    SCHOOLS. 

In  March,  1900,  the  Board  of  Supervisors  recom- 
mended "  that  a  small  number  of  vacation  schools  be 


SUPERINTENDENT'S   REPORT.  155 

established  for  the  purpose  of  determinmg  to  what 
extent  the  necessity  for  them  exists  and  how  they  may 
be  made  most  usefuh"  This  recommendation  was 
adopted,  and  an  appropriation  of  $3,000  was  voted  for 
the  first  summer's  experiment.  Three  schools  were 
opened,  in  the  Bowdoin,  Dearborn,  and  Lyman  Dis- 
tricts. The  second  summer  four  schools  were  opened, 
and  were  carried  on  at  an  expense  of  about  $4,000. 
Last  summer  there  were  seven  vacation  schools,  which, 
with  the  five  playgrounds  above-mentioned,  cost  nearly 
$11,000.  The  largest  whole  number  attending  the 
seven  vacation  schools  was  7,652,  and  the  average 
attendance  was  3,019. 

This  coming  summer,  owing  to  the  financial  situ- 
ation, it  will  not  be  possible  to  extend  the  vacation 
schools  to  other  districts  or  to  increase  the  cost  of 
instruction  in  the  schools  already  established  beyond 
the  standard  set  for  last  summer.  This  check  to  the 
expansion  of  vacation  schools,  if  it  be  only  temporary, 
may  be  beneficial,  for  it  will  give  an  opportunity  to 
concentrate  more  effort  on  the  perfecting  of  the  experi- 
ments now  in  progress  when  none  is  required  to  start 
new  ones.  We  must  bear  in  mind  that  this  whole 
matter  is  in  the  experimental  stage.  What  may 
ultimately  come  out  of  it  no  one  can  tell.  It  may  be 
better  in  the  end  if  we  are  obliged  to  go  somewhat 
slowly  now. 

The  above  notices  of  playgrounds  and  vacation 
schools  are  but  brief,  for  the  reason  that  it  would  be  a 
superfluous  work  to  go  over  the  ground  already  so  well 
covered  by  the  latest  annual  report  of  the  School 
Committee  (1902),  and  by  the  Committee  on  Vacation 
Schools  in  their  latest  report.  See  School  Document 
No.  14,  1902. 


156  APPENDIX. 

USE    OP    THE    PUBLIC    LIBRARY. 

In  my  report  of  last  year  attention  was  called  to  a 
plan  of  co-operation. between  the  Public  Library  and  the 
Public  Schools,  which  had  then  been  in  operation  about 
a  year.  The  plan  was  described,  and  the  results  of  the 
first  year's  trial  were  stated  in  communications  from  the 
officials  of  the  Public  Library.  It  was  pointed  out  that 
a  majority  of  the  schools  had  responded  in  an  encour- 
aging way  to  the  efforts  made  in  their  behalf;  and 
the  opinion  was  expressed  that  before  the  end  of 
another  year  all  the  schools  ought  to  come  into  the 
plan,  and  that  all  the  teachers  of  the  older  pupils  ought 
to  bring  the  treasures  of  the  Public  Library  within 
reach  of  their  classes,  and  give  them  instruction  in  the 
best  ways  of  using  those  treasures. 

It  is  a  pleasure  now  to  be  able  to  state,  on  the 
authority  of  the  librarian,  that  the  number  of  schools 
having  deposits  of  books  has  risen  from  forty-four  to 
sixty-five.  This  leaves  but  six  schools  without  such 
deposits.  The  number  of  volumes  sent  to  the  schools 
during  a  year  has  risen  from  5,820  to  12,261.  It  has 
been  more  than  doubled. 

In  many  schools  several  rooms  are  now  supplied 
where  formerly  only  one  teacher  was  interested.  Appli- 
cations for  library  cards  have  again  been  taken  in  all 
the  schools.  Talks  on  the  use  of  the  library,  and  on 
reference  books  have  been  given  at  the  Central  Library, 
and  several  schools  have  sent  classes.  At  some  of  the 
branch  libraries  space  and  books  have  been  reserved  for 
classes.  The  development  of  the  latter  plan  is  greatly 
to  be  desired. 


SUPERINTENDENT'S   REPORT.  157 

One  hundred  and  fifty-six  portfolios  of  pictures  were 
sent  to  the  schools  as  against  eighty-nine  the  year 
before.  The  policy  has  been  continued  of  adding  to  the 
branches  as  well  as  to  the  Central  Library  the  books 
most  in  demand  by  teachers  and  pupils,  and  especially 
of  multiplying  copies  of  them.  Through  increased 
facilities  of  transportation  it  has  proved  possible  to 
deliver  books  directly  at  most  schools  instead  of  send- 
ing them  to  be  called  for  at  the  neighboring  branch 
or  station. 

The  total  number  of  books  missing  at  the  schools 
for  a  period  of  nearly  two  years  was  twenty-eight  vol- 
umes, of  the  value  of  $21.82.  This  includes  books  lost 
at  the  vacation  schools,  and  is  a  small  amount  consid- 
ering the  number  of  volumes  sent  out.  No  books  have 
yet  been  lost  at  high  schools,  though  some  of  them 
have  been  supplied  for  four  years. 

RECOMMENDATIONS. 

There  are  but  few  specific  recommendations  to  be 
found  in  the  foregoing  pages,  and  those  are  only  inci- 
dental to  the  main  topics  treated.  For  convenience 
these  recommendations  are  here  brought  together. 
They  are  : 

1.  That  provision  be  made  in  the  Public  Latin 
School  for  the  pupils  to  anticipate  some  of  the  more 
elementary  college  studies,  to  the  end  that  they  may  be 
prepared  to  obtain  the  Bachelor  of  Arts  Degree  after 
three  years'  residence  at  college. 

2.  That  an  eight  grade  course  of  study,  containing 
all  the  essentials  of  the  present  courses,  be  adopted  for 
the  primary  and  grammar  schools. 

3.  That  the   regulations  pertaining  to  the  primary 


158  APPENDIX. 

and  grammar  schools  be  revised  for  the  purpose  of 
making  them  consistent  with  the  idea  of  a  system  of 
grades  running  miiformly  from  the  kindergarten  to  the 
high  school,  and  free  from  obsolete  distinctions  and 
technicalities. 

4.  That  an  increased  proportion  of  shop  work  be 
provided  for  some,  if  not  all  of  the  boys  in  the  Mechanic 
Arts  High  School. 

5.  That  suitable  compensation  be  provided  for  expert 
advice  in  the  cases  of  children  reported  to  the  Superin- 
tendent as  suitable  subjects  for  special  investigation  of 
their  mental  deficiency. 

6.  That  a  Branch  of  the  Evening  High  School  be 
opened  next  season  in  South  Boston. 

7.  That  an  Elective  in  Music,  to  be  given  at  least 
three  hours  a  week,  with  instruction  of  a  high  grade, 
be  allowed  in  the  high  schools. 

8.  That  a  good  supply  of  rote  songs  be  granted  to 
the  primary  schools. 

9.  That  blank  drawing  papers  replace  drawing  books 
for  pupils'  use,  not  only  temporarily,  to  help  meet  the 
present  financial  stringency,  but  permanently,  as  the 
Director  of  Drawing  is  prepared  to  recommend. 

CONCLUSION. 

The  main  purpose  in  the  preparation  of  this  report 
has  been  to  publish  full  information  about  our  existing 
school  system  as  viewed  from  an  historical  standpoint. 
The  historical  sketches  of  the  several  parts  of  the  sys- 
tem, slight  and  imperfect  as  they  are,  will,  nevertheless, 
serve  to  illustrate  some  characteristic  habits  of  our 
people  in  dealing  with  matters  educational.  We  are 
slow  to  pull  down  that  which  has  served  our  needs  in 


SUPERINTENDENT'S    REPORT.  1  59 

the  past.  We  are  cautious  about  adopting  innovations. 
We  are  fond  of  thinking  and  talking  a  long  time  before 
taking  action.  It  has  taken  half  a  generation  to  estab- 
lish many  an  important  reform ;  but  when  so  estab- 
lished it  stays. 

Above  all  we  are  very  fond  of  supplying  our  educa- 
tional w^ants  in  our  own  way.  We  prefer  taking  the 
initiative.  We  prefer  to  do  something  and  have  it 
afterwards  legalized  by  the  State  Legislature,  rather 
than  to  wait  for  the  Legislature  to  mark  out  the  way 
for  us  to  follow.  The  inbred  feeling  for  local  self-gov- 
ernment has  been  strong  with  us  ;  and  our  belief  is  that 
our  school  system,  built  by  ourselves,  in  our  own  way, 
possesses  a  lasting  vigor,  which  no  system,  however 
beautiful,  imposed  upon  us  by  an  outside  authority, 
could  possibly  have.  Our  school  system,  whatever  its 
excellencies,  and  whatever  its  defects,  is  at  least  indig- 
enous, and  it  is  strong.  It  will  continue  vigorous  so 
long  as  it  can  strike  its  roots  deep  in  the  popular 
belief  that  the  adequate  support  of  their  own  schools  is 
the  highest  civic  duty  of  a  self-governing  community. 

A  review  of  the  history  of  our  schools  teaches  lessons 
of  patience  and  perseverance  to  reformers,  who  will 
learn  that  great  improvements  are  not  made  in  a  year, 
lessons  of  warning  to  conservatives,  who  may  learn  to 
take  care  lest  their  conservatism  become  unreasonably 
obstructive ;  and  lessons  of  hope  and  confidence  to  all 
who  see  that  adequate  education  of  the  children  of  the 
people  can  come  only  from  the  people. 

All  which  is  respectfully  submitted. 

EDWIN  P.  SEAVER, 

Superintendent  of  Public  Schools. 

March,  1903. 


STATISTICS 


HALF-YEAR   ENDING   JANUARY   31,    1903. 


162 


APPENDIX. 


SCHOOL   CENSUS. 

September,  1902. 

Number  of  children  in  Boston  between  the  ages  of  5  and  15 94,883 

Number  reported  as  attending  public  schools 71,532 

Number  reported  as  attending  private  schools 15,601 


SUMMARY. 
January  31,  1903. 


o 

o 

o 

!» 
O 

d 

No.  OF  Regular 
Teachers. 

o  - 
so 

bCoQ 

'2 
S3 

< 
bo  . 

s-s 

0  a 
< 

Pi 

General  Schools. 

a 

n 

o 

5 

1^ 

I 

Pi 

S 

S 

1 

12 
58 

678 
89 

2 

95 
128 

11 

106 
824 
678 
167 

13 
201 
952 
678 
167 

227 

6,555 

42,824 

32,512 

4,862 

222 

6,198 

39,473 

28,196 

3,547 

5 

357 

3,351 

4,316 

1,315 

97.7 
94.5 
92.2 
86.7 
72.9 

226 

6,337 
42,635 

Primary 

32,839 

4,760 

Totals 

838 

225 

1,786 

2,011 

86,980 

77,636 

9,344 

89.2 

86,797 

Special  Schools. 


p 

oi 

no 

0  OJ 

0 
0 

U 

OS  a.M 

6 

053 

6&H 

^£1 

;?; 

iz; 

<1 

Horace  Mann 

Spectacle  Island 

Evening  High,  Central 

Charlestown  Branch. 

East  Boston  Branch . . 

Evening  Elementary 

Evening  Drawing 

Special  classes 


15 

1 

129 

9 

192 
31 


120 

11 

2,086 

598 

208 

4,051 

744 

73 


102 

10 

1,686 

465 

159 

2,794 

541 

55 


18 

1 

400 

133 

49 

1,257 

203 

18 


85.0 
90.9 
80.8 
77.7 
76.4 
68.9 
72.7 
75.3 


127 

n 


Totals 


7,891 


5,812 


2,079 


73.6 


lEach  teacher  was  in  charge  of  two  classes,  one  of  whicli  met  on    Monday^ 
Wednesday,  and  Friday  evenings;  the  other  on  Tuesday  and  Thursday  evenings. 


STATISTICS. 


163 


SPECIAL   TEACHERS. 
Not  Included  in  the  Preceding  Tables. 


Chemistry :  Girls'  High  School 

Girls'  High  School:  Laboratory  Assistant.. 
Roxbury  High  School :  Laboratory  Assistant 

Commercial  Branches:    Brighton  High  School 

Charlestowu  High  School 

Dorchester  High  School 

East  Boston  High  School  

English  High  School 

Girls'  High  School 

Roxbury  High  School 

South  lioston  High  School 

West  Roxbury  High  School 

Cookery :  Principal  and  Instructors 

Drawing :  Director  and  Assistants 

Dorchester  High  School 

English  High  School 

Roxbury  High  School 

South  Boston  High  School 

West  Roxbury  High  School 

French  :  South  Boston  High  School 

German :  Girls'  Latin  and  Girls'  High  Schools 

Modern  Languages :  Assistant  Instructors 

Music :  Director  and  Assistants 

Physical  Culture:  Girls'  Latin  School 

Brighton  High  School 

Dorchester  High  School 

East  Boston  High  School 

Girls'  High  School 

Roxbury  High  School 

South  Boston  High  School 

West  Roxltury  High  School 

Physical  Training :  Director  and  Assistants 

Sewing :    Instructors 

Wood-working :    Principal,  Instructors,  and  Assistant 
Instructors 


Men. 


Women.     Total 


Totals. 


1.56 


NORMAL   AND   HIGH  SCHOOLS. 

Semi-annual  Returns  to  January  31,  1903. 


Schools. 


Average  whole 
Number. 


Average 
Attendance. 


< 


rn 

IS 

■3 

n 

1 

CD 

c:: 

a. 

u 

0 

aj 

^ 

0 

0 
0 

c 

OS 

a> 

o 

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0 

hM 

s 

< 

00 

< 

a 

■S  £    a  3 


Normal 

Public  Latin 

Girls'  Latin 

Brighton  High 

Charlestown  High  . 
Dorchester  Hi^h... 
East  Boston  High  . 

English  High 

Girls'  High  

Mechanic  Arts  High 

Roxbury  High 

South  Boston  High, 
W.  Roxbury  High . . 


578 


8.S 
60 
275 
129 

788 


3.54 
180 
165 
604 
227 


882 


629 
15.5 
183 


5.56 
.357 
264 


227 

578 
354 
2C3 
225 
879 
3.56 
788 
882 
629 
711 
.540 
350 


562 


80 
56 
261 
123 

730 


613 
147 

169 

82 


Totals 2,966  3,816  6,782  2,822  3,.598  6,420  362  95  12  38  38  2  115  5  1 


337 

169 
151 
569 
215 


826 


.526 
337 
246 


222 
562 
337 
249 
207 
830 
337 
730 
826 
613 
673 
506 
328 


164 


APPENDIX. 


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STATISTICS. 


1G5 


NORMAL  AND  HIGH   SCHOOLS. 
Number  of  Pupils  to  a  Teacher,  excluding  Principals,  Januarg  31,  1903. 


Schools. 


Number  of 
Regular 
Teachers. 


Average 

Number  of 

Pupils. 


Average  No. 

of  Pupils  to 

a  Regular 

Teacher. 


Normal 

Latin 

Girls'  Latin 

Brighton  High 

Charlestown  High  . . 

Dorchester  High 

East  Boston  High  .. 

English  High 

Girls' High 

Mechanic  Arts  High 

Roxbury  High 

South  Boston  High  . 
West  Roxbury  High 

Totals 


12 
19 
12 
9 
10 
21 
10 
22 
24 
IS 
20 
15 
10 


227 
578 
354 
263 
225 
879 
356 
7S8 
882 
629 
711 
540 
350 


18.9 
.SO.  4 
29.5 
29.2 
22.5 
41.8 
35.6 
35.8 
36.7 
34.9 
35.5 
36.0 
35.0 


6,782 


33.5 


ADMISSIONS,  SEPTEMBER,  1902,  NORMAL  SCHOOL. 


Schools. 


Number 
Admitted. 


Diploma 
Scholars, 
June,  1902. 


Average  Age. 


Years. 


Months. 


Brighton  High 

Charlestown  High.. . 
Dorchester  High. . . . 
East  Boston  High.. . 

Girls'  High 

Roxbury  High 

South  Boston  High. . 
"West  Roxbury  High 
Other  Sources 

Totals 


136 


LATIN   AND  HIGH  SCHOOLS. 


Schools. 

Admitted. 

From 
Grammar 
Schools. 

From 

Other 

Sources. 

Totals. 

Average  Age. 

Boys. 

Girls. 

Years.  Months 

Public  Latin 

184 

"m," 

55 

53 

275 

101 

Vbh" 
""25.5  " 

178 
127 

l.'->7 

82 

82 

64 

352 

135 

348 

382 

292 

241) 

151 

151 

27 

41 

6 

10 
51 
25 
96 
73 
29 
97 
103 
19 

184 
123 
88 
74 
403 
160 
444 
455 
321 
337 
254 
170 

13 
14 
14 
14 
15 
15 
15 
14 
14 
16 
14 
15 

10 

Girls'  Latin 

6 

Brighton  Higli 

33 
21 

128 
59 
44* 

11 

Charlestown  High 

Dorchester  High 

East  Boston  High 

11 
2 

8 
4 

Girls'  High 

9 

3Iechanic  Arts  High 

Roxbury  High 

South  Boston  High 

West  Roxbury  Higli .... 

321 
82 
76 
43 

11 
1 
6 
3 

Totals 

1,391 

1,622 

2,436 

577 

3,013 

14 

11 

166 


APPENDIX. 


GRAMMAR  SCHOOLS. 
Semi-Annual  Returns,  January  31,  1903. 


Schools. 


Average 

WHOLE 

Number. 


Adams 

3Biz 

Bennett 

Bigelow  

Bowditch 

Bowdoin 

Brimmer  

Bunker  Hill 

Chapman 

Charles  Sumner. . 
Christopher  Gibson, 

Comins 

Dearborn  

Dillaway  

Dudley  

Dwight 

Edward  Everett 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham 

Gaston 

George  Putnam 

Gilbert  Stuart 

Hancock 

Harvard 

Henry  L.  Pierce 


288 
712 
331 
794 


572 
252 
367 
325 
484 
308 
.fi23 


857 

623 

300 

1,269 

587 


281 
244 


293 
380 


241 

79 
320 


681 

485 


239 
361 
295 
502 
353 
402 
847 


508 
675 
764 
380 
973 
242 
251 
1,080 
313 
419 


Average 
Attendance. 


529 
791 
651 
794 
681 
485 
572 
491 
728 
620 
986 
661 
925 
847 
857 
623 
657 
1,269 
1,095 
675 
764 
760 
973 
523 
495 
1,080 
606 
799 


261 
669 
316 
739 


517 
233 
344 

304 
454 

288 
479 


805 
564 
277 
1,156 
541 


353 


266 
232 


273 
364 


215 
73 

299 


642 
429 


217 
333 

268 
469 
325 
351 
774 


462 
618 
687 
352 
906 
222 
235 
973 
286 
387 


476 
742 
615 
739 
642 
429 
517 
450 
677 
572 
923 
613 
830 
774 
805 
564 
604 
1,156 
1,003 
618 
687 
705 


467 
973 
559 
751 


53 
49 
36 
55 
39 
56 
55 
41 
51 
48 
63 
48 
95 
73 
52 
59 
53 

113 
92 
57 
77 
55 
67 
35 
28 

107 
47 
48 


STATISTICS. 


167 


GRAMMAR    SCHOOLS.  —  Concluded. 


Schools. 


Hugh  O'Brien 

Hyde  

John  A.  Andrew 

Lawrence  

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

Mary  Hemenway... 

Mather 

Minot 

Norcrosa 

Phillips 

Phillips  Brooks 

Prescott  

Prince 

Quincy 

Rice 

Robert  G.  Shaw 

Roger  Clap 

Roger  Wolcott 

Sherwin 

Shurtletf 

Thomas  N.  Hart  . . . . 

Warren 

Washington  Allston 

Wells 

Winthrop 


Totals . 


Average 

WHOLE 

Number. 


528 


462 
497 
386 
751 
286 
513 
439 
311 
349 
575 
191 


1,426 
403 
252 
297 
539 
435 
212 
371 
351 
552 


643 
323 

568 


21,830 


388 
630 
348 


434 


243 
523 
403 
315 
384 
526 
203 
580 


410 
263 

399 


194 
351 
357 


588 


317 

610 

1,079 

682 
20,994 


916 
630 
810 
497 
820 
751 
529 

1,036 
842 
626 
733 

1,101 
394 
580 

1,426 
813 
515 
696 
539 
435 
406 
722 
708 
552 
588 
643 
640 

1,178 

1,079 
682 

42,824 


Average 
Attendance. 


493 


431 
467 
360 
705 
269 
483 
395 
294 
326 
530 
181 


1,284 
381 
225 
273 
465 
396 
198 
346 
333 
516 


616 
306 
534 


358 
579 
319 


227 
495 
359 
290 
354 
479 
189 
522 


383 
232 
366 


181 
321 
334 


527 


297 
564 
983 
620 
19,231 


851 
579 
750 
467 
762 
705 
496 
978 
754 
584 
680 

1,009 
370 
522 

1,284 
764 
457 
639 
465 
396 
379 
667 
667 
516 
527 
616 
603 

1,098 
983 
620 

39,473 


65 
51 
60 
30 
58 
46 
33 
58 
88 
42 
53 
92 
24 
58 
142 
49 
58 
57 
74 
39 
27 
55 
41 
36 
61 
27 
37 
80 
96 
62 
3,351 


2 
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2 
3 
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1 
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1 
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67  100 


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170 


APPENDIX. 


GRAMMAR  SCHOOLS. 

Number  of  Pupils  to  a  Teacher,  excluding  Principal,  January  31,  1903. 


Schools. 


Adams 

Agassiz 

Bennett 

Blgelow 

Bowditch 

Bowdoin 

Brimmer 

Bunker  Hill.... 

Chapman 

Ctiarlea  Sumner 
Cli'st'r  Gibson.. 

Comins 

Dearborn  

Dillaway 

Dudley 

D  wight   

Edward  Everett 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham. .. 

Gaston 

George  Putnam 
Gilbert  Stuart . . 

Hancock  

Harvard 

Henry  L.  Pierce 
Hugh  O'Brien.. 
Hyde 


Z.  ^ 


3h 
12; 


529 
791 
651 
794 
681 
485 
572 
491 
728 
620 
986 
661 
925 
847 
857 
623 
657 
1,269 
1,095 
675 
764 
760 
973 
523 
495 
1,080 
606 
799 
916 
630 


g  3  OJ 


48.0 
49.3 
50.0 
46.7 
48.6 
44.0 
52.0 
44.6 
48.5 
47.6 
49.3 
47.2 
51.3 
47.0 
47.6 
47.9 
50.5 
43.7 
49.7 
48.2 
47.7 
47.5 
51.2 
47.5 
49.5 
49.0 
46.6 
49.9 
50.8 
48.4 


Schools. 


John  A.  Andrew 

Lawrence 

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

Mary  Hemenway 

Mather 

Minot 

Norcross 

Phillips 

Phillips  Brooks. 

Prescott 

Prince 

Quincy 

Rice 

Robert  G.  Shaw. 

Roger  Clap 

Roger  Wolcott. . . 

Sherwin 

Shurtleff 

Thomas  N.  Hart. 

Warren 

Wash.  Allston. .. 

WeUs 

Winthrop 

Totals 


it 

CJfl. 

u  u 


894 


810 
497 
820 
751 
529 

1,036 
842 
626 
733 

1,101 
394 
580 

1,426 
813 
515 
696 
539 
435 
406 
722 
708 
552 
588 
643 
640 

1,178 

1,079 
682 


42,S24 


;?; 


2-S 


47.6 
41.4 
48.2 
60.0 
44.0 
47.0 
46.7 
48.1 
48.6 
47.8 
49.2 
44.6 
50.9 
50.8 
46.8 
49.7 
44.9 
43.5 
45.1 
51.5 
47.2 
46.0 
45.2 
49.4 
45.7 
45.3 
46.9 
48.7 


47.9 


STATISTICS. 


171 


GRAMMAR   SCHOOLS. 

Number  of  Diploma  Scholars,  June,  1902.     Number  of  these   Admitted  to  High  and 
Latin  Schools,  September,  1902. 


Schools. 

Diplomas. 

"o 
o 

—  "So'C 

< 

Schools. 

Diplomas. 

o 

5 

i 

o 

at 

O 

CO 

u 

5 

o 

< 

13 

71 
35 

85 

23 

32 

82 
50 

27 
27 
40 
49 
38 
32 
69 

42 

60 
68 
65 
30 
75 
14 
35 
37 
27 
69 
37 
42 

36 
71 
67 
85 
82 
50 
34 
44 
62 
68 
93 
77 
65 
69 
71 
41 
76 
50 

111 
68 
65 
70 
75 
38 
73 
37 
57 

111 
68 
42 

18 
46 
51 
36 
54 
27 
20 
15 
42 
38 
73 
31 
38 
47 
39 
21 
53 
37 
61 
35 
19 
28 
42 
23 
48 
10 
28 
87 
44 
14 

John  A.Andrew... 

21 
44 
31 
54 
18 
58 
43 
26 
50 
61 
12 

28 

53 

26 
69 
32 
21 
42 
69 
32 
42 

47 
35 

54 

27 
31 
22 

67 

24 

59 
59 
62 

49 
44 
84 
54 
44 

127 
75 
47 
92 

130 
44 
42 

103 

105 
74 
82 
29 
37 
46 
55 
35 
47 
67 
46 
47 

100 
59 
62 

23 

11 

72 

25 

Bowditch 

Longfellow 

29 

70 

34 
17 
35 
28 
44 
39 
33 

42 

Bunker  Hill 

Martin 

26 

Mary  Hemenway . . 
Mather 

56 

Charles  Sumner 

77 

Christopher  Gibson.. . 

Minot 

82 
20 

Dearborn 

Phillips    

103 
58 
39 
28 
29 
37 
19 
24 
13 
47 

71 

Dillaway 

Phillips  Brooks.... 

76 

71 
41 
34 

50 
51 

87 

D  wight 

56 

Edward  Everett 

18 

Eliot 

23 

Emerson 

Robert  G.  Shaw 

Roger  Clap 

35 

Everett 

31 

Franklin 

Roger  "Wolcott 

30 

40 

27 

Gaston 

Shurtleff 

39 

George  Putnam 

Gilbert  Stuart 

24 
38 

Thomas  N.  Hart  . . . 

Warren 

Washington  Allston 
Wells             

46 
23 
41 

28 
66 

Harvard 

30 
42 
31 

29 

Henry  L.Pierce 

Winthrop 

34 

Hugh  O'Brien 

Totals 

1,811 

1,971 

3,788 

2,230 

Hyde 

172 


APPENDIX. 


PRIMARY    SCHOOLS. 

Semi-annual  Returns  to  January  31,  1903. 


Average  whole 

Average 

cj 

£ 

oi 

Districts. 

u 

Number. 

Attendance. 

o  a 

6 

C3 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

u  tn 
>  03 

1? 

00 

^^ 

> 

H 

< 

Oh 

p 

o 

9 

S 

215 
190 

202 
164 

417 
354 

188 
168 

173 

144 

361 
312 

56 
42 

88 

344 

297 

74 
54 

418 

Agassiz 

351 

Bennett 

10 
12 

223 
328 

168 
246 

391 
574 

195 
291 

141 

207 

336 

498 

55 
76 

86 

67 

335 
482 

70 

88 

405 

Bigelow 

570 

Bowditch 

13 

360 

353 

713 

325 

308 

633 

80 

89 

600 

108 

708 

Bowdoln 

10 

265 

223 

488 

222 

183 

405 

83 

83 

423 

64 

487 

Brimmer 

6 

161 

137 

298 

142 

118 

260 

38 

87 

264 

47 

311 

Bunker  Hill 

10 

203 

156 

359 

181 

136 

317 

42 

88 

312 

55 

867 

Chapman 

9 

233 

236 

469 

187 

191 

378 

SI 

81 

428 

61 

489 

Charles  Sumner, 

9 

216 

211 

427 

189 

179 

368 

59 

86 

365 

59 

424 

Christ'r  Gibson, 

18 

486 

403 

889 

431 

346 

777 

112 

87 

786 

136 

922 

8 
21 

185 
517 

147 
453 

332 

970 

159 

448 

118 
380 

277 

828 

55 
142 

83 
85 

293 

801 

« 

45 
195 

338 

Dearborn 

996 

Dillaway 

12 

281 

309 

590 

252 

274 

526 

64 

89 

524 

77 

601 

Dudley 

Ifi 

382 

427 

809 

331 

366 

697 

112 

86 

703 

128 

831 

Dwight 

11 

9 

280 
228 

261 
233 

541 
461 

235 
199 

216 
201 

451 
400 

90 
61 

84 

87 

461 
401 

83 

70 

544 

Edward  Everett, 

471 

Eliot 

16 
17 

408 
467 

329 
398 

737 
865 

378 
405 

305 
337 

683 
742 

54 
123 

93 
86 

576 

716 

155 
129 

731 

Emerson 

845 

Everett 

10 
14 

223 
348 

249 
355 

472 
703 

184 
300 

209 
300 

393 
600 

79 
103 

83 
85 

397 
583 

86 
99 

483 

Franklin 

682 

Frothingham 

12 

294 

278 

572 

264 

244 

508 

64 

89 

501 

80 

581 

9 
8 

270 
204 

2.57 
212 

527 
416 

236 
178 

227 
180 

463 
358 

64 

58 

88 
86 

476 
351 

50 
64 

526 

George  Putnam, 

415 

Gilbert  Stuart. . . 

7 

149 

171 

320 

136 

152 

288 

32 

90 

290 

34 

324 

Hancock 

28 

643 

614 

1.257 

567 

542 

1,109 

148 

88 

1,001 

255 

1,256 

Harvard 

11 

221 

212 

433 

193 

183 

376 

57 

87 

377 

53 

430 

Henry  L.  Pierce, 

6 

120 

111 

231 

107 

95 

202 

29 

87 

221 

19 

240 

Hugh  O'Brien... 

13 

376 

224 

600 

334 

194 

528 

72 

88 

512 

98 

610 

STATISTICS. 


173 


PEIMAEY   SCHOOLS.  —  Concluded. 
Semi-annual  Returns  to  January  31,  1903. 


Districts. 


Average     whole 
Number. 


Boys. 

Girls. 

260 

227 

304 

263 

377 

169 

307 

236 

421 

290 

180 

191 

449 

410 

361 

318 

191 

178 

260 

246 

439 

367 

146 

136 

167 

367 

143 

142 

361 

317 

199 

201 

194 

217 

340 

259 

153 

110 

146 

110 

339 

329 

346 

315 

268 

264 

185 

161 

368 

233 

192 

188 

440 

389 

904 

897 

147 

180 

17,OG3 

15,449 

Total. 


Average 
Attendance. 


Boys. 


Girls. 


Total, 


01 

OS  g 

>  OS 

•< 

68 

86 

81 

86 

56 

90 

71 

87 

84 

83 

51 

86 

110 

87 

89 

87 

48 

87 

72 

86 

110 

86 

53 

81 

55 

90 

31 

89 

97 

86 

54 

87 

83 

80 

91 

85 

38 

86 

34 

87 

94 

86 

84 

87 

62 

88 

45 

87 

52 

91 

46 

88 

126 

85 

225 

88 

65 

80 

4,316 

87  ! 

Hyde 

John  A.  Andrew 

Lawrence 

Lewis , 

Lincoln , 

Longfellow 

LoweU , 

Lyman 

Martin 

Mary  Hemenway 

Matiier 

Mlnot 

Norcross 

PhiUips 

Pliillips  Broolis 

Prescott 

Prince 

Quincy 

Rice 

Robert  G.  Sliaw 

Roger  Clap 

Roger  Wolcott 

Sherwin 

Stiurtleff 

Tliomas  N.  Hart 

Warren 

Washington   AUston, 

Wells 

Winthrop 


Totals 67 


487 
567 
546 
543 
711 
371 
859 
679 
369 
506 
806 
282 
534 
285 
678 
400 
411 
599 
263 
256 
668 
661 
532 
346 
601 
380 
829 
1,801 
327 

32,512 


262 
339 
269 
374 
158 
398 
314 
169 
227 
387 
119 
150 
129 
312 
177 
160 
292 
134 
128 
296 
302 
236 
163 
336 
169 
379 


14,944 


192 
224 
151 
208 
253 
162 
351 
276 
152 
207 
309 
110 
329 
125 
269 
169 
168 
216 
91 
94 
278 
275 
234 
138 
213 
165 
324 
778 
147 

13,252 


419 
486 
490 
472 
627 
320 
749 
590 
321 
434 
696 
229 
479 
254 
581 
346 
328 
508 
225 
222 
574 
577 
470 
301 
549 
334 
703 
1,576 
262 

28,196 


394 
483 
446 
498 
616 
335 
731 
624 
296 
416 
740 
249 
439 
222 
621 
342 
381 
517 
201 
227 
614 
561 
435 
281 
546 
307 
742 
1,632 
274 

27,990 


4,849 


174 


APPENDIX. 


PRIMAKY   SCHOOLS. 

Number  of  Pupils  in  each  Grade,  whole  Number,  and  Ages, 
January  SI,  1903. 


Districts. 


Adams 


Bennett 

Bigelow  — 
Bowditch  . . 
Bowdoin . . . 
Brimmer . . . 
Bunker  Hill 
Chapman... 
Chas.  Sumner, 
Chris.   Gibson, 

Comins 

Dearborn  .. 
Dillaway  .. 
Dudley  — 

Dwight 

Edw.  Everett . 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham.. 

Gaston 

Geo.  Putnam.. 
Gilbert  Stuart. 

Hancock  

Harvard 

H.  L.  Pierce... 
Hugh  O'Brien, 


100 

104 

91 

156 

305 

98 

92 

103 

146 

129 

257 

90 
225 
178 
203 
136 
129 
176 
225 
142 
143 
143 
160 
110 
102 
284 
106 

65 
146 


CO 


117 
132 
155 
176 
223 
145 
93 
102 
142 
155 
301 
128 
285 
167 
258 
134 
143 
236 
239 
135 
237 
195 
159 
117 
93 
.360 
169 
70 
185 


201 

115 

159 

238 

280 

244 

126 

162 

201 

140 

364 

120 

486 

256 

370 

274 

199 

319 

381 

206 

302 

243 

207 

158 

129 

612 

155 

105 

279 


2  12; 


418 
351 
405 
570 
708 
487 
311 
367 
489 
424 
922 
338 
996 
601 
831 
544 
471 
731 
845 
483 
682 
581 
526 
415 
324 
1,256 
430 
240 
610 


s  & 


60 

31 

68 

77 

101 

44 

38 

63 

69 

55 

140 

42 

115 

111 

127 

79 

68 

138 

147 

57 

115 

83 

85 

60 

58 

198 

82 

45 

94 


106 

90 

87 

145 

156 

146 

78 

86 

112 

109 

211 

88 

246 

147 

221 

149 

142 

164 

220 

110 

175 

165 

142 

92 

82 

312 

85 

66 

135 


96 

97 

103 

141 

187 

127 

78 

84 

139 

109 

251 

91 
248 
148 
182 
124 
115 
152 
191 
115 
141 
151 
147 
102 

91 
260 
128 

71 
158 


^ 


82 

79 

87 

119 

156 

106 

70 

79 

108 

92 

184 

72 

192 

118 

173 

109 

76 

122 

158 

115 

152 

102 

102 

97 

59 

231 

82 

39 

125 


53 
35 
49 
53 
69 
47 
38 
32 
42 
44 
107 
24 
109 
63 
74 
53 
48 
97 
88 
51 
75 
62 
35 
43 
25 
153 
40 
13 
67 


17 
10 
20 
22 
30 
13 
9 

19 
13 
U 
19 
15 
48 
12 
38 
23 
15 
51 
32 
29 
14 
15 
11 
18 

7 

73 
10 

3 
18 


4 
5 

2 
8 
5 
21 

9 
4 
3 
7 
8 
5 
9 
3 
2 

1 
1 
20 
3 
2 
9 


STATISTICS. 


175 


PRIMARY    SCHOOLS.  —  Concluded. 


Districts. 

6 
-a 

u 

6 
■a 

2 
o 

a 
o 

a 
en 

6 

1 

u 

3 

<u   si 
> 

a 

03 

a 
> 

m 
u 
OS 

to 

O 

d 

m 

u 
a 

a 
a 

u 

05 

o: 

Lh  u 
"^  <a 

Hyde  

142 

147 

203 

492 

60 

103 

128 

103 

63 

27 

7 

1 

J.  A.  Andrew, 

159 

187 

221 

567 

94 

142 

147 

100 

60 

17 

4 

3 

Lawrence  

153 

166 

221 

540 

113 

110 

130 

93 

63 

24 

5 

2 

' 

156 

187 

191 
238 

201 

278 

548 
703 

60 
114 

160 
196 

161 
179 

117 
127 

40 
59 

10 
17 

Lincoln 

5 

4 

2 

Longfellow  . . . 

81 

100 

192 

373 

77 

88 

94 

76 

29 

8 

1 

Lowell 

256 

265 

348 

869 

122 

203 

227 

179 

94 

29 

11 

3 

1 

Lyman  

140 

246 

317 

703 

109 

198 

167 

150 

61 

15 

3 

Martin 

92 

108 

164 

859 

61 

89 

67 

79 

33 

22 

5 

2 

1 

Mary    Hemen- 

way 

126 

1.54 

210 

490 

65 

108 

118 

125 

58 

14 

? 

Mather 

228 

240 

367 

835 

132 

238 

202 

168 

66 

21 

7 

1 

85 
148 

85 
142 

123 
233 

293 
523 

50 
85 

75 
140 

68 
132 

56 

82 

30 
51 

11 
20 

3 

8 

4 

Norcross 

1 

Phillips 

53 

111 

118 

282 

27 

60 

58 

77 

43 

16 

1 

P'l'pB  Brooks.. 

219 

217 

290 

726 

127 

185 

173 

136 

67 

24 

13 

1 

Prescott  

119 

121 

164 

404 

74 

89 

91 

88 

42 

12 

4 

4 

.... 

Prince 

138 

120 

189 

447 

43 

112 

129 

97 

51 

11 

2 

2 

Quincy  

195 

158 

265 

618 

84 

131 

164 

138 

75 

20 

6 

Bice   

79 

93 

85 

257 

27 

55 

65 

54 

33 

18 

S 

?, 

Rob't  G.Shaw, 

79 

84 

92 

255 

36 

65 

68 

58 

21 

3 

3 

1 

Roger  Clap  — 

191 

198 

283 

672 

127 

174 

196 

117 

41 

13 

3 

1 

Koger  Wolcott, 

192 

189 

269 

650 

112 

149 

167 

133 

68 

18 

2 

1 



Sherwin 

145 

194 

203 

542 

98 

117 

113 

107 

75 

27 

5 

Shurtleff 

108 

108 

135 

351 

49 

72 

79 

81 

49 

17 

3 

1 

Thos.  N.  Hart, 

169 

203 

230 

602 

80 

190 

150 

126 

42 

11 

3 

Warren 

100 

103 

156 

359 

54 

85 

107 

61 

38 

13 

1 

Washington 

AUston 

199 

299 

334 

832 

109 

324 

205 

204 

74 

13 

3 

Wells    

499 

587 

788 

1  874 

241 

547 

477 

367 
50 

177 
34 

52 

12 

1 

Winthrop 

49 

103 

165 

317 

65 

83 

76 

7 

1 

1 

Totals 

8,731 

10,233 

13,875 

32,839 

4,935 

8,255 

8,165 

6,635 

3,326 

1,126 

287 

88 

23 

176 


APPENDIX. 


"     PKIMARY   SCHOOLS. 

Number  of  Pupils  to  a  Teacher^  January  31,  1903. 


Districts. 


3H 

'A 


Adams 

Agassiz 

Bennett 

Bigelow 

Bowditch 

Bowdoin 

Brimmer 

Bunker  Hill 

Chapman 

Charles  Sumner. . 
ChristopherGibson 

Comins 

Dearborn 

Dillaway 

Dudley 

D  wight 

Edward  Everett  . . 

Eliot 

Emerson 

Everett 

Frauklin 

Frothingham 

Gaston 

George  Putnam. . . 
Gilbert  Stuart. . 

Hancock 

Harvard 

Henry  L.  Pierce.. 

Hugh  O'Brien 

Hyde 


o 

< 

Number  of 
Pupils  to  a 
Teacher. 

417 

46.3 

354 

44.2 

391 

39.1 

574 

47.8 

713 

54.8 

488 

4S.8 

298 

49.6 

359 

35.9 

469 

52.1 

4-:7 

47.4 

S89 

49.3 

332 

41.4 

970 

46.1 

590 

49.1 

809 

50.5 

541 

49.1 

461 

51.2 

737 

46.0 

865 

50.8 

472 

47.2 

703 

50.0 

572 

47.6 

527 

5S.5 

416 

50.2 

320 

45.7 

1,257 

44.9 

433 

.38.3 

231 

46.2 

600 

46.1 

487 

54.1 

Districts. 


s  ^ 


John  A.  Andrew 

Lawrence 

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

MaryHemenway 

Mather 

Minot 

Norcross 

Phillips 

Phillips  Brooks, 

Prescott 

Prince 

Quincy 

Rice  

Robert  G.  Shaw, 
Roger  Clap  — 
Roger  Wolcott . 

Sherwin 

Shurtleff 

Thomas  N.Hart, 

Warren 

Wash.  Allston  . 

Wells 

Winthrop 

Totals 


678 


1^4 

.pa 


567 
546 
543 
711 
371 
859 
679 
369 
i5('6 
806 
282 
.534 
285 
678 
400 
411 
599 
263 
256 
668 
661 
532 
346 
601 
380 
829 
1,801 
327 


32,512 


§fUH 


47.2 
42.0 
45.2 
50.7 
41.2 
50.5 
52.2 
46.1 
46.0 
50.3 
56.4 
48.5 
47.5 
45.2 
44.4 
45.6 
54.4 
43.8 
42.6 
51.3 
47.2 
48.3 
49.4 
50.0 
47.5 
46.0 
50.0 
54.5 

47.9 


STATISTICS. 


177 


PRIMARY   SCHOOLS. 

Number  of  Pupils  promoted  to  Grammar  Schools  for  the  Five  Months  ending 
January  31,  1903. 


Districts. 


Adams 

Agassiz 

Bennett 

Bigelow 

Bowditch 

Bowdoin 

Brimmer 

Bunker  Hill 

Chapman 

Charles  Sumner. . 
Christopher  Gibson, 

Comius  

Dearborn 

Dillaway 

Dudley 

Dwlght 

Edward  Everett 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham 

Gaston 

George  Putnam 

Gilbert  Stuart 

Hancock 

Harvard 

Henry  L.  Pierce 

Hugh  O'Brien 

Hvde 


45 
47 
66 
62 

106 
50 
43 
51 
51 
57 

120 
41 

140 
90 
76 
56 
64 
66 

107 
70 
51 
76 
68 
44 
53 
99 
76 
43 
62 
57 


39 
44 
47 
57 
80 
48 
31 
49 
54 
59 

118 
45 

111 
76 

113 
72 
66 
42 
96 
69 
47 
86 
68 
53 
48 

131 
65 
44 
23 
59 


91 
113 
119 
186 

98 

74 
100 
105 
116 
238 

86 
251 
166 
189 
128 
130 
108 
203 
139 

98 
162 
136 

97 
101 
230 
141 

87 

85 
116 


Districts. 


John  A.  Andrew.. . 

Lawrence 

Eewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

Mary  Hemenway.. 

Mather 

Minot 

Norcross 

Phillips 

Phillips  Brooks... 

Prescott 

Prince 

Quincy 

Rice 

Robert  G.  Shaw 

Roger  Clap , 

Roger  Wolcott 

Sherwln 

Shurtleff 

Thomas  N.  Hart 

Warren 

Washington  A  listen 

Wells 

Wlnthrop 

Totals 


o 

B 

O 

66 

58 

96 

34 

79 

69 

119 

82 

50 

32 

107 

122 

93 

74 

42 

36 

53 

52 

60 

59 

31 

42 

31 

86 

26 

28 

123 

102 

51 

42 

61 

63 

59 

36 

45 

37 

33 

44 

82 

78 

105 

98 

53 

59 

34 

21 

106 

61 

43 

48 

67 

73 

217 

221 

5 

13 

3,977 

3,710 

124 
130 
148 
201 

82 
229 
167 

78 
105 
119 

73 
120 

54 
225 

93 
124 

95 

82 

160 
203 
112 

55 
167 

91 
140 
438 

18 


7,687 


178 


APPENDIX. 


DISTRIBUTION  OF  PUPILS  IN  RESPECT  BOTH 


Advanced 

Class. 


Third-year 

Class. 


Second-year 

Class. 


First-year 

Class. 


Totals 


Boys. 
Girls. 


Boys. 
Girls. 


Boys. 
Girls. 


Boys. 

Girls. 


GRADES. 

Under 

4 
Years. 

4 

Years. 

5 

Years. 

6 

Years. 

Years. 

8 
Years. 

9 

Years. 

. 

All  Grades  —  < 

Boys. 
Girls. 

So 

« s 

hi 'J 

Totals 

1 



Ninth  Grade  . .  < 
Eighth  Grade,  j 
Seventh  Grade  | 
Sixth  Grade  . .  \ 
Fifth  Grade...  | 
Fourth  Grade.  ! 
Ungraded  —  \ 

Boys. 

Girls. 

Boys. 
Girls. 

Boys. 
Girls. 

5 

0 

3 

A 

Boys. 

Girls. 

74 

2 

55- 

S 

Boys. 
Girls. 

52 

.58 

591 

1 

570 

tf 

Boys. 

Girls. 

17 

28 

647 
667 

1,500 

1,470 

Boys. 

Girls. 

9 

73 
36 

208 

114 

Totals   

63 

1,535 

4,500 



Third  Grade  ..  J 
Second  Grade.  | 
First  Grade...  | 

Boys. 
Girls. 

12 

816 

806 

1,790 
1,759 

1,247 
1,115 

w 

© 

Boys. 
Girls. 

12 
11 

1,228 
1,100 

2,206 
2,115 

1,3U4 
1,147 

451 
364 

>^ 

% 

Boys. 
Girls. 

16 
10 

3,593 

2,293 

3,125 
2,768 

1,195 

1,027 

341 
294 

77 
72 

Totals  

26 

4,909 

8,355 

8,165 

6,635 

3,326 

■    . 

All  Classes —  j 

Boys. 
Girls. 

209 
207 

1,323 
1,177 

873 

814 

68 

84 

3 

2 

»  a 

"2* 

S?l 

>2  ti 

Totals  

416 

2,500 

1,687 

152 

5 

Totals  by  Ages  ..  . 

416   2,526|  6,596 

8,407 

8,233 

8,170 

7,916 

STATISTICS. 


179 


TO  AGE  AND  TO  GRADES,  JANUARY  31,   1903. 


lO 

Years. 

11 

Years. 

12 

Years. 

IS 

Years. 

14 

Ytars. 

15 

Years. 

16 

Years. 

IT 

Years. 

18 

Years. 

19 

Years 
and 
over. 

Totals. 

5 

a4 

18 

f)8 
34 

92 
59 

117 
74 

93 
59 

47 

50 
31 

24 
17 

547 
344 

12 

52 

92 

151 

191 

152 

119 

81 

41 

891 

2 
1 

9 
33 

25 
68 

41 

■    85 

40 

68 

117 

255 

9 
2 

26 
39 

104 
ISO 

159 
21S 

106 
99 

47 
33 

451 

571 

5 

37 
59 

131 

211 

213 
283 

148 
191 

69 

82 

26 

26 

go  7 

857 

8 
4 

79 
52 

239 
259 

358 
425 

272 
414 

128 
201 

35 
62 

11 
21 

1,130 
1,438 

12 

139 

005 

1,193 

1,508 

1,138 

5T9 

272 

5,446 

8 
5 

99 
90 

401 
441 

693 
740 

526 
580 

193 
246 

32 

48 

13 

10 
3 

■     105 
94 

433 

478 

804 
812 

750 
725 

321 
317 

71 

82 

9 
13 

2 

1 

84 
107 

526 
574 

897 
1,062 

954 

899 

491 

504 

152 

152 

45 
32 

4 
5 

2 

563 
569 

1,105 
1,129 

1,030 

1,062 

661 
662 

265 
231 

74 
50 

7 
9 

3 

2 

2 

1,281 

1,090 
1,033 

725 
577 

382 
257 

117 

79 

16 
17 

2 
1 

1,327 

1 

1,269 

687 
533 

326 
223 

136 

88 

65 
22 

9 
4 

1 

1 
1 

1,147 

332 

281 
200 

254 
193 

178 
139 

78 
52 

19 
15 

1 
2 

218 

2 

6,910 

7.370 

7,449 

6,814 

4,812 

2,252 

692 

131 

27 

1,959 
2,163 


2,505 
2,525 


3,160 
3,338 


3,782 
3,773 


4,256 
3,921 
4,657 
4,184 
1,433 
979 
42,635 


479 

106 
124 

27 
41 

5 
9 

4  483 

373 

4  249 

112 

17 

27 

5 
10 

5 

1 

5,340 
4,893 

ns 

25 

10 
3 

1 
4 

1 
2 

7  384 

18 

6,491 

1,125 

287 

88 

23 

32,839 

2  476 

2,284 

4,760 

8,035  7,669   7,601   T,068   5,568   3,636    2,352    1,378        687 


313    86,571 


180 


APPENDIX. 


KINDERGARTENS. 

Semi-annual  'Eeturns  to  January  31,  1903. 


Districts. 

I 

Si 

03 
0) 

Average  Number 
Belonging. 

Average 
Attendance. 

6 

1^ 

in 
a) 

It 

o  . 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

Adams 

4 

60 

49 

109 

40 

38 

73 

36 

67 

51 

53 

104 

Agassiz 

3 

47 

45 

92 

32 

31 

63 

29 

68 

74 

23 

97 

Bennett 

2 

26 

27 

53 

19 

19 

38 

15 

72 

16 

33 

49 

Bowdltch 

4 

55 

58 

113 

43 

42 

85 

28 

75 

66 

50 

116 

Bowdoin 

4 

60 

62 

122 

38 

39 

77 

44 

63 

92 

22 

114 

Brimmer 

2 

26 

21 

47 

19 

14 

33 

14 

70 

34 

12 

46 

Bunker  Hill... 

1 

14 

12 

26 

10 

8 

18 

8 

69 

21 

6 

27 

Chapman  

4 

61 

44 

105 

41 

27 

C8 

37 

65 

84 

36 

120 

Clias.  Sumner, 

4 

55 

50 

105 

41 

36 

77 

28 

74 

36 

77 

113 

Cbrist'r  Gibson 

6 

93 

77 

170 

68 

54 

122 

48 

72 

89 

63 

142 

Comins 

4 

74 

72 

146 

53 

48 

101 

46 

69 

61 

70 

131 

Dearborn  

2 

30 

34 

64 

21 

22 

43 

21 

67 

36 

25 

61 

Dillaway 

4 

65 

52 

117 

50 

40 

90 

27 

77 

64 

47 

111 

Dudley 

4 

59 

45 

104 

43 

33 

76 

28 

73 

79 

19 

98 

Dwight 

4 

57 

50 

107 

41 

35 

76 

31 

71 

70 

46 

116 

Edw.  Everett.. 

2 

25 

35 

60 

18 

24 

42 

18 

70 

28 

38 

66 

Eliot 

2 

27 

48 

32 
33 

59 
81 

23 
36 

25 
23 

48 
59 

11 
22 

81 
70 

47 
41 

10 
46 

57 

Emerson 

87 

Everett 

2 

24 

26 

50 

16 

18 

34 

16 

68 

18 

31 

49 

Franklin 

2 

32 

20 

52 

22 

14 

36 

16 

69 

34 

17 

51 

Frothingham.. 

2 

30 

32 

62 

25 

25 

50 

12 

81 

50 

9 

59 

Gaston 

2 

38 

19 

57 

32 

15 

47 

10 

82 

46 

11 

57 

Geo.  Putnam.. 

2 

30 

26 

56 

24 

17 

41 

15 

73 

25 

31 

66 

Gilbert  Stuart, 

3 

58 

32 

90 

45 

25 

70 

20 

78 

64 

27 

91 

Hancock 

9 

134 

162 

296 

108 

124 

232 

64 

79 

197 

97 

294 

Harvard 

2 

22 

28 

50 

15 

20 

35 

15 

70 

32 

12 

44 

H.  L.  Pierce  . . 

2 

25 

24 

49 

18 

16 

34 

15 

69 

26 

19 

45 

Hugh  O'Brien, 

2 

32 

24 

56 

26 

19 

45 

11 

80 

31 

9 

40 

Hyde 

?, 

28 

.33 

61 

22 

25 

47 

14 

78 

51 

12 

63 

J.  A.  Andrew, 

2 

31 

29 

60 

24 

22 

46 

14 

27 

34 

61 

STATISTICS. 


181 


KINDERGARTENS.  —  Concluded. 


Districts. 


Lawrence. .. 

Lewis 

Lincoln 

Longfellow  . 

Lowell 

Lyman 

Martin 

Mary 
Henienway.. 

Mather 

Minot 

Norcroes 

Phillips 

PhillipsBrooks 

Prescott 

Prince 

Quincy 

Rice 

Robert  G.Shaw 
Roger  Wolcott, 

Sherwin 

Shurtleff  . . . 
Thos.  N.  Hart, 

Warren 

Washington 
AUston 

Wells .. 


Average  Number 
Belonging. 


Boys.    Girls.    Total 


62 
34 
33 
24 
74 
106 
23 

35 

39 

23 

27 
25 
63 
26 
19 
60 
23 
29 
51 
63 
31 
70 
48 


Totals . 


167 


2,514 


2,348 


Average 
Attendance. 


Boys.   Girls.    Total 


103 
78 
54 
54 
149 
202 
55 

69 

58 

48 
52 
52 

116 
48 
59 

109 
52 
61 

104 

115 
61 

112 
97 

159 
176 


4,862 


44 
24 
24 
20 
54 
76 
17 

24 

30 

15 

20 
20 
48 
21 
15 
44 
16 
22 
37 
48 
24 
57 
37 

59 
62 


1,871 


1,676 


cu 

M)a 

ca 

aj_Q 

i^ 

S^ 

73 
55 
38 
44 
107 
140 
40 

49 
43 

31 

37 

41 

85 
37 
44 

77 
36 
45 
73 

88 
48 
93 

74 

117 
126 


3,647 


30 
23 
16 
10 
42 
62 
15 

20 
15 

17 

15 

11 

31 

11 

15 

32 

16 

16 

31 

27 

13 

19 

23 

42 
50 


1,315 


73 


80 
39 
36 
42 
83 
146 
38 

18 
39 

17 

25 

20 

92 

19 

39 

72 

31 

35 

51 

50 

49 

91 

43 


2,916 


22 
42 
17 
10 
72 
52 
17 

47 

19 

28 
20 
35 
18 
27 
30 
30 
17 
33 
48 
54 
14 
19 
53 

83 
62 


1,844 


4,760 


182 


APPENDIX. 


KINDERGARTENS. 

Number  of  Pupils   Promoted  to  Primary    Schools  for   the  Five   Months 
ending  January  31,  1903. 


Districts. 


Districts. 


Adams 

Agassiz 

Bennett 

Bowditch 

Bowdoin 

Brimmer 

Bunker  Hill 

Chapman 

Charles  Sumner.. 
Ch'st'r Gibson  ... 

Comins 

Dearborn 

Dillaway 

Dudley 

Dwight 

Edward  Everett, 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham 

Gaston 

George  Putnam.. 
Gilbert  Stuart. . . . 

Hancock  

Harvard  

Henry  L.  Pierce, 
Hugh  O'Brien... 
Hyde 


43 
18 
15 
47 
34 
2 
18 
41 
30 
71 
30 
24 
83 
41 
41 
20 
22 
26 
18 
15 
29 
18 
13 
27 
77 
20 
21 
25 
25 


50 

93 

11 

29 

11 

26 

44 

91 

26 

60 

3 

5 

7 

25 

40 

81 

36 

66 

54 

125 

26 

56 

19 

43 

42 

75 

41 

82 

41 

82 

20 

40 

22 

44 

11 

37 

13 

31 

16 

31 

26 

55 

27 

45 

22 

35 

39 

66 

73 

1.50 

24 

44 

21 

42 

22 

47 

25 

50 

John  A.  Andrew. 

Lawrence 

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

Mary  Hemenway 

Mather 

Minot 

Norcross 

Phillips 

Phillips  Brooks.. 

Pi-escott 

Prince  

Quincy 

Rice 

Robert G.  Shaw.. 
Roger  Wolcott . . . 

Sherwin 

Shurtleff 

Thomas  N.  Hart.. 

Warren 

Wash'n  Allston.. 
Wells 


Totals. 


45 
64 
49 
41 
43 
84 

110 
39 
37 
31 
39 
35 
39 
87 
44 
48 
54 
38 
34 
79 
62 
31 
70 
29 
79 

122 


1,594 


1,496      3,0S9 


SUPPLEMENT. 


183 


SUPPLEMENT. 


REPORT    OF   MR.    JOHN   TETLOW,   HEAD-MASTER  OF 
THE   GIRLS'    LATIN    SCHOOL. 


To  the  Superintendent  of  Public  Schools : 

Sir,  —  In  response  to  your  recent  request  for  a  statement 
setting  forth  facts  of  present  interest  relating  to  the  Girls' 
Latin  School,  I  beg  leave  to  submit  the  following  report : 

GROWTH    OF    THE    GIRLS'    LATIN    SCHOOL. 

The  Girls'  Latin  School,  which  has  recently  celebrated  the 
twenty-fifth  anniversary  of  its  establishment,  was  founded  on 
the  4th  of  February,  1878.  As  it  was  established  for  the 
express  purpose  of  fitting  girls  for  college,  and  has  been  held 
strictly  to  the  purpose  for  which  it  was  established,  its  standards 
for  promotion  and  graduation  have  been  largely  determined  by 
the  admission  requirements  of  the  best  New  England  colleges. 
Although,  therefore,  its  growth  has  more  than  justified  the 
expectations  of  its  founders,  it  has  not  become  a  large  school. 
The  following  table  shows  the  rate  of  its  growth  from  the  date 
of  its  establishment  to  the  close  of  the  last  school  year : 


Year. 

Average 
Whole  Number. 

Year. 

Average 
Whole  Number. 

1878 

28 

104 
140 
141 
141 
145 
147 
146 
155 
158 
196 
191 

1891 

204 

1879 

1892 

219 

1880 

1893 

1894 

225 

1(<81 

220 

1882 

1895 ... 

255 

1883 

1896 

297 

1884 

1897 

326 

1885 

1898 

344 

1886 

1899 

358 

1887 

1900 

376 

1888 

1901 

357 

1899 

1902....                          .... 

372 

1890 

18^1:  APPENDIX. 

TRANSFER  OF  CLASSES  TO  COPLEY  SQUARE. 

For  twenty  years  from  the  organization  of  the  school,  in  1878,. 
all  the  classes  were  housed  in  the  building  in  West  Newton  street 
appropriated  to  the  Girls'  High  School.  This  arrangement,  which 
had  been  viewed  from  the  first  as  a  temporary  makeshift,  became 
at  last  physically  impossible,  owing  to  the  growth  of  both  schools, 
and  in  1898  the  Chauncy  Hall  building  in  Copley  square  was 
leased  by  the  city  for  the  use  of  the  Girls'  Latin  School.  Since 
that  date  the  school  has  been  divided,  three-fifths  of  the  scholars 
being  assigned  to  the  Copley  square  building  and  two-fifths  to  the 
West  Newton-street  building ;  and  certain  teachers  have  been 
obliged  to  divide  their  time  between  the  two  buildings.  This 
division  of  the  school  into  two  parts,  though  made  imperative  by 
the  congested  condition  of  the  West  Newton-street  building,  which 
preceded  it,  is  of  course  detrimental  to  the  best  interests  of  the 
school,  and  should  be  discontinued  at  the  earUest  possible  moment ; 
for  a  school,  to  accomplish  its  best  work,  should  have  the  unity 
of  spirit  and  purpose  that  comes  from  a  common  participation  on 
the  part  of  all  its  pupils  in  its  general  exercises.  Moreover,  the 
north  side  of  the  Copley  square  building  is  very  dark,  and  the 
south  side  is  very  noisy,  so  that  much  energy  is  wasted  in  the 
mere  effort  to  see  and  hear. 

IMPERATIVE    NEED    OF    A    NEW    BUILDING. 

In  January,  1897,  a  petition,  signed  by  Henry  L.  Higginson 
and  3,050  other  citizens  of  Boston,  was  presented  to  the  School 
Board,  asking  that  a  new  building  be  provided  for  the  Girls' 
Latin  School.  The  presentation  of  this  petition  was  followed  by 
a  well  attended  and  enthusiastic  hearing  before  the  Committee 
on  High  Schools,  at  which  prominent  citizens  of  Boston  and 
several  heads  of  New  England  colleges  spoke  in  terms  of  high 
commendation  of  the  work  of  the  school,  and  earnestly  advocated 
the  erection  of  a  new  building  for  its  use.  But  the  need  of  new 
high  school  buildings  in  the  suburban  districts  was  also  urgent 
at  this  time,  and  the  claims  of  these  districts  to  prior  recognition 
were  strongly  pressed.  In  September  of  the  same  year  the 
Committee  on  Schoolhouses  reported  that  they  were  "  fully  aware 
of  the  crowded  condition  of   the    Girls'  Latin    School    and    the 


SUPPLEMENT.  185 

necessity  of  providing  a  new  building,"  but  bad  "no  funds 
available  at  tbe  present  time  for  tbe  erection  of  a  new  school- 
house."  Accordingly,  since  1898,  the  City  of  Boston  has  been 
paying  from  $7,000  to  $8,000  a  year  in  rent  and  taxes  for  the 
Copley  Square  building  and,  beginning  with  next  July,  when  the 
term  of  the  present  lease  will  expire,  will  have  to  pay  more  than 
S9,000  a  year  for  the  same  inadequate  and  unsatisfactory  accom- 
modations. Now  that  the  needs  of  the  suburban  districts  have 
been  met,  and  the  pressing  needs  of  the  Girls'  Latin  School  are 
frankly  acknowledged,  it  is  to  be  hoped  that  money  will  speedily 
become  available  for  the  purchase  of  a  site  and  the  erection  of  a 
new  building  for  that  school. 

GERMAN     OPTIONAL    WITH    GREEK. 

In  1894,  in  response  to  a  petition  signed  by  about  500  persons 
—  the  signers  including  parents  of  pupils  then  in  the  school, 
graduates  of  the  school,  and  citi-zens  of  Boston  interested  in 
education  —  the  School  Board  made  German  optional  with  Greek 
during  the  last  three  years  of  the  school  course ;  and  a  special 
teacher  of  German  was  added  to  the  existing  corps  of  regular 
teachers  in  order  that  the  increased  number  of  classes  to  be 
taught  might  be  duly  provided  for,  and  that  the  instruction  in  the 
newly  inti'oduced  modern  language  might  be  as  systematic  and 
thorough  as  the  instruction  in  the  ancient  language,  for  which  it 
was  to  be  recognized  as  an  equivalent.  Since  the  introduction  of 
this  option  in  the  course  of  study,  the  number  of  pupils  choosing 
German  has  been  to  the  number  choosing  Greek  approximately 
as  one  to  two ;  so  that,  as  all  the  pupils  of  the  school  study 
Latin  and  two-thirds  of  the  pupils  in  the  three  upper  classes 
study  Greek,  the  school  has  continued  to  be  a  distinctly  classical 
school. 

RELATION    OF    THE    SCHOOL     TO    THE    CERTIFICATE    SYSTEM    OF 
ADMISSION    TO    COLLEGE. 

The  school  now  sends  about  thirty-five  girls  to  college  every 
year.  Approximately  half  of  this  number  go  to  Kadcliffe  College, 
and,  in  order  to  be  admitted,  must  pass  satisfactorily  the  Harvard 
College  entrance  examination.  It  also  happens  every  year  that 
some  of  the  girls  who  intend  to  go  to   other  colleges  pay  the 


186  APPENDIX. 

required  examination  fee  and  take  the  admission  examination  at 
Radcliffe  College  in  order  to  have  the  satisfaction  of  knowing 
that  they  could  take  their  college  course  there  if  they  desired  to 
do  so.  As,  therefore,  the  standard  of  graduation  from  the  school 
is  largely  determined  by  the  requirements  for  admission  to 
Harvard  College,  those  who  enter  other  colleges  by  certificate, 
having  received  the  same  training  and  been  subjected  to  the  same 
tests  of  proficiency  as  their  classmates,  are  as  well  prepared  for 
collegiate  work  as  those  who  go  to  Eadclift'e  College.  Moreover, 
it  is  not  true,  as  is  sometimes  supposed,  that  those  who  go  to 
Radcliffe  College,  where  admission  is  gained  by  examination  only, 
are  the  best  scholars.  Sometimes  they  are  ;  but  as  often  they  are 
not.  The  fact,  however,  that  all  who  receive  the  diploma  of  the 
school  must  reach  the  standard  of  attainment  and  of  acquired 
power  that  is  demanded  for  admission  to  Harvard  College  gives 
to  the  certificate  of  the  school  a  recognized  value. 

On  the  other  hand,  it  is  not  the  policy  of  the  school,  as  is 
sometimes  assumed,  to  oyer-prepare  its  pupils  for  collegiate  work, 
so  that  they  will  have  but  little  to  do  during  the  Freshman  year 
at  college.  When  the  time  for  admission  to  college  arrives  and 
the  principal  of  the  school  has  to  decide  whether  the  candidate  is 
worthy  to  be  recommended  for  examination  in  a  given  subject  at 
Radcliffe  College,  or  worthy  to  be  certificated  in  that  subject  for 
admission  to  another  college,  the  ouly  question  considered  is, 
*'  Is  the  candidate  qualified  to  sustain  herself  at  college  in  the 
given  subject  or  in  the  subjects  for  which  it  is  the  appropriate 
foundation?"  If  she  is  so  qualified,  she  will  be  recommended  or 
certificated ;  if  she  is  not  so  qualified,  she  will  not  be  recom- 
mended or  certificated.  In  the  case  of  pupils  of  marked  ability, 
the  recommended  or  certificated  candidate  will  be  found  to  be 
well  equipped  for  collegiate  work ;  but,  in  the  case  of  pupils 
deficient  in  ability,  the  recommended  or  certificated  candidate 
will  be  found  to  be  only  barely  equipped  for  collegiate  work. 
But  it  would  be  a  gross  injustice  to  the  individual  for  the  school 
to  refuse  its  endorsement  to  a  pupil  capable,  though  only  by 
strenuous  effort,  of  sustaining  herself  in  college,  from  an  un- 
worthy fear  that  the  reputation  of  the  school  might  suffer.  Such 
an  injustice  the  school  intends  not  to  commit,  and  trustworthy 
evidence  could  be  given,  if  it  were  necessary,  of  the  fact  that,  in 
actual  practice,  the  school  does  not  commit  such  injustice. 


SUPPLEMENT.  187 

PRECAUTION    AGAINST    OVEKWORK. 

There  have  been  times  in  the  history  of  the  school  when 
parents  and  others  interested  in  its  welfare  have  felt  that  it 
demanded  unduly  strenuous  work  on  the  part  of  its  pupils ;  and 
doubtless  the  school  has  suffered  somewhat  in  reputation  from 
this  cause  in  comparison  with  the  high  schools  of  the  city.  But 
the  probable  explanation  of  the  popular  impression  that  the 
Latin  School  course  of  study  is  relatively  severe  is  that  all  the 
girls  attending  the  Latin  School  are  intended  for  college,  whereas 
only  an  insignificant  part  of  the  pupils  attending  the  high  schools 
have  college  in  view.  In  the  high  schools  preparation  for  col- 
lege is  only  an  incidental  feature  of  the  work  of  those  schools ; 
whereas,  in  the  Latin  School,  it  is  the  main  business  of  the 
school.  The  college  pupils  of  the  high  school  have  to  work  as 
strenuously  as  the  pupils  of  the  Latin  School;  but,  as  their 
number  is  relatively  insignificant,  their  strenuous  work  does  not 
attract  public  attention. 

Still,  overwork,  wherever  it  exists,  is  an  evil,  and  must  be 
guarded  against.  Accordingly,  two  years  ago,  by  way  of  experi- 
ment, the  recitation  periods  in  the  Grirls'  Latin  School  were  cut 
down  from  50  minutes  each  to  45,  and  two  of  the  three  five- 
minute  recesses  were  abolished,  so  that  an  extra  study  period  of 
35  minutes  was  gained  within  the  limits  of  the  school  session. 
Since  this  increase  of  study  time  was  provided  there  have  been 
no  complaints  of  overwork.  Moreover,  there  has  been  no 
appreciable  loss  in  the  amount  of  work  accomplished.  There 
have  also  been  noted  other  evidences  of  relief  from  strain.  Thus 
there  is  an  increasing  tendency  on  the  part  of  the  pupils  towards 
voluntary  association  in  school  organizations  for  the  study  or 
investigation  of  subjects  that  bear  a  collateral  relation  to  the 
course  of  study.  For  example,  there  have  sprung  up  at  least 
two  literary  clubs,  a  German  club,  and  a  science  club.  Moreover, 
the  encouraging  feature  of  these  voluntary  associations  is  that  the 
teachers  are  consulted  at  every  point,  that  they  are  invited  to  be 
present  at  the  meetings,  and  that  they  are  welcomed  to  member- 
ship. Indeed  the  spirit  of  sympathetic  cooperation  between  teach- 
ers and  pupils  was  never  stronger  in  the  school  than  it  is  to-day. 
Kespectfully  submitted, 
JOHN  TETLOW, 

Head  Master^  Girls'  Latin  School. 


188  APPENDIX. 


REPORT     OF    MISS    LAURA     FISHER,    DIRECTOR     OF 
KINDERGARTENS. 


To  the  Superintendent  of  Public  Schools : 

Sir, — The  plan  of  work  in  the  kindergartens  is  now  developed 
so  that  we  have  a  well  organized  and  graded  course  extending 
over  two  years.  The  course  for  the  older  children  is  the 
same,  in  all  essentials,  that  we  have  followed  for  several  years. 
The  course  for  the  younger  children  has  taken  more  definite  shape 
and  prepares  for  the  work  done  the  second  year,  so  that  at  pres- 
ent a  child  coming  into  the  kindergarten  at  three  and  one-half 
years  advances  gradually,  and  at  the  end  of  the  second  year  is 
well  prepared  for  the  primary  school. 

In  the  first  year  of  the  kindergarten  the  methods  used  must  of 
necessity  have  more  of  the  atmosphere  of  play,  the  exercises  must 
be  shorter,  the  amount  of  freedom  greater  than  in  the  second 
year ;  whereas  during  the  second  year  the  atmosphere  of  work 
must  begin  to  be  felt  somewhat,  the  exercises  must  be  less  ex- 
clusively constructive,  the  tax  on  attention  and  observation  must 
be  greater,  and  the  discipline  somewhat  more  marked. 

The  younger  class  uses  more  "preliminary  work"  —  such  as 
prepares  for  the  regular  occupations  of  the  kindergarten,  while 
the  older  class  works  with  the  traditional  kindergarten  materials. 

In  the  gift  work  the  emphasis  with  the  younger  children  is  on 
construction  and  representation,  with  the  older  children  a  con- 
siderable amount  of  illustration  and  observation  of  the  general 
qualities  of  objects  (e.  g.^  form,  size,  direction,  color,  number)  is 
added  to  the  more  advanced  constructive  work  with  the  same. 

MATERIALS. 

1.  Within  the  past  two  years  we  have  introduced  the  use  of 
sand  and  sand-tables.  The  very  plastic  nature  of  this  material 
renders  it  of  great  value  with  the  younger  children,  while  for  pur- 


SUPPLEMENT.  189 

poses  of  impression  work  it  is  of  equal  value  for  the  older  children. 
By  using  squares,  circles,  shells,  leaves,  etc.,  upon  smooth  moist 
sand  the  children  can  easily  make  impressions  of  form  which  are 
developed  into  symmetrical  figures  and  artistic  designs  long  before 
they  can  draw  or  paint  them  ;  this  is  one  of  the  simplest  means 
of  beginning  their  artistic  training,  and  has  proven  helpful  and 
developing  in  this  direction. 

2.  The  use  of  collateral  materials  in  connection  with  the  kin- 
dergarten gifts,  and  of  collateral  pictures  in  connection  with  the 
Mother-play,  has  become  an  important  feature  of  our  work  and 
unquestionably  improved  the  character  of  the  same.  It  has 
helped  to  emphasize  the  typical  character  of  both  these  phases  of 
Froebel's  system,  and  to  relate  the  object  and  plays  he  has  origi- 
nated to  similar  objects  and  ideas  in  the  world  and  the  immediate 
environment  of  the  child. 

3.  Great  developments  in  the  line  of  home  work  have  been 
made,  and  children  and  parents  have  been  encouraged  to  utilize 
for  constructive  and  artistic  purposes  whatever  available  material 
may  be  found  in  the  home.  The  exhibit  of  work  made  last  April, 
at  the  time  of  the  meeting  of  the  International  Kindergarten 
Union,  showing  (together  with  the  regular  occupations  of  the 
kindergarten)  the  collateral  materials  and  home  work  was  both 
interesting  and  significant.  It  revealed  the  fact  that  the  children 
apply  to  other  materials  and  objects  the  ideas  and  constructive 
processes  acquired  in  the  kindergarten,  and  the  further  fact  that 
they  carry  into  their  occupation  in  the  home  the  thoughts,  activi- 
ties and  skill  exercised  in  the  kindergarten.  Not  only  do  the 
children  continue  in  the  home  the  work  learned  in  the  kinder- 
garten, but  their  knowledge  is  communicated  to  parents  and  older 
brothers  and  sisters  who  send  back  to  the  kindergarten  objects 
made  and  pictures  gathered  illustrating  the  ideas,  and  fulfilling 
the  efforts  of  the  younger  child,  which  ideas  and  efforts  are  those 
suggested  and  stimulated  in  the  kindergarten. 

4.  In  several  kindergartens  we  have  experimented  with  en- 
larged materials.  The  experiment  has  been  an  interesting  one, 
and  the  opinion  seems  to  be  that  these  enlarged  gifts  are  helpful 
in  constructive  work.  It  is  too  eai'ly  to  assert  positively  that 
these  are  in  every  way  to  be  preferred  to  the  gifts  in  ordinary 
use. 


190  APPENDIX. 

mothers'  meetings. 

Mothers'  meetings  are  a  regular  part  of  the  work  of  the  kin- 
dergarten. These  meetings,  which  should  be  held  once  a  month 
in  every  kindergarten,  are  of  the  kind  which  have  made  of  every 
kindergarten  an  educational  centre.  In  many  districts  the  meet- 
ings are  very  largely  attended,  and  everywhere  their  influence  is 
distinct  and  important.  In  some  districts  these  "mothers'  meet- 
ings "  have  resulted  in  "  mothers'  clubs,"  conducted  by  the  mem- 
bers. Occasionally  "parents'  meetings"  are  held,  which  fathers 
and  mothers  alike  attend. 

As  a  result  of  these  meetings,  the  mothers  have  taken  a  greater 
interest  in  the  kindergarten,  as  well  as  a  wiser,  more  intelligent 
Interest  in  the  children,  and  both  kindergarten  and  home  have 
gained  in  consequence.  The  meetings  are  frequently  addressed 
by  physicians  on  the  physical  care  of  children,  and  by  persons 
interested  in  subjects  that  are  of  general  interest  and  value. 
Some  kindergartens  have  received  from  the  mothers'  class  pictures 
and  other  important  objects  for  the  decoration  and  improvement 
of  the  room,  and  not  infrequently  have  these  classes  contributed 
to  the  pleasure  of  the  children,  by  providing  excursions  into  the 
country. 

teachers'  meetings. 

The  union  of  interests  between  the  workers  in  Boston  and  all 
the  towns  near  by  is  to  my  mind  one  of  the  best  features  of  our 
work.  The  meetings  held  twice  each  week  brings  these  workers 
together,  and  a  friendly  exchange  of  ideas  and  comparison  of 
experiences  is  constantly  taking  place.  Nor  is  this  all.  The 
earnest  study  of  great  books  on  education,  psychology  and  classic 
literature  develops  in  them  high  ideals  which  they  hold  in  com- 
mon and  which  bind  them  together  more  closely  than  any  more 
external  similarity  in  formal  practice  can. 

Respectfully  submitted, 

LAURA   FISHER, 

Director  of  Kindergartens. 


SUPPLEMENT.  191 


STATEMENT  OF  MISS  SAEAH  FULLER,  PRINCIPAL 
OF  THE  HORACE  MANN  SCHOOL  FOR  THE  DEAF, 
RELATIVE  TO  HELEN  KELLER. 


7'o  the  Superintendent  of  Puhilc  Schools: 

Sir,  —  The  first  intimation  to  me  of  Helen  Keller's  desire  to 
speak  was  on  the  26th  of  March,  1890,  when  her  teaclier,  Miss 
Sullivan,  called  upon  me  with  her  and  asked  me  to  help  her  to  teach 
Helen  to  speak  ;  for,  said  she,  "Helen  has  spelled  upon  her  fingers, 
'  I  must  speak.'  "  She  was  then  within  three  months  of  being  ten 
years  old.  Some  two  years  before,  accompanied  by  her  mother, 
Mr.  Anagnos  and  Miss  Sullivan,  she  had  visited  the  Horace  Mann 
School  for  the  Deaf,  when  her  ready  use  of  English,  and  her 
interest  in  the  children,  had  suggested  to  me  that  she  could  be 
taught  to  speak.  But  it  was  not  then  thought  wise  to  allow  her 
to  use  her  vocal  organs.  Now,  however,  that  the  attempt  was  to 
be  made,  I  gladly  undertook  the  work.  I  began  by  familiarizing 
her  with  the  position  and  condition  of  the  various  mouth  parts, 
and  with  the  trachea.  This  I  did  by  passing  her  hand  lightly 
over  the  lower  part  of  my  face  and  by  putting  her  fingers  into  my 
mouth.  I  then  placed  my  tongue  in  the  position  for  the  sound 
of  I  in  it,  and  let  her  find  the  point,  as  it  lay  perfectly  still  and 
soft  in  the  bed  of  the  jaw,  just  behind  the  lower  front  teeth,  and 
discover  that  the  teeth  were  slightly  parted.  After  she  had  done 
this  I  placed  one  of  her  forefingers  upon  my  teeth  and  the  other 
upon  my  throat,  or  trachea,  at  the  lowest  point  where  it  may  be 
felt,  and  repeated  the  sound  i  several  times.  During  this  time, 
Helen,  standing  in  front  of  me  in  the  attitude  of  one  listening 
intently,  gave  the  closest  attention  to  every  detail ;  and  when  I 
ceased  making  the  sound  her  fingers  flew  to  her  own  mouth  and 
throat,  and  after  arranging  her  tongue  and  teeth  she  uttered  the 
sound  I  so  nearly  like  that  I  had  made,  it  seemed  like  an  echo  of 
it.  When  told  she  had  given  the  sound  correctly  she  repeated  it 
again  and  again.  I  next  showed  her,  by  means  of  her  sensitive 
fingers,  the  depression  through  the  centre  of  the  tongue  when  in 


192  APPENDIX. 

position  for  the  sound  of  a,  and  the  opening  between  the  teeth 
during  the  utterance  of  that  sound.  Again  she  waited  with  her 
fingers  upon  my  teeth  and  throat  until  I  sounded  d  several  times, 
and  then  she  gave  the  vowel  fairly  well.  A  little  practice  enabled 
her  to  give  it  perfectly.  We  then  repeated  the  sound  of  %  and 
contrasted  it  with  d.  Having  these  two  differing  positions  well 
fixed  in  her  mind  I  illustrated  the  position  of  the  tongue  and 
lips  while  sounding  the  vowel  6.  She  experimented  with  her 
own  mouth,  and  soon  produced  a  clear,  well-defined  6.  After 
acquiring  this  she  began  to  ask  what  the  sounds  represented, 
and  if  they  were  words.  I  then  told  her  that  %  is  one  of 
the  sounds  of  the  letter  i,  that  d  is  one  of  the  sounds  of 
the  letter  a,  and  that  some  letters  have  many  different 
sounds,  but  that  it  would  not  be  difficult  for  her  to  think  of 
these  sounds  after  she  had  learned  to  speak  words.  I  next  took 
the  position  for  «,  Helen  following  as  before  with  her  fingers,  and, 
while  sounding  the  vowel,  slowly  closed  my  lips,  producing  the 
w^ord  arm.  Without  hesitation  she  arranged  her  tongue, 
repeated  the  sounds,  and  was  delighted  to  know  that  she  had 
pronounced  a  word.  Her  teacher  suggested  to  her  that  she 
should  let  me  hear  her  say  the  words  mamma  and  papa.,  which 
she  had  tried  to  speak  before  coming  to  me.  She  quickly  and 
forcibly  said,  "  mimx  m.um  "  and  '''' pup p)vp  "  !  I  commended  her 
efforts,  and  said  that  it  would  be  better  to  speak  very  softly,  and 
to  sound  one  part  of  the  word  longer  than  she  did  the  other.  I 
then  illustrated  what  I  wanted  her  to  understand,  by  pronouncing 
the  word  mamma,  very  delicately,  and  at  the  same  time  drawing 
my  finger  along  the  back  of  her  hand  to  show  the  relative  length 
of  the  two  syllables.  After  a  few  repetitions  the  words  '>nainma 
and  papa  came  with  almost  musical  sweetness  from  her  lips. 

This  was  her  first  lesson.  She  had  but  ten  lessons  in  all, 
although  she  was  with  me  at  other  times  talking  freel}^,  but  not 
under  instruction.  The  plan  was  to  develop,  at  each  lesson, 
new  elements,  review  those  previously  learned,  listen  to  all  of  the 
combinations  she  could  make  with  the  consonants  as  initial  and 
final  elements,  and  construct  sentences  with  the  words  resulting 
from  the  combinations.  In  the  intervals  between  the  lessons  she 
practised  these  with  Miss  Sullivan.  She  was  an  ideal  pupil,  for 
she  folloAved  every  direction  with  the  utmost  care,   and  seemed 


SUPPLEMENT.  193 

never  to  forget  anything  told  her.  On  the  clay  she  had  her 
seventh  lesson  (April  19th)  she  and  Miss  Sullivan  were  invited  with 
me  to  lunch  at  the  house  of  a  friend.  While  on  the  way  there 
Miss  Sullivan  remarked  that  she  wished  Helen  would  use  the 
sentences  she  had  learned,  and  added  that  she  seemed  unwilling 
to  do  so.  It  at  once  occurred  to  me  that  the  cause  of  her  reluct- 
ance was  her  conscientious  care  to  pronounce  every  word  per- 
fectly ;  and  so,  in  the  moments  I  had  with  her  during  the  visit, 
I  encouraged  her  to  talk  freely  with  me  while  I  refrained  from 
making  corrections.  This  had  the  desired  effect.  In  going 
about  the  house  of  our  friend  she  asked  a  great  many  questions, 
using  speech  constantly.  In  the  presence  of  all  she  told  of  her 
studies,  her  home,  and  her  family.  She  also  told  of  a  visit  to 
Dr.  Oliver  Wendell  Holmes  a  short  time  before  when  she  "talked" 
to  him.  Noticing  her  words  as  she  spoke,  there  were  but  four 
which  I  did  not  readih'  understand.  These  I  asked  her  to  spell 
on  her  fingers.  Her  enjoyment  of  this,  her  first  experience  in  the 
real  use  of  speech,  was  touchingly  expressed  in  her  remark  to  Miss 
Sullivan  on  her  way  home,  "  I  am  not  dumb  now."  In  a  conver- 
sation, some  tAvo  weeks  later,  with  Dr.  Bell,  Miss  Sullivan,  and 
mj'self ,  a  still  greater  freedom  in  the  use  of  speech  was  noticeable. 
Miss  Sullivan  fully  appreciated  the  victory  gained  ;  for  she  wrote 
to  Mr.  Anagnos,  two  months  after  Helen  had  taken  her  first 
lesson,  "Think  of  it!  Helen  achieved  in  less  than  two  months 
what  it  takes  the  pupils  of  schools  for  the  deaf  several  years  to 
accomplish,  and  then  they  do  not  speak  as  plainly  as  she  does." 
Helen's  own  joy  in  this  conscious  possession  of  a  new  power  was 
shown  in  the  following  letter  she  wrote  me  a  week  or  so  after  she 
had  taken  her  first  lesson.  It  also  reveals  the  origin  of  her 
desii-e  for  speech. 

South  Boston,  Mass.,  April  3,  1890. 
My  Dear  Miss  Fuller  : 

My  heart  is  full  of  joy  this  beautiful  morning  because  I  have  learned 
to  speak  many  new  words,  and  I  can  make  a  few  sentences.  Last  even- 
ing I  went  out  in  the  yard  and  spoke  to  the  moon.  I  said,  "  O  moon, 
come  to  me!"  Do  you  think  the  lovely  moon  was  glad  that  I  conld 
speak  to  her  ?  How  glad  my  motlier  will  be.  I  can  hardly  wait  for  June 
to  come,  I  am  so  eager  to  speak  to  her  and  to  my  precious  little  sister. 
Mildred  could  not  understand  me  when  I  spelled  with  my  fingers,  but 


194  APPENDIX. 

now  she  will  sit  in  my  lap,  and  I  will  tell  her  many  things  to  please  her, 
and  we  shall  be  so  happy  together.  Are  you  very,  very  happy  because 
you  can  make  so  many  people  happy?  I  think  you  are  very  kind  and 
patient,  and  I  love  you  very  dearly.  My  teacher  told  me  Tuesday  that 
you  wanted  to  know  how  I  came  to  wish  to  talk  with  my  mouth.  I  will 
tell  you  all  about  it,  for  1  remember  my  thoughts  perfectly.  When  I 
was  a  very  little  child  I  used  to  sit  in  my  mother's  lap  nearly  all  the 
time,  because  I  was  very  timid,  and  did  not  like  to  be  left  by  myself. 
And  I  would  keep  my  little  hand  on  her  face  all  the  while,  because  it 
amused  me  to  feel  her  face  and  lips  move  when  she  talked  with  people. 
I  did  not  know  then  what  she  was  doing,  for  I  was  quite  ignorant  of  all 
things.  Then,  when  1  was  older,  I  learned  to  play  with  my  nurse  and  the 
little  negro  children,  and  I  noticed  that  they  kept  moving  their  lips  like 
my  mother,  so  I  moved  mine,  too,  but  sometimes  it  made  me  angry,  and 
I  would  hold  my  playmates'  mouths  very  hard.  I  did  not  know  then 
that  it  was  very  naughty  to  do  so.  After  a  long  time  my  dear  teacher 
came  to  me,  and  taught  me  to  communicate  with  my  fingers,  and  I  was 
satisfied  and  happy.  But  when  I  came  to  school  in  Boston  I  met  some 
deaf  people  who  talked  with  their  mouths  like  all  other  people,  and  one 
day  a  lady  who  had  been  to  Norway  came  to  see  me,  and  told  me  of 
a  blind  and  deaf  girl  she  had  seen  in  that  far-away  land  who  had  been 
taught  to  speak  and  understand  others  when  they  spoke  to  her.  This 
good  and  happy  news  delighted  me  exceedingly,  for  then  I  was  sure 
that  I  should  learn  also.  I  tried  to  make  sounds  like  my  little  play- 
mates, but  teacher  told  me  that  the  voice  was  very  delicate  and  sensitive 
and  that  it  would  injure  it  to  make  incorrect  sounds,  and  promised  to 
take  me  to  see  a  kind  and  wise  lady  who  would  teach  me  rightly. 
That  lady  was  yourself.  Now  T  am  as  happy  as  the  little  birds,  because 
I  can  speak,  and  perhaps  I  shall  sing  too.  All  of  my  friends  will  be  so 
surprised  and  glad. 

Your  loving  little  pupil, 

HELEN   A.    KELLER. 

From  her  home  in  Alabama,  where  she  went  in  June,  Helen 
expressed  this  same  joy  in  the  use  of  speech  when  she  wa'ote  to 
Mr.  Anagnos  (July  4,  1890)  :  "  I  am  so  happy  now.  I  never 
was  so  happy  in  my  life  before.  When  you  come  home  you  will 
take  me  in  your  lap  and  I  will  speak  to  you."  She  said  her 
talking  was  a  beautiful  surprise  to  her  father  and  mother,  for 
she  had  not  written  them  that  she  had  been  learning  to  speak. 
"  Are  you  not  very  glad,"  she  adds,  "  that  I  can  talk,  and  that 
everybody  understands  me?  " 

In  October  she  wrote  me  another  letter  which,  as  given  here, 
will  reveal  her  loving  personality  and  progress  more  than  any 
words  I  could  give. 


SUPPLEMENT.  105 

TuscuMBiA,  Alabama,  October  20,  1890. 
Ml/  Bear  Miss  Fuller  : 

Oil,  no  !  I  have  not  forgotten  you,  dear  friend  !  I  have  thought  of 
you  every  day,  and  I  love  you  more  than  ever.  I  will  tell  you  why  I 
have  not  written  before.  After  I  came  home  I  was  sick  for  a  while,  and 
the  doctor  said  1  must  be  very  quiet  and  not  get  tired  or  I  would  be 
very  ill.  We  all  went  away  to  a  beautiful  mountain,  where  it  was  cool 
and  pleasant,  and  I  did  nothing  but  play  and  ride  my  dear  donkey. 
You  must  know  I  had  a  lovely  time  climbing  the  steep  paths,  and 
gathering  the  pretty  wild  flowers.  Lioness,  my  great,  faithful  mastiff, 
always  went  with  us.  When  we  were  tired  and  sat  down  on  a  fallen 
tree  to  rest  she  would  roll  in  the  leaves  or  lie  quietly  at  our  feet. 
Sometimes  the  rain  came  down  in  torrents,  then  we  stayed  in  the  house 
and  amused  ourselves.  Mildred  and  our  little  cousin  Louise  Adams, 
were  very  happy  together.  I  used  to  swing  them  in  the  hammock  and 
have  fun  with  them.  They  could  understand  all  that  I  said  to  them, 
and  sometimes  I  could  tell  what  they  said  by  feeling  of  their  lips.  Are 
you  not  delighted  because  I  can  speak  so  well  !  My  dog  comes  bound- 
ing to  me  when  I  call  her,  and  all  of  my  friends  know  what  I  say  if  I 
speak  distinctly.  I  have  learned  a  great  deal  about  my  loving  heavenly 
Father,  and  the  dear  Christ.  I  am  very,  very  happy.  God  wants  us  to 
be  happy.  I  think  he  wanted  you  to  teach  me  to  speak  becaiise  he  knew 
how  much  I  wished  to  speak  like  other  people.  He  did  not  want  his 
child  to  be  dumb,  and  when  I  go  to  him  He  will  let  his  angels  teach  me 
to  sing.  I  wonder  if  your  beautiful  new  school  is  finished.  You  must 
give  my  dear  love  to  all  the  children  and  the  teachers.  I  hope  they 
have  not  forgotten  Helen.  When  I  see  you  I  shall  have  very  much  to 
tell  you.  I  am  studying  every  day  and  learning  all  I  can  about  plants, 
and  numbers,  and  the  beautiful  world  our  Father  has  given  us.  I  am 
so  glad  that  we  shall  live  always,  because  there  are  so  many  wonderful 
things  to  learn  about.  Teacher  sends  love  and  little  sister  sends  a  kiss. 
Lovingly,  your  little  friend, 

HELEN   A.    KELLER. 

From  time  to  time  I  noted  the  improvement  of  this  remarkable 
girl  in  the  use  of  speech,  and  I  am  free  to  confess  that  one  of 
the  great  joys  of  my  life  was  when,  six  years  after  the  first 
lessons,  it  was  my  privilege  not  only  to  suggest  her  as  a  speaker 
for  the  Fifth  Summer  meeting  of  the  American  Association  to 
Promote  the  Teaching  of  Speech  to  the  Deaf  at  the  Pennsylvania 
Institution  at  Mt.  Airy,  but  to  see  and  hear  the  successful  effort. 
The  spe*^ch,  written  out  by  herself  on  the  typewriter,  was  com- 
mitted to  memory  and  now  repeated  without  a  mistake.  I  cannot 
refrain  from  giving  it  here  that  others  may  see  its  spirit  and  form 
of  expression.  Like  the  letters,  it  tells  its  own  story  better  than 
anything  I  could  say. 


196  APPENDIX. 


ADDRESS   OF   HELEN    KELLER. 

If  you  knew  all  the  joy  I  feel  in  being  able  to  speak  to  you  to-day  I 
think  you  would  have  some  idea  of  the  value  of  speech  to  the  deaf,  and 
you  would  understand  why  I  want  every  little  deaf  child  in  all  this  great 
world,  to  have  an  opportunity  to  learn  to  speak.  I  know  that  much  has 
been  said  and  written  on  this  subject,  and  that  there  is  a  wide  differ- 
ence of  opinion  among  teachers  of  the  deaf  in  regard  to  oral  instruction. 
It  seems  vory  strange  to  me  that  there  should  be  this  difference  of  opin- 
ion ;  I  cannot  understand  how  any  one  interested  in  our  education  can 
fail  to  appreciate  the  satisfaction  we  feel  in  being  able  to  express  our 
thoughts  in  living  words.  Why,  I  use  speech  constantly,  and  I  cannot 
begin  to  tell  you  how  much  pleasure  it  gives  me  to  do  so.  Of  course,  I 
know  that  it  is  not  always  easy  for  strangers  to  understand  me  ;  but  it 
will  be  by  and  by  ;  and  in  the  meantime  I  have  the  unspeakable  happi- 
ness of  knowing  that  my  family  and  friends  rejoice  in  my  ability  to 
speak.  My  little  sister  and  baby  brother  love  to  have  me  tell  them 
stories  in  the  long  summer  evenings  when  I  am  at  home,  and.  my  mother 
and  teacher  often  ask  me  to  read  to  them  from  my  favorite  books.  I 
also  discuss  the  political  situation  with  my  dear  father,  and  we  decide 
the  most  perplexing  questions  quite  as  satisfactorily  to  ourselves  as  if  I 
could  see  and  hear.  So  you  see  what  a  blessing  speech  is  to  me.  It 
brings  me  into  closer  and  tenderer  relationship  with  those  I  love,  and 
makes  it  possible  for  me  to  enjoy  the  sweet  companionship  of  a  great 
many  persons  from  whom  I  should  be  entirely  cut  off  if  I  could  not  talk. 

I  can  remember  the  time  before  I  learned  to  speak,  and  how  I  used,  to 
struggle  to  express  my  thoughts  by  means  of  the  manual  alphabet  —  how 
my  thoughts  used  to  beat  against  my  finger  tips  like  little  birds  striving 
to  gain  their  freedom,  until  one  day  Miss  Fuller  opened  wide  the  prison 
door  and  let  them  escape.  I  wonder  if  she  remembers  how  eagerly  and 
gladly  they  spread  their  wings  and  flew  away.  Of  course  it  was  not 
easy  at  first  to  fly.  The  speech-wings  were  weak  and  broken,  and  had 
lost  all  the  grace  and  beauty  that  had  once  been  theirs  ;  indeed,  nothing 
was  left  save  the  impulse  to  fly,  but  that  was  something.  One  can  never 
consent  to  creep  when  one  feels  an  impulse  to  soar.  But,  nevertheless, 
it  seemed  to  me  sometimes  that  I  could  never  use  my  speech-wings  as 
God  intended  I  should  use  them  ;  there  were  so  many  difficulties  in  the 
way,  so  many  discouragements  ;  but  I  kept  on  trying,  knowing  that 
patience  and  perseverance  would  win  in  the  end.  And  while  I  worked 
I  built  the  most  beautiful  air-castles,  and  dreamed  dreams,  the  pleas- 
antest  of  which  was  of  the  time  when  I  should  talk  like  other  people  ; 
and  the  thought  of  the  pleasure  it  would  give  my  mother  to  hear  my 
voice  once  more  sweetened  every  effort,  and  made  every  failure  an  incen- 
tive to  try  harder  next  time.  So  I  want  to  say  to  those  who  are  trying  to 
learn  to  speak,  and  to  those  who  are  teaching  them,  "  Be  of  good  cheer. 
Do  not  think  of  to-day's  failures,  but  of  the  success  that  may  come  to-mor- 
row.    You  have  set  yourself  a  difficult  task,  but  you  will  succeed  if  you 


SUPPLEMENT.  197 

persevere  ;  and  you  will  find  a  joy  in  overcoming  obstacles  —  a  delight 
in  climbing  rugged  jiatbs  which  you  would  perhaps  never  know  if  you 
did  not  sometimes  slip  backwards  ;  if  the  road  was  always  smooth  and 
pleasant.  Remember,  no  effort  that  we  make  to  attain  something  beau- 
tiful is  ever  lost.  Sometime,  somewhere,  somehow,  we  shall  find  that 
which  we  seek.  We  shall  speak,  yes,  and  sing  too,  as  God  intended  we 
should  speak  and  sing." 

As  introduced  by  Mr.  Bell,  Helen  had  already  given  a  peculiar 
charm  to  the  opening  of  the  convention  by  having  recited  the 
Twenty-third  Psalm. 

Not  only  in  the  public  convention,  but  in  the  private  club  and 
school,  has  this  use  of  speech  been  a  joy  to  her  and  a  wonder  to 
others.  Only  the  year  after  she  began  to  talk  she  surprised  her 
teachers,  with  whom  she  was  a  guest  at  Abbot  Academy,  by 
stepping  forward  after  one  of  them  had  spoken  and  saying,  "I 
would  like  to  say  something  to  my  friends."  After  thanking 
them  all  for  their  kindness,  with  her  sightless  eyes  turned  toward 
heaven,  she  referred  to  the  world  being  full  of  goodness,  beauty, 
and  love  written  on  the  walls  of  nature  all  around  them. 

The  Young  Ladies'  Club  of  Baddeck,  Nova  Scotia,  will  never 
forget  the  suggestive  remarks  she  made  at  the  summer  home  of 
Dr.  Bell  in  1901.  After  expressing  her  joy  in  meeting  the  young 
ladies  of  Baddeck,  she  said,  "Here  in  this  beautiful  home  love 
is  supreme ;  we  see  it  in  every  flower ;  we  hear  it  in  the  music 
that  sings  itself  inside  and  outside  our  hearts.  It  makes  every- 
thing beautiful.  Here  our  griefs,  our  deprivations,  our  failures, 
are  made  to  blossom  like  Aaron's  rod  with  flowers."  People 
often  asked,  she  said,  if  she  were  happy,  since  it  seemed  strange 
that  one  who  couldn't  see  or  hear  should  be  able  to  enter  into  the 
joys  of  life.  "That  is  because  they  do  not  understand  the  power 
of  love,"  she  declared.  "  By  its  magic  one  perceives  that  every- 
thing has  its  wonders —  even  darkness  and  silence."  Then  fol- 
lows thought,  which,  coming  as  it  does  from  darkness  and  silence, 
startles  with  its  power  and  exalts  with  its  beauty.  ' '  The  eye 
cannot  follow  the  flight  of  song,  the  ear  cannot  hear  the  music  in 
the  heart  that  receives  it,  but  the  spirit  knows  no  limitations. 
It  may  follow  the  song  to  the  utmost  boundary  of  the  heavens, 
and  in  the  inner  silence  of  thought  listen  to  the  '  music  of  the 
spheres.'  " 


198  APPEXDIX. 

Such  thought,  well  spoken,  from  one  blind  and  deaf  from  the 
age  of  nineteen  months  is  one  of  the  marvels  of  this  progressive 
age.  Respectfully  submitted, 

SARA   FULLER, 
JPri?icipal  of  Horace  Mann  School  for  the  Decf. 

HELEN  KELLER  AS  A  SPEAKER. 

As  an  interesting  addition  to  the  evidence  of  success 
cited  by  Miss  Fuller,  the  following  account  of  Helen 
Keller's  appearance  before  a  committee  of  the  Legis- 
lature, at  the  State  House,  in  Boston,  is  taken  from  the 
"  Boston  Globe  "  of  March  6,  1903  : 

There  was  a  very  large  attendance  at  the  hearing  at  the  State 
House  this  morning  on  the  resolve  accompanying  the  petition  of 
Edward  Cummings  to  provide  for  the  appointment  of  a  commission 
to  investigate  the  condition  of  the  adult  blind  in  this  State. 

Principal  interest  centred  in  Miss  Helen  Keller,  who  was  present 
during  the  hearing  and  who  addressed  the  members  of  the  Committee 
on  Education,  before  whom  the  hearing  was  held,  in  favor  of  the  resolve. 
There  was  something  entirely  unusual  and  pathetic  in  the  appearance 
of  this  advocate  of  the  resolve,  which  may  mean  so  much  to  those  who, 
like  herself,  are  deprived  of  eyesight. 

Appeal  for  Educated  Blind. 

Miss  Keller  was  accompanied  by  her  teacher,  who  repeated  to  the 
committee  the  sentences  as  they  fell  from  the  lips  of  the  blind  girl. 
Much,  if  not  quite  all,  that  Miss  Keller  said  was  entirely  distinguishable 
without  being  repeated.     She  said: 

"  It  has  long  been  my  earnest  desire  that  something  be  done  to  help 
the  blind  to  support  themselves.  It  is  terrible  to  be  blind  and  to  be 
uneducated;  but  it  is  worse  for  the  blind  who  have  finished  their  edu- 
cation to  be  idle.  Their  very  education  becomes  a  burden  because  they 
cannot  use  it.  All  the  knowledge  they  have  gained  in  their  school  days 
can  bring  no  happiness  into  their  lives.  Indeed,  I  have  sometimes 
thought  that  their  condition  before  they  go  to  school  is  happier  than 
that  state  of  educated  helplessness  in  which  the  school  leaves  them. 
They  think,  think,  think,  in  the  long  days  that  are  nights. 

"  They  have  been  taught  to  aspire;  they  have  read  books;  perhaps  they 
have  tasted  the  '  higher  education,'  and  now  they  are  sent  back  from 
school,  often  to  poor  homes,  with  nothing  to  do,  except  to  contrast 
with  bitter  longing  the  school  days,  full  of  books  and  music,  with  the 
helpless,  inactive  present.  The  education  was  a  delight  and  a  privilege 
but  for  what  have  they  been  educated? 


SUPPLEMENT.  199 

Industrial  Training  Needed. 

"I  remember  the  distress  of  many  blind  people  I  have  known,  who, 
after  finishing  their  education,  could  find  no  means  of  supporting  them- 
selves, because  no  one  helped  them  to  find  positions  in  which  they 
could  turn  what  they  have  been  taught  to  practical  use.  The  greater 
their  ambition  to  do  useful  work  the  more  cruel  their  disajipointment. 
I  often  receive  letters  from  them,  and  the  cry  of  their  despair  is  in  my 
heart  as  I  speak. 

"  If  this  Commonwealth  will  establish  a  commission  to  place  the  blind 
in  positions  of  self-support,  it  will  be  doing  three  things  —  helping  the 
blind,  relieving  itself  of  the  burden  of  caring  for  them,  and  setting  an 
example  to  other  States.  Already  Massachusetts  has  delayed  too  long 
in  a  work  in  which  she  should  lead.  It  is  not  higher  education  that  the 
blind  need.  It  is  not  Greek  and  Latin,  but  an  industrial  training  and 
some  one  with  influence  and  authority  to  help  them  to  a  place  in  the 
industrial  world." 

There  was  hearty  applause  when  Miss  Keller  concluded. 


200  APPENDIX, 


REPORT   OF   MR.    JAMES    FREDERICK   HOPKINS, 
DIRECTOR   OF   DRAWING. 


To  the  Superintendent  of  Public  Schools: 

Sir,  —  At  your  request  I  offer  the  following  report  upon 
the  conduct  of  drawing  in  the  day  and  evening  schools  of  Boston. 
For  convenience  in  preparing  the  matter  I  have  arranged  the 
subjects  reported  upon  as  follows:  (1)  State  of  the  work  in 
primary  and  grammar  grades  and  general  advance  of  the  subject. 
(2)  Drawing-books  and  manuals.  (3)  Assistant  staff.  (4)  Lectures 
to  teachers.  (5)  Drawing  in  high  schools.  (6)  Evening  drawing 
schools. 

(1.)       WORK    IN    PRIMARY    AND    GRAMMAR    GRADES. 

It  is  a  pleasure  to  report  upon  the  good  work  going  on  in  our 
primary  and  grammar  schools.  The  teachers  have  passed  through 
the  period  of  discouragement  which  immediately  followed  the 
reorganization  of  the  subject.  They  have  bravely  made  the 
attempt  to  meet  us  half  way  in  our  efforts  to  give  them  insight 
into  the  true  meaning  of  the  course  outlined.  They  have  not 
hesitated  to  demand  proof  of  difficult  possibilities,  yet  they  have 
most  helpfully  offered  suggestions  for  improving  the  work  which 
have  been  incorporated  into  the  general  scheme.  With  true 
Boston  spirit  they  have  tested  every  point  of  advance,  but  they 
have  held  steadfast  in  their  interest,  and  their  enthusiasm  has  not 
diminished  with  the  months  of  progress. 

The  result  of  all  this  earnest  spirit  is  that  the  pupils  are  doing 
the  work  outlined  in  a  manner  in  keeping  with  the  particular  por- 
tion of  the  city  in  which  they  are  located.  There  is  a  steady 
growth  of  power  noted  in  the  work  from  grade  to  grade,  a  power 
which  has  its  results  in  a  blossoming  of  the  subject  most  credit- 
able to  teachers  and  pupils.  There  is  a  freedom  of  accomplish- 
ment and  an  interest  in  attempt  superior,  I  believe,  to  anything 
produced  in  this  subject  since  its  original  adoption  and  incorpora- 
tion into  our  school  system.    Best  of  all,  there  is  a  spirit  growing 


SUPPLEMENT.  201 

stronger  every  day  which  seeks  an  application  of  drawing  and 
design  in  definite  projects  for  the  manual  training  room,  thus 
carrying  our  work  forward  into  practical  fields  represented  by  the 
arts  and  crafts. 

(2.)   DRAWING  BOOKS  AND  MANUALS. 

(1)  In  a  former  report  made  by  this  department,  and  to  be 
found  in  the  Superintendent's  Report  issued  in  1898  we  com- 
mented upon  the  lamentable  lack  of  material  in  the  hands  of 
teachers  and  pupils  for  the  conduct  of  this  work. 

Realizing  that  to  theorize  and  not  suggest  remedies  was  a  poor 
policy,  we  added,  "There  are  three  statements  which  should  be 
carefully  kept  in  mind  when  considering  a  remedy  for  our  present 
condition  "   (1898)  : 

(a)  Each  great  city  must  outline  its  own  course  of  study, 
seeking  everywhere  with  unbiased  mind  that  which  is  best  and 
arranging  it  to  meet  the  particular  needs  and  interests  of  the 
city. 

(b)  The  course  of  study  should  be  amplified  into  a  series  of 
suggestions  (revised  annually)  for  the  conduct  of  the  lessons  in 
the  subject.  These  outlines  should  offer  every  opportunity  for 
freedom  and  originality  in  the  interpretation  of  the  lessons. 

(c),  Nothing  should  be  withheld  from  the  teaching  staff  or 
the  pupils  of  a  great  city,  which  in  the  interest  of  progress  and 
economy  (and  economy  is  certainly  the  saving  of  time  and 
strength)  can  fm-ther  -the  broad  advancement  of  the  public 
schools. 

(2)  A  year  later  (in  1899)  we  presented  the  necessities  of 
the  schools  as  thus  previously  outlined  and  urged  the  adoption  of 
the  drawing  books  and  manuals  of  the  Prang  Elementary  Course 
of  Art  Instruction  as  the  best  published  material  to  meet  the 
purpose  of  our  city.  In  urging  this  adoption  the  following  points 
were  presented  in  detail  as  arguments  on  the  line  of  educational 
expediency  : 

(I.)     From  the  standpoint  of  the  pupil. 

(a)  That  no  city  could  make  definite  logical  progress  until 
the  pupils  of  one  grade  should  go  forward  into  the  succeeding 
grade  reasonably  equipped  to  undertake  the  work  of  that  grade. 


202  APPENDIX. 

(b)  That  this  power  could  only  be  forthcoming  when  pupils 
really  did  the  work  expected. 

(c)  Therefore  this  work  should  be  required  in  a  form  for 
permanent  preservation,  so  planned  that  inspiring  illustrations 
could  be  offered  at  the  opportune  moment,  and  so  arranged  that 
doing  the  work  would  develop  personal  incentives  toward  drawings 
of  proper  size  and  relationship  to  defined  conditions,  in  order  that 
pride  in  progress  and  accomplishment  be  fostered  in  the  hearts  of 
all  pupils. 

The  adoption  of  these  drawing  books  to  be  continued  until  the 
pupils  developed  the  state  of  mind  that  the  subject  of  drawing 
was  one  of  dignity,  personal  value,  and  pride,  —  a  subject  to 
be  undertaken  in  seriousness  as  well  as  pleasure. 

(II.)      From  the  standpoint  of  the  teacher. 

(a)  That  no  teacher  could  be  certain  of  the  best  results  from 
her  class  unless  she  knew  that  they  came  to  her  with  power, 
advanced  logically  while  in  her  class-room,  and  left  her  at  the  end 
of  the  year  equipped  for  the  work  of  the  next  grade. 

(b)  That  this  satisfaction,  born  of  good  work  accomplished, 
could  only  come  to  a  teacher  who  had  the  results  at  hand  in  easily 
accessible  form  to  prove  to  herself  and  others  that  the  work  had 
been  successful!}"  done. 

(c)  That  the  form  of  the  material  furnished  must  be  such 
that  references  be  purposeful,  definite,  and  easily  explained,  thus 
raising  the  varied  ideals  of  hundreds  of  teachers  to  a  common 
meeting  ground  for  future  progress. 

The  adoption  of  these  drawing  books  to  hold  until  all  teachers 
throughout  the  city  developed  the  state  of  mind  that  the  subject 
of  drawing  was  one  of  which  to  be  proud,  one  of  work  accom- 
plished, with  results  ready  at  hand  for  quick  display  and  com- 
ment by  all  concerned. 

(III.)     From  the  standpoint  of  the  supervisory  staff. 

(a)  That  no  supervisory  staff  composed  of  limited  units 
scattered  over  extensive  field  can  be  certain  of  progress  unless  in 
the  short  time  that  may  be  devoted  to  any  individual  teacher  it 
can  be  seen  that  the  work  of  the  pupils  had  been  brought  up  to 
date. 

(b)  That  aid  can  only  be  successfully  offered  where  help  is 
demanded,  or  commendation  given  where  work  is  worthy,  unless 


SUPPLEMENT.  203 

past,  as  well  as  the  current  work,  can  be  quickly  seen  for  consid- 
eration. 

(c)  That  suggestions  for  advancement  in  methods,  and  incen- 
tives to  pupils  for  further  accomplishment  can  only  be  offered 
when  there  is  a  helpful  meeting  ground  common  to  the  under- 
standing of  supervisory  staff,  teachers,  and  pupils. 

The  adoption  of  these  drawing  books  to  hold  until  the  state  of 
mind  throughout  the  city  be  one  of  understanding  of  the  import 
of  the  movement,  meaning  of  terms  as  made  clear  by  illustra- 
tions, and  a  recognition  of  methods  coming  of  skill  born  in 
doing. 

(3)  On  this  basis,  and  with  the  understanding  of  all  concerned 
that  these  drawing  books  and  manuals  were  recommended  as  aids 
to  carry  out  the  Boston  course  of  study,  this  material  was  unani- 
mously adopted  by  the  School  Committee  on  the  evening  of  June 
29,  1899,  and  furnished  for  the  use  of  the  proper  grades  on  the 
opening  of  the  schools  in  September. 

The  wisdom  of  this  adoption  has  been  apparent  to  all  who  have 
watched  the  gain  upon  the  part  of  the  pupils,  and  their  appreci- 
ation of  what  teachers'  explanations  mean  when  illustrated  by  the 
suggestive  methods  of  arrangement  or  technique.  Ever}^  teacher 
who  has  found  in  this  material  the  power  and  inspiration  which 
can  only  come  from  helpfully  planned  data,  acknowledges  the 
value  and  advancement  of  the  subject  which  this  adoption  assured. 
Without  this  material  the  supervisory  staff  would  have  had  to  be 
increased.  Had  this  not  been  possible  we  should  have  had,  on 
the  other  hand,  to  contemplate  a  most  lamentable  situation.  We 
would  have  been  charged  with  an  accomplishment,  yet  forced  to 
admit  that  the  charge  was  superficially  administered  in  the  schools 
simply  because  inspiration  material  was  not  at  hand  to  make  a 
general  forward  effort  in  this  great  field  one  of  interest  and 
pleasure. 

(4)  In  the  late  spring  of  last  year  (1902),  I  stated  to  the 
■Committee  on  Drawmg  that  the  time  was  in  sight  when  the 
interest  of  the  pupils  in  their  work,  the  appreciation  of  teachers 
of  power  attained,  and  their  understanding  of  the  import  of  the 
movement  would  warrant  us  in  carrying  out  the  next  step  planned 
for  the  best  administration  of  the  subject.  I  stated  that  certain 
schools  had   already  reached   such  standards   of  proficiency  that 


204  APPENDIX. 

while  they  could  not  afford  to  abandon  the  use  of  the  illustrations 
in  the  drawing-book  as  reference  material,  yet  they  were  close  to 
the  point  where  the  pupils  did  not  require  the  incentive  of  a 
drawing-book  every  year  to  produce  their  best  work.  I  stated  to 
the  committee  that  we  proposed  to  so  modify  the  Outlines  of  Les- 
sons for  the  coming  year  {i.  e.,  for  the  school  year  of  1902-03)  that 
when  the  time  came  to  abandon  the  use  of  these  drawing-books 
as  pupils'  records  that  the  transition  would  be  easy  from  the  page 
required  to  the  subject  desired.  To  this  point  of  view  the  Com- 
mittee on  Drawing  gave  their  approval,  and  the  outlines  have 
been  thus  modified  during  this  current  year. 

(5)  The  time  has  now  come  to  discontinue  the  use  of  the 
drawing-books  as  pupils'  records,  and  to  furnish  this  or  any 
similar  material  in  the  future,  only  on  a  basis  of  its  use  as- 
reference. 

(6)  I  have  gone  into  these  details  of  the  last  few  years  to 
show  that  this  department  has  had  from  the  first  a  definite,  logi- 
cal plan  for  the  upbuilding  of  this  subject.  We  have  welcomed^ 
from  whatsoever  source,  all  hints  and  suggestions  which  could 
add  to  the  power  and  value  of  this  subject  throughout  the  city. 
We  have  endeavored  to  be  open-hearted  toward  all  points  for 
improvement.  We  have  appreciated  to  the  utmost  the  opportu- 
nity to  carry  out  consistently  the  plans  originally  formed  for  the 
betterment  of  the  work. 

(3.)        ASSISTANT    STAFF. 

The  work  of  the  assistant  staff  has  been  continued  with  much 
value  to  all  the  schools.  The  resignation  of  Miss  Kate  F.  Pierce 
caused  no  break  in  the  continuity  of  the  service  owing  to  the 
considerate  action  of  the  committee  in  continuing  the  assistant  in 
the  service  until  her  successor  could  be  appointed.  Miss  Pierce 
had  been  identified  with  the  work  since  the  appointment  of  the 
assistant  staff,  and  her  knowledge  of  the  field,  the  confidence  of 
principals  and  teachers  in  her  work,  and  her  sunny  disposition 
and  influence  in  the  class-room  caused  her  loss  to  be  regarded  by 
all  concerned  with  much  regret.  Mrs.  Thayer  (Miss  Pierce)  will 
long  be  remembered  as  one  who  helped  the  teachers  every  hour 
she  was  with  them,  and  who  did  much  to  establish  confidence  in 
an  assistant  staff,  whose  business  it  is  to  bring  aid  and  encourage- 


SUPPLEMENT.  205 

ment  to  all  teachers  and  offer  demonstration  and  assistance  under 
every  possible  opportunity. 

Only  a  few  changes  have  been  made  in  the  assignments  of  the 
assistants  in  the  schools.  Broadly  speaking,  the  city  is  divided 
into  three  areas,  and  twent}'  districts  each  are  assigned  to  two  of 
the  staff ;  and  nineteen  districts,  one  of  them  so  large  that  it 
will  be  soon  divided  to  the  third  worker.  The  covering  of  the 
€ity  by  these  three  assistants  requires  a  very  carefully  planned 
programme,  and  accurate  disposition  of  time.  Visitors  from 
other  cities,  who  compare  the  large  assistant  staff  in  their  own 
cities  with  our  small  one,  frequently  comment  upon  what  seems 
to  them  a  wholly  inadequate  number  of  assistants  to  carry  the 
work  forward  to  its  best  results.  When  one  considers  that  Bos- 
ton enrolls  a  student  population  equal  to  about  one-fifth  of  the 
pupils  of  school  age  in  Massachusetts,  and  compares  our  staff 
of  three  with  the  hundred  and  twenty  or  more  supervisors  of 
drawing  in  the  State,  it  will  be  seen  that  our  status  is  a  most 
economical  one. 

The  reason  why  no  extension  beyond  these  three  assistants  has 
ever  been  asked  is  because  we  believe  in  departmental  work  in 
drawing  in  the  grammar  schools.  This  cannot  in  any  way 
increase  the  quota  of  teachers.  It  simply  means  that  when  a 
master  has  a  sufficient  number  of  pupils  to  warrant  the  appoint- 
ment of  another  teacher  he  has  only,  providing  he  cares  to  so 
organize  his  school,  to  ask  for  the  appointment  of  a  teacher  hold- 
ing the  regular  grammar  grade  certificate  requirements,  yet  pos- 
sessing thorough  training  in  normal  art  methods.  The  success 
of  the  graduates  of  the  Massachusetts  Normal  Art  School,  who, 
as  holders  of  grammar  grade  certificates,  are  now  working  in  our 
schools  under  grade  ratings,  would  guarantee  the  soundness  of 
this  scheme  for  economical  administration  of  the  subject. 

(4.)       ILLUSTRATED    LECTURES    TO    TEACHERS. 

The  series  of  illustrated  lectures  which  have  been  given  annually 
to  teachers,  pupils,  and  friends,  is  this  year  being  continued.  The 
course  planned  for  this  season,  one  lecture  of  which  has  been 
given,  treats  with  the  broad  subject  of  Artistic  Handicrafts  in  the 
school-room,  the  workshop,  and  in  the  homes  of  primitive  Ameri- 
cans.    The  general  purpose  of  the  lectures  is  to  picture  what  is 


206  APPENDIX. 

being  done  in  the  line  of  iinding  in  hand  work  an  opportunity  to 
work  out  the  designs  produced  in  the  drawing  class.  All  the 
lectures  are  fully  illustrated  with  a  comprehensive  collection  of 
lantern  photographs  of  much  technical  excellence.  The  program 
is  arranged  for  five  weeks  and  the  subjects  are  as  follows :  The 
Field  of  Industrial  Design.  Artistic  Weaving,  Handicrafts  in 
Wood,  Modeling  and  Metal  Work,  Art  in  Pueblo  and  Mesa 
Towns  of  the  Southwest. 

As  in  all  previous  years  the  lectures  are  announced  for  Thurs- 
day and  Friday  afternoons,  in  order  that  all  who  care  to  attend 
may  find  convenient  dates.  The  syllabus  of  the  course  is  even 
more  attractive  than  in  previous  years,  and  has  received  many 
favorable  words  regarding  its  helpfulness  in  illustration.  I  would 
particularly  express  my  appreciation  of  the  co-operation  of  the 
Boston  Public  Library  in  furnishing  the  list  of  books  for  supple- 
mentary reading  in  connection  with  this  work. 

(5.)       DRAWING   IN    HIGH    SCHOOLS. 

I  would  particularly  recommend  to  your  consideration  the  good 
work  being  done  in  our  high  schools.  The  appointment  of  special 
teachers  in  certain  of  our  high  schools  has  been  to  the  great 
advantage  of  the  subject,  and  incidentally  decidedly  to  the  finan- 
cial advantage  of  the  city  whenever  these  appointments  have 
been  on  the  basis  of  the  regular  quota.  I  would  not  imply  that 
any  person  who  has  spent  four  years  in  any  of  the  normal  classes 
in  our  art  schools,  and  has  supplemented  that  training  by  Euro- 
pean study,  is  any  the  less  a  teacher  than  the  person  whc  may 
hold  a  college  degree.  I  would  simply  state  that  our  salary 
schedule  rates  these  teachers  differently,  and,  however  unfair  this 
may  be  in  principle,  the  fact  remains  that  the  city  has  profited  by 
the  substitution  of  these  trained  special  teachers  in  drawing  for 
the  former  maximum  salaried  general  workers  assigned  to  the 
subject. 

A  tendency  of  the  work  in  these  high  schools  is  to  extend  the 
work  accomplished  in  the  drawing-room  into  the  field  of  arts  and 
crafts.  Designs  executed  in  burnt  wood  and  leather,. examples 
of  advanced  basketry,  and  applications  of  the  art  study  to  the 
decoration  of  textiles  and  book  covers  have  been  most  commend- 
able. Wood  carving  is  also  most  successfully  carried  out  in  one 
of  our  schools. 


SUPPLEMENT.  207 

It  is  too  soon  to  report  upon  the  ultimate  results  to  be  obtained 
under  the  modifications  of  the  course  brought  about  by  making 
the  work  in  drawing  elective,  and  granting  to  it  more  time. 
Beyond  the  complications  in  program,  and  the  consequent  attend- 
ance of  students  of  different  divisions  and  grades  of  work  in  the 
drawing-room  at  the  same  hour,  a  conditiou  characteristic  of  but 
few  schools,  the  change  to  an  elective  basis  has  been  decidely 
for  the  better. 

(6.)        EVENING    DRAWING    SCHOOLS. 

The  death  of  Mr.  Henry  Hitchings,  in  January,  1902,  brought 
the  control  and  supervision  of  the  Evening  Drawing  Schools  di- 
rectly under  this  office.  Mr.  Hitchings  had  outlined  most  carefully 
this  work  for  the  year,  and  all  teachers  united  in  loyal  spirit  to 
carry  forward  to  the  close  of  the  term  the  work  thus  planned . 
An  intimate  knowledge  of  Mr.  Hitchings'  plans  for  broadening 
the  work  of  these  schools,  plus  an  observation  of  the  practical 
working  of  the  details  of  the  instruction,  led  to  a  modification  of 
the  course  of  study  after  the  close  of  the  school  year.  In 
undertaking  this  extension  of  the  effort  the  courses  of  study  in 
all  similar  schools  were  carefully  compared  with  the  needs  of 
our  Boston  pupils.  Wherever  possible  visits  were  made  to  exhi- 
bitions of  corresponding  work  in  order  to  plot  satisfactorily 
the  lines  of  our  new  departure.  Principals  and  teachers  were 
questioned  carefully  concerning  their  particular  field  of  service, 
and  the  results  of  their  experience  incorporated  into  a  general 
tentative  scheme. 

In  late  May  this  general  outline  was  compared  with  the  excel- 
lent topical  exhibition  of  the  evening  schools  of  Pratt  Institute 
in  Brooklyn,  in  which  attention  has  so  long  been  devoted  to  art 
study  with  definite  industrial  application.  In  August  I  gave  con- 
siderable time  to  the  exhibits  of  art  and  education  in  the  great 
Industrial  Art  Exhibition  in  Dusseldorf ,  where  the  best  of  Ger- 
man craftsmanship  was  on  view.  There  I  endeavored  to  note 
carefully,  and  particularly  those  features  of  art  application  which 
in  any  way  paralleled  the  work  of  our  evening  schools.  During 
my  European  journeys  I  have  studied  carefully  the  progress  of 
the  evening  art  schools  of  Great  Britain  from  year  to  year,  pay- 
ing particular  attention  to  methods,  courses  of  study,  and  general 


208  APPENDIX. 

scliemes  of  organization.  Last  summer  I  found  the  exhibition 
of  all  schools  of  the  United  Kingdom  again  arranged  in  the 
Victoria  and  Albert  Memorial  Museum  (South  Kensington)  at 
London.  There  our  tentative  suggestions  for  broadening  our 
work  were  compared  with  the  accomplished  successes  of  these 
long  established  and  magnificently  organized  schools. 

Immediately  upon  my  return  a  meeting  of  the  principals  of  the 
Evening  Drawing  Schools  was  called,  at  which  our  most  radica 
departures  were  discussed  before  being  presented  to  the  Commit- 
tee on  Drawing,  and  by  that  committee  offered  to  the  School 
Committee  for  adoption.  These  details  are  mentioned  to  show 
the  basis  for  our  present  work,  the  success  of  which  during  this 
winter's  term  has  amply  justified  all  the  labor  and  care  which  had 
been  put  upon  it. 

Briefly  the  departures  from  the  former  lines  of  elTort  are  : 

(1)  Admitting  students  who  could  prove  their  ability  to 
undertake  advanced  work  directly  to  a  second  or  third-year  class 
in  any  subject. 

(2)  Rating  a  student's  progress  upon  the  interest  and  power 
developed  in  his  work,  rather  than  upon  the  number  of  "  certificate 
sheets"  accomplished. 

(3)  Abolishing  the  diploma  for  two  years  work,  and  giving 
a  certificate  instead,  thus  holding  the  diplomas  for  only  those  who 
complete  a  three  years'  course  or  its  equivalent. 

(4)  Eliminating  from  the  course  in  Freehand  Drawing  all 
those  subjects  which  were  taught  in  the  School  of  Design,  and 
making  the  freehand  study  a  training  in  quick  sketching  and 
illustration. 

(5)  Introducing  the  costume  model  into  the  advanced  classes 
of  all  the  free-hand  schools. 

(6)  Offering  three  options  in  the  study  of  clay  modeling. 
(See  below.) 

(7)  Offering  advanced  architectural  design  to  architectural 
draughtsmen. 

(8)  Establishing  a  new  course  in  draughting  for  structural 
engineers. 

(9)  Commencing  the  term  on  the  second  Monday  in  October 
rather  than  a  week  later.  This  clears  the  April  vacation  of  the 
day  schools,  and  does  not  necessitate,  as  before,  the  heating  of 
the  school-rooms  solely  for  these  classes. 


SUPPLEMENT.  209 

Seven  broad  subjects  are  now  offered  in  these  Evening  Draw- 
ing Schools  as  follows  : 

Freehand  Draving.  — The  course  in  freehand  drawing  aims  to 
ot¥er  opportunities  for  thorough  training,  and  the  development 
of  power  in  quick  sketching  and  illustration.  It  is  a  course 
which  should  be  of  much  value  to  the  general  student,  of  particu- 
lar service  to  the  photo-engraver,  of  assistance  to  the  advertiser, 
and  has  in  recent  years  been  in  considerable  request  by  those 
engaged  in  millinery  and  costume  design. 

Design. —  The  course  in  design  offers  special  training  in  the 
study  of  the  principles  of  design  and  composition,  and  technical 
methods  in  applied  design.  It  is  arranged  to  develope  apprecia- 
tion of  the  principles  that  govern  good  design,  and  originality  in 
their  application  in  art  industry. 

Modeling.  —  Three  related  divisions  are  offei'ed  in  the  course 
in  modeling.  The  first  is  planned  for  sculptors  and  stonecutters 
who  desire  to  take  up  modeling  to  aid  their  profession,  or  to  bring 
a  greater  feeling  of  plasticity  into  their  work.  A  second  division 
supplements  the  work  of  the  freehand  drawing  classes,  and  offers 
opportunities  to  teachers  and  advanced  students  to  study  model- 
ing. The  third  division  is  arranged  to  meet  the  needs  of  students 
of  applied  design. 

Pupils  model  from  life  (costume  model),  casts,  plants,  flat 
copies,  or  original  designs  ;  and  study  the  principles  of  decora- 
tion as  applied  to  stone,  wood,  and  metal.  Students  studying  in 
the  third  division  are  instructed  in  the  designing  and  modeling  of 
small  objects,  like  candlesticks,  drinking  fountains,  vases,  clock- 
cases,  ink-stands,  tablets,  and  the  like,  which  are  of  a  character 
to  be  cast  in  metal. 

Architectural  Dravnng.  —  The  course  in  architectural  drawing 
aims  to  train  artisans  to  make  and  read  examples  of  architectural 
draughting.  It  also  offers  to  the  architectural  draughtsman  the 
opportunity  to  pursue  advanced  study  in  architectural  design,  in 
sketching  and  rendering  and  the  making  of  perspectives  from 
plans  and  elevations. 

Draughting  for  Str^ictural  Engineers.  —  The  extended  use 
of  steel  construction  in  architectural  and  engineering  projects 
requires  a  knowledge  of  this  subject  upon  the  part  of  the  artisan 
and  draughtsman.     Courses  in  structural  draughting  are  offered 


210  APPENDIX. 

at  the  Charlestown  and  Roxbiiry  schools.  These  courses  are 
open  to  those  who  have  successfully  completed  the  first  year's 
work  in  architectural  and  machine  drawing,  or  can  satisfy  the 
principals  of  those  schools  that  they  possess  the  power  necessary 
to  undertake  this  work. 

The  work  consists  of  detail  drawings  of  beams,  columns, 
trusses,  girders,  simple  bridge  construction,  etc.  It  is  the  pur- 
pose to  make  these  courses  as  practical  and  helpful  as  possible, 
and  to  this  end  the  methods  of  the  draughting  rule  are  carefully 
covered. 

Machine  Drmcing.  —  The  course  in  machine  drawing  aims 
to  train  artisans  to  make  and  read  examples  of  machine  draught- 
ing. It  also  offers  to  the  machine  draughtsman  the  opportunity 
to  pursue  advanced  study  in  machine  design. 

Ship  Draughting.  —  The  importance  of  Boston  as  a  seaport, 
as  well  as  a  home  of  ship  building  and  repair,  has  led  the  com- 
mittee to  maintain  for  many  years  a  class  in  ship  draughting 
and  design.  The  course  carries  the  student  to  the  point  of  under- 
standing ship  design  and  delineation,  and  fits  him  to  perform  the 
calculations  incident  to  daily  practice  in  marine  construction. 

There  are  six  of  these  free  evening  drawing  schools  maintained 
in  different  parts  of  the  city.  Their  locations  and  the  course  of 
instruction  in  each  are  as  follows  : 

City  Proper. 

Warren  Avenue.  (Public  Latin  School-house.)  —  Freehand 
Drawing  and  Clay  Modeling. 

School  of  Design.  (Pubhc  Latin  School-house.)  — -Principles 
of  Design,  Composition,  and  Color.  Preparation  of  Designs  for 
all  branches  of  Industry. 

N'o.  147  Columbus  Avenue.  —  Machine  and  Architectural 
Drawing. 

Charlestoum. 

Old  City  Hall.  — Freehand,  Machine,  and  Architectural  Draw- 
ing and  Ship  Draughting. 

East  Boston. 

Old  High  School-house.  (Paris  and  Meridian  streets.)  —  Free- 
hand, Machine,  and  Architectural  Drawing. 


SUPPLEMENT. 


211 


Moxhury. 

2307  Washington  Street. — Freehand,  Machine,  and  Archi- 
tectural Drawing. 

A  comparison  of  the  attendance  in  these  evening  drawing 
schools  on  the  corresponding  months  of  this  and  last  year  will 
speak  very  clearly  for  the  value  and  interest  iu  the  new  lines  of 
work  adopted.  The  increased  attendance  shows  markedly  in 
those  schools  offering  freehand  training.  These  schools  are 
marked  with  a  star. 


Date  Reported. 

Schools. 

Number  of  Pupils 
Belonging. 

*East 
Boston. 

*  Charles- 
town. 

*  W'arren 
Avenue. 

Columbus     School  of 
Avenue.       Design. 

*Roxbury. 

1901-02 

101 
116 

150 
156 

117 
140 

173 
199 

93 
90 

130 

Nov.  1. 

1902-03 

164 

1901-02 

96 
98 

1.33 
153 

105 
127 

159 
1G3 

66 
71 

199 

Dec.  1. 

1902  08 

127 

1901-02 

92 
97 

133 
145 

94 
109 

147 
153 

60 
59 

108 

Jan.  1. 

1902-03  

124 

1901-02 

SO 
93 

119 
141 

103 
112 

142 
147 

.53 

48 

99 

Feb.  1. 

1902-03 

126 

1901-02 

59 
93 

109 
138 

93 
106 

112 
129 

40 
44 

80 

Mar.  1. 

1902-03  

128 

I  would  recommend  for  your  most  careful  consideration  the  ques- 
tion of  housing  the  classes  of  all  these  schools,  except  Charles- 
town  and  East  Boston,  which  are  now  well  established  in  city 
buildings.  It  will  take  but  a  few  more  pupils  in  the  PubHc  Latin 
School  to  require  the  use  of  the  rooms  now  occupied  in  the 
evening  by  the  Warren-avenue  School  and  the  School  of  Design. 
Where  these  central  and  most  important  schools  can  then  go  will 
be  a  very  serious  problem.  The  Roxbury  School  is  in  hired 
quarters  at  2307  AVashington  street,  a  condition  which  is  also  true 


212  APPENDIX. 

of  the  Columbus-avenue  School.  This  annual  rental  (actual  and 
prospective)  is  a  drain  upon  the  city  treasury  which  should  be 
obviated  by  provision  for  these  four  schools  in  some  central  city 
building  planned  for  this  purpose. 

The  quarters  occupied  by  the  Columbus-avenue  School  are 
absolutely  unsatisfactory.  Here  is  a  school  composed  largely  of 
machinists,  carpenters,  and  masons ;  a  school  that  annually  has 
a  waiting  list  of  at  least  fifty  more  students  than  can  be  accom- 
modated ;  a  school  with  unrivalled  attendance  and  interest,  with 
courses  of  study  of  the  highest  technical  grade  reached  in  our 
evening  work.  Yet  this  school  is  quartered  in  gas-lighted  rooms 
—  the  glare  from  the  jets  being  most  detrimental  to  eyesight, 
and  the  attendant  heat  so  great  that  little  other  warmth  is  needed 
on  the  coldest  nights  in  winter —  rooms  which  become  almost 
unbearable  in  the  early  spring.  I  have  seen  a  student  drop  from 
his  seat  to  the  floor  in  a  faint  from  the  conditions  which  prevail 
in  this  school.  I  have  seen  students'  work  representing  much 
patient  toil  ruined  by  the  drippings  from  a  leaking  roof.  I  have 
been  ashamed  to  meet  visiting  teachers  in  this  school,  and  have  to 
apologize  for  location,  ventilation,  sanitary  arrangements,  and 
lighting.  Yet  this  is  the  school  which  boasts,  with  good  reason, 
of  the  success  of  a  graduate  student  who  entered  the  United 
States  Civil  Service  examinations  in  contest  with  one  hundred 
others,  and,  taking  first  rank,  now  holds  a  responsible  and 
lucrative  appointment  in  Manila. 

We  pride  ourselves  as  a  city  in  that  we  are  not  like  other 
American  centres  with  day  pupils  on  the  streets.  We  erect 
adequate  buildings  for  primary,  grammar,  and  high  schools,  and 
establish  normal  training  that  our  young  women  may  be  educated 
as  teachers.  We  accept  the  trust  imposed  by  the  laws  of  the 
Commonwealth  of  Massachusetts  and  maintain  these  evening 
schools  of  art  for  industrial  workers  in  our  cit3\  We  do  not, 
however,  provide  for  these  evening  schools  in  any  measure  com- 
mensurate with  their  importance  in  the  industrial  life  of  our 
people,  and  by  the  lack  of  such  provision  we  hamper  their  devel- 
opment and  restrict  their  usefulness.  While  the  pupils  in  the 
day  schools  are  provided  as  a  matter  of  course  with  reasonable 
and  proper  facilities,  we  invite  the  pupils  of  these  Evening  Draw- 
ing Schools,  young  men  and  women  of  serious  purpose  and  rep- 


SUPPLEMENT.  213 

reseuting  the  best  of  our  industrial  citizensiiip,  to  pursue  their 
work  in  quarters  that  are  inadequate  and  in  some  respects  wholly 
unsuitable. 

These  Evening  Drawing  Schools  enroll  nearly  a  thousand 
pupils  a  year ;  our  courses  of  study  are  broad  and  helpful,  else 
these  industrial  woi'kers  would  not  spend  their  evenings  therein ; 
and  our  teachers  are  the  best  that  generous  salaries  can  com- 
mand. While  we  may  send  our  work  on  exhibition  into  such 
magniiicent  plants  as  those  built  by  the  cities  of  England  for 
their  schools  of  art,  and  compel  recognition  of  what  we  accom- 
plish in  the  fields  of  industrial  art,  it  is  of  vastly  more  importance 
that  we  should  be  allowed  to  conduct  our  efforts  here  at  home 
under  conditions  far  better  than  those  existing  to-day  and  com- 
mensurate with  the  dignity  and  importance  of  the  industrial 
interests  of  our  city. 

Respectfully  submitted, 

JAMES  FREDERICK  HOPKINS, 

Director  of  Drawing, 


214  APPENDIX. 


REPORT    OF    MISS   ELLEN    L.    DUFF,    PRINCIPAL    OF 
THE    SCHOOLS    OF    COOKERY. 

To  the  Superintendent  of  Public  ^ScJiools  : 

Sir,  —  There  is  considerable  variation  in  the  grades  receiv- 
ing instruction  in  cookery  in  different  parts  of  the  city.  The 
time  devoted  to  this  instruction  also  varies  greatly. 

The  ninth  grade  pupils  receiving  instruction  usually  devote  to 
it  two  hours  a  week.  In  one  district,  however,  where  the  condi- 
tions are  such  as  to  make  it  desirable  to  extend  instruction  in 
cookery  and  the  household  arts,  the  ninth  grade  girls  having  com- 
pleted a  two  years'  course,  devote  one  hour  a  week  to  the  study 
of  simple  house  plans.  The  furnishing  and  decoration  of  the 
home,  from  the  practical  and  hygienic  as  well  as  the  jesthetic 
standpoint,  are  also  considered.  In  this  work  the  teacher  of 
drawing  and  the  regular  teacher  co-operate,  with  most  satisfac- 
tory results. 

It  may  not  be  out  of  place  in  this  connection  to  mention  what 
has  been  done  in  another  school.  Some  especially  fine  colored 
plates,  representing  cuts  of  meat,  were  loaned  to  the  teacher  of 
cookery.  Desiring  to  possess  similar  ones  for  use  in  the  class, 
these  being  too  expensive,  consultation  with  the  teacher  of  draw- 
ing led  to  an  arrangement  by  which  the  ninth  grade  girls,  under 
her  supervision,  produced  some  very  creditable  copies  in  water 
color,  the  teacher  of  cookery  providing  the  material. 

All  eighth  grade  girls  are  supposed  to  devote  two  hours  a  week 
during  the  year  to  cookery.  In  cases,  however,  where  the  time 
for  completing  the  grammar-school  course  is  shortened  through 
double  promotions  or  other  cause,  some  girls  are  members  of  a 
regular  eighth-grade  class  for  a  period  not  exceeding  five  months, 
and  it  sometimes  happens  that  they  receive  instruction  in  cookery 
during  that  time  only. 

The  greatest  inequality,  however,  is  found  in  the  amount  of 
time  devoted  to  this  subject  in  the  seventh  grades.  In  some 
schools  no  seventh  grade  girls  receive  instruction  in  cookery, 
while  in  others  it  is  given  once  a  week  during  the  year ;  in  others^ 


SUPPLEMENT.  215 

once  a  week  during  one-half  the  year,  two  divisions  Ijeing  made 
in  a  class,  one  receiving  instruction  in  cookery  while  the  other  is 
sewing,  the  order  being  reversed  during  the  latter  half  of  the  year. 

In  many  seventh  grades  lessons  in  sewing  and  cookery  are  given 
in  alternate  weeks  during  the  year;  in  others  lessons  are  given  at 
intervals  of  one  and  one-half  weeks  and  in  one  case  three  weeks 
intervenes  between  the  lessons.  In  consequence  of  these  long 
intervals  the  loss  of  a  lesson  through  absence,  a  holiday,  or  a  one 
session  day  becomes  serious. 

These  inequalities  are  due,  first  to  the  lack  of  sufficient  equip- 
ment, notably  in  the  Sixth  Division,  where  there  is  but  one  cook- 
ing centre  for  four  schools,  the  pupils  of  three  of  which  are  girls, 
the  fourth  being  a  mixed  school. 

The  Board  of  Supervisors,  in  September,  1901,  in  response  to 
certain  questions  of  the  Manual  Training  Committee,  recom- 
mended that  ' '  the  minimum  requirement  for  cookery  and  wood- 
working should  be  two  hours  a  week  during  two  years  —  these 
subjects  to  be  taught  either  in  the  eighth  and  ninth  grades  or  the 
seventh  and  eighth  grades,  but  preferably  in  the  former."  The 
girls  of  South  Boston  are  therefore  receiving  instruction  during 
one-half  of  the  minimum  time  which  should  be  devoted  to  this 
branch  of  manual  training.  An  additional  room  in  this  district, 
equipped  for  classes  in  cookery  is  an  urgent  need  of  long 
standing. 

In  the  Seventh  and  Ninth  Divisions,  also,  the  pupils  of  certain 
schools  receive  instruction  in  cookery  during  one  year  only.  This 
is  owing  partly  to  lack  of  facilities  and  partly,  also,  to  the  dis- 
tance of  the  grammar  schools  from  the  cooking  centres,  objection 
being  made  on  the  part  of  the  masters  to  the  loss  of  time  involved, 
and  on  the  part  of  both  masters  and  parents  to  the  long  distance 
to  be  travelled,  especially  in  inclement  weather. 

The  most  fruitful  cause  of  the  inequality,  however,  is  the  diffi- 
cult}' arising  from  the  fact  that  the  time  given  to  manual  training 
must,  in  the  case  of  girls,  be  divided  between  sewing  and  cookery, 
as  well  as  by  the  requirement  that  in  mixed  schools,  instruction 
in  woodworking  and  cookery  shall  be  given  to  members  of  the 
same  class  at  the  same  time. 

The  matter  becomes  still  more  compUcated  when,  as  frequently 
happens,  one  or  more  of  the  teachers  of  cookery,  woodworking, 


216  APPENDIX. 

or  sewing  may  be  obliged  to  give  instruction  in  two  or  more 
schools  far  removed  from  one  another.  In  these  cases  the 
apportionment  of  time  in  a  given  school  in  such  a  manner  as  not 
to  interfere  with  the  hours  for  classes  in  other  branches  of  manual 
training  becomes  a  difficult  problem,  and  one  which  would  be 
still  more  difficult  were  it  not  for  the  courtesy  and  good  will 
usually  shown  by  all  concerned. 

In  view  of  these  facts  the  requisite  for  securing  a  greater, 
degree  of  uniformity  in  the  time  devoted  to  instruction  in  cookery 
seem  to  be  : 

First,  additional  facilities  in  the  districts  most  needing  them 
—  South  Boston  and  parts  of  Roxbury  and  Dorchester, 

Second,  provision,  when  practicable,  for  instruction  in  cookery 
in  the  grammar  school  furnishing  the  pupils. 

Third,  an  increase  of  the  time  devoted  to  instruction  in 
cooker}'  in  cases  where  it  is  less  than  the  period  recommended 
by  the  Board  of  Supervisors  as  the  minimum  —  two  hours  a  week 
during  two  years. 

Concerning  that  period  of  the  grammar-school  course  from 
which  the  best  results  of  instruction  in  cookery  might  be 
expected,  it  may  be  said  that  the  opportunities  for  correlation  of 
the  work  in  cookery  with  regular  class  work  are  many  —  in  lan- 
guage, number,  elementary  science,  nature  work,  etc. — that  it 
is  undoubtedly  true,  other  things  being  equal,  that  girls  of  the 
eighth  and  ninth  grades  are  able,  through  greater  maturity,  to 
derive  more  Ijenefit  from  the  course  in  cookery  itself  as  well  as  by 
correlation  with  other  studies,  yet  another  side  of  the  question 
deserves  consideration . 

The  girls  in  the  ninth  grades  are  largely  outnumbered  by  those 
in  the  seventh.  Many  of  the  latter  leave  school  and  go  to  work 
before  entering  the  eighth,  or  even  completing  the  seventh  grade. 
If  instruction  in  cookery  is  given  only  in  the  eighth  and  ninth 
grades  these  girls  will  never  receive  it,  and  in  many  cases  are 
the  very  ones  who  stand  most  in  need  of  it. 

This  is  also  a  plea  for  extending  the  instruction  in  cookery,  and 
the  household  arts  so  as  to  include  the  pupils  of  ungraded  and 
special  classes  who  have  reached  the  age  of  twelve  years. 

Inquiry  concerning  the  girls  of  ungraded  classes,  who  are  now 
receiving  such  instruction,  shows  that  the  homes  are  often,  from 


SUPPLEMENT.  217 

various  causes,  such  as  to  make  it  impossible  to  receive  this 
training,  and  unless  given  in  the  scliool  it  will  never  be  received. 
Most  of  these  girls  ai'e  over  twelve  years  of  age,  and  few  of  them 
will  reach  the  grades  where  cookery  is  usually  taught,  as  they 
will  leave  school  as  soon  as  they  can  legally  do  so. 

Some  of  the  older  pupils  of  a  special  class  composed  of  girls 
who  are  mentally  deficient,  and  whose  parents  are  in  very  moder- 
ate or  poor  circumstances,  were  allowed  through  co-operation 
with  the  teacher  of  cookery  in  the  experiment  to  assist  occasion- 
ally in  the  work  of  the  classes  in  cookery.  The  result  was  very 
satisfactory,  and  their  teacher  wrote  concerning  it :  "It  seems  to 
me  that  there  is  nothing  more  desirable  for  backward  girls  than 
the  ability  to  do  useful  work  in  their  homes.  .  .  .  More 
than  all  else  they  need  to  be  trained  in  the  common  home  duties. 
I  wish  every  one  of  my  pupils  could  have  regular  work  in  the 
school  kitchen,  as  such  lessons  would  assist  the  child  in  its 
struggle  for  a  living,  and  make  it  less  of  a  burden  at  home." 

COURSE    OF    STUDY. 

A  course  of  study  in  cookery  and  the  household  arts  has  been 
prepared  with  reference  to  the  requirements  demanded  by  the 
difference  in  the  grades  receiving  nnstruction,  and  the  varjing 
periods  of  time  devoted  to  it,  still  keeping  in  view  a  course  the 
essentials  of  which  may  be  covered  in  two  years. 

This  has  been  accomplished  by  arranging  the  lessons  in  two 
series,  Cards  A  and  B,  each  card  containing  sufficient  illustra- 
tions of  the  principles  involved  to  allow  for  variation  of  the  lesson 
according  to  the  conditions. 

The  first  lessons  are  devoted  to  the  teaching  of  correct  methods 
in  the  performance  of  various  household  arts,  with  the  underlying 
principles,  and  the  application  of  these  principles  to  similar  work 
done  in  the  home. 

These  early  lessons  include  sweeping,  dusting,  the  washing  and 
care  of  dishes,  towels,  dusters,  etc.,  with  removal  of  ordinary 
stains  ;  the  care  of  the  sink  and  the  refrigerator,  the  disposal  of 
refuse,  etc.,  the  construction  and  management  of  the  range  and 
the  fire,  with  elementary  instruction  upon  fuels,  the  sources  of 
heat,  etc. 

Next  follows  the  introductory  study  of  food  in  general  and  its 


218  APPENDIX. 

relation  to  the  human  body ;  the  composition  of  both  compared  ; 
inferences.  The  "  nutrients  "  or  "  five  food  principles  "  —  water, 
mineral  matter,  carbohydrates  (including  starches  and  sugars) 
proteids  and  fats  —  the  function  of  each  considered  briefly. 

Lessons  illustrative  of  the  methods  applicable  to  the  treatment 
of  foods  of  each  class  follow,  slight  variations  in  the  order  being 
made  according  to  circumstances. 

Water.  —  Sources  ;  forms  ;  experiments  —  boiling  and  freezing 
points ;  evaporation  and  condensation ;  sterilization  and  distil- 
lation. 

Uses  of  water  in  the  preparation  of  food  and  in  various  pro- 
cesses of  cookery  illustrated  by  the  preparation  and  serving  of 
Dried  and  Fresh  fruits. 

Beverages.  —  Tea  and  Coffee  :  Sources  ;  composition  ;  food 
value. 

Cocoa  and  Chocolate  :  Sources  ;  food  value.  Heating  milk ; 
effects ;  methods ;  use  of  the  double  boiler ;  advantages ; 
cautions. 

Vegetables. — Classification;  general  composition;  food 
value ;  the  selection,  storing,  preparation,  cooking  and  serving 
of  carrots,  turnips,  parsnips,  onions,  and  beets. 

Potatoes:  boiled,  mashed,  riced,  baked  and  creamed;  potato 
cakes  ;  creamed  potatoes  with  cheese. 

Starchy  Foods. — Potatoes  a  type.  Starch  obtained  from 
potatoes  ;  test  for  starch ;  experiments  showing  the  effect  of  heat, 
with  and  without  water ;  inferences. 

Experiments  repeated,  fiour  being  substituted  for  starch;  simi- 
larity and  differences  noted  ;  inferences. 

Application  of  principles  learned  to  the  making  of  : 

Gravies.  —  Sauces^  etc.,  thickened  with  cornstarch  or  flour; 
liquids  used  ;  general  proportions  ;  methods.  Practical  work : 
White  sauce,  cream  sauce  for  toast ;  dry  toast,  water  toast,  and 
toast  water;  arrowroot  or  cornstarch  gruel;  milk  porridge. 

Cornstarch  Mould.  —  Moulded  cornmeal,  caramel  sauce,  apple 
tapioca  or  sago  pudding. 

Breakfast  Cereals.  —  Varieties ;  general  composition  and  food 
value ;  preparation ;  general  rules  for  cooking ;  rolled  oats  or 
wheat ;  coarse  oatmeal ;  oatmeal  gruel  (two  methods) . 

Bice.  —  Steamed  (two  methods),  egg  sauce ;  boiled  rice,  rice 
water  and  cream  rice  pudding. 


SUPPLEMENT.  219 

Jfacaroni.  —  Source  ;  manufacture  ;  food  value  ;  preparation 
and  cookery ;  boiled,  with  white  sauce ;  baked,  with  cheese  or 
tomatoes. 

/Scalloped  Dishes. — Bread  or  cracker  crumbs;  preparation; 
buttered  crumbs  ;  methods,  general  rule  of  proportions ;  scalloped 
apples,  nutmeg  sauce ;  scalloped  tomatoes ;  scalloped  onions. 
Left-over  crumbs  and  crusts  used  for  dried  crumbs  and  crust 
pudding,  with  hard  sauce. 

Sugar  and  Molasses.  —  Sources  ;  food  value ;  general  rules 
for  cookery  illustrated  by  the  making  of  simple  candies. 

Proteid  Foods.  —  Jlilk  /  study  of  milk  of  a  typical  food  ;  com- 
position ;  food  value.  Care  of  milk  ;  importance  of  cleanliness  in 
handling  and  keeping ;  impurities.  Souring  ;  agents  concerned 
in  coagulation ;  effect  of  different  temperatures ;  sterihzation 
and  pasteurization  compared.  Preparation  of  pasteurized  milk  ; 
rennet  custard  or  junket;   butter;  butter  balls. 

Cheese.  —  Sources ;  general  composition ;  varieties  ;  manu- 
facture ;  food  value  ;  cookery  ;  sour  milk  cheese  ;  creamed  cheese 
on  toast ;  baked  crackers  with  cheese. 

Eggs.  —  General  structure ;  tests  for  freshness ;  causes  of 
spoiling ;  methods  of  preservation ;  general  composition  of 
edible  portion ;  white  of  egg  as  the  type  of  albuminous  foods. 
Experiments  to  show*  properties  of  albumen ;  effect  of  different 
temperatures ;  inferences. 

Application  of  principles  learned  to  the  cookery  of  eggs : 
egg-nog ;  egg  lemonade ;  soft-cooked,  hard-cooked  and  poached 
eggs ;  egg  vermicelli  or  golden  rod  eggs ;  baked  and  steamed 
custard ;  steamed,  scrambled  and  creamy  eggs. 

Meat.  —  Sources  ;  varieties  ;  general  structure  ;  sub-division 
into  "cuts";  uses  of  each;  general  composition  of  lean  meat; 
experiments  showing  the  effect  of  water  at  different  temperatures  ; 
of  dry  heat ;  inferences ;  comparison  of  results  with  those  of 
experiments  with  egg  albumen ;  similarity  of  cooking  tempera- 
tures shown;  inferences. 

Application  of  principles  learned  to  methods  of  cooking  meat 
according  to  the  object  to  be  attained  : 

1.  The  extraction  of  juices,  in  making  beef  tea,  meat  soups 
and  broths. 

2.  The  retention  of  juices  in  so-called  "boiling"  broiling, 
pan-broiling,  etc. 


220  APPENDIX. 

3.  The  making  of  tough  meat  tender,  stews,  etc. 

4.  The  re-heating  of  cold  cooked  meats. 

Fish. — Varieties;  comparison  with  meat  in  regard  to  struct- 
ure, composition  and  food  vahie ;  similarity  to  meat  and  con- 
sequent similarity  in  methods  of  cooking ;  variations  due  to 
differences  in  form  and  texture.  Fish  cooked  in  water,  drawn 
butter  sauce ;  broiled  fish,  butter  dressing ;  creamed  fish,  fish 
hash,  and  scalloped  fish. 

Bread — Yeast.  —  Study  of  wheat  grain;  manufacture  of 
flour ;  varieties  ;  experiments  showing  starch  and  gluten.  Yeast ; 
sources,  conditions  for  growth,  etc.  Bread-making  :  white  and 
whole  wheat ;  quick  process  ;  slow  process. 

Vegetable  Soups.  —  JF*eas,  Beans  and  Bentils :  Composition 
and  food  value  ;  preparation  and  cookery ;  split  pea  soup  ;  baked, 
bean  soup  ;  potato  soup,  croutons. 

Salads. — Materials;  preparations;  French  dressing;  cooked 
dressing  ;  cole  slaw  ;  water  hly  salad. 

Food  for  Invalids. — Preparation  and  serving;  resume  of 
suitable  dishes,  previously  learned ;  Irish  moss  blanc-mange 
and  lemonade ;  flax-seed  tea  ;  chipped  ice  ;  orange  sun  flower  ; 
peach  foam  ;  apple  water,  rhubarb  water,  lemonade. 

Freezing  Mixtures. — Underl^'ing  principle;  application  of 
principle  to  the  preparation  of  simple  frozen  desserts. 

The  last  lesson,  Card  33  A,  closes  the  first  series. 

The  above  is  a  brief  outhne  of  the  work  planned  for  the  first 
year,  allowance  being  made  for  needful  practice  in  measuring, 
laying  of  the  table,  etc.,  as  well  as  for  the  care  and  storing  of 
materials  and  utensils. 

The  lessons  for  the  second  series  of  the  course  are  arranged 
with  the  view  of  estabUshing  new  principles  as  well  as  of  extend- 
ing and  enlarging  principles  previously  taught. 

Card  1.  B  opens  with  a  lesson  on  the  preservation  of  perish- 
able foods  from  decay  by  the  action  of  bacteria,  moulds,  etc., 
with  the  principles  underlying  the  processes  of  preserving  by 
means  of  stirilization,  refrigeration  and  cold  storage,  drying, 
salting,  pickling,  smoking,  canning  and  the  use  of  antiseptics. 
These  principles  are  applied  to  the  canning  and  pickling  of 
seasonable  fruits  and  vegetables  and  the  making  of  simple  jellies, 
jams,  and  marmalades,  to  be   used  in  future  lessons.     In  some 


SUPPLEMENT.  221 

cases  pupils  prefer  to  fiii-nish  additional  raw  material,  the  fin- 
ished product  to  be  used  in  their  homes. 

The  Pkeparatiox  and  Cookery  of  Vegetables  Reviewed. — 
Tomatoes,  celery,  spinach,  cauliflower,  green  corn,  shelled  beans, 
etc.,  alone  or  in  suitable  combinations. 

The  Cookery  of  Starchy  Foods  Reviewed. — Peach  tapioca 
pudding  ;  rice  pilan ;  German  rice  pudding ;  kedgeree  ;  and 
Lincoln  snowballs. 

Cheese  Cookery.  —  Welsh  rai-ebit ;  cheese  toast  sandwiches; 
cheese  pudding  ;    cheese  fondue  ;    souffle  ;    custard  ;   and  straws. 

Eggs.  —  Omelets;  meringues;  soft  custard,  plain  and  with 
variations,  as  dessert  or  as  sauce  for  apple  snow  or  prune  whip. 

Eggs  in  Combination  with  Starchy  Materials. — Tapioca 
cream  ;  bread  pudding,  plain  and  with  variations ;  lemon  cracker 
pudding  ;  lemon  rice  pudding  ;  vanilla  sponge  ;  chocolate  sauce  ; 
duchess  potato.  ' 

Gelatine.  —  Sources  ;  preparation  :  use  in  simple  desserts  ; 
combinations. 

Meat  Cookery,  Principles  Reviewed.  —  (1.)  Soup  stock; 
ox  tail  soup ;  turkey  soup ;  soup  stock  used  as  the  basis  of 
other  soups  ;  variations  suggested. 

(2.)  Roast  meat,  including  fowl;  the  making  of  gravies; 
stuffing  and  sauces. 

(3.)  Pot  roast  or  hraised  heef  ;  veal  cutlets  ;  brown  sauce  ; 
fricasee  chicken. 

(4.)  The  preparation  and  cookery  of  salted,  smoked,  dried, 
and  pickled  meats ;  pressed  corn  beef  ;  dried  beef  with  white 
sauce,  or  as  "  frizzled"  beef;   bacon;   smothered  tripe. 

Fish.  —  (1.)  Fresh  fish,  baked  whole  or  in  fillets  ;  sauces  and 
dressings. 

(2.)  Salted,  pickled,  and  smoked.  Creamed  salt  cod  ;  baked 
or  broiled  salt  mackerel,  butter  dressing  or  tomato  sauce  ;  finnan 
had  die. 

(3.)     Shellfish.     Broiled  oysters  ;  oyster  stew  ;   clam  chowder. 

Fats  and  Oils.  —  Sources  ;  varieties  ;  food  value  ;  preparation  ; 
uses.     Clarified  fat  or  "  dripping  ;  "  clarified  butter ;  leaf  lard. 

Frying,  Cooking  in  Deep  Fat. — Temperature  for  cooking 
different  materials ;  dropped  fish  balls ;  croquettes ;  thick  white 
sauce  for  croquettes. 


222  APPENDIX. 

SuGAK. —  Christmas  lesson;  candy;  uew  applications  in  the 
cookery  of  sugar. 

Batters  AND  Doughs. — General  composition  ;  varieties;  gen- 
eral proportions  of  dry  and  liquid  ingredients  ;  leavening  agents  ; 
experiments  illustrating  the  use  of  bi-carbonate  of  soda  with 
cream  of  tartar  and  other  acid  substances ;  the  making  and  use 
of  baking  powder ;  comparison  with  yeast  and  other  leavening 
agents. 

Yeast  revieiced^  with  enlarged  applications ;  Parker  House 
rolls  ;   salad  rolls  ;  bread  sticks  ;   Swedish  rolls  ;  yeast  muffins. 

Pop-overs;  Yorkshire  pudding ;   cream  puffs,  with  filling. 

Griddle  cakes.  — Variations. 

Muffin  mixtures.^  muffins  ;  corn  cake  ;  Virginia  pone. 

Steaming.  —  Steamed  brown  bread  ;  entire  wheat  pudding  ; 
suet  puddings  ;  pudding  sauces. 

Cake. — Varieties,  (a)  butter  cakes;  {h')  sponge  cakes. 
Materials ;  general  rules  for  combining ;  baking.  FilUngs  and 
frostings. 

Gingerbread.  —  Molasses,  sour  milk,  sugar,  and  sugar  and 
molasses  gingerbread. 

Baking  powder  biscuit.  —  Variations  of  formula  ;  dumplings 
for  stews ;  short  cake ;  fruit  dumplings ;  apple  roly-poly ; 
English  "tart;"  "quick"  or  "dropped"  biscuit;  tea-cakes; 
Dutch  apple  cake  ;  berry  cake  ;  berry  pudding  ;  breakfast  muffins  ; 
cottage  pudding ;  Concord  pudding. 

Doughnuts,  Jieview  Frying. 

Cookies.  —  Plain  and  with  variations. 

Pastry.  —  Variations. 

Soups.  —  Vegetable  and  cream  ;  mock  bisque  ;  corn  soup ; 
cream  of  green  peas. 

Salads  Reviewed. — Cucumber  or  tomato;  potato;  meat, 
lobster  or  salmon.  Mayonaise  dressing;  cooked  dressing; 
butter  or  cream. 

Delicacies  for  Convalescents. — Preparation  and  serving; 
chicken  custard,  jelly  and  panada  ;  French  chops  ;  oyster  broth  ; 
clam  water  ;  orange  omelet ;  sweet  omelet ;  cornstarch  pudding  ; 
charlotte  russe  ;   zwiebach. 

Frozen  Deserts.  —  Freezing  mixttires  reviewed ;  sherbet  and 
fruit  ices ;  icecream. 


SUPPLEMENT.  223 

'J'he  newer  rooms  equipped  for  cookery  have  been  planned  with 
a  view  to  providing,  so  far  as  practicable,  facilities  for  work  by 
the  "individual"  as  distinguished  from  the  "group"  method. 
By  the  former,  each  pupil  performs  all  the  processes  involved  in 
a  given  lesson ;  by  the  latter,  the  processes  are  performed  by  the 
group,  the  extent  of  the  work  done  by  each  member  depending 
on  the  number  composing  the  group,  which  may  be  two,  four,  or 
more. 

For  example,  in  the  making  of  a  loaf  of  bread,  instead  of  per- 
forming only  part  of  the  process,  each  pupil  performs  the  entire 
work  involved,  thus  gaining  in  power,  in  self-reliance,  and  by  the 
development  of  a  sense  of  personal  responsibility.  It  is  her 
bread,  and  she  alone  is  responsible  for  its  success  or  failure. 

Experience  has  shown  that,  through  the  desire  to  succeed, 
greater  attention  on  the  part  of  the  pupil  is  given,  more  pains- 
taking effort  is  put  forth  during  the  performance  of  the  work,  and 
a  keener  interest  is  shown  in  the  result.  A  comparison  of 
results  leads  to  thought,  and  thence  to  a  knowledge  of  cauge 
and  effect,  failure  to  accomplish  a  desired  result  showing  the 
necessity  for  accurate  measurement,  careful  manipulation,  and 
so  on. 

The  principal  objections  to  the  use  of  the  individual  method 
seem  to  be  : 

First.     That  less  can  be  accomplished  in  a  given  time. 

Second.     That  the  cost  of  material  is  increased. 

Third.  That  the  added  expense  necessitates  the  use  of  quan- 
tities so  small  that  the  results  are  not  practical. 

Fourth.  That  the  difficulty  of  managing  large  classes  is  in- 
creased. 

In  reply  it  may  be  said  : 

It  is  true  that  a  given  piece  of  work  can  be  completed  in  a 
shorter  time  when  two  or  four  persons  are  employed  upon  it  than 
when  it  is  done  by  one.  If  the  end  in  view  were  merely  the  com- 
pletion of  the  work,  nothing  further  need  be  said.  When, 
however,  the  aim  is  the  gain  in  power  by  the  individual,  it  is 
undeniable  that  he  gains  more  by  performing  all  of  the  necessary 
processes  than  by  doing  one-half  or  one-fourth  of  them. 

The  present  allowance  of  $10  a  month  for  supplies,  regardless 
of  the  number  of  pupils  receiving  instruction,  makes  the  question 


224  APPENDIX. 

of  the  cost  of  material  a  momentous  one.  With  classes  averag- 
ing twenty-four  in  number,  it  is  obvious  that  the  sum  of  $10  a 
mouth  will  admit  of  individual  work  to  a  limited  extent  only. 
Moreover,  the  cost  of  material  varies  greatly  in  different  parts  of 
the  city,  so  that  what  may  be  an  easy  matter  for  one  teacher  be- 
comes a  difficult  problem  for  others. 

It  is  but  fair  to  say,  here,  that  in  districts  where  supplies  are 
more  than  ordinarily  costly,  or  when  buying  in  quantity  will  lessen 
the  cost  sufficiently,  teachers  often  obtain  them  from  the  large 
markets  or  from  wholesale  houses,  two  or  more  sometimes  sharing 
the  material  and  the  cost. 

Careful  estimates  of  the  comparative  cost  of  certain  lessons 
given  by  the  individual  and  by  the  group  method  showed  that 
the  cost  of  the  former  was  slightly  larger  than  that  of  the  latter, 
the  increase  being  the  fractional  part  of  a  cent  per  pupil.  Con- 
sidering the  advantages  of  the  individual  method  this  slight  in- 
crease should  be  a  minor  consideration. 

-  It  is  true  that  the  size  of  classes  and  the  limited  means  avail- 
able necessitate  the  use  of  small  quantities.  Take,  for  example, 
the  making  of  cornstarch  mould. 

GENERAL   RECIPE. 

4  tablespoonfuls  cornstarch. 
2  tablespoonfuls  sugar. 
2  teaspoonfuls  of  cocoa. 
i  teaspoonful  salt. 
2  cups  milk. 

Scald  If  cups  milk;  reserve  i  cup  cold  for  melting  cornstarch.  Mix 
dry  ingredients,  add  the  cold  milk  carefully  and  stir  until  smooth.  Stir 
the  scalded  milk  slowly  into  the  wet  cornstarch,  etc.;  cook  directly 
over  the  stove  or  gas  for  5  minutes,  then  cook  20  minutes  over  boiling 
water.     Pour  into  a  cold,  wet  mould  to  stiffen. 

A  class  of  twenty-four,  working  in  groups  of  four,  would  make 
six  moulds,  using  the  whole  or  one-half  the  above  quantities, 
according  to  circumstances,  the  work  being  distributed  somewhat 
as  follows  :  No.  1  would  measure  cornstarch,  No.  2  the  sugar. 
No.  3  the  cocoa  and  salt,  and  No.  4  the  milk.  The  work  of 
combining  and  cooking  the  ingredients  would,  in  like  manner,  be 
distributed  among  the  members  of  the  group,  each  one  looking  on 
while  the  others  performed  their  parts. 


SUPPLEMENT.  225 

In  working  singly,  each  of  the  twenty-four  girls  would  muke  a 
complete  cornstarch  mould,  using  one-fourth  of  the  quantities 
given,  measuring  everything,  and  performing  all  the  processes 
until  the  perfect  whole  is  developed.  Few  will  question  that,  in 
learning  to  make  even  a  doll's  dress  entire,  a  pupil  gains  more 
than  in  sewing  the  hem,  for  instance,  of  a  dress  of  an  adult  and 
then  watching  others  perform  the  remaining  processes.  It  would 
seem,  therefore,  that  the  same  principle  would  apply  in  cookery 
to  the  making  of  a  miniature  but  perfect  whole. 

"When  materials  and  recipes  do  not  easily  lend  themselves  to 
sub-divisions,  the  group  method  may  be  used  with  advantage,  or 
a  demonstration  by  teacher  or  pupil  be  substituted. 

The  usually  large  size  of  classes  in  cookery  makes  the  doing 
of  individual  work  vastly  more  laborious  on  the  part  of  the 
teacher  than  that  by  the  group  method.  Once  the  method  has 
been  adopted,  however,  and  continued  long  enough  to  test  its 
practical  working  thoroughly,  experience  has  shown  that  the 
Interest  and  pleasure  of  pupils  in  thus  working  makes  the  matter 
of  disciphue  a  simple  one. 

In  conclusion,  it  may  be  said  that,  notwithstanding  attendant 
difficulties,  excellent  work  by  the  individual  method  is  done  in 
many  schools. 

EVENING  SCHOOLS  OF  COOKERY. 

The  first  public  evening  school  of  cookery  in  the  City  of  Boston 
was  opened  in  the  Lyman  School,  East  Boston,  on  March  18, 
1891,  continuing  until  June  18,  inclusive,  with  an  excellent  aver- 
age attendance.  This  class  was  organized  through  the  efforts  of 
Mr.  Willard  8.  Allen,  then  chairman  of  the  first  di\'ision  com- 
mittee. 

No  other  evening  class  in  cookery  was  established  until  1897, 
the  Lyman  School  being  again  used  for  the  purpose.  Through 
an  error  in  the  report  of  the  Manual  Training  Committee  for  1901, 
this  was  stated  to  be  the  first. 

Since  1897  the  demand  for  evening  classes  in  cookery  has 
iuereased  steadily,  and  at  the  present  time  (March,  1903),  in- 
struction is  given  from  two  to  five  evenings  a  week  in  seven 
schools  as  follows  : 

Bowdoin    School   (two   rooms^),    "West    End;    Drake    School, 

1  The  classes  in  one  room,  though  free  to  the  public,  are  conducted  under  private 

auspices. 


226  APPENDIX. 

South  Boston;  Hancock  School,  North  End;  Harvard  School, 
Charlestown ;  Lowell  School,  Jamaica  Plain ;  Lyman  School, 
East  Boston ;  Winthrop  School,  Boston. 

The  pupils  of  the  evening  schools  of  cookery  are  drawn  from 
various  classes,  some  of  them  being  wholly  inexperienced  in  even 
the  simplest  processes.  The  larger  number  of  these  are  girls 
whose  school  life  ceased  before  they  reached  the  gi'ades  in  which 
cooking  was  taught.  Most  of  them  are  members  of  the  regular 
evening  schools,  attendance  at  which  is  a  condition  for  the  priv- 
ilege of  entering  the  classes  in  cookery.  The  average  age  of 
these  pupils  is  sixteen. 

On  account  of  the  inability  of  many  of  these  younger  pupils 
to  provide  themselves  with  aprons,  caps,  etc.,  a  suggestion  comes 
from  teachers  of  evening  classes  of  cookery  —  that  the  city 
furnish  material  to  be  made  into  such  needful  articles  by  pupils 
of  sewing  classes  who  do  not  bring  work  from  home,  these 
articles  to  be  the  property  of  the  city. 

Other  classes  are  composed  chiefly  of  young  women  engaged 
in  various  employments  during  the  day,  some  in  stores  and  fac- 
tories, others  as  teachers,  students,  domestics,  etc. 

The  domestics  who  attend,  often  know  little  about  cooking, 
but  are  interested  to  learn,  so  that  they  can  command  better 
wages.  Among  the  others  are  several  who  are  preparing  to  have 
homes  of  their  own  in  a  short  time,  are  consequently  desirous  of 
knomng  more  about  housekeeping. 

Still  other  classes  are  principally  housekeepers  and  mothers  of 
families  wishing  to  learn  new  ways  and  methods. 

The  attendance  at  these  evening  classes  in  cookery  has  been 
for  the  most  part  extremely  gratifying. 

Respectfully  submitted, 

ELLEN    L.    DUFF, 
Principal  of  Schools  of  Cookery, 


SUPPLEMENT.  227 


REPORT    (1)    OF    DR.    JAMES    B.    FITZGERALD, 
DIRECTOR   OF   PHYSICAL   TRAINING. 


To  the  Superintendent  of  Ptiblic  Schools  : 

Sir,  —  Although  there  was  no  rule  requiring  it  I  made  a 
report  to  the  Committee  on  Hygiene  and  Physical  Training  and  to 
the  Superintendent  at  the  end  of  my  first  year  of  service  with  the 
city.  No  report  was  made  at  the  end  of  the  second  year,  partly 
through  lack  of  time  and  partly  iDecause  of  the  resignation  of 
Mr.  Nissen,  which  left  me  without  an  assistant,  which  added  his 
work  to  my  own,  and  which  allowed  but  Kttle  except  the  routine 
work  of  the  department  to  be  done.  At  the  beginning  of  last 
year,  no  assistant  having  been  appointed,  and  it  being  considered 
of  the  first  importance  to  keep  the  grade  gymnastics  up  to  the 
usual  standard,  I  was  forced  to  take  up  this  work  of  supervision 
myself.     I  think  that  I  can  say  there  has  been  no  deterioration. 

The  experimental  work  with  apparatus  in  the  few  schools 
selected  for  the  purpose  is  still  in  progress,  but  I  am  not 
prepared  as  yet  to  say  just  how  far  we  should  go  in  this 
direction. 

The  work  for  girls  in  high  schools  has  been  greatly  extended, 
owing  to  the  completion  of  the  new  high  school  buildings.  There 
are  now  ten  special  teachers  of  physical  training  employed  in  high 
schools.  I  have  only  one  suggestion  to  make  in  this  connection. 
It  seems  tome  that  some  sort  of  medical  examination  is  advisable, 
particularly  of  those  girls  who  play  basket-ball  and  similar  games. 
It  is  difficult  to  know  just  how  this  should  be  done,  but  perhaps 
if  we  insist  that  the  next  special  teacher  to  be  appointed  shall  be 
a  physician  it  will  solve  the  problem. 

Because  of  lack  of  time  I  was  obliged  last  year  to  give  up  my 
classes  in  the  gymnasium  of  the  English  High  and  the  Latin 
schools,  but  the  classes  at  the  West  Roxbury  High  School  were 
kept  up,  because  Mr.  Mann  had  substituted  a  year  of  physical 
training  for  a  year  of  military  drill  in  the  case  of  his  entering 
class,  he  being  the  first  head-master  to  carry  out  the  recommenda- 


228  APPENDIX. 

tion  of  the  special  committee  referred  to  in  my  first  report.  I 
am  happy  to  say  that  this  year,  owing  to  the  appointment  of  Mr. 
Young,  we  have  been  able  to  hold  classes  in  the  Latin,  the  East 
Boston,  the  West  Roxbury  and  the  English  High  schools.  Owing 
to  the  lack  of  co-operation  on  the  part  of  the  authorities  at  the 
English  High  School  the  work  was  stopped  there,  and  Mr.  Young 
went  to  Charlestown  instead.  The  classes  were  voluntary  at  the 
English  High  and  the  Charlestown  schools,  but  were  a  required 
part  of  the  course  at  the  other  schools.  Mr.  Young  has  given 
his  whole  time  to  the  work  in  high  schools  this  year  up  to  the 
present  time. 

The  examination  of  school  athletes  has  been  kept  up,  and  it  is 
pleasant  to  record  that  when  the  officials  of  the  Boston  Athletic 
Association  heard  that  this  was  being  done  in  the  Boston  public 
schools  thej^  compelled  every  one  taking  part  in  their  rowing 
contests  to  be  examined,  and  they  furnished  a  physician  to  make 
the  examinations. 

The  Board  having  voted  to  employ  another  assistant  in  physi- 
cal training  it  will  be  possible  to  extend  the  work  still  further  in 
the  high  schools.  I  wish  to  say  again  that  I  believe  the  recom- 
mendation of  the  special  committee  appointed  to  consider  the 
question  of  military  drill  and  physical  training  in  high  schools 
should  be  adopted.  Their  recommendation  was  that  a  year  of 
physical  training  should  be  substituted  for  a  year  of  military 
drill  in  the  case  of  the  lowest  class.  It  seems  to  me  that  either 
this  should  be  done,  or  that  both  military  drill  and  physical  train- 
ing should  be  made  electives.  In  my  first  report  I  referred  only 
to  the  manifest  advantage  of  physical  training  over  military  drill. 
It  seems  necessary  to  call  attention  to  the  injurious  effects  of  the 
drill  upon  young  and  gi'owing  boys.  Dr.  Sargent,  and  others, 
have  called  attention  to  the  deformities  produced  by  drilling  with 
guns,  and  every  gymnasium  director  of  experience  can  testify  to 
the  truth  of  their  statements. 

In  my  first  report,  also,  I  suggested  that  certain  improvements 
were  necessary  in  the  school  chairs  and  desks  then  in  use.  I 
have  made  the  changes  referred  to,  and  the  improved  furniture 
has  been  placed  in  all  the  new  school-houses  in  Boston,  and  the 
manufacturers  have  informed  me  that  it  is  heing,  gradually 
adopted  throughout  the  country.     The  improvements   consist  in 


SUPPLEMENT.  229 

lowering  the  back  of  the  chair  until  the  support  comes  just  below 
the  shoulder  blades,  changing  the  slant  of  the  back  so  that  the 
child  is  supported  in  a  good  position,  instead  of  in  a  faulty  one 
as  formerly  ;  providing  a  revolving  chair  for  grammar  grades,  so 
that  work  can  be  done  on  the  side  blackboards,  without  having  all 
support  taken  from  the  backs  of  those  who  are  watching  it ;  pro- 
viding a  round  seat  chair  for  primary  grades,  where  great  free- 
dom of  movement  is  a  necessity,  and,  lastly,  placing  the  chair  to 
the  left  of  the  desk  centre,  in  order  to  give  more  desk  surface  to 
write  upon,  thus  preventing  bending  and  twisting  the  body  at  the 
same  time, —  a  position  whicli  will  produce  a  spinal  curvature  if 
anything  will.  One  of  the  things  in  which  I  have  taken  an 
especial  interest  is  the  replacing  each  year  of  a  certain  number  of 
non-adjustable  chairs  and  desks  with  adjustable  ones.  This  good 
work  goes  on,  and  it  is  only  a  question  of  time  when  every  school- 
room will  have  some  adjustable  furniture  in  it.  I  regret  to  say, 
however,  that  there  are  still  rooms  in  the  schools  where  all  the 
pupils,  short  and  tall,  are  compelled  to  use  the  same  size  chair 
and  desk. 

It  gives  me  pleasure  to  report  that  my  recommendation  in 
regard  to  lighting  dark  rooms  by  means  of  prisms  has  been 
adopted  in  three  school  buildings.  I  believe  that  this  way  of 
lighting  dark  rooms,  when  the  work  is  done  properly  and  when 
the  glass  is  kept  clean,  is  of  great  value,  and  I  recommend  its 
extended  use. 

A  few  years  ago  certain  members  of  the  Chicago  School  Board 
began  a  school  for  tlie  systematic  and  scientific  study  of  school 
children  from  the  physical  side,  so  to  speak.  They  have  experi- 
mented with  about  seven  thousand  children  in  a  perfectly  legiti- 
mate way,  and  while  they  have  as  yet  issued  no  formal  report, 
enough  is  known  of  the  progress  they  have  made  to  warrant  my 
calling  attention  to  the  matter.  A  writer  in  a  popular  magazine 
has  summed  up  the  conclusions  towards  which  the  facts  seem  to 
point.  I  wish  to  quote  from  this  article,  merely  saying  that  due 
allowance  must  be  made  for  the  writer's  unscientific  certainty  and 
enthusiasm  : 

The  school  systems  of  the  whole  world  are  likely  to  be  revolutionized 
by  certain  investigations  which  have  been  made  recently  in  Chicago. 
The  results  of  these  investigations  will  be  made  public  before  long. 
This  article  is  the  first  detailed  statement  of  what  they  have  done,  and 


230  APPENDIX. 

gives  for  the  first  time  the  deductions  which  have  been  drawn  from 
them.  Seven  thousand  school  children  have  been  examined  and  experi- 
mented with  as  carefully  and  as  scientifically  as  any  student  is  taught 
to  experiment  with  chemicals  in  a  school  laboratory.  Three  facts  of 
tremendous  interest  to  every  father,  and  to  every  mother,  who  have 
intelligence  enough  to  appreciate  the  high  privilege  of  parentage  have 
been  discovered. 

First,  it  has  been  found  that  quite  as  much  depends  upon  physical 
development  as  upon  the  mental  caliber  of  school  children.  In  fact,  the 
investigation  shows  that  the  two  are  almost  co-ordinate.  Admitting, 
as  in  every  other  generalization,  that  there  are  many  exceptions  to  the 
rules,  it  has  been  proved  that  the  strong  child,  and  the  big  child,  is  the 
bright  child  in  school. 

Secondly,  it  has  been  found  that  a  serious  difference  exists  between 
girls  and  boys  in  mental  capacity.  This  is  so  great  that  it  may  lead 
eventually  to  the  abandonment  of  the  education  of  the  two  sexes  in 
common. 

Thirdly,  Professor  Lombroso's  theory  that  the  perfect  man  physi- 
cally is  more  likely  to  be  the  perfect  man  morally,  than  is  the  man  who 
is  not  perfect,  has  been  substantiated. 

It  had  been  my  desire  from  the  first  to  have  a  school  in  Boston 
for  research  and  experimental  work  along  somewhat  similar  lines 
to  those  followed  in  Chicago,  and  I  purposed  to  seek  the  council 
and  co-operation  of  the  eminent  physiologists  and  psychologists 
of  Boston  in  the  matter.  I  found,  however,  that  the  physiolo- 
gists at  least  were  convinced  that  the  most  important  thing  to 
do  was  to  determine  certain  facts  regarding  the  laws  of  growth 
in  children.  Two  years  ago  the  Society  for  the  Advancement  of 
Physical  Education  made  a  formal  request  to  be  permitted  to 
enter  the  schools  and  weigh  and  measure  thousands  of  primary 
school  children,  and  to  keep  up  these  measurements  semi-annually, 
in  May  and  October,  during  the  primary  and  grammar  courses  of 
these  particular  children.  A  hearing  was  held  before  the  Com- 
mittee on  Hygiene  and  Physical  Training,  and  while  the  members 
of  the  committee  were  willing  to  accept  the  opinion  of  the 
eminent  gentlemen  who  appeared  before  them,  it  seemed  best  to 
them  that  the  work  should  be  done  by  those  in  the  service  of  the 
school  department,  and  that  the  statistics  should  remain  the 
property  of  the  city.  The  Director  of  Physical  Training  was 
requested  to  take  charge  of  he  measurements,  and  in  October, 
1900,  they  were  begun.  Nearly  25,000  children  were  weighed 
and  measured  by  the  Director,  assisted  to  some  extent  by  three 
of   the   special  teachers  of    Physical    Training.     About    20,000 


SUPPLEMENT.  231 

■children  were  measured  by  the  director  and  the  rest  by  the 
special  teachers.  The  records  are  kept  by  the  grade  teachers. 
The  fourth  measurements  are  now  being  made. 

I  found  that  in  some  districts  the  rule  requiring  teachers  to  be 
in  their  class-rooms  a  quarter  of  an  hour  before  the  beginning  of 
the  sessions  was  construed  to  mean  that  children  should  not  be 
admitted  to  the  building  until  that  time.  As  the  judgment  of 
-children  cannot  be  depended  upon  to  bring  them  to  school  just 
fifteen  minutes  before  school  begins,  the  consequence  was  that  on 
extremely  cold  and  on  stormy  days  there  was  a  good  deal  of 
unnecessary  suffering  among  those  children  who  came  early.  I 
brought  the  matter  to  the  attention  of  the  board,  and  the  regu- 
lation was  amended  so  as  to  require  that  school  buildings  shall 
be  open  one-half  an  hour  before  the  beginning  of  sessions  on  all 
extremely  cold  and  stormy  days  throughout  the  school  year. 

In  my  first  report  I  called  attention  to  the  fact  that  there  were 
in  the  schools  certain  pupils  who  were  for  various  reasons  a  detri- 
ment to  the  schools,  and  who  were  in  some  cases  a  source  of 
positive  danger  to  the  other  scholars.  As  I  believed  this  to  be  a 
subject  of  the  greatest  importance  I  asked  the  masters  to  supply 
some  information  in  regard  to  these  children,  so  that  I  could  have 
some  facts  to  present  to  the  board.  The  cases  I  refer  to  are 
cases  of  consumption,  epilepsy,  St.  Vitus  dance,  skin  diseases, 
offensive  diseases  of  the  ear,  etc.  Between  twenty  and  thirty 
cases  of  what  were  supposed  to  be  consumption  were  reported. 
As  consumption  is  a  contagious  disease,  I  have  advised  in  all 
cases  that  they  be  turned  over  to  the  visiting  physician,  who  is 
the  agent  of  the  Board  of  Health. 

Every  case  of  epilepsy  has  to  be  considered  by  itself.  In  one 
of  the  cases  which  I  investigated  there  had  been  but  one  attack, 
and  that  certainly  did  not  warrant  sending  the  child  out  of 
school.  I  think,  however,  that  all  will  agree  that  a  confirmed 
epileptic  has  no  place  in  an  ordinary  school-room.  Cases  of  St. 
Vitus  dance  have  to  be  judged  in  a  similar  way.  There  is  no 
doubt  that  a  child  who  is  really  suffering  with  this  disease  should 
be  taken  out  of  school,  both  for  its  own  sake  and  for  the  sake  of 
every  one  concerned. 

By  far  the  largest  number  of  cases  reported  was  in  the  class 
called  offensive  diseases,  and  my  investigation  of  many  of  these 
<;ases  revealed  an  odd  state  of  affairs.     My  own  view  was,  and 


232  APPENDIX. 

is,  that  the  regulation  which  permits  a  teacher  to  send  a  child 
home  who  presents  himself  with  a  dirty  face  is  authority  enough 
for  sending  him  home  when  he  presents  himself  with  a  running 
ear,  for  instance,  which  is  so  offensive  that  it  sickens  every  one 
in  his  vicinity.  Tliis  was  the  point  of  view  taken  in  a  few  of  the 
districts,  but  the  teachers  generally  did  not  seem  to  believe  that 
they  had  any  rights  in  the  matter,  or  that  they  would  be  upheld  if 
they  took  radical  measures.  There  were  between  250  and  300 
cases  of  offensive  diseases  reported,  and  what  some  of  the 
teachers  and  pupils  have  suffered  from  some  of  these  cases  would 
not  be  pleasant  reading.  It  is  clearly  for  the  interest  of  all  con- 
cerned to  have  such  cases  attended  to  promptly.  Just  as  long  as 
such  children  are  received  in  school  just  so  long  will  certain 
parents  remain  indifferent ;  but  their  indifference  vanishes  when 
the  children  are  sent  home  to  be  made  clean.  The  work  being 
done  for  mentally  defective  children  has  been  described  in  the 
report  of  the  superintendent. 

"Within  the  last  three  years  the  ordinary  routine  work  of  the 
Director  of  Physical  Training  has  come  to  include  the  personal 
supervision  of  the  exercises  in  the  grammar  grades,  the  proper 
seating  of  all  the  pupils,  the  examination  of  school  athletes,  the 
measurement  of  20,000  children  semi-annually,  the  examination. 
of  teachers  for  special  certificates  in  physical  training,  the  equip- 
ping of  new  gymnasia,  and  talks  in  the  Normal  School  on  school 
hygiene.  It  will  be  seen  that  his  regular  duties  are  sufficiently 
extensive  and  varied,  and  have  left  him  little  time  for  the  work  of 
school  hygiene.  As  a  matter  of  fact  the  measuring  of  the 
children  this  spring  had  to  be  done  by  the  assistant.  However, 
something  has  been  done,  and  as  a  matter  of  record  I  should  Uke 
to  summarize  it : 

(1)  The  improvement  of  school  furniture  ;  (2)  the  introduc- 
tion of  the  prism  method  of  lighting  dark  rooms ;  (3)  the  exam- 
ination of  the  eyes  and  ears  of  backward  children  ;  (4)  amending 
the  regulation  regarding  one  session  days;  (5)  amending  the 
regulation  regarding  the  admission  of  children  to  the  school- 
houses  on  cold  and  stormy  days;  (6)  the  systematic  attempt  to 
have  pupils  suffering  from  various  diseases  properly  taken  care  of .. 
Respectfully  submitted, 

JAMES   B.    FITZGERALD, 

Director  of  Physical  Training. 


SUPPLEMENT.  233 


REPORT    (2)    OF    DR.    JAMES    B.    FITZGERALD, 
DIRECTOR   OF   PHYSICAL   TRAINING. 

To  the  Superintendent  of  Public  Schools : 

Dear  Sir,  —  As  no  report  from  the  Department  of  Physical 
Training  has  been  printed  since  I  have  been  director,  it  is  my 
intention  to  give  a  brief  but  complete  account  of  what  has  been 
done  in  and  by  the  department  during  the  last  four  years, 
1899-1903. 

The  title  Director  of  Physical  Training  is  a  misnomer  for  all 
those  subjects,  such  as  the  proper  seating  of  the  pupils,  recesses, 
etc.,  which  are  usually  included  in  the  term  "School  Hygiene" 
come  within  his  province,  and,  naturally  and  jjroperly  so.  The 
first  duty  assigned  to  me  by  the  Committee  on  Hygiene  and 
Physical  Training  after  my  appointment  was  to  report  upon  the 
sanitary  condition  of  a  certain  school  building. 

As  to  physical  training,  the  Swedish  system  having  been 
adopted  by  the  board  some  years  ago,  it  was  the  duty  of  the 
director  to  do  all  in  his  power  to  get  the  best  results  possible 
from  this  system.  The  work  of  supervising  the  teaching  of  the 
physical  exercises  was  done,  formerly,  by  the  assistant,  Mr. 
Nissen,  who  gave  his  whole  time  to  the  work,  but  he  resigned 
three  years  ago,  and  for  a  whole  year  no  one  was  found  to  take 
his  place.  It  was  necessary  to  choose  between  two  evils. 
Should  the  director  take  up  the  routine  work  which  would  neces- 
sitate his  dropping  practically  everj^thing  else,  or  should  super- 
vision of  this  most  important  branch  upon  which  so  much  time, 
thought,  and  money  had  been  expended,  cease,  with  the 
inevitable  result?  It  was  decided  that  the  most  important 
thing  to  do  was  to  keep  up  the  standard  of  the  physical 
exercises  and  therefore,  such  other  work  as  I  have  been  able  to 
do  for  the  last  two  years  in  school  hygiene,  etc.,  has  been  done, 
literally  in  odd  minutes.  In  the  primary  schools  little  is 
attempted  except  to  give  the  children  some  idea  of  good  sitting 
and  standing  positions  by  means  of  very  simple  exercises  and  to 
give  them  some  training  in    concentrating    the    attention.     The 


234  APPENDIX. 

work  in  tliese  schools  requires  and  has  received  Httle  supervision. 
Emphasis  is  laid  upon  games,  free  play,  recesses,  etc. 

In  the  grammar  schools  the  standard  of  instruction  has  been 
kept  up  and  while  it  is  impossible  for  every  teacher  to  teach 
every  specialty  as  well  as  we  could  wish,  still,  taking  the  city  as 
a  whole,  it  gives  me  pleasure  to  say  that  the  work  of  physical 
training  is  in  a  very  satisfactory  condition  indeed. 

The  attempt  to  make  physical  training  more  valuable  and 
attractive  by  means  of  gymnastic  apparatus  has  been  made. 
There  are  now  five  schools  which  have  a  fair  equipment  of 
apparatus  in  the  corridors,  halls,  or  basement,  two  which  have  a 
smaller  amount  and  two  with  completely  furnished  gymnasia. 
There  will  be  another  to  add  to  this  list  before  the  end  of  the 
school  year  which  will  make  ten  schools  in  all,  a  development 
along  this  line  as  rapid,  surely,  as  could  be  expected.  Instruc- 
tion is  given  at  present  by  the  masters  or  sub-masters  or  by  some 
teacher  with  a  special  aptitude  for  gymnastics,  with  occasional 
assistance  from  this  department.  I  look  forward  confidently  to 
the  time  when  every  grammar  school  will  have  its  equipment  of 
apparatus,  most  of  which  can  be  used  indoors  or  outdoors,  and 
its  special  teacher  of  physical  training.  Where  there  are  twelve 
or  fifteen  teachers  in  a  school  to  train  the  minds  of  the  children  it 
is  not  unreasonable  to  ask  that  there  shall  be  one  to  train  their 
bodies. 

Physical  training  in  all  the  high  schools  was,  until  recently, 
confined  to  the  girls.  lu  all  the  high  schools,  with  the  exception 
of  the  Girls'  High  and  the  Girls'  Latin  Schools,  an  excellent 
course  in  phj^sical  training  is  given  in  well  equipped  gymnasia  by 
special  teachers  of  this  subject.  In  the  two  schools  which  have 
been  excepted  all  is  being  done  that  can  be  done  under  the  cir- 
cumstances. I  do  not  need  to  refer  to  the  needs  of  the  Normal 
School.  It  was  found  necessary  to  appoint  an  assistant  to  the 
special  teacher  of  physical  training  in  the  Roxbury  High  School, 
and  now,  owing  to  the  large  number  of  girl  pupils,  there  is  need 
of  another  such  assistant  in  the  Dorchester  High  School.  It 
would  be  of  great  advantage  to  the  work  as  a  whole  if  the  new 
assistant  should  be  a  physician  as  well  as  a  teacher  of  physical 
training.  The  special  teachers  of  this  subject  could  consult  with 
her  in  doubtful  cases,  and  certainly  if  the  girls  are  going  into 


SUPPLEMENT.  235 

l)asket-ball  and  similar  strenuous  games  they  should  have  some 
medical  supervision. 

As  1  have  said,  up  to  three  years  ago  there  was  no  physical 
training  for  young  men  in  our  high  schools.  From  the  primary 
school  to  the  end  of  a  university  course  there  was  due  attention 
paid  to  this  most  important  subject,  except  in  our  high  schools. 
The  reason  for  this  condition  of  affairs  can  be  summed  up  in  a 
phrase — the  military  drill.  Some  six  years  ago  a  special  com- 
mittee was  appointed  to  consider  this  question.  In  their  report 
they  emphasized  the  need  of  physical  training  for  high  school 
boys,  and  suggested  that  a  beginning  might  be  made  by  ha\ing  a 
course  in  physical  training  precede  the  military  drill.  Taking 
everything  into  account,  this  seems  to  me  to  be  the  thing  to  do. 
Four  years  ago,  before  the  resignation  of  Mr.  Nissen,  in  order  to 
begin,  at  least,  to  remove  what  seemed  to  me  a  reproach  upon 
our  public  school  system,  I  conducted  classes  personally  in  the 
Latin  and  Enghsh  High  Schools  and  in  the  West  Roxbury  High 
School.  At  present,  classes  are  conducted  regularly  in  the  fol- 
lowing schools  :  The  Latin,  the  English  High,  the  West  Roxbury, 
the  East  Boston,  and  the  South  Boston  High  Schools.  Owing  to 
the  appointment  of  another  assistant  to  the  director  it  will  be 
possible  to  add  to  this  list  next  year.  It  will  be  seen  that  physi- 
cal training  for  young  men  in  our  high  schools  is  still  in  an  un- 
satisfactory condition,  but  it  is  being  extended  and  developed  as 
fast  as  circumstances  will  permit. 

I  found  that,  although  the  young  men  had  no  physical  training, 
most  of  the  schools  were  represented  by  teams  in  all  the  various 
forms  of  competitive  athletics,  and  this,  too,  without  any  medical 
supervision.  I  called  the  head-masters'  attention  to  this  danger, 
and  asked  for  their  co-operation.  It  was  readily  given,  and  for 
the  last  four  years  every  candidate  for  a  team  has  had  to  pass  a 
medical  examination,  given  by  the  director.  As  the  School 
Board  has  had  no  official  cognizance  of  athletics  in  high  schools, 
I  will  simply  call  attention  to  their  generally  unsatisfactory  con- 
dition. The  remedy  seems  to  me  to  be  the  organization  of  the 
head-masters  for  the  purpose  of  formulating  rules  for  the  regulat- 
ing of  all  competitive  sports  followed  in  the  schools.  The  rules 
should  cover  (1)  the  physical,  mental  and  moral  requirements 
and  all  other  questions  of  eligibility;    (2)  the  financial  situation; 


236  APPENDIX. 

(3)  the  selection  of  competent  officials,  the  proper  policing  of 
grounds,  etc. 

As  to  school  hygiene  :  Until  within  a  few  years  school  furniture 
was  designed  without  the  slightest  regard  for  the  health  or  com- 
fort of  the  pupils.  I  have  only  to  say  that  I  have  done  my  best 
to  correct  this,  and  that  the  improved  furniture  has  been  placed 
in  our  new  schools.  I  am  informed  by  the  manufacturer  that  the 
improvements  are  being  slowly  but  surely  adopted  throughout  the 
country. 

It  will  cause  surprise,  perhaps,  to  learn  that  there  are  still 
many  rooms  in  the  older  buildings  where  the  pupils  are  seated  in 
wrong  relation  to  the  light,  and  that  there  are  still  many  rooms 
where  all  the  pupils,  short  and  tall,  use  the  same  size  chair  and 
desk.  I  have  endeavored,  with  gratifying  success,  to  have  a  cer- 
tain number  of  these  rooms  improved  in  these  particulars  every 
year.  I  think  that  it  is  not  too  much  to  say  that  it  is  now^  the 
settled  policy  to  change  the  furniture  or  at  least  the  irons  in  from 
forty  to  fifty  rooms  each  year. 

Three  years  ago  the  eyes  and  ears  of  practically  all  the  back- 
ward children  in  the  city  were  examined.  Children  who  were 
backward  by  reason  of  lack  of  knowledge  of  English  were  not 
examined. 

The  results  were  valuable  and  interesting,  but  the  good  of  any 
such  examination  is  nullified  to  a  very  great  extent  by  the  in- 
difference or  the  poverty  of  the  parents.  Still,  I  am  of  the 
opinion  that  such  an  examination  should  be  made  periodically ;  if 
only  a  few  cases  like  the  following  are  discovered  and  benefited 
it  will  be  worth  while  :  A  little  girl  in  Roxbury,  nine  years  of 
age,  had  been  unable  to  learn  even  her  letters,  and  the  teachers 
were  convinced  that  she  was  a  hopeless  case.  Her  eyes  were 
examined,  were  proved  to  be  defective,  were  fitted  with  glasses, 
and  in  less  than  three  months  she  was  reading  readily  words  of 
two  syllables  and  was  considered  to  be  above  the  average  of 
intelligence  in  her  class. 

The  question  of  a  general  examination  of  the  ej^es  and  ears  of 
the  pupils  was  given  a  good  deal  of  attention.  After  consulting 
with  some  of  the  most  eminent  specialists  in  the  city  I  became 
convinced  that  such  an  examination  was  inadvisable.  The 
teachers  are  expected  to  report  cases  of  nearsightedness,  etc.,  tO' 


SUPPLEMENT.  237 

the  parents,  and  to  request  that  an  examination  by  a  specialist  be 
made.  This  places  the  responsibility  where,  in  my  opinion,  it 
belongs,  that  is,  if  our  schools  are  to  be  kept  free  from  the  taint 
of  the  "institution."  On  the  other  hand,  it  is  the  duty  of  the 
city  to  see  that  pupils  study  under  the  most  favorable  conditions 
possible  in  regard  to  light.  That  this  was  not  the  case  in  the 
older  buildings  especially  a  merely  superficial  examination  proved. 
In  some  of  the  rooms  in  these  buildings  the  pupils  read  and 
studied  under  conditions  that  were  simply  distressing.  What 
could  be  done  to  make  the  conditions  even  tolerable?  P^our  years 
ago  I  recommended  that  the  experiment  be  made  of  placing  so- 
called  prism  or  ribbed  glass  in  the  windows.  This  was  done  in  a 
single  room  in  the  North  End,  and  in  my  opinion  it  was  a  great 
success.  This  system  of  lighting  dark  rooms  has  been  extended 
each  year  since  then,  and  there  are  now  six  buildings  with  some 
of  the  rooms,  at  least,  lighted  by  this  method.  As  in  the  case  of 
the  unhygienic  furniture,  it  has  become  the  policy  of  those  in 
authority  to  select  a  certain  number  of  rooms  each  year  to  be 
lighted  by  this  system. 

In  1899  the  Boston  Physical  Education  Society  asked  permis- 
sion of  the  Board  to  take  certain  measurements  of  primary  school 
children,  and  to  be  allowed  to  follow  up  these  measurements  semi- 
annuall}^  until  the  children  had  completed  their  course  in  the 
grammar  schools.  It  was  decided,  after  a  hearing,  that  the 
measurements  should  be  taken,  but  that  the  work  should  be  done 
by  the  Department  of  Physical  Training,  the  Physical  Education 
Society  to  have  the  benefit  of  the  statistics  gathered.  The 
measurements  are  taken  in  October  and  May.  About  25,000 
children  were  measured.  The  purpose  of  the  society  is  to  ascer- 
tain facts  relating  to  the  laws  of  growth. 

It  was  the  custom  formerly  to  close  the  morning  session  in 
grammar  schools  at  one  o'clock  upon  one-session  days.  This  did 
not  seem  to  me  to  be  good  hygiene,  and  the  Board  took  the  same 
view  of  the  matter  and  the  regulation  was  amended.  The  schools 
now  close  at  twelve  o'clock. 

It  was  the  custom  also  in  certain  districts  to  open  the  school 
buildings  to  the  children  at  fifteen  minutes  before  the  beginning 
of  each  session,  and  no  exception  was  made  on  account  of  cold  or 
stormy  weather.     This  did  not  seem  to  me  a  sufficient  length  of 


238  APPENDIX. 

time,  and  at  my  request  the  regulation  was  amended.  All  school 
buildings  are  now  opened  on  cold  and  stormy  weather  thii'ty 
minutes  before  the  beginning  of  sessions. 

I  have  kept  up  the  practice  of  giving  a  series  of  lectures  or 
talks  to  those  pupils  of  the  Normal  School  who  have  chosen  gym- 
nastics as  their  specialty.  As  may  be  imagined,  considering  the 
press  of  other  duties,  they  have  been  nothing  more  than  simple 
practical  talks  on  school  hygiene.  Now  that  the  burden  of 
routine  work  has  been  lightened  by  the  appointment  of  another 
assistant  to  the  director,  it  will  be  possible  not  only  to  make 
talks  more  valuable  to  the  pupils  of  the  Normal  School,  but  to 
give  similar  instruction  at  meetings  of  grade  teachers  in  different 
parts  of  the  city. 

In  summing  up  what  has  been  done  in  physical  training  for 
the  last  few  years,  the  important  things  are  :  the  rapid  develop- 
ment in  the  grammar  schools  along  the  line  of  providing  gymnasia 
for  the  new  buildings  and  gymnastic  apparatus  for  some  of  the 
older  ones  ;  the  introduction  and  rapid  extension  of  the  work  for 
young  men  in  high  schools,  and  the  medical  examination  of 
school  athletes.  In  school  h^^giene  the  important  things  are : 
the  improvement  of  school  furniture  ;  the  systematic  changing  of 
old  furniture  for  new  in  a  certain  number  of  rooms  each  year ; 
the  introduction  of  ribbed  glass ;  the  examination  of  the  eyes 
and  ears  of  backward  children,  and  the  amending  of  the  regula- 
tions in  two  instances. 

As  to  recommendations  for  the  future,  it  seems  hardly  necessary 
to  make  any.  That  the  work  should  continue  along  the  present 
lines  ;  that  all  new  schools  should  have  playgrounds  or  play-places 
out  of  doors,  in  the  basements,  or  on  the  roofs  ;  that  pupils  should 
be  encouraged  to  use  the  playgrounds  before  and  after  school ;  that 
new  grammar  and  high  schools  should  have  gymnasia ;  that  build- 
ings of  more  than  two  stories  in  height  should  have  sanitaries  on 
the  upper  floors  ;  that  buildings  more  than  two  stories  high  should 
have  separate  and  special  stairways  communicating  directly  with 
the  yard  or  with  the  street.  All  these  and  many  others  seem  to 
me  to  be  self-evident  propositions. 

Respectfully  submitted, 

JAMES   B.    FITZGERALD. 

Director  of  Physical  Training. 


STATISTICS 


HALF-YEAR   ENDING   JUNE   30,    1903. 


240 


APPENDIX. 


REGISTRATION.  —  1902-1903. 

Pupils  registered  in  tlie  public  schools  during  the  year  ending  June  30, 

1903. 


DAT  Schools. 

Boys. 

Girls. 

Totals. 

3,269 
24,058 
19,367 

3,157 
102 

4,051 
22,886 
17,823 

3,059 
99 

7,320 

46,944 

37.190 

6,216 

201 

49,953 

47,918 

97,871 

Evening  Schools. 

TTi  crh                                             ...                

2,217 
6,084 
1,0C4 

2,008 

2,848 

209 

4,225 

8,932 

1,273 

9,365 

5,065 

14,430 

59,318 

52,983 

112,301 

EXPENDITURES.  —  190f 


Salaries  of  instruftors 

"        "    officers 

"       "    janitors 

Fuel,  gas  and  water 

Supplies  and  incidentals: 

BooliS   

Printing' 

Stationery  and  drawing  materials. 

Miscellaneous  items 


S74,771  17 
11,774  85 
31,802  04 
84,865  18 


School-house  repairs,  rents,  etc  . 


Expended  from  appropriation ^ 

= :  of  Gibson  and  other  funds. 


From  income  • 


Total  exoenditures 

School-houses  and  lots  (special). 


§2,426,850  45 
80,827  21 
190,506  93 
96,394  61 


203,213  2t 
366,800  00 

$3,364,592  44 
4,175  78 

$3,368,768  22 
945,089  34 


Total  gross  expenditures $4,313,857  56 


INCOME. 


Tuition  of  non-resident  pupils  

Trust  funds 

Sale  of  books 

State  of  ^Massachusetts,  travelling  expenses. 
Sale  of  building  and  rents 


$20: 
26 


,630  69 
329  69 
591  32 
478  34 
334  69 


Total  net  expenditures  for  public  schools 


50,364  73 
$4,203,492  83 


STATISTICS. 


241 


SUMMARY. 
June  SO,  190S. 


ai 

o 

o 

o 

<D 
O 

d 

No.  OF  Regular 
Teachers. 

If 

SCoo 

•0 

S 

< 
he  . 

i 

6 

a  c 

6 

General  Schools. 

d 

d 
5 

o 

£ 

1 

12 
58 

688 
89 

2 

95 
126 

11 
105 

819 
6S8 
170 

13 

200 
945 
688 
170 

223 

5,994 

41,661 

32,389 

4,849 

217. 

5,594 
38,213 
28,176 

3,577 

6 

400 

3,448 

4,213 

1,272 

97.3 
93.3 
91.7 
86.9 
73.7 

216 

5  681 

Latin  and  High 

40,091 
30  355 

Primary 

Kindergartens 

4,958 

Totals 

848 

223 

1,793 

2,016 

85,116 

75,777 

9,339 

89.0 

83,901 

Special  Schools. 

0 
0 

6 

"3   to 

0  a. 

Average  No. 
Pupils  Be- 
longing. 

a 

as 
fcOC 
2^ 

< 

6 

< 

a; 

i 

Q 
d 

!21 

Horace  Mann 

1 
1 

1 

15 
1 

27 

9 

7 

ISl 

129 

8 

1,845 

557 

182 

3,665 

691 

94 

108 

8 

1,496 

426 

139 

2,557 

498 

71 

21 

349 

131 
43 

1,108 
193 
23 

83.7 
100.0 
81.0 
76.4 
76.3 
69.7 
72.1 
75.5 

13;-! 

Evening  Elementary 

14 
6 

Evening  Drawing 

100 

Totals 

30 

284 

7,171     Sana 

1,868 

73.9 

242 


APPENDIX. 


SPECIAL   TEACHERS. 

Nut  Included  in  the  Precedinr/  Tables. 


Chemistry :  Girls'  High  School 

Roxbury  High  School 

Commercial  Branches :    Brighton  High  School 

Charlestown  High  School 

Dorchester  High  School 

East  Boston  High  School  

Eniilish  High  School 

Girls'  High  School 

Roxbury  High  School 

South  Boston  High  School 

West  Roxbury  High  School  — 

Cookery :  Instructors 

Drawing :  Director  apd  Assistants 

Dorchester  High  School 

English  High  School 

Roxbury  High  School 

South  Boston  High  School  

West  Roxbury  High  School 

French :  South  Boston  High  School 

German  :  Girls'  Latin  and  Girls'  High  Schools 

Household  Science  and  Arts:  Roxbury  High  School 

Modern  Languages:  Assistant  Instructors 

Music :  Director  and  Assistants 

Physical  Culture :  Girls'  Latin  School 

Brighton  High  School 

Dorchester  High  School 

East  Boston  High  School 

Girls'  High  School 

Roxburv'High  School 

South  Boston  High  School 

West  Roxbury  High  School 

Physical  Training :  Director  and  Assistants 

Sewing :    Instructors 

Wood-working:    Principal,   Instructors,  and  Assistant 
Instructors 


Men. 


Women. 

Tota 

^ 

0 

1 

■7 

2 

1 

2 

1 

3 

1 

2 

1 

3 

3 

1 

1 

0 

2 

1 

2 

23 

23 

3 

5 

'2 

2 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

2 

4 

9 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

2 

2 

1 

1 

1 

1 

3 

42 

42 

lb 

33 

Totals. 


29 


12; 


156 


NORMAL,    LATIN,    AND   HIGH  SCHOOLS. 

Semi-annual   Eeturns    to    June   30,   1903. 


Average  whole      Average 
>fuMBER.         Attendance. 

4 

6 

S  0 

1^ 

1 

m 

c 

a 

3 

1 

g- 
'S 

B 
< 

a 
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CD 

< 

u 

0 

P 

£ 

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< 

u 
u 

Schools. 

o' 

5 

o 

o 

5 

0 
H 

a. 

223 

" ' '33i 
165 
151 
.572 
210 

'"soi 
"".5io 

320 
243 

223 

528 
331 
248 
202 
829 
335 
689 
801 
580 
6,i7 
476 
318 

"5i2 

'"79 

47 

242 

118 

634 

".^.59 
138 
139 
70 

217 

"312 

1.50 
1.3s 
.527 
199 

"731 

"477 
296 
226 

217 
512 
312 
229 
185 
769 
317 
634 
731 
559 
615 
435 
296 

6 
16 
19 
19 
17 
60 
18 
55 
70 
21 
42 
41 
22 

97 
97 
94 
92 
92 
93 
95 
92 
91 
96 
94 
91 
93 

12 

1 
11 

\ 

if! 

1 

3 
2 

37 

i 
2 
4 
3 

6 
1 
6 
3 
3 
2 

39 

11 

528 

11 

7 
■  8 
16 

7 

Brighton  High 

Charlestown  High  . 
Dorchester  High. .. 
East  Boston  High  . 

English  High 

Girls'  Hi"li 

83 
51 
257 
125 
689 

1 

"i 
2 

21 

is 
12 

8 
114 

MechanicArts  High 

Roxbury  High 

South  Boston  High. 
W.  Roxbury  High. .' 

580 

147 

156 

75 

5 

3 

1 

5 

3 

Totals 

2,691 

3,526 

6,217 

2,.538 

3,273 

5,811 

406 

93 

1 

STATISTICS. 


243 


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244 


APPENDIX. 


NORMAL,    LATIN,  AND   HIGH   SCHOOLS. 
Number  of  Pupils  to  a  Teacher^  excluding  Principals,  June  30,  1903. 


Schools. 


Number  of 
Regular 

Average 
Number  of 

Average  No. 

of  Pupils  to 

a  Regular 

Teacher. 

Teachers. 

Pupils. 

12 

223 

18.5 

19 

52S 

26.3 

12 

331 

27.5 

9 

24S 

27.5 

10 

202 

20.2 

21 

829 

39.4 

10 

335 

33.5 

22 

689 

31.3 

24 

801 

33.3 

18 

580 

32.2 

19 

657 

34.5 
31. V 

15 

476 

10 

318 

31.8 

201 

6,217 

30.9 

Normal 

Public  Latin 

Girls'  Latin 

Brighton  High 

Charlestown  High  .. 

Dorcliester  High 

East  Boston  High  . . 

English  High 

Girls'  High 

Mechanic  Arts  High 

Roxljury  Higli 

South  Boston  High  . 
West  Roxbury  High 

Totals 


Graduates,  June,  1903. 


SCHOOL.S. 


Regular  Course. 


Men.        Women. 


Four  Years' 
Course. 


Men. 


Women. 


Totals . 


Normal 

Public  Latin 

Girls'  Latin 

Brighton  High 

Charlestown  High  . . . 

Dorchester  High 

East  Boston  High 

English  High 

Girls'  High 

Mechanic  Arts  High. 

Roxbury  High 

South  Bosion  High.. 
West  Roxbury  High. 

Totals 


15 
10 
36 
21 
109 


114 
33 

28 
13 

429 


103 


43 

46 
36 
107 
30 


114 
45 
41 

715 


9 
3 

84 


63 


103 

50 

43 

75 

61 

180 

61 

131 

213 

136 

197 

98 

73 

1,421 


STATISTICS. 


245 


GRAMMAR  SCHOOLS. 

Number  of  Pupils  to  a  Teacher,  excluding  Principal,  June  30,  1903, 


Schools. 


o 

V 

J 

.= 

o 

a> 

s 

r^ 

iz; 

Adams 

Agaasiz 

Bennett 

BIgelow 

Bowdltch 

Bowdoln 

Brimmer 

Bunker  Hill .... 

Chapman 

Charles  Sumner 
Ch'st'r  Gibson.. 

Comlns 

Dearborn  

Dillaway 

Dudley 

Dwight   

Edward  Everett 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham 

Gaston , 

George  Putnam 
Gilbert  Stuart . . 

Hancock  

Harvard , 

Henry  L.Pierce, 
Hugh  O'Brien.. 
Hyde 


11 
16 
13 
17 
14 
11 
12 
11 
15 
13 
20 
12 
18 
17 
18 
13 
13 
28 
22 
14 
17 
16 
20 
10 
10 
21 
13 
16 
17 
13 


.504 
742 
639 
795 
660 
453 
551 
468 
727 
606 
976 
647 
859 
819 
840 
600 
647 
1,232 
1,052 
649 
708 
726 
938 
518 
482 
1,042 
592 
788 
887 
595 


?:  3  u 


45.8 
46.3 
49.1 
46.7 
47.1 
41.1 
45.9 
42.5 
48.4 
46.6 
48.8 
53.9 
47.7 
48.1 
46.6 
46.1 
49.7 
44.0 
47.8 
46.3 
41.6 
45.3 
46.9 
51.8 
48.2 
49.6 
45.5 
49.2 
52.1 
45.7 


Schools. 


John  A.  Andrew 

Lawrence 

Lewis 

Lincoln 

Longfellow  . . 

Lowell 

Lyman 

Martin 

Mary  Hemenway 

Mather 

Minot 

Norcross 

Phillips 

Phillips  Brooks. 

Prescott 

Prince 

Quincy 

Bice 

Robert  G.  Shaw. 

Roger  Clap 

Roger  Wolcott... 

Sherwin  

Shurtleff 

Thomas  N.  Hart. 

Warren 

Wash.  AUston. .. 

Wells 

Winthrop 

Totals 


17 
12 
17 
15 
12 
21 
19 
13 
15 
23 
8 
13 
28 
16 
11 
14 
12 
9 
9 

14 
15 
12 
13 
13 
14 
26 


888 


I* 


t.  =  S 
£  3  » 


773 

45.4 

474 

39.5 

814 

47.8 

725 

48.3 

514 

42.8 

991 

47.1 

882 

46.4 

618 

47.5 

723 

48.2 

1,097 

47.7 

392 

49.0 

567 

43.3 

1,367 

48.8 

806 

53.7 

493 

44.8 

667 

47.6 

539 

44.9 

423 

48.1 

398 

44.2 

715 

51.0 

696 

46.4 

545 

45.4 

580 

44.6 

621 

48.0 

609 

43.5 

1,163 

44.7 

1,054 

47.9 

670 

47.8 

41,661 

47.0 

246 


APrENDIX. 


GRAMMAR   SCHOOLS. 

Semi-annual  Returns,  June  30,  1903. 


Schools. 


Average 
Whole 
Number. 


Adams 

Agassiz 

Bennett 

Blgelow  

Bowditch  

Bowdoin 

Brimmer  

Bunker  Hill 

Chapman 

Charles  Sumner. . 
Christopher  Gibson, 

Corains 

Dearborn  

Dillaway  

Dudley  

Dwight 

Edward  Everett 

Eliot 

Emerson 

Everett .'. 

Franklin 

Frothingham 

Gaston 

George  Putnam 

Gilbert  Stuart 

Hancock 

Harvard    

Henry  L.  Pierce 


271 

669 


551 
238 
363 
320 
472 
295 
488 


840 
600 
294 
1,232 
573 


282 
239 


233 

73 
314 


660 
453 


230 
364 
286 
504 
352 
371 
819 


289 
376 


479 
649 
708 
362 
938 
236 
243 
1,042 
303 
412 


504 
742 
639 
795 
660 
453 
551 
468 
727 
606 
976 
647 
859 
819 
840 
600 
647 
1,232 
1,052 
649 
708 
726 
938 
518 
482 
1,042 
592 


Average 

Attendance. 


246 
623 
313 
732 


499 
222 
337 
301 
445 
274 
444 


783 
536 
265 
1,130 
524 


263 
223 


266 
352 


208 

66 

295 


209 
331 
264 
468 
318 
325 
736 


316 


430 

586 
647 
334 
865 
216 
218 
943 
273 
369 


454 
688 
60S 
732 
613 
402 
499 
431 
668 
565 
913 
592 
769 
736 
783 
536 
581 
1,130 
954 
586 
647 
669 
865 
479 
441 
943 
539 
721 


50 
54 
31 
63 
47 
51 
52 
37 
59 
41 
63 
55 
90 
83 
57 
64 
66 
102 
98 
63 
61 
57 
73 
39 
41 
99 
63 
67 


STATISTICS. 


24- 


GRAMMAR    SCHOOLS.  —  Concluded. 


Schools. 


Hugh  O'Brien 

Hyde  

John  A.Andrew... 

Lawrence   

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

Mary  Hemenway. . 

Mather 

Minot 

Norcross , 

Phillips 

Phillips  Brooks 

Prescott  

Prince 

Quincy 

Kice 

Robert  G.  Shaw 

Roger  Clap 

Roger  Wolcott 

Sherwin 

Shurtleff 

Thomas  N.  Hart  .... 

Warren 

AVashington  Allston 

Wells 

Winthrop 


Average 
Whole 
Number. 


443 
474 
385 
725 
•276 
493 
466 
312 
340 
574 
189 


1,367 
395 
240 
283 
539 
423 
213 
367 
345 
545 


624 
310 
565 


Totals . 


876 
595 
330 


238 
498 
416 
306 
383 
523 
203 
567 


411 
253 
384 


185 
348 
351 


299 

598 

1,054 

670 


595 
773 
474 
814 
725 
514 
991 
882 
618 
723 

1,097 
392 
567 

1,367 
S06 
493 
667 
539 
423 
398 
715 
696 
545 
580 
624 
609 

1,163 

1,054 
670 


Average 
Attendance. 


475 


414 
440 
357 
669 
263 
462 
423 
293 
314 
535 
179 


21,280  20,381 141, 661  19,654 


1,246 
372 
213 
256 
468 
382 
196 
339 
323 
504 


599 
291 
529 


343 

541 

29S 


388 


222 

474 
369 
286 
348 
480 
190 
505 


379 
221 
349 


168 
312 
324 


517 


553 

960 
620 


18,559 


818 
541 
712 
440 
745 
669 
485 
936 
792 
579 
662 

1,015 
369 
505 

1,246 
751 
434 
605 
468 
382 
364 
651 
647 
504 
517 
599 
571 

1,082 
960 
620 


38,213 


< 


69 
54 
61 
34 
69 
56 
29 
55 
90 
39 
61 
82 
23 
62 
121 
55 
59 
62 
71 
41 
34 
64 
49 
41 
63 
25 
88 
81 
94 
50 


3,448 


14 
11 

14 

9 
14 
12 

9 
18 
16 
10 
11 
19 

6 
11 
24 
13 

9 
11 

9 

6 

5 
11 
11 

9 
11 
10 
11 
22 
20 
12 
723 


248 


APPENDIX. 


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250 


APPENDIX. 


GRAMMAR  SCHOOLS. 

Graduates^  June,  1903. 


Schools. 


Adams 

Agassiz 

Bennett 

Bigelow 

Bowditch 

Bowdoin 

Brimmer 

Bunker  Hill 

Chapman 

Charles  Sumner.. 

Chris.  Gibson 

Comins 

Dearborn 

Dillaway 

Dudley 

Dwight 

Edward  Everett. 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham 

Gaston 

George  Putnam. . 
Gilbert  Stuart.... 

Hancock 

Harvard 

Henry  L.  Pierce. 
Hugh  O'Brien  . . . 
Hyde 


20 


63 


40 
51 

101 
93 
88 
43 
37 
37 
91 
76 

112 
76 
69 
63 
72 
36 
82 
52 

104 
70 
75 
50 
92 
40 
50 
22 
52 

117 
86 
42 


Schools. 


John  A.  Andrew. . 

Lawrence 

Lewis 

Lincoln 

Longfellow 

Lowell 

Lymau 

Martin 

Mary  Hemenway  . 

Mather 

Minot 

Norcross 

Phillips 

Phillips  Brooks... 

Prescott 

Prince 

Quincy 

Rice 

Robert  G.  Shaw... 

Roger  Clap 

Roger  Wolcott  — 

Sherwin 

Shurtleff 

Thomas  N.  Hart.. . 

"Warren 

Wash.  Allston 

Wells 

Winthrop 


100 
54 
17 
27 
39 
41 
19 
31 
18 
47 


61 


Totals 


1,825 


2,080 


STATISTICS. 


251 


PRIMARY   SCHOOLS. 
Number  of  Pupils  to  a  Teacher,  June  SO,  lOOS. 


Districts. 


O  u 

ll 
'A 


Adams 

Agasslz 

Bennett 

Bigelow 

Bowditch 

Bowdoln 

Brimmer 

Bunker  Hill 

Chapman 

Charles  Sumner. .. 
ChristopherGibson 

Comins 

Dearborn 

Dillaway 

Dudley 

D  wight 

Edward  Everett  . . 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham 

Gaston 

George  Putnam. . . 

Gilbert  Stuart 

Hancock 

Harvard 

Henry  L.  Pierce.. 

Hugh  O'Brien 

Hvde 


o 
ill 

< 

444 

44.4 

355 

44.3 

406 

40.6 

573 

47.7 

673 

51.7 

490 

49.0 

295 

49.1 

369 

36.9 

493 

54.7 

439 

48.7 

892 

46.9 

340 

42.5 

993 

47.3 

598 

49.8 

787 

49.1 

538 

48.9 

473 

47.3 

724 

45.2 

819 

48.1 

469 

46.9 

681 

48.6 

560 

46.6 

523 

58.1 

407 

45.2 

318 

45.4 

1,169 

41.8! 

422 

38.3 

224 

44.8 

607 

46.7 

492 

49.2 

Districts. 


John  A.  Andrew 

!  Lawrence 

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

MaryHemenway 

Mather 

Minot 

Norci'oss 

Phillips 

Phillips  Brooks, 

Prescott 

Prince 

Quincy 

Rice  

Robert  G.  Shaw, 
Roger  Clap  . . . 
Roger  Wolcott 

Sherwin 

Shurtleff 

Thomas  N.Hart, 

Warren 

Wash.  Allston 

Wells 

Wlnthrop 


Totals 


2.  ^- 

O  *  tc 

b  E  P. 


5C9 
551 
553 
704 
380 
860 
630 

m\ 

488 
864 
303 
528 
280 
739 
384 
391 
603 
259 
252 
678 
652 
521 
309 
595 
354 
842 
1,848 
318 


32,389 


•2  £■« 

£  S  0) 
'A 


47.4 
45.9 
46.0 
50.2 
42.2 
47.2 
45.0 
45.1 
44.3 
50.8 
5('.5 
48.0 
56.0 
49.2 
42.6 
43.4 
54.8 
43.1 
42.0 
52.1 
46.5 
47.3 
44.1 
49.5 
44.2 
46.7 
47.6 
53.0 

47.1 


252 


APPENDIX. 


PRIMARY    SCHOOLS. 

Semi-annual  Returns  to  June  30,  1903. 


Average  whole 

AVERAGE 

■^  '^ 

-c 

^ 

Districts. 

U3 

0) 

o 

Number. 

Attendance. 

U  CO 

< 

S  a 

"I   . 

,-   CO 

II 

pa 

>> 
'JO 

s> 

> 

O 

6 

"A 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

10 
8 
10 
12 
13 

229 
192 
234 
327 
345 

■  215 
163 
172 
246 
328 

444 
355 
406 
573 
673 

199 
170 
213 

288 
308 

186 
143 

151 
210 

288 

385 
313 
364 
498 
596 

59 
42 
42 
75 

77 

87 
88 
89 
87 
89 

334 

285 
320 
440 
497 

106 
83 
104 
129 
156 

440 

368 

424 

509 

Bowdltch 

653 

Bowdoln 

10 

270 

220 

490 

232 

187 

419 

71 

86 

363 

113 

476 

Brimmer 

6 

158 

137 

295 

141 

120 

261 

34 

88 

239 

51 

290 

Bunker  Hill 

10 

206 

163 

369 

186 

145 

331 

38 

90 

298 

80 

378 

Chapman 

9 

242 

251 

493 

206 

210 

416 

77 

84 

408 

94 

502 

Charles  Sumner, 

9 

228 

211 

439 

199 

177 

376 

63 

86 

363 

95 

458 

Christ'r  Gibson, 

19 

477 

415 

892 

423 

355 

778 

114 

87 

739 

195 

934 

8 
•21 

190 
532 

150 
461 

340 
993 

160 
461 

122 
376 

282 
827 

58 
166 

83 
83 

269 
713 

68 
289 

337 

Dearborn 

1,002 

Dillawaj' 

12 

2S7 

311 

598 

252 

272 

524 

74 

89 

502 

104 

606 

Dudley 

16 
11 
10 

374 
279 
239 

413 
259 
234 

787 
538 
473 

324 
23S 
211 

351 
221 
199 

675 
460 
410 

112 
7S 
63 

86 
86 

87 

604 
420 
364 

196 

101 

99 

800 

Dwight 

521 

Edward  Everett, 

463 

Eliot 

16 
17 

402 
447 

322 

372 

724 
819 

372 
390 

295 
314 

667 
704 

57 
115 

92 

86 

511 
637 

200 
169 

711 

Emerson 

806 

Everett 

10 
14 

217 
342 

252 
339 

469 
681 

184 
295 

213 

292 

397 

587 

72 
94 

85 
86 

349 
541 

116 
129 

465 

Franklin 

670 

Frothingliam 

12 

291 

269 

560 

258 

238 

496 

64 

8S 

447 

105 

552 

Gaston 

9 
9 

260 

200 

263 

207 

523 
407 

230 
179 

228 
182 

458 
361 

65 
46 

88 
89 

426 
300 

94 
100 

5-20 

George  Putnam, 

400 

Gilbert  Stuart. .. 

7 

155 

163 

318 

136 

139 

275 

43 

86 

269 

60 

329 

Hancock  

28 

587 

582 

1,169 

524 

515 

1,039 

130 

89 

838 

331 

1,169 

Harvard 

11 

216 

206 

422 

191 

183 

374 

48 

89 

358 

81 

439 

Henry  L.Pierce, 

5 

113 

111 

224 

98 

93 

191 

33 

85 

202 

24 

226 

Hugh  O'Brien... 

13 

390 

217 

607 

348 

184 

532 

75 

87 

466 

140 

606 

STATISTICS. 


253 


PRIMARY   SCHOOLS.  —  Concluded. 
Semi-annual    Returns    to    June    30,    1903. 


Districts. 


Average     whole 
Number. 


Boys. 


Girls. 


Total. 


Average 
Attendance. 


Boys.    Girls. 


Total. 


it  a 


s-  ^ 


Hyde 

Jobu  A.  Andrew... 

Lawrence 

Lewis 

Lincoln 

Longfellow 

Lowell 

Lyman 

Martin 

Mary  Heraenway. .. . 

Mather 

Mlnot 

Norcross . , 

Phillips 

Phillips  Brooks 

Prescott 

Prince 

Quincy 

Rice 

Robert  G.Shaw 

Roger  Clap 

Roger  Wolcott 

Sherwin 

Shurtleff 

Thomas  N.  Hart 

Warren 

Washington   Allston, 

Wells 

AYinthrop 


260 
299 
3S8 
312 
418 
182 

338 

187 
254 
470 
157 
170 
142 
392 
197 
187 
335 
152 
141 
339 
336 
271 
163 
354 
169 
438 
933 
144 


232 
270 
163 
241 
286 
198 
410 
292 
174 
234 
394 
146 
358 
138 
347 
187 
204 
268 
107 
111 
339 
316 
250 
146 
241 
185 
404 
915 
174 


492 

222 

569 

261 

551 

351 

553 

262 

704 

380 

380 

156 

860 

399 

630 

293 

361 

164 

488 

216 

864 

408 

303 

135 

528 

155 

280 

127 

739 

339 

384 

176 

391 

1.59 

603 

285 

259 

135 

252 

120 

678 

298 

652 

293 

521 

235 

309 

145 

595 

331 

354 

151 

842 

393 

1.848 

831 

318 

120 

Totals 1688  17,007  15,382 


32,389  14,947  13,229 


196 
226 
146 
20.'? 
250 
169 
351 
253 
152 
201 
328 
121 
317 
120 
291 
159 
163 
230 
91 
92 
279 
270 
218 
129 
222 
163 
355 
803 
142 


418 
487 
497 
465 
630 
325 
750 
546 
316 
417 
736 
256 
472 
247 
630 
335 
322 
515 
226 
212 
577 
563 
453 
274 
553 
314 
748 
1,634 
262 


74 
82 
54 
88 
74 
55 

110 
84 
45 
71 

128 
47 
56 
33 

109 
49 


33 
40 

101 
89 
68 
35 
42 
40 
94 

214 
56 


364 
467 
420 
461 
577 
331 
655 
536 
278 
381 
714 
236 
429 
196 
575 
303 
333 
467 
171 
207 
565 
547 
384 
245 
494 
273 
679 
1,443 
255 


28,176  4,213      87    26,488 


6,867 


32,355 


254 


APPENDIX. 


PRIMARY   SCHOOLS. 

Number  of  Pupils  in  each  Class,  ivhole  Number,  and  Ages, 
June  30,  1903. 


Districts. 

6 

5 

u 
t 

0) 

•C 

IS 

;-i 

O 

S3 

o 
c 

<u 

CO 

-o 

es 

u 
O 

m 
u 

0) 

> 
5:( 

es 

es 

a 
> 

u 
es 
S) 

m 
es 

a 

u 
a 
a 

§ 
— 

s 

a 
a 

es 
-  &• 

Adams 

101 

116 

220 

440 

28 

114 

96 

96 

58 

35 

9 

3 

1 

Agassiz 

103 

130 

135 

368 

15 

96 

84 

90 

57 

18 

5 

2 

1 

Bennett 

94 

154 

176 

424 

36 

88 

96 

100 

64 

32 

7 

1 

Bigelow  

168 

159 

242 

569 

49 

114 

158 

119 

82 

32 

8 

5 

2 

Bowditch 

189 

195 

269 

653 

39 

133 

164 

161 

97 

45 

11 

2 

1 

Bowdoin 

98 

142 

236 

476 

20 

114 

118 

111 

64 

32 

14 

3 

Brimmer 

82 

86 

122 

290 

13 

61 

90 

75 

39 

11 

1 

Bunker  Hill... 

104 

107 

167 

378 

36 

86 

87 

89 

43 

33 

4 

Chapman 

148 

140 

214 

502 

26 

121 

145 

116 

64 

21 

9 

Chas.  Sumner, 

140 

169 

149 

458 

28 

99 

132 

104 

69 

21 

2 

3 

Chris.   Gibson, 

256 

306 

372 

934 

72 

185 

261 

221 

133 

44 

9 

8 

1 

Comins 

84 

125 

128 

337 

25 

73 

92 

79 

46 

14 

5 

3 

Dearborn  

226 

302 

474 

1,002 

34 

217 

229 

233 

145 

83 

43 

13 

5 

Dillaway  

167 

180 

259 

606 

58 

145 

157 

142 

74 

26 

3 

1 

Dudley  

195 

250 

355 

800 

54 

193 

194 

163 

115 

56 

20 

5 

Dwight 

130 

137 

254 

521 

42 

126 

129 

123 

63 

28 

7 

2 

1 

Edw.  Everett . 

119 

142 

202 

463 

36 

10  L 

136 

91 

68 

20 

7 

1 

3 

Eliot    

172 

212 

225 

228 

314 

366 

711 

806 

69 
69 

158 

205 

149 
195 

135 

168 

119 

99 

65 
47 

16 
16 

5 

Emerson 

2 

Everett 

122 

131 

212 

465 

30 

81 

121 

117 

68 

40 

7 

1 

Franklin 

144 

261 

265 

670 

56 

170 

145 

170 

89 

29 

9 

2 

Frothingham.. 

132 

190 

230 

552 

41 

138 

158 

110 

72 

30 

2 

1 

Gaston 

162 

160 

198 

520 

33 

131 

141 

121 

63 

20 

9 

2 

Geo.  Putnam.. 

104 

154 

142 

400 

20 

96 

95 

89 

63 

27 

8 

2 

Gilbert  Stuart. 

106 

91 

132 

329 

30 

70 

84 

85 

37 

19 

3 

1 

Hancock 

274 

3.^5 

560 

1,169 

93 

269 

253 

223 

193 

91 

31 

12 

4 

Harvard 

107 

166 

166 

439 

54 

100 

101 

103 

57 

19 

5 

H.L.Pierce... 

74 

61 

91 

226 

14 

61 

70 

57 

17 

5 

1 

1 

Hugh  O'Brien, 

142 

183 

281 

606 

57 

118 

152 

139 

87 

38 

13 

2 

STATISTICS. 


255 


PRIMARY    SCHOOLS.  —  Concluded. 


'a 

6 

6 

H 

CO 

u 

03 

^ 

aj 

S 

1^ 

C5 

OS 

.o 

n  t2 

!^ 

Ol 

a: 

K-l 

in 

0)0 

Districts. 

TJ 

n 

C.5 

a  I 

^1 

a 

r-i 

0) 

> 

o 

°  ^ 

o  a 

V 

J3 

> 

t-  " 

<j 

> 

X 

o 

Is 

2  « 

H 

V) 

Sk 

^ 

f^ 

CO 

CO 

1^ 

;«5 

H 

y 

H 

H 

Hyde  

134 
159 

162 
191 

191 
231 

487 
581 

38 
59 

107 
129 

110 
148 

109 
131 

70 
68 

38 
29 

14 
12 

1 
4 

J.  A.  Andrew, 

1 

Lawrence  

133 

164 

250 

547 

73 

127 

125 

95 

74 

41 

10 

1 

1 

158 
178 

191 

236 

202 
283 

551 
697 

29 
54 

119 
176 

188 
186 

125 
161 

67 
83 

22 
23 

1 
5 

7 

Lincoln 

2 

Longfellow  . . . 

85 

98 

198 

381 

49 

90 

104 

88 

39 

9 

'2 

Lowell 

242 

265 

342 

849 

61 

176 

229 

189 

113 

58 

11 

10 

2 

Lyman  

96 

235 

298 

629 

51 

173 

197 

115 

74 

15 

3 

1 

Martin 

8G 

97 

172 

355 

52 

.8'4 

70 

72 

41 

29 

5 

o 

Mary    Hem  en - 

way 

128 
225 

154 
233 

217 

402 

499 
860 

41 
81 

98 
222 

119 
234 

123 

177 

83 

99 

26 
35 

8 

2 
4 

Mather 

Minot 

84 
142 

81 
187 

131 

205 

296 
534 

25 
49 

76 
141 

62 
129 

73 
110 

43 

69 

14 
23 

8 

3 
3 

Norcross 

2 

Phillips 

52 

111 

117 

280 

20 

51 

59 

66 

39 

36 

9 

P'l'ps  Brooks.. 

219 

210 

288 

717 

62 

167 

175 

171 

88 

32 

16 

4 

2 

Prescott  

116 

109 

160 

385 

37 

87 

85 

94 

45 

26 

5 

6 

Prince 

125 

127 

181 

433 

18 

96 

110 

109 

83 

9 

5 

2 

1 

Quincy  

192 

156 

243 

591 

50 

136 

123 

1.58 

.94 

21 

8 

1 

Rice   

8G 
SO 

91 

87 

80 
92 

257 
259 

11 
13 

44 

62 

54 
70 

62 
62 

46 
40 

27 

11 
4 

1 

1 

1 

Rob't  G.Shaw, 

Roger  Clap 

192 

187 

289 

668 

96 

153 

175 

141 

69 

22 

10 

1 

1 

Roger  Wolcott, 

198 

181 

288 

667 

68 

150 

167 

162 

81 

31 

4 

3 

1 

Sherwin 

13S 

179 

208 

525 

79 

99 

100 

106 

79 

53 

9 

Shurtleff 

98 

94 

117 

309 

37 

71 

77 

60 

45 

14 

4 

1 

Thos.  N.  Hart, 

166 

195 

224 

5S5 

25 

167 

166 

136 

65 

23 

3 

Warren 

96 

95 

145 

336 

16 

81 

91 

85 

44 

17 

1 

1 

Washington 

Allstou 

196 

305 

312 

843 

65 

160 

238 

216 

127 

30 

/ 

Wella 

479 

568 

765 

1,812 

156 

433 

451 

403 

243 

112 

I '7 

.> 

Winthrop 

47 

96 

165 

308 

37 

71 

84 

63 

37 

11 

3 

1 

1 

Totals 

8,488 

10,110 

13,757 

82,365 

2,629 

7,409 

8,158 

7,292 

4,393 

1,814 

481 

136 

43 

256 


APPENDIX. 


KINDERGARTENS. 

Semi-annual  lieturns  to  June  30^  1903. 


Districts. 

(-1 
a 
XI 

o 
« 

Average 
Whole  Number. 

Average 
Attendance. 

6 

< 

of 

V  a 

3  OS 

6  . 

4/  US 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

Adams 

2 

62 

50 

112 

45 

33 

78 

34 

70 

55 

66 

121 

Agassiz 

3 

50 

49 

09 

35 

33 

68 

31 

69 

54 

55 

109 

Bennett 

2 

25 

29 

54 

18 

22 

40 

14 

74 

7 

50 

57 

Bowditch 

4 

54 

57 

111 

40 

41 

81 

30 

73 

39 

66 

105 

Bowdoin 

3 

CO 

57 

117 

44 

38 

82 

35 

70 

58 

65 

123 

Brimmer 

2 

29 

23 

52 

21 

14 

35 

17 

67 

32 

28 

60 

Bunker  Hill... 

1 

16 

12 

28. 

10 

8 

18 

10 

64 

20 

9 

29 

Chapman  

•1 

67 

54 

121 

49 

34 

83 

38 

69 

60 

61 

121 

Chas.  Sumner, 

4 

51 

50 

101 

38 

36 

74 

27 

73 

43 

58 

101 

Christ'r  Gibson 

6 

84 

74 

15S 

67 

57 

124 

34 

78 

56 

105 

161 

Comins 

5 

76 

72 

148 

56 

51 

107 

41 

72 

.52 

96 

148 

Dearborn  

2 

27 

33 

60 

17 

23 

40 

20 

67. 

25 

35 

60 

Dlllaway 

4 

58 

44 

102 

44 

33 

77 

25 

75 

35 

66 

101 

Dudley 

4 

53 

43 

90 

43 

32 

75 

21 

78 

44 

54 

98 

Dwlght 

4 

56 

48 

104 

44 

37 

81 

23 

78 

45 

61 

106 

Edw.  Everett.. 

2 

27 

34 

61 

19 

23 

42 

19 

69 

9 

50 

59 

Eliot 

3 

26 
46 

33 
34 

59 
80 

21 
37 

26 
25 

47 
62 

12 
18 

80 
78 

27 
35 

35 
53 

62 

Emerson 

88 

Everett 

2 

22 

30 

52 

15 

19 

34 

18 

65 

18 

33 

51 

Franklin 

2 

33 

18 

51 

22 

12 

34 

17 

67 

26 

25 

51 

Frothingham . . 

2 

30 

26 

56 

24 

20 

44 

12 

79 

31 

26 

57 

Gaston 

2 

37 

18 

55 

31 

15 

46 

9 

84 

27 

26 

53 

Geo.  Putuam.. 

o 

30 

27 

57 

23 

18 

41 

16 

72 

16 

39 

65 

Gilbert  Stuart, 

3 

56 

33 

89 

42 

24 

66 

23 

74 

47 

55 

102 

Hancock 

9 

135 

160 

295 

105 

126 

231 

64 

78 

109 

180 

289 

Harvard 

2 

22 

27 

49 

16 

20 

36 

13 

73 

26 

24 

50 

H.  L.  Pierce  . . 

2 

23 

23 

46 

17 

13 

30 

16 

65 

26 

44 

70 

Hugh  O'Brien, 

2 

29 

20 

49 

24 

18 

42 

7 

85 

13 

39 

52 

Hyde 

2 
2 

25 

30 

34 

28 

59 

58 

18 
23 

25 

20 

43 
43 

16 
15 

73 

74 

35 
17 

29 
45 

64 

J.  A.  Andrew, 

62 

STATISTICS. 


257 


KINDERGARTENS.  —  Concluded. 


Districts. 


Lawrence 

Lewis 

Liuoolii 

Longfellow  . .. 

Lowell 

Lyman 

Martin 

Mary  Henien- 
way 

Mather 

Minot 

Norcross 

Phillips 

PhillipsBrooks 

Prescott 

Prince 

Quiucy 

Rice 

Robert  G.Shaw 

Roger  Wolcott, 

Sherwin 

Shurtleff  . . . 

Thoa.  N.  Ilnrt, 

Warren 

Washington 
AUstou  . . 

Wells 

Tot:ils.  . 


170 


AVEKAGE 

Whole  Number. 


Bovs.    Girls.    Total 


60 
34 
.SG 
26 
85 
109 
21 

26 
38 
25 
24 
24 
57 
27 
19 
63 
26 
34 
52 
62 
30 
70 
45 

86 
S4 

2,502 


44 

46 
20 
31 
76 
100 
34 

31 
20 
27 
28 
29 
57 
24 
41 
47 
27 
38 
55 
47 
30 
39 
48 

80 
88 


Average 

Attendance. 


Boys.   Girls.    Total. 


104 
80 
56 
57 
161 
209 
55 

57 
58 
52 
52 
53 

114 
51 
60 

110 
53 
72 

107 

109 
CO 

109 
93 

166 
172 


2,347    4,849 


46 
25 
27 
20 
58 
77 
15 

18 
29 
18 
20 
20 
46 
20 
16 
44 
19 
21 
36 
49 
24 
59 
33 

67 

66 

1,881 


30 
32 
14 
26 
51 
68 
24 

21 
14 
17 
22 
24 
43 
IS 
30 
34 
19 
22 
39 
36 
23 
33 
35 

60 
65 

1,696 


6 

0) 

sec 

u 

m 

.o 

<1 

< 

76 
57 
41 
46' 
109 
145 
39 

39 
43 
35 
42 
44 
89 
38 
46 
78 
38 
43 
75 
85 
47 
92 
68 

127 
131 

8.677 


28 
23 
15 
11 
52 
64 
16 

18 
15 
17 
10 
9 
25 
13 
14 
32 
15 
29 
32 
24 
13 
17 
25 

39 
41 

1,272 


CO 
a>  p 


73 

70 
73 
81 
68 
69 
71 

68 
74 
67 
81 
83 
78 
74 

71 

72 
60 
70 

78 
78 
84 
73 


74 


78 
81 
25 

18 
17 
12 
35 
10 
57 
18 
29 
68 
19 
35 
51 
40 
27 
38 
29 


2,037 


42 

55 
30 

85 
121 
30 

42 
40 
40 
IS 
43 
52 
38 
45 
42 
36 
42 
60 
66 
36 
73 
62 

124 

98 

2,921 


258 


APPENDIX. 


DISTRIBUTION  OF  PUPILS  IN  RESPECT  BOTH 


Grades. 

Under 
4 

Years. 

4 

Years. 

5 

Years. 

O 

Years. 

7 
Years. 

8 
Years. 

O 

Years. 

. 

All  Grades  ...  j 

Boys. 

Girls. 

9^ 
2« 

Irt 

i-i'S 

Totals 

1 

Advanced          ) 

Class. ) 

Third-year         ( 
Class.  1 

Second-year       ( 
Class.  ) 

First-year          ) 
Class. ) 

Boys. 

Girls. 



• 

Boys. 
Girls. 

0 
0 

A 
» 

Boys. 
Girla. 

til 
A 



its 



n 

Boys. 

Girls. 

Totals        

Ninth  Grade  . .  | 
Eighth  Grade.  \ 
Seventh  Grade  ] 
Sixth  Grade  ..  | 
Fifth  Grade...  ] 
Fourth  Grade.  \ 
Ungraded   —  \ 

Boys. 

Girls. 

Boys. 
Girls. 

Boys. 
Girls. 

3 

0 

e 
A 

Boys. 
Girls. 

28 

1 

2'J 

Boys. 
Girls. 

22 
32 

314 

353 

tf 

Boys. 

Girls. 

7 
11 

294 
321 

1.328 

1,307 

Boys. 
Girls. 

5 

52 

22 

126 

86 

Totals   

35 

744   '.t.^T* 

Third  Grade  . .  | 
Second  Grade.  | 
First  Grade. . .  J 

Boys. 
Girls. 

6 
12 

351 
365 

l,i56o 
1,512 

1,425 

» 

1,385 

0 
A 

Boys. 
Girls. 

5 

543 

480 

2,065 
1,995 

1,673 
1,543 

730 

0 

fie5 

>, 

u 
n 

g 
•a 

Boys. 
Girls. 

10 
17 

1,400 
1,195 

3,376 
2,992 

1,801 
1,081 

539 
462 

171 
117 

b 

Totals  

27 

2,«02 

7,409 

8,158 

7,292 

4,;{03 

1  . 

All  Classes....  | 

Boys. 
Girls. 

120 
111 

947 
859 

1,276 
1,192 

206 
220 

11 

16 

10    V 

iu 

-^  Ml 

Totals   

2:tl    1,806 

9.4«8 

420 

27 

Totals  by  Ages  . . . 

231    1,83»[  5,070 

7,835 

8,210 

8,030 

7,907 

STATISTICS. 


259 


TO  AGE  AND  TO  GRADES,  JUNE  30,  1903. 


lo 

Years. 


11 

Years. 


13 

Years. 


Years. 


14  15 

Years.    Years. 


lO 

Years. 


17 

Years. 


18 

Years. 


19 

Years 
and 
over. 


Totals. 


lOfi 
61 


508 
82a 


17 
29 
177 
190 


91 
140 
274 
392 


4 

18 
82 
115 


177 

237 
265 
.391 


936    1,389 


118 
217 


IjlOl 


126 
165 


96 


GTO 


12 
17 

S84 


106 
238 
414 
579 
559 
775 
950 
1,237 
4,858 


46 
38 

270 
275 

627 
690 

581 

658 

304 
334 

64 

87 

9 
16 

1,901 
2,098 

3 

53 
31 

287 
293 

666 

688 

705 
759 

394 

429 

101 
129 

10 
23 

3 
3 

2,281 
2,358 

36 
46 

296 
3-t:! 

.'■'27 

946 

975 

589 
564 

2-:o 

211 

32 

39 

10 

1 

2,952 
3,1.53 

308 
297 

97S 
1,007 

1,101 
1,093 

771 
745 

283 
288 

(i6 
64 

22 
12 

4 



1 

3,559 
3,541 

1,178 
1,107 

1,228 
1,189 

804 
705 

418 

365 

151 

98 

26 
17 

3 

5 

1 



4,145 
3,871 

1,408 

875 
643 

429 
317 

197 
1!2 

60 
38 

8 

3 
1 

4,609 

1,310 

1 

4,068 

260 

271 
205 

236 

188 

185 
155 

73 
67 

16 
13 

6 
4 

1,230 

183 

925 

«,138 

T,119 

7,:t39 

6, res 

5,4>53 

3,710 

995 

202 

:t5 

40,C91 

756 

202 
178 

47 
56 

14 

18 

4  364 

598 

4  124 

209 

39 
44 

12 
15 

2 

5,278 
4,832 

183 

34 

10 

3 
3 

1 
3 

7,343 

34 

6,414 

1,814 

481 

136 

43 

33,355 

2,560 

2,398 

4,958 


7,952   7,602   7,496   6,948    5,591 


3,813    3,451    1,413 


797 


441   83,685 


260 


APPENDIX. 


EVENING  SCHOOLS. 
October,  190S—  March,  1903. 
High  and  Elementary. 


' 

Average 
Attendance. 

B  aJ  3 

Schools. 

y-,^. 

H^-5 

^2P^ 

o  so 

;^=j.j 

Krn 

s« 

o  >< 

'A 

^ 

Men. 

Women. 

Total. 

««1 

-tj 

Iligb 

lligb,  Cbarlestowu  Branch 
High,  East  Boston  Branch. 

Bowdoin 

Coming 

Dearborn 

Eliot 

Franklin 

Hancock  

Lincoln  

Lyman 

Mather 

Norcross 

Quiucy 

Warren 

Washington  Allston 

Wells  

Totals 


122 
117 
73 
87 
112 
107 
122 
122 
122 
107 
107 
107 
111 
112 
117 
107 
119 


1.871 


3,082 
770 
373 
403 
543 
380 

1,096 
917 
395 
166 
453 
243 
606 
660 
315 
305 

1,550 


13,157 


773 

211 

73 


99 

50 

494 

160 


45 
90 

117 
97 
67 

217 


1,614 


723 
215 
66 
1S4 
49 
40 


171 
195 
29 
59 
17 
66 
58 
54 
28 
50 


2,004 


1,496 

*27 

426 

9 

139 

7 

184 

13 

148 

11 

90 

7 

494 

32 

331 

23 

195 

14 

75 

6 

134 

9 

62 

6 

156 

12 

175 

12 

151 

11 

95 

7 

267 

IS 

4,618 

224 

*  Each  teacher  was  in   charge  of  two  classes,  one  of  which  met  on  Monday, 
Wednesday,  and  Friday  evenings,  the  other  on  Tuesday  and  Thursday  evenings. 


STATISTICS. 


261 


Evening   Drawing  Schools. 
October,  1902  — March,  1903. 


Schools. 


SO) 
'A 


2« 


Average 

Attendance. 


Men.     AVomen.    Total 


Hi 


c«Ph 


Chai'lestowu 

Columbus  avenue 

East  Boston 

Roxbury 

Warren  avenue — 

Special  Class  In  Design 

Totals 


214 

282 
135 
282 
239 
121 


70 
129 
69 
92 
43 
17 


77 
130 

75 
109 

76 

31 


395 


1,273 


420 


78 


498 


31 


13 

20 
19 
20 
19 
31 

20 


FRANKLIN     MEDALS,     PRIZES 


DIPLOMAS    OF    GRADUATION 


1903. 


FEANKLIN  MEDALS,   1903. 


Forrest  F.  Harbour, 
Elmer  E.  House, 
Rufus  C.  Folsom, 


Simon  M.  Daniels, 
Winthrop  D.  Ford, 
Morris  Frank, 
Isaac  Golden, 
Harry  J.  Graham, 


PUBLIC    LATIN   SCHOOL. 

Carl  S.  Downes, 
Maurice  Griinberg, 
Quincy  W.  Wales, 
Earle  L.  Legg. 

ENGLISH    HIGH   SCHOOL. 

Jacob  J.  Kaplan, 
Mark  Linentbal, 
Han-y  L.  Lurie, 
Richard  W.  Milzner, 
Abraham  E.  Pinanski, 
William  C.  Prout. 


MECHANIC   ARTS   HIGH   SCHOOL. 


Walter  G.  Bixby, 
Benjamin  Bullard, 
Otis  G.  Fales, 


Thomas  J.  Flinn, 
Barnett  Levy, 
Harold  S.  Osborne, 


Rudolph  B.  Weiler. 


PEIZES,  1903. 


PUBLIC   LATIN  SCHOOL. 


FKOM  TWO  rUJ\I>S.  — One,  a  gift  of  several  Bostoii  gentlemen  in 
the  year  1819,  and  tUe  otliex-  given  toy  tlie  late  Abliott  IJawrence  of 
Boston,  in  tlie  year  1S45. 

For  Excellence  in  Classics.  —  Elmer  E.  House,  Forrest  F. 
Harbour,  Joseph  B.  Coolidge,  Aaron  Prussian,  Edwin  W.  Darling, 
Wilbur  W.  Parshley,  Leon  N.  Alberts,  Francis  J,  Connell,  Henry  T. 
Schnittkind,  Louis  W.  Hickey,  John  C.  Poland,  Jr.,  Willard  L. 
Mohorter,  Joseph  Marcus,  Joseph  W.  Finkel,  William  L.  Metzger,  Jr., 
Fabyan  Packard,  Saul  Sharfman. 


266  APPENDIX, 

FoK  Excellence  in  Moderx  Studies.  —  Rufus  C.  Folsom,  Quincy 
W.  Wales,  James  P.  O'Hare,  Ealph  M.  Corson,  Isaiah  L.  Sharfman, 
John  B.  Worcester,  Marcus  Horblit,  Roswell  T,  Pearl,  Charles  R. 
Fisher,  William  A.  Corley,  Horace  C.  Nowlin,  Abraham  N.  Wyzanski, 
Frederick  H.  Bond,  Albert  M.  Bierstadt,  Roger  B.  Hill,  Herbert  L. 
Pope,  Harold  L.  Bowker. 

For  Excellence  in  Declamation. — First  rrize.  —  Alfred  L. 
Benshimol.  Second  Prizes.  —  Joseph  S.  Pfeffer,  Edward  E.  Bruce.  Third 
Prizes.  —  William  H.  Barrow,  Isaiah  L.  Sharfman.  t<pecial  Prizes. — 
Edward  P.  Illingworth,  Warren  J.  Bloom. 

FoK  Excellence  in  Reading. — First  Prize.  —  Joseph  S.  Pfeffer. 
Second  Prizes.  —  Alfred  L.  Benshimol,  Isaiah  L.  Sharfman.  Third 
Prizes.  —  Elmer  E.  House,  William  H.  Barrow. 

For  Exemplary  Conduct  and  Punctuality.  ;— Elmer  E.  House, 
Carl  S.  Downes,  Rufus  C.  Folsom,  Leonard  A.  Doggett,  John  B. 
Worcester,  Leon  N.  Alberts,  Francis  J.  Connell,  Eoswell  T.  Pearl, 
Henry  T.  Schnittkind,  Louis  W.  Hickey,  William  A.  Corley,  James 
Humphrey,  Jr.,  Horace  C.  Nowlin,  John  C.  Poland,  Jr.,  Joseph  W. 
Finkel,  Albert  M.  Bierstadt,  Harold  A.  Murch,  Max  Levine,  Fabyan 
Packard. 

For  Exemplary  Conduct  and  Fidelity. — Arthur  R.  Taylor, 
Ralph  D.  Leonard,  Earl  L.  Currier,  Edwin  T.  Witherby,  Stephen  C. 
Rogers,  Clare  Wallace,  Charles  W.  Brown,  Averille  D.  Carlisle,  Austin 
W.  Cheever,  Harrison  G.  Meserve,  Ernest  R.  Wendemuth,  Jr.,  James  P, 
Foster,  Thomes  J.  Lane,  Jr.,  Thomas  L.  Redgate,  Theodore  F.  Falvey, 
Frederick  J.  Whiteley. 

For  Original  Written  Exercises.  —  Second  Prize.  —  English 
Essay,  Isaiah  L.  Sharfman.  First  Prizes.  —  A  Translation  from  Cicero. 
—  Aaron  Prussian,  Maurice  Griinberg.  English  Poem.  —  Charles  E. 
Whitmore. 

OARWIVER  PRIZE.  — From  a  fund  given  l>y  pupils  iu  IVew  York  and 
Boston  of  tlie  late  Francis  Gaj-dner,  formerly  liead-mastei-  of  the  scHool. 

Original  Essay.  —  American  Dramatic  Poetry.  —  Carl  S.  Downes. 

DERBX  PRIZE.  —From  a  fund  left  by  tlie  late  Elias  H.  Oerby. 

No  award  this  year. 

JVICHOliS  PRIZES.  —  From  tlie  income  of  a  fund  given  by  J.  HoAvard 
jVicliols  of  IVevrton,  in  memory  of  liis  son. 

First  Prize. — Quincy  W.  Wales.  Second  Prize.  —  Charles  E.  Whit- 
more. 

Honorable    Mention    of    Pupils    who    have   been    Conspicuous 
DURING   the  Entire  Course. 

For  Punctuality.  —  William  J.  Foley,  Frederick  W.  Newcomb. 
For  Good  Conduct. — Harry  F.  Gould,  Quincy  W.  Wales. 


PRIZES.  267 

FOB  3Ht,ITARV  DIlILIj.  — Tliesf  pi-izcs  ai-e  awarded  at  tlie  Annual 
Prize  Drill,  fr<nn  fnnds  contributed  Ijy  tlie  scliool. 

First  Prize.  —  Co.  A,  Capt.  William  J.  Shanalian,  Lieuts.  Frederick 
W.  Newcomb  and  Arnold  VV.  Heath. 

Second  Prize. — Co.  B,  Capt.  Elmer  E.  House,  Lieuts.  Harold  E. 
Wilson  and  Arthur  A.  Andrews. 

First  Prize  to  Pony  Companies.  —  (E.  F.  G.).  Co.  G,  Capt.  William 
B.  Mahar,  Lieuts.  Frederick  W.  McAvoy  and  Arthur  R.  Taylor. 

Excellence  in  Maniud  of  Arms.  —  First  Prize.  —  Sergt.  John  H.  Ram- 
sey.    Second  Prize.  — Sergt.  Philip  P.  Marion. 

Excellence  in  Drumming. — First  Prize. — John  R.  Ford. 

Excellence  on  the  Bugle.  — Frank  A.  Willis. 

ENGLISH  HIGH  SCHOOL. 

From  a  fund  given  l»y  tlie  late  At)bott  Iiaivrence  of  Boston,  in  tlie  year 
1844. 

For  Essays.  —  First  Prize.  — ■  Mark  Linenthal  (Senior  Class). 

For  Reading.  —  First  Prizes.  —  Charles  W.  Wellington  (Middle 
Class),  William  A.  Lee  (Senior  Class).  Second  Prizes.  —  Russell  Apple- 
ton  (Senior  Class),  Ernest  W.  Beck  (Middle  Class),  Lewis  A.  Braman 
(Post-Graduate),  Joseph  F.  McEnroe  (.Junior  Class),  Benjamin  P.  Rath- 
kowsky  (Senior  Class),  Daniel  Harris  (Post-Graduate). 

For  Declamation.  —  Special  Prize.  —  Albert  G.  Wolff  (Middle 
Class).  First  Prizes. — Daniel  Harris  (Post-Graduate),  Ernest  W. 
Beck  (Middle  Class),  Donald  V.  Baker  (Senior  Class).  Second  Prizes. — 
Morris  E.  Poppelhower  (Junior  Class),  Arthur  F.  Newell  (Middle  Class), 
Morris  Soperstein  (Post-Graduate). 

For  Phonography.  —  Fii-st  Prizes.  —  Harry  J.  Graham  (Senior 
Class),  Vernon  L.  H.  Pratt  (Senior  Class),  Samuel  Cohen  (Junior  Class). 
Second  Prizes. — -William  C.  Prout  (Senior  Class),  Arthur  F.  Newell 
(Middle  Class),  John  J.  Fogarty  (Junior  Class). 

For  French.  —  Mrst  Prizes.  —  Mark  Linenthal  (Senior  Class),  Rene 
H.  Burlingame  (Middle  Class).  Second  Prizes. — ^ Jacob  J.  Kaplan 
('Senior  Class),  Samuel  Levine  (Middle  Class),  Isaac  Goldberg  (Junior 
Class),  Albert  A.  Shapira  (Junior  Class). 

Fon  Spasisii.— First  Pr/zes.  —  Arthur  F.  Newell  (Middle  Class), 
Simon  M.  Daniels  (Senior  Class). 

For  German.  —  First  Prize.  —  Richard  W.  Milzner  (Senior  Class). 
Second  Prize.  —  Joseph  F.  Vaas  (Middle  Class). 

For  Drawing. — First  Prizes. — ^  William  P.  Callahan  (Senior  Class), 
Frank  W.  Sharman  (Senior  Class).  Second  Prizes.  —  Harold  B. 
Grouse  (Senior  Class),  Le  Roy  J.  Briggs  (Senior  Class). 

For  Algebra.  —  First  Prize.  —  David  M.  Bissett  (Junior  Glass). 
Second  Prizes.  —  Edwin  M.  Robinson  (Junior  Class),  George  I.  Whit- 
man (Jvinior  Class). 

For  Physics.  —  First  Prize.  —  Isaac  Gerber  (Post-Graduate),  Sec- 
ond Prize.  — Jacob  J.  Kaplan  (Senior  Class). 


268  APPENDIX. 

Fob  Chemistry. —  First  Prize.  —  Herman  W.  Malir  (Post-Gradnate). 
Second  Prizes.  —  Morris  Frank  (Senior  Class),  Abraham  E.  Pinanski 
(Senior  Class). 

For    Deportment    and  Scholarship.  —  (Senior    Class). — William 

A.  Minton,  Louis  R.  Lampie,  Bernard  Polimer,  Stephen  L.  Maloney, 
Ludwig  T.  Bengston.  (Middle  Class). — Pvobert  T.  McCance,  David 
Cohen,  Samuel  Levine,  Arthur  F.  Newell,  Samuel  Rosenthal. 
(Junior  Class).  —  Allen  F.  McLane,  Abram  H.  Ginzberg,  Samuel  Cohen, 
Hyman  J.  Epstein,  George  M.  Leghorn,  John  F.  Fogarty,  Albert  A. 
Shapira,  George  I.  Whitman,  Abraham  M.  Ferar,  Gabriel  A.  Beckhard. 

For  Deportment  and  Fidelity.  —  (Senior  Class). — Harold  G. 
Gallagher,  Morris  M.  Aisner,  William  C.  Taylor,  Walter  C.  Allen,  Fred 

B.  Babcock.  (Middle  Class).  —  Earl  R.  Hamilton,  Joseph  F.  Vaas, 
Abram  J.  Knoring,  John  L.  Sullivan,  Harry  Dickson.  (Junior  Class). — 
William  E.  Thomas,  Lawrence  T.  Hemmenway,  John  P.  Manning, 
Francis  A.  Whiteley,  Julius  Aisner,  Charles  Goggio,  James  E. 
McKenna,  William  A.  Brunner,  Francis  Folleu,  Arthur  D.  Anderson, 
Joseph  F.  McEnroe. 

FOB  MIHiITARX  DKIIilLi.  —  These  prizes  are  awarded  at  tlie  Annual 
Prize  Drill,  from  funds  contributed  Xty  tlie  scliool. 

First  Regiment.  —  First  Prize.  —  Co.  A,  Capt.  Harold  B.  Grouse, 
Lieuts.  Albert  H.  Roth  and  Jacob  Schwartz.  Second  Prize.  —  Co.  B, 
Capt.  Harold  W.  Smith,  Lieuts.  Alfred  J.  Eichler  and  Harry  J,  Blake. 

Pony  Prize. —  Co.  E,  Capt.  George  W.  Boland,  Lieuts.  James  J.  Sul- 
livan and  Joseph  G.  Homer. 

Individual  Comx>etitive  Prizes.  —  First  Prize.  —  Sergt.  John  J.  Fitz- 
patrick,  Co.  A.     Second  Prize.  —  Sergt.  George  F.  McDougall,  Co.  D. 

Third  Regiment.  —  First  Prize.  —  Co.  A,  Capt.  Everett  W.  Abbott, 
Lieuts.  Montgomery  S.  Gibson,  Jr.,  and  Max  Weiss.  Second  Prize.  — 
Co.  C,  Capt.  Herbert  C.  York,  Lieuts.  Harry  H.  Hunter  and  Paul  S. 
Mosser. 

Pony  Company  Prize.  —  Co.  F,  Capt.  Charles  E.  Barry,  Lieuts.  Simon 
Kaplan  and  Daniel  J.  Buckley. 

Individual  Competitive  Prizes.  —  First  Prize. — Sergt.  Marcus  D. 
Martin,  Co.  C.     Second  Prize.  ■ —  Corp.  Frederick  L.  Lyons,  Co.  B. 

Drumming  Prize.  —  Charles  A.  Prevoa. 


DIPLOMAS  OF  GEADUATION,  1903. 


NORMAL    SCHOOL. 

Girls. 

llosalie  Y.  Abbot, 
Clara  H.  Allen, 
Ida  E.  Ansley, 
Theresa  V.  Arato, 
Catherine  P.  Bishop, 
Mabelle  L.  Boyer, 
Alice  D.  Burke, 
Alice  M.  Cahill, 
Mary  A.  Cahill, 
Emily  A.  Carter, 
Margaret  T.  Casey, 
Adelaide  M.  Clarke, 
Ethel  M.  Coe, 
Anna  M.  Cogan, 
Mabel  A.  Collins, 
Sara  H.  Colman, 
Minnie  B.  Conant, 
Anna  F.  Cotter, 
Jennie  G.  J.  Cox, 
Marguerite  C.  Cronan, 
Lena  A.  Crowe, 
Sara  D.  Davidson, 
Helen  F.  Davol, 
B.  Pearl  Dougher, 
Mary  A.  Dunican, 
Marion  R.  Fenno, 
Agnes  C.  Flynn, 
Grace  E.  Fogg, 
Alicia  G.  Frawley, 
Sarah  E.  French, 
Clara  E.  Glover, 
Harriet  A.  Glover, 
Helen  J.  Gormley, 
Miriam  C.  Gray, 
Jennie  A.  Green, 
Elizabeth  E.  Haggerty, 
Ethelyn  C.  Hallstrom, 


Jennie  N.  Haxton, 
Adelaide  B.  Hearn, 
Grace  A.  T.  Hefron, 
Rosalind  W.  Henderson, 
Florence  M.  Homer, 
Blanche  G.  F.  Horner, 
Ella  G.  Jenkins, 
Mary  Kelly, 
Bessie  E.  Kennedy, 
Margaret  M.  A.  Kennedy, 
Minnie  A.  Kennedy, 
Sarah  B.  C.  Lane, 
Lena  Lee, 
Amy  H.  Lothrop, 
Eva  H.  S.  Lucas, 
Susan  H.  Lynch, 
Annie  C.  MacDonald, 
Lucy  A.  Mackenzie, 
Mary  A.  Mahoney, 
K.  Gertrude  Marden, 
Gertrude  E.  Mayo, 
Katharine  V.  McBreen, 
Lillian  A.  McCall, 
Margaret  C.  McCloskey, 
Mary  E.  McCormick, 
Katherine  A.  McMurry, 
Josephine  L.  Meade, 
C.  Isabel  Mention, 
Anna  F.  Moran, 
Margaret  C.  Murdoch, 
Alice  D.  Murley, 
Theresa  C.  Murray, 
Mabel  J.  Neil, 
Elizabeth  W.  O'Connell, 
Annie  P.  O'Hara, 
Gertrude  O.  Oppenheim, 
Mary  M.  Osvrald, 
Imogene  L.  Owen, 
Angela  M.  Pearce, 
Mary  M.  Phelan, 


270 


APPENDIX. 


Lucille  Pitts, 
Caroline  R.  Pulsifer, 
Lillie  M.  Redfern, 
Martha  L.  Reicl, 
Ethel  G.  Ross, 
Anna  I.  Ryan, 
Gertrude  B.  Sanderson, 
Jennie  L.  Shackley, 
Catherine  G.  Sheahan, 
Gertrude  M.  Sias, 
Ethel  F.  Smith, 
Lillian  M.  Smith, 
Beatrice  E.  Strong, 
Henrietta  L.  Stunipf, 
Anna  L.  Sullivan, 
Gertrude  F.  Sullivan, 
Josephine  F.  Sullivan, 
Rosella  V  Sweeney, 
Mary  A.  L.  Timony, 
Mary  E.  Towne, 
Pauline  E.  Voelpel, 
Julia  C.  Walker, 
Helen  M.  Waterman, 
Mary  A.  Watson, 
Fannie  W.  Weeks, 
Helen  M.  West. 

PUBLIC   LATIN  SCHOOL. 

Boys. 
Charles  A.  Anderson, 
Arthur  A.  Andrews, 
William  J.  A.  Bailey, 
Alfred  L.  Bonshimol, 
Edward  L.  Carey, 
Francis  J.  Comerford, 
Harley  P.  Cook, 
Harlow  B.  Daly, 
Carl  S.  Downes, 
Francis  M.  Doyle, 
David  V.  Fitz  Gerald, 
John  J.  Fletcher, 
Edward  F.  Foley, 
William  J.  Foley, 
Rufus  C.  Folsom, 
Harry  F.  Gould, 
Maurice  Griinberg, 


Thomas  J.  Hani  on,  Jr., 
Forrest  F.  Harbour, 
Elmer  E.  House, 
Wilfred  B.  Keenan, 
Rupert  E.  L.  Kittredge, 
Howard  A.  Lanpher, 
Earle  L.  Legg, 
Ralph  D.  Leonard, 
Frank  D.  Littlefield, 
John  G.  Long, 
Daniel  M.  Lyons, 
Jerome  A.  Macdonald, 
Frederick  W.  McAvoy, 
Alfred  R.  Mclntyre, 
Earle  H.  SIcMichael, 
Edwin  A.  Meserve, 
Frederick  H.  Middleton, 
Courtland  G.  Morse, 
Charles  J.  Mundo, 
Frederick  W .  Newcomb, 
James  F.  Newcomb, 
Charles  J.  O'Donnell, 
Edward  F.  Overn,  Jr., 
Joseph  S.  Pfeffer, 
Warren  W.  Reed, 
Arthur  M.  Sullivan, 
Arthur  R.  Taylor, 
John  T.  Tobin, 
Quincy  W.  Wales, 
Walter  G.  Wehrle, 
Charles  E.  Whitmore, 
Harold  E.  Wilson, 
Joseph  F.  Wogan. 

GIRLS'   LATIN  SCHOOL. 
Rita  G.  Baker, 
Marian  W.  Berry, 
Edith  E.  Black, 
Mary  F.  Brown, 
Gertrude  C.  Cate, 
Beatrice  A.  Clark, 
Anna  F.  Cummings, 
Clementine  S.  Dominique, 
D.  Moore  Dunn, 
Genevieve  Elder, 
Olivette  A.  Eraser, 
Eleanor  T.  Gillett, 


DIPLOMAS    OF   GRADUATION. 


271 


Maude  E.  Hathaway, 
Henrietta  E.  Helmboldt, 
Elizabeth  Hinckley, 
Anna  C.  Hockenberry, 
Mira  E.  Kimball, 
Harriet  E.  Kingsbury, 
Mildred  A.  Leonard, 
Edith  H.  Merrill, 
Marion  L.  Morrill, 
Helen  B.  Morse, 
Bertha  R.  Nichols, 
Alice  B.  Pickett, 
Dorothy  Pope, 
Alice  A.  Puffer, 
Helen  D.  Ripley, 
Hilda  M.  Rosencrans, 
Elizabeth  P.  Ross, 
Edith  B.  Shalit, 
Margaret  M,  Smith, 
Ella  E.  Spry, 
Vera  E.  Stiebel, 
Frances  H.  Tetlow, 
Eleanor  S.  Trafton, 
Helen  A.  Treadwell, 
Harriet  M.  Tufts, 
Flora  R.  Van  Noorden, 
Amy  L.  Wallon, 
Helen  F.  Warren, 
Cora  Weise, 
Ellen  B.  White, 
Barbara  F.  Woodbury. 

BRIGHTON  HIGH  SCHOOL. 

SECOND    DIPLOMA. 

Boys. 
Lester  W.  Brock, 
J.  Baldwin  Bruce, 
J.  Harold  Jordan, 
Harry  S.  McDevitt, 
Frank  W.  Woodlock. 

Girls. 
Jessie  A.  Adams, 
Gertrude  V.  Burke, 
Mary  A.  Cunningham, 


Ellen  E.  Ellis, 
Lucy  A.  Keegen, 
Maude  Leatherbee, 
Ermyn  G.  Nicholl, 
Mary  E.  Ross, 
Vira  F.  Stowe. 

FIRST   DIPLOMA. 

Boys. 
Frank  E.  J.  Burns, 
John  J.  Corkery, 
Alfred  C.  DeLang, 
James  E.  Edwards, 
Bowman  C.  Ellis, 
Arthur  F.  Kenney, 
John  G.  Macdonald, 
Dennis  F.  Mannion, 
Frederick  E.  Mawson,  Jr., 
Henry  A.  Morrissey, 
Percy  E.  Nute. 
Frank  J.  Reynolds, 
Edward  T.  Ryan, 
Arthur  E.  Skillings, 
Ernest  W.  Turner. 

Girls. 
Ruth  M.  Barber, 
Edith  Carroll, 
Helen  T.  Clayton, 
Annette  Connors, 
Hazel  A.  Cooke, 
Eva  A.  M.  Cooper, 
Agnes  M.  Coyle, 
Florence  C.  Currier, 
Ruth  Davenport, 
Bertha  E.  Davis, 
J.  Florence  Eldredge, 
Ethel  M.  Evans, 
E.  Gertrude  M.  Floyd, 
Gertrude  F.  Flynn, 
Zaidee  E.  Godfrey, 
Ada  G.  Gurney, 
Gertrude  M.  Haley, 
Martha  E.  Hamblin, 
Grace  M.  Hemming, 
Dorothy  Hill, 


272 


APPENDIX. 


Marion  E.  Jones, 
Beatrice  M.  Jordan, 
Bernice  M.  Jule, 
Mary  L.  Keefe, 
Georgia  A.  Littlefield, 
Janet  C.  Lunt, 
Maude  E.  Marshall, 
Grace  M.  Metcalf, 
Helene  C.  ISewgent, 
Jessie  M.  Nutter, 
Theresa  A.  O'Connell, 
Genevieve  O'Neil, 
Iva  L,  Purrington, 
Florence  E.  Sawins, 
Grace  C.  Shaw, 
Sarah  E.  Shine, 
Annie  E.  Spence, 
Clara  M.  Spence, 
Helen  A.  Taylor, 
Fannie  W.  Topham, 
Edith  M.  Underwood, 
Catherine  V.  Walsh, 
Florence  B.  Warren, 
Beatrice  J.  Watt, 
Mary  B.  White, 
Ethel  F.  Young. 

CHARLESTOWN    HIGH 
.     SCHOOL. 

SECOND    DIPLOMA. 

Boys. 
John  F.  Callahan,  Jr. 
Caleb  H.  Clark, 
William  J.  Smith, 
Frederic  P.  Thomas. 

Girls. 
Sadie  L.  Dennis, 
Regina  M.  Hart, 
Eleanor  A.  Larivee, 
Mary  MacDevitt,' 
Bessie  M.  Mason, 
Katheryn  E.  Quigley, 
Marion  B.  Robinson, 
Margaret  A.  Sullivan, 


Grace  A.  Tully, 
Elizabeth  J.  Turnbull, 
Jennie  A.  Tyrrell. 

FIBST   DIPLOMA. 

Boys, 
Donald  Buckley, 
Louis  J.  Grandison, 
Roland  J.  Macdonald, 
M.  Francis  McGrath, 
William  M.  Phelan, 
Willard  L.  Prescott, 
Leo  E.  Sweeney, 
John  F.  Toland, 
Albert  C.  Ward, 
George  E.  Ward. 

Girls. 
Katherine  F.  Baker, 
Gertrude  M.  Barry, 
Vashtie  M.  Coates, 
Elinor  G.  Cowan, 
Irene  B.  Cox, 
Lillian  M.  Dorman, 
Gertrude  L.  Drew, 
Sadie  M.  Finn, 
Agnes  T.  Fitzgerald, 
Louise  M.  Fitzpatrick, 
Mary  A.  Fouhy, 
Margaret  P.  Hayes, 
Blanche  E.  Hills, 
Annie  V.  Hogan, 
Anna  H.  Horan, 
Caroline  E.  Kelley, 
Clara  F.  Lundgren, 
Mary  A.  MacLaughlin, 
Angie  M.  Maxfield, 
Mary  A.  McCarthy, 
Mary  M.  McCarthy, 
Etta  C.  McNamara, 
Annie  B.  McNeil, 
Esther  L.  McNeills, 
Agnes  M.  Murphy, 
Margaret  M.  O'Connor, 
Nora  C.  O'Donoghue, 
Theresa  M.  O'Keefe, 
Edna  A.  Ricker, 


DIPLOMAS   OF   GRADUATION. 


273 


Frances  B.  Rosatto, 
Honora  A.  Scott, 
Mary  E.  Shannon, 
Ethel  R.  Simonds, 
Gertrude  E.  Welch, 
Veta  L.  I.  Young, 
Mary  F.    Zinamerman. 

DORCHESTER  HIGH  SCHOOL. 

SECOND    DIPLOMA. 

Boys. 

Joseph  A.  Cliff, 
John  J.  Cummings, 
Albert  G.  Eldridge, 
Warren  B.  Follansbee, 
Walter  L.  Ilannan, 
Harold  L.  Hopgood, 
Charles  M.  Phipps, 
William  H.  Scannell, 
William  F.  Sheehy. 

Girls. 

Edith  L.  Abbott, 
Caroline  B.  Besarick, 
Katherine  C,  Brady, 
Margaret  R.  Dwyer, 
Sarah  H.  Franz, 
Louise  Graham, 
Margaret  E.  Green, 
M.  Alice  Hagarty, 
Teresa  C.  Hoye, 
Mabel  H.  Hunt, 
Sadie  Joski, 
Mary  L.  Kelly, 
Marie  L.  Mahoney, 
M.  Louise  McGrath, 
Ethel  R.  Moulton, 
Catherine  J.  Norton, 
Martha  A.  Norton, 
Teresa  E.  M.  Pastene, 
Ruth  M.  Peters, 
Charlotte  Rafter, 
Dora  A  Reid, 
Mary  C.  Robinson, 


Katliarine  A.  Rogers, 
Marion  L.  Taylor, 
M.  Esther  Tillman, 
Grace  D.  Upham, 
Mabel  F.  Vina!, 
Edna  L.  Williams. 


FIKST   DIPLOMA. 

Boyf:. 

George  W.  Barker, 
Carl  E.  Brazer, 
Joseph  W.  Butler, 
Gerard  Chapin, 
Harry  A.  Clark, 
Thomas  Connelly, 
Morris  M.  Corlew, 
Henry  C.  Drown, 
Paul  A.  Esten, 
Thomas  J.  Farrell, 
Lawrence  C.  Fuller, 
Nelson  O.  Hamlin, 
Benjamin  A.  Healey, 
Paul  H.  Heimer, 
Custis  E.  Huebener, 
Reginald  Hurd, 
Follett  I.  Isaacson, 
Ralph  B.  Jacobs, 
Harold  P.  Jenks, 
Charles  G.  Kelley, 
Harry  C.  Knox, 
Chester  F.  B.  Lewis, 
James  H.  MacGaregill, 
Peter  F.  McCarty, 
Lewis  S.  McQuade, 
Joseph  C.  Ohlund, 
Henry  C.  Patten, 
Arthur  W.  Ross, 
Gustavus  F.  Sargent, 
Albert  E.  Schallenbach, 
Fred  W.  Strobel, 
Edward  J.  Voye, 
F.  Edwin  Walter, 
Paul  G.  White, 
Walter  T.  Wiley, 
Otis  E.  Winegar. 


274 


APPENDIX. 


Girls. 
Pearl  H.  Adams, 
Eugenia  Ayer, 
Helena  K.  Baldrey, 
Dorothy  M.  Barton, 
Margaret  B.  Bellamy, 
C.  Helen  Bridge, 
Alice  B.  Bufford, 
Agnes  C.  Burr, 
Robertina  M.  Campbell, 
Anna  V.  Carroll, 
Grace  M.  Cavanagh, 
Edith  M.  Chick, 
Clara  G.  Clarke, 
Emily  J.  Cline, 
Ethel  M.  Coleman, 
Grace  L.  Crosby, 
Mae  C.  Cummings, 
Karla  A.  Dahldorff, 
Ethel  A.  Damon, 
Jessie  C.  Davidson, 
Marjorie  K.  Davie, 
Belle  M.  Derby, 
Frances  G.  Dixon, 
Frances  E.  Donahue, 
Mary  M.  Donahue, 
Gertrude  K.  Donovan, 
Helen  Duncan, 
Agnes  L.  Farren, 
Martha  J.  Fearing, 
Louise  A.  Fenton, 
Mary  E.  Flynn, 
Nellie  E.  Forsyth, 
Clara  M.  Fuller, 
Amy  B.  Gammon, 
Gertrude  M.  Glynn, 
Ethel  A.  Grant, 
Ethel  M.  Griffiths, 
Mildred  E.  Grush, 
Vera  F.  Guild, 
Marion  E.  Haines, 
Grace  R.  Hallett, 
Mary  T.  Hanlon, 
Anna  L.  Hansbury, 
Edith  M.  Harris, 
C.  Edna  Huebener, 
M.  Josephine  Hunter, 


Louise  A.  Kammerlee, 
Gertrude  J.  Iveefe, 
Katharine  G.  Kelly, 
May  L.  Kenney, 
Jessie  J.  Lake, 
Sigrid  T.  Larson, 
Mary  E.  Leahy, 
E.  Louise  Longley, 
Eleanor  L.  Lyons, 
Bertha  M.  Mackin, 
Lilly  W.  Magnuson, 
Agatha  B.  Mahoney, 
Elizabeth  K.  Maley, 
Margaret  S.  Mansfield, 
Irene  E.  W.  Mason, 
Edwina  M.  McCabe, 
Agnes  McCloskey, 
Marguerite  H.  McDermott, 
Josephine  Merrick, 
Mary  A.  Mitchell, 
Aline  Morey, 
Vera  A.  Mott, 
Marion  H.  Naylor, 
Grace  C.  Nichols, 
Irma  P.  Norris, 
Carolyn  D.  Nutt, 
Elizabeth  G.  O'Connell, 
Gertrude  M.  O'Malley, 
Marion  E.  Parsons, 
Lillian  G.  Pattinson, 
Eva  Perry, 
Harriet  M.  Pingree, 
Elsie  L.  Poole, 
Miriam  E.  Pope, 
Pauline  F.  Rafter, 
Marion  Renfrev?, 
Florence  Rice, 
Gertrude  Riley, 
Eva  M.  Robinson, 
Annie  F.  Rogers, 
Nettie  Rothblum, 
Ethel  M.  Sargent, 
Elsa  L.  Schultz, 
Bessie  J.  Smith, 
Grace  K.  Smyth, 
Elizabeth  J.  Sullivan, 
Mary  C.  Sullivan, 


DIPLOMAS   OF  GRADUATION 


275 


Rachel  Swain, 
Ella  W.  Thayer, 
C.  Edith  Tufts, 
Marion  R.  Vinal, 
M.  Anna  Weeks, 
Hazel  B.  Wells, 
Grace  L.  White, 
L.  Sadie  White, 
Alice  C.  Whittemore, 
Esther  M.  Whittredge, 
Carlotta  B.  Williamson, 
Edna  Willis, 
Natalie  S.  Witt, 
Helen  M.  E.  Wray. 

EAST  BOSTON  HIGH  SCHOOL. 

SECOND   DIPLOMA. 

Boys. 
Anuice  A.  Anderson, 
Samuel  R.  Coghlan, 
Charlton  D.  Putnam, 
David  Rines. 

Girls. 
Regina  P.  Horton, 
Agnes  M.  Mahoney, 
Aloyse  M.  Owen, 
Mildred  B.  Sargent, 
Maude  Sprague, 
Agnes  G.  Strong. 

FIKST    DIPLOMA. 

Boys. 
William  T,  Bennett, 
Thomas  F.  Brunton, 
Fred  S.  N.  Erskine, 
Joseph  A,  Fitzpatrick, 
Harry  M.  Gilstein, 
Arthur  N.  Godinski, 
Robert  E.  Gowell, 
Harold  P.  Gurney, 
Charles  D.  Kissock, 
Matthew  J.  Lambert, 
Henry  P.  McLaughlin, 
M.  Joseph  Naiherseg, 
John  T.  O'Connell, 


John  J.  O'Donnell,  Jr., 
Peter  H.  O'Neil, 
Jeremiali  L.  Shea, 
William  I.  Staples, 
Oliver  E.  Story, 
J.  Albert  Taylor,  Jr., 
John  W.  Thornton, 
William  F.  Whitehead. 

Girls. 
Exve  C.  Anderson, 
Muriel  E.  Bissett, 
Mary  E.  Conlin, 
Mabel  G.  Finlay, 
Hattie  E.  Fowles, 
Stella  Goostray, 
Edith  E.  Graham, 
Bertha  L.  Greenwood, 
Fannie  M.  Gueth, 
Anna  Gustafson, 
Harriet  M.  Gustowski, 
Florence  A.  Halsall, 
Mary  W.  Hines, 
Mary  M.  Hogan, 
Helen  L.  Leahy, 
Mary  E.  Leehan, 
Elsie  M.  Littlefield, 
Marion  J.  McConnell, 
Violet  M.  Nevins, 
Mabel  A.  O'Connell, 
Ethel  A.  Owen, 
Helen  E.  Parker, 
Lillian  N.  Parsons, 
Fannie  A.  Pinanski, 
Alice  M.  Plunkett, 
Hattie  jNI.  Prior, 
Bertha  M.  I.  Rausch, 
Martha  E.  J.  Rausch, 
Mary  J.  Sadler, 
Myrtle  W.  Webster. 

ENGLISH  HIGH  SCHOOL. 

SECOND   DIPLOMA. 

Boys. 
Edwin  D  Boles, 
Lewis  A.  Braman, 


276 


APPENDIX. 


Charles  W.  Coffin, 
Patrick  J.  Collins, 
Griffith  C.  Evans, 
Edward  J.  Fayne, 
James  K.  R.  Gamage, 
Isaac  Gerber, 
Abraham  E.  Goldberg, 
Daniel  Harris, 
William  T.  Johnson,  Jr., 
Robert  D.  Kenyon, 
Mark  Linentbal, 
Harry  Lipsky, 
Augustus  Loschi, 
Herman  W.  Mahr, 
Paul  Nettle, 
Rufus  G.  Pendleton, 
William  J.  Putnam, 
Charles  Shapiro, 
Myer  H.  Slobodkin, 
Samuel  Starr. 

FIRST   DIPLOMA. 

Boys. 
Everett  W.  Abbott, 
Morris  M.  Aisner, 
Walter  C.  Allen, 
Robert  J.  Alter, 
Albert  Astrim, 
Fred  B.  Babcock, 
Donald  V.  Baker, 
Charles  E.  Barry, 
Ludvig  T.  Behgtson, 
George  F.  Benson, 
Harry  J.  J.  Blake, 
George  W.  Boland, 
LeRoy  J.  Briggs, 
Lewis  L.  Broydrick, 
William  P.  Callahan, 
Harold  L.  Carter, 
Roger  I.  Clapp, 
James  F.  Comerford, 
William  F.  Costello, 
Edward  D.  Curley, 
Simon  M.  Daniels, 
Dwight  Dickinson,  Jr., 
Enslo  S.  Dixon, 
John  A.  Donoghue, 


Cornelius  J.  Donovan, 
William  F.  DriscoU, 
Alfred  J.  Eichler, 
Herbert  C.  Elton, 
Albert  G.  Emery, 
Harold  P.  Farrington, 
John  D.  Fogarty, 
Winthrop  D.  Ford, 
Morris  Frank, 
Edward  J.  Geishecker, 
Chester  F.  Gibbons, 
Isaac  Golden, 
Max  Goldfarb, 
Harry  J.  Graharti, 
Harold  B.  Grouse, 
Charles  A.  Hagman, 
Clarence  H.  Haines, 
James  C.  Hammond, 
Russell  J.  Hammond, 
Coleman  Hands, 
John  C.  Hardy, 
Arthur  J.  Hennigan, 
Joseph  G.  Homer, 
Clarence  D.  Hunter, 
Harry  H.  Hunter, 
Albert  G.  Huxley, 
Vincent  H.  Jacobs, 
William  F.  Kane, 
Jacob  J.  Kaplan, 
Simon  Kaplan, 
Joseph  B.  Kelly, 
Carl  C.  Laier, 
William  H.  Lamond, 
Louis  R.  Lampie, 
Philip  Levy, 
J.  Herbert  Lindsay, 
Mark  Linenthal, 
Harry  L.  Lurie, 
William  R.  Lutz, 
Albert  Mack, 
James  J.  Mahler, 
Stephen  L.  Maloney, 
Robert  J.  Maynard, 
William  J.  McAuliff, 
Charles  J.  McNulty, 
Joseph  Milton, 
Richard  W.  Milzner, 


DIPLOMAS   OF   GRADUATION. 


277 


William  A.  Minton, 
Herbert  A.  Mintz, 
William  P.  Monahan, 
J.  Louis  Monarch, 
William  E.  Moning, 
Paul  S.  Mosser, 
Francis  J.  Norton, 
John  E.  O'Brien, 
Harry  Olinsky, 
Francis  M.  O'Neil, 
Abraham  E.  Pinanski, 
Bernard  Polimer, 
William  C.  Prout, 
Lazanis  Radio, 
Benjamin  P.  Ratkowsky, 
John  J.  Riley, 
James  E.  Roche, 
Albert  H.  Roth, 
William  L.  Roth, 
Louis  H.  Rubinovitz, 
Frank  W.  Sharman, 
Allie  A.  Silverstein, 
Herbert  B.  Slater, 
Harold  W.  Smith, 
Morris  Soperstein, 
Leo  S.  Stone, 
John  L.  Sullivan, 
Jacob  Swartz, 
Victor  H.  Tarlinsky, 
William  C.  Taylor, 
William  A.  Tobin, 
Carroll  L.  Trafton, 
Fred  W.  Watts, 
Abraham  H.  Weinstein, 
Max  Weiss, 
Lloyd  P.  Williamson, 
William  S.  Winslow, 
Robert  L.  Woodbury, 
Morris  E.  Wyner. 

GIRLS'  HIGH   SCHOOL. 

SECOXD    DIPLOMA. 

Dora  Askowith, 
Mary  T.  Baker, 
Agnes  N.  Bonython, 
Margaret  M.  Brennan, 
Alice  S.  Bryant, 


Esther  M.  Buchan, 
Mamie  B.  Burnham, 
M.  Theresa  Cahill, 
Jacqueline  Carroll, 
Alice  M.  Colbert, 
Anna  M.  Cook, 
Elleanor  P.  Cox, 
Annie  E.  Dennis, 
Elizabeth  A.  Donahue, 
Mary  A.  Dorgan, 
G.  Florence  Dunn, 
Ella  M.  Fay, 
Frances  M.  Flanagan, 
Geraldine  U.  Fox, 
Elsie  M.  Gannon, 
Alice  B.  Goodrich, 
Grace  M.  Goodrich, 
Irene  E.  Gordon, 
Molly  G.  Gould, 
Jennie  M.  Gray, 
Julia  V.  Guiney, 
Florence  M.  Hales, 
Grace  D.  Hall, 
Mary  M.  Hayes, 
Katherine  E.  Hurley, 
Edna  M.  Hurlin, 
Ella  M.  Butchins, 
Clara  L.  Jones, 
Hedwig  Kaminsky, 
Mary  E.  Keenan, 
Mary  H.  Keenan, 
Frances  E.  Kelly, 
Edith  M.  Littlefield, 
Mary  E.  McCarthy, 
Eleanor  L.  McGourty, 
Eva  M.  Neth, 
Elizabeth  B.  Nichols, 
Linda  C.  O'Dowd, 
Mary  J.  O'Neil, 
C.  Aleda  Perkins, 
Edna  M.  Plummer, 
Gertrude  A.  Poor, 
M.  Cecilia  Power, 
Rosemary  K.  Purcell, 
Ruth  Raymond, 
Katherine  R.  Reddick, 
Blanche  Richardson, 


278 


APPENDIX. 


Edith  M.  Robertson, 
M.  Teresa  Sheerin, 
Florence  E.  Shelley, 
Kebecca  F.  Silbert, 
Clara  A.  L.  Smith, 
Ethel  L.  Teaffe, 
Haidee  M.  Tozier, 
Elizabeth  F.  Upham, 
Ethel  M.  Watson, 
E.  Maude  Welsh, 
Geneva  West. 

FIBST   DIPLOMA. 

Mary  E.  Ahern, 
Harriet  M.  Allison, 
Hazel  G.  Armstrong, 
Elizabeth  B.  Babcock, 
Mildred  O.  Banks, 
C.  Alice  Barnes, 
Mary  T.  Borden, 
Mary  A,  Brannack, 
Marguerite  V.  Brickley, 
Helen  I.  Bridge, 
Miriam  J.  Bronski, 
Etta  Brownstein, 
Emma  A.  Brust, 
Helen  M.  Bucknam, 
Lura  A.  Bugbee, 
Dora  Burnce, 
Ellen  A.  Burns, 
Bertha  V.  Burrell, 
Eleanor  P.  Carberry, 
Mary  C.  Carr, 
R.  Emily  Carson, 
Anna  A.  Cassidy, 
Helen  S.  Chajiman, 
Lillian  B.  Clapp, 
Alice  T.  Clark, 
Annie  E.  Coleman, 
Alice  M.  Conley, 
Agnes  E.  Conlon, 
Mary  Crampton, 
Mary  E.  Crowley, 
Elizabeth  R.  Gushing, 
Frances  E.  Dailey, 
Mary  A.  Davis, 
Julia  M.  Derby, 


Maude  G.  De  Shon, 
Louise  M.  De  Voto, 
Emma  F.  Ditchett, 
Mary  E.  G.  Doherty, 
Margaret  M.  Dowd, 
Roseanna  M.  Dowd, 
Mary  A.  Edwards, 
Celia  B.  Epstein, 
Effie  L.  Evans, 
Susan  S.  Faden, 
Jessie  E.  Fish, 
Alice  M.  Flanagan, 
Celia  B.  Fleischer, 
Annie  C.  Forbes, 
Mary  A.  Ford, 
Mary  M.  French, 
Anna  F.  Gallagher, 
Mary  A.  Geishecker, 
Miriam  Ginsburg, 
Catherine  F.  Glassett, 

Mary  M.  Glennon, 

Agnes  R.  Godding, 

Ida  S.  R.  Goldberg, 

Anna  F.  Gorman, 

Mary  E.  E.  Gorvin, 

Hila  A.  Govan, 

Anna  J.  F.  Halpin, 

Josephine  Harrington, 

Rose  G.  Harris, 

May  Harty, 

Eunice  C.  Hearn, 

Hilda  A.  Hedstrom, 

Matilda  Henrich, 

Sadie  G.  Hill, 

Minnie  Home, 

Nellie  V.  Hughes, 

Ethel  Hurd, 

Martha  L.  Ireland, 

Sarah  Isenberg, 

Mary  E.  Jenkins, 

Martha  B.  Johnson, 

Eva  S.  Jones, 

Elmira  C.  Keene, 

Mary  F.  Kelley, 

Marguerite  R.  Kenneally, 

Rose  S.  Lamborghini, 

Ella  V.  Leary, 


DIPLOMAS   OF   GRADUATION. 


279 


F.  Rita  Le  Blanc, 
Corinne  Levy, 
Ida  H.  Lewinson, 
Margaret  C.  Lineban, 
Sara  E.  L'Orage, 
Louise  S.  Lotterhand, 
Martha  C.  Lowe, 
Myrtle  M.  Mann, 
Lenore  F.  McCarthy, 
Mary  I.  McCarthy, 
Eleanor  V.  McCormick, 
Bessie  C.  McGaw, 
Alicia  T.  McKechnie, 
Sadie  M.  McKenna, 
Mary  M.  McLaughlin, 
Anna  L.  McMurry, 
Elizabeth  A.  McNamara, 
Mary  A.  McNamara, 
Anne  E.  Monahan, 
Martha  M.  Morrison, 
Mary  C.  Mulholland, 
Alice  M.  Murphy, 
Mary  A.  Murray, 
Jennie  H.  Nichols, 
Annie  G.  Noonan, 
Margaret  M.  O'Brien, 
Mary  E.  A.  O'Connell, 
Susan  F.  O'Donnell, 
Mary  E.  O'Hara, 
Mary  G.  O'Neil, 
Elizabeth  I.  O'Neill, 
Mary  J.  O'Neill, 
Eleanor  M.  Osterberg, 
C.  Alberta  Parker, 
Jennie  C.  Pouznar, 
Lucretia  D.  Pratt, 
Elizabeth  L.  Prendergast, 
Mary  R.  Quinn, 
Evelyn  L.  Rand, 
Jennie  Reed, 
Bertha  C.  Reynolds, 
Florence  C.  Ritchie, 
Jessie  S.  Roche, 
Anna  B.  M.  Rogean, 
Katharine  A.  Rogers, 
Celia  Saffran, 
Louise  C.  Scannell, 


Anna  L.  Schubert, 
Rose  Shapiro, 
Gertrude  F.  Sheerin, 
Edith  E.  Shelley, 
Caroline  E.  Shute, 
Bertha  Silverman, 
Alma  E.  Sjobeck, 
Mary  E.  Smith, 
Gertrude  Stone, 
Katharine  M.  Sullivan, 
Grace  B.  Tighe, 
Caroline  J.  Trommer, 
Eugenia  P.  Turney, 
Constance  M.  Walsh, 
Amy  A.  Watkins, 
Fannie  Webb, 
Nina  I.  C.  Wetmore, 
Gladys  L.  White, 
Harriet  White, 
Miriam  White, 
Clara  R.  Weil, 
Jessie  M.  G.  Wilkinson. 

MECHANIC   ARTS    HIGH 
SCHOOL. 

FOURTH-YEAR    CLASS. 

Boys. 
Harris  R.  Bailey, 
Frank  E.  Berry, 
Frank  C.  Bowden, 
Daniel  B.  Brickley, 
Carleton  Burrier, 
Harry  R.  Crohurst, 
Michael  F.  Curran, 
Ernest  F.  Davis, 
William  J.  F.  Doherty, 
Edward  A.  Drugan, 
Allan  H.  Duke, 
Richmond  C.  Farwell, 
George  L.  Gahm, 
Harry  R.  Hall, 
Frederic  Hinckley, 
William  PI.  Jones, 
Max  Osgood, 
Theodore  H.  Stegmaier, 
Albert  F.  Stevenson, 


280 


APPENDIX. 


Albert  I.  Strobel, 
Edward  J.  Tiilly, 
William  Wallace. 

THIED-YEAR   CLASS. 

Boys. 
Gardiner  Allen, 
William  B.  Allen, 
William  H.  Allyn, 
Louis  Barnett, 
Louis  J.  Barry, 
Frederick  E.  Bartels, 
Walter  G.  Bixby, 
Augustus  B.  Booth, 
Arthur  E.  Brackett, 
Ernest  W.  Bradeen, 
Walter  E.  Briggs,  Jr., 
Benjamin  Bullard, 
John  D.  Calder, 
Clarence  Gate, 
Richard  Chapell, 
G.  Hobart  Chapman, 
Chalmers  S.  Clapp, 
George  A.  Clatur, 
George  S.  Coleman, 
John  M.  Colony, 
Grover  J.  Connell, 
Charles  A.'Corrigan, 
James  A.  Cox, 
Dale  C.  Crosby, 
William  O.  Currier, 
Frank  M.  Curtis, 
Llewellyn  D.  Davenport, 
Luther  Davis, 
Frank  H.  Derby, 
Harold  O.  Dicker, 
Joseph  T.  Dizel, 
Charles  F.  Doble, 
Walter  F.  Dooley, 
Norman  E.  Dresser, 
John  F.  Dwight,  Jr., 
Albert  J.  Eichorn, 
Francis  J.  Emery, 
Thomas  A.  English, 
Charles  F.  Ernst, 
Otis  G.  Fales, 


Louis  F.  Fernands, 
Everard  T.  Finley, 
Thomas  J.  Flinn, 
Wallace  S.  Fowler, 
Walter  A.  Fox, 
Paul  Frederick, 
Harry  G.  Froth ingliam, 
Frank  I.  Gallagher, 
Ernest  G.  Genoud, 
Max  A.  Greenburg, 
Peter  J.  Gulesian, 
Francis  P.  Hammatt, 
Lawrence  Hammell, 
Percy  L.  Handy, 
Edward  S.  Harrington, 
Raymond  E.  Henchey, 
Harold  P.  Henderson, 
Arthur  T.  Hinckley, 
Walter  Hindenlang, 
Alfred  R.  Hunter, 
Henry  J.  Kent, 
Horace  E.  Kent, 
Harold  W.  Krogmann, 
Barnett  Levy, 
Clarence  M.  Lewis, 
Henry  N.  Lockwood,  Jr., 
Joseph  Macksey, 
Aldis  B.  Martin, 
Thorndike  DeV.  Martin, 
Paul  S.  Maxwell, 
Charles  R.  McLellan, 
Albert  E.  Menzel, 
Charles  F.  Menzel, 
Fred  L.  Mitchell, 
Frank  H.  L.  Montgomery, 
Walter  S.  Moore, 
Joseph  E.  Murphy, 
Francis  J.  Murray, 
Albert  F.  H.  Neil, 
Arthur  Neilson,  Jr., 
Nathaniel  F.  P.  Nichols, 
C.  Francis  O'Connell, 
Edward  F.  Orchard, 
Harold  S.  Osborne, 
Oliver  H.  Page, 
Cedric  Powers, 
George  S.  Ramsdell, 


DIPLOMAS   OF  GRADUATION. 


281 


George  P.  Reynolds, 
Roger  C.  Rice, 
Otto  R.  Rietschlin, 
Clarence  L.  Robinson, 
J.  Stewart  Rogers, 
Frank  Ross, 
Joseph  Ryan, 
Huntington  Sanford, 
John  D.  Savage, 
Rens  E.  Schirmer, 
Lawrence  W.  Smith, 
Howard  C.  Soule, 
John  P.  Stark, 
Otto  Stuetzel, 
Walter  K.  Tavender, 
Herbert  C.  Taylor, 
Robert  M.  Thomson, 
Franklin  T.  Towle, 
Richard  F.  Tracey, 
Chester  C.  Webster, 
Sumner  S.  Weil, 
Rudolph  B.  Weiler, 
William  E.  Weinz, 
James  W.  West, 
Roy  A.  L.  Wholley, 
Charles  A.  J.  Winchester, 
Clarence  J.  Young, 

ROXBURY  HIGH  SCHOOL. 

SECOND   DIPLOMA. 

Boys. 
Joseph  H.  Amsbury, 
Edgar  B.  Ayer, 
Joseph  F.  Curley, 
Earl  P.  Freese, 
Bernard  S.  Harrison, 
Byron  P.  Luce, 
Harry  J.  McNamara, 
Ralph  E.  Rice, 
George  W.  Tilley. 

Girls. 
Dorothy  A.  Asheim, 
Bertha  L.  Bates, 
Mary  M.  Brawley, 
Elizabeth  H.  Briggs, 


Adele  M.  Comer,    • 
Mary  V.  Cronin, 
Evelyn  Curley, 
Helen  Darrow, 
Marjorie  Fairbanks, 
Helen  E.  Ganiard, 
Eloise  Gerry, 
Ruth  B.  Gibson, 
E.  Pauline  Gillette, 
Helen  G.  Gormley, 
Helen  E.  Hermes, 
Marion  E.  Hutchinson, 
Rose  G.  Keenan, 
Anna  J.  Lang, 
Gertrude  P.  Levin, 
Rena  Lewis, 
Lavinia  M.  MacLean, 
Grace  E.  Maloney, 
Alice  Moore, 
Anna  E.  Moran, 
Bertha  E.  Morgan, 
Charlotte  L.  Murphy, 
Katharine  R.  Murphy, 
Grace  M.  Neagle, 
Bertha  F.  Newell, 
Teresa  J.  O'Connor, 
Laura  L.  Paine, 
Elizabeth  F.  Reilly, 
Esther  Reilly, 
Selma  Rogers, 
Rachel  Rosenthal, 
Alice  M.  Russell, 
Edith  M.  Shepard, 
Fanny  Shine, 
A.  Evelyn  Stewart, 
Sarah  E.  Stock, 
Pearl  R.  Tishler. 

FIRST    DIPLOMA. 

Boys. 
Joseph  Beal, 
Charles  E.  Bee, 
Charles  H.  Brackett, 
Max  Burkhardt, 
Francis  W.  Carret, 
Joseph  A.  Cashin, 


282 


APPENDIX. 


Kittredge  B.  Clifford. 
Joseph  F.  Curley, 
"Gilmore  C.  Dickey, 
Edward  Friili, 
Joseph  F.  Gallagher, 
Clifton  G.  Gillpatrick, 
Karl  D.  Godfrey, 
Charles  F.  Graham, 
Arthur  D.  Hall, 
Charles  R.  Joy, 
Charles  R.  Mabie, 
Ralph  H.  Marston, 
Clinton  J.  Masseck, 
William  C.  Mills, 
George  L.  Mitchell, 
James  P.  Mountain, 
Stanley  H.  Packard, 
John  V.  Peard, 
Horace  Remillard, 
Lester  A.  Rosenthal, 
Chester  O.  Sanford, 
Percy  R.  Seamon, 
Robert  P.  Stearns, 
William  H.  Sydeman, 
Meldon  M.  Sylvester, 
Theodore  S.  Tworoger, 
Charles  B.  Wiggin. 

Girls. 

Fannie  L.  Abell, 
Sarah  E.  Augusta, 
Helen  J.  Bacon, 
Bertha  M.  Badger, 
Violet  E.  Barry, 
Marion  H.  Bell, 
Beatrice  Berenson, 
Jeannette  M.  Bergman, 
Mary  E.  Bisbee, 
Adelaide  M.  Blouin, 
Annie  L.  Brackett, 
Evangeline  R.  Bridge, 
Alice  L.  Brummett, 
Mary  L.  Burton, 
Mary  L.  C.  Campbell, 
Edna  M.  Cann, 
Katherine  M.  Cannon, 
Georgie  G.  Cassidy, 


Margaret  Comstock, 
Edith  L.  Coombs, 
Stella  L.  Cooper, 
Mary  F.  Curley, 
Cora  B.  Davis, 
Margaret  M.  Dever, 
Edna  G.  Dinsmore, 
Esther  G.  Donovan, 
M.  Gertrude  Donovan, 
Caroline  E.  Dornbach, 
Alice  K.  Dowd, 
Annie  M.  DriscoU, 
Anna  D.  Duggan, 
Emily  M.  Duggan, 
Pearle  M.  Dunbar, 
Edith  G.  Everton, 
Margaret  S.  Everts, 
Mary  T.  Fallon, 
Blanche  J.  Fisher, 
M.  Evelyn  Fitzsimmons, 
Helene  F.  Forbes, 
Celia  Freed, 
Ruth  G.  French, 
Mary  I.  Fussell, 
Caroline  E.  Goehl, 
Lillian  R.  A.  Guinan, 
Josephine  W.  Hadcock, 
Florence  P.  Hale, 
Florence  Haskin, 
Annie  F.  Healey, 
Agnes  H.  Heath, 
Ellen  A.  Heffernan, 
Marie  G.  Hennigan, 
Eva  Hirshon, 
Madeline  G.  Hitchcock, 
Ethel  L.  Holman, 
Rosella  F.  Howard, 
Cora  B.  Jewell, 
Joanna  A.  Johnson, 
Mary  L.  Kelly, 
Pauline  Kolsky, 
E.  Pauline  Lascelles, 
Anna  L.  Lawless, 
Mabel  S.  R.  Laws, 
Mary  L.  Lennon, 
Adele  V.  Leonard, 
Etta  Levine, 


DIPLOMAS   OF  GRADUATION. 


283 


Susie  E.  Lillie, 
Etta  M.  Lowe, 
Ethel  M.  Lunt, 
Alice  V.  Lynch, 
Anna  G.  Lynch, 
Mary  T.  Lynch, 
Elinor  Maher, 
Mabel  M.  Margeson, 
Marion  L.  Mathison, 
Gertrude  L.  McCormick, 
Caroline  Miller, 
Annetta  E.  Mohr, 
Bertha  E.  Morgan, 
Annie  F.  Morris, 
Claire  H.  Mundo, 
Florence  M.  Murphy, 
Bertha  A.  Myers, 
Annie  A.  Newcorab, 
Bertha  Nurenberg, 
Anna  F.  O' Toole, 
Olive  M.  Peacock, 
L.  Pearl  Porter, 
Florence  G.  Rayuer, 
Mary  J.  Reidy, 
Zana  F.  Richardson, 
Florence  A.  Robinson, 
Katherine  L.  Ryan, 
Ida  L.  Schuller, 
Emilia  E.  Schworer, 
Grace  A.  Shedden, 
May  E.  M.  Sheenan, 
Bertha  Slutzki, 
Ina  M.  Small, 
Marjorie  L.  Spalding, 
Gei-trude  P.  Stephan, 
Henrietta  I.  Sydeman, 
Rena  M.  Thacher, 
Mary  A.  Thomas, 
Blanche  M.  Thompson, 
Emma  G.  Tighe, 
Margaret  W.  Torrey, 
Linnie  E.  Towle, 
Virginia  B.  Walker, 
Mary  A.  Walsh, 
Amy  B.  Wetmore, 
Amy  K.  Wilkinson, 
Madge  A.  Williams, 


Nettie  N.  Woodbury, 
Rachel  L.  Wyner. 

SOUTH     BOSTON     HIGH 
SCHOOL. 

SECOND    DIPLOMA. 

Boys. 
Jeremiah  V.  Brosnahan, 
Herbert  F.  Callahan, 
Joseph  A.  Lally, 
John  E.  Leahy, 
Leander  A.  McDonald, 
Michael  J.  Redding, 
James  F.  Sterritt. 

GirU. 
Mary  L.  Brennan, 
Estelle  C.  Chase, 
Rose  A.  Collins, 
Mary  K.  Corbett, 
Margaret  A.  Cotter, 
Theresa  M.  Cotter, 
Geraldine  I.  Donoghue, 
Margaret  M.  Downing, 
Agnes  G.  Fitzsimmons, 
Susan  C.  Griffin, 
Louise  C.  Keyes, 
Grace  V.  Meehan, 
Mary  L.  Moran, 
Mary  L.  Murphy, 
Mary  E.  Murray, 
Agnes  T.  Nolan, 
Gertrude  A.  Power, 
Gertrude  V.  Reilly. 

FIRST   DIPLOMA. 

Boys. 
Walter  I.  Baxter, 
Herbert  E.  Bishop, 
Martin  B.  Buckley, 
William  J.  Byrnes, 
James  F.  Delaney, 
M.  Charles  Dowling, 
William  J,  Foley, 
Patrick  A.  Green, 
Fred  A.  Keyes, 


284 


APPENDIX. 


James  A.  Kiley, 
James  J.  King, 
Joseph  P.  Kirby, 
George  W.  McCue, 
Leander  A.  McDonald, 
James  T.  McGrath, 
John  A.  Mullen, 
John  M.  Neagle, 
Richard  P.  O'Donnell, 
Daniel  V.  O'Flaherty, 
Dennis  E.  Porter, 
William  J.  Renison, 
John  J.  Ruddick, 
Paul  J.  Scan  Ion, 
Philip  E.  A.  Sheridan, 
Frederick  A.  Smith, 
James  F.  Sullivan, 
John  J.  Sullivan, 
Edgar  R.  Walker. 

Girls. 
Florence  M.  Barry, 
Rose  Bernard, 
Marion  B.  Bonney, 
Mary  L.  Burke, 
Claire  M.  Byrne, 
Annie  C.  Coffee, 
Annie  F.  Coleman, 
Mary  F.  Coleman, 
Mary  K.  Corbett, 
Grace  F.  Cunningham, 
Mary  M.  Doherty, 
Katherine  R.  Donovan, 
Martha  Ellison, 
Millie  G.  Emery, 
Mary  E.  Ferris, 
Margaret  L.  G.  Fitzgerald, 
Margaret  M.  Foley, 
Gertrude  G.  Hartnett, 
Enieline  L.  Howe, 
Annie  E.  Hurder, 
Christie  A.  Jennings, 
Effie  G.  Johnson, 
Annie  K.  Kalber, 
Edna  S.  Kean, 
Katherine  E.  Keefe, 
Catherine  G.  Kelleher, 


Florence  J.  Kelly, 
Anna  M.  Loney, 
Maude  E.  Lutton, 
Mary  T.  Mahoney, 
Jane  B.  McKeon, 
Mary  F.  McLaughlin, 
Frances  A.  McMahon, 
Helen  E.  Moore, 
Annie  M.  Oskinis, 
Mary  A.  Scanlon, 
Mary  T.  Sherry, 
Honora  Stack, 
C.  Grovenia  Stewart, 
Mary  A.  Sullivan, 
Eileen  A.  Sweeney, 
Mabel  S.  Sweeney, 
Katherine  F.  Tierney, 
Ruth  H.  Walker, 
Grace  V.  Walsh. 

WEST  ROXBURY  HIGH 
SCHOOL. 

SECOND   DIPLOMA. 

Boys. 
George  D.  Cutler, 
George  J.  Gauer, 
A.  Stanley  Maclnnis. 

Girls. 
Anastasia  C.  Breen, 
Blanche  L.  M.  Charlton, 
Laura  F.  Haley, 
Julia  M.  Halligan, 
Anna  Harris, 
Anna  C.  M.  Hartnett, 
Hildur  C.  Johnson, 
Annie  E.  Killion, 
Anna  J.  Lynch, 
Jennie  G.  Maguire, 
Jessie  M.  Plaisted, 
Mary  C.  Rogers, 
Alice  G.  Ryan, 
Blanche  A.  Spencer, 
Lillian  G.  G.  Vackert, 
Clara  S.  Ziersch. 


DIPLOMAS   OF  GRADUATION. 


285 


FIRST   DIPLOMA. 

Boijs. 
William  B.  Bell, 
Charles  R.  Berry, 
William  C.  Connolly, 
D.  Thomas  Curtin, 
Harrison  Dunham,  Jr. 
Thomas  H.  Finigau, 
Andrew  Hamilton, 
Henry  J.  Keane, 
Louis  E.  Mettling, 
Gustaf  Nissen, 
Henry  A,  Schneider, 
Isador  Siskind, 
George  E.  Ware, 

Girls. 
Lila  L.  Ahlberg, 
Mabel  M.  Ammidown, 
Laura  B.  Bagnall, 
Helen  C.  Barnett, 
Alice  E.  Buff, 
Grace  N.  Caiger, 
Irene  M.  Callaghan, 
Ethel  D.  Clark, 
Margaret  L.  Cosgrove, 
Edna  G.  Donlan, 
Pauline  E.  Durfee, 
Thirza  B.  Fairbanks, 
Margaret  M.  Geegan, 
Charlotte  M.  Greene, 
Louise  A.  Griitzbach, 
Emily  G.  Hayden, 
Amelia  Ililtz, 
Marguerite  F.  Lally, 
Helen  Loring, 
M.  Gertrude  Macaulay, 
Emily  M.  MacDonald, 
Grace  J.  Mahoney, 
Margaret  L.  McFarland, 
Helena  B.  McGinnis, 
Catherine  M.  McMurrough, 
Caroline  L.  Messinger, 
Mary  I.  F.  Montgomery, 
Florence  H.  Morse, 
Carrie  M.  Murray, 


Ellen  V.  Nugent, 
Agnes  T.  O'Connor, 
Josephine  M.  O'Connor, 
Emily  V.  Osgood, 
Josephine  I.  Schlimper, 
lone  S.  Schmidt, 
Annie  C.  Shea, 
Lillian  A.  Smith, 
Florence  H.  Spear, 
Lucy  S.  Stebbins, 
Mabel  Swift, 
Theresa  E.  A  Wright. 

ADAMS   SCHOOL. 

Boys. 
James  B.  Cummings, 
John  W.  Day, 
Emilio  F.  Disario, 
Terrance  L.  Duffy, 
John  Dunlop, 
Henry  L.  Hamilton, 
John  A.  Knudson, 
Philip  Larsen, 
Henry  J.  Learned, 
Joseph  M.  Levine, 
Harry  I.  Magid, 
Carl  A.  Maxx, 
Fred  W.  Mclntyre, 
Gardner  N.  Nelson, 
James  E.  Owens, 
Carl  W.  Schupbach, 
Nels  R.  Swenson, 
Frank  W.  Treadwell, 
John  A.  Visconti, 
Louis  Wolfson. 

Girls. 
Annie  Bornstein, 
Susan  A.  Butler, 
Margaret  A.  Cavanagh, 
Sarah  E.  Davis, 
Lillian  G.  Dillaway, 
C.  Maud  Downing, 
Annie  Grimm, 
Annie  Grund, 
Lillian  G.  Hughes, 


286 


APPENDIX. 


Mamie  B.  Klarfaen, 
Bertha  M.  Knudsen, 
Mary  M.  Lee, 
Jennie  Levitt, 
Clara  P.  Moore, 
Alice  S.  Nelson, 
Annie  E.  O'Neil, 
Alva  M.  Peterson, 
Sarah  L.  Robinson, 
Edith  E.  Stewart, 
Mary  R.  White. 

AGASSIZ   SCHOOL. 

Boijs. 
George  Adams,  Jr., 
Albert  L.  Anderson, 
Stephen  D.  Bacigalnpo, 
James  G.  Barnes, 
Ernest  W.  Beck, 
Berto  Bernazzani, 
William  J.  Berry, 
George  A.  Cahill,  Jr., 
William  E   Connell, 
Augustus  P.  D'Arcy, 
Henry  G.  Doyle, 
Harold  R.  A.  Evans, 
Edward  Flynn, 
William  H.  Gately, 
Frederick  W.  A.  Gilcher, 
John  A.  Gillis, 
Bernard  A.  Godvin, 
Henry  Goodman, 
Arthur  J.  Hassett, 
Fred  Haudel, 
Joseph  E.  Havens, 
Fred  H.  Hitchcock, 
Philip  P.  Kelley, 
Lawrence  B.  Killian, 
Philip  H.  Knight, 
Thomas  A.  Leonard, 
John  J.  A.  Lydon, 
Richard  E.  Mark, 
John  O.  Martin, 
Hugh  J.  McGinniss, 
James  T.  McNulty, 
Slgfrid  L.  Mellin, 


Earl  G.  Morris, 
William  V.  Murphy, 
Charles  A.  Newman, 
John  A.  Olsson, 
Arthur  J.  Perry, 
Harry  Petersen, 
Ernest  L.  Pierce, 
Edward  G.  Post, 
Edwin  Pulster, 
John  H.  M.  Ratigan, 
Arthur  B.  Richards, 
John  J.  Rogers, 
Paul  A.  Schubert, 
William  H.  Smith, 
Roger  B.  Stone, 
John  F.  Warren,  Jr., 
George  Whitman, 
Rembrandt  I.  P.  Wilson, 
Raymond  C.  Wj'^man, 

BENNETT  SCHOOL. 

Boys. 
William  F.  Alexander, 
Wallace  L.  Barker, 
Clifton  A.  Barrett, 
William  G.  Barron, 
Elmer  F.  Bodge, 
John  M.  Bolger, 
Michael  J.  Brady, 
Karl  H.  Brock, 
Cornelius  H.  Casey, 
Edward  F.  Clark, 
John  W.  Corcoran, 
Thomas  W.  Dargin, 
Charlie  D.  DriscoU, 
Harry  F.  Fames, 
A.  Earle  Hart, 
Lawrence  R.  Kelly, 
William  E.  Kennedy, 
George  H.  Keylor, 
Frank  S.  Larkin, 
Thomas  McDevitt, 
John  H.  Moore, 
William  H.  Muldoon, 
Walter  V.  Neal, 
Thomas  D.  O'Hara, 


DIPLOMAS   OF   GRADUATION. 


287 


Kenneth  R.  Perry, 
George  A.  Rogers, 
Thomas  P.  Rogers, 
Clarence  W.  Roys, 
Linwood  L.  Spencer, 
Daniel  F.  Sullivan, 
John  Taylor, 
John  H.  Van  Etten, 
Harry  E.  Watts, 
Henry  Welch, 
Leon  A.  Whitaker, 
Benjamin  H.  White, 
George  W.  Willey, 
Reginald  H.  Wisbach. 

Girls. 
Abbie  L.  Achorn, 
Louise  E.  Barrett, 
Mary  E.  Barrett, 
Etta  M.  Brophy, 
Mary  A.  Brophy, 
Margaret  J.  Cameron, 
Helen  E.  Canney, 
Eleanor  M.  Christie, 
Edna  A.  M.  Clark, 
Alice  E.  Coughlin, 
Gertrude  C.  Cunningham, 
Edith  C.  Cutler, 
Lilian  W.  Cutler, 
Ruth  G.  Cutler, 
Ellen  M.  Dalton, 
Louise  Davis, 
Ruth  Elliott, 
Mary  A.  G.  Farley, 
Margaret  Fitz  Gerald, 
Helen  M.  Flaherty, 
Martha  E.  Flaherty, 
Helen  E.  Franklin, 
M.  Margaret  Gaffey, 
Julia  F,  (xillen, 
Ellen  J.  Gleason, 
Effie  W.  Hall, 
Mary  E.  Hatch, 
Agnes  M.  Hickey, 
Mildred  Hood, 
Marion  E.  Hubbard, 
Rose  A.  Jacobs, 


Alice  Jordan, 
Irene  V.  Lindsey, 
Albertine  Lockwood, 
Agnes  T.  Lynch, 
Anna  C.  McCarthy, 
Loretto  F.  McCarthy, 
Winifred  McDermott, 
Helen  F.  McGovern, 
Gertrude  B.  McNamara, 
Mary  E.  Merrill, 
Laura  1.  Miller, 
Mary  R.  Morrison, 
Florence  E.  Oakland, 
Nora  A.  O'Brien, 
Mary  A.  Parks, 
Sigrid  K.  Pedersen, 
Anna  C.  Peterson, 
Mary  E.  Phelan, 
Catherine  F.  Reynolds, 
Sarah  D.  Roach, 
Nora  T.  Rutledge, 
Mary  A.  Shine, 
Edna  F.  Sizer, 
Grace  A.  Sizer, 
Mary  A.  Skehan, 
Gertrude  M.  Sullivan, 
Corinne  P.  V.  Sutherland, 
Lilly  M.  Turner, 
Catherine  F.  Walsh, 
Bessie  E.  Warren, 
Florence  O.  Wentworth, 
Elizabeth  Wbite. 

BIGELOW  SCHOOL. 

Boys. 

Thomas  P.  Ahearn, 
Lester  D.  Allen, 
George  F.  Barry, 
Joseph  E.  Barry, 
William  Bartholomew, 
William  J.  Beary, 
Morris  Bloom, 
J.  Vincent  Brennan, 
James  V.  Broderick, 
John  J.  Brunick, 
Edward  T.  Burns, 


288 


APPENDIX. 


Walter  C.  Byrnes, 
Charles  J.  Casey, 
John  J.  Conley, 
Patrick  J.  Conroy, 
Francis  L.  Coughlin, 
Timothy  J.  F.  Coughlin, 
William  E.  Coughlin, 
John  F.  Cummings, 
Robert  J.  Cummings, 
Henry  T.  Curtis, 
Daniel  L,  J.  Daly, 
John  T.  Donahue, 
Charles  A.  Draheim, 
Herman  W.  Draheim, 
Felix  Dushewich, 
Charles  H.  Egan, 
Frederick  J.  Evans, 
Chester  E.  Fitch, 
William  F.  Fitzgerald, 
Lawrence  V.  Flaherty, 
James  F.  Flynn, 
Martin  V.  Foley, 
Edward  A.  Franzeim, 
Daniel  H.  Freeman, 
Joseph  W.  Gaughen, 
James  A.  Geehan, 
Leslie  C.  Hansalpakar, 
Thomas  F.  Harrington, 
Daniel  J.  Hart, 
Martin  T.  Hart, 
Frank  F.  Hayes, 
James  A.  Hennessey, 
Dennis  F.  Hines, 
James  J.  Hoey, 
Charles  A.  Horan, 
Henry  F.  Horgan, 
Jeremiah  F.  Hurley, 
David  Irvine, 
Paul  J.  Jakmauh, 
Joseph  F.  Keleher, 
Arthur  J.  King, 
Thomas  W.  Kivlan, 
Charles  L.  Lamb, 
George  V.  Lawrence, 
Samuel  Lipson, 
Andrew  A.  Lyons, 
Walter  T.  Mason, 


Eugene  J.  McCarthy, 
Francis  M.  McDermott, 
Thomas  F.  McDevitt, 
James  R.  McGrann, 
John  M.  L.  McGrath, 
Frank  C.  McLeod, 
Geoffrey  H.  Morrison, 
Vincent  L.  Moynihan, 
Frederic  J.  Muldoon, 
Frank  P,  O'Brien, 
William  F.  O'Brien, 
Francis  V.  O'Donnell, 
William  A.  O'Neill, 
Thomas  H.  Oram, 
William  H.  Perring, 
John  J.  Phillips, 
William  A.  Podolske, 
Edwin  M.  Reed, 
Edward  J.  Reilly, 
Allan  Rosenthal, 
John  J .  Ryan, 
Edward  L.  Savoy, 
William  J.  Schifferdecker, 
Francis  M.  Sennott, 
Michael  J.  Sheedy, 
Joseph  L.  Sheehan, 
George  W.  Sloan, 
Robert  H.  Sloane, 
George  J.  Sullivan, 
John  F.  Sullivan, 
John  Tierney, 
William  G.  Totske, 
George  M.  Waggett, 
James  J.  Waters, 
William  J.  Williams. 

BOWDITCH   SCHOOL. 

Girls. 
Signe  L.  M.  Ahlberg, 
Josephine  M.  Albrecht, 
Ebba  J.  Anderson, 
Harriet  M.  Barry, 
Alice  L.  Beck, 
Anna  Becker, 
Laura  C.  Breivogel, 
Helen  H.  G.  Bi'own, 


DIPLOMAS   OF   GRADUATION. 


289 


Marguerite  C.  Browne, 
Marguerite  A.  Cahill, 
Bessie  Campbell, 
Gertrude  J.  Casey, 
Elizabeth  L.  Chapman, 
Mary  P.  Chisholm, 
Eva  H.  Churchill, 
Helen  E.  Cilley, 
Lizzie  R.  Coburn, 
Anna  L.  Condry, 
M.  Gertrude  Corkuni, 
Maude  Coulsey, 
Mildred  M.  Curley, 
Grace  R.  Curtin, 
Marguerite  A.  Curtis, 
Ruth  L.  A.  Daymond, 
Emma  M.  Denkinger, 
Catharine  H.  Donahue, 
Marie  L.  Duval, 
Clare  S.  English, 
Priscilla  A.  Faulkner, 
Ursula  C.  Fernekees, 
Lena  M.  Finnity, 
Madelaine  B.  Fisher,   . 
Mary  S.  Fiske, 
Ellen  J.  Ford, 
Clara  E.  Gebauer, 
Evelyn  W.  Graham, 
Daisy  B.  Grose, 
L.  Bertha  Hesselschwerdt, 
E.  Genevieve  Hunter, 
Ida  S.  Hyneman, 
Mildred  H.  Inslee, 
Helen  L.  Kelly, 
Doris  Kennard, 
Helen  J.  L.  Kennelly, 
Frances  R.  Kidder, 
Mary  T.  Killion, 
Mary  L.  Knodell, 
Jane  V.  Krause, 
Mary  E.  Lamb, 
Irene  M.  Leister, 
Gertrude  E.  Lennon, 
Annie  L.  Leonard, 
Alice  M.  Lindaiier, 
Helen  G.  Mackay, 
Caroline  M.  Magner, 


Elizabeth  L.  McCormack, 
Marie  M.  McLaughlin, 
Jeannette  F.  McNulty, 
Alice  L.  Molineux, 
Alice  J.  Mosely, 
Loyola  H.  Mvirphy, 
Stella  Murray-Stanton, 
Malin  C.  Nordlund, 
Margaret  L.  Perry, 
Doris  A.  Plank, 
Ethel  M.  Post, 
Mary  M.  E.  Post, 
Anna  W.  Pumphrey, 
Louise  R.  Rogers, 
Julia  A.  Ronan, 
Fannie  Rosenstein, 
Isabella  E.  Sellars, 
Bessie  L.  Sherburne, 
Catherine  M.  Smith, 
Bertha  L.  Soule. 
Hazel  C.  Steadman, 
Anna  T.  Steinauer, 
Gladys  Tovrard. 
Rose  L.  Travers, 
Beatrice  B.  Underv?ood, 
Hazel  M.  Underwood, 
Bessie  E.  Weir, 
Ida  C.  West. 
Mary  J.  West, 
Jean  H.  Westwood, 
Hazel  G.  Whelpley, 
Ethel  M.  White. 
Mary  J.  Wright. 

BOWDOIN  SCHOOL. 

Girls. 
Mary  E.  Boles, 
Katherine  M.  Bottini, 
Sarah  Brest, 
Evelyn  M.  Burke, 
Annie  T.  M.  Collins, 
Mary  F.  C.  Connell, 
Marguerite  M.  Daily, 
Susan  A.  Dodsworth, 
Dora  D.  Douglas, 
Rachel  Finkelstein, 


290 


APPENDIX. 


Dorothy  L.  Glover, 
Elizabeth  B.  Goldstein, 
Mary  A.  Goode, 
Viola  A.  Haley, 
Mary  A.  Hayes, 
Lillian  A.  Johnson, 
Ida  Kallen, 
Sarah  Kaplan, 
Alta  Kurinsky, 
Isabella  M.  Lewis, 
Emma  F.  Lovett, 
Eileen  R.  Lynch, 
Marguerite  L.  Malaney, 
May  F.  H.  Mattie, 
Katharine  M.  McMullen, 
Annie  B.  Miller, 
Margaret  E.  Miller, 
Margaret  A.  E.  Moran, 
Grace  D.  Partridge, 
Sophia  H.  Peskin, 
Katherine  M.  Prout. 
Bertha  M.  Pryor, 
Annie  Rofelsohn, 
Marguerite  E.  Rowe, 
Gertrude  M.  Sazynsky, 
Margaret  Scanlan, 
Fannie  Solomon, 
Ethel  M.  Sprott, 
Mary  A.  Waddie, 
Lena  Weiner, 
Minnie  L.  Weiner. 
Rose  Weinsman, 
Corinne  J.  Wheb, 

BRIMMER  SCHOOL. 

Boys. 
Manuel  Bergman, 
George  E.  Bradford, 
John  J.  Camenisch, 
G.  Edward  J.  Carlezon, 
Frederick  H.  Clark, 
Thomas  P.  Connor, 
Henry  J.  Currier, 
James  J.  Doherty, 
Joseph  Einstein, 
Hyman  L.  Freeman, 


Ferdinand  B.  Gallant, 
William  E.  Gibbs, 
Harry  Gordon, 
Patrick  J.  Grant, 
Barney  J.  Harris, 
Solomon  D.  Hershenson, 
Harold  S.  Johnson, 
Harry  Kusminsky, 
John  J.  Larkin, 
Frank  J.  Leary, 
Benjamin  I.  Levine, 
Albert  J.  Lund, 
Bartholomew  J.  Mahoney 
Samuel  S.  Markow, 
Randall  J.  J.  McDonald, 
William  H.  McLean, 
Joseph  F.  Morrissey, 
Samuel  Pearlman, 
Frederick  L.  Pollak, 
James  J.  F.  Reardon, 
Abraham  Scheidwasser, 
William  Schrumpf , 
Benjamin  Shir, 
Max  Smith, 
Joseph  Solomon. 
Eugene  J.  Sullivan. 

BUNKER  HILL  SCHOOL. 

Boys. 
Francis  J.  Brines, 
John  J.  Cronin, 
James  J.  Devereaux, 
John  J.  Donovan, 
Oscar  A.  Haraden, 
John  S.  Holbrook, 
John  E.  Hughes, 
DeWitt  T.  McKinnon, 
Frank  Porter, 
Mortimer  J.  Shea, 
Harold  F.  Stevens, 
William  R.  Twomey, 
Frederic  T.  Waters, 
Charles  O.  York. 

Girls. 
Lillian  F.  Bland, 
Mary  H.  Burnett, 


DIPLOMAS    OF   GRADUATION. 


291 


Grace  E.  Carroll, 
Mabel  F.  Carroll, 
Mary  E.  Clark, 
Mary  J.  Cook, 
Jennie  M.  Dregliorn, 
Ella  F.  Dunn, 
Ellen  B.  Farrington, 
Nellie  A.  Grant, 
Mary  L.  Greenlaw, 
Mary  E.  Harrigan, 
Hannah  J.  Kelleher, 
Ella  A.  Kimball, 
Sarah  M.  MacMellville, 
Ellen  A.  McCarthy, 
Katherine  V.  McHugh, 
Sarah  V.  Murray, 
Rebecca  Rosenthal, 
Eva  M.  Sherman, 
Jennie  A.  Sutton, 
Nellie  A.  Wellington, 
Mary  V.  Wickham. 

CHAPMAN  SCHOOL. 

Boys. 
Charles  H.  Albee, 
William  C.  Allison, 
Byron  T.  Armstrong, 
Bruce  F.  Banks, 
Harry  Beck, 
Henry  H.  Crane, 
Leonard  Cushman, 
James  J.  DeCourcy, 
A.  Roy  Dingwell, 
Walter  L.  Doane, 
George  F.  Dodge, 
William  W.  Duncan, 
Leonce  A.  Emerson, 
Chester  J.  Ferguson, 
William  J.  Finn, 
Thomas  Fitzpatrick, 
Charles  D.  Forster, 
6.  Mauson  Glover, 
Sidney  H.  Goldinger, 
Frank  L.  Gray, 
Walter  B.  GrilMn, 
Percy  W.  Hatch, 


George  E.  Hodge, 
Theodore  Huestis, 
Charles  F.  Kemp,  Jr., 
John  L.  Kirk, 
Frank  A.  Littlefield, 
J.  Wilton  Marno, 
George  E.  Marsters, 
Stanley  O.  MacMullen, 
John  H,  McKenne, 
William  B.  McPherson, 
Frederick  R.  Nesbitt, 
A.  Gerould  Newton, 
Louis  F.  Nolan, 
Clarence  R.  Oldrieve, 
Leo  H.  Riley, 
Joseph  E.  Rollins, 
Rudolph  Saflund, 
Arthur  W.  Scott, 
Frederick  W.  Sleeper, 
Elmer  W.  Snow, 
James  H.  Strang, 
James  A.  Todd, 
Percy  L.  W^etmore. 

Girls. 
Annie  B.  Aitken, 
Eva  B.  Anderson, 
Cora  A.  Banks, 
Nellie  M.  Bartley, 
Myrtle  L.  Beach, 
Harriet  Belyea, 
Edith  E.  Bird, 
Bessie  R.  Bravman, 
Edith  P.  Cashman, 
Mary  E.  Cullinane, 
Ruth  L.  Day, 
F.  Edna  DeMott, 
Mary  E.  Drew, 
Laura  E.  Dyer, 
Alice  G.  Edmunds, 
Annie  L.  Emmett, 
C.  Cecilia  Farwell, 
Rena  E.  Fish, 
Florence  J.  B.  Harding, 
Alma  H.  Hardy, 
A.  Robena  Harrison, 
Blanche  E.  Hinds, 


292 


APPENDIX. 


Margaret  R.  Hodgkins, 
Helen  M.  Jameson, 
Jessie  B.  I.  Keefe, 
Edna  M.  Kent, 
Winifred  V.  Kilnapp, 
M.  Marie  Kirk, 
Ida  A.  Levin, 
Gertrude  B.  Low, 
Henrietta  MacKay, 
Emily  L.  McCarthy, 
Ida  J.  McCarthy, 
Etta  L.  Morley, 
Etta  G.  Morrison, 
Jessie  E.  Morrison, 
Bertha  J.  M.  O'Xeil, 
Eva  M.  Parsons, 
Edna  F.  Pride, 
Mildred  M.  Keardon, 
Ada  B.  Kendle, 
Mary  E.  Svreeney, 
Margaret  E.  Tabbutt, 
A.  Corinne  Wallace, 
Mabel  G.  Wilkie, 
Anna  G.  Winslow, 

CHARLES  SUMNER  SCHOOL. 

Boys. 
Charles  A.  Armstrong, 
Earle  E.  Bagnall, 
Elmer  S.  Bagnall, 
Edward  J.  Berran, 
Frank  Borowski, 
William  Burke, 
James  E.  Campbell, 
John  J.  Connolly, 
Patrick  Connolly,  Jr., 
Audrey  F.  Davis, 
Chester  M.  Dunham, 
Leo  J.  Dunn, 
Albert  Edling, 
Maurice  H.  Flanagan,  Jj., 
Harry  Pokes, 
Thomas  H.  Fowler, 
Arthur  P.  Gilman, 
Herbert  V.  Grant, 
George  S.  Hebb, 


William  D.  Henderson, 
Franklin  B.  Johnson, 
Henry  C.  Jordan, 
Walter  W.  Lang, 
Oscar  F.  F.  Larson, 
Ernest  G.  Lauterbach, 
John  H.  Lenaerts, 
Thomas  Manning, 
Alexander  L.  McFarlane, 
Thomas  A.  McManus, 
John  B.  McNeill, 
Nils  J.  Neilson,  Jr., 
Alfred  K.  New, 
Sherburn  P.  Orrall, 
Wilfred  A.  Osgood, 
Carl  A.  Pfau, 
Ernest  R.  Pfennig, 
Carlos  E.  Pinfield, 
Henry  H.  Richenburg, 
Walter  R.  Rose, 
Herbert  W.  R.  Rydstrom, 
Benedict  L.  Scherer, 
Alexander  C.  Stohn, 
George  J.  Wall,  Jr., 
William  S.  Wall, 
Philip  V.  Wells, 
Charles  F.  Wise, 
Charles  E.  Wolfe. 

Girls. 
Ruth  O.  Anderson, 
Florence  T.  Ashe, 
Grace  B.  Bowman, 
Mary  Brooks, 
Ida  Buckley, 
Adah  L.  Chappell, 
Hannah  Cleary, 
LillaM.  Conner, 
Esther  A.  M.  Dahl, 
Mary  C.  Demling, 
Maria  T.  Dittmarr, 
Sara  Dooley, 
Elizabeth  P.  Fadden, 
Lillian  A.  Frykstrand, 
Helen  M.  Gilloon, 
Carrie  A.  Huber, 
Anna  M.  Jones, 


DIPLOMAS   OF   GKADUATION. 


293 


Mary  J.  Kelley, 
Clara  L.  Martin, 
Edith  A.  McLachlan, 
Alice  Mullins, 
Ellen  Mulrey, 
Elsie  H.  Nickerson, 
Erica  J.  Peterson, 
Ethel  M.  Wagner, 
Emily  Walters, 
Eva  F.  Weeks, 
Jennie  B.  Wilkinson, 
Gertrude  J.  Wurlitzer. 

CHRISTOPHER   GIBSON 
SCHOOL. 

Boys. 
Oscar  Alberti, 
Stanton  K.  Berry, 
Frederick  T.  Chisholm, 
Antonio  C.  Clavell, 
Jaime  S.  Clavell, 
William  E.  Crowell, 
Frank  P.  Dannahy, 
Kerney  A.  Delaney, 
James  S.  Dolan, 
James  B.  Driscoll, 
Paul  Everett, 
Alfred  F.  Fowler, 
Charles  H.  Gelpke, 
Decran  J.  Gulesian, 
William  C.  Harbour, 
Jeremiah  J.  Healy, 
Frank  L.  Hiller, 
David  E.  Kalberg, 
Frederick  A.  Lamb, 
Otis  E.  Lapliam, 
James  M.  Manning, 
Joseph  F.  McLean, 
T.  Blake  Merrick, 
Leo  C.  Parker, 
Charles  L.  Parritt, 
Robert  E.  Putnam, 
John  B.  Romer, 
Herbert  W.  Russell, 
Walter  M.  Sampson, 
Gardner  Sanford, 


G.  Walter  Smith, 
Mack  P.  Storm, 
Arthur  T.  Whalin, 
Ebbie  J.  Wolmer, 
Harry  J.  Wood. 

Girls. 
Ruby  M.  Abbott, 
Eunice  Adalian, 
Helen  F.  Anderson, 
M.  Frances  Bell, 
Edith  I.  Bradlee, 
Eunice  E.  Brown, 
Frances  A.  Brown, 
Miriam  Brown, 
Alice  M.  Burke, 
Mary  H.  Campbell, 
Mary  St.  A.  Casey, 
Agnes  D.  Choate, 
Helen  F.  Choate, 
Antonia  M.  Clavell, 
Juana  C.  Clavell, 
Harriet  R.  Cohen, 
Grace  K.  Coyle, 
A.  Ruth  Davidson, 
Mary  F.  Dinand, 
Ethel  M.  Dinsmore, 
Margaret  C.  Donovan, 
Carolyn  M,  Doten, 
Irene  B.  Driscoll, 
Pauline  L.  Driscoll, 
Glenna  M.  Eldredge, 
Margaret  L.  Estey, 
Eva  Evans, 

Sophie  P.  Fairweather, 
Irene  W.  Farnham, 
Martha  E.  Fernald, 
Josephine  E.  Foster, 
Gertrude  S.  Gardiner, 
Catherine  M.  Gleason, 
Susan  G.  Graham, 
Helen  M.  Greene, 
Grace  F.  Groenewald, 
Anna  G.  Hathaway, 
Margaret  M.  Hayes, 
Ethel  R.  Howe, 
Mary  A.  Hurley, 


294 


APPENDIX. 


Mabel  Jenkins, 
Mary  V.  Keenan, 
'  Agnes  F.  Kelly, 
Mary  H.  Kent, 
Helen  H.  Lawrence, 
Lena  M.  Libby, 
Hazel  J.  Littlefield, 
Alice  R.  Lytle, 
Neva  B.  MacCurdy, 
Eunice  A.  Newton, 
Helen  P.  Nichols, 
Fannie  J.  Nickerson, 
Jennie  E.  O'Neil, 
Alice  M.  Plunkett, 
Marion  H.  Pratt, 
Edwina  P,  Quincy, 
Helen  G.  Reed, 
M.  Bernadette  Riley, 
Clara  D.  Ripley, 
Olive  M.  Roche, 
Florence  M.  Ross, 
Lucile  B.  Ross, 
Annie  M.  Rybrey, 
Marguerite  Sanger, 
Ethel  E.  Scanlan, 
Gertrude  E.  Stillman, 
Ethel  Talbot, 
Goldie  C.  Thurston, 
Bettina  A.  Timayenis, 
Henrietta  J.  Tufts, 
Pearl  A.  Watson, 
Ruth  B.  Webber, 
Lillian  F.  Welch, 
Nina  G.  Wilson, 
Annie  Wood, 
Grace  S.  Wright, 
Dora  Zanditon. 

COMINS   SCHOOL. 

Boys. 
Henry  Arnstein, 
George  H.  Bath, 
Jolm  J.  Callaghan, 
William  Casey, 
Matthew  E.  Coinerford, 
Edward  A.  E.  Cronin, 


John  J.  Dolan, 
John  C.  Downey, 
Edward  EUgner, 
William  T.  Ellgner, 
Lawrence  A.  Fay, 
Thomas  J.  Ferrick, 
John  J.  Gallagher, 
Joseph  Gately, 
Aaron  Gerling, 
Joseph  M.  Hill, 
John  J.  Kennedy, 
Michael  L.  Kennedy, 
Louis  J.  Klojif, 
Christian  W.  Mayer, 
Charles  L.  McLaughlin, 
Charles  H.  McMahon, 
John  J.  P.  Minner, 
James  P.  Monahan, 
Alexander  T.  Nagel, 
Karl  Nagel, 
Frederick  A.  Peterson, 
Edgar  B.  Pitts, 
Hector  L.  Racine, 
George  P.  F.  Reynolds, 
Martin  Schumb,  Jr., 
Michael  J.  Shields, 
Rudolph  L.  Sittinger, 
Charles  J.  Walker. 
Thomas  Walsh, 
George  A.  Willhauck, 

Girls. 
Anna  L.  Boklt, 
Eva  M.  Briggs, 
Agnes  E.  Connolly, 
Alice  J.  Connors, 
Grace  G.  Corbett, 
Delia  F.  Costello, 
Margaret  E.  Cremins, 
Lillian  F.  Cronin, 
Mabel  L.  Duffy, 
Evelyn  Ferguson, 
Elsie  A.  M.  Flock, 
Lydia  H.  Frederick, 
Mary  I.  Garvey, 
Bessie  E.  Gavin, 
Nora  A.  Grady. 


DIPLOMAS   OF   GRADUATION. 


295 


Albertena  H.  Greener, 
Sadie  O.  Hunt, 
M.  Pauline  C.  Kelly, 
Maud  J.  Kennedy, 
Lillian  C.  Lehner, 
Margaret  A.  Lynch, 
Flora  A.  MacKenzie, 
Mary  McKenzie, 
Helen  G.  V.  Meagher, 
Lillian  F.  Meister, 
Mary  M.  Mulloy, 
Mary  V.  Murray, 
Esther  S.  Nelson, 
Margaret  J.  O'Brien, 
Ella  O'Keeffe, 
Anna  Olbrich, 
Mabel  A.  Pitts, 
Mary  A.  Putnam, 
Clara  M.  San  ft, 
Elizabeth  L.  Scannell, 
Grace  G.  Shea, 
Martha  E.  Suplee, 
Edith  M.  Symonds, 
Ellen  J.  Tansey, 
Mary  E.  Truesdale. 

DEARBORN    SCHOOL. 

Boyfi. 
John  A.  Allen, 
Leo  W.  Brogan, 
James  J.  Carey, 
Allan  Cheney, 
Frederick  B.  Collins, 
John  J.  Cosgrove, 
H.  Augustus  Crowley, 
Roy  A.  Davidson, 
Edward  J.  Doherty, 
George  J.  Donnelly, 
Edward  W.  Ebbets, 
Lester  J.  Ebbets, 
Joseph  L.  Gazan, 
William  J.  Gehring, 
Edward  J.  Glynn,  Jr., 
Charles  S.  Graham, 
Martin  F.  Hart, 
Herbert  Hill, 


Harry  Hirsch, 
Charles  E.  Holt, 
Abraham  Hyman, 
Garrett  H.  Keefe, 
John  W.  Loney, 
Silas  A.  Lovell, 
Michael  A.  Mahoney, 
Lawrence  J.  McAdams, 
John  J.  McBride, 
Joseph  A.  McKenna, 
Frank  L.  McShane, 
James  A.  Mulligan, 
J.  Ernest  Myers, 
Joseph  T.  O'Halloran, 
Guy  P.  Rounsefell, 
Edward  G.  Saul, 
Joseph  P.  D.  Schultz, 
Marmaduke  H.  Seaholm, 
Bertram  E.  G.  Silver, 
Walter  D.  Sullivan, 
Frank  W.  Wall. 

Girls. 
Agnes  V.  Burke, 
Ellen  E.   Burns, 
Grace  M.  Connell, 
Annie  O.  Currie, 
Annie  E.  Donovan, 
Julia  A.  Driscoll, 
Mary  A.  Flynn, 
Louise  R.  Freck, 
Mary  J.  Henry, 
Ellen  T.  Hooley, 
Marion  F.  Leighteizer, 
Helen  A.  Lennon, 
Harriet  A.  Loney, 
Marguerite  E.  Madden, 
Anna  C.  Magullion, 
Gertrude  E.  IMagullion, 
Emma  M.  McEleney, 
Elizabeth  G.  McGee, 
Nora  E.  Murphy, 
Clare  M.  O'Malley, 
Bertha  F.  Pickett, 
Edith  W.  Piper, 
Margaret  A.  Purcell, 
Maud  A.  Robertson, 


296 


APPENDIX. 


Mary  A.  Rohan, 
Mary  A.  Stretch, 
Bertha  B.  Strong, 
Elizabeth  C.  Verkampen, 
Attrude  S.  Yerxa, 
Mary  B.  York. 

DILLAWAY  SCHOOL. 

Girls. 
Sadie  Adelman, 
Christine  S.  Balfour, 
Ida  M.  F.  Bowman, 
Mary  E.  Brazil, 
Margery  D.  Brown, 
Marion  J.  Carrasco, 
Carrie  Crowell, 
Rose  A.  Curley, 
Marguerite  M.  D'Arcy, 
Hattie  E.  Davis, 
Sarah  Davis, 
Harriet  E.  Dickinson, 
Mary  J.  Donovan, 
Katherine  A.  Doolan, 
Mary  Dunn, 
Eleanor  M.  Dutton, 
Alice  C.  Eger, 
Margaret  E.  Flynn, 
Katherine  R.  Frye. 
Rosa  M.  Glossa, 
Lillian  M.,Grasser, 
Elizabeth  E.  Hammond, 
Marion  Haskin, 
Claudine  L.  Hodgman, 
Katherine  S.  Hurley, 
Maria  F.  Hynes, 
Carrie  E.  Johansen, 
Clara  M.  Keefe, 
Margaret  A.  Kilderry, 
Ada  B.  King, 
Ellen  G.  Knightly, 
Margaret  V.  Leahey, 
Irma  Lieber, 
Ethel  M.  Linscott, 
Ida  I.  Lutz, 
Mary  M.  IMcCaffrey, 
M.  Josephine  McDowell, 


Mary  McEttrick, 
Ethel  M.  Merritt, 
Jessie  M.  Moulton, 
Louise  A.  Neale, 
I.  Gertrude  Oakes, 
Agnes  E.  O'Connor, 
Emily  G.  Philpotts, 
Clara  O.  Purdy, 
Margaret  M.  Reddington, 
Hazel  C.  Remson, 
Blodwen  Roberts, 
Marion  M.  Roe, 
Marion  M.  Russell, 
Helen  C.  Schmidt, 
Susie  F.  Scott, 
Rebecca  Silverstone, 
Rose  Sklar, 
Daisie  M.  B.  Slocomb, 
Lorena  E.  Springei', 
Amelia  Slone, 
Mary  O.  Stone, 
Ellen  F.  Sweeney, 
Adel  C.  True, 
Mabel  A.  Vail, 
Mabel  M.  Webb, 
Sarah  F.  Weinberg, 

DUDLEY   SCHOOL. 

Boys. 
Robert  Abrams, 
Thomas  P.  Ayer, 
Walter  H.  Barber, 
George  W.  Barry, 
Frank  N.  E.  Berg, 
George  A.  Berry,  Jr., 
Carl  E.  Black, 
Harry  D.  Brown, 
Grover  C.  Burkhardt, 
William  J.  Burns, 
Frank  Butcher, 
James  C.  Campbell, 
George  R.  Canty, 
Walter  F.  Carley, 
Daniel  J.  Carroll, 
William  J.  Coleman, 
Charles  F.  G.  Countie, 


DIPLOMAS   OF  GEADUATION. 


297 


Patrick  H.  Coyne, 
Jacob  Davis, 
Arthur  S.  Didham, 
Daniel  J.  Donahue, 
Ralph  G.  Drew, 
William  L.  Eaton, 
Jobn  L.  Emery, 
Drury  W.  Engley, 
Hollis  L.  Engley, 
Alfred  G.  Erickson, 
Ernest  G.  Favier, 
John  J.  Flynn, 
Henry  P.  Gaffey, 
James  J.  Gannon, 
William  E.  Glossa, 
Louis  S.  Good, 
Eustace  L.  Graves, 
Louis  A.  Grimm, 
William  J.  Hanley, 
Lloyd  A.  Hechinger, 
Frederick  E.  Helmboldt, 
Patrick  Henry, 
James  J.  Hines, 
John  P.  Hurley, 
Archibald  A.  Johnston, 
Arthur  A.  Jones, 
John  J.  Kelley, 
,  Francis  J.  Krumsoheid, 
William  H.  B.  Lee, 
Daniel  A.  Madden, 
Henry  Magnusen, 
George  H.  McCaffrey, 
Charles  J.  McCarty,  Jr., 
Laiirent  A.  McLean, 
Charles  W.  Mitchell, 
Harry  Mohr, 
Joseph  Monahan, 
James  E.  Mountain, 
Thomas  M.  Nicholas, 
Everett  Noonan, 
George  G.  Peters, 
Melvin  W.  Pitman, 
J.  Harold  Purdy, 
William  F.  Quinlan, 
B.  Hallett  Sauls  man, 
Henry  Silverstone, 
William  O.  Smith, 


Albert  L.  Sprague, 
Eugene  L.  Sullivan, 
Edward  C.  Thacher, 
Frederic  S.  Walker, 
Paul  H.  Weitze, 
William  H.  J.  Wessling, 
Robert  A.  Wogan, 
F.  A.  Herman  Young. 

DWIGHT   SCHOOL. 

Boys. 
Joseph  A.  Aaron, 
Francis  L.  Anderson, 
Francis  L.  E.  Archdeacon, . 
Ulysses  S.  Burrell, 
Leo  L.  Butterfield, 
Francis  S.  G.  Duffy, 
David  Ellis, 
Franklin  C.  Everett, 
Adolph  Giesberg, 
Robert  W.  Gray,  Jr., 
Alfred  Z.  Harris, 
Thomas  A.  Holt,  Jr., 
Mark  H.  Houghton, 
Melville  L.  Hughes, 
Burney  O.  Jackson, 
Laurence  B.  Jackson, 
William  H.  J.  Kennedy, 
Frederick  L.  Lanigan, 
Frederic  W.  Learned, 
John  R.  Marshall, 
Hobart  W.  Mears, 
Francis  J.  Murray, 
Dennis  W.  O'Brien, 
Thomas  H.  Powers, 
Frank  D.  Pryor, 
Edward  B.  Riley, 
George  E.  Robinson, 
Wilfrid  M.  Robinson, 
James  J.  Roche, 
Leo  E.  Thomas, 
Richard  F.  Vance, 
Myles  A.  Walsh, 
Wallace  A.  Weeks,  Jr., 
Herbert  S.  Wilson, 
Walter  C.  J.  Winston, 
George  J.  Withington. 


298 


APPENDIX. 


EDWARD  EVERETT  SCHOOL. 

Boys. 
Walter  E.  Chessman, 
Oberlin  S.  Clark, 
James  J.  Cronin, 
Edwin  H.  Downs, 
Burton  E.  Dunham, 
William  H.  Egan, 
John  P.  Farrell, 
Thomas  F.  Farrell, 
Aaron  Feinberg, 
Harry  E.  Ferguson, 
Thomas  J,  Fox,  Jr., 
Francis  L.  Furlong, 
John  F.  Giblin, 
Carl  S.  Gray, 
Chandler  W.  Ireland, 
Albert  E.  Jobling, 
William  H.  Kleinteich, 
Patrick  F.  McDonald, 
Thomas  J.  McGrath, 
Edward  V.  McKey,  Jr., 
Charles  E.  Moody, 
Herbert  L.  Moore, 
James  E.  Munroe, 
Herman  S.  Nelke, 
Chester  H.  Norwood, 
Lester  S.  Perkins, 
David  E.  J.  Purcell, 
J.  Francis  Rich, 
Francis  J.  Riley, 
Paul  N.  Shiverick, 
Frank  N.  Terhune, 
Harlem  R.  Webber, 

Girls. 
Mary  L.  Abell, 
Frances  W.  Abercrombie, 
Jessie  H.  Abercrombie, 
Lillian  M.  Adelof, 
Florence  M.  Adler, 
Helen  C.  xVldrich, 
Mary  E.  Anderson, 
Alice  G.  Burnham, 
J.  Louise  Casey, 
Mary  V.  Casey, 


Lucy  F.  Cline, 

Emma  M.  Eichorn, 

Ruth  Evans, 

Rose  E.  Fitzgerald, 

Margaret  H.  Foster, 

Isabel  C.  Furlong, 

Winifred  L.  Gove, 

A.  Lois  Hall, 

Anna  Hannigan, 

Gertrude  Holden, 

May  E.  Hurley, 

Arita  M.  Kayes, 

Estelle  K.  Kennedy, 

May  A.  Lally, 

Helen  J.  McCormack, 

M.  Josei^hine  McGrath, 

Myra  E.  Mellen, 

I.  May  Miller, 

Bertha  Morse, 

Mary  G.  Nolan, 

Jeanne  L.  Preece, 

Dorothy  Rand, 

Edith  M.  Richmond, 

Blanche  S.  Rodday, 

Ella  E.  Ross, 

Regina  E.  J.  Sallaway, 

Ida  M.  Shipp, 

Mary  E.  Shipp, 

Eileen  D.  Slane, 

Elinor  G.  Snow, 

Florence  A.  Taber, 

Hazel  L.  Thayer, 

Marion  E.  Towle, 

Blanche  E.  Treiber, 

Gertrude  P.  Vinal, 

Bertha  M.  Wadsworth, 

Irene  M.  Wagner, 

Marie  S.  Ware, 

Alice  M.  Whalen, 

Suzanne  A.  Wunderbaldinger, 

ELIOT   SCHOOL. 

Boys. 
Benjamin  H.  Altman, 
Anthony  Angelone, 
John  A.  Badaracco, 


DIPLOMAS   OF   GRADUATIO?^. 


299 


David  Bennett, 
Samuel  E.  Berman, 
Jacob  Braff, 
Timothy  J.  Callahan, 
Joseph  J.  Canapa, 
Edward  A.  Clancey, 
Reuben  Cohen, 
Lewis  Cooper, 
John  F.  Cox, 
John  Danelovitz, 
Angelo  Dotolo, 
Joseph  H.  Driscoll, 
Jerome  J,  Dutra, 
Harry  M.  Feinsilver, 
Benjamin  H.  Finkelstein, 
Joseph  A.  Finkovitch, 
Augustus  Gardella, 
John  J.  Gaturna, 
George  Goldberg, 
John  W.  Grant, 
Louis  Greenberg, 
Benjamin  H.  Hoffman, 
William  Kaplin, 
William  Kneller, 
Michael  L.  Leonard, 
John  C.  Letteiri, 
Michael  C.  Levenson, 
Max  Levine, 
Samuel  Lipsky, 
Louis  Lofchie, 
Joseph  M.  Lubitsky, 
Joseph  L.  Martin, 
Joseph  A.  Martini, 
Alexander  G.  Milliken, 
Henry  L.  Moran, 
John  J.  Morley, 
John  J.  A.  Murphy, 
Daniel  L.  O'Connell, 
Vincent  Pote, 
Joseph  Schonfeld, 
Samuel  Schwartz, 
Jacob  Smarkowetz, 
Harry  Smolensky, 
Lewis  Solomon, 
Benjamin  Starr, 
Anthony  J.  Venscavage, 
Charles  L.  Vignali, 


James  J.  Voltz, 
Simeon  Wolf  man. 

EMERSON  SCHOOL. 

Boys. 
Arthur  J.  Allen, 
J.  Harvey  Cann, 
George  L.  Cranitch, 
Thomas  H.  Cunningham, 
Frank  Dunbar, 
John  F.  Eddy,  Jr., 
Harold  W.  Fowler, 
Allen  R.  Frederick, 
Edward  R.  Goodearl, 
Edgar  A.  Grant, 
Thomas  F.  Greene, 
Frank  E.  Harrington,  Jr., 
Thomas  Hoey, 
John  J.  Kelly, 
Lawrence  A.  Kelly, 
Frederick  A.  Lambert, 
William  A.  Lammers,  Jr., 
Joseph  J.  Langan, 
John  J.  Leehan, 
Edgar  L.  Lewis, 
Guy  R.  Lewis, 
David  Marshall, 
Hugh  A.  McClellan, 
John  J.  McClellan, 
Arthur  L.  A.  McLaughlin, 
James  A.  McPhee, 
Hugh  F.  Moran, 
Theodore  L.  Murphy, 
Harry  J.  Nelson, 
Oliver  Newcomb, 
Lester  W.  Newhouse, 
John  L.  Newman, 
Daniel  P.  Noonan,  Jr., 
Edward  J.  Norris, 
William  D.  O'Connor, 
Edmund  O'Donnell, 
Louis  A.  Roe, 
Walter  Sexton, 
Philip  H.  Sheridan, 
John  A.  Simpson, 
John  J.  Skehan, 


300 


APPENDIX. 


John  Songster, 
Stephen  C.  Sullivan, 
"Wendell  K.  Swint, 
James  E.  Waldron, 
James  J.  Walsh, 
Egbert  G.  Warren,  Jr., 
William  G.  Wells, 
Frederick  J.  Weyhe, 
T.  Frank  Young, 
Frederick  J.  Zunino, 

Girls. 

Marion  G.  Andrews, 
Carrie  E.  Barnard, 
Ethel  M.  Bates, 
Grace  E.  Battis, 
Alice  I.  Baxter, 
Juliette  M.  Booth, 
Margaret  Boothroyd, 
Florence  E.  Burk, 
Adeline  L.  Call, 
Ethelyn  L.  Ciarlo, 
Pearl  H,  Coffin, 
Louisa  F.  Corson, 
Helen  Daltry, 
Emma  L.  Deming, 
Theresa  M.  Fogarty, 
May  Eraser, 
Sarah  A.  Goodearl, 
Caroline  E.  Hines, 
Susie  Holland, 
Eva  E.  G.  Howard, 
Lena  Kupferman, 
Christina  Liden, 
Cora  E.  I.  Logan, 
Mary  A.  McGovern, 
Loretta  M.  McLaughlin, 
Mary  A.  McLaughlin, 
Geraldine  M.  McLean, 
Margaret  McLoughlin, 
Ella  L.  Murray, 
Helen  B.  O'Donnell, 
Lillian  E.  Organ, 
Margaret  E.  Pierpont, 
Eugenia  M.  Prior, 
Josephine  C.  Queenen, 
Eose  B.  Quirollo, 


Mary  L.  Raftery, 
Mary  F.  Roach, 
Norma  W.  Saunders, 
Mary  T.  Sexton, 
Ethel  M.  Shannon, 
Mary  T.  Shine, 
Flora  M.  Shorley, 
Mabelle  E.  Sias, 
Alice  A.  Stone, 
Mabel  L.  Tosi, 
Frances  Trainor, 
Jennie  Warren, 
Sadie  A.  Warren, 
Ethel  E.  Wentworth, 
Ethel  G.  Whitehouse, 
Ella  V.  Williams, 
Lillian  E.  Woodley, 
Charlotte  M.  Yeomans. 

EVERETT  SCHOOL. 

Girls. 
Delia  M.  Ackerman, 
Cora  I.  Allen, 
Ellen  G.  Aylott, 
Margaret  I.  Barbour, 
Ellen  A.  Barry, 
Marjorie  S.  Bigelow, 
Laura  F.  Blaisdell, 
Lucy  C,  Burke, 
Elizabeth  M.  Calnan, 
Catharine  A.  Canavan, 
Elizabeth  A.  V.  Clarkson, 
Pauline  F.  Cohen, 
Rose  A.  Corrigan, 
Helen  M.  Curran, 
Katherine  T.  Daily, 
Mary  E.  Daly, 
Josephine  M.  E.  Dennison, 
Louisa  De  Young, 
Annie  E.  I.  Dixon, 
Catherine  A.  Donovan, 
Agnes  B.  Doyle, 
Mabel  A.  Emmons, 
Norma  Fenno, 
Teresa  Finlay, 
Helena  L.  Fitzgerald, 


DIPLOMAS   OF   GRADUATION. 


301 


Maud  E.  Gilmour, 
Jennette  Gold, 
Hortensia  C.  Gordon, 
Edna  R.  Grant, 
Millie  F.  Heintz, 
Anna  M.  A.  Hetlierington, 
May  L.  Houghton, 
Clarine  P.  Howarth, 
Ida  Kirkpatrick, 
Alice  M.  Knapton, 
Marion  Lane, 
Ida  j\r.  Leavitt, 
Mary  F.  Leear, 
Blanche  M.  Logan, 
Marie  T.  L'Orage, 
Emma  F.  Low, 
Florence  Macaulay, 
Anna  M.  L.  McGuire, 
Fannie  F.  Mendelsohn, 
Marion  E.  Mooney, 
Maude  M.  Moore, 
Nora  A.  Morley, 
Mary  A.  Morrissey, 
Blanche  E.  Morrison, 
Ada  E.  Murch, 
Alice  E.  M.  Murphy, 
Florence  A.  O'Brien, 
Margaret  M.  V.  O'Reilly, 
Katherine  M.  Patrick, 
Lillian  S.  Perry, 
Irene  E.  Powers, 
Marie  E.  Redmond, 
Blanche  W.  Robinson, 
Ella  A.  Sampson, 
Bessie  Shapiro, 
Anna  A.  Shay, 
Florence  A.  Slattery, 
Estelle  F.  Thompson, 
Frances  M.  Thompson, 
Florence  M.  Tierney, 
R.  Blanche  Urquhart, 
Dora  D.  Vinick, 
Margaret  G.  Walsh, 
Anna  M.  Williams, 
Lillian  M.  Williams. 


FRANKLIN    SCHOOL. 

Girls. 
Sophia  Askowith, 
Gertrude  Ayer, 
Augusta  Barnett, 
May  D.  Benzaquin, 
Augusta  E.  Bernstein, 
Bessie  E.  Blaii-, 
Rosa  A.  Boraks, 
Eva  A.  Bradford, 
Katharine  E.  G.  Brennen, 
Gertrude  K.  Calnan, 
Katharine  A.  Clariety, 
Anna  E.  Cohen, 
Ellen  T.  Collins, 
Lillian  M.  Condon, 
Christina  Copenhagen, 
Ethel  S.  Coy, 
Sarah  C.  Coy, 
Josephine  G.  Crowley, 
Mary  Crowley, 
Mary  A.  Curran, 
Sadie  Daniels, 
Sarah  E.  Dee, 
Mary  T.  Donahue, 
Elizabeth  M.  Fitzgerald, 
Catherine  T.  C.  Flynn, 
Emma  L.  Frederick, 
Rebecca  Freeman, 
Ethel  E.  Furman, 
Sarah  S.  Givner, 
Ida  Goldstein, 
M.  Lillian  Greenleaf, 
Rena  F.  Hadaway, 
Rose  E.  Hall, 
Katherine  J.  Hayes, 
Pearl  M.  Horslin, 
Madeline  A.  Hosea, 
Ethel  L.  Hurwitch, 
Edna  S.  Johnson, 
Minnie  Kaplan, 
Grace  L.  Keane, 
Margaret  A.  Kelliher, 
Marcella  King, 
Alice  A.  Kingston, 
Amy  E.  Levy, 


302 


APPENDIX. 


Bella  Lewinson, 
Nettie  M.  Lotto, 
Mary  A.  Mahoney, 
Adelaide  A.  Mayo, 
Caroline  McAloon, 
Alice  I.  J.  McDonald, 
Ella  M.  E.  McGoldrick, 
Mary  E.  C.  Minihan, 
Georgedna  Moore, 
Marion  G.  Morrison, 
S.  Gertrude  Murphy, 
Mary  E.  O'Brien, 
Fannie  M.  Palais, 
Helga  B.  Pederson, 
Elizabeth  F.  G.  Pierce, 
Margaret  G.  Keilly, 
Grace  E.  Riley, 
Mary  F.  Rooney, 
Rose  H.  Rosen, 
Maude  Rourke, 
Frederica  Shanks, 
Esther  B.  Shuffler, 
Ruby  F.  Steele, 
Ellen  A.  Sullivan, 
Mary  A.  Sullivan, 
Clara  B.  Taylor, 
Sophia  Tobin, 
Marie  C.  Wennerberg, 
Maud  M.  Wilbur, 
Henrietta  M.  Williams, 
Gladys  E.  Wilson. 

FROTHINGHAM     SCHOOL. 

Boys. 
George  F.  Brady, 
Thomas  L.  Buckley, 
William  H.  Costello, 
Daniel  J.  Crowley, 
Charles  P.  Doherty, 
Thomas  F.  Fitzpatrick, 
Edward  L.  Hefron, 
Martin  J.  Johnson, 
Paul  H.  Keating, 
Michael  F.  Kelleher, 
John  J.  Kyle, 
Thomas  F.  Lynch, 


William  T.  McCracken, 
Alfred  E.  Mills, 
Leo  L.  Morgan, 
James  M.  O'Hara, 
John  J.  O'Hara, 
James  R.  Regan, 
William  H.  Regan, 
Henry  B.  Roche, 
Daniel  J.  Smith, 
Samuel  Smith. 

Girls. 
Elizabeth  A.  Ahern, 
Mary  E.  Bockelmann, 
Mary  M.  Boland, 
Helen  E.  Brady, 
Annie  G.  Clancy, 
Julia  M.  Cooney, 
Mary  J.  Cotter, 
Celia  E.  Crowley, 
Sarah  F.  Doherty, 
Charlotte  M.  Dooley, 
Alice  S.  Doran, 
Blanche  G.  Edes, 
Agnes  E.  Gorman, 
Margaret  F.  Greene, 
Mildred  R.  Hefron, 
Rose  K.  Hener, 
Mary  C.  Koran, 
Helen  G.  Hurley, 
Mary  L.  Kelley, 
Margaret  F.  Kenefick, 
Margaret  M.  Muir, 
Anne  G.  Murphy, 
Annie  J.  O'Connor, 
Florence  C,  Rourke, 
Bertha  M.  Schoenherr, 
May  F.  Sharkey, 
Elizabeth  A.  Smith, 
A.  Frances  Swan. 

GASTON  SCHOOL. 

Girls. 
Adelaide  Andrews, 
Eliza  Ballam, 
Mabel  R.  Bartlett, 


DIPLOMAS   OF   GRADUATION. 


303 


Spray  E.  Bartlett, 
Clara  M.  Bayers, 
Mary  E.  Bixby, 
Alice  H.  Brennick, 
Matilda  Bronkhorst, 
Carrie  E.  Brown, 
Catherine  G.  Buckley, 
Mary  A.  Casey, 
Anna  M.  Chance, 
Ethel  B.  Churchill, 
Helen  T.  Cochrane, 
Alice  B.  Coholan, 
Alice  G.  Collins, 
Emily  W.  Collins, 
Delia  M.  Coneys, 
Mary  A.  Connell, 
Frances  G.  Constien, 
Marion  Corvill, 
Jennie  A.  Crane, 
M.  Gertrude  Dealy, 
Alice  M.  DeWard, 
Frances  M.  Douegan, 
Anna  A.  Donovan, 
Gladys  A.  Drake, 
Marion  T.  Drake, 
M.  Isabel  Driscoll, 
Ruth  B.  Ellms, 
Florence  Emery, 
Judith  A.  Erickson, 
Josephine  C.  Farrell, 
Jennie  Finlay, 
Grace  L.  Fitzgerald, 
Florence  L.  Freethey, 
Anna  J.  Galvin, 
Marjorie  H.  Garrood, 
Ella  M.  Garvin, 
Blanche  I.  Gerhardt, 
Minnie  L.  Green, 
Gertrude  L.  Gunn, 
Anna  H.  Hasse, 
Ella  M.  Hebberd, 
Edith  M.  Heyer, 
Marion  L.  Holman, 
Mary  L.  C.  Holmes, 
Elsie  Hormel, 
Isabel  M.  Johnson, 
Geraldine  C.  Johnstone, 


Lillian  K.  Kuhlman, 
Elizabeth  J.  Levis, 
Margaret  J.  Lindsey, 
Helen  K.  Loughlin, 
Mary  J.  Lynch, 
Elizabeth  K.  Madden, 
Helen  S.  A.  Mahoney, 
Mary  A.  Manning, 
Annie  E.  Martin, 
Ellen  J.  Matthew^s, 
Alice  M.  McCarthy, 
Caroline  H.  McCarthy, 
Alice  G.  McCool, 
M.  Gertrude  McDonald, 
M.  Isabel  McDonald, 
Elizabeth  M.  Mclnness, 
Elizabeth  R.  Mcintosh, 
Emily  M.  McKean, 
Jessie  B.  McKean, 
Lucy  A.  McLaughlin, 
Bessie  P.  Miller. 
Mary  E.  Mullen, 
Mary  E.  G.  Murphy, 
Mildred  E.  Newcomb, 
Marion  M.  Parker, 
Sarah  Pragoff, 
Charlotte  Roulston, 
Mary  E.  Rush, 
Ethel  M.  Smith, 
Mildred  A.  Snow, 
Elizabeth  M.  Spratt, 
Mary  F.  G.  Stedman, 
Rosie  Stokinger, 
Ethel  M.  Thompson, 
Ruth  C.  G.  Twomey, 
Bessie  Van  Emden, 
Lotta  C.  Wardwell, 
A.  Gertrude  Watt, 
S.  Mabel  Whitehill, 
Winifred  Williamson, 
Riith  E.  Wiseman, 
Maud  C.  Young. 

GEORGE   PUTNAM  SCHOOL, 

Boys. 
Clyde  L.  Bennett, 
Samuel  Berne, 


304 


APPENDIX. 


Frederick  A.  Beyer, 
Herman  F.  Beyer,  Jr., 
William  J.  Burns, 
Leo  J.  Byrnes, 
George  H.  Cook,  Jr., 
George  W.  Deane, 
James  F.  Jesso, 
Sumner  N.  Mills, 
Emil  Nagel, 
Francis  B.  O'Neil, 
Alexander  Paegle, 
S.  Joseph  Rogers, 
Ernest  Rowe, 
Arthur  II.  Stone, 
John  J.  Sullivan, 
Harry  B.  Therio, 
Herman  C.  Windhorn. 

Girl.'i. 
Harriet  L.  Armstrong, 
Florence  K.  Babcock, 
Emily  K.  Behan, 
H.  Estelle  De  Costa, 
Katharine  French, 
Maude  I.  Grover, 
Marguerite  S.  Guinan, 
Caroline  E.  Hackebarth, 
Anna  Krebs, 
Marguerite  E.  Landers, 
Katherine  F.  Lynch, 
Grace  G,  Masters, 
Marion  A.  McCann, 
Elsie  M.  McWilliams, 
Joan  C.  Perry, 
Ruth  N.  Phillip, 
Emma  B.  Plummer, 
Helen  C.  Roche, 
Emma  E.  Rothenburg, 
Catherine  A.  Sproul, 
Mary  E.  White. 

GILBERT   STUART  SCHOOL. 

Boys. 
Harry  W.  Bauch, 
Arthur  W.  Baumeister, 
Clifton  A.  Beck, 


Joseph  F.  Brady, 
Harry  B.  Carter, 
Albert  W.  Crowell, 
Joseph  W.  Crump, 
John  J.  Donlan, 
Daniel  J.  Donohue, 
Harold  M.  Drown, 
Charles  J.  Ego, 
William  P.  Fahey, 
Joseph  G.  Gormley, 
George  Jones, 
John  L.  Mahan, 
William  E.  Martin, 
Harry  J.  Montague, 
William  W.  O'Connell, 
James  F.  O'Neil, 
Frederick  J.  Soule, 
Leo  V.  Sullivan, 
Frank  M.  Taylor, 
William  J-.  Thatcher, 
Josiah  M.  Tvi'ombly, 
Richard  R.  Walsh. 

Girls. 
Jean  Campbell, 
Rose  E.  Carroll, 
Diana  M.  Constable, 
Amy  E.  Crafts, 
Elizabeth  J.  Donahue, 
Florence  D.  Elkins, 
Margaret  E.  Elkins, 
Mary  G.  Faulkner, 
Nellie  J.  Hall, 
Florence  M.  Korb, 
Florence  S.  Licht, 
Alice  L.  McGrath, 
Jennie  M.  Mosher, 
M.  Alice  Murdock, 
Elizabeth  M.  Norton, 
Frances  P.  Riley, 
Clara  G.  Rogers, 
Florence  E.  Sill, 
Clara  W.  Thayer. 
Bertha  F.  Walsh, 
Olive  G.  Ward, 
Florence  L.  Waugh, 
Ethel  D.  White, 


DIPLOMAS   OF  GRADUATION. 


305 


Margaret  E.  Wild, 
Marion  O.  Wood. 

HANCOCK  SCHOOL. 

Girls. 
Rebecca  All  man, 
Sarah  E.  Byer, 
Angelina  F.  Caggiano, 
Adelina  R.  De  Rosa, 
Elizabeth  F.  Doherty, 
Ida  Finkelstein, 
Annie  L.  Ginsburg, 
Ethel  Goldberg, 
Gertrude  S.  Goldstein, 
Mary  Goldstein, 
Ida  Klebenov, 
Fannie  G.  Levine, 
Mary  Lippa, 
Gertrude  M.  Mayburg, 
Anna  V.  Norgren, 
Sarah  Rogers, 
Celia  Rosenberg, 
Rebecca  Rovit, 
Rebecca  Rubinovitz, 
Ida  Sedersky, 
Dora  Warsofsky, 
Sarah  F.  White, 

HARVARD  SCHOOL. 

Boys. 
Dennis  L.  Barry, 
Thomas  J.  Carleton, 
Thomas  F.  Cass, 
Ambrose  B.  Colbert, 
John  J.  Donahue, 
Frank  J.  Furie, 
George  A.  Hassett, 
Joseph  E.  Hickey, 
John  L.  Horrigan, 
Albert  W.  Knights, 
Matthew  A.  Maraghy, 
Henry  V.  McCormick, 
Edward  P.  McEleney, 
Charles  P.  McGinniss, 
Albert  W.  Patten, 


William  H.  Ross, 
Thomas  W.  Steele, 
Lindsay  F.  Vallee, 
Joseph  B.  Ward, 
William  A.  Woods. 

Girls. 
Mary  F.  Borges, 
Catherine  M.  Cassidy, 
Mary  P.  Clark, 
Margaret  E.  Conlon, 
Margaret  G.  Curren, 
Eliza  M.  Denton, 
Mary  E.  Dillon, 
Eva  V.  Doherty, 
Nora  L.  Downey, 
Agnes  M.  Finn, 
Alice  W.  Gillooly, 
Grace  A.  Greene, 
Honora  A.  Horgau, 
Elizabeth  F.  Joyce, 
Helen  L.  Keeley, 
Anna  C.  Kelly, 
Nora  F.  McCabe, 
Katherine  V.  McNulty, 
Mary  E.  A.  Murphy, 
Alice  A.  Murray, 
Katherine  A.  Murray, 
Frances  B.  Mullen, 
Catherine  C.  Nixon, 
Helena  A.  Ryan, 
Mary  C.  Sullivan, 
Bernice  O.  Taft, 
Frances  E.  Taft, 
Margaret  M.  Tegan, 
Edna  B.  Thompson, 
Annie  M.  Tiernan, 
Catherine  A.  Walsh, 
Eva  F.  Wyman. 

HENRY    L.    PIERCE    SCHOOL. 

Boys. 
Fred  P.  Abbott, 
Cornelius  F.  Abrams, 
Kenneth  F.  Adams, 
James  Barrett, 


306 


APPENDIX. 


Louis  D,  B.  Blanchard, 
Walter  E.  Bowen, 
John  B.  Brown, 
W.  J.  Irving  Brown, 
Gordon  H.  Bryant, 
William  H.  Campbell, 
Chester  A.  Chabot, 
Whitman  Chaffee, 
Bernt  W.  Chell, 
Maurice  G.  Clark, 
Willis  W.  Clark, 
Hubert  P.  Colton, 
Joseph  Compton, 
Arthur  E.  Conant, 
E.  Reed  Copp, 
J.  Roy  Cottam, 
William  J.  Delano,  Jr., 
Theodore  P.  Donahoe, 
Joseph  A.  DriscollJ  Jr., 
Cleon  W.  Estabrook, 
Raymond  D.  Fales, 
Ralph  O.  Fenton, 
Daniel  E.  Fitzgerald, 
Preston  D.  Fogg, 
Osborne  K.  Follansbee, 
Paul  J.  Franklin, 
Thomas  Gillespie, 
Edward  Goldberg, 
Harold  M.  Hallett, 
Albert  H.  Hayes, 
Albert  S.  Haynes,  Jr., 
Leroy  C.  Hodge, 
Henry  M.  Joy, 
Samuel  S.  Kershaw, 
Lloyd  W.  Knight, 
Frank  H.  Koenig, 
Edward  W.  Kohler, 
Gordon  H.  Litchfield, 
Charles  W.  Lord, 
Harold  I.  Moody, 
Leo  F.  Morin, 
Arthur  Murphy, 
George  D.  Murray, 
Frank  W.  Partsch, 
John  Perry, 
Charles  J.  Pretat, 
John  Regan,  Jr., 


Forrest  W.  Rollins, 
Henry  R.  Sargent, 
Harry  Schuerfeld, 
Harold  T.  N.  Smith, 
George  F.  Spillane, 
Ralph  H.  Taylor, 
Frederick  G.  Tessin, 
Joseph  L.  Thacher, 
Henry  D.  Wares, 
Charles  F.  Watson, 
Frederick  N.  Weaver, 
Charles  J.  White, 
Fred  W.  Whittaker. 

Girls. 

Ella  F.  Adams, 
Gertrude  A.  Alexander, 
Edna  A.  Beattie, 
Laura  V.  Beattie, 
Annie  H.  Bernau, 
Gladys  H.  Blanchard, 
Faustine  C.  Brackett, 
Hilda  M.  Brown, 
Mary  I.  Coleman, 
Cecil  Cottle, 
Hattie  F.  Cromwell, 
Maud  A.  Cruikshank, 
Mabel  E.  Daly, 
Delia  Darcy, 
Marie  A.  Dawe, 
Edna  B.  Dodge, 
Sarah  L.  Frohock, 
Bertha  C.  Glass, 
Cecilia  Gleeson, 
Pauline  F.  Hall, 
Sarah  Hughes, 
Ruth  Johnson, 
Belle  Kohler, 
Sadie  Lazarus, 
M.  Rosamond  Linnehan, 
Ethelyn  M.  Marr, 
Mary  E.  McCreedy, 
Gertrude  McMahon, 
Ellen  P.  Moxon, 
Florence  M.  O'Donnell, 
Marion  F.  Orr, 
Florence  Pennington, 


DIPLOMAS   OF   GRADUATION. 


307 


Mildred  Peyser, 
Rachel  Pierce, 
Gladys  W.  Pontifex, 
Agnes  L.  Prendergast, 
Ethel  D.  Roulston, 
Alfrida  C.  Sandberg, 
Grace  P.  Simonds, 
Ruth  Stickney, 
Marguerite  Sullivan, 
Maud  B.  Tewksbury, 
Elsie  M.  Thayer, 
Alice  L.  Thomas, 
Charlotte  B.  Tice, 
Marguerite  L.  Tice, 
Julia  K.  Tighe, 
Louise  R.  Ufford, 
Matilda  Vance, 
Blanche  A.  Vandewart, 
Nannie  C.  Walden, 
Beatrice  West, 
Mary  E.  Wogan. 

HUGH    O'BRIEN    SCHOOL. 

Boi/s. 
Joseph  A.  Bell, 
Charles  S.  Breassole, 
George  H.  Breassole, 
Increase  N.  Clark, 
John  H.  Connery, 
Frank  A.  DolofE, 
James  W.  Donovan, 
James  H.  Downey, 
Joseph  L.  Downey, 
John  A.  Doyle, 
Richard  P.  Duffley, 
George  P.  Dugan, 
Robert  L.  Fitzpatrick, 
Charles  F.  Flynn, 
Ciiarles  P.  Foyer, 
George  W.  Gallagher, 
George  F.  Gill, 
Roger  J.  Guthrie, 
Walter  E.  Hammett, 
Ralph  F.  Hardy, 
Frank  A.  Haynes, 
Arthur  W.  Hunt, 


G.  Ivar  D.  Johnson, 
Frank  L.  A.  LaPIante, 
Henry  D.  Leary, 
Ralph  C.  F.  Loker, 
C.  Herman  F.  Lowe, 
Francis  A.  McDonald, 
Guido  E.  Minuitti, 
Maurice  F.  Murphy, 
Charles  L.  Parker, 
Clifford  M.  Phipps, 
Augustus  J.  Regan, 
Joseph  J.  Reidy, 
Harold  A.  Reynolds, 
Ambrose  A.  Riley, 
Anthony  C.  Saylor, 
Nathan  I.  Sharfman, 
Frederick  W.  Whitman, 
Ralph  B.  H.  Whitman, 
William  F.  Whittier, 
Arthur  S.  Williams, 
Frederick  A.  Williams,  Jr. 
Samuel  A.  G.  Worcester. 

Girls. 
Mary  E.  Anderson, 
Annie  Arnott, 
Viola  L.  Beal, 
Annie  E.  Bennett, 
Annie  M.  Berkman, 
Rosella  V.  Bishop, 
Mary  F.  Bruce, 
Mary  E.  Congdon, 
Nora  W.  Crehan, 
Esther  A.  Creney, 
Edith  M.  Crowe, 
Evelyn  G.  Dimmock, 
Catherine  E.  Doherty, 
Gertrude  M.  Fraher, 
Lydia  M.  Froom, 
Emily  A.  Fuller, 
Helen  J.  Gallagher, 
Mary  E.  Hanrahan, 
Bertha  L.  Healey, 
Helen  L.  Hendry, 
Edna  E.  Hussey, 
Mabel  A.  Jones, 
Catherine  A.  Kenney, 


308 


APPENDIX. 


Sadie  M.  Lawless, 
Mary  J.  Le  Cavalier, 
Emily  A.  Lord, 
E.  Maud  MacKenzie, 
Viola  A.  MacQuarrie, 
Pearl  E.  McColl, 
Alice  E.  McDonald, 
Sarah  A.  Montgomery, 
Maud  L.  Mugridge, 
Flaurence  L.  Murphy, 
Hazel  N.  Pierce, 
Elizabeth  A.  Redihough, 
E.  Frances  Keidy, 
Florence  V.  Sheridan, 
Florence  E.  Tombs, 
Helen  K.  Walsh, 
Blanche  F.  Weil, 
Regina  E.  Weiler, 
Lillian  A.  A.  Williams. 

HYDE  SCHOOL. 

Girls. 
Emma  Barkley, 
Hilda  A.  Baude, 
Marion  A.  Benton, 
Laura  F.  Boden, 
Alice  R.  Brust, 
Pauline  V.  Burns, 
Francesca  I.  Chaffee, 
Florence  M.  Clapham, 
Annie  H.  Cohen, 
Ellen  T.  Connors, 
Annie  Daly, 
Leah  E.  Giroux, 
Annie  L.  Graham, 
Agnes  L.  Hagerty, 
Charlotte  L.  Hausman, 
Ellen  C.  Hayes, 
Dorothy  Horan, 
Gertrude  Martin, 
Mary  L.  McCarthy, 
Mary  E.  Melia, 
Amelia  Murphy, 
Helen  G.  Murphy, 
Katherine  G.  Murphy, 
Margaret  L.  Murphy, 


Olga  W.  Olson, 
G.  Pearl  Palmer, 
Ida  Pollack, 
Kate  Pollack, 
Elizabeth  G.  Ross, 
Mary  H.  Schafer, 
Catherine  C.  Shannon, 
Katherine  F.  Shannon, 
Isabella  Sheinwald, 
Helena  A.  Stevens, 
Laura  Stewart, 
Mary  F.  Teagin, 
Ellen  Thorell, 
Christina  M.  Ward, 
Viola  M.  Ware, 
Xenia  V.  Weye, 
Ethel  M.  Wilson, 
Julia  R.  Zaugg. 

JOHN  A.  ANDREW  SCHOOL. 

Boys. 
Cornelius  A.  Batts, 
Francis  A.  Casey, 
James  S.  Cavanagh, 
John  M.  B.  Curley, 
David  J.  Curtin, 
Francis  A.  Cochran, 
Edward  J.  Cummings, 
Edward  J.  J.  Driscoll, 
Thomas  F.  Farmer, 
James  M.  Flynn, 
Henry  J.  Foley, 
Charles  D.  Graves, 
Alfred  L.  Lynch, 
A.  Irving  McDougall, 
John  J.  Moriarty, 
John  F.  Murphy,  Jr., 
Llewellyn  A.  Sands, 
Ernest  J.  Schworm, 
George  C.  A.  Shea, 
Edward  F.  Williams. 

Girls. 
INlary  J.  Bradley, 
Mary  G.  Bransfield, 
Laura  M.  Cantwell, 


DIPLOMAS   OF   GRADUATION. 


309 


Ethel  M.  F.  Carey, 
Ida  R.  A.  Gorman, 
Margaret  A.  Farmer, 
Anna  M.  Fenton, 
Florence  A.  Hallenbrook, 
Margaret  C.  Hamilton, 
Sarah  J,JIogarth, 
Mary  G.  Hurley, 
Anna  M.  Tefsky, 
Ida  B.  Jones, 
Elizabeth  V.  Kennedy, 
Ida  M.  Koss, 
Mary  G.  Learj'^, 
Amelia  E.  Lindbohm, 
Pearl  H.  Massie, 
Lois  M.  McCordick, 
Margaret  Merriam, 
Mary  J.  Mikolajewska, 
Ella  G.  Molloy, 
Ada  I.  Nickerson, 
Estella  L.  Nilson, 
Annie  T.  O'Connell, 
Margaret  M.  Peard, 
Elva  P.  Peters, 
Lillian  S.  Spratt, 
Agnes  E.  Sweeney, 
Margaret  E.  Ward, 
Ellen  H.  V.  Wassmouth, 
Annie  P.  Whiteley, 
Leola  B.  Wiles, 
Sarah  F.  Young, 

LAWRENCE  SCHOOL. 

Boys. 
Frank  Aicardi, 
James  J.  Ambrose, 
William  P.  Barry, 
Thomas  V.  Bigildy, 
Alban  A.  Callahan, 
Arthur  J.  Calnan, 
John  M.  Clougherty, 
John  F.  Cogan, 
George  I.  Connolly, 
Joseph  F.  Daly, 
James  J.  V.  Donovan, 
John  G.  A.  Downing, 


Frank  X.  Doyle, 
Charles  V.  Dugan, 
Michael  J.  A.  Englisli, 
John  F.  Fitzgerald, 
Daniel  J.  Flynn, 
James  J.  Foley, 
Leo  A.  Foley, 
Edward  N.  Galeano, 
Francis  J.  Galeano, 
John  P.  Haberlin, 
Louis  C.  F.  W.  Ilaeffner, 
William  H.  Hayes, 
William  J.  Hughes, 
Israel  Leviton, 
John  A.  Lonergan, 
George  Lusardi, 
Peter  F.  Lydon, 
Peter  J.  McDonough, 
Bernard  F.  McGann, 
John  J.  McSweeney, 
John  J.  Molloy, 
Thomas  P.  Molloy, 
Edward  J.  Morris, 
Martin  F.  Mulkern, 
Frank  J.  Murphy, 
Frank  V.  Murphy, 
Leo  W.  J.  Murphy, 
Richard  H.  A.  Nagle, 
Norman  D.  Nechotovich, 
John  J.  Nee, 
Francis  J.  O'Bryan, 
Edward  A.  Page, 
Patrick  F.  Quinn, 
David  F.  Reynolds,  « 
John  A.  Romeo, 
Richard  J.  Sheehan, 
Frank  J.  Sullivan, 
William  L.  Threadgold. 

LEWIS   SCHOOL. 

Boya. 
Harold  S.  Barbour, 
Lawrence  A.  Bowles, 
Albert  E.  C.  Carpenter, 
Daniel  F.  Clifford, 
John  W.  Curley, 


310 


APPENDIX. 


William  J.  Curley, 
Grover  B.  Daniels, 
Frederick  E.  deVeer, 
Roy  W.  Draper, 
Gerald  P.  Drisko, 
Richard  C.  English, 
Charles  T.  Farren, 
John  J.  Ferris, 
Joseph  N.  French, 
James  A.  Gardner, 
Frank  T.  Grimm, 
Theron  D.  Harris, 
Rodney  L.  Jones, 
Israel  Kamber, 
Augustus  H.  Kaufman, 
Murray  M.  Kelly, 
Chester  K.  Lambert, 
Joseph  Lipson, 
John  M.  Lund, 
Harold  McKenna, 
Hugh  P.  McNally,  Jr., 
Charles  P.  Messenger, 
Lawrence  G.  Odell, 
Rufus  A.  Pearson, 
John  A.  Quinn, 
Earl  P.  Rand, 
Harvey  W.  Rines, 
Charles  E.  Savell, 
Benjamin  F.  ychreiber, 
Elias  M.  Schreiber, 
Arthur  J.  Sheehan, 
Dennis  F.  Sheehan,  Jr., 
Edward  P.  Sheehan, 
Joseph  W.  Sheehan, 
Osborn  P.  Stearns, 
Edward  W.  Supple, 
Harry  I.  Theall, 
C.  Arthur  Vail, 
Frederick  W.  Wagner, 
George  G.  Wanzer, 
G.  Bernard  Wyman, 
Francis  S.  Wyner. 

Girh. 
Mabel  F.  Alexander, 
Martha  E.  Alexander, 
Sehrie  Anderson, 


Helen  Appleton, 
Roze  Arthur, 
Georgiana  J.  Asheim, 
Mayblossom  Ayres, 
Margaret  B.  Beatley, 
Gladys  W.  Breeze, 
Elise  Burlen, 
Rachel  W.  Burlen, 
Greta  E.  Byron, 
Sarah  M.  Chase, 
Marion  Clapp, 
Mary  L.  Clifford, 
Ray  F.  Cohen, 
Helen  I.  Coyne, 
Margaret  M.  Cronin, 
Josephine  A.  D'Arcey, 
Ella  Dinner, 
Carrie  L.  Engel, 
Elizabeth  B.  Faden, 
Anna  F.  Farren, 
Olga  R.  Fishel, 
Helen  L.  Fox, 
Mildred  M.  Francis, 
Racbel  Frank, 
Elizabeth  H.  Gildei'sleeve, 
Elizabeth  I.  Ginzberg, 
Helen  L.  Good, 
Grace  A.  Goodwin, 
Mildred  A.  Greene, 
Arline  W.  Hall, 
I.  Louise  Haneborg, 
Margaret  G.  Hennessy, 
Harriet  B.  Isaacson, 
Regina  J.  Kees, 
Wilhelmine  E.  Kurtz, 
Minnie  Lipsky, 
Anna  L.  Maguire, 
Edith  E.  Margeson, 
Zoe  Miller, 
Marion  E.  Newcomb, 
Mary  E.  O'Brien, 
Rose  Popell, 
Daisy  E.  Pye, 
Isabel  V.  Reardon, 
Marguerite  A.  Rowe, 
Agnes  G.  Shea, 
Dorothy  L.  Stevens, 


DIPLOMAS   OF  GRADUATION. 


311 


Gertrude  Sullivan, 
Laura  E.  Taylor, 
Magdalen  J.  Vogel, 
Theresa  R.  Vogel, 
Florence  E.  Walkins. 

LINCOLN  SCHOOL. 

Boys. 
Harry  O.  Baker, 
Jolin  P.  Banks, 
James  F.  S.  Brodie, 
Frank  A.  Burke, 
Geoi'ge  A.  Burke, 
Martin  J.  Callahan, 
Thomas  F.  Carey, 
John  H.  Casey, 
Francis  A.  Chance, 
Frederic  L.  Cleary, 
Harry  Coorahs, 
John  M.  Dahiil, 
John  M.  Dennis, 
Daniel  A.  Doherty, 
William  V.  Flaherty, 
Frederic  A.  Gallagher, 
Frank  H.  Gill, 
George  E.  Hanson, 
James  W.  Harrington, 
Joseph  Huley, 
Taylor  G.  Jones, 
James  P.  Kent, 
Victor  P.  Klapacs, 
Charles  B.  Lander, 
Frederick  T.  Linnehan, 
George  S.  Lockhart, 
John  F.  Mahoney, 
Edward  A.  McCluskey, 
Thomas  V.  McCue, 
Edward  F.  McFaul, 
Joseph  J.  Murphy, 
Joseph  P.  O'Connor, 
J.  Gilman  Rand, 
William  A   Roach, 
Edward  J.  Schneider, 
Alfred  L.  Shea, 
Zadoc  L.  Stiles, 
John  J.  Troy, 


Edward  P.  Van  Stone, 
Arthur  M.  Wall, 
Karl  E.  White, 
Sherman  Woodward, 
Carl  G.  Zinnerstrom. 

LONGFELLOW   SCHOOL. 

Boys. 
Harry  Addison, 
Edwin  C.  Baker, 
William  E.  Barta, 
John  A.  Collins, 
Edgar  J.  Driscoll, 
James  H.  Finch,  Jr., 
Oscar  H.  Gerhardt, 
Daniel  E.  Griffin, 
Arthur  W.  Grinnell, 
Sherwin  E.  Hubbard, 
Gerald  Lally, 
Donald  R.  Maclnnis, 
Talbot  C.  Mackay, 
John  J.  Maier, 
Herman  W.  Mutz, 
Arnold  A.  Robert, 
Joseph  E.  Sager, 
George  J.  Schaefer, 
Harold  A.  Small, 
John  V.  Smith, 
Harry  B.  Topping, 
Charles  A.  Wallace, 

Girls. 
Edna  F.  Barton, 
Olive  T.  Baxter, 
Charlotte  M.  Bean, 
Helen  E.  Cellarius, 
Ada  C.  Crysler, 
Marion  L.  Cutler, 
Bertha  M.  Doell, 
Hattie  L.  Donahoe, 
Lillian  L.  Edmonds, 
Helen  Fitzpatrick, 
Laura  M.  Galle, 
Yettie  B.  Goldstein, 
Esther  M.  Hawkins, 
Mabel  E.  Houghton, 


312 


APPENDIX. 


Charlotte  Justheim, 
Marie  J.  Klemm, 
Ethel  C.  Kuhne, 
Cora  B.  Martin. 
Lillian  L.  Morrison, 
Emma  C.  Morse, 
Lucy  M.  Parkin, 
May  L.  Preston, 
Laura  A.  Rooney, 
Caroline  M.  Sherman, 
Ethel  E.  StafEord, 
Margaret  B.  Stebbins, 
Elizabeth  W.  Thomson, 
Mabel  V.  Willard, 
Ruth  L.  M.  Young. 

LOWELL   SCHOOL. 

Boys. 
Frank  A.  Bertsch, 
Samuel  I.  Blum, 
Henry  Bohnbach, 
James  A.  Brady, 
William  T.  Brandley, 
Charles  A.  Brauneis, 
Alexander  D.  Bruce, 
Richard  W.  Buttner, 
H.  Clement  Cosgrove, 
Vincent  F.  Daly, 
P.  Lawrence  Dolan, 
William  C.  Finneran, 
James  J.  Fitzgibbons, 
Edward  J.  Flynn, 
William  L.  Friary, 
Ralph  Furtado, 
George  H.  Guinan, 
Eli  Hambro, 
Louis  M.  Harney, 
Joseph  A.  Hayner, 
Edv/ard  C.  Kelly, 
Henry  Lamont, 
Philip  Lanzendorfer, 
John  H.  Leahy, 
Clarence  A.  Long, 
Arthur  K.  Lowell, 
Warren  H.  MacNaughton, 
William  A.  McPherson, 


August  Metzler, 
Alfred  J.  Moore, 
George  J.  Mullen, 
John  J.  Murray, 
August  G.  Oschwald, 
John  P.  Parkinson, 
Arno  P.  Pollak, 
John  L.  Rooney, 
Joseph  J.  Ryan, 
Joseph  E.  A.  Scanlan, 
Herman  J.  Schneider, 
Rudolph  H.  Schumann, 
Thomas  Stringer, 
Wilbert  F.  Timmins, 
John  F.  Tirrell, 
George  A.  Tyler, 
Walter  J.  Vackert, 
John  E.  Welter, 
Albert  Wittenauer, 
Herman  C.  Wittenauer. 

Girls. 
Lucy  M.  Ackels, 
Helen  A.  Ade, 
Annie  M.  Alley, 
Ida  G.  Ballou, 
Florence  M.  Bevelander, 
Nora  L.  Brown, 
Mary  E.  Burns, 
Mary  E.  Deveney, 
Gertrude  G.  M.  DeVoe, 
Maude  C.  Dix, 
Alice  M.  Donald, 
Elizabeth  Duffy, 
Anna  C.  Earley, 
*;thel  M.  Evans, 
Catherine  T.  Fitzgibbons, 
Anna  W^.  Gurke, 
Mabel  Hayes, 
Gertrude  M.  Jacobs, 
Gertrude  E.  Johnson, 
Blanche  M.  Kenty, 
Wilhelmine  E.  Kohler, 
K.  Helena  LaCoste, 
Catherine  M.  Lane, 
Frances  C.  Mahr, 
Barbara  N.  Mayer, 


DIPLOMAS   OF  GRADUATION. 


313 


Susan  H.  E.  McElroy, 
Mary  W.  McNamara, 
Anna  T.  McSlierry, 
Frances  Mooney, 
Alma  D.  Myer, 
Grace  T.  O'Donnell, 
Pauline  M.  A.  Oschwald, 
M.  Hazel  Provan, 
Lillian  A.  Schumann, 
Nora  C.  Sliea, 
Mary  A.  Sheahan, 
Rose  E.  Sweeney, 
Elsa  F.  Taubert, 
Annie  A.  Tomkinson, 
Marie  Van  Hall, 
Theresa  Vogel, 
Sophia  A.  Weener, 
Evelyn  A.  Welch, 
Bertha  C.  Wilfert, 
Adaline  Woods. 

LYMAN  SCHOOL. 

Boys. 
George  F.  Brock, 
Albert,  H.  Critchett, 
Edward  F.  Cummings, 
William  J.  Cummings, 
Fred  De  Rome, 
Frederick  T.  Dunn, 
Louis  Goldberg, 
George  H.  Hudson, 
George  S.  Jeffrey, 
John  J.  Kiley, 
Moses  Kinsky, 
Edward  L.  Lebovitz, 
Louis  S.  Nudelman, 
Daniel  L.  O'Rourke, 
Francis  L.  Queenan, 
John  J.  Schiebel, 
John  J.  Schiveree, 
Moses  R.  Segel, 
Isador  Sisonsky, 
Hugh  J.  Smith. 

Girls. 
Rose  Berman, 
Grace  D.  Bethune, 


Rosa  B.  Blacklow, 
Dora  Evarts, 
Rose  Falkson, 
Sadie  Fletcher, 
Etta  Godinski, 
Katherine  Goldman, 
Annie  Goldsmith, 
Rose  Goodman, 
Elizabeth  M.  Houghton, 
Louise  C.  Krause, 
Mabel  D.  Libby, 
Gertrude  A.  Manning, 
Mary  L.  McCormack, 
Mary  E.  McGran, 
Helen  M.  McLean, 
Ida  E.  Nelson, 
Dorothy  A.  Ross, 
Clara  M.  Sanders, 
Isabella  A.  Scott, 
Theresa  Silverman, 
Ida  J.  Simmerman, 
Annie  M.  Sullivan, 
Rachel  Sunderland, 
Anna  H.  Sylven, 
Sarah  Wallerstein, 
Louise  A.  Weigand. 
Myrtle  Williams, 

MARTIN  SCHOOL. 

Boys. 
Cornelius  G.  Ahern, 
Albert  H.  W.  Buttner, 
Henry  A.  Chase, 
Walter  A.  Cleary, 
James  C.  Dunne, 
Edward  J.  Fan  ell, 
Nathan  F.  Levy, 
Bayard  W.  Mack, 
Walter  E.  McCathern, 
William  R.  O'Connor, 
Charles  P.  Partridge, 
William  H.  Schemack, 
Henry  J.  Schmitt, 
John  J.  Slattery, 
Moses  M.  Solomon, 
Louis  C.  Thomas, 


314 


APPENDIX. 


Carl  T.  Thoner, 
John  J.  Waldron, 
Gordon  C.  Widgeon. 

Girls. 
Ida  H.  Anderson, 
Jennie  Back, 
Abigail  M.  Blake, 
Ada  Burns, 
Maria  A.  Chamberlin, 
Helen  G.  Cornell, 
Harriet  A.  Etliier, 
Antoinette  A.  Gregory, 
Bertha  W.  Jones, 
Elizabeth  M.  Keenan, 
Sarah  T.  Lamb, 
Annie  M.  Lambert, 
Alice  E.  Maguiunis, 
Lottie  S.  McCathern, 
Margaret  E.  McCoy, 
Ella  L.  O'Connor, 
Irene  M.  O'Connor, 
Eleanor  M.  Palmer, 
Sophia  E.  Popp, 
Frances  L.  Salt, 
Mary  E.  Shaughnessy, 
May  M.  Solomon, 
Katherine  Sprissler, 
Mabel  G.  Trenholm, 
Mary  G.  Waldron, 
Evelyn  A.  Wilkinson. 

MAKY    HEMENWAY    SCHOOL. 

Boys. 
John  F.  Ahern, 
Henry  K.  Aronson, 
Henry  R.  Austin, 
Edward  H.  F.  Bishop, 
Harold  L.  Bradshaw, 
Michael  A.  Cassidy, 
Herbert  W.  Clark, 
Joshua  B.  Clark, 
William  J.  Densmore, 
Hedley  S.  Dimock, 
Ralph  Dinsmore, 
Arthur  L.  Dion, 


James  L.  Donohoe, 
James  F.  Duffy, 
Foster  Farwell, 
Robert  E.  Gannon, 
William  J.  Gilbert, 
Jacob  Goldberg, 
Charles  R.  Goodyear, 
Charles  E.  Green, 
Frank  A.  Hanlon, 
Ralph  A  Holbrook, 
Charles  Keveney, 
Cameron  T.  Latter, 
John  J.  Lyons, 
Patrick  D.  Murray, 
Warren  D.  Owen, 
Charles  J.  Rieker, 
Joseph  M.  Sanderson, 
Robert  A.  Smith, 
Biasi  J.  Viafora, 
Harrison  A.  Ward, 
Ermon  Zottoli. 

Girls. 
Nellie  T.  Ahern, 
Adelaide  A.  Albrecht, 
Minnie  V.  E.  Armstrong, 
Flora  G.  Auerbach, 
Ethel  R.  Blaine, 
Bertha  M.  Campbell, 
Gertrude  M.  Clash, 
Sarah  A.  Collupy, 
Alice  M.  Conboy, 
Frances  Conboy, 
Charlotte  M.  Condon, 
Catherine  A.  Cunningham, 
Louise  F.  De  Smedt, 
Ida  A.  Drew, 
Melena  A.  Godair, 
Marjorie  C.  Graham, 
Lutie  J.  Graves, 
Rebecca  Hinckley, 
Stella  C.  Hird, 
Elizabeth  M.  Hoar, 
Mabel  G.  Hull, 
Gladys  A.  Lothrop, 
Mabel  E.  Lyman, 
Kathryn  A.  Lyons, 


DIPLOMAS   OF   GRADUATION. 


oli 


Mary  A.  McCall, 
Lillian  E.  McCarthy, 
Inez  M.  McCool, 
Margaret  A.  McDonald, 
Anna  M.  McGovern, 
Rose  A.  McLaughlin, 
Elizabeth  D.  L.  McLean, 
Louise  V.  McManus, 
Agnes  W.  McMorrow, 
Bertha  L.  Merrill, 
Anna  I.  Milligan, 
Genevieve  F.  Morgan, 
Eva  I.  Pihlkrantz, 
Maud  K.  Porter, 
Eunice  B.  Quimby, 
Eva  C.  Redhouse, 
Ethel  M.  Rogers, 
Mary  L.  Rooney, 
Frances  L.  Smith, 
Elizabeth  I.  Spargo, 
Marion  H.  Spargo, 
Mary  A.  Sullivan, 
Dorothea  S.  F.  Vial, 
Beatrice  Zottoli. 

MATHER    SCHOOL. 

Boys. 
Donald  Allen, 
James  P.  Bellevr, 
Jacob  Bergson, 
James  F.  Bowen, 
Hugh  D.  Brady, 
Thomas  J.  Brennan, 
Louis  C.  Campbell, 
Everett  W.  Clothey, 
Arthur  W.  Davidson, 
James  A.  M.  Dempsey, 
Edvrard  I.  Donahoe, 
Eugene  F.  Ferrie, 
William  J.  Flynn, 
Henry  F.  Ford, 
Henry  J.  Gallagher, 
Lawrence  C.  Glover, 
Martin  H.  Glynn, 
Henry  T.  Gorman, 
Daniel  J.  Graham, 


J.  Seely  Grant, 
Charles  P.  Haggerty, 
Francis  D.  J.  Harrigan, 
William  L.  Hickey, 
Harry  H.  Hill, 
James  P.  J.  Judge, 
John  J.  Kane, 
Charles  F.  Keenan, 
James  H.  Laughlin, 
Cornelius  F.  Leary, 
Francis  J.  Lee, 
Ray  M.  Leonard, 
Solomon  Lipschitz, 
John  E.  Long, 
Thomas  F.  Lyons, 
Charles  D.  Maguire, 
Thomas  F.  Mahan, 
William  H.  Mahan, 
John  Markiev?itz, 
William  A.  Maurer, 
Joseph  P.  McCall, 
Daniel  F.  McCormack, 
Charles  F.  McCoy, 
James  E.  McDonald, 
A.  F.  Lester  Mclnnis, 
James  M.  McKenna, 
William  A.  McKenna, 
Chester  R.  McLeod, 
Daniel  H.  McXeil, 
Carlton  M.  Merrill, 
Harry  I.  Mitchell, 
Louis  F.  Moore, 
Thomas  J.  Mulhern, 
Ambrose  M.  Murphy, 
Daniel  Murphy, 
John  F.  jSTevins, 
Thomas  J.  Nevins, 
Arthur  A.  O' Leary, 
Jeremiah  P.  O' Leary, 
John  J.  O' Leary, 
Timothy  W.  O'Leary, 
Charles  J.  Ormonde, 
Ernest  S.  Parks, 
James  H.  Quilty, 
Charles  S.  Ryan, 
Richard  H.  Sheehan, 
Theodore  H.  Simpson, 


316 


APPENDIX. 


Carl  F,  Stengel, 
Harry  C,  Thayer, 
Lawrence  J.  J.  Tierney, 
Joseph  B.  Tompkins, 
Charles  A.  Turnbull, 
Alexander  R.  Urquhart, 
Ernest  V.  Vaughan, 
Walter  E.  Vinal, 
John  J.  Wallace. 

Girls. 
Mabel  F.  Agnew, 
Ellen  G.  Allerby, 
Grace  L.  Anderson, 
Irene  M.  Anderson, 
Mary  A.  Barnes, 
Mary  C.  Barry, 
Gertrude  R.  Baybutt, 
M.  Ethel  Baybutt, 
Grace  J.  Bennett, 
Mary  G.  Bowen, 
Daisy  I.  Brown, 
Matilda  J.  V.  Cami)bell, 
Agatha  C.  Carney, 
Helen  I.  Carr, 
Winifred  R.  Cavanagh, 
Isabella  F.  Clark, 
El^en  F.  Cleveland, 
Florence  E.  Cobbett, 
Margaret  C,  Connor, 
M.  Alice  Corliss, 
Mabel  D.  Cox, 
Nora  V.  Creeden, 
Alice  M.  Cummings, 
Catherine  C.  Cummings, 
Sarah  J.  Currie, 
Elsie  M.  Curtice, 
Mary  J.  Custance, 
Elizabeth  A.  Danahy, 
Myrtle  Davidson, 
Lauretta  M.  Denning, 
Katherine  A.  Devine, 
Josephine  F.  Donovan, 
Marian  B.  Everett, 
Mary  L.  Farren, 
Annie  M.  Finnegan, 
Catherine  J.  Finnegan, 


Florence  :Sl.  Flavell, 
Catherine  J.  Forrestall, 
Mary  L.  Franklin, 
Frances  M.  Glennan, 
Mary  G.  Grey, 
Ruth  P.  Griffin, 
Elizabeth  C.  Haggerty, 
Elizabeth  G.  Hennessey, 
Jennie  V.  M.  Keenan, 
Katherine  E.  Kelley, 
Adelaide  G.  C.  Kennedy, 
Annie  M.  G.  Kenney, 
Rosalie  F.  Kernachan, 
Mary  L.  Lane, 
Mary  M.  Long, 
Julia  U.  Lynch, 
Maria  F.  May, 
Mary  G.  McAvoy, 
Mary  E.  McCrea, 
Winifred  A.  McDonnell, 
Grace  McEllaney, 
Mary  A.  McGrail, 
Annie  J.  McMahon, 
Mary  I.  McNamara, 
Mary  E.  J.  Mullin, 
Alice  G.  Needham, 
Agnes  T.  Norton, 
Josephine  A.  O'Brien, 
Helen  M.  O'Connor, 
Margaret  C.  O'Leary, 
Mary  E.  O'Neil, 
Lillian  F.  R.  Pattison, 
Ruthie  I.  Quimby, 
Helen  M.  L.  Reardon, 
Julia  E.  Reardon, 
Florence  A.  Reid, 
Anna  J".  Rein, 
Margaret  Riley, 
Josephine  M.  Ross, 
Margaret  M.  Scanlon, 
Emily  M.  Seavey, 
Louise  G.  Stanford, 
Mary  F.  Taylor, 
Lillian  Thorner, 
Margaret  L.  Whall, 
Adeline  M.  White, 
Hattie  W.  Whitehead, 


DIPLOMAS   OF   GRADUATION. 


317 


Ruth  O.  Wood, 
M.  Matilda  Woods. 

MINOT   SCHOOL. 

Boys. 
Francis  R.  Archibald, 
Andrew  J.  Barnes, 
Joseph  R.  Brady, 
Clifton  D.  Cahoon, 
Charles  B.  Dacey, 
William  B.  Delaney, 
Arthur  I.  DeLappe, 
Charles  F.  Dolan, 
George  L.  Falardeau, 
James  A.  Finigan, 
Francis  M.  Gilrain, 
Cornelius  R.  Haggerty, 
Ralph  S.  Harvey, 
Charles  R.  Hogan, 
J.  Marshall  James, 
William  S.  Leggett, 
Joseph  F.  Maloney, 
William  A.  McPherson, 
Eugene  F.  Meleedy, 
James  E.  Murphy, 
William  J.  Shea, 
Edward  F.  Stanton, 
Richard  J.  Stanton, 
Harold  A.  Whitaker. 

Girls. 
Helen  E.  Barnes, 
Emilie  C.  Burford, 
Mary  F.  Courtney, 
Mary  M.  Cronin, 
Catherine  A.  Crowley, 
Elizabeth  G.  Culnane,     • 
Annie  G.  Daley, 
Venita  E.  Hentz, 
Catherine  C.  Kelly, 
Winnifred  K.  McGrail, 
Mary  R.  Munier, 
Elizabeth  M.  Murray, 
Mary  A.  Quilty, 
Grace  E.  Rockwell, 
Hazel  L.  Ruggles, 


M.  Ethel  Stewart, 
Catherine  A.  Sullivan, 
Clara  A.  Wanecek, 
Isabelle  H.  Worcester, 
Ida  F.  Wright. 

NORCROSS  SCHOOL. 

Girls. 
Mary  C.  Berlo, 
Mary  A.  Brown, 
Elizabeth  A.  Burns, 
Mary  F.  Callahan, 
Mary  C.  Chisholm, 
Elizabeth  B.  Collins, 
Mary  F.  Connelly, 
Isabella  Cooks, 
Catherine  F.  Coughlin, 
Helen  M.  Cunningham, 
Mary  M.  Dalton, 
Helen  A.  Daly, 
Agnes  J.  Dalzell, 
Mary  E.  Doherty, 
Mary  M.  Finnegan, 
Mary  H.  Flaherty, 
Eva  E.  Fleming, 
Mary  E.  Foley, 
Margarita  H.  Foye, 
Anna  M.  Hanrahan, 
Anna  A.  Harrell, 
Mary  A.  Hoey, 
Mary  Holshanetzky, 
Annie  M.  Kaine, 
Jane  F.  Lynch, 
Helen  T.  McCue, 
Alice  C.  McDonnell 
Mary  E.  McEleney, 
Margaret  L.  McGovern, 
Helen  P.  Mealey, 
Delia  A.  Mulkern, 
Margaret  A.  Mulkern, 
Ellen  L.  Mullen, 
Catherine  V.  Murphy, 
Anna  C.  Murray, 
Lillian  B.  Newton, 
Margaret  J.  Noonan, 
Henrietta  M.  Norton, 


318 


APPENDIX. 


Mary  M.  O'Mara, 
Isabel  Petofsky, 
Etta  I.  Seeve, 
Mary  A.  Stack, 
Mary  M.  Swanson. 

PHILLIPS   SCHOOL. 

Boys. 
Max  Abrams, 
Louis  Abronovitz, 
Charles  Albert, 
Max  Albert, 
Simon  Alperin, 
William  M.  Applebaum, 
Aaron  Astrin, 
Charles  K.  Backus, 
Joseph  S.  Baker, 
Arthur  G.  Banks, 
David  S.  Barron, 
George  P.  Bell, 
Isadore  Belson, 
Harry  A.  Bixby, 
Philip  Bolonsky, 
Maurice  Brody, 
Phillips  C.  Brooks, 
Warren  F.  Brooks, 
William  F.  Brophy, 
Calmon  Burack, 
]\Iaurice  Bushner, 
Edward  B.  Cain, 
Thomas  F.  Callahan, 
Emilio  A.  Cardarelli, 
Frank  J.  Chester, 
Henry  W.  Clark, 
Samuel  Cline, 
Anthony  R.  Connor, 
Thomas  L.  Cunningham, 
Charles  M.  Doherty, 
Joseph  C.  Doran, 
Max  M.  Eilberg, 
Bernard  Finkelstein, 
David  S.  Finkelstein, 
Joseph  Friedman, 
Samuel  Gerling, 
John  R.  Goguen, 
Myer  Goldstein, 


Bernard  J.  Gorvin, 
Daniel  J.  Guiney, 
George  Harris, 
James  J.  Hayes, 
Charles  E.  Herekson, 
Thomas  E.  Holland, 
Albert  Holzman, 
Leon  S.  Hubbard, 
Frederick  M.  Keenan, 
James  E.  Kelley, 
Henry  M.  Kelty, 
Joseph  B.  Klein, 
Herman  Konowitz, 
John  W.  Lamphier, 
James  E.  Landers, 
Henry  I.  Lazarus, 
Max  Levine, 
Samuel  A.  Levine, 
Isadore  Levcin, 
Ellis  Locker, 
Joseph  A.  Lynch, 
Eugene  F.  MacAuliffe, 
Jacob  Markovitz, 
Lewis  Marshalak, 
John  A.  McKenna, 
James  J.  McSweeney, 
Samuel  J.  Meshulamy, 
Louis  C.  Miller, 
John  W.  Murphy, 
Charles  A.  Murray, 
Daniel  E.  Nickerson,  Jr., 
Abraham  I.  Nottenburg, 
Charles  H.  O'Donnell, 
Morris  Omansky, 
Jacob  Poslonsky, 
Max  Price, 
Samuel  Quinn, 
Luke  R.  Reddick,  Jr., 
George  A.  Rexford, 
John  P.  Rinn, 
Julius  Rosenthal, 
Edward  Schon, 
Abraham  A.  Shenesky, 
Harris  Sickrowsky, 
David  Siegel, 
Louis  Silverman, 
Joseph  Slepian, 


DIPLOMAS    OF   GRADUATION. 


319 


Benjamin  II.  Smith, 
David  H.  Stepansky, 
David  Stern, 
Joseph  Stone, 
Jacob  L.  Sydenberg, 
John  J.  Talbot, 
Isaac  I.  Urofsky, 
David  C.  Weiner, 
Samuel  Weinstein, 
Edward  I.  Weisberg, 
John  F.  Whalen, 
Harry  Winick, 
Jacob  Witkin, 
Louis  A.  Wolfsou, 
Philip  L.  Zarembsky. 

PHILLIPS   BROOKS  SCHOOL. 

Boys. 
Carl  E.  Allison, 
David  Barrant, 
Gordon  S.  Beal, 
Basil  F.  Brigandi, 
J.  Leslie  Brnmmett, 
William  T.  Campbell, 
James  L.  Cass, 
Harold  W.  Child, 
John  A,  Connolly,  Jr., 
Maurice  J.  Cotter, 
James  A.  Cronin, 
Paul  M.  Didriksen, 
George  F.  Dolan, 
Thomas  P.  Douglass, 
Arthur  J.  Ellis, 
Mark  Ellis, 

Humbert  F.  F.  Ferrandi, 
Moses  First, 
Arthur  E.  Garber, 
Ernest  A.  Hale, 
Joseph  R.  Handrahan, 
Ovren  F.  Hayes, 
H.  Ansel  Haynes, 
Harry  Hemmerdiuger, 
William  J.  Hemmerdinger, 
Frank  T.  Howard, 
Jesse  W.  Hoxie, 
John  T.  Johnson, 


John  A.  Kelly, 
Edward  Kenney, 
John  F.  Kirby, 
Carl  M.  Lind, 
Ira  L.  Lipp, 
Maurice  J.  Lowenberg, 
Thomas  L.  Lynch, 
Herbert  P.  McLean, 
Joseph  W.  Murray, 
Edson  H.  Nye, 
John  O'Brien, 
Ignatius  G.  O'Gorman, 
Walter  J.  O'Heran, 
William  J.  Parr, 
Richard  R.  Powers, 
Philip  W.  Prescott, 
Francis  F.  Randolph, 
James  Roche, 
Frederick  J.  Ryan, 
Moses  Shannahoffski, 
Roderick  N.  Shaw, 
Earl  E.  Silver, 
John  F.  Stanlake, 
Carl  Stucklen, 
Edward.  H.  Thompson, 
James  A.  White. 

Girls. 
Annie  L.  T.  Andem, 
Helen  P.  Bly, 
Bertha  E.  Boas, 
Laura  J.  Bradbury, 
Juanita  M.  Brown, 
Mary  C.  Callanan, 
Elsie  L.  Campbell, 
Ethel  M.  Catlin, 
Mary  M.  Coffey, 
Evangeline  Cohen, 
ISIary  L.  Connolly, 
Catherine  F.  Dacey, 
Ethel  Davenport, 
Jessie  F.  Davis, 
Annie  L.  Desmond, 
Mary  E.  Doherty, 
Rose  Drew, 
Florence  K.  Dunn, 
Bessie  G.  Eastman, 


;20 


APPENDIX. 


Edith  C.  Elliot, 
Matilda  Ellis, 
Elizabeth  Ewing, 
Anna  G.  Finn, 
Julia  First, 
Maude  S.  Fisher, 
Kate  Fitzgerald, 
Marguerite  L.  Fitzgerald, 
Lillian  A.  Gebhardt, 
Lulu  E.  Gleason, 
Mary  L,  Glidden, 
Kose  A.  Goldstein, 
Anna  Hochberg, 
Ida  A.  Holmes, 
Edith  I.  Johnston, 
Helen  Keeler, 
Adeline  B,  Keeling, 
Alice  L.  Kelley, 
Alice  K.  King, 
Alice  L.  Leonard, 
Judith  Lewis, 
Frederica  J.  Lord, 
Lillian  F.  Magrath, 
Esther  Marks, 
Alice  E.  McGough, 
Mary  L.  McKeon, 
Florence  A.  Meyer, 
Alice  A.  Murphy, 
Sarah  Nadell, 
Adeline  Neff, 
Grace  H.  O'Heran, 
Ruth  L.  Ordway, 
Helen  C.  Parmelee, 
Edythe  V.  Peacock, 
Sarah  G.  Pinansky, 
Mabel  G.  Rae, 
Julia  Ratkowsky, 
Leah  Rosenthal, 
Elizabeth  M.  Self, 
Grace  M.  Tower, 
Marguerite  D.  Tschaler, 
Alice  M.  Williams, 
Pearle  B.  Williams. 


PRESCOTT   SCHOOL. 

Boys. 

Edwin  C.  Antunes, 
George  T.  Austin, 
Edward  J.  Bartlett, 
Thomas  F.  Brickley, 
George  E.  Browne, 
William  C.  Day, 
Charles  L.  Donovan, 
Edward  Fidler, 
Merrill  H.  Field, 
Francis  P.  Fitzgerald, 
Gerald  J.  Henry, 
Joseph  E.  Kelley, 
Thomas  F.  Kinsella, 
James  H.  McGlinchy, 
James  H.  jSlicholls, 
Arthur  E.  Orne, 
John  O.  White. 

Girls. 
Grace  V.  Brown, 
Josephine  E.  Cass, 
Georgina  J.  Corbett, 
Louise  I.  Cox, 
Margaret  M.  Crowley, 
Evelyn  C.  Davies, 
Catherine  E.  Dunbar, 
Elsie  E.  Finn, 
Mary  J.  Greene, 
Ellen  V.  Hickey, 
Jennie  M.  Ingalls, 
Florence  J.  Kearney, 
Mary  E.  Kearney, 
Elizabeth  M.  Lynch, 
Helen  P.  Macgovern, 
Julia  A.  McDonald, 
Elizabeth  L.  McGonagle, 
Mary  G.  Muir, 
Katheriue  A.  Murphy, 
Margaret  E.  Ts'agle, 
Mary  F.  Xorton, 
Esther  G.  O'Brien, 
Margaret  H.  O'Donnell, 
Catherine  E.  O'Mara, 
Catherine  A.  Phillips, 


DIPLOMAS   OF  GRADUATION. 


321 


Theresa  E.  Rebello, 
Grace  F.  Reddy, 
Annie  C.  Shea, 
Anne  G.  Stockelberg, 
Rosealba  E.  Therien, 
Mary  L.  Welsh. 

PRINCE  SCHOOL. 

Boys. 
Albert  L.  Babcock, 
Harold  L.  Barker, 
Charles  R.  Bell, 
Edwai'd  C.  Beshgetour, 
Scott  D.  Blanchard, 
Roswell  M.  Boutwell, 
Winfred  F.  Brown, 
Thomas  H.  Cottam, 
Paul  S.  Cushman, 
William  F.  Howe,  Jr., 
Harold  N.  Lewis, 
Richard  W.  Lowther, 
Charles  F.  MacDonald, 
Philip  J.  Mayer, 
Charles  B.  McCormack, 
Reginald  Middleton, 
Harman  W.  Patterson, 
Rodolphus  Porter, 
George  A.  Priest, 
William  Quigley, 
Lawton  J.  Reed, 
Charles  W.  Robertson, 
William  C.  Simkins, 
William  H.  Southall, 
Leroy  W.  Vose, 
Paul  Whitcomb, 
Paul  F.  Wiggin. 

Girls. 
Anna  A.  Ambrose, 
Alice  D.  Blanchard, 
Mabelle  H.  Bonelli, 
Patrice  M.  Butler, 
Freda  Casson, 
Mabel  L.  Clapp, 
Eleanor  W.  Colony, 
Pauline  G.  Daggett, 


Blanche  M.  DeGarceau, 
Julia  E.  L.  Dennett, 
Madalaine  Dixon, 
Ethel  S.  Ford, 
Felicitas  B.  Freeman, 
Alpha  H.  Furley, 
Marigold  S.  Furley, 
Helen  P.  M.  Gorman, 
Florence  L.  Hamm, 
Ada  L.  Harris, 
Mary  C.  Hawkes, 
Rebecca  R.  Higgins, 
Katharine  Hinckley, 
Florence  I.  Horn, 
Alice  R.  Judkins, 
Anna  A.  Kelly, 
Mary  A.  Kelly, 
Mabel  M.  Kennedy, 
Helen  G.  G.  Kilmurry, 
Bessie  G.  Laskey, 
Susan  A.  T.  Lynch, 
Hazel  I.  Mack, 
Evangeline  B.  MacLeod, 
Gertrude  W.  Martin, 
Maude  N.  McLaughlin, 
Celia  E.  Nettleton, 
Frances  M.  Owen, 
Doris  Patterson, 
Lillian  A.  Prince, 
Frances  M.  Puttick, 
Jane  Rickelton, 
Offidelle  C.  Seaver, 
Louise  Selby, 
Katherine  L.  Smith, 
Eunice  A.  Southall, 
Robina  A.  F.  SprouU, 
Louise  I.  Tait, 
Henrietta  M.  Tombs, 
Anna  K.  Washburn, 
Madeline  R.  White, 
Charlotte  A.  WooUey, 
Katharine  I.  Wyatt, 
Florence  Wyman, 
Alice  A.  Young. 


322 


APPENDIX. 


QUINCY   SCHOOL. 

Boys. 
Joseph  F.  Bai'ker, 
Daniel  F.  Barton, 
Abraham  H.  Beyer, 
David  J.  Brickley, 
James  F.  Burke, 
John  L.  Cleary, 
Michael  A.  Coplan, 
John  F.  Crowley, 
Abraham  Davis, 
Michael  J.  Driscoll, 
Michael  J.  Farrell, 
Gaetano  P.  Filabello, 
Patrick  M.  Fitzgerald, 
Isadore  Foss, 
Louis  Goldberg, 
Harry  Goldman, 
Cornelius  A.  Guiney, 
Charles  F.  Hennessey, 
Irving  J.  Hennessey, 
Edward  J.  Hogan, 
William  J.  Kendrick, 
Harry  F.  Kowalsky, 
Simon  Krantzman, 
John  J.  Landrigan, 
Richard  H.  MacDonald, 
Christopher  J.  McCaffrey, 
Edward  F.  McNamara, 
Naaman  Menaker, 
Charles  A,  Minnis, 
Frank  D.  Orvitt, 
Andrew  Rubin, 
Hyman  Saftel, 
Benjamin  J.  Sargent, 
Henry  Schobel, 
Meyer  M.  Silverman, 
Maurice  H.  Singer, 
Charles  A.  Sullivan, 
John  F.  Sullivan, 
Joseph  M.  Wolf. 

RICE  TRAINING  SCHOOL. 

Boys. 
Albert  H.  Allen, 
Earl  F.  Audet, 


Paul  Azadian, 
Louis  I.  Barnard, 
Albert  C.  Benson, 
Harold  D.  Bornstein, 
William  J.  Burk, 
Jolm  W.  Butler, 
James  J.  Costello, 
Harry  T.  Coward, 
Joseph  A  Curran, 
Robert  C.  Davis, 
John  J.  Fanning, 
Jacob  B.  Fixler, 
William  M.  Flynn, 
Stanton  F.  Gorman, 
John  O.  Helliwell, 
Joseph  D.  Hildreth, 
Alfred  J.  Kaempf, 
James  F.  Keenan, 
Harry  B.  Knights, 
Max  A.  Lazarus, 
Frederick  H.  Linney, 
Henry  A.  Martin, 
George  I.  McLaughlin, 
Armond  C.  Morand, 
Harold  W.  Murphy, 
Scott  W.  Orr, 
Joseph  H.  Peretti, 
Nathan  Peskin, 
James  R.  Philbrook, 
James  C.  Purdy, 
Ralph  R.  Ransom, 
Stewart  R.  Robertson, 
Leon  Silbert, 
Robert  M.  Taylor, 
Harry  G.  Tehan, 
Charles  F.  Thompson, 
Hugh  A.  Tobias, 
Elmer  H.  Trow, 
Leslie  W.  Twitchell. 

ROBERT  G.  SHAW  SCHOOL. 

Boys. 
Kenneth  W.  Faunce, 
Harold  R.  Gerlach, 
Frank  T.  Gillon, 
William  A.  Hayward, 


DIPLOMAS   OF   GRADUATION. 


323 


Horace  Horton, 
Nathan  R.  Ilutcliins, 
Lawrence  T.  Kane,  Jr., 
Robert  Locke, 
Bernard  A.  McLaughlin, 
James  J.  O'Leary, 
Oscar  R,  Redonnet, 
Parker  M,  Robinson, 
William  G.  Schmidt, 
Stanley  C.  Smith, 
Arthur  R,  C.  Stanley, 
Gillis  W.  Stark, 
George  F.  Sullivan, 
John  G.  Thompson, 
George  G.  Watt. 

Girls. 
Marie  D.  Anderson, 
Corinne  C.  Blake, 
Frieda  I.  W.  Bohn, 
Marion  G.  Bourne, 
Jessie  E.  Dennett, 
Catherine  F.  Gallivan, 
Margaret  A.  Gallivan, 
Mae  A.  Gately, 
Evelj-n  S.  Grover, 
Elsie  F.  Guild, 
Estelle  MacGregor, 
Margaret  D.  Pearson, 
Ehzabeth  A.  Reardon, 
Nina  D.  Rolfe, 
Flora  A.  Schlimper, 
Mary  F.  Starke, 
Nellie  E.  Trainor, 
Hazel  F.  Whitman, 
Alice  L.  Whitney. 

ROGER   CLAP   SCHOOL. 

Boys. 
Albert  W.  Alexander, 
John  A.  Allen, 
Joseph  L.  Bandiera, 
Edward  J.  L.  Boyle, 
John  ,J.  Burley, 
Ralph  H.  Coleman, 
George  C.  Cummings, 


Joseph  A.  Cummings, 
John  J.  Daley, 
Henry  A.  Donovan, 
James  J.  Donovan, 
Chester  A.  Dunham, 
Frank  E.  Grant, 
Patrick  Green, 
Harold  M.  Gushee, 
Howard  A.  Harris, 
Walter  E.  Henry, 
Frederick  W.  Horton, 
John  W.  Hutcheson, 
Arthur  T.  Kennedy, 
Robert  F.  Lynch, 
John  H.  Madden, 
James  A.  McDonald, 
Louis  J.  McGue, 
Frank  McLaughlin, 
Johu  E.  Mockler, 
William  W.  O'Leary, 
John  C.  Powers, 
Albert  L.  Regele, 
Thomas  S.  Smith, 
James  B.  Troy. 

Girls. 
Julia  E.  Allen, 
Ethel  E.  Anderson, 
Ruby  H.  Anderson, 
Mabel  F.  Bailey, 
Josephine  M.  Bini, 
Rebecca  F.  M.  Bradley, 
Mary  E.  E.  Breen, 
Rose  A.  Breen, 
Mary  A.  Cody, 
Nellie  T.  Connor, 
Alice  J.  Doherty, 
Gertrude  A.  Eisenhauer, 
Josephine  G.  Fawcett, 
Frances  G.  Galvin, 
Angelina  M.  Georgetti, 
Genevieve  M.  Giblin, 
Josephine  A.  Hart, 
Georgiana  Hartrey, 
Alice  B.  Irwin. 
Emma  J.  Ladd, 
Margaret  M.  Mahoney, 


324 


APPENDIX. 


Alice  F.  McAfee, 
Catharine  J.  McGarry, 
Minnie  M.  McLaughlin, 
Frances  A.  Murphy, 
Signa  O.  Nelson, 
Charlotte  F.  Penney, 
Etta  R.  Piotti, 
Mae  D.  Plowman, 
Julia  G.  Roake, 
Anna  E.  Robinson, 
Marion  E.  Silva, 
Margaret  E.  Sinnett, 
Mildred  E.  Stewart, 
Edith  M.  Wallace. 

ROGER  WOLCOTT  SCHOOL. 

Boys. 
Arthur  Andersen, 
Sedley  N.  Best, 
Peter  M.  Curley, 
Bertram  E.  Eagles, 
Herbert  L.  Hebard, 
Albert  O.  Heiden, 
Jonathan  B.  Holt, 
Guy  F.  Hunter, 
Harry  F.  T.  Kemp, 
John  M.  McGann, 
Thomas  E.  MoGann, 
Howard  J.  Meadows, 
Carl  Merry, 
Leo  M.  Morton, 
Timothy  J.  O'Connor,  Jr., 
Elliot  G.  Parks, 
John  H.  Smart, 
Everett  L.  Turner. 

Girls. 
C.  Eleanor  Christensen, 
Helena  G.  Durham, 
Anna  C.  Hart, 
Mary  Hawkes, 
Olive  M.  Hull, 
Carolyn  M.  Ingalls, 
Agda  M.  Johanson, 
Edith  B.  Lansil, 
Lydia  M.  T.  Lindemann, 


Agnes  R.  Maloy, 
Nan  N.  Norton, 
Beulah  Page, 
Mildred  S.  Page, 
Harriet  M.  Scheffreen, 
Minnie  Shikes, 
Maud  Stewart, 
B.  Beatrice  Strong, 
Margaret  V.  Strong, 
Louise  M.  Stucklen, 
Sadie  F.  West, 
Edna  M.  Weston. 

SHERWIN   SCHOOL. 

Boys. 
John  H.  Anderson, 
John  Ballas, 
Carl  O.  Blaumquist, 
Percy  W.  Castelle, 
Frans  J.  C.  E.  Cedergren, 
David  S.  Cohen, 
Edward  J.  Coleman, 
Samuel  M.  Crocker, 
Abraham  Danzig, 
Francis  E.  Dinsmore, 
Frederick  L.  Doringer, 
William  E.  Francoeur, 
Napoleon  Giroux, 
Ulysses  S.  Green, 
Charles  E.  Hamilton, 
Adolph  Holzman, 
Edward  G.  Hoyt, 
Ernest  A.  Kimball, 
Frederick  Klein, 
Paul  Lamberg, 
John  Z.  Lawson, 
Meyer  Liberman, 
Arthur  W.  Ludgren, 
Robert  R.  McCaull, 
John  J.  McDade, 
John  A.  McEachern, 
William  R.  Meehan, 
Neil  D.  Morrison, 
Declan  D.  Murray, 
Harold  NeuhofE, 
William  J.  O'Keefe, 


DIPLOMAS    OF   GEADUATION. 


325 


Charles  I.  O'Neill, 
Paul  B.  Patterson, 
John  J.  Pyne, 
John  J.  Regan, 
Rolley  B.  Robinson, 
Morris  Rosenfield, 
Xathan  Satten, 
Albert  Schuabel, 
Sydney  Scheinwald, 
George  F.  Taylor, 
Peter  E.  Tenggren, 
Frank  G.  Wahlen, 
Ludwig  Wehner, 
James  J.  West, 
Marshall  White, 
Collins  E.  Whited, 

SHURTLEFF    SCHOOL. 

Girls. 
Gertrude  H.  Adams, 
Mary  E.  Barry, 
Elizabeth  A.  Bell, 
Elsie  A.  Bell, 
Mary  E,  Bell, 
Hattie  K.  Berg, 
Rose  B.  Berlo, 
Ella  A.  Boyce, 
Florence  G.  Brady, 
Bessie  M.  Broderick, 
Alice  E.  Butler, 
Annie  J.  Butler, 
Mary  F.  M.  Butler, 
Mary  E.  Casey, 
Isabelle  D.  Crockett, 
Anna  M.  Cronin, 
Ellen  G.  Dahlquist, 
Sarah  C.  Davis, 
Annie  M.  Devin, 
Josepha  11.  Donovan, 
Mary  B.  Dorcey, 
Lila  J.  Foster, 
Agnes  C.  Gallacher, 
Olivia  M.  Gavin, 
Gertrude  M.  Gowen, 
Clara  Grages, 
Gertrude  L.  Hannigan, 


Helen  K.  Harris, 
Alice  B.  Kelley, 
Mary  E.  Kelly, 
Winifred  L.  Kemp, 
Lucy  A.  Kennedy, 
Alice  E.  Mahoney, 
Clementine  L.  Martel, 
Gertrude  M.  Martin, 
Ora  M.  McDonnell, 
Alice  L.  McDonough, 
Annie  E.  McNiff, 
Theresa  A.  Mercer, 
Gladys  A.  Mills, 
Florence  A.  Mitchell, 
Anna  L.  Moran, 
Eva  M.  Mosher, 
Blanche  L.  Mowbrey, 
Annie  11.  Mullen, 
May  J.  Mullen, 
Grace  E.  Murphy, 
Josephine  V.  Murphy, 
Alice  V.  Nolan, 
Mary  L.  Nolan, 
Jeanette  A.  O'Brien, 
Louise  F.  O'Brien, 
Margaret  F.  O'Toole, 
Josephine  A.  Porter, 
Catherine  A.  Sheehan, 
Mary  M.  Sheehan, 
Anna  E.  Spillane, 
Marcia  E  Stuart, 
Caroline  G.  Sullivan, 
Esther  C.  Sutter, 
Emma  L.  Twitchell, 
Amy  V.  Wilson. 

THOMAS  N.  HART  SCHOOL. 

Boys. 
John  S.  Alpine, 
Clifford  N.  Amsden, 
Thomas  H.  Bean, 
Edwin  J.  Boynton, 
Ralph  H.  Bragden, 
Charles  C.  Buckley, 
George  J.  Byrnes, 
Chester  B.  Campbell, 


!26 


APPENDIX. 


Edward  J.  Carey, 
Joseph  C.  Carter, 
Thomas  H.  L.  Casey, 
Mark  A.  Connolly, 
Walter  J.  Corcoran, 
Joseph  S.  Desmond, 
James  R.  Donald, 
Thomas  P.  Dooley, 
Joseph  R.  Dunphy, 
Ernest  J.  A.  Engdahl, 
John  J.  Evans, 
Charles  J.  H.  FitzGerald, 
George  H.  Friel, 
Charles  A.  Haverty, 
Joseph  N.  Haverty, 
Hermann  T.  Hemmen, 
Harold  W.  Higgins, 
Harrison  E.  Holbrook, 
John  T.  Holland, 
Arthur  L.  Hughes, 
Francis  A.  Hurley, 
Nelson  P.  James, 
Gustav  A.  Kalber, 
Walter  J.  Kean,  Jr., 
Thomas  J.  Kelley, 
Edward  Kells,  Jr., 
Eugene  T.  Kinnaly, 
John  F.  Lamb, 
John  J.  Lewis, 
Robert  G.  Martin, 
William  J.  McAnaul, 
Charles  R.  McLaughlin, 
George  W.  McShane, 
Thomas  E.  McSorley, 
John  J.  Moynahan, 
Frederick  J.  Murphy, 
John  J.  Murphy, 
Thomas  A.  O'Mara, 
James  F.  O'Neil, 
Herbert  Pendergast, 
Matthew  J.  Peters, 
Vincent  H.  Power, 
Jeffrey  A.  Quilty, 
Edward  B.  Qiiinn, 
Edmund  W.  Reardon, 
Charles  H.  Ryan, 
Raymond  S.  Simmons, 


Robert  B.  Slattery, 
Fred  W.  Sullivan, 
Lawrence  C.  Sullivan, 
Stephen  F.  Sullivan, 
Thomas  H.  Tagen, 
George  Thurston, 
Edgar  L.  Woodward. 

WARREN  SCHOOL. 

Boys. 
William  H.  Bruce, 
John  J.  Carroll, 
Ernest  S.  Carter, 
William  E.  Dower, 
Thomas  J.  Fouhy, 
Bertram  F.  Garland, 
Frederick  W.  Hale, 
Melville  C.  Harrington, 
Edgar  H.  Macdonald, 
Edward  J.  McElroy, 
Charles  F.  IMiller, 
Henry  J.  Mullen, 
Jacob  W.  Robinson, 
Henry  W.  Shumaker, 
Arthur  E.  Smith, 
Emery  W.  W.  Stewart, 
William  F.  Sullivan, 
Benjamin  H.  Thomas, 
James  T.  Thurston,  Jr., 
Edward  W.  Toomey, 
Benjamin  S.  White. 

Girls. 
Marion  A.  Bryant, 
Mary  E.  Buckley, 
Florence  G.  Carroll, 
Josephine  F.  Coleman, 
Ida  G.  Crawford, 
Isabella  F.  Curry, 
Louise  F.  Dunning, 
Margaret  Flyun, 
Mary  F.  Flynn, 
Ethel  F.  Friend, 
Alice  L.  Gannon, 
Viola  M.  Gouley, 
Carolyn  C.  Harrington, 


DIPLOMAS   OF   GRADUATION. 


327 


Theresa  G.  Hayes, 
Florence  L.  Kolb, 
Mary  L.  Malone, 
Esther  V.  Martin, 
Grace  L.  Meaney, 
Margaret  V.  Morrissey, 
Pearl  M.  Noonan, 
Ada  V.  O'Brien, 
Ethel  M.  Parris, 
Bessie  M.  Sample, 
Etta  M.  Simpson, 
Dora  Small, 
Lillian  A.  Toomey, 
Mabel  E.  Tucker, 
Mary  M.  Welch, 
Louise  Wingate. 

WASHINGTON  ALLSTON 
SCHOOL. 

Boys. 
Allen  R.  Barrow, 
Suren  Bogdasarian, 
Charles  P.  Boyle, 
Warren  E.  Bramer, 
William  P.  Carley. 
Benjamin  A.  Carlson, 
Austin  F.  Chamberlin, 
Earl  C.  Combie, 
Henry  G.  Cooper, 
John  Davenport, 
John  J.  Devlin, 
Theodore  P.  Dresser, 
Archibald  Elliott, 
Joseph  P.  Feeley, 
John  F.  Finnegan, 
Joseph  L.  Flynn, 
Walter  I.  Gerrold,  Jr., 
Louis  Goyette, 
J.  Raymond  Haynes, 
James  Hendricks, 
Frank  H.  Hilliard, 
John  P.  Hobin, 
Fred  W.  Jarvis, 
Frederick  H.  Johnson, 
Thomas  J.  Kelly, 
Henry  E.  Kreinsen, 


William  J.  Lally, 
Roscoe  Latz, 
Herbert  M.  Littlefield, 
Thomas  J.  Loughman, 
Charles  H.  Malpus, 
Charles  F.  Merrick, 
Francis  McCarthy, 
Daniel  McDonald, 
John  A.  McDonald, 
Robert  H.  Miln, 
Leo  C.  Morey, 
William  J.  Nash, 
Lewis  T.  Nellson, 
Frank  J.  Orchard, 
Alexander  H.  Pearson, 
Gilbert  E.  Peterson, 
Martin  J.  Pettit, 
George  J.  Pitts, 
William  E.  Powell, 
Edward  M.  Ryan, 
Cliarles  E.  Ryder, 
Francis  E.  Severance, 
Crawford  F.  Sisson, 
John  F.  Sullivan, 
Fred  B.  Teed, 
Michael  J.  Tierney, 
Owen  W.  Tierney, 
Edward  J.  Twigg, 
Michael  J.  Walsh, 
Harry  W.  Waterfall. 

Girls. 
Grace  E.  Adams, 
Marie  H.  Atwater, 
Vestie  W.  Barlow, 
Mary  Bowles, 
Lois  E.  Bramer, 
Laura  E.  Call, 
Mary  E.  Carrigan, 
Eleanor  K.  Cashman, 
Marion  H.  Chamberlin, 
Annie  J.  Conroy, 
Josephine  Corcoran, 
Emma  M.  Grossman, 
Barbara  Dwight, 
Mary  T.  Fallon, 
Louise  S.  Fisher, 


328 


APPENDIX. 


Helen  F.  Freeman, 
Annie  Gaudette, 
Mary  E.  Golden, 
Mabel  E.  Graves, 
Eva  E.  Hanna, 
Louise  B.  Harris, 
Mary  L.  Hebard, 
Abby  S,  Herrick, 
Ethel  A.  Hunter, 
Bertha  A.  V.  Hurley, 
Margaret  A.  Jackson, 
Margaret  Kenny, 
Emily  M.  Keyes, 
Ethel  K  Knight, 
Georgia  M.  Leonard, 
Susan  E.  Maguire, 
Lillian  M.  Martin, 
Christine  F.  Mellen, 
Estelle  M.  Merry, 
Alice  Mohan, 
Anna  F.  Morley, 
Maude  S.  Morse, 
Margaret  E.  Mulrenan, 
Mary  F.  Murphy, 
Hilda  Nordstrom, 
Virginia  K.  O'Brien, 
Mary  I.  Olsson, 
Gertrude  :M.  O'Neill, 
Norah  Patrick, 
Sarah  V.  Peterson, 
Dorothy  L.  Phalon, 
Orma  A.  Richardson, 
Catherine  A.  Roddy, 
Mary  L,  Sampson, 
Alice  M.  Sawins, 
Hilda  Sikora, 
Catherine  V.  Skehill, 
Helen  F.  Taft, 
Floss  Evelyn  Tarleton, 
Reta  A.  Tedford, 
Catherine  Y.  Tierney, 
Edna  M.  Tooker, 
Marguerite  A.  Walker, 
Alice  C.  Weaver, 
Marion  R.  Weaver, 
Amelia  A.  Weitz, 
Ada  H.  Young. 


WELLS  SCHOOL. 

Girls. 
Elizabeth  Adalman, 
Jennie  Barber, 
Bertha  Barron, 
Anna  I.  Becker, 
Dora  S.  Bogoslavesky, 
Mildred  S.  Bramberg, 
Frances  G.  Brand, 
Charlotte  Brown, 
Sophie  Charak, 
Gertrude  Cohen, 
Laura  C.  Constantineau, 
Nora  T.  Cuddy, 
Eleanor  Dolph, 
Elizabeth  B.  Dorherty, 
Marion  L.  Dunn, 
Mildred  Fine, 
Elizabeth  R.  Finger, 
Sarah  A.  Goldberg, 
Rachel  R.  Goldstein, 
Sarah  G.  Goldstein, 
Ida  Golinsky, 
Mary  Gordon, 
Lucy  A.  Greenwood, 
Rebecca  I.  Held, 
Dorothy  E.  Helman, 
Elizabeth  A.  Isenberg, 
Minnie  G.  Lesofsky, 
Hannah  Levinson, 
Celia  A.  Lishtman, 
Elizabeth  Lopinsky, 
Margaret  T.  Lowe, 
Florence  I.  Lubelsky, 
Catherine  G.  Madden, 
Rhoda  E.  Markowitz, 
Mary  T.  McCarthy, 
Gertrude  E.  McGorty, 
Catherine  A.  McHugh, 
Susan  M.  Morris, 
Sarah  J.  Ornstein, 
Rebecca  Romsisky, 
Anna  Rosenberg, 
Frances  D.  Rosenberg, 
Esther  Rosenstein, 
Gertrude  I.  Saxe, 


DIPLOMAS   OF   GRADUATION. 


329 


Marion  Scovitcli, 
Mary  M.  Seidenberg, 
Edith  O.  Sheean, 
Mary  Slieffer, 
Mary  Silverman, 
Estlier  I.  Simon, 
Celia  Sosonsky, 
Charlotte  Steinberg, 
Eva  Stone, 
Minnie  Swartznian, 
Anna  Wasserman. 

WINTHROP   SCHOOL. 

Girls. 
Marie  A.  V.  Aliot, 
Ida  Anushinsky, 
Annie  Apetowsky, 
Jennie  Bialas, 
Ruby  M.  Boynton, 
Annie  C.  Brannan, 
Catherine  A.  Brickley, 
Mary  E.  Brooks, 
Kathryn  S.  Carter, 
Mary  Cohsed, 
Ellen  M.  Cronin, 
Bessie  E.  Davis, 
Mary  Davis, 
Rebecca  P^manuel, 
Anna  M.  S.  Ennis, 
Anna  R.  Freeman, 
Lillian  E.  Galloway, 
Florence  A.  Oilman, 
Dora  Goldberg, 
Elizabeth  C.  Green, 
Mary  Greenberg, 
Frances  J.  Greenburg, 
Frances  Jacobs, 
Pauline  F.  Jacot, 
Mary  E.  A.  Jones, 
Lillian  G.  Kalbfleisch, 
Bertha  Koplowitz, 


Lillian  F.  M.  A.  Langley, 
Inez  M.  F.  Lord, 
Mary  A.  S.  Lynch, 
Mary  A.  Mahoney, 
Mary  A.  Maloney, 
Anna  Marks, 
Mary  F.  McAuliffe, 
Kathryn  M.  R.  McCarthy, 
Annie  G.  Mclntire, 
Helen  McKay, 
Christena  M.  R.  McLeod, 
Florence  E.  Meaker, 
Hannah  A.  Moriarty, 
Mary  F.  Murphy, 
Helen  T.  Noonan, 
Helena  Novogrod, 
Lottie  Price, 
Annie  E.  Rawding, 
Margaret  T.  E.  Reardon, 
Alice  M.  Reumuth, 
Beatrice  Riley, 
Blanch  H.  Schmidt, 
Anna  R.  Schobel, 
Bertha  Schwartz, 
Ellen  T.  Shea, 
Annie  Simons, 
Bertha  L.  Smith, 
Grace  N.  Stevenson, 
Margaret  A.  Sullivan, 
Lena  M.  Thomas, 
Rosa  M.  Tuccio, 
Margaret  A.  Wallace, 
Yetta  Wesalo, 
Lillian  M.  Zilch. 

HORACE   MANN   SCHOOL. 

Boijs. 
Morris  Miller, 
Keith  Scott. 

Girls. 
Margaret  E.  Short. 


ROSTER   OF 


CADET  OFFICERS  AND  NON-COMMISSIONED 
STAFF  OFFICERS 


BOSTON   SCHOOL   CADET   BRIGADE, 
JUNE,   1903. 


ROSTER  OF  CADET  OFFICERS 

AND 

NON-COMMISSIONED    STAFF    OFFICERS 

OF  THE 

BOSTON   SCHOOL   CADET   BRIGADE, 

June,   1903. 


FIRST    REGIMENT. 

(English  High  School.) 

Two  Battalions. 

Cadet  LiHut.-Col.  —  Harold  B.  Grouse. 
Cadet  Major.  —  Harold  W.  Smith. 
Cadet  Major.  —  George  W.  Boland. 

STAFF   OFFICERS. 

Cadet  Regt.  Adj.  —  Albert  H.  Roth. 
Cadet  Regt.  Q.  M. — John  H.  Lindsay. 
Cadet  Bait.  Adj.  —  Harry  .J.  J.  Blake. 
Cadet  Batt.  Adj.  —  Joseph  G.  Homer. 

NON-COMMISSIONED   STAFF   OFFICERS. 

Cadet  Regt.  Sergt.-Major.  —  Charles  W.  O'Keefe. 
Cadet  Batt.  Sergt.-Major.  — Francis  J.  Norton. 
Cadet  Batt.  Sergt.-Major.  —  Philip  Levy. 
Cadet  Color  Sergt.  —  Harry  Dickson. 
Cadet  Drum  Major.  —  LeRoy  A.  Dorman. 

COMPANY  OFFICERS. 

Company  A.     Cadet  Capt.  — Jacob  Swartz  ;    Cadet  Lieuts.  —  John  J. 
Fitzpatrick,  Albert  G.  Wolff. 

Company  B.     Cadet  Capt.  —  Alfred  J.  Eichler  ;  Cadet  Lieuts.  —  Carl 
W.  Johanson,  Arthur  D.  Anderson. 

Company  C.     Cadet  Capt.  — Edward  J.  Geishecker  ;  Cadet  Lieuts. — 
Saul  C.  Kahn,  George  Reinherz. 

Company  D.     Cadet  Capt.  —  Cornelius  J.  Donovan  ;  Cadet  Lieuts.  - 
Vincent  H.  Jacobs,  Simon  M.  Daniels. 


334  APPENDIX. 

Company  E.  Cadet  Capt.  —  James  J.  Sullivan;  Cadet  Lieuts. — 
Stephen  L.  Maloney,  Henry  C.  Turner. 

Company  F.  Cadet  Capt. —AWie  Silverstein  ;  Cadet  Lieuts.  —  Mor- 
ris M.  Aisner,  Lazarus  Radio. 

Company  G.  Cadet  Capt.  —  Lloyd  P.  Williamson  ;  Cadet  Lieuts.  — 
Herman  A.  Mintz,  George  I.  Matthews. 

SECOND  REGIMENT. 

(Public  Latin  School.) 
Two  Battalions. 
Cadet  Lieut.-Col.  —  William  J.  Shanahan. 
Cadet  Major.  —  Elmer  E.  House. 
Cadet  Major.  —  William  B.  Mahar. 

STAFF  OFFICERS. 

Cadet  Regt.  Adj.  —  Frederick  W.  Newcomb. 
Cadet  Regt.  Q.  M.  —  Joseph  F.  Wogan. 
Cadet  Batt.  Adj.  —  Arthur  A.  Andrews. 
Cadet  Batt.  Adj.  —  Arthur  R.  Taylor. 

NON-COMMISSIONED    STAFF    OFFICERS. 

Cadet  Regt.  Sergt.-Major.  —  Joseph  A.  Hayes. 
Cadet  Regt.  Q.  JV/.  —  Wendell  W.  Faunce. 
Cadet  Batt.  Sergt.-Major.  —  Walter  M.  Stone. 
Cadet  Batt.  Sergt.-Major.  —  Frank  W.  Johnson. 
Cadet  Color  Sergt.  —  Christopher  J.  Halligan,  Jr. 
Cadet  Brum  Major.  —  Frederick  H.  Stewart. 

COMPANY  OFFICERS. 

Company  A.  Cadet  Capt.  —  Arnold  W.  Heath;  Cadet  Lieuts.  — Philip 
P.  Marion,  Joseph  H.  Hutchinson. 

Company  B.  Cadet  Capt.  —  Harold  E.  Wilson  ;  Cadet  Lieuts.  — 
Edmund  G.  White,  Frank  L.  Baxter. 

Company  C.  Cadet  Capt. — William  A.  Hanley;  Cadet  Lieuts, — 
Joseph  S.  PfefEer,  Edwin  A.  Meserve. 

Company  D.  Cadet  Capt.  —  Frank  D.  Littlefield;  Cadet  Lieuts. — 
John  T.  Tobin,  Francis  J.  Comerford. 

Company  E.  Cadet  Capt.  —  Thomas  J.  Hanlon,  Jr.;  Cadet  Lieuts.  — 
Carl  S.  Downes,  Charles  J.  O'Donnell. 

Company  F.  Cadet  Capt.  —  Earle  H.  McMichael;  Cadet  Lieuts. — 
William  J.  A.  Bailey,  Maurice  Griinberg. 

Company  G.  Cadet  Capt.  —  Frederick  McAvoy;  CadetLieuts. —  John 
G.  Long,  William  F.  Temple. 

Company  H.  Cadet  Capt. — Frederick  H.  Middleton;  Cadet  Lieuts. — 
Charles  J.  Mundo,  Rufus  C.  Folsom. 


BOSTON   SCHOOL   CADETS.  335 


THIRD     REGIMENT. 

(English  High  School.) 
Two  Battalions. 
Cadet  Lieut.-Col.  — Everett  W.  Abbott. 
Cadet  Major.  —  Herbert  C.  York. 
Cadet  Major.  —  Charles  E.  Barry. 

STAFF   OFFICERS. 

Cadet  Regt.  Adj.  —  Max  Weiss. 
Cadet  Regt.  Q.M.  — Chester  F.  Gibbons. 
Cadet  Batt.  Adj.  —  Harry  H.  Hunter. 
Cadet  Batt.  Adj.  —  Daniel  J.  Buckley. 

NON-COMMISSIONED  STAFF  OFFICERS. 

Cadet  Regt.  Sergt.-Major.  — John  E.  O'Brien. 
Cadet  Batt.  Sergt.-Major.  — Frederick  J.  Carroll. 
Cadet  Batt.  Sergt.-Major.  —  Fred  W.  Watts. 
Cadet  Color  Sergt.  —  Levitt  J.  Donahue. 

COMPANY  OFFICERS. 

Company  A.  Cadet  Capt.  —  Albert  G.  Emery;  Cadet  Lieuts.  —  Mont- 
gomery S.  Gibson,  Jr.,  Russell  J.  Hammond. 

Company  B.  Cadet  Capt.  —  Harold  L,  Carter;  Cadet  Lieuts.  —  George 
A.  Simpson,  Morris  E.  Wyner. 

Company"  C.  Cadet  Capt.  —  Paul  S.  Mosser;  Cadet  Lieuts.  —  Matthew 
W.  Robertson,  James  C.  Hammond. 

Company  D.  Cadet  Capt. — Charles  A.  Hagman;  Cadet  Lieuts. — 
Richard  W.  Milzner,  William  P.  Callahan. 

Company  E.  Cadet  Capt.  —  William  A.  Tobin;  Cadet  Lieuts.  —  Ber- 
nard Polimer,  Lawrence  P.  Duffy. 

Company  F.  Cadet  Capt. — Simon  Kaplan;  Cadet  Lieuts.  —  Louis 
W.  Croke,  Abraham  E.  Pinanski. 

Company  G.  Cadet  Capt. — William  S.  Winslow;  Cadet  Lieuts. — 
William  J.  McAuliffe,  Harold  G.  Gallagher. 

SUBURBAN  SCHOOLS. 

Third  Battalion,  First  Regiment. 
(Charlestown  and  East  Boston  High  Schools.) 

Cadet  Major.  —  M.  Francis  McGrath,  Charlestown. 
Cadet  Adj.  —  Matthew  J.  Lambert,  East  Boston. 
Cadet  Sergt.-Major.  —  John  F.  Toland,  Charlestown. 


336  APPENDIX. 

Company  E.  (Charlestown.)  Cadet  Capt. — Willard  L.  Prescott; 
Cadet  Lieuts.  —  George  E.  Ward,  Albert  C.  Ward. 

Company  H.  (East  Boston.)  Cndet  CajA.  —  Oliver  E.  Story;  Cadet 
Lieuts.  —  William  F.  Whitehead,  Charles  W.  Rollins. 

Company  I.  (East  Boston.)  Cadet  Capt.  —  M.  Joseph  Naiherseg; 
Cadet  Lieuts.  —  William  T.  Bennett,  John  W.  Thornton. 

Fourth  Battalion,  First  Regiment. 
(South  Boston  High  School.) 
Cadet  Major.  —  John  M.  J.  Xeagle. 
Cadet  Adj.  —  William  J.  Byrnes. 
Cadet  Sergt.-Major. —  Harry  G.  Mitchell. 
Cadet  Color  Sergt.  —  William  F.  McDonough. 
Company  A.     Cadet  Capt. — Daniel  V.  O'Flaherty;  Cadet  Lieuts. — 
James  E.  Rush,  Matthew  J.  Gorham. 

Company  B.  Cadet  Capt.  —  Martin  B.  V.  Buckley;  Cadet  Lieuts. — 
Walter  I.  Baxter,  John  A.  Mullen. 

Company  C.  Cadet  Capt.  — John  S.  Pickett;  Cadet  Lieuts.  — Francis 
G.  L.  Guindon,  Herbert  E.  Bishop. 

Third  Battalion,  Second  Regiment. 
(Roxbviry  and  West  Roxbury  High  Schools.) 
Cadet  Major. —  Charles  R.  Joy,  Roxbury. 
Cadet  Adj.  —  Gilmore  C.  Dickey,  Roxbury. 
Cadet  Sergt.-Major.  —  Edward  Frew,  Roxbury. 
Cadet  Color  Sergt.  —  Charles  E.  Bee,  Roxbury. 
Company  A.     (Roxbury.)     Cadet  Capt.  —  James  P.  Mountain  ;  Cadet 
Lieuts.  —  Joseph  Beal,  Charles  H.  Brackett. 

Company  B.  (Roxbury.)  Cadet  Capt.  —  Charles  B.  Wiggin  ;  Cadet 
Lieuts. — Charles  F.  Graham,  Francis  W.  Carret. 

Company  C.  (Roxbury.)  Cadet  Capt.  —  Thomas  A.  Thorn;  Cadet 
Lieuts.  —  John  V.  Peard,  George  W.  Tilley. 

Company  G.  (West  Roxbury.)  Cadet  Capt.  —  Daniel  T.  Curtin,  Jr.; 
Cadet  Lieuts.  —  George  E.  Ware,  Gordon  F.  Stewart. 

Third  Battalion,  Third  Regiment. 
(Brighton  High  School.) 
Cadet  Major.  ■ —  John  G.  Macdonald. 
Cadet  Adj.  —  Alfred  C.  DeLang. 
Cadet  Sergt.-Major.  — Arthur  E.  Skillings. 
Cadet  Color  Sergt.  —  Willard  D.  Woodbury. 
Company  F.     Cadet   Capt.  —  Frank    J.   Reynolds;     Cadet  Lieuts. — 
Fred  E.  Stearns,  Charles  M.  Fetherston. 

Company  M.  Cadet  Capt. — Ernest  W.  Turner;  Cadet  Lieuts. — 
J.  Baldwin  Bruce,  Francis  E.  J.  Burns. 


BOSTON  SCHOOL   CADETS  337 

FouBTH  Battalion,  Third  Regiment. 

(Dorchester  High  School.) 
Cadet  Major.  —  Follett  I.  Isaacson. 
Cadet  Adj.  —  Charles  J.    Cullen. 
Cadet  Sergt.  -Major.  —  Arthur  W.  Ross . 
Cadet  Color  Sergt.  —  Arthur  R.  Wharton. 

Company  A.  Cadet  Capt.  —  Francis  E.  H.  Walter;  Cadet  Lieuts. — 
Gustavus  F.  Sargent,  Joseph  W.  Butler. 

Company  B.     Cadet  Capt. — Walter  T.  Wiley;  Cadet  Lieuts.  —  Harry 

A.  Clarke,  Albert  E.  Schallenbach. 

Company  C.  Cadet  Capt.  —  Harry  C.  Drown;  Cadet  Lieuts. —  Paul 
G.  White,  Harry  C.  Knox. 

Company  D.  Cadet  Capt.  —  Robert  M.  Everett;  Cadet  Lieuts. — 
Charles  F.  B.  Lewis,  H.  Reginald  Hurd. 

Company  E.  Cadet  Capt.  —  George  W.  Barker;  Cadet  Lieuts.  —  Carl 
E.  Brazer,  Curtis  E.  Huebner. 

Company  F.     Cadet  Capt. — Paul  H.  Heimer;  Cadet  Lieuts. — Ralph 

B.  Jacobs,  Gerard  T.  Chapin. 

Lieutenant-Colonel  GEORGE  H.  BENYON, 

Asst.  Inspector-General,  M.  V.  M., 

Instructor  of  Military  Drill. 


ORGANIZATION 


SCHOOL    COMMITTEE 


1903 


SCHOOL    COMMITTEE,    1903. 


Anna  Barrows, 
Wilfred  Bolster,  ' 
Charles  L.  Burrill, 
Julia  E.  Duff, 


John  A.  Brett,  \ 
George  E.  Brock, 
Thomas  J.  Kenny, 
William  F.  Merritt, 


[Term  expires  January,   1904.] 

George  A,  O.  Ernst,' 
William  J.  Gallivan,  ! 
Daniel  S.  Harkins, 
Frank  Vogel. 

[Term  expires  January,  1905.] 

Mark  B.  Mulvey,    > 
Robert  T.  Paine,  Jr.,    \ 
Phineas  Pierce, 
James  J.  Storrow. 


y  John  H.  Casey,  * 
yEllery  H.  Clark, 

Grafton  D.  Gushing, 
y  Mary  A.  Dierkes, 


[Term  expires  January,  1906.] 
X  David  A. 


Ellis, 

/  Herbert  J.  Keenan,  ' 

)(  William  T.  Keough, 

James  A,  McDonald. 


OFFICERS    OF   THE    BOARD. 


President. 

Grafton  D.  Gushing. 

Secretary. 

Thornton  D.  Apollonio. 

Auditiiig  Clerk. 

William  J.  Porter. 
Sclioolliouse  Custodian. 

Edward  C.  Baldwin.* 

Sup  eriutendent. 

Edwin  P.  Seaver, 


Supervisors. 


George  H.  Conley, 
George  H.  Martin, 
Walter  S.  Parker, 


Ellor  E.  Carlisle, _ 
Stratton  D.  Brooks, 
Maurice  P.  White. 


Messenger. 

Alvah  H.  Peters. 


Rooms  of  the  Board,  Mason  street,  open  from  9  o'clock  A.M.  to  5 
o'clock  P.M.  Saturdays  from  9  o'clock  A.M.  to  2  o'clock  P.M.  During 
July  and  August  the  rooms  close  at  12  o'clock  M.  on  Saturday. 


*  Office,  100  Boylston  street,  Room  620.    Office  bours,  3.30  to  4.30  P.M.;  Saturdays, 
10  A.M.  to  12  M. 


342  APPENDIX. 


STANDING   COMMITTEES. 


Accounts.  —  Phineas  Pierce,  Chairman  ;  Messrs.  Brock,  Ernst,  Gallivan, 

and  Merritt. 
Courses  of  Study  and  Text  Books.  —  Wilfred   Bolster,  Chairman; 

Mr.  Clark,  Miss  Dierkes,  Messrs.  Merritt  and  Pierce. 
Drawing. — James  A.  McDonald,  Chairman;  Mrs.  Duff,  Messrs.  Ellis, 

Keough,  and  Mulvey. 
Evening   Schools.  —  John   A.  Brett,   Chairman;  Mrs.    Duff,    Messrs. 

Mulvey,  Storrow,  and  Vogel. 
Horace  Mann  School.  —  Anna   Barrows,    Chairman;  Mr.  Brett,  Miss 

Dierkes,  Messrs.  Harkins  and  Keough. 
Hygiene   and    Physical    Training.  —  James    A.  McDonald,  Chair- 
man ;  Mr.  Clark,  Mrs.  Duff,  Messrs.  Harkins  and  Keenan. 
Legislative   Matters.  —  John   H.    Casey,  Chairman  ;  Messrs.  Clark, 

Keenan,  Pierce,  and  Vogel. 
Manual     Training.  —  Frank     Vogel,     Chairman;      Messrs.     Brock, 

McDonald,  Keough,  and  Mulvey. 
Music.  —  Robert   T.    Paine,    Jr.,    Chairman;    Miss    Barrows,    Messrs. 

Gushing,  Kenny,  and  Storrow. 
Names   of  Buildings.  —  Grafton    D.      Cushing,    Chairman ;    Messrs. 

Casey,  Ellis,  Gallivan,  and  Pierce. 
Rules  and  Regulations.  —  George   A.    O.Ernst,  Chairman;   Messrs. 

Bolster,  Casey,  Cushing,  and  Kenny. 
Salaries.  —  George   E.    Brock,   Chairman;  Misses   Barrows,  Dierkes, 

Messrs.  Ernst  and  Keough. 
School    Houses. — Charles     li.     Burrill,    Chairman;   Messrs.    Brock. 

Brett,  Ellis,  and  Keough. 
Supplies. — Thomas  J.  Kenny,  Chairman;   Messrs.   Burrill,   Harkins, 

Paine,  and  Storrow. 
Truant    Officers.  —  Mark    B.    Mulvey,    Chairman ;    Messrs.    Ernst, 

Harkins,  Keenan,  and  McDonald. 


NORMAL,    HIGH    SCHOOL    AND    DIVISION   COM- 
MITTEES. 


Normal  School. — Robert  T.  Paine,  Jr.,  Chairman;  Messrs.  Bolster, 

Casey,  Mrs.  Duff,  and  Mr.  Ellis. 
High  Schools.  —  Frank  Vogel,   Chairman;   Messrs.    Bolster,    Burrill, 

Gallivan,  and  Merritt. 
First    Division.  —  William    T.    Keough,    Chairman ;    Messrs.    Brett. 

McDonald,  Storrow,  and  Vogel. 


NORMAL,  HIGH  SCHOOL  AND  DIVISION  COMMITTEES.    343 

Second  Division.  —  James  A.  McDonald,  Chairman;  Messrs.  Bolster, 

Burrill,  Mrs,  DufE,  and  Mr.  Ernst. 
Third  Division.  —  Charles  L.  Burrill,  C It  airman  ;   Miss  Barrows,  Mrs. 

DufE,  Messrs.  Ellis  and  Kenny. 
Fourth  Division. — Ellery   H.  Clark,   Chairman;  Mr.    Cushing,   Miss 

Dierkes,  Messrs.  Mulvey  and  Paine. 
Fifth  Division. — Anna  Barrows,    Chairman;   Messrs.    Casey,  Clark, 

Gallivan,  and  Paine. 
Sixth  Division.  —  Thomas  J.  Kenny,  Chairman  ;  Messrs  Brock,  Galli- 
van, Harkins,  and  Keenan. 
Seventh  Division. —Wilfred  Bolster,  Chairman;  Messrs.  Brett,  Ellis, 

Merritt,  and  Pierce. 
Eighth  Division. — Frank  Vogel,    Chairman;   Messrs.    Brock,   Ernst, 

Keough,  and  Mulvey. 
Ninth  Division.  —  William  F.    Merritt,    Chairman  ;  Mr.   Casey,    Miss 

Dierkes,  Messrs.  Harkins  and  Storrow. 


Special  Committ'E'e.  — Extended  Use  of  School  Buildings. — James  J. 
Storrow,  Chairman  ;  Miss  Barrows,  Messrs.  Brett,  Clark,  and  Paine. 


GRAMMAR  DISTRICTS. 

First  Division.  —  Adams,  Chapman,  Emerson,  and  Lyman  Districts. 

Second  Division.  —  Bunker  Hill,  Frothingham,  Harvard,  Prescott,  and 
Warren  Districts. 

Third  Division.  —  Bowdoin,  Eliot,  Hancock,  Phillips,  and  Wells  Districts. 

Fourth  Division.  —  Brimmer,  Prince,  Quincy,  and  Winthrop  Districts. 

Fifth  Division.  —  Dwight,  Everett,  Franklin,  Hyde,  and  Sherwin  Dis- 
tricts. 

Sixth  Division.  —  Bigelow,  Gaston,  John  A.  Andrew,  Lawrence,  Lincoln, 
Norcross,  Shurtleff,  and  Thomas  N.  Hart  Districts. 

Seventh  Division.  —  Comins,  Dearborn,  Dillaway,  Dudley,  George  Put- 
nam, Hugh  O'Brien,  Lewis,  Martin,  and  Phillips  Brooks  Districts. 

Eighth  Division.  —  Agassiz,  Bennett,  Bowditch,  Charles  Sumner,  Long- 
fellow, Lowell,  Robert  G.  Shaw,  and  Washington  Allston  Districts. 

Ninth  Division.  —  Christopher  Gibson,  Edward  Everett,  Gilbert  Stuart, 
Henry  L.  Pierce,  Mary  Hemenway,  Mather,  Minot,  Roger  Clap, 
and  Roger  Wolcott  Districts. 


SUPERINTENDENT    OF    SCHOOLS. 


Edwin  P.  Seaver,  Waban,  Mass.     *  Office  hours,  Mondays  to  Fridays, 
1  to  2  P.M. 

*At  School  Committee  Buildiug,  Mason  street. 


344  APPENDIX. 

BOARD    OF    SUPERVISORS. 


George  H.   Conley,  Osborn  road,  Brookline.     *  Office  hour,  Monday, 

4.30  to  5.30  P.M. 
George  H.    Martin,    388   Summer   street,    West   Lynn.      *  Office   hour, 

Thursday,  4,30  to  5.30  P.M. 
Walter  S.  Parker,  Reading.     *  Office  hour,  Wednesday,  4.30  to  5.30  P.M. 
Ellor  E.    Carlisle,    Hotel    Kempton,    Berkeley   street.      *  Office    hour, 

Wednesday,  4.30  to  5.30  P.M. 
Stratton  D.   Brooks,  29  Ruskin  street.   West  Roxbury.     *  Office  hour, 

Thursday,  4.30  to  5.30  P.M. 
Maurice  P.  White,  Wallingford  road,  Brighton.     *  Office  hour,  Monday, 

4.30  to  5.30  P.M. 
Regular  meetings  of  the  Board  of  Supervisors  are  held  on  the  Friday 
preceding  each  regular  meeting  of  the  School  Committee,  at  9  o'clock 
A.M. 

Note.  —  From  the  first  Monday  in  November  to  and  including  the 
last  Friday  in  January,  the  office  hours  of  the  respective  Supervisors 
will  begin  one-half  hour  earlier  than  as  above  specified. 


SUPERVISORS  OF  SCHOOLS. 


George  H.  Conley.  —  High  Schools  :  English  and  Mechanic  Arts.  Dis- 
tricts :  Comins,  Dearborn,  Dillaway,  Dudley,  Dwiglit,  Everett, 
Hugh  O'Brien,  Hyde,  and  Sherwin.  Evening  Schools  :  High  and 
branches. 

George  H.  Martin.  —  Normal  and  South  Boston  High.  Districts: 
Bigelovr,  Brimmer,  Gaston,  John  A.  Andrew,  Lawrence,  Lincoln, 
Norcross,  Prince,  Rice,  Shurtleff,  Thomas  N.  Hart,  and  Spectacle 
Island  School.     Evening  Schools  :  Lincoln  and  Norcross. 

Walter  S.  Parker.  —  High  School  :  Brighton.  Districts  :  Bennett, 
Christopher  Gibson,  Edward  Everett,  Gilbert  Stuart,  Henry  L. 
Pierce,  Mary  Ilemenway,  Mather,  Minot,  Roger  Clap,  Roger  Wol- 
cott,  Washington  Allston,  and  Parental  School.  Evening  Schools  : 
Eliot,  Mather,  and  Warren. 

Ellor  E.  Carlisle.  —  High  School  :  East  Boston.  Districts  :  Adams, 
Agassiz,  Bowditch,  Chapman,  Charles  Sumner,  Emerson,  Hancock, 
Longfellow,  Lyman,  Robert  G.  Shaw,  and  Horace  Mann  School, 
and  Special  Classes.     Evening  Schools  :  Hancock  and  Lyman. 

*  At  School  Committee  Building,  Mason  street. 


HOLIDAYS  AND  VACATIONS.  345 

Stratton  D.    Brooks.  —  High  Schools  :  Public  Latin,  Girls'  Latin,  Dor- 
chester, Girls',  Roxbury,  and  West  Roxbury.     Districts  :   Franklin, 
George   Putnam,    Lewis,    Lowell,    Martin,    Phillips    Brooks,    and 
Winthrop.     Evening  Schools  :  Comins,  Dearborn,  and  Franklin. 
Maurice  P.  White,  —  High  School  :  Charlestown.     Districts  :  Bowdoin, 
Bunker  Hill,   Eliot,    Frothingham,    Harvard,     Phillips,    Prescott, 
Quincy,  Warren,  and  Wells.     Evening  Schools  :  Bowdoin,   Quincy, 
Wells,  and  Washington  Allston. 
Note.  —  Kindergartens  are   assigned  to  the  Supervisors  of   the  dis- 
tricts in  which  the  respective  Kindergartens  are  located. 


SUPERVISORS    IN    CHARGE    OF    BRANCHES    OF 
INSTRUCTION. 


George  H.  Conley.  —  Drawing,  French,  Greek,  Latin,  Mechanic  Arts, 
and  Spanish. 

George  H.  Martin. — Civil  and  Municipal  Government,  English  Lan- 
guage, and  Grammar,  and  History. 

Walter  S.  Parker.  —  Bookkeeping,  Commercial  Geography,  Commercial 
Law,  Economics,  Geography,  Geology,  Music,  Penmanship,  Physi- 
cal Geography,  Phonography,  and  Typewriting. 

Ellor  E.  Carlisle.  —  Botany,  Cookery,  English  Literature,  German, 
Household  Science  and  Arts,  Kindergarten  subjects,  Reading,  Sew- 
ing, and  Zoology. 

Stratton  D.  Brooks.  —  Algebra,  Astronomy,  Chemistry,  Geometry,  Mil- 
itary Drill,  Physics,  and  Psychology. 

Maurice  P.  White.  —  Arithmetic,  Practical  Geometry,  Manual  Training 
for  boys.  Physical  Training,  and  Physiology. 


HOLIDAYS  AND  VACATIONS. 


Every  Saturday  ;  the  half-day  before  Thanksgiving  day  and  the 
remainder  of  the  week  ;  the  half-day  before  Christmas  day  ;  one  week 
commencing  with  Christmas  day  ;  New  Year's  day  ;  the  twenty-second 
of  February  ;  Good  Friday  ;  the  nineteenth  of  April  ;  the  week  imme- 
diately preceding  the  second  Monday  in  April  ;  Decoration  day  ;  the 
seventeenth  of  June  ;  and  to  the  Primary  Schools  from  the  Friday  pre- 
ceding the  week  of  graduating  exercises  in  the  schools,  and  to  the  Nor- 
mal, High,  and  Grammar  Schools  from  their  respective  graduating 
exercises  to  the  second  Wednesday  in  September. 


346  APPENDIX. 

NORMAL    SCHOOL. 

Corner  of  Dartmouth  and  Apj)leton  Streets. 

Head-Master,  —  Wallace  C.  Boyden.  Master.  —  Colin  A.  Scott.  As- 
sistants. —  Katharine  H.  Shute,  Dora  Williams,  Laura  S.  Plummer, 
Alice  M.  Dickey,  Fanny  E.  Coe,  Gertrude  E.  Bigelow,  Mary  C.  Mellyn, 
Lillian  M.  Towne,  Rose  A.  Carrigan,  Mary  C.  Shute,  Caroline  D.  Aborn. 
Draiving.  —  Henry  W.  Poor.     Janitor.  —  Thomas  F.  Durkin. 


Rice  Training-  School.    (Boys.) 

GRAMMAR. 

Corner  of  Dartmouth  and  Appleton  Streets. 

Master.  —  Lincoln  Owen.  Sub-Masters.  —  Charles  F.  Kimball,  Joseph 
L.  Caverly.  1st  Assts.  — Florence  Marshall,  Mary  E.  Mailman.  Assist- 
ants. —  Ella  T.  Gould,  Edith  F.  Parry,  Dora  Brown,  Mattie  H.  Jackson. 
Manual  Training.  —  Mary  E.  Pierce.  Janitor.  —  Thomas  F.  Durkin. 
Truant-officer.  —  Charles  B.  Wood. 

APPLETON-STREET   SCHOOL. 

Assistants.  —  Lucy  J.  Clapp,  Alice  M.  May. 


PRIMARY   SCHOOL. 

APPLETON-STREET   SCHOOL. 

1st  Asst.  —  Mabel  I.  Emerson.  Assistants.  —  Eleanor  F.  Lang,  Sarah 
E.  Bowers,  Clara  C.  Dunn,  Emma  L.  Wyman,  Mabel  C.  Kinney.  Jani- 
tor. —  George  W.  Collings. 


KINDERGARTEN. 

APPLETON-STREET    SCHOOL. 

Principal.  —  Lucy  Kummer.     Assistant.  —  Clara  A.  Malloch. 


LATIN   AND    HIGH    SCHOOLS. 


Public  Latin  School.     (Boys.) 

Warre7i  Avenue. 

Head-Master.  — xVrthur  I.  Fiske.  Masters.  —  Charles  J.  Capen,  Joseph 
W.  Chadwick,  Byron  Groce,  Edward  P.  Jackson,  John  K.  Richardson, 
George  W.  Rollins,  Henry  C.  Jones,  William  R.  Morse,  Francis  DeM. 


LATIN   AND   HIGH   SCHOOLS.  347 

Dunn,  Alaric  Stone,  Walter  A.  Robinson.  Junior-Masters.  —  Henry 
Pennypacker,  William  T.  Campbell,  Selah  Howell,  William  P.  Hender- 
son, Patrick  T.  Campbell,  Frederick  Reed,  Herbert  T.  Rich,  William  K. 
Norton.     Janitor.  —  Matthew  R.  Walsh, 


Girls'  Latin  School. 

Copley  Square. 

Head-Master.  —  John  Tetlow.  Master.  —  Edward  H.  Atherton.  As- 
sistants.—  Jessie  Girdwood,  Mary  C.  C.  Goddard,  Mary  J.  Foley, 
Florence  Dis,  Ellen  C.  Griswold,  Abby  C.  Howes,  Helen  A.  Stuart, 
Mary  D.  Davenport,  Matilda  A.  Fraser,  Sybil  B.  Aldrich,  Julia  K. 
Ordway.  Special  Instructors.  —  Jacob  Lehmann,  M.  Eloise  Talbot. 
Janitor.  —  Patrick  J.  Riordan. 


Brigliton  High  School.    (Boys  and  Girls.) 

Cambridge  and  Warren  Streets,  Brighton. 

Head-Master.  —  Frederic  A.  Tupper.  Master.  — Benjamin  Wormelle. 
Junior-Master.  —  Sidney  Peterson.  Assistants. — ^  Marion  A.  Hawes,  Ida 
M.  Curtis,  Mariette  F.  Allen,  Eunice  A.  Crichett,  Elvira  B.  Smith,  Laura 
M.  Kendrick,  Lucy  W.  Warren.  Commercial  Branches. — Grace  I.  Fox, 
Helen  M.  Hanscom.  Physical  Training.  —  Eleanor  J.  O'Brien.  Janitor. 
—  Charles  H.  Kelly. 


Charlestowii  High  School.    (Boys  and  Girls.) 

Monument  Square,  Charlestown. 

Head-Master. — John  O.  Norris.  Master. —  Edward  F.  Holden.  Junior- 
Master. —  Malcolm  D.  Barrows.  Assistants.  —  Sarah  Shaw,  Abbie  F. 
Nye,  Grace  Hooper,  Margaret  T.  Wise,  Abby  M.  Thompson,  Elizabeth 
G.  Dowd,  Harriet  E,  Hutchinson,  Lotta  A.  Clark.  Commercial 
Branches.  —  John  H.  Moore,  Jennie  V.  Richardson.  Janitor.  —  Joseph 
Smith. 


Dorchester  High  School.    (Boys  and  Girls.) 

Talbot  Avenue  and  Washington  Street. 

Head-Master.  —  Charles  J.  Lincoln.  Master.  —  Albej-t  S.  Perkins. 
Junior-Masters.  —  Frederick  G.  Jackson,  Milford  S.  Power,  Charles  T. 
Wentworth,  John  Haynes.  Assistants.  —  Laura  E.  Hovey,  Edith  S. 
Gushing,  Lucy  A.  Frost,  Anna  M.  Fries,  Margaret  Cunningham,  Jane 
A.  McLellan,  Louisa  E.  Humphrey,  Katherine   K.  Marlow,  Jessie   L. 


348  APPENDIX. 

Adams,  Mabel  M.  Taylor,  Mary  A.  Leavens,  Sarali  L.  Dyer,  Harold 
Bisbee,  M.  Grace  Potter,  Mabel  E.  White,  Henry  W.  B.  Arnold.  Com- 
mercial Branches.  —  William  L.  Anderson,  Oscar  H.  Bresee,  Bessie 
A.  Roberts.  Drawing/. —Adalena  R.  Farmer,  Mary  M.  Robinson. 
Physical  Traininy. — Mabel  S.  Morse.  Janitor.  —  John  McCloskey. 
Matron.  —  Elizabeth  F.  Hunter. 


East  Boston  High  School.  (Boys  and  Girls.) 
Marion  Street,  between  Princeton  and  Saratoga  Streets. 
.  TJead-Master. —  JohnF.  Eliot.  Junior-Masters. —  Charles  W.  Gerould, 
George  D.  Bussey,  W.  Hollis  Godfrey.  Assistants.  —  Lucy  R.  Beadle, 
Kate  W.  Gushing,  Lucia  R.  Peabody,  Gracia  E.  Read,  Alma  F.  Silsby, 
Francis  J.  Conlin,  Grace  L.  Putnam.  Commercial  Branches.  —  Charles 
E.  Simpson,  Lizzie  J.  Fitzgerald.  Physical  Training.  —  Sarah  H. 
Jacobus.  Janitor.  —  George  H.  Bird.  Asst.  Janitor.  —  Oliver  E.  Wood. 
Matron.  — Margaret  J.  Elmore. 


English  High  School.    (Boys.) 

Montgomery  Street. 
Head-Master.  —  John  F.  Casey.  Masters.  —  Charles  B.  Travis,  S. 
Curtis  Smith,  William  H.  Sylvester,  Rufus  P.  Williams,  William  T. 
Strong,  James  A.  Beatley,  Frank  O.  Carpenter,  Melvin  J.  Hill,  Charles 
P.  Lebon,  James  E.  Thomas,  Albert  P.  Walker,  Edvrard  H.  Cobb, 
George  W.  Evans,  William  B.  Snow,  James  Mahoney,  Samuel  F.  Tovrer. 
Junior-Masters.  —  Henry  M.  Wright,  Charles  E.  Stetson,  Frederic  B. 
Hall,  Peter  F.  Gartland,  Fred  R.  Miller,  Frank  E.  Poole.  Commercial 
Branches.  —  James  W.  Mace,  Jr.  Drawing.  —  Edward  R.  Kingsbury. 
Janitor.  —  Patrick  W.  Tighe. 


Girls'  High   School. 

West  Newton  Street. 
Head-Master.  —  John  Tetlow.  Master.  —  Samuel  Thurber.  Asst.- 
Principal.  —  Harriet  E.  Caryl.  Junior-Master.  — Thomas  H.  H.  Knight. 
Assistants.  —  M.  Medora  Adams,  Abby  N.  Arnold,  Zephirine  N.  Brown, 
Alia  W.  Foster,  Helen  A.  Gardner,  Isabel  P.  George,  Elizabeth  E. 
Hough,  Parnell  S.  Murray,  Sarah  J.  C.  Needham,  Emerette  O.  Patch, 
Sarah  E.  Potter,  Elizabeth  M.  Richardson,  Laura  E.  Richardson,  Emma 
G.  Shaw,  S.  Annie  Shorey,  Elizabeth  L.  Smith,  May  M.  Smith,  Grace  G. 
Starbird,  Adeline  L.  Sylvester,  Mary  E.  Winn,  Lucy  R.  Woods.  Chem- 
istry. —  Laura  B.  White.  Laboratory  Assistant.  —  Margaret  C.  Brawley. 
Commercial  Branches.  —  Helen  Torrey,  Clara  H.  Hanks,  Cora  J.  Ball. 
German.- — Jacob  Lehmann.  Physical  Training.  —  Edith  T.  Sears. 
Janitor.  — John  Murphy,  Jr.     Asst.-Janitor.  — Charles  J.  Hurlburt. 


LATIN   AND   HIGH   SCHOOLS.  349 

Mechanic  Arts  High  School.  (Boys.) 
Belvidere,  corner  of  Dalton  Street. 
Head-Master.  —  Charles  W.  Parmenter.  Masters.  —  Koswell  Parish, 
William  Fuller,  Herbert  S.  Weaver.  Junior-Masters.  —  Charles  L.  Reed, 
Charles  L.  Hanson,  Thomas  G.  Rees,  Robert  E.  Burke,  William  B.  Car- 
penter, Rest  F.  Curtis.  Instructors.  —  Benjamin  F.  Eddy,  Ludwig 
Frank,  Herbert  M.  Woodward,  John  W.  Raymond,  Allan  K.  Sweet. 
Assistant  Instructors.  —  Harriet  E.  Bird,  Anna  M.  Vaughn,  Ralph  H. 
Knapp.  Special  Instructor.  —  Katharine  E.  Leonard.  Janitor.  —  George 
W.  Fogg.     Engineer.  —  Charles  L.  Drew. 


Roxbury  High  School.    (Boys  axd  Gikls. ) 

Warren  Street. 
Head-Master.  —  Charles  M.  Clay.  Masters.  —  Nathaniel  S.  French, 
Henry  C.  Shaw.  Junior-Masters.  —  Josiah  M.  Kagan,  Irving  H.  Upton, 
Lyman  G.  Smith.  Assistant  Principal.  —  Jennie  I.  Ware.  Assistants. — 
Edith  A.  Parkhurst,  Persis  P.  Drake,  Helen  A.  Bragg,  Mabel  L.  Warner, 
Mary  E.  Upham,  Charlotte  A.  Maynard,  Maud  G.  Leadbetter,  Florence 
E.  Leadbetter,  Josephine  Hammond,  Elsie  M.  Blake,  Bertha  F.  Court- 
ney, Annie  L.  Bennett,  Charlotte  W.  Montgomery,  Prudence  E.  Thomas. 
Commercial  Branches.  —  Celia  F.  Stacy.  Drawing.  —  Bessie  J.  Sanger. 
Laboratory  Assistant.  —  Roy  E.  Mooar.  Vocal  and  Physical  Training.  — 
Mary  Hubbard.  Assistant  to  Teacher  of  Physical  Training.  —  Florence 
L.  Carter.     Janitor.  — Frank  W.  Turner. 


South  Boston  High  School.  (Boys  and  Girls.) 
Thomas  Park,  G  street,  Dorchester  Heights. 
Head-Master. — Augustus  D.  Small.  Junior-Masters.  —  William  I. 
Corthell,  Myron  W.  Richardson,  Frank  V.  Thompson.  Assistants.  — 
Clara  W.  Barnes,  Lillian  A.  Bragdon,  Minnie  L.  Butland,  Agnes  G. 
Gilfether,  Mary  L.  Green,  Margaret  A.  Leahy,  Lillian  J.  Mac  Rae,  Susan 
L.  Mara,  Annie  M.  Mulcahy,  Marie  A.  Solano,  Elizabeth  G.  Tracy, 
Bertha  Vogel.  Commercial  Branches.  —  Ruth  E.  Hubbard,  Annie  G. 
Merrill.  Drawing.  —  Charlotte  A.  Kendall.  French.  —  Henriette  Gold- 
stein. Physical  Training.  —  Blanche  A.  Bemis.  Janitor.  —  George  F. 
Barry.     Matron. — Eliza  L.  Decker. 


West  Roxhury  High  School.    (Bo\s  and  Girls.) 
Elm  Street,  Jamaica  Plain. 
Head-Master.  —  George  C.  Mann.     Junior  Masters.  —  George  F.  Part- 
ridge, George  A.  Cowen.     Assistants. — Josephine  L.  Sanborn,  Mary  I. 


350  APPENDIX. 

Adams,  Blanche  G.  Wetherbee,  Caroline  W.  Trask,  Frances  B.  Wilson, 
Eebecca  Kite,  Annie  N.  Bunker,  Mabel  O.  Mills.  Commercial  Branches. 
—  Ernest  V.  Page,  Emma  F.  Simmons.  Drawing.  —  Ellen  F.  G.  O'Con- 
nor. Physical  Training.  —  Catharine  L.  Bigelow.  Janitor.  — John  H. 
Kelley.     Matron.  —  Mary  E.  McDonough. 


FIRST    DIVISION. 


Adams  Scliool.  (Boys  and  Gikls.) 
Belmont  Square,  East  Boston. 
Master.  —  Frank  F.  Preble.  Sub-Master.  —  Joel  C.  Bolan.  1st  Asst.  — 
Charlotte  L.  Voigt.  Assistants.  —  Clara  Kobbins,  Adiline  H.  Cook, 
EUenette  Pillsbury,  Sarah  E.  McPhail,  Jennie  A.  Meyer,  Florence  E. 
Marshall,  M.  Luetta  Choate,  Clara  M.  White,  Harriet  Sturtevant. 
Cookery.  —  Charlotte  F.  Clark.  Manual  Training.  —  William  A.  Eng- 
land. Sewing. — Esther  C.  Povah.  Janitor. — Michael  J.  Burke. — 
Truant  Officer.  — Charles  E.  Turner. 


PRIMARY    b'CHOOLS. 

PLUMMER    SCHOOL,    BELMONT   SQUARE. 

1st  Asst.  — Ellen  M.  Robbins.  Assistants.  — Fanny  M.  Morris,  Emma 
M.  Weston,  Mary  A.  Palmer,  Annie  A.  Doran,  Helen  L.  Dennison, 
Eleanor  C.  Butler,  Blanche  F.  Kingsley.     Janitor.  — John  H.  Crafts. 

PLUMMER  PORTABLE  SCHOOL,  NO.  53. 

Assistant.  —  Mary  J.  Monahan.     Janitor.  —  John  H.  Crafts. 
KINDERGARTEN. 

PLUMMER   SCHOOL,    BELMONT   SQUARE. 

Principals.  —  Cora  E.  Bigelow,  Mabel  J.  Houlahan.  Assistants.  — 
Lida  J.  Hamilton,  Harriet  S.  Warren. 


Chapman  Scliool.  (Boys  and  Girls.) 
Eutaw  Street,  East  Boston. 
Master.  —  Tilson  A.  Mead.  Sub-Master.  —  Frederick  W.  Swan.  1st 
Assts.  —  Lucy  W.  Eaton,  Jane  F.  Reid.  Assistants.  —  Gertrude  L. 
Gardner,  Clara  A.  Brown,  Florence  M.  Glover,  Frances  A.  Gallagher, 
Grace  M.  Strong,  Gertrude  W.  Merrill,  Margaret  D.  Barr,  Annie  L. 
Evans,  Katharine  L.  Niland,  Lucy  E.  Woodwell,  Mary  E.  Buffum, 
S.  Catherine  Smith.  Cookery.  —  N.  Florence  Treat.  Manual  Train- 
ing.—  Sybel  G.  Brown.  Sewing.  —  Susan  M.  Cousens,  Elizabeth  A. 
Power.  Janitor.  —  James  E.  Burdakin.  Engineer.  —  Walter  L.  McLean. 
Truant-officer.  — Daniel  J.  Sweeney. 


FIRST   DIVISION,  351 

PRIMARY   SCHOOLS. 

CHAPMAN    SCHOOL,    EUTAW   STKEET, 

Assistants.  —  Clara  A.  Otis,  Edith  H,  Wood,  Gertrude  N.  Sullivan. 

TAPPAN  SCHOOL,  LEXINGTON  STREET. 

1st  Asst. — Marietta  Duncan.  Assistants. — Mabel  V.  Roche,  Catherine 
F.  Atwood,  Hannah  F.  Crafts,  Mary  E.  Sheridan,  Calista  W.  McLeod. 
Janitor.  —  Bradford  H.  Blinn. 


KINDERGARTEN. 

TAPPAN    SCHOOL,    LEXINGTON    STKEET. 

Principals.  —  Mariannie  H.  Simmons,  Helen  M.  Paine.     Assistants. 
Annie  A.  Warren,  Grace  G.  Kendall. 


Emerson  School.     (Boys  and  Girls.) 

Prescott,  corner  Bennington  Street,  East  Boston. 

Master.  —  J.  Willard  Brown.  Sub-Master.  —  James  H.  Leary.  1st 
Assts.  —  Frances  H.  Turner,  Mary  A.  Ford.  Assistants.  —  Louise  S. 
Hotchkiss,  H.  Elizabeth  Cutter,  Mary  D.  Day,  Emma  J.  Irving, 
Isabella  J.  Ray,  Mary  L.  Sweeney,  Ida  E.  Halliday,  Charlotte  G.  Ray, 
Ellen  S.  Bloomfield,  Elizabeth  A.  Turner,  Helen  M.  Souther,  Eliza  D. 
Graham,  Grace  Bourne,  Eliza  J.  Murphy.  Cookery.  —  N.  Florence 
Treat.  Manual  Training. — Sybel  G.  Brown,  William  A.  England. 
Sewing. — Annie F.  Marlowe.  Janitor. —  Edward  C.  Chessman.  Truant- 
officer.  —  Daniel  J.  Sweeney. 

BLACKINTON    SCHOOL,    ORIENT   HEIGHTS. 

Sub-Master.  —Bremen  E.  Sinclair.  Assistants.  —  Sara  F.  Littlefield, 
Caroline  E.  Nutter,  Abigail  F.  Sullivan,  Margaret  C.  Littlefield. 
Cookery.  —  N.  Florence  Treat.  Sewing.  —  Annie  M.  Cullen.  Janitor. — 
Francis  Beadle. 


PRIMARY   SCHOOLS. 

NOBLE  SCHOOL,  PRINCETON  STREET. 

1st  Asst.  —  Mary  E.  Plummer.  Assistants.  —  Sarah  A.  Atwood, 
Alice  M.  Macdonald,  Abby  D.  Beale,  Harriet  E.  Litchfield,  Lizzie  M. 
Morrissey,  Susan  A.  Slavin.     Janitor.  —  Arthur  Mooney. 

NOBLE   SCHOOL   ANNEX. 

Assistants.  —  Ethel  C.  Brown,  Grace  H.  Mareman.  Janitor. — Arthur 
Mooney. 


352  APPENDIX. 

399   SARATOGA-STEEKT   SCHOOL. 

Assistant.  —  Olive  A.  Kee.     Janitor,  —  Edward  C.  Chessman. 

BENNINGTON-STKEET   CHAPEL    SCHOOL. 

Assistants.  —  Mabel   L.    Josselyn,    Florence    G.  Erskine.     Janitor. — 
Ida  A.  Starks. 

BLACKINTON   SCHOOL,    ORIENT   HEIGHTS. 

Assistants.  —  Annie   F.    McGillicudy,    Helen  A.  Burke,  Margaret  E. 
Gray. 

BLACKINTON  PORTABLE  SCHOOL,  NO.  56. 

Assistant.  —  Minnie  Goldsmith.     Janitor.  —  Francis  Beadle. 

1    FORD-STREET   SCHOOL. 

Assistant.  —  Margaret  T.  Leahy. 


KINDERGARTENS. 

NOBLE  SCHOOL,  PRINCETON  STREET. 

Principal.  —  Flora  S.  McLean. 

22   SHELBY-STREET   SCHOOL. 

Assistant.  —  G.  Caroline  Penchard.     Janitor.  —  Arthur  Mooney. 


Liymaii  School.    (Boys  and  Girls.) 
Corner  ef  Paris  and  Gove  Streets,  East  Boston. 

Master.  —  Augustus  H.  Kelley.  Sub-Master. — Herbert  L.  Morse. 
1st  Assts.  —  Emma  B.  Harvey,  Nellie  M.  Porter. 

Assistants. — Cora  F.  Murphy,  Helen  Harvie,  Mary  F.  Moore,  Sophie 
G.  Thayer,  Clara  B.  George,  Amelia  H.  Pitman,  Eva  L.  Morley,  Isabel 
P.  Reagh,  Julia  A.  Logan,  Loretta  Sullivan,  Leonora  E.  Scolley, 
Gazelle  Eaton.  Cookery.  —  Charlotte  F.  Clark.  Manual  Training.  — 
William  A.  England.  Sewing.  —  Mary  L.  Dermody.  Janitor.  —  Charles 
L.  Glidden.     Truant-officer.  —  Charles  E.  Turner. 

OLD   east   boston   HIGH    SCHOOL,    PARIS   AND    MERIDIAN    STREETS. 

Assistants. — Katherine  R.  A.  Nolan,  Josephine  FitzGerald,  Ethel  M. 
Fales.     Janitor.  —  Edvrard  H.  Gilday. 


PRIMARY  SCHOOLS. 

AUSTIN    SCHOOL,    PARIS   STREET. 

Assistants.  —  Lucy  M.  Goodwin,  Agnes  J.  Kenney.     Janitor.  —  Lottie 
F.  Trites. 

CUDWORTH   SCHOOL,    GOVE    STREET. 

1st  Asst.  —  Mary  E.  Williams.     Assistants.  —  Grace  O.  Peterson,  Ade- 
laide R.  Porter,  Catherine  A.  Sullivan,  Josephine  A.  Ayers,  Alvira  M. 


SECOND   DIVISION".  353 

Bartlett,  Florence  M.    Bertram,  Lena  E.  Synette,  Grace  M.  Plummer. 
Janitor.  —  Charles  J.  Carlson. 

■\VEBB    SCHOOL,    PORTER    STREET. 

1st  Asst. — Annie  M.  Wilcox.     Assistant. — Katharine  L.  Fitzpatrick. 
Janitor.  —  Lottie  F.  Trites. 


KINDERGARTENS. 

AUSTIN    SCHOOL,    PARIS    STREET. 

Assistant.  —  Hattie  Browne. 

CUDWORTII    SCHOOL,    GOVE   STREET. 

Principals.  —  Grace  S.  Mansfield,  Alice  L.  McLauthlin.     Assistant. — 
Charlena  D.  Hoyt. 

WEBB  SCHOOL,  PORTER  STREET. 

Principal.  —  Mabel  Lovell.     Assistant.  —  Florence  M.  Weltch, 


SECOND    DIVISION. 


Bunker  Hill  School.  (Boys  and  Girls.) 
Baldwin  Street.,  Charlestown. 
Master.  —  Samuel  J.  Bullock.  Sub-Master.  —  Henry  F.  Sears.  1st 
Assts.  —  Harriet  H.  Norcross,  Abby  P.  Josselyn.  Assistants.  —  Mary 
E.  Minter,  Clara  B.  Brown,  Josephine  F.  Hannon,  Angelia  M.  Knowles, 
Cora  V.  Enwright,  Anna  M.  Prescott,  Kate  C.  Thompson,  Charlotte  E. 
Seavey.  Cookery.  —  Emily  H.  Hawes.  Manual  Training.  —  Frank 
Carter.  Sewing.  —  Julia  A.  Skilton.  Janitor.  —  Gustavus  H.  Gibbs. 
Truant-officer.  —  John  T.  Hathaway. 


PRIMARY   SCHOOLS. 

BUNKER   HILL-STREET   SCHOOL,    CORNER   CHARLES   STREET. 

1st  Asst. — Elizabeth  B.  Norton.  Assistants.  —  Mary  E.  Flanders. 
Mary  D.  Richardson,  Jennie  F.  White,  Effie  G.  Hazen,  Anna  P.  Hannon, 
Anastasia  F.  Murphy.     Janitor.  —  Gustavus  H.  Gibbs. 

B.    F.    TWEED   SCHOOL,    CAMBRIDGE    STREET. 

Assistants.  —  Kate  T.  Brooks,  Ada  E.  Bowler,  Annie  B.  Hunter. 
Janitor.  —  Jerome  F.  Rice. 


KINDERGARTEN. 

B.    F.    TWEED    SCHOOL,    CAMBRIDGE    STREET. 

Principal.  —  Gertrude  F.  Chamberlain. 


354  APPENDIX. 


Frotbiugham  School.  (Boys  and  Girls.) 
Corner  of  Prospect  and  Edgeworth  Streets,  Charlestown. 
Master.  —  William  B.  Atwood.  Sub-Master.  —  Walter  L.  Harrington. 
1st  Assts.  —  Charlotte  E.  Camp,  Margaret  J.  O'Hea.  Assistants.  — 
Sarah  H.  Nowell,  Martha  J.  Bryant,  Helen  G.  Stark,  Elizabeth  L. 
McCarthy,  Madeline  A.  Foppiano,  Margaret  A.  Mernin,  Emma  F.  West, 
Florence  O.  Brock,  Mary  A.  Quirk,  Persis  M.  Whittemore,  Etta  G. 
Clarke,  Mary  Colesworthy,  Edith  F.  Eankin.  Cookery.  —  Josephine 
Morris.  Manual  Training.  —  Frank  Carter.  Sewing.  —  Frances  Tully. 
Janitor.  —  Warren  J.  Small.     Truant-officer.  — Charles  S.  Woofifindale. 


PKIMARY  SCHOOLS. 

FROTHINGHAM    SCHOOL,    PROSPECT   STREET. 

Assistant.  —  Mary  E  Corbett. 

FBOTHINGHAM   ANNEX. 

Assistants.  —  N.  Louise  Huff,  Anna  F.  Kingston.  Janitor. — Warren 
J.  Small. 

WILLIAM   II.    KENT   SCHOOL,    MOULTON    STREET. 

Ist  Asst. — Fannie  M.  Lamson.  Assistants.  —  Nellie  L.  CuUis,  The- 
resa E.  Hayes,  Mary  E.  Delaney,  Abbie  C.  McAuliffe.  Janitor. — Jere- 
miah F.  Horrigan. 

WILLIAM  H.  KENT  PORTABLE  SCHOOL,  NO.  46. 

Assistant.  —  Martha  Yeaton.     Janitor.  —  Margaret  O'Neil. 

CHAUNCEY-PLACE   SCHOOL. 

Assistant.  —  Lena  E.  Campbell.     Janitor.  —  Mary  Watson. 

ADAMS   AND   CHESTNUT-STREETS    SCHOOL. 

Assistants.  —  Caroline  E.  Morse,  Jenny  F.  Randall.  Janitor. — 
Margaret  Walsh. 


KINDERGARTEN. 

WILLIAM    H.    KENT   SCHOOL,    MOULTON   STREET. 

Principal. — Phebe  A.   De  Lande.     Assistant.  —  Margaret  V.  Meade. 


Harvard  ScliooL     (Boys  and  Girls.) 
Devens  street,  Charlestown. 
Jfasier.  —  Warren  E.    Eaton.*      Sub-Master. — Darius    Hadley.      1st 
Assts.  — Sarah  E.  Leonard,  Abbie  M.  Libby.     Assistants.  —  Caroline  E. 

*  Died  July  3,  li)i(3. 


SECOND   DIVISION.  355 

Gary,  Fanny  E.  Jennison,  Ida  B.  Nute,  Katharine  C.  Wigg,  Marcella  C. 
Coyle,  Mabel  P.  Foster,  Sarah  V.  Porter,  Isabel  A.  Smith,  Elizabeth  B. 
Porter,  Georgiana  Benjamin.  Cookery. — Josephine  Morris.  Manual 
Training. — Annie  V.  Comins.  Sewing.  —  Ella  Whiting.  Janitor. — 
Walter  I.  Sprague.     Truant-officer.  —  Charles  S.  Wooffindale. 


PRIMARY   SCHOOLS. 

HARVAKD    HILL    SCHOOL. 

1st  Asst.  —  Frances  A.  Foster.  Assistants. — Sarah  J.  Worcester, 
Grace  M.  Broaders,  Louisa  A.  Whitman,  Effie  A.  Kettell,  Sarah  R. 
Dodge,  Elizabeth  G.  Desmond,  Lana  J.  Wood.  Janitor.  —  Levi  H. 
Hayward. 

COMMON-STREET   SCHOOL. 

1st  Asst. — Agnes  A.  Herlihy.  Assistants. — Elizabeth  R.  Brower, 
S.  Janet  Jameson.     Janitor.  —  Levi  H.  Hayvrard. 


KINDERGARTEN. 

COMMON-STEEET   SCHOOL. 

Principal.  —  Sallie  Bush.     Assistant.  —  Alice  M.  Purinton. 


Prescott  School.     (Boys  and  Girls.) 

Elm  Street,  Charlestown. 

Master,  —  William  H.  Furber.  Sub-Master.  —  Melzar  H.  Jackson. 
1st  Asst. — Mary  E.  Keyes.  Assistants.  —  Julia  C.  Powers,  Ellen  G. 
Garraghan,  Margaret  M.  Whalen,  Margaret  F.  Gannon,  Frances  A, 
Craigen,  Florence  A.  McDonough,  Julia  F.  Savryer,  Ellen  E.  Kelly, 
Grace  A.  Reed.  Cookery.  —  Emily  H.  Havres.  Manual  Training.  — 
Frank  Carter,  Fannie  B.  Prince.  Sewing.- — Mary  J.  Mara.  Janitor. — 
James  W.  Ede.     Truant-officer.  —  John  T.  Hathaway. 

PRIMARY  SCHOOLS. 

POLK-STREET   SCHOOL. 

1st  Asst.  —  Mary  E.  Franklin.  Assistants. —  Lizzie  Simpson,  Eliza- 
beth J.  Doherty,  Hattie  L.  Todd,  Alice  Simpson.  Janitor,  —  George 
A.  King. 

MED  FORD-STREET    SCHOOL. 

Assistants. — Lydia  E.  Hapenny,  Agnes  M.  Turnbull,  Katharine  F. 
O'Brien,  Mary  R.  Fitzgerald.     Janitor.  —  George  A.  King. 


KINDERGARTEN. 

POLK-STREET   SCHOOL. 

Principal.  —  Daisy  G.  Dame.     Assistant.  —  Helen  L.  Arnold. 


356  APPENDIX. 

Warren  School.     (Boys  and  Girls.) 

Corner  Pearl  and  Summer  Streets^  Charlestown, 

Master.  —  Edward  Stickney.  Sub-Master. — Henry  C.  Parker.  1st 
Assts.  —  Anna  D.  Dalton,  Abbie  M.  Mott.  Assistants.  — Rose  M.  Cole, 
Angelia  M.  Courtney,  Sarah  .1.  Taff,  Annie  A.  F.  Mellish,  Ellen  A. 
Pratt,  Katharine  A.  Sweeney,  Ellen  M.  O'Connor,  Alice  Hall,  Georgietta 
Sawyer,  Caroline  A.  Meade,  Mary  T.  Laughlin.  Cookery.  —  Josephine 
Morris.  Manual  Training.  —  Annie  V.  Gomins.  Sewing.  —  Julia  A. 
Skilton.  Janitor.  —  John  P.  Swift.  Truant-officer. — John  T.  Hatha- 
way. 


PEIMARY   SCHOOLS. 

WARKEN    SCHOOL,    BARTLETT   STREET. 

Assistants.  —  Caroline  E.  Osgood,  M.  Josephine  Smith,  Mary  F. 
Benson,  Cora  A.  Wiley,  Fannie  L.  Osgood,  Mary  M.  Crane.  Janitor.  — 
Ellen  Devaney.     Matron.  —  Annie  Doyle. 

MEAD-STREET    SCHOOL. 

Assistants.  —  Carrie  F.  Gammell,  Jessie  G.  Paine.  Janitor.  —  James 
Shute. 


KINDERGARTENS. 

WARREN    SCHOOL,    BARTLETT   STREET. 

Principal. — Katharine  L.  Roche.     Assistant.  —  M.  Alice  CConnell. 

MEAD-STREET    SCHOOL. 

Assistant. — Alice  V.  Tuttle. 


THIRD    DIVISION. 


Bowdoin  School.    (Girls.) 

Myrtle  Street  (West End,  near  State  House). 

Master. — Alonzo  Meserve.  1st  Assts.  —  Sarah  R.  Smith,  Martha  T. 
O'Hea.  Assistants. — Eudora  E.  W.  Pitcher,  Ella  L.  Macomber, 
Annetta  F.  Armes,  Mary  W.  French,  Catherine  M.  Dolan,  S.  Frances 
Perry,  Florence  M.  Halligan,  May  A.  Treen,  Edith  L.  Caverly.  Cookery. 
—  Margaret  W.  Howard.  Seioiiig.  —  Ella  L.  Thomas.  Janitor.  —  Nelson 
Weston,     jy uant-officer.—T>a.\ id  F.  Long. 


THIRD   DIVISION.  357 

PRIMARY   SCHOOLS. 

SHARP   SCUOOL,    ANDERSON   STREET. 

1st  Asst.  —  Elizabeth  R.  Preston.  Assistants.  ■ —  Sarah  E.  Brown, 
Eliza  A.  Thomas,  Julia  G.  L.  Morse,  Gertrude  G.  O'Brien,  Mary  F. 
Murphy,  Mary  A.  Long.     Janitor.  —  Mary  A.  Maguire. 

BOWDOIN    SCHOOL,  MYRTLE    STREET. 

Assistants.  —  Harriet  L.  Smith,  Mabel  West,  Clara  J.  Raynolds. 


KINDERGARTEN. 

SHARP   SCHOOL,    ANDERSON    STREET. 

Principal.  —  Serena    J.  Frye.      Assistant.  —  Lillian    Hooper.     Prin- 
cipal. —  Sarah  E.  Kilmer.     Assistant.  —  Carolyn  M.  Fletcher. 


Eliot  School.  (Boys.) 
North  Bennet  Street. 
Master.  —  Granville  S.  Webster.  Sub-Masters.  —  Irving  M.  Norcross, 
Benjamin  J.  Hinds,  John  J.  Sheehan.  1st  Asst.  —  Frances  M.  Bodge. 
Assistants.  —  Anna  L.  Foster,  Minnie  I.  Folger,  M.  Ella  Wilkins,  Isabel 
R.  Haskins,  Annie  M.  H.  Gillespie,  Mary  V.  Cunningham,  Theresa 
Currie,  Celia  V.  Lean,  Ellen  G.  Desmond,  Mary  W.  Bonython,  E.  Idella 
Seldis,  Anna  M.  T.  Sheehan.  Janitor.  —  Patrick  M.  Connolly.  Truant- 
officer.  —  John  McCrillis. 

WARE   SCHOOL,    NORTH   BENNET   STREET. 

Assistants.  —  B.  Louise  Hagerty,  Agnes  C.  Moore,  Rose  M.  McCarthy, 
Catherine  J.  Cunningham.     Janitor.  —  William  Swansey. 

MOON-STREET   SCHOOL. 

Assistants.  —  Susie  F.  Jordan,  Nannie  May,  Charlotte  A.  Hood, 
Martha  J.  Ambrose,  Emma  C.  Keating,  Mary  E.  Hartnett,  Theresa  A. 
Dacey,  Mary  G.  Welch,  M.  Persis  Taylor. 


PRIMARY   SCHOOLS. 

PORMORT   SCHOOL,    SNKLLING   PLACE. 

1st  Asst.  —  Rosa  M.  E.  Reggio.  Assistants.  — M.  Elizabeth  McGinley, 
Sylvia  A.  Richards,  Sophia  E.  Krey,  Winifred  C.  Wolff,  Mary  E.  Aber- 
crombie.     Janitor.  —  William  Swansey. 

MOON-STREET   SCHOOL. 

1st  Asst.  —  Mary  E.  Hanney.  Assistants.  —  Mary  E.  Hughes,  Mary  T. 
Melia. 

FREEMAN    SCHOOL,    CHARTER   STREET. 

1st  Asst.  —  Carrie  A.  Waugh.  Assistants.  —  Katharine  G.  Sutliff, 
Ellen  G.  Bird,  Marcella  E.  Donegan,  Harriett  E.  Lampee,  Viola  M. 
Allen.     Janitor.  —  Jennie  Harvey. 


358  APPENDIX. 

WARE   PORTABLE    SCHOOL,    NO,.  67. 

Assistant.  —  Agnes  L.  McMahan.     Janitor.  —  William  Swansey. 


KINDERGARTEN. 

39   NORTH   BENNET-STREET   SCHOOL,. 

Principal.  —  Ellen  M.  Murphy.     Assistant.  —  Margaret  V.  McManus. 
Janitor.  —  Mary  Corcoran. 


Hancock    School.      (Girls.) 

Parmenter  Street. 

blaster.  —  Lewis  H.  Dutton.  1st  Assts.  —  Ellen  C.  Sawtelle,  Honora 
T.  O'Dowd.  Assistants.  —  Agnes  L.  Dodge,  Mary  R.  Thomas,  Susan  E. 
Mace,  E.  Lillian  Mitchell,  Matilda  F.  Bibbey,  Mabel  C.  Higgins,  Marion 
A.  Dogherty,  Annie  G.  Conroy,  Katherine  E.  Gillespie,  Annie  M.  Niland, 
Elsie  M.  Sawyer,  Fanny  L.  Rogers,  Hattie  L.  Gates,  Emily  J.  Hare. 
Cookery.  —  Roberta  M.  Cummins,  Annie  F.  Gray.  Sewing. — Kate  A. 
Clare,  Mary  F.  Doherty.  Jajii^or.  —  Edward  P.  Clark.  Truant- 
officer.  —  John  McCrillis. 

PAUL  REVERE  SCHOOL,  PRINCE  STREET. 

Assistants.  —  Eleanor  M.  Colleton,  Annie  G.  Colbert,  Ella  A.  Curtis, 
Margaret  Mulligan,  Catherine  C.  O'Connell,  Evelyn  M.  Pearce,  Mary  J. 
Ryan.     Janitor.  —  Humphrey  C.  Mahoney.     Matron.  — Honora  Hanson, 

32   PARMENTER-STREET   SCHOOL, 

Assistant.  —  Gertrude  F.  Buckley. 


PRIMARY   SCHOOLS. 

CUSHMAN   SCHOOL,    PARMENTER   STREET. 

1st  Asst. —  Teres,2i  M.  Gargan.  ^ssisianfs.  —  F.  Maud  Briggs,  Mary 
J.  Clark,  Teresa  L.  Carlin,  Katherine  F.  Doherty,  Catherine  W.  Eraser, 
Mary  J.  Murray,  Mary  E.  Meaney,  Mary  L.  Desmond,  Katherine  M, 
Sullivan,  Lena  M.  Rendall,  Mary  G.  Ruxton,  Maud  E.  Downing,  Marcella 
C,  Halliday,  Harriet  M.  Eraser.     Janitor.  —  .John  S.  Keller. 

PAUL  REVERE  SCHOOL,  PRINCE  STREET. 

1st  Assts.  —  Margaret  D.  Mitchell,  Theresa  E.  Eraser.  Assistants.  — 
Sophia  G.  Whalen,  Lucy  M.  A.  Moore,  Mary  A,  Kirby,  Helen  A,  Hackett, 
Margaret  Mais,  Mary  G.  Mahar,  Mary  E.  O'Hare. 

NORTH    END    UNION   SCHOOL,    20   PARMENTER    STREET. 

Assistants.  —  Anna  E.  Neal,  Mary  C.  Brine. 


THIRD   DIVISIOJf.  359 

KINDERGARTENS. 

CUSIIMAN   SCHOOL,,    PARMENTEK   STREET. 

Principal.  —  Anne  R.  Howard.     AssMant.  —  Julia  E.  Keith. 

NORTH   END    UNION    SCHOOL,    20   PARMENTER    STREET. 

Principal.  —  Mary  B.  Bartlett.     Assistant. — Edith  Wordell. 

64   NORTH   MARGIN-STREET   SCHOOL. 

Principal.  —  Bertha  M.  Druley.     Janitor.  —  Mary  McDermott. 

PAUL  REVERE  SCHOOL,  PRINCE  STREET. 

Principals.  —  Esther  F.  McDermott,  Mary  C.  Peabody.     Assistants.  — 
Katharine  M.  Crowley,  Minnie  A.  Prescott. 


Phillips   School.     (Boys.) 

Phillijys  Street. 

Master.  —  Elias  H.  Marston.  Sub-Masters.  — Edward  P.  Shute,  Cyrus 
B.  Collins,  Frank  L.  Keith.  1st  Asst.  —  Nellie  M.  Whitney.  Assistants.  — 
Elizabeth  G.  Hutchison,  Adeline  M.  Murphy,  Annie  G.  Scollard,  Ella 
J.  Boyle,  Leanora  E.  Taft,  Nellie  M.  Sullivan,  Nellie  M.  Foley,  Martha 
A.  Knowles,  Ellen  J.  MacMahon,  Julia  F.  Holland,  Elizabeth  M.  Shine, 
Mary  E.  Doyle,  Emeline  C.  Farley,  Leila  M.  Nicholl,  Helen  6.  Davis. 
Janitor.  —  Jeremiah  W.  Murphy.     Truant- officer.  —  David  F.  Long. 

GRANT   SCHOOL,    PHILLIPS    STREET. 

Assistants. — Katherine  J.  Burke,  Agnes  G.  Tarpey,  Clara  A.  McNamee, 
Katherine  C.  Coveney.     Janitor.  —  Catherine  O'Sullivan. 

SOMERSET-STREET   SCHOOL. 

1st  Asst.  (Primary).  —  Katharine  A.  Burns.  Assistants.  —  Mary  E. 
Towle,  Henrietta  L.  Dwyer,  Julia  E.  Sullivan,  Henrietta  Chase,  Mary 
R.  Kennedy.     Janitor.  —  Annie  J.  Butler. 


PRIMARY   SCHOOLS. 

BALDWIN    SCHOOL,    CHARDON    COURT. 

1st  Asst.  —  Jennie  A.  Dodson.  Assistajits.  —  Leila  L.  Rand.  Josephine 
F.  Joyce,  Mary  L.  Bibbey,  Angle  P.  S.  Andrews.  Janitor.  —  William 
Swansey. 


KINDERGARTEN. 

BALDWIN   SCHOOL,    CHARDON   COURT. 

Principal.  —  Ida  A.  Noyes.     Assistant.  —  Julia  T.  A.  Maloy. 


360  APPENDIX. 

Wells  School.    (G1K1.S.) 
Corner  Blosso7n  and  McLean  streeets. 

Master.  —  Orlendo  W.  Dimick.    1st  Assts.  —  Priscilla  Whiton,  Emeline 

E.  Durgin.  Assistants. — Catherine  E.  McCarthy,  Hattie  A.  Watson,  Ellen 

F,  Jones,  Susan  R.  Gifford,  Elizabeth  Campbell,  Lillian  W.  Prescott, 
Lizzie  F.  Stevens,  Clara  B.  Shaw,  Selina  A.  Black,  Ella  F.  Grafton, 
Mary  F.  Flanagan,  Alice  Dunn,  Elizabeth  J.  Strongman.  Cookery. — 
Margaret  W.  Howard.  Sewing.  —  Clara  L.  Dorr,  Ella  L.  Thomas, 
Margaret  C.  Crane.  Janitor.  —  Charles  D.  Gallagher.  Truant-officer. — 
David  F.  Long. 

ST.    ANDKEW'S-CHAPEL    SCHOOL,    38   CHAMBERS    STKEET. 

Assistant.  —  Mabel  M.  Anderson. 

31   NORTH   RUSSELL-STREET   SCHOOL. 

Assistants. —  Ka,theTin6  L.  King,  Schassa  G,  Row,  Judith  E.  Dugan, 
Adelaide  E.  Badger,  Alice  D.  Strong. 

MAYHEW   PORTABLE    SCHOOL,    KO.    54. 

Assistant.  —  Grace  H.  Clifton.     Janitor.  —  Christopher  P.  Curtis. 


PRIMARY   SCHOOLS. 

WINCHELL    SCHOOL,    BLOSSOM    STREET. 

1st  Asst. — Sarah  G.  Fogarty.  Assistants.  —  Lula  A.  L.  Hill,  Helen 
M.  Graves,  Kate  Wilson,  Mary  F.  Finneran,  Helen  M.  Mead,  Nellie  M. 
Durgin,  Etta  L.  Jones,  Annie  E.  Flanagan,  Winifred  H.  Berry,  Teresa 
R.  Flaherty,  Elizabeth  M.  Keef e,  Agnes  L.  Berry.  Janitor.  —  Jeremiah 
O'Connor. 

EMEliSON   SCHOOL,    POPLAR   STREET. 

1st  Asst.  —  Mary  F.  Gargan.  Assistants.  —  Anna  F.  Daly,  Hannah  E. 
Collins,  Alicia  I.  Collison,  Mary  E.  Durgin,  Alice  M.  Hagerty.  Jani- 
tor. —  Jennie  Bradbury. 

EMERSON    PORTABLE    SCHOOL,    NO.    55. 

Assistant.  —  Caroline  A.  Shay.     Janitor.  —  Jennie  Bradbury. 

MAYHEW   SCHOOL,    CHAMBERS   STREET. 

1st  Asst.  —  Georgia  D.  Barstow.  Assistants.  —  Grace  A.  Stone,  Mary 
F.  Magrath,  Mary  Llllis,  Katherine  A.  Kiggen,  Mary  R.  McNamara, 
Emily  Frazer,  Gertrude  M.  Dimick,  Carrie  M.  Cogswell,  Jeannette  A. 
Nelson,  Margaret  G.  Melia,  Mary  J.  Jenkins,  Emma  J.  Burke,  Florence 
K.  Alexander,  Alice  G.  Lincoln.     Janitor.  —  Christopher  P.  Curtis. 

103    CHAMBERS-STREET   SCHOOL. 

Assistant. 


FOURTH   DIVISION.  361 

33    CHAMBERS-STREET   SCHOOL. 

Assistants.  —  Eleanora  A.  Smith,  Bertha  B.  White.    Janitor.  —  Charles 
D.  Gallagher. 


KINDERGARTENS. 

WINCHELL   SCHOOL,    BLOSSOM   STREET. 

Principal.  — Caroline  C.  Voorhees.     Assistant.  —  Mary  P.  Corrigan. 

MATHEW   SCHOOL,    CHAMBERS   STREET. 

Principal.  —  Ada  C.  Williamson.     Assistant.  —  Clara  B.  Cochran. 

ST.  ANDREW'S-CHAPEL  SCHOOL,  38  CHAMBERS   STREET. 

Principal.  —  Josephine  H.  Calef.     Assistant.  —  Ruth  C.  Barry. 


FOURTH    DIVISION. 


Brimmer    School.    (Boys.) 

Common  Street. 
Master.  —  Quincy  E.  Dickerman.  Sub-Masters. — Gustavus  F.  Guild, 
John  A.  Russell.  1st  Asst. — Ella  L.  Burbank.  Assistants.  —  Nellie  A. 
Manning,  Katherine  E.  Lahey,  James  Burrier,  Grace  W.  Mitchell,  Mary 
A.  Carney,  Sarah  E.  Adams,  Mary  E.  W.  Hagerty,  Frances  A.  Putnam. 
Manual  Training. — Mary  J.  Marlow.  Janitor. — James  F.  Latrobe. 
Truant-officer. — Richard  W.  Walsh. 


PRIMARY   SCHOOLS. 

BRIMMER    school,    COMMON   STREET. 

Assistant.  — Margaret  L.  Eaton. 

SKINNEK   SCHOOL,    CORNER    FAYETTE    AND    CHURCH   STREETS. 

1st  Asst. — Edith  L.  Stratton.     Assistants. — Mary  E.  Tiernay,  Mary 
E.  Collins,  Elizabeth  G.  Cahill.     Janitor.  —Margaret  Ring. 


KINDERGARTEN. 

WARRENTON-STBEET  SCHOOL. 

Principal.  —  Etta  D.  Morse.     Assistant.  — Martha  L.  Eaton. 


Prince    School.      (Boys  and  Girls.) 

Netcbury,  corner  Exeter  Street. 

Master. — E.  Bentley  Young.     Sub-Master.  —  Charles   G.   Wetherbee. 

1st    Assts. — Lillian    F.    Sheldon,    ISI.    Louise    Fynes.       Assistants. — 

Luthera  W.  Bird,  Kate  A.  Raycroft,  Katherine  C.  Martin,  Anna  C.  Mur- 


362  APPENDIX. 

dock,  Rosalie  C.  "Williams,  Eva  G.  Reed,  E.  Isabelle  Bense,  Ilarriet  M. 
Simpson.  Cookery.  —  Grace  D.  Bacbelder,  Genevieve  Huff.  Manual 
Training.  —  John  C.  Broadhead.  Sewing.  —  Alice  M.  Skillings.  Janitor. 
—  Bernard  L.  Donnelly.     Truant-officer.  —  David  L.  Jones. 

CHARLES  C.  PERKINS  SCHOOL,  ST.  BOTOLPH  STREET. 

Assistants.  —  Clara  E.  Fairbanks,  Abbie  E.  Wilson. 

CHARLES   C.  PERKINS  PORTABLE  SCHOOL,  NO.  13. 

Assistant.  —  Mary  A.  Perkins.     Janitor.  —  Robert  A.  Butler. 


PRIMARY  SCHOOLS. 

PRINCE    SCHOOL,    EXETER    STREET. 

Assistants.  —  Manetta  W.  Penny,  Nellie  E.  Boyd. 

CHARLES    C.    PERKINS    SCHOOL,    ST.    BOTOLPH   STREET. 

1st  Asst.  —  Laura  K.  Hayward.  Assistants.  —  Anna  C.  Cousens,  Kath- 
erine  L.  Campbell,  Sarah  A.  Ginn,  Laura  A.  Ells,  Amy  E.  Emery. 
Janitor.  —  Robert  A.  Butler. 

CHARLES    C.    PERKINS   PORTABLE   SCHOOL,   NO.    14. 

Assistant.  — Mabel  C.  Friend.     Janitor.  —  Robert  A.  Butler. 


KINDERGARTEN. 

CHARLES  C.  PERKINS  SCHOOL,  ST.  BOTOLPH  STREET. 

Principal.  —  Ellen  Gray.     Assistant.  —  Mabel  L.  Dodge. 


Quiiicy  Scliool.    (Boys.) 

Tyler  Street. 

Master.  — Alfred  Bunker.  Sub-Masters.  —  Frank  F.  Courtney,  George 
G.  Edwards.  1st  Asst.  — Angle  C.  Damon.  Assistants.  —  Bridget  A. 
Foley,  Ida  H.  Davis,  Roberta  J.  Hardie,  Emma  F.  Colomy,  Margaret  E. 
Carey,  Ellen  L,  Collins,  Joanna  J.  Kelley,  Theresa  A.  Mullen,  Evelyn  E. 
Kelley.  Manual  Training.  —  Mary  J.  Marlow.  Janitor.  —  Jane  A. 
Daly.     Truant-officer.  —  Richard  W.  Walsh. 


PRIMARY  SCHOOLS. 

QUINCy    SCHOOL,    TYLER    STREET. 

Assistant.  —  Orra  E.  Guild. 

WAY-STREET     SCHOOL. 

Assistants.  —  Maria  A.  Callanan,   Mary  E.  Conley,  Abbie  E.  Batchel- 
der.     Janitor.  —  Margaret  A.  Brennick. 


FIFTH   DIVISION.  363 

ANDREWS    SCHOOL,    GENESER   STREET. 

1st  Asst.  —  Annie  F.  Merriam.  Assistants.  —  Emily  E.  Maynard, 
Katherine  L.  Wilson,  Anna  T.  Nolan,  Harriet  M.  Bolman,  Marion  L. 
Dally,  Blanche  F.  Harrington.     Janitor.  —  George  F.  Chessman. 


KINDERGARTENS. 

ANDREWS    SCHOOL,    GENESEE    STREET. 

Principal.  —  Mary  E.  Denehy.     Assistant.  —  Adelaide  R.  Tavener. 

QUINCY  SCHOOL,  TYLER  STREET. 

Principal.  —  Caroline  M.  Burke.     Assistant.  —  Edith  C.  Johnson. 


Wintlirop  School.    (Girls.J 

Tremont,  near  Eliot  Street. 

Master.  —  Emily  F.  Carpenter.  1st  Assts.  —  Helen  L.  Hilton,  Mary 
A.  Murphy.  Assistants.  —  Winnifred  E.  McKay,  Mary  L.  Logan,  Ellen 
M.  Underwood,  Josephine  L.  Smith,  Jane  M.  O'Brien,  Emma  A.  Gor- 
don, Mary  L.  Hennessy,  Carrie  Merrill,  Mary  L.  H.  Gei'ry,  Dorothy  A. 
O'Reilly,  Minnie  E.  Sutherland,  Helen  DeS.  Regan.  Cookery.  —  Emeline 
E.  Torrey.  Sewing.  —  Isabella  Gumming,  Margaret  McDonald.  Jani 
tor.  —  Joseph  T.  Whitehouse.     Truant-officer.  —  Richard  W.  Walsh. 


PRIMARY   SCHOOL. 

TYLER-STREET    SCHOOL. 

1st  Asst.  —  Mary  E.  Noonan.  Assistants. — Mary  A.  Reardon,  Emily 
H.  Osborne,  Emma  I.  Baker,  Teresa  M.  Sullivan,  Edith  M.  Holway. 
Janitor.  —  Henry  Keenan. 


FIFTH    DIVISION. 


D wight  School.    (Boys.) 

West  Springfield  Street. 

Master.  —  James  A.  Page.  Sub-Masters.  —  Jason  L.  Curtis,  George 
A.  Tyzzer.  is^^ss^.  — Ruth  G.  Rich.  Assistants.  —  Mary  C.  R.  Towle, 
Sarah  C.  Fales,  Nellie  L.  Shaw,  Georgie  M.  Clark,  Mary  E.  Trow, 
Mary  J.  H.  Taylor,  Clara  P.  Wardwell,  Emma  A.  Child,  Frances  J. 
White,  Mary  F.  Callahan.  Manual  Training.  —  Celia  B.  Hallstrom. 
Janitor.  —  Charles  O.  Newell.     Truant-officer.  —  Charles  B.  Wood. 


364  APPENDIX. 

PRIMARY   SCHOOLS. 

RUTLAND-STREET     SCHOOL. 

1st  Asst. — Emma  F.  Gallagher.  Assistants. — Delia  L.  Viles,  Mabel 
E.  Latta.     Janitor. — Daniel  H.  Gill. 

JOSHUA    BATES    SCHOOL,     HARRISON    AVENUE. 

1st  Asst.  —  Miriam  Sterne.  Assistants.  —  Anna  J.  O'Brien,  Mary 
Ranney,  Sara  Mock,  Georgina  E.  MacBride,  Jennie  M.  Henderson, 
Annie  T.  McCloskey,  Mary  H.  Fruean.     Janitor.  —  Michael  Dundon. 


KINDERGARTENS. 

RUTLAND-STREET    SCHOOL. 

Principal.  —  Eleanor  P.  Gay.  ^Assistant.  —  H.  Maude  Marshall. 

JOSHUA    BATES   PORTABLE   SCHOOL,    NO.    37. 

Principal.  —  Ella  T.  Burgess.     Assistant.  —  Laila  D.  Staples.     Jani- 
tor. —  Michael  Dundon. 


Everett  School.  (Girls.) 
West  Northampton  Street. 
Master.  —  Myron  T.  Pritchard.  1st  Assts.  —  Eliza  M.  Evert,  Janet  M. 
Bullard.  Assistants.  —  Susan  S.  Foster,  Emma  F.  Porter,  Evelyn  E. 
Morse,  Minna  L.  Wentwortli,  Sarah  L.  Adams,  Margaret  A.  Nichols, 
Caroline  S.  Winslow,  Annie  J.  Reed,  Sara  C.  Linscott,  Emily  T.  Kel- 
leher,  Bertha  L.  Mulloney,  Ida  B.  Henderson.  Cookery.  —  Elizabeth  T. 
Sumner.  Sewing.  —  Annie  S.  Meserve.  Janitor.  —  Frederick  V.  Hovre. 
Truant-officer.  —  Charles  B.  Wood. 


PRIMARY  SCHOOL. 

WEST   CONCORD-STREET   SCHOOL. 

1st  Asst.  —  Louise  Robinson.  Assistants.  —  Lydia  F.  Willis,  Josephine 
C.  Scholtes,  Alice  E.  Stevens,  Florence  A.  Perry,  Estelle  M.  Williams, 
Dora  W.  Rohlsen,  Minnie  T.  Varney,  Susan  E.  Abbot,  Nellie  G.  Kelley. 
Janitor.  —Annie  Harold. 


KINDERGARTEN. 

WEST   CONCORD-STREET   SCHOOL. 

Principal.  —  Clara  L.  Hunting.     Assistant.  —  Mabel  F.  Kemp. 


Franklin  School.    (Girls.) 
Waltham  Street. 
Master.  —  Seth   Sears.      1st  Assts. — Jennie   S.    Tower,    Margaret  J. 
Crosby.     Assistants. — Octavia  L.  Cram,  Emma  F.  Jenkins,  Isabel  H. 


FIFTH    DIVISION.  365 

Wilson,  Ruth  D.  Stevens,  Ida  M.  Mitchell,  Ella  F.  Erskine,  Rose  A. 
Plunkett,  Henrietta  H.  McKenna,  Carrie  M.  Goulding,  Leona  N.  Crowell, 
Margaret  E.  Hart,  Florence  M.  Stevens,  Abby  A.  Hay  ward.  Cookery.  — 
Elizabeth  T.  Sumner,  Emeline  E.  Torrey.  ISewing.  —  Lizzie  A.  Thomas, 
Alice  M.  Skillings.  Janitor.  —  Michael  J.  Crowley.  Truant-officer. — 
Charles  B.  Wood. 

FRANKLIN   PORTABLE    SCHOOL,    NO.    71. 

Assistant.  —  M.  Josephine  Blaisdell.     Janitor. — Michael  J.  Crowley. 


PRIMARY   SCHOOLS. 

COOK  SCHOOL,  GROTON  STREET. 

1st  Asst.  —  Harriet  M.  Faxon.  Assistants. — Affie  T.  Wier,  Kate  R. 
Hale,  Gabrielle  Abbot,  Elizabeth  H.  Marston.  Janitor.  —  Mary  A. 
Daly. 

WAIT   SCHOOL,    SHAWMUT   AVENUE. 

1st  Asst. — .Josephine  G.  Whipple.  Assistants.  —  Kate  R.  Gookin, 
Emma  E.  AUin,  Etta  M.  Smith,  Ruth  C.  Higbee,  Lillian  Tishler,  Henri- 
etta C.  Wort,  Elizabeth  F.  Dorn.     Janitor.  —  Mary  E.  Johnson. 

WAIT   PORTABLE    SCHOOL,    NO.    86. 

Assistant.  —  Annie  M.  F.  Farrell.     Janitor.  —  Mary  E.  Johnson. 

WAIT   PORTABLE    SCHOOL,    NO.    87. 

Assistant. .     Janitor.  —  Mary  E.  Johnson. 


KINDERGARTEN. 

COOK  SCHOOL,  GROTON  STREET. 

Principal.  —  Mary  T.  Mears.     Assistant.  —  Gertrude  F.  Briggs. 


Hyde  Scliool.  (Girls.) 
Hammond  Street. 
Master. — Silas  C.  Stone.  1st  Assts.  —  Emma  S.  Gulliver,  Lucy  L. 
Burgess.  Assistants.  —  Jane  Reid,  Etta  Yerdon,  Sally  Viles,  Caroline 
K.  Nickerson,  Helen  Perry,  Frances  M.  Supple,  Jessie  E.  H.  Thompson, 
Elvira  T.  Harvey,  Alice  T.  Kelley.  Cookery.  —  Angeline  M.  Weaver. 
Sewing.  —  Margaret  A.  Kelley.  Janitor. — Patrick  F.  Higgins.  Truant- 
officer.  —  David  L.  Jones. 

HYDE   PORTABLE    SCHOOL,    NO.    50. 

Assistant.  —  Clara  L.  Haynes.     Janitor. — Patrick  F.  Higgins. 

HYDE    PORTABLE    SCHOOL,    NO.    88. 

Assistant.  —  Helen  E.  Cleaves.     Janitor.  — Patrick  F.  Higgins. 


1 


366  APPENDIX. 

PRIMARY   SCHOOLS. 

WESTON-STREET   SCHOOL. 

lut  Asst.  —  Delia  E.  Cunningham.  Assistants.  — Susan  J.  Ginn, 
Annie  G.  Flaherty,  Mary  F.  Cogswell,  Louise  A.  Kelley,  Mary  A. 
Higgins,  A.  Gertrude  O' Bryan,  Rose  A,  Mitchell,  Celia  Bamber. 
Janitor.  —  George  F.  J.  Finn. 

WESTON-STREET   PORTABLE    SCHOOL,    NO.    28. 

Assistant.  —  Mary  A.  McKinlay.     Janitor.  —  George  F.  Finn. 


KINDERGARTEN. 

HYDE    SCHOOL,    HAMMOND    STREET. 

Principal.  —  Edna  W.  Marsh.     Assistant.  —  Augusta  M.  Wood. 


Slierwin  School.    (Boys.) 

Madison  Square. 
Master.  —  Francis  A.  Morse.  Sub-Masters.  —  John  F.  Suckling,  Caspar 
Isham.  1st  Asst.  —  Elizabeth  B.  Walton.  Assistants.  —  Adella  L. 
Baldwin,  Mary  B.  Chaloner,  Mary  N.  Regan,  Mary  F.  Roome,  Francis 
M.  Mooers,  Mary  E.  T.  Healy,  Nellie  F.  Brazer,  Martha  I.  Shaw.  Manual 
Training.  —  Sigrid  Cederroth.  Janitor. — Joseph  G.  Scott.  Truant- 
officer. —  David  L.  Jones. 

SHERWIN  PORTABLE  SCHOOL,  NO.  18. 

Assistant.  —  Sara  M.  Baker.     Janitor.  —  Ellen  G.  Hart. 


PRIMARY   SCHOOLS. 

SHERWIN   SCHOOL,    MADISON    SQUARE. 

1st     Asst.  —  Emma     L.      Peterson.     Assistants.  —  Abby     E.     Ford, 
Elizabeth  F.  Todd,  Sarah  E.  Gould,  Laura  L.  Brown. 

SHERWIN    PORTABLE    SCHOOL,    NO.    17. 

Assistant.  — Mary  F.  Sullivan.     Janitor.  —  Ellen  G.  Hart. 

IRA    ALLEN   SCHOOL,    PARKER   STREET. 

1st  Asst.  —  Nellie  H.  Crowell.     Assistants.  —  Oria  J.  Perry,  Athelston 
Brandt,  Minnie  A.  Perry,  Rose  E.  Conaty.     Janitor.  —  Michael  B.  Sliney. 


KINDERGARTENS. 

147    RUGGLES-STREET    SCHOOL. 

Principal.  —  Caroline  E.  Josselyn.     Assistant.  —  Buelah  S.  Cone. 

IRA    ALLEN    SCHOOL,    PARKER   STREET. 

Principal.  —  Isabella  F.  Wallace.     Assistant.  — Nellie  S.  Morris. 


SIXTH   DIVISION.  367 


SIXTH    DIVISION. 


Bigelow  School.     (Boys.) 

Fourth^  corner  of  E  Street,  Soxith  Boston. 

Master,  —  J.  Gardner  Bassett.  Sub-3Iasters.  —  John  F.  McGrath, 
Carroll  M.  Austin.  1st  Assts.  —  Amelia  B.  Coe,  Ellen  Coe.  Assistants. 
—  Angeline  S.  Morse,  Martha  A.  Goodrich,  Eleanor  M.  Jordan, 
Margaret  E.  Roche,  Sabina  G.  Sweeney,  Caroline  L.  Regan,  Annie  T. 
Burke,  Alice  M.  Robinson,  Malvena  Tenney,  Josephine  Crockett, 
Katharine  P.  Kelley,  Catherine  H.  Cook,  Evelyn  M.  Howe.  Manual 
Training.  —  Edward  C.  Emerson,  Lillian  M.  Beckwith,  I.  Virginia  Lyons. 
Janitor.  — Charles  H.  Carr.     Truaiit-officer.  —  Amos  Schaffer. 


PRIMARY   SCHOOLS. 

HAWES-HALI.    .SCHOOL,    BROADWAY. 

1st  Asst.  —  Annie  S.  McKissick.  Assistants.  —  Saraih  D.  McKissick, 
Ella  F.  Fitzgerald,  Laura  S.  Russell,  Mary  L.  Howard,  Alice  E. 
Thornton,  Annie  G.  Casey.     Janitor.  —  Alexander  Nelson. 

SIMONDS   SCHOOL,    BKOADWAY. 

Assistants.  —  Julia  A.  Rourke,  Julia  G.  Leary,  Florence  L.  Spear. 
Janitor.  —  Alexander  Nelson. 

BIGELOW   SCHOOL,    FOURTH,    CORNER   OF   E    STREET. 

Assistants.  —  Emma  J.  Ross,  Margarette  H.  Price. 


Gaston  School.     (Girls.) 

Fifth,  corner  of  L  Street,  South  Boston. 

Master.  —  Thomas  H.  Barnes.  1st  Assts.  —  Juliette  R.  Hayward, 
Sarah  C.  Winn.  Assistants.  —  Carrie  M.  Kingman,  Clara  A.  Sharp, 
Mary  B.  Barry,  Carrie  A.  Harlow,  Ellen  R.  Wyman,  Emogene  F. 
Willett,  Emma  M.  Sibley,  Josephine  A.  Powers,  J.  Adelaide  Noonan, 
M.  Isabel  Harrington,  Jennie  G.  Carmichael,  Llla  Huckins,  Agnes  R. 
Leahy,  Louisa  B.  Frothingham.  Cookery.  — Julia  T.  Crowley.  Sewing. 
—  Mary  E.  Patterson,  Esther  L.  Young.  Janitor.  —  Albion  Elwell. 
Truant-officer.  —  James  Bragdon. 

GASTON   PORTABLE    SCHOOL,    NO.    72. 

Assistant. .     Janitor. — Albion  Elwell. 


368  APPENDIX. 

GASTON   PORTABLE    SCHOOL,    NO.    73. 

Assistant.  —  Helen  F.  Kenney.     Janitor.  —  Albion  Elwell. 

PILGBIM-HALL   SCHOOL,    732   BROADWAY. 

Assistants.  —  Mary  S.  Laughton,  Florence  E.  Bryan. 


PRIMAKY   SCHOOLS. 

BENJAMIN   POPE    SCHOOL,    O   STREET. 

1st  Asst.  —  Ella  R.  Johnson.  Assistants.  —  Katharine  J.  McMahan, 
Isabella  J.  Murray,  Carrie  W.  Hayden,  Mary  E.  Dee,  Lelia  R.  Hayden, 
Louise  E.  Means,  Katherine  E.  Goode.     Janitor.  —  William  N.  Carr. 

BENJAMIN   POPE    PORTABLE    SCHOOL,    NO.    36. 

Assistant. .     Janitor.  — William  N.  Carr. 

BENJAMIN  POPE  PORTABLE  SCHOOL,  NO.  63. 

Assistant.  —  Lillias  Thomson.     Janitor.  —  William  jST,  Carr, 


KINDERGARTEN. 

EAST   FOURTH-STREET    SCHOOL. 

Principal.  — Grace  L.  Sanger.     Assistant.  —  Bertha  E.  Richardson. 


John  A.  Andrew  School.     (Boys  and  Girls.) 
Dorchester  Street,  South  Boston. 
Master.  —Joshua  M.  Dill,     Sub-Master.  — Edgar  L.  Raub.     1st  Assts. 

—  Emma  M.  Cleary,  Sarah  A.  Lyons.  Assistants.  —  Mary  L.  Fitzgerald, 
Alice  T.  Cornish,  Bertha  E.  Miller,  Olga  A.  F.  Stegelmann,  Maude  E. 
Rice,  Mary  E.  Bernhard,  Alice  E.  Dacy,  Agnes  M.  Cochran,  Annie  M. 
Zbrosky,  Ellen  M.  Collins,  Ethel  A.  Borden,  Anna  M.  Edmands, 
Margaret  D.  Stone.  CooA;er?/.  ^  Julia  T.  Crowley.  Manual  Training. — 
Edward  C.  Emerson,  I.  Virginia  Lyons,  Lillian  M.  Beckwith.     Sewing. 

—  Elizabeth  S.  Kenna.  Janitor.  —  Thomas  Buckner.  Truant-officer. — 
Timothy  J.  Kenny. 

JOHN   A.    ANDREW   PORTABLE    SCHOOL,     NO.    57. 

Assistant.  —  Mary  E.  Keohan.     Janitor.  —  Alicia  Fleming. 


PRIMARY  SCHOOLS. 

TICKNOR   SCHOOL,    DORCHESTER   STREET. 

1st  Asst.  —  Mary  A.  Jenkins.  Assistants. — Alice  P.  Howard,  Carrie 
M.  Weis,  Sarah  E.  Welch,  Alice  L.  Littlefield,  Grace  E.  Holbrook,  Annie 
M.  Driscoll,  Mary  C.  Gartland,  Emily  F.  Hodsdon,  Annie  C.  O'Reilly, 
Charlotte  C.  Hamblin,  Gertrude  E.  Puffer.  Janitor.  —  Alexander 
McKinley, 


SIXTH   DIVISION.  369 


KliS^DERGARTEN. 


METHODIST    CHAPEL   SCHOOL,     VINTON   STKEET. 

Principal. — Isabel     B.     Trainer.     Assistant.  —  Effie    M.     Charuock. 
Janitor.  —  Thomas  E,  Baldwin. 


Ijawrence  School.  (Boys.) 
Corner  of  B  and  Third  Streets,  South  Boston. 
Master. — Amos  M.  Leonard.  Sub-Masters.  —  George  S.  Houghton, 
Michael  E.  Fitzgerald.  1st  Asst,  —  Clara  G.  Hinds.  Assistants.  —  Isa- 
bella F.  Crapo,  Katherine  Haushalter,  Mary  E.  McMann,  Mary  A. 
Montague,  Maud  A.  Gleason,  M.  Louise  Gillett,  Elizabeth  J.  Andrews, 
Margaret  J.  Schenck,  Mary  F.  O'Brien,  Jennie  E.  Bailey.  Manual 
Training.  —  Louise  H.  Billings.  Janitor.  —  William  F.  Griffin.  Truant- 
officer.  —  Amos  Schaffer. 


PRIMARY  SCHOOLS. 

PARKMAN   SCHOOL,    BROADWAY, 

1st  Asst. — Sarah  E.  Lakeman.  Assistants. — Margaret  M.  Burns, 
Maud  F.  Crosby,  Lena  J.  Crosby,  Eva  C.  Morris.  Janitor.  —  Thomas  M. 
Hogan. 

SAMUEL   G.    HOWE    SCHOOL,    FIFTH   STREET. 

1st  Asst.  —  Martha  S.  Damon.  Assistants. — Emma  Britt,  Martha  J. 
Krey,  Mary  E.  T.  Shine,  Mary  E.  Flynn,  Henrietta  Nichols,  Sabina  F. 
Kelly.     Janitor.  —  John  McLeod, 


KINDERGARTENS. 

SAMUEL    G.    HOWE   SCHOOL,    FIFTH   STREET. 

Principal.  —  Bertha  Arnold.     Assistant.  —  Anna  M.  Mullins. 

PARKMAN   SCHOOL,    BROADWAY. 

Principal.  —  Helen  L.  Holmes.     Assistant.  —  Ida  G.  Thurston. 


Liiucoln  School.  (Boys.) 
Broadway,  near  K  Street,  South  Boston. 
Master.  —  William  E.  Perry.  Suh-Masiers.  —  Jonathan  I.  Buck, 
Charles  S.  Davis.  1st  Asst.  —  Martha  F.  Wright.  Assistants.  —  Hattie 
E.  Sargent,  Josephine  A.  Simonton,  Florence  O.  Bean,  Louise  A.  Pieper, 
Gertrude  L.  Wright,  Mary  H.  Atkins,  Vodisa  J.  Comey,  Ellen  A. 
McMahon,  Hannah  L.  Manson,  Agnes  G.  Nash.  Manual  Training.  — 
Olive  I.  Harris.  Janitor.  —  Josei^h  S.  Luther.  Truant-officer.  —  James 
Bragdon. 


70  APPENDIX. 

LINCOLN  PORTABLE  SCHOOL,  NO.  77. 

Assistant.  —  Sheba  E.  Berry,     Janitor.  —  Joseph  S.  Luther. 

LINCOLN  PORTABLE  SCHOOL,  NO.  78. 

Assistant.  —  Frances  G.  Keyes.     Janitor.  —  Joseph  S.  Luther. 


PRIMAKY   SCHOOLS. 

CHOATE    BURNHAM    SCHOOL,    EAST   THIRD    STREET. 

1st  AssL  —  haura.  L.  Newhall.  Assistants.  —  Kate  A.  Coolidge,  Helen 
M.  Canning,  Helen  A.  Emery,  Frances  M.  Spooner,  Rachel  W.  Washburn, 
Daisy  E.  Welch.     Janitor.  —  George  L.  Dacey. 

TUCKERMAN  SCHOOL,  FOURTH  STREET. 

Assistants. — Ellen  V.  Courtney,  Eleanor  F.  Elton,  Edith  M.  Allen, 
Mary  A.  Crosby,  Mary  F.  Lindsay,  Anna  E.  Somes.  Janitor.  —  Artemas 
D.  Bickford. 

SOUTH   BAPTIST   CHURCH   SCHOOL,    EAST    FOURTH   STREET, 

Assistant. — Elizabeth  G.  Burke. 


KINDERGARTEN. 

CHOATE    BURNHAM    SCHOOL,  EAST   THIRD    STREET. 

Principal.  —  Annie  E.  Pousland.     Assistant.  — Eliza  L,  Osgood, 


Norcross  School.  (Girls,) 
Corner  D  and  Fifth  Streets,  South  Boston. 
Master.  —  Fred  O.  Ellis,  1st  Assts.  —  Mary  R,  Roberts,  Emma  L. 
Eaton,  Assistants.  —  Bm-ma,  F.  Crane,  Mary  E,  Downing,  Maria  L, 
Nelson,  Elsie  M,  Paul,  M.  Josephine  Leary,  Ellen  T,  Noonan,  Eva 
Steele,  Carrie  A.  Whitaker,  Agnes  J.  Hallahan,  Cherrie  W.  St,  Clair, 
Ethel  N.  Pope,  Cookery.  —  Julia  T.  Crowley,  Seiving. — Catherine  J, 
Cadogan,  Mary  J,  McEntyre,  Janitor.  —  Michael  T,  Reagan.  Truant- 
officer.  —  Amos  Schaffer, 


PRIMARY    SCHOOLS, 

DRAKE    SCHOOL,  C   AND   THIRD    STREETS, 

1st  Asst.  —  Eleanor  J,  Cashman,  Assistants.  —  Fannie  W.  Hussey, 
Abbie  C.  Nickerson,  Kate  E.  Fitzgerald,  Mary  A.  I.  O'Brien.  Janitor.  — 
Matthew  Gilligan 

CYRUS   ALGER   SCHOOL,    SEVENTH    STREET. 

1st  Asst. — Ann  E.  Newell.  Assistants.  —  Hannah  L.  McGlinchey, 
Harriet  L.  Rayne,  Jennie  A.  Mullaly,  Alice  W,  Baker,  Josephine  J. 
Mahoney.     Janitor.  —  Martin  P,  Brown, 


SIXTH    DIVISION.  371 


KINDERGARTEN. 


CYRUS   ALGER   SCHOOL,  SEVENTH   STREET. 

Principal.  —  Louise  M.  Davis.     Assistant.  —  Ruth  Perry, 


Shurtleff   School.     (Girls.) 

Dorchester  Street,  South  Boston. 

Master.  —  Henry  C.  Hardon.  1st  A.<<sts.  —  Anna  il.  Penniman,  Ellen 
E.  Morse.  Assistants.  —  Mary  M.  Clapp,  Catherine  A.  Dwyer,  Jane  M. 
Bullard,  Winnifred  C.  Folan,  Anna  L.  Scallan,  Ella  G.  Fitzgerald,  Mar- 
garet M.  Ring,  Marion  W.  Rundlett,  Margaret  L.  Nolan,  Marguerite  S. 
Clapp,  Katherine  S.  Nash.  Cookery.  —  Julia  T.  Crowley.  Sewing. — 
M.  Lillian  Dunbar.  Janitor.  —  James  Mitchell.  Truant-officer. — 
Timothy  J.  Kenny. 


PRIMARY  SCHOOL. 

CLINCH   SCHOOL,    F   STREET. 

1st  Asst.  —  Alice  G.  Dolbeare.  Assistants.  — Mary  E.  Morse,  Alice  C. 
Ryan,  Lillian  M.  Hall,  Sarah  T.  DriscoU,  Florence  G.  Frazer,  Mary 
Taylor.     Janitor.  —  Patrick  J.  Downey. 


KINDERGARTEN. 

SHURTLEFF  SCHOOL,  DORCHESTER  STREET. 

Principal.  —  Florence  H.  Murray. 


Thomas  X.  Hart  School.     (Boys.) 

H,  corner  of  East  Fifth  Street,  South  Boston. 

Master.  —  John  F.  Dwight.  Sub-Masters.  —  Charles  N.  Bentley, 
Robert  S.  Atkins.  1st  Asst.  —  Margaret  J.  Stewart.  Assistants. — 
Jennie  F.  McKissick,  Mary  B.  Powers,  Emma  J.  Channell,  Fannie  G. 
Patten,  Anastasia  G.  Hyde,  Bertha  Peirce,  Florence  Harlow,  Carrie  L. 
Prescott,  Maude  C.  Tinkham,  Mary  E.  Donnelly.  Manual  Training.  — 
Helen  F.  Veasey.  Janitor.  —  Nathan  Gray.  Truant-officer.  —  James 
Bragdon. 


PRIMARY   SCHOOLS. 

CAPEN    SCHOOL,    CORNER   OF   I   AND    SIXTH    STREETS. 

1st  Asst. — Mary  E.  Powell.  Assistants.  —  Laura  J.  Gerry,  Ella  M. 
Warner,  Mary  E.  Farrell,  S.  Louella  Sweeney,  Alice  M.  Desmond. 
Janitor.  —  Cornelius  A.  Kenneally. 


372  APPENDIX. 

BENJAMIN    BEAN    SCHOOL,,    CORNER   OF   H   AND   SIXTH   STREETS. 

1st  Asst.  —  Mary  E.  Perkins.  Assistants.  —  Mary  F.  Keyes,  M.  Edna 
Cherrington,  Evelyn  M.  Condon,  Lura  M.  Power,  Anna  T.  Mahar. 
Janitor.  —  Mary  A.  Walsh. 


KINDERGARTEN. 

BENJAMIN    DEAN    SCHOOL,    CORNER   OF   H   AND    SIXTH   STREETS. 

Principal.  —  Mary  I.    Hamilton.      Assistants.  —  Fannie    P.    Walker, 
M.  Isabel  Wigley,  Gertrude  C.  L.  Vasque. 


SEVENTH    DIVISION. 


Comins  School.     (Boys  and  Girls.) 

Tremont,  corner  Terrace  Street^  Boxbury. 

Master. — William  H.  Martin.  Sub-Master. — W.  Lawrence  Murphy. 
1st  Assts.  —  Elinor  W.  Leavitt,  Sarah  E.  Lovell.  Assistants.  —  Mary 
Bradford,  Elizabeth  G.  Phelps,  Jane  E.  Gormley,  Mary  L.  Tiernay, 
Mary  H.  Brick,  Mary  E.  Crosby,  Ellen  M.  Cronin,  Alice  A.  Sanborn, 
Lillian  E.  Cronin,  Mary  A.  Rourke,  Margaret  E.  Sullivan.  Cookery.  — 
Julia  A.  Hughes.  Manual  Training.  —  Margaret  A.  Mahony.  Sewing. — 
Margaret  McDonald.  Janitor.  —  Michael  Gallagher.  Truant-officer. — 
Henry  M.  Blackwell. 


PRIMARY   SCHOOL. 

PHILLIPS-STREET   SCHOOL. 

1st  Asst.  —  Anna  R.  McDonald.  Assistants.  —  Elizabeth  P.  Brewer, 
Sarah  B.  Bancroft,  Sabina  Egan,  A.  Harriet  Haley,  Sarah  Kallman, 
Alice  L.  Reed,  Linna  E.  Clark.     Janitor.  —  Thomas  F,  Whalen. 


KINDERGARTENS. 

SMITH-STREET   SCHOOL. 

Principal.  —  Annie  S.  Burpee.     Janitor. —  John  Cole. 

COTTAGE-PLACE    SCHOOL. 

Principal.  —  Ellen  M.  Pinkham.     Assistant.  — AnnaM.  White.     Jani- 
tor. —  Michael  Gallagher. 

1448    COLUMBUS-AVENUE   SCHOOL. 

Principal.  —  Clara  G.  Dennis. 


SEVENTH    DIVISION.  373 


Dearborn  School.  (Boys  and  Girls.) 
Dearborn  Place,  near  Eustis  Street,  Boxbury. 
Master.  —  Charles  F.King.  Sub-Master.  —  Alanson  H.Mayers.  1st 
Assts. —  Lily  B.  Atherton,  Martha  D.  Chapman.  Assistants.  —  Lillian  A. 
Wiswell,  Abby  E.  Flagg,  Helen  Doherty,  Emma  Frye,  Sarah  A.  Dris- 
coll,  Mary  F.  Walsh,  Lizzie  M.  Hersey,  Abbie  G.  Abbott,  Annie  L. 
Coffey,  Abby  W.  Sullivan,  Lucy  flamliu,  Katharine  A.  Began.  Cook- 
ery. —  Mary  C.  Mitchell.  Manual  Training.  —  Sigricl  Cederroth.  Sew- 
ing. —  Mary  E.  Jacobs.  Janitor.  —  Michael  J.  Lally.  Truant-officer.  — 
Frank  Hasey. 

DEARBORN   PORTABLE    SCHOOL,    NO.    51. 

Assistant.  — Elizabeth  B.  McKeon.     Janitor.  —  Michael  J.  Lally. 

DEARBORN   PORTABLE    SCHOOL,    NO.    66. 

Assistant.  —  Lucy  H.  Littlefield.     Janitor.  —  Michael  J.  Lally. 

ALBERT   PALMER   PORTABLE    SCHOOL,    NO.    8. 

Assistant.  —  Annie  S.  Irvin.     Janitor.  —  Spencer  E.  Seales. 


PRIMARY   SCHOOLS. 

AARON    DAVIS    SCHOOL,    YEOMAN   STREET. 

1st  Asst.  —  Mary  A.  P.  Cross.  Assistants. — Ellen  M.  Oliver,  Katha- 
rine O'Brien,  Amanda  C.  Ellison,  Mary  L.  Gaylord,  Kate  A.  Nason, 
Louise  D.  Gage,  Mattie  M.  Clough,  Mary  A.  Lynch,  Florence  M. 
DeMerritt.     Janitor.  — William  H.  Bowman. 

AARON    DAVIS   PORTABLE    SCHOOL,    NO.    58. 

Assistant.  —  C.  Agnes  Dailey.     Janitor.  —  William  H.  Bowman. 

ALBERT    PALMER    SCHOOL,    EUSTIS    STREET. 

1st  Asst. — Adaline  Beal.  Assistajits.  —  Belle  G.  McCollough,  M. 
Agnes  Murphy,  Anna  M.  Stevens,  Emma  L.  Merrill,  Mary  C.  Harrington. 
Janitor.  —  Spencer  E.  Seales. 

ALBERT   PALMER  PORTABLE    SCHOOL,    KO.   62. 

Assi.itant.  —  Helen  R.  Campbell.     Janitor.  —  Spencer  E.  Seales. 

MT.    PLEASANT-AVENUE    SCHOOL. 

Assistants.  —  Mary  F.  Neale,  Eloise  B.  Walcott.  Janitor.  —  John  J. 
Dignon. 

1    DAYTON-AVENUE    SCHOOL. 

Assistant.  — Alice  W.  Peaslee. 


KINDERGARTEN. 

AARON   DAVIS   SCHOOL,    YEOMAN   STREET. 

Principal.  —  Mary  T.  Hale.     Assistant.  —  Amy  E.  Lang. 


374  APPENDIX. 

Dillaway  School.  (Girls.) 
Kenilworth  Street,  Roxbury. 
Master.  —  Sarah  J,  Baker.  1st  Assts.  —  Elizabeth  M.  Blackburn, 
Helen  C.  Mills.  Assistants.  —  Ella  M.  Donkin,  Abby  M.  Clark,  Phoebe 
H.  Simpson,  Lucia  A.  Ferguson,  Ada  L.  Donkin,  Cordelia  G.  Torrey, 
Susan  H.  McKenna,  Margaret  E.  Collins,  Eliza  Brown,  Carolena  C. 
Kichards.  Cookery.  —  Mary  C.  Mitchell.  Seioinr/.  —  Emma  A.  Water- 
house.  Janitor.  —  William  M.  Kendricken.  Truant-officer. — Henry  M. 
Blackwell. 

KENILWORTH-STREKT   SCHOOL. 

Assistants. — Annie  L.  Wood,  Ellen  Carver,  M.  Edith  Cole,  Annie  E. 
Mahan,  Marion  L.  Owen.     Janitor.  —  John  Schromm. 


PRIMARY   SCHOOLS. 

BARTLETT-STREET    SCHOOL. 

1st  Asst.  —  Anna  M.  Balch.  Assistants.  —  Elizabeth  Palmer,  Florence 
W.  Aiken,  Agnes  A.  Watson,  Julia  E.  Dickson,  Elizabeth  M.  Finneran. 
Janitor.  —  John  Schromm. 

ABBY   W.    MAY   SCHOOL,    THORKTON    STREET. 

1st  Asst.  —  Mary  L.  Shepard.  Assistants.  —  Ellen  A.  Scollin,  Elizabeth 
A.  O'Neil,  Theresa  B.  Finneran,  Annie  E.  McCormick.  Janitor. — 
Charles  F.  Travis. 

OLD   THORNTON-STREET    SCHOOL. 

Assistant.  —  Edith  Rose.     Janitor.  —  Albert  C.  Litchfield. 


KINDERGARTENS. 

KENILWORTH-STREET    SCHOOL. 

Principal.  —  Florence  A.  Fitzsimmons.      Assistant.  —  Evelyn  L.  Bar- 
rows. 

ABBY  W.  MAY  SCHOOL,  THORNTON  STREET. 

Principal.  —  Elizabeth  C.  Barry.     Assistant.  —  Frances  L.  Peck. 


Dudley  School.  (Boys.) 
Corner  of  Dudley  and  Putnam  Streets,  Roxbury. 
Master.  —  Abram  T.  Smith.  Sub-Masters. — William  L.  Phinney, 
Joseph  A.  Reddy.  1st  Asst. — Alice  E.  Farrington.  Assistants. — 
Margaret  T.  Dooley,  Maria  E.  Wood,  Frances  Zirngiebel,  Hannah  E. 
Coughlan,  Adah  F.  Whitney,  Alice  M.  Crowell,  Ida  S.  Hammerle,  Ella 
M.  Hersey,  Mary  H.  Cashman,  M.  Alice  Kimball,  Antoinette  M.  Getchell, 
Emma  V.  Kennedy,  Margaret  E.  Hill.  Manual  Training.  —  Grace  K. 
Peaslee.  Janitor.  —  Joseph  P.  Fleming.  Truant-officer.  —  Henry  M. 
Blackwell. 


SEVENTH   DIVISION.  375 

DUDLEY   PORTABLE    SCHOOL,    NO.    41. 

Assistant.  —  Mary  L.  Long.     Janitor.  —  Joseph  P.  Fleming. 

DUDLEY   PORTABLE    SCHOOL,    NO.    42. 

Assistant.  —  Hannah  E.  Tobin.     Janitor.  —  Joseph  P.  Fleming. 


PRIMARY    SCHOOLS. 

WILLIAM   BACON   SCHOOL,    VERNON   STREET. 

1st  Asst. — Alice  L.  Williams.  Assistants.  —  Ingemisca  G.  Weysse, 
Lucy  G.  M.  Card,  Mary  A.  Brennan,  Mary  I.  Chamberlin,  L.  Adelaide 
Colligan,  Edith  E.  Knowlton,  Viola  R.  Marsh,  Katharine  L.  Connell. 
Janitor.  —  Perez  H.  Knight. 

BOXBURY-STREET   SCHOOL. 

1st  Asst.  —  Helen  P.  Hall.  Assistants. — Delia  T.  Killion,  Hattie  A. 
Littlefield,  Sarah  E.  Rumrill,  Elizabeth  F.  Johnson,  Ella  M.  Seaverns, 
Helen  S.  Murphy.     Janitor.  —  Frank  W.  Munroe, 


KINDERGARTENS. 

ROXBURY -STREET   SCHOOL. 

Principal.  —  Sarah  H.  Williams.     Assistant.  — Lucy  E.  Low. 

WILLIAM  BACON  SCHOOL,  VERNON  STREET. 

Principal.  —  Ellen  M.  Fiske.     Assistant.  —  Kate  F.  Crosby. 


George    Putnam    School.      (Boys  and  Girls.) 

Columbus  Avenue,  Roxhury. 

Master.  —  Henry  L.  Clapp.  Sub-Master.  —  William  L.  Bates.  1st 
Asst.  —  Katharine  W.  Huston.  Assistants.  —  Maria  F.  Bray,  Mary  L. 
Crowe,  Ellen  E.  Leach,  Thalia  Goddard,  Carrie  A.  Colton,  Lillian  K. 
Lewis,  Annie  G.  Ellis,  Ede  F.Travis.  Cookery. — Mary  C.  Mitchell. 
Manual  Training.  —  Ella  G.  Smith.  Sewing.  —  Annie  M.  Cullen.  Jani- 
tor. —  Luke  Kelley.     Truant-offlcer.  —  Frank  Hasey. 

WILLIAMS    school,    HOMESTEAD   STREET. 

Assistant.  —  Mary  B.  Tenney. 


PRIMARY   SCHOOLS. 

GEORGE   PUTNAM   SCHOOL,    COLUMBUS    AVENUE. 

Assistant.  — Mary  A.  Gove. 

GEORGE    PUTNAM   PORTABLE    SCHOOL,    NO.    48. 

Assistant.  —  Mabel  L.  Brown.     Janitor.  —  Luke  Kelley. 


376  APPENDIX. 

AVILLIAMS    SCHOOL,    HOMESTEAD    STREET. 

Assistants.  —  Julia  H.  Cram,  Ella  J.  Brown,  Maud  L.  Parker.     Jani- 
tor. —  Luke  Kelley. 

SCHOOL-STKEET   SCHOOL. 

Assistants.  —  Orphise    A.    Morand,    Mary    L.    Sullivan.     Janitor. — 
Luke  Kelley. 

TOMFOHRDE-HALL   SCHOOL,    BOYLSTON    STREET. 

Assistant.  —  Amoritta  E.  Esilman.     Janitor.  —  Henry  Marshman. 


KINDERGARTEN. 

23   BYRON-COURT   SCHOOL. 

Principal.  —  Anita  F.  Weston.     Assistant.  —  Mabel  A.  Jenkins. 


Hiig-li  O'Brien  School.     (Boys  and  Girls.) 

Corner  of  Dudley  and  Langdon  Streets,  Roxbury. 

Master.  —  John  R.  Morse.  Sub-Master.  —  George  E.  Murphy.  1st 
Assts.  —  Sarah  W.  Loker,  Margaret  Holmes.  Assistants.  —  Myra  E. 
Wilson,  Edwin  I.  Beal,  Maria  L.  Mace,  Frances  E.  Whiting,  Esther  E, 
McGrath,  Mary  J.  Mohan,  Cora  F.  Taylor,  Evangeline  Clark,  Grace  M. 
Maher,  Elizabeth  Gushing,  Viola  M.  I.  Clark,  Ellen  F.  A.  Hagerty, 
Elizabeth  F.  Pinkham,  Helen  L.  Bradford.  Amy  L.  Burbank.  Cook, 
ery.  —  Althea  W.  Lindenberg.  Manual  Training.  —  Ella  G.  Smith. 
Sewing. — Mary  E.  Jacobs.  Janitor.  —  Thomas  J.  Gill.  Truant-oijicer . 
—  Timothy  J.  Kenny. 


PRIMARY   SCHOOLS. 

HUGH    O'BRIEN    SCHOOL,    DUDLEY   STREET. 

Assistant.  —  Julia  E.  Phalen. 

HUGH    O'BRIEN    SCHOOL    ANNEX. 

Assistant.  —  Elinore  G.  Lynch.     Janitor.  —  Thomas  J.  Gill. 

HUGH   O'BRIEN    PORTABLE    SCHOOL,  NO.  6. 

Assistant.  —  Evelyn  M.  Rich.     Jamior. —  Thomas  J.  Gill. 

HUGH   O'BRIEN   PORTABLE    SCHOOL,  NO.  7. 

Assistant.  — Ermina  C.  Leach.     Janitor.  —  Thomas  J.  Gill. 

HUGH   O'BRIEN   PORTABLE    SCHOOL,    NO.    34. 

Assistant.  — Sarah  J.  Fallon.     Janitor.  —  Thomas  J.  Gill. 

HUGH    O'BRIEN    PORTABLE    SCHOOL,    NO.    35. 

Assistant.  —  Hilda  Williamson.     Janitor.  —  Thomas  J.  Gill. 


SEVENTH   DIVISION.  377 

GEOKGE-STREET   SCHOOL. 

1st  Asst.  —  Emily  M.  Peaver.  Assista7its.  —  Abby  S.  Oliver,  Anna  W. 
Clark,  Isabella  M.  Duguid,  Bridget  E.  Scanlan,  Alice  G.  Kussell.  Jani- 
tor.—  William  H.  Bowman. 

GEORGE-STKEET   PORTABLE  SCHOOL,  NO.  74. 

Assistant.  —  Florence  W.  Parry.     Janitor.  —  William  H.  Bowman. 


KINDERGARTEN. 

HUGH   O'BRIEN    SCHOOL   ANNEX. 

Principal.  —  Edith  S.  Emery.  Assistant.  — M.  Gertrude  Brecken- 
ridge. 

Lewis    School.     (Boys  anb  Girls.) 

Corner  of  Dale  and  Sherman  Streets,  Roxbury. 

Master.  —  Charles  C.  Haines.  Sub-3Taster.  —  Allan  L.  Sedley.  1st 
Assts.  —  Ellen  M.  Murphy,  Alice  O'Neil.  Assista^its.  —  Grace  M. 
Clark,  Mary  E.  Howard,  Emma  R.  Gragg,  Gertrude  H.  Lakin,  Anna  F. 
Bayley,  Grace  A.  Cunningham,  Madeline  B.  Driscoll,  Abigail  A.  Scan- 
nell,  Martha  C.  Gerry,  Emily  I.  Boardman,  Elizabeth  B.  Ricliardson. 
Cookery.  —  Mary  C.  Mitchell,  Althea  W.  Lindenberg.  Manual  Train- 
ing. —  Ella  G.  Smith.  Seioing.  —  Mary  T.  Hassett.  Janitor.  —  James  A. 
Howe.     Truant-officer.  ■ —  Frank  Hasey. 

LEWIS  PORTABLE  SCHOOL,  NO.  29. 

Assistant.  —  Jessie  Tishler.     Janitor.  —  James  A.  Howe. 

LEWIS  PORTABLE  SCHOOL,  NO.  30. 

Assistant.  —  Rachel  Rosnosky.     Janitor.  —  James  A.  Howe. 

LEWIS  PORTABLE  SCHOOL,  NO.  75. 

Assistant.  —  Ellen  G.  Hayden.     Janitor.  —  James  A.  Howe. 


PRIMARY   SCHOOLS. 

WINTHROP-STREET   SCHOOL. 

Assistants.  —  Frances  N.  Brooks,  Mary  E.  Deane,  Edith  A.  Willey, 
Alice  M.  Sibley.     Janitor.  —  John  J.  Dignon. 

W.   L.  p.   BOARDMAN   SCHOOL,   MUNROE    STREET. 

1st  Asst.  —  Anna  A.  von  Groll.  Assistants.  —  Grace  C.  Boyden, 
Beatrice  L.  Hadcock,  Mary  L.  Murphy,  Marguerite  G.  Brett,  Mary  H. 
Burgess,  Catherine  G.  Foley.     Janitor.  —  James  McNabb, 

W.    L,    p.    BOARDMAN   PORTABLE    SCHOOL,    NO.    64. 

Assistant.  —  Emma  M.  Pearson.     Janitor.  —  James  McNabb. 


378  APPENDIX. 

KINDERGARTEN. 

W,    L.    P.    BOAKDMAN    SCHOOL,    MUNROE    STREET. 

Principal.  —  Agnes  R.  Elliott.     Assistant.  —  Helen  L.  Brown. 


Martin  Sclioo!.     (Boys  and  Girls.) 

Corner  Huntington  Avenue  and  Worthinyton  Street. 

Master.  —  Augustine  L.  Rafter.  Su6-Jfas<er.  —  William  W.  Howe. 
1st  Assts.  —  Emma  E.  Lawrence,  Isabel  M.  Wier.  Assistants. — Mary 
V.  Gormley,  Mary  D.  Chadwick,  Alice  B.  Fuller,  Katherine  G.  Garrity, 
Jane  F.  Gilligan,  Alice  E.  Lawrence,  Mary  L.  B.  Reynolds,  Charlotte  Z. 
Church,  Aloyse  B.  Tierney.  Cookery. — Julia  A.  Hughes.  Manual 
Training. —  Margaret  A.  Mahony.  Sevnng. —  Esther  L.  Young,  Margaret 
C.  Crane.  t/a>u(or.  —  Thomas  M.  Houghton.  Truant-officer.  —  David 
L.  Jones. 

martin  portable  school,  no.  79. 

Assistant.  —  Theresa  L.  McCarthy.     Janitor. —  Thomas  M.  Houghton. 


PRIMARY   SCHOOLS. 

MARTIN    SCHOOL,    HUNTINGTON   AVENUE. 

Assistants.  —  Fannie  D.  Lane,  Alicia  F.  McDonald. 

1520a  tremont-stkeet  school. 
Assistant.  —  Mary  A.  Nolan. 

737  uuntington-a venue  school. 
Assistants.  —  Katherine  Boyd,  Cornelia  M.  Galligan. 

741  huntington-avenue  school. 
Assistants.  —  Lydia  A,  Buxton,  Alice  B.  Poor. 

910  huntington-avenue  school. 
Assistant.  —  Blanche  E.  Fallon. 


KINDERGARTEN. 
766  huntington-avenue  school. 
Principal.  — Annie  J.  Eaton.     Assistant.  —  Willena  E.  Browne. 


Phillips  Brooks   School.    (Boys  and  Girls.) 

Quincy  and  Perth  Streets,  Dorchester. 

Master.  —  Henry   B.    Hall.      Sub-Master. — James   H.    Gormley.     1st 
Assts.  —  Alice   G.    Maguire,    Albert    S.    Ames.     Assistants.  —  Julia  S. 


EIGHTH   DIVISION.  379 

Dolan,  Edson  L.  Ford,  Alice  A.  Brophy,  Anna  A.  Maguire,  Esther  M. 
Meserve,  Theresa  F.  Dupree,  Mary  A.  H.  Fuller,  Etta  A.  Manning,  M. 
Jennie  Moore,  A.  Estella  Allen,  Mai'y  W.  Currier,  Blanche  L.  Ormsby. 
Cookery.  —  Althea  W.  Lindenberg.  Manual  Training. — Solvi  Grevt;. 
Sewing.  —  Margaret  T.  McCormick.  Janitor.  —  Charles  F.  Hartson. 
Truant-officer.  —  Maurice  F.  Corkery. 

QUINCY-STEEET   SCHOOL. 

Assistant.  —  Adelaide  E.  Burke. 


PRIMARY   SCHOOLS. 

HOWARD-AVENUE    SCHOOL. 

1st  Asst.  —  Elizabeth  R.  Wallis.  Assistants.  —  Mary  F.  McDonald, 
Kathie  H.  Emery,  Ethelyn  L.  Jameson,  Isabella  L.  Bissett.  Janitor.  — 
Samuel  T.  McClennan. 

HOWARD-AVENUE    SCHOOL   ANNEX. 

Assistants.  — Florence  Cahill,  Mary  E.  McCarthy.  Janitor.  — Samuel 
T.  McClennan. 

HOWARD-AVENUE   PORTABLE   SCHOOL,    NO.    21. 

Assistant.  —  Mary  F.  O'Brien.     Janitor.  —  Annie  McDonald. 

QUINCY-STREET   SCHOOL. 

1st  Asst.  —  Matilda  Mitchell.  Assistants.  —  Helen  Crombie,  Emma  F. 
Wilson,  Mary  C.  Drum,  Isabel  Thacher.  Janitor.  —  Henry  C.  Hun- 
neman. 

QUINCY-STREET    PORTABLE    SCHOOL,    NO.    82. 

Assistant.  —  Mary  C.  Maloy.     Janitor.  —  Henry  C.  Hunneman. 


KINDERGARTENS. 

HOWARD-AVENUE   PORTABLE    SCHOOL,    NO.    22. 

Principal.  —  Mary  Wall.     Assistant.  —  Alice  J.  Sughrue.     Janitor. — 
Annie  McDonald. 

QUINCY-STREET    SCHOOL. 

Principal. — Cora  K.  Pierce.     Assistayit. — Almeda  A.  Holmes. 


EIGHTH   DIVISION. 


Agassiz    School.      (Boys.) 
Brewer  and  Burroughs  Street,  Jamaica  Plain. 
Master.  —  John  T.  Gibson.     Sub-Masters.  —  Arthur  Stanley,  Joshua 
Q.  Litchfield.     1st  Asst.  —  Mary  A.  Gott.      Assistants.  —  Clara  I.  Met- 


380  APPENDIX. 

calf,  Caroline  X.  Poole,  May  E.  Ward,  Mary  E.  Stuart,  Mary  A.  Cooke, 
Clara  J.  Reynolds,  Mabel  E.  Smith,  Sarah  A.  Moody,  Ethelyn  A.  Town- 
send,  Alice  C.  Clapp.  Manual  Training.  —  Helen  I.  Whitteraore, 
George  F.  Hatch.  Janitor.  —  George  A.  Cottrell.  Truant-officer.  — 
Warren  J.  Stokes. 

WASHINGTON-STREET   SCHOOL. 

Assistant.  —  Josephine  A.  Slayton. 

FKANCIS   PARKMAN    SCHOOL,    WALK   HILL    STREET. 

Assistant.  —  Mabelle  E.  Lounsbury.     Janitor.  —  George  Kornatis. 

FRANCIS    PARKMAN    PORTABLE    SCHOOL,    NO.   70. 

Assistant.  — Jessie  A.  Shaw.     Janitor.  —  George  Kornatis. 


PRIMARY   SCHOOLS. 

OLD    AGASSIZ    SCHOOL,    BURROUGHS    STREET. 

1st  Asst.  —  Caroline  D.  Putnam.  Assistants.  —  C\2kr2t.  E.  Bertscb, 
Josephine  Pokes,  Mary  H.  McCready,  Alice  G.  Cleaveland.  Janitor. — 
George  A.  Cottrell. 

WASHINGTON-STREET   SCHOOL. 

Assistant.  —  Lucinda  R.  Kinsley.     Janitor.  —  Frank  J.  Connolly. 

FRANCIS    PARKMAN    SCHOOL,    WALK   HILL   STREET. 

Assistants.  — Annie  V.  Lynch,  Margaret  M.  Burton. 
KINDERGARTENS. 

OLD   AGASSIZ    SCHOOL,    BURROUGHS    STREET. 

Assistant.  —  Helen  B.  Foster. 

FRANCIS    PARKMAN   SCHOOL,    WALK   HILL   STREET. 

Principal.  — Juliette  Billings.     Assistant.  —  Olivia  B.  Hazelton. 


Bennett  School.    (Boys  and  Girls.) 

Chestnut  Hill  Avenue,  Brighton. 

Master. — Henry  L.  Sawyer.  Sub-Master.  —  Charles  F.  Merrick. 
1st  Asst.  —  Melissa  Abbott.  Assistants.  —  F.  Maud  Joy,  Clara  L. 
Harrington,  Annie  R.  Cox,  Helena  D.  Smith,  Edith  Rose. 

BENNETT   BRANCH,    DIGHTON   PLACE. 

Sub-Master. — James  H.  Burdett.  Assistants.  —  E.  May  Hastings, 
Julia  M.    Talbot,    Katherine   McNamara,   Rose   S.    Havey,    Mabel    L. 


EIGHTH   DIVISION.  381 

Chapman.  Cookery.  —  Agnes  A.  Fraser,  Grace  D.  Bachelder.  Manual 
Training.  —  Alexander  Miller,  Cornelia  D.  Burbank.  Sewing. — 
Elizabeth  A.  Power.  Janitor.  — John  W.  Remmonds.  Truant-officer. — 
John  H.  Westfall. 


PRIMARY   SCHOOLS. 

WINSHIP    SCHOOL,    DIGHTON   PLACE. 

1st  Asst.  —  Charlotte  Adams.  Assistants.  —  Frances  W.  Currier, 
Margaret  I.  Scollans,  Emma  P.  Dana,  Katherine  F.  Wood.  Janitor. — 
Walter  H.  Bickford. 

OAK-SQUARE    SCHOOL. 

Assistants.  —  Anne  Neville,  Jennie  L.  Worth.  Janitor.  —  Jeremiah 
Shaw. 

HOBABT-STREET   SCHOOL. 

Assistants.  —  Leslie  D.  Hooper,  Jennie  M.  Good.  Janitor.  —  Joseph 
A.  Crossman. 

ABERDEEN    SCHOOL,    CHESTNUT   HILL   AVENUE   AND    CHISWICK   ROAD. 

Assistant.  —  Elizabeth  R.  Bradbury.      Janitor.  —  Samuel  H.  Mitchell, 


KINDERGARTEN. 

WINSHIP   SCHOOL. 

Principal.  —  Margaret  T.  McCabe.   Assistant.  —  Winifred  T.  Leonard. 


Bowditch    School.      (Girls.) 

Green  Street.,  Jamaica  Plain. 

Master.  —  Edward  W.  Schuerch.  1st  Assts.  —  Amy  Hutchins,  Eliza- 
beth G.  Melcher.  Assistants.  —  Cora  B.  Mudge,  Annie  E.  Lees,  Elizabeth 
L.  Stodder,  Elsie  R.  Cowdrey,  Alice  B.  Stephenson,  Mary  A.  M. 
Papineau,  Ella  F.  Jordan,  Nellie  I.  Lapham,  Lucy  M.  Bruhn,  Delia 
U.  Chapman,  Mary  O'Connell.     Cookery.  —  Ellen  B.  Murphy.     Sewing. 

—  Helen  E.  Hapgood.     Janitor.  —  Samuel  S.   Marison.     Truant-officer. 

—  Warren  J.  Stokes. 

BOWDITCH   PORTABLE    SCHOOL,    NO.    52. 

Assistant.  — M.  Louise  C.  Hastings.     Janitor. — Samuel  S.  Marison. 


PRIMARY   SCHOOLS. 

MARGARET    FULLER   SCHOOL,    GLEN   ROAD. 

1st  Asst.  —  Mary  E.  Whitney.  Assistants.  —  Olive  A.  Wallis,  Anna 
K.  Vackert,  Mary  E.  McDonald,  Annie  FitzGerald.  Janitor.  —  Charles 
H.  Priest. 


382  APPENDIX. 

HILLSIDE    SCHOOL,    ELM    STKEET. 

1st  Asst.  —  Margaret  E.  Winton.  Assistants.  —  Lena  L.  Carpenter, 
Alice  Greene,  Martha  T.-  Howes,  Sara  L.  Palmer.  Janitor.  —  Samuel 
S.  Marison. 

CHESTNUT-AVENUE    SCHOOL. 

Assistants.  — Sarah  P.  Blackburn,  Mary  J.  Capen.  Janitor.  —  Thomas 
Allchin. 

CHESTNUT-AVENUE   PORTABLE   SCHOOL,    NO.    9. 

Assistant.  —  Annie  M.  Johnson.     Janitor.  —  Thomas  Allchin. 


KINDERGARTENS. 

MAKGAKET   FULLEK   SCHOOL,    GLEN   KOAD. 

Principal.  — Anna  E.  Marble.     Assistant.  —  Theresa  I.  Russell. 

HILLSIDE    SCHOOL,    ELM    STREET. 

Principal.  —  Lillian  B.  Poor.     Assistant.  —  Florence  J.  Ferguson. 


Charles  Siiiiiner  ScliooL     (Boys  and  Gibls.) 

Ashland  Street^  Roslindale. 

Master.  —  Loea  P.Howard.  Sub-Master. — E.  Emmons  Grover.  1st 
Assts.  —  Charlotte  B.  Hall,  Angeline  P.  Nutter.  Assistants.  —  Alice  M. 
Barton,  Bertha  L.  Palmer,  Mary  E.  Lynch,  Alice  J.  Jewett,  Ida  M. 
Dyer,  Ellen  J.  Kiggen,  Margaret  F.  Marden,  C.  Emma  Lincoln.  Cook- 
ery. —  Mary  Cunningham.  Manual  Training.  —  Grace  J.  Freeman. 
Sewing. — Ellen  M.  Wills.  Janitor. — William  L.  Lovejoy.  Truant- 
officer.  —  Frank  A.  Dothage. 

STEPHEN    M.    WELD    SCHOOL,    SEYMOUR    AND    ROWE   STREETS    (NEAR   MT. 

HOPE    station). 

Assistants.  —  Josie  E.  Evans,  Esther  M.  Davies.  Janitor.  —  Carl  F. 
Meyer. 


PRIMARY   SCHOOLS. 

FLORENCE-STREET    SCHOOL. 

1st  Asst.  —  Katharine  M.  Coulahan.     Assistants. — Martha  W.  Han- 
ley,  Dora  M.  Leonard,  Mary  G.  Kelley.     Janitor.  — John  J.  Mulligan. 

STEPHEN   M.    WELD   SCHOOL,    SEYMOUR   AND   ROWE    STREETS. 

1st  Asst.  —  Anna  M.  Leach.     Assistants.  —  Maude  C.  Hartnett,  Louise 
M.  Cottle. 

CANTERBURY-STREET    SCHOOL. 

Assistants.  —  Elizabeth  Kiggen,  Mary  E.   Roome.      Janitor.  —  Ellen 
Norton. 


EIGHTH   DIVISION.  383 

KINDERGAKTENS. 

STEPHEN   M.    WEIiB    SCHOOL,    SEYMOUR    AND   ROWE    STREETS. 

Principal.  —  Marion  L.  Weston.     Assistant.  —  Emily  E.  Willett, 

FLORENCE-STREET   SCHOOL. 

Principal. — Katharine    Macdonald.      Assistant.  —  Isabelle  H.  Earn- 
shaw. 


Long'fellow  School.     (Boys  and  Girls.) 

Corner  of  South  and  Hewlett  Streets,  Roslindale, 

Master.  —  Frederic  H.  Ripley.  Sub-Master.  —  Herbert  S.  Packard. 
1st  Asst. — Elizabeth  M.  Mann.  Assistants.  —  M.  Alice  Jackson,  Mary 
M.  A.  Twombly,  Helen  E.  Chandler,  Hattie  L.  Littlefield,  Rose  E. 
Keenan,  Adalyn  P.  Henderson,  Lelia  R.  Haynes.  Cookery.  —  Mary 
Cunningham.  Manual  Training. — Grace  J.  Freeman.  Sewing.  —  Ellen 
M.  Wills.  Janitor.  —  Patrick  A.  O'Brien.  Truant-officer.  —  Frank  A. 
Dothage. 

PHINEAS  BATES  SCHOOL,  BEECH  STREET. 

1st  Asst.  —  Jennie  A.  Owens.     Janitor.  —  Frederick  W.  Brauer. 

17    HEWLETT-STREET    SCHOOL. 

Assistant.  — Edith  Irving.     Janitor.  —  Patrick  A.  O'Brien. 


PRIMARY  SCHOOLS. 

LONGFELLOW   SCHOOL,    SOUTH   AND   HEWLETT   STREETS. 

Assistantts-.  —  Emma  Burrows,  Mary  A.  McCarthy,  Henrietta  F.  John- 
son, Hilda  G.  Watkins. 

LONGFELLOW  PORTABLE  SCHOOL,  NO.  76. 

Assistant.  —  Ethel  L.  Sawyer.     Janitor.  —  Patrick  A.  O'Brien. 

PHINEAS  BATES  SCHOOL,  BEECH  STREET. 

Assistants.  —  Emma  L.  Dahl,  Lydia  W.  Jones,  L.  Idalia  Provan. 

PHINEAS   BATES   PORTABLE    SCHOOL,    NO.    92. 

Assistant.  —  Theresa  D.  Lewis.     Janitor.  —  Frederick  W.  Brauer. 

BEECH   STREET   PORTABLE    SCHOOL,  NO.    12. 

Assi.'itant.  —  Lila  C.  Fisher.     Janitor.  —  Patrick  F.  Devney. 


KINDERGARTEN. 

UNITARIAN-CHURCH   SCHOOL,    SOUTH   STREET. 

Principal.  —  Sarah  L.  Marshall. 


384  APPENDIX. 


Liowell  School.  (Boys  and  Girls.) 
310  Centre  Street^  Jamaica  Plain. 
Master.  —  Edward  P.  Sherburne.  Sub-Master.  —  Edward  J.  Cox. 
1st  Assts.  —  Eliza  C.  Fisher,  Anna  L.  Hudson.  Assistants.  —  Cora  F. 
Sanborn,  Annie  B.  Dooley,  Mary  E.  Morse,  Alice  A.  Batchelor,  Rebecca 
Coulter,  Susan  E.  Chapman,  Mary  F.  Cummings,  Mary  A.  Leary,  Mary 
G.  Lyons,  Mary  W.  Howard,  Helen  C.  Laughlin,  Eose  E.  Munster. 
Cookery.  —  Margaret  A.  Fay.  Manual  Training.  —  Katharine  Robinson. 
Setoing.  —  Eldora  M.  S.  Bowen.  Janitor.  —  Frank  L.  Harris.  Truant- 
officer.  —  Warren  J.  Stokes. 

LOWELL   SCHOOL   ANNEX. 

Assistants.  —  Mary    E.    Clapp,    Mary    J.    Fitzsimmons.      Janitor.  — 
Frank  L.  Harris. 

LOWELL   PORTABLE    SCHOOL,    NO.    10. 

Assistant.  —  Mary  E.  Healey.     Janitor.  — Frank  L.  Harris. 

LOWELL   PORTABLE   SCHOOL,    NO.    11. 

Assistant.  —  Annie  W.  Leonard.     Janitor.  —  Frank  L.  Harris. 

LOWELL   PORTABLE    SCHOOL,    NO   24. 

Assistant. — Eleanor  F.  Somerby.     Janitor.- — Frank  L.  Harris. 

LOWELL   PORTABLE    SCHOOL,    NO.    25. 

Assistant.  —  Elsie  D.  Keniston.     Janitor.  —  Frank  L.  Harris. 

WYMAN   PORTABLE    SCHOOL,    NO.    26. 

Assistant.  —  Mary  E.  Moran.     Janitor.  —  Thomas  Allchin. 


PRIMARY  SCHOOLS. 

LUCRETIA    CROCKER   SCHOOL,    PARKER  STREET. 

1st  Asst.  —  Flora  J.  Perry.  Assistants.  —  Catherine  T.  Sullivan,  Agnes 
L.  Moran,  Jane  J.  Wood,  Lillian  S.  Hilton,  Susan  H.  Nugent,  Amy  W. 
Watkins.     Janitor.  —  John  D.  Hardy. 

WYMAN    SCHOOL,    WYMAN    STREET. 

1st  Asst.  —  Caroline  F.  Cutler.  Assistayits. — Jessie  K.  Hampton, 
Mary  E.  Murphy,  Emma  L.  MacDonald,  Georgia  L.  Hilton.  Janitor.  — 
Thomas  Allchin. 

WYMAN   PORTABLE    SCHOOL,    NO.    27. 

Assistant.  —  Mary  C.  Crowley.     Janitor.  — Thomas  Allchin. 

341   CENTRE-STREET   SCHOOL. 

Assistant.  —  Mary  V.  Prendergast.     Janitor.  — Thomas  Allchin. 


EIGHTH   DIVISION.  385 

HEATH-STREET   SCHOOL. 

Assistants. — Ella    F.    Howland,    Ellen    C.    McDermott.     Janitor. — 
Catherine  H.  Norton. 

179   HEATH-STREET   SCHOOL. 

Assistant.  —  Mary  J.  Stark. 


KINDERGARTENS. 

WYMAN    SCHOOL,    WYMAN    STREET. 

Principal.  — R.  Genevieve  McMorrow.     Assistant.  — Mary  E.  Merritt. 

LUCRETIA    CROCKER    SCHOOL,    PARKER   STREET. 

Principal.  —  Ida  E.  McElwain. 

255    HEATH-STREET    SCHOOL. 

Principal.  —  Emma  F.  Temple.     Assistant.  —  Catharine  L.  Gately. 


Robert  G.  Shaw  School.    (Boys  and  Girls.) 

Hastings  Street,   West  Boxbury. 

Master. — William  E.  C.  Rich.  Sub-Master. — Gardner  P.  Balch. 
1st  Asst. — Emily  M.  Porter.  Assistants. — Julia  F.  Coombs,  Blanche 
J.  Conner,  Mary  C.  Richards,  Helen  S.  Henry.  Cookery.  —  Mary  Cun- 
ningham. Manual  Training.  —  George  F.  Hatch.  Sewing.  —  Ellen  E. 
Phalan.    Janitor.  —  Owen  Woods.    Truant-officer .  — Frank  A.  Dothage. 

WASHINGTON-STREET   SCHOOL,    GERMANTOWN. 

1st  Asst.  —  Frances  R.  Nevrcomb.     Janitor.  —  Minnie  L.  Karcher. 

ROBERT   G.    SHAW   PORTABLE    SCHOOL,    NO.   83. 

Assistant.  —  Josephine  Garland.     Janitor.  —  Owen  Woods. 

BAKER-STREET   SCHOOL. 

1st  ^.s.si.  —  Achsa  M.  Merrill. 


PRIMARY   SCHOOLS. 


MT.    VERNON-STREET   SCHOOL. 


Assistants.  —  Mary  C.  Moller,  Florence  I.  Reddy,  Mary  Butler.     Jani- 
tor. —  Owen  Woods. 

BAKER-STREET   SCHOOL. 

Assistants.  —  Frances  A.  Griffin,  F.  Mabel  Cassidy      Janitor.  —  Patrick 
F.  Devney. 

WASHINGTON-STREET   SCHOOL,    GERMANTOWN. 

Assistant.  —  Mary  G.  Hudson. 


386  APPENDIX. 

KINDEPvGARTENS. 

ROBERT   G.    SHAW   SCnOOL,    HASTINGS    STREET. 

Principal.  —  Lelia  A.  Flagg.     Assistant.  — Ethel  H.  Pendleton. 

OLD   BAKER-STREET    SCHOOL. 

Principal.  —  Ellen  G.  Earnshaw.     Janitor.  —  Patrick  F.  Devney. 


Washington  Allston  School.    (Boys  and  Girls.) 

Cambridge  Street,  Allston. 
Master  —  *  George  W.  M.  Hall.  Sub-Master.  —  William  C.  Crawford. 
1st  Assts.  —  Marion  Keith,  Alice  A.  Swett.  Assistants.  —  Annie  E. 
Bancroft,  Sara  F.  Boynton,  Jessie  G.  Prescott,  Eliza  F.  Blacker,  Mar- 
guerite L.  Lillis,  Lydia  E.  Stevenson,  Elizabeth  C.  Muldoon,  Agnes  A. 
Aubin,  Louise  A.  Keeler.     Janitor.  —  Charles  McLaughlin. 

WASHINGTON    ALLSTON    ANNEX. 

Assistants.  —  Jessie  W.  Kelly,  Arvilla  T.  Uarvey,  Eleanor  L.  Sullivan, 
Margaret  C.  Hunt,  Ida  F.  Taylor,  Elva  E.  Buck.  Cookery.  —  Agnes  A. 
Fraser.  Manual  Training.  —  Anna  M.  Pond.  Seisin;?. —  Sarah  A.  Stall. 
Janitor.  —  Charles  McLaughlin.     Truant-officer.  —  John  H.  Westfall. 

WASHINGTON   ALLSTON    PORTABLE    SCHOOL,    NO   90. 

Assistant.  —  Blanche  A.  Cole.     Janitor.  —  Charles  McLaughlin. 

FREDERIC    A.    WHITNEY   SCHOOL,    ISLINGTON    STREET. 

Assistant. — Fannie  B.  Sanderson. 

WILLIAM    WIRT   WARREN    SCHOOL,    WAVERLEY   STREET. 

Sub-Master.  —  Alexander  Pearson.  Assistants.  —  Mary  E.  O'Neill, 
Emily  C.  Brown,  Ella  F.  Bent,  Grace  G.  Johnson,  Mary  A.  Duston, 
Caroline  H.  Moore,  M.  Grace  Seymour.  Janitor.  —  Bartholomew  J. 
Dooley. 


PRIMARY   SCHOOLS. 

AUBURN   SCHOOL,    SCHOOL   STREET. 

Assistants.  —  Annie  L.  Ziersch,  Lillian  S.  Allen,  Margaret  A.  Foley. 
Janitor.  —  Bartholomew  J.  Dooley. 

WILLIAM    WIRT   WARBEN   PORTABLE    SCHOOL,    NO.    89. 

Assistant.  —  Leona   J.  Sheehan.     Janitor.  —  Bartholomew  J.  Dooley. 

WILLIAM   WIRT   WARREN   PORTABLE    SCHOOL,    NO.    91. 

Assistant.  —  Ella  L.  Chittenden.     Janitor.  —  Bartholomew  J.  Dooley. 
*  Died  Dec.  6, 1903. 


NINTH   DIVISION.  387 

HARVARD    SCHOOL,    NORTH    HARVARD    STREET. 

Assistants.  —  Clara  B.  Hooker,  Adelaide  C.  Williams,  Elsie  L.  Travis, 
Janitor.  — Charles  McLaughlin. 

EVERETT   SCHOOL,    BRENTWOOD   STREET. 

Assistant.  — Ruby  A.  Johnson.     Janitor.  —  Margaret  Kelly. 

EVERETT   PORTABLE   SCHOOL,    NO.    68  . 

Assistant.  — Mizpeh  B.  Zewicker.     Janitor.  — Margaret  Kelly. 

FREDERIC   A.    WHITNEY    SCHOOL,    ISLINGTON   STREET. 

1st  Asst.  —  Emma  F.  Martin.  Assistants. — Anna  N.  Brock,  Grace 
Hammond,  Helen  E.  Raymond,  Lina  K.  Eaton,  Louise  T.  E.  Waterman. 
Janitor.  —  Otis  D.  Wilde. 


KINDERGARTENS. 

EVERETT  SCHOOL,    BRENTWOOD    STREET. 

Principal.  —  Sarah  N.  Stall.     Assistant.  —  Theodora  Carter. 

FREDERIC   A.    WHITNEY   SCHOOL,    ISLINGTON    STREET. 

Principal.  —  Helen  L.  Duncklee.     Assistant. — -Alice  R.  Eliot. 

AUBURN    SCHOOL,    SCHOOL    STREET. 

Principal.  —  Annie  L.  McCarty.     Assistant.  —  Laura  Stevens. 


NINTH    DIVISION. 


Christopher  Gihsoii  School.    (Boys  and  Girls.) 

Head  of  Horse  Street,  Dorchester. 

l/as«er.  —  William  E.  Endicott*  Sub-Master.  — Frederick  W.  Shat- 
tuck.  1st  Assts.  —  Ida  L.  Boyden,  Charlotte  E.  Andrews.  Assistants. — 
Joanna  G.  Keenan,  Catherine  F.  Byrne,  E.  Gertrude  Dudley,  Annie  H. 
Pitts,  Flora  E.  Billings,  Florence  A.  Dunbar,  Emily  A.  Evans,  Edith  M. 
Sandsbury,  E.  Leora  Pratt,  Grace  E.  Bullard.  Cookery.  —  Julia  M.  Mur- 
phy. Manual  Training.  —  Susie  M.  Thatcher.  Sewing.  —  Helen  L. 
Burton.  Janitor.  —  Winthrop  B.  Robinson.  Truant-officer.  —  William 
B.  Shea. 

CHRISTOPHER   GIBSON   PORTABLE    SCHOOL,    NO.    4. 

Assistant.  — Florence  S.  Fairbrother.  Janitor.  — Winthrop  B.  Robin- 
son. 

CHRISTOPHER   GIBSON   PORTABLE    SCHOOL,    NO.    5. 

Assistant.  —  Alice  M.  Williams.     Janitor.  —  Winthrop  B.  Robinson. 
*Diecl  June  3,  1903. 


388  APPENDIX. 

CHRISTOPHER   GIBSON   PORTABLE    SCHOOL,    NO.    43. 

Assistant.  —  Mary  T.  McColl.     Janitor.  — Timothy  0.  Keleher. 

CIIKISTOPHEB   GIBSON   PORTABLE    SCHOOL,    NO.    44. 

Assistant.  —  Clara  C.  Howland.     Janitor.  —  Timothy  C.  Keleher. 

CHRISTOPHER   GIBSON    PORTABLE   SCHOOL,    NO.    45. 

Assistant.  —  Corinna  Barry.     Janitor.  —  Timothy  C.  Keleher. 

CHRISTOPHER   GIBSON   PORTABLE    SCHOOL,  NO.    65. 

Assistant.  —  Deborah  A.  McColI.     Janitor.  —  Winthrop  B.  Robinson. 

OLD  GIBSON  SCHOOL,  SCHOOL  STREET. 

Assistant.  —  Helen  F.  Tarpey. 

ATHEUTON    BUILDING    SCHOOL,    COLUMBIA   ROAD. 

Sub-Master.  — Joseph  T.  F.  Burrell. 


PRIMARY   SCHOOLS. 

OLD  GIBSON  SCHOOL,  SCHOOL  STREET. 

i,st  Asst. — E.  Louise  Brown  Assistants.  —  Feroline  W.  Fox,  Ellen 
A.  Brown,  Mary  A.  Ciissen,  Annie  B.  Emery,  Eleanor  J.  Murphy. 
Janitor.  —  Thomas  Kinsley. 

OLD   GIBSON    SCHOOL   ANNEX. 

Assistant.  —  Katharine  J.  Daily.     Janitor.  —  Thomas  Kinsley. 

32.3    WASHINGTON-STREET    SCHOOL. 

Assistant.  —  Harriet  E.  Ells.     Janitor.  —  Thomas  Kinsley. 

18    STANDISH-STREET   SCHOOL. 

Assistant.  —  Ellen  K.  Eichorn. 

ATHERTON    BUILDING    SCHOOL,    COLUMBIA   ROAD. 

Assistants.  —  Rose  E.  A.  Redding,  Elizabeth  G.  Crotty,  Josephine  E. 
Clark,  Bessie  C.  Jones,  Florence  A.  Stone.    Janitor.  —  Thomas  Shattuck. 

GLENWAY   SCHOOL,    NEAR   BLUE   HILL   AVENUE. 

Assistants.  —  Grace  Hall,  Agnes  T.  Kelly.    Janitor.  —  Margaret  Kelly. 

58   GLEN  WAY-STREET   SCHOOL. 

Assistant.  —  Isabel  M.  Horsford. 


KINDERGARTENS. 

ATHERTON    BUILDING   PORTABLE    SCHOOL,    NO.    61. 

Principal.  —  Gertrude  L.  Watson.    Assistant.  —  A.  Gertrude  Bowker. 
Janitor.  —  Thomas  Shattuck. 


NINTH  DIVISION.  '  389 

OLD   GIBSON   SCHOOL    ANNEX. 

Principal.  — Kate  S.  Gunn.     Af<mstant.  — Alice  B.  Torrey. 

GREENWOOD    HALL   SCHOOL,    GLENWAY. 

Principal.  —  Edith  L.  Phelan.     Assistant.  —  Mary  A.  Daly. 


Edward  Everett   School.    (Boys  and  Gikls.) 

Sumner  Street,  Dorchester. 
Master.  —  Henry  B.  Miner.  Sub-3f aster. — George  M.  Fellows.  —  1st 
Assts.  —  Mary  F.  Thompson,  Henrietta  A.  Hill.  A.^isistants.  —  Hilde- 
gard  Fick,  Alice  E.  Aldrich,  Emma  M.  Savil,  Clara  J.  Doane,  Mary  A. 
Whalen,  Anna  M.  Foster,  Harriet  A.  Darling,  L.  Cora  Morse. 
Cookery. — Alice  L.  Manning.  Manual  Training. — James  C.  Clarke. 
Sewing. — Henrietta  L.  Yelland.  Janitor.  —  George  L.  Chessman. 
Truant-officer. — George  W.  Bean. 

EDWARD   EVERETT   PORTABLE    SCHOOL,  NO.    39. 

Assi.^tant. —  Florence  A.  Goodfellow.    Janitor.  —  George  L.  Chessman. 

EDWARD   EVERETT   PORTABLE   SCHOOL,  NO.  69. 

Assistant.  —  Marion  E.  Buswell.     Janitor.  —  George  L.  Chessman. 


PRIMARY   SCHOOLS. 

OLD   EDWARD   EVERETT   SCHOOL,  SUMNER   STREET. 

1st  Asst.  —  Florence  N.  Sloane.  Assistants. — Anna  M.  Horsford, 
Lizzie  M.  Pearson,  Sally  T.  Fletcher,  Bessie  M.  Eliott.  Janitor.  — 
George  L.  Chessman. 

EDWARD   EVERETT   PORTABLE    SCHOOL,  NO.  38. 

Assistant.  —  E.  Mabel  Clarke.     Janitor.  —  George  L.  Chessman. 

SAVIN   HILL   SCHOOL,    SAVIN    HILL   AVENUE. 

Assistants'.  —  Lucy  G.  Flusk,  Alice  A.  Banker,  C.  Margaret  Browne. 
Janitor.  —  Laura  Reed. 


KINDERGARTEN. 

OLD   EDWARD   EVERETT   SCHOOL,  SUMMER    STREET. 

Principal. — A.  Gertrude  Malloch.     Assistant.  —  Eleanor  G.  Hutch- 


Gilbert  Stuart  School.     (Boys  and  Girls.) 
Bichmond  Street,  Lower  Mills,  Dorchester. 
Master.  —  Edward  M.  Lancaster.     Sub-Master. — Edwin  F.  Kimball. 
1st  Asst.  —  Caroline    F.    Melville.       Assistants.  —  Edith   A.    Scanlon, 


390  APPENDIX. 

Mary  E.  Harris,  Anna  M.  McMahon,  Delia  Prescott,  Lucy  D.  Ellis, 
Elizabeth  B.  Wetlierbee,  Cornelia  M.  Collamore,  Rebekah  C.  Riley. 
Cookery.  —  Ellen  B.  Murphy.  Manual  Training.  —  Josephine  May. 
Sewing.- — Katharine  M.  Howell.  Janitor. — Asa  C.  Hawes.  Truant- 
officer. — William  B.  Shea. 


PRIMARY   SCHOOLS. 

STOUGHTON    SCHOOL,  RIVER   STREET. 

1st  Asst.  —  Janet    B.    Jordan.     Assistants.  —  Esther   S.    Brooks,    H. 
Adelaide  Sullivan,  Lydia  D.  Johnson.  Mary  M.  Hoye.      Janitor. — Asa 

C.  Hawes. 

adams-stbeJet  school. 

Assistant.  —  Mary  M.  Dacey.     Janitor.  —  Ellen  James. 

ADAMS-STREET   PORTABLE    SCHOOL,    NO.    1. 

Assistant.  —  A.  Maud  Briggs.     Janitor.  —  Ellen  James. 


KINDERGARTENS. 

STOUGHTON  SCHOOL,  BIVER  STREET. 

Principal.  —  Julia  E.  Hall.     Assistant.  —  Ellen  W.  Porter. 

ADAMS-STREET   SCHOOL. 

Principal.  —  E.  Mabel  Gibson. 


Henry  L.  Pierce  School.     (Boys  and  Girls.) 

Washington  Street.,  corner  of  Welles  Avenue,  Dorchester. 
Master.  —  Horace  W.  Warren.  Sub-Master.  —  George  W.  Ransom. 
1st  Asst. —  Mary  E.  Mann.  Assistants.  —  Clara  B.  Cutler,  Elizabeth  C. 
Estey,  Helen  A.  Woods,  Mary  L.  Merrick,  Minnie  A.  Worden,  Elizabeth 
R.  Brady,  Anna  S.  Coffey,  Ella  F.  Carr,  Mary  A.  Fruean,  Lucina  Dun- 
bar. Cookery.  —  Genevieve  Huff.  Manual  Training.  —  Florence  P. 
Donelson.  Sewing.  —  Harriet  E.  Browne.  Janitor.  —  Timothy  Dona- 
hoe.     Truant-officer.  —  William  B.  Shea. 

HENRY    L.    PIERCE    PORTABLE    SCHOOL,    NO.    2. 

As.sistant.  —  Annie  L.  Knight.     Janitor.  — Timothy  Donahoe. 

HENRY   L.    PIERCE   PORTABLE    SCHOOL,    NO.    3. 

A.'isistant.  —Lilian  S.  Bourne.     Janitor.  —  Timothy  Donahoe. 

HENRY   L.    PIERCE   PORTABLE   SCHOOL,    NO.    32. 

As.sistant.  —  Mary  J.  Collingwood.     Janitor.  —  Timothy  Donahoe. 

HENRY   L.    PIERCE   PORTABLE    SCHOOL,    NO.    33. 

Assistant.  —  Areminta  V.  Paasche.     Janitor.  —  Timothy  Donahoe. 


NINTH   DIVISION.  391 

PKIMARY  SCHOOLS. 

BAILEY-STBEET   SCHOOL. 

1st  Asst.  —  Anna  B.   Badlam.     Assistants.  —  Laura  D.   Fisher,  Helen 
F.  Burgess,  Flora  C.  Woodman,     Janitor.  —  A.  Benson  Rowe. 

65   BAILEY-STREKT   SCHOOL. 

Assistant.  —  Ellen  A.  Barry.     Janitor.  —  A.  Benson  Rowe. 


KINDERGARTEN. 

63-65   BAILEY-STREET   SCHOOL. 

Principal.  —  Blanche  E.  Thayer.     Assistant. — Agnes  M.  Macdonald. 


Mary  Hemenway  School.    fBoYS  and  Girls.) 

Corner  of  Adams  and  King  Streets.,  Dorchester. 

Master.  —  N.  Hosea  Whittemore.  Sub-Master.  —  Frederic  L.  Owen. 
1st  Assts.  —  L.  Gertrude  Howes,  Mary  Polk.  Assistants.  —  Mary  F. 
McMorrow,  Annie  B.  Drowne,  Fanny  L.  Short,  Anna  E.  Leahy,  Cora  I. 
Young,  Mary  A.  Maloney,  Minnie  A.  Noyes.  Cookery.  —  Annie  M. 
Eaton.  Manual  Training.  —  Cornelia  D.  Burbank.  Sewing.  —  Martha 
F.  French.  Janitor.  —  Wallace  Kenney.  Truant-officer.  —  Maurice  F. 
Corkery. 

OLD   DORCHESTER   HIGH   SCHOOL,    CENTRE    STREET. 

1st  Asst.  —  Harlan  P.  Ford.  Assistants.  —  Margaret  C.  Schouler, 
Martha  E.  Lang,  Frances  M.  Campbell,  Ellen  Welin.  Janitor.  —  Thomas 
J.  Hatch. 


PRIMARY    SCHOOLS. 

HARRIS    SCHOOL,    ADAMS   STREET,    CORNER   MILL   STREET. 

1st  Asst.  —  Ida  K.  McGiffert.  Assistants.  —  Mary  Waterman,  Florence 
G.  Willis,  Sophia  W.  French,  Emily  F.  Small,  Susan  J.  Berigan,  Cecelia 
Coyle,  Mary  E,  Wilbar,  Florence  M.  Robinson.  Janitor. — John 
Buckpitt. 

DORCHESTER-AVENUE   SCHOOL. 

Assistants.  —  Bertha  F.  Cud  worth,  Alice  G.  Maher. 


KINDERGARTEN. 

DORCHESTER-AVENUE    SCHOOL. 

Principal.  —  Mabelle    M.   Winslow.      Assistant.  —  Annie    M.    Smith. 
Janitor.  —  Frank  M.  Murphy. 


392  APPENDIX. 


Mather  School.  (Boys  and  Gikls.) 
Meeting  House  Hill,  Dorchester. 
Master.  —  Edward  Southworth.  Sub-Master. — Arthur  A.  Lincoln, 
1st  Assts.  — J.  Annie  Bense,  Marietta  S.  March.  Assistants.  — Mary  B. 
Corr,  Frances  Forsaith,  Carrie  F.  Parker,  Grace  E.  Lingham,  Jennie  E. 
Phinney,  Isabel  W.  Davis,  Ella  J.  Costello,  Lucy  J.  Dunnels,  M.  Esther 
Drake.  Cookery.  —  Alice  L.  Manning,  Annie  M.  Eaton.  Manual  Train- 
ing.—  Alice  L.  Lanman.  Sewing. — Emma  G.  Welch,  Margaret  C. 
Crane.  Janitor.  —  Michael  H.  Murphy.  Truant-officer.  — GeoTge  W. 
Bean. 

MATHEK   PORTABLE    SCHOOL,    NO.    80. 

Assista7it.  —  Caroline  B.  Pendleton.     Janitor.  —  Cyrus  Grover. 

]\[ATHER   PORTABLE    SCHOOL,    NO.    8L 

Assistant.  —  Elizabeth  V.  Cloney.     Janitor.  —  Cyrus  Grover. 

MATHER   PORTABLE    SCHOOL,    NO.    19. 

Assistant.  —  Mary  G.  Cahill.     Janitor.  —  Cyrus  Grover. 

MATHER   PORTABLE    SCHOOL,    NO.    20. 

Assistant.  —  Elizabeth  C.  Bonney.     Janitor.  —  Cyrus  Grover. 

LYCEUM-HALL   SCHOOL,    MEETING   HOUSE   HILL. 

Sub-Master.  —  George  A.  Smith.  Assistants.  —  Gertrude  A.  Hastings^ 
Alice  G.  Williams,  Mary  H.  Knight,  Gertrude  F.  Nevrman,  Mary  E. 
O^Kane.     Janitor.  —  Cyrus  Grover. 


PEIMART    SCHOOLS. 

OLD    MATHER    SCHOOL,    MEETING    HOUSE   HILL. 

Isi  Asst. — Elizabeth  Donaldson.  Assistants.  —  Ruth  E.  Browne, 
Mary  L.  McCollough,  Grace  O.  Allen,  Grace  R.  Clark,  M,  Ellen  Forsaith. 
Janitor.  — Michael  H.  Murphy. 

BON   HOMME    RICHARD    SCHOOL. 

Assistant.  —  Ella  L.  Howe.     Janitor.  —  Cyrus  Grover. 

BENJAMIN    GUSHING   SCHOOL,    ROBINSON    STREET. 

1st  Asst.  — Clara  A.  Jordan.  Assistants.  —  Viola  S.  Churchill,  Louise 
C.  Howes,  Bessie  MacBride,  Bertha  E.  Dennis,  Elizabeth  M.  Grant, 
Helen  M.  French.     Janitor.  —  James  A.  Hanlon. 

QUINCY-STREET   SCHOOL. 

Assistants.  —  Florence  J,  Bigelow,  Lillian  B.  Blackmer.  Janitor. — 
Carrie  Sergeant. 

WARD-ROOM    SCHOOL,    MEETING   HOUSE    HILL. 

Assistant. .     Janitor.  —  Cyrus  Grover. 


NINTH  DIVISION.  393 

KINDERGARTEN. 

BENJAMIN    GUSHING    SCHOOL,    ROBINSON    STREET. 

Principal.  —  Julia  F.  Baker. 


Minot    School.      (Bots  and  Girls.) 

Nej^onset  Avenue,  Dorchester. 

Master.  —  F.  Morton  King.  Sub-Master.  —  W.  Stanwood  Field.  1st 
Asst. — Mary  K.  Tibbits.  Assistants.  —  Katherine  M.  Adams,  Lillian 
A.  Simmons,  Mabel  A.  Jepson,  Annie  H.  Gardner,  Mary  E.  Palmer, 
Etta  F.  Shattuck,     Cookery.  —  Annie  M.  Eaton.     Manual  Training. — 

Josephine  May.    Sewing.  —  Mary  J.  McEntyre.  Janitor. . 

Truant-officer.  —  Maurice  F.  Corkery. 


PRIMARY  SCHOOL. 

WALNUT-STREET   SCHOOL. 

1st  Asst.  —  Celia  A.  Scribner.  Assistants.  —  A.  Isabelle  Macartliy, 
Mary  E.  Glidden,  Annie  T.  Kelley,  Amy  K.  Pickett.  Janitor.  —  Henry 
T.  Allchin. 


KINDERGARTEN. 

WALNUT-STREET   SCHOOL. 

Principal. — Mary  B.  Johnson.     Assistant. — Sara  C.  Bullard. 


i?oger  Clap  School.     (Boys  and  Girls.) 

Harvest  Street,  Dorchester. 

Master.  —  Edwin  T.  Horne.  Sub-Muster.  —  Murray  H.  Ballou.  1st 
Assts. — Nellie  J.  Breed,  Jessie  D.  Stoddard.  Astiidants. — Mabel  A. 
Woodward,  Williamina  Birse,  Annie  R.  Mohan,  Mary  E.  Irwin,  Julia  J. 
Ford,  Josephine  A.  Martin,  Elizabeth  W.  O'Connor,  Grace  L.  Griffiths, 
Elinor  C.  Hibbard.  Cookery. —  Alice  L.  Manning.  Manual  Training. — 
James  C.  Clarke,  Louise  H.  Billings.  Sewing. — Henrietta  L.  Yelland, 
M.  Lillian  Dunbar.  Janitor. —  Joseph  W.  Batchelder.  Truant-officer. — 
George  W.  Bean. 

ROGER  CLAP  PORTABLE  SCHOOL,  NO.  85. 

Assistant.  —  Lucy  B.  Conner.     Janitor.  —  Joseph  W.  Batchelder. 

ROGER   CLAP    PORTABLE    SCHOOL,    NO.    16. 

Assistant.  —  Lillie  M.  M.  Loughlin.     Janitor.  —  Nellie  A.  Phelan. 


394  APPENDIX. 

PRIMARY   SCHOOLS. 

KOGEB   CLAP    SCHOOL,    HARVEST    STREET. 

Assistant.  —  Mary  E.  Griffin. 

ROGER  CLAP  PORTABLE  SCHOOL,  NO.  15. 

Assistant.  — Marguerite  T.  Morse.     Janitor.  —  Nellie  A.  Phelan. 

BOGER   CLAP   PORTABLE   SCHOOL,    NO.    84   (mT.    VERNON    STREET). 

Assistant.  —  Minnie  E.  G.  Price.     Janitor.  —  Nellie  A.  Phelan. 

HARBOR   VIEW-STREET   SCHOOL. 

Assistants.  —  Cora  L.  Etheridge,  May  C.  McDonough,  Mary  G.  Ellis, 
Charlotte  K.  Holmes.     Janitor. — Nathaniel  H.  Hall. 

HARBOR   VIEW-STREET   PORTABLE    SCHOOL,    NO.    59. 

Assistant.  —  Gertrude  W.  Simpson.     Janitor.  —  Nathaniel  H.  Hall. 

ATHENAEUM   SCHOOL,    EAST   COTTAGE    STREET. 

Assistants.  —  Winifred  Emerson,  Kate  L.  Brown.     Janitor.  — Andrew 
C.  Scott. 

20   MT.    VERNON-STREET   SCHOOL. 

Assistants.  —  Frances  A.   Nolan,   Alice   B.    Hennessey,    La  Vinia  E. 
Stewart.     Janitor.  —  James  W.  Lindsay. 


Roger  Wolcott  School.    (Boys  and  Girls.) 

Norfolk  and  Morton  Streets^  Dorchester. 

Master.  —  Hiram  M.  George.  Sub-Master.  —  Henry  E.  Loring.  1st 
Assts.  —  Ida  T.  Weeks,  Eva  M.  Morand.  Assistants.  —  Sarah  B.  Turner, 
Emeline  W.  Ripley,  Mary  E.  G.  Collagan,  Mary  G.  Woodman,  Blanche 
I.  Evans,  Harriet  M.  Gould,  Alice  M.  Ryan,  Katharine  C.  Merrick, 
Mary  A.  Crafts,  Mary  M.  McNally.  Cookery.  —  Annie  F.  Gray.  Manual 
Training.  —  Fannie  B.  Prince.  Sewing.  —  Esther  C.  Povah,  Catherine 
J.  Cadogan.  Janitor.  —  Henry  E.  Meyer.  Truant-officer.  —  William  B. 
Shea. 

TILESTON    SCHOOL,    NORFOLK   STREET. 

Sub-Master.  —  Orris  L.  Beverage.  Assistant.  —  Alice  G.  Meade. 
Janitor,  —  Peter  Cook. 


PRIMARY   SCHOOLS. 

THETFORD-STREET   SCHOOL. 

1st  Asst.  —  Mary  E.  Nichols.  Assistants.  —  Louise  L.  Carr,  Ethel  C. 
Flynn,  Charlotte  A.  Eraser,  Keziah  J.  Anslow,  Agatha  P.  Razoux,  Mary 
E.  Garrity.     Janitor.  —  A.  Benson  Rowe. 


DIRECTORS  AND  SPECIAL  INSTRUCTORS.     395 

MORTON-STREET   SCHOOIi. 

Assistants.  —  Emma    L.    Samuels,    Mary    G.    Morton,    Elizabeth  C. 
Banker,  Helen  A.  Fernald.     Janitor.  —  John  F.  Tolan. 

MORTON-STREET   SCHOOL   ANNEX. 

Assistant.  —  Louisa  W.  Burgess.     Janitor.  —  John  F.  Tolan. 

TILESTON-SCHOOL,    NORFOLK   STREET. 

Assistants.  —  F.  Mabel  Sykes,  Annie  G.  Shay. 


KINDERGARTENS. 

THETFORD-STREET   SCHOOL. 

Principal.  —  Katharine  H.  Perry.     Assistant.  — Julia  G.  Davison. 

170   LAURIAT-A VENUE   SCHOOL. 

Principal.  —  Anina  L.  Fitzsimmons.     Assistant.  —  Alice  E.  Smith. 


DIRECTORS    AND    SPECIAL    INSTRUCTORS. 


DRAWING. 

Director.  —  James  Frederick  Hopkins.  Assistants.  —  Henry  W.  Poor, 
Margaret  J.  Patterson,  Estelle  E.  Potter,  Jennie  C.  Peterson. 

KINDERGARTENS. 

Director.  —  Laura  Fisher. 

MILITARY   DRILL. 

Instructor.  —  George  H.  Benyon.     Armorer.  —  Charles  H.  Reardon. 

MODERN   LANGUAGES. 

As.nstant  Instructors.  —  Henri  Morand,  Camille  Ried. 

MUSIC. 

Director.  —  James  M.  McLaughlin.  Assistant  Directors.  —  Grant 
Drake,  Leonard  B.  Marshall,  Albert  G.  Mitchell,  John  A.  O'Shea. 
Assistants.  —  Helen  A.  Brick,  Mary  L.  McNulty,  Laura  F.  Taylor,  Nel- 
lie L.  Woodbury. 

PHYSICAL   TRAINING. 

Director. — James  B.  Fitzgerald,  M.D.  Assistants.  —  Nathaniel  J. 
Young,  Gordon  Trowbridge. 


396  APPENDIX. 

INSTRUCTOKS    OF   SEWING, 

Eldora  M.  S.  Bowen,  Lowell  School. 

Harriet  E.  Browne,  Henry  L.  Pierce  School. 

Helen  L.  Burton,  Christopher  Gibson  School. 

Catherine  J.  Cadogan,  Xorci-oss  and  Roger  Wolcott  Schools. 

Kate  A.  Clare,  Hancock  School. 

Susan  M.  Cousens,  Chapman  School. 

Margaret  C.  Crane,  Martin,  Mather,  and  Wells  Schools. 

Annie  M.  Cullen,  Blackinton  and  George  Putnam  Schools. 

Isabella  Gumming,  Winthrop  School. 

Mary  L.  Dermody,  Lyman  School. 

Mary  F.  Doherty,  Hancock  School. 

Clara  L.  Dorr,  Wells  School. 

M.  Lillian  Dunbar,  Roger  Clap  and  Shurtleff  Schools. 

Martha  F.  French,  Horace  Mann  and  Mary  Hemenway  Schools. 

Helen  E.  Hapgood,  Bowditch  School. 

Mary  T.  Hassett,  Lewis  School. 

Katharine  M.  Howell,  Gilbert  Stuart  School. 

Mary  E.  Jacobs,  Dearborn  and  Hugh  O'Brien  Schools. 

Margaret  A.  Kelley,  Hyde  School. 

Elizabeth  S.  Kenna,  John  A.  Andrew  School. 

Mary  J.  Mara,  Prescott  School. 

Annie  F.  Marlowe,  Emerson  School. 

Margaret  T.  McCormick,  Phillips  Brooks  School. 

Margaret  McDonald,  Comins  and  Winthrop  Schools. 

Mary  J.  McEntyre,  Minot  and  Norcross  Schools. 

Annie  S.  Meserve,  Everett  School. 

Mary  E.  Patterson,  Gaston  School. 

Ellen  E.  Phalan,  Robert  G.  Shaw  School. 

Esther  C.  Povah,  Adams  and  Roger  Wolcott  Schools. 

Elizabeth  A.  Power,  Bennett  and  Chapmian  Schools. 

Alice  M.  Skillings,  Prince  and  Franklin  Schools. 

Julia  A.  Skilton  Bunker  Hill  and  Warren  Schools. 

Sarah  A.  Stall,  Washington  Allston  School. 

Ella  L.  Thomas,  Bowdoin  and  Wells  Schools. 

Lizzie  A.  Thomas,  Franklin  School. 

Frances  Tully,  Frothingham  School. 

Emma  A.  Waterhouse,  Dillaway  School. 

Emma  G.  Welch,  Mather  School. 

Ella  Whiting,  Harvard  School. 

Ellen  M.  Wills,  Charles  Sumner  and  Longfellow  Schools. 

Henrietta  L.  Yelland,  Edward  Everett  and  Roger  Clap  Schools. 

Esther  L.  Young,  Gaston  and  Martin  Schools. 


SPECIAL  SCHOOLS.  397 


SPECIAL    SCHOOLS. 


Horace  Mann  School  for  the  Deaf. 

17S  Netvbury  Street. 

Principal.  —  Sarah  Fuller.  Assistant  Principal. — Ella  C.  Jordan. 
Astiistants.  —  Kate  D.  Williams,  Mary  F.  Bigelow,  Sarah  A.  J.  Monro, 
Elsa  L.  Hobart,  Ida  H.  Adams,  Sally  B.  Tripp,  Kate  F.  Hobart,  Mabel 
E.  Adams,  Josephine  L.  Goddard,  Martha  C.  Kincaide,  Stella  E. 
Weaver,  Mary  H.  Thompson,  Mary  B.  Adams.  Cookery.  —  Grace  D. 
Bachelder.  Sewing. — Martha  F.  French.  Janitor.  —  Wendell  P. 
Getchell.     Assistant  Janitors.  — Flora  H.  Frizzell,  Annie  L.  Gannon. 


Manual  Training-  Schools. 

There  are  thirty-four  woodworking  rooms,  located  as  follows: 

East  Boston.  —  Cudworth  School,  Gove  street;  Chapman  School, 
Eutaw  street. 

Charlestown.  —  Harvard  School,  Devens  street;  Prescott  School 
Annex,  Elm  street. 

Boston.  —  Appleton-street  School;  Pierpont  School,  Hudson  street; 
Dwight  School,  West  Springfield  street;  Prince  School,  Newbury  street. 

RoxBURT.  —  Sherwin  School,  Madison  square. 

South  Boston.  —  Bigelow  School  (two  rooms),  Fourth  street;  Thomas 
N".  Hart  School,  H  street;  Lincoln  School,  Broadway;  Lawrence  School, 
B  street. 

RoxBURT.  —  Dudley  Portable  School,  No.  60;  1508  Tremont-street 
School;  Lewis  School  Annex,  Dale  street. 

Dorchester.  —  Phillips  Brooks  School,  Quincy  and  Perth  streets. 

Jamaica  Plain. — Eliot  School,  Trustee  Building,  Eliot  street; 
Agassiz  School,  Brewer  street;  333  Centre-street  School. 

West  Roxburt.  —  Robert  G.  Shaw  School,  Hastings  street. 

RosLiNDALE.  — Longfellow  School,  South  street. 

Allston.  — Washington  Allston  School,  Cambridge  street. 

Brighton.  —  Winship  School,  Dighton  place;  Brighton  High  School, 
Cambridge  street. 

Dorchester.  —  Lyceum  Hall  School,  Meeting  House  Hill;  Roger 
Clap  School,  Harvest  street;  Henry  L.  Pierce  School,  Washington 
street;  Christopher  Gibson  School,  Bowdoin  avenue;  Mary  Hemenway 
School,  Adams  and  King  streets;  Gilbert  Stuart  School,  Richmond 
street;  Minot  School,  Neponset  avenue;  Roger  Wolcott  School,  Norfolk 
and  Morton  streets. 


398  APPENDIX. 

Principal  of  Manual  Training  Schooh.  —  Frank  M.  Leavitt.  Instruc- 
tors. —  Edward  C.  Emerson,  Celia  B.  Hallstrom,  George  F.  Hatch,  Alex- 
ander Miller,  Mary  E.  Pierce.  Asf>istant  Instructors.  —  Lillian  M. 
Beckwith,  Louise  H.  Billings,  John  C.  Brodhead,  Sybel  G.  Brown,  Cor- 
nelia D.  Burbank,  Frank  Carter,  Sigrid  Cederroth,  James  C.  Clarke, 
Annie  V.  Comins,  Florence  P.  Donelson,  William  A.  England,  Grace  J. 
Freeman,  Solvi  Greve,  Olive  I.  Harris,  Alice  L.  Lanman,  I.  Virginia 
Lyons,  Margaret  A.  Mahony,  Mary  J.  Marlow,  Josephine  May,  Grace  K» 
Peaslee,  Anna  M.  Pond,  Fannie  B.  Prince,  Katherine  Robinson,  Ella  G. 
Smith,  Susie  M.  Thacher,  Helen  F.  Veasey,  Helen  I.  Whittemore. 


Schools  of  Cookery. 

The  school  kitchens  are  twenty-eight  in  number,  located  as  follows: 

East  Boston.  —  Chapman  School,  Eutaw  street ;  Lyman  School, 
Paris  street. 

Charlestown.  —  Bunker  Hill  School,  Baldwin  streeet ;  Harvard 
School,  Devens  street. 

Boston. —Bowdoin  School,  Myrtle  street  (No.  1);  Bowdoin  School, 
Myrtle  street  (No.  2)  ;  Hancock  School,  Parmenter  street ;  AVinthrop 
School,  Tremont  street;  Prince  School,  Newbury  street ;  Horace  Mann 
School,  Newbury  street ;  Rutland-street  School ;  Hyde  School,  Ham- 
mond street. 

South  Boston.  —  Drake  School,  C  and  Third  streets. 

RoxBUBY.  —  1518  Tremont-street  School ;  Kenilworth-street  School. 

Dorchester. —  Phillips  Brooks  School,  Quincy  and  Perth  streets. 

Brighton.  —  Winship  School,  Dighton  place. 

Jamaica  Plain. —  Bowditch  School,  Green  street  ;  .331  Centre-street 
School. 

West  Roxbury.  —  Robert  G.  Shaw  School,  Hastings  street. 

RosLiNDALE.  —  Charles  Sumner  School,  Ashland  street. 

Allston.  —  Washington  Allston  School,  Cambridge  street. 

Dorchester.  —  Christopher  Gibson  School,  head  of  Morse  street; 
Gilbert  Stuart  School,  Richmond  street ;  Henry  L.  Pierce  School,  Wash- 
ington street  and  Welles  avenue  ;  Mary  Hemenway  School,  Adams  and 
King  streets  ;  Mayflower  School,  Harbor  View  street ;  Roger  Wolcott 
School,  Norfolk  and  Morton  streets. 

Principal  of  Schools  of  Cookery.  —  Ellen  L.  Duff.  Instructors.  — 
Grace  D.  Bachelder,  Charlotte  F.  Clark,  Julia  T.  Crowley,  Roberta  M. 
Cummins,  Mary  Cunningham,  Annie  M.  Eaton,  Margaret  A.  Fay,  Agnes 
A.  Eraser,  Annie  F.  Gray,  Emily  H.  Hawes,  Margaret  W.  Howard, 
Genevieve  Huff,  Julia  A.  Hughes,  Althea  W.  Lindenberg,  Alice  L. 
Manning,  Mary  C.  Mitchell,  Josephine  Morris,  Ellen  B.  Murphy,  Julia 
M.  Murphy,  Elizabeth  T.  Sumner,  Emeline  E.  Torrey,  N.  Florence 
Treat,  Angeline  M.  Weaver. 


SPECIAL   SCHOOLS.  399 


School  on  Spectacle  Island. 

Instructor.  — Stephen  W.  Ferguson. 


Special  Classes. 

AUSTIN    SCHOOL,    PARIS    STREET,    EAST   BOSTON. 

Teacher.  — Mary  A.  Stillman. 

ST.    ANDREW'S-CHAPEL   SCHOOL,    38    CHAMBERS    STREET. 

Teacher.  —  Blanche  B.  Cochran. 

APPLETON-STREET   SCHOOL. 

Teacher.  —  Cora  E.  Wood. 

HYDE    SCHOOL,    HAMMOND    STREET,    ROXBURY. 

Teacher.  —  Ada  M.  Fitts. 

HA  WES   HALL    SCHOOL,    BROADWAY,    SOUTH   BOSTON. 

Teacher.  —  Margaret  M.  Brosnahan. 

ROXBURY-STREET  PORTABLE  SCHOOL,  NO.  40. 

Teacher.  —  Harriet  E.  Lyman. 


Evening'  Schools. 


The  term  of  the  Evening  Schools  begins  on  the  last  Monday  in  Sep- 
tember, and  closes  on  the  second  Friday  in  March. 

Evening  High  School,  Montgomery  Street.  Principal.  —  Fred  A. 
Fernald.  Secretary. — James  W.  Blaisdell.  Charlestown  Branch. — 
Charlestown  High  School,  Monument  square.  Assistant  in  Charge.  — 
Walter  L.  Harrington.  East  Boston  Branch.  —  East  Boston  High 
School,  Marion  street.     Assistant  in  Charge.  —  Henry  H.  Folsom. 

BowDOiN  School,  Myrtle  street.  Principal.  —  W.  Hector  S.  Koll- 
myer. 

CoMiNS  School,  Tremont  street,  Roxbury.  Principal.  —  John  E. 
Butler. 

Dearborn  School,  Dearborn  place,  Roxbury.  Principal.  —  John  S. 
Richardson. 

Eliot  School,  North  Bennet  street.     Principal.  —  Walter  Mooers. 

Franklin  School,  Waltham  street.     Principal. —  Gustavus  F.  Guild. 

Hancock  School,  Parmenter  street.     Principal.  —  Lewis  H.  Dutton. 

Lincoln  School,  Broadway,  South  Boston.  Principal.  —  James  H. 
Gormley. 

Lyman  School,  corner  Paris  and  Gove  streets.  East  Boston.  Princi- 
pal.—  Henry  H.  lolsom. 


400  APPENDIX. 

Mather  School,  Lyceum  Hall,  Meeting  House  Hill.  Principal. — 
Orris  L.  Beverage. 

NoRCKOSs  School,  corner  D  and  Fifth  streets,  South  Boston.  Prin- 
cipal. —  Caspar  Isham. 

QuiNCY  School,  Tyler  street.     Principal.  — Alanson  H.  Mayers. 

Warren  School,  corner  Pearl  and  Summer  streets,  Charlestown, 
Principal.  —  James  H.  Leary. 

Washington  Allston  School,  Cambridge  street,  Allston.  Princi- 
pal. —  George  E.  Murphy. 

Wells  School,  Blossom  street.     Principal.  —  Charles  E.  Harris. 


Evening   Drawing  Schools. 

The  term  of  the  Evening  Drawing  Schools  begins  on  the  third  Monday 
in  October  and  continues  for  sixty-six  working  nights.  Registration  on 
Monday,  Wednesday,  and  Friday  evenings  of  the  week  preceding  the 
opening  of  schools,  when  an  exhibition  of  students'  work  is  also  on 
view. 

Charlestown  City  Hall.  Principal.  —  Albert  L.  Ware.  Jani- 
tor. —  Thomas  E.  Smith. 

147  Columbus  Avenue.  Master.  —  George  Jepson.  Janitor. — 
George  W.  Fogg. 

East  Boston,  Old  High  School-house,  Meridian  street.  Principal.  — 
Alexander  Miller.     Janitor.  —  Edward  H.  Gilday. 

2307  Washington  Street,  PiOxbury.  Principal.  —  Charles  L.  Adams. 
Janitor.  —  Henry  W.  Childs. 

Warren  Avenue,  Public  Latin  School.  Master.  —  George  H. 
Bartlett.     Janitor.  —  Matthew  R.  Walsh. 

School  of  Design,  Public  Latin  School.  Principal.  —  Vesper  L. 
George.     Janitor.  —  Matthew  R.  Walsh. 


Educational  Centres. 

Bigelow  School,  Fourth,  corner  E  Street,  South  Boston.  Princi- 
X>al.  —  Michael  E.  Fitzgerald. 

Hancock  School,  Parmenter  street.     Principal.  —  Lewis  H.  Dutton. 

Lowell  School,  310  Centre  Street,  Jamaica  Plain.  Principal.  — 
Edward  P.  Sherburne. 


TRUANT   OFFICERS. 


401 


TRUANT-OFFICERS. 


Officers. 

School  Districts. 

George  Murphy,  Chief. 
George  W.  Bean 

Edward  Everett,  Mather,  and  Roger  Clap 

Districts. 
Comins,  Dillaway,  and  Dudley  Districts. 

Gaston,    Lincoln,   and    Thomas    N    Hart 

Henry  M.  Blackwell 

James  Bragdon 

Maurice  F.  Corkery 

Frank  A.  Dothage 

Districts. 
Mary    Hemenway,     Minot,    and     Phillips 

Brooks  Districts. 
Charles  Sumner,   Longfellow,  and   Robert 

G.  Shaw  Districts. 
Dearborn,    George     Putnam,    and     Lewis 

Frank  Hasey 

John  T.  Hathaway 

Districts. 
Bunker   Hill,    Prescott,  and   Warren   Dis- 

David L.  Jones 

tricts. 

Hyde,  Martin,  -Prince,  and  Sherwin  Dis- 
tricts. 

Hugh  0'J3rien,  John  A.  Andrew,  and 
Shurtleff  Districts. 

Bowdoin,  Phillips,  and  W^ells  Districts. 

Eliot  and  Hancock  Districts. 

Timothy  J.  Kenny 

David  F.  Long 

John  McCrillis 

Amos  Schaffer 

Bigelow,  Lawrence,  and  Norcross  Districts. 

Christopher  Gibson,  Gilbert  Stuart,  Henry 

L.  Pierce,  and  Roger  Wolcott  Districts. 
Agassiz,  Bowditch,  and  Lowell  Districts. 

Chapman  and  Emerson  Districts. 

Adams  and  Lyman  Districts. 

Brimmer,  Quincy,  and  Winthrop  Districts. 

Bennett  and  Washington  Allston  Districts. 

Dwight,  Everett,  Franklin,  and  Rice  Dis- 
tricts. 
Frothingham  and  Harvard  Districts. 

William  B.  Shea 

Warren  J.  Stokes 

Daniel  J.  Sweeney 

Charles  E.  Turner 

Richard  W.  Walsh 

John  H.  Westfall 

Charles  B.  Wood 

Charles  S.  Wooffindale 

DEDICATION 


EOGEE  WOLCOTT  GEAMMAR  SCHOOL. 


May  1,  1903. 


EOGEE  AVOLCOTT  GRAMMAR  SCHOOL. 


DESCRIPTION. 

The  Roger  Wolcott  Grammar  School-house  at  the 
corner  of  Norfolk  and  Morton  streets,  Dorchester,  is 
a  three-story  building  containing  fifteen  class-rooms. 

In  the  basement,  Avhicli  is  entirely  above  ground  on 
the  westerly  side,  are  a  manual-training  room,  a  cook- 
ing-room, and  a  gymnasium,  besides  the  principal  toilet- 
rooms,  boiler-room,  and  fan-room.  At  one  side  of  the 
main  entrance,  on  the  first  floor,  is  a  reception-room, 
at  the  other  side  a  sewing-room.  On  this  floor,  also, 
are  the  sub-master's  office  and  five  class-rooms.  On 
the  second  floor  are  six  class-rooms,  a  library,  and  the 
master's  office.  In  the  central  part  of  the  building,  on 
the  third  floor,  is  the  assembly  hall,  with  ample  accom- 
modation for  a  meeting  of  the  whole  school,  and  con- 
taining a  platform,  or  stage,  large  enough  for  seating 
the  members  of  one  class,  for  graduation  or  other  exer- 
cises. On  this  floor  are  four  class-rooms,  and  ante- 
rooms either  side  the  platform.  From  the  assembly 
hall  a  flight  of  stairs,  of  fireproof  construction,  leads 
from  either  side  to  the  ground  floor,  with  exits  both 
at  the  first  and  lower  storv  at  the  ends  of  the  build- 
ing.  Broad  corridors  connect  these  staircases  on  each 
floor.  The  building,  though  not  of  firejDroof  construc- 
tion, is  subdivided  by  brick  partition  walls,  and  the 
entire  first  floor  is  of  masonry  construction. 

The  exterior  of  the  building  is  of  brick,  with  seam  face 
granite  basement  walls,  and  granite  trimmings  above. 


406  APPENDIX. 


DEDICATION. 


The  dedication  of  the  Roger  Wolcott  School-house 
occurred  on  Friday  evening,  May  1,  1903,  at  8  o'clock, 
under  the  direction  of  the  Committee  on  the  Ninth 
Division  of  the  School  Committee,  consisting  of  William 
F.  Merritt,  Chairman,  Mr.  John  H.  Casey,  Miss  Mary  A. 
Dierkes,  Daniel  S.  Harkins,  M.D.,  and  Mr.  James  J.  Stor- 
row.  An  audience  of  about  one  thousand  friends  of  the 
school  attended,  including  many  masters  and  teachers, 
representatives  of  the  State  and  City  Governments  resi- 
dent in  Dorchester,  and  past  members  of  the  School 
Committee.  On  tlie  platform  were  seated  the  speakers 
of  the  evening,  members  of  the  committee  and  their 
guests,  Mrs.  Wolcott  and  family,  Hon.  Francis  C.  Low- 
ell, Judge  United  States  District  Court,  Mr.  Henry  Park- 
man,  and  others.  Forty  gentlemen  acted  as  ushers, 
under  the  direction  of  Mr.  Lauris  J.  Page.  Blossom's 
orchestra,  engaged  by  friends  of  the  school,  furnished 
music  at  intervals  in  the  course  of  the  exercises,  and 
afterwards  for  dancing  in  the  main  hall. 

An  invocation  was  offered  by  Rev.  John  M.  McGann, 
Rector  of  the  Church  of  the  Holy  Spirit,  Mattapan,  after 
which  Mr.  Merritt,  Chairman  of  the  Committee  on  the 
Ninth  Division,  addressed  the  audience  as  follows : 

ADDRESS   OF   MR.  WILLIAM   F.  MERRITT. 

Ladies  and  Gentlemen: 

It  is  my  pleasing  dut}'  to  welcome  you  to  these  very  simple 
exercises,  dedicating  to  grammar-school  uses  this  new  building. 

It  seems  but  a  short  time  since  some  of  us  who  are  here 
to-night  dug  the  first  few  shovelfuls  of  earth  which  started  the 
excavation  for  the  foundation  of  this  building,  yet  this  house  has 
been  finished  for  more  than  a  year. 


ROGER   WOLCOTT   GRAMMAR  SCHOOL.  407 

In  response  to  a  petition  signed  by  a  large  number  of  the  resi- 
dents of  this  district,  and  by  many  outside  of  the  district,  the 
committee  named  the  school-house  Roger  Wolcott,  in  honor  of 
the  late  Governor  of  this  Commonwealth,  an  able  and  upright 
magistrate,  an  honorable  and  public-spirited  citizen,  and  a 
Christian  gentleman,  a  model  for  the  youth  of  the  land  —  a 
worthy  name  for  one  of  the  latest  and  best  of  Boston's  grammar 
school-houses. 

If  any  of  you  here  have,  with  me,  reached  middle  age,  I 
believe  you  have  said  vipon  entering  this  building,  as  I  have 
said,  "This  is  not  much  like  the  school-house  where  I  went  to 
school !  "  No,  it  is  not  much  like  the  school-house  where  I  went 
to  school,  and  I  am  very  thankful  that  it  is  not.  But  when  you 
stop  to  think  of  it,  what  is  there  now  that  is  much  like  what  was 
when  you  and  I  were  children  ?  Are  the  houses  in  which  we  now 
live,  with  their  modern  heating,  plumbing,  and  sanitary  appli- 
ances, much  like  the  houses  where  we  used  to  live?  Are  the 
churches  which  we  build  to-day  much  like  the  churches  where  we 
spent  the  Sabbath  days  of  om-  childhood  ?  Are  the  great  retail 
stores  of  to-day  much  like  those  where  our  mothers  used  to  take 
us  shopping?  Are  the  great  office  buildings  of  ten  and  twelve 
stories,  with  their  many  elevators,  much  like  the  old  building  in 
Court  street  when  I  began  to  study  ?  Are  the  electric .  cars  which 
now  run  upon  our  streets  and  in  the  air  much  like  the  little 
omniliuses  which  used  to  run  up  and  down  Washington  street,  or 
like  the  stage  coaches  which  ran  out  in  the  country?  Are  the 
steamboats  in  our  harbor  and  the  steamships  upon  the  ocean  much 
like  those  of  fifty  years  ago?  Now,  if  all  these,  and  more,  have 
changed  and  improved,  why  shouldn't  the  school-house,  the  most 
important  of  all,  improve  too?  In  only  one  respect  has  there  been 
no  improvement.  In  the  years  gone  by,  as  at  the  present,  the 
City  of  Boston  and  all  the  cities  and  towns  of  this  great  country 
have  done  all  that  was  possible  for  the  education  of  their  children. 

This  is  one  of  the  last  school-houses  built  by  the  committee, 
and  we  take  some  pride  in  it.  It  is  not  to  be  called  to-night  a 
"temple  of  learning,"  or  a  "school  palace,"  or  by  any  other 
high-sounding  name.  It  is  simply  a  modern  grammar  school- 
house,  made  as  comfortable,  convenient,  and  attractive  for  pupils 
and  teachers  as  it  properly  and  economically  could  be. 


408  APPENDIX. 

I  know  that  the  residents  of  this  district  are  duly  grateful  to 
the  members  of  the  conmiittee,  both  past  and  present,  for  giving 
them  this  fine  building  out  here  in  the  country.  They  are  grate- 
ful to  the  Superintendent  and  to  the  master  and  teachers  of  this 
school  for  all  they  did  to  make  this  school-house  what  it  is.  They 
are  grateful  to  the  architects  selected  by  the  committee  for  their 
part,  for  upon  these  gentlemen  fell  the  burden  of  the  design  and 
construction  of  this  building.  How  well  they  did  their  work,  the 
building  itself  shows.  That  they  are  not  ashamed  of  their  work 
is  shown  b}^  the  presence  of  the  senior  member  of  the  firm  here 
to-night  to  formally  present  the  building  to  the  committee.  No 
one  knows  better  than  I  the  faithful  and  conscientious  work  put 
into  this  building  by  that  gentleman,  and  his  eiforts  to  make  this 
school-house  acceptaljle  to  the  committee  and  to  the  residents  of 
this  district.  I  now  take  pleasure  in  presenting  him  to  you  — 
Mr.  Arthur  G.  Everett. 


ADDRESS    OF  MR.    ARTHUR  G.    EVERETT. 

3Ir.  Chairman^  Ladies  and  Gentlemen  : 

I  congratulate  you  upon  the  fulfilment  of  your  wish  to  have 
a  grammar  school  l^uilding  in  yom*  midst,  for  the  interest  you 
have  shown  from  the  first  is  an  assurance  that  you  will  make 
good  use  of  it.  I  say  "you  will  make  good  use  of  it,"  for  I 
believe  a  school  building  belongs  to  the  parents  as  well  as  to  the 
children,  and  I  feel  that  the  spirit  which  prompted  you  to  ask 
that  this  site  be  selected,  the  spirit  which  led  you  to  take 
actual  part  in  turning  the  first  sod  and  starting  excavations, 
the  eager  interest  you  took  in  each  step  of  the  building  opera- 
tions, and  the  spirit  which  brings  you  here  this  evening  to 'par- 
ticipate in  dedicating  the  building  to  the  service  of  the  commu- 
nity, will  lead  you  to  find  many  ways  to  use  the  building  which 
shall  bring  the  life  of  the  school  and  the  life  of  the  neighbor- 
hood, the  life  of  the  teachers  and  of  the  parents,  into  closer 
relationship.  Yom'  School  Committee,  I  am  sure,  will  be  glad 
to  make  the  way  clear  for  you  to  enter  into  the  life  of  the 
school,  and  make  it  an  interesting  part  of  your  lives.  I  wish 
you  all  happiness  in  your  possession. 


ROGER   WOLCOTT   GRAMMAR  SCHOOL.  409 

Addressing  President  Gushing,  Mr.  Everett  con- 
tinued : 

Mr.  President : 

I  suppose  it  has  become  the  custom  for  au  architect  to  deliver 
the  keys  of  a  building,  that  he  may  thereby  give  his  final  approval 
to  the  work  of  the  builders.  This  I  am  glad  to  do.  I  feel  that  I 
represent,  also,  yom-  Building  Committee,  your  Superintendent  of 
Schools,  and  the  principal  and  teachers  of  this  school,  all  of  whom 
have  had  a  share  in  determining  the  arrangement  of  the  building, 
and  in  their  name,  as  well  as  in  that  of  the  builders,  I  ask  you  to 
accept  these  keys  as  a  symbol  of  a  completed  work. 

RESPO?s"SE   OF   MR.    GRAFTON   D.  GUSHING. 

Sir : 

I  accept  these  keys  at  yom*  hands,  and  have  pleasure  in  thanking 
jou  on  behalf  of  the  School  Conmiittee  and  of  the  community  for 
the  care  and  taste  which  yon  have  used  in  the  erection  of  this 
building.  One  often  hears  complaints  of  the  extravagance  of  our 
modern  school-houses.  But  when  a  building  bears,  as  this  one 
does,  the  signs  of  an  artist's  touch,  I  cannot  believe  that  the 
charge  of  extravagance  is  well-founded.  The  children  learn  to 
love,  through  their  school,  all  that  is  beautiful  and  seemly. 

Turning  to  the  audience,  Mr  Gushing  continued : 

Ladies  and  Gentlemen  : 

When  this  building  was  first  begun,  I  was  on  the  Comanittee  on 
New  Buildings.  Mr.  Merritt  was  then  chairman  of  that  conamittee. 
I  can  testify  to  the  great  interest  he  took  in  every  detail  of  this 
school-house.  The  care  Tvith  which  it  was  planned  was  largely 
the  result  of  his  disinterested  efforts. 

One  cannot,  it  seems  to  me,  look  over  the  list  of  our  schools 
without  being  struck  by  the  absence  of  the  names  of  many  of 
the  men  who  stand  for  what  is  best  in  our  national  life.  It 
would  seem  fitting  that  our  schools  should  recall  those  whose 
example  is  au  inspiration,  whose  deeds  have  made  the   history 


410  APPENDIX. 

of  our  country  what  it  is.  We  want  our  heroes  brought  into  our 
daily  lives  —  men  who  have  wrought  and  accomplished.  It  is 
customary  in  the  case  of  churches  and  of  church  schools  to 
choose  a  patron  saint.  We  need  patron  saints  for  our  schools^, 
men  who  have  lived  in  the  world,  who  have  fought  and  have 
conquered ;  men  whose  memory  will  stimulate  the  development 
of  the  virtues  of  self-sacrifice,  of  devotion  to  high  ideals,  of 
patriotic  service. 

It  therefore  seems  to  me  that  the  name  of  this  school  is 
peculiarly  suitable.  Roger  Wolcott  was  a  man  of  perfect  courage 
and  of  perfect  honesty.  An  idealist,  he  knew  how  to  apply  his 
Ideals  to  practical  affairs.  He  brought  the  virtues  of  private  life 
into  public  office,  and  no  lesson  is  more  needed  than  this  in  a  day 
when  we  are  so  often  contented  with  a  low  standard  of  integrity 
in  our  public  servants.  He  was  beloved  by  the  community,  for  no 
one  questioned  the  purity  of  his  motives  in  any  of  his  acts.  He 
stands  as  the  embodiment  of  virtue  in  public  office.  We  are  a 
nation  of  hero-worshippers  at  heart,  and  when  we  find  a  man  who 
combines  the  qualities  that  we  admire,  we  are  ready  to  hail  him  as 
our  chief. 

Addressing  the  master  of  the  school,  Mr.  Gushing 
continued : 

Mr.  George : 

I  hand  over  to  you  these  keys,  the  symbols  of  your  authority. 
May  you  so  lead  your  scholars  that  they  may  be  worthy  to  follow 
in  the  steps  of  him  for  whom  this  school  is  named. 

RESPONSE    OF   MR.    HIRAM   M.   GEORGE. 
Mr.  Preside7it : 

It  is  with  feelings  of  jDride  and  pleasure,  mingled  with  a  deep 
sense  of  responsibility,  that  I  accept  from  your  hands  these  keys, 
emblematical  as  they  are  of  the  authority  and  duties  which  devolve 
upon  me  as  master  of  the  Roger  Wolcott  School.  Long  and 
anxiously  have  the  parents,  the  teachers,  and  the  pupils  of  this 
district  waited  for  the  time  when  it  would  be  possible  for  you  to 
give  and  for  me  to  receive  these  keys. 


ROGER   WOLCOTT   GRAMMAR  SCHOOL.  411 

Turning  to  the  audience,  Mr.  George  continued  : 

Ladies  and  Gentlemen  : 

This  buildiug,  beautiful  and  well-equipped  as  it  is,  is  a  fitting 
memorial  of  him  whose  name  it  bears,  distinguished  as  he  was  as 
a  statesman  and  a  man.  His  courtly  manners,  his  splendid  pres- 
ence, his  lofty  1)reeding  were  but  the  symbols  of  his  nature.  He 
was  the  heau  ideal  of  the  scholar  in  politics,  and,  like  Chevalier 
Baj'ard,  he  was  a  man  "without  fear  and  without  reproach." 
Born  as  he  was  of  wealthy  parentage,  he  was  essentially  demo- 
cratic in  his  feelings  and  actions.  Those  who  knew  him  best 
loved  him  most ;  and  even  those  who  were  politically  opposed  to 
hun  believed  that  he  intended  to  do  what  he  thought  to  be  right 
without  regard  to  any  consequences  which  might  happen  to  Mm- 
self.  Bishop  Lawrence  says  of  him,  "He  always  rang  true. 
There  was  something  in  the  transparency  of  his  nature  which 
revealed  this  "  ;  and  to  do  the  right  thing  in  the  right  way  and  in 
the  right  time,  so  far  as  in  him  lay,  seemed  to  be  the  motto  of  his 
life.  There  was  no  one  who  knew  liim  who  was  not  the  better  for 
that  knowledge. 

It  is  not  my  intention,  nor  is  it  in  my  province,  to  pronounce 
any  eulogy  upon  Roger  Wolcott  at  this  time.  That  has  already 
been  done  far  better  than  I  could  do  it  b}^  one  of  the  most  eminent 
living  statesmen  of  Massachusetts.  It  is  quite  enough  for  me  to 
sa}^  now  that  his  life  and  his  character  ought  to,  and  undoul:)tedly 
will,  prove  to  be  an  inspiration  to  our  teachers  and  an  incentive 
to  our  pupils  to  follow  the  good  example  which  he  has  set  before 
us.  In  no  better  way  than  Ijy  training  the  pupils  committed  to 
our  charge  to  be  good  men  and  good  citizens,  for  the  best  welfare 
of  our  State  and  our  country,  along  the  lines  which  we  find 
laid  down  in  his  life,  and  by  his  example,  can  we  justify  the 
expenditure  of  the  great  amount  of  money  which  the  City  of 
Boston  has  so  generously  employed  upon  this  magnificent  build- 
ing ;  and  such  results  it  will  be  my  most  earnest  endeavor  to 
iiccomplish. 

I  am  ambitious  of  having  this  school  one  where  shall  be  done 
good,  honest,  faithful  work  —  work  whose  effects  will  last  not 
only  during  the  lifetime  of  the  recipients,  but  which  will  be  trans- 
mitted   to    future    generations.     These    aspirations    I    have    en- 


412  APPENDIX. 

deavored  to  impress  upon  my  teachers,  and  I  have,  as  I  believe^ 
been  at  least  fairly  successful  in  so  doing. 

I  have  an  excellent  corps  of  teachers,  who  are  all  stri^'lng,  I 
think,  to  do  their  whole  duty.  They  are  ever  ready  with  sug- 
gestions which  they  think  may  improve  the  morale  of  the  school, 
quick  to  respond  to  any  of  my  hints,  and  indefatigable  in  their 
endeavors  to  carry  their  school-work  to  a  successful  termination. 

All  this,  however,  is  not  sufficient  to  produce  the  most  success- 
ful results.  Children  differ  in  their  mental  capacity  and  in  their 
ability  to  learn  the  lessons  assigned  to  them.  Some  learn  easily, 
while  others  acquire  knowledge  with  difficulty.  One  would  say, 
at  the  first  thought,  that  the  former  had  the  decided  advantage 
in  the  class,  but  that  does  not  always  prove  to  be  true ;  for, 
unfortunately,  the  pupil  who  learns  quickly,  frequently  forgets 
quite  as  quickly.  On  the  contrary,  the  child  who  has  difficulty  in 
mastering  his  lessons  will  the  more  readily  retain  what  he  has 
learned.  "Easy  come,  easy  go"  is  as  true  with  learning  as  it 
is  with  other  things.  That  which  costs  us  little  is  usually  lightly 
regarded,  while  that  which  costs  us  much,  which  is  difficult  to 
obtain,  is  much  more  precious  to  us.  If  only  the  pupil  is  willing 
to  put  his  whole  energy  into  his  work,  he  will  assuredly  accom- 
plish success. 

Parents  sometimes  feel  aggrieved  because  their  boy  or  their  girl 
does  not  stand  among  the  first  of  the  class,  and  ascribe  the  cause 
to  the  teacher,  forgetting  for  the  moment  that  the  object  and  aim 
on  both  sides  is  the  same  —  namely,  the  mental  and  moral 
growth  of  the  child.  It  is  frequently  far  better  that  the  growth 
of  the  child  should  be  slow,  provided  that  it  be  a  real  growth. 
Children  have  frequently  been  likened  to  plants.  Everyone  who 
has  ever  cared  for  plants  knows  that  a  forced  growth  is  the 
greatest  injury  that  can  be  done  to  them.  So  it  is  with  children. 
A  child  should  be  allowed  to  grow  just  as  slowly  as  may  be  neces- 
sary, provided  that  there  be  a  continual,  uninterrupted  growth. 

Many  of  the  troubles  which  arise  at  school  between  teacher 
and  pupil  might  easily  be  avoided  if  the  parents  could,  or  would, 
spare  the  time  necessary  to  visit  the  school  so  as  to  become 
acquainted  with  the  teachers  and  to  get  into  sympathy  with  the 
work  of  the  classes.  A  child  will  rarel}^  respect  a  grown  person 
whom  his  father  and  mother  do  not  respect,  and  true  respect  can 


ROGER   WOLCOTT   GRAMMAR   SCHOOL.  413 

come  only  by  knowledge.  Let  me  then  invoke  the  aid  of  the 
parents  in  our  work.  Let  me  ask  you  to  know  well  the  teachers 
of  your  children,  and  to  help  us  so  far  as  you  may  be  able  with 
your  assistance  and  with  your  support,  both  in  the  school  and  on 
the  street  and  at  home.  Opinions  as  to  the  way  things  should 
be  done  may,  and  very  likely  will,  differ ;  but,  believe  me,  the 
true  teacher  wishes  for  the  lasting  well-being  of  her  pupil  just  as 
really  as  you  wish  it  for  your  child,  and  it  is  only  by  working  with 
the  teacher,  and  not  against  her,  that  the  best  results  will  be 
obtained.  The  teacher  can  often  see  things  in  a  broader  light 
than  it  is  possible  for  the  parent  to  do,  and  it  is  only  by  a  full 
and  free  consultation  between  them  that  the  proper  status  can  be 
established.  Almost  without  exception  have  I  found  the  parents 
of  this  district  ready  to  respond  to  any  request  of  mine,  or  of  a 
teacher,  looking  towards  the  advancement  and  best  interests  of 
their  children,  and  I  shall  confidently  expect  the  same  condition 
of  things  to  continue  for  the  future.  In  this  way,  and  in  this 
way  alone,  will  the  best  interests  of  the  pupils  be  subserved,  and 
the  Roger  Wolcott  School  become  all  that  its  most  ardent  friends 
desire  it  to  be. 

I  cannot  better  close  than  by  quoting  the  following  extract  from 
an  oration  by  the  "  Silver-tongued  orator"  of  Massachusetts, — 
Edward  Everett.     He  said  : 

"Boston  takes  pride  in  her  natural  position,  she  rejoices  in  her 
beautiful  environs,  she  is  grateful  for  her  material  prosperity  ;  but 
richer  than  the  merchandise  stored  in  her  palatial  warehouses, 
greener  than  the  slopes  of  sea-girt  islets,  lovelier  than  this  encir- 
cling panorama  of  land  and  sea,  of  field  and  hamlet,  of  lake  and 
stream,  of  garden  and  grove,  is  the  memory  of  her  sons,  native 
and  adopted;  the  character,  services,  and  fame  of  those  who  have 
benefited  and  adorned  their  day  and  generation.  Our  children, 
and  the  schools  at  which  they  are  trained ;  om-  citizens,  and  the 
services  they  have  rendered  ;  —  these  are  our  jewels  —  these  are 
our  abiding  treasvires." 

The  Chairman.  —  His  Honor  the  Mayor  was  invited 
to  address  you,  and  intended  to  do  so,  but  sends  us 
word  that  he  is  prevented  from  being  here. 


414  APPENDIX. 

The  members  of  the  family  of  Governor  Wolcott 
have  taken  the  greatest  interest  in  this  building ;  they 
have  shown  that  interest  by  many  beautiful  gifts  for 
its  adornment ;  they  have  still  further  shown  that 
interest  by  their  presence  here  to-night,  and  one  of 
their  number,  a  son  of  the  governor,  has  consented  to 
address  you.  I  now  present  him  to  you  —  Mr.  Roger 
Wolcott. 

ADDRESS   OF   MR.    ROGER   WOLCOTT. 

Mr.   Chairman  and  Frie7ids : 

It  is  a  great  pleasure  to  me  to  be  present  at  the  dedication  of 
this  beautiful  school-house,  which  has  been  named  after  my 
father,  —  and  it  seems  to  me  a  particularly  appropriate  thing  that 
it  should  be  so  named.  When  people  complained  that  our  demo- 
cratic form  of  government  was  becoming  more  and  more  demoral- 
ized under  the  growth  of  the  boss  system,  my  father  always  asserted 
that  the  remedy  lay  in  the  education  of  the  voters.  Education 
fits  a  man  to  do  effective  thinking  for  himself,  and  the  boss  can- 
not long  hold  his  supremacy  where  the  people  are  accustomed  to 
do  their  own  thinking  on  the  questions  of  the  day  and  the  things 
of  the  morrow.  While  Massachusetts  maintains  her  public  school 
system  at  its  present  high  standard,  there  need  be  no  fear  for 
the  future  of  our  institutions.  Politics  should  play  no  part  in 
the  administi-ation  of  our  schools,  but  the  school  must  play  a 
strong  part  in  politics. 

It  matters  not  one  whit  whether  a  man  is  a  democrat  or  a 
republican  so  long  as  he  votes  as  he  believes  to  be  right.  Of 
course,  we  all  have  our  opinion  as  to  which  has  the  better  judg- 
ment, but  I  suppose  an  honest  democrat  is  as  sure  of  going  to 
heaven  —  almost  —  as  an  honest  republican. 

What  our  city,  and  our  state,  and  our  counti-y  need,  is  that  our 
educated  men  should  take  an  interest  in  public  affairs.  It  may 
be  that  a  man  is  not  in  a  position  to  make  the  sacrifice  of  tune 
and  income  necessaiy  to  the  conscientious  administration  of 
a  public  office,  but  at  least  we  can  all  attend  the  caucuses  and 
cast  an  honest  vote  on  election  days.      So  much  is  not  only  a 


ROGER  WOLCOTT   GRAMMAR  SCHOOL.  415 

privilege,  but  also  a  duty,  and  it  is  not  a  duty  involving  any 
substantial  sacrifice. 

May  the  graduates  of  this  school  be  inspired,  b}'  the  honorable 
name  which  it  bears,  to  strenuous  efforts  in  the  direction  of  hon- 
est and  enlightened  citizenship,  so  that  the  RogerWolcott  School 
may  do  more  than  furnish  a  mere  education,  and  may  prove  a 
potent  factor  for  good  in  the  community. 

The  Chairman.  —  I  now  present  to  you  the  Super- 
intendent of  Boston's  Public  Schools.  I  might  say 
much  of  what  he  has  done,  and  what  he  is  still  doing, 
for  our  schools,  but  I  prefer  to  present  him  here  to  you, 
to-night,  as  the  man  who  approved  the  plans  of  this 
building  —  Mr.  Edwin  P.  Seaver. 

ADDRESS  OF  MR.    EDWIN   P.   SEAVER. 
Mr.  Chairman,,  Ladies  and  Gentlemen: 

You  will  permit  me  to  say  a  few  words  about  the  importance  of 
a  neighborhood  interest  in  the  schools. 

You  now  have  for  your  use  in  this  neighborhood  a  fine  school- 
house  which  for  fitness  and  beauty  is  unsurpassed  l)y  any  similar 
building  in  the  city.  You  have  a  company  of  teachers  who  have 
been  selected  with  all  possible  care,  and  who  will  render  you  the 
best  service  in  their  power.  Indeed,  all  that  the  City  of  Boston 
can  do  has  been  done,  and  will  continue  to  be  done,  to  promote 
the  education  of  your  children.  All  this  is  good ;  but  it  is  not 
enoi\gh  for  the  highest  success  of  your  school.  One  thing  more  is 
necessary  to  crown  the  work,  and  that  thing  is  on  the  part  of 
every  parent,  and  on  the  part  of  every  citizen,  residing  in  this 
district,  a  lively  personal  interest  in  the  school,  in  its  teachers,  in 
its  pupils,  and  in  their  daily  Avork. 

In  the  several  school  districts  of  a  large  city  this  neighborhood 
interest  is  too  often  lacking.  We  usually  find  more  of  it  in  a 
small  country  town. 

If  we  compare  the  circumstances  of  a  city  school  district  with 
those  of  a  town  of  about  the  same  number  of  inhabitants,  we 
may,  perhaps,  discover  the  reasons  why  local  interest  is  apt  to  be 
less  lively  in  the  former  than  in  the  latter. 


416  APPENDIX. 

Suppose,  by  way  of  illustration,  the  Roger  "Wolcott  District 
had  been  an  independent  incorporated  town.  As  citizens  of 
yovu'  town,  yon  would  have  felt  as  you  long  did  feel  —  the  want 
of  a  new  school-house.  But  instead  of  looking  to  the  great  city 
with  its  ample  treasury  for  this,  you  would  have  looked  to  your- 
selves. You  would  have  held  town  meetings.  There  would  have 
been  discussions,  long  and  lively  perhaps,  on  the  selection  of  a 
school-house  site,  and  on  the  size  of  your  appropriation.  You 
would  have  chosen  your  own  building  committee,  and  freely 
discussed  their  doings  with  a  view  to  influencing  them  to  meet 
your  personal  desires.  The  amount  of  money  you  voted  to  spend 
would  have  been  determined  by  the  amount  of  property  you  had 
within  your  own  borders  to  levy  taxes  upon  and  by  your  liberality 
towards  the  educational  interests  of  your  town.  You  might  have 
built  a  finer  school-house  than  this,  or  one  not  so  fine ;  but  in 
either  case  it  would  have  been  your  own  school-house,  built  with 
your  own  money,  and  you  would  have  been  fully  conscious  of  the 
fact. 

Then,  too,  you  would  have  chosen  your  own  school  committee 
and  watched  over  its  doings  with  an  immediate  personal  interest ; 
for  you  would  have  felt  that  if  things  went  wrong  you  had  the 
remedy  directly  in  your  own  hands,  or  if  things  went  well  the 
credit  and  advantage  were  yours. 

These  are  some  of  the  circumstances  which  beget  and  keep 
alive  the  neighl^orhood  interest  in  the  schools  of  a  small  town. 
They  explain  why  it  is  a  wise  policy  on  the  part  of  the  Common- 
wealth to  leave  the  support  and  the  management  of  the  public 
schools  so  far  as  practicable  to  the  several  towns. 

Now,  in  a  school  district  of  a  large  city  the  circumstances  are 
quite  different.  In  this  district,  for  example,  you  have  no  local 
government,  no  town  meeting.  You  were  not  permitted  to  select 
a  school-house  site  ;  it  was  selected  for  you.  You  were  not  con- 
sulted about  the  plans  ;  they  were  made  and  approved  by  persons 
seldom  seen  among  you.  The  money  which  goes  into  this  building 
does  not  come  from  your  pockets,  except  a  trifling  fraction  of  it. 
Yom-  money  for  the  most  part  goes  to  build  school-houses  in  other 
parts  of  the  city.  To  be  sure,  money  raised  by  tax  in  all  other 
parts  of  the  city  is  spent  on  your  school-house  here.  And  in  this 
exchange  of  money  it  is  to  be  hoped  you  obtain  your  just  share ; 


ROGER  WOLCOTT   GRAMMAR  SCHOOL.  417 

but  you  can  hardly  look  upon  your  school-house  as  a  thing  pro- 
vided by  your  own  efforts  alone.  It  was  provided  for  you  by  a 
power  mainly  outside  yourselves,  a  power  of  which  you  exercise 
but  a  very  small  part. 

And  so  in  the  management  of  your  school.  You  have  no  local 
committee  chosen  by  yourselves  ;  you  must  accept  the  manage- 
ment given  you  by  the  whole  city.  You  may  or  may  not  have  a 
member  of  the  School  Board  resident  among  you ;  but  even  if  you 
have,  he  is  not  yours  exclusively,  his  duties  relate  to  the  whole 
city ;  the  best  he  can  do  for  you  is  to  make  your  wants  known  to 
the  central  power.  These  circumstances  of  a  city  school  district 
go  far  to  explain  the  lack  of  local  interest  often  found  there. 
But  are  such  circumstances  all- controlling ?  Are  they  inevitable? 
Is  it  not  possible  to  create  other  circumstances  which  shall  have 
the  opposite  effect?  That  is  precisely  the  question  I  wish  to 
leave  on  your  minds  oii  this  day  of  dedication. 

My  belief  is  that  you  can  easily  answer  it.  With  a  little  con- 
certed action  you  can  readil}"  kindle  a  local  educational  interest 
here  which  will  carry  your  school  to  the  highest  pitch  of  excellence. 
And  in  this  excellence  you  will  take  a  just  pride,  inasmuch  as  the 
crowning  part  of  the  work  will  be  yours. 

What  can  you  do?  Many  things.  Let  me  just  mention  a  few. 
You  will  think  of  many  more. 

Visit  the  school,  %'isit  the  classes,  not  only  wlieu  you  dedicate 
your  school-house,  or  when  a  class  is  graduated,  or  on  other  public 
days,  but  on  any  day  of  the  year.  Visit  the  school  often  —  as 
often  as  you  go  shopping,  for  example.  Come  an  hour  before 
train  time,  and  call  on  the  teacher  of  3'our  children  before  going 
into  the  city. 

Come  when  the  teachers  have  done  something  which  pleases 
you.  Of  course  we  know  you  will  come  when  things  displease 
you,  when  Johnny  or  Sarah  has  got  into  trouble.  And  you  will 
be  welcome  even  then.  Come  with  yoiir  complaints  at  once — the 
sooner  the  better  —  and  have  them  settled.  But  do  not  fail  to 
come  also  when  you  have  something  pleasant  to  say  to  the  teacher. 
She  needs  all  the  encouragement  your  kind  words  can  give.  They 
will  do  her  good,  and  through  her  they  will  do  good  to  all  the 
children  in  her  class. 

We  hear  much  said  just  now  about  the  extended  use  of  school 


418  APPENDIX. 

buildiugs.  There  are  many  ways  in  which  this  school -house  could 
be  made  the  social  centre  of  this  neighborhood.  Would  it  not  be 
a  good  thing,  for  example,  if  j^ou  had  a  AYolcott  School  Club, 
composed  of  graduates  and  friends  of  the  school,  parents,  citizens, 
and  young  people,  which  held  its  meetings  here?  Lectures,  con- 
certs, singing  classes  and  entertainments  you  might  have.  The 
proceeds  of  some  of  these  could  be  used  for  buying  books  for 
your  school  library,  pictures  and  statuary  for  the  further  beautify- 
ing of  this  hall. 

So  may  this  house  be  dedicated  to  education,  and  to  all  social 
interests  which  may  be  associated  with  education  appropriately 
and  helpfull3^ 

The  Chairman. — I  next  present  to  you  a  Dorches- 
ter woman  well  known  to  yon  all.  She  has  spent 
many  years  of  her  life  upon  the  School  Committee- 
She  has  at  all  times  been  interested  in  all  of  Boston's 
schools,  in  all  of  Dorchester's  schools,  and  in  the 
Roger  Wolcott  School  — Mrs.  Emily  A.  Fifield. 

ADDRESS  OF  MRS.  EMILY  A.  FIFIELD. 

3fr.  Chairman  and  Friends  : 

No  one  can  congratulate  you  more  heartily  than  I  do  on  the 
completion  of  this  building. 

From  the  time  when,  under  the  guidance  of  Mr.  Merritt,  we 
turned  that  first  sod,  of  which  you  have  twice  heard  this  evening, 
till  Miss  Weeks,  who  has  done  so  much  to  embellish  the  building, 
hung  the  last  beautiful  picture  on  the  walls  yesterday,  it  has  been 
a  satisfaction  and  a  joy. 

It  is  true  it  is  called  an  extravagant  school-house,  but  I  remem- 
ber others  have  been  called  so.  I  remember  when  the  Edward 
Everett,  in  the  north  part  of  our  town,  was  built,  it  was  called 
extravagant,  and  fm'ther  back  than  that — but  not  quite  so  far  back 
as  Mr.  Merritt  remembers  —  I  can  remember  that  the  dear  old 
Tileston  was  characterized  as  a  palatial  edifice  and  far  too  costly. 

But  it  is  obvious  that  the  advantages  found  in  this  building, 
with  every  modern  appliance,  must  enable  the  teachers  to  do  their 


ROGER  WOLCOTT   GRAMMAR  SCHOOL.  419 

work  successfully,  and  that  the  Inspiration  of  such  a  building 
must  make  study  a  pleasure  and  not  a  task. 

And  nowhere  will  it  be  better  appreciated  or  is  it  more  deserved 
than  in  this  residential  section  of  our  great  city,  this  beautiful 
Mattapan,  where  famous  artists  still  like  to  choose  the  subjects  of 
their  pictures  and  where  people  like  to  live. 

Next  summer  there  will  come  to  Boston  the  National  Educa- 
tional Association,  with  fifteen  or  twenty  thousand  teachers, 
superintendents,  and  educators.  Our  Superintendent  can  show 
them  npt  only  educational  centres  and  schools  for  a  dozen 
nationalities,  but  right  here  in  Mattapan  a  model  school-house 
with  every  latest  device  and  improvement,  a  model  school  with 
first-rate  teachers  and  the  very  best  of  children. 

There  is  here  a  great  deal  of  the  local  sentiment  so  much 
desired  by  our  superintendent.  Parents,"  teachers,  pupils,  citi- 
zens, friends  —  all  have  a  common  pride  in  this  new  and  beautiful 
structure  now  dedicated. 

Together,  we  are  grateful  to  the  city  which  has  given  it  to  us. 
Together,  we  express  our  thanks  to  her  who  has  adorned  its  walls 
and  allowed  us  to  give  it  its  noblest,  best  gift,  the  name  of  Roger 
Wolcott. 

We  all  have  confidence  in  our  pubHc  schools,  and  in  the  educa- 
tion they  are  actually  giving  to  our  children.  We  all  mean  to  do 
everything  in  our  power  to  preserve  them  in  their  integrity. 

The  Chairman.  —  As  the  last  speaker,  I  present  to 
you  one  who  has  long  been  in  the  service  of  the  schools 
of  Boston.  He  has  done  his  work  well.  I  present  him 
to  you  to-night  as  the  friend  of  the  pupils,  the  friend 
of  the  teachers,  and  the  friend  of  us  all,  the  Supervisor 
of  this  district,  Mr.  Walter  S.  Parker. 

ADDRESS  OF  MR.  WALTER  S.  PARKER. 

Mr.  Chairman  and  Friends  of  the  Roger  Wolcott  School: 

It  gives  me  pleasure  to  add  my  congratulations  to  those  already 
given  on  the  wise  forethought  which  resulted  in  this  beautiful 
building,  so  well  adapted  to  the  ]jurposes  for  which  it  was  l)uilt. 


420  APPENDIX. 

As  the  chairman  kindly  limited  me  to  five  minutes,  I  did  not 
think  it  necessary  to  write  a  formal  address.  I  am,  therefore, 
somewhat  in  the  condition  of  the  man  who  said  that  whenever  he 
wrote  out  his  speech  in  full  he  knew  exactly  what  he  was  going  to 
say,  but  when  he  did  not  write  it  out,  the  Lord  only  knew  what 
he  was  going  to  say. 

We  gather  here  this  evening  to  dedicate  this  building  to  the 
great  cause  of  education.  It  is  fitting  that  we  recall  the  fact  that 
Horace  Mann,  in  1837,  having  been  elected  secretary  of  the 
Massachusetts  Board  of  Education,  went  home  and  wrote  in  his 
diar}^  these  words :  ' '  Henceforth  I  dedicate  myself  to  the 
supremest  object  of  mankind  upon  this  earth."  We  believe  he 
was  right  in  his  estimate  of  education,  but  we  must  not  forget 
that  when  he  made  that  record  he  had  in  mind  a  large,  broad  ^dew 
of  education.  As  parents  and  friends,  it  is  a  mistake  for  us  to 
judge  of  educational  results  only  by  a  test  of  superficial  knowl- 
edge or  by  the  reproductive  power  of  memory.  As  parents,  you 
intrust  your  greatest  treasures  to  the  care  and  guidance  of  the 
teachers,  expecting  thereby  that  your  boys  and  girls  will  be 
trained  to  greater  mental  power  and  a  higher  moral  conception  of 
right  and  duty.  The  pupil's  school  life  fails  of  its  high  purpose 
if  it  does  not  influence  his  life,  his  aspirations,  his  motives. 

The  end  of  education  is  in  being,  as  well  as  in  knowing ;  in 
fact,  humanity  wants  help  to  do  duty  more  than  to  know  duty. 
In  the  course  of  lectures  on  educational  subjects,  given  this 
winter  on  Saturdays  in  the  Colonial  Theatre,  two  of  the  college 
presidents  suggested  that  our  schools  are  doing  practically  noth- 
ing in  teaching  morals.  That,  it  seems  to  me,  is  a  great  mistake, 
especiall}^  as  applied  to  Boston,  for  there  is  scarcely  a  teacher 
who  does  not  continually  bear  in  mind  the  great  miportance  of 
moral  framing,  and  who  is  endeavoring,  by  all  the  means  in  his 
power,  to  increase  the  moral  stamina  of  his  pupils,  and  a 
splendid  work  some  of  them  are  doing  in  this  district. 

To  show  the  great  advance  that  has  been  made  in  broader  ideas 
of  education,  let  me  call  your  attention  to  the  following  example  : 

Dr.  Samuel  Johnson,  the  noted  literary  critic,  the  author  of 
Johnson's  Dictionary,  a  member  of  the  literary  club  with  Burke, 
Goldsmith,  Garrick,  Reynolds,  and  others,  gave  utterance  to  this 
thought,  "  If  every  one  learnt  to  read,  it  would  be  impossible  to 


ROGER   WOLCOTT   GRAMMAR  SCHOOL.  421 

find  any  one  who  would  do  the  manual  work  of  the  world,"  and 
that  was  only  about  one  hundred  and  fifty  years  ago.  He  evi- 
dently had  no  appreciation  of  the  dignity  of  human  labor.  It 
was  only  a  few  years  later  that  one  of  England's  worthies,  a  lord 
chancellor,  is  reported  to  have  said  that  "  he  put  his  money  with 
the  stupidest  banker  he  could  find,  and  if  he  found  any  stupider 
he  would  change  his  account." 

What  a  great  change  from  that  day  to  the  present  time,  w^hen 
education  is  well-nigh  universal  in  America,  and  considered  abso- 
lutely necessary  in  every  walk  of  life.  Now  we  educate  the 
workman  not  merely  to  have  a  better  workman,  but  to  make  him 
a  better  man. 

I  desire  to  add  just  a  word  in  regard  to  the  name  of  the 
school.  It  seems  to  me  especially  appropriate  and  fitting,  and 
in  every  way  worthy,  for  when  we  consider  the  high  character 
of  the  man,  the  eminent  service  which  he  rendered  this  grand  old 
Commonwealth,  his  lofty  ideas  of  civic  duty,  his  purity  of  life, 
his  broad  sympathy  and  generous  impulses,  we  are  pleased  to 
say,  that  w^as  truly  a  great  man. 

At  the  close  of  the  exercises  an  opportunity  was 
afforded  those  present  to  inspect  the  building,  while 
others  indulged  in  dancing  in  the  main  hall  until  a 
late  hour. 


DEDICATION 


OF  THE 


BIGELOW  GEAMMAR  SCHOOL-HOUSE. 


May  2,  1903. 


BIGELOW  GRAMMAR  SCHOOL-HOUSE. 


DESCRIPTION. 

The  new  Bigelow  School-house  on  Fourth  and  E 
streets,  South  Boston,  occupies  the  site  of  the  old 
grammar  building  for  this  district,  erected  in  1850, 
and  torn  down  to  permit  the  construction  of  the 
present  school-house  in  September,  1899.  The  new 
structure,  designed  by,  and  constructed  under  the 
supervision  of,  Charles  J.  Bateman,  architect,  is  of 
brick,  with  stone  trimmings,  three  stories  in  height, 
and  contains  nineteen  class-rooms,  a  room  for  nature- 
study,  two  manual-training  rooms,  assembly  hall, 
library,  offices,  bath-room  and  gymnasium.  The  con- 
struction throughout  is  of  modern  and  approved  type. 
All  corridors  are  lined  to  the  height  of  five  feet  with 
white  enamelled  brick,  w^itli  marble  base ;  the  lower 
corridor  has  a  terrazzo  floor;  and  the  walls  of  the 
manual-training  and  bath  rooms  are  entirely  of  w^hite 
enamelled  brick  from  floor  to  ceiling.  The  class- 
rooms are  all  well  lighted.  The  "hospital  pattern" 
is  carried  out  in  detail.  All  corners  and  angles  are 
rounded ;  the  windows  are  recessed  to  avoid  the  neces- 
sity of  caps  and  mouldings,  and  the  walls  of  the 
corridors  are  flush  with  the  brick  lining. 

The  assembly  hall,  seating  about  five  hundred  per- 
sons, is  furnished  wdth  folding  opera  chairs  on  both 
floor  and  stage,  the  latter  large  enough  to  accommodate 
a  full-size  graduating  class.  On  either  side  of  the 
stage  is  a  small  ante-room.     The  library  and  master's 


426  APPENDIX. 

office  care  located  on  the  second  floor,  each  with  a 
conveniently  arranged  supply  room,  with  ample  cab- 
inets for  storage  of  books  and  materials.  The  room 
for  nature-study  has  cabinets  on  two  sides,  an  oper- 
ating table  and  sink  supplied  with  hot  and  cold  water 
and  gas.  The  bath-room  is  equipped  with  thirty-six 
individual  adjustable  showers,  thus  affording  accom- 
modations for  an  entire  class  to  bathe  at  one  time. 
The  gymnasium  is  about  30  by  40  feet  in  area,  and 
about  20  feet  in  height,  and  is  well  furnished  with 
suitable  apparatus. 

The  sanitaries  are  constructed  of  marble,  slate, 
brick,  and  asphalt,  and  are  supplied  with  both  hot 
and  cold  water. 

The  boiler-room  contains  two  65  h.  p.  boilers,  one 
35  h.  p.  Westinghouse  engine,  and  an  automatic  steam 
pump ;  also  an  overhead  track  for  conveying  coal  and 
ashes.  Indirect  heat  is  supplied  to  every  room,  as 
well  as  to  the  corridors,  and  by  means  of  a  9-foot 
fan  an  abundant  supply  of  pure  fresh  air  is  forced 
through  the  various  ventilating  shafts  to  all  parts  of 
the  building.  The  direct  heat  is  controlled  by  an 
automatic  device,  and  a  thermostat  is  placed  in  each 
room.  The  sanitaries  are  ventilated  by  a  fan  driven 
by  an  engine  in  cold  weather,  and  by  a  motor  at 
other  seasons. 

Ample  provision  is  made  for  escape  in  case  of 
fire.  Iron  stairways  at  the  end  of  each  wing  lead 
directly  to  the  roof  of  the  gymnasium,  which  can 
easily  be  reached  from  the  street.  The  staircases  at 
each  end  of  the  building  are  of  fireproof  construc- 
tion, and  can  be  shut  off  by  metal  doors  from  the 
main  building. 


BIGELOW   GRAMMAR  SCHOOL.  427 

The  school-house  is  equipped  throughout  by  electric 
lights ;  all  rooms  are  connected  by  telephone ;  and 
an  electric  clock  system  not  only  furnishes  the  time 
to  each  room,  but  •  gives  any  prearranged  signal  from 
the  master's  office  or  from  any  of  the  various  fire 
alarm  boxes  located  throughout  the  building. 

All  furniture  is,  of  course,  adjustable,  and  of  the 
latest  pattern. 

DEDICATION. 

The  dedication  of  the  new  Bigelow  School-house 
took  place  on  Saturday,  May  2,  1903,  at  3  o'clock 
P.M.,  under  the  charge  of  the  Committee  of  the 
Sixth  Division,  consisting  of  Thomas  J.  Kenny, 
chairman ;  George  E.  Brock,  Daniel  S.  Harkins, 
William  J.  Gallivan,  and  Herbert  J.  Keenan. 

The  exercises  began  with  the  singing  of  a  selection 
entitled  "  The  Lark  "  (Veazie)  by  a  chorus  composed 
of  pupils  of  the  school.  Mr.  Kenny  then  delivered 
the  following  opening  address : 

ADDRESS   OF    MR.    THOMAS   J.    KENNY. 
Ladies  and  Gentlemen: 

This  school-house,  having  its  foundation  in  soil  already 
dedicated  to  the  cause  of  education,  is  now  completed. 

It  is  a  great  pleasure  to  have  present  with  us  this  afternoon 
gentlemen  with  whom  the  plan  of  reconstructing  the  Bigelow 
School  originated.  Perhaps  I  ought  not  to  mention  names,  lest 
by  giving  some  I  might  seem  to  omit  others  equally  worthy ; 
but  we  are  glad  of  this  opportunity  to  express  to  them  publicly 
-our  gratitude  for  their  courage  and  labors  in  rearing  anew,  in  all 
its  completeness,  the  beautiful  building  in  which  we  are  now 
assembled,  and  in  which  we  behold  the  consummation  of  their  loyal, 
faithful,  and  untiring  efforts  in  behalf  of  the  children  whg 
will  gather  here  in  years  to  come. 


428  APPENDIX. 

Occasions  of  this  character  are  always  a  proper  cause  for 
reflection.     What,  therefore,  is  the  significance  of  this  event? 

A  little  more  than  half  a  century  has  elapsed  since  the 
founding  of  the  Bigelow  Grammar  School. 

Dedicated  May  2,  1850,  it  was  designed  for  girls  only,  and,, 
when  opened,  its  pupils  comprised  the  girls  who  had  fonnerly 
attended  the  Hawes  School  on  Broadway. 

The  building  was  named  for  John  P.  Bigelow,  then  Maj^or  of 
Boston.  At  the  dedication  of  1850  Mayor  Bigelow  was  present 
and  assisted  in  the  exercises.  It  is  a  pleasing  coincidence 
to-day  that  our  celebration  is  also  honored  and  graced  by  the 
presence  of  the  chief  magistrate  of  the  city.  The  first  master  of 
the  Bigelow  School  was  Frederick  Crafts,  who  came  here  from 
the  Hawes  School,  where  he  had  been  in  charge  for  ten  years. 

It  may  be  interesting  to  turn  our  thoughts  back  and  consider 
what  South  Boston  had  in  the  way  of  educational  facilities  at  the 
time  of  the  dedication  of  the  first  Bigelow  School. 

Our  first  school-house  was  erected  on  G  street,  marking  what 
is  now  the  corner  of  G  and  Dorchester  streets.  This  school  — in 
part  maintained  by  subscription  and  under  the  supervision  of  one 
woman  teacher — accommodated  about  ninety  scholars. 

Erected  in  1807,  three  years  after  the  annexation  of  South 
Boston  or  "  Dorchester  Neck,"  as  it  was  then  called,  to  Boston 
proper,  the  School  Committee  did  not  actually  assmne  charge  over 
it  until  the  year  1811. 

At  the  time  of  the  annexation  of  Dorchester  Neck  to  the  town 
of  Boston,  the  inhabitants  of  the  peninsula  naturally  became 
dependent  on  the  greater  municipality  for  the  support  of  their 
school.  Boston,  however,  was  slow  to  make  necessary  provision 
for  this  part  of  the  town,  and  the  young  South  Bostonians  were 
still  obliged  to  attend  a  private  school  maintained  largely  by  local 
donations. 

A  petition  to  the  School  Committee  in  1807  recei^'ed  no  atten- 
tion, excepting  the  passage  of  an  order  that  all  future  considera- 
tion of  the  subject  be  indefinitely  postponed.  The  inhabitants, 
however,  did  not  acquiesce  in  such  indifference  on  the  part  of  the 
school  authorities,  and,  as  evidence  of  their  interest  in  the  cause 
of  the  i^ublic  school,  voted  $300  for  its  support  for  one  j^ear. 
This  small  sum  was  insufficient,  and  the  townspeople  were  obliged 


BIGELOW   GRAMMAR  SCHOOL.  429 

to  coine  to  the  rescue  again,  and  they  cheerfully  subscribed  an 
amount  to  make  good  the  deficit.  Thus  was  the  first  school 
established  on  G  street. 

The  early  records  furnish  some  very  interesting  data  concerning 
the  surroundings  and  life  at  this  school. 

An  old  resident  who  attended  it  during  the  "  AVar  of  1812,"  as 
it  was  called,  speaks  of  it  in  after  life  as  having  been  in  the  midst 
of  a  veritable  camp.  The  South  Boston  school  children  of  1812 
had  \asible  reminders  around  them  of  the  war-like  conditions 
existing  in  the  country.  In  their  own  homes  the  fathers  and 
mothers  would  review  constantly  the  great  naval  events  then 
transpiring,  and  the  lessons  thus  taught  and  the  patriotism 
expressed  became  a  part  of  the  early  education  of  those  young 
Americans. 

The  first  master  was  Mr.  Zephaniah  Wood,  who  was  only  twenty 
years  of  age.  Besides  being  a  teacher  he  knew  something  of 
theology,  and  preached  for  the  Hawes  Place  Congregational  Society. 
In  the  meantime  the  school  appropriation  was  increased,  and 
South  Boston  was  finally  placed  on  an  equal  footing  with  other 
localities. 

In  1821  the  citizens  began  to  feel  the  need  of  having  a  new 
school-house,  and  accordingly  a  petition  to  this  effect  was  pre- 
pared, signed,  and  presented  to  the  School  Conunittee,  and  in 
February  of  the  year  following,  in  consequence  of  this  fresh  effort, 
that  body  voted  it  expedient  that  a  new  school-house  be  built,  and, 
also,  that  it  should  consist  of  at  least  two  rooms,  each  sufficient 
to  accommodate  150  scholars  —  three  times  the  number  in  a  modern 
school-room,  which  is  still  too  many,  and  which  we  all  hope  in 
order  to  promote  greater  efficiency  in  our  public  school  system 
may  be  reduced  to  a  still  lesser  number  of  pupils  per  room.  The 
ideal  training  of  youth  demands  a  less  crowded  school-room. 
Sm-eh'  the  day  must  come  when,  instead  of  fifty  pupils  with  the 
trying  and  unyielding  exactions  consequent  from  so  large  a  nmnber, 
we  shall  pass  into  that  perfect  condition  which  will  pennit  more 
concentrated  attention  to  the  individual  scholar. 

But  to  return  to  the  new  school.  A  site  was  selected  and  in 
1823  the  brick  edifice,  still  known  as  the  Hawes  School  on  Broad- 
way, was  ready  for  use.  When  this  building  was  opened,  a  de- 
monstration of  an  unusual  kind  was  made.     The  scholars  marched 


430  APPENDIX. 

in  procession,  and  the  people  witnessed  a  sight  which  was  of  much 
interest  to  the  entire  community. 

Early  in  1840,  because  of  its  overcrowded  condition,  a  portion 
of  the  Hawes  School  was  transferred  to  Franklin  Hall,  at  the 
corner  of  Fourth  street  and  Dorchester  avenue.  This  was  desig- 
nated as  the  "  Branch  School,"  and  the  names  of  178  pupils  were 
enrolled  on  the  register  as  having  been  brought  from  the  Hawes 
School. 

In  November  of  this  same  year  the  school  in  Franklin  Hall  had 
so  increased  that  it  was  necessary  to  transfer  a  part  of  the  pupils 
back  to  the  Hawes  School.  South  Boston  was  now  becoming  a 
growing  part  of  the  citj^  and  it  was  patent  that  something  must 
be  done  immediatel}^  toward  providing  greater  accommodations 
and  facilities  for  its  school  population. 

It  therefore  came  aliout  that  in  1841  an  order  was  passed 
authorizing  the  erection  of  a  new  and  more  commodious  school- 
house  to  take  the  place  of  the  Branch  School,  to  accommodate  the 
residents  of  the  lower  section  of  the  peninsula. 

A  piece  of  land  was  purchased  on  Broadway,  between  B  and  C 
streets,  and  the  school  l)uilding  now  known  as  the  Parkman 
Primary  School  was  erected. 

There  was  some  difticulty  in  reaching  an  agreement  in  naming 
this  building.  After  much  deliberation  it  was  proposed  to  call  it 
the  Everett  School,  and  again,  upon  another  occasion,  it  was 
suggested  that  it  should  be  known  as  the  Lowell  School.  Both 
names,  however,  were  rejected,  and  it  was  finally  called  the 
Mather  School,  in  honor  of  Richard  Mather  of  Dorchester. 

This  school-house  was  opened  in  March,  1842,  and  in  May 
following  was  reported  as  having  352  pupils.  It  was  first  under 
the  charge  of  Mr.  Jonathan  Battles,  who  In-ought  his  pupils 
over  from  the  Branch  School,  but  continued  without  being  fully 
organized  until  August,  1843,  when  Josiah  A.  Stearns  was  ap- 
pointed grammar  master  and  Mr.  Battles  writing  master.  It 
should  be  remembered  that  in  those  days  the  responsibilities  were 
thus  divided.  Thereafter  the  school  seemed  to  receive  a  new 
impulse.  It  had  labored  under  disadvantages  arising  from  the 
want  of  a  complete  organization,  but  we  read  that,  when  this  was 
accomplished,  it  immediately  rose  to  a  high  rank  among  the  other 
schools  of  the  cit}'. 


BIGELOW   GEAMMA.R  SCHOOL.  431 

It  was  then  arranged  that  all  school  children  residing  aljove  C 
street,  the  easterly  side  of  C  street,  should  attend  the  Hawes 
School,  while  all  lielow,  on  the  westerly  side,  were  to  pin-sue  their 
studies  at  the  Mather. 

In  1847,  however,  the  Hawes  School  teriitory  had  to  be  reduced 
again,  D  street  liecoming  the  line  of  separation,  and  thereafter 
the  adherents  of  the  respective  schools  probably  settled  their 
snowball  wars  according  to  the  new  line  of  demarcation. 

About  this  time,  or,  to  Ije  accurate,  in  1848,  the  Hawes  School 
was  divided  into  two  distinct  parts,  one  part  forming  the  Hawes 
School  for  Bo3^s  and  the  other  the  Hawes  School  for  Girls.  This 
arrangement  continued  until  the  completion  of  the  Bigelow  School, 
when  the  Hawes  School  for  Girls,  as  1  have  already  stated,  was 
transferred  to  the  then  new  Bigelow  School. 

The  primary  schools  of  the  city  were  at  this  period  under  the 
charge  of  a  separate  lioard  or  committee,  independent  of  the 
granmiar  school  board,  and  we  have  but  little  data  or  record 
treating  of  their  character  and  work.  There  were  a  few  classes 
hi  South  Boston  situated  in  the  grammar  school  buildings  and  in 
private  rooms. 

In  1855,  under  a  reorganization  of  the  School  Committee,  all 
our  schools  were  merged  into  f)ne  general  system,  the  school 
board  enlarged,  and  Ijoth  grammar  and  primary  schools  placed 
under  the  control  of  a  single  body. 

I  have  now  Ijriefly  outlined  the  conditions  existing  in  South 
Boston  up  to  the  dedication  of  the  Bigelow  School  in  1850.  At 
that  time  there  Avere  in  the  pul)lic  schools  of  South  Boston  ten 
hundred  and  fifty  pupils.  To-day  the  whole  number  of  pupils  in 
the  peninsula,  including  those  attending  our  new  High  School, 
is  in  excess  of  ten  thousand. 

Fifty-three  years  ago  to-day  the  inhabitants  of  this  section  of 
our  city  were  assembled  to  dedicate  the  old  Bigelow  School,  their 
hearts,  doubtless,  swelling  mth  as  much  pride  and  gratification  as 
we  now  experience.  It  is  possible  that  descendants  of  some  who 
composed  that  gathering  may  be  with  us  now. 

What  better  day,  then,  could  we  have  selected  to  celel)rate  the 
completion  of  this,  the  new  Bigelow  School ! 

This  day's  celebration  speaks  to  us  eloquently,  and  urges  each 
one  to  do  his  part,  so  far  as  in  him  lies,  to  perpetuate  the  tradi- 


432  APPENDIX. 

tions  of  our  free  public  schools.  The  thousands  of  children 
receiving  instruction  to-day  under  our  system  of  free  text-books 
exemplify  the  pride  and  glory  which  our  people  feel  in  insuring 
the  education  and  advancement  of  the  citizen  of  to-morrow. 

In  this  fair  city  of  ours  —  the  abode  of  so  much  wealth,  happi- 
ness, and  comfort,  so  much  general  knowledge  and  refinement  — 
it  must  be  the  ambition  of  her  true  sons  to  bring  the  children  of 
men  together  in  accord,  making  them  brothers  of  one  heart  and 
one  mind,  desiring  those  things  which  are  lovely  and  of  good 
report,  developing  in  them  the  highest  type  of  manhood  and 
womanhood.  The  most  potent  agency  to  bring  this  to  pass  is  the 
broad  avenue  of  our  public  schools.  To  preserve  them,  there- 
fore, as  now  established,  we  should  be  ever  vigilant,  ever 
watchful. 

As  chaiiTuan  of  the  Sixth  Division  Committee,  it  only  remains 
for  me,  before  proceeding  with  the  exercises,  to  congratulate  Mr. 
Bassett  and  his  corps  of  teachers  on  the  excellent  facilities  for 
pursuing  their  labors  now  afforded  them.  To  him  and  his  loyal 
assistants,  in  this  their  new  field  of  labor,  do  I  bring  to-day  the 
greeting  of  my  associates,  and  bid  him  and  them  continue  onward 
in  their  march  of  never-ending  progress  ;  and,  in  the  words  of 
Bishop  Spalding,  may  it  be  said  of  them,  "their  education  is 
never  finished ;  their  development  is  never  completed ;  their  work 
is  never  done." 

"  Our  hearts,  our  hopes  are  all  with  thee.'' 

Mr.  Bassett  has  already  proven  himself  worthy  of  the  confidence 
reposed  in  him  by  the  School  Committee.  May  he  long  be  spared 
as  an  inspiration  and  guide  to  the  youth  of  the  Bigelow  School 
District !  AVhile  he  is  with  us  we  know  that  only  good  seed  shall 
be  sown  in  this  field,  which  shall  grow  until  the  time  of  the 
harvest. 

Mr.  Kenny  concluded  his  address  by  saying : 

Ladies  and  Gentlemen  : 

First  in  the  order  of  exercises  is  the  presentation  of  the  build- 
ing to  the  School  Committee  by  Mr.  Charles  J.  Bateman,  its  archi- 
tect, after  wliich  the  building  will  'oe  accepted,  on  behalf  of  the 


BIGELOW   GRAMMAR  SCHOOL.  433 

School  Committee,  by  Mr.  Grafton  D.  Gushing,  president  of  the 
School  Board,  and  will  in  turn  be  delivered  over  to  Mr.  Bassett, 
who  will  accept  the  custody  of  the  building. 

I  have  now  the  pleasure  of  presenting  to  you  the  architect,  Mr. 
Charles  J.  Bateman. 

ADDRESS   OF  MR.    CHARLES   J.   BATEMAN. 

Mr.  President : 

It  gives  me  great  pleasure  to  be  here  this  afternoon  to  take  part 
in  the  ceremonies  of  the  dedication  of  the  new  Bigelow  Grammar 
School,  upon  which  I  have  spent  many  days  of  study  and  super- 
vision that  the  children  of  South  Boston  should  have  a  good, 
substantial,  well-equipped  building,  in  which  is  this  large  exhibi- 
tion hall,  twenty  school-rooms,  library,  master's  and  sub-master's 
and  teachers'  rooms,  with  separate  toilets ;  two  main  staircases  of 
iron,  two  fire-escape  staircases,  spacious  corridors  well  lighted,  one 
central  and  two  side  entrances,  two  work-rooms,  gymnasiimi  and 
shower-bath  room,  toilet-rooms,  large  boiler  and  coal-rooms,  with 
trolleys  for  carrying  coal  or  ashes,  also  four  exits  from  the  base- 
ment. Everything  in  the  heating,  ventilation,  and  pliunbing  lines 
is  up  to  date.  I  hope  the  comforts  herein  contained  will  be 
appreciated  by  the  occupants  and  be  a  lasting  benefit  to  them. 

The  several  contracts  ha\e  been  duly  performed  to  my  satisfac- 
tion, as  the  architect  for  the  City  of  Boston,  and  now,  Mr. 
President,  it  is  my  pleasing  privilege  to  present  to  you  for  dedica- 
tion this  building. 

Turning  to  Mr.  Gushing,  Mr.  Bateman  handed  him 
the  keys  of  the  building, 

RESPONSE   OF   MR.    GRAFTON   D.    GUSHING. 
Sir,  —  I  accept  these  keys,  and  thank  you  on  behalf  of  the 
School  Committee  for  the  substantial  and  commodious  building 
you  have  designed. 

Turning  to  the  audience,  Mr.  Gushing  continued  : 

Ladies  and  Gentlemen  : 

The  dedication  of  a  new  school-house  seems  to  me  the  most 
hopeful  thing  in  the  world.     It  is  like  the  baptism  of  a  child  — 


434  APPENDIX. 

a  dedication  to  God  and  humanity.  But  there  is  this  difference  : 
In  a  man  there  are  infinite  possibilities  for  good,  and  also  the 
chance  of  infinite  evil ;  in  a  school  I  can  see  no  possibility  of 
evil.  Our  schools  teach  us  to  seek  the  truth,  and  if  we  believe 
in  anything  we  must  believe  that  the  truth  is  good. 

I  like  to  personif}^  our  school-houses.  It  is  pleasant  to  liken 
our  early,  rude  schools  to  the  first  settlers  —  plain  people,  austere, 
narrow,  perhaps  — who,  in  the  fullness  of  their  time,  passed  away, 
and  left  behind  them  a  race  of  vigorous  descendants.  I  like  to 
think  that  in  the  same  way  these  primitive  schools  have  given 
birth  to  a  numerous  progeny,  which  have  gone  forth  to  colonize 
the  West,  carrying  our  ideals  throughout  this  land.  They  have 
grown,  as  we,  the  descendants  of  the  early  settlers,  have  grown, 
in  wealth  and  in  knowledge ;  their  horizon  has  been  broadened ; 
they  have  become  rich  and  prosperous,  and  stately  buildings  have 
taken  the  place  of  log  cabins.  The  whole  realm  of  knowledge  is 
opening  up  to  them,  and  they  must  fain  investigate  every  depart- 
ment of  human  learning.  It  is  a  thing  to  be  rejoiced  at,  this 
growth,  material  as  well  as  intellectual,  for  growth*  is  a  sign  of 
life ;  only  the  material  growth  must  not  degenerate  into  luxury, 
nor  must  the  intellectual  result  in  lack  of  thoroughness.  The 
moral  vigor  which  characterized  the  founders  of  our  system  of 
education  must  be  preserved  unimpaired.  Can  j^ou  not  imagine 
the  spirits  of  our  old  schools  looking  down  from  the  place  where 
the  spirits  of  departed  school-houses  go,  and  glorying  in  the 
splendid  development  of  their  descendants. 

Addressing  Mr.  Bassett,  the  speaker  said  : 

Mr.  Bassett,  I  hand  you  these  keys,  which  give  you  the  power 
to  open  the  gates  of  knowledge  to  countless  generations  yet  un- 
born. Lead  j^our  scholars  along  the  pleasant  paths  of  learning,  and 
teach  them  that  there  is  nothing  more  precious  than  the  truth. 

RESPONSE  OF   MR.    J.  GARDNER  BASSETT. 
Mr.  Chairman^  Ladies  and  Gentlemen  : 

I  receive  these  keys  from  your  hands,  Mr.  President,  with  a 
full  appreciation  of  their  significance,  and  I  thank  you  for  the 
honor  imposed  upon  me. 


BIGELOW   GRAMMAR  SCHOOL.  435 

Fifty  years  ago,  when  the  old  Bigelow  School  was  built,  it  was 
one  of  the  few  modern  buildings  erected  for  school  purposes.  It 
contained  fourteen  class-rooms  and  an  assembly  hall.  While  it 
was  considered  a  modern  school  building  in  its  day,  in  the  light 
of  more  modern  thought  it  was  ill-adapted  for  school  purposes. 
The  present  building  is  as  far  ahead  of  the  old  as  the  latter  was 
in  advance  of  the  country  school-house.  It  contains  nineteen 
class-rooms,  a  library,  a  room  for  nature-study,  two  woodworking 
rooms  for  manual  training,  a  bath-room,  a  gymnasium,  and  this 
hall. 

The  citizens  of  this  historic  peninsula  may  look  with  pride 
upon  this  structure.  It  is  an  ornament  to  the  City  of  Boston. 
Its  influence  is  elevating  in  the  community.  The  standing  of  this 
school  has  always  been  among  the  first.  This  I  maintain  has 
been  largely  due  to  the  permanency  of  its  corps  of  teachers,  and 
to  the  hearty  cooperation  of  the  parents  with  the  teachers,  without 
which  their  influence  is  largely  lost. 

I  wish  to  enjoin  upon  you,  fathers  and  mothers  of  the  Bigelow 
District,  to  continue  this  support,  and  to  encourage  the  teachers 
in  the  work  of  educating  your  sons  to  become  upright  citizens  of 
this  city  and  of  the  good  old  Commonwealth  of  Massachusetts. 

Mr.  Chairman,  in  accepting  these  keys,  I  receive  them  as  a  trust, 
which  implies  a  confidence  as  well  as  an  obligation.  This  trust 
relates  not  to  the  safe-keeping  of  this  building  alone,  but  to  the  more 
far-reaching  responsibility  of  guarding  and  guiding  the  education 
of  these  boys  who  come  here  to  build  up  character.  Character  is 
the  foundation  of  success.  The  years  spent  in  the  grammar  school 
are  the  formative  period  of  a  boy's  life.  In  them  he  receives  the 
impetus  that  is  to  govern  his  whole  life.  In  them  it  is  not  so 
much  the  knowledge  of  books  he  acquires  as  the  spirit  which 
prompts  his  thought  and  action.  A  large  proportion  of  the  boys 
who  graduate  from  the  grammar  school  have  finished  their  ele- 
mentary education,  but  they  reach  out  into  that  larger  school  of 
active  life,  where  they  stand  shoulder  to  shoulder  with  men. 
How  necessary  that  they  should  have  formed  right  habits  of 
thought  and  elevated  ideas  of  sound  moral  character.  It  is  along 
this  line  we  strive  to  educate  them.  This  character  building,  this 
striving  to  develop  good  citizens  in  the  community,  is  governed  by 
surroundings.     However   hard   the    teacher   may  labor,  however 


436  APPENDIX. 

diligently  and  persevering,  unfavorable  environments  will  largely 
counteract  her  work. 

I  speak  from  experience.  This  splendid  building  is  a  teacher 
and  an  example  of  what  a  modern  school  building  may  do.  These 
faithful  and  loyal  teachers  will  bear  me  out  when  I  tell  you  there 
never  was  a  time  during  the  history  of  the  Bigelow  School  that 
the  boys  were  so  gentlemanly  in  and  about  the  building  as  the 
present.  There  never  was  a  year  when  they  passed  to  and  from 
their  homes  so  orderly.  Self-government  has  made  a  wonderful 
advance  since  the  old  school  building  gave  place  to  the  new. 

Truancy  has  decreased  one-half.  Corporal  punishment,  I 
believe,  has  ceased  to  exist.  There  has  not  been  a  case  this  year. 
In  1896,  according  to  the  Superintendent's  report,  50.3  per  cent, 
of  the  average  number  of  boys  belonging  to  this  school  received 
corporal  punishment ;  one  boy  in  every  two,  or  some  361  cases. 
In  1897  there  were  232  cases.  In  1898  there  were  152  cases. 
In  1899,  133  cases.  In  1900,  97  cases.  In  1901,  71  cases.  In 
1902,  none. 

I  make  this  statement  with  no  little  pride,  for  I  firmly  l)elieve 
that  no  one  will  contradict  me  when  I  say  that  as  corporal  punish- 
ment has  decreased  the  gentlemanly  bearing  of  the  boys  in  and 
about  the  building  has  been  elevated.  These  facts,  I  trust, 
appeal  to  the  graduates  of  the  school.  The  better  environments 
are  potent  for  good,  and  I  appeal  to  you  to  become  members  of 
the  Bigelow  School  Alumni  Asssociation,  which  has  recently 
been  formed,  that  you  ma}^  still  further  enhance  this  excellent 
work. 

We  ask  you  to  do  what  you  can  toward  adorning  these  walls 
with  beautiful  pictures  and  works  of  art.  No  words  of  mine 
can  speak  so  eloquently  of  such  a  need  as  these  bare  walls. 

The  School  Committee  has  been  criticised  for  expending  money 
too  freely  on  its  school  buildings.  It  has  been  said  that  the 
gymnasium  and  the  bath-room  are  superfluities,  that  they  are 
unnecessary.  The  City  of  Boston,  through  its  generosity,  is 
building  elegant  structures  in  which  to  educate  her  children,  and 
she  is  constantly  demanding  efficient  teachers  through  which  to 
build  up  these  j^outhful  citizens. 

What  is  the  extra  expense  of  a  well-equipped  bath-room,  a 
gymnasium,   and  woodworking  rooms    in    comparison    with    the 


BIGELOW   GRAMMAR  SCHOOL.  437 

educating  influences  that  will  be  potent  for  good  to  the  thousands 
of  hoys  who  will  be  benefited  by  their  use  ! 

This  is  a  grammar  school  building,  complete  in  every  detail. 
It  is  not  elaborate  ;   it  is  substantial  and  plain. 

Here,  Mr.  Chairman,  allow  me  to  thank  all  those  members  of  the 
School  Committee,  past  and  present,  who  have  been  instrumental 
in  making  this  beaiitiful  building  possible. 

The  chorus  then  sang  a  lullaby  (Marshall). 

The  Chairman.  —  Ladies  and  Gentlemen,  the  next 
number  in  the  order  of  exercises  calls  for  the  intro- 
duction of  a  member  of  the  Board  of  Supervisors,  a 
gentleman  whose  everj^-day  life  brings  him  in  con- 
tact with  the  schools  of  our  district.  I  might  say, 
indeed,  that  he  is  the  Superintendent  of  the  South 
Boston  schools.  I  have  great  pleasure  in  presenting 
to  you  Mr.  George  H.  Martin,  Supervisor  of  Schools. 

address    of    MR.    GEORGE    H.    MARTIN. 
Mr.  Chairman.^  Ladies  and  Gentlemen: 

I  am  especially  interested  in  this  occasion  for  a  personal  reason. 
As  Mr.  Bassett  has  told  you,  I  knew  him  a  long  time  ago  when  he 
was  preparing  for  his  life  work  as  a  teacher.  Neither  he  nor  I 
looked  forward  to  such  an  occasion  as  this,  when  he  should  have 
the  successful  administration  of  this  great  school  in  such  a  palatial 
schoolhouse.  But  I  am  not  surprised,  for  in  this  gratifying  suc- 
cess he  has  only  fulfilled  the  promise  of  his  youth. 

I  called  the  building  palatial,  for  so  it  seems  to  those  who 
remember  the  old  building,  and  even  more  to  those  who  remember 
the  schoolhouses  of  an  earlier  day.  It  even  seems  so  to  the  boys. 
On  the  day  when  the  bo3's  came  into  it  for  the  first  time,  the  mem- 
bers of  one  class  were  asked  to  write  their  impressions  of  the  new 
building.  One  bo}^  in  his  enthusiasm  wrote,  "It  is  fit  for  kings." 
And  yet  the  features  of  it  which  please  and  perhaps  astonish  us 
are  the  common  sense  things  which  all  schoolhouses  should  have. 
It  is  built  of  stone  and  brick  and  iron  for  safety.  Its  corridors 
and  stairways  are  broad  to  facilitate  orderly  and  rapid  movement. 


438  APPENDIX. 

that  there  may  be  no  crowding,  no  panics.  Its  rooms  are  com- 
modious, well-lighted,  well-seated,  well-ventilated,  well-heated, 
that  the  health  of  the  children  may  be  conserved.  The  building 
contains  special  rooms  for  special  work,  —  for  carpentry,  for 
science,  for  gymnastics,  and  for  baths,  — because  these  are  known 
to  be  essential  features  in  elementary  education.  I  hope  the  time 
will  come  when  no  children  in  Boston  will  go  to  school  in  build- 
ings where  the  provisions  for  health  and  comfort  and  convenience 
are  less  generous. 

There  is  a  disposition  in  man}?  quarters  to  speak  of  the  public 
schools  as  being  too  expensive.  Many  people  underrate  the 
importance  of  education  as  an  industry.  They  talk  about  the 
natural  resources  of  a  city,  and  they  shrink  from  no  expense  to 
develop  them.  They  build  railroads  and  canals,  dredge  harbors 
and  rivers.  They  forget  that  the  greatest  natural  resource  of  any 
community  is  its  children.  Resources  do  not  develop  themselves. 
They  are  developed  by  men,  and  the  men  must  be  developed  first. 
This  is  the  business  of  education,  this  is  the  leading  industry  of 
every  community  and  every  generation.  It  underlies  all  others, 
and  conditions  all  others.  Neglect  public  education,  let  the 
schools  languish  for  lack  of  public  sympathy,  or  let  them  be  ham- 
pered by  a  false  economy,  or  weakened  by  personal  or  political 
intrigue,  and  there  will  soon  be  no  captains  of  industry  and  no 
merchant  princes.  Social  progress  of  every  sort,  whether  mate- 
rial or  intellectual  or  moral,  must  have  its  roots  deep  in  the  system 
of  public  education  or  it  will  wither  and  die.  It  is  an  old  saying, 
"  As  is  the  teacher,  so  is  the  school.  "  Beyond  that,  "  As  is  the 
school,  so  is  the  conununity.  " 

The  Chaieman.  —  Ladies  and  Gentlemen,  in  pre- 
senting the  next  speaker,  I  think  I  may  introduce  him 
as  our  leading  citizen,  one  for  whom  everybody  in  South 
Boston  has  the  highest  regard  and  the  highest  respect, 
a  man  whose  entire  life  has  been  given  to  the  uplifting 
of  his  surroundings.  I  have  the  honor  to  present  to 
you  Hon.  Joseph  D.  Fallon. 


BIGELOW   GRAMMAR  SCHOOL.  439 

ADDRESS   OF   HON.    JOSEPH   D.    FALLON. 
3fr.  Chairman^  Ladies  and  Gentlemen : 

It  is  nothing  new  for  me  to  l)e  called  upon  to  say  a  word,  either 
to  the  pupils  of  an}'  school  in  South  Boston,  or  to  their  parents, 
or  to  their  teachers.  Year  after  year,  for  twenty  years,  it  was  my 
official  duty  to  do  this  ;  and  I  doubt  very  much  if  in  all  my  life  I 
have  had  a  pleasauter  duty  to  perform.  I  was  elected  a  member 
of  the  School  Board  of  this  city  thirty-eight  years  ago  —  before 
many  of  the  gentlemen  in  this  audience,  and  I  am  sure  before  any 
of  the  ladies,  were  born.  So  you  see  it  is  perfectly  natural  for 
me  to  be  here  to-day,  and  I  ought  to  feel  at  home. 

When  I  was  elected  a  member  of  the  School  Board  of  this  city 
the  number  of  pupils  attending  the  public  schools  was  about 
26,000.  The  number  to-day,  I  believe,  is  somewhere  about  90,000 . 
But  if  we  had  only  26,000  pupils,  we  made  up  in  the  number  of 
the  School  Conmiittee,  for  we  had  72  members.  In  looking  over 
the  list  some  time  ago  of  those  72  gentlemen  who  formed  the 
School  Committee  of  Boston  in  1865,  I  found,  I  think,  that  two 
or  three  are  still  living  —  and  only  two  or  three  —  so  that  you 
may  consider  me  an  old  relic. 

I  have  been  pleased  at  a  great  many  things  I  have  heard  here 
this  afternoon,  but  nothing  pleased  me  more  than  the  information 
which  the  master,  Mr.  Bassett,  has  given  you  —  that  he  has  been 
able  to  conduct  this  school  without  the  use  of  corporal  punish- 
ment. I  am  sure  Mr.  Seaver,  the  Superintendent  of  Schools,  who 
has  done  a  great  deal  in  this  line,  will  bear  me  out  that  while 
I  was  a  member  of  the  Board  I  did  all  in  my  power  to  do  away 
with  corporal  punishment  —  a  relic  of  barbarism  —  and  that  I 
always  considered  that  the  character  of  a  teacher  was  largely  to  be 
detemiined  by  his  capacity  to  maintain  and  conduct  his  school 
without  this  barbarism. 

There  has  been  considerable  criticism  of  the  School  Committee 
for  the  way  it  spends  the  city's  money.  Now,  I  have  no  fault  to 
find  with  whatever  is  spent  for  streets  or  lamps  or  hospitals  or  for 
rapid  transit  or  for  pai'kways,  or  for  any  other  improvements  that 
may  be  made  in  the  City  of  Boston ;  but  this  I  do  not  hesitate  to 
say,  that  there  is  no  department  in  the  whole  City  of  Boston  which 


440  APPENDIX. 

will  give  back  to  the  city  such  splendid  returns  for  the  money  spent 
as  the  public  schools  of  this  city. 

I  congratulate  Mr.  Bassett  upon  the  magnificence  of  his  school 
building ;  and  I  congratulate  the  pai'ents  of  the  children  who 
come  here  that  they  have  such  a  man  as  Mr.  Bassett  at  the  head 
of  the  school. 

After  the  singing  of  "  Tlie  Little  Bird  "  (Soderberg) 
and  "  Because "  (Strelezki)  by  the  chorus  the  Chair- 
man said  : 

Ladies  and  Gentlemen  :  I  know  that  we  are  all  look- 
ing forward  with  pleasurable  anticipation  to  the  next 
number  in  the  order  of  exercises.  Fifty-three  years 
ago  to-day  the  celebration  was  honored  by  the  presence 
of  the  Mayor  of  the  city ;  and  to-day  our  celebration 
is  also  honored  and  graced  by  a  distinguished  successor, 
the  Mayor  of  Boston  of  to-day.  His  presence  here,  I 
am  very  happy  to  say,  ensures  the  success  of  this 
celebration  —  for  without  him  it  would  not  have  been 
complete.  I  have  the  honor  to  present  to  you  the 
Mayor  of  Boston. 

ADDRESS  OF  MAYOR  PATRICK  A.  COLLINS. 
Mr.   Chairman.^  Ladies  and  Gentlemen : 

It  is  possible  that  my  veracity  will  be  questioned  when  I  have 
to  admit  that,  though  an  old  campaigner,  I  am  perplexed  for 
thought  or  word  fitting  this  interesting  occasion.  I  am  flung,  as 
it  were,  somewhat  suddenly  from  the  strife  and  struggle  of  the 
executive  department  on  School  street  into  this  serene  atmos- 
phere of  self-content  and  mutual  congratulation.  I  cannot  bring 
to  this  occasion  any  of  the  sweet  contentment  which  seems  to 
radiate  from  Mason  street — a  spending  department  —  because, 
unfortunately,  I  am  placed  in  the  position  of  having,  with  my 
colleagues  in  the  government,  to  find  somewhere  the  money  that 
it  is  insisted  should  be  spent  so  generously.  Nor  will  it  be 
questioned,  I  think,  that  it  is  easier  to  spend  than  to  find ;  so 


BIGELOW   GRAMMAR  SCHOOL.  441 

that  the  embarrassmeut  does  not  rest  upon  the  shoulders  of  the 
gentlemen  who  have  addressed  you,  so  fluently,  so  eloquently, 
and  so  confidently,  but  rather  upon  those  who,  somehow,  in  some 
way,  fighting  the  Legislature  at  one  end  and  extravagant  demands 
at  the  other,  have  somehow  to  make  both  ends  meet  at  City  Hall. 

I  asked,  when  I  came  here,  how  much  it  cost  to  provide  for  the 
schools  of  Boston  53  years  ago,  when  my  great  predecessor  came 
to  this  spot  to  dedicate  the  old  and  sufficient  building  for  the 
time ;  and  I  have  been  advised  that  the  amount  was  about 
$100,000  for  the  whole  city.  To  be  sure,  Roxbury,  Dorchester, 
Brighton,  and  AYest  Roxbury  were  not  then  annexed.  We  are 
spending  to-day  in  Boston  a  little  over  $5,000,000  for  the  school 
establishment.  The  School  Committee,  when  they  calculate  the 
per  capita  cost  of  teaching  children  in  Boston,  and  send  up  for 
approval  an  appropriation  bill  carrying  more  than  three  and  a  half 
million  dollars  for  current  expenses,  forget  that  a  million  and  a 
half  dollars  have  also  been  appropriated  this  year  for  building 
new  school-houses,  making  up  for  the  neglect  of  the  past,  and 
that  it  costs,  reckoning  the  expense  of  new  school-houses  as  well 
as  the  regular  budget,  very  much  more  than  $5,000,000,  or  $200 
in  six  years  to  teach  a  grammar-school  child.  It  costs  about 
$54  a  year  for  each  child  in  the  schools  of  the  City  of  Boston. 

The  city  is  extremely  liberal.  There  is  nothing  that  can  be 
done  for  the  schools  that  the  taxpayers  of  the  city  are  not  willing 
to  provide.  All  that  the  taxpayers  ask  is  that  what  you  do  shall 
l)e  done  well ;  that  what  you  do,  and  what  comes  to  j^our  hands 
to  be  done,  shall  be  done  with  all  your  might  and  main,  with  all 
jour  heart  as  well  as  all  your  intelligence,  and  that  you  send  out 
the  boys  and  girls  into  the  world  —  those  of  them  Avho  graduate 
here  and  go  no  further,  and  also  those  who  go  higher  —  with  the 
best  equipment  for  the  money  that  can  be  furnished  by  the 
educators  of  the  City  of  Boston. 

I  cannot  quite  catch  —  perhaps  it  is  my  own  normal  dullness  — 
the  idea  expressed  here  by  the  Supervisor,  that  you  might  wipe 
out  all  the  natural  resources  of  the  country  and  leave  the  men  and 
women  and  boys  and  girls  here,  and  that  the  country  would  get 
on.  Pardon  me  for  saying  that  the  world  would  stai-ve  to  death 
in  one  year  if  things  were  not  produced  from  natural  resources, 
and  that  men  and  women  could  not  accomplish  anything  if  they 


442  APPENDIX. 

could  not  have  anything  to  eat.  When  they  had  eaten  all  that 
the  resom-ces  of  the  country  produced,  there  would  not  be  any- 
thing for  them  to  do  but  to  die  —  and  a  public-school  education 
would  not  help  them.  So  we  must  produce  food  and  raiment  and 
ten  thousand  other  things  to  keep  the  human  race  on  the  planet. 
I  have  come,  however,  to  say  nothing  contentious  —  but 
perhaps  something  suggestive.  We  can  all  learn  something  from 
one  another.  The  largest  amount  of  money  ever  appropriated 
for  school  purposes  in  an  equal  population  was  appropriated  by 
the  City  of  Boston,  freely,  generously,  liberally,  this  year.  The 
largest  amount  to  educate  a  pupil,  I  think,  in  the  world,  and 
certainly  in  the  United  States,  is  expended  by  the  City  of  Boston. 
Let  every  man  and  every  woman  in  the  School  Committee  under- 
stand that  the  school  establishment  is  supported,  therefore,  more 
generously  than  anywhere  else  in  the  world ;  and  if  there  be  any 
reason  for  a  larger  expenditure  and  a  wider  scope  and  a  more 
splendid  development,  the  providing  department  of  the  city 
government  will  not  be  appealed  to  in  vain.  All  we  ask  is  a  fair 
educational  result. 

The  chorus  then  rendered  a  selection,  entitled  "  The 
Birthday  of  the  King  "  (Neidlenger). 

The  Chairman.  —  Ladies  and  Gentlemen,  I  am 
very  sorry  to  announce  that,  owing  to  illness,  Mr. 
Hills,  who  was  to  have  addressed  you,  is  prevented 
from  being  present.  We  pass  therefore  to  the  address- 
by  the  president  of  the  Bigelow  School  Alumni 
Association,  and  I  have  the  pleasure  of  presenting 
Mr.  Thomas  H.  Keenan. 

REMARKS   OF   MR.    THOMAS   H.    KEENAN. 
Mr.    Chairman^  Ladies  and  Gentlemen: 

It  is  my  privilege  to  represent  the  Bigelow  School  Alumni 
Association  on  this  occasion,  and  to  extend  congratulations  to  the 
Bigelow  School  in  the  possession  of  this  magnificent  edifice  which, 
through  the  generosity  of  the  City  of  Boston,  and  the  untiring 
efforts  of  the  School  Board,  we  are  enjoying  to-day.     Another 


BIGELOW   GRAMMAR  SCHOOL.  443 

task  has  been  imposed  upon  me,  and  one,  I  assvu-e  you,  of  a 
pleasant  nature,  and  that  is  to  present  through  you,  Mr.  Chair- 
man, in  behalf  of  the  Bigelow  School  Alumni  Association,  these 
pictures,  which  is  but  the  beginning  of  the  work  that  our  Associa- 
tion has  voted  to  perform  in  assisting  in  decorating  and  adorning 
the  walls  of  this  school-house.  It  is  the  fond  wish  of  our  Alumni 
Association  that  the  good  work  perfonned  by  the  Bigelow  School 
during  the  past  half  century  will  be  continued,  and  that  the  Bige- 
low School  will  ever  maintain  the  high  position  which  it  occupies 
among  the  educational  institutions  of  this  city  and  Common- 
wealth. 

Tlie  Chairmax.  —  Mr.  Keenan,  Ladies  and  Gentle- 
men :  On  behalf  of  Mr.  Bassett  and  of  the  School 
Committee,  I  gratefully  receive  the  splendid  and 
magnificent  testimonial  which  the  Almnni  Associa- 
tion has  tendered  to  this  school.  May  it  always 
recall  to  those  who  visit  the  school  the  names  and 
the  associations  which  it  is  intended  to  perjDetuate. 

The  next  in  the  order  of  exercises  is  an  address 
by  the  editor  of  the  Journal  of  Education.  I  have 
the  pleasure  of  presenting  to  you  Dr.  A.  E. 
Winship. 

ADDRESS   OF   DR.   A.   E.   WINSHIP. 
Mr.  Chairman.,  Ladies  and  Gentlemen : 

An  eminent  physician  recently  remarked  that  the  man  who 
should  practise  medicine  to-day,  who  has  learned  nothing  in 
surgery  in  twenty  years,  would  be  criminal,  while  in  education 
there  had  been  no  improvement  in  the  public  schools  in  forty 
years. 

This  remark  sunply  shows  liow  intelligent  a  man  may  be  in  his 
o^Ti  specialty  while  grossly  ignorant  in  other  directions.  The 
public  schools  have  made  as  steady  and  as  noble  advance  as 
surgery,  whether  the  test  be  for  ten,  twenty,  thirty,  or  forty  years. 
Look  at  this,  the  most  perfect  elementary  school  building  probably 
in  the  world,  and  compare  the  light,  heat,  and  ventilation,  the 
basement  and  lavatories,  the  arrangements  for  clothes,  rubbers, 


444  APPENDIX. 

mnbi-ellas,  provision  for  drinking  water,  the  chairs  and  desks,  the 
blackboards  and  walls,  and  all  other  appointments,  with  the  best 
elementary  school  building  in  the  world  forty,  thirty,  twenty,  or 
even  ten  years  ago,  and  show  if  you  can  steadier  progress  or  more 
complete  in  surgery  or  in  modes  of  travel. 

If  you  prefer,  take  the  subjects  taught.  Drawing  was  unknown 
in  elementary  schools  forty  years  ago,  and  not  until  within  ten 
years  has  it  had  any  of  the  ease,  grace,  beauty,  and  adaptability 
of  the  present  da}'.  Compare  your  memory  of  the  old-time  bare 
walls  or  even  the  premium  chromos  with  the  noble  works  of  art  in 
thousands  of  American  school-rooms.  How  long  have  we  had 
cooking  and  sewing,  nature-study  and  literature,  history  and  civil 
government,  as  they  are  now  taught? 

Forty  years  ago  flowers  and  annuals,  physics  and  chemistry, 
were  studied  from  books,  and  the  very  few  who  ventured  to  bring 
flowers  into  school-rooms  or  perform  an  experiment  in  physics  and 
chemistry  were  ridiculed  as  faddists.  History  was  an  array  of 
dates ;  literature  was  a  recitation  of  the  times  of  birth  and  death, 
with  a  list  of  books  written  by  the  author ;  geography  was  the 
bounding  of  states  and  countries,  the  naming  of  capitals,  the 
giving  of  length  and  direction  of  rivers  and  height  of  mountains, 
and  rapid  recital  of  lists  of  capes,  bays,  gulfs,  seas,  and  lakes ; 
reading  was  taught  by  the  tedious  process  of  beginning  with 
letters,  as  was  writing.  Weary  months  were  wasted  on  idle 
repetition  of  words  of  two  letters,  mostly  meaningless.  There 
was  neither  expression  nor  appreciation.  Most  exercises  were  of 
the  concert  order.  Good  reading  was  the  imitation  of  an  orator- 
ical effort.  Good  spelling  was  grappling  with  trouble-making  and 
unheard-of  words.  Arithmetic  consisted  largely  in  concert  repe- 
tition of  tables,  the  solution  of  puzzles  by  a  few  bright  scholars, 
and  the  consternation  of  other  pupils,  while  most  of  the  time  was 
devoted  to  repeating  some  mechanical  form  of  explanation  with 
the  proper  arrangement  of  "  if,"  "but,"  "wherefore,"  "there- 
fore," "whereas,"  and  "because." 

Read  the  letters  of  the  common  people,  or  even  of  the  officials 
of  even  forty  years  ago,  and  then  take  at  random  letters  written 
by  people  in  the  same  rank  in  society  to-day  and  compare  the 
spelling  and  the  grammar,  or  compare  the  account  books  of  those 
days,  whether  of  the  individual  or  of  the  firm,  with  those  of  the 


BIGELOW   GRAMMAR  SCHOOL.  445 

same  relative  rank  to-day.  Better  yet,  go  up  to  the  School  Board 
rooms  in  Boston  and  examine  the  famous  morocco-covered  volumes 
of  the  best  work  of  the  schools  of  fifty  years  ago,  and  then  look 
at  the  work  on  exhibition  in  the  Boston  schools  on  public  day 
within  the  next  month,  and  find  expression,  if  you  can,  to  your 
sentiments. 

But  it  is  entirely  natural  for  people  who  know  nothing  of 
modern  education  to  say  absurd  things.  President  Nicholas 
Murray  Butler  of  Columbia  College  has  recently  said  officially  that 
the  graduate  of  Columbia  College  to-day  does  not  begin  to  get  so 
much  out  of  his  coiu'se  as  did  the  graduate  of  twenty  years  ago, 
—  that  was  the  year  he  graduated.  Every  high-school  graduate 
is  sure  the  scholars  enter  very  much  younger  than  he  did.  None 
of  us  can  believe  that  the  children  to-day  are  as  old,  as  wise,  or 
as  well  behaved  as  we  were  at  that  age.  Even  the  street-car 
advertisement  of  "  the  kind  of  pies  our  mothers  made"  is  simply 
popularizing  President  Butler's  exclamation.  We  are  all  guilty 
of  the  same  feeling  regarding  the  superiority  of  our  own  youthful 
exploits.  The  fact  remains  that  the  greatest  and  grandest 
advance  in  American  life  is  in  her  pubhc  schools,  and  all  of  our 
famous  American  progress  results  from  development  of  the  public 
schools. 

The  Chairman.  —  Ladies  and  Gentlemen,  the  next 
number  will  conclude  the  speaking ;  and  the  gentle- 
man who  is  to  address  you,  I  am  sure,  requires  merely 
but  the  presentation  of  his  name.  He  is  the  Super- 
intendent of  all  the  schools  of  Boston,  and  surely  in 
one  of  his  own  school  buildings  he  hardly  needs 
more  than  the  suggestion  of  his  name.  I  have  the 
pleasure  of  jDresenting  to  you  Mr.  Edwin  P.  Seaver. 

REMARKS   OF   MR.   EDWIN   P.    SEAVER. 
Mr.  Chairman  and  J^riends  : 

I  had  thought  that  I  might  conclude  the  speaking  quite  briefly, 
by  using  the  old  form  that  "  There  has  been  so  much  said,  and, 
on  the  whole,   so  well  said,  that  there  only  remains  for  me  to 


446  APPENDIX. 

add  —  notliino."  But  I  want  to  say  a  word  or  two.  I  want  to 
join  with  my  old  friend,  Judge  Fallon,  in  expressing  gratification 
that  the  "relic  of  barbarism,"  as  he  fitly  terms  it,  has  dis- 
appeared from  the  Bigelow  School. 

Just  a  word  on  the  meaning  of  that.  It  is  not  the  disappear- 
ance of  a  little  pain,  felt  on  the  palms  of  the  hands  ;  it  is  not  the 
disappearance  of  a  little  inconvenience,  a  little  disagreeable  ele- 
ment in  the  experience  of  all  boys.  It  means  that  the  teachers  of 
this  school,  under  the  guidance  of  their  master,  have  found  a 
better  way  of  appealing  to  the  motives  that  determine  the  conduct 
of  boys.  They  have  found  how  to  appeal  to  their  higher  motives 
with  good  effect  —  and  that  is  in  itself  an  immense  moral  improve- 
ment in  the  education  that  is  given  in  this  school.  I  trust  that  I 
may  yet  live  to  see  corporal  punishment  disappear  from  every 
school  in  the  City  of  Boston.  I  believe  this  to  be  possible  ;  and 
I  hope  more  than  ever  to-day,  after  what  we  have  heard,  that  we 
may  yet  live  to  see  this  come  to  pass. 

I  would  like  to  add  a  word  on  the  rapid  increase  in  the  number 
of  school  children  and  the  consequent  demand  for  more  school- 
houses. 

The  other  day  1  compared  the  figures  which  are  soon  to  be 
published,  for  the  purpose  of  ascertaining  the  increase  in  the  num- 
ber of  pupils  belonging  to  the  public  schools  in  one  year.  The 
figures  for  .lanuary  31,  1903,  compared  with  the  figm-es  for  Janu- 
ary 31,  1902,  show  an  increase  in  the  average  number  belonging  to 
all  the  schools  of  2,706.  For  the  last  five  years,  the  school  chil- 
dren have  been  increasing  at  an  average  rate  of  over  2,500.  This 
year  it  was  a  little  larger  than  the  average  —  2,706.  How  many 
scholars  does  this  building  accommodate  ?  Well,  probably  900 
or  1,000.  What  did  this  building  cost  ?  I  am  told  that  it 
cost  somewhere  in  the  neighborhood  of  $185,000.  Add  to  that, 
if  you  please,  the  cost  of  a  site,  and  it  will  be  moderate  enough 
to  say  that  this  plant  cost  the  city,  or  that  a  plant  like  this  would 
cost  the  city,  $200,000.  How  many  such  buildings  as  this  would 
it  take  to  accommodate  the  additional  scholars  who  have  come  in 
this  year  —  2,700  of  them?  Well,  you  see,  about  three  such 
buildings  as  this.  That  would  be  $600,000.  Knock  off  $100,000, 
and  call  it  a  half  a  million.     Our  needs  in  the  matter  of  school 


BIGELOW   GRAMMAR  SCHOOL.  447 

accommodations  are  increasing  steadily  at  the  rate  of  half  a  mil- 
lion dollars  a  year.     There  is  no  getting  away  from  it. 

Now,  if  the  money  necessary  to  biiild  a  half  million  dollars' 
worth  of  school-houses  is  not  forthcoming,  we  shall  have  to  get 
along  as  best  we  can.  In  years  past,  there  has  been  a  great 
deal  of  neglect.  Thanks  to  the  present  administration,  the 
utmost  endeavors  are  being  made  to  repair  the  neglect  of  past 
years. 

It  is  not  right  to  say  that  these  additional  children  who  have 
come  in  this  year  are  on  the  streets.  Oh,  no.  They  are  under 
cover.  But  how  are  they  under  cover?  They  are  not  properly 
housed.  The  other  day,  I  went  into  a  school  hall  no  larger  than 
this,  in  which  I  found  four  classes  at  work  —  in  one  corner  a  class 
curtained  off,  and  a  teacher;  in  each  of  the  other  corners,  the 
same  thing.  There  was  a  room  full  of  children  in  the  bas^nent, 
and  in  the  school-yard  there  were  seven  temporary  buildings  — 
slight,  wooden  structures.  That  is  the  way  we  are  keeping  tempo- 
rarily under  cover  the  children  who  come  in  from  year  to  year  — 
in  halls,  in  corridors,  in  basements,  in  hired  rooms  of  various 
kinds,  and  in  the  temporary  wooden  buildings. 

The  only  point  I  want  to  make  is  that  a  great  deal  of  money 
is  required  to  house  all  these  childi'en  permanently  and  properly. 
You,  in  this  neighborhood,  have  your  wants  fully  supplied.  But 
there  are  other  neighborhoods  whose  waiits  are  not  supplied ;  and 
your  thoughts  should  go  out  to  the  other  neighborhoods,  and  as 
citizens  you  should  do  everything  in  your  power  to  enable  the 
City  of  Boston  to  catch  up ;  for  she  is  certainly  at  the  present 
time  far  behind  where  she  should  be  in  the  matter  of  school 
accommodations. 

There  is  this  about  it,  however,  that  when  Boston  builds  a 
school-house,  she  builds  one  which  is  not  surpassed  by  the  buildings 
in  any  other  city  in  the  land  that  I  know  of.  You  may  go 
to  any  city  you  please  and  you  will  not  find  school  buildings 
any  better,  any  more  beautiful,  any  better  suited  to  their 
uses,  than  the  buildings  erected  by  the  City  of  Boston.  That 
is  a  fact  in  which  we  may  take  a  just  pride.  And  as  the  teachers 
see  what  buildings,  what  facihties,  are  provided  for  them, 
their   response    is :      "  We    dedicate   ourselves,    we    re-dedicate 


448  APPENDIX. 

ourselves,  to  the  great  work  in  which  we  are  engaged ;  and  we 
shall  endeavor  by  all  that  is  within  our  power  to  be  worthy  of  the 
generosity  of  the  city  in  providing  for  the  educational  wants  of 
the  children.  We  will  do  our  part,  and  devote  to  your  service 
our  best  endeavors." 

The    chorus    then  sang   another   selection,    and    the 
Chairman  announced  that  the  exercises  were  closed. 


INDEX. 


Page, 
Annual  Report  of  the  School  Committee: 

School  System 3 

Statistics 3 

Corporal  Punishment 6 

The  Normal  School 11 

Relief  and  Control  of  Tuberculosis 13 

The  Janitor  Service 16 

Schedule  of  Salaries  for  Janitors 17 

The  Evening  Schools 20 

Evening  Lectures 22 

Educational  Centres 24 

Vacation  Schools 28 

Names  of  Buildings 29 

Illustrations  and  Descriptions  of  School-houses      ...  30 


APPENDIX. 

Thirty-fifth   Annual    Report   of    the   Committee    on   Ac- 
counts   ..." 3 

twenty-thiru  annual   report  of   the  superintendent  of 
Schools: 

Statistics  in  Brief 37 

Growth 39 

The  Public  School  System  of  Boston 40 

The  Boston  Latin  School 41 

The  Grammar  Schools 45 

The  Primary  Schools 66 

The  English  High  School 71 

The  Girls'  High  School 75 

Other  High  Schools 81 

The  Girls'  Latin  School 85 

The  Mechanic  Arts  High  School 86 

The  Kindergartens 88 

The  Normal  School 90 

The  Horace  Mann  School  for  the  Deaf 98 

Special  Classes  for  Mentally  Deficient  Children       .         .         .  102 

The  Evening  Schools 103 

The  Evening  High  School 105 

The  Free  Evening  Industrial  Drawing  Schools        .        .        .  107 


H 


I 


450  INDEX. 

Page. 
Twenty-Thikd  Annual  Report  of  the  Superintendent  of 
Schools,  continued^ 

School  Attendance 109 

The  Truant  Officers 115 

The  Parental  School 117 

Music 121 

Drawing 129 

Manual  Training 135 

Sewing 136 

Cookery 139 

Woodworking  and  Cardboard  Construction     ....  142 

Physical  Training  and  School  Hygiene 145 

Military  Drill 148 

Evening  Lectures 149 

Extended  Use  of  School-houses 151 

Playgrounds  in  Summer 154 

Vacation  Schools 154 

Use  of  the  Public  Library 156 

Recommendations 157 

Conclusion.         ..........  158 

Statistics  for  the  half-year  ending  January  31,  1903        .        .  162 

The  supplement  contains  the  following-named  reports  and  state- 
ment: 

Report  of   Mr.    John  Tetlow,    Head-Master   of  the   Girls'    Latin 

School 183 

Report  of  Miss  Laura  Fisher,  Director  of  Kindergartens          .        .  188 
Statement  of   Miss  Sarah  Fuller,  Principal  of  the  Horace  Mann 

School  for  the  Deaf,  relative  to  Helen  Keller         ....  191 

Helen  Keller  as  a  speaker 198 

Report  of  Mr.  James  Frederick  Hopkins,  Director  of  Drawing        .  200 

Report  of  Miss  Ellen  L.  Duff,  Principal  of  the  Schools  of  Cookery,  214 
Reports   (2)   of  Dr.    James   B.    Fitzgerald,    Director  of   Physical 

Training 227 

Semi-Annual  Statistics,  June  30,  1903 240 

Franklin  Medals,  Prices  and  Diplomas  of  Graduation     .  265 

Roster  of   Cadet   Officers    and   Non-Commissioned'  Staff 

Officers  of  the  Boston  School  Cadet  Brigade       .        .  338 

Organization  of  the  School  Committee,  1903  ....  341 

Description  and  Dedication  of  the  Roger  Wolcott  School- 
house     403 

Description  and  Dedication  of  the  Bigelow  School-house,  423 


BOSTON  PUBLIC  LIBRARY 

,       lilllillllll 

3  9999  06314  314  1