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ANNUAL    EEPORT 

f 

OF    THE 

SCHOOL    COMMITTEE 


CITY    OF    BOSTON. 


18  7  2. 


BOSTON: 

PRESS    OF    ROCKWELL     &    CHURCHILL, 
122    "Washington     Street. 

18  7  3. 


'//^  7      o-//'^ 


CITY    OF     BOSTOK 


In  School  Committee,  September  10,  1872. 

Messrs.    Means,    Sanford,    Hobbs,    Learnard,    Fennelly, 

Ricker,   Connor  and  Noble,  Avere  appointed  the  Committee 

to  prepare  the  Annual  Report  of  the  School  Committee. 

Attest : 

BARNARD   CAPEN, 

Secretary. 


In  School  Committee,  Feb.  11,  1873. 

The  President  appointed  Mr.  James  Reed  upon  the  Com- 
mittee  to  prepare  the  Annual  Report  of  the  School  Com- 
mittee, in  place  of  Mr.  Means,  who  declined  serving. 
Attest : 

BARNARD  CAPEN, 

Secretary. 


RE  P  O  RT. 


L.><KC 


It  has  long  been  the  custom  of  the  School  Com- 
mittee of  Boston  to  prepare,  for  the  information 
of  the  citizens,  an  annual  report  relating  to  the 
important  interests  entrusted  to  their  charge.  This 
report  is  made  in  accordance  with  a  standing  rule 
of  the  Board,  from  which  we  quote  as  follows :  — 

"  The  Committee  ou  the  Latin  -School,  the  English  High  School, 
the  Girls'  High  and  Normal  School,  the  Roxbury  and  the  Dorchester 
High  Schools,  and  each  District  Committee,  shall,  during  the  month 
of  July,  make  a  thorough  examination  of  their  respective  schools, 
and  report  at  the  quarterly  meeting  in  September,  the  results,  with 
any  suggestions  they  may  consider  valuable. 

"  The  reports  of  these  Committees  shall  be  referred  to  a  special 
Committee  of  the  Board,  appointed  at  the  meeting  in  September, 
who  shall  make  from  them  such  selections,  and  shall  add  thereto 
such  suggestions  and  remarks,  as  they  may  deem  expedient.  There 
shall  be'published  with  the  Annual  Report  the  reports  of  the  Com- 
mittees on  the  High  Schools,  of  the  Superintendent  of  Schools,  of 
the  Committee  on  Music,  and  of  the  Committee  on  Drawing,  and 
such  other  reports  as  said  Special  Committee  may  deem 
advisable." 

•     DELAY  IN   APPOINTING   THE   COMMITTEE. 

In  conformity  with  the  above  regulations,  the  un- 
dersigned have  the  honor  of  submitting  their  report. 
They  consider  it,  however,  simply  justice  to  them- 


6  ANNUAL    SCHOOL   REPORT. 

selves,  to  state,  that  owing  to  unusual  and  accidental 
circumstances,  the  committee,  which  should  have  been 
ready  to  commence  its  labors  in  September,  1872,  was 
not  fully  appointed  and  organized  until  February, 
1873.  Hence  they  have  felt  the  prime  necessity  of 
preparing  their  report  with  as  little  delay  as  possible, 
and  will,  therefore,  confine  themselves,  in  the  main, 
to  a  general  statement  of  the  work  done  by  the  Board 
during  the  year,  and  a  brief  presentation  of  the  most 
prominent  topics  which  it  has  i*ecently  had  under 
consideration. 

SUPERrN'TE:NT>ENT'S  REPORTS. 

This  course  seems  the  more  appropriate  on  account 
of  the  very  full  and  interesting  reports  of  the  Super- 
intendent, printed  herewith,  to  which  we  invite 
particular  attention.  It  will  be  seen  that  they  present 
many  matters  in  detail,  to  which  we  refer,  if  at  all, 
only  in  the  most  general  terms. 

GEXERAL    STATISTICS. 

From  these  reports  it  appears  that  the  number  of 
pupils  in  all  the  Public  Schools  of  the  city  is  38,688, 
showing  a  slight  increase  over  the  total  of  the  pre- 
vious year.  These  pupils  are  in  charge  of  1,001 
teachers  (147  male,  854  female).  The  above 
aggregates  include  2,072  pnpils  and  95  teachers,  who 
belong  to  the  evening  schools;  leaving  30,234  pnpils 
and  906  teachers  connected  with  the  day  schools 
alone.  Instruction  is  given  in  103  school-houses, 
containing  about  870  different  rooms.     The  average 


REPORT  OF  THE  SCHOOL  COMMITTEE.  7 

whole  number  of  pupils  to  a  teacher  is  between  38 
and  39. 

The  whole  amount  paid  in  salaries  to  teachers  was 
$863,658.51,  or  an  average  of  about  $863.00  per 
teacher.  The  average  cost  per  year  for  each  pupil 
in  the  day  schools  was,  for  tuition,  $23.83;  for  all 
items,  including  school-houses  and  lots,  care  of  build- 
ings, school  apparatus,  etc.,  $33.57. 

These  figures  show  more  plainly  than  any  words 
can  do  the  magnitude  of  the  educational  work  of  the 
city,  and  the  responsibilities  of  the  School  Board. 
To  provide  suitably  for  the  mental,  and,  so  far  as  may 
be,  for  the  moral  training  of  nearly  forty  thousand 
children,  is  the  great  duty  for  the  pei'formance  of 
which  we  are  accountable  to  our  fellow-citizens. 
The  amount  of  money  expended  should  not  seem 
large,  in  consideration  of  the  objects  in  view,  ^or 
can  it  ever  be  smaller  than  at  present,  l^ot  only  the 
growth  of  the  city,  but  the  increase  of  general  cul- 
ture, and  the  demand  for  new  branches  and  methods 
of  instruction,  forbid  us  to  expect  any  diminution  of 
our  educational  appliances,  or  of  the  expenditures  to 
which  they  give  rise. 

NEW   I^ORMAL    SCHOOL. 

In  looking  over  the  proceedings  of  the  Board  for 
the  past  year,  we  find  few  matters  which  seem  to  call 
for  special  notice.  The  most  important  change  which 
has  been  made  is  the  establishment  of  a  separate  ISTor- 
mal  school  for  girls.  The  school  which  was  at  first 
the    Girls'    Normal    School,    afterwards   the    Girls' 


8  ANNUAL   SCHOOL   EEPOET. 

High  and  iN'ormal  School,  has  finally  become 
the  Girls'  High  School.  For  some  years  it  has 
been  growing  more  and  more  evident  that  this  result 
would  ultimately  be  reached.  The  number  of  girls 
wishing  to  become  teachers  does  not  comprise  nearly 
all  of  those  who  desire  a  High  School  education. 
Experience  has  proved  that  both  objects  cannot  be 
effected  in  the  same  school  without  some  loss  to  the 
one  or  the  other.  At  the  same  time,  it  sjeems  highly 
important  that  the  city  of  Boston  should  not  abandon 
the  practice,  so  successfully  tried  in  the  past,  of  giv- 
ing the  requisite  instruction  to  those  daughters  of  her 
citizens  who  wish  to  make  teaching  their  profession. 
In  accordance  with  these  views,  a  new  JSTormal 
School  for  girls  has  been  established.  It  is  open  to 
all  who  can  present  a  certificate  of  graduation  in  any 
of  our  High  Schools,  or  can  pass  a  satisfactory  exam- 
ination in  the  usual  High  School  studies.  It  was 
begun  in  September,  1872,  under  the  charge  of  Larkin 
Dunton,  as  head-master,  having  for  his  assistants 
several  ladies  who  have  proved  their  eminent  ability 
in  the  training  department  of  the  Girls'  High  and 
IsTormal  School.  Over  fifty  pupils  were  received. 
The  school,  at  present,  has  its  quarters  in  the  beauti- 
ful building  in  I^ewton  street,  where  the  High  School 
also,  under  the  direction  of  Dr.  Eliot,  its  newly 
appointed  principal,  gives  promise  of  increased  useful- 
ness and  prosperity. 

EEORGAKIZATION   OF   THE   DORCHESTER   DISTRICT. 

Another  change  which  has  been  made  during  the 
year  has   been  the  rearrangement  of  the  Dorchester 


REPORT   OF   THE    SCHOOL   COMMITTEE.  9 

schools,  SO  as  to  bring  them  into  fuller  accord  with 
the  Boston  system.  Heretofore,  the  seven  Grammar 
schools  of  the  sixteenth  ward  have  been  comprised 
Avithin  a  single  district,  under  the  control  of  one  com- 
mittee, called  the  Dorchester  District  Committee.  As 
now  reorganized,  each  of  these  schools  gives  its 
name  to  a  Grammar  School  section,  having  its  own 
local  committee,  according  to  the  custom  prevailing 
in  other  parts  of  the  city. 


NEW   BUILDING   FOR    THE    LATLN"   AND    ENGLISH   HIGH 

SCHOOLS. 

The  need  of  a  new  building  for  the  Latin  and  Eng- 
lish High  Schools  has  long  been  felt  by  this  Board. 
For  several  years  the  accommodations  in  the  old 
school-house  in  Bedford  street  have  been  wholly  inad- 
equate; so  that  it  has  been  found  necessary  to  obtain 
rooms  elsewhere  for  many  of  the  classes.  The  com- 
mittee are  happy  to  state  that  orders  passed  by  the 
Board  have  been  so  far  favorably  regarded  by  the 
City  Council,  as  to  result  in  the  purchase  of  a  most 
eligible  site  for  this  purpose.  It  is  in  the  square 
bounded  by  Clarendon  street,  Warren  avenue,  Dart- 
mouth and  Montgomery  streets.  For  general  advan- 
tages of  location,  this  lot  could  hardly  be  surpassed. 
It  is  much  to  be  hoped,  that  no  short-sighted  policy 
will  prevent  the  purchase,  at  the  present  time,  of  all 
the  land  which  may  be  required  for  many  years  to 
come,  by  the  growing  wants  of  these  institutions. 


10  ANNUAL   SCHOOL   REPORT. 


DEFECTS   IN   OUR    SCHOOL    SYSTEM. 

While  the  committee  feel  that  there  is  much  cause 
for  congratulation  in  the  general  good  condition  of 
our  schools,  they  are  not  blind  to  their  deficiencies, 
nor  to  the  many  opportunities  which  they  offer  for 
improvement.  In  this  progressive  age,  the  man  or 
the  community  that  does  not  constantly  press  for- 
ward must  needs  fall  behind  in  the  race.  Already 
some  of  our  sister  cities  are  setting  us  an  example,  in 
matters  relating  to  the  management  of  schools,  which 
it  is  not  wise  for  us  to  disregard.  The  chief  defects 
in  our  school  system,  as  at  present  administered, 
arise,  in  our  opinion,  from  the  inadequate  provisions 
which  exist  for  the  examinations  of  schools  and 
teachers. 

EXAMrN"ATIO:N^   OP    SCHOOLS. 

Years  ago,  when  the  city  and  the  School  Board 
were  both  much  smaller  than  they  are  now,  a  special 
committee  of  the  Board  was  annually  appointed  to 
examine  the  various  schools,  to  compare  them  with 
each  other,  and  to  report  the  results  of  their  investi- 
gations. In  the  present  condition  of  affairs,  no  com- 
mittee could  be  expected  to  perform  this  laborious 
service,  l^ov  is  it  possible  for  the  Superintendent, 
with  the  many  and  various  duties  which  occupy  his 
time,  to  conduct  any  such  detailed  examinations. 
The  city  at  present  contains  nearly  sixteen  square 
miles  of  territory.  According  to  the  statistics  given 
above,  in  order  to  examine  all  the  schools,  it  would 
be  necessary  to  visit  870  different  rooms.     The  quar- 


REPORT  OF   THE    SCHOOL   COMJVIITTEE.  11 

terly  examinations,  which  are,  by  the  rules  of  the 
Board,  required  to  be  made  by  the  committees  of  the 
several  High  and  District  Schools,  while  answering  a 
good  purpose,  are  yet  conducted  by  different  persons, 
who  are  without  the  opportunity  of  comparing  the 
various  schools  with  each  other.  Their  efforts,  there- 
fore, are  entirely  disconnected,  and  produce  no  im- 
pression which  is  felt  by  the  schools  as  a  whole.  The 
consequence  is  that  we  have  a  vast  number  of  frag- 
mentary and  extremely  unequal  reports,  from  which 
it  is  impossible  to  draw  any  general  conclusions.  It 
is  very  desirable  that  greater  unity  should  exist  in  our 
system  of  schools,  as  regards  the  modes  of  instruction 
and  the  standard  of  scholarship.  The  valuable  expe- 
rience of  one  school  should  belong  to  the  whole. 
Whatever  methods  of  instruction  or  discipline  are 
found  to  be  particularly  useful  in  one  district  should 
not  wait  long  before  being  communicated  to  the 
others.  The  separate  parts,  each  with  many  excel- 
lences of  its  own,  are  suffering  for  the  want  of  being 
brought  together  in  closer  union. 

ASSISTANT    SUPEKINTENDENTS. 

It  seems  altogether  certain  that  no  systematic  ex- 
aminations of  all  the  schools  can  be  made  under  the 
present  regulations  of  the  Board.  Officers  are 
needed  for  that  special  purpose.  In  this  respect  the 
city  of  'New  York  is  in  advance  of  our  own.  The 
general  work  of  school  examination  is  there  com- 
mitted to  five  superintendents,  who  receive  liberal 
salaries,  and  are  generally  selected  from  among  the 


12  ANNUAL   SCHOOL   EErORT. 

successful  teachers  of  the  city.  We  believe  that  the 
adoption  of  a  similar  plan  in  Boston  would  be  imme- 
diately productive  of  good  results,  which  would  be 
seen  in  the  improved  working  of  our  entire  school 
system. 

EXAMtN"ATIOK   OF   TEACHERS. 

How  to  secure  a  more  thorough  and  systematic  ex- 
amination of  teachers  is  another  question,  which  is 
regarded  with  deep  interest  by  many  members  of  the 
School  Board.  There  can  be  little  doubt  that  our 
present  method,  or  rather  want  of  method,  admits  of 
great  improvement.  The  utter  lack  of  uniformity  in 
the  modes  by  which  teachers  are  selected,  and  the 
absence  of  any  fixed  standard  of  measuring  their 
qualifications,  cannot  fail  to  produce  much  confusion 
in  various  ways.  Fortunate  in  the  possession  of  many 
admirable  teachers,  it  cannot  be  doubted  that  the  city 
would  be  far  better  off"  as  regards  this  class  of  servants, 
if  certain  definite  rules,  clearly  intelligible  to  every 
one,  had  been  consistently  observed  in  their  appoint- 
ment. There  is  no  reason  why  a  community  so 
munificent  in  all  matters  pertaining  to  education, 
should  not  always  be  able  to  obtain  the  very  best 
talent  in  its  instructors. 

The  Superintendent,  in  his  twenty-fourth  report, 
published  herewith,  makes  many  valuable  suggestions 
on  this  point.  He  says :  "  We  need  better  regulations 
in  respect  to  the  examination  of  teachers.  In  this 
respect,  instead  of  making  progress,  we  have  lost 
ground.  Ten  or  twelve  years  ago  candidates  were 
seldom  elected  without  having  passed  an  examination. 


REPORT  OF  THE  SCHOOL  COMMITTEE.         13 

Latterly  teachers  have  in  most  cases  been 

appointed  without  an  examination.  I  am  fully  per- 
suaded that  the  best  interests  of  our  schools  demand 

a  reform  in  this  respect What  is  needed 

especially  is  a  fair  chance  for  competition.  And  how 
can  there  be  a  fair  chance  for  competition  so  long 
as   there  are  no  examinations  open  to  all  comers? 

We  want  teachers  who  combine  tact  and 

technical  sldll  with  good  scholarship.  The  choice 
should  not  be  between  tact  without  scholarship,  and 
scholarship  without  tact.  We  should,  in  the  first 
place,  exclude  all  candidates  who  have  not  good 
scholarship,  and,  I  should  say,  very  good  scholarship, 
no  matter  how  much  tact  they  may  have,  and  then 
from  the  good  scholars  select  those  who  show  the 
most  tact.  Teachers  who  are  not  good  scholars  do 
not  wear  well.  They  are  not  likely  to  improve.  They 
become  more  and  more  mechanical  in  their  teaching." 
But,  not  to  quote  further  from  a  document  to  which 
any  one  may  turn  who  reads  this  report,  we  wish  to 
subscribe  heartily  to  the  sentiments  therein  contained, 
and  to  express  the  hope  that  before  any  long  time 
shall  have  elapsed,  means  may  be  devised  for  carry- 
ing them  out  to  some  practical  issue.  The  "pedes- 
trian competition,"  to  which  the  Superintendent 
humorously  alludes  in  another  part  of  his  report,  is 
certainly  unworthy  of  further  encouragement.  ^TsTear- 
ly  all  the  other  large  cities  of  the  Union  subject  their 
teachers  to  the  test  of  a  strict  examination,  and  with 
apparently  good  results.  If  Boston  is  to  maintain 
her  present  position  in  educational  matters,  she  can- 
not afford  to  be  negligent  or  careless   with   respect 


14  ANNUAL   SCHOOL   REPORT. 

to  the  attainments  of  those  whom  she  chooses  as 
the  instructors  of  her  children. 

CO-OPERATIOI^  BETWEEN^    THE   HIGH  AND    GEAMMAE 

SCHOOLS. 

The  programme  according  to  which,  a  few  years 
since,  the  studies  of  the  Grammar  and  Primary  Schools 
were  strictly  graded  and  classified,  has  proved  an 
entire  success,  so  far  as  those  schools  are  concerned. 
It  is  to  be  regretted,  however,  that  between  the 
Grammar  and  High  Schools  there  is  not  the  perfect 
co-operation  which  might  be  desired.  Especially  is 
this  the  case  with  the  schools  for  boys.  The  child 
passes  easily  and  naturally  from  the  Primary  to  the 
Grammar  School,  under  the  surveillance  of  the  master 
of  the  district;  but  when  he  reaches  the  higher  Gram- 
mar vSchool  classes,  he  is  not  so  readily  suffered  to 
depart  by  the  same  master.  The  consequence  is  that 
the  average  age  of  boys  admitted  to  the  English 
High  School  is  nearly  fifteen  years,  instead  of  twelve, 
which  is  the  age  indicated  in  the  regulations.  What- 
ever the  cause  may  be,  —  whether  the  masters  like  to 
retain  as  long  as  possible  the  boys  who  do  credit  to 
their  schools,  or  are  over-solicitous  that  they  should 
pass  the  High  School  examinations  Avith  special  honor, 
—  whether  the  boys  themselves  are  held  back  by 
needlessly  slow  promotions,  or  suffer  from  association 
with  companions  who  have  no  intention  of  going 
beyond  the  Grammar  School  course,  —  the  fact 
remains,  that  they  are  not  sufficiently  aided  and  en- 


REPORT  OP  THE  SCHOOL  COMMITTEE.         15 

couraged  to  enter  the  High  Schools  at  an  early  period. 
'No  one  conversant  with  the  subject  can  doubt  that 
here  is  an  abuse  to  which  some  corrective  needs  to 
be  vigorously  applied.  We  will  not  enlarge  upon  a 
matter  which  was  ably  and  elaborately  discussed  in 
the  report  of  last  year;  but  will  simply  suggest  that 
one  good  work  which  might  be  done  by  assistant 
superintendents,  if  they  should  be  appointed,  would 
be  to  examine  and  readjust  our  school  machinery  at 
the  point  of  contact  between  the  High  and  Grammar 
Schools. 

INDUSTRIAL     EDUCATION. 

The  attention  of  the  Board  has  been  called  repeat- 
edly to  the  subject  of  Industrial  Education.  It  can 
hardly  be  doubted  that  the  time  is  near  at  hand,  when 
free  instruction  in  the  mechanic  arts  and  other  indus- 
trial pursuits  will  be  given  to  all  who  desire  it,  just  as 
it  is  now  given  in  drawing,  music,  and,  to  a  limited 
extent,  in  needle-work.  The  question  is,  how  and 
where  to  make  a  beginning.  A  report  on  this  sub- 
ject, in  the  appendix  of  this  volume,  contains  the 
very  practical  suggestion  that  instruction  in  the  cut- 
ting and  making  of  garments  might  be  immediately 
commenced  in  our  girls'  schools.  We  cannot  believe 
that  this  important  matter  will  be  permitted  to  rest 
for  any  great  length  of  time  without  further  consid- 
eration and  action. 


16  ANNUAL   SCHOOL  REPORT. 

ACCOMPANYING   DOCUMENTS. 

Many  topics  press  themselves  upon  our  notice, 
which  it  would  be  pleasant,  and  perhaps  profitable,  to 
discuss.  But  adhering  to  our  purpose  of  simply 
mentioning  the  most  important  matters  which  are 
actually  engaging  the  attention  of  the  Board, 
we  forbear  to  speak  of  them.  We  will  merely  refer 
the  reader  to  the  reports  on  the  High  Schools,  on 
Music,  and  on  Drawing,  and  to  the  various  other 
documents  contained  in  this  volume. 

CONCLUDING   REMARKS. 

It  is  but  a  truism  to  say  that  the  work  of  educating 
the  children  of  a  nation,  or  even  of  a  city,  is  important 
beyond  the  power  of  man  to  estimate.  !N'o  efforts  in 
this  direction,  if  they  are  wisely  made,  can  be  too 
great,  in  consideration  of  the  objects  to  be  attained. 
In  the  tender  and  impressible  period  of  childhood 
are  laid  the  foundations  of  character.  What  the 
mind  receives  at  that  early  age  remains,  with  its  in- 
fluence for  good  or  evil,  through  all  the  subsequent 
life.  The  end  is  beyond  this  world.  If,  as  Words- 
worth says,  "The  child  is  father  of  the  man,"  then 
the  man  is  father  of  the  angel.  Our  work  is  not 
merely  to  train  up  substantial  and  prosperous  citi- 
zens; we  are  communicating  some  of  their  strongest 
and  most  lasting  impressions  to  immortal  souls. 
Gradually  the  mind  is  unfolded  from  without  inwards, 
—  from  the  condition  of  the  infant  when  the  use  of 
his  senses  is  first  acquired  by  him,  to  deeper  and 


REPORT  OF  THE  SCHOOL  COMMITTEE.  17 

ever  deeper  possibilities  of  love  and  thought.  Edu- 
cation is  good,  in  proportion  as  it  tends  to  goodness, 
—  reaching  beyond  knowledge,  beyond  worldly  suc- 
cess, beyond  the  coveted  prizes  of  this  life,  —  to 
purity  of  heart,  and  the  peace  which  passeth 
understanding. 

JAMES  EEED,   Chairman, 
BAYLIES   SA^FOED, 
GEORGE  M.  HOBBS, 
WILLIAM  H.  LEARNARD,  JR., 
RICHARD  J.  FE^ELLY, 
CHRISTOPHER  A.  C0^:N^0R, 
GEORGE  D.  RICKER, 
JOH^  JN^OBLE. 


REPORTS 


COMMITTEES  ON  THE  HIGH  SCHOOLS, 


School  Tear  Ending  August  SI,  1872, 


LATIN  SCHOOL. 


The  number  of  pupils  in  this  school  the  past  year 
was  two  hundred  and  seven.  Average  attendance, 
one  hundred  and  ninety-five.  Percent  of  attend- 
ance ninety-four.  Diplomas  were  awarded  to 
eighteen.  Four  others  were  members  of  the  school 
for  the  greater  part  of  the  year,  but  as  they  left  before 
its  close,  they  received  no  diplomas.  Eleven  received 
the  Franklin  medal. 

Of  the  eighteen  who  received  diplomas,  fifteen 
entered  Harvard  University,  two  are  pursuing  studies 
elsewhere,  and  one  has  gone  into  business. 

The  school  experienced  a  loss  in  the  resignation  of 
Mr.  "Wm.  T.  Reid,  whose  success  as  a  teacher  had 
been  very  gratifying  to  the  Committee.  He  resigned 
his  situation,  to  accept  the  ofiice  of  Superintendent 
of  Schools,  at  Brookline,  Mass. 

It  is  more  than  ever  apparent  that  better  accom- 
modations should  be  provided  for  this  school.  The 
portion  of  the  building  assigned  to  it  in  Bedford 
street  is  too  small,  and  two  classes  are  colonized  in 
the  school-house  on  Harrison  avenue.  The  rapid 
advance  of  business  in  its  vicinity,  will  very  soon 
render  the  building  entirely  unsuitable  for  school 
purposes. 


22  ANNUAL    SCHOOL    REPORT. 

Great  as  is  the  acknowledged  importance  of  the 
instruction  given  in  the  Grammar  Schools,  the  credit 
of  the  city  is  at  least  equally  involved  in  the  main- 
tenance of  successful  schools  of  a  higher  order.  It  is 
not  difficult  to  show  that  in  this  success  every  class 
of  the  community  has  an  almost  equal  interest. 

The  number  of  boys  in  this  city  who  are  now 
seeking  exactly  that  kind  of  training  which  this 
school  aims  to  give,  was  probably  never  larger  than 
at  present.  ISTor  is  there,  as  many  persons  imagine, 
any  such  antagonism  between  the  purposes  of  this 
school,  and  those  of  the  English  High  School,  that 
the  prosperity  of  the  one  would  imply  a  decline  of 
the  other  in  general  favor.  These  two  schools  rep- 
resent equivalent,  but  differing  plans  of  study,  adapt- 
ed to  the  diverse  aims  of  two  classes  of  students, 
existing  of  necessity  in  every  community. 

Within  the  last  two  years,  important  changes  have 
been  made  in  the  curriculum  of  studies  pursued  in  the 
Latin  School,  and  it  may  not  be  unprofitable  briefly  to 
refer  to  them.  Till  the  year  1870,  the  college  at 
Cambridge  ably  supplemented  the  school  course. 
The  classical  authors  omitted  in  the  Latin  School 
were  studied  at  college,  while  a  large  and  generous 
instruction  in  other  branches  redeemed,  to  a  consid- 
erable extent,  the  deficiencies  of  the  school  plan.  At 
twenty  years,  Boston  boys  had  accomplished,  at 
school  and  college,  very  nearly  what  boys  of  the 
same  age  in  other  countries  ordinarily  attain.  The 
school,  as  thus  existing,  formed  the  lower  half  of 
what  would  be  called  a  school  in  those  countries, 
while  the  college  remained  the  upper  half ',  an  upper 


LATIN    SCHOOL.  23 

school,  too,  with  which  any  commtinity  might  well 
be  more  than  content. 

When,  four  years  ago,  in  consequence  of  the  im- 
provements made  at  Cambridge,  the  requirements 
for  admission  were  advanced,  and,  as  a  result,  the  age 
of  boys  entering  college  from  Boston  was  altered 
from  sixteen  years  to  eighteen  or  nineteen,  while  the 
average  age  of  graduation  became  twenty-two,  new 
difficulties  presented  themselves. 

The  parents  of  boys  who  had  been  kept  till  eigh- 
teen years,  or  nineteen,  under  training,  would  not 
unnaturally  feel,  that,  at  that  time,  the  elementary 
instruction  of  their  children  ought  to  be  nearly,  or 
quite  completed.  Moreover,  many  families,  willing 
and  able  to  give  their  sons  a  full  education,  would 
probably  be  compelled  to  hesitate  if  such  a  training 
must  go  on  to  the  age  of  twenty-two  years  or  more. 
Again,  if  the  whole  period  of  study,  preparatory  and 
professional,  were  rightly  to  last  till  twenty-five,  it 
might  be  matter  of  doubt,  whether  the  greater  num- 
ber of  students  would  not  wisely  elect  to  give  to  the 
studies  of  their  calling,  rather  than  to  general  culture, 
the  years  from  twenty  to  twenty-two. 

Under  these  circumstances,  a  radical  change  in 
the  course  of  study  was  planned.  It  is  not  here 
necessary  to  repeat  the  details  of  the  scheme.  It  was 
intended  to  keep  the  school  in  the  future,  what  it  had 
been  in  the  past,  strictly  a  school;  in  no  sense  to 
attempt  to  rival  the  college,  or  to  supplant  it.  The 
boys  were  to  remain  under  school  discipline.  The 
list  of  Latin  and  Greek  authors  to  be  studied  was 
enlarged.     The  study  of  English  writers  and  of  the 


24  ANNUAL    SCHOOL   REPORT. 

English  tongue  became  obligatory.  Attempt  was 
made  to  remedy  the  various  deficiencies  in  the  course 
of  study  which  have  been  mentioned.  In  the  hope 
of  attracting  to  the  school  able  teachers,  the  School 
Board  largely  increased  the  pay  of  the  under-teachers. 
Provision  was  made  for  relieving  the  school  from  the 
burden  of  boys  who  had  proved  themselves  hopelessly 
idle  and  incompetent.  The  head-master  was  required 
frequently  to  examine  the  several  rooms,  and  his 
powers  were  in  other  respects  enlarged. 

To  make  these  changes  more  effective,  two  addi- 
tional teachers  were  given  to  the .  school.  These  in- 
structors were  not  called  to  teach  either  Latin  or 
Greek.  They  were  not  responsible  for  the  discipline 
of  the  school.  It  was  hoped  that  the  presence  of 
these  teachers  would  make  certain  the  introduction 
of  the  new  studies,  the  need  of  which  had  been  so 
deeply  felt. 

The  anomalous  position  of  these  teachers,  however, 
jjroved  a  source  of  annoyance;  and  after  a  trial  of 
eighteen  months,  this  feature  of  the  plan  was,  by 
general  consent,  abandoned;  all  the  under-masters 
of  the  school  being  placed  from  that  time  on  a  foot- 
ing of  equal  authority,  while  it  was  decided  that 
hereafter,  the  instruction  in  the  school  shall  be  strictly 
departmental;  history  to  be  taught  by  the  instructor 
of  history  alone,  mathematics  by  the  mathematical 
teacher,  or  teachers,  and  so  on,  through  all  the  sub- 
jects of  study. 

An  obstacle  to  the  success  of  the  school  has  been 
found  to  exist  in  the  ftict,  that  teachers  of  promise, 
whose  services  it  was  important  to  secure    for  the 


LATIN   SCHOOL.  25 

school,  have  in  several  instances  preferred  the  work 
and  rank  of  professor,  in  small  and  distant  colleges,  at 
half  the  income  offered  by  the  city.  If  the  present 
23lan  of  the  school  is  to  be  maintained,  it  might  perhaps 
be  possible  to  obtain  from  some  authorized  source,  the 
title  of  professor,  or  some  equivalent  honor,  for  its 
more  distinguished  teachers.  In  numberless  instances 
the  more  eminent  German  scholars  have  been  found 
teaching  in  the  schools,  rather  than  at  the  universities. 
It  must,  however,  be  acknowledged,  that  New  Eng- 
land teachers  will  in  many  cases  prefer  the  control,  of 
their  work  by  their  own  profession,  which,  is  estab- 
lished in  colleges,  to  that  of  large  and  loosely  con- 
stituted School  Committees  in  cities  and  towns. 

Whenever  it  may  become  necessary  to  choose  a  new 
head-master  for  this  school,  the  difficulty  of  selecting 
a  suitable  man  will  be  very  great.  In  such  a  school, 
the  key  to  the  success  of  the  whole  system  lies  in  the 
choice  of  a  head-master  of  commanding  ability. 
Everythingin  the  complicated  mechanism  of  the  school 
should  be  controlled  by  his  hand. 

The  sum  offered  for  the  services  of  a  head-master 
is  by  some  considered  extravagant.  Yet  suburban 
towns  in  this  neighborhood  already  give  nearly  as 
much.  In  Roxbury  the  teacher  of  an  endowed  school, 
containing  half  our  number  of  boys,  is  more  liberally 
paid,  and  any  man  possessing  the  requisite  quaUfica- 
tions  for  the  position  of  our  head-master  can  earn 
more  than  twice  the  sum  which  we  offer,  by  opening 
a  private  school  in  this  city.  The  difficulty  felt  at 
this  moment  in  finding  any  desirable  candidate  for  the 


26  ANNUAL   SCHOOL  REPORT. 

kindred  great    schools  of  Andover  and  Exeter  well 
illustrates  the  point  in  hand. 

Hardly  any  other  cause  has  more  interfered  with  the 
success  of  the  school  than  the  character  of  the  material 
presented  for  admission.  The  refuse  of  other  schools, 
public  and  private,  has  been  offered.  Side  by  side, 
boys  well  prepared,  and  those  hardly  prepared  at  all, 
have  entered  its  classes.  Valuable  time  is  thus  con- 
stantly wasted  in  the  effort  to  atone  for  earlier  Ubglect. 
The  class  of  boys  who  should  be  expected  to  fill  this 
school  do  not  now  attend  any  public  school.  Were  the 
Latin  School  allowed  to  establish  preparatory  classes 
for  boys  of  eight  years,  the  difficulty  under  considera- 
tion would  be  completely  mastered,  and  at  the  same 
time  the  public  schools  of  the  city  would  receive  a 
reinforcement  which  would  in  many  ways  tell  upon 
the  success  of  the  whole  system. 

It  is  a  matter  of  question,  whether  the  plan  of  daily 
marks  for  school  work,  generally  j^ractised,  may 
not  well  be  given  up.  This  custom  demands  in  every 
room  minutes  which  should  not  be  spared  from  teach- 
ing. The  monthly  returns  which  follow  it,  form  to 
many  valuable  teachers  a  most  annoying  addition  to 
their  work ;  while  to  the  boys  it  is  a  constant  tempta- 
tion to  cheating  and  unfairness,  furnishing  at  the 
same  time  a  standard  of  merit  which  is  probably  often 
extremely  deceptive. 

In  one  of  the  cities  of  the  United  States  the  use 
of  text-books  by  teachers  has  been  forbidden;  only 
a  memorandum  of  heads  of  matters  to  be  taught 
being  left  in  his  or  her  hands.  Inapplicable  as  this 
rule  is  in  the  study  of  an  ancient  classic,  its  adoption 


LATIN    SCHOOL.  27 

in  all  other  departments  would  constitute  a  memora- 
ble advance  in  the  art  of  teaching  among  us. 

The  unfortunate  change  by  which  the  afternoon 
session  of  the  school  was  several  years  ago  given  up 
continues  in  force.  After  three  hours  of  school  work 
the  boys  are  jaded  and  tired,  and  if  allowed  to  make 
trial  of  the  former  arrangement  of  hours  would  soon 
show  the  invigorating  effect  of  the  old  three  hours' 
intermission.  What  can  the  city  expect  in  temper  or 
ability  from  a  teacher,  who  daily,  after  a  hurried  break- 
fast at  half-past  six,  comes  to  town  without  again 
taking  a  meal  till  three  in  the  afternoon?  Probably  no 
desirable  reform  in  the  arrans'ement  of  the  school  would 
provoke  such  determined  resistance  from  both  boys 
and  parents  as  a  return  to  the  wise  plan  of  three 
o'clock  afternoon  school;  and  yet  hardly  any  other 
change  is  so  imperatively  demanded  for  the  health  and 
progress  of  the  boys.  The  single  argument  by  which 
the  present  hours  are  defended,  that  a  small  minority 
of  boys  would  find  it  hard  to  reach  home  in  the  inter- 
val, finds  its  sufficient  answer  in  the  proposal  of  the 
Institute  of  Technology  to  furnish  for  its  students,  so 
placed,  dinner  at  cost, —  a  step  which  the  city  might 
far  better  imitate  than  to  persevere  in  the  present  dis- 
astrous plan  of  crowding  into  one-half  of  the  day  all 
school  labor. 

The  consideration  of  the  last-mentioned  difficulty 
suggests  that  obstacle  which  more  than  ail  others  em- 
barrasses the  Latin  School,  the  want  of  hearty  and 
efficient  support  from  the  parents  of  the  boys.  Here 
lies  the  real  trial  of  the  school.  Were  the  high  value 
of  the  education  offered  cheerfully  recognized  at  home ; 


28  ANNUAL    SCHOOL   REPORT. 

were  it  felt  there  that  to  accomplish  this  end,  idle 
amusements  and  desultory  reading  must  be  resolutely 
put  away;  we  should  not,  on  the  one  hand,  hear  boys 
unblushingly  excuse  neglect  of  a  lesson,  "because 
they  went  to  a  party;"  or,  on  the  other,  see  the  editor 
of  our  leading  daily  journal  advise  that  young  men 
should  gain  all  the  rudiments  of  a  noble  education 
in  five  hours  a  day  of  school  recitation  and  study, 
without  any  labor  at  home. 

Kespectfully  submitted. 

HE^RY  S.  WASHBURN, 

Cliairnian. 


LATIN   SCHOOL. 


29 


CATALOGUE  OF  THE  TEACHERS  AND  PUPILS 
THE  LATIN  SCHOOL,  SEPTEMBER,  1872. 


OF 


HEAD-MASTER. 

FKANCIS  GARDNEE. 


AUGUSTINE  M.  GAY, 
MOSES  MERRILL, 
GEORGE  W.  PIERCE, 
JOSIAH  G.  DEARBORN, 


AUGUSTUS  H.  BUCK, 

GEORGE  W.  MINNS, 
JOHN  S.  WHITE,  Jr. 
CHARLES  J.  CAPEN, 


JOSEPH  W.  CHADWICK. 

INSTRUCTOR   IN    FRENCH. 

PROSPERE  MORAND. 

INSTRUCTOR   IN   DRAWING. 

CHARLES  A.  BARRY. 

INSTRUCTOR   IN   MUSIC. 

JULIUS  EICHBERG. 

INSTRUCTOR   IN   MILITARY   DRILL. 

LIEUT.-COL.  HOBART  MOORE. 


PUPILS. 


FIRST    CLASS, 

Bell,  William  Macpherson 
Bowser,  Alexander  Thomas 
Brett,  John  Quincy  Adams 
Campbell,  Newell  Rogers 
Cheney,  James  Loring 
Currier,  Charles  Gilman 
Cashing,  Hayward  Warren 
Cutler,  Frederick  Waldo 
Cutler,  Walter  Marshall 
Cutter,  Edward  Jones 
Denny,  Arthur  Briggs 
Dunham,  Howard  Gary 
Fulton,  Frank  Edward 
Grover,  Preston  Herbert 
Hudson,  Henry  Bright 


Litchfield,  William  Harvey 
Morse,  Edward  Leland 
Pierce,  Mattlrtw  Vassar 
Pierce,  Quincy 
Rollins,  Frank  Waldron 
Russell,  Waiter  Herbert 
Sherman,  Addison  Monroe 
Sherman,  Thomas  Foster 
Walker,  James  Wise 
Young,  Reginald  Heber 


SECOND    CLASS. 

Allen,  Willis  Boyd 
Andrews,  Willie  Edward 
Crowley,  James  Linus 


30 


ANNUAL    SCHOOL    REPORT. 


Dana,  Francis 
Eaton,  Harold  Bayard 
Gay,  Frederick  Lewis 
Grant,  Patrick 
Jaques,  Herbert 
Lodge,  Richard  Walley 
McMichael,  Willis  Brooks 
Meinrath,  Joseph 
Miller,  Charles  Edward 
Mitchell,  John  Singleton 
Murray,  Theodore  Randolph 
Nickerson,  Frederic  Obed 
O'Dowd,  John 
Power,  David  Ewin 
Ross,  George  "Whiting 
Russell,  Thomas 
Simmons,  Thornton  Howard 
Sparrell,  Rufus  Edwin 
Stackpole,  Edward 
Tappan,  Herbert 
Thayer,  Frank  Bartlett 
Tower,  David  Bates 
Vinton,  Charles  Henry 
Wheeler,  Henry 

THIRD    CLASS. 

Archibald,  Blowers 

Bowen,  John  Templeton 

Chandler,  Frederick  Emerson 

Churchill,  John  Maitland  Brewer 

Coolidge,  William  Williamson 

Codman,  William 

Davis,  Frederick  Sumner 

Delano,  Samuel 

Dillenback,  Hiram  Irving 

Dunham,  Harry 

Everett,  Edward 

Fenno,  Lawrence  Carteret 

Hanson,  William  Greene 

Hastings,  Edward  Rogers 

Hayden,  Edward  Everett 

Hooper,  Arthur 

Jordan,  Eben  Dyer 

Kelley,  Webster 

Lincoln,  Charles  Sprague 


Merrill,  George  White 
Mitchell,  James  William 
Newton,  Edward  Wood 
Pasco,  Lewis  Albert 
Patten,  Frank  Bartlett 
Perry,  Frederick  Gardner 
Roche,  Patrick  Joseph 
Sanders,  Orren  Burnham 
Somerby,  Samuel  Ellsworth 
Stearns,  Edwin 
West,  William  Badger 

FOURTH   CLASS. 

Andrews,  Clement  Walker 
Davy,  Charles  Lewis 
Hayes,  Arthur  Clarence 
Hunt,  EdAvard  Browne 
Miller,  George  Stow 
Morris,  John  Gavin 
Nunn,  Charles  Peirce 
Tebbetts,  John  Sever 
Wade,  Robert  Stowe 

FIFTH    CLASS. 

Alger,  Philip  Rounseville 
Bailey,  Louis  Andrew 
Barstow,  Henry  Taylor 
Bates,  Frank  Prosper 
Bates,  Lewis  Palmer 
Buckley,  Philip  Townsend 
Bush,  Walter  Murray 
Butterworth,  Frank  Albert 
Casey,  Thomas  Bernard 
Clark,  Louis  Monroe 
Devine,  James  Luke 
Fales,  Willard 
Farwell,  Parris  Thaxter 
Eraser,  Donald  Allen 
Frost,  Edwin  Thomas 
Frost,  Charles  Ballou 
George,  Alvin 
Hastings,  John  King 
Hawes,  Edward  Southworth 
Hodges,  George  Clarendon 


LATIN    SCHOOL. 


31 


Hodges,  Henry  Foot 
Holder,  Frederic  Blake 
Lane,  Charles  Stoddard 
Mansfield,  Lott 
Means,  Charles  Johnson 
Millerick,  Daniel  Edward 
Milliken,  Arthur  Norris 
Morse,  Jacob 
Morse,  Warren 
Mullen,  Frank 
Norman,  William  Mellow 
Pfaff,  Charles 
Phinney,  George  Alcott 
Pierce,  Frank  Wheeler 
Keynolds,  John 
Roche,  John  Andrew 
Ruffin,  Hubert  St.  Pierre 
Savage,  John  Henry 
Shea,  John  Joseph 
Sears,  George  Gray 
Smith,  Hamilton  Sutton 
Smith,  Walter  Allen 
Somes,  William  Wyman 
Sonrel,  Louis  Agassiz 
Stevens,  William  Stanford 
Strong,  George  Alexander 
Thayer,  Henry  James 
Tilton,  Joseph  Brown 
Warren,  Charles  Everett 
Wells,  Charles  Luke 
White,  Charles  Addison 
Wilde,  George  Cobb 
Worcester,  Theodore 
Young,  Sanford  Edmund 


SIXTH   CLASS. 

Currier,  George  Warren 
Hayes,  Charles  Edmund 
Kinney,  Henry  Nason 
Mills,  Isaac  Barney 
Nickerson,  Herbert  Goodridge 
O'Connor,  George  Bernard 
Robinson,  Edward  Abbot 
Robinson,  Edward 
Sargent,  Henry  Rufus 


Stimpson,  Theodore  Fiske 
Trull,  Larkin 
Walters,  John  Forrest 
Ward,  Langdon  Lauriston 
Warren,  Franklin  Cooley 
Yenetchi,  Henry  Ainsworth 


Abbe,  Alan  Joseph 
Authes,  Augustus 
Baker,  Ezra  Henry 
Bartley,  George  Edgar 
Bicknell,  Wm.  Harry  Warren 
Bush,  Arthur  Phillips 
Cassidy,  William  Edward 
Cheney,  David  Batchelder 
Clark,  Benjamin  Preston 
Codman,  Charles  Greenough 
Crahan,  Thomas  Joseph 
Crooke,  Reuben  Francis 
Cutler,  Charles  Francis 
Darling,  Edward  Irving 
Dunton,  Charles  Hamlin 
Field,  James  Brainerd 
Halligan,  John  J.  F. 
Hastings,  Nathaniel  Wade 
Headley,  Phineas  Camp 
Hoffendahl,  George  Gordon 
Holden,  Francis  Faxon 
Jaques,  Eustace 
Kelly,  Henry  Gilmore 
Krauss,  Alonzo  Augustus 
Langmaid,  Webster  Chase 
Loring,  Prescott 
Loring,  Victor  Joseph 
MacDonald,  Martin  Alan 
Manning,  Berwick 
Mason,  George  Walter 
M'Kenny,  James  Frederic 
McLaughlin,  Frederic  Rodney 
McLaughlin,  John  Peter 
Morong,  Walter  Welsh 
Murphy,  Daniel  John 
Poor,  James  Ridgway 
Prince,  Frederic  Henry 


32 


ANNUAL    SCHOOL    REPORT. 


Reed,  Charles  Harry 
Richardson,  Frank  Chase 
Sawyer,  Jacob  J.  A. 
Smith,  Howard  Linley 
Smith,  Frederic  Richards 
Smith,  Frederic  Swan 
Stearns,  Frederic  Maynard 
Steele,  Charles  Breed 
Thompson,  Frederic  Eldridge 
Van  Benthuysen,  George 
Waples,  Rufus 
Whitney,  Arthur  Giles 
Whitridge,  Roland  Barker 


Williams,  Charles  Collier 
Williams,  William  Cowles 
Williams,  Franklin  Delano 


SUMMARY. 

First  Class   . 

25 

Second  Class 

27 

Third  Class 

30 

Fourth  Class 

9 

Fifth  Class  . 

54 

Sixth  Class  . 

68 

Total 


213 


ENGLISH  HIGH  SCHOOL. 


The  Committee  of  the  English  High  School  re- 
spectfully present  their  annual  report.  The  condi- 
tion of  this  school  for  the  year  included  between 
September,  1871,  and  September,  1872,  has  been  good, 
and  its  results  satisfactory,  notwithstanding  the  oc- 
currence of  several  unfavorable  events.-  We  refer 
here  particularly  to  the  sickness  and  resignation  of 
teachers.  Early  in  the  winter  Mr.  Geo.  H.  Howison, 
one  of  the  masters,  resigned,  his  resignation  to  take 
effect  on  the  1st  of  February;  but  for  six  or  eight 
weeks  before  his  resignation,  he  was  unable  from 
sickness  to  attend  t.o  his  class,  or  discharge  the 
duties  of  his  office,  and  a  substitute  had  to  be  pro- 
vided. When  his  resignation  took  effect,  Mr.  Albert 
Hale,  one  of  the  sub-masters,  was  promoted  to  be 
master.  Later  in  the  winter  or  opening  spring  two 
more  teachers,  Mr.  Brown  and  Mr.  Willis,  sub-mas- 
ters, were  compelled  by  ill-health  to  seek  a  tempo- 
rary release  from  their  work,  which  was  granted  for 
the  remainder  of  the  school  year.  Respite  from 
labor,  and  the  recuperative  influences  of  travel  and 
change  of  scene  and  climate,  brought  Mr.  Brown 
home  a  few  weeks  ago,  well  and  strong,  able  to 
resume  his  duties  at  the  opening  of  the  school  for 


34  ANNUAIi    SCHOOL   REPORT. 

the  year  1872-73.  Mr.  Willis,  not  recovering  his 
health  at  the  close  of  the  year,  sent  in  his  resignation, 
which  was  accepted.  Thns  for  nearly  one  half  of 
the  working  term  for  the  year  the  school  was  de- 
prived of  three  of  its  regular  teachers.  Only  those 
acquainted  with  the  difficulty  of  finding  even  perma- 
nent teachers  competent  to  the  instruction  and  disci- 
pline of  the  classes  of  the  English  High  School  can 
appreciate  how  much  the  school  suffers  when  it  has 
to  employ  for  some  months  two  or  three  even  of  the 
best  substitutes,  or  how  much  this  increases  the 
duties  and  responsibilities  of  the  head-master.  N^ot- 
withstanding  this,  the  condition  of  the  school  through 
the  year  was  largely  satisfactory.  The  programme 
of  studies  was  well  carried  out  in  all  the  divisions, 
while  the  general  character  and  deportment  of  the 
boys  in  the  first  class  and  their  interest  in  their 
studies  were  particularly  gratifying.  This  was  the 
first  class  that  had  enjoyed  throughout  their  whole 
three  years'  course  the  oppor,tunity  and  advantage 
of  systematic  instruction  in  English  Literature,  Bot- 
any, Mineralogy,  etc.,  introduced  by  the  Committee, 
under  leave  of  the  Board,  in  1869,  and  the  Commit- 
tee avail  themselves  of  this  opportunity  to  express 
their  satisfaction  at  the  results  of  this  change  and 
enlargement  of  the  studies. 

The  number  of  boys  admitted  at  the  examinations 
in  July  and  September,  1871,  was  272.  Of  these,  21 
did  not  avail  themselves  of  their  right  and  privilege 
to  attend,  so  that  the  school  opened  in  September 
with 


ENGLISH    HIGH    SCHOOL.  dO 

17  pupils  in  the  advanced  class. 
107         "  first         " 

184         "  second    " 

248        "  third       " 

Total,  556 

The  average  number  during  the  year  was  516,  the 
per  cent,  of  attendance  was  97.4.  Eight  boys  left 
the  first  class  during  the  year,  99  graduating ;  by  far 
the  largest  number  ever  thus  dismissed  from  the 
school.  Diplomas  were  awarded  to  all,  and  Frank- 
lin medals  to  18.  To  what  various  influences  it  is  to 
be  attributed  the  Committee  do  not  pro230se  to  con- 
sider at  this  time;  but  it  is  a  gratifying  fact  that  of 
late  years  a  much  larger  proportion  of  hojs  remain 
to  complete  the  three  years'  course  at  the  school  than 
formerly,  and  the  percentage  of  graduation  now,  this 
year,  is  threefold  what  it  was  ten  years  ago. 

The  class  admitted  in  1861  numbered  92,  the  num- 
ber that  graduated  at  the  end  of  three  years,  1861:, 
was  15  =  16  1-3  per  cent.  The  class  admitted  in 
1869  numbered  199;  the  number  graduated  1872 
was  99  =  49  3-4  per  cent.  Fifteen  members  of  this 
graduating  class  of  99  retain  their  connection  with 
the  school  as  members  of  the  advanced  class  for 
1872-73.  This  last  year  the  advanced  class  num- 
bered 17,  and  at  the  late  annual  exhibition  of  the 
school,  their  manifest  proficiency  in  the  various 
studies  they  had  been  pursuing  reflected  great 
credit,  not  only  upon  themselves,  but  upon  their 
instructors. 

In   concluding   their  brief  report,  the  Committee 


36  ANNUAL   SCHOOL   EEPORT. 

have  only  to  express  the  earnest  hope  that  the  city 
government  will  not  permit  this  school  to  snffer  for 
five  years  to  come,  as  it  has  for  five  years  past,  for  the 
want  of  a  suitable,  convenient  and  appropriate  baild- 
ing,  in  which  the  whole  school  can  be  accommodated 
under  one  roof,  and  thus  become  a  unit,  with  one 
spirit  pervading  it  and  presiding  over  it. 
Kespectfully  submitted  for  the  Committee. 

S.  K.  LOTHKOP, 

Chairman. 
October,  1872. 


ENGLISH   HIGH    SCHOOL. 


37 


CATALOGUE    OF    THE    TEACHERS    AND    PUPILS    OF 
THE  ENGLISH   HIGH   SCHOOL,    SEPTEMBER,    1872. 

HEAD-MASTER. 

CHARLES  M.  CUMSTON. 


MASTERS. 

LUTHER  W.  ANDERSON,  I   ROBERT  E.  BABSON, 

MOSES  WOOLSON,  I   L.  HALL  GRANDGENT, 

ALBERT  HALE, 


SUB-MASTERS. 


CHARLES  B.  TRAVIS, 
JOHN  P.  BROWN, 
CHARLES  J.  LINCOLN, 
ALONZO  G.  WHITMAN, 
CHARLES  H.  CUMSTON, 
JOHN  O.  NORRIS, 


LUCIUS  H.  BUCKINGHAM, 
LE  ROY  Z.  COLLINS, 
JOSEPH  W.  KEENE, 
THOMAS  J.  EMORY, 
CHARLES  O.  WHITMAN, 
JOHN  F.  CASEY. 


TEACHER    OF   FRENCH. 

NICHOLAS  F.  DRACOPOLIS. 


TEACHER    OP    MUSIC. 

JULIUS  EICHBERG. 


TEACHERS    OF    DRAWING. 

HENRY  HITCHINGS,  EDWARD  K.  CLARK. 


TEACHER   OF   MILITARY   DRILL. 

LIEUT.-COL.  HOBART  MOORE. 


38 


ANNUAL   SCHOOL  REPORT. 


PUPILS. 


ADVANCED    CLASS. 


Brigham,  Oliver  Smith  Chapman 
Buss,  Edward  Augustus 
Covin,  William  James 
Doherty,  Cornelius  Frederick 
French,  Abram  De  Grauw 
Holland,  John  Bernard 
Hurlbert,  Henry  Francis 
Jenney,  Walter 
Priest,  Walter  Ashley 
Ricker,  George  Fabyan 
Sampson,  Edward  Nason 
Slattery,  Lawrence  William 
Stinson,  Wilber  Henshaw 
Stone,  Clarence  Eastman 
Underwood,  George  Frank 
Wright,  Walstein  Fuller 

FIRST   CLASS. 

Adams,  Charles  Jesse 
Almy,  Henry  Niles 
Anderson,  Luther  Stetson 
Armstrong,  George  Ernest 
Babcock,  John  Brazer,  Jr. 
Babcock,  Wilber  Chester 
Baker,  Charles  Morrill 
Baldwin,  Harry  Heath 
Barron,  Clarence  Walker 
Barry,  Thomas  Jackson 
Bartlett,  Charles  Augustus 
Bartley,  William  Henry 
Beeching,  George  Washington 
Beeching,  William  Henry 
Bodwell,  Charles  Thomas 
Bradford,  William  Burroughs 
Brewer,  Frank  Crocker 
Brown,  Frederic  Walter 
Brown,  Samuel  Edward,  Jr. 
Calkins,  Frederic  Walter 
Carter,  Clarence  Howard 
Casco,  William  Henry  Appleton 
Caton,  William  Jordan 
Church,  Clifton 
Clapp,  John  Bouvfi 


Clarke,  John  Henry 
Cobb,  Albert  Winslow 
Copeland,  Charles  GUman 
Gushing,  Livingston 
Daly,  James  Washington 
Drew,  Charles  Fuller 
Duncan,  Charles  Isaac 
Edwards,  Charles  Robbins 
Emerson,  Henry  Lawrence 
Estabrook,  Charles  Eugene 
Everett,  Charles 
Farrar,  Granville  Robinson 
Faxon,  Edward  Pope 
Fishel,  Jacob  Louis 
Flynn,  William  Patrick 
French,  William  Sidney 
Gilson,  Alfred  Henry 
Goodsell,  Evelyn  Bonn 
Gorman,  Charles  Frederick 
Gourley,  John,  Jr. 
Gowen,  Caleb  Emery 
Gray,  Allen  Frank,  Jr. 
Greene,  Frank  Eugene 
Hawes,  Edward  Hall 
Hews,  Joseph  Richard 
Hunneman,  George  Hewes 
Hunting,  George  Stanley 
Keenan,  Thomas  Henry 
Knights,  Francis  Hiram 
Langell,  Everard  Irwin 
Levi,  Louis 
Lincoln,  David  Pratt 
Lincoln,  Frederic  Walker,  Jr. 
Lovis,  Andrew  Morgan 
Lynch,  John  Bernard 
Manson,  Frederic  Tower 
Marshall,  Melville  Tilden 
Mather,  William  Herbert 
McAloon,  Antoine  Aloysius 
McCool,  Robert  John 
McDonald,  Frederic  Alexander 
McGill,  James  Francis 
McKenna,  Frank  Charles 
M'Kenney,  Charles  Francis 
Milton,  Albert  Gookin 


ENGLISH   HIGH    SCHOOL. 


39 


Morey,  Warren  Woodbury 
Moriarty,  Edward  Josepli 
Mulchinock,  John  Dennis 
Murphy,  John  Cunningham 
Noble,  Frank  Charlton 
Palmer,  Benjamin  Sanborn 
Parsons,  Edward  Jenness 
Peabody,  Frank  Everett 
Pierce,  Eugene  David 
Porter,  Lewis  Bates 
Porter,  John  Allison 
Prentiss,  Frederic  Herbert 
Preston,  Thomas  Webb 
Raymond,  Frank  Freeborn 
Reddy,  Robert  Franklin 
Richardson,  Charles  Edward 
Ripley,  Edward  Franklin 
Robinson,  Arthur  Burton 
Roskell,  George  Linsay 
Roulston,  Thomas  William 
Sargent,  Charles  William 
Saunders,  Frank  Dexter 
Shea,  Daniel  Joseph 
Simonds,  Benjamin  Frank  P. 
Spicer,  Vibe  Clay 
Stephenson,  Walter  Bryant 
Somes,  Charles  Frank 
Stewart,  Charles  Edwin 
Sullivan,  Eugene  Francis 
Sullivan,  Michael  John 
Summerfield,  Edward 
Talbot,  Edward  Lowell 
Taylor,  George  Albert 
Tufts,  Harry  Payne 
Underwood,  Arthur  Roswell 
Upham,  Harry  Thomas 
Warner,  Albert  Eri 
Webb,  Henry  Edgecombe 
Wheeler,  Albert  James 
Wheeler,  Frederic  Loring,  Jr. 
Willard,  Charles  Sumner 
Willis,  Charles  Orsmer 
Witherell,  Julian  Franklin 
Wyman,  Horace  Adelbert 


SECOND   CLASS. 

Adams,  Henry 

Allen,  George  Ellis 

Andrew,  Andrew  Jerome 

Babcock,  Frank  Marcellus 

Bachelder,  Frank  Albert 

Bailey,  Parker  Nell 

Bellamy,  John 

Bennett,  Everett  True 

Blakeney,  Joseph  Aloysius 

Blodgett,  Charles  William 

Blodgett,  William  Ashley 

Bornstein,  Mayer  Louis 

Bowles,  Henry  Byron  Means 

Boynton,  George  Wesley  Berret 

Brown,  Alfred  Winsor 

Brown,  Charles  Gleason 

Brown,  William  Francis 

Burke,  Richard,  Jr. 

Chandler,  Oscar 

Chase,  William  Parton 
Clarke,  Eugene  Harmon 
Cobb,  Charles  Hiram 
Coleman,  John  Bernard 
Conant,  George  Bancroft 
Converse,  Henry  Tucker 
Cosgrave,  William  Thomas 
Cotton,  Albert  EUery 
Cowm,  Nelson  Francis 
Creed,  Michael  James,  Jr. 
Crosbie,  Robert  Franklin 
Crosby,  Edward  Harry 
Croston,  William  Henry 
Dalton,  Rufus  Hinckley 
Damon,  Herbert 
Davis,  Charles 
Dexter,  Charles  Henry 
Donald,  David  Peter 
Drew,  Walter  Greenwood 
Drowne,  Frederic  Haskell 
Duran,  John  Henry 
Dykes,  Alfred,  Jr. 
Ellis,  Edward  Jarvis 
Emmons,  James  Nathaniel 
Fabyan,  John 
Farnsworth,  Edward  Miller,  Ji 


40 


ANNUAL   SCHOOL   REPORT. 


Farren,  Thomas  George 
Fillebrowne,  Clarence  Reynolds 
Flapders,  Albert  Lewis 
Foley,  Peter 
Foltz,  Herbert 
Foster,  Henry  Winslow 
Frame,  John  Franklin 
Frost,  James  Piper 
Frye,  Frank  Henry 
Fuller,  George  Samuel  Taylor 
Gallivan,  Timothy  Aloysius 
Galvin,  John  Edward 
Gay,  Eben  Howard 
Geary,  James  Richard 
Gill,  Gregor  Wymond 
Glover,  Nathan  Holbrook 
Goodwin,  George  Albert 
Gorman,  Timothy  Francis 
Grover,  Frank  Martin 
Guild,  Chester,  Jr. 
Guinzburg,  Henry  Aaron 
Haley,  Robert  John 
Ham,  William  John 
Harrigan,  Timothy  Francis 
Hartshorn,  Eugene  Francis 
Hawthorne,  Robert  Samuel 
Hayes,  James  Bernard 
Hennessey,  John  Luke 
Heyer,  Frank  Aloysius 
Hill,  Walter  Bryant 
Hilliard,  Richard  Walter 
Hobbs,  Frederic  Walden 
Holland,  Charles  Fletcher 
Holman,  Frank  Chapin 
Hubbard,  Eliot 
Jennings,  Charles  Edwin 
Johnson,  Charles  Sanford 
Johnson,  Henry  Augustus 
Kelley,  Arthur  Freeman 
Kelliher,  John  Dennis 
Kingman,  Abner,  Jr. 
Kingsbury,  Edward  Reynolds 
Knapp,  Samuel  Stetson 
Knowles,  Artliur  Jacob 
Lapham,  William  Robert 
Leavitt,  William  Sanborn 


Lincoln,  Leon  Girard 
Lodge,  John  Thomas 
Lunt,  Albert  Francis 
Lynch,  George  Joseph 
May,  George  Alden 
McCarthy,  Eugene  Joseph 
McCrillis,  James  Walter 
Means,  Arthur  Frederic 
Miller,  Frank  Lloyd 
Miller,  Louis  John 
Misochi,  Jacob  Joseph 
Mitchell,  Edward  Courtland,  Jr. 
Morrison,  Philip 
Morse,  William  Frederic 
Munsell,  Albert  Henry 
Murphy,  James  Ambrose 
Murphy,  Louis  Arthur 
Murphy,  William  Jeremiah 
Murray,  George  Francis  Henry 
Nagles,  James  Aloysius 
Neilson,  William  Amasa 
Newcomb,  Edward  Herbert 
Nickerson,  Archibald  Stewart 
Nickerson,  Stephen  Westcott 
Nickerson,  Thomas  White,  Jr. 
Osgood,  Edward  Augustus 
Palmer,  John  Benjamin 
Palmer,  William  Dudley 
Parker,  Charles  Albert 
Patten,  Arthur  Clifford 
Paul,  Charles  Frederick 
Phelps,  William  Sewall,  Jr. 
Phillips,  Thomas  Francis 
Pickering,  William  Henry 
Pierce,  Arthur  Jackson 
Pierce,  George  Alfred 
Pond,  William  Whiting 
Pope,  Benjamin,  Jr. 
Pope,  Edwin  Herbert 
Porter,  Harry  Gardner 
Porter,  John  Ilsley 
Powell,  Frank  Giles 
Power,  Walter  Avernel 
Prendergast,  Daniel  Le  Roy 
Rickcr,  Hazen  Everett 
Ripley,  Frederick  Walker 


ENGLISH   HIGH   SCHOOL. 


41 


Roundy,  Franklin  Fletcher 
Russell,  Duncan 
Sanders,  Joseph  Warren 
Seaverns,  Alexander  Henry 
Seavey,  Millard  Clifton 
Sheehan,  James  Martin 
Shepard,  Horace  Blanchard 
Shepard,  John,  Jr. 
Shoninger,  Henry 
Skillings,  Julius  Palmer 
Smith,  Perry  Fifield 
Snelling,  Washington,  Jr. 
Spitz,  Ahraham  Peter 
Stanwood,  Eben  Caldwell 
Stearns,  Frank  Fisher 
Stone,  Mark 

Sullivan,  Jeremiah  James 
Tarbox,  Charles  Rudolph 
Tierney,  William  Joseph 
Towle,  Charles  Frank 
Wadman,  Charles  Franklin 
Wainright,  Charles  Dexter 
Walbridge,  Percy  Edgar 
Walker,  Guy  Carleton 
Wallingford,  Earnest  Emeric 
Warren,  George  Washington,  Jr. 
Watkins,  Walter  Kendall 
Went  worth,  Stephen  Fred 
Whidden,  Bradley 
Whidden,  Eugene  Lawrence 
Whitney,  Harry  Alonzo 
Whitten,  Charles  Nelson 
Wigley,  William  Alden 
Wiley,  Jesse  Sumner 
Williams,  Armstrong  Tilton 
Williams,  Edward  Eaton 
Williams,  Frank  Jones 
Wolf,  Marcus 
Wolff,  Julius 
Zerrahn,  Frank  Edward 

THIRD    CLASS. 

Achorn,  Kendall  Lincoln 
Adams,  George 
Alger,  William 


Allen,  Francis  Skinner 
Allen,  Henry  Stacy 
Anderson,  James  Joseph 
Armstrong,  John  Henry 
Arnold,  Allen 
Auster,  Walter 
Babcock,  Henry  Elliot 
Bachelder,  John  Walter 
Baker,  Erastus  Frank 
Baldwin,  Frank  Fenno 
Barrett,  Charles  Rosmond 
Bartlett,  Alfred  Herbert 
Batchelder,  Harry  Augustus 
Blanchard,  Charles  Frederick 
Bond,  Luther  Asa  Ellis 
Bouve,  James  Allen 
Bowditch,  Charles  Henry 
Bowen,  Benjamin  James 
Boyd,  James 
Bradford,  Frank  Waldo 
Brooks,  Charles  Elwell 
Brooks,  William  Austin 
Brown,  George  Edward 
Brownell,  Henry  Grinnel 
Burgess,  Clinton  Brooks 
Burgess,  Howard  Kent 
Burley,  William  Peter 
Burr,  Charles  Henry 
Burroughs,  Marshall  A.  Lewis 
Butler,  Edward  James 
Carr,  George  Montgomery 
Casey,  Thomas  William 
Chandler,  Henry  Gardner 
Cherrington,  William  Church 
Child,  John  Howard 
Child,  Willis  Sanford 
Clark,  John  Joseph 
Clark,  Nathan  Dearborn 
Clifford,  Chandler  Bobbins 
Cochrane,  John  Francis 
Coffee,  Jeremiah 
Collison,  Harvey  Newton 
Conness,  John,  Jr. 
Connor,  George  Winstow 
Corrigan,  John  Joseph 
Coyle,  John  Francis 


42 


ANNUAL    SCHOOL   REPORT. 


Crockett,  Charles  Henry 
Crooker,  Charles  Bailey- 
Crosby,  Samuel  Travett 
Crowell.  Charles  Seth 
Cruse,  William  A.  Christian 
Cummings,  Ciro 
Cunningham,  Charles  Edward 
Currier,  Edward  Theodore 
Cutler,  Edward  Arthurson 
Cutter,  Henry  Arthur 
Danirell,  Charles 
Davenport,  Howard  Stone 
Davenport,  William  Edward 
Davis,  William  Greenman 
Davis,  William  Sweetser 
Dempsy,  Francis  Joseph 
Denham,  Matthew  Thacher 
DevJne,  John  Agustine 
Dillon,  Patrick  Henry 
Doane,  George  Alexander,  Jr. 
Dodge,  John  Thomas 
Dolan,  Edwin 
Dooling,  James  Joseph 
Doolittle,  Frank  Laurence 
Dowling,  William  Michael 
Duffly,  Thomas  Francis 
Dunbar,  Thomas  Locke 
Dyer,  Frank  Wells 
Earle,  William  Ashbel 
Edwards,  William  Pierport 
Elsbru,  Frank  Merton 
Elson,  Alfred  Walter 
Esterbrook,  Henry  Wilde 
Farless,  James  Harry 
Farrar,  Frederick  Albert 
Farwell,  Henry  Lincoln 
Fera,  George  Henry 
Finn,  Richard  Henry 
Firth,  Charles 
Fisk,  Frank  Coffin 
Fitz  Gibbon,  Frank  Joseph 
Fletcher,  Henry  Oliver 
Flint,  George  Henry 
Forbush,  Frank  Mortimer 
Frazier,  George  Henry 
Frederick,  Frank  Seward 


Frost,  Arthur  Hamilton 
Gage,  Aaron  Willis 
Garrett,  Andrew  Francis 
Geary,  Daniel  Joseph 
Gentleman,  George  John 
Gibbons,  Joseph  McKean 
Gibbons,  Robert  Tilden 
Glynn,  Arthur  Henry 
Gottlob,  Jacob 
Graham,  Thomas  Joseph 
Greenberg,  Alie 
GrifFen,  James  Joseph 
Grovenor,  Edmund  Ransom 
Halden,  Harry 
Haley,  Francis  George 
Harding,  Charles  Albert 
Haskell,  Waldo  Clark 
Hastings,  Harry  Marchant 
Hayes,  Walter  Lawton 
Hegarty,  John 
Heyer,  Charles  A.  Frederick 
Hinkley,  George  Wasliington 
Hitchcock,  Hiram  Augustus 
Hoey,  Thomas  William  Charles 
Holmes,  Ernest 
Hopkins,  William  Alden 
Horton,  Charles  Henry 
Houghton,  Michael  James 
Hunt,  Edward  Anderson 
Hunt,  Michael 
Hurley,  Daniel  Francis 
Hyams,  Godfrey  Michael 
Hyde,  William  Andrew 
Irving,  William  Nathaniel 
Janes,  Charles  Wm.  Henry,  Jr. 
Jarvis,  William  Fernice 
Johnson,  Eugene  Percy 
Joy,  Franklin  Lawrence 
Keeler,  Edward  Fisher 
Kellogg,  Frank  Gilman 
Kelley,  George  Francis 
Kezer,  William  Edward 
Kierman,  Charles  Joseph 
Kimball,  Arthur  Seymore 
Kimball,  Henry  Thornton 
Kingman,  George  Flavel 


ENGLISH    HIGH   SCHOOL. 


43 


Knowles,  William  Joseph 
Kyle,  Flavin  Winslow 
Lally,  William  Augustine  Peter 
Lamb,  John  Bernard 
Lane,  Frederic  Henry 
Lane,  Thomas  Joseph 
Lappen,  Frank 
Leonard,  Heury  Read 
LoefFer,  Charles  Samuel 
Loring,  Frederic  Reeves 
Lotts,  Henry  Bartlett 
Loveland,  Herbert  Winslow 
Lynch,  John 
Lynch,  Samuel  Bartlett 
Macdonald,  Harry  Neilson 
Mackie,  Frank 

MacLean,  Kenneth  Alexander 
Macomber,  Chandler 
Magurin,  Gilbert  Lewis 
Marsh,  Elisha  Wiley 
Mason,  George  Buckminster 
McAloon,  Augustus  Henry 
McCarthy,  Michael  James 
McCobb,  Frank  Wilder 
McCrillis,  William 
Mclnerney,  James  Edward 
McGlinchey,  Fred  William 
McLaughlin,  Fred  Hamilton 
McQuarry,  Ranald 
Mehegan,  Timothy 
Meinrath,  Ariel 
Meins,  Charles  Everett 
Merrill,  Thomas 
Miller,  Edwin  Child 
Milles,  William  Ambrose 
Moore,  John  Joseph 
Morrison,  Willard  Cudworth 
Morse,  Charles  Frederick 
Morse,  Edward  Wendell 
Morss,  Charles  Anthony,  Jr. 
Mullen,  John 
Mungovan,  John  Francis 
Murphy,  Thomas  Joseph 
Myerson,  Louis  Albert 
Neagle,  William 
Neiley,  George  Abbott 


Nerney,  John  Joseph 
Nickerson,  George 
Niles,  Lawrence  Emery 
North,  Mayne  Hamilton 
O'Neil,  John 

Paradise,  Charles  William 
Parker,  Frank  Howard 
Parker,  John 
Parr,  Charles  Samuel 
Perry,  Charles  Hall 
Perry,  Joseph  Malcolm 
Phelps,  Charles  Herbert 
Pierce,  Jesse 
Pierce,  William  Arthur 
Pigeon,  Charles  Warren 
Pomeroy,  William  Henry 
Pond,  George  Warner 
Porter,  Frank  Albert 
Porter,  William  Doane 
Pratt,  Samuel  Barker 
Quimby,  Charles  Linneanvus 
Quinlan,  Patrick 
Quinn,  Patrick  Francis 
Quinn,  Philip  Henry 
Renfrew,  Charles  Park 
Rich,  Isaac 
Rich,  William  Arthur 
Richards,  Clarence  Olando 
Roach,  Albert  James 
Rollins,  William  Stacy 
Ruddeli,  William  John 
Russell,  John  Henry  Nicholas 
Ryder,  Charles  Christopher 
Sampson,  Christian  Henry 
Sampson,  George  Harvey 
Sanford,  Joseph  Briggs 
Sawyer,  Fred  Russell 
Scanlon,  John  Joseph 
Schlimper,  Henry 
Scollard,  Cornelius  James 
Seaverns,  Stanley  Eugene 
Shepard,  David  Paul 
Slattery,  Thomas  Francis 
Small,  Herbert  Elwin 
Smith,  George  Ammi 
Snelling,  George  Edward 


44 


ANNUAL   SCHOOL   REPORT. 


Souther,  John  Frank 

Welcli,  William  John  Patrick 

Spaulding,  Albert  Day- 

Weltch,  Frank  Ernest 

Spear,  Alfred 

Weston,  Arthur  Henry 

Spinney,  Edwin  Rogers 

Whidden,  Renton 

Standish,  James  Martin 

White,  Albion  Page 

Stanton,  "William  John 

Whiting,  William  Sawin 

Stanwood,  Frederick  Storer 

Whitman,  Albert  Louis 

Staples,  Walter  James 

Whitney,  Frank  Cole 

Stetson,  Edwin  Emerson 

Whitney,  William  Henry 

Stone,  Henry  Eben 

Wilbor,  Albert  Gallatin,  Jr. 

Stowers,  Frank 

Wilde,  Edward  Cabot 

Strauss,  Louis 

Wilder,  Charles  Willoughby 

Sullivan,  Henry  Augustus 

Wilkie,  James,  Jr. 

Swallow,  William  Herbert 

Willis,  Benjamin  Gushing 

Taylor,  Frank  Forrest 

Wilson,  Frank  Ashbury 

Taylor,  Frederic  Patterson 

Witliington,  Joseph  Cotton 

Tenney,  Harry  Warner 

Woods,  Frank  Forest 

Thayer,  Harry  Francis 

Wright,  Merle  St.  Croix 

Treadwell,  William  Perces 

Wunderlich,  Gustave 

Troombly,  James  Frederick 

Wyman,  James  Taylor 

Union,  Frank  Loring 

Utley,  Charles  Henry 

SUMMAET. 

Varney,  George  Herbert 
Waitt,  Arthur  Manning 

Advanced  Class .         .         .           16 

First  Pins'?                                                 114. 

Wardwell,  George  Jarvis 
Ware,  Bruce  Richardson 
Warshauer,  Henry 

Second  Class  .  .  .  177 
Third  Class        .         .         .        281 

Webber,  Charles  Howard 

Total                                   588 

GIELS'  HIGH  AND  NOEMAL  SCHOOL. 


The  Committee  on  the  Girls'  High  and  Normal 
School  respectfully  present  their  annual 

REPORT. 

After  long  and  mature  deliberation,  a  majority  of 
the  School  Board  deemed  it  advisable  to  separate  the 
IN'ormal  from  the  Girls'  High  School,  and  this  sepa- 
ration went  thoroughly  into  effect  at  the  conclusion 
of  the  regular  school  year  in  July,  1872. 

Previously  to  that  time,  girls  who  had  no  other 
object  in  study  than  to  secure  as  good  an  education 
as  the  Public  Schools  of  Boston  would  afford,  and 
girls  who  proposed  to  prepare  themselves  for  teach- 
ers, worked  together,  side  by  side,  under  the  super- 
intendence of  the  same  instructors;  whose  labors 
were  regulated  and  arranged  by  one  and  the  same 
head-master,  Ephraim  Hunt,  LL.  D. 

A  Model  Primary  School  also  existed  in  connection 
with  the  Normal  Department  of  the  High  School, 
which  was  of  great  service,  not  only  to  the  children 
composing  it,  but  in  preparing  members  of  the  Nor- 
mal Class  for  the  duties  they  proposed  to  undertake 
as  teachers. 


46  ANNUAL    SCHOOL   REPORT. 

Upon  the  establishment  of  a  separate  Normal 
School,  and  the  appointment  of  a  head-master  to  its 
special  charge,  with  the  understanding  that  only 
graduates  from  this  or  other  high  schools  of  the  same 
grade,  or  persons  whose  talents  and  attainments  were 
on  a  par  with  such  graduates,  were  to  be  admitted  to 
its  membership,  this  model  school  was  given  up, 
greatly  to  the  sorrow  of  those  whose  children  were 
so  fortunate  as  to  have  been  connected  with  it;  its 
special  teachers  were  transferred  to  the  ]N^ormal 
School,  and  thereafter  the  Girls'  High  School  was 
regulated  without  reference  to  subsequent  callings  or 
pursuits  on  the  part  of  its  graduates. 

The  success  which  continues  to  attend  the  regular 
routine  of  studies,  recitations  and  lectures  in  this 
school  more  than  equals  the  anticipations  of  those 
who  established  it,  and  fully  justifies  the  large  ex- 
pense involved  under  its  present  management.  The 
spacious  accommodations  of  the  new  building  on 
"West  IsTewton  street,  with  the  well-aj^pointed  labora- 
tories and  cabinets,  affording  to  pupils  more  and 
more  information  upon  Chemistry,  Botany,  Physi- 
ology, Natural  History  and  Geology,  are  better  and 
better  appreciated  the  longer  they  are  used. 

Although  complaint  continues  to  be  made  that  the 
course  of  study  necessitates  a  "  pressure  "  which  only 
the  more  vigorous  constitutions  can  endure  unim- 
paired, and  the  usual  percentage  of  pupils  continues 
to  fall  off  previous  to  examinations  for  the  Middle  and 
Senior    years,   it   seems  to   the   committee   that   all 


girls'  high  and  normal  school.  47 

which  can  be  done  has  been  done  to  meet  the  average 
requirements  of  the  age,  and  adapt  the  work  of  the 
school  to  tlie  health  and  strength  of  the  pupils  who 
enter. 

In  view  of  the  demand  constantly  made  on  the 
part  of  a  few  gifted  and  studious  young  women  de- 
siring to  prolong  their  culture  and  investigations 
beyond  the  period  of  three  years,  an  advanced  year 
has  been  authorized,  during  which  lectures  on  Ameri- 
can History  are  delivered  by  Dr.  Eliot,  and  recita- 
tions heard  in  the  Latin,  French  and  German  lan- 
guages, Ethics,  Intellectual  Philosophy,  English  Lit- 
erature, Analytical  Geometry  and  Calculus. 

The  study  of  Botany  has  been  pursued  under 
specially  favorable  circumstances  during  the  year, 
owing  to  the  fact  that  an  appropriation  of  one  hun- 
dred dollars  from  the  Committee  on  Accounts  en- 
abled Mr.  WilHam  Edwards,  of  Eliot,  to  furnish 
classes  with  specimens  culled  freshly  from  the  fields 
or  conservatories  every  day. 

In  drawing  and  music  the  pupils  have  made  rapid 
and  commendable  progress,  and  much  has  been  done 
in  both  these  branches  to  disabuse  the  public  mind  of 
the  idea,  unfortunately  too  common  in  this  country 
heretofore,*  that  only  the  exceptionally  gifted  can 
acquire  skill  in  these  great  arts.  For  the  present, 
the  public  hterary  exercises,  formerly  held  once  a 
month,  have  been  suspended,  and  in  lieu  thereof,  a 
weekly  gathering  takes  place  in  the  hall,  at  which 
compositions  are  read,  prepared  by  the  pupils  with 
special  reference  to  this  occasion. 


48  ANNUAL   SCHOOL   REPORT. 

As  it  was  found,  in  providing  for  the  study  of 
chemistry,  that  the  time  of  Miss  Bessie  T.  Capen,  the 
teacher,  was  so  much  taken  up  in  the  manipulation 
of  apparatus  and  materials,  as  seriously  to  interfere 
with  her  usefulness  as  an  instructor,  she  has  been 
supplied  with  an  associate  or  assistant,  and,  thus  re- 
lieved, has  been  enabled  to  devote  herself  entirely  to 
teaching. 

The  corps  of  instructors  now  comprises  one  head- 
master, one  master's  assistant,  one  teacher  of  chem- 
istry, four  head  assistants,  eighteen  assistants, 
and  five  special  teachers,  making  thirty  teachers 
in  all,  and  it  is  cause  for  special  congratulation 
that  the  services  of  so  many  faithful,  able  and 
accomplished  gentlemen  and  ladies  have  been  se- 
cured to  the  city  in  this  capacity;  and  supplied 
with  abundant  resources  in  the  way  of  apparatus, 
materials,  specimens,  reference-books,  maps,  charts, 
etc.,  they  have  been  enabled,  during  the  year  past,  to 
prosecute  their  labors  with  so  much  energy  and  suc- 
cess. The  spirit  of  the  pupils  has  been  in  every  way 
commendable.  With  the  accompanying  statistics, 
details,  etc.,  the  report  is  respectfully  submitted  for 
the  Committee. 


girls'  high  and  normal  school.  49 

SENIOR  CLASS. 

GEOLOGY    EXAMINATION,    1871-72. 

I.  Distinguish  between  igneous  and  metamorphic  rocks. 

II.  Of  what  does  granite  consist?     Syenite? 

III.  Name  the  different  geological  ages  of  the  world. 

IV.  By  what  is  the  age  of  a  rock  chiefly  determined  ? 

V.  What  was  the  form  of  the  North  America  of  the  Azoic 
Age,  and  where  was  it  situated  ? 

VI.  "What    are  the  mechanical  effects  of   water?     Name  any 
remarkable  instance  of  erosion  by  fresh  water. 

VII.  What  are  glaciers  ?     Moraines  ? 

VIII.  What  are  some  of  the  proofs  of  the  internal  heat  of  the 
earth  ? 

IX.  How  are  volcanoes  distributed  ? 

X.  What  is  the  cause  of  land-slides  ? 


HISTORY    EXAMINATION. 

Ancient  History. 

I.  Name  the  sources  of  Ancient  History. 

II.  Name  the  great  empires  of  antiquity  in  the  order  of  their 
supremacy. 

III.  Give  the  distinguishing  characteristics  of  the  Athenians,, 
of  the  Spartans. 

IV.  Give  a  brief  account  of  the  Persian  War   (battles,  gener- 
als, and  results). 

V.  Designate  the  periods  of  literary  and   artistic  excellence  in- 
the  history  of  Greece.    Of  Rome. 

VI.  Name   the   different   forms  of    government   tried   by   the 
Romans,  and  in  the  orders  of  trial. 

VII.  Name  the  most  important  Roman  Wars   in  order,   and 
state  the  results  of  each. 

4 


50  ANNUAL    SCHOOL   EEPORT. 

« 

VIII.  For  what  were  the  Gracchi  celebrated  ? 

IX.  Describe  briefly  the  religions  of  the  Greeks  and  Romans. 

X.  Name  the  first  Christian  emperor,  date,  and  the  important 
events  of  his  reio-n. 


Modern  History. 

I.  What  French  kings  were  contemporary  with  Elizabeth? 

II.  State  briefly  what  were  the  principal  effects  of  the  Norman 
Conquest. 

III.  For  what  are  the  reigns  of  Henry  II.,  John,  Henry  III., 
and  Henry  VIII  remarkable? 

IV.  What  was  the    edict  of    Nantes,   by  whom  granted,  by 
whom  revoked? 

V.  What  were  some  of  the  causes  of  the  French  revolution  of 
1789? 

VI.  State  the  principal  causes   that  led  to  the   execution   of 
Charles  I.,  of  England. 

VII.  Name  the   three   last   wars   in   which   the   French   were 
engaged. 

VIII.  Tell  what  you  know  of  the  efforts  to  establish  a  Repub- 
lip  in  France. 

IX.  Mention  four   noted   battles    in   which    the    French   and 
English  were  opposed  to  each  other.     - 

X.  Speak  briefly  of   the  conflicts  between    church  and    state 
in  England. 


TRIGONOMETRY   EXAMINATION. 

I.  Name  and  illustrate  all  the  trigonometrical  functions  of  an 
arc. 

II.  Prove  that  in  any  plane  triangle  the  sides  are  proportional 
to  the  sines  of  the  opposite  angles. 


girls'  high  and  normal  school.  51 

III.  Prove  that  in  any  plane  triangle  the  sum  of  any  two  sides 
is  to  their  difference  as  the  tangent  of  half  the  sum  of  the  opposite 
angles  is  to  the  tangent  of  half  their  difference. 

IV.  In  a  triangle  the  side  A  B  ^  532. 

"  "  BC  — 358. 

"  «          angle  C  =  107°  40'. 

Required  the  other  parts. 

V.  In  a  triangle  the  side  A  B  =r.  176. 

"     "    AC  =  133. 
"    angle  A  =  73°. 

Required  the  other  parts. 


NATURAL    PHILOSOPHY    EXAMINATION. 

I.  A  body  weighs  three  pounds  in  air,  and  one  pound  in  water ; 
what  is  its  specific  gravity? 

II.  Explain  the  experiments  you  have  performed  or  assisted  at, 
with  the  pendulum. 

m.  Give  the  law  of  equilibrium  of  machines  ;  and  solve  the 
following  problem.  Lever  10  feet  long,  fulcrum  1  foot  from 
weight  (1,000  pounds),  what  is  the  power? 

IV.  Draw  and  explain  common  suction  pump. 

V.  Name  and  illustrate  the  modes  of  communication  of  heat. 

VI.  Describe  the  solar  spectrum. 

VII.  Trace  parallel  rays  on  convex  and  concave  mirrors ;  and 
through  double  convex  and  concave  lenses. 

Vni.  Name  three  experiments  you  have  performed  in  optics, 
and  state  what  they  established. 

IX.  Describe  briefly  three  experiments  in  electricity,  and  state 
the  facts  established  thereby. 

X.  Explain  induction  in  electricity  and  magnetism. 


52  ANNUAL    SCHOOL    REPOET. 

ASTRONOMY    EXAMINATION. 

I.  Define  Elongation,  Nodes,  Eadius-Vector,  and  Aphelion. 

II.  Find  the  synodic  period  of  Jupiter. 

III.  Where  is  twilight  longest?    Why? 

IV.  What  is  the  right  ascension  of  the  sun  at  the  winter  sol- 
stice ? 

V.  The  declination  of  a  star  is  20°  S. ;  what  is  its  meridian 
altitude  at  Boston  ? 

VI.  What  is  the  equation  of  time  ?    When  is  it  greatest  ?  When 
least  ? 

VII.  Find  the  distance  of  the  sun. 

VIII.  State  three  observations  you  have  made  yourself,  upon 
the  heavenly  bodies.  Of  what  astronomical  facts  were  the}"^  ex 
planatory  ? 

IX.  Which  are  more  numerous,  solar  or  lunar  eclipses?  Why? 
Which  are  more  likely  to  be  visible  at  any  one  place  ?     Why  ? 

X.  Define  spring  and  neap  tides. 


LATIN. 

I    What  is  the  subject  of  the  Sixth  Book  of  the  ^neid? 

II.  Give  some  account  of  the  Harpies  and  of  the  Cyclops. 

III.  Translate  :  (^neid.  Book  IV.,  1.  556-61)— 
Huic  se  forma  dei  vultu  redeuntis  ,eodem 
Obtulit  in  somnis,  rursusque  ita  visa  monere  est, 
Omnia  3Iercurio  similis,  vocemque  coloremque. 
Et  crines  flavos  et  membra  decora  juventa ; 
Nate  dea,  portes  hoc  sub  casu  ducere  somnos, 
Nee,  quse  te  circum  stent  deinde  pericula  cernis? 

IV.  Parse  the  words  indicated  in  the  above. 

V.  Scan  the  following  lines  :  — 

Principio  caelum  ac  terras  camposque  liquentis. 
Lucentemque  globum  lunse  Titaniaque  astra. 


girls'  high  and  noemal  school.  53 

GERMAN. 

I.  Translate  into  English  :  — 

O  !  das  Leben,  Vater, 
Hat  Reize,  die  wir  nie  gekaunt.  —  Wir  haben     '' 
Des  schouen  Lebens  ode  Kiiste  nur 
Wie  ein  umirrend  Raubersvolk  befahren 
Das,  in  sein  dumpfig  enges  Scbiff  gepresst, 
Ira  wiisten  Meer  mit  wiisten  Sitten  haust, 
Vom  grossen  Land  nicbts  als  die  Buchten  kennt, 
Worn  die  Diebeslandung  wagen  darf. 
Was  in  den  innern  Tbalern  Kostlicbes 
Das  Land  verbirgt,  o  !  davon  —  davon  ist 
Auf  unsrer  wilden  Fahrt,  uus  nicbts  erschienen. 

II.  Conjugate:  Iliad  appeared  in  both  numbers. 

III.  Conjugate  :  I  teas  pressed  in  both  numbers. 

IV.  Give  the  principal  parts  of  all  strong   and    all   irregular 
verbs  in  this  text. 

V.  Decline  a  narrow  ship  in  the  singular. 

VI.  What  declension  is  enges,  and  why  used  here? 

VII.  What  is  left  out  after  geTcannt,  and  by  what  rule? 

VIII.  Translate  :  I  knew  the  father,  but  not  the  son. 

IX.  Translate  :  The  land  which  lies  at  the  coast. 

X.  Translate  :  When  he  came  I  went  away. 


FRENCH. 

I.  Translate  into  idiomatic  French  :  — 

(1.)    Why,  you've  never  said  a  word  about  it  till  now. 

(2.)    Better  and  better. 

(3.)    And  what  of  that,  pray? 

(4.)    There's  mischief  enough  done,  as  it  is. 

II.  Translate :  — 

(1.)    Vous  feriez  mieux  de  vous  en  rappoter  entierement 
a  moi. 


54  ANNUAL    SCHOOL   REPORT. 

(2.)    Si  je  m'etais  doute  de  cela. 

(3.)    II  est  venu  a  I'idee  a  ma  soeur  et  a  moi. 

III.  Correct :  — 

(1.)    Allez  et  priez  a  votre  mere  a  venir  ici  a  I'instant. 

(2.)    Je  ne  doute  pas  que  vous  avez  raison. 
(3.)    II  sera  difficile  a  vous  entendre. 

IV.  Translate  into  idiomatic  French  :  — 

Potter.  Why,  the  fact  is,  it's  been  my  sister's  doing  all  along  ; 
and  now  she's  undertaken  for  me  to  take  fifty  more  shares,  and, 
as  they  must  be  paid  for  out  of  the  money  due  under  Emmy's  set- 
tlement, she  thought  you  might  have  no  objection  to  the  arrange- 
ment ;  and,  meanwhile,  that  you  would  take  the  interest  of 
Emmy's  money  instead  of  the  principal. 

V.  Translate :  — 

Emilia.   Tonte  cette  faveur  ne  me  rend  pas  mon  pere  ; 

Et  de  quelque  fa^on  que  Ton  me  considere, 

Abondante  en  richesse,  ou  puissante  en  credit, 

Je  demeure  toujours  la  fille  d'un  proscrit. 

Les  bienfaits  ne  font  pas  toujours  ce  que  tu  penses, 

D'une  main  odieuse  ils  tiennent  lieu  d'offenses. 

VI.  Translate:  — 

Dear  Miss  Abbott,  —  "Will  you  come  and  take  tea  with  me  to- 
morrow evening?  I  have  invited  Miss  Drake  and  her  brother 
from  Newton.  Your  friend. 

Mart  Cook. 

Boston,  June  25,  1872. 

VII.  Translate:  — 

Hawksley.  Indeed  !  A  punster  might  be  provoked  into  saying 
it  was  proper  work  for  a  flat.  [^All  laugh.^ 

Mildmay.  Flat?  Oh,  I  see.  Very  good  —  very  good  indeed. 
Would  you  like  to  try  your  hand  ? 

Hawksley.  No,  thank  you.  I've  no  talent  for  the  fine  arts. 
Charming  color,  isn't  it,  ladies?  One  would  say  Mildmay  had  a 
natural  eye  for  green. 


girls'  high  and  normal  school.  55 

VIII.  Translate:  — 

Question.  How  do  you  do,  Miss  Clark?  I  am  delighted  to  see 
you.     How  long  have  you  been  in  town  ? 

Ansioer.  I  came  a  week  ago.  Can't  you  come  and  see  me  to- 
morrow?    I  must  go  home  soon. 

IX.  Translate :  — 

Baptiste.  Messieurs,  je  ne  vous  quitte  pas;  je  ne  resterais  pas 
seul  ici  pour  un  empire. 

FrecUrie.  Que  veux  tu  dire?  [Regardant  Gustave  qui  fait  a 
Baptiste  des  signes  de  se  taire.]  Eh,  mais  !  qu'as  tu  done  aussi? 
.  .  .  je  n  avals  pas  remarque  d'abord ;  mais  je  te  trouve 
aussi  change  que  Baptiste.  [Eu  riant.]  Est-ce  que  vous  auriez 
vu  le  fantome,  par  hasard  ? 

X.  Pronunciation. 


MIDDLE   CLASS. 

ENGLISH   LITERATURE. 

I.  Name  one  or  more  of  the  important  productions  of  each  of 
the  authors  you  have  studied,  with  the  author's  name. 

II.  Quote  from  Tennyson,  Goldsmith,  and  Addison. 

III.  Select   any   passage   from    Macaulay's    prose,  and   show 
elements  of  style. 

IV.  Of  the  authors  studied,  which  one  do  you  prefer?     Reasons. 

V.  Name  your  favorite   production  of  your   favorite   author ; 
give  the  plan  of  it ;  and  characteristics  of  style. 

PHYSIOLOGY. 

I.  What  are  the  processes  to  which  a  mouthful  of  nutritious 
food  must  be  subjected  before  it  enters  the  circulation  ? 

II.  Describe  the  perspiratory  apparatus  and  its  uses. 

III.  Describe  the  circulation  of  the  blood. 

IV.  Name  secreting  organs  and  their  secretions. 


56  ANNUAL  SCHOOL  REPORT. 

V.  Show  the  importance  of  breathing  freely  and  of  breathing 
pure  air. 

VI.  State  some  important  laws  of  health,  to  be  observed   in 
eating,  in  the  dress,  in  the  use  of  the  e3'es. 

"VII.   Where  is  the  spinal  cord ?     The  medulla  oblongata?     The 
larnyx?     The  cornea?     The  Schneiderian  membrane? 

VIII.  Describe  the  structure  and  action  of  a  muscle. 

IX.  How  is  animal  heat  generated  ? 

X.  Describe  the  manner  in  which  a  sensation  is  produced. 

GEOMETRY. 

I.  Define,  illustrate,  and  name  the  different  kinds  of  triangles. 
Define  ratio  and  proportion. 

II.  If  a  :  b  n=  c  :  d  and  m  :  c  r=  n  :  d,  —  prove  that  a  :  b  = 
m  :  n. 

III.  A  line  cutting  the  sides  of  a  triangle  parallel  to  the  base 
divides  them  proportionally.     Proof  required. 

IV.  Define  segment,  sector,  prism,  cylinder,  frustum. 

V.  State  in  terms  of  :r  and  R,  the  circumference  of  a  circle,  — 
area,  —  surface  of  a  sphere,  —  volume. 

VI.  How  do  similar  surfaces  compare?     Solids? 
VII. 

Given  C  E  A  :=  90°  ) 

arcCA  =  30°[''^^"^^'^^  ^^""^  ^^ 
arcCB=:80°3  &AD. 

VIII.  A  right  cone  and  cylinder  have  the  same  base  and  alti- 
tude :  radius  of  base  r=  3  ft. ;  slant  height  of  cone  =  5  ft.  Re- 
quired circumference  of  base,  and  convex  surface  of  cylinder. 

IX.  Either  plane  angle  of  a  triedral  aiigle  is  less  than  the  sum 
of  the  other  two.     Proof  required. 

X.  Area  of  triangle  equals  perimeter  into  one-half  the  radius 
of  inscribed  circle.     Proof  required. 


girls'  high  and  normal  school.  57 

ZOOLOGY.  .* 

I.  Classify  the  horse,  common  sheep,  cat-bird,  and  golden- 
winged  woodpecker. 

II.  What  can  you  say  of  the  different  forms  of  the  beaks  of 
birds? 

III.  State  the  characteristics  of  the  Quadrumana. 

IV.  Describe  the  order  Pachyderraata  and  name  some  typical 
animals  of  the  order. 

V.  Give  some  points  of  similarity  between  the  Raptores  of 
Aves,  and  the  Carnivora  of  Mammalia. 

VI.  What  can  you  say  of  the  circulation  and  respiration  of 
Marine  Mammals  ? 

VII.  What  are  the  peculiarities  in  the  teeth  of  the  Rodentia? 
Show  the  adaptation  of  these  to  the  habits  of  the  order. 

VIII.  Name  the  sub-orders  of  Carnivora,  and  give  a  definition 
of  each. 

IX.  Name  and  give  the  situation  of  the  feathers  of  a  bird's 
wing. 

X.  Classify  and  describe  the  bald  eagle. 

FRENCH. 

I.  Translate :  Michel-Ange  n'avait  pas  encore  quatorze  ans 
lorsqu'apres  avoir  copie  un  petit  tableau  appartenant  a  un  ami 
de  son  maitre,  il  se  determina  a  garder  I'original  et  de  rendre  la 
copie,  qu'il  enfuma  legerement,  afin  de  lui  donner  un  certain  ver- 
nis  d'antiquite.  Ni  Dominique  ni  son  ami  ne  s'aper^urent  de 
cette  substitution,  et  11  fallut  que  Michel-Ange  la  leur  avovat  pour 
qu'on  lui  remit  son  ouvrage. 

II.  Translate  into  French  :  — 

(1.)  Give  me  some  pens  and  some  good  paper. 

(2.)  There  are  too  many  mistakes  in  your  translation. 

(3.)  We  are  going  to  Paris. 

(4.)  I  am  cold  and  sleepy. 

(5.)  It  is  very  warm  to-day. 


58  ANNUAL  SCHOOL  REPOET. 

III.  Write  the  imperfect  indicative,  and  the  imperfect  subjunc" 
tive  of  the  verb  finir. 

IV.  Give  all  the  irregular  tenses  of  the  verbs  aller  and /aire. 

V.  Give  the  rules  for  the  agreement  of  the  past  participle. 

VI.  Give  three  cases  in  which  the  definite  article  before  the 
noun  is  omitted  after  de. 

VII.  Give  the  plural  of  betail,  bataille,  detail,  travail,  gentil- 
homme,  and  the  singular  of  ceux  and  desquelles. 

VIII.  Translate  into  English  :  — 

"  Avez-vous  assiste  au  concert?" 
"  Je  vous  engage  a  y  aller." 
II  avait  de  rares  dispositions  pour  le  dessin,  et  il  I'emportait  sur 
tons  sesrivaux. 

IX.  Translate  into  French  :  — 

"Charles  was  born  in  France,  on  the  10th  of  June,  1547,  when 
Henry  VIII.,  was  king  of  England,  at  Caen,  a  little  town  whose 
inhabitants  are  neither  poor  nor  rich,  but  all  honest  and  respect- 
able. 

X.  Pronunciation. 

TRIGONOMETRY. 

I.  From  the  top  of  a  house  whose  height  is  30  feet,  I  observe 
the  angle  of  depression  of  an  object  standing  on  the  same  horizon- 
tal plane  with  the  house  to  be  36°  52'  12".  "What  is  the  distance 
of  the  object  from  the  base  of  the  house,  and  what  is  the  length  of 
a  line  that  will  just  connect  the  object  with  the  top  of  the  house? 

II.  From  the  top  of  a  tower  whose  height  is  108  feet,  the  angles 
of  depression  to  the  top  and  bottom  of  a  vertical  column  standing 
on  the  horizontal  plane,  are  found  to  be  30°  and  60°  respectively. 
What  is  the  height  of  the  column  ? 

III.  State  all  the  principles  concerning  the  characteristics  of 
logarithms. 

IV.  Name  and  define  all  the  functions  of  arcs. 

V.  Given  two  sides  and  the  included  angle  of  a  triangle,  how 
shall  the  remaining  parts  be  found  ? 


girls'  high  and  normal,  school.  59 

GERMAN.  -* 

I.    Translate  into  English  :  — 

Als  er  an  seine  Wohniing  gekommen,  war  es  fast  vollig  dunkel 
geworden  ;  er  stolperte  die  Treppe  hinauf  und  trat  in  seine  Stube. 
Ein  siisser  Duft  schlug  ihm  entgegen.  Mit  zitternder  Hand  ziin- 
dete  er  sein  Licht  an  ;  du  lag  ein  inachtiges  Packet  auf  dem  Tisch, 
und  als  er  es  offnete,  fielen  die  wohlbekannten  braunen  Festkuchen 
heraus ;  auf  einigen  waren  die  anfangsbnchstaben  seines  Namens 
in  zucker  ausgestreut ;  das  konnte  Nieniand  anders  als  Elisabeth 
gethan  haben. 

n.  State  the  gender  and  case  of  all  personal  pronouns  in  the 
text. 

III.   Conjugate  iverden  in  the  present  indicative. 

rV.  "  scJilagen  in  the  past  indicative  of  the  passive 

voice. 

V.  Give  the  principal  parts  of  the  first  four  strong  verbs  in  the 
text. 

VI.  What  prefixes  are  always  inseparable  ? 

VII.  Decline  tJie  trembling  hand  in  singular. 
Vin.   Translate  into  German:  — 

He  had  not  come  into  his  room. 

IX.  Translate  :  On  the  table  stood  a  candle. 

X.  "  What  will  you  do  in  the  room  ? 

LATIN. 

I.   Translate :  — 

In  primis  hoc  volunt  persuadere,  non  interire  animas,  sed  ab 
aliis  post  mortem  transire  ad  alios,  atque  Jioc  maxime  ad  virtutem 
excitari  putant,  onetu  mortis  neglecto.  Multa  praeterea  de  sideri- 
bus  atque  eorum  motu,  de  mundi  ac  terrarum  raagnitudine,  de 
rernm  natura,  de  deorum  immortalium  vi  ac  potestate,  disputant 
et  juventuti  tradxint. 

IT.   Parse  the  nouns  and  pronouns  in  italics  in  the  above. 

III.  Parse  the  verbs  indicated  in  the  same,  and  give  some  Eng- 
lish derivations  from  them. 


60  ANNUAL  SCHOOL  EEPORT. 

IV.  Translate  in  three  forms.     He  sent   men  to   plough   the 
field. 

V.  In  the  following  sentence  indicate  the  cases   and   moods 
required  by  the  Latin  idiom :  — 

"  When  Regulus  came  to  Rome  he  said  that  he  was  no  longer 
a  senator,  since  he  had  come  into  the  power  of  the  enemy." 

JUNIOR  CLASS. 

CHEMISTRY   EXAMINATION. 

I.  Define  acids  :  name  three,  and  some  of  their  important  com- 
pounds. 

II.  Give  the  properties  and  preparation  of  hydrogen. 

III.  Name  the  principal  properties  of  carbonic  acids  ;  and  how 
is  it  made? 

IV.  Define  allotropism  and  illustrate. 

V.  What  is  the  cause  of  light  in  ordinary  flame? 

VI.  Give  the  chemical  action  of  chlorine  in  bleaching. 

VII.  Give  the  chemistry  of  soap-making. 

VIII.  Explain  the  action  of  soap  on  hard  water. 

IX.  How  does  the  oxhydrogen  flame  diflfer  from  ordinary  flame  ? 

X.  State  the  difference  between  organic  and  inorganic  chemistry. 

RHETORIC    EXAMINATION. 

I.  What  is  meant  b}^  effectiveness  of  style  ?    What  are  some  of 
the  principal  means  of  effectiveness  ? 

II.  Define  and  illustrate  metonymy  and  epigram. 

III.  What  advantages  has  metaphor  over  simile? 

IV.  Point  out  the  figures  in  the  following  passages :  — 

1.  The  depth  said,  it  is  not  in  me  ; 
And  the  sea  said,  it  is  not  with  me. 

2.  Knowledge,  the  wing' where  with  we  fly  to  Heaven. 

3.  In  peace  thou  art  the  gale  of  spring ; 
In  war  the  mountain  storm. 


GIELS'  HIGH  AND   NORMAL    SCHOOL.  61 

4.  The  shot  of  the  enemy  mowed  clown  our  ranks. 

5.  Beauty  unadorned  's  adorned  the  most. 

V.  Define  allegory,  and  name  its  different  forms. 

VI.  "      brevity       "       "      the  fault  opposed  to  it. 

VI.      "      simplicity  in  style,  and  mention  some  classes  of  sim- 
ple terms. 

VIII.  Define  strength  and  sublimity  as  a  qualitj^  of  style. 

"       beauty  as  a  quality  of  style.     Name  the  qualities 
essential  to  both. 

IX.  What  is  meant  ^^by  taste   in  composition,  and  what  is  the 
standard  of  taste? 

X.  Distinguish  between  wit  and  humor,  and  illustrate.     Men- 
tion some  celebrated  wits. 


MINERALOGY   EXAMINATION. 

I.  Define  Mineralogy,  and  state  the  difference  between  a  min- 
eral and  a  vegetable. 

II.  Name  five  minerals,  giving  the  chemical  composition,  and 
stating  one  important  fact  respecting  each. 

III.  Name  and  illustrate  the  different  modes  of  crystallization. 
State  any  case  of  change  in  crystallization  in  solids. 

IV.  What  mineral  is  most  abundant?  State  its  chemical  compo- 
sition. Name  the  principal  varieties.  What  are  some  of  its  prin- 
cipal uses  in  nature  and  in  the  arts  ? 

V.  Give  the  chemical  composition  of  plaster  of  Paris.  How 
does  it  differ  from  gypsum  ?     How  is  it  affected  by  acids  ?     Why  ? 

VI.  Give  the  fundamental  crystalline  form  of  calcite,  its  action 
before  the  blow-pipe,  and  with  acids. 

Vn.  State  the  difference  between  granite,  gneiss  and  syenite. 
What  is  the  composition  of  granite  ? 

VIII.  Give  a  complete  description  of  iron  pyrites.  Why  can- 
not good  iron  be  easily  obtained  from  pyrites?  What  important 
articles  of  commerce  are  obtained  from  it  ? 


62  ANNUAL    SCHOOL   REPORT.  , 

IX.  What  is  galena?  Give  its  crystalline  form  and  chemical 
composition. 

X.  State  some  of  the  methods  by  which  metals  are  separated 
from  their  ores. 

LITERATURE   EXAMINATION. 

I.  Name  the  chief  varieties  of  poetry. 

Define  lyric  poetry,  and  illustrate  some  of  its  varieties. 

II.  Define  epic  poetry.     Mention  some  of  its  classes. 

III.  Mention  the  distinguishing  characteristics  of  the  Great 
Epic,  and  mention  as  many  of  the  Great  Epic  poems  as  you  can 
remember. 

IV.  Quote  from  four  poets. 

V.  To  what^class  of  poetry  does  "  Evangeline  "  belong  ?  What  is 
the  metre  ?    Mention  some  of  its  beauties. 

VI.  What  kind  of  poetry  do  you  prefer?  Mention  one  of  your 
favorite  selections,  giving  reason  for  choice. 

VII.  Characterize  Irving's  style ;  name  some  of  his  principal 
works. 

VIII.  Which  of  his  works  do  you  prefer  ?     Give  the  reason. 

IX.  Quote  from  Irving,  indicating  the  source. 

X.  Quote  from  Lowell. 

ALGEBRA    EXAHnNATION. 

I.  Define  term,  member,  binomial. 

II.  Define  equation  of  the  first  degree,  pure  quadratic,  affected 
quadratic. 

III.  Divide  a;^  — 5  x^—A6  a;— 40  by  a  +  4. 

IV.  5  x—7     2iK+7 

— ^ o =Sx — 14.     Find  cc. 

V.  G.  a  D.  and  L.  G.  M.  of  3  x^y+Z  x  f  and  3  cc*  +  6  xy-\-Zf. 

VI.  l)a;+4  _  ^ 

2^  )■      Find  x  and  y. 


girls'  high  and  normal  school.  63 

VII.  x'O  =  ?  ^  r=  ?  m  X  0  =  ?  -  —  V 

0      •  0  "~  • 

VIII.  Fiucl  a  quantit}^  Avhicb  being  divided  by  a  and  &,  tbe  sum 
of  the  quotients  will  be  c. 

Make  Rule. 

IX.  Amount,  principal  and  time  being  given,  find  the  formula 
for  the  rate. 

X.  X  x  +  1       13 


a;  + 1  X  6 


Find  X. 


BOTANY    EXAMINATION. 

I.  Describe  an  exogenous  stem,  and  give  the  other  character- 
istics of  a  plant  which  has  it. 

II.  Explain  the  structure  and  use  of  the  leaf. 

III.  When  should  trees  be  transplanted?     Why? 

rV.  Describe  the  different  modes  by  which  plants  propagate 
naturally. 

V.  How  may  a  compound  pistil  be  recognized  ? 

VI.  Describe  the  fruit  of  the  strawberry,  raspberry,  apple,  fig, 
orange. 

Vn.   Is  nourishment  stored  up  in   plants  in  the  form  of  sugar 
or  of  starch?     Why? 

VIII.   What  are  the  characteristics  of  the  rose  family  ? 

IX. 
X. 


>  Analysis  of  the  Azalea  viscosa. 


LATIN. 


I.  Translate :  Apud  Helvetios  longe  nobilissimus  fuit  et  ditis- 
simus  Orgetorix.  Is,  H.  Hersala  et  H.  Pisone  consulihus,  regni 
cupiditate  inductus  conjurationem  nobilitatis  fecit,  et  civitati  per- 
suasit  ut  de  finibus  suis  cum  omnibus  copiis  exirent. 

II.  Parse  the  words  indicated  in  the  above. 

III.  Decline  is,  consuUbus,  regni. 


64  ANNUAL  SCHOOL  EEPORT. 

IV.    Give  the  principal  parts  and  the  synopsis  in  the  third  per- 
son singular,  of  persuasit. 

.     V.   Consilia  delendi  urbes:    Change  this  to  another  form  and 
define  each. 

GERMAN. 

I.  Translate  into  English  :  — 

Als  Ottilie,  ausser  Athem  und  fast  ohne  Bewusstsein,  auf  der 
Anhohe  angekommen  war,  und  sich  von  ihrem  Schrecken  etwas 
*  erholt  hatte,  blickte  sie  um  sich  und  rief  mit  Entsetzen  :  "  Wo  ist 
mein  kleinstes  Kind,  mfein  Konrad?"  Das  Kind  hatte  in  der 
Wiege  neben  dem  Bette  der  Mutter  gelegen.  Das  Wasser  war  so 
plotz  lich  in  die  Kamnier  eingedrungen  dass  die  Wiege  sogleich 
zu  scliwimmen  anfing,  und  von  der  Stelle  hinweggerrissen  wurde. 

II.  Give  the  definite  article  in  full. 

III.  Give  the  present  indicative  of  hdben. 

IV.  Give  the  past  indicative  of  schivimmen. 

V.  State  the  number  and  case  of  all  possessive  pronouns  used 
in  this  text. 

VI.  Give  the  principal  parts  of  four  strong  verbs  found  in  the 
text. 

VII.  Conjugate  hlicken  in  the  present  indicative. 

Translate  into  German  :  — 

VIII.  The  mother  stood  on  the  hill. 

IX.  The  child  lies  in  the  cradle. 

X.  He  has  called  me. 

WARREN   H.   CUDWORTH, 

Chairman. 


GIRLS     HIGH    AND    NORMAL    SCHOOL. 


65 


Number  admitted  to  the  Girls'  High  School,  from  different  Schools,  in  each 
year,  from  September,  1852,  to  September,  1872,  inclusive. 


Names  of 
Schools. 

OO     CO 

1 
1— ( 

1 

30 

i 

o 

1 

CO 

t-t 

c5 

1 

1 

CO 

1 

o 

CO 

i 

i 

to 

3 

QO 

^i 

CD 

IH 

i 

o 

7 

CO 

1            1 

O        •-< 

CO  1     00 

r-l  1     r- 

i>i 

"3 
o 

Adams  .   .   . 
Bigelow  .    . 
Bowditch   . 
Bowdoin  .   . 
Boylston  .   . 
Chapman   . 
Comins  ,     . 
Dearborn    . 
Dorches'r  H. 
Dudley    .     . 
Dwight   .     . 
Everett    .    . 
Everett,  (D.) 
Francis  at.  . 
Franklin  .   . 
Gibson  .   .   . 
Hancock  .   . 
Harris  .   .  . 
No.  Johnson 
So.  Johnson 
Lawrence    . 
Lewis    .  .   . 
Lincoln   .     . 
Lyman    .    . 
Mather    .    . 
Mather  (D.) 
Minot  .    .  . 
Norcross  .  . 
Otis  .... 
Prescott .     . 
Sherwin   .   . 
Shurtleff  .   . 
Wells  .    .    . 
Winthrop    . 
Oth'r  sources 

9 

14 
2 

8 

2 

8 
4 
5 

. 

4 
3 

3 

13 

8 

21 

10 

13 
4 
3 

2 

4 

5 

6 
5 

11 
4 

6 
4 

12 

89 

7 

14 
4 

4 

7 
2 
6 

5 
2 

4 
3 
15 

73 

7 

7 
1 
5 

6 

9 
6 

10 

14 
18 
22 
105 

9 

14 

1 
9 

4 

5 
13 

5 
3 

6 
11 
12 

92 

4 
4 

12 

4 

8 

12 
9 

1 
2 

14 
13 

4 
8 

17 
2 

4 

8 

10 

8 

1 
3 

7 
10 
13 

8 
11 

13 

2 
12 

8 

20 
13 

5 
1 

16 
14 
21 

144 

5 
4 

10 
2 

7 

8 

13 

12 

4 

7 
4 

8 
2.1 
U 

9 

22 
27 

4 

4 

7 

3 

10 

8 

20 

17 

9 

. 

6 

7 
4 

8 

17 
35 

5 
6 
4 
8 

6 

16 

12 
10 

4 

8 
4 

6 
14 

65 

3 

7 

2 

16 

11 

21 

10 
12 

6 

7 
3 

4 
10 
53 

6 
5 
5 
16 

5 

28 

17 
9 

1 

5 
2 

14 
17 
67 

5 
3 

4 

171 

5 
10 
5 
9 

4 

5 

3 
3 

10 

16 

89 

205 

8 

8 

3 

17 

11 

7 

26 

24 
13 

12 
2 

8 
7 

11 

17 
99 
273 

4 

8 
19 

11 
4 

6 

8 

29 
2 

26 

12 

12 
13 
2 

1 

16 

4 

16 
10 
16 
75 

10 

4 
17 

8 
8 
3 

1 
6 

38 
6 

24 
4 

19 

2 

6 

16 

5 

2 
3 

12 

7 

19 

8 

28 

69 

16 

8 

20 

7 

10 

11 

4 

1 

2 

35 
2 

28 
2 

20 
4 

6 
16 

1 
22 

10 
1 

19 
8 

22 

59 
341 

100 

137 

56 

292 

21 

151 

31 

7 

8 

16 

50 

269 

10 

1 

309 

6 

216 

6 

17 

5 

48 

24 

111 

86 

9 

3 

4 

61 

3 

34 

1 

54 

189 

324 

857 

Total  .   . 

104 

89195 

119  155 

157 1 155  168 

165  197 

294  325 

3516 

Graduated        28 

23  23    25  30J28 

39    57    46    58    59 

52    57    39|  72|  62|  75|  94 

66 


ANNUAL  SCHOOL  REPORT. 


CATALOGUE    OF    THE    TEACHERS    AND    PUPILS    OF 
THE  GIRLS'  HIGH  SCHOOL,  OCTOBER  1,  1872. 


HEAD-MASTEE. 

SAMUEL  ELIOT. 

master's-assistant. 
HARRIET  E.  CARYL. 

TEACHER    OF    CHEMISTRT. 

BESSIE  T.  CAPEN. 


HEAD- ASSISTANTS. 


MARGARET  A.  BADGER, 
EMMA  A.  TEMPLE. 


KATHARINE  KNAPP, 
MARY  E.  SCATES. 


ASSISTANTS. 


ADELINE  L.  SYLVESTER, 
ELIZABETH  C.  LIGHT, 
LUCY  O.  EESSENDEN, 
JULIA  A.  JELLISON, 
ADELINE  S.  TUFTS, 
ALICE  M.  WELLINGTON, 
EMERETTE  O.  PATCH, 
REBECCA  R.  JOSLIN, 
S.  ANNIE  SHOREY, 


AUGUSTA  C.  KIMBALL, 
ELLEN  O.  SWAIN, 
MARY  E.  HOLBROOK, 
FLORENCE  GRAY, 
LUCY  R.  WOODS, 
ELLEN  M.  FOLSOM, 
MARY  J.  ALLISON, 
LAURA  B.  WHITE. 


PROSPilRE  MORAND,  Teacher  of  French. 
E.  C.  F.  KRAUSS,  "  "   German. 

JULIUS  EICHBERG,  "  "  Music. 

HENRY  HITCHINGS,  "  "  Drawing. 

MERCY  A.  BAILEY,  "  "  " 


girls'  high  school. 


67 


PUPILS. 


ADVANCED    CLASS. 

Aldrich,  Millie  A. 
Babcock,  Nellie  S. 
Baker,  Carrie  L. 
Boyden,  Ida  L. 
Bridge,  Annie  P. 
Comer,  Fannie  T. 
Davenport,  Josie  P. 
Lothrop,  Carrie  T. 
Morrill,  Julia  L. 
Morrison,  Mary  G. 
Murray,  Parnell  S. 
Page,  Lilias 
Schlegel,  Frances 
Webb,  Anna  W. 
Webb,  Bessie  T. 
Wilbor,  Lizzie  —  16. 


SENIOR    CLASS. 

Adams,  Helen  M. 
Aldrich,  Jessie  S. 
Anderson,  Lena  G. 
Anderson,  Mary  E. 
Ashley,  Coral. 
Atwood,  Ella  C. 
Austin,  Allie  N. 
Austin,  Alma  J. 
Babson,  Kate 
Baldwin,  Josephine 
Bartlett,  Charlotte  A. 
Beeching,  Mary  A. 
Bemis,  Annie  L. 
Bickford,  Sarah  E. 
Blaisdell,  Adelaide  C. 
Bond,  Annie  M. 
Bradley,  Anna  J. 
Bradley,  Mary 
Brown,  Jessie 
Brown,  Lizzie  H. 
Bryant,  Maggie  E. 
Buckley,  Rebecca  A. 
Bucknam,  Josephine  A. 
Carlton,  Ella  J. 
Carr,  Maria  F.  A. 


Chandler,  Adelaide  D. 
Cline,  Ada  F. 
Clough,  Annie  M. 
Colburn,  Mary 
Colcord,  Abby  A. 
Coleman,  Florette 
Connor,  Alice  N. 
Corey,  Lizzie  E. 
Cotter,  Josephine  M. 
Conley,  Mary  E. 
Coursey,  Mary  E. 
Cowdin,  Ella  F. 
Cowdrey,  Jeannie  M. 
Crawford,  Elizabeth 
CuUen,  Fannie  C. 
Curtis,  Kittie  W. 
Gushing,  Alice  M. 
Dale,  Sabine  F. 
Dike,  Cora  E. 
Donnegan,  Marcella 
Drew,  Annie 
Eastman,  Clara  B. 
Edwards,  Clara 
Egerton,  Carrie  M. 
Ellis,  Clara 
Ellison,  Amanda 
Fillebrown,  Carrie  O. 
Fitzgerald,  Katie  E. 
Flagg,  Clara 
Fobes,  Carrie 
Fobler,  Jane  F. 
Fullarton,  Ella  L. 
Geer,  Grace  W. 
Glawson,  Emma  C. 
Gove,.  Emma 
Gunn,  Katie  S. 
Hanson,  Helen  I. 
Hargrave,  Annie 
Haskins,  Elizabeth  D. 
Haven,  Fannie 
Haydn,  Carrie  W. 
Hill,  Silence 
Hinckley,  Louie  H. 
Hines,  Mabel  F. 
Hobart,  Minnie  L. 
Hollis,  Cynthia  E. 


68 


ANNUAL   SCHOOL   REPORT. 


Howes,  Lizzie  G. 
Hurley,  Margaret 
Hutchins,  Mary  F. 
Jacobs,  Adelaide  A. 
Johnson,  Lucy 
Knox,  Margaret  A. 
Lane,  Fannie 
Leahy,  Frances  E. 
Leary,  Mary 
Leighton,  Amelia  L. 
Littlefield,  Alice  L. 
Lothrop,  Caroline 
Marliave,  Julia  D.  C. 
Marlow,  Kate  K. 
Mason,  M.  Ella 
McCluer,  Alice  M.  B. 
McDermot,  Nellie 
McDonough,  Elizabeth  F. 
McKay,  Cressy 
McLaughlin,  Sarah  J. 
Merriam,  Ida 
Merritt,  Mary 
Meston,  Adelaide 
Mitts,  Mary  E. 
Monahan,  Mary  J. 
Montgomery,  Mary 
Moore,  Nellie 
Morrison,  Rebecca 
Murphy,  Agnes  J. 
Noonan,  Ellen 
Noyes,  Eliza  W. 
O'Connor,  Teresa 
O'Neil,  Rosa 
O'Neill,  Sarah  V. 
Oviatt,  Martha  S. 
Paul,  Fannie 
Peabody,  Louie  M. 
Perry,  Leila 
Phalon,  Alice  C. 
Piper,  Anna  D. 
Power,  Nellie  M. 
Powers,  Mary  B. 
Putnam,  Ella  G. 
Putnam,  Emma  C. 
Raymond,  Mary  F. 
Richardson,  Cevilla  R. 


Riley,  Margaret  F. 
Roys,  Viola  G. 
Ryan,  Alice 
Sanford,  Minnie 
Sawtell,  Mary 
Slavin,  Susie 
Smith,  Lizzie  L. 
Smith,  Maria  J. 
Smith,  Marion  F. 
Smith,  Mary 
Snow,  Anna  M. 
Steel,  Helen  C. 
Stone,  Ellen  A. 
Summers,  Katie  S. 
Talbot,  Gertrude 
Taylor,  Ella  M. 
Taylor,  Ida  F. 
Tiernay,  Mary  E. 
Torrey,  Emeline  E. 
Towle,  Mary  E. 
Tufts,  Henrietta 
Vinal,  Jennie  M. 
"Wallace,  Ellen  L. 
Waller,  Mary  E. 
Westcott,  Belle 
Wheelock,  Emma 
Whitmore,  Frances  A. 
Willard,  Fannie  L. 
"Winchell,  Mary  B. 
Wolcott,  Hattie  F. 
Young,  Esther  —  148. 

MIDDLE    CLASS. 

Abbott,  Ellen  M. 
Adams,  Susie  M. 
Alden,  Edith  F. 
Allen,  Georgianna 
Allen,  Mary  E. 
Ames,  Mary  E. 
Andrews,  Martha  L. 
Bailey,  Mary  E. 
Bailey,  Valetta  J. 
Ball,  Frances  E. 
Barrett,  Alice  M. 
Bell,  Cliarlotte  R. 


girls'  high  school. 


69 


Bell,  Minnie  F. 
Bennett,  Katie  E. 
Bibbey,  Mary  L. 
Bigelow,  Florence  J. 
Billings,  Elizabeth  F. 
Blodgett,  Minnie  L. 
Booth,  Clara  H. 
Brawley,  Margaret  E. 
Brooks,  Emma  G. 
Brown,  Sarah  A. 
Browning,  Mary  L. 
Bruce,  Helen  E. 
Bryant,  Mary  E. 
Bryant,  Sarah 
Bulling,  Jessie  E. 
Bumstead,  Emma  W. 
Burgess,  Helen 
Burton,  Annie  A. 

Carney,  Jennie  M. 

Caulkins,  Maria  L. 

Chadbourne,  Elizabeth  S. 

Chase,  Belle  M. 

Cheney,  Jennie  A. 

Clifford,  Anna  A. 

Collison,  Alicia  J. 

Cooke,  Lizzie  L. 

Coughlin,  Julia  F. 

Courtney,  Mary  E.  A. 

Crooke,  Flora  I. 

Crosby,  Lena  J. 

Cunningham,  :Mary  T. 

Curtis,  Susie  W. 

Davis,  Annie  M. 

Dennison,  Henrietta  F. 

Dolbeare,  Alice  G. 

Dore,  Annie  M. 

Draffin,  Annie  E. 

Drew,  Maggie  A. 

Dudley,  Carrie  M. 

Ellis,  Florence  L. 

Ellithorpe,  Sarah  B. 

English,  Rebecca  F. 

Evans,  Julia  A. 

Flynn,  Minnie  E. 

Forsaith,  Ella  F. 

Foster,  Mary  E. 


Fuller,  Lizzie  M. 
Fuller,  Medora  0. 
Gainey,  Annie  F. 
Gale,  Emma  L. 
George,  Katharine  "W. 
Geyer,  Susie  E. 
Ginniss,  Florence  E.  W. 
Gleason,  Jennie  M. 
Goetz,  Eva  M. 
Gogin,  Emma  C. 
Goodwin,  Lucy  A. 
Goodwin,  Mary  A. 
Gookin,  Kate  E. 
Gott,  Annie  C. 
Grady,  Mary 
Grant,  Margaret  C. 
Gray,  Sarah  A. 
Grover,  Lizzie  A. 
Gupstill,  Alma  J. 
Hagan,  Rosanna  E. 
Hall,  Nettie 

Hamblin,  Florence  E.    . 
Harlow,  Carrie  A. 
Harlow,  Susan  L. 
Haydn,  Lelia  R. 
Haynes,  Alice  F. 
Hersey,  Clara 
Hinckley,  Esther  M. 
Hinman,  Belle  B. 

Hitchcock,  Annie  C. 

Holmes,  Evvie  T. 

Hooper,  Grace  E. 

Hubbard,  Carrie  C. 

Ide,  Mary  E. 

Jameson,  Sarah  C. 

Jones,  Mary  F. 

Josselyn,  Mary  E. 

Kelley,  Grace  F. 

Kendall,  Jennie  I. 

Kieley,  Jennie  C. 

Krueger,  Ella  G. 

Ladd,  Lizzie  B. 

Lanning,  Ella  F. 

Lawrence,  Clara  A. 

Leland,  Emma  F. 

Leonard,  Cora  E. 


70 


ANNUAL   SCHOOL   KEPORT. 


Logan,  Florence  A. 
Lombard,  Hattie  A. 
Lombard,  Nellie  C. 
Lougee,  Josephine 
Mackie,  Lillie  I. 
Major,  Mary  A. 
Mann,  Marietta  R. 
Marks,  Albertina  M. 
Masten,  Alida  C. 
McAloon,  Addie  M. 
McCleary,  Emily  A. 
McGee,  Ellen 
McNeil,  Mary  A. 
^Mellen,  Lucy  J. 
Mendum,  Helena  C. 
Merrill,  Frances  M. 
Moore,  Helen  M. 
Morrison,  Martha  M. 
Morrison,  Minnie 
Morse,  Evelyn  E. 
Morse,  Frances  E. 
Morse,  Lucy  M. 
Mosely,  Clara  M, 
Mullaly,  Jennie 
Murtagh,  Katie  A.  T. 
Nann,  Katie 
Nann,  Rosa  E. 
Newell,  Mary  E. 
Nowell,  Alice  P. 
O'Connor,  Ellen  M. 
O'Connor,  Sarah  J. 
Ordway,  Mary  L. 
Overend,  Sarah  A. 
Palmer,  Alice  W. 
Parrott,  Jane  F. 
Patten,  Fannie  G. 
Pearl,  Hannah  A. 
Pendleton,  M.  Gertrude 
Philbrook,  May  A. 
Pickett,  Alice  E. 
Pickett,  Katie  L. 
Pierce,  Carrie  E. 
Pitcher,  Mary  E. 
Plummer,  Fannie  K. 
Plummer,  Mary  A. 
Plummer,  Nellie  S. 


Priest,  Mary  D. 
Read,  Alice  O. 
Renter,  Augusta 
Rich,  Clara  A. 
Robbins,  Sarah  H. 
Robinson,  Elizabeth  J.  A. 
Robinson,  Mary 
Robinson,  Nellie  A.  B.  M. 
Roraback,  Ida  W. 
Ross,  Ella  A. 
Sampson,  Olive  S. 
Sargent  Mary  F. 
Schafer,  Mary  E. 
Sherman,  Effie  D. 
Shurtleff,  Hannah  S. 
Shute,  Sophia,  A. 
Simonds,  Carrie  E. 
Simpson,  Anna  E. 
Slade,  Louisa  P. 
Smith,  Lottie  H. 
Smith,  Louisa  P. 
Snow,  Jennie  M. 
Somes,  Eldora  E. 
Stearnes,  Susie  C. 
Stevens,  Clara  R. 
Stevens,  Lizzie  F. 
Stevenson,  Harriet  E. 
Stone,  Julia 
Stratton,  Winella  W. 
Strout,  Alma  E. 
Stumpf,  Sarah  E. 
Sutherland,  Lillie  B.  W. 
Sweet,  Louise  M. 
Swindelhurst,  Susan 
Symonds,  Mary  E. 
Tenney,  Grace  G. 
Thornton,  Julia  W. 
Titcomb,  Mary  A. 
Titus,  Mary  E. 
Toland,  Sarah  E. 
Towne,  Susan  E. 
Tracy,  Catherine  J. 
Waite,  Addie  C. 
Walsh,  Ellen  B, 
"Ward,  Mary 
Welch,  Anna  C. 


girls'  high  school. 


71 


"Weston,  Annie  W. 
Weston,  M.  Emma 
Whidden,  Lizzie  D. 
White,  Annie  A. 
White,  Manella  G. 
Whiton,  Florence  A. 
Wilson,  Mary  J.  E. 
Wright,  Mattie  F.  —  204. 

JUNIOR   CLASS. 

Adams,  Lizzie  Luce 
Adams,  Sarah  E. 
Alexander,  Mary  L. 
Allen,  Pauline  E. 
Alley,  Sarah  A. 
Allison,  Harriet  E. 
Andrews,  Mary  A. 
Atwood,  Sara  E. 
Atwood,  Flora  C. 
Atwood,  Dora 
Avery,  Annie  F. 
Babson,  Abby  H. 
Badlam,  Mary  E. 
Bailey,  Fannie  T. 
Bailey,  Jessie  H. 
Baker,  Mary  W. 
Balch,  Zoe  T. 
Barnicoat,  Alice  A. 
Bartlett,  Edith  S. 
Benedict,  Emily 
Bishop,  Ida  J. 
Botto,  Lillian 
Boyce,  Emma 
Bradlee,  Ella  F. 
Bradley,  Ella 
Brady,  Mary  E. 
Brennan,  Annie  M. 
Briggs,  Emma  F. 
Brigham,  Georgiana 
Bright,  Mary  L. 
Brimbecom,  Lizzie  H. 
Brimbecom,  Mary  A. 
Brown,  Carrie  L. 
Brown,  Grace  C. 
Brown,  Lucy  L. 


Bryant,  Carrie  H. 
Buckley,  Martha  G. 
Bugbee,  Mary  E. 
Burditt,  Harriet  A. 
Burgess,  Mary  C. 
Burrows,  Mary  H. 
Burton,  Ida  M. 
Batman,  Gertrude  W. 
Capron,  Kate  C. 
Carey,  Nellie  L. 
Cay  van,  Georgie  E. 
Cliandler,  Gertrude  A. 
Chenery,  Hattie  M. 
Cherrington,  Claudine  E. 
Choate,  Sarah  L. 
Clarke,  Martha  G. 
Cleary,  Margaret 
Cliffe,  Lizzie  F. 
Cline,  Adele  B. 
Cobb,  Helen 
Collier,  Florence  E. 
Cook,  Etta  J. 
Coolidge,  Eleonora  R. 
Coolidge,  Sarah  L. 
Cormich,  Fannie  A. 
Coughlin,  Eveline  M. 
Coulter,  Rebecca 
Crabtre,  Annie  C. 
Crane,  Emma  F. 
Crocker,  Minnie  P. 
Crooker,  Ellen  B. 
Cundy,  Alice  A. 
Curry,  Margaret  L. 
Curtis,  Eulalie  L. 
Gushing,  Ethel 
Gushing,  Arabella  B. 
Danforth,  Gertrude  E. 
Darrow,  Lydia  D. 
Davenport,  Mary  L. 
Dean,  Clitheroe 
Dexter,  Florence  E. 
Dickcrson,  Julia  A. 
Doe,  Ellen  L. 
Doherty,  Mary 
Donaldson,  Jennie 
Dow,  Sarah  F. 


72 


ANNUAL    SCHOOL    REPOKT. 


Dowling,  Ada  J. 
Drake,  Agnes  L. 
Drake,  Florence  I. 
Driscoll,  Mary  E. 
Drisko,  Laura  M. 
Dunn,  Mary  C. 
Edmunds,  Koxalana  P. 
Edwards,  Eloise  S. 
Eliot,  Emily  M. 
Emery,  Ella  W. 
Emmons,  Florence  A. 
Enos,  Aurelia 
Evans,  Lottie  P. 
Everett,  Elizabeth  H. 
Fagan,  Annie  E. 
Fairbanks,  Carrie  D. 
Farnham,  Mary  H. 
Farren,  Helena  G. 
Farrer,  Cora  D. 
Farrington,  Millie  B. 
Ferdinand,  Lizzie 
Fineran,  Catharine  J. 
Fitzgerald,  Eliza  G. 
Flagg,  Ida  C. 
Floyd,  Emily  J. 
Folsom,  Nellie 
Foote,  Mary  L. 
Forbush,  Angeline  S. 
Foster,  Mary  G. 
Frost,  Sarah  A. 
Fulton,  Jennie  D. 
Gates,  Ada 
Glass,  Sarah  E. 
Glines,  Augusta  O. 
Goodrich,  Mary  L. 
Goodwin,  Ella  A. 
Gott,  Genera  E. 
Gould,  Elsie  M. 
Gould,  Emma  F. 
Gourley,  Lctitia  E. 
Grant,  Emma  C. 
Gray,  Lizzie  L. 
Greer,  Nellie  F. 
Griffin,  Ellen  H. 
Gunn,  Eliza 
Gustin,  Nellie  M. 


Gibson,  Jennie,  C. 
Hagan,  Mary  F. 
Hahn,  Carrie  S. 
Hall,  Catharine  M. 
Halliday,  Ida  E. 
Harding,  Alice  A. 
Healey,  Katie  E. 
Hertkorn,  Carrie  J. 
Heywood,  Alice  E. 
Heywood,  Lucy  B. 
Higgins,  Rosa  A. 
High,  Belle  A. 
Hill,  Jennie  L. 
Hill,  M.  Esther 
Hill,  Sarah  F. 
Hilliard,  Carrie  E. 
Hobbs,  Stella  M. 
Hodges,  Mary  S. 
Holland,  Maggie  E. 
Holmes,  Therese  C. 
Howard,  Emma  C. 
Hudson,  Clara  E. 
Humphrey,  Mary  J. 
Huntress,  Jennie  W. 
Hutchins,  Ella  C. 
Hutcliinson,  Jennie 
Hyland,  Emma  W. 
Jackson,  Adeline  B. 
Jacobs,  Nellie  J. 
Jameson,  Helen  M. 
Jenkins,  Effie  M. 
Johnson,  Cora  M. 
Jones,  Mary  E.  R. 
Joy,  Emma  F. 
Keats,  Eva  M. 
Keenan,  Mary  J. 
Keenan,  Minnie  F. 
Kelley,  Lizzie  C. 
Kelley,  Margaret 
Kelliher,  Elinor  M. 
Kennemon,  Matilda  J. 
Kenney,  E.  Idella 
Kent,  Gertrude  E. 
Kimball,  Hattie  L. 
Kimball,  Kate 
Kyle,  Mary  A. 


GIRLS    HIGH   SCHOOL. 


73 


Lambert,  Mary  F. 
Learned,  Cara  W. 
Learned,  Kittie  A. 
Leland,  Ada 
Leland,  Ella  A. 
Littlefield,  Annie  C. 
Lonergan,  Theresa  C 
Lotlirop,  Charlotte  N. 
Lynde,  Emma 
Macomber,  Ella  L. 
Maguire,  Agnes  E. 
Mansfield,  Addie  S. 
Mayo,  Susan  J. 
McCarthy,  Mary  A. 
McCartney,  Mary  E. 
McCleary,  Maria  L. 
McDonald,  Bessie 
McDonald,  Lucy  E. 
McDonald,  Mary  J. 
McGlinchey,  Hannah  L. 
Mcintosh,  Jennie 
JIcKenn}',  Adelle  H. 
MeXamara,  Mary 
Merriam,  Sarah  E. 
Merrill,  Carrie 
Merrill,  Lucy 
Meserve,  Alice  S. 
Metcalf,  Jennie  E. 
Middleby,  Annie  B. 
Millett,  Emily  M. 
Mills,  Jennie  P. 
Morrissey,  Lizzie  M. 
Moulton,  Emily  F. 
Mullen,  Susan  F. 
Murphy,  Margaret  C. 
Nelson,  Maria  L. 
Newcomb,  Frances  R. 
Nichols,  Esther  F. 
Nicholson,  Martha 
Nolan,  Alice  M. 
Nowell,  Charlotte  E. 
O'Connor,  Mary  E. 
Page,  Caroline  E. 
Palmer,  Mary 
Patterson,  Nellie  M. 
Paul,  Madeline  J. 


Pecker,  Annie  J. 
Pentland,  Ella  L 
Perrj',  Adelaide  F. 
Phippen,  Annah  L. 
Pingree,  Ina 
Piper,  Harriet 
Pitman,  Minnie  E. 
Policy,  Louise  F. 
Porter,  Mary  E. 
Power,  Kate  M. 
Powers,  Josie  A. 
Pratt,  Helen  C. 
Putnam,  Flora  L. 
Putney,  Lizzie  F. 
Eamsdell,  Ida  M. 
Redlon,.  Juliette  F 
Regan,  Annie  J. 
Rice,  Hattie  J. 
Robinson,  Clara  E. 
Robinson,  Edith  V. 
Rogers,  Abbie  L. 
Rowe,  Grace 
Rust,  Helen  W. 
Rust,  Winniford  A. 
Sehollard,  Joanna  A. 
Seaman,  Alice  A. 
Seayey,  Adeline  E. 
Shapleigh,  Ida  F. 
Shaw,  Hattie 
Shaw,  Helen  A. 
Shea,  Nellie  M.  F. 
Shepard,  Alice 
Shepard,  Lizzie  G. 
Sherer,  Mary  E. 
Sliine,  Mary  E. 
Shove,  Lucy  E. 
SidweU,  Annie 
Simpson,  Ida  F. 
Sloane,  Susie  H. 
Smith,  Cornelia  D. 
Smith,  Henrietta 
Snapp,  Mary  A. 
Snow,  Ellen  C. 
Somerby,  Mabel  E. 
Souther,  Annie  L. 
Stafford,  Lucy  C. 


74 


ANNUAL    SCHOOL    REPORT. 


Stearns,  Marian  C. 
Stuart,  Amanda  M. 
Summers,  Carrie  H. 
Swain,  Helen  M. 
Swett,  Minnie  B. 
Talbot,  Linnie  E. 
Thayer,  Mabel  C. 
Tucker,  Hattie  M. 
Tucker,  Nellie  B. 
Turner,  Mary  C. 
Upham,  Mary  D. 
Waite,  Lizzie  F. 
Wales,  Lizzie  S. 
Wallis,  Abbie  E. 
Walsh,  Mary  C. 
WArd,  Martha  E. 
Weeks,  Isabel  M. 


Welch,  Lizzie  A. 
White,  Carrie 
Wliite,  Mary  E. 
White,  Nellie  M. 
Whitney,  Ellen  A. 
Wightman,  Florence  A. 
Wilcox,  Mary  L. 
Wilder,  Mary  E. 
Williams,  Annie  T. 
Williams,  Augusta  M. 
Wilson,  Lizzie  E. 
Wilson,  Sarah  W. 
Winsor,  Annie  T. 
Wise,  Alice 
Wood,  Nellie  F. 
Woodman,  Mary  L.  —  298. 
Whole  number  —  666. 


ROXBURY   HIGH    SCHOOL.  75 


CATALOGUE    OF    THE    TEACHERS    AND    PUPILS    OF 
THE  ROXBURY   HIGH  SCHOOL,  SEPTEMBER,  1872. 

HEAD-MASTER. 

S.  M.  WESTON. 

HEAD-ASSISTANT. 

M.  LOUISE  TINCKER. 

ASSISTANTS. 

EMILY  WEEKS,  HELEN  A.  GARDNER, 

ELIZA  D.  GARDNER,  EDNA  F.  CALDER. 

TEACHEE    OF   FRENCH. 

MATHILDE  DE  MALTCHYCfi. 

TEACHER    OF   MUSIC. 

JULIUS  EICHBERG. 

TEACHER   OF  DRAWING. 

BENJAMIN  F.  NUTTING. 

TEACHER   OP  GERMAN. 

JOHN  F.  STEIN. 

INSTRUCTOR   IN   MILITARY   DRILL. 

LIEUT.-COL.  HOBART  MOORE. 


EX-SENIORS. 

Allen,  Ida  Blanche 
Bumstead,  Anna  Wells 
Edmands,  Anna  Mumford 
Faunce,  Emily  G. 
Faxon,  Maria  Davenport 
Frye,  Mary  Lane 
Gray,  Nellie 


PUPILS. 

Lingham,  Emma  Isadora 
Manning,  Julia  Frances 
Moore,  Mary  Malvina 
Pearson,  Susie  A. 
Thomas,  Minnie  Evelyn 
Washburn,  Jeanet  Palmer 
Washburn,  Emily  Persia 


76 


ANNUAL    SCHOOL    REPORT. 


SENIOR    CLASS. 

Boys. 

Allen,  Horace  Gwynne 
Bacon,  Horace 
Bell,  William  George 
Carter,  Henry  Hall 
Clark,  William  Lewis 
Coffin,  George 
Crowley,  Daniel  Joseph 
Franklin,  Charles  Webster 
Gates,  John  James 
Goldsmith,  Simon 
Hammond,  George  Francis 
Howe,  James,  Jr. 
Howe,  Leonard  Nutter 
Hutchinson,  Henry  Dana 
Kelly,  Henry  William 
Mulvey,  James  Samuel 
Nevers,  Marshall 
Parker,  Charles 
Pierce,  Charles  Taylor 
Peirce,  Edward 
Rice,  David 
Eiley,  John  Peabody 
Sanborn,  Willfey  Marshall 
Shaughnessy,  Thomas  Francis 
Spangler,  Frank 
Sullivan,  Richard  Patrick 
Walker,  Charles  Howard 
Woodward,  Clarence  Elliot 
York,  Nelson  Potter 

Oirls. 

Burrell,  Sarah  Southack 
Clark,  Ella  Eudora 
Clark,  Justina  Bradford 
Clement,  Hattie  Frances 
Crosby,  Sarah  Alephonsus 
Crosby,  Mary  Elizabeth 
Cutter,  Millie  Antoinette 
Day,  Sarah  Louisa 
Dove,  Amelia  Jones 
Grady,  Maggie 
Griffeth,  Lucie  Ellis 


Harris,  Susan  Burley 
Howe,  Florence  Ada 
Killion,  Delia  Teresa 
Kohl,  Elizabeth 
Littlefield,  Hattie  Augusta 
Mitchell,  Margaret  Jane 
Morse,  Annie  Wallace 
Mulliken,  Mary  Ella 
Mulrey,  Elizabeth  Dean 
.Newcomb,  Annie  Louise 
Perrin,  Mary  Esther 
Pish  on,  Eva 
Prince,  Sarah  Frances 
Ray,  Katie  Ellen 
Richards,  Celia  Gertrude 
Robinson,  Annie  Dexter 
Seaver,  Harriet  Emma 
Wheelock,  Annie 
Worthen,  Marietta 

MIDDLE    CLASS. 

Boys. 

Adams,  Harry  Franklin 
Anderson,  William  Frederic 
Ayres,  Isaac  Hull,  Jr. 
Bardenhoff,  Charles  Frederic 
Berry,  William  Frederic 
Brooks,  Richard  Joseph 
Browne,  Louis  L'Ecluse 
Carter,  Herbert  Norton 
Cordingley,  William  Robert 
Costello,  John  Edward 
Crowley,  John  Thomas 
Engel,  Joseph  Isaac 
Faxon,  William  Henry 
Fowle,  William  Parker,  Jr. 
Frothingham,  Edwin 
Frost,  Walter  Sprague 
Gray,  William 
Heard,  John  Reed 
Hodges,  Edward  C. 
Hodges,  Frank  Herbert 
Holbrook,  Joseph  Barnard 
Hunneman,  William  Cooper 
Klous,  Henry  Dudley 


ROXBURY   HIGH    SCHOOL. 


77 


Lang,  George  Henry 
Libby,  Clarence  Jenness 
Lockney,  Jobn  Francis 
McGrady,  James  Daniel 
Monroe,  George  Ellis 
Parry,  Charles  Ed^vard 
Rice,  Freeman  Gill 
Eumrill,  Frank 
Ryan,  James  Francis 
Ryerson,  Frank  Edward 
Scanlan,  Michael  James 
Stockwell,  George  Stephen 
Sweat,  Thacher 
Swain,  William  Newman 
Weil,  August 
White,  Arthur  Howard 
Williams,  Samuel 

Girls. 

Aull,  Elizabeth  Ellen 
Bean,  Mary  Heywood 
Bowdlear,  Ellen  Hadley 
Cotter,  Elizabeth 
Curtis,  Carrie  Walker 
Deane,  Mary  Emma 
Deane,  Sarah  Lizzie 
Dibblee,  Agnes  Ide 
Gardner,  Alice  Jane 
Grand,  Eliza  Theresa 
Hart,  Lydia  Jane 
Haynes,  Catherine 
Hewitt,  Mary  Kallock 
Leavett,  Ellen  Willietta 
Merrill,  Emma  Louise 
Morrill,  Josepliine  Russell 
MuUiken,  Harriet  Davenport 
Murphy,  Mary  Agnes 
Murphy,  Julia  Mary 
O'Connell,  Fanny  Louise 
Parker,  Abbie  Durant 
Pike,  Mary  Olive 
Pishon,  Lucretia 
Rider,  Francena  Ella 
Scarlett,  Margaret  B.  E. 
Shaw,  Emma  Cora 


Shedd,  Ella  Jane 
Smith,  Addie  Martha 
Waite,  Salome  Anthony 
Ware,  Mary  Brastow 
White,  Abbie  Elizabeth 


THIRD    CLASS. 

Boys. 

Adams,  Charles  Edwin 
Allen,  Harry  Mortimer 
Bowles,  Joseph  Brighani 
Carleton,  Elbridge  Winthrop 
Connell,  Dennis  Benedict 
Crosby,  William  Henry 
Chadwick,  Frederic  F. 
Cose,  Edwin  William 
Cram,  Sylvanus  Rich 
Currier,  Edward  Pfaff 
Decker,  Ferdinand  George 
Dolan,  Edwin  Joseph 
Donnelly,  Walter  William 
Foley,  Frank  Matthew 
Grady,  Thomas 
Gray,  Henry 
Hawkins,  Daniel  HoflP 
Hersey,  George  Edward 
Holmes,  Arthur  Thomas 
Howe,  Edwin  Allyn 
Hiinter,  Frederic  Spurr 
Hutchins,  John  Hurd 
Jacobs,  Arthur  Loring 
Karson,  Alden  John 
Kelley,  Robert  Philip 
Kelley,  John  Bernard 
Kendall,  Fred 
O'Conner,  Williams  Joseph 
O'Donnell,  George  William 
Looby,  James  Edward 
Lord,  Charles  Frederick 
Lynch,  Samuel  B. 
McDonald,  Charles  Howard 
McGowan,  Henry  George 
Munroe,  William  Winship 
Mulvey,  James  Paul 


78 


ANNUAL,   SCHOOL    REPORT. 


Rivinius,  George  Franklin 
Rousmaniere,  Edmund  Swett 
Schrocfiel,  John  Alfred 
Shea,  John  Francis 
Sierney,  John 
Smith,  Frank  Cyrus 
Swan,  William  Osborn 
Sparhawk,  George 
Sutton,  Samuel  Fernald 
Wallon,  August  C.  F. 
"Wentworth,  Edward  Spenser 
"Wyman,  William  Hutchinson 

THIRD    CLASS. 

Oirls. 

Alexander,  Carrie  Eugenia 
Barton,  Ida  Louise 
Bean,  Charlotte  Elizabeth 
Bomis,  Lizzie  A. 
Caldwell,  Harriet  Eliza 
Carleton,  Lizzie  Marion 
Cordeiro,  Alice  Margarida  B. 
Davis,  Sarah  Ellen  Banks 
Doyle,'  Mary  Ann 
Fineran,  Hannah  Gertrude 
Foster,  Emma  L. 
Gerber,  Emma  Jennie 
Green,  Ella  May 
GuUbrandson,  Annie  Sophia 
Hildreth,  Minnie  Caroline 
Heidenreich,  Bertha  E. 
Howe,  Josepliine  Joselyn 


Houghton,  Elizabeth 
Hunneman,  Elizabeth  AUibone 
Kilroy,  Esther 
Leavett,  Harriet  Woods 
Lincoln,  Minnie  Louise 
Manning,  Emma  Louise 
McLaughlin,  Elizabeth  J. 
McLellan,  Annie  Corinne 
McHenry,  Lizzie  Cushman 
Minns,  Grace  Winchester 
Moody,  Ella 
Moulton,  Helen  Lyford 
Newsome,  Jane  Margaret 
O'Connell,  Elizabeth  Eleanor 
Partridge,  Flora  Almira 
Pevear,  Nettie  G. 
Putnam,  Emma 
Richards,  Annie  Bullard 
Ryan,  Mary  Catherine 
Seaver,  Annie  Isabella 
Seavens,  Annie  Walton 
Stevens,  Grace  Cornelia 
Stocking,  Ella  Josephine 
Watson,  Mary  Emma 
Whelton,  Annie  Josephine 


SUMMARY. 

Ex-Seniors  . 

14 

First  Class    . 

59 

Second  Class 

71 

Third  Class  . 

90 

Total 


234 


DOECHESTEE  HIGH  SCHOOL. 


The  Dorchester  High  School  continues  to  be  in 
good  condition,  and  is  faithfully  doing  the  work 
allotted  to  it  m  the  educational  system  of  the  City  of 
Boston.  This  school  was  established  in  1852,  on  the 
plan  of  the  ordinary  Massachusetts  High  School,  as 
contemplated  by  the  Legislature,  to  supplement  with 
a  course  of  higher  education  the  instruction  given  in 
the  Grammar  Schools  of  the  town, which  has  since  been 
annexed  to  the  city.  It  still  retains  this  character, 
and  in  this  respect  is  essentially  different  from  the 
other  high  schools  among  which  it  is  classed,  and 
with  which  it  is  compared.  The  Public  Latin  School 
is  intended  solely  for  young  men  who  intend  to  enter 
college;  the  English  High  School  for  those  young 
men  who  desire  a  general  advanced  culture  as  a  prep- 
aration for  active  business;  and  the  Girls'  High 
School  for  the  education  of  young  ladies  in  the  higher 
branches.  The  Dorchester  High  School  receives 
pupils  of  all  these  three  classes,  fitting  young  men 
for  college,  and  supj)lementing  the  education  of  both 
sexes  in  the  advanced  studies.  The  Roxbury  High 
School  is  practically  relieved  of  the  work  of  fitting 
young  men  for  college  by  the  Koxbury  Latin  School, 
—  a  most  excellent  institution,  free  to  its  pupils,  but 

79 


80  ANNUAL    SCHOOL    REPORT. 

not  under  the  control  of  the  School  Committee.  The 
Dorchester  High  School,  therefore,  is  exceptional  in 
its  character,  when  compared  with  any  of  the  other 
high  schools  of  the  city. 

"While  it  is  doubtless  true  that  a  careful  division  of 
labor  in  teaching,  as  well  as  in  mercantile  and 
mechanical  pursuits,  produces  the  best  results,  there 
are  many  advantages  to  be  derived  from  educating 
the  sexes  together,  after  the  pupils  have  reached  the 
years  of  discretion,  —  which  is  perhaps  a  rather 
indefinite  period,  —  and  from  placing  the  boy  who  is 
fitting  for  the  university  beside  the  one  who  is  pre- 
paring for  the  counting-room,  the  machine-shop,  or 
the  farm.  It  may  be  questioned  whether  the  gain  in 
mere  scholastic  training  is  not  overbalanced  by  the 
loss  of  those  moral  and  social  influences,  —  whose 
refining  power  none  deny,  —  which  exist  in  a  school 
where  both  sexes  meet  every  day  on  the  same  plane 
as  in  active  life,  and  where  the  future  clergyman 
and  physician  are  not  separated  from  the  future  mer- 
chant, mechanic,  and  farmer.  The  friendships  con- 
tracted in  school  are  often  life-long,  and  cherished 
above  all  others,  because  they  are  formed  in  the  most 
impressible  years  of  life.  A  "  Latin  School "  is  to 
prepare  boys  for  college;  and  it  is  desirable  that  its 
pupils  should  commence  their  classical  training  even 
before  they  have  been  graduated  from  the  Grrammar 
School.  At  the  age  of  ten  or  twelve  they  are 
brought  together,  and  kept  together  for  the  long  period 
of  six  years;  which  is  followed  by  four  years  in  the 
university,  and  two  or  three  more  in  the  professional 
school.     All  the  students  of  this  school  have  substan- 


DORCHESTER   HIGH    SCHOOL.  81 

tiallj  one  aim.  In  all  their  dozen  years  of  student 
life  they  influence,  and  are  influenced  by  each  other 
only.  Tliey  cling*  together,  and  the  strong  friends  of 
after  life  are  likely  to  be  all  graduates  of  colleges. 
Some  time  in  their  career,  many  of  them  may  look  in 
vain  for  powerful  friends  among  the  successful  mer- 
chants, mechanics  and  farmers  of  the  land.  But  the 
greater  advantage  to  them  would  be  the  actual  con- 
tact in  school  and  its  associations  with  those  of  dit- 
ferent  aims;  with  those  of  the  other  sex;  and  with 
the  rougher  but  more  practical  elements  of  every-day 
life. 

Undoubtedly  there  are  advantages  in  the  union  of 
all  classes  of  students  under  the  same  school-house 
roof,  though,  from  the  merely  educational  stand-jjoint, 
we  are  accustomed  to  regard  them  only  as  compensa- 
tions, rather  than  as  positive  benefits.  In  such  a 
school  there  are  incentives  to  study  and  good  con- 
duct, and  influences  which  favor'  the  development 
of  a  true  dignity  of  character,  that  do  not  exist  in  the 
special  schools.  But  regai'ded  even  from  the  educa- 
tional stand-point  the  Dorchester  High  School  need 
not  apologize  for  its  results.  Tried  by  the  college 
examinations  of  its  graduates,  it  has  an  excellent 
record,  and  very  seldom  has  one  of  its  pupils,  in 
applying  to  Ilarvai'd  or  elsewhere,  for  admission,  been 
subjected  to  a  condition. 

Only  in  the  largest  cities  is  this  division  of  the 
educational  programme  practicable;  and  it  is  a  ques- 
tion whether  the  three  large  special  high  schools  of 
Boston  would  not  achieve  more  satisfactory  i-esults 
if  their  diflering  elements  wei-e  united  in  three  estab- 

G 


82  ANNUAL    SCHOOL   REPORT. 

lishments  on  the  general  plan  of  the  "Town  High 
School."'  Perhaps,  if  they  were  organized  on  this 
plan,  the  standard  of  classical  attainments  wonld  not 
be  so  high  as  at  present,  but  it  is  possible  that  the 
students  of  both  sexes  would  be  better  prepared,  in- 
tellectually and  moi'ally,  for  the  duties  of  life. 

The  people  of  the  Dorchester  District  are  entitled 
to  the  same  educational  privileges  as  the  other  sections 
of  the  city;  and  the  City  Government  and  the  School 
Committee,  in  the  finishing  and  furnishing  of  the 
edifice  for  this  high  school,  have  liberally  voted  all 
that  was  desired  to  make  the  building  and  its  ap- 
pointnaents  equal  to  anything,  not  only  in  the  city,  but 
in  the  whole  country.  The  Board  recently  made  the 
salary  of  the  head-master  the  same  as  that  of  the 
other  heads  of  the  high  schools;  thus  removing  the 
only  distinction  between  him  and  themi.  This  is  as  it 
should  be,  for  an  inferior  salary  is  coiTcctly  inter- 
preted as  procuring  an  inferior  teacher,  or  at  least  one 
who  is  looking  for  a  more  lucrative  situation  in  the 
older  and  more  densely  peopled  section  of  the  cit}^ 
Dorchester  is  entitled  to  a  reasonable  consideration 
on  account  of  its  peculiar  circumstances.  Though 
some  portions  of  it  are,  as  an  eloquent  member  of  the 
board  declaimed  in  his  speech,  "  a  howling  wilder- 
ness," the  footprints  of  civilization  and  progress  are 
to  be  found  within  its  borders.  The  "howl"  is 
drowned  by  the  music  of  the  saw  and  the  hammer  of 
the  builder,  so  that  the  assessors  could  not  hear  the 
discordant  sound  when  they  marked  up  the  valuation 
of  the  ward  six  and  three-quarters  millions  of  dollars 
in  a  single  year.     This  section  of  the  city  is  increasing 


DORCHESTER   HIGH    SCHOOL.  83 

in  population  and  taxable  valuation  with  almost  unex- 
ampled rapidity.  It  needs,  and  has  received,  the 
judicious  fostering  of  the  City  Government  in  the 
various  improvements  introduced.  The  city  has  lev- 
elled hills,  extended  and  widened  streets,  burrowed 
through  miles  of  rock  to  lay  down  water-pipe,  spread 
the  wires  of  the  fire-alarm  over  the  territory,  built 
sewers,  and  scattered  the  police  over  the  new  ward, 
in  order  to  place  the  citizens  of  the  district  on  an 
equality  with  those  of  the  other  sections  of  the  city; 
in  order  to  make  it  a  desirable  place  of  residence,  and 
to  develop  its  business  resources.  It  has  made  these 
improvements  for  the  future  rather  than  the  present, 
satisfied  that  the  growth  of  the  city  in  this  new  terri- 
tory will  fully  justify  the  liberal  expenditure  bestowed 
upon  it. 

In  bidding  for  the  future  prosperity  of  a  city,  a 
town,  or  a  section  of  either,  its  educational  advan- 
tages are  an  important  element  for  consideration;  and 
the  future  growth  of  the  new  ward  will  depend  to  a 
very  great  extent  upon  the  character  and  quality  of 
its  schools.  The  merchant,  the  mechanic,  or  the  la- 
borer will  not  build  his  house  and  make  his  home 
where  the  schools  are  not  as  good  as  the  best,  or  are 
not  conveniently  accessible.  "Are  the  schools  as 
good  as  those  in  the  other  sections  of  the  city?"  is 
the  question  of  the  citizen,  driven  by  the  march  of 
commerce  to  seek  a  home  in  the  new  territory  of  the 
city,  or  beyond  its  limits. 

With  this  view  of  the  needs  of  the  district,  the 
Committee  of  the  Dorchester  High  School  are  very 
glad  to  be  able  to  say  that  the  school  under  their 


84  ANNUAL   SCHOOL   REPORT. 

charge  is  the  equal  of  any  other  High  School  in  the 
city;  that  its  teachers  receive  the  same  salary;  and 
that  its  facilities  for  educating  the  sons  and  daugh- 
ters of  the  people  are  as  good  as  the  best  elsewhere. 

The  prosperity  of  the  Dorchester  High  School 
must  depend,  to  a  considerable  extent,  upon  the  esti- 
mate which  the  people  of  the  district  place  upon  the 
school.  Only  to  the  honor  of  the  people  can  it  be 
said  that  they  seek  the  best  school  for  the  education 
of  their  sons  and  daughters;  and  they  will  overcome 
many  difficulties,  and  submit  to  many  sacrifices, 
rather  than  send  them  to  an  inferior  school.  All 
that  could  be  done  to  make  the  school  worthy  of  the 
confidence  of  the  citizens  of  this  section  of  the  city 
has  been  done;  and,  while  it  would  be  highly  im- 
proper for  the  committee  to  make  any  comparisons 
between  it  and  others  of  its  class,  they  hope  the  resi- 
dents of  Dorchester  will  carefully  examine  the  subject 
for  themselves.  It  is  suggested  that  a  visit  to  the 
school,  a  survey  of  its  elegant  buildings,  and  its  edu- 
cational appointments,  and  an  hour  spent  in  the  vari- 
ous class-rooms,  would  convince  parents  that  the  insti- 
tution is  worthy  of  the  city  which  sustains  it.  Those 
who  have  examined  the  matter  the  most  thoroughly 
are  satisfied  that  it  is  better,  as  a  general  rule,  for 
advanced  pupils  residing  in  Dorchester,  especially 
young  ladies,  to  attend  this  school,  though  the  other 
high  schools  of  the  city  are  open  to  them. 

The  opinions  which  prevail  in  the  community  in 
regard  to  the  amount  of  school  woi'k  to  be  required 
of  pupils  are  many  and  various.  Some  appear  to  be- 
lieve that  no  real  work  is  done,  because  the  scholars 


DORCHESTER   HIGH    SCHOOL.  85 

are  fat,  strong  and  healthy;  that  pale  foces  and  puny 
forms  are  the  only  reliable  evidences  of  hard  study ; 
while  others  are  confident  that  the  schools  cause  an 
annual  "slaughter  of  the  imiocents,"  by  requiring  too 
much  of  the  pupils.  It  is  very  difiicult  to  adjust  the 
lessons  of  a  class  to  the  average  ability  of  its  mem- 
bers; and  the  most  careful  and  judicious  instructor 
may  overwork  a  portion  while  an  equal  number  are 
not  compelled  to  study  even  a  single  hour  out  of 
school.  The  public  sentiment  of  our  time  is  violently 
opposed  to  overwork;  and  it  is  safer  to  do  too  little 
than  too  much.  The  methods  of  instruction,  espe- 
cially in  the  languages,  have  been  greatly  improved ; 
and  the  dry  labor  of  memorizing  is,  in  a  great  meas- 
ure, superseded  by  the  intelligent  cultivation  of  the 
mind.  More  than  ever  before,  the  obtaining  of  ideas, 
rather  than  words,  is  the  aim  of  the  teacher.  It  is 
not  now  considered  necessary  to  commit  to  memory 
the  rules  and  paradigms  of  the  Latin,  French,  or 
German  grammar  before  the  learner  is  allowed  to  put 
two  words  of  the  lauguage  together,  and  know  their 
meaning.  Months  of  hard,  dry  study  are  thus  saved 
every  year;  and  the  pupil  is  even  more  proficient  in 
the  end. 

It  is  not  now  required  that  a  scholar  should  be  dis- 
gusted with  a  science  or  a  language,  before  he  can 
make  any  progress  in  learning  it.  Of  course,  under 
this  system,  scholars  are  less  fluent  and  less  showy 
in  recitations;  but  their  mental  powers  are  better 
developed,  and  they  carry  away  more  from  the  school 
in  the  end.  Lectures,  conversations,  experiments 
and  illustrations  take  the  place  of  the  meaningless 


86  ANNUAL  SCHOOL  REPORT. 

recitals  of  the  words  of  the  text-books.  The  pupils, 
even  of  the  high  schools,  need  not  be  cheerless  and 
unhappy;  need  not  be  overburdened  with  the  cares 
of  the  school-room;  and  the  system  of  education 
which  makes  them  so  is  faulty.  What  boys  and  girls 
dislike  the  most  is  not  necessarily  that  which  will  do 
them  the  most  good.  Perhaps  the  path  of  learning 
cannot  be  made  pleasant  to  all,  but  the  teacher  and 
the  system  which  do  the  most  to  make  it  so,  the  most 
nearly  conform  to  the  spirit  of  the  age. 

As  it  seems  eminently  proper  that  the  head-mas- 
ter of  the  school  should  have  an  opportunity  to  ex- 
press his  views  upon  topics  relating  to  the  welfare  of 
the  institution  under  his  charge,  the  chairm.an  invited 
him  to  prej^are  a  report,  which  is  here  inserted  in 
full:  — 

REPORT   OF   THE   HEAD-MASTER. 


It  is  a  question  of  some  importance  at  this  time,  whether  the 
course  of  High-school  study  does  not  require  a  rearrangement,  or 
perhaps  I  should  rather  sa}',  an  extension  in  respect  to  time. 

Twenty-five  years  ago  our  courses  of  High-school  study  were 
strictly  intellectual.  In  the  majoritj^  of  schools  the  basis  of  edu- 
cation was  the  study  of  the  pure  mathematics.  In  examinations 
for  admission  to  these  schools,  more  importance  was  attached  to 
arithmetic  than  to  any  other  branch  of  instruction.  The  rank  of 
mathematics  in  education  was  like  that  of  charity  among  the 
moral  virtues.  Excellence  in  this  department  covered  multitudes 
of  geographical  and  grammatical  shortcomings,  while  hundreds  of 
boys  and  girls,  who  would  have  done  honor  to  our  High  Schools, 
have  been  denied  admission,  merely  because  the3^  lacked  that  qual- 
ity which  Sir  William  Hamilton  ranks  among  the  lower  endow- 
ments of  the  human  mind.     As  arithmetic  ruled  at  the  examination 


DORCHESTER  HIGH  SCHOOL.  87 

for  admission,  so  algebra  and  geometr}-  became  the  great  tests  of 
excellence  during  the  High-school  course.  Want  of  power  at  the 
blackboard  was  considered  a  sure  sign  of  intellectual  weakness  ; 
and  not  onl^-  were  hundreds,  as  I  have  already  said,  denied  admis- 
sion for  want  of  this  power,  but  hundreds  more  who  gained  admis- 
sion were  soon  driven  from  the  High  School  because  the}'^  could 
not  get  seventy-five  or  eighty  per  cent,  in  algebra  or  geometry. 

But  better  times  are  beginning  to  dawn  upon  our  schools.  Ed- 
ucators are  beginning  to  believe  and  to  practise  the  important  truth 
which  Paul  taught  centuries  ago,  that  there  are  "  diversities  of 
gifts  "  where  there  is  no  want  of  high  and  even  brilliant  powers. 
It  is  somewhat  sad  to  think  that  the  man  who  has  been  ranked  as 
the  first  inductive  philosopher  of  the  nineteenth  centur3'  could 
hardly  have  gained  admission  to  a  New  England  High  School. 
Faraday,  on  one  occasion,  boasted  that  he  had  once  in  his  life  per- 
formed a  mathematical  calculation,  and  that  was  when  he  turned 
the  handle  of  Babbage's  calculating  machine.  Instead  of  the  se- 
vere cultivation  of  the  intellect,  and  that,  too,  upon  a  "  single 
phase,"  it  is  now  beginning  to  be  felt  that  there  are  other  and  even 
higher  powers  to  be  developed.  We  have  already  taken  important 
steps  in  the  training  of  the  body  as  the  instrument  or  servant  of 
the  mind,  and  in  the  mind  itself  there  are  recognized  creative, 
aesthetic,  and  imitative  faculties,  which  we  can  no  longer  afford  to 
neglect.  And  so  we  are  now  pushing  our  education  vigorously  in 
the  direction  of  art  and  literature.  Music,  unknown  in  our 
schools  a  quarter  of  a  century  ago,  or  viewed  onlj'  with  suspicion 
and  distrust,  as  tending  to  divert  attention  from  the  "  solid 
branches  "  is  now  as  well  established  in  our  schools  as  geograph}- : 
and  drawing  for  which,  in  former  years,  many  a  poor  fellow  has 
suffered  the  extreme  penaltj^  of  school  law,  is  now  exciting  the 
zealousy  of  all  the  ologies  and  osophies,  lest  their  rights  should  be 
invaded  or  their  claims  disallowed. 

It  is  but  the  simple  truth  to  say  that  since  our  courses  of  High- 
school  study  were  first  marked  out,  there  has  been  added  to  them 
work,  which,  when  rightly  performed,  must  occup}',  at  least,  twen- 
ty-five per  cent,  of  the  time.  Again,  the  amount  of  work  in  the 
original  course  has  been  increased  by  nearly  or  quite  an  equal 
amount.     This  increased    demand   has   been    met   in    two    ways. 


88  ANNUAL   SCHOOL   REPORT. 

First,  better  methods  of  teaching  have  enabled  teachers  to  do 
mo4-e  work  in  the  same  time  ;  and,  in  the  second  place,  the  relief 
afforded  by  variety  of  occupation  has  greatly  diminished  the  bur- 
den imposed  by  these  additional  requirements. 

But  notwithstanding  this,  the  question  may  be  fairly  asked,  Does 
notour  High-school  work  demand  more  time?  Would  it  not  be 
better  for  all  concerned,  if  our  minimum  course  for  securing  a  di- 
ploma were  not  four  years  instead  of  three?  It  is  my  firm  con- 
viction that  this  would  be  the  case,  and  this  conviction  has  been 
greatly  strengthened  by  the  experience  of  the  past  year.  Those  who 
have  not  had  occasion  to  notice  it  can  hardly  realize  how  much 
increase  of  power  and  attainment  will  result  from  a  fourth  year 
of  honest  and  earnest  stud3%  following  directl}^  upon  the  ordinary 
three-years'  course  of  the  Boston  High  Schools.  This  fourth  year, 
industriously  spent,  is  worth  half  of  the  preceding  three  ;  and  it  is 
worth  all  the  more  when  spent  with  teachers  already  acquainted 
with  a  scholar's  mental  and  moral  capacities. 

To  give  a  more  accurate  idea  of  the  increase  of  labor  at  present, 
as  compared  with  that  of  fifteen  years  since,  it  will  be  well  to  state 
the  case  a  little  more  minutely.  In  the  course  of  a  week  we  now 
give  two  hours  to  military. drill,  two  to  drawing,  and  two  to  music, 
besides,  at  least,  twelve  hours  to  special  teachers  in  French  and 
German.  The  time  occupied  by  the  special  teachers  in  modern 
languages  covers,  in  part,  time  which  was  previously  taken  by  the 
regular  teachers  of  the  school ;  that  is  to  say,  the  time  appro- 
priated to  the  special  teachers  in  French  and  German  is  not  wholly 
additional  to  the  work  pieviously  performed  in  the  school.  It  is 
safe,  however,  to  say  that  the  time  given  to  these  exercises 
amounts,  in  the  aggregate,  to  ten  hours  additional  Avork  in  the 
week.  It  is  proper  to  state,  in  this  connection,  that  the  age  re- 
quired for  admission  to  our  colleges  is  now  considerably  greater 
than  formerly.  In  the  case  of  Harvard  College,  the  actual  aver- 
age is  now  found  to  be  four  years  more  than  was  formerl}-  required. 
This  fact  indicates,  what  we  all  know  to  be  the  case,  that  the  re- 
quirements for  admission  to  our  colleges  have  not  only  been 
increased  in  quantity,  but  in  quality  as  well.  This  increased  de- 
mand on  the  part  of  the  colleges  naturally  affects  all  the  lower 
schools,  whether  English  or  classical. 


DORCHESTER   HIGH    SCHOOL.  89 

The  course  of  study  in  the  Dovchester  High  School  differs  from 
the  other  High  Schools  of  the  city,  inasmuch  as  the  classicist  and 
English  courses  of  instruction   are  combined,  ^ind  both  sexes  are 
allowed  and  encouraged  to  pursue  these  courses  to  the  extent  of  a 
full  preparation  for  Harvard  College.     The  advantages   of    this 
complete  coarse  seem  to  rae  so  great  that  I  venture  briefly  to  state 
them.     It  is  the  desire  of  many  parents  that  their  sons  should  go 
to  college,  and  this  desire  leads  many  to  put  their  boys  at  a  very 
early  age  upon  what  is  called  a  course  of  classical  study,  without 
any  regard  to  their  tastes  or  capacities.     In  a  majority  of  cases  it 
is  found  in  the  course  of  a  year  or  two  that  the  boys  are  not  fitted 
for  classical  studies  ;  that  their  tastes  and  capacities  are  mercantile' 
mechanical  or  scientific  ;  and  that  acontinuance  in  the  chosen  course 
must  result  in  a  disastrous  failure,  or,  at  best,  in  but  moderate  suc- 
cess.    Hence  it  often  happens  that  the  boys  are  put  upon  a  differ- 
ent course  of  study  in  another  scliool,  but  not,  it  may  be,  until 
they   have    some    degree     of     self-confidence    in   view   of    their 
imaginary  failure.     Their  apparent  failure,  however,  was  no  fault 
of  theirs,  but  the  result  of  a  want  of  good  judgment  on  the  part 
of  their  parents.     The  bo^'s  were  too  young  to  judge  for  them- 
selves, and  their  parents  followed  the  dictates  of  their  feelings,  and 
not  of  sound  and  enlightened  judgments. 

If,  now,  the  boys  had  been  qualified  for  a  High-school  course  by 
a  full  term  at  the  Grammar  Schools,  and  the  choice  of  the   parent 
had  been  deferred  until  the  opening  faculties  of  their  sons   had 
furnished  them  ground  for  a  wise  judgment,  much  time  would  have 
been  saved,  and,  what  is  of  fur  more  importance,  a  lifelong  sense 
of  mortification  from  an  imaginary  failure.      I   have  seen  in   so 
man}'-  cases  the  evils  resulting  of  this  putting  asunder  what  God 
bath  joined  together,  that  I  often  ask  myself,  when  will  this  folly 
cease?     This  divorcement  of  classical  and   English  studies  does 
not  exist  in  college  ;  wh}'',  then,  should  it  in  preparation  for  col- 
lege? We  have  the  intimation  already  from  Cambridge,  that  candi- 
dates for  admission  there   will  be  examined  in  the  elements  of 
the  natural  sciences  as  well  as  in  Latin,  Greek,  and  mathematics. 
We  have  inherited  this  absurdity  from  the  Grammar  Schools  of 
England,  and  just  in  proportion  to  its  absurdity  will  be  the  strength 
of  the  tenacity  with  which  some  will  cling  to  it.     "  What  reason 
7 


90  ANNUAL    SCHOOL    REPORT. 

ncA'er  designed,"  saj^s  Dr.  Johnson,  "  reason  can  never  account  for," 
and  perhaps  he  might  have  added,  reason  will  have  the  greatest 
difficulty  in  reraovii:|^.  Among  the  innumerable  mischiefs  resulting 
from  the'separation  of  classical  and  scientific  studies  is  the  notion 
that  there  is  a  certain  superiority  in  classical  over  scientific  pur- 
suits. And  the  bo}-  who  has  been  prepared  for  college  in  an 
exclusively  classical  school  often  goes  to  college  with  a  kind 
of  contempt  for  scientific  pursuits,  and  for  those  who  are  specially 
devoted  to  them.  This  acts  as  a  great  hindrance  to  his  own  prog- 
ress, and  when  it  is  too  late  to  correct  his  error,  he  finds  that  he 
has  undervalued  not  onl}^  some  of  the  most  essential  parts  of  a  lib- 
eral education,  but  overlooked  the  great  forces  which  underlie 
modern  civilization. 

I  beg  leave  to  speak  an  earnest  word  in  behalf  of  the  rights  of 
girls  to  the  same  classical  culture  as  boys.  The  history  of  our 
school  bears  ample  testimony  to  the  abilit}^  of  .young  ladies  to  do 
well,  and  in  the  same  time,  all  the  work  required  of  young  men  in 
preparation  for  college.  We  have  girls  now  pursuing  the  course  of 
study  required  for  admission  to  college  who  would  be  <5rnamentsto 
any  classical  school  in  the  country.  And  when  I  see  the  grace, 
the  facility,  and  the  abilit}'^  with  which  thej^  master  Cicero,  Virgil, 
Xenophon,  and  Homer,  I  cannot  but  feel  the  injustice  which  denies 
them  the  same  rights  of  study  that  are  enjoyed  by  the  male  sex. 
When  shall  we  have  complete  freedom  in  education?  When  shall 
we  divest  ourselves  of  prejudice  and  precedents,  and  treat  the  hu- 
man soul,  whether  male  or  female,  as  the  image  and  noblest  crea- 
tion of  its  Maker? 

ELBRIDGE    SMITH, 

Head-master. 

The  discipline  of  the  Dorchester  High  School  is 
not  such  as  would  find  favor  with  the  "  martinet  of  a 
school-master,"  who  believes  that  the  salvation  of  his 
school  depends  upon  the  precision  with  which  the 
"  third  position  "  is  taken  and  kept  by  his  pupils.  A 
certain  degree  of  freedom,  not  inconsistent  with  the 
progress  of  the  school,  prevails.     The  scholars   are 


DORCHESTER    HIGH    SCHOOL.  91 

not  unnecessarily  hampered  with  forms  and  restraints 
which  are  needful  in  the  schools  for  young-er  scholar.s. 
During  the  year,  not  a  pnpil  has  been  reported  to  the 
Committee  —  as  provided  in  the  Regulations  —  for 
continued  misconduct.  The  relations  between  the 
teachers  and  the  pupils  have  been  of  the  pleasantest 
character;  and  there  has  not  been  a  case  of  c(5rporal 
punishment  during  the  administration  of  the  present 
head-master,  if  there  ever  was  one. 

The  excellent  care  taken  of  the  building  reflects 
the  highest  credit,  not  only  upon  the  head-master 
and  the  janitor,  but  also  upon  the  pupils,  l^ot  a 
mark  nor  a  scratch,  nor  any  wilful  defacement  of  the 
premises  can  be  found,  even  in  those  parts  where  the 
vandalism  of  school-boys  is  most  likely  to  be  ex- 
hibited. 

At  the  close  of  the  year,  very  much  to  the  regret 
of  the  Committee,  her  associate  teachers,  and  the 
pupils,  the  school  was  deprived  of  the  valuable  ser- 
vices and  the  excellent  influence  of  Miss  Mary  F. 
Porter,  who  Avent  from  her  chosen  field  to  brighten 
the  lot  of  an  accomplished  educational  laborer;  and 
his  gain  is  certainly  our  loss.  For  several  years  she 
was  a  very  faithful  and  efl&cient  instructor  in  the 
school;  and  she  carries  with  her  into  her  new  sphere 
in  life  the  best  wishes  of  the  Committee,  teachers, 
and  scholars,  for  her  future  prosperity  and  happiness. 
Miss  Porter's  place  was  filled  by  the  appointment  of 
Miss  Luther,  a  lady  of  much  experience,  and  many 
accomplishments,  whose  temporary  service  in  the 
school  had  prepared  her  for  the  position,  and  demon- 
strated her  fitness  for  it. 


92  ANNUAL    SCHOOL    REPORT. 

At  the  Annual  Exhibition,  in  Jnly,  the  hall  was 
filled  to  itsntraost  capacity  by  the  parents  and  friends 
of  the  pupils,  who  thus  manifested  their  interest  in 
the  school.  The  diplomas  of  graduation  were  pre- 
sented to  forty-four  scholars.  The  only  graduate  of 
the  classical  course,  Frank  ^^esley  Burnham,  was 
admitted  to  Harvard  College  with  only  an  unimpor- 
tant "  condition  "  in  modern  geography.  At  the 
exhibition,  the  graduating  class  presented  to  the 
school  a  very  large  and  handsomely  mounted  photo- 
graph of  the  Roman  Forum,  as  the  class  of  the  pre- 
ceding year  had  of  the  Coliseum  at  Kome.  These 
useful  and  appropriate  pictures  were  received  by  the 
chairman,  and  now  adorn  the  walls  of  the  hall,  to 
remain  there  as  memorials  of  the  classes  that  pre- 
sented them. 

This  report  cannot  properly  be  closed  without  an 
allusion  to  the  special  teachers  in  Music,  Drawing, 
Military  Drill,  French  and  German,  who  have  not 
only  discharged  their  several  duties  foithfull}^,  but 
have  manifested  an  earnest  interest  in  the  welfare  of 
the  school,  and  have  endeavored  to  harmonize  their 
labors  with  the  general  plan  of  the  head-master;  and 
generally  they  have  merited  and  won  the  respect  and 
esteem  of  the  pupils. 

All  the  applicants  for  admission  at  the  close  of  the 
year  were  received,  either  after  the  first  or  the  second 
examination,  the  questions  being  the  same  as  those 
used  at  the  other  High  Schools.  At  the  fi.rst,  only 
one  failed  to  obtain  the  required  per  cent,  of  correct 
answers,  the  standard   being   the  same  as  at  other 


DORCHESTER  HIGH  SCHOOL. 


93 


schools;  a  fact  which  *'  very  creditable  to  the  Gram- 
mar Schools  of  the  district.  Of  the  fifty-two  appli- 
cants admitted, 

7  were  from  the  Dorchester  Everett  School. 


0 
16 
4 
3 
12 
4 
6 

52 


Gibson 

Harris 

Mather 

Miuot 

Stoughton 

Tileston 

Other  sources. 


In  conclnsion,  the  Committee  commend  the  Dor- 
chester High  School  to  the  consideration  of  the  citi- 
zens of  the  ward  in  which  it  is  located,  with  the  hope 
that  they  will  regard  it  as  an  institution  liberally  sus- 
tained by  the  city  for  their  exclusive  use  and  benefit; 
and  that  they  will  join  the  Committee  in  all  needed 
efforts  to  improve  its  condition  and  promote  its 
prosperity. 

For  the  Committee  of  the  Dorchester  High  School, 

WILLIAJNI  T.  ADAMS, 

Chairman. 


94  ANNUAL    SCHOOL   REPORT. 


CATALOGUE    OF    THE    TEACHERS    AND    PUPILS    OF 
THE   DORCHESTER  HIGH  SCHOOL,    SEPT.,    1872. 

HEAD-MASTER. 

ELBRIDGE  SMITH. 

HEAD-ASSISTANT. 

MARY  WENT  WORTH  HALL. 

ASSISTANTS. 

REBECCA  VINAL  HUMPHREY.  ELLEN  GERMAINE  FISHER. 

HARRIET  BYRON  LUTHER. 

TEACHEK    OF   MUSIC. 

JULIUS  EICHBERG. 

TEACHEB   OF   DRAWING. 

MERCY  A.  BAILEY. 

TEACHER    OF    FRENCH. 

CHARLES  DE  LAGARLIERE. 

TEACHER    OF    GERMAN. 

JOHN  F.  STEIN.. 

DRILL-MASTER. 

LIEUT.-COL.  HOBART  MOORE. 


PUPILS. 


EX-SENIORS. 


Babcock,  David  Marks 
Bent,  William  Danforth 
Ferry,  George  Harry 
Gorham,  George  Congdon 


Gardner,  Clifford 
Kendall,  Walter  Gardner 
Monroe,  Stephen  A.  Douglas 
Preston,  John  Aiken 
Temple,  William  Franklin 


DOECHESTER   HIGH    SCHOOL. 


95 


Girls. 

Allbright,  Susan  Broughton 
Brooks,  Antoinette  Parsons 
Capen,  Cordelia  Rosanna 
French,  Mary  Elizabeth 
Hawes,  Mary  Hardwell 
Mann,  Mary  Ellen 
Melville,  Caroline  Frances 
Payson,  Anna  Holden 
Pope,  Anna  French 
Swan,  Ella  French 
Whiton,  Esther  Rebecca 


Boys. 

Baker,  Frank  Woods 
Baynton,  Walter 
Cliilds,  Harold  Chessman 
Colgan,  James  Arnold 
Edstman,  Edgar  Frank 
Edwards,  Thomas  Pearce 
Gorham,  Sherwood  Fii  Id 
Knight,  Edwin  Augustus 
Leavitt,  George  Oscar 
Lyons,  Walter  Shepard 
Upham,  Charles  Holbrook 
Sproul,  Arthur  Eliot 
White,  Willie  Gardner 

Girls. 

Bailey,  Alice  Howard 
Brown,  Fannie  Bates 
Caldoff,  Mary  Ann 
Coffin,  Harriet 
Cushing,  Anna  Quincy 
Greeley,  Ella  Louisa 
Mann,  Elizabeth  Benson 
Mann,  Marj'  Susan 
Pratt,  May  Estella 
Preston,  Edith  Lee 
Roper,  Mary  Isabella 
Russell,  Emma  Frances 
Sanborn,  Mary  Elizabeth 


Sheridan,  Mary  Jane 
Thayer,  Sarah  Munroe 
Weis,  Anna  Lora 
Weis,  Mary.  Blake 
Welles,  Emma  Geneva 
Williams,  Susan  Eliot 

MIDDLE    CLASS. 

Boys. 

Allbright,  William  Broughton 
Bent,  Charles  Henry 
Chadbourne,  Henry 
Coombs,  Frank 
Green,  Alfred  Pingree 
Hemmenway,  Edward  Augustus 
Huntington,  Clarence  Williams 
Kendall,  Charles  Francis 
Kerk,  Joseph 
Payson,  Horace  Bfake 
Perrin,  William  Brown 
Robinson,  James  Leavitt 
Russell,  Thomas  Joseph 
Smith,  George  Clinton 
UfFord,  Charles  Augustus 
Upham,  Charles 

Girls. 

Barlow,  Abby  Ella 
Brooks,  Agnes  Elvira 
Brown,  Elizabeth  Woodford 
Carlton,  Mary  Jane  Milly 
Cook,  Hattie  M. 
Edwards,  Elizabeth  Caroline 
Esterbrooks,  Emma  Martha 
Emery,  Carrie  Maria 
Goodale,  Mary  Emma 
Hersey,  Louisa  Eliza 
Kendrick,  Clara  Bussey 
Merriam,  Eleanor  Hayes 
Nichols,  Minnie  Louise 
Ordway,  Annie  Freeman 
Packard,  Ida  Louise 
Porter,  Clara 
Shiverick,  Sarah 


96 


ANNUAX,   SCHOOL   REPORT. 


Spargo,  Ida  Thankfull 
Wliitney,  Mary  Jane 
Worsley,  Julia  Baitlett 


JUNIOR    CLASS. 

Boys. 

Bradley,  Cliarles  Wesley 
Cook,  John  Henry 
Eddy,  John  Lodge 
Elder,  William 
Eairbrother,  Edwin  Smith 
Grundy,  Thomas  15eni:imin 
Hannum,  William  EUery 
Hubbard,  Arthur  Augustus 
Knapp,  Hiiwaid  Lawrence 
Lynes,  William 
Moseley,  Frederick  Clark 
Murphy,  ^Johri 
Pratt,  Charles  Dudley 
Putnam,  Silas  Safford 
Sharp,  Everett  Howe 
Sivret,  Frank  Tileston 
Sweet,  James 
Todd,  Frank 
Walker,  John  Ballantyne 
West,  John  Minot 


Oirls. 
Anderson,  Jane  Allison 
Austin,  Catlierine  Downer 
Bacon,  Annie  Jane 
Barrows,  Mila  Isabel 
Blake,  Annie  Frances 
Buckpitt,  Fannie  Arabella 
Callender,  Adeline  Jones 
CofBn,  Adeline 
Cowling,  Miriam  Louise  S. 
Dix,  Eva  Clara 
Fifield,  Mary  Sanborn 
Elder,  Mary  Lambert 
Foley,  Mary  Theresa 
Glidden,  Annette 
Jacobs,  Bertha  Whitter 
Johnson,  Vesta  Gertrude 
Jones,  Josie  Alena 
Knapp,  Mary  Augusta 
Littlefield,  Carrie  Maria 
Peckham,  Lizzie  Annie 
Eeid,  Jane 

Schallenback,  Mary  Frances 
Smith,  Emma  Louise 
Tavener,  Grace 
Tucker,  Mary 
Walker,  Genie 
Wall,  Abba  Elizabeth 
Whall,  Sarah  Antoinette 


BOSTON  NORMAL   SCHOOL. 


97 


CATALOGUE    OF    THE    TEACHERS    AND    PUPILS    OF 
THE  BOSTON  NORMAL   SCHOOL,  SEPTEMBER,  1872. 


HEAD-MASTER. 

LAEKIN  DUNTON. 

HEAD-ASSISTANT. 

JANE  H.   STICKNEY. 


ASSISTANTS. 


FLORENCE  W.   STETSON. 


W.   BERTHA  HINTZ. 


ANNIE  J.  STODDARD,  Teacher  of  Primary  School. 


Adams,  Lavinia  E. 
Backup,  Mary  J. 
Badlam,  Anna  B. 
Bailey,  Elizabeth  G. 
Bell,  Helen  M. 
Blanchard,  Fannie 
Bickford,  Eudora  F. 
Boston,  Hattie  E. 
Brown,  Ellen  M. 
Colligan,  Lizzie  A. 
Crosby,  Matilda  F. 
Davis,  Frances  M. 
Davies,  Ida  H. 
Dolan,  Mary  A.  A. 
Farrington,  Mary  A. 
French,  Mary  F. 
Gill,  Frances  W. 
Gillespie,  Annie  M. 
Gowing,  Julia  A. 
Guild,  Mary  Ella 
Haven,  Carrie  A. 
HayAvard,  Laura  K. 
Hill,  Henrietta  A. 
Hooker,  Clara 
Huckins,  S.  Lila 
Jackson,  Ella  T. 
Kelley,  Frances  T. 
7 


PUPILS. 


Kendall,  Ida  F. 
Leary,  Maggie  J. 
Lee,  Isabel  F. 
Levi,  Miriam 
Livingstone,  Isabel  C. 
Lewis,  Mary  L. 
Macdonald,  Anna 
May,  Alice  M. 
McGowan,  Katie  E. 
Nason,  Katie  A. 
Nash,  Hannah  A. 
Ordway,  Lizzie 
O'Dowd,  HonoraT. 
Park,  Lizzie  A. 
Porter,  Electa  M. 
Preble,  Harriet  I. 
Proctor,  Florence  M. 
Putnam,  Helen  A. 
Sanborn,  Lizzie  A. 
Sanford,  S.  Grinnell 
Scanlan,  Bridget  E. 
Smith,  Florence 
Snow,  Clara  J. 
Stevens,  Laura  M. 
Story,  Anna  L. 
Thacher,  Isabel 
Turner,  Ella  A. 
Withey,  Emily  W. 


REPORTS 


SUPERINTENDENT  OF  PUBLIC  SCHOOLS 


POB     THE     TEAB     ENDING 


AUGUST   31,  1872. 


TWENTY-FOURTH 

SEMI-ANNUAL   REPORT. 


To  the  School  Committee  of  Boston :  — 

Gentlemen, —  In  conformity  with  the  require- 
ments of  your  regulations,  I  respectfully  submit  the 
following  as  my  Thirty-sixth  Report,  the  Twenty- 
fourth  of  the  semi-annual  series. 

SCHOOL   ATTENDANCE. 

Two  things  are  requisite  to  make  the  education  of 
the  people  complete :  good  schools  and  good  attend- 
ance. Good  schools  will  not  suffice  without  good 
attendance  5  nor  will  good  attendance  avail  without 
good  schools.  To  secure  these  two  things  is  the 
problem  of  education. 

It  is  not  my  purpose  at  this  time  to  discuss  the 
character  or  extent  of  the  means  of  instruction  af- 
forded by  our  system  of  schools.  "VYhen  it  is  stated 
that  adequate  provision  has  been  made  for  the  in- 
struction, absolutely  gratuitous,  of  all  children  and 
youth,  not  only  in  Primary  and  Grammar  Schools, 
but  also  of  all  who  are  qualified,  in  High  Schools; 
that  the  day  schools  are  supplemented  by  a  sys- 
tem of  evening  schools,  of  different  grades  and 
descriptions,  for  the  benefit  of  adults  and  of  chil- 
dren whose  circumstances  require  them  to  work  dur- 

101 


102  ANNUAL   SCHOOL  EEPOET. 

ing  the  day;  that  the  school  accommodations  com- 
prise 105  school-houses,  most  of  which  are  substantial 
and  commodious  edifices,  with  all  the  modern  im- 
provements in  school  architecture,  the  aggregate  act- 
ual value  of  this  school  property  amounting  to 
$5,891,747.15;  that  the  whole  number  of  sittings, 
each  consisting  of  a  separate  desk  and  chair  of  the 
best  patterns  known,  amounts  to  44,192;  that  1,000 
teachers  are  employed  at  the  annual  expense  for  sala- 
ries of  more  than  $800,000;  and  that  the  annual  ex- 
penditure for  school  purposes,  exclusive  of  the  cost 
of  school-houses  and  lots,  exceeds  $1,000,000,  — when 
this  is  stated,  it  is*evident  that  there  has  been  no  lack 
of  means  in  this  city  for  the  establishment  and  sup- 
port of  public  schools.  Cheap  schools  are  usually 
poor  schools.  The  great  cost  of  our  schools  is  not 
proof  positive  that  they  are  good,  but  the  liberal  scale 
on  which  they  are  conducted  affords  the  best  pre- 
sumptive evidence  in  their  favor,  for  an  intelligent 
community  would  not  be  likely  to  pay  so  high  a  price 
for  a  poor  article.  If  the  inestimable  blessings  of  a 
good  education  are  not  secured  to  every  child  in  the 
community,  it  is  certainly  not  for  want  of  well 
equipped  and  liberally  supported  schools.  If  there 
are  children  growing  up  without  proper  instruction, 
the  cause  is  to  be  found  in  the  want  either  of  ability 
or  disposition  on  the  part  of  their  parents  to  send 
them  to  the  schools  which  have  been  provided  for 
their  benefit. 

What,  then,  are  the  facts  in  regard  to  the  attend- 
ance and  non-attendance  of  children  in  this  city? 

This  important  question  I  propose  to  answer,  as 


superintendent's  report.  103 

far  as  I  am  able  to  do  so,  by  the  use  of  the  informa- 
tion at  my  command.  In  attempting. to  accompUsh 
this  purpose,  the  first  item  of  information  we  have  to 
seek  is  that  of  the  number  of  cliildren  of  scJiool  age. 
In  a  small  country  town  it  would  not  be  a  difficult 
task  to  get  this  statistical  item  with  almost  absolute 
exactness;  but  in  a  large  city  the  eXact  enumeration 
of  all  the  children  of  suitable  ai:>-e  to  attend  school  is 
a  very  difierent  thing.  The  legal  provision  for  the 
enumeration  is  as  follows :  — 

"  The  assessors  shall  annually,  in  the  month  of 
May,  ascertain  the  number  of  persons  in  their  respec- 
tive towns  and  cities  on  the  first  day  of  May, 
between  the  ages  of  five  and  fifteen  years,  and,  on 
or  before  the  first  day  of  July  following,  report  I'ne 
same  to  the  school  committee."  Our  assessors,  find- 
ing themselves  unable,  in  a  city  of  this  size,  to  com- 
ply with  the  letter  of  the  law  by  doing  this  work  per- 
sonally, placed  the  supervision  of  it  in  my  hands. 
This  duty  I  have  performed  as  well  as  I  could,  during 
the  past  ten  years.  The  mode  of  proceeding  is  this: 
An  enumerator  experienced  in  such  matters  is^  ap- 
pointed to  take  charge  of  the  work.  He  selects  six- 
teen assistants,  one  for  each  ward,  who  present  them- 
selves at  my  office  for  examination  as  to  their  fitness 
for  the  duty  to  be  performed  by  them.  "When  the  req- 
uisite number  of  assistants  has  been  approved,  they 
are  furnished  with  blank  books*  and  carefully  in- 
structed as  to  the  manner  in  which  they  are  to  proceed. 

*  Note.  —  The  schedule  printed  at  the  head  of  the  books  used  is 
as  follows :  — 


Locality. 


Order  of  the 
Families. 


Children  between 

the  apes 

of  6  and  15. 


Attend  Public 
School. 


.  ^o.,^  !>..;..„.«     Teachers  of    Location  of 
^""Si??,^""        P'.vate  Private 


104  ANNUAL   SCHOOL   EEPOET. 

At  the  end  of  the  first  day's  work  the  enumera- 
tor presents  the  books  of  his  assistants  for  ex- 
amination. This  is  repeated  several  times  during 
the  progress  of  the  work.  If  an  assistant  proves 
to  be  incompetent,  he  is  discharged.  As  a  means 
of  securing  fidelity  and  accuracy  in  the  work,  oc- 

The  following  questions  and  explanations  are  printed  on  the 
first  page  of  each  book :  — 

DIRECTIONS  TO   CANVASSERS. 


Questions  to  be  asked  by  the  Canvasser. 


1st.    Is  there  more  than  one  family  in  this  house? 

2d.     Is  there  any  family  in  this  house  having  one  or  more  children? 

3d.     How  many  children  have  you  that  are  over  5  years  of  age 

and  under  15? 
4th.     How  many  of  these  attend  public  schools  ? 
5th.     How  many  of  these  attend  private  schools  ? 
6th.     If  any  attend  a  private  school,  what  is  the  name  of  the 

school,  and  where  is  it  located  ? 

N.  B.  These  questions  should  be  put  in  a  clear  and  distinct 
manner,  so  that  they  may  be  well  understood  and  correctly 
answered. 

A  single  parent  and  one  child  are  sufficient  to  constitute  a  family, 
and  should  be  so  registered ;  but  a  single  person  living  alone  is 
not  to  be  considered  a  family.  A  husband  and  ■wife  are  to  be  ac- 
counted a  family,  whether  they  have  children  or  not. 

A  person  keeping  a  hotel  or  boarding-house  is  to  be  considered 
a  family.  Children  living  away  from  their  parents  belong  to  the 
family  with  whom  they  live. 

Ash  of  each  family  question  Zd. 

"  Under  15  years  of  age  "  means  before  the  15th  birthday. 

"  Over  0  years  of  age  "  means  after  the  5th  birthday. 

Each  book  contains  also  the  map  of  the  ward  for  which  it  is 
assigned. 


superintendent's  report.  105 

casionally  the  name  of  one  of  the  assistants  is 
drawn  by  lot,  and  his  book  is  put  into  the  hands  of  a 
suitable  person  to  re-canvass  a  portion  of  his  ground. 
Sometimes  the  enumerator  and  myself  together  make 
this  re-canvass.  Even  with  all  the  care  thus  bestowed 
upon  this  matter,  it  is  not  to  be  supposed  that  math- 
ematical accuracy  has  been  reached.  It  is,  however, 
safe  to  say  that  a  tolerably  close  approximation  to  it 
has  been  attained. 

The  enumeration  of  last  May  made  the  nuinber  of 
'persons  in  the  city  hetween  the  ages  of  five  and  fif- 
teen years,  45,970.  This  is  the,  number  of  children 
to  be  educated,  or  the  number  due  at  school,  on  the 
supposition  that  the  schooling  of  all  children  is  to 
be  continued  until  the  age  of  fifteen  years. 

"We  are  now  to  ascertain  how  far  this  number  can 
be  accounted  for.  In  attempting  to  do  this  we  begin 
with  the  enumeration  of  the  pupils  in  the  public 
schools;  and  for  this  purpose  I  use  the  statistics  made 
up  at  the  close  of  the  last  school  year,  because  they 
contain  the  last  yearly  averages.  Our  school  records 
have  not  been  so  kept,  until  the  beginning  of  the  pres- 
ent school  year,  as  to  show  how  many  different  pujyils 
are  enrolled;  they  show  only  the  average  numher  he- 
longing.  The  average  for  the  year  is  found  by  aver- 
aging, in  the  first  place,  each  month,  the  numbers  act- 
ually on  the  roll  for  each  day  in  the  month  being 
added,  and  the  sum  being  divided  by  the  number  of 
school  days  in  the  month.  Then  the  monthly  aver- 
ages thus  obtained  are  again  averaged.  "When  a  pu- 
pil is  absent  for  five  consecutive  days,  for  any  cause 
whatever,  his  name  is  dropped  from  the  roll,  until  he 


106  ANNUAL   SCHOOL   REPORT. 

returns,  and  it  is  not  counted  with  the  number  be- 
longing. If  a  pupil  leaves  without  intending  to 
return,  his  name  is  dropped  at  once.  This  mode  of 
keeping  the  records  makes  the  average  belonging 
considerably  less  than  it  would  be,  if  the  names  of 
pupils,  absent  from  sickness  or  other  causes,  were  re- 
tained and  counted  as  being  on  the  roll,  until  their 
return.  Teachers  generally  try  to  keep  their  rolls 
trimmed  as  closely  as  possibly,  because,  in  this  way, 
the  per  cent,  of  attendance  is  made  to  appear  more 
favorable.  Besides,  it  is  to  be  borne  in  mind  that,  by 
this  mode  of  keeping  the  records,  the  number 
reported  as  the  yearly  average  belonging,  is  much 
less  than  the  whole  number  of  pupils,  who  have  been 
in  attendance  for  some  part  of  the  year.  For 
instance,  if  one  pupil  attended  school  five  months, 
another  tliree,  and  a  third  two,  these  three  pupils 
would  be  counted  as  if  they  were  only  one  child 
attending  school  the  ten  months  which  constitute 
the  school  year. 

The  average  whole  number  belonging  to  the  public 
schools  for  the  year  ending  Aug.  31,  1871,  was:  — 

Day  Schools 36,174 

Evening  Schools 1,666 

Evening  Drawing  Schools 380 

Total 38,220 

The  average  attendance  at  the  private  schools,  for 
the  year  ending  Aug.  31,  1871,  was :  — 

Tuition  Schools 2,945 

Free  Catholic  Schools,  and  Charitable  and  Reformatory 

Institutions 4,359 

Total 7,304 


superintendent's  report.  107 

The  average  attendance  at  these  two  general 
classes  of  private  schools  would  not  probably  exceed 
85  per  cent,  of  the  whole  number  belonging.  On 
this  supposition,  the  average  toliole  number  helong- 
ing  to  the  private  schools  would  be  8,593.  Adding 
this  number  to  the  average  whole  number  belong- 
ing to  the  public  schools,  Ave  have,  as  the  aggregate^ 
average  whole  number  of  pupils  belonging  to  public 
and  private  schools,  46,813,  a  number  larger  by 
nearly  one  thousand  than  that  of  the  children  in 
the  city  of  school  age.  But  this  number  includes 
pupils  over  15  years  of  age;  there  are  none  in 
school  under  5  years  of  age.  We  must,  there- 
fore deduct  from  it  those  pupils  who  are  over  15. 
In  the  High  Schools  the  number  of  pupils  over 
15  is  1,082,  and  in  the  Grammar  Schools,  1,110. 
As  we  have  no  returns  of  the  ages  of  pupils  in  the 
evening  and  private  schools,  the  number  who  are 
over  15  years  of  age  can  only  be  estimated.  In  the 
evening  schools  I  estimate  that  two-thirds  are  over 
15  years  of  age,  amounting  to  1,110.  In  the  free 
private  schools,  little  else  than  the  elementary 
branches  being  taught,  it  is  probable  that  there  are 
very  few  pupils  over  15  years  of  age.  Among  the 
tuition  private  schools  were  included  the  Industrial 
School  of  the  Massachusetts  Institute  of  Technology, 
and  the  commercial  colleges,  with  570  students  be- 
longing. It  may  reasonably  be  taken  for  granted  that 
all  these  students  are  over  15  years  of  age.  By  far 
the  larger  number  of  the  tuition  private  schools  are 
for  young  children,  and,  at  all  events,  the  proportion 
of  the  pupils  in  these  schools,  taken  together,  who  are 


108 


ANNUAL   SCHOOL  KEPORT. 


over  15  years  of  age,  is  not  greater  than  that  of  the 
pubHc  schools,  which  is  about  6  per  cent.;  assuming 
this  jSgure  as  the  basis  of  calculation,  the  number 
over  15  in  these  schools  is  4,65.  Adding  this  num- 
ber to  576  we  have  1,041.  A  fraction  of  the  pupils 
in  the  private  schools  are  non-residents,  but  this  is 
balanced,  probably,  by  the  private  schools  not  re- 
ported by  the  canvasser.  Several  private  schools 
are  known  to  have  been  omitted  in  the  enumeration. 
The  number  over  15  years  of  age  stands  thus :  — 

In  High  Schools 1,082 

In  Grammar  Schools 1,110 

In  Evening  Schools '    .         .  1,110 

In  Private  Schools 1,041 


Total,         . 4.343 

Deducting  the  total  number  over  15  from  the  whole  number  be- 
longing to  all  the  schools,  and  we  have  the  number  under  15 
belonging,  thus :  — 


Number  belonging  to  all  the  schools 
Number  over  15       . 


Number  under  15  belonging 


46,813 
4,343 

42,470 


This  number,  thus  accounted  for,  taken  from  the 
whole  number  of  children  of  school  age,  enumerated, 
45,970,  leaves  3,500  still  to  be  accounted  for.  For 
this  purpose  it  is  necessary  to  examine  our  school 
statistics  a  little  more  closely. 


Classification  of  Pupils  in  Primary  Schools  by  Ages. 

Five  years  of  age 17  per  cent. 

Six  years  of  age  . 
Seven  years  of  age 
Eight  years  of  age 


Nine  years  of  age  and  over 


22 
23 
19 
19 


superintendent's  report.  109 

It  appears  from  the  above  that  the  number  of  chil- 
dren 5  years  of  age  who  belong  to  the  Primary 
Schools  is  only  75  per  cent,  of  those  7  years  of  age. 
It  may  be  assumed,  then,  that  at  least  25  per  cent,  of 
the  children  5  years  of  age  do  not  attend  either  pub- 
lic or  private  schools.  The  whole  number  of  chil- 
dren 5  years  of  age  is  about  one  tenth  of  the  number 
between  5  and  15,  or  4,597;  25  per  cent,  of  this  num- 
ber is  1,149.  I  consider  this  number  of  children 
who  are  not  in  school,  or  nearly  all  of  it,  as  satisfac- 
torily accounted  for.  When  I  say  it  is  satisfactorily 
accounted  for,  I  mean  that  this  number  cannot  with 
propriety  be  considered  as  any  part  of  the  number 
of  children  who  are  growing  up  without  the  advan- 
tages of  schooling.  For  these  children  are,  for  the 
most  part,  kept  at  home  by  their  parents,  not  to  their 
injury,  but  for  their  good.  They  are  not  withheld 
from  school  to  work  at  home,  or  to  work  for  hire.  A 
very  small  fraction  may  be  prevented  from  attending 
school  on  account  of  the  neglect  of  parents.  It  is 
becoming  very  common  for  parents  in  easy  circum- 
stances to  defer  sending  their  children  to  school  until 
six  or  even  seven  years  of  age,  and  for  a  child  un- 
der six  years  of  age,  the  freedom  of  a  good  home 
is  doubtless  better  than  the  teaching  to  be  had  in  an 
ordinary  school.  The  children  of  the  poorer  class  of 
parents  who  arrive  at  the  age  of  5  years  during  the 
winter  season,  are  generally  kept  at  home  until  the 
opening  of  spring.  This  is  not  the  consequence  of 
neglect;  it  is  done  out  of  regard  for  the  welfare 
of  the  children.  Besides,  it  is  to  be  borne  in  mind 
that  children  5  years  of  age  are  not  generally  regarded 


110  AJSTNUAL   SCHOOL   EEPORT. 

as  having  arrived  at  school  age.  In  several  States 
of  the  Union  children  under  six  years  of  age  are 
prohibited  from  attending  school. 

And  then,  on  the  other  hand,  it  is  not  reasonable  to 
take  it  for  granted  that  all  children  from  12  to  15 
years  of  age  who  are  not  in  school  are  to  be  classed 
with  those  who  are  growing  up  without  competent 
education.  In  this  State  there  is  no  school  age  rec- 
ognized and  fixed  by  law.  Is  it  not  doubtful  whether 
it  would  be  best  for  all  children  to  attend  school  con- 
stantly until  the  age  of  15  years?  I  am  not  aware 
of  the  existence  of  any  system  of  general  education 
that  contemplates  the  constant  schooling  of  all  chil- 
dren up  to  that  age.  The  end  of  the  thirteenth  year 
is  the  age  most  generally  designated  as  the  minimum 
for  constant  and  consecutive  attendance  at  elementary 
schools.  In  Switzerland,  a  country  unsurpassed  for 
the  excellence  of  its  system  of  popular  education,  the 
constant  schooling  of  children  is  not  required  alter 
the  end  of  their  twelfth  year.  From  this  age  they  ai"e 
required,  during  three  or  four  years,  to  attend  certain 
schools  from  two  and  a  half  to  eight  hours  in  each 
week. 

The  number  of  pupils  between  10  and  14  years  of 
age  belonging  to  the  Grammar  Schools  is  12,718. 
This  would  give,  if  there  were  no  iliUing  off  in  the 
attendance  of  older  pupils,  3,179  as  the  number 
of  pupils,  who  are  11  years  age,  belonging  to  those 
schools.  But  the  number  of  this  age  actually  be- 
longing is  only  1,760,  showing  a  falling  off  of  1,419. 
This  number  of  pupils,  it  is  evident,  must  have  at- 
tended school  up  to  about  the  age  of  14  years,  and 


superintendent's  report.  Ill 

if  80,  they  are  pretty  well  accounted  for.  If  they 
have  not  received  so  good  an  education  as  could  be 
desired,  they  are  by  no  means  to  be  classed  as  igno- 
rants.  Then  the  number  between  12  and  14  is  978 
less  than  the  number  between  10  and  12.  This  num- 
ber fall  out  of  the  school  ranks  after  they  reach  the 
age  of  12  years  and  before  they  reach  the  age  of 
14;  and  all  or  nearly  all  pupils  who  remain  in  school 
until  12,  even  if  their  attendance  is  not  very  regu- 
lar, get  a  fair  knowledge  of  reading,  writing  and 
spelling,  with  the  elements  of  arithmetic  and  geog- 
raphy. It  is  reasonable  to  suppose  that  half  the  pu- 
pils at  least,  leaving  school  at  12  or  13  years  of  age, 
have  a  passable  elementary  education.  On  this  sup- 
position, we  have  489  more  to  add  to  those  previous- 
ly accounted  for. 

The  children  between  5  and  15  not  in  school,  thus 
accounted  for,  are :  — 

Those  5  years  old  kept  at  home 1,149 

Those  leaving  school  at  14  years  of  age  ....  1,419 
Half  of  those  leaving  school  between  12  and  14  years  of  age   489 


Total, 3,057 

This  leaves  less  than  500  of  the  3,500  remaining  to 
be  accounted  for,  and  yet  I  have  made  no  estimate  of 
the  number  under  15  who  have  left  private  schools 
after  having  obtained  a  tolerably  good  elementary 
education,  nor  have  I  undertaken  to  calculate  how 
much  the  whole  number  belonging  to  our  schools 
would  have  been  swelled  by  disregarding  the  "  five 
day  rule,"  and  counting  as  belonging  all  pupils  who 
have  been  absent  for  a  much  longer  period  than  five 
days. 


112  ANNUAL   SCHOOL   REPORT. 


RECAPITULATION. 


"Whole  number  of  children  between  5  and  15,  45,970 

Number  belonging  to  Public  Schools,  38,220 

Number  belonging  to  Private  Schools,  8,593 

Total  number  belonging  to  all  schools,  46,813 

Number  in  all  schools  over  15,  4,343 


Number  between  5  and  15  in  all  schools,  42,470 

Number  5  years  old  not  in  school,  1,149 

Number  14  years  old  not  in  school,  1,419 

Half  the  number  between  12  and  14  not  in  schools,  489 

Number  between  5  and  15  unaccounted  for,  443 

3,500 


45,970 


It  appears,  then,  that  the  whole  number  of  pupils  of 
all  ages  belonging  to  the  public  and  private  schools 
is  considerably  in  excess  of  the  number  of  persons  in 
the  city  between  5  and  15  years  of  age;  that  the 
number  between  these  ages  belonging  to  the  public 
and  private  schools  is  92  per  cent,  of  the  whole  num- 
ber in  the  city;  that  of  the  7  per  cent,  not  attend- 
ing school,  six  sevenths  are  pretty  well  accounted 
for,  making  99  per  cent,  in  school,  or  accounted 
for,  while  1  per  cent,  remains  unaccounted  for. 
This  statement  of  the  case  respecting  the  school 
attendance  in  this  city  seems  to  afford  evidence 
for  the  belief  that  the  number  of  children  who  are 
growing  up  without  acquiring  at  least  the  rudiments 
of  education  is  quite  small.  During  the  past  ten 
years,  I  do  not  remember  to  have  met  with  the  case 
of  a  child  who  had  resided  in  the  city  until  the  age 
of  fourteen  without  learning  to  read  and  write. 


superintendent's  report.  113 

Our  truant  olficers  are  exjDected  to  look  after  all 
children  not  attending  school,  Avho  are  found  in  the 
streets  without  any  lawful  occupation.  From  their 
reports,  and  from  information  derived  from  other 
sources,  I  had  good  reason  for  believing  that  they 
are  faithful  and  eflScient  in  the  performance  of 
their  duty.  But  as  I  occasionally  hear  it  said  in  ed- 
ucational speeches,  or  read  in  some  newspaper  com- 
munication, that  there  are  several  thousand  —  from 
ten  to  fifteen  thousand  I  think  is  the  number  named! 
—  vagrant  urchins  in  the  streets  growing  up  in  ig- 
norance, idleness,  and  vice,  I  thought  I  would  try 
to  find  where  they  were.  Accordingly,  some  week  or 
two  ago,  on  a  bright  and  sunny  morning,  taking  care 
not  to  select  a  holiday,  I  set  out  on  a  voyage  of  dis- 
covery. I  went  to  all  the  railroad  stations,  I  drove 
round  the  marginal  streets,  scanning  the  wharves  and 
alley-ways,  keeping  a  sharp  lookout  for  boys  and  girls 
of  school  age.  The  result  of  this  perambulatory 
expedition,  which  occupied  two  or  three  hours,  was 
quite  extraordinary,  in  respect  to  the  smallness  of 
the  number  of  children  of  school  age  that  were  found 
at  all.  Every  one  found  was  stopped  and  his  case 
inquired  into.  The  whole  number  found  was  hardly 
more  than  could  be  counted  on  one's  fingers,  and 
among  them  there  wls  only  one  who  had  not  a  good 
reason  for  being  out  of  school.  This  was  a  truant 
who  had  slipped  through  the  fingers  of  his  teacher, 
and  escaped  the  vigilance  of  the  truant  ofilcer.  The 
next  day  being  fine,  I  continued  the  survey,  going 
through  nearly  all  the  streets  of  a  densely  populated 
section  of  the  city.     The  result  was  about  the  same 


114  AjStxual  school  report. 

as  that  of  the  preceding  day.  The  few  children 
found,  witli  one  exception,  gave  good  reasons  for 
their  absence  from  school.  He  was  a  licensed  news- 
boy, and  was  generally  found  in  school.  A  similar 
district  in  another  part  of  the  city  was  inspected  on 
the  third  day.  It  was  the  same  thing  over  again.  I 
propose  to  repeat  this  survey  of  the  streets  when  the 
spring  opens.  In  my  last  report  I  presented  a  tabu- 
lated report  of  the  doings  of  the  truant  officers  dur- 
ing the  past  ten  years.  That  report  affords  strong 
evidence  of  the  activity  of  those  officers,  and  it  is  no 
doubt  largely  owing  to  their  labors  that  so  few  ab- 
sentees are  found  in  our  streets. 

But  however  favorable  our  statistics  of  attendance 
may  appear,  it  is  nevertheless  quite  certain  that  there 
are  many  children  in  the  city  who  are  not  in  the  way 
of  acquiring  what  may  be  called  a  competent  educa- 
tion, that  is,  a  good  elementary  education;  and  so  long- 
as  there  is  one  such  child  remaining,  our  efforts  to 
improve  the  attendance,  and  reduce  absenteeism, 
should  not  be  relaxed.  Among  the  forces  to  be  re- 
lied upon  to  secure  the  general  attendance  of  children 
at  school,  the  character  of  the  schools  is  the  most 
important.  The  more  nearly  our  schools  approach 
to  the  most  approved  standard  of  excellence,  the 
more  they  will  be  attended,  not  only  by  the  children 
of  the  wealthier  classes,  but  also  by  the  children  of 
the  poor.  In  pursuing  the  conquest  of  ignorance 
this  fact  should  ever  be  kept  in  the  foreground.  Still, 
the  attractive  force  of  a  good  school  is  not  alone 
sufficient.  Experience  proves  that  it  must  be  supple- 
mented by  coercive   instrumentalities.     As   I  have 


superintendent's  report.  115 

already  intimatecl,  the  truant  law,  which  has  been  in 
operation  for  twenty  years,  has  proved  a  powerful 
auxiliary  in  the  warfare  against  ignorance.  Indi- 
rectly the  truant  officers  have  performed  a  very  valu- 
able service,  which,  perhaps,  was  not  anticipated  when 
the  truant  law  was  enacted;  they  have,  to  a  very 
great  extent,  been  the  means  of  making  those  classes 
of  persons  who  do  not  appreciate  the  value  of  educa- 
tion, at  least  feel  the  disgrace  of  voluntary  ignorance. 
Let  the  sentiment  once  become  universal  amonsr  all 
classes  of  society  that  voluntary  illiteracy  is  not  only 
disgraceful,  but  criminal,  and  there  will  be  compara- 
tively little  need  of  the  a2)pllcatioii  of  compulsory 
means  to  secure  school  attendance. 

I  am  not  yet  prepared  to  take  the  ground  that 
every  child  should  be  expected,  much  less  compelled, 
to  attend  school  constantly  until  the  age  of  fifteen 
years,  but  I  think  we  ought  to  spare  no  pains  to 
secure  to  every  child  the  advantages  of  schooling 
until  the  age  of  fourteen  years.  For  the  present 
this  might  be  accepted  as  a  reasonable  minimum. 
The  law  requires  children  to  be  sent  to  school,  by 
their  parents  or  guardians,  for  at  least  twelve 
weeks  in  each  3^ear,  until  they  are  fourteen  years  of 
age,  and  it  forbids  the  employment  in  manufiictories 
of  children  under  fifteen  years  of  age,  unless  they 
have  attended  school  at  least  three  months  durinof 
the  year  next  preceding  such  employm.ent.  There  is 
little  occasion  for  enforcing  these  provisions  of  law 
in  the  case  of  children  under  twelve  years  of  age. 
The  practice  of  employing  children  from  twelve  to 
fourteen   years  of  age   in  stores  is  becoming  quite 


116  ANNUAL   SCHOOL   REPORT. 

common,  and  it  may  be  found  necessary  to  require  the 
parents  of  such  children  to  keep  them  in  school  dur- 
ing the  time  prescribed  by  law.  The  truant  officers 
are  now  engaged  in  the  investigation  of  this  matter. 
I  have  frequently  requested  them  to  ascertain  whether 
in  their  respective  districts  children  are  employed, 
contrary  to  law,  in  manufacturing  establishments. 
But  they  have  entered  no  complaints  against  manu- 
factories for  such  employment  of  children. 

The  evils  of  Non-Attendance,  Absenteeism,  and 
Truancy  are  largely  occupying  the  attention  of  edu- 
cators in  all  parts  of  our  country.  The  following 
judicious  and  appropriate  remarks  on  these  evils  are 
taken  from  the  last  report  of  the  United  States 
Commissioner  of  Education :  — 

"  The  non-attendance  of  the  population  of  school 
age  in  our  cities,  increased  by  absentees  and  truants, 
is  the  grand  source  from  which  are  supplied  all  the 
developments  of  vice  and  crime  against  person  and 
property.  These  evils  are  noticed  in  some  form  of 
complaint  in  almost  every  State  and  city  report;  each 
is  sufficient  to  imperil  the  interests  of  any  commu- 
nity.    .     .     . 

"  For  these  evils,  already  so  vast,  and  still  growing 
with  such  rapidity  in  most  of  our  cities,  many  causes 
are  assigned.  The  indifference  or  the  poverty  of 
parents,  the  inconvenience  of  location  of  school- 
houses,  the  unattractiveness  of  the  school-houses,  the 
insufficiency  of  school  accommodations,  and  the 
inefficiency  of  school-teachers,  are  among  those 
generally  given.  But  the  causes  are  sufficiently  ap- 
parent, in  any  community,  to  those  who  will  look 
after  them  carefully. 


superintendent's  eeport.  117 

"How  can  they  be  overcome,  and  their  consequen- 
ces remedied?  The  piibhc  sentiment  of  each  com- 
munity must  answer.  ]N^othing  adequate,  however, 
may  be  expected,  if  the  facts  are  not  looked  up  by  the 
teachers,  the  poHce,  and  other  city  authorities,  and 
brought  home  to  the  feehngs  of  the  citizens.  It  is 
useless  to  say  that  these  evils  cannot  be  removed. 
If  they  are  irremediable,  we  must  admit  the  alarming 
fact  that  many  of  our  cities  are  fast  becoming  un- 
safe as  places  of  residence  for  honest  and  decent 
people.  Life  would  lose  its  security  and  property 
its  value.  The  conduct  of  school  officers,  and  teach- 
ers sometimes,  by  their  indifference,  suggests  that  the 
remedy  should  begin  with  them.  In  these  cases  they 
conduct  the  schools  as  if  they  were  intended  only  for 
their  own  convenience,  and  for  the  benefit  of  schol- 
ars that  they  may  choose  to  retain  within  them.  Too 
many  reports  never  recognize  this  element,  never  in- 
clude the  whole  population  of  school  age.  Average 
attendance  and  percentage  of  attendance  are  made 
out  on  the  basis  of  enrolment;  whereas  the  standard 
in  every  case,  for  the  system  or  the  school,  should  be 
the  education  of  the  whole  number  who  ought  to 
be  in  school.  Every  system  and  every  school  should 
compare  what  it  does  with  what  it  ought  to  do  for  the 
whole  number  of  children  for  which  it  is  responsible. 

"  It  is  important  to  show  the  evils  resulting  from 
the  running  away,  or  absence,  of  those  who  are  reg- 
istered in  the  school;  but  the  representation,  if  truth- 
ful and  complete,  would  include  the  corresponding 
facts  with  regard  to  those  who  never  appear  in  the 
school-room.     Go  up  and  down  our  cities,  how  few 


118  ANNUAL   SCHOOL    REPORT. 

can  even  seat,  and  how  many  less  can  give  instruction 
to  the  total  number  of  children  of  school  age?  ISTot  a 
single  State  can  do  this.  It  may  be  said  then,  first, 
that  the  idea  must  be  corrected  in  the  minds  of 
school  officers  and  teachers;  second,  there  must  be 
ample  instruction  and  accommodations  for  the  entire 
population  of  school  age;  third,  every  appropriate 
measure  must  be  adopted  to  overcome  the  indiffer- 
ence of  parents ;  and  fourth,  if  the  evil  is  not  other- 
wise remedied,  the  law  should  imperatively  require 
every  child  to  receive  instruction,  at  least  in  the  ru- 
diments of  an  Eugliah  education,  a  certain  number  of 
months  each  year  within  the  period  of  proper  school 
age.  These  things  not  only  ought  to  be,  and  are  es- 
sential to  the  public  good,  but  they  have  been  done 
and  well  done.  Boston  long  since  showed,  approx- 
imately, how  education  can  be  guaranteed  to  every 
child  in  an  American  city.  Massachusetts  furnishes 
a  good  law,  and  the  respective  municipalities  put  it 
into  efficient  operation.  Municipal  officers,  teachers, 
police,  heartily  unite,  and  favorable  results  are  re- 
ported. I^ew  York  has  a  good  law,  but  it  is  well- 
nigh  without  enforcement.  Whatever  operates  against 
one  of  these  evils  has  a  favorable  effect  upon  each 
of  the  others.  The  absolute  prevention  of  non-attend- 
ance will  gradually  reduce  absenteeism  and  truancy." 
In  commending  what  has  been  done  in  Mas- 
sachusetts to  secure  school  attendance,  I  under- 
stand the  able  Commissioner,  General  Eaton,  to  mean 
that  we  have  done  well  in  comparison  with  those  com- 
munities which  have  done  little  or  nothing  in  this 
direction ;  not  that  we  have  done  all  that  is  desirable. 


supekintendent's  report.  119 

As  it  is  profitable  to  know  and  to  consider  well 
what  competent  judges  think  of  us,  and  especially 
what  competent  judges  from  foreign  countries  think 
of  us,  I  quote  in  this  conuection  extracts  from  a  letter 
concerning  these  matters  in  Massachusetts  and  Bos- 
ton, written  to  our  Educational  Commissioner  at 
Washington,  by  Mr.  A.  J.  Mundella,  of  England,  a 
prominent  member  of  Parliament,  and  an  able  and 
well-informed  advocate  of  popular  education.  His 
visit  to  our  schools,  and  his  admirable  address  to  our 
Primary  teachers,  are  doubtless  fresh  in  the  minds  of 
members  of  the  Board :  — 

"  I  may  congratulate  you  without  reserve  on  pos- 
sessing, in  all  the  States  through  which  I  have  passed, 
the  best  and  most  commodious  school-houses  in  the 
world.  I^othing  which  I  have  seen  in  any  European 
country  will  compare  with  them;  the  State  of  Mas- 
sachusetts, I  think,  and  more  especially  the  city  of 
Boston,  standing  pre-eminent.  The  Kormal  Schools 
which  I  have  seen  are  excellent,  and  the  attainments 
of  the  teachers,  especially  of  the  female  teachers,  be- 
yond anything  I  could  have  expected,  and  far  beyond 
anything  I  have  witnessed  elsewhere. 

"  The  munificence  of  the  American  people  in  the 
section  I  have  visited,  in  providing  schools,  is,  in  my 
opinion,  entirely  without  a  parallel;  a  good  educa- 
tion being  offered  free  to  every  American  child.  If 
I  have  any  regret,  it  is  to  notice  that  where  such 
ample,  almost  lavish,  provision  has  been  made, 
there  are  still  many  who  iKirtcike  very  sparingly  only^ 
while  otliers  absent  themselves  altogether  from  the 
feast.     If  you  could  introduce  a  plan  for  enforcing 


120  AisnsruAL  school  report. 

regular  attendance  for  a  course  of  years,  as  is  done 
in  Germany,  your  educational  system  would  leave 
little  or  nothing  to  be  desired.  I  may  state,  from 
long  experience,  that  where  the  education  of  children 
is  wholly  dependent  upon  the  parents,  selfishness,  or 
the  indifference,  or  intemperate  habits  of  many,  will 
cause  a  considerable  number  to  be  entirely  neglected, 
or  only  partially  educated;  and,  in  a  country  like 
yours,  where  the  only  guaranty  for  your  free  institu- 
tions is  the  intelligent  assent  and  support  of  the  citi- 
zens, the  State  and  the  nation  have  a  right  to  demand 
that  those  who, share  in  the  government  of  the  coun- 
try, and  enjoy  its  privileges,  shall  have  had  the  advan- 
tage of  education  and  a  virtuous  training. 

"In  my  opinion  the  successful  working  of  the 
schools  in  Boston  is  mainly  attributable  to  the  fact 
that  large,  compulsory  powers  are  exercised  by  the 
School  Board  of  that  city.     .     .     . 

"  While  there  is  so  much  room  for  congratulation, 
there  is  an  immense  field  remaining  unoccupied,  which 
cannot  be  neglected  without  grievous  loss  to  the 
nation.  I  refer  to  technical,  industrial,  and  art  edu- 
cation, which,  so  far  as  national  and  State  effort  is 
concerned,  seem  to  have  ieen  much  neglected.  The 
Cooper  Institute  of  'New  York,  and  the  Institutes  of 
Technology  at  Boston  and  Worcester,  are  bright  ex- 
ceptions. The  first  I  regard  as  one  of  the  most  noble 
and  useful  instances  of  private  benevolence  I  have 
ever  encountered." 


superintendent's  report.  121 

CLASSIFICATION". 

In  coimection  with  the  foregomg  account  of  school 
attendance  it  seems  desirable  to  show  the  classifica- 
tion of  the  pupils  belonging  to  the  public  schools,  for, 
as  an  element  in  determining  the  success  of  our  school 
system,  it  is  necessary  to  know,  not  only  how  many 
children  are  in  school,  but  also  to  know  to  what 
grades  and  classes  they  belong.  We  want  to  know, 
in  the  first  place,  the  percentage  of  pupils  belonging 
to  the  three  grades  of  scJiools,  namely,  —  the  High, 
the  Grammar,  and  the  Primary.  And  then  we  want 
to  know  the  percentage  of  the  pupils  belonging  to  tJie 
different  classes  of  each  grade.  For  the  purpose  of 
this  comparison  the  statistics  are  taken  from  the  re- 
turns of  January  31,  1872. 

Taking  the  average  whole  number  belonging  to 
the  day  schools  [36,560] ,  during  the  half  year  pre- 
ceding the  above  date,  as  the  basis  of  calculation,  we 
find  that  the  percentage  belonging  to  each  grade 
is  as  follows :  — 

Scliools.  Number,  Per  cent. 

1873.  18G3. 

High,  1,723  .04-7  .02-9 

Grammar,  19,G05  .53-6  .47-4 

Primary,  15,232  .42-6  .49-6 

This  table  shows  a  very  considerable  gain  in  the 
percentages  of  the  upper  grades.  The  Grammar 
Schools  have  made  a  great  relative  gain.  The  pi"o- 
portion  of  pupils  in  the  High  Schools  has  increased 
very  largelj^,  the  number  47  as  compared  with  the 
number  29  representing  the  ratio  of  increase.  For 
every  1,000  pupils  in  all  the  day  schools,  there 
are  47  in  the  High  Schools,  or  a  little  less  than  5  per 


122 


ANNUAL   SCHOOL   REPORT. 


cent.  But  a  little  calculation  will  show  that  this  is 
not  the  true  per  cent,  of  the  puj^ils  that  enter  the 
High  Schools,  as  is  sometimes  erroneously  asserted  in 
attempting  to  prove  the  inefSciency  of  the  lower 
schools.  It  is  manifestly  absurd  to  take  the  percent- 
age of  pupils  in  High  Schools  at  any  given  time  as 
the  per  cent,  of  pupils  who  avail  themselves  of  High 
School  education.  And  yet  this  absurdity  is  repeated 
at  about  every  educational  gathering  in  this  region. 
To  get  the  true  per  cent,  the  time  in  the  High  Schools 
as  compared  with  the  time  in  the  lower  schools  should 
come  into  the  calculation  in  connection  with  the  num- 
bers in  these  grades  of  schools.  The  number  that 
entei-ed  the  High  Schools  this  year  was  19  per  cent, 
of  the, number  that  entered  the  Grammar  Schools 
from  the  Primary. 


Classification  of  High  Scliools. 


o 
o 

a 

C3 

> 
< 

Classes. 

Schools, 

s 

'2 

o 
u 

m 

o 

23 

104 

117 

41 

46 

27 

170 

181 

G5 

37 

33 
235 
24G 

78 
47 

25 

11 

99 

■p.ncyliQh     TTiirh          .     . 

U 
52 
IG 

Girls'  High  and  Normal . . . 

Totals 

82 

S31 

480 

G39 

25 

11 

99 

Percentages  

.04-9 

.19-8 

.28-7 

.38-3 

.01-4 

.00-G 

.05-9 

SUPEEINTENDENT  S    KEPOKT. 


123 


The  percentages  in  the  foregoing  table  show  the 
ratios  of  the  several  classes  to  the  whole  number  of 
pupils  belonging  to  the  High  Schools,  January  31, 
1872.  The  advanced  class  of  the  Girls'  High  and 
Il^ormal  School  includes  the  36  pupils  in  the  Training 
Department. 

The  following  table  shows  the  number  of  teachers, 
the  average  number  of  pupils,  and  the  average  num- 
ber of  pupils  to  a  teacher,  in  each  of  the  High  Schools, 
during  the  half  year,  ending  January  31,  1872 :  — 


Schools. 


Latin 

English  High 

Girls  High  and  Normal 

Highlands  High 

Dorchester  High 

Totals 


Ko.  of 
Teachers. 


11 

17 

23 

6 

6 


62 


Average  Ko.  of 
Pupils. 


222 
541 
G22 
206 
132 


1723 


Average  No.  of 
Pupils  to  a 
Teacher. 


20.1 

31.8 

27. 

34.3 

26.4 


27.7  [av.] 


Classification  of  Grammar  Schools. 

Classes.  Number,  Jan.  31,  72.                                 Per  cent. 

First  Class  (highest),  1448  .07 

Second  Class,  2349  .12 

Third  Class,  2996  .15 

Fourth  Class,  3273  .17 

Fifth  Class,  4491  .23 

Sixth  Class,  6075  .26 


124  ANNUAL   SCHOOL   REPOET. 

The  classification  shown  in  the  above  table,  which 
has  been  taken  from  the  last  semi-annual  returns  of 
the  Grammar  Schools,  is  not  strictly  correct,  as  it  is 
known  that  pupils  of  some  schools  were  reported  as 
belonging  to  higher  classes  than  they  were,  by  the 
standard  of  the  programme,  qualified  for.  It  is 
hoped  that  in  future  the  returns  in  respect  to  clas- 
sification will  be  in  strict  accordance  with  the  facts 
as  they  exist  at  the  time  of  making  the  returns. 
In  no  case  should  pupils  be  designated  as  belong- 
ing to  the  fifth  class,  unless  they  have  passed  an  ex- 
amination in  all  the  studies  required  in  the  sixth 
class.  And  so  of  the  other  classes.  One  of  the  prin- 
cipal objects  for  which  the  course  is  divided  into  steps 
is  to  facilitate  the  transfer  of  pupils  from  one  school 
to  another  without  loss  of  time.  But  if  these  steps 
are  disregarded  in  the  promotion  and  designation  of 
pupils,  confusion  and  waste  of  time  is  the  result. 

A  pupil  going  from  a  school  which  is  not  correctly 
classified  to  one  that  is,  cannot  be  placed  in  a  class 
suited  to  his  attainments.  And  the  case  is  just  as  bad 
where  the  pupil  goes  from  a  school  that  is  classified 
is  accordance  with  the  programme  to  one  which  is 
not  so  classified. 

The  following  table  shows  the  number  of  teachers 
and  average  whole  number  of  pupils,  and  the  average 
number  of  pupils  to  a  teacher  (not  counting  the 
masters'  head  assistants)  in  each  Grammar  School 
for  the  half  year  ending  January  31,  1572. 


SUPERINTENDENTS    REPORT. 


125 


Schools. 


Adams 

Bigelow 

Bowditch. . . . 

Bowdoin 

Boylston.. . . 
Brimmer...^ 
Chapman.... 

Comins 

Dearborn. . . . 
Dorch'r  Dist. 
Dudley. . . . 
Dwight. .  - . 

Eliot 

Everett. . . . 

Franklin 

Sherwin.. . 


12 
20 
U 
12 
11 
16 
12 
17 
16 
33 
7 
13 
16 
15 
15 
18 


!zi  .2 


532 
887 
533 
494 
400 
838 
568 
808 
714 
1075 
258 
599 
742 
684 
652 
800 


48.3 
46.6 
41.0 
44.9 
40.0 
42.5 
51.6 
50.5 
47.6 
35.8 
43.0 
49.9 
49.4 
48.8 
46.5 
47.0 


SCHOOI.S. 


Hancock  . 
Lawrence 
Lewis .... 
Lincoln  . . 
Lyman  . . . 
Mayhew . . 
Norcross. . 
Phillips  . . 
Prescott . . 
Quincy . . . 

Rice 

Shurtleflf. . 

Washington 

Wells.... 

Winthrop 

Totak.... 


o  § 


19 

18 
12 
15 
12 
13 
15 
13 
13 
14 
15 
14 
7 
11 
18 
456 


<i  ° 


873 

858 
561 
774 
498 
4G8 
687 
551 
609 
609 
618 
664 
243 
451 
757 
19.605 


jg  2 
48.5 
50.4 
51.0 
55.3 
45.2 
39.0 
49.0 
45.9 
50.7 
46.8 
44.1 
51.0 
40.5 
45.1 
44.5 
46.3 


126 


ANNUAL   SCHOOL   REPORT. 


The  following  table  shows  the  increase  and  de- 
crease in  the  number  of  pupils  in  the  respective 
Grammar  Schools  during  the  past  year :  — 


Schools. 

Adams 

Bigelow 

Bowditcli .... 
Bowdoin  .  — 

Eoylston 

Brimmer  . . . . 
Chapman .... 

Comins 

Dearborn 

Dorch'r  Dis't 

Dudley 

Dwight 

Eliot 

Everett 

Franklin  . . . . 
Sherwin 


rH 
CO 

o 

n 
o 

a 

^ 

S 

a 

a 

1-5 

532 

537 

5 

856 

887 

.... 

31 

587 

533 

54 

.... 

513 

494 

19 

.... 

418 

400 

18 

.... 

661 

638 

23 

.... 

546 

568 

.... 

22 

833 

808 

25 

.... 

717 

714 

3 

1001 

1075 

74 

359 

258 

101 

618 

599 

10 

.... 

754 

742 

12 

.... 

711 

684 

27 

.... 

664 

652 

12 

.... 

675 

800 

.... 

125 

.  Schools. 

Hancock  . . . 
Lawrence  . . 

Lewis 

Lincoln  . . . . 

Lyman 

Mayhew . . . . 
Norcross. ... 

Phillips 

Prescott  . . . 

Quincy 

Rice 

ShurtlefT . . . 
Washington 

Wells 

Winthrop  . . 
Totals 


oS 

c-i 

CO 

p 
a 

1-5 

886 

873 

13 

850 

858 

487 

561 



761 

774 

508 

498 

10 

519 

468 

51 

679 

687 

581 

551 

30 

581 

609 

660 

009 

51 

634 

618 

16 

582 

664 

.... 

386 

243 

143 

473 

451 

22 

796 

757 

39 

19,833 

19,605 

693 

28 


82 


465 


It  appears  that  the  net  decrease  in  all  the  Grammar 
Schools  is  228.  I  am  unable  to  account  for  this  de- 
crease. In  the  particular  cases  of  the  "Washington 
and  Dudley  Schools,  the  decrease  is  accounted  for  by 
change  of  district  limits,  whereby  pupils  were  trans- 


superintendent's  report.  127 

ferred  to  other  schools.  The  fact  that  the  number  of 
children  betAveen  five  and  fifteen  years  of  age,  enu- 
merated last  May,  showed  a  decrease,  afibrds  room  for 
concluding  that  the  population  of  the  city  has  de- 
creased, in  consequence  of  the  recent  rush  to  the  sub- 
urban towns. 


Classification  of  Primary  Scliools. 

Classes.  Number,  Jan.  31,  72.  Per  cent. 

ISra.  1863. 

First  Class  (highest),  2466  .16  .15 

Second  Class,  2723  .18  .14 

Third  Class,  2301  .15  .14 

Fourth  Class,  2363  .16  .15 

Fifth  Class,  2361  .15  .17 

SLxth  Class  3125  .20  .25 

Here  it  will  be  observed  that  there  is  a  remark- 
able evenness  in  the  classes;  and  here  the  report  is 
belived  to  be  substantially  in  accordance  with  the 
facts.  It  will  be  seen  also  that  the  relative  gain  in 
the  upper  classes  during  the  past  years  has  been  very 
gratifying.  In  1863  the  first  class  was  only  three- 
fifths  of  the  sixth  class;  now  it  '\^  four- fif tits.  It  used 
to  be  said  that  in  the  graded  system  of  Primary 
Schools,  the  sixth  class  must  always  be  quite  dispro- 
portionate in  numbers  to  the  other  classes.  Experi- 
ence has  disproved  this  assertion.  The  aggregate 
percentages  of  the  three  upper  classes  is  almost 
exactly  the  same  as  that  of  the  three  lower  classes. 
This  is  a  most  satisfactory  showing. 


128 


ANNUAL   SCHOOL   REPORT. 


The  following  table  shows  the  number  of  Primary 
pupils  in  each  district,  and  the  average  nurriber  oj 
'pupils  to  a  school,  or  teacher.,  during  the  last  half 
year: — 


Districts. 

Adams  . . 
Bigelow  . 
Bowditch 
Bowdoin . 
Boylston . 
Brimmer . 
Chapman 
Comins  . . 
Dearborn 
Dorchester 
Dwight . . 

Eliot 

Everett . . 
Franklin . 
Hancock . 
Lawrence 


Ko.  of 

Whole 

No.  to  a 

Schools. 

Number. 

School. 

9 

415 

46.1 

14 

G42 

45.8 

10 

395 

39.5 

11 

476 

43.2 

6 

308 

51.3 

12 

451 

37.6 

10 

438 

43.8 

17 

831 

48.8 

17 

825 

48.5 

20 

888 

44.4 

6 

263 

43.8 

16 

749 

46.8 

10 

533 

53.3 

6 

330 

55.0 

19 
12 

880 
574 

46.3 
47.8 

Districts. 

No.  of 
Schools. 

Whole 

Number. 

Lewis 

Lincoln  .... 

Lyman 

Mayhew  . . . 
Norcross  . . . 
Phillips  .... 

Prescott 

Quincy 

Eice 

Sherwin  . . . 
Shurtleff . . . 
Washington 

Wells 

Winthrop  .. 
Training  .  • . 

10 

11 

7 

7 

14 

7 

9 

11 

10 

12 

12 

7 

12 

9 

1 

490 
588 
806 
289 
610 
269 
436 
441 
356 
572 
629 
305 
514 
365 
38 

Totals 

334    ♦ 

15,232 

No.  ton 

School. 

49.0 
51.6 
43.6 
41.2 
43.5 
38.4 
48.4 
40.1 
35.6 
47.6 
52.4 
43.6 
42.8 
40.6 
38.0 
45.6 


SUPERINTENDENT  S    REPORT. 


129 


The  following  table  shows  the  number  of  Primary 
pupils  in  each  district  promoted  to  the  Grammar 
Schools,  January  31,  1872,  and  the  average  number 
of  promotions  to  each  school  in  the  respective  dis- 
tricts ;  — 


Districts. 

Adams  . . 

Bigelow  . 

Bowditch 

Bowdoin . 

Eoylston. 

Brimmer 

Chapman 

Comins  . . 

Dearborn 

Dorchester 

Dwight  . . 

Eliot 

Everett . . 
Eranklin 
Hancock • 
Lawrence 


No.  of 

Sent  to 

No.  to  a 

Schools. 

Gr.   Sch. 

School. 

9 

47 

5.2 

14 

111 

7.0 

10 

65 

G.5 

11 

66 

6.0 

6 

45 

7.5 

12 

64 

5.3 

10 

67 

5.7 

*17 

99 

6.1 

17 

123 

7.2 

20 

101 

5.1 

G 

SS 

G.3 

IG 

112 

7.0 

10 

7o 

7.3 

6 

45 

7.5 

19 

• 

12 

105 
94 

5.5 

7.8 

DiSTKICTS. 


Lewis 

Lincoln  

Lyman 

Mayhew  . . . 
Xorcross  . . . 

PhiUips 

Prescott.. . . 
Quincy  . . . . 

Piice 

Sherwin 

Shurtleff.... 
Washington 

Wells 

Winthrop . . . 
Training  . . . 
Totals 


No.  of 
Schools. 


10 

11 

7 

7 

14 

7 

9 

11 

10 

12 

12 

7 

12 

9 

1 


334 


Sent  to 
Gr.  Sch. 


81 
30 
51 
95 
26 
61 
42 
50 
63 
63 
60 
81 
70 


No.  to  a 
School. 

7.5 
7.3 
4.3 
7.3 
6.7 
3.7 
6.7 
3.8 
5.0 
5.2 
5.2 
7.1 
6.7 
7.7 


2083 


G.2 


*  One  school  discontinued. 


130  ANNUAL,   SCHOOL   KEPORT. 


TEACHERS. 

"All  roads  lead  to  Itome;"  so  all  lines  of  educational 
improvement  converge  into  one  central  object,  —  the 
teacher.  The  importance  of  other  elements  that  go^ 
to  make  up  a  good  school  may  be,  and  often  are,  over- 
estimated. IS'ot  so  with  the  teacher.  The  teacher  is 
the  school.  How  to  secure  to  every  school  a  teacher 
who  understands  and  loves  his  work,  —  this  is  the  su- 
preme educational  problem,  at  all  times  and  in  every 
place.  It  is  a  comparatively  easy  matter  to  build' 
good  school-houses,  and  make  a  judicious  choice  of 
text-books,  and  draw  up  a  rational  and  sound  scheme 
of  instruction;  but  to  furnish  such  teachers  as  are 
needed  is  a  very  different  thing. 

At  the  present  day  no  one,  whose  educational  opin- 
ion is  of  much  account,  doubts  that  special  prepara- 
tion is  requisite  for  success  in  teaching.  It  is  not 
enough  that  the  person  who  undertakes  to  exercise 
the  functions  of  teacher  has  enjoyed  good  advantages 
for  general  culture.     To  a  thorough  general  educa- 


tion in  literature  and  science,  he  ought  to  add  a 
knowledge  of  the  principles  and  methods  of  in- 
struction and  discipline.  Thirty  years  ago  or  more, 
Horace  Mann  delivered  in  every  county  in  the  State 
an  eloquent  address  on  the  proposition,  "Special 
preparation  is  a  pre-requisite  to  teaching."  He  set 
in  a  clear  light  the  frightful  waste  of  time  and  money 
in  oar  schools  for  want  of  such  preparation.  But  he 
found  everywhere  opponents  who  told  him  that  the 
teacher  Avas  born,  not  made;  that  skill  in  teaching 
was  a  gift  that  came  by  nature;  that  it  was  an  art 


superintendent's  eepoet.  131 

which  was  incapable  of  being-  imparted  by  any  pro- 
cess of  ti'aining.  Bnt,  happily  for  us,  a  great  change 
has  taken  place  in  this  respect.  There  is  now  a  toler- 
ably general  agreement  among  us  about  the  necessity 
of  special  professional  training  as  a  means  of  fitting 
teachers  for  their  important  and  difficult  duties.  T^or 
is  there  any  great  difference  of  opinion  in  regard  to 
the  expediency  and  ecojiomy  of  providing  for  this 
needed  training,  through  the  instrumentality  of  special 
schools  which  ai'e  exclusively  devoted  to  this  single 
object.  "VYc  call  these  institutions  Normal  Schools, 
the  name  nor'mal  being  derived  from  a  Latin  word, 
which  signifies  a  rule,  standard,  law.  Schools  of  this 
character  were  called  IS'ormal  Schools,  either  because 
they  were  designed  to  serve  in  themselves  as  the 
model  or  rule  by  which  other  schools  should  be  or- 
ganized and  instructed,  or  because  their  object  was 
to  teach  the  rules  and  methods  of  instructing:  and 
governing  a  school. 

Twenty  years  ago,  after  a  thorough  and  exhaustive 
discussion  of  the  subject,  the  School  Board  of  this 
city  established  a  Normal  School,  for  the  professional 
training  of  female  teachers.  This  institution  was  not 
merely  a  Normal  School  in  name;  it  was  a  Normal 
School  in  reality.  And  it  did  not  aim  or  pi-etend  to 
be  anything  else  than  a  Normal  School.  Its  sok;  aim 
was  "  to  fit  its  pupils  in  training  for  the  practical  du- 
ties of  teachers,  by  making  them  familiar  with  the 
most  approved  methods  of  teaching,  and  by  giving 
them  such  command  of  the  knowledge  they  have  ac- 
quired, and  such  lacility  in  imparting  it,  as  shall  en- 
able them  to  originate  methods  of  their  own,  and  to 


132  ANNUAL    SCHOOL   REPORT. 

apply  them  successfully  in  the  instruction  of  those 
who  may  afterwards  come  under  their  care."  It  com- 
menced its  career  with  the  most  flattering  prospects 
of  success,  but  before  it  had  been  in  operation  quite 
three  years,  the  public  sentiment  demanded  provision 
for  the  higher  education  of  girls  who  were  not  intend- 
ino:  to  become  teachers.  The  School  Board  under- 
took  to  meet  this  demand  by  changing  the  character 
of  the  IS'ormal  School,  so  as  to  make  it  a  High  School 
for  girls  as  well.  "It  will  not,  however,"  said  the 
advocates  of  the  measure,  "  entirely  lose  its  character 
as  a  IsTormal  School."  True  enough,  it  never  has 
entirely  lost  its  normal  characteristics.  But  from 
that  day  it  has  been  more  of  a  High  School  than  a 
!N^ormal  School.  It  has  undoubtedly  rendered  great 
service  to  the  city.  It  has  always  been  a  school  of 
many  excellences;  many  of  our  most  successful 
teachers  have  been  indebted  to  it  for  the  best  part  of 
their  education,  and  the  establishment  of  the  Training 
Department,  eight  years  ago,  deserves  especial  men- 
tion as  a  step  in  the  right  direction,  from  which  our 
schools  have  derived  considerable  benefit.  Still,  I 
believe  that  far  better  ^results  would  have  been  at- 
tained by  two  separate  organizations.  Everywhere, 
as  education  advances,  educational  institutions  are 
simplified.  Institutions  hecome  more  efficient  in  pro- 
portion as  their  functions  are  limited  and  distinctly 
defined.  The  academy  which  enjoys  the  highest  rep- 
utation in  Kew  England,  and  perhaps  in  the  country, 
for  fitting  young  men  for  college,  limits  itself  to  that 
single  object.  I  have  always  regarded  our  plan  for 
accomplishing  the  objects  of  two  diflPerent   schools 


superintendent's  report.  133 

under  one  organization  as  a  temporary  expedient,  and 
its  abandonment  as  merely  a  question  of  time.  It  has 
been  too  long  delayed.  But  the  degree  of  unanim- 
ity with  which  the  Board  has  just  now,  after  long  de- 
liberation, voted  to  have  a  separate  High  School  for 
girls,  and  a  separate  Xormal  School  for  the  training 
of  female  teachers,  leaves  no  room  to  doubt  that  this 
vexed  question  is  at  length  settled. 

This  important  action  of  the  Board  will  leave  the 
High  School  in  its  grand  edifice,  free  to  expand  itself 
untrammelled,  and  to  adapt  its  curriculum  to  the  grow- 
ing demand  of  the  community  for  the  largest  and 
most  liberal  provision  for  the  higher  education  of 
such  young  ladies  as  possess  the  disposition  and 
capacity  to  avail  themselves  of  it.  The  IN^ormal  School, 
on  the  other  hand,  not  concerning  itself  with  the  busi- 
ness of  imparting  to  its  pupils  a  general  education  in 
literature  and  science,  but  limiting  itself  to  the  spe- 
cific object  of  training  its  pupils  in  the  science  and 
art  of  education,  of  forming  teachers  of  pupils  who 
are  already  well-educated  women,  will  be  enabled  to 
supply  our  schools  with  teachers  of  the  highest  quali- 
fication. If  these  institutions  are  conducted  on  right 
principles  there  will  be  no  rivalry  and  no  antagonism 
between  them,  any  more  than  there  is  between  the 
Latin  and  English  High  Schools.  They  will  harmo- 
niously co-operate  with  each  other  for  the  promotion 
of  the  educational  interests  of  the  city. 

The  i^ormal  School  should  have,  as  an  indispensa- 
ble part  of  its  organization,  a  model  and  practising 
school  connected  with  it,  embracing  all  the  classes  of 
the  Primary  and  Grammar  School  grades,     ^one  but 


134  ANNUAL   SCHOOL   REPOET. 

promising  candidates,  of  mature  age  and  good  edu- 
cation, should  be  admitted  to  its  course  of  training. 
The  certificate  of  qualification  should  be  awarded 
only  to  such  pupils  as  prove,  by  actual  practice,  their 
aptness  to  teach.  And  then  such  as  successfully  pass 
the  prescribed  ordeal  should  have  the  preference  over 
other  candidates  in  filling  the  vacancies  that  occur  in 
the  schools.  A  Normal  School  conducted  in  accord- 
ance with  these  principles,  cannot  fail  to  improve  the 
quality  of  teaching  in  all  our  Primary  and  Grammar 
Schools. 

But  such  an  institution  is  not  the  only  means  nec- 
essary for  securing  the  requisite  teaching  ability. 
We  need  hetter  regulations  in  respect  to  the  exami- 
nation of  teachers.  In  this  respect,  instead  of  mak- 
ing progress,  we  have  lost  ground.  Ten  or  twelve 
years  ago  candidates  were  seldom  elected  without 
having  passed  an  examination.  It  is  true,  the  exam- 
inations were  not  very  systematic  or  thorough,  and 
there  was  no  uniform  standard  of  attainments  re- 
quired. Latterly,  teachers  have,  in  most  cases,  been 
appointed  without  any  examination.  I  am  fully  per- 
suaded that  the  best  interests  of  our  schools  demand 
a  reform  in  this  respect.  I  sometimes  hear  it  said 
that  an  examination  is  of  no  account.  It  is  not  difii- 
cult,  indeed,  to  imagine  a  sort  of  an  examination 
which  would  be  of  little  value,  as  a  test  of  a  teacher's 
qualifications.  But  an  examination  of  the  right  de- 
scription,—  a  fair,  broad,  thorough  examination,  cov- 
ering professional  topics  as  well  as  subjects  of  gen- 
eral education,  — w^ould  be  of  great  use  in  various 
ways. 


supekesttendent's  report.  135 

Why  should  we  not  grant  certificates  of  qualifica- 
tion of  diflerent  grades?  Why  should  teachers  re- 
ceive the  maximum  salary  before  they  have  obtained 
a  first-class  certificate?  I  am  satisfied  that  there 
is  great  room  for  improvement  in  respect  to  the 
examination  of  teachers.  I  am  satisfied  that  the 
present  practice  of  ignoring  the  examination  of 
candidates  is  not  giving  us  the  best  teachers  we 
might  get  for  the  salaries  paid.  What  is  needed 
especially  is  a  fair  chance  for  competition.  And 
how  can  there  be  a  fiiir  chance  for  competition  so  long 
as  there  are  no  examinations  open  to  all  comers?  Our 
practice  is  evidently  not  calculated  to  encourage  the 
application  of  the  most  meritorious  candidates.  In- 
stead of  opening  the  lists  for  competition  in  scholar- 
ship and  knowledge  of  teaching,  we  virtually  subject 
our  candidates  to  a  'pedestrian  competition^  in  can- 
vassing the  members  of  a  large  board,  and  a  large 
number  of  masters. 

We  want  teachers  who  combine  tact  and  technical 
skill  with  good  scholarship.  The  choice  should  not 
be  between  tact  without  scholarship,  and  scholarship 
without  tact.  We  should,  in  the  first  place,  exclude 
all  candidates  who  have  not  good  scholarship,  and,  I 
should  say,  very  good  scholai-ship,no  matter  how  much 
tact  they  may  have,  and  then  from  the  good  scholars 
select  those  who  show  the  most  tact.  Teachers  who 
are  not  good  scholars  do  not  wear  well.  They  are 
not  likely  to  improve.  They  become  more  and  more 
mechanical  in  their  teaching.  They  inevitably  be- 
come, if  they  remain  long  in  service,  incorrigible 
routinists.     Their  minds   are  wholly  occupied  with 


136  ANNUAL    SCHOOL   EEPOKT. 

particulars  and  details,  without  being  capable  of  deal- 
ing with  principles.  They  are  not  likely  to  add  much 
to  the  dignity  or  influence  of  the  profession.  It  is 
especially  desirable  to  have  men  of  good  education  to 
fill  the  office  of  master;  and  as  nearly  all  masters 
must  come  from  the  ranks  of  sub-masters  and  ushers, 
it  is  of  the  greatest  importance  to  see  to  it  that  no 
man  is  appointed  sub-master  or  usher  who  is  not  a 
very  good  scholar.  The  future  of  our  schools  de- 
pends largely  on  the  character  of  the  present  sub- 
masters  and  ushers. 

ADMISSION   TO   THE   HIGH   SCHOOLS. 

On  my  recommendation,  an  order  was  introduced 
into  the  Board  last  year,  with  a  view  to  a  modification 
of  the  requirements  for  admission  to  the  High 
Schools,  excepting  the  Latin  School.  The  proposition 
was  to  make  the  requirements  of  the  highest  class  m 
the  Grammar  Schools  the  basis  of  the  examination 
for  promotion  to  the  High  Schools,  and  thus  to  har- 
monize these  two  grades  of 'schools.  This  plan,  how- 
ever, was  not  adopted.  As  the  regulations  relating  to 
this  matter  now  stand,  pupils  can  get  into  the  High 
Schools  who  are  not  qualified  to  receive  the  graduat- 
ing diploma  of  the  Grammar  Schools.  This  incon- 
gruity is  not  practically  at  this  time  a  matter  of  vital 
importance.  It  is,  however,  quite  important  that  the 
standard  of  requirements  for  admission  to  the  High 
Schools  should  not  fluctuate  from  year  to  year.  The 
standard  is  composed  of  several  elements,  —  the  char- 
acter of  the  questions,  the  number  of  the  questions, 
the  time  given  for  answering  them,  the  mode  of  mark- 


superintendent's  report.  137 

ing  the  results,  and  the  percentage  of  correct  answers 
reqmred.  In  all  these  elements  ther^  should  be  a 
reasonable  degree  of  uniformity  from  year  to  year, 
unless  notice  is  given  beforehand  that  a  change  is  to 
be  made  in  any  of  them.  It  is  a  very  easy  matter 
to  make  the  percentiiges  go  up  or  down,  by 
varying  the  mode  of  marking  the  results  of  the 
same  answers  to  the  same  questions.  Last  year, 
at  the  English  High  School,  the  answers  to  the 
questions  in  Interest  were  marked  wrong,  if  they 
were  not  in  conformity  with  the  results  of  a  method 
of  solution  somewhat  recently  adopted  by  bankers 
and  brokers,  and  which  the  Grammar  Schools  had  not 
intended  to  teach,  but  which  they  might  have  taught 
in  a  short  time,  if  it  had  been  known  that  it  w^ould 
be  required.  I  do  not  know  that  any  j^upil  was  ex- 
cluded in  consequence  of  this  marking,  but  the  per- 
centage thus  obtained,  if  sent  out  without  due  ex- 
planation, would  do  injustice  to  the  Grammar  Schools. 
As  it  is  probable  that  there  are  many  members  of 
the  Board  who  have  not  been  furnished  with  the  ques  - 
tions  used  at  the  examination  for  admission  to  the 
High  Schools  last  July,  I  insert  them  here,  for  future 
reference,  and  accompany  them  with  a  copy  of  the 
questions  used  last  year,  for  the  same  purpose,  at  St. 
Louis :  — 

Foe  Applicants  to  the  High  Schools,  Bostox,  July,  1871. 

Geography. 

1.  Two  ships  start  from  the  same  port  and  sail,  one  ten  degrees 
in  latitude  and  the  other  ten  degrees  in  longitude  ;  which  sails  the 
greater  distance? 


138  ANNtJAL   SCHOOL  EEPOET. 

2.  Define  Equator  and  Tropics. 

3.  The  difference  in  longitude  between  London  and  New  Orleans 
is  90  degrees ;   what  is  the  difference  in  time? 

4.  What  is  the  breadth,  in  degrees,  of  the  Temperate  Zone? 

5.  In  what  latitude  and  longitude  are  our  antipodes? 

6.  What  seas  are  found  south  of  Europe? 

7.  Give  three  of  the  principal  mountain  chains  in  Europe. 

8.  Mention  the  three  principal  cities  in  the  valley  of  the  Po. 

9.  On  what  rivers  are  Hamburg  and  Bremen  situated? 

10.  What  change  has  taken  place  in  the  political  geography  of 
Europe  during  the  past  year,  in  consequence  of  the  German  French 
War? 

11.  Draw  a  rough  outline  map  of  New  York,  and  mark  the 
principal  waters. 

12.  Mention  the  principal  West  India  islands. 

13.  What  are  the  exports  of  these  islands? 

14.  If  you  were  to  visit  Rochester  and  Syracuse,  N.  Y.,  and 
Pittsburg,  Pa.,  what  important  productions  and  manufactures 
would  you  find  at  each  of  these  places  ? 

15.  Mention  the  great  physical  divisions  of  North  America. 

16.  Mention  the  capitals  of  the  Middle  States.  Mention  the 
most  important  cities  on  the  Rhine.  What  animals  are  found  in 
the  Old  World  which  are  not  found  in  the  New? 

17.  Mention  two  great  deserts  of  the  world,  and  state  where 
they  are  situated. 

18.  Mention  three  of  the  highest  mountain-peaks  in  the  world, 
and  state  where  they  are  found. 

19.  What  do  you  understand  by  the  term  water-shed  in  Geog- 
raphy ? 

20.  What  by  a  basin? 

21.  What  is  a  relief  map? 

History. 

1.  When  and  by  whom  was  America  discovered? 

2.  When  and  by  whom  was  Plymouth  settled  ? 


superintendent's  report.  139 

3.  In  what  colonies  was  free  toleration  of  religion  recognized  ? 

4.  When  and  for  what  purpose  was  the  confederacy  of  the 
"  United  Colonies  of  New  England "  formed? 

5.  "What  was  the  Boston  Port-Bill? 

6.  In  what  year  did  the  Revolutionary  war  begin?     End? 

7.  Mention  one  of  the  acts  of  the  first  Continental  Congress. 

8.  What  event  determined  the  French  to  become  our  allies? 

9.  Why  were  the  "Articles  of  Confederation"  superseded  by 
the  Federal  Constitution  ? 

10.  What  were  the  two  national  purchases  of  Jefferson's  and 
Monroe's  administrations  ? 

1 1 .  What  is  meant  by  Protective  Tariff  ? 

12.  During  whose  administration  was  there  a  surplus  revenue 
in  the  treasury,  and  what  was  done  with  it  ? 

13.  What  was  the  cause  of  the  Mexican  War? 

14.  Name  two  of  our  prominent  generals  in  the  Mexican  War, 
and  one  important  victory  gained  by  each? 

15.  What  was  the  cause  of  the  Kansas  troubles? 

16.  In  what  year  did  the  Rebellion  begin  and  end? 

17.  Name  the  State  that  first  seceded  from  the  Union. 

18.  Name  two  of  the  most  distinguished  loyal  naval  command- 
ers during  the  Rebellion,  and  one  of  the  most  brilliant  exploits  of 
each. 

19.  What  terms  were  granted  the  rebels  on  their  final  sur- 
render ? 

20.  What  presidents  of  the  United  States  have  died  during 
their  terra  of  office  ? 

Arithmetic. 

1.  Divide  312  by  ^. 
Multiply  472  by  f . 

2.  Divide  f  by  250. 
Substract  ^^fvomZ2b. 

3.  324  is  f  of  what  number? 
What  is  -J  of  8|  ? 


140  ANNUAL   SCHOOL   REPORT. 

4.  Reduce  t^^t  to  a  simple  fraction. 

5.  Add  113f,  118,  19^,  and  117f. 

6.  Multiply  forty  and  six  hundred  twenty-five  thousandths  by 
one  hundred  twenty-five  thousandths. 

7.  Divide  six  hundred  and  twenty-five  thousandths  by  two  and 
five  tenths. 

8.  Reduce  5  furlongs  21  rods  to  the  decimal  of  a  taile. 

9.  Reduce  £7,325  to  shillings,  pence,  and  farthings. 

10.  If  it  costs  Sll^  to  carry  6  tons,  17  cwt.,  20  lbs.,  12^  miles, 
how  far  can  the  same  be  carried  for  $23  ? 

11.  How  many  cords  in  a  pile  of  wood  100  feet  long,  8  feet 
wide,  and  six  feet  high  ? 

12.  How  much  will  it  cost  to  carpet  a  floor  30  feet  long  and  27 
feet  wide,  at  $3.75  per  square  yard? 

13.  Three  men  can  do  a  piece  of  work  in  24  days,  how  many 
men  must  be  added  to  the  number  to  do  the  same  in  4  daj'^s  ? 

14.  I  sold  a  horse  for  $2,100,  and  gained  5  per  cent,  on  the 
cost ;  had  I  sold  him  for  1 1,800  should  I  have  gained  or  lost,  and 
how  much  per  cent.  ? 

15.  What  is  the  interest  of  $735  from  April  7,  1870,  to  July  13, 
1871,  at  six  per  cent.? 

16.  What  is  the  interest  on  $9,675  from  January  1,  to  March  3, 
1871,  at  7f'o- per  cent.? 

17.  AVhat  is  the  interest  on  a  six  percent.  U.  S.  Currency  Bond 
of  $10,000  from  January  1,  1871,  to  March  17,  1871? 

18.  What  is  the  bank  discount  on  a  three  month's  note  for 
$5,000  at 9  percent.? 

19.  Find  the  interest  due  on  the  following  note,  if  paid  March 
19,  1871:  — 

Boston,  July  1,  18G9. 
$2,500.     For  value  received,  I  promise  to  pay  John  Jones,  or  order,  twenty 
five  hundred  dollars  on  demand,  and  interest  at  six  per  cent. 

Note.  —  Calculate  the  interest  by  days,  365  days  to  the  year. 


superintendext's  eeport.  141 

20.  "What  -will  be  your  per  cent,  of  correct  answers,  if  you  get 
seventeen  out  of  the  twenty  right? 

Grammar. 
The  figures  ■written  as  exponents  indicate  the  worth  of  the  questions. 
!■*.   What  is  the  difference  between  an  adjective  and  an  adverb? 

2^.   Correct  the  sentences :  If  I  had  known  it  before  I  would 
have  done  different.     Large  bodies  move  slow. 
3"*.   Compare  the  adverbs  soon^  ivell,  much,  loisely. 
4"*.   State  the  different  properties  of  a  noun. 

5^.  "Write  the  plurals  of  the  following  words :  folly,  chimney^ 
deer,  sheaf. 

6*.  How  is  a  passive  verb  formed  ? 

7*.  Express  the  idea  of  the  following  sentence,  with  the  verb 
in  the  passive  voice :  Columbus  discovered  a  light  at  a  distance. 

8*.   Define  an  auxiliary  verb. 

9*.   "Write  four  auxiliary  verbs. 

10^.  Correct  the  following  sentences :  Each  of  the  young  ladies* 
are  good  scholars  ;  but  neither  have  learned  their  lessons.  Between 
you  and  I,  I  think  tis  him. 

11*.   "What  are  the  essential  parts  of  a  sentence? 

12*.   "Write  a  sentence  wherein  a  participle  is  used  as  a  noun. 

13*.  "Write  a  sentence  in  which  the  word  that  is  used  both  as  an 
adjective  and  as  a  conjunction. 

14*.   Name  the  different  parts  of  speech  used  as  connectives. 

15*.  "Write  the  1st  person  plural  of  the  verb  call,  in  the  em- 
phatic, progressive,  and  passive  forms  of  the  past  indicative. 

16*.   AVhat  are  the  principal  parts  of  a  verb? 

17*.   "Write  the  principal  parts  of  spin,  throw,  cast,  cling. 

18*.   Define  parsing  and  analysis. 

1912.  Analj'ze  the  following :  "  Beautiful  descriptions  of  morn- 
ing abound  in  all  languages,  but  they  are  strongest,  perhaps,  in  the 
East,  where  the  sun  is  frequently  the  object  of  worship." 

20'*.   Parse  the  words  in  italics  in  No.  19. 


142  ANNUAL   SCHOOL   REPORT. 

For  Applicants  to  the  High  School,  St.  Louis,  in  June,  1871. 

Geography. 

1.  What  is  a  meridian? 

Where  must  ,a  place  be  situated  to  have  no  latitude  and  no 
longitude  ? 

2.  What  is  climate  and  upon  what  does  it  depend  ? 

3.  Define  in  order  the  following  terms  : 
Lake  ; 

Ocean  ; 
Watershed ; 
Isthmus  ; 
Peninsular. 

4.  A  vessel  is  at  London.  Name  in  their  order,  one  under  the 
other,  the  bodies  of  water  on  which  she  must  sail  in  order  to  reach 
Cairo,  in  Eg^^pt. 

5.  Give  the  names  of  four  rivers,  whose  course  is  northerly',  and 
opposite  each  write  the  name  of  the  grand  division  in  which  it  is 
found. 

6.  Give  the  boundaries  of  Maryland,  commencing  with  the 
northern  boundary. 

7.  Give  the  situation  of  the  following  cities,  naming  the  State, 
the  part  of  the  State,  on  what  water  :  — 

Chicago ; 
Cincinnati ; 
New  Orleans ; 
Philadelphia ; 
Boston. 

8.  Where  are  the  East  Indies  ? 

For  what  natural  productions  are  they  noted? 
Where  are  the  West  Indies  ? 
For  what  natural  productions  are  they  noted? 
Name  the  largest  island  of  each  group. 

9.  In  what  division  of  South  America  are  earthquakes  most  fre- 
quent ? 

10.  Sketch  an  outline  of  Missouri,  tracing  the  course  of  the 
Missouri  river  and  locating  St.  Louis  and  Jefferson  City,  St. 
Joseph  and  Hannibal. 


STJPERINTENUExNTS    liEPORT.  143 

History. 

1.  By  whom  was  the  Mississi]:)pi  discovered?     "Where?     When? 

2.  Give  the  date  and  pLace  of  the  earliest  settlements  in  the 
United  States. 

(a)  By  the  English. 
(&)  By  the  Spanish, 
(c)    By  the  Dutch. 

3.  What  was  the  chief  cause  of  the  Avar  in  America  between  the 
French  and  English? 

What  part  did  the  Indians  take? 

Name  the  most  important  generals  on  both  sides. 

4.  What  provisions  were  made  for  education  in  the  early  his- 
tory of  Massachusetts? 

5.  What  was  the  "  Bill  of  Rights " ?  By  whom  passed?  Give 
its  date. 

6.  How  long  did  the  Revolution  continue?  Name  the  first  and 
last  battles.     Give  the  names  of  the  commanders  in  the  last. 

7.  State  the  important  differences  between  the  Articles  of  Con- 
federation and  the  Constitution  of  the  United  States. 

8.  What  body  of  men  formed  the  United  States  Constitution? 
When  was  it  adopted? 

What  officers  constitute  the  Cabinet  of  the  President? 

9.  When  are  parties  entitled  to  trial  by  jury  ?  What  rights  has 
the  accused  in  respect  to  witnesses?  To  counsel?  To  jurymen? 
What  is  said  of  excessive  bail  ? 

AritJimetic. 

1.  Subtract  four  hundred  and  twenty-nine  thousand  and  six 
hundred  and  eighty-nine,  from  one  million  two  hundred  and 
thirtj'-four  thousand  five  hundred  and  twenty-three,  and  multiply 
the  remainder  by  four  hundredths. 

2.  Divide  16.23551  by  7.31. 

Define /r/.ctor;  multiple;  give  examples  of  each. 

3.  Find  the  greatest  common  divisor  of  18  and  6G2. 
Find  the  least  common  multiple  of  16,  18,  and  171. 


144  ANNU.VL    SCHOOL    REPORT. 

4.  How  would  you  proceed  to  find  {^  of  any  number? 

5.  Four  sevenths  of  84  is  six  elevenths  of  how  man}'  times  9? 

6.  How  many  square  feet  of  paper  will  it  take  to  cover  tne 
walls  of  a  room  10  feet  long,  6  feet  wide,  and  12  feet  high? 

7.  A  grocer  sold  three  barrels  of  flour,  one  for  $94-  and  each  of 
the  others  for  $8^-g-.  If  $27  were  handed  him,  what  ought  he  to 
return  ? 

4 

8.  Divide  f  of  2f  by  —  . 

9.  What  is  the  interest  of  $856.24  for  2  years,  o  months,  and 
7  days,  at  6  per  cent.  ? 

10.  If  9  men  can  reap  12  acres  of  rj^e  in  12  da5'S,  how  many 
men  would  be  required  to  reap  8  acres  in  G  days  ? 

Perform  this  questian  by  analysis. 

Grammar. 

1.  "Write  the  plural  of  ecJio,  knife,  penny,  and  the  letters  a  and  7i. 

2.  What  is  the  rule  for  forming  the  plural  of  nouns?  For  form- 
ing the  possessive? 

3.  Write  the  personal  nouns. 

4.  How  many  degrees  of  comparison  have  adjectives,  and  wliat 
is  the  use  of  each? 

5.  Write  a  sentence  in  which  the  infinitive  is  used  as  subject ; 
one  in  which  an  infinitive  is  the  object  of  a  transitive  verb. 

6.  How  is  the  passive  voice  of  verbs  formed,  and  what  kind  of 
verbs  may  have  the  passive  voice? 

7.  Parse  "  what"  in  the  sentence  "  I  told  him  what  to.  do." 

8.  Give  an  example  of  an  interrogative  sentence  and  under- 
score the  subject  of  it. 

9,.  Analyze  "  The  girls  were  sliding  swiftly  on  the  ice." 

10.  Write  a  synopsis  of  "  know  "  in  the  first  person  singular  of 
the  indicative  mood. 


supeeintendent's  report.  145 

Words  to  Spell. 

Always,  bulrush,  conqueror,  descendant,  easel,  furnace, 
ghastly,  harass,  incessant,  javelin,  kangaroo,  lose,  mign- 
onette, necromancy,  horizon,  parallelogram,  quadrillion, 
representative,    stratagem,    tranquillity. 

THE   FIRST   STEPS  IN"   TEACHING  NUMBERS. 

Being  highly  pleased  with  the  handling  of  numbers 
in  the  lowest  classes  of  the  Primary  Schools  in  the 
Adams  District,  I  requested  two  of  the  teachers  to 
write  out  in  detail  their  mode  of  proceeding.  My 
request  was  very  kindly  complied  with.  The  papers 
sent  me  are  so  good  that  I  insert  them  here  for  the 
benefit  of  other  teachers.  It  must  not  be  inferred 
from  my  commendation  of  what  these  two  teachers 
did,  under  the  advice  and  direction  of  their  principal, 
that  there  are  not  many  other  teachers  who  are 
doing  excellent  work  in  teaching  the  first  steps  in 
numbers. 

MISS   A.   E.   heed's   paper. 

The   First  Principles  of  Number,  as   Developed    loith  the   Sixth 

Class.  » 

In  beginning  my  first  lessons  in  number,  I  bring 
before  the  class  a  book,  a  pencil,  or  a  bell,  and  ask 
different  children  the  names  of  the  objects  before 
them;  they  give  me  the  names  of  them,  and  then  they 
are  asked  liow  ma^i^/ books,  how  many  pencils,  etc.;  they 
reply  one.  I  ask  them  to  repeat  after  me,  one  hooJc, 
one  pencil,  one  hell,  and  then  different  children  volun- 
teer to  find  me  any  one  object  that  they  may  see  in 


146  ANNUAL   SCHOOL  REPORT. 

the  room,  always  being  required  to  connect  the  name 
of  the  object  with  the  number  found. 

After  a  httle  drill  upon  one,  I  place  one  more  be- 
side the  objects  first  taken;  if  I  have  taken  books,  I 
place  one  book  by  the  first,  requiring  the  children  to 
watch  me  closely.  I  put  one  pencil  by  the  first,  and 
then  taking  both  away,  ask  any  child  to  do  as  I  have 
done.  How  many  books  did  I  put  with  the  first  book? 
How  many  pencils  with  the  first  pencil?  How  many 
have  I  now?  If  they  cannot  all  tell  me,  I  say,  two 
books,  two  pencils,  and  then  desire  them  to  count 
alone ;  one  pencil,  two  pencils ;  one  book,  two  books, 
and  then  the  children  are  sent  to  find  and  count  any 
two  objects  in  the  room. 

Three  and  four,  and  the  numbers  as  far  as  ten,  are 
taken  much  the  same  way,  every  new  number  being 
preceded  by  drill  upon  the  numbers  already  given. 

After  they  can  recognize  two  and  three  readily,  and 
have  some  idea  of  the  increase  of  number  by  one,  the 
numeral  frame  is  taken,  and  a  child  is  asked  to  move 
four  balls  to  one  side  of  the  frame;  he  is  then  asked 
to  take  one  ball  from  the  four  balls,  and  the  class  tell 
how  many  balls  are  left;  then  one  is  taken  from  the 
three  balls,  and  the  children  tell  what  remain,  and 
finally  the  class  see  that  nothing  is  left,  by  taking  one 
from  each  number  of  balls. 

After  considerable  practice  upon  the  first  ten  num- 
bers and  their  increase  and  decrease  by  07ie,  the  ad- 
dition of  numbers  with  objects  (the  sum  not  to  exceed 
ten)  is  begun.  I  first  take  bright-colored  blockSj  as 
they  are  easily  seen  and  handled ;  I  place  one  upon 
my  desk,  and  ask  the  class  how  many  blocks  they  see 


superintendent's  report.  147 

(one)  ;  at  a  little  distance  from  it  I  place  another,  and 
they  say  it  is  one  block;  then  we  count  the  number  of 
blocks  upon  the  desk  and  find  there  are  two ;  pointing 
to  the  first  block,  I  say,  one  block  (class  repeats)  and 
one  block  are  two  blocks;  then  the  blocks  are  re- 
moved, and  some  child  is  asked  to  repeat  it,  selecting 
and  placing  as  done  at  first. 

After  some  little  practice  with  the  teacher  at  the 
desk,  the  children  are  sent  to  the  boxes  at  the  back 
of  the  room,  which  contain  bright-colored  cards.  The 
number  of  cards  first  sent  for  is  very  small,  as  two 
cards  and  one  card;  three  cards  and  two  cards;  these 
are  arranged  at  each  side  of  the  desk,  and  when  all 
the  children  are  ready,  the  bell  is  struck,  and  each 
child  stands  in  turn,  and  gives  the  number  of  cards 
at  each  side  of  the  desk;  and  then  their  sum,  as  four 
cards  and  three  cards  are  seven  cards. 

Another  part  of  the  programme  is,  counting  by  ob- 
jects to  one  hundred.  ]S"ail-prints,  spools,  blocks,  or 
cards  are  used  by  teacher  and  children  in  learning 
the  succession  of  numbers;  and  when  that  is  well 
learned,  questions  are  asked  the  class  upon,  — 

First.  The  Relative  Size  of  Numbers;  as,  "Which 
would  you  rather  have,  sixteen  tops  or  twelve  tops? 
nine  apples  or  eleven  apples?  and, 

Second.  The  Order  of  IS'umbers,  the  children  be- 
ing asked  to  tell  what  comes  next  after  any  number 
that  is  given  them;  what  comes  next  after  nineteen? 
thirty-seven?  twenty-three?  etc.,  and  when  the  last 
step  is  well  understood,  the  class  will  readily  add  one 
to  any  number  below  twenty  without  the  use  of  objects, 
as  thirteen  cards  and  one  card  are  fourteen  cards; 
sixteen  cards  and  one  card  are  seventeen  cards. 


148  ANNUAL   SCHOOL   REPORT. 

These  are  the  different  steps  that  I  have  followed 
hi  number,  this  term,  and  comprise  all  the  limits  in 
the  Sixth  Class. 

MISS   ELIZA  A.   WIGGINS'S  PAPER.     ' 

The  Development  of  Number  in  the  Fifth  Class. 

The  starting-point  in  Mathematics  is  the  develop- 
ment of  I^umber.  A  right  beginning  justifies,  almost 
secures,  a  right  ending.  A  slow  and  sure  progress 
will  be  made  by  the  constant  use  of  objects  brought 
before  the  child's  eye, — handled  and  counted  by  him- 
self. This  method  (through  the  enthusiasm  of  the 
child)  may  startle  the  stiff  disciplinarian,  but  most 
valuable  and  accurate  practical  knowledge  will  be 
gained. 

Every  member  of  the  class  requires  to  be  furnished 
with  a  very  economical  apparatus,  which  will  serve 
for  all  succeeding  classes.  This  apparatus  consists 
of  paper  boxes,  —  5|  inches  long,  o\  inches  broad, 
—  (the  covers  fitting  loosely),  within  each  of  which 
are  kept  25  inch  cards  of  various  pleasing  colors. 
On  the  under  part  of  the  box  is  written  the  child's 
name,  also  the  year,  month,  and  day  it  was  loaned  to 
him. 

Twice  a  week,  we  have  a  very  simple  process  of 
counting  the  cards,  to  see  that  each  child  has  his 
complement,  —  never  allowing  any  one  to  carry  a 
card  home,  to  feast  the  eyes  of  juvenile  members. 
These  boxes  are  kept  in  the  desk,  at  the  right-hand 
corner,  and  are  never  to  be  touched,  except  by  order. 
When  the  time  appointed  for  their  usage  arrives,  at 


superintendent's  report.  149 

a  given  signal,  the  hands  touch  the  boxes,  —  carry  to 
laps, — place  upon  the  desks,  at  the  left-hand  upper 
corner,  having  the  length  of  the  boxes  parallel  with 
the  length  of  the  desks,  and  at  the  very  edge, — 
hands  on  covers,  —  covers  on  desks  directly  below 
the  boxes,  —  hands  in  position. 

The  first  idea  to  be  developed  is  that  of  One  or 
Unity.  Teacher  presents  one  book,  one  pencil,  one 
boy,  and  children  can  very  readily  assign  to  it  the 
name  of  One.  Children  are  requested  to  look  about 
the  room  and  mention  one  thing  they  see,  also  one  thing 
they  have  seen  at  home,  on  the  street,  or  elsewhere. 
Children  are  told  to  take  one  card  from  the  open 
box,  and  place  it  on  the  desk,  at  the  right  of  the 
box,  and  touching  the  upper  part  of  the  box.  After 
having  advanced  thus  far,  teacher  places  the  figure 
1  on  the  board,  explaining  its  significance.  Teacher 
makes  one  vertical  line  (|  )  on  the  board,  children 
'  tell  how  many  lines  are  made,  copy  the  same  on  the 
slate;  teacher  makes  the  figure  1  on  the  board,  chil- 
dren tell  what  it  is,  and  copy  the  same  on  the  slate. 

At  the  next  lesson,  we  have  a  Review  of  One,  and 
Two  is  brought  forward  in  the  same  manner.  Two 
objects  are  shown  to  the  children,  —  two  desks,  two 
slates,  two  girls.  Children  tell  how  many  are  pre- 
sented. Children  are  told  to  place  two  cards  on  the 
desk  at  the  right  of  the  box  and  on  a  level.  Teacher 
makes  two  (|  |  )  vertical  marks  upon  the  board ;  chil- 
dren tell  how  many,  and  make  the  same  upon  the 
slate.  The  figure  1  is  made  upon  the  board  by  the 
teacher,  and  its  significance  given;  children  make  1 
upon  the   slate.     The  figure   2   is   made  upon   the 


150  ANNUAL  SCHOOL  REPORT. 

board  by  the  teacher,  and  its  significance  given; 
children  make  2  upon  tlie  slate. 

In  a  similar  manner,  3,  4,  5,  6,  7,  8,  9  and  10,  are 
developed,  by  actual  objects  and  by  count.  Then 
we  take  the  combinations  of  numbers,  —  each  decade 
by  itself,  — to  100. 

At  first  the  children  are  taught  that  9  cards  are 
more  than  5  cards.  The  truth  is  evident  to  them  as 
the  cards  lie  upon  the  desk.  In  process  of  time 
they  realize  without  sight  that  3  oranges  are  less  than 
6  oranges,  and  finally  they  possess  a  knowledge  of 
abstract  numbers.  They  know  that  9  is  more  thai!  7, 
8  less  than  10.  To  test  their  knowledge,  teacher 
asks  what  number  is  counted  before  a  certain  number, 
what  number  after  it;  which  is  the  larger  number, 
which  the  smaller. 

Children  frequently  count  to  100,  by  the  use  of 
objects.  The  order  of  numbers  can  be  easily  taught 
at  about  this  time ;  first,  second,  third,  etc.  Teacher 
tells  a  child  to  touch  the  tenth  scholar,  fifteenth  desk, 
etc. 

ADDITION. 

With  a  sure  foothold  upon  the  value  of  numbers, 
we  commence  to  count  two  numbers  together,  or  to 
add.  The  signs  of  addition  and  equality  are  ex- 
plained. The  sign  of  addition,  -}-  (and),  placed  be- 
tween two  numbers,  tells  us  they  are  to  be  counted 
together,  or  added.  The  sign  of  equality,  =  (are), 
tells  us  that  the  numbers  on  the  left  of  the  sign 
counted  together,  or  added,  are  equal  to  the  number 
on  the  right.  Children  comprehend,  if  they  cannot 
explain,  the  meaning  of  the  signs. 


superintendent's  eeport.  151 

One  child  is  requested  to  stand  in  front  of  the 
class,  also  another,  and  the  children  tell  readily  how 
many  are  standing.  Children  place  one  card  upon 
the  desk  at  the  right  of  the  box,  and  touching  the 
box,  also  one  card  immediately  below  the  first  card, 
and  they  can  tell  at  once  how  many  cards  are  upon 
the  desk.  They  read,  looking  at  the  cards :  — 
1  card  +  1  card  =  2  cards. 

Teacher  makes  one  vertical  mark  (|)  upon  the 
board,  also  its  equivalent  in  the  figure  1.  Children 
tell  what  they  are,  and  copy  on  their  slates.  Teacher 
makes  one  vertical  mark  ( | )  immediately  below  it, 
also  its  equivalent  in  the  figure  1.  Children  copy 
the  same  upon  the  slates.  The  work  on  the  slate 
would  be  as  follows :  — 

1  =  1 

i  =  l 

1  +  1=2 

Children  would  read  looking  at  the  slate,  thus: — 
1  +  1  =  2 

We  proceed  to  add  2,  3,  4,  5,  6,  7,  8  and  9  to  1  in 
the  same  way,  and  gradually  to  add  to  2,  8,  4,  5,  6, 
7,  8  and  9,  till  the  sum  equals  10. 

In  connection  with  this  work,  teacher  prepares 
plain  white  cards  with  the  various  combinations  that 
amount  to  10,  using  the  signs  +  and  =  (8  +  2=),  but 
not  marking  the  answer,  which  the  children  (each 
having  a  different  combination)  are  required  to  read 
aloud,  and  to  illustrate  by  cards  upon  the  desks,  and 
also  by  marks  upon  the  slates.  Suppose  the  white 
card  had  the  following  upon  it :  — 


152  ANNUAL    SCHOOL   UEPORT. 

6+4  = 

Children  would  read  6+4:=,  and  they  would  place 
6  cards  in  the  first  line  at  the  right  of  the  box,  and  4 
cards  immediately  below  in  another  line.  The  work 
on  the  slate  would  be  thus:  — 

6+4  = 

111111  =  6 
1111=  4 
6+4  =  10 

After  the  colored  cards  have  been  examined  by  the 
teacher,  to  see  if  they  were  arranged  according  to 
the  numbers  on  the  white  card  (always  obliging  the 
children  to  place  the  number  of  cards  in  the  first  line 
to  correspond  with  the  first  number  on  the  white 
card,  the  second  line  of  cards  to  correspond  with  the 
second  number  on  the  white  card),  the  white  cards 
are  collected  by  the  teacher,  and  the  children  look  at 
the  colored  cards,  and  repeat  thus:  6  cards  and  4 
cards  are  10  cards.  From  the  slate  they  would  read 
thus:  6  and  4  are  ten. 

Each  child  answers  according  to  his  own  arrange- 
ment of  cards.  Commencing  with  a  difierent  line  of 
scholars  every  lesson,  each  child,  after  he  has  recited 
his  own  numbers,  is  allowed  to  arrange  all  the  cards 
from  his  box,  upon  the  desk,  in  any  proper  form  he 
may  choose,  thereby  keeping  him  employed,  and 
developing  his  own  ideas  of  form.  Sometimes  they 
make  letters,  vertical  lines,  horizontal  lines,  a  series 
of  steps,  squares,  etc. 

After  all  the  lines  of  children  have  recited,  at  a 


superintendent's  eeport.  153 

given  signal  the  children  put  cards  in  boxes  (boxes 
remaining  on  the  desks),  hands  on  covers,  covers  on 
boxes,  boxes  in  laps,  boxes  in  right-hand  corners  of 
the  desks. 

Practical  questions  of  imaginary  or  concrete  ob- 
jects are  represented  by  cards,  also  by  lines  upon  the 
slates,  by  the  children. 

After  the  children  are  thorough  upon  the  principle 
of  adding  numbers,  the  sum  of  which  is  10,  we  pro- 
ceed gradually  in  the  same  manner  to  add  numbers, 
the  sum  of  which  would  be  20.  They  also  commence 
at  this  stage  of  knowledge,  at  first  by  objects,  after- 
wards abstractly,  to  count  by  2's  to  100,  both  odd 
and  even  numbers,  also  to  add  2  promiscuously  to 
any  number  less  than  100. 

When  the  principle  of  adding  is  thoroughly  under- 
stood, we  consign  it  to  oblivion  for  a  season  (so  as 
not  to  perplex  the  young  minds  with  the  principle 
of  Addition  and  Subtraction  at  the  same  time),  and 
begin  to  develop  Subtraction. 

SUBTEACTIOI^. 

"With  the  children's  knowledge  of  ^N^umber  and 
Addition,  they  have  quite  a  firm  basis  for  starting 
upon  a  higher  and  more  difficult  principle.  The  sign 
of  Subtraction, —  (less),  is  explained  to  them.  It 
signifies  that  the  number  on  the  right  of  the  sign  is 
to  be  taken  from  the  number  on  the  left,  or  the 
smaller  number  is  to  be  taken  from  the  larger.  Like 
the  other  signs  which  the  children  have  been  taught, 
they  understand  their  practical  significance,  but  no 
definitions  are  required  of  them. 


154  ANNUAL   SCHOOL   EEPORT. 

One  book  is  brought  before  the  class,  the  children 
tell  how  many  they  see,  then  the  book  is  placed 
away,  and  they  readily  see  there  are  none  left.  One 
card  is  placed  on  the  desk  at  the  right  of  the  box, 
and  then  one  card  is  taken  away  (from  the  card  on 
the  desk,  and  not  from  the  open  box)  and  removed 
to  the  very  edge  of  the  desk  at  the  right  hand,  and 
the  children  quickly  see  that  no  cards  remain,  and 
they  read  looking  at  the  cards,  1  card  less  one  card 
are  0  cards.  On  the  slate  the  work  would  stand  as 
follows :  — 

1  —  1  = 

1  —  1:^0 

The  children  would  read  looking  at  the  slate,  1  —  1 
=  0. 

"We  proceed  to  take  I  from  2,  3,  4,  5,  6,  7,  8,  9  and 
10,  and  gradually  to  progress  to  take  one  number 
from  another  which  shall  not  exceed  10. 

White  cards  are  prepared  by  the  teacher,  one  num- 
ber to  be  subtracted  from  another,  the  minuend  not 
exceeding  10.  These  white  cards  are  worked  out  by 
the  children,  with  the  colored  cards  on  the  desks,  and 
also  with  the  vertical  lines  on  the  slates.  Suppose 
the  white  card  had  upon  it  the  following  :  — 

10  —  7  = 

Children  would  read  10 —  7=,  and  they  would  place 
10  cards  on  the  desk  at  the  right  of  the  box,  and 
then  place  7  cards  away  at  the  right-hand  edge  of  the 
desk.  They  would  readily  see  how  many  cards  they 
had  at  first,  how  many  they  had  taken  away,  and 


superintendent's  report.  •  155 

how  many  they  had  left.  They  would  read,  lookmg 
at  the  cards,  10  cards  less  7  cards  are  3  cards. 
Teacher  would  represent  on  the  board,  and  the  chil- 
dren would  copy  on  the  slates  as  follows  :  — 

10  —  7  = 

I  i  i 
10—7  =  3 

Children  tell  how  many  lines  to  make  at  first,  to 
correspond  with  the  first  number  on  the  white  card, 
how  many  lines  to  take  away,  to  correspond  with  the 
second  number  on  the  white  card,  how  many  there 
would  be  left,  and  they  read,  looking  at  the  slates, 
10  —  7  =  3. 

Each  child  has  a  white  card  with  different  numbers 
upon  it,  according  to  which  numbers  the  colored 
cards  on  the  desks,  also  the  lines  upon  the  slates,  are 
to  be  arranged,  and  after  the  cards  and  lines  have 
been  examined  by  the  teacher,  the  white  cards  are 
collected,  and  the  children  look  at  the  colored  cards 
and  at  the  slates,  and  read  according  to  their  own 
arrangement. 

By  using  the  white  cards  (which  the  children  are 
not  allowed  to  touch),  with  the  numbers  upon  them 
for  Addition  and  Subtraction,  for  the  children  to 
work  out,  with  colored  cards  upon  the  desks,  and  also 
with  lines  upon  the  slates,  many  advantages  are 
secured.  They  familiarize  the  children  with  the 
figures  and  signs;  they  serve  to  economize  the 
teacher's  voice;  a  greater  variety  of  combinations 
than  would  directly  suggest  themselves  to  the 
teacher's  mind  is  grasped;  and  time  and  accuracy  are 
gained. 


156  AOTHJAL   SCHOOL   REPORT. 

During  the  present  term  from  September  to  Feb- 
ruary, this  work  was  accompHshed  in  the  Fifth  Class 
of  a  Primary  School,  but  a  grand  and  thorough  pre- 
paratory training  had  been  successfully  drilled 
through  the  two  Sixth  Classes,  from  which  this  Fifth 
class  was  formed. 

DE.  Leigh's  method. 

In  my  last  report  I  stated  that  this  method  was  in 
successful  use  in  the  Primary  Schools  of  eleven  dis- 
tricts. During  the  last  year  it  has  been  introduced 
into  some  other  districts.  This  method  consists  in 
the  use  of  reading  books  for  beginners,  printed  in 
what  is  called  "  pronouncing  type."  The  Roman  let- 
ters are  modified  to  indicate  their  difierent  sounds. 
By  this  method,  beginners  in  reading  are  not  taught 
the  names  of  the  letters  at  first;  they  are  taught  only 
the  sounds.  Dr.  Leigh  has  devoted  himself  for  many 
years  to  the  invention  and  development  of  this 
method,  with  a  patience  and  perseverance  worthy  of 
all  praise. 

This  system  is  described  by  the  author  in  the  fol- 
lowing language :  — 

"What  is  it?  It  is  orthography,  the  common  orthography  of 
our  books  and  newspapers.  It  is  not  Phonotypy ;  the  spelling  ia 
not  changed,  every  word  being  printed  and  spelled  according  to 
our  standards,  Webster  or  Worcester. 

But  it  is  a  Pronouncing  Orthography.  It  shows  the  exact  pro- 
nunciation of  every  word.  A  special  form  of  a  letter  is  used  for 
each  sound  of  it.  Letters  which  have  no  sound  are  printed  in  a 
hair-line  or  light-faced  tj^pe.  It  thus  shows  the  pronunciation 
without  changing  the  spelling,  and  even  preserves  the  familiar 
form,  or  face,  of  the  words  as  we  are  accustomed  to  see  them  in 


supeeintendent's  eeport.  157 

our  books  and  newspapers.  "Words  printed  with  this  type  diflFer 
less  from  those  on  this  page  in  the  common  Roman  print,  than 
italic  words  do,  or  those  printed  with  most  of  the  fancy  types  so 
much  used  in  our  newspapers  and  advertisements.  In  this  way, 
•without  doing  any  harm,  it  does  great  good.  It  does  for  the 
reading  lessons  in  the  child's  primer,  what  Webster's  or  "Worces- 
ter's accent  marks  do  for  the  words  in  their  dictionaries  ;  only  it 
avoids  the  use  of  the  accents,  which  would  be  a  blemish  to  the 
page,  and  would  not  be  practical  or  useful  enough  for  the  chil- 
dren. It  is  designed  and  used,  not  for  the  dictionary  merely,  but 
for  the  primer,  making  every  word,  and  line,  and  page,  a  pro- 
nouncing dictionary  for  the  learner,  always  under  his  e^^e,  that  he 
can  use  with  ease  and  certainty  at  the  very  time  he  needs  it.  It 
thus  combines  in  one  our  two  English  languages, — the  written 
and  the  spoken,  —  which  have  been  hitherto  so  widely  separated 
by  our  difficult  and  irregular  orthography.  It  is  not  a  new  book, 
but  a  way  of  printing  any  primary  book,  the  very  same  books 
which  have  long  been  approved  and  used  in  our  schools,  as  will 
be  seen  from  the  list  given  below. 

It  is  not  a  new  method  of  teaching  (though  it  does  lead  to 
improved  methods),  but  is  applicable  to  any  good  method  now  in 
use  and  auxiliary  to  it,  preserving  all  that  is  good,  and  adding 
much  that  is  of  the  greatest  value." 

For  several  years  it  has  been  optional  with  the 
District  Committees  to  adopt  this  system  or  not.  Its 
success,  where  it  has  been  used,  has  been  so  decided, 
that  it  seems  desirable  that  it  should  be  made  obli- 
gatory in  all  the  districts. 

The  following  points,  which  were  drawn  up  by  the 
author  of  the  system,  will  serve,  not  only  as  a  guide 
in  investigating  the  results  of  the  use  of  the  method, 
but  also  as  hints  which  may  be  turned  to  good  ac- 
count by  the  teachers  who  use  it. 

^^  In  all  the  inquiries  into  the  results  of  the  use  of 
Pronouncing  Orthography  in  the  Boston  schools,  let 
me  ask  attention  to  the  following  points :  — 


158  ANNUAL   SCHOOL   REPORT. 

1.  The  facility  with  which  the  pupils  learn  the 
phonic  letters  and  their  sounds,  as  compared  with  the 
ordinary  learning  of  the  letters  of  the  alphabet  and 
their  names. 

2.  The  interest  which  the  pupils  take  in  learning 
and  practising  the  sounds. 

3.  The  interest  they  take  in  spelling  by  sound,  and 
in  finding  out  the  spoken  words  from  the  sound  of  the 
letters,  and  the  advantage  of  this. 

4.  That  they  learn  all  the  sounds. 

5.  How  well  they  spell  by  sound. 

6.  Their  rapid  progress  in  learning  to  read. 

7.  Their  correct  and  distinct  pronunciation. 

8.  How  soon  they  may  be  taught  to  read  fluently 
and  naturally. 

9.  That,  in  learning  to  read  in  this  print,  they  are 
learning  to  read  in  common  print;  there  is  really  no 
transition  to  make. 

10.  The  correction  of  foreign  brogue,  accent  and 
bad  pronunciation. 

11.  The  distinct  utterance  of  every  sound;  the 
correction  of  careless  utterance. 

12.  The  cultivation  of  self-reliance,  and  self-help. 
The  pupils  can  do  and  study  themselves,  and  not  look 
to  and  lean  on  the  teacher. 

13.  The  cultivation  of  the  eye  and  ear  in  discrim- 
inating the  various  forms  and  sounds  of  the  letters 
and  the  habits  and  power  of  observation  thus  acquired, 
with  their  future  influence,  extending,  as  it  must,  to 
all  their  future  reading,  writing,  and  spelling. 

14.  The  cultivation  of  the  vocal  organs  by  this 
constant  practice  and  drill. 


SUPERINTENDENT'S   REPORT.  159 

15.  The  training  of  the  mind  to  order,  regularity, 
consistency,  truthfuhiess  in  school,  and  in  books,  such 
as  the  child  meets  with  in  nature  out-of-doors. 

16.  The  importance  of  the  immense  saving  of  time 
(doing  two  years'  work  in  one),  especially  to  those 
children  who,  in  Boston,  have  but  four  or  five  years' 
schooling,  and  in  most  cities  and  towns  but  two  or 
three. 

17.  The  uniformity  of  these  results  in  all  the 
schools,  here  and  elsewhere,  where  this  print  has  been 
used,  and  the  very  strong  and  decided  testimony  of 
most,  if  not  all  of  the  teachers. 

18.  The  difficulties  and  objections  have  been  only 
in  anticipation,  and  have  vanished  before  experience 
Teachers  who  began  with  reluctance  and  doubt,  have 
imiformly  succeeded  before  reaching  the  end  of  the 
primer,  and  have  become  decidedly  in  favor  of  the 
method. 

19.  That  these  are  the  results  of  several  years'  ex- 
perience, in  various  parts  of  the  country,  with  all  sorts 
of  teachers,  in  several  thousands  of  schools,  and  that 
as  yet  I  know  of  not  one  real  exception. 

20.  That  these  results  have  been  obtained  under 
many  disadvantages.  The  print  and  the  method 
were  both  new  to  the  teacher;  the  books  used  were 
the  old  books,  merely  printed  in  the  new  type,  and 
were  not  prepared  and  arranged  in  progressive 
lessons  suited  to  the  new  print  and  method.  The 
teacher  had  no  minute  and  special  directions,  and 
guides  in  teaching,  but  each  was  left  mainly  to  her 
own  wit  and  the  blackboard.  Experience,  too,  has 
shown  that,  in  some  respects,  the  suggestions  made 


160 


ANNUAL   SCHOOL   REPORT. 


by  me  to  the  teachers  and  the  ways  of  teaching  in- 
dicated, were  not  so  good  as  has  since  been  found 
out.  "With  increased  facilities  and  advantages  of  so 
many  years'  experience  by  so  many  excellent  teachers, 
it  is  certain  that  very  much  better  results  will  be 
secured,  than  even  the  remarkable  ones  already  re- 
ported." 

EXPENDITUEES    FOE   SCHOOLS. 

The  following  table  shows  the  ratio  of  the  total 
school  expenditures,  including  school-houses  and  lots, 
as  compared  with  the  total  city  tax  for  all  purposes, 
for  two  decades,  expressed  in  decimals :  — 


Decade  from  1841-1851. 

Decade  from  1861-1871. 

1841-42 

25.0 

1861-62 

22.9 

1842-43 

21.7 

1862-63 

17.9 

1843-44 

28.2 

1863-64: 

13.2 

1844-45 

27.6 

1864-65 

14.3 

1845-46 

28.8 

1865-66 

13.0 

1846-47 

32.0 

1866-67 

11.7 

1847-48 

34.3 

1867-68 

13.7 

1848-49 

26.8 

1868-69 

21.5 

1849-60 

26.5 

1869-70 

20.9 

1850-51 

25.7 

1870-71 

Average .... 

17.4 

Average .... 

27.6 

16.6 

From  the  above  table  it  appears  that,  for  the  ten 
years  ending  1851,  the  average  ratio  of  the  school 
expenses,  as  compared  with  the  total  city  tax,  was  27.6, 


superintendent's  report.  IGl 

while  for  the  last  ten  years  the  ratio  averaged  only 
16.6.  So  that,  if  we  should  increase  our  school  ex- 
penses fifty  per  cent,  and  more,  we  should  only  stand 
relatively  where  we  stood  twenty  or  twenty-five  years 
ago.  This  statement  is  not  made  as  a  reason  for 
any  special  increase  of  the  outlay  for  schools,  but  I 
present  the  fact  as  it  is,  as  an  answer  to  the  random 
and  sweeping  charges  which  are  not  unfrequently 
made  against  the  management  of  the  School 
Committee,  with  reference  to  economy  in  financial 
matters. 

Respectfully  submitted,  by 

JOHIS"  D.  PHILBRICK, 

Superintendent  of  Public  Schools. 

March,  1872. 


TWENTY-FIFTH 
SEMI-ANNUAL   REPORT, 


To  the  School  Committee  of  Boston :  — 

Gentlemen,  —  In  conformity  with  the  require- 
ments of  your  regulations,  I  respectfully  submit  the 
following  as  my  Thirty-seventh  Report,  the  Twenty- 
fifth  of  the  semi-annual  series. 

SUMMARY  OF  STATISTICS 

For  the  School  Year  ending  August  31,  1872. 


I.  POPULATION. 

Population  of  the  city,  U  S.  Census,  1870     .         .  250,701 

Number  of  persons  in  the  city  between  five  and 

fifteen  years  of  age,  May  1,  1372       .         .         .  46,144 

Increase  for  the  year      .         .         .         .174 

II.   SCHOOLS. 

Number  of  districts  into  which  the  schools  are 

grouped  for  supervision          ....  30 

Number  of  High  Schools 6 

Latin  School,  for  boys. 

English  High  School,  for  boys. 

Girls'  High  and  Normal  School,  for  girls. 

Highlands  High  School,  for  boys  and  girls. 

Dorchester  High  School,  for  boys  and  girls. 

163 


I 


164 


ANNUAL   SCHOOL  EEPORT. 


Number  of  Grammar  Schools 

For  boys,  10  ;  for  girls,  10  ;  for  boys  and  girls,  17 
Number  of  Primary  Schools  for  boys  and  girls 


Increase  for  the  year 
Number  of  schools  for  licensed  Minors 
School  for  Deaf-Mutes  . 
Kindergarten  School     . 
Whole  number  of  day  schools 

Increase  for  the  year 
Number  of  Evening  Schools  . 
Whole  number  of  day  and  evening  schools 

Increase  for  the  year 


8 


37 
335 

2 

1 

1 

381 

11 
392 


III.   SCHOOL-HOUSES. 

Number  of  school-houses  for  High  Schools    . 

School-rooms,  45  ;  class-rooms,  24  ;  halls,  6 
seats,  2,350. 

Number  of  school-houses  for  Grammar  Schools 
School-rooms,  431 ;  halls,  30  ;  seats,  23,842.* 

Number  of  school-houses  for  Primary  Schools  be 
longing  to  the  city  now  occupied    . 
School-rooms,  334  ;  seats,  about  18,700. 

High  School  divisions  in  Primary  School-house 

Grammar  School    divisions    in  Primary  School- 
houses 

Grammar  School  divisions  in  hired  buildings 

Primary  Schools  in  Grammar  School-houses . 

Primary  Schools  in  Ward-rooms   . 

Primary  Schools  in  hired  buildings 

Number  of  Ward-rooms  in  Grammar  School-houses 

Number  of  Ward-rooms  in  Primary  School-houses 


37 


61 


23 
1 

29 
1 

15 
2 
4 


♦Dorchester  buildings  reckoned  as  Grammar  school-houses,  with  an 
average  of  50  seats  to  a  room ;  the  other  buildings  reckoned  at  56  seats  to  a 
room. 


superintendent's  report.  165 

IV.   TEACHERS. 

Number  of  teachers  in  High  Schools     ...  77 

Male  teachers,  43  ;  female  teachers,  34. 

Increase  for  the  year      ....       7. 
Number  of  teachers  in  Grammar  Schools       .         .  487 

Male  teachers,  71  ;  female  teachers,  416. 

Increase  for  the  3'ear      .         .         .         .     10. 
Number  of  teachers  in  Primar}^  Schools         .         .  336 

Male  teachers,  1  ;  female  teachers,  335. 

Increase  for  the  year      ....        8 
Number  of  teachers  in  the  schools  for  Licensed 

Minors,  females      ......  2 

Number  of  teachers  in  Deaf-Mute  School,  females  3 

Number  (?f  teachers  in  Kindergarten  School,  female  1 

Number  of  teachers  in  Evening  Schools         .         .  95 

Male  teachers,  32  ;  female  teachers,  63. 
Number  of  teachers  in  day  schools        .         .         .  906 

Whole  number  of  teachers     .....  1,001 

Male  teachers,  147  ;  female  teachers,  854. 

Regular  teachers,  963  ;  special  teachers,  38. 

Aggregate  increase  for  the  year.    ...  11 


V.   PUPILS. 

Average  whole  number  «f  pupils  belonging  to  day 

schools  of  all  grades  during  the  year       .         .  86,234 

Ratio  of  the  number  of  pupUs  belonging  to  the 

schools  to  population  of  the  city     .         .         .  .14 

Ratio  of  the  number  of  pupils  belonging  to  the 

schools  to  school  population  .         .         .         .  .78 

Average  daily  attendance  of  pupils  in  all  the  day 

schools 33,502 

Avetage   daily  absence  of  pupils   in  all  tlie  day 

schools 2,732 

Average  per  cent,  of  attendance  of  all  the  day 

schools 92.4 


166  ANNUAL   SCHOOL   REPORT. 

Ax^erage  whole  number  of  pupils  belonging  to  the 

High  Schools 1,640 

Boys,  873  ;  girls,  767. 
Average  daily  attendance  at  High  Schools    .         .  1,553 

Per  cent,  of  attendance  at  High  Schools        .         .  93.8 

Average  number  of  pupils  to  a  regular  teacher  in 

High  Schools 2G.0 

Average  whole   number   of  pupils   belonging   to 

Grammar  Schools  ......  19,760 

Boys,  11,343;  girls,  8,417. 
Average  daily  attendance  at  Grammar  Schools      .  18,500 

Per  cent,  of  attendance  at  Grammar  Schools  .  92.8 

Average  number  of  pupils  to  a  regular  teacher  iu 

Grammar  Schools        .....  42.6 

Average   whole    number   belongiiug    to    Primary' 

Schools  .......  14,716 

Boys,  8,093  ;  girls,  6,G23. 
Average  dail^'^  attendance  at  Primary  Schools        .  13,351 

Per  cent,  of  attendance  at  Primary  Schools   .         .  89.8 

Average  number  of  pupils  to  a  regular  teacher  in 

Primary  Schools     ......  43.9 

Average  whole  number  belonging  to  the  schools 

for  Licensed  Minors        .....  59 

Average  daily  attendance  at  schools  for  Licensed 

Minors  ........  51 

Average  whole  number  belonging  to   School   for 

Deaf-Mutes    .         .         .         .         .    •     .         .  .41 

Average   whole    number    belonging    to    Evening 

Schools 2,072 

Average  attendance  at  Evening  Schools         .         .  1,140 

Average   whole    number   belonging    to    Evening 

Drawing  School     ......  400 

Aggregate  whole  number  belonging  to   day  and 

evening  schools 38,688 


superintendent's  kepoet. 


167 


VI.  EXPENDITURES. 


Salaries  of  Officers  of  School  Committee  and 

Truant  Officers      ..... 
Salaries  of  Teachers,  High  Schools 

Grammar  Schools    \ 
Primary  Schools      ) 
Licensed  Minors'  School 
Deaf-Mute  School . 
Evening  Schools    . 
Kindergarten  School 
Whole  amount  of  salaries  of  teachers     . 
Incidental  expenses       ..... 

By  Com.  on  Public  Buildings        $260,895  72 

By  School  Committee     .         .  68,743  46 

"Whole  amount  of  incidental  expenses,  including 

salaries  of  officers  ...... 

Whole  amount  of  current  expenses  for  all  the  day 

and  evening  schools  and  salaries  of  officers 
Expenditures  for  school-houses  and  lots 
Total  Expenditures  for  all  School  Purposes    . 
Cost  per  scholar  based  upon  the  average  whole  number  belonging 
For  tuition. 

All  day  schools 

For  incidentals. 

All  day  schools 

For  both  tuition  and  incidentals, 

All  day  schools 

Whole  amount  appropriated  by  the  City  Council 

for  salaries,  and  ordinary  or  current  expenses 

of  schools   for  the   financial  year,  beginning 

May  1,  1872   ....  .         . 

Distribution  of  the  appropriation. 

Salaries  of  officers  .         .         $24,000  00 

Salaries  of  teachers        .         .         919,600  00 

Incidentals,  —  Committee  on  Pub- 
lic Buildings       .         .         .         235,000  00 

Incidentals,  —  School  Committee     73,000  00 


$23,281  66 
125,388  34 

711,744  13 

1,400  GO 

3,790  00 

20,678  00 

658  34 

863,658  81 

329,639  18 


352,920  84 

1,216,579  65 

97,800  68 

1,314,380  33 


23  83 


9  74 


33  57 


1,251,600  GO 


168  ANNUAL   SCHOOL   EEPOKT. 

Total  amount  of  appropriations  voted  by  the  City 

Council  for  1872-73 9,861,032  00 

Amount  assessed  for  State,  County  and  City  taxes 

for  the  financial  year  1872-73         .         .         .      7,759,842  00 

Ratio  of  the  amount  appropriated  for  the  current 
expenses  of  the  Public  Schools,  to  the  total 
amount  of  appropriations  of  the  city  for  the 
year  1872-73 .12  + 

Ratio  of  the  amount  appropriated  for  the  current 
expenses  of  the  Public  Schools,  to  the  whole 
amount  to  be  raised  by  taxation  for  the  year 
1872-73 .16  + 

Valuation  of  the  city.  May,  1872  ....  682,724,300  00 

Per  cent,  of  valuation  of  1872,  appropriated  for 

Public  Schools .001-83 

Valuation  of  the  city.  May,  1865  ....  371,892,775  00 

Per  cent,  of  valuation  of  1865   appropriated  for 

Public  Schools  for  the  year  1870-71       .         .  .002-98 

Average  percentage  of  the  valuation  of  1865,  of 
the  cities  and  towns  of  the  State,  appropriated 
for  Public  Schools,  to  be  expended  in  the 
year  1870-71 .003-25 

Amount  received  from  the  income  of  the  State 

School  Fund 9,363  24 

By  comparing  the  above  summary  with  that  of  last 
year's  report  I  find  that  the  increase  in  the  average 
whole  number  of  pupils  belonging  to  the  day  schools 
has  been  only  sixty,  while  the  increase  in  the  number 
of  teachers  in  these  schools  has  been  tvjenty-Jlve.  It 
appears  also  that,  notwithstanding  the  small  increase 
of  pupils,  the  increase  in  the  current  expenses  has 
been  $84,980.29;  but,  as  the  expenditures  for  new 
school-houees  were  far  below  the  average,  the  total 
amount  expended  for  schools  shows  a  decrease  of 
$260,898.74. 


superintendent's  report. 


169 


PBIMARY  SCHOOLS, 

The  attendance  at  these  schools  during  the  last  half- 
yearj  as  compared  with  that  of  the  corresponding 
six  months  of  the  preceding  year,  was  as  follows:  — 

The  average  whole  number  of  pupils  belonging 
was  14,199  against  14,793,  the  deci^ease  being  594; 
the  average  daily  attendance,  12,814  against  13,404, 
showing  a  decrease  of  590;  and  the  per  cent,  of  attend- 
ance, 89.8  against  89.4,  the  increase  being  four-tenths 
of  one  per  cent.  The  whole  number  belonging  at 
the  date  of  the  closing  of  the  schools  in  July  was 
14,610  against  14,660,  the  decrease  being  50. 

The  considerable  decrease  in  the  average  whole 
number  belonging  and  in  the  daily  attendance,  as 
shown  above,  was  due  mainly,  I  think,  if  not  wholly, 
to  the  unusual  severity  of  the  weather  during  the  winter 
and  early  spring;  for,  as  the  summer  advanced,  the 
number  increased  until  the  closing  of  the  schools  in 
July,  when  it  reached  very  nearly  that  of  the  same 
date  in  the  preceding  year. 

The  whole  number  of  regular  teachers  belonging 
to  this  grade  of  schools  at  the  end  of  the  school  year 
was  335,  against  327  last  year. 

The  classes  at  the  end  of  the  year  were  as 
follows :  — 


Classes. 

No.  Aug.  31, 1872. 

Per  cent 

First  Class 

2,447 

.17 

Second  Class 

2,390 

.16 

Third  Class 

2,184 

.15 

Fourth  Class 

2,209 

.15 

Fifth  Class 

2,235      . 

.15 

Sixth  Class 

3,145 

.22 

170  ANNUAL   SCHOOL  REPORT. 

The  ages  of  the  pupils  at  the  end  of  the  year  were 
as  follows :  — 

Ages.  No.  Aug.  31, 1872.    Per  cent. 

Five  years  of  age 
Six  years  of  Jtge 


--' —  J --0 

Seven  years  of  age  . 
Eight  years  of  age  . 
Nine  years  of  age  and  over 


2,355 

.16 

3,288 

.23 

3,531 

.24 

2,725 

.19 

2,711 

.18 

It  is  gratifying  to  find  that  the  number  of  pupils 
in  the  first  class  was  so  large,  it  being  larger  than 
that  in  any  other  class  except  the  sixth,  and  consid- 
erably above  the  average  of  the  classes,  including  the 
sixth.  It  is  evident  therefore  that  the  pupils  have 
been  carried  upward  through  the  several  grades  with 
a  good  degree  of  regularity.  The  aim  should  be  to 
keep  the  number  in  the  upper  classes  at  least  equal  to 
that  in  the  lower  classes.  In  a  few  of  the  districts  the 
proportion  of  pupils  in  the  sixth  class  is  still  larger 
than  it  should  be. 

The  ages  stand  very  nearly  as  they  did  last  year. 
There  has  been  a  slight  falling  off  in  the  number  of 
those  who  are  five  years  of  age,  and  a  corresponding 
increase  of  those  who  are  seven.  The  aim  should  be 
to  transfer  the  pupils  from  the  Primary  to  the  Gram- 
mar School  grade  at  the  age  of  eight  years,  that  is, 
before  the  completion  of  the  ninth  year.  Pupils  of 
fair  capacity,  and  from  intelligent  families,  who  do 
not  enter  school  until  six  years  of  age,  can  be  easily 
fitted  in  two  years  to  pass  examination  for  admission 
to  the  Grammar  School  grade. 


superintendent's  eeport. 


171 


The  following  table  shows  the  number  of  primary 
pupils  in  each  district,  and  the  average  number  of 
pupils  to  a  school,  or  teacher,  during  the  last  half 
year : — 


DiSTKICTS. 

Adams  . . 

Bigelo\T  . 

Bowditch 

Bowdoin 

Boylston. 

Brimmer 

Chapman 

Comins  . . 

Dearborn 

Dorchester 

Dwight  . . 

EHot 

Everett   . 
Franklin 
Hancock. 
Lawrence 


No.  of 
Schools. 


Whole 
IN'umher. 


9 
13 
10 
11 

7 
12 
10 
IG 
17 
20 

C 
16 
10 

G 
10 
12 


397 
532 
332 
440 
327 
415 
432 
796 
758 
839 
251 
708 
491 
2G3 
803 
507 


No.  to  a 
School. 


44.1 
40.9 
33.2 
40.0 
46.7 
34.5 
43  2 
49.7 
44.5 
41.1 
418 
44.2 
49.1 
43.8 
42.2 
42  2 


Districts. 


LewLs .  — 
Lincoln  . . 
Lyman . . . 
Mayhew  . 
Norcross  • 
Phillips  .. 
Prescott.  • 
Quincy  •  • 

Pice    

Sherwin  . 
Shurlleff . 
Washington 

Wells 

Winthrop 
Traininar  • 


Totals . 


No.   of 

Whole 

Schools. 

Number. 

10 

437 

11 

532 

7 

300 

7 

2G4 

14 

573 

7 

272 

9 

414 

10 

403 

10 

385 

12 

532 

13 

607 

7 

2SG 

12 

4G5 

9 

339 

2 

100 

335 

14,199 

No.  to  a 
School. 

43.7 
48.3 
42.8 
37.8 
40.9 
38.8 
46.0 
36.6 
38.5 
44.3 
46.6 
40.8 
38.7 
37.6 
50.0 
42.3 


The  above  table  deserves  special  attention.  It 
will  be  seen  that  there  is  a  great  disparity  in  the 
number  of  pupils  to  a  school.  Only  two  districts 
have  kept  up  to  the  standard. 


172  ANNUAL   SCHOOL   REPORT. 

The  average  number  of  piij^ils  to  a  teacher  dnrmg" 
the    last   half-year   was  forty -two   and   tliree-tentlis, 
agahist  forty-five  and  two-tenths  for  the  correspond- 
ing six  months  of  the  preceding  year.     Fifteen  years 
ago  the  Primary  Schools  averaged  sixty  pupils  to  a 
teacher.     They  were  then  without  desks  and  unclass- 
ified.    At  that  time  I  urged  upon  the  Board  the  de- 
sirableness of  limiting  the  maximum  number  to  fifty- 
six.     This  was  at  length  done,  although  not  without 
strenuous  opposition.     "We  are  now,  it  seems  to  me, 
swinging  into  the  opposite  extreme,  and  reducing  the 
number  of  pupils  to  a  teacher  to  a  point,  which,  in 
view  of  our  admirable  classification  and  other  fixcili- 
ties  for  instruction  and  management,  is  not  quite  jus- 
tifiable on  the  score  of  economy.     Something  more 
than  three  years  ago  it  was  found  that  the  average 
number  of  pupils  to  a  teacher  was  less  than  47,  al- 
though the  standard  number  fixed  by  the  regulations 
was  5Q.     After  a  full  discussion  of  the  subject  in  the 
Board,  it  was  decided  to  reduce  the  standard  number 
to  49,  thus  making  the  regulation  respecting  this  mat- 
ter more  nearly  conform  to  the  existing  average  to  a 
teacher.     Since  that  time  the  number  of  pupils  to  a 
teacher    has    been   constantly  on  the    decrease,  the 
standard  fixed  by  the  regulations  being  little  regarded. 
In  the  old  sections  of  the  city,  where  business  is  en- 
croaching upon  the  population,  it  is  not  to  be  ex- 
pected  that   teachers  will   be   summarily  dismissed 
as   soon    as   the   average   fiill   below  the  prescribed 
standard,   thus    interfering   with    the   classification. 
But  in  those  sections  where  the  population  is  on  the 
increase  we  should  naturally  expect  that  each  room 
would  have  its  full  complement  of  pupils. 


SUPERINTENDENTS    REPORT. 


173 


The  following  table  shows  the  number  of  primary 
pupils  in  each  district  promoted  to  the  Grammar 
Schools,  July,  1872,  and  the  average  number  of  pro- 
motions to  each  school  in  the  respective  districts :  — 


Districts. 


Adams  

Bigelow  . . . 
Bowditch  . . 
Bowdoin  . 
Boylston  . 
Brimmer  . 
Chapman  . 
Comins  . . . 
Dearborn  . 
Dorchester 
Dwight  .  • . 

Eliot 

Everett . . . 
Franklin . . 
Hancock  . 
Lawrence . 


No.  of 

Sent  to 

No.  to  a 

Schools. 

Gr.  Sch. 

School. 

9 

84 

9.3 

13 

80 

6.1 

10 

63 

6.3 

11 

79 

7.1 

7 

59 

8.4 

12 

69 

5.7 

10 

58 

5.8 

16 

100 

6.2 

17 

118 

6.9 

20 

180 

9.0 

6 

48 

8.0 

16 

103 

6.4 

10 

76 

7.6 

6 

44 

7.3 

19 

94 

4.9 

12 

69 

5.7 

Districts. 

No.  of 
Schools. 

Sent  to 
Gr.  Sch. 

Lewis 

Lincoln  

Lyman  

Mayhew  . . . 
Norcross  . . . 
Phillips  .... 
Prescott  . . . 

Quincy 

Kice 

Sherwin .... 
Shurtleff... 
Washington 

Wells 

Winthrop  . . 
Training  . . . 

10 
11 

7 

7  ■ 
14 

7 

9 
11 
10 
12 
13 

7 
12 

9 

2 

82 
100 
52 
47 
86 
28 
70 
70 
63 
107 
91 
30 
71 
66 

Totals 

335 

2,287 

No.  to  o 
School. 

8.2 
9.0 
7.4 
6.7 
6.1 
4.0 
7.7 
6.3 
6.3 
8.9 
7.0 
4.2 
5.9 
7.3 

6.8 


174  ANNUAL   SCHOOL   REPORT. 

The  number  of  pupils  promoted  to  the  Grammar 
Schools  in  July  was  2,287;  the  number  promoted 
January  31  was  1,983;  the  total  for  the  year  was 
4,270  against  4,631  for  the  preceding  year,  the 
decrease  being  364. 

The  supervision  exercised  over  the  Primary  Schools 
by  the  masters  of  the  Grammar  Schools  is  producing 
good  results,  on  the  whole;  some  of  the  masters, how- 
ever, very  evidently  do  more  and  better  work  than 
others  in  this  department. 

There  is  no  new  development  in  the  management 
or  instruction  requiring  special  mention,  except  in  the 
matter  of  drawing.  After  the  teachers  began  their 
lessons  at  the  JS^ormal  Art  School,  an  improvement  in 
the  drawing  in  their  schools  was  immediately  visible. 

The  method  of  teaching  the  first  steps  of  reading 
by  the  use  of  Dr.  Leigh's  "  pronouncing  type  "  has 
been  steadily  gaining  in  favor  among  our  teachers.  A 
year  ago  it  was  used  in  eleven  districts  and  about 
thirty  schools;  it  is  now  found  in  twenty-three  dis- 
tricts and  upwards  of  sixty  schools.  It  has  had  a 
thorough  and  protracted  trial,  and  the  result  has  been 
in  a  high  degree  satisfactory.  I  am  now  ready  to 
give  the  system  a  cordial  endorsement,  and  I  hope  the 
Board  will,  without  delay,  make  its  use  obligatory  in 
all  the  districts. 

The  following  is  the  tabulated  result  of  inquiries 
addressed  to  the  masters  respecting  the  introduction 
of  Dr.  Leigh's  method  into  the  schools  of  their  re- 
spective districts : — 


SUPERINTENDENTS    REPOET. 


175 


Districts. 


Adams 

Bigelow 

Bowditcb 

Bowdoin 

Boylston 

Brimmer 

Chapman 

Comins 

Dearhorn 

Dwight 

Eliot 

Everett 

Everett,  Dorchester 

Franklin 

Gibson 

Hancock 

Harris 

Lawrence 

Lewis 

Lincoln 

Lyman 

Mayhew 

M!ather 

Minot 

Norcross 

Phillips 

Prescott 

Quincy 

Kice 

Sherwin 

ShartlefT 

Stoughton 

Tileston 

"Washington  .... 

Wells 

■Winthrop 


Whether 
taught  or  not. 


Yes. 

Yes. 

No. 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

No. 

Yes. 

No. 

No. 

No. 

Yes. 

Yes. 

No. 

Yes. 

Yea. 

Yes. 

Yes. 

Yes. 

No. 

Yes. 

No. 

Yes. 

No. 

Yes. 

No. 

Yes. 

Yes. 

No. 

Yes. 

Yes. 

Yes. 

No. 

No. 


In  how  many 
Schools. 


Four. 
Three. 

One. 
Four. 
Two. 
Four. 
Two. 

Two. 


Two. 
One. 

One. 

Five. 

One. 

Sis. 

One. 

Two 

Three 

Sis. 

Four. 
Three 

Four, 
One. 
Two 


How  long  !t  has  been 
taught. 


Three  years. 
Four  years. 

Four  years. 
Seven  months. 
One  month. 
Three  years. 
One  year. 


Abont  three  years. 


Seven  months. 
Two  years. 


Five  months. 
Three  years. 
One  month. 
Five  or  six  years. 
Three  years. 


Six  months. 


Three  years. 


Three  years. 


Two  years. 
One  year. 


One  year. 
Six  months. 
Two  years. 


176 


ANNUAL   SCHOOL  REPORT. 


GRAMMAR    SCHOOLS. 

The  attendance  at  these  schools  during  the  last  half 
year,  as  compared  with  that  of  the  corresponding 
six  months  of  the  preceding  year,  was  as  follows :  — 

The  average  whole  number  of  pupils  belonging 
was  19,914  —  boys  10,478  and  girls  9,436 — against 
19,297,  the  inci-ease  being  617;  the  daily  average  at- 
tendance, 18,527  against  17,939,  and  the  per  cent, 
of  attendance  92.8  against  92.3.  The  whole  number 
of  regular  teachers  in  this  department  at  the  end  of 
the  last  school  year  was  464;  males  QQ,  females  398. 
In  addition  to  these  there  were  eighteen  teachers  of 
sewing,  three  teachers  of  music,  seven  teachers  of 
drawing,  who  divided  their  time  between  these 
schools  and  the  High  Schools,  and  for  a  part  of  the 
year  a  teacher  of  vocal  culture. 

The  whole  number  of  pupils  on  the  register  at 
the  close  of  the  school  year  was  17,102.  These 
pupils  were  classified  as  follows :  — 


Classes.  No.  Aug.  31,  1872.  Per  cent. 

First  class  (highest)     .         .         . 
Second  class         .        .         .        .    -    . 

Third  class 

Fourth  class 

Fifth  class 

Sixth  class 


Ages. 

Under  eight  years 
Between  eight  and  ten  years 
Between  ten  and  twelve  years 
Between  twelve  and  fourteen  years 
Between  fourteen  and  fifteen  years 
Over  fifteen  years 


1,285 

.08 

1,833 

.11 

2,481 

.14 

2,858 

.17 

3,826 

.22 

4,819 

.28 

i.Tig.  31, 1872. 

Per  cen 

126 

.01 

3,221 

.19 

5,687 

.33 

5,051 

.29 

1,813 

.11 

1,204 

.07 

superintendent's  report.  177 

Tn  my  last  report  I  called  attention  to  the  fact  that 
the  returns  of  the  classification  of  the  Grammar 
Schools  were  not  strictly  correct.  Pupils  were  desig- 
nated, in  certain  schools,  by  higher  ranks  in  the 
grades  than  those  to  which  they  actually  belonged. 
The  above  table  of  classification  is  believed  to  be  a 
nearer  approximation  to  strict  accuracy  than  that 
which  was  reported  last  March.  Still,  I  am  quite  sure 
it  is  not  as  accurate  as  it  should  be.  If,  on  visiting  a 
Grammar  School  room,  I  ask  the  teacher  what  the 
class  is  called,  and  then  on  further  inquiry  find  that 
the  pupils  are  not  up  in  all  their  studies  to  the  rank, 
grade,  or  class  by  which  they  are  designated  and 
known  in  the  school,  I  think  I  may  fairly  infer  that 
the  returns  of  classification  from  that  school  are  not 
as  reliable  as  they  should  be.  The  authorized  pro- 
gramme is  the  only  recognized  standard  of  classifica- 
tion. If  the  classes  are  not  named  and  reported  in 
accordance  with  their  actual  proficiency  in  the  regu- 
larly prescribed  course  of  study,  how  is  the  School 
Board  to  get  any  reliable  information  as  to  the  general 
progress  of  our  school  system  as  a  whole,  or  as  to 
the  comparative  standing  of  the  individual  schools? 
A  member  of  the  Board  who  wants  to  get  at  a 
general  knowledge  of  the  condition  of  our  Grammar 
Schools,  outside  of  those  schools  with  which  he  is  es- 
pecially connected,  would  naturally  first  look  at  the  re- 
quirements of  each  step  of  the  programme,  and  then  he 
would  look  to  see  how  many  pupils  in  each  school 
were  found  in  the  respective  steps  or  grades  into 
which  the  programme  is  divided;  and  finally  he 
would  look  at  the  report  of  the  ages,  to  see  how  they 
compare  with  the  numbers  in  the  respective  classes. 


178 


ANNUAL   SCHOOL   REPORT. 


If  he  should  find,  for  instance,  the  ages  in  a  certain 
school  ranging  high,  and  the  classes  low,  he  would 
probably  not  place  that  school  high  in  the  scale  of 
merit.  But  if  the  report  of  the  classification  is  inac- 
curate, he  is  without  any  firm  ground  on  which  to  base 
an  opinion.  It  is  hoped,  therefore,  that  in  future  every 
return  will  show  the  classification  precisely  as  it  is. 

The  following  table  shows  the  number  of  teachers 
and  average  whole  number  of  pupils,  and  the  average 
number  of  pupils  to  a  teacher  (not  counting  the 
master's  head  assistant),  in  each  Grammar  Schooljfor 
the  half  year  ending  August  31, 1872. 


Schools. 

^2 

BCHOOLS. 

6   . 

M  3 

•fi.2 
|5 

Adams 

Bigelow 

Bowditch . . . 
Bowdoin  . . . 
Boylston  . . . 
Brimmer  • . . 
Chapman  . . . 

Comins 

Dearborn   .  • 
Dorch'r  Dis. 

Dudley 

Dwight 

Eliot 

Everett 

Franklin  . . . 

12 
20 
14 
12 
11 
16 
13 
18 
17 
33 
7 
13 
16 
15 
15 
19 

539 
900 
518 
511 
414 
649 
576 
844 
771 
1,110 
269 
622 
787 
681 
622 
874 

49.0 
47.3 
39.8 
46.4 
41.4 
43.2 
48.0 
49.6 
48.1 
42.8 
44.8 
51.8 
52.4 
48.6 
44.4 
■48.5 

Lawrence  . . 

Lewis 

Lincoln 

Lyman 

Mayhew  . . . . 
Norcross . . . . 

Pliillips 

Prescott  . . . . 

Quincy 

Rice 

Sherwin  .... 

Shnrtleff 

Washington . 

Wells 

Winthrop  . . . 

18 
13 
18 
12 
13 
15 
13 
14 
14 
15 
17 
15 
7 
11 
18 

875 
589 
772 
467 
475 
695 
581 
611 
601 
639 
799 
662 
256 
444 
761 

51.4 
49.0 
45.5 
42.4 
39.5 
49.6 
48.4 
47.0 
46.2 
45.6 
49.9 
47.2 
44.0 
44.4 
44.7 

Hancock .... 

Totals 

464 

19,914 

46.8 

SUPERINTENDENT  S    REPORT. 


179 


The  following  table  shows  the  increase  and  de- 
crease in  the  number  of  pupils  in  the  respective 
Grammar  Schools  during  the  past  year,  the  first 
column  showing  the  average  number  belonging  for 
s  the  half  year  ending  August  31, 1871,  and  the  second 
for  the  half-year  ending  August  31,  1872 :  — 


Schools. 


Adams 

Bigelow 

Bowditch  . . . . 
Bowdoin  . . . . 
Boylston  . . . . 
Brimmer  . . . . 
Chapman . . . . 

Comins 

Dearborn. .., 
Dorch'r  Dis't 

Dudley 

Dwight 

Eliot 

Everett 

Franklin  . . . . 
Hancock  • . . . 


< 

CO 

to 

< 

6 
S 

o 

o 

o 
u 
o 

a 

M 

549 

539 

10 

866 

900 

.... 

34 

573 

518 

55 

.... 

509 

511 

2 

415 

414 

1 

C73 

649 

24 

...J 

488 

576 

88 

790 

844 

54 

716 

771 

55 

990 

1110 

120 

243 

269 

26 

576 

622 

40 

773 

787 

14 

625 

681 



50 

623 

622 

1 

.... 

890 

874 

16 

.... 

Schools. 

Lawrence  . . 

Lewis 

Lincoln  . . . . 

Lyman 

Mayhew . .  • . 
Norcross.... 

Phillips 

Prescott  . . . 

Quincy 

Rice 

Sherwin.. .. 
Shurtleff . . . 
Washington 

Wells 

Winthrop  . . 
Totals 


n 

S 

< 

C5 

to 

< 

o 
a 

874 

875 

— 

513 

589 

.... 

752 

772 

504 

467 

37 

505 

475 

30 

700 

695 

5 

602 

581 

21 

551 

611 

.... 

649 

601 

48 

559 

639 

.... 

746 

709 

614 

662 

.... 

241 

256 

.... 

474 

444 

30 

714 

761 

.... 

19,297 

19,914 

278 

1 

76 
20 


60 

80 
53 
48 
15 

47 
895 


From  the  above  table  it  appears  that  the  number  of 
pupils  is  falling  off  in  all  the  schools  in  the  old  city 
proper,  while  there  has  been  an  increase  in  East  Bos- 
ton, South  Boston,  Roxbury  and  Dorchester. 


180 


ANNUAL   SCHOOL   REPORT. 


The  following  table  shows  the  number  of  scholars 
who  received  the  diploma  of  graduation,  at  the  close 
of  the  schools  for  the  year,  in  July,  1872,  in  each 
Grammar  School:  — 


Schools. 

Boys. 

Girla. 

Total. 

Schools. 

Boys. 

Girls. 

Total. 

Adams 

Bigelow 

Bowditch 

Bowdoin 

Boylston 

Brimmer 

Chapman 

Comins 

Dearborn 

Dudley 

Dwight 

Eliot 

23 
36 

9 
40 

1 
19 
19 

44 
22 

4 

2 
16 

41 

14 

18 
30 
10 

20 
25 
14 
14 

41 
5 

33 
2 
6 

30 

37 
36 
18 
30 
19 
40 
21 
44 
33 
14 
44 
22 
41 

9 
33 

4 
22 
30 
41 

Lewis 

Lincoln 

Lyman 

Mather 

Mayhew 

Minot 

Norcross 

Phillips 

Prescott 

Quincy 

Rice 

Sherwin 

Shurtleff 

Stoughton  . . . 

Tileston 

Washington . . 

Wells 

Winthrop  .... 

16 

26 

12 

1 

17 
4 

17 
20 
22 
29 
12 

3 

3 

11 

23 

22 

11 

5 

3 

42 

14 

7 

34 

4 

3 

18 
32 

39 
48 
23 

6 
17 

7 
42 
17 
34 
22 
29 
19 

Everett 

Everett,  Dor. . . 

Franklin 

Gibson  

Harris 

Hancock 

34 
7 
6 

11 

18 
32 

Lawrence  

Total 

469 

480 

949 

It  appears  that  the  whole  number  of  graduates 
was  949,  the  increase  for  the  year  being  45.  By  an 
inspection  of  the  list  it  will  be  seen  that  there  is  a 
great  inequality  in  the  number  of  graduates  from  the 


superintendent's  eeport.  181 

different  schools.  As  the  number  of  graduates 
turned  out  by  a  school,  taking  two  or  three  years  to- 
gether, is  one  of  the  tests  by  which  its  merits  ought 
to  be  determined,  it  is  important  that  the  Committee 
on  each  school  should  look  to  this  matter  with  a  good 
degree  of  scrutiny.  By  looking  back  and  examining 
the  statistics  of  several  years  past  relating  to  this 
matter,  it  will  be  seen  that  some  schools  have  averaged 
a  much  lower  per  cent,  of  graduating  diplomas  than 
others.  It  is  obvious  enough  that  a  perfect  equality  in 
this  respect  ought  not  to  be  looked  for,  and  yet  the 
difference  in  the  circumstances  of  the  schools  does 
not,  in  all  cases,  as  it  seems  to  me,  adequately  account 
for  the  disparity  in  the  number  of  their  graduates. 
]^or  can  this  disparity  be  accounted  for  on  the  ground 
of  the  difference  of  the  standards  and  tests  of  their 
respective  committees.  All  the  committees  are  bound 
by  the  same  provision  of  the  regulations,  which  re- 
quires that  diplomas  of  graduation  "shall  be 
awarded  to  those  pupils  of  the  graduating  class  of 
each  Grammar  School,  who  have,  in  the  opinion  of 
the  District  Committee,  properly  completed  the  pre- 
scribed course  of  study,  and  whose  deportment  dur- 
ing the  year  has  been  generally  satisfactory."  After 
making  due  allowance  for  every  other  influence  that 
can  affect  the  number  of  graduates,  it  must  be  ad- 
mitted that  the  management  of  the  masters  has  a 
great  deal  to  do  with  it.  For  one,  I  wish  to  see  our 
system  of  elementary  education  carried  to  such  a 
degree  of  perfection  that  every  child  shall  substan- 
tially complete  the  Grammar  School  course  of  study, 
which  comprises  nothing  more  than  what  belongs  to  a 
good  common-school  education. 


182 


ANNU^kL  SCHOOL  REPORT. 


HIGH    SCHOOLS. 

The  average  whole  number  of  pupils  belonging  to 
these  schools  during  the  last  half-year  was  1,557  — 
boys  826,  and  girls  731  —  against  1,501  for  the  cor- 
responding six  months  of  the  preceding  year;  the 
average  daily  attendance  was  1,457,  and  the  average 
per  cent,  of  attendance  was  92.3.  The  number  of 
regular  teachers  was  63;  males  31,  and  females  32. 
Besides  there  were  16  special  teachers  of  military 
drill,  drawing,  music,  French  and  German. 

The  following  table  shows  the  number  of  regular 
teachers,  the  average  number  of  pujDils,  and  the  aver- 
age number  of  pu23ils  to  a  regular  teacher,  in  each 
of  the  High  Schools,  during  the  half-year  ending 
August  31,  1872:  — 


Schools. 


Latin 

English  High 

Girls'  High  and  Normal 

Koxbury  High 

Dorcliester  High 

Totals 


No.  of  Reg. 
Teachers. 

Average  No. 
of  pupils. 

11 

191 

17 

491 

24 

558 

6 

194 

5 

123 

63 

1,557 

Averag  No. 
of  pupils  to  a 
Keg.  Teacher 


17.3 

28.8 
23.7 
32.3 
24.6 


24.7 


It  appears  from  the  above  table  that  the  High 
Schools  have  had  an  average  of  less  than  twenty-five 
pupils  to  a  regular  teacher.  As  the  average  annual 
cost  of  tuition  per  pupil  in  these  schools  is  about 
eighty  dollar's,  by  giving  to  each  teacher  only  one 


superintendent's  report. 


183 


additional  pnpil,  the  saving  would  be  about  Jive  thou- 
sand dollars. 

The  following  table  shows  'the  classification  of  the 
High  Schools  at  the  close  of  the  school  year:  — 


o 
a 
a 
> 

Classes. 

Schools. 

s 

a 

8 

Third. 

.a 
1 

S 

1 

•a 
S 

m 

•3 
1 

18 
99 
109 
42 
42 

22 

140 

158 

61 

34 

28 

218 

212 

69 

43 

21 

9 

53 

English  High 

Girls'  High 

Koxbury  High 

Dorchester  Hi<''h  . . 

10 
37 

7 
1 

Totals 

55 

310 

415 

570 

21 

9 

53 

Percentage  

.03-8 

.21-6 

.28-9 

.39-7 

.01-4 

.00-6 

.03-6 

It  appears  that  upwards  of  twenty-five  per  cent,  of 
the  High  School  pupils  are  in  the  first  and  advanced 
classes,  —  a  very  good  proportion.  As  the  Latin 
School  has  twice  as  many  classes  as  the  other  schools, 
its  first  class  is  on  an  equal  footing  with  those  of  the 
others  when  its  percentage  is  half  as  high. 

The  following  table  shows  the  attendance  during 
the  last  year:  ^- 


184 


ANNUAL   SCHOOL   REPORT. 


Average  whole  number 
Average  attendance ... 

Per  cent,  attendance. . . 


Boys. 

OirlB. 

874 
841 

7G6 
712 

.... 

.... 

Total. 


1,640 
1,553 


94.6 


The  average  number  belonging  during  the  past 
year  was  139  in  excess  of  the  number  belonging 
during  the  preceding  year.  This  increase  is  in  itself 
considerable,  and  its  significance  is  enhanced  by  the 
fact  that  our  school  population  has,  during  the  last 
few  years,  gained  but  little. 

The  following  table  shows  the  number  of  scholars 
who  received  the  diploma  of  graduation  at  the  close 
of  the  school  year,  in  each  of  the  High  Schools;  — 


Schools. 


Latin 

English  High. 

Girls  High 
and  Normal 


Regular  course. 


Regular  and  extra. . . . 
^  Training  Department . 


Roxbury  High  . . 
Dorchester  High , 

Total 


Boys. 

Girls. 

18 

.. 

99 

.. 

.. 

91 

•• 

6 

.. 

28 

14 

28 

14 

29 

145 

182 

Total. 

18 
99 
91 
0 
28 
42 
43 

327 


SUPERINTENDENT  S   REPORT. 


185 


The  following  table  shows  the  number  of  pupils 
admitted  at  the  July  and  September  examinations, 
and   the  number  of  those  who  actually  joined  the 


High  Schools :  — 

Boj-s. 

Girls. 

Total. 

608 
401 

456 
346 

964 
747 

107 

110 

217 

The  number  of  pupils  admitted  was  96  more  than 
that  of  the  preceding  year  ;  but  the  number  of  those 
who  actually  joined  was  only  20  more. 

Of  the  whole  number  admitted,  871  were  sent  up 
from  the  Grammar  Schools,  this  number  being  78  less 
than  that  of  the  graduates  of  these  schools. 

It  appears  that  217  candidates  were  admitted  on 
examiuation,  who  did  not  present  themselves  as  pupils 
at  the  beginning  of  the  school  year.  The  number  of 
candidates  who  take  the  examination  without  intend- 
ing to  enter  upon  a  course  of  High  School  education 
has  increased  quite  rapidly  during  the  past  four  or 
five  years.  This  is  owing,  no  doubt,  to  the  growing 
custom,  among  the  masters  of  the  Grammar  Schools, 
of  advising  their  graduates  to  take  the  examination, 
even  though  they  may  not  have  decided  to  become 
High  School  pupils.  This  practice  may  not  bo  re- 
garded with  flivor  by  the  head-masters  of  the  High 
Schools,  who  are  thereby  put  to  the  trouble  of  exam- 


186 


ANNUAIi   SCHOOL    REPORT. 


ining  many  candidates  who  do  not  enter  their  schools; 
but  on  the  other  hand  it  enables  the  masters  of  the 
Grammar  Schools  to  show  how  many  pupils  they  have 
qualified  to  pass  the  examination. 

LATIN"  SCHOOL. 

The  average  whole  number  of  pupils  belonging 
during  the  last  half-year  was  191,  against  213  for  the 
corresponding  six  months  of  the  preceding  year;  the 
average  daily  attendance  was  174,  and  the  per  cent, 
of  attendance  91.  These  pupils  were  taught  by  one 
head-master,  ten  masters,  and  four  special  teachers, 
namely,  one  of  the  French  language,  one  of  music, 
one  of  drawing,  and  one  of  military  drill. 

The  following  table  shows  the  number  and  average 
Rge  of  boys  admitted  to  the  Latin  School  from  each 
Grammar  School,  and  also  the  number  admitted  from 
other  sources,  during  the  year  ending  September  14, 
1872:  — 


Boys'  and  Mixed 
Schools,  Roxbury 
AND  Dorchester 

EXCLUDED. 

•6 
1 

< 
1 

6 
to 

< 
o 

tlS 

ci 

Boys'  and  Mixed 
Schools,  Roxbury 
AND  Dorchester 

EXCmDED. 

'6 
1 

< 

1 

2 
2 

1 
5 

1 
1 
1 
1 

15.25 
12.87 
13.58 
14.20 
13.25 
11.08 
12.92 
14.83 

Mayhew 

1 

2 
7 
2 
3 
31 

GO 

12.25 

Brimmer 

17.06 

Phillips 

14.29 

TiwicrV^t 

Prescott 

13.12 

13.97 

Everett  (Dor.) 
Lawrence 

Other  sources  .... 
Totals 

15.31 
14.  G8 

superintendent's  refort.  187 

The  ages  of  the  boys  admitted  were  as  follows :  — 
Between  eleven  and  twelve,  three. 
Between  twelve  and  thirteen,  eleven. 
Between  thirteen  and  fourteen,  twelve. 
Between  fourteen  and  fifteen,  eleven. 
Between  fifteen  and  sixteen,  eight. 
Between  sixteen  and  seventeen,  four. 
Over  seventeen,  eleven. 

It  is  a  fact  deserving  attention  that  the  attendance 
at  this  school  has  been  falling  off  for  several  years 
past.  This  decrease  does  not  appear  to  be  owing  to 
a  deterioration  in  the  qualifications  of  the  instructors 
of  the  school,  for  it  has  the  same  head-master,  and  it 
is  safe  to  say  that  the  average  ability  of  the  assistant 
masters  was  never  higher  than  it  is  at  present.  And, 
besides,  the  number  of  teachers  as  compared  with  the 
number  of  pupils  to  be  taught  has  been  nearly 
doubled  within  a  few  years.  If  it  is  said  that  the 
demand  for  a  classical  education  has  diminished,  the 
assertion  seems  to  be  contradicted  by  the  fact  that 
the  college  classes  in  l!^ew  England  are  on  the  in- 
crease. I  should  like  to  see  at  least  five  hundred 
pupils  in  this  school.  This  city  cannot  aiford  to  have 
a  smaller  number  of  her  best  boys  engaged  in  a  course 
of  study  which  aims  especially  at  truly  liberal  culture. 
A  necessary  means  for  the  attainment  of  this  result, 
in  my  judgment,  is  a  modification  for  the  conditions 
of  admission. 

ENGLISH   HIGH   SCHOOL. 

The  average  whole  number  of  i)upils  belonging 
during  the  last  half-year  was  191,  against  407  for  the 


188 


ANNUAL   SCHOOL  REPORT. 


corresponding  six  months  of  the  preceding  year; 
the  average  daily  attendance  was  477,  and  the  per 
cent,  of  attendance  97.  These  pupils  have  been 
taught  by  one  head-master,  five  masters,  eleven  sub- 
masters,  and  five  special  teachers,  namely,  two  of 
drawing,  and  one  each  of  military  drill,  music,  and  the 
French  language. 

The  pupils  in  this  school  are  acquiring  an  excellent 
education  for  the  practical  purposes  of  life.  The 
prosperity  of  the  school,  not  only  in  respect  to  num- 
bers, but  also  in  respect  to  the  character  of  the  in- 
struction, is  highly  gratifying. 

The  following  table  shows  the  number  and  average 
age  of  the  pupils  admitted  into  the  English  ITigh 
School^  from  Grammar  Schools  and  from  other  sources, 
at  the  examination  of  candidates,  Julj^,  1872,  and  also 
how  many  actually  joined  the  school  at  the  beginning 
of  the  school  year,  September,' 1872 :  — 


Schools. 


Adams  .  . 
Bigelow. . 
Boylston. 
Brinimor. 
Chapman 
Dwight.  . 

Eliot 

Lawrence 
Lincoln . . 


No. 
admitted. 


14 
32 

9 
27 

6 
62 
21 
22 
24 


No. 

joiucd. 


10 

19 
7 
22 
6 
52 
10 
12 
19 


15.0 

14.9 

13.10 

15.3 

14.5 

15.2 

14.7 

14.2 

14.6 


Schools. 


Lyman 

Mayhcw 

Phillips 

Prescott 

Quincy 

Eice 

Latin 

OthtT  sources 
Totals 


No. 
admitted. 

No. 
joined. 

10 

8 

12 

10 

15 

14 

19 

13 

18 

12 

50 

41 

2 

1 

20 

20 

303 

27G 

Average 

age. 


14.4 

14.9 

15.9 

14.8 

14.8 

14.11 

14.11 

15.2 

14.9 


superintendent's  report.  189 

Of  those  who  were  admitted,  there  were:  — 

Between  twelve  and  thirteen  years,  thirteen. 
Between  thirteen  and  fourteen,  forty-eight. 
Between  fourteen  and  fifteen,  ninety-four. 
Between  fifteen  and  sixteen,  seventy-nine. 
Between  sixteen  and  seventeen,  thirty-three. 
Between  seventeen  and  eighteen,  nine. 

It  appears  that  the  number  of  candidates  who 
joined  the  school  was  276,  against  248  for  the  preced- 
ing year,  showing  an  increase  of  28.  I  regret  to  find 
that  the  average  age  of  the  candidates  is  higher  than 
it  was  in  1871,  it  being  y\q^y\j  fifteen  years.  This  is 
about  one  year  higher  than  it  should  be.  It  will  be 
seen  that  ninety-four  of  the  candidates  were  between 
fifteen  and  sixteen,  and  thirty-eight  were  over  sixteen. 
If  any  member  of  the  committee  desires  to  know 
where  the  responsibility  for  retaining  boys  in  the 
Grammar  Schools  to  so  mature  an  age  lies,  he  has 
only  to  examine  the  series  of  tables  like  the  above 
which  has  been  printed  in  our  reports.  If  boys  are 
properly  instructed  and  properly  promoted  in  our 
Grammar  Schools,  they  will  be,  as  a  general  rule,  well 
prepared  for  this  High  School  at  the  age  of  fourteen 
years.  It  will  be  seen  that  the  Dwight  School  sent 
a  large  number,  sixty-two  having  passed  the  exami- 
nation ;  the  age,  however,  is  higher  than  the  average. 
The  Boylston  stands  first  in  respect  to  age. 


190 


ANNUAL   SCHOOL   REPORT. 


The  following  table  shows  the  number  of  graduates 
in  each  year  since  the  founding  of  the  school :  — 


Year. 

Number. 

Year. 

Number. 

Year. 

Number. 

1821 

1822 

1823 

1824 

1825 

1826 

1827 

1828 

1829 

1880 

1831 

1832 

1833 

1834 

1835 

1836 

1837 

1838 

15 

28 
12 
17 

18 
17 
9 
12 
14 
18 
11 
15 
13 
15 

1839 

1840 

1841 

1842 

1843 

1844 

1845 

1846 

1847 

1848 

1849 

1850 

1851 

1852 

1853 

1854 

1855 

1856 

17 
16 
15 
24 
22 
23 
24 
17 
20 
23 
20 
33 
32 
22 
29 
26 
27 
24 

1857 

1858 

1859 

1860 

1861 

1862 

1863 

1864 

1865 

1866 

1867 

1868 

1869 

1870 

1871 

1872 

23 
27 
17 
28 
25 
29 
34 
17 
27 
31 
37 
41 
44 
61 
63 
99 

It  is  gratifying  to  observe  that  during  the  past 
three  or  four  years  the  number  of  graduates  has  been 
much  larger  than  it  was  in  previous  3^ears.  The  num- 
ber of  graduating  diplomas  awarded  last  July  — 
ninety-nine  —  was  surprisingly  large.  In  1864,  when* 
the  graduating  class  numbered  seventeen,  I  said  in 


gUPERINTENDENT'S    REPORT.  191 

my  report  that  it  ought  to  number  at  least  fifty.  I 
remember  very  distinctly  that  my  standard  was  re- 
garded in  some  quarters  as  extravagantly  high.  But 
we  have  seen  it  exceeded  all  but  a  hundred  per  cent. 
Perhaps  the  entrance  examination  has  not  been,  for 
the  last  two  or  three  years,  quite  rigorous  enough  in 
all  respects.  Still,  looking  from  the  High  School 
stand-point,  I  have  seen  no  serious  evil  resulting  from 
this  cause.  The  pupils  have  in  most  cases  been  able 
to  go  on  with  the  course  of  study,  and  they  have 
generally  profited  by  the  promotion.  But  the  Gram- 
mar masters  complain  that  by  admitting  pupils  to  the 
High  Schools  from  their  second  classes,  the  first 
classes  are  somewhat  demoralized;  the  desire  to  fit 
themselves  for  admission  to  the  High  School  is  no 
longer  a  stimulus  to  application,  when  they  see  pupils 
admitted  from  a  grade  inferior  to  their  own.  And 
yet,  if  a  Grammar  master  persists  in  keeping  boys  in 
his  second  class  who  should  be  in  his  graduating 
class,  I  would  not  hesitate  to  transfer  them  to  the 
High  School.  I  do  not  see  so  much  fault  to  find  with 
the  carrying  out  of  the  regulation  respecting  the 
admission  of  pupils  to  the  High  School,  as  with  the 
regulation  itself.  To  my  mind  it  is  plain  enough  that 
the  requirement  for  promotion  to  all  the  High  Schools, 
except  the  Latin  School,  should  be  made  to  conform 
to  the  standard  of  requirement  in  the  Grammar 
School  programme  for  the  graduating  class. 


192 


ANNUAL   SCHOOL   REPORT. 


The  following  table  shows  the  whole  number  be- 
longing in  the  month  of  February  of  each  year,  from 
1824  to  1872:  — 


Year. 

Number. 

Year. 

Number. 

Year. 

Number. 

1824 

1825 

1826 

1827 

1828 

1829 

1830 

1831 

1832 

1833 

1834 

1835 

1836 

1837 

1838 

1839 

1840 

121 
121 
128 
132 
141 
114 
129 
134 
111 
112 
128 
125 
131 
115 
115 
104 
105 

1841 

1842 

1843 

1844 

1845 

1846 

1847 

1848 

1849 

1850 

1851 

1852 

1853 

1854 

1855 

1856 

1857 

120 
150 
170 
149 
152 
143 
141 
156 
183 
193 
195 
176 
170 
159 
162 
152 
144 

1858. 

]859 

1860 

1861 

1862 

1863 

1864 

1865 

1866 

1867 

1868 

1869 

1870 

1871 

1872 

160 
156 
169 
171 
175 
174 
174 
200 
230 
264 
271 
309 
346 
428 
523 

GIRLS    HIGH  AND  NORMAL  SCHOOL. 

The  average  whole  number  of  pupils  belonging, 
including  the  Training  Department,  during  the  last 
half-year  was  558,  against  488  for  the  corresponding 
six  months  of  the  preceding  year;  the  average  attend- 
ance was  515,  and  the  per  cent,  of  attendance  92. 


superintendent's  report. 


193 


These  pupils  were  taught  by  one  head-master,  twen- 
ty-three female  teachers,  of  whom  twenty  ranked  as 
assistants,  and  two  as  head-assistants,  and  one  as 
superintendent  of  the  Training-  Department,  and  four 
special  teachers,  one  each,  in  music,  drawing,  and  the 
French  and  German  languages.  At  tho  close  of  the 
year,  nhiety-one  young  ladies  received  diplomas  of 
graduation  in  the  several  courses. 

The  following  table  shows  the  number  and  average 
age  of  the  pupils  admitted  to  the  Girls'  High  and 
N^ormal  School,  from  each  Grammar  School,  and 
from  other  sources,  and  also  the  number  of  those 
who  joined  the  school  and  entered  upon  the  course  of 
study  in  the  fall  of  1872:  — 


Schools. 


Adams 

Bowditch 

Bowdoin 

Boylston 

Chapman 

Comins 

Dearborn 

Dudley 

Everett 

Everett  (Dor.) 

Franklin 

Gibson  (Dor.). 

Hancock 

Harris  (Dor.)  . 


N"o.  ad- 
mitted. 


24 

8 
21 

9 
19 
IG 

5 

3 
33 

3 
29 

2 
20 

6 


No. 
joined. 


11 

8 
20 

6 

8 
11 

i 

2 
31 

2 
28 

2 
19 

4 


Av'age 
age  ad- 
mitted. 


15.76 
16.07 
16.04 
15.42 
15.48 
15.32 
16.18 
15.58 
15.83 
15.03 
15.86 
15.41 
15.11 
14.54 


Schools. 


Lewis 

Lincoln 

Lyman 

Mather  (Dor.) 
Minot  (Dor.) . , 

Norcross 

Prescott  ...... 

Sherwin  

Shurtleff 

Wells 

Winthrop 

Other  sources  . 


No.  ad 
mitted. 


Totals 


6 

17 

11 

2 

1 

40 

10 

3 

32 

9 

22 

26 


No. 
joined. 


377 


6 

15 

6 

0 

1 

22 

10 

0 

20 

8 

19 

23 


Av'ago 
age  ad- 
mitted. 


15.09 

15. 

16.28 

14.91 

16. 

15.10 

15.47 

15.83 

15.36 

15.97 

15.55 

16.78 


286 


15.68 


194  ANNUAL  SCHOOL   REPORT. 

Of  the  candidates  from  the  Grammar  Schools  there  were  :  — 
Between  twelve  and  thirteen,  one. 
Between  thirteen  and  fourteen,  twenty-five. 
Between  fourteen  and  fifteen,  seventy-two. 
Between  fifteen  and  sixteen,  one  hundred  and  thirty. 
Between  sixteen  and  seventeen,  eighty-four. 
Between  seventeen  and  eighteen,  twenty-nine. 
Between  eighteen  and  nineteen,  ten. 

This  school,  from  the  date  of  this  document,  takes 
a  new  name  and  a  new  role.  Instituted  origi- 
nally as  a  formal  School,  with  its  model  school  for 
practice  of  the  Grammar  grade,  then,  by  an  extension 
of  its  course  of  study  and  the  discontinuance  of  its 
model  school,  converted  into  a  Girls'  High  and  Nor- 
mal School,  and  subsequently  supplemented  on  the 
IS^ormal  side  by  the  establishment  of  a  "  Training 
Department,"  with  a  Primary  Model  School  attached, 
it  now  becomes,  by  the  elimination  from  its  curriculum 
of  whatever  is  peculiar  to  a  normal  or  training  school, 
a  "  Girls'  High  School "  in  name  and  purpose.  Hence- 
forth it  is  to  be  an  institution  for  the  higher  general 
education  and  culture  of  young  ladies,  without  spe- 
cial regard  to  the  particular  pursuits,  whether  indus- 
trial or  professional,  in  which  they  may  engage. 

From  this  date  also,  the  school,  thus  modified  in  its 
design  and  scope,  passes  into  the  hands  of  a  new 
head-master,  Samuel  Eliot,  LL.  D.,  late  president 
of  Trinity  College,  a  gentleman  whose  ri^^e  scholar- 
ship, high  culture,  large  educational  experience,  and 
singular  goodness,  render  him  most  fit  for  this  high 
and  responsible  situation.  And  to  the  honor  of  the 
Board  it  should  be  said  that  they  made  choice  of  this 
eminent  man  to  be  the  head  of  this  great  school,  with- 


superintendent's  report.  195 

out  any  application  on  his  part,  or  knowledge  even, 
that  he  was  to  be  voted  for.  His  acceptance  of  the 
post  cannot  but  be  regarded  with  lively  satisfaction 
by  the  friends  of  our  public  education  who  know  his 
superior  quaUfications  for  the  discharge  of  its  duties. 
If  now,  on  the  one  hand,  he  be  not  cramped  and 
trammelled  by  unnecessary  restrictions  and  Imiita- 
tions;  if  he  be  allowed  that  degree  of  liberty  and 
power  which  the  head  of  such  a  school  ,ought  to  have 
accorded  to  him,  in  order  to  enable  him  to  work  with 
the  greatest  efficiency  and  success;  and  if,  on  the 
other  hand,  he  be  favored  with  the  requisite  support 
and  co-operation  of  the  Committee  in  his  plans  and 
efforts,  it  seems  more  than  probable  that  under  his 
care  and  direction  this  institution  will,  in  its  new 
sphere,  and  with  its  unsurpassed  accommodations  and 
appliances,  and  its  accomplished  corps  of  assistant 
and  special  teachers,  become  even  more  useful  and 
more  highly  valued  than  it  has  been  at  any  previous 
period.  In  saying  this,  I  do  not  mean  to  undervalue, 
in  the  slightest  degree,  the  services  of  the  able  men 
who  have,  under  less  favorable  circumstances,  in  for- 
mer years,  had  its  management  in  their  hands. 

During  the  past  year  complaints  have  been  made 
by  advocates  of  a  higher  education  for  women,  that 
the  sexes  were  not  provided  with  equal  educational 
advantages,  as  there  was  no  public  classical  school  for 
girls,  corresponding  to  the  Latin  School.  If  there  is 
a  demand  for  the  instruction  of  girls  in  Latin  and 
Greek,  not  only  to  the  extent  now  afforded  by  the 
Latin  School  course,  but  even  beyond  it,  I  trust  that 
ample  provision  will  be  made  for  such  instruction  in 


196  ANNUAL   SCHOOL  EEPOET. 

the  Girls'  High  School.  It  may  be  found  expedient 
also  to  make  provision  for  the  admission  of  students 
who  desire  to  take  a  partial  course,  no  pupils  being 
permitted,  however,  to  take  such  a  course  who  are  not 
qualified  to  pass  the  entrance  examination.  Other 
modifications  of  the  programme  of  studies  will  prob- 
ably be  found  desirable,  in  order  fully  to  adapt  the 
school  to  the  demands  of  this  community  at  the 
present  time,  for  higher  female  education.  For  sev- 
eral years,  instruction  in  a  one  year's  course  has  been 
provided  for  in  an  advanced  class  of  such  gradu- 
ates as  wished  to  continue  their  studies.  As  boys  are 
allowed  to  pursue  a  classical  course  of  six  years  in 
the  Latin  School,  girls  should  be  permitted,  if  they 
desire  it,  to  pursue  a  similar  course  for  the  same  length 
of  time. 

EOXBUET  HIGH   SCHOOL. 

The  average  whole  number  of  pupils  belonging 
during  the  last  half-year  was  19-1  —  boys  91,  girls 
103  —  against  181  for  the  corresponding  six  months 
of  the  preceding  year;  the  average  attendance  was 
183,  and  the  per  cent,  of  attendance  91.  These 
pupils  were  taught  by  one  head-master  and  five  female 
teachers,  three  ranking  as  assistants  and  one  as  head- 
assistant.  Besides  these,  four  special  teachers  were 
employed,  namely,  one  each  in  drawing,  in  music,  in 
the  French  language  and  in  the  German  language. 
At  the  close  of  the  year  graduating  diplomas  were 
awarded  to  a  class  of  42,  — 14  boys  and  28  girls. 

In  former  reports  I  described  the  peculiarities  and 
good  traits  of  this  excellent  school.  There  is  nothing 
to  add  now  as  to  its  manaorement  and   instruction. 


SUPERINTENDENTS    EEPORT. 


197 


except  to  say  that  it  maintains  its  high  rank  as  a 
vigorous,  thorough  and  successful  school.  Its  rapid 
growth  within  a  few  jears  is  a  sufficient  proof  of  the 
high  appreciation  in  which  it  is  held  by  the  inhab- 
itants of  the  Highlands.  Its  growth  has  been  such 
that  its  building,  although  an  excellent  and  commo- 
dious structure,  is  now  quite  inadequate  to  its  wants. 
An  admirable  and  economical  plan  for  its  enlarge- 
ment has  been  devised,  and  it  is  hoped  that  the  City 
Council  will  immediately  take  the  necessary  measures 
to  authorize  the  contracts  for  it  to  be  made. 

The  following  table  shows  the  number  and  average 
age  of  the  pupils  admitted  to  the  Roxbury  High 
School,  from  Grammar  Schools,  and  from  other 
sources,  and  also  the  number  of  those  who  joined 
the  school  and  entered  upon  the  course  of  study,  in 
the  fall  of  1872:  — 


Schools, 


Bigelow 

Comins 

Dearborn.  . .. 

Dudley 

Dwight 

Sherwin  

Lewis 

Washington . . 
Other  sources 

Totals... 


Admitted. 


Boys.      Girls 


1 
18 
13 

2 

4: 

12 


GO 


10 
9 

3 

U 


52 


Joined. 


Boys.      Girls 


1 

16 

9 

1 
3 
8 
5 

2 


45 


6 
6 
6 

2 
10 


87 


Average  Age. 


Boys.      Girla 


13.6 
15.1 
15.9 

U.3 

14.10 

15.10 

15.7 

13.8 


14.10 


15.5 
16.8 
15.1 


15.0 


15.3 


15.6 


198  ANNUAL   SCHOOL   REPORT. 

Of  those  who  joined  the  school,  there  were, — 
Between  thirteen  and  fourteen,  eight. 
Between  fourteen  and  fifteen,  twent3'-seven. 
Between  fifteen  and  sixteen,  twentj^-seven. 
Between  sixteen  and  seventeen,  fifteen. 
Between  seventeen  and  eighteen,  five. 

DOECHESTER  HIGH   SCHOOL. 

The  average  whole  number  belonging  for  the  last 
half-year  was  123  —  boj^s  53,  and  gu*ls  70  —  against 
119  for  the  corresponding  six  months  of  the  preceding 
year;  the  average  attendance  was  lOS,  and  the  per 
cent,  of  attendance  was  89.  These  pnpils  were 
taught  by  one  head-master  and  four  female  teachers, 
three  ranking  as  assistants,  and  one  as  head-assistant. 

At  the  close  of  the  school  year  graduating  diplo- 
mas were  awarded  to  a  large  class  consisting  of  14 
boys  and  23  girls,  43  in  all. 

This  is  a  thoroughly  equipped  school,  with  accom- 
modations of  the  highest  order,  and  a  faithful  and 
able  corps  of  instructors.  Its  course  of  study  is 
broad  and  liberal,  comprising  a  Classical  department, 
where  young  men  can  fit  for  college,  and  an  English 
department,  affording  a  thcirough  practical  education. 
The  inhabitants  of  Ward  Sixteen  are  fortunate  in 
having  such  a  school  open  to  all  their  sons  and 
daughters  who  desire  to  go  beyond  the  elementary 
course  of  education. 


SUPERmXEXDENT'S    KEPORT. 


199 


The  following  table  shows  the  number  and  average 
age  of  the  puj^ils  admitted  to  the  Dorchester  High 
School,  from  Grammar  Schools  and  other  sources,  and 
also  the  number  who  joined  the  school  and  entered 
upon  the  course  of  study  in  the  fall  of  1872  :  — 


BCHOOLS. 


Mather 

Harris     

Everett 

Stoughton  . . . 

Gibson 

Tileston 

Minot 

Other  sources 

Totals... 


Admitted. 


1 

6. 
5 
i 

2 
2 
5 

25 


Boys.      Girls. 


3 

10 

2 


27 


Joined. 


Boys.      Girls 


20 


3 

10 
2 
5 

1 
1 
1 


Average  Ago. 


Boys.      Girls 


13.2      15.6 


U.7 


15.3 


U.ll    13.10 

I 
15.2      15.2 


14.G 

IG.IO 

15.3 


22        U.ll 


14.8 
13.9 
16. G 

14. lU 


Of  those  who  joined  the  school  there  were, 
Between  twelve  and  thirteen,  one. 
Between  thirteen  and  fourteen,  six. 
Between  fourteen  and  fifteen,  twelve. 
Between  fifteen  and  sixteen,  seventeen. 
Between  sixteen  and  seventeen,  five. 
Between  seventeen  and  eighteen,  two. 


NORMAL    SCHOOL. 


The  action  of  the  Board,  by  which  this  school  was 
established,  has  been  already  referred  to  in  speaking 
of  the  Girls'  High  School.     It  is  intended  that  this 


200  ANNUAL    SCHOOL    REPORT. 

shall  be  in  reality,  as  well  as  in  name,  a  Wormal 
School,  that  is,  a  school  especially  designed  for  the 
'professional  training  of  teachers,  and  for  nothing 
else,  it  being  no  part  of  its  purpose  to  give  that  in- 
struction which  belongs  exclusively  to  general  and 
liberal  education.  Its  studies  will  be  limited  strictly 
to  those  which  are  pedagogical,  those  which  relate  to 
the  science  and  art  of  education.  Its  programme 
will  of  course  comprise  mental  and  moral  science, 
physiology  and  logic,  a  knowledge  of  which  studies 
is  essential  to  the  well-equipped  teacher.  It  will  also 
include  the  study  of  the  best  methods  of  organizing, 
managing,  teaching  and  governing  schools,  of  differ- 
ent grades.  Ample  provision  will  no  doubt  be  made, 
and  at  an  early  day  it  is  be  hoped,  for  the  obser- 
vation and  practice  of  the  pupils  in  model  or  train- 
ing schools,  comprising  all  the  grades  of  study  in 
our  whole  course  of  elementary  education. 

With  our  experience  of  twenty  years  in  different 
organizations  for  normal  training,  we  ought  to  be 
able,  in  a  comparatively  short  time,  to  develop  this 
school  into  a  model  institution  of  its  class.  Fortu- 
nately it  begins  its  career  with  the  most  important 
element  of  success  already  assured,  in  a  most  capable 
and  experienced  teaching  corps,  comprising  the  ladies 
who  have  done  so  much  valuable  work  under  the 
direction  of  Miss  Stickney,  in  the  Training  Depart- 
ment of  the  Girls'  High  and  ISTormal  School,  and  the 
recently  elected  head-master,  Larkin  Dunton,  Esq., 
late  master  of  the  Lawrence  Grammar  School,  a  gen- 
tleman pre-eminently  fitted  for  such  a  post.  He  is 
a  sound  practical  educator,  and  I  feel  well  assured 


superentexdent's  eepokt.  201 

that  under  his  direction  and  instrnction,  aided  as  he 
will  be  by  able  assistants,  this  school  will  send  out 
well-trained  and  capable  teachers. 

HIGH   SCHOOL   QUESTIONS. 

The  questions  used  at  the  examination  for  admis- 
sion to  the  High  Schools  except  the  Latin  School,  in 
July,  were  as  follows :  — 

Arithmetic. 

1.  ^  of  my  property  is  in  laud,  -i  is  in  stocks,  and  the  remainder 
is  $380.     What  is  the  amount  of  my  propert}^  ? 

2.  The  difference  of  two  numbers  is  15f ,  the  smaller  is  12j-j- ; 
what  is  the  greater  ? 

3.  What  is  the  least  common  multiple  of  14,  20,  24? 

4.  How  many  square  yards  of  carpeting  will  be  required  to 
cover  a  floor  32  feet  long  and  23  feet  wide  ? 

5.  Add  f ,  ^,  and  ^^. 

6.  Divide  |^  by  |,  and  explain  the  operation. 

7.  Find  the  greatest  common  divisor  of  304  and  232. 

8.  A  man  owning  f  of  a  ship  sold  J  of  his  share  for  $5,425. 
What  was  the  value  of  the  ship  at  that  rate  ? 

9.  Reduce  £421875  to  shillings,  pence,  and  farthings. 

10.  What  is  the  interest  of  $325,  from  Jan'y  1,  1870,  to  June 
23,  1872,  at  7  per  cent.  ? 

11.  What  is  the  compound  interest  of  $232,  for  4  years,  at  6 
per  cent.  ? 

12.  If  a  pole  15  feet  long  cast  a  shadow  20  feet  long,  how  high 
is  a  steeple  that  casts  a  shadow  of  270  feet  at  the  same  time? 

13.  Having  sold  5,000  lbs.  of  tea,  at  30  cts.  per  lb.,  what  is  my 
commission  at  2  per  cent.,  and  how  much  money  shall  I  remit  to 
my  employer  ? 


202  ANNUAL   SCHOOL  REPORT. 

I'l.  A  horse  and  chaise  are  together  worth  $1,000,  but  the  horse 
is  worth  only  -^^  as  much  as  the  chaise.  What  is  the  value  of 
each  ? 

15.  Divide  £25  13s.  2d.  equally  among  four  men. 

16.  What  is  one-fourth  per  cent,  of  $225? 

17.  My  commission  at  ^  per  cent,  for  investing  a  certain  sum 
of  money  was  $10.     What  was  the  sura  invested? 

18.  How  many  pints  in  J  gal,,  ^  qt.,  and  f  pt.  ? 

19.  Divide  212.0565  by  24.125. 

20.  What  is  the  present  worth  of  $100.54,  due  3  years  hence, 
at  6  per  cent.  ? 

Grammar. 

1.  Into  what  parts  is  English  Grammar  divided? 

2.  Name  the  parts  of  speech. 

3.  Decline  :  boy,  I,  who,  he. 

4.  Write  the  plurals  of  the  following  words :  enemy,  valley, 
German,  Frenchman,  sheaf. 

5.  What  is  gender?  Give  the  opposite  gender  of  the  following 
words  :  window,  author,  abbot,  landlord. 

6.  Correct :  If  there  is  anybody  there  let  them  answer. 

7.  What  is  comparison?  To  what  parts  of  speech  does  it 
belong? 

8.  Compare  the  following  words  :  pretty,  soon,  good,  little. 

9.  Write  the  principal  parts  of  the  following  words :  ride,  be, 
go,  become. 

10.  What  is  an  auxiliary  verb  ?    Name  four  auxiliary  verbs. 

11.  Write  the  present,  active,  and  passive  participles  of  the 
word  move. 

12.  Correct :  If  I  was  her.  He  laid  down  upon  the  sofa.  He 
has  lain  the  book  upon  the  table.     She  set  in  her  seat. 


superintendent's  report.  203 

13.  Parse  the  nouns  in  the  following :  John's  hat  lies  on  my 
table. 

14.  My  sister  gave  me  what  I  wanted.     Parse  what. 

15.  Write  three  sentences  showing  the  word  that  used,  1,  as  in- 
terrogative pronoun ;  2,  as  a  relative  pronoun ;  3,  as  connective. 

16.  Define  Analysis. 

17.  "Write  a  sentence  containing  a  simple  subject  and  a. simple 
predicate. 

18.  Write  a  sentence  containing  an  adverbial  phrase  and  an 
objective  clause. 

19.  Analyze  the  following :  — 

"  A  tender  bud, 
That  tried  to  blossom  in  the  snow, 
Lies  without  where  the  violets  blow." 

20.  Parse  the  words  in  italics  :  — 

"  Lives  of  great  men  all  remind  us, 
We  can  make  our  lives  sublime  ; 
And,  departing,  leave  behind  us 
Footprints  on  the  sands  of  Time." 

Geography. 

1.  Boston  is  about  71°  E.  longitude,  and  Philadelphia  75°  E. 
longitude  ;  what  is  the  difference  in  time  ? 

2.  The  difference  in  time  between  London  and  New  Orleans  is 
six  hours  ;  what  is  the  difference  of  longitude  ? 

3.  What  is  the  width  in  degrees  of  each  of  the  Temperate 
Zones? 

4.  What  is  the  area,  and  what  the  population  of  the  United 
States  ? 

5.  In  what  latitude  and  longitude  are  the  antipodes  of  Boston  ? 

6.  When  the  sun  has  just  crossed  the  Equator  in  March,  will  it 
be  day  or  night  at  the  North  Pole,  and  how  long  will  this  day 
or  night  continue? 


204  ANNUAL   SCHOOL   REPORT. 

7.  A  vessel  is  in  23°  S.  latitude,  and  112°  E.  longitude  ;  in  what 
ocean,  and  near  what  land  is  she  ? 

8.  What  is  the  size  of  the  State  of  New  York  as  compared  with 
Massachusetts  ? 

9.  A  vessel  sails  from  Boston  to  Rio  Janeiro  ;  what  will  proba- 
bly be  her  return  cargo  ? 

10.  A  vessel  carries  goods  from  Boston  to  New  Orleans,  and  is 
there  hired  to  carry  a  cargo  to  Liverpool ;  what  is  probably  that 
cargo  ? 

11.  What  difference  between  the  industrial  pursuits  of  the  in- 
habitants of  Rhode  Island  and  Virginia? 

12.  What  are  the  chief  agricultural  products  of  the  Gulf  States? 
of  the  North  Western  States?  of  Southern  Russia?  of  China?  of 
New  England? 

13.  Through  what  State  does  the  Missouri  river  flow,  and  of 
what  State  does  it  form  the  Eastern  boundary  ? 

14.  Name  the  largest  of  the  West  India  Islands  ;  to  whom  does 
it  belong,  and  what  is  its  chief  city? 

15.  Name  the  greatest  commercial  city  in  Europe ;  of  the 
United. States. 

16.  What  large  city  of  Europe  is  nearly  in  the  latitude  of  Bos- 
ton? 

17.  A  vessel  is  to  sail  directly  from  Lake  Michigan  to  London  ; 
over  what  waters  will  she  sail  ? 

18.  Name  the  three  longest  rivers  on  the  globe. 

19.  Name  the  three  largest  cities  in  the  United  States,  in  the 
order  of  their  size. 

20.  Draw  a  map  of  the  State  of  Pennsylvania. 


History. 

1.   Name  three  of  the  earliest  known  discoveries  of  land  in  the 
New  World,  and  state  by  whom  made. 


superixtexdext's  report.  205 

2.  Give  very  brief  history  of  the  Plymouth  Colony. 

3.  Give  very  brief  history  of  the  Virginia  Colony. 

4.  In  what  Colonies  did  religious  toleration  exist  ? 

5.  State  principal  causes  of  the  American  Revolution. 

6.  Name    five    of    the    principal    leaders    of    the    American 
Revolution. 

7.  What  is  meant  by  the  Monroe  doctrine  ? 

8.  When  was  the  present  Constitution  adopted,  and  why? 

9.  Name  three  victories  important  to  the  Americans. 

10.  Who  were  our  Allies  ? 

11.  What  was  the  Missouri  Compromise? 

12.  Name  the  acquisitions  of  territory  made  by  the  United 
States,  both  by  conquest  and  purchase. 

13.  Name  some  of  the  important  events  of  General  Jackson's 
administration. 

14.  Why  did   several   of  the   States   secede   in   1861?     Give 
briefly  the  results  of  their  secession. 

15.  For  what  purposes  have  the  public  lands  been  granted? 

16.  What  is  meant  by  a  protective  tariff? 

17.  What  Presidents  have  served  two  terms? 

18.  Of  what  oflicers  does  the  Cabinet  consist? 

19.  State  what  you  know  about  the  "Treaty  of  Washington," 
why  it  was  made,  and  success  of  it  thus  far. 

20.  What  are  the  important  political  questions  of  the  day  ? 

SPECIAL    SCHOOLS, 

During  the  last  year  there  have  been  in  operation 
seventeen  special  schools,  namely,  two  Evening  Draw- 
ing Schools,  one  Evening  High  School,  ten  Element- 


206  ANNUAL  SCHOOL  REFOET. 

ary  Evening-  Schools,  two  Schools  for  Licensed 
Minors,  one  for  Deaf-Mutes,  and  one  Kindergarten 
School.  The  whole  nnmber  of  teachers  employed  in 
these  schools  was  101,  and  their  salaries  amounted 
to  126,526.31. 

EVENING  DRAWING   SCHOOLS. 

Year  before  last,  all  the  instruction  in  industrial 
drawing,  in  accordance  with  the  requirements  of  the 
recent  statute  relating  to  art-education,  was  given  at 
rooms  in  the  Institute  of  Technology,  rented  for  the 
purpose  by  the  city.  Although  ten  instructors  were 
employed  to  teach  here  in  several  departments  of 
drawing,  the  whole  organization  was  designated  as 
only  one  school.  Last  winter,  the  subjects  of  instruc- 
tion being  divided  into  two  general  classes,  namely, 
free-hand  and  mechanical,  two  separate  schools  were 
carried  on,  each  being  devoted  to  one  of  these  classes  of 
subjects.  The  Free-hand  school  was  accommodated 
in  the  Kormal  Art  School  rooms  at  the  Appleton 
street  building,  and  the  School  in  Mechanical  Draw- 
ing in  rooms  at  the  Institute  of  Technology.  The  Free- 
hand School  was  taught  by  a  principal  and  three 
assistants;  322  students  were  registered,  but  the 
greatest  number  considered  as  belonging  was  170; 
the  average  attendance  was  65;  males  51,  and  females 
14,  the  maximum  attendance  being  91,  and  the  mini- 
mum 23.  The  pupils  were  taught  in  three  classes, 
working  from  outline  blackboard  drawings,  from  flat 
examples,  and  from  casts. 

The  School  in  Mechanical  Drawing,  at  the  Institute 
of  Technology,  was  taught  by  six  instructors,  and 


superintendent's  report.  207 

the  attendance  was  upward  of  two  hundred,  all  males. 
It  Avas  divided  into  four  departments,  one  for  ship- 
drafting,  one  for  geometrical  drawing,  one  in  archi- 
tecture, and  one  in  machine  drawing.  The  greater 
part  of  the  students  in  this  school  were  young  men 
engaged  in  some  branch  of  industrial  labor  requiring 
skill  in  drawing  for  its  most  successful  pursuit.  In 
both  schools  the  teachers  were  thoroughly  devoted  to 
their  work,  and  the  students  were  earnest,  industri- 
ous, and  most  commendable  in  deportment.  Besides 
the  free  instruction  in  drawing,  given  in  the  above- 
named  Evening  Schools,  a  class  in  drawing  was  pro- 
vided for  at  the  Evening  High  School,  where  element- 
ary geometrical  drawing  was  taught  as  a  preparation 
for  the  classes  at  the  Institute  of  Technology.  Av- 
erage attendance,  24.  Late  in  the  season  a  free-hand 
class  was  commenced,  Avhich  had  an  average  attend- 
ance of  16.  Both  classes  made  satisfactory  prog- 
ress. 

At  the  close  of  the  Evening  Drawing  Schools,  on 
the  6th  and  7th  of  May,  they  were  systematically  and 
carefully  reviewed  by  the  Supervisor,  Mr.  Walter 
Smith,  the  regular  teachers  neither  participating  nor 
being  present.  The  results  in  detail  have  been 
printed  in  the  report  of  the  Committee  on  Drawing. 

EVENTN^G  HIGH   SCHOOL. 

This  most  interesting  and  useful  institution  has 
from  its  commencement  constantly  increased  in  num- 
bers and  efficiency.  Last  winter  it  was  under  the 
charge,  as  principal,  of  Mr.  Luther  W.  Anderson, 
the  senior  master  in  the  English  High  School,  whose 


k 


208 


ANNUAL   SCHOOL   EEPORT. 


long  experience  and  eminent  practical  ability  rendered 
him  an  eminently  fit  person  for  the  management  of 
such  a  school.  He  was  assisted  by  eight  competent 
teachers,  all  of  whom  devoted  themselves  to  their 
work  with  zeal  and  fidelity.  The  average  attendance 
was  225,  against  150  for  the  preceding  year,  showing 
a  gratifying  increase.  The  number  connected  with 
the  school  varied  from  375  to  524. 

The  studies  pursued  were  as  follows:  navigation 
and  surveying,  arithmetic,  English  Grammar,  English 
literature,  geometry,  algebra,  the  French  and  German 
languages,  geometrical  and  free-hand  drawing,  book- 
keeping, natural  philosophy,  penmanship,  and  the 
Latin  language. 

The  following  table  shows  the  statistics  of  the 
Evening  High  School  during  the  last  year :  — 


No.  of 
Sessions. 

Av'age  No. 
Belonging. 

Average  Attendance. 

O  CO 

.  a 

ISYl-TS. 

Males, 

Females. 

Total. 

October,       1871.. 

22 

398 

152 

107 

259 

7 

34 

November,  1871.. 

21 

524 

138 

108 

246 

8 

28    . 

December,  1871.. 

20 

481 

137 

85 

222 

8 

24 

January,       1872.. 

23 

463 

129 

86 

215 

8 

23 

February,     1872 . . 

20 

452 

127 

81 

208 

8 

23 

March,          1872.. 

14 

375 

no 

62 

172 

8 

21 

Totals 

120 

2,693 

793 

529 

1,322 

47 

153 

Averages  .... 

449 

132 

83 

220 

8 

25.5 

superintendent's  eeport.  209 

It  appears  that  the  average  number  of  pupils  to  a 
teacher,  mcludhig  the  prhicipal,  was  upAvards  of  25; 
exclusive  of  the  principal  it  was  upwards  of  30.  By 
judiciously  managing  the  classification,  and  thus  giv- 
ing a  fair  number  of  pupils  to  each  teacher,  the  cost 
of  carrying  on  the  school  has  been  kej)t  within  very 
reasonable  limits.  The  progress  which  this  school 
has  made  since  it  w^as  instituted,  three  years  ago, 'is 
extremely  gratifying.  The  experiment  has  demon- 
strated, beyond  a  doubt,  the  utility  and  need  of  such 
a  school.  If  there  is  any  class  of  persons  for  whom 
the  city  can  afford  to  furnish  free  education,  it  is  that 
class  of  industrious  young  men  and  women  who  have 
neither  the  time  nor  means  to  attend  a  day  school, 
but  whose  desire  for  improvement  is  so  strong  as  to 
induce  them  to  devote  their  evenings  to  the  acquisi- 
tion of  knowledge. 

"With  what  consistency  or  reason  could  we  expend  so 
many  thousands  on  our  day  High  Schools,  and  with- 
hold the  pittance  required  for  the  support  of  the  Even- 
ing High  School?  I  know  of  no  sound  argument 
for  the  maintenance  of  our  day  High  Schools  which 
will  not  hold  equally  good  for  the  maintenance  of  our 
Evening  High  School.  But  I  believe  there  is  no  need 
of  looking  for  arguments  to  convince  the  members  of 
the  Board  of  the  expediency  of  sustaining  this  school 
by  their  votes  and  their  influence. 

There  was  some  opposition  to  it  during  the  first 
and  second  years  of  its  existence ;  but  it  has  gradually 
disappeared  as  its  character  and  objects  have  become 
better  known. 

The  leading  purpose  of  this  school  is  to  impart 
technical  instruction,  that  is,  such  instruction  as  is 


210 


ANNUAL   SCHOOL  REPORT. 


applicable  to  the  practical  pursuits  of  life.  Book- 
keeping, navigation,  surveying,  and  practical  geom- 
etry are  some  of  the  strictly  technical  branches  taught. 
But  it  very  properly  opens  its  doors  also  to  those  pupils 
who  desire  to  pursue  studies  which  are  usually  classed 
with  those  which  have  general  culture  for  their  object. 
For  a  detailed  account  of  the  manner  in  which  the 
school  has  been  conducted  during  the  last  year,  T  beg 
to  refer  to  the  excellent  report  of  the  able  principal, 
which  has  been  printed  in  the  report  of  the  Commit- 
tee on  Evening  Schools.  This  committee  justly  say 
that  "  th  e  school  is  a  great  credit  to  the  city." 


ELEMENTAEY  EVENING  SCHOOLS. 

The  following  table  contains  the  summary  of  the 
statistical  reports  of  the  several  Elementary  Evening 
Schools,  which  were  in  operation  from  October,  1871, 
to  April,  1872:  — 


North  Bennet  street  .  . 
Cham'bers  Street  Chapel 
Anderson  street  .... 
■Warrenton  Street  Chapel 
Harrison  avenue  .... 

South    Boston 

Roxbury,  Cabot  street . 
Old  Franklin  School.  • 
Reed's  Hall,  East  Boston 
48  Richmond  street  .  .  . 

Totals  .  .  .  . 


a 

■2 

to 

Average 

o j<_-  si) 

o 

O.S 

Attendance. 

^.c--'X^ 

m 

O  to 

MM 

o 

o'Si 

t.  o 

.  , 

o.!°.2:^rt 

o 
d 

6 

6 

ci 

"3 
S 

3 
o 

a   aP-l 
o«M 

o  o 

as   . 

^ 

!2< 

^ 

79 

f^ 

H 
79 

■^ 

^M,» 

114 

600 

134 

6.8 

13 

106 

405 

216 

64 

35 

99 

9.1 

12 

117 

443 

211 

94 

37 

131 

10.3 

14 

75 

329 

189 

48 

40 

88 

7.0 

12 

116 

569 

311 

79 

52 

131 

12.0 

12 

117 

209 

116 

86 

86 

8.8 

11 

118 

532 

124 

56 

17 

73 

8.1 

10 

120 

375 

137 

74 

36 

110 

10.0 

11 

114 

383 

150 

77 

13 

90 

9.6 

12 

50 

196 

35 

30 

3 

33 

1.0 

23 

1,047 

4,001 

1,623 

687 

233 

920 

83.3 

11 

superintendent's  report. 


211 


s^^^. 


u« 


The  average  nightly  attendance  was  920,  against 
887  for  the  preceding  year.  The  branches  taught  in 
these  schools  are  reading,  spelling,  writing,  arithme- 
tic, and  geography.  In  the  new  school  at  East  Bos- 
ton there  was  an  excellent  class  in  book-keeping. 

These  schools  are  doing  much  good,  and  they  are 
to  be,  no  doubt,  a  permanent  department  of  our  sys- 
tem of  public  instruction.  Experience  will  probably 
suggest  improvements  in  their  management  and  in- 
struction. What  seems  to  be  especially  needed  to 
render  them  more  eflSclent  is  a  better  classification. 
The  great  obstacle  to  this  desirable  improvement,  at 
present,  is  the  want  of  more  suitable  accommodations. 
So  long  as  they  are  conducted  as  they  now  are,  in 
large  halls,  with  numerous  classes,  grouped  around 
tables,  a  pro])er  classification  for  class  instruction 
is  extremely  difiicult,  if  not  impracticable.  Hence 
the  instruction  is  necessarily  almost  exclusively  in- 
dividual, and  consequently  much  more  costly  than 
that  of  the  day  schools.  If  each  teacher  could  have 
a  separate  room,  the  pupils  might  be  at  once  classified 
so  as  to  enable  the  teachers  to  instruct  at  least  twice 
the  number  now  assigned  them,  with  at  least  as  good 
results  as  are  now  produced.  The  very  fact  that  the 
pupils  are  not  now  held  to  class  instruction,  but  are 
mainly  taught  individually,  accounts  to  some  extent 
for  the  irregularity  of  attendance,  which  is  one  of 
the  principal  evils  with  which  the  teachers  of  these 
schools  have  to  contend.  It  seems  to  me  also  that 
the  success  of  these  schools  would  be  promoted  by 
abolishing  the  regulation  which  prohibits  the  employ- 
ment in  them  of  teachers  of  day  schools,  so  as  to 


212  ANNUAL   SCHOOL   REPORT. 

leave  the  Committee  on  the  Evening  Schools  to  ex- 
ercise their  own  judgment  in  the  matter.  The  prin- 
cipals, at  least,  might  be  vi^ith  advantage  taken  from 
among  the  teachers  of  the  Grammar  Schools. 

SCHOOLS  rOK  LICENSED  MINORS. 

The  average  number  belonging  durhig  the  last 
half-year  was  GO,  and  the  average  attendance  51.  It 
appears  that  the  average  attendance  is  less  than  half 
as  large  as  it  was  during  the  corresponding  six 
months  of  the  preceding  year.  The  teachers  are  the 
same,  and  they  are  competent  and  faithful,  but  the 
attendance  has  fallen  to  so  low  a  figure  as  to  suggest 
the  expediency  of  discontinuing  one  of  the  schools. 

These  schools  were  designed  especially  for  licensed 
newsboys  and  bootblacks,  the  former  attending  for  a 
session  of  two  hours  in  the  morning,  and  the  latter 
for  a  session  of  the  same  length  in  the  afternoon. 
The  rule  is  that  boys  are  not  to  be  licensed  unless 
they  promise  to  attend  school,  and  that  after  receiving 
a  license,  if  they  absent  themselves  from  school,  their 
licenses  shall  be  revoked.  The  carrying  out  of  this 
rule  belongs  to  the  truant  officers,  in  co-operation  with 
the  police.  The  bootblacks  still  continue  to  attend 
much  more  than  the  newsboys.  I  believe  the  efiect 
of  this  plan  has  been  to  cause  more  of  the  newsboys 
to  attend  the  Grammar  and  Primary  Schools,  for  they 
are  not  excluded  from  any  schools  for  which  they  are 
qualified.  At  any  rate,  it  is  quite  obvious  to  even 
the  casual  observer,  that  since  this  plan  was  adopted, 
a  very  great  improvement  has  taken  place  among  the 
classes  of  boys  which  it  was  designed  to  effect. 


superintendent's  report.  213 

SCHOOL   FOR   DEAP-MUTES. 

The  whole  number  of  pupils  who  were  in  attend- 
ance during  the  last  six  months  was  44,  and  the  aver- 
age attendance  was  31. 

This  school  has  been  carried  on  during  the  past 
year  with  a  high  degree  of  efficiency  and  success. 
Its  teachers  deserve  great  credit  for  their  earnest- 
ness, zeal,  and  patience  in  advancing  the  progress  of 
the  pupils  committed  to  their  care.  The  accomplished 
principal  is  extremely  well  qualified,  both  by  her  tem- 
perament and  her  education,  for  the  difiicult  situation 
which  she  occupies.  She  exhibits  the  spirit  of  Avhat 
I  call  the  true  teacher,  the  teacher  who  is  bound  to 
attain,  not  apparent  success,  but  real  success,  —  the 
spirit  of  candid  and  thorough  study  to  find  out  right 
ways  of  doing  things,  —  not  merely  good  v/ays,  but 
the  hest  ways.  Her  strong  practical  common  sense 
enables  her  readily  to  discriminate  between  what  is 
merely  fanciful  and  captivating,  and  what  is  useful 
for  the  accomplishment  of  the  object  in  view.  Iler 
enthusiasm  is  controlled  by  reason.  Her  assistants 
seem  to  be  equally  Avell  suited  to  their  sphere. 

The  use  of  Prof.  Bell's  system  of  visible  speech  as 
a  means  of  instruction,  during  the  past  year,  has  jus- 
tified the  opinion  of  its  utility  as  an  instrumentality 
in  the  instruction  of  deaf-mutes,  which  was  expressed 
by  me  in  a  former  report.  I  am  highly  gratified  to 
learn  that  Prof.  A.  Graham  Bell,  a  gentlem.an  of  the 
highest  respectability,  and  of  the  rarest  ability  as  a 
teacher,  has  opened  a  IS'ormal  Training  School  in  this 
city,  for  the  purpose  of  qualifying  teachers  for  the 


214  ANNUAL   SCHOOL   REPORT. 

application  of  visible  speech  to  deaf-mute  instruction. 
It  would  be  a  decided  advantage  to  all  teachers  of 
speaking  children  to  possess  some  acquaintance  with 
the  new  science  —  the  true  science  of  vocal  utterance. 

THE   KINDEEGAETEX   SCHOOL. 

This  school  numbered,  during  the  last  half-year, 
eighteen  pupils,  and  the  average  attendance  was 
fourteen.  This  school  has  been  in  operation  two 
years.  It  was  set  up  as  an  experiment,  to  see  what 
could  be  done  here  in  Boston  with  a  school  conducted 
on  Froebel's  plan,  as  a  part  of  a  public  system  of  free 
education.  When  the  school  was  opened,  it  was  the 
first,  so  far  as  was  known,  j^ublic  free  Kindergarten 
in  the  world.  Froebel's  system  of  training  young 
children,  as  he  developed  and  expounded  it,  has  been 
endorsed  and  commended  by  good  educational  author- 
ities. Froebel  was  no  doubt  an  original  educator, 
and  as  such  he  is  well  worth  studying,  but  when  the 
advocates  of  his  system  insist  that  the  Kindergarten 
must  be  exactly  what  he  prescribed  and  nothing  else, 
that  there  must  be  no  departure  from  his  precise  pat- 
tern and  type,  no  modification  whatever  of  the  pro- 
gramme which  he  laid  down,  they  claim,  it  seems  to 
me,  rather  too  much.  Education  is  a  progressive 
science,  and  it  is  hardly  safe  to  assume  that  perliection 
has  been  reached  in  any  of  its  departments.  Besides, 
the  spirit  and  principles  of  a  system  may  be  substan- 
tially retained  and  applied,  although  the  forms  of 
organization,  and  the  material  appliances  and  means 
may  undergo  various  modifications. 


superintendent's  report.  215 

The  question  has  been  asked  why  it  is  that  the 
Kindergarten,  with  all  its  acknowledged  merits, 
makes  so  slow  progress  here  in  a  community  where 
there  are  so  many  enlightened  friends  of  education, 
and  where  so  much  is  doing  in  various  ways  to  fid- 
vance  the  cause  of  education.  I  do  not  pretend  to  be 
able  to  give  an  answer  to  this  question  which  will  be  sat- 
isfactory to  everybody.  But  to  my  own  mind,  one 
obvious  reason  for  this  is  to  be  found  in  the  very  fact 
that  our  Primary  Schools,  as  now  conducted,  already 
do  so  much  of  the  work  which  Frocbel  aimed  to  do 
in  his  children's  garden.  If  any  one  will  go  into  our 
lowest  Primary  class,  he  will  find  very  much  of  the 
spirit  of  Froebel's  system.  I  have  read  in  the  news- 
papers communications,  apparently  written  by  ardent 
and  well-meaning  advocates  of  the  Kindergarten  sys- 
tem, caricaturing  our  Primary  Schools,  in  order  per- 
haps to  make  the  need  of  their  favorite  system  ap- 
pear the  more  urgent.  This  mode  of  advocacy  does 
not  seem  to  me  to  be  wise.  Persons  who  have  not 
examined  our  Primary  Schools  for  a  score  of  years 
have  but  a  very  inadequate  idea  of  what  they  now 
are.  They  are  not  without  imperfections.  But  would 
Kindergartens  necessarily  be  perfect? 

My  view  of  this  matter  has  been  so  much  mis- 
understood, that  I  feel  it  necessary  to  define  my 
position.  I  think  highly  of  Froebel's  system  as  1 
understand  it.  I  do  not  accept  it  as  a  perfect  inven- 
tion, as  an  educational  finality,  as  an  institution  which 
must  accept  no  variation  or  modification,  that  must 
be  copied  entire  or  not  at  all.  Still,  I  think  so  well 
of  it  that  I  feel  justified  in  advising  and  recommend- 


216  ANNUAL    SCHOOL   REPORT. 

mg  its  fair  and  full  trial.  I  should  like  to  see  tliree 
or  four  model  Kindergartens  set  up  in  different  local- 
ities, so  as  to  take  in  pupils  from  varied  conditions  in 
society.  I  should  like  to  study  their  operations  and 
results.  After  such  an  experiment,  and  only  thus, 
should  I  be  prepared  to  give  an  opinion  as  to  the  next 
step  to  be  taken  in  regard  to  the  system. 

SEWING. 

The  following  are  the  provisions  of  the  regulations 
respecting  sewing :  — 

"  Plain  sewing  may  be  introduced  into  any  Primary 
School,  if  the  sub-committee  think  it  advisable. 

"Instruction  shall  be  given  in  sewing,  to  the  fourth, 
fifth,  and  sixth  classes  in  the  Grammar  Schools  for 
girls,  provided  that  not  more  than  six  divisions  be 
taught  in  any  one  school.  The  district  committee  of 
each  school  in  which  such  instructions  is  given  shall 
nominate  to  the  Board,  for  confirmation,  some  qual- 
ified person  as  teacher  of  sewing,  who  shall  give  to 
each  pupil  two  lessons  a  week,  of  not  less  than  one 
hour  each,  on  different  days  or  sessions  of  the  school." 

The  salary  of  sewing  teachers  is  $87  for  each 
division  taught. 

Sewing  has  not  been  introduced  into  our  Primary 
Schools,  and  it  seems  hardly  desirable  that  it  should 
be,  as  practically  all  the  Primary  pupils  go  forward 
into  the  Grammar  Schools,  where  they  can  be  taught 
needle-work  more  systematically  and  efficiently. 

Three  of  the  Grammar  Schools  entitled  to  instruc- 
tion in  sewing,  the  Chapman,  Preseott,  and  Adams, 
did  not  report  any  sewing  teacher. 


superintendent's  report.  217 

By  the  word  "division,"  in  the  regulation  cited 
above,  is  meant  the  portion  of  a  class  taught  in  a 
separate  room  by  a  separate  teacher.  The  average 
number  of  pupils  to  a  division  is  about  47.  It  ap- 
pears, then,  that  instruction  in  sewing  is  limited  to 
six  such  divisions,  or  a  maximum  of  about  282  pupils 
in  each  school.  This  limitation  works  unequally. 
"While  in  some  of  the  smaller  schools  it  permits  in- 
struction in  sewing  to  be  given  to  all  the  pupils  of 
the  three  lower  classes,  in  some  of  the  larger  schools 
it  cuts  ofi"  not  only  the  whole  of  the  third  class,  but 
a  part,  if  not  the  whole,  of  the  fifth. 

Considering  the  utility  and  imjDortance  of  sewing* 
and  cutting-out,  as  a  branch  of  female  education,  I 
hope  that  provision  will  be  made  for  its  efficient  in- 
struction, not  only  in  all  the  divisions  of  the  three 
lower  classes,  but  also,  to  some  extent  at  least,  in  the 
three  upper  classes. 

The  following  table  shows  the  average  number  of 
girls  belonging  to  each  Grammar  School,  the  number 
of  divisions  in  which  sewing  is  taught,  the  number 
of  pupils  in  those  divisions,  and  the  salary  of  each 
sewing  teacher:  — 


218 


ANNUAL   SCHOOL   REPORT. 


Schools. 


Av.  No.   ofiXo.  of  divis-L.      of  girls  I  Amount    of 
girlsbelong-       ipns  ,n       laugl.t  lew-  salaries   for 


Adams  .  . 
Bowditch  . 
Bowdoin  .  . 
Boylston  . 
Chapman  . 
Comins  .  . 
Dearborn  . 
Dorchester  • 
Dudley  .  . 
Everett  •  . 
Franklin  .  . 
Hancock  .  . 
Lewis  .  .  . 
Lincoln  .  . 
Lyman  .  . 
Norcross .  . 
Prescott  .  • 
Sherwin  .  . 
Shurtlcff.  . 
"Wells  .  .  . 
Winthrop  . 

Totals 


195 
525 
503 
205 
269 
393 
362 
549 
264 
682 
637 
874 
263 
317 
169 
691 
285 
354 
663 
443 
759 


9,413 


282 
235 
141 

282 
235 

188 
282 
183 
282 
141 
183 
94 
188 

282 
376 

.282 
282 


3,048 


$525  00 
437  50 
262  50 

525  00 
437  50 
800  00 
350  00 
525  00 
350  00 
525  00 
252  00 
350  00 
175  00 
350  00 

525  00 
700  00 
525  00 
525  00 


$8,150  00 


During  the  last  two  or  three  years  considerable 
progress  has  been  made  in  the  instruction  in  sewing 
in  our  Public  Schools.  A  new  interest  has  been 
awakened  in  regard  to  it  both  among  teachers  and 
pupils.  Whenever  I  ask  the  classes  of  girls  who  are 
employed  with  their  needles  if  they  like  their  Bewing 
lessons,  I  always  get  an  emphatic  answer  in  the  affir- 
mative. The  teachers  seem  anxious  to  systematize 
and  improve  their  plans  of  instruction,  and  to  carry 


superintendent's  repoet.  219 

forward  their  pupils  to  higher  grades  of  work  than 
they  formerly  attempted.  Last  May  I  invited  the 
sewing  teachers  to  meet  me  at  the  City  Hall,  for  the 
purpose  of  consulting  in  regard  to  the  best  means  of 
promoting  improvement  in  the  instruction  in  this 
branch.  This  invitation  was  cordially  accepted,  and 
the  result  was  an  interesting  and  useful  meeting.  A 
committee  was  ajDpointed  to  prepare  a  graded  pro- 
gramme of  work  to  be  done,  and  it  was  unanimously 
agreed  that  it  was  desirable  that  there  should  be  an 
annual  exhibition  of  the  needle-work  of  the  pupils  in 
eacli  school  where  sewing  is  tanght,  at  the  time  of  the 
usual  annual  exhibitions  of  those  schools.  It  was  also 
suggested  that  it  would  be  well  for  each  teacher  to 
send  to  the  Superintendent  an  annual  report  of  the 
work  done  by  her  pupils.  Several  teachers  gave  some 
account  of  their  plans  and  arrangements.  It  became 
apparent,  from  the  remarks  made,  that  there  was  not 
much  uniformity  of  plans  or  aims  among  the  teach- 
ers, and  that  scarcely  any  one  of  them  knew  what 
was  done  by  other  teachers.  But  all  manifested  a 
lively  interest  in  their  work,  and  were  extremely 
anxious  to  avail  themselves  of  all  practical  means 
for  improvement.  Probably  one  of  the  best  tilings 
they  could  do  would  be  to  visit  each  other's  schools. 
In  accordance  with  the  suggestions  made  at  the 
meeting,  in  several  schools,  very  creditable  exhibitions 
of  sewing  were  held,  and  carefully  prepared  reports 
of  work  done  have  been  received  from  about  half  of 
the  teachers,  of  which  the  following  is  a  specimen :  — ' 


220  AJSTNUAL   SCHOOL   EEPOET. 

Deay-lorn   School  Sewing  Report  for  the  year   ending   July,   1872.      Five 

Divisions. 

Aprons, 80  Pillow-slips 40 

Napkins, 41  Night-dresses, 3 

Patchwork,  squares,    ....  2,137  Table-cloths, 3 

Hemming,  yards, fi53  Hats  trimmed, 1 

Towels, 148  Curtains, 8 

Handkercliiefs, 270  Drawers,  pairs, 9 

Skirts, 27  Bibs, 8 

Bags, 117  Veil, 1 

Sleeves, 144  Stitching;  yards, 21 

Pockets, 12  Dusters, 6 

Button-holes, 444  Pen-wipers, 25 

Tidies, 4  Holders, 6 

Scarfs, 15  Bolster-case, 1 

Waists, 12  Needle-books, 4 

Shirts,  .........  2  Dolls'  Dresses, 21 

Chemises, 7                                                               

Quilt 1               Total, 4,268 

Sheets, 2 

It  has  seemed  to  me  that  it  might  be  well  for  the 
School  Board  to  appoint  a  competent  Committee  of 
ladies  to  examine  the  instruction  in  sewing  in  our 
schools,  and  make  a  report  upon  it;  and  it  gives  me 
pleasure  to  inform  the  Board  that  in  a  quiet  and  in- 
formal way  an  inspection  was  actually  made,  during 
the  last  summer,  of  the  sewing  in  six  schools,  by  a 
Committee  of  the  Women's  Education  Society.  I 
have  been  kindly  furnished  with  a  copy  of  their  re- 
port, in  writing,  from  which  I  make  the  following 
quotations :  — 

"  The  knowledge  gained  is  perhaps  not  great,  but 
it  will  be  valuable  as  a  basis  on  which  further  im- 
provement may  rest.  We  have  found  sewing  well 
taught  in  the  fifth  and  sixth  classes  of  our  Grammar 
Schools,  and  in  one  visited  (the  Wells),  in  the  lowest 
division  of  the  fourth  also. 


superintendent's  report .  221 

"The  greatest  difficulty  at  present  is  to  supply- 
work  for  the  children  who  bring  none,  and  this  can 
be  done,  at  very  small  expense,  by  providing  strips  of 
cotton  cloth  a  quarter  of  a  yard  in  width  and  three 
times  that  length,  that  can  be  made  to  answer  the 
pm-pose  of  patchwork,  handkerchief,  or  apron,  etc., 
in  so  far  as  knowledge  of  stitches  put  into  them  g*oes; 
top-sewing,  hemming,  felling,  stitching  and  button- 
holes, patching  and  marking  can  all  be  done  on  such 
a  strip,  as  specimen  work,  and  this  sort  of  work  will 
have  a  twofold  effect :  it  will  supply  the  child  with 
material,  and  teach  her  plain  sewing;  but  it  will  be 
dull  in  comparison  with  the  apron  or  handkerchief 
her  neighbor  is  making,  and  will,  perhaps,  induce  her 
to  bring  her  own  work  for  the  next  lesson." 

"Increased  attention  to  mending  would  be  very 
desirable;  it  is  difficult  to  obtain;  for  a  garment 
patched,  or  a  stocking  darned,  does  not  swell  the  list 
that  makes  up  the  report,  and  so  does  not  add  to  the 
reputation  of  the  class.  The  only  inducement  to  this 
sort  of  work  would  be  an  exhibition  of  needle-work, 
which  should  include  only  the  very  best  work  of 
each  kind.  It  might  be  classified  somewhat  as  fol- 
lows for  children  from  six  to  twelve  years:  under 
seven,  the  best  top-sewing;  under  nine,  hemming 
and  felled  seam;  under  ten,  stitching;  under  twelve, 
the  best  button-holes,  the  best  entire  specimen,  the 
best  mended  stocking,  the  best  sampler,  and  the  best 
knit  stocking.  'No  fancy  work  should  be  allowed; 
but  the  knitting  of  stockings  should  be  encouraged, 
and  the  marking  of  linen  with  thread,  as  more  dura- 
ble and  economical,  and  easier  than  with  ink." 


222  ANNUAL   SCHOOL   REPORT. 

"  In  conclusion,  we  feel  greatly  encouraged  to  find 
the  children  so  well  taught,  the  teachers  so  much  in- 
terested, and  so  convinced  of  the  importance  of  the 
instruction,  the  Superintendent  so  favorable  to  the 
extension  of  sewing  to  all  the  classes,  as  is  recom- 
mended in  the  excellent  report  of  Dr.  Lothrop  (as 
Chairman  of  the  Special  Committee  on  Industrial 
Schools),  and  while  we  are  waiting  for  the  School 
Committee  to  act  upon  the  orders  annexed  to  the 
report,  we  shall  be  thankful  to  have  sewing,  mend- 
ing and  knitting  thoroughly  taught  in  the  three  lower 
classes  of  the  Grammar  Schools,  to  have  the  children 
supplied  with  specimen  work,  and  to  obtain  permis- 
sion for  a  yearly  exhibition  of  sewing,  as  this  will  in- 
sure a  superior  quality  of  work,  very  difficult  to 
obtain  without  some  prospect  of  reward,  the  object 
now  being  on  the  part  of  the  child  to  finish  a  gar- 
ment as  quickly  as  possible,  in  order  to  have  the  bene- 
fit of  it;  and,  on  the  part  of  the  teacher,  to  report  as 
many  garments  as  possible  made  in  her  classes,  for  the 
sake  of  her  own  reputation  as  a  skilful  and  compe- 
tent needle-woman. " 

By  "  yearly  exhibition,"  the  Committee  mean  a  gen- 
eral exhibition,  somewhat  like  that  of  drawing,  in 
addition  to  the  exhibitions  in  the  several  schools. 
This  plan  as  well  as  the  other  suggestions,  presented 
in  the  above  quotations,  appear  to  be  judicious,  and  I 
hope  they  will  receive  careful  attention. 

DU  AWING, 

During  the  last  year  great  progress  was  made  in 
this  branch,  both  in  the  Evening  Industrial  Drawing 


superintendent's  report.  223 

Schools  and  in  the  day  schools  of  all  grades  from  tne 
lowest  Primary  classes  to  the  highest  classes  of  the 
High  Schools.  For  many  years  we  had  been  trying 
in  a  moderate  way  to  teach  drawing  in  our  public 
schools.  Fifteen  or  sixteen  years  ago,  in  order  to  im- 
prove the  instruction  in  this  branch,  I  procured  from 
England  at  my  own  expense  a  set  of  copies  and 
models,  for  which  the  School  Committee  refused  to 
pay.  The  models  nobody  that  I  could  find  knew 
how  to  use,  and  they  were  given  to  a  Primary  School 
to  be  used  in  object  lessons.  From  the  copies,  by 
the  kind  assistance  of  Mr.  Bartholomew,  who  was 
emploj^ed  to  teach  drawing  a  few  hours  a  week  in 
the  Girls'  High  and  IS^ormal  School,  I  prepared  the 
Boston  Primary  Drawing  Tablets  and  Slates  for 
Primary  Schools;  and  although  I  was  to  receive 
no  pecuniary  benefit  therefrom,  their  introduc- 
tion was  strenuously  opposed  by  some  members  of 
the  Board  of  high  social  and  literary  standing.  I 
mention  this  curious  fact  to  show  how  little  the  true 
scope  and  utility  of  drawing  as  a  branch  of  common 
school  education  was  known  by  those  who  might  be 
supposed  to  have  the  best  understanding  of  the 
matter.  Their  reasoning  was  this:  "Drawing  is  a 
fine  art,  an  accomplishment,  an  educational  luxury  for 
the  wealthy  classes;  the  public  schools  are  for  the 
children  of  the  poorer  classes,  who  must  work  for  a 
living.  What  have  they  to  do  with  making  pictures? 
Let  them  stick  to  the  three  K's."  "When  we  consider 
that  it  was  scarcely  twelve  years  from  that  time  that 
the  Legislature  enacted  a  law  requiring  drawing  to  be 
taught  in  all  schools,  on  the  ground  that  it  is  the  true 


224  ANmJAL   SCHOOL  REPORT. 

fundamental   element  of  all  industrial  education^  we 
cannot  but  feel  that  the  world  does  move. 

"When  Mr.  Bartholomew  brought  out  his  drawing 
books,  we  were  enabled  to  take  a  new  step  forward 
in  the  right  direction,  but  it  was  not  a  very  long  step. 
There  was  no  great  interest  in  the  subject,  nor  were 
its  nature  and  objects  clearly  understood  and  appre- 
ciated. Drawing  was  taught  in  the  High  Schools, 
except  the  Latin,  by  special  teachers,  and  it  was  re- 
quired to  be  taught  in  all  the  lower  grades.  But 
wdiat  was  done  was  uphill  work.  In  the  mean  time 
we  were  greatly  occupied  with  other  reforms  and  im- 
provements, more  fundamental  and  more  important 
still.  At  length  the  time  came  for  vigorous  measures 
for  perfecting  the  instruction  of  drawing  in  all  our 
schools.  For  this  purpose  new  instrumentalities  were 
needed.  The  first  of  all  was  a  Standing  Committee 
of  the  Board  to  give  special  attention  to  its  develop- 
ment. Such  a  Committee  was  instituted,  and  it  went 
to  work  in  earnest.  The  Evening  Industrial  Drawing 
Schools  were  estabhshed  as  required  by  law.  The 
schools  were  examined  in  drawing;  an  exhibition  of 
drawing  was  ordered.  But  still  another  instrumen- 
tality was  necessary  to  carry  forward  the  work.  A 
thoroughly  accomplished  art-master  w^as  wanted  to  be 
the  director  and  supervisor  of  this  branch,  a  man 
thoroughly  trained  and  thoroughly  experienced  in  all 
branches  of  art  education.  After  long  negotiations, 
such  a  man  was  at  last  secured  in  Mr.  Walter  Smith, 
of  England,  one  of  the  very  ablest  graduates  of  the 
ISTormal  Art  Tk-aining  School  at  South  Kensing- 
ton, who  had  for  many  years  successfully  conducted 


superintendent's  report.  225 

art  schools,  —  a  man  of  broad  art-culture,  of  extensive 
knowledge  of  the  methods  and  systems  of  different 
countries,  of  practical  skill  in  teaching,  of  tact  in  the 
handling  of  classes,  of  organizing  power,  of  executive 
ability,  of  business  capacity,  of  immense  working 
force,  and  of  a  noble  professional  ambition.  This  is 
the  sort  of  a  man  the  Committee  on  Drawinsr  had  the 
good  fortune  to  secure.  This  was  an  immense  step 
in  the  right  direction.  It  is  easy  to  make  regulations, 
but  the  essential  and  difficult  thing  is  to  get  the  right 
men  and  set  them  to  work.  From  the  arrival  of  Mr. 
Smith,  last  October,  a  new  epoch  began.  In  saying 
this,  I  would  not  abate  the  tithe  of  a  hair'  from  the 
credit  due  to  other  faithful  workers  w^ho  preceded 
him,  and  who  are  so  efficiently  and  earnestly  co-op- 
erating with  him.  The  JSTormal  Art  School,  in  Apple- 
ton  street,  for  the  instruction  of  teachers,  was  at  once 
opened,  the  beneficial  effects  of  which  were  immedi- 
ately visible  in  the  improved  methods  and  aims  in  teach- 
ing drawing  in  all  our  schools.  Our  teachers  deserve 
great  credit  for  their  hearty  co-operation  in  develop- 
ing this  branch  of  instruction.  It  was  natural  that 
there  should  be  some  grumbling,  for  there  are  always 
some  who  are  averse  to  any  extra  exertion  or  any  in- 
teiTuption  to  established  routine.  But  the  exhibition 
of  drawing  last  May  seemed  to  give  great  satisfac- 
tion, and  put  everybody  in  better  humor.  The  glory, 
however,  of  last  year's  labors  and  efforts  was  seen 
in  June,  at  the  Girls'  High  and  Kormal  School  build- 
ing, when  jive  liundied  of  the  teachers  of  our  Pri- 
mary, Grammar  and  High  Schools,  voluntarily  pre- 
sented themselves  for  an  examination  of  their  quail- 


k 


226  ANNUAL   SCHOOL  REPORT. 

fications  for  teaching  drawing;  for  the  success  of  the 
whole  scheme  depends  upon  the  competency  of  the 
mass  of  the  teachers  to  teach  this  branch  to  their 
classes,  aided  and  assisted  by  competent  supervisors. 

The  general  plan  of  carrying  on  the  teachings  is  the 
same  as  that  which  has  been  so  triumphantly  successful 
in  our  musical  instruction.  A  general  supervisor  at  the 
head,  to  plan  and  direct,  with  a  corps  of  four  or  five  as- 
sistants, to  teach  personally  in  the  highest  classes  of 
the  High  Schools,  and  to  aid  in  teaching  the  teachers 
and  in  inspecting,  examining,  and  supervising  the 
work  done  in  all  the  lower  grades  of  the  schools,  the 
Committee  on  Drawing,  of  course,  being  the  power 
over  all.  As  to  the  details  respecting  the  examinations, 
programmes  and  expenses,  the  RejDort  of  the  Com- 
mittee furnishes  all  needed  information. 

The  path  is  now  clear  and  plain,  in  the  main.  Just 
now  there  may  be  some  teachers  who  do  not  fully  see 
how  to  carry  out  the  programnies  which  have  been 
made.  But  this  is  only  a  temporary  difficulty,  and  it 
will  no  doubt  soon  be  overcome.  If  modifications  in 
the  requirements  are  found  by  experience  to  be  neces- 
sary they  will  be  made.  Only  a  little  patience  is 
wanting.  Extra  pressure  was  mevitable  in  the  in- 
troduction of  so  great  an  improvement.  For  the 
time  drawing  may  seem  to  some  to  engross  too  much 
attention  and  time.  But  this  is  only  a  temporary 
phase  of  the  matter.  For  one  I  have  no  fear  that 
our  scholars  will  be  the  losers.  Wheii  drawing  is  prop- 
erly understood  and  properly  taught,  it  will  he  ac- 
Tcnowledged  hy  enery  enlightened  mind  to  he  an  indis- 
pensahle  element  in  the  education  of  every  human  heing. 


superintexdext's  report.  227 

whatever  7nay  he  his  destination  in  life.  Here  general 
education  and  technical  education  coincide.  The  child 
needs  drawing  equally  whether  he  is  destined  for  a 
course  of  liberal  culture,  or  for  any  industrial  pursuit. 

A  TTENDANCE, 

As  to  the  importance  of  keeping  this  subject  prom- 
inently in  view  in  the  administration  of  school  sys- 
tems, there  is  no  dispute.  What  is  the  whole  number 
of  children  of  school  age?  AYhat  is  the  whole  num- 
ber enrolled?  What  is  the  averasre  number  belonof- 
ing,  and  how  does  it  compare  with  the  dail}^  attend- 
ance? What  are  the  ages  of  the  pupils  *in  attend- 
ance? What  is  the  average  period  of  attendance? 
What  percentage  of  the  pupils  complete  the  course? 
What  is  the  number  of  pupils  who  attend  one  year, 
two  years,  etc.?  Answers  to  such  questions  as  these 
in  respect  to  a  school  system  are  necessary  to  a  ftdl 
and  complete  estimate  of  its  efficiency  and  success. 
In  my  last  report  I  gave  as  full  information  in  rela- 
tion to  our  school  attendance  as  the  statistics  in  my 
possession  would  allow.  Since  that  report  was  sub- 
mitted, I  have  obtained  tw^o  items  of  some  importance 
relating  to  this  matter. 

The  first  is  the  whole  nurtiber  of  different 
pupils  enrolled  in  all  the  schools  during  the 
last  school  year.  As  this  is  the  first  time  we 
have  attempted  to  obtain  the  number  of  different 
pupils  enrolled  in  a  given  period,  it  is  possible  that 
there  may  have  been  some  errors  committed  in  the 
enumeration;  but  the  result  arrived  at  is  believed  to 
be  substantially  correct.     In   order  to  get  the   true 


228 


ANNUAL   SCHOOL   EEPORT. 


number,  the  teachers  were  instructed  to  begin  on  the 
first  day  of  the  school  year  with  the  roll  of  pupils 
known  to  actually  belong  to  the  school  on  that  day. 
Additions  to  those  rolls,  for  the  purpose  in  view,  were 
to  be  made  only  of  the  names  of  pupils  subsequently 
admitted  who  had  not  attended  any  Boston  public 
school  since  the  first  day  of  the  school  year.  These 
rolls  would  give  the  total  enrolment  of  difierent 
pupils. 

The  following  is  a  summary  of  the  total  enrolment 
of  dijQTerent  pupils  in  the  public  schools,  for  the  school 
year  1871-72  :  — 


Schools. 


High  Schools 

Grammar  Schools. 
Primary  Schools.. 
Licensed  Minors. . 

Kindergarten 

Deaf  Mute  School 

Totals 


Boys. 


954 

10,973 

11,030 

103 

19 

22 


23,101 


Girls. 


883 

10,752 

9,283 


26 
29 


20,973 


Total. 


1,837 

21,725 

20,313 

103 

45 

51 

44,074 


In  the  above  table  it  will  be  observed  that  the  en- 
rolment in  the  Grammar  Schools  does  not  much  ex- 
ceed the  average  whole  number  belonging,  as  reported 
in  the  tables  of  statistics.  This  is  due  to  the  fact  that 
the  four  thousand  two  hundred  and  seventy  pupils 
promoted  from  the  Primary  to  the  Grammar  Schools 
were  not  counted  in  the  number  enrolled  in  the  latter 


\ 


superintendent's  report.  229 

schools,  as  they  had  already  been  previously  enrolled 
in  the  Primary  Schools  within  the  year.  On  the 
other  hand,  the  enrolment  in  the  Primary  Schools 
largely  exceeds  the  average  whole  number  belong- 
ing. The  reason  for  this  is  found  in  the  fact  that 
these  schools,  during  the  year,  receive  upwards 
of  four  thousand  new  pupils,  who  enter  school 
for  the  first  time,  and  transfer  about  the  same  num- 
ber to  the  Grammar  Schools.  This  number,  added 
to  the  average  belonging,  makes  a  sum  reasonably 
near  in  amount  to  the  enrolment  in  these  schools. 

The  other  item  above  referred  to  is  the  result  of  an 
enumeration  of  tJie  cliildren  residing  in  Boston,  he- 
tween  five  and  fifteen  years  of  age,  lolio  are  em- 
jployed  in  stores  and  industrial  estdblisliments,  and 
not  attending  school.  This  enumeration  was  made 
with  great  care,  at  my  request,  by  the  truant  officers, 
each  canvassing  his  own  truant  district.  They  found 
the  employers  very  ready  to  give  them  the  informa' 
tion  desired.  They  deserve  thanks  for  their  readi- 
ness to  undertake  this  service,  and  for  the  thoroujrh- 
ness  with  which  it  was  performed.  The  sraallness  of 
the  number  of  children  found  employed  surprised 
me ;  but  I  have  no  reason  to  believe  that  the  enumer- 
ation was  not  substantially  correct. 

The  following  table  shows  the  number  of  children 
residing  in  Boston,  between  five  and  fifteen  years  of 
age,  employed  in  stores  and  industrial  establishments, 
June  1872:  — 


230 


AKNU^y[j   SCHOOL   REPORT. 


Truant  Distkicts. 

Boys  aged 

Total 
boys. 

Girls  aged 

Total 
girls. 

Total    hoys 

and  girls  in 

District. 

9 

10 

1 

1 

1 

13 

11 

4 

6 

23 
5 

12 

1 
16 
12 
52 

4 
14 

3 

2 

• 

13 

1 
15 
22 
45 

6 
13 

6 
13 

1 

14 

8 

1 

1 

9 
2 

2 

10 
4 

4 

13 
13 

12 
1 

17 
18 

13 
2 

21 

2 
25 

14 

1 

19 

1 

1 
4 

2 

28 

North 

4 
36 

37 

15 

14 

30 

9 

15 

3 

2 

7 

73 
78 
154 
29 
57 
20 
32 
4 
4 

4 

77 

1 
1 
6 

2 

11 

East  Boston 

Central 

1 

73 
155 

Southern    

South  Boston 

South  .  .  .  .' 

1 

154 
29 

53 

Koxhury,  East  District 
Roxbury,  West  District 
Dorchester,  Northern  . 
Dorchester,  Southern  . 

2 

16 

2 
2 
1 
1 

49 

21 
88 
4 
6 

,  Totals 

104 

122 

165 

458 

91 

549 

In  a  "Memorial"  read  before  the  Committee  on 
Education  of  the  Massachusetts  Legislature,  last 
February,  a  printed  copy  of  which  I  have  lately  re- 
ceived, I  find  the  following :  "  It  is  estimated  that 
in  the  City  of  Boston  alone  there  are  from  five  to 
ten  tJiousand  chilcb'en  of  poor,  struggling  families,  who 
require  their  ofi*spring  to  earn  a  daily  pittance  as  the 
price  of  afi'ording  them  the  miserable  shelter  of  a 
roof.  These  children  support  themselves  by  selling 
matches,  soap,  shoe-strings,  toys,  photographs,  etc. 
They  are  from  seven  to  twelve  years  of  age.  Their 
average  earnings  are  from  ten  to  seventy-five  cents  per 
day.  They  are  left  to  grow  up  uneducated,  both  mentally 
and  physically;  their  feelings  are  brutalized  by  habits 
that  will  eventually  render  them  pests  to  society. 
Then  there  is  a  small  army  of  beggars,  going  about 
the  streets,  learning  full  early  the  vices  that  fester  in 


superintendent's  report.  231 

every  large  city.  .  .  .  How  is  this  pledge  (of 
the  public  care  for  the  morals  and  minds  of  children) 
kept  to  those  ten  tliousand  children,  who,  in  the  City 
of  Boston  alone,  are  allowed  to  grow  up  criminals 
and  vasfrants?" 

In  the  last  report  of  the  Bureau  of  Statistics  of 
Labor,  of  Massachusetts,  I  find  the  following  state- 
ment of  the  school  attendance  of  Boston :  "  In 
Boston,  the  returns  made  by  the  school  authorities  to 
the  Board  of  Education  show  46,301  children,  between 
5  and  15,  and  only  36,868  at  any  school,  public  or 
private,  leaving  9,443,  or  about  20  per  cent.,  not  ac- 
counted for.  Whether  the  sworn  returns  are  correct, 
we  do  not  know,  but  such  are  the  figurate  results 
from  the  data  given.  We  most  sincerely  hope  that 
even  the  smallest  number  of  non-attendants  derived 
from  any  correct  computations,  or  from  any  explana- 
tions, may  be  still  further  reduced.  The  honor  and 
welfare  of  the  State  demand  it." 

Before  this  statement  was  printed,  the  Chief  of 
the  Bureau  was  informed  by  me  that  the  above 
"  figurate  results  "  were  not  correct. 

As  estimated  and  figured  statements  respecting  the 
number  of  children  in  this  city  who  are  growing  up 
in  ignorance,  like  those  above  quoted,  are  eagerly 
seized  upon  and  quoted  by  the  enemies  of  popular 
education,  in  proof  of  the  failure  of  the  system,  and 
of  the  uselessness  of  laws  such  as  we  have  for  com- 
pelling the  attendance  of  truants  and  absentees,  I 
reprint,  in  this  connection,  for  the  use  of  the  Board, 
the  concluding  portion  of  my  last  report  respecting 
school  attendance  in  this  city:  — 


232  ANNUAL   bUHOOL   REPORT. 

"  Whole  number  of  children  between  5  and  15,  45,070 

Number  belonging  to  Public  Schools,  38,220 

Number  belonging  to  Private  Schools,  8,593 


Total  belonging  to  all  schools,  46,813 

Number  in  all  schools  over  15,  4,343 

Number  between  5  and  15  in  all  schools,  42,470 

Number  5  j-ears  old  not  in  school,  1,149 

Number  14  jears  old  not  in  school,  1,419 

Half  the  number  between  12  and  14  not  in  schools,  489 

Number  between  5  and  15  unaccounted  for,  443 

3,500 


45,970 


"  It  appears,  then,  that  the  whole  number  of  pnpils 
of  all  ages  belonging  to  the  public  and  private  schools 
is  considerably  in  excess  of  the  number  of  persons  in 
the  city  between  five  and  fifteen  years  of  age;  that 
the  number  between  these  ages  belonging  to  the  pub- 
lic and  private  schools  is  92  per  cent,  of  the  whole 
number  in  the  city;  that  of  the  7  per  cent,  not  attend- 
ing school,  six-sevenths  are  pretty  well  accounted 
for,  making  99  per  cent,  in  school,  or  accounted 
for,  while  1  per  cent,  remains  unaccounted  for. 
This  statement  of  the  case  respecting  the  school 
attendance  in  this  city  seems  to  afford  evidence 
for  the  belief  that  the  number  of  children  who  are 
growing  up  without  acquiring  at  least  the  rudiments 
of  education  is  quite  small.  During  the  past  ten 
years  I  do  not  remember  to  have  met  with  the  case 
of  a  child  who  had  resided  in  the  city  until  the  age 
of  fourteen  without  learning  to  read  and  write. 

"  Our  truant  oflScers  are  expected  to  look  after  all 
children  not  attending  school,  who  are  found  in  the 


I 


superintendent's  report.  233 

streets  without  any  lawful  occupation.  From  their 
reports,  and  from  infomiation  derived  from  other 
sources,  I  had  good  reason  for  believing  that  they 
are  faithful  and  efficient  in  the  performance  of 
their  duty.  But  as  I  occasionally  hear  it  said  in  ed- 
ucational speeches,  or  read  in  some  newspaper  com- 
munication, that  there  are  several  thousand  —  from 
ten  to  fifteen  thousand  I  think  is  the  number  named ! 
—  vagrant  urchins  in  the  streets  growing  up  in 
ignorance,  idleness,  and  vice,  I  thought  I  would  try 
to  find  where  they  were.  Accordingly,  some  week  or 
two  ago,  on  a  bright  and  sunny  morning,  taking  care 
not  to  select  a  holiday,  I  set  out  on  a  voyage  of  dis- 
covery. I  went  to  all  the  railroad  stations,  I  drove 
round  the  marginal  streets,  scanning  the  wharves  and 
alley-ways,  keeping  a  sharp  lookout  for  boys  and  girls 
of  school  age.  The  result  of  this  perambulatory 
expedition,  which  occupied  two  or  three  hours,  was 
quite  extraordinary,  in  respect  to  the  smallness  of 
the  number  of  children  of  school  age  that  were  found 
at  all.  Every  one  found  was  stopped  and  his  case 
inquired  into.  The  whole  number  found  was  hardly 
more  than  could  be  counted  on  one's  fingei-s,  and 
among  them  there  was  only  one  who  had  not  a  good 
reason  for  being  out  of  school.  This  was  a  truant 
who  had  slipped  through  the  fingers  of  his  teacher, 
and  escaped  the  vilgilance  of  the  truant  officer.  The 
next  day  being  fine,  I  continued  the  survey,  going 
through  nearly  all  the  streets  of  a  densely  populated 
section  of  the  city.  The  result  was  about  the  same 
as  that  of  the  preceding  day.  The  few  children 
found,  with  one  exception,  gave  good   reasons  for 


i?34  AXSTAL  SCHOOL   EEPOBT. 

their  absence  fi*om  school.  He  was  a  licensed  news- 
boy, and  was  generally  found  in  school  A  similar 
district  in  another  pai*t  of  the  city  was  inspected  on 
the  third  day.  It  was  the  same  thing  over  again.  I 
propose  to  repeat  tliis  sui'yey  of  the  streets  when  the 
spring  opens.  In  my  last  report  I  presented  a  tabu- 
lated i*eport  of  the  doings  of  the  truant  officers  dur- 
ing the  past  ten  yeai*s.  That  report  affords  strong 
evidence  of  the  activity  of  those  officers,  and  it  is  no 
doubt  largely  owing  to  their  laboi*s  that  so  few  ab- 
sentees are  found  in  our  streets. 

"^  But,  however  favorable  our  statistics  of  attendance 
may  appear,  it  is  nevertheless  quite  certain  that  there 
ai*e  many  children  in  the  city  who  are  not  in  the  way 
of  acquiring  what  may  be  c;illed  a  competent  educa- 
tion, that  is,  aarood  elementary  education ;  and  so  Ions: 
as  there  is  one  such  child  remaining,  om*  effoits  to 
improve  the  attendance,  and  reduce  absenteeism, 
should  not  be  relaxed." 

HTGIJEy-E. 

Twelve  years  ago  I  made'an  earnest  appeal  to  the 
Boai'd  in  behalf  of  phvsicial  education,  and  urged 
the  introduction,  into  all  grades  of  our  schools^  of  a 
thorough  system  of  Physical  Training,  as  a  part  of 
school  culture, concluding  with  these  words :  "Hitherto 
we  have  directed  our  attention  almost  exclusively  to 
intellectual  education.  The  tasks  of  the  bi*ain  have 
been  greatly  increased,  without  a  corresponding  in- 
crease of  care  for  the  preservation  of  health.  This 
is  tlie  gi*eat  defect  of  American  education.  It  is 
fitting  that  Boston,  this  cradle  of  the  great  system  of 


s^PERrsTE^■DE^~^  s  report.  2oo 

free  popular  education,  should  take  the  lead  in  show- 
ing to  the  world  how  this  defect  cau  be  remedied. 
Henceforth,  let  both  mind  and  body  i-eceive  their  due 
share  of  attention.''  The  subject  was  referred  to  a 
Special  Committee,  with  permission  to  report  in  print. 
The  report  submitted  by  this  Committee  was  brief, 
but  elaborate,  and  to  the  point.  It  said  to  the 
Board.  ~  Tour  Committee  concur,  in  the  main,  with 
the  views  of  the  Superintendent  as  to  the  deficiency 
in  health  and  bodily  vigor  of  the  children  and  youth 
among  us.  Those  persons  who  have  never  ti*avelled, 
and  who  have  never  made  the  subject  a  study,  are 
not  fully  aware  of  this  physical  degeneracy,  because 
they  have  no  standard  of  comparison.  As  a  proof 
of  its  existence,  however,  it  may  be  remarked  that 
foreignei*s.  on  theh*  arrival  in  America,  are  struck 
with  the  predominance  of  sallow,  thin,  uuhealthlul 
countenances,  while  on  the  other  hand,  the  American, 
on  his  first  visit  to  England,  is  surprised  at  precisely 
the  opposite  phenomenon,  —  the  ruddy  and  healthful 
countenances  being  in  the  majority." 

The  Committee  concluded  their  important  report 
by  recommending  the  appointment  of  a  Standing 
Committee  on  Physical  Training,  with  authority  to 
appoint  and  nominate  to  the  Board  a  suitably  quali- 
fied person  to  aid  and  instruct  the  teaehei*s  in  the 
training  of  their  pupds  in  physical  exercises,  the  time 
devoted  to  such  exercises  not  to  exceed  hall'  an  hour 
each  half  day,  nor  to  be  less  than  a  quarter  of  an 
hour. 

About  four  years  elapsed  before  action  was  taken 
on  the  recommendation  of  the  repoit.     In  the  mean 


236  ANNUAL  SCHOOL  REPORT. 

time  the  subject  was  much  discussed  by  members 
of  the  Committee,  by  teachers,  parents,  and  the 
press.  In  my  report,  which  immediately  followed  that 
of  the  Special  Committee,  attention  to  the  subject 
was  again  invoked.  I  said :  "  Every  day's  experience 
in  the  schools  deepens  my  conviction  of  the  impera- 
tive necessity  of  making  physical  training  a  part  of 
our  school  culture.  This  necessity  is  increased  just 
in  proportion  to  the  perfection  of  the  arrangements 
of  the  system,  with  a  view  to  the  highest  intellectual 
results.  The  very  completeness  of  our  system  in 
other  respects  is  what  makes  it  liable  to  injure  the 
health,  or,  at  least,  to  prevent  the  proper  physical 
development  of  the  pupils." 

In  the  next  and  succeeding  reports  the  topic  was 
repeatedly  discussed.  Such  language  as  the  follow- 
ing was  used :  "  The  proposed  reform  in  physical 
education  is,  in  my  opinion,  as  important  as  any 
which  has  been  attempted  since  the  origin  of  our 
system  of  schools.  As  long  as  it  is  deferred,  we  are 
losing  a  great  part  of  the  benefit  which  we  might 
otherwise  derive  from  our  noble  system  of  popular 
education.  If  we  do  not  provide  for  it,  our  children 
must  suffer  for  our  neglect."  The  Committee  on  the 
Annual  Keport  for  1861  earnestly  advocated  the 
proposed  reform.  At  length,  after  four  years  of 
agitation  and  discussion,  the  first  effective  step  was 
taken  to  remedy  the  evil  complained  of,  by  insti- 
tuting the  proposed  Standing  Committee.  But 
its  function  was  made  to  include  vocal  as  well  as 
pJiysical  training.  An  excellent  instructor  —  Prof. 
Monroe  —  was  appointed  to  instruct  the  teachers  in 


superintendent's  repoet.  237 

these  two  branches  of  education.  It  was  not  long 
before  he  felt  his  salary  to  be  inadequate.  Instead 
of  raising  it,  however,  he  was  allowed  a  portion  of 
his  time  for  private  instruction.  At  length  the  time 
of  his  employment  in  the  school  service  was  reduced 
to  three  months  in  the  year;  and  finalty,  at  his  re- 
quest, it  was  discontinued  altogether.  His  services 
were  extremely  valuable.  I  know  of  no  money  that 
has  been  expended  to  better  purpose  for  the  improve- 
ment of  our  schools.  Still  it  must  be  owned  that  he 
did  not  accomplish  so  much  in  the  improvement  of 
the  hygiene  of  the  schools,  as  in  promoting  good 
reading  and  vocal  training.  One  of  the  valuable 
results  of  his  labors  was  the  production  of  an  excel- 
lent Manual  of  vocal  and  physical  training,  which  was 
put  into  the  hands  of  the  teachers,  at  the  expense  of 
the  city.  The  system  of  vocal  culture  introduced  is 
no  doubt  in  itself  highly  beneficial  in  a  hj^gienic 
point  of  view,  as  it  requires  breathing  exercises,  and 
such  gymnastic  training  as  is  especially  adapted  for 
the  development  and  strengthening  of  the  muscles 
which  effective  vocal  utterance  bring  into  play. 

In  reviewing  what  has  been  done  during  the  past 
twelve  years  for  the  improvement  of  the  physical 
well-being  of  the  pupils  in  our  schools,  I  am  glad  to 
be  able  to  say  that  some  progress  has  been  made. 
The  vigorous  and  effective  system  of  military  drill 
provided  for  all  the  boys  in  our  High  Schools,  has  in 
my  judgment  been  of  incalculable  advantage;  and 
its  moral  results  have  been  no  less  valuable  than  its 
physical  effects.  It  is  good  both  for  those  who  com- 
mand and  those  who  obey.     A  gain  in  the  score  of 


238  ^ANNUAL    SCHOOL   REPORT. 

health  has  been  made  by  exckiding  from  the  Primary 
Schools  children  between  four  and  five  years  of  age. 
Another  gain  in  favor  of  hj^giene  has  been  made  in 
limiting  the  afternoon  sessions  of  the  schools  to  two 
hours.  School  accommodations  have  been  improved. 
The  average  size  of  the  school-rooms  has  been  in- 
creased, while  the  average  number  of  pupils  to  a  room 
has  decreased.  The  teachers  take  more  pains  than 
formerly  to  ventilate  their  rooms,  without  exposing 
their  pupils  to  cold  draughts  of  air.  The  Saturday 
session  of  the  Girls'  High  and  Normal  School  has 
been  discontinued.  By  these  and  other  means  the 
average  physical  condition  of  the  pupils  in  our 
schools  has  been  improved. 

Still  I  feel  bound  to  say,  and  to  say  with  emphasis, 
that  there  is  still  great  room  for  improvement  in 
physical  culture.  We  ought  to  aim,  not  merely  to 
AVOID  INJURING  the  health  of  pupils  luhile  carrying 
on  their  instruction  in  our  schools,  hut  to  increase 
their  physical  health,  strength  and  heauty.  I  dare 
call  that  system  of  education  a  failure  which  sends 
out  into  the  world,  to  fight  the  battles  of  life,  its  fin- 
ished graduates,  with  narrow  shoulders,  flat  chests, 
crooked  spines,  pale  faces,  weak  muscles,  and  low 
vital  energy.  You  may  say  that  the  exigencies  of 
modern  society  demand  some  sacrifice  of  physical 
health  and  strength  to  intellectual  attainments.  For 
one  I  deny  the  soundness  of  this  doctrine  altogether. 
Complete  physical  health  and  development  is  essential 
to  the  truest  and  best  intellectual  results  of  education. 

I  would  not  in  the  slightest  degree  underrate  the  value 
of  what  has  been  done  in  the  interest  of  the  physical 
well-being  of  the  pupils  of  our  schools.    I  see  better 


superintendent's  eeport.  239 

looking  countenances  in  all  grades  of  our  schools  than 
I  used  to  see,  and  I  greatly  rejoice  at  the  sight.  I 
see  handsomer  young  men  and  young  women  in  our 
High  Schools,  because  I  see  broader  shoulders, 
straighter  spines  and  fresher  faces.  The  spectacle 
gives  me  more  hope  for  the  future  of  the  race. 
But  when  I  consider  the  still  existing  errors,  defects 
and  shortcomings,  in  respect  to  the  physical  educa- 
tion of  our  children,  I  feel  compelled  to  say  that  I 
think  that  all  we  have  done  in  the  interest  of  school 
hygiene  during  the  past  twelve  years,  is  far,  very  far, 
from  being  what  we  can  safely  accept  as  a  satisfac- 
tory finality.  It  is  in  truth  only  a  beginning  of  the 
vast  work  yet  to  be  accomplished  in  this  direction,  if 
we  mean  to  make  our  system  of  education  a  complete 
success. 

Our  bo3^s  receive  less  physical  injury  from  their 
schooling  than  our  girls.  Nature  helps  the  boy  more. 
The  boy  manages  to  get  some  wholesome  play.  But 
the  poor  girl  is  easily  crushed  under  the  terrible 
weight  of  school  lessons.  Her  strong  love  of  appro- 
bation, given  to  her  for  a  wise  purpose,  is  easily  made 
to  work  her  physical  ruin  by  the  machinery  of  ex- 
aminations. Therefore,  if  we  have  no  compassion  for 
the  care  of  the  boys,  let  us  not  disregard  the  physi- 
cal well-being  of  our  girls.  "While  writing  this,  one 
of  the  victims  of  neglected  school  hygiene  has  revealed 
to  me,  in  answer  to  inquiries,  the  process  by  which 
she  has  been  deprived  of  the  blessing  of  health,  while 
preparing  herself  to  earn  a  livelihood  by  teaching. 
The  dear  girl  never  suspected  the  aim  of  my  ques- 
tions, or  the  cause  of  her  physical  weakness.  She 
seemed  to  be  even  grateful  to  her  teachers,  in  the 


240  ANNUAL   SCHOOL   REPORT. 

belief  that  they  had  made  thorough  work  with  her  in- 
struction. "Thorough  work"  indeed!  O  Thorough- 
ness, what  educational  crimes  have  been  committed  in 
thy  name !  When  shall  we  learn  the  true  and  right 
idea  of  thoroughness?  For  my  part,  if  I  must  choose 
between  what  generally  goes  by  the  name  of  thorough- 
ness, but  is  really  for  the  most  part  cramming,  and 
rosy  health,  give  me  the  latter.  I  am  willing  to  confess 
that  my  feeling  on  this  subject  is  deep  and  strongs  and 
if  I  were  to  take  counsel  of  my  feelings,  I  should 
write  much  about  it.  But  reason  tells  me  that  I  must 
try  to  be  moderate,  for  if  it  is  once  imagined  that  I 
feel  more  than  I  reason  on  this  subject,  my  influence 
m  regard  to  it  is  at  once  weakened.  But  let  me  just 
remark  that  my  deep  feeling  in  regard  to  this  matter 
has  come  through  the  protracted  exercise  of  reason 
and  observation.  I  am  convinced  that  our  girls  must 
have  a  better  physical  education,  if  they  are  to  be  suc- 
cessful and  happy  women,  no  matter  what  may  be 
their  destination.  Some  will  say  that  I  am  pleading 
for  idleness.  Be  it  so.  I  do  not  hesitate  to  tell  any 
mother  in  Boston  that,  in  the  present  state  of  things, 
the  head  of  a  class  in  school  is  not  a  very  safe  or 
desirable  place  for  a  girl  to  occupy. 

In  conclusion,  I  would  urge  two  items  of  immediate 
reform,  in  view  of  this  matter:  first,  that  the  rides  in 
regard  to  home  lessons  he  rigidly  enforced j  and  second 
that  our  High  School  girls  shcdl  no  longer  he  seen  car- 
rying home  daily  for  study  large  hundles  of  class- 
hoohs.  Respectfully  submitted, 

joh:n^  d.  philbrick. 

Superintendent  of  Puhlic  Schools. 

Sgptembbb,  1872. 


STATISTICS 


ACCOMPAmrnsTG  the  semi-axnual  reports  of  the  superintendent 

OF  SCHOOLS  FOR  THE  SCHOOL  YEAR 


1871-1872. 


STATISTICS  OF  THE  SCHOOLS. 


TEACSEltS. 

Tables  sliowing  the  number  of  teachers  of  each  sex,  in  the  dijferent  grades  of 
schools,  August  31,  1872. 

REGULAR     TEACHERS. 


Schools. 


Latin   School 

English  nigh  School 

Girls'  Iligh  .ind  Normal  School 
Highlands  High  School  .  .  .  . 
Dorchester  High  School ,   .   .   . 

Grammar  Schools 

Primary  Schools 

Licensed  Minors'  School     .   .   . 

Deaf-Mute  School 

Evening  Drawing-School    .   .   . 

Evening  Schools 

Kindergarten  School 

Totals 


Males. 


Females. 


23 

5 

4 

398 

335 


834 


Total. 


11 
17 

24 

6 

5 

464 

335 

2 

3 
9 

8G 
1 


SPECIAL   TEACHERS. 


Schools. 


Vocal  and  Physical  Culture  :  all  the  Schools  . 
Military  Drill:  Latin,  Eng.  Iligh  and  Dighlands 
Drawing:  High  and  Grammar  Sohoolii    .... 

French :  Iligh  Schools 

German  :  Iligh  Schools 

Music :  Iligh,  Grammar  and  Primary 

Sewing:  Grammar  Schools 

Totals 


Males. 

Females. 

Total. 

1 

1 

1 

1 

6 

1 

7 

3 

1 

4 

2 

2 

5 

5 

13 

18 

18 

20 

38 

243 


244  ANNUAL   SCHOOL   EEPORT. 

HIGH  SCHOOLS. 

Abstract  of  Semi-Annual  Returns,  January  31,  1872. 


Schools. 

a 

< 

a 

a 
.a 

5 

Average  w 
number 

hole 

Average 
Attendance. 

o  o 
MO 

eg 

;  C 

97.0 

2 

u 

5 
< 

2 

o 

5 

1 
o 

o 

5 

"a 
o 

ji 

Latin 

60 

29 

222 

222 

'',16 

^in 

6 

1 

1  10 

English  High 

252 

41 

541 

541 

528 

528 

13 

97.6 

1 

5 

11 

. 

Girls'  High  and  Normal 

399 

114 

.   .   . 

622 

622 

580 

580 

42 

93.0    1 

3 

19 

Roxhury   High  .... 

93 

20 

■98 

108 

206 

96 

105 

201 

5 

97.0 

1 

1 

4 

Dorchester  High  .  .  . 

144 

14 

60 

72 

132 

57 

66 

123 

9 

91.5 

1 

5 

15 

11 

1 

5 

3 

Totals 

948 

318 

921 

802 

1723 

897 

751  1648 

! 

75 

95.2 

26 

HIGH   SCHOOLS. 

Abstract  of  Semi-Annual  Returns,  August,  1872. 


Schools. 

'6 

a 

a 

•a 

a 

5 

Average  whole 
number. 

Average 
Attendance. 

a  6 

o  J3 

il 
1^ 

6 
5 

^ 

2 
3 

< 

1 
1 

5 

2 

1 

S 

o 

>-> 

o 

"a 
o 

Eh 

10    . 

5  n 

■< 

Latin 

4 

42 
55 
151 
32 
12 

191 

491 

91 
53 

558 

103 

70 

191 
491 
558 
194 
123 

174 

477 

86 
47 

515 
97 
61 

174 
477 
515 
183 
108 

17 
14 
43 
11 
15 

100 

91.0 
97.0 
92.0 
04.0 
89.0 

92.3 

Girls'  High  and  Normal 
Roxhury  High  .... 
Dorchester  High  .  .  . 

71 
11 
139 

20 
4 
3 

Totals 

225 

292 

826 

731 

1557 

784 

673 

1457 

15,11 

^' 

STATISTICS. 


245 


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ANNUAL   SCHOOL   EEPOET. 


GRAMMAR    SCHOOLS. 
Abstract  of  Scmi-Annual  Returns,  January  31,  1872. 


Schools. 

'6 

S 
■a 

u 
a 

.a 

S 

Average  whole 

Number. 

Average 
Attendance. 

1 

1 

t 

c 

H 
< 

4 

c 

< 
( 

^ 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total 

si 
« 

Adams     .... 

-.236 

295 

335 

197 

532 

312 

186 

498 

34 

94.1 

Bigolow  .... 

145 

115 

887 

887 

840 

846 

41 

95.4 

2 

2 

14 

Bowditch    .   .   . 

200 

313 

533 

533 

509 

509 

24 

95.4 

4 

9 

1 

Bowdoin  .... 

275 

332 

494 

494 

464 

464 

30 

93.0 

3 

8 

1 

Boylston  .... 

227 

199 

193 

207 

400 

183 

188 

371 

29 

92.3 

1 

4 

5 

1 

Brimmer .... 

254 

200 

638 

638 

606 

606 

32 

94.9 

1 

2 

11 

Chapman    .   .   . 

343 

286 

306 

262 

568 

288 

248 

536 

32 

95.0 

1 

4 

6 

Comins    .... 

191 

177 

423 

385 

808 

398 

361 

759 

49 

94.0 

1 

5 

10 

1 

Dearborn    .   .   . 

383 

358 

364 

350 

714 

338 

324 

662 

52 

93.0 

1 

4 

10 

1 

Dorchester  Dis't . 

433 

258 

534 

541 

1,075 

490 

483 

973 

102 

87.0 

. 

4 

22 

1 

Dudley    .... 

191 

131 

258 

258 

239 

239 

19 

03.0 

*1 

2 

4 

1 

Dwight    .... 

12S 

53 

599 

599 

581 

.   .   . 

581 

18 

96.6 

1 

2 

8 

EHot 

345 

313 

742 

742 

707 

707 

35 

95.0 

1 

2 

11 

Everett    .... 

6Vo 

237 

684 

684 

655 

655 

29 

95.7 

4 

10 

1 

Franklin  .... 

638 

353 

652 

652 

.   .   . 

008 

608 

44 

93  3 

4 

10 

1 

Hancock  .... 

414 

3S3 

873 

873 

830 

830 

43 

95.0 

. 

5 

13 

1 

Lawrence   .   .   . 

360 

291 

858 

858 

834 

.   .   . 

834 

24 

97.2 

1 

2 

2 

12 

Lewis 

204 

ISl 

204 

267 

561 

279 

252 

531 

30 

94.0 

1 

3 

7 

1 

Lincoln    .... 

200 

183 

455 

319 

774 

428 

299 

727 

47 

93.0 

1 

4 

C- 

1 

Lyman     .... 

ISO 

142 

320 

178 

498 

301 

169 

470 

28 

94.3 

1 

3 

7 

1 

Mayhew  .... 

231:  240 

I 

468 

468 

442 

442 

26 

94.0 

1 

2 

8 

Norcross  .... 

333,  301 

687 

687 

667 

667 

20 

97.0 

3 

11 

1 

Phillips 

143      87 

551 

551 

492 

.   .   . 

492 

59 

80.8 

1 

2 

8 

Prescott  .... 

571    2S7 

325 

284 

609 

305 

267 

572 

37 

04.0 

1 

4 

7 

Quincy 

240    253 

OOJ 

609 

584 

584 

25 

95.8 

1 

2 

;■ 

Rice 

574'  244 

618 

618 

594 

594 

24 

96.2 

1 

2 

10 

Sherwin  .... 

222    220 

446 

354 

sno 

421 

331 

752 

4S 

93.5 

1 

3 

10 

1 

Bhurtlcff.   .   .  . 

282    229 

664 

6s;4 

618 

618 

40, 

93.0 

. 

4 

9 

1 

Washington  .   . 

69      59 

243 

243 

228 

228 

'■i 

94.0 

. 

2 

4 

•Wells 

231 :  218 

451 

451 

430 

400 

1 

21 

95,0 

. 

3 

7 

1 

Winthrop    .   .   . 

807^  594 

757 

757 

688 

68S 

69  j 
1132 

00.8 
93.0 

• 

10 

1 
5l 

991 

12 
290  j 

1 

Totals  .   .   . 

3986 '7422 

1 

12,208 

9,397 

19.605 

S657 

8816 

18,470 

H 

20 

18 

*  Female  Principal. 


STATISTICS. 


247 


GRAMMAR    SCHOOLS. 
Abstract  of  Semi-Annual  Returns,  August,  1872. 


SCHOOLS. 

13 

a 

< 

SB 
C3 

.a 

o 

0 

Average  whole 
Number. 

Average 
Attendance. 

to" 

O  o 

^  c 

C3 

2 

O 

3 
1 

5 

a 
a 

4 

c 

c! 
< 

6 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

Adams     .... 

135 

219 

ai6 

193 

539 

316 

182 

498 

41 

02.1 

Bigelow  .... 

126 

294 

900 

.   .   . 

eoo 

851 

851 

49 

94.8 

2 

1 

2 

14 

Bowditch   .  .  . 

248 

314 

518 

518 

.   .   . 

489 

489 

29 

94.4 

4 

9 

Bowdoin .... 

158 

217 

511 

511 

470 

470 

41 

91.0 

3 

8 

Boylston .... 

157 

187 

209 

20.j 

414 

194 

185 

379 

35 

91.1 

1 

9 

Brimmer .... 

213 

337 

643 

649 

612 

612 

37 

94.2 

1 

2 

11 

Chapman    .  .   . 

79 

58 

301 

275 

576 

281 

257 

538 

38 

93.0 

4 

7 

Comins    .... 

163 

230 

432 

412 

844 

401 

382 

783 

61 

93.0 

5 

11 

Dearborn    .  .   . 

351 

355 

397 

374 

771 

361 

840 

701 

70 

91.0 

I 

4 

11 

Dorchester  Dis't 

381 

459 

554 

556 

1,110 

500 

482 

982 

128 

87.0 

7 

10 

Dudley    .   .   .   . 

123 

188 

269 

269 

.   .   . 

249 

249 

20 

92.0 

*1 

. 

2 

4 

Dwight    .... 

82 

79 

622 

.   .   . 

622 

595 

.   .   . 

595 

27 

95.3 

1 

2 

8 

Eliot 

2C6 

335 

787 

787 

742 

.   .   . 

742 

45 

94.2 

1 

2 

11 

Everett    .... 

142 

344 

681 

681 

647 

647 

34 

94.9 

4 

10 

Franklin  .... 

327 

600 

622 

622 

.   .   . 

572 

672 

50 

92.0 

4 

10 

Hancock  .... 

315 

3SS 

874 

874 

.   .   . 

825 

825 

49 

94.4 

5 

13 

Lawrence   .  .  . 

389 

452 

875 

875 

838 

.   .   . 

838 

37 

96.0 

2 

2 

12 

Lewis 

312 

309 

3'?0 

269 

589 

300 

250 

550 

39 

93.2 

3 

8 

Lincoln    .   .   .   . 

124 

76 

458 

314 

772 

430 

289 

719 

53 

93,0 

4 

12 

Lyman     .... 

90 

179 

307 

160 

467 

282 

149 

431 

36 

92.0 

3 

7 

Mayhew  .... 

181 

269 

475 

475 

436 

430 

39 

91.0 

1 

2 

8 

Norcross .... 

252 

316 

695 

695 

667 

667 

28 

96.0 

3 

11 

Phillips 

5G 

114 

581 

581 

521 

521 

60 

89.4 

1 

2 

8 

Prescott  .  .  .  . 

266 

294 

324 

287 

611 

301 

263 

564 

47 

91.0 

4 

8 

Quincy 

179 

250 

601 

601 

573 

.   .   . 

573 

28 

95.3 

1 

2 

0 

Rice 

204 

547 

039 

639 

602 

602 

37 

94.0 

1 

2 

10 

Sherwin  .  .  ,  . 

506 

510 

445 

354 

799 

422 

328 

750 

49 

93.7 

4 

11 

Shurtleff.   .   .   . 

311 

422 

.   .   . 

662 

602 

.   .   . 

604 

604 

58  91.0 

4 

10 

"Washington  .   . 

47 

38 

256 

256 

241 

241 

15 

94.2 

2 

4 

"Wells 

208 

306 

444 

444 

419 

419 

25 

94.0 

3 

7 

"Winthrop   .   .   . 

490 

714 

701 

761 

679 

679 

82 

89.0 

37 

!! 

10 

100 

12 
298 

Totals  .   .   . 

0886  9560 

1 

10,478 

0430 

19.914 

9790 

8728 

18,527 

1387192.8 

18 

*  Female  Principal. 


248 


ANNUAIi    SCHOOL    KEPORT. 


GRAMMAR   SCHOOLS. 

Table  showing  the  nv-mbcr  of  Pupih  in  each  Clans,  the  number  of  thf  diferent  ages,  and 
the  whole  number  in  each  Grammar  School.  January  31,  1872. 


£ 

13 

q 
a 

■a 

. 

Schools. 

5 

a 
o 

m 

a 
O 

H 

5 

.a 

a 

3 

a 
o 

C3 
O 
>» 

W 

a 

S  2 

a  o 

m 

P3 

3 

o 

>> 

1.1 

c 

Adams  .  .  . 

58 

81 

102 

98 

100 

95 

534 

1 

58 

178 

174 

88 

35 

Bigelow    .  . 

46 

72 

123 

148 

255 

256 

900 

2 

176 

313 

276 

86 

47 

Bowditch     . 

36 

S6 

45 

44 

141 

164 

516 

0 

104 

175 

173 

37 

27 

Bowdoin  .  . 

46 

103 

96 

101 

75 

92 

513 

1 

70 

150 

176 

54 

62 

BoylBton  .  . 

19 

41 

43 

85 

85 

127 

401 

2 

68 

179 

108 

32 

12 

Brimmer  .   . 

44 

83 

128 

128 

125 

144 

652 

2 

124 

201 

211 

C5 

49 

Chapman     . 

24 

65 

111 

120 

128 

142 

580 

4 

90 

160 

184 

91 

42 

Comins     .   . 

46 

66 

85 

103 

255 

250 

805 

5 

139 

303 

258 

61 

39 

Dearborn     . 

7& 

84 

83 

94 

161 

201 

695 

0 

53 

244 

251 

89 

53 

Dorch.  Dist. 

99 

150 

188 

177 

308 

219 

1141 

6 

140 

375 

384 

141 

95 

Dudley     .   . 

34 

23 

54 

33 

45 

62 

251 

1 

43 

81 

75 

30 

21 

Dwight     .   . 

49 

96 

101 

99 

103 

166 

614 

1 

90 

207 

190 

64 

62 

Eliot  .... 

41 

92 

101 

07 

206 

198 

735 

6 

157 

267 

232 

50 

23 

Everett     .  . 

47 

103 

104 

133 

148 

160 

695 

1 

73 

205 

212 

121 

83 

Franklin  .    . 

36 

101 

99 

90 

135 

198 

059 

0 

79 

195 

234 

68 

83 

Hancock  .  . 

32 

51 

193 

196 

175 

200 

847 

7 

176 

335 

253 

49 

27 

Lawrence    . 

48 

98 

90 

178 

190 

242 

852 

9 

178 

319 

263 

60 

23 

Lewis   . 

59 

111 

110 

111 

106 

59 

556 

2 

64 

201 

170 

62 

57 

Lincoln     .   . 

8S 

106 

104 

158 

171 

105 

792 

2 

109 

302 

244 

82 

53 

Lyman      ,   . 

45 

62 

64 

74 

109 

130 

490 

1 

65 

162 

171 

60 

31 

Mayhew  .  . 

75 

47 

42 

59 

109 

122 

454 

1 

108 

144 

133 

41 

27 

Norcrosa  .  . 

45 

78 

103 

101 

157 

187 

671 

3 

100 

249 

209 

70 

34 

Phillipa    .  . 

38 

49 

158 

103 

101 

143 

592 

0 

98 

278 

163 

34 

19 

Prescott   .   . 

37 

50 

102 

103 

104 

216 

612 

1 

93 

197 

192 

81 

43 

Quincy     .  . 

39 

87 

S3 

94 

148 

145 

596 

6 

120 

203 

217 

35 

15 

Rice  .... 

35 

58 

119 

78 

184 

157 

631 

1 

104 

227 

203 

64 

32 

Sherwin   .   . 

61 

94 

92 

86 

171 

241 

745 

3 

121 

251 

240 

93 

37 

Shurtleff.    . 

45 

51 

106 

102 

204 

148 

656 

2 

1-29 

228 

195 

55 

47 

Washington 

32 

34 

47 

41 

39 

50 

243 

2 

54 

60 

76 

31 

20 

Wells    .   .    . 

21) 

50 

35 

108 

91 

138 

442 

1 

58 

133 

145 

58 

47 

Winthrop    . 

52 

87 

85 

131 

155 

252 

762 

3 

103 

225 

238 

100 

93 

Total.  . 

1448 

2.349 

2996 

3273 

4491 

5075 

19,632 

76 

3164 

6747 

6250 

2052 

1S43 

STATISTICS. 


249 


GRAMMAR  SCHOOLS. 

Table  showing  the  number  0/  Pupils  in  each  Class,  the  number  of  the  different  ages,  and 
the  whole  number  in  each  Grammar  School,  July,  1872. 


ScnooLS. 

3 

1 

3 

a 
0 

a 
3 

-a 
u 

C9 

3 

U 

a 

3 

.g 

1 

3 
5 

u 

0 

i 

a 

>> 
00 

0 
■a 

a 

-d 
§   . 
00  2 

a 

"2 
5  . 

pq 

13 

i 

P5 

-3 

c 

3 

si 

a  0 

>> 

> 
0 

Adams .   .   . 

45 

59 

77 

79 

77 

98 

435 

1 

81 

134 

150 

35 

34 

Bigelow    .   . 

40 

65 

121 

126 

227 

245 

824 

4 

165 

284 

251 

74 

46 

Bowditch     . 

33 

69 

34 

36 

106 

170 

448 

2 

94 

145 

135 

42 

30 

Bowdoia  .  . 

41 

87 

86 

89 

94 

97 

494 

4 

67 

140 

162 

54 

67 

Boylston  .  , 

19 

29 

42 

79 

77 

125 

371 

4 

75 

143 

114 

21 

14 

Brimmer  .   . 

3S 

70 

76 

105 

110 

111 

510 

6 

96 

185 

133 

48 

42 

Chapman    . 

47 

22 

104 

118 

126 

184 

601 

6 

129 

178 

123 

114 

51 

Comins    .  . 

40 

74 

144 

176 

210 

97 

747 

3 

136 

285 

235 

54 

34 

Dearborn    . 

61 

83 

89 

76 

138 

244 

691 

3 

99 

225 

233 

70 

61 

Dorch.   Dist. 

91 

138 

186 

185 

296 

264 

1169 

6 

157 

364 

400 

136 

97 

Dudley     .   , 

15 

25 

17 

25 

37 

57 

176 

1 

62 

53 

34 

27 

9 

Dwight    .   . 

45 

69 

80 

73 

84 

118 

469 

0 

62 

161 

138 

52 

56 

Eliot  .... 

37 

77 

81 

81 

191 

199 

666 

8 

170 

241 

185 

40 

22 

Everett     .  . 

40 

82 

75 

110 

86 

100 

493 

1 

81 

142 

122 

115 

32 

Franklin  .    . 

33 

63 

46 

47 

70 

127 

386 

0 

45 

108 

121 

46 

60 

Hancock  .  . 

30 

42 

153 

162 

190 

197 

774 

34 

160 

295 

202 

51 

82 

Lawrence    . 

40 

85 

92 

174 

196 

202 

789 

7 

162 

304 

227 

69 

20 

Lewis    .   .   . 

50 

97 

100 

107 

103 

112 

569 

4 

78 

193 

167 

77 

50 

Lincoln    .  . 

75 

S3 

83 

137 

145 

239 

762 

5 

140 

262 

203 

105 

42 

Lyman     .  . 

33 

44 

46 

64 

97 

117 

401 

0 

60 

117 

153 

46 

25 

Mayhew  .   . 

50 

27 

30 

45 

9U 

115 

366 

5 

80 

126 

113 

26 

16 

Norcross  .  . 

42 

73 

85 

84 

133 

190 

607 

0 

113 

202 

202 

51 

39 

Fhillips    .   . 

33 

42 

136 

109 

97 

116 

533 

1 

117 

163 

151 

64 

37 

Prescott   .   . 

35 

42 

80 

93 

80 

253 

583 

1 

130 

173 

154 

79 

46 

Quincy     .   . 

35 

65 

85 

80 

130 

133 

523 

4 

118 

187 

163 

37 

14 

Rice   .... 

26 

10 

25 

58 

59 

112 

290 

3 

106 

61 

67 

40 

13 

Sherwin  .  . 

65 

73 

82 

89 

188 

246 

733 

2 

118 

285 

227 

58 

43 

Shurtleff.    . 

40 

47 

88 

85 

175 

180 

615 

2 

141 

194 

161 

03 

54 

Washington 

25 

35 

48 

•13 

45 

58 

254 

3 

43 

80 

86 

^ 

13 

Wells    .   .   . 

33 

17 

23 

48 

56 

112 

294 

3 

42 

95 

79 

39 

39 

Winthrop    . 

52 

49 

62 

75 

104 

196 

538 

3 

99 

162 

155 

56 

63 

Total .  . 

12S5 

1833 

2481 

2858 

3826 

4819 

17,102 

126 

3221 

5687 

5051  1813 

1201 

250 


ANNUAIi   SCHOOL   REPORT. 


GRAMMAR   SCHOOLS.  —  DORCHESTER. 
Abstract  of  Semi-Annual  Returns,  January  31,  1873. 


SCHOOI.S. 

Atherton  .. 
Everett.... 
Gibson  .... 
Harris .... 
Mather ... 
Minot .... 
Stoughton 
Tileston. .. 


Totals . 


•6 

o 

1 

< 

5 

34 
49 
99 
149 
35 
40 
22 

•6 

1 

1 

5 
1 

32 
18 
48 
84 
37 
7 
21 

Average  whole 
number. 

Average 

Attendance. 

0  0 

MO 

c:  a 

i^  0 

« 

6 
20 
11 
15 
22 
12 
10 

6 

ll 

80.0 
89.4 
90.6 
91.3 
89.0 
91.0 
9T.9 
93.0 

0 
a 

*i 

2 

a 
3 

< 

4 
3 
4 
5 
8 
4 

2I 

—1 

t 
o 
P3 

21 

98 

55 

79 

109 

65 

62 

45 

"3 

5 
12 
95 
59 
93 

105 
68 
69 
40 

3 

o 

H 

33 
193 
114 
172 
214 
133 
131 

85 

« 
19 
89 
51 
72 
97 
60 
59 
43 

5 
8 
84 
52 
85 
95 
61 
62 
36 

■3 
0 
E-t 

27 
173 
103 
157 
192 
121 
121 

79 

433 

248 

584 

541 

1075 

490 

483 

973 

102 

87.0 

8 

25| 
1 

occ-i 


25 


*  Female  Principal. 
Abstract  of  Semi-Annual  Returns,   August,  1872. 


Schools. 

Atherton  • . 
Everett.... 
Gibson  .... 
Harris  .... 
Mather .... 

Minot 

Stoughton  . 
Tileston... 


Totals. 


IS 

Average  Tvhole 

Averag 

, 

"Sg 

•0 

60 

number. 

Attendance. 

^  a 

SJia 

==-3 

a 

a 

.a 

C3  c 

:l 

1 

ID 

m 

m 

-J 

<5 

fi 

0 

Ll 

% 

>> 

u 

B 

« 

^< 

S 

<, 

« 

0 

H 

n 

dj 

H 

10 

76. 

*1 

3 

7 

26 

17 

43 

21 

12 

33 

47 

33 

96 

86 

1S2 

87 

73 

160 

22 

85. 

4 

18 

25 

57 

54 

111 

51 

47 

98 

13 

88. 

3 

117 

132 

88 

110 

198 

80 

98 

178 

20 

90. 

4 

105 

148 

117 

110 

227 

105 

95 

200 

27 

88. 

5 

64 

56 

64 

61 

125 

58 

51 

109 

16 

89. 

3 

2 

18 

64 

81 

145 

59 

73 

132 

13 

87. 

4 

25 

40 

42 

37 

79 

39 

33 

72 

7 

91. 

2 
25 

381 

459 

554 

556 

1110 

500 

482 

982 

128 

87. 

8 

o  J-* 


*  Female  Principal. 


STATISTICS. 


251 


GRAMMAR    SCHOOLS.— DORCHESTER. 

Table  showing  the  number  of  Pupils  in  each  Class,  the  number  of  the  different 

ages,  and  the  whole  number  in  each  Grammar  School,  January  31,  1872. 


Schools. 

5 

2 

5 

3 

5 

-a 

c 
o 

o 

5 
1-1 

a 
O 

la 

a 

5 

CJ 

.a 

u 

CO 

o 

c 

p 

00    CS 

g  ^ 

o  o 

o  £ 
•S3 

n3 

"*  £ 

n  5 

o 

Everett    .. 

12 

27 

50 

22 

52 

32 

195 

1 

27 

07 

67 

21 

12 

Gibsou*  .. 

9 

13 

26 

36 

41 

29 

154 

•  • 

18 

45 

49 

24 

18 

Harris 

21 

29 

22 

37 

52 

52 

213 

1 

37 

78 

52 

28 

17 

Mather  . . . 

16 

32 

40 

21 

74 

49 

232 

1 

35 

71 

90 

21 

14 

Minot  .... 

8 

19 

13 

26 

46 

21 

133 

•  • 

8 

49 

48 

13 

15 

Stoughton 

18 

23 

22 

20 

22 

26 

131 

•  • 

2 

40 

54 

22 

13 

rileston  .. 

15 

7 

15 

15 

21 

10 

83 

3 

13 

25 

24 

12 

6 

Totals . . 

99 

150 

188 

177 

308 

219 

1141 

6 

140 

375 

384 

141 

95 

*  Grammar  class  of  Atherton  reckoned  with  the  Gibson. 


GRAMMAR   SCHOOLS.  —  DORCHESTER. 

Table  showing  the  number  of  Pupils  in  each  Class,  the  number  of  the  different 

ages,  and-  the  whole  number  in  each  Grammar  School,  August,  1872. 


S 

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51 

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57 

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35 

36 

41 

152 

16 

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Harris   .  • . 

20 

22 

33 

27 

30 

68 

200 

1 

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57 

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29 

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30 

9 

8 

Total*. . 

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138 

186 

185 

296 

264 

1160 

6 

157 

364 

400 

136 

97 

Grumma'-  class  of  Atherton  reckoned  with  the  Gibson. 


252 


ANNUAL    SCHOOL   REPOET. 


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255 


Table  showing  the  numher  of  Pupils  sent  to  the  High  Schools,  hy  each 
Grammar  School,  'July,  1871. 


ScnooLs. 


32  o 


Adams 

Bigelow 

Bowditch 

Bowdoin 

Boylston 

Brimmer 

Chapman 

Comins 

Dearborn 

Dorchester  District 

Dudley 

Dwight 

Eliot 

Everett 

Franklin 

Hancock      

Lawrence 

Lewis 

Lincoln 

Lyman 

Mayhew      

Norcross 

rhillips 

Proacott 

Quincy 

Rice 

Sherwin 

Shurtleflf 

"Washingfton  .  .  .  . 

Wells 

Winthrop 


31 
39 
4 
15 

31 
20 
25 
23 
72 
22 
46 
15 
40 
27 
19 
27 
37 
45 
20 
10 
20 
22 
22 
8 
38 

29 

12 

9 

30 


Total 


270 


256 


ANNUAL    SCHOOL   REPORT. 


Table  showing  the  number  of  Pupils  admitted  to  the  High  Schools,  whether 
they  joined  or  not,  by  each  Grammar  School,  July,  1872. 


SCHOOIiS. 


Adams 

Bigclow 

Bowditch 

Bowdoin 

Boylston 

Brimmer 

Chapman 

Comins 

Dearborn 

Dorchester  District 

Dudley 

Dwight 

Eliot 

Everett 

Eranklin 

Hancock     

Lawrence 

Lewis • 

Lincoln    

Lyman 

Mayhew      

Norcross 

Phillips 

Prescott 

Quincy 

Rice 

Bherwin 

Shurtleflf 

Washington  .   .   .   . 

Wells . 

Winthrop 

Total 


24 

17 

10 

11 

12 

.  . 

40 

15 

19 

10 

18 

50 

.  . 

3 

32 

9 

22 

STATISTICS. 


257 


PRIMARY  SCHOOLS. 
Abstract  of  Semi-Annual  Returns,  January  31,  1872. 


BlSTRICTd. 

o 
o 

m 
9 

Average  whole 
number. 

Average 
Attendance. 

to  " 

«   c 

89.1 

210 

S 
>> 

00 
> 

o 

191 

Boya. 

Girls 

Total. 

Boys. 

271 

Girls. 

Total 

O     C3 

Adams    .... 

295 

120 

415 

107 

378 

37 

401 

Bigelow  .... 

14 

368 

274 

642 

344 

248 

592 

50 

90.6 

368 

227 

595 

Bowditch   .  .  . 

10 

189 

206 

395 

175 

185 

360 

35 

91.9 

236 

153 

389 

Bowdoin    .  .  . 

11 

226 

250 

476 

205 

220 

425 

51 

88.5 

277 

228 

605 

Boylston     .   .   . 

6 

156 

152 

308 

145 

140 

285 

23 

92.5 

208 

97 

305 

Brimmer    .   .   . 

12 

234 

217 

451 

215 

198 

413 

38 

91.8 

300 

160 

460 

Chapman    .  .  . 

10 

286 

152 

438 

263 

132 

395 

43 

90.1 

289 

153 

412 

Coming    .... 

17 

437 

394 

831 

396 

341 

737 

94 

86.7 

466 

345 

811 

Dearborn   .  .   . 

17 

432 

393 

825 

390 

339 

729 

96 

88.0 

4^11 

386 

827 

Dorchester    .  , 

20 

454 

434 

888 

S99 

371 

770 

118 

89.6 

476 

420 

896 

D-wight  .... 

6 

131 

132 

263 

121 

121 

242 

21 

91.2 

176 

95 

271 

Bliot 

16 

447 

302 

749 

417 

279 

696 

53 

93.0 

495 

252 

747 

Everett   .... 

10 

291 

242 

533 

271 

227 

498 

35 

92.3 

291 

264 

555 

Franklin     .   .   . 

6 

165 

165 

330 

153 

154 

807 

23 

92.3 

191 

147 

338 

Hancock     .   .   . 

19 

403 

477 

880 

384 

440 

824 

66 

93.0 

600 

266 

866 

Lawrence  .   .   . 

12 

574 

574 

543 

543 

31 

94.5 

308 

251 

559 

Lewis 

10 

275 

215 

490 

248 

186 

434 

56 

88.3 

270 

224 

494 

Lincoln    .... 

11 

340 

228 

568 

316 

205 

521 

47 

91.0 

307 

272 

579 

Lyman    .... 

7 

207 

99 

306 

192 

91 

283 

24 

91.G 

178 

123 

301 

Mayhew  .... 

7 

194 

95 

289 

174 

81 

255 

34 

88.2 

136 

170 

306 

Norcross     .   .   . 

14 

182 

428 

610 

177 

410 

587 

23 

96.7 

350 

264 

614 

Phillips   .... 

7 

159 

110 

269 

142 

99 

241 

28 

88.4 

159 

129 

2SS 

Prescott  .... 

9 

235 

201 

436 

218 

180 

398 

38 

91.1 

233 

208 

441 

Quincy    .... 

11 

233 

208 

441 

213 

187 

400 

41 

90.0 

279 

153 

432 

Rice 

10 

184 

172 

356 

168 

154 

322 

34 

89.4 

200 

175 

375 

Sherwin  .... 

12 

300 

272 

572 

278 

248 

626 

46 

91.9 

376 

203 

579 

Shurtleflf.  .   .  . 

12 

340 

239 

•    629 

313 

258 

571 

53 

90.0 

423 

209 

632 

Washington  .  . 

7 

160 

145 

305 

145 

129 

274 

31 

89.8 

215 

99 

314 

Wells 

12 

252 

262 

514 

235 

239 

474 

40 

92.8 

301 

239 

640 

Winthrop  .  .   . 

9 

170 

186 

356 

155 

165 

320 

36 

89.0 

248 

139 

387 

Training  School 

1 

38 

55 

93 

36 

52 

88 

6 
1,344 

95.0 

89.2: 

1 

72 
9,079 

18 
0,200 

90 

Totals  .... 

334 

8,357 

6,875 

15,232 

1 

7,702 

6,186 

13,888 

1 

15,339 

258 


ANNUAL   SCHOOL   KEPORT. 


PEIMARY  SCHOOLS. 
Abstract  of  Semi-Annual  Returns,  August,  1872. 


Districts. 

o 
o 

.a 

m 
9 

Average  whole 
number. 

Average 
Attendance. 

s>   6 

u    o 
>  ,o 

<< 

O   o 

*;  S 

"  o 

u  *^ 

^< 

90.4 

in     . 
233 

s 

>> 

00 

u 

u 

o 

180 

1 

1  1 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

Adams    .... 

282 

115 

397 

259 

103 

862 

35 

413 

Bigelow  .... 

13 

307 

225 

532 

283 

203 

486 

46 

9X.1 

376 

173 

549 

Bowditch   .  .  . 

10 

163 

169 

332 

147 

151 

298 

34 

88.9 

238 

113 

351 

Bowdoin    .  .   . 

11 

215 

225 

440 

190 

197 

387 

53 

86.2 

250 

171 

421 

Boj'lston     .  .  . 

7 

164 

163 

327 

154 

149 

303 

24 

92.5 

224 

S7 

321 

Brimmer    .  .  . 

12 

224 

191 

415 

204 

171 

375 

40 

89.4 

273 

148 

421 

Chapman    .  .  . 

10 

285 

147 

432 

253 

127 

380 

52 

89.5 

315 

133 

448 

Comins    ,  .  .  . 

16 

424 

372 

796 

382 

323 

705 

91 

89.1 

472 

330 

802 

Dearborn   .  .  . 

17 

407 

351 

758 

364 

294 

658 

100 

86.7 

469 

339 

808 

Dorehester    .  . 

20 

441 

398 

839 

385 

325 

710 

129 

84.4 

527 

357 

884 

Dwight  .  .  .  . 

C 

134 

117 

251 

122 

105 

227 

24 

90.9 

177 

98 

275 

Eliot 

16 

413 

295 

708 

380 

274 

654 

54 

92.0 

481 

237 

718 

Everett   .  .  .  . 

10 

266 

225 

491 

249 

205 

454 

37 

91.3 

287 

231 

618 

Franklin     .  .  . 

6 

136 

127 

263 

127 

114 

241 

22 

91.5 

145 

88 

233 

Hancock     .  .   . 

19 

371 

431 

802 

360 

389 

749 

53 

92.8 

572 

262 

834 

Lawrence  .  .  . 

12 

507 

507 

4S4 

.   .  . 

484 

23 

95.1 

333 

198 

631 

Lewis 

10 

237 

200 

437 

205 

170 

375 

62 

85.1 

288 

189 

477 

Lincoln   .  .  .  . 

11 

319 

213 

532 

289 

191 

480 

52 

89.8 

329 

244 

573 

Lyman    .   .  .  . 

7 

199 

101 

300 

185 

91 

276 

24 

91.5 

166 

138 

304 

Mayhew .  .  .  . 

7 

181 

83 

264 

158 

70 

228 

36 

84.5 

172 

121 

293 

Norcross    .  .  . 

14 

171 

402 

573 

165 

381 

546 

27 

95.0 

395 

239 

634 

Phillips  .  .  .  . 

7 

103 

109 

272 

144 

S9 

243 

29 

87.6 

164 

115 

279 

Prescott  .  .  .  . 

9 

215 

199 

414 

192 

170 

362 

52 

87.0 

201 

176 

437 

Quiiicy    .  .  .  . 

11 

222 

181 

403 

207 

161 

368 

35 

89.6 

262 

141 

403 

Rice 

10 

185 

200 

385 

169 

184 

353 

32 

90.6 

221 

124 

345 

Bherwin  .  .  .  . 

12 

285 

247 

532 

261 

226 

487 

45 

91.0 

357 

217 

674 

Shurtleff.  .   .   . 

13 

319 

288 

607 

288 

252 

540 

67 

88.0 

384 

211 

595 

Washington  .  . 

7 

158 

128 

286 

141 

114 

255 

31 

88.7 

210 

106 

310 

Wells 

12 

234 

231 

465 

218 

209 

427 

38 

90.9 

323 

138 

461 

Winthrop  .  .  . 

9 

158 

181 

339 

145 

161 

306 

33 

89.6 

245 

103 

348 

Training  Schoo 

1         2 

43 

57 

100 

41 

54 

96 

5 

94.0 

89.8 

25 
9,174 

19 
5,430 

44 

Totals.  .  .  . 

335 

7,828 

6,371 

14,199 

7,151 

5,663 

12,814 

1,385 

14,610 

STATISTICS. 


259 


PRIMARY   SCHOOLS. 

Table  showing  the  number  of  Pupils  in  each  Class,  the  number  of  the  different  ages,  and  the 
whole  number  in  each  District,  January  31, 1872. 


Schools. 

a 

5 

a 

i 

02 

s 

a 

5 

u 

3 

o 

5 

5 

.a 

m 

it 

o 

o 
> 

2 

a 

£ 

V 

C 

£ 

% 

u 

on 

3  a 

Adams    .   . 

79 

59 

45 

95 

40 

83 

401 

53 

KO 

77 

69 

122 

Bigelow  .   . 

10-1 

93 

90 

82 

104 

122 

595 

73 

127 

168 

108 

119 

Bowditch  . 

73 

76 

50 

51 

60 

79 

389 

76 

76 

84 

78 

75 

Bowdoin    . 

80 

114 

68 

66 

63 

114 

505 

62 

113 

102 

96 

132 

BoylstoQ    . 

45 

48 

53 

50 

56 

53 

305 

S5 

90 

83 

61 

36 

Brimmer    . 

59 

78 

92 

96 

47 

88 

400 

90 

104 

106 

91 

69 

Chapman  . 

60 

53 

f)7 

67 

90 

105 

442 

80 

115 

94 

93 

60 

Comius  .   . 

107 

160 

103 

151 

124 

166 

811 

90 

158 

218 

166 

179 

Dearborn  . 

149 

143 

121 

110 

110 

194 

827 

123 

157 

161 

153 

233 

Dorchester 

176 

200 

165 

125 

108 

122 

896 

113 

173 

190 

181 

239 

D  wight  .  . 

39 

49 

50 

43 

40 

50 

271 

31 

62 

83 

47 

48 

EHot   .  .  . 

113 

120 

111 

112 

105 

186 

747 

119 

211 

165 

116 

136 

Everett  .  . 

72 

07 

82 

95 

99 

110 

555 

64 

99 

128 

118 

146 

Franklin    . 

55 

50 

69 

57 

59 

58 

338 

20 

73 

98 

61 

86 

Hancock    . 

118 

122 

116 

175 

141 

194 

866 

166 

219 

215 

113 

153 

Lawrence  . 

108 

98 

95 

70 

98 

90 

559 

81 

129 

98 

102 

149 

Lewis  .  .  . 

79 

79 

85 

63 

91 

97 

494 

55 

96 

119 

110 

114 

Lincoln  .  . 

87 

98 

86 

94 

111 

103 

579 

53 

114 

140 

140 

132 

Lyman    .  . 

57 

52 

47 

41 

50 

54 

301 

33 

65 

80 

60 

63 

Mayhew .  . 

68 

66 

37 

48 

31 

56 

306 

32 

44 

60 

73 

97 

Norcross    . 

108 

92 

105 

84 

99 

126 

614 

90 

122 

138 

130 

134 

Phillips  .  . 

45 

64 

40 

39 

39 

61 

288 

50 

55 

04 

43 

86 

Prescott.   . 

63 

81 

49 

66 

68 

114 

411 

59 

90 

84 

89 

119 

Quincy    .  . 

43 

76 

77 

71 

61 

104 

4;32 

74 

123 

82 

78 

75 

Rice.  .  .   . 

62 

69 

46 

53 

75 

70 

375 

48 

61 

91 

53 

82 

Sherwin.  . 

139 

163 

103 

43 

55 

76 

579 

103 

131 

124 

108 

113 

Shurtleflf    . 

63 

108 

88 

108 

101 

164 

632 

81 

180 

162 

121 

83 

■Washington 

60 

64 

52 

48 

46 

44 

314 

37 

01 

87 

56 

43 

Wells  .  .  . 

85 

84 

94 

78 

75 

124 

540 

92 

137 

129 

94 

88 

Winthrop  . 

70 

49 

22 

63 

87 

97 

SS7 

56 

106 

.  86 

81 

58 

Training    . 

IS 

13 

20 

18 

21 

90 

45 

16 

11 

14 

4 

Totela.   . 

2,466 

2,723 

2,301 

2,363 

2,361 

3,125 

15,339 

2,184 

3,417 

3,517 

2,943 

3,278 

2G0 


ANNUAL    SCHOOL    REPORT. 


PRIMAEY  SCHOOLS. 

Tabic  showinff  the  number  of  Pupils  in  each  Class,  the  number  of  the  different  ages,  and  iko 
whole  number  in  each  District,  July,  1872. 


Schools. 

C3 

s 

S3 

I 

u 

5 
.a 
t. 
p 
o 

a 

s 

S 

3 

6  IN 

i 

a 

a 
« 
>> 

e 

o 
13 

1 

i 

o 

>> 

Adams    .   . 

75 

63 

88 

46 

51 

90 

413 

47 

107 

79 

75 

105 

Bigelow  .   . 

80 

92 

74 

S9 

96 

108 

549 

95 

134 

147 

106 

67 

Bowditch  . 

79 

46 

51 

60 

43 

72 

351 

73 

95 

70 

73 

40 

Bowdoin    . 

76 

76 

68 

55 

62 

94 

421 

67 

88 

95 

78 

93 

Boylston    . 

59 

51 

49 

54 

53 

55 

321 

38 

96 

90 

38 

59 

Brhnmer    . 

07 

61 

71 

71 

67 

84 

421 

79 

94 

100 

76 

72 

Chapman  . 

60 

50 

76 

62 

82 

118 

448 

75 

121 

119 

74 

59 

Comins  .   . 

104 

145 

105 

177 

101 

170 

802 

99 

189 

184 

175 

155 

Dearborn  . 

139 

135 

106 

104 

113 

211 

808 

142 

150 

1»7 

154 

185 

Dorchester 

200 

151 

176 

108 

112 

137 

884 

135 

177 

215 

163 

194 

D  wight  .  . 

49 

53 

39 

44 

40 

45 

275 

47 

52 

78 

52 

46 

Eliot    ,  .  . 

103 

122 

112 

114 

95 

172 

718 

107 

203 

171 

120 

117 

Everett  .  . 

76 

76 

73 

93 

97 

103 

518 

85 

92 

110 

107 

124 

Franklin    . 

30 

S3 

41 

38 

42 

49 

233 

22 

52 

71 

54 

34 

Hancock    . 

118 

118 

103 

166 

147 

182 

834 

159 

207 

206 

125 

137 

Lawrence  . 

87 

82 

79 

72 

111 

100 

531 

86 

108 

139 

113 

85 

Lewis  .  .  . 

81 

90 

65 

62 

79 

100 

477 

57 

97 

134 

85 

103 

Lincoln  .   . 

94 

90 

95 

77 

96 

121 

573 

55 

117 

157 

125 

119 

Lyman    .  . 

61 

60 

48 

40 

45 

50 

304 

33 

71 

62 

68 

70 

Mayhew .  . 

59 

51 

31 

37 

39 

76 

293 

47 

72 

53 

51 

70 

Norcross    . 

110 

93 

87 

81 

111 

152 

634 

120 

117 

158 

111 

128 

Phillips  .   . 

53 

54 

35 

38 

26 

73 

279 

49 

59 

56 

40 

75 

Prescott.   . 

72 

52 

•     67 

78 

71 

97 

437 

74 

78 

109 

73 

103 

Quincy    .  . 

71 

61 

67 

55 

67 

82 

403 

80 

80 

102 

77 

64 

Rice .... 

36 

64 

51 

47 

41 

106 

345 

74 

63 

84 

70 

54 

Sherwin .  . 

118 

128 

85 

65 

78 

100 

574 

111 

131 

115 

110 

107 

Shurtlcff    . 

94 

101 

93 

94 

86 

127 

505 

74 

150 

160 

116 

95 

Washington 

63 

54 

50 

45 

41 

63 

316 

59 

70 

81 

63 

43 

"Wells  .   .   . 

61 

77 

08 

62 

72 

121 

461 

98 

107 

118 

87 

61 

Winthrop  . 

66 

56 

25 

53 

69 

79 

348 

67 

99 

79 

54 

49 

Training    . 

6 

6 

12 

12 

8 

44 

1 

12 

12 

11 

8 

Totals.   . 

2,447 

2,390 

2,184 

2,209 

2,235 

3,145 

14,610 

2,355 

3,288 

3,531 

2,725 

2,711 

STATISTICS. 


261 


PRIMAKY  SCHOOLS  —  DORCHESTER. 

Abstract  of  Scmi-Annual  Returns,  January  31,  1872. 


Sub-Districts. 

o 

o 
.a 

m 
1 

Average  whole 
number. 

Average 
Attendance. 

7 

o  ^ 
83.0 

eg 

a 
23 

a 

Ci 

> 
O 

IS 

=  "5 

Boys 

Girls 
22 

Total 

Boys 
18 

Girls 
17 

Total 

II 

Atherton 

20 

42 

35 

41 

Everett 

3 

78 

56 

134 

67 

45 

112 

22 

84.1 

73 

57 

130 

Gibson 

2 

30 

31 

61 

27 

26 

53 

8 

86.5 

28 

30 

53 

Harris 

3 

82 

80 

162 

72 

69 

141 

21 

SG.l 

66 

98 

164 

Mather 

3 

80 

77 

157 

64 

67 

131 

26 

83.5 

111 

56 

167 

Minot 

3 

58 

79 

137 

51 

66 

117 

20 

85.5 

76 

62 

108 

Stoughton 

3 

70 

65 

135 

66 

59 

125 

10 

91.4 

54 

82 

136 

Tileston 

1 

15 

13 

28 

14 

12 

26 

2 

93.2 

26 

5 

31 

Stoughton,  Intermediate 

1 
20 

21 
454 

11 
434 

32 

20 

10 
371 

30 

2 
118 

93.0 
89.6 

19 
476 

12 
420 

31 

Totals 

888 

399 

770 

896 

PRIMARY  SCHOOLS  — DORCHESTER. 

Abstract  of  Semi-Annual  Returns,  August,  1872. 


Sub-Districts. 


Atherton 

Everett 

Gibson 

Harris 

Mather 

Minot 

Stoughton 

Tileston 

Stoughton,  Intermediate 

Totals 


Average  whole 
number. 


Boys  Girls  Total 


32 
130 

64 
129 
148 
143 
127 

30 

31 


Average 
Attendance. 


BoysJGirls  Total 


385 


23 
107 

54 
112 
122 
125 
111 

28 

28 


710 


a  i 

> 
O 

70.0 

25 

10 

82.0 

59 

62 

85.5 

29 

35 

86.6 

92 

58 

82.0 

129 

55 

84.0 

93 

50 

87.0 

51 

64 

92.0 

29 

6 

91.0 

20 
527 

17 

84.4 

357 

if 


35 
121 

64 
150 
184 
140 
115 

35 

37 

SS4 


262 


ANNUAL   SCHOOL   REPORT. 


CLASSIFICATION  OF  PRIMARY   SCHOOLS,   AUGUST,  1872. 


Schools 

HAVING 

1 

S 

Districts. 

3 

o 

c 
O 

C3 

o 

C3 
3 

o 

5 

1 
O 
3 

a 

s 

> 

o 

S 

V. 

c 
o 

O 

o 

Adams 

6 

12 

7 

1 

3 

1 

2 
2 

1 

Bigelow 

1 

2 

Bowditch 

3 
6 
6 

1 
2 
4 
2 

2 

2 

2 

1 

1 

Boylston 

Brimmer , 

10 
8 
9 

15 
6 

13 
8 

1 

1 
1 
1 
3 

1 
2 
1 

2 

Chapman 

■7 

2 

1 

2 

Dearborn 

3 

Dwight 

2 

Eliot 

Everett 

.   .   . 

2 
3 

2 

1 

2 

Franklin 

6 

1 

1 

2 
12 
1 
1 
3 
2 

3 
1 

2 

1 
11 
1 
8 
6 

1 

1 

1 

2 

6 

\ 

1 
1 

1 

1 

2 

1 

4 
1 

1 

3 

3 
5 

1 
6 
7 

I 

1 
1 
3 

1 
1 
9 

1 

1 
1 

1 

1 

1 

1 

r, 

Phillips 

3 
10 
4 
4 
13 

1 

...'... i 

2 
1 
2 

2 

2 

9 

Sher'w^n 

•  ■  T  •  • 

1 

3 

3 

1 
1 



.   .   .  1  .   .   . 

.   .      1 

1 

2 
8 

V 

5 
3 

1 
1 

1 

WTells 

1 

0 

o 

i 

Totals 

193 

97 

25 

9 

7 

4 

35 

44 

STATISTICS. 


263 


SCHOOL  CENSUS. 


\ 


Table  showing  the  number  of  children  in  each  Ward  between  five  and  fifteen 
years  of  age,  and  the  number  at  school,  May,  1872,  as  repoj-ted  by  the 
censvs-taTcer. 


"Wards. 

Children  between 
5  and  15. 

Attending  Public 
Schools. 

Attending  Private 
Schools. 

1 

5,146 

• 
3,632 

869 

2 

4,742 

3,452 

365 

3 

1,936 

1,434 

183 

4 

915 

550 

203 

5 

1,960 

1,638 

22 

6 

1,592 

1,041 

344 

7 

6,128 

4,696 

877  • 

8 

1,138 

3,143 

99 

9 

1,970 

1,429 

206 

10 

2,102 

1,603 

163 

11 

2,720 

1,892 

509 

12 

4,909 

3,060 

562 

13 

1,981 

1,640 

85 

U 

2,388 

2,063 

HI 

15 

3,476 

2,938 

178 

16 

2,456 

2,078 

131 

185 

185 

Thompson's  Island, 

100 

100 

Total, 

46,144 

35,084 

5,102 

264 


ANNUAL   SCHOOL   REPORT. 


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ANNUAL   SCHOOL  REPORT . 


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STATISTICS. 


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268 


ANNUAL    SCHOOL    REPORT. 


The  following  Table  shows  the  number  of  persons  in  the  city  hetiveen  the  ages 
of  five  and  fifteen,  in  the  month  of  May,  for  ten  years,  and  also  the  amount 
received  by  the  city,  in  each  year,  from  the  State  School  Fund  :  — 


Years. 


1863 
1864 
1865 
1866 

1867 
1868 
1869 
1870 
1871 
1872 


Persons  between  Five  and 
Fifteen  Years  of  Age. 

Proportion  of  Income 
from  School  Fiuid. 

32,147 

6,364  99 

32,854 

6,430  63 

34,902 

6,750  44 

35,225 

8,082  08 

36,030 

5,310  30 

43,109 

11,545  13 

42,624 

8,171  38 

46,301 

7,226  79 

45,970 

12,015  14 

46,144 

9,363  24 

The  following  Table  shoics  the  average  whole  number,  the  average  attendance 
and  the  per  cent,  of  attendance,  of  the  Public  Day  Schools,  of  all  grades, 
for  ten  years,  ending  August  31,  1872  :  — 


Years. 


1862-63 
1863-64 
1864-65 
1865-66 
1866-67 
1867-68 
1868-69 
1869-70 
1870-71 
1871-72 


Average 
Whole  Number. 


27,051 
26,961 
27,095 
27,723 
28,126 
32,385 
33,535 
35,164 
36,174 
36,234 


Average 
Attendance. 


24,516 
24,617 
25,001 
25,809 
26,265 
30,399 
31,126 
32,463 
33,464 
33,502 


Per  Cent. 


90.6 
91.6 
93.0 
93.5 
94.0 
92.7 
93.3 
92.3 
92.5 
92.4 


STATISTICS. 


269 


The  folio-wing  Table  shows  the  aggregate  of  the  average  whole  number  and 
attendance  of  the  pupils  of  the  High  Schools, /or  rew  years,  ending  August 
31,  1872:  — 


Tears. 


1862-63 
1863-64 
1864-65 
1865-66 
1866-67 
1867-68 
1868-69 
1869-70 
1870-71 
1871-72 


Average 
"WTiole  Number. 


733 

527 

740 

776 

873 

1,050 

1,064 

1,283 

1,501 

1,640 


Average 
Atteudance. 


696 

691 

712 

751 

845 

977 

1,025 

1,230 

1,430 

1,553 


Per  cent. 


94.9 
94.5 
96.1 
96.2 
96.7 
95.7 
95.7 
95.9 
95.2 
93.8 


The  following  Table  shows  the  aggregate  of  the  average  whole  number  and  at- 
tendance  of  the  Grammar  Schools,  for  ten  years,  ending  August  31, 
1872 :  — 


Years. 


1862-63 
1863-64 
1864-65 
1865-66 
1866-67 
1867-68 
1868-69 
1869-70 
1870-71 
1871-72 


Average 
Whole  Number. 


13,347 
13,523 
13,915 
14,394 
14,849 
17,450 
18,043 
19,028 
19,565 
19,760 


Average 
Attendance. 


12,439 
12,601 
13,110 
13,620 
14,026 
16,362 
16,963 
17,807 
18,312 
18,500 


Per  cent. 


93.1 
92.8 
93.8 
94.2 
94.1 
93.3 
93.9 
93.2 
92.3 
92.8 


270 


ANNUAL   SCHOOL   REPORT. 


The  following  Table  shows  the  aggregate  of  the  average  xvhole  number  and 
attendance  of  the  pupils  of  the  Primaky  Schools,  for  ten  years,  ending 
August  31,  1872. 


Years. 


1862-63 
1863-64 
1864-65 
1865-66 
1866-67 
1867-68 
1868-69 
1869-70 
1870-71 
1871-72 


Average  Average 

Wliole  Number.      Attendance. 


12,971 

11,412 

89.4 

12,713 

11,325 

87.5 

12,440 

11,179 

89.1 

12,553 

11,438 

90.3 

12,405 

11,393 

91.1 

14,885 

13,060 

89.3 

14,384 

13,101 

90.4 

14,739 

13,330 

90.4 

14,977 

13,614 

89.4 

14,716 

13,351 

89.8 

Per  Cent. 


The  following  Tahle  shows  the  mimher  of  Primary  Schools,  the  average 
number  and  the  average  attendance  to  a  school,  for  ten  years,  ending  August 
31,  1872. 


Years. 


1862-63 
1863-64 
1864-65 
1865-66 
1866-67 
1867-68 
1868-69 
1869-70 
1870-71 
1871-72 


Schools  and 
Teachers. 


264 
254 
257 
256 
259 
303 
307 
323 
327 
335 


Average  No.  to    Averago  Attend. 
a  School.  to  a  School. 


51.0 
50.0 
48.4 
49.0 
47.8 
47.4 
46.8 
45.9 
45.8 
43.9 


45.0 
44.5 
43.5 
44.7 
43.0 
43.1 
42.6 
41.2 
41.6 
39.8 


STATISTICS. 


271 


OEDINAEY  EXPENDITURES. 

Annual  Expenditures  for  the  Public  Schools  of  Boston  fot  the  last  eighteen 
financial  years,  ending  ZOth  of  April,  in  each  year,  exclusive  of  the  cost  of 
the  scliool-hovS9S  ;  also  the  average  whole  number  of  scholars  for  each  school 
year  ending  August  31, 1872. 


Financial 
Year. 

No.  of 
Schola's. 

Salaries 
of  Teachers. 

Rate  per 
Scholar. 

Incidental  Ex- 
penses. 

Rate  per 
Scholar. 

Total  Rate 
per  Scholar. 

1854-55.. 

23,439 

$222,970  41 

9.51 

§62,950  50 

2.66 

12.17 

1855-56.. 

23,749 

224,026  22 

9.43 

67,380  06 

2.84 

12.27 

1856-57.. 

24,231 

225,730  57 

9.32 

72,037  71 

2.97 

12.29 

1857-58.. 

24,732 

258,445  34 

10.45 

86,849  27 

3.51 

13.96 

1858-59 . . 

25,453 

268,668  27 

10.56 

86,098  2] 

3. 38 

13.94 

1859-60.. 

25,328 

277,633  4G 

10.96 

95,985  15 

3.79 

14.75 

1860-61.. 

26,488 

286,835  93 

10.82 

111,446  31 

4.21 

15.03 

1861-62.. 

27,081 

300,181  28 

11.08 

108,245  06 

4.00 

15.08 

1862-63.. 

27,051 

310,632  43 

11.50 

115,641  97 

4.27 

15.77 

1863-64.. 

26,960 

324,698  51 

12.04 

140,712  56 

4.85 

16.89 

1864-65.. 

27,095 

372,430  84 

13.74 

180,734  00 

6.67 

20.41 

1865-66.. 

27,723 

403,300  82 

14.54 

172,520  76 

6.22 

20.77 

1866-67.. 

28,126 

492,796  6G 

17.52 

186,908  85 

0.64 

24.16 

1867-68.. 

32,885 

548,615  90 

16.68 

224,090  51 

6.81 

23.49 

1868-69.. 

33,535 

719,628  04 

•      21.45 

263,048  96 

7.84 

29.29 

1869  70.. 

35,164 

720,960  65 

20  50 

226,451  95 

7.57 

28.07 

1870-71.. 

36,174 

816,344  66 

22.11 

315,254  70 

8.71 

30.82 

1871-72.. 

36,234 

863,658  81 

23.83 

352,920  84 

9.74 

33.57 

272 


ANNUAL   SCHOOL   REPORT. 


TOTAL  EXPENDITURES. 

Table  showing  the  net  total  expenses  of  the  city,  for  Education,  for  eighteen 
years,  from  May  1,  1854,  to  April  30,  1872,  inclusive. 


Financial 

Salaries  of 

Incidental 

Cost  of 

Total 

Tear. 

Teachers. 

Expenses. 

School-houses. 

Expenditure. 

1854-55 

$222,970  41 

$62,350  50 

$103,814  73 

$389,135  64 

1855-56 

224,026  22 

67,380  06 

149,732  80 

411,139  08 

1856-57 

225,730  57 

72,037  71 

51,299  26 

349,067  54 

1857-58 

258,445  34 

86,849  27 

225,000  00 

570,294  61 

1858-59 

268,668  27 

86,098  21 

105,186  42 

459,952  90 

1859-60 

277,683  46 

95,985  15 

144,202  67 

517,871  28 

1860-61 

286,885  93 

111,446  31 

230,267  04 

628,549  28 

1861-62 

300,181  28 

108,245  06 

166,181  50 

574,567  84 

1862-63 

310,632  43 

115,641  97 

107,812  74 

534,087  14 

1863-64 

324,698  51 

140,712  56 

5,870  87 

471,281  94 

1864-65 

372,430  84 

180,734  00 

90,609  84 

643,774  68 

1865-66 

403,300  82 

172,520  76 

200,532  64 

776,375  22 

1866-67 

492,796  06 

186,908  85 

101,575  09 

781,280  60 

1867-68 

548,615  90 

224,090  61 

188,790  80 

961,497  51 

1868-69 

719,628  04 

263,048  96 

346,610  78 

1,329,287  78 

1869-70 

720,960  65 

266,451  95 

612,337  86 

1,599,750  46 

1870-71 

816,344  66 

315,254  70 

443,679  71 

1,575,279  07 

1871-72 

863,658  81 

352,920  84 

97,800  68 

1,314,380  33 

KE  P  O  ET 


STANDING  COMMITTEE 


MUSIC. 


EEPOET  OF  THE  COMMITTEE  ON  MUSIC. 


In  School  Committee,  Dec.   10,  1872. 
The  Committee  on  Music  respectfully  submit  the 


following' 


REPORT. 


In  their  more  recent  official  com^munication  to  this 
Board  your  Committee  have  unfolded,  with  some  mi- 
nuteness, the  j^lan  and  pui'pose  of  musical  instruction 
as  it  is  now  pursued  in  the  Boston  Public  Schools, 
sketching  in  outline  the  oi-igin,  progress  and  scope 
of  such  instruction,  explaining  its  progressive  steps 
and  methods  throughout  the  various  grades  of  Pri- 
mary, Grammar  and  High  School  pupilage,  and  ex- 
hibiting, to  a  limited  extent,  the  results  which  are 
already  being  accomplished. 

During  the  past  year  a  gratifying  advance  has  been 
made  in  this  specialty  of  our  public  instruction. 
This  is  manifest  in  the  greater  interest  exhibited  on 
the  part  of  the  pupils,  in  the  more  systematic  and 
efficient  instruction  given  by  the  regular  teachers, 
and  in  the  unanimity  and  harmony  of  action  which 
prevails  throughout  the  corps  of  professional  instruc- 
tors. All  this  will  further  appear  in  the  several  com- 
munications made  to  this  Committee  by  the  profes- 


275 


276  ANNUAL   SCHOOL   REPOET. 

sional  teachers  of  music,  and  which,  as  showing  more 
minutely  and  definitely  the  present  condition  and  the 
practical  working  of  this  department,  we  have  em- 
bodied at  considerable  length  in  this  report. 

In  the  Primary  Schools,  now  335  in  number,  your 
Committee  have  found,  in  their  recent  visits,  that  it 
is  the  rare  exception  to  meet  with  a  teacher  who  is 
not  able  intelligently  and  satisfactorily  to  impart  to 
the  pupils  the  requisite  instruction  in  music.  The 
following  is  the  revised  programme  of  this  instruc- 
tion (in  conformity  with  the  recently  adopted  text- 
book), a  copy  of  which  programme,  in  the  form  of 
a  circular,  has  been  placed  in  the  hands  of  every 
teacher. 

REVISED    PROGRAMME    OF  ELEMENTARY    INSTRUCTION    IN    SINGING    FOR 
THE  BOSTON  PRIMARY  SCHOOLS. 

Reqidrements  for  the  First  Year  (Sixth  and  Fifth  Classes) . 

Sixth  Class. —  1.  Pupils  shall  be  taught  to  sing  by  rote  all  the 
songs  and  exercises  with  words  through  the  first  fourteen  images  of 
the  ''  First  National  Music  Eeader." 

2.  They  shall  be  taught  to  sing  the  scale,  ascending  and  de- 
scending, at  a  convenient  pitch  (in  about  the  Key  of  D),  bj'^  the 
scale  names,  One,  Two,  Three,  Four,  Five,  Six,  Seven  and  Eight, 
represented  by  the  numerals,  1,  2,  3,  4,  5,  6,  7,  8  ;  also  to  sing  the 
same  by  the  syllables.  Do,  Re,  Mi,  Fa,  Sol,  La,  Si  and  Do. 

3.  Pupils  are  to  practise  from  the  numerals  at  the  bottom  of 
Chart  No.  1 ,  being  made  to  understand  that  a  comma,  after  a  figure, 
means  to  sing  a  short  sound,  and  a  dash  means  to  sing  a  long  sound. 

4.  The}''  shall  be  taught  to  sing  by  rote  the  following  songs  :  — 
"At  Home  and  Abroad,"  page  55. 

"  Fido  and  his  Master,"  page  81.     (Transpose  to  C.) 
"Pussy  Knows,"  page  86.     (Transpose  to  G.) 

5.  The  teacher  should  be  able  to  report,  when  her  pupils  are 


REPORT   ON   MUSIC.  277 

transferred  to  the  Fifth  Class,  the  number  Avho  can  sing  the  scale 
alone,  and  those  who  cannot,  and  to  furnish  a  list  for  the  teacher  to 
whom  they  are  transferred. 

6.  Other  songs  hy  rote  at  the  discretion  of  the  teacher. 

7.  Teachers  are  respectfully  referred  to  Chapter  VIII,  page  16, 
of  the  National  Music  Teacher,  as  to  "  Exercise  Songs,"  singing 
while  marching,  etc. 

Fifth  Class.  —  1.  In  addition  to  the  requirements  of  the  Sixth 
Class,  pupils  of  the  Fifth  Class  shall  be  taught  musical  notation 
to  the  extent  indicated  on  Chart  No.  2,  according  to  the  "  Illus- 
trated Lessons  "  I,  II,  III,  lY,  V,  VI  and  VII.  (Using  the  sylla- 
bles synonymous  with  the  scale  names.) 

2.  Degrees  of  loudness,  m/,  /  and  p^  and  the  Repeat,  from 
Chart  No.  3,  Exercises  1,  2  and  3,  "Lesson"  VIII. 

3.  Go  on  in  daily  practice  from  the  Charts  to  the  bottom  of 
Chart  No.  6,  according  to  "  Illustrated  Lessons  "  IX  to  XIV,  in- 
clusive. 

4.  The  following  songs,  hy  rote :  — 

"The  Rising  Sun,"  page  26. 

"  Spring  Song,"  page  24  (may  be  transposed  to  D  or  E  flat). 

"  Rest  of  the  Flowers,"  page  30. 

5.  Other  songs  at  the  discretion  of  the  teacher. 

6.  Teacher  to  report  the  number  of  pupils  who  can  sing  the 
scale,  and  those  who  cannot,  on  being  transferred  to  the  Fourth 
Class. 

7.  See  remarks  as  to  "  Exercise  Songs,"  etc.,  page  16  of  the 
National  Music  Teacher. 

Requirements  for  the  Second  Year  {Fourth  and  Third  Classes). 

Fourth  Class.  —  1.  Review  the  requirements  of  the  Fifth  and 
Sixth  Classes,  the  pupils  using  the  First  Music  Reader  (See  Pre- 
fjice,  or  "To  Teachers,"  third  paragraph),  and  in  addition  to  the 
same  proceed  to  the  bottom  of  Chart  No.  12,  carefully  instructing 
the  pupils  according  to  Illustrated  Lessons  XV  to  XXI  inclusive. 

2.  Rote  songs  —  pages  15,  16  and  17  —  being  very  careful  as 
to  the  dotted  quarter  note. 

"  Forget  Me  Not,"  page  56. 


278  ANNUAL    SCHOOL   REPORT. 

"  Speak  GenUy,"  page  36. 
"  Out  in  the  Air,"  page  32. 

3.  Otiicr  songs  at  the  discretion  of  the  teacher. 

4.  Teacher  to  report,  on  transfer  to  the  Third  Class,  the  num- 
ber of  pupils  who  can  sing  the  scale,  and  those  who  cannot,  also 
the  pupils  who  can  sing  one  song  alone  from  the  First  Music 
Reader. 

5.  See  remarks  as  to  Exercise  Songs,  etc.,  page  16,  "National 
Music  Teacher." 

6.  Exercise  pupils  daily  upon  the  sounds  of  the  Scale,  with  the 
Manual  Signs  in  about  the  Key"  of  C  or  D. 

Third  Class  —  1.  Review  the  work  of  the  three  lower  classes, 
pupils  using  the  First  Music  Reader  ;  and  proceed  on  Charts  to 
bottom  of  No.  15,  as  indicated  in  Lessons  XXII,  XXIII  and 
XXIV  of  the  National  Music  Teacher. 

2.  Rote  songs  :  — 

"  Autumn  Song,"  page  80. 
"  My  Lamb,"  page  59. 
"The  Violet,"  page  74. 

3.  Exercise  daily  upon  the  sounds  of  the  Scale  with  the  Man- 
ual Signs. 

4.  Other  songs  hy  rote  at  the  discretion  of  the  teacher. 

5.  On  transfer  to  the  Second  Class  the  teacher  should  be  able 
to  report  the  number  of  pupils  who  can  sing  the  Scale,  and  those 
who  cannot,  also  the  number  who  can  sing  alone  one  song  from 
the  Fii'st  Music  Reader. 

6.  See  remarks  as  to  "  Fxercise  Songs,"  etc.,  page  16  of  the 
National  Music  Teacher. 

lieqidrements  for  the  Third  Year  {Second  arid  First  Classes). 

Second  Class.  —  1.  Review  the  work  of  the  four  lower  classes 
from  the  First  Music  Reader  ;  go  on  with  Charts  to  bottom  of  No, 
20,  according  to  Illustrated  Lessons  XXV  to  XXVIII. 

2.  Rote  songs  :  — 

"  My  Flower,"  page  71.     • 

"  Nature  gives  no  Sorrow,"  page  65. 

"  Love  of  Country,"  page  37. 

3.  Pupils  to  be  taught  with  great  care.  Chart  No.  16,  according 


REPORT    OX    MUSIC.  279 

to  illustrated  Lesson  XXVI  of  the  National  Music  Teacher ;  also 
Chart  No.  17. 

4.  Pupils  are  to  be  taught  the  Middle,  Upper  and  Lower  Scales 
from  Chart  No.  18,  according  to  Illustrated  Lesson  No.  XXVII ; 
to  name  the  fifteen  different  pitches  and  tell  readily  the  position  of 
each  pitch  upon  the  Staff. 

5.  Daily  exercises  upon  the  Scale  with  the  Manual  Signs. 

6.  The  teacher  is  to  ascertain  and  keep  a  record  of  the  compass 
of  the  voice  of  each  pupil. 

(a)     The  number  who  can  sing  alone  the  Scale  in  the  Key  of  C. 
(6)     The  number  who  can  sing  easily  as  high  as  twice  marked  e, 
and  no  higher. 

(c)  The  number  who  can  sing  easily  as  high  as  twice  marked 

g- 

(d)  The  number  who  can  sing  to  small  a  in  the  lower  Scale. 

(e)  The  number  who  can  sing  to  small  g  in  the  lower  Scale. 

7.  Other  songs  and  exercises,  according  to  the  discretion  of  the 
teacher. 

8.  The  teacher  is  referred  to  page  16  of  the  National  Music 
Teacher,  to  the  Chapter  on  Exercise  Songs,  etc. 

First  Class.  —  1.  Review  the  entire  work  of  the  five  lower 
Classes  from  the  First  Music  Reader. 

2.  Proceed  through  Charts  from  21  to  36  inclusive,  according 
to  Illustrative  Lessons,  XXIX  to  XLII. 

In  teaching  the  Charts  21  to  36,  the  teacher  is  supposed  to  be 
furnished  with  a  Piano-forte  or  some  other  good  keyed  instru- 
ment. 

By  consulting  the  above  programme,  every  teacher 
may  know  definitely  what  is  expected  to  be  taught  in 
each  term  of  the  school  year;  every  room  is  now  fur- 
nished w^ith  its  appropriate  set  of  charts  and  a  copy 
of  the  IS^ational  Music  Teacher,  giving  directions  how 
to  use  these  charts  in  connection  with  the  pariieuhir 
text-book  in  the  series. 

Subjoined  is  Mr.  Mason's  table,  showing  the  times 
for  the  visitation  of  the  scholars  under  his  charge:  — 


280 


ANNUAL   SCHOOL    REPORT. 


Tahle  showing  the  times  appointed  for  visiting  the  Primary  Schools  of  the 
various  districts  by  the  Musical  Director  for  these  grades. 


Days. 


Chapman Monday,  A.M, 

Sburtleff 

Adams 

Norcross 

Franklin 

Wiuthrop 

Dwight 

Bowdoin "  " 

Prescott Tuesday,         A.M. 

Lincoln 

Lyman 

Bigelow 

Brimmer "  P.M. 

Boylston 

Evorett 

Phillips 

Washington "Wednesday,   A.M 

Sherwin 

Lewis 

Comins "  " 

Hancock Thursday,       A.M 

Mayhcw 

Lawrence 

Eliot 

Rice "  P.M. 

romins  Every  Friday  from 

*^''"'"^ 9  to  12  A.M 


Quincy 

Bowditch 

Wells 

Remote  Districts  . 


Saturday,   A.M 


14 

21 

28 

7 

14 

21 

28 

7 

15 

22 
1-29 

8 

15 

22 

1-29 

8 

16 

23 
2-30 

9 

17 

24 
3-31 

10 
3-31 


16 

23 

2-30 


9 

16 

23 
2-30 

9 

16 

23 
2-30 

10 

17 

24 
3-31 

10 

17 

24 
3-31 

11 

18 

25 
4 

12 

19 

26 
5 


13 
20 
27 

6 
13 
20 
27 

7 

14 
21 
28 

7 

14 
21 
28 

8 

15 
22 
1-29 

9 
16 
23 
2-30 
23 


3-31 
10 
17 
24 

3-31 
10 
17 
24 
4 
11 
18 
25 
4 
11 
18 
25 
5 

12 
19 
26 
6 
13 
20 
27 
20 


28 

7 

14 
21 
28 

7 

14 
21 
1-29 

8 

15 
22 
1-29 

8 

15 

i2 

2-20 

9 
16 
23 

3 
10 
17 
24 
17 


26 

5 
12 
19 
26 

5 

12 
19 
27 

6 
13 
20 
27 

6 
13 
20 
28 

7 

14 
21 
1-29 

8 
15 


24 

3-31 

10 

17 


23 
2-30 

9 

16 

23 

2-30 

9 
16 
24 

3 
10 
17 
24 

3 
10 
17 
25 

4 
11 
18 
26 

5 
12 
19 
12 


REPOET    ON    MUSIC.  281 

The  following  is  taken  from  the  special  Report  of 
Mr.  Mason  to  the  Committee  regarding  the  operation 
of  the  department  under  his  charge  during  the  past 
year:  — 

"  I  am  happy  to  report  a  decided  progress  in  music  in  the  Pri- 
mary schools I  am  glad  to  be  able  to  say  that  the 

masters  in  the  several  districts  are  doing  all  that  can  be  expected 
of  them  in  their  supervision  over  this  department  of  instruction. 
Most  of  them  have  examined  the  pupils  of  the  several  grades  for 
promotion  at  the  semi-annual  examinations.  Nothing  has  so  much 
encouraged  the  teachers  in  the  performance  of  their  part  of  the 
work  as  these  examinations.  Several  of  the  masters  have  ex- 
pressed themselves  as  well  pleased  with  the  results  of  our  efforts  in 
this  province  of  school  work,  and  have  acknowledged  to  me  the 
beneficial  influence  of  such  training  of  the  voice  and  ear  in  the 
reading  and  other  recitations.  No  one  can  see  better  than  I  can 
where  improvements  may  3^et  be  made,  and  I  shall  be  most  happy, 
with  the  assistance  of  my  associate  directors,  the  masters  and  the 
regular  teachers,  to  carry  out  anj^  changes  which  the  Committee, 
from  year  to  year,  may  suggest." 

It  may  be  proper  to  refer  here  to  the  fact  that  since 
the  organization  of  the  present  force  of  special  musi- 
cal instructors,  the  number  of  Primary  Schools  has 
greatly  increased,  and  their  field  of  operations,  by 
annexation  and  otherwise,  been  greatly  extended. 
Of  course,  under  this  condition  of  things,  the  duty  of 
the  Musical  Director,  in  this  department,  can  be  only 
supervisory.  The  time  has  come  when  the  question 
of  providing  him  with  duly  qualified  assistants  ought 
to  be  taken  into  serious  consideration.  During  a 
considerable  portion  of  the  past  year  Mr.  Mason  has 
been  assisted  in  his  active  work  by  his  two  daugh- 
ters, who    have   laboriously  and   faithfully  rendered 


2  82  ANNUAL    SCHOOL   RErOET. 

their  aid,  and  that  without  compensation  from  the 
cit}^ 

In  the  Grammar  Schools  the  classes  are  divided  for 
musical  instruction  into  two  grand  divisions,  the  four 
lower  classes  comprising  the  First,  and  the  two  upper 
the  Second  division.  The  following  is  the  programme 
of  instruction  recently  recommended  by  the  Commit- 
tee for  the  division  comprising  the  four  lower  classes, 
as  above  stated,  and  will  show  the  progressive  char- 
acter of  this  teaching:  — 

Programme   of   the    Instruction    in    Music    for    the    Lower 
Classes  of  the  Boston  Grammar  Schools. 

Requirements  for  the  First  Year  {Sixth  Class)  of  the  Grammar 

Course. 

1.  —  Pupils  shall  be  taught  the  exercises  and  songs  found  in  the 
first  twenty  pages  of  the  Music  Charts,  second  series. 

2. — Tliey  shall  be  taught  all  the  exercises  and  songs  contained 
in  the  first  thirty-three  pages  of  the  Second  Music  Reader. 

3.  —  They  shall  be  taught  the  diflTerent  forms  of  measure  therein 
used,  and  be  able  to  beat  the  time  correctly  while  singing. 

Requirements  for  the  Second  Year  {Fifth  Class) . 

1. — This  class  will  commence  with  the  reversed  pages  of  the 
charts,  and  shall  be  able  to  sing  the  chromatic  scale  with  syllables 
(do,  re,  mi,  etc.),  scale-names  and  pitch-names. 

2,  —  They  shall  be  taught  all  that  is  contained  on  the  Charts 
Nos.  21  to  40  inclusive. 

3. — They  shall  be  able  to  write  properly  the  different  scales, 
and  name  the  pitch  of  the  sounds  of  which  each  scale  is  composed. 

4.  —  They  must  be  able  to  beat  the  time  correctlj"^  in  all  the  ex- 
ercises. 

5.  —  They  shall  review,  from  time  to  time,  the  same  music,  using 
their  books,  and  shall  acquire  at  least  one  additional  song  in  each 
key. 

6.  —  Other  songs,  at  the  discretion  of  the  teacher. 


REPORT    ON    MUSIC.  283 

Requirements  for  the  TJiird  Year  (Fourth  Class). 

1.  —  This  class  shall  begin  upon  the  Third  Series  of  Charts, 
They  shall  be  taught  to  know  the  intervals,  to  the  extent  of  the 
major  and  minor  seconds,  major  and  minor  thirds,  perfect  and 
augmented  fourths,  perfect  and  diminished  fifths. 

2.  —  They  shall  be  taught  all  the  music  found  on  the  first  twenty 
numbers  of  this  series  of  Charts ;  also  all  the  music  contained  on 
the  first  twenty-two  pages  of  the  Third  Music  Reader. 

3.  — They  shall  be  taught  to  beat  the  time  correctly  in  all  the 
exercises  and  songs. 

Requirements  for  the  Fourth  Year  {Third  Class). 

1.  —  This  class  will  commence  with  the  reverse  pages  of  the 
Third  Series  of  Charts,  and  complete  the  set. 

2.  —  They  shall  be  taught  the  names  of  the  common  harmonics, 
on  the  different  degrees  of  the  scale,  viz. :  — the  tonic,  dominant, 
sub-dominant,  and  dominant  seventh. 

3.  —  They  shall  review  this  music  from  the  books,  and  shall  ac- 
quire at  least  one  additional  song  in  each  key. 

4.  —  Other  songs,  at  the  discretion  of  the  teacher. 

The  above  programme  contains,  it  will  be  seen, 
hints  and  snggestions  for  the  guidance  of  the  teach- 
ers of  the  sevei'al  classes  rather  than  a  full  exposition 
of  what  shall  be  taught.  This  must,  of  course,  be 
left  in  a  great  measure  to  the  discretion  of  the  Musi- 
cal Director  of  this  grade.  A  reference  to  last  year's 
report  of  this  committee  will  show  more  definitely 
what  is  attempted  to  be  done,  and  what  is  in  fact  ac- 
complished. Up  to  this  point  in  the  course,  the  text- 
books of  the  newly-adopted  series  have  been  placed 
in  the  schools,  and  are  giving  abundant  satisfaction. 

AYe  quote  the  following  from  the  report  of  Mr. 
Holt,  upon  the  working  of  his  department:  — 


284  ANNUAL   SCHOOL   REPORT. 

"  Many  schools  have  made  a  decided  advance  upon  the  previous 
year  ;  still  the  improvement  has  not  been  so  uniform  throughout 
the  city  as  I  had  hoped.  A  general  and  steady  advancement  is 
seen  in  every  school  where  the  allotted  time  is  taken  and  faithfull}^ 
devoted  to  this  studj'.  This  is  done  in  most  of  the  schools  —  I  am 
sorr}^  to  say  not  conscientiously  and  scrupulousl}'  in  all.  It  is  the 
gradual  accumulation,  gained  from  the  practice  of  every  da}',  that 
makes  success  easy  and  certain.  I  think  the  time  has  come  when 
Ave  should  have  a  definite  programme  for  each  class,  upon  which 
they  should  be  examined  for  promotion,  as  in  the  other  studies. 
This  must  be  done  before  I  can  supervise  a  work,  spread  over  so 
large  a  territor}-,  and  in  so  many  classes,  and  have  it  uniform. 

"  The  improvement  during  the  past  year  in  the  proper  manage- 
ment of  the  voice,  and  the  production  of  a  good  quality  of  tone, 
has  been  ver}'  marked. 

"  I  cannot  close  my  report  without  referring  to  the  very  general 
and  cordial  support  and  co-operation  I  have  received  from  the 
masters  and  teachers,  without  which  any  system  of  special  instruc- 
tion must  be  a  failure." 

The  following  is  the  schedule,  giving  the  times  for 
the  visitation,  by  the  Musical  Director,  of  the  classes 
of  this  grade. 


EEPORT    ON    MUSIC. 


285 


Programme  of  tlie  Times  for  Visitation  in  the  Four  Lower  Classes  of  the 
Grammar  Schools. 


Chapman  . 
Prescott .  , 
Franklin  . 
Everett  .  . 
Rice  .  .  . 
Sherwin  .  , 
Adams  .  . 
Dwight  .  . 
Brimmer  . 
La-wrence  . 
Shurtleff  . 
Bigelow  .  . 
"Winthrop  . 
Boylston  . 
Quincy  .  . 
Dearborn  . 
Eliot  .  .  . 
Mayliew  . 
Hancock  .  , 
Norcroaa  . 
Lincoln  .  . 
Lewis  .  .  . 
Dudley  .  . 
Bowditch  . 
Wells  .  .  . 
Lyman  .  . 
Bowdoin  . 
Phillips  .  . 
"Washington 


Days. 


Monday, 


Tuesday, 


Wednesday, 
Thursday, 


Friday, 


O 

> 

o 

1-3 

4 

^ 

s. 
< 

26 

A.M. 

23 

14 

11 

9 

6 

3 

3-31 

28 

- 

16 

21 

18 

16 

13 

10 

10 

7 

5 

" 

9 

28 

25 

23 

20 

17 

17 

14 

12 

•' 

30 

7 

4 

2-30 

27 

24 

24 

21 

19 

P.M. 

23 

14 

11 

9 

6 

3 

3-31 

28 

26 

" 

16 

21 

18 

16 

13 

10 

10 

7 

5 

« 

9 

28 

25 

23 

20 

17 

17 

14 

12 

" 

30 

7 

4 

2-30 

27 

24 

24 

21 

19 

A.M. 

17 

15 

12 

10 

7 

4 

4 

1-29 

27 

" 

10 

22 

19 

17 

14 

11 

11 

8 

6 

" 

3 

1-29 

26 

24 

21 

18 

18 

15 

13 

" 

24 

8 

5 

3-31 

28 

25 

25 

22 

20 

P.M. 

17 

15 

12 

10 

7 

4 

4 

1-29 

27 

" 

3 

1-29 

26 

24 

21 

18 

18 

15 

18 

" 

34 

8 

5 

3-31 

28 

25 

25 

22 

20 

A.M. 

A.M. 

19 

17 

14 

12 

9 

6 

6 

3 

1-29 

" 

12 

24 

21 

19 

16 

13 

13 

10 

8 

" 

5 

3-31 

28 

26 

23 

20 

20 

17 

15 

" 

26 

10 

7 

5 

2-30 

27 

27 

24 

22 

P.M. 

19 

17 

14 

12 

9 

6 

6 

3 

1-29 

« 

12 

24 

21 

19 

16 

13 

13 

10 

8 

« 

5 

3-31 

28 

26 

23 

20 

20 

17 

15 

" 

26 

10 

7 

5 

2-30 

27 

27 

24 

22 

A.M. 

13 

18 

15 

13 

10 

7 

7 

4 

2-30 

" 

6 

25 

22 

20 

17 

14 

14 

11 

9 

P.M. 

13 

18 

15 

13 

10 

7 

7 

4 

2-30 

a 

6 

25 

22 

20 

17 

14 

14 

11 

9 

<( 

20 

11 

8 

6 

3-31 

28 

28 

25 

23 

Your  Committee  would  again  refer  to  their  official 
report  of  last  year,  in  which  may  be  found  a  full  ac- 
count of  the  course  of  musical  instruction  in  the  two 


286 


ANNUAL    SCHOOL    REPORT, 


upper  classes  of  the  Grammar  Schools,  which  consti- 
tute the  Second  Division  of  these  grades.  We  are 
glad  to  make  the  following  extracts  from  Mr.  Shar- 
land's  report :  — 

"  During  the  year  the  classes  under  my  charge  have  macle  good 
progress  in  the  following  points,  viz. :  —  Musical  Theory,  Purity 
of  Tone,  Distinctness  of  Articulation,  Time,  Rhythm  and  Accent, 
the  Dynamics  of  Music,  Reading  at  Sight  and  Singing  under  the 
baton.  Musical  Theory  has  been  taught  by  a  careful  review  of 
their  previous  work,  with  practical  examples  upon  the  blackboard, 
and  daily  practice  under  the  regular  teachers  upon  the  charts 
(Fourth  Series).  This  chart  is  intended  to  familiarize  the  pupils 
with  the  scale  of  C  and  its  intervals,  giving  the  power  to  sing  the 
same  in  two  parts. 


EXA3IPLE. 


Andante. 


=1==1: 


feitiii — i_ " 


=^==1T=1- 


'^- 


'P^^^m. 


Hullah. 


-^- 


-P — m 


^-■^T^ 


n: 


i&z^ 


:t=1: 


M- 


--^±S 


•-  -*-  -^- 


"The  subject  of  purity  of  tone  and  distinctness  of  articulation 
has  been  presented  in  the  form  of  brief  lectufcs  on  the  organs  in- 
volved in  the  production  of  tone  and  the  reflection  and  distinct 
enunciation  of  the  same,  coupled  with  practical  exercises. 


REPORT   ON   MUSIC. 


287 


EXAMPLE. 


Streeter. 


i 


22: 


122: 


zr~^ — ^ — ^ 

A  —  as  in   bay,   bar,   ball,   bat. 
£ — as   in   bee,    bed. 
/  —  as   in   time,    tin. 
0  —  as   in  tone,   top. 

"  Frequent  practice  in  the  reading  of  music,  by  syllables,  has 
been  resorted  to.  Tliis,  it  is  believed,  compels,  to  a  considerable 
extent,  a  knowledge  of  d^'naraics,  accent,  etc.  Much  benefit  has 
been  derived  from  the  constant  practice  of  solfeggios  in  parts,  with 
rapid  change  of  kc}-,  —  alwa3's  singing  under  the  baton,  with  or 
without  accompaniment. 

EXAMPLE. 
Key   of  C   through  various   keys   to   Al. 


Allegretto. 


288  ANNUAL    SCHOOL    EEPORT. 

"  The  want  of  a  music-book,  equal  to  the  requirements  of  the  pu- 
pils, has  occasioned  much  extra  labor,  and  has  retarded,  to  a  con- 
siderable extent,  the  progress  of  my  classes. 

"  In  closing  I  feel  it  ray  duty  to  commend  the  faithful  efforts  of 
all  who  are  charged  with  the  daily  care  and  instruction  of  the 
classes  in  my  department.  Masters  and  teachers  have  been  alike 
kind  and  forbearing  under  their  pressure  of  work,  thereby  lessen- 
ing my  labor  and  greatly  aiding  to  bring  about  the  progress 
claimed  in  this  report." 


REPORT    ON    MUSIC. 


289 


The  times  for  the  visitation  of  these  chisses,  by  the 
Musical  Director,  are  set  forth  in  the  following 
table:  — 


Schedule  of  the  times  for  Visitation  of  the  First  and  Second  Classes  of  the 
Grammar  Schools. 


School. 


Lawrence  . 
Norcross  . . 
Bigelow  . . . 
Shiirtleff  . . . 
Lincoln  . . . . 
Preseott  . . . 
Chapman  . 
Lyman  .... 
Adams  .  • . . , 

Eliot 

Hancock.. . 
Mayhew  . . . 

Wells 

Bowdoin. . . 
Phillips    .... 

Rice 

Pranklin ... 
Winthrop  . 
Dwiglit    . .  • . 

Everett    

Washington 
Dudley  .  • . . 
Dearborn  . . 

Lewis 

Quincy 

Bowditch  . . 
Sherwin  . . . . 

Boylston 

Brimmer . . .  • 


Day. 


Monday 9.15   A.M. 

Monday 10  " 

Monday 10.45      " 

Monday 11.30      " 

Monday 3.30   P.M. 

Tuesday    9.15    A.M. 

Tuesday    10.  " 

Tuesday    10.45       " 

Tuesday    11.30      " 

Tuesday    2.45   P.M. 

Tuesday    3.30      " 

Wednesday 9.15   A.M. 

Wednesday 10  " 

Wednesday 10.15      " 

Wednesday 11.30      " 

Thursday 9.15      " 

Thursday 10  " 

Thursday 11.30      " 

Thursday 2         P.M. 

Thursday 2.45      " 

Friday 9.15   A.M. 

Friday 10  " 

Friday 10.45      " 

Friday 11.30      " 

Friday 2.15    P.M. 

Friday 3.30      " 

Saturday 9.15    A.M. 

Saturday 10.45      " 

Saturday 11.30      " 


290  ANNUAL,   SCHOOL    KEPOET. 

The  text-book  for  these  grades  is  in  process  of 
preparation,  and  is  now  undergoing  the  examination 
of  the  committee.  They  hope  soon  to  be  ready  to 
recommend  its  adoption  by  the  Board,  when  a  regu- 
larly prescribed  programme  of  study  will  be  devised 
for  the  upper,  as  has  already  been  done  for  the  lower 
classes  of  the  Grammar  and  Primary  courses. 

In  the  Dorchester  District  the  same  plan  of  gener- 
al instruction  is  now  followed,  although  for  the  pres- 
ent the  Primary  and  Grammar  grades  are  under  the 
sjDCcial  charge  of  an  assistant  teacher  of  music,  who 
is  subject  to  the  general  direction  of  the  supervisors 
in  their  several  departments.  It  will  no  doubt  be 
gratifying  to  the  citizens  of  this  district  to  learn  from 
the  report  of  Mr.  Wilde  the  progress  which  has  been 
made  under  his  teaching  in  the  past  year:  — 

"In  the  district  under  my  charge,  the  progress  has  been  greater 
during  the  past  year  than  in  any,  or,  perhaps,  all  of  the  three  pre- 
vious years.  The  teachers  have  performed  their  work  better  and 
with  more  confidence  in  themselves.  Every  room  is  now  supplied 
with  charts,  and  the  same  system  is  carried  forward  which  is  pur- 
sued in  all  the  schools  in  the  city.  I  have  taken  great  pains  to 
assimilate  my  work,  so  that  it  may  conform  to  the  work  of  Messrs. 
Sharland,  Holt,  and  Mason,  whose  classes  I  have  frequently  vis- 
ited. 

"  In  the  Primary  Schools  the  teachers  have  carried  out  the  re- 
vised programme,  and  almost  all  of  them  have  even  gone  beyond 
that  programme.  In  the  lower  classes  of  the  Grammar  Schools  I 
have  taken  up  the  following  exercises,  practising  the  major  scale 
in  the  nine  different  keys,  with  two-part  singing  in  all  the  major' 
keys,  e.  g.  :  — 


REPORT   ON   MUSIC. 


291 


*;     -•- 


^^^=^^^^^S^^^M^S^ 


XT 


Si 


-tf^ 


:li: 


3^- 


^!^^Ep_=ESi=Elit 


aa 


P^^HP 


a^^ 


'•  la  the  third  class  I  have  introduced  the  triads  on  the  different 
degrees  of  the  scale,  major  and  minor  seconds  and  thirds,  perfect 
and  diminished  fifths,  and  three-part  singing,  e.  g. :  — 


-iS'-|-i£3-H— —H-S -Sfi — ^+0 — « — «l-!^  -si » — »-\ 

■1 < '-gg  "■•S ® — •I-'-*' — # — ig ' 1 1 i-*-;^-! 

-<s'--&-  -^    -§1-  -»-  -^-     ^-    -5-  -W-  -g- 


=^-W=^ 


CP' 


-^ — iSSI' 


4ir — I 


--^- 


"  In  the  upper  classes  the  lessons  of  the  preceding  years  are  first 
carefully  reviewed.     Then  follow  the  triads  of  the  different  keys 


292 


ANNUAL    SCHOOL    RErORT. 


and  studies  in  the  different  kinds  of  measure,  such  as  f ,  |^,  |,  f ,  f , 
f,  ^/,  and  practice  on  the  triads  of  the  scales  of  G,  D,  A,  E,  F, 
Bb,  Eb,  Ab,  Db.  After  this  solfeggios  are  practised  in  the  above 
keys,  together  with  frequent  practice  in  the  proper  use  of  the  voice 
and  respiration,  which  I  consider  one  of  the  most  important  studies 
that  can  be  introduced  to  these  two  classes.  The  minor  scale  is 
here  introduced,  in  both  the  harmonic  and  melodic  forms,  and  the 
relationship  to  the  major  scale  explained.  The  terms  used  by- 
composers,  indicating  various  kinds  of  movement,  are  explained, 
and  the  following  exercises,  in  different  keys,  are  practised  :  — 


s 


zfcrz^jrr^— =1z 


:^: 


=t 


1E3E5N: 


-^-^-MziS.^- 


«^- 


--^' 


S)!-^- 


"  The  pupils  are  expected  to  read,  at  sight,  with  comparative 
ease,  exercises  like  the  following,  in  any  key  :  — 


"  I  am  glad  to  say  that  the  classes  will  compare  favorably  with 
those  in  other  parts  of  the  city." 


EEPORT    ON    MUSIC. 


293 


TahJe  showing  the  times  of  Visitation  to  the  various  Grammar  and  Primary 
Schools  of  the  Dorchester  District,  by  the  Assistant  Teacher  for  that 
District. 


School. 


Harris 

Minot 

Mather , . . . . 

Everett 

Stougliton 

Stoughton  Intermediate 

Gibson 

Atherton 

Tileston 


Day. 


Monday 9  00  A.M. 

Monday , 2.00  P.M. 

Tuesday 9.00  A.M. 

Wednesday 9.00  A.M. 

Thursday 9  30  AM. 

Thursday 12.00  M. 

Friday 9.00  A.M. 

Friday P.M. 

Saturday 9.00  A.M. 


Appended  hereunto  we  add  the  report  of  Mr. 
Eichberg-,  which,  while  it  confirms  what  has  already 
been  said  in  regard  to  the  generally  satisfactory  con- 
dition of  the  mnsical  instruction  in  the  other  grades, 
develops  so  fully  the  character  and  progress  of  this 
instruction  in  the  High  School  Department,  that  we 
make  no  apology  for  inserting  it  here  at  length:  — 

To  J.  Baxter  Upham,  Chairman  of  the  Committee  on  3Iusic, 
in  the  Boston  Public  Schools :  — 

"  I  have  the  honor  to  submit  to  you  the  reports  of  the  Dh'ectors 
and  Teachers  of  Music  in  the  Primary  and  Grammar  Schools. 
They  show  a  satisfactory  degree  of  progress  in  the  study  of  this 
branch  of  instruction,  alike  creditable  to  the  special  teachers  and 
to  the  regular  instructors  upon  whom  devolves  the  duty  of  carrying 
out  most  of  tlie  work  under  their  direction.  Personal  observation 
has  convinced  me  of  the  growing  ability  of  our  regular  teachers  to 
instruct  music  successfully,  and  I  hope,  in  the  near  future,  that  the 
same  mode  of  teaching,  under  the  supervision  of  the  special  teacher 


294  ANNUAL    SCHOOL    REPORT. 

of  music,  may  be  given  at  least  a  trial  in  the  High  Schools  now 
under  my  own  instruction. 

"  111  addition  to  the  general  supervision  of  music  in  all  our  schools, 
I  am  required  by  the  rules  to  teach  in  person  in  all  the  High 
Schools.  They  are  five  in  number,  one  Girls',  two  mixed  and  two 
Boys'  High  Schools,  viz. :  — 

The  Girls'  High  School. 

Highlands  High  School. 
Dorchester  High  School. 
English  High  School. 
Public  Latin  School. 

The  instruction  given  includes, 

A.  Cultivation  of  the  Voice. 

B.  Theory  and  Harmony. 

C.  Practice  in  Singing  at  Sight. 

D.  Practice  in  Part-singing. 

"Every  candid  teacher  will  agree  with  me,  that  the  successful  tu- 
ition of  music  in  the  schools  is  nowhere  surrounded  by  greater  dif- 
ficulties than  in  the  High  Schools.  The  age  of  most  of  the  pupils 
renders  extreme  caution  in  the  treatment  of  their  voices  a  duty 
and  a  sacred  obligation.  The  common  belief  that  bo3"s'  voices 
alone  require  especial-  care  during  the  period  of  transition,  has  led 
to  much  loss  of  voice  and  of  health.  Just  as  important,  if  less 
striking,  changes  occur  in  the  nature  and  "  timbre  "  of  the  fe- 
male voice.  I  am  satisfied  that  the  voice  of  a  girl  from  twelve  to 
seventeen  years  of  age  requires  all  the  more  careful  management 
from  the  very  fact,  that,  not  suffering  like  a  boy,  from  an  almost 
absolute  impossibilit}'  to  sing,  she  is  likely  to  over-exert  herself,  to 
the  lasting  injury  of  both  health  and  voice.  When  teachers  are 
better  acquainted  with  these  physiological  facts,  they  will  under- 
stand the  necessity  of  not  sacrificing  such  young  —  such  tempora- 
rily diseased  voices  —  to  the  desire  of  exhibiting  and  showing  off 
their  classes. 

"  Another  fruitful  cause  of  injury  proceeds  from  the  desire  of  many 
female  pupils  always  to  sing  the  highest  part,  —  the  first  soprano. 
It  is  with  them  '  Aut  Ccesa7\  aut  nullus.'     Periodical  examination 


EEPORT   ON   MUSIC.  295 

of  the  pupils'  voices,  by  the  teacher,  has  seemed  to  me  the  only 
safe  course,  in  order  to  remedy  this  evil.  And,  in  this  connec- 
tion, let  me  take  note  of  the  gratif3'ing  fact  that  the  best  works 
of  our  great  composers  demand  but  a  limited  compass  of  voice. 
The  old  Italian  masters,  such  as  Palestrina,  Gabrieli  and  Per- 
golese,  but  seldom  exceed,  in  their  wonderful  choral  works,  the 
compass  of  two  octaves  and  a  half,  from  the  bass  to  the  soprano. 
It  has  been  always  my  aim  to  secure  beauty  rather  than  strength 
of  tone,  satisfied,  as  I  am,  that  no  one  can  reasonably  expect  from 
a  young  girl  of  fifteen  the  ripened  vocal  powers  of  a  singer  per- 
haps ten  years  her  elder. 

"  In  our  Boys'  High  Schools,  we  find  a  general  average  of  fully 
fifty  per  cent,  of  the  voices  of  the  pupils  in  the  process  of  mntatiou. 
Consequently  the  instruction  is  limited,  as  it  should  be,  to  the 
study  of  theory  mainly,  and  to  the  practice  of  songs  of  eas}^  com- 
pass for  those  that  are  able  to  sing.  I  may  sa}'  that,  in  spite  of 
these  drawbacks,  I  believe  I  have  succeeded  in  rendering  these  les- 
sons profitable  and  interesting.  Short  solfeggios,  especiall}^  written 
for  this  purpose,  none  of  the  parts  exceeding  the  compass  of  one 
octave,  have  been  found  very  useful,  in  giving  the  scholars  all 
needed  practice  in  singing  at  sight.  In  a  lesson  of  about  fifty 
minutes'  duration,  we  give,  perhaps,  fifteen  minutes  to  this  prac- 
tice ;  the  rest  is  taken  up  in  the  study  of  rhythm,  modulation  and 
dictations  at  the  piano,  which  latter  study  has  grown  to  be  very 
popular  in  all  our  High  Schools. 

"It  gives  me  pleasure  to  testify  to  the  constantly  increasing  in- 
terest in  our  High  Schools  in  the  study  of  music  as  a  science. 
Since  the  introduction  of  the  stud}'  of  thorough-bass  in  the  Girls' 
High  School  (senior  class),  a  great  progress  is  obvious  in  more 
than  one  direction.  Without  such  knowledge,  the  harmonic  analy- 
zation  of  a  composition  becomes  simply  impossible ;  imth  it,  the 
student  can  vastl}' better  understaiid  the  master's  meaning  —  can 
learn  with  what  simple  means  great  eflects  are  obtaiued  —  and  can 
understand,  by  comparison,  that  the  same  laws  which  govern  lit- 
eiary  composition  find  their  application  in  music.  Such  an  insight 
into  a  well-written  piece  of  music  (and  we  use  none  other)  quickens 
the  love  and  the  respect  for  musical  art,  and  endows  the  pupil  with 
a  faculty  for  pure  enjoyments  in  after  life. 


296 


ANNUAL   SCHOOL    REPORT. 


"•  I  have  found,  and  others  with  me,  that  the  pupils  who  arc  most 
interested  in  music  arc  generall}'  the  most  successful  in  their  other 
studies.  This  is  at  least  so  in  our  High  Schools.  It  takes  but  a 
short  time  to  awaken  an  interest  for  the  higher  study  of  music  in 
the  mind  of  an  earnest  pupil.  Such  an  one,  upon  entering  life, 
will  always  keep  himself  well  informed  in  musical  matters,  and 
will  influence  others  to  do  so. 

"  The  Girls^  High  School  is  divided,  for  the  purpose  of  musical  in- 
struction, into  four  divisions,  two  Junior,  Middle  and  Senior.  The 
Junior  Classes  are  reviewed  in  their  Grammar  School  studies,  and 
have  a  regular  practice  in  sight-singing,  which  enables  them,  at 
the  end  of  the  j'ear,  to  sing  solfeggios,  like  the  following,  without 
much  difficulty  :  — 

Moderato. 


£BE^^^ 


^ 


-jzL 


:i=^: 


^2: 


^-}-^-- 


:t=: 


rX 


^: 


^—. 


?2Z 


:t=±zt=: 


g 


3=a 


m 


"  They  are  expected  to  have  a  full  knowledge  of  all  the  inter- 
vals ;  to  be  able  to  write  the  major  and  minor  scales  correctly,  and 
also  to  write  short  melodies,  when  hearing  them  played  b3'  the 
teacher. 

This  melody 


:=1: 


mM 


:=F3=1q 


:=^=:i1: 


m 


has  been  written  correctly  in  every  respect  by  as  many  as  fift3'-five 
per  cent,  of  the  whole  class.  We  use,  for  practice  in  part-singing, 
selections  from  the  works  of  Cherubini,  Mendelssohn  and  Rossini. 
"  The  Middle  Class,  in  addition  to  practice  in  dictation  and  sing- 
ing at  sight,  have  to  analyze  exercises  from  the  standpoint  of  mod- 
ulation and  construction.  The  following  may  serve  as  a  speci- 
me  I :  — 


REPORT   ON  MUSIC. 


297 


^^^^■=. 


f?=^ 


yz)- 


1=^ 


il/bt?.  /o  ^  Major. 


:*=*; 


zi: 


^0  ^  Minor. 


Back  to  D  Major. 


:^ 


—■*;=: — =i- 


:^2: 


=1^- 


:=^: 


-^^^ 


"Pupils  are  to  give  reasons  for  these  rrioclulations,  and  also  to 
know  why  they  lead  to  A  major  and  E  minor,  when  nothing  in  this 
melody  indicates  the  mode  of  these  changes  of  key. 

"  The  Senior  Class  receive  instruction  in  elementary  harmony  in 
addition  to  the  above-mentioned  studies.  The  figured  bass,  which 
I  add  here,  will  give  some  idea  of  our  attempts  in  this  direction  : — 


IS 


:^: 


^- 


7^- 


:^ 


^: 


--m^ 


?2: 


-m.-. 


^ 


"  It  will  be  seen  that  we  have  as  jQi  only  taken  consonant  chords 
and  their  inversions.  The  choral  studies  of  both  Senior  and  Mid- 
dle Classes  embrace  works  by  Schubert,  Rossini,  Cherubini,  Bar- 
giel  and  Mendelssohn.  All  the  classes  receive  a  full  course  of 
vocal  training,  suitable  to  their  age  and  compass  of  voice. 

"  In  the  Highlands  nigh  School  the  instruction  is  in  the  main  the 
same  as  at  the  Girls'  High,  but  owing  to  its  being  a  mixed  school, 
we  are  enabled  to  practise  choruses  for  soprano,  alto,  tenor  and 
bass,  from  the  works  of  good  writers.  It  gives  me  pleasure  to  tes- 
tify to  the  great  interest  this  school  has  constantly  taken  in  music, 
and  to  the  earnestness  of  purpose  that  has  been  a  marked  feature 
of  the  male  pupils,  who  have  till  recently  been  altogether  excluded 
from  the  music  lessons.  It  is  perhaps  unnecessary  to  add  that 
great  care  is  taken  in  the  selection  of  .our  choruses,  and  that  no  boy, 
in  the  process  of  change  of  voice,  is  expected  to  join  in  the  sing- 
ing, although  such  pupils  are  required  to  be  present  at  the  lessons. 

"  The  Dorchester  High  School,  like  the  one  previously  mentioned, 
is  a  mixed  school,  and  its  instruction  is  consequently  similar  in 
character.  A  marked  progress  has  been  made  during  the  year, 
and  I  fondly  anticipate  the  time  when  this  High  School  will  vie 
with  the  others  in  excellence  and  interest  in  matters  musical. 


298 


ANNUAL   SCHOOL   REPORT. 


"  In  the  English  High  and  Public  iafm  Schools,  an  advanced  in- 
struction has  been  given  in  the  theory  and  practice  of  music,  for 
■which  most  of  the  pnpils  are  well  qualified  by  their  previous  train- 
ing in  the  Grammar  Schools.  To  show  how  anxiously  anytliing 
demanding  great  vocal  exertion  has  been  avoided,  I  will  add  an 
exercise  in  singing  at  sight,  which  will  serve  as  an  illustration  to 
the  above :  — 


3: 


-m 


2=^: 


2=^; 


:b=i:1=z=:^^z=«i=3=l 


-9>- 


-<=J- 


^-- 


:^rT=^== 


^- 


-■^- 


2:^; 


■^$^ 


"  I  can  see  no  possible  objection  to  the  use,  in  these  schools,  of 
exereises  like  this,  embracing,  as  it  does,  only  one  octave,  and  yet 
giving  in  this  small  compass,  practice  in  rhj^thm,  modulation,  and, 
as  far  as  feasible,  in  vocalization. 

All  of  which  is  respectfully  submitted, 

JULIUS   EICHBERG, 

Gen.  Supervisor  of  Music,  and  Teacher  of  3Iusic  in  the  High  Schools." 

Schedule  of  Mr.    Eichherg's   times  for    Visitation    and   Instruction  in  the 

High  School?. 


Girls'  High  School. 
Tuesday  and  Friday. 

9  o'clock, Junior  Classes,  Sect.  "A— F. 

10  "        ...     Junior  Classes,  remaining  Sections. 

11  "        Middle  Class. 

12  "        Senior  Class. 


REPORT   ON  MUSIC.  299 

Highlands  High  School. 

Monday  and  TJiursday. 

9  o'clock, Junior  Class. 

10       "        Middle  and  Senior  Classes. 

Dorchester  High  School. 
Monday. 

11.30  o'clock, Junior   Classes. 

12.15       "        Middle  and  Senior  Glasses. 

Latin  School. 

Saturday. 
10  o'clock, Entering  Class. 

English  High  School. 

Wednesday. 

9  o'clock, Entering  Class. 

Saturday. 
9  o'clock, Upper  Classes. 

Remaining  hours  devoted  to  visiting  the  lower  grades,  such  as 
Grammar,  Intermediate  and  Primary  Schools. 

In  the  Normal  School,  a  thorough  course  of  in- 
struction is  given  by  Mr.  Mason,  the  object  of 
which  is  to  enable  the  young  ladies  of  that  institu- 
tion to  understand  and  to  teach  the  elements  of 
music  in  their  turn.  One  hour  each  week  is  devoted 
to  such  teaching.  The  lessons  are  given  on  Fridays, 
from  one  till  two  o'clock  P.  M.,  and,  we  venture  to 
add,  are  among  the  most  interesting  and  useful  of  all 
the  musical  exercises  given  in  the  schools. 


300  ANNUAL    SCHOOL    EEPOET. 

The  development  and  growth  of  the  musical  in- 
struction in  the  Boston  PubHc  Schools  has  been  a 
matter  of  time.  It  is  now  more  than  forty  years 
since  the  first  attempts  were  made  towards  the  intro- 
duction of  music  as  a  branch  of  common  school  educa- 
tion in  this  city.  It  was  several  years  after  the  first 
agitation  of  the  subject  before  it  existed  as  a  recog- 
nized department  of  study.  In  1857  the  School  Board 
appointed  a  Standing  Committee  on  Music,  to  whom 
was  delegated  the  especial  care  of  this  branch  of 
instruction.  But  even  then,  and  for  several  years 
afterwards,  the  teaching  was  mainly  confined  to  the 
two  upper  classes  of  the  Grammar,  and  to  the  Girls' 
High  and  ^Normal  Schools.  It  was  not  till  Julj'^, 
18(il:,  that  a  special  instructor  in  music  was  furnished 
for  the  Primary  Schools;  only  in  1868  was  the  further 
step  taken  of  providing  a  special  instructor  for  the 
lower  classes  of  the  Grammar  Schools;  and  not  until 
the  present  year  has  the  chain  of  progressive  in- 
struction been  comj^leted,  by  the  formal  establish- 
ment of  music,  as  a  recognized  branch  of  study  in 
all  the  High  Schools  of  the  city. 

By  such  slow  and  gradual  steps  has  this  branch  of 
public  instruction  arrived  at  its  present  stage  of  ex- 
istence. That  it  is  yet  imperfect  in  many  respects, 
none  are  so  conscious  as  those  whose  duty  it  has 
been  in  all  these  years  to  watch  over  and  guide  its 
hesitating  and  painful  progress.  But,  for  the  sim- 
plicity of  its  plan,  for  thoroughness  of  teaching,  for 
good  adaptation  of  means  to  the  end,  for  abundant 
and  legitimate  results,  combined  with  a  careful  econ- 
omy of  administration,   we  venture  to  claim  for  it, 


REPORT    ON   MUSIC.  301 

even  now,  a  place  beside  the  best-tried  systems  of 
public  musical  education. 

The  Fourteenth  Annual  Musical  Exhibi- 
tion of  the  schools  (the  fifth  of  the  regular  series), 
took  place,  under  the  direction  of  the  Committee  on 
Music,  on  the  twenty-second  day  of  May,  at  the  ac- 
customed hour  and  place.  The  performances  this 
year  were  confined  to  the  pupils  of  the  upper  Gram- 
mar classes,  and  a  selection  from  the  Latin  and  High 
Schools,  to  the  number  in  all  of  about  twelve  hundred. 

The  attraction  of  a  large  and  efiicient  orchestra 
and  the  organ  was  added;  the  whole  under  the  con- 
ductorship  of  Mr.  Eichberg. 

The  following  was  the  programme :  — 

I.     Voluntary  on  the  Organ,  hy  Mr.  Sharland. 

II.     Choral,  —  "  Praise  God,  ye  People,"  Nicolaus  Hermann. 

Sung  in  four  parts  by  the  Chorus  of  1200  Pupils  of  the  High  and  Grammar 

Schools. 

III.  Solo  AND  Chorus  (in  four  parts),     Mendelssohn. 

From  the  Cantata,  "Lauda  Sion." 

The  Soli  will  be  sung  by  the  Pupils  of  the  Girls'  High  and  Normal,  Highlands, 
and  Dorchester  High  Schools. 

IV.  Overture,  — "  Jubel,"     .         .         .         O.  M.  von  Weler. 

By  the  Orcliestra  of  tlie  Harvard  Symphony  Concerts. 
V.     Glee,  —  "  Light  and  Laughing  vSuinmcr  Sky,"    Macfarren. 
VI.     Trio,  — "  The  Heaving  Billow,"        .         .         .         Verdi. 


302  ANNUAL   SCHOOL   EEPORT. 

VII.     Sailor  Chorus         ......     Wallace. 

VIII.     Overture,  — "  Semiramide,"    ....     Bossini. 

IX.     Chorus  of  Angels  (in  four  parts) ,     Sir  Julius  Benedict. 

From  the  Legend  of  St.  Cecilia. 

Sung  by  the  Pupils  of  the  Girls'  High  and  Normal,  Highlands,  and  Dorchester 

High  Schools. 

X.     Solo  and  Chorus,  from  "  Atlialie,"        .         Mendelssohn. 

Soli  by  the  Pupils  of  the  High  Schools. 
XI.     To  Thee,  O  Country,  —  National   Hymn.     J.  Eicliberg. 

Words  by  Miss  Annie  P.  Eichberg. 

To  thee,  .0  country,  great  and  free, 

With  trusting  heart  we  cling, 
Our  voices  tuned  by  joyous  love. 

Thy  power  and  praises  sing. 
Upon  thy  mighty,  faithful  heart 

We  lay  our  burdens  down  ; 
Thou  art  the  only  friend  who  feels 

Their  weight  without  a  frown. 

For  thee  we  daily  work  and  strive, 

To  thee  we  give  our  love  ; 
Por  thee  with  fervor  deep  we  pray, 

To  Him  who  dwells  above. 
0  God,  preserve  our  fatliers'  land, 

Let  Peace  its  ruler  be ; 
And  let  her  happy  kingdom  stretch 

Prom  north  to  south-most  sea. 

XI  [.     Solo  and  Chorus  .         .         .         .         J.  L.  Uatton. 

XIII.     The  Old  Hundredth  Psalm. 


REPORT     ON    MUSIC.  303 

The  performances  of  this  occasion,  it  is  safe  to  say, 
fell  in  no  degree  behind  those  of  any  preceding  year; 
while  in  some  respects  they  surpassed,  in  excellence, 
all  former  effoi-ts  of  the  kind.  For  the  first  time  in 
the  history  of  these  festivals,  music  of  the.  highest 
order,  in  four  parts  (a  portion  of  a  cantata  of  Men- 
delssohn), Avas  successfully  attempted,  the  boys  of 
the  Latin  and  High  Schools  taking  the  tenor  and 
bass  parts. 

These  are  always  occasions  of  rare  enjoyment,  — 
unique  in  their  kind,  most  touching  and  beautiful  in 
their  influence  on  the  mind  and  heart  of  the  listener. 
For  many  years  these  musical  exhibitions  of  the 
schools  have  taken  place  annually  in  the  Music  Hall, 
before  crowded  and  delighted  audiences;  and  they 
have  elicited  the  highest  encomiums  from  competent 
judges,  whether  viewed  as  a  spectacle  merely,  or  an 
exhibition  of  the  reality  and  efficiency,  the  prompt- 
ness and  order  which  belongs  to  and  is  a  part  of  our 
system  of  public  school  instruction,  —  or  as  a  musical 
performance  of  the  very  highest  order  of  merit. 
"  To  witness  the  assembling  and  the  quiet,  reposeful 
and  orderly  conduct  of  the  scholars  upon  the  stage, 
and  the  brilliant  tahleaux  they  there  present  is  in  it- 
self a  sufficient  inducement,"  as  Chancellor  Barnard 
once  said  of  it,  "  for  one  to  travel  a  hundred  miles  to 
see."  Add  to  this  that  nameless  charm  which  be- 
longs to  the  young  and  fresh  voices  of  children  sing- 
ing together  in  unison  or  in  great  harmonic  masses, 
and  we  have  an  effect  altogether  unique  and  unpar- 
alleled. 

In  conclusion,  your  committee  offer  their  grateful 


304  ANNUAL    SCHOOL   REPORT. 

testimony  to  the   esprit  du   covins,  the  interest  and 
diligent  attention  to  their  duty,  and  the  entire  har- 
mony of  purpose  and  of  action  manifested  by  the 
official  corps  of  instructors  in  this  department  of  our 
public  service  during  the  past  year,  as  well  as  to  the 
efficient   aid    and    co-operation    of  the   masters  and 
teachers  generally,  all  which  have  combined  to  pro- 
duce the  substantial  results  hitherto  attained. 
Kespectfully  submitted, 
J.  BAXTER  UPHAM, 
JOHN  P.  ORDWAY, 
R.    C.    WATERSTON, 
CHARLES   L.   FLINT, 
FRANCIS  H.  UNDERWOOD, 
WILLIAM  B.  MERRILL, 
WARREN  H.  CUDWORTH, 

Committee  on  Music. 


REPORT 


SCHOOL    COMMITTEE 


DRAWING. 


REPORT. 


UxDER  the  Order  of  the  Board,  of  June  11th,  1872, 
the  Committee  on  Drawing  present  the  following 
Report :  — 

By  the  liberal  appropriations  of  the  Board,  this 
committee  has  been  able  to  inaugurate  the  system  of 
instruction  in  drawing,  which  the  reports  of  this  de- 
partment of  public  instruction  for  the  past  two  years 
have  endeavored  to  show  the  need  of.  The  ne^d  of 
systematic  work,  competent  insti'uctors,  and  the  edu- 
cation of  the  regular  teachers  in  the  schools,  was 
insisted  upon  in  the  two  previous  reports.  Acting 
upon  the  suggestions  of  those  reports,  the  Board 
allowed  this  committee  to  appoint  a  general  super- 
visor, whose  technical  loiowledge  of  drawing  and  the 
proj^er  ways  of  teaching  it,  and  organizing  schools, 
might  enable  them  to  successfully  complete  their  plan. 
Mr.  Walter  Smith  was  appointed,  on  the  recommen- 
dation of  gentlemen  amply  competent  to  judge  of  his 
ability  and  our  requii^ements,  and  the  work  of  the 
year  has  been  under  his  direction.  In  justice  to  Mr. 
Smith,  however,  it  should  be  stated  that  he  arrived  in 
this  countr}^  after  the  term  had  commenced,  and  the 
school  work  in  other  branches  provided  for,  and  as 
the  instructors  in  drawing  already  employed  by  the 
city  needed  informati(m  of  the  new  methods  Mr. 
Smith  proposed  to  introduce,  much  time  was  lost. 

This  committee  has  always  insisted  upon  the  im- 


308  ANNUAL    SCHOOL    REPORT. 

porta  nee  of  requiring  the  regular  teachers  to  give  all 
the  elementary  instruction  in  drawing,  and  they 
found  Mr.  Smith  quite  ready  to  adopt  this  opinion. 
Classes  were  organized  for  the  Grammar  and  Pri- 
mary teachers  at  the  Appleton-street  School,  on  al- 
ternate Wednesdays;  and  the  supervisor,  aided  by 
Messrs.  Bai-ry,  Efitchings,  Furneaux  and  N'utting  and 
Miss  Bailey,  commenced  the  teachers'  course,  of  which 
a  synopsis  will  be  given  below.  The  lessons  thus 
received  were  repeated  by  the  teachers  in  the  schools, 
and  thus,  in  a  few  weeks,  without  in  any  way  inter- 
fering with  the  authorized  text-books,  new  informa- 
tion was  imparted  to  all  the  pupils.  A  careful  exam- 
ination was  held  during  the  winter,  and  the  results 
of  this  course  of  instruction  were  found  to  be  highly 
satisfactory. 

The  entire  work  done  in  the  department  of  drawing 
may  be  divided  into  four  classes:  first,  the  instruc- 
tion in  the  Primary  and  Grammar  schools,  given  by 
the  regular  teachers;  second,  that  in  the  High 
schools,  given  by  the  special  instructors;  third,  the 
instruction  of  the  teachers  in  the  Normal  Art  School 
in  Appleton  street;  and,  fourth,  the  free  evening- 
classes.  The  work  in  each  of  these  classes  will  be 
described  in  order,  because  for  the  first  time  the  re- 
sults have  enabled  the  committee  to  present  to  the 
Board  a  definite  programme,  and  it  is  desirable  that 
the  Board  should  be  informed  on  the  grounds  upon 
which  it  is  constructed  before  being  called  upon  to 
consider  it,  especially  as  the  Exhibition  of  Draw- 
ings, in  May,  possibly  conveyed  a  wrong  impression 
of  the  course  already  pursued.  And  here  the  com- 
mittee would   state  that  no  drawins;  will  be  admitted 


DRAWING.  309 

to  these  exhibitions- in  future  which  has  not  been 
made  in  the  school  by  which  it  is  presented,  and 
made  in  the  regiihu'  course  of  instruction  of  the  same 
year.  The  committee  wholly  condemn  the  practice 
of  preparing  special  exhibition  drawings,  either  at 
home  or  at  school,  and  consider  the  regular  work  the 
only  proper  subject  for  exhibition.     • 

PRIMARY  SCHOOLS. 
The  subjects  taught  are  free-hand  drawing  on 
slates,  from  outlines  on  the  blackboard  or  charts,  and 
the  estimation  of  forms  and  distances.  Under  the 
new  programme,  the  teachers  would  place  on  the 
board  graded  ontlines,  and  the  three  lower  classes 
would  copy  them  on  slates,  while  the  upper  classes 
copy  more  difficult  subjects  on  paper  or  in  blank- 
books.  The  charts  and  cards  now  in  use  will  answer 
this  purpose,  if  supplemented  by  the  work  of  the 
teachers  on  the  board,  —  especially  if  the  teachers 
avail  themselves  of  the  hand-book  of  blackboard 
drawing,  soon  to  be  published  by  Mr.  Smith.  Mem- 
ory lessons  and  dictation  exercises  are  provided  for, 
and  the  children  will  commit  to  memory  the  defini- 
tions of  Plane  Geometry,  as  at  present  in  the  lower 
classes  of  the  Grammar  schools.  Great  variety 
should  be  given  to  the  exercises  in  these  schools,  and 
the  four  half-hours  each  week  devoted  to  them  may 
easily  be  made,  by  a  competent  teacher,  opportu- 
nities for  object-teaching  and  recreation,  without  in 
any  way  diminishing  the  value  of  the  instruction. 

GRAMMAR    SCHOOLS. 
Of  course  most  of  the  work  in  drawing  will  be  done 
in  the  Grammar  schools.     The  lessons  proposed  are 


310  ANNUAL    SCHOOL   REPORT. 

three  half-hour  exercises  each  week.  One  thn-cl  of 
the  chiss  will  draw  on  the  board  each  lesson.  Half 
of  the  page  of  the  text-book  is  to  be  used  in  copying 
the  design  given  by  the  teacher  on  the  board.  The 
subjects  will  include  free-hand  outline  of  ornament, 
and  objects  placed  on  the  board  by  the  teacher;  map- 
drawing,  and  drawing  from  the  solid  model;  memory 
drawing  and  dictation  exercises;  geometrical  drawing. 
To  carry  out  properly  this  plan,  each  school  should 
be  provided  with  a  set  of  geometrical  models  and 
solid  forms;  and  the  teachers  Avith  dividers,  and  flat 
rulei's,  with  inches  marked  upon  them,  to  aid  in  the 
geometrical  and  perspective  work  on  the  board.  At 
present,  those  schools  where  the  teachers  have  repro- 
duced the  lessons  given  at  the  Normal  Art  School 
in  their  own  schools,  the  standing  of  the  classes  is 
quite  satisfactory;  and  it  was  a  very  noticeable  feat- 
ure of  the  exhibition  in  May  that  the  school  which 
exhibited  the  best  work  last  year,  but  which  was  ap- 
parently satisfied  with  that,  and  took  no  part  in  the 
l!^ormal  lessons,  this  year  was  nearly  at  the  foot  of 
the  list;  where  the  proper  advantage  had  been  taken 
of  the  excellent  instruction  provided  by  the  committee, 
the  work  was  so  much  improved  as  to  be  noticed  by 
any  casual  observer  of  the  two  exhibitions.  The  in- 
struction will  be  given  entirely  by  the  regular  teach- 
ers, and  the  examinations  conducted  by  the  supervisor 
and  special  instructors. 

IIIGFI   SCHOOLS. 

In  the  Latin  School  the  instruction  has  been  par- 
tial, and  confined  to  the  lower  classes,  and  so  quite 
elementary.     In  the  High  School  all  the  pupils  havfe 


DRAWING.  311 

been  under  the  instruction  of  the  special  instructors, 
Mr.  Edwai-cl  R.  Clark  having  been  appointed  late  in 
the  school  year,  at  the  request  of  the  High  School 
committee,  to  take  charge  of  the  instrumental  draw- 
ing, which  was  required  to  fit  the  pupils  for  admissi(m 
to  the  Institute  of  Technology.  Except  for  this  spe- 
cial purpose, the  useof  instruments  should  perhaps  be 
confined  to  the  lower  classes.  In  the  Roxbur}^  High 
School,  Mr.  Barry  was  assigned  to  assist  Mr.  'Nut- 
ting, in  the  early  spring.  In  the  Dorchester  High 
School,  also,  the  progress  has  been  satisfactory. 

An  order  has  been  brought  before  this  Board  to 
appropriate  $600  for  the  purchase  of  suitable  models 
for  the  High  schools,  in  accordance  with  the  recom- 
mendation of  the  supervisor  of  drawing.     He  says:  — 

"  I  wish  to  draw  the  atteutiou  of  the  committee  to  the  fact  that 
in  none  of  these  schoolsjs  an}'  collection  of  flat  copies  or  models, 
whereb}'  the  teacher  can  give  advanced  instruction,  except  such 
objects  as  have  been  obtained  lndiscriininatel3%  and  which  the 
drawing  committee,  in  its  last  report,  noticed  as  being  not  alto- 
gether satisfactory  in  the  case  of  the  Roxbnry  High  School. 

"  There  is  need  of  proper  examples  in  all  the  High  sciiools,  and 
the  instruction  given  will  not  be  satisfactory  until  they  are  sup- 
plied. Work  from  tlie  text-books  and  blackboard  are  both  good 
in  their  several  ways,  but  they  are  only  the  beginning  of  element- 
ary instruction,  and  the  teacher,  however  skilful,  cainiot  teach 
model  and  object  drawing  by  their  help  only,  without  the  assist- 
ance of  actual  models  and  objects.  The  time  has  arrived  when 
such  are  required,  and  could  be  most  usefully  studied  from  in  the 
High  schools,  and  I  would  therefore  ask  the  committee  to  supply 
them.  At  present,  I  am  sending  a  few  copies  to  each  school  from 
the  Normal  Art  School,  on  loan  ;  but  this  decreases  the  Normal 
School  collection,  which  is   not  very  extensive  for  its  own  wants." 

The  Cambridge  High  School  has  pi'ocured,  through 
the  chairman  of  the  committee,  an  excellent  set  of 
models,  casts,  and  flat  examples,  as  recommended  by 


312  ANNUAL    SCHOOL    REPORT. 

Mr.  Smith,  and  other  towns  have  applied  for  similar 
lists.  Owing  to  the  time  necessarily  consnmed  \u 
importing  these  materials,  it  is  much  to  be  regretted 
that  the  Committee  on  Acconnts  have  not  been  able 
to  act  on  this  order  before  the  summer  recess. 

TEACHERS'    NORMAL    SCHOOL. 

Although  little  has  been  said  about  this  school, 
your  committee  deem  its  establishment  the  most  im- 
portant step  taken  by  the  city  of  Boston  in  the  Art 
Education  of  the  PubUc  Schools.  With  very  slight 
expense  to  the  city,  all  the  teachers  are  enabled  to 
fit  themselves  thoroughly  in  this  depai'tment  for  the 
duties  required  of  them  by  the  school  board.  The 
teachers  have  generally  appreciated  the  advantages 
thus  offered,  and  not  elsewhere  obtainable,  and  have 
attended  faithfully,  and  with  good  results.  Especial 
commendation  should  be  given  to  the  masters  who 
have  aided  the  supervisor  and  his  assistants  by  their 
sympathy  and  constant  attendance.  The  teachers 
in  the  High  schools  were  not  provided  for  nntil  late 
in  the  season,  and  a  special  class  was  formed  for 
them.  Another  year  it  will  be  advisable  for  all  who 
have  not  passed  an  examination  and  obtained  certifi- 
cates, to  attend  these  classes. 

The  following  abstract  of  the  Report  of  the  super- 
visor to  the  committee  is  appended:  — 

"  The  drawing  in  the  Boston  scliools  during  the  year  1871-2  has 
been  carried  on  in  accordance  with  the  regulations  of  the  school 
committee,  the  text-book  adopted  l)y  the  committee  being  used,  as 
in  previous  ^-ears.  The  instruction  in  drawing  given  to  the 
teachers,  at  the  Normal  Art  School,  has  however,  influenced  tiieir 
own  teaching  in  the  Grammar  and  Primary  schools,  tlie  lessons 
received  having  been  generally  reproduced  for  the  pupils  in  those 


DRAWING.  313 

schools  by  the  teachers.  About  one  half  of  the  work  done  in 
drawing  by  the  Grammar  school  scholars  has  been  from  the  black- 
board, though  this  has  been  the  case  only  where  the  teachers  have 
attended  the  lessons  at  the  Normal  School  of  Art. 

"  The  experience  of  the  j'^ear  has  shown  that  very  rapid  progress 
is  made  in  the  study  of  drawing  by  teachers  who  attend  the 
classes,  and  as  all  teachers  are  now  required  to  give  instruction 
in  the  subject  to  their  pupils,  those  who  have  not  yet  become  pro- 
ficient should  attend  the  classes  during  the  coming  session. 

"The  course  of  drawing  laid  down  in  the  printed  scheme  of 
instruction,  both  as  to  subjects  and  examples,  must  be  adhered  to 
by  the  teachers,  and  those  who  do  not  feel  qualified  to  carry  it  out 
are  advised  to  seek  instruction  in  the  subjects  they  have  to  teach, 
as  pi'ovided  bj'  the  school  committee. 

"  An  examination  of  the  Grammar  schools,  held  in  Februar}'', 
1872,  displayed  much  excellent  teaching. 

"  In  the  Primary  schools  a  large  proportion  of  the  work  has 
been  from  the  blackboard,  the  subjects  being  lessons  received  by 
the  teachers  at  the  Normal  Art  School,  the  remainder  carried  out 
on  the  instructions  issued  by  the  published  regulations  of  the 
school  committee. 

"  In  the  Latin  and  High  schools  the  drawing  has  been  scarcely 
less  elementaiy  than  in  the  Grammar  schools  with  the  exception 
of  the  English  High  School,  drawing  suitable  to  the  ages  and 
capacities  of  the  pupils  being  impossible  without  examples  with 
•wliich  to  give  instruction. 

"  In  all  the  sc]]Ools,the  drawing  has  been  better  than  might  have 
been  expected  under  the  circumstances  ;  but,  upon  a  plan  which 
embraces  special  subjects  in  progressive  order  for  all  the  graded 
schools  and  each  class  in  them,  supplemented'by  proper  appliances 
to  make  the  teaching  efficient,  very  much  better  results  may  be 
looked  for  in  future  j-ears." 

On  June  19,  1872,  an  examination  of  the  teachers 
who  had  attended  the  ]^ormal  Art  School  was  held, 
with  the  following  results.  The  attendance  was 
voluntary,  and  certilicates,  or  certificate  cards,  were 
awarded  to  the  foil  owing- named  persons,  in  the 
departments  indicated  by  the  star:  — 


314 


ANNUAL  SCHOOL  REPORT. 


Result  of  Teachers'  Examination  in  Freehand,  Model  and  Memory  Drawing, 
Jmie  Will,  1872. 


Atwood  E.  C.  . 
Abbott  8.  B.  .  . 
Allen  A.M.  .  . 
Ames  M.  E.  .  . 
Adams  E.  .  .  . 
AUine  L.  M.  .  . 
Allison  M.  J.  .  . 
Allen  M.E.  .  . 
'Austin  S.  E.  .  . 
Bradley  F.  H.  . 
Burgess  L.  L.  . 
Blacker  E.  F.  . 
Baker  C.  A.  .  . 
Bailey  M.  L.  .  . 
Barney  M.  L.  . 
Burrill  E.  F.  ■.  . 
Burgess  D.  K.  . 
Bacon  L.  E.  .  . 
Bird  E.  L.  .  .  . 
Barton  E.  L.  .  . 
Blanchard  K.  E 
Buffum  M.  E.  . 
Blackinton  I.  F. 
BicknellW.  .  . 
Baker  M.  A.  .  , 
Brooks  M.  W.  . 
Bullard  I.  M.  . 


Free- 
hand. 


Model 


Lioynton  A.  E.  .   .   . 

Bowler  E.  F 

Bowman  L.  H.  .  .  . 

Bunker  A 

Bicknell  A.  T.   .   .   . 

Bonney  I 

Baker  A.  W 

Bonney  S.  R 

Burrill  M.  Q 

Bearse  8 

BalchA.  M 

Brown  E 

Bates  C.  J 

Boardman  W.  L.  P. 
Bolmau  H.  M.    .   .   . 

Bird  L.  W 

Brooks  F.  N 

Bartlett  M.  A.    .   .    . 

Brown  D 

Baker  A.  L 

Bettis  H.  A 

Barflett  L.  C.    .   .  . 

Balcll"  C.  H 

Barrett  A.  n.    .   .   , 

Bowles  S.  R 

Baldwin  C.  E.    .   .   , 
Burjre  A.  C.   .   .   .   . 


Free- 
hand. 


jfOTE.  —  Teachers^  Certificates  in  Freehand  Outline  Drawing  will  be  issued  to  those 
teachers  who  have  successfully  passed  this  examination  and  proved  their  ability  to  teach  by 
their  pupils'  work. 

Certificate  Cards  will  be  issued  to  those  who  have  suceessfullj'  passed  this  examination  in 
Model  and  Memory  Drawing;  Teachers'"  Certificates  will  be  issued  after  proven  competency 
by  class-work. 

See  Circular  issued  June  1st,  1S72,  by  authority  of  Committee,  in  appendi.K. 


DRAWING. 


315 


Teachers'  Examination.  —  Continued. 


BioisTi  D.  C.  .  .  . 
Buckingham  L.  H.  , 
Boynton  E.  P.  .  .  . 
Brigharn  A.  A.  .  .  , 
Bense  J.  A.  .  .  .  . 
Blanchard  R.  N.  .  , 

Baker  S.J , 

Beal  A , 

Brackctt  CM..., 
Bond  A.  E.  .  .  .  , 
Brickett  S.  0.  .  .  . 
BakurE.  I.  .  .  .  , 
Bigelow  C.  B.  .  .  . 
BlancharJ  L.  F.    .   . 

Bean  L.  F , 

Bird  L.  n ', 

Brown  E.  L.  .  .  . 
Beckler  M.  L.  .  . 
Berry  A.  n.  ... 
Bootliby  A.  ... 
Ballard  G.  A.  .  . 
Bullard  I.  W.  W. 

Boston  A.  F 

Bradeen  A.  A.  .  . 
Cumraiiigs  M.  L.  . 
Cushman  N.  I.  .  . 
Clapp  n.  L.  .  .  . 
Capen  C.  JT.    ... 

Cook  C.  E 

Chase  L.  M.  ... 
Chamherlinc  A.  W. 

Copp  8.  J 

Crocker  E.  F.  .  . 
Clark  A.  E.    .   .   . 


Free- 
hand. 


Model 


Mem. 


ICorliss  AT..  .  . 
Ciimmings  M.  A.  . 

Cos  E 

Cherrington  J.  B. 
Chapman  C.  E.    . 

Cooper  A 

Chadwick  J.  "W.  . 
Crombie  H.  .  .  . 
Cashman  M.  H.  , 
Crocker  M.  A.  .  . 
Chandler  S.  F.  .  . 
Carter  M.  S.  .  .  . 
Collins  A.  E.  .  .  . 
Cutter  F.  J.  .  .  . 
Conant  C.  F.  .  .  , 
Cheney  E.  B.  .  . 
Crozier  C.  S.  .  .  . 
Cushman  A.  L.    . 

Cook  L.  I 

Crocker  S.  E.  .  . 
Crolty  Miss  .  .  . 
Davis  L.  E.  .  .  , 
Damon  M.  M.  .  . 
Duncan  M.  .  .  . 
Duncan  A.  J.    .   . 

Draper  n 

Davis  M.  A.  .  .  . 
Dunnels  L.  J.  .  . 
Dunbar  H.  M.  .  . 
Donald  F.  M.  .  , 
Dutton  S.  A.  .  .  . 
Dewey  F.  B.  .  .  . 
Danforth  A.  .  .  . 
IDodgc  K.  L.  .  .  . 


Free- 
hand. 

Model 

Mem, 

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816 


ANNUAL    SCHOOL    REPORT. 


Teachers'  Examination.  —  Continued. 


Davenport  H.  E. 
Davis  A.  A.  .  . 
Dunton  L.  .  .  , 
Downe  M.  A.  . 
Drake  M.  E.  .  . 
Davis  M.  E.  .  . 
EastonE.  M.  .  . 
Evert  E.M.  .  . 
ElUs  A.  C.  .  .  . 
Ellis  8.  F.  .  .  . 
Everett  A.  L.  W, 
Emery  T.  J.  .  . 

Eliot  0 

Emery  J.  F.  P. . 
Eliot  E.  B.  .  .  , 
Eaton  E.  L.  .  . 
Emmons  L.  .  . 
Emmons  E.  8.  • 
Edes  M.  C.  .  .  . 
Endicott  W.  E.  . 
Frost  N.  J.  .  .  . 
Fogarty  M.  E.  . 
Fay  E.  A.  ... 
Fisher  E.  a.   .  . 

Fisher  L 

Fuller  8 

Fisher  C.T.  .  . 
Fisher  E.  C.  .  . 
Filton  F.  E.  .  . 
Fisk  L.  A.  .  .  . 
Fisher  A.  E.  .  . 
Foster  M.  M.  .  . 
Favon  H.  M.  .  . 
Fessendon  L.  O. 


Free- 
hand. 


Model 


Mem. 


Ford  A.  E.  .  .  . 
Frizzell  S.   .  .  . 

Farley  S 

Foster  E.  E.  .  . 
Ford  M.  A.  .  . 
Fraser  A.  M.  .  . 
Frye  8.  E.  .  .  . 
Foster  S.  8.  .  . 
Fisher  S.  E.  .  . 
Ford  A.  W.  .  . 
Freeman  E.  A.  . 
Fillcbro-wn  A.  G. 
Garrett  8.  L.  .  . 
Gragg  C.  A.  .  . 
Gerry  L.  I.  .  .  . 
Gerry  M.  L.  H. 
Gallagher  S.  A. 
Gei-ry  M.  C.  .  . 
Gilbert  A.M.-  . 
GraggG.  E.    .   . 

GrayF 

Gore  M.  L.  .  .  . 
Goss  E.I.  ... 
Gould  C.B.  .  . 
GibhsM.  A.  .  . 
Graham  8.  A.  . 
Gavet  M.  A.  .  . 
Gavet  A.  R.  .  . 
Gould  E. 'J'.  .  . 
Gray  J.  A.  C.  .  , 
Gillett  M:.  L.  .  . 
Gould  E.C.  .  . 
Gardner  M.  E.  . 
Ilalcott  E.  B.     .   , 


Free 
hand. 


Model 


DRAWING. 


317 


Teachers^  Examination.  —  Continued. 


Holland  M.  L 

Hintz  E.  L.  B 

Hall  M.  C 

Hussey  F.  W 

Hooper  G 

Hudson  A.  L 

Hurlbutt  L 

HallE.  P 

Haskins  S.  E 

Hammond  A.  S 

Hamblln  S.  B 

Horr  S.  B 

Hills  H.  M 

Hlggins  N.  T 

Hoyt  E.  G 

Hauua  I.  M 

Henshaw  M 

Harrington  E.  M 

Halliday  M.  C 

Heard  O.  C 

Howard  M.  L 

Hearscy  S.  E 

Holbrook,  M.  E 

Harden  C.  H 

Home  E.  T 

Hunt  E.  A 

Hotchkiss  L.  S 

HalstrickE 

Howe  E.  L 

Howe  E.  L 

Hubbard  D.  B 

Hamlin  D.  A 

Hewes  C.  L 

Hosmor  S.  H 


Free- 
hand. 

Model 



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*    1 

HoltE.H.  .   . 

Herrick  S.  I^. 

Hovey  L.J.    . 

Joffcrds  L.  L. 

Johnson  H.  E. 

Jenkins  M.  A. 

Jobnson  E.  U. 

Jameson  I.  .   . 

Jennison  C.  E. 

Joslin  R.  R.    . 

Johnson  L.  F. 

Jacobs  M.  C.  . 

Jones  D.  W.  • 

Johnson  P.  .  . 

Jenkins  A.  L. 

jJohnson  M.  E. 

Johnston  M.  E. 

KingC.  F.  .   . 

iKimball  C.  F. 

jKelleyE.I.    . 

jKelley  M.  P.  . 

IKyleM.    .   .   . 

I 

JKelley  A.  T.  . 

Keller  E.  M.  . 

iKelveu  I.  IM.  . 

tEamball  M.  D. 

i 

jKer.t  A.  B.  .   . 

iLothrop  C.  .   . 

Litchfield  C.  S. 

jLewis  H.  A.   . 

Leonard  A.  M. 

Lothrop  H.  S. 

Leary  O.  E.  G. 

i 

Light  M.  F.    . 


Free- 
hand. 

Model 

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Mem. 


318 


ANNUAL  SCHOOL  REPORT. 


Teachers'  Bxamination.  —  Continued. 


Long  J.  F.  .  . 
Lincoln  C.  I.  . 
LovellS.  E.  .  . 
Lothrop  E. 
Lothrop  L.  I.  . 
Lund  A.  M.  .  , 
Leavitt  I.  .  .  . 
Lakeman  L.  S.  . 
Lauwg  M.  Gr.  . 
Lyon  A.  I.  .  .  . 
Lancaster  E.  il. 
Loriiig  S.  W.  .  . 
Ladd  M.  G.  .  . 
Lynch  CM... 
LongW.  H.  .  . 
Lawrence  I.  B.  . 
Metcalf,  R.  A.  . 
Maynard  E.  E.  . 
Mitchell  M.  A.  . 
Morse  E.  E.  .  . 
Murphy  K.  M.  . 
Mcader  I.  P.  .  . 
Morse  M.  E.  .  . 
Morse  M.  E.  .  . 
Mcserve  A.  .  . 
Marble  A.  .  .  . 
Miner  H.  B.  .  . 
Monroe  L  .  .  . 
Macdonald  A.  E 
Mills,  S.  J.  .  .  . 
McKean  A.  L.  . 
Melvin  C.  G.  .  . 
Monroe  L.  F.  . 
Mitchell  M.     .   . 


Free- 
hand. 


Model 


Mem.] 


Frec- 
II  and. 


Morse  ^L  A.   .   .   . 

Marshall  F.     .   .   . 

Mansfield  E.  ^V.  . 

Morse  L.  S.    ... 

Masters  M.  L.     .   . 

Melville  E.  A.   .   . 

May  A. 

McKcnzic  A.  .   .   . 

Maxfield  J.     ... 

Mason  C.  A.  .  .  . 
IMcIntyre  J.  A.  .  . 
jMillerM.  L.  .  .  . 
NeillA.  M.  .  .  . 
Newell  A.  E.  .  . 
XewellO.  S.  .  .  . 
KealcM.F.  .  .  . 
A''orri3  J.  O.  .  .  . 
Nickcrson  C.  K.    . 

I\"clson  C 

Xeal  G.  W.  ... 
Nason  M.  E.  .  .  . 
Oliver  E.M.  .  .  . 
Oliver  A.  S.  ... 
Ottiwell  M.  E.  H.  , 
O'Connor  M.  J.    .  . 

Page  M.  E 

Pratt  H.  E , 

Peck  E.  B 

PondM.  W 

Puree  A.  C 

Philbriok  H.  A.     .   , 

Pronk  M.  P 

Preston  L.  R.     .   .   . 
Parker  E.J 


DRAWING . 


310 


Teachers'  Examination.  —  Continued. 


Page  J.  A 

Palmer  M.  A 

Pendleton  L.  B 

.  Perry  S.  F 

Page  E.  I 

Pope  E.  A 

P:irker  E.  S 

Putnam  G.  B 

Putnam  C.  I* 

Pickering  E.  A 

Pevear  E.  M 

Perkins  G 

Powell  M.  E 

Paysoii  I.  P 

Pago  E.  n 

Puffer  D 

Parker  ^y.  S 

Porter  L.  M 

Peeler  M.  P 

Page  O.  M •    .   . 

Rowc  S.  F 

Reed  A.  E 

Pabas  11.  R.  G.  D.   .   .  . 

Reed  A.I 

Reed  E.  C 

Russell  S.  F 

Robbins  C 

Russell  A.  B 

Redding  L.  M.  A.    .   .   . 

Richards  M.  L 

Rich  R.  G 

Robie  R.  E 

Rayne  IT.  L 

Rcid  I.  F 


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Reed  A.  L.  .  .  . 
Ruggles  O.  .  .  . 
Synett  S.  T.  .  . 
Swan  S.  H.  il.  . 
Sborey  S.  H.  .  . 
Stickney  J.  H.  . 
Silver  I.  B.  .  .  . 
Symmes  S.  "W".  . 
Simpson  P.  H.  . 
Stetson  L.  J.  .  . 
Snow  J.D.  .  .  . 
Shaw  M.  A.  .  . 
Shepard  S.  K.  . 
Smith  M.  C.  .  . 
Swain  E.  O.   .   . 

Swain  E 

Stone  S.  C.  .   .   . 

Smith  I 

[stockman  F.  L. 
IShepbardS.L.  . 
iSimonds  C.  il.  . 
ISeavcr  C.  ... 
Severance  A.  . 
Sprague,  M.  S.  . 
IshannonE.  L.  P. 
Sylvester  A.  L. . 
'Sherburne  M.  B. 
Stoddard  A.  J.  , 
SaAvtelle  E.  C.  . 
Sylvester  F.  M.  . 
'stone  A.  M.  .  . 
iSmith  E.  N.  .  . 
IshcddA.  E.  .  . 
'sherwin  M.  AI.  . 


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Mem. 


320 


AKNUAL  SCHOOL  REPORT. 


Teachers'  Examination.  —  Concluded. 


Free- 
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Model 

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Free- 
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3rem. 

Torrey  F 

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Woolson  M 

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Tucker  E.  I 

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Wood  n.  M 

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Tinkliam  L.  E.  T.   .   .   . 

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Turner  E.  M 

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Wallace  K.M 

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Turner  S.  A.  M 

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Toland  M.  G.  A 

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Welch  0.  A 

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Valentine  E.  K 

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Walsh  M.F 

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WasgattG.  E 

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Wentworth  J.  W.    .   .   . 

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Wheeler  S.M 

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Wason  T.  H 

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Walker  CO 

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Weed  II.  X 

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WhittredgcE 

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Walton  E.B 

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White  L.E 

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"UHiitman  A.  G 

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Welch  C.  F 

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Young  n.  M 

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* 

It  was  decided  by  the  committee  to  award  certifi- 
cates of  competency  to  superintend  instruction  in 
free-liaiid  outline  drawing,  without  further  examina- 
tion, to  the  masters  of  the  Grrammar  schools. 


DRAWING.  321 


FREE  EVENING   SCHOOLS. 


A  class,  under  the  charge  of  Mr.  Bradford  H. 
Locke,  was  formed  at  the  evening  High  School  in 
Mason  street,  to  teach  the  elementary  geometrical 
drawing,  as  a  preparatory  course  for  the  school  at 
the  Institute  of  Technology,  and  it  seemed  to  serve 
a  useful  purpose,  enabling  some  to  continue  their 
other  studies  at  this  school  while  learning  drawing, 
and  saving  the  more  advanced  classes  from  incompe- 
tent pupils. 

At  the  Appleton-street  school,  the  upper  story  had 
been  devoted  to  art  purposes,  and  had  been  supplied 
with  desks  and  seats,  but  so  much  delay  was  made 
in  the  lighting  apparatus,  that  when  the  school  as- 
sembled on  the  evenings  of  j^ovember  6  and  7,  in 
accordance  with  the  rules,  we  were  obliged  to  dismiss 
the  classes  until  November  13,  when  the  school  was 
regularly  opened  under  the  charge  of  Mr.  Charles 
Furneaux. 

The  school  was  divided  into  three  classes;  one 
working  from  outline  blackboard  drawings;  the  other 
two  from  flat  examples  and  casts  kindly  loaned  by 
Prof.  Wm.  R.  Ware,  of  the  Institute  of  Technology. 
Sixty  examples,  mostly  from  the  published  series  of 
Mr.  W.  Smith,  were  given  to  the  class  in  outline,  and 
then  the  work  became  individual  rather  than  class- 
teaching.  Outlines  of  flat  examples  of  ornament, 
flowers,  foliage,  etc.,  outlines  of  solid  forms,  vases, 
geometric  solids,  flowers  from  nature,  shading  from 
flat  examples  of  animal  and  human  form,  landscapes, 
etc.,  and  shading  from  the  cast,  required  the  attend- 


322  ANNUAL   SCHOOL   EEPOET. 

aiice  of  more  teachers  than  we  could  obtam,  and  the 
greatest  ci*edit  is  due  to  the  gentleman  who  carried 
the  school  through  so  successful!}^,  under  so  many 
difficulties  as  the  teachers  had  to  encounter.  Messrs. 
F.  B.  Morse,  C.  F.  Stone,  and  J.  B.  Hambly  were  the 
assistants,  and  they  all  most  fiiithfuly  discharged  the 
duties  assigned  them. 

The  casts,  models  and  examples  procured  for  the 
city  wer6  dela^^ed  in  England,  and  the  casts  were  not 
ready  for  use  until  January  16th,  and  the  flat  exam- 
ples (which  had  to  be  mounted)  not  until  January  23d. 
An  exhibition  of  this  excellent  apparatus  was  opened 
to  the  public  at  the  school-rooms,  and  it  excited  great 
interest.     The  list  of  casts  is  here  given  :  — 

Reduced  copies  of  two  female  torsi. 

"         statuettes  from  tombs  of  the  Medici,  by  M.  Angelo. 
"  "       Hercules  from  British  Museum. 

"  "       Farnese  Hercules. 

"  "       anatomical,  displaying  superficial  muscles. 

"  "       Dying  Gaul. 

"  "       Venus  of  Milo. 

Small  male  torso,  from  British  Museum. 
Terminal  Pan  "  "  " 

Bust  of  Young  Augustus. 
"         Diomede. 
"         Clytie. 
"         Homer. 
"         Apollo  (Pourtales). 
"         Dione. 
Mask  of  Julia  Pia,  on  pedestal. 
"        two  children  of  Niobe. 
"        Juno. 

"        Dying  Alexander. 
"        Antinous. 
"        Clytie. 


DRAWING.  323 

Mask  of  Diomede. 

*'        Venus  of  Milo. 
"        Queen  Elizabeth. 
"        Madonna,  of  M.  Angelo. 
Slab  from  Halicarnassus. 
Four  panels  with  heads,  by  Donatello. 

Three  panels  of  anatomical  studies  of  horse,  lion,  and  antelope. 
Small  bas-relief  of  St.  Anne,  by  Donatello. 
"      cast  of  a  horse. 
"  "        cow. 

"  "        dog. 

"  "        stag. 

"  "        lion. 

"  "        goat. 

Twelve  small  heads  of  various  animals. 

Twelve   hands   and   feet,  and   sections   of   face  of    David,  by 
M.  Angelo. 

Two  small  groups  of  oranges  and  lemons. 
Two  casts  of  thistle-leaves. 
Siuall  group  of  apples. 
Large,  ditto. 

Cast  of  a  cluster  of  blackberries. 
"  "  cherries. 

"  plums. 

"  "  apples. 

"  "  plums  (small). 

"       pine-apple. 
"       bunch  of  grapes. 
"       gourd  and  leaf. 
"       leaf  of  castor-oil  plant. 
Twelve  assorted  casts  of  leaves. 
Two  casts  of  melons. 

ORNAMENT. 

Greek. 

Stele-top  from  British  Museum. 
Echinus  moulding. 


324  ANNUAL   SCHOOL   REPORT. 

Scroll  from  choragic  monument  of  Lysicrates. 
Three  pointed  stele-top. 
Section  of  frieze  from  the  Erectheura. 
Two  rosettes  from  the  tomb  of  the  Scipios. 

EOMAN. 

Large  scroll  from  Trajan's  Forum. 

Frieze  with  boys  and  vase  from  Trajan's  Forum. 

Small  acanthus  scroll. 

Four  rosettes  from  the  capitol. 

Rosettes  from  Santa  Maria  del  Popolo. 

Florentine  panel  with  Swan. 

Nest  of  pilaster  in  the  villa  Medici. 

Panel  with  griffin. 

Enriched  moulding. 

Renaissance. 
Four  pilasters  from  the  tomb  of  Louis  XII. 
Pilaster  from  St.  Denis. 
"  "     the  Madeleine. 

"       in  three  sections  (Florentine). 
Portion  of  the  architrave  with   eagle,  from  Ghiberti's  gates  at 
Florence. 

Three  pieces,  egg-plant,  pomegranate,  and  bird,  portions  of  the 
same. 

Three  portions  of  a  frieze  in  Westminster  Abbey,  by  Torregiani. 

Gothic. 

Finial  from  Lincoln  Cathedral. 
Capital  from  the  Temple  Church. 

"  "  Stone  Church,  Kent. 

Spandril  "  "  "  " 

Two  small  carved  panel  traceries. 
Moulding  boss. 

Byzantine. 

Panel  from  Bonn. 

Cast  of  a  portion  of  a  hinge  from  Notre  Dame,  Paris. 


DRAWING.  •  325 

Saracenic. 
Two  panels  from  the  Alhambra. 

Venetian. 

Four  pilasters. 
Two  small  panels. 
Two  panels  with  griffins. 

A  set  of  the  five  orders  of  architecture,  vases  and  capitals. 
Eight  small  vases  from  terra-cotta. 

Five  Majolica  vases  and  several  Wedgewood  vases  and  vase- 
forms. 

Geometrical  solids  and  stand. 

The  collection  also  embraced  nearly  a  thousand  flat 
examples,  in  crayon,  colors,  sepia,  both  French  and 
English,  and  forming  a  very  complete  set  in  that  de- 
partment. A  large  portion  were  mechanical  or  archi- 
tectural, and  these  have  been  used  at  the  school  at 
the  Institute  of  Technology. 

At  Appleton  street  322  students  were  registered, 
but  the  greatest  number  considered  as  belonging  to 
the  school  was  170;  the  average  attendance  for  the 
term,  65',  males  51,  females  14.  Greatest  number 
present  at  any  one  night,  91;  least,  23.  Of  those 
who  continued  through  the  term,  26  were  pupils  of 
last  year's  classes.  23  occupations  were  represented. 
As  a  result  of  an  examination  conducted  by  the  com- 
mittee and  Mr.  W.  Smith,  May  6th,  in  the  absence  of 
the  regular  instructors,  the  following  pupils  were 
awarded  certificates  in  the  designated  branches :  — 


326 


ANNUAL,    SCHOOL   REPORT. 


Joseph  P.  Pratt    .  .  . 

Augusta  L.  Brigham  . 

Mary  E.  Clapp  .  .  .  . 

Williani  Lawrence  .  . 

Elizabeth  R.  Drowne 

Caroline  A.  Mason  .  . 

L.  D.  Cudworth  .  .  . 

Herman  Vogel .  .  .  . 

Mary  D.  Day    .  .  .  , 

Mary  A.  Eord  .  .  .  . 

Emma  R.  Plaisted  .  . 

N.  Levin 

Andrew  C.  Fenerty    . 

L.  Anna  Dudley  .  .  . 

Jennie  L.  Tower  .  .  . 

D.  Fausel 

Herbert  Qleason  .  .  . 

Thomas  Grady  .  .  , 
Edward  Leizapot  .  . 
Clara  S.  Fisher    .  .  . 

Lillie  Smith 

EUaC.  "Wedger  .  .  . 
"William  P.  O'Connor 
Edward  Dcwson  .  .  . 
Clara  M.  Lee  ..... 
Caroline  B.  Bigelow  . 
Elizabeth  P.  Dukes  . 
Annie  E.  L.  Parker  . 
George  McKinney  .  . 
J.  R.  neywood  .  .  . 
Charles  A.  Sampson  . 
O.  F.  Schlegel  .... 
Michael  Buckley  .  .  . 
Timothy  O'Brien  .  .  .  , 


Freehand. 


Good. 


Models. 


Excellent.      Good. 


Excellent. 


DEAWrNG. 


327 


Sarah  Gallagher  .  .  . 
Louis  P.  Pfau  .  .  •  . 
Edward  A.  Huchener 
Frank  D.  Kittredge  , 
Arthur  L.  Jordan    .   , 

Julia  Renn 

W.  Blidenstieker  .  .  . 
Walter  Dexter  .  .  .  . 
Lillie  C.  Kempton  .  , 
Louise  M.  Sweet .  .  . 
Herbert  W.  Gleason  , 

Charles  G. 

Bernice  DeMeritt  .  . 
F.  E.  Rafferty  ... 
Carroll  Faunce  .  .  . 
L.  F.  Crosby  .  .  .  .  , 
Anthony  Hehrhahn  . 
P.  G.  Guitbrandson 
Charles  F.  "Wall    .  . 

R.  Stinine 

Christian  Roas  ... 
David  "Weston  .  .  . 


Freehand. 


Good.      Excellent. 


Models. 


Good.      Excellent. 


Examination  of  May  6th,  1872. 


328  ANNUAL   SCHOOL   REPORT. 

At  the  Institute  of  Technolog-y  new  rooms  were 
lighted  and  used,  and  the  officers  of  that  institution 
were  untiring  in  their  efforts  to  accommodate  this 
school. 

The  class  in  ship-draughting  was  conducted  by 
Mr.  J.  L.  Frisbe,  and  was  even  more  successful  than 
the  class  of  last  year.  Mr.  C  S.  AYard  h^d  charge  of 
the  class"  in  geometrical  drawing,  comprising  all  the 
beginuei's.  Mr.  C.  Willis  Damon  (who  was  the  act- 
ing principal)  gave  the  instruction  in  arcliitectural 
drawing,  and  Messrs.  Foster,  Bates  and  Patch  in 
mechanical.  The  attendance  was  good,  and  the  classes 
here,  as  at  the  Appleton-street  school,  were  remark- 
able for  their  excellent  deportment, — no  cases  of 
discipline  occurring,  and  the  students  passing  out  of 
the  building  without  in  the  least  disturbing  the  lec- 
tures in  other  parts  of  the  house.  The  instructors  in 
the  Institute  kindly  loaned  us  models  of  machinery, 
etc.,  suppljdng  a  want  which  it  is  hoped  our  own 
apparatus  may  fill  at  some  future  time.  The  teachers 
of  the  evening  school  have,  in  addition  to  their  regu- 
lar duties,  spent  many  additional  hours,  often  late  into 
night,  assisting  the  chairman  in  preparing  and  dis- 
tributing tickets,  and  getting  the  classes  arranged 
and  their  work  put  in  order.  At  the  examination  • 
held  May  7,  1872,  certificates  were  awarded  to  the 
following-named  persons  in  the  designated  depart- 
ments :  — 


DRAWING. 


329 


Geometrical 
Drawing. 

Building 
Constructi'n. 

3lachine 
Drawing. 

Ship 
Draughts. 

1 

1 

1 

1 

1 

1 

* 

_ 





_ 

J.  E.  Marshall 

* 

- 

- 

- 

- 

* 

- 



Charles  Hatch 

— 

* 

* 

_ 

C.  D.  Barstow 

— 

- 

-• 

* 

- 

- 

F.  W.  Webber 

- 

- 

- 

- 



* 

— 

— 

G  W  Haskell 

* 

* 

- 

- 

* 

- 

* 
* 

- 

— 

I.  Redfearn 



Wm.  H.  Miner 

- 

I.  R.  Coleman 







_ 

— 

* 

— 

— 

Albert  E.  Downs 

* 

— 

— 

— 

* 

- 

- 

- 

E.  M.  Bixby 

- 

- 

- 

- 

- 

* 

— 

- 

D.  D.  Gifford 

* 

- 

- 

* 

- 

— 

— 

— 

* 

- 

* 

- 

* 

* 

- 

- 

_ 

Wm.  Kerr 

_ 

A.  F.  Hayward 

- 

Thomas  Alecott,  Jr.   .   .  • 

* 

- 

- 

* 

- 

- 

— 

— 

R.  D.  Clapp 

- 

- 

- 

- 

* 

- 

— 

— 

Julius  E.  Ward 

* 

- 

* 

- 

- 

— 

— 

— 

Frank  A.  Cady 

- 

- 

- 

- 

* 

- 

— 

— 

H  R  Trask 

* 
* 

- 

* 

- 

* 

* 

- 

_ 

I.  B.  Abbott 

Silas  P.  Hamlin 



J  D  Medland 

* 

- 

- 

* 

* 

- 

: 

Geo.  A.  Littlefield 

- 

Isaac  Chase 

_ 

* 





— 

— 

H.  C.  Bagot 

— 

— 

— 

* 

— 

- 

- 

■- 

* 

* 

- 

- 

* 

* 

* 

- 

_ 

Isaac  Ward 



Charles  Dean 

— 

— 

— 

* 

- 

— 

- 

- 

R.  W  Ewell 

* 

— 

* 

« 

— 

— 

— 



J.  D.  DriBcoU 

_ 

330 


ANNUAL    SCHOOL    REPORT. 


Geometrical 
Drawing. 

Building 
Construcfn. 

Machine 
Drawing. 

Ship 
Draughts. 

s 

s 

s 

s 

§ 

1 

1 

1 

5 

1 

J.  Julian  Silsby  .... 

— 

* 

— 

— 

— 

* 



_ 

J.  F.  Heath 

— 

— 

— 

* 

— 

— 

— 

— 

Charles  L.  Drew  .... 

— 

* 

* 

— 

— 

.  — 

_ 

— 

C.  A.  Davis 

— 

— 

— 

* 

_ 

— 

_ 

_ 

Wm.  P.  Edwards   .    .  . 

— 

* 

— 

— 

* 

— 

_ 

— 

J.  W.  Vickers 

•   % 

— 

— 

— 

* 

— 

_ 

_ 

— 

C.  L.  Reed 

— 

* 

— 

* 

— 

— 

— 

— 

T.  Holtie 

— 

— 

* 

— 

— 

— 

_ 

— 

H.  L.  Downing 

— 

— 

* 

— 

— 

— 

_ 

_ 

D.  Y.  Davis 

— 

— 

* 

— 

— 

— 

— 

— 

E.  Q.  Goodwin 

— 

— 

* 

— 

— 

_ 

_ 

_ 

George  McLeod  .... 

— 

— 

* 

— 

— 

— 

— 

— 

Charles  H.  Darra,  Jr.  . 

— 

— 

* 

— 

— 

— 

— 

— 

Michael  Mitchell  .... 

— 

— 

* 

— 

— 

_ 



— 

W.  Lochant 

— 

— 

* 

— 

— 

— 

— 

— 

C.  0.  Richards 

— 

— 

* 

— 

— 

— 



— 

Samuel  Griffin 

— 

— 

* 

— 

— 

— 

— 

— 

A.  G.  Emery 

— 

* 

— 

— 

_ 

_ 

— 

R.  8.  Wright 

— 

— 

* 

— 

— 

— 

_ 

— 

8.  M.  Morell  ...... 

— 

— 

* 

— 

— 

— 

— 

— 

Ezra  Crowe 

— 

—  . 

* 

— 

— 

— 

— 

— 

"W.  P.  Walsh 

— 

— 

* 

— 

— 

— 

— 

— 

Stephen  McDonald  .   .   . 

— 

— 

* 

— 

— 



_ 

— 

Daniel  McDonald  .    .    . 

— 

— 

* 

_ 

— 



_ 

— 

C.  G.  Foye 

- 

- 

— 

— 

— 

— 

* 

— 

J.  W.  Hannam 

— 

- 

— 

— 

— 

— 

* 

— 

James  Burke 

— 

— 

— 

— 

_ 

« 

_ 

C.  A.  Bogan 

— 

— 

— 

— 

— 

— 

* 

— 

W.  A.  Leydston   .... 

— 

— 

— 

— 

— 

— 

— 

* 

Joshua  W.  Wherren  .   . 

— 

— 

— 

— 

— 

— 

— 

* 

Thomas  P.  Smith  .... 

— 

— 

— 

— 

_ 

_ 



* 

W.  A.  Tolman 

— 

— 

— 

— 

— 

_ 

— 

* 

William  Conelly  .... 

- 

- 

- 

- 

- 

- 

- 

* 

DRAWING. 


331 


At  the  exhibition  of  the  State  Drawing  Schools  at 
the  Iloi-ticnltural  Hall,  in  this  city,  in  May,  the  schools 
were  both  very  creditably  represented. 

The  following  table  shows  the  number  of  drawings 
exhibited,  and  awards  made:  — 


DRAWINGS. 

AWARDS. 

Total. 

Fr. 

H'd. 

Instr'l. 

*H.  M. 

Excel't. 

Boston, 

282 

101 

181 

40 

10 

Taunton,     . 

79 

— 

79 

14 

6 

Northampton, 

8 

— 

8 

2 

1 

Springfield, 

20 

1 

19 

3 

2 

Haverhill,  . 

8 

— 

8 

2 

— 

Lynn, 

8 

3 

5 

4 

2 

Lawrence,  . 

13 

1 

12 

4 

1 

Lowell, 

70 

52 

18 

6 

3 

Newton, 

20 

— 

20 

1 

— 

New  Bedford,     . 

24 

— 

24 

3 

2 

Worcester, 

80 

• 

57 

23 

11 

1 

612 


215 


397 


90 


27 


The  following  are  the  awards  of  the  degrees  of 
excellence,  according  to  the  official  report  of  the  Board 
of  Examiners :  — 

BOSTON. 


N.  Levin, 

T.  O'Brien, 

F.  B.  Oliger,... 

F.  Orcutt, 

L.  D.  Cudworth, 

D.  Faxisel, 

A.  C.  Fenety,  .  • 

N.  Levin, 

N.  Levin, 

D.  Fausel, 


Flat  copy. 
Object,  •• 
Flat  copy 


Object, 


Honorable  mention. 

<( 

(< 

<( 

" 

(C 

(< 

Excellent, 

(( 

Plonorable  mention, 

It 

<( 

Freehand  Drawing. 


332 


ANNUAL    SCHOOL   EEPORT. 


E.  Lippold, 

E.  Sturn, 

Martha  E.  Dean, 

R.  Sturn, 

J.  E.  Marshall, . . 

C.  Hatch, 

A.  E.  Downs,  . . . 
T.  AUecott,  Jr. . . 

A.  S.  Downs,. . . . 

J.  Ward, 

W.  H.  Chase,  . . . 

S.  Redfearn, 

G.  A.  Haase, .... 

D.  0.  Davis, 

W.  F.  Lord, 

T.  B.  Pepper,  . . . 

T.  Smith, 

J.  Burke, 

B.  Furnald, 

W.  A.  Lydston,  . 

C.  G.  Erye, 

C.  H.  Bogan, 

C.  H.  Bogan,. ... 

J.  Burke, • 

C.  G.  Erye, 

B.  E.  Eurnald,  . . . 

C.  A.  Eitzgerald,  . 
C.  S.  Thompson,  . 
J.  W.  Vickers, . . . 


Elat  copy, . 


Object, 


Honorable  mention, 


Excellent,  

Honorable  mention, 


Eree-hand  Drawing. 


Elat  copy, . 


Blackboard- 


Original,  . 


Object, 


Excellent,   

Honorable  mention 


Excellent, 


Honorable  mention, 


Mechanical. 


Architectural  Drawing 
Geometrical  Drawing. 


Sh 


p  Draughting. 


Building  Construction. 


DRAWING. 


333 


C.  L.  Keed, 

Object,  .... 

Honorable  mention. 

Buildino 

Construction. 

J.  G.  Medland, .... 

" 

S.  McDonald, 

" 

G.  A.  Haase, 

Flat  copy, . . 

John  W.  Harris 

(( 

M.  Mitchell, 

Original,  — 

Carl  Richter, 

" 

E.  S.  Wright, 

" 

R.   S.  Wright, 

"       .... 

H.  C.  Bagot, 

" 

Excellent,     

Charles  Dean, 



Ill  closing  this  third  annual  i-eport,  your  committee 
present  a  programme  for  instruction  in  drawing,* 
which  they  ask  the  Board  to  adopt,  in  order  that  both 
teachers  and  pupils  ma}''  have  a  clearly  defined  course 
for  the  coming  year,  and  that  the  teachers  may  know 
what  subjects  they  are  required  to  teach.  The  great- 
est change  is  the  substitution  of  the  regular  teachers 
for  special  instructors  in  the  lower  classes  of  the  High 
schools.  This  is  a  step  in  the  direction  indicated  in 
the  first  report  of  this  committee,  and  it  is  a  step 
which  seems  highly  desirable,  as  the  elementary  in- 
struction is  quite  as  well  given  by  the  regular  teach- 
ers. We  have  lost  the  services  of  Mr.  Charles  Fur- 
neaux,  who  has,  during  the  past  3'ear,  given  entire 
satisfaction  at  the  Girls'  High  School,  and  we  have 
not  filled  his  place,  since  in  the  judgment  of  Mr.  W. 
Smith,  general   supervisor,  the    remaining    corps    of 

*  See  pp.  30,  31. 


334  ANNUAL    SCHOOL    REPORT. 

special  instructors  can  perform  the  additional  duties 
thus  thrown  upon  them.  Saturdays  have  been  de- 
voted to  their  special  instruction,  by  Mr.  Smith,  and 
the  system  of  inspection  of  all  the  schools  is  contin- 
ued, making  the  general  supervisor  responsible  for 
this  inspectiou. 

The  want  of  suitably  trained  instructors  for  the  ad- 
vanced classes,  and  especially  those  of  the  evening 
schools,  we  were  in  hopes  would  be  supplied  in  time 
by  the  establishment  of  a  State  IN^ormal  Art  School; 
but  the  Legislature  failed  to  take  the  necessary  action. 
Perhaps  this  city,  to  secure  the  location  of  an  Art 
School  in  its  midst,  may  be  willing  to  join  with  the 
State  in  the  erection  of  a  suitable  building  in  which  our 
evening  and  teachers'  classes  might  be  accommodated. 
We  feel  that  such  a  school  must  be  established  sooner 
or  later,  and  ever}'-  year  we  are  obliged  to  employ  in- 
structors in  some  departments  very  imperfectly  fitted 
for  their  duties.  The  demand  for  the  few  competent 
men  is  so  great  that  twice  the  amount  of  salary  paid 
by  this  city  is  offered  by  neighboring  towns,  and  of 
course  the  good  teachers  are  drawn  away  from  us. 
We  therefore  consider  that  the  salar}?-  of  the  Princi- 
pal in  the  evening  school  should  be  ten  dollars  per 
night,  and  that  of  the  assistants  five  dollars.  And  an- 
order  is  appended  to  this  report. 

Both  the  School  Board  and  the  teachers  have  ex- 
hibited so  much  interest  in  and  consideration  for  the 
department  of  drawing,  that  the  labors  of  your  com- 
mittee, which  seemed  difiicult  and  perplexing  three 


DRAWING.  335 

years  ago,  have  been  much  lightened  the  past  year, 
and  Ave  cannot  but  feel  that  the  condition  of  all  the 
schools  has  been  improved  by  the  exercises  adopted 
for  training  the  hand  and  eye. 

WM.  T.  BEIGHAM, 

WM.  WOODS, 

J.  C.  J.  BROWN, 

GEO.  F.  BIGELOW,  . 

R.  C.  WATERSON,      ^  ^ommdlee. 

JAMES  AYALDOCK, 
JAMES  MORSE, 
C.  C.  PERKINS, 


336 


ANNUAL    SCHOOL    REPORT. 


Plan  of  Instruction  in  Drawing  for  the  Public  Schools  of  the   City 
of  Boston  for  the  year  1872-73. 


Schools. 

Classes. 

Time  given 
per  week. 

Number  of 

Lessons  per 

Week. 

Length  of 
Lessons. 

Drawing 
on. 

Taught  by. 

1.   Primary 
Schools 

6.  5.  4. 

Two 
hours 

Four 

30  minut's 

Slates 

Regular 
Teachers. 

1.  Primary 
Schools 

*3.  2.  L 

Two 
hours 

Four 

30  minut's 

Paper  in 

blank 

books 

Regular 
Teachers. 

2.  Grammar 
Schools 

*6.  5.  4. 

One  hour 
and  a  half 

Three 

30  minut's 

Paper  in 
blank 
books  and 
text-books 

Regular 
Teachers. 

2.  Grammar 
Schools 

*3.  2.  1. 

One  hour 
and  a  half 

Three 

30  minut's 

Paper  in 
blank 
books  and 
text-books 

Regular 
Teachers. 

3.  Latin  and 
High 
Schools 

*Lower 
classes 

Two 
hours 

Two 

60  minut's 

Paper  in 
blank 
books  and 
text-books 

Regular 
Teachers. 

3.  Latin  and 
High 
Schools 

Higher 
classes 

Two 
hours 

Two 

60  minut's 

Paper  in 
books  and 
on  sheets 

Special 
Instruc- 
tors. 

4.  Normal 
Scoools 

*A11  the 
classes 

Two 
hours 

Two 

60  minut's 

Papers  in 
books 

Special 
Instruc- 
tors. 

*  One  third  of  the  pupils  of  classes  marked  thus  (*)  will  draw  on  the  blackboard  each 
lesson,  so  that  every  three  lessons  each  pupil  will  have  drawn  upon  the  hoard. 


DRAWING.  337 


Subjects  taught  and  order  of  lessons  for  each  iveeJc. 

1.  Freehand  outline  from  Cards.  Charts  and  Blackhoard  lessons*  —  the  easier  copies. 
Memory  lessons.  Definitions  of  plane  Geometry  to  be  committed  to  memory  and  illus- 
trations drawn.    Dictation  lessons. 

ORDER   OF  ZJESSOXS. 

1.  From  Cards  or  Charts.  2.  From  Blackboard.  3.  Memory  and  dictation  alter- 
nately.   4.  Geometric  definitions. 

The  more  advanced  copies  in  the  Cards.  Charts  and  Blackboard  examples.*  Memory 
and  dictation  lessons.  Object  lessons  illustrated  by  drawings.  Geometric  definitions 
drawn  on  a  large  scale. 


ORDER   OF  ZFSSOXS. 

1.  From  Cards  or  Charts.  2.  From  Blackboard.  4.  Memory  and  dictation  alternately, 
4.  Object  lessons  and  Geometric  definitions  alternately. 

9.  Freehand  outline  of  ornament  and  objects  from  Blackboard*  alternating  with  lessons  in 
text-book.  Map  drawing.  Memory  and  dictation  lessons.  Geometrical  drawing  up  to 
Prob.  52. 

ORDER    OF  I^ESSOy^S. 

1.  Objects  from  Blackboard  and  in  text-book  alternately.  2.  Memory  and  dictation 
lessons  alternately.    3.  Geometrical  and  Map  drawing  alternately. 

Freehand  outline  drawing  from  solid  models.  Geometrical  drawing  up  to  the  end  of 
the  course.  Design  iu  Geometric  forms  from  Blackboard.*  Memory  drawing.  Map 
drawing. 

ORDER   OF  JCESSOXS. 

1.  Model  Drawing.  2.  Geometrical  and  Memory  alternately.  3.  Map  drawing  and 
de^ign  alternately. 

3.  Freehand  object  drawing  from  the  Blackboard*  and  object.  Design  in  Geometric  forms . 
Geometrical  drawing  up  to  the  end  of  the  course. 

ORDER   OF  LESSORS. 

1.  Object  drawing  from  Blackboard*  and  object  alternately.  2.  Design  and  Geomet- 
rical drawing  alternately.  Model  drawing  from  the  solid  object,  in  outline  and  shading. 
Drawing  from  Copies  in  outline,  shading,  or  coloring.  Lessons  in  perspective  drawn  by 
Freehand. 


ORDER    OF  ZESSOXS. 

1.    Object  drawing.    2.    Other  subjects  chosen  by  Instructor. 

4.    Drawing  from  Blackboard.*    Normal   course  of  outline.     Object  drawing.    Freehand 
outUue  design  for  Teachers.     Dictation  lessons.     Geometrical  drawing  the  whole  course. 

ORDER    OF  I.ESSOXS. 

1.  Drawing  from  Blackboard*  in  books  and  design  alternately.     2.  Geometrical  draw- 
ing and  model  drawing  alternately. 

*  From  the  Normal  Art  School  Course. 


338  ANNUAL    SCHOOL   REPORT. 

Ordered,  That  the  programme  submitted  by  the 
Committee  on  Drawing  be  adopted  in  the  Pnbhc 
Schools  of  this  city,  from  this  date. 

Ordered,  That  the  salaries  of  the  Principals  of 
the  evening  schools  be  ten  dollars  per  night,  and  the 
assistants  five  dollars  per  night  when  actually  em- 
ployed by  the  committee. 


EOSTOXJjI 

CONDIT&  'lUi. 


■v^'cg 


APPENDIX. 


l^ito  0f  jjOHfoi!.— jrjepHtiimeiit  of  ||rHratn0. 

^DrtiilcatBs  tut,  SupciHwtcnxlBUce. 

The  Committee  on  Drawing  have  voted  to  aAvard  certificates  to  the 
masters  and  principals  of  the  Grammar  Schools  for  their  success  in  the 
ge7ieral  management  of  the  subject  of  free-hand  outline  drawing  as 
evinced   at  the   exhibition  recently  held. 

Tcacbet^s'  6i)rtifli3atB8'. 

Teachers'  certificates  will  be  awarded  to  those  whose  qualifications 
are  attested  by  their  own  drawings  at  the  annual  examination  of  teachers 
and  their  success  in  imparting  to  pupils  the  ability  to  delineate  the  forms 
which  have  been  the  subjects  of  study  under  the  special  instruction  of 
the    supervisor   and   instructor   of  drawing. 

Masters  and  jtrincipals  can  obtain  teachers'  certificates,  in  addition  to 
tlie  certificates  for  superintendence,  by  proving  tlieir  competency  at  the 
examination  of  teachers  and  giving  satisfactory  class  instruction. 

The  certificates  will  be  limited  this  year  to  the  subject  of  free-hand 
outline  drawing,  as  it  is  the  intention  of  the  committee  to  issue  certificates 
annual)}^  for  success  in  teaching  the  particular  branch  of  drawing  which 
is  required  of  the  pupils  in  advance  of  their  previous  work. 


Certificate  Cards. 

Certificate  cards  will  be  issued  to  those  teachers  who  pass  a  satisfactory 
examination  in  model  and  memory  drawing,  and  will  be  recorded  to  their 
credit,  to  be  exchanged  for  fall  certificates  in  these  branches  after 
satisfactory  results  have  been  olitained  from  their  pupils. 

By  authority  of  the  Commitiee  on  Drawing. 

J.  COFFIN  JONES  BROWN. 
"WALTER  SMITH,    Gen.  Supervisor  of  Drawing. 
Jlne  l8t,  1872. 


REPORT  OF  THE  COMMITTEE 


INDUSTRIAL    SCHOOLS. 


REPORT. 


The  Committee  on  Industrial  Schools  respectfully 
ask  leave  to  submit  the  folloAving  report :  — 

The  subject  of  Industrial  Schools  was  brought  to 
the  attention  of  this  Board  three  or  four  years  ago, 
by  a  petition  signed  by  a  large  number  of  the  most 
intelligent,  wealthy  and  prominent  citizens  in  the 
community.  The  committee  to  whom  that  petition 
was  referred,  after  considerable  consideration  of  the 
subject,  reported  in  favor  of  making  an  experiment, 
to  see  if  anything  could  be  done,  by  taking  charge  of 
and  somewhat  enlarging  an  Industrial  School  for  girls, 
then  in  operation  in  Staniford  street,  and  an  appro- 
priation in  behalf  of  the  experiment  was  made  by  the 
Board.  From  various  causes  and  influences,  which 
need  not  be  detailed,  that  experiment  was  never,  un- 
der the  auspices  of  the  committee,  fully  and  thor- 
oughly made.  In  fact,  the  school  itself  came  to  an 
untimely  end  before  the  enlarged  experiment  which 
the  committee  contemplated  had  begun;  and  no  fur- 
ther consideration  or  action  upon  the  subject  was  had 
for  more  than  a  year.  In  January,  1870,  on  motion 
of  C.  C.  Shackford,  then  a  member  of  this  Board, 
another  committee  on  Industrial  Schools  was  ap- 
pointed, of  which  he  was  chairman.     On  the  10th  of 


343 


344  ANNUAL   SCHOOL   REPORT. 

the  next  May,  this  committee,  on  leave,  reported  in 
print.  This  report,  after  speaking  of  the  importance 
of  Industrial  Education,  and  the  difficulties  that  sur- 
rounded the  subject,  so  far  as  the  action  of  this  Board 
was  concerned,  called  special  attention  to  one  depart- 
ment in  the  girls'  schools,  and  took  the  ground  that 
by  enlarging  and  emphasizing  this  department  in 
those  schools  much  good  might  be  done,  and  the  com- 
plaint made  of  a  want  of  practical  adaptation  in  our 
system  of  public  education  be  partially  met.  The  re- 
port closed  with  four  orders:  First,  that  sewing  be 
made  obligatory  in  all  the  Grammar  schools  for  girls 
Second,  that  sewing,  for  two  hours  each  week,  be 
adopted  in  all  the  classes,  except  the  first  and  second. 
Third,  that  in  the  third  and  fourth  classes,  cutting 
and  fitting  shall  also  be  introduced.  And,  fourth, 
that  a  department  for  practical  instruction  be  added 
to  the  Girls'  High  and  IS'ormal  School,  wherein  book- 
keeping, designing,  telegraphing,  drawing  on  wood 
and  stone,  and  needle-work,  in  its  various  branches, 
shall  be  taught  as  elective  studies,  to  which  also  pu- 
pils may  be  transferred  from  the  first  and  second 
classes  of  the  Grammar  schools. 

This  printed  report  laid  upon  the  table  of  the  Board 
till  the  next  ]!!»J"ovember,  Avhen,  on  the  motion  of  Dr. 
Curtis,  the  report  was  taken  up,  and  the  first  thi-ee 
orders  were  referred  to  the  Committee  on  Rules  and 
Regulations;  and  the  fourth,  to  the  Committee  on  the 
Girls'  High  and  ^N'ormal  School.  I^either  of  these 
committees,  it  is  believed,  ever  reported  upon  the  or- 
ders thus  referred  to  them.  In  May,  1871,  a  petition, 
signed  by  nearly  the   same  persons  who'  signed  the 


INDUSTRIAL    SCHOOL.  345 

original  petition  of  1869,  was  brought  to  the  room 
and  laid  upon  the  President's  table,  for  hira  to  pre- 
sent, but  owing  to  several  successive  adjournments, 
for  want  of  a  quorum,  before  petitions  could  be 
reached,  it  got  swept  from  the  table,  with  other  pa- 
pers, into  the  hands  of  the  Secretary;  and  so  passing 
from  the  remembrance  of  those  somewhat  interested 
in  it,  it  was,  in  fact,  never  presented  to  the  Board. 
This  petition  simply  asked  that  the  orders  reported 
by  Mr.  Shackford  might  be  adopted  by  the  Board  and 
carried  into  execution.  Under  this  state  of  things, 
the  present  Committee  on  Industrial  Schools  was  ap- 
pointed at  the  organizing  of  the  Board  in  January 
of  this  year.  This  committee,  in  endeavoring  to  dis- 
charge the  duty,  have  turned  their  attention  entirely 
to  a  point  indicated  in  Mr.  Shackford's  report,  —  the 
enlargement  of  the  department  of  sewing  in  the  girls' 
Grammar  schools;  and  after  conference  with  others, 
and  especially  with  Mrs.  Hemenway,  and  other  ladies 
interested  in  the  experiment  which  she  has  been  sus- 
taining in  the  intermediate  school  in  Tyler  street, 
have  come  to  the  conclusion  to  recommend  that  sew- 
ing, which  is  now  taught  in  the  sixth,  fifth,  and  fourth 
classes  of  the  girls'  Grammar  schools,  be  carried  for- 
ward gradually  into  all  the  classes  of  the  girls' 
schools;  the  fourth,  of  this  year,  for  instance,  when 
it  becomes  the  third  class  of  next  year,  to  continue 
to  receive  appropriate  instruction  in  sewing;  and  so 
on,  when  it  becomes  the  second,  and  when  it  becomes 
the  first  class;  and  thus  in  three  years,  instruction  in 
sewing  will  be  given  in  all  the  classes,  by  a  gradual 
and  progressive  change,  which  will  not  interfere  with 


346  ANNUAL   SCHOOL    REPORT. 

the  intellectual  culture  and  training*.  They  propose, 
also,  that  as  instruction  in  sewing  is  thus  enlarged  in 
the  classes  to  which  it  is  given,  it  shall  be  enlarged 
in  the  character  and  practical  value  of  the  instruction 
given,  and  that  certainly  in  the  first  and  second,  and 
perhaps  begun  in  the  third,  instruction  shall  be  given 
in  cutting,  shaping,  fitting,  and  thoroughly  making 
girls'  and  ladies'  garments ;  the  requisite  materials  for 
this  instruction  to  be  furnished  by  the  city,  under  the 
supervision  of  the  Committee  on  Accounts.  They 
believe,  from  the  examination  of  Mrs.  Hemenway's 
experiment,  that  one  good,  thoroughly  corupetent 
teacher  of  sewing,  cutting,  fitting,  etc.,  giving  her 
whole  time  to  the  work,  could  take  charge  of  one 
school,  and  in  the  twenty-six  school-hours  of  the  week 
give  two  hours  a  week  of  instruction  to  all  the  pupils 
of  that  school;  and,  in  some  cases  of  the  mixed 
schools,  where  the  number  of  girls  is  not  so  great, 
one  teacher  devoting  her  whole  time  might  take 
charge  of  two  schools.  Your  committee  believe  that 
the  whole  cost  of  this  experiment,  after  it  got  fully 
established,  in  all  the  classes  in  girls'  Grammar 
schools,  would  not  be  more  than  five  or  six  thousand 
dollars  a  year;  and  a  portion  of  this  might  be  returned 
from  the  sale  of  the  garments  made  by  the  first  and 
second  classes. 

"With  these  views  the  committee  submit  the  follow- 
ing orders. 

S.  K.  LOTHROP,  Chairman. 

1.   Ordered,   That,  on  and  after  September  next, 
sewing,  now  taught  in  the  sixth,  fifth,  and  fourth 


INDUSTRIAL    SCHOOL.  347 

classes  of  the  girls'  Grammar  schools,  be  gradually 
introduced  into  the  three  other  classes  in  said  schools; 
the  present  fourth  class  and  its  successors,  as  it  ad- 
vances from  the  fourth  to  the  third,  and  from  the 
third  to  the  second,  and  from  the  second  to  the  first 
class,  to  continue  to  receive  instruction  in  sewing,  so 
that  in  three  years  from  this  time  it  may  be  universally 
taught  in  all  the  classes  of  the  girls'  Grammar  schools, 
and  more  thorough  and  progressive  instruction  given. 

2.  Ordered,  That,  whenever  the  gradual  progress 
of  this  plan  permits,  practical  instruction  in  cutting, 
shaping,  fitting,  and  thoroughly  making  children's 
and  ladies'  garments  shall  be  given  to  the  members 
of  the  first  and  second  classes  of  the  girls'  Grammar 
schools,  and  that,  in  preparation  for  it,  the  district 
committee  of  each  girls'  school  shall  be  authorized  to 
procure  and  nominate  to  this  Board  a  sewing  teacher, 
thoroughly  competent  to  give  the  aforesaid  instruc- 
tion, and,  giving  her  T7hole  time  to  the  city,  to  take 
supervision  and  charge  of  the  whole  department  of 
sewing  in  the  school;  her  salary  to  be  subsequently 
determined  by  this  Board,  but  never  to  exceed  the 
highest  salary  paid  to  any  female  assistant  in  said 
schools. 

3.  Ordered,  That,  when  the  gradual  progress  of 
this  plan  makes  it  necessary,  the  Committee  on  Ac- 
counts be  authorized  to  furnish,  on  the  requisition  of 
each  district  committee,  all  the  materials  necessary  to 
give  the  contemplated  instruction  in  cutting  and  mak- 
ing garments,  to  an  extent  not  exceeding  two  hundred 
dollars  to  each  school,  and  not  exceeding  fifty  dollars 
to  any  one  room. 


348  ANNUAL   SCHOOL   REPORT. 

4.  Ordered,  That  each  district  committee  be  au- 
thorized, if  at  any  time  they  shall  deem  it  expedient,  to 
select  and  associate  with  them  one  or  more  competent 
ladies  from  their  district,  to  aid  them  in  superintend- 
ing or  carrying  out  this  plan  of  thorough  instruction 
in  sewing. 


ADDRESS  AND  SCHOOL  FESTIVAL. 


ADDRESS  OF  HON.  WILLIAM  GASTON 

TO  THE  SCHOOL  COMMITTEE, 

EN  RESPONSE  TO  A  VOTE  OF  THANKS  AT  THE  CLOSE  OF  THE  MUNICEPAX  TEAR. 


At  a  meeting  of  the  School  Committee,  held  on 
the  second  day  of  January,  1872,  Dr.  Lamson 
offered  the  following  order :  — 

Ordered,  That  the  thanks  of  this  Board  be  tendered  to  Hon. 
William  Gaston,  the  pi'esident,  for  the  impartial,  dignified  and 
courteous  manner  in  which  he  has  presided  over  the  deliberations 
of  this  body  during  the  past  year. 

The  motion  was  seconded,  and  the  order  was 
passed  by  a  unanimous  vote,  the  members  rising  in 
their  seats. 

Mayor  Gaston  responded  as  follows :  — 

Oentlemen  of  the  Scliool  Committee :  —  I  did  not 
bring  to  the  duties  of  my  office  any  previous  experi- 
ence at  your  Board.  I  came  here  as  your  presiding 
officer  under  the  provisions  of  the  City  Charter,  a 
stranger  to  many  of  you,  and  without  any  acquaint- 
ance with  your  rules  and  modes  of  procedure.  I 
was  therefore  in  a  situation  to  require  your  forbear- 
ance and  your  aid.     I  am  happy  that  the  vote  which 

351 


352  ANNUAL   SCHOOL    REPORT. 

you  have  just  passed,  and  for  which  I  thank  you, 
gives  me  an  opportunity  to  acknowledge  your  con- 
stant and  uniform  courtesy  towards  me  and  the 
ready  assistance  which  you  have  rendered  me  in 
meeting  the  duties  and  responsibihties  of  my  office. 

You  have  the  general  care  of  the  education  of 
nearly  forty  thousand  children,  instructed  by  nearly 
one  thousand  teachers.  This  high  trust  requires,  for 
its  proper  execution,  great  intelligence,  fidelity,  and 
industry,  and  I  can  bear  testimony  to  the  energy, 
zeal,  and  fidelity  with  which  you  have  met  and  dis- 
charged your  important  duties,  and  if  I  have  per- 
formed the  lesser  duties  of  my  office,  as  Chairman, 
with  anything  like  the  success  with  which  you  have 
performed  the  greater  duties  of  yours,  I  know  that 
I  shall  have  no  occasion  to  regret  the  part  which  I 
have  taken  in  your  deliberations  for  the  past  year. 

I  am  grateful  to  you  for  your  generous  courtesy 
and  for  the  kind  expressions  contained  in  your  vote. 


ANNUAL  SCHOOL  FESTIVAL. 

1872; 


The  annual  School  Festival  was  held  in  Music 
Hall,  on  the  afternoon  of  Wednesday,  July  3d,  un- 
der the  direction  of  the  following  Special  Committee, 
appointed  for  the  purpose,  viz.,  Messrs.  Warren  P. 
Adams,  Wm.  O.  Johnson,  Adino  B.  Hall,  Geo.  M. 
Hobbs,  John  Noble,  Abijah  Richardson,  P.  J.  Whel- 
ton,  Joel  Seaverns,  and  John  W.  Porter. 

Invitations  were  extended  to  the  City  Council  and 
heads  of  departments,  the  School  Committee,  all  the 
teachers  of  the  Public  Schools,  the  medal  scholars, 
and  all  the  jDupils  of  the  High  and  Grammar  Schools 
who  received  the  graduating  diploma  at  the  recent 
annual  exhibitions  of  the  schools.  State  officials  and 
distinguished  citizens  were  also  present  as  guests. 

The  graduates  of  the  present  year  of  the  High  and 
Grammar  Schools,  numbering  upwards  of  twelve  hun- 
dred, were  seated  in  the  balconies,  while  the  spacious 
floor  was  filled  by  an  assemblage  of  their  parents  and 
teachers,  and  other  guests  of  the  occasion. 

The  following  description  of  the  decorations  of  the 
Hall,  which,  with  the  exception  of  the  flowers,  were 
designed  for  the  Municipal  celebration  of  the  Fourth 
of  July,  is  copied  from  the  "Boston  Journal:  "  — 

353 


354  ANNUAL   SCHOOL  REPORT. 

"  Of  all  the  fixtures  la  Music  Hall,  except  the  statuary  and  large 
organ,  not  one  has  escaped  the  art  touches  of  the  decorator.  The 
appearance  of  the  hall  where  is  erected  the  large  organ  has  rarely 
been  equalled,  if  it  ever  was  before.  So  profuse  and  yet  so  tasty 
had  been  the  arrangement  of  the  floral  decorations  that  the  specta- 
tor felt  almost  filled  with  the  belief  that  the  massive,  decorated 
organ  had  been  transplanted  to  a  retreat  of  some  artist  gardener. 
The  whole  brow  of  the  rostrum  was  banked  with  exotics,  and  at 
intervals  in  this  belt  of  delicate  green  shade  were  beautiful  rosettes 
of  flowers,  with  trailing  vines  adorning  in  streamers  and  festoons 
the  front  of  the  white  walls  below.  At  the  sides  of  the  great  organ 
were  hundreds  of  fine  hand  bouquets,  each  one  a  floral  treasure  ;  and 
these  were  so  laid  and  shaped  that  the  whole,  in  one  form,  twice 
repeated  on  a  side,  represented  pyramids  of  flowers,  four  in  num- 
ber. But  the  work  of  the  embellishers  did  not  rest  there.  The 
balconies  were  richly  and  chastely  trimmed,  the  lower  one  in  blue 
and  white  lace  drapery,  caught  up  at  intervals  in  rosettes  of  white 
lace,  and  so  divided  that  attractively  appeared,  equi-distant  on  each 
side,  three  mottoes  with  ends  finished  in  a  fall  of  American  en- 
signs. In  the  centre  of  a  white  cloud,  on  a  field  of  blue  bordered 
with  gold,  were  the  words  '  Independence  Declared. '  This  on 
one  side  of  the  clock  opposite  the  stage.  For  a  companion  piece, 
counterpart  to  this,  on  the  other  side  of  the  dial,  were  the  letters 
inscribing  'July  4,  1776.'  Around  the  clock  centre  was  a  glory 
of  stars  and  stripes,  and  this,  leading  first  to  the  mottoes,  termi- 
nates in  the  drapery.     The  other  mottoes  were,  on  one  side :  — 

'"AH  is  peace,  and  God  has  granted  you  this  sight  of  your 
country's  happiness.'  —  D.  Webster. 

"  '  Look  abroad  into  this  lovely  land,  and  mark  the  happiness 
with  which  it  is  filled.'  —  D.  Webster. 

"  '  Yes,  look  abroad  into  the  whole  earth,  and  see  what  a  name 
you  have  contributed  to  give  to  your  country.'  —  D.  Webster. 

"  On  the  opposite  sides  were  the  following  inscriptions  inclosed 
as  upon  the  first  described,  viz. :  — 

"  '  What  noble  institutions  !  The  oppressed  of  all  countries,  the 
martyrs  of  every  creed,  may  there  find  refuge.'  —  Phillips. 

"  '  When  the  glories  of  our  name  shall  be  but  the  legends  of  tra- 
ditions, and  the  lights  of  our  achievements  live  only  in  song,  phi- 


ANNUAL    SCHOOL    FESTIVAL.  355 

losophy  will  rise  again  in  the  sky  of  her  Franklin,  and  glory 
rekindle  at  the  urn  of  our  Washington.'  —  Councillor  Phillips, 
Ireland. 

"  '  Happy,  proud  America !  The  lightning  of  heaven  yielded  to 
your  philosophy,  the  temptations  of  earth  could  not  seduce  your 
patriotism.'  —  Phillips. 

"  The  upper  balcony  was  brilliant  with  flags,  shields,  coats  of  arms 
of  Boston,  of  the  Commonwealth,  banners,  foreign  flags  and  sig- 
nals, displayed  with  rare  respect  to  station,  and  in  efi'ect  most 
pleasing  to  the  eye.  Add  to  this  picture  the  pretty,  light  and 
showy  dresses  and  trimmings  of  the  holiday  school  girls  and  the 
prim  and  neatly  dressed  school  lads,  as  seen  in  the  balconies,  and 
an  idea  can  be  had  of  the  brilliancy  which  on  every  side  surrounded 
the  spectators  promenading  the  comfortably  filled  floor  of  the  hall 
at  the  opening  of  the  Boston  Public  School  Festival  for  1872  yes- 
terday afternoon. 

"  Occupying  the  right  of  the  stage  was  the  full  Germania  oi'ches- 
tra,  and  in  the  centre  of  the  platform  were  conspicuously  seated 
Mayor  Gaston,  Dr.  Samuel  Eliot,  Warren  P.  Adams,  Chairman 
of  the  Committee  of  Arrangements,  Superintendent  Philbrick  and 
Rev.  J.  Freeman  Clarke,  while  more  retired  were  other  members 
of  the  School  Committee. 

"  At  a  little  past  three  o'clock,  Warren  P.  Adams,  Esq.,  Chair- 
man of  the  Committee,  called  the  assemblage  to  order  and  intro- 
duced Rev.  W.  F.  Mallalieu  of  Boston,  who  invoked  the  Divine 
Blessing. 

"  Mr.  Adams  then  addressed  the  audience  as  follows  :  — 

"  '  Ladies  and  Gentlemen  —  Graduates  of  our  Public  Schools :  We 
have  assembled  once  more  to  celebrate  this  festal  occasion.  Once 
more  you  have  come  up  to  this  Mecca  of  your  hopes  and  trials  and 
ambitions  to  receive  at  our  hands  the  recognition  of  merit  which 
you  have  so  well  earned,  and  which  the  City  of  Boston  so  cheerfully 
bestows. 

"  '  Welcome,  thrice  welcome,  springs  to  our  lips  as  we  greet  your 
smiling  faces  here  to-da3\  We  bid  you  God-speed  on  the  journey 
of  life,  of  which  to-da}^  you  have  passed  another  milestone.  We 
feel  that  the  perseverance  you  have  shown,  the  courage  you  have 
developed,  the  intellectual  strength  and  vigor  you  have  gained  in 


356  AKNUAIi   SCHOOL   REPORT. 

the  past  will  make  you  equal  to  greater  victories  in  the  future. 
We  feel  that  while  Boston  bestows  her  honors  upon  you,  she  may 
confidently  look  to  3'ou  in  the  various  public  or  private  stations 
you  may  be  called  upon  to  fill,  to  reflect  enduring  honor  upon  her. 
She  expects  that  you  will  not  dim  the  lustre  which  the  graduates 
of  her  public  schools  have  already  shed  on  her  fair  name.  Let  it 
be  remembered  that  you  have  barely  entered  the  vestibule  of  that 
sanctuary  of  knowledge  whose  inner  glories  the}'  only  can  explore 
whose  heart  and  soul  are  quickened  and  impelled  by  the  largest 
faith  and  an  invincible  desire  to  seek  the  truth. 

"  '  If  this  day  is  to  end  the  progress  in  self-improvement  of  any  of 
you,  if  it  is  to  mark  the  turning  point  where  ambition  shall  cease, 
and  effort  fail,  then  will  it  be  the  celebration  rather  of  your  humil- 
iation than  of  your  success  and  victory.  But  we  will  not  believe 
that  such  can  be  the  case.  We  feel  that  the  lessons  you  have  re- 
ceived from  your  kind,  conscientious  and  faithful  teachers  will  not 
be  so  misapplied,  and  the  seeds  of  thought  they  have  sown  in  your 
minds  and  hearts  will  spring  up  and  bring  forth  fruit,  twenty,  fifty, 
nay,  a  hundred  fold.  But  it  is  not  with  any  words  of  mine  that  I 
would  interrupt  the  festivities  of  this  occasion,  or  delay  the  intel- 
lectual and  social  entertainment  that  awaits  you.  Press  on  in  the 
good  work  you  have  begun.  Go  forth  with  light  and  joyous  hearts 
to  the  holidays  that  stand  so  temptingly  before  you.  Go  with  the 
warm  and  heartfelt  wishes  of  all  of  us  for  your  continued  happiness 
and  success.  Go  with  the  blessings  which  Heaven  never  fails  to 
shed  on  those  who  with  pure  hearts  and  earnest  lives  have  faith- 
fully striven  to  do  their  duty.  Go  forth  each  of  you  to  the  battle 
of  life  with  renewed  courage  and  vigor,  and  ever 

"  '  Bear  through  sorrow,  Avrong  and  ruth, 
In  thy  heart  the  dew  of  youth, 
On  thy  lips  the  smile  of  truth.'" 

"  Dr.  Samuel  Eliot,  head-master  elect  of  the  Girls'  High  School, 
being  introduced  by  the  Chairman,  spoke  to  the  assemblage  at  con- 
siderable length,  making  use  of  language  nearly  as  follows :  — 

"  '  Mr.  Chairman,  and  fellow  Bostonians,  old  and  young  :  This  fes 
tival  attests  the  capacity  of  our  school  system.  As  it  is  said  the 
best  way  to  obtain  good  art  is  fii'st  to  enjoy  it,  we  have  only  just 


ANNUAL    SCHOOL    FESTIVAL.  357 

to  look  about  our  city  to  see  how  our  schools  are  eujoyed  to  learn 
why  we  have  them.  That  we  here  enjoy  education  is  seen  in  its 
fruits,  and  also  in  the  work  of  teachei's  and  scholars  to  obtain 
them.  But  work  can  be  either  good  or  evil,  and  the  evil  lies  in  the 
application.  Where  this  exists ;  where  the  dreary  cloud  of  work 
in  school  daj^s  is  not  broken  by  a  little  blue  or  flood  of  light,  then 
perhaps  belongs  the  quotation  :  — 

"  '  And  he  is  oft  the  wisest  man  who  is  not  wise  at  all.' 

"  '  That  work  which  we  enter  into  and  still  have  time  to  look  about 
us  in  performing  is  the  true  work.' 

"  The  speaker  here  drew  an  analogy  between  nature's  work  in  the 
vegetable  world  and  man's  in  the  intellectual.  The  leaf  and  flower 
must  be  trained  every  season  of  the  year  to  be  perfect  in  itself. 
There  then  should  be  a  season  or  seasons  for  work  and  relaxation, 
for  in  man  the  overworked  becomes  a  hardened  deformity,  like  the 
plant  of  which  no  care  at  the  proper  time  is  taken.  We  have  cause 
to  rejoice  that  our  school-houses  stand  mighty,  and  their  doors  are 
wide  open ;  that  music  is  heard  within  them,  and  that  drawing  is 
seen  aud  enjoyed  by  the  children.  These  not  only  work  in  the 
school,  but  pervade  the  homes  of  the  scholars  and  help  sweep  away 
the  wrinkles  from  the  New  Englander's  brow,  which  have  become 
so  proverbial.  An  educational  result,  to  be  worth  anything,  must 
be  a  compact  of  soul  with  soul.  He  then  spoke  of  what  some  term 
the  monotony  of  school  life,  and  closed  his  remarks  with  valuable 
suggestions  to  teachers  and  those  before  him  who  may  be  instruc- 
tors in  the  future  upon  school  exercises,  which  will  end,  not  in  a 
compendium  of  monotonous  work,  but  in  an  eventide  full  of  the 
rich  effulgence  of  culture  and  intelligence. 

"  Rev.  James  Freeman  Clarke  was  the  next  speaker.  He  opened 
his  remarks  with  a  beautiful  compliment  to  the  young  ladies,  the 
sight  of  their  entering  the  hall  for  the  festival  having  attracted 
him  within. 

"  After  a  few  remarks  by  the  Superintendent,  Mayor  Gaston  was 
announced  and  received  with  applause.     He  said  :  — 

"  '  Ladies  and  Gentlemen :  I  am  glad  that  amid  the  excitement  of 
these  festival  days  this  occasion  has  not  been  forgotten,  but  rather 
remembered  and  acknowledged  with  all  the  honors  conferred  upon 


358  ANNUAL   SCHOOL   EEPOET. 

its  corresponding  seasons  of  the  past.  It  marks  a  change  in  your 
young  lives,  and,  in  behalf  of  the  Committee  of  the  Public  Schools 
of  Boston  and  that  of  the  citizens  and  the  City  Government  I  rep- 
resent, I  would  wish  you  unbounded  success  and  happiness  in  the 
future.' 

"  At  the  conclusion  of  the  Mayor's  remarks  followed  the  series  of 
grand  marches  of  the  Germanias,  which  marked  the  time  for  the 
diploma  young  ladies  and  lads  as  they  followed  in  procession,  the 
boys  of  the  Latin,  High  and  English  High  Schools,  down  the  right 
staircase  from  the  first  balcony  and  across  the  stage.  The  pupils 
numbered  one  thousand  from  the  Grammar  and  three  hundred  from 
the  High  Schools,  and  were  a  long  time  in  passing  from  the  gal- 
leries and  again  into  their  seats,  as  each  member  of  the  bright, 
joj'^ous  band  received  from  the  hand  of  Mayor  Gaston  a  floral 
tribute.  Then  the  children  carried  out  the  rest  of  the  festival 
sports  in  the  banquet  hall  of  Bumstead,  and  that  provided  in  the 
right  balcony.     After  this  followed  the  closing  dance." 


FEANKLIN  MEDALS, 

LAWRENCE   PRIZES, 

AND 

DIPLOMAS    OF    GRADUATION. 


FMNKLIN  MEDAL  SCHOLARS. 


1872. 


LATIN   SCHOOL. 
George  L.  Giles, 
J.  Frank  Botume, 
James  B.  Troy, 
George  H.  Eldridge, 
Jabez  E.  Giles, 
Frank  G.  Steele, 
Willis  D.  Leland, 
Henry  P.  Jaques, 
Samuel  T.  Fisher, 
Marshall  P.  Washburn, 
Edward  Bicknell. 

ENGLISH  HIGH  SCHOOL. 
Eugene  D.  Hickey, 
Isaac  B.  Mills,  Jr., 


Cornelius  F.  Doherty, 
Walter  Jenney, 
William  J.  Covill, 
Charles  F.  W.  Schlimper, 
Edgar  A.  Cook, 
Frank  A.  Rich, 
Lorin  F.  Deland, 
George  W.  Hayford, 
E.  Clarence  Hovey, 
George  F.  Kicker, 
Joseph  F.  Leland,  Jr., 
Walter  D.  Townsend, 
Ward  Williams, 
David  B.  Harding, 
Julius  H.  Sussman, 
Clarence  E.  Sitone. 


LAWRENCE   PRIZES. 

1872. 


LATIN   SCHOOL. 

Declamation.  —  First  Prize.  —  J.  Frank  Botume.  —  Second  Prizes.  — 
Edward  Bicknell,  Edward  B.  Hunt.  —  Third  Prizes.  —  John  T.  Bowen, 
Thornton  H.  Simmons. 

Exemplary  Conduct  and  Fidelity.  —  Samuel  T.  Fislier,  Preston  H.  Grover, 
Edward  E.  Hay  den. 

Exemplary  Conduct  and  Punctuality.  — Frank  B.  Thayer,  Edward  B. 
Hunt,  Willis  B.  Allen,  Owen  B.  Sanders,  J.  Loring  Cheney,  Edward  S. 
Hawes,  George  W.  Merrill,  George  L.  Giles,  J.  Q.  A.  Brett,  Harry  F. 
Hodges,  Charles  S.  Lane,  M.  Vassar  Pierce,  James  B.  Troy. 

Excellence  in  the  Classical  Departmeiit.  —  First  Class.  —  George  L.  Giles. 

—  Second  Class.  —  J.  Loring  Cheney.  —  Third  Class.  —  Willis  B.  Allen.  — 
Fourth  Class. — Samuel  E.  Somerby. — Fifth  Class. — Edward  B.Hunt. — 
Sixth  Class.  —  Charles  S.  Lane. 

Excellence  in  the  Modern  Department.  —  First  Class.  —  J.  Frank  Botume. 

—  Second  Class.  —  J.  Loring  Cheney.  —  Third  Class. — Willis  B.  Allen.  ^- 
Fourth  Class.  —  Samuel  E.  Somerby.  —  Fifth  Class.  —  Edward  B.  Hunt.  — 
Sixth  Class.  —  Lott  Mansfield. 

Prizes  for  Special  Subjects.  — A  Latin  Poem.  — Jabez  E.  Giles. 

A  Latin  Essay.  —  George  L.  Giles. 

An  English  Essay.  — Edward  Bicknell. 

A  Translation  from  French.  —  J.  Loring  Cheney. 

A  Poetical  Translation  from  Horace.  —  Keginald  H.  Young. 

A  Translation  from  Tacitus.  —  Willis  B.  Allen. 

A  Translation  from  Caesar.  —  Samuel  E.  Somerby. 

A  Translation  from  Nepos.  —  Robert  H.  Wade. 

A  Translation  from  Po-incipia  Latina.  —  Edward  S.  Hawes. 

Best  Specimen  of  Penmanship.  —  Marshall  P.  Washburn. 

ENGLISH  HIGH  SCHOOL. 

Composition. — First  Prizes.  —  G.  Frank  Underwood,  Clarence  W.  Barron. 

—  Second  Prizes.  —  J.  Herbert  Davis,  John  B.  Holland,  Henry  A.  Hall. 


LAWRENCE    PRIZES.  363 

Declamation.  —  First  Frizes.  —  Isaac  B.  Mills,  Jr.,  E.  Brown  Goodsell.  — 
Second  Prizes.  —  E.  Clarence  Hovey,  Robert  S.  Sturgis,  Arthur  H.  Dodd.  — 
Third  Frizes.  — Joseph  D.  Leland,  Jr.,  Lory  B.  Fenderson. 

Literary.  —  First  Frizes.  —  Frank  H.  Leighton,  John  B.  Jarvis,  Frederick 
F.  Parks,  Henry  G.  Patten,  C.  Herbert  Watson,  Frederick  L.  Weir,  Samuel 
E.  Brown,  Jr.,  Charles  E.  Estabrook,  John  B.  Clapp,  Eben  C.  Stanwood, 
Abraham  P.  Spitz,  Henry  Schonengen.  —  Second  Prizes. — J.  Otis  Colby, 
Frank  M.  Bicknell,  Alonzo  G.  Van  Nostrand,  George  C.  Bailey,  Henry  D. 
Thaxter,  Walter  E.  Nichols,  Robert  B.  Chapman,  Albert  E.  Warner,  George 
W.  Beeching,  Henry  A.  Hall,  Lewis  A.  Murphy. 

Scientific.  —  First  Frizes.  —  Samuel  J.  Spear,  Samuel  S.  Boyden, 
Thomas  A.  Maguire,  Charles  J.  Underwood,  John  B.  Holland,  Edward  J. 
Callahan,  John  B.  Babcock,  Jr.,  Charles-  Everett,  Michael  J.  Sullivan,  Her- 
bert Damon,  Mark  Stone,  Albert  E.  Cotton.  —  Second.  Frizes.  —  A.  D. 
French,  Benjamin  S.  Palmer,  Henry  E.  Webb,  William  S.  Leavitt,  John  W. 
Means. 


Mineralogy.  — James  P.  Frost,  George  A.  Pierce. 

General  Excellence  and  Deportivient.  —  Cornelius  F.  Hearlihy,  Wil- 
liam Noll,  Jesse  Y.  Baker,  Fred.  W.  Brown,  Everard  J.  Langell,  Luther  S. 
Anderson,  Eliot  Hubbard,  Charles  Davis,  Nelson  F.  Cowin,  Eben  Gay,  Jr., 
Frank  E.  Heyer,  George  E.  Allen,  Timothy  H.  Gallivan,  Guy  C.  Walker, 
John  B.  Palmer,  James  R.  Geary,  Arthur  F.  Kelley. 


DIPLOMAS  OF  GRADUATION. 

1872. 


LATIN   SCHOOL. 

Daniel  Carpenter  Bacon, 
Edvardus  Bicknell, 
Johannes  Franklin  Botume, 
Lawrence  M.  Corcoran, 
Georgius  Homans  Eldridge, 
Samuel  Tucker  Fisher, 
Georgius  Lindall  Giles, 
Jabez  Edvardus  Giles, 
Holmes  Hinkley, 
Horatius  Nathaniel  Hooper, 
Oscar  Koland  Jackson, 
Henricus  Percy  Jaques, 
Willis  Daniels  Leland, 
Franklin  Gilbert  Steele, 
Guattarus  Tappan, 
Newell  Aldrich  Thompson, 
Jacobus  Bernard  Troy, 
Marshall  Price  Washburn. 

ENGLISH   HIGH   SCHOOL. 

Charles  Henry  Arnold, 
Thomas  Henry  Austin, 
William  Downes  Austin, 
George  Cook  Bailey, 
Jesse  Young  Baker, 
Benjamin  Bellamy, 
Frank  Martin  Bicknell, 
Benjamin  Bowman, 
Samuel  Swctt  Boyden, 
Patrick  Francis  Boyle, 
Frederick  Harrison  Brackett, 


Henry  Milton  Brewster, 
Oliver  Smith  C.  Brigham, 
Charles  Dutton  Brown, 
George  Henry  Brown, 
John  Aloysius  Brown, 
Edward  Augustus  Buss, 
Edward  Joseph  Callahan, 
George  Nelson  Carter, 
Herbert  Buchanan  Chapman, 
Albert  Brackett  Chick, 
Webster  Cobb, 
Joseph  Otis  Colby, 
Thomas  James  Conroy, 
Edgar  Alfonso  Cook, 
Charles  Henry  Coughlin, 
William  James  Covill, 
Ralph  Crooker,  3d, 
George  Warren  Currier, 
Lorin  Fuller  Deland, 
Cornelius  Frederick  Doherty, 
Charles  William  Donahoe, 
Lory  Bacon  Fenderson, 
George  Edwin  Fowle,  Jr., 
Abram  De  Graw  French, 
Walter  Gassett, 
David  Baker  Harding, 
Peter  James  Harrington, 
George  Warren  Hayford, 
Charles  James  Hendrie, 
Cornelius  Francis  Herlihy, 
Eugene  Daniel  Hickcy, 
Joseph  Mansfield  Hill, 
John  Bernard  Holland, 
364 


DIPLOMAS    OF   GRADUATION. 


365 


Edward  Clarence  Hovey, 
Ellery  Wellington  Hunt, 
Edwin  Irving  James, 
John  Bradbury  Jarvis, 
Walter  Jenney, 
Stephen  James  Kelley, 
James  Bryden  Kellock, 
Joseph  Louis  Laforme, 
George  Louis  Lavery, 
John  Joseph  Lavery, 
Frank  Herbert  Leigliton, 
Joseph  Daniels  Leland,  Jr., 
George  Adams  Levi, 
Harry  Ashmeade  Lewis, 
Thomas  Ambrose  ISIaguire, 
Hubbard  Davis  Martin, 
Isaac  Bonney  Mills,  Jr., 
Edward  Peter  Murphy, 
James  Cunningham  Neilson, 
Walter  Franklin  Nichols, 
William  Noll, 
Fred.  Thaxter  Parks, 
Henry  Griswold  Patten, 
Thomas  Edward  Pigot, 
Charles  Augustus  Pitman, 
Walter  Ashley  Priest, 
Charles  Hallett  Eamsay, 
Frank  Allen  Rich, 
Thomas  F.  Richardson, 
George  Fabyan  Ricker, 
Thomas  Charles  Riley, 
Edward  Nason  Sampson, 
Charles  F.  William  Schliraper, 
Theodore  Edward  Schwarz, 
John  Joseph  ScoUard, 
Lawrence  William  Slattery, 
Samuel  Judson  Spear, 
Frank  Lindsey  Stevenson, 
Wilber  Henshaw  Stinson, 
Clarence  Eastman  Stone, 
Julius  Herman  Sussman, 
Henry  Dexter  Thaxter, 
Caleb  Adams  Thurston, 
Walter  Davis  Townsend, 
Charles  James  Underwood,  Jr., 
George  Frank  Underwood, 
Alonzo  Gifford  Van  Nostrand, 


Torrey  Everett  Wardner, 
Charles  Herbert  Watson, 
Frederick  Louis  Weir, 
Walter  Edwin  West, 
Ward  Williams, 
Frank  Davis  Witherell, 
Walstein  Fuller  Wright, 
Carl  Gustave  Zerrahn. 

GIRLS'    HIGH    AND     NORMAL 
SCHOOL. 

REGULAR    AND    TRAINING    COORSES. 

Lizzie  P.  Brewer, 
Sarah  C.  Bucknam, 
Emma  F.  Chater, 
Elizabeth  A.  Mahont-y, 
Ellen  M.  O'Connor, 
Alice  J.  Reed, 
L.  Anna  Sargent, 
Anna  L.  Savil, 
Ella  Warner, 
Frances  E.  Wells, 
Flora  B.  Wiggin. 

REGULAR  AND  EXTRA  COURSES. 

Helen  I.  Allen, 
Lina  Cook, 
Emily  M.  Deland, 
Marion  A.  Hawes, 
Amelia  H.  Rust, 
Fannie  W.  Ryder. 

REGULAR    COURSE. 

Lavinia  E.  Adams, 
Claire  K.  Alden, 
Amelia  A.  Aldrich, 
Sarah  A.  Andy, 
Anna  E.  Badlam, 
Elizabeth  G.  Bailey, 
Ellen  H.  Bailey, 
Carrie  L.  Baker, 
Ellen  M.  Barbour, 
Frances  .T.  Barnes, 
Eudora  F.  Bickford, 
Mary  Bonnie, 


366 


ANNUAL    SCHOOL    REPORT. 


Ida  L.  Boyden, 
Anne  P.  Bridge, 
Josephine  Bryant, 
Maria  A.  Callanan, 
Jennie  E.  Cliurchill, 
Clara  A.  Cotton, 
Josephine  F.  Davenport, 
Mary  A.  Dolan, 
Ella  A.  Domett, 
Frances  E.  Domett, 
Mary  H.  Dwyer, 
Mary  W.  Emery, 
Emma  E.  Fabyan, 
Helen  R.  Fabyan, 
Annie  M.  Gillespie, 
Fannie  W.  Hall, 
Fannie  T.  Hastings, 
Carrie  S.  Heath, 
Henrietta  A.  Hill, 
Lillie  T.  Hill, 
S.  Lila  Huckins, 
Julia  Hyneman, 
Ella  T.  Jackson, 
Miriam  Levi, 
Elizabeth  Lincoln, 
Harriet  E.  Litclmeld, 
Isabel  C.  Livingstone, 
Caroline  T.  Lothrop, 
Elizabeth  A.  Madden, 
Adela  E.  Maynard, 
Sarah  A.  McGonigle, 
Kate  E.  McGowan, 
Grace  Merrill, 
Frances  E.  Mihan, 
Julia  L.  Morrill, 
Angle  S.  Morse, 
Nancy  M.  Morse, 
Pamell  S.  Murray, 
Abbie  M.  Nye, 
HonoraT.  O'Dowd, 
Lizzie  Ordway, 
Lilias  E.  Page, 
Mary  0.  Parker, 
Georgianna  Pickernell, 
Florence  A.  Pierce, 
Almy  C.  Plummer, 
Harriet  L  Preble, 


Mary  E.  Reid, 
Helen  E.  Rice, 
Annie  M.  Robbins, 
Mary  G.  Ruxton, 
Nellie  G.  Sanford, 
Frances  Schlegel, 
Emma  J.  Seaman, 
Ardelle  T.  Smith, 
Ella  S.  Smith, 
Emma  A.  Smith, 
Florence  J.  Smith, 
Mary  H.  Smith, 
Annie  T.  Southard, 
Anna  L.  Story, 
Olivia  M.  Studley, 
Sarah  E.  Swan, 
Frances  H.  Thacher, 
Lillie  E.  Thomas, 
Amanda  P.  Ventress, 
Ella  F.  Wallace, 
Susie  E.  White, 
Emma  C.  Whitney, 
Addie  E.  Whittemore, 
Lizzie  Wilbur, 
Alice  M.  Williams, 
Kate  D.  Williams, 
Mary  J.  Williams, 
Uleyetta  Williams, 
Martha  D.  Wise, 
Marion  L.  Woodward. 

ROXBURY   HIGH   SCHOOL. 

Boys. 
Benjamin  Leighton  Beal, 
Henry  Abial  Chamberlain, 
William  Francis  Crafts, 
Romanzo  James  Dolan, 
Edward  Francis  Fay, 
James  Clinton  Gerry, 
Charles  Herbert  Heustis, 
Alfred  Epher  Hunt, 
Franklin  Wells  Parker, 
Charles  Wisner  Riddle, 
Edward  Cheever  Rogers, 
Edward  George  Stalder, 
Charles  Ware, 
Frank  Edward  Wisarin. 


DIPLOMAS    OF    GRADUATION. 


367 


Girls. 
Anna  'V\''ells  BiimsteaJ, 
Lizzie  Adelaide  Colligan, 
Sibyl  Theresa  Crooker, 
Frances  Maria  Davis, 
Lillie  Jiine  Davis, 
Addie  Frances  Dexter, 
Mamie  Foster  Drake, 
Anna  Mulford  Edniands, 
Frances  Theresa  Kelley, 
Emma  Isadora  Lingham, 
Anna  Macdonald, 
Frances  Julia  Manning, 
Alice  Maud  May, 
Annie  Lucy  McDonougli, 
Isabel  Wilson  Morrill, 
Katie  Alice  Nason, 
Susan  Abbie  Pearson, 
Harriet  Brigham  Phelps, 
Bridget  Elizabeth  Scanlan, 
Marie  Lissie  Smith, 
Fannie  Warren  Sprague, 
Amelia  Wood  Stockwell, 
Isabel  Thacher, 
Mary  Eveljm  Thomas, 
Annie  Frederika  Tliulin, 
Emily  Persis  Washburn, 
Clara  Louisa  Wells, 
Emma  Angelia  Woodsum. 

DORCHESTER    HIGH    SCHOOL. 

CLASSICAL    COUKSE. 

Frank  Wesley  Burnhara. 

THREE    teaks'    COURSE. 

Boys. 

David  Marks  Babcock, 

Edward  Danforth  Bent, 

Robert  Foster  Elder, 

George  Congdon  Gorham,  Jr., 

Walter  Gardner  II.  Kendall, 

William  Love, 

Stephen  Arnold  Douglas  Monroe, 

John  Aiken  Preston, 


Lewis  Carver  Southard, 
William  Franklin  Temple, 
Josiah  Ellis  Tipping, 
Robert  Ballantyne  Walker, 
Frank  Weston  Whitcher. 

Girls. 

Susan  Broughton  Allbriglit, 
Antoinette  Parsons  Brooks, 
Ellen  Almira  Brown, 
Cordelia  Rosanna  Capen, 
Martha  Ellen  Clean, 
Mary  Elizabeth  French, 
Amy  Roundy  French, 
Ella  Frances  Glover, 
Maria  Wardwell  Hawes, 
Hattie  Louisa  Holden, 
Ella  Florence  Hopkins, 
Ida  Farnsworth  Kendall, 
Isabel  Frances  Lee, 
Mary  Ella  Mann, 
Caroline  Frances  Melville, 
Anna  Holden  Payson, 
Adelaide  Pillsbury, 
Priscilla  Laura  Plummer, 
Annie  French  Pope, 
Eugenia  Morella  Pratt, 
Isabel  Howe  Robinson, 
Ellen  French  Swan, 
Elizabeth  Warner  Tileston, 
Julia  Tolman, 
Esther  Rebecca  Whiton, 
Elizabeth  Esty  Whittemore, 
Maria  Louisa  Williams, 
Lilian  Taylor  Witherbee, 
Almena  Augusta  Wilson. 

ADAMS   SCHOOL. 

Boys, 

Henry  Gardner  Cliaudler, 
John  Francis  Coyle, 
John  Joseph  Corrigan, 
Thomas  Joseph  Crahan, 
Mather  Thacher  Denliam, 
Fred.  Albert  Dyer, 


368 


ANNTJAL    SCHOOL    REPORT. 


George  Henry  Frazier, 
William  Edward  Kezer, 
George  A.  McCormick, 
Frank  Gilman  Morgan, 
Daniel  Jolin  Murphy, 
Charles  AVarren  Pigeon, 
Charles  L.  Quimby, 
William  Percy  Treadwell. 

Girls. 
Jessie  Helen  Bailey, 
Jeannette  H.  Benson, 
Carrie  Louise  Bird, 
Mary  Lizzie  Blood, 
Minnie  P.  Cracker, 
Eliza  Louise  Darke, 
Ella  Elizabeth  Frazier, 
Jessie  Fremont  Frazier, 
Augusta  Ophelia  Glines, 
Kosa  Elizabeth  Gordon, 
Carrie  Stella  Hahn, 
Mary  E.  J,  Healey, 
Addie  Geneva  Hodges, 
Emma  Frances  Joy, 
Martha  W.  Kelley, 
Lizzie  A.  C.  Kelley, 
Saran  Ellen  Merriam, 
Mary  Jane  Sewell, 
Lizzie  G.  Shepard, 
Fannie  J.  Smith, 
Emily  M.  Somerby, 
Florence  E.  Towers, 
Mary  E.  Wagner. 

BIGELOW    SCHOOL. 
George  T.  Austin, 
Frank  E.  Baker, 
Charles  F.  Blanchard, 
Luther  A.  E.  Bond, 
Thomas  F.  Burke, 
George  M.  Carr, 
Charles  Cole, 
William  E.  Davenport, 
Patrick  H.  Dillon, 
Albert  E.  Downs, 
William  H.  Dyer, 
Willis  Fisher, 


Frank  J.  Fitz  Gibbon, 
Edward  F.  Ford, 
Charles  H.  Horton, 
William  F.  Hughes, 
William  H.  Kennington, 
Henry  W.  Kennon, 
William  J.  Knowles, 
Charles  S.  Leffler, 
Michael  J.  McCarty, 
Peter  A.  McGill, 
Timothj'  Mehegan, 
Carlton  J.  Nichols, 
Patrick  M.  O'Connor, 
Benjamin  Pope,  Jr., 
Fred.  H.  Roberts, 
Frank  F.  Taylor, 
Walter  A.  Turner, 
Albion  P.  White, 
Cyrus  F.  Willard, 
George  F.  Woodman, 
William  H.  Wyman, 
Frank  A.  Wilson. 

BOWDITCH   SCHOOL. 

Annie  M.  Brennan, 
Ellen  M.  Collins, 
Elizabeth  C.  Daley, 
Mary  Doherty, 
Ada  J.  Dowling, 
Mary  E.  Driscoll, 
Elizabeth  F.  Glavin, 
Mary  E.  Leary, 
Ellen  J.  G.  Mahegan,  . 
Mary  A.  McCarty, 
Mary  A.  Moore, 
Ellen  L.  Murphy, 
Mary  A.  O'Brien, 
Ellen  M.  Patterson, 
Katie  M.  Power, 
Annie  M.  Regan, 
Annie  J.  Sullivan, 
Mary  A.  Sullivan. 

BOWDOm   SCHOOL. 
Sarah  S.  Baker, 
Zoe  T.  Balch, 


EIPLOMAS    OF    GRADUATION. 


3G9 


Emma  F.  Boyce, 
Mattie  Bruce, 
Essie  J.  Campbell, 
Carrie  M.  Damrell, 
Emma  B.  Davis, 
Carrie  D.  Fairbanks, 
Angie  S.  Forbush, 
Agrippina  Fortenbacher, 
Ella  A.  Goodwin, 
Nellie  F.  Greer, 
Isabella  E.  Hale, 
Minnie  S.  Hodges, 
Clara  E.  Hudson, 
Hattie  S.  Kimball, 
Ida  J.  King, 
Anne  E.  Loring, 
Annie  B.  Middleby, 
Emily  M.  Millett, 
Jennie  P.  Mills, 
Alice  F.  Munson, 
Mary  Palmer, 
Louisa  F.  Eenton, 
Edith  V.  Kobinson, 
Addie  E.  Seavey, 
Annie  L.  Souther, 
Mary  L.  Willcox, 
Ella  A.  Willey. 

BOYLSTON   SCHOOL. 

Boys. 

James  J.  Anderson, 
William  P.  Burley, 
William  A.  C.  Cruse, 
Luke  F.  Curley, 
Thomas  J.  Graham, 
John  F.  O'Neil, 
Philip  J.  Fdley, 
Cornelius  J.  Scollard, 
Henry  A.  Sullivan, 

Girls. 

Hattie  E.  Allison, 
Eebecca  Fisher, 
Alie  Greenberg, 
Margaret  J.  Holland, 


Rosa  A.  Higgins, 
Mary  F-  Lambert, 
Joanna  A.  Scollard, 
Mary  J.  Travis, 
Nellie  M.  White, 
Annie  T.  Williams. 

BRIMMER    SCHOOL, 

Ernest  L.  Ames, 
Harry  A.  Bachelder, 
Julius  Bock, 
William  A.  Brown, 
Charles  J.  BufFum, 
Archie  M.  Clark, 
Alfred  Walter  Elson, 
George  Henry  Fera, 
Charles  Firth, 
Aaron  Willis  Gage, 
Joseph  McKean  Gibbons, 
Jacob  Gottlob, 
Louis  E.  G.  Green, 
Joseph  Francis  Heath, 
William  F.  Hicks, 
Thomas  Joseph  Keliher, 
Arthur  C.  Lovejoy, 
E.  Wiley  Marsh, 
James  Henry  McCormack, 
Kenneth  A.  MacLean, 
James  P.  McGail, 
Fred.  Hamilton  McLaughlin, 
Ariel  Meinrath, 
William  Neagle, 
Thomas  Alfred  O'Neil, 
Charles  William  Paradise, 
Harry  P.  Parkerson, 
Franklin  F.  Pickens, 
Henry  Schlimper, 
Herbert  E.  Small, 
Amandaus  H.  Sonnemann, 
Louis  Strauss, 
Dennis  J.  Sullivan, 
George  F.  Trowbridge, 
Arthur  M.  Waitt, 
Forrest  E.  AValker, 
William  S.  Wiiiting, 
Benjamin  Gushing  Willis, 


370 


ANNUAL    SCHOOL   EEPORT. 


Gustave  Wrindcrlich, 
Frank  Zoebisch. 

CHAPMAN   SCHOOL. 

Boy. 
Willie  D.  Porter. 

Girls. 

Sara  E.  Atwood, 
Maria  G.  Clark, 
Lizzie  Crump, 
Susan  I.  Damon, 
Ada  L.  Elliott, 
Alena  J.  Finlay, 
Henrietta  Gilchrist, 
Elsie  M.  Gould, 
Belle  M.  High, 
Ella  T.  Loony, 
Lizzie  E.  McKay, 
Jeannie  E.  Metcalf, 
Hattie  J.  Eice, 
Abbie  L.  Eogers, 
Hannah  E.  Shackford, 
Florence  Thompson, 
Nellie  B.  Tucker, 
Theresa  A.  Welirle, 
Maggie  E.  Woodin, 
Josephine  Young. 

COMINS    SCHOOL. 

Boys. 

Albert  H.  Bouve, 
Dennis  B.  Connell, 
William  E.  Cose, 
William  H.  Crosby, 
Edward  P.  Currier, 
William  S.  Davis, 
Thomas  Grady, 
Nathaniel  Hastings, 
James  E.  Loobey, 
Thomas  F.  Loughlin, 
John  M.  McCarty, 
Charles  H.  McDonald, 
Henry  G.  McGowan, 
William  J.  O'Connor, 


Louis  Eogers, 
John  A.  Schroeffel, 
John  F.  Shea, 
Samuel  F.  Sutton, 
John  E.  Tierncy. 

Girls. 

Emma  C.  Albrecht, 
Dora  F.  Atwood, 
Flora  C.  Atwood, 
Lizzie  A.  Bemis, 
Ella  Bradley, 
Mary  E.  Crossin, 
Ida  P.  Dawes, 
Mary  A.  Doyle, 
Ellen  T.  Egan, 
Ida  Engel, 

A.  Florence  Emmons, 
Catherine  J.  Fineran, 
Hannah  G.  Fineran, 
Lilla  E.  Foisom, 
Emma  Gerber, 
Carrie  E.  Oilman, 
Helen  S.  Hoxie, 
Margaret  E.  Kelley, 
Esther  I^ey, 
Annie  S.  Meserve, 
Lewella  J.  Mustard, 
Margaret  J.  Newsome, 
Martha  Elizabeth  Ward, 
Alice  Wise, 
Emily  Zeigler. 

DEARBOEN  SCHOOL. 

Boys. 

Henry  Mortimer  Allen, 
Lewis  Henry  Bell, 
Elbridge  Winthrop  Carleton, 
Sylvanus  Eich  Cram, 
Eeuben  Winslow  Davenport, 
Ferdinand  George  Decker, 
Edwin  Joseph  Dolan, 
George  Edward  Hersey, 
George  William  Keates, 
John  Patrick  Leach, 


DIPLOPIAS     OF    GRADUATION. 


371 


Benjamin  Franklin  Lord, 
Samuel  Bartlett  Lynch, 
John  Franklin  Neill, 
Philip  James  O'Donnell, 
Albert  Carroll  Orcutt, 
Frank  Cyrus  Smith, 
William  Osborn  Swan, 
Edward  Spencer  Wentworth, 
Lewis  Beck  White. 

Girls. 
Georgianna  E.  Agnew, 
Ella  F.  Allen, 
Lizzie  Marion  Carleton, 
Rebecca  Coulter, 
Cora  Dell  Farrar, 
Elizabeth  A.  Hunneman, 
Effie  Maria  Jenkins, 
Eva  Matilda  Keates, 
Anna  Jane  Knight, 
Jane  Tresa  Magee, 
Emma  Louisa  Manning, 
Ella  Moody, 
Nettie  Gertrude  Pevear, 
Charlotte  Johanna  Weinz. 

DUDLEY   SCHOOL. 
Elizabeth  C.  Bean, 
Susan  E.  Coggan, 
Annie  F.  Cordingly, 
Ellen  T.  Costello, 
Florence  I.  Drake, 
Emma  L.  Foster, 
Clara  H.  Glover, 
Clara  C.  Grundin, 
Annie  S.  GuUbrandson, 
Alice  G.  Hall, 
Stella  N.  Hobbs, 
Annie  W.  S caverns, 
Emma  M.  Watson, 
Annie  J.  Whelton, 

DWIGHT   SCHOOL. 
Frank  S.  Allen, 
Walter  Austin, 
Henry  E.  Babcock, 


Ezra  H.  Baker, 
Howard  K.  Burgess, 
George  S.  Cartwright, 
Edmund  J.  Duclos, 
Frank  W.  Dyer, 
Henry  W.  Estabrook, 
Frank  M.  Eisbree, 
Frederick  A.  Farrar, 
John  Foley, 
Frank  S.  Frederick, 
George  J.  Gentleman, 
Edmund  R.  Grovenor, 
Charles  A.  Harding, 
George  W.  Hinckley, 
William  A.  Hopkins, 
Edward  A.  Hunt, 
William  A.  Hyde, 
John  B.  Kelley, 
John  B.  Lamb, 
Henry  R.  Leonard, 
Frederick  R.  Loring, 
George  B.  Mason, 
Henry  L.  Millis, 
Edward  W.  Morse, 
Charles  A.  Morse, 
Robert  J.  Mundy, 
Louis  A.  Myerson, 
John  J.  Nerney, 
George  Nickerson, 
Harry  H.  Perrin, 
Josej)li  M.  Perry, 
Frank  A.  Rhodes, 
Isaac  Rich, 
William  A.  Rich, 
William  A.  Sargent, 
George  A.  Smith, 
Henry  D.  Stanton, 
Henry  M.  Taylor, 
George  T.  Trumbul, 
Charles  H.  Webber, 
Herbert  A.  Wentworth. 

ELIOT   SCHOOL. 
William  D.  Baker, 
Jno.  F.  Browning, 
Harvey  N.  Collison, 


372 


ANNUAL    SCHOOL    REPORT. 


Arthiiv  T.  Dinsmore, 
Jno.  Dixon, 
Andrew  F.  Garrett, 
Charles  H.  Gla\vson, 
Arthur  E.  Hersom, 
Michael  J.  Houghton, 
Micliael  Hunt, 
James  H.  Jacobs, 
"William  A.  Perkins, 
Andrew  A.  Porter, 
William  J.  Euddell, 
Jno.  J.  Scanlan, 
Fred.  J.  Smith, 
Frank  S towers, 
Jaiiies  F.  Twombly, 
William  J.  P.  Welch, 
James  H.  West, 
James  Wilkie. 
George  Willender. 

EVEEETT    SCHOOL. 
Lizzie  L.  Adams, 
Mary  W.  Baker, 
Carrie  L.  Brown, 
Emma  F.  Briggs, 
Carrie  H.  Bryant, 
Gertrude  W.  Butman, 
Gertrude  A.  Chandler, 
Helen  Cobb, 
Alice  A.  Cundy, 
Hattie  E.  Curtice, 
Ida  C.  Flagg, 
Ella  L.  French. 
Katie  M.  Hale, 
Alice  A.  Harding, 
Mary  S.  Harris, 
Lulu  B.  Heywood, 
Lillie  E.  Heywood, 
Cora  M.  Johnson, 
Mary  E.  E.  Jones, 
Ella  A.  Leland, 
Lottie  N.  Lothrop, 
Emma  Lynde, 
Ella  J.  Lyon, 
Ella  L.  Macomber, 
Eleanor  M.  Magee, 


Sarah  A.  ]\Iarlow, 
Maria  Louise  McCleary, 
Mary  E.  Murphy, 
Eva  Newhall, 
Jennie  M.  O'Brien, 
Annie  J.  Pecker, 
Annie  S.  Pike, 
Ella  F.  Prescott, 
Ida  Eamsdell, 
Ilelen'W.  Eust, 
Lizzie  Sherer, 
Nellie  C.  Snow, 
Mabel  C.  Thayer, 
Lizzie  F.  Waite, 
Mary  L.  Woodward, 
Mary  F.  Wright. 

EVEEETT  SCHOOL.— (DoRCHES- 

TEK.) 

Boys. 

Fred.  C.  Moseley, 
Charles  D.  Pratt, 
John  B.  Walker, 
Frank  Todd. 

Girls. 

Ella  J.  Cook, 
Lulie  L.  Curtis, 
Annie  Glidden, 
Grace  B.  Proctor, 
Eugenie  Walker. 

FEANKLIN   SCHOOL. 

Matilda  Abrams, 
Sarah  E.  A.  Adams, 
Annie  Avery, 
Abby  H.  Babson, 
Nellie  L.  Blanchard, 
Lillian  Botto, 
Mary  E.  Bugbee, 
Ida  M.  Burton, 
Kate  C.  Capron, 
Jessie  G.  Chater, 
Isabella  M.  Commin, 


DIPLOMAS     OF    GrvADUATION. 


373 


Carrie  A.  Davis, 

Laura  M.  Drisco, 

Nellie  L.  Doe, 

Ella  W.  Enierj', 

Maria  S.  Emery, 

Millie  P.  Farrington, 

Minnie  G.  Foster, 

Emma  A.  French, 

Sarah -A.  Frost, 

Emma  C.  Grant,  , 

Sarah  F.  Hill, 

Ella  C.  Hutching, 

Helen  M.  Jameson, 

Mary  L.  Jones, 

Frances  D.  Newcomb, 

Louise  F.  Policy, 

Lizzie  F.  Putney, 

S.  Lizzie  Wales, 

Carrie  C.  Webster, 

Carrie  White, 

Florence  A.  Wightman, 

Nellie  F.  Wood. 

GIBSON   SCHOOL. 
Boys. 

Charles  H.  Plielps, 
F.  C.  Kandall. 

Girls. 

Annie  F.  Avery, 
Josabella  Fottler. 

HANCOCK  SCHOOL. 

Mary  A.  Anderson, 
Mary  W.  Blake, 
Maggie  A.  J.  Carr, 
Mary  L.  Clark, 
Florence  E.  Collier, 
Ellen  A.  Coleman, 
Eveline  M.  Coughlin, 
Mary  A.  Egan, 
Amelia  C.  Enos, 
Helena  G.  Farren, 
Mary  L.  Goodrich, 
Letitia  E.  Gourley, 


Ellen  H.  Griffin, 
Katie  E.  Healey, 
Elizabeth  K.  G.  Hogan, 
Matilda  J.  Kennemon, 
Mary  A.  Kyle, 
Ella  M.  Maynard, 
Minnie  E.  McCartney, 
Julia  F.  McCann, 
Martlia  Nicholson, 
Mary  J.  M.  Paul, 
^linnie  E.  Pitman, 
Mary  E.  L.  Porter, 
Mary  A.  Raycroft, 
Mary  J.  A.  Thompson, 
Mari^aret  J.  Watson, 
Annie  A.  Williams, 
Annie  T.  Winsor, 
Mary  A.  P.  Wren. 

HAERIS   SCHOOL. 

Boys. 

Charles  W.  Bradley, 
J.  Lodge  Eddy, 
William  Elder, 
Edward  L.  Knapp, 
William  Lynes, 
Everett  H.  Sharp. 

Girls. 

Mary  L.  Alexander, 
Fannie  A.  Buckpit, 
Harriet  A.  Burditt, 
Adeline  J.  Callender, 
Mary  S.  Fifield, 
Sarah  R.  Glass, 
Caroline  W.  Home, 
Jo.sephine  A.  Jones, 
Mary  A.  Knapp, 
Caroline  M.  Littlefield, 
Jennie  Reid, 
Mary  F.  Shallenbach, 
Alice  Shepard, 
Emma  L.  Smith, 
S.  Antoinette  Whall, 
Sarah  W.  Wilson. 


374 


ANNUAL    SCHOOL   REPORT. 


LAWRENCE    SCHOOL. 

J.  Walter  Bachelor, 
Matthew  J.  Barron, 
George  Aloysius  Boyd, 
Edward  William  P.  Cahill, 
John  Francis  Cochran, 
Michael  Conley, 
John  Currie, 
Daniel  Donovan, 
Erancis  Joseph  Dempsey, 
Thomas  M.  Devine, 
John  T.  Dodge, 
James  E.  J.  Dolan, 
William  M.  Dowling, 
Dennis  Joseph  Driscoll, 
Edward  Everett  Duffee, 
Charles  Hamlin  Dunton, 
Charles  Gardner, 
Michael  Joseph  Galway, 
Daniel  Joseph  Geary, 
Patrick  Griffin, 
Erancis  George  Haley, 
Joseph  Edward  Hayes, 
Erancis  Joseph  Hayden, 
Edward  James  Hughes, 
Crozier  Hurst, 
William  P.  A.  Lally, 
Erank  Laj^pen, 
Joseph  McCarron, 
William  McCarthy, 
James  F.  McDonough, 
Patrick  John  McGrath, 
Erank  Wilder  McCobb, 
Maurice  Erancis  Meagher, 
Charles  E.  Meins, 
Thomas  Francis  Morrissey, 
John  Philip  Mullen, 
John  Edward  O'Roark, 
John  Parker, 
Michael  Thomas  Reagan, 
Thomas  Slattery, 
William  Joseph  Welch. 


LEWIS    SCHOOL. 

Boys. 

Charles  Edwin  Adams, 
Charles  Henry  Bowditch, 
Frederic  F.  Chadwick, 
Henry  Wasliington  Doland, 
Frank  Matthew  Foley, 
Frederic  S.  Hunter, 
Artlmr  L.  Jacobs, 
Henry  Johnson, 
Alfred  Edwin  King, 
Franklin  S.  Leavitt, 
Erank  W.  McCrea, 
Patrick  J.  Mullen, 
Byron  G.  Pearson, 
William  J.  Reardon, 
Edmund  S.  Rousmaniere, 
Josepli  A.  Rumrill. 

Girls. 
Annie  E.  Aldrich, 
Ida  Louise  Barton, 
Grace  Clara  Brown, 
Louesa  Maeder  Clark, 
Sarah  E.  B.  Davis, 
Roxalana  P.  Edmands, 
Eloise  S.  Edwards, 
Lizzie  L.  Gray, 
Ella  M.  Green, 
Josephine  J.  Howe, 
Emma  W.  James, 
Harriet  W.  Leavitt, 
Jennie  Mcintosh, 
Annie  F.  Mayo, 
Helen  L.  Moulton, 
Grace  W.  Minns, 
Martha  A.  Newton, 
Elizabeth  E.  O'Connell, 
Mary  Richards, 
Mary  C.  Ryan, 
Annie  J.  Seaver, 
Lucy  C.  StatFord, 
Caroline  A.  Wadsworth. 


DIPLOMAS    OF    GRADUATION. 


375 


LINCOLN     SCHOOL. 

Boys. 

Allen  Arnold, 
Benjamin  J.  Bowen, 
Alma  C.  Brainard, 
William  C.  Cherrington, 
Charles  B.  Crooker, 
Albert  T.  DeLnce, 
John  A.  Devine, 
Frank  L.  Doolittle, 
George  F.  Drew, 
Harry  Halden 
Ed.  F.  Haynes, 
Eugene  P.  Johnson, 
George  T.  Kingman, 
Frank  G.  McCoy, 
Harry  M.  McDonald, 
Fred.  W.  J.  McGlinchey, 
William  A.  Moffett, 
George  L.  Neily, 

Charles  S.  Paw, 
Patrick  F.  Quinn, 

Charles  P.  Eenfrew, 

Clarence  O.  Richards, 

Thomas  M.  Smith, 

Edwin  E.  Stetson, 

Edwin  R.  Spinney, 

James  F.  Welch. 

Girls. 

Flora  L.  Beckler, 
Mary  L.  Bright, 
Bridget  E.  Buckley, 
Claudine  E.  Cherrington, 
Mattie  G.  Clarke, 
Addie  S.  Crafts, 
Nellie  B.  Crooker, 
Julia  A.  Dickerson, 
Mary  E.  Harrington, 
Nellie  J.  Jacobs, 
Hannah  L.  McGlinchey, 
Mary  McNamara, 
Phoebe  W.  Paige, 
Annah  L.  Phippen, 
Josephine  E.  Powers, 


Laura  S.  Russell, 
Susie  H.  Sloane, 
Miriam  B.  Swett, 
Mary  E.  Taft, 
Ellen  M.  Wilkins. 


LYMAN   SCHOOL. 
Boys. 

Charles  A.  Ballon, 
George  E.  Barkley, 
Edward  T.  Currier, 
Henry  O.  Fletcher, 
George  H.  Flint, 
James  J.  Gri3in, 
John  Hagarty, 
William  Johnson, 
George  F.  Kelly, 
George  F.  Landrigan, 
Thomas  J.  Lane, 
John  J.  Moore. 

Girls. 

Emma  L.  Busell, 
Adele  B.  Cline, 
Mary  AV.  Holbrook, 
Therese  C.  Holmes, 
Mary  J.  Keenan, 
Kate  A.  Mason, 
Josephine  M.  Pease, 
Hattic  Piper, 
Hattie  Shaw,     • 
Mary  A.  Sheeran, 
Abbie  E.  Wallis. 

MATHER   SCHOOL. 

Boy. 

John  Murphy. 

Girls. 

Catherine  D.  Austin, 
Annie  J.  Bacon, 
Bertha  Whittier  Jacobs, 
Mary  M.  McNulty, 
Bessie  Wall. 


376 


ANNUAL    SCHOOL   REPORT. 


MAYHEW    SCHOOL. 

Edward  J.  Butler, 
Charles  E.  Cunningham, 
Charles  Damrell, 
Daniel  F.  Eagan, 
Anson  B.  Edgerly, 
Thomas  W.  C.  Hoey, 
Godfrey  M.  Hyams, 
William  F.  Jarvis, 
Hugh  I.  Kennedy, 
Charles  W.  F.  McDevitt, 
Hugh  Mullen, 
John  A.  Perry, 
James  Rohinson, 
John  B.  P.  Eosatto, 
John  H.  N.  Russell, 
Frederic  P.  Taylor. 

MINOT   SCHOOL. 

JBoys. 

Gardner  Dennison, 
William  Ellcry  Hannum, 
George  Walter  Mason, 
Frederick  M.  Stearns. 

Girle. 

Mela  Isabel  ;^arrows, 
Alice  Rebecca  Hayward, 
Lucinda  Ella  Talbot. 

NORCROSS   SCHOOL. 

Sadie  Dean  Baker, 
Mary  Elizabeth  Brady, 
Martha  Grace  Buckle}^, 
Lizzie  Frances  Clitf, 
Mary  Ellen  T.  Conley, 
Annie  May  Connor, 
Maggie  Louisa  Curry, 
Arabella  Brown  Cushing, 
Emma  Frances  Crane, 
Maggie  Ann  Duller, 
Mary  Hannah  Farnham, 
Lizzie  Ferdinand, 
Mary  Hannah  Foote, 


Jennie  Chestnut  Gibson, 
Mary  Godfrey, 
Angela  Hayes, 
Carrie  Ellis  Hilliard, 
Maggie  Elizabeth  Holland, 
Emma  Cordelia  Howard, 
Jennie  Hutchinson, 
Emma  Winifred  Hyland, 
Delia  Veronca  Kelley, 
Mary  Elizabetli  Lally, 
Emma  Frances  Linton, 
Eliza  Agnes  Maguire, 
Fanny  Amanda  Keyser, 
Annie  Maria  Mehegan, 
Adela  Hannah  McKenny, 
Annie  Maria  L.  Munier, 
Maria  Louise  G.  Nelson, 
Elizabeth  Lyman  Parker, 
Kate  Mary  Quinn, 
Nellie  Maria  F.  Shea, 
Minnie  Ellen  T.  Shine, 
Mary  Ann  Sullivan, 
Alice  Nelson  Talpey, 
Mary  Carrie  Turner, 
Eva  Caroline  Watson, 
Mary  Catharine  Walsh, 
Lizzie  Aloysius  Welch, 
Nellie  Theresa  Welsh, 
Carrie  Weiscopf. 


PHILLIPS    SCHOOL. 

Ezra  F.  Bates, 
William  A.  Brooks, 
George  E.  Bro.wn, 
Nathan  D.  Clark, 
George  W.  Connor, 
Walter  H.  Cummings, 
William  A.  Earle, 
John  B.  Kane, 
Frank  G.  Kellogg, 
Flavin  W.  Kyle, 
John  J.  McComb, 
Charles  W.  Morse, 
Charles  H.  Peny, 
Fred  A.  Preble. 


DIPLOMAS    OF    GRADUATION. 


377 


PRESCOTT   SCHOOL. 

Boys. 

Joseph  M.  Condon, 
Giro  Cummings, 
Thomas  L.  Dunbar, 
Morris  Dunn, 
Eichard  H.  Finn, 
George  A.  Harrington, 
Herbert  Loveland, 
John  Lynch, 
William  A.  McCrillis, 
John  S.  McLaughlin, 
Ranald  McQuarry, 
Willard  C.  Morrison, 
Lawrence  Niles, 
Jesse  Pierce, 
George  H.  Sampson, 
George  E.  Snelling, 
Walter  J.  Staples, 
John  Townsend, 
Larkin  Trull, 
Charles  L.  Woodside. 

Girls. 

Eleanor  G.  Andrews, 
Flora  P.  Brown, 
Catharine  F.  Creelman, 
Charlotte  P.  Evans, 
Emma  F.  Gould, 
Ida  E.  Halliday, 
Idilla  E.  Kenney, 
Susan  J.  Mayo, 
Lizzie  M.  Morrisey, 
Ina  A.  Pingree, 
M.  Louise  Roby, 
Helen  M.  Swain, 
Isabelle  M.  Weeks. 


QUINCY   SCHOOL. 

Kendall  Lincoln  Achorn, 
John  Henry  Armstrong, 
Thomas  William  Casey, 
John  Joseph  Clark, 
Jeremiah  Coffey, 


Jeremiah  Joseph  Connors, 
Frederick  Henry  Coombs, 
Oscar  Abbott  Drew, 
Daniel  James  Fair, 
Thomas  William  Gleeson, 
Daniel  Francis  Hurley, 
James  Joseph  Kelly, 
John  Henry  Lally, 
Peter  Martin  Lang, 
James  Joseph  Larkin, 
Thomas  Patrick  McCarthy, 
Charles  Moynihan, 
John  Francis  Mungovan, 
Tliomas  Joseph  Murphy, 
Philip  Henry  Quinn, 
James  Francis  Sweeny, 
William  Henry  Wliitney. 


RICE    SCHOOL. 

George  Adams, 
Frank  F.  Baldwin, 
Edwin  A.  Bosworth, 
Frank  W.  Bradford, 
Willis  S.  Child, 
George  H.  Clapp, 
Charles  H.  Crockett, 
James  H.  Dooling, 
James  H.  Earless, 
Joseph  E.  Gallagher, 
George  H.  Healey, 
Hiram  A.  Hitchcock, 
Charles  W.  Janes, 
Edward  F.  Keeler, 
Henry  T.  Kimball, 
Henry  B.  Lotts, 
Ellis  H.  Marshall, 
Patrick  Quinlan, 
Charles  C.  Ryder, 
Joseph  B.  Sanford, 
Henry  R.  Sargent, 
William  S.  D.  Smith, 
John  F.  Souther, 
William  H.  Swallow, 
Harry  G.  Trull, 
Frank  L.  Union 


378 


ANNUAL   SCHOOL   REPORT. 


Renton  Whidden, 
Albert  L.  Whitman, 
Merle  St.  C.  Wright. 

SHERWIN   SCHOOL. 

Boys, 

Grenvilie  Bacon,  Jr., 
William  Henry  Bowles, 
James  Francis  Cloney, 
Joseph  Warren  Cogswell, 
Edwin  Allyn  Howe, 
Alden  John  Kasson, 
Charles  Francis  Murphy, 
George  Franklin  Rivinius, 
Royal  Wright  Robinson, 
Frank  Joseph  Stephens, 
Julius  Edgar  Ward, 
George  Jarvis  Wardwell. 

GMs. 

Annie  Josephine  Corrigan, 
Maggie  Cleary, 
Delia  Gibney,  • 
Minnie  Louisa  Lincoln, 
'Lizzie  Josephine  McLaughlin, 
Theresa  Agnes  Mclver, 
Mary  Theresa  Sheehan. 

SHURTLEFF   SCHOOL. 

Fannie  T.  Bailey, 
Edith  S.  Bartlett, 
Ella  F.  Bradlee, 
Nettie  E.  Brett, 
Georgianna  N.  Brighani, 
S.  Louis  Chandler, 
Gertrude  E.  Danforth, 
Cora  L.  Fairbank, 
Grace  D.  Farrell, 
Lillian  M.Gustin, 
M.  Olivia  Hammond, 
Caroline  J.  Hertkorn, 
Esther  M.  Hill, 
Minnie  Keenan, 
Kitty  A.  Learned, 
Annie  C.  Littlefield, 


Tlieresa  Lonergan, 
Nellie  L.  McDonald, 
Carrie  E.  Moffette, 
Esther  F.  Nichols, 
Alice  M.  Nolen, 
Mary  E.  O'Connor, 
p]]la  L.  Pentland, 
Fannie  S.  Pierce, 
Isabella  L.  Quimby, 
Ida  Rae, 

Amanda  M.  Stewart, 
Annie  F.  Stinson, 
Mary  E.  Tomilson, 
Annie  I.  Tripp, 
M.  Emma  White, 
Annie  Wright, 
Lizzie  A.  Whitcomb. 

STOUGHTON   SCHOOL. 

Boys. 

Albert  P.  Davenport, 
George  Lowell  Parker, 
Arthur  Augustus  Hibbard. 

Girls. 

Clara  Brown  Cain, 
Lizzie  Hannah  Crossland, 
Mary  Theresa  Foley, 
Nellie  Sullivan. 

TILESTON  SCHOOL. 

Boys. 

John  Conness,  Jr., 
John  H.  Cook, 
Clarence  H.  Cox. 

Girls. 

Ada  L.  Gates, 
Grace  Tavener, 
Charlotte  E.  Walter. 

WASHINGTON   SCHOOL. 

Walter  William  Donnellj', 
Henry  Mitchell  Esselen, 
Robert  Henry  Ferguson, 


DIPLOMAS    OF    GRADUATION. 


379 


CharJes  Eichard  French, 
William  Forester  Hunter, 
William  Windship  Munroe, 
George  William  O'Donnell, 
Ernest  James  Richardson, 
George  Sparhawk, 
August  CIn-istian  Wallon, 
Edwin  Francis  Warren. 

WELLS   SCHOOL. 

Pauline  E.  Allen, 
Sarah  A.  Alley, 
Louise  IST.  Blanchard, 
Elniira  C.  Brady, 
Hannah  Clike, 
Alice  Collins, 
Florence  E.  Dexter, 
Mary  A.  Horgan, 
Jennie  M.  Humphrey, 
Blanche,  A.  Marsters, 
Emily  Florence  Moulton, 
Susie  T.  Mullen, 
Sarah  A.  Prescott, 
Winnifred  A.  Rust, 
Ellen  T.  Sullivan, 
Elizabeth  A.  Tracy, 
Lizzie  C.  Wilson, 
Elizabeth  Wright. 

WINTHROP   SCHOOL. 

Mary  E.  Badlam, 
Ella  M.  Bancroft, 


Emily  Benedict, 
Sarah  F.  Bense, 
Lucy  L.  Brown, 
Mary  C.  Burgess, 
Georgie  E.  Cayvan, 
Lydia  L.  Darrow, 
Annie  A.  Duclos, 
Nellie  C.  Emerson, 
Geneva  E.  Gott, 
Anna  M.  Greer, 
C  W.  Learned, 
Ada  Leland, 
Annie  M.  Letts, 
Mary  J.  McDonald, 
Carrie  Merrill, 
Lucy  Merrill, 
Charlotte  E.  Novrell, 
Alice  E.  O'Neil, 
Caroline  E.  Page, 
Kate  I.  Parker, 
Juliette  F.  Eedlow, 
Harriet  A.  Reed, 
Helen  A.  Shaw, 
Eliza  J.  Skehel, 
Ella  M.  Smith, 
Mary  A.  Snapp, 
Annie  D.  Stinson, 
Helena  S.  Stoehr, 
Anna  Wells, 
Mary  E.  Wilder. 


Jrdj  C3  S  'JL'    H  i  Jr^ . 

BOSTON    SCHOOL    REGI3IENT. 

COMPOSED    OF  PUPILS  OP  THE   LATIN,  ENGLISH   HIGH,  ROXBURT  HIGH, 
AND    ROXBURY  LATIN  SCHOOLS, 

Under   the   instruction  of  Lieut. -Col.   Hohart   Moore. 


Colonel.  —  Arthur  B.  Denny,  Latin  School. 

Lieutenant  Colonel.  —  F.  C.  Brewer,  English  High  School. 

FIRST   BATTALION.  —  LATIN   SCHOOL. 

Major.  —  M.  Vassar  Pierce. 
Adjutant.  —  Frank  W.  Rollins. 
Quartermaster.  —  Thomas  F.  Sherman. 
Serjeant  3Iajor.  —  Preston  H.  Grover. 

Company  A. 

Captain.  —  J.  Q.  A.  Brett. 

First  Lieutenant.  —  Charles  G.  Currier. 

Second  Lieutenant.  —  Quincy  Pierce. 

Company  B. 

Captain.  —  Newell  R.  Campbell. 
First  Lieutenant.  —  Walter  H.  Russell. 
Second  Lieutenant.  —  Edwin  L.  Morse. 

Company'  C. 

Captain.  —  William  L.  Bell. 

First  Lieutenant.  —  Edw.  J.  Cutter. 

Second  Lieutenant.  —  Hay  ward  W.  Cushing. 

Company  D. 

Captain.  —  J.  Loring  Cheney. 

First  lAeutenant.  —  Walter  M.  Cutter. 

Second  Lieutenant.  —  James  W.  Walker. 


ROSTER    or    REGIMENT.  381 

SECOND  BATTALION.— ENGLISH  HIGH  SCHOOL. 

Major.  — William  S.  French. 
Adjutant.  —  John  B.  Clapp. 
QiiaHermaster.  —  Samuel  E.  Brown,  Jr. 
Serjeant  Major.  —  Erank  E.  Peabody. 

Company  A. 

Captain.  —  M.  J.  Sullivan. 

First  Lieutenant.  —  Lewis  B.  Porter. 

Second  Lieutenant.  —  Eugene  D.  Pierce. 

C031PANY  B. 

Captain.  —  Frederick  W.  Lincoln,  Jr. 
First  Lieutenant.  —  Arthur  B.  Robinson. 
Second  Lieutenant.  —  Thomas  W.  Preston. 

Company  C. 

Captain.  —  Frank  E.  Green. 

First  Lieutenant.  ^  Clarbnce  W.  Barron. 

Second  Lieutenant.  —  Granville  R.  Farrar. 

Company  D. 

Captain.  —  Charles  J.  Adams. 

First  Lieutenant.  — Benjamin  S.  Palmer. 

Second  Lieutenant.  —  Frederick  H.  Prentiss. 

Company  E. 

Captain.  —  John  B.  Babcock,  Jr. 
First  Lieutenant  —  Clarence  H.  Carter. 
Second  Lieutenant.  —  Charles  Everett. 

THIRD   BATTALION.  —  ENGLISH   HIGH   SCHOOL. 

Major.  — Benjamin  F.  P.  Simons. 
Adjutant.  —  Fred.  A.  McDonald.  " 
Quartermaster.  — James  W.  Daly. 
Serjeant  Major.  —  Frank  F.  Raymond. 

Company    A. 

Captain.  —  George  A.  Taylor. 

First  Lieutenant.  —  Charles  F.  Drew. 

Second  Lieutenant.  —  Clifton  Church. 


382  ANNUAL    SCHOOL   REPORT. 

COMPAXY    B. 

Captain.  —  Melville  T.  Marshall. 

First  Lieutenant.  — Evelyn  B.  Goodsell. 

Second  Lieutenant.  —  George  H.  Hunneman. 

Company  C.  , 

Captain.  — Julian  F.  Withereil. 
First  Lieutenant.  —  Harry  T.  Upliani. 
Second  Lieutenant.  —  Charles  F.  Somes. 

Company  D. 

Ca%ytain.  —  Caleb  E.  Gowen. 

First  Lieutenant.  —  William  J.  Caton. 

Second  Lieutenant.  —  Henry  N.  Almy. 

Cojipany  E. 

Captain.  —  Antoine  A.  McAloon. 
First  Lieutenant.  — Frank  C.  McKenna. 
Second  Lieutenant.  —  George  E.  Armstrong, 

FOUETH  BATTALION. 

Major.  —  G.  F.  Pierce,  Eoxbury  High  School. 
Adjutaiit.  —  A.  Stone,  Eoxbury  Latin  Scliool. 
Quarter-master.  —  C.  Franklin,  Eoxbury  High  School. 
Serjeant  Major.  —  M.  Nevers,  Eoxbury  High  School. 

Company  A.  —  Eoxbury  High  School. 

Captain.  —  N.  P.  York. 

First  Lieute?iant.  —  F.  Spangler. 

Second  Lieutenant.  —  C.  H.  Walker. 

Company  B.  —  Eoxbury  High  School. 

Captain.  —  H.  G.  Allen. 

First  Lieutenant.  —  H.  Bacon. 

Second  Lieutenant.  —  H.  D.  Hutchinson. 

Company  C.  —  Eoxbury  Latin  School. 

Captain.  —  N.  N.  Thayfer. 

First  Lieutenant.  —  J.  A.  Wetherbee. 

Second  Lieutenant.  —  A.  W.  Spencer, 


EOSTER   OF   ItEGIMENT.  383 


Company  D.  —  Dorchestek  Higu  School. 

Captain.  —  George  C.  Gorham. 

First  Lieutenant.  —  George  O.  Levitt. 

Second  Lieutenant.  —  Frank  Coombs. 


SUM3IABY. 

4  Battalions. 
18  Companies. 

Commissioned  OtBcers, .  gg 

Non-Commissioned  Officers,          ........  238 

Musicians,    ............  jg 

Privates, 737 

Grand  Total, •         .      1  061 


384 


ANNUAL    SCHOOL   REPORT. 


SCHOOL    HOUSES, 


Name. 

Adams   .  . 
Atherton  . 

Avon  place 
Andrews  . 
Anstin  .  . 
Appleton  . 
Boylston  . 
Bowdoin  . 
Bowditch  . 
Bigelow  . 
Brimmer  . 
Baldwin  . 
Chapman  . 
Comins  .  . 
Comina  Branch 
«  (( 

Codman  street 
Cheever  •  .  . 
Cottage  place  . 
Channing  .  .  . 

Cook 

Cashman  .  .  . 
Clinch  .... 
Capen  .... 
DwJght  .... 
Dudley  .... 
Dearborn  .  .  . 
DwightPr.  .  . 

Dean 

Drake     .... 

Eliot 

Everett  .... 

Everett  .... 


Location. 


Summer  street 

Columbia  street 
Ward  16  .   . 

Highlands  .  . 

Geneasee  street 

Paris  street 


Washington  st. 

Myrtle  street . 

South  street   . 

Fourth  street 

Common  street 

Grant  place  . 

Eutaw  street . 

Tremont  street 

Smith  street  . 

Francis  street 

Ward  16  .   .   . 

Thacher  street 

Highlands  .  . 

Cove  street .  . 

Groton  street 

Parmenter  street 

F  Street  .  .  . 

Sixth  street  . 

Springfield  street 

Bartlett   street 

Dearborn  court 

Rutland  street 

Wall  street .   . 

C  street  ... 

N.  Bennel  strec 

Sumner  street 
Ward   16   .   . 

Camden  street   . 


No.  feet 

When 

in  lot. 

built. 

14,100 

1856 

4,727 

1S68 

10,057 

1851 

5,393 

1848 

5,360 

1849 

18,454 

1870 

15,073 

1845 

4,S92 

1848 

12,006 

1862 

12,660 

1850 

11,097 

1843 

6,139 

1S64 

13,040 

1850 

23,780 

1856 

6,952 

1849 

12,075 

1853 

43,560 

1861 

2,003 

1846 

13,500 

1859 

7,140 

1866 

4,922 

1852 

1867 

13,483 

1871 

12,375 

1871 

19,125 

1857 

7,950 

1846 

38,636 

1852 

7.850 

1851 

3,649 

1853 

10,260 

1S69 

11.077 

1838 

20.300 

1855 

32,409 

1860 

Ko.  of 
rooms. 


18  and  hall 

1 

2 
3 
6 
10 

13  and  hall 
12 

14  and  hall 
14       " 

14       " 

6 

10        " 

13  " 
2 

2 

2 

3 

4 

9 

6 

16 

6 

6 

14  and  hall 


Remarks. 


Ward    Room    No.   10   in 
this  building. 


Remodelled,  1869. 
Rebuilt,  1861. 


Rebuilt,  1865. 
Rebuilt,  1870. 


Rebuilt,  1860. 


LIST    OF    SCHOOL-HOUSES. 


385 


JX'ame. 

Location. 

Xo.  feet 
in  lot. 

When 
built. 

Ko.  of 
rooms. 

lie'marks. 

East  St.  place  .  . 

East  street  place 

2,706 

1849 

4 

Emerson    .... 

Poplar  street   .  . 

5,924 

1861 

6 

Eustis  street .  .  . 

Boston  Highlands 

13,543 

1848 

4 

Enlarged,  1853. 

Franklin    .... 

Ringgold  street  . 

16,439 

1859 

14  and  haU 

Freeman    .... 

Charter  street 

5,247 

1S6S 

6 

Franklin  place  .  . 

Highlands     .  .  . 

8,09  S 

1865 

4 

Gibson    

School  St.,  Ward 
16  ......  . 

44,800 

1857 

6 

Guild 

East  street .... 

7,250 

1S66 

12 

George  street  .  . 

Highlands  .... 

13,894 

1861 

6 

Grant 

Phillips  street  .   . 

3,744 

1852 

4 

High  and  Latin  . 
Hancock    .... 

Bedford  street .  . 
Richmond  street 

12.980 
28,197 

1844 
1847 

16    '*     " 
14    •'     " 

Additional  story  added, 
1863. 

High 

Kenilworth  street 

6,G67 

1861 

4 

Boston  Highlands. 

High 

Dorch'r    avenue. 
Ward  16.  .   .   . 

59,340 

1870 

6    «     " 

Harris 

Adams  street, 
Ward  16 .  .   .   . 

37,150 

1861 

8     "     " 

High  Branch    .   . 
Hawes 

ilason  street    .  . 
Broadway  .... 

12,771 
14,972 

1848 
1823 

14 

8 

Formerly   the  Normal 
school-house. 

Heath  street .  .  . 

Highlands  .... 

10,557 

1857 

2 

Ingraham  .... 

Sheafe  street    .  . 

2,198 

1843 

3 

Lawrence  .... 

B  and  Third  sts. 

14,343 

1856 

14    "     "• 

Lincoln 

Broadway     .  .  . 

17,560 

1859 

14    "     " 

Lyman 

Paris  street  .  .  . 

26,200 

1870 

14    "     " 

P^ebuilt,  1872. 

Lewis 

Sherman  street   . 

27,830 

1868 

12    "     " 

Mayhew 

Hawkins  street  . 

.     9,025 

1847 

10    "     " 

Mather 

Meeting  House 
Hill 

1856 
1856 

7 

7 

Minot 

Walnut  street. 
Ward  16    .  .  . 

16,790 

Munroe  street .  . 

Highlands  .... 

11,910 

1854 

2 

Kebuilt,  1857. 

ti 

1849 
1842 

2 
10 

On  land  not  owned  by 
the  city. 

Mather 

Broadway    .  .  . 

10,160 

Mt.  Pleasant  av. . 

BUghlands  .... 

9,510 

1847 

2 

Normal 

Newton  Btreet .  . 

30,520 

1870 

Dedicated  April  19, 13T1. 

Norcross .     ... 

D  street  

12,075 

1868 

12  and  hall 

N.  Margin  street 

N^.  Margin  street 

1,661 

1837 

2 

Old  Lyman  .  .  . 
Old  High  .... 

Meridian  street  . 

Dorchester  nve.. 
Ward  16    .  .  . 

13,616 
34,460 

1846 

4 

( 

Br'ch  Library  and  Ward- 
room 1,  in  this  building. 

Unoccupied. 

386 


ANNUAL   SCHOOL   REPORT. 


Name, 


Oliver .  . 
PhUlips  . 
Prescott 
Pierpout 
Phillips  street 
Pormort  . 
Parkman  . 
Quincy  .  . 
Rice  .  .  . 
Rice  Pr.  .  . 
Sburtleff  . 
Sherwin .  . 
Stoughton  . 
Smith  •  .  . 
Bimonds  . 
BhurtleflfPr. 
Sharp  .  .  . 


Somersei  street 


Savage  .  . 
Starr  King 
Skinner  .  . 
Tileetou  .  . 


Ticknor .  .  .  .  . 

Tappan  

Tuckerman  .  .  , 

Thornton  street 
Vernon  street . 
■Winthrop  .  •  .  . 
Wells 


Washiugion  , 
Webb  .  .  .  . 
Webster  .  , 
Ware  .  .  ,  . 


Location. 


Sumner  street   . 
Anderson  street 
Prescott  street 
Hudson  street 
Highlands  .  . 
Snelling  place 
Silver  street   . 
Tyler  street   . 
Dartmouth  st. 
Concord  street 
Dorchester  st. 
Madison  square 
River  st.,  Wd.  16 
Joy  street   .  .  . 
Broadway  .  .  . 
Tyler  street    .  . 
Anderson  street 


Harriflon  avenue 

Tennyson  street 

Fayette  street   . 

Norfolk    street, 
Ward  16  .  .  . 

Washington  Vil. 

Lexington  street 

City  Point  .  . 

Highlands  .  . 

Tremont  street 
Biosssom  street 

Washington  st. 
Porter  street  . 
Webster  street 
N.  Bennet  street 


JVb.  feet 
in  lot. 

Wheti 
built. 

2,263 

1843 

11,190 

1862 

39,952 

1865 

4,216 

1850 

20,595 

1867 

4,373 

1855 

5,306 

1848 

11,766 

1847 

27,125 

1869 

10,756 

1845 

41,000 

1869 

32,040 

1870 

29,725 

1856 

1,938 

1834 

.  •  .  . 

1S40 

3,900 

1855 

5,611 

5,488 

5,537 

1862 

10,318 

1870 

5,242 

1870 

83,640 

1868 

11,486 

1865 

4,025 

1846 

11,655 

1850 

6,640 

1847 

7,675 

1849 

15,078 

1855 

17,657 

1868 

14,390 

1840 

7,492 

1853 

5,036 

1852 

6,439 

1862 

Mo.  of 
rooms. 


14  and  hall 
16    "     " 
4 


6 

14  "  '* 

14  "  " 

10 

14  «  " 

16  "  " 


Eemarks. 


Burnt  1859.   Rebuilt  1860. 
Bell  tower  built  1872. 


Ward-room,  Ward  11,  ia 
this  building. 

Dedicated  Feb.  23,  1871. 


On  Hawes  School-house 
Lot. 


Ward-room,  Ward  6,  in 
this  building. 

Formerly    the     Normal 
Training  School. 

Ward-room     5    in     this 
bmldiog. 


Enlarged  in  1861. 
Enlarged  in  1861. 


Ward-room,  Ward  3,  in 
this  building. 

Enlarged,  1847. 


Ward-room,  Ward  2,  in 
this  building. 


LIST   OF   SCHOOL-HOUSES. 


387 


Name. 

Location. 

No.  feet 
in  lot. 

When 
built. 

•  No.  of 
rooms. 

Remarks. 

Wait 

Shawmut  ave.  . 

10,974 

1S60 

8 

"Wlnthrop  street . 

Highlands   .   .   . 

9,7T5 

1S57 

4 

Winchell   .... 

Blossom  street . 

5,000 

1845 

5 

Remodelled,  1870. 

"Way  street   .  .  . 

Way  street .  .  . 

2,50S 

1850 

3 

Weston  street .  . 

Highlands  .  .  . 

14,916 

1854 

4 

Yeoman  street   . 

"       "... 

18,200 

1870 

12 

In  addition  to  the  foregoing,  the  following  rooms  tire 
occujDied  by  schools,  those  marked  (*)  being  hired  at  an 
annual  rental  of  $9,381.00;  the  others  are  in  buildings 
owned  by  the  city. 


Nuynber  of  Booms. 


Two*  . 
One*  . 
Three* 
One*  . 
Four  . 
Two  . 
One*  . 
Two*  . 
Four*  . 
One*  . 
One*  . 
One*  . 
Two*  . 
One*  . 
Two*. 
One*  . 
One*  . 
One*    . 


Location. 


Chapel,  Bennington  street. 

26  Charles  Street. 

Rioe  building. 

Day's  Chapel,  Parker  street. 

Armory  building,  Cooper  street. 

Gunhouse. 

Putnam  place. 

Jenkins'  Hall,  Broadway,  branch  of  Lawrence  School. 

Pemberton  square,  School  for  Deaf  Mutes. 

Church  on  D  street. 

E  street  church  vestry. 

Dorchester  avenue,  opposite  Broadway. 

Monmouth  street. 

Fourth  street  Church. 

1419  Treraont  street. 

Bennington  street. 

Reed's  Hall  for  Evening  School. 

Hampden  st.  *'        "  " 


One* Decker's  Hall.  Dorchester  street. 

One* Richards' building.  Meridian  street. 


I 


ORGANIZATION 


SCHOOL   COJVIMITTEE 


EOR    1873, 


Hon.  Hexry  L.  Pierce,  Mayor,  ex  officio. 
Edward  O.  Shepard,  President  of  the  Common  Council,  ex  officio. 


Ward  1. 


Henry  S.  Washburn, 
George  H.  Plunimer, 
Reuben  Peterson,  Jr., 


"William  J.  Porter, 
Jolm  W.  Eraser, 
James  M.  Badger, 


John  F.  Jarvis, 
Frank  B.  Clock, 
Lucius  Slade, 


Willard  S.  Allen, 
John  Noble, 
Benj.  F.  Campbell. 


Ward  2. 


Michael  Moran, 
George  D.  Kicker, 
Thomas  F.  Mahan. 


Ward  3. 


Samuel  H.  Wentworth, 
James  A.  McDonough, 
John  E.  Quinn. 


William  O.  Johnson, 
A.  Kendall  Tilden, 
Nathaniel  B.  Shurtleff, 


Ward  4. 


Ezra  Palmer, 
Edward  H.  Dunn, 
John  T.  Beckley. 


John  P.  Ordway, 
George  F.  Bigelow, 
Edward  B.  Rankin, 

389 


Ward  5. 


Henry  J.  Colman, 
John  M.  Maguire, 
John  J.  Slurphy. 


390 


ANNUAL    SCHOOL    REPORT. 


Ward  6. 


J.  Baxter  Uphain, 
Joseph  Willard, 
Samuel  K.  Lothrop, 


Richard  J.  Fennelly, 
P.  J.  Whelton, 
Christopher  A.  Connor, 


Henry  P.  Shattuck, 
Solon  Thornton, 
William  Woods, 


John  C.  J.  Brown, . 
William  T.  Brigham, 
Prancis  D.  Stedman, 


Abijah  Kichardson, 
Jonathan  A.  Lane, 
Lyman  Mason, 


Eobert  C.  Waterston, 
George  H.  Nichols, 
Wm.  H.  Learnard,  Jr., 


Prancis  H.  Underwood, 
Warren  P.  Adams, 
John  S.  H.  Pogg, 


Joseph  A.  Tucker, 
George  W.  Adams, 
George  H.  Lloyd, 


George  H.  Monroe, 
Moody  Merrill, 
Joel  Seaverns, 


James  Reed, 
Hall  Curtis, 
Charles  C.  Perkins. 


Ward  7. 


Edward  C.  Leonard, 
Ilugli  J.  Toland, 
John  E.  Fitzgerald. 


Ward  8. 


David  W.  Poster, 
George  L.  Chaney, 
George  E.  Pilkins. 


Ward  9. 


Charles  J.  Prescott, 
John  P.  Reynolds, 
Charles  Hutchins. 


Ward  10. 


William  Reed, 
Charles  L.  Plint, 
William  H.  Baldwin. 


Ward  11. 


Stephen  G.  Deblois, 
William  B.  Merrill, 
Samuel  B.  Cruft. 


Ward  12. 


George  A.  Thayer, 
Arthur  H.  Wilson, 
Joseph  H.  Allen. 


Ward  13. 


James  Morse, 
Edward  G.  Morse, 
John  D.  Carty. 


Ward  14. 


John  0.  Means, 

Ira  Allen, 

P.  O'Meara  Edson. 


ORGANIZATION    OF    THE    SCHOOL     COMMITTEE. 


391 


Ward  15. 


George  M.  Hobbs, 
Charles  K.  Dillaway, 
James  Waldock, 


Baylies  Sanford, 
Frederick  P.  Moseley, 
Benjamiu  Gushing, 


Albert  E.  Dunning, 
George  F.  Emery, 
Joseph  O'Kane. 


Ward  16. 


Jolm  H.  McKendry, 
William  T.  Adams, 
John  W.  Porter. 


Hon.  Hexrt  L.  Pierce,  Mayor,  President. 

JoHX  D.  PHiLijRiCK,  Superintendent  of  Schools. 

Barnard  Capen,  Secretary  of  the  Board. 

George  A.  Smith,  Clerk  of  the  Committee  on  Accounts. 

Alt  AH  H.  Peters,  Messenger. 

Rooms  of  the  Board  open  from  nine  o'clock  till  six  o'clock. 
Office  hour  of  the  Superintendent :  From  12.^  o'clock  to  14  o'clock. 
Office  hour  of  the  Clerk   of  the  Committee   on   Accounts  :    FroDi 
o'clock  to  \h  o'clock- 


12i, 


STANDING   COMMITTEES 


Elections. 

Henry  P.  Shattuck,  Chairman,  Baj'lies  Sanford, 

Hall  Curtis,  Reuben  Peterson,  Jr. 

Joseph  Willarcl,  Jonathan  A.  Lane, 

John  E.  Fitzgerald. 

Rules  and  Regulations. 

Lyman  Mason,  CJiairman,  John  S.  H.  Fogg, 

George  H.  Nichols,  Nathaniel  B.  Shurtleff, 

George  M.  Hobbs,  John  W.  Praser, 

William  H.  Baldwin. 

Salaries. 

J.  Coffin  Jones  BroAvn,  Chairman,         William  T.  Adams, 
Ira  Allen,  Christopher  A.  Connor, 

Henry  S.  Washburn,  DaTid  W.  Foster, 

Charles  J.  Prescott. 

Accojints. 

William  B.  Merrill,  Chairjnan,  Moody  Merrill, 

William  H.  Learnard,  Jr.,  Lucius  Slade, 

George  D.  Eicker,  Warren  P.  Adams, 

Francis  D.  Stedman. 


Text-Boolcs. 

S.  K.  Lothrop,  Chairman,  Samuel  H.  Wentworth, 

John  F.  Jarvis,  Benjamin  Cashing, 

Charles  Hutchins,  Ezra  Palmer, 

Charles  L.  Flint. 

392 


STANDING    COMMITTEES. 


393 


School  Houses  and  School  Sections. 

Charles  J.  Prescott,  Chairman,  John  W.  Porter, 

Joseph  A.  Tucker,  George  H.  Monroe, 

John  Noble,  Hugh  J.  Toland, 

Abijah  Richardson, 


J.  Bazter  Uphani,  Chairman, 
John  P.  Ordway, 
Eobert  C.  Waterston, 
Charles  L.  Flint, 


Music. 


William  B.  Merrill, 
Charles  C.  Perkins, 
Warren  P.  Adams. 


Printing. 

George  F.  Bigelow,  Cliairman,  Edward  B.  Eankin, 

Joseph  A.  Tucker,  George  W.  Adams, 

Solon  Thornton,  Arthur  H.  Wilson, 

Joseph  O'Kane. 


Vocal  and  Physical  Culture,  a7id  Militari/  Drill. 


Lucius  Slade,  Chairman, 
J.  Baxter  Upham, 
P.  O'Meara  Edson, 


Henry  P.  Shattuck, 
William  0.  Johnson, 
William  Woods, 
George  E.  Filkins. 


Drawing. 

Charles  C.  Perkins,  Chairman,  James  Morse, 

J.  C.  J.  Brown,  WilUam  Woods, 

Robert  C.  Waterston,  James  Waldock, 

George  F.  Bigelow. 


Hall  Curtis,  Cliairman, 
George  D.  Ricker, 
John  S.  H.  Fogg, 


Evening  Schools. 

William  H.  Baldwin, 
James  Waldock, 
Willard  S.  Allen, 
John  H.  McKendry. 


Ira  Allen,  Chairman, 
Richard  J.  Fennelly, 


Schools  for  Licensed  Miyiors. 

Stephen  G.  Deblois, 
Michael  Moran, 
A.  Kendall  Tilden. . 


394  ANNUAL    SCHOOL   REPORT. 

School  for  Deaf  Mutes. 

George  F.  Bigclow,  Chairman,  Lucius  Slade, 

Henry  S.  AVashburn,  Nathaniel  B.  Shurtleff, 

Ira  Allen,  Samuel  B.  Cruft, 

Prank  B.  Clock. 

Kindergarten  School. 

"William  II.  Baldwin,  Chairman,  John  S.  H.  Fogg, 

Hall  Curtis,  John  P.  Eeynolds, 

Henry  P.  Shattuck,  John  W.  Porter, 

"William  Read. 

Industrial  Schools. 

S.  K.  Lothrop,  Chairman,  Moody  Merrill, 

Hall  Curtis,  George  F.  Bigelow, 

Nathaniel  B.  Shurtleflf,  "William  T.  Adams, 

William  11.  Learnard,  Jr. 


LATIN  AND  HIGH  SCHOOLS. 


PUBLIC  LATIN   SCHOOL. 

Bedford  street. 

/ 

COMMITTEE. 

Henry  S.  "Washburn,  Chairman.  James  Reed,  Secretary. 

John  P.  Eeynolds,  Abijah  Richardson, 

Michael  Moran,  Samuel  B.  Cruft, 

John  F.  Jarvis,  George  A.  Thayer, 

Nath'l  B.  Shurtleflf,  George  W.  Adams, 

John  P.  Ordway,  George  H.  Monroe, 

P.  J.  Whelton,  ,                    George  M.  Hobbs, 

David  W.  Foster,  William  T.  Adams. 

TEACHERS. 

Francis  Gardner,  Head  Master.  Augustine  M.  Gay,  Master. 

Moses  Merrill,  Master.  George  W.  Pierce,  Master. 

Josiah  G.  Dearborn,  Master,  Augustus  H.  Buck,  Master. 

George  W.  Minns,  Master.  John  S.  White,  Jr.,  Master. 

Charles  J.  Capen,  Master.  Joseph  W.  Chadwick,  Master. 

Prospere  Morand,  Teacher  of  French.  Chas.  A.  Barry,  Teacher  of  Drawing. 
Julius  Eichberg,  Teacher  of  Music.       Lieut.-Col.  Hobart  Moore,  Teacher  of 

Military  Drill. 


ENGLISH   HIGH  SCHOOL. 

Bedford  street. 


COMMITTEE. 


S.  K.  Lothrop,  Chairman.  John  Noble,  Secretary. 

Charles  J.  Prescott,  Lyman  Mason, 

James  M.  Badger,  Robert  C.  Waterston, 


396 


ANNUAL    SCHOOL   REPOET. 


James  A.  McDonough, 
William  O.  Johnson, 
John  M.  Maguire, 
Hugh  J.  Toland, 
William  Woods, 


John  S.  H.  Fogg, 
James  Morse, 
Ira  Allen, 
James  Waldock, 
Frederick  P.  Moseley. 


TEACHERS. 


Charles  M.  Cumston,  Head  3Iaster, 
Moses  Woolson,  blaster. 
L.  Hall  Grandgent,  Ifaster. 


Luther  W.  Anderson,  blaster. 
Eobert  E.  Babson,  Master. 
Albert  Hale,  Master. 


SUB-MASTERS. 


Charles  B.  Travis, 

Charles  J.  Lincoln, 

Charles  H.  Cumston, 

Lucius  H.  Buckingham, 

Joseph  W.  Keene, 

John  F.  Casey, 

Henry  Hitchings,  Teacher  of  Draw- 
ing. 

Nicolas  F.  Dracopolis,  Teacher  of 
French. 


John  P.  BroAvn, 

Alonzo  G.  Whitman, 

John  O.  Norris, 

Le  Roy  Z.  Collins, 

Thomas  J.  Emery, 

Charles  O.  Whitman. 

Edward  K.  Clark,  AssH  Teacher  of 
Drawing. 

Col.  Hobart  Moore,  Teacher  of  Mili- 
tary Drill. 


GIRLS'   HIGH   SCHOOL, 

West  Newton  street. 


Charles  L.  Flint,  Chairman. 
Christopher  A.  Connor, 
Willard  S.  Allen, 
George  D.  Eicker, 
Samuel  H.  Wentworth, 
John  T.  Beckley, 
George  F.  Bigelow, 
Charles  C.  Perkins, 


COMMITTEE. 


Warren  P.  Adams,  Secretary. 
Henry  P.  Shattuck, 
Charles  Hutchins, 
Stephen  G.  Deblois, 
E.  G.  Morse, 
P.  O'Meara  Edson, 
Charles  K.  Dillaway, 
Baylies  Sanford. 


TEACHERS. 


Samuel  Eliot,  Head  Master, 
Harriet  E.  Caryl,  Master's  Assistant. 
Bessie  T.  Capen,  Teacher  of  Chem- 
istry. 


Catharine   Knapp,    Head  Ass't. 
Margaret  A.  Badger,         " 
Emma  A.  Temple,  " 

Mary  E.  Scates.  " 


HIGH    SCHOOLS. 


397 


ASSISTANTS. 


Adeline  L.  Sylvester, 

Lucy  O.  Fessenden, 

Adeline  S.  Tufts, 

Emerette  O.  Patch, 

S.  Annie  Shorey, 

Ellen  O.  Swain, 

Florena  Gray, 

Ellen  M.  Folsom, 

Laura  B.  White, 

Mary  L.  B.  Capen,  Laboratory  Ass't. 

E.  C.  E.  Ivrauss,  Teacher  of  German. 

Henry  Hitclungs,  Teacher  of  Drawing. 


Elizabeth  C.  Light, 

Julia  A.  Jellison, 

Alice  M.  Wellington,  y 

Rebecca  R.  Joslin, 

Augusta  C.  Kimball, 

Mary  E.  Holbrook, 

Lucy  E.  Woods, 

Mary  J.  Allison, 

Lillie  B.  Holbrook, 

Prospere  IMorand,  Teacher  of  French. 
Julius  Eichberg,  Teacher  of  3Iusic. 
Mercy  A.  Bailey,  Teacher  of  Drawing. 


NORMAL   SCHOOL. 

West  Newton  street. 

COMMITTEE. 


Charles  Hutchins,  Chairman.  John  Noble,  Secretary. 

Wm.  H.  Learnard,  Jr.,  John  P.  Ordway, 

William  B.  Merrill,  Moody  Merrill, 

George  A.  Thayer. 


TEACHERS. 


Larkin  Dunton,  Head  Master. 
Florence  W.  Stetson,  Assistant. 
Annie  J.  Stoddard,  Assistant. 


Jenny  H.  Stickney,  Head  Assistant. 

Bertha  W.  Hintz,  Assistant. 

Charles  A.  Barry,  Teacher  of  Drawing. 


EOXBURY  HIGH   SCHOOL. 


COMMITTEE. 


Moody  Merrill,  Chairman. 
John  E.  Fitzgerald, 
George  H.  Plummer, 
Wm.  J.  Porter, 
Lucius  Slade, 
Nath'l  B.  Shurtleff, 
Henry  J.  Colman, 
Hall  Curtis, 


George  M.  Hobbs,  Secretary. 
George  L.  Chaney, 
Francis  D.  Stedraan, 
William  Read, 
Wm.  H.  Learnard,  Jr., 
John  S.  H.  Fogg, 
Joseph  A.  Tucker, 
William  T.  Adams. 


398  ANNUAL    SCHOOL    REPORT. 

TEACHERS. 

Samuel  M.  Weston,  Jlead  Master.         M.  L.  Tincker,  Head  Assistant. 

ASSISTANTS. 

Emily  Weeks,  Eliza  D.  Gardner, 

Helen  A.  Gardner,  Edna  F.  Calder. 

Clara  H.  Balcli,  Julius  Eichberg,  Teacher  of  Music. 

Benj.  F.  Nutting,  Teacher  of  Drawing.  M.  de  Maltchyce,  Teacher  of  French. 
John  F.  Stein,  Teacher  of  German.       Lieut.-Col.  Hobart  Moore,  Teacher  of 

Military  Drill. 


DORCHESTER    HIGH    SCHOOL. 


COMMITTEE. 


William  T.  Adams,  Chairman.  John  W.  Porter,  Secretary. 

John  H.  McKendry,  Benjamin  Gushing, 

Moody  Merrill,  Baylies  Sanford, 

Edward  H.  Dunn. 

TEACHERS. 

Elbridge  Smith,  Head  Master.  Eebecca  Vinal  Humphrey,  Assistant. 

Mary  Wcntworth  Hall,  HeadAss't.  Ellen  Germaine  Fisher,  Assistant. 

Harriet  Byron  Luther,  Assistant.  Mercy  A.  Bailey,  Teacher  of  Drawing. 

Julius  Eichberg,  Teacher  of  Music.  Charles    De   Legarliere,    Teacher    of 
John  Frederick  Stein,  Teacher  of  Ger-      French. 

Tnan. 
Lieut.-Col.    Hobart  Moore,    Teacher 

of  3Iilitary  Drill, 


DEPARTMENT   OF  VOCAL   MUSIC. 

Julius  Eichberg,  General  Supervisor  of  Music,  and  Teacher  of  Music  in  the 

High  Schools,  154  Tremont  street. 
Luther  W.  Mason,  Director  of  Music  in  the  Primary  Schools,  3  Cumston 

place.     Address  at  the  Eooms,  City  Hall. 
H.  E.  Holt,  Director  of  Music  in  the  Grammar  Schools,  third,  fourth,  fifth, 

and  sixth  classes,  31  Ball  street,  Koxbury.     Address  at  the  Rooms,  City 

Hall. 
Joseph  B.  Sharland,  Director  and  Teacher  of  Music  in  the  Grammar  Schools, 

first  and  second  classes,  25  Hanson  street. 
Hiram  Wilde,  Assistant  Teacher  of  Music,  77  Shawmut  avenue. 


HIGH    SCHOOLS.  309 

DEPARTMENT  OF   DRAWING. 

"Walter  Smith,  Normal  Art  Instructor,  and  General  Supervisor  of  Drawing, 
City  Point,  South  Boston. 

SPECIAL   INSTRUCTORS. 

Charles  A.  Barry,  Latin  School,  ami  Normal  School.  Address  at  the  City 
Hall. 

Henry  Hitchings,  English  High  School  and  Girls'  High  School,  Dodham. 

Edward  K.  Clark,  Assistant  in  English  High  School. 

Mercy  A.  Bailey,  Dorchester  High  Scliool,  and  Girls'  High  School. 

Benjamin  F.  Nutting,  Roxbury  High  School. 

These  Instructors  also  supervise  the  Drawing  in  the  Grammar  and  Primary 
Schools  as  far  as  their  time  allows. 

FREE    EVENING    DRAWING    SCHOOLS. 

Walter  Smith,  Director  of  the  Classes. 
Monday,  Tuesday,  Thursday,  and  Friday,  7  to  9  P.  M. 

Appleton-  street  ScJwol-house. 

G.  W.  Bartlett,  Principal  of  the  Cast  Drawing  School. 

Charles  Furneaux,  Principal  of  the  Free  Hand  Drawing  School. 

Starr  King  School-house,  Tennyson  street. 
Daniel  "W.  Willard,  Principal  of  the  Instrumental  School. 

Mason  street. 
C.  W.  Damon,  Willis  H.  Myrick. 

Assistants  at  Appleton  street  ami  Tsnnyson  street. 

E.  Paul,  C.  S.  Ward, 

George  H.  Young,  J.  L.  Frisbe, 

Frank  B.  Morse. 


THE  SCHOOL  DISTEICTS 


ARRANGED   IN  ALPHABETICAL   ORDER. 


ADAMS   SCHOOL   DISTRICT. 


COMMITTEE. 


George  H.  Plummer,  Chairman. 

Henry  S.  Washburn, 

John  Noble, 

Eeuben  Peterson,  Jr., 


Benj.  F.  Campbell,  Secretary. 
Willard  S.  Allen, 
Edward  H.  Dunn. 


ADAMS  SCHOOL. 

Eobert  C.  Metcalf,  Master.  Frank  F.  Preble,  Sub-Master. 

Mary  M.  Morse,  3faster's  Assistant.  Martha  E.  Webb,  Head  Assistant. 

Louisa  E.  Harris,  Head  Assistant.  Lucy  A.  Wiggin,  Head  Assistant. 


ASSISTANTS. 


Sarah  M.  Boyd, 
Harriett  Sturtevant, 
Ellen  M.  Robbins, 


Clara  Robbins, 
L.  Frances  Gardner, 
Clara  J.  Doane, 
Margaret  E.  Robbins. 


PRIMARY    SCHOOL. 

Adams  School-house. 

Sarah  A.  Cook,  Ellen  James, 

Mary  H.  Allen, .  Mary  E.  Wiggin, 

Eliza  A.  Wiggin,  Anna  E.  Reed. 

Sub- Committee,  Messrs.  Plummer  and  Dunn. 


Emily  C.  Morse. 


Sumner  street. 

Rosa  L.  Morse. 
Sub- Committee,  Mr.  Washburn. 


SCHOOL   UrSTRICTS.  401 


Wehste7'  sireei. 
Grace  E.  Wasgatt. 

Suh-Commitiee,  Mr.  Campbell. 


BIGELOW   SCHOOL   DISTRICT. 

COMMITTEE. 

Warren  P.  Adams,  Chairman.  P.  J.  Whelton,  Secretary. 

Francis  H.  Underwood,  Arthur  H.  Wilson, 

Christopher  A.  Connor,  Hugh  J.  Toland, 

Richard  J.  Fennelly,  George  A.  Thayer, 

Joseph  H.  Allen. 

BIGELOW   SCHOOL. 

Fourth  street,  Corner  E  street,  South  Boston. 
Thomas  H.  Barnes,  Master.  Fred  O.  Ellis,  Sub-Master. 

Alonzo  Meserve,  Usher.  Clara  E.   Farrington,  3Iaster^s  Ass't. 

Amelia  B.  Coe,  Read  Assistant. 

ASSISTANTS. 

Eliza  B.  Haskell,  Harriet  A.  Watson, 

Ellen  Coe,  Henrietta  L.  Dwyer, 

Mary  L.  Lufkin,  Lucinda  P.  Bowley, 

Celinda  Seaver,  Lucj^  C.  Bartlett, 

Malvena  Tenney,  Abby  J.  Adams. 

Washington  Village  Branch. 
Leander  Waterman,  Sub-  Master. 

ASSISTANTS. 

Mary  Nichols,  Mary  L.  Kinne, 

Laura  A.  Neilson,  Lucy  M.  Marsh. 

PRIMARY    SCHOOLS. 

Ilaives  Hall,  Broadway. 

Anna  C.  Gill,  Abby  B.  Kent, 

Alice  Danforth,  Lucy  E.  T.  Tinkham, 

Ann  J.  Lyon,  Mary  P.  Colburn, 

Mary  E.  Johnston,  Harriet  A.  Clapp. 


402 


ANNUAL    SCHOOL    REPORT. 


Rear  Ilawes  Hall. 

Tiley  A.  Bolkcom,  Emily  T.  Smith. 

Mary  L.  Howard, 

Corner  Dorchester  and  Fourtlt  Stxeets. 

Josephine  B.  Cherrington,  Sarah  A.  Graham. 


BOWDITCH   SCHOOL  DISTRICT. 


John  P.  Ordway,  Chairman^ 
John  P.  Reynolds, 
George  F.  Bigelow, 
William  T.  Adams, 
John  M.  IMaguire, 


COJMMITTEB. 

Henry  J.  Colman,  Secretary. 
KichardJ.  Fennelly, 
Edward  C.  Leonard, 
John  W.  Eraser, 
John  J.  Murphy, 
Edward  B.  liankin. 


BOWDITCH  SCHOOL. 

South  Street. 

Alfred  Hewins,  Master.  Erancis  R.  Honey,  blaster's  Assistant. 

Mary  M.  T.  Folej',  Jlead  Assistant.      Susan  H.  Thaxter,  Head  Assistant. 
Clarinda  R.  F.  Treadwell,  Head  Assistant. 


Caroline  W.  Marshall, 
Caroline  E.  Jennison, 
Margaret  E.  Sheehan, 
Eliza  M.  Evert, 


ASSISTANTS. 


Mary  E.  Nichols, 

Ellen  M.  S.  Treadwell, 

Ruth  H.  Clapp. 

Eliza  A.  Baxter,  Sewing  Teacher. 


Amelia  E.  N.  Treadwell. 
Octavia  C.  Heard. 
Ellen  L.  F.  Collins. 
Hannah  E.  G.-Gleason. 
Maria  J.  Coburn. 
Sophronia  N.  Herrick. 
Julia  M.  DriscoU.- 
Matilda  Mitchell.     . 
Marian  A.  Flynn. 

Anna  M.  LeCain. 


PRIMARY   SCHOOLS. 

Cove  Street. 

Siih- Committee,  Mr.  Maguire. 

Mr.  Adams. 

Mr.  Murphy. 

Mr.  Colman. 

Mr.  Rankin. 

Mr.  Fennelly, 

Mr.  Ordway. 

Mr.  Bigelow. 

Mr.  Leonard. 

East  Street. 

Sub- Committee,  Mr.  Thayer. 


SCHOOL    DISTRICTS. 


403 


BOWDOIN   SCHOOL  DISTRICT. 

COMMITTEE. 


Hall  Curtis,  Chairman. 
J.  Baxter  Upham, 
John  F.  Jarvis, 
William  O.  Johnson, 
James  Eeed, 


John  T.  Beckley,  Secretary. 

Ezra  Palmer, 

Samuel  H.  Wentworth, 

John  E.  Quinn, 

Edward  H.  Dunn. 


BOWDOIN    SCHOOL. 


Daniel  C.  Brown,  3Iaster. 
Mary  Young,  Sead  Assistant. 

Eliza  A.  Fay, 
Irene  W.  Wentworth, 
Ada  L.  Cushman, 
S.  Frances  Ferry, 


Sarah  J.  Mills,  Head  Assistant, 
Sarah  O.  Brickett,  Head  Assistant. 


C.  Eliza  Wason. 
Annie  K.  Adams. 


ASSISTANTS. 


Sophia  B.  Horr, 

Martha  A.  Palmer, 

Mary  F.  Grant. 

Catharine  E.  Bigelow,  Sewing  Teacher. 


PRIMARY    SCHOOLS. 

Somerset  Street. 


Sub- Committee,  Mr.  Quinn. 
"  Mr.  Johnson. 


Sarah  F.  Russell. 
Elizabeth  R.  Preston. 
Annie  M.  Heustis. 


Old  Phillips  School-house. 

Suh- Committee,  Mr.  Jarvis. 
"  Mr.  Reed. 

"  M.  Upham. 


Clementine  A.  Baker. 


26  Charles  Street. 

Sub- Committee,  Mr.  Curtis. 


Mary  E.  Ames. 


Olive  Ruggles. 
Julia  T.  Jellison. 
Clara  A.  Robinson, 
Lydia  A.  Isbell, 


Joy   Street. 

Sub- Committee,  Mr.  Dunn. 

Blossom  Street. 

Sub- Committee,  Mr.  Wentworth. 

"  Mr.  Palmer. 

"  Mr.  Beckley. 

"  Mr.  Johnson. 


404  ANNUAL    SCHOOL    REPOKT. 

BOYLSTON   SCHOOL  DISTRICT. 

COMMITTEE. 

Solon  Thornton,  Chairman.  Abijali  Ricliardson,  Secretary. 

Jolin  P.  Reynolds,  Jonathan  A.  Lane. 

John  P.  Ordway,  William  H.  Baldwin, 

Francis  D.  Stedman,  Henry  J.  Colman, 

John  M.  Maguire,  George  L.  Chaney. 
Hugh  J.  Toland, 

BOYLSTON  SCHOOL. 

Washington  Street,  near  Dover  Street. 

John  Jameson,  blaster.  Henry  H.  Kimball,  Suh-Master, 

Mary  A.  Davis,  Master's  Head  Assistant. 

ASSISTANTS. 

Mary  L.  Holland,  Jane  M.  BuUard, 

Mary  H.  Cashman,  Eliza  J.  Dyar, 

Bridget  A.  Poley,  L.  Ella  Bacon, 

,  Mary  L.  H.  Gerry. 

Caroline  R.  Dawes,  Sewing  Teacher. 

PRIMARY   SCHOOLS. 

Way  street. 

Mary  E.  Sawyer. 

Suh- Committee,  Messrs.  Thornton  and  Baldwin. 
Charlotte  L.  Young. 

Sub- Committee,  Messrs.  Reynolds  and  Lane. 
Emma  K.  Youngman. 

Sub- Committee,  Messrs.  Chaney  and  Richardson. 

Oenessee  street. 

Susan  H.  Chaffee. 

Sub-Committee,  Messrs.  Stedman  and  Toland. 
Harriet  M.  Bolman. 

Sub- Committee,  Messrs.  Richardson  and  Colman. 
Anna  T.  Corliss. 

Sub- Committee,  Messrs.  Ordway  and  Maguire. 


SCHOOL    DISTRICTS. 


405 


BRIMMER   SCHOOL  DISTRICT. 


COMMITTEE. 


J.  Coffin  Jones  Brown,  Chairman. 

Henry  P.  Shuttuck, 

Charles  Hutcliins, 

William  Woods, 

Joseph  Willard, 

John  J.  JMurphy, 


Charles  J.  Prescott,  Secretary. 
Solon  Thornton, 
Samuel  B.  Cruft, 
George  L.  Chaney, 
George  L.  Filkins. 


BEIMMER   SCHOOL. 


Joshua  Bates,  Master. 

T.  H.  Wason,  Usher. 

Abba  D.  Hawkes,  Head  Assistant, 


E.  Bentley  Young,  Sub-3Iaster. 
Rebecca  L.  Duncan,   Master's  Assist- 
ant. 


ASSISTANTS. 


Kate  C.  Martin, 
LutheraW.  Bird, 
Annie  P.  James, 
Mercy  A.  Davie, 
Helen  L.  Bodge, 


Mercy  T.  Snow, 
Amanda  Snow, 
Caroline  J.  Spaulding, 
Sarah  J.  March, 
Annie  M.  Chambers. 


PRIMARY  SCHOOLS. 

Starr  King  School,  Tennyson  street. 

Rebecca  J.  Weston.  Sub- Committee,  Mr.  Wood. 

Anna  E.  English.  "  Mr.  Murphy. 

Lucy  H.  Symonds.  "  ]\Ir.  Chaney. 

Sarah  Farley.  "  Mr.  Eilkins. 

H.  Ellen  Boothby.  "  Mr.  Prescott. 

Sarah  R.  Bowles.  -"  Mr.  Shattuck. 

Eliza  E.  Poster.  "  Mr.  Thornton. 


Frances  B.  Dewey. 
Emma  F.  Burrill. 
Eliza  F.  Moriarty. 
Deborah  K.  Burgess 
Malvina  R.  Brigham 


Skinner  School,  corner  Fayette  and  Church  streets. 

3ub- Committee,  Mr.  Hutchins. 
"  Mr.  Willard. 

"  Mr.  Prescott. 

"  Mr.  Cruft. 

"  Mr.  Chaney.' 


406 


ANNUAL    SCHOOL   REPORT. 


CHAPMAN   SCHOOL  DISTRICT. 


COMMITTEE. 


Willard  S.  Allen,  Chairman. 
Henry  S.  Washburn, 
John  Noble, 
Benjamin  F.  Campbell, 


Edward  H.  Dunn,  Secretary. 
Reuben  Peterson,  Jr., 
George  H.  Plummer. 


CHAPMAN  SCHOOL. 


Eutaw  street.  East  Boston. 


George  R.  Marble,  Master. 
Mary  E.   Allen,   Master's     Assist- 
ant. 
Maria  D.  Kimball,  Head  Assistant. 


Orlendo  W.  Dimick,  Sub-Master. 
Sara  F.  Tenney,  Head  Assistant. 
Jane  F.  Reid,  Head  Assistant. 


ASSISTANTS. 


Sarah  T.  Synett, 
Judith  P.  Meader, 
Lucy  E.  Woodwell, 


Harriet  E.  Morrill, 
Lizzie  M.  Gregory, 
Mary  E.  BuflPum. 
Annie  J.  Noble,  Sewing  Teacher. 


PRIMARY  SCHOOLS. 

Webb   School,   Porter   street. 

Mary  A.  Shaw,  Abby  D.  Beal, 

Caroline  S.  Litchfield,  Ada  D.  Prescott, 

Helen  T.  Higgins,  Mary  E.  Reid. 

Sub- Committee,  Messrs.  Allen  and  Campbell. 


Harriet  C.  Bates, 
Marietta  Duncan. 


Tappan  School,  Lexington  street. 

Mary  C.  Hall, 

Sub- Committee,  Mr.  Campbell. 


Hannah  F.  •Crafts. 


Monmouth  street. 

Sub- Committee,  Mr.  Allen. 


SCHOOL    DISTllICTS. 


407 


COMINS   SCHOOL   DISTRICT. 


COMMITTEE. 


George  M.  Hobbs,  Chairman. 
George  F.  Emery, 
Joel  Seaverns, 
James  Morse, 
James  Waldock, 


Charles  K.  Dillaway,  Secreiary. 
Albert  E.  Dunning, 
George  H.  Monroe, 
Joseph  O'Kane, 
John  D.  Carty. 


COMINS  SCHOOL. 

Tremont  street,  corner  of  Gore  Avenue. 

Daniel  TV.  Jones,  blaster.  Alfred  Bunker,  Sub- Master. 

Julia  A.  Scribner,  Master's  Assistant.  Dora  O.  Wait,  Master's  Assistant. 
Almira  W.  Chamberline,  Head  Assist-  Eliza  C.  Fisher,  Head  Assistant, 
ant.  Florence  E.  Tilton,  Head  Assistant. 


ASSISTANTS. 


Martha  A.  Cumniings, 
Adelina  May, 
Julia  A.  C.  Gray, 
Emma  E.  Towle, 
Annie  L.  Hudson, 
Lillian  E.  Davis, 


Charlotte  P.  Williams, 
Delia  M.  Upham, 
E.  Josephine  Page, 
Emily  Swain, 
S.  Lizzie  Lovell, 
Penelope  G.  Hayes. 


Delia  Mansfield,  Sewing  Teacher. 

PRIMARY   SCHOOLS. 

Phillips  street. 

Annie  E.  Clark,  Caroline  L.  Bicknell. 

Sub- Committee,  Mr.  Waldock. 
Sarah  E.  Haskins.  Sub- Committee,  Mr.  Carty. 

Kate  M.  Murphy,  Amelia  F.  Boston. 

Sub- Committee,  Mr.  Morse. 
M.  Louisa  Cummings.  Sub- Committee,  Mr.  Carty. 

Caroline  M.  Brackett.  "  Mr.  Seaverns. 

Sarah  B.  Bancroft.  "  "  Mr.  OKane. 


Elizabeth  Johnson, 


Caroline  D.  Putnam, 


Cottage  jplace. 

Adaline  Beal. 
Siib- Committee,  Mr.  O'Kane. 


Sub-Committee,  Mr.  Dunning. 


408 


ANNUAL    SCHOOL    REPORT. 


Jane  B.  Lawrence. 
Sarah  J.  Cook. 
Ellen  M.  Holt, 


Caroline  A.  Gras 


Ileath  street. 

Suh- Committee,  Mr.  Dillaway. 

"  Mr.  Monroe. 

Emma  Waldock. 
Sui-  Committee,  Mr.  Emery. 

Francis  street. 

Suh- Committee,  Mr.  Dillaway. 


DEARBORN   SCHOOL  DISTRICT. 

COMMITTEE. 


James  Morse,  Chairman. 
Ira  Allen, 
John  0.  Means, 
Moody  Merrill, 
Joseph  A.  Tucker, 
George  E.  Emery, 


George  W.  Adams,  Secretary. 
George  H.  Lloyd, 
Joel  Seaverns, 
John  D.  Carty, 
Edward  G.  Morse. 


DEARBORN   SCHOOL. 

» 
Dearborn  place. 

William  H.  Long,  blaster.  Harlan  P.  Gage,  Suh-3Iaster. 

L.  Anna  Dudley,  Master's  Assistant.    Philena  W.  Roimseville,  Head  Assist. 

Harriet  E.  Burrell,  Head  Assistant.      Evelyn  L.  Holbrook,  Head  Assistant. 


ASSISTANTS. 


Cynthia  G.  Melvin, 
Sarah  H.  Hosmer, 
Anne  M.  Backup, 
Elizabeth  M.  Wood, 
Phebe  H.  Simpson, 
Mary  E.  McCarty, 


Erances  L.  Bredeen, 

Clara  T.  Eisher, 

Bell  J.  Dunham, 

Elizabeth  R.  Wallis, 

Mary  F.  Walsh. 

Catherine  G.  Hosmer,  Sewing  Teacher. 


Mary  E.  Neale, 
Clarabel  E.  Chapman, 


PRIMARY   SCHOOLS. 

Eustis  street. 

Abby  L.  Baker. 
Suh- Committee,  Mr.  J.  Morse. 

Kate  M.  Wallace. 
Suh- Committee,  Mr.  Lloyd. 


SCHOOL    DISTRICTS. 


409 


Mary  M.  Slienvin, 
Emily  M.  Pevear, 
Clara  F.  Conant, 

Anna  M.  Balch, 
Ellen  M.  Oliver, 
Ada  L.  McKean, 
Louise  D.  Gage. 


George  street. 

Mary  C.  Smith. 
Sub-Committee,  Mr.  E.  G.  Morse. 

Flora  J.  Cutter. 
Sub-Committee,  Mr.  Means. 

Mary  E.  Aldrich. 
Sub- Committee,  Mr.  Carty. 

Yeoman  street. 

Susan  F.  Rowe. 
Suh- Committee,  Mr.  Allen. 

Mary  E.  Mason. 
Suh- Committee,  Mr.  Adams. 

Annie  M.  Croft. 
Sub-Committee,  Mr.  Merrill. 

Sub- Committee,  Mr.  Seaverns. 


DORCHESTER  EVERETT   SCHOOL  DISTRICT. 

COMMITTEE. 

Frederick  P.  Moseley,  Chairman.         Benjamin  Gushing, 
Joseph  Willard,  Baylies  Sanford, 

Nath'l  B.  Shurtleff. 

DORCHESTER  EVERETT  SCHOOL. 

Sumner  street. 

Roland  F.  Alger,  Master. ,  Master's  Assistant. 


Helen  M.  Hills, 
Sarah  M.  Bearse. 


Cora  L.  Etheridge, 
Marion  W.  Brooks. 


ASSISTANTS. 

Anna  M.  Foster, 

PRIMARY   SCHOOLS. 
Sumner  street. 

Annie  W.  Ford, 


410 


ANNUAL    SCHOOL    RECORT. 


DWIGHT   SCHOOL   DISTRICT. 

COMMITTEE. 

William  H.  Learnard,  Jr.,  Chairman.  Stephen  G.  Deblois,  Secretary. 
Eobert  C.  Waterston,  John  "W.  Porter, 

William  B.  Merrill,  Abijah  Richardson, 

George  H.  Nichols,  Samuel  B.  Cruft, 

Lyman  Mason,  Geoi'ge  L.  Chaney, 

William  H.  Baldwin. 


James  A.  Page,  Master. 

AValter  S.  Parker,  Usher. 

Margaret  P.  Kelley,  Uead  Assistant. 


DWIGHT   SCHOOL. 

West  Springfield  street. 

Silas  H.  Haskell,  Suh-Master. 


Ruth  G.  Rich,  Master's  Assistant. 


ASSISTANTS. 


Mary  C.  E.  Towle, 
Elizabeth  J.  Kelley, 


Mary  E.  Trow, 


Laura  A.  Pendleton, 
Caroline  E.  Jpnes, 
Amelia  M.  Hickley, 
Emily  F.  Carpenter. 


Augusta  A.  Davis. 
Martha  B.  Lucas. 
Sarah  E.  Crocker. 
Henrietta  Draper. 
Clara  B.  Gould. 
Anna  Severance. 


PRIMARY   SCHOOLS. 
Rutland  street. 


Sub- Con, 


mittee,  Mr.  Waterston. 
Mr.  Richardson. 
Mr.  Deblois. 
Mr.  Nichols. 
Mr.  Chaney. 
Mr.  Cruft. 


ELIOT   SCHOOL   DISTRICT. 


COMMITTEE. 


George  D.  Ricker,  Chairman. 
James  M.  Badger, 
Lucius  Slade, 
.John  W.  Eraser, 
James  A.  McDonough, 


William  J.  Porter,  Secretary. 
Frank  B.  Clock, 
Nathaniel  B.  Shurtleff, 
Michael  Moran, 
Thomas  F.  Mahan. 


SCHOOL    DISTRICTS. 


411 


ELIOT   SCHOOL. 

NoHh  Bennet  Street. 


Samuel  "W.  Mason,  Master. 
Granville  S.  Webster,  Usher. 
Adolin  M.  Steele,  Head  Assistant. 


AValter  H.  Newell,  Sub-Master. 
Frances  M.  Bodge,  Head  Assistant. 


ASSISTANTS. 


Elizabeth  M.  Turner, 
Kate  L.  Dodge, 
M.  Ella  Wilkins, 
Clara  A.  Newell, 
Mary  E.  Hanney, 
Hannah  M.  Seavey. 


0.  Augusta  Welch, 
Mary  Heaton, 
Clara  AVinning, 
Emily  F.  Marshall, 
Frances  Giles. 


Harriet  S.  Boody. 
Mary  A.  J.  Kobinson. 
Cleone  G.  Tewksbury. 
Harriet  E.  Lanipee. 
Sophia  Shepard. 
Sarah  A.  Winsor. 


PRIMAKY   SCHOOLS. 

Snelling  place. 

Sub- Committee,  Mr.  llicker. 

"  Mr.  Porter. 

"  Mr.  Badger. 

"  Mr.  McDonald. 

"  Mr.  Ricker. 

"  Mr.  Mahan. 


Charter  street. 


Ellen  Fitzgerald. 
J.  Ida  Monroe. 
Juliaette  Davis. 
Sarah  Eipley. 
Julia  A.  Cutts. 
Eliza  Brintnall. 


Sub- Committee,  Mr.  Eraser. 
"  Mr.  Badger. 

"  Mr.  Porter. 

"  Mr.  Slade. 

"  Mr.  Eraser. 

"  Mr.  Clock. 


Ann  A.  Coleman. 
Mary  E.  Barrett. 
Kate  S.  Sawyer. 
Adelaide  E.  Badger. 


North  Bennet  street. 


Suh- Committee,  Mr.  Mahan. 
"  Mr.  Moran. 

"  Mr.  Shurtleff. 

"  Mr.  Ricker. 


412 


ANNUAL   SCHOOL   REPORT. 


EVERETT    SCHOOL    DISTRICT. 


COMMITTEE. 


Robert  C.  Waterston,  Chairman. 

Lyman  Mason, 

Wni.  H.  Learnard,  Jr.. 

"William  B.  Merrill, 

George  H.  Nichols, 


Stephen  G.  Deblois,  Secretary. 
William  H.  Baldwin, 
William  T.  Brigham, 
Samuel  B.  Cruft, 
Jonathan  A.  Lane. 


EVERETT   SCHOOL. 

West  Northampton  street. 

George  B.  Hyde,  Master.  Margaret  E.  Johnson,  Blaster's  Assist- 

S.  Flora  Chandler,  Head  Assistant.  ant. 

Janet  M.  Bullard,  Head  Assistant.        Anna  C.  Ellis,  Head  Assistant. 


Maria  S.  Whitney, 
Mary  A.  Gavett, 
Ann  R.  Gavett, 
Louisa  M.  Alline, 
E.  L.  P.  Shannon, 


ASSISTANTS. 

Susan  S.  Foster, 
Abby  C.  Haslet, 
Eva  M.  Keller, 
Clara  Nelson, 
Sarah  W.  Pollard. 
Martha  A.  Sargent,  Sewing  Teacher. 


Eliza  C.  Gould. 
Mary  H.  Downe. 
Mary  A.  Crocker. 
Alice  E.  Shedd. 
Caroline  S.  Lamb. 
Lydia  A.  Sawyer. 
Almira  S.  Johnson. 
Hannah  M.  Coolidge. 
Emma  Halstrick. 
Lydia  F.  Blanchard. 


PRIMARY   SCHOOLS. 


West  Concord  street. 


Sub' Committee.  Mr.  Nichols. 

"  Mr.  Mason. 

"  Mr.  Merrill. 

"  Mr.  Baldwin. 

"  Mr.  Learnard. 

*'  Mr.  Lane. 

"  Mr.  Waterston. 

"  Mr.  Cruft. 

"  Mr.  Deblois. 

"  Mr.  Lane. 


SCHOOL     DISTRICTS. 


413 


FRANKLIN   SCHOOL  DISTRICT. 


C03IMITTEE. 


Francis  D.  Stedman,  Chairman. 
William  T.  Brigham, 
Wm.  H.  Learnard,  Jr., 
Charles  Hutchins, 
Charles  L.  Flint, 
George  H.  Nichols, 


Abijah  Richardson,  Secretary. 
Stephen  G.  Deblois, 
"William  H.  Baldwin, 
John  H.  McKendry, 
William  Read, 
Jonathan  A.  Lane. 


FRANKLIN   SCHOOL. 

Ringgold  street. 

Granville  B.  Putnam,  Master.  Jane  S.  Tower,  Master's  Assistant. 

Isabella  M.  Harmon,  Head  Assistant.  Sarah  A.  Gale,  Head  Assistant. 
Catharine  T.  Simonds,  Head  Assistant. 


ASSISTANTS. 


Mary  L.  Masters, 
Martha  J.  Burge, 
Margaret  E.  Scliouler, 
P.  Catharine  Bradford, 
Mary  A.  Mitchell, 


Elizabeth  J.  Brown, 
Caroline  A  Mason, 
Sarah  D.  Hamblin, 
K.  E.  Blanchard, 
Annie  E.  Parker. 


Elizabeth  D.  Cutter,  Sewing  Teacher. 


Helen  M.  Faxon. 
Georgiana  A.  Abbott. 
Margaret  Crosby. 
Caroline  A.  Miller. 
Lucy  A.  Cate. 
Isadora  Page. 


PRIMARY   SCHOOLS. 
Groton  Street. 


Sub- Committee,  Mr.  Richardson. 
"  Mr.  Hutchins. 

"  Mr.  Deblois. 

"  Mr.  Learnard. 

"  Mr.  Read. 

"  Mr.  Lane. 


GIBSON   SCHOOL   DISTRICT. 


COMMITTEE. 


Baylies  Sanford,  Chairman, 
Joseph  Willard, 


Benjamin  Gushing, 
Frederick  P.  Moseley, 


Nathaniel  B.  Shurtleff. 


414 


ANNUAL   SCHOOL   REPORT. 


GIBSON   SCHOOL, 

School  Street,  Dorchester. 

William  E.  Endicott,  Master.  Emma  L.  Howe,  Head  Assistant. 

Elizabeth  E.  Shove,  Assistant.  Charlotte  E.  Baldwin,  Assistant. 

ATHERTON   INTERMEDIATE. 

Green  Street. 
Ella  S.  Wales,  Head  Assistant. 


E.  Louise  Brown, 
Ella  Whittredge. 

Edna  L.  Gleason. 


PRIMARY   SCHOOLS. 
School  Street  {Dorchester). 

Suh- Committee,  Mr.  Sanford. 
Green  Street. 

Sub-Committee,  Mr.  Sanford. 


HANCOCK  SCHOOL  DISTRICT. 


Lucius  Slade,  CJiairman. 
Geo.  D.  Ricker, 
James  M.  Badger, 
John  W.  Eraser, 
William  J.  Porter, 


COMMITTEE. 

James  A.  McDonough,  Secretary. 
Michael  Moran, 
Thomas  F.  Mahan, 
Edward  H.  Dunn, 
John  T.  Beckley, 
Charles  C.  Perkins.     , 


HANCOCK  SCHOOL. 

Parm,enier  Street.- 

.James  W.  Webster,  Master.  Ellen  C.  Sawtelle,  Master's  Assistant. 

Emily  F.  Fessenden,  Head  Assistant.   Ellen  A.  Hunt,  Head  Assistant. 
Martha  F.  Winning,  Head  Assistant. 


ASSISTANTS. 


Amy  E.  Bradford, 
Josephine  M.  Robertson, 
Clara  E.  Bell, 
Mary  E.  F.  McNeil, 


Helen  M.  Hitchings, 
Susan  E.  Allen, 
Mary  E.  Skinner, 
Sophia  L.  Siierman. 


SCHOOL  DISTRICTS. 


415 


Cushman  Building,  Parmenter  Street. 
Marie  L.  Macomber,  Head  Assistant. 


Achsah  Barnes, 
Annie  E.  Caldwell, 


ASSISTANTS. 

Olive  M.  E.  Eowe, 
Anna  N.  Jacobs. 
Mary  H.  Cheney,  Sewing  Teacher. 

PRIMARY   SCHOOLS. 
Cushman  School,  Parmenter  street. 


Sarah  E.  Ward, 

Sub-  Committee 

Mr.  Perkins. 

Adeline  S.  Bodge. 

Mr.  McDonough 

Harriet  M.  Eraser. 

Mr.  Eraser. 

Augusta  H.  Barrett. 

Mr.  Badger. 

Rosanna  B.  Raycroft. 

Mr.  Beckley. 

Mary  L.  Desmond. 

Mr.  Porter. 

Mary  J.  Clark. 

Mr.  Dunn. 

Marcella  0.  Halliday. 

Mr.  Moran. 

Sarah  F.  Ellis. 

Mr.  Dunn. 

Elizabeth  A.  Fisk. 

Mr.  Slade. 

Maria  A.  Gibbs. 

Mr.  Moran. 

Cooper  street. 

Lucy  A.  Pike. 

Sub- Committee 

Mr.  Porter. 

Teresa  M.  Gargan. 

<( 

Mr.  McDonough. 

Thacher  street. 

Sarah  L.  Shepherd. 

Sub- Committee, 

Mr.  Badger. 

Sarah  J.  Copp. 

(I 

Mr.  Eraser. 

Lucy  C.  Flynn. 

i( 

Mr.  Ricker. 

Josephine  B.  Silver. 
Martha  F.  Boody. 
Esther  W.  Mansfield. 


Ingraham  School,  Sheafe  street 

Sub- Committee,  Mr.  Mahan. 
"  Mr.  Mahan. 


Mr.  Ricker. 


HARRIS   SCHOOL  DISTRICT. 


COMMITTEE. 


William  T.  Adams,  Chairman.  John  W.  Porter,  Secretary. 

J.  H.  McKendry,  Willard  S.  Allen, 

John  C.  J.  Brown. 


416  ANNUAL    SCHOOL   KEPORT. 

HARRIS   SCHOOL. 

Corner  of  Adams  and  Mill  streets. 
Edwin  T.  Home,  Master.  Ann  Tolnian,  Head  Assistant. 

ASSISTANTS. 

Elizabeth  P.  Boynton,  Sarah  E.  Hearsey, 

J.  Annie  Bense,  Marion  B.  Sherburne. 

Mrs.  A.  S.  Ryder,  Sewing  Teacher. 

PRIMARY  SCHOOLS. 

Harris  ScJiool-house. 

Marion  B.  Sherburne.  Siih- Committee,  Mr.  Porter. 

Anne  M.  Gilbert.  "  Mr.  McKendry. 

Mary  C.  Edes.  *'  Mr.  Adams. 


LAWRENCE    SCHOOL   DISTRICT. 

COMMITTEE. 

Hugh  J.  Toland,  Chairman.  P.  J.  Whelton,  Secretary. 

"Warren  P.  Adams,  Richard  J.  Fennelly, 

Christopher  A.  Connor,  George  A.  Thayer, 

John  S.  H.  Fogg,  Edward  C.  Leonard. 
John  E.  Eitzgerald, 

LAWRENCE   SCHOOL. 

B  street,  corner  of  Third  street. 

Amos  M.  Leonard,  Master.  Delwin  A.  Hamlin,  Sub-Master. 

Henry  L.  Clapp,  Usher.  G.  C.  Emery,  Usher. 

Alice  Cooper,  Master's  Assistant.  Emma  P.  Hall,  Head  Assistant. 

ASSISTANTS. 

Mary  E.  H.  Ottiwell,  Martha  S.  Damon, 

Abby  C.  Burge,  Margaret  Holmes, 

Margaret  A.  Gleason,  Margarette  A.  Moody, 

Mary  A.  Conroy,  Catherine  M.  Lynch, 

Mary  W.  Bragdon,  Mary  E.  Stubbs, 

Eilena  Hurlbutt,  M.  Louise  Gillette. 


SCHOOL  DISTRICTS. 


417 


PRIMARY  SCHOOLS. 
Broadway,  between  B  and  C  streets. 


Mary  A.  llontague. 
Lucy  M.  Cragin. 
Anna  M.  Elwell. 
Ada  A.  Bradeen. 
Willietta  Bicknell. 
Elizabeth  S.  Lakeman. 
M.  E.  Witherell. 
Elizabeth  A.  McGrath. 
Ann  E.  Newell. 
Ophelia  S.  Newell. 
Sarah  M.  Brown. 
Alice  W.  Baker. 


Suh-Committee,  Mr.  Fogg. 

"  Mr.  Whelton. 

"  Mr.  Leonard. 

"  Mr.  Adams. 

"  Mr.  Toland. 

"  Mr.  Connor. 

"  Mr.  Fennelly. 

«<  Mr.  Thayer. 

"  Mr.  Fitzgerald. 

"  Mr.  Connor. 

"  Mr.  Toland. 

"  Mr.  Fennelly. 


LEWIS   SCHOOL  DISTRICT. 


Joel  Seaverns,  Chairman. 
George  H.  Monroe, 
P.  O'Meara  Edson, 
Moody  Merrill, 
Geo.  M.  Hobbs, 


COMMITTEE. 


Edward  G.  Morse,  Secretary, 
Charles  K.  Dillaway, 
George  H.  Lloyd, 
Frederick  P.  Moseley, 
Joseph  O'Kane, 


Joseph  A.  Tucker. 


LEWIS   SCHOOL. 
Corner  of  Dale  and  Sherman  streets. 
W.  L.  P.  Boardman,  Master.  Chas.  F.  King,  Sub-Master. 


Sarah E.Fisher,  Master's  Assistant. 
Elizabeth  S.  Morse,  Head  Assistant. 


Eunice  C.  Atwood,  Head  Assistant. 


Emily  B.  Eliot, 
Henrietta  M.  Young, 
Maria  L   Miller, 
Lucctta  F.  Bean, 


ASSISTANTS. 

Louisa  J.  Hovey, 
Susan  A.  Button, 
Martha  C.  Gerry, 
Annie  E.  Boynton, 
Malvina  L.  Sears. 


418 


ANNUAL    SCHOOL    REPORT. 


Joanna  Monroe. 
Alice  C.  Pierce. 


Frances  N.  Brooks. 
Eliza  J.  Goss. 
Helen  Crombie. 
Caroline  Eliot. 


A.  B.  Russell. 
Maria  L.  Burrill. 


Frances  H.  C.  Bradley, 


PRIMARY   SCHOOLS. 

Thornton  street. 

Sub- Committee,  Mr.  Hobbs. 
"  Mr.  O'Kane. 

Winthrop  street. 

Suh- Committee,  Mr.  Merrill. 

"  Mr.  E.  G.  Morse. 

"  Mr.  Seaverns. 

Monroe  street. 

Sub- Committee,  Mr.  Dillaway. 
"  Mr.  Lloyd. 

Mount  Pleasant  avenue. 

Eloise  B.  Walcott. 
Sub- Committee,  Mr.  Tucker. 


LINCOLN   SCHOOL  DISTRICT. 


COMMITTEE. 


George  A.  Thayer,  Chairman. 
Francis  H.  Underwood, 
John  S.  H.  Fogg, 
Warren  P.  Adams, 


Edward  C.  Leonard,  Secretary. 
Arthur  H.  Wilson, 
J.  H.  Allen, 
Hugh  J.  Toland. 


LINCOLN   SCHOOL. 

Broadway,  near  K  street. 

C.  Goodwin  Clark,  Master.  Alonzo  G.  Ham,  Sub-Master. 

Clara  S.  Nye,  Master's  Assistant.  Mary  E.  Balch,  Head  Assistant. 

Lydia  Curtis,  Head  Assistant.  Margaret  J.  Stewart,  Head  Assistant. 


Harriet  E.  Marcy, 
Vodisa  J.  Comey, 
Emogene  F.  Willett, 
Susan  Carty, 


ASSISTANTS. 

Myra  S.  Butterfield, 
Abby  M.  Holder, 
Martha  B.  Dinsmore, 
Ellen  R.  Wyman, 
Helen  E.  Head. 


SCHOOL  DISTEICTS.  419 

CAP-EN  SCHOOL. 


Sarah  C.  Winn, 


Margaret  Reid,  Sewing  Teacher. 


PRIMARY   SCHOOLS. 
City  Point,  Fourth  street,  near  L, 
Elizabeth  M.  Easton,  Emma  L.  B.  Hintz, 

Mary  A.  Crosby,  Josephine  F.  Krogman, 

Matilda  Stevens,  Mary  Cutler. 

Sub-Committee,  Messrs.  Underwood,  Wilson,  and  Allen. 

Capen  School,  corner  of  I  and  Sixth  streets. 

Laura  J.  Gerry,  Mary  E.  Powell, 

Susan  Hutchinson,  Ella  M.  Warner, 

Mary  H.  Faxon. 
Sub-Committee,  Messrs.  Thayer,  Fogg,  and  Adams. 


LYMAN   SCHOOL  DISTRICT. 

COMMITTEE. 

Henry  S.  Washburn,  Chairman.  Reuben  Peterson,  Jr.,  Secretary, 

John  Noble,  Benjamin  F.  Campbell, 

George  H.  Plummer,  George  D.  Ricker, 

Willard  S.  Allen. 

lVmAN   SCHOOL. 
Corner  of  Paris  and  Decatur  streets. 

Hosea  H.  Lincoln,  Master.  George  K.  Daniell,  Jr.,  Sub- Master. 

Cordelia  Lothrop,  Master's  Assistant.  Eliza  F.  Russell,  Head  Assistant. 
Mary  A.  Turner,  Head  Assistant. 


ASSISTANTS. 

Amelia  H.  Pitman,  Lucy  J.  Lothrop, 

Mary  P.  E.  Tewksbury,  Harriet  N.  Webster, 

Susan  J.  Adams,  Emma  P.  Morey, 

Clara  M.  Hovey,  Louise  A.  Small. 


Frances  C.  Close,  Sewing  Teacher. 


420  ANNUAL   SCHOOL   REPORT. 

PRIMARY   SCHOOLS. 
Paris  street. 
Susan  H.  M.  Swan,  Harriet  N.  Tyler, 

Angeline  M.  Cudworth,  Abby  M.  Allen, 

Anna  I.  Duncan,  Elizabeth  A.  Turner. 

Sub- Committee,  Mr.  Peterson. 

Old  Lyman  School-house,  Webster  street. 
Frances  I.  Dayley.  Sub- Committee,  Mr,  Peterson. 

Mary  E.  Morse.  "  Mr.  "Washburn. 

Messrs.   Washburn  and  Ricker,   committee  of  all  the  schools  in  Lyman 
school-house. 


MATHER   SCHOOL  DISTRICT. 


COMMITTEE. 


Benjamin  Gushing,  Chairman.  Baylies  Sanford,  Secretary. 

Pred  P.  Moseley,  Joseph  Willard, 

Nathaniel  B.  Shurtleff. 


MATHER  SCHOOL. 
Meeting- House  Hill. 
Daniel  B.  Hubbard,  Master.  Sarah  W.  Symms,  Head  Assistant. 

ASSISTANTS. 

Lucy  J.  Dunnels,  Mary  C.  Jacobs, 

Annie  L.  Jenks,  S.  Kate  Shepard, 

Sarah  E.  Austin,  Ella  L.  Howe. 

PRIMARY  SCHOOLS. 

Meeting- House  Hill. 

Ella  L.  Howe,  M.  Esther  Drake, 

Mary  P.  Pronk. 


SCHOOL  DISTRICTS. 


421 


MAYHEW   SCHOOL  DISTRICT. 


COMMITTEE. 


Samuel  H.  "Wentworth,  Chairman. 
Lucius  Slade, 
Wm.  J.  Porter, 
Ezra  Palmer, 


Frank  B.  Clock,  Secretary. 
A.  Kendall  Tilden, 
John  T.  Bcckley, 
Thomas  F.  Mahan, 


Edward  B.  Rankin. 


MAYHEW   SCHOOL. 
nawkins  street. 


Samuel  Swan,  Master. 
George  W.  M.  Hall,  Usher. 
Adeline  F.  Cutter,  Head  Assistant. 


Quincy  E.  Dickerman,  Suh-Master. 
Emily  A.  Moulton,  Master's  Assistant. 


ASSISTANTS. 


Luciette  A.  Wentworth, 
Alicia  0.  Quimby, 
Alice  A.  Tufts, 


Sarah  "W.  I.  Copeland, 
Elizabeth  L.  West, 
Helen  M.  Coolidge, 
Ruth  E.  Rowe. 


Emeline  C.  Farley. 
Ann  M.  F.  Sprague. 


Affie  T.  Weir. 
Elizabeth  S.  Parker. 


Harriet  A.  Farrow. 
Harriet  S.  Lothrop. 


PRIMARY  SCHOOLS. 

Grant  place. 

Suh- Committee,  Mr.  Beckley. 
Mr.  Slade. 
"  Mr.  Clock. 

"  Mr.  Mahan. 

"  Mr.  Tilden. 

Cooper  street. 

Sub-Committee,  Mr.  Rankin. 
"  Mr.  Porter. 


MINOT    SCHOOL    DISTRICT. 


COMMITTEE. 


John  W.  Porter,  Chairman.  William  T.  Adams,  Secretary. 

John  H.  McKendry,  Willard  S.  Allen. 

J.  Coffin  Jones  Brown. 


422 


ANNUAL   SCHOOL    REPORT. 


MINOT    SCHOOL. 
Walnut  street,  Dorchester, 
Joseph  T.  Ward,  Jr.,  Master.  Isabel  F.  P.  Emery,  ffead  Assistant. 


Annie  E.  Eisher, 


ASSISTANTS. 

Anne  E.  Collins. 


Jennie  M.  Seaverns, 
Angelina  A.  Brigham. 


PRIMAEY    SCHOOLS. 
Walnut  street,  Neponset. 

Erances  E.  Hildreth, 


Adams  street. 
Mary  J.  Pope. 


NORCROSS   SCHOOL  DISTRICT. 


Christopher  A.  Connor,  Chairman. 
John  S.  H.  Eogg, 
Arthur  H.  Wils«n, 
John  E.  Eitzgerald, 
Warren  P.  Adams, 


Richard  J.  Fennelly,  Secretary. 
Hugh  J.  Toland, 
George  A.  Thayer, 
Erancis  H.  Underwood, 
P.  J.  Whelton. 


NORCROSS   SCHOOL. 
Corner  of  D  and  Fifth  streets. 


Josiah  A.  Stearns,  Master. 
Fiducia  S.  Wells,  Head  Assistant. 
Amanda  Marble,  Mead  Assistayit. 


Mary    J.    Fennelly,    Master's   Assist- 
ant. 


ASSISTANTS. 


Sarah  B.  Abbott, 
Mary  Kyle, 
Juliette  Wyman, 
Miranda  A.  Bolcom, 
Juliette  Smith, 
Mary  G.  Lanning. 


Sarah  A.  Gallagher, 

Mary  A.  Neill, 

Anne  M.  Prescott, 

Harriet  E.  Johnston, 

Emma  L.  Eaton, 

Sarah  J.  Bliss,  Teacher  of  Sewing. 


SCHOOL  DISTRICTS. 


423 


PRIMARY   SCHOOLS. 
Parhman  School,  Silver  street,  near  Dorchester  Avenue. 


Amelia  McKenzie. 
Harriet  L.  Rayne. 
Mary  G.  A.  Toland. 
Isabel  M.  Kelren. 
Mary  F.  Peeler. 


Sub- Committee,  Mr.  Fitzgerald. 
"  Mr.  Toland. 

"  Mr.  Fennelly. 

"  Mr.  Thayer. 

"  Mr.  Wilson. 


Drake  School,  corner  of  C  and  Third,  streets. 


Laura  A.  Read. 
Mary  K.  Davis, 
Abby  C.  Kickerson. 
Fanny  W.  Hussey. 
Lucinda  Smith. 
Sarah  V.  Cunningham. 


Sub- Committee,  Mr.  Whelton. 

"  Mr.  Underwood. 

"  Mr.  Fogg. 

"  Mr.  Whelton. 

"  Mr.  Underwood. 

«*  Mr.  Fennelly. 


Ellen  J.  Cashman. 
Mary  R.  Roberts. 


Vest7-y  of  D  street  Church. 


Sub- Committee,  Mr.  Fitzgerald. 
"  Mr.  Toland. 


PHILLIPS   SCHOOL  DISTRICT. 


COMMITTEE. 


William  O.  Johnson,  Chairman. 
J.  Baxter  Upham, 
S.  K.  Lothrop, 
John  F.  Jarvis, 
Hall  Curtis, 


James  Reed,  Secretary. 
Nathaniel  B.  Shurtleff, 
A.  Kendall  Tilden, 
John  E.  Quinn, 
John  T.  Beckley, 


Joseph  Willard. 


PHILLIPS   SCHOOL. 
Phillips  street. 


James  Hovey,  Master. 

George  Perkins,  Usher. 

Laura  M.  Porter,  Head  Assistant. 


Elias  H.  Marston,  Sub-Master. 
Carrie  T.  Haven,  Master's  Assistant. 


424 


ANNUAL    SCHOOL   EEPOET. 


ASSISTANTS. 


Elvira  M.  Harrington, 
Hannah  M.  Sutton, 
Victoria  M.  Goss, 
Eliza  A.  Corthell, 


Elizabeth  "W.  Nickerson. 
Sarah  A.  M.  Turner. 
Mary  E.  Franklin. 


Martha  A.  Knowles, 
Sarah  E.  Frye, 
Clara  J.  Reynolds, 
Martha  F.  Whitman. 


PEIMARY   SCHOOLS. 

Phillips  street. 


Sub- Committee,  Mr.  Johnson. 
"  Mr.  Curtis. 

"  Mr.  Quinn. 


Barbara  C.  Farrington, 
Josephine  O.  HeJrick. 


Elizabeth  N.  Smith. 


Anderson  street. 

Sub- Committee,  Mr.  Beckley. 
Sub-Committee,  Mr.  Reed. 

Joy  street. 

Sub- Committee,  Mr.  "Willard. 


Ella  F.  Wright. 


Phillips  School-house. 

Sui- Committee,  Mr.  Tilden. 


PRESCOTT  SCHOOL  DISTRICT. 


COMMITTEE. 


John  Noble,  Chairman. 
Henry  S.  Washburn, 
Benjamin  F.  Campbell. 


John  W.  Fraser,  Secretary. 
Willard  S.  Allen, 
Reuben  Peterson,  Jr., 
George  H.  Plummer. 


PRESCOTT   SCHOOL. 

Prescott  street,  East  Boston. 

James  F.  Blackinton,  Master.  L.  Henry  Dutton,  Sub-Master. 

Elizabeth  R.  Drowne,  Master's  Assist-  Bernice  A.  De  Mcrritt,  Head  Assist- 
ant, ant. 
Louise  S.  Hotchkiss,  Head  Assistant.  Frances  H.  Turner,  Head  Assistant. 


SCHOOL  DISTRICTS. 


425 


ASSISTANTS. 


Mary  A.  Ford, 
EUenette  Pillsbury, 
Mary  D.  Day, 
Mary  M.  Foster. 


Harriet  N.  Weed, 

Sarah  J.  Litchfield, 

Annie  G.  De  Silva, 

Annie  J.  Noble,  Sewing  Teacher. 


PRIMARY   SCHOOLS. 

Prescott  School- house. 


Hannah  L.  Manson, 
Emma  C.  Reed, 


Almaretta  J.  Critchett, 
Margaret  A.  Bartlett. 


Suh- Committee,  Messrs.  Noble  and  Fraser. 

Rice  Building,  Saratoga  street. 

Caroline  Ditson,  Florence  H.  Drew, 

Abby  M.  Nye. 

Suh- Committee,  Messrs.  Peterson  and  Noble. 

Bennington-street  Chapel. 

Mary  E.  Plummer,  Harriet  T.  Parker. 

Sul- Committee,  Mr.  Noble. 

Bennington  street. 

Elizabeth  W.  Hazell.  Suh- Committee,  Mr.  Noble. 


QUINCY  SCHOOL   DISTRICT. 


COMMITTEE. 


John  E.  Fitzgerald,  Chairman, 

William  Woods, 

Henry  P.  Shattuck, 

John  P.  Reynolds, 

John  P.  Ordway, 

John  M.  Maguire, 

John  J.  Murphy, 


Edward  B.  Rankin,  Secretary. 

Solon  Thornton, 

Edward  C.  Leonard, 

David  W.  Foster, 

Henry  J.  Colman, 

George  L.  Chaney. 


QUINCY   SCHOOL. 

Tyler  street. 
E.  Frank  Wood,  Master.  George  W.  Neal,  Suh-Master. 

J.  Martin  Dill,  Usher.  Annie  M.  Lund,  Master's  Head  Assist- 

Olive  M.  Page,  Ilead  Assistant.  ant. 


426 


ANNUAI.    SCHOOL    REPORT. 


ASSISTANTS. 


Emily  J.  Tucker, 

Nellie  J.  Frost, 

Charlotte  L.  Wheelwrig-ht, 


Josephine  M.  Hanna, 
Ellen  G.  O'Leary, 
Emily  B.  Peck, 
Margaret  E.  Tappan. 


Harriette  A.  Bettis. 
Emily  E.  Maynard. 
Priscilla  Johnson. 
Sarah  E.  Lewis. 
Julia  A.  O'Hara. 
Lavonne  E.  Wabridge. 
Ellen  E.  Leach. 
Susan  Erizzell. 
Louisa  Bowker. 


PEIMAEY   SCHOOLS. 

East  street. 

Sub- Cor. 


rimittee,  Mr.  Shattuck. 

Mr.  Foster. 

Mr.  Keynolds. 

Mr.  Woods. 

Mr.  Ordway. 

Mr.  Murphy. 

Mr.  Maguire. 

Mr.  Rankin. 

Messrs.    Colman    and 
Leonard. 
Sub- Committee,  Messrs.  Thornton  and 
Chaney. 


RICE   SCHOOL  DISTRICT. 


Charles  L.  Flint,  Chairman 
William  B.  Merrill, 
J.  Coffin  Jones  Brown, 
Charles  Hutchins, 
Lyman  Mason, 


COMMITTEE. 

Charles  J.  Prescott,  Secretary. 
William  Read, 
George  E.  Filkins, 
William  H.  Baldwin, 
Jonathan  A.  Lane, 
William  T.  Brigham. 


RICE   SCHOOL. 
Corner  of  Dartmouth  and  Appleion  streets. 
Lucius  A.  Wheelock,  Master.  Edward  Southworth,  Sub-Master. 

Charles  F.  Kimball,  Usher.  Martha  E.  Pritchard,  Master's  Assist- 

E.  Maria  Symonds,  Read  Assistant.         ant. 


SCHOOL  DISTRICTS. 


427 


ASSISTANTS. 


Elsie  J.  Parker, 
Clara  M.  Symonds, 
Eliza  Cox, 
Martha  J.  Porter, 
Cynthia  M.  Beckler, 


Florence  Marshall, 
Ella  T.  Gould, 
Dora  Brown, 
Vacancy, 


Josepliine  G.  Whipple. 
Georgiana  A.  Ballard. 
Frances  M.  Sylvester. 
C.  Josephine  Bates. 
Jane  E.  Haskell. 
Martha  L.  Beckler. 


PRIMARY   SCHOOLS. 

Shawraut  aveyiue. 

Sub- Committee,  Mr.  Merrill. 

"  Mr.  Filkins. 

"  Mr.  Brown. 

"  Mr.  MerrilL 

"  Mr.  Baldwin. 

"  Mr.  Filkins. 


Appleton  street. 


Ella  F.  Wyman. 
Ella  B.  Cheney. 
Grace  Hooper. 
Sarah  E.  Bowers. 
Emma  F.  Wyman. 


Sub'Committee,  Mr.  Hutchins. 
"  Mr.  Read. 

"  Mr.  Lane. 

"  Mr.  Baldwin- 

"  Mr.  Mason. 

"  Mr.  Prescott. 


SHERWIN   SCHOOL  DISTRICT. 


COMMITTEE. 


Ira  Allen,  Chairman. 
John  O.  Means, 
Stephen  G.  Deblois, 
Joseph  A.  Tucker, 
Moody  Merrill, 


P.  O'Meara  Edson,  Secretary^ 
Geo.  H.  Lloyd, 
Albert  E.  Dunning, 
John  D.  Carty, 
Joseph  O'Kane- 


SHERWIN   SCHOOL. 
Madison  square. 
Silas  C.  Stone,  Masttr.  Chas.  W.  Hill,  Sni-Master. 

Julia  F.  Long,  Master's  Assistant.        S.  Maria  Wheeler,  Head  Assistant. 
Martha  A.  Smith,  Head  Assistant.       Lucy  L.  Burgess,  Head  Assistant. 


428 


ANNUAL    SCHOOL   REPORT. 


Elizabeth  B.  Walton, 
Anna  B.  Carter, 
Harriet  A.  Lewis, 
Fanny  McDonald, 
E.  Elizabeth  Boies, 
Fanny  L.  Stockman, 
Louisa  Ayer. 


Anna  G.  Fillebrown, 
Annie  E.  McDonald, 

Annie  E.  Wallcut, 
Sarah  L.  Tewksbury, 

Abby  E,  Ford, 

Emily  L,  Marston. 
Annie  H,  Berry. 


ASSISTANTS. 

«  Sarah  R.  Bonney, 

Josephine  D.  Snow, 
Marion  Henshaw, 
Caroline  K.  Nickerson. 
Isadora  Bonney, 
Alice  T.  Kelley, 
Maria  L.  Young,  Sewing  Teacher. 

PRIMARY  SCHOOLS. 

Weston  street. 

Mary  E.  Gardner. 
Suh- Committee,  Mr.  Carty. 

Martha  E.  Page. 
Stib- Committee,  Mr.  Means. 

Franklin  place. 

Sarah  J.  Davis. 
Suh- Committee,  Mr.  Allen. 

Clara  C,  Walker. 
Suh- Committee,  Mr.  Tucker. 

Avon  place. 

Elizabeth  F.  Todd. 
Sub- Committee,  Mr.  O'Kane. 

Day's  Chapel. 

Sub- Committee,  Mr.  Lloyd, 

Mill  Bam. 

Sub- Committee,  Mr.  Dunning. 


SHURTLEFF   SCHOOL  DISTRICT. 


.John  S.  H.  Fogg,  Chairman. 
Francis  H.  Underwood, 
Warren  P.  Adams, 
Baylies  Sanford, 


COMMITTEE. 

Joseph  H.  Allen,  Secretary. 
George  A.  Thayer, 
Christopher  A.  Connor, 
Nathaniel  B.  Shurtleff, 
P.  J.  Whelton. 


SCHOOL  DISTRICTS.  429 

SHUKTLEFF  SCHOOL. 

Dorchester  street,  South  Boston. 

Henry  C.  Harden ,  Blaster.  Anna  M.  Penniman,   Master's  Assist- 

EUen  E.  Morse,  Head  Assistant.  ant. 

Lavinia  B.  Pendleton,  Head  Assistant.  Emeline  L.  Tolman,  Head  Assistant. 


ASSISTANTS. 


Martha  E.  Morse, 
Catharine  A.  Dwyer, 
Sarah  L.  Garrett, 
Harriet  S.  Howes, 
Julia  M.  Pease, 


Abby  S.  Hammond, 
Margaret  T.  Pease, 
Roxanna  N.  Blanchard, 
Eliza  F.  Blacker, 
Ella  C.  Handy. 
Eliza  M.  Cleary,  Sewing  Teacher. 


PRIMARY   SCHOOLS. 

Clinch  Building.  F  street,  corner  of  Seventh. 


Sarah  B.  Pacsara 
Marion  W.  Rundlett 
Ella  R.  Johnson. 
Mary  E-  Morse. 
Sophia  C.  Dudley 
Julia  F.  Baker. 


Suh- Committee,  Mr.  Shurtleif. 
"  Mr.  Thayer. 

"  Mr.  Connor. 

"  Mr.  Sanford. 

"  Mr.  Fogg. 

"  Mr.  Adams. 


Washi7igton  Village. 


Annie  C.  Carleton 
Annie  A.  Bailey. 
M.  L.  Moody. 
Edith  A.  Pope. 
Susan  MuUoy. 
Rosabel  Aldrich. 
Mary  A.  Jenkins 


Suh- Committee,  Mr.  Thayer. 

"  Mr.  Allen. 

"  Mr.  Sanford. 

*'  Mr.  Underwood. 

"  Mr.  Allen. 

"  Mr.  Adams. 

"  Mr.  Whelton. 


Grace  E.  Gragg. 


Decker  Hall. 

Suh- Committee,  Mr.  Fogg. 


430  ANNUAL   SCHOOL   REPORT. 

STOUGHTON   SCHOOL  DISTRICT. 

COMMITTEE. 

John  W.  Porter,  Chairman.  Willard  S.  Allen,  Secretary. 

John  H.  McKendry,  John  C.  J.  Brown, 

William  T.  Adams. 

STOUGHTON   SCHOOL. 
River  street,  Lower  Mills. 
Edward  M.  Lancaster,  Master.  Elizabeth  H.  Page,  Head  Assistant. 

ASSISTANTS. 

Isabella  A.  Worsley,  Emma  A.  Melville, 

Catharine  E.  Cook. 

PEIMAKY   SCHOOLS. 

River  street. 

Elizabeth  J.  Stetson,  K.  EUerine  Kobie, 

Hannah  E.  Pratt. 


TILESTON   SCHOOL  DISTRICT. 


COMMITTEE. 


John  H.  McKendry,  Chairman.  John  W.  Porter,  Secretary. 

Willard  S.  Allen,  John  C.  J.  Brown, 

Wm.  T.  Adams. 


TILESTON   SCHOOL. 

Norfolk  street,  Mattapan. 
Henry  B.  Miner,  Master. 

ASSISTANTS. 

Martha  A.  Baker,  . 


PRIMARY   SCHOOLS. 

Norfolk  street. 
Elizabeth  S.  Fisher.  Sub- Committee,  Mr.  McKendry. 


SCHOOL  DISTRICTS. 


431 


WASHINGTON   ANI>  DUDLEY   SCHOOL  DISTRICT. 


COMMITTEE. 


P.  O'Mera  Edson,  Chairman. 
Ira  Allen, 
John  O.  Means, 
James  Waldock, 
George  H.  Monroe, 


Geo.  W.  Adams,  Seci-etary. 
Chas.  K.  Dillaway, 
Joel  Seaverns, 
Albert  E.  Dunning, 
George  F.  Emery. 


WASHINGTON   SCHOOL. 

2000  Washington  street. 

LeverettM.  Chase,  Master.  Charles  E.  Swett,  Suh- Master. 

Harriet  E.  Davenport,  Head  Assistant. 


Louisa  "W.  Emmons, 
Myra  W.  Pond, 


ASSISTANTS. 


Marietta  Rice. 
Helen  0.  Wyman. 


DUDLEY   SCHOOL. 

BartUtt  street. 


Sarah  J.  Baker,  Principal. 
Jane  S.  Leavitt,  Head  Assistant. 


Eldora  A.  Pickering,  Principal's  Assist- 
ant. 


Mary  C.  Whippey, 
Mary  L.  Gore, 


ASSISTANTS. 


Eliza  Brown, 
Mary  S.  Sprague. 
Mary  C.  Pratt,  Sewing  Teacher. 


PEIMARY    SCHOOLS. 


Anna  M.  Stone. 
S.  Louisa  Durant. 
H.  Amelia  Philbrick. 
Anna  T.  Bicknell. 


Verno?i  street. 

Suh- Committee,  Mr.  Seaverns. 
*'  Mr.  Means. 

"  Mr.  Dillaway. 

"  Mr.  Monroe. 


432 


ANNUAL   SCHOOL   KEPORT. 


Henrietta  M.  Wood. 
Mary  A.  Morse. 
Mary  V.  Woodman. 
Celia  A.  Scribner. 


Putnam  street. 

Sub-Committee,  Mr.  Dunning. 
"  Mr.  Adams. 

"  Mr.  Waldock. 

"  Mr.  Emery. 


WELLS   SCHOOL   DISTRICT. 


John  F.  Jarvis,  Chairman. 
William  O.  Johnson, 
Frank  B.  Clock, 
Nath'l  B.  Shurtleff, 
Lucius  Slade, 


COMMITTEE. 

James  A.  McDonough,  Secretary. 
Samuel  H.  Wentworth, 
Ezra  Palmer, 
A.  Kendall  Tilden, 
John  E.  Quinn, 
James  Reed. 


WELLS   SCHOOL. 
Corner  of  Blossom  and  McLean  streets. 

Rodney  G.  Chase,  Master.  Abby   J.   Boutwell,    Master's  Assist- 

Mary  S.  Carter,  Head,  Assistant.  ant. 

Delia  A.  Varney,  Head  Assistant.        Mary  W.  Perry,  Head  Assistant. 

ASSISTANTS. 

Mary  A.  C.  Williams,  Mary  T.  Locke, 

Mary  M.  Perry,  Mary  G.  Shaw, 

Elizabeth  P.  Winning,  Matilda  A.  Gerry. 

Mrs.  Frances  E.  Stevens,  Sewing  Teacher. 


Maria  W.  Turner. 
Emma  Dexter. 
Anna  A.  James. 
Eliza  A.  Freeman. 
Sarah  C.  Chevaillier. 
Lucy  M.  A.  Redding. 


PRIMARY  SCHOOLS. 

Emerson  School,  Pojolar  street. 

Sub- Committee,  Mr.  Wentworth. 
"        •      Mr.  Reed. 
"  Mr.  Johnson. 

"  Mr.  Clock. 

"  Mr.  Quinn. 

*'  Mr.  McDonough. 


i 


SCHOOL  DISTEICTS. 


433 


Georgiana  D.  Bastow, 
Mary  L.  Bailey. 
Lavinia  M.  Allen. 
Lois  M.  Eea. 
Adelaide  A.  Rea. 
Isabella  Bennett. 


Dean  School,  Wall  street. 

Sub- Committee,  Mr.  Tilden. 

"  Mr.  Quinn. 

"  Mr.  Slade. 

"    '  Mr.  Tilden. 

"  Mr.  Slade. 

"  Mr.  Clock. 


WINTHROP   SCHOOL  DISTRICT. 


COMMITTEE. 


Henry  P.  Shattuck,  Ohairman. 

J.  Coffin  Jones  Brown, 

John  P.  Reynolds, 

John  P.  Ordway, 

Francis  D.  Stedman, 

John  M.  Maguire, 

George  ~E.  Bigelow, 


TVilliam  "Woods,  Secretary. 
Samuel  B.  Cruft, 
Ezra  Palmer, 
David  W.  Poster, 
George  L.  Chaney, 
George  E.  Filkins, 
John  E.  Fitzgerald. 


WINTHROP  SCHOOL. 

Tremont  street,  near  Eliot  street. 
Robert  Swan,  Master.  Susan  A.  "W.  Loring,  Master's  Assist. 

Mary  Gertrude  Ladd,  Head  Assistant.  Emma  K.  Valentine,  Head  Assistant. 
Maria  L.  Barney,  Head  Assistant.         Almira  Seymour,  Head  Assistant. 

ASSISTANTS. 

Ella  L.  Bird,  Elizabeth  S.  Emmons, 

Mary  F.  Light,  Edith  Adams, 

Mary  E.  Davis,  Harriet  R.  G.  DeRibas, 

Mary  J.  Danforth,  Emma  V.  Flagg, 

Lizzie  H.  Bird,  Carrie  F.  Welch, 

Mary  C.  Jones,  Mary  E.  Barstow. 
Isabella  Cummings,  Sewing  Teacher. 


PRIMARY   SCHOOLS. 

Tyler  street. 

Rachel  R.  Thayer.  Suh- Committee,  Mr.  Woods. 

Mary  B.  Browne.  "  Mr.  Ordway. 

Ella  M.  Seaverns.  "  Mr.  Cruft. 

Mary  A.  B.  Gore.  "  Mr.  Foster. 

Frances  Torrey.  "  Mr.  Bigelow. 


434  ANNUAL    SCHOOL   EEPORT. 

Hudson  street. 

Caroline  S.  Crozier.  Sub- Committee,  Mr.  Palmer. 

Henrietta  Madigan.  "  Mr.  Maguire. 

Emma  I.  Baker.  •  "  Mr.  Filkins. 

Julia  A.  Mclntyre.  "  Mr.  Fitzgerald. 

SCHOOL   FOR  LICENSED   MINORS. 

North  Margin  street. 
Sarah  A.  Brackett. 

East  street  place. 
Melissa  P.  Taylor. 

SCHOOL  FOR  DEAF  MUTES. 

11  Pemherton  square. 
Sarah  Fuller,  Principal. 

ASSISTANTS. 

Annie  E.  Bond,  Ellen  L.  Barton. 

KINDERGARTEN    SCHOOL. 

Corner  of  Allston  and  Somerset  streets. 
Harriet  J.  Viaux,  Principal. 


SCHOOL  DISTRICTS. 


435 


TRUANT   OFFICERS. 

The  following  is  the  list  of  the  truant  officers  at  present  employed,  with 
their  respective  districts,  and  with  the  school  sections  embraced  in  each  truant 
district :  — 


OFFICERS. 

DISTRICTS. 

SCHOOI.  SECTIONS. 

Chase  Cole. 

North. 

Eliot,  Hancock. 

C.  E.  Turner. 

East  Boston. 

Adams,  Chapman,  Lyman,  Prescott. 

Geo.  M.  Felch. 

Central. 

Bowdoin,  Mayhew,  Phillips,  Wells. 

Jacob  T.  Beers. 

Southern. 

Brimmer,  Bowditch,  Quincy,  Win- 
throp. 

Phineas  Bates. 

South  Boston. 

Bigelow,  Lawrence,  Lincoln,  Nor- 
cross,  and  ShurtleiF. 

A.  M.  Leavitt. 

South. 

Dwight.  Everett,  Franklin,  Rice,  and 
Boylston. 

Samuel  Mcintosh. 

Roxbury,  East  District. 

Lewis,  Dearborn,  and  Washington. 

E.  F.  Mecuen. 

Roxbury,  West  District 

Comins,  Dudley,  and  Sherwin. 

Jeremiah  M.  Swett. 

Dorchester,  Northern 
trict. 

Dis- 

Lewis.  Everett,  Mather,  Monroe,  and 
Atherton. 

James  P.  Leeds. 

Dorchester,  Southern 
trict. 

Dis- 

High,     Harris,    Gibson,    Tileston, 
Stoughton,  and  Minot. 

OKDER    BOXES. 


North  District. 


Hancock  School-house. 

Police  Station  No.  1,  Hanover  street. 

East  Boston. 

Adams,  Chapman,  and  Prescott  School-houses. 
Police  Station,  No.  7,  Meridian  street. 


Central  District, 


Mayhew  School-house. 

Police  Station  No.  3,  Joy  street. 


Southern  District. 


Brimmer  and  Quincy  School-houses. 
Police  Station  No.  4,  La  Grange  street. 


436  ANNUAL   SCHOOL  REPORT. 

South  Boston. 

Bigelow  and  Lincoln  School-houses. 

Police  Station  No.  6,  Broadway,  near  C  street. 

South  District. 

Dwight  and  Rice  School-houses. 

Police  Station  No.  5,  East  Dedham  street. 

Roxbury,  East  District. 
Dearborn,  Lewis,  and  Washington  School-houses. 

JRoxbury,  West  District. 
Sherwin  and  Comins  School-houses. 

Dorchester,  Norihern  District. 
Lewis,  Everett,  Mather  and  Monroe  School-houses. 

Dorchester,  Southern  District. 
Harris,  Gibson,  Stoughton  and  Minot  School-houses. 


CONTENTS 


CONTENTS. 


PAGE 

Annual  Report  of  the  School  Committee. 

Introduction 5 

Delay  in  Appointing  tlie  Committee 5 

Superintendent's  Eeports     6 

General  Statistics 6 

New  Normal  School 7 

Reorganization  of  Dorchester  District 8 

New  Building  for  the  Latin  and  English  High  Schools 9 

Defects  in  our  School  System 10 

Examination  of  Schools 10 

Assistant  Superintendents 11 

Examination  of  Teachers 12 

Co-operation  between  the  High  and  Grammar  Schools 14 

Industrial  Education 15 

•    Accompanying  Documents ^ .  IG 

Concluding  Remarks 16 

Kbports  of  Committees  on  the  High  Schools. 

Latin  School 21 

Catalogue  of  the  Latin  School 29 

English  High  School 33 

Catalogue  of  English  High  School 37 

Girls'  High  and  Normal  School  • 45 

Catalogue  of  Girls'  High  School 6G 

Catalogue  of  Roxbury  High  School 75 

Dorchester  High  School 79 

Catalogue  of  Dorchester  High  School 94 

Catalogue  of  Normal  School 97 

The  Superintendent's  Reports. 

Twenty-fourth  Semi- Annual  Report 101 

School  Attendance 101 

Teachers 130 


440  CONTENTS. 


PAGE 

Admission  to  the  High  Schools 136 

The  First  Steps  in  Teaching  Numbers 145 

Miss  A.  E.  Reed's  Paper 145 

Miss  E.  A .  Wiggin's  Paper 148 

Dr.  Leigh's  Method 156 

Expenditures  for  Schools 160 

Twenty-fifth  Semi-Annual  lleport 163 

Summary  of  Statistics 163 

Primary  Schools 169 

Grammar  Schools 176 

High  Schools 182 

Latin  School 186 

English  High  School 187 

Girls'  High  and  Normal  School 192 

Eoxbury  High  School 196 

Dorchester  High  School , 198 

Normal  School 199 

Special  Schools 205 

Evening  Drawing  Schools 206 

Evening  High  School 207 

Elementary  Evening  Schools 210 

Schools  for  Licensed  Minors 212 

School  for  Deaf  Mutes 213 

Kindergarten  School 214 

Sewing 216 

Drawing 222 

Attendance 227 

Hygiene  234 

Statistics  Accompanying  Superintendent's  Reports 243 

Report  of  Standing  Committee  on  Music. 

Revised  Course  of  Musical  Instruction , 276 

Report  of  Supervisor  of  Music 293 

Annual  Musical  Exhibition 301 

Report  of  Committee  on  Drawing. 

Supervisor  of  Drawing  for  1872 307 

Primary  Schools 309 

Grammar  Schools 309 

High  Schools 310 

Teachers'  Normal  School 312 

Result  of  Teachers'  Examination 314 

Eree  Evening  Schools 321 


CONTENTS.  441 

PAGE 

Report  of  the  Committee  on  Industrial  Schools 341 

Address  and  School  Festival. 

Mayor  Gaston's  Address  in  Response  to  a  Vote  of  Thanks  by  the 

Board 351 

Annual  School  Festival 353 

Franklin  Medal  Scholars 3G1 

Lawrence  Prizes ' 362 

Diplomas  of  Graduation ' 3G4 

Roster  of  Regiment 380 

List  of  School-houses 384 

Organization  of  School  Committee  and  Schools 389 


C.*-' 


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