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A 


/.A 


SCHOOL   DOCUMENT  NO.   27. 


ANNUAL    REPORT 


SCHOOL    COMMITTEE 


CITY   OF   BOSTON. 


1880. 


BOSTON: 
ROCKWELL    &    CHURCHILL,    CITY    PRINTERS, 

No.    39    ARCn    STREET. 
18  8  1. 


CONTENTS. 


Annual  Report  of  the  School  Committee        .....  5 

Annual  School  Festival      .........  41 

Remarks  of  Cliarles  H.  Reed.         .......  42 

"          "  Mayor  Prince      ........  44 

Medal.s,  Prizes,  and  Diplomas. 

Franklin  Medals 51 

Lawrence  Prizes    .         .         .         .         .         ...         .         .         .  o'2 

Diplomas  of  Graduation          ........  54 

Roster  of  the  Boston  School  Regiment  .         .         .         .         .81 


Appendix. 

Thirty-seventh  Senii-Annual  Report        .... 

Semi- Annual  Statistics  of  Schools,  Sept.,  1880. 

Report  on  Evening  Schools     ...... 

Majority  and  Minority  Reports  on  Corporal  Punishment 
Report  of  Supervisors     ....... 

*'       "  Committee  on  Drawing  and  Music  . 

"       "  "  "  Accounts  ..... 

"       "  "  "  Truant  Officers 

Organization  of  School  Committee  ..... 


1-82 
83-102 
103-114 
115-152 
153-186 
187-200 
201-230 
231-2G4 
265-312 


REPORT. 


Section  6,  Chap.  40,  of  the  Laws  of  Massachusetts, 

reads  as  follows:  — 

The  School  Committee  shall  unniially  make  a  detailed  report 
of  the  condition  of  the  several  public  schools,  which  report  shall 
contain  such  statements  and  suggestions  in  relation  to  the  schools, 
as  the  committee  deem  proper  to  promote  the  interests  thereof. 
The  committee  shall  cause  said  report  to  be  printed  for  the  use  of 
the  inhabitants,  etc. 

The  public-school  instruction  is  regulated  by  laws 
of  the  State,  and  the  State  authorities  very  properly 
require  an  annual  account  of  the  stewai'dship  of  the 
School  Committee.  Besides  conforming-  to  the  rou- 
tine custom  of  reporting  to  the  State  Department  of 
Education,  the  Annual  Report  ought  to  contain,  for 
the  information  of  the  public,  a  statement  of  the  prin- 
cipal transactions  of  the  Board  for  the  year,  the 
prominent  matters  of  discussion  and  legislation  which 
may  have  come  before  it  during  that  time,  as  well  as 
a  brief  and  plain  statement  of  the  present  condition 
of  the  department,  financially  and  educationally,  and 
such  suggestions  of  improvement  in  the  management 
of  the  schools  as  may  seem  expedient.  It  is  especially 
important  that  a  document  of  this  character  should 
present  in  as  simple  and  intelligible  a  maimer  as  pos- 
sible, unencumbered  by  mystifying  columns  of  figures 
and  groups  of  uninteresting  theories  on  p'articular 
hobbies,  the  true  story  of  what  the  schools  cost,  and 


6 


SCHOOL  DOCUMENT  NO.   27. 


what  they  are  doing.  For  the  purpose,  then,  of  com- 
plymg  with  the  law,  and  furnishing  the  public  with 
the  necessary  information  regarding  our  schools,  the 
committee  appointed  for  the  purpose,  on  behalf  of  the 
Board,  respectfully  present  the  following 


REPORT. 

The  number  of  children  of  school  age,  from  5  to 
15,  is  about  60,000. 

^N^umber  attending  public  schools  of  all  ages,  50,- 
543.  Of  these  144  are  the  children  of  non-residents, 
and  55  (47  in  High  and  8  in  Grammar)  pay  a  yearly 
tuition  fee,  according  to  law,  the  same  being  the  aver- 
age cost  per  pupil  in  the  grade  he  attends.  The  other 
89  are  excused  for  sufficient  reasons  from  paying  any 
fee. 


No.  of  pupils  in  the  Primary  grade 
"         '•         "     Grammar  grade 
"         "         "     High  Schools  . 
"         "         "     Special  Schools 

Expenditures  for  last  financial  3ear :  — 
Salaries  of  teachers 

"        •   officers 

"  janitors 

Fuel,  gas,  and  water    . 
Printing,  text-books,  and  supplies 

Public  Building  Committee  . 

Total 

Deduct  cost  of  Evening  Schools. 

Cost  of  day  schools        .       .        •.         . 


.     20,898 

.     27,387 

2,090 

168 

50,543 

,108,578  87 

53,679  74 

74,594  40 

40,920  22 

139,078  77 


1,416,852  00 
98,514  84 

^,515,366  84 
43,156  15 

51,472,210  69 


ANNUAL  SCHOOL  REPORT.  7 

Average  number  belonging  to  day  schools     .         .  50,543 

Cost  per  pnpil  on  average  number  belonging           .  $29  13 
If  receipts  (849,837. "28)  are  deducted  the  cost  per 

pupil,  on  average  number  belonging,  would  be  .  §28  14 


55,534  56 
415 

20,898 

50 

SI 8  45 


$772,378  34 

574 

27,387 

48 

$28  20 


TRIMARY    SCHOOLS. 

Expenditures        ...... 

Number  of  teachers      ..... 

Number  of  pupils  belonging 

Average  number  of  pupils  to  a  teacher  . 

Average  cost  per  pupil  .... 

Average  cost  per  pupil,  for  past  three  years,  is 
as  follows:  1877-8,  $21.17;  1878-9,  $19.94; 
1879-80,  $18.45. 

GRAMMAR    SCHOOLS. 

Expenditures       .         .         .         .       ,  . 
Number  of  teachers      .         .         .         .         . 
Numlier  of  pupils  belonging  .... 

Number  of  pupils  to  a  teacher,  including  principal, 

Average  cost  per  pupil 

Average  cost  per  pupil,  for  past  three  years,  as 
follows  :  1877-8,  $31.15  ;  1878-9,  $29.03  ;  1879- 
80,  $28.20. 

HIGH    SCHOOLS. 

Expenditures        .         .         .         .         .         . 

Numb(  r  of  teachers      ...... 

Number  of  pupils  belonging  .... 

Number  of  pupils  to  teacher,  including  principal. 
Average  cost  per  pupil  ..... 

The  average  cost  per  pupil,  for  past  three  years, 
is  as  follows  :  1877-8,  $89.53  ;  1878-9,  $85.08  ; 
1879-80,  $87.42. 

The  following  table  shows  a  close  approximation  to  the  actual 
cost  to  the  city,  of  graduates  of  the  respective  schools,  the  amount 
involving  the  expense  incuried  on  account  of  tlie  individual  ])ui)il 
from  the  time  of  entering  the  Primary  School  to  the  date  of  giadu- 
ation. 


$182,713  75 

83 

2,090 

25 

$87  42 


8 


SCHOOL  DOCUMENT   NO.   2: 


Total  cost  for  instruction  to  a  graduate  of  a  Grammar  School, $270  00 

"  ,"  "  High  "         630  00 

"  "  "  Latin  "         700  00 

"  "  "         tlie  Normal  ''         720  00 


EVENING    HIGH    AND    ELEMENTARY    SCHOOLS. 

Expenditures $32,249  97 

Number  of  teachers       ......  107 

Number  of  pupils  registered          ....  4,006 

Number  of  scholars  belonging       ....  2,018 

Avernge  attendance       .         .         .         .         .         .  1,100 

Number    of    pupils    to   a    teacher  (excluding    17 

principals)         .......  12.2 

Average  cost  per  pupil  on  number  belonging        .  $15  98 


EVENING    DRAWING    SCHOOLS. 

Expenditures $10,906  18 

Number  of  teachers      ......  17 

Number  of  pupils  registered           ....  1,109 

Number  of  pupils  belonging           ....  672 

Average  attendance      ......  299 

Number    of    pupils    to    a    teacher    (excluding  6 

principals)         .          .          .          .          .          .          .  27.2 

Average  cost  per  pupil  on  number  belonging         .  $16.23 


RECAPITULATION    OF    EXPENSES. 

Primaiy  Schools  ...... 

Grammar     " 

High  ''        .         .         .  -       . 

P>ening  High  and  Elementary  Schools 
Evening  Drawing  Schools   .... 

Horace  Mann,  Licensed  Minors,  and  Kindergarten^ 
Schools     ....... 

Amount  not  chargeable  to  particular  grades 

Total 


$385,634  56 

772,378  34 

182,713  75 

32,249  97 

10,906   18 

12,195  49 
119,388  55 

1,515,366  84 


'  Discontinued  March  25,  1879. 


ANNUAL   SCHOOL  REPORT.  9 

THE    NORMAL    SCHOOL. 

This  school  occupies  the  hall  and  rooms  at  the  Rice 
Grammar  School  building,  in  which  there  are  twelve 
Grammar  classes.  In  the  adjoining-  lot  is  the  Rice 
Primary  School,  with  eight  classes.  These  two 
schools  furnish  an  admirable  field  for  the  members  of 
the  Xormal  School  to  observe  and  practise  in.  There 
are  at  present  73  pupils  in  this  school,  and  all  in  the 
graduating  class  will  most  probably  receive  certificates 
of  qualification.  The  measure  adopted  last  year,  for 
ensuring  competency  in  the  graduates  of  this  school, 
has  worked  successfully.  Its  nature  is  explained  in  the 
following  passage  in  the  Regulations:  "All  pupils 
shall  be  put  on  probation,  and,  as  soon  as  in  the  opin- 
ion of  the  Board  of  Supervisors  and  the  head-master 
they  prove  unsuitable  for  this  school,  shall  be  dis- 
charged by  the  committee  on  the  school,  if  they  deem 
proper,  the  jDrobation  to  cease  at  the  end  of  the  half 
year."  It  will  readily  be  seen  that  this  rule,  fairly 
and  properly  cai-ried  out,  is  a  benefit  not  only  to  the 
school,  but  to  the  occasional  aspirant  who  does  not 
possess  the  necessary  qualifications  to  become  a  com- 
petent and  useful  teacher.  The  ]N^ormal  School  is 
doing  a  good  work  in  afibrding  to  the  children  of  the 
citizens  of  Boston  an  opportunity  to  prepare  them- 
selves in  a  profession,  whereby  they  may  participate 
in  the  benefits  of  an  institution  which  their  fathers 
have  contributed  to  build  up  and  sustain. 

Some  years  ago,  the  practice  was  begun  in  this 
school,  of  giving  courses  of  lectures  to  teachers, 
at  the  suggestion  and  under  the  management  of  the 


10  SCHOOL  DOCUMENT  NO.    27. 

head-master.  The  plan  worked  admirably,  and  re- 
sulted in  great  benefit  to  those  who  utilized  its  advan- 
tages. Their  presence  was  voluntary,  but  hundreds 
of  our  teachers  attended  these  exercises.  They  were 
held  on  Saturdays,  thereby  not  interfering  with  the 
schools.  These  lectures  were  given  by  some  of  our 
own  regular  instructors,  in  certain  school  studies  in 
which  they  were  known  to  be  prolicient,  and  many  of 
our  younger  teachers  reaped  much  ])rofit  from  them. 
Before  starting  on  these  lectures  in  the  winter  of 
1879-80,  the  Board,  deeming  it  only  just  that  the 
lecturers  should  receive  some  consideration  for  their 
labor,  voted  five  hundred  dollars  for  that  purpose.  It 
was  afterwards  discovered  that  the  committee  had  no 
authority  to  expend  money  for  such  service,  and  the 
lecturers  were  not  paid.  In  consequence,  these 
courses  of  instruction  have  been  interrupted,  but  it 
is  to  be  hoped  that  a  law  may  be  passed  empowering 
the  Board  to  expend  the  necessary  amount  of  money 
to  carry  them  on. 

HIGH    SCHOOLS. 

The  warmest  friend  of  High  Schools  must  be  satis- 
fied Avith  the  prospect  before  them  in  their  new  loca- 
tion on  Warren  avenue.  Asa  school-house,  the  pala- 
tial building  erected  for  the  accommodation  of  these 
schools  is  unsurpassed  in  this  country  for  grandeur  or 
for  cost.  The  structure  was  erected  at  an  expense 
of  1418,000;  the  land  cost  |280,000;  furnishings, 
150,000;  total  $748,000.  In  this  building  are  47  class- 
rooms, with  accommodations  for  1,645  pupils.  There 
are,  besides,  a  spacious  drill-room,  a  room  of  the  same 


ANNUAL   SCHOOL  REPORT.  H 

area  for  a  large  gymnasium,  a  chemical  laboratory, 
cliambers  for  drawing,  and  two  large  halls;  also, 
libraries,  reception-rooms,  suites  for  janitors,  and 
other  rooms.  A  court-yard  in  the  centre  furnishes 
ample  space  for  the  pupils  during  their  intermission 
for  recreation.  The  basement  story  is  so  commodious 
and  w^ell-appointed  that  it  is  proposed  to  set  off  a 
portion  of  it  for  a  branch  division  of  the  Public  Li- 
brary. The  building  was  occupied  on  January  3, 
1881,  by  the  pupils  of  the  Boys'  Latin  and  the  English 
High  Schools,  the  former  on  the  western,  the  latter 
on  the  eastern  side.  These  schools  at  present  num- 
ber in  the  aggregate  69G  scholars.  This  leaves  un- 
occupied accommodations  for  949  pupils.  The  ques- 
tion arises  at  once,  what  is  to  be  done  with  this  vacant 
space?  The  natural  answer  is,  utilize  it,  if  possible. 
It  is  not  in  accordance  with  economic  pi'inciples  to  hold 
vacant  so  large  a  portion  of  this  immense  building. 
Besides  the  investment  in  the  site  and  structure,  it  will 
cost  about  $6,000  per  annum  to  heat  the  school-house, 
and  nearly  the  same  sum  in  salaries  of  engineer  and 
janitors.  These  items  would  cost  but  little  more  if  all 
the  rooms  were  occupied.  On  the  basis  of  the  num- 
ber of  pupils  transferred  to  this  school,  it  will  be 
seen  that  for  the  heating  and  care  of  the  build- 
ing alone  it  will  cost  $17.24:  per  pupil  per  annum. 
With  all  the  rooms  occupied  it  would  cost  but  |>7.29. 
On  economic  grounds,  therefore,  not  to  mention  edu- 
cational advantages,  there  appears  to  be  good  reason 
to  bring  about  the  consolidation  with  this,  of  at  least 
some  of  the  outlying  High  Schools,  beginning  with 
that  in  Ttoxbury.     At  present  there  are  what  may  be 


12  SCHOOL   DOCUMENT  NO.   27. 

termed  branch  High  Schools  m  Hoxbiiry,  Charles- 
town,  Dorchester,  West  Roxbnry,  East  Boston,  and 
Brighton.  The  majority  of  the  inhabitants  of  these 
respective  localities  favor  the  continuation  of  high- 
school  accommodations  in  their  own  neighborhoods. 
Their  reasons  are  apparent,  and,  np  to  the  present 
time  were,  in  the  main,  cogent  and  effective.  With 
the  beginning  of  next  year,  however,  the  situation 
will  be  entirely  changed,  and  the  feeling  of  the  com- 
mittee is  that  as  early  as  practicable,  some  of  these 
outlying  schools  should  be  suspended,  and  all  pupils 
desiring  and  lit  to  enter  the  High  School  course, 
admitted  to  the  central  school. 

A  fresh  impulse  will  be  given  to  the  Boys'  Latin 
and  English  High  Schools  in  their  new  quarters. 
Everything  that  could  be  provided  for  them  in  the 
way  of  comfort  and  accommodation  has  been  fur- 
nished with  a  generous,  almost  lavish  hand.  Every 
boy  will  take  a  pride  in  his  school,  and  be  stimulated 
to  faithful  study.  The  instructors  too  will,  if  possible, 
surpass  their  previous  diligent  and  efficient  efforts  to 
turn  out  young  men  prepared  to  enter  the  busy  walks 
of  life. 

A  change  has  been  made  in  the  head-mastership  of 
the  English  High  School.  A  vacancy  occurred  in 
the  supei'intendency,  and  the  late  principal  of  the 
English  High  School,  Mr.  Edwin  P.  Seaver,  was 
made  the  choice  of  the  committee  to  fill  the  responsi- 
ble position  of  Superintendent.  He  had  been  a  faith- 
ful officer  in  the  school  service  of  Boston  for  many 
yeai's,  and  was  known  as  a  man  of  conservative  mind, 
a  reliable   adviser,  and  successful  organizer.     These 


ANNUAL  SCHOOL  REPORT.  13 

qualities,  combined  with  excellent  scholarship,  augur 
Avell  for  his  administration.  To  fill  the  vacancy 
caused  by  the  transfer  of  Mr.  Seaver,  the  Committee 
on  High  Schools,  after  mature  deliberation,  selected 
and  nominated  Mr.  Francis  A.  Waterhouse.  He  was 
elected,  and  entered  upon  his  duties  January  1st. 

While  treating  the  subject  of  High  Schools,  it  is 
expedient,  m  view  of  the  pul)lic  criticisms  and  com- 
ments on  the  School  Department,  during  the  past  year, 
to  add  a  few  facts  to  those  elsewhere  given  as  to  the 
expense  of  these  schools.  Making  a  genei*al  average 
of  the  cost  per  pupil  in  this  grade,  we  find  it 
to  be,  as  previously  stated,  $87.42.  This  computa- 
tion, however,  works  somewhat  to  the  disadvantage 
of  the  Girls'  High,  Girls'  Latin,  and  the  suburban 
High  Schools.  In  other  words,  the  English  High 
and  Boys'  Latin  Schools  cost  more,  per  pupil,  than 
the  Girls',  or  the  suburban  High  Schools.  The  Latin 
Schools  are  made  the  subject  of  much  comment  by 
some  who  think  they  are  an  expensive  educational 
luxury.  The  Latin  School  for  boys  is  an  institu- 
tion honored  by  time,  having  been  founded  in  1635; 
and,  during  the  centuries  since  its  establishment,  it  has 
received  the  approval  and  support  of  the  citizens  of 
Boston.  The  Girls'  Latin  School  was  established 
three  years  ago,  on  the  ground  that  in  the  education 
of  youth,  there  should  be  no  difference  made  between 
the  sexes.  Beginning  with  twenty-eight  pupils,  it 
now  numbers  one  hundred  and  forty-six.  When  it 
reaches  one  hundred  and  fifty,  it  is  entitled  to  a 
head-master,  with  a  salary  of  $3,780.  At  its  pres- 
ent rate  of  progress  it  will  soon  require  a  separate 


14  SCHOOL  DOCUMENT  NO.   27. 

school-house.  At  present,  it  is  located  in  the  Girls' 
High-School  building,  but  in  a  short  time,  that  build- 
ing will  be  insufficient  to  accommodate  both  schools. 
Girls  leave  the  Grammar  Schools  before  complet- 
ing the  course,  and  at  an  early  age  enter  this 
school.  The  average  age  of  the  lowest  class  is  thir- 
teen and  one-half  ^^ears,  and  of  the  whole  school, 
fifteen  and  two-twelfths.  Many  of  our  girls  are 
attracted  from  the  Grammar  Schools  to  this  school, 
by  its  great  advantages  and  presumed  superiority 
as  a  select  school.  ISTo  doubt  they  enter  it  in  good 
faith,  on  the  imposed  condition  that  they  intend  to 
prepare  for  college ;  l3ut  it  is  probable  that  experience 
will  prove  that  a  very  large  proportion  will  not  fulfil 
that  condition.  Changes  in  the  lives  and  inclinations 
of  girls  from  fifteen  to  twenty  are  liable  to  and 
frequently  do  occur,  which  may  wholly  shatter  their 
ambition  to  delve  in  the  classics  as  university 
students.  They  may  incur  even  such  duties  and 
responsibilities  as  would  be  entirely  inconsistent  with 
a  further  pursuit  of  the  ancient  languages  or  occult 
science. 

GRAMMAR    SCHOOLS. 

There  is  but  little  that  is  new  to  be  said  of  these 
schools.  ^STone  were  added  to  the  number  during  the 
year.  The  slight  increase  in  the  number  of  Grammar 
pupils  has  been  accommodated  without  opening  any 
new  school-houses.  It  may  be  mentioned  that  this 
grade  of  schools  is  now  receiving  more  personal  at- 
tention from  the  masters  than  for  many  years  past. 
Principals  are  required  to  teach  fifteen  hours  a  week 


ANNUAL   SCHOOL  REPORT.  15 

in  their  schools.  All  the  rest  of  their  time  is  engaged 
in  supervising,  directing,  and  assisting  in  the  lower 
classes.  It  is  unnecessary  to  say  that  this  change 
must  work  beneficially  to  these  schools.  There  can 
no  longer  be  au}^  doubt  as  to  actual  sei-vice  rendered 
by  the  masters,  now  that  they  have  been  relieved  of 
the  Primary  Schools,  and  are  giving  their  whole  time 
and  energies  to  the  Grammar  classes.  This  year, 
home  lessons  in  these  schools  have  been  cut  down, 
and  are,  at  present,  confined  to  the  three  upper  classes. 
There  is  one  matter  relating  to  the  Grammar  Schools 
which  deserves  notice.  It  is  a  fact  that  in  many  of 
them  the  pupils  appear  to  make  slow  progress  through 
the  classes,  so  that  the  term  of  attendance  from  the 
time  of  entering  to  the  date  of  graduation,  is  some- 
times lengthened  into  one,  two,  or  three  years,  beyond 
the  six  years,  which  is  supposed  to  be  sufficient  for  the 
average  pupil  to  work  through  the  Grammar  School 
successfully.  It  is  possible  that  in  some  of  these 
schools  the  time  may  be  even  shorter  than  six  years, 
but  taking  them  as  a  whole  it  appears  to  require  from 
seven  to  eight  years  to  complete  the  course  in  them. 
The  average  age  of  all  the  graduates  this  year  was 
fifteen  and  a  half  years.  Children  enter  the  Primary 
Schools  at  five  years  of  age.  Allowing  three  years 
for  attendance  there,  and  six  in  the  Grammar  grade, 
it  will  be  seen  that  the  average  age  of  graduation  from 
the  latter  ought  to  be  fourteen  years.  Occasionally  a 
dull  or  idle  scholar  will  fall  behind,  but  on  the  other 
hand,  a  bright  one  will  sometimes  double  the  usual  pro- 
motions. There  is  no  good  reason  why  the  graduates 
of  our  Grammar  Schools  should  average  more  than 


16  SCHOOL   DOCUMENT  NO.  27. 

fourteen  years  of  age.  A  generation  ago  the  gradu- 
ates of  these  schools  did  not  average  more  than  that 
age,  and  it  is  safe  to  say  they  were  as  well  qualified 
in  all  the  essential  studies  as  our  graduates  of  to-day. 
These  schools  were  established  to  give  to  pupils  such 
instruction  in  the  elementary  and  necessary  branches 
of  education,  as  will  prepare  them  for  their  various 
duties  in  after  life,  in  whatever  calling  they  may  as- 
sume, and  to  intelligently  exercise  the  rights  and 
duties  of  citizenship.  The  standard  of  acquirement 
in  this  direction  was  attained  twenty-five  years  ago, 
at  a  younger  age  than  now.  It  is,  perhaps,  difficult 
to  point  out  the  cause  or  causes  of  the  prolonged 
course;  but  the  fact  exists,  and  it  is  one  of  the 
items  that  helps  to  swell  the  cost  of  our  schools. 
It  may  not  be  easy  to  say  on  the  moment  just  how 
this  trouble  may  be  remedied,  but  it  is  a  problem  for 
the  committee  to  consider  and  solve  as  soon  as 
possible. 

PRIMARY    SCHOOLS. 

A  radical  change  was  begun  in  these  schools  in 
1879,  and  has  been  further  developed  during  the 
present  year.  As  might  have  been  expected,  there 
was  some  opposition  to  the  change,  but  this  has 
nearly  ceased.  In  order  to  properly  carry  out 
the  plan  of  the  new  departure,  it  was  considered 
necessary  to  withdraw  the  Primary  Schools  from 
the  jurisdiction  of  the  masters  of  the'  Grammar 
Schools,  who  had  charge  of  them  up  to  that 
time;  not  because  their  previous  good  influence  as 
supervisors    and   directors    of  the   Primary  Schools 


ANNUAL   SCHOOL  REPORT.  17 

was  underrated;  not  because  they  were  all  unable 
to  teach  and  direct  according  to  the  new  methods 
adopted,  but  because  success  in  the  undertaking  re- 
quired unity  and  harmony  in  the  management  and 
instruction  under  the  new  system.  It  is  asked. 
What  is  this  new  sj^stem?  The  proper  limits  of 
this  document  do  not  permit  an  extended  exposition 
of  the  details  of  the  new  methods  alluded  to,  but  the 
general  idea,  which  now  pervades  the  system  of  teach- 
ing in  the  Primary  Schools,  may  be  explained  in  a  few 
words.  To  experts  in  education,  it  is  sufficient  to 
say  simply,  the  "Quincy  Method."  To  the  outside 
public,  we  desire  to  say  that  in  the  sphere  of  instruc- 
tion, it  is  easier  and  simplei*,  because  more  natural. 
The  intellect  of  a  child  presents  the  faculties  of  the 
human  mind  in  their  simple  and  primitive  foi-nis, 
and  it  is  the  development  of  those  faculties  which 
is  the  basis  of  the  method  of  instruction  now  adopted 
in  the  Primary  Schools.  The  senses  are  cultivated  — 
the  powers  of  observation  and  perception.  Then 
follows  the  formation  of  Ideas,  then  the  process  of 
explaining  those  ideas  in  their  own  simple  words. 
The  exercise  of  memory  and  reasoning  comes  later. 
As  to  discipline,  it  is  not  so  severe.  Some  allow- 
ance is  made  for  the  restlessness  and  desire  of  change, 
natural  in  the  years  of  early  childhood;  and  while  the 
necessary  degree  of  order  is  requii'cd,  the  pupils  are 
freed  from  the  rigid  and  prolonged  constraint  that  was 
too  often  enforced  in  times  past.  In  a  word  it  may 
be  said  regarding  the  whole  system,  the  pupil  is  treated 
less  like  a  machine,  and  more  like  a  child.  Tliere  is 
no  doubt  as  to  the  result  of  the  new  methods  adopted  in 


18  SCHOOL  DOCUMENT  NO.   27. 

these  schools.  Their  effects  m  the  lowest  classes  have 
been  already  demonstrated  (as  many  interested  parents 
can  testify),  and' in  one  or  two  years  more,  their  in- 
fluence will  have  penetrated  through  all  the  classes  of 
this  grade,  so  that  we  shall  have  the  pupils  about  to 
enter  the  Grammar  Schools,  better  equipped  than 
heretofore,  not  only  in  what  they  have  learned,  but  in 
the  proper  method  of  continuing  their  studies. 

Two  items  of  expense  have  been  added  to  the  score 
of  Primary  Schools.  The  first  relates  to  the  employ- 
ment of  special  assistant-teachers  in  the  lowest 
classes.  The  Regulations  provide  that  in  any  class 
in  the  Grammar  or  Primary  grade,  when  the  number 
of  scholars  exceeds  by  thirty  or  more  the  regular 
number  allowed  to  a  teacher  (fifty-six),  a  new  class 
may  be  formed;  but  no  additional  permanent  teacher 
is  appointed  for  any  number  under  thirty.  It  was 
decided  by  the  School  Committee  that,  in  the  lowest 
class  in  the  Primary  Schools,  a  special  assistant  might 
be  appointed  to  aid  the  regular  teacher  whenever 
there  occurred  any  excess  of  the  stipulated  fifty-six. 
As  the  young  children  come  crowding  into  the 
schools  at  certain  times,  the  conditions  requiring  the 
employment  of  these  special  assistants  frequently 
occur,  and  we  have  now  in  the  service,  twenty-three 
of  this  grade  of  teachers.  They  receive  a  salary 
of  five  dollars  per  week.  Although  the  compensation 
may  be  said  to  be  comparatively  small,  the  aggre- 
gate paid  to  these  teachers  amounts  to  a  consider- 
able sum.  The  position  was  created  on  account 
of  the  nature  of  the  instruction  by  the  new 
methods    in    the    Primary    Schools.      A   portion    of 


ANNUAL   SCHOOL   REPORT.  19 

the  committee,  Avho  were  opposed  to  the  changes 
introduced  in  these  schools,  did  not  favoi*  the  appoint- 
ment of  this  class  of  teachers,  but  the  Board  as  a  whole 
believe  the  investment  will  be  a  profitable  one.  The 
other  item  alhided  to  relates  to  the  appointment  of  a 
teachei",  with  the  rank  of  second  assistant,  in  every 
Primary  School  of  four  or  more  rooms.  The  maxi- 
mum salary  of  second  assistant  exceeds  that  of  the 
lowest  rank  by  sixty  dollars  per  annum.  It  requires 
a  service  of  five  years  to  reach  the  maximum.  At  the 
end  of  that  time  the  expense  of  the  Primary  Schools 
will  be  increased  about  $2,820  by  this  measure.  But 
it  was  considered  a  necessity  to  have  some  one  teachei- 
in  each  large  school,  to  take  charge  of  the  minor  mat- 
ters of  discipline,  and  to  advise  with  the  other  teachers 
when  occasion  required. 

A  new  regulation  was  adopted  this  year  whereby 
the  regular  promotions  to  the  Grammar  Schools  will 
hereafter  occur  annually  instead  of  semi-annually. 
This  neither  lengthens  nor  shortens  the  tei-m  of  a 
pupil  in  the  Primary  Schools.  Its  purpose  is  to 
allow  conformity  with  the  change  recently  introduced 
in  these  schools  of  having  three  classes  instead  of  six, 
and  of  instituting  annual  class  promotions  in  the 
Primary  Schools.  Heretofore,  pupils  in  their  un- 
interrupted progress  through  the  classes,  I'emained 
only  six  months  with  a  teacher,  and  were  then  sent 
to  another.  It  will  be  seen  it  is  to  the  advantajro 
of  the  scholar  to  remain  under  the  guidance,  instruc- 
tion, and  influence  of  a  single  teacher  longer  than 
tiiat  term.  According  to  the  new  order,  a  pupil 
will  remain  a  whole  year  in  each  class,  making  but 


20  SCHOOL  DOCUMENT   NO.    27. 

three  changes  m  his  coiii-se  through  the  Piimary 
School.  This  will  be  an  improvement  on  the  old 
plan  of  frequent  transfers  from  one  instructor  to 
another. 

EVENING    SCHOOLS. 

This  is  a  subject  of  more  than  ordinary  interest,  in 
view  of  the  comparatively  great  expense  of  carrying  on 
these  schools.  ^Notwithstanding  the  fact  that  the 
Committee  on  Evening  Schools  Jiave  devoted  great 
attention  and  labor  to  better  theh^  condition  and 
secure  the  best  possible  lesults  from  them,  there  still 
remains  room  for  improvement.  Every  fiiend  of 
education,  every  lover  of  his  kind  must  be  favorable 
to  the  idea  of  Evening  Schools  when  well  conducted, 
and  within  the  bounds  of  reasonable  economy.  It  is, 
however,  questionable  if  we  obtain  from  them  all  the 
good  which  the  outlay  seems  to  imply.  Last  year, 
with  a  registration  of  four  thousand  and  six,  the  num- 
ber belonging  was  two  thousand  and  eighteen,  and 
the  average  attendance  was  one  thousand  one  hun- 
dred. This  gave  an  average  in  the  attendance,  of 
twelve  and  two-tenths  pupils  to  each  teacher,  ex- 
cluding the  principals.  The  average  cost  was  $15.98 
per  pupil.  The  actual  time  of  instruction  devoted  to 
the  pupils  attending,  is  about  one-tenth  of  that  given 
to  scholars  in  the  day  schools,  which  brings  the  com- 
parative cost  per  pupil  to  a  very  large  sum.  A 
certain  pioportion  of  the  attendants  at  the  Even- 
ing High  School  are  attracted  by  the  opportunity 
there  afforded  for  the  study  of  classics,  and  other  ad- 
vanced branches  of  learning.     The  pursuit  of  these 


ANNUAL   SCHOOL   REPORT.  2l 

studies  seems  to  conflict  with  the  fundamental 
idea  of  the  estabhshment  of  Ev^ening  Schools.  They 
were  instituted  for  the  benefit  of  that  class  of  youth, 
who,  on  account  of  being  withdrawn  from  school 
through  the  needs  of  their  parents,  or  from  other  cause, 
were  unable,  in  their  earUer  years,  to  quaUfy  them- 
selves m  those  necessary  branches  of  education,  to 
impart  which,  is  the  reason  which  underlies  every  other 
for  the  establishment  of  the  school  system.  The 
teaching  of  Latin,  French,  German,  and  the  higher 
mathematics,  costs  the  city  a  considerable  sum.  It 
would  be  well  for  the  Board  to  again  consider  the 
advisability  of  dispensing  with  this  class  of  studies  in 
the  Evening  Schools. 

Unusual  efforts  were  made  during  the  past  year,  by 
the  committee  in  charge  of  these  schools,  to  cut  off  all 
those  who  only  made  a  pretence  of  attending  them, 
and  in  that  j^articular,  they  were  in  better  condition 
than  previously.  But  still  stricter  measures  to  enforce 
attendance  and  honest  application  by  the  pupils,  re- 
quire to  be  inaugurated  in  order  to  secure  satisfactory 
returns  for  the  amount  of  mone}^  expended  for  their 
benefit.  There  is  a  feeling  on  the  part  of  some  mem- 
bers of  the  committee  that  a  deposit  should  be  i-e- 
quired  from  every  pupil,  as  a  guaranty  for  regular 
attendance  and  good  behavior,  which  deposit  would 
be  returned  at  the  end  of  the  term,  upon  the  fiiithful 
fulfilment  of  his  agreement. 

EVENING   DRAWING    SCHOOLS. 

These  schools  were  established  under  a  statute  law, 
and,  without  doubt,  are  a  source  of  great  usefulness 


22  SCHOOL   DOCUMENT  NO.    27. 

to  those  who  take  advantage  of  the  opportunity 
thus  afforded  to  improve  themselves,  or,  if  no  more,  to 
learn  the  rudiments  in  such  departments  of  drawing 
as  they  can  turn  to  advantage  in  their  daily  avoc;i- 
tions.  The  law  provides  for  "instruction  in  indus- 
trial or  mechanical  drawing;"  and  it  is  a  question  if 
it  be  expedient  or  comprehended  in  the  purpose  of 
these  schools,  to  go  beyond  those  limits,  into  the 
forms  of  higher  drawing  and  modelling  It  is  pre- 
sumable that  a  23ortion  of  the  pupils  attend,  more  to 
gratify  the  taste  or  love  for  drawing,  than  to  make  use 
of  the  instruction  they  receive  in  their  business  pur- 
suits. If  so,  a  certain  expense  is  incurred  less  for 
utility  than  to  please  a  fancy.  In  the  evening  draw- 
ing schools,  the  time  given  to  each  pupil  attending  is, 
on  the  average,  one-eighteenth  of  that  devoted  to 
pupils  in  the  day  schools.  It  is  evident  from  this  fact 
that  the  comparative  cost  of  the  evening  drawing 
schools  is  quite  large.  Another  fact  should  be  stated 
regarding  these  schools.  Out  of  two  hundred  and 
eighty-one  pupils  now  attending,  fifty-one  are  regular 
pupils  of  the  day  schools,  where  drawing  is  taught. 
However  much  we  may  favor  the  study  of  drawing, 
are  we  justified  in  the  increased  expense  incurred  for 
these  scholars,  who  have  the  benefit  of  this  instruction 
in  the  day  schools? 

We  will  now  refer  briefly  to  some  of  the  more 
prominent  matters  which  have  come  before  the 
Board  during  the  year,  taking  them  up  somewhat  in 
the  order  of  their  occurrence. 


ANNUAL   SCHOOL    REPORT.  23 


APPKOPRIATION  S. 


In  January  it  was  announced  that  the  appropria- 
tion allotted  in  the  previous  April,  to  the  uses  of  the 
schools,  would  be  wholly  expended  by  February  20th; 
and  that,  if  an  additional  sum  were  not  granted,  the 
schools  must  be  closed  Februarj^  21st.  From  the  es- 
timates presented  by  the  committee  at  the  begmning 
of  the  financial  year,  as  necessary  to  carry  on  the 
schools  for  the  year,  fll8,l'5o  had  been  cut  off  in 
making  the  appropriation.  But  the  Board  found  it 
impossible  to  complete  the  year  on  the  sum  allowed. 
An  application  was  therefore  made  for  the  defi- 
ciency, and  it  was  granted.  For  the  past  year  or 
two,  there  has  been  a  great  deal  of  discussion  and 
conflict  of  opinion  as  to  the  relative  authority  and 
jurisdiction  of  the  School  Board  and  the  City  Council 
in  the  matter  of  school  expenditures.  It  is  a  matter, 
perhaps,  for  the  lawyers  to  settle;  but  they  do  not  ap- 
pear to  have  settled  it.  At  least,  the  same  arguments 
and  opinions  continue  in  the  accustomed  round  of 
repetition.  Whether  the  School  Committee  or  the 
City  Council  shall  have  the  full  power  to  name  the 
amount  of  public  money  to  be  devoted  to  the  admin- 
istration of  the.  department  of  education,  is  a  matter 
for  the  people  at  large  to  decide;  but,  as  the  law  now 
stands,  it  appears  to  lie  within  the  province  of  the 
committee  to  make  contracts  which  are  binding  upon 
the  city.  If  it  is  deemed  proper  to  withdraw  that 
power  from  the  committee,  and  vest  it  in  the  City 
Council,  and  the  law  is  changed  to  that  effect,  the 
coujmittee  will,  no  doubt,  go  on  as   heretofore,  and 


24  SCHOOL   DOCUMENT   NO.   27. 

do  their  duties  to  the  best  of  their  ability.  But  this 
change  would  seem  to  imply  that  the  Council  must 
make  the  contracts,  or  must  mark  out  for  the  com- 
mittee, what  contracts  to  make.  It  is  a  difficult 
problem.  But  it  is  to  be  hoped  that  the  proposed 
careful  consideration  of  the  question  before  the  Legis- 
lature will  solve  it,  and  definitely  settle  where  the 
authority  lies.  A  great  deal  of  criticism  has 
been  indulged  in  regarding  the  extravagance  of 
the  School  Board.  It  may  be  not  without  some 
reason.  There  is  no  den3dng  that  Boston  pays  a 
high  price  for  the  education  of  her  children.  In 
the  strictures  on  this  subject,  there  is,  however, 
one  noticeable  omission.  We  are  not  aware,  that 
it  has  been  pointed  out  just  where  any  consider- 
able saving  is  to  be  made.  This  seems  a  little 
strange,  in  view  of  the  fact  that  the  man  who 
criticises  intelligently  is  supposed  to  be  well  informed 
on  his  subject.  It  is  easy  to  say,  "  you  spend 
too  much  money; "  but  the  position  of  the  accuser  is 
decidedly  stronger  if  he  points  out  how  the  fault  is 
committed.  There  are  certain  items  in  the  expendi- 
tures, which,  by  more  careful  management,  may  be 
reduced  by  a  comparatively  small  amount.  A  saving 
of  even  one  dollar,  where  it  is  possible,  ought  to  be 
effected;  and  probably  some  few  thousands  may  be 
saved  in  the  minor  items,  by  following  the  line 
of  rigid  economy;  but  one  hundred  thousand, 
two  hundred  thousand,  is  the  sum  that  must  be  cut 
off  from  school  expenses,  to  meet  the  views  of  econo- 
mists. This  can  only  be  effected  by  a  general  reduc- 
tion   in   salaries,    an  abridgment  of  the  courses   of 


ANNUAL   SCHOOL   REPORT.  25 

studies  in  the  Grammar  or  High  Schools,  or  both, 
and  the  aboHtion  of  certain  schools  not  required  by 
law,  for  example,  the  Latin  and  Evening  Schools. 
These,  it  might  be  said,  are  the  only  grounds  on 
which  the  reduction  of  school  expenditures  will  offer 
any  considei"able  relief.  These  facts  are  mentioned 
as  a  plain  statement  of  the  case.  The  School  Board 
are  responsible  for  them,  and  answerable  to  the  citi- 
zens of  Boston.  If  they  decide  that  the  committee 
are  not  faithful  in  these  particulars,  they  possess  the 
power  to  effect  the  needed  remedy. 


INDUSTRIAL     EDUCATION. 

In  the  month  of  February  it  was  ordered  "that  the 
Committee  on  Accounts  be  requested  to  include  in 
their  estimates  for  the  next  school  year,  $15,000  for 
the  establishment  of  an  Industrial  School,  as  per  vote 
of  School  Committee  of  last  year."  The  School 
Committee  has  thus  done  evei-ything  in  its  power  for 
the  establishment  of  Industrial  Education  in  Boston. 
Although  by  the  law  of  the  State,  Industrial  Schools 
are  placed  under  the  control  of  School  Committees, 
yet  their  establishment  and  maintenance  rest  entirely 
with  City  Councils,  and  the  City  Council  of  Boston 
has  thus  far  shown  an  unwillingness  to  take  any  step 
in  this  direction. 

That  the  establishment  of  free  Industrial  Schools 
is  simply  an  act  of  justice,  seems  to  be  evident  from 
the  following  consideration.  The  State  law  requires 
the  establishment  of  High  Schools,  and  prescribes  the 
studies  to  be  taught  in  them.     The  result  is  that  boys 


26  SCHOOL  DOCUMENT  NO.   27. 

graduating  from  the  Grammar  Schools,  intending  to 
pursue  a  professional  or  a  mercantile  calling,  find  in 
the  High  Schools,  four  years  of  additional  gratuitous 
instruction,  affording  them  a  special  training  for  the 
work  of  their  lives.  Those  boys,  on  the  other  hand, 
who  are  destined  to  earn  their  living  by  the  work  of 
their  hands,  find  themselves,  on  leaving  the  Grammar 
Schools,  thrown  absolutely  on  their  own  resources. 
The  State  troubles  itself  no  further  about  their  edu- 
cation, but  leaves  them  to  pick  u]3  their  trade  in  the 
best  way  they  can.  That  this  way  is  generally  a  very 
bad  way,  the  number  of  unskilful  artisans  in  our  com- 
munity affords  abundant  evidence. 

It  would  seem,  therefore,  that  simple  justice  to  the 
artisan  class  requires  us  to  inaugurate  Industrial  Edu- 
cation as  a  complement  to  our  High  School  system. 


SCHOOL    HYGIENE. 

In  the  month  of  April  the  Board  adopted,  by  a  vote 
of  sixteen  to  six,  an  order  "  that  a  Special  Insti'uctor 
in  Hygiene  be  appointed,  to  give  instruction  in  the 
N^ormal  and  High  Schools,  and  for  such  other  duties 
as  may  be  assigned  to  him  by  the  Board."  The 
duties  and  salary  of  the  new  instructor  were  subse- 
quently fixed  by  vote  of  the  Board.  In  the  month  of 
June,  a  communication  was  received  from  the  City 
Solicitor,  to  the  effect  that  some  of  the  duties  assigned 
to  the  Instructor  in  Hygiene  were  inconsistent  with 
the  State  law,  and  the  duties  were  accordingly  modi- 
fied so  as  to  bring  them  into  conformity  with  the 
statute.     Although    these    modifications    related    to 


ANNUAL  SCHOOL  REPORT.  27 

methods  of  procedure,  rather  than  to  the  nature  of 
the  duties  assigned,  there  was  a  feeling  on  the  part  of 
some  members  of  the  Board  that  the  iisefuhiess  of 
the  officer  had  been  restricted  in  important  respects. 
This  feehng,  together  with  an  unfoi-tunate  difference 
of  opinion  in  regard  to  the  merits  of  candidates,  suf- 
ficed to  prevent  the  election  of  a  Special  Instructor 
in  ri3^giene,  and  the  matter  has  been  referred  to  the 
next  Board. 

The  need  of  practical  instruction  in  school  hygiene 
is  as  great  as  ever.  The  laws  of  heahh  are  daily 
violated  in  our  schools  through  ignorance  rather  than 
wilful  neglect.  The  City  Board  of  Health  is  unable 
to  exercise  the  necessary  control,  except  by  the  ap- 
pointment of  new  officers,  a  plan  which  would  be  no 
less  costly  than  that  proposed  by  the  School  Commit- 
tee, and  which  would  deprive  that  body  of  a  direct 
control  over  matters  for  which  they  are  by  law  made 
responsible. 

ELECTION    OF    INSTRUCTORS. 

A  movement  was  set  on  foot  in  1879  to  effect  life- 
tenure  for  teachers.  This  measure  was  warmly  ad- 
vocated by  some  members  of  the  Board,  but  was  not 
adopted.  It  came  up  again  at  the  time  of  the  annual 
election  in  April,  but  was  not  carried;  the  majority 
of  the  committee  believing  annual  elections  prefer- 
able, on  the  ground  that  no  competent  and  acceptable 
teacher  need  fear  the  ordeal  of  stated  elections,  which 
are  almost  entirely  a  matter  of  routine,  and  further, 
on  the  ground  that  if  there  occurred  the  question  of 


28  SCHOOL   DOCUMENT  NO.   27. 

the  expediency  of  dropping  a  teacher  who  had  been 
elected  for  life,  or  "  during  good  behavior,"  it  would 
prove  a  difficult  matter  to  remove  him. 


CORPOEAL    PUNISHMENT. 

Very  few  subjects  have  ever  received  as  much 
attention  from  the  School  Committee  of  Boston  as 
this  has  during  the  past  year.  Its  consideration  arose 
out  of  a  discussion,  held  early  in  the  year,  regarding 
the  removal  of  a  teacher.  A  committee  was  appointed 
in  April  "  to  consider  the  whole  subject  of  corporal 
punishment  in  our  schools,  and  report  to  this  Boai'd 
what  means  can  be  adopted  to  remedy  the  existing 
evils."  This  committee  devoted  a  great  deal  of 
time  and  labor  to  investigating  the  subject  at  home 
and  abroad,  and  presented  able  reports  on  the  ques- 
tion. There  was  not  unanimity  of  feeling  on  the 
matter  in  the  committee,  or  in  the  Board,  but,  after 
thorough  consideration  and  exhaustive  discussions, 
the  Board  as  a  whole,  passed  regulations  restricting 
corporal  punishment  in  the  schools  within  narrow 
limits;  so  that  this  form  of  punishment  will  be  ad- 
ministered but  very  sparingly  iu  future,  in  the  schools 
of  this  city. 

AGED    AND    INFIRM    TEACHERS. 

An  effort  was  made  to  establish  what  might  be 
called  a  pension  bureau  for  superannuated  teachers. 
It  w^as  thought  by  some  that  it  might  be  conducted 
under  the  direction  of  the   School   Committee,   and 


ANNUAL   SCHOOL   REPORT.  29 

perhaps,  that  a  portion  of  the  public  funds  might  be 
devoted  to  the  pnrposc.  A  committee  was  appointed 
to  consider  and  report  on  the  matter,  which  they  did. 
The  result  was  that  it  was  deemed  inexpedient  to 
connect  the  School  Board  with  an  enterprise  of  that 
character,  and  that,  if  any  such  fund  were  established 
and  maintained,  it  ought  to  be  done  by  an  association 
of  teachers  themselves. 


TEXT-BOOKS. 

One  of  the  common  complaints  against  School 
Committees  is  their  tendency  to  the  frequent  changing 
of  text-books.  ]!^or  has  Boston  been  fi-ee  from  the 
charge.  In  times  past,  we  have  been  too  much  in- 
clined to  throw  out  certain  books,  and  replace  them 
by  others,  without  sufficient  cause.  In  every  instance 
where  this  occurs,  it  creates  additional  expense  to  the 
city,  and  does  not,  by  any  means,  always  imply  an 
advantage  to  the  pupils.  It  must  be  said  of  the 
present  Committee  on  Text-Books,  that  they  appear 
to  appreciate  these  facts,  and  their  last  annual  report 
was  noticeably  free  from  recommendations  of  these 
costly  exchanges.  It  is  to  be  hoped  the  Board  will 
continue  to  act  on  this  subject  conservatively  and 
economically. 

MILITARY   DRILL. 

In  the  month  of  June  last  a  member  of  the  School 
Committee  read  a  communication  from  the  City  So- 
licitor, in  which  the  opinion  was  expressed  that  "the 
School  Committee  are  not  authorized  to  expend  the 


30  SCHOOL  DOCUMENT  NO.   27. 

nioney  raised  by  taxation  for  the  support  of  the  pub- 
lic schools,  in  payment  of  salaries  to  teachers  of  mih- 
tary  tactics  in  the  schools." 

An  order  was  subsequently  offered,  "that,  in  con- 
sequence of  the  adverse  opinion  of  the  City  Solicitor, 
military  drill  be  discontinued  in  the  High  Schools." 
Upon  this  order,  the  Committee  on  High  Schools 
reported  that  it  was  "inexpedient  to  discontinue  mili- 
tary drill  in  the  High  and  Latin  Schools;"  and  it  was 
thereupon  ordered,  by  the  Board,  that  "  His  Honor 
the  Mayor,  the  President  of  the  Board,  be  instructed 
to  petition  the  Legislature  for  the  legalization  of 
instruction  in  mihtary  drill." 

It  is  to  be  hoped  that  nothing  will  prevent  favoi'a- 
ble  action  by  the  Legislature  on  this  important  mat- 
ter. The  establishment  of  military  drill  is  one  of  the 
few  provisions  made  by  the  School  Board  for  the 
physical  training  of  the  pupils  under  its  charge ;  and 
no  one  who  has  observed  the  soldierly  bearing  of  the 
members  of  our  school  battalion,  can  have  any  doubt 
of  its  value  as  a  means  of  securing  a  full  and  sym- 
metrical development  of  the  ph3'sique.  The  princi- 
pals of  our  High  Schools  are,  moreover,  decidedly 
of  the  opinion  that  the  habits  of  prompt  obedience 
acquired  on  the  drill-ground  have  a  very  favorable 
influence  upon  the  discipline  and  morale  of  the 
school. 

If  any  further  argument  is  needed  for  the  continu- 
ance of  military  drill,  it  can  surely  be  found  in  the 
necessity  for  giving  to  the  rising  generation  some 
knowledge  of  actual  military  duties.  The  time  may 
be  far  distant  when  the  nation  shall  again  appeal  to 


ANNUAL   SCHOOL   REPORT.  31 

the  sword  as  the  arbiter  of  its  destinies,  but  it  is  none 
the  less  clearly  our  duty  to  see  to  it  that,  if  the  time 
does  come,  the  men  upon  whom  the  brunt  of  battle 
will  fall  shall  not  stand  helpless  in  a  crisis  they  are 
powerless  to  avert. 

When  one  recalls  the  agony  of  suspense  with 
which,  twenty  years  ago,  the  country  watched  the 
slow  transformation  of  the  raw  material,  so  lavishly 
furnished  for  the  defence  of  the  Union,  into  an  army 
of  trained  soldiers,  one  cannot  resist  the  conviction, 
that  had  the  young  men  of  that  period  all  received 
in  their  boyhood  the  same  militarj^  training  which  is 
now  bestowed  upon  the  pupils  of  our  High  Schools, 
the  shortening  of  the  war,  which  would  have  neces- 
sarily resulted,  might  well  have  saved  to  the  country 
millions  of  dollars  and  thousands  of  valuable  lives. 


CHANGES    rN^    THE    PLAN    OF    SUPPLIES. 

Just  before  the  close  of  the  school  year  the  Com- 
mittee on  Supplies  requested  permission  to  modify  the 
plan  for  supplying  books,  etc.  It  became  evident 
that  the  system  of  supplies,  as  at  iirst  inaugurated 
and  tried  for  a  year,  did  not  yield  satisfactory  results, 
and  the  committee  on  this  work  devised  a  plan,  after 
consultation  with  the  City  Solicitor,  whereby  many,  if 
not  all  the  objections  to  the  previous  method  of  carry- 
ing out  the  scheme,  would  be  removed. 

It  may  be  well  to  state  at  the  outset  that  the  city 
now  supplies  all  the  books  and  stationery  to  the 
pupils.  The  few  exceptions  to  this,  where  parents 
themselves  supply  their  children  with  materials,  need 


32  SCHOOL  DOCmiENT  NO.   27. 

not  be  taken  into  consideration.  Last  year  the  pupils 
were  divided  into  two  classes.  One  class  agreed 
(through  their  parents)  to  pay  for  their  books  at  the 
City  Hall  before  a  certain  date;  the  other  stated  (also 
through  their  parents)  they  were  unable  to  pay.  Bills 
were  rendered  to  the  first  class  with  the  presumption 
they  would  be  paid.  Bills  for  tiie  second  class  were 
delivered  to  the  assessors  for  collection,  they  having 
the  authority  to  say  what  portion,  if  any,  must  be  paid. 
The  bills  of  the  first  class  amounted  to  $42,860.91, 
those  of  the  second  to  $52,453.65.  Of  the  first  class 
$33,348.90  has  been  collected,  and  about  $2,000  more 
is  expected  to  be.  Of  the  second  class  $1,672.76  has 
been  collected,  and  about  $1,300  is  expected  to  be. 
The  •  books  and  other  materials  for  that  year  cost 
$103,041.31.  The  amount  collected,  and  that  con- 
sidered good,  thongh  still  unpaid,  is  $38,321.66,  leav- 
ing as  the  net  cost  to  the  city  for  materials  furnished 
pupils  for  the  year  1879-80,  $64,719.65. 

The  cost  of  supplementary  i-eading  for  that  year 
(about  $25,000),  was  offset  by  a  like  amount  saved  in 
exchanging  with  publishers,  old  books  for  new  ones. 
This  year  (1880-81),  the  pupils  were  divided  into  two 
classes.  One  class  paid  for  their  books  at  the  school- 
houses  when  they  received  them;  the  other  stated 
(through  their  parents)  either  they  were  unable  to 
pay,  or  preferred  to  have  the  amount  added  to  their 
tax-bills.  The  latter  class  did  not  receive  their  books 
till  the  11th  school-day.  Amount  received  from  the 
first  class  is  $35,090.29;  estimated  to  be  received 
during  balance  of  the  year,  $1,700.  Amount  of  bills 
charged  to  the  second  class,  and  to  be  delivered  to 


ANNUAL  SCHOOL  REPORT.  33 

the  assessors  for  collection,  will  be  about  $25,000. 
Estimated  sum  that  will  be  collected  on  the  bills  of 
the  second  class,  $3,000.  The  approximate  cost  of 
books  and  other  materials  for  1880-81  is  $74,000.. 
Amount  collected  and  estimated  to  be  collected, 
$39,790.29.  Presumed  cost  to  the  city  for  materials 
furnished  pupils  for  the  year  1880-81,  $34,209.71. 
It  is  evident  at  a  glance  that  the  late  plan  is  a 
great  improvement  over  that  of  last  year. 

This  subject  introduces  another,  closely  related  to 
it.  In  September,  an  order  was  introduced  in  the 
Board,  asking  the  City  Council  to  pass  an  ordinance 
authoi-izing  the  School  Committee  to  pui'chase  text- 
books to  loan  to  pupils,  —  that  is  to  say,  to  adopt  the 
system  of  "free  books."  This  demand  was  made 
principally  on  the  ground  of  economy;  that  it  wonld 
be  a  saving  to  thci  city.  In  the  years  1877-78,  and 
1878-79,  wdien  books  were  loaned  to  about  one-half 
the  pupils,  it  cost  the  city  about  $65,000  each  year. 
It  coijld  not  cost  less  to  loan  books  to  all  the  pupils. 
This  year,  the  cost  as  above  stated,  is  $34,209.71. 
While  there  are  many  reasons  in  favor  of  the  proj- 
ect, it  is  difficidt,  in  view  of  these  figures,  to  see  how 
the  adoption  of  free  books  could  result  in  a  saving  to 
the  city. 

IMPUKE    LITERATUEK. 

Towards  the  close  of  the  year,  the  committee 
passed  unanimously,  the  following:  — 

IF/t<?rea.s,  The  exlin)ition  and  sale  of  iiiipiue  prints,  i):ipcis,  and 
figures,  manifestly  tending  to  the  eoirnption  of  the  morals  of'yonth, 
are  carried  on  in  this  city,  in  an  open  and  sllanlelc^ss  manner  ;  and 


34  SCHOOL  DOCUMENT  NO.   27. 

Wiereas,  In  the  opinion  of  tliis  Board,  it  is  impossible  tliat  the 
moral  edncation  of  youth  in  the  public  schools  can  be  properly 
directed  in  the  face  of  an  implied  public  assent  to  tlie  sab"  and  cir- 
culation of  such  impure  prints,  papers,  and  figures  ;  therefore, 

Ordered.  That  the  President  of  the  Board  be  requestc<l  to  ask 
the  attention  of  the  City  Council  to  the  matter,  with  a  view  of 
securing  a  strict  enforcement  of  the  laws  of  1SG2  and  1880  affect- 
ing this  subject. 

This  matter,  coming  so  late  in  the  year,  has  not 
been   finally  acted   upon   by  the    City  Council,  but 
some  steps  will    soon   be   taken   regarding   it.     Al- 
though   it  may   be    said    to   lie    outside   the  regular 
dutie's  of  the    committee,  there   is   no   topic    which 
could  come  before  it  of  more  vital  importance.     The 
special    teaching    of  morality   is   necessarily  limited 
in  the  public  schools,  and  every  opportunity  should 
be  improved  to  preserve  the  virtue  of  our  children. 
In  going  to  and  coming  from  school,  they  cannot  avoid 
seeing,  perhaps  being  attracted  by  the  semi-nude  and 
disgusting  pictures  that  occupy  some  of   the  shop- 
windows.   They  are,  ])erhaps,  tempted  to  buy  the  filthy 
publication  that  attracts  them;  and  who  can  count  the 
injury  that  a  single  perusal  of  a  debasing  and  vicious 
sheet  may  do  to  the  youth  who  reads  it?     It  is  a  credit 
to  Boston  that  its  School  Committee  have  uttered  their 
condemnation  of  this  evil,  and  there  is  reason  to  hope 
that  great  good  may  come  from  their  action. 

SINGLE    SESSION. 

In  one  of  our  schools,  accommodating  Grammar 
and  Primary  pupils,  exceptional  privilege  has  been 
allowed,  as  to  the  hours   of  attendance.     There   is 


ANNUAL   SCHOOL   REPORT.  35 

no  distinct  afternoon  session.  The  school  hours 
are  from  nine  till  two.  Towards  the  close  of  the 
year,  the  parents^ of  pnpils  attending  other  schools 
requested  like  privilege,  and  an  order  was  offered  to 
the  effect  that  if  three-fourths  of  the  parents  of  chil- 
dren, attending  in  any  school,  petitioned  for  one  ses- 
sion, such  petition  be  granted.  The  Board  finally 
voted  to  refer  such  petitions  to  the  respective  division 
committees.  Two  such  requests  have  been  pre- 
sented, and  others  will  probably  follow.  Ko  regu- 
lation has  yet  been  made  affecting  this  subject, 
but  it  is  probable  that  if  it  be  the  prevailing  wish 
of  the  parents  of  pupils  in  any  school,  that  it  be  con- 
fined to  one  session,  the  desire  will  be  complied  with. 
There  is  a  difference  of  opinion  as  to  the  expediency 
or  fitness  of  this  change,  but  the  result  of  the  experi- 
ment is  a  question  of  the  future. 


TRUANT     OFFICERS. 

There  is  no  doubt  of  the  usefulness  of  this  service; 
not  in  the  number  of  children  arrested  and  sent  to  a 
reformatory,  but  in  the  number  of  those  who,  from 
their  own  waywardness,  or  the  strange  indifference  of 
their  parents,  neglect  to  go  to  school,  until,  by  the 
kind  efforts  of  the  Truant  Officer,  they  are  urged  and 
prevailed  upon  to  attend.  In  the  percentage  of 
attendance  in  the  public  schools  in  our  cities,  Boston 
ranks  amongst  the  first,  and  the  fact  is  owing  in  a  great 
measure  to  the  effectiveness  of  the  truant  force. 
The  following  statement  will  give  some  idea  of  their 
work :  — 


36  SCHOOL  DOCUMENT  NO.   27. 

For  the  year  ending  August  31,  1880 :  — 


Number  of  cases  investioated 


18,435 


"           truant  oases     ........  8,473 

"            children  put  into  school  .....  759 

"       complained  of  as  habitual  truants         .         .         .  140 

"               "             "       absentees          ....  47 

"                "             "       neglected  children     ...  63 
'^               "             ••'       for  other  offences      ...  8 
"       sent  to  House  of  Reformation  for  Juvenile  Offend- 
ers, as  truants       .         .         .         .          .          .          •          .  101 

Number  sent  to  House  of  Reformation  for  Juvenile  Offend- 
ers, as  absentees  ........  31 

Number  sent  to  Alms  House,  as  neglected  children     .         .  52 
Number  sent  to  House  of  Reformation  for  Juvenile  Offend- 
ers, for  other  offences     .......  4 

Total  number  committed  .  .         .         .         .         188 

Besides  tlie  work  of  the  Truant  Officers  in  enforc- 
ing attendance  at  school,  they  meet,  in  their  daily 
rounds,  a  great  many  cases  of  indigent  children;  and 
to  the  credit  of  the  officers,  it  must  be  said  they  make 
themselves  the  means  of  directing  charitable  assist- 
ance to  a  large  number  of  these  poor  children.  The 
duties  of  a  Truant  Officer  are  peculiar,  and  he  fulfils 
them  best,  who  acts  through  feelings  of  kindness  and 
sympathy  for  the  people  with  whom  he  has  to  deal. 


THE  LATE  SUPERINTENDENT. 

In  the  spring,  the  Board  heard  with  regret  of  the 
failing  health  of  our  late  Superintendent,  Di*.  Samuel 
Eliot,  and  were  happy  to  grant  any  length  of  absence 
that  might  be  required  to  restore  the  strength  and 
health  which  he  had  sacrificed  by  the  unceasing  toil 


ANNUAL   SCHOOL  REPORT.  37 

and  anxious  interest  he  had  devoted  to  the  duties  of  his 
office.  It  is  needless  to  say  how  much  greater  was  their 
regret,  to  learn  soon  after  the  opening  of  the  school  year, 
in  September,  that  he  felt  compelled  to  resign  his  office. 
During  his  too  short  term,  he  had  filled  the  position  of 
Superintendent  with  honor  and  distinction  to  himself, 
and  to  the  great  benefit  of  the  schools.  In  the  ]:)ro- 
gressive  changes  which  he  instituted  and  put  in  shape 
for  fulfilment,  he  has  left  behind  him  a  monument  that 
will  live  forever  in  the  schools  of  Boston.  AYe  cannot 
better  express  the  feelings  of  the  committee  towards 
Dr.  Eliot,  than  by  quoting  the  following  extract  from 
a  speech  of  one  of  our  late  members :  — 

And  here  I  would  lespectfulh'  call  the  attention  of  the  Board 
to  the  condition  of  our  Schools  when  Boston  had  the  good  fortune 
to  secui'o  the  services  of  a  man  for  Superintendent,,  who  brought  to 
that  office,  a  kind  heart,  a  clear  head,  a  comprehensive  and  ri[)e 
scholarship, — a  man  whose  educational  attainments  were  of  the 
highest  order,  and-whose  views  on  educational  matters  were  laud- 
ably progressive,  — a  man  who  could  and  did  admire  and  encourage 
all  that  was  praiseworthy  in  our  schools,  at  the  same  time  that  he 
tried  to  reform  b}'  mild  and  gradual,  rather  than  by  violent  or 
radical  means,  whatever  was  wrong  or  reprehensible  in  our  public 
school  system.  That  man  was  Dr.  Eliot.  T'he  strongest  language 
1  can  use  can  but  feebU-  express  my  appreciation  of  that  gentleman's 
exalted  personal  character,  or  the  invaluable  services  he  has 
rendered  to  our  public  schools. 

CONCLUSION. 

All  people  are,  or  ought  to  be,  interested  in  the 
matter  of  education;  the  poor  and  the  rich  alike.  For 
Avhile  its  benefits  are  not  confined  to  any  one  class, 
neither  are  its  expenses.     The  humblest  I'esidcnt  in 


38  SCHOOL   DOCUMEJ^T   NO.   27. 

the  city  pays  his  share  in  all  taxation.  The  middle 
and  laboring  classes,  as  well  as  the  more  favored, 
ought  to  be  encouraged  to  take  an  interest  in  this 
subject,  and  such  information  should  be  laid  before 
them,  and  in  such  a  way  that  they  may  be  induced  to 
take  an  active  part  in  this  impoi-tant*work.  There  is 
in  general  too  much  ajjathy  on  the  part  of  citizens 
regarding  school  matters.  It  is  only  the  very  few  who 
seem  to  notice  and  follow^  them  with  much  attention 
or  concern.  It  is  true  the  great  array  of  figures  and 
minutiae  of  detail  will  sometimes  confuse,  and  that 
ftict  may  account  for  some  of  the  inaccuracies  of  critics 
in  discussing  them.  However,  the  main  features  of 
the  school  system,  as  to  its  expense  and  management 
can  always  be  traced  so  as  to  be  plain  to  the  under- 
standing of  every  man  who  reads.  AYe  have  en- 
deavored in  the  foregoing  report  to  give  an  outline  of 
the  more  important  statistics  of  the  schools  and  a  brief 
resume  of  the  principal  topics  which  have  been  con- 
sidered by  the  School  Committee  during  the  past 
year. 

JOHN  B.  MORAN,  Chairman, 
HENRY  P.  BOWDITCH, 
ABRAM  E.  CUTTER. 


ANNUAL  SCHOOL  FESTIVAL. 

1880. 


ANNUAL  SCHOOL  FESTIVAL,  1880. 


The  Annual  School  Festival,  in  honor  of  the  gradu- 
ates of  the  public  schools,  was  held  in  Music  Hall,  on 
the  afternoon  of  Saturday,  July  3,  under  the  direction 
of  the  committee  of  the  School  Board,  appointed  for 
the  purpose,  consisting  of  Messrs.  John  J.  Hayes, 
Charles  H.  Reed,  James  A.  Fleming,  George  M. 
Hobbs,  and  Miss  Lucia  M.  Peabody. 

Invitations  were  extended,  as  usual,  to  the  Gov- 
ernor, Mayor,  City  Council,  the  heads  of  departments, 
the  School  Committee,  and  the  teachers  of  the  public 
schools. 

The  occasion  was  honored  by  the  presence  of  His 
Honor  the  Mayor,  and  other  distinguished  officials 
and  citizens. 

The  hall  was  tastefully  decorated  with  festoons  of 
laurel  with  hanging  baskets  of  flowers  and  ferns  at  in- 
tervals. On  the  stage  the  bouquets,  which  were  un- 
usually choice,  were  arranged  so  as  to  present  a  fine 
appearance.  In  the  centre  was  a  pyramid  composed  of 
the  bouquets ;  at  either  side  was  a  huge  bank  of  flowers 
of  every  hue,  presenting  a  front  of  about  six  by  six- 
teen feet.  The  decorations  were  furnished  by  S.  W. 
Twoml^ly  &  Sons.  The  l)ouquets  were  furnished  by 
S.  AV.  Twombly  &  Sons,  Xortoii  Brothers,  and  Dee 
&  Doyle. 


42  SCHOOL  DOCUMENT   NO.    27. 

The  schools  were  marshalled  to  their  places  under 
the  direction  of  Mi\  Leverett  M.  Chase,  master  of  the 
Dudley  School. 

The  Boston  Cadet  Band  furnished  the  music  for 
the  occasion. 

Mr.  Charles  H.  Keed,  of  the  special  committee, 
after  expressing  i-egret  that  his  associate,  Mr.  John 
J.  Hayes,  who  was  expected  to  address  the  graduates, 
was  unable  to  be  present,  because  of  havmg  sailed  for 
Europe  that  morning,  delivered  the  opening  ad- 
dress :  — 

llEMAKKS    OF    MR.    CHARLES    H.    REED. 

Oraduates  of  our  Public  SchooU :  — 

In  behalf  of  the  committee  I  welcome  you  to  these 
exercises  and  festivities.  This  afternoon  is  devoted 
to  one  of  the  most  interesting  of  our  local  anniversaries, 
of  which  the  citizens  of  Boston  may  truly  be  proud. 
When  our  fathers  landed  at  Plymouth,  and  with 
heartfelt  emotion  dedicated  this  land  to  liberty  in  its 
purest  and  most  noble  sense,  they  planted  the  seeds 
from  which  has  grown  this  vast  domain  —  the  land  of 
individual  opportunity  •^- the  home  of  popular  educa- 
tion, which  is  the  strength  of  the  city.  State,  and  na- 
tion. Not  in  the  hope  of  a  life  of  ease,  not  actuated 
by  avarice,  did  they  seek  these  shores,  but  that  they 
might  live  in  a  free  land,  where  individual  excellence 
was  its  own  reward,  in  that  it  was  the  standard  by 
which  to  judge  the  citizen.  Necessitated  by  force 
of  circumstances  to  toil  for  the  humblest  living,  they 
still  found  time  to  form  and  mould  the  youthful  mind. 
From  the  humblest  village  school-house  of  two  centu- 


ANNUAL   SCIfOOL   FESTIVAL.  43 

ries  ago  has  grown  tlie  vast  system  of  public  instruc- 
tion throughout  this  hind.  We  who  gather  here 
to-day  enjoy  the  results  of  their  toil  and  hai-dship. 
llow  great  the  privilege  and  possibility;  yet  how  full 
of  responsibility  the  trust! 

Thus  in  its  true  sense  are  we  led  to  appreciate  the 
sacred  importance  of  this  festival.  Let  me,  then,  con- 
gratulate you  who,  to-day,  receive  its  honors.  After 
years  of  patient  application,  step  by  step  you  have 
slowly  but  surely  climbed  the  ladder  of  knowledge, 
and  to-day  you  have  reached  that  goal  which  marks 
the  fulness  of  popnlar  education  in  its  general  and 
normal  term.  As  you  receive  from  the  hand  of  our 
illustrious  fellow-citizen.  His  Honor  the  Mayor,  the 
token  which  an  appreciative  city  offers  3'OU,  let  the 
ceremony  have  a  twofold  meaning:  first,  that  you 
make  good  use  of  your  knowledge,  by  adding  to  the 
store  of  others  as  well  as  to  your  own;  and,  second, 
by  elevating  to  the  highest*  possible  standard  the 
character  of  the  community  around  you.  As  your  di- 
plomas were  contingent  upon  attainment  and  deport- 
ment, so  your  duties  remain  twofold  to  others.  Ever 
bear  in  mind  that  the  continuance  of  all  the  privi- 
leges we  enjoy  is  dependent  upon  the  standard  of 
individual  character. 

While  we  honor  you  on  your  success,  and  enter 
heartily  into  the  fulness  of  your  joy,  we  desire  to  re- 
mind you  of  the  responsibility  which  in  a  like  measure 
devolves  upon  you.  Boston  loo,ks  with  pride  on  her 
faithful  children  of  the  past.  True  to  her  ancient  fame 
she  gives  with  liberal  hand  toward  the  advancement 
of  all.    To-day  she  speaks  in  the  silent  voice  of  sym- 


M  SCHOOL   DOCUMENT  NO.    27. 

pathy  and  love  to  young  and  tender  hearts,  urging 
you  in  memory  of  her  past  to  be  faithful  to  the  future. 
Guard  well  her  sacred  institutions;  become  good  and 
useful  members  of  society,  and  prove  yourselves 
worthy  of  the  confidence  she  has  reposed  in  you. 

My  young  friends,  we  feel  you  are  equal  to  the 
opportunity.  Do  honor  to  yourselves,  and  you  honor 
the  schools  of  Boston.  Let  not  the  work  of  Franldin, 
Hancock,  Adams,  and  the  noble  army  of  patriots, 
statesmen,  and  philosophers  suffer  at  your  hands. 

"  Act  well  your  part;  there  all  the  honor  lies." 

Then  will  the  anniversary  of  this  occasion  be  ever 
dear  to  you  in  rich  memories,  and  future  generations 
will  look  back  and  call  you  blessed. 

We  cordially  welcome  you  to  this  festival.  May 
it  pass  in  mutual  congratulation  and  pleasant  recrea- 
tion, and  remain  to  you  all  a  bright  link  in  the  chain 
of  life. 

At  the  close  of  his  remarks,  Mr.  Reed  introduced 
His  Honor  Mayor  Prince,  who  addressed  the  pupils 
as  follows :  — 

EEMAKKS    OF    MAYOR    PHINCE. 

My  Young  Friends  :  —  I  am  glad  to  be  with  you 
on  this  interesting  occasion.  The  distribution  of 
flowers  to  the  pupils  of  the  public  schools  at  the 
close  of  the  school  year  seems  to  have  become  a 
Boston  institution^ and  certainly  it  is  a  pleasant  and 
instructive  one.  These  beautiful  offerings,  by  their 
charming  colors,  forms,  and  perfumes,  symbolize  the 


ANNUAL   SCHOOL   FESTIVAL.  45 

sentiments  of  tenderness  and  love,  and  thus  truly 
express  the  feeling  of  the  city  for  those  she  has  been 
training-  in  her  public  schools  for  the  work  and  duties 
of  life.  They  symbolize  also  the  freshness  and  purity 
and  innocence  of  your  young  lives.  These  flowers, 
however,  will  soon  wither  and  fade,  but  let  me  indulge 
the  hope  that  all  they  represent  of  the  sentiment  of 
the  city  for  you,  and  all  they  represent  of  the  innocence 
of  school  days,  will  long  remain,  and  surround  your 
ways  with  happy  influences. 

You  cannot  doubt  the  interest  and  solicitude  which 
the  School  Committee,  your  teachers,  your  parents, 
and,  I  ma}^  say,  the  citizens  of  Boston,  feel  for  you  all 
at  this  time;  and  especially  for  those  whose  school 
days  are  now  closing.  Let  me  ask  each  of  you  when 
receiving  the  flowers  I  am  about  to  present,  to  take 
them  with  the  benediction  of  the  city  for  your  future 
happiness  and  success.  She  has  expended  vast  sums 
of  money  in  the  erection  of  school-houses,  the  purchase 
of  books,  and  the  hire  of  accomplished  teachers,  that 
you  may  become  intelligent  boys  and  girls,  —  that 
your  minds  may  be  develoiDcd  and  stored  Avith  the 
knowledge  necessary  not  only  for  the  work  of  your 
lives,  but  for  your  future  happiness.  Gratefull}' 
requite  all  this  cost  and  care  by  good  behavior,  by 
the  good  conduct  which  marks  the  good  citizen,  and 
by  continuing,  as  far  as  your  lot  in  life  permits,  the 
habit  of  accunuilating  useful  knowledge,  of  constantly 
increasing  your  stores  of  intellectual  wealth,  although 
the  school  time  is  over  and  the  school  doors  closed  to 
you  forever. 

It  was  observed  b}'  a  wise  man  of  the  olden   lime 


46  SCHOOL   DOCUMENT   NO.    27. 

that  he  had  lost  a  day  because  he  had  learned  nothing; 
new  during  its  twenty-four  hours.  If  you  cultivate 
a  like  conscientious  regard  for  the  value  of  time,  and 
recognize  the  same  obligation  of  constant  self-im- 
provement, you  can  all  become  wise,  whatever  your 
vocations  in  life.  However  hard  you  may  be  called 
to  work  with  your  hands,  there  will  be  always  many 
unemployed  moments  in  each  day  when  your  heads 
can  also  work,  and  the  aggregate  of  knowledge  thus 
acquired  will  be  large  in  a  lifetime.  Your  school 
work  will  be  of  little  benefit  to  you  if  it  is  to  stop 
when  you  leave  the  school-house,  and  is  not  to  be  con- 
tinued in  the  years  to  come. 

You  are  blessed  in  living  under  a  government  where 
all  are  free,  with  equal  rights.  You  are  permitted  to 
follow  such  pursuits  and  professions  as  your  tastes  or 
ambitions  may  direct.  IS^o  laws,  no  social  preju- 
dices, nothing  can  control  or  disturb  this  right.  If  you 
have  the  courage  to  work  hard,  and  the  will-power  to 
expunge  from  your  lexicons  the  word  "  fiiil,"  there 
are  no  places  in  the  business  or  profession  you  may 
adopt  to  which  you  may  not  aspire;  and  if  your  moral 
nature  develops  equally  with  your  intellectual  na- 
ture, no  places  which  you  will  not  sooner  or  later 
attain.  This  is  absolutely  certain.  Fit  yourselves 
for  i\\Q  front  seats  in  the  temple  of  your  calling,  and 
you  will  occupy  them.  There  is  always  room  on  the 
front  seats,  however  crowded  the  rear  ones  may  be. 

Remember  that  mental  wealth  is  only  attained  by 
work,  —  hard  work,  —  but  when  attained'it  cannot,  like 
other  treasures,  be  lost  or  taken  fi'om  you;  that  when 
once  gathered    it    is    gathered    for    all    time  —  here 


ANNUAL   SCHOOL   FESTIVAL.  47 

and  hereafter.  Remember  also  that  all  useful  and 
honest  work,  however  humble  it  be,  is  honoi'able. 
All,  high  or  low,  rieh  or  poor,  should  work;  woi'k  is 
the  duty  of  man.  Most  men  earn  their  bread  by  the 
sweat  of  their  brows,  and  it  is  probable  that  most  of 
you  will  live  by  manual  labor.  You  should,  therefore, 
cultivate  industrious  and  S3^stematic  habits.  Do  what- 
ever you  have  to  do  well,  and  in  the  best  way.  Do  it 
skilfully  and  intelligently,  so  that  the  work  may  show 
that  the  workman  and  workwoman  once  belonged  to 
the  Boston  public  schools.  I  will  now  relieve  your 
impatience  and  distribute  the  flowers,  and  trust  you 
will  have  as  much  pleasure  in  receiving  them  as  I 
shall  have  in  presenting  them. 

After  the  address  of  the  Mayor,  the  graduates 
marched  over  the  platform,  and  a  bouquet  was  placed 
in   the  hand   of  each  by  the  Mayor. 

During  the  presentation  the  orchestra  gave  some 
well-rendered  selections,  and  at  the  close  of  the  dis- 
tribution of  bouquets  a  collation  was  furnished  to  the 
scholars  in  Bumstead  Hall,  and  to  the  committee  and 
invited  guests  in  Wesleyan  Hall. 


FRANKLIN  MEDALS, 
LAWRENCE   PRIZES, 

AND 

DIPLOMAS   OF   GRADUATION. 


FRANKLIN    MEDALS. 

1880. 


Frederick  H.  Darling, 
William  W.  Fenn, 
James  X.  Garratt, 
Horatio  N.  Glover, 
Arthur  W.  Goodspeed, 


LATIN  SCHOOL. 

Eugene  H.  Hatch. 
Thonias^A.  Mullen, 
George  A.  Stewart, 
Henry  B.  Twombly. 


ENGLISH  HIGH  SCHOOL. 


Charles  W.  Abbot, 
Norman  J.  Adams, 
Harry  L.  Bird, 
Charles  B.  Dever, 
Herman  Hirsch, 
William  H.  Howe, 
John  H.  Huddleston, 
Herbert  Leadbetter, 
William  P.  McNary, 


George  N.  Norton, 
Michael  J.  O'Brien, 
Myron  W.  Richardson, 
Elmer  F.  Smith, 
Eben  B.  Thaxter, 
Albert  C.  Tilden, 
Nahum  Ward, 
George  II.  Waterhou-se. 


LAWRENCE  PRIZES. 

1880. 


LATIN  SCHOOL. 

Deixamation.  —  First  Prize  —  William  W.  Fenn.  Second  Prizes  — 
Eugene  H.  Hatch,  George  R.  Nutter.  Third  Prizes  —  Arthur  Chamber- 
lain, Frederick  H.  Darling. 

Reading.  —  First  Prize  —  John  P.  Tucker.  Second  Prizes  —  James 
H.  Payne,  Eugene  H.  Hatch.  Third  Prizes  —  Henry  B.  Twombly,  Clift 
R.  Clapp. 

Exemplary  Conduct  and  Punctuality. — Frederick  H.  Darling,  William 
A.  Leahy,  Arthur  W.  Goodspeed,  Ernest  G.  A.  Isenbeck,  Thomas  A.  Mullen, 
Henry  B.  Twombly,  James  A.  Gallivan,  Willie  E.  Fay,  Horatio  N.  Glover, 
William  W.  Fenn,  James  N.  Garratt,  James  F.  Morse. 

Exemplary  Conduct  and  Fidelity. — Francis  A.  Smith,  William  M. 
Ballon,  Frederic  H.  Barnes,  Cornelius  P.  Sullivan,  James  F.  Woods,  William 
P.  Clarke,  Albert  E.  Pond,  Harry  E.  Hayes,  Daniel  Denny,  Francis  C.  Wain- 
wright,  George  A.  Sargent,  William  H.  Warren. 

Excellence  in  Classical  Department.  —  George  A.  Stewart,  George  R. 
Nutter,  Henry  E.  Eraser,  William  C.  Prescott,  Robert  A.  Frost,  Frank  E. 
Bateman,  Ferdinand  Shoninger,  Willie  E.  Fay,  James  F.  Morse. 

Excellence  in  Modern  Department.  — William  W.  Fenn,  Clift  R,  Clapp, 
George  R.  Nutter,  Robert  A.  Frost,  Henry  E.  Fraser,  William  C.  Prescott, 
Harry  H.  Turner,  Ferdinand  Shoninger,  Willie  E.  Fay,  Ernest  G.  A.  Isen- 
beck. 

prizes  for  special  subjects. 

For  a  Latin  Hexameter  Poem.  —  (Second  prize)  —  Arthur  W.  Goodspeed. 

For  an  English  Poem.  —  (First  prize)  — George  Santayana. 

Foran    English  Essay.  —  (First  prize)  —  William  W.  Fenn. 

For    a    Translation    into    Greek.  —  (First   prize)  —  Thomas    A.    Mullen. 

(Second  prize)  —  George  A.  Stewart. 
For  a  Translation  into  French.  —  (First  prize)  —  Thaddeus  W.  Harris. 
For  a  Poetical  Translation  from  Ovid.  —  (Second  prize)  —  Loren  E.  Gris- 

wold. 
For  Translation  at  sight.  - 


LAWRENCE   PRIZES.  53 

Latin. — First  Class  —  (First  prize) — William  W.  Fenn.  Second  Class  — 
(First  prize)  — George  R.  Nutter.  Tliirtl  Class  —  (First  prize)  —  George 
Santayana. 

French. — Upper  Classes  —  (First  prize)  —  George  Santayana.  Fourth  and 
Fifth  Classes  —  (First  prize)  —  Thomas  J.  Hurley. 

For  the  Best  Written  Examinations.  — 

Solid  Geometry.  —  (First  prize)  — Arthur  W.  Goodspeed. 

Algebra.  —  (First  prize)  — Charles  F.  Spring. 

Arithmetic. — (First  prize)  —  Dwight  Baldwin. 

Latin.  —  Fourth  Class  —  (First  prize)  —  Carl  A.  de  Gersdorff.  Fifth  Class 
—  (First  prize)  — Harry  H.  Turner.  Sixth  Class  —  (First  prize)  —  Stan- 
ley P.  Bradish.     Seventh  Class —  (First  prize)  — J.  F.  Morse. 

Music. —  (First  prize)  —  J.  F.  Morse. 

Penmanship.  —  (Second  prize)  —  Seth  Boale. 

For  the  Best  Specimen  of  Drawing.  —  (First  prize)  —Henry  M.  Williams. 


ENGLISH  HIGH  SCHOOL. 

For  Essays.  —  Second  Prizes  —  3.  H.  Huddleston,  G.  .1.  Merrill. 
For  Reading  Aloud.  —  First  Prizes  —  H.  G.  Lord,  J.  P.  Rigney. 
Second  Prizes— G.   11.  Pigott,  W.  II.  Harlow,  H.  A.  Ricliards.   S.  H.  Whiil- 
den,  C.  H.  Thwing,  S.  F.  Smitli. 

For  Excellence  in  Scholar.siiip  and  Deporlment. 

First  Class  —  J.  S.  Leach,  C.  J.  Carven,  G.  A.  Merrill,  A.  H.  Bowman. 

Special  Class,  .4  —  F.  A.  Haslam,  F.  O.  Baxter,  F.  I.  Winslow. 

Second  Class  —  H.  G.  Lord,  J.  E.  Nute,  W.  G.  Mdrey,  F.  T.  Kenah,  L.  M. 
Bouve,  G.  B.  Sanford,  J.  Nolan,  E.  Morss,  W.  H.  Lord,  P.  H.  Corcoran, 
F.  L.  Locke,  W.  P.  Bugbee,  E.  A.  Farrar,  E.  H.  Moore,  P.  H.  Casey. 

Third  Class— E.  C.  Pope,  C.  L.  Burrill,  J.  E.  O'Brien,  C.  P.  Varney,  F.  H. 
Schwarz,  J.  J.  Ahern,  J.  E.  Mills,  W.  J.  Barry,  E.  L.  Miller,  J.  O'Connor, 
H.  E.  H.  Clifford,  U.  B.  Faxon,  J.  W.  Farrington,  F.  B.  Kimball,  W.  H. 
Pearce,  G.  W.  Spitz,  J.  T.  Gilman. 


DIPLOMAS  OF  GRADUATION. 

1880. 


NORMAL   SCHOOL 

Gills. 

Fidelia  A.  Adams, 
Mary  B.  Barry, 
Emma  F.  Black, 
Grace  H.  Bredeen, 
Emma  Britt, 
Alice  I.  Brown, 
Laura  L.  Brown, 
Lizzie  A.  Chandler, 
Mary  B.  Corr, 
Nellie  H.  Crowell, 
Nellie  L.  Cullis, 
Agnes  L.  Dodge, 
Anna  M.  Dupee, 
Lucy  W.  Eaton, 
Sarah  E.  Ferry, 
Irene  Fisher, 
Isabel  r.  George, 
Josephine  Goddard, 
Alice  H.  Goodall, 
Marion  Keith, 
Elizabeth  Kiggen, 
Emma  E.. Lawrence, 
Mary  J.  Leahy, 
Nellie  W.  Leavitt, 
Charlotte  N.  Lothrop, 
Alice  G.  Maguire, 
Annie  E.  O'Connor, 
Alice  O'Neil, 
Lucy  G.  Peabody, 
Susie  M.  S.  Perkins, 
Jennie  M.  Plummer, 
Mary  D.  Richardson, 
Delia  G.  Robinson, 


Florida  Y.  Ruffin, 
Francis  W.  Sawyer, 
Alice  Simpson, 
Lalia  C.  Tedford, 
Grace  A.  Vose, 
Mary  L.  Walker, 
Carrie  M.  Watson, 
Sarah  J.  Welch, 
Jennie  F.  White, 
Jeanie  P.  White. 

LATIN    SCHOOL. 

Boys. 
Brainard  A.  Andrews, 
Joseph  Andrews, 
Hartly  F.  Atwood, 
Frank  E.  Butler. 
Clift  R.  Clapp, 
George  W.  Crocker, 
Frederic  H.  Darling, 
William  W.  Fcnn, 
Jacob  N.  Garratt, 
Horace  N.  Glover, 
Joseph  A.  W.  Goodspeed, 
Loren  E.  Griswold, 
Thaddeus  W.  Harris, 
Eugene  H.  Hatch, 
William  A.  Hayes, 
Edwin  E.  Jack, 
John  W.  Morss, 
Charles  B.  Moseley, 
Thomas  A.  Mullen, 
John  A.  Noonan, 
Francis  A.  Smith, 
John  A.  Squire, 


DIPLOMAS   OF   GRADUATION. 


55 


George  A.  Stewart, 
Henry  B.  Twombly, 
Francis  W.  White, 
Frederic  A.  Whitney, 
Julius  H.  Williams. 

GIRLS'   LATIN    SCHOOL. 

Maria  L.  Mason, 
Alice  M.  Mills, 
Charlotte  W.  Rogers, 
Alice  S.  Rollins, 
Vida  D.  Scudder, 
Maria  F.  Witherspoon. 

ENGLISH   HIGH    SCHOOL 
Boys. 
Charles  W.  Abbot,  Jr., 
Norman  I.  Adams, 
Henry  Barber, 
Henry  M.  Beal, 
George  W.  Benedict, 
Harry  L.  Bird, 
Abner  H.  Bowman, 
Charles  A.  Brazer, 
George  W.  Brown, 
James  F.  Brown, 
John  J.  Cadigan, 
John  G.  Carroll, 
Christopher  J.  Carven, 
John  H.  Casey, 
Albert  W.  Childs, 
Michael  J.  Collins, 
Fred  A.  Crawford, 
Martin  F.  Curran, 
William  H.  Dawes, 
Charles  B.  Dever, 
Roger  S.  Dix, 
Charles  H  French, 
William  Frost,  Jr., 
AVilliam  M.  Grant, 
William  H.  Harlow, 
James  L.  Hartshorn, 
Irvin  Hilton, 
Herman  Hirsch, 
John  F.  Holland, 


William  H.  HoAve, 
John  H.  Huddleston, 
Archibald  Johnston,  Jr. 
Elmer  R.  Jones, 
Frank  W.  Jones, 
Thomas  H.  H.  Knight, 
George  W.  Ladd, 
Joseph  S.  Leach, 
Herbert  Leadbetter, 
Walter  H.  Lent, 
Reuben  E.  Mayo, 
Robert  A.  McKirdy, 
William  P.  McNary, 
George  A.  Merrill, 
George  N.  Norton, 
Michael  J.  O'Brien, 
William  W.  Pierce, 
George  H.  Pigott, 
Timotliy  F.  Quinn, 
Herbert  A.  Richardson, 
Myron  W.  Richardson, 
Joseph  F.  Ripp, 
Charles  H.  Rockwood, 
Alvan  H.  Rogers, 
William  N.  Schmidt, 
William  H.  Small, 
Elmer  F.  Smith, 
Frank  W.  Smith, 
Frank  W.  Sprague,  Jr., 
Eben  B.  Thaxter, 
Albert  C.  Tilden, 
Henry  S.  Tufts, 
Nahum  Ward, 
Louis  A.  Warren, 
George  H.  Waterhouse. 
William  A.  Whitney. 

GIRLS'   HIGH    SCHOOL 

FOURTH    YEAR    CLASS. 

Sybil  B.  Aldrich, 
Anna  F.  Bay  ley, 
Edith  M.  Bradford, 
Annie  Britt, 
Celinda  A.  Brown, 
Annie  L.  Burr, 
Elizabeth  Campbell, 


56 


SCHOOL   DOCUMENT   NO.   27. 


Emily  L.  Clark, 
Florence  G.  Cobb, 
Agnes  M.  Cochran, 
Mary  Collins, 
Mabel  I.  Emerson, 
Anna  M.  Fries, 
Lulu  A.  L.Hill, 
Susie  C.  Hosmer, 
Jennie  M.  Jackson, 
Alice  M.  Johnson, 
Sarah  E.  Loheed, 
Kate  F.  Lyons, 
Cara  D.   Macy, 
Mary  C.  Mitchell, 
Lucy  M.  A.  Moore, 
Catharine  A.  Mulrey, 
Alice  M.  Murphy, 
V.  Colonna  Murray, 
Elizabeth  A.  Noonan, 
Caroline  E.  Nutter, 
Annie  M.  Olsson, 
Edith  F.  Perry, 
Mary  L.  Shepard, 
Katharine  H.  Shute, 
Jennie  A.  Sovitter, 
Helen  M.  Stev.ens, 
Maria  L.  Tyler, 
A.  Theodora  Wall, 
Mary  L.   Wiggin. 

THIRD    YEAR    (^LASS 

Ida  L.  Abell, 
Maria  L.  Ames, 
Mary  W.  Aubin, 
Edith  Austin, 
Lillian  G.  Bates, 
Theodora  A.  Bohnstedt, 
Emma  G.  Brown, 
Mary  J.  Buckley, 
Margaret  M.  Burns, 
Jenny  Christian, 
Effie  G.  Clark, 
Josie  P.  Coffin, 
Grace  E.  Cross, 
Gertrude  P.  Davis, 
Ada  E.  Dearborn, 
Mary  A.  Demond, 


Helen  M.  Dill, 
Winnifred  C.  Folan, 
Leona  A.  Foster, 
Emma  B.  Frost, 
Edith  F.  Fuller, 
Mary  L.  Fynes, 
Jane  F.   Gilligan, 
Flora  M.  Ham, 
Elizabeth  C.  Harding, 
Anna  L.  Harty, 
Jennie  P.  Hewes, 
Jennie  V.   Hilton, 
Elsa  L.  Hobart, 
Caroline  E.  Hodges, 
Cordelia  E.  Howard, 
Frances  H.  Hunneman, 
Jennie  M.  Jackson, 
Alice  J.  Johnson, 
Mary  J.  Johnson, 
Stella  E.  Judson, 
Caroline  T.  Keith, 
Jessie  W.  Kelley, 
Ida  W.  Kingburg, 
Sophia  E.  Krey, 
Ada  E.  Leland, 
Mary  A.  Leland, 
Eva  M.  Maffitt, 
Albertine  A.  Martin, 
Lizzie  A.  McGonagle, 
Sarah  D.  McKissick, 
Ellen  A.  McLaughlin, 
Mary  J.  Mohan, 
Fannie  E.  Morrill, 
Fannie  M.  Morris, 
Lavinia  C.  Morse, 
Bertha  V.  Muzzy, 
Annie  B.  Nason, 
Jennie  C.  Newcomb, 
Edith  W.  Noble, 
Helen  S.  Perry, 
Louise  A.  Pieper, 
Annie  S.  Pierce, 
Charlotte  A.  Powell. 
Ida  L.  Pratt, 
Florence  E.  Preble, 
Alice  B.  Putnam, 
Lillie  M.  Reeves, 


DIPLOMAS   OF   GRADUATION. 


57 


Caroline  E.  Ricard. 
Elizabeth  M.  Hitter, 
Mary  E.  Roome, 
Mary  C.  Ross, 
Anna  F.   Sawyer, 
Elizabeth  G.  Sharp, 
Marietta  Sliea, 
Josephine  M.   Slierinan, 
Ehima  M.  Sibley, 
Mary  K.  Smith, 
Anna  E.  Somes, 
Lulu  K.   Stevens, 
Adeline  L.  Stockwcll, 
Bertha  Strauss, 
Emma  C.  Stuart, 
Abby  W.  Sullivan, 
Annie  T.  Sullivan, 
Katharine  G.  Sullivan. 
Mary  L.  Sweeney, 
Lena  E.  Synett, 
Louisa  Thacher, 
Jennie  W.  Thayer, 
Mary  A.  Thompson, 
Isabel  B.  Trainer, 
Marietta  L.  Valentine, 
Sarah  Victorson, 
Frances  H.  Vose, 
Edith  M.  C.  Ward, 
Ella  C.   Whall, 
Ahnira  I.  Wilson, 
Fannie  B.  Wilson, 
Isabelle  H.  Wilson, 
Ella  S.  Woltt: 

ROXBURY  HIGH  SCHOOL 
Boys. 
Frank  E.  Blaisdeil, 
Barrett  L.  Chandler, 
Bertram  F.  Clark, 
James  A.  Clasby, 
William  E.  Downes, 
William  H.  Esnunid, 
Edward  II.  IIarrinfi;ton, 
George  A.  Hibbard, 
Albert  E.  Josselyn, 
Edgar  A.  Josselyn, 


Charles  S.  Plumer, 
Frank  R.  Rogers, 
CliflPord  L.  Russell, 
Alfred  W.  Small, 
Irving  H.   Wilde. 

Girls. 
Frances  E.  Batchelder, 
Alice  A.  Carter, 
Katharine  F.  Cleary, 
Carrie  L.  Floyd, 
Harriet  A.  Fowle, 
Louise  tieidenreich, 
t'harlotte  Kendrick, 
Mary  E.  McCarty, 
Nellie  F.  McKay, 
Lizzie  C.  McKeown, 
Lucia  R.  Peabody, 
Emily  F.  Shurtlefi", 
Helen  N.  Thomas, 
Elizabeth  W.  White, 
Mary  Williams. 

DORCHESTER  HIGH  SCHOOL. 

FOURTH    YEAR    CLASS. 

Girls. 
Susan  T.  Cushing, 
Georgietta  Emerson. 

THIRD    YEAR    CLASS. 

Boijr. 
Thomas  F.  Brannan, 
Winslow  C.  Cook. 
Maurice  F.  Friar, 
Philip  Greely, 
Frank  M.  Green, 
Eddy  W.  Haines, 
John  A.  Riley, 
John  C.  Ring, 
Henry  L.  Southwick, 
John  J.   Twohey, 
William  H.  Weeks, 

Girls. 

Flora  E.  Bailey, 
Marie  E.   Bradford, 


58 


SCHOOL  DOCUMENT  NO.   27. 


Mary  M    Burckhart, 
Annie  M.  Dwyer, 
Helen  W.  Emery, 
Violetta  Gustin, 
Cora  L.  Hunt, 
Mary  E.  King, 
Eloise  A.  Mansfield, 
Catherine  A.  McDermott, 
Ellen  W.  Porter, 
Helen  M.  S.  Sanborn. 


CHARLESTOWN  HIGH  SCHOOL. 

FOURTH     YEAR    CLASS. 

Boy. 

Daniel  J.  O'Connor. 

Girls. 

Carrie  J.  Durkee, 
Dora  K.  Hall, 
Mary  E.  Mailman, 
Carrie  B.  Morse. 

THIRD    YEAR    CLASS. 

Boys. 
Charles  E.  Barry, 
William  H.  Burke, 
Charles  J.  Corwin, 
Charles  E.  Cullis, 
William  L.  Dodge, 
James  C.  Duff, 
Benjamin  F.  Folger, 
Richard  H.  Norton, 
Richard  A.  Power, 
J.  Henry  Talpey, 
Charles  H.  Thompson, 
Frederick  C.  Ward, 
John  S.  Welch, 
Gilbert  Y.  Woodman. 

Girls. 

Alice  S.  Baker, 
Mary  M.  Brackett, 
Henrietta  A.  Bryant, 
Theresa  N.  Coll, 


Hattie  E.  Dennett, 
Louisa  D.  Eldridge, 
Laura  E.  Fall, 
Nettie  A.  Farrar, 
Mary  G.  Fisher, 
S.  Isabelle  Ford, 
Carrie  A.  Fox, 
Louise  M.  Hanscom, 
Carrie  W.  Hanson, 
Annie  E.  Kelley, 
Annie  F.  Littlefield, 
Louise  G.  McLaughlin, 
Julia  T.  Parker, 
Carrie  W.  Porter, 
Mary  A.  Rand, 
Gertrude  A.  Richardson, 
Alice  J.  Shattuck, 
Bridget  A.  Townsend, 
Elwine  H.  Walkling, 
Annie  A.  Walsh, 
Mary  A.  Warren, 
Hattie  F.  White, 
Effie  R.  Wright. 


WEST  ROXBURY  HIGH  SCHOOL. 


Harry  W, 
Russell  S 
Walter  S. 
Frank  O. 
James  B. 


Boys. 

Davis, 

Hyde, 
Nolte, 
Sharp, 
Shea. 

Girls. 


Jessie  L.  Brown, 
Hannah  H.  Burr, 
Lydia  J.  Clapp, 
Adah  M.  Davis, 
Katie  T.  Grady, 
Addie  M.  Howland, 
May  H.  Kimball, 
Jennie  M.  Morrill, 
Lizzie  F.  Newsome, 
Carrie  L.  Perkins, 
M.  Josephine  Tabrahani. 


DIPLOMAS   OF   GRADUATIOX. 


59 


BRIGHTON  HIGH  SCHOOL. 
Boys. 
George  A.  Brock, 
William  P.  Golden, 
Frank  F.  Harding, 
Charles  C.  Trowbridge. 

Girls. 
Carrie  A.  Bird, 
Anna  N.  Brock, 
(iertrude  M.  Rice. 


ADAMS  SCHOOL. 
Boys. 
Charles  W.  Connor, 
Hugh  M.  Connor, 
Edward  E.  Deal, 
Edward  J.  Franey, 
William  E.  Geyer, 
William  H.  Harper, 
Alexander  Kline, 
Alfred  L.  Lovejoy, 
Joseph  F.  Lowe, 
Ernest  E.  Malcolm, 
Thomas  F.  McDevitte, 
John  J.  McElwain, 
Dexter  H.  Moran, 
Philip  J.  Peters, 
Clifford  S.  Pote, 
William  H.  Preble, 
Thomas  J.  Quigley, 
William  H.  Remick, 
Joseph  P.  Stover, 
Daniel  H.  Sullivan, 
Stephen  J.  Whelan. 

Girls. 
Annie  Bark, 
Nettie  E.  Bliss, 
Martiia  P.  Gerring, 
Isabella  Greer, 
Carrie  F.  Iluckins, 
Addie  L.  Joy, 
Millie  C.  Kay, 
Jessie  J.  Rose, 
Alice  M.  Weiss. 


ALLSTON  SCHOOL. 
Boys. 
Henry  W.  Bird, 
Howland  S.  Chandler, 
John  F.  DaA'enport, 
Guy  M.  Eaton, 
Thomas  J.  Kelly, 
John  Kennedy, 
Thomas  Laffey, 
Michael  Muldoon, 
Clarence  H.  Rice, 
Harry  O.  Wheeler. 

Girls. 
Ella  L.  Bird, 
Marion  L.  Brown, 
Martha  J.  Callahan, 
Nellie  G.  Freeman, 
Marion  A.  Gordon, 
Miriam  Gunsenhiser, 
Leslie  D.  Hooper, 
Gertrude  Kelly, 
Mary  J.  Kel]\% 
Belle  M.  Loudon, 
Nellie  McNamara, 
Annie  E.  MoUoy, 
Mary  L.  Powers, 
Lizzie  H.  Trout, 
Emma  ZoUer. 

ANDREW   SCHOOL. 

Boys. 
Eugene  F.  Aubry, 
Clifton  W.  A.  Bartlett, 
George  C.  Corcoran, 
William  H.  Duggan, 
Warren  A.  E.  Fish, 
Louis  E.  Keenan, 
Ralph  G.  Kenyon, 
William  E.  McFadden, 
Adam  W.  A.  McFee, 
Dennis  D.  Murphj', 
Walter  Pritchett, 
Edwin  Y.  Rowland, 
Daniel  Sullivan,  Jr., 
James  R.  Towle, 
Charles  S.  Willis. 


60 


SCHOOL   DOCUMENT   NO.   27. 


BENNETT  SCHOOL. 
Boys. 
James  B.  Colwell, 
Herbert  A.  Fuller. 
Patrick  Kenney, 
William  E.  Macdonald, 
Frank  A.  Smith, 
James  E.  Tisdale, 
Fred  A.  W.  Wood. 

Girls. 

Fannie  M.  Adams, 
Alice  A.  Bigelow, 
Ella  L.  Cogswell, 
Elizabeth  J.  DriscoU, 
Kate  A.  Duncklee, 
Annie  E.  Keenan, 
Nellie  C.  Kenney, 
Effie  F.  Munroe. 

BIGELOW    SCHOOL 
Boys. 
Joseph  Blake, 
James  A.  Bresnahan, 
James  F.  Collins, 
John  F.  Dinneen, 
James  H.  Drury, 
William  J.  Dyer, 
Maurice  P.  Foley, 
Clarke  S.  Gould, 
Sidney  C.  Higgins, 
John  L.  Howard, 
George  E.  Howard, 
Charles  J.  Kelley, 
Harry  W.  Kimball, 
Thomas  E.  Lanergan, 
Edward  A.  Ivavcry, 
Robert  J.  Lynch, 
Claude  B.  Lyons, 
Alexander  J.  Martin, 
Joseph  P.  McAleer, 
James  J.  McDermott, 
James  R.  Miller, 
John  J.  Moran, 
Garibaldi  Nabstedt, 
Frank  A.  Nickerson, 


John  J.  O'Hara, 
Joseph  H.  Ratferty, 
John  A.  Reardon, 
Henry  C.  Reardon, 
Daniel  Russell, 
Harvey  B.  Saben, 
Patrick  J.  Scanlan, 
John  J.  Sheehan, 
Frank  F.  Taylor, 
Everett  B.  Warring, 
Fred  E.  Williams, 
William  Worton, 
John  W.  Young. 

BOWDITCH    SCHOOL 
Girls. 
Ellen  G.  Bartlett, 
Ellen  E.  Coffey, 
Mary  E.  A.  Crowley, 
Catherine  Daugherty, 
Margaret  G.  Duggan, 
.Adelaide  S.  Ericson, 
Julia  F.  Glynn, 
Margaret  M.  Griffin, 
Annie  G.  McCarthy, 
Ellen  J.  O'Brien, 
Ellen  M.  Power, 
Abbie  F.  Saville, 
Mary  G.  Slattory, 
Annie  T.  Sullivan, 
Margaret  M.  Sullivan, 
Elizabeth  B.  Tiernay. 

BOWDOIN    SCHOOL. 

Girls. 
Grace  A.  Barrett, 
Sarah  L.  Birmingham, 
Mary  E.  Bradley, 
Lucy  A.  Brooks, 
Lena  M.  Bugbee, 
Francis  Cobe, 
Charlotte  J.  Emmins, 
Minnie  W.  Goodwin, 
Ruth  C.  Gordon, 
Florence  E.  Gowell, 
Mary  A.  Hawkes, 


DIPLOMAS   OF   GRADUATION. 


01 


Eliza  C.  Henchman, 
Alice  M.  Hodijes, 
Margaret  E.  McGinley, 
Adeline  L.  Moore, 
Emily  H.  Osborne, 
Charlotte  E.  Potter, 
Clara  S.  Richardson, 
Mary  K.  Treanor, 
Grace  Vickery, 
Delphena  L.  Vincent, 
Eva  C.  Wales. 
Harriet  B.  Yale, 
Aura  H.  York, 
Elizabeth  C.  York. 

BRIMMER   SCHOOL. 

Boys. 
Henry  Anthony, 
Dennis  F.  A.  Buckley, 
Robert  L.  Carroll, 
Edward  T.  Conway, 
George  J.  D.  Currie, 
Thomas  F.  Downey, 
John  E.  Doyle, 
Joseph  F.  Eaton, 
Alfred  E.  Fletcher, 
James  Flynn, 
p]dmund  J.  Follis, 
Ludwig  Gerhard, 
Louis  Gitto, 
Timothy  A.  Hegarty, 
Frank  E.  Howe, 
Isaac  J.  Kaufman, 
George  T.  Kelloy, 
Joiin  A.  Kennedy, 
John  S.  Kilby, 
Charles  Levi, 
Leopold  Louis, 
John  P.  Lynch, 
Israel  Mannis, 
Everett  A.  Marsh, 
AVilliam  J.  Noonan, 
Louis  Nordlinger, 
William  II.  Uoos, 
William  H.  Rothfuchs, 
George  S.  Schafer, 


Thomas  F.  Slattery, 
Walter  Spurgeon, 
Edward  H.  Stone, 
Frederic  S.  Towle, 
Robert  B.  Walsh, 
William  J.  W.  Wheeler, 
Carl  A.  Wilson, 
Louis  Zepfier. 

BUNKER   HILL    SCHOOL. 

Boys. 
John  H.  Addison, 
Frank  W.  Cousens, 
James  R.  Coyle, 
J.  Stoddard  Crafts, 
AVillard  C.  Fogg, 
Arthur  W.  Furlong, 
Charles  F.  Guptill, 
John  J.  Harrigan, 
Elmer  F.  Morrison, 
John  H.  Quinlan, 
Sherman  AV.  Smith, 
Thomas  F.  Thompson, 
Benjamin  F.  Woodman. 

Girls. 
Caroline  A.  Bean, 
F.  Gertrude  Bean, 
Florence  A.  Byam, 
Florence  M.  Dullcritt, 
Lillian  F.  Emery, 
Alice  M.  Fellows, 
Rosa  M.  Gage, 
Maggie  J.  Harrigan, 
Minnie  C.  Henchey, 
Stella  F.  Johnson, 
Emma  E.  Jones, 
Jennie  Kincaid, 
Mina  E.  Penlcy, 
Alice  K.  Pillsbury, 
Mabel  Price, 
Ilattie  F.  Rogers, 
Lizzie  R.  Sanborn, 
Alice  M.  Sawin, 
Ida  E.  Sawin, 
Laura  L.  Shorle, 


62 


SCHOOL   DOCUMENT   NO.   27. 


Ella  J.  Towle, 
Edith  H.  Tyler. 

CENTRAL   SCHOOL. 

Boys. 
August  F.  Bieler, 
Carl  C.  Brown, 
William  M.  Chase, 
William  H.  Clancy, 
John  T.  Disberry, 
Martin  J.  Dolan, 
Thomas  J.  Glennon, 
John  A.  Gormley, 
Nathaniel  Greene, 
George  L.  Hargraves, 
Edward  L.  Jones, 
John  F.  Louram, 
John  F.  Magee, 
Alfred  H.  Mason, 
Edwin  P.  Robinson, 
Henry  W.  Robinson, 
Richard  W.  A.  Scott, 
Laurence  F.  Tobin, 
John  H.  Wilson, 
Charles  L.  Wood, 
Frank  W.  Woodward. 


CHAPMAN   SCHOOL. 
Boys. 

Harry  M.  Carruthers, 
A.  Stewart  Cassidy, 
Samuel  N.  Cleaves, 
George  C.  Erskine, 
Millard  F.  George, 
William  M.  Goodwin, 
Alvin  P.  Johnson, 
James  T.  Lakin, 
George  A.  Lewis, 
Harold  Loveland, 
William  T.  Reed, 
Herbert  P.  Smith, 
William  H.  Taylor^ 
Thaddeus  T.  Wasgatt, 
Harry  A.  Wheeler. 


Girls. 
Lizzie  W.  Bennett, 
Annie  C.  Brown, 
Mary  W.  Doane, 
IdaM.  Cole, 
Zillah  I.  Douglas, 
Lucy  Dunnels, 
Amy  C.  Fleming, 
Annie  F.  Greenwood, 
Maria  F.  Hill, 
Annie  F.  Holmes, 
Mildred  A.  Kincaid, 
Cecilia  M.  Marsius, 
Laura  B.  Morse, 
Eva  A.  Munroe, 
Emma  A.  Nisbet, 
Lydia  W.  Palmer, 
Mary  A.  Porter, 
Jennie  W.  Smith, 
Sarah  J.  Stinson, 
Ruth  B.  Tilden, 
Harriet  L.  Watson, 
Alma  F.  Wells, 
Sarah  T.  Whitmarsh. 

CHARLES    SUMNER   SCHOOL 
Boys. 
Frederick  Foley, 
Edgar  W.  Fuller, 
Frederick  Whittemore. 

Girls. 
Celia  H.  Bearse, 
Frances  B.  Fowler, 
Ida  J.  Holden, 
Kate  E.  Killelay, 
Mary  E.  Lynch, 
Edith  A.  Moser, 
Henrietta  Winchester. 

COMINS   SCHOOL. 
Boys. 

George  M.  Basford, 
Alexander  S.  Cose, 
George  B.  Crosby, 
Jacob  Ehrlich, 


DIPLOMAS  OF   GRADUATION. 


63 


John  P.  Finneran, 
Frank  Mack, 
John  F.  Miller, 
James  E.  Monahan, 
Thomas  E.  Raftery, 
William  Smith,  Jr., 
Jerry  C.  Spillane, 
Alfred  M.  Ziegler. 

Girls. 
Eliza  Ballam, 
Mary  A.  Brennan, 
Margaret  B.  Burke, 
Margaret  J.  Burnside, 
Jennie  E.  Cheney, 
Josephine  C.  Coombs, 
Irene  A.  Coombs, 
Katie  L.  Crane, 
Alice  Crosb}^ 
Margaret  T.  Dooley, 
Esther  Engel, 
Sylvia  Engel, 
Ellen  M.  Farrell, 
Margaret  T.  Finneran, 
Charlotte  G.  Haigh, 
Rosa  L.  Joyce, 
Maria  Kelley, 
Mary  Maloney, 
Kate  V.  McCarthy, 
Josephine  McDonald, 
Annie  W.  Mennig, 
Julia  A.  Murphy, 
Grace  B.  Parr, 
Kate  L.  Pierce, 
Margaret  T.  Walker, 
Margaret  T.  Watson. 

DEARBORN    SCHOOL. 

Boys. 
Robert  W.  Bradt, 
John  T.  Casey, 
Edward  J.  Coleman, 
Joseph  P.  T.  Dever, 
Herbert  Q.  Emery, 
James  H.  Files, 
Thomas  J.  Finnerty, 


Charles  H.  Hersey, 
Walter  Kenniston, 
Augustine  M.  Lloyd, 
Alfred  C.  Manning. 
William  A.  Manning, 
John  Mulvee, 
Edward  J.  O'Neil, 
Charles  I.  Pressey, 
William  L.  Schlegelmilch, 
Don  A.  Swett, 
Theodore  A.  H.  Weiny, 
Edwin  F.  Wilde. 

Girls. 
Louisa  Albret, 
Emma  S.  Austin, 
Katie  T.  Barry, 
Mary  E.  Cain, 
Florence  Cleaves, 
Mary  A.  Conroy, 
Mary  W.  Currier, 
Sarah  A.  C.  Curtis, 
Katie  E.  Daly, 
Lizzie  L.  Dolan, 
Mary  A.  Dolan, 
Minnie  T.  Dolan, 
Nora  T.  Farrell, 
Mary  E.  Glasier, 
Lucy  M.  Guerrier, 
Emily  F.  Hodgman, 
Mary  F.  A.  McLaughlin, 
Ida  E.  Mosher, 
Jessie  W.  Neill, 
Maggie  J.  O'Hanlon, 
Lilian  B.  Ormsby, 
Lizzie  M.  Peterson, 
Harriet  M.  Ratigan, 
Mary  R.  Rowe, 
Minnie  M.  Schuerch, 
Minnie  E.  Stevens, 
Hattie  W.  Waugh, 
Nettie  M.  Willey. 

DILLAWAY   SCHOOL. 

Girls. 
Viola  E.  Allen, 
Ada  E.  Bradford, 


64 


SCHOOL   DOCUMENT   NO.   27. 


Helen  ¥.  Brazer, 
Carrie  C.  Brooks, 
Caroline  M.  Brown, 
Jenny  E.  Brown, 
Mary  S.  Bruce, 
Nina  Carter, 
Evelyn  N.  Clark, 
Marion  Davis, 
Eanny  T.  French, 
Mary  E.  T.  Healy, 
Leonore  A.  Hitchcock, 
Fanny  W.  Jones, 
E.  Beryl  P.  Keith, 
Florence  M.  Knowles, 
Marion  A.  Mclntyre, 
Frances  L.  Moses, 
Anna  C  Murray, 
Mary  A.  Norton, 
Alice  B.  Payson, 
Marcella  M.  Ryan, 
Edith  A.  Scanlon, 
Florence  M.  Sears, 
Caroline  P.  Walker, 
Lillian  K.  J.  Walsh, 
Abby  J.  Wasson. 

DORCHESTER-EVERETT 
SCHOOL. 

Boys. 

Thomas  F.  Duffley, 
Charles  L.  Dyer, 
Leon  S.  Griswold, 
Fred  H.  Hathaway, 
James  T.  Howe, 
Frederick  H.  Jacobs, 
Charles  E.  Main, 
John  J.  McCarthy, 
Thomas  F.  McCarthy, 
J.  P.  Carl  Weis. 

Girls. 
Sarah  R.  Butler, 
Susan  J.  Butler, 
Louise  W.  Cummings, 
Emma  O.  Fionsdorff, 
Jennie  P.  Haskell, 


Emma  G.  Haven, 
Mary  E.  Higgins, 
Martha  J.  Pollard, 
Lilla  F.  Ripley. 

DUDLEY  SCHOOL. 
Boys. 
Gustavus  F.  Aldin, 
Charles  L.  Barry, 
Charles  A.  Call, 
George  T.  Chubbuck, 
Joseph  C.  CoUigan, 
W.  Willard  Davenport, 
George  E.  Downey, 
William  P.  Gannett,  Jr., 
Frank  M.  Leavitt, 
Homer  F.  Livermore, 
Robert  G.  McConnell, 
William  J.  Smith, 
Charles  L.  SpofFord, 
Howard  T.  Weeks, 
Henry  J.  Woodberry, 
George  J.  Yerrick. 

DWIGHT  SCHOOL. 

Boys. 

John  J.  Beyer, 
Frank  R.  Bodwell,  • 
Harry  W.  Boyd, 
Joseph  S.  Buswell, 
William  L.  Church, 
George  D.  Crie, 
Albert  L.  Gushing, 
James  J.  Donovan, 
Louis  O.  Duclos, 
George  W.  Fudge, 
Fred  J.  Goehl, 
William  C.  Heilbron, 
Charles  A.  Hocli, 
Frank  W.  Honey, 
Frank  W.  Hopkins, 
William  H.  Hudson, 
George  S.  Hutchings, 
Harrie  W.  Jacobs, 
George  B.  James,  Jr., 


DIPLOMAS   OF   GRADUATION. 


();") 


Charles  B.  Jennings, 
Richard  W.  Kivlan, 
George  W.  Lonergan, 
Thomas  F.  Lvicas, 
Dennis  H.  Mahony, 
William  S.  JSIalone, 
Henry  F.  McGrady, 
Walter  I.  Noble, 
Edward  J.  O'Brien, 
Arthur  J.  O'Leary, 
Frank  J.  O'Toole, 
William  V.  Ordway, 
Henry  S.  Philbrick, 
Alfred  P.  Shermaq. 
Everett  L.  Smith, 
Peter  A.  Sullivan, 
Edward  C.  Wade, 
James  A.  Welsh, 
Harry  E.  Whitcomb, 
Fred  E.  Worthley, 
Edwin  H.  Young. 

ELIOT  SCHOOL 
Boys. 
Daniel  E.  Ahern, 
James  J.  Bagley, 
John  W.  Barrett, 
Andrew  J.  Burnett, 
John  J.  Cadigan, 
George  R.  Coburn, 
Charles  F.  Collins, 
Jeremiah  J.  Connolly, 
Charles  A.  Downs, 
John  J.  Farren, 
James  J.  Finn, 
Patrick  J.  Gallagher, 
Michael  C.  Guinnee, 
James  W.  Harron, 
Joseph  F.  Hickey, 
John  P.  Higgins, 
George  H.  Johnson, 
Edward  Leach, 
Sanmel  Levy, 
Thomas  J.  Murpliy, 
Daniel  J.  Murray, 
John  P.  Murray, 


John  A.  McCarthy, 
Michael  H.  McDonough, 
Michael  E.  McGinnis, 
George  A.  Mclnnis, 
Peter  Ney, 
John  F.  O'Neil, 
Francis  W.  Robinson, 
Henry  B.  Roche, 
Daniel  J.  Sheelian, 
Timothy  J.  Sullivan. 

EMERSON  SCHOOL. 

Boys. 

James  B.  Bateman, 
Edgar  N.  Benson, 
George  M.  Brooks, 
Eugene  P.  Dever, 
Everett  W.  Frost, 
Charles  R.  Garratt, 
Parker  M.  Gilford, 
Arthur  C.  Goodwin, 
Frank  W.  Guild, 
Robert  L.  Kenney, 
Charles  J.  Langell, 
George  S.  McPherson, 
Daniel  J.  O'Connor, 
John  J.  Strong, 
William  L.  Sweeney, 
Elmer  T.  Townsend, 
Frank  Whitten. 

Girls. 

Sarah  M.  Austin, 
Edith  M.  Blanchard, 
Jessie  M.  Crooke, 
Caroline  B.  Fay, 
Hattie  S.  French, 
Margaret  E.  Harrington, 
Gertrude  F.  E.  Kelly, 
Mary  L.  Lewis, 
Flora  S.  McLean, 
Mary  A.  Newell, 
Lizzie  S.  Newhouse, 
Ada  A.  Shurtleff, 
Charlotte  G.  Snelling, 
Sarah  L.  Town.send. 


m 


SCHOOL  DOCUMENT  NO.  27. 


EVERETT  SCHOOL. 

Girls. 

Lucy  A.  Abbot, 
EJeanor  G.  Beal, 
Belle  S.  Bissell, 
Sarah  H.  Bowker, 
Martha  A.  Brigham, 
Alice  V.  Burt, 
Esther  Cowan, 
Gertrude  C.  Cashing, 
Etta  C.  Deland, 
Maud  A.  Dickey, 
Caroline  C.  Dix, 
Fannie  Fisher, 
Matilda  Frank, 
Mary  H.  Gibbons, 
Edith  M.  Hall, 
Cinnie  M.  Hill, 
Elizabeth  L.  Ireland, 
Alice  M.  ICimball, 

Celia  C.  T.  Knott, 
Agnes  Lappen, 

Mary  B.  Lyons, 

Louisa  M.  Maguire, 

Catherine  L.  Mahoney, 

Katie  L.  McAloon, 

Bertha  Morse, 

Winifred  M.  Morse, 

Florida  P.  Mudgett, 

Josie  M.  Norris, 

Lizzie  A.  O'Brien, 

Luella  C.  Poole, 

Florence  E.  Reed, 

Caroline  M.  Reid, 

MoUie  Ritchie, 

Gertrude  P.  Robinson, 

Anna  J.   Salmond, 

Louise  M.  Salmond, 

Mabel  R.  Sanderson, 

Carrie  C.  Smith, 

Caroline  M.   Smith, 

Jessie  T.  Smith, 

Bertha  Stevens, 
Georgie  I.  Stevens, 
Grace  Towle, 
Carrie  L.  Upham, 


ElizabetliF.  Wall, 
Amelia  S.  Wliall. 

FRANKLIN  SCHOOL. 
Girls. 
Amelia  Benari, 
Ida  Benari, 
Edith  C.  Bouve, 
H.  Gertrude  Bradford, 
Jennie  T.  Burns, 
Alice  M.  Butler, 
Rachel  Clark, 
Lilian  M.  Coburn, 
Mildred  Cottle, 
Adaline  W.  Dix, 
Gertrude  C.  Eager, 
Eliza  T.  Fick, 
Maggie  T.  Foley, 
Josephine  M.  Galager, 
Gertrude  Haley, 
Hattie  C.  Hathaway, 
Emma  B.  Hayes, 
Carrie  J.  Herrick, 
Hannah  M.  Hurley, 
Sarah  A.  Jordan, 
Ella  F.  Mann, 
Kate  F.  Martin, 
Minnie  A.  McCarty, 
Grace  E.  Murphy, 
Hattie  F.  Page, 
Adah  I.  Pickett, 
Alice  M.  Riddell, 
Mattie  M.  Rowe, 
Kate  A.  Smith, 
Gertrude  Snow, 
Annie  M.  Taylor, 
Addie  E.  Varrell, 
Lizzie  M.  Whipple, 
Josie  M.  Wood, 
Nella  Yerxa, 
Bessie  L.  Young. 

FROTHINGHAM  SCHOOL. 

Boys. 
Thomas  G.  Carven, 
William  H.  Chapman, 


DIPLOMAS   OF   GRADUATION. 


67 


John  H.  Gill, 
Cornelius  F.  Greene, 
David  J.  Hickey, 
Edwin  D.  Kelley, 
Dennis  F.  Murphy, 
William  J.  Noonan, 
Dennis  E.  O'Brien. 

Girls. 
Julia  F.  Blanchard, 
Rose  E.  V.  Brady, 
Celia  A.  Brevine, 
Mary  J.  Clarke, 
Mary  R.  Collins, 
Maggie  F.  Curry, 
Addie  W.  Dempsey, 
Anna  I.  Goodwin, 
Emma  F.  Griffin, 
Agnes  R.  Mahoney, 
Annie  A.  Manning, 
Katie  A.  Marlej^ 
Elizabeth  G.  McCarthy, 
Isabella  M.  McConnell, 
Nellie  M.  Mitchell, 
Ruphine  A.  Morris, 
Annie  G.  Phillips, 
Effie  L.  Poor, 
Lizzie  A.  Sawtell, 
Ida  F.  Shaw, 
Edith  A.  G.  Stowell, 
Lizzie  A.  Thorndike, 
Lizzie  G.   Walsh, 
Mary  L.  Ward, 
Sadie  E.  Whittemore, 
Bertha  G.  Young. 

GASTON    SCHOOL. 
Girls. 
Mattie  E.  Alden, 
Lizzie  E.   Bailey, 
Nellie  G.  Barry, 
Ella  F.  Caldwell, 
Margaret  L.  Connolly, 
Amelia  F.  Dalryniple, 
Mary  Dean, 
Lydia  C.  Everett, 


R.  Blanche  Gaul, 
E.  Maud  Gaul, 
Nellie  S.  Henry, 
Hattie  E.  Hutchings, 
M.  Jennie  Jenks, 
Alice  G.  Kelley, 
Josephine  S.  Lavery, 
Emma  L.  Lewis, 
Florence  A.  Livingston, 
Sarah  M.  Locke, 
Adelaide  B.  Nolan, 
EUaF.  Poole, 
Hattie  H.  Rearden, 
Emily  J.   Rich, 
Hattie  M.  Riley, 
Mary  E.  Rock, 
Nellie  F.  Rock, 
Katie  Schofield, 
Ada  I.  Smith, 
Minnie  F.  Sprague, 
Sarah  J.  Ward, 
Augusta  S.  Winslow, 
Adell  Woodsome. 

GIBSON  SCHOOL. 
Boys. 
Charles  A.  Bauch, 
William  J.  Connelly, 
Frederick  W.  Fenno, 
Edward  I.  McNaught, 
William  O.  Morse, 
Walter  R.  Wheeler. 

Girls. 
Etta  F.  Atwood, 
Frances  Bauch, 
Lillian  A.  Caldcr, 
Rosalie  Childs, 
Maria  L.  Doane, 
Margaret  J.  Hennessey, 
B.  Frances  Higgins, 
Alice  Hutchinson, 
Mary  J.  Mahoney, 
Clara  E.  Marston, 
Nelly  C.  McAuliffe, 
Jennie  A.  Robinson, 
Olive  A.  Tuttle. 


68 


SCHOOL  DOCUMENT  NO.   27. 


HANCOCK  SCHOOL 
Girls. 

Honora  A.  Andrews, 
Mary  J.  Bennett, 
Amelia  J.  Bibbey, 
Mary  A.  Blank, 
Fannie  E.  Brown, 
Mary  A.   Campbell, 
Julia  E.  Collins, 
Mary  E.  Cunningham, 
Margaret  E.  Dacey, 
Mary  A.  Dever, 
Margaret  M.  Dixon, 
Mary  E.  Doyle, 
Clara  B.  Evans, 
Annie  G.  Finan, 
Ida  M.  Fitzgerald, 
Harriet  T.  Foster, 
Mary  E.  Higgins, 
Mary  E.  Howard, 
Mary  A.  Kyle, 
Lizzie  J.  Kyle, 
Catherine  Lythgoe, 
Margaret  S.  T.  Magee, 
Olivia  T.  MarslwU, 
Margaret  J.  McElIeny,. 
Winifred  B.  McGowan, 
Jennie  A.  Mclntire, 
Sarah  L.  Monahan, 
Agnes  G.  O'Brien, 
Evangeline  M.  Kobinson, 
Fannie  Robinsim, 
Ellen  J.  Scannell, 
Mary  Shea, 
Sarah  A.  Steele, 
Carrie  A.  Sullivan, 
Ellen  A.  Tibbetts, 
Margaretta  E.  Watson, 
Catherine  Wilkie. 

HARRIS    SCHOOL, 
Boys. 

Winslow  Blanchard, 
Ulysses  G.  Buckpitt, 
Joseph  P.  Burns, 


Warner  S.  Doane, 
James  W.  Flynn, 
Frederic  K.  Folsom, 
John  H.  Lyons, 
Nathan  Weston. 

Girls. 
Annette  S.  Blaney, 
Mary  E.  Collins, 
Annie  Cox, 
Mary  L.  Folsom, 
Lena  Holkins, 
Julia  F.  O'Connor, 
Marguerite  Putnam, 
Mary  H.  Reid, 
Mary  F.  Rhodes, 
S.  Sophia  Smith, 
Annie  A.  Soule, 
Nellie  M.  Sullivan, 
Susie  B.  Vinal. 


HARVARD    SCHOOL. 
Boys. 

Lincoln  Bolan, 
Francis  S.  Bryant, 
William  ,T.  Coughlan, 
Joseph  J.  Curry, 
Thomas  Fitz  Gerald, 
Cyrus  M.  Flanders, 
Joseph  J.  Hambleton, 
Norman  L.  Hickok, 
Jeremiah  D.  Holland, 
John  S.  Larason, 
Ulysses  G.  Lee, 
William  D.  Livermore, 
John  J.  Mahoney, 
Frank  O.  Melcher, 
John  H.  Murray, 
George  L.  Norris, 
John  H.  Phalan, 
James  T.  Roche, 
Lincoln  H.  Sibley, 
Michael  H.  Wall, 
John  N.  Walters, 
William  W.  Webber, 
George  T.  Wiley. 


DIPLOMAS   OF   GRADUATION. 


60 


Girls. 
Jeannie  L.  Collier, 
Ella  K.  Farnum, 
Anna  S.  Gahm, 
Mary  V.  Gillooly, 
Mary  E.  Griffith, 
Mary  H.  Lawrence, 
Mary  E.  Lynch, 
Nellie  G.  Mannix, 
Helen  G.  Martni. 
Annie  A.  McCarthy, 
Mary  A.  O'Brien, 
Lina  S.  Poor, 
Susan  T.  Power, 
Eleanor  A.  Soper, 
Mary  A.  Sullivan, 
Celia  M.  Tibbetts, 
Helen  L.  Twomey, 
Lilian  A.  Wellington, 
Ida  J.  Wheeler, 
Eleanor  F.  Whiting, 
Ellen  J.  Wren. 

HILLSIDE    SCHOOL. 
Girls. 
Belle  W.  Brown, 
Lucy  M.  Dean, 
Nellie  F.  A.  Finnity, 
Mary  E.  Gately, 
Sadie  H.  Hamilton, 
Georgianna  K.  Houston, 
Clara  M.  C.  Mooney, 
Minnie  G.  Rowe, 
Agnes  Salom, 
Mary  H.  Tarbell, 
Grace  L.  Tucker, 
Lillie  W.  Tucker, 
Annie  Wallace, 
Blanche  Wiieelock. 

LAWRENCE   SCHOOL. 

Boys. 
John  D.  J.  Barry, 
Augustine  J.  Bulger, 
Edward  J.  Calhinan, 
James  A.  Carmody, 


Edgar  P.  Clough, 
William  J.  Cogan, 
John  C.  Conway, 
William  F.  Costello, 
Thomas  M.  Doncgan, 
Martin  L.  Doyle, 
Thomas  I.  Fitzgerald, 
William  C.  Fitzgerald, 
Philip  E.  Gallivan, 
Joseph  F.  Gookin, 
Daniel  J.  Healy, 
Thomas  F.  Hearn, 
John  A.  Hickey, 
John  C.  J.  Holland, 
Patrick  .1.  Kennelly, 
Joseph  P.  Keys, 
Thomas  J.  King, 
Jeremiah  F.  Lane, 
Frank  H.  Magone, 
James  A.  McCarthy, 
James  A.  McDonough, 
William  P.  McGinley, 
Robert  F.  McVey, 
Patrick  J.  ^lurphy, 
Jeremiah  J.  Murray, 
Patrick  J.  Murray, 
Rohert  N.  Murray, 
William  S.  O'Brien, 
Francis  P.  O'Brien, 
Edward  J.  Powers, 
Daniel  J.  Quinn, 
William  J.  Ryan, 
James  Sullivan, 
James  P.  Waldron, 
Francis  J.  Wilkinson. 

LEWIS    SCHOOL 
Boys. 
Francis  D.  Balderston, 
Valentine  Bower, 
Edwin  E.  Chesley, 
Joseph  II.  Clasby, 
Charles  F.  Curtis, 
diaries  F.  Devine, 
Robert  .\.  Greene, 
Rifhard  O.  Ilardinir, 


70 


SCHOOL  DOCUMENT  NO.   27. 


Arthur  C.  Harvey, 
Russell  S.  Holt, 
Benjamin  D.  Lane, 
Samuel  G.  Learned, 
George  A.  Lothrop, 
William  F.  Macarty, 
Jessie  F.  Phelps, 
Melville  Prentiss, 
William  T.  Way, 
Edward  W.  Whiton. 

Girls. 
Grace  K.  Barrett, 
Elizabeth  Bower, 
Sarah  M.  Chase, 
Sarah  A.  Colton, 
Amy  T.  Cooper, 
Emma  E.  Curtis, 
Mary  Foley, 
Lizzie  C.  Hanney, 
Clara  F.  Hentz, 
Delia  F.  Hicks, 
Edith  M.  Hobbs, 
Helen  G.  Jacobs, 
Fannie  E.  Merriam, 
Nellie    L.  Miller, 
Gertrude  O'Brien, 
Anna  Belle  Perry, 
Grace  W.  Pulsifer, 
Annie  E.  Ryan, 
Ellen  J.  Ryan, 
May  N.  Stacy, 
Hattie  M.  Sutherland, 
Lillie  B.  Smitli, 
Mary  E.  Turner, 
Lillian  W.  Willis. 

LINCOLN   SCHOOL. 

Boys. 

William  H.  Atkinson, 
Louis  W.  Britt, 
James  R.  Burns, 
John  F.  Egan, 
Joseph  A.  Frizzcll, 
Thomas  J.  Gorman, 
Wilson  A.  Gardner, 


John  F.  Gunn, 
Ernest  B.  Holmes, 
Frank  H.  Hubbard, 
William  B.  Kilner, 
Charles  C.  Laughton, 
Hooker  McDonough, 
Charles  P.  Mooney, 
Harry  M.  Murdough, 
John  D.  Paige, 
William  H.  Porter, 
Wallace  H.  Ransom, 
Thomas  F.  Reddy, 
Henry  L.  Roberts, 
Harrison  A.  Souther, 
Henry  Souther,  Jr. 

LOWELL   SCHOOl 
Boys. 
Thomas  Carberry, 
William  B.  Decatur, 
Charles  E.  Endres, 
William  J.  Johnston, 
James  A.  Killion, 
John  A.  Mandell, 
William  W.  Morse,  Jr., 
Peter  Norton, 
Ulysses  S.  G.  Rawlings, 
Julius  O.  Roth, 
Albert  J.  Scales, 
George  L.  Schmidt, 
William  H.  Shaw, 
Edward  A.  Shay, 
Albert  F.  Urban, 
William  E.  Young. 

Girls. 
Lena  A.  Aechtler, 
Sarah  P.  Allison, 
Minnie  R.  Atwood, 
Edith  F.  Blake, 
lima  G.  Browne, 
Georgie  A.  Carman, 
Mary  E.  Chick, 
Ellen  J.  Curley, 
Mary  R.  Darke, 
Carrie  A.  Frederick, 


DIPLOMAS   OF   GRADUATIOX. 


71 


Goldie  Greenberg, 
Kate  L.  Henry, 
Blanche  B.  Howe, 
Mary  E.  Johnson, 
Julia  E.  Keough, 
Ida  M.  Miller, 
Emma  E.  Morse, 
Mary  A.  Neal, 
Kate  H.  Packard, 
Bessie  B.  Seaverns, 
Louisa  C.  Simons, 
Elizabeth  C  St.  Amant. 
Emma  M.  Stott, 
Maude  W.  Sullivan, 
ilary  E.  Tarpey, 
Mary  L.  TirrcU, 
Lura  F.  Wliitmarsh. 


LYMAN    SCHOOL. 
Boys. 

James  L.  Adamson, 
John  Clifton, 
William  0.  Hall, 
Samuel  R.  S.  Harding, 
Charles  E.  Lindergreen, 
Edward  C.  Mansfield,   • 
Frank  W.  Perkins, 
Waldo  N.  Sanders, 
Robert  J.  Sullivan, 
Charles  C.  Turner, 
A I  ward  C.  Walker. 

Girls. 

Xellio  M.  Coombs, 
Bertha  J.  Emery, 
Kate  I.  Fraser, 
Ella  F.  Grant, 
Annie  Harding, 
Maria  Hegarty, 
Sarah  H.  Jones, 
Annie  L.  Morris, 
Maggie  L.  Smithy 
Mary  C.  Smith, 
Lizzie  M.  Tracy. 


MATHER   SCHOOL. 
Boys. 
George  H.  Collyer, 
Thomas  A.  Fox, 
Albert  G.  Glover, 
Malcolm  U.  W.  Greene. 
Richard  J.  Mackin, 
James  P.  F.  O'Neil, 
John  E.  Sullivan. 

Girls. 
Carrie  S.  Barry, 
Mary  C.  Bird, 
Mary  L.  Bird, 
Ina  F.  Cook. 
Edith  M.  Elms, 
Abbie  F.  Elms, 
Jennie  A.  Glover, 
Norah  F.  Murphy, 
Jennie  A.  Reed. 


MIXOT   SCHOOL. 

Boys. 

Walter  H.  Bowker, 
William  Emerson, 
Frederick  A.  Frizcll, 
James  D.  Gordon, 
Thomas  F.  Hurley, 
Elmer  P.  Oakman, 
J.  Herbert  Taylor. 

Girls. 
Fannie  S.  Baxter, 
Nellie  M.  Frost, 
Minnie  R.  Leavitt, 
Isabelle  B.  Moseley, 
Edith  J.  Temple. 


MT.    VERNON    SCH(^(^L 

Hoys. 
Francis  IVL  Cobb, 
Fred  D.  Long, 
Ernest  S.  May. 


72 


SCHOOL   DOCUMENT   NO.   27. 


Girls. 

Lizzie  F.  Coigan, 
Mary  W.  Lougee. 

NORCROSS    SCHOOL. 
Girls. 
Susan  Bernhard, 
Ellen  F.  Buckley, 
Mary  E.  Carroll, 
Elizabeth  A.  Clark, 
Winifred  M.  Clarkson, 
Elizabeth  A.  Coffee, 
Ida  M.  Condon, 
Mary  E.  Condon, 
Mary  A.  Corcoran, 
Mary  Currie, 
Bridget  C.  Doherty, 
Alice  M.  Donahoe, 
Agatha  T.  Dubois, 
Rebecca  M.  Dwyer, 
Margaret  A.  Foley, 
Charlotte  E.  Ford, 
Mary  I.  Gallivan, 
Mary  J.  Gal v in, 
Fannie  A.  Gault, 
Mary  J.  Hayncs, 
Annie  M.  Holland, 
Mary  T.  Holland, 
Selina  Hurst, 
Sarah  J.  Hutchinson, 
Mary  E.  Kelly, 
Mary  F.  Look, 
Sarah  J.  McCarthy, 
Hannah  A.  McGrath, 
Sarah  A.  G.  McGrath, 
Nellie  B.  Murphy, 
Elizabeth  G.  O'Conner, 
Mary  Louisa  A.  Plunkett, 
Mabel  Frances  Pond, 
Annie  E.  Smith, 
Isabelle  J.  Smith, 
Mary  Louisa  Smith, 
Nora  T.  Spillane, 
Caroline  M.  Walsh, 
Frances  Wezansky, 
Adaline  G.  Whitney. 


PHILLIPS    SCHOOL. 
Boys. 
John  E.  Brayman, 
Francis  E.  Burke, 
Fred  E.  Cobb, 
James  H.  Earle, 
William  E.  Flood, 
Frank  W.  Geer, 
Frank  L.  Goddard, 
Francis  J.  Holland, 
Charles  Howard, 
Oscar  A.  Johnson, 
Albert  E.  Leon, 
Edwin  S.  Martin, 
Cornelius  A.  McGreenery, 
Henry  McKirdy, 
Carl  N.  MoUer, 
John  J.  Nolan, 
George  H.  Pease, 
Edward  J.  Riley, 
William  H.  Roach, 
Charles  B.  Roberts, 
Jacob  A.  Schneider, 
Charles  Sears, 
Frank  A.  Seib, 
John  W.  Shanley, 
John  M.  Sullivan, 
Edward  P.  Watson, 
William  J.  Williams. 


PRESCOTT  SCHOOL. 

Boys. 

Frank  S.  Barnes, 
Fred  W.  Baxter, 
Fred  L.  Burbeck, 
John  H.  Clancy, 
Harry  B.  Clark, 
Thomas  M.  Dundon, 
Howard  D.  Fillebrown, 
John  F.  Fitzgerald, 
Wm.  J.  Jordan,  Jr., 
Duncan  Kennedy, 
Arthur  C.  Mills, 
Edward  B.  Reddy, 
Arthur  L.  Spofford, 


DIPLOMAS   OF   GRADUATION. 


73 


Edward  B.  West, 
Amos  E.  Woodward. 

Girls. 
.Annie  \.  Berry, 
Jennie  Blair, 
Ada  L.  Burgess, 
Mabel  O.  Faunce, 
Annie  F.  McMahon, 
Eva  M.  Stevens, 
Ella  G.  Stirason, 
Minnie  E.  Ward, 
Carriehelle  Williams, 
Florence  X.  Wyman. 

PRINCE    SCHOOL. 
Boys. 
Howard  W.  Cook, 
Sanmel  C  Gould, 
Albert  H.  C.  Mitchell, 
Charles  S.  Sprague, 
Joseph  Vila, 
Charles  W.  Whittier, 
Artliur  S.  Williams. 

Girls. 
Mary  A.  Bacon, 
Mattie  H.  Burgess, 
Mary  A.  Fitch, 
Laura  Henshaw, 
Mary  E.  Kimball, 
Maud  E.  Stearns, 
Lillian  T .  Thorndike, 
.Margaret  B.  Tower, 
Elise  A.  West, 
Grace  B.  Winch. 

QUINCY  SCHOOL 
Boys. 
Frank  J.  Barry, 
Albert  L.  Buzzell, 
John  B.  Coleman, 
John  A.  Cronin, 
William  II.  Crowley, 
William  Daniels, 
.John  .1.  Doherty, 


Nicholas  D.  Drummey, 
Bartholomew  .J.  Evans, 
Daniel  F.  Falvey, 
James  W.  Graham, 
Michael  H.  Hogan, 
William  E.  Hurley,  Jr., 
John  P.  J.  Kelly, 
John  S.  Lee, 
Henry  Levi, 
Maurice  Levi, 
William  J.  Mulhall, 
Timotliy  J.  Murphy, 
Andrew  F.  Quinn, 
William  D.  J.  Ring, 
Nicholas  .\.  ScoUard, 
Patrick  J.  Shea, 
Abram  Smith, 
Edward  L.  Sullivan. 

RICE   SCHOOL, 

Boys. 

Frank  D.  Adams, 
Sigmond  B.  Alexander, 
Charles  S.  Baxter, 
Phil  S.  Baxter, 
Hermon  L.  Beal, 
Edwin  S.  Bennett, 
Charles  A.  Boyden, 
Walter  C.  Brice, 
Frank  G.  Burgess, 
George  Bush, 
Charles  Yj.  Carruth, 
George  A.  Carter, 
Charles  H.  Cass, 
Henry  E.  Claus, 
John  C.  Codman, 
Arthur  Comer, 
Gilbert  H.  Cummings, 
Fred  F.  Cutler, 
Frank  F.  Cutting, 
Thomas  V.  Dean, 
George  F.  Doherty, 
Henry  A.  DoJierty, 
John  J.  Doherty, 
John  E.  Driscoll, 
Wilton  B.  Fay, 


74 


SCHOOL   DOCUMENT   NO.    26. 


Charles  F.  Foss, 
John  P.  Gateley, 
Arthur  B.  Gilmore, 
Ernest  B.  Gordon, 
Jon.  E.  Hamblen, 
Eobert  F.  Herrick, 
Joseph  Hecht, 
Fred  M.  Jackson, 
George  II.  Jacobs, 
Harry  Jones, 
Charles  A.  Ladd, 
William  G.  Lash, 
William  H.  Lawrence, 
Hugh  J.  Lee, 
Peter  C.  Lichter, 
F.  James  Maguire, 
Bertram  C.  Mayo, 
Edward  R.  Metcalf, 
Albert  C.  Meyer, 
Ambrose  W.  Moriarty, 
Jacob  R.  Morse, 
William  E.  Newman, 
Frederic  T.  Parker, 
Henry  T.  Parker, 
Eli  Perry, 
Joseph  E.  Phelan, 
Herbert  W.  Pickett, 
Harold  H.  Plummer, 
William  E.  Putnam, 
Jeffrey  Richardson, 
Lon  Smith, 
Maurice  Stern, 
Charles  Strauss, 
George  C.  Thomas, 
Frank  A.  Warfield, 
Fred  G.  White, 
George  O.  Willis, 
Theodore  P.  Wolf. 

SHERWIN  SCHOOL 
Boys. 
Walter  E.  Arnaud, 
Harry  E.  Brown, 
Alonzo  B.  Cook, 
Henry  V.  Cunningham, 
William  E.  Curley, 


John  C.  Deery, 
Alonzo  B.  Drisko, 
James  W.  Eagan, 
Robert  K.  Eaton, 
T.  Edward  Eaton, 
Henry  Ehrlich, 
Gordon  F.  Ervin, 
John  P.  Heintz, 
Andrew  F.  McGettrick, 
Thomas  F.  McGrady, 
J.  Russell  Mead, 
William  H.  Murphy, 
James  M.  Quinn, 
G.  Ellis  Reed, 
James  J.  Shea, 
Joseph  W.  Spenceley, 
John  Williams, 
Alfred  C.  Xavier. 

Girls. 
Elizabeth  C.  Aherin, 
Emma  M.  Bleiler, 
Gertrude  E.  Crowe, 
Emma  L.  Deuel, 
Ettie  L.  Deuel, 
Minnie  L.  Emery, 
Lydia  Euerle, 
Mary  E.  Finnerty, 
Ada  I.  Flint, 
Inia  L.  Eraser, 
Sarah  J.  French, 
Amelia  Heintz, 
Nellie  L.  Lamb, 
Katie  A.  Lambert, 
Katie  A.  Murphy, 
Etta  Paddleford, 
Carrie  L.  Pierce, 
Mary  L.  Stratton, 
Nina  G.  Wiggin, 
Jennie  G.  Willoughby, 
Mary  E.  Wise, 
Abbie  C.  White, 
Elizabeth  C.  White, 
Abbie  M.  Whitman. 


DIPLOMAS   OF   GRADUATIOX. 


75 


SHURTLEFF  SCHOOL. 

Girls. 
Alice  E.  Austin, 
Nina  Ballard, 
Alice  I.  Bell, 
Lillian  W.  Brown, 
Sallie  W.  Brownell, 
Maggie  A.  Carroll, 
Annette  G.  Carroll, 
Mary  F.  Cheney, 
Mary  A.  Chrimes, 
Helen  M.  Clark, 
Mary  J.  Cunningham, 
Etta  E.  Ehvell, 
Annie  V.  Fitzgerald, 
Lucy  V.  Fowler, 
Katie  J.  Giblin, 
Susie  W.  Goodwin, 
Jennie  G.  Goss, 
Joanna  F.  Hearn, 
Emma  L.  Herrick, 
Ada  F.  Hinckley, 
Mary  E.  Hutchinson, 
Minnie  A.  Kendall, 
Xellie  M.  Landers, 
Annie  I.  Mansfield, 
Isabel  L.  Marlowe, 
Lizzie  M.  McCabe, 
Lizzie  M.  McCarty, 
Annie  J.  McGinnis, 
Mary  E.  Mclntosli, 
Grace  A.  Means, 
Lizzie  E.  Morrill, 
Lizzie  B.  Mulcahy, 
Mary  A.  Murphy, 
Mattie  M.  Nichols, 
Annie  C.  O'Connell, 
Mary  M.  O'Hearn, 
Mary  A.  O'Keefe. 
Maggie  T.  O'Malley, 
Carrie  K.  Osgood, 
Georgietta  S.  Poulin, 
Katie  Priestman, 
Iilalia  \..  I'rovan, 
Camilla  E.  Kull, 
Alice  J.  Sargent, 


Addie  G. 

Simmons, 

Jennie  S 

Spooner, 

Carrie  0 

Sutter, 

Grace  L. 

Tucker, 

Helen  L. 

Tufts, 

Rachel  A 

.  Urann, 

Carrie  N. 

Wiggin, 

Carrie  E. 

Willcox, 

Hattie  E. 

Wilson. 

STOUGHTON  SCHOOL 
Boys. 
Harvey  F.  Chase, 
John  L.  Farrell, 
Edward  J.  IMcGovern, 
Leon  P.  Hallett, 
Charles  W.  Karcher, 
George  I.  Robinson,  Jr., 
Herbert  A.  Watson. 

Girls. 
Mary  B.  Churchill, 
Minnie  E.  Gaskins, 
Emma  I.  Oilman, 
Nellie  T.  McGoorty, 
Maggie*P.  Shea, 
Henrietta  G.  Starrett, 
Helen  A.  Sullivan, 
Almira  F.  Swan, 
Ella  B.  Taylor, 
Mary  E.  Tucker. 

TILESTON  SCHOOL. 
Boys. 

George  J.  Grossman, 
James  S.  (iray, 
Tliomas  F.  Thompson. 

Girls. 
Ida  D.  Grossman, 
Ellen  M.  A.  Thompson. 

WAKHEX  SCHOOL. 
Boys. 
James  W.  .Austin, 
Harry   B.  Brackett, 


76 


SCHOOL   DOCUMENT   NO.    27. 


Royal  C.  Burckes, 
Charles  F..  Cogswell, 
Frank  F.  Dcrlw, 
Stillman  R.  Dunham, 
Clarence  T.  Fernald, 
Stephen  A.  Fitzgerald, 
Charles  M.  Frye, 
John  A.  McBrirle, 
Liician  J.  Priest, 
Arthur  A.  Rand, 
Walter  J.  Squire, 
James  J.  Sullivan, 
James  P.  Wright. 

Girls. 

Josephine  E.  Adams, 
Georgiana  E.  Blood, 
Susan  W.  Coleman, 
Lizzie  F.  Flanagan, 
Mary  A.  Haviland, 
Maggie  A.  Kearney, 
Delia  Kelley, 
Grace  L.  Lovejoy, 
Hattie  L.  Rhea, 
Ellen  A.  Shaw, 
Mary  A.  Stacey, 
Susan  R.  White, 
Evelyn  S.  Wyman. 

WELLS   SCHOOL 
Girls. 
Winnifred  I.  Atchison, 
M.  Ella  Beatty, 
Joanna  E.  Brick, 
Kate  A.  Burns, 
Mary  A.  Coffin, 
Katie  G.  Fallon, 
Martha  E.  Farrar, 
Nellie  J.  Fay, 
Gertrude  F.  Gindrell, 
Mary  A.  Jordan, 
Grace  W.  Kendall, 
Nettie  Latz, 
Clara  B.  Le  Gallee, 
Sarah  F.  Mallen, 
Bessie  M.  Moore. 


Mary  A.  Murphy, 
Augusta  Myers, 
Gertrude  C.  Rogers, 
Annie  Stahl, 
Mary  E.  Smith, 
Katie  A.  Sullivan, 
Mary  A.  Sweeney. 

WINTHROP  SCHOOL., 

Girls. 
Laura  Alinosnino, 
Fannie  E,  Bennett, 
Sarah  E.  Bridge, 
Bessie  S.  Brown, 
Mary  G.  Canney, 
Mary  E.  Carroll, 
Emily  L.  Chamberlin, 
Mary  F.  Collins, 
Maggie  E.  Connor, 
Josephine  B.  Coughlin, 
Margaret  I.  Cushnie, 
Katie  M.  Deasey; 
Emma  F.  Dennis, 
Mary  A.  Donoclift, 
Edith  M.  Fisher, 
MoUie  Fuller, 
Jennie  H.  Green, 
Gertrude  M.  Hatch, 
Georgie  M.  Howe, 
Isabel  F.  Hyams, 

Lillie  L.  Leary, 

Ida  Louis, 

Lillie  H.  Lundquist, 

Agnes  F.  Lynch, 

Annie  G.  Lyons, 

Alice  M.  Maloney, 

Ida  Manheimer, 

Rosalie  Marzynski, 

Nellie  A.  McDonough, 

Frances  C.  McNamara, 

Lizzie  Murphy, 

Nellie  A.  Murphy, 

Caroline  F.  Nichols, 

Addie  L.  Nye, 

Nellie  A.  O'Connor, 

Mary  L.  Olsson, 


DIPLOMAS   OF   GRADUATION. 


77 


Mary  D.  Partheiniuller, 
Editli  M.  Pease, 
Martha  A.  H.  Pickens, 
Kditli  Pope, 
Catherine  S.  Kay, 
CUira  E.  F.  Roive, 
Clementina  M.  G.  Ryan, 
Kniilie  Seliulz. 


Nellie  T.  Shea, 
Miriam  Shoninger, 
Mary  E.  Troy, 
Louise  Twickler, 
Mary  B.  Washintrton, 
Flora  I.  AVatts, 
AbbieE.  Wilbur, 
Lottie  C.  Williams. 


ROSTER 

OF     THE 

BOSTON  SCHOOL  REGIMENT 

1880. 


B  O  S  T  E  R 


BOSTON     SCHOOL     REGIMENT 


1879-80. 


Colonel.  — William  A.  Whitney  (English  High  School). 
Lieutenant-Colonel. — P'rcdorick  H.  Darling  (Latin  School). 

FIRST  BATTALION. —LATIN  SCHOOL. 

Major.  — Edwin  E.  Jack. 
Adjutant.  —  William  A.  Hayes. 
Quartermaster.  — J.  Henry  Williams. 
Sergeant- Major.  —  Thaddciis  W.  Harris. 

Company  A. 

Captain.  — William  W.  Fenn. 

First  Lieutenant.  —  Francis  W.  White. 

Second  Lieutenant.  —  Hartley  F.  Atwood. 

COMPAXY    B. 

Captain.  — Charles  B.  Moseley. 
First  Lieutenant.  — Joseph  Andrews. 
Second  Lieutenant.  — George  V.  Crocker. 

Company  C. 

Captain.  —  George  A.  Stewart. 

First  Lieutenant.  —  Brainard  A.   Andrews. 

Second  Lieutenant.  — Loren  E.  Griswold. 

Ct)MI'ANY    I). 
Captain.  —  Henry  B.  Twombly. 
First  Lieutenant.  —  Horatio  N.  Glover. 
Second  Lieutenant. — Lonis  L.  Jackson. 


82  SCHOOL  DOCUMENT  NO.   27. 


Co Jl PANT    E. 

Captain. — J.  Arthur  W.  Gooflspecd. 
First  Lieutenant.  —  John  A.  Noonan. 
Second  Lieutenant.— Hhoma.'i  A.  Mullen. 

Company  F. 

Captain.  — Frank  E.  Butler. 

First  Lieutenant. — Fredcriek  A.  Whitney. 

Second  Lieutenant.  —  Jiunasii.  Garratt. 


SECOND  BATTALION. —ENGLISH  HIGH  SCHOOL. 

Major. — G.  W.Benedict. 
Ailjutant.  —  E.  F.  Smith. 
Quartermaster.  —  k.  H.  Bowman. 
Sergeant-Major.  —  H.  Leadbetter. 

Company  A. 
Captain.  — G.  H.  Waterliouse. 
First  Lieutenant.  —  G.  H.  Pigott. 
Second  Lieutenant.—^.  I.  Adams. 

Company  B. 

Captain.  —  J.  F.  Brown. 

First  Lieutenant. — W.  Desmond. 

Second  Lieutenant.  —  W.  11.  Morris. 

Company  C. 

Captain. —  A.  C.  Tilden. 

First  Lieutenant. — J.  L.  Hartshorn. 

Second  Lieutenant. — G.  W.  Ladd. 

Company  D. 

Caj^tain.  —  M.  J.  O'Brine. 
First  Lieutenant.  — I.  Hilton. 
Second  Lieutenant. — H.  Barber,  jr. 


THIKD  BATTALION.  —  ENGLISH  HIGH  SCHOOL. 

3Iajor.  —  A.  W.  Childs. 
Aljutant. — F.  W.  Sprague. 
Quartermaster. — J.  H.  Huddleston. 
Sergeant- Major.  —  H.  S.  Tufts. 


ROSTER   OF   REGIME.NT.  83 


•        Company  A. 

Captain.  —  W.  P.  McNary. 

First  Lieutenant. — A.  H.  Kdgers. 

Seiond  Lieidenant. —\\ .  H.  Dawes. 

Company  1>. 

Captain.— li.  S.  Dix. 

First  Lieutenant.  — F.  A.  Crawford. 

Second  Lieutenant.  —  E.  B.  Tliaxter. 

CO.MPAKY    C. 

Captain.—  H.  L.  Bird. 

First  lAeatenant. — T.  H.  11.  Kniglit. 

Second  Lieutenant. — J.  S.  Leach. 

Company  1). 

Captain.— C  E.  Freneli. 

First  lAeutenant.  —  W.  N.  Scliniidt. 

Second  Lieutenant. — N.  Ward. 


FOURTH  BATTALION. 

Major.  —  C  L.  Russell  (Koxl)ury  Ligli  School). 
Adjutant.— V-..  F.  Weld  (Koxlmry  Latin  School). 
Quartermaster. —  I.  H    Wild  (Huxhury  llij-h  School). 
Sergeant- Major.— Q.  G.  Wells,. jr.  (Koxbury  Latin  School). 

Company  A. — Roxbuhy   11u;ii   School. 
Captain.— ¥.  E.  Blaisdell. 
First  Lieutenant.  —  Wm.  A.  Small. 
Second  Lieutenant. — Wm.  Emmonds. 

Company  B.  —  Dorche8Ti:k  High  School. 
Captain. — F.  M.  Green. 
First  Lieutenant. — J.  C.  Hin;.?. 
Second  Lieutenant.  — W.  H.  Weeks. 

Company    C.  —  Koxulry    Hum  School. 
Captain.  —  B.  T>.  Chandler. 
First  lAeutenant. — Gen.  A.  Hihbard. 
Second  Lieutenant.  —Edgar  A.  Josselyn. 

Company    1).  —  Koxhiry  Latin  School. 
Captain.  — Hollis  Webster. 
First  Lieutenant.  —  Edw.  Cudworth. 
Second  Lieutenant.  —  Silas  Elliot. 


g4  SCHOOL  DOCUMENT   NO.   27. 

Company  E. — IJoxbury  Latin-    School. 
Captain.  —J.  H.  Spoffonl. 
First  Lieutenant.— C.  E.  Guild. 
Second  lAentenunt.  —  Wixrrpn  Hastings. 

Company  F.  —  Ciiaulestoavn  High  School. 
Cajitain.  —  F.  C.  Ward. 
First  Lie)ite)ia//t.  —John  H.  Welch. 
Second  Lieutenant.  —  Wni.  H.  Burke. 

Company  G.— Brighton  High  School. 

Captain.— F.  F.  Harding. 

First  Lieutenant.  —  G.  A.  Brock. 

Second  Lieutenant. —  C.  E.  Trowhridge. 

Company  H.  —  Wkst  Uoxbury  High  School. 

Captain.  —  J.  B.  Shea. 

First  Lientenant. —\i.  S.  Hyde. 

Second  Lieutenant.  —  H.  N.  Davis. 


APPENDIX 


THIRTY-SEVENTH  SEMI-ANNUAL  REPORT 


^upcriiitnikut  of  %Wk  ^c1jd01s 


Boston  Public  Schools, 
Superintendent's  Office,  March  1,  1880. 

To  the  ScJiool  Committee: — • 

I  respectfully  present  my  fourth  report,  the  thuty- 
seventh  semi-annual  report  of  the  Superintendent  of 
Public  Schools. 

On  the  first  afternoon  of  the  school  year  the  Pri- 
mary teachers  met  me  at  my  request.  I  \Yished  to 
inform  them,  officially,  of  their  being  transferred 
from  the  charge  of  the  Grammar  masters  to  that  of 
three  Supervisors,  Messrs.  Tweed,  Mason,  and  Kneel- 
and.  Mr.  Tweed  took  those  of  the  Second  and 
Third  Divisions,  and  half  of  those  of  the  Fourth  and 
Eighth.  Mr.  Mason  took  those  of  the  First  and 
Fifth  Divisions,  half  of  those  of  the  Fourth  and 
Eighth,  and  those  of  one  district  of  the  Seventh. 
The  rest  of  the  Seventh  and  the  whole  of  the  Sixth 
and  Ninth  Divisions  were  taken  by  Mr.  Kneeland. 
It  seemed  desirable  not  only  to  announce  this  change, 
but  to  explain  Avhy  it  was  made;  and  this  I  attempted 
by  setting  forth  the  importance  of  Primary  instruc- 
tion, and  the  advantages  of  rendering  it  an  inde- 
pendent grade.  [NTo  rupture  between  the  teachers 
and  their  former  principals  found  any  jilnce  in  my 
counsels.     On  the  contrary,  I  urged  the  maintenance 


4  SUPERINTENDENT'S   REPORT. 

of  friendly  relations  in  all  cases,  and  even  of  depend- 
ent relations  in  cases  of  too  great  emergency  to  be 
referred  to  the  Supervisors.  Teachers,  especially 
public-school  teachers,  are  the  better,  as  I  said,  for 
one  another's  advice  and  support,  and  there  is  no 
such  superfluity  of  either  in  our  system  as  to  justify 
indiiference  or  separation  on  any  side.  I  tried  to 
show  how  the  Supervisors  could  relieve  the  Primary 
Schools.  First,  they  would  give  them  almost  exclu- 
sive attention,  and  thus  would  see  and  meet  their 
wants  independently  of  other  schools.  ISText,  they 
would  give  them  greater  unity,  partly  because  of 
their  being  fcAver  in  number  than  the  masters,  but 
chiefly  because  of  their  thorough  agreement  as  to 
the  principles  on  which  they  were  to  act,  and  on 
which  they  would  ask  the  teachers  to  act  with  them. 
The  Supervisors  then  spoke  for  themselves,  saying 
that  their  present  responsibility  was  not  of  their 
seeking,  but  that  they  hoped  to  fulfil  it  to  the  benefit 
of  both  teachers  and  children. 

Of  this  meeting  I  can  report,  ^t  least,  that  it 
looked  like  a  fair  beginning.  The  sundering  of  the 
tie  between  Pi-imary  and  Grammar  Schools  had  not 
been  hailed  with  excessive  hopefulness.  Principals 
accustomed  to  authority  were  naturally  loth  to  part 
with  it;  some,  on  their  own  account;  others,  on  that 
of  the  schools  which  seemed  to  need  them.  I^ot 
one,  so  far  as  I  know,  regarded  the  movement  as 
wise;  while  more  than  one  spoke  of  it  as  an  act  of 
folly.  These  opinions  were  reflected,  of  course,  by 
the  majority  of  subordinate  teachers.  ISTot  onlj^  from 
the  principal's  point  of  view,  but  from  their  own,  the 


APPENDIX.  5 

present  position  was  wra])pecl  in  nncertainty.  They 
did  not  fancy  changing  the  habits  which  had  been 
formed  in  dependence  npon  the  Grammar  Schools 
for  those  which  comparative  independence  Avonld 
require.  There  were  some  new  methods  of  instruc- 
tion in  the  air,  and  whatever  they  were  they  fore- 
boded clouds  instead  of  sunshine.  The  past  was 
clear,  the  future  dim,  and  growing  dinmier.  But 
when  we  met,  four  hundred,  face  to  face,  and  com- 
pared our  hopes  rather  than  our  fears,  it  seemed  as 
if  the  hopes  were  rational. 

These  bi'ighter  anticipations  have  been  confirmed. 
It  is  too  soon  to  congratulate  ourselves  on  their 
realization.  Premature  claims  of  success  are  as  inju- 
dicious as  premature  predictions  of  failure.  But  this 
much  may  be  said,  even  now,  that  the  movement  has 
not  failed.  Few  principals  think  it  has ;  fewer  teach- 
ers, or  fewer  proportionally,  think  it  has.  Let  us  see 
why  it  has  not. 

First,  because  it  has  given  the  Primary  Schools 
greater  independence.  They  and  their  work  have 
been  placed  where  they  may  feel  more  confidence  in 
it,  and  it  may  have,  so  to  speak,  more  confidence  in 
them.  If  the  work  is,  as  ahnost  everybody  admits, 
the  most  responsible  in  the  whole  range  of  education, 
then,  surely,  it  needs  its  own  instruments;  that  is,  its 
own  schools,  its  own  courses,  its  own  teachers,  inde- 
pendently of  those  belonging  to  any  other  work. 
This  is  just  what  our  Primary  instruction  is  getting 
under  the  existing  arrangement,  and  if  it  gets  this, 
and  keeps  this,  it  has  not  merely  the  presage,  but 
the  possession  of  indeiiendence. 


6  SUPERINTENDENT'S  REPORT. 

Independence  of  grade  promotes  independence  of 
teachers  employed  in  it.  A  Primary  teacher  has 
hitherto  labored  under  a  yoke,  if  we  may  use  the 
word  good-naturedly,  in  some  degree  heavier  than 
that  of  any  other,  simply  because  she  has  been  in  a 
grade  subordinate  to  the  grade  above  it.  Of  her  sub- 
ordination to  a  principal  there  is  nothing  to  be  said 
regretfully;  but  to  be  subordinate  to  the  head  of  the 
school  in  which  one  is  teaching  is  a  very  different 
matter  from  being  subordinate  to  the  head  of  a  sepa- 
rate school;  and  it  is  subordination  of  this  sort  in 
which  Primary  teachers  have  been  placed.  Even 
where  a  principal  has  been  perfectly  impartial  himself, 
he  has  been  driven  to  a  partial  course  by  the  necessi- 
ties of  his  position,  involving,  as  they  have  done,  the 
sacrifice  of  Primary  interests  to  Grammar  rather  than 
of  Grammar  to  Primary.  In  no  respect  has  this  worked 
worse  than  in  making  Primary  teachers  feel  helpless 
as  they  have  seen  themselves  and  their  pupils  swept 
on  by  a  resistless  system.  Self-reliance  has  naturally 
dwindled.  Let  it  grow,  as  it  has  recently  found 
opportunity,  and  we  shall  wonder  how  we  could  ever 
have  been  content  with  the  stubble  to  which  teachers 
have  been  confined. 

With  more  self-reliant  teachers  there  will  be  more 
self-reliant  pupils.  These,  too,  are  needed,  and  espe- 
cially in  the  schools  which  are  forming  opinions  and 
habits  for  life.  Self-reliance  is  death  to  mechanism. 
It  destroys  it  both  inwardly  and  outwardly,  sets  -the 
mind  free  to  act  as  mind,  and  even  sets  the  body  free 
to  move  or  rest  as  nature  wills.  Who  ever  saw  a 
class  of  little  children  in  position,  as  it  is  called,  with 


APPENDIX.  7 

their  heads,  hands,  and  feet  in  line,  and  kept  there 
till  they  mnst  have  ached,  without  wishing  to  break 
the  spell?  It  has  been  broken  in  most  of  our  Primar}'^ 
Schools.  Children  are  allowed  to  be  children.  They 
are  not  ungovcrned;  but  they  are  unoppressed. 
Their  impulses  are  respected,  their  errors  are  cor- 
rected rather  than  di'iven  in,  and  thus  the  life  without 
expi'esses  instead  of  concealing  the  life  within.  This 
helps  them  to  help  themselves.  It  gives  them  the 
consciousness  of  power  as  well  as  of  weakness,  and 
encourages  them  to  do  what  they  feel  as  well  as  learn 
to  be  their  duty. 

As  a  necessary  consequence  of  greater  self-reli- 
ance there  is  greater  interest  among  both  teachers 
and  pupils.  The  three  half-years  during  which  my 
acquaintance  with  Primary  Schools  was  ripening  did 
not  give  me  as  many  proofs  of  individual  enthusiasm 
as  I  have  seen  during  the  fourth  half-year  now  ended. 
Teachers  have  exerted  themselves  in  new  ways  as 
well  as  in  old  ones.  Pupils  have  dropped  their  list- 
lessness,  and  read  or  written  or  spoken  with  almost 
as  much  eagerness  as  if  they  were  at  play.  They 
like  their  lessons,  and  yet  more  the  spirit  they  are 
not  merely  suffered  but  excited  to  put  into  them. 
One  aids  another,  and  the  class  is  full  of  a  common 
interest  which  cannot  but  be  good  for  all  who  share 
in  it.  Can  we  do  better  than  interest  these  bo3^s  and 
girls'?  We  want  them  to  learn,  and  there  is  nothing- 
more  cei'tain  to  make  them  than  the  love  of  leai'uing. 
Give  them  that  in  the  beginning,  and  it  will  last  as 
they  go  on  through  all  their  childhood  and  into  the 


8  SUPERINTENDENT'S  REPORT. 

full  flush  of  life.  It  is  like  the  dawn  which  ensures 
the  noon. 

The  noon,  however,  is  not  yet  in  these  schools. 
Self-reliance  and  enthusiasm  are  but  shadowed  forth 
by  the  advance  of  the  past  six  months.  Six  months 
more,  and  six  times  six,  must  come  and  go  before  we 
can  say  that  what  was  at  any  time  left  undone  has 
been  done. 

The  promotions  at  the  beginning  of  February  gave 
fresh  proof  of  the  advantage  of  treating  the  Primary 
Schools  independently.  Instead  of  sending  up  as 
many  as  were  needed  to  fill  vacancies  in  the  Gram- 
mar Schools,  and  refilling  the  upper  Primary  classes 
with  large  numbers  from  the  lower  before  their  time, 
the  Supervisors  promoted  those  only  whose  attain- 
ments or  whose  age  rendered  them  better  fitted  for 
the  higher  ranks.  I  have  asked  them  to  give  their  own 
account  of  these  proceedings,  and  commend  it  to  the 
consideration  of  the  committee.  Some  day,  I  trust, 
the  February  promotions  will  cease  to  be  obligatory. 
Annual  transfers  of  masses  of  ^^upils  are  enough; 
semi-annual  are  too  many. 

The  Primary  course  of  study  remains  as  adopted 
by  the  committee  in  the  summer  of  1878.  Some 
parts  of  it  are  differently  handled.  Reading,  writ- 
ing, and  language  have  been  taught,  especially  to 
beginners,  in  what  is  to  us  a  new  way;  but  it  is  an 
old  or  comparatively  old  way  elsewhere,  and  we  can 
make  no  boast  of  it.  I  will  try  to  explain  it  in  a 
later  part  of  this  report.  The  great  gain  to  the 
course,  as  it  strikes  me,  is  the  better  spirit  in  which 
it  is  pursued  by  both  teachers  and  pupils. 


APPENDIX.  9 

I  make  no  endeavor  to  magnify  the  results  of  the 
present  supervision  of  Primary  Schools,  but  I  very 
earnestly  hope  that  they  will  appeal*  to  the  com- 
mittee as  favorable,  generally,  as  they  do  to  those 
who  hav^e  watched  them  without  prejudice  during 
the  last  six  months.  If  so,  the  committee  will  take 
care  that  the  existing  supervision  is  not  changed  in 
spirit,  however  it  may  be  in  form;  by  which  I  mean 
maintaining  the  supervision  of  the  Primary  grade 
independently  of  any  other  grade  of  schools.  The 
recent  action  of  the  Board  determines  that  three  super- 
visors shall  continue  in  charge  for  some  time  to  come. 
AVe  ma}^  hope  that  they  Avill  see  the  way  clear  to 
local  supervision  by  giving  a  teacher  in  each  building 
containing  two  or  more  classes  a  certain  precedence 
over  her  associate  teachers,  not  so  much  that  she 
may  rule  them  as  that  they  may  all  work  together. 
By  and  by  it  may  be  practicable  to  group  the  Primary 
Schools  in  divisions,  and  set  a  principal  over  each 
division  with  the  same  functions  as  those  of  a  Gram- 
mar principal.  Then  there  will  be  permanent  super- 
vision. 

The  committee  have  acted  considerately  in  lighten- 
ing the  burden  upon  teachers  of  the  fifth  and  sixth 
classes  by  giving  them  assistants  whenever  the 
number  of  their  puj^ils  exceeds  fifty-six.  This  will 
still  leave  a  teacher  of  fifty  pupils,  or  thereabouts, 
with  duties  to  which  it  is  impossible  for  her  to 
do  justice  without  injustice  to  herself;  but  there 
will  at  least  be  some  relief  in  looking  forward  to 
the  increase  of  numbers,  which  will  bring  decrease 
of  labors.     It  seems  plain  that  if  fifty-six  is  a  proper 


10  SUPERINTENDENT'S  REPORT. 

quota  of  pupils  already  under  training,  it  is  not  so  of 
those  just  beginning  to  be  trained. 

I  trust  that  the  committee  will  reach  another  con- 
clusion regarding  the  sixth  classes.  They  are  so 
critical  in  their  infliience,  they  determine  so  very 
much  for  the  better  or  the  worse,  not  merely  while 
pupils  are  in  them,  but  when  passed  beyond  them, 
that  they  call  for  maturer  teachers  than  have  usually 
been  set  over  them.  Where,  indeed,  in  all  teaching 
can  maturity  be  needed  more  than  in  that  which 
makes  the  least  of  books,  and  the  most  of  its  own 
resources? 

My  confidence  in  the  improvement  of  Primary 
instruction  rests  upon  no  shibboleth.  I  read  of  all 
sorts  of  theories,  I  see  or  hear  all  sorts  of  practices; 
but  nothing  appears  absolutely  preferable,  —  nothing, 
with  one  exception,  and  this  is  simple  reverence  for 
little  children.  This,  and  this  only,  it  seems  to  me, 
makes  a  method  good;  this  also  makes  a  teacher, 
who  is  more  than  any  method,  good.  Its  effect  upon 
both  teacher  and  pupil,  and  upon  the  relation  between 
them,  is  just  as  certain  as  any  effect  of  any  cause  in 
this  world.  Our  poet  sings  of  The  Children's  Hour. 
The  Primary  Schools,  above  all  others,  are  the 
Children's  Schools.  Theirs  is  the  delightful  privi- 
lege of  teaching  children  while  they  are  still  com- 
pletely children.  But  it  is  a  privilege  to  be  enjoyed 
only  by  following  nature,  and  by  drawing  from  her 
resources  —  that  is,  from  the  principles  which  God  has 
manifested  in  her — :the  means  of  opening  heart  and 
mind,  and  giving  both  a  longing  for  the  ti'uth  that 
will  never  die. 


APPENDIX.  11 

Whatever  helps  the  Primary  Schools  helps  all  the 
schools  above  them.  Therefore  the  improvement  we 
are  making,  or  hoping  to  make,  in  them  will  be  felt, 
sooner  or  later,  in  the  Grammar  Schools,  and  i^  is  for 
these,  as  well  as  for  the  lower  schools,  that  I  wonlcl 
be  nnderstood  as  pleading.  I  believe  in  separating- 
the  two  grades  as  to  organization ;  but  as  to  interest, 
fellow-labor  and  fellow-feeling,  the  two  are  one,  and 
they  should  never  be  put  asunder.  It  can  be  the  wish 
of  none  who  would  do  them  good,  to  do  it  unevenly, 
or  as  if  doing  it  to  one  involved  not  doing  it  to  the 
other.  My  friends  in  the  Grammar  Schools  will  bear 
me.  witness  that  I  have  always  presented  the  Primary 
question  to  them  as  one  by  the  solution  of  which  they 
would  benefit. 

The  check  to  excessive  promotions  from  the  Pri- 
mary Schools  will  be  of  decided  service  to  the  Gram- 
mar. A  smaller  number  of  admissions  to  this  grade 
relieves  it  from  the  confusion  into  which  it  has  been 
frequently  thrown,  not  only  at  the  beginning,  but  in 
the  middle,  of  the  school  year.  Whoever  has  had  any 
hand  in  the  organization  of  new  classes  in  a  large 
school  knows  that  it  had  better  recur  as  seldom  as- 
possible.  Then,  again,  the  number  of  new  pupils 
being  more  moderate,  their  qualifications  for  admis- 
sion to  Grammar  Schools  may  be  presumed  to  be  les& 
imperfect.  If  this  turns  out  so,  the  Grammar  grade 
will  make  a  fresh  start,  and  reach  a  point  hitherto  too 
far  off'  to  seem  attainable.  It  is  to  be  hoped  that  the 
promotions  in  Grammar  Schools  themselves  will  l)e 
checked,  and  that  their  scholars  will  be  allowed  to 
finish  each  year  of  the  course  before  beginning  upon 


12  SUPERINTENDENT'S   REPORT. 

the  next.  Until  this  is  secured  throughout  the  Pri- 
mary and  Grammar  grades  alike,  they  are  too  much 
hke  broken  sieves. 

Nothing  with  regard  to  the  Grammar  Schools,  dur- 
ing the  half-year,  has  been  more  cheering  than  the 
assurances  of  several  teachers  that  they  were  trying 
to  dispense  with  credits.  One  entire  school  has  dis- 
pensed with  them.  They  are,  as  is  well  known,  those 
rewards  and  punishments  which  consist  of  marks, 
good  and  bad,  ranks,  penalties,  and  all  the  similar 
devices  with  which  our  schools  are  familiar.  'No  one 
disputes  the  necessity  of  rewards  and  punishments  in 
education.  They  exist  there,  as  they  exist  every- 
where else,  self-administered,  if  not  administered  by 
others;  the  inevitable  attendalits  upon  honor  or  shame 
through  life.  But  with  regard  to  those  which  a 
teacher  is  to  use,  there  is  now  a  great  divergence  of 
opinions;  some  clinging  to  tradition,  and  others 
breaking  away  from  it,  in  search  of  better  influences. 
Such  as  beheve  in  human  nature  and  in  its  responsive- 
ness to  higher  treatment  will  treat  it  in  the  pupil  on 
high  principles.  They  will  trust  him  as  far  and  as 
long  as  they  can.  If  he  deceives  them,  they  will 
rebuke  him;  but  they  will  trust  him,  if  possible,  again. 
They  Avill  deepen  his  trust  in  them,  and  make  him 
feel  that  he  has  no  safer  guides,  no  tenderer  friends. 
His  sense  of  duty  will  be  more  in  their  eyes  than  his 
performance  of  separate  duties;  and  they  Avill  speak 
or  act  concerning  what  he  does  with  constant  refer- 
ence to  what  he  wishes  to  do.  To  turn  him  from  the 
evil  will  not  seem  to  them  enough,  unless  they  lead 
him  to  the  right;  and  that  this  may  be  his  end,  as  well 


APPENDIX.  13 

as  theirs,  is  the  very  highest  object  they  have  in  teach- 
ing him.  What  will  be  the  rewards,  what  the  pun- 
ishments, they  use?  Will  they  use  credits,  or  whatever 
else  may  be  included  in  that  word?  It  seems  prepos- 
terous to  ask  the  question.  Credits,  and  all  other 
rewards  and  punishments  of  a  merely  outward  char- 
acter, are  to  be  given  by  those  who  believe  in  merely 
outward  manifestations ;  in  obedience  or  disobedience 
which  can  be  seen;  in  answers  which  can  be  heard; 
in  words  or  deeds,  rather  than  in  motives  or  affec- 
tions. A  master  exclaimed  in  my  hearing,  not  long- 
ago,  "I  believe  in  percentages  as  in  Christianity.'' 
It  sounded  as  strange  as  if  he  had  said  he  had  equal 
faith  in  chains  and  in  freedom.  We  must  be  careful 
that  our  rewards  do  not  excite  the  worst  elements  in 
a  pupil's  disposition,  or  our  punishments  stifle  the 
best.  As  the  grandmother  in  the  story  of  x^ew  Eng- 
land life  remarked:  "Folks  have  just  got  to  open 
their  eyes,  and  see,  if  they  can,  what  the  Lord  meant 
when  he  put  the  child  together,  and  not  stand  in  his 
way." 

One  punishment  continues  without  proper  re- 
straint. Teachers  of  both  sexes  use  personal  vio- 
lence with  their  pupils  in  such  forms,  and  such  fre- 
quency, that  the  facts,  if  published,  would  cause 
unpleasantness.  Some  put  the  children  into  painful 
and  even  dangerous  positions;  some  shake  them  at 
times  with  such  roughness  as  to  tear  their  clothing; 
while  many  still  ply  the  rattan  as  freely  as  if  it  were  a 
feather,  and  strike,  not  merely  the  hand,  but  the  head 
and  body.  Within  the  last  month  or  two  some  pite- 
ous cases  have  been  reported  to  me  by  parents  whose 


14  SUPERINTENDENT'S   REPORT. 

children  had  suffered.  I  will  not  dwell  upon  them, 
partly  because  I  cannot  bear  to,  but  chiefly  because  I 
have  remonstrated  with  the  teachers,  and  public  allu- 
sion, even  without  mentioning  names,  would  render 
all  private  efforts  vain.  Meantime  the  monthly  re- 
ports of  some  Grammar  Schools  come  in  ringing  with 
the  echoes  of  blows,  —  one  hundred  and  thirty  corpo- 
ral punishments  in  one  school,  one  hundred  and  fifty- 
seven  in  another;  in  each  for  a  month,  and  a  month 
averaging  twenty-one  and  a  half  days  of  five  hours. 
"  Brethren,"  as  St.  James  wrote,  "  these  things 
ought  not  so  to  be." 

Let  us  reflect  a  moment  on  the  issue  of  the  rewards 
and  punishments  which  we  are  now  employing.  Is 
it  not  a  dead  rather  than  a  living  one?  Do  we  not 
reward  or  punish  with  reference  to  the  past  rather 
than  the  future,  and  is  this  an  end  to  be  justified? 
A  true  reward  gives  greater  power,  first  to  know, 
and  then  to  choose  and  to  do  the  right.  A  true  pun- 
ishment lessens  the  poys^er  of  doing  and  of  being 
wrong,  shakes  the  hold  of  evil  from  the  heart,  and? 
like  the  Happy  Warrior,  — 


Who,  doomed  to  go  in  company  with  Pain, 

And  Fear,  and  Bloodshed,  —  miserable  train !  — 

Turns  his  necessity  to  glorious  gain ; 

In  face  of  these  doth  exercise  a  power 

Wliich  is  our  human  nature's  highest  dower ; 

Controls  them  and  subdues,  transnmtes,  bereaves 

Of  their  bad  influence,  and  tlieir  good  receives. 


Such  rewards  and  punishments  as  these  are  indispen- 
sable to  any  training  that  would  be  really  moral. 


APPENDIX.  15 

Another  step  towards  the  revision  of  the  High- 
School  course  has  been  taken.  In  ^N'ovember  the 
Committee  on  High  Schools  directed  the  Board  of 
Supervisors  to  consult  the  principals  of  the  schools, 
and  to  report  upon  the  two  vital  standards :  first,  as 
I  should  place  it,  the  standard  of  admission,  and 
second,  the  standard  of  instruction.  Both  have  been, 
it  seems  to  me,  the  reverse  of  what  they  should  be ; 
that  of  admission  less  ambitious,  and  that  of  instruc- 
tion more  ambitious,  than  is  reasonable. 

Except  the  ver}^  few  from  private  and  out-of-town 
schools,  applicants  have  been  received  into  High 
Schools  with  no  other  examination  than  that  of  their 
Grammar-School  diplomas.  These  documents  may 
or  may  not  be  proof  of  proficiency  in  Grammar 
studies.  They  are  not  proof  of  fitness  for  such  studies 
as  ought  to  be  pursued  in  a  High  School.  Something 
more,  very  much  more,  than  a  glance  at  them  and 
their  holders  is  needed  to  prevent  the  High  School, 
and  the  city  supporting  the  High  School,  from  squan- 
dering its  resources  upon  scholars  unable  to  profit  by 
them.  A  formal  examination  in  previous  studies  is 
uncalled  for,  as  it  has  taken  place  just  before  in  the 
Grammar  Schools;  but  some  personal  assurance  of 
qualification  from  the  master  of  the  school  from  which 
the  candidate  comes,  some  sort  of  inquirj^  into  the 
candidate's  capacity,  some  essay  to  be  written  upon  a 
suitable  subject,  or  some  other  test  of  a  general 
yet  searching  character,  will  be  of  essential  service; 
and  not  only  to  the  High  School,  or  to  those  admit- 
ted into  it,  but  also  to  those  not  admitted,  and  who 
had  better  not  be,  for  their  own  sakes. 


IQ  SUPERINTENDENT'S  REPORT. 

As  for  the  standard  of  instruction  in  High  Schools 
there  is  no  hope  of  raising  it  except  by  reducing  the 
number  of  studies.     So  long  as  they  are  allowed  to 
follow  one  another  as  at  present  they  render  advanced 
or  even  thorough  training  in  them  impracticable.     I 
explained  this  point  as  well  as  I  could  a  year  ago. 
Let    me   now    suggest    two   other    points    for   con- 
sideration, both  closely  related  to  our  pupils'  inter- 
ests.    The  first  is,  that  multiplying  studies  at  school 
multiplies  studies  at  home,  puts  a  strain  upon  mind 
and   body  which  both   should  be   spared,   and  thus 
undermines  as  well  as  builds.     It  was  necessary,  a 
few  years  since,  in  one  of  our  High  Schools,  to  set 
a    limit  to   study    at  home,  and    excuse   the   pupils 
from  lessons  that  could  not  be  learned  within  the 
permitted  time.     This  was  better  than  excusing  noth- 
ing; but  it  would  have  been  still  better  to  lay  out  the 
studies  so  that  nothing  would  have  needed  excuse. 
We  injure  the  power  to  work  by  overwoi-k.     So  we 
do  by  working  piecemeal;  and  this  is  the  other  point 
which  I  would  here  present.     As  our  High-School 
course   stands,  it  is  in   danger  of  forming  habits  of 
thought  and  action  inconsistent  with  present  or  future 
industry.      So  many  studies  pursued  in   so  short  a 
period  are  but  veneer,  and  all  the  trimming  our  pupils 
give  it  will  never  fit  them  for  dealing  with  the  sub- 
stance of  things.     Are  we  not  thus  strengthening  the 
objection  to  our  schools,  that  they  breed  a  distaste  of 
honest  toil?     For  if  any  of  them  are  doing,  or  seem- 
ing to  do  this,  they  are  the  schools  which  are  obliged 
to  dabble  with  studies  instead  of  mastering  them,  and 
so  train   their  scholars  as  butterflies  rather  than  as 


APPENDIX.  17 

Students.  Genuine  work  in  school  is  a  preparation 
for  genuine  work  out  of  school,  and  for  work  of 
every  kind  to  which  intelligence  can  be  given.  But 
when  a  school  takes  up  a  language  to  be  I'ecited  three 
or  four  times  a  week  during  a  year  of  forty  weeks, 
or  a  science  to  be  despatched  in  forty  lessons,  there 
is  something  too  much  like  mockery  both  of  labor 
and  of  learning. 

The  Latin  School  courses  are  also  under  revision. 
That  of  the  school  for  boys  is  to  be  a  six  years' 
course,  and  will,  I  trust,  be  made,  if  not  strictly 
preparatory  for  college,  at  least  as  nearly  so  as  prac- 
ticable. There  is  too  much  to  do  in  the  way  of 
preparation  merel}^,  to  justify  the  introduction  of 
other  studies,  however  good  in  themselves,  or  how- 
ever essential  to  a  liberal  development.  We  have  to 
teach  not  what  we  think  best,  but  what  the  colleges 
demand.  The  same  remark  applies  to  the  Girls'  Latin 
School.  Both  schools  need  more  time  for  study 
during  the  sessions,  so  that  less  time  may  be  taken  for 
it  from  the  remainder  of  the  day.  Both  need  to  sub- 
ject their  pupils  to  a  closer  scrutiny  as  to  the  intention 
of  entering  college;  and  this  intention  should  be  de- 
clared at  the  beginning,  not  only  of  the  course,  but  of 
each  successive  year.  The  sole  justification  of  so 
costly  instruction,  at  the  public  expense,  is  the  assur- 
ance of  attaining  the  end  for  which  it  is  given.  That 
end  is  clearly  the  increase  of  fully  educated  men  and 
women,  and  not  of  half-educated  boys  and  girls. 
I  see  no  other  security  than  the  reiterated  pledge  of 
following  up  the   course  at   school  by  the  course  at 


18  SUPERINTENDENT'S   REPORT. 

college.  Were  this  required,  the  number  of  pupils 
in  both  schools  would  be  lowered;  but  their  purpose 
and  their  character  would  be  more  than  proportion- 
ally elevated. 

The  military  drill  of  boys  in  the  Latin  and  High 
Schools  has  great  advantages,  and  should  have  no 
disadvantages;  but  it  has,  I  think,  and  my  duty  is  to 
point  them  out.  Two  of  them  —  the  march  through 
the  streets,  and  the  prize  drills  in  a  theatre,  towards 
the  close  of  the  year  —  were  mentioned  in  the  last 
semi-annual  report.  Another  is  felt  all  through  the 
year:  it  is  the  inroad  of  the  drill  into  the  hours  that 
are  needed  —  every  one,  and  more  than  every  one  — 
for  study  and  recitation.  To  correct  this  the  com- 
mittee have  only  to  order  that  the  boys  shall  be 
drilled  on  Saturday.  The  five  hours  a  day  of  the 
other  days  of  the  week  will  then  be  unbroken,  except 
by  reasonable  recesses,  and  the  proper  school  work 
Avill  be  more  even  and  more  effective. 

The  second  Monday  of  the  school  year  witnessed 
an  event  which  deserves  special  record.  This  was 
the  formation  of  a  graduates'  class  in  the  ]!^ormal 
School.  About  forty  graduates  were  present  that 
day,  and  they  afterwards  increased  to  fifty-six,  falling 
again  below  the  original  number.  We  have  here  the 
distinct  recognition,  on  the  part  of  the  School  Com- 
mittee, of  the  importance  of  normal  training,  and, 
more  particularly,  of  its  being  carried  beyond  the 
limit  at  which  it  has  heretofore  stopped.  What,  in- 
deed, can  a  single  year  of  less  than  forty  working 


APPENDIX.  19 

weeks  be  expected  to  do  towards  fitting  the  youthful 
pupils  of  a  Xormal  School  for  such  a  calling  as 
the  teachers  —  wdiat  in  proportion  to  their  needs, 
or  those  of  the  schools  in  wdiich  they  are  to  serve? 
A  college  graduate  of  twent}'  or  twenty-five  years, 
who  proiX)ses  to  be  a  lawyer  or  a  physician,  has  a 
three-years'  coui'se  of  professional  study  before  him. 
We  have  thought  it  enough  for  our  High-School 
graduates  of  eighteen  or  twenty  to  keep  them  a 
year  preparing  themselves  for  teaching;  almost  as  if 
w^e  thought  of  teaching  as  Dogberry  thought  of  writing 
and  reading,. —  that  it  comes  by  nature.  Recalling 
the  graduates,  as  has  now  been  done,  to  pursue  their 
studies,  is  a  movement  worthy  of  universal  confi- 
dence. They  spend  two  days  at  the  school  in  exer- 
cises which  throw  new^  light  upon  the  profession 
before  them,  and  give  them  new  strength  to  begin  it. 
On  one  of  the  two  days  they  come  in  a  small  section, 
about  a  fourth  of  the  class;  on  the  other,  the  whole 
class  is  present.  The  remaining  three  days  of  the 
school  week  are,  or  may  be,  occupied  in  any  of  the 
schools  where  unpaid  assistants  are  needed.  A 
member  of  the  class  goes  into  a  Primary  room,  for 
instance;  it  is  crowded  Avith  the  fifty-six  pupils  re- 
quired by  the  Regulations;  perhaps  with  sixty  or 
seventy,  though  not  required.  Her  help  is  not  that 
of  an  untrained  assistant.  She  has  had  the  same  train- 
ing as  the  teacher  Avhom  she  assists,  possibly  a  better 
training;  and,  though  experience  is  wanting,  it  is  a 
want  Avhicli  lessens  every  day.  She  could  make  no 
better  beginning,  none  more  favorable  to  herself  and 
her  development  as   a  teacher.     As   one   sees  these 


20  SUPERINTENDENT'S  REPORT. 

graduates  employed  in  this  manner,  the  thought 
comes  again  and  again,  that  this  is  just  the  manner 
in  which  the  city  might  well  insist  that  those  whom 
it  has  trained  shall  enter  upon  its  service.  It  is  so 
much  less  harassing,  so  much  less  a  risk  of  failure  to 
a  young  teacher,  to  begin  as  an  assistant  to  an  older 
one;  and  it  is,  at  the  same  time,  so  much  more 
profitable  to  the  school  than  being  entrusted  solely 
to  a  novice,  that  both  its  interest  and  hers  would  be 
advanced  by  such  a  preliminary  appointment.  There 
need  be  no  salary  at  first,  and  when  it  begins  it  may 
be  moderate,  without  a  shadow  of  injustice.  I^ot 
every  one,  of  course,  would  be  content;  but,  if  much 
discontent  arose,  it  would  prove  an  unfitness  for 
teaching  that  cannot  be  too  soon  detected.  If  there 
is  such  a  thing  as  gratitude  to  the  city  for  the  train- 
ing that  has  been  received,  here  would  be  a  chance 
of  showing  it;  if  there  is  such  a  thing  as  loving  a 
profession  for  its  own  sake,  here  it  might  be  made 
evident.  Whatever  aids  disinterestedness  in  teach- 
ers aids  it  in  pupils  also,  and  makes  the  world 
around  them  a  better  one.  Many  members  of  the 
graduate  class  have  been  employed  as  substitutes. 
In  this  capacity  they  are  paid  the  regular  rate,  and 
while  their  employment  lasts  they  cease  to  attend  the 
ISJormal  School.  Attendance  ceases  altogether  as 
soon  as  a  permanent  appointment  is  attained. 

And  yet  not  altogether;  for  teachers  as  such,  and 
not  simply  as  graduates  of  the  school,  are  invited  to 
receive  instruction  there.  This  is  one  of  the  highest 
and  most  useful  functions  of  the  school,  and  merits 
appreciation    from    others   than   teachers.     Early  in 


APPENDIX.  "  21 

January  five  courses  began,  to  be  followed  by  four 
others,  until  the  end  of  April.  These  lessons  are 
given  by  one  of  the  Supervisors,  two  High-School 
masters,  two  Grammar  masters,  and  a  special  instruc- 
tor in  music,  besides  the  head-master  and  an  assistant 
of  the  formal  School.  The  Kegulations  require  the 
attendance  of  newly-appointed  teachers  at  these 
courses.  In  all  our  system  there  is  nothing  that 
reaches  further  than  such  opportunities  for  those  who 
are  teaching  to  become  better  able  to  teach. 

All  the  Evening  Schools  were  opened  by  some  sort 
of  examination  as  to  the  fitness  of  those  pi'esenting 
themselves  for  instruction.  On  being  admitted  pupils 
were  required  to  sign  a  pledge  of  regular  attendance, 
which  it  was  hoped  would  be  regarded  as  meaning- 
more  than  it  appears  to  have  been.  Truant  officers 
were  attached  to  the  Elementary  Schools,  and  with 
their  help  the  attendance  of  some  pupils  has  been  ren- 
dered less  irregular.  Classification  of  pupils  has 
been  more  generally  attempted,  but  without  as  much 
success  as  might  be  desired.  All  these  are  eftbrts  in 
the  right  direction,  even  if  they  are  not  carried  for- 
ward ver}""  far. 

The  Evening  High  School  has  presented  two  dif- 
ferent phases  this  winter.  It  was  opened  according 
to  the  Regulations,  as  a  commercial  school,  for  instruc- 
tion in  mathematics,  book-keeping,  penmanship,  and 
English  composition.  English,  both  as  language 
and  as  literature,  was  pleaded  for  at  the  time  of  revis- 
ing the  course,  as  the  very  most  a})propriate  branch 
for  such  a  school,  but  unsuccessfully.     Had  it  been 


22  SUPERINTENDENT'S  REPORT. 

adopted  with  the  studies  just  enumerated,  all  the 
parts  of  a  High-School  course  which  it  appears  to  me 
wise  to  offer  to  evening  pupils  would  have .  been 
offered.  The  school,  dropping  many  of  its  former 
studies,  began  with  a  smaller  number  of  pupils  than 
for  several  years,  and  the  number  became  still  smaller 
in  two  or  three  weeks.  It  was  then  suddenly  voted, 
on  recommendation  of  the  Evening  School  Commit- 
tee, to  restore  pretty  much  all  the  studies  that  had 
been  dropped,  and  with  this  change  of  base  the 
school  made  a  fresh  start.  Sixty  odd  new  pupils 
w^ere  attracted  by  the  foreign  languages,  Latin, 
French,  and  German,  Avhich  were  also  taken  by 
about  the  same  number  of  pupils  already  entered. 
These  languages  have  long  been  regarded  as  the 
favorite  branches  of  the  school,  and  their  resumption, 
after  a  feAV  weeks'  intermission,  seemed  to  set  the  seal 
upon  their  continuance. 

Yet  the  wisdom  of  continuing  them  may  be 
questioned.  Instruction  in  other  languages  than  our 
own,  except  so  far  as  they  are  essential  to  higher  ed- 
ucati(m,  as  in  the  schools  which  prepare  for  colleges, 
is  one  of  the  branches  which  should  be  cultivated 
sparingly  in  public  schools.  It  should  never  be  cul- 
tivated as  the  only,  or  even  as  the  principal,  study, 
nor  should  it  be  taken  with  other  studies  when  time 
fails  to  pursue  it  with  any  thoroughness.  Those  who 
have  sought  it  as  a  sole  study  in  our  High  Schools 
have  been  refused,  and  there  is  no  reason  why  even- 
ing schools  should  give  what  day  schools  deny. 
Languages  are  taught  by  day  in  association  with 
other  studies  which  help  them  on,  and  which  they  are 


APPENDIX.  23 

capable  of  helping  on  in  return.  They  are  parts  of  a 
whole,  framed  for  mental  training  as  well  as  for  the 
acquisition  of  Latin,  French,  or  German,  and  but  for 
their  relation  to  other  parts  they  would  be  unfit  for  a 
place  in  public  education.  The  Evening  High  School 
has  no  time  to  treat  the  languages  in  their  relations. 
It  must  teach  them,  as  far  as  it  can,  for  their  own 
sake  rather  than  for  that  of  the  mind,  or  of  disciplin- 
ing the  mind.  It  has  hardly  time  to  teach  them  even 
by  themselves.  A  few  hours  a  week  for  a  few 
months  of  the  year,  and  little  leisure  on  the  part  of 
pupils  for  outside  study,  form  but  a  very  scanty  op- 
portunity for  acquiring  anything  worth  acquiring  in  a 
foreign  tongue. 

There  is  another  reason  for  distrusting  them  in  the 
Evening  High  School.  The  pupil  who  is  drawn  to 
them  there  may  be  drawn  from  other  things  that  would 
be  far  more  useful  to  hira.  When  the  studies  of  pre- 
vious winters  that  had  been  given  up  were  reinstated 
advanced  English  was  among  them;  but,  however 
this  may  have  been  presented,  it  was  presented  in 
vain.  While  more  than  one  hundred  and  twenty 
pressed  into  the  foreign-language  classes,  "  the  num- 
ber of  applicants  for  instruction  in  advanced  Eng- 
lish," says  the  principal,  "  was  so  small  that  I  have 
no  expectation  of  forming  a  class."  If  advanced 
English  means  literature  and  language,  rather  than 
granmiar,  it  is  the  thing  above  all  others  for  the 
3'oung  men  and  Avoinen  of  the  Evening  High  School ; 
and  that  they  should  neglect  it  for  the  sake  of  fum- 
bling with  French  and  German  Readers,  or  even  with 
Cicsar  and  Virgil,  is   a  mistake   too  grave  to  be  si- 


24  SUPERINTENDENT'S  REPORT. 

lentlj  passed  over.  It  should  be  one  of  our  chief 
purposes  to  give  those  pupils  a  higher  sense  of  duty 
to  their  own  language,  as  well  as  of  its  service  to 
them,  of  all  that  its  literature  may  do  for  them,  of  the 
thoughts  and  deeds  it  ma}^  inspire,  and  of  the  lives 
it  may  shape  for  time  and  for  eternity. 

The  prospect  before  the  Evening  Elementary 
Schools,  when  I  last  reported,  was  comparatively 
bright.  But  a  cloud  came  over  it,  first  with  the  delay, 
and  then  Avith  the  I'cfusal  of  committees  of  the  city 
government  to  prepare  rooms  in  the  day-school  houses 
for  evening  use.  The  delay  arose  from  various  dit!i- 
culties  which  were  removed;  the  refusal,  from  one 
that  could  not  be  removed,  namely,  the  want  of 
money  to  pay  for  the  introduction  of  gas,  and  perhaps 
some  other  things.  Accordingly,  after  postponing 
their  opening,  in  the  hope  of  better  quarters,  the 
schools  began  where  they  were  last  winter. 

This  w^as  extremely  unfortunate.  A  few  only  of 
these  Elementary  Schools  have  cheerful  rooms,  and 
of  these  few  most  are  in  ward-rooms,  where  reg- 
istration of  voters,  caucuses,  and  elections  reign 
supreme  during  many  evenings  of  the  autumn  and 
early  winter.  Fewer  schools  still  have  such  rooms 
as  allow  the  formation  of  separate  classes,  each  to 
study  or  recite  by  itself  without  being  disturbed  by 
others.  Yet  cheerfulness  and  quietness  are  among 
the  very  most  essential  requisites  of  school-rooms, 
and  of  Evening  School  rooms  above  all  others. 
Those  who  come  here  need  to  be  attracted.  It  is 
not  enough  to  offer  them  instruction;  it  should  be 
engaging;  and  the  circumstances  in  which  it  is  given 


APPENDIX.  25 

should  be  such  as  to  render  an  evening  pleasanter 
than  if  it  were  spent  elsewhere.  Furthermore  the 
work  must  he  made  as  eftective  as  possible.  Men 
and  women,  or  grown  boys  and  girls,  will  hardly 
care  to  come  to  school  unless  they  feel  the  full  ad- 
vantage of  it;  and  this  they  cannot  feel  if  they  are 
taught  singly  a  few  moments,  or  associated  for  a 
longer  time  with  others  of  unequal  attainments.  Two 
hours,  generally  much  abridged  at  the  beginning,  are 
but  a  very  short  allowance,  and  everything  practica- 
ble is  to  be  done  to  economize  it.  It  should  never 
be  broken  up  by  confusing  exercises.  One  class, 
indeed  one  pupil,  moving  or  reciting,  may  bafile  all 
attempts  of  other  pupils  or  classes  to  concentrate 
themselves  upon  their  lessons.  The  peremptory 
want  of  these  schools  is  such  a  number  and  such 
an  arrangement  of  rooms  as  Avill  enable  their  j^upils 
to  work  contented  and  undisturbed. 

The  necessity  of  occupying  their  former  quarters 
left  the  Elementary  Schools  just  as  numerous  as  they 
were  the  year  before.  This,  too,  seems  unfortunate. 
"We  might  hope  for  better  work,  because  Ave  might 
hope  for  better  classification,  were  there  fewer 
schools.  More  pupils  might  be  gathered  in  each, 
and  gathered  with  greater  consideration  of  their  at- 
tainments and  capacities.  The  regulations  establish 
one  Elementary  Evening  School  in  each  division, 
nine  in  all,  with  more  on  ceilain  conditions.  Six- 
teen schools  instead  of  nine  have  been  opened  this 
wintei',  and  the  number  for  next  winter  will  be  the 
same,  unless  the  buildings  of  the  day  schools  can  be 
used  in  the  evening. 


26  SUPERINTENDENT'S   REPORT. 

In  one  respect  there  has  been  a  decided  gain. 
The  text-books  for  the  Elementary  Schools  are  no 
longer  the  hap-hazard  books  cast  off  by  day  schools. 
They  have  been  chosen  with  special  reference  to  the 
pupils  and  the  instruction  best  suited  for  them. 
Others  have  been  added  since  the  term  began,  in 
consequence  of  pressing  demands  from  some  of  the 
schools,  and  there  is  no  reason  to  regret  that  indi- 
vidual wants  are  met  here  or  anywhere  else  outside  of 
prescribed  lines. 

The  chief  problem  with  regard  to  all  these  schools, 
High  and  Elementary,  remains  unsolved.  How  to 
secure  the  attendance  of  pupils,  even  now  and  then, 
is  not  clear;  how  to  secure  it,  night  after  night,  is 
very  obscure.  Better  books,  better  quarters,  above 
all,  better  teachers,  will  bring  about  a  great  improve- 
ment, but  scarcely  so  great  as  is  desirable.  I  doubt 
if  the  School  Committee  are  fully  aware  of  the  irreg- 
ularity with  which  pupils  come  to  Evening  Schools. 
Here  is  a  brief  statement  from  one  of  the  principals: 
^^  During  the  first  forty-four  nights  of  last  term 
there  were  registered  in  this  school  five  hundred  and 
ten  names.  Of  these  one  hundred  and  thirty-eight 
attended  only  one  night,  seventy  only  two  nights,  and 
thirty-seven  only  three  nights."  ISTearly  one-half, 
therefore,  disappeared  after  three  nights.  "  The 
average  attendance  during  the  whole  term  for  each 
pupil  was  nine  and  one  thirty-third  nights.  I  have 
not  made  up  the  statistics  for  this  year,  but  I  do  not 
think  it  will  show  any  improvement  over  the  last." 
This  is  no  extreme  case,  though  some  other  cases  are 
decidedly  more  hopeful.     It  remains  true  of  all  that 


APPENDIX.  27 

tliey  are  greatly  embarrassed  by  this  ungovernable 
irregularity.  Truant  officers  cannot  stop  it;  com- 
pulsion of  any  sort  cannot.  It  is  to  be  reached  only 
by  educational  or  personal  influences,  and  for  these 
to  act  freely  there  must  be  better  grading  and  better 
teaching  than  have  been  the  rule. 

The  Drawing  Schools  are  the  favored  department 
of  our  evening  service.  The}^  have  excellent  rooms, 
all  the  material  the}'  need,  and  courses  of  instruction 
elastic  beyond  the  hopes  of  most  other  schools,  even- 
ing or  daj^  Indeed  it  would  be  well  for  some  of 
them  to  contract  their  lines  and  to  enter  upon  more 
s^'stematic  movements.  Industrial  Drawing  can 
hardly  be  taught  except  upon  system,  and  in  public 
schools  it  should  be  a  system  for  classes  rather  than 
for  individuals.  Especially  is  this  true  of  Evening- 
Schools,  whose  members  come  to  receive  a  common 
training  in  broad  principles,  the  application  or  devel- 
opment of  which  must  be  left  to  their  pursuits  b}^ 
day,  or  to  their  special  studies  under  private  masters. 

Among  the  ph^^sical  wants  of  the  schools,  both  day 
and  evening,  the  greatest  at  present  is  the  want  of 
pure  air.  ^ot  only  are  school-rooms  themselves  so 
badly  ventilated  that  they  become  close  as  soon  as 
they  are  occupied,  but  they  are  connected  with  base- 
ments and  outbuildings  in  such  a  way  as  to  be  often 
absolutely  poisoned.  Five  minutes  in  such  rooms 
make  a  visitor  uncomfortable,  and  yet  teachers  and 
pupils  spend  five  hours  a  day  in  them.  They  are  at 
this  veiy  hour  sources  of  languor  and  disease  to 
large  numbers  of  children.     It  is  vain  to  ask  for  ven- 


28  SUPERINTENDENTS   REPORT. 

tilation  of  the  school-house;  in  most  instances,  noth- 
ing  short  of  puUing  it  down  and  building  it  up  again 
would  be  effectual.  But  the  isolation  of  its  class- 
rooms from  closets  now  beneath  or  beside  them  is 
practicable,  and  should  be  secured  without  longer 
dallying.  The  closets  themselves  require  general  re- 
construction. If  the  schools  had  a  medical  inspector, 
as  has  been  frequently  urged,  he  would  not  allow  the 
committee  or  the  City  Council  a  day's  peace  until 
he  had  rescued  the  children  from  the  dangers  to  which 
they  are  exposed.  Why  not  imagine  such  an  officer 
at  work  among  us,  and  follow  the  injunctions  which 
we  know  he  would  give? 

Of  the  intellectual  and  moral  wants  of  the  schools 
there  is  none  greater  than  a  true  conception  of  educa- 
tion. It  is  needed  in  the  schools,  among  teachers  and 
pupils;  above  the  schools,  in  the  committee  and  the 
city  government;  around  the  schools,  in  the  com- 
munity. It  enters  but  very  httle  into  public  opinion 
about  schools.  They  are  praised  or  blamed,  trusted 
or  distrusted,  on  almost  any  other  than  educational 
grounds.  Industrial,  social,  even  local  interests,  if 
really  interests,  are  all  fair  in  their  degree,  but  their 
degree  is  never  personal,  and  therefore  never  truly 
educational.  Above  all  other  interests  to  sway  the 
schools,  and  to  sway  us  in  our  views  of  them,  is  the 
mind  of  the  child  and  its  claim  for  nurture.  How 
seldom  this  is  spoken  of,  how  still  more  seldom  it  is 
acted  upon,  in  comparison  with  other  topics  need  not 
be  told. 

The  city  itself,  the  very  founder  and  benefactor  of 


APPENDIX.  29 

the  schools,  shows  a  slight  estimate  of  their  nature 
when  it  turns  their  rooms  into  election  precincts. 
At  the  last  elections  in  Xoveraber  and  December, 
fifty  school-houses,  six  Grammar,  and  the  rest 
Primary,  were  thus  invaded;  and  not  merely  on  the 
day  of  election,  but  on  the  day  before  to  clear  the 
rooms,  and  on  the  day  after  to  restore  them.  The 
nominal  excuse  is  economy.  The  actual  excuse  is 
ignorance,  both  of  the  harm  often  done  the  teacher, 
whose  plants  or  ornaments  are  injured,  thus  discour- 
aging her  from  making  her  room  beautiful  to  her 
pupils,  and  of  the  much  greater  harm  invariably  done 
the  children,  whose  application  to  their  studies  and 
whose  respect  for  them  are  sorely  tried  by  such  a 
closing  of  their  school. 

As  for  the  community,  and  its  ideas  concerning 
education,  the  enlightenment  still  needed  may  be 
measured  in  part  by  the  epidemic  of  juvenile  theat- 
rical performances  which  has  lately  broken  out  afresh 
among  us.  Boys  and  girls  are  snatched  from  school, 
sometimes  for  an  occasional  spectacle,  sometimes  for 
an  exhibition  continued  month  after  month,  and 
carried  out  of  Boston  to  other  Xew  England  cities. 
One  or  two  cases  will  serve  better  than  any  general 
statement  to  show  how  great  is  the  evil  thus  wrought 
by  managers,  and  sustained  by  the  public.  A  son  of 
a  widow  joined  a  company  of  children  mostly  from 
our  schools,  to  perform  in  Uncle  Tom's  Cabin.  The 
mother  forbade  him,  but  in  vain.  She  appealed  to 
the  manager,  telling  him  she  wished  her  boy  to 
continue  at  school  and  at  home;  this,  too,  was  in  vain. 
He  was  retained  in  the  company,  and  as  a  natural 


30  SUPERINTENDENT'S  REPORT. 

consequence  disappeared  first  from  scliool,  and  tlien 
from  liome.  A  girl  was  engaged  to  appear  in  the 
Black  Crook.  It  was  not  necessary  for  her  to  leave 
school  altogether,  as  the  only  performance  during 
school  hours  was  on  Wednesday  afternoon.  But  she 
became  so  troublesome  to  her  teacher  and  her  class- 
mates that  the  master  deemed  it  his  duty  to  suspend 
her  attendance  until  her  engagement  ceased.  The 
mother  came  to  see  him,  said  that  the  girl  was  as  ill- 
behaved  at  home  as  at  school,  and  declared  that  a 
hundred  dollars  —  a  very  large  sum  to  her  —  would 
not  tempt  her  to  allow  her  child  to  go  On  the  stage 
again.  The  only  justification  of  snaring  these  chil- 
dren which  I  have  heard  is  the  parents'  need  of  the 
wages  paid  them. 

The  jingling  of  the  guinea  lielps  tlie  hurt  that  honor  feels. 

But  not  until  gold  is  worth  more  than  honor,  more 
than  purity,  will  it  pay  for  hurting,  or  even  for  the 
risk  of  hurting  them. 

We  are  under  great  obligations  to  the  Police  Com- 
missioners, especially  their  Chairman,  Col.  Henry  S. 
Kussell,  for  defence  agahist  several  recent  dramatic 
raids  upon  the  schools.  The  Acts  of  1874  and  1877 
concerning  public  exhibitions  of  children  under  fifteen 
not  having  been  full  enough  to  protect  them,  an 
additional  bill  has  just  been  brought  into  the  Legis- 
lature by  Mr.  J.  M.  Bugbee,  of  Boston,  to  prohibit 
the  employment  of  children  from  the  public  schools, 
or  others  who  may  be  liable  to  harm,  in  any  capacity 
at  the  theatres.  This,  it  is  hoped,  will  stop  the  traffic 
in  children.     It  has  been  a  wide-spread  evil.      !N^ot 


APPENDIX.  31 

only  those  who  are  bought  and  sold  in  the  theatre 
suffer  from  it,  but  those  left  at  school,  whose  thoughts 
follow  their  conipauions,  and  whose  ideas  of  study 
and  of  duty  are  all  thrown  into  confusion.  The  spec- 
tator of  any  human  sacrifice  is  to  be  saved  as  well  as 
the  victim. 

It  is  refreshing  to  turn  to  the  Public  Librar}^  and 
behold  this  great  institution  as  it  helps  the  schools. 
The  Trustees  have  printed  six  broadsides,  headed 
"Lists  of  Books  prepared  for  the  use  of  Pupils  in  the 
Public  Schools,"  and  have  supplied  these  in  sufficient 
quantity  to  furnish  each  High  and  Grammar  class 
room  with  a  set.  The  books  range  from  stories  for 
the  very  young  up  to  works  of  literature,  science,  and 
art .  for  advanced  pupils,  and  the  teachers  generally. 
Here  we  have  reading  in  abundance;  we  know  what 
to  read  and  where  to  find  it.  The  Library  stands  ready 
to  supply  it  to  any  reasonable  extent,  not  only  at 
the  central  building,  but  at  the  branches,  and  thei-efore 
within  easy  reach  of  all  the  schools.  More  beneficent 
service  could  not  be  rendered  to  public  education. 
It  will  give  breadth  to  our  studies,  impulse  to  our 
students,  and  fill  in  the  outlines  of  our  whole  system 
with  living  spirit.  We  have  been  w^alking,  as  it  were, 
between  walls  which  limited  the  view  before  us  to  a 
point,  and  shut  out  that  on  cither  side  altogether. 
'Now  the  path  opens,  and  the  prospects  widen,  and 
we  see  the  land  about  us  and  the  sky  above  us;  for 
we  are  under  the  guidance  not  of  a  few  half-blind  text- 
books, but  of  the  open-eyed  masterpieces  of  human 
knowledge.     If  Ave  are  not,  it  is  no  longer  our  mis- 


32  SUPERINTENDENTS  REPORT. 

fortune,  but  our  fault.     The  Library  offers  it.     Shall 
we  not  accept  it? 

Of  another  kindness  done  by  the  Public  Library,  in 
lending  numerous  copies  of  a  book  to  be  read  in  a 
school,  mention  will  be  made  farther  on. 

1^0  power  is  capable  of  doing  more  for  the  schools 
than  literature,  if  we  understand  by  it  the  works  of 
the  best  writers.  They  have  thought  the  noblest 
thoughts,  they  have  reached  the  highest  truths,  and 
the  more  we  learn  of  them  the  more  they  help  us  to 
think  and  to  know  by  ourselves.  For  our  schools  it 
is  enough  to  come  under  the  influence  of  our  own 
literature,  that  is,  English  and  American,  the  two  in 
one.  To  feel  this  influence  thoroughly  we  must  begin 
at  an  early  stage  with  such  prose  and  poetry  as 
children  can  then  comprehend,  and  from  this  go  on 
gradually  until  the  works  of  the  great  masters  can  be 
read,  not  only  in  but  out  of  school,  and  appreciated. 

Behind  all  reading,  from  the  first  year  to  the  last, 
lies  the  background  of  language,  or  rather  language 
is  the  atmosphere  in  which  reading  lives.  It  is  the 
breath  of  education  in  general.  Upon  its  place  in  our 
courses  their  value  depends  more  than  upon  that  of 
any  other  branch  of  instruction.  Wherever  it  is  barely 
admitted,  wherever  it  is  treated  narrowly  or  mechani- 
cally, there  the  training  as  a  whole  becomes  imperfect, 
notwithstanding  all  the  airs  and  graces  which  it  may 
assume.  It  is  like  a  political  party  which  professes 
reform,  without  a  reformer  in  it.  Of  what  avail  is 
any  study  if  the  pupils  cannot  recite  in  correct  or 
even  intelligible  words?     Of  what  avail  is  all  their 


APPENDIX.  33 

schooling  if,  during  its  continuance,  or  at  its  close, 
they  can  speak  no  sentence,  or  write  none,  without 
the  bhmders  of  those  who  never  went  to  school?  It 
is  onl}^  when  we  throw  open  our  programmes  to  the 
language  we  use,  and  entreat  it  to  come  in,  not  as  a 
passing  stranger,  but  as  a  member  of  the  ftimily; 
only  when  we  cherish  it  as  that  which  gives  tone  to  the 
household,  —  only  then  that  it  performs  its  part,  and 
glorifies  the  whole  body  of  instruction.  Scholarship 
climbs  higher,  intelligence  sees  farther,  as  language 
puts  forth  its  power  and  helps  them. 

For  these  and  for  many  other  reasons  men  of  ex- 
perience in  education  are  always  pleading  for  the 
language  of  the  pupil  as  the  branch  of  greatest  con- 
sequence to  him.  And  not  only  to  him.  As  Professor 
William  Russell  said,  thirty  years  ago,  to  his  normal 
classes,  ''■  There  is  no  acquirement  of  which  teachers 
and  pupils  stand  in  more  ui'gent  need  than  a  perfect 
command  of  correct,  clear,  strong,  expressive  Eng- 
lish." 

Where  is  the  best  place  to  acquire  it?  If  the 
home  is  capable  of  giving  it,  that  is  the  best  place. 
There  the  child  will  have  the  examples  and  the  oppor- 
tunities of  speaking  well,  and  there  he  will  profit  by 
both  without  any  pressure  or  routine.  He  wants 
knowledge,  he  wants  the  use  of  knowledge,  in  speech 
as  in  everything  else ;  but  he  does  not  want  to  know 
that  he  is  learning,  or  that  he  is  using  what  he  learns; 
indeed,  he  often  learns  most  when  the  sense  of  learn- 
ing is  the  least.  For  this  he  must  have  constant 
exercise.  He  must  be  speaking,  and  hearing  others 
speak,  all  through  the  day,  upon  all  the  objects  and 


34  SUPERINTENDENTS   REPORT. 

experiences  by  which  he  is  surrounded.  It  is  not  the 
lesson  in  which  he  takes  an  active  part  for  one  or  two 
minutes  only,  but  the  practice  of  minute  after  minute, 
and  hour  after  hour,  that  carries  him  forward.  Noth- 
ing whatever,  in  my  opinion,  can  make  up  for  the 
absence  of  good  language  among  the  parents  or 
the  companions  who  form  the  home  circle.  Two 
things  are  to  be  found  there  better  than  anywhere 
else:  first,  continuousness,  and,  second,  unconscious- 
ness of  acquisition. 

But  the  average  home  is  an  unsafe  teacher.  Kindly 
as  may  be  the  words  spoken  there,  true  as  may  be  the 
thoughts  which  they  express,  they  are  not  usually 
obedient  either  to  the  laws  of  language  in  general  or 
the  forms  of  our  own  language  in  particular.  It  is 
hard,  indeed,  to  trace  our  tongue  amid  its  own  broken 
fragments  as  well  as  those  of  other  tongues  with  which 
it  has  been  mingled  on  our  shores.  AVe  come  across 
many  a  bit  of  raciness,  many  a  bright  sparkle  in  the 
talk  we  hear;  but  correctness  is  the  last  thing  we  find, 
or  expect  to  find.  On  such  language  as  is  commonly 
heard  in  the  family  the  child  may  grow  up  sound  in 
many  ways,  and  those  essential  to  his  welfare;  but 
sound  in  speech,  sound  as  a  speaker  or  as  a  writer,  he 
cannot  be  if  the  training,  or  rather  the  want  of  train- 
ing, at  home  is  his  only  portion. 

Therefore  he  comes  to  school  not  merely  to  use  his 
mother-tongue,  but  to  learn  it,  learn  its  words,  its 
idioms,  its  rules,  so  that  when  he  speaks  he  ma}^  speak 
it,  or  when  he  writes  he  may  write  it,  rather  than 
another  tongue  which  passes  for  his  own.  The 
school  that  does  this  for  him,  that  teaches  him  to  be  a 


APPENDIX.  35 

good  speaker  and  a  good  Avriter,  does  a  gi-eat  deal 
more  than  this.  It  must  teach  him  to  think  well 
before  it  can  teach  him  to  express  himself  well.  It 
must  teach  him  to  live  w^ell,  or  at  least  to  wish  to  live 
Avell,  before  it  can  teach  him  to  think  w^ell.  Character 
comes  first,  thought  next,  expression  last;  and  though 
we  may  begin  upon  the  last,  w^e  make  no  real  begin- 
ning upon  it  without  f;dling  back  on  what  lies  be- 
hind it,  perhaps  I  should  say  on  what  constitutes  it; 
so  that  when  the  child  comes  to  school  to  learn  his 
mother-tongue  he  comes  to  learn  the  ideas  which  that 
tongue  is  to  utter,  he  comes  to  learn  the  motives 
which  are  to  give  force  and  truth  to  the  ideas. 

We  have  to  choose  at  the  very  start  between  teach- 
ing language  merely  as  expression,  and  teaching  it 
with  reference  to  the  thought  it  expresses.  The  formei- 
method  is  like  turning  a  boat  round  and  round  with  a 
single  oar;  the  latter  like  taking  both  oars  and  cany- 
ing  the  boat  across  the  stream,  —  a  comparison  made 
by  a  Scot-ch  boatman  as  he  argued  with  his  passenger 
about  faith  and  woi'ks.  Teaching  expression  is  teach- 
ing words,  their  definitions  and  combinations;  a  tech- 
nical process  both  in  its  means  and  in  its  ends. 
Teaching  thought  in  expi-ession  is  all  personal.  It 
teaches  ideas;  it  teaches  aftections.  It  looks  far 
beyond  words  to  what  they  represent,  and,  finding 
that,  returns  to  words  with  a  power  over  them  which 
no  study  of  themselves  alone  can  ever  give.  "  I  had 
not  then  learned,"  remarked  Webster  on  some  ad- 
dresses he  delivered  while  in  college,  "that  all  true 
power  in  writing  is  in  the  idea,  not  in  the  style." 

The  School  Committee  made  their  choice  between 


36  SUPERINTENDENTVS  REPORT. 

the  two  modes  of  teaching  language  more  than  a  year 
and  a  half  ago,  in  adopting  a  course  of  study  for 
Primary  and  Grammar  "Schools.  This  course  begins 
Avith  language,  and  language  begins  with  the  purpose 
distinctly  stated,  of  accustoming  pupils  "to  express 
what  they  l\now."  To  increase  what  they  know  is  the 
object  of  other  branches,  particularly  of  oral  instruction ; 
but  that  of  language  itself  is  to  take  what  they  know 
just  as  it  is,  and  make  the  most  of  it.  What  children 
want  at  the  outset,  and  all  the  way  onward,  is,  first, 
thoughts,  then  words,  and  not  the  reverse.  We 
speak  of  this  now  as  a  matter  of  course,  but  the  time 
has  been  when  it  was  anything  but  that.  The  saying 
attributed  to  Talleyrand,  that  speech  was  given  to 
disguise  thoughts,  might  have  sprung  from  a  visit  to 
some  school. 

This  is  no  place  for  a  discourse  on  language,  or  the 
details  of  teaching  it.  But  we  can  hardly  do  better 
than  attempt  a  general  survey  of  the  instruction  our 
schools  are  now  giving  in  a  branch  so  important  in 
itself  and  in  its  connections  with  all  other  branches. 
Let  us  see  if  there  is  anything  of  promise;  let  us  also 
see  if  there  is  anything  unfavorable. 

The  Primary  Schools  will  be  found  busy  with  lan- 
guage lessons.  Objects,  pictures,  things  visible,  au- 
dible, or  tangible,  are  brought  to  the  senses,  and  as 
these  do  their  part  the  mind  does  its  part,  and  the 
tongue  is  bid  to  speak.  With  or  without  questions 
upon  what  is  before  them  the  children  talk,  or,  if  the 
phrase  is  preferable,  make  sentences.  They  are  en- 
couraged to  find  their  subjects  for  themselves,  to 
tell  their  experiences,  —  what  they  do  at  home,  or  see 


APPENDIX.  37 

on  the  way  to  school,  or  learn  in  school, —  and  great  is 
the  interest  they  often  show;  great,  also,  the  interest 
the}'  often  awake  in  their  teachers  or  their  visitors.  As 
the}'  go  on,  the  teacher  does  something  in  their  pres- 
ence, —  changes  her  place,  takes  up  a  book,  cuts  a 
pencil,  and  the  like,  —  then  asks  them  to  describe  her 
action,  perhaps  to  explain  it;  and  thus  brings  observa- 
tion, memory,  and  reason,  it  may  be  imagination,  into 
pla}  .  If  this  is  ever  going  beyond  their  sphere  it  is 
but  a  little  beyond,  while  the  greater  part  of  their  de- 
scription or  explanation  consists  of  what  they  know, 
and  feel  confident  of  knowing.  Variety,  and  yet  uni- 
formity, are  the  characteristics  of  these  exercises; 
variety  in  the  applications  of  the  principle,  but  uni- 
formit}'  in  the  principle  itself,  the  principle  of  letting 
lanf>ua":e  o-row  out  of  knowledo-e. 

Talking  comes  before  reading  in  school  as  at  home. 
But  reading  is  so  natural  and  so  great  a  help  to  talk- 
ing that  the  school  takes  it  up  immediately,  and  the 
two  go  on  together.  Reading  becomes  a  part  of 
language  training,  and  thus  finds  a  much  more 
advantageous  position  than  when  it  stands  alone. 

The  great  advantage  is  the  same  as  has  been  re- 
marked with  regard  to  language  in  general.  Thought 
is  brought  to  the  front.  The  idea  is  the  thing  signi- 
fied; the  word  is  but  the  sign.  Therefore  w^ords  or 
sentences  are  read  just  so  far  as  they  represent 
thoughts;  the  moment  they  do  not,  they  may  be  re- 
peated, but  it  would  be  a  disgrace  to  reading  to  say 
that  they  can  then  be  read.  The  child  talks  when  he 
says  something  intelligible;  Avhen  he  does  not  he 
prattles.     He  reads  when  he  reads  something  intelli- 


38  SUPERINTENDENT'S  REPORT. 

gible;  when  he  reads  anythmg  unintelligible  it  is  not 
even  prattling,  but  rather  grunting,  as  it  strikes  an 
unaccustomed  ear.  AYe  teach  him  to  read  as  he  has 
been  taught  to  talk,  first  by  thinking,  and  then  by 
speaking. 

Thinking  being  secured,  recognition  comes  next. 
The  child  is  to  recognize  the  sign,  and  associatiug  it 
with  the  thing  signified,  he  remembeis  it,  or  lays  the 
foundation  for  remembering  it.  What  signs  shall  he 
begin  with?  They  must  be  signs,  and  they  must  be 
easily  recognizable,  or  he  will  make  a  wrong  begin- 
ning. Birds,  we  may  suppose,  begin  with  any  note, 
the  note  of  the  parent  they  may  hear  just  as  they  are 
ready  to  sing  themselves;  but  birds  sing  by  ear  alone. 
So  children  read,  but  not  by  ear  or  eye  only.  Recogni- 
tion, association,  and  memory,  —  the  work  of  the  mind 
—  join  with  the  work  of  the  eye  and  the  ear.  Conse- 
quently they  must  choose  —  that  is,  we  must  choose 
for  them  —  the  material  upon 'which  these  different 
powers  can  act  at  once,  and  with  the  greatest  ease. 
A  letter  expresses  no  idea  to  a  child;  therefore  we  do 
not  start  with  letters.  Words  express  ideas;  therefore 
we  start  with  them,  and  with  such  of  them  as  express 
ideas  familiar  to  children.  Words,  again,  are  more 
readily  recognized  than  letters ;  they  have  more  sub- 
stance, more  salient  lines  and  points,  and  form  some- 
thing like  a  picture,  to  be  gazed  at  and  gradually 
taken  in.  They  are  learned  without  learning  the  letters 
in  them,  or  without  learning  the  letters  beforehand. 
A  boy  knows  his  mother's  face  as  a  face,  not  as  eyes  or 
nose  or  mouth,  and  seeing  it,  not  them,  or  not  them 
separately,  he  sees  her.     So  he  sees  a  word  as  a  word, 


APPENDIX.  39 

not  as  one  letter  or  another,  but  as  a  group  of  letters 
seen  together  and  read  together.  Tn  this  way  we 
excite  the  recognizing  faculty,  and  as  the  thinking 
faculty  has  been  alread}^  roused,  the  child  is  in  a  fair 
way  to  become  a  reader. 

From  words  we  go  on  to  sentences,  very  short  and 
simple,  but  actual  sentences.  The  test  applied  to 
them  is  their  meaning.  If  they  describe  objects,  or 
actions,  or  feelings  to  which  the  child  is  wonted,  then 
the}'  mean  something  to  him,  and  he  can  read  them  to 
good  purpose.  They  will  contain  words  that  are  as 
yet  meaningless,  but  these  can  be  taken,  as  it  were? 
into  the  not  meaningless  words  with  which  the}^  are 
connected.  *  Thus,  in  "  I  see  a  boy,"  the  article  which 
has  no  signification  can  be  blended  with  the  noun 
which  has.  "  Please  read  to  me  "  contains  a  prepo- 
sition which  can  be  united  with  the  pronoun;  and  if 
the  pronoun  is  not  intelligible  it  can  be  displaced 
until  it  becomes  so  by  the  noun  for  which  it  stands. 
In  thus  running  words  together,  so  that  the  signifi- 
cant words  shall  be  the  only  ones  to  lay  stress  upon, 
we  gain  clearer  thought  and  clearer  expression. 
From  the  first  the  child  reads  the  sentence  as  a  sen- 
tence, knowing  what  it  means,  and  passing  from  word 
to  word  without  halting  upon  any.  He  is  following 
precisely  the  same  principle  as  to  connected  words 
with  which  he  began  upon  separate  words;  that  is, 
he  learns  them  as  wholes,  rather  than  b}^  their  parts. 

It  is  not  reading  alone  which  brings  all  this  to  pass. 
The  child  Avrites  as  well  as  reads.  His  words  are 
written  lor  him  by  his  teacher,  either  on  the  black- 
boai'd  or  a  sli[)  of  paper,  and  when  he  has  read  them 


40  SUPERINTENDENT'S  REPORT. 

there  he  writes  them  on  his  slate  and  reads  them  there 
also.  At  first  he  scratches  rather  than  writes,  but  if 
he  is  taught  to  read  his  marks  they  stand  for  woi'ds 
to  him,  and  with  a  little  practice,  much  less  than  is 
generally  thought  necessary,  they  are  legible  by 
others.  Legibility  is  all  we  have  to  aim  at  in  the 
beginning.  It  is  not  writing  for  the  sake  of  writing, 
but  writing  for  the  sake  of  reading.  "We  want  no 
penmanship,  no  mechanism  of  any  sort  to  make  the 
writing  plain,  and  more  than  plain  it  need  not  be.  As 
the  handmaid  of  reading,  writing  has  an  important 
function.  It  enables  the  pupil  to  reproduce  the  words 
or  sentences  given  him,  and  thus  to  make  them  his 
own,  as  would  be  otherwise  impossible.  He  likes  this, 
for  it  is  what  he  is  accustomed  to,  as  when  he  whittles 
a  stick  in  imitation  of  a  sword,  or  when  he  sees  his 
sister  turn  a  handful  of  rags  into  a  doll.  Writing  is 
of  great  value  merely  as  an  occupation.  It  gives 
children  something  to  do,  and  something  which,  if 
wisely  managed,  is  as  much  like  play  as  work. 
While  a  teacher  gathers  eight  or  ten  about  her  to 
read,  the  rest  can  be  set  to  write,  and  if  they  are 
allowed  some  sort  of  freedom  in  it  they  show  an 
interest  which  is  delightful  to  see. 

Because  of  this  union  of  reading  with  writing  we 
begin  with  script  instead  of  type.  There  is  no  magic 
in  script,  either  for  good  or  for  evil,  as  one  might 
imagine  from  some  of  the  arguments  for  or  against 
it.  Printing,  that  is,  printing  by  hand,  would  have 
the  essential  virtue  of  script,  because  it  would  be  the 
work  of  the  teacher  for  the  puj^il,  and  that  of  the 
pupil  for  the  teacher  j  in  other  words  it  would  be  per- 


APPENDIX.  41 

sonal.  ]S'othing  but  mutual  service  between  teachers 
and  pupils  can  make  a  right  beginning-  in  school 
education.  The  overmastering  want  is  personality. 
Always  wanted,  it  is  most  wanted  when  the  little 
child  is  first  brought  to  a  teacher,  and  enters  into  a 
relation  with  which  nothing  outside,  like  books  or 
types,  should  be  allowed  to  interfere  at  the  outset. 
Therefore,  in  reading,  children  properly  begin  Avith 
characters  which  they  see  their  teachers  form  for 
them^  and  which  they  can  afterwards  form  for  their 
teachei's.  If  priut  were  easier  than  script  it  would  be 
better.  The  only  charm  in  script  is  its  being  easier 
than  print,  and  therefore  preferable.  Of  two  signs, 
or  two  sets  of  signs,  we  take  that  which  is  generally 
more  readily  recognized  and  always  more  readily 
imitated,  simply  because  it  saves  labor.  Xo  sign  ever 
invented  was  Avorth  a  moment's  additional  labor  for 
its  OAvn  sake.  It  is  only  the  thing  signified  Avhich  has 
any  right  to  make  us  Avork  for  it. 

Our  phonetic  system,  so  far  as  Ave  have  any,  con- 
sists simply  in  sounding  a  Avord  sloAvly.  We  do  not 
break  it  up  into  all  its  separate  sounds,  and  dAvell  upon 
them  one  by  one,  but  rather  pronounce  it  entii-e,  Avith 
great  deliberation.  When  we  can  do  it  without  inter- 
rupting our  main  Avork  too  much,  Ave  give  the  child 
Avords  of  kindred  sound,  one  after  the  other,  until  the 
sound  becomes  so  familiar  as  to  bring  other  AVords 
containing  it  Avithin  his  reach.  Then  when  one  of 
them  he  has  never  seen  comes  up  he  recognizes  the 
feature  Avhich  he  has  seen  in  Avords  before,  and  the 
neAv  acquaintance  is  made  with  comparative  ease.  ISTo 
one  doubts  the  necessity  of  mastering  sounds.     But 


42  SUPERINTENDENT'S   REPORT. 

we  may  question  the  wisdom  of  teaching  them  directly 
as  sounds,  instead  of  allowing  them  to  be  learned 
indirectly  through  the  words  to  which  they  belong. 
In  them,  as  in  everything  else,  a  great  deal  is  gained 
without  conscious  effort.  Let  pupils  go  on  reading 
with  but  rare  sounding  of  words,  and  no  souuding  at  all 
of  parts  of  words,  and  their  teacher  will  find  that  they 
learn  the  sounds  they  need,  and  that  they  use  them 
as  new  words  come  into  view.  How  they  learn  them 
in  every  instance  it  may  puzzle  us  as  well  as  them  to 
tell;  but  they  learn  them,  and  that  is  enough. 

It  is  just  the  same  with  the  names  of  letters. 
We  do  not  teach  them,  yet  the  pupil  learns  them. 
He  hears  us  call  them  every  now  and  then,  when  one 
of  them  needs  to  be  pointed  out,  either  before  he  tries 
a  word,  or  after  he  has  tried  it  and  failed.  We 
may  take  three  or  four  words  beginning  alike,  but 
ending  differently,  or  the  reverse,  and  in  showing  the 
likeness  or  the  difference  Ave  use  the  names  of  letters 
or  call  for  the  use  of  them  by  the  children.  It  is  not 
a  lesson  upon  the  names,  it  is  not  teaching  the  alpha- 
bet; and  yet  by  these  occasions,  naturally  employed, 
the  child  picks  up  the  names  and  learns  the  alphabet 
without  knowing  it,  and  perhaps  without  our  knowing 
it.  AVhy  not  be  content?  So  that  he  has  the  means 
of  reading  a  new  woi"d  when  it  appears,  we  may  well 
be  satisfied. 

From  script  we  pass  to  type.  If  we  are  in  no  haste 
to  do  it,  but  allow  the  child  to  become  familiar  with  a 
reasonable  number  of  words  in  script,  he  knows  very 
many  of  them  when  he  sees  them  in  type.  Passing 
from  one  type  to  anothei',  as  from  phonetic  to  common, 


APPENDIX.  43 

is  a  comparatively  difficult  transition.  But  the  form 
of  most  letters  in  script  is  near  enough  to  that  of  cor- 
responding types  to  lessen  the  strangeness  of  print 
to  the  child  who  has  been  prepared  to  encounter  it. 
The  teacher  tries  no  abrupt  change.  She  still  writes 
for  her  pupils,  and  they  still  write  for  her  the  words 
they  meet  in  type ;  and  as  the  pendulum  swings  from 
script  to  t3^pe,  and  back  again,  the  two  are  associated 
so  closely  as  to  seem  almost  the  same. 

And  now,  able  to  read  type  as  well  as  script,  the 
pupil  receives  a  book.  It  is  the  traditional  primer, 
and  he  begins  upon  it  as  he  began  with  script, 
reading  words  as  words,  and  sentences  as  sentences, 
without  continually  breaking  them  up  into  their  com- 
ponent parts.  But  the  primer  no  longer  stands  alone. 
Instead  of  being  the  only  book  which  the  pupil  reads, 
it  is  merely  the  only  text-book.  He  is  supplied  with 
tenfold  the  amoulit  of  reading  matter  in  the  primer. 
Leaves  from  other  books,  pamphlets  containing  simple 
sentences  and  fables,  illustrated  papers,  go  far  to  meet, 
yet  do  not  fully  meet,  the  want  of  profuse  material  for 
our  younger  classes  to  read. 

The  craving  of  children  for  variety  is  just  as  strong" 
in  school  as  out  of  school.  They  do  not  like  to  be 
kept  continually  at  one  thing,  however  pleasant  it 
may  be;  and  though  we  may  shake  our  heads,  and 
instst  upon  the  concentration  of  the  mind  before  its 
time  to  concentrate,  it  will  not  develop  accoi'diug  to 
our  nature,  but  only  accoi'ding  to  its  own.  There- 
foie,  if  we  would  have  childi'cn  love  reading,  we  must 
give  them  the  i-ight  reading,  not  only  right  in  quality, 
but  right  in  quantity,  and  that  means  a  great  deal. 


44  SUPERINTENDENT'S  REPORT. 

The  older  Primary  classes  have  the  Second  and 
TWrd  Readers,  with  some  of  the  pamphlets  and  papers 
already  mentioned.  But  the  reading  in  which  these 
classes  are  taking  the  most  pleasure,  and  therefore 
making  the  most  progress,  is  the  twofold  series  of 
Popular  Tales.  This  is  no  random  collection,  but  one 
made  wdth  all  possible  care  as  to  the  tales  and  their 
texts.  I  feel  under  great  obligation  to  Mr.  H.  C. 
Lodge  for  the  pains  he  has  taken  to  provide  the 
schools  with  an  edition  very  much  superior  to  any 
in  the  market,  and  as  his  labor  is  one  of  love  it 
deserves  other  gratitude  than  mine.  "I  am  not  jok- 
ing," wrote  Macaulay,  "but  writing  quite  seriously, 
when  I  say  that  I  would  much  rather  order  a  hundred 
copies  of  Jack  the  Giant-Iviller  for  our  schools  than 
a  hundred  copies  of  any  grammar  of  rhetoric  that 
ever  Avas  written."  I  have  seen  children  read  these 
Tales  as  I  never  before  saw  them  read  anything  in  a 
Primary  School,  w^ith  closer  attention,  with  deeper 
hiterest,  with  stronger  expression.  There  is  the 
additional  advantage  of  such  reading,  that  it  can  be 
gone  over  again  and  again  with  no  such  sinking  of 
mind  or  spirits  as  attends  the  repetition  of  school- 
readers. 

While  writing,  I  receive  an  article  from  a  I^ew 
York  journal  on  this  collection  of  Popular  Tales. 
The  writer  says:  — 

I  took  the  other  day  twenty-five  copies  into  a  school  made  up 
of  the  roughest  of  rough  boys,  passed  the, books  for  reading,  and 
then  watched  the  effect.  It  was  simply  wonderful.  Forgetting 
themselves  and  tlieir  usual  difficulties,  they  plunged  in,  and  became 
so  absorbed  in  the  storv  that  the  hard  words  fell  before  them  with- 


APPENDIX.  45 

out  a  struggle.  A  half  hour  passed  in  positive  pleasure,  and  when 
the  books  were  given  up  the  eager  question  came  from  all,  '•  When 
can  we  have  them  again?"  It  was  a  simple  experiment ;  the  books 
cost  onlv  S3. 75,  and  for  jears  the}'  will  wander  round  fiom  school 
to  school,  delighting  the  hearts  of  thousands  of  children. 

Of  course  there  is  a  great  deal  of  grumbling  on  the 
other  side. 

I  have  had  ^reat  pleasure  in  editing  a  book  of 
poetiy  for  our  children,  with  something  for  the 
youngest  in  Primary  and  the  oldest  in  Grammar 
classes.  The  object  is  manifold.  We  want  to  bring 
poetr}^  into  the  schools  more  abundantly  than  it-  has 
been  brought  by  the  scattered  selections  of  the 
Readers.  This  is  to  help  reading,  and  speaking,  and 
thinking,  and  feeling.  Then  we  want  to  provide  a 
better  exercise  for  the  memory  in  giving  it  verses 
more  suited  to  the  age  and  the  spirit  of  children  than  ' 
the  words  which  they  have  been  usuall}^  employed  in 
committing.  Moreover  we  want  to  increase  the  stock 
of  recollections  which  our  children,  Avhen  grown,  can 
call  up  to  brighten  their  lives.  I  heard  a  short  time 
since  of  the  congratulation  offered  a  self-made  man, 
as  the  phrase  is,  upon  his  having  come  out  from  a 
youth  of  struggle  into  a  manhood  of  success.  "It  is 
a  satisfaction,"  said  one  to  him, "  unknown  to  those  born 
and  bred  in  easier  circumstances."  "  True,"  was  the 
reply,  "but  there  are  no  such  pleasant  memories  of 
childhood."  To  these  memories  it  is  a  main  pui'pose 
of  this  volume  of  poetry  to  contribute. 

In  all  reading,  Jis  in  all  language  lessons,  we  keep 
in  view  the  power  of  the  pupil  to  speak  or  Avrite  for 
himself,  that  is,   to  use    words    of    his    own.      The 


46      .  SUPERINTENDENT'S   REPORT. 

tendency  to  borrow  words  is  natural  under  school 
training,  but  it  should  be  manfully  resisted.  "  He  was 
wont  to  speak  plain  and  to  the  purpose,  like  an 
honest  man,"  says  Benedick  of  Claudio,  "and  now  he 
is  turned  orthographer;  his  words  are  just  so  many 
strange  dishes."  Turning  an  honest  child  into  an 
orthographer,  and  making  his  words  strange,  does 
not  render  him  a  master  of  language,  but  the  reverse. 
When  text-books  begin  to  multiply,  as  in  the  Gram- 
mar School,  the  checks  to  the  development  of  the 
pupils'  language  become  more  numerous.  Very  seri- 
ous ones  arise  from  the  definitions  with  which  many 
books  bristle,  and  which  are  forced,  we  cannot  say 
into  the  minds,  but  into  the  mouths,  of  children. 
AVere  they  taken  singlj'-,  as  the  thing  defined  occurs 
in  the  course  of  study,  they  would  still  be  objectiona- 
ble if  insisted  on  as  substitutes  for  the  pupils'  expla- 
nations; but  not  so  objectionable  as  when  taken. in  a 
body,  without  waiting  for  the  occurrence  of  the  subject 
to  be  defined.  Text-books  in  geography,  for  instance, 
begin  with  geographical  terms,  which,  repeated  by 
rote,  suck  all  the  life  out  of  the  study.  They  should 
be  used  exactly  as  the  columns  of  a  dictionary,  —  to 
explain  a  feature  of  the  earth's  surface,  or  a  product 
of  the  soil,  or  anything  else  that  needs  explanation, 
when  it  comes  up.  Their  substance,  if  understood, 
can  be  expressed  by  the  scholar  in  his  own  words, 
and  as  serviceably  to  his  geography  as  to  his  lan- 
guage. I  found,  not  long  since,  a  class  swamped  in 
forms  of  government,  as  an  empire,  a  monarchy,  and 
the  rest.  Xo  one  from  what  the  scholars  had  to  say, 
or  rather  not  to  say,  would  have  imagined  that  they 


APPENDIX.  47 

were  reciting  a  geographical  lesson.  But  there  were 
the  definitions;  the  book  gave  them,  the  examination 
Avould  demand  them,  and  so  child  after  child  rej^eated 
them  in  words  as  unintelligible  to  the  listener  as  to 
the  speaker.  Could  there  have  been  delay  until  these 
children  reached  the  year  in  Avhich  history  is  studied, 
there  might  have  been  some  hope  of  helping  them  to 
understand  a  monarchy.  But  at  the  beginning  of 
geography,  years  before  the  beginning  of  histoiy,  a 
monarchy  is  as  likely  to  seem  a  mastodon,  or  any 
other  monster,  as  a  government.  We  are  wont  to  be 
impatient  in  teaching,  and  never  more  so  than  in  teach- 
ing definitions.  Something  seems  to  drive  us  to  attack 
them  all  at  once,  to  refuse  all  strategy,  and  dash  on 
in  their  faces  regardless  of  the  havoc  in  our  i-anks. 
Bright  boys  and  girls  grow  dull  before  them,  and  the 
book  that  might  help  them  forward  drives  them  back- 
ward in  confusion.  Their  own  words  rejected,  and 
othei*  words  than  theirs,  words  as  much  wit'nout  as 
with  meaning,  imposed  upon  them,  all  growth  in 
language  is  arrested, — 

And  borrowing  dulls  the  edge  of  husbandry. 

Then  comes  English  grammar,  too  often  as  a  hin- 
drance to  children.  It  might  be  like  a  window,  even 
though  a  narrow  one;  but  it  is  apt  to  be  a  wall, 
through  which  there  is  no  seeing.  Its  technicalities, 
long  since  vanished  from  common  speech  and  common 
writing,  are  conjured  up  in  books  and  exercises,  only 
to  pei-plex  the  minds  of  young  people,  and  to  batlie 
their  powers  of  expression.  Learning  Latin  one 
understands  the  forms   of  Latin  grammar,  for  he  is 


48  SUPERINTENDENT'S   REPORT. 

constantly  meeting  them  in  the  books  he  reads. 
Moods  and  tenses  and  the  hke  all  have  life,  as  they 
live  in  the  prose  or  the  poetry  of  the  Komans.  But 
kindred  forms  are  not  to  be  found  in  the  English  of 
to-day,  and  the  attempt  to  find  them  there  is  as  futile 
as  if  we  set  children  at  reaping  wheat  on  Boston 
Common.  It  is  also  worth  remembering  that  text- 
books in  grammar  are  not  written  by  masters  of  Eng- 
lish, biit  by  men  of  imperfect  scholarship  and  imper- 
fect style.  Poring  over  their  statements  and  rules, 
instead  of  studying  a  work  of  some  real  author,  a  story 
or  a  poem,  is  no  means  of  acquiring  language,  jSTot 
till  boys  learn  to  skate  by  telling  what  kind  of  skates 
they  are  going  to  use,  or  till  girls  make  bread  by 
committing  a  receipt  to  memory,  can  they  learn  Eng- 
lish from  grammars.  Our  present  scheme  postpones 
grammar  until  half-way  through  the  Grammar  School, 
and  then  introduces  it  sparingly,  content  with  the 
parts  of  speech  and  analysis  of  simple  sentences  for 
the  first  year,  and  leaving  further  details  to  the 
second  and  third  years.  This  seems  too  late  and  too 
little  to  the  teacher  who  has  been  accustomed  to  ply 
the  grammar  all  through  the  course,  and  more  than 
one  appeal  has  been  made  for  permission  to  keep  np 
the  custom.  But  it  will  soon  be  clear  to  ever}^  open 
mind  that  the  help  to  be  got  from  grammar  is  in  pro- 
portion to  the  moderation  with  which  it  is  sought,  and 
the  ease  with  which  it  is  obtained.  The  study  of 
grammar  is  one  thing,  that  of  language  another  and 
a  far  better. 

It  has  been  a  great  satisfaction  to  see  teachers  in 
Grammar  Schools   intent  on  teaching   language.     I 


APPENDIX.  49 

have  heard  their  pupils  make  clear  statements  in  their 
own  words,  and  out  of  their  own  thoughts.  I  have 
seen  abstracts  and  narratives  written  in  a  style  so 
natural  as  to  prove  them  the  genuine  work  of  their 
writers.  Letters  describing  some  simple  experience 
of  the  children  who  wrote  them  have  seemed  to  me 
full  of  promise,  with  regard  not  only  to  expression, 
but  also  to  the  nature  expressing  itself.  Such  fruits 
of  teaching  and  of  learning  are  the  fairest  to  be 
gathered  or  cultivated  in  the  field  of  language. 

The  Grammar  Schools  are  profiting  by  the  addi- 
tional reading  supplied  them.  The  first  suppl}',  a 
year  and  a  half  ago,  was  not  entirely  suited  to 
them.  It  consisted  of  some  books  authorized  for  use 
in  the  Latin  School,  and,  therefore,  presumably 
adapted  to  boys,  many  of  them  beyond  the  age  of 
Grammar  pupils;  they  were  the  only  works,  however, 
to  whose  introduction  into  the  Grammar  Schools  con- 
sent could  then  be  procured,  and  they  were  introduced 
with  good  efi'ect  in  general.  But  the  present  year 
has  brought  in  some  more  suitable  reading;  the  poetry 
already  mentioned,  six  stories  from  the  Arabian 
lights,  and  a  few  selections  from  American  authors 
having  all  been  specially  prepared  for  Grammar 
classes.  Other  works,  like  Guyot's  Introduction  to 
Geography,  have  been  used  as  side-reading  to  the 
studies  of  the  schools,  and  with  excellent  results. 
The  Committee  on  Supplies  have  very  considerately 
permitted  all  these  books  to  be  taken  home,  so  that 
where  time  fiiils  to  read  them  in  school  they  need 
not  go  unread.  It  is  essential,  I  think,  to  the  success 
of  this  movement  that  reading   out  of  school  should 


50  SUPERINTENDENrS  REPORT. 

be  encouraged.  Here  the  Public  Library  comes  again 
to  our  assistance.  One  day  in  IN^ovember  I  spent 
nearly  an  hour  hearing  the  first  class  in  the  Wells 
School  talk  over,  with  the  master,  a  book  of  which  he 
had  received  twenty-five  copies  from  the  Library  for 
the  home  reading  of  his  girls.  It  struck  me  as  a  delight- 
ful exercise.  The  master  had  read  the  book  as  well 
as  his  pupils,  and  they  went  over  the  incidents  and 
the  personages  of  the  story  as  if  they  were  all  real. 
It  was  a  many-sided  lesson,  if  lesson  it  should  be 
called.  Speech,  judgment,  aspiration,  all  were  in 
bloom,  and  it  was  a  happy  sight  to  see  those  young 
minds  and  hearts  expanding. 

Among  the  new  reading  books  of  Grammar  Schools 
are  the  two  in  which  the  upjjer  classes  read  history. 
Higginson's  United  States  and  Thompson's  England 
are  not  chronological  tables,  but  narratives,  and  the 
pupils  who  are  suffered  to  read  them  without  learning 
anything  by  rote  find  them  full  of  interest.  They 
appeal  to  the  imaginative  and  reflective  faculties. 
They  stir  the  feelings,  and  awaken  broader  sympa- 
thies. They  move  the  will,  and  a  new  sense  of  duty, 
patriotic  and  personal,  possesses  the  child.  Teachers 
using  these  books  as  they  are  meant  to  be  used  find 
that  they  are  training  their  pupils  in  many  things 
besides  historical  information.  Character  matures, 
thought  matures,  and,  more  evidently  still,  language 
matures  almost  from  day  to  day.  Who  tells  the  tale 
of  our  Revolution  in  dates  and  names  of  battles,  shot 
out  one  after  another  as  from  a  pop-gun,  feels  no 
thrill,  and  excites  none  except  of  sorrow  for  the  way 
in  which  he  is  taught.     But  he  who  describes  Bunker 


APPENDIX.  51 

Hill  or  Yalley  Forge,  whose  narrative  is  of  an  after- 
noon's struggle  or  a  winter's  suffering  for  his  coun- 
try, he  cannot  speak  without  feeling,  or  feel  without 
speaking  in  words  of  his  own.  There  was  a  story  in 
the  time  of  our  civil  war,  about  a  child  at  school 
who  pitied  the  children  to  come  after,  because  so 
many  more  dates  of  victories  or  defeats  wonld  have 
to  be  repeated.  There  would  have  been  no  pity  for 
them  had  the  child  been  allowed  to  read  of  the  eai'lier 
times  in  sympathy  with  patriotism  and  self-sacrifice, 
instead  of  in  loathing  for  chronology.  But  the  point 
to  be  made  just  here  is  the  value  of  historical  reading 
as  an  aid  to  language,  especially  when  the  reader 
gives  its  substance  in  a  recitation  or  a  composition. 
The  words  called  forth  by  great  deeds  or  their  great 
doers  are  the  utterance  of  thoughts  that  will  not  put 
up  with  merely  borrowed  expressions.  As  the  child's 
mind,  so  the  child's  speech,  enlarges  by  taking  the 
past  into  the  present,  and  peopling  the  world  with  the 
dead  as  well  as  the  living. 

I  have  been  describing  a  course  in  language  which 
is  but  begun  in  our  Primary  and  Grammar  Schools. 
Some  time  must  pass  before  it  is  developed.  Children 
just  entered  cannot  immediately  gain  much  from  it, 
nor  can  those  who  have  been  at  school  for  years  feel 
its  influence  all  at  once,  the  more  so  that  they  have 
had  no  opportunity  of  passing  through  its  earlier 
stages.  The  time  will  come,  we  may  believe,  when 
every  child  of  average  capacity  who  gi-aduates  from 
a  Grammar  School  will  know  what  he  thinks,  and  be 
able  to  make  others  know  it  as  fully  as  if  he  were 
graduating  from  a  university.     What  he  thinks  may 


52  SUPERINTENDENT'S  REPORT. 

be  but  little;  there  is  the  greater  need  of  expressing 
that  little  so  that  none  of  it  shall  be  lost. 

There  will  then  be  a  more  ascending  way  before  the 
High  Schools.  Just  now,  as  for  some  yeai-s  past,  their 
work  in  language  has  been  like  the  lay  of  the  Last 
Minstrel,  — 

And  much  he  wished,  yet  feared  to  try 
The  long-forgotten  melody ; 
Amid  tlie  strings  his  fingers  strayed, 
And  an  uncertain  warbling  made. 

It  is  a  very  uncertain  note  that  responds  to  the 
touch  of  High-School  teaching  when  it  tries  its  hand 
upon  the  language  of  newly  admitted  pupils.  The 
future,  we  trust,  has  something  better  in  store ;  but  in 
the  past,  at  least  during  the  last  few  years,  teacliers 
of  English  in  High  Schools  have  been  unable  to  take 
anything  for  granted.  They  have  found  in  the  ma- 
jority of  cases  as  much  need  of  review,. and  indeed  of 
elementary  instruction,  as  if  they  were  teaching  in  a 
lower  grade.  Speaking,  writing,  even  reading,  have 
all  proved  broken  reeds  for  higher  teaching  to  rest 
upon,  and  a  new  foundation  has  been  required  before 
any  further  building  was  safe.  Charles  Lamb  de- 
scribes the  schoolmaster  as  "  sick  of  perpetual  boy." 
If  true  of  any,  it  is  of  the  master  who  receives  jDupils 
for  advanced  training,  and  finds  he  must  give  them 
elementary. 

When  the  High-School  pupil  is  fit  to  advance,  two 
paths  in  language  lie  open  to  him.  One  is  in  the 
mother-tongue,  which  he  is  now  to  follow  into  litera- 
ture.   The  other  is  in  the  foreign  language  he  begins. 


APPENDIX.  53 

and  in  learning*  which  he  learns  more  of  his  own. 
Let  ns  go  Avith  him  a  step  or  two  in  each  of  these 
paths. 

He  has  hitherto  studied  English ;  now  he  studies 
English  literature.  His  reading  in  the  school  from 
which  he  comes  has  made  him  acquainted  with  litera- 
ture in  gcnei'al,  but  not  with  literature  as  a  special 
study.  Xow  literature  claims  a  place  of  its  own.  In 
it  the  study  of  language  makes  a  bound  into  new 
vitality.  Thought,  feeling,  taste,  desire,  are  all 
quickened,  and  expression  keeps  some  sort  of  pace 
with  them,  as  it  is  helped  by  the  prose  or  poetry 
which  the  scholar  is  studying.  It  is  an  epoch  in  one's 
life  when  he  enters  upon  a  great  work  of  English  or 
American  literature,  not  merely  to  read  and  forget  it, 
but  to  read  and  remember  it,  to  take  it  into  his  mental 
constitution  so  that  it  is  evermore  a  part  of  him. 

But  for  this  there  are  some  necessary  conditions. 
One  is,  that  we  are  not  to  study  a  book  as  if  it  were 
'a  stone,  to  be  weighed,  measured,  and  otherwise  ex- 
amined on  the  outside.  !Not  to  be  personal,  let  us  go 
^out  of  Boston  for  an  illustration,  and  read  the  ques- 
Jtions  by  which  a  High  School  at  no  great  distance 
brought  its  studies  in  Shakespeare  to  a  close :  — 

1.  Write  the  stoiy  of  the  Merchant  of  Venice^  —  45  lines  at 
least,  —  with  a  scheme  ;  or,  , 

2.  Tell  the  stor}'  of  the  Caskets,  with  quotations,  historical  ref- 
erences, geographical  places,  and  an  account  of  the  origin  of  the 
story  and  when  published. 

There  might  have  been  a  percentage  of  one  hundred 
all  round,  yet   without  proving   a    single  writer  to 


54  SUPERINTENDENT'S  REPORT. 

have  a  glimpse  of  Shakespeare's  mmd.  The  late 
Walter  Bagehot  told  of  a  young  man  who  asked  an 
East  India  Director  about  the  proper  style  for  de- 
spatches, and  was  answered,  "  We  like  the  Hum- 
drum." 

Neither  is  a  great  work  to  be  examined  on  the  in- 
side with  reference  merely  to  details.  It  is  the 
author,  not  the  commentator,  whom  we  are  endeavor- 
ing to  know,  and  if  we  stop  for  every  explanation  to 
be  given  we  have  little  time  for  anything  besides. 
Some  editions  of  English  classics  lately  prepared  for 
the  use  of  schools  have  as  much  note  as  text,  and  the 
scholar  who  goes  through  them  reads  their  editors 
rather  than  their  writers.  Literature  is  itself.  It  is 
not  annotations.  However  good  these  may  be  in  their 
way,  they  can  never  be  so  good  as  to  disj^lace  their 
subject,  or  even  crowd  upon  it.  It  stands  far  out  of 
comparison  with  them,  and  the  student  who  follows  it 
only  while  they  lead  will  never  reach  it.  Suppose 
our  study  to  be  the  Westminster  Abbey  of  the  Sketch 
Book.  It  is  that,  rather  than  any  measurements,  or 
plans,  or  historical  sketches,  —  that  rather  than  any 
definitions  or  illustrations,  which  we  are  to  read  and 
think  over  until  the  author's  thoughts  are  in  some  de- 
gree ours.  As  Irving  "passed  the  threshold,"  "  losing 
myself  among  the  shades  of  former  ages,"  so  we  may 
lose  ourselves  with  him,  and  feel  "the  spaciousness 
and  gloom  of  this  vast  edifice  produce  a  profound 
and  mysterious  awe."  This  general  impression  is 
beyond  all  particulars.  It,  and  it  alone,  carries  us  to 
the  Abbey;  and  we  are  there,  rather  than  in  our  class- 
room, treading  in  Irving's  footsteps,  seeing  with  his 


APPENDIX.  55 

eyes,  and  sharing,  faintl}^  though  it  be,  in  his  feelings. 
This  is  making  him  our  teacher;  and  making  great 
writers  our  teachers  is  studying  literature. 

Especially  is  this  true  of  the  poets.  Reading  notes, 
translating  words,  explaining  allusions,  and  the  rest, 
are  encroaching  occupations  of  a  school-hour  nomi- 
nally spent  upon  a  poem.  I  sat  a  long  time  in  a  room 
one  day  while  a  class  was  getting  through  a  single 
stanza.  It  was  so  slow  because  of  the  interruptions  of 
the  teacher,  whose  intention  was  to  be  very  thorough, 
and  who  succeeded  in  being  very  dry,  as  were 
the  pupils  also.  ]^ot  one  of  them  could  be  blamed  if 
unable  to  catch  or  to  express  an  idea  of  the  poet's, 
so  completely  was  he  hidden  behind  the  cloud  of  com- 
ments upon  him.  Instead  of  reading  poetry  until  our 
spirits  are  steeped  in  its  currents,  we  throw  our  ques- 
tions and  answers  in  its  way,  as  if,  not  content  with 
the  brook  leaping  from  the  mountain  side,  we  must 
choke  its  course  with  logs  and  stones;  or  as  if  we 
studied  Nature,  not  by  watching  beneath  the  stars  or 
walking  through  the  meadows,  but  by  problems  in 
astronomy  or  a  botanical  vocabulary. 

But  these  young  scholars  who  invade  our  hills 
Love  not  the  flower  they  pluck,  and  know  it  not, 
And  all  their  botany  is  Latin  names. 

As  Matthew  Arnold  says,  in  the  preface  to  his 
recent  edition  of  Wordsworth,  "Poetry  is  nothing 
less  than  the  most  perfect  speech  of  man,  that  in 
which  he  comes  nearest  to  being  able  to  utter  the 
truth."  How  shall  we  study  it?  By  turning  from  it 
to  ourselves,  or  to  our  speech  in  place  of  it?     Shall 


56  SUPERINTENDENT'S  REPORT. 

we  not  rather  give  place  to  it,  that  it  may  lead  us  to 
think  and  speak  the  truth  for  ourselves?  He  who 
would  reach  the  sea  sails  with  the  stream,  instead  of 
digging  into  its  banks.  To  be  borne  on  by  poetry, 
we  must  read  it,  rather  than  any  dissertations  upon  it. 

Of  all  language  lessons  none  are  so  good  as  those 
in  literature.  Communion  with  it,  or  with  the  minds 
that  have  made  it,  is  the  air  of  delightful  studies 
which  no  one  can  breathe  without  some  fresh  power 
both  of  thought  and  of  expression.  But  it  must  be 
real  communion.  Just  a  chapter  or  two  of  one  wri- 
ter, or  a  poem  or  two  of  another,  with  rapid  transi- 
tions from  author  to  author,  and  from  age  to  age, 
will  leave  most  pupils  confused  rather  than  inspired. 
A  lecturer  on  teaching  English  literature,  at  a  recent 
session  of  an  Institute  of  Instruction,  recommended 
the  study  of  "  a  few  representative  authors."  This 
he  explained  by  saying  that  "  not  over  five  authors 
should  be  studied  in  one  term's  course,  and  perhaps 
ten  in  a  year's  course,  and  less  than  twenty  in  a  two 
to  four  years'  course."  But  if  a  course  consists  of 
from  two  to  three  lessons  a  week,  and  a  year  consists 
of  less  than  forty  weeks,  there  will  be  little  hope 
of  catching  the  spirit  of  so  many  writers,  or  of  a  sin- 
gle one  among  them  all.  Here,  as  in  every  part  of 
High- School  work,  we  do  more  by  attempting  less. 
Would  we  be,  I  will  not  say  like  Shakespeare,  but 
like  those  who  have  communed  with  Shakespeare, 
then  we  must  read  him,  and  continue  reading  him 
until  he  leads  us  behind  the  veil  which  he  withdraws. 

The  other  path  in  which  the  High  School  pursues 
the  study  of  language  is  opened  by  foreign  tongues. 


APPENDIX.  57 

As  is  well  known,  scholars  have  their  choice  of  three, 
Latin,  German,  and  French,  and  they  may  take  two 
together  during  part  of  the  course.  A  language 
wiiich  can  only  be  begun  may  help  a  scholar  to  learn 
more  of  it  after  leaving  school;  till  then  it  is  of  very 
little  service  to  his  mother-tongue.  But  a  foreign 
language  that  is  pursued  not  only  as  an  elementary 
but  as  an  advanced  study  gives  excellent  opportuni- 
ties for  progress  in  advanced  English.  Reading  a 
fine  writer  in  another  language,  and  moved  by  his 
words,  we  try  to  turn  them  into  our  own,  or  to  express 
the  substance  of  them  as  we  may.  Such  attempts 
cannot  but  give  some  strength  or  grace  of  style  we 
did  not  have  before.  A  thoughtful  version  of  a  well- 
chosen  passage  is  worth  many  a  so-called  original 
composition.  It  gives  both  the  freedom  and  the 
restraint  which  a  young  writer  needs, — restraint  upon 
his  crudeness,  freedom  to  his  ripeness,  such  as  he  may 
have,  of  expression. 

The  drift  of  the  High  School  is  to  composition. 
This,  it  seems  to  be  thought,  is  the  advanced  stage  of 
language  which  befits  the  upper  walks  of  instruction. 
But  there  is  such  a  thing  as  composition  of  an  ele- 
mentary, even  rudimentary,  character,  in  wdiich  con- 
struction wavers,  spelling  stumbles,  and  thought  is 
completely  prostrate.  Of  this  every  school  aspiring 
to  teach  language  will  beware.  Composition  should 
be  as  systematic,  and  therefore  as  thoroughly  graded, 
as  any  other  branch.  Its  subjects,  limits,  and  char- 
acteristics, all  need  control,  and  when  they  have  it,  and 
the  pupil  feels  it  and  respects  it,  then  only  Avill  he  write 
as  becomes  him  and  his  teachers.     I  wish  it  were  not 


58  SUPERINTENDENT'S   REPORT. 

called  composition,  but  writing  English,  for  this  is 
just  what  it  should  be  in  our  schools,  begun  in  the 
lower  and  continued  in  the  higher. 

As  these  studies  in  language  are  followed  farther 
it  becomes  more  and  more  evident  how  expression 
depends  upon  thought  and  character.  This  was  the 
truth  from  which  our  present  inquiry  started,  and  to 
which  it  now  returns.  We  express  only  what  we 
think,  and,  in  a  yet  fuller  degree,  only  what  we  are. 
As  Bunsen  wrote  to  his  son  about  studying  German, 
their  native  tongue,  "  Be  not  over-careful  about  form- 
ing a  style;  the  style  is  the  man  himself."  Being 
is  more  than  knowing,  knowing  is  more  than  speak- 
ing or  writing,  and  if  we  would  have  the  lesser,  we 
must  strive  after  the  greater  in  education  as  in  every- 
thing else.  Mr.  Hamerton's  pleasant  book,  "  The 
Intellectual  Life,"  was  written,  as  he  tells  us,  in  the 
conviction  that  such  a  life  is  within  the  reach  of  every 
one  who  really  desires  it.  For  it  is  "  not  erudition," 
as  he  maintains,  but  "  a  state  or  condition  of  the  mind 
in  which  it  seeks  earnestly  for  the  highest  and  purest 
truth."  To  this  condition  it  is  the  all-embracing 
duty  of  every  school,  and  of  every  system  of  schools, 
to  bring  the  minds  of  its  children.  Sir  Thomas 
Browne's  father,  as  one  of  the  family  relates,  "  used 
to  open  his  breast  when  he  was  asleep,  and  kiss  it  in 
prayers  over  him  that  the  Holy  Ghost  would  take 
possession  there."  So  fathers  and  mothers,  and 
teachers  who  desire  the  highest  good  of  their  chil- 
dren, will  commit  them  to  a  training  beyond  their  own, 


APPENDIX.  59 

while  they  bring  their  own  more  and  more  nearly 
into  conformity  with  that  above  them. 

At  the  time  of  conclnding*  this  report  one  of  the 
most  deep-reaching  questions  before  the  committee 
remains  unsettled.  It  has  been  decided  by  the  cast- 
ing vote  of  the  presiding  officer  that  the  annual 
election  of  teachers  shall  give  way  to  an  appointment 
continuing  at  the  pleasure  of  the  committee;  but  this 
general  decision  may  be  considered  uncertain  until 
some  plan  in  detail  concerning  the  tenure  of  the 
teachers  office  shall  have  been  adopted.  A  committee 
has  been  named  to  take  the  whole  subject  into  quiet 
consideration,  and  while  awaiting  their  judgment  with 
confidence,  it  is  not  unbecoming  in  me  to  present  such 
reasons  as  I  have  for  electing  our  teachers  to  serve 
as  long  as  they  really  do  serve  the  schools. 

Out  of  many  considerations  three  seem  to  take  the 
lead:  first,  the  improvement  of  present  teaching; 
second,  the  improvement  of  future  teaching;  third, 
the  consequent  advantages  to  our  children.  Let  me 
set  these  forth  in  the  fewest  possible  words. 

Present  teaching  will  be  improved  by  a  more  last- 
ing tenure.  Were  every  one  of  the  teachers  now  in 
service  to  be  appointed  upon  the  new  basis,  and 
therefore  without  any  change  of  persons,  there  would 
still  be  a  change  of  feeling  and,  to  some  extent,  of 
action  among  them.  Permanency  of  tenure  would 
Inci'ease  their  self-respect,  and  with  that  their  self- 
dependence.  It  would  animate  them  to  bring  out 
ideas  and  methods  of  their  own,  and  take  the  initia- 
tive where  they  now  merely  follow.     It  would  give 


60  SUPERINTENDENT'S  REPORT. 

their  experience  and  judgment,  often  better  than  those 
of  others,  a  freer  play.  It  would  increase  the  dignity 
of  their  position  in  the  eyes  of  the  community  and 
of  the  committee  themselves.  All  this  would  make 
these  teachers  better  teachers. 

Future  teaching  also  will  be  improved  by  greater 
permanence  of  tenure.  Of  those  who  make  the  best 
preparation  for  the  teacher's  profession,  a  very  small 
part  now  offer  themselves  for  service  in  public  schools. 
Some  prefer  what  they  regard  as  higher  posts;  many 
more  jjrefer  securer  posts.  If  we  would  attract  them 
to  the  schools  we  must  add  to  the  security  of  our 
appointments;  that  will  be  adding  also  to  their  eleva- 
tion. Then  we  shall  have  men  and  women  of  riper 
learning  than  that  which  has  been  held  sufficient  for 
the  average  teacher.  Teachers'  offices  will  become 
objects  of  desire,  for  which  broad  and  long-continued 
preparatory  study  will  seem  a  matter  of  course. 
Such  spirit  as  that  which  grudges  less  than  a  twelve- 
month at  the  JN^ormal  School,  or  thinks  a  diploma  a 
claim  iipon  any  place  within  a  committee's  gift,  will 
subside.  "  Why,"  said  a  father,  the  other  day,  "my 
daughter  has  given  three  years  to  the  High  School, 
and  one  to  the  ISTormal,  and  it  is  time  she  was  repaid 
by  an  appointment!"  Permanent  tenure  will  brush 
away  these  notions  that  the  teacher's  training  can  be 
hurried  through  in  a  fraction  of  the  time  required  to 
prepare  for  any  other  profession. 

The  third  reason  is  already  explained.  Improvement 
in  teaching,  present  and  to  come,  implies  such  advan- 
tages to  those  under  it  as  are  self-evident.  Our 
schools  exist  for  their  pupils,  not  for  their  teachers. 


APPENDIX.  61 

But  whatever  is  good  for  the  teacher  is  good  for  the 
pupil,  to  whom  the  teacher  is  the  source  not  only  of 
information,  but  of  example  and  inspiration.  The 
committee  that  gives  teachers  a  place  above  the  anx- 
ieties and  pettinesses  inseparable  from  continual  can- 
didature, that  appoints  them,  and  then  leaves  them 
undistui-bed  so  long  as  they  fulfil  their  duty,  will  do 
all  that  a  committee  can  towards  rendering  a  school 
what  Carlyle  called  Arnold's  house  at  Rugby,  "  one 
of  the  rarest  sights  in  the  world  —  a  temple  of  indus- 
trious peace." 

During  the  half  year  now  ended  I  have  visited  the 
schools  as  usual,  and  the  Primary  Schools  more  than 
usual.  Ill-health  at  and  since  Christmas  has  pre- 
vented my  going  to  the  Evening  Schools  in  West 
Roxbury  and  Dorchester.  My  confidence  in  these 
visits,  and  in  the  help  which  they  give  me  to  fulfil 
my  ofiSce,  has  increased  with  increasing  experience. 
Personal  contact  with  the  schools  and  their  mem- 
bers, personal  communion  with  as  many  of  the  teach- 
ers as  have  been  willing  to  enter  into  it,  and  personal 
inspection  of  every  class  in  every  school, — these  have 
proved  the  best  means  within  my  reach  of  under- 
standing the  work  in  which  we  are  enlisted.  I  look 
forward  with  great  regret  to  the  necessity  of  making 
fewer  visits  in  future;  but  as  it  spriugs  from  impaired 
strength,  and  that  very  largely  from  the  visitation 
hitherto  kept  up,  there  seems  no  help  for  it.  Let  me 
therefore  ask  the  teachers  to  visit  me,  not  merely 
when  they  are  in  trouble,  but  at  all  times  convenient 
to  them,  so  that  we  may  share  one  another's  interests. 


G2  SUPERINTENDENT'S  REPORT. 

Let  them  also  send  their  pupils  to  me,  whenever  such 
counsel  or  such  help  as  I  can  give  may  seem  to  be  of 
service.  The  closer  we  can  all  draw  together,  the 
deeper  the  sympathy  among  us,  the  fuller  will  be  the 
performance  of  our  various  duties.  . 

SAMUEL  ELIOT. 


REPORT   OF   SUPERVISORS   IN   CHARGE   OF 
PRIMARY   SCHOOLS. 


Boston,  Feb.  1,  1880. 
To  the  Superintendent  of  Schools:  — 

In  compliance  with  your  request,  the  Supervisors  in  charge 
of  Primary  Schools  since  Sept.,  1879,  present  the  following 
report :  — 

In  entering  upon  our  duties,  as  you  are  aware,  a  radical 
change  was  made  in  the  instruction  of  the  fifth  and  sixth 
classes,  and  important  changes  were  suggested  in  all  the 
classes.  While,  therefore,  the  upper  classes  were  visited  as 
often  as  practicable,  nuich  the  greater  portion  of  our  time 
w^as  necessarily  devoted  to  the  fifth  and  sixth  classes. 

At  first  there  was  naturally  a  degree  of  doubt  and  timidity 
manifested  by  the  teachers  of  these  classes  in  entering  upon 
entirely  new  methods,  not  knowing  how  much  would  be  re- 
quired of  them,  or,  in  fiict,  how  much  they  could  accomplish. 
It  is  but  just,  however,  to  these  teachers  to  say,  that  with 
great  unanimity  they  exhibited  an  excellent  spirit,  and  as 
the  results  of  the  new  methods  began  to  appear  a  new  and 
increasing  interest  has  been  shown. 

Although  many  of  the  teachers  gave  up  the  old  methods  of 
instruction  very  reluctantly,  and  looked  upon  the  new  with 


APPENDIX.  63 

distrust,  all  now  seem  pleased  with  the  change.  Though  it 
does,  they  say,  require  more  labor  and  activity  on  the  part 
of  the  teachers,  more  interest  and  intelligence  are  developed 
in  the  pupils,  and  as  the  schools  are  for  the  pupils  rather 
than  for  the  teachers  they  accept  the  situation  heartily  and 
gladly. 

Five  months,  of  course,  is  too  short  a  time  fully  to  test 
any  S3'stem  ;  but  we  are  satisfied,  and  we  think  the  teachers 
are,  that  a  step  in  Primary  instruction  has  been  taken  which 
promises  the  best  results. 

Not  only  the  new  methods  of  teaching,  but  the  supply  of 
supplementary  reading  so  generously  furnished  to  all  the 
classes,  has  created  an  interest  and  enthusiasm  never  before 
witnessed,  and  which  alone  gives  the  best  evidence  of  com- 
plete, abiding  success. 

The  degree  of  success  attained  has  not  been  uniform. 
Some  teachers  have  caught  the  spirit  of  the  new  methods 
and  shown  aptness  and  ingenuity  in  their  application  to  a  far 
greater  extent  than  others.  This  will  always  be  so  with  any 
system.  We  are  happy  to  be  able,  however,  to  bear  testi- 
mony to  the  general  faithfulness,  intelligence,  and  success  of 
the  Primary  teachers  during  our  brief  experiment.  Many 
of  our  schools  have  undergone  a  complete  change,  and  ex- 
hibited results  equall}'  gratitying  to  the  Supervisors  in  charge 
and  to  others  who  have  visited  them. 

In  addition  to  the  methods  of  instruction  we  had  many 
difficult  problems  to  solve,  among  which  we  would  mention 
the  classification  of  the  schools.  Many  of  them  were  found 
with  but  one  class  in  a  room,  and  it  was  frequently  impossi- 
ble to  equalize  the  numbers  according  to  the  requirements  of 
the  School  Committee,  without  doing  injustice  to  pupils  by 
over-promotion  or  degradation.  It  was  apparent  that  over- 
promotions,  especially  of  young  pupils,  had  l)cen  quite  too 
frequent.  There  may  occasionally  be  a  pupil  capable  of 
performing  the  work  of  the  Primary  School  in  less  than  the 


64  SUPERINTENDENT'S  REPORT. 

allotted  time  ;  but  we  believe  the  cases  are  very  rare  in  which 
our  pupils  are  sufficiently  mature  to  enter  profitably  upon 
the  Grammar-School  course  before  they  are  eight  years  old. 
If  pupils  in  any  considerable  numbers  can  skip  the  Avork  of 
an  entire  class,  or  two  classes,  or  have,  as  it  is  called,  a  double 
promotion,  the  course  of  study  adopted  by  the  School  Com- 
toittee  needs  revision. 

During  the  month  of  January  all  the  first  classes  of  the 
Primary  Schools,  except  those  in  the  Mt.  Vernon  and 
Charles  Sumner  Districts,  where  promotions  are  made  only 
once  a  year,  were  examined  by  uniform  questions  for  promo- 
tion to  the  Grammar  Schools.  The  pupils  were  examined 
by  the  Supervisor  in  charge,  individually,  in  reading,  writ- 
ing, spelling,  oral  and  written  arithmetic,  and  as  classes  in 
the  other  subjects  taught. 

Our  relations  with  all  the  teachers  have  been  unexception- 
ally  pleasant  and  harmonious.  We  have  endeavored  to  make 
our  visits  so  frequent,  informal,  and  familiar,  that  they  should 
be  looked  upon  both  by  teachers  and  pupils  as  pleasant  and 
profitable,  rather  to  be  desired  than  dreaded. 

Very  much  less  restraint  is  apparent  on  the  part  of  the 
pupils  and  teachers.  A  brighter,  more  cheerful  atmosphere 
pervades  the  school-room.  Teachers  are  less  rigid  and 
exacting  in  their  manner  towards  their  pupils,  and  the 
pupils  have  much  more  freedom  of  thought  and  action. 
Good  order  has  been  maintained  without  severity.  It  may 
be  that  the  dead  calm  of  a  rigid  discipline,  which  some 
might  desire,  does  not  prevail,  yet  we  are  convinced  that 
better  work  is  being  done  by  happier  children. 

The  animation  seen  in  the  school-rooms  is  not  that  of  mis- 
chief and  disorder,  but  the  enthusiasm  of  interested,  busy 
pupils.  Children  in  the  lowest  classes  are  not  found  pain- 
fully toiling  with  book  in  hand,  spelling  and  mouthing  mean- 
ingless words,  discouraged  when  they  miss  or  lose  their 
places  ;  but  now  their  faces  brighten  and  their  eyes  glisten, 


APPENDIX.  65 

and  they  vie  with  one  another  reading  sentence  after  sen- 
tence intelligently  from  the  blackl)oard,  and  then  with  the 
greatest  delight  Avriting  upon  their  slates  what  they  have 
read  from  the  board,  always  Avriting  what  they  read  and 
reading  what  the}^  write. 

We  assumed  the  duties  assigned  to  us  in  the  Primar}^ 
Schools  with  a  sincere  desire  to  be  helpful  to  the  schools, 
and  to  carry  out,  as  best  we  could,  the  wishes  of  the  School 
Committee  and  the  Superintendent.  We  asked  of  the 
teachers  certain  results,  and  desired  them  to  exercise  their 
own  individuality  in  securing  such  results.  We  have  sin- 
cerely striven  to  make  the  teachers  feel  that  they  were  not 
under  a  system  of  espionage,  but  that  we  were  lal)oring 
together  for  the  highest  and  best  interests  of  the  little  ones 
committed  to  our  care. 

Respectfully  submitted, 

B.  F.  TWEED, 
S.  W.  MASON, 
J  KNEEL AND. 


STATISTICS 


ACCOMPAiSrYINO    THE    REPORT    OP    THE 


Superintendent   of   Schools. 


FEBRUARY,    1880. 


68 


STATISTICS. 


SUMMARY. 


February,    1880. 


General  Schools. 

"o 

o 

d 

q_  1. 

o  o 
eg 

^1 

~  bj) 

III 
3~  5 
>  p  -J 

II 

o  o 
•  c 

a 

a 
6 

1 

9 

49 

110 

4 

89 
614 
406 

99 
2,081 
26,978 
21,542 

95 

1,978 
24,650 
18,773 

4 

103 

2,328 

2,769 

96.0 
95.05 
91.3 
87.1 

91 

Latin  and  High 

2,104 
27,123 

22,007 

169 

1,113 

50,700 

45,496 

5,204 

89.7 

61,325 

Special  Schools. 

o 
o 

.a 

& 
6 

No.  of 
Teachers. 

Iff 
V    .o 
>  o^ 

6 

ll 
« 

« 

o  d 

II 

ll 

1 

Horace  Mann  School     .... 

Licensed  Minors 

Evening  High 

1 

2 

1 

16 

6 

9 
2 

10 

110 

17 

80 

71 

430 

1,822 

878 

65 
61 
170 
1,029 
161 

15 
'10 

81.2 
80.0 

82 
71 

Evening  Drawing 

Totals 

26 

148 

3,281 

1,488 

APPENDIX. 
SCHOOLS  AND  TEACHERS. 


69 


Schools. 

Teachers. 

Houses. 

Rooms. 

Seats. 

Males. 

Females. 

Total. 

Normal  School 

3 

150 

1 

2 

3 

Latin  School 

English  High  School  .   .   . 

i           ^ 

34 

1,403 

13 
15 

13 
15 

Girls'  High  School   .... 
Girls'  Latin  School 

1      ■ 

9 

759 

1 

1 

20 
4 

21 
5 

Roxbury  High  School     .   . 

6 

212 

1 

4 

5 

Dorchester  High  School     . 

6 

205 

2 

3 

5 

Charlestown  High  School  . 

3 

297 

1 

5 

6 

West  Roxbury  High  School 

1 

96 

1 

2 

3 

Brighton  High  School    .   . 

1 

81 

1 

2 

3 

Grammar  Schools     .... 

49 

5o8 

30,196 

86 

494 

680 

Primary  Schools 

100 

448 

22,247 

406 

406 

Totals 

158 

1,069 

55,646 

123 

942 

1,065 

SPECIAL    SCHOOLS    AND   TEACHERS. 


Schools. 


Horace  Mann  School 

Licensed  Minors'  Schools 

Evening  Schools 

Evening  Drawing  Schools , 

French  :  High  Schools 

German  :  High  Schools , 

Sciences,  Roxbury  and  W.  Roxbury  High  Schools 

Music  :  High,  Grammar,  and  Primary 

Illustrative  Drawing,  Normal  School 

Drawing:  High  and  Grammar  Schools , 

Sewing 

Laboratory  Assistant :  Girls'  High  School     ... 

Gymnastics:  Girls' High  School 

Military  Drill :  High  Schools 

Totals 


Females. 


Total. 


81 

120 

17 

2 

5 

2 

1 

1 

. 

4 

1 

1 

1 

4 

28 

28 

1 

1 

1 

1 

1 

70 


STATISTICS. 


NORMAL  AND   HIGH   SCHOOLS. 
Semi-Annual  Returns   to   February,    1880. 


Schools. 


Kormal , 

Lafin 

Girls'  Latin  .... 
Englisli  High  .  .  . 
Girls'  High  .... 
Roxbury  High  .  .  . 
Dorchester  High  . 
Charlestown  High  . 
West  Roxbury  High 
Brighton  High     .   . 


Totals  , 


Average  whole 
Number. 


383 


435 


85 
42 
54 
30 
15 
1,044 


621 
64 
72 
OS 
50 
28 
1,136 


Average 
Attendance. 


5 

£9 

95 

383 

369 

104 

100 

435 

419 

621 

5T8 

149 

82 

62 

114 

39 

67 

152 

51 

93 

80 

29 

47 

43 

15 

27 

2,180 

1,004 

1,069 

95 

369 

100 

419 

578 

144 

106 

144 

76 

42 

2,073 


96. 

96. 

95.5 

96.3 

93. 

96. 

92.6 

94.5 

95. 


1 

1 

13  J7 


Classification,   February,  1880. 


» 

i 

C3 

n 

O 

& 

O 

a 

a 

o 

O 

u 

O 

u 

O 

O 

.-3 

Schools. 

rt 

>•■ 

S 

Zf 

s 

r^ 

t^ 

,G 

K" 

>^ 

o 

e« 

■- 

3 

O 

« 

M 

> 

o 

fa 

m 

H 

fci 

s 

S 

w 

H 

Normal 

53 

38 

91 

30 

40 

28 

75 

93 

62 

0- 

49 

377 

Girls'  Latin 

36 

22 

26 

14 

6 

104 

English  High 

196 

137 

85 

1 

419 

Girls' High 

262 

77 

*     44 

174 

88 

118 
29 
26 

39 

593 
144 

35 
30 

g 

113 

Charlestown  High 

54 

46 

6 

145 

West  Roxbury  High 

39 

16 

21 

76 

Brighton  High 

15 

20 

7 

42 

806 

559 

386 

143 

93 

68 

49 

2,104 

Percentage 

.383 

.265 

.183 

.068 

.044 

.032 

.023 

APPENDIX. 


71 


NORMAL  AND  HIGH  SCHOOLS. 
Number  of  Pupils  to  a  Teacher,  excluding  Principals,  February,  1880. 


Schools. 


Normal 

Latin 

Girls'  Latin  

English  Hit?h 

Girls'  High 

Roxbury  High 

Dorchester  High . . . . 
Charlcsto^vn  High  . . . 
West  Roxbury  High. 
Brighton  Higii.  ..^.. 
Totals 


No.  of  Reg. 
Teachers. 

Average  JCo. 
of  Pupils. 

Av'ge  Xo.  of 
Pupils  to  a 
Kcguhir 
Teacher. 

2 

!)9 

4;t.5 

12 

383 

31.9 

4 

104 

26.0 

14 

435 

31.0 

20 

621 

31.0 

4 

149 

37.2 

4 

114 

28.5 

5 

152 

30.4 

2 

80 

40.6 

-' 

43 

21.5 

69 

2,180 

31.6 

ADMISSIONS,    SEPTEMBER,    1879. 

NORMAL    SCHOOL. 


Schools. 


Girls' High  School 

Charlestown  High  School  •  . 

Roxbury  High  School 

AVest  Roxbury  High  School 
Dorchester  High  School  . . . 
Brighton  High  School 


From  High  Schools 
From  other  .«ources 


Total 


Xumher 
Admitted. 


33 
14 


63 


Average  Age. 
Years. 


isH 

18H 


9010 


2UV 


1  High  School  Graduates,  June,  1879;  Girls,  183. 


LATIN   AND   HIGH    SCHOOLS. 


ADMITTED. 

From 

From  other 

Total. 

Average 

Boys. 

Girls. 

Schools. 

Sources. 

Age. 

10+ 

225 

29 
49 
22 

20 
6 

50 

289 
36 
42 
26 
26 
10 

61 

35 

200 

238 
65 
83 
44 
43 
15 

43 
15 
25 
51 

8 
4 
3 

1 

104 

50 

225 

289 
65 
91 
4S 
46 
16 

Girls"  Latin 

English  Hitrh 

Girls'  Higii 

Ciiarlestown  High 

West  Ixoxbury  High — . 
Dorchester  Iligh 

Totals 

455 

479 

'784 

150 

934 

1  r.  5 

JjtV 

'  Grammar  School  Graduates,  June,  1S79;  Boys,  605;  Girls,  70S;  Total,  l,.?!."?. 


72 


STATISTICS. 


GRAMMAR  SCHOOLS. 

Semi-Annual  Returns  to  February,  1S80. 


Schools. 


Adams 

^\llston 

Andrew 

Bennett 

Bigelow 

Bowditch 

Bowdoiii 

Brimmer 

Bunker  Hill  .   .    .   . 

Central 

Chapman 

Charles  Sumner  .  . 

Comins 

Dearborn 

Dillaway 

Dorchester-Everett 

Dudley 

Dwlght 

Eliot 

Emerson 

Everett 

Franklin 

Frothiiigham    .   .   . 

Gaston 

Gibson 

Hancock 

Harris 

Harvard 


Average  whole 
Number. 


Boys.  Girls.  Total 


389 
160 
369 
156 
813 


311 
322 
280 
113 
334 
457 


234 
532 
629 
940 
371 


101 
274 


159 
182 
239 
149 

364 
423 
104 
323 

308 
103 
465 
443 
403 
216 


278 
747 
729 
294 
432 
141 
593 
126 
296 


548 
342 
608 
305 
813 
364 
423 
879 
634 
322 
588 
216 
799 
900 
403 
450 
532 
629 
940 
649 
747 
729 
580 
432 
261 
593 
227 
570 


Average 
Attendance. 


Boys.  Girls.  Total 


350 
142 
329 
138 


702 
287 
292 
262 
104 
316 
405 

220 
492 
592 
846 
338 


263 


92 
256 


140 
158 
198 
133 

326 

375 

94 

294 

287 
94 
427 
386 
365 
198 


257 
681 
664 
262 
390 
123 
52a 
110 
272 


490 
300 
527 
271 
768 
326 
375 
796 
581 
292 
549 
198 
743 
791 
365 
418 
492 
592 
846 
595 
681 
664 
525 
390 
240 
525 
202 
528 


88.8 
94.4 
89.5 


93.3 
91.6 
93.2 


92.5 
94.0 
90.0 
91.6 
91.0 
91.0 
90.5 
90.2 
91.9 
88.5 
89.0 
92.6 


1^ 


Female  Principal. 


APPENDIX 


73 


GRAMMAR   SCHOOLS.  —  Continued. 


Schools. 

Average  whole 
Xumber. 

Average 
Attendance. 

Sea 

a  = 

^ 
O 

J5 

1 

.6 

X 

< 

1 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

< 

39 
45 

88.0 
95.3 

1 
1 

OQ 

2 

1 

• 

1 

1 
1 

M 

Hillside 

325 

325 
927 

882 

286 

286 

882 

4 

Lawrence 

927 

14 

Lewis 

321 

337 

658 

302 

310 

612 

46 

93.0 

1 

2 

2 

7 

Lincoln     

676 

.   .   . 

676 

635 

.  .   . 

635 

41 

93.9 

1 

1 

1 

1 

8 

Lowell 

293 

224 

517 

269 

204 

473 

44 

92.4 

1 

1 

1 

1 

7 

Lyman 

400 

181 

581 

370 

167 

537 

44 

92.4 

1 

1 

1 

8 

Mather 

149 

157 

306 

138 

138 

276 

30 

.90.1 

1 

1 

1 

4 

Minot 

126 

133 

259 

119 

118 

237 

22 

91.5 

. 

2 

3 

Mt.  "Vernon 

67 

73 

140 

63 

67 

130 

10 

92.8 

1 

1 

2 

717 

717    ..   . 

677 

677 
650 

40 
65 

94.3 
91.0 

1 

1 

1 

2 

1 

3 

1 

q 

Phillips 

715 

715 

650 

11 

Prescott 

207 

237 

444 

198 

223 

421 

23 

94.8 

1 

1 

1 

1 

6 

Quincy 

628 

628 

581 

.   .   . 

581 

47 

92.5 

1 

1 

1 

1 

7 

Rice 

592 

.   .   . 

592 

548 

.   .   . 

548 

44 

92.5 

1 

1 

1 

1 

8 

Sherwin 

425 

466 

891 

395 

429 

824 

67 

92.4 

1 

2 

3 

11 

Shurtleff 

642 
128 

642    -   -   - 

574 
119 

574 
242 

68 
15 

89.4 
94.1 

1 

2 

3 
1 

8 

Stoughton 

129 

257 

123 

5 

Tileston 

34 

39 

73 

31 

34 

65 

8 

89.0 

. 

1 

1 

Warren 

330 

332 

662 

308 

304 

612 

50 

92.0 

1 

r 

' 

2 

2 

8 

Wells 

514 
971 

514 
971 

456 
862 

456 

862 

58 
109 

88.7 

88.7 

1 
1 

2 
2 

1 

4 

7 

Winthrop 

12 

Totals 

13,985 

12,993 

26,978 

12,918 

11,732 

24,650 

2,328 

91.3 

42 

28 

15 

62 

75 

358 

74 


STATISTICS. 


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76 


STATISTICS. 


PKIMARY   SCHOOLS. 
Semi-Annual  Returns  to  February,  1S80. 


DisTRiers. 

6 

Average  whole 
Number. 

Average 
Attendance. 

o  6 
£  S 

« 

^  1 

S  - 

it 

fa  i 

00 

> 
o 

d   . 

^4 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

1^ 

Adams 

232 

89 

321 

205 

74 

279 

42 

86.9 

221 

108 

329 

Allston     .... 

6 

154 

150 

304 

131 

118 

249 

55 

81.9 

204 

103 

307 

Andrew    .... 

9 

254 

233 

487 

222 

195 

417 

70 

85.6 

329 

177 

506 

Bennett    .... 

5 

121 

117 

238 

106 

95 

201 

37 

84.8 

148 

99 

247 

Bigelow    .... 

12 

369 

277 

646 

328 

238 

566 

80 

87.6 

428 

222 

650 

Bowditch     .   .   . 

10 

263 

258 

521 

231 

227 

458 

63 

87.9 

351 

197 

548 

Bowdoiu  .... 

12 

299 

306 

605 

255 

258 

513 

92 

84.7 

391 

246 

637 

Brimmer  .... 

11 

267 

292 

559 

237 

254 

491 

68 

87.8 

375 

231 

606 

Blinker  Hill    .  . 

10 

252 

270 

522 

222 

231 

453 

69 

86.7 

340 

221 

561 

Central     .... 

4 

97 

82 

179 

84 

67 

151 

28 

84.3 

110 

64 

174 

Chapman     .   .   . 

10 

307 

221 

528 

272 

188 

460 

68 

87.1 

399 

152 

551 

Charles  Sumner. 

4 

104 

100 

204 

94 

87 

181 

23 

88.7 

125 

89 

214 

Comins     .... 

18 

489 

517 

1,006 

448 

455 

903 

103 

89.7 

682 

452 

1,034 

Dearborn     .  .  . 

18 

520 

482 

1,002 

451 

401 

852 

150 

85.0 

515 

485 

1,000 

Dor.-Evorctt  .   . 

7 

200 

176 

376 

173 

143 

316 

60 

84  0 

217 

153 

370 

Dudley     .... 

12 

307 

295 

602 

267 

252 

519 

83 

86.2 

355 

256 

611 

Dwight     .... 

6 

167 

177 

344 

149 

152 

301 

43 

87.5 

221 

137 

358 

Eliot 

10 

350 

134 

484 

308 

113 

421 

63 

86.9 

338 

142 

480 

Emerson  .... 

9 

279 

209 

488 

249 

177 

426 

62 

87.3 

287 

197 

484 

Everett     .... 

12 

351 

352 

703 

308 

305 

613 

90 

87.1 

400 

322 

722 

Franklin  .... 

13 

355 

370 

725 

310 

309 

619 

106 

85.3 

474 

275 

749 

Frothingliam  .   . 

8 

225 

234 

459 

198 

197 

395 

64 

86.0 

318 

145 

463 

Gaston 

9 

256 

232 

488 

231 

200 

431 

57 

88»3 

326 

1.59 

485 

Gibson 

5 

104 

96 

200 

92 

78 

170 

30 

85.0 

124 

78 

202 

Hancock  .   .   .   . 

13 

389 

301 

690 

355 

2G2 

617 

73 

89.4 

468 

234 

702 

Harris 

3 

77 

65 

142 

66 

51 

117 

25 

82.4 

79 

64 

143 

Harvard   .   .  .   . 

12 

304 

354 

658 

264 

301 

565 

93 

85.8 

384 

286 

670 

APPENDIX. 
PRIMARY   SCHOOLS.  —  Continued. 


i  i 


Districts. 

2 

•s 

Average  whole 
Number. 

Average 
Attendance. 

o   6 

>  ^ 

eg 

1- 

c 

> 
O 

it 

Boye. 

Girls. 

Total. 

Boye. 

Girls. 

Total. 

Hillsifle    .... 

4 

105 

87 

192 

88 

68 

156 

36 

81.2 

121 

71 

192 

Lawrence    .   •   . 

21 

850 

282 

1,132 

782 

256 

1,038 

94 

91.6 

725 

421 

1,146 

Lewis 

10 

274 

280 

554 

243 

240 

483 

71 

87.1 

357 

188 

545 

Lincoln     .... 

6 

242 

79 

321 

212 

67 

279 

42 

86.9 

196 

126 

322 

Lowell 

11 

351 

284 

635 

297 

235 

532 

103 

83.7 

394 

217 

611 

Lyman 

6 

211 

98 

309 

196 

85 

281 

28 

90.9 

209 

lOS 

317 

Mather     .... 

6 

154 

143 

297 

132 

116 

248 

49 

b3.5 

169 

126 

295 

Minot 

4 

95 

86 

181 

83 

76 

159 

22 

87.8 

133 

56 

189 

Mount  Vernon  . 

3 

58 

51 

109 

48 

43 

91 

18 

83.5 

76 

34 

lio 

Xorcroes  .... 

7 

344 

344 

318 

318 

26 

92.4 

199 

153 

352 

Phillips     .... 

4 

114 

87 

201 

99 

70 

169 

32 

84.0 

117 

95 

212 

Prescott    .... 

7 

207 

158 

365 

184 

136 

320 

45 

87.6 

209 

183 

392 

Quincy 

7 

236 

149 

385 

215 

124 

339 

46 

88.0 

260 

134 

394 

Kice 

8 

226 

198 

424 

200 

169 

369 

55 

87.0 

248 

199 

447 

Sherwin   .... 

14 

398 

383 

781 

366 

346 

712 

69 

91.1 

467 

337 

804 

Shurtleff  .... 

7 

195 

202 

397 

172 

169 

341 

56 

86.0 

258 

148 

406 

Stoughton    .   .   . 

2 

54 

50 

104 

51 

43 

94 

10 

90.3 

85 

24 

109 

Tileston    .... 

1 

21 

13 

34 

16 

9 

25 

9 

73.5 

27 

7 

34 

Warren     .... 

7 

191 

197 

388 

168 

169 

337 

51 

86.8 

241 

157 

398 

Wells 

11 

317 

267 

584 

284 

231 

515 

69 

88.1 

373 

232 

605 

Wiiithrop     .   .   . 

6 

140 

184 

324 

125 

158 

283 

41 

87.3 

227 
13,600 

97 

324 

Totals  .... 

406 

11,531 

10,011 

21,542 

11,684 

7,089 

18,773 

2,769 

87.1 

8,407 

22,007 

78 


STATISTICS. 


PKIMARY   SCHOOLS. 
Xumhei-  of  Pupils  in  each  Class,   Whole  Number,  and  Ages,  February,  1880. 


Districts. 

CO 

a 

3 

u 

i 

o 
8 

o 

1 

5 

. 

5 

3 

a 
O 

C3 

o 

a 
o 
>> 

a 
> 

a 
o 

X 

>> 

= 

s 

5 

5  C 
>>  > 

=  ■3 

Adams    .    .   . 

42 

G8 

33 

47 

56 

85 

329 

43 

75 

103 

60 

48 

Allston   .   .   , 

43 

33 

45 

29 

60 

97 

307 

58 

76 

70 

44 

59 

Andrew  .   .   . 

56 

55 

58 

54 

96 

187 

506 

95 

115 

119 

96 

81 

Bennett  .   .   . 

25 

28 

32 

33 

40 

89 

247 

38 

55 

55 

51 

48 

Bigctow  .   .   . 

97 

109 

73 

117 

81 

173 

6.50 

96 

173 

159 

146 

76 

Bowditch  .   . 

52 

100 

70 

93 

60 

173 

548 

94 

135 

122 

99 

98 

Bowdoin    .   . 

93 

75 

116 

77 

68 

208 

637 

93 

143 

155 

118 

128 

Bn'iiimer    .    . 

50 

76 

82 

80 

82 

236 

606 

75 

141 

159 

133 

b8 

Bunker  HiU. 

59 

75 

66 

81 

80 

200 

561 

73 

113 

138 

114 

123 

Central   .   .   . 

18 

19 

21 

32 

23 

61 

174 

27 

34 

49 

31 

33 

Chapman   .   . 

83 

73 

116 

41 

72 

166 

551 

95 

145 

146 

94 

71 

Chas.  Sumner 

37 

24 

35 

21 

20 

77 

214 

42 

43 

40 

41 

48 

Comins   .   .   . 

145 

131 

145 

121 

146 

346 

1,034 

133 

229 

220 

241 

211 

Dearborn  .   . 

136 

132 

137 

110 

183 

302 

1,000 

121 

182 

212 

218 

267 

Dor.-Everett 

28 

62 

66 

51 

47 

116 

370 

47 

65 

105 

75 

78 

Dudley  .   .  . 

66 

82 

74 

82 

88 

219 

611 

84 

119 

152 

144 

112 

Dwight  .    .   . 

57 

56 

56 

65 

58 

66 

358 

41 

76 

87 

74 

SO 

Eliot    .... 

74 

67 

58 

69 

57 

155 

480 

86 

113 

139 

76 

66 

Emerson    .   . 

59 

66 

71 

46 

86 

156 

484 

78 

108 

101 

91 

106 

Everett  .   .   . 

116 

119 

87 

91 

113 

196 

722 

94 

146 

160 

145 

177 

Franklin    .   . 

87 

117 

98 

113 

99 

235 

749 

130 

147 

197 

145 

130 

Frotbingham 

55 

56 

59 

58 

79 

156 

463 

78 

101 

139 

96 

49 

Gaston    .   .   . 

43 

105 

77 

69 

57 

134 

485 

63 

103 

147 

95 

77 

Gibson    .   .   . 

23 

36 

14 

27 

25 

77 

202 

37 

49 

53 

37 

26 

Hancock     .   . 

69 

110 

75 

121 

114 

213 

702 

133 

175 

141 

139 

114 

Harris.  .   .   . 

27 

13 

18 

20 

14 

51 

143 

7 

33 

39 

32 

32 

Harvard     .   . 

82 

110 

83 

70 

96 

229 

670 

89 

147 

148 

166 

120 

Hillside  .   .   . 

25 

37 

32 

28 

25 

45 

192 

36 

42 

43 

39 

32 

APPENDIX. 
PRIMAUY  SCHOOLS.  —  Continued. 


79 


Districts. 

s 

3 

5 
5 

o 

1 
O 

i 

o 

5 

i 

a 
O 

.a 
a 
S 

i 

a 

5 

.a 

s 

2 

3 
U 
>. 

o 
> 

2 

3 

i 

c 

OQ 

i 

Lawrence  .   . 

159 

163 

156 

170 

162 

336 

1,146 

180 

254 

291 

269 

152 

Lewis  .... 

70 

85 

84 

67 

64 

175 

545 

62 

119 

154 

119 

91 

Lincoln  .   .   . 

50 

50 

47 

49 

28 

98 

322 

41 

70 

85 

67 

59 

Lowell    .   .   . 

66 

78 

105 

66 

72 

224 

611 

125 

121 

152 

117 

96 

Lyman    .  .  . 

32 

73 

41 

52 

51 

68 

317 

48 

68 

93 

67 

41 

Mather  .   .   . 

24 

42 

44 

34 

40 

111 

295 

53 

57 

59 

55 

71 

Minot  .... 

45 

f) 

26 

13 

32 

67 

189 

36 

52 

45 

36 

20 

Mt.  Vernon  . 

22 

4 

7 

19 

15 

43 

110 

20 

26 

30 

21 

13 

Norcross    .  . 

50 

53 

47 

50 

53 

99 

352 

47 

62 

90 

66 

87 

Phillips  .  .  . 

22 

40 

31 

20 

44 

55 

212 

36 

40 

41 

49 

46 

Proscott     .   . 

3.3 

73 

53 

61 

33 

139 

392 

62 

71 

76 

102 

81 

Quincy    .   .   . 

49 

45 

56 

61 

56 

127 

394 

65 

89 

106 

81 

53 

Rice     .... 

69 

59 

48 

58 

58 

155 

447 

52 

97 

99 

99 

100 

Sherwin  .  .  . 

103 

90 

114 

105 

123 

269 

804 

101 

187 

179 

188 

149 

Shurtleff    .   . 

58 

56 

61 

61 

56 

114 

406 

49 

86 

123 

84 

64 

Stoughton  .  . 

.   . 

16 

21 

24 

30 

18 

109 

37 

28 

20 

15 

9 

Tileston  .  .  . 

14 

.   . 

11 

9 

34 

5 

11 

11 

7 

Warren  .  .  . 

49 

63 

52 

48 

51 

135 

398 

53 

98 

90 

84 

73 

Wells  .... 

57 

84 

96 

95 

80 

193 

605 

98 

132 

143 

135 

97 

Wirithiop  .   . 

53 

55 

30 

54 

23 

109 

334 

53 

77 

97 

66 

31 

Totals  .  . 

2,758 

3,167 

3,030 

2,953 

3,107 

6,992 

22,007 

3,309 

4,828 

5,382 

4,567 

3,921 

Percentages  . 

.122 

.144 

.138 

.135 

.142 

.319 

.151 

.219 

.245 

.207 

.178 

80 


STATISTICS. 


GRAMMAR  SCHOOLS. 
Number  of  Pupils  to  a  Teacher,  excluding  Princijmls,  February,  1880. 


Schools. 


Adams 

Allston 

Andrew 

Bennett  • . .  • 

Bigelow 

Bowditch  . . . 
Bowdoin..  ■ . 

Brimmer 

Bunker  Hill. 

Central 

Chapman  .  • . 
Clias. Sumner 

Comins 

Dearborn  .  . . 
Dill  away  . . . 
Dor.-Everett 

Dudley 

D  wight 

Eliot 

Emerson  —  • 

Everett 

Franklin .... 
Frothingham 

Gaston 

Gibson  


11 

7 

12 

G 

15 

8 

9 

19 

12 

6 

11 

4 

15 

18 

8 

9 

10 

13 

19 

13 

14 

U 

12 

9 

4 


^  S 


548 
342 
608 
305 
813 
364 
423 
879 
634 
322 
588 
216 
719 
900 
403 
450 
532 
G29 
940 
649 
747 
729 
580 
432 
261 


6    * 
^  S 


49.8 
48.8 
50.6 
50.8 
54.2 
45.5 
47.0 
46.2 
52.9 
53.6 
53.4 
54.2 
53.2 
50.0 
50.3 
50.0 
53.2 
48.4 
49.5 
49.9 
53.3 
52.0 
48.8 
48.0 
65.2 


Schools. 


Hancock . 
Harris  . . . 
Harvard  . 
Hillside.. 
Lawrence 

Lewis. 

Lincoln  . . 
Lowell . . . 
Lyman  . . 
Mather  . . 
Minot  . . . 
Mt.  "Vernon 
Norcross  . 
Phillips  . . 
Prescott.- 
Quincy. . . 

Rice 

Sherwin.. 
Shurtleff. . 
Stoughton 
Tileston.. 
Warren  . . 
Wells .... 
Winthrop 


Totals 


O  o 

^1 

a     5. 

593 

13 

5 

227 

12 

570 

6 

325 

19 

927 

12 

658 

12 

676 

10 

517 

11 

581 

6 

306 

5 

259 

3 

140 

14 

717 

15 

715 

9 

444 

11 

628 

12 

592 

17 

891 

13 

642 

5 

257 

21 

73 

13 

662 

10 

514 

18 

971 

531 

26,978 

45.6 
45.4 
47.5 
54.1 
48.8 
54.8 
56.3 
51.7 
52.8 
51.0 
51.8 
46.6 
51.2 
47.6 
49.3 
57.9 
49.3 
52.4 
49.4 
51.4 
36.5 
50.7 
51.4 
53.9 
50.8 


'  Principal  included. 


APPENDIX. 


81 


PKIMAIIY    SCHOOLS. 

Number  of  Pujiils  to  a   Teacher.  February, 


1880. 


DiSTKlCTSS. 


Adams 

Allston 

Andrew 

Bennett  . . . . 

Bigelow 

Bowditcli . . . 
Bowdoin  . . . 
Brimmer  . . . 
Bunker  Hill. 

Central 

Chapman  . . . 
Cir.s  Sumner 

Comins 

Dearborn  . . 
Dor. -Everett 

Dudley 

Dwiglit 

Eliot 

J'^merson   .  . . 

Everett 

Franklin  . . . 
Frothingliain 

Gaston 

Gibson  

llancoek. . . . 


c  OS. 


6 
(J 
9 
5 

12      I 
10 

12 

11      j 

10     [ 

4     I 

10 

18 
17 

7 
12 

i; 

10 

!1 

12 

la 


13 


321 
304 
487 
238 

f;4i; 

521 
<;(  15 

.522 
17t» 
.528 
204 
1,006 
1,002 
376 
602 
;i44 
4.S4 
4S,S 
7n;! 
"25 
4. 5!  I 
4.s,s 
200 
690 


I       6  « 

53.5 

50,6 

54.1 

47.6 

53.8 

52.1 

50.4 

50.8 

52.2 

44.7 

52.8 

51.0 

55.9 

55.6 

53.7 

50.1 

57.3 

48.4 

54.2 

58.5  I 

T>7).i^  j 

57.3 

54.2 

40.0 

53.0  ! 


Districts. 


Harris 

Harvard  . . . 
Hillside  . . . . 
Lawrence  .  • 

Lewis 

Lincoln  . . . . 
Lowell  i  . . .  ■ 

Lyman 

Mather 

Minot 

Mt.  Vernon 
Norcross . . . 
Phillips  .... 
Prescott  .  . . 

Quincy 

Rice 

Sherwin  . . . 
Shurtlett'.  .  . 
Stoughton . . 
Tileslon .... 

Warren 

Wells 

Wintluop  . . 


Totals  . . 


3 

12 
4 

21 

10 
6 

11 
6 
(J 
4 


8 
14 


11 

6 


o  o_ 


'AS 

142 

47.3 

668 

.54.8 

192 

48.0 

1,132 

.53.9 

554 

55.4 

321 

53.5 

685 

57.7 

309 

51.5 

297 

49.5 

181 

45.2 

109 

36.3 

344 

49.1 

201 

50.2 

365 

52.1 

385 

55.0 

424 

53.0 

781 

55.8 

397 

56.7 

104 

52.0 

34 

34.0 

388 

55.4 

584 

.53.0 

324 

54.0 

406       21,542  ,    53.06 


82 


SUPERINTENDENT'S   REPORT. 


PRIMARY    SCHOOLS. 

Number  of  Pupils  promoted  to  Grammar  Schools,  February,  1880. 


SEMI-ANNUAL  STATISTICS 


PUBLIC    SCHOOLS. 


SEPTEMBER,    1880. 


SCHOOL    CENSUS. 

May,   1S80. 

Nnmher  of  children  in  Boston  between  the  ages  of  5  and  15,  57,703 

Nnin])er  attending  public  scliools 45,650 

"               "         private  schools 6,326 

"        not  attending  school 5,727 

EXPENDITURES. 

Salaries  of  oflicers $53,679  74 

"    teachers 1,108,578  87 


Incidental  Expenses. 


By  Committee  on  Pul»lic  Buildings. 

By  School  Committee 

School-houses  and  lots 


$98,514  84 
254,593  39 
136,878  45 


SUMMARY. 

Jane,  18  SO. 


General  Schools. 

o 

6 

o  t 

o 

« 

<1< 

d 

!2i 

1 

10 

49 

406 

4 

91 

620 

406 

72 

1,971 

27,734 

20,730 

'1 

1,854 
24,987 
17,890 

1 

117 
2,747 
2,840 

98 
94 
90 
86 

61 

Latin  aiul  High 

Grammar 

1,813 
26,057 
21,144 

Totals 

466 

1,121 

50,507 

44,802 

5,705 

88.7 

49,075 

Special  Schools. 

1 
■g 

d 

o  3 
d"? 

St,  = 

Average 
Absence. 

1% 

3 
d 

Horace  Mann 

Licensed  Minora 

Evening  High 

1 
2 
1 
10 
6 

9 
2 

10 
110 

17 

80 
63 

403 
1,615 

672 

65 

62 
153 
948 
299 

15 
11 

81 
80 

79 
83 

Evening  Drawing 

Totals 

26 

148 

2,833 

1,517 

86 


STATISTICS. 


SCHOOLS  AND  TEACHERS. 


SCHOOLS. 

TEACHERS. 

Houses. 

Rooms. 

Seats. 

Males. 

Females. 

Total. 

Normal  School 

3 

150 

1 

2 

3 

s   ^ 

32 

1,315 

13 
14 

13 

Eng  ish  High  School 

14 

Girls'  High  School     . 
Girls'  Latin  School    . 

!    > 

9 

759 

18 
4 

19 
5 

Roxbury  High  School 

6 

212 

4 

5 

Dorchester  High  School  . 

6 

205 

3 

4 

Charlestown  High  School  . 

3 

297 

5 

6 

West  Roxhury  High  School 

1 

96 

2 

3 

Brighton  High  School  .   . 

1 

81 

2 

3 

East  Boston  High  School  . 

2 

88 

2 

3 

Grammar  Schools  .... 

49 

558 

.30,196 

86 

503 

589 

Primary  Schools     .... 

100 

448 

22,247 



406 

406 

Totals 

158 

1,069 

55,646 

i            122 

951 

1,073 

APPEXDIX. 


87 


SPECIAL  SCHOOLS  AND  TEACHERS. 


Schools. 


Males. 


Females.      Total. 


Horace  Mann  School 

Licensed  Minors'  School 

Evening  Schools 

Evening  Drawing  Schools 

French  :  High  Schools 

German  :  High  Schools 

Sciences  :  Roxbury  and  West  Roxbury  High  Schools 
Music  :  High,  Grammar,  and  Primary  Schools     .   .   . 

Illustrative  Drawing,  Xormal  School 

Drawing:  High  Schools 

Sewing 

Laboratory  Assistant :  Girls' High  School 

Gymnastics  :  Girls'  High  School 

Military  Drill;  High  Schools 


Totals 


2 
120 

17 
5 
2 
1 
4 
] 
4 

28 
1 
1 
1 

196 


88 


STATISTICS. 


NORMAL   AND    HIGH   SCHOOLS. 
Semi- Annual  Returns  to  June,  18S0. 


Schools. 

Average  whole 
Number. 

Average 
Attendance. 

bi)  = 

H 

<i  ' 
1 

16 
6 

17 

41 
8 

10 

3 

2 
4 

O    g 

98 
95 
94 
95 
92 
95 
90 
93 
95 
96 
94 

a 

1 
1 

1 
1 

1 

1 

6 

a 

3 

1 
.1 

1 

1 
1 
1 
13 

5 
17 

1 
1 

1 

1 
1 

1 

1 

5 

3 
1 

2 
1 

4 

2 

1 

3 
2 

1 

1 
1 
1 
10 

< 
1 

o 

5 

5 
o 

o 

5 

■.J 
o 

Normal     

Latin .    - 

35.3 

72 

102 

528 
63 
64 
88 
44 
26 
38 

72 

353 

102 

364 

528 

141 

100 

138 

71 

38 

64 

337 

347 

74 
3', 

47 
27 
11 
25 

71 

96 

487 
59 
57 
82 
41 
2.-) 
35 

71 

337 

96 

347 

487 

133 

90 

129 

68 

36 

60 

3 

English  High 

Girls'  High 

36-4 

n 

Roxbury  High    .... 
Dorchester  High   .   .   . 
Charlestown  High    .   . 
West  Roxbury  High    . 
Brighton  High    .... 
East  Boston  High     .  . 

78 
36 
50 
27 
12 
26 

1 

2 
2 
1 
1 
1 

Totals    ...... 

946     1,025  1  1,971 

901 

953 

1,854 

117 

94 

22 

Classification,  June,  ISSO. 


Schools. 

C  u 

O  =3 

a 
O 

n 

O 

C!  « 

1 

•  5 

GO'*' 

a  3 
1^ 

Eighth 
Year  Class. 

5 

43 
27 
31 
141 
179 
30 
30 
49 
35 

JO 

18 
30 
19 
117 
144 
34 
31 
37 
14 

1R 

61 

24 
23 
SO 
106 
71 
26 
43 
20 
7 

35 
13 

83 

52 
6 

75' 

326 

92 

338 

Girln'  High            

37 

466 

Roxbury  High 

.   .   . 

135 

2 
5 

98 

Charlestown  High 

West  Roxbury  High 

Brighton  High 

East  Boston  High 

134 

69 

35 

36         ''s 

59 

622 

483 

400 

92 

81! 

58 

75 

1.813 

Percentage 

34.3 

26.6  1    22,1 

5.1 

4.6 

3.2 

4.1 

100 

1  Including  34  in  out-of-course  class. 


APPENDIX. 

NORMAL   AXD   HIGH   SCHOOLS. 
Xumier  of  Pupils  to  a  Teacher,  excluding  Princij^als,  June,  ISSO. 


89 


Schools. 


Xormal , 

Latin 

Girls'  Latin  .... 
English  High  .  .  .  . 
Girls' High  .  ,  .  .  , 
Roxbury  High  .  .  . 
Dorchester  High  .  , 
Charlestown  High  . 
West  Roxhurj'  High 
Brighton  High  .  .  , 
East  Boston  High  .    , 

Totals     ...... 


No.  of  Reg. 
Teachers. 


Averaere  No. 
of  Pupils. 


72 
353" 
102 
364 
628 
141 
100 
138 
VI 
38 
64 

1,971 


Average  Xo. 

of  Pupils  to 

a  Regular 

Teacher. 


36. 
29.4 
25.5 
28. 
29.3 
35.2 
33.3 
27.6 
35.5 
19. 
29.0 


Graduates,  June,  1880. 


Schools. 


Normal 

Latin 

Girls'  Latin  .  .  .  .  , 
English  High  .   .   .    . 

Girls'  High 

Roxbury  High  .  .  , 
Dorchester  High  .  . 
Charlestown  High  . 
West  Roxl)urj-  High 
Brighton  High     .   .   , 

Totals 


Regular 
Course. 


Advanced 
Course. 


Totals. 


65 
133 
30 
25 
46 
16 


90 


STATISTICS. 

GRAMMAR    SCHOOLS. 

Semi-Annual  Returns  to  June,  1880. 


Schools. 


Adams 

Allston 

Andrew 

Bennett 

Bigelow 

Bowditch 

Bowdoiu 

Brimmer 

Bunker  Hill .... 

Central 

Chapman 

Charles  Sumner  .   . 

Coming 

Dearborn   ..... 

Dillaway 

Dorchester-Everett 

Dudley 

Dwight 

Eliot 

Emerson 

Everett 

Franklin 

Frothingham    .   .   . 

Gaston 

Gibson 

Hancock 

Harris     

Harvard 


Average  whole 
Number. 


Boys.  Girls.  Total 


390 
170 


154 

828 


799 
310 
316 
300 
108 
352 
465 


240 
554 


no 

284 


159 
186 
263 
163 

366 
436 
119 
346 


483 
439 
408 
223 


286 
783 
744 
293 
478 
138 
620 
135 
305 


549 
356 
650 
317 
828 
366 
436 
918 
656 
316 
625 
203 
835 
904 
408 
463 
554 
666 
963 
657 
783 
744 
576 
478 
265 
620 
245 
589 


Average 
Attendance. 


Boys. 


349 
144 
328 
137 
775 


728 
280 
284 
272 
95 
327 
403 

221 
499 
616 


115 


262 


Girls. 


138 
150 
200 
140 

325 
379 
100 
313 

291 

82 

435 

385 


255 
703 
671 
261 
428 
122 
535 
116 
273 


Total. 


487 
294 
528 
277 
775 
325 
379 
828 
593 
284 
563 
177 
762 
788 
366 
423 
499 
616 
869 
683 
703 
671 
519 
428 
237 
535 
214 
535 


{u< 


62 
62 
122 
40 
53 
41 
57 
90 


26 
79 
116 
42 
40 
55 
50 
94 
74 
80 
73 
57 
50 
28 
85 
31 
54 


APPEXDIX.  91 

GRAMMAR    SCHOOLS.  —  Continued. 


Schools. 


Hillside  . 
Lawrence 
Lewis  .  . 
Lincoln 
Lowell  .  . 
Lyman  .  . 
Mather  .  . 
Minot  .  . 
Mt.  Vernon 
Iforcross  . 
Phillips  . 
Prcscott  . 
Quincy  .  . 
Rice  .  .  . 
Sherwin  . 
Shurtletf  . 
Stoughton 
Tileston  . 
Warren  . 
Wells  .  . 
Winthrop 


Average  whole 
Number. 


Boys.   Girls.  Total. 


925 
334 
718 
305 
417 
151 
119 
61 

763 

I 

224 1 

608' 

I 
604' 

435 

127 

33 

321 


240 
197 
176 
125 
66 
739 


487 
664 
129 
41 
347 
546 
961 

13,412 


316 
925 
667 
718 
545 
614 
327 
244 
127 
739 
763 
476 
608 
604 
922 
664 
256 
74 
668 
546 
961 

27,734 


Average 
Attendance. 


877 
309 
660 
274 
378 
134 
107 
57 


214 
561 
553 
403 

117 
29 
295 


13,052 


Ijirls. 

Total. 

277 

277 

877 

304 

613 

.  .  . 

660 

212 

486 

178 

556 

156 

290 

109 

216 

57 

114 

691 

691 

.  .  . 

696 

2.33 

447 

.  .  . 

561 

553 

448  j 
588 
114 
35 
317 
.480 


851 
588 
231 
64 
612 
480 
866 


11,935  24,987 


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1 

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X 

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39 

88 

1 

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67 

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66 

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29 

14 

63 

74 

367 


STATISTICS. 


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APPENDIX. 


93 


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94 


STATISTICS. 


GRAMMAR  SCHOOLS. 

Number  of  Pupils  to  a  Teaclier,  excluding  Principals,  June,  ISSO. 


Schools. 


Adams 

AUston  .... 
Andrew .... 
Bennett  — 
Bigelow  . . . 
Bowditch  • . 
Bowdoin . .  • 
Brimmer.. . 
Bunker  Hill 
Central  .... 
Chapman  .  . 
Chas. Sumner 

Comins 

Dearborn  •  . . 
Dillaway  • . . 
Dor.-Everett 

Dudley 

Dwight 

Eliot 

Emerson. . .. 

Everett 

Franklin 

Frothingliam 

Gaston 

Gibson 


No.  of 
Teachers. 

a    ft 
C3  £ 

II 

a 

11 

549 

49.9 

7 

356 

50.8 

12 

650 

54.1 

6 

317 

52.8 

16 

828 

51.8 

8 

366 

45.7 

9 

436 

48.4 

19 

918 

48.3 

13 

656 

50.5 

6 

316 

53.2 

11 

625 

56.8 

4 

203 

50.7 

IG 

835 

52.2 

18 

904 

50.2 

8 

408 

51.0 

9 

463 

51.4 

11 

554 

50.4 

13 

666 

51.2 

19 

963 

50.7 

13 

657 

50.5 

U 

783 

56.0 

14 

744 

53.1 

12 

576 

48.0 

9 

478 

53.1 

5 

265 

53.0 

Schools. 


Hancock  . 
Harris  .  • . 
Harvard  . 
Hillside.. 
Lawrence 
Lewis. . . . 
Lincoln  . . 
Lowell.  .. 
Lyman  . . 
Matlier  .. 
Minot  . . . 
Mt.  "Vernon 
Norcross  . 
Phillips  . . 
Prescott. . 
Quincy. . . 

Rice 

Sherwin .. 
SImrtleff. . 
Stoughton 
Tileston.. 
Warren  . . 
Wells .... 
Winthrop 


Totals 


o 

m 

^  S 

p  ft 

bl)  3 

o   2 

2  ^ 

H 

t    ° 

< 

13 

620 

5 

245 

12 

589 

6 

316 

18 

925 

12 

667 

14 

718 

10 

545 

12 

614 

6 

327 

5 

244 

3 

127 

14 

739 

15 

763 

10 

476 

12 

608 

12 

604 

17 

922 

13 

604 

5 

256 

2' 

74 

13 

668 

11 

546 

18 

961 

541 

27,734 

3     ■^ 
Ph     c5 

O    H 

6     <« 

A^ 

47.7 
49.0 
49.0 
53.0 
51.4 
55.6 
51.3 
54.5 
51.1 
54.5 
48.8 
42.3 
52,8 
50.8 
47.6 
50.6 
50.3 
54.2 
51.0 
51.2 
37.5 
51.4 
49.6 
53.4 
51.2 


'  Principal  included. 


APPENDIX. 


95 


GRAMMAR   SCHOOLS. 
Graduates,  June,  ISSO. 


Schools. 


Adams 

Allston 

Andrew 

Bennett 

Bigelow 

Bowditch 

Bowdoin 

Brimmer 

Bunker  Hill  . . 

Central 

Chapman 

Chas.   Sumner 

Comins 

Dearborn 

Dillaway 

Dor.-Everett.. 

Dudley 

Dwight 

Eliot 

Emerson 

Everett 

Franklin 

Frotliingham  • . 

Gaston 

Gibson  


30 
25 
15 
15 
37 
16 
25 
54 
35 
21 
38 
10 
39 
47 
27 
19 
16 
40 
32 
31 
46 
36 
35 
31 
19 


Schools. 


Hancock  . . . 
Harris  .... 

Harvard 

Hillside  . . . . 
Lawrence  •  ■ 

Lewis 

Lincoln  . . . . 
Lowell  . . . .  . 

Lyman 

Mather 

Minot 

Mt.  Vernon . 
Norcross  . . . 

Phillips 

Prescott . . . . 

Quincy 

Rice 

Sherwin. • .- 
Shurtleff.  •• 
Stoughton  . . 
Tileston  . .  •  • 
Warren  . . . . 

Wells 

Wintlirop  • . . 


37 
21 
44 
14 
39 
42 
22 
43 
22 
K) 
12 
5 
40 
27 
25 
25 
63 
47 
53 
17 

5 
28 


Totals 1,4; 


96 


STATISTICS. 


PRIMARY    SCHOOLS. 

Semi-Annual  Returns  to  June,  18S0. 


Adams 

AUston 

Andrew     .   .   .   , 

Bennett 

Bigclow     .   .   .   . 
Bowditob  .   .   .   . 
Bowdoin    .   .   .   , 
Brimmer    .   .   .   . 
Bunker  Hill  .   .   . 
Central    .... 
Cbapman   ... 
Charles  Sumner  , 
Comins   .   .   .   .   - 
Dearborn   ... 
Dor. -Everett     . 
Dudley   .... 

Dwigbt 

Eliot 

Emerson  ... 
Everett  .... 
Franklin  .  .  . 
Frothingham  . 
Gaston  .... 
Gibson  .... 
Hancock  .  .  . 
Harris  .... 
Harvard     .   .   . 


Average  whole 

Number. 


Boys.  Girls.  Total 


220 
153 
253 
118 
342 
254 
291 
265 
2&7 

74 
305 
111 
500 
490 
202 
283 
163 
332 
280 
330 
344 
217 
243 
110 
369 

81 
300 


87 
350 
225 
110 
247 
256 
298 
288 
274 

69 
224 
101 
514 
474 
167 
249 
176 
109 
196 
328 
369 
227 
193 

85 
280 


307 
303 
478 
228 
589 
510 
589 
553 
541 
143 
529 
212 
1,014 


532 
339 
441 
476 
658 
713 
444 
436 
195 
649 
145 
630 


Average 
Attendance. 


Boys.  Girls.  Total 


187 

67 

128 

121 

222 

186 

101 

90 

308 

216 

227 

221 

249 

249 

234 

250 

226 

227 

64 

56 

267 

180 

100 

88 

445 

455 

420 

383 

168 

130 

249 

211 

143 

148 

298 

95 

249 

161 

2S8 

277 

292 

302 

195 

191 

221 

162 

92 

66 

337 

247 

67 

48 

261 

280 

254 
249 
408 
191 
524 
448 
498 
484 
453 
120 
447 
1S8 
900 
803 
298 
460 
291 
393 
410 
565 
594 
386 
383 
158 
584 
115 
541 


61)  ji 

25 

o  S 

^1 

1  = 

oo 

> 

o 

53 

82.7 

259 

66 

54 

82.1 

266 

52 

70 

85.3 

401 

82 

37 

83.8 

208 

32 

65 

89. 

630 

77 

62 

87.8 

396 

99 

91 

84.5 

497 

102 

69 

87.5 

423 

116 

88 

83.7 

438 

128 

23 

84. 

113 

44 

82 

S4.5 

482 

62 

24 

88. 7 

148 

66 

114 

88.7 

822 

225 

161 

83.2 

698 

280 

71 

80.7 

324 

71 

72 

86.4 

437 

103 

48 

86. 

301 

50 

48 

89.1 

^98 

51 

66 

86.1 

373 

124 

93 

85.9 

507 

152 

119 

83.3 

593 

116 

58 

86.9 

378 

63 

53 

87.8 

335 

108 

37 

81. 

178 

31 

65 

90. 

567 

104 

30 

79.3 

131 

21 

89 

86. 

544 

109 

o  s 


325 
318 
483 
240 
607 
495 
599 
539 
566 
157 
544 
214 
1,047 
978 
395 
540 
351 
449 
497 
659 
709 
441 
443 
209 
671 
152 
653 


APPENDIX. 


97 


PRIMARY   SCHOOLS.  —  Continued. 


Districts. 

i 

o 
a 

Average  whole 
Number. 

Average 
Attendance. 

s    ~ 

3   n 
>  -= 
<  < 

26 

o  5 

=  1 

Is 

a  - 

a 
>> 

> 
O 

6 

Boys. 

Gi  Is. 

Total. 

Boys. 

Girls. 

Total. 

^i 

Hillside    .   .   .   . 

4 

94 

80 

174 

79 

69 

148 

85. 

146 

35 

181 

Lawrence    .   .  . 

21 

829 

264 

1,093 

764 

246 

1,010 

83 

92.4 

915 

186 

1,101 

Lewis 

10 

250 

264 

514 

220 

226 

4-16 

68 

87. 

430 

84 

514 

Lincoln     .   .   .   . 

1     6 

209 

89 

298 

176 

73 

249 

49 

83.5 

240 

62 

302 

Lowell 

'  11 

.308 

267 

575 

259 

221 

480 

95 

83. 

499 

99 

598 

Lyman 

6 

214 

91 

305 

201 

81 

282 

23 

92.4 

256 

54 

310 

Mather 

5 

138 

127 

265 

118 

101 

219 

46 

82.6 

206 

65 

271 

Minot 

4 

107 

92 

199 

91 

77 

168 

31 

84.4 

175 

26 

201 

Mount  Vernon  . 

3 

63 

56 

119 

48 

44 

92 

27 

85.7 

114 

18 

132 

XorcrosB  .  .  .   . 

7 

. 

313 

313 

289 

289 

24 

92.3 

249 

69 

318 

Phillips     .   .   .   . 

4 

124 

78 

202 

99 

60 

159 

43 

-8.7 

155 

49 

204 

Prescott   .   .   .   . 

7 

214 

160 

374 

190 

134 

324 

50 

86.6 

310 

91 

401 

Quincy  .   .    •  .   . 

7 

227 

149 

376 

205 

122 

327 

49 

87. 

331 

45 

376 

Rice 

8 

222 

179 

401 

187 

145 

332 

69 

82.7 

314 

73 

387 

Sherwin   .   .   .   . 

14 

385 

362 

747 

347 

324 

671 

76 

89.8 

612 

139 

751 

Shurtleff  .  .  .  . 

7 

182 

197 

379 

165 

164 

329 

50 

87. 

319 

56 

375 

Stoughton  .    .  . 

3 

62 

58 

120 

55 

49 

104 

16 

86. 

117 

7 

124 

Tileston    .   .   .   . 

1 

25 

16 

41 

22 

13 

35 

6 

81. 

43 

4 

47 

Warren    .  .  .  . 

7 

ISS 

180 

368 

164 

151 

315 

53 

85.6 

309 

71 

380 

Wells 

11 

303 

260 

563 

274 

220 

494 

69 

87.7 

486 

86 

572 

Winthrop    .   .   . 

6 

147 

170 

317 

129 

143 

272 

45 

85.8 

274 

44 

3,897 

318 

Totals   .   .   .   . 

406 

11,188 

9,542 

20,730 

9,831 

8,059 

17,890 

2,840 

86.3 

17,247 

21,144 

98 


STATISTICS. 


PRIMAEY    SCHOOLS. 

Number  of  Pupils  in  each  Class,  Whole  Number,  and  Ages,  June,  18S0. 


Districts. 

5 

5 

5 

c 
o 

m 

03 

3 

a 

♦J 

O 

s 

o 
S 

o  p 
r=  3 

u 
>i 

S 

a 
c 

OQ 

V 

>> 

*  C 

>>> 

a,  o 

Adams    .   .   . 

50 

53 

44 

46 

50 

82 

325 

50 

83 

69 

57 

66 

AUston   .   .   . 

45 

41 

38 

32 

57 

105 

318 

54 

84 

66 

62 

52 

Andrew  .  .  . 

50 

51 

54 

56 

138 

134 

483 

62 

141 

111 

87 

82 

Bennett  .   .   . 

26 

25 

31 

44 

28 

86 

240 

45 

70 

49 

44 

32 

Bigelow  .   .   . 

94 

87 

102 

79 

125 

120 

607 

60 

186 

154 

130 

77 

BowdJteh  .  . 

57 

111 

70 

56 

88 

113 

495 

90 

110 

113 

83 

99 

Bowdoin    .   . 

84 

56 

133 

65 

96 

165 

599 

81 

150 

143 

123 

102 

Brimmer    .   . 

87 

59 

67 

73 

112 

141 

539 

60 

102 

137 

124 

116 

Bu^^^r  Hill  . 

56 

80 

61 

84 

124 

161 

566 

83 

110 

141 

104 

128 

Central   .   .   . 

22 

12 

28 

24 

28 

43 

157 

27 

31 

21 

46 

32 

Chapman   .   . 

86 

66 

76 

83 

104 

129 

544 

82 

152 

134 

114 

62 

Chas.  Sumner 

34 

24 

36 

25 

26 

69 

214 

22 

45 

46 

35 

66 

Comins   .   .   . 

149 

141 

129 

109 

186 

333 

1,047 

147 

226 

220 

229 

225 

Dearborn   .   . 

129 

132 

136 

128 

209 

244 

978 

111 

183 

203 

201 

280 

Dor.-Everett 

42 

60 

73 

53 

58 

109 

395 

64 

78 

107 

84 

62 

Dudley   .  .  . 

64 

66 

81 

63 

84 

182 

540 

61 

104 

143 

129 

103 

Dwight  .   .   . 

53 

57 

55 

53 

58 

75 

351 

41 

87 

100 

73 

50 

Eliot    .... 

67 

57 

57 

66 

69 

133 

449 

74 

121 

124 

79 

51 

Emerson    .   . 

65 

45 

57 

86 

91 

153 

497 

75 

111 

101 

86 

124 

Everett   .   .   . 

102 

98 

95 

107 

106 

151 

659 

78 

123 

162 

144 

152 

Franklin     .   . 

116 

98 

104 

97 

103 

191 

709 

119 

131 

194 

149 

116 

Frothingham 

58 

57 

69 

76 

78 

103 

441 

52 

91 

132 

103 

63 

Gaston    .   .   . 

59 

79 

79 

57 

114 

55 

443 

46 

75 

109 

107 

106 

Gibson    .  .  . 

25 

22 

32 

14 

88 

78 

209 

27 

45 

56 

50 

31 

Hancock    .  . 

74 

91 

92 

104 

112 

198 

671 

117 

181 

131 

138 

104 

Harris     .   .   . 

19 

13 

23 

20 

14 

63 

152 

23 

33 

40 

35 

21 

Harvard     .  . 

76 

92 

106 

49 

116 

214 

653 

100 

142 

141 

161 

109 

Hillside  .   .   . 

34 

32 

24 

21 

26 

44 

181 

27 

46 

45 

28 

35 

APPENDIX. 
PRIMARY   SCHOOLS.  —  Continued. 


9Q 


Districts. 

5 

a 

5 

5 

m 

O 
V 

1 
5 

O 

En 

e 

> 

25 

X 

a 
o 
!» 
c 
o 
> 

i 
>> 

i 

Lawrence  .  .  . 

161 

153 

155 

161 

151 

320 

1,101 

162 

250 

256 

247 

186 

Lewis 

81 

76 

85 

67 

66 

139 

514 

53 

109 

147 

121 

84 

Lincoln   .... 

41 

51 

48 

51 

50 

61 

302 

40 

58 

77 

65 

62 

Lowell    .... 

76 

71 

84 

87 

116 

164 

598 

91 

128 

156 

126 

97 

Lyman    .... 

54 

50 

47 

54 

51 

54 

310 

33 

67 

73 

83 

54 

Mather    .... 

28 

33 

38 

44 

55 

73 

271 

36 

55 

64 

51 

65 

Minot 

47 

6 

26 

31 

42 

49 

201 

41 

40 

46 

48 

26 

Mt.  Vernon  .   . 

20 

14 

15 

24 

24 

35 

132 

30 

28 

30 

26 

18 

Norcross    .   .   . 

38 

46 

48 

46 

48 

92 

318 

57 

59 

67 

66 

69 

Phillips  .... 

24 

28 

36 

30 

39 

47 

204 

30 

55 

42 

28 

49 

Prescott .... 

33 

72 

47 

49 

56 

144 

401 

70 

84 

81 

79 

87 

Quincy    .... 

49 

47 

51 

53 

50 

126 

376 

63 

82 

98 

88 

45 

Rice 

45 

46 

38 

47 

104 

107 

387 

48 

101 

86 

79 

73 

Sherwin     .  .  . 

93 

106 

112 

101 

156 

183 

751 

105 

167 

177 

163 

139 

Shurtleff    .  .  . 

48 

50 

50 

54 

69 

104 

375 

42 

83 

113 

81 

56 

Stoughton  .   .  . 

20 

19 

21 

30 

20 

14 

124 

23 

33 

41 

20 

7 

Tileston  .... 

lb- 

51 

44 

11 

58 

21 
123 

47 

380 

10 
46 

5 

83 

20 
91 

8 
89 

4 

71 

Warren  .... 

58 

46 

Wells 

53 

82 

93 

84 

103 

157 

572 

81 

127 

142 

136 

86 

Winthrop  .  .  . 

49 

50 

49 

48 

38 

84 

318 

41 

90 

80 

03 

44 

Totals     .  .  . 

2841 

2851 

3,061 

2,875 

3,745 

5,771 

21,144 

2,980 

4,745 

5,079 

4,472 

3868 

Percentages  . 

.14 

.13 

.14 

.13 

.18 

.28 

1.00 

.141 

.234 

.24 

.212 

.183 

100 


STATISTICS. 


PRIMARY   SCHOOLS. 

Numher  of  Pupils  to  a   Teacher,  June,  18S0. 


Districts. 

"1 

C    i> 

< 

II 
to 
oH 

"AS 
51.1 

Districts. 

c  C  _i 
< 

Ko.  of  Pupils 
to  a  Teacher. 

Adams 

6 

307 

Harris 

4 

145 

36.2 

AlLston 

6 

303 

50.5 

Harvard  . . . 

12 

630 

52.5 

Andrew 

9 

478 

53.1 

Hillside  .... 

4 

.  174 

43.5 

Bennett 

5 

228 

45.6 

Lawrence  . . 

21 

1,093 

52. 

Bigelow  .... 

12 

589 

49.0 

Lewis 

10 

514 

51.4 

Bowditch  . . . 

10 

510 

51.0 

Lincoln  

6 

298 

49.6 

Bowdoin  . . . 

12 

589 

49.0 

Lowell 

11 

575 

52.2 

Brimmer  . . . 

11 

553 

50.2 

Lyman 

6 

305 

50.8 

Bunker  Hill. 

10 

541 

54.1 

Mather 

5 

265 

53.0 

Central 

3 

143 

47.6 

Minot 

4 

199 

49.7 

Chapman  . . . 

10 

529 

52.9 

Mt.  Vernon 

3 

119 

39.60 

Cli's  Sumner 

4 

212 

53.0 

Norcross. . . 

7 

313 

44.7 

Comins 

18 

1,014 

56.3 

Phillips 

4 

202 

50.5 

Dearborn   . . 

18 

964 

53.5 

Prescott  .  . . 

7. 

374 

53.4 

Dor.-Everett 

7 

369 

52.7 

Quincy 

7 

376 

53.7 

Dudley 

11 

532 

48.3 

Rice 

8 

401 

50.1 

Dwiglit 

6 

339 

56.5 

Sherwin  . . . 

14 

747 

53.3 

Eliot 

10 

441 

44.1 

Shurtleff . . . 

7 

370 

54.1 

Emerson  . . . 

9 

476 

52.9 

Stoughton . . 

3 

120 

40.0 

Everett 

12 

658 

54.8 

Tileston 

1 

41 

41.0 

Franklin  . . . 

13 

713 

54.9 

Warren 

7 

368 

52.5 

Frothingliam 

8 

444 

55.5 

Wells 

11 

563 

51.1 

Gaston 

i         9 

436 

48.4 

Wintlirop  . . 

6 

317 

52.8 

Gibson  

- 

195 
649 

39. 
46.3 

1^ 

Totals 

406 

20,730 

51.06 

APPENDIX. 


101 


PRIMAEY  SCHOOLS. 

Numher  of  Pupils  promoted  to  Grammar  Schools,  June,  ISSO. 


Districts. 


Adams 

Alston 

Andrew    ....'., 

Bennett  

Bigelow 

Bowditch 

Bowdoin    

Brimmer   

Bunker  Hill.... 

Central 

Cliai)man 

Cliarles  Sumner 

Coniins 

Dearborn 

Dor. -Everett  . . 

Dudley 

Dwight 

Eliot 

Emerson   

Everett    

Franklin    

Frothingham  . . 

Gaston 

Gibson  

Hancock 


42 
48 
50 
28 
98 
55 
58 
94 
54 
20 
75 
11 
102 
112 
41 
65 
42 
36 
51 
92 
73 
33 
44 
23 
67 


Districts. 


Harris 

Harvard. . . 
Hillside  . . . 
Lawrence. . 

Lewis 

Lincoln  . . . 
Lowell  . . . . 
Lyman  . . . . 

Matlier 

Minot 

Mt.  Vernon 
Norcross  . . 
Phillips  ... 
Prescott  . . . 
Quiney. . . . 

Rice 

Slierwin . . . 
Slmrtleff  . . 
Stoughton  . 
Tileston  . . . 
Warren  .  - . 

Wells 

Winthrop.  • 

Total.... 


19 
68 
26 
154 
81 
37 
68 
37 
31 
47 
18 
38 
24 
33 
38 
49 
91 
44 
20 
0 
57 
4G 
33 


2,473 


102 


STATISTICS. 


EVENING    SCHOOLS. 


Kovemher,  1879.  —  March,  1S80. 


-  Bf 

~.  't'o 

Schools. 

c  S 
^  o 

15 

6  ti 

15  .E 

u 

< 

Average 
Attendance. 

6.S'5 

< 

7^"^  7 

Males. 

Females. 

Total. 

>22 
< 

High 

103 

690 

403 

110 

42 

152 

9 

21. 

Anderson  Street .... 

85 

160 

104 

53 

15 

68 

6 

13. 

Blossom  Street    .... 

84 

276 

171 

71 

33 

104 

9 

13. 

Brighton 

83 

94 

58 

31 

3 

34 

4 

11. 

Broadway     

85 

468 

127 

85 

7 

92 

11 

9. 

Cabot  Street 

84 

253 

130 

76 

17 

93 

8 

13. 

Dorchester 

83 

135 

59 

24 

3 

27 

4 

9. 

Dudley  Street,  Rox.  .  . 

85 

175 

103 

40 

9 

49 

6 

10. 

Hudson  Street 

90 

187 

104 

46 

14 

60 

7 

10. 

Jamaica  Plain 

83 

95 

49 

20 

3 

23 

3 

11. 

Lincoln  School,  S.B.  . . . 

83 

103 

61 

25 

15 

40 

5 

10. 

Lyman  School,  E.B.  .  . 

77 

295 

123 

49 

10 

59 

6 

12. 

Neponset 

89 

74 

45 

21 

6 

27 

3 

13. 

No.  Bennet  Street .  .   . 

82 

368 

149 

63 

28 

91 

8 

13. 

Old  Franklin  School  .   . 

82 

290 

149 

59 

31 

90 

9. 

11. 

Warren  School,  Ch'n.  . 

88 

158 

106 

39 

13 

52 

5 

13. 

Warrenton-st.  Chapel  . 

54 

185 

77 

14 

25 

39 

4 

13. 

Totals 

1,420 

4,006 

2,018 

826 

274 

1,100 

107 

19.1 

DRAWING. 


Schools. 


Appleton  Street 
Charleatown  . 
East  Boston  .  . 
Eloslindale  .  . 
Roxbury  .  .  . 
Tennyson  Street 

Totals  .  .  . 


292 
179 
184 
84 
223 
147 


468        1,109 


O   M 

Si  .5 

O  Ml 


128 
115 
58 
93 


Average 
Attendance. 


Males.     Females.     Total 


■5  ■   £*—  - 


^-  o  •■< 


REPORT 


Committee  on  Evening  Schools. 


SEPTEMBER,    1880. 


REPORT. 


Xo  system  of  schools  is  complete  unless  its  benetits  are 
placed  within  the  reach  of  all.  Evening  schools  make  a 
S3'stem  popular  by  placing  the  opportunity  of  acquiring 
knowledge  within  reach  of  all  the  people.  Are  ours  fully 
appreciated  ?  Do  we  understand  their  necessities  ?  Are  we 
aware  of  the  amount  of  work  they  accomplish?  These  are 
pertinent  c^uestious,  and  are  Avorthy  the  consideration  of  all 
friends  of  popular  education. 

The  past  year  has  been  a  marked  one  in  our  schools.  Re- 
vision  has  been  the  order  of  the  day  ;  this  has  extended  with 
full  vigor  to  the  evening  schools.  We  are  pleased  to  note 
that  some  of  these  changes  have  been  of  great  benetit,  tend- 
ino;  in  their  influences  towards  increasinof  the  eflTectivencss  of 
the  instruction,  and  approximating  more  nearly  to  good  sys- 
tematic organization.  \Miile  your  connnittee  have  much  to 
commend,  they  have  found  it  necessary  on  several  occasions 
to  come  to  the  Board  and  obtain  its  sanction  in  the  reconsid- 
eration of  those  orders  the  execution  of  which  were  tending 
towards  an  undesirable  result. 

We  have,  in  sympathy  with  your  views,  endeavored  to  more 
perfectly  organize,  especially  kee[)ing  in  mind  that  success- 
ful evening  schools  are  to  be  judged  by  what  is  really  accom- 
plished, and  not  by  an  increased  and  irregular  attendance. 
To  this  end  we  have  received  valuable  assistmice  from  the 
officials  of  the  Board,  heart}'  coiiperation  from  principals  and 
teachers,  and  prompt  attention  t'vom  truant  otiiccrs.  The 
latter  have  new  duties  assigned  them  this  year  for  the  first 
time,  which  have  l^een  additional  to  their  regular  duties  in 
the  dav  schools. 


106  EVENING  SCHOOLS. 


ELEMENTARY    EVENING    SCHOOLS. 

At  the  comnicncement  of  the  school  year  we  endeavored 
to  carry  out  the  provisions  of  an  order  requesting  the  City 
Council  to  arrange  a  requisite  number  of  the  school  build- 
ings for  the  occupancy  of  the  several  elementary  schools. 
Six  of  them  had  been  held  in  ward-rooms  the  previous 
year,  and  had  been  subjected  to  repeated  interruptions  during 
the  eai'ly  part  of  the  term.  Nothing  tended  more  to  disor- 
ganize the  schools  than  this. 

At  the  time  appointed  iu  the  regulations  for  opening  the 
schools  we  found  that  the  arrangements  had  not  been  per- 
fected so  that  the  removal  to  the  school  buildhigs  could  be 
effected.  Being  strongly  advised  by  the  Superintendent 
to  delay,  provided  we  tl^ught  the  work  would  be  accom- 
plished in  a  few  Aveeks,  we  did  so.  Finding,  at  the  end 
of  six  weeks,  that  the  buildings  desired  could  not  be  oc- 
cupied until  the  commencement  of  the  coming  year,  the 
schools  were  opened  in  the  old  localities.  The  committee 
received  ready  cooperation  from  the  City  Council.  The 
lateness  of  the  request,  and  the  inability  to  push  the  work  at 
the  time,  forced  the  postponement  of  the  plan  for  another 
year.  We  are  pleased  to  report  that  a  sufficient  number  of  the 
regular  school  buildings  are  now  properly  arranged,  and  that 
the  coming  term  will  see  the  evening  schools  located  as  re- 
quested. Great  care  will  be  required  to  protect  the  interests 
of  both  day  and  evening  schools  occupying  the  same  build- 
ings and  the  same  rooms.  We  must  leave  the  committee  of 
another  year  to  report  the  result  of  this  change,  and  the 
advisability  of  a  continuance  will  then  be  capable  of  proof. 
In  prospective  it  is  decidedly  experimental. 

Such  being  the  case,  we  shall  not  for  the  coming  year  see 
such  items  in  the  reports  of  Supervisors  in  charge  as  the 
following,  viz.  :  — 


APPENDIX.  107 

"The  first  time  I  called,  the  room  was  occupied  for  the 
purpose  of  registration  (of  voters),  and  the  school  sus- 
pended. The  second  time,  I  found  about  half  the  room 
occupied  by  the  school,  and  the  other  half  by  ofl5cers  who 
were  registering  voters.  I  made  one  more  attempt  (for  the 
month),  and  found  the  room  occupied  by  a  caucus  instead  of 
a  school." 

"The  school  appears  as  usual  in  good  condition  as  to  order 
and  diligence.  One  of  the  teachers  makes  good  use  of  a 
portable  black-board,  Avhich  makes  the  cellar  seem  a  little 
more  like  a  school-room." 

These  evils  should  be  carefully  avoided.  If  allowed  to 
exist  we  can  but  piedict  disorganization  as  a  n;itural  result. 

On  assnming  their  charge  your  committee  found  th;it 
there  existed  in  many  quarters  a  feeling  that  the  amount 
of  actual  good  accomplished  Avas  not  equal  to  what  should 
l)e  expected.  It  was  said  that  lax  discipline  and  a  gen- 
eral lawless  spirit  were  noticeable  in  many,  if  not  all,  of 
them.  AVe  are  pleased  to  report  that  these  elements  have 
not  been  noticed  by  iis  to  any  extent.  Whenever  noted 
they  have  been  promptly  and  firmly  attended  to ;  and  the 
promoters  of  disorder  have  been  speedily  removed  and  rein- 
stated only  when  ready  and  willing  to  come  closely  under 
personal  restraint,  and  in  consonance  with  the  rules.  We 
are  pleased  to  note  further  that  a  marked  improvement  in 
these  respects  exists  in  many,  if  not  all,  of  the  schools.  We 
quote  from  the  reports  of  Supervisors,  viz.  :  — 

"It  is  orderly,  the  pupils  generally  hard  at  work,  es- 
pecially   the    classes    of    men.       But   the    boys    aie    busy 

too When  I  recall  my  first    visit   to    this 

school  I  can  heartily  say  that  there  has  been  a  steady  and 
great  improvement." 

Again  :  — 

"I  can  only  repeat,  what  has  been  reported  before,  that 
this  is  a  good  school." 


108  EVENING  SCHOOLS. 

Again  :  — 

"  Everything  in  the  school  appears  well ;  I  have  never 
known  it  in  so  good  condition." 

While  we  could  add  more  like  the  above  we  do  not  desire 
that  it  should  be  inferred  that  these  quotations  apply  to  all. 
There  is  still  room  for  improvement,  and  the  responsibility 
rests  alike  on  instructors,  supervisors,  and  committee.  De- 
termined and  prompt  action  on  the  part  of  principals  will 
prove  very  efiicacious,  and  in  many  instances  the  past  year 
has  fully  proved  this. 

Two  subjects,  at  least,  require  constant  attention  and 
prompt  action  :  — 

1st.  Ready  acknowledgment  of  all  excellence  in  acquire- 
ment attained  and  deportment  evinced  by  the  pupils.  Also, 
untiring  attention  to  place  the  schools  in  good,  orderly  con- 
dition, removing  all  disturbing  influences  firmly  and 
promptly. 

2d.  It  should  be  constantly  in  the  minds  of  instructors 
that  quality,  not  increased  attendance,  is  the  standard  by 
which  results  are  to  be  determined  in  any  educational  insti- 
tution ;  most  decidedly  so  in  elementary  evening  schools. 

The  regulations  specify  that  there  shall  be  fifteen  pupils 
under  the  care  of  each  teacher.  It  has  been  very  difficult 
to  enforce  this  regulation,  for  the  reason  that  the  tables  which 
have  been  provided  accommodated  not  more  than  ten  or 
twelve  pupils,  and  the  result  wns  great  inconvenience  to 
teachers  and  pupils.  It  is  thought  that,  as  these  schools 
are  to  be  accommodated  in  the  day-school  buildings,  the 
ditiiculty  as  to  classification  will  be  removed.  Your  com- 
mittee call  the  attention  of  the  Board  to  the  necessity  of 
furnishing  proper  facilities  for  the  safe-keeping  of  books  and 
material  used  in  the  evening  schools. 


APPENDIX.  109 


EVENING    HIGH    SCHOOL. 

This  school  opened  two  weeks  later  than  the  time  fixed 
by  the  Regulations.  A  thoroughly  radical  change  was  here 
attempted. 

1st.  Examination  for  admission  was  required  this  year  for 
the  first  time.  Examinations  are  dreaded  by  all,  l)oth  okl 
and  young.  In  the  case  of  this  school,  where  a  large  num- 
ber of  the  applicants  are  adults,  a  peculiar  terror  seized  them 
in  many  instances,  and  they  stayed  awa3^ 

The  examination  was  by  no  means  difficult.  By  most  of 
the  applicants  it  was  easily  passed,  and  but  few  were  rejected. 
It  consisted  of  reasonable  questions,  and  was  intended 
to  make  the  school  serve  those  for  w^hom  it  was  desiaued. 
It  was  confined  to  Eeading,  Writing,  Arithmetic,  and  Geog- 
raphy. "We  believe,  under  the  circumstances,  that  it  should 
be  continued,  but  with  proper  judgment  and  care,  and  in 
such  a  manner  as  not  to  deter  any  one  from  attending  whose 
only  fault  is  lack  of  opportunity  in  3'^outh.  Should  it  hinder 
such  from  attending,  better  it  would  be  to  entirely  discon- 
tinue it.  We  therefore  approve,  with  some  reservation, 
feeling  that  it  is  very  possible  that  a  good  intention  is  often 
spoiled  in  the  execution.  It  requires  great  care  and  dis- 
cretion on  the  part  of  the  examiner.  In  all  cases,  especially 
in  adults,  rust  should  be  (5arefullv  distinguished  from  io-no- 
ranee. 

2d.  The  elimination  from  the  branches  taught,  of  the 
foreign  languages,  History,  Physiology,  English  Litera- 
ture, and  Elocution. 

Under  the  new  rules  the  branches  allowed  to  be  tanjrht 
were  confined  to  Commercial  Arithmetic,  Penmanship,  Book- 
keeping, English  Composition,  Algebra,  and  Geometry  in 
an  elementary  form  (and,  under  certain  conditions,  in  ad- 
vanced form).  It  will  be  readily  seen  that  this  action  liad 
in  reality  taken  away  the  grade  distinction  of  an  advanced 


110  EVENING  SCHOOLS. 

or  High  School.  None  saw  this  quicker  than  those  who 
sought  its  benefits.  They  came,  but  found  Algebra  and 
Geometry  were  all  that  remained  of  a  High  School.  No 
account  was  kept  of  the  number  of  applicants  for  admission 
who  would  not  remain  under  these  circumstances,  and  such 
account,  if  required,  would  have  been  but  imperfect.  We 
know,  from  consultation  with  the  principal,  that  it  was  num- 
bered by  the  hundreds.  The  result  was,  that  the  average 
attendance  for  the  first  month  was  213  ;  second  montl  15/  ; 
while  for  the  corresponding  months  of  the  previous  yeai  che 
average  attendance  was  510  and  376,  respectively. 

There  was  nothing  left  to  the  committee  to  do  but  to  aw^ait 
the  time  when  they  would  be  obliged  to  close  the  doors  for 
want  of  pupils,  or  take  some  vigorous  action  which  should 
look  to  the  continuance  of  the  school. 

A  personal  knowledge  of  the  pupils,  and  a  firm  belief  that 
they  were  in  most  cases  able  to  judge  for  themselves,  had 
long  before  convinced  the  committee  of  the  error  made  by 
the  change  in  the  course  of  stud3^  While  our  liberality  in 
higher  education  had  tended  most  generously  in  treating  with 
other  pupils  of  advanced  grade,  the  action  here  w^as  towards 
restricted  conservatism.  To  the  committee  it  seemed  border- 
ing strongl}'  on  injustice.  An  order  was  therefore  intro- 
duced, which  passed  without  a  dissenting  voice,  replacing 
the  languages,  and  hygiene,  on  the  authorized  list  of  branches 
tauo-ht.  A  marked  chani>:e  was  noted  in  the  general  character 
of  the  school.  Especially  in  the  classics  and  modern  languages 
an  element  was  added  which  was  decidedly  beneficial. 
Man}'  of  these  pupils  were  persons  of  refinement  and  culture, 
and  their  presence  was  felt  by  those  who  came  in  contact 
with  them.  A  careful  examination  of  the  appended  statistics 
wdll  show  the  varied  occupations  of  the  pupils. 

An  order  is  now  before  the  City  Council  looking  towards 
more  suitable  accommodations.  The  present  location  is 
neither  central  nor  of  easv  access.     The  same  reasons  which 


APPEXDIX.  Ill 

held  good  in  provldiug  better  facilities  for  the  English  High 
and  Latin  Schools  holds  good  in  the  case  of  the  Evening 
High  School.  The  present  structure  soon  passes  into  the 
hands  of  trade,  and  we  shall  be  forced  to  locate  elsewhere. 
It  is  to  be  hoped  that  the  new  and  massive  High  School 
building  can  be  utilized  in  part  bv  the  Evening  High  School, 
and  we  note  with  pleasure  that  you  have  so  expressed  your 
views  to  the  City  Council. 

The  Evening  High  School  is  an  honor  to  the  Boston  sys- 
tem. Your  committee  are  satistied  that  a  personal  knowl- 
edge of  its  work  by  our  interested  citizens  will  justify  our 
expression.  "We  have  already  presented  to  the  Board  cer- 
tain proposed  changes  in  the  regulations  of  the  evening 
schools,  which,  if  adopted,  will  replace  in  the  Evening  High 
School  the  studies  previously  eliminated  from  the  course, 
with  the  exception  of  elocution  as  a  distinct  branch. 

We  thus  briefly  lay  before  you  a  summary  of  our  work 
during  the  year.  It  has  been  our  fortune  to  ]al)or  under 
many  disadvantages,  but  in  this  respect  we  do  not  differ 
from  other  Standing  Committees  of  the  Board.  We  trust 
that  it  may  not  be  deemed  advisable  to  make  so  many  at- 
tempts at  radical  revision  in  a  single  3'ear.  In  conclusion  we 
feel  justified  in  saying,  that  while  it  may  be  wisdom  to 
work  such  a  multiplicity  of  changes  in  a  single  branch  of 
the  school  system  in  a  single  year,  still  there  is  a  greater 
possibility  of  doing  such  injury  that  years  of  careful  and 
untiring  attention  can  alone  eradicate. 

For  the  Committee, 

CHARLES  H.  REED, 

Olwlnnan. 


112  EVENING    SCHOOLS. 

EVENING    HIGH    SCHOOL. 

The  approximate  number  of  pupils  taking  — 

One  study  is  .         .         .         .         .         .190 

Two  studies  is         ....         .  383 

Three  studies  is      .  .  ..         .  .71 

Four  studies  is        .         .         ..         .         .47 

Five  studies  i&         .         .         .         .         .       1 


Total     .         .         .         .         .         .         .692 


OCCUPATIONS,    MEN    AND    BOYS. 

98  clerks,  49  errand-boys,  44  oflSce-boys,  30  salesmen, 
19  printers,  12  apprentices,  9  cash-boys,  9  machinists,  8 
book-keepers,  7  telegraphers,  6  waiters,  6  students,  5  stock- 
boys,  4  porters,  4  plumbers,  4  butchers,  4  trimmers,  4  ship- 
pers, 4  teamsters,  4  upholsterers-,  4  curriers,  3  shipping- 
clerks,  3  shoe-makers,  3  carpenters,  3  messengers,  3  bakers, 
3  painters,  3  collectors,  3  cabinet-makers,  3  druggists,  3 
engineers,  3  bundle-boys,  2  packers,  2  operatives,  2  copyists, 
2  hatters,  2  compositors,  2  librarians,  2  store-boys,  2 
mariners,  2  provision-dealers,  2  jewellers,  2  cigar-makers, 
2  tailors,  2  confectioners,  2  cutters,  2  janitors,  2  book- 
runners,  2  firemen,  2  entry-clerks,  2  coachmen,  2  gilders,  2 
paper-rulers,  and  one  each  of  the  following :  — 

Physician,  dentist,  miller,  cooper,  driver,  blacksmith, 
brush-finisher,  time-keeper,  tinsmith,  fresco-painter,  laborer, 
bell-hanger,  expressman,  tobacconist,  furniture-manu- 
facturer, express-boy,  canvasser,  moulder,  potter,  designer, 
stenographer,  barber,  clothing-manufacturer,  surveyor  of 
lumber,  sugar-boiler,  optician,  trunk-maker,  cutter's-boy, 
sawj^er,  pressman,  mail-inspector,  plumber's  boy,  furniture- 
dealer,  book-binder,  pork-packer,  library-boy,  engraver, 
carriage-maker,  pattern-maker,  gun-maker,  sail-maker,  hat- 


APPENDIX.  113 ' 

ter's-boy,  wheelwright,  sewing-mnchinc  agent,  glass-cutter, 
architect,  hiiinclry-boy,  telegraph-boy,  varnisher,  shoe- 
stitcher,  bar-tender,  receiver,  book-seller,  civil-engineer, 
brass-worker,  telephone-operator,  watch-repairer,  stone- 
cutter, organ-maker,  electrician,  sacristan,"agent,  sash-niaker, 
law-student,  cook. 

Number  of  pupils  whose  occupation  is  not  given,  17. 
Whole  number  of  occupations  given,  118. 

OCCUPATIONS,    W03IEN    AND    GIRLS. 

12  dress-makers,  10  sales-women,  i)  seamstresses,  6 
errand-girls,  5  school-teachers,  5  tailoresses,  5  book-keepers, 
5  compositors,  4  clerks,  4  ho  use- maids,  4  milliners,  3  copy- 
ists, 3  book-folders,  3  cashiers,  2  music-teachers,  2  board- 
ing-house-keepers, 2  stitchers,  2  button-makers,  2  machine- 
girls,  2  corset-stitchers,  2  servants,  and  one  each  of  the 
following:  — 

Entry-clerk,  vest-maker,  book-sewer,  fur-sewer,  jewelry, 
sewing-teacher,  telegraph-operator,  hair- work  ei",  confec- 
tioner, student,  lace-worker,  magnetic  physician,  box-maker, 
companion,  wax-flower-maker,  hair-dresser,  cloak-maker, 
packer,  waitress,  apprentice,  book-binder,  portrait-painter, 
artificial-flower-maker,  candy-packer. 

Number  of  pupils  whose  occupation  is  not  given,  79. 
Whole  num])er  ot  occupations  given,  45. 


STATISTICS. 


EVENING   HIGH   SCHOOL,    1879-1880. 


October,  1879  .  , 
November,  1879  , 
December,  1879  , 
January,  1880  .  . 
February,  1880 
Marcli,  1880  .   . 


Totals 


Averages 


103 


a^ 


456 
402 
435 
426 
372 
325 


2,416 


Average 
Attendance. 


157 
120 
124 
106 
81 
74 


254 


213 
157 
163 
146 
122 
115 


S2-3 


111 


30 
25 
21 
18 
15 
14 

123 


EVENING  ELEMENTARY   SCHOOLS,  1879-1880. 


Schools. 


Anderson  street .  .  . 
Blossom  street  .  .  . 
Broadway,  339    .   .   . 

Brighton 

Cabot  street 

Charlestown    .   .  .   . 

Dorchester 

Dudley  street  .  .  .  . 
East  Boston  .  .  .  . 
Hudson  street  .  .  • 
Jamaica  Plain  .  .  .  . 

Lincoln 

Neponset 

North  Bennett  street 
Old  Franklin  .  .  .  . 
Warrenton  street  .  . 

Totals 


m 

• 

Pi 

3 

_o 

£>     • 

ft  . 

p-a 

<«5? 

sc 

a 

C  a 

i.  bci 

m 

^  o 

o 

ss 

o 

^- 

'^ 

85 

160 

104 

84 

276 

171 

85 

468 

127 

83 

94 

58 

84 

253 

130 

83 

158 

106 

S3 

135 

59 

85 

175 

103 

77 

295 

123 

90 

187 

104 

S3 

95 

49 

83 

103 

61 

89 

74 

45 

82 

368 

149 

82 

290 

149 

54 

185 

77 

1,317 

3,316 

1,615 

Average 
Attendance. 


104 
92 
34 
93 
52 
27 
49 
59 
60 
23 
40 
27 
91 
90 


^-3 


Qi<"    . 

"j:  a. 


11.5 


MAJORITY  AND  MINORITY  REPORTS 


In  School  Committee, 

April  13,  1880. 

Whereas,  There  are  great  excesses  in  the  matter  of  cor- 
poral piinishnient  as  practised  in  our  public  schools,  as 
appears  from  the  following  paragraph  in  the  last  report  of 
the  Superintendent,  viz.  :  — 

"One  punishment  continues  without  proper  restraint," 
etc.,  etc., — 

Ordered,  That  a  committee  of  three  be  appointed  to  con- 
sider the  whole  subject  of  corporal  punishment  in  our  schools, 
and  report  to  this  Board  what  means  can  be  adopted  to 
remedy  the  existing  evils. 

The  order  passed  by  the  following  vote  :  — 

Yeos.  —  The  Mayor,  Messrs.  Bowditch,  Cutter,  Fallon, 
Finney,  Fleming,  Hobbs,  Plyde,  Moran,  Plummer,  Reed. 
—  11. 

JSTaijs. — Miss  Peabody,  Messrs.  W.  T.  Adams,  Blake, 
Chapin,  Collar,  Fox,  Haynes,  Thayer.  —  8. 

The  Chair  appointed  Messrs.  Fallon,.  Collar,  and  Finney 
to  serve  as  the  Committee  on  Corporal  Punishment. 

Mr.  Collar  requested  to  be  excused  from  serving,  and 
Mr.  Hyde  was  appointed  in  his  place.  ■ 

Attest : 

PHINEAS  BATES,  Jr., 

Seer  e  tar  7/. 


In  School  Committee, 

September  28,  1880. 

Ordered,  That  the  Committee    on  Corporal   Punishment 
be  authorized  to  report  in  print. 

Attest:  PHINEAS   BATES,  Jr., 

Secretary/. 


MAJORITY  REPORT. 


In  School  Committee, 

Oct.  26,  1880. 

"  There  are  great  excesses  in  the  matter  of  corporal  pun- 
ishment as  practised  in  r)ur  public  schools."^  This  is  the 
deliberate  declaration  of  the  School  Board  of  the  City  of 
Boston.  It  is  a  humiliating  admission  and  a  severe  criticism, 
if  not  a  positive  condemnation,  of  the  discipline  in  vogue  in 
many  of  our  public  schools. 

How  can  these  excesses  be  removed  ?  What  means  can 
be  adopted  to  remedy  these  evils?  This  is  the  question, 
involving  the  consideration  of  the  "whole  subject  of  corporal 
punishment  as  a  means  of  school  discipline,  referred  to  your 
committee. 

From  the  outset  your  committee  were  unanimously 
agreed  that  the  best  Avay  to  remedy  the  "evils"  and  remove 
the  "excesses"  complained  of  was  summarily  to  dismiss  the 
teachers  avIio  conmiit  them.  With  this  object  in  view  we 
sought,  from  the  Superintendent,  the  names  of  the  principal 
oflenders  referred  to  in  his  semi-ammal  report  dated  March, 
1880.  The  Superintendent  refused  to  give  the  names  of 
those  teachers,  or  any  information  leading  to  their  identity, 
claiming  that  to  do  so  would  be  a  l)reach  of  faith  on  his  part. 

In  view  of  the  Superintendent's  refusal  a  majority  of  the 
committee,  unwilling  to  make  a  scapegoat  of  any  one  teacher, 
and  allow  others  perhaps  equally  guilty  to  escape  with  im- 
punity, would  not  consent  to  make  any  further  investigation 
of  the  acts  of  cruelty  alh^ged  to  have  been  committed  in  any 
particular  school.     As  there  was  to  be  no  examination  into 

1  Minutes  of  the  School  Hoard,  April  13,  1880,  page  87. 


118      REPORTS  ON   CORPORAL  PUNISHMENT. 

specific  acts  of  cruelty  committed  hy  any  one  of  our  teach- 
ers, your  committee  applied  themselves  to  the  consideration 
of  the  subject  of  corporal  punishment  in  general.  In  so 
doing  we  have  taken  at  considerable  length,  and  with  grett 
care  and  minuteness,  the  testimony  of  the  Superintendent 
and  Supervisors,  and  by  printed  questions  to  the  masters  of 
our  Grammar  Schools  we  have  sought  such  information  as, 
we  hoped,  would  assist  us  in  this  investigation.  We  have, 
also,  carefully  examined  the  various  reports  on  this  subject 
that  have  come  within  our  reach,  and  collected  such  statis- 
tics, together  with  the  views  of  many  distinguished  edu- 
cators, as  may  lead,  we  trust,  to  a  satisfactory  solution  of 
the  difficult  and  perplexing  question  referred  to  us.  As  the 
result  of  our  labors,  we  respectfully  submit  the  following 

E  E  P  O  E  T  : 

Few,  if  any,  subjects  bearing  directly  or  indirectly  on  our 
public  school  system  have,  during  the  last  quarter  of  a  cen- 
tury, been  s')  frequently  or  so  elaborate!}''  treated  as  c()r[)oral 
punishment  as  a  means  of  discipline.  Governors  in  their 
inauo'ui'al  addresses  have  called  attention  to  it.  ^Ministers 
of  the  gospel  have  from  time  to  time  made  it  the  subject  of 
their  discourses.  School  Committees  have  again  and  again 
discussed  it.  Essays  without  number  have  been  written  on 
it.  Petition  after  petition,  by  parents  and  humanitarians, 
have  been  presented  to  our,  and  other  School  Boards,  asking 
for  its  entire  abolition.  The  public  press  has  alternately 
denounced  and  defended  it.  The  ablest  educators  of  the 
age  as  well  as  the  most  incompetent,  the  most  progressive 
as  well  as  the  most  narrow-minded,  have  published  their 
views  about  it.  State  and  national  legislation  has  been  in- 
voked, and  in  many  places  successfully,  to  suppress  it.  All 
this  seems  very  natural  wlien  we  consider  the  extent  to 
which  it  was  formerly  carried,  the  universality  with  which  it 


APPENDIX.  119 

"was  practised,  and  the    cruel  barbarities  attciulaiit  upon  its 
unrcs^tricted  exercise. 

"Corporal  punishment,"  says  the  principal  of  one  of  our 
public  schools,  "in  some  form  or  other,  sometimes  with 
weapons  as  dangerous  as  a  policeman's  billy,  and  sometimes 
in  forms  of  ph3'sic;d  torture  more  exquisite  than  that  of  blows, 
was"  (some  years  ago)  "almost  the  unvarying  means  of 
(school)  government.  And  it  Avas  used  not  only  to  secure 
order,  and  enforce  obedience  to  school  regulations,  but  to 
stimulate  intellectual  activity."  —  "There  is  not  money  enous:!! 
iu  lioston,"  says  one  of  our  Supervisors,  referring  to  cor- 
poral punishment  in  school,  "to  hire  me  to  do  what  I  did 
twenty-tive  3'ears  ago  ;  but  1  really  thought  I  was  doing  God's 
service  then,  but  1  see  clearer  now^" 

In  all  our  higher  institutions  of  learning,  our  colleges, 
academies,  and  universities ;  in  private  as  Avell  as  public 
schools ;  in  all  our  penal  institutions,  our  prisons,  reforma- 
tories and  workhouses,  and  even  in  our  lunatic  asylums  ;  in 
the  army  and  navy  and  merchant  marine  service,  corporal 
punislnnent,  as  a  means  of  discipline,  has  been  constantly 
and  barbarously  practised.  In  the  home  circle  children  and 
ap[)rentices,  only  less  shamefully  than  slaves  on  the  [)lanta- 
tion,  have  been  often  subjected  to  this  cruel  barbarity. 
Every  county  town  within  this  Commonwealth  had  at  one 
time  its  whipping-post  erected,  where  corpoial  punishment 
was  publicly  inflicted  on  convicted  malefactors.  \Mth  the 
advance  in  civilization,  however,  it  began  to  disappear.  A 
nobler  sentiment  began  to  prevail.  The  refinement  in  man- 
ners, and  that  sense  of  justice  which  no  longer  tolerated  the 
chastisement  of  a  wife  by  her  husband,  tixed  the  seal  of  its 
condemnation  on  this  degrading  species  of  discipline. 

"It  was  at  last,"  says  the  same  Boston  school-master,  "seen 
to  l)e,  what  it  was  and  is,  an  appeal  to  the  lowest  motive  that 
can  actuate  rational  beings  to  do  right,  the  fear  or  the  suti'er- 
ingof  physical  pain."     An  appeal,  too,  he  might  have  added, 


120     REPORTS  ON  CORPORAL  PUNISHMENT. 

which  is  liable  to  fearful  abuse,  and  which  never  yet  accom- 
plished, and  never  can  accomplish,  a  good  or  lasting  result. 
Hence  its  abolition  by  legislative  enactment  in  the  army  and 
navy  and  merchant  marine  service.  Hence  its  proscrip- 
tion in  penal,  institutions,  and  as  a  penalty  for  crime  in  our 
own  State,  and  in  every  State  of  the  Union  except  one. 
Hence  its  unqualified  abandonment  in  all  our  colleges,  univer- 
sities, academies,  and  private  schools.  As  it  was  the  result 
and  concomitant  of  a  low  and  barbarous  state  of  society,  it 
has  been  made  to  disappear  in  pretty  much  the  same  propor- 
tion as  society  has  advanced  in  civilization  and  refinement. 
Driven  before  the  enliofhteued  sentiment  of  the  age  its  last 
stronghold  is  the  school-room.  True,  it  is  still  somewhat 
practised  in  the  home-circle,  but  rarely  if  ever  by  "  kind  and 
judicious"  or  refined  and  thoughtful  parents.  Certainly  it 
is  never  abused  by  such  parents. 

In  the  year  1843  Hon.  Horace  M;mn,  then  Secretary  of 
the  State  Board  of  Education,  who  has  done  more  than  any 
other  man  ever  connected  with  pnblic  schools  in  jNIassachu- 
setts  to  improve  and  advance  them  in  the  line  of  true  prog- 
ress, visited  Europe,  partly  for  his  health,  but  principally 
to  examine  the  schools  and  study  the  different  systems  of 
popular  education  there  established.  While  in  Leipsic  he 
asked  Dr.  Vogel,^  one  of  the  most  distinguished  educators 
in  Germany,  whether  corporal  punishment  was  still  used. 
Dr.  Vogel  answered  that  it  was  still  used  in  the  schools  of 
which  he  had  the  superintendence.  "  But,"  added  he,  "thank 
God,  it  is  used  less  and  less  ;  and  when  we  teachers  become 
full^'  competent  to  our  work  it  will  cease  altogether."  All 
the  principals  in  the  Boston  Grammar  Schools,  where  cor- 
poral punishment  is  still  allowed,  have,  loith  one  exception, 
stated  that  it  is  mostly  inflicted  by  substitutes  or  by  new 
and    inexperienced   teachers.       It    is    conceded    that   good 

'Reports  of  Board  of  Education,  vol.  2,  page  141. 


APPENDIX.  1 21 

teachers  rarely,  the  best  teachers  never,  resort  to  it.  So 
that  the  great  truth  announced  by  Dr.  Vogel,  carried  home 
and  promulgated  by  Horace  ]Mann,  has  been  steadily  gaining 
in  the  number  of  its  adherents  till  it  is  now  pretty  univer- 
sally admitted.  A  very  fair  test,  therefore,  of  teachers'  com- 
petency, and  one  that  is  in  many  places  api^licd,  is  whether 
they  can  conduct  a  school  properly  Avithout  the  use  of  the 
rod. 

Applying  this  test  we  find  them  ''fully  competent  to  their 
work"  throughout  all  France,  for  there  corporal  punishment 
in  school  has  "ceased  altogether."  It  was  abolished  by  law 
in  1850,^  in  all  the  Primary  Schools,  — the  Primary  Schools 
in  France,  the  only  ones  in  which  i^  was  ever  tolerated  there, 
corresponding  to  our  Grammar  and  Primary  Schools.  We 
find  them  ''  fully  competent  to  their  work  "  throughout  the 
whole  Austrian  ^  Empire,  for  there  corporal  punishment  was 
abolished  by  law  as  long  ago  even  as  the  last  century.  In 
Holhuid,^or  "the  Netherlands,"  and  Prussia"*  we  find  them 


1  Testimony  of  Dr.  Eliot,  p.  43. 

^  "Austrian  Legation,  27th  January,  1867.  In  answer  to  your  letter  of  the  15th  inst., 
I  beg  to  state  that  neither  in  Austria  or  Germany  is  corporal  punishment  practised  in 
schools.  .  .  .  The  severest  punishment  is  usually  imprisonment  for  a  certain  num- 
ber of  hours.  Should  a  pupil  prove  unmanageable,  expulsion  from  school  is  resorted 
to." — Baron  Wydenbruck,  Austrian  Minister  at  Washington,  to  Morrill  Wyman,  M.D., 
of  Cambridge,  Mass.  See  Dr.  Wyman's  admirable  report  on  "  Progress  in  School  Dis- 
cipline." 

^"In  Holland,  corporal  punishment  is  obsolete.  Several  teachers  and  school  officers 
told  me  there  was  a  law  prohibiting  it  in  all  cases;  others  thought  it  was  only  a  univer- 
sal practice  founded  on  a  universal  public  opinion.  The  absence  of  the  Minister  of 
Public  Instruction,  when  I  was  at  the  Hague,  prevented  my  obtaining  csact  informa- 
tion on  this  important  point." — Horace  Mann,  7th  report,  p.  1(J0. 

"  Washi.vgto.v,  9th  March,  18(i7.  His  Majesty's  Government,  to  whom  I  referred 
your  letter  of  the  15th  January,  has  enabled  me  to  give  the  following  answer  to  your 
iuquiries:  — 

"The  Netherlands'  laws  on  education  do  not  allow  corporal  punishment  in  the  schools. 
It  is  not  practised  in  the  public  schools;  if  very  exceptionally  an  instance  of  it  occurs, 
the  authorities  immediately  intervene.  In  iho  private  schools,  which  in  this  respect  are 
less  restricted,  corporal  punishment  is,  for  as  much  as  the  government  knows,  also  not 
practised." —  Baron  Von  Limbcrg,  Minister  of  the  Netherlands,  to  Dr.  AVyman. 

■•"PuussiAN  Lkgation,  2Gth  January,  18G7.  In  answer  to  your  inquiries  of  the 
15th  instant,  I  have  the  honor  to  state  that  no  corporal  punishment  is  allowed,  by  law 


122     REPORTS  ON  CORPORAL  PUNISHMENT. 

fully  competent  to  their  work,  for  in  these  countries  —  and 
we  are  told  they  have  the  best  schools  in  the  world  —  corpo- 
ral punishment  as  a  means  of  di.-cipline  in  school  has  been 
legislated  out  of  existence.  We  find  them  "fully  competent 
to  their  work"  in  the  State  of  New  Jersey,  for  New  Jersey 
prohibited  corporal  punishment  in  1866.  In  the  great  city 
of  New  York  and  the  city  of  Syracuse  teachers  seem  "fully 
competent  to  their  work,"  for  the  Board  of  Education  in  the 
former  city  prohibited  corporal  punishment  in  1870,  and  in 
the  latter  city  it  was  abolished  in  1867.  Even  the  colored 
schools  in  Maryland,  established  shortly  after  the  late  war  for 
the  education  of  the  children  of  the  freedmcn,  wei-e  started 
and  successfully  conducted  without  this  degrading  species  of 
discipline.  "These  facts  are  striking,"  to  use  the  language 
of  Dr.  Eliot,  and  we  earnestly  commend  them  to  the  con- 
sideration of  those  of  our  Boston  teachers  who  deem  corporal 
punishment  essential  to  the  proper  government  of  their 
schools. 

It  is  certain  that  corporal  punishment  has  been  during  the 
last  quarter  of  a  century  steadily  diminishing;  and  that  in 
many  of  the  best-conducted  schools  in  this  country  it  has 
been  either  voluntarily  abandoned  by  the  instructors  them- 
selves, or  absolutely  forbidden  by  the  school  directors.  How 
this  most  desirable  and  humane  result  has  been  brought 
about,  and  w!  at  its  effect  has  been  on  those  schools,  is  worthy 
the  most  careful  consideration  of  all  those  who  have  at  heart 
the  best  interests  of  our  common-school  system. 

We  therefore  invite  the  earnest  attention  of  the  Board  to 
the  successive  steps  taken  by  the  cit}'  of  New  York,  in 
ridding  her  schools  of  this,  to  many  people,  odious  species  of 
discipline. 

or  by  practice,  to  be  iiiflicted'upon  any  pupil  in  the  public  schools  of  Prussia,  except  at 
the  request,  and  with  the  understanding,  of  the  parents  in  particular  oases." —  Baron  von 
Gerolt,  Prussian  Minister  at  Washington,  to  Dr.  Wyman. 

"  There  are  four  countries  in  Europe  — France,  Holland,  Prussia,  and  Austria  —  in 
which  corporal  punishment  is  now  abolished  in  the  schools  corresponding  to  our  Primary 
and  Grammar  Schools."  —  Dr.  Eliot's  testimony,  p.  44. 


APPENDIX.  123 

111  1865  the  Board  of  Education^  made  a  tlioronofh  exami- 
nation  of  the  matter.  "  Notices  were  sent  to  all  the  princi- 
pals of  Primary  Schools  and  Departments,  Avith  a  reqnest 
that  they  shonld  give  their  views  on  the  snliject,  and  state 
generally  whether  corporal  punishment  was  a  necessity  in 
conducting  a  school,  and,  if  so,  when'it  would  be  justified. 
Twelve  principids,  representing  schools  in  various  sections  of 
the  city,  stated  that  corporal  punishment  was  not  a  necessity, 
—  that  their  schools  were  governed  without  it ;  all  the  others 
deemed  corporal  punishment  absolutely  essential  to  conduct 
their  schools  properly.  What  they  considered  causes  for 
corporal  punishment  were  so  'frivolous  and  varied,  that  the 
committee  came  to  the  conclusion  that,  although  "  there  was 
a  standing  rule  of  the  Board  "  that  corporal  punishment  should 
only  be  applied  in  cases  of  '  extreme  necessity, ^  yet  it  was 
of  little  or  no  eftect  in  restraining  its  infli(;tion.'' 

The  investigating  committee  "  next  inquired  as  to  the 
number  of  corporal  punishments  inflicted  in  the  male  Gram- 
mar Schools  aud  Primary  Schools  and  Departments, 
and  it  was  estimated,  after  a  careful  computation,  that  there 
were  over  one  hundred  thousand  cases  of  corporal  puuish- 
meut  in  the  year  1864,  iu  the  schools,  although  the  twelve 
Primary  Schools  before  alluded  to,  with  an  average  attend- 
ance of  over  four  thousand,  showed  that  they  were  controlled 
without  the  rod,  aud  with  a  record  for  discipline  and  scholar- 
ship above  the  average ;  that  in  some  schools  corporal 
punishment  was  the  exceptiou,  and  in  others  the  rule.  Thus 
in  many  schools  the  cases  of  corporal  punishment  exceeded 
five  thousand  a  year ;  while  in  others,  with  equal  average 
attendance,  they  did  not  reach  lift}',  the  difi'erence  in  the 
male  Granmiar  Departments  being  more  marked  than  in  the 
Primary  Schools  and  Departments.  The  officers  of  tlje 
Board  of  Education  at  that  time,  and  several  of  the  members 
who   had  given   attention  to  the   subject,  were   in  favor  of 

'  Report  of  Coiuuiissioncr  Jarvis,   1870. 


124      REPORTS  OX  CORPORAL  PUNISHMEXT. 

abolishing  corporal  punishment  forthwith,  at  least  in  the 
Primary  Schools  and  Departments  ;  but  the  rod  had  been 
used  too  long  to  obtain  a  favorable  response  to  their  views, 
and  the  connuittee  was  compelled,  much  against  its  will,  to 
submit  the  following  by-law  :  — 

"'Corporal  punishment  of  any  description,  or  for  any  of- 
fence, shall  be  inflicted  only  by  the  principal  or  vice-princi- 
pal of  a  school,  and  by  the  vice-principal  onh'  in  the 
absence  of  the  principal.  The  offence  for  which  the  punish- 
ment is  inflicted  shall  be  distinctly  stated  to  the  pupil,  and  it 
shall  be  the  duty  of  the  principal  to  keep  a  record  of  every 
such  punishment,  stating  the" name  of  the  pupil,  the  offence 
committed,  the  evidence  of  such  offence,  as  ascertained  by 
personal  investigation  by  such  principal  or  vice-principal, 
and  the  nature  and  extent  of  such  punishment;  and  said 
principal  shall  forward  a  transcript  of  such  record  monthly, 
on  or  before  the  thii'd  day  of  each  month,  to  the  City  Super- 
intendent of  Schools,  who  shall  keep  the  same  for  the 
inspection  of  the  Board  of  Education,  the  School  Inspectors, 
and  the  School  Trustees.  An}'  principal  neglecting  to  keep 
such  record,  or  to  forward  the  transcript  thereof  as  above 
required,  or  Avho  may  be  guilty  of  inflicting  any  cruel  or  ex- 
cessive punishment,  and  any  teacher  other  thnn  the  principal 
or  vice-principal  aforesaid,  who  shall  inflict  any  corporal 
punishment,  shall,  on  the  recommendation  of  the  City  Super- 
intendent, on  proof  of  such  delinquenc}^  or  improper  pun- 
ishment, be  removed  by  the  Board.'" 

'*  When  this  by-law  was  adopted,  many  advocates  of  the 
abolishment  of  corporal  punishment  complained  :  they  in- 
sisted at  the  time  that  it  really  left  things  as  they  were 
before.  But  the  principals  of  schools  took  a  different  view; 
and  the  male  principals  inmiediately  thereafter  called  a 
meeting  of  their  association  and  drew  up  a  formidable  pro- 
test against  the  enforcement  of  the  by-law,  assigning,  among 
other  things,  the  reason  that  it  would  destroy  the  discipline 


APPENDIX.  125 

of  the  schools,  by  interfering  with  the  prerogative  of  the 
principals,  and  tend  to  degrade  the  schohirs  if  a  record  was 
made  of  their  transgressions.  The  protest  was  unheeded  by 
the  Board,  and  the  by-law  was  enforced." 

The  numl)er  of  corporal  punishments  during  the  first 
month  the  above  rule  was  in  operation  was  4,633,  which 
Avas  at  the  rate  of  about  46,330  annualh^  —  an  immediate 
reduction  in  the  number  of  corporal  punishments  of  more 
than  fifty  per  cent. 

In  1866  the  number  of  corporal  punishments  inflicted  in 
all  the  schools  was  34,170;  but  what  seemed  to  give  most 
satisfaction  was,  that  67  schools,  viz.,  six  male  depart- 
ments, thirty-eight  female  departments,  and  twenty-three 
primary  schools  and  departments,  were  conducted  without 
corporal  punishment.  At  the  same  time  there  was  a  decided 
improvement  in  the  average  attendance  and  the  average  per 
cent,  of  scholarship  in  all  the  schools,  as  was  shown  by  the 
following  table  :  — 

Average  per  cent,  in  1S65.     Average  per  cent,  in  1866. 

Male  Departments,  71  81 

Female  Departments,  83  88 

Primary  Departments,  84  89 

Primary  Schools,  83  87 

"The  increase  in  the  average  attendance  in  all  the  schools 
over  1865  being  1,821. 

"  When  these  results  became  known  the  Board,  by  a  unani- 
mous vote,  abolished  corporal  punishment  in  the  Primary' 
Schools,  Primary  Departments,  and  Female  Grammar 
Schools." 

In  1867  the  whole  number  of  corporal  punishments  inflicted 
in  the  male  Departments  was  13,040,  being  6,951  less  than 
the  number  inflicted  in  the  same  Departments  in  1866. 

In  1868  the  number  of  corporal  punishments  inflicted  was 
7,885,  or  5,155  less  than  in  1867. 


126  REPORTS  ON  CORPORAL  PUNISHMENT. 

The  following  extract  from  the  Superintendent's  report 
shows  the  results  of  the  examinntions  for  the  same  year:  — 

•'The  averag'e  results  of  satisfactory  examinations  in  all  the  Gram- 
mar Schools  and  departments  are  nearly  ninety-five  hundredths,  or  an 
advance  of  abont  fifteen  per  cent,  over  any  preceding- year." 

In  1869  the  whole  number  of  corporal  punishments  inflicted 
was  6,642,  being  1,243  less  than  the  number  inflicted  in 
1868. 

This  year  City  Superintendent  Kandall,  in  his  annual  re- 
port, uses  the  following  language  in  regard  to  corporal 
punishment  in  schools  :  "  The  public  opinion  of  the  age  in 
which  Ave  live  has  unmistakably  fixed  the  seal  of  its  con- 
demnation upon  this  degrading  species  of  punishment.  In 
all  our  higher  institutions  of  learning,  in  our  imiversities, 
colleges,  academies,  seminaries,  normal  and  high  schools,  it 
has  substantially  disappeared.  Even  in  the  army  and  navy, 
Avhere  the  rigid  maintenance  of  discipline  is  an  absolute  ne- 
cessity, it  has  been  proscribed.  Its  infliction  as  a  penalty 
for  crimes  and  misdemeanors  in  one  of  the  States  of  the 
Union  has  called^  forth  from  the  public  press  one  universal 
and  indignant  cry  of  disapprobation  and  shame.  Was  it 
desirable  that  the  public  schools  of  the  city  of  New  York 
should  longer  retain,  in  their  discipline,  this  relic  of  a  past 
age,  sanctioned  as  it  is  by  custom  alone,  justified  by  no  law, 
repidsive  to  every  benevolent  dictate  of  our  nature,  and  dis- 
approved by  the  enlightened  judgment  of  every  community? 
\A'as  it  not  rather  incumbent  upon  us,  justly  proud  as  we  are 
of  the  conceded  superiority  of  our  system,  to  proclaim  to  the 
world,  bv  the  entire  abolition  of  this  mode  of  punishment,  oiu* 
judgment  of  its  inefficiency,  impolicy,  and  inconsistency  with 
every  well-founded  method  of  educational  culture?" 

In  January,  1870,  it  was  found  that  corporal  punishment 
was  no  longer  used  in  any  of  the  girls'  or  Primary  Schools  ; 
that  in  thirty-five  of  the  boys'  schools  the  principals  had,  of 


APPENDIX.  127 

their  own  volition,  discontinued  its  use,  leaving  hut  thirteen 
schools  in  the  whole  city  where  the  principals  deemed  it 
necessary  to  use  the  rod  to  enforce  proper  discipline  ;  that 
there  were  fewer  dismissals  from  school  for  mishehavior  than 
previous  to  the  adoption  of  the  various  In'-laws  cui-tailini: 
and  abolishing  it,  and  that  kindness,  as  a  rule,  had  greater 
influence  in  securing  disci[)lino  and  respcL-t  than  physical  force. 
In  view  of  those  facts,  and  in  harmony  with  the  spirit  of 
the  times,  the  civilization  of  the  age,  and  the  opinions  and 
convictions  of  their  very   best  educators,^   the  New  York 

1  We  invite  the  attention  of  the  Board  to  the  views  on  this  subject  of  Mr.  Thomas 
Hunter,  formerly  one  of  New  York's  Graiuinar-Sehooi  masters,  now  President  of  the 
Normal  College:  "In  my  succession  to  the  prineipalship  of  No.  35,  I  inherited 
the  rod  precisely  as  a  king  inherits  his  father's  sceptre.  I  wielded  mj'  baton 
of  power  for  years,  without  a  thought  that  there  was  anything  improper  in 
it,  until  one  day  I  whipped  two  boys  whom  I  discovered,  five  minutes  afterwards, 
to  have  been  innocent.  No  words  can  paint  the  grief  and  vexation  I  felt.  I 
asked  the  boys  to  inflict  the  same  amount  of  punishment  on  me;  but  thoy  refused. 
I  then  told  them  I  wcmld  remit  the  punishment  the  ne.xt  time  they  deserved 
it.  But  still  the  idea  haunted  me  that  I  had  done  the  boys  great  wrong.  It 
was  of  little  use  my  saying  I  meant  it  for  their  good;  I  thought  I  was  right  at  the 
time,  etc.  I  kept  repeating  — a  blow  inflicted  cannot  be  recalled.  If  I  had  given 
ten,  twenty,  fifty  demerits,  I  could  have  remedied  the  injustice  or  mistake  in  a  mo- 
ment. Well,  this  made  me  so  cautious  that  sometimes  for  a  whole  month  I  did  not  u.-;e 
the  rod  at  all.  The  subordinate  teachers  found  uie  so  particular  in  investigating  and 
demanding  the  most  direct  demonstration  of  guilt  that  many  of  them  ceased  to  report 
for  punishment.  Thoy  wore  thus  thrown  on  their  own  resources.  I  observed  these 
classes;  I  examined  them,  and  discovered  that  thej'  were  the  best  classes  in  school. 
In  short,  I  came  to  measure  the  success  or  non-sdccess  of  a  teacher  by  the  amount  of 
corporal  punishment  inflicted.  The  best  teachers  had  none;  the  worst  had  tlio  most. 
At  last  the  rod  was  limited  to  the  sustaining  of  new  teachers.  My  new  teachers  wore 
trained  last  May.  I  will  oppose,  hereafter,  the  appointment  of  all  teachers  wlio  cannot 
succeed  in  discipline  williout  the  rod.  Fifty  immortal  beings  must  not  bo  brutalized  to 
make  one  teacher  succeed  as  a  disciplinarian.  My  school  has  averaged  876  for  the 
past  year.  It  has  now  a  daily  attendance  of  1000  boys.  The  highest  classes 
contain  youths  from  14  to  21  years  of  age.  The  order  and  effectiveness  of  the  school  are 
much  superior  to  the  same  when  corporal  punishment  was  used.  But,  above  all,  Uie 
'  esprit  du  corps'  is  infinitely  higher.  I  might  go  on  and  expatiate  upon  this  subject 
con  amore;  but  it  will  sufiico  to  state  that  I  could  not  be  paid  to  take  charge  of  a 
school  in  which  I  was  obliged  to  use  the  rod.  It  is  a  relic  of  mediaeval  barbarism,  when 
study  was  a  penance,  and  a  student  an  ascetic.     It  has  been  abolished  in  the  army  and 

navy.     It  must  be  ultimately  abolished  in  schools 

Since  thaabjlitioa  of  corporal  punishiU'jnt,  which   was  purely  voluntary  on   my  part. 


128      REPORTS  ON  CORPORAL  PUNISHMENT. 

Board  of  Education  immediately  adopted  a  by-law,  which  is 
still  in  force,  abolishing  corporal  punishment  in  all  the  pub- 
lic schools  of  the  city. 

In  1867  corporal  punishment  was  abolished  in  all  the  pub- 
lic schools  of  Syracuse,  and  in  1868  the  Rev.  Samuel  J. 
Ma3%^  a  member  of  the  School  Board,  wrote  in  regard  to  its 
abolition  and  the  effect  thereof. 


the  attendance  has  increased  and  the  grade  of  scholarship  advanced;  the  moral  stand- 
ard of  the  pupils  has  become  higher  and  the  views  of  the  teachers  more  liberal  and  en- 
larged. By  removing  the  rod,  fear,  the  father  of  falsehood,  disappears,  and  a  nobler 
and  manlier  spirit  is  created  throughout  the  whole  school.  A  sense  of  honor  is  culti- 
vated among  the  pupils;  and  the  teachers,  thrown  upon  their  own  resources,  quickly 
acquire  the  tact  and  discretion,  the  judgment  and  self-command,  necessary  to  enable 
them  to  govern  with  ease  and  effect.  Thus,  instead  of  ruling  as  the  Russians  do  in 
Poland,  by  sheer  force  of  terror,  the  scholars  are  instructed  to  govern  themselves;  and 
order,  instead  of  proceeding  from  the  teacher,  flows  in  pure  and  healthy  currents  from 
within  their  own  minds.  I  am  amazed,  upon  reflection,  thati  ever  degraded  my  pupils,  my- 
self, and  my  calling,  by  raising  my  aim  to  strike  a  child  into  whose  nostrils  God  had 
breathed  the  breath  of  lift;  in  whose  mind  and  heart  he  had  planted  faculties  and  feel- 
ings susceptible  to  the  slightest  touch  of  kitidness.  Every  blow  inflicted  was  a  public 
impeachment  of  my  fitness  for  the  position  to  which  I  had  been  called.  Experience 
teaches  that  even  the  lowest  of  humanity  are  not  utterly  depraved,  and  that  the  better 
and  holier  feelings  of  human  nature,  particularly  in  the  young,  are  not  dead  but  dor- 
mant. The  rod  kills;  kindness  awakens  corresponding  feelings;  and  what  duty  in 
life  can  bo  more  exalted  than  to  take  charge  of  these  poor,  ignorant,  neglected  waifs 
of  society,  and  teach  them  the  difference  between  right  and  wrong,  to  lovo  the  one  and 
to  hate  the  other  ?  It  is  impossible  to  whip  them  into  a  sense  of  duty.  They  must 
be  kindly  led  into  the  beautiful  paths  of  righteousness.  The  mean  and  the  cowardly 
may  appear  reformed  while  the  rod  is  suspended  'in  terrorem'  over  them;  but  re- 
move it,  — and  it  must  be  removed  saoner  or  later, — and  behold  the  liar>s,  the  cheats, 
the  swindlers,  and  the  pests  of  society.  But  nine  out  of  ten  boys  are  neither  mean 
nor  cowardly;  they  are  high-spirited  and  courageous;  and  whipping  for  acts  merely 
mischievous,  for  failure  to  recite  correctly,  or  to  maintain  discipline,  is  ruinous  in 
the  extreme,  arousing  evil  passions  and  all  that  is  desperate  and  wicked  in  human 
nature.  One  simple  fact  influenced  me  more  than  all  else  to  abandon  corporal  pun- 
ishment; namrly,  able  and  experienced  teachers  rever  required  the  aid  of  the  rod, 
while  inefficient  and  apprentice  teachers  could  not  maintain  good  discipline  without 
it.  Why,  I  have  often  asked  myself,  punish  boys  for  the  shortcomings  of  their  in- 
structors ?  Is  it  right?  Is  it  just?  Certainly  not,  was  the  inevitable  reply.  Many 
a  time  I  felt  that  the  teacher  was  more  to  blame  than  the  scholar.  The  substitution 
of  moral  su.asion  for  corporal  punishment  has  produced  even  better  results  npin  the 
children  of  the  pnor  and  ignorant  than  upon  the  children  of    the  rich  and  educated; 

*  Report  to  the  Legislature  of  Mass.     House  Doo.  No.  33  J,  of  1868. 


APPEXDIX.  129 

It  is  now  nearly  a  3ear  since  our  Board  of  Education  peremptorily 
prohibited  all  kinds  of  corporal  punishments  in  the  schools  of  Syracuse. 
Several  members  feared  the  effects  of  the  measure.  I  myself  advised 
that  it  should  be  adopted  privately,  our  order  being  communicated  to 
the  teachers  only.  This  was  found  to  be  impracticable ;  so  the  action 
of  the  Board  was  made  public  at  once,  through  all  the  newspapers  of 
the  city.  The  fii'st  effects  were,  as  I  apprehended,  troublesome.  Sev- 
eral ill-disposed  children  pi'esumed  upon  what  they  thought  the  inability 
of  their  teachers,  and  set  their  authority  at  defiance.  But  in  due  time 
they  were  made  to  feel  that  there  was  something  worse  to  bear  than  the 
blows  of  a  whip  or  ferule.  They  were  suspended.  We  soon  began  to 
bear  from  one  and  another  of  our  schools  that  the  pupils  were  moi-e 
obedient  to  rules,  and  more  interested  in  their  studies.  The  teachers 
had  found  the  avenues  to  their  consciences  ;  had  quickened  their  sense 
of  right;  had  waked  up  in  them  the  desire  to  be  good,  and  to  improve 
their  opportunities  to  acquire  useful  knowledge.  Last  evening  we 
held  the  annual  meeting  of  our  Board  of  Education.  The  superintend- 
ent made  an  elaborate  report.  In  it  he  assured  us  that  the  disuse  of 
corporal  punishment  in  our  schools  had  been  productive  of  excellent 
eft'ects.  And  in  evidence  that  the  discipline  of  the  schools  had  been 
greatly  improved  by  the  new  methods  of  government  he  stateil  the 
fact  that  the  number  of  suspensions  for  misconduct  or  persistent  inat- 
tention to  study,  from  the  1st  of  May,  186G,  to  the  31st  of  December, 
1S66,  when  corporal  punishment  was  allowed,  amounted  to  453;  but 
that  in  the  course  of  eight  months  after  the  order  of  the  Board  forbid- 
ding all  such  punishments,  only  58  suspensions  had  been  found  neces- 
sai'y.  This  must  satisfy  the  most  pertinacious  advocate  of  the  whip  and 
ferule  that  the  discipline  of  our  schools  has  been  improved  by  the  entire 
distise  of  such  instruments.     Although  many  of  our  180  teachers  were 

for  the  contrast  between  the  kicking  and  cuffing  at  homo,  and  tho  gentle  kindness 
and  uniform  discipline  at  school,  exerts  the  most  beneficial  influence  upon  their 
rainds  and  hearts.  His  father  beats  him  in  anger,  and  the  child  sees  and  remem- 
bers it;  for  a  similar  offence,  his  teacher,  firmly,  kindly,  and  gently  reproves  him, 
appealing  to  his  reason  and  his  feelings.  Does  the  boy  not  realize  the  difference  ? 
He  would  be  lower  in  the  scale  of  animals  than  a  dog  or  a  horse  if  he  did  not 
Tho  very  fact  that  all  these  physical  punishments  at  home  have  failed  to  make 
good  boys,  but  on  the  contrary  have  made  them  so  bad  that  teachers  are  obliged 
to  resort  to  similar  moans  to  keep  them  in  subordination  in  school,  destroys  tho 
argument  in  favor  of  corporal  punishment  most  completely.  They  have  been  whipped 
by  their  parents,  and  they  are  bad;  therefore  wo  must  whip  them  at  school  to  make 
them  good.     A  most  lame  and  impotent  conclusion!  "  ' 

'  Report  to  tho  Legislature  of  Mass.     House  Doc.  No.  335,  uf  1868 


130      REPORTS  ON  CORPORAL  PUNISHMENT. 

disconcerted  at  first  by  our  prohibition  of  corporal  punishment  —  did 
not  see  how  they  could  manage  their  pupils  without  it — I  doubt  if 
there  are  a  dozen  now  who  would  have  the  rod  restored. 

The  Rev.  J.  F.  W.  AVare,^  Avho  had  charge  of  the  Freed- 
raen's  schools  in  Mainland,  established  shortly  after  the  late 
war,  wrote  as  follows  :  — 

1  can  testify  to  tliis,  —  that  in  dealing  with  a  degraded  race  we  took 
at  once  a  stand  against  the  rod.  Some  of  our  teachers  remonstrated, 
some  have  transgressed;  but  we  have  insisted,  and  see  no  reason  to 
change.  If  it  be  so  in  such  a  work,  how  much  more  so  must  it  be  in 
Massachusetts,  and  what  a  big  fool  was  Solomon,  and  what  a  great  mis- 
take the  world  has  made  so  long  in  following  his  advice!  The  very 
highest  testimonials  to  the  order  of  our  schools  have  been  given  by 

ex2)erienced  persons  visiting  them What  business  has  coi*- 

jjoral  punishment  in  schools  at  the  present  day  ?  Corporal  x>unishment 
is  forbidden  in  the  colored  schools  of  this  State,  and  if  they  can  be  made 
what  they  are  without  appealing  to  blows,  cannot  the  schools  of  the 
free  and  enlightened  whites  of  New  England  be  successfully  carried 
on  witliont  it?  Whatever  whipping  may  have  done  for  government,  it 
was  never  anything  but  a  hindrance  to  instruction.  Never  was  there 
a  wilder  or  more  hojjeless  chaos  than  the  colored  schools  in  this  city 
(Baltimore)  when  started,  less  than  two  years  ago,  a7id  I  toould  like  to 
see  the  New  England  schools,  trained  by  the  rod,  which  tvould  surpass  in 
conduct  or  progress  these  schools  trained  without  it.  Indeed  ^^ou  will 
have  to  look  to  your  laurels,  and  reform  your  school  codes,  if  these  be 
a  part  of  it,  else  one  shall  have  to  say  that  the  children  of  the  bond- 
women of  Mar3^1and,  whose  heritage  has  ever  been  supposed  to  be  the 
lash,  are  now  more  thoroughly  emancipated  than  the  children  of  the 
free  women  of  Massachusetts. 

Cori>f)ral  punishment  has  been  abandoned  or  prohibited  in 
most  of  the  schools  in  Phihidelphin,- and  we  have  been  told, 
on  the  most  reliable  authority,  tliat  its  prohibition  or  disuse 
has  been  attended  with  the  most  admirable  results,  as  to 
attendance,  conduct,  and  scholarship. 

'House  Doc.  No.  335  of  1868,  page  29. 

2  See  testimony  of  Edward  Shippen,  Esq.,  late  President  of  the  Board  of  Education 
in  Philadelphia,  House  Doa.  No.  S36. 


APPENDIX.  131 

Thus  we  see  that  corp.)ral  i)unishment,  ;is  a  means  of  dis- 
cipline ill  school,  has  been  abandoned  by  the  best  teachers 
everywhere  ;  that  it  has  been  abolished  by  legislative  en- 
actment in  the  most  cultured  countries  in  Europe ;  that  it 
has  been  discontinued  in  all  our  higher  institutions  of  learn- 
ing ;  that  it  is  nowhere  tolerated  in  private  schools ;  that 
its  proscription  in  all  ihe  schools  in  Xew  York  city,  the  citj* 
of  Syracuse  and  elsewhere,  has  been  attended  by  a  degree  of 
success  surpassing  the  expectations  of  the  most  sanguine 
advocates  of  its  disuse. 

Xow,  how  are  our  Boston  schools  conducted  with  regard 
to  corporal  punishment?  How  do  they  compare  in  this  re- 
spect with  the  most  advanced  schools  elsewhere?  Have  they 
kept  pace  Avith  the  spirit  of  the  times  and  the  civilization  of 
the  age?  These  are  questions  which  our  citizens,  who  are 
taxed  so  heavily  for  the  support  of  our  schools,  have  a  right 
to  ask,  and  which  we,  like  good,  faithful  public  servants,  are 
bound  to  answer. 

Our  Regulations  allow  the  corporal  punishment  of  girls  in 
Pi-imaiy  Schools,  and  of  boys  in  Piinuiry  and  Grammar 
Sihools.  The  only  restriction  on  the  teacher  is,  that  the 
punishment  shall  be  on  the  hand  with  a  rattan,  preceded  by 
an  explanation  of  the  nature  of  the  offence  to  the  pupil,  and 
followed  by  a  report  from  the  teacher  at  the  close  of  the  day 
to  the  principal,  and  in  Primary  Schools  to  the  Supervisor  in 
charge,  and  by  the  principal  to  the  Board  of  Suvervisors 
once  a  month.  There  is  no  other  restriction  on  the  teacher, 
no  other  protection  for  the  child.  Our  attention  was 
called  to  this  great  defect  in  our  Regulations  bj'  the  Super- 
intendent, in  his  semi-annual  report,  dated  March,  1619.  He 
suggested  ameiulments  to  our  Regulations  tending  to  pievent 
hasty  or  passionate  infliction  of  corporal  punishment,  urging 
that  "  if  we  give  teachers  the  power  of  the  rattan  we  are 
bound  to  prevent  its  being  abused."  It  is  needless  to  say 
that  his  suggestions  were  disregarded  by  the  Board. 


132      REPORTS  ON  CORPORAL  PUNISHMENT. 

To  illustrate  the  condition  of  corporal  piinishinent  in  the 
schools  in  Ensrland  at  the  time  of  Horace  Mann's  visit  in 
1843,  we  give  the  following  extract  from  his  seventh  re- 
port :  — 

I  was  standing-  one  day,  in  convei'sation  with  an  assistant  teachei", 
in  a  school  consisting  of  n>any  hun(h*ed  children,  when,  observing  that 
he  held  in  his  hand  a  lash  or  cord  of  Indian  rubber,  knotted  towards  the 
end,  I  asked  him  its  use.  Instead  of  answering  my  question  in  words, 
he  turned  round  to  a  little  girl,  —  sitting-  near  by,  perfectly  quiet,  with 
her  arms,  which  were  bare,  folded  before  her  and  lying  upon  her  desk, 
—  and  struck  her  such  a  blow  upon  one  of  them  as  raised  a  great  red 
wale  or  stripe  almost  from  elbow  to  wrist !  ^ 

Bnt  England  has  now  so  far  advanced  in  the  line  of  true 
progress  in  this  matter  of  corporal  punishment  that  even  the 
Poor-Law  Board,  for  the  government  of  pauper  children,  has 
passed  the  following  Regulations  in  restraint  of  its  inflic- 
tion :  — 

Art.  138.  No  corporal  punishment  shall  be  inflicted  upon  any 
female  child. 

Art.  140.  No  corporal  j^imishment  shall  be  inflicted  on  any  male 
child  until  two  hours  shall  have  elapsed  from  the  commission  of  the 
otfence  for  which  such  punishment  is  inflicted. 

Art.  142.  No  male  child  shall  be  punished  b}'  flogging  whose  age 
may  be  reasonably  supposed  to  exceed  14  years.* 

In  1877  the  l^egislature  of  Massachusetts  passed  an  act^ 
prohibiting  the  infliction  of  corporal  punishment  in  the  State 
Reform  School,  except  by  direction  of  the  Superintendent 
or  Assistant  Superintendent  in  charge,  to  whom  the  ofience 
should  be  reported,  and  who  should  designate  the  nature  and 
extent  of  the  punishment  to  be  inflicted,  and  requiring  that 
a  record  of  the  offence,  and  the  mode  and  extent  of  the  pun- 
ishment, in  every  case,  should  be  made  and  presented  to  the 
trustees  at  their  next  meeting. 

^  Reports  of  Board  of  Education,  vol.  2,  p.  163. 
'  Dr.  Wyman. 
'Chap.  233. 


APPENDIX.  133 

Thus  we  see  that  the  jwitp^^'  children  of  Enghmtl,  and  the 
children  of  our  own  criminal  classes,  — the  juvenile  offenders 
who  are  committed  to  the  State  Reformatory, — /lave  more 
protection  against  host>/,  cruel,  or  barbarous  punishinents, 
than  the  children  of  our  public  schools. 

But  how  are  our  Eeguhitions,  antiquated  as  they  are, 
observed  by  the  teachers?  Hear  the  Superintendent  in  his 
last  semi-annual  report :  — 

Teachers  of  both  sexes  use  personal  violence  with  their  pupils,  in 
such  forms  and  such  frequency,  that  the  facts  if  published  would  cause 
unpleasantness.  Some  put  the  children  into  painful  and  even  danger- 
ous positions ;  some  shake  them  at  times  with  such  roughness  as  to  tear 
their  clothing;  -while  many  still  ply  the  rattan  as  freely  as  if  it  were  a 
feather,  and  strike  not  merel}*  the  hand,  but  the  head  and  bod}-.  Within 
the  last  month  or  two  some  piteous  cases  have  been  reported  to  me  by 
parents  whose  children  had  suftered.  I  will  not  dwell  upon  them, 
partly  because  I  cannot  bear  to  ;  but  chiefly  because  I  have  remonstrated 
with  the  teachers,  and  public  allusion,  even  without  mentioning  names-, 
would  render  all  private  efforts  vain.  ^Meantime  the  monthly  reports 
of  some  Grammar  Schools  come  in  ringing  with  the  echoes  of  blows,  — 
one  hundred  and  thirty  corjjoi-al  punishments  in  one  school,  one  hun- 
dred and  fifty-seven  in  another;  in  each  for  a  month,  and  a  month  aver- 
aging twenty-one  and  a  half  dajs  of  five  hours. 

With  such  a  record  before  him  is  it  any  wonder  that  our 
humane  and  kind-hearted  Superintendent  should  remonstrate 
with  the  teachers  in  the  words  of  St.  James,  "  Brethren, 
these  things  ought  not  so  to  be  "? 

As  there  has  been  some  criticism  of  the  Superintendent's 
statement,  truth  and  justice  compel  us  to  say  that  the  official 
record  of  corporal  punishments  would  have  enabled  him  to 
say  158  corporal  punishments  in  one  school,  lUS*  in  another, 
instead  of  the  lesser  numbers  given  by  him.  Worse  still, 
even,  there  is  one  school,  not  mentioned  by  the  Superintend- 
ent, where  the  number  of  corporal  punishments  is,  in  pro- 
portion to  the  average  attendance,  much  greater  than  in 
either  of  those  above  menticnied. 


134  REPORTS  ON   CORPORAL  PUNISHMENT. 

The  average  attendance  of  boys  in  our  Grammar  Schools 
(luring  the  school  year  of  1879-80  was  12,976,  and  the 
number  of  reported  corporal  punishments  dealt  out  to  those 
bo3^s  was  10,973,  — a  number  of  corporal  punishments  equal 
to  841^  per  cent,  of  the  number  of  boys  ;  the  lowest  in  any 
school  being  25  per  cent.,  while  the  largest  was  the  appall- 
ing number  of  241  per  cent. 

Several  principals,  in  written  conimunications,  and  some 
to  members  of  this  committee  personally,  have  com[)lained 
that  the  agitation  of  the  subject  of  corporal  punishment,  and 
the  criticism  of  teachers  in  the  public  press,  during  the  last 
school  year,  caused  an  increase  in  insubordination  on  the 
part  of  the  pupils,  and  a  consequently  increased  necessity 
for  corporal  punishment.  The  agitation  and  criticism  com- 
plained of  took  place  in  March  and  April  last,  mostly  in 
April.  What  the  real  effect  of  such  agitation  and  criticism 
has  been  will  appear  at  a  glance  at  the  official  record  of  cor- 
poral punishments,  month  by -month,  during  the  year:  — 


NUMBER   OF    CORPORAL    PUNISHMENTS. 

In  Sept.,  1,160  In  Jan'y,  1,239  In  April,  748 

"   Oct.,    1,511  "  Feb'y,  1,246  "   May,    950 

"   x\ov.,  1,191  "  March,  1,181  ♦'  June,   600 
"  Dec,  1,147 

Average  number  of  corporal  punishments  per  month 

during  the  first  seven  months  of  the  school  j^ear  1,239 

Average  number  during  the  last  three  months          .  766 

Average  reduction  during  last  three  months  .         .  473 

This  record,  if  it  proves  anything,  proves:  1st,  that 
the  agitation  of  the  subject  of  corporal  punishment  and  the 
criticism  of  the  teachers  who  indulged  in  it,  notwithstanding 
the  alleged    insubordination   of  pupils,  caused    an    average 


APPENDIX.  135 

reduction  of  473  a  month  in  the  usual  number  of  punisliments  ; 
2d,  that,  if  during  the  hist  three  months  of  the  school  year, 
with  increased  necessity  for  corporal  punishment,  the  aver- 
age number  was  473  less  than  the  average  number  during 
the  first  seven  months,  there  were  at  least  7  times  473  or 
3,311  corporal  punishments  inflicted  during  those  seven 
months,  without  any  need  or  reason  or  justification,  even 
from  the  teachers'  own  stand-point ! 

Nothwithstanding  this  record  some  of  our  Supervisors 
think  corporal  punishments  are  now  reduced  to  "pretty  near 
the  bottom  line"'  in  our  schools,  and  others  believe  that  the 
present  numbers  are  75  per  cent,  more  than  they  ought  to 
be,  while  Dr.  Eliot  is  totally  opposed  to  all  kinds  of  cor- 
poral punishments  rn  school  government. 

We  have  no  means  of  determining  the  number  of  corporal 
punishments  inflicted  in  the  Primary  Schools,  as  the  record 
of  those  punisliments  is  not  in  all  cases  preserved.  We 
would  gladly,  if  we  could,  close  our  eyes  to  the  record 
which  is  preserved.  It  is  a  record  of  cruelties  and  shame 
degrading  to  the  teacher,  "injurious  to  the  pupils,  and 
shocking  to  the  communit}'."^  And  yet  it  is  not  any  or  all 
of  the  recorded  jJftniskments  that  have  during  the  last  year 
caused  much  of  the  "unpleasantness"  in  the  community,  it 
is  the  downright  acts  of  brutality  to  which  little  children 
were  subjected  by  a  class  of  teachers  who  should  never  be 
allowed  the  use  of  the  rod,  or  indeed  a  place  in  our  pul)lic- 
school  service.  Have  we  such  teachers?  Who  can  doubt  it, 
in  the  view  of  the  Superintendent's  statement?  A\'hat  excuse 
can  be  given  for  the  10,973  corporal  punishments  inflicted 
on  12,!)7ii  l)o3's  last  year?  But  even  these  do  not  tell  the 
whole  story.     "In  my  own  experience,"  candidly  writes  one 

'  A  petitiua  to  the  Scliool  Board  of  the  city  of  Cambridge,  in  \8C.G,  asking  for  the 
abolition  of  the  corporal  punishmeDt  of  girls,  and  signed  by  the  president,  ex-presidents 
and  professors  of  the  University  of  Cambridge,  and  others,  expressed  the  belief  that 
guch  punishments  wore  "brutalizing  to  the  teacher,  injurious  to  the  pupil,  and  shock- 
ing to  the  community. "  —  Dr.  Wyman's  Report. 


136      REPORTS  ON  CORPORAL  PUNISHMENT. 

of  the  principals  of  our  grainmar  schools,  "  I  have  occa- 
sionally met  with  cases  of  shameful  evasion,  where  many 
punishments  were  inflicted  and  none  reptn'ted."  Who  can 
doubt  it  in  view  of  the  following  paragraph  from  the  letter 
of  the  last-named  principal?  "Many  teachers  are  lacking  in 
natural  force,  in  mental,  moral,  and  physical  culture  and 
strength.  They  have  no  professional  pride,  no  enthusiasm, 
no  love  for  learning  and  improvement  and  self-discipline  ;  " 
they  "lack  technical  training  and  skill  and  natural  jidapted- 
ncss  to  their  work.  Some  have  no  strong  desire  to  uplift 
the  fallen,  strengthen  the  weak,  guide  the  erring.  Such 
are  especially  liable  to  use  force,  as  a  quicker,  simpler, 
easier,  and  even  pleasanter  way  than  any  other.  They 
believe  in  repression,  not  control." 

In  view  of  the  foregoing  facts,  your  committee,  in  perfect 
accord  with  the  late  Superintendent,  Dr.  Eliot,  are  fidly 
convinced  that  our  public  school  system  would  be  greatly 
advanced  in  the  line  of  true  progress,  the  teachers' profession 
elevated,  our  children's  sacred  rights  protected,  and  the  honor 
and  reputation  of  our  city  subserved,  by  the  immediate  and 
absolute  prohibition  of  corporal  punishment  in  all  our  schools. 

As  one  member  of  the  committee,  however,  does  not  share 
fully  in  this  conviction  ;  and  as  all  the  principals  of  the 
Grammar  Schools  Avhere  corporal  punishment  is  still  allowed 
deem  its  use  necessary  to  the  proper  management  of  their 
schools,  —  and  the  opinions  of  all  these  gentlemen  are  en- 
titled to  great  consideration,  —  your  committee  think  that 
the  disuse  of  corporal  punishment  in  our  schools  may  be 
brought  about  by  other  and  less  radical  means  than  im- 
mediate and  absolute  prohibition.  We  have  no  doubt  that 
it  will  be  substantially  done  away  with  by  ridding  the  schools 
of  incompetent  teachers.  But  how  are  we  to  get  rid  of  this 
class  of  teachers?  Not  by  investigating  alleged  acts  of 
cruelty,  it  would  seem.  "One  of  the  weak  points  in  school 
committees,"  as  one  of  our  Supervisors  so  truly  says,  "  is, 


APPENDIX.  i; 


J< 


that  for  friendship  they  don't  think  of  the  fifty  children  who 
have  suffered,  but  of  the  one  woman  or  man  "  who  has  trans- 
gressed. 

Your  committee  are  of  the  opinion,  and  in  this  the  late 
Superintendent  and  the  Supervisors  substantially  concurred, 
that  one  of  the  best  wa^'s  to  rid  our  schools  of  the  incompe- 
tent teachers  is  to  place  the  whole  responsibility  of  the  dis- 
cipline on  the  principals.  If  corporal  punishment  must  be 
inflicted,  let  the  principals  inflict  it  themselves.  And,  as 
recommended  by  Dr.  Eliot,  let  the  punishment  be  inflicted 
at  a  session  subsequent  to  the  one  at  which  the  offence  is 
committed.  Let  each  case  be  reported  in  full,  with  a  state- 
ment of  the  offence,  the  name  of  the  offender,  the  number  of 
blows  struck,  and  their  effect,  real  or  apparent,  upon  subse- 
quent behavior- 
Then  abuses,  if  they  will  not  cease,  will  be  reduced,  and 
the  influence  of  the  principals  will  be  enlisted  in  quietly,  but 
surely,  ridding  the  schools  of  incompetent  teachers,  — 
teachers  who  cannot  conduct  their  classes  without  the  aid  of 
that  degrading  and  demoralizing  species  of  discipline  Avhich 
the  greater  part  of  the  civilized  world  has  outgrown. 

Then  our  whole  corps  of  teachers,  most  of  whom  are  good, 
kind-hearted,  conscientious,  noble-minded  men  and  women, 
will  no  longer  have  to  bear  the  cruel  injustice  of  having 
charged  to  their  general  credit  the  shortcomings,  the  trans- 
gressions of  the  unworthy  tew. 

There  is  no  just  reason  why  Boston  schools  should  be,  in 
any  respect,  behind  those  of  any  city  in  the  universe.  Our 
city,  with  a  liberality  bordering  on  prodigality,  makes  pro- 
vision for  the  education  of  her  children,  — commodious  and 
elegant  school-buildings;  music  and  drawing  with  their 
elevating  and  refining  influences ;  supplementary  rcsuling 
to  an  extent  heretofore  unheard  of,  and  whatever  else  may 
assist  in  making  school-life  pleasant  and  attractive.  With 
such    aids  the   teachers'  labors    are  lightened,  and    studies 


138      REPORTS  ON  CORPORAL  PUNISHMENT. 

which  would  otherwise  be  irksome  to  the  pupils  seem  now 
like  recreations.  With  such  aids  one  might  reasonably 
expect  that  our  children  could  be  controlled  by  kindness. 
Were  they,  they  would  give  in  return  that  ready  obedience 
which  the  best  teachers  know  so  well  to  evoke,  and  which  so 
often  springs  spontaneously  from  the  pupils'  own  breasts. 
How  much  happier  then  would  be  the  school  life  of  the 
pupils  !  How  much  nobler  and  pleasanter  would  become  the 
duties  of  the  teachers  ! 

By  amending  our  regulations  in  accordance  with  the  fore- 
Gfoine:  sugofestions,  and  alndishiuo-  corporal  punishment  in 
Primary  Schools,  where  it  should  never  have  been  tolerated, 
your  committee  are  of  the  opinion  thatagreatand  much-needed 
reformation  will  be  eflected  in  our  present  school  system  ;  and 
that  the  fears  so  justly  entertained  by  many  of  our  fellow- 
citizens,  who  now  SI  nd  their  children  to  private  schools,  will 
be  allayed.  By  this  means  corporal  punishment,  as  now  prac- 
tised in  our  public  schools,  will,  we  feel  sure,  innnediatcly 
begin  to  disappear,  and  will  ere  long  cease  altogether.  OUr 
teachers,  thrown  ni)on  their  own  resources,  will  seek  other 
and  belter  means  to  gain  the  love  and  confidence  of  their 
pupils.  Like  the  best  teachers,  here  and  elsewhere,  who 
have  abandoned  corporal  punishment,  they  will  be  surprised 
that  they  ever  degraded  themselves,  their  pupils,  and  their 
profession,  by  a  species  of  discipline  condennied  by  the  best 
sentiment  of  an  enlightened  comnuinity,  repugnant  to  the 
principles  and  practices  of  a  "Christian  civilization,  a  just 
and  lai-ge  huniiinity,  and  a  progressive  policy  of  education." 
And,  what  is  of  vital  consequence  to  the  teachers  themselves, 
that  adopting  in  good  faith  this  progressive  policy  of  educa- 
tion, they  will  steadily  advance  in  their  own  self-respect, 
and  in  the  estimation  of  the  public,  till  they  reach  that 
exalted  position  to  which  their  high  and  honorable  calling- 
entitles  them. 

With  the  view,  therefore,  of  carrying  into  etfect  the  fore- 


APPEXDIX.  139 

goiug  recommendatioDs,  your  committee  respectfully  ask  for 
the  adoption  of  the  accompanying  orders. 

JOSEPH  D.  FALLON, 

Chairman. 

\YM.  H.  FINNEY. 


Ordered,  That  sections  104  and  185  of  the  Eegulations  be 
repealed. 

Ordered,  That  the  following  be  substituted  for  section 
1.S5:  — 

Sectiox  185.  Corporal  punishment  of  any  description  or 
for  any  offence  shall  be  inflicted  only  by  the  principal  of  a 
school,  and  only  at  a  session  of  the  school  subsequent  to 
the  one  at  which  the  offence  was  committed.  The  ofience 
for  which  the  punishment  is  inflicted  shall  be  distinctly 
stated  to  the  pupil,  and  it  shall  be  the  duty  of  the  prin- 
cipal to  keep  a  record  of  every  such  punishment,  stating 
the  name  of  the  pupil,  the  ofience  committed,  the  evi- 
dence of  such  offence  as  ascertained  by  each  principal 
by  personal  investigation,  the  nature  and  extent  of  such 
punishment,  and  its  effect,  real  or  apparent,  on  the  sub- 
sequent behavior  of  the  pupil  punished  ;  and  said  principal 
shall  forward  a  transcript  of  such  record  monthly,  on  or  be- 
fore the  third  day  of  each  month,  to  the  Secretary  of  the 
School  Committee,  who  shall  keep  the  same  for  the  inspec- 
tion of  the  members  and  officers  of  the  School  Board.  Any 
principal  neglecting  to  keep  such  record,  or  to  forward  the 
transcript  thereof  as  above  required,  or  who  may  be  guilty  of 
inflicting  any  cruel  or  excessive  punishment,  and  any  teacher 
other  than  the  principal  who  shall  inflict  any  corporal  pun- 


140     REPORTS  ON  CORPORAL  PUNISHMENT. 

ishinent,  shall,  on  proof  of  such  delinquency  or  improper 
punishment,  be  removed  by  the  Board.  Corporal  punishment 
shall  not  be  inflicted  on  any  pupil  in  Primary  or  High  Schools 
or  on  girls  in  the  Grammar  Schools. 


MINORITY  REPORT. 


In  School  Co.aimittee,  Oct.  26,  1880. 

The  nuclei-signed,  a  minority  of  the  Committee  on  Corporal 
Pnnishment,  appointed  April  13,  1880,  being  niiablc  to  agree 
with  a  majority  of  the  committee,  respectfnll}^  asks  leave  to 
present  the  following  minority  report :  — 

So  much  has  been  Avritten  and  spoken  on  the  subject  of 
corporal  punishment  in  schools,  that  I  do  not  deem  it  neces- 
sary to  present  the  subject  by  any  extended  remarks  of  my 
own,  but  to  quote  from  some  of  the  most  distinguished  edu- 
cators in  our  country,  and  then  close  the  report  Avith  a  few 
general  statements. 

John  Sw^ett,  Principal  of  the  San  Francisco  Giils'  Fligh 
School  and  Normal  Class  for  more  than  thirty  years,  holds 
the  followinof  hmo^uajre  :  - 

The  foundation  of  school,  as  of  society,  is  law  and  oi-der.  The  teacher 
must  possess  the  power  of  enforcing  the  regulations  which  are  essential 
to  the  existence  of  the  school  as  a  small  social  organization.  School 
government  does  not  depend  wholh*  upon  the  teacher ;  there  are  two 
other  important  factors,  —  home  training  and  the  public  opinion  of  the 
community,  of  which  the  school  is  a  part. 

The  infliction  of  corporal  punishment  is  one  of  the  questions  for  the 
young  teacher  to  meet  at  the  outset  of  his  career.  The  opinions  gener- 
ally held  l^y  practical  teachers  may  be  summed  up  as  follows  :  it  should 
be  the  aim  of  teachers  to  govern  without  resorting  to  cor2)oral  punish- 
ment. 

Teachers  should  have  the  right  to  inflict  punishment  in  extreme  cases. 

In  general,  it  is  better  to  subdue  refractory  pupils  by  corporal  punish- 
ment than  to  expel  them  from  school. 

As  most  parents  are  compelled,  at  times,  to  resort  to  corporal  punish- 


142     REPORTS  ON  CORPORAL  PUNISHMENT. 

meiit  in  the  home  g-overnment  of  their  children,  so  most  teachers  must 
sometimes  resort  to  it  in  school. 

Occasionally  there  are  men  of  great  will-power,  women  of  great 
charm  of  manner,  and  teachers  of  long  experience,  who  govern  well  by 
moral  suasion.  Sometimes  there  are  well-bred  classes  that  can  easily 
be  controlled  witliout  force  ;  but  these  exceptions  aftbrd  no  basis  for  the 
sickly  sentimentalism  that  characterizes  all  corporal  punishments  in 
school  as  barbarous  and  brutal.  Most  teachers  are  averse  to  whipping; 
they  often  fail  to  inflict  it  when  it  is  absolutely  necessary  for  the  good  of 
the  school.  The  traditional  jjedagogue,  whose  chief  delight  was  in  the 
ferule  and  rattan,  is  extinct.  Wlien  all  children  are  well  governed  at 
home,  when  all  teachers  are  professionally  trained,  when  all  parents  are 
reasonable,  wlien  hereditary  tendencies  are  more  in  harmony  with  ex- 
isting social  conditions,  corporal  punishment  in  school  may  safely  be 
abolished.  When  humanity  becomes  so  highly  developed  that  civil  law 
imposes  no  severe  penalties  to  hold  lawless  impulses  in  check,  it  will  be 
easy  for  any  teacher  to  govern  any  school  by  moral  influences  only. 

In  extreme  cases  of  wilful  and  open  defiance  of  authority,  punish- 
ment may  be  inflicted  publicly  and  immediately  before  the  school ;  but, 
in  general,  it  is  better  to  inflict  it  in  private,  not  in  anger,  but  coolly  and 
deliberately. 

Before  whipping,  be  absolutely  certain  of  the  guilt  of  the  ofi'ender, 
and  then  inflict  punishment  so  thoroughly  that  it  will  be  remembered. 
Your  object  is  to  inflict  pain  so  as  to  deter  the  culprit  from  further 
wrong-doing. 

"  Where  ii  school  is  well  conducted,"  says  Horace  INIann, 
"the  minimuui  of  punishment  is  the  maximum  of  qualifica- 
tions." 

On  the  subject  of  corporal  punishment,  Mr.  Perkins, 
Principal  of  the  Exeter  Academy,  says  :  — 

I  am  perfectly  ftuiiiliar  with  the  outcry  of  brutality,  dark  ages,  torture- 
chambers,  that  we  hear  in  this  connection,  and  with  the  testimony  of 
some  of  the  instructors  of  select  or  peculiar  schools  as  to  the  long  years 
during  which  the}*  have  never  used  the  rod.  Their  testimony  is  just  as 
valuable  as  that  of  a  college  jiresident  who  should  say  that  he  had  never 
applied  the  rod  to  his  senior  class,  or  a  clergyman  who  has  succeeded 
in  keeping  the  members  of  his  congregation  in  order  on  the  Sabbath 
without  flogging  them.  Notwithstanding  all  that  has  been  said,  it  still 
remains  true  that  pain,  wisely,  kindly,  dispassionately,  thoroughly, 
severely,  and  privately  administered,  is  often  the  gentlest  and  most  sooth- 


APPENDIX.  14:3 

ing  remedy,  bringing  wholesome  results  and  leaving  no  sting  behind. 
The  substitute  of  what  is  sometimes  called  moral  suasion  lor  cori)oral 
punishment,  wiien  it  consists  of  bitter,  sarcastic  words,  is  a  poor  one, 
and  bad  for  the  pupil  every  way.  I  have  sometimes  sat  in  a  school-room 
from  which  the  use  of  the  rod  was  strictly  excluded,  where  a  well-ap- 
plied birch  would  be  considered  out  of  place  as  mucli  as  thumb-screws 
and  pincers,  and  have  shuddered  vmder  the  sharj),  taunting  words  and 
mocking  manner  of  tlie  person  occupying  the  place  of  teacher;  and  I 
have  felt  that  there  is  an  indignity  and  outrage  in  the  use  of  hard  words 
that  even  a  cruel  infliction  of  blows  could  not  equal.  So  far  as  the  ob- 
jection to  corporal  punishment  tends  to  remove  from  it  all  that  is  tyran- 
nical, mean,  revengeful,  cruel,  unlovely,  the  plan  is  a  good  one.  To 
exclude  it  altogether  is  an  extreme  only  less  dangerous  than  the  excessive 
use  of  it. 

Mr.  Hemy  A.  Drake,  a  member  of  the  School  Board,  in 
18(57,  in  his  report  on  this  subjcet,  writes  as  folIoAvs : 
"Corporal  punishment  is  one  of  the  instrumentalities, 
sanctioned  by  the  be^t  authorities,  and  justified  by  the  deci- 
sions of  the  courts."  Blackstone  says,  "The  tutor,  or  school- 
master, has  such  a  portion  of  the  power  of  the  parent  to 
restrain  or  correct  as  may  be  necessary  to  answer  the  pur- 
poses for  which  he  is  emp!()}'cd."  The  Superior  Court  of 
Massachusetts,  through  Judge  Brigham,  says:  "There  must 
be  a  reasouable  and  proper  occasion  for  the  use  of  force. 
Such  occasion  would  be  afforded  whenever  a  pupil,  for  a 
violatiou  of  a  reasonable  regulation  of  the  school,  deserves 
punislimeut,  or  for  withholdiug  obedience  to  a  reasouable 
requirement  deserves  coercion.  For  the  purpose  of  educa- 
tion the  law  gives  to  the  teacher,  to  some  extent,  the  powers 
of  a  parent,  and  he  must  punish  as  parents  pimish." 

The  Supreme  Court  of  Maine,  says  :  "  The  teacher  has 
responsible  duties  to  perlorm,  aud  he  is  entitled  in  law  and 
iu  reason  to  employ  the  means  necessary  therefor.  It  is  his 
business  to  exact  obedience  in  the  school-room,  aud  it  is  his 
legal  right." 

Dr.  Joshua  Bates,  the  distiuguished  principal  of  the  Brim- 
mer School  for  a  third  of  a  century,  in  his  recent   essay  on 


144      REPORTS  ON  CORPORAL  PUNISHMENT. 

"Our  Common  Schools,"  says  :  "It  is  not  the  use  of  the  rod 
that  is  objectionable,  but  the  abuse.  All  wise  and  experienced 
educators  in  this  and  other  lands  have  advocated  the  judi- 
cious use  of"  the  rod."  Dr.  Thomas  Arnold  was  confidently  of 
the  opinion,  that  corporal  punishment  is  necessary  in  school 
government;  and  such  is  the  decided  opinion  of  all  who 
have  had  practical  experience  in  public-school  instruction 
and  government. 

God  has  established  penalties  for  wrong  doings  in  his  moral 
government;  audi  ask,  how  can  civil  and  school  govern- 
ment be  mnint.-iined  without  punishment  for  the  disobedient 
and  unruly  ? 

Man  must  be  governed  by  principle  within,  or  by  force 
from  without.  The  disobedient,  self-willed  and  unniMuage- 
able,  unless  restrained  and  controlled  in  youth,  will  in  all 
probability  become  bold,  desperate  and  lawless  in  manhood. 
No  better  illustration  of  this  statement  can  be  given  than  the 
following.  It  is  credibly  stated  that,  several  years  ago,  cor- 
poral punishment  for  a  time  was  abolished  in  the  Philadelphia 
schools,  and  disorderlyand  disobedientchildren  were  expelled 
from  school.  A  few  years  after  this  order  for  the  expulsion 
of  all  the  turbulent  and  vicious,  there  took  place  formidable 
riots,  and  many  of  the  leaders,  most  active  in  violence, 
rapine  and  excess,  were  found  to  be  men  who  when  boj's 
had  been  expelled  from  the  city  schools. 

Had  those  men,  wdien  boys,  been  properly  checked  and 
disciplined  in  the  school-room,  they  very  likely  in  most  cases 
would  have  become  men,  respectful  to  authority,  obedient  to 
just  laws,  and  would  have  passed  their  lives,  as  peaceable, 
honest  and  useful  citizens.  Says  a  terse  writer,  "Jf  3^ou  can- 
not curb  the  devil  in  some  schools,  when  cast  out  he  will 
come  back  with  seven  other  spirits  more  wicked  than  himself." 
There  is  no  axiom  more  evident  than  this  ;  that  proper  and 
complete  control  of  children  in  youth  develops  respect,  rever- 
ence and  good  citizenship  in  manhood.     Some  families  and 


APPENDIX.  145 

schools  mny  be  manngecl  without  resort  to  the  rod ;  but  in 
most  schools,  where  many  of  the  children  come  from  miser- 
able abodes,  destitute  of  all  honie  comforts,  and  often  times 
even  of  di'ccnt  influences,  and  where  there  is  no  moral  train- 
ing oi'  judicious  and  proper  discipline,  the  rod  will  be 
necessary  in  the  school-room.  Moral  suasion,  repeated 
advice  and  pleasant  talk  will  not  answer  with  such  boys. 

In  the  present  state  of  the  world  you  may  just  as  safely 
and  wisely  dispense  with  all  prisons  and  jails  as  with  corpo- 
ral punishment  in  schools  ;  and  whatever  may  be  the  views  of 
reformers  and  theorists  on  the  subject,  all  practical  and 
experienced  teachers,  and  all  wise  and  observing  men,  are 
convinced  that  the  judicious  use  of  the  rod  is  necessary  in 
the  school-room,  and  that,  as  long  as  human  nature  continues 
as  it  is,  corporal  punishment  mnst  hold  a  place  in  school 
government. 

Dr.  John  D.  Philbrick,  who  was  a  distinguished  teacher 
in  the  Grammar  and  High  Schools  of  this  city,  and  then  Super- 
intendent of  the  Boston  schools  for  eighteen  years,  and  who 
has  received  the  highest  educational  honoi's  both  in  this 
country  and  in  Europe,  writes  me  as  follows  :  — 

1.  If  cori5oral  punishment  is  abolished,  it  is  absolutely  necessary  that 
a  substitute  for  it  should  be  provided,  as  a  means  of  maintaining  order 
and  discipline  in  the  schools.  No  efl'ective  substitute  ever  has  been 
devised,  here  or  elsewhere,  which  is  not  attended  with  greater  evils  than 
those  which  result  from  proper  use  of  corporal  punishment.  It  is 
futile  to  say  that  moral  suasion  is,  or  can  be,  an  adequate  substitute. 
Every  experienced  teacher  knows  that  there  are  cases  in  which  it  is 
practically  ineffectual.  Expulsion  is  no  adequate  substitute.  Besides, 
it  is  illegal  to  exjiel  a  pupil  until  the  proper  and  legal  means  have  been 
employed  to  correct  aad  reform  him.  And  corporal  punishment  is  a 
proper  and  legal  means  for  securing  the  obedience  and  good  behavior 
of  pupils. 

2.  If  the  power  to'use  corporal  punishment  as  a  means  of  controlling 
pupils  is  taken  from  the  hands  of  teachers,  the  discipline  of  schools 
will  require  the  expenditure  on  tlie  part  of  the  teaciiers  of  more  time 
and  strength,  —  the  time  and  strength  which  would  otherwise  be  given 
to  instruction. 


14:6     REPORTS  ON  CORPORAL  PUNISHMENT. 

3.  To  abolish  corporal  punishment  is  a  great  injustice  to  all  good 
pupils  who  never  need  resort  to  force  to  secure  their  obedience,  because 
it  subjects  them  to  ill-treatment,  by  the  bad  pupils,  for  which  there  is  no 
adequate  remedy,  and  because  it  robs  them  of  the  benefit  of  the  time 
and  strength  of  the  teacher,  which  is  required  to  get  along  with  per- 
verse and  disobedient  pupils,  without  the  help  which  the  right  to 
employ  corporal  punishment  affords. 

4.  The  right  to  use  corporal  punishment  affords  the  teacher  a  moral 
support,  which  moi-e  than  counterbalances  all  the  evils  which  result 
from  corporal  punishment. 

5.  It  is  unphilosophical  and  unwise  to  abolish  corporal  punishment 
because  it  is  or  may  be  abused  in  a  few  isolated  cases.  The  question 
is,  what  is  best  on  the  whole?  If  there  are  evils  attending  the  use  of 
coi'poral  punishment  the  evils  resulting  from  its  total  abolition  would 
be  tenfold  more  grievous. 

6.  It  is  a  wasteful  extravagance  to  abolish  corporal  punishment,  for 
in  a  boys'  grammar  school  a  teacher  can  do  better  work  with  fifty 
pupils,  having  a  right  to  punish,  than  with  thirt}'  pupils,  not  having 
such  right.  Every  honest  opponent  of  corporal  punishment,  who  has 
even  a  moderate  share  of  common  sense,  will  tell  you,  that,  in  order  to 
make  his  fanciful  theory  work,  the  number  of  jjupils  to  a  teacher  must 
be  small,  and  hence  the  school  must  be  run  on  a  costly  scale. 

7.  If  you  prohibit  the  use  of  corporal  ijunishraent,  other  modes  of 
punishment  which  are  more  injurious  are  certain  to  be  resorted  to. 

8.  Corporal  j^unishment  is  one  of  the  instrumentalities  for  maintain- 
ing discipline  sanctioned  by  the  best  authorities,  and  it  would  be  an  act 
of  folly  to  prohibit  the  use  of  this  instrumentality  unless  it  can  be 
shown  that  the  weight  of  authority  is  on  the  side  of  this  prohibition. 
This  it  is  impossible  to  show. 

9.  To  prohibit  the  use  of  corporal  punishment  would  be  to  invite  all 
bad  boys  and  girls  to  insult  and  disobey  their  teachers,  and  to  render 
the  schools  less  desirable  and  useful  for  the  good  boys  and  girls. 

10.  A  strong  reason  for  leaving  in  the  hands  of  the  teachers  the 
right  to  inflict  corporal  punishment  is,  that  the  knowledge  on  the  part 
of  the  pupils  that  the  teacher  has  the  power  goes  far  to  render  its  exer- 
cise unnecessar}'. 

11.  To  abolish  corporal  jjunishment  wauld  be  to  ignore  the  light  of 
experience.  In  all  ages  and  in  all  countries  experience  has  proved 
that  it  is  necessary  to  leave  with  teachers  the  right  to  inflict  corporal 
punishment.  And  as  yet  it  may  safely  be  asserted  that,  wherever  the 
experience  of  prohibiting  its  use  has  been  tried,  it  has  resulted  in  far 
greater  evils  than  those  it  was  intended  to  cure. 


APPENDIX.  147 

The  advocates  of  this  folly  have  paraded  pretended  evidence  of  the 
success  of  jn-ohibition,  which  will  not  be  examined. 

12.  No  exami^le  whatever  can  be  cited  in  favor  of  this  scheme 
which  it  is  at  all  safe  to  follow.  Germany,  it  has  been  asserted  in 
voluminous  official  reports  on  the  subject,  has  long  since  abolished  this 
"  relic  of  a  bai-barous  age."  Now,  the  fact  is,  that  the  use  of  corporal 
punishment  has  not  been  prohibited  in  any  one  of  all  the  German 
States,  Irom  the  Alps  to  the  North  Sea.  And- Germany  is  the  country 
where  educational  science  is  most  advanced.  In  France  confinement  is 
to  a  certain  extent  used  as  a  punishment,  each  of  the  great  public 
schools  having- one  or  more  "  prisons."  But  who  has  the^right  to  say 
that  tlie  French  mode  of  discipline  is  better  than  that  of  the  great  pub- 
lic schools  of  England  ? 

13.  The  maxim  that  the  teacher  who  punishes  a  scholar  therebv 
proves  his  want  of  qualifications  as  a  teacher  is  unsound  philosopliy, 
unsound  pedagogy  and  unsound  philanthropy. 

U.  Most  of  the  attempts  to  abolish  corporal  punishment  have  been 
occasioned  by  the  alleged  abuse  of  this  mode  of  punishment  of  some  one 
teacher.  It  would  be  just  as  reasonable  to  say  that  all  courts  of  justice 
should  be  abolished  because  some  judge  is  found  to  be  corrupt  or  in- 
comijetent. 

15.  Let  it  be  noticed  and  emphasized  that  no  sound,  practical,  honest 
teacher  of  a  public  school  is  found  advocating  the  abolition  of  corporal 
punishment.  It  is  true  that  some  teachers,  for  motives  which  it  is  not 
necessary  to  analyze  here,  are  under  pressure  induced  to  go  so  far  as  to 
say  that  they  believe  it  might  succeed. 

16.  Can  a  case  be  produced  where  a  school-master  has  begun  the 
discipline  of  a  large  boys'  school  without  finding  it  necessary  to°punish 
a  scholar  ? 

17.  There  should  be  no  discrimation  of  schools  in  this  respect.  The 
rules  for  all  the  schools  should  be  the  same. 

18.  Read  and  ponder  the  admirable  and  unanswerable  argument, 
on  this  subject,  of  the  lamented  Henry  H.  Drake,  in  the°volumJ 
of  the  Boston  School  Reports  for  1868.  Mr.  Drake  had  received  Jiis 
education  in  the  Boston  schools— Primary,  Grammar  and  High, — 
under  the  regime  of  corporal  punishment,  and  he  had  long  experience 
as  a  member  of  the  committee.  The  reports  on  the  other  side  bv  Dr. 
Ordway  and  Lyman  Mason  are  weak  and  illogical,  and  the  testimony 
they  bring  in  support  of  their  theory  is  really  unworthy  of  regard  in 
view  of  the  universal  experience  and  authority  on  the  other  side.  >See 
also  what  is  said  in  my  report,  vol.  of  1877,  page  114.  The  best  thing 
to  be  done  in  Boston  is  to  abolish  every  rule  about  corporal  punisl> 


148      REPORTS  ON  CORPORAL  PUNISHMENT. 

ment,  and  instead  adopt  the  St.  Louis  rule,  as  given  on  pages  U5  and 
116  of  Boston  School  Board,  1877.  This  rule  is  no  doubt  in  accordance 
with  the  view  of  the  late  superintendent,  Dr.  W.  T.  Harris,  who  is 
thoroughly  sound  on  this  question. 

19.  The  effect  of  prohibition  would  be  to  increase  the  need  of  jails, 
houses  of  correction,  criminal  courts,  and  policemen. 

After  careful  deliberation  on  this  important  subject  we 
most  respectfully  present  the  following  reasons  why,  in  our 
view,  corporal  punishment  should  not  be  abolished  in  our 
public  schools :  — 

1 .  Punishment  is  ordained  in  the  government  of  God,  and 
universally  recognized  as  an  important  element  in  the  govern- 
ment of  men. 

2.  As  corporal  punishment  is  sanctioned  and  authorized 
by  all  governments  as  a  legitimate  instrumentality  for  the 
management  and  control  of  children  in  school,  therefore  no 
teacher  fulfils  his  whole  duty,  who  does  not  use  corporal 
punishment  when  necessary  to  enforce  obedience  and  brealc 
up  vicious  and  demoralizing  habits. 

3.  As  the  statutes  of  our  Commonwealth  virtually  require, 
as  the  first  duty  of  a  good  citizen,  obedience  to  the  powers 
that  be,  so  it  is  the  duty  and  right  of  the  teacher  to  enforce 
such  wise  and  wholesome  regulations  in  the  management  of 
the  school  as  he  may  judge  most  effective  to  secure  complete 

obedience. 

4.  There  will  be  a  lower  standard  of  discipline  and  attain- 
ment in  schools  where  the  right  to  punish  is  taken  away. 

5.  Society  and  fiimily  organizations  cannot,  or  at  least  do 
not,  exist  without  penal  punishment.  Many  families  in  high 
position  in  life,  as  well  as  those  in  more  humble  circum- 
stances, advocate  and  administer  corporal  punishment  in 
home  government. 

().  Wherever-  there  is  law  there  must  be  power  to  enforce 
the  law,  and  all  government  is  a  farce  and  a  mockery  with- 
out the  power  to  maintain  authority. 


APPENDIX.  249 

7.  The  teacher  stands  in  "  loco  parentis,"  and  consequently 
is  fu%  authorized  to  use  the  same  punishment  in  school  as 
judicious  parents  exercise  in  home  government. 

8.  The  School  Committee  has  no  moral  right  to  take  from 
the  hand  of  teachers  this  instrumentality  for'the  government 
of  the  scholars  in  school. 

9.  Prohibition  on  the  part  of  the  committee  to  use  the 
rod  in  school  is  a  manifest  injustice  to  teachers,  unless  a 
State  hiw  is  passed  prohibiting  corporal  punishment  in 
families. 

10.  Distinguished  teachers  in  all  the  past  have  contended, 
Avith  almost  perfect  unanimity,  that  corporal  punishment  is 
necessary  to  secure  efficiency  and  good  government  in  edu- 
cation. 

11.  We  have  more  faith  in  the  judgment  and  expei-icnce 
of  practical  educators  on  the  subject  of  corporal  punishment 
than  in  the  preaching  of  those  who  deal  only  in  theories. 

12.  Abolishing  corporal  punishment  in  our  schools  is 
taking  from  our  teachers  the  power  to  enforce  obedience. 

13.  The  al)olition  of  corporal  punishment  will  introduce 
into  our  schools  more  objectionable  and  often  cruel  punish- 
ments. 

14.  The  abolition  of  corporal  punishment  will  necessitate 
the  expulsion  of  refractory  and  o])stinate  pupils  from  school, 
or  they,  remaining  as  members  of  the  school,  will  be  a  con- 
stant annoyance  to  the  teachers,  and  also  a  great  hindrance 
to  the  progress  of  good  and  industrious  scholars. 

15.  In  the  expulsion  of  bad  l)oys  from  school  the  rom- 
mittee  practically  nullify  the  State  law  relating  to  children 
growing  up  in  ignorance  and  crime,  and  in  reality  make 
criminals,  and  send  to  prison,  disobedient  and  vicious  chihbvn 
who  should  be  governed  and  controlled  by  wholesome  school 
authority,  sanctioned  by  law. 

16.  The  child  thus  expelled,  when  a  man,  will  hold  the 
teacher  and   the  law  responsible  for   neglecting  to  enforce 


150      REPORTS  ON  CORPORAL  PUNISHMENT. 

obedience,  and  thus  sending  him  into  life  wayward,  lawless, 
uneducated,  and  ill-fitted  for  the  duties  of  life  and  good  citi- 
zenship. 

17.  Ungoverned   boys,  expelled  from  school,  will    most 

likely,  when  men,  be  ripe  for  mischief  and  crime. 

18.  The  triumph  of  one  bad  boy  in  breaking  the  rules  of 
the  school  induces  many  others  to  resist  authority  ;  but  if 
ho  is  made  to  submit  to  wholesome  and  wise  regulations,  all 
the  children  will  understand  that  disobedience  and  obstinacy 
are  followed  by  pain  and  disgrace. 

19.  The  knowledge,  on  the  part  of  scholars,  that  (.-orporal 
punishment  can  be  inflicted  very  largely  prevents  the  neces- 
sity of  punishment. 

20.  Horace  Mann  says,  in  a  lecture  on  corporal  punish- 
ment', delivered  in  1839  to  the  female  teachers  of  Boston: 
"  It  is  better  to  tolerate  punishment,  in  cases  where  the 
teacher  has  no  other  resource,  than  to  sufler  disobedience 
and  insubordination." 

21.  Select  and  private  schools  may  be  often  snccessfully 
conducted  without  a  resort  to  the  rod,  but  in  most  public 
schools,  composed  of  scholars  heterogeneous  and  often  diffi- 
cult to  manage,  the  use  of  corporal  punishment  is  absolutely 

necessarv. 

22.  Sympathy  should  not  wholly  be  expended  on  bad 
hoys,  for  the  good  ones  are  certainly  worthy  of  their  share, 
and  entitled  to  as  much  of  the  teacher's  time,  care,  and 
thought.  Often  troublesome  and  designing  boys  impose  on 
the  physically  weak;  but  deserving  and  ftiithful  scholars 
should  be  protected  from  insults  and  the  attacks  of  vicious 
boys,  which  protection  cannot  generally  be  successfully  ac- 
complished without  a  resort  to  the  rod. 

23.  Nature,  in  her  earliest  instructions,  teaches  the  les- 
son that  bodily  pain  follows  the  violation  of  her  laws.  As 
nature  appeals  to  the  fear  of  physical  suflering  as  an  influ- 
ence to  compel  obedience  to  her  laws,  is  it  not  the  duty  of 


APPENDIX.  151 

parents  and  teachers  to  enforce,  by  physical  pnui,  u  respect 
and  compliance  to  hiws  intended  for  the  child's  social,  intel- 
lectnal,  and  moral  advancement? 

24.  If  the  disuse  of  corporal  punishment  encourages  diso- 
bedience and  defiance  to  law,  and  consequently  troublesome 
and  unruly  boys  are  turned  into  the  street,  generally  to  till 
our  penal  institutions,  \ve  contend  that  it  is  far  more  unjust 
to  the  young  thus  to  place  them  in  imprisonment  than  [)r<)p- 
erly  and  wisely  strive  to  train  our  youth  for  a  happy  and 
successful  manhood  by  such  physical  pain  as  will  compel 
obedience  to  healthy  school  authorit}'. 

2.5.  It  is  maintained  by  some  that  corporal  punishment  has 
been  abolished  in  schools  with  no  unfavorable  results.  If  such 
is  the  case,  it  will  generally  be  found,  so  far  as  public  schools 
are  concerned,  that  other  and  far  more  objectionable  methods 
of  i)unishment  have  been  adopted,  and  that  the  discipline  is 
lax  and  weak,  the  insti'uction  vague  and  pointless,  and  the  in- 
tellectual and  moral  condition  in  a  low  and  deplorable  state. 

21).  The  great  purpose  of  our  sy?<tem  of  public-school  in- 
struction is  to  properly'educate  all  to  become  men,  pure  in 
heart,  sound  in  body,  moral,  wise  and  useful  citizens,  and 
not  turbulent, -riotous  and  unprincipled  men.  If,  therefore, 
we  take  from  the  hands  of  the  teacher  the  risjht  to  enforce 
obedience  by  the  use  of  the  rod,  at  times  and  under  proper 
circumstances,  we  take  from  him  the  last  resort  to  secure 
implicit  obedience  to  authority. 

27.  Abolishing  corporal  punishment  takes  from  the  hands 
of  the  teacher  rights,  secured  to  him  in  all  past  time  by  the 
best  judicial  authority,  and  justified  by  the  decisions  of  the 
courts  in  all  civilized  countries. 

28.  The  proud  position  of  the  Boston  schools  in  past 
years,  at  home  and  abioad,  has  been  owing,  not  only  to 
thorough  and  systematic  teaching,  but  also  to  that  tiini'  and 
uncompromising  discipline  which  has  given  reputation  and 
success  to  our  school  system  far  and  near. 


152  KEPORTB  ON    CORPORAL  PUNISHMENT. 

29.  Enough  disrespect  to  law  and  disobedience  to  authority 
are  found  in  all  communities,  without  any  further  encourage- 
ment on  our  part  to  this  state  of  things  by  timid  sentimental- 
ism.  It  is  far  better  to  control  the  risino-  generation  and 
enforce  obedience  in  youth,  than  to  popuhite  our  criminal  in- 
stitutions, or  compel  a  resort  to  arms  to  quell  disorder  and  riot- 
ing in  our  streets,  when  the  same  youth  has  reached  manhood. 

30.  Because  the  right  to  use  corporal  punishment  is  some- 
times abused  by  indiscreet  and  imworthy  teachers,  this  is  no 
argument  that  corporal  punishment,  therefore,  should  be 
abolished  in  schools.  S;iys  a  writer  on  this  sul)ject :  ''  Because 
there  have  been  cases  of  malpractice,  should  thei'e  be  no 
surgery?  Because  criminals  have  escaped  justice,  should 
there  be  no  pleading  in  courts?  Because  there  Avas  a  Judas, 
should  the  gospel  of  Christ  remain  unpreached?  " 

31.  While  we  conscientiously  believe  in  the  judicious  use 
of  the  rod  in  public  schools,  yet  we  most  earnestly  desire 
that  a  constant  spirit  of  gentleness  and  kindness  should  be 
manifested  in  all  departments  of  our  schools,  so  that  corporal 
punishment  may  always  ]:»e  kept  at  the  lowest  minimum  point 
possible,  in  record. 

32.  Finally,  a  proper  regard  for  the  rights  of  all,  the 
child,  the  parent,  the  teacher,  demands  that  the  use  of  corporal 
punishment  should  be  properly,  wisely  and  judiciously  ad- 
ministered in  oui-  schools,  and  that  teachers  who  make  too 
friMjueut,  severe  and  unnecessary  use  of  the  rod  should  re- 
ceive the  severest  censure  of  the  Board,  or  be  peremptorily 
dismissed  from  further  service. 

While  we  fully  believe  authority  should  be  given  to  all  of 
our  teachers  to  use  corporal  punishment,  when  all  ether  means 
fail  to  produce  obedience,  yet  as  the  School  Committee  for 
several  years  past  have  considered  it  wise  to  restrict  in  a 
measure  corporal  |)unishment  in  the  public  schools,  we  do  not 
recommend  any  change  in  the  present  rules,  but  urge  that 
they  be  promptly  and  laithfulh'  enf  )rced. 

GP:0KGE    B.    HYDE. 


ANNUAL    PvEPOPvT 


OF     THE 


BOARD  OF  SUPERVISORS, 


18  8  0. 


REPORT 


BosTox  Public  Schools, 
Office  of  the  Board  of  Supervisors, 

Sept.,  1880. 
To  the  School  Committee:  — 

The  Board  of  Supervisors  respectfully  presents  the  follow- 
ing as  the  third  annual  report  of  its  "  Avork  as  a  Board  and 
as  Supervisors." 

Changes  in  the  Eegulatious  caused  the  work  of  the  Board 
of  Supervisors,  and  of  the  several  Supervisors,  to  be  modi- 
fied and,  in  certain  directions,  increased  during  the  school 
year  1879-80. 

WORK    OF    THE    BOARD    OF    SUPERVISORS. 

The  two  principal  duties  of  the  Board  of  Supervisors 
have  been  (1)  to  examine  candidates  for  certificates  of  quali- 
fication to  teach  in  the  public  schools  of  Boston;  (2)  to 
examine  candidates  for  diplomas  of  graduation  from  the 
fifty  Grammar,  the  seven  High,  and  the  two  Latin  Schools, 
and  from  the  Normal  School,  —  the  diploma  of  the  last 
being  accompanied  by  a  certificate  of  qualification,  Avhich 
makes  the  holder  thereof  eligible  as  an  assistant  teacher  in  a 
Primary,  a  Grammar,  or  an  Elementary  Evening  School. 

EXAMINATIONS    FOR    CERTIFICATES    OF    QUALIFICATION. 

The  first  duty  —  except  in  case  of  special  examinations 
ordered  for  special  purposes  —  has  been  performed  by  hokl- 
ing  amuiall}^  in  the  April  vacation,  a  general  examination. 
At  that  time  candidates  for  the  several  grades  of  certificates 
came  to  the  same  place,  and  were  examined  together.    ]\Iuch 


156  REPORT   OF   SUPERVISORS. 

time  was  thereby  saved  to  the  Supervisors,  — a  savhig  which 
their  incessant  work  in  niicl  out  of  school  has  demanded  ; 
and,  moreover,  differences  in  the  requirements  for  the  four 
grades  of  certificates  were  clearly  marked  and  provided  for, 
and  a  rational  and  equable  standard  of  qualification  main- 
tained. 

Last  year  the  Regulations  were  so  changed  as  to  require 
the  Board  of  Supervisors  to  examine  annually  in  September 
candidates  for  assistant  teachers'  places  in  Elementary  Even- 
ing Schools,  and  to  confine  the  examination  to  "reading, 
writing,  grammar,  arithmetic,  geography,  history,  and  the 
theory  and  practice  of  teaching."  In  accordance  Avith  this 
requirement  an  examination  was  held  September  5,  1871). 
Forty-four  came  to  be  examined.  Of  these  eleven  did  not, 
under  the  Regulations,  have  the  right  to  take  the  exam- 
ination ;  one  dropped  out ;  and,  of  the  thirty-two  remaining, 
certificates  were  refused  to  five  and  granted  to  twenty-seven. 

The  results  of  this  examination  were  closely  inspected,  with 
the  purpose  of  determining  its  value  in  comparison  with  the 
April  examination.  The  latter  implies,  for  a  fourth-grade 
certificate,  a  respectable  knowledge  of  at  least  High  School 
studies,  and  of  the  elements  of  mental  science  and  of  di- 
dactics, and  gives  to  a  candidate  an  opportunity  of  showing 
his  knowledge  of  one  or  more  studies  to  which  he  may  have 
been  specially  devoted.  The  Septeml)er  examination  implies 
a  knowledge  of  the  standard  Grannnar  School  studies,  and  of 
"the  theory  and  practice  of  teaching."  An  examination 
within  a  narrow  range  of  elementary  studies  has  at  least  this 
merit :  failure  to  pass  it,  especially  failure  to  show  an  ele- 
mentary knowledge  of  the  subjects  that  a  candidate  is  ex- 
pected to  teach,  furnishes  very  strong,  if  not  conclusive, 
evidence  of  his  unfitness  to  receive  a  teacher's  certificate  of 
qualification.  But  the  passing  of  such  an  examination  does 
not  by  itself  give  more  than  probable  evidence  that  the  can- 
didate knows  enough  to  keep  school.     It  does  not  show  that 


APPENDIX.  157 

he  is  full  of  his  subject — able  at  any  moment  to  answer  his 
pupils'  questions  and  to  add  interesting  and  useful  instruction 
and  explanation  to  what  the  text-book  contains.  It  is  obvious 
that  a  teacher  of  geography  is  greatly  aided  by  a  knowledge 
of  the  elements  of  natural  histor}^  physics,  and  astronomy; 
that  ability  to  give  simple  and  thorough  instruction  in  arith- 
metic is  increased  by  a  knowledge  of  the  generalizations  of 
algebra  and  the  truths  of  geometr}' ;  that  the  study  of  the 
standard  English  authors  and  of  the  language  as  used  by  them, 
furnishes  a  teacher  of  "grammar"  and  "readin":"  with  the 
best  means  of  accomplishing  his  purpose.  In  brief,  the  teacher 
should  have  more  and  deeper  knowledge  than  he  will  have 
to  impart  to  his  pupils;  he  should  have  some  of  the  resources 
of  culture,  and  some  of  the  mental  strength  that  hard  and 
generous  study  gives.  It  is,  therefore,  the  plain  duty  of 
examiners  to  learn  whether  or  not  a  candidate  has  the 
knowledge  necessary  for  teaching  intelligentl}^ ;  Avhether  he 
has  the  culture  and  the  power  that  will  enable  him  to  lift  his 
l)upils  above  the  dry  forms  of  knowledge,  and  above  the  dead 
routine  of  the  class-room. 

It  is  very  difficult,  if  not  impossible,  to  learn  the  probable 
extent  and  depth  of  a  candidate's  knowledge,  and  to  form 
any  trustworthy  opinion  of  the  quality  and  calibre  of  his 
mind,  by  means  of  an  examination  covering  onl}'  the  most 
elementary  studies.  The  evidence  that  such  an  examination 
furnishes  is  too  meagre.  Nor  can  this  deticiency  be  supplied 
by  the  other  evidence  that  the  Board  of  Supervisors  always 
endeavors  to  collect,  viz.  :  (1)  The  means  of  culture  the 
candidate  has  had  and  used,  including  the  courses  of  study  he 
has  pursued  and  completed;  (2)  the  sul)jects  he  has  taught, 
and  the  degree  of  success  with  which  he  has  taught  them  ; 
(3)  his  reputation  for  scholarship  and  teaching  ability.  This 
evidence,  when  trustworthy  and  complete,  is  of  much  service 
to  the  examiners.  The  difficulty  is  that  they  caimot,  as  a 
rule,  knovv  how  much  to  trust  it ;  they  can  only  add  it  to  the 


158  REPORT  OF   SUPERVISORS. 

other  testimony  und  give  it  the  weight  it  seems  to  deserve. 
When,  however,  this  evidence  supplements  that  which  the 
April  examination  gives,  the  examiners  believe  that  they 
have  sufficient  evidence  for  determining  whether  or  not  the 
candidate  has  knowledge,  culture,  and  power  enough  to 
teach  well  and  thoroughlv.  The  rano;e  of  studies  being 
wider,  he  maj'  fail  in  some;  but,  if  he  be  of  the  right  metal, 
he  Avill  show  his  real  strength  in  others.  Indeed,  the  rust 
cannot  have  gathered  so  thicklj^  as  to  keep  a  majority  of  the 
seven  examiners  from  discerning  his  solid  attainments  and 
sterling  qualities. 

But,  whatever  may  be  thought  of  the  comparative  value  of 
the  two  examinations,  it  is  a  question  of  great  moment 
whether  the  Board  of  Supervisors,  in  granting  certificates  of 
qualification,  —  its  most  important  office,  —  can  do  this  work 
justly  and  wisely,  if  its  sources  of  evidence  be  in  au}^  way 
limited.  It  is,  therefoi-e,  respectfully  suggested  that  the 
Board  of  Supervisors  be  allowed  to  be  its  owai  judge  of  how 
much,  and  what  kind  of  evidence,  it  should  collect  in  order 
to  decide  Avhether  or  not  a  candidate  is  qualified  to  receive  a 
teacher's  certificate.  The  exception  in  favor  of  assistants  in 
Elementary  Evening  Schools  need  no  longer  be  made  ;  for, 
in  the  future,  vacancies  in  those  schools  can  be  filled  by 
Normal  Scho(d  graduates,  and  by  others  holding  the  fourth- 
grade  or  a  higher  certificate  of  qualification,  and  possessing 
the  skill,  good  sense,  and  sympathy  especially  needed  there. 
Indeed,  these  qualities  are  quite  as  likely  to  belong  to 
teachers  w^hose  minds  are  well  trained  and  furnished  as  to 
those  w'hose  chief  qualification  is  that  they  understand  ordi- 
nary human  nature  and  little  else.  Surely  the  Elementary 
Evening  Schools  will  never  be  and  do  what  they  ought  and 
might,  until  more  teachers  that  are  zealous  and  sensible, 
skilful  and  cultured,  are  employed  there. 

The  annual  examination  of  candidates  for  certificates  of 
qualification  was  omitted  last  April.     As  the  term  of  office 


APPENDIX. 


159 


of  nil  (lie  Supervisors  was  to  expire  March  31,  it  was 
decidecl  to  postpone  the  examination.  When  the  Board  of 
Supervisors  had  been  reorganized,  it  was  found  that  it  would 
be.inipracticahle  to  hold  a  general  certificate  examination 
before  next  April. 

During  the  year  eleven  candidates  were  specially  exam- 
ined, and  to  nine  of  these  certificates  were  gianted  :  special 
grade,  to  five  ;  fourth  grade,  to  three  ;  and  third  grade,  to 
one.  Several  of  these  certificates  deserve  special  mention  ; 
for  they  made  two  candidates  eligible  as  teachers  of  English 
to  Germans  in  the  Elementary  Evening  Schools,  and  one  as 
teacher  of  "physical  culture"  in  the  Girls'  High  School. 

The  whole  number  of  certificates  of  qualification  issued  in 
the  year  beginning  Sept.  1,  1879  —  including  the  forty-three 
given  to  Normal-School  graduates  —  was  eighty.  In  addi- 
tion to  these,  two  certificates  of  service  were  issued. 


Table  I. 

Numher  of  Ceriificaies  of  Qualification  issued  hy  the  Board  of  Siq^crvisors 
from  April,  1876,  to  September,  1880. 


Tear. 

Grade  I. 

Grade  II. 

Grade 
III. 

Grade. 
IV. 

Grade  V. 

Special 
Grade. 

Total. 

1876 

1876-77    

1877-78    

1878-79    

1879-80    

25 
18 
19 

10 
11 
U 

7 

33 
6 

20 
1 

64 
32 
36 
45 
3 

60 
11 
10 

10 

47 

4 

33 

134 
122 
131 
95 
37 

Totals 

62 

42 

60 

180  1 

81 

94 

519 

No.  of  persons  hold- 
ing curtitioates   of 
higher  grade     .   . 

'J'otal   No.    of  per- 
soni  holding  cer- 
tificates of  qualifl- 
cation 

62 

6 
36 

00  = 

3 

177 

22 
59 

87 

38 

481 

1  Exclusive  of  Normal  School  certificates. 

2  Of  these,  five  hold  certificates  of  service. 


160 


REPORT  OF  SUPERVISORS. 


Table  II. 

Certificates  of  Qualification. 


Grade. 

Number    of    per- 
son n    to    whom 
they      were 
granted. i 

Number     holding 
them    who    are 
11010  in  the  ser- 
vice of  the  city 
as  teachers. 

Number  available 
for  service. 

Number     whose 
certificates  have 
expired. 

I. 

II. 
III. 
IV. 

V. 
Special. 

62 
36 
60 
177  = 
59 
S7 

9 
9 
21 
57 
14 
7 

35 
14 
29 
64 
14 
69 

18 
13 
10 
56 
31 
11 

Totals. 

481 

117 

225 

139 

'  The  same  person  may  hold  two  certificates.      In  that  case  he  is  reckoned  as  holding  only 
the  higher  certificate. 
-  Exclusive  of  graduates  from  the  Normal  School. 


Table  III. 

Graduates  from  Normal  School.^ 
[Certiticatss  of  fourth  grade  were  given  to  these  by  the  Board  of  Supervisors.] 


Tear. 

Number. 

Number   now 
in  the  service 
of  the  city  as 
teachers. 

Number  avail- 
able for  ser- 
vice. 

Number 
whose  certifi- 
cates    have 
expired. 

Number    also 
holding    cer- 
tificates       of 
service,     4th 
Grade. 

1873 

1874 

1875 

1876 

1877 

1878 

1879 

1880 

52 
64 
68 
61 
65 
58 
51 
43 

22 
20 
22 
29 
30 
28 
12 

7 
7 
14 
13 
21 
24 
39 
43 

23 
27 
23 
19 
14 
6 

19 
8 
3 

Totals  .... 

442 

163 

168 

HI 

30 

Total. 

No.  holding  certificates  of  Qualification  :    3d  Grade,  1 ;  4th  Grade,  5;  5th  Grade,  11  .         17 

"  "  "    Service:    4th  Grade,  30 30 


4T 


APPENDIX. 


161 


Table  IV. 

Certificates  of  Service  issued  by  the  Board  of  Sujiervisors. 


Gr.\de. 

Number  of  per- 
snns   lo  whom 
these  were  is- 
sued. 

Number  holding 
them  who  are 
noie  in  the  ser- 
vice of  tlie  city. 

Number  supposed 
to    be   available 
lor  service. 

Number     whose 
certificates  have 
expired. 

I. 

n. 
III. 

IV.  and  V. 

Special. 

41 
S3 
43 

907 
94 

27 
73 
28 

707 
48 

2 

2 
64 
40 

12 

10 

13 

136 

6 

Totals. 

1,168 

883 

108 

177 

Table  V. 

Number  of  Persons  to  ichom  the  Board  of  Supervisors  issued    Certificates, 
from  April,  187G,  to  September,  1880. 


Grade. 

Number    of     cer- 
tificates of  quali- 
fication. 

Number    of   Nor- 
mal-School  cer- 
tificates. 

Number  of  certifi- 
cates of  service. 

Totals. 

I. 
II. 
III. 

IV.  and  V. 
Special. 

62 
36 
60 
236 
87 

3951 

41 
83 
43 

907 
94 

103 
119 
103 
1,538 
181 

Totals. 

481 

395  , 

1,16? 

2,044 

1  Exclusive  of  47,  who  hold  other  certiflcates. 

From  the  foregoing  statistics  the  following  facts  are 
gathered  :  The  Board  of  Supervisors  issued  from  April,  1876, 
to  September,  1880,  certiticates  that  made  two  thousand 
and  forty-four  persons  eligible  as  teachers.  Of  these,  one 
thousand  one  hundred  and  twenty-three  are  in  tlie  service 


162 


REPORT  OF   SUPERVISORS. 


of  the  city ;  four  hundred  and  ninety-eight  are  available  for 
service ;  and  the  certificates  of  four  hundred  and  twenty- 
three  are  invalid.  By  the  renewal  and  issue  of  certificates, 
the  number  of  available  candidates  will  be  soon  increased  to 
about  five  hundred  and  ten.  From  these,  for  obvious  rea- 
sons, at  least  sixty  of  those  holding  certificates  of  service 
should  be  subtracted.  There  are,  then,  not  far  from  four 
hundred  and  fifty  pei'sons  now  available  for  service  as  per- 
manent, temporary,  or  substitute  teachers.  In  order  (1)  to 
determine  how  man}^  teachers  are  annually  needed  for  these 
purposes,  and  (2)  to  indicate  the  sources  of  supply,  the 
following  statistics  have  been  carefully  collected  :  — 

Table  VI. 

Teachers  appointed  07i  Probation,  and  Teachers  in  Evening  Schools,  from 
September,  1879,  to  September,  1880. 


Schools. 

Wliole  No. 

Number  holding 
certificates   of 
qualitication. 

Number  holding 
Normal  School 
certiticates. 

Number  holding 
certilicates    of 
service. 

High 

Grammar    .   .   . 
Primary  .... 
Evening  .... 

4 
28 
38 
120 

4 

6 

4 

61 

15 
33 

48 

7 

1 

11 

Total 

190 

75 

96 

19 

TEMPORARY    TEACHERS. 


High  .  . 
Grammar 
Primary  . 


Total 


1 

1 

.   . 

15 

2 

13 

.   . 

11 

2 

9 

27 

5 

22 

SPECIAL   ASSISTANTS  IN  PRIMARY  SCHOOLS. 


Primary 


24 


APPENDIX. 


163 


SUBSTITUTES. 


Kormal    .... 

5 

1 

4 

.   . 

High 

8 

8 

•   . 

.   . 

Grammar    .   .   . 

116 

26 

S3 

7 

Primary  .... 

36 

6 

29 

1 

Total 

165 

41 

116 

8 

SUMMARY. 

Normal    .... 

5 

1 

4 

.   . 

High 

13 

13 

•   . 

Grammar    .   .    . 

159 

34 

111 

14 

Primary  .... 

109 

19 

88 

2 

Evening  .... 

'        120 

61 

48 

11 

Total 

406 

128 

251 

27 

In  the  foregoing  table  two  numbers  are  likely  to  mislead  : 

(1)  Although  there  were  one  hundred  and  twenty  appoint- 
ments in  the  evening  schools,  the  larger  part  of  them  were, 
as  usual,  re-appointments.  Last  year,  the  neic  appointments 
for  those  schools  were  less  than  one-third  of  the  teachers 
employed  there.  In  the  day  schools,  there  were  seventy 
new   appointments ;    in    the    evening  schools,  thirty-seven. 

(2)  In  the  "Summary,"  four  hundred  and  six  is  not 
the  number  of  different  persons  employed  as  substitute, 
temporaiy,  evening  school,  special  assistant,  or  permanent 
day  teachers,  but  it  is  the  number  of  positions  in  Avhich 
these  served.  For  it  must  l)e  kept  in  mind  that  the  same 
person  may,  within  a  year,  serve  in  two,  three,  or  even 
four,  of  the  five  classes  of  positions  just  referred  to. 


164 


REPORT  OF  SUPERVISORS. 


Table  VII. 

Slwiving  the  Numher  of  Teachers  that  served  in  one,  in  two,  in  three,  and  in 
four  kinds  of  Positions,  from  Septemher,  1,  1879,  to  September  1,  1880. 


Number  of 
teachers. 

Substitutes. 

Temporary 
teachers. 

Evening 

School 

teachers. 

Special  as- 
sistants in 
Primary 
Schools. 

Permanent 
teachers  in 
day  school. 

Number  of 
positions. 

64 
2 
59 
33 
9 
37 
10 
20 
2 

1 
4 
1 
2 
2 
11 
1 
5 
5 
1 

64 

9 

37 
10 
20 

2 
11 
1 
5 
5 
1 

2 
9 

2 
1 
4 

2 

1 
5 

1 

59 

37 

2 

1 
2 
2 
11 

5 

1 

10 
11 

33 

20 

4 
2 

5 
5 

1 

64 
2 
59 
33 
18 
74 
20 
40 
4 

8 
2 
4 
6 
33 
3 
15 
15 
4 

269 

165 

27 

120 

24 

70 

■      406 

THE  DEMAND  AND  SUPPLY  OF  TEACHERS. 

It  has,  therefore,  been  shown  that  from  September  1, 
1879,  to  September  1, 1880,  two  hundred  and  sixtjwiine  per- 
sons did  all  the  teaching  in  the  evening  high  and  evening 
elementary  schools  and  all  the  work  of  substitutes,  tempo- 
rary teachers,   and   special   assistants   in    the    day  schools, 


APPENDIX.  165 

iiiid  fiiniislied  the  liittor  with  the  seventy  teachers  appointed 
on  pi-ol)ation .  Less  than  two  hundred  and  sixty-nine  teachers 
could  have  done  this  service  :  for  many  were  enii)h)yed  as 
substitutes  not  more  than  a  week  or  two  durinii"  the  3  ear ; 
nearly  a  hundred  served  only  as  substitutes  or  as  teachers 
in  evening  schools  ;  and  much  of  the  otiier  service  was 
irreguhir  and  intermittent.  If  there  were  a  systematic  plan 
of  assigning  substitutes,  and  of  extending  their  term  of  ser- 
vice imtil  they  have  had  a  fair  trial,  the  number  of  sul)stitutes 
demanded  for  service  would  be  greatly  diminished.  As 
matters  are,  the  demand  will  not,  probably,  for  several  years, 
ditier  much  from  the  demand  of  last  3'ear. 

The  whole  supply  of  certiiicated  teachers  ready  for  service 
last  year  Avas  more  than  twice  the  demand.  Although  the 
supply  this  3'ear  is  eighty  or  ninety  less,  it  will  still  be  much 
in  excess  of  the  demand.  Indeed,  the  number  eligible  and 
seeking  for  places  in  Primary  and  Granunar  Schools  is  some- 
what remarkable.  About  sixty-five  teachers  will,  during  the 
year,  be  appointed  to  permanent  places  in  those  schools  ; 
and  yet  there  are  to-day  three  times  as  many  certificated 
teachers  ready  to  fill  these  vacancies.  A  large  supply  of 
certificated  teachers  ready  for  immediate  service  is  not  in 
itself  an  evil,  although  it  may  result  in  repeated  disappoint- 
ments to  many  teachers  ;  a  large  supply  is  for  the  good  of 
the  schools,  provided  the  equality  of  the  supply  is  not  im- 
paired by  its  extent.  Whether  it  be  large  or  small,  the 
interests  of  the  schools  always  demand  good  teachers  for 
substitute,  temporary,  and  permanent  service,  and  for  both 
day  and  evening  schools.  A  careful  analysis  of  the  supply 
would  probably  show  that  it  includes  the  four  following 
classes  :  ( 1 )  ^lany  good  teachers  of  experience  and  culture  ; 
(2)  some  teachers  of  excellent  promise,  but  of  no  achieve- 
ment;  (3)  respectable  or  excellent  scholars  that  have  little 
or  no  skill  in  governing  and  teaching;  and  (4)  teachers  that 
have  neither  fair  al)ility  nor  respectable  scholarship. 


166  REPORT  OF  SUPERVISORS. 

The  three  sources  of  this  supply  have  already  been  given 
(See  Tables  II.,  III.,  and  IV.)  Of  the  one  hundred  and  eight 
holding  certificates  of  service,  and  legally  available,  only  a 
few  are  likely  to  be  called  upon  to  fill  vacancies.  These 
few,  of  known  excellence,  are  in  demand.  Twenty-five  were 
employed  last  year,  nearly  half  of  them  being  the  standard 
teachers  in  the  Evening  High  School.  About  three-fifths  of 
this  part  of  the  supply  are  useless,  and,  in  view  of  their  chance 
of  reemployment ,  are  worse  than  useless. 

Of  the  one  hundred  and  sixty-nine  graduates  of  the  Normal 
School  who  are  ready  and  anxious  to  teach,  at  least  twenty- 
five  might,  without  injury  to  the  schools,  be  spared  any 
longer  waiting.  This  will  seem  a  small  number  to  one  who 
inspects  Table  III.,  and  who  knows  how  many  of  the  four 
hundred  and  forty-three  graduates  of  that  school  have,  since 
1873,  sought  in  vain  for  teachers'  places.  Less  than  half, 
including  those  employed  in  the  evening  schools,  are  in  the 
service  of  the  city  as  teachers.  Lately,  however,  the  tide 
has  turned  in  favor  of  the  school.  A  glance  at  Table  VL  is 
sufficient  to  convince  one  that,  last  year,  the  Normal  School 
furnished  its  full  share  of  teachers  for  filling  vacancies.  From 
it  came  more  than  one-half  the  teachers  appointed  on  pro- 
bation, one-third  of  the  evening-school  teachers,  all  but  five 
temporary  teachers,  and  all  but  seven  special  assistants  in 
Primary  Schools,  and  seven-tenths  of  the  substitutes.  In 
brief,  three-fifths  of  the  vacancies  were  filled  by  one  hundred 
and  forty-four  graduates  of  the  Normal  School.  This  fact 
speaks  well  for  it  —  showing  that  its  higher  standard  of  grad- 
uation and  that  the  instruction  it  gives  to  its  graduates  have 
resulted  not  only  in  an  increased  willingness,  but  also  in  a 
strong  desire,  to  emplo}^  them  in  the  schools.  And  the 
danger  is  now,  not  that  the  greater  part  of  the  graduates  of 
the  Normal  School  will  not  be  employed,  but  that  they  will 
be  put  into  important  places  before  they  have  been  properly 


APPENDIX.  167 

tested,   and  before  they    have    acquired   the   skill    and    the 
wisdom  that  come  with   experience. 

Of  the  four  hundred  and  eighty-one  teachers  to  whom  cer- 
tificates, of  qualification  have  l)een  granted  by  the  Board  of 
Supervisors,  moi-e  than  a  third,  imluding  teachers  in  the 
evening  schools,  are  in  the  service  of  the  city.  Last  year 
about  one-third  of  the  evening-school  teachers,  one-fourth  of 
the  temporary,  special-assistant  and  substitute  teachers,  and 
one-fifth  of  those  appointed  to  permanent  places  in  day 
schools,  were  from  this  class  of  certificated  teachers. 
Exactl}^  one  hundred  of  these  served  in  the  schools  last  year  — 
filling  about  one^third  of  the  vacancies  ;  and  there  are  now 
read}'  for  service  two  hundred  and  twenty-five.  About  two- 
fifths  of  the  latter,  holding  important  positions  elsewhere, 
refuse  to  come  here  to  take  an}'  other  than  i)ermanent  places. 
Others  live  so  far  away  that  it  is  impracticable  for  them  to 
come  here  for  short  service  as  substitutes.  A  few,  however, 
have  resigned  good  posilions  elsewhere,  and,  serving  as 
substitutes  here,  have  proved  their  excellence  as  teachers. 
And  it  would  be  desirable,  if  some  inducement  other  than 
the  poor  pay  allowed  could  be  held  out  to  able  and  experi- 
enced certificated  teachers  to  serve  here  as  substitutes. 
Such  service  as  theirs  is  much  needed  in  certain  schools,  and 
would  probably  be  rewarded  by  pcimanent  empIo}-ment. 

It  is  evident  that  a  strong,  if  not  the  strongest,  reason 
why  more  from  this  class  of  certificated  teachers  are  not  em- 
ployed here,  is  that  their  ability  and  skill  in  teaching  and 
governing  are  not  known.  The  Board  of  Supervisors,  in 
granting  certificates,  nnist  depend  upon  the  evidence  gath- 
ered at  the  examination.  It  can  find  out  the  training,  scholar- 
ship, and  general  character  of  the  candidate.  If  he  has  not 
taught,  it  may  form  an  opinion  of  his  capacity  for  teaching 
and  governing;  if  he  has  taught,  it  may  be  ludped  by  the 
evidence  that  others  give  of  his  success  or  failure  in  tcach- 
insf.      Puit,  whatever  conclusion    it   ur.\v   arrive   at,  it  is   not 


1G8  REPORT  OF   SUPERVISORS. 

authorized  to  classify  those  to  whom  it  has  granted  certifi- 
cates of  the  same  grade ;  teachers  of  experience,  howevei- 
successful  they  may  have  been,  receive  the  same  form  of 
certificate  as  candidates  with  little  or  no^  experience.  It  is, 
indeed,  for  the  interests  of  the  schools  that  the  Board  of 
Supervisors  find  out  through  its  members  whether  or  not, 
and  in  what  schools  and  classes,  "  eligible  "  teachers  are  likely 
to  be  successful.  This  can  be  done  by  observing  such  as 
are  doiiiiz'  substitute  or  temporary  service,  by  visiting  the 
schools  of  those  who  are  teaching  elsewhere,  and  by  gather- 
ing from  other  trnstuorthy  sources  evidence  of  snccess  or 
faihne.  As  soon  as  the  Board  of  Supervis«rs  is  convinced 
that  certain  certificated  teachers  should  not  be  employed 
here,  it  should  be  required  to  strike  their  names  from  the 
list  of  eligible  teachers.  Every  avenue  by  which  a  poor 
teacher  may  enter  the  service  should  be  closed,  and  closed 
promptly.  On  the  other  hand,  if,  after  investigation,  the 
Board  of  Supervisors  is  convinced  that  a  certain  class  of 
certificated  teachei's  is  the  best  for  filling  certain  vacancies, 
it  should  be  required  to  give  that  information  to  such  com- 
mittees of  the  School  Board  and  principals  of  the  schools  as 
are  concerned.  Nor  is  this  all.  After  certificated  candidates 
have  been  appointed  teachers  on  probation  the  Board  of 
Supervisors  should  be  required  to  cause  some  of  its  mem- 
bers to  observe  them  carefully  while  teaching  and  governing 
a  class,  and  to  gather  other  trustworthy  evidence  of  their 
fitness  or  unfitness  for  confirmation.  If  this  evidence  pLiinly 
shows  that  they  deserve  permanent  places  as  teachers,  the 
Board  of  Su[)ervisors  should  give  them  certificates  that 
entitle  them  to  permanent  appointment;  if,  on  the  other 
hand,  the  evidence  clearly  proves  they  are  unworthy  of  per- 
manent em[)loyinent,   their  time  of  probation    should  end, 

'  Noruiiil  School  graduates,  who  have  not  taught,  may  receive  certificates  of  qualifi- 
cation. 


APPENDIX.  169 

and  their  names  should  be  taken  from  the  list  of  eli<>-ible 
teachers. 

Ill  order,  therefore,  to  secure  excellent  teachers  for  the 
schools,  and  to  keep  the  supj^ly  Avithin  reasonable  limits,  the 
following  reconnnendations  are  made  :  — 

1.  That  the  Board  of  Supervisors  be  required  («)  to 
strike  from  the  list  of  "eligible  "  teachers  the  n:imes  of  those 
it  is  convinced,  after  careful  investigation,  are  unfit  to  be- 
come teachers  ;  (b)  to  classify  the  others  according  to  their 
excellence  and  their  probable  fitness  for  certain  positions. 

2.  That  special-grade  certificates  be  granted  only  to  those 
who  are  to  teach  special  studies,  and  that  no  lower  general 
certificate  than  the  fourth  grade  be  issued. 

3.  That  there  be  granted  two  classes  of  certificates,  the 
A  and  the  B,  — the  B  to  correspond  to  the  present  certificates 
of  qualification  and  Xormal  School  certificates,  making  the 
holders  thereof  eligible  f(jr  places  as  substitutes  and  tempo- 
rary teachers,  and  for  appointments  on  probation  ;  the  A 
certificates  to  be  given  only  to  those  that  have  served  on 
probation,  and  have  proved,  by  actual  service  in  a  Boslou 
school,  their  excellence  as  teachers,  —  these  certificates  being- 
necessary  for.  and  entitling  the  holders  thereof  to,  confirma- 
tion. 

4.  That  there  be,  once  in  two  years,  in  the  April  vacation. 
a  general-certificate  examination,  —  the  other  examinations  to 
be  special  and  to  be  ordered  by  the  Committee  on  Ivxaini- 
nations. 

DIPLOMA    EXAMINATIONS. 

The  second  duty  of  the  Board  of  Supervisors,  that  of  ex- 
amining the  giaduating  classes  of  sixty  schools  for  diplomas, 
Avas,  with  some  slight  exceptions,  performed  in  the  same 
manner  as  usual.  The  three  sui)ervisors  of  Graniniar  and 
High  Schools  examined  in  oral  reading  one  thousand  seven 
hundred  and  seventy  candidates  for  diplomas.      This  work 


170  REPORT  OF   SUPERVISORS. 

had  been  heretofore  clone  by  six  examiners  ;  but  the  three 
Supervisors  of  Primary  Schools  were  too  busy  to  do  any 
other  tli:in  their  own  work,  which,  near  the  close  of  the 
school  year,  requires  all  their  time  and  energy.  Of  the  forty- 
six  sets  of  questions  used  at  the  written  diploma  examinations, 
two  wci'e  prepared  by  the  Director  of  Music,  two  by  the 
Director  of  Drawing,  and  the  others  by  the  Supervisors. 
After  the  adoption  of  the  questions  by  the  Board  of  Super- 
visors, one  of  its  committees  presents  them  for  approval  to 
the  Committee  on  Examinations,  and' oversees  the  printing 
and  proof-reading;  and  the  Secretary  of  the  Board  sends  the 
questions  in  scaled  packages  to  the  several  principals  whose 
schools  are  to  be  examined. 

The  Board  of  Supervisors  appoints  the  time  and  deter- 
mines the  length  of  the  examinations,  and  gives  the  princi- 
pals general  directions  for  conducting,  marking,  and  reporting 
the  same.  The  papers  of  the  candidates  arc  read  and 
marked,  either  by  the  principals  or  by  the  teachers  whom 
they  designate.  An  exception  to  this  rule  was  made  at  the 
last  diploma  examination,  when  the  High  School  papers  in 
drawing  and  music  —  the  number  being  comparatively  sn)all 
—  were  marked  by  the  directors  of  those  studies.  If-  the 
Supervisors  who  made  the  questions  had  marked  the  other 
papers,  the  standard  of  marking  would  have  been  nearly 
uniform,  and  the  candidates  would  have  been  treated  all 
alike.  But  it  is  more  than  doubtful  whether  this  treatment 
would  have  been  just  to  thtm.  It  is  the  teacher  that  deter- 
mines the  standard  of  his  class.  In  one  subject  it  may  be 
high  ;  in  another,  low  ;  in  a  third,-  it  may  agree  with  the 
absolute  standard.  It  is  he,  not  they,  that  is  responsible 
for  it.  Their  attainments  in  quantity  and  quality  depend  not 
a  little  upon  the  standard  he  has  set  up.  If,  having  reached 
it,  they  cease  eifort  and,  when  it  is  too  late,  are  judged 
according  to  a  higher  standard  than  his,  they  may  sufler  for 
no  fault  of  theirs.     But,  even  if  it  were  just  to  the  pupils,  it 


APPENDIX.  171 

would  be  impracticable  for  the  Supervisors  to  mark  the 
papers.  Not  to  more  than  allude  to  the  obstacles  in  the  way 
of  any  six  Supervisors  that  should  attempt  to  read  and 
mark  nearly  eighteen  thousand  papers,  contnining  forty  or 
fifty  thousand  pages,  it  is  enough  to  know  the  impossi1)ility 
of  doing  half  this  Avork  between  the  time  of  the  June  diploma 
examinations  and  the  time  of  graduation.  All  tiiat  the 
Supervisors  can  do  in  this  matter,  without  neglecting  other 
important  work,  is  what  they  have  been  doing,  viz.,  in- 
specting at  the  close  of  the  school  year  sufficient  papers  from 
each  school  to  determine  whether  the  standards  of  markinof 
in  the  several  subjects  are  too  high  or  too  low,  and  whether 
the  variations  from  these  standards  are  so  great  as  to  indi- 
cate a  want  of  care  or  of  good  judgment.  If  the  papers  are 
judiciously  marked,  nothing  is  said ;  if  otherwise,  sugges- 
tions are  made  for  the  purpose  of  changing  the  standard,  or 
of  preventing  mistakes  in  the  future. 

The  diploma  examinations  are  marked  on  the  following 
scale  :  — 

1  z=  excellent. 

2  =r  good. 

3  =r  passable. 

4  z=  unsatisfactory. 

5  =r  poor. 

6  =  very  poor. 

(y"  z=z  communication  at  an  examination. 
G"  =^  omission  of  an  examination. 

The  year's  work  of  the  pupils  in  the  several  studies  is 
marked  on  the  same  scale,  and  the  marks  for  the  examina- 
tion and  for  the  year's  work  are  entered  in  a  blank,  pre- 
pared for  this  purpose,  and  are  multiplied  by  small  num- 
l)ers  representing  the  relative  value  of  the  different  studies. 
The  sum  of  these  products  indicates  the  general  scholarship 
of  a    pupil,   100  being  excellent,   200  good,  300  passable. 


172  REPORT  OF  SUPERVISORS. 

400  uiisatisfactoiy.    Several  features  of  this  plan  of  marking 
and  reporting  deserve  a  passing  notice  :  — 

(1)  The  marks  indicate  the  essential  distinctions  of  schol- 
arship and  omit  what  is  incidental  or  accidental.  Of  course, 
the  refinements  of  marking,  necessary  in  a  close  competitive 
examination,  are  useless  here. 

(2)  The  marks,  having  a  definite  meaning,  require  from 
the  teacher  who  uses  them  a  definite  act  of  judgment.  He 
does  not  ask  Avhether  an  examination  deserves  seventy-five 
o*'  eighty  per  cent.,  but  whether  it  indicates  excellent 
scholarship  or  good  scholarship.  Although  his  idea  of  ex- 
cellence may  vary  with  the  study,  and  although  his  general 
standard  may  be  above  or  below  that  of  another  teacher,  yet, 
when  he  marks  an  examination  3,  he  expresses  his  judg- 
ment that  it  is  only  passable.  This  kind  of  evidence  can  be 
appreciated  by  those  who  know  the  uncertain  value  that  is 
usually  indicated  by  per  cents.,  one  teacher  marking  what  is 
passable  as  fifty  per  cent.,  and  another  as  eighty  per  cent. 

(3)  In  the  final  blank  the  year's  work  counts  as  much 
as  the  diploma  examination.  The  evidence  of  both  is  needed 
in  judging  whether  or  not  a  candidate  for  a  diploma  deserves 
it.  The  "year's  work,"  so  called,  may  represent  the  results 
of  several  years'  work.  Thus,  the  candidates  for  Grammar 
School  diplomas  who  began  in  the  Primary  Schools  and  pur- 
sued the  regular  course,  may  have  studied  Veading,  writing, 
arithmetic,  music,  and  drawing,  nine  years  ;  geography,  five 
and  a  half  years  ;  granmiar  and  history,  three  years.  It 
would  seem,  therefore,  that  the  principal's  careful  estimate 
of  the  "  year's  work  "  furnished  at  least  as  strong  and  trust- 
worthy evidence  as  the  dipioma  examination.  One  kind  of 
evidence  supplements  the  other. 

(4)  The  final  blank  Avhen  filled  gives  to  the  Committee  on 
Examinations  the  means  of  judging  quickly  and  justly 
whether  or  not  candidates  for  diplomas  deserve  them.  In 
any  case  of  doubt,  a  glance  at  the  marks  of  the   several 


APPENDIX.  173 

studies  is  siifBcient  to  funii>li  the  evidence  for  settling  the 
doubt.  Thus,  the  Committee  on  Examinations  was  able,  last 
June,  to  decide  in  a  fcAv  hours,  to  which  of  one  thousand 
eight  hundred  and  sixty-four  candidates  diplomas  should  be 
awarded. 

(5)  One  feature  of  the  diploma  examinations  deserves 
more  than  a  passing  notice.  It  is  this  :  the  implicit  con- 
fidence that  is  placed  in  the  judgment  and  trustworthiness 
of  the  sixty  principals  who  conduct  the  examinations,  and  are 
responsible  for  marking  them  and  the  year's  work.  The 
high  character  of  the  principals,  their  desire  to  do  exact 
justice  to  every  pupil,  and  the  interest  they  have  in  main- 
ti'.ining  a  rational  standard  of  scholarship,  give  sufficient 
assm'ance  that  this  work  will,  in  the  main,  be  wisely  and 
justly  done. 

]Many  of  the  schools  have  felt  the  good  influence  of  the 
diploma  examinations.  Some,  where  the  general  standard 
of  attainment  was  low,  have  been  aroused  to  raise  it. 
Others,  that  had  given  too  much  attention  to  one  study  and 
too  little  to  another,  have  been  led  to  equalize  their  work. 
Nor  is  this  all.  The  aims  in  certain  studies  have  been 
changed  for  the  better.  Essentials  have  been  sought  for ; 
quality  has  been  preferred  to  quantity,  and  power  to  knowl- 
edge. ]Most  of  the  questions  have  been  such  as  discourage 
cramming;  and  if,  out  of  deference' to  a  school  or  college,  a 
"cram"  examination  has  been  set,  the  Board  of  Supervisors 
has  adopted  it  under  protest. 

In  preparing  questions  for  the  High  School  diploma  ex- 
aminations some  difficulties  have  been  met  that  the  Board 
of  Supervisors  had  no  power  of  removing.  Each  of  the  eight 
High  Schools  in  its  plan  of  instruction  is  limited  only  by  the 
general  subjects  mentioned  in  the  course  of  stud}^  by  the 
number  of  hours  a  week  to  be  given  to  each  study,  and  by 
the  authorized  text-books.  All  know  how  little  a  good 
teacher  is  tethered  by  text-books,  and  how  broad  the  field 


174 


REPOET  or   SUPERVISORS. 


is  which  a  term  like  Latin,  English,  or  physics  may  denote. 
Of  course,  the  ground  gone  over  and  the  kind  of  culture  it 
receives  differ  in  the  different  schools.  The  difficulty  of 
preparing  questions  suitable  for  the  eight  High  Schools  is 
obvious.  For  this  reason  and  for  others,  it  is  snggested  that, 
unless  the  High  Schools  are  to  be  independent  of  one  another, 
the  Board  of  Supervisors,  in  conference  with  the  High  School 
principals,  be  required  to  prepare  annually  a  plan  of  in- 
struction in  the  several  subjects  of  the  outline  course  of 
study. 

CANDIDATES    FOR    DIPLOMAS . 
JUNE,     18  80. 


These  statistics  and  others  indicate  the  hig-h  desrree  of  ex- 
cellence  attained  by  the  diploma  pupils,  and  show  the  results, 
not  of  cramming,  but  of  steady,  progressive  study  through 
a  term  of  years.  Whenever  the  correctness  of  the  di- 
ploma returns  has  been  tested  hj  means  of  examin;itions 
parallel  with  those  of  the  Board  of  Supervisors,  they  have 
boine  the  test.  Thus,  the  June  diploma  returns  from  the 
two  Latin  Schools  showed  not  only  that  the  twenty-seven 
boys  and  the  six  girls  in  the  graduating  classes  deserved 
diplomas,  but  also  that  the  scholarship  of  most  of  them  was 


APPENDIX.  175 

iimisiiariy  good.  With  the  exception  of  one  from  each 
school,  they  presented  themselves  for  admission  to  college. 
The  live  girls  were  admitted  to  Smith  College  Avithout  ques- 
tion and  with  honor,  one  of  them  receiving  the  prize,  $200, 
awarded  to  the  candidate  that  "  passes  the  best  examina- 
tion ill  all  the  studies  required  for  admission  to  college." 
The  twenty-six  boys  were  admiited  to  college,  —  one  to  Am- 
herst, one  to  Yale,  and  twenty-four  to  Harvard.  Two  of 
those  admitted  to  Harvard  were  conditioned,  —  one  in  two 
sul)jects,  aud  the  other  in  four  ;  and  twenty-two  entered  with- 
out conditions.  Sixteen  of  the  latter  received  "credit"  for 
excellent  scholarship  in  one  or  more  subjects,  two  pupils 
receiving  honors  in  as  many  as  eight  subjects. 

Making  all  allowances  for  the  exceptional  l>rilliancy  of 
these  two  classes,  it  is  believed  that  the  examinations  for 
diplomas  and  for  admission  to  college  indicate  the  general 
excellence  of  the  two  schools.  Within  the  last  three  years 
the  old  Latin  School  has  renewed  its  life  :  it  has  improved 
and  is  improving  in  spirit,  purpose,  and  attainments,  and  is 
fast  dispelling  the  prejudices  that  have  obscured  its  excel- 
lence. The  new  Latin  School  is  full  of  the  brighter  prom- 
ise ;  it  has  already  proved  that  girls  can  be  [)re[)arcd  for  col- 
lege as  thoroughly  and  accurately  as  boys. 

Judging  from  the  diploma  returns,  and  from  equally  trust- 
worthy evidence,  no  other  conclusion  is  possihle  than  this,  — 
that  the  day  schools  hate  done  their  work  well,  and  have 
accomplished  the  objects  for  which  they  were  estal)lished, — 
diti'using  intelligence,  strengthening  the  mind  by  useful 
study,  forming  good  habits  and  purposes  and  thus  improv- 
ing the  character,  and  preparing  the  young  to  become  worthy 
and  loval  citizens. 


176 


REPORT  OF   SUPERVISORS. 


EXAMINATION    FOR    ADMISSION    TO    THE    HIGH    AND    LATIN 
SCHOOLS. 

The  Board  of  Supervisors  prepared,  as  usual,  the  ques- 
tions for  the  examination  of  candidates  for  entrance  to  the 
Hjofh  Schools,  and  the  examination  Avas  held  the  first  two 
school-days  in  September  of  this  year.  According  to  a  re- 
quest of  the  Committee  on  High  Schools,  the  Board  of 
Supervisors  became  responsible  for  the  questions  to  be  used 
at  the  entrance  examination  of  the  two  Latin  schools.  Each 
school  held  two  examinations  for  admission,  one  in  June  and 
the  other  in  September  :  — 


High  Schools. 


Boys'  Latin 
School. 


Girls' Latin        ,p  ,   , 
School.  ^°^^'- 


No.  examined  for  admission  to 

No.  of  these  admitted  to   .   .   . 

No.  of  graduates  from  Gram- 
mar Schools  admitted  to    .   . 

No.      admitted      from     other 
sources 

Whole  no.  admitted 


14(?) 
706 


215 
156 

693 

125 
849 


1  Not  to  be  included  in  the  aggregate. 

This  table  shows  that  about  two-thirds  of  the  candidates 
examined  were  admitted  ;  that  of  the  thirteen  hundred  and 
twenty-nine  graduates  of  the  Grammar  Schools  who  were  en- 
titled to  admission  to  the  Latin  and  High  Schools,  only 
twenty-nine  more  than  half  entered,  and  that  the  whole 
number  of  pupils  who  have  entered  these  schools  this  year 
is  eight  hundred  and  forty-nine.  It  is  plain  that  the 
number  of  pupils  who  enter  the  High  Schools  is  too  small. 
After  keeping  out  those  graduates  of  the  Grammar  Schools 
who  are  unprepared  or  unfit  for  High  School  instruction, 
it  is  desirable  not  only  to  allow,  but  also  to  encourage, 
the  others  to  enter.  The  capital  invested  in  High  Schools, 
the  annual  expense  of  maintaining  them,  and  the  excellence 


APPENDIX.  ] 


i  t 


of  the  instruction  and  training  given  there,  all  demnnd  that 
the  number  of  pupils  l)e  reasonably  lai'ge,  at  least  much 
hirger  than  it  is.  If  the  number  of  graduates  of  the  Gram- 
mar and  High  Schools  were  doul^led,  it  is  believed  that  the 
City  would,  for  its  outlay,  be  many  times  repaid. 

PREPARATION    OF    COURSES    OF    STUDY. 

iSIuch  of  the  work  done  b}'  the  Board  of  Supervisors  is 
incidental  to  its  office  as  "  the  Executive  Bo.irJ  of  the 
School  Committee."  Nnturally,  it  has  l)een  ordered  to  pre- 
pare or  to  change  courses  of  study  for  the  schools,  —  a 
work  that  should  be  entrusted  only  to  those  who  have  an  in- 
timate acquaintance  with  the  schools  as  they  are  and  have 
been,  and  who  are  willing,  in  deference  to  the  opinions  and 
convicti(ms  of  others,  to  yield  some  of  their  own.  A  Board 
of  Supervisors,  composed  of  as  many  as  seven  members,  is 
more  than  likely  to  be  such  a  body  as  to  prevent  it  from  lay- 
ing out  courses  of  study  that  do  not  lead  to  practical  and 
educational  ends.  Indeed,  it  is  a  question  worthy  of  care- 
ful consideration,  whether  the  School  Connnittee  may  not, 
with  lienefit  to  the  schools,  impose  upon  the  Board  of 
Supervisors  not  only  the  work,  but  also  the  responmhility  of 
modifying  and  preparing  courses  of  study.  Before  the 
ado[)tion  of  measures  that  have  so  many  purely  educational 
l)earings  as  courses  of  study,  it  would  seem  desirable  to 
secure  the  approval  of  the  Board  of  Supervisors. 

The  following  is  the  summary  of  work  done  on  courses 
of  study  by  the  Board  of  Supervisors,  or  by  some  of  its 
members  :  — 

1.  Preparation,  in  1876,  of  an  eight  years' course  of  study 
for  the  Latin  School ;  and,  in  1880,  of  a  six  years'  course  for 
the  two  Latin  Schools. 

2.  Preparation,  in  1877,  of  a  three  years'  "uniform" 
course  of  study  for  the  seven  High  Schools  ;  and,  in  1880,  of 


178  REPORT  OF   SUPERVISORS. 

a  four  years'  course  for  the  High  Schools,  —  the  first  half  for 
the  eight  High  Schools,  and  the  second  half  for  the  two 
central  and  the  Charlestown  High  Schools. 

3.  Preparation,  in  1878,  of  a  three  years'  course  of  study 
for  the  Primary,  and  a  six  years'  course  for  the  Grannnar 
Schools. 

Much  of  this  work  was  done  after  conference  with  the 
principals  of  the  schools,  and  with  others.  Suggestions 
and  criticisms  were  sought  for  and  used.  The  greatest  diffi- 
culty was  met  in  the  preparation  of  a  uniform  course  of 
study  for  the  seven  High  Schools.  The  two  central  schools 
had  had  different  courses  of  study ;  the  five  other  High 
Schools  were  nearly  as  independent  as  they  had  been  before 
annexation.  The  problem  was  to  prepare  a  course  of  study 
suitable  for  the  five  "  mixed,"  and  for  the  English  and  the 
Girls'  High  Schools.  The  purpose  was  to  give  them,  not 
miiformity,  but  unity.  Of  course,  sacrifices  had  to  be  made; 
but  they  were  willingly  made  for  the  sake  of  the  union  and 
the  strength  that  were  to  follow.  The  aim  of  the  Board  of 
Supervisors  was  to  secure  substantial  agreement  in  the 
essential  studies,  and  to  allow  a  wide  margin  of  choice  in  the 
6thers, — the  pu[)ils'  choice  being  subject  always  to  the 
approval  of  the  principal. 

After  the  adoption  of  the  three  years' course,  it  Avas  modi- 
fied fiom  time  to  time  to  meet  the  needs  of  the  schools, 
Within  the  last  school  year  the  Board  of  Supervisors,  at  the 
request  of  the  Committee  on  High  Schools,  and  in  accordance 
with  a  change  in  the  Regulations  (Sect.  253),  prepared 
another  course  of  studies  for  the  High  Schools.  The  greatest 
care  was  taken  to  find  out  the  opinions  of  the  principals,  and 
the  needs  of  their  schools.  After  much  labor  and  consul- 
tation a  course  was  prepared  and  adopted  by  the  Board  of 
Supervisors,  and  was  presented  to  the  Committee  on  High 
Schools.  The  Board  of  Supervisors  had  prepared,  as  re- 
quested, one  course  of  study.    The  two  High  School  courses, 


APPENDIX.  179 

adopted  June  8,  1880,  by  the  School  Committee,  were  not 
the  work  of  the  Board  of  Supe'rvisors.  With  this  exception, 
the  courses  of  study  as  prepared  by  the  Board  of  Supervisors, 
or  l)y  some  of  its  members,  have,  with  some  slight  changes, 
been  adopted  by  the  School  Committee,  and  have  directed 
the  instruction  of  the  schools. 


■WORK    OF    THE    SUPERVISORS. 

The  first  duty  of  the  Super  visors — that  which  has  occu- 
pied most  of  their  time  during  school  hours  —  is  expressed  in 
the  following  extract  from  the  Regulations  :  — 

Section  138.  The  Supervisors,  one  or  more,  as  their  Board  shall 
determine,  shall  visit  all  the  schools  as  often  as  practicable,  and  shall, 
once  a  year,  examine  carefully  each  teacher's  method  of  conducting  a 
school,  and  of  teaching  classes  in  various  branches  of  study;  and  shall, 
before  February  15,  record  the  results  of  the  examination  in  suitable 
bool^s  kept  in  the  Supervisors'  office,  and  oj^en  only  to  the  inspection  of 
the  Board  and  of  the  Superintendent. 

The  second  duty  —  the  performance  of  Avhich  has  required 
work  out  of  school  as  well  as  in  — is  described  as  follows  :  — 

Section  loO.  In  addition  to  the  examinations  in  detail,  it  shall  be 
the  duty  of  the  Sui)ervisors  to  insj^ect  all  the  schools,  in  order  to  ascer- 
tain, — 

1.  The  sanitary  condition  of  the  schools,  houses,  and  premises,  in- 
cluding the  working  of  the  heating  and  ventilating  apparatus. 

2.  The  mode  of  government,  including  motives  to  stud}'. 

3.  The  principles  and  methods  of  classifying  and  promoting  pupils. 

4.  The  merits,  defects,  and  needs  of  the  various  schools  and  classes, 
and,  in  general,  the  physical,  mental,  and  moral  condition  of  the 
scholars. 

And  the  Supervisors  shall,  before  January  15  of  each  year,  and  may 
at  other  times,  report  thereon  in  writing,  with  such  remarks  and  sugges- 
tions as  they  may  deem  expedient,  to  the  several  Division  Committees 
and  to  the  Committee  on  High  Schools  and  the  Committee  on  the  Normal 
School.  These  i-eports  shall  be  open  only  to  members  of  the  School 
Board  and  to  the  Superintendent. 


180  REPORT  OF   SUPERVISORS. 

In  September,  1879,  three  Supervisors,  designuted  by  the 
Superintendent,  were,  accord iug  to  an  order  of  the  School 
Committee,  required  to  undertake  the  entire  supervision  of 
the  Primary  Schools,  and  to  discharge  for  them  such  general 
duties  MS  had  been  performed  by  the  priucipals  of  the  Gram- 
mar Schools,  The  Board  of  Supervisors,  perceiving  that  the 
three  Primary  Supervisors  could  do  little  or  no  work  in  the 
Grammar  and  High  Schools,  assigned  the  inspection  and  ex- 
amination of  these  to  the  three  remaining  Supervisors.  The 
plan  of  supervision  was  thereby  essentially  changed  and  the 
work  greatly  increased.  According  to  the  former  plan  of 
supervision,  the  schools.  Primary,  Grammar,  and  High,  were, 
for  the  purposes  of  inspection,  divided  into  six  groups,  one 
group  for  each  Supervisor.  For  the  purpose  of  the  exami- 
nation of  teachers  in  the  schools,  the  subjects  taught  Avere 
divided  departmentally,  each  Supervisor  examining  in  one  or 
two  departments. 

By  infipeding  the  schools  of  his  group,  a  Supervisor, 
without  interrupting  the  usual  order  of  school  work,  en- 
deavored to  find  out  whether  or  not  each  teacher  was  careful  of 
the  comfort  and  health  of  his  pupils ;  whether  his  mode  of 
government  was  gentle,  firm,  just,  and  effective,  and  what 
were  the  prevailing  motives  that  influenced  the  conduct  of 
his  pupils.  The  inspector,  too,  quietly  observing  the  teach- 
ing, formed  a  general  opinion  of  the  instructor's  aims, 
methods,  and  skill.  This  opinion  was  likely  to  l)e  correct; 
but  in  case  of  many  teachers  its  correctness  needed  to  be 
confirmed  by  an  examination  in  one  or  more  subjects.  In 
order  to  learn  the  real  condition  of  a  school,  it  was  often 
necessary  to  look  below  the  surface  of  the  class-room 
routine.  To  that  end  the  Supervisor  who  was  to  ex- 
amine, interrupted  the'  usual  order  of  exercises,  and  ques- 
tioned the  pupils  either  directly  or  through  their  teacher. 
Sometimes  the  examiner  discovered  excellences;  sometimes 
he  discerned  weaknesses  and  deficiencies,  and  sought  for  their 


APPENDIX.  181 

cause.  Havins:  found  it  in  the  teacher,  he  was  ready  to 
suggest  a  remedy,  if  there  were  one.  Thus,  while  the  insi)ect- 
or"s  knowledge  of  an  instructor's  teaching  ability  was  general, 
an  examiner's  was  particular.  Moreover,  the  examiner 
worked  departmentally,  —  beginning  with  the  lowest  and 
ending  with  the  highest  class  that  studied  his  subject,  —  and, 
therefore,  the  results  of  his  iuvestigation  were  more  exact, 
discriminating,  and  just  than  if  he  had  tried  to  examine  in  all 
or  in  most  of  the  sul^jects  taught  in  the  schools  of  his  group. 
Having  thus  become  intimately  acquainted  with  the  purposes, 
methods,  and  details  of  work  in  his  subject,  he  was  prepared 
to  lay  out  a  right  course  of  study  in  it,  to  guide  intelligently 
and  wisel}^  the  instruction  in  it,  and  to  prepare  suital)le  ques- 
tions for  the  diploma  and  certificate  examinations.  In  his 
judgment  of  teachers,  his  general  knowledge  of  their  work, 
acquired  by  inspection,  prevented  him  from  being  unduly 
iutiuenced  by  his  special  knowledge  of  their  work  in  his 
subject ;  and,  moreover,  he  was  able  to  strengthen  and  modify 
his  own  opinion  by  that  of  other  Supervisors  who  came  into 
his  group  to  examine  in  their  subjects. 

These  were  the  general  features  of  the  plan  of  supervision 
before  three  Supervisors  were  assigned  to  the  Primary 
Schools.  After  that,  departmental  examinations  were,  of 
course,  suspended.  The  Board  of  Supervisors  divided  the 
Graumiar  and  High  Schools  into  three  gr()U[)s,  and  assigned  a 
Supervisor  to  each  group.  The  most  he  could  do,  within  the 
time  allowed,  was  to  inspect  the  schools  of  his  own  group,  or 
to  examine  them  in  the  most  general  way.  The  Supervisors 
of  Primary  Schools  divided  them  into  three  groups.  Each 
inspected  his  own  schools,  directed  the  Instruction  therein, 
made  promotions,  examined  the  pupils  for  entrance  to  the 
Grammar  Schools,  and  did,  to  the  extent  of  his  ability  and 
to  the  limit  of  his  time,  the  manifold  duties  required  of  him. 

The  number  of  teachers  whose  woi'k,  after  being  inspected 
or  examined  by  a  Su[)ervisor,   was  reported   in  the  Ftbruarv 


182  REPORT   OF   SUPERVISORS. 

record,  is  as  follows  :  Four  hundred  and  three  iu  the  Primary 
Schools  ;  five  hundred  and  eighty  in  the  Grammar  Schools  ; 
and  ninety-two  in  the  Normal,  High,  and  Latin  Schools, — in 
all  the  schools,  one  thousand  and  seventy-five  teachers.  This 
record  contains  the  judgments  —  deliberately  formed  and 
entered  by  the  Supervisors  —  of  (1)  each  teacher's  mode 
of  government,  and  (2)  the  conduct  of  his  pupils  ;  (3)  of  his 
teaching  ability,  and  (4)  the  results  thereof  as  shown  l)y  his 
pupils.  The  Supervisors,  expressing  these  four  judgments  by 
means  of  the  limited  and  simple  scale  of  marks  given  on  page 
19,  avoid  and,  to  a  great  extent,  prevent  any  comparison  of 
one  teacher  with  another.  A  remark  is  usually  added.  It 
may  qualify  or  explain  ;  may  refer  to  some  excellence  or 
radical  defect  in  government  or  teaching ;  it  may  note  a 
teacher's  moral  influence  upon  the  character  of  his  pupils,  or 
may  express,  in  the  case  of  unsuccessful  teachers,  signs  of 
improvement.  These  judgments,  when  tested,  have  generally 
been  found  correct.  If  the  record  errs,  the  error  is  in  favor 
of  the  teacher.  A  careful  summary  of  its  contents  has  proved 
that  it  is  a  record  full  of  honor  to  most  of  the  teachers  and  of 
the  schools.  By  means  of  the  evidence  which  it  has  furnished, 
together  with  that  which  the  principals  of  the  schools  have 
given,  some  teachers  have  been  dropped  from  the  seivice. 
On  the  other  hand,  it  has  prevented  some  from  being  dropped 
whose  promise  was  great,  but  who  had  accomplished  little. 
It  was  intended  to  be  a  safeguard  both  to  teachers  and  to 
schoo's. 

The  inspection  re})orts  that  were  made  last  December  by 
the  several  Supervisors  treated  of  the  subjects  mentioned  in 
Section  139  of  the  Regulations. 

The  Supervisors  had  given  much  attention  to  the  sanitary 
condition  of  the  schools.  Of  course  they  did  not  attempt 
such  investigations  as  can  be  successfully  and  judiciously  made 
only  by  medical  experts  and  sanitary  engineers.  Careful 
observation  and  good  judgment  were  the  only  requisites  for 


APPENDIX.  183 

gathering  and  using  the  ordinary  facts  that  concerned  the 
health  of  the  schools.  The  school-yard  is  the  play-groinid 
of  the  pupils,  and  therefore  it  was  inspected  in  order  to  learn 
whether  it  was  kept  clean,  dry,  and  wholesome.  Cellars 
were  inspected,  as  the  bad,  damp  air  in  them,  unless  tlic}' 
are  thoroughly  and  constantly  ventilated,  is  likely  to  tiud  its 
Avay  into  the  class-rooms  above. 

In  regard  to  heatins:  and  ventilation,  the  followiuii:  were 
some  of  the  inquiries  made:  (1)  Is  the  heating  power 
sufficient?  (2)  Can  the  heat  be  regulated,  and  is  it  evenly 
distributed?  (3)  What  rooms,  if  any,  are  not  conifortabl}'^ 
warmed  in  Avinter?  (4)  Js  the  air  tJiat  is  heated  and  that 
flows  into  the  class-rooms  jmre  or  inqmre?  (5)  What  venti- 
lating apparatus  are  the  class-rooms,  corridors,  and  halls 
supplied  with,  and  is  it  used?  (6)  is  there  a  sufficient 
supply  of  fresh  air?  (7)  Do  the  ventilating  flues  carry  off 
the  vitiated  air?  (8)  What  rooms,  if  any,  cannot  —  with 
ordinary  care  and  precauticm  —  be  ventilated  ?  (9)  When 
pupils  are  not  present,  is  the  air  in  class-rooms,  corridors, 
and  hall  thoroughly  changed  ?  (10)  Are  there,  in  or  near 
the  school-house,  any  other  than  the  ordinary  causes  or 
sources  of  impure  air?  In  regard  to  light,  the  main  inquiry 
made  was,  AVhat  rooms,  if  anv,  have  not  sufficient  lijrht? 

The  results  of  these  investigations,  and  the  rcconnnenda- 
tions  made  as  a  consequence  of  them,  were  given  in  the 
December  reports. 

The  responsibility  for  the  sanitary  condition  of  the  schools 
is  a  divided  one.  (I)  A  teacher  in  his  class-room  is  re- 
sponsible only  for  using  wisely  and  well  the  means  provided 
to  keep  the  air  pure  and  at  a  proper  temperature,  and  for 
carrying  into  practice  such  principles  of  school  hygiene  as 
should  be  known  by  every  teacher.  (2)  Tiie  janitor's 
responsibility  is  great  in  respect  to  air,  heat,  and  cleanliness. 
Unless  directed  otherwise,  he  will,  according  to  the  ''  light 
that  is  i)i  him,"  perform  his  responsible  duties.      If  he  does. 


184  REPORT  OF   SUPERVISORS. 

carefully  and  intelligently ,  the  work  allotted  to  him,  he  pre- 
vents much  sickness  and  increases  the  comfort  of  pupils  and 
teachers.  Such  a  janitor  is  appreciated  by  no  one  more  than 
by  the  principal.  If,  however,  the  janitor,  from  false  ideas  of 
economy  of  fuel,  or  from  some  unknown  cause,  does  not 
ventilate  thoroughly  the  building ;  if,  shutting  out  pure  air 
from  the  cold-air  bo.xes,  he  allows  the  foul  air  of  the  cellar 
to  be  heated  and  to  flow  into  the  class-rooms  ;  if,  so  long  as 
he  can,  he  keeps  the  ventilating  ducts  closed,  —  he  becomes 
the  innocent  and  potent  cause  of  much  ill-health.  From  a 
sanitary  point  of  view  much  would  be  gained,  if,  in  addi- 
tion to  the  practical  and  useful  directions  and  supervision 
lately  given  by  the  Committee  on  Accounts  to  the  janitors, 
the  Special  Instructor  in  Hygiene  were  to  explain  to  them 
the  important  relations  of  their  work  to  health. 

(3)  The  great  responsibility  for  the  sanitary  condition 
of  a  school  must  rest  upon  its  principal.  Eecognizing  this 
responsibility,  he  makes  himself  acquainted  with  the  school- 
building  from  attic  to  cellar.  Pie  lenrns  what  in  it  or  near  it 
is  favorable  or  unfavorable  to  health.  He  measures  the 
heating  power,  and  observes  whether  the  heat  is  properly 
distributed  and  regulated.  He  finds  out  whether  there  is  a 
sufficient  supply  of  fresh  air,  and  whether  the  impure  air  is 
carried  off  through  the  ventilating  ducts.  He  learns  to 
Avhich  of  his  assistants  he  may  safely  trust  the  care  of  the 
pupils'  health.  Having  discovered  the  sanitary  needs,  he  en- 
deavors to  supply  them.  He  may  do  much  directly  and 
through  his  assistants  and  janitor.  But,  after  he  has  done 
what  he  can,  he  has  not  probably  been  able  to  do  all.  He 
therefore  promptly  reports  at  the  rooms  of  the  School 
Committee,  Mason  street,  a  defective  drain-pipe,  or  some 
rooms  that  are  dark  and  dismal  and  others  that,  on  cold 
days,  never  have  a  sufHcient  supply  of  heat ;  or  some  ventilat- 
in<i  flues  through  which  foul  air  flows  into  class-rooms.  He 
learns  that  the  School    Committee   has   no   power   to    make 


APPENDIX .  185 

repairs,  or  to  supply  the  sanitary  needs  of  the  schools.  The 
report  having  been  made  to  the  Superintendent  of  Public 
Buildings,  he  does  all  that  he  is  authorized  to  do  :  he  causes 
repairs  to  be  made.  It  is  evident  that  the  School  Board, 
through  its  committees  and  officers,  is  and  should  be  held 
resjjo}isibIe  by  the  public  for  supplying  the  sanitary  needs  of 
the  schools  ;  but  responsibility  with  only  the  power  of  rec- 
ommending is  a  misnomer. 

The  Supervisors  have  given  much  consideration  to  the 
other  subjects  mentioned  in  )Sect.  139  of  the  Regulations. 
Especially  have  they  observed  "  modes  of  government,  in- 
cluding motives  to  study."  The  best  school  government  has 
no  form.  The  teacher,  knowing  what  he  and  his  pupils 
are  expected  to  do,  does  it  icitJi  them.  His  art  is  concealed 
not  only  from  others,  but  also  from  himself.  A  thorough 
knowledge  of  the  subjects  taught,  an  unconscious  tact  and 
skill  in  presenting  them,  and  a  fine  sympathy  with  his 
pupils,   beget  in   them  enthusiastic  and  spontaneous  study. 

Next  in  the  descending  scale  is  the  ofovernment  of  hiirh 
motives.  The  ends  to  be  reached  and  the  efforts  necessary 
are  made  known  to  the  pupils.  They  are  made  to  ftel  that 
if  they  do  their  best,  they  have  done  all  that  the  teacher 
expects.  His  character,  his  force  of  will,  his  just  require- 
ments, and  his  appreciation  of  each  one's  efibrts  and  accom- 
plishments without  comparing  him  with  any  other,  control 
the  majority  of  the  pupils  :  to  each  of  the  others  is  applied 
a  suitable  and  eflective  remedy. 

Next  below  in  the  scale  is  the  government  of  expetlients 
or  of  low  motives.  The  ends  to  be  reached  are  obscured  or 
concealed  by  ''credits,"  "placing  by  rank,"  and  other  strong 
but  unnatural  appeals  to  emulation  and  to  the  desire  for  re- 
wards. An  expedient  which  a  Avise  teacher  uses  in  the  case 
of  one  pupil  becomes  the  standard  motive  presented  to  a 
Avhole  class. 

Below  this,  and  yet  not  very  far  below,  —  in  its  bad   iiifbi- 


186  REPORT   OF   SUPERVISORS. 

ences  on  the  character  of  pupils,  —  is  the  government  of  fear. 
Instead  of  using  fear  as  one  means  of  subduing  an  iinridy 
and  wilful  pupil,  a  teacher  dejjends  upon  it,  even  for  pre- 
venting the  occurrence  of  light  offences  ;  and  thus  he  makes 
miserable  his  own  and  his  pupils'  life  in  the  school-room. 

The  foregoing  are  some  of  the  grades  of  government  that 
have  been  observed  in  the  schools.  The  number  of  teachers 
using  the  lowest  form  of  afovernment  is  decreasing ;  and 
not  a  few  successful  experiments  have  been  lately  tried, 
which  have  shown,  if  not  proved,  that  the  pupils  of  a  large 
school  can  be  moved  to  do  their  best  without  a  system  of 
rewards  and  punishments. 

The  Supervisors  visited,  as  usual,  the  Evening  High  and 
Elementaiy  Schools,  and,  each  month,  reported  their  con- 
dition to  the  Committee  on  Evening  Schools. 

In  doing  the  work  required  by  the  Regulations  the  Super- 
visors have  always  endeavored  to  preserve  and  strengthen 
Avhatcver  is  good  and  excellent  in  the  schools  ;  to  improve 
aims  and  methods  in  teaching  ;  and  to  cultivate  —  wherever 
needed — abetter  spirit  in  the  government  of  the  schools. 
If  the  quality  of  the  results  has  l)een  imi)aired  by  the  large 
amount  of  work  done  by  the  Supervisors,  and  by  the  little 
authority  given  to  them,  they  have,  nevertheless,  worked 
on, — always  aiming  to  l)e  loyal  in  spirit  and  act  to  the 
School  Board,  and  striving  to  do  what  is  best  for  the 
schools. 

In  closing  this  report,  the  Board  of  Supervisors  recalls 
the  eminent  service  that  three  of  its  recent  members  did  in 
the  schools.  In  them  will  long  abide  the  influence  of  the 
scholaiship  and  character  of  Supervisor  Folsom ;  of  the 
skill  and  wisdom  of  Supervisor  Tweed  ;  and  of  the  high  pur- 
poses, the  enthusiasm,  and  devotion  of  Superintendent  Eliot. 

Bespecttully  submitted, 

ELLIS   PETERSON, 
For  the  Board  of  Supervisors. 


ANNUAL     EEPOKT 


()  1'      T  II  E 


Committee  on  Drawino-  and  Music. 


OCTOBER,    1880. 


REPORT. 


In  compliance  with  existing  rules,  we  respectfully  sul)mit 
our  Annual  Keport  upon  Drawing  aucl  Music  in  the  i)ul)lic 
schools,  although  the  first  of  these  studies  has  been  so  recently 
and  so  exhaustively  discussed  by  the  Director,  that  but  little 
remains  to  be  said  either  about  the  past  or  present  policy  of 
the  Board  regarding  it,  or  concerning  facts  of  any  sort  con- 
nected with  its  history  during  the  last  twelvemonth. 

DRAWING    IN    THE    HIGH    SCHOOLS. 

AVith  the  present  term.  Drawing  in  the  High  Schools  took 
a  new  departure.  There,  as  previously  in  the  Grammar  and 
Primary  Schools,  it  is  now  taught  by  the  regular  teachers, 
and  thus  the  long-contemplated  abandonment  of  special  in- 
struction in  schools  of  all  grades  is  an  accomplished  fact.  In 
order  to  fit  the  High-School  teachers  for  the  coming  respon- 
sibility as  fir  as  possible,  the  Director  of  Drawing  held 
weekly  classes  at  the  Appleton-street  School  during  the 
winter  and  spring,  at  which  he  lectured,  in  a  highly  practical 
manner,  upon  the  five  subjects  taught  in  the  schools,  show- 
ing not  only  the  nature  and  scope  of  Freehand,  Model, 
Memory  and  Design,  Geometrical  and  Perspective  Drawing, 
and  of  shading  with  point,  stump,  and  brush,  but  also  how 
they  should  be  taught.  Those  who  attended  filled  their  note- 
books with  concise,  clearly  expressed  definitions,  as  well  as 
with  diagrams  copied  from  those  drawn  at  the  lectures  on 
the  black-board,  and  thus  carried  awa}'  Avith  them  a  valuable 
compendium  of  the  Director's  methods  of  teaching,  to  be  re- 
ferred to  when  they  should  themselves  be  called  upon  to 
assume  the  master's  place.     Such  lessons  are  to  be  continued 


190  APPENDIX. 

diii'ing  the  coming  winter  und  spring,  in  order  thsit  the 
regidar  te:ichers  may  be  still  further  fitted  for  tlie  task  which 
they  are  now  called  upon  to  perform.  The  Director  also 
proposes  to  keep  the  High  Schools  under  constant  super- 
vision, with  the  view  of  aiding  the  regular  teachers  by 
his  advice  and  encouraging  them  by  his  presence.  By  these 
means  it  is  hoped  that  this  coming  year  of  trial  (for  such  it 
will  be  to  maiiy  who  doubt  their  own  knowledge  and  ability 
to  carry  on  the  required  studies  satisfactorily)  will  prove 
less  arduous  than  some  persons  have  anticipated,  and  that  it 
may  lead  to  a  success  which  will  fully  justify  the  adopted 
policy  of  discontinuing  special  instruction  in  the  High 
Schools.  The  table  printed  on  page  15  of  the  Director's 
Report  (Doc.  No.  7)  shows  that  out  of  74  High-School 
teachers,  30  have  received  a  full  diploma,  certifying  that 
they  have  passed  examinations  in  the  five  subjects,  that  15 
have  passed  in  two,  three,  or  four  subjects,  and  29  in  no 
subject  or  but  in  one.  As  the  result  of  this  instruction  given 
to  the  High-School  teachers,  upon  the  third  or  High-School 
grade,  we  are  able  to  record  the  qualification,  by  drawings 
made  and  examinations  passed,  of  the  following  number  of 
teachers  in  several  schools  :  — 

No.  of  teachei'8  having 
Names  of  Schools.  High-School  certifi- 

cates in  Drawing. 

English    High  .....  5 

Girls            •'  .          .          .          .          .  .    2 

Dorchester  " 

Brighton      " 1 

In  addition  to  these  we  have  in  the  Girls' High,  East  Bos- 
ton High,  Eoxbury  High,  and  West  Roxbury  High,  Schools, 
regular  teachers  who  h...^.  ^  still  hisfher  o-nule  of  certificate 
to  teach  Drawing,  viz.,  the  Fourth  or  Special  Drawing 
Teacher's    certificate. 

With  the  single  exception  of  the  Charlestown  High  Schoo  , 
all  the  High  Schools  are  now  am[)ly  provided  with  teaches. 
Where  no  master  or  teacher  specially  qualified  to  take  chai 
of  the  Drawing  Department  already  existed,  the  want  was 


REPORT  OX  DRAWING   AND   MUSIC.  191 

supplied  by  :in  exchange  between  two  schools  of  one  teacher 
for  another,  and  in  the  West  Koxbuiy  High  School,  by 
making  use  of  a  portion  of  the  time  of  the  Normal-School 
DraM^iig  teacher.  Through  these  arrangements  your  com- 
mittee hopes  that  on  the  completion  of  the  present  term 
Drawins:  will  not  be  found  to  have  retros^raded  in  the  Hiirh 
Schools  in  consequence  of  the  new  conditions  under  which  it 
has  been  carried  on,  and  that  both  from  an  educational  and 
an  economical  point  of  view,  Drawing  iu  the  High  Schools 
under  the  regular  teachers  will  be  ultimately  better  taught 
than  it  ever  has  been  under  special  teachers.  We,  however, 
think  that  in  High  Schools  conducted  on  the  depjirtmcntal 
system,  such  as  the  Ens^lish  Hiirh  and  the  Girls'  Hisxh, 
some  person  from  among  the  regular  teachers,  speciall}' 
qualified  to  teach  Drawing,  should  be  appointed  to  take 
charge  of  it,  and  this  because  the  work  to  be  done  by  the 
advanced  classes  can  only  be  directed  by  trained  hands. 
^^'hy  should  there  not  be  a  master  of  drawing  in  a  depart- 
mental school  as  well  as  a  drill-master  or  a  master  of 
mathematics?  Would  the  principle  involved  be  more  violated 
l)y  the  one  than  it  is  by  the  other?  In  this  matter,  as  it  seems 
to  us,  the  question  of  the  wisest  use  of  the  teacher's  time 
should  be  considered,  and  we  believe  that  it  would  save  time 
and  waste  of  effort  to  put  the  work  of  teaching  DraAving  into 
the  hands  of  one  person  in  such  schools,  rather  than  to 
assign  it  partially  to  several  teachers,  who  might  be  better 
employed  in  teaching  other  subjects,  of  which  they  have 
jzreater  knowledire. 


FREE    EVEXIXG    Dh'AAVING    SCHOOLS. 

AVhile  the  Director  of  Drawing  in  his  l;ite  report  to  the 
School  Board  advocated  the  reform  in  the  High  Schools  of 
which  we  have  just  I)ccn  s[)eakiug,  he  also  offered  a  plan  of 
instruction,  on  the  basis  of  class  work,  a  two  years'  course, 
and  professional    teaching   in    the   Free   Evening    Drawing 


192  APPENDIX. 

Schools,  together  with  new  reguhitions  calcuhited  to  insure 
reguLar  attendance  and  more  systematic  work.     A  change  in 
all  these  matters  had  long  been  considered  desirable,  but  until 
the  scheme  was  fnlly  matured  it  seemed  better  not  to  attempt 
it.     Here  the  Director's  knowledge  and  experience  came  fully 
into  play,  showing  how  important  it  is  for  the  day  as  well  as 
the  evening  schools  to  have  some  one  person  at  the  head  of 
the  whole  department  capable  of  planning  courses  of  study, 
of  testing  the  work  done  by  the  teachers  as  well  as  by  the 
pupils,    and    of    doing   in   general    for    drawing    what   the 
Supervisors    are    called    upon    to    do    for    other    branches 
with  which  they  are  more  especially  familiar.    Such  work  the 
Drawing    Committee    cannot    undertake.     It  judges    plans 
when  proposed,  and  in  case  of  approval  reconunends  them 
for  adoption,  but  it  does  not  pretend  to  be  able  to  originate 
them;  it   praises  or  condemns  accomplished    work,  but    it 
does  not  undertake  to  teach  how  to  do  it.     These  important 
duties  are   not  within   the    competency  of  any  committee, 
and  can  only  be  discharged  by  a  specialist,  whose  life  has 
been  spent  in  teaching  and  planning  schemes  of  instruction. 
The  new  plan  of  instruction  for  the  Fi-ee  Evening  Drawing 
Schools  forms  an  integral  part  of  the  entire  system  adopted 
for  day  and  evening  schools.     It  is  so  nearly  identical  with 
that  of  the  High  Schools,  that  a  pupil  on  leaving  the  Gram- 
mar School,  whether  he  enters  a  High  School  or  an  Even- 
ing Drawing  School,  will  continue  the    study  of  Drawing 
from  the  same  point,  and   by    a   similar   course,    to    more 
advanced    stages.     The    evening-school    plan    is    arranged 
for  a  two  years'  course  of  class  instruction  by  lectures   and 
'demonstrations.     The  first  year's  course  is  elementary  and 
general  for  all  students;  that  of  the  second,  applied  elective 
bi  Freehand  Design,  Machine  Drawing,  Building  Construc- 
tion and   Ship-draughting.     As  arranged,   and  the  remark 
applies  to  the  High-School  course  as  well,  the  programme 
is   of    that  character  which   best    suits    the  held    properly 
occupied  by  such  schools.     The  city  should  neither  attempt 


REPORT   ON   DRAWING   AND   MUSIC.  193 

to  give  a  purely  artistic  education,  such  as  may  be  obtained 
at  the  School  of  the  Museum  of  Fine  Arts,  nor  a  strictly 
scientific  one,  like  that  offered  to  students  at  the  Institute 
of  Technology.  Its  legitimate  province  lies  between  the 
two,  and  touches  the  confines  of  each.  Thus,  what  is  learned 
ill  the  city  schools  of  underlying  principles,  methods  of 
work,  the  handling  of  implements,  etc.,  whether  pertaining 
to  the  freehand  or  the  methinical  department,  will  be 
found  useful  to  students,  whether  they  enter  the  artistic  or 
the  scientific  schools  on  leaving  the  city  schools,  or  if, 
instead  of  entering  either,  they  become  wood-carvers, 
builders,  mechanics,  or  handicraftsmen  of  any  sort. 

Up  to  the  present  time  the  Free  Evening  Drawing  Schools 
have  not  been  strictly  confined  to  this  their  legitimate  field ; 
class  instruction  has  not  been  uniform,  and  nuich  individual 
instruction,  according  to  the  choice  of  the  pupil,  has  been 
given.  Now  we  are  to  have  uniformity  of  class  teaching  and 
a  fixed  system  of  instruction.  With  this,  and  the  more  reg- 
ular attendance  insured  by  the  new  regulations,  we  may 
confidently  expect  great  improvement  in  work,  and  great 
increase  of  usefulness  in  the  right  direction. 

THE    ENTIKE    SYSTEM. 

From  the  lowest  classes  in  the  Primary  Schools  to  the  most 
advanced  in  the  High  and  Evening  Schools,  we  now  have  a 
progressive  course,  pointing  in  one  direction,  pursuing  one 
aim  by  one  system.  If  we  have  taken  nine  years  to  reach 
this  end,  it  is  because  the  Avay  was  imexplored,  and  the 
methods  of  procedure  necessarily  tentative.  We  feel  obliged 
to  insist  upon  this,  because  we  do  not  think  that  the  novelty 
of  the  experiment  is  sufficiently  realized,  or  the  consequent 
difliculties  justly  estimated,  save  by  those  who  know  what 
has  been  or  is  now  being  attempted  elsewhere.  Even 
those  who  are  especially  conversant  with  its  details  do  not 
realize  fully  the  magnitude  of  the  work'done  in  Boston  since 
the  present  Director  undertook  it,  until   some  foreign  tes- 


194  APPENDIX. 

timony  throws  a  sudden  light  upon  it,  and  en  courages 
perseverance  in  a  course  which  impartial  eyes  view  favorably. 
Last  year  we  were  favored  with  a  visit  from  an  accomplished 
French  artist,  sent  by  the  INIinister  of  Public  Instruction  to 
observe  and  report  upon  the  teaching  of  Drawing  in  the 
.United  States.  We  have  not  yet  received  his  report;  but 
the  following  extract  from  a  letter,  written  on  the  eve  of 
his  departure,  will  suflSice  to  show  what  we  may  expect  to 
find  in  it  concerning  our  Boston  system. 

FOREIGN    OPINION. 

After  expressing  the  pleasure  he  received  from  visiting 
some  of  the  public  schools,  in  which  "he  found  the  applica- 
tion of  ideas  entirely  in  harmony  with  his  personal  convic- 
tions," M.  Regamey  goes  on  to  say  :  — 

Without  entering  into  the  detailed  examination  of  a  method  which  1 
have  not  yet  had  the  time  to  study  seriously,  I  bear  witness  to  tlie  fact 
that  by  it  the  means  have  been  found  to  teach  the  elements  of  Drawing 
to  sixty  thousand  children  without  the  aid  of  special  instructors,  and  I 
applaud  this  result.  It  seems  to  me  that  tlie  problem  thus  resolved  has 
been  answered  once  for  all,  and  can  nowhere  meet  with  opposition  save 
from  those  persons  who  deny  the  general  importance  of  Drawing,  and 
refuse  to  it  the  place  accorded  to  Music  in  primary  instruction. 

FRENCH    METHODS. 

Here  it  may  be  well  to  state,  that  the  mission  of  M .  Eegamey 
is  but  one  of  the  many  evidences  of  the  awakened  anxieties 
of  France  on  the  subject  of  Drawing  as  a  part  of  general 
education.  On  the  28th  of  November,  1878,  M.  Bardoux, 
the  Minister  of  Public  Instruction,  proclaimed  in  the  Cham- 
ber of  Deputies,  at  Versailles,  "  that  henceforth  Drawing 
must  be  regarded  as  one  of  the  indispensable  elements  of 
general  education,"  and  had  the  satisfaction  of  finding  that 
amono-  the  five  himdred  deputies  gathered  from  all  parts  of 
France,  — 

Not  a  single  person  (says  M.  Havard,  in  his  remarkable  letter  on 
Instruction  in  the  Fine  Arts)  rose  to  declare  that  Drawing,  and  conse- 
quently the  tine  arts,  have  nothing  to  do  with  the  political  organization 


REPORT  ON   DRAWING   AND   MUSIC.  195 

of  a  country  ;  that  to  teach  them  is  unnecessary ;  that  tlicy  play  no  part 
in  the  progress  of  civilization  or  in  the  development  of  the  vital  forces 
of  a  people. 

What  the  minister  advocated  is  what  we  advocate,  and 
this  is  fully  expressed  in  the  words  of  the  Perpetual  Secre- 
tary of  the  Academy  of  Fine  Arts  in  Paris,  "that  in  our  day 
every  one  shonld  know  how  to  draw,  as  they  know  how  to 
read  and  w^'ite ;  and  that  from  the  point  of  view  of  advan- 
tage and  utility  there  is  no  difference  between  drawing  and 
writing."  At  the  present  time  Drawing  in  France  is  obliga- 
tory in  seventy-nine  lyceums,  two  hundred  and  sixty  col- 
leges, and  ninety-eight  primary  normal  schools,  for  girls  as 
well  as  boys.  We  have  before  us  the  report  of  a  discourse, 
entitled  "Drawing  Taught  like  Writing,"  delivered  in  1879, 
before  the  Society  of  Elementary  Instruction  in  Paris,  by 
M.  Emile  Reiber,  an  architect  of  distinction,  as  also  a  circular 
treating  of  "The  Immediate  Introduction  of  Instruction  in 
Drawing  into  the  Primary  Schools."  In  the  latter  we  read,  in 
answer  to  the  proposed  question,  "  What  measures  are  to 
be  taken  to  insure  it  in  forty  thousand  comnumal  schools  for 
which  teachers  are  wanting?"  Let  us  make  use  of  the  forty 
thousand  primary  teachers.  Here  we  would  ask,  is  not  this 
what  Ave  have  done  on  a  smaller  scale?  So  again  to  question 
numl)er  eleven.  What  kind  of  instruction  shall  be  given  in 
the  adopted  formula?     M.  Reiber  answers  :  — 

"Learn  to  draw  as  you  learn  to  read  and  write."  "Writing  being 
a  kind  of  drawing,  and  Primary-Scliool  instruction  admitting  only  of 
a  generalized  jiractice  of  grapliic  notation,  or,  in  otlier  words,  the 
writing  of  forms,  what  we  must  teach  is  the  writing  of  all  forms  in 
nature  in  all  their  positions,  and  for  tliese  Nature  herself  furnishes 
models.  Such  a  system  of  instruction  will  teach  everybody  to  see 
correctly,  and  thus  speedily  raise  the  level  of  our  national  system  of 
instruction.'"  In  this  Primary  School  we  must  teach  tlw  practical  knowl- 
edge of  forms,  and  as  the  generation  of  forms  results  from  an  aggrega- 
tion of  scientific  immutable  laws  wdiich  regulate  the  combination  of 
lines,  the  scientific  synthesis  of  these  laws  must  serve  us  as  a  general 
method  for  teaching  Drawing;  or,  in  oUicr  words,  iha.  writing  of  forms 
in  the  Primary  Scliools. 


19G  APPENDIX. 

It  is  now  thirty  yeurs  since  M.  le  Comte  de  Laborde,  in 
his  report  on  the  London  Universal  Exposition,  spoke  of  the 
necessity  of  teaching  Drawing  like  writing.  In  France  it 
was  not  felt  nutil  two  years  ago,  seven  years  after  it  had 
been  adopted  by  ns  in  the  Boston  schools.  We  then  de- 
clared that  primary  instrnction  in  Drawing  was  in  no  wise 
connected  with  art  instruction  ;  or,  in  other  words,  that,  to 
borrow  M.  Reiber's  words,  it  was  a  purely  pedagogical  ques- 
tion.    He  adds  in  a  note, — 

We  shall  end  by  learning:  that  primary  instruction  in  Drawing,  or 
the  writing  of  forms,  no  more  belongs  to  the  Academy  of  Fine  Ai'ts 
than  ordinary  writing  belongs  to  the  Academy  of  Inscription  and 
Belles-Lettres,  or  Geograjihy  to  the  Bureau  of  Longitude. 

To  conclude  this  section  of  our  report,  we  may  refer  to 
the  course  of  graded  instruction  in  Drawing,  prepared  by 
L.  D'Henriet,  for  French  Primary  Schools,  in  accord- 
ance with  the  articles  of  the  new  official  programmes.  The 
books  or  pamphlets  are  three  in  number.  Number  one,  en- 
titled Linear  Drawing,  deals  with  simple  lines,  straight  and 
curved,  and  geometiical  forms,  and  contains  l)oth  figures  and 
explanatory  text.  Number  two,  entitled  Ornamental  Draw- 
ing, contains  elementary  designs  based  on  geometrical  shapes. 
Number  three,  called  Imitative  Drawing,  that  is,  draAving  in 
which  the  apparent  form  of  object  is  to  be  imitated  by  the 
pupil,  contains  figures  of  common  objects,  such  as  pitcliers, 
vases,  candlesticks,  etc.,  and  also  simple  plant  forms. 

Any  one  who  will  compare  our  own  elementary  text-books 
of  instruction  with  the  French  books  of  the  same  grade 
will  at  once  see  that  the  system  is  identical ;  but  as  these  are 
of  recent  date,  and  our  own  have  now  been  in  use  for  a  long 
period,  we  have  the  satisfaction  of  knowing  that  the  most 
artistic  people  in  Europe  have,  by  a  similar  process  of  rea- 
soning, arrived  at  an  identical  stand-point,  and  have  adopted 
similar  methods. 


REPORT  OX   DRAWING  AND   MUSIC.  197 


THE    MUSICAL    DEPARTMENT. 

By  the  omission  of  the  festival,  which  should  have  taken 
place  last  May,  in  the  regular  triennial  sequence,  the  best 
of  all  opportunities  for  testing  musical  progress  in  the 
Boston  schools  was  lost.  In  default  of  such  evidence  as  it 
would  have  furnished,  we  are  forced  to  rely  upon  our 
general  impression,  that  steady  improvement  has  been 
made.  The  same  able  and  devoted  instructors  have  had 
charge  of  the  department  as  in  the  previous  year,  and  al- 
though they  are  greatly  overburdened  with  work,  they  have 
done  all  in  their  power  to  meet  the  demands  upon  their  time 
and  strength.  With  the  best  capacity  and  will,  it  is  impos- 
sible for  a  Director  and  three  special  instructors  to  fully 
satisfy  the  wants  of  so  many  schools,  and  we  cannot  but 
hope  that  the  School  Board  will  eventually  see  the  desir- 
ability of  bringing  the  statf  up  to  its  former  number,  by 
appointing  one  more  teacher.  It  is  not  sufficiently  considered 
that  the  very  important  work  to  be  done  at  the  Normal 
school  by  the  special  instructors,  take  up  a  great  deal  of 
their  time.  As  each  in  his  turn  is  called  upon  to  lecture  there 
upon  methods  of  teaching,  he  must  curtail  his  regular  work 
for  a  time  to  satisfy  this  demand,  or  be  heavily  overtasked. 

The  Normal  lectures  for  the  present  year  have  been  be- 
gun by  Mr.  Holt,  who  illustrates  his  mode  of  teaching  in 
the  Rice  Primary  School.  Mr.  Sharland  Avill  follow  him 
with  a  course  upon  Grammar-School  instruction,  and  when 
this  is  completed,  Mr.  Eichberg  will  take  up  the  High-School . 
method.  This  work  is  far  too  important  to  be  neglected,  but 
it  should  be  made  less  burdensome  to  the  instructors  by 
such  diminution  of  their  regidar  work  as  would  become  pos- 
sible if  they  were  live  instead  of  four  in  number.  Were  it 
not  that  the  regular  teachers  in  the  Primary  and  Graminar 
Schools  are  vastly  better  fitted  than  formerly  to  teach  Music, 
it  must  have  suffered  by  the  diminution  of  special  in- 
struction.    That  it  has  not  done  so  is,  however,  no  ground  for 


198  APPENDIX. 

the  conclusion  which  some  might  hasten  to  rccach,  that 
special  instruction  in  Music  can  ever  be  dispensed  with,  as 
it  has  been  in  DraAving.  Considerations  of  health,  voice 
manao-ement,  etc.,  render  it  absolutely  indispensable  that 
children  who  sing  should  have  the  regular  and  unintermittmg 
supervision  of  professional  teachers,  who  can  alone  deter- 
mine when  they  may  safely  be  allowed  to  sing,  and  save 
them  from  injuring  their  voices  by  straining,  and  their 
delivery  by  the  defective  emission  of  sounds.  We  aim  at 
making  the  children  in  the  public  schools  good  singers  as 
well  as  good  readers,  and  this  can  only  be  attained  by  giving 
them  the  advantage  of  instruction  from  the  regular  teachers, 
under  the  direct  supervision  of  the  special  instructors. 
Apart  from  the  moral  and  physical  benetits  which  they  de- 
rive from  the  study  of  Music,  results  in  themselves  suflScient 
to  commend  it  as  one  of  the  most  important  branches  of 
school  education,  we  think  that  the  fact  that  our  great 
choral  societies  are  largely  recruited  from  public-school 
graduates,  is  one  which  should  not  be  lost  sight  of  by  those 
who  hold  the  musical  reputation  of  Boston  dear,  and  wish  to 
see  it  maintained  at  its  present  high  level. 

The  chief  object  aimed  at  by  the  teachers  of  Music  in  our 
schools  is  to  make  the  children  able  to  read  music  at  sight, 
and  in  many  schools  this  end  has  been  so  perfectly  attained 
that  the  pupils  can  interpret  what  is  written  upon  the 
black-board  in  notes,  as  correctly  as  they  would  letters,  words, 
and  sentences.  Singing  by  rote  is  permitted  only  in  the 
lowest  classes  in  the  Primary  Schools.  There  it  properly 
belongs,  as  the  learning  of  rhymes  by  repetition  belongs 
in  the  kindergarten  or  the  nursery.  As  by  such  a  process 
of  unconscious  absorption  the  infant  mind  is  trained  to  the 
appreciation  of  moral  and  religious  ideas,  peopled  with 
pleasant  images,  and  the  desire  gradually  awakened  to  n)as- 
ter  those  mysterious  signs  in  which  thought  is  locked  up  ; 
so,  through  learning  a  few  simple  tunes  by  ear,  the  desire 
to  master  the  written  language  of  Music  is  awakened.     With 


REPORT   ON   DRAWING   AND   MUSIC.  199 

this  wish  the  child  comes  to  the  task  of  Icariiins:  how  to 
read  music  with  a  quickened  interest,  and  w'ilh  an  earah'eady 
alive  to  melody  soon  comprehends  the  meaning  of  the  notes 
which  are  grouped  upon  the  staff  in  melodious  sequence. 
Music  charms  his  spirit,  enchants  his  attention,  disciplines 
him  to  order ;  for  in  singing  with  his  fellow-pupils  he 
has  his  assigned  part,  from  wiiicli  he  cannot  depart  one 
jot  or  tittle  without  marring  the  work  of  the  little  army  to 
which  he  belongs.  These  are  ethical  influences,  whose 
importance  w^ill  be  acknowledged  even  by  those  who  have 
"no  music  in  their  souls."  Those  who  have,  need  no  argu- 
ments to  strengthen  their  sense  of  the  high  place  which 
belongs  to-  it  in  a  liberal  education.  Few  studies  indeed 
can  claim  to  do  so  much  towards  advancing  children  in  the 
paths  of  peace,  obedience,  and  order,  giving  them  present 
happiness,  future  occupation,  and  an  always  elevated  en- 
joyment. 

In  comparison  with  such  gains,  how  paltry  is  the  annual 
expense  to  the  city  of  bringing  them  within  the  reach  of  the 
children  in  its  public  schools  !  Their  average  number  last 
year  in  all  grades  of  schools  was  fifty  thousand  six  hun- 
dred and  three,  and  as  the  total  expenditure  for  instruction, 
including  salaries  of  musical  instructors,  repairs,  and  hiring 
pianos,  was  twelve  thousand  two  hundred  and  thirty-three 
dollars,  the  average  cost  per  scholar  was  consequently  bu^ 
twenty-four  cents. 

In  answer  to  our  inquiry  concerning  the  musical  examina- 
tions held  during  the  past  year,  the  Director,  who  has  care- 
fully examined  the  papers  returned  for  the  schools,  expresses 
himself  as  fully  satisfied  with  the  evidence  which  they  aflbrd 
of  the  general  proficiency  attained.  Few  persons  have  the 
time,  and  none  but  those  who  have  the  duty  laid  upon  them 
would  have  the  patience,  to  convince  themselves  of  the  cor- 
rectness of  Mr.  Eichberg's  belief  by  the  laborious  process  of 
inspecting  thousands  of  examination  papers ;  but  to  visit 
some  of  our  schools,  Avheu  the  pupils  are  under  instruction 


200  APPENDIX. 

is  not  a  matter  involving  the  sacrifice  of  much  time,  or  requir- 
ing the  exercise  of  much  patience ;  on  the  contrary,  it  can- 
nol;  fail  to  afi'ord  real  gratification  to  any  intelligent  person. 
Those  who  are  musicians  and  feel  an  interest  in  musical  educa- 
tion will  need  no  urging  on  our  part  to  follow  their  inclination 
when  time  permits,  but  those' who  are  not  especially  fond  of 
Music  may  need  to  be  assured  that  they  will  find  much  to  inter- 
est and  instruct  them  in  the  musical  exercises  carried  on  in  our 
public  schools,  and  by  what  they  see  and  hear  will,  we  are 
convinced,  be  influenced  in  favor  of  a  branch  of  instruction 
whose  value  they  may  not  have  previously  estimated  cor- 
rectly. The  visits  of  musical  instructors  from  other  parts 
of  the  Union,  and  the  adoption  of  our  methods  of  musical 
instruction  in  many  cities  and  towns  in  other  States,  show 
that  the  satisfaction  expressed  at  what  is  here  seen  by  those 
who  are  sent  out  for  light  and  guidance  is  not  insincere, 
and  give  us  the  right  to  believe  that,  having  established 
our  musical  education  on  a  sound  basis,  we  may  safely  per- 
severe in  the  course  which  we  have  adopted. 

At  the  next  Musical  Festival  we  hope  to  be  able  to 
show  the  public  how  efficacious  it  is  in  teaching  children 
to  sing  at  sight,  by  carrying  out  a  proposition  made  by 
the  Director  for  the  festival  which  was  to  have  been 
held  last  May.  This  was,  that  during  the  concert  the 
printed  parts  of  a  musical  composition,  written  by  and  known 
only  to  the  Director,  should  be  distributed  to  the  assembled 
children,  and  sung  at  sight,  with  the  accompaniment  of  organ 
and  orchestra.  Your  committee  hopes  that,  before  many 
months  are  over,  it  may  be  allowed  the  opportunity  of 
making  this  interesting,  and  hitherto  unattempted,  experi- 
ment, not  doubting  that  the  result  would  redound  greatly 
to  the  credit  of  those  who  teach  and  those  who  are  taught. 

On  behalf  of  the  Committee, 

CHARLES   C.    PERKINS,   Chairman. 

October  23,  1880. 


EXPENDITURES  FOR  THE  PUBLIC  SCHOOLS. 


REPORT 


COMMITTEE   ON  ACCOUNTS. 


REPORT 


Boston,  June  1,  1880. 

As  required  hy  the  rules  of  the  School  Committee,  the 
Committee  on  Accotmts  present  their  Annual  Report  for  the 
financial  year  1879-80,  which  includes  the  ''  Report  of 
Expenditures  "  required  by  the  regulations  of  the  Auditing 
Clerk. 

Under  date  of  February  14,  1879,  the  Committee  on 
Accounts  transmitted  to  the  City  Auditor  the  estimates  of  the 
amounts  required  to  carry  on  the  Public  Schools,  exclusive 
of  the  sums  to  be  expended  by  the  Committee  on  Public 
Buildings  of  the  City  Council.  These  estimates  amounted 
to  $1,418,133. 

Of  this  amount,  the  expenditure  of  $1,168,033  was  to  be 
for  salaries  of  instructors  and  officers  fixed  by  the  Board. 
Of  the  remaining  $250,100,  $112,100  was  to  be  expended 
under  the  direction  of  the  Committee  on  Supplies  ;  $60,000, 
though  under  the  nominal  direction  of  the  same  committee, 
was  for  fuel,  gas,  and  water,  the  prices  for  which  are  not 
under  their  control ;  and  $78,000  was  for  the  wages  of  the 
janitors,  controlled  by  the  Committee  on  Accounts. 

The  amount  asked  for  last  year  was  reduced  by  the  City 
Council  in  the  sum  of  $118,133.  This  was  the  largest  re- 
duction, with  one  exception,  ever  made  by  the  City  Council  in 
the  amount  asked  for  by  the  School  Committee. 

The  following  table  exhibits  the  facts  relating  to  the 
appropriations  for  the  last  four  years,  covering  the  period 
since  the  reorganization  of  the  Board  :  — 


204 


APPENDIX. 


Amount 
asked  for. 

Amount 
granted. 

Amount 
reduced. 

Add'l 
amount 
granted. 

Amount  spent. 

Amount  to 

credit  of 

School 

Dept. 

1875-76    .   . 
1876-77   .   . 

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

$1,444,900 
l,ri81,850 
1,534,S00 
1,485,064 
1,418,133 

$1,50^1,000 
1,411,520 
1,419,500 
1,300,000 

$81,850 

121,280 

65,504 

118,133 

$28,000 
51,450 

118,133 

$1,525,199  73 
], 455,687  74 
1,405,647  60 
1  416,852  00 

$2,800  27 
7,282  26 

13,852  40 
1,281  00 

Froni  this  table  it  will  appear  that  the  amounts  asked  for 
have  been  reduced  by  the  City  Couucil  in  the  total  sum  of 
$388,827.  The  aggregate  additional  grants  amount  to 
$11)7,583,  which  reduces  the  total  reductions  to  $191,214. 
The  amount  returned  to  tlie  treasury  unused  was  within  a 
few  cents  of  $25,216.  Of  the  aggregate  amount  taken  by 
the  City  Council  from  the  sums  asked  for,  the  School  Com- 
mittee have  saved  $216,460. 

But  this  sum  by  no  means  represents  the  amount  saved  by 
the  School  Committee  in  the  four  years.  It  will  be  seen  by 
the  table  that  the  sum  asked  for  in  each  of  the  last  three 
years  was  less  than  in  the  preceding  year.  The  increase  of 
$136,950  for  the  year  1876-77  is  only  an  apparent  one,  for 
it  is  caused  by  the  transfer  of  $160,000,  for  gas,  water,  fuel, 
janitors'  salaries  and  supplies,  from  the  portion  of  the  appro- 
priation expended  by  the  Committee  on  Public  Buildings  of 
the  City  Couucil  to  that  portion  controlled  by  the  School 
Board  ;  and  the  actual  reduction  in  the  latter  is  $23,050.  In 
the  four  years  tiie  School  Committee  have  reduced  their  own 
estimates  in  the  sum  of  $186,767.  This  reduction  has  been 
made  in  the  face  of  the  fact  that  the  schools  contain  4,500 
more  scholars  than  four  years  ago,  —  equivalent  to  three 
large  Grammar  Schools  and  six  six-room  Primary  Schools. 
For  the  financial  year  preceding  the  reorganization  of  the 


REPORT  OF   EXPENDITURES.  205 

School  Committee,  the  cost  per  scholar  w.as  $35.23  ;  for  the 
last  year  $2«.16  ;  showing  a  reduction  of  $7.07  per  scholar. 

This  reduction  per  scholar  indicates  a  total  annual  savino* 
in  the  expense  of  the  schools  of  $380,486. 

To  the  appropriation  for  schools  for  the  year  1879-80,  re- 
duced by  the  City  Council  in  the  sum  of  $118,133,  was 
appended  the  following  proviso  :  — "  And  the  School  Com- 
mittee are  hereby  directed  to  make  no  expenditure  f(n*  the 
maintenance  or  support  of  the  Public  Schools  beyond  the 
amount  here  appropriated,  and  when  the  amount  has  been 
expended  by  them  to  discontinue  all  the  schools  for  the  resi- 
due of  the  year." 

The  School  Committee  took,  no  action  in  relation  to  the 
appropriation  until  the  last  meeting  of  the  municipal  year, 
January  6,  1880.  The  grant  of  money  to  be  expended  by 
the  School  Committee  has  for  several  years  been  in  three 
divisions  — "  Salaries  of  Instructors,"  "  Salaries  of  Officers," 
"School  Expenses"  or  "Incidental  Expenses."  Until  1878, 
the  amount  granted  under  each  of  these  heads  could  not 
be  exceeded  without  action  on  the  part  of  the  City  Council ; 
but  since  that  time,  the  City  Auditor  has  been  authorized  to 
transfer  an}-  unexpended  balance  of  one  division  to  either  or 
the  other  divisions. 

In  December  of  last  yeai"  the  Auditing  Clerk  informed  the 
committee  that  the  amount  appropriated  for  "Incidental 
Expenses  "  was  exhausted.  There  was  no  money  in  the 
treasury  with  which  fo  pay  the  junitors  employed  in  the 
school-houses,  and  the  committee  did  not  feel  at  libcrt}'  to 
contract  an  indebtedness  for  the  payment  of  which  no  pro- 
vision had  been  made.  It  was  evident  that,  if  the  schools 
were  carried  on  till  the  close  of  the  financial  year,  there 
would  be  no  unexpended  balance  to  be  transferred  from  the 
other  divisions  of  the  appropriation,  though  enough  remained 
of  them  to  pay  the  instructors  and  officers  of  the  Board  for 
some  two  months  longer. 


206  APPENDIX. 

Ill  consultation  with  the  City  Auditor,  that  official  in- 
formed the  committee  that  if  the  School  Committee  voted  to 
close  the  schools  at  a  fixed  time  "  for  the  residue  of  the  year  " 
he  should  consider  any  portion  of  the  unexpended  divisions 
of  the  appropriation  not  needed,  up  to  the  time  for  closing 
the  schools,  for  the  particular  purposes  they  were  granted 
for,  as  "  unexpended  balances,"  which  he  was  authorized  to 
transfer  to  the  credit  of  the  expended  division. 

In  order  to  render  these  balances  available  for  the  pay- 
ment of  the  saUiries  of  the  janitors  and  other  incidental  ex- 
penses, and  not  with  the  intention  of  precipitating  the  un- 
pleasant question  of  closing  the  schools,  the  committee 
introduced  the  following  preamble  and  orders  in  the 
Board  ;  — 

"  Whereas,  The  City  Council,  for  the  municipal  year  1879, 
reduced  the  appropriation  for  school  expenditures  asked 
for  by  the  Committee  on  Accounts  in  the  sum  of  $118,133  ; 
and 

"  Whereas,  The  amount  appropriated  for  school  purposes 
by  the  City  Council  for  the  current  financial  year  will  be  ex- 
pended before  the  end  of  the  year;  therefore,  in  compliance 
with  the  direction  of  the  City  Council,  it  is 

^'Ordered,  That  all  the  public  schools  of  the  City  of  Boston 
'be  discontinued  for  the  residue  of  the  year,'  from  and  in- 
cluding February  21,  1880  ;  and  that  all  instructors  be  dis- 
charged from  the  service  of  the  city  at  the  close  of  school 
hours,  on  the  twentieth  day  of  February,  1880. 

"Ordered,  That  a  certified  copy  of  this  order  be  sent  by 
the  Secretary  to  the  City  Council." 

A  communication  from  the  Committee  on  Accounts  to  the 
City  Council  asking  for  an  additional  appropriation  was  read 
in  explanation  of  the  orders.  The  orders  were  laid  on  the 
table,  and  the  Committee  on  Accounts  were  made  a  commit- 
tee to  confer  with  the  City  Council,  and  request  additional 
appropriations. 


REPORT   OF  EXPENDITURES.  207 

The  committee  attended  to  this  duty,  und  the  City  Coun- 
cil, unanimously  in  both  branches,  granted  the  amount 
asked  for,  $118,133.  This  might  have  been  considered  a 
happ3^  conclusion  of  the  whole  difficulty  if  the  City  Council 
had  not  immediately  instructed  His  Honor  the  Major  to 
petition  the  Legislature,  then  in  session,  for  an  act  requii- 
ing  the  School  Committee  of  the  City  of  Boston  to  contine 
its  expenditures  to  the  amount  appropriated  by  the  City 
Council. 

The  law  of  Massachusetts  is  clear  enousfh.  It  skives  the 
School  Committee  full  powers  to  fix  the  salaries  of  its 
officers,  and  all  the  instructors  and  janitors,  to  purchase 
text-books  for  all  the  pupils  of  the  public  schools  ;  subject 
only  to  the  provision  that  the  City  Council  may  close  the 
schools  at  any  time  after  they  have  been  kept  six  months  of 
any  year. 

The  early  school  laws  of  the  State  were  enacted  when 
there  was  not  a  city  within  its  borders,  and  the  "  chosen 
men,"  or  the  selectmen,  had  the  charge  of,  and  expended  the 
money  for,  the  schools.  In  1820,  four  years  after  Bost(;n 
was  incorporated  as  a  city,  towns  were  first  recpiired  to 
elect  a  School  Connnittee.  In  1710  five  "inspectors  of 
schools"  were  appointed,  and  the  town  and  the  city  gen- 
erally elected  a  school  committee  voluntarily,  though  in  1758 
the  selectmen  were  appointed  a  committee  to  visit  the 
schools.  Certainly  this  committee  had  no  such  powers  as 
Avere  given  them  by  the  hnv  of  182(j  and  sul)sequent  years. 

In  the  towns  the  l)usiness  of  employing  and  paying  teach- 
ers was  a  very  simple  matter,  though  it  answered  all  the  re- 
quirements of  the  statutes.  The  "prudential  committee,"  or 
the  school  committee,  "hired"  the  teacher,  and  his  certifi- 
cate of  qualification,  granted  by  the  latter  after  examination, 
was  placed  on  file  by  the  selectmen.  After  he  had  rendered 
his  service  he  presented  his  bill  to  the  selectmen,  and  when 
they  had  approved  it  the  town  treasurer  paid  it.     Most  of 


208  APPENDIX. 

the  school  laws  in  force  fifty  years  ago  are  still  in  force, 
though  nearly  a  score  of  cities  built  up  within  that  time  have 
somew^hat  complicated  the  business.  So  ftir  as  the  law  is 
concerned  the  business  described  is  as  simple  a  matter  in  the 
City  of  Boston  as  in  the  smallest  town  in  the  State,  for  the 
same  law  applies  to  both.  The  School  Committee  shall 
appoint  the  teacher  and  give  him  his  certificate,  and  after  he 
has  filed  it  "  the  teacher  of  any  public  school  shall  be  en- 
titled to  receive  on  demand  his  wages  due  at  the  expiration 
of  any  quarter,  or  term  longer  or  shorter  than  a  quarter," 
if  he  has  properly  kept  the  register  of  his  school. 

The  legally  appointed  teacher  may  collect  his  w-ages  on 
demand.  There  is  nothing  in  the  law  which  requires  the 
School  Committee  to  submit  any  estimates  of  prol)able  ex- 
penditures, or  anything  which  connects  this  body  with 
appropriations  made  by  the  City  Council,  with  the  single 
exception  that  "  apparatus,  books  of  reference,  and  other 
means  of  illustration,"  can  only  be  purchased  "in  accordance 
with  appropriations  therefor  previously  made."  The  law  only 
requires  towns  and  cities  "to  raise  money  for  the  support  of 
the  schools."  The  rule  of  the  School  Committee  requiring 
that  estimates  be  submitted,  is  doubtless  necessary,  wise, 
and  reasonable ;  but  it  is  entirely  voluntary  on  the  part  of 
the  Board. 

The  School  Committee,  for  certain  purposes,  are  State 
officials.  The  common  schools  they  are  required  to  carry  on 
are  established  by  the  law  of  the  State,  and  not  by  town  or 
city  ordinance.  The  authority  to  expend  the  public  money  for 
the  support  of  these  schools  is  derived  from  the  State,  and 
not  from  the  city  or  town.  It  is  a  well-established  principle 
of  law  in  Massachusetts  that  neither  the  people  in  the  town 
meeting,  nor  the  City  Council  of  a  city,  have  any  authority 
to  limit  the  expenditures  of  the  School  Committee,  except 
by  ordering  the  schools  to  be  closed  after  they  have  been 
kept  open  for  six  months  in  the  year. 


REPORT   OF   EXPENDITURES.  201) 

In  the  matter  of  expeiiding  the  public  raonoy  the  power 
of  the  School  Committee  of  Boston  may  be  stated  as  fol- 
lows :  — 

1.  In  fixing  the  salaries  of  the  instructors,  the  first  divis- 
ion of  the  appropriation,  the  School  Committee  "are  not 
restricted  to  the  amount  appropriated  by  the  City  Council." 
"  The  School  Committee  are  an  independent  body,  entrusted 
by  law  with  large  and  important  powers  and  duties;  and, 
although  ever}'  discretionary  power  is  liable  to  al)usc,  against 
which  no  perfect  safeguards  can  be  provided,  yet  we  are 
aware  of  no  substantial  reason  for  supposing  that  the  power 
of  fixing  teachers'  salaries  is  more  liable  to  abuse  by  the 
School  Committee  than  by  the  City  Council."  "The  City 
Council  have  no  control  over  the  School  Committee  in  this 
respect,  except  b}^  voting  to  close  a  school  after  it  has  been 
kept  the  length  of  time  required  b}^  law."  (Supreme  Court, 
98  Mass.,  587.) 

2.  The  second  division  of  the  appropriation  relates  to  the 
"Salaries  of  Officers,"  Avhich  include  the  Superintendent, 
Supervisors,  Secretary,  Auditing  Clerk,  Truant  Officers, 
the  clerks  and  messengers.  "  The  School  Committee  i^hall 
elect  a  Superintendent  of  Schools  and  a  Board  of  Supervisors, 
consisting  of  not  more  than  six  memliers,  and  shall  fix  their 
compensation."  "They  shall  choose  a  Secretary,  Audit- 
ing Clerk,  and  such  other  subordinate  officers  as  ihey  may 
deem  expedient,  and  fix  their  compensation." —  (An  Act  to 
Reorganize  the  School  Committee  of  the  Citv  of  Boston.) 
"The  School  Committee  of  the  several  cities  and  towns  shall 
appoint  and  fix  the  compensation  of  two  or  more  suitable 
persons  to  be  designated  as  Truant  Officei-s." — (General 
Statutes.)  The  powers  conferred  by  law  seem  to  be  as  aniple 
in  regard  to  officers  as  to  teachers. 

3.  The  third  division  of  the  ap|)ropriation  rcLitcs  to 
"Incidental  Expenses."  The  amount  asked  f)r  under  this 
head    for  the    current    financial    year    was    $258,350,    from 


210  APPENDIX. 

which  the  City  Council  struck  off  $18,350  ;  $62,500  were 
for  text-books,  $1,500  for  exchange  of  books,  and 
$80,000  for  janitors,  making  a  total  of  $144,000,  in  the 
expenditure  of  which,  in  the  language  of  the  Supreme 
Court,  "the  City  Council  have  no  control  over  the  School 
Committee."  The  statute  says,  "  The  School  Committee 
shall  procure,  at  the  expense  of  the  city  or  town,  a  sufficient 
supply  of  text-books  for  the  public  schools,"  etc.  And  the 
Supreme  Court  says,  "The  School  Committee  may  either  get 
the  books  on  the  credit  of  the  town,  or  may  buy  them  them- 
selves, and  thereby  make  themselves  creditors  of  the  town." 
—  (13  Pickering,  229.)  "They  shall  appoint  janitors  for  the 
school-houses,  tix  their  compensation,"  etc.  —  (Act  of  1875.) 

Of  the  amount  asked  for,  for  the  current  year,  $1,428,24(5, 
which  does  not  include  the  $15,000  for  an  Industrial  School, 
only  $114,350  is  within  the  legal  control  of  the  City  Council. 
"The  School  Committee,  nnless  the  town  otherwise  directs, 
shall  keep  them  (the  school-houses)  in  good  order,  procur- 
ing a  suitable  place  for  the  schools,  where  there  is  no  school- 
house,  and  providing  fuel  and  all  other  things  necessary  for 
the  comfort  of  the  scholars  therein,  at  the  expense  of  the 
town."  The  City  Council  "otherwise  directs."  For  fuel,  gas, 
water,  stationery,  printing,  apparatus,  and  other  items  which 
make  up  the  remainder  of  the  Incidental  Expenses,  the 
School  Committee  have  no  legal  right  to  exceed  the  ap- 
propriation, if  it  should  be  made  sepaiately,  as  it  never  has 
been  made. 

Certainly  there  is  no  law  to  prevent  the  City  Council 
from  appropriating  a  less  amount  than  is  asked  for  by  the 
School  Committee  ;  but  the  law  authorizes  the  School  Com- 
mittee to  bind  the  city  for"  the  payment  of  all  the  money 
they  may  deem  it  necessary  to  expend  for  salaries  of  in- 
structors, salaries  of  officers,  wages  of  janitors,  and  in  the 
purchase  of  text-boaks  for  all  the  scholars  in  the  Public 
Schools,  unless  the  City  Council  vote  to  close  the  Grammar 


rM'ort  of  expenditures.  211 

and  Primary  Schools  at  any  time  after  they  have  kept  six 
months,  and  the  Pligh  Schools  after  they  have  kept  ten 
months. 

The  City  Council  admitted  all  that  is  claimed  by  the 
School  Committee  when  the  former  instructed  the  Mayor  to 
petition  the  Legislature  for  an  act  requiring  the  School 
Committee  to  confine  its  expenditures  to  the  appropriations 
made  by  the  City  Council.  The  School  Committee  in- 
structed their  Committee  on  Legislative  Matters  to  appear 
before  the  Committee  on  Education,  t.t  the  State  House,  and 
oppose  such  an  act.  The  City  Council  were  represented  by 
able  counsel ;  but  the  committee  reported  unanimously  in 
the  House  of  Representatives  that  the  Mayor  have  "  leave 
to  withdraw."  A  Boston  member  of  the  House  moved  to 
substitute  a  bill  for  the  report,  but,  after  considerable  discus- 
sion, the  measure  to  substitute  a  bill  was  defeated,  and  the 
law  remains  the  same  as  it  has  been,  in  most  of  its  details, 
for  half  a  century. 

As  the  City  Council  have  reduced  the  appropriation  for 
the  current  year,  1880-81,  in  the  sum  of  $94,246,  and  the 
S<:hool  Committee  have  thus  far  manifested  no  intention  to 
make  any  considerable  reduction  of  expenditures,  it  is 
probable  that  the  effort  to  change  the  law  will  be  renewed  at 
the  next  session  of  the  Legislature.  The  effort  may  be  suc- 
cessful. If  so,  it  can  only  shift  the  responsibility  of  closing 
the  schools,  after  they  have  been  in  session  for  the  legal 
term,  from  the  City  Council  to  the  School  Committee,  unless 
the  latter  body  is  practically  abolished. 

If  such  a  change  should  be  made  in  the  law,  three  methods 
of  procedure  would  be  open  to  the  School  Committee  :  — 

1.  To  reduce  the  salaries  of  all  the  teachers,  for  in  no 
other  way  could  any  considerable  reduction  be  accomplished. 
The  removal  of  the  six  Supervisors,  the  discharge  of  all  the 
directors  and  instructors  of  special  subjects,  and  the  discon- 
tinuance  of  all   Evening  Schools  except  those  required  by 


212  APPENDIX.  * 

law,   would  realize   a   reduction   of  less   than   one   hundred 
thousand  dollars. 

2.  By  abolishing  certain  schools  not  required  by  law,  and 
reducing  the  number  of  others. 

3.  To  continue  all  the  schools  until  the  money  appro- 
priated is  exhausted,  and  then  closing  the  schools.  This  is  ■ 
most  likely  to  be  the  method  adopted.  The  result  would  be 
precisely  the  same  as  under  the  present  law,  and  it  Avould 
make  but  little  difference  to  the  citizens  whether  the  schools 
were  closed  by  the  City  Council  or  the  School  Committee. 
In  either  case  the  schools  would  be  closed  because  the  City 
Council  did  not  appropriate  a  sufficient  amount  of  money,  in 
the  opinion  of  the  School  Committee. 

As  long  as  the  City  Council  seek  to  assume  the  powers 
and  functions  of  the  School  Committee  this  question  will 
continue  to  be  a  difficult  one,  for  it  is  hardly  in  the  nature  of 
any  organized  body  in  the  State  or  the  nation  to  submit  to 
any  encroachment  upon  its  rights  and  privileges. 

The  total  ordinary  expenditure  for  the  Public  Schools  for 
the  last  year  was  $1,515,366.84. 

Within  the  past  year  a  new  element  has  been  introduced 
in  the  financial  statistics  of  our  school  affairs.  In  accordance 
with  the  statute,  the  School  Committee  furnished  text-books 
to  a  portion  of  the  pupils  at  cost,  and  the  proceeds  of  these 
sales  are  paid  into  the  city  treasury.  The  schools  are 
charged  with  all  the  money  expended  for  these  books,  but 
no  credit  has  yet  been  given  in  the  accounts  for  the  amount 
of  sales.  There  has  actually  been  paid  into  the  treasury  the 
sum  of  $29,835.75  (to  June  16), which  should  be  placed  to  the 
credit  of  the  schools,  as  an  offset  to  a  portion  of  the  Incidental 
Expenses.  If  we  deduct  this  amount  from  the  total  ordi- 
nary expenditure,  this  item  will  be  $1,485,531.09,  Avhich  is 
a  reduction  from  last  year  of  $34,131.83.  This  reduction 
will  be  increased  by  further  payments  into  the  treasury.  On 
account  of  these  credits,  which  do  not  appear  in  the  statistics. 


REPORT  OF   EXPENDITURES.  213 

the  cost  per  scholar  is  from  fifty  to  sixty  cents  less  than  the 
table  which  appears  in  the  Report  of  the  Auditing  Clerk. 

In  his  argument  before  the  Legislative  Committee  on  Edu- 
cation, last  winter,  against  the  School  Comniittee  of  Boston, 
the  eminent  counsel  of  the  City  Council  quoted  from  the  re- 
ports of  the  National  Bureau  of  Education  the  cost  per 
scholar  in  many  of  the  cities  and  towns  in  the  United  States. 
Such  statistics  are  very  unreliable,  for  in  different  States,  and 
even  in  different  cities  of  the  same  State,  they  are  made  on 
different  basis.  Items  are  included  in  one  city  which  are  not 
included  in  others.  One  gives  the  cost  per  scholar  on  the 
basis  of  the  number  of  pupils  enrolled,  and  another  on  that 
of  the  average  number  I)elonging,  as  is  done  in  Boston.  In 
Chicago,  in  1872,  the  cost  per  scholar  on  the  number  en- 
rolled is  $8.78  less  than  on  the  average  number  belonging. 
In  Cincinnati,  in  1878,  this  difference  is  $3.92. 

The  amount  collected  for  the  tuition  of  non-resident  pupils 
during  the  year  was  $2,565.80.  Though  the  committee  made 
special  inquiries  through  all  the  schools  in  relation  to  this 
subject,  in  addition  to  the  ordinary  means  of  obtaining  in- 
formation, they  are  satisfied  that  a  considerable  number  of 
non-resident  pupils  attend  the  schools  without  any  action  on 
the  part  of  the  Committee  on  Accounts.  Those  who  occupy 
houses  in  the  city  during  the  greater  part  of  the  year,  but 
pay  their  personal  taxes  in  other  cities  or  towns,  are  not  en- 
titled to  the  free  use  of  the  public  schools ;  but  doubtless 
many  of  them  are  not  known  to  this  committee.  Families 
move  out  of  the  city,  and  the  fact  is  not  discovered,  though 
the  children  continue  to  attend  the  schools.  Probal)ly  the 
information  which  woidd  result  in  a  bill  for  tuition  is  some- 
times withheld;  and  possii)ly  misstatements  are  made.  The 
subject  requires  the  constant  care  and  scrutiny  of  the  com- 
mittee, and  a  vigilant  attention  to  the  matter  on  the  part  of 
the  principals  of  the  schools.  The  Board  has  authorized  the 
employment  of  the  truant  officers  in  obtaining  information 


214  APPENDIX. 

in  regard  to  non-resident  pupils,  which  will  greatly  aid  the 
committee  and  its  officer  in  the  discharge  of  their  duty. 

The  amount  paid  for  salaries  of  janitors  during  the  last 
year  was  $74,594.40.  The  average  salary  paid  to  each  per- 
son under  this  head  was  $487.54.  A  janitor  who  receives 
even  considerably  less  than  this  average  can  hardly  attend  to 
any  other  remunerative  business,  for  those  in  charge  of 
steam-heating  apparatus  are  required  by  the  rules  of  the 
committee  to  be  at  the  school-house  from  half-past  eight  till 
half-past  four,  with  an  hour  at  noon  for  dinner,  on  every 
school-day  ;  and  they  must  do  their  sweeping  and  other  work 
at  other  times.  The  day  is  so  broken  up  by  the  required 
attendance  at  the  school-houses  of  other  janitors,  that  not 
much  of  their  time  can  be  available  for  other  w^ork.  The 
committee  feel  that  the  janitors  are  inadequately  paid. 

A  force  of  one  hundred  and  fifty-three  janitors  is  required 
to  take  charge  of  the  various  school  buildings.  Some  janitors 
have  the  care  of  two  of  the  smaller  school-houses,  and  some 
others  slightly  increase  their  wages  by  doing  the  work  re- 
quired in  an  evening  school,  in  addition  to  the  care  of  a  day- 
school  building. 

A  schedule  of  janitors'  salaries  went  into  effect  October 
20,  1879,  based  upon  the  measurements  of  the  school-build- 
iugs,  yards,  and  sidewalks,  and  the  methods  of  heating, 
whether  by  steam,  furnaces,  or  stoves.  The  salary  of  each 
janitor  was  the  result  of  a  mathematical  calculation ,  though 
some  allowances,  always  entered  on  the  records,  were  made 
for  differences  in  the  premises.  By  this  plan  which  is  be- 
lieved to  be  more  equitable  than  the  old  one,  there  was  a  net 
increase  of  between  three  and  four  hundred  dolbirs  in  the 
total  amount  paid  to  janitors,  the  salaries  of  some  having 
been  raised,  and  those  of  others  reduced. 

By  the  action  of  the  Board  the  janitor  of  the  Mason-street 
Building  was  made  the  Agent  of  the  Committee  on  Accounts, 
an  assistant  janitor  having  been  appointed  to  relieve  him  of 


REPORT  OF   EXPENDITURES.  215 

a  portion  of  his  ordinary  duties.  He  visits  and  inspects  the 
school-houses,  in  rehition  to  the  duties  of  the  janitors,  and 
reports  upon  them.  He  investigates  all  complaints  against 
employes,  and  performs  such  other  duties  as  are  required  of 
him.  He  has  proved  to  be  a  very  valuable  person  to  the 
committee,  who  are  happy  to  express  their  entire  approba- 
tion of  the  manner  in  which  he  has  discharged  his  duty. 

By  a  change  in  the  regulations  of  the  Evening  Schools 
there  was  to  be  one  elementary  school  in  each  division,  and 
an  additional  one  when  the  numbers  warranted  it.  The  city 
Council  w^ere  requested  to  furnish  accommodations  of  a  much 
better  kind  than  the  rooms  before  occupied  by  these  schools, 
in  the  Grammar  School  buildinos.  The  committee  in  charffo 
delayed  the  opening  of  the  Evening  Schools,  in  the  expectation 
of  obtaining  such  accommodations.  But  they  were  not  fur- 
nished ;  and  it  became  necessary  to  open  the  schools  in  the 
unsuitable  rooms  before  occupied  by  them.  This  was  done 
November  10,  six  weeks  later  than  the  time  fixed  by  the 
regulations.  The  schools,  however,  remained  open  until 
March  20,  1880,  two  weeks  beyond  the  time  fixed  for  closing. 
On  account  of  the  increase  in  the  salaries  of  the  teachers  of 
these  schools,  the  expenses  of  the  Evening  Schools  have  been 
somewhat  increased.  Had  the  schools  remained  open  during 
the  full  term,  the  expenses  would  have  been  still  further  in- 
creased between  three  and  four  thousand  dollars.  The  salary 
of  the  great  body  of  the  instructors  has  been  again  adjusted, 
so  that  a  proportionate  expense  will  not  be  incurred  another 
season. 

The  expenditures  made  by  direction  of  the  School  Com- 
mittee and  b}^  the  City  Council  are  as  follows  :  — 


216  APPENDIX. 

School    Committee. 

Salaries  of  School  Instructors   .         .         .       $1,108,578  87 

Salaries  of  officers,  clerks,  and  messengers,  53,679   74 

Salaries  of  janitors  .....  74,594  40 

Fuel,  gas  (including  gasoline),  and  water,  40,920  22 

Printing,  text-books,  and  supplies     .          .  139,078  77 


$1,41(3,852  00 


City  Council. 
Furniture,    masonry,     carpentry,    roofing, 

heating,  etc $98,514  84 

$1,515,366  84 


The  average  number  of  pupils  belonging  to  all  the  schools, 
53,817.     The  average  cost  per  pupil,  $28.16. 

While  the  average  number  of  pupils  belonging  to  all  the 
schools  has  largely  increased,  the  expenses  as  compared  with 
last  year  have  been  reduced  $4,296.08. 
The  original  cost  of  the  buildings  and  land 

used  for  High  Schools  ....  $756,000  00 
The  assessed    value  of  the  buildings   and 

land  at  the  present  time       .         .  .  921,100  00 

The  original  cost  of  the  buildings  and  land 

used  for  Grammar  and  Primary  Schools,  5,203,300  00 
The    assessed    value  of  the  buildings  and 

land  at  the  present  time       .         .  .         6,357,500  00 

The  total  amount  expended  for  High  Schools,  including 
expenditures  by  the  Public  Building  Committee,  was 
$182,713.75.  Average  number  of  pupils  belonging  to  these 
schools,  2,090.     Average  cost  per  pupil,  $87.42. 

The  total  amount  expended  for  Grammar  Schools,  includ- 
ing expenditures  by  the  Public  Building  Committee,  was 
$772,378.34.  The  average  number  of  pupils  belonging  to 
these  schools,  27,387.     Average  cost  per'pupil,  $28.20. 


REPORT   OF   EXPENDITURES.  217 

The  total  amount  expended  for  Primary  Schools,  includ- 
ing expenditures  hy  the  Public  Building  Committee,  was 
$385,534.56.  The  average  number  of  pupils  belonging  to 
these  schools,  20,898.     Average  cost  per  pupil,  $18.45. 

The  largest  expenditures  were  made  for  the  following 
items  :  — 

By  the  School  Committee  :  — 

Salaries  (instructors,  officers,  and  janitors)  $1,230,853  01 

Gas  and  fuel 36,523  87 

I'ooks,  including  supplementary  reading    .  91,791  12 

Printing 8,292  03 

Stationary  and  postage      ....  8,995  G2 

By  the  committee  on  Public  Buildings  :  — 

Heating  apparatus     .....  $10,41(5   76 

Carpentry 19,540  25 

Masonry 14,260  92 

Furniture          .          .          .          ...          .  10,212  15 

All  the  items  of  expenditure  controlled  by  the  School 
Committee  show  a  decrease  except  that  for  books,  which 
was  nnich  larger  this  year  than  in  previous  years,  occasioned 
by  the  plan  adopted  by  the  Board  for  furnishing  supplies. 
The  amount  received  in  payment  for  supplies  furnished, 
together  with  what  it  is  expected  will  be  received,  will  mate- 
rially reduce  this  amount. 

Within  the  last  financial  year  ]Mr.  George  A.  Smith  re- 
signed his  office  of  Auditing  Clerk  to  accept  tlie  position  of 
Supply  Agent  of  the  School  Committee.  lie  had  held  the 
office  of  Clerk  and  Auditing  Clerk,  in  close  relations  with 
this  committee,.for  thirteen  years  ;  and  before  this  had  been 
employed  in  the  office  of  the  City  Auditor.  During  this 
long  term  of  service  he  faithfully  discharged  his  duty,  and 
won  the  respect  and  esteem  of  all  the  members  of  this  com- 


218  APPENDIX. 

mittee  who  have   served  upon  it  during  his  period  of  ser- 
vice. 

The  Board  elected  as  his  successor  Mr.  William  J.  Por- 
ter, who  had  served  for  many  years  as  a  member  of  the 
School  Committee.  The  members  of  this  committee  will 
concur  in  the  belief  that  the  office  was  worthily  filled,  and 
all  of  them  are  willing  to  testify  to  the  zeal,  coitscientious- 
ness,  and  fidelity  with  which  he  has  discharged  his  duties 
during  the  past  year,  and  they  feel  under  personnl  obliga- 
tions to  him  for  the  kindness  and  courtesy  with  which  he  has 
met  them  in  their  official  relations. 

For  the  Committee  on  Accounts, 

WILLIAM  T.    ADAMS, 

Chairman. 


REPORT   OF   EXPENDITURES. 


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220  APPENDIX. 

EXPENDITURES    FOR    THE   NORMAL   AND   HIGH 

SCHOOLS. 

Ago-regate  expenditures  made  by  the  Board  of  School 
Couiinittee  and  the  Public  Building  Committee  of  the  City 
Council  for  the  High  Schools  of  the  city,. during  the  finan- 
cial year  1879-80  :  — 

Salaries  of  Instructors  .          .         .          •          •  $153,211  95 
Expenditures  for  Text-books,  Maps,  Globes, 
Writing  and  Drawing  Materials,   Stationery, 

etc                       13,927  76 

Janitors         .   " ^^'782  91 

Fuel,  Gas,  Water 3,700  76 

$177,623  38 
Public  Building  Committee. 
Furniture,  Repairs,  etc 5,090  37 

Total  expense  for  High  Schools      .  •  •    $^82,713  75 

Number  of  Instructors  in  High  Schools,  exclu- 
sive of  special  instructors  in  French,  German, 
Drawing,  Music  and  Military  Drill      .         .  83 

Salaries  paid  the  same $147,823  95 

Average  amount  paid  each  instructor       .  .        $1,781  01 

Averao-e  number  of  pupils  belonging  to  High 

Schools      .......  2,090 

Salaries  paid  to  special  instructors  in  French 

and  German $5,388  00 

Average  cost  of  each  pupil     ....  $87  42 

Average  number  of  pupils  to  a  regular  instruc- 
tor, including  principal  ....  25 
The  original  cost  of  the  buildings  and  land  for  the  various 
High  Schools  amounted  in  the  aggregate  to  $756,000.00  ;  the 
assessed  value  at  the  present  time,  $921 ,100.00,  —  an  increase 
of  $165,100.00. 


REPORT  OF  EXPENDITURES  221 


EXPENDITURES  FOR   THE   GRAMMAR   SCHOOLS. 

Aggregate  expeiiclitiires  in:ulc  by  the  Board  of  School 
Coimuittee  unci  the  Public  Building  Committee  of  the  City 
Council,  for  the  Grammar  Schools  of  the  city,  for  the  finan- 
cial year  of  1S79  and  1880  :  — 

Salaries  of  Instructors $592, 3GG  95 

Expenditures  for  Text-books,  Maps,   Globes, 
Writing  and   Drawing  Materials,  Stationery, 

etc 7»%61(i  6(i 

Janitors 88,041   87 

Fuel,  Gas,  and  Water             ....  18,72(5  (iS 


$725,752    11 


PubJic  Building  Committee. 
Rent,  Furniture,  Repairs,  etc.         .  .  .      $4(5, 026  23 


T'otal  expense  for  Grammar  Schools     .          .  $772,378  34 

Number  of  instructors  in    Gramm:ir   Schools, 
exclusive  of  Sewing  Instructors  and  Spccitil 

Instructors  in  Drawing  and  Music        ,          .  574 

Salaries  paid  the  same   .....  $578,489  95 

Average  amount  paid  to  each  instructor           .  $1,007  82 

Average  number  of  pupils  l)elonging        .          .  27,387 

Average  cost  of  each  pupil      ....  $28  20 
Average  number    of   pu[)ils  to   an   instructor, 
including  [)rincipal,  and  exclusive  of  sjx'cial 

instructors  above  mentioned        ...  48 
28    instructors    in  sewing  are  employed,   who   teach    184 

divisions.     The  salary  paid   varies    according  to    tlu;   num- 
ber   of    divisions    taught.      Total    amount    paid    to    Scwimj 

Instructors,  $13,877  ;  average  amount  [)aid  to  each   instruc- 
tor, §495.(51. 


222 


APPENDIX, 


EXPENDITURES    FOR    THE    PRIMARY   SCHOOLS. 

Aggregate  expenditures  made  by  the  Board  of  Scliool 
Committee  and  tlie  Public  Building  Committee  of  the  City 
Council,  for  the  Primary  Schools  of  the  city,  for  the  financial 
year  1879  and  1880:  — 


Salaries  of  Instructors    .... 

Expenditures  for  Text-books,  Maps,  Globes, 
Writing  and  Drawing  Materials,  Stationery, 
etc.    ....... 

Janitors  ...... 

Fuel,  Gas,  and  Water    .... 


Public  Building  Committee. 
Rent,  Furniture,  Repairs,  etc. 

Total  expense  for  Primary  Schools 


Number  of  instructors  in  Primary  Schools 
Salaries  paid  the  same     .... 
Average  amount  paid  to  each  instructor  . 
Average  number  of  pupils  belonging 
Average  cost  of  each  pupil 
Average  number  of  pupils  to  an  instructor 


.  $295,853 

85 

.   13,900 

21 

.   27,585 

58 

15,097 

01 

$352,436 

05 

.   33,097 

91 

.  $385,534 

5« 

415 

•  $295,853 

85 

$712 

90 

20,898 

$18  45 

^ 

50 

The  original  cost  of  the  varions  buildings,  with  the  land 
used  for  Grammar  and  Primary  Schools,  amounts  in  the 
aggregate  to  $5,203,300;  the  assessed  value  at  the  present 
time  is  $0,357,50!)  —  an  increase  of  $1,154,200. 


REPORT  OF  EXPENDITURES.  223 

EXPEXDITURES    FOR   SPECIAL   SCFIOOLS. 


Horace  Maxn  School  for  the  Deaf. 

The  average  numhcr  of  pupils  in  the  school,  80. 

Average  luimber  of  pupils  to  an  instructor,  I). 

Average  cost  of  each  pupil  for  the  year,  $119.31. 

A  large  portion  of  the  expense  for  maintaining  this  school 
is  borne  by  the  State;  a  payment  of  $100  for  each  city,  and 
$10/)  for  each  out-of-town  scholar  being  allowed  and  paid  to 
the  city  from  the  State  Treasury. 

The  amount  received  during  the  past  year  from  this  source 
was  $7,880.34. 

The  expenses  of  the  school  were  as  follows :  — 

Salaries  of  Instructors   .....  $8,5,50  12 

Expenses  for  Books,  Stationery,  etc.        .          .  134  07 

Janitor 398  33 

Fuel  and  Gas 252  31 


$9,334  83 


Public  Building  Committee. 
Furniture,  Repairs,  etc.  .  .  .  .  210  00 


Total  expense  for  the  school         .  .         .        $9,544  83 


Schools  for  Licensed  Mixoiis. 

Average  number  of  pupils  belonging,  70. 
Average  number  of  pupils  to  an  instructor,  35. 
Average  cost  per  pupil,  $30.44. 


224  APPENDIX. 

Salaries  of  Instructors    . 
Expenses  for  Books,  Stationery,  etc. 
Janitors          ..... 
Fuel  


$1,854  80 

Public  Building  Committee. 
Furniture,  Repairs,  etc.  ....  275  86 


^,488 

00 

30 

60 

310 

00 

26 

20 

Total  expense  for  the  schools       .  .  .         $2,130  QQ 


KiNDEIiGARTEN. 

This  school,  established  in  1870,  occupied  a  room  in  the 
Primary  School  building  on  the  corner  of  Somerset  and 
Allston  streets  until  Sept.  1,  1879,  at  which  time  it  was  dis- 
continued by  an  order  of  the  School  Board,  adopted  March 

25,  1879. 

Average  number  of  pupils  from  Feb.  to  Sept.,  1879,         36 
Which  would  amount  to   an  average  for  the  3ear  of         18 

The  expenses  of  the  school,  from  April  1,  1879,  to  Sept. 
1,  1879,  were  :  — 
Salaries  of  Instructors $520  00 


Evening  Schools. 

Salaries  of  Instructors $26,156  00 

Expenses  for  Books,  Stationer}',  etc.        .          .  1,227  25 

Janitors          .          .          .          .          .          .          .  1,058  85 

Fuel  and  Gas 1,716  85 


Amount  carried  forward  ....      $30,158  95 


REPORT  OF   EXPENDITURES.  225 

Amount  brought  forward          .         .          .  $30,1''>8  05 
Public  Buildinrf  Committee. 

Rent,  Repairs,  Furniture,  etc.          .         .         .  2,091  02 


Total  expense  for  Evening  Schools       .         .      $32,249  97 

Average  number  belonging,  including  the 
High  School,  2,465. 

Average  number  of  Instructors,  114. 

The  average  cost  of  each  pupil  for  the  time, 
$13.08. 

Drawing  Schools. 
Salaries  of  Instructors        .  .        $8,448  00 


Drawing   Materials,   Stationery, 

Models,  Boards,  etc. 

455 

85 

Janitors    ..... 

410 

86 

Fuel  and  Gas    .... 

888 

46 

,209  17 

Public  Building  Committee. 
Rent,  Repairs,  Furniture,  etc.    .  697  01 


Total  expense  for  DraAving  Schools      .  .        10,906  18 

Number  of  Instructors,  17. 
Average  number  belonging,  809. 
Average  cost  of  each  pupil  for  the  time, 
$13.48. 


Aggregate  expense  for  all  Evening  Schools,      $43,156  15 


226  APPENDIX. 


Expenditures  for  Officers  and  Special  Instructors. 

Salaries  of  Superintendent,  Supervisors,  Sec- 
retary, Auditing  Clerk,  Assistant  Clerks, 
and  Messengers $35,984  74 

Salaries  of  sixteen  Truant  Officers  .  .  17,695  00 

of  four  Music  Instructors  .  .  10,920  00 

"        of  four  Drawing  Instructors      .  .  9,060  00 

Military  Instructor  and  Armorer  .  .  .  2,004  00 

Stationeiy  and  Record  Books  for  School  Com- 
mittee and  Officers,  and  Office  expenses,  in- 
cluding Fuel,  Gas,  and  Water  .  .  .  1,150  69 


Total $76,814  43 


Incidental  Expenses. 

These  expenditures  are  made  for  objects  not  chargeable  to 
any  particular  school,  and  consist  chiefly  of  expenses  for 
printing,  advertising,  festival,  board  of  horses,  carriage-hiie, 
repairs,  tuning  of  pianos,  and  other  small  items  :  — 

Annual  Festival $2,009  67 

Board   of  horses,  with  shoeing  expenses  and 

sundry  repairs  of  vehicles  and  harnesses     .  480  61 

Carriage-hire           .          .          .          .          .          .  11:2  50 

Advertising  and  Newspnpers            .          .          .  821  42 

Census  of  School  Children      ....  1,57940 

Printing  Census  Books  .          .          .          .          .  41  00 

Printing,  Printing  Stock,  Stock  for  Diplonias, 

Postage  Stamps,  and  binding  Documents  .  8,441  80 
Printing  and  filling  out  of  Diplomas,  including 

Drawing  Diplomas  for  teachers,  etc.    .          .  1,271   54 


Carried forivanl $14,757  94 


REPORT  OF   EXPENDITURES. 


227 


Brought  foruard     .         .         .         .         . 
Expenses  for  Swords,   Guns,  Belts,  Repairs, 
etc.,  for  High  School  ]>attalion,  and  Band 
for  parade  ..... 

Teaminii:  and  Exprcssago,  inchiding  fares 
Care  and  tnnins^  of  Pianos,  including"  Covers 


Expenses  furnishing  supplies  per  conti 
months       ..... 

Receiving  Coal       .... 

Packing  Cases  and  Demijohns 

Drawing  Exhibition  Materials,  etc. 

Extra  Labor  and  Clerk-hire    . 

District  Telegraph,  Construction,  Rei 
Repairs  of  Telephone 

Repairs  to  Slates,  Racks,  Mats,  etc. 

Messenger  expenses.  Car  and  Ferry  Ticl 

Tuition  of  Pupils  in  Brookline 

Chests  for  Delivering  Supplies 

Iron  Box,  Tags,  Scales,  etc.  . 

Furniture,  Picture  Frames,  Paper,  etc. 

Sundry  small  items 

Total 


act,  9 


t  and 


ets 


$14,757  94 


294  04 
1,102  53 
1,213  00 

9,000  00 
323  48 
304  88 
298  88 
851  54 

141  12 
146  06 
844  54 

75  00 
200  00 
106  10 

88  78 
166  05 

$30,213  94 


SPECIAL   EXPENDITURES  BY  PUBLIC  BUILDING 
COMMITTEE. 

Primary  School-house,  Francis  St.,  Roxbury    .  $1,626  00 

Primary  School-house,  Polk  st.,  Charlestown  .  9,012  91 

New  Latin  and  English  High  School-house       .  126,239  54 


Total 


$136,878  45 


228 


APPENDIX. 


RECAPITULATION. 

Total  Expenditures. 

School  Committee. 

Hiuii  School,  per  detailed  statement    . 

Grammar  Schools,  per  detailed  statement    . 

Primary  "  '*  "  " 

Horace  Mann  School,  per  "  " 

Licensed  Minors'  Schools,  per  detailed  state- 
ment      ....... 

Kindergarten    School,    per    detailed    state- 
ment      ....... 

Evening  Schools,  per  detailed  statement 
"      Drawing  Schools,  per  detailed  state- 
ment      ....... 

Officers  and  Special  Instructors,  per  detailed 
statement        ...... 

Incidentals,  per  detailed  statement 

Stock  purchased  but  not  delivered 


Public  Building  Committee. 
High  Schools    . 
Grammar  Schools 
Primary         ' ' 
Horace  Mann  School 
Licensed  Minors'  Schools 
Evening  Schools 

"  '      Drawing  Schools 
Expenses  not  chargeable  to  any 

particular  school    . 

Total  ordinary  expenditures 
Carried  forward 


$5,090  37 

46,626  23 

33,097  91 

210  00 

275  86 

2,091  02 

697  01 

10,426  44 


$177,623  38 

725,752  11 

352,436  65 

9,334  83 

1,854  80 

520  00 
30,158  95 

10,209  17 

76,814  43 

30,213  94 

1,933  74 

,416,852  00 


98,514  84 
$1,515,366  84 
$1,515,366  84 


REPORT   OF   EXPENDITURES.  229 

Brought foncard  ....     $1,515,366  84 

Specfal  Expenditures. 

Public  Building    Committee  and  Committee 

on  Public  Instruction. 
School  Buildings,  us  per  statement      .  .  136,878  45 


Total  expenditures  for  the  Public  Schools,     $1,652,215  29 


INCOME. 

Amount   received    from    State    non-resident 

Deaf-Mute  Scholars     .  $7,880  34 

from  non-residents  .  2,5i)5  80 

from    Trust    Funds    and 

other  sources       .  .  13,555  39 

from   sale   of  Books   and 

Materials,     Evening 

Schools        ...  437  47 

from   sale   of  Books  and 

Supplies,  Day  Schools  24,296  89 

from  sale  of  old  Materials  800  26 

from  sale  of  cai*riages  and 

exchange  of  horses        .  127  75 

from  use  of  Plates,  Suj)- 

plementary  Reading,  to 

April  1,  1880       .         .  173  38 


Total  income,  School  Committee  .  .  $49,837   28 


$12,962.85  was  received  from  sales  of  real  estate,  which, 
when  purchased,  was  charged  to  school-houses,  —  Piiblii- 
Buildings. 


ANNUAL    REPORT 


CoMMirrEE  ON  Truant  Officers. 


DECEMBER,   1880. 


REPORT. 


Ill  accordance  with  the  rules  of  the  Board,  the  Committee 
on  Truant  Officers  present  their  annual  report.  It  seems 
desii'ablc  that  information  concerning  our  truant  system 
should  be  furnished  to  the  members  of  the  .Board,  teachers, 
and  to  the  public  ;  and  your  committee  feeling  that  it  would 
prove  interesting  and  instructive,  and  be  of  value  for  refer- 
ence, present,  first,  a  sketch  of  the  legislation  with  regard 
to  this  branch  of  our  school  system,  and,  second,  a  brief 
account  of  the  work  of  the  officers  in  the  discharge  of  their 
duties. 

Historical   Sketch. 

ANCIENT   LAWS. 

"  Forasmuch  as  the  good  Education  of  Children  is  of  Singidar  behoofo 
and  benefit  to  any  Common  weal  tli,  and  whereas  many  Parents  and 
Masters  are  too  indulgent  and  negligent  of  their  duty  in  that  kind ; 

"  It  is  Ordered,  that  the  chosen  men  for  managing  the  prudentials  of 
every  Town,  in  tlie  several  Precincts  and  quarters  where  they  dwell, 
shall  have  a  vigilant  eye  over  their  neighbors,  to  see.  First  that  none 
of  them  sliall  suffer  so  much  Barbarism  in  any  of  their  families,  as  not 
to  endeavor  to  teach,  b}"  themselves  or  others,  tlioir  Children  and 
Apprentices,  so  much  learning  as  may  enable  them  to  read  perfectly 
the  English  tongue,  and  a  knowledge  of  the  Capital  Laws,  upon  penalty 
of  twenty  shillings  for  each  neglect  therein."     [Laws  of  1G42,  June  14.] 

This  was  the  first  general  school  law  of  the  colony,  and 
indeed  the  first  enacted  on  this  continent;  but  "divers  free 
schools  were  erected,  as  at  Iio.\l)ury  and  at  Boston,"  by  the 
voluntary  action  of  toAvns,  confirmed  by  the  General  Court, 
before  this  law  was  passed. 

Note.  —  For  some  of  the  facts  iu  this  sketch  we  are  ii)drbtjJ  to  reiiorts  of  tho 
superintendent. 


234  APPENDIX. 

The  following  was  contained  in  a  law  passed  in  1647,  by 
the  Colony  of  Massachusetts  Bay  :  — 

"  It  is  therefore  ordered,  that  every  township  in  this  jurisdiction, 
after  the  Lord  hatli  increased  them  to  the  number  of  50  Jiouseholders, 
"  shall  then  forthwith  appoint  one  within  their  towne  to  teach  all  chil- 
dren as  shall  resort  to  him  to  write  and  read,  whose  wages  shall  be 
paid  either  by  the  parents  or  masters  of  such  children,  or  by  the  inhabi- 
tants in  generall,  by  way  of  supply,  as  the  major  part  of  those  that 
order  the  prudentials  of  the  towne  shall  appoint ;  provided  those  that 
send  their  children  be  not  oppressed  by  paying  much  more  than  they 
can  have  them  taught  in  other  townes  ;  —  And  it  is  further  ordered  that 
where  any  towne  shall  increase  to  the  number  of  100  families  or  house- 
holders they  shall  set  up  a  grammar  schoole,  the  master  thereof  being 
able  to  instruct  j'outh  so  farr  as  they  may  be  fited  for  the  university  ; 
provided  that  if  an\^  towne  neglect  the  performance  hereof  above  one 
yeare,  every  such  towne  shall  pay  5*  to  the  next  schoole  till  they  shall 
perform  this  order."  [See  Mass.  Col.  Records,  vol.  2,  page  203,  Nov. 
11,  1G47.] 

An  act  approved  March  4,  1826,  entitled  "An  act  con- 
cerning juvenile  offenders  in  the  City  of  Boston"  [Statutes 
1825,  chap.  182],  provided,  "that  any  Justice  or  Judge  of 
either  of  the  said  courts,  respectively,  on  the  application  of 
the  Mayor,  or  any  Alderman  of  the  City  of  Boston,  or  of 
any  Director  of  the  House  of  Industry,  or  House  of  Reforma- 
tion, or  of  any  Overseer  of  the  Poor,  of  said  city,  shall  have 
power  to  sentence  to  said  house  of  empk)yment  and  reforma- 
tion all  children  who  live  an  idle  and  dissolute  life,  whose 
parents  are  dead,  or,  if  living,  from  drunkenness  or  other 
vices  neglect  to  provide  any  suitable  employment,  or  exer- 
cise any  salutary  control  over  said  children  :  and  the  persons 
thus  committed,  shall  be  kept,  governed,  and  disposed  of,  as 
hereinafter  provided,  the  males  till  they  are  of  the  age  of 
twenty-one  years,  and  the  females  of  eighteen  years." 

In  the  School  Committee,  August,  1831,  Rev.  Ralph 
Waldo  Emerson,  chairman  of  the  sub-committee  on  the 
Mayhew  School,  in  a  quarterly  report  on  that  school,  called 


REPORT  ON   TRUANT  OFFICERS.  235 

the  attention  of  the  conimittoe  to  the  subject  of  truant 
.absences.  Tliis  report  was  referred  to  Messrs.  Henry  J. 
Oliver,  Sebastian  Streeter,  and  Ezra  S.  Gannett,  who,  at  a 
previous  meeting  of  the  Board,  had  been  appointed  a  com- 
mittee "to  consider  and  report  upon  the  subject  of  the  d:iily 
absences  of  pupils  of  the  several  English  and  Grammar 
schools,  and  alscj  to  report  U[)on  the  application  of  some 
proper  remedy."  This  connnittee  sul)mitted  a  report  to  the 
Board  in  October,  recommending  the  legal  removal,  in  all 
instances,  of  children  of  an  incorrigible  character,  as  fast  as 
they  occur,  to  the  School  of  Keformation  at  South  Boston. 

In  184(5  Ma\'or  (^uincy,  soon  after  coming  into  office,  ad- 
dressed some  remarks  on  the  subject  of  truancy  to  the  School 
Committee.  These  remarks  were  referred  by  the  Board  to 
a  special  committee,  of  which  Prof.  Theophilus  Parsons  was 
chairman.  This  committee  sul)mitted  a  report  May  5,  184G, 
stating  the  need  of  some  action  to  prevent  truancy,  callin<>" 
attention  to  the  loss  of  instruction  and  the  benefits  of  the 
school  to  the  children,  to  the  dangers,  pernicious  habits,  and 
del)asing  pursuits  engaged  in  by  them  while  absent,  and  to 
the  bad  influences  l)rought  with  them  on  their  return  to 
school.      The  rei)ort  further  states:  — 

If  the  law,  oil  the  one  liaiul,  proviiles  scliools  to  wliicli  all  the  ehildi-ea 
of  this  city  nidy  go,  on  the  other,  it  provi(l(>s  another  institution  to  wliich 
certain  oliildren  may  1)0  made  to  go.  Here,  then,  are  institutions  for 
those  who  laill  and  for  tliose  who  laill  not  be  instcueted  ;  and  umler  one 
or  other  of  these  classes  all  our  children  may  be  arranged. 

To  aid  in  carrying  out  the  plan  proposed,  the  following 
orders  were  submitted  for  the  consideration  of  the  School 
Board  :  — 

1.  Ordered,  That  the  several  masters  of  the  grammar  and  writing 
departments  of  the  (iraunnar  Sehools  report  to  the  Mayor  of  the  eitv, 
in  the  first  week  of  May  and  December  of  each  year,  the  names  (»f  the 
children  1)elonging  to  eacii  sdiool. 

2.  Ordered,  That  tin;  several  masters  of  the  gi'aminai- and  wiitiu''- 
departments  of  the  (iiamiuai- ScIkioIs  report  to   tiie  mayoi-,  on  llie  lirst 


236  APPENDIX. 

Monday  of  each  month,  beginning  with  June  next,  whether  there  be  in 
the  school  under  their  care  any  children  who  are  incorrigibly  stubborn 
or  habitually  truant;  and,  if  so,  their  names,  and  their  residences,  and 
the  names  of  their  parents,  when  known. 

3  Ordered,  That  this  and  the  two  preceding  orders,  together  with 
the  3d  section  of  the  "  Act  concerning  juvenile  oftenders  in  the  City  of 
Boston,"  be  printed  in  large  letters  and  conspicuously  posted  m  each 
Grammar  School ;  and  that  the  same  be  read  to  the  assembled  scholars, 
by  the  masters,  on  the  first  Monday  of  each  month. 

These  orders,  with  slight  verbal  amendments,  were 
adopted  in  May,  184G.  In  the  revision  of  the  liogulations  in 
1848,  the  third  order  was  omitted,  the  lirst  and  second  re- 
maining in  force  till  1851,  when  the  first  was  repealed,  and 
the  words  ^'beg'""ing  with  Jnne  next "  were  stricken  from 
the  second.  In  1852  this  order  was  amended  by  striking 
out  the  word  "stubborn/'  It  was  again  amended  in  1855 
by  omitting  the  words  "  incorrigibly  "  and  "  on  the  first  Mon- 
day of  each  month,"  and  substituting  "principal  teachers" 
for  "  masters  "  and  "  truant  officers  "  for  the  "  mayor."  This 
regulation  was  amended  in  1857,  by  dropping  the  word 
"principal,"  and  adding  after  "  officers  "  the  words"  of  the 
district,"  leaving  the  regulations  as  follows  :  — 

Teachers  having  charge  of  pupils  who  are  habitually  truant  shall 
report  their  names,  residences,  and  the  names  of  their  parents,  or  guar- 
dians, to  the  truant  officer  of  the  district. 

The  annual  reports  of  the  School  Committee  for  the  years 
1846,  1847,  1848,  1849,  contained  pertinent  remarks  on  the 

subject. 

In  1848  Mayor  Quincy,  in  his  inaugural  address,  called 
the  attention  of  the  City  Government  to  the  subject,  express- 
ino-  his  conviction  of  the  necessity  of  dealing  more  ettectu- 
ally  with  these  evils. 


REPORT  ON   TRUANT  OFFICERS.  237 

In  August,  1848,  the  followiug  order  was  adopted  by  the 
School  Corauiittee  :  — 

Ordered,  That  the  chairman  of  this  Board  be  requested  to  appoint  a 
suitable  officer,  whose  duty  it  shall  be  to  look  up  children,  witliin  the 
ages  of  eight  and  sixteen,  who  do  not  attend  school,  and  to  use  all 
proper  measures  to  induce  them  to  attend. 

The  ]Mayor  had  already  appointed  Oliver  H,  Spurr,  Esq., 
who  was  detailed  from  the  Police  Department  for  this  service, 
in  which  he  was  employed  for  four  years. 

On  the  loth  of  Nov.,  1848,  the  School  Committee  passed 
the  following  order  :  — 

Ordered,  That  the  Mayor,  ^lessrs.  Neale,  Soule,  Codman,  and 
Brewer,  be  a  committee  to  consider  and  report  whether  any,  and  what, 
measures  can  be  taken  to  lessen  the  amount  of  truancy  that  now  exists 
in  the  city. 

At  the  last  meeting  of  the  School  Board  for  the  year  the 
committee  "recommended  that  the  subject  be  referred  to  the 
next  Board,  with  a  recommendation  that  they  would  consider 
the  expediency  of  memorializing  the  Legislature  on  the  subject 
of  additional  provisions  to  enforce  attendance  upon  school." 

On  the  organization  of  the  new  School  Board,  in  January, 
1849,  it  was 

Ordered,  That  His  Honor  the  Mayor  be  requested  to  inform  us,  at  his 
earliest  convenience,  what  has  been  done  by  the  City  Government  for 
securing  the  steady  attendance,  in  our  public  scJiools,  of  all  those 
children  who  are  not  instructed  in  private  schools,  and  that  the  Mayor 
be  authorized  to  apply  to  the  Legislature  for  all  necessai-y  power  to 
secure  the  attendance  of  such  scholars. 

In  compliance  with  this  order.  City  Marshal  Francis 
Tukey,  Esq.,  submitted  a  report  to  the  Mayor,  which  was 
laid  before  the  School  Connnittec,  February  7,  184'J,  and 
ordered  to  be  printed.  The  report  is  an  interesting  docu- 
ment, and  contains  a  statement  by  Mr.  Spurr  as  to  tbe 
manner  of  dischargins:  his  duties. 


238  APPENDIX. 

In  the  School  Committee,  Mnrch  7,  1849,  on  motion  of 
Prof.  Charles  Brooks,  it  was 

Ordered,  That  this  Board  respectfully  request  the  City  Government 
immediately  to  devise  such  measures  as  shall  secure  the  regular  attend- 
ance in  our  public  schools  of  all  the  idle  and  truant  children  of  the  city. 

The  General  Court,  at  the  session  of  1850,  enacted  the 
following  statute  :  — 

AN   ACT  CONCERNING  Truant  Children  and  Absenteks  from 

School. 
Section  1.  Each  of  the  several  cities  and  towns  in  this  Common- 
wealth is  hereby  authorized  and  empowered  to  make  all  needful  pro- 
visions and  arrangements  concerning  habitual  truants  and  children  not 
attendino-  school,  without  any  regular  and  lawful  occupation,  growmg 
up  in  icrnorance,  between  the  ages  of  six  and  fifteen  years;  and,  also, 
all  such  ordinances  and  by-laws  respecting  such  children  as  shall  be 
deemed  most  conducive  to  their  welfare  and  the  good  order  of  such 
city  or  town  ;  and  there  shall  be  annexed  to  such  ordinances  suitable 
penalties,  not  exceeding,  for  any  one  breach,  a  tine  of  twenty  dollars; 
provided  that  such  ordinances  and  by-laws  shall  be  approved  by  the 
court  of  common  pleas  for  the  county,  and  shall  not  be  repugnant  to  the 
laws  of  the  Commonwealth. 

Sect  2  The  several  cities  and  towns,  availing  themselves  of  the 
provision^  of  this  act,  shall  appoint,  at  the  annual  meeting  of  said 
itowns,  or  annually  by  the  mayor  and  aldermen  of  said  cities,  three  or 
more  persons,  who  alone  shall  be  authorized  to  make  the  complamts,  m 
every  case  of  violation  of  said  ordinances  or  by-laws,  to  the  justice  of 
:the  peace,  or  other  judicial  ollicer,  who,  by  said  ordinances,  shall  have 
jurisdiction  in  the  matter,  which  persons,  thus  appointed,  shall  alone 
have  authority  to  carry  into  execution  the  judgments  of  said  justice  of 
.the  peace,  or  other  judicial  officer. 

Sect.  3.  The  said  justices  of  the  peace,  or  other  judicial  officers, 
shall  in  all  cases,  at  their  discretion,  in  place  of  the  fine  aforesaid,  be 
authorized  to  order  children,  proved  before  them  to  be  growing  up  m 
truancy,  and  without  the  benefit  of  the  education  provided  fi.r  them  by 
law,  to  be  placed,  for  such  periods  of  time  as  they  may  judge  expedient, 
in  such  institution  of  instruction,  or  house  of  reformation,  or  other 
-suitable  situation,  as  may  be  assigned  or  provided  for  liie  purpose, 
under  the  auth.)rity  conveyed  by  the  first  section  of  this  act,  in  each 
city  or  town  availing  itself  of  the  powers  herein  granted.  (Stat.  ISoO, 
chap.  294.) 


REPORT  ON  TRUANT   OFFICERS.  239 

The  School  Committee,  in  July,  1850,  passed  the  following 
order :  — 

Ordered,  That  the  City  Council  be  requested  to  enact  such  ordinances 
and  by-laws  in  conformity  witli  the  laws  of  this  (^omnionwealtli  (chap. 
294,  passed  May  3,  18o0),  concerning  truant  children  and  absentees  from 
school,  as  they  may  deem  most  conducive  to  the  welfare  of  tiie  schools 
and  good  order  of  the  city. 

In  compliance  with  this  request  the  City  Council  passed 
the  required  ordinance,  October  21,  1850,  as  follows:  — 

OuDiNANCE  OF  THE  CiTY  concei'ning  truant  children  and  absentees 
from  school,  passed  October  21,  1850.  —  This  ordinance  was  presented 
to  the  Court  of  Common  Pleas  for  the  County  of  Suffolk,  at  the  October 
term,  1850,  and  was  approved  b}^  the  court. 

Section  l.  The  city  of  Boston  hereby  adopts  the  two  hundred  and 
ninety-fourth  chapter  of  the  laws  of  the  Commonwealth  for  the  year  one 
thousand  eight  hundred  and  fifty,  entitled,  "  An  act  concerning  truant 
children  and  absentees  from  school,"  and  avails  itself  of  the  provisions 
of  the  same. 

Sect.  2.  Any  of  the  persons  described  in  the  first  section  of  said  act, 
upon  conviction  of  any  offence  therein  described,  shall  be  punished  by 
fine  not  exceeding  twenty  dollars ;  and  the  senior  justice,  by  appoint- 
ment of  the  police  court,  shall  have  jurisdiction  of  the  offences  set  forth 
in  said  act. 

Sect.  8.  The  house  for  the  employment  and  reformation  of  juvenile 
offenders  is  hereby  assigned  and  provided  as  the  Institution  of  Instruc- 
tion, House  of  Reformation,  or  suitable  situation,  mentioned  in  the  third 
section  of  said  act. 

On  January  31,  1851,  the  ]Mayorand  Aldermen  appointed 
three  policemen  as  truant  officers;  but  they  were  still  mem- 
bers of  the  police  force,  receiving  pay  as  such. 

To  meet  objections  raised  to  some  of  the  provisions  of  the 
law,  amendments  to  the  truant  act  were  enacted  as 
follows  :  — 

AN   ACT    IN   ADDITION   TO    AN    ACT    CONCEnMNG    TltUANT    ClIII.DUEN 

AND  Absentees  euom  School. 

Section  1.  Any  minor  between  the  ages  of  six  and  fifteen  years,  con- 
victed under  the  provisionsof  an  act  entitled  "  An  Act  concerning  Truant 


240  APPENDIX. 

Children  and  Absentees  from  School,"  passed  in  the  year  one  thousand 
eight  hundred  and  fifty,  of  being  an  habitual  truant,  or  of  not  attending 
school,  or  of  being  without  any  regular  and  lawful  occupation,  or  of 
growing  up  in  ignorance,  may,  at  the  discretion  of  the  justice  of  the 
peace,  or  judicial  officer  having  jurisdiction  of  the  case,  instead  of  the 
fine  mentioned  in  the  first  section  of  said  act,  be  committed  to  anj^  such 
institution  of  instruction,  house  of  reformation,  or  suitable  situation,  as 
may  be  provided  for  the  purpose  under  the  authority  given  in  said  first 
section,  for  such  time  as  such  justice  or  judicial  officer  may  determine, 
not  exceeding  one  year. 

Sect.  2.  Any  minor  convicted  of  either  of  said  offences,  and  sen- 
tenced to  pay  a  fine,  as  provided  in  the  first  section  of  the  act  to  which 
this  is  in  addition,  may,  in  default  of  payment  thereof,  be  committed  to 
said  institution  of  instruction,  house  of  reformation,  or  suitable  situation, 
provided  as  aforesaid,  or  to  the  count}'  jail,  as  provided  in  case  of  non- 
payment of  other  fines.  And  upon  proof  that  said  minor  is  unable  to 
pay  said  fine,  and  has  no  parent,  guardian,  or  person  chargeable  with 
his  support  able  to  pay  the  same,  he  may  be  discharged  by  said  justice 
or  judicial  officer,  whenever  he  shall  see  fit. 

Si:CT.  3.  If  any  person  so  convicted  be  not  discharged  as  afore- 
said, he  shall  be  discharged  according  to  the  provisions  of  the  third 
section  of  the  one  hundred  and  forty-fifth  chapter  of  the  Revised 
Statutes. 

Sect.  4.  The  powers  of  the  justice  of  the  peace  or  judicial  officer, 
under  this  act  and  the  act  to  which  this  is  in  addition,  in  all  unfinished 
cases,  shall  continue  under  any  re-appointment  to  the  same  office,  pro- 
vided there  be  no  interval  between  the  exjjiration  and  reappointment 
to  said  office. 

Sect.  5.  The  third  section  of  the  act  entitled  "An  Act  concerning 
Truant  Children  and  Absentees  from  School,"  passed  in  the  j'ear  one 
thousand  eight  hundred  and  fifty,  is  hereby  repealed.  (Stat.  1852, 
chap.  283.) 

After  the  passage  of  the  above  amendments,  three  truant 
officers  were  nominated  by  the  mayor  and  confirmed  by  the 
Board  of  Aldermen. 

The  House  for  the  Employment  and  Reformation  of  Juve- 
nile Offenders,  established  at  South  Boston  in  1826,  and 
since  removed  to  Deer  Island,  was  assigned  by  the  city  ordi- 
nance as  the  institution  provided  for  in  the  act. 

The  judicial   officer  designated   by  the   city  ordinance  to 


REPORT  ON  TRUANT  OFFICERS.  241 

have  jurisdiction  in  the  matter  was  "  the  senior  justice  by 
appointment  of  the  Police  Court." 

The  truant  officers  were  appointed  by  the  Board  of  Alder- 
men as  constables,  thus  arming  them  with  all  necessary 
power  and  authority. 

The  justice  interpreted  the  law  as  limited  to  the  cases  of 
"habitual  truants."  Another  objection  was  the  limiting  of 
the  sentence  to  one  year. 

These  objections  Avere  brought  to  the  attention  of  the 
General  Court,  and  the  following  act  was  passed  :  — 

AN    ACT    IX    ADDITION   TO   THE   ACTS   CONCERXIXG  TkUAXT  ChILDREK 

AND  Absentees  from  School. 

Section  1.  Any  city  in  this  Commonwealth  may,  by  ordinance,  give 
jurisdiction  of  the  offences  arising  under  the  several  laws  relating  to 
truant  children  and  absentees  from  school,  to  the  justices  of  the  police 
court  of  such  city. 

Sect.  2.  Any  minor  between  the  ages  of  six  and  sixteen  years,  con- 
victed under  the  provisions  of  an  act  entitled  "  An  Act  concerning 
Truant  Children  and  Absentees  from  School,"  passed  in  the  year  one 
thousand  eight  hundred  and  fifty,  of  being  an  habitual  truant,  or  of  not 
attending  school,  or  of  being  without  any  regular  and  lawful  occupation, 
or  of  growing  up  in  ignorance,  may,  at  the  discretion  of  the  justice  of 
the  peace,  or  judicial  officer  having  jurisdiction  of  the  case,  instead  of 
the  fine  mentioned  in  the  first  section  of  said  act,  be  committed  to  any 
such  institution  of  instruction,  house  of  i-eformatlon,  or  suitable  situa- 
tion, as  may  be  prcnided  lor  tlie  purpose,  under  the  authority  given  in 
said  first  section,  for  such  time  as  such  justice  or  judicial  officer  may 
determine,  not  exceeding  two  years. 

Sect.  3.  This  act  shall  take  effect  in  any  city  as  soon  as  it  may  be 
accepted  by  the  city  council  of  said  city,  by  concurrent  vote  of  tiie  two 
branches  thereof. 

Sect.  4.  All  acts  and  parts  of  acts  inconsistent  with  this  act  are 
hereby  repealed,  so  far  as  the  same  may  relate  to  cities.  (Stat.  1858, 
chap.  343.) 

This  act  extended  the  term  of  sentence  to  two  years,  and 
authorized  the  city  to  give  jurisdiction  in  truant  cases  "  to 
the  Justices  of  the  Police  Courts  of  such  city." 


242  APPENDIX. 

In  1854  this  act  was  repealed  and  the  following  enacted  :  — 

AN  ACT   CONCERNING   TRUANTS   IN   THE   CiTY   OF  BOSTON. 

Section  1.  Eacli  justice  of  the  Police  Court  of  the  City  of  Boston 
may  take  jni'isdiction  of  complaints  made  under  "An  Act  concerning 
Truant  Children  and  Absentees  from  School,"  passed  the  third  day  of 
May,  in  the  year  of  our  Lord  eighteen  hundred  and  fift}',  against  chil- 
dren between  the  ages  of  six  and  fifteen  j-ears  as  habitual  truants,  or  as 
children  not  attending  school,  without  any  regular  and  lawful  occupa- 
tion, growing  up  in  ignorance. 

Skct.  2.  All  Avarrants  issued  upon  such  complaints  shall  be  made 
returnable  before  either  of  said  justices  at  the  place  named  in  the  war- 
rant. 

Sect.  3.  Such  justice  may  sentence  any  child  convicted  of  either  of 
said  offences  to  be  committed  for  not  more  than  two  years  to  the  insti- 
tution of  instruction,  house  of  reformation,  or  suitable  situation  assigned 
or  provided  under  the  authority  given  by  said  act,  or  which  may  here- 
after be  so  assigned  or  provided ;  or  he  may  sentence  such  child  to  pay 
the  fine,  not  exceeding  twenty  dollars,  mentioned  in  the  first  section  of 
said  act,  and,  in  default  of  payment  thereof,  to  stand  committed  to  such 
institution  of  instruction,  house  of  reformation,. or  suitable  situation,  or 
to  the  county  jail,  as  provided  in  default  of  payment  of  other  fines. 

Sect.  4.  Any  minor  so  committed,  upon  proof  that  he  is  unable  to 
paj"  such  fine,  and  has  no  parent,  guardian,  or  person  chargeable  with 
his  support  able  to  pay  the  same,  may  be  discharged  by  cither  of  said 
justices  whenever  he  shall  see  fit.  And  if  such  minor  is  not  so  dis- 
charged, he  shall  be  discharged  according  to  the  provisions  of  the  third 
section  of  the  one  hundred  and  forty-fifth  chapter  of  the  Revised  Stat- 
utes. 

Sect.  5.  The  justices  shall  receive  such  compensation  as  shall  be 
fixed  by  the  city  council  of  Boston. 

Sect.  6.  The  three  hundred  and  forty-third  chapter  of  the  acts 
jjassed  in  the  year  of  our  Lord  eighteen  hundred  and  fiftj^-three  is  here- 
by repealed;  j^fovided,  however,  that  the  provisions  of  this  act  and  all 
other  acts  witii  reference  to  truant  children  shall  apply  to  children  be- 
tween the  ages  of  six  and  sixteen  3ears,  as  well  as  to  children  between 
the  ages  of  five  and  fifteen  years. 

Sect.  7.  This  act  shall  take  effect  from  and  after  its  passage.  (Stat. 
1854,  chap.  88.) 

By  the  following  act,  approved  February  14,  1862,  it  Avas 
made  obligatory  on  the  cities  and  towns  to  carry  out  its 
provisions :  — 


REPORT  ON   TRUANT  OFFICERS.  243 

GENERAL   LAWS. 

[ClIAPTF.U    21.] 

AN     ACT     AMENDING     THE     STATUTES     RELATING     TO     HaHITUAL 

TUUANTS. 

Be  it  enacted,  etc.,  as  follows  :  — 

Section  1.  The  fourth  section  of  the  forty-second  chapter  of  tlie 
General  Statutes  is  hereby  amended  by  striking  out  the  word  "may" 
and  inserting  instead  thereof  the  word  "  shaU." 

Sect.  2.  The  fifth  section  of  tlie  same  chapter  is  here  b}-  amended,  by 
striking  out  the  words,  "  availing  themselves  of  the  provisions  of  the 
preceding  section." 

The  act  of  1850  was  designed  to  apply  not  only  to  ''habit- 
ual truants,"  but  to  "absentees;"  that  is,  to  "children  not 
attending  school,  Avithout  any  regular  and  lawful  occupation, 
growing  up  in  ignorance." 

The  justices  of  the  Police  Court  declined,  from  the  first,  to 
sentence  to  the  House  of  Reformation  any  children  com- 
plained of  merely  as  "absentees"  from  school,  though  found 
without  any  occupation,  and  growing  up  in  ignorance. 

The  following  act  was  approved  April  30,  18(52  :  — 

GENERAL    LAWS.  . 

[Chapter    207.] 
AN    ACT   CONCERNING  Truant  Children  and  Absentees  from  School. 
Be  it  enacted,  etc.,  as  follows  :  — 

Section  1.  Each  city  and  town  shall  make  all  needful  provisions  and 
arrangement  concerning  habitual  truants,  and  also  concerning  children 
wandering  about  in  the  streets  or  public  places  of  any  city  or  town, 
having  no  lawful  occupation  or  business,  not  attending  school,  and 
growing  up  in  ignorance,  between  the  ages  of  seven  and  si.xteen  years; 
and  shall  also  make  all  such  by-laws  respecting  such  children  as  shall  be 
deemed  most  conducive  to  their  welfare  and  the  good  order  of  such 
city  or  town  :  and  there  shall  be  annexed  to  such  by-laws  suitable 
penalties  not  exceeding  twenty  dollars,  for  any  one  breach  ;  provided, 
that  said  by-laws  shall  be  approved  by  the  superior  court  sitting  in  any 
county  in  the  Commonwealth. 


244  APPENDIX. 

Sect.  2.  Any  minor  convicted  for  being  an  habitual  truant,  or  any 
child  convicted  of  wandering  about  in  the  streets  or  public  places  of  any 
city  or  town,  having  no  lawful  occupation  or  business,  not  attending 
school,  and  growing  up  in  ignorance,  between  the  ages  of  seven  and 
sixteen  years,  may,  at  the  discretion  of  the  justice  or  court  having  juris- 
diction of  the  case,  instead  of  the  fine  mentioned  in  the  first  section,  be 
committed  to  any  such  institution  of  instruction,  house  of  reformation,  or 
suitable  situation  provided  for  the  purpose,  under  the  authority  of  the 
first  section,  for  such  time,  not  exceeding  two  years,  as  such  justice  or 
court  may  determine. 

The  City  Council  adopted  the  provisions  of  this  act,  in  the 
following  ordinance  :  — 

CITY   OF  BOSTON,  1862. 

AN  ORDINANCE  concerning  Truant  Children  and  Absentees 
FROM  School. 

Be  it  ordained  by  the  Aldermen  and  Common  Council  of  the  City  of 

Boston,  in  City  Council  assembled,  as  follows  :  — 

Section  1.  Any  of  the  jjersons  described  in  the  first  section  of  the 
"  Act  concerning  Truant  Children  and  Absentees  from  School,"  passed 
on  the  thirtieth  day  of  April,  in  the  year  one  thousand  eight  hundred 
and  sixty-two,  upon  conviction  of  anyofi"ence  therein  described,  shall  be 
punished  by  fine  not  exceeding  twenty  dollars ;  and  the  justices  of  the 
police  court  of  the  city  of  Boston  shall  have  jurisdiction  of  the  offences 
set  forth  in  said  act. 

Sect.  2.  The  House  for  the  Employment  and  Reformation  of  Juvenile 
Offenders  is  hereby  assigned  and  provided  as  the  institution  of  instruc- 
tion, house  of  reformation,  or  suitable  situation  mentioned  in  the  second 
section  of  said  act. 

Approved  August  12,  1862. 

Upon  careful  consideration  of  the  language  of  the  new  act, 
the  justices  of  the  Police  Court  decided  that  it  was  defective, 
inasmuch  as  it  did  not  expressly  determine  who  should  have 
the  jurisdiction  under  it.  The  desired  amendment  was  pro- 
vided by  the  passage  of  the  following  act ;  — 


REPORT  ON   TRUANT   OFFICERS.  245 

GENERAL  LAWS. 

[Chapter  44.] 

AN     ACT     IN     ADDITION     TO     AN     AcT     CONCEUNING     TrUANT     CHILDREN    AND 

Absentees  from  School. 

4 

Be  it  etmded  by  the  Senate  and  House  of  Representatives  in  General 
Court  assembled,  and  by  authority  of  the  same,  as  follov^s  :  — 
Section  1.  Either  of  the  justices  of  the  police  court  of  the  city  of  Bos- 
ton, and  any  judge  or  justices  of  any  police  court,  and  any  trial  justice 
in  this  state,  shall  have  jurisdiction  within  their  respective  counties,  of 
•the  offences  described  in  chapter  two  hundred  and  seven  of  the  acts  of 
the  year  eighteen  hundred  and  sixty-two. 

Sect.  2.  Whenever  it  shall  be  made  to  appear  to  any  such  justice, 
judge,  or  trial  justice,  acting  within  his  jurisdiction,  upon  a  hearing  ot 
the  case,  there  is  good  and  sufficient  reason  for  the  discharge  of  any 
minor  imprisoned  for  either  of  such  offences,  he  may  issue  each  dis- 
charge under  his  hand  upon  such  terms  as  to  costs  as  to  him  seems  just, 
directed  to  the  person  having  the  custody  of  such  minor,  and,  upon  the 
service  of  the  same  on  such  person  and  payment  of  costs  required,  said  . 
minor  shall  be  discharged. 

Sect.  3.   This  act  shall  take  effect  upon  its  passage. 
Approved  February  27,  1863. 

In  18G3  the  following  oiclin;ince  was  passed  :  — 

CITY   OF   BOSTON. 

AN   ORDINANCE   concerning   Truant  Children  and  Absentees  from 

School. 

Be  it  ordained  by  the  Aldermeti  and  Common  Council  of  the  City  of  Bos- 
ton, in  City  Council  assembled,  asfollotvs:  — 

Section  1.  Any  of  the  persons  described  in  the  first  section  of  the 
"  Act  concerning  Truant  Children  and  Absentees  from  School "  passed  on 
the  thirtieth  day  of  April,  in  the  year  one  thousand  eight  hundred  and 
sixty-two,  upon  conviction  of  any  offence  described  in  said  act  shall  be 
punished  by  fine  not  exceeding  twenty  dollars. 

Sect.  2.  The  House  for  the  Employment  and  Reformation  of  Juvenile 
Offenders  is  her6by  assigned  and  provided  as  the  institution  of  instruc- 
tion, house  of  reformation,  or  suitable  situation,  mentioned  in  the  second 
section  of  said  act. 


246  APPENDIX. 

Sect.  3.  The  oi'clinance  concerning  truant  children  and  absentees 
from  school,  passed  August  12,  1862,  and  all  other  ordinances  relating 
to  the  same  subject,  are  hereby  repealed. 

This  ordinance  was  approved  by  the  Mayor,  November  9, 
1863,  iind  by  the  presiding  justice  of  the  Superior  Court,  at 
the  October  term  of  said  court,  in  1863. 

It  was  considered,  after  the  passage  of  the  last  act  referred 
to,  that  the  provisions  for  tlie  attendance  of  children  at  school, 
for  their  education  and  general  welfare,  were  as  complete  as 
could  be  expected.  And  yet  there  were  cases  of  children 
whose  destitution  and  neglect  were  not  reached  by  law  or 
charity.  They  were  the  cases  of  children  growing  up  in 
ignorance,  and  for  no  reason  attributable  to  themselves. 
They  were  not  truants,  for  they  were  not  sent  to  school. 
They  were  not  absentees  in  the  legal  sense,  for  they  were 
not  "wandering  about  the  streets,"  but  were  kept  at  home, 
or  they  were  engaged  in  some  petty  employment,  and  could 
not  be  convicted  for  having  no  "lawful  occupation  "  or  they 
were  under  "seven  years  of  age."  They  were  children  who, 
by  reason  of  orphanage,  or  from  the  neglect,  drunkenness, 
or  other  vices  of  their  parents,  were  leading  idle  and  dis- 
solute lives. 

A  petition  in  the  behalf  of  this  class  of  children  was  pre- 
sented to  the  School  Board,  and  a  sj)ecial  committee  was 
appointed  in  January  1866,  of  which  Hon.  Edwin  Wright 
was  chairman,  to  consider  and  report  on  the  subject.  This 
committee  reported  recommending  a  carefully  prepared  bill, 
which  was  presented  to  the  Legislature.  The  Legislature, 
after  making  some  alterations  in  the  original  draft,  passed 
the  bill.     The  following  is  the  act :  — 

AN    ACT    CONCERNING    THE  CaRE  AND  EDUCATION  OF  NEGLECTED  CHILDREN. 

Be  it  enacted,  etc.,  as  follows :  — 

Section  1.  Each  of  the  several  cities  and  towns  in  this  Common- 
wealth is  hereby  authorized  and  empowered  to  make  all  needful  pro- 


REPORT   ON   TRUANT   OFFICERS.  247 

visions  and  arrangements  concerning  children  under  sixteen  years  of 
age,  who,  by  reason  of  the  neglect,  crime,  drunkenness,  or  otiier  vices 
of  parents,  or  from  orplianage,  are  suffered  to  be  growing  up  without 
salutarj*  parental  control  antl  education,  or  in  circumstances  exposing 
them  to  lead  idle  and  dissolute  lives;  and  may  also  make  all  such  by- 
laws and  ordinances  respecting  such  children,  as  shall  be  deemed  most 
conducive  to  their  welfare  and  the  good  order  of  such  city  or  town  ; 
provided,  that  said  bj'-laws  and  ordinances  shall  be  approved  by  the 
supreme  judicial  court,  or  any  two  justices  thereof,  and  shall  not  be  re- 
pugnant to  the  laws  of  the  Commonwealth. 

Sect.  2.  The  mayor  and  aldermen  of  cities,  and  the  selectmen  of 
towns,  availing  themselves  of  the  provisions  of  this  act,  shall  severally 
appoint  suitable  persons  to  make  complaints  in  case  of  violations  of 
such  ordinances  or  by-laws  as  ma^'  be  adopted,  who  alone  shall  be 
authorized  to  make  complaints  under  the  authority  of  this  act. 

Sect.  3.  When  it  shall  be  proved  to  any  judge  of  the  superior  court, 
or  judge  or  justice  of  a  municipal  or  police  court,  or  to  any  trial  justice, 
that  any  child  under  sixteen  years  of  age,  by  reason  of  orphanage,  or 
of  the  neglect,  crime,  drunkenness,  or  other  vice  of  parents,  is  growing 
up  without  education  or  sal utar}- control,  and  in  circumstances  exposing 
said  cliild  to  an  idle  and  dissolute  life,  any  judge  or  justice  aforesaid 
shall  have  power  to  order  said  child  to  such  institution  of  instruction  or 
other  place  that  may  be  assigned  for  the  purpose,  as  provided  in  tliis  act, 
by  the  authorities  of  the  city  or  town  in  which  such  child  ma}-  reside,  for 
such  term  of  time  as  said  judge  or  justice  may  deem  expedient,  not  ex- 
tending beyond  the  age  of  twenty-one  }-ears  for  males,  or  eighteen  years 
for  females,  to  be  there  kept,  educated  and  cared  for  according  to  law. 

Sect.  4.  Whenevet  it  shall  be  satisfactorily  proved  that  the  parents 
of  any  child  committed  under  the  provisibns  of  this  act  shall  have 
reformed  and  are  leading  orderly  and  industrious  lives,  and  are  in  a 
condition  to  exercise  salutary  parental  control  over  their  children,  and 
to  provide  them  with  i)roper  education  and  employment;  or  whenever 
said  parents  being  dead,  any  person  may  ofter  to  make  suitabli;  pro- 
vision for  the  care,  nurture  and  education  of  such  child  as  will  conchicc 
to  the  public  welfare,  and  will  give  satisfactory  security  for  the  per- 
formance of  the  same,  then  the  directors,  trustees,  overseers  or  other 
board  having  charge  of  the  institution  to  wliich  such  ciiild  may  be  com- 
mitted, may  discharge  said  child  to  the  parents  or  to  the  party  making 
provision  for  the  care  of  the  child  as  aforesaiil. 

Sect.  5.  Chapter  two  hundred  and  seven  of  the  acts  of  the  3'ear 
eighteen  hundred  and  sixty-two  shall  not  apply  to,  nor  liave  effect 
within  the  city  of  Boston  after  tiie  passage  of  this  act.  (Statutes  isGG, 
Chapter  283.) 


248  APPENDIX. 

This  act  was  amended  by  the  passage  of  the  following  act, 
approved  January  30,  1867,  as  follows  ;  — 

an  act  to  amend  chapter  two  hundred  and  eighty-three,  of  the 
acts  of  the  year  eighteen  hundred  and  sixty-six,  concerning  the 
Care  and  Education  of  Neglected  Children. 

Be  it  eyiacted,  etc.,  as  folloivs  :  — 

Section  1.  Section  one  of  chapter  two  hundred  and  eig-hty-three  of 
the  acts  of  the  year  eighteen  hundred  and  sixty-six  is  hereby  so 
amended  that  the  approval  therein  required  to  be  made  by  the  supreme 
judicial  court,  or  any  two  justices  thereof,  shall  be  made  by  the  superior 
court,  or,  in  vacation,  by  a  justice  thereof.     (Stat.  1867,  Chap.  2.) 

Besides  the  alteration  in  the  original  draft  of  the  bill  as 
presented  by  the  committee,  the  last  section  Avas  appended 
(Sect.  5  of  Ch.tp.  283,  Acts  of  18()G),  by  which  the  truant 
system  of  Boston  was  practically  abolished. 

The  truant  officers  were  debarred  from  the  fulfilment  of 
their  duties  concerning  truants  and  absentees,  but  were 
retained  in  ofiice,  and,  being  also  appointed  as  constables, 
gave  their  attention  to  the  execution  of  the  existing  laAvs  re- 
lating to  juvenile  offenders. 

The  action  of  the  Legislature  served  to  make  the  people 
appreciate  more  fully  the  advantage  and  worth  of  the  sj'stem 
of  which  they  had  been  deprived.  So  great  was  the  com- 
plaint that  the  attention  of  the  General  Court  was  called  to 
the  subject,  and  the  following  act  was  i^assed  :  — 

AN   ACT   IX   ADDITION  TO  AN  ACT  CONCERNING  TrUANT  CHILDREN  AND 

Absentees  from  School, 

Be  it  enacted,  etc.,  as  follows  :  — 

Section  1.  So  much  of  chapter  two  hundred  and  eightj'-three  of  the 
acts  of  the  year  eighteen  hundred  and  sixty-six  as  provides  that  chapter 
two  hundred  and  seven  of  the  acts  of  the  year  eighteen  hundred  and 
sixty-two  shall  not  apply  to  nor  have  effect  within  the  city  of  Boston  is 
hereby  repealed.     (Stat.  1867,  chap.  156.) 


REPORT  OX   TRUANT  OFFICERS.  249 

The  f(jllowing  ordinance  was  approved  by  the  Mayor,  May 
25,  1867,  and  by  the  Justice  of  the  Superior  Court,  June  7, 
1867. 

CITY   OF  BOSTON. 

AN  ORDINANCE  concerxixg  Trpant  Children   and   Absentees   from 

School. 

Be  it  ordained  by  the  Aldermen  and  Common  Council  of  the  City  of 
Boston,  in  City  Council  assembled,  as  folloivs :  — 

Section  1.  Any  of  the  persons  descrilied  in  the  first  section  of  the 
•'Act  concerning  Truant  Children  and  Absentees  from  School,"  passed 
on  the  thirtieth  day  of  April,  in  the  year  one  thousand  eight  hundred 
and  sixty-two,  upon  conviction  of  any  oflFence  descril)ed  in  said  act, 
shall  be  punished  by  a  fine  not  exceeding  twenty  dollars. 

Sect.  '2.  Ihe  house  for  the  emplo\-ment  and  reformation  of  juve- 
nile offenders  is  hereby  assigned  and  provided  as  the  institution  of  in- 
struction, house  of  i-eformation,  or  suitable  situation,  mentioned  in  the 
second  section  of  said  act. 

The  following  ordinance  was  approved  by  the  Mayor, 
June  3,  1870,  and  by  the  Superior  Court,  June  7,  1870. 

CITY   OF  BOSTON. 

AN  ORDINANCE   providing   for    the   Care   and   Education  of 
Neglected  Children. 

Be  it  ordaitied,  etc. :  — 

Section  1.  The  House  of  Employment  and  Reformation  of  Juvenile 
Offenders  is  hereby  assigned  and  provided  as  the  place  to  whicli  chil- 
dren under  sixteen  years  of  age,  living  in  the  city  of  Boston,  in  the 
condition  described  in  chapter  two  hundred  and  eight-three  of  the  acts 
of  the  year  eighteen  hundred  and  sixty-six,  shall  be  sent  by  any  of  the 
judges  of  the  Superior  or  Municipal  Courts,  upon  the  complaint  of  any 
of  the  ofiiccrs  aj)pointed  by  the  Mayor  and  Aldermen  under  the  second 
section  of  said  chapter  two  hundred  and  eighty-three  ;  and  the  Board  of 
Directors  for  Public  Institutions  shall  have  and  exercise  the  same  con- 
trol over  the  children  sent  to  said  institution  as  herein  provided,  that 
they  have  and  exercise  over  children  sentenced  and  committed  under 
the  provisions  of  cha[)ter  one  hundred  and  eighty-two  of  the  acts  of  the 
year  eighteen  hundred  and  twenty -five. 


250  APPENDIX. 

In  1873  the  following  act  was  passed  by  the  Genoial 
Court :  — 

AN    ACT   CONCERNING  Truant  Children  and  Absentees  from  School. 

Be  it  enacted,  etc.,  as  follows  :  — 

Sfxtion  1.  Each  city  and  town  shall  make  all  needful  jji-ovisions  and 
arrangements  concerning  habitual  truants  and  children  between  the 
ages  of  seven  and  fifteen  years  who  may  be  found  wandering  about  in  the 
streets  or  public  places  of  such  city  or  town,  having  no  lawful  occupa- 
tion or  business,  not  attending  school,  and  growing  up  in  ignorance, 
and  shall,  also,  make  such  by-laws  as  shall  be  most  conducive  to  the 
Avelfare  of  such  children,  and  to  the  good  order  of  such  city  or  town  ; 
and  shall  j^rovide  suitable  places  for  the  confinement,  discipline,  and  in- 
struction of  such  children  ;  provided,  that  said  bj'-laws  shall  be  approv  ed 
by  the  superior  court,  or  a  justice  thereof,  or  by  the  judge  of  probate  of 
the  county. 

Sect.  2.  The  school  committee  of  the  several  cities  and  towns  shall 
appoint  and  fix  the  compensation  of  two  or  more  suitable  persons,  to 
be  designated  as  truant  officers,  who  shall,  under  the  direction  of  said 
committee,  inquire  into  all  cases  arising  under  such  by-laws,  and  shall 
alone  be  authorized,  in  case  of  violation  thereof,  to  make  complaint  and 
carry  into  execution  the  judgment  thereon. 

Sect.  3.  Any  minor  convicted  under  such  by-law  of  being  an  habit- 
ual truant,  or  of  wandering  about  in  the  streets  and  public  places  of  any 
city  or  town,  having  no  lawful  employment  or  business,  not  attending 
school,  and  growing  up  in  ignorance,  shall  be  committed  to  any  institu- 
tion of  instruction  or  suitable  situation  provided  for  the  purpose  under 
the  authority  of  section  one  of  this  act  or  by-law,  for  such  time,  not 
exceeding  two  years,  as  the  justice  or  court  having  jurisdiction  may 
determine.  Any  minor  so  committed  may,  upon  proof  of  amendment, 
or  for  other  sufficient  cause  shown  upon  a  hearing  of  the  case,  be  dis- 
charged by  such  justice  or  court. 

Sect.  4.  Justices  of  police  or  district  courts,  trial  justices,  trial  jus- 
tices of  juvenile  offenders,  and  judges  of  probate,  shall  have  jurisdiction, 
within  their  respective  counties,  of  the  oftences  described  in  this  act. 

Sect.  5.  AVhen  three  or  more  cities  or  towns  in  any  county  siiall  so 
require,  the  count}'  commissioners  shall  establish  at  convenient  jilaces 
therein,  other  than  the  jail  or  house  of  coi-rection,  at  the  expense  of  the 
count}',  truant  schools,  for  the  confinement,  discipline,  and  instruction 
of  minor  children  convicted  under  the  provisions  of  this  act,  and  shall 
make  suitable  provisions  for  the  government  and  control  of  said  schools, 
and  for  the  appointment  of  proper  teachers  and  officers  thereof. 


REPORT  ON   TRUANT  OFFICERS.  251 

Sect.  6.  Any  city  or  town  may  assign  any  such  truant  school  as  the 
place  of  confinement,  discii)lliie,  and  instruction  for  persons  convicted 
under  the  provisions  of  this  act ;  and  shall  pay  such  sum  for  tlie  support 
of  those  committed  thereto  as  the  county  commissioners  shall  deter- 
mine, not  exceeding  the  rate  of  two  dollars  per  week  for  each  person. 

Sect.  7.  Any  city  or  town  may,  with  tlie  assent  of  the  board  of  state 
charities,  assign  the  state  primary  scliool,  at  Monson,  as  the  place  of 
confinement,  discipline,  and  instruction  for  persons  convicted  under  the 
provisions  of  this  act,  instead  of  the  truant  schools  heretofore  mentioned  ; 
and  shall  pay  for  the  support  of  such  persons  committed  thereto,  such 
sum  as  the  inspectors  of  said  school  shall  determine,  not  exceeding  two 
dollars  per  week  for  each  person.  Any  minor  so  committed,  may,  upon 
satisfactory  proof  of  amendment,  or  for  other  sufficient  cause,  be  dis- 
chai'ged  by  the  board  of  state  chanties.     (Stat.  1873,  chaj).  '2ti-2.) 

In  the  same  year,  the  General  Court  passed  the  following 
act,  which  was  approved  May  12,  1873  :  — 

AN    ACT    RELATING    TO    THE    ATTENDANCE    OF    CHILDREN    AT    SCHOOL. 

Be  it  enacted,  etc.,  as  follows  :  — 

Section  1.  Section  one  of  chapter  fort\--one  of  the  General  Statutes  is 
amended  to  read  as  follows  :  — 

Every  person  having  under  his  control  a  cliild  between  the  ages  of 
eight  and  twelve  years  shall  annually  cause  such  ciiiid  to  attend  some 
public  day-school  in  the  city  or  town  in  whicli  he  resides  at  least  twenty 
weeks;  and  for  every  neglect  of  such  duty  the  party  ort'eiuliug  siiall 
forfeit  to  tiie  use  of  the  public  schools  of  such  city  or  town  a  sum  not  ex- 
ceeding twenty  dollars ;  but  if  the  party  so  neglecting  was  not  able, 
by  reason  of  poverty,  to  send  such  child  to  school,  or  such  child  has 
attended  a  private  day  school,  approved  by  the  school  committee  of 
such  city  or  town  for  a  like  period  of  time,  or  is  regularly  attending  a 
puljlic  or  private  day-school,  known  as  a  half-time  school,  also  approved 
by  them,  or  that  such  chihl  has  been  otherwise  furnished  with  the 
means  of  education  for  a  like  period  of  time,  or  has  already  ac(|uired 
the  branches  of  learning  taught  in  the  public  schools,  or  if  his  physical 
or  mental  condition  is  such  as  to  render  such  attendance  inexpedient  or 
impracticable,  the  penalty  before  mentioned  shall  not  l)e  incurred; 
provided,  that  no  objection  siiall  be  made  by  the  school  committee  to 
any  such  school  on  account  of  the  religious  teaciiing  in  said  school. 

Sect.  2.  The  second  section  of  chapter  forty-one  of  the  Cieneral 
Statutes  is  amended  to  read  as  follows:  — 


252  APPENDIX. 

The  truant  officers  and  the  school  committee  of  the  several  cities  and 
towns  shall  vigilantly  inquire  into  all  cases  of  neglect  of  the  duty  pre- 
scribed in  the  preceding  section,  and  ascei'tain  the  reasons,  if  any, 
thei-efor;  and  such  truant  officers,  or  any  of  them,  shall?  when  so 
directed  by  the  school  committee,  prosecute,  in  the  name  of  the  city  or 
town,  any  person  liable  to  the  penalty  provided  for  in  the  j^receding 
section. 

Justices  of  police  or  district  courts,  trial  justices,  trial  justices  of  juve- 
nile offenders,  and  judges  of  probate,  shall  have  jurisdiction  within 
their  respective  counties  of  the  offences  described  in  this  act.  (Stat. 
1873,  chap.  279.) 

*  The  City  Council  passed  the  following  ordinance,  which 
was  approved  by  the  Mayor,  May  23,  1873,  and  l)y  the 
Superior  Court,  May  23,   1873  :  — 

CITY    OF    BOSTON. 

AN  ORDINANCE  providing  foe  the  Care  and  Education  of  Neglected 

Children. 

Be  it  ordained,  etc.,  as  follows  :  —  - 

Section  1.  The  Almshouse  at  Deer  Island  is  hereby  assigned  and 
provided  as  the  place  to  which  children  under  sixteen  years  of  age, 
living  in  the  city  of  Boston  in  the  condition  described  in  chapter  two 
hundred  and  eighty-three  of  the  acts  of  the  year  eighteen  hundred  and 
sixty-six,  may  be  sent  by  any  of  the  judges  of  the  Superior  or  Municipal 
Courts,  upon  the  complaint  of  any  of  the  officers  appointed  by  the 
Mayor  and  Aldermen  under  the  second  section  of  said  chapter  two  hun- 
di'ed  and  eighty-three  ;  and  the  Board  of  Directors  for  Public  Institutions 
shall  have  and  exercise  the  same  control  over  the  children  sent  to  said 
institution  as  herein  provided,  that  they  have  and  exercise  over  children 
sentenced  and  committed  under  the  provisions  of  chapter  one  hundred 
and  eighty-two  of  the  acts  of  the  year  eighteen  hundred  and  twenty-five. 

Sect.  2.  The  ordinance  providing  for  the  care  and  education  of 
neglected  children,  passed  the  third  day  of  June,  A.D.  1870,  is  hereby 
repealed,  the  repeal  to  take  effect  upon  the  approval  of  this  ordinance 
by  the  Superior  Court  or  a  justice  thereof,  as  provided  in  the  first  section 
of  chapter  two  hundred  and  eighty-three  of  the  acts  of  the  year  eighteen 
hundred  and  sixty-six. 

In  1874  the  following  act  was  passed  :  — 


REPORT   ON  TRUANT  OFFICERS.  253 

AN    ACT    RELATING    TO    SCHOOL    ATTENDANCE    ANI>    TrUAXCY. 

Be  it  enacted,  etc.,  as  follows:  — 

Section  1.  Section  one  of  cliapter  two  hundred  and  seventy-nine 
of  the  acts  of  the  year  eighteen  hundred  and  seventy-three  is  amended 
as  folloAvs:  Strilie  out  the  word  "twelve"'  in  the  first  clause,  and 
instead  thereof  insert  the  word  "fourteen;"  and  at  the  end  of  said 
clause,  after  the  word  "weeks,"  add  "which  time  shall  be  divided  into 
two  terms,  each  of  ten  consecutive  weeks,  so  far  as  the  arrangement  of 
school  terms  will  allow." 

Sect.  2.  Section  two  of  chapter  two  hundred  and  sixty-two  of  the 
acts  of  eighteen  hundred  and  seventy-three  is  hereby  amended,  so  as 
to  authorize  truant  officers  to  serve  all  legal  processes  issued  by  the 
courts  in  pursuance  of  said  act,  but  they  shall  not  be  entitled  -to  or 
receive  any  fees  therefor.     (Stat.  1874.  chap.  233.) 

In  1874  the  following  act,  providing  for  the  estahlishinent 
of  a  court  for  the  trial  of  juvenile  offenders  in  Suffolk 
County,  was  passed  :  — 

AN    ACT    RELATING    TO    THE  JURISDICTION    OF  TrIAL    JUSTICES    OF    JuVENILE 

Offenders  in  Suffolk  County. 

Be  it  enacted,  etc.,  as  follows  :  — 

Section  1.  The  trial  justices  of  juvenile  offenders  of  Suffolk  County 
shall  have  exclusive  jurisdiction  of  all  offences  committed  in  said  county 
against  the  laws  of  the  Commonwealth,  by  minors  under  seventeen 
years  of  age,  and  ma}'  impose  such  punishment  as  the  said  laws,  now  or 
hereafter  in  force,  may  provide  for  such  offences,  except  when  the  laws 
provide  that  an  offence  may  be  punished  by  death  or  imprisonment  for 
life.  The  defendant  in  all  cases  shall  have  the  right  of  appeal  in  man- 
ner now  provided  by  law  in  criminal  cases. 

Sect.  3.  The  city  of  Boston  shall  provide  some  convenient  place  for 
the  trial  of  juvenile  oflFenders,  and  for  hearing  applications  for  the 
commitment  of  insane  persons  which  shall  be  separate  and  apart  from 
the  ordinal"}'  and  usual  criminal  trials  and  business  of  the  courts  of 
Suffolk  County. 

Sect.  4.  One  of  the  trial  justices  mentioned  in  this  act  shall  witliin 
the  judicial  district  of  the  municipal  court  of  the  city  of  Boston,  and  at 
the  place  mentioned  in  section  three,  be  in  attendance  daily  (Sundays  and 
legal  holidays  excepted)  at  ten  o'clock  in  the  forenoon,  for  tiie  trial  of 


254  APPENDIX. 

juvenile  offenders,  and  hearing  applications  for  the  commitment  of  insane 
persons;  and  trial  justices  in  other  judicial  districts  of  Suffolk  County 
shall,  within  their  respective  districts,  hold  court  for  the  same  purposes, 
as  follows :  viz  :  In  the  southern  district  at  two  o'clock  in  the  after- 
noon of  each  Tuesday ;  in  the  Dorchester  district  at  ten  o'clock  in  the 
forenoon  of  each  Wednesday ;  in  the  cit}'  of  Chelsea  at  ten  o'clock  in 
the  forenoon  of  each  Thursday  ;  and  in  the  Charlestown  ilistrict  at  ten 
o'clock  in  the  forenoon  of  each  Friday ;  and  said  trial  justices  may  hold 
their  courts  on  such  other  days  and  times  as  in  their  opinion  justice 
may  require.  And  within  the  said  county  said  justices  may  act,  on  any 
day,  for  each  other,  when  so  requested.     (Statutes  1874,  Chap.  258.) 

In  1876  the  following  ordinance  was  passed  :  — 

CITY   OF   BOSTON. 

AN  ORDINANCE  in  relation  to  Tkuant  Children  and  Abskntees 

FROM  School. 

Be  it  ordained,  etc, :  — 

Section  1.  The  house  of  employment  and  reformation  for  juvenile 
offenders  is  hereby  assigned  as  a  suitable  place  for  the  confinement,  dis- 
cipline, and  instruction  of  habitual  truants,  and  children  between  the 
ages  of  seven  and  fifteen  years,  who  may  be  found  wandering  a!)out  in 
the  streets  or  jjublic  places  of  the  city,  having  no  lawful  occupation  or 
business,  not  attending  school,  and  growing  up  in  ignorance. 

Sect.  2.  The  ordinance  concerning  truant  children  and  absentees 
from  school  passed  May  25,  1867,  is  hereby  repealed. 

Approved  Nov.  29,  1876,  b}-  the  Mayor  and  by  the  Justice  of  the 
Superior  Court. 

In  Muy,  1877,  the  Legislature  passed  an  act  entitled, 
*'Ai)  Act  concerning  District,  Police,  and  Municipal  Courts" 
(See  Stat.  1877,  chap.  210),  from  which  Ave  quote  the 
following :  — 

"Sections.  The  several  district,  police,  and  municipal 
courts  shall  have  and  exercise  within  the  districts  under  the 
jurisdiction  thereof,  all  the  power,  authority,  and  jurisdic- 
tion that  trial  justices  of  juvenile  offenders  now  have;  but 
such  offenders  shall  be  tried  separate  and  apart   from  the 


REPORT  OX  TRUANT   OFFICERS.  255 

trial  of  other  criminal  eases,  at  suitable  times  to  be  desi^- 
mited  therefor  by  said  courts,  to  be  called  the  session  for 
juvenile  otTenders,  of  which  session  a  separate  record  and 
docket  shall  be  kept." 

The  passage  of  the  act  of  which  the  above  is  an  extract 
abolished  the  juvenile  court,  and  the  jurisdiction  of  truant 
cases  was  again  given  to  the  several  district,  police,  and 
municipal  courts. 

It  was  thought  at  this  time  that  all  necessary  provisions 
had  been  made  Avith  reference  to  the  sul)ject.  For  several 
years  the  work  of  the  truant  officers  was  uninterrupted. 
During  the  last  year  (1880)  a  question  arose  as  to  the  pro- 
vision of  the  city  by  ordinance  with  regard  to  the  statute 
laws  relating  to  truants,  etc. 

The  subject  was  brought  to  the  attention  of  the  proper 
authorities,  and  the  following  (jrdiuance  was  passed  by  the 
City  Council :  — 


CrrY  OF  ROSTOX. 

AX    ORDIXAXCE    concerning  Truant  Children    and  Ahsentees  from 

School. 
Be  it  ordained,  etc. :  — 

Section-  1.  Any  of  the  persons  described  in  the  first  section  of  cliup- 
ter  two  hundred  and  sixty-two  of  the  acts  of  1873,  upon  conviction  of 
any  offence  described  in  said  act  or  any  act  in  amendment  tiien^of,  may 
be  committed,  for  a  term  not  exceeding  two  years,  to  any  institution  of 
instruction  or  suitable  situation  provided  for  the  purpose. 

Sect.  2.  The  house  for  the  employment  and  reformation  of  juvenile 
oftenders  in  the  county  of  Suftblk  is  hereby  assigned  and  provided  as  a 
suitable  location  for  the  confinement,  discipline,  and  instruction  of  chil- 
dren convicted  of  offences  under  the  provisions  of  the  act  or  acts  speci- 
fied in  section  one. 

Sect.  3.  In  order  to  provide  for  the  welfare  of  such  children,  it  is 
hereby  enacted  that  they  shall  be  subject,  while  committed  to  such 
house  for  the  employment  and  reformation  of  juvenile  offenders,  to  all 
the  provisions  applicable  to  them  contained  in  the  "  Rules  and  Regula- 
tions for  the  several  institutions  of  the  City  of  Boston  under  charge  of 
the  Board  of  Directors  for  Rublic   Institutions,"  approved  by  the  city 


256  APPENDIX. 

council  anfl  His  Honor  the  Mayor,  on  April   19,  1861,  and  August  16, 
1864,  and  all  legal  amendments  thereto. 

Sect.  4.     The  fourth  section  of  the  ordinances  in  regard  to  schools, 
as  printed  in  the  statutes  and  ordinances  of  1876,  page  695,  is  hereby 

repealed. 

This  ordinance  was  approved  by  the  Mayor,  Sept.  28,  1880,  and  by 
the  Judge  of  the  Probate  Court,  Oct.  4,  1880. 

'Jhe  same  questions  being  luised  as  to  the  proper  pro- 
visions by  ordinance  with  regard  to  the  hiws  concerning 
neglected  children,  an  ordinance  has  been  passed  by  the  City 
Council,  and  now  awaits  the  approval  of  the  court,  which  it 
is  hoped  has  removed  every  question  and  doubt,  and  the 
oflScers  are  now  fully  empowered  to  renew  their  work,  which 
was  temporarily  interrupted. 

We  have  thus  far  presented  an  historical  sketch  of  the  leg- 
islation with  regard  to  truancy,  etc.  We  now  present,  in 
brief,  the  work  of  the  officers. 

The  truant  officers  were  appointed  by  the  Board  of  Alder- 
men until  1873,  when,  by  an  act  of  the  Legislature  (see 
Statutes  1873,  Chapter  :^83),  the  school  committees  of  the 
several  cities  and  towns  were  authorized  to  appoint  and  iix 
the. compensation  of  two  or  more  suitable  persons,  to  be 
designated  as  Truant  Officers. 

The  city  is  divided  into  fifteen  districts,  one  officer  having 
charge  of  a  district.  One  of  the  officers  is  designated  as 
"  Chref,"  and  represents  the  force.  In  addition  to  the  regu- 
lar truant  officers,  there  is  one  officer,  the  superintendent  of 
licensed  minors,  whose  duties  include  the  work.in  connection 
with  the  schools  for  licensed  minors,  the  presentation  of  ap- 
plications for  licenses  to  the  Board  of  Aldermen,  recording 
and  issuing  the  same,  and  the  general  oversight  of  the 
children    thus    licensed,  and    their   work. 

Order-boxes,  placed  in  the  several  school-houses  and  in  the 
police  stations,  are  visited  regulai-ly  by  the  officers.    Certain 


REPORT   ON   TRUANT  OFFICERS.  257 

boxes  are  visited  daily,  which  tact  being  known  to  the 
teachers,  notices  of  urgent  cases  are  sent  to  these  boxes  and 
receive  early  attention.  Cards  stating  the  name  and  resi- 
dence of  the  truant  or  absentee,  and  other  details,  are 
deposited  in  the  boxes  and  collected  by  the  officers,  who 
investigate  the  cases.  The  homes  of  the  children  are  visited, 
the  nature  of  the  offence  explained  to  them  and  to  their 
parents,  means  are  suggested  to  prevent  its  repetition,  and 
the  consequence  of  continued  and  persistent  disregard  of  the 
rules  of  the  school  is  pointed  out.  This  often  has  the  desired 
effect,  and  the  case  is  dropped,  a  record  of  the  same  being 
kept. 

The  officers  are  compelled,  not  infrequently,  to  visit  the 
homes  of  the  children  during  the  evfening,  as,  in  their  opin- 
ion, more  cm  be  accomplished  through  their  efforts  with  the 
fathers  than  with  the  mothers.  This  part  of  the  work  is 
difficult,  requiring  a  great  amount  of  reasoning  and  advising, 
and  necessitating  frequent  visits  to  excite  the  interest  and 
sympathy  of  the  parents  in  their  children,  and  to  convince 
them  of  their  dutv  in  seeing  that  their  children  are  resfular 
in  their  attendance  at  school.  Children  met  on  the  street 
are  questioned,  and  if  necessary  are  put  into  school,  or  the 
cases  noted  and  investigated.  During  the  performance  of 
their  duties  cases  of  neglected  children  come  to  the  notice 
of  the  officers,  and   receive  attention. 

Man}-  absences  from  school  are  due  to  the  fact  that  the 
children  are  not  provided  with  suitable  clothing.  In  such 
cases,  either  through  charitable  institutions,  or  by  appeals 
to  the  benevolent,  ch^thing  and  shoes,  and  often  food  and 
fuel,  are  provided.  This  is  delicate  work,  and  re(]uir(>s  judg- 
ment, sympathy,  and  caution.  Much  good  is  thus  done  by 
these  officers,  and  much  labor  and  expense  are  saved  to  the 
city,  while  the  influence  of  the  officers  is  increased  among 
the  people  among  whom  thev  labor. 

In    the    case    of  i)ersistent   disregard  of  the   rules  of  (he 


258  APPENDIX. 

school,  and  unnecessarily  continued  absence,  and  after  every 
effort  to  obtain  regular  attendance  has  failed,  the  children 
are  brous-ht  before  the  court. 

Provision  has  been  made  for  the  trial  of  these  cases  in  a 
private  room  of  the  court-house,  in  order  to  relieve  those 
concerned  from  the  annoyance  and  influence  of  attendance  at 
the  municipal  court.  It  is  stated  by  the  officers  that  in  a 
large  number  of  the  cases  brought  before  the  court,  the  parents 
are  willing,  and  urge  the  commitment  of  the  children.  This 
evidence  is  confirmed  by  one  of  tiie  justices  before  whom 
many  of  the  cases  have  been  brought.  The  labor  of  the 
officer  is  not  to  send  children  away,  but  to  prevent  this 
result  if  possible. 

In  some  cases  children  are  put  on  probation  for  a  limited 
time,  the  parents  promising  to  use  their  influence  for  the 
rogrular  attendance  of  their  children  at  school.  This  term 
of  probation  is  continued,  as  may  be  required. 

By  an  act  passed  May  7,  1872,  the  governor  w^as  author- 
ized to  appoint  and  commission  such  number  of  justices  of 
the  peace  as  the  public  interest  may  require,  to  try  juvenile 
offenders.  By  an  act  passed  May  22,  1874,  it  was  provided 
that  the  trial  justices  of  juvenile  offenders  of  Suffolk  County 
shall  have  exclusive  jurisdiction  of  all  offences  committed  in 
said  county  against  the  laws  of  the  Commonwealth,  by 
minors  under  seventeen  years  of  age.  The  city  of  Boston 
shall  provide  some  convenient  place  for  the  trial  of  juvenile 
offenders.  The  special  justices  were  appointed,  and  the 
place  for  trial  provided.  In  1877  the  Legislature  passed  an 
act  (See  Statutes  1877,  Chapter  210),  providing  that  the 
several  district  police  and  municipal  courts  shall  have  and 
exercise  within  the  districts  under  the  jurisdiction  thereof, 
all  the  power,  authority,  and  jurisdiction  that  trial  justices 
of  juvenile  offenders  now  have  ;  but  such  offenders  shall  be 
tried  separate  and  apart  from  the  trial  of  other  criminal 
cases,  at  suitable  times  to  be   designated   therefor  by  said 


REPORT  OX   TRUANT   OFFICERS.  259 

courts.  This  act,  approved  ^lay  11,  1877,  abolished  the 
juvenile  court.  The  cases  are  now  tried  before  the  justices 
of  the  nuuiieipal  court.  One  of  tiie  justices,  before  whom 
many  of  the  cases  have  been  l)rought,  in  the  central  court  found 
it  most  convenient  to  give  his  time  to  this  work  in  the  morn- 
ing, at  about  nine  o'clock.  It  was  necessary  to  arrest  the 
child  and  imprison  him  during  the  night,  and  to  summon 
witnesses,  and  look  after  them,  in  order  to  secure  their 
attendance  at  the  court  the  next  morning.  Even  after  these 
precautions  had  been  taken  by  the  officers,  it  was  sometimes 
inconvenient  for  the  justice  to  hear  the  case  until  late  in 
the  day,  oftentimes  too  hite  to  send  the  child  away  after 
sentence,  the  boat  which  conveys  prisoners  to  Deer  Island 
leaving  the  city  daily  at  half-past  two  o'clock  in  the  after- 
noon ;  this  delay  necessitated  the  locking  up  of  the  child  in  the 
city  prison  until  the  next  day.  These  annoyances  did  not 
appear  while  the  juvenile  court  was  in  operation,  as  a  hear- 
ing could  be  obtained  at  any  time,  or  with  but  little  delay. 

There  were  certain  incidental  expenses  incurred  by  the 
officers,  such  as  car-fares  in  transporting  children  to  and 
from  the  courts,  and  after  sentence  to  the  institutions  to  which 
they  were  committed  ;  sometimes,  when  obliged  to  wait  for  a 
hearing,  dinners  had  to  be  provided.  In  former  years,  the 
officers  Avere  reimbursed  by  witness  fees,  which  were  then 
allowed.  This  system,  so  far  as  the  truant  officers  were  con- 
cerned, was  abolished,  but  the  expenses  remained,  which  had 
to  be  paid  by  the  officers. 

Your  committee  has  taken  this  matter  under  advisement, 
and  has  made  provision  with  the  justices  of  the  municipal 
courts  to  have  these  cases  tried  with  as  little  delay  as  possi- 
ble, and  the  understanding  established  that  these  cases  shall 
have  precedence.  This  will,  it  is  hoped,  prevent  the  delays 
heretofore  so  annoying,  and  obviate  the  necessity  of  any 
expense  to  the  officers. 

Tiiere  were    serious    objections   to  the    mode    of    trans- 


260  APPENDIX. 

porting  sentenced  children  to  the  institutions.  The  tru.int 
ofEcers  ai-e  responsible  for  the  delivery  of  the  children  to 
the  captain  of  the  boat,  by  Avhich  prisoners  are  conveyed 
to  Deer  Island,  or  to  the  officer  in  charge  at  the  Marcella- 
street  Home.  IS'o  means  of  transportation  was  provided  by 
the  city,  except  by  the  prison  van,  where  the  children  were 
in  actual  company  with  hardened  criminals,  thieves,  etc., 
obliged  to  hear  their  profane  oaths,  and  the  rehearsals  of 
their  lawless  acts.  To  avoid  sending  children  in  the  prison 
van,  the  officers  were  obliged  to  walk  with  them  through 
the  streets,  or  to  engage,  at  their  own  expense,  a  carriage 
for  transportation  to  their  destination.  As  soon  as  these 
facts  were  brought  to  the  notice  of  this  committee,  steps 
were  immediately  taken  to  remedy  as  far  as  possible  the 
existing  evils.  The  committee  has  provided  a  carriage  fur- 
nished by  the  city,  other  than  the  prison  van  refeired  to,  for 
the  transportation  of  children  sentenced  for  truancy,  etc. 
The  committee  is  taking  steps  to  prevent,  as  far  as  possible, 
the  imprisonment  of  children  in  the  cells  used  for  criminals,  by 
providing  other  accommodations  for  their  detention.  These 
measures  will,  it  is  thought,  remove  many  serious  objections 
which  have  arisen  in  the  performance  of  the  court  business 
connected  with  the  truant  officers'  work. 

The  committee  intend  to  continue  their  labors  in  behalf  of 
the  children,  and  remove  all  objectionable  features,  and  make 
the  work  of  the  truant  force  more  effectual  and  relieved  from 
the  delays  and  annoyances  heretofore  noticed. 

Teachers  are  encouraged  to  nse  their  influence  before 
ofivinof  the  cases  to  the  officer.  Let  the  calling  in  of  the  offi- 
cer  be  the  last  resort,  and  the  need  for  this  step  will  be  less 
frequently  necessary.  The  teacher  should  be  sure  that  there 
is  sufficient  reason  for  charging  the  child  with  truancy,  before 
the  charofe  is  made  and  the  officer  notified. 

Among  the  causes  of  truancy  are  intemperance,  indifference 
and  carelessness  of  parents,  want  of  parental  control,  and 


REPORT  ON   TRUANT  OFFICERS.  2G1 

detention  of  ehildren  from  school  for  various  trivial  reasons. 
Children  are  often  found  not  attending  school  because  they 
have  not  been  vaccinated.  It  is  the  duty  of  the  oflBcers  to 
see  that  the  children  are  vaccinated,  if  possible. 

In  accordance  with  the  recent  chanircs  in  the  regulations, 
this  committee  has  detailed  the  truant  officers  for  such  ser- 
vice in  connection  with  the  evening  schools  as  the  Commit- 
tee on  Evening  Schools  might  prescribe.  The  officers  visit 
these  schools  twice  a  week,  rendering  such  assistance  as 
they  can  to  the  principals.  There  is  no  statute  provision  to 
compel  attendance  on  evening  schools,  and,  as  the  jurisdiction 
of  the  officers  is  limited  to  children  under  fifteen  years  of 
age,  this  work  is  dependent  for  success  on  the  infiiience  and 
tact  of  the  officers.  One  good  result  has  become  apparent, 
the  enforcement  of  the  rule  providing  that  pu[)ils  in  the 
day  schools  shall  not  be  allowed  to  attend  the  evening 
schools.  The  good  resulting  from  the  service  of  the  officers 
in  eoimection  with  these  schpols  will  undoubtedly  increase 
as  methods  are  devised  to  carry  out  moi'c  fully  the  object 
for  which  the  measure  was  inaugurated,  namely,  the  increased 
efficiency  of  the  evening  schools. 

The  rules  and  regulations  provide  as  follows,  with  regard 
to  contagious  diseases  :  — 

"  Sect.  199.  .  .  .  nor  shall  any  chlkl,  from  any  family  in  wiiich 
scarlet  fever  or  other  contagious  disease  has  occau'rcd,  be  all(i\ve(l  to 
attend  any  school  in  the  city  until  the  expiration  of  four  weeks  from 
the  commencement  of  the  last  case  in  such  family,  such  length  of  time 
being  certified  to  in  writing,  to  the  teacher,  by  a  jihysician,  or  some 
responsible  member  of  the  family. 

Sect.  367.  The  chief  truant  oflicer  shall  obtain  daily  from  the  ollicc 
of  the  Board  of  Health,  the  reports  of  all  cases  of  scarlet  fever  and 
other  contagious  diseases  dangerous  to  the  public  health,  and  the 
several  truant  ollicers  shall  immediately  give  notice  tliereof  to  llu'  prin- 
ci^jals  of  the  districts  to  which  the}-  are  assigned." 

It  is  the  duty  of  the  i)hysicians  attending  families  in  which 


262  APPENDIX. 

there  are  contagious  diseases,  to  give  notice  of  the  fact  to 
the  Board  of  Health.  The  chief  truant  officer  receives  the 
notices  daily,  and  despatches  them  to  the  different  officers, 
who  notify  the  principals  of  the  Grammar  Schools,  and 
at  present  the  teachers  of  the  Primary  Schools,  in  the 
localities  where  such  diseases  exist.  The  officers  are  some- 
times obliged  to  notify  three  or  four  schools,  when  perhaps 
there  are  no  children  in  the  family  in  which  such  diseases 
exist,  when  the  diseases  are  not  contagious,  and  sometimes 
after  considerable  time  has  elapsed  since  the  commencement 
of  the  disease,  and  the  harm,  if  any,  already  done. 

Great  service  would  be  done  the  schools  and  the  commu- 
nity if  physicians  were  required  to  give  notice,  to  the  Board 
of  Health,  as  soon  as  they  are  satisfied  of  the  existence  of 
contagious  diseases  in  a  family  where  there  are  children 
attending  school.  The  physician  shoukl  be  required  to 
include  in  his  notice,  whether  there  are  children  in  the 
family,  and,  if  so,  to  include,  the  names  of  such  children, 
and  the  schools  attended  ;  and  should  request  the  immediate 
withdrawal  of  such  children  from  school.  This  could  be 
accomplished  by  use  of  suitable  blanks,  furnished  by  the 
Board  of  Health  ;  the  labor  of  filling  in  the  names  of  the 
children,  and  the  schools  attended,  would  be  sliglit.  The 
officer  would  then  know  just  where  to  serve  his  notice  ;  and 
the  prompt  notification  of  the  case  would  be  of  the  greatest 
value  in  gu'irdino:  against  contag-ion. 

The  present  laws  with  regard  to  the  eniployment  of 
children  provide  that  no  child  under  the  age  of  ten  years 
shall  be  employed  in  any  manufacturing,  meclianical,  or  mer- 
cantile establishment  in  this  Commonwealth.  No  child 
under  the  age  of  fourteen  years  shall  be  so  employed,  except 
during  the  vacations  of  the  public  schools,  unless  during  the 
year  next  preceding  such  empiloyment  he  has  attended  some 
public  or  private  day  school,  under  teachers  approved  by  the 


REPORT  ON  TRUANT  OFFICERS.  263 

school  committee  of  the  phicc  where  such  school  is  kept,  at 
least  twenty  weeks,  nor  such  employment  continue;  unless 
such  child  shall  attend  school  as  provided,  in  each  and  every 
year. 

The  laws  further  provide  that  in  all  manufacturing,  me- 
chanical, or  mercantile  establishments  in  the  State,  shall  he 
required  and  kept  on  file  a  certificate  of  the  age  and  place  of 
birth  of  every  minor  child  under  the  age  of  sixteen  years 
employed  in  said  establishment,  so  long  as  such  minor  child 
shall  be  emplo^'ed,  which  certificate  shall  also  state,  in  the 
case  of  a  minor  under  the  age  of  fourteen  years,  the  iimount 
of  his  or  her  school  attendance  during  the  year  next  preced- 
ing such  employment.  Said  certificate  shall  be  signed  by  a 
member  of  the  school  committee  of  the  place  where  such 
attendance  has  been  had,  or  some  one  authorized  by  them, 
and  the  form  of  such  certificate  shall  be  furnished  by  the 
Secretary  of  the  State  13oard  of  Education,  and  shall  be  ap- 
proved l)y  the  Attorney-General.  The  statutes  further  pro- 
vide that  no  child  under  the  age  of  fourteen  years  shall  be 
employed,  while  the  public  schools  are  in  session,  unless 
such  child  can  read  and  write. 

The  State  officers  who  Averc  entrusted  Avith  the  inspection 
of  business  establishments  during  the  past  two  years  have 
given  particular  attention  to  the  enforcement  of  the  statutes 
with  regard  to  the  employment  of  children.  The  form  of 
certificate  was  decided  upon  and  issued.  The  School  Com- 
mittee of  this  city  authorized  the  Secretary  of  the  lioard  to 
approve  the  certificates.  It  was  necessary  to  receive  the  aid 
of  the  truant  officers  in  investigating  unsatisfactory  ccrtili- 
cates.  The  work  has  been  great,  and  nuicli  has  been  re- 
quired from  the  officers.  As  to  the  result  of  this  work  the 
State  officers  have  expressed  their  opinion  as  follows : 
"  Great  credit  is  due  the  connnittee,  teachers,  and  ollictrs  ol" 
Boston  for  the  thorough  and  pr()m[)t  niani'cr  in  which  their 
part  of  this  work  has  been  performed." 


264 


APPENDIX. 


TuuANT  Statistics  for  the  Year  ending  Aug.  31,  1880. 


Number  of  cases  investigated  .  . 

"        "  tiuaiit  cases  .... 

"         "  children  put  into  school 

"       complained  of  as  Habitual  Truants 

"       on  prol)ation     .  .  .  . 

"       sentenced  to  the  House  of  Reformation  for 

Juvenile  Offenders.         ... 
"       complained  of  as  absentees 
"       on  probation      ..... 
"  f    sentenced  to  the  House  of  Reformation  for 

Juvenile  Offenders 
"  complained  of  as  Neglected  Children. 
"  on  probation  ..... 
"  sentenced  to  Almshouse  school  for  neg- 
lected children  .... 
"  complained  of  for  other  offences 
"  on  probation  ..... 
"  sentenced  to  the  House  of  Reformation  for 
Jnvenile  Offenders  .  .  . 

Whole   nnmber  of   newsboys   licensed    during  the 

year  1880 

Number  licenses  returned  and  cancelled 
"  "         revoked  for  cause 

"  "         now  in  force 

Whole  number  lioot-blacks  licensed  during  the  yem 
and  now  in  force    ..... 


18,435 

3,473 

759 

140 

3<) 

101 
47 
16 

31 

63 
11 

52 


310 

32 
1 

277 

So 


In  conclusion  the  committee  are  happy  to  state  that  the 
officers  as  a  body  are  faithful  and  efficient,  and  that  the  benefits 
derived  from  their  work  have  given  continued  proof  of  the 
wisdom  of  the  establishment  and  the  encouragement  of  this 
department. 

FREDERICK   O.  PRINCE,   Chairman. 

WILLIAM   H.   FINNEY, 

JOHN    B.  MORAN, 

ABRAM  E.  CUTTER, 

JOHN  \\.   PORTER. 


orga:ntzatio:n: 


SCHOOL    COMMIT^J^EE 


FOR     1880 


SCHOOL   COMMITTEE   FOR    1880. 


llox.   FiiEUEKiCK  0.  PiuxcK,  IMiivor,  ex-offkio. 


■  Lucia  M.  Poabody,  ^ 
-William  T.  Adams, ^  " 

Warren  Fletcher,  ' 

Nahum  Chapin, 

George  H.  Plummer,  - 

Abrani  E.  Cutter,    V 


[Term  expires  January,  1881.] 

,  William  C.  Collar,  » 

.^Joseph  D.  Fallon,  . 

•Charles  L.  Flint,-  « 

John  C.  Crowley,*  « 

Samuel  W.  Bates,"*  > 

John  W.  Porter.^ , 


^  Chas.  C.  Perkins, 

/  .John  J.  Hayes, 5  ^ 

John  G.  Blake,  ^ 

John  B.  lloran,  ^ 


[Term  expires  .January,  1SS2.] 

yTames  W.  Fox; 
/Charles  H.  Reed,  ' 
Brooks  Adams,  ■ 
/Thomas  M.  Brewer.' 


F.  Lyman  Winship, 
William  H.  Finney,  - 
Henry  P.  Bowditch,  ~ 
.James  A.  Fleming,  ^ 


[Term  expires  January,  1883.] 

George  M.  Hobbs,  < 
George  B.  Hjde,- 
Georjre  A.  Thayer,  - 
Henry  W.  Haynes.'  ^ 


^     '  Deceased. 

/  "  Elected  to  fill  vacancy  caused  by  death  of  Xhoinas  M.  Brewer. 
y  •'  Resigned  June  £2,  1880. 

■•  Klectcd  to  lill  vacancy  caused  by  resignation  of  William  T.  Adams. 
— '     •'•  Resigneil  Sept.  28,  1880. 

/"Elected  to  fill  vacancy  caused  by  resignation  of  .John  J.  Dayos. 
■^  "•  Resigned  Sept.  28,  18S0. 
y  'Elected  to  till  vacancy  caused  by  resignation  of  Henry  W.  Ilaynes. 


OFFICERS    OF   THE   BOARD. 


President. 
Hon.  Frederick  O.  Prince,  Mayor. 

Vice-President. 
William  H.  Finney. 

Secretai'y. 

Phineas  Bates,  Jr. 

Auditing  Cleric. 
William  J.  Porter. 

Superintendent. 

Samuel  Eliot. 


Samuel  W.  Mason, 
Lucretia  Crocker, 
Ellis  Peterson, 


Sttpervlsors. 

Francis  W.  Parker, 
George  A.  Littlefield, 
John  Kneeland. 


Messenger. 
Alvah  H.  Peters. 


STANDING    COMMITTEES. 


Accounts.  —  Wni.  T.  Adams,  (^airman,  Messrs.  Wiftsliip,  Hayes,  Reed, 
Fleming. 

HoKACK  Mann  School.  —  F.  layman  Winship,  6'/i«r(//m?<,  Messrs.  Thayer, 
Bowditcli. 

Drawing  and  Music.  —  Charles  C.  Perkins,  Chairmnn,  Miss  Pcabody, 
Messrs.  Cutter,  Keed,  Blake. 

Elections. — George  M.  Ilobbs,  dhairmnn,  Messrs.  Fallon,  Haynes. 

Evening  Sciiooi-s.  —  Charles  H.  Keed,  Chaitnian,  Messrs.  Fletcher, 
Fleming,  Ilobbs,  Fo.x. 

ExA.MiNATiONs. — (icorge  A.  Thayer,  CJioirman,  Miss  Peabody,  Ml-ssts. 
Moran,  Hyde,  Flint. 

Schools  FOR  Licensed  Minors.  —  Henry  \V.  Ilaynes,  Chairman,  Messrs. 
Cliapin,  Fletcher. 

Primauv  School  iNsrRUcrioN.  —  Brooks  Adams,  Chainnaii,  Messrs. 
Moran,  Collar,  Hayes,  Finney. 

Nominations. — George  H.  Plnnimer,  Chairman,  Messrs.  Howditch,  Flem- 
ing, Cutter,  Fallon. 

Rules  and  Regulations.  —  George  M.  Hobbs,  Chairman,  Messrs.  Wm. 
T.  Adams,  Fallon,  Haynes,  Flint. 

Salaries. — John  J.  Hayes,  (7/(ai//«a;i,  Messrs.  Plummer,  Wm.  T.  Adams, 
Chapin,  Thayer. 

School  Houses. — Xahum  Chapin,  Chairman,  Messrs.  Plummer,  Bow- 
ditch,  Winship,  Fallon. 

Sewing.  —  F.  Lyman  Winship,  Chairman,  Miss  Peabody,  Messrs.  Chapin, 
Fox,  Fleming. 

Supplies. — William  H.  Finney,  Chairman,  Messrs.  Plummer,  Wm.  T. 
Adams,  Brooks  Adams,  Moran. 

Text-Books. — John  G.  Blake,  Chairman,  Messrs.  Finney,  Colbir,  Fallon, 
Brooks  Adams. 

Truant  Oeficers. — Tiie  Mayor,  Chairman,  Messrs.  Finney,  Hayes, 
Cutter,  Moran. 


NORMAL,    HIGH    SCHOOL,    AND    DIVISION    COM- 
MITTEES. 


Normal  School.  —  George  M.  Hobbs,  Chairman,  Messrs.  Moran,  Fin- 
ney, Hyde,  Miss  Peabody. 

High  Schools.  —  Henry  W.  Haynes,  Chairman,  Messrs.  Bowditch, 
Brooks  Adams,  Collar,  Blake. 

First  Division. — George  H.  Plummer,  Chairman,  Messrs.  Fletcher, 
Chapin,  Cutter,  Fleming. 

Second  Division. — Abram  E.  Cutter,  Chairman,  Messrs.  Chapin, 
Fletcher,  Perkins,  Pinney. 

Third  Division.  —  Charles  C.  Perkins,  Chairman,  Messrs.  Plummer, 
Brooks  Adams,  Fleming,  Flint. 

Fourth  Division. — John  J.  Hayes,  Chairman,  Messrs.  Reed,  Blake, 
Fox,  Haynes. 

Fifth  Division.  —  Charles  H.  Reed,  Chairman,  Messrs.  Hayes,  Hyde, 
Moran,  Flint. 

Sixth  Division.  —  Joseph  D.  Fallon,  Chairm,an,  Messrs.  Fox,  Blake, 
Thayer,  Flint. 

Seventh  Division. — John  B.  Moran,  Chairman,  Mr.  Hobbs,  Miss 
Peabody,  Messrs.  Finney,  Collar. 

Eighth  Division.  —  F.  Lyman  Winship,  Chairman,  Messrs.  Bowditch, 
Hyde. 

Ninth  Division.  — Wm.  T.  Adams,  Chairman,  Messrs.  Hyde,  Thayer. 

SCHOOLS. 

Normal  School  and  Rice  Training  School. 

Latin  School,  Girls'  Latin  School,  English,  Girls',  Roxbury,  Dorchester, 
Charlestown,  West  Roxbury,  Brighton,  and  East  Boston  High  Schools. 

GRAMMAR    SCHOOLS. 

First  Division.  —  Adams,  Chapman,  Emerson,  Lyman. 

Second  Division. — Bunker  Hill,  Frothingham,  Harvard,  Prescott,  Warren. 

Third  Division.  — Bowdoin,  Eliot,  Hancock,  Phillips,  Wells.  • 

Fourth  Division. — Bowditch,  Brimmer,  Quincy,  Winthrop. 

Fifth  Division.  —  Dwight,  Everett,  Franklin,  Sherwin. 

Sixth  Division.  —  Andrew,  Bigelow,  Gaston,  Lawrence,  Lincoln,  Norcross, 

Shurtleff. 
Seventh  Division.  — Comins,  Dearborn,  Dillaway,  Dudley,  Lewis,  Lowell. 
Eighth   Division. — Allston,    Bennett,    Central,    Charles    Sumner,    Hillside, 

Mt.  Vernon. 
Ninth    Division.  —  Dorchester-Evei-ett,    Gibson,    Harris,    Mather,    Minot, 

Stoughton,  Tileston. 

The  Division  Committees  have  general  charge  of  the  Primary  Schools  in 
the  several  divisions.  Primary  Instruction  is  in  charge  of  the  Standing 
Committee  on  that  subject,  the  immediate  supervision  being  entrusted  to 
three  supervisors. 


BOARD   OF   SUPERVISORS. 


Samuel  "\T.  Masox,   lO.";  Washington  ave..  Chelsea.     Office  hour,  Monday 

and  Thursday,  1,  P.M. 
LucKETiA  Crocker,  40Kutland  square.     Office  hour,  Thursday,  4.30,  P.M. 
Ellis  Peterson,  corner  Cliestnut  ave.  and  Green   street,   Jamaica  Phiin. 

Office  hour,  Wednesday,  4.30  to  5.30,  P.M. 
Francis  W.  Parker.     Office  hour,  1,  P.M.,  every  day  except  Saturday. 
George  A.  Littlefield,  120  Appleton  street.     Office  hour,  Monday,  4.30, 

P.M. 
Joiix  Kneelaxd,  31  Winthrop  street.     Office  liour,  Monday  and  Tliursday, 

4.30,  P.M. 

Regular  meeting  of  the  Board  of  Supervisors  on  the  second  and  fourth 
Mondays  in  each  month,  at  3  o'clock,  P.M. 

SUPERVISORS     OF     NORMAL,    LATIN,     HIGH,    AND     GRAMMAR 

SCHOOLS. 

Ellis  Peterson-. — Latin,  Girls'  Latin,  English  High,  Girls'  Iligli,  West 
Roxbury  High,  Dorchester  High,  Brighton  High,  East  Boston  High, 
Schools;  AUston,  Bennett,  Bowdoin,  Central,  Charles  Sumner,  Eliot, 
Hancock,  Hillside,  Mount  Vernon,  Phillips,  and  Wells,  Grammar 
Schools, 

Ll'CRETIA  Crocker. — Normal  and  Rice  Training  Schools;  Roxbury  High 
and  Charlestown  High,  Schools:  Horace  Mann  School;  Bunker  Hill, 
Comins,  Dearborn,  Dillaway,  Dudley,  Everett,  Franklin,  Frothinghani, 
Harvard,  Lewis,  I^ovvell,  Prescott,  Slierwin,  and  Warren,  (iramniar 
Schools, 

George  A.  Littlefield,  —  Adams,  Andrew,  Bigelow,  Bowditch,  Brimmer, 
Chapman,  Dorchester-Everett,  Emerson,  Gaston,  Gibson,  Harris,  Law- 
rence, Lincoln,  Lyman,  Mather,  Minot,  Norcross,  Quincy,  Shurtlefl', 
Stoughton,  Tileston,  and  Winthrop,  Grammar  Schools, 

SUPERVISORS  OF    PRHLVUV  SCHOOLS. 

Samuel  W,  Mason, — Adams  School;  Auburn  School,  School  street; 
Austin  School,  Paris  street;  Avon  place;  Bunker  Hill  street,  cor. 
Charles;  Bunker  Hill  School,  cor.  Tufts;  Common  street;  Cook  School, 
Groton   street;    Cross   .street;    Day's    chapel,    Parker   street;    Emerson 


272  APPENDIX. 

School;  Everett  School,  Pearl  street;  Franklin  place;  Fremont  place; 
Frothingham  School;  Harvard  Hill;  Haverhill  street;  Lyman  School; 
Mead  street;  Moulton  street;  Oak  square;  Polk  street;  Princeton  street; 
Rutland  street;  Tappan  School,  Lexington  street;  Wait  School,  Shaw- 
mut  avenue;  Warren  School;  Webb  School,  Porter  street;  Webster 
School,  Webster  place;  Webster  street;  West  Concord  Street;  Wes- 
ton street;  Winship  School,  Winship  place. 

John  Kneeland. — Andrew  Sc.'hool ;  Atherton  School,  Columbia  street; 
Bank  Building,  E  street;  Spelman  Hall,  Broadway;  Capen  School,  I 
street;  Clinch  School,  F  street;  Dorchester  avenue;  Dorchester-Everett 
School;  Drake  School,  Third  street;  Dudley  School;  Eustis  street; 
Fifth  street;  Fourth  street;  Gaston  School;  George  street;  Gibson 
School;  Harris  School;  Hawes  Hall,  Broadwaj';  Howard  avenue; 
Mather  School,  Dorchester;  Mather  School,  Broadway;  Minot  School; 
Mt.  Pleasant  avenue;  Municipal  Court  Building,  Washington  street; 
Munroe  street;  Old  Mather  Scliool,  Dorchester;  Parkman  School, 
Silver  street;  Quincy  street;  ShurtlefF  School ;  Simonds  Scliool,  Broad- 
way ;  Stoughton  School ;  Thetford  avenue ;  Thornton  street ;  Ticknor 
School,  Dorchester  street;  Tileston  School;  Tuckerman  School,  City 
Point;  Vernon  street;  Vestry,  D  street;  Wintlirop  street;  Yeoman 
street. 

Francis  W.  Parker,  —  Andrews  School,  Genesee  street;  ,  Baker  street; 
Baldwin  School,  Chardon  court ;  Bromley  park ;  Centre  street ;  Canter- 
bury street;  Charles  Summer  School;  Cheever  School,  Thacher  street ; 
Chestnut  avenue;  Childs  street;  Cushman  School,  Parmenter  street; 
Dean  School,  Wall  street;  Egleston  square;  Emerson  School,  Poplar 
street;  Francis  street;  Freeman  School,  Chnrter  street;  Grant  School, 
Pliillips  street;  Green  street;  Guild  School,  East  street;  Heath  street; 
Ingraham  School,  Sheafe  street;  Lowell  School;  Phillips  street;  Pormort 
School,  Snelling  place ;  Prince  School,  Exeter  street ;  Quincy  School ; 
Roxbury  street;  Sharp  School,  Anderson  street;  Skinner  School,  Fayette 
street;  Smith  street;  Somerset  street;  Starr  King  School,  Tennyson 
street;  Thomas'  street;  Tyler  street;  Washington  street,  Germantown ; 
Washington  street,  near  Green ;  Way  street;  Wincliell  School,  Blossom 
street. 

SUPERVISORS  IN  CHARGE  OF   SUB.IE(rrS. 

Eixis  Peterson. — Mathematics   in   part,  Latin,  Greek,  Psycliology. 
LucRETiA    Crocker.  —  Natural     History,    Oral     Instruction,     Geography, 

Astronomy. 
George  A.  Littlefield. — English  Language,  English  Literature. 
Samuel  W.  Mason. — History,  Physical  Exercises,  Writing. 
John  Kneeeand.  —  Physics,  Chemistry,  Book-keeping,  Mathematics  in  part. 
Francis  W.  Parker.  ^-Reading,  Spelling,  Modern  Languages. 


NORMAL   SCHOOL. 


Corner  of  Daitnioiitli  ami  Appleton  strocts. 
COMMITTKK. 


Georcje  M.  Holibs,  Chairman^  John  B.  Moran,  Secrelary. 

William  II.  Finney,  George  B.  Hyde. 

Brf)oks  Adams, 


Larkin  Dunton,  Head-Master,  Annie  E.  Chace,  Second  Asst., 

L.  Theresa  Moses,  First  Asst.,  W.  Bertha  Ilintz,  Special. 


mCE  TRATXIXG  SCHOOL. 

GKAMJIAU. 

Corner  of  JiarfmoiitJi  and  Appleton  .itreet.s. 

Lucius  A.  Wheelock,  Master,  Martha  E.  Pritchard,  First  Asst 

Charle.s  F.  Kimball,  Sub-Master,  Florence  Marshall,  Second  Asst. 

Joseph  L.  Caverly,  Second  Sub-Master, 

THiun  as.si.«;tant.s. 

KlJa  T.  Gould,  Uleyetta  Williams, 

K.  Maria  Simonds,  ^Lattie  PL  Jackson, 

Eliza  Cox,  .  Ella  C.  llutchins, 

Dora  Brown,  Lizzie  JI.  Burnham. 

Amos  Albee,  Janitor. 

PRIMAHY. 
Appleton  street. 

Ella  F.  Wyinan,  Ellen  F.  Beach. 

Grace  Hooper,  Anna  B.  Badlam, 

Sarah  E.  Bowers,  Emma  L.  Wyman, 

E.  L.  B.  nintz,  Dora  William.s. 

(fcorgt!  W.  Collinirs,  Janitor. 


LATIN   AND   HIGH   SCHOOLS. 


Charles  L.  Flint,  Chairman, 
William  C.  Collar, 
John  G.  Blake, 


COMMITTEE. 


Henry  P.  Bowditch,  Recretary. 
Brooks  Adams. 


PUBLIC  LATIN  SCHOOL. 
JBedford  street, 

Moses  Merrill,  Head- Master. 


Charles  J.  Capen, 
Arthur  I.  Fiske, 


MASTERS. 

Joseph  W.  Chadwick. 


Cyrus  A.  Ncvill, 
Frank  W.  Freeborn, 
John  K.  Richardson, 
William  Gallagher,  Jr., 
Byron  Groce, 


JUNIOR    MASTERS. 

Edward  P.  Jackson, 
Louis  H.  Parkhurst, 
William  T.  Strong, 
Egbert  M.  Chcsley. 

Edward  M,  (~!hase.  Janitor. 


John  Tetlow,  Blaster., 


Augusta  R.  Curtis, 
Elizabetli  P.  Howard, 


GIRLS'  LATIN  SCHOOL. 
West  Newton  street. 

Jennie  R.  Sheldon,  Third  Asst. 

FOURTH    ASSISTANTS. 

Jessie  Girdwood. 
Tliomas  Appleton,  Janitor. 


LATIN  AXD  HIGH  SCHOOLS. 


27/3 


ENGLISH  HIGH  SCHOOL. 
Bedford  street. 
Edwin  P.  Seaver,  Head-Master. 


Luther  W.  Anderson, 
Robert  E.  Babson, 


Albert  Hale, 


MASTERS. 

L.  Hall  Grandgent. 
South  street. 

JIASTERS. 

Charles  B.  Travis. 


Charles  J.  Lincoln, 
Lucius  H.  Buckingham, 
John  F.  Casey, 
Manson  Seavy, 


JUNIOR-MASTERS. 

Jerome  B.  Poole, 
Samuel  C.  Smith, 
Alfred  P.  Gage, 
H.  Winslow  Warren. 
Edward  M.  Chase,  Janitor. 


GIRLS'  HIGH   SCHOOL. 
West  Newton  street. 
Homer  B.  Sprague,  Head-Master,         Margaret  A.  Badger,  First  Asst, 
Harriet  E.  Caryl,  Asst.  Prin., 


Emma  A.  Temple, 


SECOND    ASSISTANTS. 

Kathai'ine  Knapp. 

THIRD   ASSISTANTS. 

Emerette  O.  Patch. 

FOURTH    ASSISTANTS. 

Lizzie  L.  Smith, 
Charlotte  M.  Gardner, 
Sarah  L.  Miner, 
Elizabeth  C.  Coburn, 
Emily  M.  Dcland. 


Adeline  L.  Sylvester, 
Sarah  A.  Shorey, 

Augusta  C.  Kimball, 
Julia  A.  Jellison, 
Ellen  M.  Folsom, 
Lucy  R.  Woods, 
Mary  E.  Lathrop, 

Laura  B.  White,  Special  Teacher  of     Ellen    M.    Dyer,    Special    Teacher    of 
•     Chemistry.  Physical  Culture. 

Margaret  C.  Brawley,  Lah.  Asst.  Thomas  Applcton,  Janitor. 


276  APPENDIX. 


ROXBURY  HIGH  SCHOOL. 
Kenilivorth  street. 
S.  M.    Weston,  Head- Master,  Timily  Weeks,  First  Assi. 

THIRD    ASSISTANTS. 

Eliza  D.  Gardner,  Helen  A.  Gardner. 

Clara  H.  Balch,  Fourth  Asst.  Thomas  Colligan,  Janitor. 


DORCHESTER  HIGH  SCHOOL. 
Centre  st.,  cor.   Dorchester  ave. 
Elbridge   Smith,  Master,  Mary  W.  Hall,  First  Asst. 

FOURTH    ASSISTANTS. 

Rebecca  V.  Humphreys,  Laura  E.  Hovey. 

Thomas  J.  Hatch.  Janitor. 


CHARLESTOWN   HIGH  SCHOOL. 
Monument  square. 

Caleb  Emery,  Head-Master,  Emma  G.  Shaw,  Second  Asst., 

Katharine  Whitney,  First  Asst.,  Adelaide  E.  Somes,  Third  Asst. 

FOURTH    ASSISTANTS. 

Sarah  Shaw,  Alia  F.  Young. 

Joseph    Smith,    Janitor. 


WEST  ROXBURY  HIGH  SCHOOL. 
Elm  street,  tTamaien  Plain. 

George  C.   Mann,  Master,  Alia  W.  Foster,  Fourth  Asst., 

Louise  M.  Thurston,  Third  Asst.,         J.  J.  Wentworth,  Janitor. 


BRIGHTON  HIGH  SCHOOL.  • 

Academy  Hill. 

Benjamin   Wormelle,  Master,  Marion  A.  Hawes,  Fourth  Asst. 

Anna  J.  George,  Third  Asst.,  J.  R.  Marston,  Janitor. 


LATIN  AND  HIGH  SCHOOLS.  277 

EAST  BOSTON  HIGH  SCHOOL. 

I'tthlic  Lihriirt/  linildint/.  I'aris  and  Meridian  sfrcets^ 

John  O.  Norris,  Master,  Emily  J.  Tucker,  Fourth  Asst. 

Sarah  L.  Becker.  Third  Asst.,  Samuel  H.  Gradon,  Janitor. 


SPECLiL   INSTRUCTORS. 

DRAWING. 

Walter  Smitli.     Normal  School. 

Henry  Hitcliinn^s.     English  High,  West  Ro.xbury  High,  Schools. 
Mercy  A.  Bailey.     Girls'  High,  Dorchester  High,  Schools. 
Lu(;as  Baker.     Latin,  Charlestown  High,  Brighton  High,  East  Boston  High, 
Schools. 

AIU.SIC. 

Julius  Eichberg.  Latin,  English  High,  Girls'  High,  Roxhury  Higli,  Dorchester 
High,  Charlestown  High,  AVest  Ro.xbury  High,  Brighton  High,  S"hools. 

J.  B.  Sharland.  Rice,  Franklin,  Brimmer,  Winthrop,  Prince,  Dwight, 
Everett,  Sherwin,  Coniins,  Dearborn,  Dudley,  Dillaway,  Lewis,  Lowell, 
Central,  Hillside,  Schools. 

Henry  E.  Holt.  Normal,  Wells,  Eliot,  Hancock,  Quincy,  Andrew,  Bigelow, 
Gaston,  Lawrence,  Lincoln,  Norcross,  Shurtleff,  Allston,  Bennett,  Bow- 
ditch,  Bowdoin,  Phillips,  Mt.  Vernon,  Charles  Sumner,  Schools. 

J.  M.  Mason.  Adams,  Chapman,  Emerson,  Lyman,  Bunker  Hill,  Frothing- 
ham.  Harvard,  Prescott,  Warren,  Dorchester-Everett,  Gibson,  Harris, 
Mather,  Minot,  Stoughton,  Tileston,  Schools. 

FRKXCn. 

Phillipc  de  Scnancour.     Latin  School. 

Eugene    Raymond.      English    High.    Charlestown    High,    East  Boston   High, 

Schools. 
Henri  Morand.     Roxhury  High,  Dorchester  High.  Schools. 
Marie  de  Maltchyce.     Girls'  High  School. 
Marie  C  Ladreyt.     West  Roxhury  High  School. 

(JKUM.VN. 

Ernst  C.  F.  Krauss.     (iirls'  High,  Charlestown  High.  Schools. 
.1.  Frederick  Stein.     Roxhury  High,   Dorchester  High,  West  Roxlmry   High, 
I'.righton  High,  Schools. 

.SCIKXCKS. 

Edn;i  I'    (  :il,l,i        i;.ivl,iirv  and  West  Roxbury  High  ScIkioIs. 


278  APPENDIX. 

MILITARY    DRILL. 

Hobart  Moore.  Latin,  English  High,  Eoxbury  High,  Dorchester  Higli, 
Charlestown  High,AVest  Eoxbury  High,  Brighton  High,  East  Boston,  Higli, 
Schools. 

A.  Dakin,  A)-more7;  Boylston  Hall. 


Eliza  A.  Baxter.     Bowditch  School. 

C.  L.  Bigelow.     Bowdoin,  Prince,  Schools. 

E.  A.  Boyd.     Harvard,  Prescott,  Frothingham,  S^choois, 

Annie  E.  Brazer.     Lowell  School. 

Eliza  M.  Cleary.     Shurtleff  School. 

Frances  C.  Close.     Lyman  School. 

Mrs.  Susan  Cousens.     Chapman,  Emerson,  Schools. 

Isabella  Gumming.     Winthrop  School. 

Mrs.  Elizabeth  D.  Cutter.     Franklin  School. 

Kate  Doherty.     Hancock  School. 

Mrs.  Anna  J.  Goodwin.     Winthrop,  Horace  Mann,  Schools. 

Sarah  E.  Hamlin.     Norcross  School. 

Catherine  G.  Hosmer.     Dearborn  School. 

Lizzie  Kenna.     Andrew  School. 

Nellie  I.  Lincoln.     Hillside  School. 

Delia  Mansfield.     Comins  School. 

Catherine  C  Nelson.     Gibson,  Stoughton,  Tileston,  Schools. 

Mary  E.  Patterson.     Gaston  School. 

J.  Zella  Ridway.     Charles  Sumner,  Mt.  Vernon,  Schools. 

M.  Elizabeth  Robbins.     Adams  School. 

Mrs.  Martha  A.  Sargent.     Everett  School. 

Malvina  L.  Sears.     Lewis  School. 

Julia  A.  Skilton.     Bunker  Hill,  Prescott,  Warren,  Schools. 

Sarah  A.  Stall.     Allston,  Bennett,  Schools, 

Frances  E.  Stevens.     Wells,  Winthrop,  Schools. 

Emma  A.  Waterhouse.     Dillaway  School. 

Mrs.  M.  A.  Willis.     Dorchester-Everett,  Harris,  Mather,  Minot,  Rcliools. 

Maria  L.  Young.     Sherwin  School. 


GRAMMAR   SCHOOLS. 


FIRST   DIVISION. 


ADAMS   SCHOOL. 

lielniont   Sqttnre,   East  Boston. 

Frank  F.  rrtbk-,  Muster,  Mary  M.  Morse,  First  Assi., 

Lewis  H.  Dutton,  Sid)- Master,  Joel  C.  Bolan,  Second  Asst. 

THIKD    ASSISTANTS. 

Mary  A.  Davis,  Elleiiette  Pillsbury, 

Altnira  E.  Keid,  Sarah  E.  McPhaill, 

Clara  Rol)bins.  Lina  II.  Cook. 

Harriet  Sturtevant, 

Frederick  Tilden,  Janitor. 


CHAPMAN   SCHOOL. 
Eutnto  Street,  East   Hostoiu 

George  R.  Marble,  Master,  Orlendo  W.  Dimick,  Sub-Master. 

FIKST    ASSISTANTS. 

Annie  .M.  Crozicr,  Jane  F.  Reid. 

SECOND    .ASSISTANTS. 

Maria  D.  Kimball,  Sarah  F.  Tonney. 

THIRD    ASSISTANTS. 

Sarah  T.  Synett,  »  Mary  \.  Shaw, 

Harriet  E.  Morrill,  Lucy  E.  WoodwcH. 

Margaret  B.  Erskine, 

James  E.  IJurdaken,  Janitor. 

TAI'PAN    SCHOOL,    LEXINGTON     STKEET. 

Mary  E.  Buff'iiin. 


280  APPENDIX. 


EMERSON    SCHOOL. 
Prescott  Street,    East  Boston^ 

James  F.  Blackinton,  Master,  J.  Willard  Brown,  Sub- Muster- 

ilKST    ASSISTANTS. 

Elizabeth  R.  Drowiie>  Mary  A.  Foni. 

SECOND    ASSISTANTS. 

Bernice  A.  DeMeritt,  Frances  H.  Turner. 

TIURI)    ASSISTANTS. 

Carrie  Ford,  Elizabeth  A.  Turner, 

Mary  D.  Day,  Laura  S.  Pliiminer, 

Juliette  J.  Pierce,  Georgia  H.  Tilden, 

Sarah  A.  Bund,  H.  'Elizabeth  Cutter. 

Edward  C.  Ciiessman,  Janiiur. 

LY^LAN    SCIKJOL. 
Corner  of  I'aris   and  Decatur  streets. 
llosea  TI.  T.,inc()ln,  Master,  George  K.  "Daniel,  Jr.,  Sidj-.Was(er. 

FIKST    ASSISTANTS. 

Cordelia  Lothrop,  Eliza  F.  HasselL 

8KCOND    ASSISTANTS. 

Mary  A.  Turner,  Amelia  IL  Pitman. 

THIR1>    ASSISTANTS. 

Mary  P.  E.  Tewkesbury,  Clara  E.  Robinsorj,, 

Harriet  N.  Webster,  Clara  B.  George, 

Irene  A.  Bancroft,  Mary  E.  Morse. 

Sibylla  A.  Baily, 

William  Gradon,  Janitor. 


SFXOND    DIVISION. 


BUNKER    HILL   SCHOOL. 
Haldtvin  street,  Chnrlesioivn^ 

Sanmel  J.  Bullock,  Master,  Henry  F.  Sears,  Sub-MasieT. 

FIRST     ASSISTANTS. 

Mary  A.  Eatom,  Abby  P.  Josselyn. 


FROTHINGHAM  —  HARVARD  —  PRESCOTT. 


281 


Amy  C.  Hudson. 


Georgie  Palmer, 
Ida  O.  Hurd,' 
Lydia  A.  Simpson, 
Emma  P.  Porter, 


SECOND    ASSISTANTS. 

Angelia  M.  Knowles. 

TIIIUD    ASSISTANTS. 

Georgianna  A.  Smitli, 
Anna  M.  Prescott, 
Julia  L.  Adams, 
Ellen  F.  Sanders. 
Josiah  C.  Burbank,  Janitor. 


FROTHINGHAiM   SCHOOL. 
Corner  of  Prospect  and  JEdgetvorfh   streets,    Charlestown, 
Caleb  Murdock.  Master,  Charlotte  E.  Camp,  First  Asst. 

William  B.  Atwood,  Sub-Master,  Bial  W.  Willard,  Second  Asst. 


narrift  E.  Erye, 
Ellen  11.  Stone, 
Arabella  P.  Moulton, 
Abby  M.  Clark, 
Sarah  H.  Nowell, 


THIU]>    ASSISTANTS. 

Jennie  E.  Tobe\', 
Luey  A.  Seaver, 
Ellen  A.  Chapin, 
Julia  M.  Burbank. 

Warren  J.  Small,  Janitor. 


HARVARD    SCHOOL. 

Jioiv  street,   Charlestoivn. 
W.  E.  Eaton,  Master,  Abby  B.  Tufts,  First  Asst., 

Darius  Hadley.  Sub-Master, 


Sarah  E.  Leonard, 
Mary  A.  Lovering, 
Jennie  E.  Howard, 
Edith  W.  Howe, 
Martha  F.  Fay, 


Annie  E.  Weston,  Second  Asst. 

THIRD    ASSISTANTS. 

Sarah  J.  Perkins, 
Lucy  A.  Wilson, 
Gallic  E.  Carey, 
Mary  P.  Howland. 


Alonzo  C.  Tyler,  Janitor. 


PRESCOTT   SCHOOL. 

Ehn  street,   Charlestotcn. 
George  T.  Littlefield,  Master,  Delia  A.  Varney,  First  Asst., 

Alonzo  Meserve,  Second  Snh-Masier,    Mary  C  Sawyer,  Second  Asst. 


282 


APPENDIX. 


THIRD    ASSISTANTS. 

Julia  C.  Powers,  Frances  A.  Craigin, 

Lydia  A.  Sears,  Julia  F.  Sawyer, 

Elizabeth  J.  Farnsworth,  Annie  M.  Stone. 

Thomas  Merritt,  Janitor. 


George  Swan,  Master, 
Sarah  M.  Chandler, 
Abby  C.  Lewis, 


Alice  Hall, 
Frances -L.  Dodge, 
Abby  E.  Holt, 
Ellen  A.  Pratt, 
Marietta  F.  Allen, 


WARREN   SCHOOL. 
Corner  of  Pearl  and  Summer  streets^.  Charlestotan. 

E.  B.  Gav,  Suh-Master. 


FIRST    ASSISTANTS. 

Elizabeth  Swords. 

SECOND    ASSISTANTS. 

Anna  D.  Dalton. 

THIRD    ASSISTANTS. 

Julia  E.  Harrington, 
Mary  E.  Fierce, 
Caroline  W.  Graves, 
Mary  B.  Lynde. 

D.  L.  Small,  Janitor. 


THIRD    DIVISION. 


BOWDOIN  SCHOOL. 
Myrtle   street, 

Daniel  C.  Brown,  Master,  Sarah  R.  Smith,  First  Asst. 


Mary  Young, 


SECOND    ASSISTANTS. 

Sarah  0.  Brickett. 


THIRD    ASSISTANTS. 

Eliza  A.  Fay,  Dorah  E.  Pitcher, 

Irene  W.  Wentworth,  Ella  L.  Macomber, 

Ada  L.  Cashman,  S.  Frances  Perry. 

Joseph  S.  Shannon,  Janitor. 


ELIOT  — HANCOCK.  283 


ELIOT  SCHOOL. 

yorth    Bennet  street. 

Samuel  Harrington,  Master,  Channing  Folsom,  Second  Sub-Master, 

Granville  S.  Webster,  Sub-Master,         Frances  M.  Bodge,  First  Asst., 
YreAerieYl.Jiipley,  Second  Sub- Master,  Adolin  M.  Steele,  Second  Asst. 

THIRD    ASSISTANTS. 

Elizabeth  M.  Turner,  M.  Ella  Wilkins, 

Kate  L.  Dodge,  Clara  A  Newell, 

Lucette  A.  Wentwortli,  Mary  E.  Hanney, 

Mary  Heaton,  Isabel  R.  Haskins. 

Minnie  I.  Folger, 

P.  J.  Eiordan,  Janitor. 


WARE  SCHOOL,  NORTH  BENNET  STREET. 

Mary  E.  F.  McNeil,  Annie  M.  H.  Gillespie, 

Sophia  E.  Raycroft,  Mary  E.  Barrett. 

W.  S.  Riordan,  .Janitor. 


PORMORT    SCHOOL,   SNELLING    PLACE. 

Kate  S.   Sawyer.  William  Swanzcy,  Janitor. 


HANCOCK  SCHOOL. 

Fartncnter  street. 
James  W.  ^Viebster,  Master. 

FIRST    ASSISTANTS. 

Ellen  C.   Sawtelle,  Amy  E.  Bradford. 

SECOND    ASSISTANTS. 

Josephine  M.  Robertson,  Marie  L.  Macomber. 

THIRD    ASSISTANTS. 

Helen  M.  Hitchings,  Sophia  L.  Sherman, 

Susan  E.  Allen,  Florence  E.  Dexter, 

Mary  E.  Skinner,  O.  M.  E.  Rowe. 


Honora  T.  O'Dowd, 


William  Lovctt,  .Janitor. 


284  APPENDIX. 

CUSHMAN    SCHOOL,    PARMENTER    STREET. 

Sarah  F.  Ellis,  Elizabeth  A.  Fiske. 


PHILLIPS   SCHOOL. 

Phillijis  street. 

Samuel  Swan,  Master,  Emily  A.  Moulton,  First  Asst., 

Elias  H.  Marston,  Sub-Master,  Adeline  F.  Cutter,  Second  Asst. 

George  Perkins,  Second  Suh-Master, 

THIRD    ASSISTANTS. 

Ruth  E.  Rowe,  Martha  A.  Knowles, 

Alice  M.  Gushing,  Louie  H.  Hinckley, 

Georgianna  E.  Putnam,  Elizabeth  L.  West, 

Sarah  W.  I.  Copeland,  Helen  M.  Coolidge, 

Martha  F.  Whitman,  Eliza  A.  Corthell. 

John  A.  Shannon,  Janitor. 


GRANT    SCHOOL,    PHILLIPS    STREET. 

Mary  E.  Towle. 


WELLS    SCHOOL. 
Corner  Hlosaom  and  McZiean  streets. 

Robert  C.  Metcalf,  Master. 

FIRST    ASSISTANTS. 

Ella  F.  Inman,  Emma  S.Beede. 

Emeline  E.  Durgin,  Second  Asst. 

THIRD    ASSISTANTS. 

Ellen  F.  Jones,  Mary  M.  Perry, 

Alice  M.  Brown,  Lizzie  F.  Stevens, 

Susan  R.  Gifford,  Lavinia  M.  Allen. 

Mary  S.  Carter, 

James  Martin,  Janitor. 

BALDWIN    SCHOOL,    CHARDON    COURT. 

Adelaide  E.  Badger. 


BOWDITCII  —  BULMMEU—  QUIXCY. 


28^ 


FOURTH   DIVISION, 


BOWDITCH   SCHOOL. 
Corner  of  East  and  Cove  streetn. 

George  W.  Neal,  Mastet-,  Mary  M.  T.  Foley,  Second  Asst. 

Susan  H.  Tliaxter,  First  Asst., 


Eliza  M.  Evert, 
Emma  M.  Savil, 
Ruth  H.  Clapp, 


THIRD    ASSISTANTS. 

Hannah  E.  G.  Gleason, 
Emma  A.  Gordon, 
Ellen  L.  Collins. 
Naney  Ryan,  Janitor. 


BRIMMER  SCHOOL. 
Common  street. 
E.  Bentley  Young,  Master,  Rebeeca  L.  Duncan,  First  Asst., 

Quincy  E.  Dickerman,  Suh-.)faster,       Luthera  W.  Bird,  Second  Asst. 
T.  Henry  Wason,  Second  Sub-Master, 


Kate  C.  Martin, 
Ella  L.  Burbank, 
Annie  P.  James, 
Lilla  H.  Shaw, 
L.  Maria  Stetson, 


TIIIKD    ASSISTANTS. 

Sarah  J.   Marcli, 
Helen  L.  Hodge, 
Annie  M.  Mitchell, 
Sarah  E.  Adams, 
Eliza  E.  Foster. 
George  W.  Fogg,  Janitor. 


I'RIXCE    SCHOOL,    EXETEU    STREET. 

Harriet  D.  Hinckley,  First  Asst. 


Maud  McWilliams, 
Alice  M.  Dickey, 


THIRD    ASSISTANTS. 

Ella  F.  White, 
Eva  I).   Kellog' 
Josei)h  H.  Elliott,  Janitor. 


QUINCY  SCHOOL. 
Tyltr  street. 
E.  Frank.  Wood,  Master,  Annie  ^I.  liUnd.  Fir.^t  Asst., 

N.  Hosea  Wliittemore,  Siilj-.)faster,       Mary  L.  Holland,  Second  Asst. 
Alfred  liunker.  Second  Siiii-. Waster, 


286 


APPENDIX. 


THIRD    ASSISTANTS. 


Bridget  A.  Foley, 
K[ary  Murphy, 
Katherine  T.  Murtagh, 
Charlotte  L.  Wheelwright, 


Emily  B.  Peck, 
Emma  F.  Colomy, 
Harriette  A.  Bettis, 
Emma  K.  Youngman. 


James  Daly,  Janitor. 


Robert  Swan,  Master. 


Susan  A.  W.  Loring, 


Emma  K.  Valentine, 
Katherine  K.  Marlow, 


Ellen  M.  Underwood, 
Margaret  T.  Wise, 
Lizzie  H.  Bird, 
Mary  E.  Barstow, 
Mary  J.  Danforth, 


WINTHROP  SCHOOL. 
Treniont,  near  Eliot  street. 

FIRST    ASSISTANTS. 

May  Gertrude  Ladd. 

SECOND    ASSISTANTS. 

Carrie  F.  Welch, 
Annie  J.  Stoddard. 

THIRD    ASSISTANTS. 

Mary  E.  Davis, 
Lucy  Merrill, 
Minnie  L.  Hobart, 
Cornelia  M.   Sullivan. 

A.  H.  B.  Little,  Janitor. 


STARR    KING    SCHOOL,    TENNYSON    STREET. 


Elizabeth  S.  Emmons, 
Caroline  S.  Crozier, 


Mary  L.  H.  Gerry. 
E.  L.  Weston,  Janitor. 


FIFTH   DIVISION. 


DWIGHT    SCHOOL. 
West  Springfield  street. 


James  A.  Page,  Master, 
Walter  S.  Parker,  Sub-Master, 


Henry  L.  Sawyer,  Seco7id  Siib-Mas'er, 
Ruth  G.  Rich,  First  Asst. 


EVERETT—  FRANKLIN. 


287 


Mary  C.  R.  Towle, 
Sarah  C.  Fales, 
Elizabeth  G.  Melcher, 
Nellie  L.  Shaw, 
Mary  E.  Trow, 


THIRD    ASSISTANTS. 

Lizzie  G.  Howes, 
Mary  L.  Farrington, 
Laura  Frost, 
Clara  C.  Dunn, 
Isabella  G.  Bonnar. 
James  Craicr,  Janitor. 


Alfred  Hewins,  Master. 


S.  Flora  Chandler, 


Persis  E.  King, 
Anna  C.  Ellis, 

Susan  S.  Foster, 
Emily  F.  Marshall, 
Abby  C.  Haslet, 
Ann  U.  Gavett, 
Evelyn  E.  Morse, 


EVERETT   SCHOOL. 
West  Northampton  street. 

FIRST    ASSISTANTS. 

Janet  M.  Bullard. 

SECOND  ASSISTANTS. 

Maria  S.  Whitney. 

TUISD    ASSISTANTS. 

Sarah  L.  Adams, 
Mary  E.  Badlam, 
Flora  I.  Cooke, 
Anna  Grover. 

Edward  Bannon,  Janitor. 


FRANKLIN   SCHOOL. 
Ringgold  street. 
Granville  B.  Putnam,  Master, 


Jennie  S.  Tower, 


Caroline  A.  Mason, 
Catharine  T.  Siiiionds, 

Florence  Dix, 
Abl)ie  M.  Holder, 
Margaret  J.  Crosby, 
Margaret  C.  Sehoulor, 
Elizabeth  J.  Brown, 


FIRST    ASSISTANTS. 

Isabella  M.  Harmon. 

SECOND    ASSISTANTS. 

P.  Catherine  Bradford. 

THIRD    ASSISTANTS. 

Roxanna  W.  Longley, 
Kate  E.  Blanchard, 
Mary  A.  Mitclioll. 
Anna  E.  L.  Parker. 

Mrs.  Amos  T^incoln,  .Janitor. 


288 


APPENDIX. 


WAIT    SCHOOL,    SHAWMUT    AVENUE. 


Martha  L.  Beckler. 


Silas  C.  Stone,  Master. 


Julia  F.  Long, 


Elizabeth  B.  Walton, 
Martha  A.  Smith, 

Anna  B.  Carter, 
E.  Elizabeth  Boies, 
Caroline  K.  Nickerson, 
Harriet  A.  Lewis, 
Marian  Henshaw, 


SHERWIN   SCHOOL. 
JYTadison  s</uare. 

Frank  A.  Morse,  Suh-Master. 

FIRST    ASSISTANTS. 

Lucy  L.  Burgess. 

SECOND    ASSISTANTS. 

Sarah  R.  Bonney. 

THIRD    ASSISTANTS. 

Isadora  Bonney, 
Frances  McDonald, 
Louisa  Ayer, 
Fanny  L.  Stockman,   . 
Alice  T.  Kelley . 
Joseph  G.  Scott,  Janitor. 


Lucy  J.  Mellen. 


WESTON-ST.    SCHOOL. 

Patrick  F.  Higgins,  Janitor. 


SIXTH   DIVISION. 


ANDREW   SCHOOL. 
Dorchester  street.  South  Boston. 
Leander  Waterman,  Master,  Joshua  M.  Dill,  Sub-Master. 


William   R.  Morse, 
Henrietta  L.  Dwyer, 


FIRST    ASSISTANTS. 

Hattie  A.  Watson. 

SECOND    ASSISTANTS. 

Mary  S.  Beebe. 


BIGELOW—  GASTOX, 


289 


THIRD    ASSISTANTS. 


Sara  W.  Barrows, 
Mattie  A.  Jackson. 
Frances  M.  Bell, 
Esther  F.  Nichols. 


Mary  L.  Fitzgerald, 
Mary  E.  Perkins, 
Lucy  M.  Marsh. 

Thomas  Buckner,  Janitor. 


BIGELOW   SCHOOL. 
Fourth  St.,  cor,  E  street,  Soiitli  Hoston, 
Thomas  H.  Barnes,  Master,  Amelia  B.  Coe,  First  Asst., 

Fred  0.  Ellis,  Silb-^faster,  Ellen  Coe,  Second  Asst. 

J.  Gardner  Bassett,  Second  Sub-Master, 


Eliza  B.  Haskell, 
Ellen  L.  Wallace, 
Mary  Nichols, 
Malvena  Tenney, 
Catharine  H.  Cook. 


THIRD    ASSISTANTS. 

Fannie  L.  Toppan, 
Lucy  C.  Bartlett, 
Claudine  E.  Cherrington, 
Mary  F.  Savage, 
Kittie  A.  Learned. 
Samuel  P.  Howard,  Janitor. 


Harriet  A.  Clapp. 


HAWES    HALL,   BROADWAY. 

Samuel  P.  Howard,  Janitor. 


Stella  A.  Hale. 


BANK    BUILDING,    E    STREET. 

Julia  Sheehan,  Janitor. 


GASTON   SCHOOL. 

X,  cor.  Fifth  street,  SoittJi  Boston. 
C.  Goodwin  Clark,  Master. 

FIRST    ASSISTANTS. 

Lydia  Curtis,  Sarah  C  AVinn. 

Anna  Leach,  Second  Asst. 

THIRD    ASSISTANTS. 

Myra  S.  Butterfield,  Clara  A.  Sharp, 

Emogene  F.  Willett.  Ellen  K.  Wyman, 

Helen  A.  Shaw,  Electa  M.  Porter. 

S.  W.  Pollard,  .Janitor. 


290 


APPENDIX. 


LAWRENCE    SCHOOL. 


Cor,  JB  and  Thivd  streets.  South  Hoston. 


Amos  M.  Leonard,  Master;  Alice  Cooper,  First  Asst., 

D.  A.  Hamlin,  Suh-Master,  Emma  P.  Hall,  Second  Asst. 

Grenville  C.  Emery,  Second  Suit-Master, 


THIRD    ASSISTANTS. 


Margaret  MacGregor, 
Mary  E.  H.  Ottiwell, 
Isabelle  F.  Crapo, 
Margaret  Holmes, 
Hannah  E.  Burke, 


Margaret  A.  Gleason, 
Catherine  M.  Lynch, 
Mary  A.  Conroy, 
Mary  A.  Montague, 
Abbie  C.  Burge. 


Daniel  E.  Connor,  Janitor. 


MATHER    SCHOOL,  BROADWAY. 

W.  E.  C.  Rich,  Second  Sub-Master. 


Mary  A.  A.  Dolan, 


THIRD    ASSISTANTS. 


M.  Louise  Gillett, 
Margaret  A.  Moody. 
George  D.  RuU,  Janitor. 


LINCOLN    SCHOOL. 
Broadway,  near  K  street.  South  Boston, 

Alonzo  G.  Ham,  Master,  Margaret  J.  Stewart,  First  Asst., 

Henry  H.  Kimball,  Suh-Master,  Mary  E.  Balch,  Second  Asst. 

John  F.  Dwight,  Second  Suh-Master, 


Sarali  M.  Tripp, 
Lavinia  B.  Pendleton, 
"Vodisa  J.  Conroy, 
Sarah  A.  Curran, 
Carrie  L.  Vose, 


THIRD    ASSISTANTS. 

Mary  A.  H.  Fuller, 
Silence  A.  Hill, 
Jennie  F.  McKissiek, 
Mary  B.  Powers, 
Mary  H.  Faxon. 
Joshua  B.  Emerson,  Janitor. 


NORCROSS  —  SlIL  IITLEFF 


21)1 


XORCliOSS  SCHOOL. 

Corner  of  D  and  Fifth  streets.  South  Bonton, 
Josiah  A.  Stearns,  Master. 


Mary  J.  Fennelly, 


FIRST     ASSISTANTS. 

Fiducia  S.  Wells. 


Sarah  A.  Gallagher, 
Juliette  Smith, 


Mary  E.  Downing, 
Maria  L.  Nelson, 
Mary  R.  Roberts, 
Miranda  A.  Bolkcom, 
Harriet  E.  Johnston, 


SECOND    ASSISTANTS. 

Juliette  Wyman. 

THIRD    ASSISTANTS. 

Emma  L.  Eaton, 
Emma  F.  Crane, 
Jennie  A.  MuUaiy, 
Martha  G.  Buckley. 

Samuel  T.  Jeffers,  Janitor. 


SIIURTLEFF  SCHOOL. 
Dorchester  street.  South  Boston. 
Henry  C.  Hardon,  Master. 


Anna  AL  Penniman, 


FIRST    ASSISTANTS. 

Ellen  E.  Morse. 


Abby  S.  Hammond, 
Emeline  L.  Tolman, 


Margaret  T.  Pease, 
Catharine  A.  Dwyer, 
Fliza  F.  Blacker, 
Roxanna  N.  Blanehard, 


SECOND    ASSISTANTS. 

Martha  E.  Morse. 


THIRD    ASSISTANTS. 

Harriet  S.  Howes, 
Jane  M.  Bullard, 
Edith  A.  Pope. 
Marion  W.  IJundktt. 
William  Dillaway,  .Janitor. 


292 


APPENDIX. 


SEVENTH   DIVISION. 


Charles  W.  Hill,  Master, 
Emily  F.  Carpenter, 
Sarah  E.  Lovell, 


Annetta  F.  Armes, 
Kate  M.  Murphy, 
Charlotte  P.  Williams, 
Adelina  May, 
Julia  A.  C.  Gray, 


COMINS  SCHOOL. 
Tremonf  street,  corner  of  Terrace  street. 

Myron  T.  Pritchard,  Suh-Maste7'. 

FIRST     ASSISTANTS. 

Martha  A.  Cummings. 


SECOXD    ASSISTANTS. 

Almira  W.  Chamherline. 

THIRD    ASSISTANTS. 

Emily  Swain, 
Penelope  G.  Hayes, 
Delia  M.  Upham, 
Nellie  I.  Lapham. 


George  S.  Hutchinson,  Janitor. 


FRANCIS-STREET    SCHOOL. 

Lillie  E.  Davis,  First  Asst.,  Carolina  A.  Gragg,  Third  Asst. 

Ann  McGowan,  Janitor. 


DEARBORN    SCHOOL. 
Dearborn   place. 


William  H.  Long,  Master, 
L.  Anna  Dudley, 


Martha  D.  Chapman, 
Helen  F.  Brigliam, 

Sarah  W.  Loker, 
Snrah  H.  Hosmer, 
Bell  J.  Dunham, 
Anne  M.  Backup, 


Harlan  P.  Gage,  Suh-3Iaster. 

FIRST     ASSISTANTS. 

Philena  W.  Rounseville. 

SECOND    ASSISTANTS. 

Frances  L.  Bredeen. 

THIRD    ASSISTANTS. 

Elizabeth  E.  StaflFord, 
Lizzie  M.  Wood, 
Elizabeth  R.  Wallis, 
Abbie  L.  Baker. 
Michael  J.  Lally,  Janitor. 


DILLAWAY  —  DUDLEY  —  LEWIS. 


293 


TEOMAX-STREET     SCHOOL. 

Louise  M.  Epmeyer,  Mary  F.  Walsh, 

Josephine  A.  Keniston,  Ida  M.  Presby. 

John  C.  Norton,  Janitor. 


DILLAWAY  SCHOOL. 
Bartlett  street. 
Sarali  J.  Baker,  Principal. 

FIRST     ASSISTANTS. 

Dora  A.  Pickering,  Jane  S.  Leavitt. 

Mary  C.  Whippey,  Second  Asst. 


Lydia  G.  Wentworth, 
Eliza  Brown, 


THIRD    ASSISTANTS. 

Mar^'  S.  Sprague. 
Thomas  Colligan,  Janitor. 


Mary  L.  Gore, 


ROXBIIRT-STREET     SCHOOL. 

Catherine  J.  Finneran. 
S.  B.  Pierce,  Janitor. 


DUDLEY  SCHOOL. 
Corner  of  Dudley  and  Futnaiu  .streets. 
Leverett  M.  Chase,  Master,  Siisie  C    Lougee,  First  Asst., 

Henry  L.  Clapp,  Sub-Master,  Harriett  E.  Davenport,  Second  Asst. 


Mary  H.  Cashnian, 
Ruth  H.  Brady, 
Mabel  F.  Wheaton, 
Eineline  E.  Torrey, 


THIRD    ASSISTANTS. 

Alice  E.  Farrington, 
Luette  B.  .Tames, 
Annie  A.  E.  Fagan, 


John  P.   Swift,   Janitor. 


LEWIS    SCHOOL. 
Corner  of  Dale  and  Sliertnan  stii-ets. 
William  L.  P.  Boardman,  .Vaster,         Cliarles  F.  King,  Sub-Master. 


Sarah  E.  Fisher, 


FIRST     ASSISTANTS. 

Eunice  C.  .Vtwood. 


294  APPENDIX. 

SECOND    ASSISTANTS. 

Amanda  Pickering,  Emily  B.  Eliot. 

THIRD    ASSISTANTS. 

Mary  D.  Chamberlain,  Phebe  H.  Simpson, 

Henrietta  M.  Young,  .       Sarah  II.  Robbins, 

Susan  A.  Dutton,  Althe?.  W.  Barry. 

H.  Amelia  Smith, 

Antipas  Newton,  Janiior. 


LOWELL  SCHOOL. 
310  Centre  street. 

Daniel  W.  Jones,  Master,  Eliza  C.  Fisher,  Fiist  Assi., 

George  T.  Wiggin,  Second  Sub- Master,  E.  Josephine  Page,  Second  Asst. 

THIRD    ASSISTANTS. 

O.  Augusta  Welch,  M.  F.  Cummings, 

AnnaL.  Hudson,  Susan  E.  Chapman, 

Susan  G.  B.  Garland,  Rebecca  Coulter. 

Mary  A.  Cloney, 

Frank  L.  Harris,  Janitor. 


EIGHTH    DIVISION. 


ALLSTON  SCHOOL. 
Catnbritlye  street,   Allston, 
G.  W.  M.  Hall,  Master,  Sara  F.  Boynton,  Second  Asst. 

Persis  B.  Swett,  Fifst  Asst., 

THIRD    ASSISTANTS. 

Mary  F.  Child,  Alice  A.  Swett, 

Laura  E.  Viies,  Mary  J.  Cavanagh. 

Jeanie  Hosea, 

Jonas  Pierce,  Janitor. 


BENNETT  SCHOOL. 
Chestnut  Hill  avenue,   Brighton, 

E.  H.  Hammond,  Master. 

SECOND    ASSISTANTS. 

Melissa  Abbott,  Eliza  W.  Jones. 


CENTRAL— :mount  verxon.  295 


TIIIUD    ASSISTANTS. 

Harriet  M.  Boit,  Emma  F.  Chesley, 

Annie  M.  HotchkLss,  Jeannie  Bates, 

diaries  F.  Wlieeler,  Janitor, 


CENTRAL  SCHOOL. 
Utirrouffhs  street,  tTaniaica  yiain^ 

John  T.  Gibson,  Master,  C.  J.  Reynolds,  Second  Asst. 

Mary  A.  Gott,  First  Asst., 

THIRD    ASSISTANTS. 

Martha  H.  Ames,  Victoria  M.  Goss, 

M.  E.  Stuart,  M.  M.  Sias. 

Adelia  Ronan,  Junitar. 


CHARLES  SUMXER  SCHOOL. 

A.shland  street,  Jtnslititlnle^  , 

Artemas  Wiswall,  Sub-.ffaster,  Charlotte  B.  Hall,  Second  Asst. 

THIRD    ASSISTANTS. 

Angie  P.  Nutter,  Fannie  H.  Wiswall. 

Elvira  L.  Austin, 

John  L.  Chenery,  Janitor. 


HILLSIDE  SCHOOL. 
Elm  street,  tTainaiea  Plain, 

Albert  Franklin  Ring,  Master,  Mary  E.  Very,  Second  Asst. 

Amy  Hutcliins,  First  Asst., 

THIRD    ASSISTANTS. 

Alice  B.  Stephenson,  Ida  M.  Mctcalf, 

En)ily  H.  Maxwell,  Louise  V.  Arnold. 

S.  S.  Marrison,  Janitor. 


MOUNT  VERNON  SCHOOL. 
Mount  Vernon  street,  We.nt  Jlftjcttury, 

Abner  J.  Nutter,  Second  Sub-Master,    Emily  ^L  I'orter,  Second  Asst. 

THIRD    ASSISTANTS. 

Emma  J.  Fossett,  Maria  II.  Lathrop. 

James  M.  Davis,  .Janitor. 


296  APPENDIX. 


NINTH  DIVISION. 


DORCHESTER-EVERETT  SCHOOL. 

Sinnner  street,  Dorchester, 
Henry  B.  Miner,  Masier,  Mary  F.  Thompson,  First  Asst., 

George  M.  Fellows,  Second  Sub-  Helen  M.  Hills,  Second  Asst. 

^faster, 

THIRD    ASSISTANTS. 

Henrietta  A.  Hill,  Anna  M.  Foster, 

Sara  M.  Bearse,  M.  Rosalia  Merrill. 


OLD    DOKCHESTER-EVERETT    SCHOOL,    SUMNER    STREET. 

Clara  J.  Doane,  Harriet  A.  Darling. 

Lawrence  Connor,  Janitor. 


GIBSON  SCHOOL. 
School  street,  Dorchester, 

"William  E.  Endicott,  Sul-Master,         Ida  L.  Boyden,  Second  Asst. 

THIRD    ASSISTANTS. 

Grace  St.  L.  Urann,  E.  R.  Gragg. 

Caroline  Howard, 

Hannah  Clarkson,  Janitor-. 


ATHERTON  SCHOOL,  COLUMBIA  STREET. 

Ella  S.  Wales,  Second  Asst.,  Nellie  G.  Sanford". 

W.  "Wales,  Janitor. 


HARRIS  SCHOOL. 
Corner  of  Adams  and  Mill  streets,  Dorchester, 

Edwin  T.  Home,  Sub-Master,  E.  M.  Hari-iraan,  Second  Asst. 

THIRD    ASSISTANTS. 

Elizabeth  P.  Boynton,  Almy  C.  Plummer, 

Emma  F.  Simmons,  Marion  B.  Sherburne. 

John  Buckpitt,  Janitor. 


MATHER  —  STOUGHTOX  —  TILESTOX.  297 


MATHER  SCHOOL. 
Meeting-Bouse  Hill. 

Edward  Southward,  Master,  Lucy  J.  Dunncls,   Second  Asst. 

J.  A.  Bense,  First  Asst., 

THIRD    ASSISTANTS. 

Lillie  A.  Hicks,  S.  Kate  Shepard, 

Annie  L.  Jenkins,  Mary  A.  Lowe. 

Benjamin  C.  Bird,  Janitor. 


MINOT  SCHOOL. 
Walnut  street,  Dorchester. 

Joseph  T.  "Ward,  Jr.,  Sub-Master,         Isabel  F.  P.  Emery,  Second  Asst. 

THIRD    ASSISTANTS. 

Mary  E.  Glidden,  Ellen  M.  S.  Treadwell. 

WOOD-STREET    COURT. 

Sophia  W.  French,  Kate  M.  Adams. 

James  Murphy,  Janitor. 


Mary  J.  Pope. 


ADAMS    STREET. 

Milton  James,  Janitor. 


STOUGHTON  SCHOOL. 
River  street.  Lower  Mills. 
Edward  ^L  Lancaster,  Sub-Master. 

SECOND    ASSISTANTS. 

Elizabeth  H.  Page,  Ellen  E.  Burgess. 

TUIUD    ASSISTANTS. 

Margaret  Whittemore,  Elizabeth  Jane  Stetson. 

Caroline  Melville, 

^L  Taylor,  Janitor. 


TILESTOX  SCHOOL. 
yorfolh  street,  Mtittnpnn. 
Hiram  M.  George,  First  Asst.  ^[artba  A.  Maker,   Third  Asst. 

John  Grover,  Janitor. 


PRIMARY  SCHOOLS. 


Ellen  James, 

Anna  E.  Eeed, 
Alice  M.  Porter, 


Nellie  L.  Poole, 
Abby  D.  Beal, 


Maria  A.  Arnold, 
Mary  C.  Hall, 
Marietta  Duncan. 


Hannah  L.  Manson, 


FIRST  DIVISION. 

ADAMS  SCHOOL,  SUMNER  STREET. 

Clara  Robbins. 

^VEBSTER-STREET    SCHOOL. 

Emma  M.  Weston. 
Mary  A.  Palmer. 
George  J.  Merritt,  Janitor. 

WEBB  SCHOOL,  PORTER  STREET. 

A.  D.  Chandler, 
Charlotte  A.  Pike. 
Mrs.  Matilda  Davis,  Janitor. 

TAPPAX    SCHOOL,    LEXIXGTON    STREET. 

Clara  A.  Otis, 
Calista  W.  MacLeod, 
Hannah  F.  Crafts. 
Phineas  Hull,  Janitor. 

EMERSON  SCHOOL,  PRESCOTT  STREET. 

Almaretta  J.  Crichett. 


Mary  E.  Plummer, 
Margaret  A.  Bartlett, 
Mary  A.  Oburg, 
Harriette  E.  Litchfield. 


Josephine  A.  Ayer. 


PRINCETON-STREET    SCHOOL. 

Ida  J.  Breckenridge, 
Susan  A.  Slavin, 
Mary  L.  Morrissey. 

J.  D.  Dickson,  Janitor. 

LYMAN    SCHOOL,    PARIS    STREET. 


AUSTIN    SCHOOL,   PARIS    STREET. 

Angelina  M.  Cudworth,  Anna  I.  Duncan, 

Emma  P.  Morey,  Florence  Carver. 
Sarah  F.  Lothrop, 

Mrs.  Higginson,  Janitor. 


SECOND  DIVISION  SCHOOLS.  299 


SECOND   DIYISK^X. 

IIAVERHILL-STREET    SCHOOL. 

Mary  8.  Tliomas.  Mary  L.  Caswell. 

Margaret  O'Brien,  Janitor. 

BUNKER-HILL  STREET    SCHOOL,    COr.     CHARLES    STREET. 

Mary  E.  Flanders,  Carrie  M.  Arnold, 

Elizabeth  B.  Norton,  Sarali  J.  Worcester, 

Sarah  A.  Smith,  Ada  E.  Bowler, 

Effie  G.  Hazen.  Kate  C.  Thompson, 

•losiah  C.  Burbank,  Janitor. 

FROTHINGHAM  SCHOOL,  PROSPECT  STREET. 

Persis  M.  Whittemore,  Martha  Yeaton. 

Helen  E.  Ramsey, 

MODLTON-STREET    SCHOOL. 

Oriana  A.  Morgan,  Mary  E.  Delaney, 

Louisa  W .  Huntress,  Fanny  M.  Lamson. 

George  L.  Mayo,  Janitor. 

FREMOXT-PLACE    SCHOOL. 

Abbie  C.  McAulifFe. 

HARVARD-HILL    SCHOOL. 

Fannie  B.  Hall,  Effie  A.  Kettell, 

Catherine  C.  Brower,  Elizabeth  F.  Doane, 

Fanny  A.  Foster,  Lucy  M.  Small, 

Elizabeth  B.  Wetherbee,  Louisa  A.  Whitman. 

George  L.  Mayo,  Janitor. 

COMMON-STREET    SCHOOL. 

Elizabeth  A.  Prichard,  Elizabeth  R.  Brower, 

Mary  F.  Kittredge,  Alice  P.  Smith. 

William  Holljrook,  Janitor. 

POLK-STREET    SCHOOL. 

Mary  E.  Smith,  Mary  E.  Franklin, 
Hattie  L.  Todd,  Zetta  M.  Mallard. 
,  Janitor. 

BUNKER-HILL    STREET    SCHOOL,    COR.    TUFT.S    STREET. 

Lydia  Hapenny,  Elizabeth  C  Bredeen. 

Mrs.  Mary  Watson,  Janitor. 


300 


APPENDIX. 


Caroline  E.  Osgood. 


M.  Josephine  Smith, 
p:fHe  C.  Melvin, 


Abby  O.  Varney, 


WARREN    SCHOOL,    PEARL    STREET. 
MEAD-STREET    SCHOOL. 

Cora  E.  Wiley, 
Abby  P.  Richardson. 
Matthew  Boyd,  Janitor. 

CROSS-STREET    SCHOOL. 

Josephine  E.  Copeland. 
Alice  M.  Lyons,  Janitor. 


C.  Eliza  Wason, 
Mary  Wilson, 


THIRD   DIVISION. 

SOMERSET-STREET    SCHOOL. 

Mabel  West, 
Clara  J.  Raynolds 
Thomas  Freeman,  Janitor. 


SHARP    SCHOOL,    ANDERSON    STREET. 

Barbara  C.  Farrington,  Josephine  O.  Hedrick, 

Elizabeth  R.  Preston,  Sarah  A.  Winsor. 

Ambrose  H.  Shannon,  Janitor. 

WINCHELL  SCHOOL,  BLOSSOM  STREET. 

Olive  Riiggles,  Lydia  A.  Isbell, 

Kate  Wilson.  Mary  E.  Ames. 

Charles  C.  Newell,  Janitor. 

PORMORT    SCHOOL,    SNELLING    PLACE. 

Emma  C.  Glawson,  Harriet  E.  Lampee, 

Cleone  G.  Tewkesbury,  Rosa  M.  E.  Reggio. 

Wm.   Swanzey,  Janitor. 

FREEMAN    SCHOOL,    CHARTER    STREET. 

J.  Ida  Monroe,  Sarah  Ripley, 

Juliaette  Davis,  Marcella  E.  Donegan, 

A.  Augusta  Coleman,  Eliza  Brintnall. 

Rebecca  Marshall,  Janitor. 


CUSHJIAN    SCHOOL,    PARMENTER    STREET. 

Sarah  E.  Ward,  Florence  E.  Dexter, 

Adeline  S.  Bodge,  Mary  L.  Desmond, 


FOURTH  DIVISION  SCHOOLS. 


:wi 


Harriet  M.  Frazer, 
Teresa  M.  Gargan, 


Mary  J.  Clark, 
Marcella  C.  Halliday. 
Enoch  Milcy,  Janitor. 


INGRAIIAM    SCHOOL,    SHEAFE    STREET. 

Josepliine  B.  Silver,  Esther  W.  Mansfield. 

Clara  E.  Bell, 

Francis  Silver,  Janitor. 


Mary  Bonnie, 
Kate  T.  Sinnott, 


Elizabeth  S.  Parker, 


CHEEVER    SCUOOL,    THACIIER    STREET. 

Sarah  J.  Copp. 
Mrs.  Mary  Keefe,  Janitor. 

GRANT    SCHOOL,    PHILLIPS    STREET. 

Sarah  A.  M.  Turner. 
Delia  Ronan,  Janitor. 


BALDWIN    SCHOOL,    CHARDON    COURT. 

pjineline  C.  Farley,  Fanny  B.  Bowers. 

William  H.  Palmer,  Janitor. 


Maria  W.  Turner, 
Eliza  A.  Freeman, 
Annie  B.  Gould, 


Georgia  D.  Barstow, 
Louis  M.  Rea, 
Adelaide  A.  Rea, 


EMERSON    SCHOOL,    POPLAR    STREET. 

E.  Augusta  Brown, 
Sarah  C.  Chevaillier, 
Sarah  G.  Fogarty. 
Mrs.  McGratli,  Janitor. 

DEAN  SCHOOL,  WALL  STREET. 

Mary  F.  Gargan, 
Alicia  Collison. 

P.  0.  Dorrit^',  Janitor. 


FOURTH   DIVISION. 


GUILD    SCHOOL,  EAST    STREET. 

Amelia  E.  N.  Treadwcll,  Susan  Frizzell, 

Octavia  C.  Heard,  Maria  J.  Cohurn, 

Sarah  E.  Lewis,  Rebecca  A.  Buckley, 

Priscilla  Johnson,  Julia  M.  Driscoll, 

Ellen  E.  Leach,  Marian  .V.  Fiynn. 
Jeremiah  W.  Murphy,  Janitor. 


302 


APPENDIX. 


STARR    KING    SCHOOL,    TENNYSON    STREET. 

Mary  E.  Tiernay,  Jennie  M.  Ca:*ney. 

E.  L.  Weston,  Janitor. 


SKINNER    SCHOOL,    COR.    FAYETTE    AND    CHURCH    STREETS. 


Emma  F.  Burrill, 
Betsey  T.  Burgess, 
Fanny  B.  Dewey, 


Nellie  T.  Higgins, 
H.  Ellen  Boothby, 
Emily  B.  Burrill. 
Ellen  Lind,  Janitor. 


Laura  M.  Kendrick, 
Laura  M.  Stevens, 


Maria  A.  Callanan, 
Mary  E.  Conley, 


Emily  El.  Maynard, 
Harriet  M.  Bolman, 


Mary  B.  Browne, 
Julia  A.  Mclntyre, 
Henrietta  Madigan, 


PRINCE  SCHOOL,  EXETER  STREET. 

Adeline  S.  Tufts. 
Joseph  H.  Elliott,  Janitor. 

QUINCY  SCHOOL,  TYLER  STREET. 

Mary  E.  Sawyer. 

WAY-STREET    SCHOOL. 

Annie  M.  Reilly. 
D.  D.  Towns,  Janitor. 

ANDREWS  SCHOOL,  GENESEE  STREET. 

Ann  T.  Corliss. 
Mrs.  Toole,  Janitor. 

TYLER-STREET    SCHOOL. 

Mary  A.  B.  Gore, 
Ella  M.  Seaverns, 
Emma  I.  Baker. 
Ellen  McCarthy,  Janitor. 


FIFTH  DIVISION. 


Augusta  A.  Davis, 
Martha  B.  Lucas, 
Sarah  E.  Crocker, 


RUTLAND-STREET    SCHOOL. 

Henrietta  Draper, 
Fannie  L.  Willard, 
Ella  Bradley. 
C.   P.  Iluggins,  Janitor. 


FIFTH  DIVISION  SCHOOLS. 


303 


WEST     COXCORD-STREET    SCHOOL. 


Eliza  C.  Gould, 
Clcnientine  D.  Grover, 
Mary  H.  Downe, 
Adelaide  B.  Smith, 
Kate  M.  Hanson, 
Fannie  M.  Nason, 


Hannah  M.  Coolidge, 
Sara  W.  Wilson, 
Emma  Ilalstrick, 
Florence  A.  Perry, 
Lydia  A.  Sawyer, 
Lydia  F.  Blanchard. 
C.  P.  Huggins,  Janitor. 


Harriett  M.  Faxon, 
Georgianna  E.  Abbot, 
Affie  T.  Wier, 


COOK  SCHOOL,  GROTON  STREET. 

Hattie  Mann, 
Carrie  G.  White, 
Mary  E.  Josselyn. 
Martha  Castell,  Janitor. 


Josephine  G.  Whipple, 
Georgiana  A.  Ballard, 
Emma  E.  Allin, 
E.  Josephine  Bates, 


WAIT  SCHOOL,   SHAWMUT    AVE. 

Kate  K.  Gookin, 
Jennie  E.  Haskell, 
Maud  G.  Hopkins. 

Marshall  Harvell,  Janitor. 


Annie  G.  Fillebrown, 
Mary  E.  Gardner, 
Mary  F.  Coggswell, 


WESTOX-STREET  SCHOOL. 


Harriet  M.  Burroughs, 
Elizabeth  A.  Sanborn, 
Maria  U.  Faxon. 


Patrick  F.   Iliggins,  Janitor. 


Annie  E.  Walcutt, 
Sarah  J.  Davis, 


FRANKLIX-PLACE    SCHOOL. 

Sarah  E.  Gimld, 
Emma  L.  Peterson. 
Kate  C.  Harper,  Janitor. 


AVON-PLACE    SCHOOL. 

Abby  E.  Ford,  Elizabeth  F.  Todd. 

Charles  H.  Stephens,  Janitor. 


DAT's-CHAPEL    SCHOOL,    PAKKI.K    STUKET. 

Annie  H.  Berry,  Tiouise  \.  KelKy. 

John  Cole,  Janitor. 


304 


APPENDIX. 


Ella  A.  Orr, 


SIXTH  DIVISION. 

ANDREW    SCHOOL,    DORCHESTER    STREET. 

Marj  A.  Jenkins. 


TICKNOR    SCHOOL,    DORCHESTER    STREET. 


Martha  L.  Moody, 
Jessie  C.  Tileston, 
Estelle  B.  Jenkins, 
Alice  L.  Littlefield, 


Alice  Danfortli, 
Abby  B.  Kent, 
Lucy  E.  T.  Tinkham, 
Ann  J.  Lyon, 


Tiley  A.  Bolkham, 
Emily  T.  Smith, 


Sarah  A.  Graham. 


Lizzie  Ordway, 
Alice  P.  Howard, 
Jennie  L.  Story. 

Christopher  Jones,  Janitor. 

HAWES-HALL    SCHOOL,  BROADWAY. 

Ella  F.  Fitzgerald, 
Josephine  B.  Cherrington, 
Lucy  E.  Johnson. 


Joanna  Brennan,  Janitor. 

SIMONDS  SCHOOL,  BROADWAY. 

Mary  L.  Howard. 
Joanna  Brennan,  Janitor. 

FOURTH-STREET  SCHOOL. 

Matthew  G.  Worth,  Janitor. 


Elizabeth  G.  Bailey. 

Carrie  A.  Harlowe, 
S.    Lila  Huckins, 


BANK-BUILDING    SCHOOL,    E    STREET. 

Mrs.  Julia  Sheehan,  Janitor. 

GASTON    SCHOOL,  L    STREET. 

Julia  A.  Evans. 


TUCKERMAN    SCHOOL,    FOURTH    STREET. 

Elizabeth  M.  Easton,  Frances  A.  Cornish, 

Josephine  A.  Powers,  Carrie  W.  Haydn, 

Mary  A.  Crosby,  Lelia  R.  Haydn. 

A.  D.  Biekford,  Janitor. 


Lucy  M.  Cragin, 
Sarah  E.  Lakeman, 
Ada  A.  Bradeen, 
Lizzie  McGrath, 


MATHER    SCHOOL,    BROADWAY. 

Maud  F.  Crosby, 
Mary  E.  T.  Shine, 
Annie  M.  Connor. 

George  D.  Bull,  Janitor. 


SIXTH  DIVISION  SCHOOLS. 


305 


Martha  S.  Damon, 
Mary  G.  A.  Toland, 
Hattie  L.  Rayne, 


PARKMAN    SCHOOL,   SILVER    STREET. 

Emma  F.  Gallagher, 
Maggie  J.  Leary, 
Amelia  McKenzie. 
Margaret  Johnson,  Janitor. 


FIFTH-STREET    SCHOOL,     BETWEEN    B    AND    C    STREETS. 


Ann  E.  Xewell, 
Ophelia  S.  Newell, 
Sarah  M.  Brown, 
Mary  VV.  Bragdon, 


Alice  W.  Baker, 
Lizzie  Crawford, 
Minnie  F.  Keenan. 

P.  F.  Turish,  Janitor. 


SPELMAN-HALL    SCHOOL,     134  BROADWAY. 

Mary  E.  Flynn.  George  D.  Rull,  Janitor 


CAPEN    SCHOOL,    COUNER    OF    I    AND  SIXTH    STREETS. 


Mary  E.  Powell, 
Laura  J.  Gerry, 
Mary  E.  .Perkins, 


Ella  M.  Warner, 
Clara  H.  Booth, 
Fannie  G.  Patten. 
A.  D.  Blokford,  Janitor. 


Mary  K.  Davis, 
Sarah  V.  Cunninghani, 
Abbie  C.  Nickerson, 


DRAKE  SCHOOL,  THIRD  STREET. 

Nellie  J.  Cashman, 
Fannie  W.  Husscy, 
Alice  J.  Meins. 
W.  B.  Newhall,  Janitor. 


Ellen  T.  Noonan. 


VESTRY    SCHOOL,  D    STREET. 

James  M.  Deniorritt,  .Tanitor. 


SHIIRTLUFF    SCHOOL,    DORCHESTER    STREET. 


Alice  (".  Rvan. 


Ella  R.  Johnson. 
Lucy  A.  Diinhani, 
Mary  E.  Morse, 


CLINCH    SCHOOL,    F    STREET. 

Julia  F.  Baker, 
Alice  G.  Dolbeare, 
Mary  E.  O'Connor. 
Edward  Rothe,  Janitor. 


306 


APPENDIX. 


Celia  M.  Chase, 


Annie  E.  Clark, 
Helen  P.  Hall, 
Anna  R.  McDonald, 
Sarah  E.  Haskins. 


SEVENTH  DIVISION. 

FRANCIS-STREET    SCHOOL. 

Mary  E.  Crosby. 
Mrs.  McGowan,  Janitor. 

PHILLIPS-STREET    SCHOOL. 

Lizzie  V.  Brewer, 
Sarah  B.  Bancroft, 
Sabina  Egan, 
hizzle  A.  Colligan. 
George  S.  Hutchinson,  Janitor. 


Isabel  Thacher, 


Lizzie  F.  Johnson, 
Adaline  Beal, 
Caroline  D.  Putnam, 


Anna  M.  Balch, 
Susan  E.  Rowe, 
Ellen  M.  Oliver, 
Mary  E.  Nason, 


Mary  F.  Neale, 
M.  Agnes  Murphy, 


Mary  M.   Sherwin, 
Abby  S.  Oliver, 
Emily  M.  Pevear, 


Henrietta  M.  Wood, 
Anna  M.  Stone, 


SMITH-STREET    SCHOOL. 

Clara  F.  Stephenson. 
Charles  Stephens,  Janitor. 

ROXBURY-STREET    SCHOOL. 

Hattie  A.  Littlefield, 
Mary  J.  Backup, 
Delia  T.  Killian. 
S.  B.  Pierce,  Janitor. 

YEOMAN-STREET    SCHOOL. 

Ada  L.  McKean, 
Annie  M.  Croft, 
Louise  D.  Gage, 
Kate  A.  Nason. 
John  C.  Norton,  Janitor. 

EUSTIS-STREET     SCHOOL. 

Mary  K.  Wallace, 
Clarabel  E.  Chairman. 
Sarah  Stalder,  Janitor. 

GEORGE-STREET     SCHOOL. 

Flora  J.  Cutter, 
Bridget  E.  Scanlan, 
Mary  T.  Cunningham. 
Michael  Carty,  Janitor. 

DUDLEY-SCHOOL,    PUTNAM    STREET. 

Annie  J.  Whelton, 
Celia  A.  Scribner. 


SEVENTH  DIVISION  SCHOOLS. 


:5()T 


Mary  K.  Watson, 
S.  Louise  Durant, 


Joanna  Munroe, 


VEUNOX-STREET     SCHOOL. 

Mary  I.  Chamberlain, 
Ella  T.  Jackson. 
Mrs.  C.  M.  White,  Janitor. 

THORNTON-STREET    SCHOOL. 

Alice  C.  Grundel. 
Margaret  Cleary,  JanitoQ-. 


iMlINICIPAL    COURT    RUILDING    SCHOOL,     ROXRURY    STREET. 

Elizabetii  Palmer. 

WINTHROP-STREET    SCHOOL. 

Mary  F.  Baker, 
Annie  W.  Seaverns. 
Catherine  Dignon,   Janitor. 


Frances  N.  Brooks, 
Mary  E.  Deane, 


Helen  Crombie, 


MUNROE-STREET    SCHOOL. 

Maria  L.  Biirrell. 
Mrs.  Kirby,  Janitor. 


MT.    I'LEASANT-AVENCE    SCHOOL. 

Fannie  H.  C.  Bradley,  Eloise  B.  Walcott. 

Catherine  Diiirnon,  Janitor. 


Alniira  B.  Russell, 


QUINCY-STREET    SCHOOL. 

Florence  L.  Shedd. 
Frank  J.  Mc(}rath,  Janitor. 


LOWELL    SCHOOL,     CENTRE    STREET. 

Jeannie  B.  Lawrence,  Emma  M.  Waldock, 

Ellen  H.  Holt,  Helen  O.  Wyman. 

Frank  L.  Harris,  Janitor. 

CHESTNUT-AVENUE     SCHOOL. 

Sarah  P.   Blackburn,  Mary  J.  Capen. 

Delia  Honan,  .Janitor. 

EGLESTON-SQUARE    S<  HOOL. 

Isabella  Shove. 
Peter  Gorman,  Janitor. 

HEATH-STREET    SCHOOL. 

M.  Ella  Mullikcn. 
Catherine  IL  Norton,  Janitor. 


.\lice  M.  May, 


Flora  C.  Atwood, 


308 


APPENDIX. 


Caroline  F.  Cutler. 


BROMLEY-PARK    SCHOOL. 

Catherine  Harris,  Janitor. 


EIGHTH   DIVISION. 


EVERETT    SCHOOL,   PEARL    STREET. 

Anna  M.  Farrington. 
Patrick  McDermott,  Janitor. 

AUBURN  SCHOOL,  SCHOOL  STREET. 

Adelaide  C.  Williams. 
Patrick  McDermott,  Janitor. 

AVEBSTER    SCHOOL,    WEBSTER    PLACE. 

Helen  L.  Brown. 
Otis  Wilde,  Janitor. 

WINSHIP    SCHOOL,  WINSHIP    PLACE. 

Helen  S.  Harrington, 
Emma  P.  Dana. 
J.  K.  Marston,  Janitor. 

OAK-SQUARE    SCHOOL. 

Charles  F.  Wheeler,  Janitor. 

THOMAS-STREET    SCHOOL. 

Emma  Smith. 
Patrick  Curley,  Janitor. 

CHILDS-STREET    SCHOOL. 

Mary  E.  Driscoll.  William  F.  Fallon,  Janitor. 

CHARLES  SUMNER  SCHOOL,  ASHLAND  STREET. 


Clara  Hooker, 


Kate  McNamara, 


Emma  F.  Martin. 


Charlotte  Adams, 
Fannie  W.  Currier. 


Nellie  A.  Hoar. 


Mary  E.  Brooks, 


Sallie  B.  Tripp, 


Cora  v.  George, 


Margaret  K.  Winton, 


Sarah  Ashenden. 
John  L.  Chenery,  Janitor. 

CANTERBURY-STREET    SCHOOL. 

Ella  F.  Howland. 
Ellen  Norton,  Janitor. 

GREEN-STREET    SCHOOL. 

Anna  M.  Call. 
Mrs.  J.  Fallon,  Janitor. 


NINTH  DIVISION  SCHOOLS.  309 

WASHIXGTON-STKEET    SCHOOL,    KEAK    GREEN    STREET. 

E.  Augusta  Randall,  Ida  H.  Adams. 

Michael  Kelly,  Janitor. 

CENTRE-STREET    SCHOOL. 

Emma  L.  Pollex.  James  >r.  Davis,  Janitor. 

BAKER-STREET    SCHOOL. 

Ann  M.  Harper.  'William  J.  Noon,  .fanitor. 

WASHINOTON-STREKT    SCHOOL,   G  KK.MAXTOWX. 

Achsa  ]M.  ilerrill.  Evclvn  .Mead.  -Janitor. 


NINTH    DIVISION. 

DORCHESTER-EVEHETT    SCHOOL,    SCMNER    STREET. 

Maud  M.  Clark,  Mary  L.  Nichols. 

Cornelia  P.  Nason, 

Lawrence  Connor,  Janitor. 

nOWARD-.WEXUE    SCHOOL. 

Annie  W.  Ford,  Matilda  Mitchell. 

Henry  Randolph,  -Janitor. 

DORCHESTER-AVEXUE  SCHOOL,   COR.   H.\RBOR-VIEW    STREET. 

Cora  L.  Etheridge,  .Annie  F.  Ordway. 

Mrs.  M.  A.  Kegan,  -Janitor. 

GIBSON    SCHOOL,    SCHOOL    STREET. 

E.  Louise  Brown,  Ella  Whittrcdge. 

Hannah  Clarkson,  Janitor. 

ATHERTON  SCHOOL,  COLU.MBIA  STREET. 

Nellie  G.  Sanford,  Edna  L.  Gleason. 

\V.  Wales,  Janitor. 

THETFORD-AVENCE    SCHOOL. 

Mary  E.  Mann.  Timothy  Ilonahue,  .Janitor. 

HARRLS    SCHOOL,     ADAMS    STREET. 

Marion  B.  Sherburne,  Elizabeth  .\.  Flint. 

Cora  F.  Plununer, 


John  Buckpitt,  Janitor. 


310  APPENDIX. 

MATHER-SCHOOL,    MEETING-HOUSE    HILL. 

Ella  L.  Howe,  Mary  P.  Pronk. 

M.  Esther  Drake, 

OLD    MATHER    SCHOOL,    MEETING-HOUSE    HILL. 

Mary  C  Turner,  Florence  J.  Bigelow. 

Benjamin  C.  Bird,  Janitor. 

MINOT    SCHOOL,    WALNUT    STREET. 

Kate  S.  Gunn,  H.  J.  Bowker. 

S.  Maria  Elliott, 

STOUGHTON    SCHOOL,  RIVER    STREET. 

Esther  S.  Brooks,  Julia  B.  Worsley. 

Helen  F.  Burgess, 

M.  Taylor,  Janitor. 

TILESTON    SCHOOL,    NORFOLK    STREET. 

Elizabeth  S.  Fisher.  John  Grover,  Janitor. 

SPECIAL    SCHOOLS. 


HORACE   MANN    SCHOOL   FOR   THE   DEAF. 
63  Warrcnton  street. 
Sarah  Fuller,  Principal,  Annie  E.  Bond,  First  Asst. 

ASSISTANTS. 

Ella  C.  Jordan,  Mary  N.  Williams, 

Kate  D.  Williams,  Manella  G.  White. 

Mary  F.  Bigelow,  Rebecca  Morrison. 


Alice  M.  Jordan, 


Daniel  H.  Gill,  Janitor. 


LICENSED   MINORS. 

North  Margin  street  (attached  to  Eliot  School). 

Sarah  A.  Brackett. 

East-st.  Place  (attached  to  Bowditch  Scliool) . 
M.  Persis  Taylor. 


EVENING  SCHOOLS. 

Evening  High  School,  South  street. 

Roscoe  P.  Owen,  Principal. 


EVENING  SCHOOLS.  311 

JLytnan  School-housf,  East  Boston. 

Frank  E.  Diniick,  Principal. 

Warren  School-hoiist',  Charlestotvn, 

George  G.  Tratt,  Principal. 

Eliot  School-house,  North  Bennet  street. 

Salem  D.  Charles,  Principal. 

Wells  ScJiool-house,  Blossom  street. 

Edward  C.  Carrigan,  Principal. 

Anderson  street,   Ward  Jtooni. 

John  A.  Bennett,  Principal. 

Hudson  street,   Ward-Room. 

George  Oak,  Principal. 

Old  Franklin  School-house,   Washington  street. 

Frederic  W.  Bliss,  Principal. 

Warrenton-street  Chapel,   Warrenton  street. 

William  G.  Babcock,  Principal. 

Bigelotv  School-house,  South  Boston. 

William  H.  Martin,  Principal. 

Lincoln  School-house,  South  Boston. 

George  J.  Tufts,  Principal. 

Ticknor  School-house,  Washington  Village. 

Edward  W.  Shannon,  Principal. 

Dearborn  School-hottse,  Boxhury. 

John  P.  Slocuni,  Principal. 

Comins    School-house,   Boxbury. 

Frank  L.  Washburn,  Principal. 

Dorchester  Almshouse. 

Israel  A.  Blair,  Principal. 

Minot  School-house,  Xeponset. 

AVinella  W.  Stratton,  Principal. 

Central  School-house,  Jamaica  I'l'iin. 

Frank  W.  Whitney,  Principal. 

Wilson's  Hotel,  Brighton. 

Cyrus  A.  Neville,  Principal. 


TEUANT   OFFICERS. 


The  following  is  the  list  of  the  Truant  Officers,  with  their  respective  dis- 
tricts, and  the  school  sections  embraced  in  each  district :  — 


Officers. 


Chase  Cole,  Chief. 
C.  E.  Turner. 

Geo.  M.  Felch. 

George  Murphy. 
James  Bragdon. 

Dennis  Moore. 
A.  M.  Leavitt. 

Samuel  Mcintosh. 

E.  F.  Mecuen. 
Jeremiah  M.  Swett. 

James  P.  Leeds. 

Charles  S.  Wooffin- 
dale. 

Sumner  P.  White. 
Warren  J.  Stokes. 
H.  F.  Eipley. 


District. 


North. 
East  Boston. 

Central. 

Soutliern. 
South  Boston. 


South. 

Roxhury,  East  Dist. 

Roxbury,  West  Dist. 

Dorchester,  Northern 
District. 

Dorchester,  Southern 
District. 

Charlestown,        West 
District. 

Charlestown,        East 
District. 

West  Roxbury. 
Brighton. 


ScHooi,  Sections. 


Eliot,  Hancock. 

Adams,  Chapman,  Lyman,  and 
Emerson. 

Bowdoin,    Winthrop,    Phillips, 
Brimmer,  and  Prince. 

Bowditch,  Quincy. 

Bigelow,   Gaston,   Lincoln,  and 
Shurtleflf. 

Lawrence,  Norcross. 

Dwight,     Everett,     Rice,    and 
Franklin. 

Lewis,  Dudley,   Dearborn,  and 
Dillaway. 

Comins,  Sherwin,  and  Lowell. 

Everett,  Mather,  and  Andrew. 

High,  Harris,  Gibson,  Tileston 
Stoughton,  and  Minot. 

Frothingham,      Harvard,      and 
AYells. 

Warren,  Bunker  Hill,  Prescott, 
and  High. 

Central,  Charles  Sumner,  Hill- 
side, and  Mt.  Vernon. 

Bennett  and  Allston. 


Warren  A.  Wright,  Superintendent  of  Licensed  Minors. 

Truant  Office,  30  Pembehton  Square. 
The  chief  officer  and  Superintendent  of  Licensed  Minors  are  in  attendance 
every  school  day  from  12  M.  to  1  P.M.  ;  other  officers,  the  first  and  third  Mon- 
days each  month,  at  4  P.M.     Order  boxes  will  be  found  at  the  several  school- 
houses,  and  at  police  stations  1,  3,  4,  5,  6,  7,  13,  14,  and  15. 


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