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ANNUAL REPORT
SCHOOL COMMITTEE
CITY OF BOSTON
1888.
8
SCHOOL DOCUMENT NO, 18-1888.
ANNUAL REPORT
SCHOOL COMMITTEE
OF THE
CITY OF BOSTON.
1888.
J&- C5)
vK^^-:rt.s 0^ . r
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRlNTIiRS,
No. 39 ARCH STREET.
18 89.
PUBLIC
(o3V
( c?7v^]
CONTENTS.
Page
Annual Report of the School Committee ..... 3
Statistics 3
School System .......... 0
School Committee ......... 6
Kindergartens . . . . . . . . . .10
Primary Schools .......... 13
Grammar Schools ......... 32
High Schools .......... 45
Latin Schools ..,•...... 52
Normal School .......... 57
Horace Mann School ......... 60
Evening Schools .......... 61
Evening Drawing Schools ........ 65
Music 66
Drawing ........... 68
Manual Training .......... 70
Sewing ............ 71
Hygiene ........... 75
Expenditures . . . . • . . . . . .77
School Accommodations . . . . . . . .81
APPENDIX.
Eighth Annual Report of Superintendent of Schools
Statistics .........
Employment of Ciiildren ......
Illegal Absence from School .....
Promotions from Primary to Grammar Scliools .
Courses of Study in the Primary and Grammar Schools
The High- School Course of Study
The Boys' Latin-School Course of Study
The Evening Schools Courses of Study
The Normal School ....
Conclusion ......
Appendix ......
1
1
6
12
15
20
31
34
35
38
39
43
IV
CONTEXTS.
Statistics for the HALr-TEAR ending Jan. 31, 1888
Report of Committee on Accounts .....
Semi-Anncal Statistics June 30, 1888 ....
Annual School Festival, 1888 ......
Franklin Medals, Lawrence Prizes, and Diplomas of Geadlj
Roster of the Boston School Regiment ...
Organization of the School Committee, 1888
Report of the Committee on Music, 1888
Eleventh Annual Report of Board of Supervisors, 1888
Page
45
65
91
113
121
161
167
204
225
REPORT.
The committee appointed for the purpose, respect-
fully submits the following annual report of the
School Committee for the year 1888.
At this time of reawakened interest in the Public
Schools it has been thought appropriate to include
in the report something of the origin and growth of
the different schools, that the scope and purpose of
public instruction may be more clearly understood,
and the firm foundation upon which it rests be better
known.
For the historical research required, the committee
is indebted to the indefatigable Secretary of the
School Board, who, with his able assistants, gives
such efficient help in the management of the Depart-
ment of Public Instruction. His hearty interest in
all that concerns the schools, and his most scrupulous
attention to details, render this office invaluable to the
Board.
STATISTICS.
For the purpose of comparison the following tables
are given, showing the number of schools of various
grades, the number of teachers employed, and the
number of pupils attending for the past year: —
4 SCHOOL DOCUMENT NO. 18.
Number of persons in the city between five and fifteen
years of age May 1, 1888 72,590
Increase for the year 2,545
NORMAL SCHOOL.
Number of teachers . . . .
Average number of pupils belonging
Average a,tten dance . . . .
5
112
108
LATIN AND HIGH SCHOOLS.
Number of schools . . .
Number of teachers ....
Average number of pupils belonging
Averao-e attendance ....
10
103
2,850
2,702
GRAMMAR SCHOOLS.
Number of schools ....
Number of teachers ....
Average number of pupils belonging
Average attendance ....
54
693
30,575
27,895
PRIMARY SCHOOLS.
Number of classes . . . . .
Number of teachers ....
Average number of pupils belonging
Average attendance ....
467
467
24,462
21,144
SPECIAL SCHOOLS}
KINDERGARTENS
Number of schools
Number of teachers
Average number of pupils belonging
Average attendance
19
36
984
770
1 There is a manual training and Ave schools of cookery, but as the pupils of the regular
puhlic schools attend them, they are not included in these tables.
ANNUAL SCHOOL REPORT. 5
HORACE MANN SCHOOL FOR THE DEAF.
Number of teachers ....... 9
Average uuraber of pupils belonging .... 73
Average attendance ....... 63
EVENING SCHOOLS.
Number of schools ....... 14
Number of teachers ....... 114
Average number of pupils belonging .... 3,068
Average attendance . . . . . . .2,157
EVENING DRAWING SCHOOLS.
Number of schools ....... 5
Number of teachers ....... 23
Average number of pupils belonging .... 503
Average attendance ....... 440
SPECTACLE ISLAND.
Number of teachers ....... 1
Average number of pupils belonging .... 13
Average attendance . . . . . . . 12
RECAPITULATION.
Number of schools : —
Eegular 532
Special ......... 53
Number of teachers : —
Regular 1,218
Special 223
Average number of pupils belonging : —
In regular schools ....... 57,999
Special schools ........ 4,641
Average attendance : —
In regular schools . . . . . . . 51,849
Special schools ........ 3,442
6 SCHOOL DOCUMENT NO. 18.
SCHOOL SYSTEM.
The Public School system of Boston comprises 19
Kindergartens, 4G7 Primary Schools, 54 Grammar
Schools, 8 High Schools, 2 Latin Schools, and 1 ISTor-
mal School. In addition to these schools, the follow-
ing special schools are maintained : the Horace Mann
School for the Deaf, 1 Evening High School, 13
Evening Elementary Schools, 5 Evening DraAving
Schools, 1 Manual Training School, and 5 Schools of
Cookery.
SCHOOL COMMITTEE.
It appears from the records, that originally the
schools Avere under the direction and supervision of
the Selectmen of the town until 1789.
In December, 1709, it was voted " that a Commit-
tee be chosen to consider of the affaires relateing
to the Grariler Free School of this Town, & to make
report thereof at the Town meeting in March next."
This committee submitted a report at the town meet-
ing in March following, in which they recommended
the appointment of " a Certain ISTumber of Gentle-
men, of Libci'al Education, Together with some of
y'' Pev*^ Ministers of the Town to be Inspectors of
the s*^ Schoole under that name Title or denomination.
To Visit y" School from time to time, when and as
oft, as they shall thinck fit to Enform themselves of
the methodes used in teaching of y® Schollars and to
Inquire of their Proficiency, and be present at the
perlormance of Some of their Exercises, the Master
being before Notified of their Comeing, and with him
to consult and advise of further Methods for y*' ad-
ANNUAL SCHOOL REPORT. 7
vancement of Learning and the Good Government
of the Schoole."
This repoi't was accepted, and five Inspectors were
appointed. This is the first record whicli occurs
relating to the ai3pointment of a School Committee.
What was done by these Inspectors does not appear.
From this time there are frequent votes appoint-
ing the Selectmen inspectors of the schools. It
is almost yearly recorded " that the Selectmen be
desired to Yisit the several Public Schools in this
Town, taking with them Such Gentlemen as They
shall think proper." These visitations Avere regu-
larly made, and a report submitted to the town.
In September, 1789, a committee of one from each
ward was appointed, at a town-meeting, to draft a new
system for the organization and government of the
schools. This committee made their report October
16, in which they recommended that the number of
schools should be seven, and that they be placed
under the direction of a School Committee, composed
of the Selectmen, and one from each ward, to be
chosen annually by the town. This report was
adopted, and the first School Committee was chosen
Oct. 20, 1789.
In 1818 the Primary School Committee was estab-
lished, and continued to hav^e charge of the primary
schools until 1855.
In 1822 the city was incorporated. The City Char-
ter provided that the School Committee should consist
of the Maj'or and Aldermen, and twelve other mem-
bers, one from each ward, elected annually. In 1835
an act was passed amending the City Charter, and
8 SCHOOL DOCUMENT NO. 18.
provided that the School Committee should consist of
the Mayor, the President of the Common Council,
and twenty-four members, two fi-om each ward in the
city, who should be elected annually. The revised
City Charter of 1854 provided that the School Com-
mittee consist of the Mayor, the President of the
Common Council, ex officio, and six inhabitants from
each ward. There were twelve wards. The charter
provided that one-third of the members should be
annually elected for a term of three years.
By the annexations of Roxbury, Charlestown,
Dorchester, West Poxbury, and Brighton, the num-
ber of wards was increased, so that m 1875 the
School Board numbered one hundred and fourteen
members in addition to the Mayor and the President
of the Common Council. By a special act of the
Legislature, approved May 19, 1875, the School Com-
mittee was reorganized, and it was provided that the
School Committee should consist of the Mayor, who
should be ex officio chairman of the Board, and
twenty- four members, elected at large by the people,
eight members to be annually elected for a term of
three years. By an act approved May 27, 1885, the
City Charter was again amended. The act provides
that " the Mayor shall not be a member, nor preside
at any of the meetings, nor appoint any of the com-
mittees of either the Board of Aldermen or of the
School Committee."
The present School Board consists of twenty-four
members, elected at large by the people, eight mem-
bers being annually elected for a term of three years.
Pegular meetings of the School Committee are held
ANNUAL SCHOOL REPORT. 9
on the evenings of the second and fourth Tuesdays
in each month, except July and August; and special
meetings are called whenever they are necessary.
The meetings are held with open doors.
There are Standing Committees of the Board, each
consisting of five members, on Accounts, Draw-
ing, Evening Schools, Examinations, Music, JSTomi-
nations. Rules and Regulations, Salaries, School
Houses, Sewing, Supplies, Text Books, Truant Offi-
cers; and the following Standing Committees, each
consisting, of three members, on Annual Report,
Elections, Horace Mann School for the Deaf, Hy-
giene, Kindergartens, Legislative matters, and Man-
ual Training Schools.
As the duties of these committees are fully stated
in the Rules and Regulations, copies of which are
easily accessible on application at the School Com-
mittee Rooms, 'it is unnecessary to state them in
detail in this Report.
The city is divided into districts, comprising a
Grammar School and a certain number of Primary
Schools as the Board may designate, each district
taking the name of the Grammar School. The several
districts are grouped in nine divisions. A committee
consisting of three or five members is appointed for
each division. In addition there is a Committee on
the Normal School, and a Committee on High
Schools, the latter committee having charge of the
Latin and High Schools; each of these committees
consists of five members.
Each committee has its chairman and secretary,
and the records of all meetings are dul}'^ recorded.
10 SCHOOL DOCUMENT NO. 18.
The committees have charge of the schools assigned
to them, subject to such rules and regulations as the
Board may prescribe.
The officers of the School Coramitee are: a Presi-
dent, Secretary, Auditing Clerk, Superintendent of
Schools, six Supervisors, and a Corps of Truant
Officers, consisting of a Chief and fifteen officei"s.
The Board of Supervisors, consisting of the Super-
intendent of Schools (who is the Chairman of the
Board) and the Supervisors, is the Executive Board
of the School Committee. Their duties, which are
multifarious and exacting, would require too much
space in this report to be given in detail, and Ave
would refer all who desire to obtain information with
regard to the work of the Superintendent and Board
of Supervisors to the Kules and Regulations, and to
the annual volume issued by the School Committee,
which contains the reports of these officers.
KINDERGAKTENS.
The most noteworthy event of the year has been
the adoption of the Kindergarten as an established
part of the Public School system. The value of its
principles and methods has long been recognized by
those most interested in educational matters, and it
was only the expense and trouble involved which de-
layed its becoming, as it now is, the first or lowest
grade of the Public Schools. As an experiment the
work had necessarily to be cariied on by private
beneficence, and has been proved practicable through
the generosity and personal devotion of Mrs. Quincy
ANNUAL SCHOOL REPORT. H
A. Shaw, who, ill May, 1887, asked the Board to in-
vestigate the vakie of the Kindergartens, and to
consider the expediency of adopting them as part of
the school system. The communication was referred
to the Committee on Examinations, who submitted, in
December last, an exhaustive and interesting report
recommending that public Kindergartens be estab-
lished, and that the City Council be requested to
appropriate the sura of $20,000 for their support.
The School Board, convinced of the utility and prac-
ticability of the project, accepted the report and the
suggestions contained therein. The City Council
appropriated the sum of |20,000 for the year 1888-89.
A Standing Committee on Kindergartens was ap-
pointed, and the necessary rules and regulations were
adopted by the Board. Fourteen Kindergartens in
successful operation, together with the furniture and
material required in the instruction, were surren-
dered to the city by Mrs. Shaw, and accepted, in
June, of this year. Another flourishing Kindergarten
which had been maintained with equal liberality by
Mrs. James Tolman, was also transferred to the city.
The wise and far-sighted generosity of these public-
spirited women, and of those associated with them in
their undertaking, deserves to place them among the
greatest benefactors of our schools. The School
Board has specially conveyed to them its grateful
appreciation of their noble work, and the community
which receives the benefit of all which they have ac-
complished should hold their memory in lasting
regard.
The suspense attending the grant of the appropri-
12 SCHOOL DOCUMENT NO. 18.
ation asked for, led to some perplexity and delay, but
these fourteen schools opened promptly with the others
after the summer vacation, and five new Kindergar-
tens have since been organized. It is the expectation
and wish of the Committee that it may prove expe-
dient to estabhsh Kindergartens, like Primary classes,
in connection with each Grammar school of the city.
Some of the Kindergartens are at present in rooms
outside of the school-buildings. It Avill doubtless be
the endeavor of the committee in charge to secure
accommodations in the regular school-houses, as
rapidly as possible. Owing to a deficiency in the
appropriation, granted for " School-Houses, Public
Buildings," the Board recommended the transfer of
$1,500 from the appropriation of $20,000, granted for
Kindergartens to " School-Houses, Public Build-
ings," to enable the necessary furniture to be supplied
to the Kindergartens recently established.
The teachers have been regularly graded, and the
necessary rules and regulations, with a schedule of
salaries, have been adopted.
Children three and one-half years old, and up-
ward, are admitted to the Kindergartens, and
one teacher is allowed for every twenty-five pupils.
Provision has been made for the appointment of
attendants to assist the regular teacher where
such service may be desirable. The daily sessions
of the Kindergartens are from 9 o'clock A.M. to
12 o'clock M. The instructors are required to de-
vote their afternoons to visilbig in the families
of the districts for the purpose of securing the in-
terest and cooperation of the parents in the work.
ANNUAL SCHOOL REPORT. IrJ
and of promoting regularity of attendance. In case
any child is absent for three successive days, the in-
structor is to visit the child's home, and ascertain the
reason of such absence. The Kindergartens are
under the cai-e and direction of the principals of the
school districts in which they may be placed.
At present there are 19 Kindergartens, with 36
teachers. The average number of pupils belonging
is 984, and the average attendance is 770.
PRIMARY SCHOOLS.
From a careful investigation of all available evi-
dence, it appears that one of the most prominent im-
pulses which resulted in the establishment of the
Primary Schools of Boston was undoubtedly derived
from the introduction of Sunday Schools. The first
Sunday School in the United States was instituted in
1791. Its object was to instruct, gratuitously, chil-
dren to read and wi'ite, who were unable to attend
such schools on other days. The teachers were paid a
salary, and the design did not extend to the religious
instruction of the scholars. In 1811 the plan was
adopted in Pittsburg, Penn., but it was not until
1816 that Sunday Schools were successfully in-
troduced into Boston. Although the teaching of
reading was one of the principal characteristics of
the Sunday School, it was not anticipated by its
friends that in Boston, which from its first settlement
Note. — For much of the information given in this sketch of tlie estab-
lishment and progress of the primary schools we are indebted to tlie " Annals
of the Primary School Committee," compiled by the late Hon. Joseph M.
Wiglitman. This document was published in 1860, and is now nearly out of
print.
14 SCHOOL DOCUMENT NO. 18.
liad been preeminent for its free schools and other
means of general education, this kind of instruction
would be required to any considerable extent; they
were therefore surprised and disappointed, when, at
the gathering of these schools, they became aware
how large a proportion of the children were unable
to read, or even had any knowledge of the alphabet.
It appears in a report of the " Society for the Moral
and Keligious Instruction of the Poor," under whose
influence and auspices the first Sunday Schools were
probably gathered, made in ]N^ovember, 1817, "that
of 336 children admitted into the Mason-street Sun-
day School, none of whom were under five years of
age, not one-quarter part could read words of one
syllable, and most of them did not know their letters."
A knowledge of this fact brought with it a convic-
tion of the insufiiciency of the education which could
be imparted by an attendance of the scholars but
once a week, and the great detriment the giving of
so much elementary mstruction would be to the re-
ligious element of their undertaking. This led them
to regard the omission of the means for the public
education of children under seven years of age as a
great evil and a radical defect in our otherwise ex-
emplary system of education.
Under these cii'cumstances, it is reasonable that
the eff'orts and appeals of those who regarded educa-
tion as an essential, but in a degree subsidiary, to
the religious instruction and moral elevation of the
poor, should be deeply imbued with a union of those
principles ; and we are not surprised that in the agi-
tation which ensued upon the subject of Primary
ANNUAL SCHOOL REPORT. 15
Schools, these elements, of an eleemosynary char-
acter, should be prominently brought forward in
some of the plans proposed. It is, therefore, to this
cause we may attribute the idea Avliich prevailed to
some extent, that when the Primary Schools wei'e es-
tablished by the town, the number and qualifications
of the Primary School Committee, and the manner of
its organization, were based upon this luiion of a re-
ligious and secular education. That this is an error
is evident from the fact that when, in the course of
events, the subject of Primary Schools was formally
presented for consideration at the town meetings, the
idea of combining Sunday Schools and church attend-
ance with our system of Public Schools does not ap-
pear in the petitions for the schools, the reports of
the committees, nor in the plan subsequently adopted
by the town.
But with all proper regard to the influence de-
scribed, it is manifest that the ultimate success of the
agitation for Pi-imary Schools is due, in no less de-
gree, to the judicious perseverance of those who,
taking a different view of the subject, felt the neces-
sity, and advocated the establishment, of these schools
on the broad ground of public expediency; that, with-
out them, our boasted system of public instruction
was defective, incomplete, and inefficient.
It is true that by the laws of 1790 the schools
were apparently free to all ; but the conditions were
such as to limit the advantages to those who had the
ability to qualify their children for admission. The
law required that the pupil should be seven years of
age, and able to read in plain English lessons; but
1() SCHOOL DOCUMENT NO. 18.
there were many parents who were incompetent to
impart even this elementary instruction themselves,
and whose means were too limited to pay even the
small compensation required to send their children
to the Dames' schools.
" It cannot be doubted," says Mr. Savage, in one
of his letters, " that the true construction of the laws
required the opening- of schools, at the public expense,
for children under the age of seven years, inasmuch
as the laws passed by the Legislature in 1790 pro-
vided for the establishment of preparatory schools.
But the law in relation to this class of schools was
not acted upon by the authorities in Boston, although
it appears to have been by those in several other
towns in the State. That this neglect was not in
accordance with the sentiment of the citizens gener-
ally, is evident from the prompt response in favor of
these schools, which was given by them whenever the
subject was brought forward at the town meetings.
By the continued agitation and discussions on the
subject, the inhabitants became more and more inter-
ested, although no definite action appears to have
taken place in relation to it until 1817. On the 26th
of May, 1817, a petition, signed by 160 inhabitants,
was read at a town-meeting in Faneuil Hall. The
last paragraph of the petition is as follows : —
It appears to us, also, important that schools should be pro-
vided at the expense of the Town for the instruction of children
under the age of seven years. Therefore we request that a meet-
ing of the inhabitants of the town may be called, to take the
above subject into consideration, and to adopt such measures
thereon as the importance of the subject demands, and they may
think most for the general good.
ANNUAL SCHOOL RErOKT. 17
The subject was referred by the Town to the School
Committee, with the addition of one person from
each of the twelve wards, to be appointed by the Se-
lectmen. At a meeting of the Selectmen, May 29,1817,
a Committee on Schools, consisting of one person from
each of the wards, was appointed. These committees
met and requested the several ward committees to
visit every family in the wards and ascertain the
number of children who did not attend any school;
also, the number of Women's or "Dames' schools,"
and the number of their pupils; they were also re-
quested, at the same time, to ascertain the number of
deaf and dumb and blind persons in each ward. On
the 17th of July, 1817, these returns were handed in
to the School Committee, and a sub-committee, con-
sisting of Messrs. Charles Bulfinch (chairman of the
Selectmen), Peter O. Thacher, and Henry J. Oliver,
was appointed to arrange the returns and report upon
them on the 30th of October. This sub-committee
presented their report adverse to the petition, which
was accepted by the School Committee and ordered
to be printed for the information of the inhabitants-
We insert the closing paragraph of this report: —
It is not to be expected that free schools should be furnished
with so many instructors, and be conducted on so liberal principles
as to embrace the circle of a polite and finished education. They
have reference to a limited degree of improvement, and from their
public character there must arise some disadvantages which are not
felt in private schools, under tutors to whom is assigned a small
limited number of pupils. But, considering the great number and
flourishing state of the public and private schools in this town,
the universal attention which is paid by its citizens to their sup-
port and encouragement, the very small proportion of children
18 SCHOOL DOCUMENT NO. 18.
who do not avail themselves of these iDstitntions, together with
the heavy tax which is ah'eady assessed for the support of the
public education, the sub- committee report as the result of their
inquiries, that the establishmeut at the public expense of primary
schools for children nnder the age of seven years is not in their
opinion expedient, and that an increase of the number of the read-
ing and w-riting schools is not required by any evideut public
necessity.
The report stated that the public schools, "contaiii-
hig in all 2,365 pupils of both sexes, are, excepting a
part of those at the Ahiishouse, for children above
the age of seven years. . . . It appears that there
are in the town one hundred and sixty-two private
schools of various descriptions, in which 4,132 chil-
dren attend who are between the ages of four and
fourteen years."
This report was printed and distributed, but was
not submitted to the action of the citizens at a town-
meeting, as the School Committee apparently re-
garded the vote of the town as placing the whole
matter in their hands.
Another petition for the same object was presented
at a town-meeting held in Faneuil Hall, May 25,
1818. The petition is as follows : —
To the Selectmen of the Toicn of Boston : —
Gentlemen, — The undersigned, inhabitants of Boston, im-
pressed with the deepest sense of the value of our institutions and
laws, for the education of cliildren in public town schools, respect-
fully represent, that an extension of the benefits of sucli establish-
ments appears in their view highly desirable and necessary, that
inquiry has satisfied them that miiny hundred children in this town
grow up to manhood unable to re;id or write ; that the admission to
the present public schools of those over seven years of age, requiring
ANNUAL SCHOOL REPORT. 19
a previous acquaintance with easy lessons, and many parents, being
themselves incompetent to give such lessons, and not able to obtain
such instruction for their children at private schools, it seems
expedient that such previous education slionld be freely pi'ovided
for by the town, no less than the instruction at our established
schools ; that such schools might be taught by females, and rooms
provided in several parts of the town, at a small expense, or the
cheap Lancastrian system may be adopted ; that the duty of pro-
viding such scliools and instructors need not necessarily be added
to the labors of our present School Committee, but might be per-
formed by a Committee of three in each ward, to be named by the
Overseers of the Poor, annually, which Committee might also,
much alleviate the labors of the regular officers. Wherefore, they
request that a meeting of the inhabitants of the town may be
called to take the above mentioned subjects into consideration, and
thereon to adopt such measures as the importance of the matter
deserves and the public good requires.
The petition was referred by the town to a special
committee of nine, who submitted a report in favor
of the granting of the ])etition, and recommended the
adoption of the following votes : —
Voted, That the School Committee be instructed, in the month
of June, annually, to nominate and appoint three gentlemen in
each Ward, whose duty collectively shall be to provide instruction
for childien between four and seven years of age, and apportion
the expenses among the several schools.
Voted, That $5,000 be appropriated out of the Town treasury
for the purpose in the foregoing vote expressed, to be paid by the
Treasurer on warrants drawn on him in the same manner as war-
rants are for the expenses of the other town schools.
At a town-meeting held June 11, 1818, the report
and votes were adopted almost unanimously. By
another vote $5,000 was added to the estimate of the
expenses of the ensuing year to carry the same into
effect.
20 SCHOOL DOCUMENT NO. 18.
At a meeting of the School Committee, held June
16, 1818, the gentlemen of the first Primary School
Committee were chosen to carry into execution the
vote of the town.
The Primary School Committee exercised the
right of filling vacancies in their Board.
The Primary School Committee organized June 23,
1818. In their first report, submitted to the town in
May, 1819, it is stated that by personal inquiry it w^as
ascertained that the number of children between four
and seven years old, exclusive of about half of Ward
7, from which the committee made no return, amounted
to 2,843. Of these, though 532 only did not attend
any school, 1,330 were desirous of instruction at the
new schools. The money granted by the town was
considered adequate to furnish schooling for seven or
eight hundred children; but when it was ascertained
that above thirteen hundred would demand the care
of the Board, it became a matter of great diflSculty to
divide the sum granted in such a way as to approach
nearest to a fulfihuent of the vote of the town, with
which a perfect compliance seemed utterly impracti-
cable. Eighteen schools were provided; most of them
were opened in August, and all by the first week in
September. The report concludes with the following
paragraph : —
The result of our experiment has certainly been encouraging,
and we confidently state that the improvement in all our schools
has been far superior to our expectations. We found many pa-
rents, on our first inquiry, indifferent about sending their children
to these schools, though they regularly attended no other. Per-
haps, mistaking the establishment for a charitable one, their pride
ANNUAL SCHOOL REPORT. 21
revolted from acknowledging that they needed assistance ; yet,
since the oi)evatiou has proceeded, they have almost invariably
desired admission for them. Of the children received, one-half
in some parts of the town, and one- third in general, were ignorant
of their letters, of whom man}' can now read in the New Testa-
ment, and several from each school are prepared for admission at
the town grammar schools, who must have been, we are confident,
otherwise rejected. In most of our schools the girls have been
taught knitting or sewing, as well as reading. The several com-
mittees are, by a regulation of the Board, required once a month,
at least, to visit the schools under their particular care ; and a
return of the state of each is demanded at our quarterly meetings.
This I'eport was read, accepted, ordered to be
printed and distributed for the information of the
inhabitants.
An appropriation of $8,000 was voted by the town
for the expenses of the Primary Schools for the year
1819-20.
March 21, 1820, the first Standing Committee of
the Primary School Board was appointed. In June
the first report of the Standing Committee was pre-
sented to the town. From it we learn that the whole
number of schools in March, 1820, was 34, and that
" 171 children had been advanced to the Enolish
Grammar Schools, and 177 more were found quali-
fied for admission thej-ein, making a total of 348
pupils prepared for the English Grammar Schools "
during the year. The whole number belonging to
the Primary Schools was 1,666. It appears from the
records that at that time, and previous to June, 1824,
the officers of the Primary School Board Avere a
Chairman, Secretary, and Treasurer; the duties of
the latter officer were, that he should " keep a fair
22 SCHOOL DOCUMENT NO. 18.
and accurate account of the moneyed concerns of the
Board. He is authorized to receive from the Town
Tieasurer all the moneys granted for the support of
the Primary Schools, and pay the instructors of
schools quarterly, their bills being- first approved by
the Committee of the Ward or District to which they
belong. His accounts shall be audited or inspected
whenever the Board may appoint a committee for
that purpose. At the close of the year he shall make
a transcript, or an abstract of his accounts as audited,
to be laid before the Board."
The following books were authorized for use in
the Primary Schools at this time: The Testament,
Child's Companion, Kelley's Child Instructor, Web-
ster's Only Sure Guide, Pickard's Juvenile Spelling
Book, and Child's First Book English Reader.
Notwithstanding the gratifying success of the Pri-
mary Schools, which, it will be remembered, were
established to provide instruction for children be-
tween four and seven years of age, and the great
popularity of the Grammar and Writing Schools, the
benevolent minds of the committee were attracted to
the importance of extending the benefits of education
to that class of children who were too old to be ad-
mitted to the Primary Schools, and were not qualified
foi* admission to the Gi*ammar Schools. A commit-
tee of the Primary School Board submitted a report
on the subject, and the attention of the School Com-
mittee called to the matter, who recommended to the
town that an appropriation of $1,000 be granted for
the establishment of a school for mutual instruction,
for the accommodation of this class of children. The
ANNUAL SCHOOL REPORT. 23
appropriation was granted by the town July 2, 1820,
and the School Committee were authorized to estalj-
Hsh the school. Tlie matter was then referred to the
Primary School Board, and the school was organized
in the basement-room of the Boylston School-house
on Fort Hill. After a year or two this school was
discontinued.
The teachers of the Primary Schools were required,
to report quarterly to their district committees the
names, ages, and class to which each pupil belonged;
and, among other things, a statement of the needle-
work and knitting done by the girls during the quar-
ter. As an instance of the industrious habits encour-
aged in the pupils, one teacher, in 1820, reported that
among the articles of work done by the twenty-six
girls of the school during the preceding quarter,
there were made "30 shirts, 12 pairs of sheets, 6
pairs of pillow cases, 26 pocket handkerchiefs, 8 cra-
vats, 10 infants' frocks, 5 coarse bags, 4 dozen towels,
4 pairs of socks, 3 pairs of mittens, and a number of
small pieces of work."
In 1823 the number of members of the Primary
School Committee was increased. The city was
divided into seven districts, and the schools in each
district were assigned to a sub-committee. Each dis-
trict committee organized by the choice of a chairman
and secretary, and one gentleman was assigned the
particular care of each school in the district. From
the recoids of this time it appears that it was not
customary for members of the Primary School Com-
mittee to hold any other office in the City Govern-
ment. Another peculiarity noticed is that in the
24 SCHOOL DOCUMENT NO. 18.
election of any one as a member of the Standing
Committee, it was usual for him to be relieved from
the supervision of any particuh\r school. From 1830
this custom began to be discontinued, and in 1839 all
the officers, including the Standing Committee, had
charge of particular schools.
At this time the subject of Primary School accom-
modations was called into notice. It was urs^ed that
the school-rooms should be provided by the city, and
not by the teachers as had been the custom. One of
the reasons presented why the city should provide
the accommodations was that the existing arrange-
ment operated very unequally, and with great injus-
tice upon some of the teachers, because, while the
compensation was the same ($250 per annum) the
rent they were obliged to pay for rooms in suitable
locations varied, in different parts of the city, from
$40 to $80. A memorial was presented to the City
Council, and in July, 1828, the School Committee
were authorized to cause to be hired a suitable num-
ber of school-rooms, in such locations and of such
size as, after consultation with the Primary School
Committee, shall be deemed expedient, and for a term
not exceeding ten years, it being understood that, in
consideration of the teachers being relieved from the
expense of finding school-rooms, a deduction of $50
be made on that account in their respective salaries.
In December, 1831, provision was made for the
annual appointment of a joint committee of three
from each of the two Boards of School Committee and
of the Committee on Pi-imary Schools " to secure the
introduction and continuance of a unifoi"m system of
ANNUAL SCHOOL REPORT. 25
instruction in the public schools, and to confer, as
occasion may arise, on subjects of common interest."
In 1832 the City Council passed an order "that
there be allowed to each of the Primary School
teachers, in addition to their salary, a sum not exceed-
ing $10, to be expended by them under the direction
of the several District Committees for fuel for the
current year." This annual appropriation was event-
ually superseded by the city supplying the fuel.
In May, 1834, the City Council appropriated
$12,500 for the purchase of land and the erection of
Primary School-houses. At this time there were
sixty-four schools, all of which were in hired rooms.
The first Primary School-house erected after the grant
of the appropriation alluded to above, was erected in
South Margin street, in 1834;^ it was built of wood
and brick, two stories in height, and adapted for two
schools. The cost of it was $2,528.(39, exclusive of
the land. From this time the City Government con-
tinued to make annual appropriations for this object;
and in 1854 there were fifty-two Primary School-
houses owned by the city, in which one hundred and
fifty-three schools were located.
From the establishment of the schools the Primary
School Board had endeavored to obtain the necessary
authority to admit those children who were more than
seven years of age, and were not qualified to enter
' It is proper to mention that, in 1830-31, a small school-house, with one
room, was built by the city, on the "Western avenue," — known as the
" Mill Dam School," — at a cost of $468 ; but this was not strictly a Primary
School, as Grammar School studies were taught as well as Primary. In 1832,
a small building was purchased on the " Neck," and fitted up for a Primary
School.
26 SCHOOL DOCUMENT NO. 18.
the Grammar Schools. In March, 1838, the City
Council passed an order "that the Primary School
Committee be, and they are hereby authorized to
admit into one school, to be by them selected, in each
of the school districts, any child who is more than
seven years of age, and is not qualified for admission
to the Grammar Schools." Four of these schools
were opened that year. It was supposed there were
about 700 children who would attend, bat iu ]!^ovem-
ber of that year there were 963 pupils in these
schools. This was the origin of "Intermediate
Schools," or "Schools for Special Instruction."
In April, 1837, the State Board of Education was
established. One of the first recommendations of the
Secretary of that Board (Hon. Horace Mann) was
the adoption of some plan for qualifying teachers to
take charge of the public schools. He early sug-
gested the appointment of a suitable person to visit
regularly all the Primary Schools of Boston, to give
the teachers such assistance as they may desire in
the discharge of their duties, and to hold himself
ready to instruct and qualify a class of those per-
sons who may desire to prepare themselves for
the office of teachers. The Primary School Com-
mittee vigorously opposed the appointment of a
Superintendent of the Primary Schools, and at a
special meeting of that Board in July, 1838, a very
full and interesting report against the proposition was
adopted. A " model school," for the purpose of try-
mg , experiments in Primary School instruction was
established by the Primary School Committee in
1838, in the Derne-street School-house. The school
ANNUAL SCHOOL REPORT. 27
was continued until 1842, when it was abandoned, as
not having proved so advantageous as had been an-
ticipated.
In 184,5 the subject of appointing a Superintendent
of the Pi'imaiy Schools was again brought forward.
A special committee of the Primary School Board
submitted a report upon the subject, and that Board
voted not to create such office bj a vote of forty-six
yeas to eighteen nays. By the semi-annual report of
the Executive Committee of the Primary School
Board submitted in 1849, it appears that on the 31st
of January, 1849, there were 1G8 Primary Schools,
attended by 4,984 girls and 5,455 boys, 10,439 in all.
The number of pupils sent to the Grammar Schools
was 769, and at that time (Jan., 1840) there were
] ,029 prepared for admission to the Grammar Schools.
The percentage of attendance the preceding six
months was 76; number of examinations made by the
committee, 874; and the number of visits to the
schools, 2,449.
By an amendment to the city charter, which had
been adopted by the citizens in 1854, the School
Committee were to have direct charge of the Primary
Schools, and to supersede the organization of the Pri-
mary School Committee. Upon beijig asked his opin-
ion as to when the duties of the Primary School Board
would cease, the City Solicitor stated that, in his
opinion, "the duties of the Primary School Committee
would cease upon the organization of the new Gram-
mar Board; that the teachers would continue their
term of service under the new organization ; and that
it would not be proper for the new Board to substan-
28 SCHOOL DOCUMENT NO. 18.
tially continue the Primary School Committee, inas-
much as the former had been largely increased, upon
the express understanding that the latter body was
to be superseded."
The final meeting of the Primary School Committee
was held January 2, 1855, and the Secretarj'^ was in-
structed to inform the School Committee that the
schools, records, and papers of which the Primary
School Committee had charge, were subject to the
order and direction of said School Committee.
At the first meeting of the School Committee after
its organization in 1855, Rev. Dr. Lothrop, for the
special committee to whom was referred the communi-
cation of the Secretary of the Primary School Com-
mittee, I'eported that they had discharged the duty
assigned to them, and added : —
When first instituted, in 1818, the Primary School Committee
consisted of thirty-six members ; twenty-five primary schools were
established, and about one thousand children were in attendance.
At the time that it became extinct, the Committee consisted of
one hundred and ninety-six members, and bequeathed to the
care of our Committee one hundred and ninety-seven schools, at
which over twelve thousand pupils attended. In view of these
facts, however satisfactory may be the various reasons that pre-
vailed with the public mind to pi'oduce the change which has been
adopted, all will agree that the plan which has now been abandoned
had many excellences ; that under it this department of public
instruction has been constantly enlarged to meet the wants of the
increasing population of the city ; and that the gentlemen who,
from time to time, have served on this Committee, many of them
for many years, have generally been men of integrity, honor, and
public spirit, who have aimed at a strict and faithful discharge of
the duties of their trust, and who are entitled to the gratitude of
the communitv for the services they have rendered.
ANNUAL SCHOOL REPORT. 29
The following resolution accompanied the re-
port : —
Resolved, Tliat in receivhig the records and papers of the late
Primary School Committee, this Board, in behalf of the citizens of
Boston, by whom they have been intrusted with the guardianship
of the great interests of public instruction, desii'e to place upon
their records an expression of the just appreciation which they
entertain of the value and fidelity of the services of those gentle-
men who, from time to time, have been members of said Primary
School Committee, and zealously discharged its duties.
The report was accepted and the resolution
adopted.
In assuming charge of the Primary Schools, the
School Committee divided the city into as many dis-
tricts as there were Grammar Schools, naming each
district by the Grammar School which marked it,
and connecting the various Primary Schools there-
with according to their local proximity. The sub-
committees having charge of these districts were
called District Committees.
The care of the Primary Schools was specially
provided for by the following rule: —
Within ten days after its appointment, each District Committee
shall divide itself into a suitable number of Sub-Committees for
the Primary Schools in its District. Said committee shall then
divide the Primary Schools in the District into as man}^ divisions
as there may be Sub-Committees, and shall assign each division to
a Sub-Committee, who shall have special charge of the schools in
such divisions ; shall visit each of them as often as once in each
month ; shall examine them quarterly ; and shall report, in writ-
ing, their standing and progress, to the Chairman of the District
Committee, at least one week previous to each quarterly meeting
of the Board.
30 SCHOOL DOCUMENT NO. 18.
This custom of appointing snb-committees of Pri-
mary Schools continued until the reorganization of the
Board in 1876, when the city )vas divided into nine
districts or divisions, and the Grammar and Primary
Schools of each division were placed hi charge of
committees of the Board, called the Division Com-
mittees.
At the time the Primary Schools passed from the
charge of the Primary School Board to that of the
School Committee they were unclassified. Each
teacher had charge of six classes, and carried the
pupils under her care through the whole preparation
for the Grammar School. In 1856 the Lyman School
District Committee, in East Boston, classified six
schools in that district, by arranging them in six
grades or classes. In May, 1857, the Superintendent
of Schools (the late Dr. Philbrick) submitted his
first quarterly report, in which the need of more
thorough classification in the Primai-y Schools was
referred to at length. In May of that year (1857)
the suggestions of the Sui^erintendent, in regard
to the classification of the Primary Schools, were
adopted, in an order "Pecommending to the District
Committees to classify the Primary Schools in their
districts, as far and as fast as circn instances per-
mitted." This was carried out as rapidly as possible,
although several years elapsed before all the schools
were properly classified. The early suggestions of
the Superintendent, with regard to providing each
pupil with a single desk and chair, and also with
a slate, were adopted and carried into effect.
In 18(51 the Board, by a change in the regulations,
ANNUAL SCHOOL REPORT. 31
provided that the minimum age for admission to the
Primaiy Schools shoukl be increased to five years,
instead of four years, as had formerly been the
custom.
In 1864 a new programme of studies for the
Primary Schools was adopted.
In October, 1866, the Rules and Regulations were
amended so as to provide that " the masters of the
Grammar Schools shall perform the duties of prin-
cipal, both in the Grammar and Primary Schools of
their respective distiicts; apportioning their time
among the various classes in such manner as shall
secure the best interests, as far as possible, of each
pupil thi'oughout all the grades, under the direction
of the District Committees."
In September, 1879, the supervision of the Primary
Schools was placed in the charge of three of the
Supervisors who performed such general duties with
regard to these schools as had been performed by the
principals of the Grammar Schools. In 1882 the
supervision of the "Primary Schools was restored to
the princi23als of the Grammar Schools.
Children enter the Primar}' Schools when five years
old, and begin at once a course of education which
turns them out more or less well fitted ibr the work
of life, all the way from twelve to twenty years of
age, fifteen being the average age of Grammar School
graduates, l^o schools are more attractive or better
show the efi'ect of good teaching than the Primary
Schools, the instruction in which covers a period of
three years, l^o change has been made since these
schools were returned to the direction of the Gram-
mar School masters.
32 SCHOOL DOCUMENT NO. 18.
The advantages of promotions in January, as well
as in June, from the Primary to the Graminar classes
have not been thoroughly approved by all members
of the Committee; but the Committee on Examina-
tions has decided that the regulation providing for
mid-year examinations and promotions is intended
for all first Primary classes, and has directed that
henceforth such examinations and promotions shall
be made.
The chief fault to be found with the Primary
Schools is the unavoidable crowding of too many
children in one room. The plan of building small
houses of two rooms, as can be done in the suburban
wards, has helped this very much; but in many places
it is still an evil. There are at present 470 Primary
Schools located in 122 school buildings, 21 of which
are the regular Grammar School-houses. In addition
to the classes accommodated in these buildings, there
are eleven Primary classes in hired rooms. There
are 470 teachers. The average number of pupils
belonging during the past year was 21,462, and the
average attendance was 21,144.
GRAMMAR SCHOOLS.
The earliest record regarding the establishment of
free schools in Boston was in 1635, when Philemon
Pormort was " intreated to become schole-master for
the teaching and nourtering of children wth us."
Such was the beginning of our Public Latin School.
It is now generally acknowledged that, though
the main purpose of the school was to pi'epare
young men for a collegiate course, yet here also
ANNUAL SCHOOL REPORT. 33
was the beginning of that system of instruction
which has developed into our present Grammar
Schools.
Several of the islands in Boston Harbor were
granted to the town b}^ the General Court. In the
records of a town-meeting held "the 10th day of the
11th moneth, 1611 " we find it recorded, " It's
Ordered that Deare-Island shall be Improoved for the
maintenance of a Free schoole for the Towne, and
such other occasions as the Townsmen For the time
being shall thinke meet, the sayd schoole being suf-
ficiently provided for." Soon after the town agreed
that for the payment of certain charges for buildings
on the island, Capt. Edward Gibbon "shall have
the present use of the sayd Island untill the Towne doe
lett the same." In 1614, the island was "let to hire
unto James Penn and John Oliver for these three
yeares next ensuing paying unto the Use of the
Schoole seaven pounds per yeare." In 1617 it was let
to Edward Bendall for seven years for fourteen
pounds per annum, " for the schooles use of the sayd
Towne in provision and clothing." The next year the
lease was extended to twenty-one years at an annual
rental of fourteen ]3ounds. In 1619, Long and
Spectacle Islands were leased for the use of the
school at an annual rental of sixpence per acre.
The school appears to have been a favorite with
the inhabitants from its commencement.
In 1611) the following record occurs: " Wm Philips
hath agreed to give 13s. Id. per annum for ever to
the use of the schole for the land that Christopher
Stanley gave in his will for the schols use."
34 SCHOOL DOCUMENT NO. 18.
From this time are many instances on record of
private bequests, and of public lands leased for the
support of the schools.
At a town-meeting held Dec. 18, 1682, it was
" voted by y*" inhabitants y' the said coinittee with
y'' Select men consider of & pvide one or more Free
Schooles for the teachinge of children to write & Cy-
pher within this towne." In April, 1683, "it was
voted by the said coinittee first that Two schooles
shall be pvided and agreed for Secondlie y* the Towne
shall allowe 25'*^ p. ann for each schoole for the pres-
ent, & y* such psons as send theire children to schoole
(y* are able) should pay somethinge to y'' master for
his better incouragement in his worke." ]N^ov. 24,
1684, "Deacon Henery Allen and Capt Frary made
a returne y* according to a former ord*" they had agreed
with John Cole to keepe a Free schoole to teach y*"
Children of the Towne to read & write for one yeare
from the 1'' of this instant ^ov"". for which the Towne
is to pay him 10^'^ in mony & 20^^^ in Countrie pay
as mony, or at mony price." Thus was established
what w^as known as the Writing School in Queen
street (now Court street) .
At a meeting of the Selectmen, June, 1711, the
question of non-resident pupils attending the public
schools of the town seems to have been discussed,
and the following action taken: —
Where as the Support of the Free Schools of this Town hath
been, and Still is, at y" Cost & charge of the luhabitants of y" Said
Town, and the Select men being informed of Several Instances of
Children Sent to y* s*^ Schools, whose parents, or others who of
Right ought to defray the Charge of their Education, do belong to
ANNUAL SCHOOL REPORT. 35
other Townes or Precincts. Where fore they y^ 8^ Select men do
direct the s"* School masters to demand & receive of the persons
Sending any Such children the accustomed recompence for their
Schooling, and to Return unto y^ Select men a List of their names,
once (at y^ Least) every year.
At a town-meeting* March 10, 1711-12, it was voted
that the thanks of the town be given to " Cap" Thorn*
Hutchinson for as much as he hath Offered at his own
Charge to bnild a School House at the ]^orth end of
y^ Town." It was also voted to estabHsh the school,
and a committee was appointed to select a site and
oversee the building of the school -house, and the Se-
lectmen were requested to " Consider of a proper per-
son for a School master there, and to Treat about
Terms."' At a town-meeting held the following May
(1712) the committee recommended the purchase of
a lot of land on Bennet street for the school-
house, and it w^as voted that the lot be purchased.
This was the origin of the present Eliot School. The
building was erected, and in March, 1712-13, the Se-
lectmen were authoi'ized to employ Mr. Recompense
Wadsworth as master, at a salary of sixty pounds
per annum, and Mr. Wadsworth began his service
A^^ril 20, 1713. He served but a short time and died
soon after, and w^as succeeded by Mr. John Barnard
in August, 1713. The school was known at this time
as the oS^orth Grammar School.
In March, 1715-16, the following record occurs:
"Pursuant to a proposal formerly made by Tho* &
Edw*^ Hutchinson Esq''*, For the Encourragem' of
Erecting a Writing School at y*" ISTorth end of this
Town " a committee was appointed to select a site for
36 SCHOOL DOCUMENT XO. 18.
such school, and in connection with the Selectmen to
purchase the same. At the same time the town voted
that a Writing School be erected at the southerly part
of the town, and a committee was appointed to select
a site. This latter committee reported at a town-meet-
ing held May, 1717, and the Selectmen were requested
" to sett out a convenient Peice of Land accordingl}^
viz' upon y*" Comon adjoyning to Cowell's Lott over
ag* m*" Wainrights."
In April, 1719, the IN^orth Writing School^ having
been completed, Mr. Jeremiah Condey was appointed
its first master. The town at this meeting passed
votes of thanks to the Hon. Thomas Hutchinson,
donor of the Xorth Grammar School-house; and to
the Hon. Thomas Hutchin-son and Edward Hutchin-
son, Esq., donors of the Xorth Writing School-house.
In March, 1719-20, it was voted that "m'. Ames
Anger be Admitted a School master at y'' new Avriting
School House at y*' South." His salary was fixed at
one hundred pounds per annum.
At a town-meeting held March 9, 1741-42, the
Selectmen reported that, on the preceding 17th of
June, they had visited the public schools " and found
the said schools under a good regulation. The num-
ber of Scholars in each School were as follows, Vizt.
In the South Grammar School Eighty Seven, in the
South Writing School Forty Eight, in the Writing
School in Queen Street seventy four; In the J^Torth
Grammar School Sixty five; and in the Xorth Writ-
ing School Two Hundred."
' Soon after its establishment this school became classical in its charac-
ter, and was known as the North Latin School till 1790, when it was restored
to its original purpose.
ANNUAL SCHOOL REPORT. 37
At a town-meeting held May 14, 175 1 , the com-
mittee appointed the twelfth of the preceding March
to make inquiry into the present state of the town,
and the causes of the great expense thereof, and to
consider what method the town can take in order to
prevent or reduce the same, submitted a report, the
first paragraph, which relates to the schools, is as
follows : —
1st. That the Charge of supporting the several Publick
Schools amounted the last Year to more than ^ part of the whole
Sum drawn for by the Selectmen ; but altho. this Charge is very
Considerable, & the number of Schools is greater than the Law
requires, Y^t as the Education of Children is of the greatest Im-
portance to the Community ; the Committee cannot be of Opinion
that any Saving can be made to Advantage on that head ; except
the Town should thiukit expedient to come into Methods to oblige
such of the Inhabitants who send their Children to the Publick
Schools and are able to Pay for their Education themselves, to
ease the Town of that Charge by assessing some reasonable Sura
upon them for that purpose.
This part of the report was not accepted, and the
town voted not to make any alteration in the existing
management of the schools. It was voted that the
several masters of the public schools " be directed not
to refuse taking into their respective Schools, any
Child or Children that may be brought to 'em for Edu-
cation, in case Enterance money (so called) is not
paid said Masters, and also that they shall not de-
mand any Pay or Allowance for Instructing such
Children, as belong to the Town, and that attend in
School hours only." It was further voted that the
Selectmen, for the time being, give directions to said
38 SCHOOL DOCUMENT NO. 18.
masters "what money they may receive from the
Scholars, for defreying the Expence of Fh'ing."
At a town-meeting, May 11, 1762, a petition from
the masters of the schools was presented in which they
stated that they met with great difficulty in ohtaining
their salaries, that notwithstanding the vote that their
salaries be paid quarterly they had been kept out of
their pay from year to year, and that some of them
have nine, some twelve, and some eighteen months'
salary due them. It appeared to the town " that the
most likely method to answer the end proposed by
the Petitioners must be the raising or borrowing a
sum of Money sufficient to defrey the common and
exti'aordinary charges of the Year." It was voted
that the town treasurer be directed to borrow fifteen
hundred pounds for the payment of the school-mas-
ters' salaries then due. It was also voted that the
town treasurer allow the several school-masters in-
terest on the sums due them, from the date of their
warrants to the time of payment.
The salaries of the teachers of the schools were
fixed at this meeting (May 11, 1762) for the ensuing
year as follows: South Grammar School, master,
£100;^ usher, £60; ISTorth Grammar School, master,
£80; Writing School, Queen street, master, £100;
master, £80; South Writing School, master, £100;
usher, £50; IN^orth Writing School, master, £100;
usher, £60; assistant, £34.
At this meeting the Selectmen reported that they
had visited the public schools on the first day of the
' This amount should have been £120, and the town subsequently granted
the additional £20 to Mr. Lovell.
ANNUAL SCHOOL REPORT. 39
preceding July, " and found the South Grammar
School had 117 Scholars, the JSTorth Grammar School
57 Scholars, the South Writing School 234 Scholai-s,
the I^orth "WHting School 157 Scholars, the Writing
School, in Queen street, 219 Scholars, all in very
good order."
In March, 1785, a new Writing School was estab-
lished at the south end of the town on Pleasant street.
This was the origin of the present Franklin School.
In 1789 there was a thorough reorganization of
the school system.
At a town-meeting held Oct. 16, 1789, it was voted
that
There shall be one Writing School at the South part of
the Town, one at the Centre and one at the North part; that in
those schools the children of both sexes shall be taught writing
and also arithmetic in the various branches [of it] usuall}' taught
in the Town Schools, including vulgar and decimal fractions.
That there be one Reading School at the South part of the
Town, one at the Centre, and one at the North part ; that in those
schools the children of both sexes be taught to spell, accent, and
read both prose and verse, and also be instructed in Englisli
Grammar and composition.
That the children of both sexes be admitted into the Reading
and Writing Schools at the age of seven years, having previously
received the instruction usual at women's schools ; that they be
allowed to continue in the Reading and Writing Schools until the
age of fourteen ; the boys attending the year- round, the girls
from the 20th of April to the 20th of October following ; that the}'
attend those schools alternately, at such times and subject to such
changes as the Visiting Committee in consultation with the Masters
shall approve.
It will be observed that no text-books were named;
and little was the need; for, until about that time,
40 SCHOOL DOCUMENT NO. 18.
there was but one school-book proper which pupils
were expected to have, and that was Dilworth's Spell-
ing-Book, containing a brief " treatise on English
grammar," which was probably the grammar required
to be taught. The Testament, Psalter, and Bible
were the only reading-books. There were no printed
copy-books for writing, and no slates in use, the
ciphei'ing being done on paper.
Previous to 1789 no provision whatever had been
made for the education of girls in the public schools.
From that time until 1828 they were permitted to
attend half the year, — from the 20th of April to the
20th of October. Since 1828 ample provision has
been made for their attendance all the year.
The schools for "teaching children to write and
cipher " were soon thronged by large numbers of
boys who did not wish to prepare themselves for col-
lege and a professional career in law, medicine, or
divinity. It became necessary, therefore, to enlarge
the course of instruction at these schools, so that
they should furnish a suitable education to those
who were to enter upon some department of commer-
cial or mechanical business. But the masters of these
schools had been chosen on account of their special
capacity to teach " children to write and cipher," and,
in general, were not competent to teach reading,
grammar, geography, and the higher branches of a
good English education. It was necessary, there-
fore, to have a new set of masters for these branches.
They were accordingly appointed, and arrangements
made for them to hold their schools in different rooms
from those in which children were taught to "write
ANNUAL SCHOOL REPORT. 41
and cipher," and for the pupils to alternate, forenoon
and afternoon, from one to the other. Thus origi-
nated what has been known as the " Double-headed
System," which, for many years, was universal in the
Boston schools, and peculiar to them.^
The bequest of Dr. Franklin, for the purpose of
providing medals to be distributed to the most de-
serving scholars, became available in 1792. In
August of that year a committee was appointed
"to ascertain the expense of producing medals, to
carry into eifect the intention of the late Dr. Frank-
lin in his donation." This committee reported in
December. In January following the committee de-
termined upon the rules respecting the distribution
of the medals. They were to be given only to boys,
though the language of the will does not determine
the sex of the recipients. But it was supposed that
Franklin intended them for boys, because girls were
not admitted to the privileges of the public schools
till the very year of the date of the will. The first
medals, though dated in 1792, were not distributed
till January, 1793.
In 1800 there were in the town seven free schools,
' The organization of the Grammar and Writing Schools was as follows : —
In the several buildings there were two large halls, occupied by two dis-
tinctly, organized departments, one of which was denominated a Grammar
School, and the other a Writing School; each being under the instruction
and control of a distinct master. The scholars were organized in two di-
visions. While one division attended the Grammar master, the other attended
the Writing master, and the masters exchanged scholars half daily. In the
Grammar department the pupils were taught chiefly : Spelling, Reading,
English Grammar, and Geography; in the Writing department, they were
taught Writing, Arithmetic, and Book-keeping. Some higher branches of
study were allowed in both departments, for the more advanced scholars.
42 SCHOOL DOCUMENT XO. 18.
containing- 900 scholars. At this time the salary of
a master was $666.66, with a gratuity or allowance
of $200 in addition; the salary of an usher was
$833.33, with an allowance of $100. The town tax
this year was $61,489.25, of which the school ex-
penses were $11,] 00.85.
In 1804 a new school-house was built in Chardon
street; and in 1806 the whole number of pupils in
the schools was 1,760, of which 1,030 were boys and
730 were girls.
In 1811 the Hawes School, in South Boston (which
territory had been recently annexed to Boston),
named in honor of John Hawes, who gave the land
to the city, was instituted.
In December, 1817, the bells of the schools were
ordered to be rung at the hour of beginning, and
tolled till the master was present. They were also
tolled at the hour of dismission.
February 27, 1821, by action of the Board, the
school on Bennet street was named the Eliot School ;
the school on Hawkins street was named the May-
hew School; the school on Mason street was named
the Adams School. The Latin, Franklin, and Boyl-
ston Schools had been previously named, and these
names were continued. From this time the schools
were given the names of distinguished citizens.
In ]821 the city medal was instituted by vote of
the School Committee. It was awarded only to fe-
males in the Gi'ammar Schools. It wns simply an
extension of the plan of the Franklin medal, under
another name, to the schools for girls. The same
rules governed the distribution of both, and they
ANNUAL SCHOOL REPORT. 43
were of the same intrinsic valne. Both were at first
bestowed for tlie "encouragement of scholarship"
alone. Subsequently, meritorious deportment as well
as scholarship was made a condition necessary to
entitle a pupil to a medal. In 1847, after a discus-
sion, the city medal was abolished, and no city
medals were given that year. In 1848 the subject
was again brought up, and the city medal was re-
stored. For several years the subject of emulation
and the use of medals attracted a great deal of atten-
tion, and several reports on the subject were pre-
sented. As the number of medals increased, the
objections to them became more apparent, and finally
led to the practice being relinquished. The Franklin
medals were confined to the High Schools, and lim-
ited to the number the fund legitimately supplied,
while diplomas were substituted in their place for
such pupils as in finishing their course passed a rea-
sonably good examination. The diplomas were first
awarded, at the close of the year, in July, 1868.
This plan of distribution of medals and diplomas has
continued to the pi'csent time.
The first strong effort to abolish the system of the
Grammar and Writing Schools was made in 1830,
on the recommendation of an interesting and able
report, prepared by the late Chief Justice Lemuel
Shaw, then a member of the School Committee. The
report contained two prominent recommendations.
First, the separation of the schools designed for chil-
dren of different sexes, so that those for boys should
be held in one building, and those for girls in
another; second, the abandonment of the "double-
44 SCHOOL DOCUMENT XO. 18.
headed system " for that of one master at the head
of each school, with a sufficient nmiiber of assistant
teachers to instruct in all the branches of a good
Enghsh education. Both these recommendations
were adopted by the Board; and, from that time,
the principles contained in them, although there have
been periods when no progress in their application
was made, and even a retrograde movement com-
menced, have yet been gradually carried forward, and
the present organization of the Grammar Schools
effected.
Since the abolishment of the "double-headed" sys-
tem, the improvements in the Grammar Schools have
been chiefly in the departments of classification and
in the course of study. In 1866 the principals of
the Grammar Schools were given the supervision and
care of the Primary Schools in their respective dis-
tricts. In 1868 the revised course of study for the
Grammar Schools was adopted. In 1 878 the Course
of Study was again revised, and the Board of Super-
visors were authorized to issue suggestions to accom-
pany the courses of study for the Grammar and
Primary Schools. Since 1878 there have been some
modifications and changes in the Course of Study.
By the annexations to the city, and by the estab-
lishment of new Grammar School districts, the num-
ber has increased to fifty-four. The education of a
large majority of the children ends with the Grammar
school ; therefore, to these children is given as much
as possible of arithmetic, bookkeeping, geography,
the history of the United States and of England,
some elementary physics, and some knowledge of
ANNUAL SCHOOL REPORT. 45
physiology and hygiene. Tlie plan of study aims to
carry on these systematically, so that even those who
leave school before the year for graduation are taught
to read easily and intelligenth^, to write legibly, to
spell fairly, to express their thoughts intelligibly in
WTiting or speech, to understand enough arithmetic
for all common purposes of life, and to have some
general information concerning the woi-ld in which
they live. Instruction in sewing is given the girls,
and music and drawing to all. This completes the
foundation upon which rests what may afterwards be
added of advanced work in school or the teachings
of e very-day life. Much consideration is given to
these schools in which are trained so large a i3art of
the children of our city, and it is believed that the
course of instruction contains only essential and
practically important studies.
The average whole number of pupils belonging to
the Grammar Schools this year was 30,575. The
number of gi'aduatcs in June w^as 2,072, of which
1,071 were boys, and 1,001 were girls.
HIGH SCHOOLS.
At present there are eight High Schools in Boston,
— the two central High Schools, the English High
School for boys, and the Girls' High School for girls,
— and the High Schools in Roxbury, Dorchester,
Charlestown, West Roxbuiy, Brighton, and East
Boston, for boys and girls. The six suburban
schools, with the exception of that in East Boston,
were added to the school system of the city by the
annexation of the cities and towns in which they were
located.
46 SCHOOL DOCUMENT NO. 18.
English High School. — At a meeting of the
School Committee, held June 17, 1820, Mr. Samuel
A. Wells presented a series of resolutions relating
to the public schools. It was thereupon " Voted,
That all that part which relates to the establishment
of an English Classical School, be referred to a com-
mittee of five." This committee submitted their re-
port to the School Committee at a meeting held Oct.
26, 1820, which was accepted, and it was " Voted,
That it is expedient to establish an English Classical
School in the town of Boston." At a meeting of the
Board Xov. 9, 1820, this report was read and debated
upon by paragraphs, amended and adopted. It was
" Voted, That the report be printed and distributed
for the information of the citizens, and that the
Selectmen be requested to call a town-meeting for
the consideration of the same at such time as they
may think proper." The following extract from the
records shows the action taken b}^ the town : —
At a legal meeting of the inhabitants of the Town of Boston,
held on the 15th day of January, A.D. 1821 : —
The foregoing plan for the establishment of an P^nglish Classi-
cal School was submitted, and after debate was nearly unanimously
accepted by the Town, but three persons voting in the negative ;
and the School Committee were authorized to carry the same into
effect, — and it was further Voted, That the School Committee
from year to year, be, and hereby are, instructed to revise the
course of studies proposed in the report this day made and ac-
cepted for the new School, and adopt such measures as experience
shall dictate, and the object of its establishment require.
The school Avas opened in 1821, in the upper story
of the Derne-street school-house. In 1824 it was
ANNUAL SCHOOL REPORT. 47
removed to the new building on Pinckney street. In
184:4: it was removed to the building on Bedford
street, which it occupied jointly with the Latin School
until 1880, when both schools were removed to the
present Latin and High School building.
The following gentlemen served as masters of the
school: Mr. George B. Emerson, Mr. Solomon Miles,
Mr. Thomas Sherwin, Mr. Charles M. Cnmston, Mr.
Edwin P. Seaver, and the present head-master, Mr.
Francis A. AVaterhouse.
Oirls'' High School. — In 1825 the subject of estab-
lishing a public school for the instruction of girls in
the higher departments of science and literature was
considered by the School Committee, and upon a
request from the Board, the Common Council, at a
meeting held Sept. 26, 1825, granted the sum of two
thousand dollars for the purpose. The Board of
Aldermen concurred in this action at a meeting held
Oct. 10, 1825, and a High School for girls was estab-
lished in the upper story of the Bowdoin Grammar
School-house, March 2, 1826. Mr. Ebenezer Bailey,
master of the Grammar Department of the Franklin
School, was elected master of the High School for
girls. Upon the resignation of Mr. Bailey in I^ovem-
ber, 1827, a special committee was appointed to con-
sider and report upon the expediency of continuing
the High School for girls. This committee submitted
a report Dec. 11, 1827, expressing the opinion that it
was inexpedient to continue said school. This report
was referred to the next School Committee. At a
meeting of the School Board held Jan. 10, 1828, a
committee was appointed to consider "whether the
48 SCHOOL DOCUMENT NO. 18.
High School for gh'ls shall be contmned; whether the
girls may not well be allowed to remain at the Gram-
mar Schools througlioid the year;^ and whether the
time of their continuance at these schools may not
be advantageously extended." This committee sub-
mitted a report recommending "the introduction of
the monitorial system into the Grammar and Writing
Schools," and " the elevating and enlarging the stand-
ard of public education in all our Grammar and Writ-
ing Schools, so as to embrace the branches taught
recently in our High School for girls." This report
was accepted, and the recommendations were adopted
substantially as reported by the committee. The
result of this action was the discontinuance of the
High School for girls.
The I*^ormal School was established in 1852, and
in 1854 the course of study was extended, and the
school became the Girls' High and formal School.
In 1872 the training department was separated from
the Girls' High School, and an independent ^N'ormal
School was established, and the High School depart-
ment was continued under its present name, the Girls'
High School. The Girls' High and I^ormal School
was located in the old Adams school-house (the
present School Committee building) until its removal
to its new and commodious building on West I^^ewton
street in 1870.
Boxhury High School. — In 1852 arrangements
were made with the trustees of the Roxbury Latin
*No provision was made for girls to attend the public Grammar Schools till
1789. From that time to 1828 they were allowed to attend half the year,
from the 20th of April to the 20th of October. Since 1828, ample provision
has been made for their attendance all the year.
ANNUAr> SCHOOL REPORT. 49
School for the establishment of a High School for
boys. The trustees were to have the care of the
classes, the School Committee certain privileges in
visiting and examining, and the city was to appro-
priate an annnal snm for its suppoi-t. The agreement
was ratified Jnne 28, 1852, and the school was opened
in Angnst, 1852, in a building on Dudley street.
The trustees of the Latin School petitioned the Gity
(Tovernment for " a loan to build on their land in
Vernon place,*' now Kearsarge avenue. The petition
was granted, and the building was completed and oc-
cupied by the classes in the fall of 1853.
In 1854 a High School for girls was established
and opened in an upper room of the stone building
on Kenil worth street. In 1857 it was determined by
the School Committee " that it would be expedient, as
soon as possible, to combine, in one school, all High
School instruction." This proposition was not favor-
ably considered at that time. In the spring of 1860
the jjroposition to unite the two High Schools was
again presented, and the advantages in economy and
convenience to be realized by such action were set
forth at length. The City Council concurred, and,
during the following summer vacation, the necessary
alterations of the building on Kenilworth street were
begun. The new school was first opened in 1861.
On ihe annexation of Roxbury to Boston, in January,
1868, the school passed under the control of the Bos-
ton School Board. In 1874 the building was enlarged.
The demand for increased accommodations was so
great that a new building Avas necessary. The lot
has been selected and purchased, and the erection of
a new school-house begun.
50 SCHOOL DOCUMENT NO. 18.
Dorchester High School. — This school was estab-
lished in 1852. Before the annexation of the town
to Boston, the accommodations of the old school-
house were insufficient to meet the increased de-
mands of the school, and a new building was in
process of erection at the time of annexation. The
new building was completed and occupied in Septem-
ber,- 1870.
CJiarlestoion High School. — This school was es-
tablished in 1848. The original building, erected in
1848, was remodelled and enlarged in 1870.
West Roxbury High School. — The Eliot High
School was established in 1849, and was under the
supervision of a Boaid of Trustees. In 1855 the
school was placed under the joint supervision of
the Eliot Trustees and the School Committee of
"West Roxbury. Upon the annexation of the town to
Boston, in 1874, the trustees withdrew their support.
Since that time the school has been known as the
West Roxbury High School. Its present building
was erected in 1867.
Brighton High School. — This school was estab-
lished in 1841. Its present building is located on
Academy Hill.
East Boston High School. — In February, 1877, a
petition was presented to the Board by the East
Boston Citizens' Trade Association, for the estab-
lishment of a High School in that section of the city.
The Committee on High Schools, to whom this
petition was referred, submitted a report April 10,
1877, recommending the establishment of a branch
High School in East Boston, under the joint direc-
ANNUAL SCHOOL REPORT. 51
tion of the head-masters of the Enghsh and Girls'
High Schools. The report was accepted and the
recommendation was adopted. The school was es-
tablished in 1878, and located in the Public Library
bnilding, on the corner of Paris and Meridian streets.
Subsequently the building was enlarged. In 1880,
upon the recommendation of the Committee on High
Schools, this school was established as a separate
and independent school, and has since been called
the East Boston High School.
The High Schools give to those pupils who have
completed their course in the Grammar Schools an
opportunity to continue their education in advanced
studies, the English High School being specially in-
tended for those boys who do not design to enter
college, but wish to be fitted for all departments of a
commercial life; while the Girls' High School is
largely attended by those who intend to become
teachers. The Superintendent, in his last report, has
criticised the course of study in the High Schools;
and, recognizing the requirements of the different
schools, advocates a revision, on the principle of
special adaptation to the needs of each school. The
course of study is for three years, with an advanced
course of one year more, in the central schools. The
minimum age of entering these schools is thirteen
years, the Grammar School diplomas entitling the
holders to admission. Applicants other than gradu-
ates of Grammar Schools are required to pass a sat-
isfactory examination equivalent to that required of
the graduating classes of the Grammar Schools. It
is gratifying that the number of pupils in the High
52 SCHOOL DOCUMENT NO. 18.
Schools so constantly increases, and that there is
snch evidence that the education received is of prac-
tical value to them.
There are at jDresent eight High Schools. The
average number of pupils belonging the past year
was 2,272; the average attendance was 2,146. There
were 547 graduates at the close of the year, in June.
LATIN SCHOOLS.
The Boston Latin School owes its origin, without
doubt, to the action taken at a general meeting of
the town of Boston on the 23d day of March, A.D.
1634-5, when Mr. Philemon Porniort was entreated
to become schoolmaster. This being the only public
school in the town foi" about half a century, it is
generally believed that the elementary branches of
education were taught as well as the higher branches.
From its establishment the principal object of the
school has been to prepare young men for college, as
well as for mercantile and other high pursuits of life,
and in this regard it has been eminently successful.
In 1650 we iiud the following record: —
" It is alsoe agreed on that M*" Woodmansey, the
Schoolmaster, shall have fiftye pounds pei* annum for
his teachinge the schollers, and his proportion to be
made up by ratte." In 1652 " Sarg't. Richard Cooke
is granted Libertie for to set a house one the Towne's
ground, which is betwixt the towne's house in which
M^ Woodmansey now liveth and the town skoole
house." It appears that the house in which Mr.
Woodmansey lived was the property of the town,
and situated near the school, on School street, with
ANNUAL SCHOOL REPORT. 53
only one lot between, which belonged to the school-
house. In 1657 the rent of this lot was assigned to
the schoolmaster. In 1G56 it was " ordered that the
select men shall have liberty to lay outt a peece of
Ground outt of the townes land, which they give to
the building of a house for instruction of the youth of
the towne." In the same year we find a record
concerning the building of "the schoole house
chimn3\" In 1664: it was ordered "that John Hull
and Petter Oliuer is to take care about the inlardgment
of the towne schoole-house." In 1666 the town
"agreed with M'' Dannell Hincheman for £40 p.
ann" to assist M''. Woodmansey in the grammer
Schoole & teach Childere to wright, the j^eare to be-
gine the V^ of March iJ5-6.^^ Soon after this the fol-
lowing record occurs: "M"" Jones one the 28: 3™°.
1666 being sent for by the Select men for keep^ a
schoole and being requii'ed to performe his j^romise
to the Towne in the Winter to remoue himeselfe and
famyly in the springe : And forbideng to keep schoole
any longer." From this record it appears that Mr.
Jones had opened a private school without the sanction
of the town, and was therefore required to dej)art. The
next 3^ear "Mr Will Howard hath liberty to keep a
wrighting schoole, to teach childeren to writte and
to keep accounts ; " and in 1668 "Mr. Robt. Canon
is licenced keepe schoole." There are numerous
records at various times after this where permission
of the town was granted to people to open private
schools.
In 1667 Mr. Benjamin Thompson was " made choice
of by the selectmen for to officiate in the place of the
54 SCHOOL DOCUMENT NO. 18.
schoole master for one yeare, Mr. Hull being" apointed
to agree for tearmes, what to allow hime p. Annu."
From this record we are inclined to think that Mr.
Woodmansey must have retired fi-om the school at this
time. He probably died soon aftei*, for in the fall of
1669 Mr. Kaynsford was "to giue notice to M'* Wood-
mansey that the towne occasions need the vse of the
schoole house and to desire her to prouide otherwise
for her selfe." In the following March, " Vpon the
request of Mrs Margeret Woodmansey, Widdowe to
prouide her a house to Hue in, if she remoueth from
the schoole-house, It was granted to allowe her £S.
p. an for that end, dureinge her widdowhood."
In December, 1670, occurs the first mention in the
records of the famous "Master Cheever," who for
thirty-eight years after this exercised so important an
influence upon the education of the people of Boston.
Mr. Benjamin Tompson retired from the school
and removed to Charlestown, whe^-e he occupied the
position which Mr. Cheever resigned, to accept the
mastership of the school in Boston. Mr. Cheever
died August 21, 1708, "venerable," says Gov. Hutch-
inson, " not merely for his great age, 94, but for having
been the schoolmaster of most of the principal gen-
tlemen in Boston, who were then upon the stage."
Bev. Cotton Mather, who was a pupil of Mr. Cheever,
preached a funeral sermon.
Mr. Cheever was succeeded by Mr. ISTathaniel
WiUiams. In 1734 Mr. John Lovell was appointed
master, in place of Mr. Wilhams, who resigned his
position. Mr. Lovell was followed in succession by
Mr. Samuel Hunt, Mr.. William Biglow, Mr. Benj. A.
ANNUAL SCHOOL REPORT. 55
Gould, Mr. Frederic P. Leverett, Mr. Charles K.
Dillaway, Ml', Epes S. Dixwell, Mr. Francis Gardner,
Mr. Augustine M. Gay, and the present head-master,
Mr. Moses Merrill.
For many years the Latin School-house was
situated on School street, just in the rear of King's
Chapel.
In 1704 a new school-house was erected on the site
of the old one, and in January, 1705, the new build-
ing was completed and occupied.
Tn 1748 the old school-house had fallen into decay,
and to make room for the enlargement of the neigh-
boring chapel, it was taken down, and a new building
was erected on the opposite side of the street.
A new school-house again became necessary in
1812, and a more substantial building of brick, with a
granite front, was erected on the same site. The
Latin School occupied the upper story only of the
three stories of the building until 1816, when the
middle story was also takei;i for the use of the school,
^ot long after this time the number of pupils in-
creased so rapidly under the popular management of
Master Gould, that the Grammar School, which had
occupied the lower story of the building, was removed
to other quarters, and the Latin School occupied the
whole building, which it continued to occupy until the
year 1844, when the demand for enlarged accommo-
dations rendered a new school-house necessary. The
Latin School was removed to the new school-house in
Bedford street, which it occupied jointly with the
English High School until the present Latin and
High School building was completed and occupied
in 1881.
56 SCHOOL DOCUMENT NO. 18.
This school, so long the pride of the city, remains
a classical school, preparing its graduates for admis-
sion to college. The course of study has been some-
what modified to meet the requirements of Harvard
University, and thorough instruction is given in
modern languages and physics. Instruction in mili-
tary drill is given to boys in the Latin and High
Schools.
The Gii-ls' Latin School was organized in Febru-
ary, ]878, and is carried on in the same building with
the Girls' High School. The growth of this school
has been such as to show a great increase in the de-
mand for classical education for girls. Beginning
with a membership of 28, the pupils now number 180.
In 1885 the Girls' Latin and Girls' Higb School were
placed under the care of the same master, under title of
Head master of the Girls' High and Latin Schools.
The i-egular course of instruction in theLatin Schools
is for six years, the minimum age of entrance being
eleven years. Graduates of Grammar Schools are
admitted without examination to such classes as their
qualifications entitle them to enter. Other applicants
must present certificates of character from the princi-
pals of the schools they last attended, and pass an
examination equivalent to that required for admission
to the third class of the Grammar Schools. These
examinations for admission are held on the third
Saturday in June and on the first Wednesday in
September of each year. lu the Girls' Latin School,
special facilities are now offered to Grammar School
graduates, enabling those who have the ability to
complete the course of study in four years, and many
girls are taking advantage of the opportunity.
ANNUAL SCHOOL REPORT. 57
The average number of pupils belonging to the
Latin Schools for the year ending June, 1888, was
578, the average attendance during the year being
55G. At the close of the year, in June, 33 boys and
9 girls graduated from these schools.
NORMAL SCHOOL.
In the first annual report of l^Tathan Bishop, Esq.,
the first Superintendent of the Public Schools in Bos-
ton (1851), he recommended the establishment of a
JS'ormal School as a part of the Boston system of
public instruction. This suggestion was referred by
the School Committee, at a meeting held Jan. 13,
1852, to a special committee of five members of the
Board. This committee submitted a report in favor of
the establishment of the school, and the Boaixl passed
an order, appended to the report, transmitting the
report to the City Council, with the request " that the
necessary votes may be passed to establish the pro-
posed school." The Committee on Public Instruc-
tion of the City Council, to whom the subject was
referred, unanimously recommended the passage of
the following order : —
" Ordered, That a IN'ormal School be established in
the Adams School-house (Mason street), as a part
of the system of public schools, for the purposes set
forth in the report of the School Committee, being
City Document IS'o. 32, for the present year."
This order was passed by both branches of the
City Government. The School Board, at a meeting
held Aug. 3, 1852, directed the sub-committee on
58 SCHOOL DOCUMENT NO. 18.
the formal School to draw up a plan of organization
of said school, with the necessary rules to carry out
the plan. This committee submitted a report, and at
the meeting of the Board held Sept. 14, 1852,
directed the sub-committee on the l^ormal Sphool to
proceed to tlie organization of- the school, in accord-
ance with the recommendations of the report. The
school was organized and located in the school-
building on Mason street, in 1853. In 1854: the
course of study was extended, and the school was
called the Girls' High and Normal School. Oct. 3,
1870, the school was transferred to the new building
on West JSTewton street. In 1872 the IS^ormal School
was separated from the Girls' High School, and
located in the Rice Grammar School-house. Mr.
Larkin Dunton, the present head-master, was elected
principal of the school.
The question having been raised by the City Coun-
cil as to the legal right of the city to maintain a
Normal School, the Legislature passed an act, ap-
proved April 15, 1874, ratifying what had been done
in establishing the school, and conferring on the
School Board the same power to maintain and con-
tinue the school as they had to maintain and continue
the other public schools of the city.
The Normal School, since its separation from the
Girls' High School in 1872, has been strictly a pro-
fessional school, maintained solely for the purpose of
preparing young ladies graduating from the High
School for the work of teaching in the public schools.
Under an exceptionally strong and able corps of
teachers, the true object of a Normal School is here
ANNUAL SCHOOL REPORT. 59
faithfully adhered to, the pupils being" trained in the
art of giving instruction, both theoretically and prac-
tically. For this training in actual work of the school-
room ample opportunity is afforded in a Grammar
School for boys, a Primary School, and a Kindergar-
ten. Pupils who have completed the fourth year of
the High School course are admitted without exam-
ination. Other candidates must show to the head-
master, both by examination and recommendation, that
they are qualified. Last June, 84 young ladies grad-
uated from the school and received certificates ren-
dering them eligible for service as teachers in the
public schools. The whole number of graduates is
974, most of whom have become regulnr teachers.
With the establishment of the public Kindergartens,
and the necessity for teachers specially trained for
that work, a new demand was made upon the formal
School. An etficient Kindergarten teacher must not
only be thoroughly familiar with the principles of
education, but must also have special instruction to fit
her for Kindergarten work. The committee on the
^N'ormal School, after much deliberation, decided that
it was desirable, if not absolutely necessary, that the
present course of mstruction should be modified and
enlai'ged, and the School Board voted that the course
of study should be for a year and a half instead of
one year as formerly. The Committee on the N^or-
mal School has submitted the necessary amendments
to the rules and regulations to carry out their sug-
gestions, and the school will soon be enabled to meet
the full wants of teachers for the public schools of
Qvery grade. This school has secured a high and
60 SCHOOL DOCUMENT NO. 18.
honorable position, and is a vital and beneficent force
in onr Public School system.
HORACE MAN^ SCHOOL.
This school, now in its twentieth year, is designed
to give an elementary education to the deaf, and to
teach those children who are deaf-mutes the use of
ordinary language. Any deaf child over five years
of age, not mentally or physically disqualified, is en-
titled to admission.
The enthusiastic and devoted principal, with her
skilful assistants, have brought the school to a high
degree of excellence, and their work should be en-
couraged by being better known.
The State, by its liberal provision for the education
of the deaf and dumb children in the Commonwealth,
bears almost the whole expense of the school, leaving
it under the care of the School Committee. The city
receives from the State f 100 for each city pupil and
$105 for each ont-of-tow^n pupil. The total expense
of the school last year was $9,434:.57. The amount
received from the State was $0,847.16. I^umerous
friends also show their interest in the success of the
school and the welfare of the pnpils by substantial
gifts to those who are needy, and books and ma-
terial to be used in the school.
For several years this school has suftered for larger
and more suitable accommodations. More than a
year ago it became necessary to grant the use of two
rooms in the Appleton-street Pi'imary School-house
to meet its needs in this particular. In February,
1885, the Committee on School Houses was instructed
ANNUAL SCHOOL REPORT.
61
to petition the State for a lot of land for a new build-
ing. B}^ an act approved April 29, 1885, the Com-
monwealth granted to the City of Boston the per-
petual right to use a lot of land on IN^ewbury street,
near Exeter street, foi- the purpose of erecting and
maintaining thereon a school building for the use of
the Horace Mann School. This grant was made upon
the condition that the city should, within three years
from the date of the passage of the act, erect the
school-house. At the request of the School Board
the time has been extended, and the building now in
process of erection will soon be ready for occupancy.
EVENING SCHOOLS.
These schools a
such persons as,
e instruction of
topetent edu-
cation, and y§^ are upa|^le^ii>avd^Ahem,se^ves of the
advantages o^ tl^ day scnools. '^Th^>>p,44d of such
schools in thisS
Xl<'s-*'
especially by per^'ei^
years ago,
aritable works
among the indigent classes; and to meet this want,
free evening schools for very elementary instruction
were opened under the auspices of two or three chari-
table or religious organizations. These schools de-
serve to be mentioned and remembered, for they were
carried on by self-sacrificing and benevolent persons,
and they were sources of much good. But they
were inadequate as a permanent provision for the
purpose in view. This being clearly evident, the
question of establishing evening schools at the pub-
lic expense began to be agitated. But it was ob-
jected that municipal corporations had no legal right
*»»^:»
>«•
62 SCHOOL DOCUMENT NO. 18.
to provide schools for teaching the elementary
branches to pupils above fifteen years of age. The
schools above mentioned, hovrever, were subsidized
by the city to the extent of the proceeds of the city
hay- scales, amounting to about $1,200 a year, aid
from this source being deemed allowable, as it was
not drawn from taxation. In 1857 an act was passed
permitting the estabUshment of schools, other than
those already required by law, for persons over fifteen
years of age, thus wholly disposing of the legal ob-
jection.
In 18(38 the City Council appropriated |5,000 for
the evening schools. A standing committee, ap-
pointed by the Board to take charge of the new
enterprise, prepared the requisite regulations, and
opened nine schools for teaching the elementary
branches, with forty-four teachers and an enrolment
of 1,560 pupils. During every subsequent year this
department of our school system has increased in effi-
ciency and usefulness. Its success has fully justified
the wisdom of creating it. Although not thoroughly
appreciated by all whom they might benefit, a large
class in the community accept the advantages offered.
The elementary evening schools, where reading, writ-
ing, and other elementary branches from the begin-
ning are taught, are located in difierent parts of the
city where they are most needed. Two of these
schools are for the important work of teaching Eng-
lish to Germans and others of foreign birth.
The Evening High School was established in 1869,
and was opened as an experiment. From the outset
it was eminently successful. The growth and pros-
ANNUAL SCHOOL REPORT. 63
perity of this school have been gratifymg in the
highest degree Pupils of both sexes are admitted.
The course of study includes English Composition
and Penmanship, History and Civil Government,
Commercial Aiithmetic and Book-keeping, Algebra
and Geometry, Phonography and Physiology, Avith
some classes in French, German, imd Latin, ^^Tearly
half of the pupils have attended the Grammar Schools
and wish to continue their studies, w^hile many desire
instruction in special branches to fit themselves better
for their daily occupations.
In May last a communication was received from
the people of Charlestown, asking for the establish-
ment of an Evening High School in that section of
the city. Upon the recommendation of the Committee
on Evening Schools, who considered the subject, the
Board voted that it was expedient to do so, but owing
to the condition of the appropriation, it was not until
late in October that the accommodations were ready.
The school was opened as a branch of the Evening
High School ISTovember 7, and placed in charge of
the present head-master of the Charlestown High
School. The sessions of the school are held on Mon-
day, Wednesday, and Friday evenings, and instruc-
tion is given in English Composition, Book-keeping,
French, and Phonography. The number of pupils
belonging to the school is 153, Avith an average
attendance of 111. This action on the part of the
Board is regarded as an experiment, the result of
Avhich Avill have considerable influence in deciding
the question of maintaining local Evening Schools
for instruction in the higher branches.
64 SCHOOL DOCUMENT NO. 18.
The standard of the teachmg force in these schools
has been advanced during the past few years. The
male teachers in the day schools have been permitted
to teach in the evening schools, and several have ac-
cepted such positions. There has been difficulty in
obtaining experienced and successful teachers, on ac-
count of the small inducement in the matter of sal-
aries. There was special need in the larger evening
schools for an experienced male teacher of a higher
grade than assistant, to assist the principals in the
management of the schools. The Board has recently
established the rank of first assistant in the Evening
Elementary Schools, and this will give an opportunity
for increased efficiency. Extra expenditure, even
lavishness, may be forgiven for pupils who are so
anxious for self-improvement, or to make up foi' de-
ficiencies in early education, that they are willing to
go to the school-room every evening after a day of
hard work.
Another important measure which will result in the
great improvement of the evening school service is
the preparation and adoption of carefully prepared
courses of study. At the request of the School Board
the Board of Supervisors submitted uniform and sys-
tematically arranged courses of study for the Evening
High and Elementary Schools. These were adopted,
and the schools entered upon the new course at the
opening of the present term.
During the term of 1887-88, 5,714 pupils were
registered in the evening schools; the average whole
number belonging was 3,068; the average attendance
was 2,157.
ANNUAL SCHOOL REPORT. 65
The total expense for Evening' Schools the past
year was 133,312.95.
EVENING DRAWING SCHOOLS.
The act of May 16, 1870, required that Industrial
Drawing Schools should be maintained in all cities
and towns in the State having 10,000 inhabitants and
upwards. An Evening Drawing School was opened
in the Institute of Technology in the autumn of that
year. Eight teachers were employed in the depart-
ments of freehand and mechanical drawing; the
whole number of pupils instructed was about 500,
the average attendance being 380.
From that time other schools have been opened.
From their organization these schools have made
constant and satisfactory progress. During the
past year the city maintained five Evening Drawing
Schools: one in East Boston, one in Charlestown,
two in the city proper, and one in Roxbury. The
subjects taught in these schools are Freehand, Model,
Perspective, Geometrical, Machine, and Architec-
tural Drawing, Building Construction, and Ship-
draughting.
The term of the Evening Drawing Schools begins
on the third Monday in October, and closes on the
Friday next preceding the third Monday in March.
The sessions of the schools are held Monday,
Wednesday, and Friday evenings, from half-past
seven to half-past nine o'clock. Applicants for
admission must be fifteen years of age or over, and
must join the schools at the beginning of the term.
Diplomas are awarded, at the end of the term, to
6Q SCHOOL DOCUMENT NO. 18.
those who have completed the course creditably.
During the term 1887-88, 862 pupils were regis-
tered; the average number belonging was 503, and
the average attendance was 440.
MUSIC.
Instruction in vocal music has long been recog-
nized as an essential and pi'actical branch of our
public-school education.
More than half a century ago, in 1836, the memo-
rial of the Boston Academy of Music, that vocal
music be introduced as a branch of instruction in
the schools, Avas presented to the School Board.
This memorial was supported by petitions signed by
numerous citizens. The special committee to whom
the matter was referred I'eported the following year
in favor of granting the prayer of the petitioners,
but the necessary appropriation could not be obtained
from the City Council. Dr. Lowell Mason, who was
at this time a professor in the Boston Academy of
Music, oifered to give instruction gratuitously in one
of the schools, in order to test the experiment; and
in JSTovember, 1837, the School Board voted that the
experiment should be tried in the Hawes School,
South Boston. The results of the experiment were
very satisfactory; and the Board, in 1838, convinced
of the utility and jDracticability of providing instruc-
tion in vocal music in the public schools, added this
study to the required subjects to be taught; and Dr.
Lowell Mason was placed in charge of this depart-
ment. From this beginning has grown up the pres-
ent system of musical instruction in common schools.
ANNUAL SCHOOL REPORT. 67
Of its healthful and beneficial influences, its elevating
and refining power, its resources of pure and inno-
cent enjoyment, its value as a jDhysical exercise, it is
needless to speak. Vocal music has become a neces-
sary item in the curriculum of every educational in-
stitution and system.
For a sketch of the introduction and progress of
the instruction in vocal music in the public schools of
this city we refer to the recent report of the Com-
mittee on Music.
During the past year a radical change has taken
place in this department. The duties of the Com-
mittee on Drawing and Music were divided in Octo-
ber, 1887, and the supervision and care of instruction
in music was ])laced in the hands of the Committee
on Music, This committee began at once an investi-
gation into the subject, in order that the}^ might be
thoroughly informed in regard to the branch of study
confided to their care. They were somewhat influ-
enced in their course by the action of the Board, in
1886, with I'eference to this branch of the service,
and by the report of the Superintendent of Schools
upon the subject, and also by the order passed early
in 1887, calling for information concerning this study,
in response to which no report had been submitted
by the Committee on Drawing and Music, then in
charge of this department. Their investigation, we
believe, was thorough and impartial. It was ascer-
tained that during the past few years there had been
a lack of uniformity in the methods of the special
instructors, and a departure from the presci-ibed
course of study. While conducting their inquiries
(38 SCHOOL DOCUMENT NO. 18.
with regard to these differences the}'^ were deeply
impressed with the merits of the ]^ormal Music
Coiirsej and as they proceeded further with their in-
vestigation these impressions were strengthened, and
the committee were unanimously of the opinion that
it was desirable to fully test the IN^ormal Music Course
by its practical use in the schools. They, therefore,
recommended its adoption and use in tlie Grammar
and Primary Schools of the Rice Training School,
and of the third and sixth divisions. As the revised
edition of the ISTational Music Course was at this time
presented, the committee, wishing to show a proper
respect for the opinions of those who strongly advo-
cated its claims, recommended the adoption and use
of the revised edition of the JS^ational Music Course
in the Grammar and Primary Schools of the first and
second divisions. Under the supervision of experi-
enced instructors, specially sliilled in the sj'sterns
under their care, opportunity will be afforded to
members of the Board and to all interested in this
branch of instruction, to follow closely and critically
the work in this department, and prepare them to
act intelligently upon the subject in the future.
DRAWING.
Drawing has been recognized as a branch of study
in our public schools for many years. It was first
introduced into the English High School, where it
was, from 1827 to 1836, a i^ermitteil study in the
upper class, and subsequently an obligatory one.
But until 1853, as there was no special teacher of
drawing, it* received little or no attention. At length
ANNUAL SCHOOL REPORT. 69
special teachers of drawing", on very small salaries,
were appointed for the English High and Girls' High
and Normal Schools, at the time of the establishment
of the latter institution. This was the first practical
step towards securing instruction in drawing; but for
a long time only the meagrest results were produced
in these schools, owing to the apathy on the subject.
In 185(3 no instruction in drawing was given in the
Primary and Grammar Schools. Soon after this the
Boston Primary School drawing slates and tablets,
prepared by the Superintendent of Schools (the late
Dr. Philbrick), were introduced into the Primary
Schools; but their use did not become general and
effective until it was made obligatory in the new pro-
gramme of studies, which was adopted in 1864.
Just before this Mr. Bartholomew's books were intro-
duced into the Grammar Schools. The system was
imperfect, no doubt, but it was a real beginning.
Drawing gradually grew into favor. The new pro-
gramme for the Grammar Schools, which Avent into
operation in 1868, laid down a graded course of in-
struction in drawing for those schools.
A Standing Committee on Drawing was estab-
lished, and it entered upon its work early in 1870.
In Ma}^ 1870, instruction in drawing was made ob-
ligatory by law. With the annexation of Poxbury
and Dorchester, two IFigh Schools were added to the
system, each of which Avas provided with a special
teacher of drawing. Each of these teachers, in addi-
tion to their instruction in the High Schools, was
required to inspect and supervise the instruction in
drawing in one of the five districts into Avhich the
70 SCHOOL DOCUMENT NO. 18.
Grammar Schools of the city were divided for this
purpose. Thus the organization and plan of mtinage-
ment was completed, with the exception of a director.
In 1871 ' a director of drawing was appointed, and
Mr. Walter Smith, a graduate of the JN^ormal Art
School at South Kensington, London, and subse-
quently Art Master at Leeds, was appointed to the
position. Li 1878 the number of special instructors
of drawing was reduced to three, in addition to the
director. In September, 1880, the special instructors
of drawing were discontinued, and a director only
was ap])ointed. In 1881 the present director, Mr.
Henry Hitching, was elected. The course of study
in drawing has not been materially changed for sev-
eral years.
MANUAL TRAINING.
The great interest in the subject of manual train-
ing continues unabated, and a proportionate impulse
has been given to its promotion during the last few
years. While its importance is very generally recog-
nized, opinion still seems to be divided as to the best
way of combining such instruction with the oi'dinary
education now given in the Grammar Schools with-
out subverting any existing arrangements. Boston
should have a separate and fully-equipped School for
Manual or Industrial Training, to which pupils could
be sent from the Grammar Schools, as they are now
to the Latin and High Schools. It is hoped that such
a school, combining work and study, may ultimately
be established. During the last four years an admi-
rable instalment of such instruction has been given in
ANNUAL SCHOOL REPORT. 71
the Schools of Carpentry and Cooking. Ten classes
of boys, of twenty each, have received one lesson a
week in carpentry and the use of wood-working
tools.
This limited experiment seems to htive been a suc-
cess, and lack of suitable accommodations only pre-
vents the further development of this popular branch
of instruction.
Still more popular are the classes in cooking,
carried on in the different School Kitchens, under the
manao-ement of the committee. These were originated
by private enterprise, and are still lai'gely indebted
to private liberality; but the city is assuming the
expense as fast as possible, and the instruction re-
ceived is most thoroughly appreciated, and turned
to good account in the homes of the pupils.
The city maintains one Manual Training School,
and five Schools of Cookery. The latter schools are
located as follows : One in the city proper, one in
Roxbury, one in South Boston, one in Jamaica Plain,
and one in Charlestown.
For further information, and for the statistics of
these schools, we refer to the report of the Committee
on Manual Training Schools.
SEWING.
Instruction in sewing was given in the Primary
Schools to a greater or less extent from the establish-
ment of those schools.
In 1835, upon the petition of a committee of ladies
of the Seamen's Aid Society, praying that needlework
72 SCHOOL DOCUMENT NO. 18.
might be taught to the girls in the Grammar Schools,
the School Board adopted the following resolution: —
Resolved^ That the giils of tlie secoud and third classes, who
attend the public writing schools of this city, may be instructed
by the female instructors of said schools in plain sewing, one hour
in the afternoon of every school-day, beginning forthwith, and
ending the first Monday in November of the present j'ear, and in
futnre years beginning the first Monday in April and ending, as
aforesaid, the first Monday in November.
The instruction in sewing thus provided for went
on quietly and somewhat languidly, and uo especial
attention being called to it, it is probable that it
became neglected, in some of the schools at least.
In 1854 renewed interest in the subject was
created, and a petition, signed by thirty-nine hundred
and forty-seven women of Boston, requesting that
sewing might be introduced into all the Grammar
Schools for girls, Avas presented. The special com-
mittee to whom the subject was referred reported
that they believed the usefulness of the schools would
be enhanced by the proposed change, while their ef-
ficiency in respect to other branches of education
would not be impaired by it, and that no girl could be
considered properly educated who could, not sew.
Upon the recommendation of this committee, the
Board, in March, 1854, passed the following regula-
tion and orders : —
Instruction in sewing shall be given to all the pupils in the
fourth class of the Grammar Schools for girls. There shall be
given to each pupil in those classes two lessons, of not less
than one hour each, ever^^ week. The sub-committee of each
ANNUAL SCHOOL REPORT. 73
school shall nominate to this Board for confirmation some qnnlified
person as teacher of sewing, whose compensation sliall he $200
per annum.
Ordered, That the sub- committees of each of the Grammar
Schools for girls be instructed to make the necessary arrange-
ments for carrying the regulations concerning sewing into effect
forthwith.
Ordi-red, That the sub-committee of each of the several schools
be authorized to furnish materials for sewing, to an amount not
exceeding $20 annually, for each school in which instruction in
the art is introduced.
The Grammar Schools at this time were divided
into four ehtsses only. The fourth class, which was
the lowest, contained about one-third of all the pnpils
in these schools. In 1868 the number of classes in
the Grammar Schools was increased from four to six
in all the schools; and in ISTovember, 1870, the rules
were amended so as to provide that instruction in
sewing shall be given to the fourth, fifth, and sixth
classes in the Grammar Schools for girls, provided
that not more than six divisions be taught in any one
school.
In 187G provision was made for the extension of
the instruction in sewing to the upper classes, on the
joint recommendation of the Committee on Sewing
and the Division Committee of the school where
such extension is proposed.
In 1875 a Standing Committee on Sewing was es-
tablished. At this time, a question having arisen as
to the legal right of the Board to employ special
teachers of sewing, an order was passed requesting
the opinion of the City Solicitor on this point. His
opinion, given May 18, 1875, was, that it was not
74 SCHOOL DOCUMENT NO. 18.
competent for the Board to employ special teachers
to teach the art of sewing in the public schools. In
1876, upon the petition of the School Board, the fol-
lowing act was passed: —
Acts and Eesolves, 1876, chap. 3.
An Act authorizing the Teaching of Sewing in the Public Schools.
Be it enacted, etc., as foUotvs : —
Section 1. Sewing shall be taught, in any city or town, in all
the public schools in which the School Committee of such city or
town deem it expedient.
Sect. 2. The action of the School Committee, of any city or
town, in causing sewing to be taught in the public schools thereof
is ratified, confirmed, and made valid to the same extent as if this
act had passed prior to such teaching.
Sect. 3. This act shall take effect upon its passage. [Ap-
proved Feb. 1, 1876.]
ISTo part of manual training is more satisfactory in
its immediate results than the sewing. Training the
eye and both hands (differing from drawing in this),
and carried on at very little expense, this industrial
work is assuming its true place as a valuable educa-
tional influence. The instruction, which is thorough
and practical, is given, for two hours each week, to
all girls in the fourth, fifth, and sixth classes, and, in
some of the large schools exclusively for girls, is
continued in the upper classes for one hour each
week. In these classes the pupils are taught, to
some extent, the cutting as well as the making of
simple dresses and other garments. This small
amount of time does not encroach much upon the
ordinary school work, and certainly much good is
accomphshed. The greatest difficulty has been the
ANNUAL SCHOOL REPORT. 75
lack of systematic gradation of the work; so tliat
any orderly classification of what is done is very
difficnlt. Less tronble is now experienced than for-
merly, as the teachers keep on hand a supply of fitted
work, and care is taken to provide what is suitable
for the capacity of each pupil. As far as possible,
a regular course is undertaken with each pupil.
This instruction is useful to all, both rich and poor,
encouraging habits of carefulness and industry; de-
veloping a taste for quiet, regular employment;
furnishing a resource against idleness; and adding
largely to the power of self-support.
The sewing exhibitions, established a few years
ago, have increased the interest, and produced good
results. They do not interfere with the regular work
of the schools, being usually appointed for the an-
nual visitation day of the schools; but on the con-
trary give an opportunity to parents and others to
observe the practical instruction in this subject.
There are at present 30 sewing teachers em-
ployed. The expenditures in this department the
past year were : Instructors, $16,121.07; sewing ma-
terials, $100.03.
HYGIENE.
It has lately been asserted that much of the legis-
lation for the health of the community at large has
been brought about by the solicitude of the School
Board for the health of the pupils in the public
schools. It is the recognized duty of the School
Committee to provide for the physical well-being of
the pupils, as well as for their mental development;
76 SCHOOL DOCUMENT NO. 18.
and earnest and thoughtful consideration is given
to the sanitary condition of the school-houses, to the
enforcement of the ordinary laws of health, and to
the subject of school hygiene in general.
It was not till ISG-t that instruction in physical cult-
ure was uniformly adopted in the schools, though
some attention had been given to the subject by in-
dividual teachers. Physical exercises are now ]*e-
quiredin all classes, and no feature is more attractive
or more noticed by visitors to our schools from other
cities than this part of the mstruction.
Military di-ill for boys was about the same time in-
troduced into the High Schools, and has proved in
many ways a valuable trainhig.
In 187G the attention of the Board was called to
the importauce of appointing an officer whose special
duty should be to look after the sanitary condition of
the school-houses, and, as far as possible, the health
of the pupils. The matter was before the Board for
several years, and in 1885 the present Instructor in
Hygieue was appointed. His annual reports furnish
details of what has been done for the promotion of
health in the schools.
All available hnprovements have been considered,
and, when possible, adopted, to secure the best sani-
tary conditions in the school buildings; and a great
deal has been done in improving the ventilation, the
full importance of which is so thoroughly realized by
the School Committee. It is a pity that needed im-
provements must be so costly, and that there are still
rooms to be found where the number of cubic feet of
air is far too small for the number of pupils; but these
are now the exception.
ANNUAL SCHOOL REPORT.
77
Special regulations have been adopted to check the
spread, and suppress if possible, contagious diseases,
by early notification of all cases, and stringent rules
to prevent pupils from coming into contact with those
suffei'ing from such diseases. In short, every efibrt is
made to secure for the public-school children sound
and vigorous bodies, and to keep them in a condi-
tion of health and strength.
EXPENDITURES.
The financial school-year ends the first day of May
of each year. It has been customary in alluding to
the expenditui-es in the annual reports to make a
statement of the expenses for the year ending the
first of the preceding May.
The following table shows the expenditures made
by the School Committee, the number of pupils, and
the average cost per pupil as incurred by them for the
past twelve years : —
Year.
Expenditures.
Income.
Net Expenditures.
No. of
pupils.
Rate per
pupil.
1876-77 . .
$1,525,199 73
$21,999 03
$1,503,200 70
50,308
$29 88
1877-78 . ,
1,455,68" 74
30,109 31
1,425,578 43
51,759
27 54
1878-79 . .
1,405,647 60
32,145 54
1,373,502 06
53,262
25 79
1879-8© . .
1,416,852 00
49,090 28
1,367,761 72
53,981
25 34
1880-81 . .
1,413,763 99
73,871 OS
1,339,892 88
54,712
24 49
1881-83 . .
1,392,970 19
69,344 08
1,323,626 11
55,638
23 79
1882-8.1 . .
1,413,811 66
73,278 56
1,340,533 10
57,554
23 29
1883-84 . .
1,452,854 38
79,064 66
1,373,789 72
58,788
23 37
1884-85 . .
1,507,394 03
39,048 26
1,468,345 77
59,706
24 59
1885-86 . .
1,485,237 20
31,213 34
1,454,023 86
61,259
23 74
1886-87 . .
1,485,343 29
33,388 28
1,451,955 01
62,259
23 32
1887-88 . .
1,536,552 99
37,092 81
1,499,460 18
62,226
24 10
78 SCHOOL DOCUMENT NO. 18.
By examining the above table it will be seen that
the cost per pnpil has been gradually reduced year
by year since the reorganization of the School Board.
In ] 884-8") the free text-book law went into effect,
and the added expense of supplying free text-books
increased the cost per scholar fl.22 for that year.
In 1887-88 it became necessary to replace a consid-
erable number of the text-books which had been
worn out, and this was the reason, to a large extent,
of the increase in the cost per pupil, for that year, of
seventy-eight cents. In 1877-78, with 51,759 pupils,
at a time when only indigent pupils were supplied
with fjee books, the cost per 23upil was $27.54. In
1887-88, with 62,226 pupils, and when all the text-
books and school supplies were furnished without ex-
pense to the pupils, the cost per scholar w^as $24.10.
It seems unnecessary to add anything to such a record
to show that the School Board has taken a judicious
and economical course in the management of the ex-
penditures under their control.
The expenditures for our public schools amount in
the aggregate to a large sum, and it is due to the
people that a complete and detailed statement should
be submitted to them, and due to the Board that this
statement should be carefully considered before any
opinions are formed and expressed relating to the
management of the school finances. The Board be-
lieves that it is not expected of it to enter into elab-
orate comparisons with the expenditures of School
Boards in other cities, to prove that it costs less per
scholar to educate a pupil in Boston than in other
places. The question with the people of our city has
ANNUAL SCHOOL REPORT. 79
been, and is, not how mnch has been spent, but are
the expenditures wise and economical. However
large the sum which is raised, if honestly and judi-
ciously expended, it contributes to a higher public
morality, to greater power of production, and to the
general prosperity of the city. In this particular the
Board invites the most searching scrutiny. The
Board places before the citizens minute and carefully
prepared particulars of the school expenses. The
people must decide the question.
In February last the Board approved and forwarded
to the City Auditor the estimates for the year 1888-
89. The amounts asked for were as follows: Sala-
ries of instructors, $1,269,678; salaries of officers,
$58,180; school expenses, $288,000; kindergartens,
$20,000; making a total of $1,615,858. The City
Council granted the amounts asked for, with the ex-
ception of that for " school expenses," in which a
reduction of $57,680 was made. From the last re-
port of the Committee on Accounts of the School
Board, an abstract of which will be found in the
Appendix to this report, which we commend to every
one interested in our school finances for careful pe-
rusal and consideration, we quote the following: —
It is very difficult for a department spending $1,500,000 per
annum to estimate in February precisely the amount needed for
the year beginning the May following. Many contingencies may
arise not contemplated when the estimates were prepared. A
gain of pupils in one locality, although offset by a loss in another,
adds to expenses. The increase of pupils in the higher grades
adds to salaries, even though the total number of pupils does not
increase. Another element to contend with is the price of coal,
as an increase of one dollar per ton adds about •$12,000 to ex-
penses.
80 SCHOOL DOCUMENT NO. 18.
These few instances will show how difficult it is to estimate just
how much money will be required. The lule is to estimate as
closely as possible, and to confine expenses to what is absolutely
required.
From the statement submitted to the Board by the
Committee on Accounts, IS^ov. 13, 1888, of the apj^ro-
priations as made by the City Council for the i:)resent
financial year, and the expenditures incurred to that
date, being seven months' payments of the financial
year, we learn that " the amount to the credit of
school expenses ($40,868.43) will be sufiicient to pay
exjDcnses until January 1, leaving the draft payable
February 1, partially, and the remaining drafts
(March 1 and April 1) entirely unprovided for."
This item of " School Expenses," it will be remem-
bei-ed, was reduced by the City Council $57,678. In
alluding to this action of the City Council, the Com-
mittee on Accounts, in their report, state that —
Ten years ago the City Council granted the appropriation
"School Expenses" 1251,500, and this year the amount granted
is $210,322, a reduction of $41,178. During the past ten years
the i)upils have increased 10,467, the amount required for janitors'
salaries has increased more than 30 per cent., pud the School
Board is supplying pupils under a law requiring all books and
supplies to be furnished free. Under these circumstances your
committee cannot understand why the City Council reduced the
appropriation "School Expenses " over 16 per cent, from what
was granted ten 3'ears ago ; and it is difficult to see how the neces-
sary expenses can be met with the money granted.
The increase in the amount granetd to the School
Board in the last decade was OYio per cent.; to the
Police Department, 43Yio per cent.; and to the Fire
ANNUAL SCHOOL REPORT. 81
Department, -MYio pei' cent, ^o comments are neces-
sary on snch comparisons as these.
The Board feels confident that the City Council
will find the means to defray the expenses for that
portion of the present financial year now unprovided
for.
SCHOOL ACCOMMODATIONS.
By the act reorganizing the School Committee of
the City of Boston, the powers of the Board were
increased so that no new school-building can be
erected, or any addition to or alteration of a building
for school purposes of an estimated cost of over one
thousand dollars be made, until the School Board
approves the location and plans. This undoubtedly
was a wise extension of the powers of the Board.
At present, when a new school-building is needed,
the School Board calls the attention of the City
Council to the fact, and requests that a school-house
be erected. Here their power in ohtcmiing the build-
ing ceases. The City Council decide whether the
request of the School Board shall be granted. If the
request be granted, the School Committee then have
the power to approve or disapprove of the location
and plans for the building. It has often been sug-
gested that the School Board should have the power
of not only determining when additional school ac-
commodations, temporary and permanent, are needed,
but of providing them. There appears to be strong-
grounds for the suggestion. The City Council are
entitled to great credit for their generally liberal
appropriations, but in this impoi'tant particular they
82 SCHOOL DOCUMENT NO. 18.
do not and cannot possess the knowledge of the
needs for additional school accommodations without
great trouble, while the School Board, intrusted by
law with the care and management of the schools,
are fully acquainted with their wants, and know when
and where new buildings are needed. We believe
the public-school interests would be better served bj'^
increasing the power and responsibility of the Boai-d
in this particular. The demands for additional school
accommodations is steadily assuming proportions
which will call for special attention. At present
there are three school-buildings in process of erec-
tion,— the Grammar School-house at South Boston,
the Horace Mann School-house, and the new building
for the Roxbury High School.
During the past year the Board has found it neces-
sary to ask the City Council to erect a new Grammar
School-house in Dorchester; three new Primary
School-houses in various sections of the city; to make
more or less extensive repairs in nine school-build-
ings; to provide temporary school accommodations in
five districts; and to enlarge the yards of two school-
houses. In addition there are sevei'al orders relating
to school Houses now in the hands of the Committee
on School-houses of this Board, for their investigation
and report. In some of the districts, notably in South
Boston, Roxbiu'y, and Dorchester, the needs for
increased accommodations are most urgent. The
School Board has done all it can do, which is to re-
quest the City Council to provide the necessary
accommodations. In the South Boston district the
demand was so great as to call forth an appeal fi'om
ANNUAL SCHOOL REPORT. 83
the citizens of that section. The appeal was pre-
sented to the School Board four months after a special
request had been sent to the City Council calling
attention to the numerous requests of the Board
covering a period of three years, for additional
school accommodations in South Boston. In the
Koxbiu-y district the needs for additional school ac-
commodations were so urgent that on the recom-
mendation of the committee in charge, three requests
for additional Primary School accommodations in one
school district (Lowell) were forwarded to the City
Council, the first of which was passed by this Board
Kov. 22, 1887. It is not in any spirit of criticism
that these statements are made, but in order that the
Board may be relieved from any supposed negligence
on its part. We appreciate fully the difiiculties under
which the City Council must labor in trying to meet
the demands of the several city departments. Their
duty in granting appropriations, restricted in a meas-
ure by recent laws limiting taxation, is arduous and
perplexing. We have attempted to show the needs
of the schools in regard to school accommodations,
and have confined ourselves to the statement of the
existing demands.
In J^ovember, the Board received the sad intelli-
gence of the death of one of its members, Mr. Edward
C. Carrigan. At a special meeting of the Board,
held N^ov. 10, 1888, the following resolutions were
unanimously adopted : —
It is with feelings of great sadness that the Board is called to-
gether by the announcement of the sudden decease of one of its
meuibers, Mr. Edward C. Carrigan.
84 SCHOOL DOCUMENT NO. 18.
Cut off in the prime of life, and when he was entering upon a
period of especial usefulness, it is pleasant for his friends to re-
member that his previous record is abundant in good deeds and
public benefits. Mr. C'arrigan determined to get an education,
and with that indomitable courage and perseverance which have
been so prominent during his life, he surmounted all obstacles and
prepared himself for admission to Dartmouth College, where he
graduated in 1877. Soon after his graduation he entered the ser-
vice of the city of Boston as principal of one of the evening ele-
mentary schools. His valuable and successful work attracted the
attention of the Board, and he was placed at the head of the
Evening High School in 1881, where he remained until his retire-
ment in 1886. The Board has placed upon its records its full
appreciation of his faithful and valuable services in the evening-
schools.
While preparing himself for the legal profession, much of his
time and energy was given to the cause of education. His ser-
vices as a member of the State Board of Education have been
recognized, and have been earnest and fruitful. Though a member
of the School Board but a short time, yet he had already entered
upon his work with that characteristic vigor and devotion which
left no doubt that his whole duty would be faithfully performed.
He has given his time, thought, and strength to the advancement
of our public schools. No task was too difficult which would
result to the advantage of teachers and schools.
His genial and generous nature promptly responded to every
appeal for assistance and advice. Those who knew him in his
early life speak in the strongest terms of his earnestness in every
undertaking, his generous and sympathetic impulses, his cheer-
fulness, and his warm friendship. We who have known him later
in life bear testimony that these traits of character strengthened
and broadened with his life.
He gave himself heartily and wholly to the cause of others, and
no sacrifice was too great to prevent his giving his time and
strength where good might be done, or where the cause of educa-
tion might be advanced. Determined and persistent in his
opinions and in the cause he advocated, he aimed at what he felt
was just and right and for the best interests of the people.
ANNITAL SCHOOL REPORT. 85
We shall sensibly miss his gonial presence, his courteous and
mauh' bearing in this Board.
AYe extend to his sorrowing relatives and friends our heartfelt
sympathy in their great loss.
We recommend that this expression of our regard for our de-
parted friend be entered in full upon the records of the Board,
that a copy be sent to the brother of the deceased, that the desk
lately occupied by Mr. Carrigau be draped in mourning for a
period of thirty days, and that a committee of three be appointed
to attend the funeral of oar late associate.
In this brief statement of the School System, which
leads its pupils from the Kindergarten to the Univer-
sity, the committee has attempted to show that the
education given in the schools is broad, generous, and
symmetrical. Criticised in some things as being anti-
quated, and not sufficiently progressive, our schools
are yet good.
The course of study tried and sifted for years is,
on the whole, an excellent course, and if properly
carried out, by no means too hard for the ordinary
child. Educational instruments and helps of all
kinds at the disposal of the schools are plentiful and
varied, and everything is done to make school-days
happy and pleasant, and the studies attractive. The
school-buildings are in good order, with very few ex-
ceptions among the older ones; and if the new ones
are luxurious and far too costl}^, they are warmed,
ventilated, and lighted in the best manner known
to modern science. The position of teacher was
never more respected than at the present time, and
while it is perhaps too much to say that they are all
tirst-class teachers, it would be hard to find more
86 SCHOOL DOCUMENT XO. 18.
faithful, earnest, devoted, and able teachers than
those of our city. Most of them are inspired with a
true professional enthusiasm, as may be seen in the
societies formed for mutual improvement and social
intercourse, such as the School Masters' Club, the
Association of Lady Teachers, and the Sewing
Teachers' Association.
It is to those teachers that we intrust the mental
and moral training of the children, of such vital im-
portance to the continued prosperity of our city. Is
it too much to expect that our schools shall produce
honest, helpful, intelligent, true American citizens?
EMILY A. FIFIELD, Chairman,
HENRY CANNING,
JAMES A. McDonald.
EIGHTH ANNUAL EEPORT
Iff
^
It mtum
CITY OF BOSTON.
MARCH, 1888.
REPORT.
To the School Committee:
The Superintendent of Public Schools respectfully
submits his eighth annual report.
STATISTICS.
At the end of the last half-year, January 31, 1888,
there were in the primary schools 24,620 pupils
against 24,956 the year before, — a loss of 336; in the
grammar schools 30,795 against 30,592, — a gain of
203; in the high schools 2,307 against 2,189, — a gain
of 118; in the Latin schools 627 against 597, — a gain
of 30; and in the normal school 122 against 98, — a
gain of 24. Total 58,471 against 58,432, — a gain
of 39.
The total gain in the number of pupils is unusually
slight. The primary schools have lost, while the
grammar and high schools have gained. In the two
lower classes of the primary schools the loss was 427
pupils, while the gain in the two upper classes of the
grammar schools, together with the lowest class of
the high schools, was 344.
The gains and losses in all the day schools except
the normal, taken by ages, were as follows:
4
APPENDIX.
Age. Whole number belonging.
Gain.
LoB8.
Five (and under) . 2,590
70
Six
4,820
158
Seven.
5,612
41
—
Eight .
5,823
—
280
Nine .
6,128
—
18
Ten .
6,278
44
Eleven
5.941
—
133
Twelve
6,025
62
Thirteen .
5,608
273
Fourteen
4,097
113
—
Fifteen
2,710
160
—
Sixteen
1,473
42
—
Seventeen
768
47
—
Eighteen
332
26
—
Nineteen (a
LUd o^
^ev)
144
10
Below the ag-e of thirteen there was a net loss of
636 pupils; but for the ages of thirteen and over, the
net gain was 651. This has beeu the drift for some
years past, — a loss of younger and a gain of older
pupils.
The existing distribution of pupils by classes is
fcihown by the following schedule:
Classes.
Third class, primary schools
Second class, " "
First class, " "
Pupils.
10,237
7,800
6,583
Ung-raded
Sixth class, grammar schools .
1,083
6,785
SUPERINTENDENTS RErORT.
Claeseg.
Pupils.
Fifth class, grammar schools .
6,618
Fourth class, "
u
6,002
Third class, "
ii
4,667
Second class, "
iC
3,429
First class, "
ii
2,211
Third class, high
schools
1,038
Second class, "
a
626
First class, "
li
506
Advanced class,"
a
137
Latin schools, all c]
asses .
627
Normal
• • • •
122
There were 1,214 teachers in all the day-schools
against 1,207 the year before, — a gain of 7. By refer-
ence to the proper tables it will be seen that the dis-
tribution of pupils among teachers has been, for the
most part, quite even. There are, however, a few
districts where the average number of pupils to a
teacher is over sixty; and a few where the average is
under forty-eight, — limits which ought not to be ex-
ceeded either way without good special reasons.
Promotions February 1 and July 1, 1887, carried
up from the primar}^ to the grammar-schools 5,983
pupils. The grammar-school diploma was granted
June, 1887, to 1,992 graduates, of whom 1,081, or 54
per cent., have since been pupils in the high or Latin
schools.
The evening high school had an average of 1,274
pupils belonging, and an average attendance of 988;
the evening elementary schools an average of 2,085
G APPENDIX.
belonging, and an average attendance of 1,305; and
the evening drawing-schools an average of 557 be-
longing, and an average attendance of 488.
EMPLOYMENT OF CHILDREN.
The truant-officers are required by law, Public
Statutes, Chapter 48, Section 5, once in every school
term, and as often as the School Committee requires,
to visit the manufacturing, mechanical, and mercantile
establishments in the city, and inquire into the situa-
tion of the children employed therein, and ascertain
whether the laws relating to the employment of chil-
dren are duly observed, and report all violations
thereof to the School Committee. The visitation
thus required was made throughout the city simul-
taneously at an appointed time last October. For a
few da^^s the officers gave their whole time to the
work, that it might be done as quickly and thoroughly
as possible. The reports of this work are now in my
hands, and from them I have gathered some informa-
tion which is interesting, and ought particularly to
be brought to the attention of the law-makers. It
teaches the futility of making laws with no provision
for their execution.
There is a surprising amount of neglect to observe
some of the statutes relating to the employment of
children, particularly those which require the keeping
on file of certificates of age and school attendance.
The officers found 1,968 children under the age of
sixteen years in the service of employers, and reported
their names, ages, residences, and places of employ-
SUPERINTENDENT'S REPORT. 7
meiit. Of these children, 1,470 were boys and 498 were
girls; 955 were fifteen years old, 790 were fourteen,
191 were thirteen, 30 were twelve, and 2 were
eleven. IS^ine-tenths of the children resided in
Boston.
It is satisfactory, at first view, to find among the
employed children so few under the age of fourteen;
but it would be more satisfactory to find a corres-
pondingly large number of such children in the
schools. There has been, doubtless, some improve-
ment in this respect; for, as pointed out above, there
has been a noteworthy increase in the number of
pupils thirteen and fourteen years old. The discrep-
ancy, however, is great enough to invite careful
inquiry. Unfortunately, there is reason to suspect
falsity in many of the statements of age. The un-
certainty arising from this cause cannot be cleared
up by any means now within my reach, and so the
statements of age must be taken for what they are
worth.
As to the observance of the laws, it was reported
that in the cases of 932 children, somewhat less than
one-half of the whole number, all the requirements
of the statutes relating to their employment appeared
to have been duly complied with; but that in the
remaining 1,036 cases these requirements had not
been observed.
It would not be right, however, to conclude that
the employment of those 1,086 children was illegal in
all cases; for among the employers were lawyers,
physicians, and others, who might fairly claim that
their places of business did not come within the
8 APPENDIX.
meaning of the terms "manufacturing, mechanical,
and mercantile establishments." As a particular ex-
ample of this, I have been told that truant-officers
have been refused information concerning children
employed in the Public Library, on the ground that
this institution is not an establishment of the kind
described in the statute. Aside from cases of this
kind, it is still probable that some 700 children are
illegally employed in establishments which clearly do
come within the meaning of the statute.
The illegality in these cases usually consists in the
employer's neglect to keep on file a certificate of the
age and birthplace of the employee. Such a certifi-
cate is all that is required in the case of a child four-
teen or fifteen years old, and nearly nine-tenths of the
children were reported to be of those ages. For
children under fourteen, the certificate must further
state the amount of school attendance within the year
next preceding the employment. ISTeglect to keep
on file this sort of certificate appeared in eighty-eight
cases. Such neglect, even when not illegal, is none
the less mischievous, since it often occasions illegal
absence from school. It is surel}^ a grave defect in
the law, which permits employers of any class — law-
yers, physicians, or others — to keep children in their
service without the proper vouchers of school attend-
ance.
There are, however, some employers who, although
not bound by the letter of the law, ai-e ready to act
up to its spirit, whenever school attendance is in
question. Some good has been done in the last two
years by the truant-officers spreading a knowledge of
SUPERINTENDENT'S REPORT. 9
the laws among- the employers of children. Employ-
ers are now taking fewer children from whom school
attendance is still due, which is probably one cause
of the increase above noted in the numbers of pupils
thirteen and fourteen years old.
The best observance of the law was found in the great
retail stores and in the larger manufacturing establish-
ments. These are the establishments which have been
visited more or less frequently by the State officers.
They are just such places as would be likely to be
selected for visitation by an officer not having the time
to make a thorough door-to-door canvass of the whole
city. A list might be given of twenty firms and in-
dividuals employing the largest numbers of children,
and having in all about 600 children in their service,
whose observance of the law was found to be unexcep-
tionable. To this list might be added the names of some
two hundred more employers of one, two, or three
children each, by whom also the laws were carefully
observed. On the other hand, if a list were made of
the twenty parties who employ the largest numbers of
children in apparent violation of law, we should find
only about 100 children in their service; but this list
could be extended by several hundred more names of
persons employing only one or two children each.
It appears, then, that neglect to observe the laws
occurs chiefly among employers who hire compara-
tively few children each. Their places of business are
such as would be likely to escape visitation except in
a thorough canvass. So it happens that many em-
ployers are ignorant of the law, a fact which does
10 APPENDIX.
not excuse them, but may explain the existence of
neglect.
JSTot in all instances, however, was ignorance the
cause of neglect; for there were found in one manu-
factory 35 children employed, but 8 of these illegally;
in another 24 employed, 10 illegally ; in another 15
employed, 10 illegally; and many other similar in-
stances, though with fewer children employed. In
such instances, the observance of the law in some
cases cuts off the plea of ignorance in the other cases.
Such, in general, is the information the truant-offi-
cers have gathered. It has been reported to the
School Committee as the law requires. The ques-
tion now is, what is to be done with it. In hundreds
of cases the law has been violated; but the law does
not direct the School Committee what to do about it.
Nor is there any officer or other person under the
control of the School Committee who appears to have
any legal authority to prosecute in these cases. By
reference to the Public Statutes (Chapter 48, Section
11) it will be seen that the truant-officer's authority
to make complaint is limited to cases arising under
sections numbered ten to sixteen, inclusive, of that
chapter; but the cases in question arise under the first
four sections. It would seem to be a vain and useless
law that requires officers to gather evidence of law-
breaking, but gives neither those officers nor the body
to whom they report any authority to do anything
more about it.
^N'or are the four sections above cited the only en-
actments relating to the employment of children
which are ineffectual for want of prosecuting author-
SUPERINTENDENT'S REPORT. 11
ity lodged in the truant-officer or in some other per-
son. Attention was hist year called to the fact that
Chapter 71 of the Acts of 1885 needed a few prose-
cutions under it to create a proper respect for its re-
quirements. This act is as follows:
Whoever, after notice from a truant-officer to refrain from so
doing, offers a reward for service to any child in consequence of
which reward such child is induced unlawfully to absent himself
from school, or whoever, after notice as aforesaid, in any manner
entices or induces any child to truancy, or whoever knowingly
employs or harbors any unlawful absentee from school or truant,
shall forfeit not less than twenty nor more than fifty dollars, to
the use of the public schools of the city or town in which said of-
fence occurs, to be recovered by coniplaiut.
But who shall make the complaint? To test this
question, a truant-officer undertook to make com-
plaint in two cases of an aggravated nature arising
under this act; but the judge refused to entertain the
complaints on the ground that a truant-officer has no
legal authority to make them. Xor did the officer's
authority as a constable answer the purpose any
better. In a recent report by the Committee on
Truant-Officers (School Document 'No. 1, 1888) the
suggestion is made in alternative form that either the
statutes relating to the employment of children ought
to be amended so as to give the truant-officers au-
thority to prosecute in all cases of violation dis-
covered by them, or these officers ought to be
relieved of the useless labor of gathering infoi-ma-
tion about law-breaking which they are powerless to
prevent. The former alternative ought to be preferred.
Sm^ely an officer whose duty is to notify persons to
12 APPENDIX.
cease acting contrary to law ought to be armed with
such power as will command respect for his warn-
ings. It will always be necessary for truant-officers
to follow children into their places of employment,
and to acquaint employers with the requirements of
the law. No other officers can have the intimate ac-
quaintance with the employed children that these
officers have; no other officers, therefore, could
secure so thorough an execution of the employment
laws, if only they should be armed with the proper
powers.
ILLEGAL ABSENCE FROM SCHOOL.
For the fourth time the cases of children not at-
tending school, reported by the census-taker, have
been investigated. The results agree very well with
those of former years. There is the same proportion
of cases in which sickness or other unfavorable
physical conditions undoubtedly prevented school
attendance; the same proportion in which the ab-
sences were probably illegnl; and about the same pro-
portion in which conflicting evidence leaves the
question in doubt.
The general conclusion to be drawn from the re-
sults of this and former investigations is that the
number of children illegally absent from school is
greater than ten and less than twenty in every thou-
sand children to whom the law applies.
Further, the cases of illegal absence up to the age
of twelve years are very rare, while those reported
for the age of fourteen alone surpass in number those
for all other ages put together. In other words, more
SUFERINTENDENT'S REPORT. 13
than a half of the illegal absence occurs during the
last year that the law of compulsory school attend-
ance applies.
The margin for doubt which must be allowed for
conflicting and imperfect evidence, relates almost ex-
clusively to cases in which the child's age was the
important matter to be known. It is a significant
fact that inconsistent statements on the question of
age seldom occur except when the child is near
the age of exemption from compulsory school attend-
ance. Thus, children reported by the census-taker
to be thirteen are frequently found, by the truant-
officer, to be fourteen or over.
The frequency of such disagreements strongly
suggests the need of better methods than we now
have for discovering and recording the true ages of
children. Indeed, it seems vain to expect a fully
satisfactory enforcement of the school-attendance
laws until the date of every child's birth is made a
matter of public record, and that record made con-
veniently accessible. Such records would be found,
as a matter of course, in the well-organized police
departments of some European governments; but
our American helter-skelter way of attending to such
matters renders quite useless even such registration
as we do attempt. We have no accessible public
record, by reference to which a disputed question of
age is likely to be settled.
It is easy enough to see the difficulty and to sug-
gest the remedy; but a legislative enactment pre-
scribing the remedy would be useless unless it should
provide the means for a thorough enforcement. To
14 APPENDIX.
procure such thorough-going legislation might not
be so easy as it would be desirable.
Meanwhile, for want of anything better, let me
propose a slight addition to our present school
records; so that there may be, in every school dis-
trict, an accessible source of information concerning
all public-school children. On the books of "Ad-
missions and Discharges " now used, let the date of
every pupil's bii'th be entered against his name; and
let this same birth-date be copied on all "transfer"
and " discharge " cards. This date would accom-
pany the i3upil's name in all subsequent school rec-
ords concerning him. This date being, like his name,
a fixed mark of the individual, would be a means of
identification; but the age, being a variable mark, is
not so useful for that purpose.
The value of such records of birth-dates would
depend on the degree of care taken to have the orig-
inal entries express the truth. In many cases, as is
well known, the statements of children, and of their
parents too, need to be supported by collateral evi-
dence before they can be accepted. Hence the re-
corder must investigate before making his record.
But the great advantage of the proposed plan is, that
the recorder would usually make this investigation
at a time when he would be most likely to ascertain
the truth; for, with young children, the temptation
to misrepresent the age is comparatively slight (ex-
cept when the object is to procure the admission of
children under the age of five years into primary
schools) , and the collateral evidence needed in doubt-
SUPERINTENDENT'S REPORT. 15
fill cases is more easily obtained for younger than for
older children.
Such carefully made records, resting on the au-
thority of the principals of the schools, — for they
would be the recorders, — would furnish very trust-
worthy information; and many a disputed question
of age might be settled by appeal to them. Of
course these records would not include the names of
all children in the city; but, with due care, they could
be made to include the names of all who should ever
enter a public school ; and this would be an approach
to completeness well worth the pains it might cost.
With such information accessible, the enforcement
of school-attendance laws could be improved; and
the obstacles in the way of perfect enforcement could
be more certainly known.
Interesting matter relative to the foregoing re-
marks and to other topics will be found in the re-
port of Mr. Slavin, the census-taker, which is printed
in the Appendix.
PROMOTIONS FROM PRIMARY TO GRAMMAR SCHOOLS.
The striking disparity continues between the
number of pupils promoted from the primary to the
grammar schools at the middle, and at the end of the
school year. The numbers for the last four years are
substantially ^ as follows :
' I say " substantially " because the numbers for the mid-year and final
promotions in each case include the few individuals promoted at times during
the half year preceding the time of the regular promotion.
16
APPENDIX.
Mid-year, End of year,
February 1. July 1.
Total.
1884
' 1,434 4,361
5,795
1885
1,106 4,761
5,867
1886
776 4,920
5,696
1887
850 5,133
5,983
This disparity is even greater now than it ever was
during the period of annual promotions, when mid-
year promotions could be made only by special per-
mission. The so-called " restoration of the semi-
annual promotions " seems rather to have become a
more complete abandonment of them.
The amendments to the Regulations, passed Sep-
tember 25, 1883, were believed at the time to allow or
permit mid-year promotions, not absolutely to require
them. The matter w^as thought to be left in the dis-
cretion of the principal of each district ; who was to
have a mid-year promotion if he had primary pupils
ripe for promotion at that time, otherwise not. The
principals had, while yet the question was open,
vigorously impressed upon the minds of committee-
men the great desirableness of semiannual promotions.
All the}^ desired was that mid-year promotions be
permitted, as in old times. And so the amendment
was made, though not without hesitation and pro-
tracted discussion.
Judged by their words while it was a moot ques-
tion, the principals seem to be strongly in favor of
semiannual promotions; but, judged by their course
of action since the question was settled, they appear
to be strongly in favor of annual promotions. The
truth, however, is that their opinions have always dif-
fered, and there has been no unanimity in either case.
SUPERINTENDENT'S REPORT. 17
Among members of the School Committee opin-
ions have differed even more widely, not only
on the main question but also as to the interpre-
tation to be put upon the amended Regulation.
The remarkably small number of pupils off'ered for
the mid-year promotions, together with the fact that
less than half of the schools offered any at all, at-
tracted the attention of the Committee on Examina-
tions, and moved it to ask for explanations.
These explanations show very clearly that, in the
judgment of a large majority of the principals, the
system of annual promotions is the best for their
districts. They had acted on their judgment, believing
that they were free to do so, as they had been during
the formei' period when semiannual promotions were
the rule. But this explanation was not satisfactory,
and debate over the matter was renewed.
One view was that the School Committee, by re-
storing semiannual promotions, intended to hasten
the movement of primary pupils into the grammar
schools. The evil growing out of the rule of annual
promotions was thought to be that the pupils got to
be too old before leaving the primary schools, and the
new rule, by moving them on twice a year instead of
once, was going to cure that. But, it was believed,
the principals had undertaken to defeat the operation
of the new rule by bringing forward for the mid-year
examinations, not the whole first class in each pri-
mary school, as the rule required, but only so many
of the pupils as they wished at the time to pro-
mote.
Another view was that the new rule was a
18 APPENDIX.
thoroughly bad one, and that the School Committee
took a long step backward in restoring semiannual
promotions; but the language of the rule, clearly im-
plied that the whole first class in every primary
school was to be examined every January as well
as every June; and therefore it was the duty of the
principals to bring forward all the pupils in the first
class every half }■ ear. A bad rule thoroughly exe-
cuted would the sooner be repealed.
A third view was the one already alluded to,
namely, that the new rule was permissive, and not
mandatory; that it was simply the former rule of
semiannual promotions restored, and restored wdth
its old interpretation, which, as former practice under
it proved, gave it a permissive and not a mandatory
force.
For the acceptance of this third view by some of
the principals I personally may have been in a
measure responsible. If so, I ought to acknowledge
it. x\t one of their meetings, held soon after the
Regulations had been amended, being asked for my
opinion, I stated without hesitation or misgiving
that the old rule had been restored, retaining its
permissive character; mandatory I thought it had
never been. I believed then, and still believe, that
the wisest course was to let the rule be permissive.
For some districts annual promotions were as clearly
preferable as semiannual promotions were for others.
There were many districts, especially in the suburbs,
in which mid-year promotions had never been the
practice. To compel a radical change of practice in
these districts would probably cause moi-e harm than
SUPERINTENDENT'S REPORT. 19
good. The circumstances of such districts differed
widely from those of districts in the central parts of
the city containing many hundreds of primary j)upils.
But on this point I will not now enlarge. I am
aware, as I write, that this year's Committee on Ex-
aminations has decided the matter the other way, and
has directed that henceforth mid-year examinations
shall be held and promotions made in all first classes
of primary schools throughout the city. It is de-
clared that the rule shall have a mandatory and not
a permissive meaning.
This decision having been made, it does not become
me to remonstrate; and what I have written is not
intended to be at all in the nature of a remonstrance,
but rather in the nature of a historical review of the
question up to the present time. It has beeu a vexed
question, and there is a certain advantage in having
it settled either way. The new policy must have free
sway for at least two years before its consequences
can be clearly known and measured.
One good result it will certainly have. It will do
away with all embarrassment arising out of disagree-
ments between the principals of neighboring grammar
schools as to whether a mid-year examination shall or
shall not be held in the primai-ies which feed their
schools. These disagreements, I feel obliged to re-
cord, do not generally turn on the mere question of
the pupils' fitness for promotion ; but other considera-
tions have great weight; such as the existing need of
more pupils in one of the grammar schools to save a
teacher from being dropped; or the crowded condition
of a grammar-school building making it impossible
20 APPENDIX.
to receive more pupils from the primary, even though
ripe and over-ripe for promotion ; or the derangement
of the grammar-school classification that would be
occasioned by promoting from the primary a fraction
of a room-full in the middle of a year. Cases illustrat-
ins: the influence of such considerations have not
nnfrequently arisen.
COURSES OF STUDY IN THE PRIMAKY AND GRAMMAR
SCHOOLS.
Much time and thought have been spent during the
year past on revisions of the courses of study, and
on the investigations thereto necessary; but the fruits
of this labor, so far at least as they appear in actual
legislation, have not been abundant. ]^evertheless,
important information has been gathered, which may
yet become the basis of the School Committee's action.
In setting forth this information it is not my purpose
or desire to reopen any questions that may be re-
garded as settled, — the recent "arithmetic ques-
tion " for example, — but rather to draw attention to
certain matters that may yet need to be considered
and determined.
Chief among such matters is that of departures
from the authorized course of study, — departures
which, in some schools, have been found to be sur-
prisingly wide.
For example, it was found by the Committee on
Examinations, in the late investigation, that, in half of
the grammar schools and in two-thirds of the pri-
mary schools, more time was used for arithmetic than
SUPERINTENDENT'S REPORT. 21
the course of study allowed. In many schools this
excess of time was not great; but in four districts it
was considerable, and in six more districts it was de-
cidedly great, especially in the primaries, the extreme
case being that of a district where the time spent on
arithmetic in the primary schools was said to be
double that specified in the course of study.
Again, from reports made to the same committee,
setting forth what had been done by the graduating
classes last year in history, physics, physiology, and
civil government, — branches in which no written
examinations wei'e required that year, — it was leai-ned
that these four subjects had fared variously in different
schools.
The time specified for English history in the course
of study is three hours a week ; but this amount of time
was given in only twenty-three schools, and in the
girls' department of one other. The time given in the
remaining schools varied from two and a half hours
to one hour a week. There are three schools in which a
diminution of time given to history might have been ac-
counted for by the time given to sewing in the first
class; but in one of these schools there was no dimin-
ution of the histor}^ time to be accounted for, and in
another only half an hour was taken away. The cook-
ing and the carpentry classes in some of the schools
may have interfered with the allotment of time to
some extent. Still, all due allowance being made for
these exceptions, there remain upwards of ten schools
in which the diminution of time given to history has
no apparent explanation. There was no school in
which English history was untouched, as happened
22 APPENDIX.
some years ago in at least one large boy's school ; but
one hour a week instead of three is a surprisingly
wide departure, for which, it would seem, an expla-
nation ought to be required.
In physics, the course of study specifies two hours a
week, and requires only so many of a certain list of
topics as, in the judgment of the principals, this time is
enough for. Twenty-four schools gave the full time,
some of these covering all the topics in their instruc-
tion, and others only a part of them; a few schools
covered all the topics in less than the specified time;
but the rest fell short both in the time given and in
the ground covered. In no school was physics
wholly omitted; but in some the amount of time given
to this branch was not reported. In one school, most
of the time belonging to physics was given to classes
in cooking and in carpentry; and in another school
it was given to arithmetic.
In physiology and in civil government the inquiries
did not relate to the amount of time given to each
branch, but only to the amount and kind of work
done during the year. Rather more than half of the
schools appear to have given some serious attention
to these two branches; but of the others it is doubt-
ful if even this can be said. Indeed, there were six-
teen schools — nearly one-third of the whole number
— in whose reports either physiology or civil gov-
ernment or both received no mention whatever, leav-
ing it to be inferred, apparently, that one or both
these subjects were untouched in the work of those
schools.
Such is the evidence which supports the general
SUPERINTENDENT'S REPORT. 23
assei'tion that in the primary and grammai- schools
the departures from the authorized course of study
are many and wide. Had the investigations been
pushed further, so as to cover all the classes, more evi-
dence of the same kind would jjrobably have appeared.
There are, indeed, schools in which the course of study
is closely followed. In perhaps fifteen or twenty dis-
ti'icts the departures are only occasional and insignifi-
cant; but there are as many other districts in which
the departures seem to surpass a reasonable latitude
of interpretation.
These facts suggest two questions: first, whether
all the schools ought not to be brought to a reason-
ably close observance of the course of study; and,
second, by what means can this be done.
As to the first question, it may be enough to point
out that all the School Committee's legislation rela-
tive to subjects of study, and the distribution of time
amongst them, will be vain and ineffectual unless the
schools are to be held to a reasonably close observ-
ance of such legislation. What eff'ect, for example,
can be expected from the recent action limiting very
minutely the hours a week to be given to arithmetic
in the primary and grammar schools, if the teachers
do not feel bound by such action, and obliged to ac-
cept the specifications of time as something more au-
thoritative than a mere series of recommendations?
What hope can there ever be of reforming abuses or
establishing improvements through legislation on the
course of study, if the work in the schools is not re-
sponsive to such legislation?
As to the second question, that of the means
24 APPENDIX.
whereby a closer observance of the course of study
can be brought about, it may be remarked, in the first
place, that merely calling attention to existing errors
s not unlikely to be followed by some corrections.
But there is a more effectual remedy; a remedy which,
moreover, is not merely a remedy but is in itself a
highly beneficial measure in school management; it
is the daily time-table.
Every teacher ought to work by a daily time-table.
He should have for eveiy week, and for every day of
the week, a distinctly conceived plan of work. For
each particular kind of work embraced in this plan
there should be a definite appropriation of time in
accordance with the specifications in the course of
study. Then this plan of work should be followed
as closely as circumstances permit. It is not to be
supposed that deviations will not occur; but they
should be noted and measured, and compensation
should be made for them from time to time, so that, at
the end of a given period it may be true that the
total school time has been distributed amongst the
several lines of work in accordance with the course
of study.
A daily time-table, carefully prepared by the
teacher who is to use it, if strictly followed, has this
chief advantage, that it is a most effectual econo-
mizer. It prevents waste, and compels prudence in
the expenditure of time. It is also a good regulator,
ensuring that each kind of work receive due atten-
tion in due season, and causing the whole business of
the class-room to move on like clock-work. It in-
creases the efficiency of the teacher by removing all
SUPERINTENDENT'S REPORT. 25
occasion for doubt as to what work should follow
that just completed, thus preventing that scattei'sd,
aimless effort with which unskilful teacli^rs consume
too much of their time.
The proof of these things lies in an appeal to ex-
perience. Most observers of school work will say
that teachers who do the most work with the best re-
sults and the most easily withal, are the teachers who
prepare their plans of work beforehand, make a
careful appropriation of time, and then adhere stead-
fastly to their scheme. It may be said, of course,
that a born genius of a teacher cannot be tied to a
time-table. Well, let genius be accorded its full
privilege whenever it appears; but let us remember
meanwhile that a thriftless, ill-regulated expenditure
of time is not necessarily a mark of genius; it may
indicate qualities far less desirable.
There can be, indeed, but few exceptions to the
rule that teachers work more easily and with better
results under a good daily time-table than under a bad
one or under none at all. It would be well, therefore,
if every teacher were required to prepare a good time-
table, and then to follow it.
In such a task there would be ample scope for the
exercise of ingenuity and good judgment. The
specifications of the course of study are very general,
going no further than to fix the number of hours a
week that shall be given to each study. In framing
a time-table, the different days of the week need not
be treated all alike. Variety in this respect is often
necessary and always desirable. There is only one
general limitation to be observed. The exercises of
26 APPENDIX.
each day and the time allotted to each exercise
should he so defined in the daily time-tahles that a
week's work, taken as a whole, may accord with the
course of study.
These time-tables, if not drawn up by the principal
of a school for his assistants, should be subject
to his revision and approval, after which copies
should be given to the visiting supervisor for his in-
formation, and also posted up conspicuously in the
class-rooms.
In following daily time-tables, teachers ought to
keep an account of the losses of time each study may
suffer by " one-session days," and other such hiter-
ruptions, and to make compensations occasionally,
so that the net losses may fall on the different studies
in due propoi-tion.
There is little that is new or unusual in the fore-
going recommendation. I^early all it contemplates,
exists already in some of the schools. These are the
models for the others to follow. By bringing all the
schools under a strict requirement to make and to
follow good daily time-tables, many would be im-
proved, and none would be harmed. 'Not until a
course of study has been closely followed can its
defects be certainly known, and cured.
There is another means of securing a reasonably
close observance of the course of study, which ought
to be used more than it has been heretofore. It is
the supervisors' examinations for the results of in-
struction in the several classes. These examinations
have heretofore been in a measure departmental; and,
in so far as they have been departmental, their work-
SUPERINTENDENT'S REPORT. 27
ing has, in my judgment, proved to be quite unsatis-
factory. I think that all further attempts to apply
systematic departmental examinations to primary
and grammar schools should be relinquished. All
examinations for the results of instruction should be
by the supervisor in charge of the school. When
he examines a class to ascertain its condition, he
should examine it in all branches embraced in the
course of study. Everything, both great and small,
for instruction in which the teacher is responsible
should be examined into by the supervisor, whose
leading inquiry should be as to whether the teacher's
work as a whole has been well balanced, including
all the branches in due proportion, neglecting none,
and placing undue stress on none.
Examinations of this kind — which, for the sake of
a name, may be called general examinations — would,
in my judgment, be preferable to any system of de-
partmental examinations I have yet seen attempted;
and one reason, among others, which may be given
for preferring general examinations is, that they
would tend to keep the school- work in agreement
with the course of study, while departmental exam-
inations have the opposite tendency.
It may be proper to add here that I have been slow
in coming to the view just expressed on the merits of
departmental examinations. I formerly held the op-
posite view"; but experience during the last two or
three years at first awakened doubts, and then gradu-
ally but clearly demonstrated to my mind that I was
wrong. I have failed to see any fruits from this
28 APPENDIX. J
method of conducting examinations which would at
all justify further attempts to carry it on.
The chief difficulty, aside from the one just al-
luded to, is that a comjjrehensive scheme of depart-
mental examinations is too large an undertaking to
be carried through within a moderate space of time.
It is only the minor portion of their time that the
supervisors, under the most favorable circumstances,
can devote to departmental examinations. Hence
the results of such examinations are usually frag-
mentai'y; or if in any case they should be complete,
so as to cover all the departments in some one school,
still they would be scattered through a long period of
time, it might be through several years. ISTotwith-
standing the efforts made during the last three or
four years to carry through a scheme of depai'tmental
examinations, a complete set of results has never
been placed in my hands, except in one case, although
partial results for a great many schools are on file.
This kind of experience strongly suggests the con-
clusion that further attempts to carry through so
large a scheme would be fruitless, and that the time
would be better used by each supervisor in making
general and complete e:^aminations of the classes
and schools under his charge. These general ex-
aminations would, as already suggested, cover all
particulars of the work laid down in the course of
study. Their results would have the advantage
of being complete as far as they went; and, so far,
there would be a sufficient basis for forming a judg-
ment on the condition of classes and schools and
on the merits and defects of the teaching.
SUPERINTENDENT'S REPORT. 29
There is nothing i-evolntionary in the foregoing
suggestion. The major portion of the supervisors'
time has always been given to examinations of the
general sort. My plan would be simply to give all
available time to general examinations ; making them,
however, more complete and thorough than they have
been heretofore, and making their results the subject-
matter of more detailed reports.
There is one anomaly in the present course of
study for the grammar schools which the next re-
vision should remove, for the reason that it may easily
be made a stumbling-block by any one so disposed.
The two hours a week allowed to the girls for sewing,
when added to the hours otherwise assigned, make a
total of more than twenty-five hours a week, —
"Twenty-seven hours of work and twenty-five
hours to do it in," say they who like to put it in a
paradoxical form. The explanation, however, is
simple enough. The time taken for sewing is de-
ducted from the time appropriated by the course of
study to other branches.
These deductions are made by the principal, or by
his assistants, according to his or their discretion.
Thus is produced a class of apparent departures from
the course of study in girls' schools, and in the girls'
classes of mixed schools. These departures are en-
tirely distinct from those already described, being
found onl}^ in the three lowest grammar classes of
girls, to which classes sewing is now for the most
part confined.
Although teachers have been expected to exercise
a discretion in cutting down the time for other
30 APPENDIX.
branches, the manner in which this discretion has
been used in some instances invites unfavorable criti-
cism. It would seem to be a good rule that the
sewing time should be deducted from the time of the
other branches in proportion to the several amounts
of time assigned to them in the course of study.
Each branch would then lose its due proportion, and
no more. But there are good reasons for believing
that this rule is not generally observed. It appears
that some studies are more likely than others to suf-
fer an undue share of the loss. Thus, in particular,
has it fared with the work formerly called " oral in-
struction," and now known as " observation lessons "
or " elementary science." Indeed, this work, itself
entitled to but two hours a week, has not infre-
quently borne the entire loss, yielding up its whole
time to sewing. Clearly, such results go beyond the
exercise of a reasonable discretion.
Heretofore the necessity of providing specially, in
the manner described, for sewing has existed only in
the lower grammar classes of girls. But of late a
similar necessity has arisen wherever manual train-
ing, cooking, or sewing has been introduced into the
upper classes. Thus the risks of misunderstanding
and confusion are increased, and should be provided
against. The time seems to have come for making a
distinct assignment of hours for the industrial
branches. These hours should no longer stand ap-
parently outside the week's total school-time, but
within, — the other hours being cut down to make
room for them. This would probably necessitate a cut-
ting down of the prescribed work in other branches,
SUPERINTENDENT'S REPORT. 31
especially in the upper classes. The two branches
which seem most to invite such pruning are geogra-
phy and technical grammar.
THE HIGH-SCHOOL COUKSE OF STUDY.
A revised course of study for the high schools, in
the preparation of which much labor was spent, was
reported by the Committee on Examinations in May,
1887 ; but it has never been accepted by the School
Connnittee. It is printed in School Document ISTo.
10 _ 1887.
As compared with the present course of study, this
revised course certainly possessed some advantages.
It was, on the face of it at least, simpler and more
symmetrical. It contained less mathematics, and gave
more time to language. It presented a continuous
line of work in the sciences through three years. But
it was a compromise. It grew out of an attempt to
reconcile divergent if not conflicting views of the ca-
pacities and wants of the pupils in the several high
schools. Its very simplicity and symmetry made it
all the more ill-suited to the wants of each particular
high school. Still, if the governing principle in the
framing of high-school courses of study is to be that
of uniformity for all the different schools, this revised
course was much nearer perfection than the present
one is.
But is uniformity of studies the one thing desirable
for all the high schools, central and suburban; boys',
girls' and mixed? May we not, nay, must we not
have regard to the probable future occupations of high-
32 APPENDIX.
school pupils, if we are to frame their courses of study
in the most satisfactory manner? Is there any one
best course for all to pursue, and has any person yet
discovered it? Should a boys' high school, nine-
tenths of whose graduates are sure to enter mercan-
tile pursuits, and a girls' high school, a half of whose
graduates will enter the normal school and become
teachers, be placed under identical courses of study?
Would not either school do better work for its own
pupils if not tied to the other in any such way?
Most of the inconveniences of the present course of
study grow out of the fact that its ostensible uni-
formity exists only on paper, not in the actual prac-
tice of the schools. The controlling aim of the
teachers of each high school is and should be to make
their school in the best sense popular, that is, well
suited to the wants of the community. Hence they
will emphasize those parts of the course of study which
seem best adapted to supply the needs of their particu-
lar pupils. They will, for example, give the boys more
book-keeping and science, and the girls more litera-
ture and languages; and, where options are provided,
they may lead the boys to choose one way and the
girls another. Thus it comes to j^ass that the actual
course in one school is quite different from the actual
course in another school; and yet both schools are
working under the same supposed-to-be uniform
course of study.
This contradiction between theory and practice is
embarrassing, and has been so for some years. But
if, to remove this contradiction, the attempt should be
made to bring all the schools into an absolute uni-
SUPERINTENDENT'S REPORT. 33
formitj of practice, the results would probably be
still more embarrassing.
The remedy, in my judgment, lies in the opposite
direction. Cut the schools loose from one another,
and free them from the necessity of sacrificing the
interests of their pupils for the sake of uniformity.
Let a course of study be drawn up for the boys'
high school suited as nearly as possible to the needs
of the boys there; another for the girls' high school
likewise well suited to the needs of the girls; and
still another for the smaller classes of boys and girls
in the suburban high schools. Thus the three exist-
ing types of high school would be provided for in the
best manner.
The differences between these courses need not be
many; but such as there were would be important.
Nor would the practical inconvenience arising from
three courses, recognized as different but yet clearly
defined, be any greater than that now arising from an
ostensibly uniform course permitted to run into many
variations. Indeed, drawing up the three different
courses as suggested would be little more than bring-
ing out clearly in view what already exists, and with
good reason exists, beneath the surface of a fancied
uniformity.
If the foregoing remarks are reasonable, the conclu-
sion will be accepted that the next revision of the
high-school courses of study ought to proceed not on
the principle of uniformity alone, but chiefly on the
principle of special adaptation of each type of high
school to the needs of its own pupils.
And there is present need of such a revision.
34 APPENDIX.
Algebra cannot be satisfactorily completed in a year;
it should have, as it formerly had, a year and a half.
This would put off solid geometry till the third, or
the fourth year, — a change in itself quite desirable.
Thus the line of mathematical work would be nar-
rowed, and thereby the whole course of study made
easier. At the same time more liberal provision
needs to be made for commercial arithmetic, at least
in the boys' classes. This need has existed for some
years; but the recent cutting down of arithmetic in
the grammar-school course makes it imperative now
that the high schools should take up commercial
arithmetic as, for the most part, a fresh subject.
There is need, too, of a more symmetrical provision of
time for natural and physical science. One-thii'd of
the total school time given to science in one year, and
no time in another year of the course, is certainly an
ill-balanced appropriation of time, and a rectification
ought to be made. Other particulars might be added
to the same effect. And it seems reasonable to be-
lieve that all such matters can be dealt with more
easily and satisfactorily on the principle above rec-
ommended than, as heretofore attempted, upon the
principle of uniformity.
THE boys' latin-school COURSE OF STUDY.
Kecent changes in the requirements for admission
to Harvard College have made possible several different
courses of preparatory study. Of these courses two
have been adopted for the boys' Latin school — the
two which are believed to be most in accord with the
SUPERINTENDENT'S REPORT. 35
character and traditions of this school, and to be the
best adapted to the wants of the boys who would
naturally seek a classical course of preparation.
The first of the new courses is a full classical
course, substantially the same as that hitherto pur-
sued, but allowing some variations in matters of
detail. The second new course embraces less Greek
but more mathematics and German.
The school does not offer preparation for college
without Greek; it remains, what it always has been,
a classical school. Any demand for a preparation
without Greek will be met, if met at all, by a school
of a different character.
The English high school, for example, might, with
perhaps slight changes in its curriculum, furnish a
course of preparatory study that excluded Greek,
and replaced it with larger amounts of mathematics,
science, and modern languages. But it will be time
to consider this when the demand for such a course
makes itself felt.
Meanwhile, the boys' Latin school will develop
the best possibilities of its two new courses; and
among these possibilities we are likely to see a thor-
oughly rational and effective method of instruction
developed in the department of physics.
THE EVENIN^G SCHOOLS COURSES OF STUDY.
Courses of study for the evening schools have for
some time been needed, and before another season
that need will probably be supplied. At the present
writing the Board of Supervisors has drafts of
36 APPENDIX.
such courses under consideration, and will soon
submit them to the proper committees.
With regular courses of study in these schools
should come a system of certificates testifying to the
holders' proficiency in particular branches, as ascer-
tained by examinations, after proper periods of study
and instruction.
The importance of a regular, graded, and well-
established course of study with examinations and
certificates in the evening high school appears all
the greater when we realize to what an extent this
school is resorted to by graduates of our grammar
schools and others, who ought to find here the same
carefully-graded instruction that they would find in
the day high schools if they could attend there.
With reference to this last point, I have thought it
worth while to make a classification of the pupils, in
order to show, in a general way, what their previous
educational advantages may have been, and what may
be their needs.
Among the 1,863 persons admitted to the evening
high school during the season of 1887-88, are
found :
Graduates or sometime members of Boston
high or Latin schools ..... 212
Graduates of Boston grammar schools . . 505
Sometime members but not graduates of Bos-
ton grammar schools ..... 452
From private schools or academies in Boston, 121
From schools in other cities and towns of Mas-
sachusetts ....... 135
SUPERINTENDENT'S REPORT. 37
From schools in other States of the United
States 157
From schools in foreign countries . . . 119
Miscellaneous: Mass. Institute Technologj^,
5; State N^ormal Schools, 10; Boston Normal
School, 17; Normal Art School, 2; even-
ing elementary schools, 4 . . . . 38
Unknown: records imperfect or wanting . 124
Total 1,8G3
Thus it appears that a full half of the pupils are
from the grammar schools, graduates and non-grad-
uates in about equal numbers.
It will be seen, too, that the number who should,
under the Regulations, be examined for admission is
very large, over a thousand. This work ought to be
carefully done. It was carefully done the past term
by the teachers of the school, but with two resulting
inconveniences. First, the number of candidates was
so great that many were sent away to return some
evening later on to be examined; and, second, this
process of postponement kept the teachers so long
engaged in the work of registration and examination
that the organization of the school was too long
delayed, and its work, consequently, suffered serious
drawbacks.
To remedy this, the following suggestion has been
considered: Let a large corps of examiners be ap-
pointed to serve for a few evenings at the begin-
ning of the term: This corps need not include any
teacher of the evening high school itself, except the
38 APPENDIX.
head-master, under whose direction the examiners
should do their work. The examiners might well
be taken from among the teachers of the day-
schools, both men and women. Doubtless a plenty
of competent persons could be found there willing to
serve for a few evenings as examiners.
The work of examination being thus provided for,
the regular teachers of the school would be free to
receive their former pupils, together with such new
ones as were entitled to admission without examina-
tion, and proceed at once to organize their classes
and begin their instruction. Thus pupils who were
ready to begin work the first evening of the term
would be saved a demoralizing delay; the work of
examination would be much better done, for there
would be no hurry about it; and yet the candidates
would be examined as fast as they came if only the
corps of examiners should be made large enough, as
it easily could be. The plan seems to be so well worth
trying that I hope it may be put in operation next
season.
THE NORMAL SCHOOL.
The only school whose course of study has not
been revised the past year is the normal school ; but
its time must soon come.
When the kindergarten shall have become an
organic part of our school system the need will exist
for a number of well-trained kindergartners. These
ought to be persons not only practically familiar with
the ways of kindergartens, but also well versed in
the principles of education. This last, indeed, should
SUPERINTENDENT'S REPORT. 39
come first; and the future kindergartner should be,
first of all, a graduate of the normal school. The
special instruction to fit her for kindergarten work
should follow the general instruction that the normal
school gives.
This means that a post-graduate course in the
normal school will be needed for the special purpose
of training kindergartners. And it is to be hoped
that this same training may be given also to all
teachers of beginners in primary schools. A cer-
tificate of competency in kindergartening ought to
be required of all who undertake the instruction of
the youngest children, whether in the kindergarten
or in the beginners' class of the primary schools.
This proposal of a post-graduate course in kin-
dergartening for the normal school connects itself
with another scheme which has been several times
the subject-matter of conversation between the head-
master of that school and myself. I have for a long
time been of opinion that the normal coui'se might
advantageously be extended from one year (its
present length) to a year and a half. The only ques-
tion has been whether the proper time had come for
proposing the change. It is evident that a proper
time for such a purpose would be whenever it be-
comes certain that other changes must be made for
the sake of the normal kindergarten training above
mentioned; and that, I trust, may be very soon.
CONCLUSION.
This report has touched chiefly on matters of ad-
justment and management of school-work, very little
40 APPENDIX.
on the school-work itself. The i^eason for this may be
that such things have been uppermost in the business
of the past year. These external conditions have their
influence on the life of the schools; but they are not
that life itself. That life has its seat, not in courses
of study, nor in regulations, nor in supervision, nor in
compulsory attendance, nor in statistics, salaries,
buildings, or sanitation, indispensable as all* these
are, but always and only in the teacher. What may
be called our school legislation or management, with
all its machinery, has this one supreme purpose, to
place each little flock of children in care of a wise,
loving, inspiring teacher, and to give that teacher all
encouragement, both material and spiritual, for the
accomplishment of the best work; but the work itself
is beyond the reach of mere management. Our
school system is often spoken of as a growth, and
this is a good way to look upon it. It has a history
and a future. It has grown to be what it is, and it
will continue to grow so long as the axe be not laid
to the root thereof. But the laws of this growth
are not of our own making, nor are they altogether
within our control. As if it were a vine, we may
prune away dead wood here and there; head in luxu-
riant branches, lest showy foliage usurp the place
of rich fruit; bend the twigs this way and that, train-
ing them to follow, in some fashion, the lattice-work
of our theories; but the inner principle of life and the
characteristic habit of growth are beyond our power
to create or to modify. These must abide so long as
the system lives at all. It is only for us to study the
conditions of this life and growth in the schools,
SUPERINTENDENT'S REPORT. 41
just as the gardener studies the conditions of life and
growth in his vines, to the end that we may, by the
wisest management, promote the healthiest growth
and richest fruitage.
EDWm P. SEAYER,
Sujyerintendent.
APPENDIX.
REPORT OF SCHOOL CENSUS.
The School Census of May, 1887, was satisfactorily completed
in the face of many obstacles. I find that it is becoming more
and more difficult every succeeding year to obtain the required
information. All the wards of the older part of the city — 6, 7,
8, 9, 10, 12, 16, 17, 18 — are shrinking materially in school popu-
lation. Wards 11, 19, 20, 21, 22, 23, 24, 25 are gaining, but not
so fast as the old part loses. I found this year that there were
very many cases in which parents jumped ages from twelve to
fifteen, and from thirteen to fifteen ; this was especially noticeable
in South Boston. The large falling off in some of the wards led
me to think that many families with children had left the city ;
and upon inquiry- I found this to be the case. Many families
have moved from the West End to Cambridge, Chelsea, and
Somerville. I have been informed by a gentleman, who makes a
study of such matters, that South Boston reached its limit a year
ago, and tliat a decrease in the number of school children would
probably take place in that district from year to year. The great
increase in the number of dwellings in North Cambridge, Maiden,
Everett, Chelsea, and Revere, shows what is becoming of a large
part of our city population.
Wards 1 and 2 have gained considerably from other parts of the
city, as well as from Maine and the Provinces. On the first of
May there was hardly a vacant house in Ward 1, while Ward 2
was not far behindhand in this respect. Wards 3, 4, and 5
(Charlestown) show a, loss of sixty-six children, partially owing,
no doubt, to slack business in the Navy-yard. This district can
hardly be expected to do anything better than hold its own from
year to year. Ward 6 is slowl}' decreasing ; in the tenement dis-
tricts a number of houses have been taken for business purposes.
Wards 7 and 8 have suffered more than any other portion of the
city proper, owing to the great changes made by the West End
Land Company and by the Street Commissioners, as well as by
the encroachments of business. These changes are most noticeable
44 APPENDIX.
on Charles, Merrimac, South Margin, and Lyman streets, and
Chilson place. There are a number of condemned houses in these
two wards ; but, at the same time, model houses are going up, and
it is quite likely that some of the old residents may return. Ward
9 has made no gain for many years ; I think it will continue to
shrink. Ward 10 has fallen off 382 since 1885, and I think it
will not be long before nearly all its school population will disap-
pear. Ward 11 shows quite an increase this year, which seems
reasonable in view of the number of new dwellings, and of the
fact that all the bordering wards in the city proper have decreased.
Ward 12 is also suffering from the advance of business. Wards
13, 14, 15 (South Boston) show a loss of 143 this year. Some
of the parents in that district either misunderstand the questions,
or wilfully misrepresent the facts. It is much more difficult to get
information there than in other sections. The first returns from
these three wards indicated a loss of nearly 1,000 ; but by a system
of checking against last year's returns, and by diligent research,
this loss was reduced to the small number mentioned above.
Wards 16, 17, and 18 also showed at first quite a loss, but addi-
tional names were secured by checking and by repeated calls ; and
I am now satisfied that the reports for these wards are fairly cor-
rect. Ward 19 has made quite a gain this year, probably because
the flooded district has been repeopled by its old tenants. Wards
20, 21, 22, 23, 24, and 25 have all made gains. I am told that the
number of parents who prefer to bring up their children in these
comparatively country districts is increasing largely from year to
year. I notice that the ages in these southern wards do not aver-
age high ; still I found that about eighty per cent, of the new
houses which I myself visited contained children of school age.
I would add that the checking of entire wards by comparison
with last year's census established the accuracy of last year's work
in all such wards.
Finally, I would call attention to the preface of this year's
Boston Directory, from which I take the following extract: " The
percentage of changes is gradually increasing from year to year,
showing that our population is not located so permanently, as a
rule, as in former years."
JOHN W. SLAVIN,
Census- Taker,
STATISTICS
HALF-YEAR ENDING JANUARY 31, 1888.
46
APPENDIX.
SUMMARY.
January, 1888.
a
6
6
00
S 60
'<-' 2
o
£
p.a
i
a>
°g
S
General Schools.
o
oi
it 01
8,g
c3
O
6c-i
^i^m
^<5
gi<i
S*^
^
^
<fl
<1
<1
a<
^
Normal
1
5
124
119
5
96.
122
Latin and High
10
103
2,975
2,836
139
95.
2,934
Grammar
64
692
30,840
28,148
2,692
91.
30,795
Primary
464
464
24,284
20,901
3,383
86.
24,620
Totals
529
1,264
58,223
52,004
6,219
89.3
58,471
Special Schools.
o
o
.a
o
d
15
0)
<
fin
1
Horace Mann
Spectacle Island
1
1
1
13
5
9
1
21
102
23
72
15
1,274
2,085
557
62
13
988
1,305
488
10
2
86.
88.
76
17
Evening Drawing
Totals
21
156
4,003
2,856
SCHOOLS AND TEACHERS.
Normal School
Latin School
English High School ...
Girl*' High School . . . . ,
Girls' Latin School
Roxbury High School . . .
Dorchester High School . .
Charlestown High School .
West Roxbury High School
Brighton High School . . .
East Boston High School .
Grammar Schools
Primary Schools
Totals
TEACHERS.
19
5
7
4
5
2
2
3
554
464
1,068
Total.
7
3
3
5
653
464
1,214
STATISTICS.
47
SPECIAL SCHOOLS AND TEACHERS.
Schools.
Males.
Females.
Total.
Horace Mann School
Evening Schools
Evening Drawing Schools
French and German : High Schools
Music : High, Grammar, and Primary Schools . .
Illustrative Drawing, Normal School
Drawing: High and Grammar Schools
Instructor in Hygiene
Sewing
Chemistry : Girls' High School
Laboratory Assistant: Girls' High School . . . .
Physics : Latin School
Vocal and Physical Culture : Girls' High School .
Vocal and Physical Culture : Girls' Latin School
Military Drill : High Schools
Instructor in Manual Training School
Instructors in Cooking Schools
Spectacle Island
9
123
23
3
5
2
1
206
Totals ,
NORMAL AND HIGH SCHOOLS.
Semi-Annual Returns to January 31, 1888.
Schools.
Normal
Latin
Girls' Latin ....
English High ....
Girls' High
Roxbury High . . .
Dorchester High . .
Charlestown High •
West Roxbury High
Brighton High . . .
East Boston High .
Totals ....
Average whole
Number.
102
60
59
26
21
60
1,426
158
757
204
101
149
59
1,673
124
444
158
654
757
306
161
208
85
59
143
3,099
Average
Attendance.
430
58
56
25
20
58
,375
151
716
190
97
138
77
1,580
119
430
151
630
716
288
155
194
81
56
135
2,955
5
6
2
2
4
147
48
APPENDIX.
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STATISTICS.
49
NORMAL AND HIGH SCHOOLS.
Number of Pupils to a Teacher, excluding J^rincipals, January 31, 1888.
Schools.
No. of Reg.
Teachers.
Average No.
of Pupils.
Average No.
of Pupils to
a Regular
Teacher.
Normal
Latin
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . • .
Charlestown High . . .
West Roxbury High
Brighton High
East Boston High. . ,
Totals
3
13
5
18
20
8
5
6
2
2
4
86
124
444
158
G54
757
306
161
208
85
69
143
3,099
41.3
34.2
31.6
36.3
37.8
38.3
32.2
34.7
42.5
29.5
35.7
36.
ADMISSIONS SEPTEMBER, 1887.
NORMAL SCHOOL.
Schools.
Number
Admitted.
Average Age.
Years.
Months.
Girls' High School
71
2
30
19
19
20
5
Girls' Latin School
2
From other sources .
4
Totals
103
19
8
High School Graduates, June, 1887, Girls, 331.
LATIN AND HIGH SCHOOLS.
Admitted.
From
Grammar
Schools.
From other
Sources.
Totals.
Average Age.
Schools.
Boys.
Girls.
Years.
Mos.
Latin
161
823
63
32
25
13
9
29
68
374
95
40
70
28
17
38
112
57
268
311
153
67
91
41
25
66
49
11
55
63
5
5
4
1
1
161
68
323
374
158
72
95
41
2(5
67
14
14
15
16
14
15
15
15
15
16
1
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . . .
Charlestown High. .
West Roxbury High
Brighton Higli
East Boston High..
2
5
9
4
3
8
1
Totals ..
655
730
1,232
153
1,385
15
4
50
APPENDIX.
GRAMMAR SCHOOLS.
Semi-Annual Returns to January 31, 18S8.
Schools.
Adams
Agassiz
Allston
Andrew
Bennett
Bigelow
Bowdoin
Brimmer
Bunker Hill . . . .
Chapman
Charles Sumner . .
Coming
Dearborn
Dillaway
Dorchester-Everett
Dudley
Dwight
Eliot
Emerson
Everett
Franklin
Frothingham . . .
Oaston
George Putnam . .
Gibson
Hancock
Harris
Harvard
Average whole
Number.
Boys. Girls. Total. Boys. Girls. Total
374
340
289
418
261
823
631
320
300
238
299
349
248
723
689
973
386
156
195
161
299
285
328
278
378
326
206
328
261
633
247
309
719
666
293
518
161
196
526
164
305
Average
Attendance.
526
340
574
746
539
823
342
631
698
626
444
627
610
633
495
723
689
973
695
719
666
601
518
317
391
526
325
604
342
313
262
392
245
776
568
302
280
220
277
322
228
676
638
835
355
149
179
150
278
251
300
257
350
299
188
292
235
572
225
279
673
606
254
477
150
174
466
147
279
480
313
513
692
502
776
307
568
652
579
408
569
557
572
453
676
638
835
634
673
606
529
477
299
353
468
297
557
STATISTICS.
GRAMMAR SCHOOLS. — Concluded.
51
Schools.
Average whole
Number.
Average
Attendance.
> <>
<
c c
" S
u
a
51
1
3
OD
1
3
1
2
1
1
1
1
1
2
1
1
1
2
2
45
s
<
rH
1
1
2
1
2
1
1
2
2
1
1
•I
1
1
1
1
1
1
2
1
1
2
2
2
75
<
■c
■»
1
2
2
1
2
1
3
2
2
1
2
1
3
1
1
1
1
1
1
1
3
1
2
1
5
86
1
Boys.
Girls.
Total.
Boys.
Girls.
Total.
<
s
Hillside
366
321
596
304
363
168
361
243
155
106
665
83
263
242
711
16-)
46
363
475
940
366
690
596
885
588
881
707
609
631
477
315
19S
665
734
173
499
494
552
583
551
711
3-21
89
709
475
940
343
835
262
823
320
397
252
212
151
87
672
80
222
225
484
534
501
145
41
330
329
291
542
282
322
150
331
213
140
96
609
73
241
213
643
146
41
345
419
825
329
634
542
835
544
823
642
547
583
425
291
183
609
672
153
463
438
484
534
501
643
291
82
675
419
825
37
56
54
50
44
58
65
62
48
52
24
15
56
62
20
36
56
68
49
50
68
30
34
56
115
2,692
90.
92.
91.
94.
92.
93.
91.
90.
92.
89.
92.
92.
92.
92.
89.
92.
89.
88.
92.
91.
90.
91.
93.
95.
88.
88.
91.
5
Hugh O'Brien
Hyde . ....
369
9
8
Lawrence
8S5
284
881
344
441
270
234
180
92
13
7
13
8
7
7
Mather
6
5
Mt. Vernon
3
9
Phillips
734
90
236
252
552
583
551
10
3
6
6
7
Rice
7
8
Shurtletf
9
Stoughton
Tileston
156
43
346
4
1
8
Wells
5
Wintlirop
n
Totals
16,283
14,557
30,840
14,978
13,170
28,148
396
APPENDIX.
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54
APPENDIX.
DISTRIBUTION OF PUPILS IN RESPECT BOTH
CLASSES.
Under
3
years.
5
years.
6
years.
years.
8
years.
9
years.
■S 2
All Classes <
Totals
Boys . .
Girls . .
^^
....
• •
Advanced Class . . \
Third-year Class . . <
Second-year Class . \
First-year Class . . \
Totals
Bovs . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
OD
©
si
S
First Class <
Second Class . . . . -^
Third Class |
Fourth Class . . . . ^
Fifth Class . . . . . |
Sixth Class -j
Ungraded Class . . \
Totals
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
Bovs . .
Girls . .
•
o
©
3
2
18
U
s
. .
10
11
248
231
^
12
9
209
227
983
869
12
1
16
14
73
52
34
549
2,491
•
©
First Class |
Second Class . . . . i
I
Third Class . . . . |
Totals
Boys . .
Girls . .
Bovs . .
Girls . .
• •
9
10
255
274
1,028
960
1,208
963
20
15
35
8
14
480
372
1,445
1,196
1,347
1,061
1,330
1,046
693
519
t
Boys . .
Girls . .
1,424
1,109
2.162
1,787
512
398
136
123
^
2,555
4,820
5,578
5,612
5,274
3,637
Grand totals
35
2,555
4,820
5,823
6,128
STATISTICS.
55
TO AGE AND TO CLASSES, JANUARY, 1888.
lO
years.
11
years.
13
years.
13
years.
14
years.
15
years.
16
years.
IT
years.
IS
years.
lO
years
and
over.
Totals.
4
1
29
13
60
19
86
42
109
22
87
21
60
16
26
13
12
7
473
154
5
42
79
128
131
108
76
39
19
627
. .
5
2
3
19
4
41
6
57
18
119
15
9
76
42
80
110
50
74
10
40
231
275
1
17
3
66
54
108
122
62
115
16
52
1
9
270
356
10
8
94
67
156
220
128
183
44
91
9
26
2
441
597
• •
19
181
520
666
524
272
125
2,307
• •
1
26
11
187
129
348
319
322
384
155
215
27
73
16
1,072
1,139
1
31
14
243
166
531
434
587
523
267
384
73
127
19
26
12
1,753
1,676
24
14
241
145
641
498
825
732
467
529
195
266
24
45
3
11
t2
J2
2,425
2,242
260
231
816
702
930
865
727
611
314
310
85
69
18
25
2
3
3,172
2,830
877
784
967
911
771
714
456
332
134
104
34
25
3
5
1
3,500
3,118
1,094
990
700
587
372
299
157
137
41
27
6
3
1
2
.
3,635
3,150
155
59
142
75
131
83
95
62
45
40
10
9
3
3
2
1
684
399
4,489
5,332
5,750
5,415
3,788
2,059
699
168
121
30,795
654
567
227
206
67
93
t25
t42
332
•
3,468
3,115
241
234
66
79
29
27
t9
tl2
768
4,301
3,49?
40
53
12
14
7
10
t5
t2
5,665
4,572
1,789
604
233
t95
24,620
6,278
5,941
6,025
5,608
4,097
2,710
1,473
144
58,349
t Thirteen years and over.
I Eighteen years and over.
56
APPENDIX.
PRIMARY SCHOOLS.
Semi-Annual Returns, to January 31, 1SS8.
Districts.
Adams
Agassiz
Allston
Andrew . . . .
Bennett
Bigelow . . . .
Bowdoin . . . .
Brimmer . . . .
Bunker Hill . ,
Chapman . . . .
Charles Sumner .
Comins
Dearborn . . , .
Dillaway . . . .
Dor.-Everett . .
Dudley
Dwight
Eliot
Emerson . . . .
Everett
Franklin . . . .
Frothingham . .
Gaston
George Putnam .
Gibson
Hancock . . . .
Harris
Harvard . . . .
Average -whole
Number.
Boys. Girls. Total,
358
112
221
266
173
368
181
224
322
195
185
228
362
193
204
316
240
385
.322
285
322
236
444
110
110
457
121
314
110
72
221
269
160
271
168
199
250
146
161
225
270
170
180
320
262
131
195
285
304
227
377
118
129
404
110
299
Average
Attendance.
Boys. Girls. Total
468
184
442
535
333
639
339
423
572
341
346
453
632
363
384
636
502
516
517
570
626
463
821
228
239
861
231
613
316
98
189
240
155
335
156
199
287
159
160
206
321
170
179
279
210
326
280
246
280
205
388
98
91
399
104
270
60
182
235
137
238
129
173
222
114
130
194
227
142
151
271
2i9
105
161
235
255
192
328
102
96
340
88
249
413
158
371
475
292
573
285
372
509
273
290
400
548
312
330
550
429
431
441
481
535
397
716
200
187
739
192
619
87.
246
95
254
265
182
387
17:
245
266
215
218
262
309
196
206
310
297
294
264
299
282
259
424
155
137
488
105
309
184
263
164
266
186
178
282
140
145
194
330
177
181
314
245
228
274
279
359
227
362
84
109
378
116
317
482
192
438
528
346
653
363
423
648
355
363
456
639
373
387
624
542
522
638
578
641
486
786
239
246
866
221
626
STATISTICS.
PRIMARY SCHOOLS. — Concluded.
57
Districts.
Average whole
Number.
Average
Attendance.
<
T3
13
Si
P3
<u
>.
00
I
o
d
Iz;
Boys
Girls
Total
. Boys
Girls
Total
1"
Hillside . . . .
5
148
101
249
126
86
212
37
85.
126
125
251
Hugh O'Brien .
11
358
201
559
314
172
486
73
88.
303
270
573
Hyde
8
233
200
433
209
174
383
50
88.
222
197
419
Lawrence . . .
19
684
242
926
619
215
834
92
90.
473
471
944
Lewis
10
263
271
534
224
231
455
79
86.
285
249
534
Lincoln . . . .
7
258
123
381
210
101
311
70
82.
209
166
375
Lowell ....
14
377
378
755
328
315
643
112
86.
399
329
728
Lyman ....
11
378
172
550
321
142
463
87
84.
276
292
568
Martin
6
143
173
316
125
153
278
38
88.
205
131
336
Mather ....
8
215
190
405
179
152
331
74
82.
221
192
413
Minot
5
111
117
228
93
96
189
39
83.
154
89
243
Mount Vernon .
2
62
69
131
52
57
109
22
83.
72
67
139
Norcross . . .
13
227
486
713
209
437
646
67
91.
337
372
709
Phillips ....
6
171
155
326
146
126
272
54
83.
135
191
326
Pierce
2
54
47
101
45
33
78
23
81.
49
63
112
Prescott ....
9
248
219
467
222
191
413
54
88.
235
228
463
Prince
3
90
99
189
72
79
151
38
80.
105
94
199
Quincy ....
13
416
268
684
365
231
596
88
87.
339
363
702
Rice
8
227
194
421
189
156
345
76
82.
222
216
438
Sherwin ....
10
234
241
475
212
214
426
49
89.
266
232
498
Shurtleflf. . . .
6
160
190
350
141
165
306
44
87.
210
160
370
Stoughton . . .
4
92
116
208
75
98
173
35
83.
134
77
211
Tileston ....
2
^7
39
76
32
34
66
10
87.
50
28
78
Warren ....
7
197
193
390
180
171
351
39
91.
210
180
390
Wells
16
427
392
819
366
321
687
132
84.
441
379
820
Winthrop . . .
6
165
156
321
144
135
279
42
87.
16i
156
320
Totals . . . 4
164
3,229
11,055 5
24,284
11,544
9,357
20,901 t
,383
86.
12,988
11,632 2
4,620
58
APPENDIX.
PRIMARY SCHOOLS.
Number of Pupils in each Class, Whole Number, and Ages, Jan. 31, 188S.
Districts.
i
o
a
5
•d
a
o
«
i
03
3
u
u
a
» a
1^
11
<o a
> g3
s
C3
C9
c
>
£
a
o
.a
u
<a
>>
s
u
0)
%
g
«
0)
>
i
SI
Adams ....
117
193
172
482
42
106
98
106
68
42
13
6
8
Agassiz ....
47
59
86
192
14
34
47
47
34
10
5
1
Allston ....
127
149
162
438
47
100
107
97
40
28
10
6
3
Andrew ....
147
197
184
528
46
97
122
112
88
42
14
5
2
Bennett ....
76
127
143
346
24
77
81
82
51
17
6
7
1
Bigelow ....
206
200
247
653
70
152
165
131
72
34
17
11
1
Bowdoin _. . .
87
131
146
363
36
72
69
80
66
31
5
4
. .
Brimmer . . .
136
138
149
423
47
88
110
88
63
24
2
1
. .
Bunker Hill . .
134
203
181
548
40
99
127
139
81
43
14
5
Chapman . . .
109
102
144
355
40
90
85
82
32
22
3
1
Chas. Sumner .
97
105
161
363
64
78
76
77
42
19
2
3
2
Comins ....
112
166
178
456
52
104
106
106
55
16
11
3
3
Dearborn . . .
191
172
276
639
42
129
138
105
103
79
26
13
4
Dillaway . . .
109
113
151
373
27
87
82
97
51
22
5
2.
Dor.-Everett . .
106
120
161
387
40
70
96
96
52
22
8
3
. .
Dudley ....
163
179
282
624
57
120
133
137
107
46
14
6
4
Dwight ....
159
164
219
642
57
109
131
101
86
38
13
6
1
Eliot
97
200
225
522
71
103
120
101
60
42
17
6
2
Emerson . . -
126
153
259
538
52
97
115
94
79
55
24
12
10
Everett ....
166
177
235
578
69
98
132
124
93
37
14
6
6
Franklin ....
147
212
282
641
53
96
133
150
117
68
27
4
3
Froth) ngham .
166
163
157
486
56
91
112
98
82
37
10
. .
. .'
Gaston ....
23S
246
302
786
83
147
194
181
98
53
17
10
3
Geo. Putnam .
59
74
106
239
33
54
68
38
28
16
2
. .
Gibson . . . .
72
75
99
246
21
53
63
49
37
19
2
1
1
Hancock . . .
161
216
489
866
111
186
191
16i
127
60
21
8
. .
Harris
57
75
89
221
13
39
53
50
42
le
6
. .
2
Harvard . . . .
163
200
263
626
73
118
118
135
loe
54
16
6
Hillside . . . .
77
94
80
251
17
55
54
4£
4f
25
4
3
1
STATISTICS.
PRIMARY SCHOOLS. — Concluded.
59
Districts.
O
£
o
a
tn
i
a
s
15
H
C
o s
a
1
OQ
t
2
t
03
o
c
C3
0)
>i
a
56
0)
>
14
t
1
2
a .
-^
a o
Hugh O'Brien,
164
165
244
573
60
118
125
104
94
Hyde. . .
107
112
200
419
41
88
93
89
54
K6
8
6
4
Lawrence
251
302
891
944
77
170
226
199
151
79
32
5
5
Lewis . .
113
200
221
534
46
101
138
115
87
31
13
2
1
Lincoln .
102
117
156
375
47
84
78
73
60
20
8
5
. .
Lowell . .
197
173
358
728
97
153
149
166
98
34
19
8
4
Lyman . .
157
162
249
568
60
104
112
114
96
62
18
2
Martin . .
97
96
143
336
51
82
72
74
29
20
7
1
. .
Mather . .
113
122
178
413
34
78
109
92
54
30
12
2
2
Minot . .
65
70
108
243
58
44
52
42
30
10
6
1
Mt. Vernon
36
37
66
139
14
23
35
35
19
9
2
2
Norcross .
17i
195
340
709
79
122
136
143
120
62
27
17
3
Phillips .
96
99
131
326
41
45
49
59
64
36
16
10
6
Pierce . .
33
29
50
112
8
17
24
29
21
7
4
2
. .
Prescott .
119
143
201
463
51
77
107
101
64
41
17
2
3
Prince . .
62
61
76
199
15
40
50
53
32
9
. .
Quincy . .
204
239
259
702
72
113
154
161
112
63
20
6
1
Rice . . .
112
161
165
438
24
91
107
115
71
19
8
3
. .
Sherwin .
112
195
191
498
55
94
117
114
67
30
15
5
1
Shurtleff .
114
121
135
370
40
74
96
84
43
22
8
2
1
Stoughton
65
65
81
211
39
38
57
35
26
11
3
1
1
Tileston .
14
25
39
78
11
15
24
20
6
1
. •
1
. .
Warren .
111
108
171
390
40
84
86
83
64
27
2
4
. .
Wells . .
210
264
346
820
97
157
187
198
120
48
9
4
. .
Winthrop
73
136
111
320
36
59
69
68
49
22
10
3
4
Totals
6,583
7.800
10,237
24,620
2,590
10.5
4,820
19.6
5,578
5,274
3,637
1.789
604
2.4
233
.9
95
Percentages
26.7
31.7
41.6
100
22.7
21.4
14.8
7.3
.4
60
APPENDIX.
GRAMMAR SCHOOLS.
Numher of Pupils to a Teacher, excluding Principals, January 31, 1SS8.
Schools.
Adams
Agassiz
AUston
Andrew
Bennett ....
Bigelow
Bowdoin ....
Brimmer ....
Bunker Hill .
Chapman . . .
Chas. Sumner
Comins ....
Dearborn . . .
Dillaway ....
Dor.-Everett.
Dudley
Dwight
Eliot
Emerson ....
Everett
Franklin ....
Frothingham.
Gaston
Geo. Putnam .
Gibson ......
Hancock ...
Harris
Harvard ....
10
6
11
U
10
15
9
14
13
12
9
12
13
12
10
13
13
20
13
14
13
12
9
0
7
11
6
12
t!D3
526
340
574
746
539
823
842
631
698
626
444
627
610
633
495
723
689
973
695
719
666
601
518
317
391
526
325
604
s 5
"A-^
52.6
56.6
52.2
53.3
53.9
54.9
38.0
45.1
53.7
52.2
49.3
52.3
46.9
52.8
49.5
55.5
53.0
43.6
53.5
51.4
51.2
50.1
57.5
52.8
55.9
47.8
54.2
50.3
Schools.
Hillside
Hugh O'Brien.
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon. . .
Norcross
Phillips
Pierce
Prescott
Prince
Quincy
Rice
Sherwin
Slmrtleff
Stoughton . , .
Tileston
Warren
Wells
Winthrop . . . .
Totals
u
o
.a
<« a
o «>
15
d
II
rr
i
366
13
690
12
596
18
885
12
588
17
881
13
707
12
609
12
631
9
477
7
315
5
198
14
6C5
14
734
4
173
9
499
9
494
11
552
11
583
11
551
14
711
6
321
2
89
13
709
8
475
18
940
600
30,840
52.3
53.1
49.7
49.2
49.0
51.8
54.4
50.8
52.6
53.0
45.0
39.6
47.5
52.6
43.3
55.3
53.9
50.2
53.0
50.1
50.8
53.5
44.5
54.5
59.4
52.2
51.4
STATISTICS.
61
PRIMARY SCHOOLS.
Number of Pupils to a Teacher, January 31, 1888.
Districts.
Adams
Agassiz
Allston
Andrew
Bennett ....
Bigelow ....
Bowdoin . . .
Brimmer . . .
Bunker Hill.
Chapman . . .
Ch's Sumner
Comins. .
Dearborn
Dillaway
Dor. -Everett
Dudley
Dwight
Eliot
Emerson . ..
Everett
Franklin . . .
Frothingham
Gaston
Geo. Putnam
Gibson . . .
Hancock. .
Harris . . .
Harvard ..
s
O cj
° o «■
2. °
oH
6 =«
46.8
10
468
3
184
61.3
8
442
55.3
10
535
53.5
7
333
47.6
13
639
49.2
8
339
42.4
9
423
47.0
12
572
47.7
6
341
56.8
7
346
49.4
8
453
56.6
12
632
52.5
7
363
51.9
7
384
54.9
11
636
57.8
10
502
50.2
10
516
51.6
10
517
51.7
9
570
63.3
12
626
52.2
9
463
51.4
14
821
58.6
4
228
57.0
5
239
47.8
15
861
57.4
5
231
46.2
12
613
51.1
Hillside
Hugh O'Brien.
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon . .
Norcross
Phillips
Pierce
Prescott
Prince
Quincy
Rice
Sherwin
ShurtlefF
Stoughton . . . .
Tileston
Warren
Wells
Winthrop . . . .
Totals
O O m
-A
5
249
11
559
8
433
19
926
10
534
7
381
14
755
11
550
6
316
8
405
5
228
2
131
13
713
6
326
2
101
9
467
3
189
13
684
8
421
10
475
6
350
4
208
2
76
7
390
16
819
6
821
464
24,284
Ph 03
V. «
oc-i
6 ««
49.8
50.8
54.1
48.7
53.4
54.4
53.9
60.0
52.7
50.6
45.6
65.5
54.9
54.3
50.5
51.9
63.0
52.6
52.6
47.5
58.3
52.0
38.0
55.7
51.2
53.5
52.3
62
APPENDIX.
PRIMARY SCHOOLS.
Number of Pupils promoted to Grammar Schools for the five months ending
January 31, 1888.
Districts.
Adams
Agassiz
Allston
Andrew
Bennett
Bigelovr
Bowdoin
Brimmer
Bunker Hill
Chapman
Charles Sumner . . .
Comins
Dearborn
Dillaway
Dor.-Everett
Dudley
Dwight
Eliot
Emerson
Everett
Franklin
Erothingliam
Gaston
George Putnam . . . .
Gibson
Hancock
Harris
64
27
51
65
28
110
39
37
68
57
46
54
68
60
49
77
70
54
62
53
39
68
100
23
36
65
17
19
17
65
I
56
33
89
44
47
78
42
38
51
62
72
60
70
78
17
54
43
47
69
98
24
21
60
31
83
44
116
121
61
199
83
84
146
99
84
105
130
132
109
147
148
71
116
96
86
137
198
47
57
125
48
Harvard
Hillside
Hugh O'Brien
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon .
Norcross . . . . ,
Phillips
Prescott ....
Prince
Quincy
Rice
Sherwin ....
Shurtleff
Stoughton. . .
Tileston ....
Warren
Wells
Winthrop . . .
Totals
50
26
81
18
101
56
37
81
89
48
43
17
14
29
39
52
33
65
49
39
20
14
9
42
117
16
2,672
41
19
70
31
26
66
11
89
27
51
55
18
17
114
17
54
25
42
42
43
33
21
8
52
84
20
2,461
91
45
151
49
127
122
48
170
116
99
98
35
31
143
56
106
58
107
91
82
53
35
17
94
201
36
5,133
STATISTICS.
63
GRAMMAR SCHOOLS.
Number of Diploma-Scholars, June, 1887. Number of these admitted to
High and Latin Schools, September, 1887.
Schools.
Diplomas.
Adams
Agassiz
AUston
Andrew
Bennett
Bigelow
Bowdoin
Brimmer
Bunker Hill..
Chapman ....
Chas. Sumner
Comins
Dearborn ....
Dillaway ....
Dor.-Everett .
Dudley
Dvight
Eliot . '.
Emerson
Everett
Franklin
Frothingham . .
Gaston
George Putnam
Gibson
Hancock
Harris ;
15
25
20
17
8
50
33
18
24
9
24
30
22
50
46
33
18
11
10
21
13
30
25
22
23
18
22
24
44
22
25
25
41
40
38
50
25
33
40
47
27
46
54
44
44
50
46
33
40
53
40
39
40
22
34
30
23
■52*3
7
17
24
19
20
16
10
17
16
30
16
9
42
29
22
29
25
10
18
34
28
23
22
17
23
14
16
Schools.
Diplomas.
Harvard . . .
Hillside....
Hyde
Lawrence .
Lewis
Lincoln . . .
Lowell ....
Lyman ....
Martin
Mather ....
Minot
Mt. Vernon.
Norcross. . .
Phillips . . .
Prescott . . .
Prince
Quincy ....
Rice
Sherwin . . .
ShurtlefF . .
Stoughton .
Tileston . . .
Warren . . . .
Wells
Winthrop . .
Totals . .
18
51
47
42
30
12
19
18
9
13
38
12
22
31
43
28
9
4
23
961
32
26
26
44
30
14
23
15
14
9
37
20
29
57
9
1
20
32
56
1,031
50
26
26
51
91
42
60
26
42
33
23
22
37
38
32
51
31
43
28
57
18
5
43
32
56
1,992
24
20
13
8
62
25
33
14
17
24
16
20
16
20
21
40
14
23
15
21
15
5
26
16
20
1,081
REPORT
COMMITTEE ON ACCOUNTS.
TWENTIETH ANNUAL EEPOET.
Boston, June 1, 1888.
To the School Committee : —
III accordance with the Rules of the Board, the Committee
on Accounts herewith present their annual report for the
financial year 1887-88, including a detailed account of the
expenditures required by the Regulations from the Auditing
Clerk.
This report includes as usual a statement of the expendi-
tures made under the direction of the Public Building De-
partment, for furniture required and repairs needed in the
various school-houses. The combined expenditures show the
running expenses of the schools and form the basis for com-
puting the average cost per scholar.
Under date of Feb. 8, 1887, this committee presented to
the Board the estimated amount required for the schools
exclusive of the amounts needed by the Public Building
and City Architect's Departments for furniture, repairs,
alterations, and the erection of new school-houses ; and the
estimates after receiving the imanimous approval of the
School Committee were transmitted to the City Council.
The estimates transmitted were as follows : —
Salaries of instructors .... $1,242,088
Salaries of officers . .... 57,760
School expenses ..... 267,000
$1,566,848
68 APPENDIX.
The City Council reduced the estimates $27,000, and
granted the following : —
Salaries of instructors .... $1,242,088
Salaries of officers . . . . . 57,760
School expenses 240,000
$1,539,848
The reduction made by the City Council was less than two
per cent., and to offset it, it was necessary to omit some and
curtail other items of expense contemplated when the esti-
mates were prepared. By so doing the School Committee
was able to carry on the schools within the appropriation
granted. It is very difficult for a department spending
$1,500,000 per annum, to estimate in February precisely the
amount needed for the year beginning the May following.
Many contingencies may arise not contemplated when the
estimates were prepared. A gain of pupils in one locality,
although offset by a loss in another, adds to expenses. The
increase of pupils in the higher grades adds to salaries even
though the total number of pupils does not increase. It
requires a loss of about 1,000 pupils in the Primary Schools
to offset a gain of 250 pupils in the High Schools as far as
expense is concerned. If the 62,226 pupils attending school
the past year all belonged to the Primary grade, the cost fcr
salaries of instructors based on the average cost now paid
would have been $837,561.96. If, on the other hand, they
had attended the High Schools, the cost would have been
$3,583,595.34; therefore, not only the number of pupils
but the grade attended must be considered in preparing the
estimates. Another element to contend with is the [)rice of
coal, as an increase of one dollar per ton adds about $12,000
to expenses.
These few instances will show how difficult it is to estimate
just how much money will be required. The rule is to esti-
REPORT OX EXPENDITURES.
69
mate as closely as possible, and to CQiifiiie expenses to what
is absolutely required.
The expenditures of the past year were as follows : —
School Committee
Salaries of instructors
Salaries of officers ....
School expenses : —
Salaries of janitors
Fuel, gas, and water .
Books
Printing
Stationery and drawing ma
terials
Miscellaneous items
,9 47 00
71,133 28
33,834 52
4,775 89
9,992 18
20,673 69
Expended from the appropriation .
Expended from income of Gibson Fund
Total expenditure ....
Total income ....
Net expenditure, School Committee
,238,584 42
57,608 00
239,356 56
$1,535,548 98
1,004 01
$1,536,552 99
37,092 81
$1,499,460 18
Public Building Department.
Furniture, masonry, carpen-
try, roofing, heating-appara-
tus, etc $243,107 89
Income 221 00
Net expenditure, Public
Building Department . . . 242,886 89
Total net expenditure for the year (ex-
clusive of new school-houses) . . $1,742,347 07
70 APPENDIX.
Your committee, in preparing the estimates, stated that
the probable income would be as follows : —
Non-residents, State and City . . . $13,000 00
Trust-funds and other sources . . . 14,000 00
Total estimated income . . . $27,000 00
23,247
00
105
41
84
52
The income collected was as follows : —
Non-residents, State and City . $13,655 88
Trust-funds and other sources
Sale of books
Rebate Boston Gas-Light Co.
Total income $37,092 81
The expenses of the School Committee as compared with
the year previous, present an increase of $47,505.17. The
expenses incurred by the Public Building Department for
furniture, repairs, etc., of school-houses, were increased
$72,150.10, thereby increasing the net expenditure of both
departments $11 9,655.27.
The average number of pupils belonging to all the schools
was 62,226. The average cost per pupil incurred by the
School Committee was $24.10, by the Public Building
Department, $3.90, — making the total average cost per
pupil, $28.
The cost per pupil the past year was about 4 per cent,
less than the average cost for the past twenty years ; but, as
compared with the previous year (1886-87), it shows an
increase of $1.94 per pupil. The expenditures controlled
by the School Committee increased 78 cents per pupil and
those under the direction of the Public Building Depart-
ment increased $1.16. About two-fifths of the increase in
the rate per pupil was caused by a serious fire in the Gaston
school-house, which occurred early in the year, the City
REPORT ON EXPENDITURES.
71
Auditor charging the cost for repairs ($44,276.42) to
running expenses. Owing to this fire non-resident pupils
attending the Grammar Schools the present year will each be
required to pay about $1.50 more for their tuition.
About 94 per cent, of the running expenses of the schools
is directly chargeable to the different grades, and the remain-
ing 6 per cent, is incurred for the schools in general. Later
on in this report, under the headings of expenditures for the
different grades of schools, only that portion directly incurred
is charged.
The following shows the total net cost for carrying on the
several grades of schools, including not only dii-ect charges
but also the just proportion of $97,467.16 for general ex-
penses incurred and a proper allowance to each grade of
1,247.00, the general income collected : —
NORMAL, LATIN, AND HIGH SCHOOLS.
Salaries of instructors
Salaries of janitors
Books, drawing matei'ials, and stationery
Other supplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost School Committee
Income from sale of books
Proportion of general income .
Net cost School Committee
Net expenses, Public Building Dej)artment
Total net cost
)o 68
3,381 12
$178,479 77
11,414 79
7,269 92
2,059 33
9,593 20
14,175 95
$222,992 96
3,436 80
$219,556 16
15,010 95
$234,567 11
Average number of pupils, 3,099 ; cost per pupil, $75.69.
Cost for educating 3,099 pupils
Tuition paid by 87 non-resident pupils ....
Net cost for educating 3,012 resident pupils
Average cost for each resident pupil ....
$234,567 11
6,141 00
$228,426 11
$75 84
72
APPENDIX.
GRAMMAR SCHOOLS.
Salai'ies of instructors
Salaries of janitors .
Books, drawing materials, and stationery
Other supjilies and miscellaneous items
Fuel, gas, and water
ProjDortion of general expenses
Total cost. School Committee
Income fi'om sale of books
Income from non-resident tuition
Rebate, Boston Gas-Light Co.
Proportion of general income .
Net cost. School Committee
Net expenses, Public Building Department
Total net cost
$23 50
678 58
84 52
12,607 27
$664,004 51
48,151 90
30,347 38
3,173 69
32,943 58
52,868 20
$831,479 26
13,293 87
$818,186 39
139,146 61
$957,331 90
Average number of pupils, 30,840 ; average cost per pupil, $31.04.
PRIMARY SCHOOLS.
Salai'ies of instructors
Salaries of janitors ....
Books, drawing materials, and stationery
Other suiDplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost, School Committee .
Income from sale of books
Income from non-resident tuition
Proportion of general income .
Net cost, School Committee
Net expenses. Public Building Department
Total net cost
$20 96
19 37
,408 43
$326,981 56
37,136 54
4,674 17
2,311 10
24,679 48
26,868 49
$422,651 34
6,448 75
$416,202 59
86,636 71
$501,838 30
Average number of pupils, 24,284; average cost per pupil, $20.67.
REPORT ON EXPENDITURES.
73
HORACE MANN SCHOOL.
Salaries of instructors
Salary of janitor ....
Books, drawing materials, and stationery
Other supplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost, School Committee .
Proportion of general income .
Net expenses. Public Building Department
Average number of pupils, 72 ; cost per pupil, $138.05.
Total cost for educating 72 pupils ....
Received from the State, etc., for tuition
Net cost for educating 72 pupils ....
Net average cost for each pupil ....
,117 75
449 00
123 20
26 23
263 77
609 62
),589 57
145 40
),444 17
495 44
3,939 61
$9,939 61
6,847 16
$3,092 45
$42 95
EVENING HIGH AND ELEMENTARY SCHOOLS
Salaries of instructors ....
Salaries of janitors
Books, drawing materials, and stationery
Other supplies and miscellaneous items .
Fuel, gas, and water ....
Proportion of general exj^enses
Total cost. School Committee .
Income from sale of books . ' .
Income from non-resident tuition .
Proportion of general income .
Net cost. School Committee
Net expenses, Public Building Deijartment
Total net cost
$5 28
12 97
528 57
$28,211 50
1,532 27
749 50
53 ]8
2,097 98
2,216 13
$34,860 56
546 82
$34,313 74
816 92
$35,130 66
Average number of pupils, 3,359 ; average cost per pupil, $10.46.
'4
APPENDIX.
EVENING DRAWING SCHOOLS.
Salaries of instructors
Salaries of janitors ....
Drawing materials and stationery .
Other supplies and miscellaneous items
Fuel, gas, and water
Proportion of general expenses
Total cost, School Committee .
Income from non-resident tuition
Proportion of general income .
Net cost, School Committee
Net expenses, Public Building Department
Total net cost
$56 80
176 21
Average number of pupils, 557 ; average cost per pupil,
MANUAL TRAINING SCHOOLS.
Salaries of instructors
Books and stationery
Lumber and hardware ......
Crockery, groceries, and kitchen materials
Other supplies and miscellaneous items .
Fuel, gas, and water
Net expenses. Public Building Department .
Total net cost
$9,103
00
262
50
603
80
33
05
980 03
738
77
Ll,621 15
233 01
$11,388 14
1,425 24
$12,813 38
},326 33
56 42
424 15
198 11
23 89
41 02
,069 92
356 12
1,426 04
The pupils attending the Manual Training Schools belong
to and are included in the number belonofino^ to the other
grades of schools.
The average number of pupils belonging to the day schools
the past year was 58,310. The High schools show an in-
crease of 155, the Grammar schools, 151 ; while the Primary,
Horace Mann, and Spectacle Island schools together show a
decrease amounting to 262 pupils, making a net gain in day-
REPORT ON EXPENDITURKS. 75
school pupils of 44. The evening schools show a fallinc; off
of 77 pupils, so that the number of pupils belonging to all
the schools shows a loss, as compared with the ^^ear previous,
of 33 pupils.
The number of regular instructors on the pay-rolls, April
1, 1887, was 1,213. During the year 66 resigned and 9
died. Of the 66 instructors who resigned, 23 were appointed
to higher positions, making the actual reduction 52, and
leaving 1,1 (51 of the original number. During the year
there were, in addition, 70 new appointments, making the
total of regular instructors, April 1, 1888, 1,231, — an in-
crease of 18 for the year. In addition there have been 74
temporary teachers and 37 special assistants employed in the
day schools ; an average of 137 instructors in the Evening
and Evening Drawing Schools, and 48 special teachers, —
making a total of 1,527 instructors on the pay-rolls during
the year.
Under the head of manual training two cooking-schools for
girls and a school to teach carpentry to boys have been in
successful operation during the year. Tiiese schools were
supported by the city at an expense of $3,426.04, the pupils
attending coming from the regular day schools. In addition,
three schools were carried on by private parties, which have
been more or less under the supervision of the School Com-
mittee.
When the estimates were prepared (Feb. 8, 1887), the
Committee on Manual Training requested $8,000 to carry on
the schools the past year ; but not as many new schools were
opened as was anticipated, and the amount expended was less
than one-half of that estimated. During the year over 1,000
pupils received instruction in these schools ; and it is
expected that twice this number will enjoy the advantages the
coming year.
76 APPENDIX.
The School Committee included in their estimates $20,000
for the support of Kindergtartens during the present year,
which amount was granted by the City Council. The
citizens of Boston have had for many years the advantages
of a large number of these schools supported at private ex-
pense, which have been carried on very successfully; and it
seemed to be the general opinion that they should become a
part of our school S3'stem, It is estimated that the money
granted will enable the School Committee to carry on at
least fifteen of these schools.
In the following pages of this report will be found a list of
the buildings occupied by the High, Grammar, Primary, and
Special schools, their location, numl)er of rooms in each,
and the number of instructors employed. The valuation of
each building is also given, as appraised by the assessors
May 1,1887.
The total valuation of the buildings and land used for each
of the diiferent grades of schools was as follows : —
High Schools $1,260,000
Gramnmr Scliools 4,340,000
Primary Schools 2,888,500
Special Schools 30,000
Total valuation, May 1, 1887 . . . . $8,518,500
The original cost of the above to May 1, 1887, w^as about
$7,()09,800.
The following table shows the expenditures made by the
School Committee, the number of pupils, and the average
cost per pupil as incurred by them, for the past twelve
years : —
REPORT ON EXPENDITURES.
77
Year.
Expenditures.
Income.
Net Expenditures.
No. of
pupils.
R.ite per
pupil.
1876-77 . . .
$1,525,199 73
$21,999 03
$1,503,200 70
50,308
$29 88
1877-78 .
1,455,687 74
30,109 31
1,425 578 43
51,759
27 54
1878-70 .
1,405,647 60
32,145 54
1,373,502 06
53,262
25 79
1870-S«> •
1,416,852 00
49,090 28
1,367,761 72
53,981
25 34
18SO-81 .
1,41.3,763 96
73,871 08
1,339,892 88
54,712
24 49
1881-83 .
1,392,970 19
69,344 08
1,323,626 11
55,638
23 79
1883-83 .
1,413,811 66
' 73,278 56
1,340,533 10
57,554
23 29
1883-84 .
1,452,854 38
79,064 66
1,373,789 72
.'i8,788
23 37
1884-85 .
1,507,394 03
39,048 26
1,468,345 77
59,706
24 59
1885-86 .
1,485,237 20
31,213 34
1,454,023 86
61,259
23 74
1886-87 .
1,485,343 29
33,388 28
1,451,955 01
62,259
23 32
1887-88 .
1,536,552 99
37,092 81
1,499,460 18
62,226
24 10
The following table shows the amount expended under the
direction of the Public Building Department for repairs
needed and furniture furnished the schools for the past
twelve years : —
Year.
Expenditures.
Pub. B'ldingCom.
Income.
Net Expenditures.
Pub. B'ldingCom.
No. of
pupils.
Rate per
pupil.
1876-77 . . .
$165,876 72
$165,876 72
50,308
$3 30
1877-78 . . .
126,428 35
126,428 35
51,759
2 45
1878-79 . . .
114,015 32
114,015 32
53,262
2 14
1870-80 . . .
98,514 84
98,514 84
53,981
1 82
1880-81 . . .
145,913 55
$205 00
145,708 55
54,712
2 66
1881-82 . . .
178,008 88
247 50
177,761 38
55,638
3 19
1882-83 . . .
189,350 83
231 00
189,119 83
57,554
3 29
1883-84 . . .
186,852 18
300 00
186,552 18
58,788
3 17
1884-85 . . .
198,059 11
526 50
197,532 61
59,706
3 31
1885-86 . . .
188,435 63
137 50
188,298 13
61,259
3 07
1886-87 . . .
1 171,032 71
295 92
170,736 79
62,259
2 74
1887-88 . . .
243,107 89
221 00
242,886 89
62,226
3 90
1 This amount includes $7,921.33 (expense for heating apparatus, Hancock School) charged
by mistake last year to new school-houses, but corrected in the tables of this year.
78 - APPENDIX.
The foregoing tables represent the conibhied expenses in-
curred in carrying on the schools for the past twelve years,
exclusive of the cost for new school-houses.
Of the net expenditures of the School Committee the past
year,
80.21 per cent, was paid to instructors.
3.84 per cent, was paid to officers.
6.60 per cent, was paid to janitors.
4.74 per cent, was paid for fuel, gas, and water.
2.91 per cent, was paid for supplies to pupils.
1.70 per cent, was paid for miscellaneous expenses.
100.00 per cent, total.
The amount paid for salaries of instructors the past year
was $1,238,584.42, the largest amount ever paid for this
item; and shows an increase of $24,778.18, as compared
with the previous year. The opening of the Hugh O'Brien
School and the establishment of the new Pierce District
partly caused this increase.
Although the average number of pupils belonging to the
schools was about the same as for the previous year, still it
was found necessary, owing to the increase in some localities,
and in the higher grades of schools, though offset by a corre-
sponding decrease in other places and in the lower grades, to
elect eighteen additional instructors during the year, the
cost for instruction in the High Schools, and in the
ui)per classes of the Grammar Schools being more than
doul)le as much as in the lower Grammar and Primary
classes.
The following shows the relative increase in the number
of pupils in the Primary Schools, the two lower, the tvvo
mddle, and the two upper classes of the Grammar Schools,
and in the High Schools, as compared with 1883, five years
aaro : —
REPORT ON EXPENDITURES. 79
Primaiy Schools increased 1 per cent.
Grammar Schools : —
Two lower classes increased 1 per cent.
Two middle classes increased 11 per cent.
Two upper classes increased 20 per cent.
High Schools increased 44 per cent.
The above shows the changes in the distribution of pupils
which have taken place within live years, and accounts to
some extent for the increased amount paid for salaries, from
the fact that nearly all the increase in pupils during that time
is found in the upper grades where the cost for instruction
is greater.
The variation in the amount paid for salaries in the differ-
ent grades of schools the past year, as compared with the
year previous, was as follows : —
High Schools increased .
Grammar Schools increased
Primaiy Schools increased
Evening Schools increased
Evening Drawing Schools increased
Manual Training Schools increased
Total increase ....
The Horace Mann School shows a decrease of $34.18,
which deducted from the above leaves $24,778.18, the net
increase in this item.
The average salary paid during the year to each regu-
lar-
High School instructor was $1,678 64
Grammar School instructor was 980 69
Primary School instructor was 691 36
The average salary paid each regular teacher in the service
during the year was $927.52.
The cost per pupil for salaries paid instructors in the
.
$7,204 81
12,871
36
1,873
86
1,950
50
34 00
878
33
$24,812 36
80 APPENDIX.
Normal, Latin, and High Scliools, the past year, was as fol-
lows : —
Normal School $71 13
Latin School 79 27
Girls' Latin School 58 24
English High School 65 38
Girls' High School 42 79
Roxbury High School 40 98
Charlestown High School 52 07
Dorchester High School 53 22
Brighton High School 85 98
West Roxbury High School • . 71 25
East Boston High School 49 19
The location of the different schools and the rules regard-
ing the employment of instructors are the principal causes
for the large differences in the rate for instruction.
In the Grammar and Primary Schools the cost is more
uniform, although some Grammar Schools would show a
marked difference from others if comparisons were made.
During the past five years the number of regular instruct-
ors appointed (including 91 who resigned a lower position
to accept a higher one) was 480, of which —
388 were placed on the first year or minimum salary.
19 on the second year.
18 on the third year.
17 on the fourth year.
4 on the fifth year.
13 on the sixth year.
17 on the seventh year.
2 on the tenth year.
2 on the fourteenth year.
The rules provide that when teachers are proposed for
nomination, committees in charge may recommend, if they
deem it advisable, that such teachers be placed on an ad-
vanced year of service. The statement above shows that 81
REPORT ON EXPENDITURES. 81
per cent, of the teachers elected the past five years are
working up from the ininimum sahxry, — a sufficient proof of
the conservative policy of the School Board reofardinoj ex-
penses.
The following information was returned by the principals
with the monthly pay-roll : —
Number of days teachev.s were absent 10,743
Number of days substitutes were employed .... 9,926
Number of days teachers were absent without employing sub-
stitutes 817
The amount required to pay substitutes for the 817 days
teachers were absent was $2,256.97, which was saved to the
absent teachers by reason of no substitutes being furnished.
During the year $47,375.68 were paid for instruction by
special teachers, as follows : Sewing, 30 teachers, in 219
divisions, $16,121.07 ; Music, 5 teachers, $13,200 ; Drawing,
1 teacher, $3,000; Modern Languages, Director, $3,000;
2 assistants, $2,000; Hjgiene, 1 teacher, $3,000; Calis-
thenics and Elocution, 2 teachers, $1,452; Physics in Boys'
Latin School, 1 teacher, $716.28 (service commenced Oct.
12, 1887) ; Military Drill, 1 teacher and 1 armorer, $2,160;
Manual Training, 1 teacher of carpentry, $1,200; 1 teacher
of Boston School Kitchen No. 2, $744; 1 teacher of Boston
School Kitchen No. 4, $382.33 (service commenced Sept.
26, 1887) ; school on Spectacle Island, 1 teacher, $400.
The number of special assistants employed during the
year, under Section 217 of the Regulations, to assist teachers
of the lowest primary classes was 37, and the salaries paid
the same amounted to $2,489.
The numljer of temporary teachers employed during the
year was 74, and the amount paid them was $10,026.74, of
which $3,447.38 were expended for services in the High
Schools, $3,569.88 in the Grammar Schools, and $3,009.48
in the Primary Schools.
82 APPENDIX.
The Evening High and thirteen Elementary schools opened
Sept. 26, and were in session twenty-two weeks. The loca-
tion of the school, which for many years occupied the ward-
room in Anderson street, was chanijed at the beginninof of
the term to the Phillips Grammar School. All the Element-
ary schools now occupy Grammar School buildings, with
the exception of the one in the Warren-street chapel. This
school differs from the others inasmuch as it only holds ses-
sions three evenings each week (Wednesday, Thursday, and
Friday), and teachers who are connected with the chapel
hold certificates of special grade, limiting them to teach in
that particular school.
The cost for salaries paid instructors the past year in the
Evening High School was $9,35(3, and the Evening Ele-
mentary schools, $18,855.50, as compared with $8,G1(J
and $17,645 paid respectively the previous year.
The salaries i)aid teachers in the five Evening Drawing
schools, for the twenty-two weeks the schools were in ses-
sion the past year, amounted to $9,103, as compared with
the $7,069 paid the year previous.
Under the head "Salaries of Officers'' are included the
Superintendent, six Supervisors, Secretary, Auditing Clerk,
and their assistants, four messengers, and sixteen truant offi-
cers, — in all a force of thirty- three persons, to whom were
paid during the year $57,608, as compared with $55,739.67
paid the year previous.
The appropriation granted each year under the head of
"School Expenses" includes salaries paid janitors, and all
items under the control of the Committee on Supplies.
The number of janitors employed the past year was one
hundred and fifty-seven, including one engineer. The sal-
aries paid amounted to $98,947 (an increase, as compared
with the previous year, of $9,144.05), and range from
REPORT ON EXPENDITURES. 83
$144 to $2,640 per iinnum, the average salary being
$630.24. \ er}^ few, if any, of the janitors of the larger
buildings are able to do all the work themselves, as the time
allowed for certain parts of it is too short to admit of it be-
ing done by one person, and many of them pay out quite a
percentage of their salaries for assistance.
At the commencement of the year, and for some time
prior to it, the janitors complained that in the matter of sal-
ary they did not receive the same consideration as was shown
to similar employees in other city departments, whose sahiries
had been increased. This committee, being of the o[)inion
that a slight increase in salaries should be made, included in
the estimates |4,500 for this purpose, which was appioved
by the School Committee ; and at the beginning of the year
this amount (about live per cent.) was added to the salaries.
Until the beginning of the past year janitors were paid the
lirst of each month for services rendered to the twenty-tirst
of the month preceding. Your committee felt that, as it was
deemed advisable to continue paying salaries monthly, no
part of the amount due should be held back, and they voted
that payments be computed to the first of each month, to
correspond with other employees of the School Board ; this
resulted in salaries for twelve and one-third months being
paid within the past financial year, therel^y increasing the
expenses about $2,500.
The increase in janitors' salaries beyond the two items
mentioned was caused by the occupancy of additional build-
ings for school purposes and of extra rooms Ijeing used in
others.
The janitors have performed their work during the year
in a manner that called forth very few complaints ; and in
no instance was the dismissal of school reported owing to the
negligence of the janitor. For the first time in a report of
this committee a list is given of the salaries paid jaiiitors who
receive $300 or more per annum, which can be found on
pages 31, 32, and 33 of this report.
84
APPENDIX.
During the year very little expense was incurred in remov-
ing snow from the school-house yards. In only a few
instances did the principals request that the work be done ;
and the entire cost, which was less than $100, was charged
under the head of salaries of janitors.
The Committee on Supplies presented to this committee
durino- the year bills for approval to the amount of $140,-
409. 5H, which represented the total expenditure of the School
Committee outside of salaries. The income was $189.93,
which deducted from the gross expenditures leaves the sum
of $140,219.63 as the net amount expended under their
direction.
The supplying of the schools under the free text-book law
continues to give satisfaction. The cost per pupil the past
year was 71 cents. The financial result as com[)ared with
the former plan shows a saving to parents of $60,000 an-
nually at an expense to the tax-payers of about $30,000.
This reduction is brought about from the fact that, under the
law, text-books are loaned to pupils and are now being
used until worn out.
Nearly five per cent, of the expenses of the School Com-
mittee the past year was incurred foi- fuel, gas, and water,
the cost of which was $71,133.28, — an increase over the
previous year of $13,746.23. Bills were approved during
the year for 11,193 tons of coal purchased at the following
prices : —
57 tons at
152 "
182 "
58 "
236 "
20 "
6,587 "
370 "
390 "
2,102 "
14 "
. $i 17
44 tons at
. 4 27
2 "
. 4 29
907 "
. 4 33
12 "
. 4 52
2 "
. 4 73
207 "
. 5 10
544 "
. 5 24
2 "
. 5 28
5 *•
. 5 35
230 "
. 5 49
$5 60
5 74
5 90
6 15
6 40
6 60
6 63
6 85
6 88
7 10
REPORT ON EXPENDITURES. 85
The average price paid was $5.32 per ton.
In previous years the Superintendent of Public Buihlings
contracted in May for the year's supply ; but during the past
year contractors would only submit bids for a term of sixty
days from the date of the contract. This resulted in a great
many diiferent prices; but the average price paid, $5.32, was
reasonable considering the state of the coal market during
the year.
In the building of the new school-houses lately acquired
much attention has been paid to the heating and sanitary
arrangements, thereby protecting the health of the children,
and no expense has been spared that would accomplish the
best results. The running expenses that will be incurred
each year for care and fuel needed to utilize the advantages
of our spacious school-houses will be large. It is necessary,
in order to keep the buildings in good condition and prevent
damage to the heating-apparatus, that fires be kept running
continuously throughout the cold season whether schools
keep or not.
The number of non-resident pupils reported by the princi-
pals as attending the public schools the past year was 102,
of which 118 paid tuition for the whole or a portion of the
year. Of the number who paid tuition 7 attended the Nor-
mal School, 44 the Latin School, 1 the Girls' Latin School,
23 the English High School, 12 the Girls' High School, 25
the Grammar schools, 1 a Primary school, 2 the Evening
High School, and 3 the Evening Drawing Schools. Of the
number reported, 44 either left school or presented such
reasons as justified the committee in exempting them from
payment. Parents doing business in Boston, or belonging
to firms paying taxes to the city, although residing else-
where, feel that, as they contribute to the support of the
schools, they should have the right to send their children ;
but the Statutes regulate this matter by depriving any child
86 APPENDIX.
from having a right to attend school in two places. If a
parent who has no legal right elects to have his children
educated in our schools, he should be willing to pay the cost,
particularly if he is abundantly able to do so.
The amount collected during the year for the tuition of
non-resident pupils was $6,808.72, — a decrease, as com-
pared with the previous year, of $1,041.40. This reduction
was largely brought about by a reduction in the rate charged,
which, in the High schools the past year, was $76.11 as com-
pared with $84.26 the year previous.
An act was passed and approved April 14, 1887, provid-
ing, among other things, for the admission and discharge of
pupils to certain institutions or schools for deaf-mute pupils ;
and also providing that the sums necessary for the instruc-
tion and support of said pupils be paid by the Commonwealth.
It was thought that, after the enactment of this law, the State
would bear the entire expense of this school. It is optional
with the State as to which school a pupil is sent; and the
State Board of Education claims that the amount now being
paid Boston is more in proportion than what is paid for tui-
tion in other schools. This committee, not having any
special direction of the regulations pertaining to this school,
presented the case, but did not deem it advisable to press the
matter, and have simply made out bills as usual at the rate
of $100 for each Boston pupil, and $105 for each out-of-town
pupil, which bills have been paid by the State. The amount
received on account of tuition for pupils attending this school
the past year was $6,847.16.
The total expenditure for the public schools, including
new school-houses, for the past year, was as follows : —
School Committee $1,536,552 99
Public Building Department (ordinary) .... 243,107 89
Public Building and City Architect's Department, new
school-houses (special) . ■ 127,875 90
Total gross expenditure $1,907,536 78
REPORT ON EXPENDITURES. 87
Income for the year was as follows : —
School Committee $37,092 81
Public Building Department (ordinary), . 221 00
Sale of old buildings (special), . . . 10,773 25 48,087 06
Total net expenditui-e $1,859,449 72
Your committee have added to this report the estimates
for the present financial year as prepared, approved, and
presented to the City Auditor in February last : —
The amount asked for was as follows : —
Salaries of instructors $1,2G9,678 00
Salaries of officers 58,180 00
School expenses 208,000 00
Kindergarten Schools 20,000 00
$1.615,858 00
The City Council reduced
School expenses $57,078 00
Ten years ago the City Council granted the appropriation
"School Expenses" $251,500, and this year the amount
granted is $210,322, a reduction of $41,178. During the
past ten years the pupils have increased 10,417, the
amount required for janitors' salaries has increased more
than 30 per cent., and the School Board is supplj'ing pupils
under a law requiring all books and supplies to be furnished
free. Under these circumstances your committee cannot
understand why the City Council reduced the appropriation
"School Expenses" over 16 per cent, from what was granted
ten years ago ; and it is difficult to see how the necessary
expenses can be met with the money granted.
The School Committee, like the Police and Fire Depart-
ments, expends the greater part of the appropriation granted
them for salaries. The following comparison shows, to
88 APPENDIX.
some extent, the drift of city expenditures for the past ten
years : —
For 1878-79 the amount of money granted the
School Committee was $1,419,500 00
Police Department was 823,000 00
Fire Dei)artment was 586,24:9 00
For 1888-89 the amount of money granted the
School Committee was $1,558,180 00
Police Department was 1,181,972 00
Fire Department was 849,640 00
The increase in ten years was : —
School Committee 9.8 per cent.
Police Department 43.6 "
Fire Department 44.9 "
The appropriation requested by the School Committee the
present year was reduced 3.6 per cent., while the amount
requested by the Police and Fire Departments for ordinary
expenses each suffered a reduction of only 1.7 percent.
If the expenditures of the School Committee and the
Police Department continue to increase in the same ratio as
they have during the past ten years, it will only be a ques-
tion of time when Boston will be paying more for police
work than for education.
In conclusion, your committee would call the attenti(m of
the Board to the fact that, in the opinion of this committee,
the appropriation granted by the City Council to the School
Committee will prove insufficient to carry on the schools as
they exist at present.
Believing that the citizens of Boston do not desire any re-
duction in school expenses which would in the slightest de-
gree impair the usefulness of the schools, no action has been
taken by the School Board towards reducing salaries or
discharging any of the employees. It is probable that
towards the end of the year the City Council will be obliged
REPORT ON EXPENDITURES. 89
to provide more money, or be responsible for closing the
schools.
The attention of the School Board is called to the limited
appropriation granted ; and any orders passed requiring ad-
ditional expenditure will increase the amount that it will in
all probability be necessary to request from the City Council
to carry on the schools to the end of the financial year.
Respectfully submitted,
EDWIN H. DARLING,
Chairman.
HENRY CANNING,
GERALD GRIFFIN,
WM. C. WILLIAMSON,
GEORGE R. SWASEY,
Commitlee on Accounts.
90
APPENDIX.
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SEMI-ANNUAL STATISTICS
PUBLIC SCHOOLS.
JU^E, 1
92 APPENDIX.
SCHOOL CENSUS. — May, 1S88.
Number of children in Boston between the ages of 5 and 15 72,590
Number attending public schools 55,599
" " private schools 7,882
Whole number of different pupils registered in the public schools during
the year 1887-88: Boys, 34,733; girls, 31,049; total, 65,782.
EXPENDITURES. — 1SS7-88.
Salaries of officers 057,608 00
«' "teachers 1,238,584 42
Incidental Expenses.
By School Committee 0239,356 56
From Income Gibson Fund 1,004 01
By Committee on Public Buildings 243,107 89
School-houses and lots 127,875 90
Total expenditures 01,907,536 78
INCOME.
School Committee 037,092 81
City Council 10,994 25
Total income 048,087 06
Net expenditures for public schools 01,859,449 72
STATISTICS.
93
SUMMARY,
June, 1888.
<o
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General Schools.
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1
5
100
96
4
96.
96
Latin and High
10
102
2,724
2,56S
156
93.9
2,652
54
694
30,310
24,639
27,641
2,669
3,552
91.
28,914
24 849
4T0
470
21,387
86.
Totals
535
1,271
57,773
51,692
6,381
89.5
56,.511
Special Schools.
o
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r
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Horace Mann
Spectacle Island
1
1
1
13
5
9
1
20
94
23
73
11
1,178
1,890
503
63
10
960
1,197
440
10
1
87.
92.
74
13
Evening Drawing
Totals
21
147
3,655
2,670
SCHOOLS AND TEACHERS.
Normal School ,
Latin School ,
English High School . . . ,
Girls' High School
Girls' Latin School
Roxbury High School ...
Dorchester High School . . .
Charlestown High School .
West Roxbury High School
Brighton High School . . .
East Boston High School . ,
Grammar Schools
Primary Schools
Totals
Teachers.
Males.
1
14
19
2
1
2
2
2
1
1
1
106
Females.
18
5
7
3
5
2
2
4
650
470
Total.
6
7
3
3
5
656
470
1,221
91
APPENDIX.
SPECIAL SCHOOLS AND TEACHERS.
Schools.
Horace Mann School
Evening Schools
Evening Drawing Schools
French and German : High Schools
Music: High, Grammar, and Primary Schools . .
Illustrative Drawing, Normal School
Drawing: High and Grammar Schools
Instructor iu Hygiene
Sewing
Chemistry : Girls' High School
Laboratory Assistant : Girls' High School . . . .
Vocal and Physical Culture : Girls' High School .
Vocal and Physical Culture : Girls' Latin School
Military Drill : High Schools
Instructor in Manual Training School
Instructors in Cooking Schools
Spectacle Island
Males.
Females.
Total.
114
23
3
5
30
Totals ,
117
NORMAL AND HIGH SCHOOLS.
Semi-Annual Returnn to June 30, 1888.
Schools.
Normal
Latin
Girls' Latin ....
English High ....
Girls' High
Roxbury High . . .
Dorchester High . .
Charlestown High .
West Roxbury High
Brighton High . . .
East Boston High
Totals ....
Average whole
Number.
408
91
57
54
26
19
57
1,317
100
687
185
90
133
56
36
74
1,507
100
408
146
605
687
276
147
187
82
55
131
2,824
Average
Attendance.
86
55
52
25
18
53
,258
137
645
171
81
122
53
34
67
1,406
394
137
575
645
257
136
174
78
52
120
2,664
£
£
u
Pi
(3
a
>\
w
o
Ph
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16
6
6
5
2
2
4
145
STATISTICS.
95
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96
APPENDIX.
NORMAL AND HIGH SCHOOLS.
Number of Pu^ls to a Teacher, excluding Principals.
Schools.
Normal
Latin
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . .
Charlestown High . .
West Roxbury High
Brighton High ....
East Boston High. .
Totals
No. of Reg.
Teachers.
3
13
5
18
19
8
5
6
2
2
4
Average No.
of Pupils.
100
408
146
605
687
276
1+7
187
82
55
131
Average No.
of Pupils to
a Regular
Teacber.
33.3
31.4
29.2
33.7
36.2
34.5
29.4
31.2
41.0
27.5
32.8
2,824
33.3
Graduates, Jane, ISSS.
Schools.
Normal
Latin
Girls' Latin
English High
Girls' High
Roxbury High
Dorchester High . . .
Charlestown High . .
West Roxbury High
Brighton Higlr
East Boston High . .
Totals
Regular
Course.
8t
33
9
138
100
65
46
45
19
10
32
Four Years
Course.
92
84
33
9
138
192
65
46
45
19
10
32
581
92
673
STATISTICS.
97
EVENING SCHOOLS.
October, 1887 — March, 1888.
Schools.
? s
- o
6 ^
P
d si)
<
A
Males.
AVEB.^GE
TTENDANd
Females.
E.
Total.
<
5"
6
<
III
S o 1.
o X £
S 4) ft,
High
107
1,860
1,178
587
373
960
20
25
Bigelow School ....
108
327
121
65
38
103
8
15
Comins School, Rox. . .
108
303
155
68
24
92
7
15
Dearborn School, Rox. .
108
225
78
37
18
55
5
14
Eliot School
108
341
184
73
48
121
10
14
Franklin School ....
108
61.5
352
113
77
190
12
17
Lincoln School, S.B. . .
108
168
131
54
21
75
6
15
Lyman School, E.B. . .
108
360
185
80
21
101
8
14
Phillips School ....
108
197
112
38
19
57
4
17
Quincy School
107
190
102
61
22
83
7
14
Sherwin School, Rox. .
108
127
68
35
10
45
4
IS
Warren School, Ch'n . .
108
409
145
62
39
101
9
13
Warren ton Street . . .
64
120
109
41
24
65
5
16
Wells School
108
472'
148
69
40
109
9
15
Totals
1,466
5,714
3,068
1,383
774
2,157
114
16
EVENING DRAWING SCHOOLS.
■§ =
- »■" S
Schools.
o 2
. a)
^1
Average
, Attendance.
O.S'u
§•■§■5
dHPn
E «
£-3
<1
Males.
Females.
Total.
<
<
Charlesljwn
64
158
103
75
14
89
5
24
East Boston
64
162
74
58
9
67
4
22
Roxbury
64
154
85
59
14
73
4
24
Tennyson Street ....
64
221
130
121
0
121
5
30
Warren Avenue ....
64
, 167
m
56
34
90
5
23
Totals
320
862
503
369
71
440
23
25
98
APPENDIX.
GEAMMAR SCHOOLS.
Semi-Annual Returns to June 80, 18S8.
Schools.
Adams
Agaeniz
Allston
Andrew
Bennett
Bigelow
Bowdoin
Brimmer
Bunker Hill . . . .
Chapman
Charles Sumner . .
Coming
Dearborn
Dillaway
Dorchester-Everett
Dudley
Dwight
Eliot
Emerson
Everett
Franklin
Frothingham . . .
Gaston
George Putnam . .
Gibson
Hancock
Harris
Harvard
Average whole
Number.
Boys. Girls. Total
287
390
276
780
611
300
292
231
291
351
257
675
657
967
153
157
149
316
275
305
295
341
354
311
196
326
253
597
246
292
690
673
280
573
157
160
507
162
325
50-5
329
562
695
571
780
341
611
654
603
427
617
604
597
503
675
657
967
661
690
673
675
573
310
317
507
311
641
Average
Attendance.
Boys.
328
305
Girls.
Total.
257
236
365
276
257
269
729
. . .
303
553
. . .
282
329
270
283
209
176
269
288
828
230
. . .
532
234
220
634
. . .
612
. . .
842
. . .
339
265
. . .
646
. . .
610
267
247
517
144
145
146
145
448
136
147
292
292
458
305
493
641
526
729
303
553
611
553
385
557
558
532
454
634
612
842
604
646
610
614
517
289
291
448
283
684
11 gslt'^ -
Oh S CO L2
STATISTICS. 99
GRAMMAR SCHOOLS. — Concluded.
Schools.
Aver.ige whole
Number.
Average
Attendance.
6
51) o
<1
6
c c
a, V
1
a
51
«
£>
1
3
1
2
1
1
1
I
1
2
1
1
1
2
2
1
1
1
46
1
2
2
1
2
1
2
2
2
1
1
2
1
1
1
1
1
1
2
1
2
2
2
75
■o
(N
1
2
2
1
2
1
2
2
2
1
2
1
3
1
1
1
1
1
1
1
3
1
2
1
5
85
i
a
1
Boys.
Girls.
Total.
Boys.
Girls.
Total.
<
CO
Hillside . .
357
294
565
299
356
157
351
228
146
105
682
87
280
235
701
181
53
342
463
926
357
646
565
965
583
887
705
577
615
456
301
195
682
705
185
527
486
568
596
526
701
356
104
677
463
926
330
913
263
82-
.325
370
244
207
147
82
650
92
228
231
499
558
477
161
47
321
326
270
515
275
321
139
319
201
131
95
621
78
251
2(i8
625
161
47
328
411
815
326
600
515
913
538
827
646
509
563
408
278
177
621
650
170
479
439
499
558
477
625
322
94
649
411
815
31
46
50
52
45
60
59
68
52
48
23
18
61
55
15
48
47
69
38
49
76
34
10
28
52
111
2,669
91.
93.
91.
95.
92.
93.
93.
88.
92.
89.
92.
91.
91.
92.
92.
91.
90.
88.
94.
90.
89.
91.
91.
96.
89.
88.
91.
5
Hugh O'Brien
Hyde . . . ...
352
8
8
Lawrence
965
284
887
349
420
264
22S
15.5
90
13
7
12
8
7
7
fi
5
Mt. Vernon
3
9
Phillips
705
98
247
251
568
596
526
10
3
6
6
7
Rice
7
8
Shurtletf
9
Stoughton
Tileston
175
51
335
5
9.
8
6
Wintbrop
n
Totals
16,040
14,270
.30,310
14,770
12,871
27,641
399
100
APPENDIX.
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101
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102
APPENDIX.
GRAMMAR SCHOOLS.
Nvmher of Pvpils to a Teacher, excluding Principals, Jvne, 1888.
Schools.
1^
6 .
No. of Pupils
to a Teacher.
Schools.
£
d
® "S
1^
d o
Adams
10
505
50.5
Hillside
7
357
51.0
Agassiz
6
329
54.8
Hugh O'Brien.
13
646
49.7
Allston
11
562
51.1
Hyde
12
565
47.1
Andrew
U
695
49.6
Lawrence ....
18
965
53.7
Bennett ....
11
571
51.9
Lewis
12
583
48.6
Bigelow
15
780
52.0
Lincoln
16
887
55.4
Bowdoin ....
9
341
37.9
Lowell
13
705
54.2
Brimmer ....
14
611
43.6
Lyman
12
577
48.1
Bunker Hill .
13
654
50.3
Martin
12
615
51.2
Chapman . . .
12
603
50.2
Mather
9
456
50.7
Chas. Sumner
9
427
47.5
Minot
7
301
43.0
Comins .
11
617
56.1
Mt. Vernon. . .
5
195
39.0
Dearborn . . .
12
604
50.3
Norcross
14
682
48.7
Dillaway ....
12
597
49.7
Phillips ......
14
705
50.4
Dor. -Everett.
10
503
50.3
Pierce
4
185
46.2
Dudley
14
675
48.2
Prescott
9
527
58.5
Dwight
13
657
50.5
Prince
9
486
54.0
Eliot
20
967
48.4
Quincy
11
568
51.6
Emerson
13
14
661
690
50.8
49.3
11
11
596
526
54.2
Everett
Sherwin
47.8
Franklin ....
13
673
51.8
Shurtleff
14
701
50.1
Frothingliam.
12
575
47.9
Stoughton . . .
7
356
50.9
Gaston
10
573
57.3
Tileston
2
104
52.0
Geo. Putnam .
6
310
51.7
Warren
13
677
52.1
Gibson
7
317
45.4
Wells
9
463
51.4
Hancock . . . .
11
507
46.1
Winthrop
18
926
51.4
Harris
Harvard . . . .
6
311
51.8
53.4
12
641
Totals
602
30,310
50.3
STATISTICS.
103
GRAMMAR SCHOOLS.
Graduates, June, 1888.
Diplomas.
Schools.
Diplomas.
Schools.
1
5
1
o
'u
5
t
o
Adams -
23
10
38
Hillside
44
44
Agassiz
26
26
Hugh O'Brien
14
23
37
Allston
Ifi
19
35
Hyde
31
31
Andrew
19
18
14
27
33
45
5'^
Lawrence
Lewis
Lincoln
77
38
48
37
77
Bennett
75
Bigelow
48
Bowdoin
8fi
33
33
36
Lowell
Lyman
20
17
24
8
44
Brimmer
25
Bunker Hill
12
16
26
27
38
43
Martin
22
23
22
13
44
Chapman
Mather
36
Chas. Sumner
9
16
25
Minot
12
13
25
Comins
20
30
50
Mt. Vernon
7
10
17
Dearborn
11
15
38
26
38
Norcross
Phillips
40
33
33
Dillaway
40
Dor. -Everett
21
19
40
Pierce
7
7
14
Dudley
S7
37
Prescott
19
9.?,
44
Dwight
47
47
Prince
23
26
49
Eliot
44
44
31
31
Emerson
20
19
75
39
75
Jiice
43
33
43
Everett
Sherwin
33
Franklin
40
40
Shurtleff
47
47
Frothingham
19
16
35
Stoughton
13
15
28
Gaston
38
38
Tileston
4
3
7
George Putnam
Gibson
8
7
12
17
31
20
24
31
Warren
20
23
35
55
43
Wells
Winthrop
35
Hancock
55
Harris
13
31
19
21
32
52
1
Harvard
Totals
1,071
1,001
2.072
1
104
APPEJ^^DIX.
TABLE SHOWING THE NUMBER OF YEARS THE DIPLOMA
GRADUATES OF 1888 BELONGED TO A GRAMMAR SCHOOL
IN THIS CITY.
Schools.
O
t
5-.
9
u
a
u
>>
>>
CO
20
10
14
24
17
13
11
0
25
7
15
17
18
19
16
'21
9
36
9
22
14
15
14
8
18
19
u
a
0)
>>
to
3
2
1
u
a
-Id
a
>>
So
o
•o
H
en
Adams
2
5
6
12
4
2
3
5
6
2
2
1
3
1
Agassiz
1
8
8
Allston
Andrew
5
16
30
12
9
6
9
5
1
7
10
14
7
15
5
20
14
11
9
12
8
1
4
Bennett
1
3
1
4
3
2
1
16
1
1
1
1
1
1
7
5
Bigelow
Bowdoin
1
Brimmer
1
3
Bunker Hill
4
Chapman
2
Charles Sumner . . .
4
Comins
Dearborn
2
1
2
24
2
1
Dillaway
1
3
5
6
1
1
2
2
6
Dor.-Everett
1
1
2
6
Dudley ,
1
Dwight
3
14
Eliot
Emerson
6
6
5
2
8
1
1
1
2
Everett
31
Franklin . . .
Frothinghara
4
4
3
2
3
2
2
2
5
1
1
Gaslon
2
George Putnam . . .
2
1
Gibson
2
Hancock
1
1
1
STATISTICS.
W5
TABLE SHOWING THE NUMBER OF YEARS THE DIPLOMA
GRADUATES OF 1888 BELONGED TO A GRAMMAR SCHOOL
IN THIS CITY. — Concluded.
Schools.
u
o
m
a ID
0) t£i
i
CO
i
>>
i
a
(0
>,
<o
11
33
15
30
7
33
27
30
13
9
24
21
15
9
15
28
7
31
22
16
21
15
14
9
5
14
14
12
920
03
>>
1
8
3
2
4
£
<u
>.
7
11
5
3
16
13
21
9
3
13
7
2
7
2
8
5
5
6
4
7
4
10
19
10
£
-Id
1
cS
>>
10
2
cS
-let
T3
at
1
a
>
o
1
2
12
1
3
14
13
6
2
1
2
1
4
1
18
?
1
HiUside
Huo'h O'Brien. . .
....
1
1
1
1
1
1
7
1
Hyde
4
2
1
2
12
2
1
2
1
1
3
2
1
4
1
2
10
9
....
Matlier
3
1
1
Mt. Vernon
Norcross
2
2
11
11
2
1
Phillips
Pierce
Prescott
1
5
2
4
2
1
Prince
3
Quincv
2
1
Rice
7
Sherwin
4
13
3
Shurtlefif
1
Stoushton
2
7
1
37
3
Tileston
1
Warren
1
6
3
1
2
1
24
6
11
19
466
15
Wells
Winthrop
12
5
132
5
2
21
10
26
16
25
5
Totals
230
153
106
APPENDIX.
PRIMARY SCHOOLS.
Semi-Annual Returns, to June 30, 1888.
Districts.
Adams ....
Agaseiz ....
Allston ....
Andrew . . .
Bennett ....
Bigelow . . .
Bowdoin . . .
Brimmer . . .
Bunker Hill .
Chapman . . •
Charles Sumner
Comins ....
Dearborn . . .
Dillaway . . .
Dor.-Everett .
Dudley ....
Dwight ....
Eliot .....
Emerson . . .
Everett ....
Franklin . . .
Frothingham .
Gaston ....
George Putnam
Gibson ....
Hancock . . .
Harris ....
Harvard . . .
Average whole
Number.
Boys. Girls. Total
375
124
241
291
158
376
184
228
320
227
196
239
375
208
210
320
266
367
339
283
316
261
439
114
116
464
141
311
Boys. Girls. Total
116
80
241
271
134
285
158
190
259
174
177
231
268
174
190
324
283
129
210
285
306
244
357
119
136
416
127
301
491
204
482
562
292
661
342
418
579
401
373
470
643
382
400
644
549
496
549
568
622
505
796
233
252
880
268
612
Average
Attendance.
330
111
202
264
145
345
154
209
287
185
171
216
332
182
186
289
225
320
297
239
279
233
392
103
100
406
121
274
199
236
118
252
131
172
230
132
148
200
228
143
158
281
230
109
175
231
258
215
312
105
106
353
104
259
431
177
401
500
263
597
285
381
517
317
319
416
560
325
344
570
455
429
472
470
537
448
704
208
206
759
225
533
57
92
25
46
121
43
79
P3
226
89
177
247
190
335
162
211
248
198
202
243
273
185
187
284
256
260
_240
234
264
224
358
120
122
423
125
303
272
125
292
329
130
329
201
206
336
180
205
236
368
201
218
363
285
234
321
328
358
290
431
109
132
444
132
322
498
214
469
576
320
664
363
417
584
378
407
479
641
386
405
647
541
494
561
562
622
514
789
229
254
867
257
625
STATISTICS.
PRIMARY SCHOOLS. — Concluded.
107
Districts.
i
Average whole
Number.
Average
Attendance.
6
<
r
i
si
■£»
P3
g
00
>
O
6
Boys.
Girls.
Total.
Boys.
Girls.
Total.
Hillside ....
5
152
104
256
135
89
224
32
87.
125
142
267
Hugh O'Brien .
11
377
213
590
332
183
515
75
88.
276
328
604
Hyde
8
226
204
430
2t0
182
392
38
91.
180
258
438
Lawrence . . .
19
647
245
892
587
218
805
87
89.
486
424
910
Lewis
10
250
287
537
215
242
457
80
85.
244
288
532
Lincoln . . . .
7
213
128
341
187
111
298
43
87.
173
171
344
Lowell ....
14
390
392
782
343
338
681
101
87.
385
397
782
Lyman ....
11
407
182
589
350
151
501
88
86.
280
317
597
Martin
6
152
183
335
134
162
296
39
89.
171
160
331
Mather . . . .
8
224
198
422
190
163
353
69
84.
210
233
443
Minot
5
122
128
250
102
109
211
39
84.
144
107
251
Mount Vernon .
3
64
80
144
57
64
121
23
84.
76
75
151
Norcross . . .
13
188
426
614
176
386
562
52
91.
298
327
625
Phillips ....
6
164
160
324
137
126
263
61
81.
129
199
328
Pierce
2
66
52
118
56
42
98
20
84.
50
65
115
Prescott ....
9
237
203
440
212
183
395
45
89.
220
229
449
Prince
3
89
98
187
76
79
155
32
83.
75
115
190
Quincy ....
13
426
269
695
373
230
603
92
87.
315
382
697
Rice
8
216
183
399
170
142
312
87
78.
189
216
405
Sherwin ....
10
248
261
509
225
230
455
54
89.
234
284
518
Shurtleff. . . .
6
156
181
337
136
154
290
47
86.
184
142
326
Stoughton . . .
4
93
114
207
76
94
170
37
83.
163
64
227
Tileston ....
2
29
35
64
26
29
55
9
87.
42
24
66
Warren ....
7
188
189
377
172
171
343
34
91.
151
200
351
Wells
16
443
389
832
398
330
728
104
87.
380
453
833
Winthrop . . .
6
153
141
294
135
120
255
39
87.
165
141
306
Totals . . .
470
13,409
11,230
24,639
11,807
9,580
21,387
3,252
86.
11,731
13,118
24,849
108
APPENDIX.
PRIMARY SCHOOLS.
Number of Pupils in each Class, Whole Number, and Ages, June 30, 1888.
Districts.
3
£
i
5
§
u
s s
1^
_ ">
£■0
a
>,
G
V
m
(a
u
a
s
i
CS
a
a
>
2
Eh
Adams ....
119
103
276
498
49
79
98
104
81
53
21
7
6
Agassiz . . . .
50
62
102
214
13
35
41
46
46
20
8
3
2
Allston . . . .
127
155
187
469
37
70
70
119
95
42
22
11
3
Andrew ....
163
166
247
576
39
100
108
130
99
63
24
10
3
Bennett ....
51
114
155
320
39
76
75
63
47
11
6
1
2
Bigelow ....
197
200
267
664
36
135
164
150
104
38
25
8
4
Bowdoin . . .
88
126
149
363
19
60
83
71
70
37
17
6
. .
Brimmer . . .
132
109
176
417
33
68
110
107
68
28
1
1
1
Bunker Hill . .
159
169
256
584
36
92
120
129
114
48
32
10
3
Chapman . . .
112
100
166
378
32
92
74
92
48
26
9
4
1
Chas. Sumner .
106
115
186
407
43
77
82
88
79
28
8
2
Comins . . . .
108
153
218
479
48
92
103
117
73
31
7
6
2
Dearborn . . .
166
178
297
641
31
115
127
127
103
8ft
37
11
5
Dillaway . . .
107
105
174
386
21
79
85
84
75
28
10
3
1
Dor.-Everett . .
98
110
197
405
33
76
78
94
73
29
15
5
2
Dudley . . . .
160
174
313
647
36
109
139
141
126
57
31
5
3
Dwight ....
109
175
257
541
38
91
127
111
99
46
18
9
2
Eliot
95
199
200
494
58
95
107
95
69
42
18
7
3
Emerson . . .
130
201
227
561
41
82
117
106
93
66
34
12
10
Everett . . . .
l.iO
232
180
562
34
85
115
135
102
59
23
5
Franklin . . . .
156
204
262
622
44
85
135
139
125
52
29
9
Frothingham .
168
164
182
514
42
77
105
118
90
55
25
2
Gaston . . . .
233
239
317
783
39
150
169
173
141
70
31
16
Geo. Putnam .
64
61
104
229
16
40
64
44
36
21
5
3
Gibson . . . .
70
81
103
254
19
48
55
61
44
17
8
2
Hancock . . .
155
209
503
867
46
178
199
180
141
74
32
17
Harris
55
76
126
257
20
49
56
48
45
22
12
2
3
Harvard . . . .
153
204
268
625
56
113
134
141
96
56
24
3
2
Hillside . . . .
80
95
92
267
20
47
58
48
40
38
13
2
1
STATISTICS.
PRIMARY SCHOOLS. — Concluded.
109
Districts.
o
E
1
O
-o
a
8
on
i
3
V
.a
s a
O 3
<U P
o a
> «
a
u
(S
>.
CI
132
C3
>>
£
o
a
119
i
>,
a
a
Eh
67
a
>
27
C3
0)
>
8
£
n .
Hugh O'Brien,
181
166
257
604
49
95
1(17
Hyde
107
163
168
438
24
58
98
109
71
h\
16
7
4
Lawrence . .
256
243
411
910
78
159
249
198
131
59
27
5
4
Lewis . . . .
115
223
194
532
34
85
125
116
109
48
11
3
1
Lincoln . . .
71
115
158
344
28
68
77
73
55
26
12
4
1
Lowell . • . .
260
212
310
782
65
150
170
173
134
52
23
9
6
Lyraan . . . .
144
164
289
597
56
94
130
99
98
73
40
6
1
Martin . . . .
86
91
154
331
54
54
63
73
51
23
10
1
2
Mather . . . .
113
119
211
443
38
73
99
101
72
35
15
9
1
Minot . . . .
68
65
118
251
50
44
50
46
34
18
6
3
Mt. Vernon . .
36
40
75
151
13
26
37
37
20
11
6
1
Norcross . . ,
169
177
289
625
69
100
129
117
92
72
28
13
5
Phlllipa . . .
90
93
145
328
26
47
56
58
51
54
11
17
8
Pierce . • . .
24
40
51
115
12
15
23
28
22
9
4
2
. .
Prescott . . .
82
155
212
449
31
85
104
96
78
42
8
2
3
Prince . . . .
59
63
68
190
7
28
40
51
41
19
4
Quincy . . . .
207
246
244
697
65
107
143
161
113
73
24
6
5
Rice ....
108
100
197
405
29
81
79
109
64
32
10
1
. .
Sherwin . .
106
143
269
518
41
81
112
113
103
38
23
5
2
Shurtleff . .
105
104
117
326
36
63
85
84
33
22
3
Stoughton .
61
47
119
227
74
38
51
33
15
13
3
. .
Tileston . .
7
22
37
66
11
12
19
22
2
. .
. .
. .
Warren . . .
109
97
145
351
14
55
82
69
77
43
7
4
. .
Wells . . .
204
255
374
833
66
130
184
204
139
83
18
9
Winthrop .
64
6,383
130
112
306
35
69
61
63
43
27
6
2
Totals , .
7,655
10,911
24,849
2,023
4,312
5,396
5,401
4,189
2,232
887
296
113
Percentage
8 25.7
30.4
43.9
100
8.2
17.4
21.4
21.8
16.9
9.
3.6
1.2
.5
110
APPENDIX.
DISTRIBUTION OF PUPILS IN RESPECT BOTH
CLASSES.
Under
5
years.
5
years.
6
years.
years.
years.
9
years.
11
All Classes <
Totals
Boys . .
Girls . .
. ,
. .
. .
^;^
• ■
• •
• •
• •
Advanced Class . . \
Third-year Class . . <
Second-year Class . \
First-year Class . . \
Totals
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
•
as
"o
o
'
• •
W
•■ •
First Class |
Second Class . . . A
Third Class {
Fourth Class , . . . |
Fifth Class |
Sixth Class |
Ungraded Class . . \
Totals
Boys . .
Girls . .
Bo3's . .
Girls . .
Boys . .
Girls . .
Boys . .
Giiis . .
Bnvs . .
Girls . .
Boys . .
Girls . .
Boys . .
Girls . .
*
1
7
6
s
S
eg
7
5
133
129
05
2
142
129
770
680
5
12
6
50
39
10
301
1,814
•
First Class |
Second Class . . , A
Tliird Class . . . . |
Totals
Boys . .
Girls . .
Bovs . .
Girls . .
1
3
127
138
789
741
1,190
1,046
1
I
4
217
186
1,138
930
1,653
1,410
1,402
1,156
872
677
S
Boys . .
Girls . .
2.5
25
1,122
846
2,192
1,713
722
591
213
191
^
50
1,973
4,312
5,396
5,401
4,189
Grand totals
50
1,973
4,312
5,406
5,702
6,003
STATISTICS.
Ill
TO AGE AND TO CLASSES, JUNE, 1^
lO
years.
11
years.
la
j-ears.
l»
years.
14
years.
15
years.
lO
years.
17
years.
18
years.
lO
years
and
over.
Totals.
2
7
7
55
15
88
32
112
21
99
25
62
8
34
15
24
9
483
132
2
14
70
120
133
124
70
49
33
615
• •
.
1
1
3
9
3
39
52
84
4
62
11
111
. .
6
1
54
30
85
90
27
58
224
263
5
2
39
24
109
m
74
113
18
52
2
15
247
299
4
3
40
32
141
149
128
190
60
85
9
80
2
9
384
498
• •
7
79
360
606
519
287
179
2,037
9
5
108
62
290
256
855
386
211
257
56
103
tl6
J27
1,045
1,096
18
3
131
72
419
316
551
490
307
419
106
160
32
32
t3
14
1,567
1,496
5
125
88
516
382
758
670
554
519
200
269
38
71
2
6
t2
13
2,201
2,013
134
118
566
518
894
777
765
665
323
345
117
100
20
15
2
1
2,828
2,545
6.56
543
1,019
885
814
775
486
445
190
151
28
33
3
7
1
2
3,337
2,975
1,214
1,009
856
711
462
396
184
140
67
40
14
8
1
1
1
3,712
3,118
113
70
152
71
139
89
90
49
49
23
11
6
2
1
2
V
11
t57
626
355
3,868 5,012
5,461
5,157
3,848
2,253
893
240
28,914
775
672
332
284
97
115
t33
t40
3,344
3,039
353
287
116
121
31
37
t9
tl8
4,139
3,416
71
74
le
15
9
7
t7
6,033
4,878
2,232
887
296
tll3
• •
• •
• •
24,849
6,100
3,901
5,771
5,347
4,047
2,746
1,G23
829
393
212
66,415
t Thirteen years and over.
t Eighteen years and over.
112
APPENDIX.
PRIMARY SCHOOLS.
Number of Pupils to a Teacher, June 30, 1888.
Districts.
Adams ....
Agassiz. .. .
AUston ....
Andrew. ...
Bennett . . .
Bigelow . . .
Bowdoin . .
Brimmer . .
Bunker Hill
Chapman . .
Ch's Sumner
Comins. ..
Dearborn
Dillaway .
Dor.-Everett
Dudley. ..
D wight. . .
Eliot
Emerson .
Everett. ..
Franklin .
Frothingham
Gaston . . .
Geo. Putnam
Gibson
Hancock....
Harris
Harvard . . . .
9
3
9
10
7
13
8
9
12
7
7
8
12
7
8
12
10
10
10
10
12
9
14
4
5
16
5
12
491
204
482
562
292
661
342
418
579
401
373
470
643
382
400
644
549
496
549
568
622
505
796
233
252
880
268
612
Pj a
54.5
64.0
43.5
56.2
41.7
50.8
42.8
46.5
48.2
57.3
53.3
58.8
63.6
54.6
50.0
63.7
54.9
49.6
54.9
56.8
51.8
56.1
56.9
58.2
50.4
55.0
53.6
61.0
Districts.
Hillside
Hugh O'Brien
Hyde
Lawrence . . . .
Lewis
Lincoln
Lowell
Lyman
Martin
Mather
Minot
Mt. Vernon . ,
Norcross
Phillips
Pierce
Prescott . . . . ,
Prince
Quincy
Rice
Sherwin ....
Shurtleff
Stoughton . . .
Tileston ....
Warren
Wells
Winthrop . . .
Totals .
5
11
8
19
10
7
14
11
6
8
6
3
13
6
2
9
3
13
8
10
6
4
2
7
16
6
^2 =
2S6
51.2
590
53.6
430
53.8
892
46.9
537
53.7
341
48.7
782
55.9
589
53.5
335
55.8
422
52.8
250
50.0
144
48.0
614
47.2
324
64.0
118
59.0
440
47.8
187
62.3
695
53.5
399
49.9
609
50.9
337
66.2
207
51.7
64
320
377
639
832
52.0
294
49.0
470
24,639
52.4
ANNUAL SCHOOL FESTIVAL.
1888.
ANNUAL SCHOOL FESTIVAL, 1888.
The Annual School Festival, in honor of the grad-
natcs of the public schools, was held in the Massa-
chusetts Charitable Mechanics' Building, Huntington
avenue, on the afternoon of Saturday, June 30, under
the direction of the Committee of the School Board
appointed for the purpose, consisting of Messrs.
Gerald Griffin (Chairman), William IT. Grainger,
M.D,, Kichard J. Walsh, Caroline E. Hastings, M.D.,
and Thomas O'Grady, Jr.
The occasion was honored by the presence of His
Honor the Mayor, members of the City Council and
School Committee, distinguished officials and citizens,
teachers of the public schools and parents of the
graduates.
The bouquets provided for the graduates w^ere
tastefully arranged on the stage. They were fur-
nished by the following-named florists: — James
Delay, James P. Clark, Korton Brothers, T. H.
Meade, James O'Brien, John Mooney, and Marston
B. Bunker. The graduates were marshalled to their
places under the direction of Mr. Alonzo G. Ham,
master of the Lincoln School.
The Boston Cadet Band, under the direction of
Mr. J. Thomas Baldwin, furnished the music for the
occasion.
The collations for the committee and pupils were
provided by Mr. William Tufts.
116 APPENDIX.
The graduates filled the first balcony, and about
five hundred occupied front seats on the floor of the
hall.
The Chairman of the Special Committee, Mr.
Gerald Griffin, delivered the opening address.
REMARKS OF MR. GERALD GRIFFIN.
My Youvg Friends, — As chairman of the sub-committee having
the arrangements in charge, it is my privilege to welcome you on
behalf of the School Committee to this festival, given in your honor,
and to tender you our congratulations upon ^our graduation.
This festival is a repetition of what we have had in Boston year
after year, with a few exceptions, for nearly a centur^^, but 3'ear
after year upon an increased scale of magnificence. The actors
change, graduates and members of the School Committee come and
go, but the spirit of the benign, patriotic, and benevolent Franklin
continually presides over the scene, lighting it up with a refulgence
that is reflected to-day by 2,600 pair of eyes, and warms 2,600
grateful hearts, throbbing responsive to the music and joy of this,
the happiest day in the school yeixv.
I have said that for nearly 100 years has this festival been ded-
icated to the graduates of our public schools. In 1788, just 100
years ago, Franklin wrote in his will: " I was born in Boston,
New England, and owe ray first instruction in literature to the free
grammar schools established there. I, therefore, give one hun-
dred pounds sterling to be put out at interest and so continued at
interest forever, which interest annually shnll be hiid out in silver
medals, and given as honorary rewards for the encouragement of
scholarship."
Thus was the Franklin medal fund provided for, and to the
ceremony attendant upon the presentation of the Franklin medals
we owe this beautiful festival to all the graduates.
We extend to 3'on, 3'our parents, teachers, and friends, a most
cordial welcome, and we indulge in the hope that for a hundred
3'ears to come ii may be the privilege of the School Committee to
meet the graduates in this way and exchange congratulations.
To many of you, your recent graduation is simply a station that
ANNUAL SCHOOL FESTIVAL. 117
marks your course along the line of education provided by the city
of Boston for her children, })ut to a ver}^ large number, mingled
with the gi'eetiug we extend there is something of the sadness of
farewell. You begin at once the struggle " for self-preservation,
for the obtain ment of sustenance, and for the regulation of social
and political conduct."
If we thought we had succeeded in simply making j-ou acquainted
with the contents of your school text-books, we should be denied
much of the pleasure we experience in meeting you this afternoon.
It is the love of truth, honesty, and justice, the lessons in perse-
verance, application, and endeavor, that are behind all text-books
and the aim of all education of the youth, in which we place our
trust and upon which you must depend for success in life.
Herbert Spencer says: "How to live? — that is the essential
question for us. Not how to live in the material sense, on\y, but
in the widest sense. The general problem which comprehends
every special problem is — the right ruling of conduct in all direc-
tions under all circumstances. In what way to treat the body ; in
what way to treat the mind ; in what way to manage our affairs ;
in what wa}' to behave as citizens ; in what way to utilize all
those sources of happiness that nature supplies — how to use our
faculties to the greatest advantage to ourselves and others ; how
to live completely. Ayd this being the great thing needful for
us to learn, is, by consequence, the great thing which education
has to teach. To prepare us for complete living is the function
which education has to discharge."
Much of this education, much of this training, my young friends,
is in your own hands ; but if we have succeeded in implanting in
you an ardent desire for improvement, there need be no fear for
your future welfare.
Those of you to whom this festival is simply an incident, and to
whom the great privilege is to be given of continuing your rela-
tions with our teachers in higher institutions of learning, we wel-
come with all the warmth and affection of which we are capable.
Boston lays her riches at your feet, and dedicates to your use
the most magnificent monuments known to civilization.
To all of you, whether you part with us as pupils to-day, or con-
tinue at school a few years longer, I say God si)eed. Ma}' he
118 APPENDIX.
take 3'ou iuto his keeping and lielp you to develop into true and
perfect men and women, preparing 30U for usefulness in this life
and happiness in the life to come.
Ladies and gentlemen, we meet here to-da\' under the most
auspicious circnmstances. It is a day for congratulations upon
the part of parents, teachers, graduates, and committee, and
indeed for all the citizens of Boston ; a day we celebrate with feel-
ings of gratification and thankfulness. As I look out upon this
vast number of bright and youthful faces, I am convinced that we
present to Boston to-day the most impressive, significant, and
beautiful sight she has beheld during the past year. The children
of her free schools holding her diplomas of graduation tlu'ong this
great building in attendance upon her 9oth annual school festival,
and at the close of the exercises to-day, whether the}^ return as
graduates of higher schools or not, they go forth with feelings
that will develop into profound veneration for the public schools,
and make them friends of popular education throughout the land.
Popular education must go on under the public-school sj'stem ;
and should danger ever threaten that system, of which there is no
probability, to-day these 2,600 graduates would jump to its de-
fence and champion its cause.
This, ladies and gentlemen, it seems to me, is one of the most
important lessons of this occasion.
Mr. Griffin, in presenting His Honor Mayor
O'Brien, said : —
One of the pleasantest duties I have to perform this afternoon
is the introduction of His Honor tlie Mayor. Up to a few years
ago His Honor attended the annual festival in the dual capacity
of Mayor of the City and President of the School Committee.
Since the law has severed his official connection with the com-
mittee, I suppose we ought to receive him as a guest ; but,
whether he be host or guest, I am sure our festival would be
incomplete without him. He, too, " owes his first instruction in
literature to the free grammar schools established there."
REMARKS OF HIS HONOR MAYOR O'BRIEN.
Mr. Chairman and Graduates^ — This is the fourth time I have
had the pleasure of attending your annual festival. To the Mayor
ANNUAL SCHOOL FESTIVAL. 119
of Boston it is the most delightful CA^ent of the year. It is re-
freshing to leave City Hall for an hour or two, with its cares and
respousibilities, to be surrounded by so large a number of boys
and girls, witli their pleasant, happy, and earnest faces.
This is graduation day, when all graduates from the different
schools meet, and it is proper that it should be a joyous and
memorable occasion — that the graduates of the Public Schools'
should receive the congratulations of the School Board, the con-
gratulations of the Mayor, and through him the congratulations of
all our citizens, for your good conduct during the year, and for
the satisfactory- progress you have made in your studies. We also
surround you with flowers and music, because now, when many of
you are about to commence the journey of life, we want you in
the future to always remember that you are Boston school gradu-
ates, and to recall this day as the happiest of your life.
I wish to impress upon you, my dear children, that, although
you are about to leave the Public Schools, your education has not
been completed, and I might say has but commenced. The
foundation onl}' has been laid, and it depends upon yon, if you
have the will, to build on this foundation until you reach the highest
state of culture.
It is only a few years ago when you commenced your studies in
the primary school, but how much has been accomplished in these
few years ! Every daj^ of your life 3-ou can learn something, and
in a lifetime, by persevering studv on 3'our part, what an amount
of knowledge can be obtained !
Our Public Schools are model institutions. Our school system
is as perfect as money can make it. We employ the best teachers.
We erect splendid and costly school buildings. We furnish
books and other material free, to all alike, the children of the
rich and poor, all on a perfect equality, because it is our desire to
turn out the best and brightest scholars without distinction.
It is admitted by all that our schools have reached a high
standard of excellence, and as graduates your future life ought to
show that you have benefited bv this high standard. As you in-
crease in knowledge you are also better qualified to fill all the
duties and obligations of an American citizen, the highest distinc-
tion that any man can reach.
120 APPENDIX.
My clear children, I hope that your vacation may be a pleasant
one, and that all your bright anticipations of youth will be realized
in the future.
The Chairman said : —
I am about to present to you a gentleman whom you all ought
to know, and whom I hope j'ou will always remember. Boston has
no truer or more devoted friend of her public-school system than
he, or one who has given more time or thought to the care of her
IHiblic schools. He has been a member of the School Committee
for several years, and is now the honored president of that body.
You all know his name ; it is signed to all the diplomas of all the
graduates of the year, — William C. Williamson.
Mr. Wilhamson cordially thanked the corps of
teachers whose labors in behalf of the schools have, he
believed, never been more unremitting, more carefnl,
more conscientious, more successful, than they have
been during the school year which is now brought to
a close. He also felicitated the children upon the
good, honest, successfnl work by which they mas-
tered their studies, and which, the committee know
from the reports, have been thoroughly done, to their
great credit and great honor.
After the address of President AVilliamson, the
graduates marched across the stage in full view of
the audience, each school being designated by a
special banner. Each graduate received from the
hand of His Honor the Mayor, a bouquet.
a\t the close of the distribution of the bouquets a
collation was served to the committee and invited
guests, and to the graduates. The doors of the ad-
joining Exhibition Hall were then thrown open, and
the remainder of the afternoon devoted to dancing
and promenading.
FRANKLIN MEDALS,
LAWRENCE PRIZES,
AND
DIPLOMAS OF GRADUATION.
1888. -
FEANKLIN MEDALS, 1888.
LATIN SCHOOL.
William S. Bangs,
S. Percy R. Cliadwick,
Nathan B. Day,
Elias Grossman,
William F. Harris,
Eugene A. Reed,
Winthrop P. Tryon,
Joshua Whitmarsli.
Charles F. Wallace,
Thomas A. Murray,
Allen French,
Harry D. Shute,
Richard R. Boynton,
Ralph C. Larrabee,
James Humphreys,
ENGLISH HIGH SCHOOL.
Charles H. Cole, Jr.
Herbert F. Sawyer,
Sanford Tappan,
Julius Nelson,
James A. Walsh,
Frank M. Ridler.
LAWRENCE PRIZES, 1888.
LATIN SCHOOL.
For Excellence in Classics. — W. E. Harris, E. W. Capen, A. A. W.
Boardman, J. J. Shea, H. W. Conant, F. G. Jackson, M. M. Skinner, B. 0.
Foster, J. P. Warren, P. H. Thomas, E. A. Baldwin, G. H. Nettleton, E. E.
Southard.
For Excellence in Modern Studies. — W. S. Bangs, W. L. Van
Kleieck, C. E. Noyes, W. C. Rogers, W. H. Vincent, F. A. Horlter, G. C.
Fiske, S. N. Kent, R. Dow, H. O. Marcy, C. S. French, E. P. Starbird,
A. W. Hoitt.
For Excellence in Declamation. — First Prize — E. A. Reed. Second
Prizes — Y.. G. De Wolf, H. S. Potter, Jr. Third Prizes— W. P. Tyron,
G. H. Hickey.
For Excellence in Reading. — First Prize — E. A. Reed. Second
Prizes — 'E. L. Perry, H. S. Potter, Jr. Third Prizes — Vi. E. Sears, I. M.
Conness.
124 APPENDIX.
For Exemplary Conduct and Punctuality. — W. F. Harris, E. A.
Baldwin, F. G. Katzman, F. B. Tower, C. H. Warren, F. G. Jackson,
S. Blakemore, G. H. Nettleton, J. P. Warren, M. M. Skinner, M. B. Evans,
E. P. Starbird, G. B. Abbott.
For Exemplary Conduct and Fidelity. — W. J. H. Strong, J. Clem-
ent, E. W. Corr, A. D. K Shurtleff, L. S. Mussey, E. W. D. Merrill, C. G.
Bearse, E. S. Hosmer, J. E. Young, C. J. Herlihy, W. C. Mackie, B. C.
Andrew, J. G. Cutler.
FOR ORIGINAL WRITTEN EXERCISES.
Latin Essay. — W. E. Harris.
English Poem. — (Second Prize) — G. H. Thomas.
English Essay. — (Second Prize) — G. E. Hume.
Poetical Translation from Virgil. — J. H. Hickej'.
FOR TRANSLATION AT SIGHT INTO
Greek. — W. P. Tyron, F. G. Jackson.
Latin. — W. P. Tyron, F. G. Jackson.
French. — (Second Prize) — H. A. Hildreth.
FOR TRANSLATION AT SIGHT FROM
Greek. — W. P. Tyron, F. G. Jackson.
Latin. — AV. F. Harris, D. S. Mussey.
French. — W. F. Harris, F. G. Jackson.
FOR WRITTEN EXAMINATIONS.
Latin. — (Third Class) — D. J. J. Mulqueeney, G. C. Fiske. (Fourth
Class) — E. A. Baldwin, H. A. Sleeper. (Fifth Class) — B. O. Foster,
E. P. Starbird, J. J. Shea, J. P. Warren. (Sixth Class) — E. E. South-
ard, F. A. Hendricks. .«
English. — W. F. Harris.
Roman History. — P. H. Thomas.
Geometry. — J. G. Moulton.
Algehra. — F.G.Jackson.
Arithmetic. ^ E. A. Perkins.
Physics. — W. P. Tryon.
Penmanship. — W. J. J. Young.
GARDNER PRIZE ESSAY.
W. S. Bangs.
LAWRENCE PRIZES. 125
ENGLISH HIGH SCHOOL.
EssxYS.— Graduating Class Prize — (Second Prize) — J. Walter Smith.
Declamation. — First Frizes — (First Class) — Abraham Marzynski, Al-
fred E. Adams. Second Frizes — (First Class) — John V. Neary. (Third
Class) — George P. Robie.
For Reading Aloud. — First Frize — {First Class) — J. Walter Smith.
Second Frize — (First Class) — Thomas C. Wales, Jr. , John V. Neary.
(Second Class) — Lindsay T. Damon. (Third Class) — Frank K. Porter,
Edgar P. Benjamin.
FOR translation OF GERMAN AT SIGHT.
First Frize. — (First Class) — John A. Curtin. Second Frizes. — (First
Class) — Charles E. Wallace, Moses L. Myers.
FOR TRANSLATION OF FRENCH AT SIGHF.
First Frize. — (Second Class) — George Guppy. Second Frizes. — (Second
Class) — Francis O. Yost, William F. Boos.
FOR ORIGINAL DEMONSTRATIONS IN GEOMETRY.
First Frize. — (First Class) — Sidney M. Ballou. Second Frizes. — (First
Class) — Thomas A. Murray. (Second Class) — Frank Houghton.
FOR EXAMINATION IN ALGEBRA.
First Frizes. — (Third Class) — Albert H. Newman, Frederick A. Merrill.
Second Prizes. — (Third Class) —Julius C. Swain, Henry L. Clapp.
FOR DRAWING.
First Prize. — (First Class) — Charles A. E. Long. Second Frizes. — (First
Class) — John D. Wells, James J. O'Brien.
FOR DEPORTMENT AND SCHOLARSHIP.
First Class.— \. Wolfson, E. B. Miles, J. L. Bartlett, J. W. Smith, W. F.
StefFens, E. H. Willett, C. A. J. Smith.
Second Class. — W. S. Fretch, G. Guppy, G. Livermore, F. 0. Yost, C. P.
Loveland, W. A. Tucker, C. A. Fogg, J. D. Remmonds, M. L. Lourie, A.
A. ShurtlefF, Leo Spitz, F. Houghton, J. J. Silverman, G. A. Underwood,
A. H. Cross.
Third Class. ~R. L. Clapp, A. H. Newman, F. A. Merrill, M. F. Rogers,
R. B. Price, J. F. Wall, F. L. Clapp, F. C. Remick, J. R. Jones, E. H.
Green.
126 APPENDIX.
FOR DEPORTMENT AND FIDELITY.
First Class. — E. B. LadJ, H. E. Fairfield, A. M. Worthington, W. J.
McConnell.
Second Class. —J. G. Withcrington, F. S.Allen, W. W. Cobb, H. B. Hard-
ing, W. H. Bartlett.
Third Class. —A. Rogers, Jr., E. P. Benjamin, E. R. Field, J. W. Regan,
P. A. Linehan, J. A. Gahm, A. D. Davis.
DIPLOMAS OF GRADUATION.
127
DIPLOMAS OF GRADUATION, 18^8.
NORMAL SCHOOL.
Angie P. S. Andrews,
Maggie D. Barr,
Eugenia D. Bear.<e,
Louise W. Betts,
Matilda F. Bihbey,
Ijucy L. C. Bigelow,
Isabella L. Bissett,
Ellen S. Bloomfield,
Katharine L. Campbell,
Rose A. Carrigan,
Bessie H. Cliapin,
Amy Cheever,
Sadie G. Christie,
Elenora R. Clare,
Addie F. Cleary,
Velma E. Cobb,
Anna S. Coffey,
Agnes F. Collier,
Evelyn Condon,
Alice T. Cornish,
Adelaide L. Corson,
Ivatharine M. Coulahan,
Ellen V. Courtney,
Mary P. Crosby,
Grace R. Curtis,
Sarah R. Dodge,
Sarah A. Driscoil,
Helen L. Dunckiee,
Annie P. El well,
Fanny Frizzell,
Agnes G. Gilfetlier,
Gertrude M. Gleason,
Abby G. Grandison,
Annie V. Hagerty,
B. Louise Hagerty,
Celia B. Hallstrom,
Sarah J. Handrahan,
Florence Harlow,
Belle M. Harrington,
Rose S. Havey.
Theresa E. Hayes,
Mary L. Hennessy,
Edna A. Hill,
Edith Hovey,
Emma J. Irving,
Jennie M. Jamison,
Cecilia A. Kelley,
Anna M. Keough,
Helena F. Leary,
Ella F. Little,
Margaret H. Manning,
Susie L. Mara,
Edith M. Martine,
Mary F. McDonald,
Annie C. McFarland,
Annie S. McKissick,
Sara Mock,
Rose A. Mohan,
Mary C. Moller,
Florence I. Morse,
Julia Genevieve L. Morse,
Florence E. Neill,
Sarah L. Park,
Mary M. Perry,
Elizabeth F. Pinkham,
Theresa G. Power,
Leila L. Rand,
Harriet Rice,
Emeline W. Ripley,
Gertrude E. Sackrider,
Edith A. Scanlan,
Mary N. Sherburne,
Grace L. Sherry,
Bertha Smith,
Helen D. Smith,
Isabel A. Smith,
Annie M. Stickney,
Henrietta Thompson,
Eliza L. Tilden,
128
APPENDIX.
Althea M. Todd,
Mary N. Valentine,
Ingemisca G. Weyssc,
Mabel F. Wilkins,
Helen A. Woods.
BOYS' LATIN SCHOOL.
Frederick W. Alexander,
George S. C. Badger,
Robert M. Baker,
Robert C. Baldwin,
William S. Bangs,
George F. Brown,
Stillman P. R. Chadwick,
Louis A. Corne,
Natlian B. Day,
Ernest F. Flanders,
Argyll Fraser,
Robert MeM. Gillespie,
Elias Grossman,
William F. Harris,
William F. Jones,
Vincent S. McDonougli,
Edward M. Moore,
Harris P. Mosher,
Jobn G. Moulton,
Richard P. Nute,
Edgar Pierce,
Henry S. Potter,
John R. Rablin,
Albert M. Readdy,
Eugene A. Reed,
William H. Shea,
Joseph E. Stevens,
George H. Thomas,
Winthrop P. Tryon,
Howard Whitcomb,
Joshua Whitmarsh,
Arthur H. Wood,
James E. Young.
GIRLS' LATIN SCHOOL.
Blanche B. Baker,
Blanche L. Clay,
Susie E. Currier,
Alice F. Daly,
Jennie M. Furber,
K. Mathilde Knudsen,
Anna K. Rogers,
Gertrude B. Smith,
Maria G. Webber.
BRIGHTON HIGH SCHOOL.
Boys.
John J. Hannon,
George H. Lee.
Oio'ls.
Clara E. Buckley,
Katherine H. Callahan,
Lilian M. Coffran,
Mabelle E. Harvey,
Gertrude W. Livermore,
Edith M. Smith,
Elizabeth A. Spaulding,
Ede F. Travis.
CHARLESTOWN HIGH SCHOOL.
Boys.
Joseph Byrnes,
Dennis P. Carey,
Wallace G. Crowell,
Frank N. Emery,
Maurice J. Freeman,
George E. Hayes,
Otis E. Little,
Thomas R. McMahon,
Thomas C. Merriman,
Thomas N. Mullen,
Joseph E. Murphy,
William H. Parker,
George W. Sanborn,
Frederic Tomfohrde,
Warren H. Wooffindale.
Girls.
Agnes S. Addie,
Lillian E. Baldwin,
Kittie C. Brown,
Josie A. Byrnes,
Mary E. Carey,
Nellie F. Chapman,
DIPLOMAS OF GRADUATION.
129
Mary E. Cochran,
Agnes G. Corbett,
Florence L. Dyer,
May E. Emery,
Annie L. Ganimell,
Hannah P. Hannon,
Helenii G. Herlihy,
Lilhi B. Knapp,
Eliza A. Maguire,
Laura W. Martin,
Mary A. McMahon,
Carrie A. Meade,
Catharine V. Morrissey,
Alice G. Morse,
Georgiana Norton,
Sadie E. Norton,
Grace M. Eichards,
Lizzie M. Simmons,
Grace H. Skilton,
Helen D. Skilton,
Carrie A. Thorndike,
L. Gertrude Tobey,
Alice Tufts,
Tressie M. Wright.
DORCHESTER HIGH SCHOOL.
Boijs.
Eugene L. Bassett,
Henry H. Brett,
Winthrop L. Carpenter,
Guy B. Carter,
Charles R. Cavanagh,
David A. Driscoll,
William S. Hutchinson,
John A. Johnston,
George R. Mair,
Herbert N. Nute,
George W. Oakman,
Gilbert F. Ordway,
Fred C. Parker,
Sylvester Riley,
Theodore W. Souther.
Girls.
Minnie G. Abbott,
Bertha L. Adams,
Grace G. Babbitt,
Emma L. Baker,
Caroline F. Barnes,
Mary M. Bcale,
Addie. L. Bowker,
Catherine L. Clark,
Rubina S. Copeland,
Mary D. Dutton,
Ada D. Elms,
Mary E. Farrell,
Bertha C. Fox,
Mabel E. Galloup,
Amy B. Hurlbert,
Sabina F. Kelly,
Nellie V. Kenney,
Emma J. Libby,
Kittie F. Loring,
Alice F. McManus,
Mary L. Merrick,
Gretchen Piper,
Milla A. Plummer,
Mary B. Pope,
Emily F. Pratt,
Alice L. Reinliard,
Gertrude M. Reinhard,
Bessie L. Roberts,
Annie L. Smith,
Anna G. Tuttle,
Winifred C. Waterman.
EAST BOSTON HIGH SCHOOL
Boys.
William L. Adams,
William H. Bird,
William R. Cobb,
John M. Colby, Jr.,
John J. Cronin,
Charles B. Grimes,
Linville H. Higgins,
Christopher P. Lyons,
Thomas F. Mansfield,
William H. Messenger,
Arthur G. Pierce,
Walter P. Thacher,
John P. Toomey.
130
APPENDIX.
Girls.
Margaret E. Campbell,
Annie Carbee,
Blanche Carruthers,
Florence Chamberlain,
Florence Covington,
E. Mabel Dillaway,
Clara T. Button,
Edith L. Ferreira,
Lizzie M. Fitch,
Elizabeth J. Green,
Susan S. Hancock,
Hattie M. Harding,
Kittie P. Horr,
Emily D. McKenna,
Alice L. McLauthliin,
E. Marion Morrison,
Helen E. Palmer,
Ada F. F. Pitcher,
Gertrude L. PlummiT.
ENGLISH HIGH SCHOOL
THIRD-TEAR CI.ASS.
J. Pussell Abbott,
Alfred E. Adams,
HoUis W. Alexander,
Joshua Atwood,
Walter C. Babcock,
Sidney M. Ballou,
William T. Barnes,
Joseph L. Bartlett,
George E. Barton,
George H. Belknap,
Henry A. Bloom,
Charles E. Boothby,
Edward C. Bourne,
Richard W. Boynton,
George H. Brjggs,
Charles J. Brooks,
Robert S. Burr,
Charles A. BiisseH,
Dennis E. Callahan,
George E. Chapin,
John H. Chapin,
Charles H. Cole, Jr.,
Clement H. Colmanj
Chester Corey,
Arthur G. Cullis,
Thomas C. Cummings,
John A. Curtin,
Fred Cutter,
Gustaf A. Danielson,
Oliver F. Davenport,
Edward H. Delano,
Thomas F. Delury,
Robert F. Denvir,
Martin F. Donlan,
George H. Dows,
Alfred E. Draper,
Charles I. Eaton,
William E. Evans,
Herbert E. Fairfield,
John B. Faxon,
Walter R. Field,
Thomas E. Fitzgerald,
Fred H. Follett,
Allen French,
Daniel M. Gallivan,
John J. Gartland, Jr.,
Henry W. Gore, Jr.,
Edward W. Groll,
William P. Hare,
Raymond S. Hayes,
Dudley P. Ilolden,
William Housman, Jr.,
Frank E. Howard,
James Humphreys,
Hem-y L. Jouve,
Joseph M. Kelley,
Thomas A. Kelly,
John F. KennifF,
Edward B. Ladd,
George A. Lapham,
Ralph C. Larrabee,
Chester R. Lawrence,
Charles A. Little,
Charles A. E. Long,
Moses J. Look,
Joseph B. Lyons,
Gustave F. Magnitzky,
Lawrence B. Manley,
William J. McConnell,
John J. McEUigott,
DIPLOMAS OF GRADUATION.
131
Charles A. McGinlcy,
Robert W. Merrick,
Edward B. Miles,
George A. Moore,
John F. Morse,
George J. Moulton, Jr.,
John H. Murphy,
Thomas A. Murray,
Moses I. Myers,
John V. Neary,
Julius Nelson,
Ernest L. Newcomb,
Irving F. Newcomb,
Walter C. Nickerson,
John P. Novvell,
James J. O'Brien,
Hugh F. O'Donnell,
Otis F. Olevadoes,
Arthur J. O'Neil,
Rene E. Paine,
Leslie P. Phinney,
George F. Powers,
Joseph W. Putnam,
Edward A. Quincy,
George H. Quirk,
Frederick N. Reed,
Frank M. Ridler,
Otto H. Riecke,
William H. Robey,
George W. Rogers,
William P. Rourke,
Herbert F. Sawyer,
Frank I. Sears,
Clarence P. Seaverns,
William A. Sherry,
Harry D. Sliute,
James E. Sleeper,
Charles A. J. Smith,
Charles F. Smith,
J. Walter Smith,
Mark E. Smith,
Marshall S. P. Smith,
Frederic W. Soule,
Adelbert L. Sprague,
Harry B. Stebbins,
William F. Steffens,
Jacob L. Stern,
Arthur W.Stowe,
David A. Sullivan,
Joseph F. Sullivan,
Sanford Tappan,
Thomas C. Wales, Jr.,
Charles F. Wallace,
Frank H. Wallis,
James A. Walsh,
John L. Wells,
Albert R. Wentworth,
Charles T. Wentworth,
Frank R. W heater,
William A. Wheeler, Jr.,
Edward H. Willett,
William D. Williams,
John J. Wilson,
Aaron Wolfson,
James T. Woodward,
Henry E. Woodworth,
Arthur M. Worthington,
Freeman L. Ziltel.
GIRLS' HIGH SCHOOL.
FOURTH-YEAR CLASS.
Keziah J. Anslow,
Agnes A. Ashman,
Esther G. Babson,
Bertha Bainber,
Etliel M. Barry,
Mary E. Bernhard,
Lilian S. Bourne,
Mary H. Brick,
Emily C. Brown,
Louisa W. Burgess,
Hattie R. Christiernin,
Annie W. Clark,
Hattie I. Cottrell,
Eva B. Crosby,
Emily L. Croswell,
Elizabeth E. Daily,
Isabel W. Davis,
Christine Dean,
Elizabeth G. Dowd,
Sarah F. Doyle,
Annie M. Driscoll,
Susie T. Dundon,
132
APPENDIX.
Nellie M. Durgin,
Mary G. Ellis,
Einily A. Evans,
Mary F. Finneran,
Ada M. Fitts,
Etta G. Fitzgerald,
Margaret C Flynn,
Susan S. Folger,
Helen P. Folsora,
Catharine W. Eraser,
Nellie French,
Mary H. Frueari,
Mary V. Gormley,
Clara G. Hinds,
Gertrude L. Hodges,
Mabel E. Hodgkins,
Alice G. Holmes,
Anna B. Hoyt,
Annie G. Hughes,
Margaret C. Hunt,
S. Janette Jameson,
Koxana L. Johnston,
Mabelle F. Jones,
Gertrude D. Kean,
Mary E. Keyes,
Mary S. Laugliton,
Mary E. Leach,
Julia G. Leary,
Celia V. Leen,
Alice M. Mncomber,
Lillian J. Macllae,
Martha C. McGowan,
Mary E. Mclntire,
Annie E. McWilliams,
Mary C. Mellyn,
Ida M. Mitchell,
Mary F. Mooney,
Eva C. Morris,
Ellen M. Murphy,
Annie Neville,
J. Adelaide Noonan,
Annie J. O'Brien,
Jessie G. Paine,
Mary E. Palmer,
Fannie J. Paul,
Grace S. Peirce,
Florence C. Pond,
Caroline N. Poole,
Lottie G. Ray,
Mary N. Regan,
Elizabeth M. Richardson,
Henrietta B. Rowe,
Josephine A. Seidensticker,
Elizabeth G. Shea,
Mabel F. Spaulding,
Annie F. S. Stone,
Margaret J. Sweeney,
Mary A. Tebbetts,
Ella L. Thompson,
Jessie E. H. Thompson,
Lillian Tishler,
Nellie L. P. Uihlein,
E. Louise Ward,
Caroline O. Washington,
Mary J. A. Watson,
Mary L. Wells,
Augusta B. Williams,
Mary E. Winn,
J. Josephine Wood,
Agnes G. Wright.
THIRD-YEAR CLASS.
Marion S. Anderson,
Elizabeth J. Andrews,
Clara B. Barry,
Martha W. Barry,
Blanche E. Bean,
Florence E. Bean,
Rachel Bearon,
Nellie Beatty,
Lillian G. Betts,
Mary V. Blackmann,
Annie E. Briggs,
Catherine M. Browne,
Alice C. Butler,
Elizabeth J. Collins,
Hannah E. Collins,
Alice B. Conant,
Annie S. Cimant,
Annie G. Conroy,
Mary H. D. Coolidge,
Cecilia Coyle,
Lizzie R. Crockett,
Minnie A. Cronan,
DIPLOMAS OF GRADUATION.
133
Frances A. Cronin,
Mary C. Crowley,
Jennie Cunningham,
Sarah M. Dean,
Mary E. Dennintr,
Bertha E. Dennis,
Grace C. Dillon,
Katharine Downing,
Sarah T. Driscoll,
Frances S. Duncan,
Margaret L. Eaton,
Angle E. Ellis,
Mary St. B. Eustis,
Mary H. Finley,
Lillias N. Ford,
Nellie E. Foster,
Jennie G. Fruean,
Maud B. Frye,
Amelia J. Gill,
Elsie Gordon,
Lillian G. Greene,
Lillian M. Hall,
Jennie B. Hartlej',
Mary B. Haslnni,
Katherine V. Havey,
Edith M. Hedges,
Elizabeth E. Henchey,
Catherine E. Hicks,
Martha N. Hobart,
Rebecca F. Hovey,
Annie E. Jameson,
Joanna G. Keenan,
Nellie A. Kennedy,
Georgianna Kimball,
Annie C. Lamb,
Charlotte M. Lamkin,
Maud Lamprey,
Anna M. Leach,
Mary F. Lindsay,
Emily H. Macdonald,
Mary A. Manning,
Daisie Mayo,
Helena C. Mc.Aleer,
Elizabeth M. McDonough,
Harriette E. Merriam,
Stella M. Miller,
Mary E. Moran,
Annie M. Mulcahy,
Mary J. Murphy,
Agnes J. Murray,
liose A. O'Brien,
Julia K. Ordway,
Florence Potter,
Lena M. Kendall,
Florence H. Rich,
Charlotte K. Richardson,
Rosanna L. Rock,
Hetty B: Row,
Charlotte S. Ruhl,
Edith I. Sanborn,
Madeleine Sandford,
Edith G. Shankland,
Lucinda M. Smith,
Annie M. Sommers,
Florence L. Spear,
Kate Stanley,
Grace G. Starbird,
Catherine T. Sullivan,
Bertha L. Taft,
Milla H. Temple,
Angeline M. Weaver,
Daisie E. Welch,
Annie M. Wilco.x,
Mabel Wilder,
Alice G. Wi-Uiams,
Hattie C. Willis,
Flora E. Wise,
Edith C. Worcester.
ROXBURY HIGH SCHOOL.
Boys.
William T. Aiken,
Thomas F. Finnei-an,
Peter T. Greene,
Franklin H. Hutchins,
William A. Mahoney,
Benjamin T. Marshall,
Walter S. Mcintosh,
Augustus L. Morse,
George H. Mulvey,
Frederick B. Munroe,
Patrick E. Murray, Jr.,
Albert A. Pollard,
134
APPENDIX.
Arthur L. Reagh,
Frederic D. Shay,
John L. D. Sinf,'le,
George W. St. Amant.
Girls.
Katie F. Albert,
Elizabeth M. Bacon,
Julia G. H. Baird,
Ellen M. Barry,
Cecilia C. Bradt,
Mary E. Briggs,
Williamina R. K. Brown,
Emma Burrows,
llosa I. Byrne,
Ida A. E. Carver,
Elsie B. Clark,
Carrie H. Conley,
Clarabella S. Curtis,
Mary L. Daly,
Kate Darling,
Louise M. Davis,
Clara M. Drew,
Ida A. Eckman,
Mabel G. Emerson,
Lottie M. Fobes,
Mary L. Green,
Elizabeth A. Hooper,
Norah A. Jackson,
Margaretta M. Kelly,
Mary E. Knight,
Helen F. Lambert,
Ellen M. Mackinaw,
Annie A. Maguire,
Nellie A. Manning,
Ada M. Margeson,
Mabel C. Mason,
Mary E. McCorniick,
Louise Mecuen,
Bertha M. Moses,
Minnie E. O'Brien,
Elizabeth A. O'Neil,
Mary Y. Orrok,
Jennie E. Reed,
Gertrude A. Ruddick,
Mattie Seaver,
Bessie Shunian,
Annie M. Stoddard,
Lula Sullivan,
Emma J. Todd,
Carrie A. Waugh,
Josephine M. Wesch,
Grace M. Wethern,
Alice E. Wheelock,
Edith A. Willey.
WEST ROXBURY HIGH
SCHOOL.
Boys.
John M. Minton,
Arthur C. Rage,
James E. Reiley,
George R. Slader,
George A. Walker, Jr.
Gii'ls.
Hettie O. Ballard,
Eva W. Barrett,
Georgiana C. Bell,
Mary L. Bryan,
Blanche Chamberlain,
M. Ethelyn Dorr,
Alice Greene,
Annie V. Lynch,
Cora B. Mudge,
Minnie A. Fearce,
Mattie A. Smith,
Alice M. Spear,
Edith F. Walker,
Helen L. Wilder.
ADAMS SCHOOL.
Boys.
Frederick A. Adams,
Edward J. Brown,
Rlioderic W. Brown,
Simon F. X. Curran,
Charles J. Denehy,
Harry L. Dillawny,
Cliarles C Donoghue,
John F. Elder,
Fred W. Harding,
DIPLOMAS OF GRADUATION.
135
William C. S. Hcaley,
Herman B. Honekamp,
Harry W. Johnson,
Timothy F. B. LeGallo,
Walter A. Lyon,
Frank L. Martin,
Thomas P. McGinn,
Henry F. Ross,
David F. Savage,
Alfred T. G. Smith,
Charles A. Snow,
Alfred E. Wellington,
,Phares L. Woods,
William F. Young.
Girls.
Emily M. Bloomfield,
Helen E. Edwards,
H. Carrie H. Grothe,
Lizzie M. Hagan,
Annie Harvie,
Katie F. McCarthy,
Lizzie S. Petri,
Carrie E. D. Schwaar,
Ella M. Stewart,
Maggie M. F. Wilson.
AGASSIZ SCHOOL.
Boys.
Charles W. Atherton,
James F. Bigelow,
Charles C. Cook,
Frank B. Cotter,
James L. Dixon,
Richard J. Donnelly,
George W. Erickson,
Joseph E. Frank,
Thomas H. Glennon,
Russell T. Greene,
Ernest G. Hindenlang,
John F. Maguire,
Justin A. Margot,
Edward B. May,
Thomas C. McDonald,
James L. Mosman,
Edwin T. Niver,
Francis W. Robinson,
Houghton Seaverns,
Carl S. Strauss,
Charles C. Taft,
Ernest H. Tucker,
Erwin S. Wester,
Henry A. Withington,
Roland C. Withington,
William A. Wood.
ALLSTON SCHOOL.
Boys.
Leslie G. Abell,
William H. Abbott,
Thomas Arnold,
Walter Aylsworth,
Harry G. Chesley,
Harold E. Corson,
Timothy Eagan,
James T. McDermott,
James, P. Muldoon,
Harry 0. Osgood,
Frank E. Parker,
William D. Parker,
Robert Pillow,
Herbert S. Robbins,
Edward P. Van Etten,
Charles Weitz.
Girls.
Mabel Ashley,
Gertrude M. Bent,
Florence S. Bowser,
Mary F. Callahan,
Mary L. Coffey,
Kittie Dolan,
M. Grace Full,
Blanche Hampton,
Gertrude F. Jones,
Margaret J. Kingston,
Clarissa Newcomb,
Mabel L. Rliodes,
Daisy M. Rich,
Etta F. Ringer,
Maggie V. Rooney,
Maude M. Smith,
13G
APPENDIX.
Carrie I. Wentworth,
Bessie D. Williams,
Mabel L. Wilson.
ANDKEW SCHOOL.
Boys.
Charles A. Carolan,
Thomas H. Carr,
William T. Cloney,
Francis E. Connolly,
John J. Creed,
William P. Cross,
Joseph J. Donovan,
Irving J. Felleman,
Thomas J. Finn,
John C. Hogan,
Albert King,
Henry J. Lampe,
Edward F. Lennon,
William H. Lowery,
Frederick J. Mangier,
John S. Koss,
Andrevr Y. Sharpe,
William J. Shea, Jr.,
William H. Whalen, Jr.
Girls.
Alice L. Buckner,
Nellie T. Burrison,
Isabella E. Chalmers,
Margaret L. Chalmers,
Mary Cook,
Bella Douglas,
Mary A. Duffey,
Emma A. Home,
Winifred T. Judge,
Ethelyn G. McKeen,
Elizabeth V. Murphy,
Grace M. Palmer,
Mabel A. Shankland,
Nellie J. Terry.
BENNETT SCHOOL.
Boys.
Elson M. Blunt,
John C. Brennan,
James H. Broder,
Edward B. Burlingame,
John A. Callahan,
John L. Crimlisk,
James M. Grace,
Thomas J. Lee,
Harry B. Livermore,
George L. McKinney,
Albert D. Monroe,
James P. Murden,
George E. Murphy,
Henry C. Sanderson,
Charles A. White,
John 0. Wilson,
Gilpin B. Woodbrey,
Charles B. Worraelle.
Girls.
Mabel F. Adams,
Emma R. Berry,
Mary J. Costello,
Bessie L. Cotton,
M. Elizabeth Davis,
Mary A. Duncanson,
Ethel L. Fuller,
E. May Hastings,
Nellie E. Hayes,
Clara R. Keene,
Agnes G. Kelley,
Annie E. Kelly,
Mary L. Kenney,
Ella A. Macdonald,
Adelaide Maddern,
Mary E. McGue,
Mary E. Miller,
Annie E. Mitchell,
Jennie B. Pattee,
Beatrice I. Poole,
Ethel Sanger,
Mary Shaw,
Emma J. Stearns,
Mabel M. M. Turner,
Mabelle J. Waugh,
Lucy J. Welch,
Olive M. Wormelle.
DIPLOMAS OF GRADUATION.
137
BIGELOW SCHOOL
Boys.
Forrest L. Amsden,
Samuel T. Archer,
Thomas V. Barry,
Thomas J. Casey,
Joseph W. Chambers,
William B. Chipman,
James P. Colbert,
George L. Cook,
John F. Cronin,
William S. Cully,
Edward J. Dunpiiy,
John H. Drury,
Frank G. Elms,
George P. Field,
Fred L. Flynn,
Edward H. Freeman,
John H. Giblin,
Eichard B. Hamor,
Walter H. Hatch,
Elmer W. Hinchliffe,
James Hooley,
William E. Hurley,
Gilbert C. Jackson,
James E. Johnston,
Robert F. Kiley,
John King.
George H. F. La Mountain,
Harry W. Lane,
John W. Lantry,
William C. Leary,
William G. Leary,
Herbert S. Locke,
Dennis Looney,
Daniel McCarthy,
Thomas J. McMahon,
Michael J. McNerny,
Joseph A. McVey,
Ernest E. Mead,
Timothy F. O'Leary,
Dennis V. O'Reilly,
Robert A. Provan,
Edwin F. Rogers,
John R. S. Ross,
James Snow,
Cornelius T. Sullivan,
John J. Sullivan,
Jolin J. Swanton,
Charles E. Welch,
Amos T. White,
Charles H. Whiting,
Solomon Wolfson,
Frederick W. Zoehler.
BOWDOIN SCHOOL.
Girls.
Mabel F. Adams,
Jessie M. Anderson,
Gertrude F. Avery,
Elsie M. Baker,
Marion A. Beals,
Barbara Brown,
Mary A. Chase,
Mary J. L. Doyle,
Alice E. Drake,
Mattie L. Dunmore,
Florence E. Farwell,
Florence E. Francis,
Ola W. Gay,
Catherine C. Gorman,
Annie H. Harris,
Florence D. Hill,
Mary E. Johnson,
Dora Lindgreen,
Annie G. Long,
Mary E. Mackenzie,
Grace F. Merrill,
Marietta Nixon,
Cora E. Osborne,
Charlotte A. Parker,
Helen Parker,
Anna Peyser,
Martha L. Power,
Elizabeth G. Punch,
Julia F. Ring,
E. Mabel Taylor,
Sarah E. Treanor,
Mabel P. Wall,
Florence A. Wescott.
138
APPENDIX.
BRIMMER SCHOOL.
Boys.
Charles C. A. Amos,
Edward J. Bartlett,
John J. T. Cameron,
Charles L. Carter,
William E. Chute,
James F. Daily,
Harry E. Davidson,
Patrick H. Diggins,
Patrick E. F. Driscoll,
William F. Fellows,
John J. Fitzgerald,
James C Garland,
Ira B. Goodricii,
John J. Goslin,
Henry G. Halloran,
Frederic J. Heramings,
John A. Hughes,
Louis J. Lague,
Oscar Lenk,
Alonzo G. Long,
Stephen H. Long,
Jacob Lyons,
George A. Mahoney,
Charles F. McCarthy,
William D. F. McLaughlin,
Henry N. Moore,
John F. L. Murphy,
Michael J. O'Donnell,
John C. Pendleton,
Allan C. Prescott,
Warren E. Rawson,
Harry N. Rounsefell,
Benjamin G. Russell,
Edvrard R. Schlicht,
Frank Schriftgiesser,
Walter Sherwood.
BUNKER HILL
Boys.
George E. Bird,
Robert S. Brown,
Arthur E. Cutler,
Charles H. Fitzgerald,
Denis A. Henchey,
SCHOOL.
Walter J. King,
Henry E. Lesage,
Patrick H. Mackin,
Charles P. Marks,
Joseph F. McEnery,
James M. O'Brien,
Herbert E. Wright.
Girls.
Carrie E. Bean,
Gertrude V. Byam,
Julia A. Callahan,
Mary C. Crawford,
Edna L. Derrick,
Evelyn W. Dickson,
Kate F. Dolan,
Lizzie T. Driscoll,
Mabel M. Fisher,
Nellie I. Fletcher,
Mary E. Gracey,
Melicent E. Hanley,
Alice J. Howard,
Mary T. Kelley,
Mary E. Leahy,
Ada F. Lord,
Gertrude A. Lovering,
Ella F. Magurn,
Jennie E. McDonough,
Maggie F. Miles,
Estella M. Smith,
Louisa F. Spratt,
Mattie C. Stone,
Ruby F. Stoodley,
Gertrude L. Warner,
Hattie M. Woods.
CHAPMAN SCHOOL
Boys.
Frank H. Carrutiiers,
Myron Davis,
Charles A. Estey,
Charles C. Fisher,
Frank E. Fisher,
James J. Grady,
Frank D. Hancock,
Henry S. Keen,
DIPLOMAS OF GRADUATION.
139
EIbridii;e F. Kennedy,
John M. Knudsen,
John II. Miller,
Osborne H. Pitcher,
Percival G. Power,
Ralph M. Smith,
Ernest W. Woodside,
George II. Woolley.
Girls.
Harriotte E. Barker,
EilaF. Barnes,
J. Helen Bartholomew,
Fannie R. Bent,
Lillian A. Bragdon,
Florence F. Burdakin,
Ida M. Cameron,
Amy H. Cook,
Helen I. Doherty,
Flora M. Ellsworth,
Carrie A. Fernald,
Mattie L. Frisbie,
Ellen L. Goodwin,
Carrie E. Greenwood,
Florence A. Greenwood,
Mabel Hussey,
Lizzie E. Kelsey,
Anne M. Knudsen,
Lizzie F. Light,
Cora M. Logan,
Isabella G. Moir,
Gertrude B. Moore,
Elizabeth V. Morrison,
Louise D. Nickerson,
Alice G. O'Brien,
Margaret A. Reid,
Edith H. Wood.
CHARLES SUMNER SCHOOL
Boys.
Charles P. Casson,
J. Frederick Howarth,
Edward L. Lynch,
Patrick H. Norton,
Albert F. Schmitt,
Otto Schreiber,
Robert W. Spear,
Harry W. AValdron,
Mason B. Whittemore.
Girls.
Helen G. Brooks,
Annie C. Dakin,
Nellie A. Fish,
Harmina L. Friese,
Alice C. Haskell,
Matilda L. J. Hesse,
Mary G. Hudson,
Addie E. Lindall,
Mamie J. Mahonej-,
Mabel A. Marshall,
Eleanor J. Murphy,
Grace G. Reed,
Lillian E. Shapleigh,
Nellie S. Whittemore,
Grace N. Widmer,
Gertrude A. Wise.
COMINS SCHOOL.
Boys.
Frank E. Altmiller,
Charles E. Baldner,
Charles V. Burgess,
Ross J. Burgess,
John G. Cleary,
Timothy J. Driscoll,
Frederick W. Engstrom,
Joseph T. Hanley,
Charles C. Johnson,
Frank P. McCarty,
George J. McElroy,
Alvin E. A. Montgomery,
Samuel J. Rantin,
William M. Russell,
Henry Sondheim,
Walter F. Spinney,
John H. Stevens,
Vernon F. Stockman,
Charles A. Tracy,
John F. Wanders.
140
APPENDIX.
Girls.
Lena K. Becker,
Anna C. Bletzer,
Rose A. Dolan,
Mary E. Dorcey,
Mary A. Doyle,
Mary J. Dunning,
Emma H. Etliier,
Mary I. Greene,
Catherine R. Hannon,
Sophie L. Hoeschle,
Jessie M. Hueston,
Jane D. Kenyon,
Helen J. Killion,
Ottilie L. Lorenz,
Mary E. Lynch,
Ann H. McGloin,
Maud I. McGowan,
Mary F. McHiioh,
Charlotte F. McKenney,
Mary A. Moylan,
Margaret L. Myers,
Catharine A. Noonan,
Mary L. Norton,
Mary A. O'Connor,
Ciiristina C. Odenweller,
Tryphena O'Learj',
Catharine F. Osborne,
Gracie H. Smith,
Edith L. Strout,
Elizabeth G. Watson.
DEARBORN SCHOOL.
Boys.
Alexander Batchelor,
James A. Bearens,
Walter J. Dolan,
Malachi L. Jennings,
Emil J. Johnson,
Herbert R. Kay,
William A. Kenney,
Herbert A. Kenny,
Walter J. O'Malley,
Richard Weil,
Nicholas F. Williams.
Girls.
Emma W. Bacher,
Fannie M. Baker,
Florence M. Brown,
Nellie Burrows,
Alice M. Corbett,
Gertrude Gunther,
Ada E. Jacobs,
Mary C. Jesser,
Adeline V. Jones,
Nellie A. Kelley,
Maude R. Kendrick,
Eva E. McCarthy,
C. Edith Moulton,
Maude A. Poore,
Martha H. Sloan.
DILLAWAY SCHOOL,
Girls.
Abbie G. Abbott,
Ellen H. Atwater,
Fannie W. Bacon,
Katherine G. Brennan,
L. Eva Brickett,
Alice A. Brownell,
S. Louise Brownell,
Alice T. Carnes,
Carrie W. Carpenter,
Mary V. Conway,
Mary E. Coogan,
A. Blanche Edwards,
Mary E. Follen,
Anastasia G. Greene,
Mary L. Greene,
Ella B. Griffin,
Zaidee A. Hedges,
Martha F. Higgins,
M. Emily Hodge,
Florence P. Hunt,
Ellen A. Kelley,
Louise M. C. Knappe,
Bertha D. Lewis,
Cora L. Loring,
Agnes T. Lyons,
Nellie MacDonald,
Mary A. McClintock,
DIPLOMAS OF GRADUATION.
141
Orpliise A. IMorand,
Mabc'lle L. IMosos,
C. Fr;incos Murray,
Pauline Nelson,
Stella rifkert,
Florence B. Read,
Helen M. Reed,
M. Louise Tliyni,
Harriet E. Trask,
Maude F. Tucker,
Mary R. White.
DORCHESTER -EVERETT
SCHOOL.
Boys.
John S. A Hard,
Bliss P. Boultenhouse,
John A. Christie,
Sidney K. Clapp,
William M. Connell,
Chauncey W. Copeland,
Alfred H. Griswold,
Albert F. Heald,
Ernest F. Hodgson,
George E. Hyde,
Hermon 1). Ladd,
Ralph R. Lawrence, ,
Edmund A. Lindsay,
Charles A. McCarthy,
Charles F. Neiley,
Carleton H. Norris,
William F. Patten,
Richard Pope,
Frederic L. Tarbox,
Charles II. Wells,
Frank E. Wells.
Girls.
Clara S. Baker,
Mabel C. Boynton,
Mary E. Clnpp,
Catharine A. Crowley,
Ida M. Eadie,
Martha F. Finley,
Laura B. Fosdick,
Edith M. Howe,
Myrtle Howell,
Abbic M. Lewis,
Grace G. Miles,
Clara M. Murphy,
J. Anna Norris,
Agnes L. Olinstead,
Geraldine L. Pindell,
Mary A. Ryder,
Abbie A. Tobin,
Minnie Wallen,
Annie G. White.
DUDLEY SCHOOL,
Boys.
George W. Abele,
Charles J. Anderson,
George W. BLcknell,
George H. Brazer,
Patrick Broderick,
Frank H. Cobb,
William T. Cranston,
Patrick F. Downey,
George H. K. Drew,
John J. Earley,
John H. Edmonds,
Henry F. Feeley,
Albert Friedman,
Harry L. Friend,
Joseph V. Godfrey,
Elmer F. Goflf,
Albert A. Hanson,
Percival S. Hatch,
Gideon S. Holmes,
Irving B. Howe,
John O. Johnson,
James S. Jones,
William J. Lavey,
Arthur W. Lewis,
James F. Lucas,
John A. McCarty,
John A. McGrath,
Clarence C. Minard,
Thomas N. Monahan,
Henrj- A. Peters,
Fred N. Russell,
Percy W. Russell,
142
APPENDIX.
Waiter B. Russell,
Joseph Ryan,
Fred A. Tarbox,
Charles W. Thomas,
George K. Watson.
DWIGHT SCHOOL
Boys.
Louis A. .4bbot,
Bernard Basch,
Frank W. Bavinew,
Einar F. Brauner,
Olaf M. Brauner,
John T. Cassidy,
John P. Coligan,
William E. Costello,
George S. Day,
Judson C. Dickerman,
Shirley P. Draper,
John G. Ford,
Edward R. Fowle,
William H. Grares,
William T. Hall,
Arthur M. Hamlin,
William J. Hogan,
Luther G. Hoyt,
Frank J. Isbister,
John N. Ives,
Lewis B. Jackson,
Allen C. Jones,
Benjamin P. Kimball,
Frederic B. Knapp,
Arthur W. Learnard,
George E. Learnard, Jr.,
Harry J. Louis,
Labert R. Lovelace,
Joseph J. Maguire,
Dennis A. McManus,
Albert A. Merrill,
Henry E. Nelson,
Michael A. O'Brien, Jr.,
William M. O'Brien,
James J. Powers,
Warren E. Pressey,
Joseph Rowe,
Charles B. Royce,
Harry H. Russell,
Tiiomas A. Ryan,
Robert A. Seaman,
Judah H. Sears,
William A. Spalding,
Austin Sperry,
Walter B. Swan,
Walter F. Upham,
Langley W. Wiggin.
ELIOT SCHOOL.
Boys.
David J. Brady,
William J. Brickley,
David K. A. Brophey,
Thomas J. Carroll,
Alfred T. Charios,
Frederick J. Collins,
Eugene P. Connelly,
Thomas F. Connolly,
Frederick Corcoran,
Leo P. De Caro,
William F. Dias,
Jeremiah F. Donahue,
Alexander F. Douglas,
William J. Dwyer,
Frank Fopiano,
Louis A. Freedman,
John J. Golden,
Patrick R. Greene,
Francis F. Harrington,
Bernard M. Hession,
James H. Hollingsworth,
Jolin J. Jordan,
James E. Keough,
Henry J. Leen,
Thomas Leen,
Jacob Levi,
Moses S. Lourie,
Ciiarles A. Lurten,
Owen A. Lynch,
Dennis F. McCarthy,
William H. McCrackin,
John J. McElaney,
Robert Mcllroy,
Alfred N. Nelson.
DIPLOMAS OF GRADUATION.
14:5
Peter Nicolini,
Charles J. Nissen,
Charles ]\einlierz,
Joseph Spektorsky,
Florence J. Sullivan,
John G. Sullivan,
Joseph A. Sullivan,
James E. Thompson,
Walter H. Urann,
William B. Verry.
EMERSON SCHOOL
Boys.
John A. Benson,
George E. Breckenridge,
Mortimer A. Dill,
Edward J. Flanigan,
Walter V. Fletcher,
William E. Foster,
Leslie A. Lavers,
Walter E. Lyons,
William F. McKenney,
John R. McLaughlin,
James L. Minott,
Hamilton Morse,
William J. Relph,
Joseph Robbins,
William B. Roe,
John Sheridan,
William F. Simpson,
John R. Sweeney,
Alton S. Vose,
Thomas R. Wood.
Girls.
Alice W. Angljn,
Alice T. Atwood,
Edith C. Chamberlain,
Esther G. Cashing,
Annie G. Davidson,
Minnie H. Da\»ie,
Bessie F. Fisher,
Alice M. Hayes,
Louise E. Horsley,
Emma G. Logan,
Gertrude F. Morse,
Mary E. Nielson,
Florence B. Palmer,
Alice W. Peterson,
Gussie A. Reade,
Esther M. Scott,
Cora E. Watts,
Georgianna Williams,
Lillie M. Woodside.
EVERETT SCHOOL
Girls.
Rose Barnet,
Catherine A. Barrett,
Charlotte M. Berry,
Mary E. Boucher,
E. Louise Brainard,
Ethel Brigham,
Marguerite E. Brookings,
Ellen C. Burchill,
Grace W. Burrill,
Ethie A. Calnan,
Blanche M. Church,
Josephine Crockett,
Elizabeth G. Crotty,
Blanche M. Cunningham,
Ellen J. Curran,
Katharine K. Davis,
Helene Dreyfus,
Elizabeth A. Driscoll,
Nettie G. Dudley,
Cecelia T. Duston,
Jessie A. Eddy,
Emma Elirlich,
Annie L. Flinn,
Fannie Fox,
Ida E. Fox,
Juliett M. Green,
Florence E. Griffith,
M. Estelle Hall,
Myrtie A. Hall,
Helen E. Harding,
Annie G. Hare,
Mary E. Healey,
Lauretta M. Heaney,
Lillie C. Heller,
Mary E. Hogan,
lU
APPENDIX.
Mabel E. Jacobs,
Jessie L. Johnson,
Josephine J. Lang,
Minnie A. Leclimere,
Frances V. Lehrburger.
M. Frances Loring,
Lizzie M. Lyman,
Abbie M. Mara,
Grace K. Masterson,
Josephine H. McCarthy,
Winnifred C. McGrady,
Alice J. MfKim,
Mary G. Morissey,
Charlotte K. Morse,
Alice R. Murphy,
Clementina E. Murray,
Josepliine Murray,
Bertha D. Newcomb,
Helen Nolan,
Jennie M. O'Brien,
Katherine L. O'Brien,
Marion G. Peircc,
Helen L. Pettee,
Clare L. Plummer,
Mary F. Quinn,
C. Maude Robinson,
Harriet L. Ryan,
Helen L. Savage,
Mary T. Sbeils,
Emma B. Shelton,
Eliza S. Smitii,
Jennie Strecker,
Alice W. Swett,
Catherine C. Tobin,
Essie M. Weston,
Martha T. Whiting,
Cordelia M. Whittier,
Grace ^L Wilson,
Estelle L. Winsor,
Mary H. Winsor.
FRANKLIN SCHOOL,
Girls.
Bessie O. Abbot,
Lucy Ashton,
Cleora S. Barton,
Florence J. Bearse,
Jessie E. Bigelow,
Ella L. Connelly,
Mabel H. Cook,
Grace N. Danforth,
Mary E. L. Denon,
Mary J. E. Dowd,
Annie G. Finnegan,
Ellen M. Gilbert,
Minnie A. Grover,
Mabel H. Harris,
Charlotte K. Holmes,
Mary E. Hurley,
Susie F. Jordan,
Elizabeth E. Kelly,
Mabel E. Latta,
Rachel F. Levy,
A. Isabelle Macartby,
Jennie C. Madden,
Ina B. Morrison,
Lizzie A. Murray,
Annie G. O'Brien,
Mary D. Orpen,
May E. Pratt,
Flora E. Ramsell,
Bertha Raphael,
Marguerite C. Rice,
Lizzie J. Scott,
Bertha F. Smith,
Emily L. Spike,
Frances Stern,
Margaret G. Sullivan,
Annie Van Tyn,
Sallie Viles,
Adeline J. Welch,
Vinnie M. White,
Jessie E. Williams.
FROTHINGHAM SCHOOL
Boys.
Frederick W. Carpenter,
Frederick A. Costello,
Thomas T. Craven,
William J. Curtis,
Charles W. Dennett,
Charles H. Holm,
DIPLOMAS OF GRADUATION.
145
John C. Holton,
John W. Hughes,
Charles E. Jameson,
Alfred W. Jones,
William H. Kelley,
John J. Lamb,
William F. Mahoney,
James P. Maloney,
Robert L. Meade,
George H. O'Hara,
Charles J. Schoenherr,
Philip Tague,
George A. Warren.
Girls.
Lillian G. Brown,
Lillian J. Carmichael,
Katie G. Christy,
Elizabeth F. Cotter,
Elizabeth F. Crinnion,
Mary E. Donovan,
Mary F. Donovan,
Nora L. Flynn,
Anna M. Gilmartin,
Bertha Klous,
Carrie M. Lowell,
Annie G. Sheehan,
Alice L. Smith,
Helen G. Stark,
Annie L. Thompson,
Julia A. Yates.
GASTON SCHOOL.
Gii-ls.
Lillian A. Abbott,
Louise V. Barry,
Eloise A. Barstow,
Blanche M. Barton,
Addie H. Bent,
Annie E. Buckley,
Lilian M. Burgess,
Edith E. Butler,
Edith E. Caldwell,
Lucy A. Cargill,
Clara E. Collins,
Mabel E. Collins,
Grace J. M. Cook,
Margaret A. Davis,
Ida M. De Lue,
Eva M. Fretch,
Georgiette L. Grant,
Katherine F. Hickey,
Alice L. Jacobs,
Josephine H. Kelley,
Annie I. Lang,
A. Frances Mace,
Mary E. McDevitt,
Blanche M. McPhail,
Ethel S. Middleton,
Anna G. Morrison,
Ellen V. Norton,
Margaret A. O'Neil,
Lizzie G. Osborn,
Alice C. Palmer,
Nellie I. Rice,
Grace E. Skelton,
Goldie Spring,
Margaret C. Sullivan,
Katherine E. Turner,
Daisy B. Watson,
Sarah E. Wheater,
Mary T. Whittemore.
GEORGE PUTNAM SCHOOL
Boys.
William W. Bell,
Stanley M. Bolster,
Robert T. Coe,
James R. Gormley,
Peter J. Green,
LeForrest A. Hall,
Ned G. Kenison,
William B. Miley.
Girls.
Ida C. Bradley,
Katharine Dahl,
Blanche A. Gerrish,
Mabel F. Hefler,
Lucy M. Hoyt,
Lucy A. Jackson,
Elizabeth G. Kelleher,
146
APPENDIX.
Annie C. Kelly,
Kittle A. Quigley,
Rosa A. Sampson,
Mabel F. Tewksbury,
Edith L. Whitney.
GIBSON SCHOOL.
Boys.
Albert H. Beal,
Everett F. Mann,
John J. O'Brien,
Alfred P. Rexford,
George M. Robie,
Charles F. Schlegel,
John L. Tatten.
Girls.
E. Maude Calder,
Sarah E. Conniff,
Alice Fobes,
Mary J. Gleavy,
Lillian M. Hobbs,
Jessie E. Kline,
Annie R. Leary,
Hattie M. Lothrop,
Margaret A. Murphy,
Bertha R. Peppeard,
JJUie E. Rollins,
Helen L. Swan,
Mary H. Waite,
Sally P. Waite,
Alice I. Whitney,
Stella L. Wilde,
Jennie L. Williams.
HANCOCK SCHOOL.
Girls.
Josephine M. Ahearn,
Mabel A. Anderson,
Mary A. Bonner,
Mary R. E. Carter,
Georgiana F. Clark,
Rebecca F. Collins,
Bernedetta De Caro,
Julia De Caro,
Maggie J. Doherty,
Ella M. Dolan,
Ellen T. Donahoe,
Maud E. Downing,
Florence L Evans,
Agnes A. Eraser,
Betsey Goodman,
Julia A. Guacobbe,
Nellie A. Hackett,
Grace N. Hallet,
Addle B. Hutchinson,
Etta Isenberg,
Mary A. Lafferty,
Annie M. O'Neil,
Eninia L. Roberts,
Annie E. Robinson,
Naomi M. Rodgers,
Margaret A. Rohan,
Florence Silverman,
Annie F. Smith,
Edith D. Smith,
Georgiana Watson,
Pearl Wittenberg.
HARRIS SCHOOL.
Boys.
Ellwood G. Babbitt,
Thomas F. Buckley,
Timothy J. Delurey,
Henry M. Fiske,
Alphonsus H. Godfrey,
Henry F. Knight,
Edward A. Lally,
John R. McLaughlin,
Elmer A. Phillips,
David W. Taylor,
Charles E. Watson,
Francis H. Willcutt, Jr.,
George M. Wood.
Girls.
Mary A. Abbott,
Margaret L. Brophy,
Alice J. Caverly,
Maude E. Colby,
Fannie L. Dean,
Sarah T. DuRoss,
DIPLOMAS OF GRADUATION.
147
Mary L. Eddy,
Maude Foster,
Ellie P. Margesson,
Mary F. McMorrow,
Mabel V. McQuade,
Marion Nute,
Carrie L. Phillips,
Mary L. Rourke,
Annie M. Smith,
Jennie M. Spencer,
Nettie R. Stackpole,
Margaret E. White,
Ruth B. Whittemore.
HARVARD SCHOOL.
Boys.
Edward E. Barrett,
William E. Bennett,
Ernest A. Blood,
William H. Brower,
Howard G. Chapin,
Nelson B. Coll,
Michael P. Coughlin,
Thomas J. Coyne,
James P. Crogan,
John J. Cronin,
Dennis J. Crowley,
John H. Crowley,
Timothy P. Donegan,
Francis E. Downer,
Frank B. Finnegan,
Guy R. Greene,
Herbert E. Harrington,
Floyd D. Jaquith,
Herbert J. Mahoney,
Daniel P. McCarthy,
Frank L. McDowell,
George H. McLeod,
Edward S. Nichols,
Patrick J. O'Connor,
Martin J. O'Hearn,
Timothy J. Regan,
Harry S. Remick,
Maurice F. Ryan,
Alfred E. Stockbridge,
Daniel F. Sullivan,
Benjamin F. Teel.
Girls,
Mary J. Blake,
Mary J. Cades,
Nellie E. Cahill,
Ida M. Conquest,
Katie T. Cullen,
Marion E. Davis,
Annie M. Hainbleton,
Leah Klous,
Bessie Z. Leonard,
Abbie A. Lombard,
Edith G. Mason,
Margaret A. Mernin,
Nellie J. Murphy,
Grace A. Pearson.
C. Antoinette Pierce,
Grace E. Philpot,
Nellie E. Quinlan,
Jeannette M. Rice,
Edith W. Savage,
Lillian C. Tliain,
Ella M. TuUy.
HILLSIDE SCHOOL.
Girls.
Etta M. Adams,
H. Marion Allen,
Etta W. Anderson,
Alice G. Blanchard,
Lucy M. Bruhn,
Mary W. Capen,
Jessie H. Carrington,
Eva A. Carter,
Winnifred M. Chester,
Annie J. L. Condry,
Margaret J. C. Connell,
Maude L. Cook,
Rosa E. Cunningliara,
Mabelle E. Cutter,
Annie M. Dickie,
Sarah E. Dickie,
Robina J. R. Dickson,
Mabel S. Dorr,
148
APPENDIX.
Susie E. Dorr,
Nellie F. Eayrs,
Carrie W. Fernald,
Cora K. Hixson,
Amy H. Jones,
Winnetta Lamson,
Marion Lewis,
Marion L. Lewis,
SLargaret E. Long,
Elizabeth J. McCormack,
Frances V. McCormack,
Teresa G. McDonald,
Annie G. Melian,
Helena F. Mehan,
Mary A. M. Papineau,
Maria G. Parker,
Martha O. Ramsey,
Frances E. Read,
Millie O. Richardson,
Laura B. Rittenhouse,
Elizabeth S. Sargent,
Josephine M. Schmitt,
Emma Schweizer,
Elizabeth Watson,
I. Florence Weld,
Amy Wilson.
HUGH O'BRIEN SCHOOL.
Boys.
Robert H. Black,
Joseph D. Carlin,
William J. Daly,
Robert F. Gibson,
Frank Golding,
Stephen E. Hadley,
Thomas J. Johnson,
Fletcher Robie,
Charles F. Rose,
Edward F.Trask,
Charles S. Wentworth,
Melbourne Wilson,
Walter P. Wright,
Harry E. Wry.
Girls.
Mabel H. Butts,
Rosetta G. Carrier,
Mary A. Cronin,
Abbie Curley,
Henrietta C. Dakin,
Nellie L. Estey,
Maude Felch,
Maggie L. Foley,
Josephine P. Fuller,
Grace E. Guyer,
Sadie E. Hamilton,
Grace P. Kelsey,
Amy S. Lynch,
Louisa A. McNamee,
Florence B. Merrick,
Maude Pease,
Bessie W. Peirce,
Mary E. Quinn,
Josie M. Ratigan,
Mary C. Tighe,
Grace M. Upham,
Emma F. Wilson,
Myra E. Wilson.
HYDE SCHOOL.
Girls.
Virginia M. Ayvad,
Mattie E. Bacon,
Louise M. Chadwick,
Frances G. Cleary,
Mary J. Donovan,
Grace O. Emerson,
Lizzie V. Fee,
Charlena I. Graham,
Lizzie V. Hall,
Katie A. Hayde,
Mary E. Heintz,
Lillian A. HoUis,
Mary E. Kenny,
Ada M. Kerrigan,
Etta A. Kingsley,
Lizzie T. Kirchgassner,
Sarah A. Messer,
Etta J. Miller,
Annie E. Murray,
Jennie J. O'Donnell,
Maria R. O'Donnell,
DIPLOMAS OF GRADUATION.
149
Helen A. Powderly,
Helen A. Riley,
Mary M. Riley,
Matilda M. C. Rosengren,
Henrietta C. Schaab,
Louise M. Schrepel,
Susie M. Sommers,
Maud I. Stimpson,
Helen L. Tetlow,
Margaret J. White.
LAWRENCE SCHOOL.
Boys.
Max Bernhardt,
Samuel Bernhardt,
John J. Burke,
William B. Carey,
George S. Clark,
John B. Clough,
Thomas J. Colton,
John H. J. Cooney,
Francis D. S. Corcoran,
Peter F. Coughlin,
John H. Crowley,
William W. Cunningham,
Michael J. Delay,
John B. Denning,
Michael J. Devin,
Bernard F. Devine,
James J. E. Devine,
John M. Donovan,
James A. Downey,
James F. Driscoll,
James H. F. Dwyer,
William H. Faduloff,
John P. F. Farrell,
John .J. Fitzgerald,
John J. Flaherty,
Patrick H. Flaherty,
Thomas A. Flaherty,
James W. Fleeson,
James L. Flynn,
Edmund F. Furze,
James W. Gavin,
Thomas M. Gill,
John J. Hagerty,
Morris J. Hamelburg,
William J. Handrahan,
Timothy J. Hayes,
Jeremiah J. Healy,
Daniel F. J. Hickey,
George A. Hughes,
Lawrence J. Kelley,
Thomas J. A. Kelley,
James F. Kennedy,
Patrick H. Lane,
Owen M. Leonard,
William F. Mahoney,
Daniel J. McFaul,
John McGinn,
John V. McGowan,
John A. McKenzie,
James F. J. Moley,
George V. Moran,
Cornelius E. Murphy,
Daniel R. Murray,
John J. O'Connell,
Joseph A. O'Connor,
Gilbert Patterson,
John J. Ryan,
Patrick J. Sheehan,
Michael J. Slamon,
Thomas E. Smith,
John E. Stencel,
Edward Y. Stone,
Dennis J. Sullivan,
Felix I. Sullivan,
Patrick J. Sullivan,
Edward F. Swan,
Dennis C. Tehan,
Otis A. Thompson,
David F. Tilly,
Joseph F. Toole,
Michael A. Toole,
John M. J. Ward,
William A. Waters,
John M. Wattendorf,
John J. Welch,
Alfred D. Weller,
William L. White.
150
APPENDIX.
LEWIS SCHOOL.
Boys.
William T. Abbott,
Charles M. Adams,
Warren A. Allen,
Herbert A. Bartlett,
John J. Brown,
Lawrence A. Brown,
Paul F. Burke,
Michael F. Carney,
Arthur W. Child,
Elmer S. Chipman,
Ernest F. Clymer,
John M. Conboy,
William S. Cram,
J. Frederick Gleason,
George W. Hajden,
Nelson C. Hayford,
Wendell P. Hayford,
William J. HoUoway,
William P. Howe,
Harry O. Jordan,
William M. Jordan,
Albert W. Kaffenberg,
Royal T. Langlan,
Carl H. Litzelmann,
James H. Maloney,
Frank R. McCullagh,
Robert M. Molineux,
Albert H. Nolan,
Howard Norton,
Henry C. O'Brien,
Ralph E. Parker,
William A. Payson,
Frederick E. Richmond,
George F. Shepard,
Walter F. Stevens,
Louis H. Trautman,
Samuel W. Vinson,
Chester W. Whitten, Jr.
Girls.
Martha A. Ashton,
Laura E. Banta,
Alberta A. Bedford,
Josephine E. Bowditch,
Gertrude F. Briggs,
Mabel S. Caverly,
Nellie J. Coffey,
Helen S. Conley,
Maud L. Chamberlain,
Grace F. Dunham,
Mary E. Button,
Elsie L. Ewer,
Agnes L. Fitz,
Sophie M. Friedman,
Mary W. Golden,
Harriet B. Hall,
Katie T. Higgins,
Elizabeth C. Hunneman,
Mabel A. Jenkins,
Sarah L. Knapp,
Annie E. Lally,
N. Maud Lawrence,
Katie J. McDonald,
Helen P. Moore,
Mabel S. O'Brien,
Hannah M. Penney,
Edith L. Phelan,
Lucy M. Presby,
Evelyn F. Sampson,
Mary E. Stetson,
Florence A. Stevenson,
Mabel H. Thomas,
Carrie L. Tyler,
Ella M. Ward,
Florence A. Webb,
Clara L. AVinn,
Alice M. Woodward.
LINCOLN SCHOOL.
Boys.
Arthur L. Atwood,
Archie F. Baird,
William H. Billings,
Edward W. Casey,
George W. Cole,
Edward F. Cotter,
Joseph F. Creado,
William Crowley,
George Defren,
George L. Dolbeare,
DIPLOMAS OF GRADUATION.
151
William H. Donovan,
Michael J. DriscoU,
Charles L. Ellis,
Fred R. Emery,
Chester N. Fernald,
Frank E. Fleet,
Joseph F. Flinn,
James L. Hughes,
Richard F. Johnson,
James A. Kelley,
Henry Kramer,
Daniel F. Lauten,
George J. Leveredge,
Willard A. Little,
George T. Locke,
Fred B. Locke,
Albert McLellan,
Herbert G. Merrill,
James J. Murphy,
Edmund P. Osborn,
Edmund A. Packard,
Charles S. Palmer, Jr.,
Willard W. Parker,
Ralph G. Perkins,
Thomas C. B. Reardon,
John J. Reil.ly,
Walter H. Rich,
George S. Robinson,
EUerton F. J. Ross,
Charles E. Scallon,
Frank Schofield,
John B. J. Sheehan,
John A. Sullivan,
Arthur E. Sweetland,
Hovfard C. Ward,
Will B. Weatherbee,
Clarence W. Wright,
George L. York.
LOWELL SCHOOL.
Boys.
William F. Albert,
George W. Dakin,
Walter E. S. Deming,
William B. Ernst,
William A. Gavin,
Harry M. L. Hamilton,
Henry Heindl,
James G. Hutchison,
Franz Listemann,
Lawrence H. Logan,
William J. Mulcahy,
Paul L. Naber,
Hermann R. Rothfuss,
Milton P. Sadler,
Frederick G. Schaehrer,
Henry C. Schormann,
Joseph 0. B. Smith,
James O. Sturks,
William J. Weigmann,
Henry F. White.
Girls.
Harriett E. Atton,
Adelaide I. Blair,
Mary J. Carney,
Bessie W. Childs,
Linda A. Ekman,
Edith Ferris,
Mary J. FitzSimmons,
Mary J. Gallagher,
Katherine C. Gleason,
Isabelle Golding,
Adelia M. Hanley,
Maude C. Hartnett,
Josephine E. Hudson,
Annie F. Judge,
Theresa J. Kelly,
Agnes G. Killion,
Ellen M. Lewis,
Alice F. Magee,
Mary E. McGrath,
Mabel E. Robinson,
Elizabeth M. Stolze,
Emma Tirrell,
Evelina M. Trefry,
Clara E. Walther.
LYMAN SCHOO
Boys.
Charles Brandt,
William B. Coppens,
152
APPENDIX.
Cornelius J. Crowley,
William J. Currie,
William A. Dando,
Alfred J. J. Deering,
Ervin E. Eaton, Jr.,
John F. Fennessy,
Thomas P. Gildea,
Frank H. Harding,
John J. Hartnett,
John E. Henreckson,
John J. Nugent,
George A. Reardon,
William H. A. Kyan,
Joseph T. Smith,
Charles A. Whitstead.
Girls.
Annie C. Carstensen,
Adelia E. Crosley,
Bessie Kline,
Annie L. Ludwig,
Lidie Morris,
Elizabeth A. Quirk,
Caroline L. Stone,
Ada C. Whitehouse.
MARTIN SCHOOL.
Boys,
John J. Colahan,
.John J. Conroy,
Daniel J. Crane,
John T. Culhane,
Daniel P. Donovan,
James M. Farren,
John W. Finneran,
Albert Geiger, Jr.,
Fred J. Gilligan,
John H. Gould,
Edward H. Grant,
Daniel F. Hickey,
David L. Hunter,
Han-y R. Kenyon,
John P. Leonard,
Charles E. Littlefield,
Mark J. Maekey,
Edward W. Murphy,
John H. Prendergast,
Maurice Silverstein,
Frederick A. Suck,
Royal J. Vila.
Girls.
Rose M. Addison,
Mary A. Corbett,
Mary A. Davis,
Katie E. DriscoU,
Louise U. Gigie,
Frances M. Guidrey,
Mary M. Hanlj,
Evelyn E. Harrington,
Flora P. Hatch,
Susie G. Hurley,
Mary E. Kenney,
Josephine E. Kilroy,
Elizabeth M. Lindenmann,
Carrie M. Lohr,
Mary E. Mahan,
Josephine L. McCarthy,
Adaline C. McDonough,
Annie J. Mottel,
Clara F. Nudd,
Kittle A. O'Brien,
Margaret L. Oswald,
Mary J. Thomson.
MATHER SCHOOL.
Boys.
Edmund D. Barry,
Webster T. Bird,
Francis A. Brick,
Charles S. Capelle,
Terence R. Cunningham,
David J. Dannahy,
Herbert W. Deering,
Fred T. Elliott,
George H. Feeney,
Patrick J. Finnegan,
William L. Glover,
Henry L. Hall,
William E. Hannan,
Richard Jasper,
James P. Jones,
DIPLOMAS OF GRADUATION.
153
.John W. Mahoney,
Joseph H. McNabb,
John H. Mulhern,
Lawrence W. Nutley,
William H. Phillips,
Edgar R. Piper,
Harry Shipp,
Julius H. Treadway.
Girls.
Mabel E. Bennett,
Susan J. Berrigan,
Helen M. Carew,
Tressie Eltz,
Alice L. Fogler,
Alice M. Frizell,
Mabel C. Greenwood,
Alice B. Hennessey,
Mary V. Hollaran,
Edith A. Nickels,
Mary E. O'Reilly,
Katharine H. Perry,
Julia E. Twohey.
MINOT SCHOOL.
Boys.
Leon E. Brett,
William H. Colgan,
William C. Dacey,
John C. Daggett,
William Daley,
John Haley,
Patrick McAvinney,
Michael McGrail,
Eugene T. Nolte,
Nathan B. Robinson,
Frank White,
Porter W. Whitmarsh.
Girls.
Anna B. Adams,
Lavinia C. Adams,
Cora B. Berry,
Lena M. Cleaves,
Mary A. Dacey,
Kate E. Dorsey,
Elizabeth J. Flanagan,
Jennie L. Miller,
Mary Murray,
Kate Sullivan,
Emma L. Tuttle,
Edith M. Whittemore,
Clara O. Wright.
MOUNT VERNON SCHOOL.
Boys.
Frank E. Coughlan,
Thomas A. Joyce,
William J. Lynch,
Joseph J. Nannery,
Thomas I. Nannery,
Frederick F. Read,
Charles B. Wetherbee.
Girls.
Maggie A. Conway,
Louisa E. F. Lewis,
Katie A. McDonough,
Maggie B. McNeil,
Emma M. Nichols,
Alice M. Prince,
Grace A. Robinson,
Mary E. Rourke,
Annie G. Shumway,
Edith G. Spear.
NORCROSS SCHOOL.
Girls.
Elizabeth Aarons,
Mary A. E. Barker,
Fannie J. Bartlett,
Mary I. G. Bersig,
Ellen M. Coleman,
Elizabeth G. Crotty,
Katie B. Crowley,
Margaret E. Crowley,
Margaret L. Desmond,
Josephine A. Donovan,
Mary J. C. Duggan,
Mary E. Fitzgerald,
Catharine I. Glenn,
]54
APPENDIX.
Georgiana Godfrey,
Mary A. E. Healey,
Ida E. Hill,
Mary E. Kiley,
Doretha E. A. Kohler,
Catharine G. Leary,
Lydia G. Leonard,
Teresa McCaraley,
Blanche L. McLean,
Grace M. Moynihan,
Katharine J. Nagle,
Eva A. Newman,
Hannah T. O'Donnell,
Margaret E. O'Neill,
Catharine G. Powers,
Jennie M. Pray,
Catharine G. Keilly,
Mary J. V. Sullivan,
Mary Thayer,
Hannah C. Twomey.
PHILLIPS SCHOOL.
Boys.
Josepli Belle,
Alfred Benson,
Abrani G. Berenson,
Joseph A. Boyle,
Joseph J. Bragdon,
Walter A. Bundy,
James Callahan, Jr.,
Charles F. Campbell,
Francis E. Carter,
William J. Coveny,
Harry W. Crockett,
Joseph H. Cross,
Nathan H. Daniels, Jr.,
Frank E. Dennis,
George C. Di Fatta,
Bernard J. Doherty,
John F. Harrington,
Patrick W. Kenney,
Charles W. Levi,
Joseph E. Livingston,
James H. Lynch,
Joseph V. Maddock,
James McGaw,
Frank A. McKenney,
Arthur S. McLean,
Bernard J. McMorrow,
John A. Murphy,
John J. Murphy,
William Peyton,
William T. Peyton,
William H. Pierce, Jr.,
Frederick A. Pillsbury,
Julian P. Pillsbury,
Robert M. Powers,
Frank A. Rice,
George P. L. Riley,
Joseph M. Sherburne,
Charles H. Virgin,
Joseph A. Wentworth,
Robert J. White.
PIERCE SCHOOL.
Boys.
Herbert R. Acorn,
Pitt E. Eaton,
F. Pythias Elms,
Frederick W. Hayes,
Ernest C. Jones,
John O'Brien,
Herbert R. Talbot.
Oirls.
Alice Brine,
Catherine Gallagher,
Maud Heffer,
Amy A. Homer,
Mabel Hutchinson,
Alice W. Jones,
Elizabeth Murrie.
PRESCOTT SCHOOL.
Boys.
James F. Anderson,
Thomas J. Anderson,
Thomas L. Berry,
James A. Bovey,
David A. Butler,
Thomas B. J. Colgan,
DIPLOMAS OF GRADUATION.
155
John A. Collins,
Samuel A. Dwisjht,
Edwin J. Hinckley,
Frederick J. Johnston,
Frederick H. Key.ser,
Albert E. Kniglit,
Melville D. Mason,
George A. McDonald,
Charles A. Meserve,
John F. O'Brien,
Windsor E. Plumridge,
James H. Stevens,
John F. Tierney.
Girls.
Lavinia M. Almeder,
Laura A. Atwood,
Edith M. Beebe,
Margaret B. Bradshaw,
M. Alice Butler,
Ellen E. Carey,
Elizabeth S. Conley,
Grace M. Dennison,
Mary E. Gill,
Edith M. Goodspeed,
Ida E. Houseman,
Mabel F. Maxfield,
Annie F. McGlone,
Bessie J. McLam,
Ellen V. McLam,
Rose A. McMahon,
Flora E. Ormond,
Mary E. Ormond,
Grace M. Perkins,
Charlotte A. Philbrick,
Hattie E. Ross,
Annie F. Sherman,
Louise G. Smith,
Mary C Stotz,
Ida P. Swift.
PRINCE SCHOOL.
Boys.
Frederic H. Brown,
Augustus C. Bubier,
Henry Bubier,
John B. Chamberlin,
J. Bradley Cumings,
Michael Donovan,
Thomas L. Drew,
Edgar M. Forbush,
Charles L. Hastings,
Walter R. Mansfield,
George L. J. Mauduit,
C. Howard Roberts,
Harry E. Robinson,
George E. Sawyer,
Charles F. Smith,
Fitz Henry Smith,
Herbert O. Stetson,
Frank J. Tighe,
Ernest D. Wales,
Fred J. Walker,
George B. Wendell,
Albert W. White,
Horace P. Wood.
Girls.
Mabel E. Atkins,
Cornelia B. Boardman,
Mary H. Chase,
Mira Chevalier,
Emma B. Comer,
Bertha Darrow,
Helen A. Dooling,
Ellen Douglass,
Rosa Frankenstein,
Amy E. L. Goodrich,
May E. Guild,
Jessie K. Hampton,
Alice Herrick,
Mabel Hovey,
Frances E. Jones,
May M. O'Brien,
Sada E. Parish,
Jennie F. Rich,
Harriot L. Robinson,
Edna S. Seaverns,
Alice M. Simmons,
Edna A. Skilton,
Almira Skinner,
Guida L. Van Derlip,
156
APPENDIX.
Daisie B. Waters,
Anne P. Whittier.
QUINCY SCHOOL.
Boys,
Louis Barrant,
James F. Barrett,
Richard T. Berger,
Gustave A. Bleyle,
Patrick P. Carney,
.John J. Casey,
Daniel J. Connelly,
Maurice J. Corcoran,
Eugene F. Cowhig,
John P. Daley,
George Daniels,
Dennis DriscoU,
John J. Driscoll,
Thomas J. Elwell, Jr.,
John F. Fitzpatrick,
John J. Fleming,
Arthur H. Gallagher,
Gerald J. Griffin,
Arthur J. Haney,
George W. Kelly,
John E. Lucas,
John F. McCarthy,
William J. S. McGrath,
Francis S. McKay, Jr.,
Edward A. Moore,
George A. Moore,
William J. O'Brien,
Michael F. Shea,
John T. Sullivan, Jr.,
Joseph W. Wharton,
Michael A. Wheeler.
RICE SCHOOL.
Boys.
Alfred B. Alexander,
Frederic H. Barker,
Lewis F. Chase,
Samuel W. Clapp,
George B. Clarke,
Robert L. Colson,
Louis W. Crawford,
William F. Ebbett,
William G. Farwell,
Benjamin S. Frost,
William F. Goodwin,
Harrie W. Greene,
John S. Hall,
Charles E. J. Harley,
William P. Harrison,
Nathan Hecht,
Allen M. Hervey,
Manasseh Hirsch,
Walter B. Howe,
John E. Johnson,
Creighton T. Jones,
Joseph Kalesky,
Edward A. Lash,
Charles H. Miller,
Fred P. Miller,
Ernest A. Mudge,
John T. Murphy,
Timothy W. Murphy,
Willard Pierce,
E. Duval Poole,
Arthur H. Prade,
Charles J. Prescott, Jr.,
Harry W- Prescott,
Frank H. Purington,
Charles I. Schofield,
Louis C. Sears,
George A. Simonds,
John E. Sullivan,
Chester E. Tarbell,
Ansel S. Wass,
Hubert T. Webb,
Eugene L. Webber,
Levi Weber.
SHERWIN SCHOOL.
Boys.
Chauncy R. Bailey,
John A. Barry,
John F. Barry,
Joseph Bopp,
George A. Cully,
Thomas E. P. Dailey,
DIPLOMAS OF GRADUATION.
157
Edward C. Daly,
George H. Davis,
Francis J. Doherty,
James V. Doherty,
George H. Donnelly,
Joseph M. Donovan,
Edgar A. Dunn,
John A. Johnson,
A. Arthur Kuhns,
James F. Lambert,
Joseph W. Luke,
Peter Lundberg,
William J. McRae,
Frederick PL Merrill,
Martin Milmore,
Rapliael A. Moses,
William P. MuUoy,
Alexander R. Pennie,
Thomas P. Preble,
Edward L. Richards, ■
Isy Schloss,
William E. Thompson,
Alexander Towns,
Alfred M. Walton,
James F. Waul,
Edgar S. Winn,
David Youngr.
SHURTLEFF SCHOOL.
Girls.
Addie L. Appleton,
Mary F. Atkins,
Nancy E. Brownell,
Margaret A. Carroll,
Anna M. Chadbourn,
Helen L. Chandler,
Alice B. Cherrington,
Winnifred L. Chipman,
Annie M. Connors,
Elizabeth J. Curvin,
Mary E. Derrick,
Helena M. P. Devine,
Sarah A. Devine,
Alice B. Dunham,
Lilla E. Fernald,
Florence E. Gleason,
Ida J. Greene,
Annie V. Herrick,
Mary A. Hoban,
Blanche E. Huntress,
Ella M. Kenniff,
Ella L. Kivlan,
Julia A. Lane,
Josephine J. Mahoney,
Nellie A. Mahoney,
Isabel N. McLeod,
Katie J. McMahon,
Annie M. Morrison,
Lillian A. Moulton,
Cecilia G. Murray,
Margaret M. Nolan,
Nellie B. O'Neill,
Helena L. Parker,
Charlotte Patterson,
Katie L. Roche,
Mary F. Roche,
Helen A. Sawyer,
Grace W. Smith,
Mary L. Spear,
Rose M. Starkey,
Annie P. Sullivan,
Katie Thomson,
Gertrude L. Tilden,
Florian L. Webster,
Ida Wood,
Letitia H. Young,
Louisa A. Young.
STOUGHTON SCHOOL.
Hoys.
Leslie M. Cain,
Charles P. Copeland,
Alfred R. Davis,
Ernest B. Fletcher,
Joseph H. Hall,
E. Lawrence Hurd,
Frank G. Hutchinson,
Frank L. Locklin,
James E. McLaughlin,
Archie L. Mitchell,
158
APPENDIX.
William H. Sadlier,
Frederic W. Swan,
Frank D. Wilde.
Girls.
Annie M. Beal,
Catherine T. Campbell,
Emma F. Clark,
Ellen L. Cunniff,
Mary E. Desmond,
Mary E. Kinney,
Nella P. Lapliam,
Mary A. Malley,
Mary E. McGovern,
Annie M. Murphy,
Abbie J. Parker,
Ida F. Plummer,
Catherine E. Reed,
Mary L. Schreider,
Susie L. Voye.
TILESTON SCHOOL.
Boys.
Frank N. Blanchard,
George E. Cook,
Ernest A. George,
Frederic H. Hird.
Girls.
Carlotta L. Goward,
Abigail A. Scannell,
Annie F. Stone.
WARREN SCHOOL.
Boys.
Edward E. Churchill,
Walter F. Day,
Herbert A Drew,
Fred W. D. Dunklee,
Tilly H. Eaton,
Chester P. Eeles,
Leander P. Fernandez,
James Fleming,
Edwin C. FuUonton,
John L. Glover,
Wilbur F. Hayes,
Charles 0. Hopkins,
Arthur H. Johnson,
Alfred V. Lincoln,
Edward C. Morse,
George W. Norwood,
George W. Proctor,
Clarence E. Tasker,
Lyman P. Washburn,
Edwin H. Wright.
Girls.
Anna B. Boardman,
Helen M. Burchmore,
Ella M. Dean,
Georgia G. Doyle,
Teresa L. Forster,
Emily M. Hall,
Alice A. Haviland,
Mabel B. Le Favor,
Elizabeth M. Marshall,
Annie A. McBride,
Martha A. O'Cahaghan,
Catherine C. O'Connell,
Ida F. Pearce,
Grace A. Proctor,
Emma W. Raymond,
Cora L. Rea,
Elizabeth R. Reagan,
Nettie L. Rich,
Emma L. Symonds,
Mertie F. Smiley,
Mabel F. Smith,
Louisa M. Taplin,
Marion H. Williamson.
WELLS SCHOOL.
Girls.
Sarah Anderson,
Florence Bell,
Mary E. Cantwell,
Ethel W. Chadwick,
Mary E. Conner,
Elizabeth J. Dever,
Annie G. Downing,
Mary L. Elvcrt,
DIPLOMAS OF GRADUATION.
159
Josephine E. Fitzsimmons,
Catherine V. Forde,
Agnes F. Gallagher,
Hattie F. Giles,
Catherine F. Glynn,
S. Rachel Goldstein,
Martha L. Green,
Freda C. Haberman,
Rachel J. Hillson,
Annie Hollander,
Ellen T. Kelleher,
Evaleen E. Kelley
Helena L. Kelley,
Inez M. Knox,
Margaret Leary,
Ella A. Linscott,
Jeannette A. Livingston,
Ellen T. Malone,
Mary E. Nary,
Catherine E. O'Dowd,
Lydia E. Sawyer,
Eva B. Shanklin,
Lura Y>. Sleeper,
Josephine L. Smith,
Mabel U. Swan,
Lulu Walker,
Mary W. Walsh.
WINTHROP SCHOOL.
Gii'ls.
Amy W. Alden,
Olive I. Alexander,
Edith M. Ashley,
Charlotte Belmont,
Florence A. Bigelow,
Agnes E. Daly,
Etta A. Daniels,
Katherine F. J. Donahoe,
Marion A. Donovan,
Nellie T. A. Flynn,
Regina Fox,
Edith Gardner,
Louisa Goosmann,
Catherine A. Griffin,
Mary C. Haley,
Mary G. Hogan,
Bessie E. Johnson,
Elizabeth M. Jordan,
Mary F. Keleher,
Katie Laughlin,
Minnie L. Lee,
Minnie E. Little,
Mary L. Mahoney,
Mary Mansfield,
Mary P. McCann,
Margaret V. McCarthy,
Kate D. McDougall,
Mary E. McLaughlin,
Annie F. Meinhardt,
Mary A. Mitchell,
Jeanette L. Moldenhauer,
Eileen Murphy,
Gertrude L. Murphy,
Grace A. Murphy,
Margaret G. Murphy,
Annie C. Murraj',
Nellie D. Murrell,
Florence Paul,
Grace Pratt,
Edith R. Putnam,
Mary E. Ring,
Florence M. Roast,
Edna E. Robinson,
Bessie Stone,
Mary E. Sullivan,
Teresa M. Sullivan,
Lillian B. Thayer,
Margaret A. Troy,
Kate T. Tynan,
Bertha Vogel,
Blanche B. Whitten,
Mary L. Wirth,
Nellie T. G. Wiseman,
M. Katharine Wolff,
Beatrice S. Young.
ROSTER
BOSTON SCHOOL REGIMENT.
BOSTON SCHOOL REGIMENT.
GEN. HOBART MOORE, Instructor in Military Drill.
ROSTER, 188T-88.
Co lone . — T. C. Wales, Jr. (English High School).
Lieutenant -Colonel. — E. Pierce (Boston Latin School).
FIRST BATTALION (English High School).
Major. — C. H. Cole, Jr.
Adjutant. — C. E. Boothby.
Quartermaster. — E. B. Ladd.
Sergeant- Major. — C. H. Colman.
Company A. — Captain. — H. B. Stebbins ; First Lieutenant. — W. H.
Robey; Second Lieutenant. — W. A. Wheeler, Jr.
Company B. — Captain. — Allen French; First Lieutenant. — A. G.
Cullis ; Second Lieutenant. — O. F. Davenport.
Company C. — Captain. — G. F. Powers; First Lieutenant. — E. H. Wil-
lett; Second Lieutenant. — F. R. Wheaton.
Company D. — Captain. — H. W. Alexander ; First Lieutenant. — H. F.
Sawyer; Second Lieutenant. — S. H. Briggs.
Company E. — Captain. — F. E. Kimball; First Lieutenant. — J. L.
Stern ; Second Lieutenant. — H. W. Patterson.
Company F. — Captain. — C. F. Wallace; First Lieutenant. — E. B.
Miles; Second Lieutenant. — A. Marzynski.
Company G. — Captain. — Aaron Wolfson; First Lieutenant. — H. D.
Shute ; Second lAeuienant. — F. I. Sears.
SECOND BATTALION.
Major. — F. W. Emery (Charlestown High School).
Acting Adjutant. — J. Finneran (Roxbury High School).
Quartermaster. — J. B. Toomey (East Boston High School).
Sergeant- Major. — P. E. Murray, Jr. (Roxbury High School).
164 APPENDIX.
Company A. (Roxbury High School). — Captain. — A. A. Pollard;
First Lieutenant. — F. H. Hutchins ; Second Lieutenant. — F. li. Munro.
Company B. (Dorchester High School). — Captain. — J. W. Southey;
First Lieutenant. — W. S. Carpenter; Second Lieutenant. — W. H. Brett.
Company C. (Roxbury High School). — Captain. — B. F. Marshall;
First Lieutenant. — J. Finneran ; Second Lieutenant. — G. H. Mulvay.
Company D. (Dorchester High School). — Captain. — G. B. Carter;
First Lieutenant. — G. W. Oakman ; Second Lieutenant. — G. R. Mair.
Company E. (Charlestown High ^c\\oo\). — Captain. — F. Mullen;
First Lieutenant. — C. M. Freeman ; Second Lieutenant. — O. E. Little.
Company F. (Brighton High School). Captain. — J. J. Harmon; First
Lieutenant. — W. H. Lee; Second Lieutenant. — H. A. Wilson.
Company G. (West Roxbury High School). — Captain. — A. C.Page;
First Lieutenant. — G. A. Walker; Second Lieutenant. — G. R. Slader.
Company H. (East Boston High School). — Captain. — F. G. Davis;
First Lieutenant. — A. G. Pierce ; Second Lieutenant. — J. Colby.
Company I. (East Boston High School). — Captain, —r- W. P. Thacher;
First Lieutenant. — C. B. Grimes ; Second Lieutenant. — W. Messenger.
Company K. (Charlestown High School). — Captain. — J. Sanborn;
First Lieutenant. — J. Hayes; Second Lieutenant. — W. Woofindale.
THIRD BATTALION (Boston Latin School).
Major. — E. A. Reed.
Adjutant. — R. M. Baker.
Quartermaster. — E. M. Moore.
Sergeant- Major. — Willis W. Stover.
Company A. — Captain. — W. F. Harris; First Lieutenant. — R. M. M.
Gillespie ; Second Lieutenant. — J. E. Young.
Company B. — Captain. — S. P. R. Chadwick; First Lieutenant. — W.
F. Janes ; Second Lieutenant. — E. F. Flanders.
Company C. — Captain. — J. E. Stevens; First Lieutenant. — G. H.
Thomas ; Second Lieutenant. — C. W. Purington.
Company D. — Captain. — R. C. Baldwin ; First Lieutenant. — Nathan
B. Day; Second Lieutenant. — T. W. Stearns.
Company E. — Captain. — W. P. Tryon ; First Lieutenant. — H. E.
Sears; Second Lieutenant. — J. R. Flanagan.
Company F. — Captain. — H. Whitcomb; First Lieutenant. — F. W.
Alexander ; Second Lieutenant. — E. M. Conness.
Company G. — Captain. — W. S. Bangs; First Lieutenant. — A. Eraser;
Second Lieutenant. — G. E. Hume.
Company H. — Captain. — E. Grossman ; First Lieutenant. — L. A. Come ;
Second Lieutenant. — H. O. Marcj'.
BOSTON SCHOOL REGIMENT. 165
FOURTH BATTALION (English High School).
Major. — J. W. Smith.
Adjutant. — T. C. Cunimings.
Quartermaster. — T. A. Murray.
Sergeant- Major. — M. I. Myers.
Company A. — Captain'. — S. M. Ballou ; First Lieutenant. — A. W.
Stowe; Second Lieutenant. — W. Housman, Jr.
Company B. — Captain. — H. E. Fairfield; First Lieutenant. — M. E.
Smith ; Second Lieutenant. — J. P. Nowell.
Company C. — Captain. — J. A. Curtin; First Lieutenant. — J. V. Neary ;
Second Lieutenant. — C. Corey.
Company D. — Captain. — R. W. Boynton ; First Lieutenant. — W. T.
Barnes ; Second Lieutenant. — J. L. Bartlett.
Company E. — Captain. — S. Tappan ; First Lieutenant. — F. M. Rid-
ler; Second Lieutenant. — M. S. P. Smith.
Company F. — Captain. — R. C. Larrabee ; First Lieutenant. — J. F.
Kunniff; Second Lieutenant. — D. A. Danielson.
Drum-Major. — C. A. J. Smith.
ORGANIZATION
SCHOOL COMMITTEE
1888.
SCHOOL COMMITTEE, 1888.
William C. Williamson, President.
William C. Williamson,
William A. Dunn,
Henry Canning,
Bordman Hall,
Edwin H. Darling,
Charles T. Gallagher,
James S. Murphy,
James A. McDonald,
Gerald Griffin,
Emily A. Fifield,
John G. Blake,
Joseph T. Duryea,
Thomas O'Grady, Jr.,
[Term expires January, 1889.]
Raphael Lasker,
George B. Hyde,
Harvey N. Collison,'
Caroline E. Hastings.
[Term expires January, 1890.]
Richard J. Walsh,
William H. Grainger,
Nahum Chapin,
John C. Crowley.^
[Term expires January, 1891. J
George R. Swasey,
Russell D. Elliott,
Edward C. Carrigan,*
Joseph D. Fallon.
OFFICERS OF THE BOARD.
President.
William C. Williamson.
Secretary.
Phineas Bates.
Auditing Clerk.
William J. Porter.
Superintendent of Scliools.
Edwin P. Seaver.
Supervisors.
Samuel W. Mason,
Ellis Peterson,
Robert C. Metcalf,
John Kneeland,
George H. Conley,
Mrs. Louisa P. Hopkins.
messenger.
Alvah H. Peters.
1 To fill vacancy caused by death of Hon. Timothy J. Dacey.
2 To fill vacancy caused by resignation of John C. Crowley, Esq.
3 Resigned February 14, 1888. ♦ Died November 7, 1888.
170 APPENDIX.
STANDING COMMITTEES.
Accounts. — Edwin H. Darling, Chairman ; Messrs. Canning, GriflBn, Wil-
liamson, and Swasey.
Annual Report. — Emily A. Fifield, Chairman; Messrs. Canning and
McDonald.
Drawing. — Charles T. Gallagher, Chairman; Messrs. Lasker, Hall, Mc-
Donald, and O'Grady.
Elections. — Edwin H. Darling, Chairman ; Messrs. Grainger and
Hyde.
Evening Schools. — Charles T. Gallagher, Chairman ; Messrs. Lasker,
Murpliy, Carrigan, and Williamson.
Examinations. — George B. Hyde, Chairman ; Messrs. Fallon, Duryea,
Mrs. Fifield, and Miss Hastings.
Horace Mann School. — William A. Dunn, Chairman; Mr. McDonald
and Mrs. Fifield.
Hygiene. — Russell D. Elliott, Chairman ; Messrs. Blake and Grainger.
Legislative Matters. — Joseph D. Fallon, Chairman; Messrs. Swasey
and Hall.
Manual Training Schools. — James S. Murphy, Chairman ; Messrs.
Blake and O'Grady.
Music. — Gerald Griffin, Chairman; Messrs. Canning, Dunn, Williamson,
and Duryea.
Nominations. — William A. Dunn, Chairman; Messrs. Grainger, Murphy,
Collison, and Miss Hastings.
Rules and Regulations. — Joseph D. Fallon, Chairman; Messrs. Mur-
phy, Hall, McDonald, and Mrs. Fifield.
Salaries. — George B. Hyde, Chairman; Messrs. Hall, Griffin, Grainger,
and Walsh. ^
School-Houses. — Nahum Chapin, Chairman; Messrs. Darling, Lasker,
Canning, and Walsh.
Sewing. — Emily A. Fifield, Chairman ; Messrs. Hall, Canning, Walsh, and
Swasey.
Supplies. — Nahum Chapin, Chairman; Messrs. Elliott, Murphy, Hyde,
and Carrigan.
Text-Books. — John G. Blake, Chairman; Messrs. Fallon, Swasey, Dur-
yea, and Carrigan.
Truant-Officers. — Russell D. Elliott, Chairman; Messrs. Hyde, Dunn,
Griflin, and Duryea.
COMMITTEES. 171
NORMAL, HIGH SCHOOL, AND DIVISION
COMMITTEES.
Normal School. — Edward C. Carrigan, Chairman ; Messrs. Hyde, Murphy,
Mrs. Fifield, and Mr. Duryea.
High Schools. — John G. Blake, Chairman; Messrs. Gallagher, Fallon,
Williamson, and O'Grady.
First Division. — William H. Grainger, Chairman ; Messrs. Hall, Chapin,
Dunn, and McDonald.
Second Division. — James A. McDonald, Chairman; Messrs. Chapin,
Murphy, Darling, and Griffin.
Third Division. — Edwin H. Darling, Chairman; Messrs. Elliott, Dunn,
Carrigan, and Collison.
Fourth Division. — William C. Williamson, Chairman; Messrs. Swasey,
Duryea, O'Grady, and Miss Hastings.
Fifth Division. — George B. Hyde, Chairman; Messrs. Lasker, Blake,
Fallon, and Walsh.
Sixth Division. — Joseph D. Fallon, Chairman; Messrs. Gallagher, Can-
ning, Walsh, and Swasey.
Seventh Division. — James S. Murphy, Chairman; Messrs. Lasker,
Griffin, Collison, and Miss Hastings.
Eighth Division. — George B. Hyde, Chairman; Messrs. Elliot and
O'Grady.
Ninth Division. — Emily A. Fifield, Chairman; Messrs. Canning and
Grainger.
SCHOOLS.
Normal School and Rice Training School.
Latin School, Girls' Latin School, English, Girls', Koxbury, Dorchester,
Charlestown, West Roxbury, Brighton, and East Boston High Schools.
GRAMMAR SCHOOLS.
First Division. — Adams, Chapman, Emerson, Lyman.
Second Division. — Bunker Hill, Frothingham, Harvard, Prescott, Warren.
Third Division. — Bowdoin, Eliot, Hancock, Phillips, Wells.
Fourth Division. — Brimmer, Prince, Quincy, Winthrop.
Fifth Division. — Dwight, Everett, Franklin, Hyde, Sherwin.
172 APPENDIX.
Sixth Division. — Andrew, Bigelow, Gaston, Lawrence, Lincoln, Norcross,
Shurtleff.
Seventh Division. — Comins, Dearborn, Dillaway, Dudley, George Putnam,
Hugh O'Brien, Lewis, Lowell, Martin.
Eighth Division. — Agassiz, Allston, Bennett, Charles Sumner, Hillside, Mt.
Vernon.
Ninth Division. — Dorchester-Everett, Gibson, Harris, Mather, Minot,
Pierce, Stoughton, Tileston.
SUPERINTENDENT OF SCHOOLS.
Edwin P. Seaver, Newton Highlands. Office hours, Mondaj's to Fridays,
1 to 2 P.M. ; Saturdays, 12 A.M. to 1 P.M.
BOARD OF SUPERVISORS.
Samuel W. Mason, 105 Washington ave., Chelsea. Office hour, 'Friday,
1 P.M.
Ellis Peterson, corner Chestnut ave. and Green street, Jamaica Plain.
' Office hour, Thursday, 4.30 to 5.30 P.M.
Robert C. Metcalf, 97 Mt. Pleasant ave., Roxbury. Office hour, Friday,
1 P.M.
John Kneeland, 31 Winthrop street, Ro.xbury. Office hour, "Wednesday,
4.30 P.M.
George H. Conley, 96 Mt. Pleasant ave., Roxbury. Office hour, Monday,
4.30 P.M.
Mrs. Louisa P. Hopkins, 11 St. James ave. Office hour, Wednesday,
4.30 P.M.
Regular meetings of the Board of Supervisors on the Friday following
each regular meeting of the School Committee, at 2.30 P.M.
Office hours of Supervisors at School Committee Building.
SUPERVISORS OF SCHOOLS.
Samuel W. Mason. — Charlestown High School ; Bowdoin, Brimmer, Bunker
Hill, Frothingham, Harvard, Phillips, Prescott, Warren, and Wells Dis-
tricts.
Ellis Peterson. — Latin, Girls' Latin, and West Roxbury High, and Horace
Mann Schools; Agassiz, Charles Sumner, Dwight, Everett, Franklin,
Hillside, Hyde, Mt. Vernon, and Siierwin Districts.
Robert C. Metcalf. — Normal, Roxbury High, and Rice Training Schools;
Bigelow, Gaston, Lawrence, Lincoln, Norcross, Prince, and Shurtleff
Districts.
NORMAL SCHOOL. 173
John Kneeland. — Dorchester High School; Andrew, Dearborn, Dorches-
ter-Everett, Gibson, Harris, Hugh O'Brien, Mather, Minot, Pierce,
Quincy, Stoughton, and Tilcston Districts.
George H. CoNLEY. — Brighton, East Boston, and English High Schools;
Adams, Allston, Bennett, Chapman, Eliot, Emerson, Hancock, and
Lyman Districts.
Mrs. Louisa P. Hopkins. — Girls' High School ; Comins, Dillaway, Dudley,
George Putnam, Lewis, Lowell, Martin, and Winthrop Districts.
SUPERVISORS IN CHARGE OF BRANCHES OF INSTRUCTION.
Samuel W. Mason. — Physical Culture, Physiology, and Hygiene, History,
Writing.
Ellis Peterson. — Aritlimetic, in a part of the city (Divisions 5, G, 7, 8, 9),
Algebra, Geometry, Trigonometry, Greek, Psychology.
Robert C. Metcalf. — Language (oral and written expression). Grammar,
Chemistry.
John Kneeland. — Reading, English Literature, Piiysics.
George H. Conley. — Arithmetic, in a part of city (Divisions I, 2, 3, 4),
Book keeping, Latin, French.
Mrs. Louisa P. Hopkins. — Observation Lessons, Geography, Astronomy,
Botany, Zoology, Sewing.
NORMAL SCHOOL.
Corner of Dartmouth and Appleton streets.
Head Master. — Larkin Dunton, 1st Asst. — L. Theresa Moses. 2d
Assts. — Annie E. Chace, Katharine H. Shute, Dora Williams, V. Colonna
Murray. Special. — W. Bertha Hintz.
RICE TRAINING SCHOOL.
GRAMMAR.
Corner of Dartmouth and Appleton streets.
Master. — D. A. Hamlin. Sub-Masters. — Charles F. Kimball, Joseph L.
Caverly. 1st Asst. — Florence Marshall. 2d Asst. — Alnnva. I. Wilson.
3d Assts. — Ella T. Gould, Eliza Cox, Dora Brown, Mattie H. Jackson,
Harriet H. Norcross, Lizzie M. Burnham, Gertrude E. Bigelow. Janitor.
Amos Albee.
PRIMARY.
Appleton street.
2d Asst. — Ella F. Wyman. 4th Assts. — Grace Hooper, Sarah E. Bow-
ers, Anna B. Badlam, Emma L. Wyman, Mabel I. Emerson, Clara C. Dunn,
Miriam W. Dike. Janitor. — George W. Collings.
174 APPENDIX.
LATIN AND HIGH SCHOOLS.
PUBLIC LATIN SCHOOL.
Warren avenue.
Read Master. —Moses MerrilL Masters. —Charles J. Capen, Artlmr I.
Fiske, Joseph W. Chadwick, Byron Groce, Edward P. Jackson, Frank W.
Freeborn, John K. Richardson, Greenville C. Emery. Junior Masters. —
Gfeorge W. Rollins, Henry C. Jones, Thomas A. Mullen, Francis De M.
Dunn, George E. Howes, Tiieodore P. Farr. Physics. — Joseph Y. Bergen,
Jr. Janitor. — Matthew R. Walsh.
GIRLS' LATIN SCHOOL.
West Newton street.
Head Master. — John Tetlow. Master. — Lyman R. Williston. Assist-
ants.— Jennie R. Sheldon, Augusta R. Curtis, Jessie Girdwood, Alice H.
Luce, Mary C. C. Goddard. Physical Culture. — Martha S. Hussey. Jani-
tor. — John Murphy, Jr.
ENGLISH HIGH SCHOOL.
Montgomery street.
Head Master. — Francis A. Waterhouse. blasters. — Robert E. Babson,
L. Hall Grandgent, Charles B. Travis, Alfred P. Gage, John F. Casey,
Manson Seavey, Jerome V. Poole, Samuel C. Smith. Junior Masters. —
Wm. H. Sylvester, Rufus P. Williams, Frank 0. Carpenter, Melvin J. Hill,
James E. Thomas, George W. Evans, William B. Snow, James A. Beatley,
Albert P. Walker, Charles P. Lebon, Harry C. Shaw. Janitor. — Patrick
W. Tighe.
GIRLS' HIGH SCHOOL.
West Newton street.
Head Master. — John Tetlow. Junior Master. — Samuel Thurber. Asst.
Principal. — Harriet E. Caryl. 1st Asst. — Margaret A. Badger. Assist-
ants. — Alia W. Foster, Charlotte M. Gardner, Helen A. Gardner, Emma
W. Kaan, Augusta C. Kimball, Mary B. King, Katherine Knapp, Parnell S.
Murray, S. J. C. Needham, Emerette O. Patch, Emma G. Shaw, Sarah A.
Shorey, Lizzie L. Smith, Adeline L. Sylvester, Emma A. Temple, Clara E.
Webster, Lucy R. Woods. Vocal and Physical Culture. — Helen D.
LATIN AND HIGH SCHOOLS. 175
Baright. Chemistry. — Laura B. White. Laboratory Asst. — Margaret C.
Brawley. Janitor. — John Murphy, Jr.
ROXBURY HIGH SCHOOL.
Kenilworth street.
Head Master. — Charles M. Clay. Junior Master. — Nathaniel S. French.
1st Asst. — Emily Weeks. Assistants. — Eliza D. Gardner, Clara H. Balch,
Edith A. Parkhurst, Persis P. Drake, Annie N. Crosby, Nellie A. Bragg.
Janitor. — Thomas Colligan.
DORCHESTER HIGH SCHOOL.
Centre street, corner Dorchester avenue.
Master. — Elbridge Smith. Assistants. — Rebecca V. Humphrey, Laura
F. Hovey, Elizabeth M. Ritter, Albert S. Perkins, Mary A. H. Fuller.
Janitor. — Thomas J. Hatch.
CHARLESTOWN HIGH SCHOOL.
Monument square.
Head Master. — John O. Norris. Junior Master. — Edward F. Holden.
Assistants. — Adelaide E. Somes, Alia F. Young, Abbie F. Nye, Sarah Shaw,
Mary E. Upham. Janitor. — Joseph Smith.
WEST ROXBURY HIGH SCHOOL.
Elm street, Jamaica Plain.
Master. — George C. Mann. Assistants. — Edna F. Calder, Josephine L.
Sanborn, Clarabel Oilman. Janitor. — J. J. Wentworth.
BRIGHTON HIGH SCHOOL.
Academy Hill.
Master. — Benjamin Wormelle. Assistants. — Marion A. Hawes, Ida M.
Curtis. Janitor. — J. Q. A. Cushman.
EAST BOSTON HIGH SCHOOL.
Public Library Building, Paris and Meridian streets.
Master. — Charles J. Lincoln. Assistants. — Lucy R. Beadle, Kate W.
Gushing, Sarah L. Dyer, Josiah P. Ryder. Janitor. — Samuel H. Gradon.
176 APPENDIX.
SPECIAL INSTRUCTORS.
John B. Moran, M.D., Instructor in Hygiene.
DRAWING.
Henry Hitchings, Director.
MUSIC.
Joseph B. Sharland. Latin, Girls' Latin, English High, Girls' High, Roxbury
High, Dorchester High, Charlestown High, West Roxbury High, Brighton
High, East Boston High, Schools.
Hosea E. Holt. Normal, Rice, Wells, Eliot, Hancock, Andrew, Bigelow,
Gaston, Lawrence, Lincoln, Norcross, ShurtlefF, Bowdoin, Phillips, Schools.
J. M. Mason. Adams, Chapman, Emerson, Lyman, Bunker Hill, Frothing-
ham, Harvard, Prescott, Warren, Charles Sumner, Mt. Vernon, Quincy,
Winthrop, Schools.
Henry G. Carey. Rice, Brimmer, Prince, Dwight, Everett, AUston, Bennett,
Dorchester-Everett, Gibson, Harris, Mather, Minot, Pierce, Stoughton,
Tileston, Schools.
James M. McLaughlin. Hyde, Franklin, Sherwin, Comins, Dearborn,
Dudley, Dillaway, George Putnam, Hugh O'Brien, Lewis, Lowell, Martin,
Agassiz, Hillside, Schools.
MODERN LANGUAGES.
Alphonse N. van Daell, Director.
Henri Morand, J. Frederick Stein, Assistants.
MILITARY DRILL.
Hobart Moore Latin, English High, Roxbury High, Dorchester High,
Charlestown High, West Roxbury High, Brighton High, East Boston High,
Schools.
A. Dakin, Armorer.
SEWING.
Eliza A. Baxter. Winthrop School.
C. L. Bigelow. Bowdoin, Prince, Schools.
Mrs. Sarah J. Bray. Harvard, Prescott, Frothingham, Schools.
Mrs. Annie E. Brazer. Lowell School.
Mrs. Harriet E. Brown. Minot School.
Helen L. Burton. Lewis, Horace Mann, Schools.
Mrs. Catherine J. Cadogan. Norcross School.
Mrs. Eliza M. Cleary. Shurtleff School.
Mrs. Susan M. Cousens. Chapman, Emerson, Schools.
Isabella Gumming. Winthrop School.
Mrs. Kate A. Doberty. Hancock School.
Mrs. Olive C. Hapgood. George Putnam, Hillside, Schools.
Mrs. Mary E. Jacobs. Dearborn, Hugh O'Brien, Schools.
FIKST DIVISION. 177
Margaret A. Kelley. Hydp School.
Lizzie S. Kenna. Andrew School.
Delia Mansfield. Comins, Martin, Schools.
Catherine C. Nelson. Gil)son, Stoughton, Tileston, Pierce, Schools.
Sarah H. Norman. Gaston, Slmrtleff, Schools.
Mary E. Patterson. Gaston School.
Mrs. Elizabeth A. Power. Lyman School.
M. Elizabeth Robbins. Adams School.
Mrs. Martha A. Sargent. Everett School.
Mrs. Julia A. Skilton. r>unkor Hill, Prescott, Warren, Schools.
Mrs. Sarah A. Stall. Allston, Bennett, Schools.
Mrs. Frances E. Stevens. Wells School.
Lizzie A. Thomas. Franklin School.
Mrs. Emma A. Waterhouse. Dillaway School.
Mrs. M. A. Willis. Dorchester-Everett, Harris, Mather, Minot, Schools.
Ellen M. Wills. Charles Sumner, Mt. Vernon, Schools.
FIRST DIVISION.
ADAMS SCHOOL.
Belmont square, East Boston.
Master. -- Frank F. Preble. Suit-Master. — Joel C. Bolan. 1st Asst. —
Mary M. Morse. 2d Asst. — C. Howard Wilson. 3d Assts. — Clara Rob-
bins, Ellenette Pillsbury, Lina H. Cook, Sarah E. McPhaill, Albertina A.
Martin, Harriet Sturtevant, M. Luetta Choate. .Tanitor. — Michael J.
Burke.
PRIMARY SCHOOLS.
ADAMS SCHOOL, SUMNER STREET.
4tli Assts. — Jennie A. Mayer, Ellen M. Robbins.
WEBSTER-STREET SCHOOL.
2d Asst. — Anna E. Reed. 4th Assts. — Emma W. Weston, Mary A.
Palmer, Grace M. Remick, Nellie B. Tucker, Jane A. Soutter. Janitor. —
Mary Campbell.
CHAPMAN SCHOOL.
Eutaw street, East Boston.
Master. — George R. Marble. Sub-Master. — James Burrier. 1st Assts.
Annie M. Crozier, Jane F. Reid. 2d Assts. — Maria D. Kimball, Sarah F.
178 APPENDIX.
Tenney. 3d Assts. — Angoliiie Crosby, Carrie M. Locke, Margaret B.
Erskine, Lucy E. Woodwell, Mary E. Buffum, Jennie L. Waterbury. Jan-
itor. — James E. Burdakin.
PRIMARY SCHOOL.
TAPPAN SCHOOL, LEXINGTON STREET.
2d Asst. — Hannah E. Crafts. 4th Assts. — Nellie F. Holt, Mary C
Hall, Marietta Duncan, Clara A. Otis, Calista W. McLeod. Janitor. —
Phineas Hull.
EMERSON SCHOOL.
Prescott street, East Boston.
Master. — James F. Blackinton. Sub-Master. — J. Willard Brown. 1st
Assts. — Elizabetli R. Drowne, Mary A. Ford. 2d Assts. — Bernice A. De-
Merritt, Frances H. Turner. 3d Assts. — Carrie Ford, Mary I). Day,
Sarah A. Bond, Helen M. Souther, Laura S. Plunimer, H. Elizabeth Cutter.
Juliette J. Pierce, Mary E. Sullivan. .Janitor. — Edward S. Chessman.
ORIENT HEIGHTS.
3d Asst. — Lillian G. Bates.
PRIMARY SCHOOLS.
EMERSON SCHOOL, PRESCOTT STREET.
4th Assts. — Hannah L. Manson, Almaretta J. Critchett.
PRINCETON-STREET SCHOOL.
2d Asst. — Mary E. Plummer. 4th Assts. — Margaret A. Bartlett, Eliza-
beth A. Turner, Harriette E. Litchfield, Ida J. Breckenridge, Susan A. Slavin,
Lizzie M. Morrissey. Janitor. — George J. Merritt.
ORIENT HEIGHTS.
4th Asst. — Caroline E. Nutter.
LYMAN SCHOOL.
Corner Paris and Decatur streets, East Boston.
Master. — Augustus H. Kelley. Sub-Master. — George K. Daniell, Jr. 1st
Assts. — Cordelia Lothrop, Eliza F. Russell. 2d Assts. — Mary A. Turner,
Amelia H. Pitman. 3d Assts. — Mary P. E. Tewksbury, Ida E. Haliday,
Sibylla A. Bailey, Fannie M. Morris, Clara B. George, Mary E. Morse, Wm.
A. Lenihan. Janitor. — William Gradon.
SECOND DIVISION. 179
PRIMARY SCHOOLS.
LYMAN SCHOOL, PARIS STREET.
4th Asst. — Joseph A. Ayers.
AUSTIN SCHOOL, PARIS STREET.
2(1 Asst. — Anna I. Dnncan. 4th Assts. — Martlia L. Frame, Fidelia D.
Merrick, Mary E. Williams, Lena E. Synette. Janitor. — Mrs. Higginson.
WEBB SCHOOL, PORTER STREET.
2d Asst. — Nellie M. Porter. 4th .-Iss^s. — Abby D. Beale, Charlotte A.
Pike, Mary L. Sweeney. Janitor. — Mrs. Matilda Davis.
SECOND DIVISION.
BUNKER HILL SCHOOL.
Baldwin street, Charlestown.
Master. — Samuel J. Bullock. Sub-Master. — Henry F. Sears. 1st Assts.
— Mary A. Eaton, Abby P. Josselyn. 2d Assts. — Mary E. Minter, Angelia
M. Knowles. 3d Assts. — Ida O. Hard, Annie F. McMahon, Clara B.
Brown, Eleanor S. Wolff, Ruth C. Mills, Anna M. Prescott, Cora V. George,
Charlotte E. Seavey. Janitor. — Josiah C. Burbank.
PRIMARY SCHOOLS.
HAVEUHILL-STREET SCHOOL.
4th Assts. — Mary S. Thomas, Annie B. Hunter. Jixnz'iJor. — Margaret
O'Brien.
BUNKER HILL-STREET SCHOOL, COR. CHARLES STREET.
2d Asst. — Elizabeth B. Norton. 4th Assts. — Mary E. Flanders, Sarah
A. Smith, Kate C. Thompson, Carrie M. Arnold, Effie G. Hazen, Jennie
F. White, Ada E. Bowler, Mary D. Richardson. Janitor. — Josiah C.
Burbank,
MURRAY CHAPEL, BUNKER HILL STREET.
4th Asst. — Lucy A. Wilson. Janitor. — Samuel C. Smith.
FROTHINGHAM SCHOOL.
Corner of Prospect and Edgeworth streets, Charlestown.
Master. — William B. Atvvood. Sub-Master. — James E. Hayes. 1st
Assts. — Charlotte E. Camp, Harriet F. Frye. 2d Assts. — Bial W. Willard,
180 APPENDIX.
Arabella P. Moulton. 3d Assts. — Ellen R. Stone, Margaret J. O'Hea, Sarah
H. Nowell, Jennie E. Tobey, Lucy A. Seaver, Ellen A. Chapin, Ellen L.
Kelley. Janitor. — Warren J. Small.
PRIMARY SCHOOLS.
FROTHINGHAM SCHOOL, PROSPECT STREET.
4th Assts. — Persis M. Whittemore, Martha Yeaton, Helen E. Ramsey,
Mary E. Corbett.
MOULTON-STREET SCHOOL.
4th Assts. —Nellie L. CuUis, Louisa W. Huntress, Mary E. Delaney,
Fannie M. Lamson. Janitor. — Jeremiah F. Horrigan.
FREMONT-PLACE SCHOOL.
4f.h Asst. — Abbie C. McAuliffe. Janitor. — Mrs. Mary Watson.
HARVARD SCHOOL.
Devens street, Charlestown.
Master. — W. E. Eaton. Sub-Master. — Darius Hadley. 1st Assts. —
Sarah E. Leonard, Mary A. Lovering. 2d Assts. — Abbie M. Libby, Julia
E. Harrington. 3d .4ss<s. —Elizabeth W. Allen, Ida B. Nute, Amy R. Chap-
man, Sarah J. Perkins, Cally E. Gary, Annie E. O'Connor, Mary E. Kelley,
Janitor. — Francis A. Hewes.
PRIMARY SCHOOLS.
HARVARD SCHOOL, DEVENS STREET.
4th Asst. — Catherine C. Brower.
HARVARD-HILL SCHOOL.
4th Assts. — Grace A. Bredeen, Fanny A. Foster, Louise A. Whitman,
Elizabeth F. Doane, Lucy M. Small, Elizabeth R. Cormier, Annie F. Childs,
Lana J. Wood. Janitor. — L. H. Hay ward.
COMMON-STREET SCHOOL.
4th Assts. — Elizabeth A. Prichard, Elizabeth R. Brower, Alice T. Smith.
■Janitor. — L. H. Haywood.
PRESCOTT SCHOOL.
Eim street, Charlestown.
J/as/er.— Edwin T. Home. Sub-. Master. — Seth Scars. 1st Asst. — Belle
P. Winslow. 2d Asst. — Mary C. Sawyer. 3d Assts. — Julia C. Powers,
THIRD DIVISION. 181
Lyilia A. Nason, Elizabeth J. Farnswortli, Frances A. Craigen, Julia F.
Sawyer, M. I^izzie Mailman. Janitor-. — Thomas Merritt.
PRIMARY SCHOOLS.
POLK-STEEET SCHOOL.
4th Assts. — Mary ¥j. Franklin, Hattie L. Todd, Alice Simpson, Nellie J.
Breed, Elizabetli J. Doherty. Janitor. — Walter I. Sprague.
MEDFORD- STREET SCHOOL.
4th Asst. — Lyilia E. Hapenny, Kate M. Porter, Ruphine A. Morris.
Janitor. — Mrs. Catharine C. Smith.
WARREN SCHOOL.
Corner of Pearl and Summer streets, Charlestoivn.
Master. — E. B. Gay. Sub-Master. — Edward Stickney. 1st Assis. —
Sarah M. Chandler, Elizabeth Swords. 2d Assts. — Anna D. Dalton, Ellen A .
Pratt. 3d Assts. — Mary F. Haire, Marietta F. Allen, Abby E. Holt, Alice
M. Raymond, Alice Hall, Mary E. Pierce, Anna M.' Pond, Katharine A.
Sweeney. Janitor. — John P. Swift.
PRIMARY SCHOOLS.
WARREN SCHOOL, PEARL STREET.
4th Asst. — Caroline E. Osgood.
CROSS-STREET SCHOOL.
4th Assis. — Mary F. Kittredge, Fannie L, Osgood. Janitor. — Alice M.
Lyons.
MEAD-STREET SCHOOL.
4th Assts. — M. Josephine Smith, Cora A. Wiley, Carrie F. Gammell,
.Abby P. Richardson. Janitor. — James Shute.
THIRD DIVISION.
BOWDOIN SCHOOL.
Myrtle street.
Ma.iter. — Alonzo Meserve. 1st Assts. — Sarah R. Smith, Mary Young.
2(^,^55!'. — Sarah O. Brickett. 3d Assts. — FA\za. A.. Fay, Irene W. Went-
worth, Dora E. Pitcher, Mary E. Pitcher, Ella L. Macomber, S. Frances
Perry. Janitor. — James Hamilton.
182 APPENDIX.
PEIMARY SCHOOLS.
SOMERSET-STREET SCHOOL.
4th Assts. — Sarah E. Brown, Mabel West, Clara J. Raynolds. Janitor.
— Mary A. Maguire.
SHARP SCHOOL, ANDERSON STREET.
2d Asst. — Elizabeth R. Preston. 4th Assts. — Barbara C. Farrington,
Ella A. Morrill, Mary E. O'Leary, Mary E. Abercrombie. Janitor. —
Henry Randolph.
ELIOT SCHOOL.
North Bennet street.
Master. — Samuel Harrington. Sub- Masters. —Gr&nyxWe: S. Webster,
Tilson A. Mead, Benjamin Tenney. 1st Asst. — Frances M. Bodge. 2d
Asst. — Adolin M. Steele. 3d A^sts. — Kate L. Dodge, Luciette A. Went-
worth, Mary Heaton, Minnie I. Folger, M. Ella Wilkins, Mary E. Hanney,
Isabel R. Haskins, Annie M. H. Gillespie, Elizabeth C. Harding, Agnes C.
Moore. Janitor. — P. J. liiordan.
WARE SCHOOL, NORTH BENNET STREET.
3d Assts. — Flora F. Joslin, Genevieve C. Roach, Margaret E. Dacey.
■Tanitor. — Wm. Swanzey.
PORMORT SCHOOL, SNELLING PLACE.
3d Assts. — Mary V. Cunningham; M. Fersis Taylor.
PRIMARY SCHOOLS.
PORMORT SCHOOL, SNELLING PLACE.
4th Assts. — Cleone G. Tewksbury, Sophia E. Krey, Rosa M. E. Reggio.
Janitor. — Wm. Swanzey.
FREEMAN SCHOOL, CHARTER STREET.
2d Asst. — Juliaette Davis. 4th Assts. — J. Ida Monroe, A. Augusta
Coleman, Nellie G. Murphy, Marcella E. Donegan, Harriet E. Lampee.
Janitor. — Rebecca Marshall.
HANCOCK SCHOOL.
Parmenter street.
Master. — Lewis H. Dutton. 1st Assts. — Ellen B. Sawtelle, Amy E.
Bradford. 2d Assts. — Josephine M. Robertson, Mary E. Skinner. 3d
Assts. — Helen M. Hitchings, Susan E. Mace, Honora T. O'Dowd, Sarah E.
Ward, Adeline S. Bodge. Janitor. — Joseph P. Fleming.
THIRD DIVISION. . 183
CUSHMAN SCHOOL, PAKiMENTKR STREET.
Sd Aiists. — Katharine E. Gillespie, Elizabeth A. Fisk.
PRIMARY SCHOOLS.
CUSHMAN SCHOOL, PARMENTER STREET.
2d Asst. — Theresa M. Gargan. 4th Assts. — Agnes L. Dodge, Harriet
M. Eraser, Mary L. Desmond, Mary G. Ruxton, Mary J. Clark, Marcella C.
Halliday, Margaret A. Nichols, M. Lizzie Bryant, Annie B. Grimes, Esther
W. Oilman, Lucy A. G. McGilvray, Julia E. Collins, Florence E. Phillips.
Janitor. — Charles E. Miley.
INGRAHAM SCHOOL, SHEAFE STREET.
4th Assts. — Josephine B. Silver, Lucy M. A. Moore. Janitor. — Mary
McDermott.
PHILLIPS SCHOOL.
Phillips street.
Master. — Elias H. Marston. Sub-Masters. — George Perkins, Edwin P.
Shute. 1st Asst. — Nellie M. Whitney. 2d Asst. — Adeline F. Cutter. 3d
Assts. — Alice L. Lanman, Ruth E. Rowe, Alice M. Gushing, Sarah W. I.
Copeland, Martha A. Knowles, Louise H. Hinckley, Eunice J. Simpson,
Helen M. Coolidge, Emeline C. Farley, Mary E. Towle. Janitor. — Jere-
miah W. Murphy.
PRIMARY SCHOOLS.
GRANT SCHOOL, PHILLIPS STREET.
4^7!, Assts. — Elizabeth S. Parker, Mary J. Leahy, Florida Y. Ruffin.
■Janitor. — Mrs. Catherine O'SuUivan.
BALDWIN SCHOOL, CHARDON COURT.
2d Asst. — Olive Ruggles. 4th Assts. — Elizabeth K. Bolton, Mary L.
Bibbey. Janitor. — Charles E. Stone.
AVELLS SCHOOL.
Corner Blossom and McLean streets.
Master. — Orhmdo W. Dimick. 1st Assts. —Ella F. Inman, Emeline E.
Durgin. 2d Asst. — Hattie A. Watson. 3d Assts. — Ellen F. Jones, Susan
R. Gifford, Mary M. Perry, Lizzie F. Stevens, Eliza A. Freeman. Janitor.
— James Martin.
184 APPENDIX.
WINCHELL SCHOOL, BLOSSOM STREET.
3d Asst. — Adelaide E. Badarer.
PRIMAIiY SCHOOLS.
WINCHELL SCHOOL, BLOSSOM STREET.
2d Asst. — Maria W. Turner. 4th Assts. — Lula A. L. Hill, Helen M.
Graves, Kate Wilson, Sarah G. Fogarty, Sarah C. Chevaillier, Lydia A. Is-
bell, Mary E. Ames, Elizabeth Campbell, Lillian W. Prescott. Janitor. —
Jeremiah O'Connor.
EMERSON SCHOOL, POPLAR STREET.
2d Asst. — Mary F. Gargan. 4th Assts. — Georgia D. Barstow, Jeannette
A. Thompson, Mary A. Collins, Adelaide A. Rea, Alicia I. Collison. Janitor.
— Mrs. B. F. Bradbury.
FOURTH DIVISION.
BRIMMER SCHOOL.
Common street.
Master. — Quincy E. Dickerman. Sub-Masters. — T. Henry Wason,
Gustavus F. Guild. 1st Asst. — Rebecea L. Duncan. 2d Asst. — Ella L.
Burbank. 3d Assts. — L. Maria Stetson, Lilla H. Shaw, Josephine Garland,
Sarah J. March, Helen L. Bodge, Sarah E. Adams, Mary A. Carney, Eliza-
beth A. Noonan, Mary E. W. Hagerty, Eliza E. Foster. Janitor. — George
W. Fogg.
PRIMARY SCHOOLS.
STARR KING SCHOOL, TENNYSON STREET.
4th Assts. — Nellie T. Higgins, Mary E. Tiernay, Alice Patten. Jatiitor.
— E. L. Weston.
SKINNER SCHOOL, CORNER FAYETTE AND CHURCH STREETS.
2d Jssi!. — Edith L. Stratton. 4th ^ss^s.— Emma F. Burrill, Emily B.
Burrill, Mary E. Whitney, Elizabeth G. Cahill, Mary E. Collins. Janitor.
— Michael Ring.
PRINCE SCHOOL.
Newbury street, corner of Exeter street.
Master. — E. Bentley Young. Sub- Master. — Sylvester Brown. 1st Asst.
— Mary Wilson. 2d Asst. — Luthera W. Bird. 3d Assts. — Kate C. Mar-
FOURTH DIVISION. 185
tin, Aiice M. Dickey, Annie C. Murdock, M. Louiso Fynes, Kate A. Kay-
oroft, Clam E. Fairbanks. Janitor. — Thomas F. Diirkin.
PKIM.UIY SCHOOL.
PRINCE SCHOOL, EXETEK STREET.
4ih Assts. — Laura M. Kendrick, Minnie R. Leavitt, E. Isabelle Bense.
QUINCY SCHOOL.
Tyler street.
Master. — Alfred Bunker. Sub- Masters. — William R. Morse, Frank F.
Courtney. 1st Asst. — Mary L. Holland. 2d Asst. — Harriette A. Bettis,
Sd Assts. — Bridget A. Foley, Ida H. Davis, Charlotte L. Wheelwright,
Emily B- Peck, Emma F. Colomy, Ellen L. Collins, John O'Driscoll. Jani-
tor. — James Daley.
PRIMARY SCHOOLS.
QUINCY SCHOOL, TYLER STREET.
4th Asst. — ■ Kate A. Kiggen.
WAY-STREET SCHOOL.
4th Assts. — Maria A. Callanan, Mary E. Conley, Mary E. Graham.
Janitor. — Thomas B. Brennick.
ANDREWS SCHOOL, GENESEE STREET.
4th Assts. — Emily E. Maynard, Harriet M. Bolraan, Ann T. Corliss.
Janitor. — Thomas B. Brennick.
TYLER-STREET SCHOOL.
2d Asst. — Hannah E. G. Gleason. 4th Assts. — Octavia C. Heard, Mary
A. B. Gore, Kate L. Wilson, Emma I. Baker, Julia I. Mclntyre. Janitor.
— Ellen McCarthy.
WINTHROP SCHOOL.
Tremont, near Eliot street.
Master. — Robert Swan. 1st Assts. — Susan A. W. Loring, May Gertrude
Ladd. 2d Assts. — Emma K Valentine, Katherine K. Marlow, Margaret T.
Wise, Mary L. H. Gerry. 3d Assts. — Ellen M. Underwood, Adelaide M.
Odiorne, Minnie L. Hobart, Mary G. Harkins, Carrie Merrill, Mary A.
Murphy, Louise K. Hopkinson, Mary E. Barstow, Helen E. Hilton. Jan-
itor. — A. H. B. Little.
186 APPENDIX.
EAST-STREET SCHOOL, CORNER OF COVE STREET.
3d Asst. — Emma A. Gordon.
STARR KING SCHOOL, TENNYSON STREET.
2d Asst. — Mary T. Foley. 3d Asst. — Caroline S. Crozier. Janitor. —
K. L. Weston.
PRIMAUY SCHOOL.
EAST-STREET SCHOOL, COR. COVE STREET.
2d Asst. — Amelia E. N. Treadwell. 4th Assts. — Mary A. Keardon,
Maria J. Coburn, Priscilla Johnson, Mary E. Noonan, Marian A. Fiynn.
Janitor. — Nancy Ryan.
FIFTH DIVISION,
DWIGHT SCHOOL.
West Sjjringjield street.
Master. — James A. Page. Sub-Masters. — J. Langdon Curtis, Henry C.
Parker. 1st ^ss^.— Ruth G. Rich. 2d Asst. —Mary C. R. Towle. 3d
Assts. — Nellie L. Shaw, Mary E. Trow, Georgiana Benjamin, Alice P. Lord,
Isabelle H. Wilson, Mary L. Farrington, Isabella G. Bonnar, Mary McSkim-
nion, Agnes J. Cushman. Janitor. — James Craig.
PRIMARY SCHOOLS.
RUTLAND-STREET SCHOOL.
I
2d Asst. — Martha B. Lucas. 4th Assts. —Emma F. Gallagher, Jennie I.
Kendall, Delia L. Viles. Janitor. — George W. Marsh.
BATES SCHOOL, HARRISON AVEN0E.
4th Assts. — Ella Bradley, Cora F. Plummer, Eva L. Munroe, Miriam
Sterne, Mary E. O'Brien, Caroline A. Farrell. Janitor. — James L.
Wilson.
EVERETT SCHOOL.
West Northampton street.
Master. — Walter S. Parker. 1st Assts. — Janet M. Bullard, Eliza M.
Evart. 2d Assts. — Emily F. Marshall, L. Gertrude Howes, Susan S. Fos-
FIFTH DIVISION. 187
ter. 3d Assts. — Abby C. Haslctt, Ann R. Gavott, Sarah L. Adams, Ruth H.
Clapp, Evelyn E. Morse, Sara W. Wilson, Anna E. Grover, Lucy W. Eaton,
Marv II. Gibbons. Janitor: — Edward Bannon.
PRIMARY SCHOOL.
WEST CONCORD-STREET SCHOOL.
2d Asst. — Eliza C. Gould. 4th Assts. — Frances W. Sawyer, Mary H.
Downe, Adelaide B. Smith, Hannah M. Coolidge, Alice E. Stevens, Florence
A. Perry, Nellie G. McElwain, Lydia F. Blanchard, Marguerite J. Flynn.
Janitor. — James Nugent.
FRANKLIN SCHOOL.
Ringgold street.
Master. — Granville B. Putnam. 1st Assts. — Jennie S. Tower, Isabella
M. Harmon. 2d Assts. — Margaret J. Crosby, Catharine T. Simonds, P.
Catharine Bradford. 3d Assts.. — Margaret C. Schouler, Elizabeth J. Brown,
Roxanna W. Longley, Kate E. Blanchard, Mary A. Mitchell, Anna E. L.
Parker, Martha L. Beckler, Annie G. Merrill, Clara M. Moseley. — Janitor.
— Patrick J. Hasson.
PRIMARY SCHOOLS.
COOK SCHOOL, GROTON STREET.
2d Asst. — Harriet M. Faxon. 4th Assts. — Georgianna E. Abbott, Effle
T. Wier, Jennie M. Plummer, Kate R. Hale. Janitor. — Mary A. Daly.
AVAIT SCHOOL, SHAWMUT AVENUE.
2d Asst. — Josephine G. Whipple. 4th Assts. — Georgianna A. Ballard,
Emma E. Allin, C. Josepliine Bates, Kate R. Gookin, Jennie E. Haskell,
Maude G. Hopkins. Janitor. — Mansfield Harvell.
HYDE SCHOOL.
Hammond street.
Master. — Silas C. Stone. 1st Assts. — Marj- E. Parsons, Lucy L. Bur-
gess. 2d Assts. — Ester Fletcher, E. Elizabeth Boies. 3d Assts. — Alice
G. Maguire, Caroline K. Nickerson, Isabel G. Winslow, Ettie L. Deuel, Mar-
ion Henshaw, Etta Yerdon, Jane Reid, Fannie L. Learned. Janitor, —
Tliomas J. Kinney.
188 APPENDIX.
PRIMARY SCHOOL.
WESTON-STREET SCHOOL.
2d Asst. — Anna G. Fillebrown. 4th Assts. — Mary E. Cogswell, Mary
G. Murphy, Rose A. Mitchell, Delia E. Cunningham, Louise A. Kelley, Abby
M. Thompson, Carrie M. Bayley. Janitor. — Patrick F. Higgins.
SHERWIN SCHOOL.
Madison square.
Master. — Frank A. Morse. Sub-Master. — John R. Morse. 1st Asst. —
Elizabeth B. Walton. 2d Asst. — Alice T. Kelley. 3d Assts. — Louisa
Ayer, Emma T. Smith, Adella L. Baldwin, Mary E. T. Healy, Gertrude
Halladay, Nellie F. Brazer, Mary B. Chaloner. Janitor. — Joseph G. Scott.
PRIMARY SCHOOLS.
SHERWIN SCHOOL.
4th Assts. — Annie E. Walcutt, Emma L. Peterson, Sarah E. Gould, Nellie
H. Crowell, Helen Perry.
AVON-PLACE SCHOOL.
4th Assts. — Abby E. Ford, Elizabeth F. Todd, Oria J. Perry, Minnie A.
Perry. Janitor. — Charles H. Stephan.
day's chapel.
4th Asst. — Rose E. Conaty.
SIXTH DIVISION.
ANDREW SCHOOL.
Dorchester street, South Boston.
Master. — Joshua M. Dill. Sub-Master. — Frederic II. Ripley. 1st Assts.
— Frank M. Weis, Mary S. Beebe. 2d Assts. — Henrietta L. Dwyer, Mary
E. Perkins. Sd ^ss^5. — Annie L. Clapp, Elizabeth A. Souther, Mary L.
Fitzgerald, Ella I. Cass, Lucy M. Marsh, Emma C. Stuart, Agnes M.
Cochran, Emma M. Cleary, May J. Cunningham. Janitor. — Thomas
Buckner.
SIX'IMI DIVISION. 189
PRIMARY SCHOOL.
TICKNOR SCHOOL, DORCHESTER STREET.
2d ^5s^. — Mary A. Jenkins, 'ith Assts. — Laura M. Young, Sarah E.
Ferry, Caroline M. Walsh, Alice L. Littlefield, Lizzie Ordway, Alice P. How-
ard, Emily F. Hodsdon, Sadie E. Welch, Grace L. Tucker. Janitor. —
Ale.xander McKinley.
BIGELOW SCHOOL.
Fourth street, corner of E street, South Boston.
Master. — THomas H. Barnes. Su.b-Masters. — J. Gardner Bassett, F.
Morton King. 1st Asst. — Amelia B. Coe. 2d Asst. — Ellen Coe. Sd
Assts. — Eliza B. Haskell, Mary Nichols, Malvena Tenney, Stella A. Hale,
Catherine H. Cook, Angeline S. Morse, Kittle A. Learned, Ida A. Bloom,
Sabina G. Sweeney, Nellie S. Henry. Janitor. — Samuel P. Howard.
HAWES HALL, BROADWAY.
3d Asst. — Cara W. Hanscom. Janitor. — Joanna Brennan.
PRIMARY SCHOOLS.
HAWES HALL, BROADWAY.
2d Asst. — Ann J. Lyon. 4th Assts. — Florence N. Sloane, Sarah D.
McKijisick, Mary L. Bright, Ella F. Fitzgerald, Josephine B. Cherrington,
Lucy E. Johnson. Janitor. — Joanna Brennan.
SIMONDS SCHOOL, BROADWAY.
4th Assts. — Tiley A. Bolcom, Emily T. Smith, Mary L. Howard. Janitor.
— Joanna Brennan.
FOURTH-STREET SCHOOL.
4th Assts. — Kate A. Coolidge, Margaret H. Price. Janitor. — Matthew
G. Worth.
BANK-BUILDING SCHOOL, E STREET.
4th Asst. — Edith M. Bradford. Janitor. — Catherine Sheehan.
GASTON SCHOOL.
L, corner of E. Fifth street, Souih Boston.
Master. — C. Goodwin Clark. 1st Assts. — Juliette R. Hayward, Sarah
C. Winn. 2d Assts. — Annie E. Hills, A. Delancey Sutherland. 3d Assts.
— Emogene F. Willett, Ellen R. Wyman, Clara A. Sharp, Mary B. Barry,
Emma M. Sibley, Margaret Cunningham, Isabella J. Murray. Janitor. —
Albion Elwell.
190 APPENDIX.
PRIMARY SCHOOLS.
GASTON SCHOOL, L STREET.
4th Assts. — Carrie A. Harlow, S. Lila Huckins.
CHAPEL, L STREET.
4th Asst. — Florence K. Manson. Janitor. — John H. Brown.
TCCKERMAN SCHOOL, FOURTH STREET.
2d Asst. — Elizabeth M. Easton. 4th Assts. — Josephine A. Powers,
Mary A. Crosby, Frances A. Cornish, Laura L. Newhall, Anna E. Somes.
.Janitor, — A. D. Bickford.
BENJAMIN POPE SCHOOL, O STREET.
2d Asst. — Ella R. Johnson. 4th Assts. — Susan Frizzell, Carrie W.
Haydn, Lelia R. Hayden, Mary E. Dee, May M. Ham. Janitor. — Charles
Carr.
LAWRENCK SCHOOL.
Corner B and Third streets. South Boston.
Master. — Amos M. Leonard. Sub-Masters. — Augusturs D. Small, George
S. Houghton. 1st Asst. — Emma P. Hall. 2d Asst. — Cora S. Locke. 3d
Assts. — Isabella F. Crapo, Hannah E. Burke, Nellie R. Grant, Kate Hau-
shalter, Mary J. Buckley, Margaret A. Gleason, Mary A. A. Dolan, Mary A.
Conroy, Mary A. Montague, Mary E. McMann. Janitor.— WilViamF. Griffin.
MATHER SCHOOL, BROADWAY.
Sub-master. — Edward H. Cobb. 3d Assts. — M. Louise Gillelt, Ellen E.
Leary, Margaret A. Moody. Janitor. — George D. Rull.
PRIMARY SCHOOLS.
MATHER SCHOOL, BROADWAY.
2d Asst. — Sarah E. Lakeman. 4th Assts. — Margaret M. Burns, Ada A.
Bradeen, Annie M. Connor, Maud F. Crosby, Lena J. Crosby, Mary E.
Flynn. Janitor. — George D. Rull.
PARKMAN SCHOOL, SILVER STREET.
2d Asst. — Martha S. Damon. 4th Assts. — Laura S. Russell, Amelia
McKenzie, Carrie T. Hale, Lizzie J. Thing. Janitor. — Michael Murray.
HOWE SCHOOL, FIFTH STREET, BETWEEN B AND C
2d Asst. — Mary W. Bragdon. 4th Assts. — Emma Britt, Henrietta
Nichols, Sarah M. Brown, Marie F. Keeiian, Minnie E. T. Siiine, Annie L.
Treanor. Janitor. — Samuel T. McLellan.
SIXTH DIVISION. 191
LINCOLN SCHOOL.
Broadway, near K street, South Boston.
Master. — Alonzo G. Ham. Sub-Masters. — Henry PL Kimball, John ¥.
Dwight. 1st Asst. — Margaret J. Stewart. 2d Asst. — Martha F. Wright.
3d Assts. — Sarah M. Tripp, Vodisa J. Comey, Sarah A. Curran, Louise A.
Pieper, Katharine G. Sullivan, Silence A. Hill, Jennie F. McKissick, Mary
B. Powers, Hannali L. Manson, Mary H. Faxon. Janitor. — Michael J.
Quinlan.
HAWES-PLACE CHURCH, FOURTH STREET.
3d Asst. — L. Idalia Provan.
BENJAMIN POPE SCHOOL, O STREET.
3d Assts. — Emma J. Channel, Anastasia G. Hyde.
PRIMARY SCHOOL.
CAPEN SCHOOL, CORNER OF I AND SIXTH STREETS.
2d Asst. — Mary E. Powell. 4th Assts. — Laura J. Gerry, Mary E. Per-
kins, Ella M. Warner, Fannie G. Patten, Joanna C. Wilkinson, S. Louella
Sweeney. Janitor. — A. D. Bicklord.
NORCROSS SCHOOL.
Corner of D and Fifth streets, South Boston.
Master. — Fred O. Ellis. 1st Assts. — Mary J. Fennelly, Susan H. Thax-
ter. 2d Assts. — Sarah A. Gallagher, Juliette Wyman, Juliette Smith. 3d
Assts. — Mary E. Downing, Maria L. Nelson, Mary R. Roberts, Emma L.
Eaton, Emma F. Crane, Jennie A. MuUaly, Martha G. Buckley, Caroline
Bernhard. Janitor. — Samuel T. Jeffers.
PRIMARY SCHOOLS.
DRAKE SCHOOL, THIRD STREET.
2d Asst. — Nellie J. Cashman. 4th Assts. — Fannie W. Husscy, Abbie
C. Nickerson, Alice J. Meins, Kate E. Fitzgerald. Janitor. — Patrick
Mullen.
CYRUS ALGER SCHOOL.
2d Assts. —Ann E. Newell. 4th Assts. — Mary G. A. Toland, Hattie L.
Rayne, Emma F. Gallagher, Julia S. Dolan, Ellen T. Noonan, Alice W.
Baker, Hannah L. McGlinchfy. .Tauitor. — James M. Demerritt.
] 92 APPENDIX.
SHURTLEFF SCHOOL.
Dorchester street, South Boston.
Master. — Henry C. Hardon. 1st Assts. — Anna M. Penniman, Ellen E.
Morse. 2d Assts. — Catharine A. Dwyer, Emeline L. Tolman, Martha E.
Morse. 3d Assts. — Jane M. EuUard, Winnifred C. Folan, Roxanna N.
Blanchard, Harriet S. Howes, Edith A. Pope, Marion W. Rundlett, Annie
L. Scallan, Julia F. Baker, Isabel L. Marlow. .Janitor. — James Mitchell.
PRIMARY SCHOOL.
CLINCH SCHOOL, F STREET.
2d Asst. — Lucy A. Dunham. 4th Assts. — Mary E. Morse, Alice C.
Ryan, Alice G. Dolbeare, Catherine E. McDonald, Lottie B. Lucas. Jani-
tor. — M. E. Brady.
SEVENTH DIVISION.
COMINS SCHOOL.
Tremont street, corner of Terrace street.
Master. — Myron T. Pritcliard. Sub- Master. — WUUnm H. Martin. 1st
Assts. — Sarah E. Lovell, Elizabeth G. Melcher. 2d Asst. — Almira W.
Chamberlain. 3d Assts. — Ervinia Tliompson, Julia A. C. Gray, Penelope
G. Hayes, Caroline A. Gragg, Alice A. Sanborn, Alice M. Jolmson, Martha
A. Cummings, Jane E. Gorriiley. .Janitor. — George S. Hutchinson.
PRIMARY SCHOOL.
PHILLIPS-STREET SCHOOL.
2d Asst. — Anna R. McDonald. 4th Assts. — Charlotte R. Hale, Sarah
E. Haskins, Lizzie P. Brewer, Sarah B. Bancroft, Sabina Egan, Marcella
M. Ryan, L. Addie CoUigan. Janitor. — Thomas F. Whalen.
DEARBORN SCHOOL.
Dear-born place.
Master. — Charles F. King. Sub-Master. — Alanson H. Meyers. 1st
Assts. — Lily B. Atherton, Philena W. Rounseville. 2d Assts. — Martha D.
Chapman, Frances L. Breeden, 3d Assts. — Catherine M. Lynch, Bell J.
Dunham, Anne M. Backup, Lizzie M. Wood, Alice W. Peaslee, Mary F.
Walsh, Ida M. Presby. Janitor. — Michael J. Lally.
SEVENTH DrVISION. 193
PRIMARY SCHOOLS.
YEOMAN-STREET SCHOOL.
2d Asst. — Mary A. P. Cross. 4th Assts. — Susan F. Rowe, Ellen M.
Oliver, Mary E. Nason, Ada L. McKean, Elizabeth D. Mulrey, Louise D.
Gage, Kate A. Nason, Abby W. Sullivan. Janitor. — Charles A. Spencer.
EUSTIS-STREET SCHOOL.
4th Assts. — Mary F. Neale, M. Agnes Murphy, Mary K. Wallace.
Janitor. — Mrs. Mary Tracy.
DILLAWAY SCHOOL.
Kenilworth street.
Principal. — Sarah J. Baker. 1st Assts. — Eldora A. Pickering, Jane S.
Leavitt. 2d Assts. — Corinne Harrison, Mary C. Whippey, Abby M. Clark.
3d Assts. — Cordelia G. Torrey, Lydia G. Wentworth, Eliza Brown,
Elizabeth M. Blackburn, Helen C. Mills, Mary S. Sprague, Abby M. Clark,
Mary L. Gore. Janitor. — Luke Riley.
PRIMARY SCHOOLS.
BARTLETT-STREET SCHOOL.
2d Asst. — Anna M. Balch. 4th Assts. — Anna M. Stone, Celia A.
Scribner, Elizabeth Palmer. Janitor. — Thomas Colligan.
THORNTON-STREET SCHOOL.
4th Assts. — Alice C. Grundel, Mary L. Shepard. Janitor. — Erick
Erickson.
DUDLEY SCHOOL.
Corner of Dudley and Putnam streets.
Master. — Leverett M. Chase. Suh- Masters. — W. E. C. Rich, Augustine
L. Rafter. 1st Asst. — Susie C. Lougee. 2d Asst. — Harriet E. Davenport.
3d Assts. — Mary H. Cashman, Ruth H. Brady, Margaret T. Dooley,
M. Alice Kimball, Amanda E. Henderson, Edith F. Parry, Ida S. Hammerle,
Maria E. Wood, Abby S. Hapgood. Janitor. — Jonas Pierce.
PRIMARY SCHOOLS.
VERNON-STREET SCHOOL.
4th Assts. — Mary A. Brennan, Lucy G. M. Card, Mary I. Chamberlin,
Ella T. Jackson. Janitor. — Mrs. Kelley.
194 APPENDIX.
EOXBURY-STREET SCHOOL.
2d ^ssif. —Helen P. Hall. 4ih Assts. —Lizzie F. Johnson, Alice L.
Williams, Hattie A. Littlefield, Delia T. Killion, Ella M. Seaverns, Kate F.
Lyons, Sarah E. Rumrill. Janitor. — S. B. Pierce.
GEORGE PUTNAM SCHOOL.
SEAVER STREET.
Master. — Henry L. Clapp. 1st Asst. — Katharine W. Huston. 2d Asst.
Alice E. Farrington. 3d Assts. — Maria F. Bray, Martha W. Hanley, Ellen
E. Leach, Annie G. D. Ellis. Janitor. — Luke Kelley.
PRIMARY SCHOOL.
GEORGE PUTNAM SCHOOL. SEAVER STREET.
4th Assts. — Alice M. May, Isabel Shove, Josephine L. Goddard, Amoritta
E. Esilman.
HUGH O'BRIEN SCHOOL.
Corner of Dudley and Langdon streets, Roxhury.
Master. — Harlan P. Gage. Sub-Master. — John C. Ryder. 1st Assts. —
L. Anna Dudley, Margaret Holmes. 2d Assts. — Helen F. Brigham, Helen
M. Mills. 3d Assts. — Abbie L. Baker, M. Louise Foster, Ellen F. A.
Hagerty, Sarah H. Hosmer, Sarah W. Loker, Maria L. Mace, Mary J.
Mohan, Esther M. Meserve. Janitor — Thomas J. Gill.
PRIMARY SCHOOLS.
GEORGE-STREET SCHOOL.
2d Asst. — Mary M. Sherwin. 4th Assts. — Abby S. Oliver, Emily M.
Pevear, Sarah S. Burrell, Bridget E. Scanlan. .Janitor. — William P.
Tiernay.
HOWARD-AVENDE SCHOOL.
2d Asst. — Elizabeth R. Wallis. 4th Assts. — Annie W. Ford, Mary W.
Currier, Matilda Mitchell. Janitor. — Richard H. Howard.
MOUNT PLEASANT AVENUE SCHOOL.
4th Assts. — Adaline Beal, Eloise B. Wolcott. Janitor. — Catherine
Dignon.
LEWIS SCHOOL.
Corner of Dale and Sherman streets.
Blaster. — William L. P. Boardman. Sub-Master. — Henry B. Hall.
1st Assts. — Sarah E. Fisher, Alice O'Neil. 2d Assts. — Amanda Picker-
SEVENTH DTVISTON. 195
ing, Emily B. Eliot. 3d Assts. — Kato M. Groll, Susan A. Button, Emma
F. Black, Martha C. Gerry, Ellen M. Murphy, Mary H. Thompson. Janitor.
— Antipas Newton.
PRIMARY SCHOOLS.
WINTHROP-STREET SCHOOL.
4th Assts. — Frances N. Brooks, Mary E. Deane, Fannie E. Merriam,
Alice M. Sibley. Janitor. — Catherine Dignon.
QUINCY-STREET SCHOOL.
4th Assts. — Helen Crombie, Isabel Thacher, Almira B. Russell, Blanche
L. Ormsby. Janitor. — Charles H. Reardon.
MONROE-STREET SCHOOL.
4th Assts. — Anna A. Groll, Caroline F. Seaver. Janitor. — Mrs. Kirby.
LOWELL SCHOOL.
310 Centre street.
Master. — Daniel W. Jones. Sub-Master. — Maurice P. White. 1st
Assts. — Eliza C. Fisher, Anna L. Hudson. 2d Asst. — E. Josephine Page.
3d Assts. — 0. Augusta Welch, Bessie L. Barnes, Mary F. Cummings,
Mary E. Morse, Susan E. Chapman, Rebecca Coulter, Anna M. Edmands,
Helen C. Laughlin. Janitor. — Frank L. Harris.
PRIMARY SCHOOLS.
LUCRETIA CROCKER SCHOOL.
2d Asst. — Caroline F. Cutler. 4th Assts. — Jeannie B. Lawrence, Helen
O. Wyman, Fanny B. AVilson, Anna J. Bradley, Elizabeth T. Gray, Margue-
rite G. Brett, Ella F. Howland, Anna G. Wells. Janitor. — Michael
Gallagher.
CHESTNUT-AVENUE SCHOOL.
4th Assts. — Sarah P. Blackburn, Mary J. Capen, Clara I. Stevens. .7a7i-
itor. — Thomas Alchin.
HEATH-STREET SCHOOL.
4th Assts. — Lizzie F. Picket, Ellen C. McDermott. Janitor. —Catharine
H. Norton.
MARTIN SCHOOL.
Huntington avenue.
Master. — Charles W. Hill. Sub-Master. — Edward W. Schuerch. 1st
Assts. — Jeremiah G. Foley, Emily F. Carpenter. 2d Assts. — Annetta F.
196 APPENDIX.
Armes, Nellie W. Leavitt. 3d Assts. — Jane F. Gilligan, Nellie I. Lapham,
Emma E. Lawrence, Emily Swain, Elinor F. Buckley, Charlotte P. Williams,
Anna F. Bayley. Janitor. — Thomas M. Houghton.
PRIMARY SCHOOLS.
MARTIN SCHOOL, HUNTINGTON AVENUE.
4th Asst. — Martha Palmer.
FRANCIS- STREET SCHOOL.
4th Assts. — Mary E. Crosby, Eleanor F. Lang, Lena L. Carpenter.
■Janitor. — Mrs. Ann McGowan.
SMITH-STREET SCHOOL.
4th Assts. — Fannie D. Lane, Alicia F. McDonald. Janitor. — John Cole.
EIGHTH DIVISION.
AGASSIZ SCHOOL.
B urroughs street, Jamaica Plain.
Master. — John T. Gibson. 1st Asst. — Mary A. Gott. 2d Asst. —
Clara J. Reynolds. Sd Assts. —Sarah H. Drake, Mary E. Stuart, Mary A.
Boland, Nellie J. Kiggen. Janitor. — Adelia Ronan.
PRIMARY SCHOOL.
THOMAS-STREET SCHOOL.
4th Assts. — Caroline D. Putnam, Annie C. Gott, Emma M. Smith. -Jan-
itor. — Adelia Ronan.
ALLSTON SCHOOL.
Cambridge street, Allston.
Master. — G. W. M. Hall. 1st Asst. — Alexander Pearson. 2d Assts. —
Sarah F. Boynton, Marion Keith. 3d Assts. — Mary F. Child, Annie E.
Bancroft, Alice A. Swett, Mary J. Cavanagh, Eliza F. Blacker, Josephine
Rice, Jessie W. Kelley, Ella L. Bird. Janitor. — Charles McLaughlin.
PRIMARY SCHOOLS.
EVERETT SCHOOL, PEARL STREET.
4th Assts. — Clara B. Hooker, Adelaide C. Williams. Janitor. — Charles
McLaughlin.
EIGHTH DIVISION. • 197
AUBURN SCHOOL, SCHOOL STREET.
4th Assis. — Ella L. Chittenden, May L. Gooch, Gertrude R. Clark. Jani-
tor. — John Devlin.
WEBSTER SCHOOL, WEBSTER PLACE.
2d Asst. — Emma F. Martin. 4th Assts. — Anna N. Brock, Helen L.
Brown, Elizabeth L. Muldoon. Jailitor. — Otis Wilde.
BENNETT SCHOOL.
Chestnut Hill avenue, Brighton.
Master. — Henry L. Sawyer. Sub-Master. — Edwin F. Kimball. 1st Asst.
— Melissa Abbott. 2d Assts. — Lillian M. Towne. 3d Assts. — Annie M.
Hotchkiss, Jennie Bates, Kate McNamara, Helen I. Whittemore, Clara L.
Harrington, Sarah M. Taylor, Myrtie B. Symonds. Janitor. — John W.
Remnionds.
PRIMARY SCHOOLS.
WINSHIP SCHOOL, WINSHIP PLACE.
2d Asst. — Charlotte Adams. 4th Assts. — Fannie W. Currier, Annie L.
Hooker, Emma P. Dana. Janitor. — John Hickey.
OAK-SQUARE SCHOOL.
4ih Asst. — Eliza W. Warren. Janitor. — J. Q. A. Cushman.
UNION-STREET SCHOOL.
4th Asst. — Margaret I. ScoUans. Janitor — John Hickey.
HOBART-STREET SCHOOL.
4th Asst. — Leslie D. Hooper. Janitor. — Joseph A. Grossman.
CHARLES SUMNER SCHOOL.
Ashland street, Roslindale.
Master. — Artemas Wiswall. 1st Asst. — Charlotte B.Hall. 2d Asst. —
Angie P. Nutter. 3d Assts. — Lena S. Weld, Mabel L. Warner, Elvira L.
Austin, Maud G. Leadbetter, Mary E. Lynch, Alice M. Barton, Harriet E.
Tower, Marian A. Mclntyre. Janitor. — John L. Chenery.
PRIMARY SCHOOLS.
CHARLES SUMNER SCHOOL, ASHLAND STREET.
4th Asst. — S. Louise Durant.
198 • APPENDIX.
POPLAR-STREET SCHOOL.
4th Asst. — Dora M. Leonard. Janitor. — John L. Chenery.
FLORENCE- STREET SCHOOL.
4th Asst. — Grace J. Freeman. Janitor. — Frank Spinnie.
CANTERBURY-STREET SCHOOL.
4th Assts. — Elizabeth Kiggen, Mary E. Roome. Janitor. — Ellen Norton.
WASHINGTON-STREET SCHOOL.
4th Asst. — Clara L. Metcalf. Janitor. — Kate Morrissey.
CLARENDON-HILLS SCHOOL.
4th Asst. — Almira G. Smith. Janitor. — Daniel B. Colby.
HILLSIDE SCHOOL.
Elm street, Jamaica Plain.
Master. — Albert Franklin Ring. 1st Asst. — Amy Hutchins. 2d Asst.
— Louise P. Arnold. 3d Assts. — Alice P. Stephenson, Emily H. Maxwell,
Mary Bradley, Alice M. Robinson, Elizabeth L. Stodder. Janitor. — S. S.
Marrison.
PRIMARY SCHOOLS.
WASHINGTON-STREET SCHOOL, NEAR GREEN STREET.
4th Assts. — E. Augusta Randall, Mary A. Riordah. Janitor. — Michael
Kelly.
GREEN-STREET SCHOOL.
4th Assts. — Margaret E. Winton, Anna M. Call. Janitor. — Mrs. J.
Follan.
WASHINGTON-STREET SCHOOL.
4th Asst. — Mary E. McDonald.
MOUNT VERNON SCHOOL.
Mount Vernon street, West Roxhurij.
Sub- Master. — Ahner J. Nutter. 2d Asst. — Emily M. Porter. 3d Assts.
— Frances R. Newco:ub, J. Lillian Colson, Jennie M. Jackson. Janitor. —
James M. Davis.
WASHINGTON-STREET SCHOOL, GERMANTOWN.
1st Asst. — Achsa M. Merrill.
NINTH DIVISION. 199
PRIMARY SCHOOLS.
CENTRE-STREET SCHOOL.
4th Asst. — Ella F. Parsons. Janitor. — James M. Davis.
BAKER-STREET SCHOOL.
4tli Asst. — Mary C. Richards. Janitor. — William J. Noon.
WASHINGTON-STREET SCHOOL, GERMANTOWN.
4th Asst. — Emma L. McDonald. Janitor. — Gottlieb Karcher.
NINTH DIVISION.
DORCHESTER-EVERETT SCHOOL.
Sumner street, Dorchester.
Master. — Henry B. Miner. Sub- Master. — George M. Fellows. 1st
Asst. — Mary F. Thompson. 2d Asst. — Henrietta A. Hill. 3d Assts. —
Sara M. Bearse, Emma M. Savil, Anna M. Foster, Abbie E. Wilson, Clara
J. Doane, Harriet A. Darling, L. Cora Morse. Janitor. — Lawrence
Connor.
PRIMARY SCHOOLS.
DORCHESTER-EVERETT SCHOOL, SUMNER STREET {old buHding).
4th Assts. — M. Rosalia Merrill, Annie L. Newcomb, Mary H. Reid, Kittie
Wark. Janitor. — Lawrence Connor.
DORCHESTER-AVENUE SCHOOL, CORNER HARBOR-VIEW STREET.
4th Assts. — Cora L. Etheridge, Caroline D. Bere Janitor. — Mrs. M. A.
Regan.
SAVIN HILL-AVENUE SCHOOL.
4th Asst. — Lucy G. Flusk. Janitor. — Henry Randolph.
GIBSON SCHOOL.
Columbia street, Dorchester.
Master. — William E. Endicott. 1st Asst. — Ida L. Boyden. 2d Asst.
Fidelia A. Adams. 3d Assts. Emma R. Gragg, Charlotte E. Andrews,
Elizabeth L. B. Stearns. Janitor. — Thomas Shattuck.
GIBSON SCHOOL, SCHOOL STREET.
3d Asst. — Benjamin F. Brown.
200 APPENDIX.
PRIMARY SCHOOLS.
GIBSON SCHOOL, SCHOOL STREET.
4th Assts. — E. Louise Brown, Ellen A. Brown. Janitor. — Hannah
Clarkson.
ATHERTON SCHOOL, COLUMBIA STREET.
4th Assts. — Marietta L. Valentine, Mary A. Merritt. Janitor. — Thomas
Shattuck.
GLEN-ROAD SCHOOL, NEAR BLUE-HILL AVENUE,
4th Asst. — Florence M. De Merritt. Janitor. — Margaret Kelley.
HARRIS SCHOOL.
Corner of Adams and Mill streets, Dorchester.
Sub-Master. — N. Hosea Whittemore. 1st Asst. — EmmaF. Simmons. 2d
Asst. — E. M. Harriman. 3d Assts. — M. Ella Tuttle, Almy C. Plummer,
Charlotte A. Powell, Cora I. Young. Janitor. — John Buckpitt.
PRIMARY SCHOOLS.
HARRIS SCHOOL, ADAMS STREET.
4th Assts. — Elizabeth A. Flint, Ida F. Kendall.
DORCHESTER-AVENUE SCHOOL.
4th Assts. — Mary Waterman, Alice M. Murphy, Annie B. Drowne.
MATHER SCHOOL.
Meeting- House Hill, Dorchester.
Master. — Edward Southworth. Sub- Master. — Loea P. Howard. 1st
Asst. — J. Annie Bense. 2d Asst. — Kate A. Howe. 3d Assts. — Lucy J.
Dunnels, Lillie A. Hicks, Mary B. Corr, Charlotte L. Voigt, Mary A.
Lowe, M. Esther Drake. Janitor. — Benjamin C. Bird.
PRIMARY SCHOOLS.
MATHER SCHOOL, MEETING-HOUSE HILL.
4th Asst. — Ella L. Howe.
OLD MATHER SCHOOL, MEETING-HODSE HILL.
2d Asst. — Ada K. Richards. 4th Assts. — Mary E. Bradley, Elizabeth
Donaldson, Elizabeth C. White, Mary M. Clapp. Janitor. — Benjamin C.
Bird.
NINTH DIVISION. 201
QDINCY-STREET SCHOOL.
4th Assts. — Florence J. Bigelow, Ina F. Cook. Janitor. — Mary Leary.
MINOT SCHOOL.
Walnut street, Dorchester.
Master. — Joseph T. Ward, Jr. 2d Assts. — Gertrude P. Davis, Kate
M. Adams. 3d Assts. — Mary E. Glidden, Sophia W. French, Annie H.
Gardner, Ellen M. S. Treadwell, E. Gertrude Gushing. Janitor. —James T.
Murphy.
PRIMARY SCHOOLS.
MlNOT SCHOOL, WALNUT STREET.
4th Assts. — Kate S. Gunn, S. Maria Elliott, Hattie J. Bowker, Annie T.
Kelley.
ADAMS-STREET SCHOOL.
4th Asst. ~ Mary J. Pope. Janitor. — Ellen James.
PIERCE SCHOOL.
Thetford avenue, corner of Evans street.
Sub-Master. — Horace W. Warren. 2d Asst. — Mary E. Mann. 3d
Assts. — Lizzie C. Estey, Lucina Dunbar. Janitor. — Timothy Donohue.
BAILEY-STREET SCHOOL.
3d Asst. — Georsre R. Keene.
PRIMARY SCHOOLS.
PIERCE SCHOOL.
4th Asst. — Emma A. Cochran.
ARMANDINE-STREET SCHOOL.
4th Asst. — Elinor F. Decatur.
STOUGHTON SCHOOL.
River street, Lower Mills.
Master. — Edward M. Lancaster. 1st Asst. — Elizabeth H. Page.
3d Assts. — Caroline F. Melville, Clara A. Brown, Camelia M. Collamore,
Minnie E. Gaskins, Esther S. Brooks. Janitor. — M. Taylor.
BAILEY-STREET SCHOOL.
2d Asst. — Isabel F. P. Emery.
202 APPENDIX.
PRIMARY SCHOOLS.
8TOUGHTON SCHOOL, RIVER STREET.
4th Assts. — Carrie M. Watson, Gertrude L. Howard, Maria A. Sliields.
BAILEY-STREET SCHOOL.
4th Asst. — Helen F. Burgess. Janitor. — Timotliy Donohue.
TILESTON SCHOOL, •
Norfolk street, Mattapan.
Sub-Master. — Hiram M. George. 3d Assts. — Martha A. Baker, Ida T.
Weeks. Janitor. — Peter Cook.
PRIMARY SCHOOL.
TILESTON SCHOOL, NORFOLK STREET.
4th Assts. — Elizabeth S. Fisher, Elizabeth K. Shea.
SPECIAL SCHOOLS.
HORACE MANN SCHOOL FOR THE DEAF.
63 WARRENTON STREET.
Principal. — Sarah Fuller. 1st Asst. — Ella C. Jordan. Assts. — Kate
D. Williams, Mary F. Bigelow, Sarah A. Jordan, Elsa L. Hobart, Florence
E. Leadbetter, Ida H. Adams, Sallie B. Tripp. Janitor. — Daniel H. Gill.
MANUAL TRAINING SCHOOL.
LATIN-SCHOOL BUILDING.
George Smith.
COOKING SCHOOLS.
STARR KING SCHOOL, TENNYSON STREET.
Annabel G. E. Hope.
DRAKE SCHOOL, SOUTH BOSTON.
Sarah C. Woodward.
CHILDS STREET, JAMAICA PLAIN.
Hattie I. Davis.
SPECIAL SCHOOLS. 203
(JUINCy STREET, ROXBCRT.
Altliea W. Somes.
HARVARD SCHOOL, CHARLESTOWN.
Caroline J. Duff.
KINDEKGARTFNS.
Sharp School, Anderson street. Principal. — Serena J. Frye.
WiKCHELL School, Blossom street. Principal. — Ellen Gray. Assistant.
— Harriet H. Gordon.
Baldwin School, Chardon court. Principal. — Ida A. Noyes. Assistant.
— Mary B. Bacon.
64r North Margin Street. Principal. — Anna Spooner.
CusHMAN School, Parmenter street. Principal. — Anne L. Page. Assist-
ant. — Mary Carter.
39 North Bennet Street. Principal. — Mary C. Peabody. Assistants.
— Mary G. Murray, E. Louise Richards.
Primary School, Hudson street. Principal. — Abbie M. Small. Assist-
ant. — Emily B. Stodder.
Howe School, Fifth street. South Boston. Principal. — Emelie F. Beth-
mann. Assistant. — Frieda M. Bethmann.
Warren Chapel, Warrenton street. Principal. — Lucy H. Symonds. .4s-
sistant. — Etta D. Morse.
Primary School, Rutland street. Principal. — Emma L. Alter. Assistant.
— Isabel G. Dame.
147 Ruggles street. Principal. — Caroline E. Josselyn. Assistant. —
Ellen L. Sampson.
933 Albany street. Principal. — Mary T. Hale. Assistant. — Jennie B.
Brown.
School-house, Cottage place, Roxbury. Principal. — Caroline E. Carr.
Assistant. — Ada L. Peabody. Principal. — Anna E. Marble. Assist-
ant. — C. Mabel Rust.
Starr King School, Tennyson street. Princi2)al. — Mary T. Smith. As-
sistant. — Angle B. Towne.
Field's Corner. Assistant. — Grace H. Mather.
Primary School, Appleton street. Principal. — Mabel Hooper. Assistant.
Lucile Campbell.
Primary School, Common street, Charlestown. Principal. — Sallie Bush.
Assistant. — Frances Williamson.
Primary School, Princeton street, East Boston. Principal. — Lelia A.
Flagg. Assistant. — Flora S. McLean.
Primary School, Porter street, East Boston. Assistant. — Clara L. Hunt-
ing.
204
APPENDIX.
TRUANT-OFFICERS.
The following is the list of the Truant-Officers, with their respective dis-
tricts : —
OmcEEs.
School Districts.
George Murphy, Chief.
Daniel J. Sweeney
George M. Felch
Brimmer, Quincy, and Winthrop.
Adams, Chapman, Emerson, and Lyman.
C. E. Turner
Richard W.Walsh
Bowdoin, Phillips, Prince, and Wells.
James Bragdon
Bigelow, Gaston, Lincoln, and ShurtlefF.
Warren A. Wright
Andrew, Lawrence, and Norcross.
A. M. Leavitt
Dwight, Everett, Franklin, and Rice.
Hugh O'Brien, Dorchester-Everett,
Mather.
Jeremiah M. Swett
and
James P. Leeds
Gibson, Harris, Minot, Pierce, Stougl
and Tileston.
ton,
■
Charles S. Woolfindale
Bunker Hill, Frothingham, Harvard, Pres-
cott, and Warren.
Frank Hasey
Dearborn, Lewis, and George Putnam.
Warren J. Stokes
Agassiz, Charles Sumner, Hillside, and
Vernon.
Mt.
H. F. Ripley
Allston and Bennett.
Henry M. Blackwell
Dudley, Dillaway, and Lowell.
William B. Shea
Comins, Martin, Hyde, and Sherwin.
Truant- Office, 12 Beacon street.
Office-hours from 12.30 P.M. to 1.30 P.M.
REPORT
COMMITTEE ON MUSIC,
1888.
E E P O R T .
The Committee on Music presents the following report : —
In view of the recent prominence given to the subject of
musical instruction in the public schools, and as a matter
of special interest to the Board at this time, the committee
have thought it expedient and proper to embody in this
report a brief sketch of the introduction and progress of
the instruction in music in the public schools of this city. In
doing this they must necessarily repeat, to some extent,
the information contained in previous reports on this subject.
In August, 1830, a lecture was delivered in Boston before
the American Institute of Instruction, by Mr. Wm. C.
Woodbridge, the eminent geographer, advocating the prac-
ticability and expediency of introducing vocal music as a
branch of common school education. The effort of Mr.
Woodbridge produced a profound impression at the time.
By this lecture the first impulse was given to music as a
branch of the common school education in America. In
December, 1831, Mr. George H. Snelling, in behalf of a
special committee, appointed for the purpose, presented to the
Primary School Board a report strongly urging the adoption
of music as a regular study in the primary schools. Appended
to this report was a resolution, "that one school from each
district be selected for the introduction of systematic instruc-
tion in vocal music under the direction of the district and
standing committee." The report was, after discussion,
accepted and its recommendations adopted in January, 1832.
The experiment received a partial trial, but the plan
210 APPENDIX.
was never fully carried out. At a meeting of the School
Board, August 10, 1836, a memorial was received from the
Boston Academy of Music, supported by petitions from
numerous citizens, praying that vocal music be introduced as
a branch of popular instruction into the schools of this city.
The memorial was referred to a special committee, who
offered an able and interesting report in its favor on August
24, 1837. On the 19th of September following, the report
was accepted and the orders appended to it were passed.
Failing to obtain from the City Council the necessary appro-
priation, the measure was for the time defeated. Meanwhile
one of the professors of the Academy (Dr. Lowell Mason)
offered to give instruction gratuitously in one of the schools,
in order to test the experiment, and in November it was
voted that the experiment be tried in the Hawes Grammar
School in South Boston.
The next year the School Board, well satisfied with the
result of the experiment, at a meeting August 28, 1838,
voted to introduce vocal music as a regular branch of in-
struction in the public schools. The department was placed
in charge of Dr. Mason, under whose able supervision the
measure was carried into effect. In August, 1846, it was
decided to make two divisions of the grammar schools, and
to appoint an additional instructor of music. In February,
1848, upon the abandonment of the double-headed system,
so called, in the grammar schools, and the substitution of the
plan requiring one master at the head of each school, cer-
tain changes were made in the plan for the instruction in
music. Instruction was to be given in each department of
the schools where there was a separate and independent or-
ganization, and the superintendents of these departments
were requested to give instruction in music to all the female
teachers of the grammar schools under their care, and also
to all the teachers of the primary schools who might choose
to attend. At this time fruitless efforts were made for the
REPORT ON MUSIC. 211
introduction of music into the primary schools. In 1849
the plan of electing su[)erintendents of musical instruction
by the School Board was discontinued, and the sub-com-
mittees of the several grammar schools were instructed to
procure a teacher of music for the schools under their
charge. This plan seems to have been continued until
February, 1857, when a special committee, consisting of
Dr. William Read, Samuel J. M. Homer, Esq., and Rev.
AVarren H. Cudworth, was appointed to take into consider-
ation the subject of music in the public schools. This com-
mittee submitted a full and valuable report in the month of
June following, recommending important improvements,
especially, that a standing committee on music be appointed ;
that simple musical exercises be practised twice a week by
the lower classes in the grammar schools under the direction
of the regular teachers ; and that so much time be given to
singing in the primary schools as their committees may deem
expedient. These recommendations were adopted by the
Board, but the new requirements received little if any at-
tention. At this time no instruction in music was given ex-
cept in the Girls' High and Normal School, and in the two
upper classes of the grammar schools. The responsibility
of such instruction was divided among four teachers, —
Messrs. Butler, Bruce, and Drake, and Mr. Samuel Swan,
master of the Mavhew School, who taught the music in his
school. Two half-hours a week were required to be devoted
to the study and practice of vocal music.
In 1858, by vote of the Board, it was ordered "that for
this year, the usual School Festival in Faneuil Hall be sus-
pended, and that in place thereof there be held at Music
Hall, at 4 P.M., on the day of the annual exhibition of the
grammar schools, a musical exhibition of the pupils in the
public schools in connection with the introduction of the
medal scholars to the Mayor, the presentation of bouquets,
speeches, addresses, etc., and that a committee of five be
212 APPENDIX.
appointed to act with the Committee on Music as a joint
special committee, to make all necessary arrangements."
This change in the usual plan of the school festival proved
so pleasant and successful, that the dual festival was con-
tinued until 1868, when the music festival and the annual
school festival were separated. The first regular musical
exhibition of the public schools of Boston was held in Music
Hall, May 20, 1868. An annual exhibition was given unti
1874, when the seventh and last annual musical exhibition
was held. One was o-iven in 1877, and in 1883 the last mu-
sical exhibition was given, in connection with the annual
school festival.
The first chang-e made bv the Committee on Music after
its establishment as a standing committee in 1858 was the
appointment of a separate teacher of music in the Girls'
High and Normal School. Thouijh the committee made
strenuous efforts, it was evident that the instruction in music
in the lower classes of the grammar schools and in the
primary schools was unsatisfactory. The committee in
their report of 1861, and again in 1863, urged the necessity
of the more extended introduction of music into the primary
schools. It was not until 1864 that a special instructor in
music was appointed for the primary schools. Mr. Luther
W. Mason was elected to the position, and entered upon his
work in September, 1864. The lower classes of the grammar
schools were unprovided for until 1868, when Mr. Hosea E.
Holt was elected special instructor, and placed in charge of
these classes. In April, 1869, the Committee on iSlusic pre-
sented a complete plan for the reorganization of the music
department, and in July of that year, upon the recom-
mendation of the joint committee on Rules and liegulations
and Salaries, the Board adopted the plan presented by the
Committee on Music. By this plan Mr. Julius Eichberg
was appointed supervisor of music in the public schools —
to instruct the pupils in the high schools, and in addition to
REPORT ON MUSIC. 213
exercise n general supervision of the nuisical instruction in
all the schools. Mr. J. B. Sharland had charge of the
music in the first classes of the grammar schools except those
in Dorchester. INIr. Henry W. Alexander had charge of the
second classes of the grammar schools except those in Dor-
chester. Mr. Hosea E. Holt had charge of the lower classes
in the grammar schools except those in Dorchester. Mr.
Luther W. Mason was placed in charge of the classes of the
pi'imary schools except those in Dorchester. Mr. Hiram
Wilde was placed in charge of the schools of Dor-
chester except the high school. This distribution of the
work among the music instructors was called the " horizontal
plan." With the opening of the schools in September, 1870,
the complete plan of a progressive and systematic teaching
of music was, by the almost unanimous consent of the Board,
agreed to and entered upon.
In 1871 Mr. Sharland, upon the withdrawal of Mv.
Alexander from the service, was placed in charge of the
musical instruction in the two upper classes of the grammar
schools.
In February, 1872, the first book of the National Music
Course was adopted. Music charts, arranged and i)repared
by Mr. L. W. Mason, had been in use in the schools since
1866. In July, 1872, the second book of the National Music
Course was adopted, and the other books of the series were
adopted at ditferent times subsequently.
At the close of the year 1872, Dr. J. Baxter Upham, who
was a member of the first Committee on Music, and its chair-
man for thirteen years, retired from the School Board.
To him in no small measure belongs the successful estab-
lishment of musical instruction in our public schools. His
earnest, laborious, and practical efforts were rewarded, and
he had the satisfaction before he retired from the Board of
seeing his labor crowned wnth success. Dr. Upham was
succeeded as chairman of the committee by Dr. John P.
214 APPENDIX.
Ordway, who served for the following two years, when Mr.
Charles C. Perkins, who had been a member of the Com-
mittee on Music since 1873, was made its chairman. In 1878
the Committees on Drawing and Music were consolidated,
and Mr. Perkins continued chairman of the committee
until his retirement from the Board in 1884. His
thorough knowledge of the science and art of music, his
untiring devotion to the public schools, especially in the de-
partment of music, have given him a prominent place among
those who have secured the present high standard of instruc-
tion in that branch of study in our schools.
On account of the annexations to the city in 1874 certain
changes were required in the music department. The greatly
increased area of the city rendered it impossible to carry on
the " horizontal plan " successfully with the limited number
of special instructors employed, and the " vertical system,"
so called, was established. The grammar and primary
schools of the city were divided into districts, and each dis-
trict placed in charge of a special instructor in music, Mr.
Eichberof retainino; chars^e of the instruction in the hio:h
schools, under the title of director.
In 1878 Mr. Luther W. Mason resigned his position to
accept the appointment of musical director of the schools of
Japan. His long and successful service in the primary
schools, his enthusiasm in his work, his labors in the prepa-
ration and arrangement of charts and books for use in the
schools, entitle him to great praise, and has placed his name
on the role of those who have rendered exceptional service
to the cause of popular musical education.
As has been stated, the Committees on Drawing and
Music were consolidated in 1878, and the interests of these
two departments were intrusted to a single committee.
In 1884, upon the recommendation of the Committee on
Drawinof and Music, the office of director was abolished, and
REPORT ON MUSIC. 215
five special instructors of music were elected. Previously a
director and three special instructors had been appointed.
In 1886 an order was passed by the Board "that the
Superintendent and Board of Supervisors be requested to
institute an investigation into the methods and the efficiency
of the instruction in music in the public schools, for the pur-
pose of ascertaining whether there is a substantial uniformity
in the results obtained, and whether any changes can be
suggested which will be likely to improve this branch of the
service, and to report what reorganization may be necessary
to eifect such improvement."
The superintendent presented a report on the subject in
June, 1886. We quote the following from the report : —
As a first step, each one of the special instructors in music was invited
to make a written statement of what he aimed to accomplish, and by
what means, in the schools under his charge. From these statements,
as well as from subsequent conferences with the instructors separately,
it appeared that the authorized course of instruction for the primary
and grammar schools is not closely followed, save, perhaps, in one
instance. The departures, however, are not so much in the ground
covered as in the methods of instruction used.
The reason for these departures is quite plain. The authorized '
course of instruction in music, unlike that in almost all the other
branches, is based upon a certain series of books and charts. Each
year's work is defined by assigning certain pages of these books and
charts. Now, as these publications were prepared to exemplify a cer-
tain method of instruction, it follows that an instructor who uses a -
different method must neglect some pages of the books and charts, and
thereby, strictly speaking, depart from the authorized course of instruc-
tion. All the instructors appear to have made some departures of this
kind, and three of them have made quite broad departures. And they
have felt the more free to do this because no specific instructions, like
those formerly issued, have been given to them during the last two
years, and they have understood that reasonable latitude in choice of
methods was encouraged.
I'
The report states that with a view of ascertaining some-
thing of the ability of the pupils in the schools to sing simple
216 APPENDIX.
music at sight, the supervisors experimented with a test
which had been suggested to them, " but were prevented
from going very far with it, partly by lack of time and partly
by the children being seriously disturbed by the unfamiliar
nature of the test. . . . The second classes of sixteen gram-
mar schools, in different parts of the city, were tested in
order to determine the degree of facility shown by individ-
uals in singing at sight simple music."
A piece of music in two parts was used.
The report, in alluding to the results of these tests,
states : —
The results of the tests in different j^arts of the city were i"emarkal)ly
uniform. Tlie number of children who sang the piece at sight, and, at
least, passably well, varied from one-half to two-thirds of the whole ;
and in nearly all the schools there was a fair proportion of the children
whose performances Avere deemed excellent.
The report further states that the last step in the investiga-
tion was to invite the music instructors separately to a con-
ference with the Board of Supervisors, and that " one fact
became distinctly apparent at these interviews, and that is,
that every one of the instructors has a clearly conceived plan
of work which he has been steadily pursuing for at least two
years. These plans of work differ, and the opinions upon
which they are based, differ. But the differences are no
greater than one would naturally expect to find among able
men who understand their work."
The report concludes with the suggestions, that the course
of instruction in music be re-cast in a form to leave in-
structors reasonably free as to methods ; that proper tests be
devised and applied to individual pupils ; that the liberal use
of supplementary material be encouraged ; that the regular
teachers be better prepared for their part in the musical in-
struction; and that stated meetings of the special instructors
in music be held. This report was accepted, and the recom-
REPORT ON INIUSIC. 217
mendntions contained therein were referred to the Committee
on Drawing and Music, who reported in November, 1886,
that they had established rules for the guidance of the in-
structors in music, and had provided that stated meetings of
these instructors should be held, at which the superintendent
should preside.
In February, 1887, the Board passed an order "that the
Committee on Drawing and Music consider and report at the
first meeting of the Board in April, upon the advisability of
so arranging the study of music in the puldic schools of the
city as to secure uniformity in the method, and greater
efficiency in the instruction in music."
The committee had the matter under advisement for some
time, and in June, 1887, reported to the Board that the
Committee on Drasving and Music should be divided, and
recommended that the Committee on Rules and Regulations
be requested to report the necessary amendments to pro-
vide for a Committee on Drawing and a Committee on Music,
which committees when appointed should have the general
supervision of these branches of instruction. The Committee
on Rules and Regulations reported the necessary amendments,
which Avere adopted by the Board in October, 1887, and a
Committee on Drawing and a Committee on Music were
appointed.
The Committee on Music began immediately a thorough and
systematic investigation into the subject of music in the public
schools. Weekly meetings of the committee were held for
three months, and fortnightly meetings for four months more.
The Superintendent of Schools was invited to be present at
all the meetings of the coumiittee. At their first meeting
the committee issued a circular to the special instructors
in music requesting them to inform the committee in- writ-
ing— (1) How the schools are divided among the instructors.
(2) What time each gives to the several schools under his
charge. (3) Under what rules and regulations they act in the
218 APPENDIX.
performance of their duties. (4) To whom they report in
case of absence from their work. (5) What arrangement is
made in the schools for the instruction in music when they
are absent. The replies to these inquiries were promptly
sent to the committee. It was ascertained that the o^rammar-
school districts — each comprising a grammar school with the
primary schools assigned to it — were divided into four divi-
sions, and one division assigned to each special instructor in
music. The high schools were placed in charge of one of the
special instructors. These assignments, so far as the com-
mittee are informed, has been in operation several years.
Upon the retirement of Mr. Eichberg in 1887, after an honor-
able service of nearly twenty years in the public schools of
Boston, during which time his faithful devotion to his work,
his great ability, and his broad culture in the art of music
did much to improve the instruction in music in our schools,
Mr. J. B. Sharland was placed in charge of this branch of
instruction in the high schools.
The committee learned through the replies of the special
instructors that they acted under no specific instructions,
assuming that they were to continue the work as had been
their custom in the past. The cases of absence from duty
appeared very slight, and the practice adopted by the music
instructors of informing the masters of their absence, and so
laying out their work that there should be no interruption to
the music lessons, seemed to be all that could be reasonably
expected of them, as they had received no definite instruc-
tions from the committee. The music instructors were in
the habit of visiting the grammar schools regularly once a
fortnight. The visits to primary schools were somewhat
irreirular, on account of the lack of time and the sreat dis-
tances to be covered in travelling. From the replies received
it was evident to the committee that there was a decided want
of uniformity in the instruction in music, and a departure
REPORT ON MUSIC. 219
from the prescribed course of study. One instructor in his
repl}^ to the committee made the following statement : —
" When a programme was printed and the copy sent to me at
the beginning of each year, I considered it my duty to carry
out that programme faithfully to the best of my ability. At
present there seems to be no programme, but each instructor
is left to work as he pleases ; at least I so understand it, and
with that understanding I do not feel bound to any particu-
lar programme, though I have seen no reason to make any
radical departure from the old one."
Another instructor stated that
"Each master (music instructor) made his own plan."
The committee in considering these replies decided to
hold personal interviews with each of the special instructors
in music. Each instructor was urged to present anything
and all that he cared to present to the committee. The com-
mittee were seeking information, and felt that they had found
the best source for such information in the men who had
been performing the duty ; men fully acquainted with the
working of the required programme knew what, if any, diffi-
culties there were in the way of its absolute fulfilment, and
could suggest from their practical experience valuable sug-
gestions to assist the committee in the work they had entered
upon. These conferences proved of great value to the com-
mittee. It was clearly manifest that the instructors were
thoroughly interested in their work, enthusiastic and ftuthful
in their service.
The important information which the committee obtained
in these interviews will be of great assistance to them in
their further consideration of the subject.
In the course of their consideration of this subject, the
attention of the committee was called to the difierent
methods employed by the special instructors, and the de-
partures from the prescribed course of study. The inquiries
relating to the methods of instruction were pursued deliber-
220 APPENDIX.
ately and minutely, and the details of each method explained
and exemplified to the committee. At one of the meetings
one of the instructors appeared Avith six little girls, from the
sixth class of a grammar school, and illustrated his method
of instruction. At a subsequent meeting, another instructor
appeared before the committee and gave a practical illus-
tration of his method, assisted by a few pupils from his
district. The committee were so interested and instructed
by these practical illustrations of the actual work of music
in the schools, that they decided to continue their investiga-
tions, and to arrange for a series of tests of the ability of
the children in the schools to read music at sight, and to
more particularly inform themselves of the condition of the
instruction in music in the schools. The Board granted the
means by which it was possible to continue their investiga-
tions and npply such tests.
A thorough musician, a successful and experienced
teacher, who was entirely disinterested, was engaged to
conduct and superintend the tests agreed upon by the com-
mittee. Notices of the meetings at which the tests were to
be given were sent to the members of the Board and to the
superintendent and supervisors. Pupils from the districts
of the .several special instructors appeared before the com-
mittee. The exercises used were arranged by the gentle-
man engaged to conduct the tests, and were kept in his
custody while the tests were being given. The tests were
conducted under the sole direction of this gentleman, the
special instructors not being present.
The first of these tests occurred Friday, April 13.
Twenty -four pupils from the first and second classes of the
Warren School were present. These pupils were from Mr.
J. M. Mason's district. Of the pupils i)resent; two were
receiving instruction in vocal music outside of the puldic
schools, twelve had or were receiving instruction in instru-
mental music, and one was a choir-boy.
REPORT ON MUSIC. 221
On Friday, April 20, the second test was given. As there
was no school in Boston where the books and charts of the
Normal School Course had been used and the system in full
operation, through the courtesy of the school authorities and
the instructor of nmsic in Quincy, aclass of twenty-tive pupils,
who had been under the instruction of the Normal Music
Course for two years, was present. Of this number ten had
received instruction in instrumental music, and none had
received instruction in vocal music outside of the public
schools.
The third test occurred on Friday, April 27. A class of
about twenty-five pupils from the district assigned to Mr.
H. G. Carey, was present.
The committee then arranged for another test, and on Fri-
day, May 4, classes of primary pupils, who entered the
primary schools in September, 1886, twenty-four pupils in
each class, from the schools taught by Mr. Carey, and from
Quincy were present. The exercises were written on the
blackboard, and sung by the classes alternately.
The committee, after careful consideration of the results
of these tests and other information obtained, came to the
unanimous conclusion that the Normal Music Course ought
to be placed in a part of the schools at least, and submitted
to a fair and impartial trial. In May last this committee
presented an order " that the Normal Music Course be
authorized for use in the Rice Training School and in the
grammar and primary schools of the Third and Sixth Divis-
ions. This order was passed unanimously by the Board at
a meeting held October 9, eighteen members of the Board
being present. At the meeting following the Board passed
an order " that the National Music Course, revised edition,
be authorized for use in the grammar and primary schools of
the First and Second Divisions."'
The committee believe that a step in advance has been
222 APPENDIX.
taken in the department of musical instruction in the public
schools. The phicing of the Normal Music Course and the
revised edition of the National Music Course in an equal
number of schools, under the charge of those instructors in
music who are, perhaps, best qualified to conduct the in-
struction under each method, furnishes a fair test of the
merits of these systems.
Last year for the first time singing formed an element of
the diploma examinations in music. The several instructors
arranged this examination in their respective districts.
This committee have under consideration the question of
arranging a uniform plan for the examination of all the
graduating classes in music.
It is the intention of this committee to rearrange, as soon
as possible, the course of study in music to conform to the
recent changes in the music text-books. They further pro-
pose to recommend such changes in the reorganization of
this department as will secure the best results in the instruc-
tion in this important study.
The committee desire to bear their testimony of the ap-
preciation due to the musical instruction in our schools in the
past. They do not intend, by any action of theirs, to
depreciate that record. The conmiittee and instructors,
under whose guardianship it was introduced and carried for-
ward, performed their duties with zeal and fidelity. They
did a grand work and accomplished much good, and the
benefit to our public schools has been great indeed.
It is natural that there should be differences of opinion as
to the policy of so radical a change as the adoption of a new
system of music text-books, but in the opinion of the com-
mittee, the schools must be supplied with the best material
for the completion of its prescribed work, and the changes
made were prompted by a desire to that end. The course
taken with regard to these text -books seems to your com-
REPORT ON MUSIC. 223
niittee a just and equitable means of ijiving the Board full
and desirable information to guide them in their future
aetion in the department of musical instruction in our
[)ublic schools.
GERALD GKIFFIN,
Ohairmaii.
HENRY CANNING.
AVILLIAM A. DUNN.
AVM. C. AVILLIAMSON.
JOSEPH T. DURYEA.
ANNUAL REPORT
BOAED OF SUPERVISORS
1888.
Boston Public Schools,
Superintendent's Office, Mason St., Dec. 2(5, 1888.
To the President of the School Committee :
The Eleventh Annual Report of the Board of Supervisors
is herewith respectfully submitted.
EDWIN P. SEA7ER,
Siipeinntendent of ScJiool's.
REPOET.
To the School Committee :
In compliance with the requirements of the Reg'ulations
the following is presented as the eleventh annual report of
the Board of Supervisors : —
meetings of the board.
Regular meetings of the Board of Supervisors have fol-
lowed the reguhir meetings of the School Committee, as in
former years, and many adjourned and special meetings have
been held. The time of these meetings was occupied in the
transaction of routine business and in the consideration of
matters specially referred to the Board of Supervisors by the
School Committee or by the sub-committees thereof. These
special matters and the increase of routine work -demanded
much time for their proper consideration and disposal ; and
little opportunity was afforded for the discussion of methods
and for interpretations of courses of study, except occasion-
ally and casually in connection with other questions. It is
hoped that some portion of the time of regular meetings may
be made available the coming year for the special considera-
tion of these important subjects.
228 APPENDIX.
INSPECTION OF THE SANITARY CONDITION OF THE SCHOOLS.
During the year no changes have been made in the Eegu-
lations respecting the duties of tlie Supervisors, either as
individuals or as a Board, except the formal transfer of the
duty of inspecting the sanitary conditions of the schools to
the Instructor in Hygiene. When the office of Instructor
in Hygiene was created it was generally understood that the
Supervisors were to be relieved of this duty, though no
change was made in the Regulations till this year. This relief
from an onerous duty, which took up much more time than
the Supervisors could well afford to give from their other
duties and satisfactorily perform them, was gladly welcomed.
Besides, the Supervisors claimed no special fitness for this
work ; and their satisfaction was increased not only because
they would gain more time for the discharge of their many
other duties more particularly connected with the purely
educational interests of the schools, but also because the im-
portant matter of sanitation, by which these interests are so
largely affected, would be intrusted to more special and more
competent and authoritative ministration. The evidence
already afforded attests the wisdom of the School Commit-
tee in assigning this important duty to the special charge
of an official eminently fitted both by scientific training and
personal qualifications for this line of work.
All examinations have been conducted upon the same plan
as in preceding years, the slight modifications made being at
the suggestion of the Superintendent or resulting from an
added year's experience.
EXAMINATION FOR CERTIFICATES OF QUALIFICATION.
An examination for certificates of qualification was held
Aug. 23, 24, and 25, 1887, and the results were considered
at meetings of the Board in September. The detailed results
in regard to this examination are given in the following
table : —
REPORT OF SUPERVISORS.
229
Whole number of candidates
Number who withdrew from the ex-
amination
Number to whom certificates were
granted
Number to whom certificates were not
granted
Number who having been refused cer-
tificates for which they had applied,
were granted lower certificates . . .
Whole number to whom certificates
were granted
Number of these who had held certifi-
cates of a lower grade
Number to whom certificates were
granted for the first time
First
Grade.
Second
Grade.
Third
Grade.
Fourth
Grade.
Special
Grade.
27
Total.
The examination of candidates for teachers is considered
the most important duty the Board of Supervisors is called
upon to perform.
Every provision that the wisdom of experience would
recommend is made for testing the qualifications and judg-
ing the merits of the applicants. The records of these
examinations are trustworthy indications of the mental ability
and mental attainments of those examined ; but while good
scholarship and a fjiir degree of culture are positive require-
ments, evidence of successful experience in teaching, except
in the case of Normal School graduates, has no less weight
in determining results. The degree of certainty arrived at
with regard to these essentials differs materially. The
evidence of scholarship furnished is proof; but the evidence
of successful experience often depending upon the good faith
of unknown vouchers, may be misleading. And, notwith-
standing the care and discrimination exercised by the ex-
aminers, a certificate may be issued to an undeserving
candidate. However, such instances have been few. As
a rule, the judgment of the Board, that the candidate is
230 APPENDIX,
qualified to meet the full responsibilities of a school, has,
upon trial, been confirmed.
A superior class of candidates has of late years been at-
tracted to the examination for the higher grade certificates ;
and there is, yearly, a decreasing number of incompetent
applicants for lower grade certificates. Hence, through
these examinations results a high grade of excellence in
scholarship and teaching ability in the men and women ren-
dered eligible for appointment as teachers. The demand for
sets of questions used at past examinations is considerable.
This demand comes from near and far, and it is among
the probabilities that the circulation the questions have
attained has not served to lessen the requirements of
teachers elsewhere.
SPECIAL EXAMINATIONS FOR CERTIFICATES OF QUALIFICATION.
In examining candidates for special-grade certificates the
Board of Supervisors requires of the applicants a correct
use of the English language in both speaking and writing.
It was found necessary to call the attention of candidates to
this requirement by inserting in the circular issued in March
the following : —
" Candidates for special-grade certificates to teach other
subjects [than French or German] must show not only that
they possess the requisite skill, but also that they can speak
and write the English language correctly."
At the request of committees in charge, the Committee on
Examinations ordered several special examinations for certifi-
cates of qualification, special grade, during the year. Certifi-
cates were s^ranted as follows : —
Teachers in the Horace Mann School, 2 ; teachers in
Evening Drawing Schools, 5 ; teachers of Phonography,
2 ; teacher of Penmanship, 1 ; teacher of School on
Spectacle Island, 1 ; instructor of Music, 1 ; teachers in
Schools of Cookery, 3. During the year 3 certificates of
REPORT OF SUPERVISORS. 231
service were issued by order of the School Board, and
13 certificates were renewed by the Board of Supervisors.
Special-grade certificates were issued to 30 teachers in
Kindergartens, who were not required to undergo a for-
mal written examination, evidence of excellent service in
Mrs. Shaw's Kindergartens havino^ been obtained through
the Superintendent.
EXAMINATION OF CANDIDATES FOR CERTIFICATES TO TEACH
MODERN LANGUAGES.
The examination for teachers of French and German is
conducted by the Director of Modern Languages. This ex-
amination is both oral and written, the requirements being:
(1) perfection in speaking the language proposed to be
taught; (2) a satisfactory degree of proficiency in speaking
and writing the English language; (3) translations into and
from English; (4) a thorough knowledge of the structure
and history of the foreign language ; (5) a good knowledge
of the history of its literature.
The examiner submits the results of this examination to
the Board of Supervisors with such remarks and recommen-
dations as he may have to offer. Before certificates are
issued satsifactory evidence of successful experience in
teaching must be presented, and also certificates of health
and moral character.
TEACHERS ON PROBATION.
The number of teachers who were appointed on probation
last year, and the subsequent action with regard to them, may
be seen from the following table : —
Number of teachers appointed on probation from Sept.
1, 1887 to Sept. ], 1888 . . .• . . 97 ^
' Of this number one teacher died during the year.
232 APPENDIX.
Number of teachers whose term of probation regularly
expired in that year ...... 95
Number of the latter who were regularly recom-
mended and confirmed . . . . . 75
Number whose probation was extended and who were
afterwards confirmed . . . . . . 12
Number whose probation was extended and who after-
wards resigned ....... 2
Number whose probation was extended beyond that
year 1
Number who resigned before confirmation . . 4
Of four teachers whose terms of probation had been ex-
tended into this year from previous years three were confirmed
and one resigned.
When a teacher is appointed on probation, two Supervisors
are desicrnated " to examine from time to time his work in
the class-room," as Section 89 of the Regulations directs.
At or near the close of the year's probation reports are sub-
mitted by the examiners to the Board of Supervisors. If
these reports agree, recommendations are made to the School
Committee accordingly ; but if they express a difference of
opinion as to the fitness of the candidate for confirmation, an
extension of the term of probation is recommended, and a
third Supervisor may be designated to examine and report.
With many newly appointed teachers success from the be-
ginning is assured ; and in these cases the visits of the regular
Supervisor, in the opinion of some members of the Board,
should be deemed suflScient, and only in cases of doubtful
success should the visits of other Supervisors be required.
On the other hand, it is argued that by these extra visits
both teachers and schools are provided with additional safe-
guards, and the committee possessed of valuable information
with regard to the standing of the teachers, as viewed from the
different stand-points of two Supervisors acting independently.
REPORT OF SUPERVISORS. 233
Whether the time sought to be saved by some Supervisors
for concentration of effort within their own districts would
compensate for a change in phin in view of the disadvantages
that might arise, is a question that should be well considered
before the present arrangement is altered. However, this is
a matter that may meet with the attention of the Sciiool Board,
and it is a question for that Board alone to decide.
DIPLOMA EXAMINATIONS.
As required by the Regulations of the School Committee
the questions for ail diploma examinations are prepared by
the Board of Supervisors.
Each Supervisor prepares, in his respective department,
sets of questions, which he submits to each of the other Su-
pervisors for suggestions and criticism. The questions are
finally considered by the Board, and when adopted are
presented to the Committee on Examinations for approval.
The diploma questions are made uniform for the same
grade of schools, though options in questions are to a certain
extend provided, to allow for difference in conditions of
classes and for differences as well in methods of work ; but
an even standard is, as far as possible, maintained. It is
the aim of the' Supervisors to present a fair opportunity to
the pupils to show what they have learned relating to essen-
tials in the different studies pursued, and to indicate their
ability in the practical application of such principles as a well-
instructed class should know.
These examinations have exerted a unifying influence upon
the schools, and, without hampering them with routine, have
led to more uniform purposes and methods of instruction.
The number of pupils examined in each class of schools,
and the number to whom the Committee on Examinations
awarded di[)lomas and certificates of honorable mention, are
given in the followino: tables : —
234
APPENDIX.
Schools.
Number of
Candidates for
Diplomas.
Number granted
Diplomas.
Number granted
certificates of
Honorable
Mention.
Number refused
Diplomas and
Certificates.
Normal ....
Boys' Latin . . .
Girls' Latin . . .
English High . .
C 4th year.
Girls' High -^
{ 3d year.
Charlestown High .
Roxbury High . .
Dorchester High .
East Boston High .
West Roxbury High.
Brighton High . .
84
34
9
158
95
100
45
65
47
34
19
10
84
33
9
138
92
100
45
65
46
32
19
10
. 10
1
2
1
5
3
Total ....
\ 695
673
13
9
The number of candidates for Grammar-School di-
plomas, in June, 1888 2,112
Tlie number to whom diplomas were granted . . 2,072
" " " *' refused . . 16
The number to whom certificates of honorable men-
tion were granted ...... 24
The number of graduates allowed to enter the High
•Schools "clear" . 1,779
The- number of graduates allovA'ed to enter the High
School " on probation "
293
EXAMINATIONS FOR ADMISSION TO THE HIGH AND LATIN
SCHOOLS.
Examinations for admission to the two Latin Schools w^ere
held in June and September, and for admission to the High
REPORT OF SUPERVISORS.
235
Schools in September. The following table shoAvs the
number of candidates examined, and the action of the Com-
mittee on Examinations in re2:ard to them : —
High
Schools.
Boys' Latin
School.
Girls' Latin
School.
No. of candidates examined for admission .
79
139
66
No. of candidates admitted
71
119
55
No. of candidates refused admission .
8
20
11
The Regulations provide for the admission of pupils to
the High Schools through the diploma examination in June,
and through the special examination in September of appli-
cants who are not graduates of the Boston Grammar Schools.
With regard to the admission of pupils at other times, no
definite provision is made. It is suggested that examinations
be required of all applicants for admission during the year,
and that the results be submitted to the Board of Super-
visors with the recommendations of the masters, to be pre-
sented, as in the case of regular admissions, for approval to
the Committee on Examinations.
PROBATIONERS IN HIGH SCHOOLS.
At the close of the year some confusion existed in regard
to the pupils who had been admitted to the High Schools on
probation. This arose from the chano^e made in the Rcffula-
tions which now provide that the probations shall " close at
or near the end of the school-year." The final decision rests
with the Committee on High Schools, to whom the Board of
Supervisors is required to present the facts and the recom-
mendations based upon them. Further misapprehension may
be avoided by furnishing proper blanks fov the returns
required.
236 APPENDIX.
No. of pupils who entered High Schools on probation
in September, 1887 123
No. of these who left school . . . . . 43
No. who were allowed to remain in school . . 80
No. whose probation was closed in June, 1888 • . 36
PROMOTIONS FROM PRIMARY SCHOOLS.
Examinations for promotion from the Primary to the Gram-
mar Schools were held in January and June. The number
of pupils promoted in January was much smaller than at the
close of the year, as has been found to have been the result
yearly since the restoration of the plan of semiannual pro-
motions. To some school districts mid-year promotions are
advantageous ; but to others they prove a great disturbance,
and particularly in the classification of the Grammar depart-
ments. It would seem desirable that promotions of Primary
classes in February be required only when the necessities of
school-districts demand such promotions to be made. The
number of Primary pupils examined, and the number pro-
moted to the Grammar Schools by the Committee on Exam-
inations, are as follows : —
No. of pupils examined for promotion from Primary to Grammar
Schools
No. of pupils promoted to graded classes of Grammar Schools . .
ly'o. of pupils promoted to ungraded classes of Grammar Schools .
No. not promoted
January,
1888.
June,
1888.
725
.5,186
702
5,113
3
43
20
30
COURSES OF STUDY.
An important work has been accomplished in preparing
courses of study for the Evening Schools. The difliculties
presented in 'the diverse needs and conditions of these
schools were recognized as formidable ; but measures, well-
IIEPORT OF SUPERVISORS. 237
planned and carefully considered in conjunction with the
material and means provided, have led to the adoption of
courses that are deemed most serviceable for reaching prac-
tical and educational ends.
In regard to tlie recently attempted revision of the High
School course of study, which was not adopted by the School
Committee, it is but proper to stale that the work of revis-
ion was not intrusted to the Board of Supervisors ; in effect,
the Board of Supervisors Avas not even consulted in refer-
ence to any of the changes proposed in the revised course,
the Committee on Examintions having assumed the entire
responsibility of the revision. The proposed course, as com-
pared with the present course, was simpler and more sym-
metrical ; it contained a continuous line of science, while
more time was given to language and less to mathematics ;
and, if adopted, it might have tended to more uniformity,
the end aimed at ; yet an important point to which attention
has been frequently called by the Board of Supervisors was
not considered — the need of a more detailed course of study
for the High Schools.
Even if the suggestions contained in the last report of the
Superintendent were adopted, if the High Schools were
" cut loose from one another," the courses laid out for the
three existing types should contain a sufficient amount of
detail, and be sufficiently definite to guide the teachers in
their work and keep them within proper limits. In the
larger schools, where there are difterent teachers with par-
allel classes in the same study, if, at least, the order of sub-
jects and the succession of topics were given, the teaching
would be more systematic, and the results more uniform.
The Board of Supervisors was required to modify the
course of study in the Primary and Grammar Schools so as
to make the study of arithmetic conform to the changes and
to the reduction in time recommended by the Committee
on Examinations. The experiences of the past have shown
238 APPENDIX.
that it is a difficult matter to obtain from teachers a reason-
ably close observance of the time authorized for each study.
The Superintendent's report dwelt at length upon this fact,
and suggested a remedy in the form of a time-table for each
teacher. A form for an order of exercises has been devised
by the Supervisors, providing for the time of beginning and
ending, and the amount of time given, each exercise for each
day of the week, together with a summary of the time
devoted to each study for the week. It is intended that this
order of exercises, when filled out by the teacher and ap-
proved by the master, shall be posted in a conspicuous
place in the class-room, and a copy of it furnished the
Superintendent. It is expected that by this measure the
teachers will be held more closely to the authorized time
for each study ; that the efficiency and reguhirity of work of
teachers will be promoted by it ; and that, in other ways, as
has been pointed out l^y the Superintendent, the well-being
of the schools will be increased.
A matter for consideration at no distant day would appear
to be the modification of the course of study of the Primary
and Grammar Schools to meet the changed and chan^ino; con-
dition of some of the school districts. The present course of
study is no doubt admirably suited to the great majority of
the schools ; but there are certain schools that are unable to
meet its requirements. For instance, to cite an extreme case,
in one district there are in the Kindergarten, Primary, and
Grammar classes, 1,530 pupils, most of whom are of foreign
birth, and nearly all of whom are of foreign parentage, repre-
senting a dozen different nationalities. Yearly to these classes
are admitted about 300 pupils of different ages, who cannot
speak or understand the English hmguage. Much time and
labor are given l)y the teachers of the ditferent grades to sim-
plify the subjects taught, in order to bring them within the
reach of the understanding of the pupils. The necessary
abbreviation of the course of study to meet the necessities of
REPORT OF SUPERVISORS. 239
these classes is left entirely to the teachers. Great assistance
might be afforded them, and great benefit result to the classes,
were an abbreviated form of the present course of study
prescribed. There are other schools that are affected by
like conditions, if not to the same extent ; yet for which
there is evidently need of a modification of the present
course of study.
NORMAL SCHOOL.
The total number of graduates from the Normal School
since its organization in 1872 is 974. In June, 84 were
granted diplomas entitling them to certificates of eligibility
for appointment as assistant teachers in all the public
schools of the city except the High Schools and Special
Schools. Of the 97 teachers appointed on probation from
September, 1887, to September, 1888, 53 were Normal
School graduates. In 1887-88 the number of graduates of
the school who were made regular teachers after a year's
probation was 55.
While Normal Schools and Normal departments in other
institutions throughout the country have of late years been
gaining in character of professional instruction and in facil-
ities for training purposes, there have been no steps taken,
till this year, to increase the efficiency of the work of the
Boston Normal School. The appointment of an additional
teacher for service in the Normal and Training Schools has
recently been authorized. This means a closer union of
these tAvo schools, and a greater conformity of the practice
of the Training School to the theories developed in the
Normal School.
During the sixteen years that have passed since the sepa-
ration of this school from the Girls' High School, and its
establishment as a distinct Normal School, the length of
time devoted to professional instruction and training has con-
tinued the same. Nor has anv material change been made
240 APPEXDIX.
in the course of study during this time. Both are substan-
tially the same as they were in 1872.
It is true that the requirements for admission ensure excel-
lent preparation for the work which the school aims to
accomplish. Only those pupils who have completed the four
years' course in the Girls' High School can be admitted with-
out an examination. All other applicants must show both
by examination and recommendation that they are qualified
to undertake the work of the school. The head-master is
made the judge of the qualifications of all candidates seeking
admission through examination ; and, as this examination is
equivalent to the diploma examination at the end of the four
years" High School course, but few other than High School
graduates are meml>ers of the school. Moreover, all pupils
on admission are placed upon probation ; and if any prove, in
the opinion of the head-master and the Board of Supervisors,
unsuitable for the work of the school, their probation ceases
at the end of the first half of the year.
It is undoubtedly due to this care in admitting and retain-
ing pupils, and to the faithful performance of the work
required of each pupil by the teachers, that so much that is
of value to the schools of this city has been accomplished in
the brief period of time given to the Xormal School course
of study.
Still, were the same preparation and aptitude for the school-
work maintained on the part of the pupils, and the teachers
no less exacting, even double the amount of time now given
would not be too great to accomplish the objects of the
Xormal School instruction.
"Whenever vacancies exist, or wherever additional teachers
are to be employed, it is required by the Regulations that
"the graduates of this school shall have the preference, other
things being equal." Of the number of teachers appointed
yearly on probation, more than half are Xormal School grad-
uates. The worth of the instruction which the school affords
REPORT OF SUPERVISORS. 241
its pupils is attested by the esteem in which its graduates are
held by the School Comniitttee, and by an increasing desire,
which has supplanted a former unwillingness, of the masters
to admit them to their schools as permanent teachers.
Some of these graduates, through service as substitutes,
have acquired the strength and skill that enable them to
enter upon their work at once with little or no apparent
strain or friction. Man}- others, without such experience,
though in the main conscious of aim and means and methods
connected with their work, find ditEculty in adapting thera-
selves to the situation, and show that they need more time to
develop the power necessary to meet the responsibilities
thrust upon them. AVilh ample time afforded there are few
absolute failures ; but many beginners might have been
spared the mortification of temporary failure, and the schools
have suffered less from many costly experiments, had the
Normal pupils, before graduation, been given the needed
time for trial and preparation for actual school-work.
A fractional part of a year is too short a term for a
thorough grounding in the principles of education and for
the proper study of the methods of teaching — the end and
aim of the school's instruction. Moreover, the six weeks
which are spent during the latter half of this year in obser-
vation and practice, under the eye of the instructors and in
the presence of the regular teachers, do not afford sufficient
opportunity to the pupils for the proper application of the
principles they have learned, or for obtaining or displaj'ing
a reasonably desirable degree of skill in teaching, while
slight occasion, if any, is offered for testing their power in
the important part of school government.
A proposition has been made to extend the term of the
school from one year to a year and a half, in order to
afford more time both for study and for practice in teaching.
The plan as submitted by the head-master is in substance as
follows: (1) The time of the required attendance to be a
242 APPENDIX.
jear and a half; (2) the first half-year to be spent as at
present; (3) the second half of the first year to include two
weeks of observation and practice in the Primary Schools,
and two weeks of observation and practice in the Grammar
Schools of the city ; (4) the third half-year to include ten
weeks of observation and practice in the public schools, the
pupils to be divided into two sections, and the sections to visit
schools alternately a month at a time.
The head-master states that by the adoption of this plan
the graduates from the school would have ten weeks more of
theoretical instruction than they have at present, and, in
all, fourteen weeks of observation and teaching would be
afforded them under more favorable conditions. This would
be an increase of practical work in the schools of eight
weeks for each pupil ; and, as computed by the head-master,
the pupil's actual experience would be three times what
it is at present. The head-master states that from the exe-
cution of the plan proposed it might be reasonably expected
that these results would follow : —
''First, the graduates of Ihe Normal School would be able
to do better substitute service on account of tlieir larger ex-
perience in the schools.
" Second, for the same reason they would be al)le to do
acceptable substitute service in higher grades than at present.
"Third, for the same reason they would be able to begin
work when regularly appointed, with less friction.
"Fourth, on account of their greater theoretical knowledge
they would ultimately make more intelligent aitid better
teachers.
" In a word, the schools would be benefited by better ser-
vice, and the Normal graduates benefited by more frequent
appointments."
As it is evident that a majority of the teachers are to be
trained in the Normal School, and its influence upon the
schools of the city is, therefore, sure to be great, it is
REPORT OF SUPERVISORS. 243
plninh' the i)art of wisdom tluit the school be given every
opportunity and be furnished with all the aids required to
do its work in the best manner.
KINDERGARTEN TEACHERS.
It may be presumed that, with the extension of the term
of the Normal School as proposed, another department of
instruction will be provided. As the Kindergarten has be-
come an organic i)art of the school system it will be neces-
sary to provide for the special training of teachers in
Kindergarten methods.
These teachers should be required to have a good
deorree of jjeneral culture and a aood knowlecls^e of the
princi[)les of education, in addition to their practical
knowledge of Kindergarten work. As in every other
sphere, the higher their qualifications the more efficient will
be the discharge of their duties. Though nature may out-
rank education, and figures at examinations be as dust in
the balance compared to the qualities required for Kinder-
gartners ; yet, when personal fitness and thorough knowl-
edge are combined, they go t9 make up the ideal teacher
everywhere. Such qualities of mind and heart, upon which
so much stress is laid, are to be found in the High School
graduates if they are to be found anywhere. The supply
from this source would, undoubtedly, largely exceed the
demand.
It is suggested, therefore, as a matter deemed worthy ot
consideration, that such of the High School graduates as
are specially recommended by the masters or head-masters
and are approved by the Board of Supervisors, might be ap-
pointed as pupil-teachers in the Kindergarten Schools.
These pupil-teachers might be required to observe and assist
in these schools during the daily session for a year or longer,
and during this period be required to attend afternoon ses-
sions at the Normal School for instruction in principles and
244 APPENDIX.
theory; and, at the end of the term fixed upon, special cer-
tificates of qualifications as Kindergarten teachers might be
granted by the Board of Supervisors after satisfactory
evidence of competency has been furnished.
Again, such pupils of the Normal School as may have ex-
pressed a predilection for Kindergarten teaching, and as
may be adjudged adapted for such work by the head-master,
might be made to constitute a Kindergarten class ; the mem-
bers of this class to receive special instruction in Kinder-
garten methods, to spend in the Kindergarten Schools the
time given for observation and practice, and to receive special
certificates of qualification for Kindergarten instruction at the
close of the Normal School term.
MODERN LANGUAGES.
When the Director of Modern Languages was appointed
two years ago a great diversity both in aims and methods
existed in this department of study in the schools. The
teachers did not agree in their views of teaching, and this
disagreement showed itself in the unequal degrees of profi-
ciency of the several classeg. Many teachers made little
use of the language in the class-room, and in some cases
not even an attempt was made at pronunciation. Some
teachers aimed at what was called theoretical and thorough
knowledge; others went slowly through a few prescribed
texts, which in many cases had become encrusted in their
memory with stereotyped explanations. The Director, by
personal visits to the teachers, by advising many to study
the language they were teaching, and in some cases by ask-
ins: the head-masters to transfer teachers to other de-
partments, endeavored to remedy these deficiencies and re-
form this kind of teaching in the schools. Many obstacles to
this work of reformation were overcome, but some still con-
tinue to exist. One may be mentioned, namely, the defer-
ence not unfrequently shown to the wishes of some teachers,
REPORT OF SUPERVISORS. 245
who are not particularly fitted to teach foreign languages, and
who desire to obtain one or more classes in French or Ger-
man. The consequence is that the liest teachers available
are not always obtained for the classes.
In order to obtain a greater uniformity and a better
averaofe of results, a Normal class for teachers, meeting
during afternoon hours, once a week for German and once
a week for French, was instituted by the Director. Hours
were also assigned for personal interviews between the
Director and the teachers ; and at the beginning of this year
was issued a paper indicating in outline what was deemed
the desiraV)le amount of knowledge each class should attain.
As this paper contains valuable suggestions for the guid-
ance of teachers of French and German'it is ijiven in full.
The study of French and German in our High Schools
should to be given with the following objects mainly in view :
1. The knowledge of the language and of the literature
of the lanijuaiie studied. By the knowledcje of the languaoie
is meant the ability to read at sight, to understand the
spoken language, to speak, and to write. While a direct
study of the literature will be impossible with most classes,
the teacher should be acquainted Avith the n)aster[)ieces in
French of the seventeenth, eighteenth, and nineteenth cen-
turies ; in German, of the latter half of the eighteenth and
nineteenth centuries. Many opportunities will be found to
introduce this knowledge into the lessons. It is expected
that the teacher will be al)le to speak correctly and with
sufficient iluency the language Avhich he is teaching. Oral
exercises should form a part of the lessons, and it is by no
means the least important part. AVhatever method may be
adopted, the ear of pupils must be trained from the first
lesson to catch the foreig-n sounds. Teachers who feel their
own incompetency in this regard are earnestly requested
246 APPENDIX.
to take the proper means for correcting accentuation and
pronunciation, and to confer with the Director of Modern
Lanouages about their wants.
2. The improvement in the knowledge of the English
language. This end can best be reached by carefully watch-
ing the translations into English. The teachers should insist
upon correctness, and should avail themselves of every op-
portunity for the comparison of idioms.
3. Discipline of the mind. A direct benefit will result to
most of the pupils from a rational and careful analysis, not of
subtilties, but of the sentence, into its fundamental elements.
Many pupils cannot find subject, predicate, object, etc., in in-
verted sentences. Where the knowledge is deficient a com-
parison of foreign with English forms will often shed light.
Train the pupil to observe, to notice every word ; do not allow
him to refer immediately to a dictionary, and do not tell him
the meaning of a word which he ought to know from its re-
semblance to the Eno:lish, or which he has seen in a different
form ; call attention to the value of prefixes and suffixes,
especially in German, and, that value being once given, let
the pupil draw inferences. Reading at sight should be intro-
duced not later than the middle of the first year, and should
receive increased attention from that time forAvard.
The above considerations have led to the forming of the
following programme, which must be considered as only the
skeleton of the work. It is not possible to tell in advance
what a given class will do, but the programme will serve to
indicate approximately the quantity ; the teacher's work will
give the quality ; —
FRENCH.
First Year. — Forms of nouns, adjectives, and pronouns.
Auxiliary verbs ; regular verbs ; general uses of the tenses
of the indicative mood. (Keetel's Elementary Grammar,
28 lessons.)
REPORT OF SUPERVISORS. 247
Rending matter : —
1. Keetel'a Rejider.
2. Sauveur's Petites Causeries.
3. Peppino.
Remarks. — It is expected that pupils will he taught to
understand the words of exercises when spoken, and that
dictation-exercises will be resorted to. The matter drawn
from the Reader or from Petites Causeries ought to be de-
veloped by questions asked in French. Peppino may be
used during the latter half of the first year, especially in
olasses where Keetel's Reader shall be retained.
Second Year. — Review of grammatical forms. Irregular
verbs. Uses of moods and tenses. Prepositions. (Keetel's
Grammar complete.)
The teachers should supply the deficiencies of Keetel by
referring to standard books. Easy translations from English
into French ; if possible, French compositions.
Reading matter : —
1. BGcher's Series of French Plays.
2. Madame Thcrese. Le Conscrit.
3. L'Abbe Constantin.
4. Herrig, La France Litteraire. Roemer, Vol. II.
5. Philosophe sous les Toits. Au Coin du Feu. Picciola.
Remarks. — It is preferred that teachers should choose
1, 2, 3, 4. No new copies of 4 or 5 ought to be ordered.
In schools where 4 and 5 exist in sufficient number they
may be used for the present.
Third and Fourth Years. — General review of grammar.
Idioms. Translations into French. French compositions.
248 APPENDIX.
Reading : —
1. Les Nouvelles Geuevoises.
2. Les Fables de la Fontaine.
3. Moliere. Le Bourgeois Gentilbomme.
Then, if the pupils are able to read French prose at sight,
but not before, teachers may choose from the following
matter : —
Le Cid, Athalie, Les Precieuses Ridicules, Andromaque,
Les Horaces, Iphigenie.
GERMAN.
First Year. — Regular declensions of nouns and adjec-
tives, auxiliary verbs, regular verbs. (Otto's or Whitney's
Grammar.)
Reading matter : —
Otto's or Whitney's Reader. (The latter contains many
difficult pieces, which must not be given except to a very
bright class.)
Grimm's Maerchen.
The remarks made above for the study of French (see
after First Year) apply also to German.
Second Year. — Grammar reviewed and continued. Ir-
regular forms. (Otto's or Whitney's Grammar.) Easy
translation into English.
Reading matter : —
Whitney's Reader.
Der zerbrochene Krug.
Das Herz vergessen.
Thii'd and Fourth Years. — Whitney's or Otto's Grammar.
Idioms. Translations into German. German compositions.
REPORT OF SUPERVISORS. 249
Reading matter ; —
Whitney's Reader.
AVilhelui Tell.
Maria Stuart.
Hermann and Dorothea.
When teachers have a shorter course for one or two years
to arrange for senior or advanced pupils, they are expected
to suit the matter to the intelligence of their classes.
It is well known that the above course is not an ideal
one, but it is thought to be the best possible under the cir-
cumstances. Teachers are requested not to deviate from
it without having previously conferred with the Director on
the subject. It is also desired that the Director should be
informed of the need of new books, so that he may prevent
the purchase of books which might be replaced on the pro-
gramme by better ones.
The aim has been to concentrate the teaching of a lan-
ffuage by ofiving: one lano;uaije to one teacher in each of the
suburban schools, and to as small a number of teachers as
possible in each of the Centi-al Schools. This reform has
the advantage of allowing the teachers to become more pro-
ficient in their special study ; and the classes must gain by
the enlarged experience and added proficiency of the teach-
ers.
The end of the instruction has been to render it as prac-
tical as possible ; that is, to make the pupils read at sight,
to understand the sjjoken language, and to speak and
write a little. The last two accomplishments are difficult
to obtain in large divisions. The difficulty is particu-
larly great in the matter of speaking, as in a division of
thirty, it is impossible to secure more than one answer from
250 APPENDIX.
every pupil in the time assigned for a recitation. Still, not
only in the Central Schools where most of the personal work
of the Director is done, but also in the outlying schools,
great improvement is constantly manifested in this direc-
tion.
Though fluent speaking has not been attained, a good
foundation has been laid. When the more advanced pupils
are called upon to answer in the language studied, they
respond without hesitation or timidity and make themselves
readily understood.
It needs little, if any, demonstration, to show that, in
the limited time given to the study of language in the
High Schools, the pupils are unable to pursue very exten-
sively the study of the ancient and classical authors in
French and Germaii. Excursions in literature, before com-
mon prose has become familiar, have not been allowed ; and
the spectacle of a pupil obliged painfull}^ to wade through
classical tragedies, when unable to read the common every-
day language, is no longer presented.
To understand the language when spoken to, and to frame
plain and easy answers without complicated constructions,
and to read at sight and fluently common prose, and, if pos-
sible, to begin the reading of poetry and the classics, is the
extent of the attainments expected to be realized by the
pupils in their three-years' course.
The choice of text books has been regulated by a strong
desire to furnish good, easy prose. And there exists a great
need of proper reading-matter in modern prose in the
schools : so much, in fact, has this want been felt in some
schools, that the Director and the teachers have contributed
towards the purchase of suitable books, in order that the
classes might have proper material for sight-reading.
There is need also of reference-books in some schools.
Other books in the languages studied would be helpful to
pupils and teachers. Additions of books of this character to
REPORT OF SITERVISORS.
251
every Hiuh-School lihniry wouKl be !i means of encourage-
ment to the teachers, and of great advantage to the classes,
and would entail l)ut slight expense yearly.
In the High Schools every year a greater appreciation of
the advantages which the study of modern languages offers
may be observed in the increasing number ot pui)ils who
elect them.
The total numl)er of pupils studying French and German
in the High and Latin Schools is 2,255, distributed as shown
in the followino- table : —
School.
Boys' Latin .
Girls' " . .
English High .
Girls'
Brighton "
Charlestown High
Dorcheslcr "
East Boston "
Roxbury "
West Roxbury "
No. of Pupils
belougiug.
426
151
630
722
57
198
154
136
291
84
ZSfo. of Pupils
studyiog
French.
217
106
597
432
56
57
103
48
151
44
No. of Pupils
studying Ger-
man.
101
154
12
30
49
29
69
The reasons which operate in other countries to impel to
the acquisition of other tongues than the vernacular, do not
act with like force upon our people. A speaking knowl-
edge of a foreign language is a desirable accomplishment ;
but this is the least important end of this study in our
schools. Its chief advantages are known ; but few appre-
ciate the full value of the opportunity it offers to pupils in
the public schools to enlarge their vocabulary in their own
252 APPENDIX.
tongue, and at the same time to cultivate their judgment in
a direction in which mathematics can do but little.
In the Latin School s the practical study of French is
gaining ground, despite the conservative spirit of many
teachers and the demand of many higher institutions. Even
now many colleges are beginning to set more vakie upon
this part of the study, while the expressed desire of parents
is to see more practical, tangible results. To the diversity
in entrance examinations, and to the variety of the re-
quirements of the different colleges, is to be attril)uted
the confused condition that exists in regard to this study
in preparatory schools. But it is more than probable that at
no distant day some agreement in regard to entrance require-
ments will be reached l)y the New England colleges ; and
this agreement in all probability will include more of the
practical, if not less of the grammatical or literary, order of
requirements.
In answer to the objection frequently made that the time
given is not sufficient to provide for both scientific knowl-
edge and practical requirements, the Director maintains that
the time now given in some schools would be amply suffi-
cient if the practical drill were sufficiently systematic and
persistent. Were sentence building required from the first,
and correct pronunciation then and theie insisted upon, in
his opinion the familiarity thus acquired would be of great
avail in helping translation. An experiment is being tried
in the Boys' Latin School which will no doubt demonstrate
the ability of pupils to acquire both a theoretic and practical
knowledge of French in the time now assigned to that study.
DEPARTMENTAL EXAMINATIONS.
At the suggestion of the Superintendent a departure was
made from the plan formerly pursued in departmental
examinations. Experience had shown that the scheme com-
prised too large an undertaking to be completed within a
REPORT OF SUPFRVLSORS. 253
reasonable time. To cover all the departments of study as
laid down in the course would require several years, as the
time each year that the Supervisors could devote to this
special examination for results in (he several classes is very
limited.
The results obtained from the four years' continuance of
the plan, thougli valuable as far as they went, were too
scattered and too incomplete to justify, in the opinion of the
Board, further attempt to carry it on as at iirst contem-
plated. It was proposed by the Superintendent that an
examination or investigation of the same subject of study
should be conducted at the same time by all the Supervisors
in their own districts. In this way more particular and
definite information would be obtained, and information of
the present condition in regard to some one study in all the
schools.
This proposition was received with favor by the Board, and
arrangements were made to carry it into effect. As recent
changes had been made by the School Committee affecting
the study of arithmetic and the time to be given to it, it was
deemed desirable to take up this subject first, that the
attention of the teachers mi^ht be called to the chanfyes in
topics and time. Moreover, as the largest reduction of time
had been made in the third class of the Grammar Schools,
it was decQied of importance that an examination in written
arithmetic of these classes throughout the city be required.
The several Supervisors conducted these examinations in
their own schools simultaneously, upon questions prepared
by the Superintendent ; and the results were placed in his
hands. As an indication of attainments under past condi-
tions they are valuable, and they may prove useful for
comparison with future results.
As the whole subject of arithmetic could not be satisfac-
torily completed in the given time, the Supervisors' atten-
tion was mainlv directed to the manner of observance of the
254 APPENDIX,
course of study in arithmetic in general, and to the methods
of teaching and results in mental arithmetic in particular.
Under the name of oral and sio^ht arithmetic in the course
of study, the Board of Supervisors has expressed the impor-
tance which it attaches to the training of pupils by means of
mental exercises; indeed, questions in mental arithmetic
have formed a prominent part of every diploma examina-
tion. The objects of this study and the best means of accom-
plishing these objects have been treated at length in a report
of the Board of Supervisors to the School Committee, " On
how a text-book in mental arithmetic may be used to the
best advantage " (School Document, No. 14, 1883). Are-
print of this document to be furnished to the teachers would
be valuable in keeping in view the principal ends to be
reached by this study.
From an inspection of the reports on file in the office of
the Board of Supervisors it would appear that there is a
reasonably close adherence to the course of study in arith-
metic throughout the city, and that the work in mental arith-
metic is well done on the whole. Of some of the schools it
is reported that the subject of mental arithmetic is admira-
bly conducted, that it seems thorough and logical in method,
and that the training in accuracy and facility is all that
could be demanded. Of others it is said that the teachers
confine their classes too strictly to the class-work respec-
tively assigned them by the course of study ; that is, they do
not give occasions enough for the recalling of previous
knowledge and of the principles previously learned. In most
schools the reasoning powers are carefully trained in
practical operations, and in some " mental gymnastics waste
the time and energy of the pupils."
Many teachers were found who devoted more time to arith-
metic than is prescribed in the course of study ; and espe-
cially teachers of the first classes in the Primary Schools, who
are led to violate the mandate of the School Board through
REPORT OF SUPERVISORS. 255
their anxiety to have as many of their pupils as jmssihle ready
for promotion to the Grammar Schools. But among teachers
of both Primary and Grammar Schools it is agreed that the
time assigned to arithmetic is altogether too short to teach
the required subjects thoroughly. Even when more time
was assigned to this subject, it was found that a large excess
over and above the allotment prescribed was given to it by the
teachers generally. As the large reduction in time recently
made was not accompanied by a corresponding I'cduction in
quantity or in kind of work required, the quality of the work
must suffer. But the drift of sentiment at the present time
is averse to the study of arithmetic. The inclinatiim is
strongly in the direction of language and kindred subjects
which afford more showy results. From hearing much, and
from reading much, the memory of the pupil is stored with
much useful and useless knowledge, which is obtained at the
expense of his powers of thought. To a mind that permits
others to think for it, inactivity is a necessary condition ; and
the tendency of teaching and studies that require little or no
exercise of thought on the part of the pupil must needs
be offset. Arithmetic serves as a balance. It serves to
counteract the superficial tendencies of other studies by
training to keen mental action and by forming the habit of
concentration, and should not be abridged to a minimum of
consideration or of time.
PHYSIOLOGY AND HYGIENE.
While investigating the subject of elementary science,
under which head physiology and hygiene are classed in the
course of study, the Supervisors took note of the attention
given this study, to which there is no test applied in the ex-
aminations. While some of the teachers fail to understand
the ultimate object for which this instruction is intended,
many appreciate that there is no subject of instruction in the
256 APPENDIX.
schools of which a good knowledge can be of more practical
value in its bearings upon the future welfare of their pupils.
The following statement of the Instructor in Hygiene
accords with the opinion of the Supervisors, based upon their
recent inquiries : —
"As a general rule, pliysiology receives faithful attention
and as full treatment as is possible under the present scheme
of the distribution of time. Although the subject of physi-
ology and hygiene is assigned for study in some form in
every class, it is only in the second grade in the Grammar
and High Schools that a text-book in this branch is introduced,
and from which recitations are required. In these grades
the best results are naturally obtained, and a half-hour spent
with a class at the end of the year plainl}^ demonstrates the
proficiency of the pupils and the interest they (and the
teachers as well) take in the study. For the past two years
towards the close of the school year I have asked for and
received from every pupil in the second classes a short
paper on some topic in physiology. This I do for my own
information as to the work of the pupils, and in order to
establish some kind of a test which may be looked for each
year, and for which pupils will be expected to prepare. The
examination of these papers has on each occasion furnished
evidence that in the great majority of cases the study of
physiology and hygiene receives all the attention that the
prescribed time will allow."
The other subjects coming under the head of elementary
science are in some schools faithfully and intelligently studied ;
but in many cases elementary science is not only partly but
totally neglected. This neglect may be ascribed in part
to the want of proper material for carrying on the study,
but chiefly to the want of consideration this study is given
in the estimation of the standing of a class. Teachers as a
rule attach most importance to studies to which an examin-
ation is applied.
The Supervisor of elementary science writes as follows : —
REPORT OF SUPERVISORS. 257
"The elementary science work seems to have had less
uniformity and regularity of attention and more limited
success than any other department of study, although there
are indications of conscientious and intelligent control of it
during the last year. A growing public sentiment in favor
of its educational value may have had influence in dissipating
the prejudice of many teachers against it, and in enlightening
the minds of those who did not understand its purpose and
scope ; the example of a few schools which have done the
work excellently under especially favorable conditions has
worked like a leaven among the more torpid schools, and
the stringent demands of late for thorough adherence to the
plan of work laid down in the course of study has, no doubt,
operated in fjivor of elementary science as a distinct requisi-
tion in that course. There have been from time to time and
from various quarters threatening rumors against the con-
tinuance of the work as a part of the course, and it cannot
be denied that much of the work has been little better than
nothing in the hands of indifferent or incompetent teachers.
Great complaint has been made of the want of material and
want of time, but fortunately such difiiculties have been met
in the schools to so large an extent as to waive that excuse.
"Wherever the work has been intelligently carried on, its edu-
cational value and practicability are no longer in question.
Some of the masters have thrown great spirit into the de-
partment, and have inspired their teachers with interest and
active eifort in its various branches, so that very good out-
lines of v;ork have been planned and effectually carried out
with considerable originative ability. Color and form have
been carefully studied by some of the most enterprising
teachers in our Primary Schools, so as to enable them to pre-
sent quite a systematic and inclusive series of lessons. Plant
and animal life, in the hands of those teachers who are
skilled in drawing as well as in the subjects they handle,
have become highly stimulating and engaging to many of
258 APPENDIX.
our Primary and Gramnmr School classes. The subject of
minerals has been presented in so masterly a manner, in some
at least of our Grammar Schools, as to win unqualitied appre-
ciation as a method of education, both as a mental discipline
and as a foundation for specific study of science ; in fact, it
is already demonstrated by the best of our schools that the
day has gone by when we can afford to ignore or laugh at
the elementary science work as one of the strongest factors
in a progressive educational scheme.
"The primary object of this branch of education is to lead
the child to gain knowledge and growth by self-activity.
This idea permeates the Kindergarten course of tiaining so
thoroughly as to be reckoned its chief motive. The training
of the senses to accurate and complete observation, the train-
ing of the mind to clear perception, and the training of the
muscles to accurate and complete expression, involves all
the earlier, if not the later, possibilities, of education.
"The department of elementary science begins with the
earliest Kindergarten instruction, and is continued through
the Primary and Grammar Schools. It is a course of study
by observation and expression in connection with the presen-
tation of the physical forms and phenomena of nature. It
is based on that educational philosophy which makes self-
activity essential to development. It demands living forms
and active observation of them by each child. In the
Kindergarten the work is constant, and related to all the
material prescribed by the founders of that method of child-
culture. It includes equally observation as a means of
knowledge and mental training, and expression as a further
means and end of complete knowledge and thought. It lays
the foundation of physical, mental, and moral growth through
well-directed self-activity. Expression is required in a
variety of forms, and with various material. Language,
drawing, coloring, moulding, movement-plays, building, sew-
ing, cutting, and every kind of manual training for the main
REPORT OF SUPERVISORS. 259
arts and industries of life, are offered to the child's instinct
for expression which shall embody the results of his obser-
vation and creative thought. Nature presents tj-pical forms,
color, and all other subjects of sense-perception. This fur-
nishes the training of the senses and perceptive faculties for
accurate and complete observation. This observation,
through comparison and classification, gives opportunity for
cultivating the higher intellectual powers in their natural
order of development, and leads to scientific methods of
study. Such study supplies systematic knowledge of na-
ture, and lays the foundation of later and more technical
scientific study.
" In the Primary and Grammar Schools about two hours a
week are prescribed for elementary science. This would
give about one lesson of fifteen minutes at each session of
the Primary School, four days in the week. In the Gram-
mar School ihirty minutes once a day, four days in the week,
may be allowed. The order of subjects laid down in the
course of study should be followed, as it is a natural order
and carefully graded to the conditions and relations of the
child. Some of the subjects may be taken together, as
color, light, form, plant-life, etc., because nature presents
them together. The difierent subjects should be studied not
only in their individual qualities, but in their related qualities,
as connected with the ordinary subjects of school-education.
That part of elementary science-work which involves expres-
sion may be related to language-lessons, to drawing-lessons,
and number-lessons, so that the unity of aim in all branches
of study shall be preserved, and each department work into
every other in the course of instruction. In many of the
schools this object has been accomplished, so that all depart-
ments are thorongh, effective, and inter-related. Great
interest is given to language and number-work by the infu-
sion of the ideas gained through elementary science. Geog-
raphy especially has been stimulated and enriched by all the
preparatory work in the observation of nature.
260 APPEM)IX.
"On the whole, so much satisfactory work has been done
in the development of this method of education that we may
hope very soon to see it fully established. The introduction
of the Kindergarten as the foundation of our school-system
has a constant tendency to project these methods into the
Primary and Grammar grades, and to secure their more sym-
pathetic and intelligent presentation. The whole subject of
manual-training, which is rapidly taking its place in our
schools, is so closely allied to elementary science in the
direction of expression that its influence will be to strengthen
and harmonize the whole educational plan, to which boch are
essential, and those beneficent results which are already ap-
parent in the departments of sewing and cookery, will follow,
involving moral and physical as well as mental culture, and
tending to develop character in school and home. Many of
the teachers have discovered how to make the members of
their classes not only self-helpful in these exercises, but help-
ful to each other, and by this means have established frater-
nal relations and friendly conduct of the most salutary nature,
a corrective of much that is annoying and discouraging in the
behavior of children. The interest and sympathy with na-
ture is shown to be morally healthful, and the habit of happy
occupation does more to eradicate careless, insubordinate,
and perhaps vicious tendencies than hoards of maxims or the
multiplied blows of the rattan. The pupils are constantly
made more human and less brutish, more intelligent and
sympathetic, less stolid and indifferent or discouraged, and
the teachers are brought into more inspiring relations with
their study and their classes by the gradual evolution of the
elementary science work as a broadening and elevating part
of the course of study.
" Ways and means will no' doubt appear for providing the
requisite material for observation of minerals, and of plant
and animal life, and the resources of both pupils and teach-
ers will prove more abundant as time goes on, and a lively
REPORT OF SUPERVISORS. 261
interest is aroused in the subject everywhere. The whole
outlook of the work is growing rapidly more encouraging,
and in a few years will, we are convinced, be only inspiring
to the most disaffected of our public-school teachers."
SUPPLEMENTARY READING.
In the Primary Schools a plentiful supply of easy and
interesting reading matter has always lieen urged by the
Supervisors as indispensable to successful teaching, and the
introduction of supplementary reading in these schools was
largely a measure of the Supervisors.
Later, the importance of the introduction of supplementary
reading in the Grammar Schools w^as fully recognized and
encouraged by the Board ; and not alone because it would
tend to accomplish the purpose of the originators, to make
the public-school pupils patrons of the public library, but be-
cause it might more immediately avail in furnishing valuable
aid to the instruction of the schools in language-work. The
former purpose has become well nigh forgotten, or is now
considered secondary to the latter, even by those teachers
who were largely instrumental in effecting the introduction,
from the excellent means of training which it has afforded in
oral and written expression.
In the Primary and Grammar Schools the supplementary
reading furnished is of two kinds : —
1. In every school there is a permanent supply which is
used in the school-room as collateral reading to the studies
pursued. In the distribution of these books careful regard
is had for their relation and adaptability to the instruction of
the several classes.
2. In every group of schools there is a circulating supply
which is for use both at home and in school. These books
are intended to aid indirectly the regular class instruction,
and to cultivate in the pupils a taste for good reading.
In every High School there is a permanent supply of col-
262 APPE]ST)IX.
lateral reading, to which valuable additions have been made
the past year. The selection of these books has been made
with reference to supplementing the instruction in history
and promoting a better acquaintance with the authors studied
in the department of English literature.
EVENING SCHOOLS.
. Every year marks the progress of improvement in system
and effectiveness of the Evening Schools. Obstacles to
proper organization and classification have to a great extent
been overcome, and many of these schools contrast favorably
with the day schools.
The Eveninsr Hisfh School numbers amonor its teachers
some of the most elBcient in the city's service. It is organ-
ized upon a solid basis and its classification is excellent.
Candidates for admission must pass a satisfactory examina-
tion, unless they be graduates of a Boston Grammar or High
School, or teachers in the public schools of the city, or grad-
uates of colleges (not commercial), or of other institutions
of as high a grade. The examination required is (1) in oral
reading; (2) in writing an abstract, letter, or other composi-
tion; (3) in arithmetic, through the ground rules and deci-
mal and common fractions ; (4) in general geography and in
the special geography of North America and Europe. The
questions for this examination are prepared by the Board
of Supervisors, and are approved by the Committee on Ex
aminations. After the pupils select their studios, they are
classified and graded according to their qualifications. Pro-
motion is made during the term, should the pupil's progress
warrant it ; and it is provided that, should he not keep up
with his class, he may be placed in a class of lower grade.
It has been suggested also by the Supervisor of the school
that the classes be examined from time to time during the
terra, and that near its close those pupils who have com-
pleted a course of study receive certificates upon passing a
REPORT OF SUPERVISORS. 263
satisftictory final examination ; a certificate in English to be
given only to those who have acquired a good knowledge of
English grammar, rhetoric, and English literature, and all
other certificates to imply, besides a knowledge of their sub-
ject, a good knowledge of English composition, including
hand-writing and spelling.
For certificates in French, German, and Latin it is recom-
mended that a knowledge be required, at least equivalent in
degree and kind, to that acquired by pupils who have passed
a three years' course of study in a day High School. A
suggestion has also come from the same source that a diploma
of graduation be granted to such pupils as have gained any
four of the seven certificates proposed. These suggestions
have been ftivorably received by the Committee on Evening
Schools, and will be probably put into effect the coming
term.
As was recommended in a former report of the Board of
Supervisors, courses of study have been laid out for the
several departments of this school. The preparation of these
courses was largely the special work of the Supervisor in
charge of the school who held frequent conferences with the
principal and consulted the several teachers with regard to
their diflferent departments. All that extended experience,
intimnte acquaintance, thorough knowledge and recognition
of the various and diverse needs of the school could suofo^est to
Co
give point and method to the instruction and to set up a high
standard of attainments, has been adopted. Great freedom
has been given the teachers of some of the departments on
account of the difiiculty of holding evening classes to regular
find systematic study ; as, for instance, in the department of
English literature, a note 'appended reads : " The teacher is
not bound to keep always within the course here laid out.
He should seize his opportunity for accomplishing the great
object of studying literature. He should aim to direct the
reading of his pupils in right channels ; to cultivate their
264: APPENDIX,
imagination and taste ; to enable them to appreciate and enjoy
good literature ; and to communicate readily to others some
of the pleasure they have received." Again, in other de-
partments, the topics and their sequence are specifically
determined, the methods of instruction indicated, and the
amount deemed desirable to accomplish stated. In the
department of Book-keeping, where it is particularly desir-
able to hold the parallel classes as much as possible together,
the principal in consultation with the teachers of this subject
decides the order and methods of instruction to be pursued.
The endeavor has been to make this course of study as
comprehensive in outline and as specific in detail as the
demands of the school require. It is deemed sufficiently
elastic and yet enough binding in all its de[)artments to ensure
thorough and systematic instruction.
At the request of the School Committee, a course of study
has also been prepared for the Evening Elementary Schools.
The principals of the schools were consulted in the prepara-
tion of this elementary course, and their views with regard
to the subjects to be taken up, and the extent to which they
might be profitably carried, were submitted in writing to the
Board of Supervisors. Their opinions were carefully
weisrhed, and such of their suggestions embodied as were
deemed applicable to all or most of the schools. A plain
course of study, based upon the course of study in the
Primary and Grammar Schools, has accordingly been |)ro-
vided, in reading, writing, oral and written expression, and
arithmetic. Much of what is done in the day schools is
omitted on account of the short time the pupils have for
study, but the essentials have been preserved. As many
details are given as have been thought necessary and useful
to serve as proper guidance for the teachers, to keep the work
within proper limits, and to render it logically progressive
from class to class. In the copious notes, which are thought
REPORT OF SUPERVISORS. 265
to be wisely added, are contained definite and clearly-stated
directions relating to the instruction in the diU'crent subjects.
It is hoped that this course of study Avill do much to inii)rove
the character of the instruction in these schools ; but, as before,
a great deal depends upon the spirit and the ability of the
teachers. The difterent conditions of the various pupils, and
the peculiar obstacles to be overcome in the case of each, de-
mand the best efforts of skilled and devoted teachers. Here
is pointedly illustrated the adage that " the teacher makes
the school." Pupils quickly learn to appreciate the etforts
of a teacher in their behalf, and show their appreciation l)y
their interest and regular attendance. With indifi'erent
teachers they soon become dissatisfied, fall away in attend-
ance, or leave the school altogether.
In the Evening High School the character of the instruction
is nearly all that can be desired. Many of the day teachers are
here employed, and find a degree of satisfaction in their work
that largely compensates for their extra labors. Such ear-
nestness and avidity to ac(iuire, as showrr"-l>)LUie evening-
pupils, are seldom witnessed in -the dny ^JchG?Qi.Sx%. In the
Elementary Schools there are many coniiietcnit te«chei;S., and
there is need of more. Th^lnstfUctiofvoJ pjLg)^ so much in
need of being taught and taught well should l)e intrusted
only to those who possess the power and, va^u^ thjp privi-
lege of teaching them.
GEORGE H. CONLEY,
For the Board of Supervisors.
&S"*-""'S5 ,890 J)
"bt
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