Annual report of the School Committee of the City of Charlestown

BOSTON PUBLIC LIBRARY

3 9999 06298 253 1

rF

^^0 *6345.55

t

3^

Digitized by the Internet Archive

in 2011 with funding from

Boston Public Library

http://www.archive.org/details/annualreportofsc1864char

I

ANNUAL REPORT

OF THE

SCHOOL COMMITTEE,

OF THE

^itg of ^Ii»ivUsit0W«.

DECEMBER, 1864.

BOSTON:
PRESS OF LOCKE & WILDER, 143 MILK STREET.

1865.

CITY OF CHARLESTOWN,

In School Committee, Dec. 15, 1864.
Rev. Mr. Miles presented the Annual Report of the Board, which
was accepted ; and it Avas voted that the usual number of copies
be printed for distribution.

Attest: F. A. DOWNING,

Secretary.

SCHOOL REPORT.

The School Committee commence their Annual Re-
port with a grateful recognition of that gracious
Providence, by whose favor our Schools have quietly,
uninterruptedly, and with a commendable degree of
success, prosecuted their important work through
another year. Notwithstanding the great demands
made upon us by the war, which we are waging, to crush
a gigantic and wicked rebellion, and to transmit
unimpaired to posterity the priceless boon of Republican
Government, and of civil and religious freedom, a
generous provision has been made for, and a watchful
vigilance exercised over, the interests of Education
among us. While profoundly grateful that the excite-
ment and confusion incident to the times have not
interfered with the progress of our Public Schools, we
improve this occasion to convey the meed of sympathy
to those cities and communities which have not enjoyed
a like felicity ; nor can we refrain from expressing the
hope that ere another year " completes its round "
peace, established in righteousness, may shed upon the
land its benign influences, and our beloved nation.

6

ennobled and purified by suiFering, may be permitted
to direct all its mighty energies to the promotion of
virtue, intelligence, religion, and all the pursuits of
peaceful industry. It hardly needs to be said, that any
Report, even though extended much beyond those
limits within which it is proper for this to be confined,
can, at most, give only a very concise and meagre
account of the incessant pains-taking and labor requisite
properly to care for and promote the welfare of our
Free Schools. The responsibilities of the School
Committee, and the importance of a faithful discharge
of their duties, are not likely to be over-estimated.
Properly to superintend the public education of the five
thousand children gathered into our schools, which
require the services of between ninety and one hundred
Teachers, is no sinecure. And it is proper for the
author of this Report to say, that the members of the
Board, without other remuneration than the conscious-
ness of doing good, have cheerfully and patiently
bestowed time, and thought, and labor, holding in
addition to their regular bi-monthly meetings several
especial meetings ; and besides the protracted semi-
annual examinations, making frequent visits to
the Schools. And yet, while the Committee have
reason for gratification with the results of the past year,
they are far from feeling that a perfect standard has
been reached, and are well convinced that " Onward
and Upward " ought to be our watchword for years to
come.

APPROPRIATIONS, &c.

•e.

In compliance with the requirements of the new City
Ordinance No. 26, the School Committee, in the month
of February last, presented to the Committee on Finance
of the City Council, an estimate of the expenses of the
Public Schools for the next financial year, statmg the
amount required for Salaries, for Incidental Expenses,
and for Alterations and Repairs of school houses. By a
provision of the same Ordinance, the Committee of the
City Council on Fuel and Lighting Streets, were
authorized to purchase fuel for the Public Schools, and
charge the expense thereof to the appropriation for the
Support of Schools ; and at their request, the School
Committee made an estimate of the quantity of coal,
wood and bark which might be required, also the
probable amount to be paid out for labor on the same.
Previous, however, to the final passage of the Appro-
priation Bill by the City Council, in consequence of
numerous petitions from the Teachers, presented to the
Board, asking for increased salaries, and, it being
apparent to the members of the Board that the salaries
then paid to the Teachers were inadequate to their
reasonable support, on account of the increased
cost of living — it was voted to ask the City
Council, to add $4000 to the amount first pro-
posed by the Board for salaries. This request was

8

readily and cheerfully granted, and the appropriation
for the Support of Schools, as finally passed, was as
follows, viz :

For Salaries $46,050

Incidental Expenses 5,650

Alteration and Repaks of School Houses, 2,500

Fuel, and Labor on same 5,000

Total $59,200

The City's proportion of the State School Fund is
included in the above, amounting this year to $1,156.44,
so that the amount actually raised by taxation for Sup-
port of Schools during the current year, is $58,043.56.

It is hoped that the above liberal appropriation for
maintaining our Public Schools during the present year
will be sufficient, although it would not be strange, neither
would it evince a want of foresight on the part of the
members of the Board, in view of the rapid rise of late
in the price of everything required for carrying on the
Schools, if the expenses should considerably exceed the
amount appropriated. Of this, however, we feel confi-
dent, that the appropriation for salaries will be sufficient
for that purpose.

Of the income of the Trust Fund in the hands of the
Treasurer of the Board, there has been judiciously
expended during the year, for Lectures, School Concerts,
Maps, Writing Tablets, a full set of the American

9

Cyclopsedia for the High and each of the Grammar
Schools, and convenient Book Cases to contain the
same, for Apparatus and Chemicals for the High School,
and for many other things of utility to the Schools,
the sum of $1,115.33.

The salaries of Teachers for the year are as follows,
viz: —

Principal of High School . . . |2,000 00

Sub-Master " ... 1,000 00

1st Assistant " .... 700 00

2d " " . , . . 525 00

3d " " . . . . 450 00

4th " " • . . . 400 00

Principals of Grammar Schools, each . 1,400 00

Sub-Masters " " " . 1,000 00

Assistants " " . . 400 00

375 00

" . . 350 00

Teachers of Intermediate Schools, each . 425 00

" Primary Schools, each . 400 00

" . . 375 00

" . . 350 00

Music ..... 850 00

10

WRITING.

At one of the early Sessions of the Board, an order
was passed appointing an Especial Committee to consider
and report what measures might be taken for securing
in our High and Grammar Schools, a greater degree of
excellence in the very useful and ornamental branch of
education — Penmanship or Chirography. It was found
that writing was not taught in the High School, and
that there was not a uniform system in the Grammar
Schools. After an examination of different systems the
Committee decided upon that which is known as
" Pay son, Dunton & Scribner's," which had already been
introduced into a part of our Schools, and availing
themselves of the liberal offer of Messrs. Crosby and
Nichols, the publishers of the system, they obtained the
services of Prof. Harrison, who devoted several weeks
to giving instructions in Penmanship in the Schools.
Prof. Harrison is a perfect master of the system, and as
taught by him writing is not a mechanical art, but a
highly intellectual and improving science. The pro-
ficiency made by the pupils while under his instruction,
and the favorable impulse given to this department,
of culture, were truly gratifying.

LECTURES.

In the month of May the Committee made arrange-
ments with Prof. W. D. Gunning to give a course of famil-

11

iar scientific lectures, more especially for the benefit of
the pupils of the High School. These lectures were
given weekly in the commodious and pleasant hall of the
High School Building, and were eminently entertaining
and instructive in their character. Being given on Satur-
days, at noon, they were attended and enjoyed by a large
number of the Teachers of the other Schools, and, also,
by quite a number of our citizens. Prof. Gunning
possesses an unusually happy faculty of simplifying the
great truths of nature, and of presentmg them in a form
greatly to interest and instruct the young. The
influence of these lectures, upon all who attended them,
in awakening thought, in enlarging and elevating their
conceptions of the grandeur and beauty of the Creator's
works, must have been exceedingly happy.

READING AND ELOCUTION.

The Committee regard the ability to read with proper
spirit and expression, one of the fii'st accomplishments,
and they would feel that our Schools were failmg to
accomplish their object if they did not secure this end.
This is a department of education which admits of
indefinite improvement ; and, in considering how the
most could be done to promote progress in this direction,
the Committee have been led to introduce the new
series of Readers prepared by Mr. Hillard, the fifth and
sixth of which series contain a very lucid and philo-
sophical statement of the rules and principles of good

12

reading and speaking, by Prof. Mark Bailey, of Yale
College. The Committee esteem themselves fortunate
in having been able to arrange with Prof. Bailey to give
a course of familiar lectures and instructions to all our
Teachers upon vocal culture and elocution. These
lectures were given at the time of the introduction of
the new E-eaders, in October last, and we have reason to
think were highly appreciated by the Teachers, and
that they will, through the Teachers, have a most
decided influence in elevating the standard of reading
in the Schools. Prof. Bailey also gave lessons in the
High and each of the Grammar Schools.

MUSIC.

This important and delightful branch in our system
of education, as in several former years, has been taught
by Mr. W. H. Goodwin, and the commendation accorded
to him by previous reports, is fully justified by his labors
and his success the past year. By his faithful and
efficient efforts our Schools have been advanced to such
a degree of excellence in this department, that they need
not fear comparison with the Schools of any other cities
in this respect.

13

PRIMARY SCHOOLS.

Our Schools of this grade now number thirty-one, one
having been added to the list the past year, and the
prospect is that, at least, one or two more must be added
during the coming year. The Committee, learning that
the rooms occupied by Engine Co. No. 4, in the build-
ing on Common Street, are soon to be vacated, have
already applied to the City Council to have these rooms
fitted up for Schools of this grade. These Schools
are frequently spoken of as holding the lowest place in
our system, but there is an important sense in which
they may be said to hold the highest place. Properly
to draw forth and direct the tender and pliant faculties
and powers of these little ones, and to start them aright
upon the career of education, requires qualifications in
the Teacher of the highest order. No Teacher who
justly estimates the work of superintending and culti-
vating these spiritual nurseries and gardens, is in danger
of feeling that her literary and religious attainments,
her tact and judgment, and her resources generally, are
greater than her sphere demands. The danger against
which all, and especially Teachers of Primary Schools,
need assiduously to guard, is that of falling into a
mechanical routine, and of being satisfied with going
through with a set round of exercises, whereas their
minds ought to be constantly on the alert, and ever

14:

active in devising means for applying to the discharge
of their daily duties, whatever valnable results are from
time to time disclosed in the progress towards a more
perfect knowledge of this great subject of education of
the young. While we are averse to fanciful innovations,
we are of opinion that " object teaching," as it is
termed, might, with advantage, have a larger place in
our Primary Schools. The Reports of the members of
the Board, who have been respectively charged with
the care of those Schools, represent the Teachers of
them, as a general thing, to be faithful and successful,
and a goodly number of these teachers are spoken of
in terms of high commendation.

15

INTERMEDIATE SCHOOLS.

These Schools, as their name implies, are designed
for a class of pupils who are too old for the Primary
Schools, but who, for various reasons, are not qualified
for the Grammar Schools. Although it has sometimes
been intimated that they are superfluous, yet, we see
not how they can well be dispensed with in our city.
We believe they are at present doing a necessary and
important work. A definite knowledge of their present
condition may be gathered from the following extracts
from the Semi- Annual Reports of their Sub-Committees.
Of No. 1, the Committee, in his first Report, says: —
" This School was found to be in an excellent condition.
Miss Miles has the happy faculty of interesting her
pupils to such an extent that disorder and truancy are
rare, and the pleasant ' good-night ' at the close of each
day from nearly all the scholars, indicates that they are
truly mindful of the untiring efforts made in their behalf
by their Teacher. * Of No. 2, Mr. Smith, in his fkst
Report, says : — -" This School passed a very satisfactory
examination. The Teacher labors with much earnest-
ness, and her efforts meet with good success. The
progress of the School is much impeded by the evil of
truancy, and measures ought to be adopted to secure a
more efiicient truant police." Erom Mr. Smith's second
Report we take the following : — ■ - The progress of this

16

School during the past term has been very gratifying.
Schools of this grade in a city like ours, are unquestion-
ably of great value in educating a class of children, who
would be much neglected if the policy of merging these
Schools with the Primary and Grammar Schools should
prevail. The want of a more efficient truant police is
severely felt at this School. I regret to report to the
Board the loss of the services of so valuable a teacher
as Miss Walker, who has been obliged to resign on
account of ill health. She has administered the affairs
of the School the past two years with marked ability."

It is to be hoped the evils referred to in these reports
resulting from the want of a more efficient truant police,
which evils, we regret to say, are not confined to this
one School, but which are felt in many of our Schools,
will speedily secure that attention, which will effect
their removal.

17

WINTHROP SCHOOL.

Teachers.

B. F. S. Griffin, Principal. Caleb Murdock, Sub-Master.

Assistants.

Mary L. Sheffield, Mary F. Goldthwait,

Sophia W, Page, Emily B. Brown,

Sarah H. Woodman, Eliza A. White,

Abby M. Clark, Olive E. Fairbanks,

Arabella P. Moulton, Ellen M. Rugg.

Sub- Committee.

Benjamin F. Brown, James Lee, Jr.,

Arthur W. Tufts, Augustus H. Heath.

Of the state of this School, the Committee say : —

" As heretofore, the examination of parallel divisions
was made by placing together the corresponding classes
in each division.

" The result of this examination was highly satis-
factory to the Committee. The scholars were ready and
anxious to perform their part of the work, and the
several classes gave clear evidence of much progress
during the last half year. The scholars for the most
part were self-reliant and thorough, and we think the
School justly entitled to a high rank for mental activity.

" Good order is maintained without any especial effort,
and the general moral atmosphere of the School is
exceedingly good.

" The scholars manifest a sincere attachment to their
Teachers, evinced by many a token of affection during

18

the past term, and the cheerful aspect and kindly
feelings of the scholars are marked features of this
School."

In their last E-eport the Committee say :

" This School was examined by the Committee
during the time prescribed by the Rules of the Board,
and found to be in excellent condition, both in point of
discipline and instruction.

" The whole tone of the School is vastly superior to
what it was two or three years ago. Most of the
classes appeared remarkably well ; some few, however,
not meeting the just expectations of the Committee.

" One secret of the success of this school is a
unanimity of purpose, and a hearty sympathy of co-
operation in the attainment of that purpose, by the most
of its teachers ; many of them spending, daily, hours of
extra labor in bringing their classes to their own high
standard of excellence.

" No School, nor Division of a School, can be
prosperous unless the Teachers are governed by a high
sense of duty, and have a love for their work, being
gifted with the requisite amount of will and energy.

"It is not enough that teachers perform all the
agreeable duties of a teacher's life, and leave the others
undone ; but they should regard their business as a
profession, and should allow nothing to interfere with
the interests of the school, either during school hours,
or at any other time."

19

BUNKER HILL SCHOOL.

Teacliers.

Wm. H. Sanders, Frincipal.

Assistants.

Phebe a. Knight,
Mary S. Thomas,
Judith C, Walker,
Abbt F. Crocker,
Sarah J. Mills,

Maria T. Delano,
Mart A. Davis,
Martha A. Stevens,
c. c. e. goodspeed,
Fannie B. Hall.

Suh- Committee.

Charles F. Smith, Wm. H. Finney,

William Fosdick.

The Committee in their March Report, speak of this
School as follows :

'" The Bunker Hill School was examined in as
thorough a manner as the large amount of work to be
done would permit, and we are gratified to be able to
report that in the main the School is in a satisfactory
condition.

" The Teachers are all faithful, and are laboring with
zeal to promote the interests of their pupils.

" The effects of inconstant attendance, so injurious to
a school and discouraging to the teachers, are severely
felt in some of the divisions.

" This School, located at the upper end of the city,

20

is seldom visited by any member of the Board, except
those appointed its Sub-Committee.

" We are pleased to be able to record thus early in
the year, one visit from the President of the Board, and
hope this example will be followed by other members."

From the second Semi- Annual Report of the Com-
mittee, we give the folio whig extract :

" The result of the examination of the Bunker Hill
School was not so satisfactory as on former occasions.
The first division, which has usually given evidence of
thorough and faithful teaching, fell much below the
standard which we have a right to expect from scholars
of that age and rank. Various reasons have been
assigned for this result, which it is unnecessary here to
enumerate. We have been assured that these causes
will not exist the ensuing year ; and we confidently
hope that at the next examination the Committee will
be enabled to make as favorable report in all respects
as on former occasions. - Most of the divisions are
under the charge of able teachers, and their labors are
meeting with gratifying success. This school contains
a larger portion of the poor and neglected children than
any other in the city. As a class they are very incon-
stant in their attendance and exercise no little influence
in lowering the standard of excellence in the school.

Truancy exists in this district to an alarming extent.
An urgent appeal ought at once to be made by this
Board to the Mayor and Aldermen, that some place may

21

be provided for the care of neglected and stubborn boys,
who now roam at will, committing petty depredations
upon the property of citizens, and laying the foundations
for lives of ignorance and crime."

22

HARVARD SCHOOL.

Teachers.

Joseph B. Morse, Principal.
Assistants.
Ann E. Weston, Abby B. Fiske,

Sarah E. Archer, Lucy L. Burgess,

Martha Blood, Martha M. Bahtlett,

Elizabeth Swords, Susan H. Williams.

Sub- Committee.

Abram E. Cutter, James Adams,

William Pierce.

In their first Report the Committee say :

" It is much to be desired in all our schools that the
Teachers should not confine themselves so much to the
books, and to any every day monotonous routine of
labor : the scholars should in all their lessons learn more
than just what is in the book. Children may read glibly
and with efi'ect ; but it is just as important that they
understand what the lesson is about, and know the
meaning of the words.

"A good Teacher will interest the scholars, and
create a desire on the part of the scholars to obtain
knowledge,

" The examination of the Harvard has shown that the
School is in good condition : that its Principal is faithful
and zealous in his work, and that he has the co-opera-
tion of a good corps of female Teachers.

23

" On the Friday before vacation, exercises were con-
ducted in all the rooms, showing the daily work of the
school ; there was a good attendance on the part of the
parents and friends of the scholars, and the exercises
were of a satisfactory character to those members of the
Committee who were present."

In the September Report the Committee say :
" The same plan was adopted by the Committee in
this examination as in the preceding one — each member
taking a different branch of study and going through
the whole School.

*' In Arithmetic the percentage of correct answers
through the school was, in written arithmetic about 84
per cent, in mental 86 per cent.

" Agreeably to the new rule of the Board, the
Principal of the School also had a thorough examination
of the whole school previous to the one held by the
Committee, the record of which is preserved in a book
kept for that purpose. This plan, it is hoped, may
prove of much benefit to our Schools, as it brings th6
Principal into direct contact with each scholar ; not
merely in cases of discipline, but in their lessons and
methods of study and recitation. The record also is
very useful for reference at any time, and also for a
comparison of results with the Committee's examination.
I find by reference to it that the percentage of correct
answers in the school, in spelling was 79 per cent
from the Reader, 81 per cent from the Speller ; in

24

geography, 85 per cent of correct answers ; in gram-
mar, 87 per cent.

" Since the examination, the resignation of Mrs.
Bartlett, Teacher of the 4th division, has been received
and accepted by the Board. The committee have
just appointed in her place Miss Caroline M. Kimball,
a graduate of the Boston Normal School.

" One of the 3rd divisions in the School has been
under the charge of Miss Williams for the past six or
seven months.

" There has been no change in the other divisions of
the School : they are under the charge of faithful and
experienced Teachers, who have enjoyed the con-
fidence and support of the Board. The Principal is
conscientious and successful in his labors, and teaching
with him is not all hard work, but in a good measure a
labor of love."

25

PRESCOTT SCHOOL.

Teacliers.

"William Baxter, Principal.

Assistants.

Sarah M. Chandler, Ellen C. Dickinson,

H. A. T. Dadley, Mary G. Prichard,

Hannah M. Sawyer, Emma L. "Whiting,

Abbie L. Swan, Maria T. Savage,

Josephine M. Flint, Annie M. Swan,

Kate A. Lethbridge, Martha M. Kenrick.

Suh-Committee.

Andrew J. Locke, George H.»Yeaton,

George H. Marden, Edwin B. Haskell.

The condition of this large Grammar School is thus
indicated by the Committee in their April Report :

" The school is in a good condition. There is no
indication of any want of interest on the part of the
Teachers that would warrant censure or even admoni-
tion. The responsibilities resting upon the Principal
of a School of this magnitude are great, and the
Committee feel that Mr. Swan fully realizes the nature
of his duties, and faithfully discharges them."

In their second Report the Committee say :

" Our report has been delayed so as to enable us to
speak with some degree of definiteness of the new
Principal, Mr. Baxter, who has had charge since the

26

first of June last. The committee feel justified in
saying that Mr. Baxter has succeeded well in maintain-
ing good order, has the respect of his pupils and
assistant teachers, and manifests a zeal in his vocation
as a teacher worthy of imitation. We deem him well
qualified for the position he occupies. This school is
one of the largest in the city, and is organized as
follows : one first division of one grade under the
immediate charge of the Principal and his assistant ;
three parallel second divisions ; three third divisions,
and five fourth divisions. All the Teachers are faithful
and competent."

In closing their Report the Committee express their
regret because of the resignation of Mr. Joseph T.
Swan, and speak of him as one who, through all the
long period of his service, had proved himself as a
" faithful teacher " and " an honorable and upright
man."

27

W A KEEN SCHOOL.

Teachers.

George Swan, Principal.

Assistants.

Letitia H. Musset, Julia A. Worcester,

Mart A. Osgood, V. A. M. L. Dadlet,

Maria Brown, Henrietta J. Merrill,

Margaret Veazie, Annie M. Turner.

Suh- Committee.

Nathan A. Tufts, George B. Neal,

William B. Long.

In their first report the Sub-Committee on this School
speak of the reading as fair, but not entirely satisfactory,
and express the result of the examination of the several
divisions of the School in the other branches, as
follows :

" Mr. Swan's division, 94 per cent correct answers ;
Miss Osgood's 93.9; Miss Merrill's 93.3; Miss Veazie's
92.6 ; Miss Fuller's 89.6 ; Miss Brown's 83 ; Miss
Dadley's 81.4 ; Miss Worcester's 79.5 ; Mr. Baxter's
division ranked, in correct answers, about on an average
with the first five named above.

" The Warren School appears to be a happy School ;
the teachers are sedulously and harmoniously devoted
to thek work, and the scholars are studious and well-
behaved, conforming to the established rules of the

28

School. A mild and effective discipline is maintained,
and the order of the School is excellent throughout.

" Additional recitation rooms are very much needed.
The necessity was so apparent that the Committee on
City Property promised them last year, but for some
reason the fulfilment of the promise was deferred to
this season. It is now hoped the favor may be granted.

" The Committee have devoted much time to the
examination, and it is hoped that good will result from
it. It is pretty certain no scholar has been neglected
who was in attendance at the examination."

In their second Report the Committee remark :

" The vacancy arising from Mr. Baxter's election to
the Prescott School was filled by Miss Mussey, who has
had considerable experience in teaching, and will, we
believe, fulfil the high expectations of the Committee
in her selection. Miss Turner takes the place of Mr.
Swan's former assistant. She is a graduate of our High
School, and enters upon her duties with much promise
of success as a faithful and accomplished teacher.

" Mr. Swan deserves much credit for his untiring and
successful efforts in promoting the interest of the
Warren School. The pupils have a high respect and
affection for their Principal, and obey all his orders with
promptness."

29

HIGH SCHOOL.

Teachers.

Caleb Emery, Principal.
John G. Adams, Sub-Master.

Assistants.

Katharine Whitney, Frances M. Read,

Mary Curtis, Harriet E. Lovett.

Suh- Committee.
James B. Miles, Nathan A. Tufts,

James Adams, Geo. B. Neal,

William H. Finney.

The first examination of this School was made in
February, and for the purpose of securing thoroughness
the diiferent studies were divided among the members
of the Sub-Committee. Each member devoted to the
particular branches allotted to him, ample time for
ascertaining the proficiency the pupils had made, as
also, for learning with what degree of fidelity and
success the Teachers had been discharging their duties.
The Committee consider the ability to read with proper
expression, spirit and elegance, an indispensable part
of a good education. We trust the time will come
when a high degree of excellence in this branch will be
attained by our youth before they enter the High School.
But for the present, instruction and practice in this
important art are imperatively demanded. As a part of

30

the ceremonies in honor of the memory of Washington,
the pupils of the school read the " Farewell Address."
Nearly all the pupils participated in the reading, and
taking into account all the circumstances, they gener-
ally acquitted themselves with credit. A higher degree
of excellence would, however, be reasonably expected
on a future similar occasion.

The examination in reading and spelling was con-
ducted by Mr. Tufts, and the result of it he expresses
as follows :

" A few of the scholars read well, with marked
expression ; but as a general thing there was a lack of
animation and force. A higher degree of excellence is
desirable and attainable. The Teacher is assiduous to
advance her pupils in this delightful exercise. The
spelling was not satisfactory. I was disappointed in
not finding more correct spellers."

In Rhetoric, taught by the third assistant, Mr. Tufts
reports: — "They bore a good examination. The
recitations were generally prompt and correct. The
Teacher is thorough in her department of instruction."
Of the class in English Literature, taught by the first
assistant, he remarks : — " The examination was highly
satisfactory. The scholars recited promptly and intelli-
gently. I think we may regard the Teacher as very
superior."

The examination of the classes in Natural Philosophy
and Physiology, taught by the first assistant, and of the
class in History, taught by the fourth assistant, was

81

conducted by Mr. Finney, and the result of it he gives
in the following language :

" I am happy in being able to report that the
recitations generally gave evidence of thorough instruc-
tion by the Teachers, and of diligence on the ^art of
the pupils. The recitations evince that thorough oral
instruction has been given, and that the lessons have
been made attractive and interesting. Both of these
Teachers apparently possess the confidence and esteem
of their pupils. In some of the divisions the results of
long continued absence were painfully manifest. The
attention of parents should be directed to the importance
of keeping their children constantly and punctually in
attendance upon the instruction freely offered to them."

The examination of the first and second divisions in
Arithmetic, Mr. Adams, teacher ; of two divisions in
Physical Geography, Miss Curtis, teacher ; and a class
in Chemistry, Miss Whitney, teacher, was made by Mr.
James Adams, who reports as follows :

" The recitations in Arithmetic went off finely ; the
Teacher having adopted a mental and slate exercise in
addition to the regular problems of the book, which
served to awaken an interest and enthusiasm on the
part of the scholars. One class in Physical Geography
made a fair recitation, the other not so good. The
class in Chemistry seems to have been well instructed
and to have an intelligent knowlege of that intricate
science." Mr. Adams expresses the opinion that a more
full illustration of the lessons by experiments would be

32

an advantage, and adds : " Nothing so interests learners,
from little children upwards, as oral instruction com-
bined with full illustrations, and the more we can adopt
them in our systems of instruction, the more certain we
shall be of interesting the scholars, and making the
daily business of study, not only more profitable, but
also more appreciable and pleasant."

Mr. Neal examined all" the classes in French and
several classes in Latin, and expresses satisfaction with
the proficiency of the most advanced class in French,
taught by the second assistant, and commends the
Teacher as " excellent in all respects." Of the classes
in French, under the charge of the Sub-Master, he says:
" The examination of the first was very satisfactory ;
but the members of the second class did not acquit
themselves as well as I could have wished. I consider
the Sub-Master as a teacher of French, most excellent ;
his classes in Latin, also, passed a satisfactory examina-
tion, and I found him, as a teacher of Latin, thorough,
exact and critical. Of the beginners in Latin, under
the instruction of the third assistant, Mr. Neal reports
favorably and says of the teacher : " She is patient and
untiring, and if her pupils do not make great progress
it is not her fault."

The examination of the classes in Virgil and Caesar,
and in Greek, taught by the Principal, was conducted
by the Chairman, and was generally satisfactory.
While some of the pupils did not evince that minute
and thorough knowledge of grammatical principles,

33

which is essential for excellence in classical study,
others acquitted themselves creditably in this respect.
In some instances the pupils showed a lack of confidence
in the correctness of their knowledge. It does not
suffice for scholars to recite correctly; they should be
able to give the reasons which substantiate the correct-
ness of their knowledge. The February examination
disclosed some tendencies in the School detrimental to
its good order and highest usefulness, which were
speedily checked by the prompt and energetic action of
the Board.

The Annual Public Examination of this School was
held on the twenty-third of July. The day was pro-
pitious, and a large number of the parents of the pupils,
and of our citizens interested in the cause of education,
were present. The exercises consisted of recitations,
conducted by the Teachers according to their daily
custom, declamations by several of the Lads, compositions
read by a number of the Misses, and the singing of
select pieces by the School. The recitations were so
arranged that all the pupils were examined in some one
branch at least. The scholars were called at random
upon all parts of the studies, and almost without
exception they acquitted themselves with credit. In
such branches as admitted of it, the scholars gave
entertaining illustrations of the practical application of
their knowledge. The class in Botany showed a good
degree of familiarity with the analysis of flowers, and the
class in Chemistry performed successfully various

34

interesting experiments in that science. The declama-
tions were rendered with spirit, and in a style of
elocution quite commendable. The compositions evinced
thought, culture and taste. The whole impression of
the examination was indicative of the fidelity and
efiiciency of the instructors, and of a praiseworthy
degree of diligence on the part of the pupils, and gave
evidence that our High School is an honor to our city,
and is worthy of the confidence and admiration of our
citizens. In April the Committee received and accepted
the resignation of Mr. Stetson, the Principal, and they
esteem themselves exceedingly fortunate in being able
to restore to the head of our High School Mr. Caleb
Emery, who some years since occupied the position and
discharged its duties with great acceptance, and whose
long and successful experience as a Teacher, and whose
eminent qualifications for the place he now fills, give
assurance that, under his management, all the interests
of the School will be advanced. We will add here
simply that at the July examination he was found to be
satisfying the high expectations that had been enter-
tained in regard to him.

RE -ORGANIZATION OF THE HIGH SCHOOL.

For a year or two past this subject has engaged the
attention of the School Committee to a greater or less
extent, and as it is one in which all our citizens are
interested, it has been thought best to give, in this

35

connection, the following Special Report, which was
adopted by the Board in July last :

Report of the Suh-Committee on the High School.

At a meeting of the Board of School Committee held
January 21st, 1864, the following order was passed :
" Ordered, — That the Committee on the High School
be directed to consider and report what measures can
be adopted so to divide the School into departments
as to enable the pupils to pursue either the study of
the Classics or the advanced English branches, at the
option of the parents."

The Committee on the High School, in compliance
with the above order, beg leave to submit the following
Report : —

The Charlestown High School has for a term of
years maintained a high rank among similar institutions
in our Commonwealth. Tested by the facilities, which,
according to its present organization, it furnishes for
preparing young men for our Colleges ; and pupils, of
both sexes, for an efficient and honorable prosecution of
the various callings which Providence has assigned
them, our High School, we take pleasure in saying,
holds an enviable position. It is with no little satisfac-
tion that we are able to point to its graduates acquitting
themselves with honor in the learned professions, taking
rank among the first scholars in our Colleges, and
adorning the various walks of life. Standing at the
head of our School System, and constituting in an

36

important sense its crown and glory, this School has
naturally enlisted the deep interest of our citizens, as
well as that of the School Committee. The High
School Committee, while expressing their unfeigned
gratification in view of the rich benefits which have
flowed and are flowing from this institution, do not wish
to convey the impression, that, in their opinion, the
School has reached the maximum of excellence. They
have no doubt it is capable of improvement, and would
deem themselves remiss in the discharge of their duties
were they not properly attentive to the means by which
its defects can be remedied and its usefulness increased.
They regard the duty enjoined upon them by the order
of the Board as one of more than usual importance, and
one whose wise or unwise performance will be followed
with consequences for good or evil, far reaching and
of great magnitude. It were comparatively easy to
make changes and innovations, which, while their
novelty lasts, would seem to be improvements. But we
are to receive it as a first principle, that changes in
existing arrangements, in themselves considered, are an
evil, and that the presumption is against them. The
benefits likely to result from the innovation must seem
to be tangible and decisive, before we are justified in
making it. The question submitted to the consideration
of your Committee, was in substance : — Will the High
School more perfectly accomplish its purposes by
substituting, in the case of those who wish it, an English
course for the Latin? The School Board has granted

37

to the High School Committee time for a thorough and
comprehensive consideration of this question ; and, it
may not be inappropriate to say, your Committee have
neglected no means which appeared likely to aid them
in coming to a right conclusion. They have devoted
much time to ' the discussion of the question among
themselves, and in conference with the Teachers of the
High School. They have visited other High Schools
that they might observe the practical working of the
system contemplated by the order of the Board, and
have conferred with School Committees, Superintendents
and Teachers on the subject, and as the result of all,
they have come unanimously to the conclusion, that the
change is not desirable. The limits of this report, by
no means, allow a detailed statement of all the reasons
and arguments which have had weight in bringing
us to this decision. We have found that there is in
some minds an erroneous idea in regard to the time,
which, by the present arrangement, is devoted to Latin.
Some seem to think pupils are compelled to study Latin
during the entire school course, whereas they are
required to study it but about two years — a time, if
they are faithful, sufficient, but not more than sufficient,
to prepare them to appreciate the uses and the beauties
of the language, or to determine whether they have a
taste for it or not. It is not to be inferred that Latin is
the prominent study of the School, from the fact that all
the pupils are required to study it : it must be borne in
mind that all the pupils are required to attend to each

38

study. The fact is, Latin, according to the present
organization of the School, occupies hardly one-sixth of
the study time ; five-sixths of the time and attention of
the pupils is devoted to English branches, and all are
required to study Mathematics for three years, or a year
longer than Latin is required.

It has been urged, that it is on account of our present
requirements as to Latin, that so few of the boys
who enter the School complete the course and graduate.
But this is a most manifest mistake, as is shown by the
fact, that the very same evil exists in High Schools that
are organized on the plan of English and Classical
departments, like the Providence and Worcester High
Schools ; it even extends to schools instituted for study
for a particular end or profession, as West Point,
Boston Latin, Boston High, Roxbury Latin School,
indeed, the evil is of universal prevalence, and the
origin of it is not to be sought in the internal arrange-
ments of the schools, but in the improper haste which
characterizes too many of the young people of our time
and community to finish their education, and obtain
situations in counting rooms, shops and stores ; in a
word, to get started in life. We are sorry to be com-
pelled to say that a part, at least, of the blame for this
evil is to be attributed to parents. Not pondering and
appreciating the importance of having the minds of their
children carefully disciplined auvd well stored with
knowledge — in some instances, too little esteeming the
rich advantages aff"orded by the school, and eager to

39

have their sons earmng somethmg, as they express it,
they allow them, or require them, to stay in the school
only to such a time as some opening in business shall
be found for them. Would that all parents understood
what, we are glad to say, some parents do understand —
the irreparable injury that is done to young men or
young women by cutting short the period of their
education and by starting them in life prematurely. On
the score of economy alone, parents will find it better
in the end to keep their children in the school until the
completion of the course, even if they must make no
inconsiderable sacrifices at the time to do it. We
regard with no little admiration those parents of narrow
means, who cheerfully accept extra hardships and toil,
rather than take their children from School before they
have completed their course of study. We speak, of
course, of such children as improve their school
privileges.

It has been intimated that our citizens, the supporters
and patrons of the school, demand the change under
consideration. Your Committee think they have abun-
dant reason for supposing this is not true of a large
majority of them.

A few years ago, Mr. Gay, the Principal of the High
School, at the request of the School Committee, pro-
posed the following question to the School, which then
numbered about two hundred : " How many desire to
leave off the study of Latin, or how many know that it
is their parents desire to have them do so V " Out of

40

that large number about a dozen only expressed a wish
to leave off the study, and those in different classes.
As it would not be expedient to form a class for the
study of English for so small a number, the matter was
dropped." In all probability were the same question
repeated to the school to-day and sent home to the
parents, the result would be essentially as it was then.

Moreover, we add a fact derived from the teachers,
and a fact of no little significance, that, " Of those who
wished to give up Latin there were almost no good
scholars, i.e. good in Latin or any other study ; also,
that at the end of the two years, or at the time the class
is separated into an English and Latin division, the
Latin division absorbs the greater part of the talent and
scholarship of the class. In the English division, with
some good scholars, are always found those who openly
avow that they take the English that they may have an
easier time.'''

It is not compatible with the limits of this Report, so
much as even to hint at all the advantages which accrue
from the study of the Latin, or the reasons, which, in
the opinion of the Committee, make it indispensable in
the course of study in the High School. Upon this
point a volume might be written. Let it be remem-
bered in the outset, that it is a mistake to suppose that
those pupils, who do not gain a sufficient mastery of the
language to read it with facility, derive no advantage
from its study. Let it be remembered that the prime
end of education is to develop, e diico, to draw forth or

41

draw up the faculties and powers of the mind, and to
give maturity and vigor to them, and to promote their
symmetrical and harmonious growth. As means for the
accomplishment of this end, the Ancient Classics are
without a rival.

While the Mathematics are indispensable for culti-
vating the power of close attention, that rigid intense
application, which is necessary to detect the connection
of the various links in a chain of reasoning, the
Classics perform an office no less important, in calling
into exercise the faculties of judgment, comparison,
memory, in refining the taste, and imparting to the mind
a delicate and discriminating sense of the beautiful. It
would be interesting did our space permit, to consider
minutely the process through which the mind of the
student passes, in his endeavor to arrive at the exact
thought, or shade of thought, expressed by some pas-
sage of a dead language. No one can have an intelli-
gent conception of what that process is without seeing
that its influence must be most efficacious in promoting
the ends of a true education. The object of the High
School is not merely to impart knowledge ; it is to
enlarge the capacity of the mind, so that it can receive
richer and more abundant stores of knowledge in after
years. The study of Latin is a very efi'ective instrument
in this enlarging process. A knowledge of the Latin
is, also, essential to the best appreciation of the force
and elegance of our own language, many of the words of
which are derived from the Latin. Without this know-

42

ledge, many scientific and philosophical terms cannot be
fully understood, and many of the rarest beauties of the
English language cannot be appreciated. If one would
possess the power really expressed by that much mis-
understood expression, " A good command of language,"
he must acquire it by gaining a knowledge of the
Classics. We can but applaud the wisdom of the
School Committee of Boston, who we are credibly
informed, make a classical education an essential
qualification of the principal teachers of their Grammar
Schools. Whether they have adopted that principle
or not, we would earnestly recommend to our Board,
in all future elections of new teachers to the positions of
Masters of our Grammar Schools, to insist upon a
knowledge of the Classics as essential.

In concluding this Report, your Committee would
suggest the propriety of a careful examination of the
course of study in the High School, and the possibility
of its revision by some minor changes, but it is their
unanimous and decided conviction, that the radical
change referred to in the order of the Board, would be
a step backward. It would lower the standard of
scholarship, work more or less of confusion, and in
many ways prove detrimental to the High School.

James B. Miles,

For the Com. on the High School.
July 7th, 1864.

43

VENTILATION OF SCHOOL BUILDINGS.

Recently the attention of the Board was called to this
important subject, and an Especial Committee was
chosen to take the matter into consideration and report.
The Committee find our School Houses generally
defective in the means of thorough ventilation. Several
of the Primary School rooms, and of the recitation
rooms in the Grammar and High School Buildings,
especially, demand immediate attention. It is a serious
question — If the injury the children receive from
breathing the tainted and poisonous air of those rooms,
does not, in a great measure, counterbalance the bene-
fits they receive from the Schools.

Any method of ventilating school buildings, which
requires the opening and shutting of windows while the
schools are in session, will fail to accomplish its object.
Besides endangering the health of the pupils-by exposing
them to currents of air, the teachers in their press of
occupation, cannot be expected to exercise that care
which is requisite to keep the rooms in a healthful
condition. In the advance of science and its practical
applications, systems of ventilation have been discovered,
which are both safe and effective, and which can be
applied at a reasonable expense. They have borne the
test of successful experiment, and it is hoped our
Schools may soon enjoy their benefits. Certainly those
two great boons which a beneficent Creator bestows
upon us in unstinted measure — pure air and pure
water — should not be denied to our youth.

44

SUPERINTENDENT OF SCHOOLS.

The School Committee in several of their Annual
Reports have expressed their conviction, that, for the
promotion, in the highest degree, of the success of our
Schools, a competent and efficient Superintendent of
Schools should be appointed, and they have made an
appeal to the City Council for the passage of an ordi-
nance creating such an office. Probably the exigencies
of the times, imperatively demanding economy in public
expenditures, have occasioned delay in this matter.
But the School Committee are so fully impressed with a
sense of the importance of this measure, that they most
respectfully and urgently renew their appeal. The
urgency of the demand for such an officer increases
yearly with the ever expanding growth of our Schools,
and the increasing labor that devolves upon the Com-
mittee. The members of the School Board, with very
rarely an exception, are persons actively engaged in the
duties of professional or business life, who cannot com-
mand all the leisure requisite properly to attend to all
the daily details and demands of the most eifective
guardianship of the Schools.

There is no doubt the usefulness of a Superintendent
would be great, should he be a person possessed of the
right qualifications. It is hoped our Schools may soon
have the services of such an officer.

45

CONCLUSION.

In closing their Report the School Committee heartily
congratulate their fellow citizens upon the rich benefits
flowing from our Public Schools. We believe these
benefits, silently and often imperceptibly dispensed, are
such as words fail adequately to describe. But, let it
not for a moment be supposed these benefits are as
many or as rich as they might be — as they ought to be.
In our Schools there are yet evils to be remedied and
imperfections to be removed. While their condition is
in many respects gratifying, we ought by no means to
be satisfied with the progress they have already made.
It becomes the School Committee, the Teachers, the
Parents of the Pupils, and all who have the common
welfare at heart to enquire — How can the standard of
our Public Schools be elevated and their greatest effi-
ciency promoted] Notwithstanding all that has been
said and written upon the subject of education, its
magnitude and importance are not yet fully understood.
Erroneous and partial views are still too prevalent. It
would require volumes to express all that is comprised
in a " good education." It embraces the perfect culture
and development of the child as a complex and immor-
tal being, uniting in himself body, soul and spirit.
Recognizing the truth expressed by the familiar words,
" Sana mens in sano corpore^' the guardians of education

46

must have a constant care for the health and physical
trammg of the young, not suffering them to be poisoned
by breathing the tainted air of ill ventilated rooms, or
compelling, by means of badly constructed seats and
desks, their supple members and bodies to grow into
deformity ; or allowing them to contract disease by
disregarding any sanitary rules. Nor in relation to the
spiritual nature of the children must they limit their
regard and endeavor to the intellect alone. Our Schools
do not perform their whole work when they cultivate
the understanding, the reason, the memory, the imagi-
nation, and the intellectual powers alone. Important
as this work is, equally important, yea, of greater
importance, is the proper culture of the heart, the right
development of the conscience and the entire moral and
religious nature of the child. Our Public Schools,
supported by citizens of all denominations and religious
creeds are to be kept free from sectarianism. But it
does not hence follow that the principles of Christian
morality, a sacred regard for truth and honesty, hatred
of falsehood, injustice and wrong, love of right, respect
for the rights of others, reverence and love for God,
and the virtues and graces that adorn humanity, are nofe
to be diligently inculcated. All sects meet on the broad
platform of Christian morality ; and without infringing
on the rights of any sect Christian morality may be
taught, and " a general Christian tone pervade the school
both in its instruction and discipline." Centuries since,
Socrates, the noblest of the sages of Greece, uttered

47

words whose deep meaning we do well to ponder.
They show the exalted position of the school, and the
dignity of the Teacher's profession. He says : " The
true Government of a nation must begin with the
education of the child, and it is far higher and better to
form men to be virtuous citizens and enlightened rulers
than to be one-self the chief of the state." And the
noble founders of our Government regarded intelligence
and morality, and religion, as the only sure guarantees
of the stability of our Republic. Says the sainted
Father of our country, in his immortal " Farewell
Address:" — " Of all the dispositions and habits which
lead to political prosperity, religion and morality are
indispensable supports." And Alexis de Tocqueville,
that able expounder of our institutions, says : — "The
Americans of all classes and all parties, hold religion to
be indispensable to the maintenance of Republican
institutions." And he adds these significant remarks :
" Despotism may govern without faith, but liberty
cannot. How is it possible that society should escape
destruction, if the moral tie be not strengthened in pro-
portion as the political tie is relaxed ? and what can be
done with a people who are their own masters, if they
be not submissive to the Deity V Our beloved and
honored Commonwealth does, therefore, but meet the
demands of patriotism, when by statute it enjoins upon
all the instructors of youth within its borders, to impress
upon the minds of the young, " the principles of piety
and justice, and a sacred regard to truth, love of their

48

country, humanity and universal benevolence, sobriety,
industry and frugality, chastity, moderation and tem-
perance, and those other virtues which are the orna-
ments of human society, and the basis upon which a
Republican Constitution is founded." Expressing the
hope that our Public Schools, by the blessing of God,
may enjoy uninterrupted and increased prosperity in
the year and the years to come, the Committee close
their Annual Keport.

By order of the Committee,

JAMES B. MILES, President.

Charlestown, December, 1864.

SCHOOL iMnruNs at the skmi-anm al examinations.

Torm ondlDK February, IHO'l

III(;iI,(;UA.MMAIl .V INTKICMKDIATK =

u =

. -

1

<i ^

£ —

su

s =:

1

5

1 S

n

5

px

•^^

I II^Ii Sclinol

Biiiikor Hill Sclioul

WiirriMi Si'liool

■\Viiilliioi) School

I Iiirviinl School

I'l-fScoll School

Inlcrmciliiite School, No. 1
lutui'iiietliulc Sclio«>t, No. 2

.'■ 137 38 110 M9

,; 077 317 3I)0' .133

. no 215 221 3(10

. CIS 308 310 53(;

, -UiH 230 228 386

,, 713 3G8 375, G39 315

/ !)0 .11 10 GG 33

, 70 10 39 GS! 30

.•!2.'..sl5,s7IG71 2702 1333

ondinR AUfcujit, 1H64.

> 95 134 12G

111 IG

25

) 232 421 390

2 150

77

108 279 290

G 318

05

227 108 '102

5 120

43

158 27G 257

G 305

57

281 517 107

13 557

110

29 32 50

50

2

30 3G 50

GO

4

1229 2103 2032

143 2288

383

o I Primary Schools. , ,. , „ .
.f '' l«oc»tion of Pn-

I limry School

' Houses.

1 1 ACllKliS' N.\MK3. ,
X, _ ^

1 Ellen M. Cruiin, iC'liiirlcs Slroct,

2 Eliz. W. YwiKiii, iMi'iKl

3 M. .Tosriilniic Smitli, M»ul ■'

4 Mnlvinii B. .Skilton, Mciid "
r> Mnriha It. llnlv. KIni

I! M. Cnrolinc S:iwyer,MuillorcI "
! Mnry A. Foster. liiivlston Chapel

Torm ondiDR February, 1804.

8 Isnbel W.i.HliImn

9 Klleii T. KuiK-lit,
10 I.ouisil A. I'nitt. Common
ll.Ionnnii S. rutnam, ICnmmon

12 E. M. Armslead, How

13 C. W. Trovibridge, How

14 Sarah E. Smith, How

15 C. M. W. Tilden, liow

IG E. R. Urowcr, 'Common

17 Susan E. EtheridBC, Moultnn
ISLvdiaXI. liutls. Moultnn

19 Louisa W. Muntress. Moulton
I'O. Matilda Gihnan, Soluv
21.1ennie S. Chundlor, Sullivan

22 Frances M. Lane, iSullivan

23 Helen G. Turner, . Ilaverliill

24 C. C. Browcr, jCommon
23 Adalinc M. Smith, li. Hill
2G Fannie B. Hall, i]!. Hill

27 Susan V. Moore, li. Hill

28 .Tune B. Loring, uMoullon

29 Paiuelia E. Delano, JMead

30 Harriet M. Farrie. Main
31j

Street,

SO

3S

i:!i:

(i9

7.5

+1

101

(13

81

3G

1

74

45

G7

42

CI

."iS

fil

29

GG

.30

73

43

M

2(1

Vtl

24

r>i;

31

G7

29

,-,!!

24

SI

37

8!)

42

95

52

8S

50

70

29

G5

68

%

29

30

4(,

3)

4E

37

28

3(

2G

32

CI 33: 28 40
90! 51 39; G2

25771295 1262 20731083 988134310.36 891 745 2071

Term endioK Auicust, 1863.

Primary Schools.

TK.VClll'.IlS' .S'.IMES.

4; lEIIcn M. Crafts,
Eliz. W. Yeaton,
M. .loseplnne .Smith.
Malvina B. Skilton,
Mary E. Hale,
M. (Caroline .Sawyer,

A. Fos

Isal.H.l \V:,slil.i

n T. Kni-iit,
isa A. I'ralt,
lua S. Putnam,
n JI. .\rmstead,
C. W. Trowbridge,
Hi . Sarah E. Smith,
90. M. W. Tilden,
3 E. H. Brower,
3 Susan E. Etheridge,
3j Lydia M. Butts,
% JLouisa W. Huntress
3 Matilda Oilman,
9 Jennie S. Chandler,
8 Frances M. Lane,
G Helen G. Turner,
3 C. C. Brower.

^^

litii,

eliu E. Delano,
•iet M. Farrie,
ie A. Rea.

.

:

g,= =•=

:"

?^

= !=

-1

0

£ 3

<

-&

4G

30

G7j 57

41

2fl

631 06

4)

29

5C

48

31

4G

42

32

34

62

02

45

3a

go] go

21

sa

5l| . 54

1!:

35

51

64

■6i

3a

52

54

3!

45

51)

64

3f

311

51

68

3!

37

sn

Gl

21

42

6R

55

45

3S

G4

61

3t

2S

65

67

5(

58

68] 77

35

42

62' Go

4:

3!-

51] G8

44

49

83

85

;.= 1 SUB-COMMITTEE OF
'. i I TBl.M.^BV SCHOOLS.

2G| 28 C7i

49 i 39
2880 1470 1410 2370 1231 1 139

30 23 SGl

19 28! 60

22! 23! 61

471 28j 105,

35 34 88

54 24I 91

28: 29' 89'

3ll 38' 85

39] 28 88,

'9GS 966 23G7"

4 Wm. B. Long,
6]Wm. H. Finney,
SiWrn. FoBdick,

2 Wm. Fostlick,
SiChas. F. Smith,

5 Edwin B. Haskell,
4'..Vbram E. Cutter,

14 Wm. Pierce,

11 Wm. Pierce,
OA. H. Heath,
7:James B. Jliles,

6 A. W. Tufts,
9 A. W. Tufts,

13.Tame8 Adams,
7iAbram E. Cutter,
2 B. F. Brown,
oGco. II. Yeaton,

5 Geo. H. Yeaton,
5. Tames Lee. jr.,
4lNathan A. Tufts,

12Geo. H. Marden,
lllGeo. H. Marden,
4 Geo. B. Neal,

2 B. F. Brown,

3 A. .T. Locke,
8 A. J. Locke,

6 Wm. B. Long,

3 James Lee, jr.,

4 Edwin B. Haskell,
10!a. H. Heath,
18JWm. B. Long.

lOll srsTT^R^^,