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ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
CITY OF CHARLESTOWK
WITH THE
Jieports flf % Superbtenhnt of |puWk Srijools,
rOE THE YEAR 1871.
CHARLESTOWN:
PRINTED AT THE CHRONICLE OFFICE, 30 MAIN STREET.
1872.
CITY OF CHARLESTOWN.
In School Committee, September 21, 1871.
Messrs. Finney, Cutter, and Marden were appointed a Com-
mittee to prepare the Annual Report.
Attest: F. A. DOWNINC,
Secretary,
In School Committee, December 21, 1871.
Mr. Finney pr^esented the Annual Report of the School Com-
mittee for the current year : it was ordered that eight hundred
copies, with the Reports of the Superintendent, be printed for dis-
tribution. I
Attest: F. A. DOWNING,
Secretary.
SCHOOL COMMITTEE.
1871.
WILLIAM H. KENT, Mayor, ex officio.
JOHN B. NORTON, Pres. of the Common Council, ex officio.
WARD 1 . — William Peirce, A. E. Cutter, John Gr. Dearborn,
Wm. R.. Bradford, Charles E. Sweney, Henry R. Sibley.
WARD 2. — John Sanborn, Nahum Chapin, L. P. Crown, S. S.
Blanchard, Charles F. Smith, Liverus Hull.
WARD 3. — Geo. W. Gardner, Wm. H. Finney, John Turner,
Charles E. Daniels, A. J. Bailey, Geo. H. Marden.
1872.
WILLIAM H. KENT, Mayor, ex officio.
JOSEPH W. HILL, Pres. op the Common Council, ex officio.
WARD 1.— A. E. Cutter, Charles E. Sweney, Wm. R. Brad-
ford, James A. McDonald, James S. Murphy, James F. South-
worth.
WARD 2. — John Sanborn, Nahum Chapin, L. P. Crown, S. S.
Blanchard, Charles F. Smith, Wm. H. Finney.
WARD 3. — Geo. W. Gardner, John Turner, Charles E. Daniels,
A. J. Bailey, Geo. H. Marden, A. 0. Lindsey.
REPORT.
The School Committee of Charlestown submit the
following as their Amiual Report for 1871.
riN'AlS'OES.
In the Report for 1870 it was estimated that at the
close of the financial year there would remain about
$8,000 of the amount appropriated by the City Coun-
cil for support of schools. The actual balance on
the 1st March, 1871, was $8,688.58, — the appropria-
tions being $106,557.42, and the expenses amounting
to $97,868.84. ^
The expenses for the financial year of 1871-2 have
thus far (to Jan. 1, 1872) amounted to $87,853.17.
The appropriation for the year was $109,300. It is
expected that the appropriation will be sufficient to
meet the expenses.
The report of the Treasurer in relation to the Trust
Fund of $5,600, the income of which is applicable to
the support of schools, is annexed hereto.
SALARIES OF TEACHERS.
Principal of High School . . . . . $2,500 00
Master of English Department High School . . 2,200 00
Submaster ...."" ... 1,600 00
Fu'st Assistant . . . " " . „ 900 00
6
Three Assistants . . . High School, each $700 00
Principals of Grammar Schools . . . each 2,100 00
Submasters . " " . . . " . 1,600 00
Head Assistants " "... « . 775 00
Assistants . " " . in 3d Classes " . 650 00
" in Grammar Schools, and ^ 1st year each 575 00
teachers in Primary Schools ) after " " each 625 00
Teachers of Intermediate Schools . . each 700 00
Music Teacher . . . . . . . 1,000 00
Drawing Master ....... 2,000 00
The year has been one of general prosperity as
regards the educational interests of our city, and our
schools have, in great measure, met the just expecta-
tions of our citizens. It gives us pleasure to testify
to the courtesy, ability, and zeal exhibited by the
superintendent since he commenced his labors in this
city. Bringing to his work long and varied experi-
ence in teaching and government, he enjoys the con-
fidence of all the teachers, and is thus enabled to
work through them and with them towards a high
standard of excellence. His labors have been, and
now are, specially directed against a narrow and
merely technical instruction, — that which relies
wholly upon the text-book, or appertains to memory
exclusively.
"We are happy to bear testimony also to the ability
and faithfulness of most of the teachers. They have
generally been quick and zealous in their co-operation
with the superintendent for the advancement of the
schools. Although no violent changes have been
made, we believe there has been a decided improve-
ment in the methods of discipline, a general advance
among the teachers in their appreciation of the best
methods of instruction, and a less rigid adherence to
old forms merely because they are old.
We have to record the death during the year of
Miss Prances M. Read, a well-beloved and esteemed
teacher, who had been most of the time for fifteen
years connected with the High School ; also the death
of Mrs. V. A. M. Cutler, formerly Miss Dadley, who
was for many years connected with the Warren
School, and who served with great fidelity and ac-
ceptance, until obliged to resign by reason of failing
health.
It will be seen by the table of salaries of teachers
that the rates are in some instances considerably in
advance of the salaries previously paid. It is the
conviction of the Committee, that, while the strictest
economy should be exercised in the management of
the schools, the true policy to be pursued is to offer
sufficient inducement for the ablest and most efficient
teachers. The result has thus far been beneficial,
there having been fewer changes of teachers during
the year than usual. Should this policy be continued,
and should the Committee persistently refuse to retain
the services of incompetent or unsuccessful teachers,
increased efficiency would, no doubt, be manifested
in our schools.
By reference to the reports of the superintendent,
a good understanding can be obtained of the progress
and present condition of our schools, derived from
direct personal knowledge. But we desire to call
especial attention to some of the subjects treated of
8
therein, which seem to demand, by their importance,
such emphasis as we may be able to give.
APPOINTMENT OP TEACHERS.
It sometimes requires considerable firmness to resist
the solicitations of the active and influential friends
of an applicant, who may perhaps be a graduate of
our High School, or whose father pays taxes, or
whose pecuniary circumstances appeal to our sym-
pathies, but who is by no means qualified for the
important and responsible position of teacher. But
we are chosen to look after the welfare of the schools,
and we shall be false to our trusts if we allow per-
sonal, social, political, or sectarian motives to influ-
ence us to apj^oint incompetent teachers. A thorough
preparation for the work should be demanded as a
requisite for appointment. As the superintendent
remarks, the salaries now paid are sufiicient to com-
mand the services of experienced and qualified
teachers. They are also sufficient to induce those
who aspire to so important a position as that of
teacher, to spend the necessary time in j)rdfessional
training. Of course, residents of our own city, if
qualified, should have the preference in appointments.
The subject of a "Training" or ISTormal School has
occupied the attention of a previous board, but there
have been some obstacles in the way of its establish-
ment in this city. Until it is found practicable to
establish such a school, it is recommended that such
of our residents as desire to receive appointments as
teachers, and possess the natural quaUfications, but
9
have had no experience, should avail themselves of
the State formal Schools.
EVENING SCHOOLS.
Four of these schools were in operation during
last winter, — two for males, and two for females. The
schools for males were each under the charge of a
master and female assistant. Those for females were
wholly under the charge of female teachers. The
Committee having special superintendence of these
schools report the following statistical information:
In the school for females at the Winthrop School-
house, there were twenty-one scholars eighteen years
old and upwards, one twenty-eight, and two twenty-
seven years. The average age in this school was
seventeen and one-half years. Of the fifty-four schol-
ars belonging, twenty-four were at service perform-
ing "house-work," eighteen lived at home, three
worked at sewing, three in a net factory, and six did
not give their occupation. In the female school at
" the ]^eck," there were sixteen scholars of eighteen
years of age and upwards, one thirty-one, one twenty-
eight, and two twenty-five years old. The average
age was eighteen years. The occupations of scholars
in this school were not recorded. In the two male
schools, numbering one hundred and eighty-four
scholars, the average age was sixteen and three-
fourths years.
Occupations divided as follows :-^
At trades, eighty-four ; errand boys, twenty-five ;
in stores, nineteen j driving teams, six; driving milk
10
carts, four; cash boys, sixteen; peddlers, three;
waiters, three; at work in gas house, two; watch-
man, one; farmer, one; no business, seventeen.
The Committee say, " The greatest drawback to the
benefits to be derived from evening schools, is irreg-
ular attendance. There is improvement, however, in
this respect over the previous year. The teachers
have been zealous and attentive, and there has been
a good degree of progress manifest on the part ot
those scholars who have been regular in attendance.
Diplomas, signed by the superintendent and Com-
mittee, were granted to deserving pupils."
The whole expense of carrying on the evening
schools, exclusive of the mechanical drawing schools,
was about five hundred and fifty dollars, or about
two dollars for each scholar.
The same number of schools, under the same gen-
eral arrangements, have been established the present
season with good prospects of success.
EVENrN"© MECHA:sriCAL DRAWEN'a SCHOOLS.
In the report for 1870, reference was made to the
establishment of these schools under the direction of
the Committee on Evening Schools. This Commit-
tee selected Mr. Lucas Baker for the position of
teacher. An assistant was afterwards found to be
requisite to give the necessary individual instruction
to so large a number as attended these schools, and
Mr. Bradford H. Locke, of this city, was selected for
that position. The Committee in their report to the
Board speak in high terms of the teacher for his abil-
11
ity and aptness in imparting instruction. The assist-
ant also gave satisfaction. The Committee say, " The
whole matter was so new, and the time given to
organize the school so short, that at first the prog-
ress was somewhat retarded by want of method,"
but after a short time the schools were very success-
ful. " It was soon found that a very general interest
was felt in the subject in our community, especially
with those engaged in industrial pursuits. The whole
number after a few evenings of work was one hun-
dred and fifty-four. The average attendance was
ninety-six. The average age of the pupils was twen-
ty-six years. Their occupations are recorded as fol-
lows: machinists, fifty-five ; carpenters . and joiners,
twenty-six; clerks, twenty; no business, six; carvers,
four; engineers, four; pattern makers, three; sail-
makers, three; boiler makers, three; scholars, two;
hatmakers, two; blacksmiths, two; paper hangers,
two; masons, two; painters, two; teamsters, two;
boatbuilders, two; artist, printer, gilder, undertaker,
piano maker, razor-strop maker, photographer, pol-
isher, paper-carrier, milkman, stonecutter, wood en-
graver, and ofiice boy, one each. Drawing-boards,
squares, and paper were furnished the pupils at the
expense of the city. All the other instruments were
furnished by the scholars. Some of the work per-
formed is highly creditable, and a large part of it
commendable."
At the commencement of the present municipal
year, a standing Committee on Drawing was ap-
pointed, under whose direction the Evenmg Drawing
12
Schools have been continued the present season, con-
sisting of two classes, one composed mostly of those
who attended last year, called the advanced class,
and one for beginners. Each class meets two even-
ings a week. We are glad to say that in the " ele-
mentary " class there are a number of ladies attend-
ing, most of them teachers in our public schools.
DEAWING.
Although drawing has been nominally taught in
our schools for a number of years, but very little has
been accomplished previous to this year. The teach-
ers apparently took but little interest in the subject,
seeming to regard the study as of little account, im-
posed upon them through some unaccountable whim
of the School Committee. The time devoted to the
study was thought by many to be so much time
wasted, or taken from more important studies. Of
course the interest on the part of the scholars was
proportionately small. Thus the object for which
this study was introduced, was defeated, not from any
wilful negligence on the part of teachers, but because
its utility was not appreciated. During the past
year a great change has taken place in the sentiment
of teachers on this subject, and the effect is seen in
the quality of work performed in our schools. On
the first of March an engagement was made with
Mr. Lucas Baker, by which he was to have the entire
superintendence of drawing in our public schools.
His time since then has been occupied by giving
instruction in the Grammar and High schools, and
13
by giving lessons to the teachers of all the schools.
It is designed that the teachers shall teach tliis
branch under the supervision of the drawing master.
We are happy to say there is now a very general dis-
position to co-operate in the work. Most of the teach-
ers have given the plan their hearty support, and
have gone to work to lay a sure foundation for future
progress. Those pupils whose teachers have faith-
fully performed their duties have made rapid progress
and are now in a good condition to advance under-
standingly.
It should be a part of our system of education to
educate the hand as well as the head. Tlje scholar
should acquire the power of representing upon paper
anything that he wishes to describe. This every
scholar can do, if with a fixed purpose, and the nec-
essary guidance, he will make the needed exertion.
If the scholars see their teacher stand at the black-
board, and draw with spirit and energy, their own
fingers will follow hers by a spontaneous movement.
The agency that produces this result is a ready hand
and a willing heart on the part of the teacher to guide
the efforts of the scholars. While we do not expect
to make "artists" of all the scholars in our schools, we
do expect that they will obtain at least such a knowl-
edge of drawing as will enable them to understand
the working plans of a building or a machine. Edu-
cation in this, as in other branches, pays for itself.
Draiving, as a useful art, should be made universal.
The mechanical skill of the artisan is greatly en-
hanced by a knowledge of the art of drawing. The
14
engineer, the architect, the carpenter, the smith, the
machinist, — in fact, every mechanic needs it, if he
expects to become a master of his business. It is
said that nine-tenths of our workmen cannot read a
working drawing so as to work from it. If the mas-
ter or foreman is able to make accurate sketches or
working drawings, and the workmen are able to read
them so as to work by them, the value of their labor
is much increased.
Pupils should not be taught merely to copy pic-
tures, but should practise on simple copies, gradually
increasing in difiiculty, until the eye is educated to
judge of forms and distances with accuracy, and the
muscle is taught to obey the will.
Drawing demands thinking, and gives discipline
to the perceptive and imaginative faculties, if it be
taught by one who knows how to call these qualities
into action. The minds of our pupils, we fear, are
more likely to be dulled than brightened by the
usual routine of daily duties in some school-rooms;
and such studies as drawing and music, while reliev-
ing the tediousness of drill in arithmetic, grammar, or
geography, and imparting new zest even for those
studies which are termed the most useful, serve to
cultivate some of the most important faculties of the
mind, and are themselves of as much practical utility
as the gibberish which is to be found in the text-
books of grammar and geography. Indeed, were it
not for fear of shocking some few of our teachers,
we should assert that a knowledge of drawing and
music is of more practical importance than a knowl-
15
edge of all the " rules " and " exceptions " in gram-
mar, or of the names of all the towns, rivers, and
capes in the Chinese empire.
MUSIC.
This important branch of education has been as
successfully taught in the high and grammar schools
as the means placed at the disposal of the teacher
will allow. We cheerfully concur in the superinten-
dent's commendation of Mr. Mason, the music
teacher. But much more could be accomplished in
this department tinder different arrangements by the
Committee. Under the present arrangement, the
scholars in the schools we have mentioned receive
instruction in music about an hour each week. It
must be evident that, with three hundred or three
hundred and fifty pupils of different ages, and be-
longing to various classes, congregated in one room,
the teacher must work under great disadvantages,
and the instruction must be much diluted to meet
the capacity of each pupil. The primary and inter-
mediate schools are left entirely without instruction
in elementary music. It is true that in most of these
schools, singing by rote is professedly taught, and in
some cases very satisfactorily, but in many the per-
formances can hardly b^ dignified by the name of
music.
Experience in Boston and other cities and towns
in the State has demonstrated the practicability of
elementary instruction in primary, as well as gram-
mar and high schools ; and this, too, at but little more
16
expense than is incurred by our present system. 'No
additional professional teacher of music will be re-
quired to attain such a result in this city. In August,
1870, the City of Boston employed only six profes-
sional teachers for 32,293 pupils. The chairman of
the Committee on Music of the Boston schools, in an
address before the American Social Science Associa-
tion, in April, 1871, declares that music "can be
taught as universally and as effectually as reading,
writing, geography, or arithmetic " ; and, for proof,
refers to the results obtained in the schools of Bos-
ton and other cities. He also asserts that " it can be
taught as economically as the other branches." The
plan under which such results are attained, is simply
this : by means of charts prepared for .the purpose,
the teachers in the public schools are able to give
most of the instruction under the general direction
of the professional teacher. From the address re-
ferred to we learn that " it requires no special musi-
cal ability or previous training " on the part of the
regular teachers. "An aptness to teach only is
necessary, and any person who is fitted in other
respects to hold the responsible position as teacher
in a public school, has the ability to learn in a very
short time (under the direction of a competent pro-
fessional head) how to teach the elements of music
as well as the other studies required in our common
schools. Nor is it necessary that the teacher should
be able to sing, in order to be successful in this
branch of study, though of course it is an aid." By
the system pursued in these cities, a comparatively
17
small portion of time is required, — five or ten min-
utes in each session is all that is necessary for pri-
mary schools and lower classes in the grammar
schools, and no more time in the upper classes than is
now devoted to the study.
We take it for granted that the benefits of musical
instruction are generally acknowledged in the com-
munity, — certain it is that the best educators are
agreed that its beneficial effects are manifested in
many ways. The plan here suggested has recently
been brought to the attention of the Committee, and
we have no doubt favorable action will soon follow.
SCHOOL ACCOMMODATION'S.
The new Harvard School-house, situated on Bow
street, opposite Richmond street, is nearly completed.
This elegant and commodious building is arranged
on a different plan from that of either of the other
school-houses in the city, possessing advantages, it
is claimed, in many respects.
It was hoped that it would be completed in season
for dedication during the present year; but this being
impracticable, it is now thought that it will be ready
for occupation early the coming year. A detailed
description of the building will appropriately appear
in the next annual report.
"With the completion of this structure, the High
School and four of the Grammar Schools will be pro-
vided with elegant, commodious, and costly school-
houses, nearly all erected within a few years.
While cheerfully acknowledging the generosity of
18
the city in providing within a comparatively short
time such elegant and well appointed school-houses,
at so large an expense, it is our duty to call the
attention of the city government and the citizens to
the wants of that portion of the city embraced in the
Winthrop School district. This subject has been
repeatedly referred to in former reports, and in com-
munications to the City Council. For a number of
years, the various sub-committees on the "Winthrop
School have strenuously urged the building of a new
school-house for this district. Previous to the decis-
ion of the city government to build a new house for
the Harvard School, it was a question in the Board
of School Committee, which school should receive
the first attention. It was finally determined to
recommend a new building for the Harvard at that
time, with the implied understanding that the needs
of the Winthrop should immediately afterwards
receive due consideration.
Probably the location and arrangement of the Win-
throp School-house were satisfactory at the time the
building was erected. But the change of circum-
stances since has rendered them unsuitable and incon-
venient. Without enumerating all of the inconve-
niences and annoyances which are complained of by
teachers and scholars, it may be sufiicient to mention
the following : The increase of travel on the streets
on which the building is located is so great as to dis-
turb very much the operations of the school. The
number of scholars is so much greater than the
building was intended to accommodate, that it has
19
been found necessary, for several years, to occupy
the basement, which was originally used for a ward
room. The rooms in the basement are utterly unfit
for school purposes, being damp, poorly ventilated,
and badly arranged. The rooms in the upper part
of the building consist of two large halls and a num-
ber of very small recitation-rooms. This arrange-
ment, at the best, is attended with many inconve-
niences, and has been discarded in all the other school-
houses in the city, and by other cities and towns in
the erection of new buildings. The disadvantages ot
the original plan have been much increased by the
increase of scholars, making the task of discipline in
the large halls much more difficult, and rendering the
recitation-rooms inadequate to accommodate an entire
class at one time. These rooms are poorly lighted
and badly ventilated. "Want of clothes-rooms is a
source of annoyance and discomfort. The proximity
of the out-buildings makes them a great nuisance.
Under these circumstances, the same results ought
not to be expected as in more favored schools. The
citizens of this section, as a matter of justice, are
entitled to all the advantages enjoyed by the resi-
dents of other portions of the city. After suitable
provision for this school, we may congratulate our-
selves that we possess ample accommodations for
Grammar Schools for a long time to come. If it be
objected that it is unnecessary to provide to such an
extent at this time for prospective wants, we reply
that while supplying our immediate necessities, it is
true economy to have an eye to the future. If the
20
" prospective wants " had been fully appreciated and
provided for when the Howard and Winthrop School-
houses were built, the necessity for new buildings for
those schools would not now exist.
The Committee therefore recommend that land be
purchased immediately, with a view to the erection
of a first-class grammar school-house as soon as prac-
ticable.
In regard to accommodations for primary schools,
although in some districts the schools are crowded,
it is thought that by re-districting, the pressure may
be relieved for the present. If the city should deter-
mine to sell the old Harvard School-house, it will be
necessary to provide new accommodations for the
schools now meeting there. If it be determined to
retain the building for these schools, it will be neces-
sary that some changes be made in it to adapt it to
the purpose.
It may not be uninteresting to compare our pres-
ent schools and school-houses with those of the past,
as recorded in the old town records. We have ac-
cordingly made a few extracts from " Frothingham's
History of Charlestown."
THE FIRST SCHOOL.
" ' June 3, 1636, Mr. William Witherell was agreed with to keep
a school for a twelve month, to begin the eighth day of August,
and to have forty pounds this year.' This simple record is evi-
dence of one of the most honorable facts of the time, namely, that
a public school, and judging from the salary, a free school, at least
for this ' twelve month,' was thus early established here ; and on
21
the principle of voluntary taxation. It may be worth while to
remember also that this date is eleven years prior to the so often
quoted law of Massachusetts, compelling the towns to maintain
schools."
THE FIRST SCHOOL-HOUSE.
" There is no notice of a school-house until 1648, when one was
ordered to be built on Windmill Hill, and paid for by a general
rate."
THE FIRST HIGH SCHOOL.
In " 1671, Benj. Thompson, a celebrated teacher, was engaged
by the Selectmen to keep school in town upon the following terms :
" 1. That he shall be paid £30 per annum by the town, and to
receive 20 shillings a year from each, particular scholar that he
shall teach.
" 2. That he shall prepare such youth as are capable of it, for
college with learning answerable.
"3. That he shall teach to read, write and cj^pher."
A SCHOOL-HOUSE OP OLDEN TIME.
A school-house yvsis built in 1682.
" The house was ' twelve feet square and eight feet stud, with
joints with a flattish roof, and a turret for the bell, and likewise a
mantel-tree of twelve feet long.' The expense for carpenter work
was £13. The masong were to ' build up chimneys and underpin
the house, and to ceil the walls with clay and brick, and to point
the roof with lime for £5.'"
THE FIRST SCHOOL COMMITTEE.
" 1712. The teacher having requested that regulations might be
made about the town school, it was voted, ' That whereas the school
being thronged with so many small children that are not able to
spell or read, as they ought to do, by reason of which Latin schol-
ars, writers and cypherers cannot be duly attended to and instructed
as they ought to be,' Capt. Samuel Phipps and Mr. Jonathan Dowse
were chosen ' inspectors and regulators of that matter.' '*
22
THE FIRST INDUSTRIAL SCHOOL.
" 1754. The town voted March 4th ' that the old town -house-be
improved for a spinning school ' ; and the sum of fifty pounds to
repair the same,"
"We have thus seen from what small beginnings
our present extended and successful system of edu-
cation has sprung. But it is well to remember that
these .apparently small things were in reality as large
at least, for them, in proportion to their needs and
means, as our varied appliances and expenses are
for us under our circumstances.
The citizens of Charlestown have been distin-
guished for their liberal spirit and enlightened policy
with regard to public education. While awarding
the meed of praise to our predecessors, it becomes us
to remember that each generation has its own needs
and its own work to do. With the change of cir-
cumstances, new duties and responsibilities devolve
upon us. "While providing liberally for all the acces-
sories, such as costly school-houses, apparatus, etc.,
let us not lose sight of the fact that there are only
the improved means by which improved results are
to be attained. It is well also for us ' to remember
that education does not consist, merely or primarily,
in the communication of knowledge, — it includes a
discipline of the mind, and a development of its facul-
ties. Our success must be measured, in a great
degree, by such discipline and the number of facul-
ties we improve. Above all, our schools should be
23
fostered and governed with an eye to good morals.
Yirtiie and knowledge should be mutually joined,
and then will the foundations be laid upon which may
be safely placed the responsibilities and duties of
citizenship.
Respectfully submitted on behalf of the Board,
WM. H. FINNEY,
ABEAM E. CUTTER, > Committee.
GEO. H. HARDEN,
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25
ORGANIZATION
OF THE
SCHOOL COMMITTEli).
WILLIAM H. KENT, Chairman.
F. A. DOWNING, Secretary.
WILLIAM H. FINNEY, Treasurer.
ABIJAH BLANCHARD, Messenger.
BENJ. F. TWEED, Superintendent of Schools.
STANDING COMMITTEES.
ON FINANCE.
GEO. H. MARDEN, CHAS. F. SMITH, LIVERUS HULL.
ON BOOKS.
G. W. GARDNER, WM. H. FINNEY, JOHN G. DEARBORN.
ON MUSIC.
S. S. BLANCHARD, JOHN TURNER, CHAS. E. SWENEY.
ON DRAWING.
GEO. H. MARDEN, WM. PEIRCE, WM. H. FINNEY,
HENRY R. SIBLEY.
EXAMINATION OF TEACHERS.
G. W. GARDNER, WM. H. FINNEY, CHAS. F. SMITH,
NAHUM CHAPIN, WM. PEIRCE.
ON PRINTING.
NAHUM CHAPIN, WM. PEIRCE, A. E. CUTTER.
ON FUEL.
WM. R. BRADFORD, JOHN SANBORN.
ON EVENING SCHOOLS.
A. E. CUTTER, WM. H. FINNEY, NAHUM CHAPIN,
H. R. SIBLEY, C. E. DANIELS, LIVERUS HULL. '
4
26
OEGAJS'IZATION OF THE SCHOOLS.
HIGH SCHOOL.
Oommittee. — Geo. W. Gardner, A. E. Cutter, John G.
Dearborn, A. J. Bailey, Liverus Hull.
Teachers. — Caleb Emery, Principal ; Alfred P. Gage,
Master of the English Department; Geo. W. Drew, Sub-
Master ; Katharine Whitney, Dora C. Chamberlain, Frances
M. Eead, Mary L. Coombs, Assistant Teachers.
GRAMMAR SCHOOLS.
BUNKER-HILL SCHOOL.
Committee. — Chas. E. Daniels, Geo. H. Marden, Wm. R.
Bradford.
Teachers. — Charles G. Pope, Principal ; Henry F. Sears,
Sub-Master ; Abby F. Crocker, Head Assistant ; Mary A.
Eaton, Emily M. Warren, Martha Blood, Katie C. Thompson,
Lucy E. Howe, Georgia A. Smith, Abbie P. Josselyn, An-
gelia M. Knowles, Lydia S. Jones, Mary S. Thomas, Ida O.
Hurd, Emma S. Randlett, Anna M. Prescott, Assistant
Teachers.
WARREN SCHOOL.
Committee. — Wm. H.Finney, A. E. Cutter, S. S. Blan-
chard, John G. Dearborn.
Teachers. — Geo. Swan, Principal ; E. B. Gay, Sub-Mas-
ter; Sarah M. Chandler, Head Assistant; Annie D. Dalton,
Margaret W. Veazie, Elizabeth Swords, Frances L. Dodge,
Anna S. Osgood, Georgeanna Hamlen, Abbie E. Holt, El-
len A. Pratt, Julia A. Worcester, Abby C. Lewis, Maria
L. Bolan, Alice Hall, Assistant Teachers.
27
PEE SCOTT SCHOOL.
Committee. — Chas. F. Smith, A. J. Bailey, Lyman P.
Crown.
Teachers. — Geo. T. Littlefield, Principal; Samuel J.
Bullock, Sub-Master ; Mary G. Prichard, Head Assistant ;
Martha M. Kenrick, Mary C. Sawyer, Julia C. Powers,
Elizabeth J. Farnsworth, Ellen C. Dickinson, Lydia A.
Sears, Georgie T. Sawyer, Frances A. Craigen, Assistant
Teachers.
WINTHROP SCHOOL.
Committee. — Nahum Chapin, John Sanborn, Henry E.
Sibley.
Teachers. — Caleb Murdock, Principal ; William B. At-
wood, Sub-Master; Loretta F. Knight, Head Assistant;
Bial W. Willard, Harriet E. Frye, Mary F. Goldthwaite,
Arabella P. Moulton, Sara H. Nowell, Abbie M. Clark,
Ellen R. Stone, Elsie A. Woodward, Jennie E. Tobey,
Ellen A. Chapin, Assistant Teachers.
»
HARVAED SCHOOL.
'Committee. — William Peirce, John Turner, Liverus Hull,
Chas. E. Sweney.
Teachers. — Warren E. Eaton, Principal; Darius Had-
ley, Sub-Master ; Abbie B. Tufts, Head Assistant ; Ann E.
Weston, Lois A. Rankin, Fanny B. Hall, Fidelia L. How-
ard, Susan H. Williams, Emma F. Thomas, Assistant
Teachers.
INTERMEDIATE SCHOOLS.
No. 1. — Sub- Com7nittee, Wm.. Peirce. No. 2. — John
Turner. No. 3. — John Sanborn.
No. 1. — Teacher, Lucy M. Small. No. 2. — Anna R.
Stearns. No. 3. — Caroline M. Sisson.
28
PEIMARY SCHOOLS.
N'o.
Sch'l. Teacher.
1 Helen G. Turner . .
2 EfBe G. Hazen . . .
3 Elizabeth B. Norton
4 Lilla Barnard . . .
5 Mary H. Humphrey
6 Ella Worth. . . • .
7 Martha B. Stevens .
8 Sarah A. Atwood . •
9 S. Josephine Chase .
10 M. Josephine Smith .
11 Elizabeth W. Teaton .
12 Abbie P. Richardson ,
13 Melissa J. A. Conley ,
District No. 1.
Location.
Haverhill street
Cor. Charles & Bunker Hill sts.
District No. 2.
Mead street
14
15
16
17
18
38
19
20
21
22
23
24
25
26
27
28
29
30
31
Jennie D. Smith .
Frances M. Lane .
Ellen Hadley . . .
Mary A. Blanchard
Carrie E. Osgood .
Mary F. Richards .
District K"o. 3.
Sullivan street ....
Martha Teaton . . . .
Mary P. Swain ....
Persis M. Whittemore
Frances B. Butts . . .
Louisa W. Huntress .
Marietta F. Allen . . .
Carrie C. Smith . . . .
Medford "
Cross "
Medford "
District No. 4.
,. Bunker Hill street . . .
Louisa A. Pratt ...
Elizabeth A. Prichard
Elizabeth R. Brower
Catherine C. Brower
Mary F. Kiftredge .
Effie A. Kettell . . .
Matilda Gilman . . .
Moulton street
(( ti
Harvard Chapel . . . .
Moulton street . . . , .
District Wo. 5.
Common street ....
32 Ellen M. Armstead . .
33 Elizabeth F.*Doane . .
■ 34 I Sarah E. Smith . . .
' Lucy M- Soule . . .
35 Charlotte M. W. Tllden
.36 Carrie A. Rea . . . . .
37 Frances a. Foster . . .
Soley " . . . .
District Wo. 6.
Bow street
Committee,
Geo. H. Marden.
>-Charles E. Daniels,
Geo. W. Gardner.
>
A. J. Bailey,
\Vm, H. Finney.
John Turner,
> Charles F. Smith,
Lyman P. Crown.
John Sanborn,
► Nahum Chapin,
Wm. R. Bradford.
I S. 8. Blanchard,,.
>-John G. Dearborn,
Wm. R. Bradford.
Richmond street !
" " ........ J
■ A. B. Cutter,
yC. E. Sweney,
\ H. R. Sibley.
SECO:NrD EEPOET OF SUPEEINTENDENT.
Gentlemen, — In submitting my Second Semi-
Annual Report, for the term commencing Septem-
ber, 1870, and ending February 28, 1871, I would
respectfully call attention to the following statistics,
which may be of service in showing the condition of
our schools in respect of numbers, regularity of
attendance, etc. : —
Population of the city ...... 28,416
Number of children in Charlestown between five and
fifteen years of age, May 1, 1870 . . . . 6,081
Number of different pupils in all the day schools during
the term ending Feb. 28, 1871 (about) . . 6,133
Average number of pupils in all the day schools during
the term . . 5,016
Average attendance in all the day schools during the ^
term ......... 4,546
Percentage of attendance . . ... . . .906
Average number of pupils to a teacher in all the day
schools ...*.... 44.7
Eatio of average number of pupils to the whole popu-
lation .... .176
Eatio of average number of pupils to the school pop-
ulation ...,..., .82
By a comparison of these general statistics with
those of other cities and towns, it will be seen that
30
Charlestown, in these regards, has no cause of com-
plaint. Thus, the ratio of our average number of
pupils to the school population is six per cent
greater than that of Boston (.82 to .76), and to the
whole population, is three and six-tenths per cent
greater (.176 to .14).
Mr. Philbrick, the able Superintendent of the Bos-
ton schools, says in his report, that " no other large
city in the country can show so high a percentage
of its school population in attendance at school as
Boston," and infers that no other large city has a sys-
tem of schools which so nearly meets the wants of
all classes of its citizens.
The fact that Charlestown is not a large city does
not, I suppose, invalidate the reasoning, and if not,
the comparison must be regarded as very creditable
to our schools.
The average number in the High School, during the term, 221.71
« " attendance " " " " " " 214.4
Per cent of " .967
Number of pupils to a teacher . . ... 31.8
The average number in the Grammar Schools during
the term . 2,660
The average attendance in the Grammar Schools during
the term 2,525
Per cent of attendance .949
Nimiber of pupils to a teacher, 45 .
The average number in the Intermediate Schools . 168
" " attendance " " " . . 141
Per cent of " 84
Number of pupils to a teacher ..... 56
31
((
((
The average number in the Primary Schools
" " attendance "
Per cent of "
Number of pupils to a teacher
The average
number
in the Bunker Hill School
k( (
u
((
W arren
((
U (
((
((
Prescott
u
(( i
((
((
VV inthrop
((
(( i
((
((
Harvard
((
U il
attendance
in the Bunker Hill
u
>( ((
((
Warren
((
U ((
t,i
Prescott
u
(( ((
a
W inthrop
((
(( ((
a
Harvard
u
Per cent
of
a
Bunlier Hill
((
(I ((
u
a
W arren
((
u a
((
a
Prescott
((
11 ((
((
a
W inthrop
((
(( ((
(;
li
Harvard
((
1,967
1,665
.846
55.5
719.9
661.
482.
475.6
321.3
685.
621.
460.
453.16
306.2
.951
.939
.954
.952
.953
Per cent of pupils in the first class of the several
Grammar Schools, January, 1871 : —
Bunker Hill School . 065
Warren " 05
Prescott " 088
Winthrop "... 059
Harvard " 057
Per cent of pupils in the sixth class of the several
Grammar Schools : —
Bunker Hill School .23
Warren " . . 30
Prescott " .23
Winthrop " 269
Harvard " . . . • . • , .15
32
' Average age of pupils in the several classes of the
Grammar Schools, Jamiary, 1871 : —
Bunker Hill School .
Warren "
Prescott "
Winthrop "
Harvard *'
Number of Pupils
in the several
classea in all the
Gra'mar schools
January, 1871,
1st Class.
Uy.ejm.
14" 8 "
14" 6 "
14" 5 "
14 "6| "
168
2d Class.
13 y. 10 m,
14 " 3 "
13 " 5 "
13 " 10 "
14 " 1 "
262
3d Class.
13y. li m.
12 " 11 "
12 " 8 "
13
4 "
419
4tli Class.
otli Class.
12 y. 11 m.
11 " 10 "
11" 7 "
11 " 10 "
11 " 11 "
616
11 y. 5 m,
11 " 3 "
11 " 1 "
11 " 2 "
10 « 10 "
541
6th. Class.
lOy. 61 m.
' 9
10 " 2 "
10 " 0| «
10" 1| «
10" 2 "
654
EVEIiri]S"G SCHOOLS.
Whole number, not including Drawing School
" " of males ....
" « " females
Average attendance diu'ing term
Percentage of the whole number
* Whole number of teachers, 2 males, 6 females
Average number of pupils to a teacher
Average age of pupils, males 16f, females 17J years.
253
154
99
112
.44-1-
8
14
DKAWII^G SCHOOL.
The whole number of pupils 154
Average attendance during the term . . , . 96
Per centage of whole number .63
Average age of pupils . . . . . . . 26
Number of teachers (males) 2
Number of teachers in all the day schools, exclusive of
the music teacher (13 males) (99 females) . . 112
* Another assistant was employed six evenings.
33
The term commencing September, 1870, and end-
ing February iJSth, 1871, was characterized by few
events out of the usual order.
The Primary schools in District ]^o. 4 were suf-
fering from an excess of pupils, and the two
Intermediate schools were found inadequate to the
wants of the class of pupils that properly belonged
in them.
These evils have been temporarily remedied by
hiring the Edgeworth Chapel, and removing Pri-
mary school ISTo. 23, under the charge of Mrs. Hun-
tress, to it, and establishing another Intermediate
school in the room vacated by ISTo. 23.
Edgeworth Chapel is capable of accommodating
double the number of pupils usually assigned to
one teacher, and Miss Marietta F. Allen has been
appointed as an assistant to Mrs. Huntress.
This has given relief to the Intermediate schools
and the primaries of this district, and it is believed
that the accommodations will be ample for some
time, perhaps until the erection of new houses shall
give permanent accommodation to all.
The Primary schools are, so far as I can judge,
in a better condition now than they have been at
any previous time, and I have no suggestion to
make with reference to them, except that of caution
in the appointment of teachers. In these schools,
perhaps more than any other, the teachers make the
schools. With us, it can hardly be said that what
we regard as the best system gives us the best
schools. The few ungraded primaries that remain
6
34
are among the best, while several of those most
perfectly graded are among the poorest. I do not
bring this forward as an argument against properly
graded schools, but to show that the teacher is more
than the system.
The examinations of the candidates for admission
to the Grammar schools in February were conduct-
ed by the several sub-committees and myself, and
the results generally, both in the primary and inter-
mediate schools, were very gratifying. Where the
examinations were not satisfactory, I have stated
the fact to the teachers, and made suggestions by
which, I hope, they may profit. Our Grammar
schools have been interrupted only by the unavoid-
able inconvenience of an occasional change of
teachers. In September, the appointment of Mr.
Gage to the mastership of the English department
of the High School created a vacancy in the Bun-
ker Hill School, which was filled by the appointment
of Mr. Charles G. Pope as master. Mr. Pope had
been at the head of the Forster School in Somer-
ville some six years, where he had established a
reputation as a teacher and disciplinarian which
gave assurance of success in the new sphere to
which he was transferred. So far as I have seen,
I believe the selection a judicious one. Other
changes have occurred in nearly all the Grammar
schools of subordinate teachers, and the new ap-
pointments have proved generally very satisfactory.
Great care has been taken in the selection of teach-
ers, their schools visited when practicable by the
35
superintendent, the principal, or the sub-committee,
and thus the best of all tests applied before calling
them to our schools.
The February examinations of the Grammar
schools gave evidence of faithfulness on the part of
teachers, and of general success, diJBfering of course
in the different schools, and in the several rooms of
the same school. By reference to the foregoing
statistics, it will be seen that considerably more than
half the pupils that enter the Grammar schools
never reach the second class.
May not our " course of studies " be so modified
that pupils shall have some practice in mensuration
and interest before leaving the third class?
It seems to me that too much time is devoted to
long and difficult problems in the rules prescribed
for the lower classes. Principles, I am sure, are
more easily taught, and more deeply impressed on
the mind of the child by a great number of exam-
ples adapted to the capacity of childhood, than by
fewer and more difficult problems. Thus, if a child
is taught to find a common denominator, to add,
subtract, multiply and divide fractions, or to perform
operations in interest, by the use of small numbers
and easy combinations, he will understand the pro-
cesses better, and be better prepared for the more
difficult problems which may arise in after life, than he
can be by trying to do a man's work while he is a child.
Considerable attention has been given, in some of
these schools, to exercises not perhaps required by a
strict interpretation of the course of study, and, T
36
think, with excellent effect. The regular drill and
daily routine of the school is agreeably relieved by
devoting an hour or two of the week to something
of interest out of the common course ; and the teach-
ers, I think, who have practised it most, feel that
they have not lost, but rather gained, in the regular
school work. I hope the practice may prove con-
tagious. To create and stimulate a desire for knowl-
edge is as legitimate an object of education, as to
impart knowledge, and is likely to exert a far
greater influence on the character.
If I must choose between the two, I would much
prefer that the child should leave school with a
desire to know, than that he should possess a vast
amount of definite knowledge, which has been drilled
into him, but with no curiosity or enthusiasm to im-
pel him to further acquisition.
Says Mr. Hudson, a fine scholar and educator of
much experience, " It is what young people learn to
take pleasure in, what they build up happy thoughts
and associations about, and what steals smoothly
and silently into the heart, and there becomes a vital
treasure of delight, that mainly determines their
characters. In comparison with this, mere intellec-
tual acquirements and furnishings, and even ethical
arguments and convictions, are of insignificant value.
The forms of young imagination have more force
than anything else to keep the heart pure. To pre-
occupy the mind with right tastes and noble loves,
is the first principle of all wise and wholesome train-
ing, both in school and at home."
37
The High School, under the new organization, has
had hardly time and opportunity to show important
results, though there are indications of much greater
practical efficiency, especially in the English and
scientific departments.
Mr. Emery, the Principal, says in his semi-annual
report, that " the progress of the school during the
term now closing, has been interrupted by the sepa-
ration of classes, change of teachers, and the loss of
time, — nearly five weeks intervening between leav-
ing our temporary school-rooms and entering the
new building. The new school-house was dedicated
on the 14th of December, and the re-united school
commenced on the 15th, under new and most favor-
able auspices, with convenient and ample accommo-
dations, new and extensive apparatus, and a full
corps of competent teachers. A new impulse seems
to have been given to the school, and the several
classes have made very satisfactory proficiency in all
their studies."
The examinations in February, I think, fully con-
firmed the statement of the principal, and gave
assurance of increased usefulness.
EVEN'IN'G SCHOOLS.
Our evening schools, it will be seen by reference
to statistics, though limited, were thirteen per cent
larger than those of the year preceding, and the
attendance, as compared with the number belonging,
was four per cent better.
38
By placing females at the head of the schools for
girls, the expense of the schools was diminished,
without detracting from their eflSciency. The de-
portment of the pupils was generally good, and their
improvement very gratifying.
Much credit is due to the teachers of these schools
for their faithfulness, and for the interest they mani-
fest in the welfare of those who hare few to care
for them.
EVENTN'G DKAWE^G SCHOOL.
It was stated, in the Report of the School Com-
mittee for 1870, that " in compliance with a law of
the State, passed at the session of the Legislature
of 1870, a school for instruction in industrial or
mechanical drawing had been established."
It remains for me to say that the school continued,
four evenings a week, from the middle of December
to the first of March, and was attended with the
most gratifying results. We were most fortunate
in the selection of a teacher. Mr. Baker is not only
skilful as a draughtsman, but understands perfectly,
the geometrical principles involved, and possesses
the faculty, both of imparting the method and ex-
plaining it. Drawing thus becomes not merely imi-
tative, but an educating process, no less for the mind
than the hand. That the work done by this class
was very creditable to all concerned, is the unani-
mous verdict of many of our' citizens who have
examined the specimens that have been exhibited in
39
my office. There was much enthusiasm in the class^
and in answer to a petition of the members, the
school was continued longer than at first proposed.
It is but just to say, that the results were obtained
without the aid of models, or printed charts, or pic-
tures of separate or combined parts of machinery, so
abundant in most of our Technical schools.
Much advantage, I am informed, may be derived
from such aids, and more time allotted to the teacher
to examine the work, and make suggestions to indi-
viduals.
In the absence of models, etc., much of this work
devolved upon the assistant, Mr. Locke, who ren-
dered essential service in this school.
It is a question for the School Committee whether
it may not be well to obtain some of these objects
for representation and means of illustration before
the school again opens. The expense, I understand,
will be small, and the advantage derived from them
great.
, The experiment of teaching Industrial Drawing to
our mechanics, has, with us, proved an entire suc-
cess, unaccompanied by the mistakes and hindrances
commonly . incident to experiments, even when suc-
cessful ; and I know of nothing which has done so
much to commend our public school system to all
classes in the community, as the introduction of
drawing into our schools, and the establishment of
schools for mechanical drawing, for persons more
than fifteen years of age.
At the World's Fair, in 1851, the palm of excel-
40
lence in manufactures was, in nearly every depart-
ment, awarded to England. Sixteen years later,
when the nations again displayed the results of their
skill and labor, England excelled only in ten of a
hundred departments.
This created so much excitement, that Parliament
appointed a committee of investigation, and the re-
port of the committee is equally instructive and
valuable to us as to England. It is this : " That the
success of the Continent was owing to its admirable
technical schools ; that no nation can excel in manu-
factures unless it provides facilities for scientific
education, for all that converts the mere workman
into the artisan."
The introduction of free-hand and mechanical draw-
ing is a good beginning for us, but the end is not yet.
Already there are indications that it is not to stop
here. During the present session of the Legislature,
Dr. Putnam, as chairman of the Committee on Edu-
cation, has introduced an order that the Board of
Education be instructed to inquire what further
measures may be adopted to make the instruction in
our day schools more practical, in its relation to our
industrial institutions.
Whether the Board shall succeed in fixing on any
definite plan or not, I have no doubt that the effect
of such inquiries will be beneficial to the cause of
popular education.
In concluding this report, I think it safe to say
that the statistics and examinations indicate that our
schools are in a better condition to-day, than they
41
have been at any previous period; and that the spirit
of our teachers generally is such as to give assur-
ance of a still better time coming.
The ratio of pupils in attendance upon the schools
exceeds that of any city of the Commonwealth, with
the exception of Chelsea and ]S'ew Bedford.
The per cent of attendance in our High School,
Grammar Schools^ and the upper grades of the Pri-
maries, is fully up to that of the cities and towns
in the Statfe, having the best schools; and, in the
lower grades of the Primary, it is as great as it
ought to be.
Under the system we have adopted, the cases of
truancy have greatly diminished, and much credit is
due, I think, to our truant officers, for their efficient
services, and the judicious manner in which they
have discharged duties which require the exercise of
much judgment and discretion. I believe all our
teachers would heartily indorse this opinion.
Thanking you, gentlemen, for the courtesy I have
ever received at your hands, this report is respectfully
submitted.
B. F. TWEED,
Stipt. of JSchools.
March, 1871.
THIED EEPOET OF SUPEEINTENDENT.
GEiSTTLEMEisr, — During the term beginning March
1st, and ending July 3d, 1871, our schools were in
successful operation, with no special disturbing influ-
ences not known to you, but which it may be well
briefly to enumerate for the benefit of our commu-
nity.
The Harvard School sufi'ered temporarily from the
necesity of providing accommodations for the Pri-
mary schools formerly on Bow street, but now occu-
pying four rooms in the Harvard School-house.
This arrangement rendered it necessary to put
about half the scholars of the Harvard School in
the upper rooms of the City Hall. The incon-
venience has, however, been very cheerfully acqui-
esced in by the teachers, in anticipation of the new
Harvard School-house on Bow street.
I cannot say quite as much for the resignation of
the teachers of the "Winthrop School, who are still
subjected to the inconveniences of the ill construc-
tion, large rooms, aaid crowded condition of the
school, without any immediate prospect of relief.
Several rooms in this building were never intended
for school-rooms, and are wholly unfit for them in
respect to light, ventilation, and proximity to a noisy
43
street. The call for a new house in this district
is certainly pressing", and I trust the claims of
the district to be placed on an equality with the
others will be acknowledg-ed and granted at an early
day.
"With a new house in the Winthrop district, of the
capacity of the new Harvard, we should have excel-
lent accommodations for our High and Grammar
schools for many years.
I ought perhaps to mention, among the temporary
inconveniences, that of re-districting, last year, for the
relief of the Harvard and Winthrop, and the conse-
quent crowding of the Bunker Hill School. The
completion of the new Harvard will require a return
to something like the old lines.
In some of the Primary schools, also, especially of
the lower grades, the attendance has been so great
during a few of the pleasant months, as to cause some
inconvenience.
The inequality of the increase of population in *
different parts of the city has crowded some schools,
while others have not their full number.
A re-districting of the Primary schools is needed,
and perhaps one or two new schools may be required.
This, however, cannot be determined until we ascer-
tain how nearly they can be equalized.
"With these exceptions, our schools have suffered
no special hindrances. The closing of the schools
on the third of July made the term somewhat shorter
than usual, but the examinations for promotion to
the High and Grammar schools gave evidence that
44
a full term's work had been done, and, in general,
well done.
ATTEI^DAJ^CE.
Of the 5,000 scholars connected with our schools,
there will of course be some cases of irregularity in
attendance, arising from the frowardness of the
pupils, unfortunate home influences, sickness, or other
unavoidable contingencies ; but it is believed that the
efforts of teachers, aided by the truant officers, have
reduced the absences very nearly or quite to the
minimum percentage that will be found practicable.
It will be seen, by examining the accompanying sta-
tistics, that the highest rate of attendance is in the
High School, the next in the Grammar schools ; and,
I may state, that the percentage of attendance in the
U]3per grades of the Primary schools is considerably
above that of the lower grades.
This is as it should be. It is not desirable that
'the attendance of pupils from five to seven years of
age should be more regular than it is at present; and
I should be disposed to doubt the reliability of statis-
tics that gave a percentage of more than ninety-five
or six for High schools, and ninety-two or three for
Grammar schools.
The variation from a hundred per cent is fully
accounted for by sickness and unavoidable contin-
gencies. On the whole, the statistics show a gain in
the number of pupils in actual attendance, and, as
far as figures can, an improved and satisfactory con-
dition of our schools.
45
STATISTICS.
l!^umber of different pupils in all the day schools
during the term ending July 3d, 1871, 5913.
Average number
" attendance .
Per cent of attendance
Average number in High School
" attendance "
Per cent of " "
Average number in Grammar Schools
" attendance
Per cent, of "
Average number in Intermediate
" attendance "
Per cent of " "
Average number in Primary
" attendance " .
Per cent of " " .
Average number in Buiiker Hill School
" " Warren "
" " Prescott "
" " Winthi-op "
" " Harvard "
" attendance in Bunker Hill School
(( C(
W arren
((
(( ((
Prescott
li
U ((
W inthrop
((
(( ((
Harvard
ii
Per cent of "
Bunker Hill
(i
^i a
W arren
((
(( u
Prescott
(C
(( ((
VV inthrop
((
(( u
Harvard
((
5056
4635
.916
196.76
188'.78
.96
2825
2654
.94
154
133
.86
1880
1659
.88
774.4
699
515
510.8
326.3
718.3
665
489
484.4
307.2
.927
.937
.949
.948
941
46
Number of scholars admitted to the Grammar, from the
Intermediate and Primary schools, July 3d, 1871,
Admitted to Bunker Hill School
*' Warren "
" Prescott "
" Winthi'op "
" Harvard "
Number of graduates from the Grammar Schools
Number of graduates from B. Hill School .
Warren
u
a
Prescott
Winthrop
Harvard
High
pupils admitted to High School from the Gram
mar Schools .
Bunker Hill School
Warren "
Prescott "
Winthrop
Harvard
293
103
62
45
46
37
152
41
32
38
26
16
20
128
32
80
32
22
12
rN^STRUCTIO^.
The instruction in our schools during this term
has been, I think, more practical, and more free from
technicalities, and ^las adhered less strictly to the
text-book, than was formerly the case.
This is a result at which I have constantly aimed,
and my examinations, which have been frequent, have
been conducted with a special view to this end. I
have seldom taken a text-book in hand when ques-
tioning pupils, but have framed my questions, as far
as possible, to develop the principles involved, and
given more credit to a pupil who makes a statement
47
or an explanation in his own language, than to one
who is able to give the precise words of the book.
Another respect in which I think improvement has
been made, is, that pupils are required to practise
more on comparatively easy examples where the prin-
ciple is obvious, and troubled less with more difficult
or tedious ones, involving no new principle, but sim-
ply hiding it under a load of conditions too difficult
to be understood by the pupil.
In grammar, for example, I would not have the
pupil know that there are any exceptions, or even
difficult application of principles, till he has come to
recognize the general principle in so many familiar
examples that he at once sees in what the real or
apparent exception consists.
In arithmetic, questions that simply test the endur-
ance of the pupil by their length are no tests of
their knowledge. I^Tor are they of equal value as a
mental discipline. What we gain in the time of hold-
ing the attention is more than lost in intensity.
In teaching geography, more attention is given to
map drawing, and the location of a few of the most
important features and places, and less to the mere
memorizing of descriptive geography. Geography,
thus taught, especially if the teacher comes prepared
with something new in connection with the lesson, is
interesting to the pupil and not soon forgotten. I
remember being told by a gentleman whose knowl-
edge of geography was very extensive and accurate,
that, if he knew more of geography than most people,
it was because he had not tried to remember so much.
48
He had fixed a few important points definitely in
his mmd, and clustered all others, as they came up,
around them. This I know to be the best method of
learning the sequence of historical events, and fixing
them in the mind clu'onologically. I think it safe to
say that what is remembered in geography and his-
tory generally, is in the inverse ratio to what is
taught.
Drawing, which has been a required study in our
schools for some time, but which was necessarily
pursued under great disadvantages, from the fact that
it was new to most teachers, has received an impulse
by the appointment of a competent teacher, which
already begins to manifest itself in more systematic
and better work, and increased interest on the part
of pupils and teachers.
Mr. Baker has given occasional lessons to the
teachers of all our day schools, and the attendance
and interest have been highly creditable. They will
be continued, and we shall soon have many compe-
tent teachers of elementary drawing.
In addition to the improvements above mentioned,
I think I may add an increased earnestness on the
part of most of our teachers.
If I am not mistaken, they read more on the subject
of education, and are more anxious to avail them-
selves of improved methods of instruction. If it is
not true now, in case of every teacher, I hope it will
be before I make another report.
49
PKINCIPLBS AND PROCESSES OF INSTRUCTION".
In my first report, I spoke of the studies required
by statute, in our Grammar and Primary schools,
indicating, to some extent, their relative importance
and claims, and suggesting what I regard as the best
method of teaching them.
In my report of March last, I hinted at the impor-
tance of inspiring pupils with a love of knowledge,
expressing the conviction that it is a better guarantee
of future intelligence than any amount of actual at-
tainment. I now propose to consider this subject
more definitely, and, in connection with it, to discuss
some of the first principles and processes of teaching.
Franklin and Bowditch, and thousands of others
who became eminent, left school with but a small
stock of actual knowledge, but with a desire for
knowledge that induced them to use that small stock
as a key to unlock the great treasure-houses of wis-
dom.
I speak of the importance of inspiring, or Tceeping
alive, this desire. But, in most cases, it is only the
latter that we have to do. Every one at all conver-
sant with children is aware of the intense curiosity,
and consequent activity, they manifest from the day
they leave the nurse's arms to amuse themselves with
toys, till they enter our schools, ^ot content with a
superficial view, they are not satisfied till they have
" analyzed " their playthings to see what it is that
rattles or squeaks or whistles. And how much they
learn during these three or four years! The names
50
and uses of almost everything around them, a vocab-
ulary sufS.cient for all the purposes of practical life,
and a recognition of nearly every grammatical form
in the language, have been acquu^ed, chiefly through
the curiosity of childhood, without any direct teach-
ing.
And yet, no complaint is more common with some
teachers, than indifference and want of interest on
the part of pupils.
Is this because the subjects taught are uninterest-
ing, or that, the manner of teaching renders them so?
Undoubtedly there is work to be done, work not
always agreeable. In learning the elements of most
studies, it requires much ingenuity on the part of the
teacher to preserve an interest in the subject until
the pupil has sufficient knowledge of it to find it
interesting.
Yet children have the desire for knowledge. It is
one of the strongest impulses of their nature, and it
is only by the uninteresting drill and drudgery of
the school-room, upon the dry husks of knowledge,
that they acquire a chronic indifference to what, in
itself, is interesting.
I have been much interested in the Kindergarten
system, by Froebel. His principle of organizing and
guiding the activity of childhood, rather than re-
pressing it, I am convinced, lies at the foundation of
all good teaching, and of everything worthy of the
name of education.
The recognition, too, of the fact that the child is
a doer primarily, and a Tcnower subsequently, or an
51
artist before he is a scientist, is important in its rela-
tion to teaching. I have spoken of this in a previ-
ous report, quoting from a greater than Froebel, to
the same effect.
Much also depends on the spirit in which the exer-
cises are conducted. The discipline of the school,
that is, the general tone and character of the inter-
course of the teacher with the pupils, has an impor-
tant bearing on their intellectual activity. The mind
cannot act freely when under the influence of fear or
restraint.
Dr. Howe says, " Much idiocy is not organic, but
only functional, and to be referred to coarse or harsh
deahng with infants, paralyzing their nerves of per-
ception with pain and terror." And Miss Peabody
adds, that "what produces idiocy in these extreme
cases, produces chronic dulness, discouragement, and
destruction of all elasticity of mind in the majority of
children."
I believe this to be strictly true ; and when a teacher
is continually harping upon the dulness and stupid-
ity of his or her pupils, I admit the fact, and com-
monly find the cause in the same room where the
effect is manifested. I know indeed no better test of
a teacher than his opinion of the ability and character
of children.
The teacher who has not faith in children will
never secure their confidence, without which success
is impossible. I think it is safe to say that nine-tenths
of the complaints of dulness of pupils are the results
of stupidity somewhere else. I have noticed that
52
the best teachers are offcener surprised at the intel-
ligence manifested by their pupils than by their dul-
ness. And this is what we should expect.
Every child of ordinary intelligence is constantly
surprising his parents and friends by the rapidity of
his development and his new acquisitions. We are
apt to attribute the surprise to the partiality of
friends, and regard it as an undiscriminating, though
amiable weakness. Yet parents and friends are not
wrong in wondering at the intelligence of the child
in whom they are particularly interested, but in not
recognizing the fact that every child is a "won-
der."
Every child is a new revelation to a small circle of
friends, and it is only our own stupidity and selfish-
ness that prevent us from generalizing, and seeing in
the class what we see in the individual. Is it not
possible that the child's processes of learning, by
which he makes such rapid advancement, are superior
to our processes of teaching? And might we not
all learn much by a careful study of the operations
and development of children's minds?
This was the great service rendered to arithmetic
by Warren Colburn, and in examining a book recently
published in England, and republished in this coun-
try, entitled " English Lessons for English People,"
I have been struck with the fact that the methods
of teaching recommended are almost uniformly those
adopted by the child in learning, before he enters
school.
In fact, the author claims this as the highest sanc^
53
tion of his method. To give an example of the
child's method of learning the meaning of words, I
will take the word " burn." The child touches the
hot stove and feels pain. His mother tells him
^^burn," and if he approaches the stove again^ the
word " burn," "^^ burn," makes him careful and becomes
associated in his mind with the pain. Then he hit^
his head against the table, or pinches his fingers in a
crack of the door, and runs to his mother with
"burn," "burn." He has now blocked out a rough
meaning of the word, or, as a logician would say,
assigned it to a certain genus, " pain," which is suffi-
ciently definite for his present purposes.
Soon, however, he observes that the pain caused by
touching the stove diff'ers from that caused by hitting
the table, and getting his fingers in the crack of the
door, and thus learns to distinguish between a " burn,"'
a "bump," and a "pinch."
]N^ow this way, in which every child learns the
m.eaning of his whole vocabulary, is the exact method
of logical science in defining.
The genus and the specific difference is the logical
definition.
The same thing is constantly repeated in the his-
tory of civilization and the consequent growth of
language. Every one in reading Trench's little book
on the " Study of Words/' must have noticed how
numerous the words are, that, since the time of Chau-
cer, or even that of the translation of the received
version of the Bible, have passed from a generic to
a specific meaning.
54
It marks the history of mental growth and dis-
crimination, no less in the nation than in the
child.
HEADING.
It is well known, at least to teachers, that there
are various theories of teaching reading to very
young children. The old method, still adhered to
by many, is to begin with the name of the letters,
and then jump to the power of letters in combination ;
and we sometimes think it very strange that the child
can't see that " h-a-t " spells " hat," when, in fact, he
has no reason in the world to think it spells any-
thing, — or, at most, only " aitchaty." But, bad as
this system, or lack of system, is, children do learn
to read, though not by any direct instruction. This
is the child's first experience in school of " obtaining
knowledge under difiiculties," and furnishes an excel-
lent illustration of his aptness to learn, and his abil-
ity to overcome, partially, the hindrances of poor
teaching.
Another method is that of beginning with the
powers, or elementary sounds, before the names of
the letters are given, and combining them, — thus
forming words.
Still a third method is that of beginning with the
word as the unit of significance, and analyzing the
spoken word into its elementary sounds, and the
written word into letters. While I am aware that
many excellent teachers advocate the second method,
it seems to me that the third is more in accordance
55
with the manner of learning to talk, and appeals more
immediately to the intellect.
It must, I think, be easier and more interesting to
take a word, the sign of an idea, and resolve it into
its parts, than to work with the utterly unmeaning
elementary sounds until we have constructed the sig-
nificant sign. It seems to me that the machinist finds
it a more interesting as well as easier process, having
seen the machine as a whole, to take it apart and
examine it, than he Avould to construct the several
parts, and put them together without any idea what
it is to be till it is finished. But whether teachers
begin with one or the other of the two latter methods,
their work soon becomes essentially the same. They
both differ from the first in being intelligent methods,
which the first is not. But this is only the first step
in learning to read, and it has seemed to me that the
next step — that of putting words together in phrases
and sentences — is quite as important, and perhaps
more so. The monotonous habits acquired by read-
ing sentences before the pupil is perfectly familiar
with the words and phrases, are often carried through
life.
There are certain words — as the articles and the
auxiliary verbs, for instance — that stand in the rela-
tion of unaccented syllables to the words to which
they belong, — and I think the sentence should not
be read till the pupil can pronounce these combina-
tions as one word. Thus, I would have the pupil
able to pronounce rapidly, the phrases, "can spin,"
^' the boy," " the top," before he is required to read
56
the sentence, "The boy can spin the top." It then
conveys to his mind some meaning, instead of being
a mere string of words, as they are, if with some dif-
. ficulty, and silent spelling of the words, he reads,
^^ The — boy — can — spin — the — top."
Some of our primary teachers are practising this
method with excellent results, and I have heard, in
some of our schools, sentences read for the first
time, with good inflection and emphasis, simply from
the fact that the pupil understood them.
ARITHMETIC.
Another instance occurs to me, in which it is safe
to follow the child's method, viz., in developing the
idea of number, and teaching what is contained in
the tables of addition, subtraction, multiplication, and
division. It should not be merely by verbal memory,
gained by a study of the card, that the pupil is able
to say that three and foiu* are seven, or that three
times four is twelve; but first, by the use of the
numeral frame, or, better still, by pictures of ob-
jects placed on the blackboard, and then by concrete
examples in which the pupils see the objects men-
tally.
Thus, if a boy has three cents in one pocket and
four in another, how many has he in both? If he
spend two cents for candy, how many will he have
left? There should be, I think, a great deal of prac-
tice on these examples, before the pupil is required to
deal in abstract numbers. The table then has a mean-
ing for him, and is not a matter of mere verbal mem-
57
ory. In some schools 1 have found the practice the
reverse of this : the abstract table first, and then the
concrete examples.
In what I have written on principles and processes
of instruction, I have had in mind, primarily, the
lower classes, or those in the Primary and lower
Grammar school classes. But the principle is appli-
cable in our schools, and in all classes. In no pro-
fession is there greater danger of falling into routine
than in teaching ; and I know of no way to break the
monotony of teaching the same studies year after
year, but by a constant questioning of present meth-
ods. It is quite as important to the teacher as to
his classes.
An English writer, speaking of the cotton produc-
tion in certain European countries, says, " They
showed clearly that there is not a machine working
a machine, but that brains sit at the loom, and intelli-
gence stands at the spinning wheel."
How much more important that this should be the
case where the fabric to be produced is knowledge,
virtue, wisdom.
HIGH SCHOOL.
The High School, under the new organization, has
gained I think in efficiency, especially in the depart-
ments of history, English literature, and the natural
sciences ; and while it maintains its high rank as a
classical and preparatory school, it also meets the
wants of the large majority of those who enter, far
better than ever before.
8
58
The study of the natural sciences, as now con-
ducted, is perhaps the most practical — using the
term as bearing immediately on our industrial inter-
ests — of all our school instruction.
Humboldt long since declared that " the time was
not far distant when science and manipulative skill
must be wedded together"; that "national wealth
must be based on an enlightened employment of
national products and forces." That we are moving
with the current in this direction, is seen in our draw-
ing schools, aiid improved facilities for practical
instruction in the natural sciQuces. I hope that
something will be done by additional facilities in the
chemical department, to enable the pupils not only to
see, but to perform the most important and interest-
ing experiments.
The English language and literature receive more
attention than formerly, and it is believed that the
interest awakened in this department will be the
means of creating a taste which will seek gratification
by reading the best authors, after leaving school.
The semi-annual report of the principal represents
the general condition of the school to be " unusually
prosperous," and states that the " written examina-
tions indicate a good degree of proficiency on the
part of the several classes, especially the Junior class
in Latin, English literature and physical geography."
The report alludes to " the severe loss sustained
by the school in the decease of Miss Frances M. Reed,
who, for more than fifteen years, had been a faithful
teacher, respected and beloved by all." The resigna-
59
tion of Miss Dora Chamberlain, on account of ill
health, is also spoken of as " an event deeply regretted
by scholars and teachers."
MUSIC.
Music, as a branch of school instruction, is now
recognized in all the best schools in the country, and
it is found that the ability to sing is not confined to a
favored few, who have what is called an ear for music,
but that all ears may be taught to appreciate and all
voices to produce musical sornds.
There may be as much difference in the capacity
for music as for arithmetic ; but no one, I think, who
has taught both, believes there is more.
Mr. Mason, our teacher of music, has been indefa-
tigable, and his labors, I think, have been very suc-
cessful, especially when we take into consideration
the difficulties with which he has to contend. He is
now the only teacher of music in our schools, giving
instruction to about 3,000 pupils weekly. If one
teacher could take the same number of pupils in
reading, arithmetic, or geography, and produce results
equally satisfactory, we should regard it as a marvel.
Many of the pupils are taught to read simple music,
at sight, with great facility. And yet Mr. M. is not
satisfied, believing that much more may be accom-
plished, by an arrangement that would make each
teacher an assistant, without any extra cost for in-
struction, and with but a small outlay for musical
charts.
The experience of other cities has shown that this
60
may be done successfully in our Grammar and even
Primary schools, and I recommend that the committee
on music be authorized to furnish the schools with
the necessary charts.
THE APPOINTMENT OE TEACHEES.
I have in a previous report spoken of the necessity
of great care in the selection of teachers.
The importance of the subject, and the pressure
which is sometimes brought to bear in favor of some
very worthy persons, on other grounds than special
qualifications and adaptation to the position of
teachers, must be my excuse for referring to it again.
]Sro manufacturer would think of erecting build-
ings, and furnishing them with machinery at an
expense equal to that invested by the city in school-
houses and apparatus, and then giving them in charge
of any but experienced and skilful workmen. Good
character, need of a situation, while they always
excite respect and sympathy, would not even bfe
urged as reasons for employing operatives who were
unacquainted with the business.
And yet it is not uncommon to have persons recom-
mended for teachers in our schools who have made
no special preparation for teaching, but whose only
claims are a respectable education, good character,
and need of the income.
I know there is a prevalent oj)inion in the commu-
nity that the discipline and instruction of a school
require no special training, though it is admitted that
some lack a special gift which others have.
61
The best teachers and educators, on the contrary^
believe that there is no trade or profession in which
an apprenticeship or special training is more needed
than in teaching.
It is this opinion that justifies a very large expen-
diture yearly, by the State, for the support of formal
schools and educational institutes.
Shall we bear our proportion of the expense of
those schools, and yet derive little or no benefit from
them? Our salaries are such as to command teach-
ers who have had the advantages of all the special
preparation which the State affords, supplemented
by a successful experience. Have not our schools a
just claim to the best teachers we can find?
The schools are not for the teachers, but the teach-
ers for the schools. Other things being equal, I
would always give the preference to our own and to
the needy. But it is very rarely the case that other
things are equal. One of our own citizens who has
had special preparation, and been successful in a
school in some place where the salaries are less, wdll
always have a great advantage over a stranger, with-
out putting forward any claim except that of quali-
fication and past success. It is the dictate of pru-
dence, no less than justice, that commits great inter-
ests to those who have been faithful and successful
in smaller concerns.
I^early every graduate of a N^ew-England college
has learning enough, if that is all, to be principal of
our High School. And yet, it is but one in a hun-
dred that you would think of appointing to that im-
62
portant trust, and that one must be able to refer to
a successful experience in some j)osition less remu-
nerative. I see no reason why the same principle
does not apply with equal force in the appointment
of teachers for our Grammar and Primary schools;
and I don't know how the committee can answer it
to their constituents or their consciences, if they do
not provide the best teachers available for the price
they can offer. But, as I am not keeper of the com-
mittee's conscience, I will let that pass.
In closing this report, I wish to bear testimony to
the general intelligence and faithfulness of our teach-
ers. My intercourse with them has been uniformly
pleasant. My advice, or criticisms, when made, have
always been received in a friendly spirit, and the rela-
tion existing between us has been to me, at least, a
source of unalloyed pleasure. I am happy, also, to
say that our worthy mayor has been something more
than the presiding officer of this Board. His visits
to our High and Grammar schools, with the words
of advice and encouragement spoken, have been ap-
preciated by both teachers and pupils, and I doubt
not have done much good.
Congratulating you, gentlemen, on the measure of
success attained, and thanking you for uniform kind-
ness and consideration, this report is respectfully
submitted.
B. F. TWEED,
Superintendent of Fublf ScJiools.
September, 1871.
Tne Harvard and Its Depen-
dencies.
HISTORY OF THE GROWTH OF
THIS SCHOOLHOUSE.
OESCRIPTION OF THE BUILDING AND
ITS DEDICATION-
The Harvard School dittes back as far as
1648, when the first schnol house ever ereded
in (Jliarlestowu was jilact^d on Wind-Mill
Hill. Strictly speaking:, this school formed
the nucleus of the Harvard which took its
name from John Harvard, wlioni I believe is
hurried in the old Phipps stieet cemetery.
The name is an iliu.^-trmus one, and is taken
by the most celebrated college in the cnuntry.
to do honor to a man w ho made a donation to
the institution. Previous to 1800, there was
but one school house in Charlestown, below
the Caiiel Bridge, for the accuniniodation o1
children between thfl ages of 7 and 14, and
that is near where the Harvard school now
stands. In 1838, the school on Hai vard stre< t
was named the "Harvard." Frothingham in
his Hi^tory of Charlestown gives si^me amus-
ing facts, which in these diiys seem comical
in the extreme, but it is from small begin-
nings like wliich he qnoti^s, that education in
its comfiirts and facilities of attainment has
arrived at lis present standiiis. After allud-
ing to the first school-house built in 1648 on
Wind Mill Hill, he says: "In 1671, Benjamin
Tbomp.son, a celebrated teacher, was engaged
by the select men to keep school in town
upon the following terms: 1st, that he shaMbe
paid £30 per annum by the town and to receive
20Sshillings a year from each particular scholar
he >hall teach; 2tl, that he shull prepare such
youth as are capable of it, for college, with
learning answerable; 3d, that he shall teach
to read, write and cj pher. At the annual
town meeting i i March, 1701. it was yoied,
that it there ^h()uld be a County school-hou.se,
settled by the General Cuurt, that this town
should raise £40 in order to provide for it, if
it be settled iu§ this town." In 1713, theie
was a controversy about the location of a new
School house, and it was finally settled by
building one on the H 11 near the old house,
near where the present Harvard school
stands. Tne C(jst of this house was £104, 4s.,-
lld. TliB salary of the Gramnjar master »vas
£50, aud £4 was voteil to pay for teaching
cliildren to write among the inhabitants near
Iloading. In 1718, the -salary of the master
was £60, and in 1725, £80, which was the
largest item in the approi)ri iti<ni to defray
the term expenses. 1^1 n 1748, live gentlemen
were appointed to visit aud examine the
schools, at least once a quaiter, and an addi-
tion of £100 was made to the master's salaiy.
So much for a musty history iu connection
with the Harvard school. What by contrast
do we find to-day. A massive brick building,
fiontiiig on Devens' street and running
through to Prescott street. Starting with the
l)a-ement we find two large play-rooms, with
additional rooms for the steam-heating ap{)a-
ratus, with closets, etc. In the first floor are
five rooms 28x32 feet and 13 feet in height,
with clothes rooms for the pupils and two re-
ception rooms, dressing rooms aud other con-
veniences. The second Hoor has six rooms,
of the same dimensions, aud on the third
floor are three school rooms and an exhibition
hall, running the length of the building and
half its width. The exterior is of an invit-
ing appearance, faced with pressed brick,
with granite trimmings. The new building
was dedicated Feb. 22d, 1872, with a feeling
of pride, aud had our ancestors been around
that time, they would have stamped it as a
big piece of extravagance. The pupils had
gathered together, and lent their voices in a
song. Rev. W. T. Stone read from the Scrip-
tures, and Kev. Thomas B. Smith offered a
fervent prayer. A very appropriate thing
was the singing of a hymn, written by Mr.
Abram E. Cutter, to the time of "Fair
Harvard." George B. Neal, Chairman of the
Committee on Pullic Property, turned over
the keys tc Mayor Kent in a neat speech, de-
tailing how and why the School was erected.
He said that the site included land owned by
the city, and occajjied by a primary school-
house, which was removed to make room for
the new building. The total area of land on
which the building now stands is 16,320 feet,
aud cost the city $31,485,60. The bn Iding
cost ©92, 000,00, the furniture $6800,00, mak-
ing the total cost $130,285,60. Mayor Kent,
in receiving the keys and passing them to
the chairman of the Harvard School Com-
mittee, made an address of an interesting
nature, and Mr. Marden on receiving the keys
spoke somewhat at length. He said that the
School was probably kept in the block house
or the great house built for the governor, and
in the square where the fmiutain now
stands. In 1828, the Harvard school-house
was put in complete repair at an expense of
$680,71, and rebuilt in 1847-8. For nearly
two centuries and a half the meeting house
aud school house has stood side by side upoti
the hill. VV.E. Eaton, the present iniiinipal
of the school, in receiving keys also spoke,
thanking the authorities in behalf of the 300
boys and girls for the noble building. At the
conclusion of h's remarks the scholars sang a
dedication ode written by Mr. Eaton to the
tuue of Keller's Auieiican hymn. Prof.
Tweed and Richard Frothingham made an
address, and the exercises closed \vith a trio
by three young ladies. •■
; The Harvard school district runs down to
Prison Point, through the center of Au-tin
-troet, down the ctntre of Warren srrci't to
PleaSiUit. both sides of Pleasant as far as
Monument square, through the centre of
Adams street to the Navy Yard wafl^. The
pupils at the Harvard school number 671, 51
being primary scholars. There has been a
decrease since Mr. Eaton took the school in
1872. At that time he had 6S1. This is
owing to the encroacliments of biisiue.ss on
the water and railroad fi'onts diiving faiiiilifs
away. The Harvard Hill school which is iu
the district has 4(i4 primary scholars, making
a total under M:-. Eaton's supervision of 1135.
The Common street school was until quite
recently in the Harvard District, hut is now
included in the Warren. Mr. W. E. Eaton is
^ the principal of che Harvard school and is-
specially well adapted to the care of bo\ s and
tiiris iu educating and bringing up as far as
the school room is concerned. He is a very
; busy man. Darius Hadley is the sub-master;
/i^ddie B. Tuffs the 1st assistant and Annie
^E. Weston tiie 2d assistant. The third assist-
ants are Sarah E. Leonard, Mary A. Loveiing,
Jennie E. HoAVard, Edith W. Howe, Lucy
A Wilson, Sarali J. Perkins, Cally E. Gary,
Annie E. O. Connor, Mrtha Palmer. At the
Harvard HiU School the present teachers are
Grace Bredeen, Catherine C. Broner, Eauuy
A. Foster, Elizab'Hh B. Weatherbee,.
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ORDER OF EXERCISES
AT THE DEDICATION OF THE
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GH^I^LESTO'Vsrisr,
FEBRUARY 22, 1872.
:pi^O(3-i^^iv::v^e.
-'"Ss-=^r5&^!«>^Sg—
1. MUSIC : - SINGING BY PU^PILS OF THE PUBLIC.SCHOOLS.
2. READING SELECTIONS FROM THE SCRIPTURES Rev. Wjm. T. Stoave.
3.7 PRATER....-.;. .:,;....'... T... Rev. Thoma.s B. Smith.
MUSIC.
HVMN BV ABK VJt E. CUTrER,
The barbarous Scythian in Atlienti of old,
As we read in a time-honored story,
Its wonders would see — lie was bidden behoM
In Solon, the'Greek's greatest-glory.
For, iar above temple, above sculptured fane,
Earth's marvel to all coming ages; —
Above the Acropolis' storied domain.
The Greek jirized the vvisdom of sages.
Now, broken the column, and crumbled the wall;
The proud archway perished, and portal-
Yet wisdom has builded her hon.se in the soul.
In tliat realm where all is immortal.
To fouinlatioiis tlins laid in tliose ages afar.
Head-stone of tlie corner was given,
When high in the East arose Bethlehem's star,
The Herald of Wisdom from Heaven.
To shores far beyond aught the Argos essayed
Came wise men the new light discerning,
Whose grand Golden Fleece was a Commonwealth staj'ed
On churches and tree schools of learning.
With a fond local pride the muse now recalls
From our archives the bright scroll of honor,
And choosing therefrom incribes on the walls
John Harvard, the generous donor.
From seed sown in weakness we gather in strength,
'Twas timely and prayerfully sown ;
First the blade, then the ear, now the full corn at length,
We reaji where the fathers have strown.
5. STATEMENT by Gkorge B. Neal, EsO-, Chairman of Committee on City Property,
on pa.'-sing the Keys to I he Mayor, Chairman ex-ofRcio of the School
Committee.
C, ADDRESS by his Honor IMayor. Kent, on receiving the Keys and passing them to
the Chairiuaii of the Harvard School Committee.
7 . ADDRESS by Geo. H. JNIarden, Esq., Chairman of the Harvard School Committee on
receiving the Keys and passing them to the Principal of the School.
8. ADDRESS by W. E. Eatox, Esq., Principal of the School, on receiving the Keys.
MUSIC
9. DEDICATION ODE By W. E. Eatox.
DEDICATION ODE.
God of our fathers, all glorious and great !
Founder of Empire and Savior of State!
Bend from thy throne in the dark-rolling cloud ;
Fill with thy Presence this temple so proud; —
Come in thy glory our efforts to bless.
Twine with thy mercy each lintel above;
Crown every archway with justice and love; —
Come in thy grandeur "this temple to bless.
Here into hearts that shall mould and bear sway,
Fountain of Wisdom, the Truth and the Way, —
Flow like the waves on the ocean's white breast;
Pour through this temple a tide of unrest; —
Come in thy wisdom its teachers to bless.
Sweet as that smile by Gennessaret's sea.
Shine on these hearts now so youthful and free; —
Come in thy beauty its children to bless.
Angels that hover where danger is near,
Come from your homes in the bright heavenly sphere;
Quench the red flame that shall threaten with harm :
Temper the whirlwind and riUe on the storm ;—
Spread your white pinions to guard and protect.
Blessing the years as they roll in and die.
Long may these walls greet the blue-vaulted sky; —
Ever, O Father, come, guard and protect.
10. SHORT ADDRESSES By the Superintendent and others.
MUSIC,
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