OF THE
SCHOOL COMMITTEE
OF THE
CITY OF BOSTON,
FOR THE YEAR
18 7 8.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1 8 79.
PUBLIC
INDEX TO SCHOOL DOCUMENTS.
1878.
Doc.
1. — Manual of the Public Schools.
2. — Annual Report of School Committee, 1877.
3. — Amendments to School Document No. 26, J 877, on the Report of the
Committee on Rules and Regulations on a Committee on Suplies.
4. — Superintendent's Semi-annual Report. March, 1878.
5. — Report of the Committee on Music, 1877.
6. — Report of Committee on Rules and Regulations. Amendments to Sec-
tions 138, 139, 140. (Duties of Supervisors.)
7. — Report of Committee on Rules and Regulations on a Consolidation of
Committee on Special Subjects.
8. — Additional Amendments to the Regulations relating to the Duties of
Supervisors.
9. — Report of the Committee on Nominations. Nominations for Reelection.
10. — Report of the Committee on Accounts.
11. — Report of the Committee on Text-Books.
12. — Report of the Committee on Salaries.
13. — Report of Committee on Rules and Regulations. Revision of Chapter
XIX. of the Rules and Regulations.
14. — Annual Report of the Board of Supervisors.
15. — Report of Committee on Rules and Regulations on Amendments to the
Rules and Regulations.
16. — Superintendent's Semi-annual Report. September, 1878.
17. — Suggestions accompanying the Course of Study for Grammar and Pri-
mary Schools.
18. — Rules and Regulations.
19. — List of Candidates Eligible as Teachers in the Public Schools.
20. — Report of the Committee oh Music and Drawing.
21. — Text-Books and Courses of Study, authorized for the School Year
1878-79.
22. — Report of Committee on Sewing.
23. — Report of Horace Mann School for the Deaf.
24. — Catalogue of the Boston Normal School.
25. — Annual Report of the School Committee for 1878.
SCHOOL DOCUMENT NO. 1.
M A NUAL
OF THE
PUBLIC SCHOOLS
OF THE
CITY OF BOSTON.
1 8 7 8.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
So. 39 ARCH STREET.
1 8 78.
SCHOOL COMMITTEE FOE 1878.
Hon. Henry L. Pierce, Mayor, ex officio.
Warren P. Adams,
George A. Thayer,
Charles C. Perkins,
John G. Blake,
[Term expires January, 1879.]
John B. Moran,
Godfrey Morse,
Abby W. May,
John J. Hayes.
[Term expires January, 1880.]
Charles L. Flint,
F. Lyman Winship,
William H. Finney,
Ezra Palmer,
Henry P. Bowditch,
William J. Porter,
John W. Ryan,
George M. Hobbs.
[Term expires January, 1881.]
Lucia M. Peabody,
William T. Adams,
Warren Fletcher,
Nahum Chapin,
George H. Plummer,
William H. Learnard, Jr.,
Abram E. Cutter,
William C. Collar.
OFFICEKS OF THE BOAKD.
President*
Hon. Henry L. Pierce, Mayor.
Vice-President.
Hon. William H. Learnard, Jr.
Secretary and Auditing Clerk.
George A. Smith.
Superintendent.
Samuel Eliot.
Supervisors.
Lucretia Crocker,
John Kneeland.
Messenger.
Alvah H. Peters.
Rooms of the Board open from 9 o'clock till 5 o'clock. Saturdays, from 9
o'clock till 2 o'clock.
Office hour of the Secretary and Auditing Clerk from 12£ o'clock to lh
o'clock.
Office hour of the Superintendent from 12£ o'clock to Ik o'clock.
Benjamin F. Tweed,
Samuel W. Mason,
Ellis Peterson,
TRUANT OFFICERS.
The following is the list of the Truant Officers, with their respective dis-
tricts, and with the school sections embraced in each district : —
Officers.
Chase Cole, Chief.
C. E. Turner.
Geo. M. Felch.
Jacob T. Beers.
James Bragdon.
A. M. Leavitt.
Samuel Mcintosh.
E. F. Mecuen.
Jeremiah M. Swett.
James P. Leeds.
Charles S. Woofin-
dale.
Sumner P. White.
Warren J. Stokes.
H. F. Ripley.
Districts.
North.
East Boston.
Central.
Southern.
South Boston.
South.
Roxbury, East Dist.
Roxbury, West Dist.
Dorchester, Northern
District.
Dorchester, Southern
District.
Charlestown, West
District.
Charlestown, East
District.
West Roxbury.
Brighton.
School Sections.
Eliot, Hancock.
Adams, Chapman, Lyman, and
Emerson.
Bowdoin, Winthrop, Phillips,
and Brimmer.
Bowditch, Quincy, and Law-
rence.
Bigelow, Gaston, Lincoln, Nor-
cross, and Shurtleff.
Dwight, Everett, Rice, and
Franklin.
Lewis, Dudley, and Dearborn.
Comins, Sherwin, Lowell, and
Dudley, Girls.
Everett, Mather, and Andrew.
High, Harris, Gibson, Tileston,
Stoughton, and Minot.
Frothingham, Harvard, and
Wells.
Warren, Bunker Hill, Prescott,
and High.
Central, Charles Sumner, Hill-
side, and Mt. Vernon.
Bennett and Allston.
Warren A. Wright, Superintendent of Licensed Minors.
Truant Office, 30 Pemberton Square.
The Chief Officer and Superintendent of Licensed Minors are in attendance
every school day from 12 to 1 ; other officers, the first and third Mondays each
month, at 4 p.m. Order boxes will be found at the several school-houses, and
at police stations 1, 3, 4, 5, 6, 7, 13, and 14.
STANDING COMMITTEES.
Elections,
Ezra Palmer, Chairman. William H. Finney,
George M. Hobbs.
Mules and Regulations,
William H. Finney, Chairman. Abby W. May,
William T. Adams, Ezra Palmer,
George M. Hobbs.
Salaries,
Godfrey Morse, Chairman. Ezra Palmer,
George H. Plummer, Nahum Chapin,
John J. Hayes.
William H. Learnard, Jr., Chairman. Godfrey Morse,
William H. Finney, Warren P. Adams,
William T. Adams.
Text- Books,
George A. Thayer, Chairman. John G. Blake,
Ezra Palmer, Godfrey Morse,
William C. Collar.
Licensed Minors.
William J. Porter, Chairman. George A. Thayer,
Nahum Chapin.
Deaf- Mutes,
Ezra Palmer, Chairman. William H. Learnard, Jr.,
John W. Ryan.
Military Drill,
Godfrey Morse, Chairman. Warren Fletcher,
John J. Hayes.
SCHOOL DOCUMENT NO. 1.
Drawing*
Charles C. Perkins, Chairman. Lucia M. Peabody,
George A. Thayer, Charles L. Flint,
Abrara E. Cutter.
Evening Schools.
Warren Fletcher, Chairman. John J. Hayes,
Warren P. Adams, William J. Porter,
George M. Hobbs.
School Mouses.
Nahum Chapin, Chairman. John B. Moran,
George H. Plummer, Henry P. Bowditch,
F. Lyman Winship.
Music.
Charles C. Perkins, Chairman. John G. Blake,
F. Lyman Winship, Abby W. May,
Warren P, Adams.
Kindergarten Schools.
John G. Blake, Chairman. Lucia M. Peabody,
Henry P. Bowditch.
Truant Officers.
The Mayor, Chairman. Warren Fletcher,
William H. Learnard Jr., John W. Ryan,
Abram E. Cutter.
Sewing.
F. Lyman Winship, Chairman. Lucia M. Peabody,
Nahum Chapin, John W. Ryan,
Warren P. Adams.
Nominations.
William H. Finney, Chairman. George H. Plummer,
William H. Learnard, Jr., William J. Porter,
Ezra Palmer.
Examinations .
George A. Thayer, Chairman. John B. Moran,
Charles L. Flint, Lucia M. Peabody,
William C. Collar.
MANUAL OF PUBLIC SCHOOLS.
7
NORMAL SCHOOL.
Comer of Dartmouth and Appleton Streets.
COMMITTEE.
George A. Thayer, Chairman.
Abby W. May, Secretary. George M. Hobbs,
William H. Learnard, Jr., John B. Moran.
Larkin Dunton, Head Master.
L. Theresa Moses, First Assistant.
Annie E. Chace, Assistant.
W. Bertha Hintz, Special Teacher.
Walter Smith, Teacher of Drawing,
Julius Eichberg, Teacher of Music.
J. B. Sharland, Teacher of Music.
H. E. Holt, Teacher of Music.
L. W. Mason, Teacher of Music.
Amos Albee, Janitor.
RICE TRAINING SCHOOL.
IN CHARGE OF COMMITTEE ON NORMAL SCHOOL.
Lucius A. Wheelock, Principal.
RICE SCHOOL.
Corner Dartmouth and Appleton streets.
Lucius A. Wheelock, Master. Martha E. Pritchard, First Assistant.
Edward Southward, Sub-Master. Elsie J. Parker, Second Assistant.
Charles F. Kimball, Usher.
Florence Marshall,
E. Maria Simonds,
Ella T. Gould,
J. Annie Bense,
Eliza Cox,
THIRD ASSISTANTS.
Dora Brown,
Mattie H. Jackson,
Elizabeth M. Burnham.
Amos Albee, Janitor.
Ella F. Wyman,
Grace Hooper,
Sarah E. Bowers,
Florence M. Proctor,
PRIMARY SCHOOLS.
Appleton street.
Ellen F. Beach,'
Anna B. Badlam,
Emma L. Wyman.
George W. Collins, Janitor.
SCHOOL DOCUMENT NO. 1.
HIGH SCHOOLS.
COMMITTEE.
Charles L. Flint, Chairman.
Abby W. May, Secretary. Godfrey Morse,
Henry P. Bowditch, William C. Collar.
PUBLIC LATIN SCHOOL.
Bedfor
Moses Merrill, Head- Master.
Charles J. Capen, Master.
Arthur I. Fiske, Master.
Joseph W. Chadwick, Master.
Cyrus A. Neville, Sub-Master.
William A. Reynolds, Sub-Master.
Frank W. Freeborn, Sub- Master.
John K. Richardson, Sub-Master.
William Gallagher, Jr., Sub-Master.
Edward P. Jackson, Sub- Master.
William T. Strong, Usher.
Egbert M. Chesley, Usher.
d street.
James A. Beatley, Usher.
Philippe de Senancour, Teacher of
French.
George A. Schmitt, Teacher of German.
Charles A. Barry, Teacher of Draw-
ing.
Julius Eichberg, Teacher of Music.
Brig.-Gen. Hobart Moore, Teacher of
Military Drill.
Charles H. Brooks, Secretary.
Edward M. Chase, Janitor.
ENGLISH HIGH SCHOOL.
Bedford street*
* HEAD-MASTER.
Edwin P. Seaver, Civil Government.
MASTERS.
Luther W. Anderson, English. Albert Hale, Mathematics.
Robert E. Babson, German. Charles B. Travis, English.
L. Hall Grandgent, Physics and Mathematics.
MANUAL OF PUBLIC SCHOOLS.
9
SUB-MASTERS.
Charles J. Lincoln, Chemistry.
John O. Norris, English.
Lucius H. Buckingham, French.
John F. Casey, Mathematics.
Manson Seavy, Mathematics and Book-
keeping.
Jerome B. Poole, French.
Samuel C. Smith, English.
Alfred P. Gage, Physics.
H. Winslow Warren, French.
Henry Dame, Mathematics.
Henry Hitchings, Teacher of Drawing.
Eugene Raymond, Teacher of French.
Julius Eichberg, Teacher of Music.
Brig. -Gen. Hobart Moore, Teacher of
Military Drill.
Charles H. Brooks, Secretary.
Edward M. Chase, Janitor.
GIRLS' HIGH SCHOOL.
West Neivton. street.
Homer B. Sprague, Head-Master. Laura B. White, Teacher of Chemis-
Harriet E. Caryl, Assistant Principal, try.
Margaret A. Badger, First Assistant.
Emma A. Temple,
SECOND ASSISTANTS.
Mary E. Scates.
Katharine Knapp,
THIRD ASSISTANTS.
Adeline L. Sylvester.
FOURTH ASSISTANTS.
Emerette O. Patch,
S. Annie Shorey,
Augusta C. Kimball,
Lucy R. Woods,
Ella M. Folsom,
Mary S. Gage,
R, E. Cole,
Augusta R. Curtis,
Mary E. Lathrop,
Lizzie L. Smith.
Margaret C. Brawley, Laboratory As- Julius Eichberg, Teacher of Music.
sistant. Mary E. Carter, Teacher of Drawing.
Emily M. Deland, Physical Culture. Mercy A. Bailey, Teacher of Drawing.
, Teacher of French. Thomas Appleton, Janitor.
E. C. F. Krauss, Teacher of German.
10
SCHOOL DOCUMENT NO. 1.
ROXBURY HIGH SCHOOL.
Kenilworth street,
S. M. Weston, Head-Master. Emily Weeks, First Assistant.
THIRD ASSISTANT8.
Eliza D. Gardner, Helen A. Gardner.
FOURTH ASSISTANTS.
Edna F. Calder, Alia G. Foster.
€lara H. Balch,
Henri Morand, Teacher of French.
Benjamin F. Nutting, Teacher of
Drawing.
.John F. Stein, Teacher of German.
Julius Eichberg, Teacher of Music.
Brig.-Gen. Hobart Moore, Teacher of
Military Drill.
Thomas Colligan, Janitor.
DORCHESTER HIGH SCHOOL.
Centre street^ comer of Dorchester avenue.
Elbridge Smith, Master. Mary W. Hall, First Assistant.
FOURTH ASSISTANTS.
Hebecca V. Humphrey, Laura E. Hovey.
Harriet B. Luther,
Henri Morand, Teacher of French. Brig.-Gen. Hobart Moore, Teacher of
John F. Stein, Teacher of German. Military Drill.
Mercy A. Bailey, Teacher of Drawing. Thomas J. Hatch, Janitor.
Julius Eichberg, Teacher of Music.
CHARLESTOWN HIGH SCHOOL.
Monument square.
Caleb Emery, Head Master. Emma G. Shaw, Second Assistant.
La Roy F. Griffin, Usher. Adelaide E. Somes, Third Assistant.
Katharine Whitney, First Assistant.
MANUAL OF PUBLIC SCHOOLS.
11
FOURTH ASSISTANTS.
Emma S. Gale, Mary A. Wilcox.
Sarah Shaw,
Eugene Raymond, Teacher of French. Brig.-Gen. Hobart Moore, Teacher of
Lucas Baker, Teacher of Drawing. Military Drill.
Julius Eichberg, Teacher of Music. Joseph Smith, Janitor.
WEST ROXBURY HIGH SCHOOL.
Elm street, Jamaica Plain,
Edward W. Howe, Master. * Annie B. Lord, Third Assistant.
FOURTH ASSISTANTS.
Jennie R. Sheldon, Louise M. Thurston.
John F. Stein, Teacher of German. Brig.-Gen. Hobart Moore, Teacher or
Marie C. Ladreyt, Teacher of French. Military Drill.
Julius Eichberg, Teacher of Music. J. J. Wentworth, Janitor.
Charles A. Barry, Teacher of Drawing.
BRIGHTON HIGH SCHOOL.
Benj. Wormelle, Master.
Anna J. George, Third Assistant.
Sarah E. Waugh, Fourth Assistant.
John F. Stein, Teacher of German.
Lucy H. Garlin, Teacher of Music.
uj Hill.
Lucas Baker, Teacher of Drawing.
Brig.-Gen. Hobart Moore, Teacher of
Military Drill.
J. R. Marston, Janitor.
SCHOOL
ARRANGED
FIEST
DISTRICTS.
BY DIVISIONS.
DIVISION.
• COMMITTEE.
George H. Plummer, Chairman. Warren Fletcher, Secretary.
Nahum Chapin, Abrara E. Cutter.
William J. Porter,
ADAMS DISTRICT.
Frank F. Preble, Principal.
ADAMS SCHOOL.
Belmont square, East Boston.
Frank F. Preble, Master. Mary M. Morse, First Assistant.
Lewis H. Dutton, Sub-Master. Mary A. Davis, Second Assistant.
Ellen M. Robbins,
Almira E. Reid,
Clara Robbins,
Harriet Sturtevant,
THIRD ASSISTANTS.
Clara J. Doane,
Sarah E. McPhaill,
Lina H. Cook.
Frederick Tilden, Janitor.
Ellen James,
Mary H. Allen,
Mary E. Wiggin,
Eliza A. Wiggin,
PRIMARY SCHOOLS.
Adams ScJiool-honse, Sumner street,
Sara A. Cook.
Webster-street School.
Anna E. Reed,
Grace E. Wasgatt.
George J. Merritt, Janitor.
MANUAL OF PUBLIC SCHOOLS.
13
CHAPMAN DISTRICT.
George R. Marble, Principal.
CHAPMAN SCHOOL. '
Eutaw street, East Boston.
George R. Marble, Master. Jane F. Reid, Second Assistant.
Orlendo W. Dimick, Sub-Master. Maria D. Kimball, Second Assistant.
Mary E. Allen, First Assistant.
THIRD ASSISTANTS.
Sara F. Tenney, Susie E. Geyer,
Sarah T. Synett, Lucy E. Woodwell,
Harriet E. Morrill, Mary E. Buffum.
Judith P. Meader, Mrs. S. Cousens, Sewing Teacher.
James E. Burdakin, Janitor.
PRIMARY SCHOOLS.
Webb School, Porter street.
Mary A. Shaw, Ada D. Prescott,
Abby D. Beal, A. D. Chandler.
Mrs. Matilda Davis, Janitor.
Tappan School, Lexington street.
Maria A. Arnold, Clara A. Otis,
Mary C. Hall, Calista W. MacLeod,
Marietta Duncan, Hannah F. Crafts.
Phineas Hull, Janitor.
EMERSON DISTRICT.
James F. Blackinton, Principal.
EMERSON SCHOOL.
Prescott street, East Boston.
James F. Blackinton, Master. Bernice A. DeMerritt, Second Assist-
J. "Willard Brown, Sub-Master. ant.
Elizabeth R. Drowne, First Assistant. Ellenette Pillsbury, Second Assistant.
Louise S. Hotchkiss, First Assistant.
SCHOOL DOCUMENT NO. 1.
THIRD ASSISTANTS.
Mary A.Ford, Elizabeth A. Turner,
Mary D. Day, Sarah A. Bond,
Juliette J. Pierce, Georgia H. Tilden,
Came Ford, H. Elizabeth Cutter.
Edward C. Chessman, Janitor.
PRIMARY SCHOOLS.
Emerson School-house,
Hannah L. Manson, Almaretta J. Crichett.
Primary School-house, Princeton street*
Mary E. Plummer, Harriette E. Litchfield,
Margaret A. Bartlett, Susan A. Slavin,
Mary A. Oburg, Ernestine Ditson.
Florence H. Drew, J. D. Dickson, Janitor.
LYMAN DISTRICT.
Hosea H. Lincoln, Principal.
LYMAN SCHOOL.
Corner of Paris and Decatur streets.
Hosea H. Lincoln, Master. Eliza F. Russell, Second Assistant.
George K. Daniell, Jr., Sub-Master. Mary A. Turner, Second Assistant.
Cordelia Lothrop, First Assistant. Amelia H. Pittman, Second Assistant.
THIRD ASSISTANTS.
Lucy J. Lothrop, Irene A. Bancroft,
Mary P. E. Tewksbury, Sibylla A. Bailey,
Harriet N. Webster, Clara B. George.
William Gradon, Janitor.
Josephine A. Murphy,
Angelina M. Cudworth,
Emma P. Morey,
Sarah F. Lothrop,
PRIMARY SCHOOLS.
Austin School, Paris street.
Anna I. Duncan,
Florence Carver,
Frances I. Dayley,
Mary E. Morse.
Mrs. Higginson, Janitor.
MANUAL OF PUBLIC SCHOOLS.
15
SECOND DIVISION.
COMMITTEE.
Abram E. Cutter, Chairman. Warren Fletcher, Secretary.
Nahuru Chapin, Charles C. Perkins.
William H. Finney,
BUNKER HILL DISTRICT.
Samuel J. Bullock, Principal.
BUNKER HILL SCHOOL.
Baldwin street, CJiarlestotvn.
Samuel J. Bullock, Master. Amy C. Hudson, Second First Assistant.
Henry F. Sears, Sub-3Iaster. Abby P. Josselyn, Second Assistant.
Mary A. Eaton, First Assistant. AngeliaM. Knowles, Second Assistant
THIRD ASSISTANTS.
. Anna M. Prescott,
Ida 0. Hurd, Georgiana A. Smith,
Ellen F. Sanders, Lydia A. Simpson.
Lydia S. Jones, Julia A. Skilton, Sewing Teacher.
Josiah C. Burbank, Janitor.
PKIMARY SCHOOLS.
Bunker Hill School-house.
Mary L. Caswell.
Haverhill street,
Mary S. Thomas, Helen G. Turner.
Margaret O'Brien, Janitor.
Bunker Hill street, cor. Charles street.
Mary E. Flanders, Carrie M. Arnold,
Elizabeth B. Xorton, Sarah J. Worcester,
Sarah A. Smith, Ada E. Bowler,
Effie G. Hazen, Kate C. Thompson.
Josiah C. Burbank, Janitor.
16
SCHOOL DOCUMENT NO. 1.
FROTHINGHAM DISTRICT.
Caleb Murdock, Principal.
FROTHINGHAM SCHOOL.
Corner of Prospect and EdgeirortJi streets, CJtarlestown.
Caleb Murdock, Master. Harriet E. Frye, Second Assistant.
William B. Atwood, Sub-Master. Bial W. Willard, Second Assistant.
Charlotte E. Camp, First Assistant.
Ellen R. Stone,
Arabella P. Moulton,
Abby M. Clark,
Sara H. Nowcll,
THIRD ASSISTANTS.
Jennie E. Tobey,
Lucy A. Seaver,
Ellen A. Chapin,
Elizabeth W. Boyd, Sewing Teacher.
Warren J. Small, Janitor.
Persis M. Whittemore,
Martha Yeaton,
Helen E. Ramsay,
O. H. Morgan,
PRIMARY SCHOOLS.
Frothingham School.
Julia M. Burbank.
Moulton street.
Louisa W. Huntress,
Fanny M. Lamson.
George L. Mayo, Janitor.
HARVARD DISTRICT.
W. E. Eaton, Principal.
HARVARD SCHOOL.
Sow street, Charlestown.
W. E. Eaton, Master. Abby B. Tufts, First Assistant.
Darius Hadley, Sub-Master. Anne E. Weston, Second Assistant.
third assistants.
Sarah E. Leonard, Emma F. Thomas,
Mary A. Lovering, Sarah J. Perkins,
Jennie E. Howard, ,
Martha F. Fay, Elizabeth W. Boyd, Sewing Teacher.
Edith W. Howe, Alonzo C. Tyler, Janitor.
MANUAL OF PUBLIC SCHOOLS.
17
PRIMARY SCHOOLS.
Bow street (Grammar-school Building),
Mary P. Howland.
Fanny B. Hall,
Catharine C. Brower,
Fanny A. Foster,
Elizabeth B. Wetherbee,
Elizabeth A. Pritchard,
Mary F. Kittredge,
Harvard Mill.
Effie A. Kettell,
Elizabeth F. Doane,
Lucy M. Small,
Louisa A. Whitman.
George L. Mayo, Janitor.
Common street.
Elizabeth R. Brower,
Lois A. Rankin.
William Holbrook, Janitor.
PRESCOTT DISTRICT.
George T. Littlefield, Principal.
PRESCOTT SCHOOL.
Elm street, Cliarlestown.
George T. Littlefield, Master. Delia A. Varney, First Assistant.
Alonzo Meserve, Usher. Mary C. Sawyer, Second Assistant.
Martha M. Kenrick,
Julia C. Powers,
Elizabeth J. Farnsworth,
Lydia A. Sears,
THIRD ASSISTANTS.
Frances A. Craigin,
Julia F. Sawyer.
Julia A. Skilton and Elizabeth
Boyd, Sewing Teachers.
Thomas Merritt, Janitor.
W.
Mary E. Smith,
Frances M. Lane,
Zetta M. Mallard,
Emma C. Olmstead,
Elizabeth C. Bredeen.
PRIMARY SCHOOLS.
Medford street.
Ellen Hadley.
Mrs. Berry, Janitor.
Polk street.
Alice M. Lyons, Janitor.
Bunker Mill street, cor. Tufts.
Mrs. Mary Watson, Janitor.
18
SCHOOL DOCUMENT NO. 1.
WARREN DISTRICT.
George Swan, Principal.
WARREN SCHOOL.
Comer of Pearl and Summer streets, Charlestown.
George Swan, Master. Abby C. Lewis, Second Assistant.
E. B. Gay, Sub-Master. Annie D. Dalton, Second Assistant.
Sarah M. Chandler, First Assistant.
Elizabeth Swords, Second First Assistant.
THIRD ASSISTANTS.
Alice Hall, Annie M. Crozier,
Frances L. Dodge, Maria L. Bolan,
Abby E. Holt, Marietta E. Allen.
Ellen A. Pratt, Julia A. Skilton, Sewing Teacher.
D. L. Small, Janitor.
M. Josephine Smith,
Effie C. Melvin,
PRIMARY SCHOOLS.
Mead street.
Cora E. Wiley,
Abby P. Richardson.
Matthew Boyd, Janitor.
Abby O. Varney,
Cross street.
Josephine E. Copeland.
Alice M. Lyons, Janitor.
Caroline E. Osgood,
Warren School-house.
MANUAL OF PUBLIC SCHOOLS.
19
*
THIED DIVISION.
COMMITTEE.
Charles C. Perkins, Chairman. William J. Porter, Secretary.
Ezra Palmer, George H. Plummer.
William T. Adams,
BOWDOIN DISTRICT.
Daniel C. Brown, Principal.
Myrtle street.
Daniel C. Brown, Master. Mary Young, Second Assistant.
Sarah J. Mills, First Assistant. Sarah O. Brickett, Second Assistant.
THIRD ASSISTANTS.
Dora E. Pitcher,
S. Francis Perry.
Catherine L. W. Bigelow, Teacher of
Sewing.
Joseph S. Shannon, Janitor.
PRIMARY SCHOOLS.
Somerset street*
C. Eliza Wason, Mabel West.
Thomas Freeman, Janitor.
Old Phillips School-house, Anderson street.
Sarah F. Russell, Josephine O. Hedrick,
Barbara C. Farrington, Clara J. Raynolds,
Elizabeth R. Preston, Alice T. Smith.
Ambrose H. Shannon, Janitor.
JBlossom street.
Lydia A. Isbell,
Mary E. Ames^
Charles C. Newell, Janitor.
Eliza A. Fay,
Irene W. Wentworth,
Martha A. Palmer,
Ada L. Cushman,
Olive Ruggles,
20
SCHOOL DOCUMENT NO. 1.
ELIOT DISTRICT.
Samuel Harrington, Principal.
ELIOT SCHOOL.
North Sennet street .
Samuel Harrington, Master.
Granville S. Webster, Sub-Master.
Frederick H. Ripley, Usher.
Channing Folsom, Usher.
Francis M. Bodge, First Assistant.
THIRD ASSISTANTS.
Adolin M. Steele,
Elizabeth M. Turner,
Kate L. Dodge,
Lucette A. Wentworth,
Mary Heaton,
Mary E. F. McNeil,
M. Ella Wilkins,
Clara A. Newell,
Mary E. Hanney,
Isabel R. Haskins,
Sophia E. Ray croft,
Annie M. H. Gillespie.
P. J. Riordan, Janitor.
Emma C. Lawson,
Margaret E. Robinson,
Cleone G. Tewkesbury,
PRIMARY SCHOOLS.
Snelling place.
Harriet E. Lampee,
Rosa M. E. Reggio,
Sarah A. Winsor.
Edgar M. Nason, Janitor.
J. Ida Monroe,
Juliaette Davis,
A. Augusta Coleman,
Charter street.
Sarah Ripley,
Marcella E. Donegan,
Eliza Brintnall.
Isaac W. Navy, Janitor.
North Sennet street.
Mary E. Barrett, Kate S. Sawyer.
W. S. Riordan, Janitor.
Licensed Minors, North Margin street,
Sarah A. Brack ett.
MANUAL OF PUBLIC SCHOOLS.
HANCOCK DISTRICT.
James W. Webster, Principal.
HANCOCK SCHOOL.
Parmenter street.
James W. Webster, Master, Ellen A. Hunt, Second Assistant,
Ellen C. Sawtelle, First Assistant, Marie L. Macomber, Second Assistant.
Amy E. Bradford, Second Assistant,
THIRD ASSISTANTS.
Josephine M. Robertson,
Helen M. Hitchings,
Susan E. Allen,
Mary E. Skinner,
Martha F. Winning,
Sophia L. Sherman,
0. M. E. Rowe.
Kate Doherty, Sewing Teacher.
Sarah E. Ward,
Adeline S. Bodge,
Harriet M. Frazer,
Teresa M. Gargan,
Harriet A. Farrow,
Josephine B. Silver,
Clara E. Bell,
Mary Bonnie,
Kate T. Sinnott,
Franklin Evelyth, Janitor.
PRIMARY SCHOOLS.
Ctishman School, Parmenter street.
Mary L. Desmond,
Mary J. Clark,
Marcella C. Halliday,
Sarah F. Ellis,
Elizabeth A. Fisk.
Enoch Miley, Janitor.
Ingraham School, Sheafe street.
Esther W. Mansfield.
Francis Silver, Janitor.
Cheever School, Thacher street.
Sarah J. Copp.
Mrs. Mary Keefe, Janitor.
PHILLIPS DISTRICT.
Samuel Swan, Principal.
PHILLIPS SCHOOL.
Phillips street.
Samuel Swan, Master. Emily A. Moulton, First Assistant.
Elias H. Marston, Sub-Master. Adeline F. Cutter, Second Assistant.
George Perkins, Usher.
22
SCHOOL DOCUMENT NO. 1.
Ruth E. Rowe,
Elvira M. Harrington,
Georgianna E. Putnam,
Sarah W. I. Copeland,
Louie H. Hinckley,
Martha A. Knowles,
Elizabeth S. Parker,
Sarah A. M. Turner,
Emeline C. Farley,
Ann M. F. Sprague,
THIRD ASSISTANTS.
Martha F. Whitman,
Elizabeth L. West,
Helen M. Coolidge,
Eliza A. Corthell.
John A. Shannon, Janitor.
PRIMARY SCHOOLS.
Phillips street.
Evelyn E. Plummer.
John Armstrong, Janitor.
Chardon court.
Fanny B. Bowers.
William H. Palmer, Janitor.
WELLS DISTRICT.
Robert C. Metcalf, Principal.
WELLS SCHOOL.
Corner Blossom and McLean streets.
R. C. Metcalf, Master. Mary G. Shaw, Second First Assistant.
Ella F. Inman, First Assistant. , Second Assistant.
Susan R. Gilford,
M. Isabella Bennett,
Mary S. Carter,
Mary M. Perry,
Lizzie F. Stevens,
Maria W. Turner,
Eliza A. Freeman,
Annie B. Gould,
E. A. Brown,
Georgia D. Barstow,
Lois M. Rea,
Adelaide A. Rea,
Mary F. Gargan,
THIRD ASSISTANTS.
, Lavinia M. Allen.
Mrs. Frances E. Stevens, Sewing
Teacher.
James Martin, Janitor.
PRIMARY SCHOOLS.
Emerson School, Poplar street.
Sarah C. Chevaillier,
L. M. A. Redding,
Mrs. McGrath, Janitor.
Dean School, Wall street.
Florence E. Dexter,
Adelaide E. Badger.
Patrick Ronan, Janitor.
MANUAL OF PUBLIC SCHOOLS.
23
FOTTKTH DIVISION-
COMMITTEE.
Godfrey Morse, Chairman. Abby W. May, Secretary.
John G. Blake, John J. Hayes.
Ezra Palmer,
BOWDITCH DISTRICT.
Alfred Hewins, Principal.
BOWDITCH SCHOOL.
Comer of East and Cove streets.
Alfred Hewins, Master. Mary M. T. Foley, Second Assistant.
Susan H. Thaxter, First Assistant.
THIRD ASSISTANTS.
Eliza M. Evert,
Emma M. Savil,
Ruth H. Clapp,
Hannah E. G. Gleason,
Emma A. Gordon,
EUen L. Collins.
Eliza A. Baxter, Sewing Teacher.
Nancy Ryan, Janitor.
Amelia E. N. Treadwell,
Octavia C. Heard,
Sarah E. Lewis,
Priscilla Johnson,
Ellen E. Leach,
Susan Frizzell,
PRIMARY SCHOOLS.
East street.
Maria J. Coburn,
Emma L. Pollex,
Julia M. Driscoll,
Mary J. Crotty,
Rebecca A. Buckley.
Jeremiah J. Murphy, Janitor.
LICENSED MINORS.
M. Persis Taylor,
East-street place.
Mrs. Fitzgerald, Janitor.
24
SCHOOL DOCUMENT NO. I.
BRIMMER DISTRICT.
E. Bentley Young, Principal.
BRIMMER SCHOOL.
Common street.
E. Bentley Young, Master. Rebecca L. Duncan, First Assistant.
Quincy E. Dickerman, Sub-Master. Luthera W. Bird, Second Assistant.
T. H. Wason, Usher.
Kate C. Martin,
Mercy T. Snow,
Amur 1'. James,
Lilla H. Shaw,
Mercy A. Davie,
Nellie T. Higgins,
Laura M. Stevens,
THIRD ASSISTANTS.
Sarah J. March,
Helen L. Bodge,
Annie M. Mitchell,
Eliza E. Foster.
George W. Fogg, Janitor.
PRIMARY SCHOOLS.
Stttrr Kiny School, Tanu/son street,
Mary E. Tiernav.
E. L. Weston, Janitor.
Skinner School, comer Fayette and Church streets.
Emma P. Burrill, H. Ellen Boothby,
Betsey P. Burgess, Malvina R. Brigham.
Fannie B. Dewey, Ellen Lind, Janitor.
EXETER-STREET SCHOOL.
GRAMMAR CLASSES.
Harriet 1). Hinckley, First Assistant. Ella F. White, Third Assistant.
Alice M. Dickey, Third Assistant. •
PRIMARY CLASSES.
Eva D. Kellogg, Joseph H. Elliott, Janitor.
Adeline S. Tufts.
QUINCY DISTRICT.
E. Frank Wood, Principal.
QUINCY SCHOOL.
Tyler street,
E. Frank Wood, Master. Annie M. Lund, First Assistant.
George W. Neal, Sub-Master. Mary L. Holland, Second Assistant.
N. H. Whittemore, Usher.
MANUAL OF PUBLIC SCHOOLS.
25
Emily J. Tucker,
Bridget A. Foley,
Margaret F. Tappan,
Charlotte L. Wheelwright,
THIRD ASSISTANTS.
Emily B. Peck,
~~ ~~ — — ~ »
Harriette A. Bettis,
Emma K. Youngman.
James Daly, Janitor.
Mary E. Sawyer.
Maria A. Callanan,
Mary E. Conley,
Emily E. Maynard,
Harriet M. Bolman,
PRIMARY SCHOOLS.
Grammar School-house.
Way street.
Annie M. Reilly.
D. D. Towns, Janitor.
Genesee street.
Annie T. Corliss.
Mrs. Toole, Janitor.
WINTHROP DISTRICT.
t
Robert Swan, Principal.
WINTHROP SCHOOL.
Tremont street, near Eliot street.
Robert Swan, Master. Mary F. Light, Second Assistant.
Susan A. W. Loring, First Assistant. Carrie F. Welch, Second Assistant.
May Gertrude Ladd, First Assistant. Annie J. Stoddard, Second Assistant.
Emma K. Valentine, Second Assistant.
THIRD ASSISTANTS.
Catherine K. Marlow,
Elizabeth S. Emmons,
Margaret T. Wise,
Caroline S. Crozier,
Lizzie H. Bird,
Mary E. Barstow,
Mary J. Danforth,
Mary E. Davis,
Adelaide Meston,
Mary L. H. Gerry,
Ellen M. Underwood.
Frances E. Stevens, Isabella Cumming,
Sewing Teachers.
A. H. B. Little, Janitor.
Mary B. Browne,
Julia A. Mclntyre,
Henrietta Madigan,
PRIMARY SCHOOLS.
Tyler street.
Mary A. B. Gore,
Ella M. Seaverns,
Emma I. Baker.
Ellen McCarthy, Janitor.
26
SCHOOL DOCUMENT NO. 1.
FIFTH DIVISION.
COMMITTEE.
William H. Learnard, Jr., Chairman. Godfrey Morse, Secretary.
Charles L. Flint, William C. Collar,
J ohn J. Hayes.
D WIGHT DISTRICT.
James A. Page, Principal.
D WIGHT SCHOOL.
West Springfield street,
James A. Page, Master. Henry L. Sawyer, Usher.
Walter S. Parker, Sub-Master. Ruth G. Rich, First Assistant.
Mary C. R. Towle,
Emily F. Carpenter,
Sarah C. Fales,
Elizabeth G. Melcher,
THIRD ASSISTAXTS.
Mary E. Trow,
Nellie L. Shaw,
Jeannie Eastman.
Edward Bannon, Janitor.
Augusta^A. Davis,
Martha B. Lucas,
Sarah E. Crocker,
PRIMARY SCHOOLS.
Rutland street.
Henrietta Draper,
Fannie L. Willard,
C. P. Huggins, Janitor.
EVERETT DISTRICT.
George B. Hyde, Principal.
« EVERETT SCHOOL.
West Xorthampton street.
George B. Hyde, Master. Anne C. Ellis, Second Assistant.
S. Flora Chandler, First Assistant. Maria S. Whitney, Second Assistant.
Janet M. Bullard, Second First Assistant.
MANUAL OF PUBLIC SCHOOLS.
27
Persis E. King,
Susan S. Foster,
Emily F. Marshall,
Abby C. Haslet,
Ann R. Gavett,
Almira S. Johnson,
THIRD ASSISTANTS.
Sarah L. Adams,
Mary E. Badlam,
Flora I. Crooke,
Anna Grover.
Martha A. Sargent, Sewing Teacher.
Edward Bannon, Janitor.
Eliza C. Gould,
Mary H. Downe,
Kate M. Hanson,
Lydia A. Sawyer,
Clementine D. Grover,
Hannah M. Coolidge,
PRIMARY SCHOOLS.
West Concord street.
Adelaide B. Smith,
Emma Halstrick,
Lydia F. Blanchard,
Fanny M. Xason,
Evelyn E. Morse.
C. P. Huggins, Janitor.
FRANKLIN DISTRICT.
Granville B. Putnam, Principal.
FRAXKLIN SCHOOL.
Ringgold street.
Granville B. Putnam, Master. Caroline A. Mason, Second Assistant.
Jennie S. Tower, First Assistant. Catharine T. Simonds, Second Assist-
Isabella M. Harmon, Second First ant.
Assistant. P. Catherine Bradford, Second Assista nt.
Mary L. "Wheeler,
Abbie M. Holder,
Margaret J. Crosby,
Margaret C. Schouler,
Elizabeth J. Brown,
THIRD ASSISTANTS.
Roxana TV. Longley,
Kate E. Blanchard,
Mary A. Mitchell,
Anna E. L. Parker.
Elizabeth D. Cutter, Sewing Teacher,
Mrs. Amos Lincoln, Janitor.
Harriet M. Faxon,
Georgianna E. Abbott,
Affie T. Wier»
PRIMARY SCHOOL.
Cook School, CrToton street.
Isadora Page,
Sarah A. Brown,
Mary E. Josselyn.
Martha Castell, Janitor.
28
SCHOOL DOCUMENT NO. 1.
Wait School, Shawmut avenue.
Josephine G. Whipple, Kate K. Gookin,
Georgiana A. Ballard, Jennie E. Haskell,
Emma E. Allin, Martha L. Beckler.
E. Josephine Bates, Mansfield Harvell, Janitor.
SHERWIN DISTRICT.
Silas C. Stone, Principal.
SHERWIN SCHOOL.
Madison square*
Silas C. Stone, Master. Lucy L. Burgess, Second Assistant.
Frank A. Morse, Sub-Master. Martha A. Smith, Second Assistant.
Julia F. Long, First Assistant. Sarah R. Bonney, Second Assistant.
Elizabeth B. Walton, Second Assistant.
THIRD ASSISTANTS.
Anna B. Carter,
E. Elizabeth Boies,
Caroline K. Nickerson,
Harriet A. Lewis,
Marian Henshaw,
Isadora Bonney,
Frances McDonald,
Louisa Ayer,
Lucy J. Mellen,
Fanny L. Stockman,
Alice T. Kelley.
Maria L. Young, Sewing Teacher.
Joseph G. Scott, Janitor.
Anna G. Fillebrown,
Mary E. Gardner,
PRIMARY SCHOOLS.
Weston street.
Harriet M. Burroughs,
Martha E. Page.
Charlotte White, Janitor.
Annie E. Walcutt,
Sarah J. Davis,
Franklin place*
Sarah E. Gould,
Emma L. Peterson.
Kate C. Harper, Janitor.
Abby E. Ford,
Avon place*
Elizabeth F. Todd.
Patrick Higgins, Janitor.
MANUAL OF PUBLIC SCHOOLS.
Day's Chapel*
Maria D. Faxon, Louisa A. Kelley.
John Cole, Janitor.
Cabot street.
Mary F. Cogswell. Patrick Higgins, Janitor.
Warwick street,
Elizabeth A. Sanborn. Patrick Higgins, Janitor.
Mill Dam.
Annie H. Berry, Eliza A. Moore, Janitor.
30
SCHOOL DOCUMENT NO. 1.
SIXTH DIVISION.
COMMITTEE.
Warren P. Adams, Chairman, George A. Thayer, Secretary,
John G. Blake, William C. Collar,
John W. Ryan.
ANDREW DISTRICT.
Leander Waterman, Principal.
ANDREW SCHOOL.
Z>orc7iester street, South Boston,
Leander Waterman, Master. Elizabeth A. Winward, First Assistant.
Joshua M. Dill, Usher. Henrietta L. Dwyer, Second Assistant
THIRD ASSISTANTS.
Sara W. Barrows,
Martha A. Jackson,
Mary E. Perkins,
Mary S. Beebe,
Lucy M. Marsh,
Frances M. Bell,
Esther F. Nichols.
Lizzie Kenna, Sewing Teacher.
Christopher Jones, Janitor.
Nellie W. Allen.
Mary A. Jenkins.
M. Louise Moody,
Jessie C. Tileston,
PRIMARY SCHOOLS.
Ticfcnor Building,
Methodist Chapel*
Gogin Building*
Estelle B. Jenkins
Lizzie Ordway.
Basement of Washington BZalU
Alice L. Littlefield.
MANUAL OF PUBLIC SCHOOLS.
BIGELOW DISTRICT.
Thomas H. Barnes, Principal.
BIGELOW SCHOOL.
Fourth street, corner of JS street, South Boston.
Thomas H. Barnes, Master. Amelia B. Coe, First Assistant.
Fred. O. Ellis, Sub-Master. Ellen Coe, Second Assistant.
J. Gardner Bassett, Usher.
THIRD ASSISTANTS.
Eliza B. Haskell,
H. A. Watson,
Mary Nichols,
Malvena Tenney,
Catharine H. Cook,
Abbie J. Adams,
Ellen E. Wallace,
Lucy C. Bartlett,
Harriet A. Clapp,
Lucy R. Cutter,
Jennie A. Cheney.
Samuel P. Howard, Janitor.
Alice Danforth,
Abby B. Kent,
Lucy E. T. Tinkham,
Ann J. Lyon,
Tiley A. Bolkom,
Emily T. Smith,
PRIMARY SCHOOLS.
Kawes Hall, Broadway.
Mary P. Colburn,
Josephine B. Cherrington,
Lucy E. Johnson.
Joanna Brennan, Janitor.
Simonds School, Broadtvay.
Mary L. Howard.
Joanna Brennan, Janitor.
Ward-Boom Building, corner of Dorchester and Fourth streets.
Sarah A. Graham. Matthew G. Worth, Janitor.
Bank Building, E street.
Elizabeth G. Bailey.
GASTON DISTRICT.
C. Goodwin Clark, Principal.
GASTON SCHOOL.
JL street, corner of Fifth street, South Boston.
C. Goodwin Clark, Master. Sarah C. Winn, First Assistant.
Lydia Curtis, First Assistant. Mary E. Graves, Second Assistant.
32
SCHOOL DOCUMENT NO. 1.
Myra S. Butterfield,
Eniogene F. Willett,
Fannie Blanchard,
THIRD ASSISTANTS.
Ellen R. Wyman,
S. Lila Huckins.
Mary E. Patterson, Sewing Teacher.
S. W. Pollard, Janitor.
Electa M. Porter,
Julia A. Evans,
Elizabeth M. Easton,
Frances A. Cornish,
PRIMARY SCHOOLS.
Gaston School.
Mary L. Nichols.
City Point, Fourth street*
Mary A. Crosby,
Maud Stephens,
Carrie W. Haydn.
A. D. Bickford, Janitor.
LAWRENCE DISTRICT.
Amos M. Leonard, Principal.
LAWRENCE SCHOOL.
Cottier B and Tliird streets, South Boston,
Amos M. Leonard, Master. W. E. C. Rich, Usher.
D. A. Hamlin, Sub-Master. Alice Cooper, First Assistant.
Grenville C. Emery, Usher. Emma P. Hall, Second Assistant.
THIRD ASSISTANTS.
Mary E. H. Ottiwell,
Catharine M. Lynch,
Margaret Holmes,
Hannah E. Burke,
Margaret A. Gleason,
Margaret A. Moody,
Mary A. Conroy,
Mary A. Montague,
Abbie C. Burge,
Mary A. A. Dolan,
Filena Hurlbutt,
M. Louise Gillett.
Daniel E. Connor, Janitor.
PRIMARY SCHOOLS.
Mather Building, Broadway, near B street.
Lucy M. Cragin,
Sarah E. Lakeman,
Ada A. Bradeen,
Willietta Bicknell,
Lizzie A. McGrath,
Minnie F. Crosby,
Mary E. T. Shine,
Annie M. Connor.
Charles E. Smith, Janitor.
MANUAL OF PUBLIC SCHOOLS.
33
Barhman School, Silver street, near Dorchester avenue.
Martha S. Damon, Emma F. Gallagher,
Mary G. A. Toland, Maggie J. Leary,
Hattie L. Rayne, Amelia McKenzie.
Margaret Johnson, Janitor.
Fifth-street School, between B and C streets.
Ann E. Newell, Alice W. Baker,
Ophelia S. Newell, Lizzie Crawford,
Sarah M. Brown, Minnie F. Keenan.
Mary TV. Bragdon, P. F. Turish, Janitor.
LINCOLN DISTRICT.
Alonzo G. Ham, Principal.
LINCOLN SCHOOL.
Broadway, near K, South Boston.
Alonzo G. Ham, Master.
Henry H. Kimball, Sub-Master.
John F. Dwight, Usher.
Margaret J. Stewart, First Assistant.
Mary E. Balch, Second Assistant.
THIRD ASSISTANTS.
Sarah M. Tripp, Carrie L. Vose,
Lavinia B. Pendleton, Mary A. H. Fuller,
Vodisa J. Comey, Silence A. Hill,
Sarah A. Curran, Annie C. Littlefield.
Joshua B. Emerson, Janitor.
PRIMARY SCHOOLS.
Capen School, comer of I and Sixth streets.
Mary E. Powell, Mary E. Perkins,
Laura J. Gerry, Fannie G. Patten,
Ella M. Warner, Mary E. Faxon,
Susan Hutchinson, A. D. Bickford, Janitor.
34
SCHOOL DOCUMENT NO. 1.
NORCROSS DISTRICT.
Josiah A. Stearns, Principal.
NORCROSS SCHOOL.
Corner of D and Fifth streets, South Boston.
Josiah A. Stearns, Master. Fiducia S. Wells, Second First Assist-
Mary J. Fennelly, First Assistant. ant.
SECOND ASSISTANTS.
Sarah A. Gallagher, Juliette Smith.
Juliette Wyman,
THIRD ASSISTANTS.
Maria L. Nelson, Harriet E. Johnston,
Mary E. Downing, Emma L. Eaton,
Mary R. Roberts, .
Miranda A. Bolkcom, Sarah E. Hamlin, Sewing Teacher.
Samuel T. Jeffers, Janitor.
PRIMARY SCHOOLS.
Drake School, corner of C and Third streets.
Mary K. Davis, Nellie J. Cashman.
Sarah V. Cunningham, Fannie W. Hussey,
Abbie C. Nickerson, Lucinda Smith.
W. B. Newhall, Janitor.
Vestry, corner of D and Silver streets.
Ellen T. Noonan. James M. Demeritt, Janitor.
SHURTLEFF DISTRICT.
Henry C. Hardon, Principal.
SHURTLEFF SCHOOL.
Dorchester street, South Boston,
Henry C. Hardon, Master. Abby S. Hammond, Second Assistant.
Anna M. Penniman, First Assistant. Emeline L. Tolman, Second Assistant.
Ellen E. Morse, Second First Assistant. Martha E. Morse, Second Assistant.
MANUAL OF PUBLIC SCHOOLS.
THIRD ASSISTANTS.
Margaret T. Pease,
Catharine A. Dwyer,
Eliza F. Blacker,
Sarah L. Garrett,
Roxana N. Blanchard,
Harriet S. Howes,
Jane S. Bullard,
Edith A. Pope,
Marion W. Rundlett.
Eliza M. Cleary, Sewing Teacher.
William Dillaway, Janitor.
Ella R. Johnson,
Lucy A. Dunham,
Mary E. Morse,
PRIMARY SCHOOLS.
Clinch Building, F street*
Julia F. Baker,
Alice G. Dolbeare,
Alice C. Ryan.
William Dillaway, Janitor.
36
SCHOOL DOCUMENT NO. 1.
SEVENTH DIVISION.
COMMITTEE.
George M. Hobbs, Chairman. Lucia M. Peabody, Secretary.
John B. Moran, John W. Ryan.
William H. Finney,
COMINS DISTRICT.
Charles W. Hill, Principal.
COMINS SCHOOL.
Tremont street, corner of Gore avenue*
Charles W. Hill, Master. Sarah E. Lovell, Second Assistant.
H. H. Gould, Sub-Master. Almira W. Charaberline, Second Assist-
Julia Seribner, First Assistant. ant.
Lillie E. Davis, First Assistant.
Martha A. Cummings, Second First Assistant.
THIRD ASSISTANTS.
Annetta F. Armes,
Kate M. Murphy,
Charlotte P. Williams,
Adelina May,
Julia A. C. Gray,
Emma E. Towle,
Rebecca Morrison,
Annie E. Clark.
Penelope G. Hayes,
Helen P. Hall,
Sarah E. Haskins,
Emily Swain,
Delia M. Upham,
Caroline A. Gragg.
Delia Mansfield, Sewing Teacher.
Geo. S. Hutchinson, Janitor.
PRIMARY SCHOOLS.
Francis street,
Mary E. Crosby.
Mrs. McGowan, Janitor.
Phillips street,
Lizzie P. Brewer,
Sarah B. Bancroft,
Carrie M. Brackett,
Lizzie A. Colligan.
George S. Hutchinson, Janitor.
MANUAL OF PUBLIC SCHOOLS.
37
Isabel Thatcher,
Smith street.
Anna R. McDonald.
Charles Stephens, Janitor.
Lizzie F. Johnson,
Adaline Beal,
Caroline D. Putnam,
King street,
Carrie J. Harris,
Mary J. Backup,
Delia T. Killian.
S. B. Pierce, Janitor.
DEARBORN DISTRICT.
William H. Long, Principal.
DEARBORN SCHOOL.
Dearborn place.
William H. Long, Master. Philena W. Rounseville, Second First
Harlan P. Gage, Sub-Master. Assistant.
L. Anna Dudley, First Assistant.
Martha D. Chapman,
Helen F. Brigham,
SECOND ASSISTANTS.
Frances L. Bredeen.
THIRD ASSISTANTS.
Cynthia G. Melvin,
Sarah H. Hosmer,
Bell J. Dunham,
Anne M. Backup,
Elizabeth E. Stafford,
Lizzie M. Wood,
Elizabeth R. Wallis,
Phebe H. Simpson,
Louise M. Epmeyer,
Josephine A. Keniston,
Mary F. Walsh.
Catherine G. Hosmer, Sewing Teacher,
Michael J. Lally, Janitor.
Anna M. Balch,
Susan F. Rowe,
Ellen M. Oliver,
Mary E. Nason,
PRIMARY SCHOOL.
Yeoman street.
Ada L. McKean,
Annie M. Croft,
Louise D. Gage,
Kate A. Nason.
Augustus L. Litchfield, Janitor.
SCHOOL DOCUMENT NO. 1.
Mary F. Neale,
Abbie L. Baker,
Eustis street.
Clarabel E. Chapman,
Mary K. Wallace.
Sarah Stalder, Janitor.
Mary M. Sherwin,
Elizabeth E. Backup,
Emily M. Pevear,
George street.
Flora J. Cutter,
Clara F. Conant.
Michael Carty, Janitor.
DUDLEY DISTRICT.
Leverett M. Chase, Principal.
DUDLEY SCHOOL FOR BOYS.
Comer of Dudley and Putnam streets.
Leverett M. Chase, Master. Harriett E. Davenport, Second Assist-
Henry L. Clapp, Usher. ant.
Susie C. Lougee, First Assistant.
THIRD ASSISTANTS.
Mary H. Cashman, Luette S. James,
Ruth H. Brady, E. E. Torrey.
F. M. Davis, James Hughes, Janitor.
DUDLEY SCHOOL FOR GIRLS.
Bartlett street.
Sarah J. Baker, Principal. Jane S. Leavitt, Second Assistant.
Dora A. Pickering, First Assistant.
THIRD ASSISTANTS.
Mary C. Whippey, Mary S. Sprague.
Eliza Brown, Emma A. Waterhouse, Sewing Teacher.
Mary L. Gore, Thomas Colligan, Janitor.
PRIMARY SCHOOLS.
Vernon street.
M. E. Watson, Anna T. Bicknell,
S. Louisa Durant, Ella T. Jackson.
P. F. Higgins, Janitor.
MANUAL OF PUBLIC SCHOOLS.
39
Dudley School-house, Putnam street,
Henrietta M. Wood, Emma L. B. Hintz,
Anna M. Stone, Celia A. Scribner.
LEWIS DISTRICT.
William L. P. Boardman, Principal.
LEWIS SCHOOL.
Comer of Dale and Sherman streets.
William L. P. Boardman, Master. Sarah E. Fisher, First Assistant.
Charles F. King, Sub-Master. Eunice C. Atwood, Second Assistant.
THIRD ASSISTANTS.
Amanda Pickering,
Mary D. Chamberlain,
Emily B. Eliot,
Henrietta M. Young,
Louisa J. Hovey,
Susan A. Dutton,
H. Amelia Smith,
Elizabeth Gerry.
Malvina L. Sears, Sewing Teacher.
Antipas Newton, Janitor.
Joanna Monroe,
PRIMARY SCHOOL.
Thornton street,
Alice C. Pierce.
Charles Stephens, Janitor.
Frances N. Brooks,
Mary E. Deane,
Winthrop street,
Mary F. Baker.
Catherine Dignon, Janitor.
Helen Crombie,
Munroe street.
Maria L. Burrill.
Mrs. Kirby, Janitor.
Fanny H. C. Bradley,
Mi. Pleasant avenue.
Eloise B. Walcutt.
Catherine Dignon, Janitor.
Almira B. Russell,
Qulncy street.
Florence L. Shedd.
Gilbert Hasty, Janitor.
40
SCHOOL DOCUMENT NO. 1.
LOWELL DISTRICT.
Daniel W. Joxes, Principal.
LOWELL SCHOOL.
310 Centre street.
Daniel W. Jones, Master. Eliza C. Fisher, First Assistant.
George T. Wiggin, Usher. E. Josephine Page, Second Assistant
THIRD ASSISTANTS.
0. Augusta "Welch,
Anna L. Hudson,
Susan G. B. Garland,
Mary A. Cloney,
M. F. Cummings,
Susan E. Chapman.
Annie Brazier, Sewing Teacher.
Frank L. Harris, Janitor.
Jeannie B. Lawrence,
Ellen H. Holt,
PRIMARY SCHOOLS.
Centre street.
Emma M. Waldock,
Helen O. Wyman.
Frank L. Harris, Janitor.
Sarah P. Blackburn,
Curtis street.
Mary J. Capen.
James Waters, Janitor.
Codman avenue, corner of Washington street. P
Alice M. May, Isabelle Shove.
Peter Gorman, Janitor.
M. Ella Mulliken,
Heath street.
Catherine H. Norton, Janitor.
♦
MANUAL OF PUBLIC SCHOOLS.
41
EIGHTH DIVISION.
COMMITTEE.
F. Lyman Winship, Chairman. Henry P. Bowditch, Secretary.
William T. Adams.
ALLSTON DISTRICT.
G. "W. Iff. Haix, Principal.
ALLSTOX SCHOOL.
North Harvard street, Brighton.
G. W. M. Hall, Master. Sarah F. Boynton, Second Assistant.
Persia B. Swett, First Assistant.
THIRD ASSISTANTS.
Georgie Palmer,
Mary F. Child,
Laura E. Viles,
Alice A. Swett,
Mary J. Cayanagh.
Sarah Stall, Sewing Teacher.
Patrick McDermott, Janitor.
PRIMARY SCHOOLS.
Everett School, corner of Pearl and Auburn streets.
Clara Hooker, Patrick McDermott, Janitor.
Anna M. Farrington.
Kate McNamara,
Adelaide C. Williams
Auburn School, School street, W» Brighton.
Patrick McDermott, Janitor.
Webster School, Webster place,
Emma F. Martin, Otis Wilde, Janitor.
42
SCHOOL DOCUMENT NO. 1.
BENNETT DISTRICT.
E. H. Hammond, Principal.
BENNETT SCHOOL.
Chestnut Sill avenue, Brighton.
E. H. Hammond, Sub-Master. Anna Leach, Second Assistant.
Melissa Abbott, Second Assistant.
THIRD ASSISTANTS.
Harriet M. Boit, Emma F. Chesley.
Annie M. Hotchkiss, Charles F. Wheeler, Janitor.
PRIMARY SCHOOLS.
Winship place. Agricultural Hall,
Charlotte Adams, Emma P. Dana.
Fannie W. Currier, J. E. Marston, Janitor.
Oak square*
Nellie A. Hoar. Charles F. Wheeler, Janitor.
CENTRAL DISTRICT.
John T. Gibson, Principal.
CENTRAL SCHOOL.
Burroughs street, Jamaica Plain,
John T. Gibson, Master. C. J. Reynolds, Second Assistant.
Mary A. Gott, First Assistant.
Emily A. Hanna,
M. E. Stuart,
Victoria M. Goss,
Mary E. Tufts,
Emma Smith.
Mary E. Brooks,
Annie E. Burton.
third assistants.
M. M. Sias.
Rufus A. Perry, Janitor.
PRIMARY SCHOOLS.
Thomas street, Jamaica Plain,
Patrick Curley, Janitor.
Childs street,
William F. Fallon, Janitor.
MANUAL OF PUBLIC SCHOOLS.
43
CHARLES SUMNER DISTRICT.
Artemas Wiswall, Principal.
CHARLES SUMNER SCHOOL.
Ashland street, Koslindale.
Artemas Wis-wall, Sub-Master. Charlotte B. Hall, Second Assistant.
THIRD ASSISTANTS.
Fannie Ashenden, Sarah Ashenden, Fourth Assistant.
Elvira L. Austin, Julia Z. Ridgway, Sewing Teacher,
Fannie H. "VYiswall. John L. Chenery, Janitor.
Ella M. Hancock, Fourth Assistant.
PRIMARY SCHOOLS.
Washington street.
Angie P. Nutter, Mrs. Kate Morrissey, Janitor.
Canterbury street.
Ellen B. De Costa, Ella F. Howland,
, Janitor.
HILLSIDE DISTRICT.
Albert F. Rlxg, Principal.
HILLSIDE SCHOOL.
Elm street, Jamaica Plain.
Albert Franklin Ring, Sul-Master. Mary E. Very, Second Assistant.
Amv Hutchins, Second Assistant.
Alice B. Stephenson,
Emilv H. Maxwell,
THIRD ASSISTANTS.
Ida M. Metcalf.
Nellie L Lincoln, Sewing Teacher.
S. S. Marrison, Janitor.
Margaret E. Winton,
PRIMARY SCHOOLS.
Green street.
Anna M. Call.
Mrs. J. Fallon, Janitor.
44
SCHOOL DOCUMENT NO. 1.
Washington street*
E. Augusta Randall, Jennie A. Eaton.
Michael Kelley, Janitor.
MOUNT VERNON DISTRICT.
Abner J. Nutter, Principal.
MOUNT VERNON SCHOOL.
Mount Vernon street, West Jtoxbury,
Abner J. Nutter, Usher. Emily M. Porter, Second Assistant.
Emma J. Fossett,
Helen C. Steele.
THIRD ASSISTANTS.
J. Z. Ridgway, Sewing Teacher.
James M. Davis, Janitor.
Adah E. Smith.
PRIMARY SCHOOLS.
Centre street*
James M. Davis, Janitor.
Ann E. Harper.
Baker street.
William J. Noon, Janitor.
Ada F. Adams.
Washington street,
Evelyn Mead, Janitor.
MANUAL OF PUBLIC SCHOOLS.
45
NINTH DIVISION.
COMMITTEE.
William T. Adams, Chairman. William H. Finney, Secretary.
Warren P. Adams.
DORCHESTER-EVERETT DISTRICT.
Henry B. Miner, Principal.
DORCHESTER-EVERETT SCHOOL.
Sumner street, Dorchester,
Henry B. Miner, Master. Mary F. Thompson, First Assistant.
Geo. M. Fellows, Usher. Helen M. Hills, Second Assistant.
Henrietta A. Hill,
Sara M. Bearse,
Anna M. Foster,
THIRD ASSISTANTS.
M. Rosalia Merrill.
Mrs. M. A. Willis, Sewing Teacher.
Lawrence Connor, Janitor.
Maud M. Clark,
PRIMARY SCHOOLS.
Sumner street.
Annie W. Ford,
Howard avenue.
Matilda Mitchell.
Henry Randolph, Janitor.
Cora L. Etheridge,
Dorchester avenue*
Annie F. Ordway.
M. A. Reardon, Janitor.
46
SCHOOL DOCUMENT NO. 1.
GIBSON DISTRICT.
William E. Endicott, Principal.
GIBSON SCHOOL.
School street, Dorchester.
William E. Endicott, Sub-Master. Charlotte E. Baldwin, Third Assistant.
Ida L. Boyden, Second Assistant. E. R. Gragg, Third Assistant.
Elizabeth E. Shove, Third Assistant. Hannah Clarkson, Janitor.
ATHERTON SCHOOL.
Columbia street*
Ella S. Wales, Second Assistant. W. Wales, Janitor.
PRIMARY SCHOOLS.
School street, Dorchester.
E. Louise Brown, Ella Whittredge.
Hannah Clarkson, Janitor.
Columbia street.
Nellie G. Sanford, Edna L. Gleason.
W. Wales, Janitor.
Thetford avenue*
Hannah E. Pratt. Timothy Donahue, Janitor.
HARRIS DISTRICT.
Edwin T. Horne, Principal.
HARRIS SCHOOL.
Comer of Adams and Mill streets, Dorchester.
Edwin T. Horne, Sub-Master. Ann Tolman, Second Assistant.
E. M. Harriman,
Elizabeth P. Boynton,
Almy C. Plummer,
Marion B. Sherburne,
Cora F. Plummer,
third assistants.
Marion B. Sherburne.
Mrs. M. A. Willis, Sewing Teacher.
John Buckpitt, Janitor.
PRIMARY SCHOOLS.
DZarris School-house.
Elizabeth A. Flint.
John Buckpitt, Janitor.
MANUAL OF PUBLIC SCHOOLS.
47
MATHER DISTRICT.
Daniel B. Hubbard, Principal.
MATHER SCHOOL.
Meeting-Mouse Sill, Dorchester*
Daniel B. Hubbard, Master. Lucy J. Dunnels, Second Assistant.
Olive S. Boothby, First Assistant.
THIRD ASSISTANTS.
Mary C. Jacobs, Annette Glidden,
Annie L. Jenkins, Mary A. Lowe.
S. Kate Shepard, Mrs. M. A. Willis, Sewing Teacher.
Benjamin C. Bird, Janitor.
Ella L. Howe,
M. Esther Drake,
PRIMARY SCHOOLS.
Mather School-house*
Mary P. Pronk.
Old Mather School-house, Meeting-Souse Bill*
Louisa P. Smith. Benjamin C. Bird, Janitor.
MINOT DISTRICT.
Joseph T. Ward, Jr., Principal.
MINOT SCHOOL.
Walnut street, Dorchester*
Joseph T. Ward, Jr., Sub-Master. Isabel F. P. Emery, Second Assistant.
THIRD ASSISTANTS.
Mary E. Glidden, Kate M. Adams,
Sophia W. French, Ellen M. S. Treadwell.
George R. Tarbell, Janitor.
PRIMARY SCHOOLS.
Walnut street*
Angelina A. Brigham, S. Maria Elliott.
Nathalia Bent,
Adams street.
Mary J. Pope. Milton James, Janitor.
48
SCHOOL DOCUMENT NO. 1.
STOUGHTON DISTRICT.
Edward M. Lancaster, Principal.
STOUGHTON SCHOOL.
River street. Lower Mills.
Edward M. Lancaster, Sub-Master. Elizabeth H. Page, Second Assistant.
Ellen E. Burgess,
Margaret Whittemore,
Caroline Melville,
THIRD ASSISTANTS.
Elizabeth Jane Stetson.
Catherine C. Nelson, Sewing Teacher.
M. Taylor, Janitor.
Esther S. Brooks.
PRIMARY SCHOOLS.
River street, Lower Mills.
Julia B. Worsley.
M. Taylor, Janitor.
TILESTON DISTRICT.
Hiram M. George, Principal.
TILESTON SCHOOL.
Norfolk street, Mattapan.
Hiram M. George, First Assistant.
THIRD ASSISTANT.
Martha A. Baker. Catharine C. Nelson, Sewing Teacher.
Elizabeth S. Fisher.
PRIMARY SCHOOL.
Norfolk street. p
John Grover, Janitor.
MANUAL OF PUBLIC SCHOOLS.
SPECIAL DEPARTMENTS.
49
VOCAL MUSIC.
Julius Eichberg, Director of Music, and Teacher of Music in the High
Schools, 154 Tremont street.
SPECIAL INSTRUCTORS.
Joseph B. Sharland, 25 Hanson street.
H. E. Holt, Haverhill.
Luther Whiting Mason, 5 Sharon street.
Hiram Wilde, 154 Tremont street.
J. Monroe Mason, 22 Mystic street, Charlestown.
Lucy H. Garlin, 72 Chandler street.
DRAWING.
Walter Smith, Director of Drawing, 946 E. Fourth street, South Boston,
special instructors.
Charles A. Barry, Creighton House, Tremont street.
Henry Hitchings, Dedham.
Mary Carter, 39 Somerset street.
Mercy A. Bailey, Creighton House, Tremont street.
Benjamin F. Nutting, 149A Tremont street.
Lucas Baker, 13 Pleasant place, Cambridgeport,
50
SCHOOL DOCUMENT NO. I.
SPECIAL SCHOOLS.
HORACE MANN SCHOOL FOR THE DEAF.
63 Warrenton street.
Sarah Fuller, Principal.
Annie E. Bond, First Assistant.
LICENSED MINORS
North Margin street.
Sarah A. Brackett.
East-street place.
M. Persis Taylor.
KINDERGARTEN.
Corner of Somerset and Allston streets.
Lucy H. Syraonds, Principal.
Helen E. Hawkins, Assistant.
EVENING SCHOOLS.
Evening High School, South street.
R. P. Owen, Principal.
East Boston, Lyman School-house.
Frank E. Dimick, Principal.
ASSISTANTS.
Ella C. Jordan,
Kate D. Williams,
Mary F. Bigelow,
Alice M. Jordan,
Mary N. Williams,
Manella G. White.
MANUAL OF PUBLIC SCHOOLS.
Charlestotvn-Prescott School-house.
Geo. G. Pratt, Principal.
Charlestown Warren School-house.
Miss F. V. Keyes, Principal.
North Bennet street, Ward Boom.
Salem D. Charles, Principal.
Anderson street, Ward Boom.
John A. Bennett, Principal.
Wells School-house, Blossom street.
Henry A. Parker, Principal.
Old Franklin School-house, Wash ington, near Dover street.
C. K. Cutter, Principal.
Warrenton-street Chapel.
W. G. Babcock, Principal.
Hudson street Ward Boom.
Frank T. Babcock, Principal.
South Boston. 331 Broadway.
J. C. Coombs, Principal.
South Boston. Lincoln School-house.
George J. Tufts, Principal.
Highlands. Cabot street, Bath-house.
F. L. Washburn, Principal.
Highlands. Eu^stis street.
John M. Hodgate, Principal.
West Boxbury. Jamaica Plain.
L. G. Beck, Principal.
SCHOOL DOCUMENT NO. 1.
Dorchester. Almshouse.
George H. Marshall, Principal.
Neponset.
Justin Harvey Smith, Principal.
EVENING DRAWING SCHOOLS.
Tennyson street.
George H. Bartlett, Master.
Boston Highlands. King street.
George F. Hammond, Head Assistant.
Charlestotvn. City Hall.
Clarence S. Ward, Head Assistant.
East Boston. Old Lyman School. Meridian street.
H. N. Mudge, Head Assistant.
Dorchester. High School*
G. A. Loring, Head Assistant,
Jamaica Plain. Dudley Hall.
Charles L. Adams, Head Assistant.
SCHOOL DOCUMENT NO. 2.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
CITY OF BOSTON.
1877.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1 8 7 8.
In School Committee, Oct. 23, 1877.
Messrs. Flint and Finney and Miss Peabody were appointed a Committee
to prepare the Annual Report of the School Board for the year 1877.
Attest :
GEO, A. SMITH,
Secretary.
REPORT.
Since the reorganization of the School Board
much has been done outside the usual routine work
of the committee, and to some of this it seems proper
to give especial attention.
Our school system is partly the product of differ-
ent committees, often acting under the impulse of an
existing exigency, and therefore not always careful
to give unity and completeness to the whole. It has,
indeed, had the advantage of being a growth, — the
result of experience, — rather than a mere mechani-
cal structure, founded only upon theory; and it is
doubtless this fact which has given it much of its
efficiency. Its shortcomings have not arisen so much
from false theories of education as from imperfect
development.
There was, to be sure, a systematic gradation of
our Primary and Grammar Schools ; but here the sys-
tem ended. There was no adjustment of the relative
classes of the Grammar and the High Schools. Add
to this the results of recent annexation which has
given us a large number of Primary and Grammar
Schools, and five new High Schools, each differing in
many respects from every other, and it will be seen
that no little thought and labor were required to re-
duce them to a general system.
4
ANNUAL SCHOOL REPORT.
The difficulty was especially great in reference to
the High Schools, independent in their origin, and
having programmes and methods that differed ma-
terially from one another. Experience had shown
that three years was quite as long as most of the
pupils that enter our High Schools could be induced
to remain; and yet there were a few in each of them
who were desirous of taking an advanced course.
How this want could be met in the most economical
way, and at the same time so as to give the best re-
sults, became a question of much interest. An ad-
vanced course in each school, with suitable teachers
and ample chemical and philosophical apparatus,
would involve much expense; and the number of
advanced pupils in several of the schools would nec-
essarily be very small.
By limiting the advanced course to the English
and Girls' High Schools in the city proper, open to
pupils who have completed the three years' course in
any of the High Schools, a great saving would be
made in the purchase of apparatus, and the commit-
tee would be enabled to employ specialists in some
of the most important departments of high-school
instruction. This change, however, would require a
complete revision of the three years' preparatory
course, and render necessary a uniform course of
study. "Whoever knows the difficulty of effecting a
change which involves so many prejudices and real
or supposed conflicting interests will see at once that
only by long and patient inquiry and persistent labor
was it possible to reconcile existing differences, with-
out encountering obstacles hard to overcome. By
REPORT OF SCHOOL COMMITTEE.
5
the aid, however, of the Supervisors, and the coopera-
tion of the principals of the several High Schools, a
uniform course has been prepared, and is now in op-
eration throughout the city. And although the
course is so broad and the choice of studies so free,
that the distinctive character of each school has been
in great part preserved, yet unity has been given to
the plan and means of instruction, and the High
Schools have been organized into one system.
The difficulty was not so great in bringing the
Primary and Grammar Schools of the annexed districts
into harmony with those of the city proper, and what-
ever differences existed have been reconciled, or are
in the process of reconciliation, without a resort to
any radical changes.
GIRLS' LATIN" SCHOOL.
Another question which has excited much interest,
and elicited much discussion, is that of furnishing
girls with suitable means of preparation to enter the
colleges that are now open to them. From the first
there appears to have been a willingness, on the part
of the Board, to supply what was needed, and a de-
termination to show no partiality to either sex. The
question, however, was one of considerable difficulty,
involving, as many supposed, questions on which
there is a diversity of opinion, not only in the Board,
but in the community. After several hearings before
the High School Committee, when the several methods
recommended had been ably and very fully discussed,
the committee recommended the establishment of a
6
ANNUAL SCHOOL REPORT.
Girls' Latin School. The recommendation, after
some discussion in the Board, was adopted, and the
order to establish such a school was passed.
By this act the School Board removed the stigma
which had sometimes been cast upon Boston, of pro-
viding for boys what it denied to girls. That this
reproach was not wholly deserved is shown by the
fact that a Normal School, open to girls exclusively,
had been established by the Board. And, whatever
partiality may, in the past, have been shown to boys,
we are now making amends by furnishing girls with
advantages equal to those of boys in preparing to
enter college.
EXAMINATION OF SCHOOLS.
The last Annual Report, after referring to "im-
portant changes in the administration," consequent
upon the " reconstitution of the School Committee,"
and the establishment of a Board of Supervisors, ex-
presses the opinion of the committee that "Boston
will, in the course of time, know what the condition
of her schools is, as she has never before known it."
The fact was stated by the Superintendent many
years ago, that " the School Board does not possess
authoritative and reliable information in respect to
the standing of a single class in any one school in
the system, from the lowest Primary Schools to the
graduating classes in the High Schools." In the same
report he says that w more adequate provisions for the
examining and the testing of the qualifications of
teachers is needed;" adding that he knew of w no
REPORT OF SCHOOL COMMITTEE.
7
large city in this country, or any other, where the
provisions for examining teachers are so inade-
quate."
It was, perhaps, chiefly to remedy these two evils
that the new organization was effected. It was to
supply the missing link in our system of schools.
By making the masters principals not only of the
Grammar but also of the Primary Schools, provision
was made for "class examinations," "to ascertain
their progress and to determine the rank of the
pupils," and also for promotion from one class to
another in the same school.
For transfer from the Grammar to the High
Schools, however, there was no w authority indepen-
dent of the grade from which the transfer was made,
and also independent of the grade to which the
transfer was made," except the School Committee;
and almost as a matter of course it fell into the
hands of one or the other of the parties interested.
The Board of Supervisors has supplied this want,
and we now have the means of conducting a uniform
examination for graduation from the Grammar and
High Schools independent of the masters, except as
advisory assistants, rendering "all the diplomas of
the same grade " of a uniform value.
But, perhaps, the most important part of the
school examinations by the new element in the
Board is the " examination of schools in classes,
with reference mainly to the merit and standing of
the teachers." The number of teachers in the city
is so great that it is manifestly impossible for the
Superintendent to visit them all, much less to inspect
8
i
ANNUAL SCHOOL REPORT.
and examine all the schools, so as to be able to
report upon the ability and success of each teacher.
In this respect the reports of the several Supervisors,
open to the inspection of the members of the Board,
especially when supplemented by such information as
some one or more of the Supervisors can give, are of
the greatest value as data for the committee at the
annual election of teachers.
EXAMINATION AND APPOINTMENT OF TEACHERS.
The second want of our schools, so forcibly stated
by the Superintendent, was the want of adequate
provision for the examination of teachers.
One of the most important rules of the new Board,
and to which they have most inflexibly adhered, is the
requirement of a certificate of qualification, based on
examination, to render a candidate eligible for sendee
as a teacher.
The appointment of teachers heretofore w without
careful consideration of their qualifications," in the
language of the last Annual Report, "was an evil
which had begun to show its disastrous effects by un-
mistakable signs." It was in vain that masters, who
are held responsible for the whole school, protested
against it as an act of injustice. The solicitation of
friends was often so importunate, and accompanied by
such appeals, that justice, not only to the masters but
to a whole class of pupils, was often sacrificed to a
desire, in itself laudable, to furnish a means of liveli-
hood to a worthy and unfortunate person entirely
incompetent to perform the duties of a teacher.
REPORT OF SCHOOL COMMITTEE.
9
There were not wanting those who had come to
consider our schools as a kind of eleemosynary insti-
tutions for the support of a class that would shrink
from dependence upon ordinary means of charity.
A certain kind of nepotism had come to be recognized
as legitimate in the supply of teachers to our schools,
and the result of it was that not a few were employed
and paid by the city who never should have been ap-
pointed. "While sympathizing with the kind feelings
which often prompted such action, we must protest
against the sacrifice of the pupils who have been the
victims of this incompetency.
The present method of making appointments has
put an end to this evil, and the short period of two
years has furnished " unmistakable signs " that it will
give a better educated and more cultivated class of
teachers.
The influence of the Normal School is felt in the
same direction. The requirements for graduation
from it are fully equal to those made of candidates
coming from other quarters for examination: and,
while it does not follow that every one whose literary
qualifications are sufficient, will make a successful
teacher, it is certain that one cannot be successful, in
any great degree, who lacks the essentials of a good
education.
But, while we may congratulate ourselves upon
having entered upon a plan that promises to do much
to improve the instruction and elevate the character
of our schools, the transition may be, and probably is,
accompanied with some temporary inconveniences.
The Xormal School is yet a young institution, and
10
ANNUAL SCHOOL REPORT.
most of its graduates have had comparatively little
experience ; while many of the better class of candi-
dates examined by the Board of Supervisors are en-
gaged in teaching elsewhere, and so not available
except as permanent teachers. Under these circum-
stances, it is not strange that substitutes who have
had experience, and who may be depended on to take
difficult classes for a few days, are scarce now, as in-
deed they have always been. This, however, is an
evil which is becoming less and less, as our Normal
graduates are getting experience, and our candidates
from examination are becoming more numerous; and
it does not seem desirable, in order to remedy a tem-
porary inconvenience, to go back to the system of ap-
pointing substitutes who can only — in school phrase
— w hold a class," while they are incompetent to teach.
Objection has been made by some that the candidates
who present themselves for examination are not gen-
erally those who have had the most successful experi-
ence, but rather those who, having but recently grad-
uated, are more fresh in the studies by which their
literary qualifications are tested. This may be true,
to some extent, in the general examinations, though a
successful experience has been an important factor in
the decisions of the Board of Supervisors, and has
been counted an offset to many minor deficiencies.
The 87th section of the Rules, however, especially
provides for the examination of candidates selected by
the masters, when it is thought desirable by the Di-
vision Committees. This rule has already given us a
number of teachers, both in our High and Grammar
Schools, and in no case has the candidate thus brought
REPORT OF SCHOOL COMMITTEE.
11
forward been denied a certificate by the Board of
Supervisors. This would seem to prove that it is not
true that only candidates fresh from their studies can
hope to pass the examinations successfully.
Objection has also been made that the list of studies
on which candidates are examined is unreasonably
extensive. This we should consider a valid objection,
if proficiency were required in all. In some respects,
however, this is favorable for the candidates. It gives
every one a chance to tell what he knows on those
subjects with which he is familiar, while a narrower
range might exclude those with which he is best ac-
quainted. Of course a candidate should be required
to pass a good examination on the several subjects to
be taught. In addition, sufficient proficiency in some
department of learning should be shown, to satisfy
the examiners that he is possessed of scholarly tastes
and habits, or at least has knowledge beyond the bare
routine laid down for an ordinary class in our Gram-
mar Schools.
The schools of this city, as well as in many other
cities and towns, are graded in accordance with the
acquirements of the pupils. Among other objections
which have been made to this system is, that the
evil of * cramming" exists.
A graded system, of course, requires a uniform
programme; and the promotions from class to class,
and from the Grammar to the High Schools, are
generally determined, to a considerable extent, by
written examinations.
Until 1845 the examinations for promotion to the
High Schools had been conducted orally. In July
12
AXXX7AL SCHOOL REPORT .
of that year, the first written examination was made,
the results of which were not regarded as creditable
to the Boston schools.
From that time the written examination has been
the chief, and in many cases the only, test of qualifi-
cation for promotion. A marked result, which might
have been anticipated, has been, that, in many
schools, instruction has been limited too exclusively
to the specific requirements of the programme, — a
definite answer, duly labelled, being prepared, if
possible, for every question that could fairly be an-
ticipated. This, perhaps, at first, manifested itself
in narrow and more technical teaching. Moreover,
with the introduction of new studies, like drawing
and music, and more exacting requirements for pro-
motion or graduation, it is not surprising that there
should be complaints of tt cramming," and it is not
unlikely that our schools, in common with others, and
with our colleges, may sometimes have been faulty in
this regard.
Most, if not all, of this excess of work, however,
must be attributed to the lack of adaptation of
the present programme of studies to the present
condition of our schools, and cannot properly be
charged to the new system of examinations. The
tendency of these examinations is rather to broaden
instruction. The results of the inspections which the
Supervisors are making in their daily visits to the
schools are quite as important an element in the stand-
ing1 of a school and its several teachers as the results
of any written examinations.
But it has been felt for some time that a revision
REPORT OF SCHOOL COMMITTEE.
13
of the present course of study was greatly needed,
and it has been one of the most important duties
specially laid upon the Board oT* Supervisors to con-
sider this subject and report such changes as they
may think advisable. This work, demanding much
thought, investigation, and mature consideration, is
not one to be lightly or hastily dealt with, and until
such changes are recommended and adopted, consci-
entious teachers have no choice but to do their best
to conform to the present requisitions. And the Su-
pervisors, though in no way responsible for their
existence, have felt equally bound to arrange their
examinations with reference to them.
Although we deprecate whatever evils may exist in
carrying out the programme of studies, we are still of
the opinion that the present supervision and methods
of examination in our schools, with the influence of the
formal School, and the Supervisors' examination for
certificates, in giving us better and more thoroughly
trained instructors, are exerting a strong counteract-
ing influence, which cannot but result in broader and
more intelligent methods of instruction. And with
these, acting on an improved course of study, we may
fairly hope that before long, R cramming " may be a
thing of the past, of which our schools contain no
suggestion.
WORK OF SUPERVISORS.
As no provision is made, by our Rules and Regu-
lations, for regular reports to the Board from the
Board of Supervisors other than those contained in
their records, which are open only to the inspection
14
ANNUAL SCHOOL REPORT.
of members of the Board, it seems proper that this
report should give at least a brief summary of the
work performed by this new element in our system
of school inspection, which is naturally the object of
so much attention and interest. The following is
only an outline of the work accomplished either by
the Supervisors or the Board of Supervisors since
their appointment : —
First. Examination of 410 candidates for posi-
tions as teachers, 275 of whom have received certifi-
cates of qualifications, while 18 have been credited
with a partial examination, — that is, with one satis-
factory in certain branches, and which may be
completed hereafter.
Second. Special examinations, in accordance with
the provision in the Rules (Sect. 87), of 8 candi-
dates, all of whom have passed. These examinations
have been of the same character as the regular
examinations, quite equal in difficulty, and have
been taken by persons experienced in teaching, and
selected as specially fitted for different positions.
Third. Uniform examinations of the graduating
classes of the Grammar and High Schools, part in
January and part in June, involving a considerable
amount of labor in the preparation of questions, etc.
Fourth. Uniform examination in June of those
classes in the High School where the uniform course
of study had been begun, rendering such examina-
tion possible.
Fifth. Examination of the graduating class of
the Latin School.
REPORT OF SCHOOL COMMITTEE.
15
Sixth. Examinations and monthly reports upon
the Evening Schools.
Seventh. Revision and completion of the course of
study for the Latin School : a work of great value,
and one requiring much time and labor.
Eighth. Preparation of a uniform course of study
for the High Schools, which has been adopted, and is
in use throughout the city.
Ninth. Careful examination and consideration of
the course of study for the Grammar and Primary
Schools. The report upon this will be ready soon.
Tenth. The making of nearly 5,000 visits to
separate class-rooms „and teachers, for the purposes
of inspection and oral examination.
Eleventh. The recording of the results of these
visits, with judgment of every teacher and class with
respect to teaching ability, mode of government, con-
duct of class, results of examination, ventilation and
condition of rooms, etc., — made in January, and
again more fully in June.
The influence of this personal examination and in-
spection was soon felt, as was shown by the improve-
ment in methods of teaching, and many of our best
teachers are very warm in expressing their sense of
help and inspiration obtained from them.
Twelfth. If to these be added a great variety of
work referred to the Supervisors by different com-
mittees of the Board, — which for various reasons
cannot be spoken of in detail, — we have a still incom-
plete list of the labors accomplished by them.
Perhaps only those conversant with the working
of our schools can be aware of the difficulties in-
16
AXXUAL SCHOOL REPORT.
volved in arranging the details of any plan which
affects them all, and consequently can fully appreciate
the great amount of time, thought, and hard work,
which are covered by the foregoing short account,
or can understand the great value of the services thus
rendered. But all who are familiar with these
things will realize that the Supervisors have been at
least a very hard-working body of officials; and
those who with unprejudiced eyes have most carefully
watched the results of their work will, we are sure,
be the most ready to acknowledge the good already
accomplished by them, and to believe that still greater
is to come.
The plan upon which the Supervisors have been
working, although probably different from that which
would have first suggested itself to most members of
the Board, gives us the great advantage of several
and distinct judgments upon the work and merits of
each teacher. If the schools were divided into
groups, each subject, from lowest primary to highest
grammar class, to the supervision of only one person,
we should naturally feel some reluctance to accepting
an unfavorable verdict; at least, in any case as not
sufficiently supported. By the present arrangement,
this difficulty is obviated; and we have every facility
for obtaining a fairly balanced, and consequently just
estimate in every class.
This plan also, by which each Supervisor, while
having charge generally of a group of schools, has
the oversight of some study or group of studies
through all the schools, has another great advantage.
Though it may not 60 rapidly give definite results,
REPORT OF SCHOOL COMMITTEE.
17
which can be readily recorded and tabulated, it must
ultimately give not only these, but with them infor-
mation, and a uniform judgment on the working of
our system of instruction throughout the city, and of
the adaptation of one part to another, which will be
of the greatest and most permanent value. For it is
not merely a knowledge of the standing of individual
schools and teachers to-day that we crave; but with
this such information as shall lead to steady advance
and improvement in our system of instruction, and in
the efficiency of our schools.
It seems but just and reasonable, therefore, that the
present method of supervision, which is somewhat
novel to us, shall be allowed a full and thorough trial,
and that all unfavorable judgment upon it shall be
suspended till it has had ample time to prove its
worth.
FREE BOOKS.
The cost of furnishing books for indigent children
for the financial year 1876 and 1877 was $49,637.72.
This item of expense is increasing every year.
Considering the large annual expense involved, the
system now in use is very unsatisfactory in its opera-
tion. It is unequal in its bearing upon the people.
Many parents whose circumstances are such as to
entitle them to free books for their children feel
obliged to purchase them rather than to receive them
as a charity, while, on the other hand, many who are
abundantly able to purchase them refuse to do so.
Moreover, the present plan is a cause of great loss of
time in the schools, and a source of great annoyance to
teachers, parents, and scholars.
18 ANNUAL SCHOOL REPORT.
The only feasible way to remedy the evils com-
plained of is to furnish free books to all the pupils.
We see no reason why the books, as well as the
tuition and apparatus, should not be furnished at the
public expense. The experience of other cities and
towns has shown that this can be done, after the first
year, at but little, if any, more expense than under
the present system. This subject has been referred
to frequently, during the last ten years, in reports
and documents of the School Board. The Superin-
tendent, in his report of September, 1868, after clearly
stating the inequalities, loss of time, and demoralizing
effects of the present system, concluded his remarks
on the subject as follows: "These considerations, and
others which I have not space now to enumerate,
have satisfied me that instead of furnishing a part of
the children in the schools, as we now do, with books,
it would be better to furnish all, and thus make our
schools wholly free in reality as they are in name.
The experiment has been tried in ~New York, Brooklyn,
Philadelphia, Baltimore, and other cities, and it has
been found to work well."
It is earnestly hoped that the experiment of pro-
viding free books to all the pupils, of at least one
grade of schools, will be tried the coming year.
SCHOOL SESSIONS.
A change in the arrangement of the sessions of the
Grammar and Primary Schools has been made during
the past year. There are now two sessions on five
days of the week and none on Saturday.
REPORT OF SCHOOL COMMITTEE.
19
As this plan, which must be regarded in the light
of an experiment, has been in operation only since
the beginning of the school-year, it has not yethad time,
perhaps, to show whether it is an improvement on the
former arrangement, which gave a half holiday in the
middle of the week. It would seem wise, before the
close of the year, for the Board to obtain information
as to the working of the new system, especially as
bearing upon the younger classes, from those who
have had the best opportunity of judging of its
effects, — the teachers and the parents.
THE BOARD MADE A CORPORATION.
The School Committee has this year been made a
corporate body, as will be seen by the following act
passed by the Legislature of 1877 : —
Chapter 53.
COMMONWEALTH OF MASSACHUSETTS.
In the Tear One Thousand Eight Hundred and Seventy-seven.
AN ACT to Incorporate the Boston School Committee.
Be it enacted by the Senate and House of Representatives, in Gen-
eral Court assembled, and by the authority of the same, as
follows : —
Section 1. The School Committee of the City of Boston, for
the time being, is hereby made a corporation by the name of
4 'The School Committee of the City of Boston," and said com-
mittee and its successors in office, elected according to law in said
cit}-, shall continue a body corporate for the purposes hereinafter
set forth, with all the powers and privileges, and subject to all the
duties, restrictions, and liabilities set forth in all general laws,
20
ANNUAL. SCHOOL REPOKT.
which now are or may hereafter be in force, relating to such
corporations.
Sect. 2. Said corporation shall have authority to receive and
hold all sums of money, and real and personal estate, not exceed-
ing, in the aggregate, the value of two hundred thousand dollars,
which monej'- may be given, granted, bequeathed, or devised to it,
for the benefit of the teachers in the public schools of the City of
Boston, or their families, requiring charitable assistance, or for
the benefit of any persons, or the families of any persons, who
have formerly been such teachers, requiring charitable assistance.
It shall have power to manage and dispose of the same, according
to its best discretion, and to execute any and all trusts, according
to the tenor thereof, which may be created for the purposes afore-
said.
Sect. 3. Said corporation shall likewise be entitled to receive
from the members of the School Committee, within the present
limits of that part of the Cit}T of Boston which was formerly the
City of Charlestown, the fund known as the Charlestown School
Trust Fund, and shall hereafter manage said fund, and disburse the
income thereof within the limits of the former City of Charles-
town, according to the tenor of the instruments creating said
trust.
Nothing has yet been done towards the formation
of a teachers' fund, as is contemplated in Section 2
of the above act. Undoubtedly steps will be taken
next year, in cooperation with the teachers, to carry
out the project of establishing a fund for retired or
disabled teachers.
By Section 3 of the act the School Committee are
made the Trustees of the Charlestown Free Schools,
and are authorized to disburse the income of the fund
known as the Charlestown School Trust Fund among
the schools within the limits of the former city of
Charlestown.
REPORT OF SCHOOL COMMITTEE.
21
In this connection we desire to express the opinion,
that convenience and propriety would seem to require
that other school funds, the incomes of which are
devoted to various school purposes, should be man-
aged by the School Committee in its corporate
capacity.
SALARIES OF TEACHERS.
In recognition of what appeared to be a general
demand for the reduction of salaries in all depart-
ments of the City Government, the Committee on
Salaries, in their annual report to the Board, proposed
a moderate reduction of the salaries of instructors.
The report of the committee was adopted by the
Board, and the reduction went into effect on the first
of September.
The aggregate reduction was $82,303, an average
of about 1\ per cent.
The following table shows the present salaries
compared with those of the previous year: —
HIGH SCHOOLS.
Head-Masters —
Present Salary. Former Salary.
First year 63,300 00 $3,500 00
Second year .... 3,780 00 4,000 00
Masters —
First year 2,700 00 2,800 00
Second year . . . . . 3,000 00 3,200 00
Sub-Masters —
First year 2,100 00 2,200 00
Second year 2,400 00 2,600 00
22
ANNUAL SCHOOL REPORT.
Ushers —
Present Salary. Former Salary.
First year $1,500 00 SI, 700 00
Second year - 1,800 00 2,000 00
Assistant principals
First assistants .
Second assistants .
Third assistants .
Fourth assistants .
1,800
1,620
1,380
1,140
900
00 2,000 00
00 1,800 00
00 1,500 00
00 1,200 00
00 1,000 00
GRAMMAR AND PRIMARY SCHOOLS.
Masters —
First year $2,700 00 $2,800 00
Second year 3,000 00 3,200 00
Girls' Dudley .... 1,800 00 2,000 00
Sub-Masters —
First year 2,100 00 2,200 00
Second year 2,400 00 2,600 00
Ushers —
First year 1,500 00 1,700 00
Second year 1,800 00 2,000 00
First assistant .... 1,140 00 1,200 00
First assistant (second) . 852 00 1,000 00
Second assistant .... 792 00 850 00
Third and Fourth Assistants —
First year 540 00 600 00
Second year 660 00 700 00
Third year 750 00 800 00
REPORT OF SCHOOL COMMITTEE.
23
SPECIAL GRADES.
Music —
Present Salary. Former Salary.
Director
$3,000
00
$3,300
00
District teachers ....
2,400
00
3,000
00
West Roxbury and Brighton
1,320
00
1,800
00
XJ 1 UiWVIlU
Director .....
3,000
00
3,300
00
District teachers . . . .
2,100
00
2,500
00
Dorchester .....
1,320
00
1,700
00
Girls' Hip-h
\J 1 1 XXlhLLl .....
900
00
\J\J
1 000
X , \J\J\J
00
"RnvTinw TTirrli
1VUAUUI V XJLli^Il ....
600
00
700
00
Chemistry —
Girls' High
1,380
00
1,500
00
Assistant .....
750
00
800
00
French —
Latin and English High
2,400
00
3,200
00
Girls' High .
720
00
750
00
XJKJL CIICO LCI J. J. 11 ....
.540
00
600
00
\J\J
Roxbury High ....
540
00
600
00
Charlestown High
660
00
700
00
Brighton High ....
250
00
250
00
German —
Latin ......
200
00
200
00
Girls' High
720
00
750
00
Dorchester, Roxbury and W. Rox.
1,500
00
1,700
00
CHAS.
L.
FLINT,
WM. H. FINNEY,
LUCIA M. PEABODY.
SCHOOL DOCUMENT NO. 3.
AMENDMENTS
SCHOOL DOCUMENT NO. 26, 1877,
REPORT OF THE COMMITTEE ON RULES
AND REGULATIONS ON A COM-
MITTEE ON SUPPLIES.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
39 ARCH STREET.
1 8 7 8.
Ix School Committee, Feb. l'J, 1878.
On motion of Mr. Morse, laid on the table and ordered to be printed.
Attest:
GEO. A. SMITH, Secretary.
AMENDMENTS.
Ordered, That Section 2 of the Kules be amended by
striking out the word "Salaries," and inserting the word
"Supplies."
Ordered, That Section 42 be amended by substituting the
following : —
The Committee on Accounts shall consider and report
upon all propositions requiring the expenditure of money
before the final action of the Board, except such as may be
submitted by the Committee on Text-Books, and except such
as are included in the duties of the Committee on Supplies.
They shall consider all propositions to establish or to
change the salaries of all persons, except janitors, in the
service of the Board ; or to pay for extra services in teach-
ing ; and shall report upon them in writing before they are
acted upon by the Board. At the last meeting in June of
each year they shall report to the Board a full schedule of
salaries of the instructors, as herein provided, for the ensu-
ing school year.
They shall audit all pay-rolls of salaries and all bills of
expenditure authorized by the Board or its committees, and
make requisition on the City Auditor, each month, for the
payment of such as they have approved.
They shall, in conference with the Committee on Supplies,
prepare and present to the City Auditor, before the fifteenth
day of February, annually, an estimate of the expenses of
the public schools for the next financial year.
4
SCHOOL DOCUMENT NO. 3.
They shall make out bills for tuition of non-resident pupils
attending the public schools, and transmit the same to the
City Collector for collection.
The Auditing Clerk shall be present at all meetings of the
committee, certify to the correctness of the accounts, and
render such clerical assistance as may be required. An-
nually, at the close of the financial year, he shall submit, in
detail, an account of the expenditures for the past year, and
this committee shall submit the same in a report to the Board
in June of each year.
Ordered, That Section 44 be amended by substituting the
following : —
The Committee on Supplies shall have exclusive authority
in the furnishing of all materials used by the Board, its offi-
cers, or the public schools. They shall have the exclusive
power to authorize such expenditures as may be required in
the teaching of such branches of study as have been adopted
by the Board, not exceeding the several amounts appropri-
ated for the same.
They shall, if it be deemed expedient, annually advertise
for proposals, and contract with responsible parties, to fur-
nish the text-books necessary to carry out the provisions
of the General Statutes, Chap. 38, Sects. 29 and 30, and
shall see that the provisions are fully complied with.
They shall have the supervision of all printing, and
furnish such as may be required by the Board, its officers,
or the public schools, except such as may be otherwise
provided for ; and all documents and reports, unless it be
otherwise ordered, shall be limited to four hundred copies.
They shall have the custody aud management of all
property belonging to the city which is held by this Board,
and shall make such expenditures as may be necessary for
the care and protection of the same.
AMENDMENTS.
5
They shall appoint the janitors for the several school-
houses, make such rules as they may deem necessary for
their government, and fix their compensation ; and may
discharge them, subject to the approval of the Board. The
compensation of janitors shall be in full for all services
rendered.
The Auditing Clerk shall attend all meetings of this com-
mittee, shall record their transactions, and render such assist-
ance as shall be required. Annually, in the month of May,
he shall submit, in detail, an account of the articles pur-
chased and furnished to the several grades of schools, as well
as of the material on hand ; and annually, in the month of
June, the committee shall submit the same in a report to the
Board.
They shall authorize, in writing, the Auditing Clerk to
submit to the Committee on Accounts such bills as are cor-
rect and duly authorized.
Ordered, That Sect. 89 be amended by substituting the
word "accounts 99 for the word n salaries."
Ordered, That Sect. 46 of the Rules, and Sects. 107, 167,
183, and 196 of the Regulations, be amended by substituting
the word w supplies " for the word " accounts 99 wherever it
occurs.
Ordered, That Sect. 105 of the Regulations be amended
by inserting, after the word " accounts," the following : r< and
the Committee on Supplies, as provided by the Regulations ;"
and by striking out the words " under the direction of this
committee who shall fix their compensation."
Ordered, That Sect. 109 be amended by inserting, after
the word "accounts," the following : "and the Committee on
Supplies."
6
SCHOOL DOCUMENT NO. 3.
Ordered, That the Committee on Accounts perform the
duties heretofore devolving upon them by the Rules and
Regulations, until such time as the Committee on Supplies
shall be appointed.
/
SCHOOL DOCUMENT NO. 4.
THIRTY-THIRD SEMI-ANNUAL REPORT
ttjjerrafmtet of public Skjwols
CITY OF BOSTON.
MARCH, 1878.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
39 ARCH STREET.
1 8 78.
REPORT
To the School Committee of Boston : —
In conformity with the requirements of your Regu-
lations. I respectfully submit the following as my
Forty-fifth Report, the Thirty-third of the semi-
annual series : —
Summary of Attendance for the half-year ending January 31, 1879.
General School*.
i
si
5 *
iH
- z ~
<zr
3
||
> —
<<
a s
* ~
m g
Z £
> —
<<
c r
zZ<
is
-
— »
s
o
z
*
Normal
l
4
H
90
90
59
s
89
2,118
2,025
93
95
2,103
;
57S
24,591
23,473
1.41S
94
24,913
410
*410
20,396
15,694
1,702
.
Totals
468
1.0S1
47,497
44.252
"c
d
c
-
- O
1
Special Schools.
X
□ -
bl
: 1 =
> 5 =
= §
E =
£ Z
5 I
>— •
gj
u —
-
z
<<
< <
Z
.-•
2
70
62
70
1
9
73
1
2
35
32
s
90
35
1
12
1,250
497
16
114
1,935
1,094
6
16
S99
319
Totals
155
44262
11
106
4
THE NUMBER OF PUPILS TO A TEACHER.
The following table shows the average number of
pupils to a teacher during the last half-year in the
several grades of schools, as compared with the
number during the corresponding six months of the
preceding year : —
Schools.
Pupils to a
Teacher.
Schools.
Tl PILS TO A
Teacher.
1877.
1878.
1877.
1878.
49.7
48.1
Elementary Evening * . .
11.0
9.8
50.6
50.7
Evening Drawing ....
25.7
23.0
28.6
27.3
8.1
8.5
23.0
25.7
Licensed Minors ....
33.5
32.5
33.0
35.7
2.5
17.0
According to the present provisions of the Reg-
ulations, the maximum number of pupils to a teacher
in the several grades and descriptions of schools
(excepting the Deaf-Mute and Licensed Minors'
Schools, and the Kindergarten, in which the number
is not fixed) is as follows : —
Primary .......... 56
Grammar (principal not counted) ...... 56
High, mixed (principal not counted) . . . . .30
High, unmixed (principal not counted) . . . . .35
Normal (principal not counted) ...... 30
Evening (principal not counted) . . . . . .15
Evening- Drawing ......... 30
* Principal not counted.
5
NORMAL SCHOOL.
The number of regular teachers in this school the
last half-year was 3, and the average number of
pupils was 92.
In my last report I suggested that a limited num-
ber of the graduates be appointed as supernumerary
teachers, to act as substitutes whenever called upon
to do so, and that, when not so employed, they be
required to be in attendance at the formal School.
This suggestion having been referred to a commit-
tee the following orders relating to the matter were
reported and adopted : —
That the Committee on the Normal School be authorized to
assign candidates who are normal graduates to schools for practice
without expense to the city.
That principals, in whose schools graduates of the Boston
Normal School are emplo}'ed as substitutes, be instructed to report
to the Head-Master of the Normal School, at the close of each
month, the name and success of such substitute ; and that the
Secretary of the Board furnish blanks for the same.
The requirements of these orders have been, carried into
effect.
The plan inaugurated last year, of providing in
connection with this school special courses of in-
struction and training in methods of teaching par-
ticular branches, for teachers of different grades who
are already in the service, has been in operation
during the past winter with increased interest and
success.
6
The courses for the teachers to be given this year
included Geometrical, Perspective, Freehand, and
Model Drawing, and Design, lessons in Physics,
Physiology, Psychology, Geography, History, Head-
ing, and Penmanship; also lessons in Illustrative
Drawing from the blackboard.
The courses in Physics and Physiology have been
finished. They were attended by an average of about
250 teachers. The courses in Geometrical and Per-
spective Drawing, and in Geography and Psychology,
are now in progress.
- HIGH SCHOOLS.
The attendance at these schools, during the last
half-year, was as follows : —
The average whole number of pupils belonging was
2,118, — boys 1,167, and girls 951,— against 2,171,—
boys 1,238 and girls 933, — for the corresponding six
months of the preceding year. The average daily
attendance was 2,025, against 2,054; and the average
percentage of attendance, 95.5, against 94.6. The
number of. regular teachers was 74: males 36 and
females 38. Besides these there were special teach-
ers of gymnastics, military drill, drawing, music,
French, and German.
The following table shows the number of regular
teachers, the average number of pupils, and the aver-
age number of pupils to a regular teacher in each of
the High Schools, during the half-year ending Janu-
ary 31, 1878: —
7
Schools.
Latin
English High
Girls' High
Roxbury High
Dorchester High . . .
Charlestown High..
West Roxbury High
Brighton High
Totals
No. of Reg.
Teachers.
13
16
18
7
5
8
4
3
74
Av'ge No. of
Average No. I pupils to a
of pupils. Regular
Teacher.
427
479
600
174
111
178
86
63
2,118
The following table shows the classification of the
High Schools January 31, 1878 : —
or
Classes,
years in the course, the first being highest.
Schools.
d
o
0
g
-J
w
u
econ
hird
ourt
M
a
>
ight
otal
<
%
ai
Eh
ft
ft
QD
m
w
H
22
22
33
80
43
112
64
42
418
8
99
138
217
462
39
104
134
305
582
«
Roxbury High ....
73
44
35
63
215
Dorchester High . . .
11
31
31
35
108
20
55
37
60
172
West Roxbury High .
17
19
20
27
83
14
27
22
63
131
351
461
732
167
.08
43
112
64
42
2,103
Percentage . . . .
.06
17
.22
.35
.02
.05
.03
.02
1.00
8
GRAMMAR SCHOOLS.
The attendance at these schools during the last
half-year was as follows: —
The average whole number of pupils belonging-
was 24,891: boys 13,013, and girls 11,878; the
average daily attendance was 23,473, and the per
cent, of attendance 94.3. The whole number of reg-
ular teachers was 511, an increase of three female
teachers and one male teacher, as compared with the
number at the end of the corresponding six months of
the preceding year. But, as there was an increase of
638 pupils, the number of pupils to a teacher rose
from 19.7 to 50.6.
The following tables show the classification of the
Grammar Schools in respect to grade and age, Jan-
uary 31, 1878, as compared with that of January
31, 1871: —
1874.
1S78.
Classes.
Number.
Per cent.
Number.
Per cent.
1,708
.07
1,572
.06
2,647
.11
2,558
.10
3,572
.15
3,673
.15 '
4,305
.18
4,594
.19
5,344
.23
5,<621
.23
6,035
.26
6,695
.27
9
Ages.
1874.
1878.
Per cent
U.LLL UCI •
111
.005
56
.002
( 979
.04
879
.03
2,485
.10
2,605
.11
3,650
.15
4,103
.17
3,964
.17
4,328
.17
4,162
.18
4,171
.17
3,722
.16
3,659
.15
2,678
.11
2,733
.11
1,860
.08
2,379
.09
From the foregoing tables, taken in connection with
those of the same kind presented in the preceding
reports, it appears that the Grammar Schools have
not, since 1874, quite maintained the standard then
reached in respect to the percentage of pupils in the
upper classes. There are now six per cent, in the
first class against seven per cent, lour years ago.
At the same time there has been an increase in the
percentage of pupils who are fifteen years of age and
upwards. We find, also, that the number of grad-
uates in the years 1876 and 1877 falls considerably
below the number in the years 1874 and 1875. This is
the result, probably, of the adoption of the plan of a
uniform examination for graduation. Few candi-
dates have been rejected, but the principals are
cautious in promoting to the first class such pupils as
are not pretty sure of succeeding.
10
The following table shows the number of teachers,
exclusive of principals, and the average number of
pupils to a teacher (not counting the principal), in
each Grammar School, for the half-year ending Jan-
uary 31, 1878: —
Schools.
No. of
Teachers.
Average No.
of Pupllfl.
No. of Pupils
to a Teacher.
Schools.
No. of
Teachers.
Average No.
of Pupils.
No. of Pupils
to a Teacher.
10
504
50.4
Hancock.. . .
11
531
48.2
7
329
47.0
4
227
56.9
10
495
49.5
Harvard . . .
10
526
52.6
Bennett
5
280
56.0
Hillside ....
5
270
54.0
15
739
49.2
Lawrence . .
18
883
49.1
Bowditch. . . .
8
343
42.9
11
588
53.5
9
426
47.3
Lincoln
12
600
50.0
Brimmer
15
736
49.0
9
465
51.6
Bunker Hill.
11
570
51.8
Lyman ....
11
572
51.9
6
co
51.8
Mather
7
315
45.0
Chapman ....
11
538
48.9
5
230
46.0
Chas. Sumner
4
211
52.7
Mt. Vernon.
3
146
48.6
12
727
60.5
Norcross
12
655
54.6
Dearborn. . . .
17
868
51.1
Phillips ....
14
721
51.5
Dudley (Boys)
8
419
52.3
Prescott
9
440
48.8
Dudley {Girls)
6
310
51.6
11
625
56.8
10
543
54.3
12
597
49.7
16
780
48.7
Sherwin
17
852
50.1
Emerson. . . .
13
662
50.9
Shurtleff. . . .
14
671
47.9
14
691
49.4
Stoughton. .
5
222
44.4
Everett, Dor.
7
378
54.0
Tileston
1
67
67.0
Franklin
14
726
51.9
Warren
12
585
•
48.7
Frothingham
11
525
47.7
Wells
9
441
49.0
9
420
46.6
Winthrop . ..
18
889
49.4
4
242
60.5
492
24,891
50.6
11
PRIMARY SCHOOLS.
The attendance at these schools during the last
half-year was as follows : —
The average whole number of pupils belonging
was 20,396: boys 10,902, and girls 9,494; the average
daily attendance was 18,694; and the per cent, of
attendance was 91.6.
During the past year the increase in the number of
pupils has been 485, and the increase in the number
of teachers has been 7, so that the whole number of
instructors in this class of schools, at the present
time, is 410. The average number of pupils to a
teacher was 49.7 against 49.4 for the corresponding
six months of the preceding year. The number of
pupils promoted to the Grammar Schools in January
was 2,676, averaging 6.5 to a school, which is a slight
gain on the number of a year ago.
The following table indicates the average number
of pupils to a teacher during the twelve years from
1867 to 1878, inclusive : —
Years.
No. of
Pupils.
Years.
No. of
Pupils.
1867
47.8
47.4
46.8
43.5
44.3
43.9
1868.
i 1874
1869
1875
12
The following tables show the classification of the
Primary Schools in respect to grade and age, Jan-
uary 31, 1878, as compared with that of January 31,
1874: —
Classes.
1874.
1878.
Number.
Per cent.
Number.
Per cent.
First Class (highest)
3,131
.16
3,193
.15
2,992
.15
3,082
.15
2,916
.15
3,054
.14
2,856
.15
3,290
.16
2,930
.15
3,204
.15
4,665
.24
i
5,279
.25
Ages.
18
74.
18
78.
Number.
Per cent.
Number.
Per cent.
2,790
.14
2,990
.14
4,404
.23
4,581
.22
4,604
.24
4,990
.23
4,162
.21
4,357
.21
Nine years of age and over . . .
3,560
.18
4,184
.20
It appears that ±± per cent, of the pupils of the
Primary Schools are in the three upper classes, while
56 per cent, of them are in the three lower classes.
This is certainly a very good showing, but it is not
quite up to the standard reached in 187-i.
13
The following table shows the number of Primary
pupils in each district, and the average number of
pupils to a school or teacher, during the half-year
ending January 31, 1878 : —
Districts.
Adams
Allston
Andrew
Bennet
Bigelow
Bowditch . . .
Bowdoin
Brimmer
Bunker Hill .
Central
Chapman
Charles Sumner
Comins
Dearborn
Dudley (Boys)
Dudley (Girls)
Dwight
Eliot
Emerson
Everett
Everett, Dor. . .
Franklin
Frothingham . .
Gaston
Gibson
Av. whole
No. of
pupils.
00
~ "3
~ o
No. of
Schools.
No. ofpi
to a Bel
7
337
48.1
5
231
46.2
7
387
55.3
4
198
49.5
12
592
49.3
11
519
47.2
12
576
48.0
11
540
49.1
11
526
47.8
4
170
42.5
10
541
54.1
5
217
43.4
17
992
53.1
17
893
52.5
8
418
52.2
6
276
46.0
14
629
44.9
9
472
52.4
11
635
57.7
6
300
50.0
13
648
49.8
9
480
53.3
9
441
49.0
4
184
46.0
Districts.
Hancock . .
Harris
Harvard . . .
Hillside ...
Lawrence. •
Lewis
Lincoln . . .
Lowell
Lyman
Mather
Minot
Mt. Vernon
Xorcross ..
Phillips ...
Prescott . . •
Quincy . . .
Eice
Sherwin. . .
Shurtleff . .
Stoughton .
Tileston . . .
Warren . . .
Wells
Winthrop . .
Totals . . . ,
No. of
Schools.
Av. whole
No. of
Pupils,
No. of Pupils
to a School.
16
763
47.7
3
133
44.3
13
652
50.1
4
161
40.2
21
1,085
51.6
11
543
49.3
7
367
52.4
10
520
52.0
8
383
47.9
4
232
58.0
4
145
36.2
q
0
Q ~
Ol.O
7
344
49.1
6
241
40.2
6
302
50.3
7
355
50.7
7
348
49.7
15
755
50.3
7
357
51.0
2
119
59.5
1
36
36.0
8
439
54.9
12
586
48.8
6
323
53.7
410
20,396
49.7
14
The following table shows the number of Primary
pupils in each district promoted to the Grammar
Schools [January, 1878] , and the average number of
promotions to each school in the respective districts : —
No. of
Schools.
Sent to 1
Gr. School.
No. to a
School.
3
26
8.6
13
84
6.5
4
22
5.5
21
159
7.6
11
81
7.3
7
40
5.7
10
75
7.5
8
43
5.4
4
21
5.2
4
24
6.0
3
7
48
6.8
6
42
7.0
6
30
5.0
7
36
5.1
7 |
48
6.8
15
96
6.4
7
52
7.4
2
22
11.0
1
8
66
8.2
12
92
7.7
6
57
9.5
410
2,676
6.5
Districts.
No of
Schools.
7
5
7
4
12
11
12
11
Bunker Hill...
11
4
10
Charles Sumner
0
17
17
Dudley {Boys)
8
6
14
9
11
Everett, Dor. . .
6
13
Frothingham . .
9
9
4
16
Sent to
Gr. School
No. to a
School.
25
3.5
18
3.6
65
13.0
33
8.2
93
7.7
78
7.1
77
6.4
69
6.2
63
5.7
30
7.5
73
7.3
99
5.8
50
2.9
72
9.0
44
7.3
83
5.9
56
6.2
91
8.2
43
7.2
88
6.7
49
5.4
62
6.9
64
16 0
87
5.4
Districts.
Harris
Harvard
Hillside
Lawrence . .
Lewis ......
Lincoln.
Lowell ....
Lyman
Mather
Minot
Mt. Vernon
Norcross. . .
Phillips
Prescott . . .
Quincy
Rice
Sherwin
Shurtleff. . .
Stoughton .
Tileston
Warren
Wells
Winthrop . .
Totals
15
SPECIAL SCHOOLS.
It has not been the custom to present in this mid-
year report, the statistics in detail of the Special
Schools. A statistical summary of the attendance of
these schools has been presented on the first pages of
the report. By comparing this summary with that of
last year, it appears that one additional evening draw-
ing school has been opened, making the whole num-
ber of Special Schools at the present time 27.
There has also been an increase of the num-
ber of pupils in attendance. Up to the 31st of
January the average attendance has been 2,004
against 1,918 for the corresponding portion of the
preceding year. On the other hand, there has been
a decrease in the number of teachers, the whole num-
ber at the date above named being 155, which is less
by 22 than that of last year. This decrease is found
in the Elementary Evening Schools, and it would
seem that a still further reduction might be made, for
it appears that there are in these • schools only about
an average of 9 pupils to a teacher. On the other
hand, the Evening High School shows an average
attendance of over 40 pupils to a teacher. This
school has been constantly growing in numbers and
usefulness. The average attendance the present
year has been 497 against 352 for last year. It evi-
dently meets a real want in the community, and the
time is not distant, I imagine, when there will be a
demand for more than one school of this descrip-
tion.
16
THE PROGRESS OF THE SYSTEM.
The history of the improvements which have been
introduced into the Boston system of public instruc-
tion since my connection with it as Superintendent
began, may be found, by those desiring information
on the subject, in the record of the proceedings of the
Board and in the twenty-one volumes of the Annual
Reports of the Board, from 1857 to 1S77 inclusive,
comprising the reports of the committees on the
annual report, numerous reports of standing and
special committees, my own forty-five regular reports,
and several special reports, and other matter of dif-
ferent descriptions. My twenty-ninth semi-annual
report contains a somewhat extended review of the
growth and progress of the system from 1856 to 1874 ;
an examination of the documents above named would
reveal the series of suggestions, discussions, efforts,
and experiments which have resulted in those chaDges
in the system wherein it differs from what it was a
score of years ago. I do not purpose to attempt, in
this report, to even enumerate the steps of progress by
which that difference has been brought about, but
shall content myself with the remark that those
changes which have been introduced have been in the
main in accordance with the most approved opinions
on the subject of education. I do not intend, how-
ever, to be understood as including in these remarks
the present system of examining the schools.
THE PRESENT CONDITION OF THE SCHOOLS.
The condition of the schools in respect to matters
which are susceptible of representation by statistics is
17
presented in other parts of this report. As to their
condition in respect to those important elements of
educational economy which do not admit of numerical
exhibition, I have little to say, except to remark
that there have been, during the period covered by
the report, no changes requiring special comment.
What I have said about the condition of the schools
at different times during the past few years, in re-
spect to the accommodations, the studies pursued, the
character of the attendance and the discipline, and
the efficiency of instruction, may be said now, with
some not very important modifications. They are
not free from imperfections, for no human institutions
are perfect; but they are, as a whole, good, and I will
venture to add that those persons who think differ-
ently, either are not acquainted with them or they
judge by a different standard from that which is
generally recognized by sound and practical educa-
tors. It would be easy to make them different; but
to make them better is another task. Real, substan-
tial improvements in a great system of schools are of
slow and difficult achievement. I hope and trust that
in the future the efforts for remedying the defects of
the system will be more vigorous and more success-
ful than they have been in the past, for there never has
been a reform that did not need reforming.
THE GIRLS* LATIN SCHOOL.
The establishment of this institution, which went
into operation the early part of last month, is an im-
portant event in our educational history. It is in-
18
tended as a classical High School for fitting girls for
college. It is the first and only institution of the
kind within my knowledge. It has been organ-
ized under favorable auspices. The master, Mr. John
Tetlow, who has been elected as its principal, is a
gentleman who is admirably fitted for the situation.
Previously to the action of the Board, in instituting
this school, there was a protracted series of hearings
held by the Committee on High Schools, on the
question as to what course should be adopted for
providing classical instruction for girls.
On the one hand it was contended that justice to the
girls required that they should have advantages for
classical instruction identical with those enjoyed by
the boys, or, what amounted to the same thing, that
they should be admitted to the boys' Latin School,
thus rendering that ancient institution a mixed
school.
On the other hand it was maintained that this ar-
rangement would not be doing justice either to the
girls or to the boys ; that it would render the Latin
School less efficient as a preparatory school for boys,
and that it would not give the girls as good a chance
as they might have in a good separate school for
girls. The latter position was that which I undertook
to maintain. I did not pretend to deny that there
were, and that there would continue to be, good mixed
schools. But the proposition which I endeavored to
prove was this : —
That the physical and mental differences of the
sexes, and the difference of the sexes in respect to
function and destination, require separate education
19
for pupils between the ages of twelve and eighteen,
especially in a large city, in order to secure the best
results.
The question under consideration naturally led to
the general question of the coeducation of the sexes,
a question which had scarcely been touched upon
before in connection with the administration of the
Boston system of schools. From the origin of the
system separate education of the sexes has been the
rule, and coeducation of the sexes the exception.
I did not undertake to prove that coeducation of
the sexes in the case of young children was not allow-
able, or that the opening of certain departments of
colleges and universities to women may not be expe-
dient, or that there may not be fairly good mixed
High Schools, judged by the ordinary standards. But
what I claimed as true was, that if the end in view
is the best result, physical and mental, and the best
preparation for the functions and destinations of active
life ; if the aim is to maintain the highest standard of
excellence yet known, then, for pupils between the ages
mentioned, the period of High-School education, pro-
vision should be made for the separate education of
girls and boys.
In support of this proposition I presented such
proof as all educational science is built upon, namely
that which is derived from a careful induction from
facts. For the sake of perspicuity the evidence pre-
sented was grouped under the three following
heads : —
1. The results of scientific inquiry, as developed
and presented by the most reliable authorities.
20
2. The results of experience, as presented in the
history and present condition of education.
3. Pedagogical authority in general.
The following were some of the authorities referred
to : Herbert Spencer. Dr. Henry Maudsley, Dr.
Edward H. Clarke. Dr. Kay, Dr. Mary Putnam
Jacobi, Report of Massachusetts State Board of
Health, W. B. Fowle, Mrs. Emma Willard, Jean Paul
Riehter, Professor D. R. Fearon, Miss Annie E.
Johnson, Miss Mary E. Beedy, Dr. T. H. Cochrane,
Dr. "William A. Hammond, Dr. Eben S. Stearns, Dr.
Raymond of Vassar College, President Fairchild of
Oberlin College, and the Protocol of the Official Con-
ference on High Female Education in Berlin.
I maintain that if there is such a thing as an
f* American" system of High Schools, that system is
the separate and not the mixed system. The number of
the schools and places does not prove the rule, but
the importance of them and their rank. Separate
High-School education is the system in San Fran-
cisco, Louisville, Charleston. Baltimore, Philadelphia,
New York. Washington, and Boston. What other
eight cities, with a coeducation system, can be cited
to match these?
It was claimed that the Boston system should be
counted as mixed, because the majority of the number
of High Schools were mixed. This is absurd in view
of the fact that Boston never organized a mixed High
School, those now belonging to the system all having
been recently annexed, and the number of pupils in
all of them scarcely comes up to the number in a single
one of the old separate High Schools.
21
The drift of civilization has been and is towards
the separation of the sexes in education between the
ages above named.
IMPROVEMENT IX METHODS.
Since my connection with the Boston schools
began there has been a very marked improvement in
the methods of teaching. This improvement in the
methods of handling the subjects of instruction has
resulted in a great saving of time and strength on the
part of both teachers and pupils; and yet I must
own that the progress in this direction has not been
all that could be desired. Although the " skill busi-
ness " has received a constantly increasing attention,
owing to the operation of various agencies which
have successively been put into operation, yet there
are many teachers who have not yet gone into this
matter as zealously as they should have done. There
are still too many teachers in the service who have
not that mastery of their art which they should have,
and which they might acquire by a moderate amount
of well-directed eflbrt.
As a body the teachers in our schools are excellent.
Xo better corps is to be found in any city where the
system of annual elections is in operation. There
are many among them who have had no superiors in
the past, and who are not likely to be excelled by
any teachers in the future, who have enjoyed no
better advantages of preparation and supervision.
But there are others who might accomplish more
than they now accomplish, and with less wear and
22
tear, if they were only in possession of that skill which
they might acquire. What they need is to study
their business, — to study the principles and methods
of teaching. Every teacher should be a constant and
earnest student of education. Every teacher should
possess a collection, smaller or larger, of the best
books on education. Thorough scholarship, good
common-sense and experience, are indispensable
requisites to success in teaching, but they are not
the only requisites. Professional study should be
added.
In each of our schools there should be a well-
selected library of pedagogical books. We are ex-
pending quite large sums every year for books of
reference, but, as far as I know, no pedagogical books
have been purchased for our school libraries for sev-
eral years past. Some ten or twelve years ago, the
earlier volumes of Barnard's "Journal of Education"
were, on my recommendation to the Board, placed in
en cli of our Grammar and High Schools. This pub-
lication has grown to twenty-four volumes, and com-
prises by far the most comprehensive and valuable
collection of educational literature in the English
language. I think it would be a judicious expen-
diture of money to place a complete set of it in each
of our Grammar and High Schools. The new w En-
cyclopaedia of Education," which has lately been
published, and which is one of the most valuable
contributions* to the educational literature of the
country that has ever been made, should be placed in
all the schools without delay.
23
PRINCIPLES OF TEACHING.
Improvements in methods of teaching, that are im-
provements, must be the outgrowth of a better
knowledge of the principles of teaching. The prin-
ciples of teaching are founded on the science of the
human mind and the science of the human body, and
hence the necessity of studying these sciences on the
part of teachers. But it is not essential that every
teacher should undertake original investigations in
this line. For the mass of teachers, it is sufficient if
they study the principles of teaching, as they have
been discovered and systematically arranged by the
best educational authorities. Quick's "Educational
Reformers " is a good introduction to the study of the
principles of education.
My object in introducing this topic at this time is
to draw attention to a valuable chapter on the sub-
ject in the able report lately issued by the new sec-
retary of the Board of Education, Hon. John "W.
Dickinson. The following extracts will indicate his
mode of treating the subject: —
The first principle of teaching may be stated as follows : All
topics should be taught objectively, by bringing into the presence of
the mind the actual objects and subjects of study, or by bringing
before the mind as complete illustrations as possible of them. By
the term objects is meant plrysical things, or those things which
are external. By the term subjects is meant mental things, or
those which are internal, such as thoughts and mental states and
the sciences. An object is in the presence of the mind when it
holds such a relation that the mind perceives the object. A sub-
ject is presented by awakening in the mind those thoughts or
24
mental states, or that knowledge which constitutes the subject of
which the teacher desires the pupil to become conscious. All
teaching is objective that succeeds in bringing the object or subject
of thought before the mind for its consideration. The more
teachers stud}' their art, and understand it, the more inclined they
are to teach by bringing into the presence of their pupils the
objects to be studied. The principle here illustrated is violated
whenever the teacher employs words as substitutes for that which
the words describe.
Another principle of teaching is, objects and subjects should be
be taught first as wholes. The principle is violated when the
alphabet is taught as a step towards reading, or when the teacher
attempts to teach geography proper by leading the pupil to com-
bine his knowledge of the school-yard, the town, and the country
into a knowledge of the earth. Parts can never be parts to the
learner before he knows the whole of which the}7 are parts. An
object is taught when that is taught which is expressed by a name.
A subject is taught when the teaching prepares the mind for a
definition.
A third principle of teaching arises from the relations elementaiy
holds to scientific knowledge. The first is a knowledge of facts
pertaining to individual things. The second is of classes, and is
general knowledge. A knowledge of classes depends upon a
knowledge of individuals, hence the necessity of an elementaiy
course of studies that shall precede its corresponding scientific
course. The stud}' of arithmetic should be preceded by a sys-
tematic study of numbers : the study of grammar by a study of
language ; a knowledge of astronomy should grow out of the
changes observed in the heavenly bodies ; a knowledge of botany
out of a knowledge of individual plants ; and a knowledge of every
science out of a knowledge of those facts that the science requires
to be generalized and combined. In this country there is not yet
to be found in any of the schools a systematic course of elementary
teaching.
Now there may, and will be, differences of opinion
as to the right application of these principles; but
25
the principles themselves, as I understand them, seem
to me to be sound, and I hope they will be carefully
studied by teachers, and others having responsible
relations to the management of educational affairs.
SECONDARY SCHOOLS.
Secondary instruction is that which comes between
the elementary instruction, on the one hand, — the
instruction which in our system ends with the Gram-
mar School, — and the instruction given in the col-
lege or university, on the other. Lately the question
has been raised, whether it is expedient for the State,
in making provision for education at the public ex-
pense, to go beyond the elementary stage. I have
no fear whatever that this question will be decided in
the negative in this Commonwealth. History fully
justifies this opinion. Much less will this question
be decided in the negative in this city. At the very
moment when the question is raised in this regard,
and when the discussion of it may be said to be
raging in some parts of the country, Boston's prac-
tical treatment of the question has been the establish-
ment of two new High Schools, in addition to the
nine noble institutions for secondary education sup-
ported at the public expense. I had intended to
present in this report my views on this topic at con-
siderable length, but I shall content myself with
simply quoting and adopting the saying of Huxley:
w No system of public education is worthy the name
unless it creates a great educational ladder, with one
end in the gutter and the other in the university."
26
SCHOOL-HOUSES.
In a former report I spoke of the progress which
had been made in building school-houses within the
past four or five years, mainly in consequence of the
creation of the office of city architect, and the filling
of that office by an architect of the present incum-
bent's qualifications for the performance of its duties.
I wish to emphasize what I then said. What has
since been done in this department of school econ-
omy has been increasingly satisfactory. The build-
ings which have been finished within the last two
years are more successful as specimens of school
architecture than any which had been previously
erected.
But the great achievement of Mr. Clough is found
in the design and plans of the very remarkable group
of buildings for the Latin and English High Schools.
Never before in the history of our schools has there
been a school-building project which afforded such a
scope for the exercise of ability on the part of the
architect. The result is gratifying in the highest de-
gree. I feel safe in saying that this project has
never been equalled, or even approached, by any
other school edifice in this country. The foundation
of this group is completed ; but I understand it will
require nearly three years more to complete the
buildings. An exhibition of the plans in the Univer-
sal Exposition at Paris would have been highly cred-
itable to the city and to the country, and I regret
exceedingly that the Committee on Public Buildings,
of the City Council, did not see fit to incur the very
27
small expense which the exhibit would have cost.
In my judgment they should have done it, if not for
the honor of the city, at least in justice to the accom-
plished city architect, who has labored with so much
zeal and success on this project; and this neglect on
the part of the city authorities is the more striking in
contrast with the action of the Cincinnati authorities
this moment telegraphed to me, appropriating the
sum of two thousand dollars for the exhibit of that
city in the Educational Department of the American
Exhibition.
TEACHEES, — TENURE OF OFFICE.
As it is through the agency of teachers that all
other educational provisions and means are put to use
for the attainment of the desired ends, hence the prin-
cipal criterion of the merits of a school system is
found in the character and qualifications of the
teachers in its service.
In my twenty-ninth Semi- Annual Report reference
was made to some of the causes which had helped to
secure for the Boston schools the services of merito-
rious teachers. At the same time it was maintained
that the 'provisions of our school system were not as
well calculated as they might be to secure and retain
the services of the best teachers. The defect in the
provisions of the system relating to teachers especially
dwelt upon was, that which requires an annual elec-
tion of all teachers. On this topic the following lan-
guage was used: w A change in the tenure of office
is needed. While teachers should be subjected to the
28
proper tests, examinations, and probations, before they
are confirmed as permanent incumbents, when once
so installed in office they should not be subject to
summary removal, at the end of each year, without
any warning, and without any opportunity to meet
any charge made against them.
" The situation of a large proportion of the subordi-
nate teachers, in respect to the tenure of office, is very
trying. The case of the principal teacher is, perhaps,
still more trying. The effect of the existing provi-
sions for the annual election of teachers upon the
spirit and character of the teachers is not salutary.
The honor of a position is always reckoned as an in-
gredient of the compensation for services rendered.
What dignity or honor is associated with a position
held as a means of livelihood, from which the incum-
bent is liable to be removed at the end of the year,
without any fault, or the charge of a fault? Every-
body knows that it is the tenure of office, and not the
high salary, that attracts legal talent to the judicial
bench. So, in our colleges, able professors are
secured, not by the salaries alone, which are noto-
riously low, but by the dignity and honor which the
tenure of office gives to this situation."
This view of the matter was presented upwards of
three years ago ; since that I have given much atten-
tion to the subject, and the result has been to
strengthen my conviction that the next important
step to be taken for the improvement of our school
system is to abolish that provision of the regulations
providing for the annual election of teachers.
It should be done in the interest of economy. If
29
the dignity of the position of teachers is raised by the
proposed change of the tenure of office, teachers of
the present grade of qualifications could be secured
at a less rate of salary than that now paid, and those
of a higher grade could be induced to enter the ser-
vice at the present rate of salary. Occasionally a
grumble is heard about the luxurious appointments
of our school system, but its most costly luxury is, in
my judgment, that absurd arrangement by which
each teacher is subjected to an annual election. It
costs the city hundreds of thousands of dollars annu-
ally, and for all this outlay no benefit accrues, but
positive injury. It is a contrivance for spending
money for what is worse than nothing. Instead of
improving the character of the instruction it actually
renders it far less valuable. This annual election is
not only the individual cause of a worse than useless
expenditure of a larger sum of money, but it is a
cruelty. It subjects the conscientious and faithful
teacher to a painful ordeal. And the suffering from
this trial is not limited to the day of election; it is a
thorn in the flesh during the whole year. It is a
running of the gauntlet, and nothing less can be made
of it. As the time of election draws near, the teachers
are not unfrequently reminded in a jocose manner that
they are " on the anxious seats." In years far back I
have heard members of the committee thoughtlessly
use such language to teachers, not meaning, certainly,
to wound their feelings, and I thought they might
have appropriately replied in the language of the
pelted frogs in the fable. This constantly impending
annual election is well imaged to my mind by the
30
sword of Damocles. Its effect both upon the
teachers and the teaching is injurious. The teacher
must have a love for his profession, or he cannot or
will not work in it to the best advantage. But what
more effectual contrivance could be devised for damp-
ing the ardor of the professional teacher's love for his
calling, than to set him up annually as a target for
arrows to be shot at from behind the screen of the
secret ballot ?
But it may be said that teachers should not be so
sensitive ; that they should not mind it if they do have
a few votes cast against them, provided they get the
number requisite for election; they must take a phil-
osophical view of the matter, and not be disturbed.
I have myself, in former times, tried to take that view
of the matter. But the fact remains that teachers
are sensitive, very sensitive, and they are likely to
be so as long as their nerves continue to be lacerated
by this torturing process. Is it not enough to make
even the strong men in the service somewhat nervous
about election time, when they know that the morn-
ing's paper after the election may tell any one of the
number, with all the rest of the reading world, that he
had not a vote to spare, or that he failed to get the
requisite number, although not a breath of complaint
had been breathed against him? And this is not
fancy, it is fact. It is what has happened more than
once. And, when it has happened, it has humiliated
the whole body of teachers.
But it may be objected that this arrangement is a
convenient way of getting rid of unworthy teachers.
I admit that it is a convenient way, but at the same
31
time I affirm that it is not the wisest way. It is a
way that does great harm to accomplish a little good.
It punishes the good and bad without discrimination,
and is therefore unjust. Justice to servants is essen-
tial to good service.
The present School Board is not at all to blame for
the existence of this regulation. They have inher-
ited it from the past. It has been in operation for
many years, although it is not found in the early
records. Philemon Permont, when, in 1635, he was
* entreated to become the school-master for the nurtu-
ring of the children/' in the infant settlement of
Boston, was not informed that, at the end of the
year, the question of his continuance in that ca-
pacity would be tested by a vote. Ezekiel Cheever was
inducted into office as master of the Boston Latin
School with great pomp and ceremony by the Royal
Governor and all the magnates of the town. But
what a senseless farce all that ceremony would have
been if that venerable scholar had been told, when it was
over, that at the end of the year the selectmen of the
town would take a vote on the question of continuing
him in office, and if a majority of the votes were adverse
he would have to seek a situation elsewhere! In
those foreign countries where education is much ad-
vanced, such a thing as an annual election of teachers
is unheard of, and in this country the city of Xew
York sets us an example worthy of imitation, and I
trust that it will be imitated in the near future. Let
this paralyzing incubus be lifted from the teachers,
and thev will serve the cause and serve the city with
32
tenfold more courage and with vastly increased
efficiency.
OVER— EDUCATION.
The obligation of the State to provide the means of
instruction for the children of the people is founded
upon the acknowledged fact, that the diffusion of in-
telligence and virtue is conducive to the public wel-
fare. The advocates of the most liberal provision for
education are not at the present day under the same
necessity, as in times now very far in the past, of
drawing their arguments from the nature of things.
They are now able to point with confidence to results.
After having described, thirty-five years ago, in his
famous report on foreign education, the excellences
of the Prussian schools, Horace Mann confessed to
being nonplussed when asked to explain why the
Prussian nation, with such a system of schools, stood
no higher in the scale of civilization. He did not
sufficiently consider the element of time in the prob-
lem. The period of time which had elapsed since the
efficiency of the system had been raised to the stan-
dard which he witnessed had been short. There had
not been time for the legitimate results of the system
of instruction to become thoroughly incorporated into
the national life. For it should be remembered that
this education did not originate with the people them-
selves, but with the philosophers and statesmen of the
nation. But the Prussian system is now sufficiently
vindicated. And by the Prussian system I do not
mean any particular system of school organization, or
any special method of instruction, but a comprehensive
33
scheme of education of all grades and descriptions, —
general and special, elementary, secondary, and supe-
rior. The history of national education during the
present century fully justifies the well-known saying of
Jules Simon: "The first people is that which has the
best schools ; if it is not the first to-day it will be the first
to-morrow." During the past quarter of a century
this truth has been repeatedly illustrated both in war
and in peace. It has been made especially conspicu-
ous in all the universal expositions which have been
held. In fact, this saying of the French statesman,
who was characterized by George Sumner as one of
the most acute and discriminating of modern writers,
must now be accepted as axiomatic; and it is as bril-
liant as it is true. It is not only true of States, but it
is also true of smaller communities. So we may say
with truth, r- The city which has the best schools is
the first city ; if it is not so to-day it will be so to-
morrow." It may not be first in population or wealth,
for these things depend largely on natural causes,
which human effort cannot control ; but it will be first
in the essential elements of social well-being.
It has been, I doubt not, the instinctive apprehen-
sion of this truth on the part of the controlling major-
ity of the people of this city, which has sustained its
school system for so many years with so much liber-
ality, — a liberality which has become proverbial, —
and has justified the adoption of those measures of
improvement which have given the system the celeb-
rity which it enjoys. And thus has come to exist
the fact, that the Boston school system is the dis-
tinction, the glory, and the strength of the city. The
34
wisdom of the policy which has produced this result
has been abundantly justified. I hope and trust that
the same liberal policy will be pursued in the future.
But it is well known that some signs of a reaction-
ary tendency have begun to appear in certain quarters,
especially in utterances from the platform and press.
So far as I have been able to discover, these reac-
tionary utterances emanate either from enemies of
popular education, or from its injudicious and not
well-informed friends. Both these classes deal in the
same misrepresentations of facts, the same absurdities,
the same platitudes, and the same exploded theories.
They superciliously ask, "Are we not educating
the people too much?" I ask, in turn, who is meant
by " We "? For my part, I do not know of any partic-
ular class of persons in the community who have the
right to say KWe educate the children of the people."
Certainly, in the city of Boston, if official statistics are
to be relied upon, only a small part of the taxes for
the support of the schools is paid by those citizens
whose children are not educated in those schools. In
view of this fact it is the height of presumption for
the small class of citizens who do not avail themselves
of the advantages of the public schools to pretend
that they are educating the people out of their pockets.
And that class of citizens who claim to be the tax-
payers ought to be intelligent enough to understand
that it is the education of the people more than any-
thing else that gives value to the property on which
they pay taxes.
If any particular citizen thinks his own children
are getting too much education for their good, his
35
proper remedy for the evil, as it seems to me, is to
take them out of school, if they have arrived at that
stage of schooling which the law requires. But the
controlling majority must rule, and if this majority
comes to believe that the educational advantages of
their children are too good, and decide to curtail
them, they will be acting according to the demo-
cratic principle of our system of government. It is for
the people themselves to say how much they will ex-
pend for education, and not for any particular class
of the people to arrogate to themselves this preroga-
tive.
If children were boarded and clothed at the public
expense while attending school, it is easy to see that
the thing might be overdone; but so long as tuition
alone, or tuition and books only are furnished, and
parents are obliged to dispense with the labor of their
children and support them while attending school,
there is no danger whatever that they will keep their
children in school too long for their good, except in
some individual instances, which general arrange-
ments cannot regard. The general tendency has
everywhere and always been in the opposite direction.
People are suffering, not from being too well educated,*
but from not being well enough educated. The idea
of devising a scheme of education which shall educate
the children of the masses up to a certain point which
shall be just sufficient to render them self-supporting
and useful drudges, without exciting in them the desire
to rise in the social scale, is utterly futile.
What I have said above in regard to the cause of the
exceptional liberality of this city in respect to the
86
support of public schools is not a complete explana-
tion of the matter. In addition to the operation of the
instinctive perception of the tendency of education to
promote the general welfare, a more personal and pri-
vate motive has had a great influence in relation to
this matter. I refer to the fact that the overwhelming
majority of the well-to-do citizens, and those who ex-
orcise a controlling influence in municipal all airs, as
well as of those who actually vote the appropriations,
educate their children in the public schools; and
they feel that it is better and more economical to keep
the public schools up to a standard which shall meet
the wants of substantially all classes, than it would be
to keep them down to a pauper level, for the children
of the laboring classes, and provide for the instruction
of their own children in private schools. I rely
largely upon this feeling for the perpetuity of the ed-
ucational liberality of the past, and the consequent
maintenance and advancement even of the present
standard instruction in the public schools.
HALF-TIME SCHOOLS.
By the term w half-time school " is meant a school
that is kept half the number of sessions usually al-
lotted to a full school year. The system may be con-
veniently illustrated by the school calendar of St.
Louis, in which the school time is expressed in round
numbers. The school year consists of 200 school
days, of two sessions each, and of course the half-year
consists of 100 days, and the quarter, of 50 days. A
half-time pupil might be one who attends the alternate
37
sessions, either those of the forenoon or those of the
afternoon, or one who attends both the forenoon and
afternoon sessions, of the alternate quarters or of the
alternate half-years.
The theory of what is now technically called the
half-time system is, that the half-time pupils, or w half
timers," alternate between school and work. The
country district school which I attended in my boy-
hood was substantially a half-time school of alternate
quarters, the one in midsummer and the other in mid-
winter; but the quarters were usually of short meas-
ure, averaging less than ten weeks. And, besides, the
boys who were twelve years of age and upwards, did
not enjoy even the privileges of half-time schooling;
they were only quarter- timers, as their attendance was
usually limited to the winter term.
In regard to this matter of half-time schooling,
I speak with the more confidence, as I have had con-
siderable personal experience in it, having from the
age of four to twenty never attended school more than
half the time in any one year, and after the age of
eight years having been constantly at work when not
in school.
The schools in rural districts are at the present
moment throughout the country, to a very large
extent, half-time schools, of alternate quarters. They
are such, not from a theoretical belief in the superior-
ity of the system over that of whole-time schooling
on the part of the authorities in control of the matter,
but from supposed necessity, — this necessity being of
a two-fold nature; first, the need of the assistance
of the children in the household and farm labor, and,
38
second, the need of economizing in the expense of
maintaining the school.
In England the half-time school has been advocated,
and is now advocated, by some writers on education,
as preferable to whole-time schools for the education
of the children of the common people. And by the half-
time schooling in England is meant attendance at
alternate half-daily sessions. English advocates of
this system claim that half-time pupils make as much
advancement in scholastic attainments as whole-time
pupils. Recently among us there has been some attempt
to awaken an interest in favor of the half-time system.
The American advocates of the system seem to take
the testimony of its English advocates as to its merits
as quite conclusive; moreover, this half-time theory
has been seized upon>as a possible solution of the prob-
lem of industrial education, or, at least, of the branch
of it which relates more especially to the early training
of children to hand labor, to the training of the hand as
well as the intellectual faculties, which is generally
agreed to be a matter of much educational impor-
tance.
I do not propose to enter upon a full discussion of
this subject in this report, but only to emphasize a
few points bearing upon it.
1. So far as authority is concerned, by which I
mean the weight of the opinion of experts, it is to be
observed that the English advocates have no impor-
tant support in their theory among educators in other
countries.
2. The data which they present in support of the
theory of superiority of half-time schools are insuffi-
39
cient to justify the conclusions which they have
reached. It is not difficult to find individual instances
of pupils who, while studying half the time and work-
ing the other half, have outstripped others who have
devoted the whole time to school attendance. But
that pupils generally will learn as much in a half of
the usual school day as they will in the whole of such
a day is a proposition which has not yet been estab-
lished by any adequate proof.
3. Whole-time attendance, that is, attendance at
two half-daily school sessions, for at least two hundred
days in the year, from the age of five to the age of
fourteen, is necessary for the instruction of the chil-
dren of the people, which is demanded by the exi-
gencies of society at the present day, in every enlight-
ened community.
4. It is desirable that all children, during the period
of schooling above named, should be employed out of
school hours, and during vacations, as far as practi-
cable, in hand labor; and that this hand labor should be
of such a nature as to develop and strengthen the
physical system, and at the same time to call into
exercise the intelligence and the acquired scholastic
knowledge of the pupils. But it should be laid down
as a principle in political economy, as well as in edu-
cational economy, that the labor of children under
fourteen years pf age should not be relied upon or
counted as one of the elements of the productive power
of a civilized community of the present day. And,
further, that the self-denial and sacrifices necessary
for securing the best education, physical, intellectual,
and moral, of all children, until the period named, are
40
a sacred debt which the present generation owes to
the future.
5. Were it possible to inaugurate half-time schools
for the children of the common people, or for those
children who are supposed to be destined to earn their
livelihood by manual labor, the result would be a
system of caste schools, and whatever arrangement
might be submitted to in other countries, in a country
where the democratic principle is so prevalent as it is
in our country such a system is sure to find little
toleration. While, in countries which we have been
accustomed to stigmatize as despotic, the rapid ad-
vance of the democratic principle is sweeping away
the distinctions of caste in educational systems, any
attempt to introduce such distinctions in a country
where the institutions of government are founded on
the principle of democratic equality must result in
failure.
6. It is said in advocacy of the half-time system,
that the results of the half-time rural schools, that
is, the schools of the " country district," are better
than the results of the whole-time city schools, and,
therefore, that the results of city education would
be improved by reducing the schooling by one half,
and by substituting manual labor for instruction dur-
ing the other half. Now, the fact is, that the results
of instruction in the country half-time schools are far
inferior to the results of instruction in good city
whole-time schools ; that is, the pupils in the latter get
far better training in the useful branches of knowledge
than the pupils in the former. If the results of the
processes of education, taken as a whole, including in
41
the word K education" all the influences which tend to
the development and formation of character, the bring-
ing out and strengthening of those qualities which
contribute to efficiency and success in practical life,
are better in the country than in the city, it is not be-
cause of the shorter school time in the, former than in
the latter, but because the circumstances of country
life are more favorable than those of city life for the
education of the child, in the larger sense of the
word.
7. But although half-time schools cannot be ac-
cepted as an adequate substitute for whole-time
schools, on a general scale, they may be instituted
with advantage in some cases as a temporary arrange-
ment, as a makeshift, and even permanently in ex-
ceptional institutions. It would be well if there were
establishments, set up by private organizations, where
boys and girls might be taught useful handicrafts
and trades, by working a part of each day while an-
other part is occupied in school, — admission to
such an establishment being considered a favor to be
granted only to candidates who have attained a cer-
tain age, and a certain adequate proficiency in the
curriculum of an elementary education.
It would be well also to provide short-time schools
for youth who have completed the elementary course,
and who are already engaged in their apprenticeship.
Such schools, called improvement schools, are quite
extensively provided by law in several countries in
Europe, and attendance is made obligatory up to six-
teen or seventeen years of age .
42
CLASSIFICATION OF THE PRIMARY AND GRAMMAR
SCHOOLS.
[Report to the Board of Supervisors in view of the revision of the courses
of study of the Primary and Grammar Schools.]
I. The first .point to be considered and determined
is the period of instruction as a whole, that is, the
number of years to be comprised in it, or the age at
which pupils are to begin the course, and the age at
which they are to terminate it. Of course it is not
expected that the limitation as to period and ages is
to be absolute, but some standard in regard to these
matters must be fixed, to which other provisions and
aims should, as far as practicable, conform.
The first point, then, to be determined is the age at
which instruction in our public schools should begin.
From the time when our Primary Schools were
established, in 1818, until 1862, pupils were admitted
at four years of age. Since the latter date children
under five years of age have been excluded. The
statistics will show, probably, that the Primary pupils
get into the Grammar Schools at as early an age as
they did when they began their schooling at four
years of age, and their attainments are no doubt
much higher than they were when the course of in-
struction was four years instead of three, as at present.
But these results, doubtless, are due, not to the
cutting off of the lower year of schooling, but to
other causes, — the causes which have contributed to
the improvement of the schools. I have been accus-
tomed to regard the cutting off of that lower year of
the former school age as a wise measure. There is
43
no doubt but that it secured a gain in the interest of
economy, although that was not its object. It was
intended as a benefit to the children. Whether it was
so must remain a matter of opinion, for it is not a
question capable of being determined by demonstrative
proof. I think I may take it for granted, however, that
the question of restoring the old rule of admitting
pupils to the Primary Schools at four years of age is
now out of court.
The question in this connection, then, is, Shall the
age of admission be raised, and, if so, how much ?
If it should be thought best to raise the age at all,
probably no one would think of carrying it above six
years, and therefore it seems unnecessary to present
any considerations for or against such a proposition.
"Whether the age shall remain as at present, five, or
be raised to six, is, as I conceive, the specific prac-
tical question to be considered, so far as the lower
limit of school age is concerned.
In determining the question of the proper age for
children to begin their schooling, the character of
their homes, and the character of the school provided
for them, must both be taken into account. In fact,
these appear to be the only two factors of the problem,
if the schooling is to be voluntary and not compulsory.
If the homes are good and the schools bad, then, of
course, it is better not to hasten the children into the
schools at an early age. But when the case is re-
versed, and the schools are good, while the homes are
unfavorable to the physical and mental well-being of
the children, would it not be well to let the schooling
begin at a comparatively early age? We come, then,
44
to the specific practical question whether, considering
the character of the majority of the homes from
which the children come, and considering the actual
condition and management of the lower classes in the
Primary Schools, with the reasonable prospect of
adapting them still better to the care and training of
young children, it would be for the good, physically,
morally, and intellectually, of the children between
five and six years of age to be excluded altogether
from the school-rooms?
It must be conceded that the conditions in the
schools, although not up to the standard of ideal per-
fection, are very favorable, when it is considered that
the acommodations are on the whole the best known;
that the seating is quite the best known; that on ac-
count of the system of seating there can be no such
thing as a crowded room, in the ordinary sense of the
term as used in connection with schools; that the
teachers are for the most part cultivated ladies ; that the
rules are explicit in enjoining upon the teachers the
strictest care of the health of the children ; that the
children cannot be kept still on their seats but a short
time, except in violation of the provisions of the regu-
lations; and that there is at this period no such thing
as lesson getting and reciting, in the proper sense of
those words.
It is quite probable, however, that even though the
schools may be comparatively good, there are not a
few homes where the children would be as well off, or
better, at this early age than in the school-rooms.
But is it not true, on the other hand, that the majority
of the homes are not so good, for the children of this
45
age that belong to them, as are the existing schools?
And if it is very probable, or, perhaps, certain, that it
would be for the advantage of a large proportion of
the children between five and six years old to attend
the schools as now conducted, would it be a good
thing to do to shut the school-house door against
them? And if the schools are not adapted to the
wants of such children, should they not be made
to meet those wants, instead of excluding the children
from them?
It is to be borne in mind that attendance at this
period is not compulsory, but voluntary. Fixing the
school age for compulsory attendance is one thing,
and fixing the age below which voluntary attendance
shall not be allowed is quite another thing. In com-
pulsory systems the aim is to include in the obliga-
tory school age only those children whose physical and
mental development is such as to make it safe to re-
quire their daily and continuous attendance at all
seasons of the year. For this purpose the lower limit
of legal school age is, in most countries, fixed at six
years. This is the case in Prussia, Saxony Royal, and
the Saxon Duchies, Baden, Wurtemberg, Bavaria,
Austria, Spain, Greece, Italy, and Switzerland. In
Denmark, Portugal, and Sweden, compulsory attend-
ance begins with children at seven years of age, while
in Norway the age is a year higher still, and in Massa-
chusetts it is eight; and in the seven or eight States
of the Union where compulsory laws have been enacted
the Massachusetts limit of eight years appears to have
been blindly copied. In England compulsory attend-
46
ance begins with children at five years of age, bnt
children are admitted to the infant schools at four
years of age.
But in all large cities in every country, where chil-
dren are not admitted to the public schools until they
are six years old, it is found necessary to provide sup-
plementary institutions for the care and instruction of
the younger children, especially those of the poorer
classes. Even in countries where attendance is not
compulsory, as in France and Belgium, such provision
for young children is made on a large scale. All the
institutions for this purpose have the same general
character, although known by different names ; as, in
England, infant schools; in France, salles cPasile; in
Belgium ecoles gardiennes ; in Italy, scuole infantile;
in Germany, hlein hinder schule; in Austria, hinder-
bewaranstcdten. The Kindergarten has at least a
foothold in most of the countries named, and the
methods of Froebel are being introduced more or less
into the different descriptions of schools for young
children. In general, schools for children from three
to six years old are established and carried on by
charitable organizations, which are in some instances
aided from the public treasury, and in most cases,
perhaps, subjected to governmental regulation and
inspection.
In view of all the facts within my knowledge, bear-
ing on the question, I conclude that the present regu-
lation of our schools admitting children to the Primary
Schools when they have completed their fifth year of
age should be allowed to stand. Experience has
47
proved the wisdom of this provision, and no objection
to it has been raised.
In regard to the limitation of the other extremes of
school age, it seems to me there is not much to be
said. The universal, or ail-but universal, custom and
opinion, in countries and states where popular educa-
tion is most advanced, have made the completion of
the fourteenth year the age for terminating the course
of elementary instruction. England is an exception,
where thirteen years is the age when obligatory at-
tendance ceases. In some countries, Saxony Royal,
for example, attendance is required for certain hours
in the week, at improvement schools, of children who
are between fourteen and sixteen or seventeen years
of age. In Boston, until recently, boys were not
allowed to remain in the Grammar Schools after the
annual examination following the completion of their
fourteenth year. Girls were allowed to remain two
years longer, in consideration of the fact that there
was then no High School for them.
The present Primary and Grammar School courses
of study are based on the assumption that the pupils
will get through at the age of fourteen. As a matter
of fact the average age of the graduates is nearer
fifteen than fourteen. The courses of elementary in-
struction in all the leading cities of America are
based on the assumption that pupils will get through
at fourteen years of age.
The remarkable uniformity of school systems in dif-
ferent countries, in respect to the feature which fixes
the age of fourteen years as the upper limit of school-
48
ing in the elementary school, justifies the presumption
that this limit is not an arbitrary one, but that it is
based on the nature of things, or on social conditions
of general prevalence. It is quite probable, however,
that, as civilization advances, the period of schooling
for the children of the masses will be extended. But
it is a matter upon which mere paper regulations can
have but little effect. Change in such a matter must
come, if it come at all, as the result of a gradual
modification of the condition and habits of the people.
No one, probably, would think of lowering the
nominal age at which our pupils should be expected
to complete their elementary education. We have,
therefore, only to consider whether we should recom-
mend that it be raised. The nominal age is now
fourteen, while the actual age of graduates is near
fifteen. If the nominal age is made fifteen, — that is,
if the course of study is arranged with reference to
completion a year later, — the effect would probably be
to reduce the number of graduates materially, and to
raise the age of the graduates to near sixteen years.
Such a change does not appear to be desirable, since
the High Schools are open to all graduates of the
elementary schools who wish to continue their studies.
I would recommend, therefore, that the present pro-
visions of our system, permitting children to begin
their elementary instructions in the Primary Schools
at five years of age, and requiring a nine years' course
of study in the Primary and Grammar grades for
graduation, be continued.
II. The second point to be determined is the
49
division of this elementary school period of nine
years, from five to fourteen, into classes. Or, perhaps,
preliminary to this is the question as to the division
of this period between the Grammar and Primary
grades. The Primary and Grammar Schools are but
parts of one system of elementary education, both
. grades being under one and the same principal. The
dividing line between them is an arbitrary one, and
not at all founded on the nature of things.
If the matter were to be considered de novo, per-
haps no very good reason could be given why the
Primary course should be three years rather than
four, or vice versa. But as all arrangements are now
made with reference to a three years' course in the
Primary School, and no objection to that arrange-
ment is raised, I conclude that no change in that
respect is advisable.
The division of the Primary School course into six
parts, so that the period for studying in each class is
a half year, is peculiar to Boston. This arrange-
ment makes it practicable to form annually two
classes of new recruits. In most places the classes
correspond to the years of the course, requiring
annual instead of semi-annual promotions, and mak-
ing it inconvenient to form a class of beginners more
than once in each year.
A notable exception to this arrangement of classes
is found in the St. Louis system, where the period
of study assigned to each class in the Primary,
Grammar, and High School grades is one quarter,
or fifty school days. My own opinion is that the
50
arrangement existing in our Primary Schools, where-
by classes are promoted and new classes formed
each half year, is better than either of the other
arrangements named, and therefore I recommend
that it be retained.
Shall the Grammar Schools retain the arrange-
ment whereby the classes are made to correspond to
the years of the course? If any change is made in
this respect it will be necessary to make a corre-
sponding change in the High Schools, which seems
undesirable. I think, by judicious management on
the part of the principals, pupils may be received by
the Grammar Schools half-yearly from the Primary
Schools, and promoted to the High Schools annu-
ally, without any prejudice to the interest of the
pupils, and that, considering the interests of the sys-
tem as a whole, the present arrangement of classes
is as good as any that can be devised. But, in order
that it may produce its best results, it is necessary to
insist that more than one grade or class may be
taught in one room and by the same teacher, when
the classification requires it.
By the present arrangement the Primary pupils
are promoted from class to class and to the Gram-
mar Schools semi-annually; the pupils in the lower
classes of the Grammar Schools are promoted semi-
annually from lower to higher sections of the same
class, and, to some extent, from low^er classes to
higher, while they are promoted annually from lower
classes to higher classes, and from the Grammar
Schools to the High Schools.
51
On the whole, therefore, it seems to me best to
retain the present system of classification of the
Primary and Grammar Schools.
Respectfully submitted,
JOHN D. PHILBEICK,
Superintendent of the Public Schools of Boston from December 22, 1856, to September 1,
1874; and from February 29, 1876, to February 28, 1878.
February 28, 1878.
STATISTICS
ACCOMPANYING THE REPORT OF THE
Superintendent of Schools.
JLA.ECH, 1S7S.
51
TABLES SHOWING THE NUMBER OF TEACHERS OF EACH
SEX, IN THE DIFFERENT GRADES OF SCHOOLS, JANU-
ARY 31, 1878.
REGULAR TEACHERS.
SCHOOL9.
Males.
Females.
Total.
1
3
4
13
• * * *
13
16
16
1
17
18
1
6
7
1
4
5
2
6
8
1
3
4
1
2
3
86
455
541
410
410
2
2
8
8
16
16
46
80
126
2
2
185
998 1,183
55
SPECIAL TEACHERS.
Schools.
Males.
Females.
Total
tfnrTrYiimstf f*H • f-r-irls' TTicrTi SfVinnl
1
Military Drill : High Schools
1
1
5
2
7
4
1
5
3
3
6
1
7
29
29
19
34
53
NORMAL AND HIGH SCHOOLS.
Abstract of Semi-Animal Returns, January 31, 1878.
Schools.
Average whole
Number.
Average
Attendance.
O 4>
8 "9
it
d Masters.
00
•~
V
oo
es
'rincipals.
s
-
"sO
00
00
<j
X
X
X
X
-1
rth Assist's.|
m
00
*<s
on
H
U g
u
a
no
■—
-r
o
1
o
~ X
> X
00
-=
/.
L.
w
3
H
pq
3
Eh
«
&<
1
X
ta
X
.—
h
92
92
90
90
2
97.8
1
1
1
427
427
410
410
17
96.1
1
3
6
3
English High . . .
479
479
464
464
15
96.7
1
5
10
Girls' High ....
600
600
566
566
34
94.1
1
i
1
2
3
10
RoxburyHigh . . .
83
91
174
81
86
167
7
96.1
1
1
2
3
Dorchester High . .
50
61
111
48
56
104
7
94.9
1
1
3
Charlestown High .
70
108
178
68
102
170
8
95.6
1
1
1
1
1
3
West Roxbury High
24
62
86
23
60
83
3
96.6
1
1
2
Brighton High . . .
34
29
63
34
27
61
2
96.2
1
1
1
1,167
1,043
2,210
1,128
987
2,115
95
95.7
6
11
4
i
5
4
8
22
56
GRAMMAR SCHOOLS.
Abstract of Semi-Annual Returns, January 31, 1878.
Schools.
Average whole
Number.
Average
Attendance.
Average
Absence.
Per cent, of
Attendance.
Masters.
OB
"
<5Q
Ushers.
1st Assistants.
2d Ist Ass'ts.
| 2d Assistants.
3d Assistants.
Sew'g Teachers.,
Boys.
Girls.
Total.
Boys.
Girls.
Total.
355
149
504
338
142
480
24
94.4
1
1
1
•
1
7
1
147
182
329
127
159
286
43
90.7
1
1
1
5
1
Andrew ....
345
150
495
326
137
463
32
93.5
1
1
1
1
7
1
Bennett . • • «
151
129
280
138
115
253
27
90.3
]
2
3
1
Bigelow . • • .
739
739
711
711
28
96.2
1
1
1
1
11
1
343
343
320
320
23
93.2
1
1
1
6
1
426
426
391
391
35
91.8
1
•
1
1
1
6
1
Brimmer ....
671
65
736
632
61
693
43
94.1
1
l
1
1
2
1
10
.bunker Mill . .
288
282
570
279
269
548
22
96.2
1
1
1
1
2
6
1
Central ....
311
311
293
293
18
94.2
1
1
1
4
•
Chapman . . .
272
266
538
262
255
517
21
96.1
1
1
1
1
8
1
Charles Sumner
109
102
211
102
94
196
15
92.4
1
1
3
Comins ....
332
395
727
319
375
694
33
yo . o
i
1
q
o
a
;
i
Dearborn . . .
461
407
868
424
376
800
68
92.2
1
1
1
1
3
11
i
Dudley (Boys) .
419
419
397
397
22
94.6
1
1
1
1
5
Dudley ( Girls ) .
310
310
291
291
19
93.9
1
1
I
4
i
Dwight ....
543
543
522
522
21
96.0
1
1
1
1
1
6
780
780
736
7o6
44
94 2
1
1
2
1
1
11
Emerson ....
366
296
652
345
281
626
36
95.0
1
1
1
1
2
8
i
691
691
654
654
37
94.5
1
1
1
3
9
i
Everett, Dor. . .
188
190
378
180
182
362
16
95.7
1
1
1
4
i
726
726
686
6S6
40
94.5
1
]
1
3
9
i
Frothingham . .
258
267
525
246
24S
494
31
94.0
1
1
1
2
7
i
420
420
391
391
29
93.0
1
1
1
1
6
i
Gibson ....
126
116
242
116
106
222
20
91.5
1
2
2
i
531
531
507
507
24
95.6
1
1
3
7
i
97
130
227
91
121
212
15
93.3
1
1
3
i
Harvard ....
264
262
526
251
246
497
29
94.5
1
1
1
1
1
i
57
GRAMMAR SCHOOLS. — Continued.
Schools.
Average whole
Number.
Average
Attendance.
Average
1 Absence.
nt. of
lance.
05
T.
s~
V
X
|
"oo
to
"in
X
<J
dstants.
05
c
rt
/.
Teacli'rs. |
Boys.
Girls.
Total.
Boys.
Girls.
Total.
—
~
Sub-M
OEi
U
l
X
<J
05
2d 1st
3d Ass
| Scw'g
Hillside ....
270
270
247
247
23
91.2
1
2
3
1
Lawrence . . .
883
883
852
852
31
96.4
1
1
2
1
1
13
Lewis
280
308
588
264
292
556
32
95.1
1
1
1
1
8
1
Lincoln ....
600
600
577
577
23
96.1
1
1
1
1
•
1
8
Lowell
261
204
465
248
192
440
25
94.5
1
1
1
1
6
1
Lyman
401
171
572
382
163
545
27
95.0
1
1
2
2
6
1
Mather
153
162
315
139
147
286
29
91.0
1
1
•
1
5
1
Minot
113
117
230
105
104
209
21
90.9
1
1
4
1
Mt. Vernon . . .
67
79
146
65
74
139
95.0
•
1
1
2
1
Norcross ....
655
655
. . .
631
631
24
96.2
1
1
1
3
1
Phillips ....
721
721
669
669
52
92.8
1
1
1
1
1
10
Prescott ....
215
225
440
207
214
421
19
95.8
1
1
]
6
2
Quincy
625
625
593
593
32
94.9
1
1
1
1
1
Rice
597
597
566
566
31
94.6
1
1
1
1
8
Sherwin ....
413
439
852
393
415
808
44
94.7
1
1
1
4
11
1
Shurtlcff ....
671
671
625
625
46
93.0
1
1
1
3
9
1
Stoughton . . .
124
98
222
118
92
210
12
94.3
1
1
4
1
Tileston ....
35
32
67
34
30
64
3
95.2
1
1
1
Warren ....
303
282
585
292
269
561
24
96.0
1
1
1
1
2
7
1
Wells
441
441
411
411
30
93.0
1
1
1
1
6
1
Winthrop . . .
8S9
889
821
821
68
92.3
1
2
4
12
2
Totals . . .
13,013
11,878
24,891
12,339
11,134
23,473
1,418
94.3
41
27
17
45
11
76
324
40
*
* Deducting repetitions, 28.
58
•J3A0
puB sjboX uooyiji
00©h-»Oe*»-©rH>r9(MCO©i-HiN-*©a>tO»1'©><?*l'
•0(M'^"r-lcOF-IOOCO-»t-^<C5(NiMCOM'^<KC-«00000
•sjboa" uoa).moj[
0"*tCOCOi— lOCOt— l~a)©-*OC-)r-iO}|— 'NCOf-ftt
'tMBaA* uoojjiqj,
CO©0©0-tlOC->-r©-f~i<N<0 1~t~r:~rOO-*<OU5
l-iO»0<©r|H'*'«0000<C>tOeOOeOlf50?OOMO>C|l«Or-c
•SJBaA" aApAY.L
•8JB3A* U8A3jg
•94«a.{ uoj,
-*0»~©»0>0|-~©<000>©rH<OT»<if5 00k— MOlOiO
•8JB0A" OUlJsl
<oaOCT>oOi-i»ooo©M<Noo'*«©h-ifto>T*ic>e«5 0'. (NO
eoooeo<N©-<*eo©'0<No<Ni-(oeoeN-3>oo«ooeoio
•b.iboa" iqSig
coioooaiooCT,iocoiOi-H<Moa50ooiio>o-f<ao-^e»
rHC^CO O r-i i-( rH >-( (M , rH d rH CO r-l
•SJBOA*
iqSto japan
uaqmnu o-oqAl
— <<N<M00-*C'0e0t-a0<N©rHrH-*<N©iOl--1<O><O©
oe<5oc^t-c?Ti<t~.ioeo»0(Nt-'C>OTiie«3>ni-«o«ocot-
•88BJQ q^XlS
o>ao®ioooooeoi-eooso5(Nt-t~t-rH(Neoc<»t-oo
•8SB[0 qyitf
O l~ lO O 00 05 1^ «3 00 o >o I— O OO t— I >c o -f I- o
rH lHr-1 rH <N I-t rH' 1H >-l IH
•ssBio qiano^
i--*tti-iT*i©<oto©eO'tf<0'#>-'<o»f5r~©<owco«raw
OOOl^OOi-lOOt^-TOlOOO'-lT^OiOOCO'M'^l-'r
r-l rH rl H IH rH |H rH rH rH rl rH
•8SBIQ paiqx
©(M<MC0-*C<5IM'«<»rHif5O5t-©T)<C>CO©'l,e0rH»-l
rH-*OiO©T}»t-.rH©-»jti-HrH©©>rtTllCitrt©©-<i<©
rH rH »"l rl . • H H r-irHrHH
•ssBjo puooog
rH-^t-IMt-OJOOCOflNeOO^rHCOOSOOJCO^N
"OCIOOrHvOrH-^iOOIM-^t'rHiOl— oiMOiiOl^OOO
•SSBtO ISJljI
C»Tjl0i©>C£><Nt~©iOt-iOCS<M*-0><O©©C0©<NC0
HjtrHrHrH'«*rH,<l<Oe<5C^eO COCOeOrHOTCOOCNCO
Schools.
59
60
PRIMARY SCHOOLS.
Abstract of Semi- Annual Returns, January 31, 1878.
Average -whole
Average
- y
■
E
K
d
X
Xumber.
Attendance.
tr -
u 9
c J
y 2
11
00
fc .
° 2
J
X
Boys.
Girls.
Total.
Boys.
Girls.
Total.
O I
< <
u 3
§3
is 00
- —
y —
K 3
u
9
>
c
o -
— —
7
237
100
337
220
90
310
27
91.9
214
149
363
5
197
104
231
113
CO
202
29
87.4
158
88
246
7
192
195
387
17S
177
355
32
91.7
271
142
413
4
99
99
198
S6
84
170
28
85.8
134
89
223
12
330
262
592
311
241
552
40
93.3
401
210
611
11
254
265
519
234
248
4S2
37
92.9
359
188
547
12
234
292
576
259
260
519
57
90.1
421
219
640
11
285
255
540
263
232
495
45
91.7
369
222
591
11
247
279
526
230
252
4S2
44
91.6
335
236
571
4
92
7S
170
85
70
155
15
91.1
99
71
170
10
313
228
541
290
207
497
44
91.8
351
211
562
5
109
108
217
102
99
201
16
92.6
140
78
218
17 ,
457
415
902
417
409
826
76
91.5
490
386
876
17
474
419
893
431
367
798
95
89.4
489
398
887
8
214
204
418
200
186
386
32
92 3
223
211
4:}4
6
128
14S
276
117
132
249
27
90.2
220
95
315
14
440
1S9
629
406
171
577
52
91.7
367
265
632
9
267
205
472
245
185
430
42
91.1
267
191
458
11
341
294
635
316
269
585
50
92.1
364
322
6S6_
6-
161
139
3C0
143
126
269
31
89.6
173
118
291
13
316
332
648
298
303
601
47
92.8
373
281
654
9
23S
242
_ i
4 so
219
217
436
44
90.8
320
189
509
9
214
227
441
204
208
412
29
93.4
258
193
451
4
89
95
184
80
82
162
22
88.0
115
81
196
16
364
399
763
359
361
720
43
94.4
447
317
764
3
«
72
133
54
60
114
19
85.7
83
47
130
13
313
339
652
289
298
587
65
90.0
426
269
695
Dl>TRICT>.
Adams . . .
Allstou . .
Andrew . .
Bennett . .
Bigelow . .
Bowditch .
Bowdoin . .
Brimmer . .
Bunker Hill
Central . .
Chapman .
Charles Sumner
Corains . .
Dearborn .
Dudley {Boys)
Dwight . . .
Eliot
Emerson . . .
Everett . . .
Everett, Dor. .
Franklin . . .
Frothingham .
Gaston ....
Gibson ....
Hancock . . .
Harris ....
Harvard . . .
61
PRIMARY SCHOOLS. — Continued.
Districts.
i
s
Average whole
Number.
Average
Attendance.
II
z Z
— -
OO
o
4 g
=
|
Boys.
Girls.
j Total.
!
Boys. Girls.
Total.
- -
- X
1 > ~
1 ^
z~
u
1
^- —
P" -
Hillside ....
4
84
„_
161
77
67
144
17
89.4
112
69
181
Lawrence . . .
21
815
270
1 ,085
731
250
1,031
54
95.0
, 7<r2
Z~h
1,077
11
292
251
543
264
222
4*6
57 S9.5
379
is-;
565
Lincoln ....
7
299
68
367
275
57
332
35 90.5
237
14!
380
10
285
235
520
266
209
475
45 91.3
311
22-
539
8
2-54
129
383
239
121
360
„
93.9
218
Itf
404
Mather ....
4
120
112
232
107
94
201 31 86.6
116
116
232
4
74
71
145
66
61
127
13
87.5
100
46
146
Mount Vernon .
3
48
47
95
45
43
7 92.6
59
41
100
Norcross ....
i
...
344
344
331
331
13
96.2
207
146
353
Phillips ....
6
155
86
241
136
74
210
31 87.1
122
138
260
Prescott ....
6
147
155
302
138
13S
276
26
91.3
163
147
310
7
209
146
355
194
136
330
25 92.9
240
111
351
7
195
153
34S
179
138
317
31 91.1
205
160
365
Sherwin ....
15
376
755
35S
351
709
46
93.9
433
345
1 1 o
Shurtleff ....
7
176
181
357
162
166
323
29
91.9
201
156
357
Stoughton . . .
2
56
63
119
53
59
112
7I
94.0
99
27
126
Tileston ....
1
16
2 j
36
15
19
34
2 94.0
29
9
38
Warren ....
8
233
106
439
213
187
400
39
91.1
269
204
473
Wells
12
2S3
303
586
264
273
537
49
91.7
366
227
593
Winthrop . . .
6
135 '
1S7
323
125
169
294
29
91.5
224
117
341
Totals ....
410
10,902
9,494
20,396
10,106
8,58S
1S.694
1,702
91.6
12,659
8,443
21.102
62
PRIMARY SCHOOLS.
Table shovnng the number of Pupils in each Class, the number of the different ages, and the
whole number in each District, January 31, 1878.
Districts.
First Class.
Second Class.
Third Class.
Fourth Class.
Fifth Class.
Sixth Class.
Whole No.
Jan. 31, 1878.
Five years.
Six years.
Seven years.
Eight years.
Nine years
and over.
Adams . . .
50
54
48
52
55
104
363
57
76
81
81
68
Allston . . .
55
32
38
22
24
75
246
42
54
62
57
31
Andrew . . .
76
38
58
61
59
121
413
65
102
104
74
68
Bennett . . .
27
30
30
33
31
72
223
40
46
48
57
32
Bigelow . . .
103
105
66
107
80
150
611
78
162
161
131
79
Bowditeh . .
105
83
99
49
96
115
547
97
138
124
104
84
Bowdoin . .
oo
QO
\3A
118
110
mi
1U1
89
10 1
111
ioy
100
IZo
CO
Brimmer . .
59
93
84
67
64
224
591
83
116
170
121
101
Bunker Hill .
90
82
83
94
61
161
571
93
119
123
109
127
Central . . .
30
25
23
31
24
37
170
31
24
44
38
33
Chapman . .
75
86
106
80
72
143
562
95
117
139
126
85
Chas. Sumner
43
32
29
34
23
57
218
35
62
43
32
46
Comins . . .
119
114
137
138
137
231
876
95
213
182
195
191
Dearborn . .
123
129
139
117
167
212
887
94
178
217
185
213
Dudley (Boys)
77
77
35
64
86
95
434
59
67
97
106
105
Dwight . . .
44
48
50
52
44
77
315
45
87
88
56
39
Eliot ....
89
105
103
100
111
124
632
87
161
136
117
131
Emerson . .
60
67
76
65
54
136
458
62
97
108
101
90
Everett . . .
91
95
124
123
124
129
686
77
134
153
141
181
Everett, Dor.
37
28
43
59
48
76
291
33
72
68
60
58
Franklin . .
116
103
111
97
86
141
654
91
122
160
130
151
Frothingham
71
70
88
60
39
181
509
75
86
103
128
117
Gaston . . .
44
91
51
103
48
114
451
77
78
103
94
99
Gibson . . .
42
17
22
35
35
45
196
23
35
57
37
44
Hancock . .
92
123
93
150
138
168
764
117
145
185
137
180
Harris ....
26
15
20
17
17
35
130
13
35
35
29
18
Harvard . .
123
84
72
147
123
146
695
107
135
184
148
121
Hillside . . .
27
17
28
38
26
45
181
38
32
42
31
38
63
PRIMARY SCHOOLS. — Continued.
JUIniUILlo.
00
C3
O
oc
oc
C3
Q
c
o
rd Class.
irth Class.
h Class.
th Class.
ole No.
. 31, 1878.
>*
years.
en years.
ht years.
e years
over.
Fin
Sec
Thi
o
ft
Fift
Sixi
Fiv
Six
Sev
so
ft
Lawrence . .
167
156
154
171
174
255
1,077
164
228
275
-
209
201
Lewis ....
82
89
106
79
70
139
565
63
132
138
139
93
Lincoln . . .
50
69
25
62
60
114
380
71
78
88
71
72
Lowell . . .
86
72
83
84
56
158
539
91
107
113
120
108
Lyman . . .
77
64
53
57
50
103
404
47
73
98
88
98
Mather . . .
22
39
29
33
55
54
232
26
44
46
64
52
Minot ....
26
27
21
26
23
23
146
21
44
35
22
24
Mt. Vernon .
23
20
17
14
5
21
100
15
23
21
30
11
Norcross. . .
48
54
49
52
50
100
353
46
94
75
84
54
Phillips . . .
59
44
43
26
50
38
260
30
45
47
31
107
Prescott . .
61
47
35
50
59
58
310
35
57
71
75
72
Quincy . . .
41
54
50
53
53
100
351
57
98
85
69
42
Rice ....
48
50
58
112
37
60
365
29
74
10. >
76
84
Sherwin . . .
99
76
88
127
175
213
778
■82
174
177
167
178
Shurtleff . .
52
86
59
24
86
50
357
42
81
78
90
66
Stoughton . .
22
17
21
20
12
34
126
27
44
28
14
13
Tileston . . .
12
10
10
6
38
8
13
8
6
3
Warren . . .
92
64
57
50
48
162
473
72
102
95
92
112
Wells. . . .
92
69
72
88
111
161
593
100
129
137
100
127
Winthrop . .
57
50
60
56
59
59
341
44
79
101
62
55
Totals . .
3,193
3,082
3,054
3,290
3,204
5,279
21,102
2,990
4,551
4,990
4,357
4,184
SCHOOL DOCUMENT NO. 5.
REPORT
OF THE
COMMITTEE ON MUSIC.
1S77.
BOSTON :
ROCKWELL AND CHURCHILL , CITY PRINTERS,
No. 39 ARCH STREET.
1 8 7 8.
In School Committee, March 12, 1878.
Accepted, and, on motion of Mr. Perkins, ordered to be printed.
Attest :
GEORGE A. SMITH,
Secretary
EEPOET OF THE COMMITTEE ON MUSIC.
The report of the Committee on Music, which
formed part of the last Annual Report, concludes with
the expression of a hope that a Musical Festival will
be held at the Tabernacle in the spring of 1877, and
ventures to predict that it will be a great success, in
such case, first, because it will be possible to bring
together a chorus of two thousand voices, and
an audience of over four thousand; secondly,
because the acoustic properties of the building are
exceptionally good ; and, thirdly, because the pupils
of the public schools have made great progress in
singing during the three years which have elapsed
since the last Festival. This anticipated success was
fully realized when, in pursuance of the recommenda-
tion of the Committee on Music, the Festival took
place at the Tabernacle, on Saturday, June 2. The
remarkable smoothness and evenness of tone, the
careful observance of light and shade, the prompt
and simultaneous attack which then gave such fine
effect to the singing of the young choristers under
the leadership of Mr. Julius Eichberg, were due not
only to the generally efficient method of instruction
pursued in our public schools, but also to the careful
training of the singers by the special instructors in
music since the month of March. At the request of
the Music Committee the music of the programme then
4
SCHOOL DOCUMENT NO. 5.
began to be made a part of the regular lessons in the
High and Grammar Schools, and thus the pupils
selected to sing at the Festival were thoroughly well
drilled without encroachment upon the hours assigned
to other studies. Shortly before the first general
rehearsal at the Tabernacle, the special instructors
held mass rehearsals at some convenient place in their
several districts, and the result was, that when the
separate contingents of this musical army were
brought together it proved to be a unit, inspired with
one feeling and one spirit.
The chorus, which was double the size of that at
any previous Festival, numbered two thousand one
hundred singers, divided equally into first and second
sopranos and altos, who collectively represented all
the High and Grammar Schools of the city.
The first rehearsal, on Tuesday, May 28, was at-
tended only by those directly engaged in the per-
formance; the second, on Friday, June 1, by the
masters and teachers of the public schools and the
parents and teachers of the children, and the final
performance, on Saturday, June 2, by the State and
city authorities, invited guests, and persons inter-
ested in the cause of musical culture.
The general appearance of the building was excel-
lent, thanks to the tasteful arrangement of plants,
green branches, flowers, and flags, by the well-known
florist, Mr. William Doogue. The vast choir at the
back of the building formed an immense semicircle,
sloping towards the orchestra, in front of which
stood the conductor's desk. The organ, which
formed the apex of the singing multitude, was built
REPORT OX MUSIC.
by Mr. George H. Ryder, set up expressly for the
Festival, and played by Mr. J. B. Sharland, one of
the special instructors of music. All the arrange-
ments were under the control of the Chief Marshal,
Mr. Larkin Dunton, Master of the Xormal School, to
whom the master of each participating school reported
after he had conducted his portion of the choir to its
assigned place.
The seating of the audience was confided to Col.
Twombly and thirty officers of the Boston School
Regiment, who acquitted themselves of this duty
most efficiently and courteously.
Owing to the vast size of the Tabernacle, the
musical effect was not as great as that produced in
the Music Hall at former festivals by half the num-
ber of singers. The spectacle also was less impos-
ing than that furnished at the Music Hall, where the
singers were brought more closely together, and
seated as in an amphitheatre, in rows rising one
above the other, at a much sharper angle than at the
Tabernacle. Nevertheless, the sight was one not
easily to be forgotten, and the body of tone, though
less powerful and less magnetic, was singularly clear,
compact, and pure.
Abundant and well-deserved praise was given both
to the children for their singing, and to their instruc-
tors, who had labored most assiduously to bring it up
to the highest standard of attainment.
Among the choruses sung, many of which had
been arranged by the Director of Music, Mr. Julius
Eichberg, were several old favorites, which were
received with even more than usual applause,
6
SCHOOL DOCUMENT NO. 5.
such as the solo and chorus from Mendelssohn's
Athalie, Mr. Eichberg's stirring national hymn, w To
thee, O Country," and the Hundredth Psalm, which
fitly closed the exercises. Of the new numbers, the
most effective was a four-part chorus by Schubert,
which was exceptionally well sung by the pupils of
the High Schools.
The following programme was performed : —
ORDER OF EXERCISES AT THE EIGHTH MUSICAL EXHIBITION
OF THE HIGH AND GRAMMAR SCHOOLS, OF THE CITY OF
BOSTON, UNDER THE DIRECTION OF THE STANDING COM-
MITTEE ON MUSIC, AT THE TABERNACLE, SATURDAY AF-
TERNOON, JUNE 2, 1877, COMMENCING AT 4 P.M. PRECISELY.
Julius Eichberg (Director of Musical Instruction) . . . Conductor.
J. B. Sharland (Special Instructor) Organist.
Larkin Dunton (Master of the Normal School) . . . Chief Marshal.
PR 0 GRAMME.
PART FIRST.
1. Voluntary on the Organ.
2. Solo and Chorus, from " Athalie," . ■ .
"Heaven and earth display," etc.
The Solo will be sung by Pupils of the High Schools.
3. Overture to Ruy Blas
By the Orchestra.
4. Choral in Unison
" Now night comes softly stealing."
Sung by the full Chorus of more than two thousand voices
Mendelssohn
Mendelssohn
Bach
REPORT ON MUSIC.
7
5. Chorus Meyerbeer
" Thy flowery banks, O lovely river,
Thy sparkling stream and golden strand."
6. Hallelujah, from the Christmas Song " Chant de Noel," . Saint Saens
" Raise now your song on high, and adore the Lord our God," etc.
INTERMISSION.
PART SECOND.
7. Overture, "Jubel," Weber
Orchestra.
8. Four-Part Chorus, " Night," Schubert
"So fair art thou,
Silence divine, enfolding us now," etc.
Sung by the Pupils of the High Schools.
9. To Thee, O Country — (by request) . . . Julius Eichberg
" To thee, 0 Country, great and free,
With trusting hearts we cling," etc.
Words by Miss Anna P. Eichberg.
10. Evening Song Mozart
" Mid the evening's quiet splendor,
Lord, to thee my thanks I render," etc.
11. Chorus, from " Massaniello," Auber
11 Come, come with me, and I will give thee
All that can thy hopes entwine."
Arranged by J. Eichberg.
12. The One Hundredth Psalm.
1. 11 Prom all that dwell below the skies,
Let the Creator's praise arise ;
Let the Redeemer's name be sung,
In ev'ry land, by ev'ry tongue.
8
SCHOOL DOCUMENT NO. 5.
2. " Eternal are thy mercies, Lord;
Eternal truth attends thy word ;
Thy praise shall sound from shore to shore,
Till suns shall rise and set no more."
The audience is requested to rise and join in singing the second verse.
The organ, built by George H. Ryder & Co., was placed in the Tabernacle
expressly for the Festival.
Since the commencement of the present school
term, in September last, nothing especially worthy of
record has occurred in connection with musical in-
struction. A course of lessons in High-School in-
struction has been given at the Normal School to its
pupils, and to teachers in the High Schools. The
Music Committee has carefully considered the best
course to be pursued in regard to the granting of
certificates to well-qualified teachers, and of giving
those who are not so an opportunity to obtain them,
after passing their examinations. The power to oblige
all teachers who have not passed examinations to
attend lessons at the Normal School, was given to
the Music Committee by the School Board in May
last ; but the committee did not deem it expedient to
exercise this power too hastily, for the reason that,
owing to the long course of instruction which has
been given to the teachers in past years, and to the
practice which they have had, many of them are
perfectly competent to give the musical instruction
REPORT ON MUSIC.
9
required in their grade of schools, and are thus
fairly entitled to certificates without any further
employment of their already heavily taxed time.
When it has been ascertained who these qualified
teachers are, attendance on lessons and the pass-
ing of examinations will be required of those only
who are at present unfit for their duties. This plan
has already been followed out so far as the Pri-
mary-School teachers are concerned, and the Music
Committee now propose to issue certificates to those
of their number whom they have ascertained to be
worthy to receive them. The same course will be
pursued in regard to the Grammar and High School
teachers.
In behalf of the Committee,
CHARLES C. PERKINS,
Chairman.
SCHOOL DOCUMENT NO. 6.
REPORT
OF
AMENDMENTS TO SECTIONS 138, 139, 140.
(DUTIES OF SUPERVISORS.)
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS
No. 39 ARCH STREET.
1 8 7 8.
In School Committee, March 26, 1878.
On motion of Mr. Learnard, laid on the table and ordered to be printed.
Attest :
GEO. A. SMITH,
Secretary.
i
REPORT.
In School Committee,
March 26, 1878.
The Committee on Rules and Regulations, to whom was
referred, Feb. 26, an order for the amendment of Sections
138, 139 and 140, respectfully report the following order : —
Ordered, That Sections 138, 139, and 140 of the Rules
and Regulations be changed to the following : —
Section 138. The Supervisors, one or more, as they
shall determine, shall visit all the schools and shall, once a
year, examine in detail each teacher's method of conducting
a school, and of teaching classes in various branches of
study ; and shall, before May 10, record the results of the
examinations in suitable books kept in the Supervisors'
office, and open only to the inspection of the Board and of
the Superintendent.
Sect. 139. In addition to the examinations in detail, it
shall be the duty of the Supervisors to inspect all the schools,
in order to ascertain, —
1st. The sanitary conditions of the schools, houses, and
premises, including the working of the heating and ventilating
apparatus.
2d. The mode of government, including motives to study.
3d. The principles and methods of classifying and pro-
moting pupils.
4th. The merits, defects, and needs of the various schools
and classes, and, in general, the physical, mental, and
moral condition of the scholars.
4
SCHOOL DOCUMENT NO. 6.
And the Supervisors shall, before December 10, of each
year, and may at other times, report thereon in writing,
with such remarks and suggestions as they may deem expe-
dient, to the several Division Committees and to the Com-
mittee on High Schools and the Committee ou the Normal
School. These reports shall be open only to members of
the School Board and to the Superintendent.
Sect. 140. The Board of Supervisors shall make a report
in writing on their work as a Board, and as Supervisors, to
the School Committee at their last meeting in June of each
year.
For the Committee,
WM. H. FINNEY,
Chairman.
SCHOOL DOCUMENT NO. 7.
REPORT
Committee an pities anir lUplatimts
CONSOLIDATION OF COMMITTEES
ON SPECIAL SUBJECTS.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1878.
In School Committee, March 26, 1878.
On motion of Mr. Morse, laid on the table and ordered to be printed.
Attest :
GEO. A. SMITH,
Secretary.
REPORT.
March 26, 1878.
In compliance with the order referred to it on March 12,
the Committee on Eules and Regulations have "considered
the expediency of amending the rules to provide for a con-
solidation of the Committees on Special Subjects," and rec-
ommend, —
1st. That the Committees on Drawing and Music be
united in one Committee, to be called the Committee on
Drawing and Music.
2d. That the military training be given in charge to the
Committee on High Schools.
3d. That the instruction in sewing be under the charge
of the several Division Committees.
4th. That these changes be made at the close of the
present school year.
To carry these recommendations into effect, sundry
changes in the Rules and Regulations are needed, and to
that end the following orders are offered : —
Ordered, 1st, that Section 2 be amended by adding in line
8, after "Drawing" and " Music," and by striking from line
9, the words "on music, five." Also, by striking from line
12, the words, "on sewing, five," and from line 15, "on
military drill, three."
2d, that Sections 47 and 49 be combined to read as
follows : —
Section 47. The Committee on Drawing and Music
shall have the general supervision of these branches of
instruction in all the schools. At the second meeting in
4
SCHOOL DOCUMENT NO. 7.
June, or when vacancies occur, they shall nominate to the
Board, for election, the directors and special teachers for
these departments. They shall examine the pupils in the
same, as far as practicable, and shall report to the Board, in
writing, in September.
That Section 204 be amended by substituting committee
for "committees" in the third line; and that Section 276,
last line, be amended in the same manner.
Ordered, 3d, that Section 48 be stricken out, and that Sec
tion 255 be amended by substituting the following: —
" Instruction in military drill shall be given to all boys of
good physical condition, who are thirteen years old, or more.
The time occupied in drill shall not exceed two hours in each
week, and shall be under the charge of a special drill-
officer."
Ordered, 4th, that Section 50 be stricken out, and that
Section 235 be amended by striking out "joint" from line 5,
and "Committee on Sewing and the," from line (>.
That "Division Committee" be substituted for "Com-
mittee on Sewing" in line 8 (same section) ; and that
Section 214 be amended by striking from lines 8 and 9 the
words, " under the direction of the Committee on Sewing."
Ordered, 5th, that the Committee on Rules and Regula-
tions be authorized to make any other verbal changes in the
Rules and Regulations that conformity to the above changes
may require.
For the Committee on Rules and Regulations,
ABBY W. MAY,
Secretary.
SCHOOL DOCUMENT NO. 8.
ADDITIONAL AMENDMENTS
REGULATION S
RELATING TO THE
DUTIES OF SUPERVISORS.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1878.
In School Committee, April 9, 1878.
Voted, That the Committee on Rules and Regulations have leave to report
in print on the order referred to them to consider the expediency of amending
the regulations relating to the duties of Supervisors ; and that they have leave
to report, in print, such verbal or other amendments as in their judgment are
necessary before the revised edition is printed.
Attest: GEO. A. SMITH, Secretary.
REPORT.
In School Committee, May 14, 1878.
The Committee on Kules and Kegulations, who were in-
structed to consider the expediency of further amending the
rules and regulations relating to the duties of the Super-
visors, have given careful consideration to the subject, and
submit the following order : —
Ordered, That the rules and regulations be amended as
follows : —
Section 48. (47 as printed.) Strike out the following
words, " examine the pupils as far as practicable in this
branch."
Sect. 50. (49 as printed.) Strike out M they shall exam-
ine the pupils as far as practicable, in drawing and."
Sect. 58 (57 as printed). Strike out "semi-," at the end
of the fourth line.
Sect. 83. Substitute the following: —
If a vacancy exist in the principalship of the Normal or
of any High School, the committee in charge shall be joined
to the Committee on Nominations ; and this joint committee,
after consulting with the Board of Supervisors, shall nom-
nate one or more candidates to the Board for election. The
successful candidate shall thereupon receive a certificate
entitling him to draw his salary.
If a vacancy exist in the principalship of any district, the
Division Committee in charge of such district shall be joined
to the Committee on Nominations, and this joint committee
shall select two or more candidates from those persons who
4
SCHOOL DOCUMENT NO. 8.
bold the certificate of qualification of the Board of Super-
visors, and nominate them to the Board for election.
Sect. 87. Substitute the following: —
If a vacancy exist in a subordinate position in any school,
and it is desirable, in the opinion of the committee in charge,
to procure the services of some instructor who has not been
examined as required, application shall be made to the Com-
mittee on Nominations, who, if they approve the purpose,
may invite a member of the Board, and direct a supervisor
or the principal to examine and inquire into the qualifications
of the proposed candidate, and if he is employed in teach-
ing, to visit his school, at the expense of the city. Upon a
favorable report, in writing, approved by the Committee on
^Nominations, the Board of Supervisors shall specially ex-
amine the candidate, who, if qualified, shall receive the
usual certificate.
Sect. 141. Substitute the following: —
The Board of Supervisors, under the direction of the
Committee on Examinations, shall superintend the annual
examinations of the graduating classes of the High and
Grammar Schools. In schools of like grade, written ex-
aminations shall be conducted at the same time in each
study, and with the same questions, as adopted by the Board
of Supervisors, and approved by the Committee on Examina-
tions. The results of the annual examinations, with the in-
structors' record of the scholarship and deportment of the
pupils, shall be exhibited in a suitable blank, and submitted,
with such explanations and recommendations as the principals
may desire to make, to the Committee on Examinations, who
shall award the medals and diplomas ; and no further ex-
amination shall be required of graduates of the Grammar
Schools for admission to any of the High Schools. Those
members of the graduating class who have failed to receive
diplomas shall, if they have been earnest in study and cor-
rect in deportment, receive a certificate of honorable mention.
DUTIES OF SUPERVISORS..
5
Sect. 143." Omit all after the word "teaching" in last line
but one, page 31.
Sect. 149. Substitute the following : —
K Xo certificate, the holder of which has been out of the
service of the city for a term of two years, shall be valid,
unless renewed by the Board of Supervisors after careful
investigation."
Respectfully submitted,
For the committee,
WM. H. FIXXEY,
Chairman.
SCHOOL DOCUMENT NO. 9.
NOMINATIONS FOE REELECTION.
REPORT
Committee on Nominations.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS.
No. 39 Arch Street.
1 8 7 8.
Ix School Committee, May 28, 1878/
Ordered ^ That the Committee on Xoininations be author-
ized to report in print the nominations for reelection for
the next school-year.
Attest: GEO. A. SMITH,
Secretary.
NOMINATIONS FOR REELECTION,
Boston, June 11, 1878.
The Committee on Nominations have considered the sev-
eral recommendations for the nomination of subordinate in-
structors for reelection, submitted to them by the Committees
in charge of the Normal and High Schools and the several
divisions, and nominate the candidates named below as in-
structors for the ensuing school year.
For the Committee on Nominations,
WILLIAM T. ADAMS,
Chairman.
HIGH SCHOOLS.
LATIN SCHOOL.
Greatest whole number belonging during the year 437
Average whole number belonging during the year 417
Entitled to 12 teachers.
NAME.
RAH K.
NAME.
RANK.
Joseph W. Chadwick..
Arthur I. Fiske
Frank W. Freeborn...
John K. Richardson...
Master.
Ci
Junior Mast'r.
(( (C
( ( it
William Gallagher ....
Edward P. Jackson ....
William T. Strong ....
Egbert M. Chesley....
Phillipe de Senancour |
Junior Mast'r.
( ( H
(( «(
(C (i
Spc'l teacher
French.
4
SCHOOL DOCUMENT NO. 9.
ENGLISH HIGH SCHOOL.
Greatest whole number belonging during the year 489
Average whole number belonging during the year 470
Entitled to 14 teachers.
NAME.
RANK.
NAME.
RANK.
Luther W. Anderson . .
L. Hall Grandgent
Charles J. Lincoln ....
Lucius H. Buckingham
Master.
< c
<(
<(
Junior Mast'r.
it <<
(< < (
«< «(
Alfred P. Gage
H. Winslow Warren..
Eugene Raymond . .
Junior Mast'r
(i (<
(i u
(< (<
ii it
Spc'l teacher
French.
GIRLS' HIGH SCHOOL.
Greatest whole number belonging during the year 637
Average whole number belonging during the year 595
Entitled to 17 teachers.
Harriet E. Caryl
Margaret A. Badger. . .
Emma A. Temple
Katherine Knapp
Adeline L. Sylvester . .
Emerette O. Patch
S. Anne Shorey
Augusta C. Kimball...
Lucy R. Woods
RANK.
Ass't Prin.
First Ass't.
Second "
Third "
Fourth
Ellen M. Folsom
Mary S. Gage
Mary E. Lathrop
Lizzie L. Smith
Charlotte M. Gardner . .
Laura B. White |
Margaret C. Brawley . .
Emily M Deland . . . |
E. C. F. Krauss j
RANK.
Fourth Ass't.
Spc'l teacher
Chemistry.
Labor'y Asst.
Spc'l teacher
Physical Cul.
Spc'l teacher
German.
REPORT ON NOMINATIONS.
5
GIRLS' LATIN SCHOOL.
Greatest whole number belonging during the year 32
Average whole number belonging during the year 29
Entitled to 1 teacher.
Jennie R. Sheldon
NAME.
RANK.
Assistant.
ROXBURY HIGH SCHOOL.
Greatest whole number belonging during the year 216
Average whole number belonging during the year 190
Entitled to 7 teachers.
NAME.
RANK.
NAME.
RANK.
First Ass't.
Third "
U II
Fourth "
Fourth Ass't.
«« <«
Spc'l teacher
German.
DORCHESTER HIGH SCHOOL.
Greatest whole number belonging during the year Ill
Average whole number belonging during the year 101
Entitled to 4 teachers.
NAME.
RANK.
NAME.
RANK.
Mary W. Hall
Rebecca V. Humphrey.
First Ass't.
Fourth "
JohnF. Stein
Fourth Ass't.
Spc'l teacher
German.
6
SCHOOL DOCUMENT NO. 9.
CHARLESTONS" HIGH SCHOOL.
Greatest whole number belonging during the year 183
Average whole number belonging during the year * 175
Entitled to 6 teachers.
NAME.
RANK.
NAME.
RANK.
Katherine Whitney
Emma G. Shaw
Adelaide E. Somes
First Ass't.
Second M
Fourth "
(< . c
Fourth Ass't.
<( <(
Spc'l teacher
French.
Eugene Raymond . . \
WEST ROXBURY HIGH SCHOOL.
Greatest whole number belonging during the year 91
Average whole number belonging during the year 85
Entitled to 3 teachers.
NAME.
RANK.
NAME.
RANK.
Third Ass't.
Fourth "
John F. Stein {
Spc'l teacher
German.
Louise M. Thurston . . .
BRIGHTON HIGH SCHOOL.
Greatest whole number belonging during the year 65
Average whole number belonging during the year 63
Entitled to 2 teachers.
Annie J. George.
Third Assistant.
REPORT OX NOMINATIONS.
7
NORMAL SCHOOL.
Greatest whole number belonging 99
Average whole number belonging 90
Entitled to 3 teachers.
L. Theresa Moses First Assistant.
Annie E. Chace Assistant.
W. Bertha Hintz Special Teacher.
RICE TRAINING SCHOOL.
Greatest whole number belonging to Grammar School 691
Average whole number belonging to Grammar School 618
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 408
Entitled to 7 teachers.
RAKK.
Edward Southworth.
Charles F. Kimball..
Martha E. Pritchard
Sub-Master.
Usher.
First Asst.
Florence Marshall Second
E. Maria Simonds.
Ella T. Gould
J. Annie Bense
Eliza Cox
Dora Brown
Mattie H. Jackson —
Third
SAME.
UIK.
Elizabeth M. Burnham
Third Ass't.
Ct u
Ella F. Wvman
Fourth "
Florence M. Proctor . .
(< u
Ellen F. Beach
ct a
M it
Emma L. Wyman
ll ii
8
SCHOOL DOCUMENT NO. 9.
FIRST DIVISION.
ADAMS DISTRICT.
Greatest whole number belonging to Grammar School 594
Average whole number belonging to Grammar School 555
Entitled to 11 teachers.
Greatest whole number belonging to Primary Schools 365
Entitled to 6 teachers.
RAXK.
y.AiTK.
RAXK.
Lewis H. Dunon
Mary M. Morse
Mary A. Davis
Ellen M. Bobbins
Clara Eobbins
Sarah E. McPhail
Harriet Srurtevant
EUenene Pillsbury
Ida M. Oliver
Sub-master. Almira E. Reid.
Eirst Ass-
Second
Third
Lina H. Cook . . .
Ellen James
Sarah A. Cook . .
Mary E. Wiggin
Eliza A. Wiggin.
Anna E. Reed . .
Lucy A. Wiggin.
Fourth
REPORT OX NOMINATIONS.
9
CHAPMAN DISTRICT.
Greatest whole number belonging to Grammar School 618
Average whole number belonging to Grammar School 555
Entitled to 11 teachers.
Greatest whole number belonging to Primary Schools 558
Entitled to 10 teachers.
SAME.
EAXK.
Orlendo TV. Dimick . . . Sub-master.
Mary E. Allen First Ass't.
Jane F. Reid 'Second il
Maria D. Kimball Third
Sarah F. Tenner
Sarah T. Synett
Harriet E. Morrill...
Judith P. Meader . . .
Lucy E. TVoodwell..
Mary E. Buffum
Susan E. Gever
XAME.
BAXK.
Fourth Ass't.
Abby D. Beal
(« M
M U
Addie D. Chandler . ..
*
ii <<
M («
Mary C. Hall
«( H
(( ((
Clara A. Otis
14 u
Calista TV. McLeod. . .
in u
Hannah F. Crafts ....
u u
10
SCHOOL DOCUMENT NO. 9.
EMERSON DISTRICT.
Greatest whole number belonging to Grammar School 732
Average whole number belonging to Grammar School 676
Entitled to 13 teachers.
Greatest whole nuinber belonging to Primary Schools 508
Entitled to 9 teachers.
J. Willard Brown
Elizabeth R. Drowne . .
Bernice A. De Merritt .
Sarah A. Bond
Mary D. Day
Carrie Eord
H. Elizabeth Cutter . . .
Juliette J. Pierce
Georgia H. Tilden. . . .
Elizabeth A. Turner . .
Sub-master.
First Ass't.
Second "
Third "
Hannah L. Manson . .
Almaretta J. Critchett
Mary E. Plummer . .
Margaret A. Bartlett
Mary A. Oburg ....
Harriet E. Litchfield
Ernestine Ditson . . .
Susan A. Slavin. . . .
Fourth Ass't.
REPORT ON NOMINATIONS.
11
LYMAN DISTRICT.
Greatest whole number belonging to Grammar School 652
Average whole number belonging to Grammar School 593
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 429
Entitled to 8 teachers.
George K. Daniell, Jr. .
Cordelia Lothrop
Eliza F. Russell
Mary A. Turner
Amelia H. Pitman
Lucy J. Lothrop
Mary P. E. Tewksbury.
Harriet N. Webster
Irene A. Bancroft
Sibylla A. Bailey
Sub-master.
First Ass't.
<« «(
Second "
ii <«
Third "
Clara B. George
Emma P. Morey
Josephine A. Murphy.
Angelina M. Cudworth
Sarah F. Lothrop
Anna I. Duncan
Florence Carver
Frances I. Daley
Mary E. Morse
Third Ass't.
Fourth Ass't.
12
SCHOOL DOCUMENT NO. 9.
SECOND DIVISION.
BUNKER HILL DISTRICT
Greatest whole number belonging to Grammar School 657
Average whole number belonging to Grammar School 608
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 581
Entitled to 10 teachers.
Amy C. Hudson
Abby P. Josselyn .
Angelia M. Knowles . .
Georgie Palmer
Ellen E. Sanders
Georgiana A. Smith . . ,
Ida O. Hurd ,
Lydia F. Jones
Anna M. Prescott
Sub-master.
; Lydia A. Simpson ....
First Ass't.
Second 11
Mary E. Flanders ....
Elizabeth B. Norton . .
Third "
" "
Effie G. Hazen
H
Caroline M. Arnold. ..
M M
Sarah J. Worcester. . .
It ll
J Kate C. Thompson
BAXK.
Third Ass't.
Fourth
REPORT ON NOMINATIONS.
13
FROTHIXGHAM DISTRICT.
Greatest whole number belonging to Grammar School 596
Average whole number belonging to Grammar School 552
Entitled to 11 teachers.
Greatest whole number belonging to Primary Schools 511
Entitled to 9 teachers. ,
Wm. B. Atwood
Charlotte E. Camp
Bial W. Willard
Harriet E. Frye
Ellen R. Stone
Arabella P. Moulton . .
Abby M. Clark
Sara H. Nowell
Jennie E. Tobey
Ellen A. Chapin
Sub-master. Lucv A. Seaver.
First Ass
Second
Third
Martha Yeaton . . .
Helen E. Ramsev
Persis M. Whittemore .
Louisa W. Huntress.
Julia M. Burbank. .
Oriana H. Morgan. .
Fanny M. Lamson .
Mary E. Delaney
Third Ass'
Fourth
u
SCHOOL DOCUMENT NO. 9.
HAEVARD DISTRICT.
Greatest whole number belonging to Grammar School 621
Average whole number belonging to Grammar School 558
Entitled to 11 teachers.
Greatest whole number belonging to Primary Schools 740
Entitled to 13 teachers.
Darius Hadley . . .
AbbyB. Tufts...
Ann E. Weston. .
Sarah E. Leonard
Mary A. Lovering
Jennie E. Howard
Martha F. Fay . . .
Sarah J. Perkins .
Edith W. Howe..
Emma F. Thomas
Mary A. Emery. .
Mary P. Howland
Sub-master.
First Ass:
Second
Third
Fourth
Fanny B. Hall
Fanny A. Foster
ElizabethB . Weatherbee
Elizabeth F. Doane . . .
Lucy M. Small
Louisa A. Whitman . .
Catherine C. Brower . .
Elizabeth A. Pritchard.
Mary F. Kittredge
Effie A. Kettell
Elizabeth R. Brower . .
Fourth Ass't.
REPORT ON NOMINATIONS.
15
PRESCOTT DISTRICT.
Greatest whole number belonging to Grammar School 530
Average whole number belonging to Grammar School 490
Entitled to 9 teachers.
Greatest whole number belonging to Primary School 362
Entitled to 6 teachers.
NAME.
RANK.
NAME.
RANK.
Martha M. Kenrick . . .
Elizabeth J. Farnsworth
Usher.
First Ass't.
Second "
Third "
<( <(
tt <(
<( it
Frances A. Craigin ....
Ellen Hadley
Zetta M. Mallard
Elizabeth C. Bredeen..
Emma C. Olmstead . . .
Third Ass't.
<( H
Fourth '"
n it
<( (<
(C ft
16
SCHOOL DOCUMENT XO. 9.
WARREN DISTRICT.
Greatest whole number belonging to Grammar School 656
Average whole number belonging to Grammar School 621
Entitled to 12 teachers.
Greatest whole number belonging to Primary School 43-1
Entitled to 8 teachers.
NAME.
RANK.
E. B. Gay
Sarah If. Chandler
Elizabeth Swords
Annie D. Dalton
Abby C. Lewis
Alice Hall
Frances L. Dodge
Abby E. Holt
Ellen A. Pratt
Annie M. Crozier
Sub-master.
First Ass't.
14 M
Second "
(< ii
Third "
u <<
ii ii
(< (<
N'AME.
RANK.
Maria L. Bolan
Third Ass't.
Effie C. Melrin
Fourth "
M. Josephine Smith...
ic (<
Abby P. Richardson. . .
(c (i
Caroline E. Osgood ....
(C ii
{{ ii
Josephine E. Copeland
ii ii
ii ii
REPORT ON NOMINATIONS.
17
THIRD DIVISION.
BOWDOIN DISTRICT.
Greatest whole number belonging to Grammar School.
Average whole number belonging to Grammar School
Entitled to 9 teachers.
Greatest whole number belonging to Primary Schools .
Entitled to 12 teachers.
481
446
647
Sarah J. Mills | First Ass'
Mary Youn<
Sarah O. Brickett | Second
Eliza A. Pay
Irene W. Wentworth..
Ada L. Cushman
Dora E. Pitcher
S. Frances Perry
C. Eliza Wason
Mabel West
Sarah F. Russell
Elizabeth R. Preston. .
Olive Ruggles
Lydia A. Isbell
Mary E. Ames
Barbara C. Farrington
Josephine O. Hedrick.
Clara J. Raynolds
Kate Wilson
Sarah A. Winsor
Fourth Ass't.
18
SCHOOL DOCUMENT NO. 9.
ELIOT DISTRICT.
Greatest whole number belonging to Grammar School 879
Average whole nnmber belonging to Grammar School 813
Entitled to 16 teachers.
Greatest whole number belonging to Primary Schools 658
Entitled to 12 teachers.
NAME.
RANK.
Granville S. Webster..
Sub-master.
Frederic H. Ripley
Usher.
First Ass't.
Second "
Elizabeth M. Turner . .
Third "
Sophia E. Raycroft
<< <(
i( ((
Mary E. F. McNeil....
(( fl
Lucette A. Wentworth.
(« <<
(( (t
II II
(( (C
Annie M. H. Gillespie
Margaret E. Robinson
Cleone G. Tewksbury.
Harriet E. Lampee ....
Rosa M. E. Reggio
J. Ida'Munroe
Juliaette Davis
Sarah Ripley
Marcella E. Donegan . .
Eliza Brintnall
A. Augusta Coleman..
Mary E. Barrett
Kate S. Sawyer
Emma C. Glawson
RANK.
Third Ass't.
Fourth
REPORT ON NOMINATIONS.
19
HANCOCK DISTRICT.
Greatest whole number belonging to Grammar School 615
Average whole number belonging to Grammar School 553
Entitled to 11 teachers.
Greatest whole number belonging to Primary Schools 832
Entitled to 16 teachers.
Ellen C. Sawtelle
Amy E. Bradford
Ellen A. Hunt
Maria L. Macomber . . .
Martha F. Winning. . . .
Helen M. Hitchings . . .
Josephine M. Robertson
Susan E. Allen
Mary E. Skinner
Sophia L. Sherman ....
Olive M. E. Rowe
Clara E. Bell
Sarah E. Ward
Adeline S. Bodge
First Ass
Second
Third
Fourth
NAME.
Harriet M. Fraser . .
Teresa M. Gargan . .
Mary J. Clark
Marcella C. Halliday
Sarah F. Ellis
Josephine B. Silver.
Esther W. Mansfield
Mary Bonnie
Kate T. Sinnott . .
Sarah J. Copp. . . .
Elizabeth A. Fisk
Harriet A. Farrow
Mary L. Desmond
Fourth Ass't.
20
SCHOOL DOCUMENT XO. 9.
PHILLIPS DISTRICT.
Greatest whole number belonging to Grammar School 805
Average whole number belonging to Grammar School 756
Entitled to li teachers.
Greatest whole number belonging to Primary Schools 274
Entitled to 5 teachers.
SAME.
RANK.
KAME.
RANK.
Sub-master.
Martha A. Knowles . . .
Third Ass't.
Usher.
Georgianna E. Putnam
<( it
First Ass't.
Martha F. Whitman . .
Second "
Eliza A. Corthell
Sarah W» I. Copeland. .
Third "
Sarah A. M. Turner . .
Fourth "
Ruth E. Rowe
Evelyn E. Plummer. . .
II M
<( <«
Elizabeth S. Parker...
(( ((
Elvira M. Harrington . .
u u
Emeline C. Farley
(( M
(( M
REPORT ON NOMINATIONS.
21
WELLS DISTRICT.
Greatest whole number belonging to Grammar School 518
Average whole number belonging to Grammar School 473
Entitled to 9 teachers.
Greatest whole number belonging to Primary Schools 649
Entitled to 12 teachers.
Ella F. Inman
Mary G. Shaw
Susan R. Gifford
Lavinia M. Allen
Mary S. Carter
Mary M. Perry
Lizzie F. Stevens
Georgia D. Barstow . . .
Lois M. Rea .
Adelaide A. Rea
RANK.
First Ass't.
Third
Fourth
NAME.
Annie B. Gould
Maria W. Turner . . .
Eliza A. Freeman . . •
Sarah C. Chevaillier
Lucy M. A. Redding
Mary F. Gargan
E. Augusta Brown..
Florence E. Dexter .
Adelaide E. Badger .
RANK.
Fourth Ass't.
22
SCHOOL DOCUMENT NO. 9.
FOUKTH DIVISION.
BOWDITCH DISTRICT.
Greatest whole number belonging to Grammar School ....... 390
Average whole number belonging to Grammar School 366
Entitled to 8 teachers.
Greatest whole number belonging to Primary Schools 546
Entitled to 10 teachers.
NAME.
RANK.
NAME.
RANK.
Ruth H. Clapp
Hannah E. G. Gleason.
First Ass't.
Second "
<( it
Third "
Amelia E.N. Treadwell
Rebecca A. Buckley . . .
Fourth Ass't.
REPORT ON NOMINATIONS.
23
BRIMMER DISTRICT.
Greatest whole number belonging to Grammar School 721
Average whole number belonging to Grammar School C78
Entitled to 13 teachers.
Greatest whole number belonging to Primary Schools 506
Entitled to 9 teachers.
Q. E. Dickerman. . .
T. H. Wason
Rebecca L Duncan.
Luthera W. Bird. . .
Kate C Martin
Mercy T. Snow
Annie P. James
Sarah J. March. . . .
Lilla H. Shaw
Annie M. Mitchell. .
Sub-Master.
Usher
First Ass't.
Second
Third
Helen L. Bodge . .
Eliza A. Foster. . .
Frances B. Dewey
Emma F. Burrill .
H. Ellen Boothby
Malvina R. Brigham
Nellie T. Higgins. .
M. E. Tiernay
Betsy P. Burgess. .
Laura M. Stevens .
Third Ass't.
Fourth
EXETER STREET SCHOOL.
Greatest whole number belonging to Grammar School 142
Average whole number belonging to Grammar School 133
Entitled to 3 teachers.
Greatest whole number belonging to Primary Schools ,102
Entitled to 2 teachers.
SAME.
RANK.
First Assistant.
Third
Ella F. White
(( Ci
Fourth "
24
SCHOOL DOCUMENT NO. 9
QUINCY DISTRICT.
Greatest whole number belonging to Grammar School 675
Average whole number belonging to Grammar School 639
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 376
Entitled to 7 teachers.
George W. Neal
N. Hosea Whittemore. .
Annie M. Lund
Mary L. Holland
Emily J. Tucker
Bridget A Foley
Margaret F. Tappan. . .
Charl'te L. Wheelwright
Emily B. Peck
RANK.
Sub-master.
Usher.
First Ass't.
Second
Third
Harriette A. Bettis..
Emma K. Youngman
Mary E. Sawyer. . .
Annie M. Reilly. . .
Maria A. Callanan.
Mary E. Conley . . .
Emily E. Maynard
Harriet M. Bolman
Annie T. Corliss . .
Third Ass't.
Fourth
REPORT ON NOMINATIONS.
25
WINTHROP DISTRICT.
Greatest whole number belonging to Grammar School 1,040
Average whole number belonging to Grammar School 962
Entitled to 19 teachers.
Greatest whole number belonging to Primary Schools 350
Entitled to 6 teachers.
NAME.
Susan A. W. Loring
May Gertrude Ladd
Mary F. Light
Emma K. Valentine
Carrie F. Welch . .
Annie J. Stoddard
Mary E. Barstow .
Lizzie H. Bird. . . .
Caroline S. Crozier
Mary J. Danforth.
Mary E. Davis ....
Elizabeth S. Emmons
RANK.
First Ass't.
Second
Third
Mary L. H. Gerry
Catherine K. Marlow . .
Adelaide Meston ......
Ellen M. Underwood . .
Margaret T. Wise
Emma I. Baker
Mary B. Browne
Mary A. B. Gore
Henrietta Madigan
Julia A. Mclntyre
Ella M. Seaverns
Third Ass't.
Fourth
26
SCHOOL DOCUMENT NO. 9.
FIFTH DIVISION.
D WIGHT DISTRICT.
Greatest whole number belonging to Grammar School 667
Average whole number belonging to Grammar School 602
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 317
Entitled to 6 teachers.
Walter S. Parker
Henry L. Sawyer
Ruth G. Rich
Mary C. R. Towle
Emily F. Carpenter . . .
Sarah C. Fales
Nellie L. Shaw
Jennie Eastman
Helen M. Kimball
RANK.
Sub-master.
Usher.
First Ass't.
Second "
Third "
Isabella G. Bonnar . . . .
Mary E. Trow
Elizabeth G. Melcher..
Augusta A. Davis
Martha B. Lucas
Sarah E. Crocker
Henrietta Draper
Fannie L. Willard
Third Ass't.
Fourth
REPORT ON NOMINATIONS.
27
EVERETT DISTRICT.
Greatest whole number belonging to Grammar School 772
Average whole number belonging to Grammar School 706
Entitled to 14 teachers.
Greatest whole number belonging to Primary Schools 666
Entitled to 12 teachers.
NAME.
S. Flora Chandler.
Janet M. Bullard .
Anna C. Ellis
Maria S. Whitney.
Persia E. King
Susan S. Foster. .
Emily F. Marshall
Abby C. Haslet. ..
Ann R. Gavett. . . .
Sarah L. Adams . .
Mary E. Badlam.
Flora I. Crooke. .
First Ass
Second
Third
Anna E. Grover
Lydia F. Blanchard. . .
Hannah M. Coolidge..
Mary H. Downe
Eliza C. Gould
Clementine D. Grover.
Emma Halstrick
Kate M. Hanson
Fanny M. Nason
Lydia A. Sawyer
Adelaide B. Smith
Evelyn E. Morse
RANK.
Third Ass't.
Fourth
28
SCHOOL DOCUMENT NO. 9.
FRANKLIN DISTRICT.
Greatest whole number belonging to Grammar School 816
Average whole number belonging to Grammar School 743
Entitled to 15 teachers.
Greatest whole number belonging to Primary Schools 704
Entitled to 13 teachers.
Jennie S. Tower
Isabella M. Harmon. .
Caroline A. Mason . . .
Catherine T. Simonds
P. Catherine Bradford
Mary L. Wheeler ....
Abbie M. Holder
Margaret J. Crosby . .
Margaret C. Schouler
Elizabeth J. Brown . .
Roxana W. Longley. .
Kate E. Blanchard . . .
Mary A. Mitchell
Anna E. L. Parker . .
First Ass't.
Second
Third
Harriet M. Faxon . .
Georgiana E. Abbott
Isadora Page
Sarah A. Brown. . . .
Mary E. Josselyn . .
Affie T. Weir
Josephine G. Whipple
Georgiana A. Ballard
Emma E. Allin. . . .
E. Josephine Bates
Jennie E. Haskell .
Martha L. Beckler
Kate R. Gookin . . .
Fourth Ass't.
REPORT ON NOMINATIONS.
29
SHERWIN DISTRICT.
Greatest whole number belonging to Grammar School 969
Average whole number belonging to Grammar School 925
Entitled to 17 teachers.
Greatest whole number belonging to Primary Schools 841
Entitled to 15 teachers.
NAME.
Frank A. Morse
Julia F. Long
Lucy L. Burgess
Elizabeth B. Walton . .
Martha A. Smith
Sarah R. Bonney
Anna B. Carter
Harriet A. Lewis
Marian Henshaw
Isadora Bonney
Frances McDonald. . . .
Louisa Ayer
Lucy J. Mellen
Caroline K. Nickerson.
Fannie L. Stockman . . .
E. Elizabeth Boies
Sub-master.
First Ass
Second
Third
NAME.
Alice T. Kelley
Annie E. Walcutt
Mary E. Gardner
Martha E. Page
Anna G. Fillebrown . .
Sarah J. Davis
Sarah E. Gould
Emma L. Peterson . . .
Abby E. Ford
Elizabeth F. Todd....
Maria D. Faxon
Louise A. Kelley
Mary F. Cogswell
Elizabeth A. Sanborn.
Annie H. Berry
RANK.
Third Ass't.
Fourth
30
SCHOOL DOCUMENT NO. 9.
SIXTH DIVISION.
ANDREW DISTRICT.
Greatest whole number belonging to Grammar School 613
Average whole number belonging to Grammar School 596
Entitled to 11 teachers.
Greatest whole number belonging to Primary Schools 452
Entitled to 8 teachers.
Joshua M. Dill
Elizabeth A. Winward.
Henrietta L. Dwyer. . .
Mary S. Beebe
Sara W. Barrows
Martha A. Jackson ....
Lucy M. Marsh
Mary E. Perkins
Frances M. Bell
RANK.
Sub-master.
First Ass't.
Second "
ti <(
Third "
RANK.
Esther F. Nichols .
Nellie W. Allen . . .
Mary A. Jenkins . .
Estelle B. Jenkins.
Alice L. Littlefleld
M. Louise Moody .
Lizzie Ordway
Jessie C. Tileston .
Third Ass't.
Fourth "
REPORT ON NOMINATIONS.
31
BIGELOW DISTRICT.
Greatest whole number belonging to Grammar School 848
Average whole number belonging to Grammar School 794
Entitled to 15 teachers.
Greatest whole number belonging to Primary Schools 648
Entitled to 12 teachers.
Ered O. Ellis
J. Gardner Bassett...
Amelia B. Coe
Ellen Coe
Eliza B. Haskell
Hattie A. Watson
Mary Nichols
Malvena Tenney
Catherine H. Cook . . .
Lucy C. Bartlett
Abbie J. Adams
Lucy R. Cutter
Ellen L. Wallace
Harriet A. Clapp
Sub-master
Usher
First Ass't.
Second "
Third "
Jennie A. Cheney
Alice Danforth
Abbie B. Kent
Lucy E. T. Tinkham . .
Ann J. Lyon
Mary P. Colburn
Lucy E. Johnson
Tiley A. Bolkcom
Emily T. Smith
Mary L. Howard
Josephine B. Cherring-
ton
Sarah A. Graham
Elizabeth G. Bailey. . .
Third Ass't.
Fourth "
32
SCHOOL DOCUMENT NO. 9.
GASTON DISTRICT.
Greatest whole number belonging to Grammar School 479
Average whole number belonging to Grammar School 467
Entitled to 9 teachers.
Greatest whole number belonging to Primary Schools 496
Entitled to 9 teachers.
NAME.
BANK.
NAME.
RANK.
Sarah C.Winn
Myra S. Butterfield . . .
Emogene F. Willett . . .
First Ass't.
(i <(
Third "
Elizabeth M. Easton . .
Frances A. Cornish...
Fourth Ass't.
REPORT ON NOMINATIONS.
33
LAWRENCE DISTRICT.
Greatest whole number belonging to Grammar School 985
Average whole number belonging to Grammar School 924
Entitled to 18 teachers.
Greatest whole number belonging to Primary Schools 1,130
Entitled to 21 teachers.
Delwin A. Hamlin. . .
Grenville C. Emery .
William E. C. Rich..
Alice Cooper
Emma P. Hall
Mary E. H. Ottiwell.
Catharine M. Lynch.
Margaret Holmes.
Margaret A. Gleason
Margarette A. Moody
Mary A. Conroy
Mary A. Montague...
Abbie C. Burge
Mary A. A. Dolan
Filena Hurlbutt ,
M. Louise Gillett
Hannah E. Burke
Lucy M. Cragin
Sarah E. Lakeman. .
Sub-master.
Usher.
First Ass
Second
Third
Fourth
Ada A. Bradeen
Lizzie A. McGrath
Minnie F. Crosby,
Amelia McKenzie
Mary G. A. Toland. ..
Hattie L. Rayne
Maggie J. Leary
Emma F. Gallagher. . .
Ann E. Newell
Ophelia S. Newell
Sarah M. Brown
Mary W. Bragdon
Alice W. Baker
Elizabeth Crawford . .
Annie M. Connor
Mary E. T. Shine
Martha S. Damon
Minnie F. Keenan
Fourth Ass't
34
SCHOOL DOCUMENT NO. 9.
LINCOLN DISTRICT.
Greatest whole number belonging to Grammar School 660
Average whole number belonging to Grammar School 622
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 386
Entitled to 7 teachers.
Henry H. Kimball
John E. D wight
Margaret J. Stewart . . .
Mary E. Balch
Sarah M. Tripp
Vodisa J. Comey
Sarah A. Curran
Annie C. Littlefield
Lavinia B. Pendleton . .
Mary A. H. Fuller
Sub-master.
Usher
First Ass't.
Second "
Third "
Silence A. Hill
Carrie L. Vose
Mary E. Powell. ..
! Laura J. Gerry
Mary E Perkins . .
Ella M. Warner . . .
Susan Hutchinson.
Mary H. Faxon . . .
Fannie G. Patten . .
Third Ass't.
Fourth
4
REPORT ON NOMINATIONS.
35
XORCROSS DISTRICT.
Greatest whole number belonging to Grammar School 739
Average whole number belonging to Grammar School 679
Entitled to 13 teachers.
Greatest whole number belonging to Primary Schools 388
Entitled to 7 teachers.
Mary J. Fennelly
Fiducia S. Wells
Sarah A. Gallagher. . . .
Juliette Wyman
Juliette Smith
Miranda A. Bolkcom . .
Mary E Downing
Emma L. Eaton
Harriet E. Johnston.
Maria L. Nelson
First Ass't.
Second
Third Ass't.
Emma F. Crane
Mary R. Roberts
Nellie J. Cashman. . . .
Sarah V. Cunningham
Mary K. Davis
Fannie W. Hussey
Abbie C. Nickerson...
Ellen T. Noonan
Lucinda Smith
Third Ass't.
Fourth
36
SCHOOL DOCUMENT XO. 9.
SHCRTLEFF DISTRICT.
Greatest whole number belonging to Grammar School 759
Average whole number belonging to Grammar School 706
Entitled to 14 teachers.
Greatest whole number belonging to Primary Schools 376
Entitled to 7 teachers.
Anna M. Penniman. . . .
Ellen E. Morse
Abbie S. Hammond - . .
Emeline L. Tolman . . .
Martha E. Morse
Margaret T. Pease
Catherine A. Dwyer. ..
Eliza F. Blacker
Sarah L. Garrett
Roxanna X. Blanchard.
First As
Second
Third
Harriet S. Howes
Jane S. Bullard
Marion W. Rundlett. . .
Edith A. Pope
Ella R. Johnson
Lucy A. Dunham
Mary E. Morse
Julia F. Baker
Alice G. Dolbeare
Alice C. Rran
Third Ass't.
Fourth
REPORT ON NOMINATIONS.
37
SEVENTH DIVISION
COMLNS DIVISION.
Greatest whole number belonging to Grammar School 837
Average whole number belonging to Grammar School 747
Entitled to 16 teachers.
Greatest whole number belonging to Primary Schools 967
Entitled to 17 teachers.
H. H. Gould
Julia Scribner
Lillie E. Davis
Martha A. Cummings . .
Sarah E. Lovell
Almira W. Chamberline
Julia A. C. Gray
Annetta F. Armes
Kate M. Murphy ......
Charlotte P. Williams .
Adelina May
Emma E. Towle
Emily Swain
Delia M. Upham
Caroline A. Gragg
Rebecca Morrison
Annie E. Clark
Sub-master.
First Ass
Second
Third
Fourth
Penelope G. Hayes
Sarah E. Has kins .
Helen P. Hall ....
Sarah B. Bancroft
Carrie M. Brackett
Lizzie A. Colligan
Isabel Thacher . . .
Lizzie F. Johnson.
Adaline Beale ....
Caroline D. Putnam
Carrie J. Harris
Mary J. Backup
Delia T. Killian.
Elizabeth P. Brewer
Mary E. Crosby . . .
Anna R. McDonald
Fourth
38
SCHOOL DOCUMENT NO. 9.
DEARBORN DISTRICT.
Greatest whole number belonging to Grammar School r 947
Average whole number belonging to Grammar School 880
Entitled to 17 teachers.
Greatest whole number belonging to Primary Schools 962
Entitled to 17 teachers.
NAME.
Harlan P. Gage
L. Anna Dudley
Philena W. Rounseville
Martha D. Chapman . .
Helen F. Brigham
Frances L. Bredeen...
Cynthia G. Melvin
Sarah H. Hosmer
Anne M. Backup
Bell J. Dunham
Lizzie M. Wood
Elizabeth R. Wallis . . .
Phebe H. Simpson
Elizabeth E. Stafford . .
Josephine A. Keniston.
Mary F. Walsh
Louise M. Epmeyer . . .
Sub-master.
First Ass't.
(« <c
Second "
(< <(
tt a
Third "
(( <c
<< <<
It t<
NAME.
Mary F. Neale
Abbie L. Baker
Clarabel E. Chapman.
Mary K. Wallace
Mary M. Sherwin
Elizabeth E. Backup . .
Emily M. Pevear
Flora J. Cutter
Clara F. Conant
Anna M. Balch
Susan F. Rowe
Ellen M. Oliver
Mary E. Nason
Ada L. McKean
Annie M. Croft
Louise D. Gage
Kate A. Nason
Fourth Ass't.
REPORT ON NOMINATIONS.
39
DUDLEY DISTRICT.
Dudley School for Boys.
Greatest whole number belonging to Grammar School 467
Average whole number belonging to Grammar School 453
Entitled to 8 teachers.
Entitled to 8 teachers.
NAME.
RANK.
NAME.
RANK.
Harriet E. Davenport .
Ruth H. Brady
Emmeline E. Torrey . .
Usher.
First Ass't.
Second "
Third U
tt (i
<( tt
n it
<< tt
Henrietta M. Wood . . .
Emma L. B. Hintz
Fourth Ass't.
Dudley School for' Girls.
Entitled to 6 teachers.
NAME.
RANK.
NAME.
RANK.
Dora A. Pickering
First Ass't.
Second "
Third "
Third Ass't.
tt tt
it tt
40
SCHOOL DOCUMENT NO. 9.
LEWIS DISTRICT.
Greatest whole number belonging to Grammar School 664
Average whole number belonging to Grammar School 605
Entitled to 12 teachers.
Greatest whole number belonging to Primary Schools 605
Entitled to 11 teachers.
Charles F. King •
Sarah E. Fisher
Eunice C. Atwood
Amanda Pickering
Emily B. Eliot
Mary D. Chamberlain . .
Henrietta M. Young . . .
Louisa J. Hovey
Susan A. Dutton
H. Amelia Smith
Elizabeth Gerry
Sarah H. Bobbins
RANK.
Sub-master.
First Ass't.
Second Ass't.
<( (<
Third "
<< it
Joanna Monroe
Alice C. Pierce
Frances N. Brooks
Mary E. Deane
Helen Crombie
Mary F. Baker
Maria L. Burrill
Fanny H. C. Bradley. .
Eloise B. Walcutt
Almira B. Russell
Florence L. Shedd
REPORT ON NOMINATIONS.
41
LOWELL DISTRICT.
Greatest whole number belonging to Grammar School 560
Average whole number belonging to Grammar School 530
Entitled to 10 teachers.
Greatest whole number belonging to Primary Schools 567
Entitled to 10 teachers.
NAME.
RANK.
NAME.
RANK.
Eliza C. Fisher
Susan G. B. Garland . .
Mary F. Cummings
First Ass't.
Second "
Third "
Jeannie B. Lawrence • .
Ellen H.Holt
Emma M. Waldock . .
Sarah P. Blackburn . .
M. Ella Mulliken
k ourtji ASS t.
it n
(1 (<
<( (<
u <<
(< (<
<( <(
U ((
u tt
t
±2
SCHOOL DOCUMENT NO. 9.
EIGHTH DIVISION.
ALLSTON DISTRICT.
Greatest whole number belonging to Grammar School 354
Average whole number belonging to Grammar School 340
Entitled to 6 teachers.
Greatest whole number belonging to Primary Schools 270
Entitled to 5 teachers.
SAME.
RAXK.
XA1IE.
RANK.
Persia B. Swett
Mary F. Child
First Asst.
Second "
Third "
M ((
<t <(
(( M
Anna M. Farrington..
| Adelaide C. Williams . .
Fourth Asst.
<< <(
(( u
ii ii
<( (<
BENNETT DISTRICT.
Entitled to 6 teachers.
Entitled to 4 teachers.
NAME.
BANK.
XAME.
EAXK.
Melissa Abbott
Annie M. Hotchkiss . . .
Second Asst.
Third "
(< «<
1
Fannie W. Currier
Third Ass't.
Fourth "
ii <(
<( <(
ii <«
REPORT ON NOMINATIONS.
CENTRAL DISTRICT.
Greatest whole number belonging to Grammar School 351
Average whole number belonging to Grammar School 323
Entitled to 6 teachers.
Greatest whole number belonging to Primary Schools 181
Entitled to 4 teachers.
Marv A. Gott First Ass't.
Clara J. Reynolds Second "
Martha M. Sias Third "
Victoria M. Goss " "
M. E. Stuart " "
Emily A. Hanna
Maiy E. Brooks
Annie P. Burton
Mary E. Tufts. .
Third Ass't,
Fourth M
CHARLES SUMNER DISTRICT.
Greatest whole number belonging to Grammar School
Average whole number belonging to Grammar School
Entitled to 4 teachers.
Greatest whole number belonging to Primary Schools
Entitled to 5 teachers.
219
213
254
Lottie B. Hall Second Ass't. Ella F. Hancock,
Fanny Ashenden Third
Elvira L. Austin i "
Fannie H. Wiswall ....
Ellen B. De Costa Fourth
Sarah Ashenden .
Ella F. Howland.
Angie P. Nutter ,
Fourth Ass't.
cc it
SCHOOL DOCUMENT NO. 9.
HILLSIDE DISTEICT.
Greatest whole number belonging to Grammar School •. 314
Average whole number belonging to Grammar School 282
Entitled to 6 teachers.
Greatest whole number belonging to Primary Schools 199
Entitled to 4 teachers.
NAME.
RANK.
NAME.
RANK.
Alice B. Stephenson. ..
Second Ass't.
ii (<
Third
ti c<
Ida Iff. Metcalf
Margaret E. "Winton . .
Anna M. Call
1
Third Ass't.
Fourth "
<( ti
ii <<
MOUNT VERNON DISTRICT.
Entitled to 3 teachers.
Entitled to 3 teachers.
NAME.
RANK.
NAME.
RANK.
Emma J. Eossett
Second Ass't.
Third
ii
Fourth Ass't.
ti (<
REPORT ON NOMINATIONS.
45
NINTH DIVISION.
DORCHESTER-EVERETT DISTRICT.
Greatest whole number belonging to Grammar School 425
Average whole number belonging to Grammar School 401
Entitled to 8 teachers.
Greatest whole number belonging to Primary Schools 333
Entitled to 6 teachers.
HAMS.
EAXK.
George If. Fellows ....
Usher.
Mary F. Thompson . . .
First Ass't.
Second "
Third "
Anna M. Foster
H «(
(< ({
M. Rosalia Merrill ....
CI t(
«( («
HAMS.
BASK.
Maud M. Clark
Fourth Ass't.
Cora L. Etheridge
U M
M II
<i t(
46
SCHOOL DOCUMENT NO. 9.
GIBSON DISTEICT.
Greatest whole number belonging to Grammar School 298
Average whole number belonging to Grammar School 271
Entitled to 5 teachers.
Greatest whole number belonging to Primary Schools 238
Entitled to 4 teachers.
NAME.
RANK.
NAME.
RANK.
Ella S. Wales
Charlotte E. Baldwin..
Second Ass't.
Third
44 (<
(( 44
Ella TVhittredge
Hannah E. Pratt
Nelly G. Sanford
Fourth Ass't.
44 ((
4 4 4 4
«( tt
4 4 4 4
HABPvIS DISTEICT.
Greatest whole number belonging to Grammar School 250
Average whole number belonging to Grammar School 225
Entitled to 4 teachers.
Greatest whole number belonging to Primary Schools 142
Entitled to 3 teachers.
NAME.
RANK.
NAME.
RANK.
Second Ass't.
Marion B. Sherburne.
Fourth Ass't.
E. Maria Harriman...
Third
Elizabeth A. Flint....
4 4 4 4
Elizabeth P. Boynton. .
(4 44
Cora E. Plummer ....
44 4 4
Almy C. Plummer
4 4 4 4
REPORT ON NOMINATIONS.
47
MATHER DISTRICT.
Entitled to 6 teachers.
Entitled to 5 teachers.
NAMB.
RANK.
NAME.
RANK.
Second Ass't.
Third "
(< <i
«( ii
M. Esther Drake
Fourth Ass't.
ii ((
<( it
ii i I
ii ii
MINOT DISTRICT.
Entitled to 5 teachers.
Entitled to 4 teachers.
NAME.
RANK.
NAME.
RANK.
Isabel F. P. Emery....
Mary E. Glidden
Sophia W. French
Ellen M. S. Treadwell.
Second Ass't.
Third
(< ii
(« H
Katherine M. Adams . .
Angelina A. Brigham. .
Third Ass't.
Fourth "
a a
48
SCHOOL DOCUMENT XO. 9.
STOUGHTOX DISTRICT.
Greatest whole number belonging to Grammar School 254
Average whole number belonging to Grammar School 246
Entitled to 5 teachers.
Greatest whole number belonging to Primary Schools 129
Entitled to 2 teachers.
NAME.
RANK.
NAME.
RANK.
Elizabeth H. Page
Margaret E.Whittemore
Elizabeth J. Stetson. ..
Second Ass't.
Third "
u {<
(( U
Carrie F. Melville ....
Third Ass't.
Fourth "
si <('
TILESTOX DISTRICT.
Entitled to 1 teacher.
Entitled to 1 teacher.
NAMB.
BANK.
RAMS.
KAXK.
Third Ass't.
Elizabeth S. Fisher...
Fourth Ass't.
SCHOOL DOCUMENT NO. 10.
EXPENDITURES FOE THE PUBLIC SCHOOLS.
REPORT
or THE
COMMITTEE ON ACCOUNTS.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
Xo. 39 ARCH STREET.
1 8 7 8.
REPORT.
Boston, June 1, 1878.
In conformity with the regulations of the School Board,
the Committee on Accounts herewith present the Report of
Expenditures for the Public Schools, for the financial year
1877 and 1878, it being their Tenth Annual Report in regular
order.
In addition to the expenditures authorized by the School
Board and all expenses chargeable to the appropriations
granted to the School Committee, there have been added the
expenditures made by the City Council through its Commit-
tee on Public Buildings, thus presenting a complete report
of all the expenditures for the Public Schools during the last
financial year.
The expenditures made by direction of the School Board
and City Council are as follows : —
School Board.
Salaries of School Instructors .
Salaries of officers, clerks, and messengers
Salaries of janitors ....
Fuel, gas, and water ....
Printing, text-books, and supplies
City Council.
Furniture, masonry, carpentry, roofing,
heating, etc 126,428 35
Total $1,582,116 09
The average number of pupils belonging to all the schools,
47,212. The average cost per pupil, $33.51.
. $1,157,746 09
58,035 94
75,109 93
53,321 70
111,474 08
4
SCHOOL DOCUMENT NO. 10.
Your committee, under the various headings of High
Schools, Grammar Schools, and Primary Schools, have given
a brief history of each school or district, and the expenditures
of each grade. This plan was adopted at the earnest request
of the masters of the schools, a committee of whom presented
the subject for consideration. It has been found to give
better satisfaction than when each school was placed in
contrast with the others in regard to general expenditures.
The committee also present the cost of land and build-
ings as originally made and as at present estimated, as
follows : —
The original cost of the buildings used for
High Schools $602,000 00
The original cost of the land for the same . 154,000 00
Total $7,56,000 00
The assessed value of the buildings at the
present time $537,456 00
The assessed value of the land at the pres-
ent time 385,344 00
Total $922,800 00
The original cost of the buildings used for
Grammar and Primary Schools . . $3,808,000 00
The original cost of the land for the same . 1,109,000 00
Total $4,917,000 00
The assessed value of the buildings at the
present time $4,556,757 00
The assessed value of the land at the pres-
ent time 1,821,943 00
Total $6,378,700 00
REPORT OF EXPENDITURES.
5
The total amount expended for High Schools, includ-
ing expenditures by the Public Building Committee, was
$191,580.99. Average number of pupils belonging to these
schools, 2,140. Average cost per pupil, $89.53.
The total amount expended for Grammar Schools, includ-
ing expenditures by the Public Building Committee, was
$783,644.94. The average number of pupils belonging to
these schools, 25,156. Average cost per pupil, $31.15.
The total amount expended for Primary Schools, includ-
ing expenditures by the Public Building Committee, was
$421,728.51. The average number of pupils belonging to
these schools, 19,916. Average cost per pupil, $21.17.
The attendance at the different schools varies greatly both
in the High and Grammar Departments. The establishment
of fixed district lines by the Board in a measure accounts for
this, but other circumstances beyond the control of the
Committee render the subject one of great moment, which
will require in the future the attention which its importance
warrants.
The largest Grammar Schools are as follows : —
Lawrence . . . . . . . . 911
Winthrop 899
Dearborn . . . . . . . .875
The smallest, under the care of a Master : —
Dudley (Girls) 309
Central . . 314
Mather 323
The largest school districts : —
Lawrence . . . . . . . .1,993
Dearborn . . . .' . ... . 1,758
Comins . . 1,615
G
SCHOOL DOCUMENT NO. 10.
The smallest, under the care of a Principal : —
Central 505
Mather .535
Allston ' . . 553
A question which often presents itself for consideration in
connection with the size of the several schools, is "Are the
responsibilities attendant upon the education of the pupils of
these schools so nearly the same, that we are justified in
paying equal salaries to the Principals?" AVhile it is un-
doubted that each school should have the same appliances and
apparatus for instruction of the pupils, and should have in-
structors of corresponding ability, the question is one of im-
portance, in relation to expenditures, which should receive
careful attention.
The whole number of teachers upon the rolls during the
past year was 1,268, of which number 1,112 were perma-
nently employed in regular classes. During the past year
there were 99 new appointments and 79 resignations.
The Evening Schools, commencing in October and end-
ing in March, have a regular session of some 130 evenings.
The number of pupils in regular attendance was 1,390.
The number belonging is very much larger, but the at-
tendance, not being enforced, becomes irregular, from a
variety of circumstances over which the teachers have no
control. Changes have been made in the regulations affect-
ing these schools, which will have an important bearing
in their management hereafter. The time of closing has
been changed to one month earlier, and the number of pupils
authorizing the establishment of a school or class fixed
at 30. These several changes will reduce the expense consid-
erably and conduce to more effective work. The schools
have done and are doing a great good, and are of value to
the community, rendering a full equivalent in results for
the expense, time, and labor given to them.
REPORT OF EXPENDITURES.
7
The supplies furnished to these schools are all free, except
to the Drawing and Evening High Schools. The materials
used in the latter schools are sold to the pupils at cost,
and the amount so received paid to the City Treasurer. The
amount returned last year from this source was $793.62.
The books, slates, and materials used in the regular even-
ing classes are generally those which have been displaced
in the day schools by the introduction of new books. When
purchases are made, old editions are secured at reduced
prices. These books are collected at the end of each term,
sorted, and the worthless replaced ; they are then arranged
for the next term.
The committee include in this report the amounts appro-
priated by the City Council for the years 1877 and 1878,
together with the amounts drawn each month, and charged
to these appropriations. The aggregate amount expended
is subdivided, showing the cost of the more important
articles.
The largest expenditures were made for the following
items : —
By the School Board
Salaries (instructors, officers, and janitors)
Gas and fuel .....
Books for indigent children
Printing and postage
Stationery .....
$1,290,891 96
44,627 70
42,286 79
14,327 71
11,012 18
By the Public Building Committee : —
Heating apparatus ..... 21,805 20
Carpentry f 19,573 54
Masonry 16,438 14
Furniture 11,712 87
8
SCHOOL DOCUMENT NO. 10.
The committee, in previous reports, have repeatedly called
the attention of the Board to the large expenditure for books
for indigent children. As they have stated, they are unable
to limit or contract this expenditure. The law obliges the city to
furnish a book to every child ivho will not or can not get one.
It is true it allows the city to collect the amount on the tax-
bill of the parent or guardian. This has been tried and
found to be practically impossible.
Your committee are aware that many books are furnished
that could be purchased by those receiving them ; but under
the law they are powerless to act. The times are exception-
ally hard, and many parents have found it difficult to obtain
the means of subsistence.
Your committee believe that in no other way than in fur-
nishing the books free to all the pupils, can this expense be
limited, and justice rendered to all. The committee base no
argument on the fact that these books are purchased by the
city at prices far below the possibilities of the pupils ; but
they cannot help feeling that the purchase at any price is a
hardship, in these times, to which the poor can ill afford to
submit, and is a reason for their dropping the burden upon
the School Board. They believe that, under a fixed rule, all
the books can be supplied at very nearly the same expense
as is now attendant upon the furnishing of books to indigent
pupils ; and masters and teachers will be relieved from the
loss of time and the innumerable vexatious delays consequent
upon the starting of new classes.
The committee on the Annual School Report of last year,
after a patient examination of the subject, unanimously re-
ported in favor of furnishing books free to all the pupils.
This, together with other reports and documents bearing upon
the matter, brought the subject so forcibly to the attention of
the Committee on Public Instruction of the City Council
that, of their own accord, they unanimously voted to request
of the City Council a sum sufficient to make the trial in the
REPORT OF EXPENDITURES.
9
Primary Schools. This appropriation of $4,500 received the
approval of the Committee on Finance, and was voted by
the City Council. The committee hope to record in their
next report its complete success.
The number of pianos in all the schools is 129 ; 84 square
and 45 semi and full grand, of the manufacture of Messrs.
Chickering & Sons, Hallet, Davis & Co., H. F. Miller &
Co., J. W. Brackett & Co., and Hallet & Cumstou. Each
piano is supplied with a suitable covering and stool; while,
in addition to the same, each school-room is furnished with
a music-chart.
Last May, owing to the decease of the former tuner of
pianos for the city, the contract for the tuning and small
repairs was awarded to the Management of the Blind Asylum
of South Boston. The committee were not unanimous in this
selection : it seemed to some of them to be of doubtful expedi-
ency ; while they did not question the ability of the blind
people to correctly tune an instrument, — a matter depending
upon the ear, — they did not feel that they were as fully capa-
ble of judging the need of small repairs constantly required
by instruments submitted to such hard usage as the. pianos in
our schools. They also believed that, should they be obliged
from these circumstances to transfer the contract to other
parties at the end of the year, it would be a matter of great
regret to all concerned, and work to the injury of the Asy-
lum. The contract, however, was awarded, the Management
assuming the responsibilities cheerfully and with a full
knowledge of their importance. At the end of the year
their work received the unanimous approval of the music
instructors, and the approbation of the committee. As an
evidence of their entire satisfaction, the contract was again
awarded to them at the same price.
The committee have added to this report the estimates for
the present financial year, prepared and presented to the
City Auditor in February last, in accordance with the Rules
10
SCHOOL DOCUMENT NO. 10.
of the Board. The Committee on Public Instruction approved
the same, as follows : " The committee have been informed
by the City Solicitor that, so far as regards the salaries of
teachers, their only function is a purely advisory one, and
that the only action they can take is either to approve the
estimates so submitted or to recommend the closing of the
schools. They therefore respectfully report to the City
Council the request of the School Committee with their gen-
eral approval."
The Committee on Finance of the City Council, however,
reduced the estimate $70,064, authorizing the City Auditor
to transfer from either of the School Appropriations such
amounts as would serve to balance. These estimates your
committee had reduced from those of the previous year,
849,736, showing an aggregate reduction in the last three
years of $143,836, without the additional reduction as made
by the Committee on Finance of the City Council. Unless
changes involving the reduction of expenses are made, your
committee will not have the means to carry on the schools
without reporting a deficit to the Board.
In the meetings of the School Committee, March 12 and
26, the following were adopted as amendments to the Rules
and Regulations : —
The Committee on Accounts shall consider and report upon all prop-
ositions requiring the expenditure of money, before the final action of
the Board, except such as may be submitted by the Committees on Sal-
aries and Text-Books, and such as are included in the duties of the
Committee on Supplies.
They shall consider all propositions to establish or to change the
salaries of all persons, except janitors, in the service of the Board; or
to pay for extra services in teaching ; and shall report upon them in writ-
ing before they are acted upon by the Board. At the last meeting in
June of each year they shall report to the Board a full schedule of
salaries of the instructors, as herein provided, for the ensuing school
year.
They shall audit all pay-rolls of salaries and all bills of expenditure
REPORT OF EXPENDITURES.
11
authorized by the Board or its committees, and make requisition on the
City Auditor, each month, for the payment of such as they have ap-
proved.
They shall, in conference with the Committee on Supplies, prepare
and present to the City Auditor, before the fifteenth day of February,
annually, an estimate of the expenses of the public schools for the next
financial year.
They shall make out bills for tuition of non-resident pupils attending
the public schools, and transmit the same to the City Collector for col-
lection.
The Auditing Clerk shall be present at all meetings of the commit-
tee, certify to the correctness of the accounts, and render such clerical
assistance as may be required. Annually, at the close of the financial
year, he shall submit, in detail, an account of the expenditures for the
past year, and this committee shall submit the same in a report to the
Board in June of each year.
This committee shall appoint the janitors for the several school-
houses, make such rules as they may deem necessary for their govern-
ment, and fix their compensation ; and may discharge them, subject to
the approval of the Board. The compensation of janitors shall be in
full for all services rendered.
The Committee on Supplies shall have exclusive authority in furnish-
ing all materials used by the Board, its officers, or the public schools..
They shall have exclusive power to authorize such expenditures, except
it be for salaries, as may be required in teaching such branches of study
as have been adopted by the Board, not exceeding the several amounts
appropriated for the same.
They shall, if it be deemed expedient, annually advertise for pro-
posals, and contract with responsible parties, to furnish the text-books
necessary to carry out the provisions of the General Statutes, Chap. 38,
Sects. 29 and 30, and shall see that the provisions are fully complied
with.
They shall have the supervision of all printing, and furnish such as
may be required by the Board, its officers, or the public schools, except
such as may be otherwise provided for; and all documents and reports,
unless it be otherwise ordered, shall be limited to four hundred
copies.
They shall have the custody and management of all property be-
longing to the city which is held by this Board, and shall authorize such
expenditures as may be necessary for the care and protection of the
same.
The Auditing Clerk shall attend all meetings of this committee, shall
12
SCHOOL DOCUMENT XO. 10.
record their transactions, and render such assistance as shall be required.
Annually , in the month of May, he shall submit, in detail, an account
of the articles purchased and furnished to the several grades of schools,
as well as of the material on hand ; and annually, in the month of June,
the committee shall submit the same in a report to the Board.
They shall give written authority to the Auditing Clerk to submit to
the Committee on Accounts such bills as are correct and duly author-
ized.
This subject had been before the Board for more than two
years ; and while, in the opinion of many members, the
changes proposed and adopted were not necessary, from the
nature of the work and the performance of the same, it still
seemed to some members that from year to year the work
wmich devolved on the Committee on Accounts, as the com-
mittee in charge of the business department of the Board,
had grown so large that it might be w^ell to divide its labors
and place a distinct portion of the same upon another com-
mittee. The necessit}' of this was not so apparent to your
committee, knowing so well that the work was the same in
character and discharged in the same manner as in any and
every department of the City Government. But they acqui-
esced in the report of the committee, being willing to give
the new regime a fair and generous trial. The committee
deem it proper at this time, in view of the fact that this
report is their last as a committee having charge of the
entire work, to briefly give an account of their labors for
nearly twelve years, beginning with the organization of the
department, and advancing step by step, to its present
growth and importance.
In 1866 the Committee on Rules and Regulations reported
to the School Board the necessity of establishing a depart-
ment for the care and management of its finances, viz. : pay-
rolls, supplies, payments, and the custody of the property of
the School Board. The Committee on Accounts were author-
ized to employ a clerk, styled Auditing Clerk, and were given
REPORT OF EXPENDITURES.
13
the sole authority to purchase aud supply all articles or
materials required by the Board, its officers, or the public
schools. The committee organized in 1867, with Alvan
Simonds as chairman. The work was thoroughly canvassed,
and a systematic plan adopted for its performance. Books
and material needed had been supplied by publishers and
dealers, on the request of teachers and others authorized to
use them. No regular system was known, and no account
kept of what went into the schools or what was paid for,
except the receipted bills in the Auditor's office. The firm
supplying the largest part of the books and materials used
in the schools, Messrs. Brewer & Tileston, for their own pro-
tection, printed, at their expense, requisitions on which was
written what was wanted and the delivery of the same
was receipted for by the teacher. All this was immediately
changed. Printed requisitions, drawn on the Auditing Clerk,
were sent to the masters of the High and Grammar Schools
and to the teachers of the Primary Schools. TVhen articles
were wanted, a requisition was forwarded to the clerk, and, if
approved by the committee, they were immediately supplied.
The bills, when received for payment, if approved, were
entered on a journal, and the several items charged to the
schools or teachers having them, and the requisitions filed
away as vouchers for such payments. In 1869 the commit-
tee made their first report, embracing the expenditures for
1868; showing in detail what was purchased, and what
delivered to the schools. In the following year the commit-
tee, desirous of limiting the expense for books for poor
children, collected from all the schools the names of the
parents and guardians of the children receiving books, with
their residences, the names of the books given to the chil-
dren, and the prices of the same. It was found that
15,646, out of about 35,000 pupils, used city books. After
a controversy with the Board of Assessors for the collecting
of this money, it was given up as a hopeless case. During
14
SCHOOL DOCUMENT NO. 10.
this year a beginning was made in purchasing stock of
manufacturers and publishers and delivering, it from the
rooms of the School Committee. A great saving was made
by this process, and this manner of buying has been con-
tinued until nearly all the supplies required for the schools
are purchased and carried in stock. At this time an assist-
ant was furnished to the Auditing Clerk, he having been
required, in addition to his other duties, to visit the schools
and report on the condition of the material supplied and the
permanent property in use. In 1870 Mr. Simonds, having
held the position for three years, was succeeded by Mr. Wm.
B. Merrill, as chairman of the committee, Mr. Simonds having
failed of a reelection, — a great loss to the committee and
to the School Board. Mr. Merrill, as a merchant of large
experience and great wealth, was peculiarly fitted for the im-
portant position of chairman of this committee. During the
six years of his chairmanship a large room in a Primary-
school building at the South End was fitted up for the
receiving of goods purchased ; another in Phillips street,
at the West End, for the keeping of books, slates, and
materials, either displaced by action of the Board, or no
longer fitted for use in the day-schools. This material was
carefully sorted, and the greater portion of it served each
winter for the supply of the evening schools. Two addi-
tional assistants were now furnished, one for services at the
store-room, and the other as a book-keeper. The Board,
May 14, 1872, passed an order that all the material required
for use in the schools, including drawing and writing books,
should be furnished to the pupils, so that scholars should
be compelled to purchase* only text-books. This necessitated
a tariff, which was drawn up with care, after consultation
with masters and teachers. This tariff, with a few sub-
sequent amendments, was as follows : —
REPORT OF EXPENDITURES.
15
TARIFF OF SUPPLIES FT7ESI5HED THE HIGH AND GRAMMAR BCHOOUB
FROM MAT 1, 1573, TO MAT 1, 1574.
Writing-books, 3 to each pupil.
Drawing-books. 3 to every two pupils.
Manilla covers for writing-books, 1 to each pnpil.
Examination-paper, practice-paper, or cap paper, as preferred, in
amount 1 ream to every 100 pupils.
Letter paper, 1 ream to every 100 pnpils.
Xote paper, 2 reams to every 100 pnpils.
Composition books, High Schools 3 to each pnpil.
Composition books, Grammar Schools 25 to every 100 pnpils.
Blank books for spelling, 25 to every 100 pnpils.
Pens, 5 gross to every 100 pnpils, of either Gillott's 303, 404, Easter-
brook's 333, Philadelphia School Pen, Doable Elastic Pen, Excelsior,
or Universal School Pen.
Penholders, 50 to every 100 pnpils.
Pencils for drawing, either Faber, F. & H., or American Lead, F. £
H., 2 to each pupil.
Medium pencils for ordinary work, 2 to each pupil .
Rubber, Faber, Xo. 60, 2 pieces to each pupil.
Map drawing. 10 quarto sheets Bristol board to every 100 pnpils.
Paper for the same. 1 quarto sheet to each pnpil.
Slates, 25 to every 100 pupils.
Miscellaneous articles furnished when necessary : —
Ink, chalk, slate-penciis, recitation-cards, black-board erasers, ink-
stands and racks, record-books, truant-books, the various school-cards
and envelopes.
The following, as may be required, in accordance vr.z'i :h= E-i'.es :f
the Board : —
Reference-books, philosophical apparatus, instruments, globes, maps,
and charts.
It is the desire and intention of the committee, when practicable, to
furnish the best material for the purpose : in pursuance of this course
they have consulted with the Superintendent regarding pens and paper,
and with the Art Instructor regarding materials for drawing. These
articles will be furnished upon the basis of the number of children in
each sch ool January :3 1 sr. The various items and the distribution of
the same have been carefully examined, and are approved by the com-
mittee. All cause for dissatisfaction or suggestion should be addressed
16
SCHOOL DOCUMENT NO. 10.
to the clerk, and will be acted upon by the committee at their next
meeting.
In accordance with the provisions of the order under which these
supplies are furnished, the pupils cannot be obliged to purchase any
school material, excepting text-books, unless it be for unnecessary
waste.
Supplies will be delivered to the schools on the following days :
East Boston, Mondays ; South Boston, Tuesdays ; Boston proper,
Thursdays; Roxbury and Dorchester, Fridays, excepting from the
18th day to the 26th day of every month. Office hour of the clerk,
from 12.30 to 1.30.
GEO. A. SMITH, Auditing Clerk.
PRIMARY SCHOOLS.
Charts, tablets, and slates will be furnished once in four years, if
deemed necessary by the committee, and the following articles as often
as may be required : slate-pencils, chalk, cards, black-board erasers,
ink, stationery, and drawing materials.
All articles required in the Primary Schools must be asked for by the
teacher needing them, that a record may be kept of the same.
Supplies will be delivered to the schools on the following days :
East Boston, Mondays ; South Boston Tuesdays ; Boston proper,
Thursdays; Roxbury and Dorchester, Fridays, excepting from the 18th
day to the 26th day of every month. Office hour of the clerk, from
12.30 to 1.30.
GEO. A. SMITH, Auditing Clerk.
The system as then adopted, with few amendments, con-
tinues to this day. Material when authorized, by the com-
mittee, was purchased and sent to the store-room, received
by the store-room clerk, and a voucher given for the same.
Upon presentation of the bill, the clerk marked to the
receival of the goods, the Auditing Clerk certified to the
correctness of the bill, and the committee approved the
same as duly authorized. The bill was then entered on
the journal. The orders or requisitions received from
masters or teachers, when allowed, wrere sent to the store-
room. A transcript of each order, when filled, was entered
upon a tariff book, the order then filed away as a voucher
REPORT OF EXPENDITURES.
17
for the delivery of the goods. Each separate line of goods
was labelled, with a printed list of the schools, and the de-
livery of any portion of the same duly marked on the list.
Each week a second clerk, with the original vouchers as a
guide, attested the accuracy of this work ; and each month
the book-keeper charged the amount to the several schools,
the lists being changed for that purpose.
Three times a year stock was taken by the book-keeper
and the store-room clerk, and a statement of balances
reported to the committee. During the administration of
Mr. Merrill, the contract-system for the purchase of sup-
plies, more especially books, was discarded. The work
having grown to be so large from the increased number
of schools, by reasons of annexation, it was found that,
by judicious management, many thousand dollars could
be saved, by purchasing of publishers, manufacturers,
etc. The City of Boston was the first to induce publishers
to allow agents' prices to a consumer, and, for a long time,
stood without an equal in the country for the discounts
received on its purchases as a consumer. Its equals at the
present time are isolated ones, and it has no superior. .This
is not the work of a moment, but it is due to experience, a
constant knowledge of varying prices, and an acquaintance
with manufacturers and their methods of dealing. Added to
this are the facts that the use of a book or article of manu-
facture, by the schools of Boston, is an advertisement of great
value to a publisher or manufacturer, and that Boston's finan-
cial credit is undoubted. A schedule of all the property
in the schools is kept from year to year, and the wear and
tear provided for. On the reorganization of the School
Board in 1876, Mr. Merrill not being a member of the new
Board, the present chairman, having been a member of this
committee for nearly ten years, was appointed to the position,
and has held it ever since. The Board has always recog-
nized the important work intrusted to this committee; and,
IS
SCHOOL DOCUMENT XO. 10.
some of its ablest members have been assigned to its
work. On the appointment of the Committee on Sup-
plies an order was passed that they should commence
their work May 1, 1^78. At that time an account of stock
was taken, the books balanced, and the work transferred to
that committee. A sub-committee of the Committee on
Supplies was appointed to examine into the stock and
accounts, and authorized to receipt for the same, if found
correct. This sub-committee, with the chairman of the
Committee on Supplies as chairman, examined the work and
receipted for the books and material on hand, as per detailed
account, amounting in the aggregate to $o 2, 4 17. 7 6*.
This receipt concludes the work of this committee in tlfe
furnishing of supplies, and has been with their vouchers and
other papers numbering tens of thousands, and serving as re-
ceipts for the expenditure of over a million of dollars, cover-
ing nearly twelve years of time, carefully and systematically
filed in the otSce of the Auditing Clerk.
For the Committee,
WE H. LEARXARD, Jr.,
Chairman.
CALENDAR FOR SCHOOL YEAR.
18 7 8. 1S79.
EPTEMBER.
JANUARY.
MAY.
sn
7u
we
Til
Fr
TU
Fr
Sa
SU
MO
TU
We
TU
Fr
sa
2
3
4
b
6
2
3
i
2
9
10
11
12
13
14
5
6
7
S
9
10
11
4
5
6
:
8
9
10
16
16
17
IS
19
20
21
19
13
©
15
16
17
IS
11
12
13
14
15
16
17
23
2*
25
26
27
28
19
20
21
22
23
24
25
IS
19
20
21
22
23
24
30
27
29
30
31
26
®
2S
29
30
31
OCTOBER.
FEBRUARY.
JUNE.
Su
::
7:
Fr
Sa
Si
v;
TU
we
Til
Fr
Sa
51
~r -
IT G
7;
Fr
7-
i
2
3
4
2
3
<g
4
5
6
7
7
(J
9
10
11
12
3
4
5
6
7
8
8
9
11
12
13
14
14
15
16
17
18
19
9
10
@
12
13
14
lfi
15
16
17
18
19
20
21
21
22
23
24
25
26
16
17
18
19
20
21
22
22
23
25
26
27
28
28
29
30
31
24
25
26
27
28
29
30
NOVEMBER.
MARCH.
JULY.
H:
T1
we
n
Fr
Sa
5:
10
n
Fr
Sa
sn
1:
in
we
Til
Fr
sa
i
i
i
3
4
5
6
7
s
3
4
5
6
7
8
6
8
9
10
ii
12
11
12
13
15
16
9
10
u
12
13
14
15
13
14
15
16
17
18
19
IS
19
20
21
22
23
16
17
IS
19
20
21
22
20
21
22
23
24
25
26
25
26
27
2S
29
23
24
£
26
27
2S
2. 3
27
2S
29
30
31
30
31
DECEMBER.
APRIL.
AUGU
ST.
S3
:::
::
we
I:
'
7:
ft)
TU
^:
7:
Fr
Sa
SU
MO Tl
we
7:
Fr
Sa
:
3
4
5
6
1
2
3
4
5
9
10
11
12
13
14
6
(8)
9
10
11
12
3
4
5
6
i
9
16
16
n
IS
19
20
21
13
14
15
16
17
18
19
10
11
12
13
14
15
16
23
a
20
21
22
23
24
25
26
17
18
19
20
21
22
23
so
31
2S
29
30
24
25
26
27
2S
29
30
Figures in black indicate days on which schools are in session ; in red. days on which they are
closed.
Besides these, Thanksgiving, the Friday and Saturday following. Good Friday, and Fast Day.
are holidays.
The figures inclosed in a circle, indicate days of regular meetings of the Board.
REPORT OF EXPENDITURES.
21
PAY-DAYS FOR THE TEACHERS OF THE
VARIOUS SCHOOLS.
Payments made at the school-houses on the following
working days of each month : —
By Mr. Gibbons.
5th clay. — Dorchester.
7th day. — Centre Section: Bowditch, English High,
Latin, Girls' High, Everett, and Dwight.
8th day. — South Section: Franklin, Rice, Brimmer,
Quincy, Winthrop, Normal, and Horace Mann.
9th day. — West Section : Bowdoin, Phillips, and Wells,
10th day. — North Section : Eliot, Hancock.
By Mr. Gibson.
8th day. — East and South Boston.
9th day. — Roxbury.
10th day. — West Roxbury and Brighton.
11th day. — Charlestown.
When the pay-day occurs on Saturday, the teachers of
that school will be paid on the next working-day, at the
same hour ; and the subsequent payments of schools are
each delayed one day.
No change will be made on account of transient holidays.
Teachers not paid those days are paid at the Treasurer's
office, between 9 A.M. and 2 P.M., on the 15th of the
month.
Evening School and special teachers will be paid on the
twelfth working-day, between 1 and 2 P.M., unless notified
to the contrary.
22 SCHOOL DOCUMENT NO. 10.
Salaries of Officers and Teachers of the Public
Schools.
Superintendent
Supervisors
Secretary and Auditing Clerk
Head Masters of High Schools
Masters, High and Grammar Schools
Sub-Masters, High and Grammar Schools..
Ushers, High and Grammar Schools
Principal, Dudley School
Assistant Principal, Girls' High School
First Assistants, High Schools
Second Assistants, High Schools
Third Assistants, High Schools
Fourth Assistants, High Schools
Assistants, Normal School ,
First Assistants, Grammar Schools
Second First Assistants, Grammar Schools.
Second Assistants, Grammar Schools
Third Assistants, Grammar Schools
Fourth Assistants, Grammar Schools.
Director of Music
District Teachers of Music
Music in West Roxbury and Brighton.
Director of Drawing
District Teachers of Drawing.
1st year.
$3,300 00
2,700 00
2,100 00
1,500 00
510 00
510 00
2d and subse-
quent years.
f 660 2d yr.
\l50 sub'nt.
f 660 2d yr.
j 750 sub'nt.
REPORT OF EXPENDITURES.
23
SALARIES OF OFFICERS A2TD TEACHERS. — Continued.
Assistant Drawing Teacher, Dorchester
Roxbury High
Girls' High
Chemistry, Girls' High School
Assistant in Chemistry, Girls' High Shcool
Physical Culture, Girls' High School
French, Latin School
" Girls' High School
" Dorchester High School
" Roxbury High School
11 English and Charlestown High Schools. ..
German, Latin School
Girls' High School
" Dorchester, Roxbury, and "West Roxbury
High Schools
" Brighton High School
Principal Deaf-Mute School
First Asst., " " "
Assistants, " " "
Instructor, Military Drill
Armorer
1st year.
8700 00
SCHOOL DOCUMENT XO. 10.
SALARIES OF OFFICERS AND TEACHERS. — Concluded.
Sewing, one Division.
two Divisions
three "
four "
five "
six
seven "
eight "
nine M
ten 11
all over ten Divisions
Per
annum.
S100 00
190 00
275 00
330 00
425 00
500 00
550 00
600 00
650 00
700 00
750 00
Per
evening.
EVEXIXG-SCHOOL TEACHERS.
Principal, High' School I §10 00
Assistants. 11 " 4 00
'I
Masters, Drawing Schools 10 03
Head Assistants, Drawing Schools I 6 00
Assistants, " 14 5 00
Principals of Schools • 3 00
Assistants " " ! 1 25
APPROPRIATIONS AND EXPENDITURES
FOR
PTJBLIG SOZHIOOLS.
APPROPRIATIONS EXPENDED BY SCHOOL
COMMITTEE.
Salaries of Instructors . . . . $1,115,520 00
" officers 51,000 00
Incidentals 245,000 00
1877. Requisitions in ac-
cordance with the same
for May,
Salaries of In-
structors . $99,357 91
Salaries of offi-
cers . . 4,775 50
School expenses 26,635 56
$130,768 97
Requisitions for June.
Salaries of In-
structors . $97,992 98
Salaries of offi-
cers . . 4,780 50
School expenses 11,897 97
114,671 45
Carried forward . . $245,440 42 $1,411,520 00
26
SCHOOL DOCUMENT XO. 10.
Brought forward . . $245,440 42 $1,411,520 00
Requisitions for July.
Salaries of In-
structors .$193,883 06
Salaries of offi- .
cers . . 9,681 22
School expenses 17,051 74
220,616 02
Requisitions for August.
Salaries of In-
structors . $451 00
School expenses 27,341 97
27.792 97
Requis it ion sfo r Sep t ember.
Salaries of In-
structors . $96,703 00
Salaries of offi-
cers . . 4,839 84
School expenses 23,452 54
124,995 38
Requ isitions for October .
Salaries of In-
structors . $86,889 96
Salaries of offi-
cers . . 4,894 84
School expenses 39.687 40
131,472 20
Requisitions for November.
Salaries of In-
structors . $96,276 14
Salaries of offi-
cers . . 4,856 00
School expenses 19,073 75
120,205 89
Carried forward . . $870,522 88 $1,411,520 00
REPORT OF EXPENDITURES.
27
Brought forward . . $870,522 88 $1,411,520 00
Requisitions for December. •
Salaries of In-
structors . $96,087 86
Salaries of offi-
cers . . 4,862 00
School expenses 12,385 01 •
113,334 87
1878. Requisitions for Jan-
uary.
Salaries of In-
structors . $98,024 14
Salaries of offi-
cers . . 4,855 00
School expenses 11,025 27
113,904 41
Requisitions for February.
Salaries of In-
structors . $96,156 82
Salaries of offi-
cers . . 4,855 00
School expenses 15,325 99
116,337 81
Requisitions for March.
Salaries of In-
structors . $97,095 77
Salaries of offi-
cers . . 4,863 00
School expenses 15,586 91
117,545 68
Carried forward , $1,331,645 65 $1,411,520 00
23
SCHOOL DOCUMENT NO. 10.
Brought forward . 331,645 65 $1,411,520 00
' Requisitions for April.
Salaries of In-
structors . $98,827 45
Salaries of offi-
cers . . 4.773 04
School expenses 20,441 60
124,042 09
Transferred from Reserved
Fund to salaries of In-
structors .... 44,325 00
Transferred from Reserved
Fund to salaries of officers 7,125 00
Balance to credit of School
Department
$1,462,970 00 $1,462,970 00
APPROPRIATIONS EXPENDED BY COMMITTEE
OX PUBLIC BUILDINGS, CITY COUNCIL.
High, Grammar, and Primary School-houses
Requisitions in accordance.
1877. May .
M June
" July .
" August
" September
" October
" November
" December
1878. Januarv
Carried forward
$133,000 00
$5,163 25
4,641 08
4,691 59
4,937 87
18,720 84
31,807 73
15,941 23
9,823 32
7,439 09
$103,166 00 $133,000 00
REPORT OF EXPENDITURES.
29
Brought forward . . $103,166 00 $133,000 00
1878. February . . . 4,857 85
March. . . . 7,489 14
April .... 10,915 36
Balance to credit of Public
Building Department . . 6,571 65
$133,000 00 $133,000 00
SUBDIVISION OF EXPENDITURES,
Being the total amounts expended for the various articles
furnished the Public Schools for the financial year 1877 and
1878 : —
SCHOOL COMMITTEE.
Advertising. . . . . . . $1,311 86
Books for Indigent Children .... 42,286 79
Maps aud Globes 1,029 18
Dedications, Festivals, and Exhibitions . . 5,379 27
Salaries of Instructors of Drawing, and mate-
rial for Day aud Evening Schools, and
Drawing Instruments . . . . 19,956 78
Salaries of Instructors of Music and Music
Expenses ....... 19,630 34
Printing and Postage . . . . . 14,32771
Salaries of Officers and Instructors, less In-
structors iu Drawing aud Music . . . 1,186,482 03
Salaries of Janitors ..... 75,109 93
Slates, Tablets, Pencils, Erasers, etc. . . 2,558 41
Paper, Composition Books, Pens,
Ink, Pencils, Book-keeping
blanks, for pupils' work . $7,782 44
Miscellaneous Stationery . . 2.202 79
Record Books . . . 1,026 95
11,012 18
Carried forward . . . $1,379,084 48
30 SCHOOL DOCUMENT NO. 10.
Brought forward $1,379,084 48
Military Drill, Committee Expenses, care
Horses for Officers, Carriage-hire, Carriage
Repairs, Sewing Materials, Labor at Store-
room, Receiving Coal, etc.
3 1C\A
0,fU4:
A O
Diplomas ....
2,047
51
Ferries ....
ooD
A O
Trucking ....
2,535
04
Philosophical , Mathematical ,
and Chemical
Apparatus, Chemicals, etc.
8,830
80
Census ....
1,350
00
Gas and Fuel
44,627
70
Janitors' supplies .
3,928
30
Water-rates ....
8,694
00
Tntnl
• • «Jp±,4:c'c','JOl
• *±
PUBLIC BUILDIN
G COMMITTEE.
Furniture ....
. $11,712
87
Carpentry ....
19,573
54
Heating Apparatus
21,805
20
Masonry ....
16,438
14
Miscellaneous
2,973
40
Rents .....
O,0£70
A A
Painting ....
7,305
67
Gas and Water
126
08
Whitewashing and Plastering
5,738
15
Gas-fitting and Plumbing
4,613
34
Blackboards
3,627
08
Locks .....
561
77
Supplies .
777
43
Roofing ....
3,773
69
Iron Work ....
. ' 3,002
22
Carried forward .
. $110,921
98
REPORT OF EXPENDITURES. 31
Brought forward .....
$110,921 98
Grading and Watering ....
3,113 71
Sash Elevators and Weather Strips
510 15
Horseshoeing, care of Horses and Carriages .
1,184 01
Weighing Fuel ......
200 00
Fire Extinguishers and New Ventilators
2,682 60
Salaries .......
3,415 00
Teaming . . . . . .
867 35
Gutters and Conductors ....
307 91
Advertising . .
60 01
Printing .......
77 36
Lowering roof Adams School House
956 00
Eight of dower in Common-street School-
house, Charlestown . .
2,132 27
Total ......
$126,428 35
PUBLIC SCHOOLS.
The Public Schools of the city and its annexed wards com
prise one Normal, nine High Schools, and forty-eight Gram-
mar-School Districts. There are ninety-two buildings located
in these various districts for Primary Schools, besides two
ward-rooms and twenty-three hired rooms. The following is a
brief account of the High Schools, with the expenditures for
the same for the financial year 1877-78, as made by the
School Committee and City Council ; also the average cost
per pupil.
HIGH SCHOOLS.
NORMAL SCHOOL.
The Normal School was established in 1852, and located
in the Adams School building on Mason street. In 1854
the course of study was rearranged and the name changed to
the Girls' High and Normal School.
By vote of the School Board, the Normal School was sep-
arated from the Girls' High School, and began an indepen-
dent existence September 1, 1872, but continued to occupy
a portion of the Girls' High and Normal School building.
In June, 1873, the payment of the teachers' salaries was
stopped on account of a supposed lack of legal authority in
the School Board to maintain a Normal School ; but the
school was still continued, and in May, 1874, the Legisla-
ture legalized the establishment and continuance of the
school, and placed its management under the control of the
School Committee.
September 1, 1876, the school was transferred to the
REPORT OF EXPENDITURES.
33
upper story of the Rice Grammar School building on Dart-
mouth street.
The instructors are a head-master, a head-assistant, and
two assistants.
LATIN SCHOOL, FOR BOYS.
The Latin School was established in 1635. Its present
building, located on Bedford street, built in 1844, is a double
building, one side occupied by the Latin and the other by
the English High School. It contains twelve class-rooms,
two halls, and an observatory.
Of these rooms, seven, besides a hall, are occupied by
the Latin School. In addition to this, it occupies the build-
ing on Harrison avenue formerly occupied by a Primary
School, three stories in height, containing four school-rooms
and a ward-room.
There are thirteen instructors for the school, — one head-
master, three masters, six sub-masters, and three ushers,
besides special instructors in French, German, Drawing,
Music, and Military Drill.
ENGLISH HIGH SCHOOL, FOR BOYS.
The English High School was established in 1821. It
originally occupied the building now known as the Sharp
Primary School-house, on Anderson street; its present
building, being part of the Latin, has been described
above. Of the rooms in the building, six, including
a hall, are occupied by this school; in addition to these,
it occupies the Bowditch School-house, on South street,
formerly occupied by the Grammar classes of the Bowditch
District.
There are sixteen instructors for the school, — a head-
master, five masters, ten sub-masters, besides special in-
structors in French, Drawing, Music, and Military Drill.
34
SCHOOL DOCUMENT NO. 10.
GIRLS' HIGH SCHOOL.
The Normal School, which had been established in 1852,
was converted into a High School for girls in 1854. It was
provided at the same time that a Normal class should be
formed by those who wished to prepare for teaching. In
1872 the Normal department was separated from the Girls'
High School, and became independent.
The present building, originally intended for the Girls'
High School, with its Normal department, on West Newton
and Pembroke streets, was built in 1870. It has three
stories, besides attic and basement, and contains sixty-six
rooms, including eleven class-rooms, seven of which have
seats or capacity for one hundred scholars each, and four for
seventy-five each.
Of these eleven rooms, one is a botanical laboratory, one
a physical laboratory, and one a lecture-room.
One large room in the basement is used for a chemical
laboratory, with a side laboratory and a mineralogical
cabinet.
Another basement room is used for musical instruction,
and another still for drawing.
The hall in the third story contains various casts, and a
frieze of the Parthenon, encircling the room, all presented to
the school by several members of the Social Science Associ-
ation. Four rooms in the attic are devoted to art, three
being arranged for drawing, the other for photography. A
large cupola surmounts the building, and may be fitted up
for an observatory.
There are now twenty-one instructors for the school, — a
head-master, one assistant principal, one first-assistant, two
second-assistants, three third-assistants, ten fourth-assist-
ants, a teacher of chemistry, a laboratory assistant, a teacher
of physical culture, besides special instructors in French,
German, Music, and Drawing.
REPORT OF EXPENDITURES.
35
girls' latin school.
The Girls' Latin School was established in 1878. It is
located in one of the rooms of the Girls' High School build-
ing. There are two instructors, a master and an assistant.
ROXBURY HIGH SCHOOL, FOR BOYS AND GIRLS.
The Roxbury High School building is located on Kenil-
worth street, and was enlarged in 1861. It was originally
two stories high, with a school-room on each floor. In the
summer of 1874 it was remodelled and enlarged, and now
contains eight rooms, besides a laboratory in the basement.
There are nine instructors for the school, — a head
master, a first assistant, two third assistants, four fourth as-
sistants, and a drawing teacher, besides special instructors
in French, German, Mu^ic, and Military Drill.
DORCHESTER HIGH SCHOOL, FOR BOYS AND GIRLS.
The Dorchester High School building is located at the
corner of Dorchester avenue and Centre street, and was
built in 1870. It is three stories high, having five school-
rooms and a hall ; also a laboratory in the basement.
There are seven instructors for the school, — a head mas-
ter, a master's assistant, three female assistants, besides
special instructors in French, German, Music, Drawing, and
Military Drill.
CHARLESTOWN HIGH SCHOOL, FOR BOYS AND GIRLS.
The Charlestown High School was established in 1848.
The building is located at the corner of Concord and Bartlett
streets, on Monument square.
The original building was erected in 1848, and remodelled
and enlarged in 1870. It has three stories, with French
roof and basement, and contains thirty rooms, including a
36
SCHOOL DOCUMENT NO. 10.
hall, an apparatus room, a laboratory, and nine class-rooms,
three of which have seats for one hundred scholars each.
There are eight instructors for the school, — a head mas-
ter, an usher, a first assistant, a second assistant, a third
assistant, three fourth assistants, and a French teacher,
besides special instructors in Music, Drawing, and Military
Drill.
WEST ROXBURY HIGH SCHOOL, FOR BOYS AND GIRLS.
The Eliot High School was established in 1849, and was
under the supervision of a Board of Trustees. After May,
1855, it was given over to the joint supervision of the Eliot
Trustees and the School Committee of West Koxbury until
February, 1874, when the Trustees withdrew their support.
Since the annexation of the town to Boston it has been
known as the West Koxbury High School. Its present
building is situated on Elm street, Jamaica Plain. It, was
built in 1867, and contains five school-rooms and a small
laboratory.
There are four instructors for the school, — a master, a
third assistant, two fourth assistants, besides special instruc-
tors in German, French, Music, Drawing, and Military Drill.
BRIGHTON HIGH SCHOOL, FOR BOYS AND GIRLS.
The Brighton High School was established in 1841. Its
present building is located on Academy Hill, and is accessi-
ble by one entrance, known as High-school place. It is two
stories high, with French roof, and contains two rooms on
the lower floor, one main room and two recitation-rooms on
the second floor, and a hall above. One lower room is not
fitted for occupation.
There are four instructors in this school, — a master, a
third assistant, one fourth assistant, and a teacher of
German, besides special instructors in Music, Drawing, and
Military Drill.
REPORT OF EXPENDITURES.
37
EXPENDITURES FOR THE HIGH SCHOOLS.
Aggregate expenditures made by the Board of School
Committee and the Public Building Committee of the City
Council, for the High Schools of the city, during the financial
year 1877 and 1878: —
Salaries of Instructors ..... $158,526 58
Expenditures for Text-books, Maps, Globes,
Writing and Drawing Materials, Stationery,
etc . . . 12,903 23
Janitors 7,375 72
Fuel 3,181 17
Gas '260 63
Water ........ 615 00
$182,862 33
Public Building Committee.
Furniture, Repairs, etc. . . . . 8,718 66
Total expense for High Schools . . . $191,580 99
Average number of pupils belonging to the various High
Schools, two thousand one hundred and forty.
Average cost of each pupil, $89.53.
The original cost of the buildings and land for the various
High Schools amounts in the aggregate to $756,000.00 ; the
assessed value at the present time to $922,800.00, — an
increase of $166,800.00.
The number of feet of land contained in the various High-
School lots, exclusive of Charlestown, West Roxbury, and
Brighton, aggregates 111,853 square feet, or an average of
15,979 square feet. The largest, the Dorchester High
School, contains 43,560 square feet; the smallest, the
Savage, a branch of the Latin, contains 5,537 square feet.
38
SCHOOL DOCUMENT NO. 10.
GRAMMAR AND PRIMARY SCHOOLS.
The forty-eight Grammar-School Districts are located as
follows : fourteen in the City Proper, seven in South Boston,
seven in Dorchester, five in Roxbury, five in Charlestown,
four in West Roxbury, four in East Boston, and two in
Brighton.
Each district contains as many Primary Schools as come
within the district limits.
Accompanying is a brief statement of the various build-
ings, together with the amounts expended for these schools,
by authority of the School Committee and City Council, with
the average cost per pupil for the same.
ADAMS SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Adams School was established in 1856. The build-
ing, located on Sumner street, was built in 1856, is three
stories high, with basement, and contains thirteen rooms,
with hall.
Of the rooms in the building, eleven are occupied by
Grammar and two by Primary classes.
The original lot of land was purchased in 1854-55, in
which year the erection of the building was begun. An
additional lot of land was purchased in 1866-67, to enlarge
the yard ; and in the following year the outbuildings were
rebuilt, together with a portion of the brick wall.
There is but one Primary-School building in the district,
— the Webster, on Webster street, built in 1852. It is
three stories high, containing six rooms.
The number of instructors in the district is nineteen, —
two male and ten female instructors for the Grammar, and
seven female instructors for the Primary Schools.
REPORT OF EXPENDITURES.
39
ALLSTON SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Allston School, of Brighton, was established in 1848,
under the name of the Second Grammar School, and was so
known until February, 1861, when it was given the name of
the Harvard School ; in 18 7 G it was given the name it now
bears. Its present building, located on North Harvard street,
was erected in 1S52 ; it is two stories high, and contains
four rooms, all of which are occupied by Grammar classes of
the district.
There are three Primary buildings in the district. The
building on Everett street is two stories high, containing
two rooms, both of which are occupied by Primary classes.
The building on Webster place is two stories high, con-
taining two rooms, one of which is occupied by Primary and
one by Grammar classes.
The building at North Brighton contains two rooms, and
is occupied by one Grammar and one Primary class.
The are thirteen instructors in the district, — one male
and seven female 'for the Grammar classes, including sewing-
teacher, and five female for the Primary classes.
ANDREW SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Andrew School was established in September, 1873.
The building, located on Dorchester street, and built in
1877-78, is three stories high, and contains fourteen school-
rooms, two recitation-rooms, and a hall.
The district contains but one Primary building. The
Ticknor, on Dorchester street, enlarged in 1865, is three
stories high, and contains twelve rooms.
There are twenty instructors in the district, — two male
and eleven female instructors, including sewing- teacher
for the Grammar, and seven female instructors for the
Primary Schools.
40
SCHOOL DOCUMENT NO. 10.
BENNETT SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The school now known as the Bennett School was insti-
tuted as the Harvard Grammar School, on September 28,
1847, aud was located in the lower story of the Town Hall
building, on Washington street, Brighton, until 1861. In
that year the town erected a building for this school upon a
lot of land on Winship place, Agricultural Hill, presented
by Stephen Hastings Bennett, a citizen of the town, for
school purposes. On February 23, 1861, the School Com-
mittee, in consideration of the donation of the land and as a
compliment to the donor, voted that the school should take
the name of Bennett Grammar School ; and the name of
Harvard was transferred to the school at Allston, until then
known as the Second Grammar.
The new building was two stories in height, and contained
three rooms.
The present building on Chestnut-hill avenue for the
accommodation of the Bennett School was erected in 1873.
It is two stories in height, with a Mansard roof ; contains
seven rooms and a hall, and six rooms are occupied. The
original Bennett School building is now occupied by Primary
classes of the district.
There are three Primary buildings in the district. One
qn Winship place, previously mentioned, two stories in
height, contains three rooms, and is fully occupied. One on
Oak square, two stories in height, contains two rooms, only
one of which is at present used. One on Union street,
two stories in height, contains two rooms, and is now
unoccupied.
There are eleven instructors in the district, — one male
and seven female instructors for the Grammar, including
sewing-teacher, arid four female instructors for the Primary
Schools.
REPORT OF EXPENDITURES.
41
BIGELOW SCHOOL DISTRICT, FOR BOYS.
The Bigelow School was established in 1849. The build-
ing, located on Fourth street, corner of E, was erected in
1850. It is four stories high, containing fourteen rooms
and a ball.
The Primary buildings in the district are two, — the
Hawes, on Broadway, and the Simonds, in the rear on the
same lot ; the Hawes building containing eight rooms, and the
Simonds three. These rooms are all occupied, and there
are two classes in the ward-room building, and one class in
a hired room in Savings-bank building.
There are twenty-eight instructors in the district, — three
male and thirteen female instructors for the Grammar, and
twelve female instructors for the Primary Schools.
BOWDITCH SCHOOL DISTRICT, FOR GIRLS.
The Bowditch School was established in 1861. Its first
building, erected in 1862, was located on South street. The
school was transferred to its present building, known as the
Channing School-house, formerly occupied by the Primary
classes of the district, in 1873. This building, located on
Cove, corner of East street, was built in 1866, is three
stories high, and contains nine rooms.
There is but one Primary building in the district, — the
Guild, on East street, built in 1836 ; is three stories high,
and contains twelve school-rooms.
This house was originally occupied by the Winthrop
Grammar School, and was so used until the erection of the
present Winthrop School building, on Tremont street, in
1854. In 1847 the building was enlarged, and still further
additions were made in 1861.
There are twenty-one instructors in the district, — one
male and nine female instructors for the Grammar, including
42
SCHOOL DOCUMENT NO. 10.
a sewing-teacher, and eleven female instructors for the
Primary Schools.
BOWDOIN SCHOOL DISTRICT, FOR GIRLS.
The Bowdoin School was established in 1821. Its present
building, located on Myrtle street, was built in 1848, with'
two rooms on a floor, the rooms being arranged for two
classes.
The inconvenience for want of yard-room is seriously felt
by the school. The building is surrounded by four streets,
thus involving inconveniences and annoyances which it would
seem impossible to remedy.
The Primary School buildings in the district are three.
The building on Somerset street, purchased for the use of
the Primary Schools of this district, and afterwards partly
occupied by the Normal Training School, is three stories
high, and contains eight rooms ; four in the upper and one
in the lower story being not now in use. Two of the re-
maining rooms are occupied by Primary classes, aud one by
the Kindergarten School.
The Sharp building, on Anderson street, formerly used for
the English High School, and subsequently for the Phillips
Grammar School, is three stories high, and contains six
rooms, which are occupied by Primary classes of this district,
and a ward-room.
The Winchell building, on Blossom street, was built in
1845. It is three stories high, with a room on each floor.
On this lot there is a brick building, used for school pur-
poses, containing two rooms. Four of the Ave rooms in the
two buildings are occupied, leaving one vacant.
The number of instructors in the district is twenty-three,
— one male, ten female instructors for the Grammar, in-
cluding sewing-teacher, and twelve female instructors for
the Primary Schools,
REPORT OF EXPENDITURES.
43
BRIMMER SCHOOL DISTRICT, FOR BOYS.
The Brimmer School was established in 1844. Its present
building, located on Common street, on the site of the old
Franklin School-house, was built in 1843. It is four stories
high, containing fourteen rooms, with hall.
The Primary buildings in the district are three.
The Starr King, on Tenn}rson street, built in 1870, is
three stories high, and contains ten rooms and a hall. Of
these rooms, the hall, two rooms on the upper, and two on
the second floor, are occupied by drawing classes evenings,
viz. : Monday, Tuesday, Thursday, and Friday evenings,
from October to April. Six rooms on the first and second
stories are occupied by three Primary classes of the Brimmer
District, and by three Grammar classes of the Winthrop
District.
The Skinner School, on Fayette street, was built in 1870.
It is three stories high, with two school-rooms to a floor, five
of which are occupied by Primary classes of this district,
and one as a store-room for books and material furnished to
the schools by the School Board.
The Primary School building, at the corner of Newbury
and Exeter streets, was built in 1875. It is two stories
high, containing eight rooms and a hall. Of these, three
rooms are occupied by Grammar, and two by Primary
classes ; the remainder are vacant.
There are twenty-eight instructors in this district, — three
male and fourteen female instructors for the Grammar, and
eleven female instructors for the Primary Schools.
BUNKER-HILL SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Bunker Hill School was established in 1801, under
the name of the "Neck" School. It was first called the
Bunker Hill School in 1838. Its present building, situated
SCHOOL DOCUMENT NO. 10.
on Baldwin street, was built in 1866, is four stories high,
and contains fourteen school-rooms and a hall. Of these
rooms, one is occupied by a class for special instruction, and
twelve by Grammar classes of the district.
There are three Primary buildings in the district. The
building on Bunker Hill street is two stories high, and con-
tains eight rooms, all of which are occupied.
The buildings on Haverhill street are one-story wooden
buildings, each containing one room, which is occupied by a
Primary School.
There are twenty-five instructors in the district, — two
male and twelve female instructors for the Grammar, includ-
ing sewing-teacher, and eleven female instructors for the
Primary Schools.
CENTRAL SCHOOL DISTRICT, FOR BOYS.
The Central School was established in 1849. Its present
building on Burroughs street, erected in the same year, is
three stories high, and contains six rooms, all of which are
occupied. The building was remodelled in 1871.
There is one Primary building in the district, on Child
street, which is two stories high, and contains two rooms,
both of which are occupied. Two rooms in Village Hall
are also occupied by Primary classes of this district.
There are eleven instructors for the district, — one male
and six female instructors for the Grammar, and four female
instructors for the Primary Schools.
CHAPMAN SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Chapman School was established in 1849. Its present
building, located on Eutaw street, was built in 1850. It is
three stories high, with ten rooms and hall.
The Primary buildings in the district are two.
REPORT OF EXPENDITURES.
45
The Tappan building, on Lexington street, was built in
1846, and rebuilt in 1873. It is two stories high, with four
school-rooms on each floor. Of these rooms, six are occu-
pied by Primary classes, and one by a Grammar class of
this district.
The Webb building, on Porter street, was built in 1853.
It is three stones high, with two school-rooms* on a floor.
There are twenty-three instructors in the district. — two
male and eleven female instructors for the Grammar, includ-
ing sewing-teacher, with ten female instructors for the
Primary Schools.
CHARLES SUMNER DISTRICT. FOR ROTS AXD GIRLS.
The Charles Sumner School was established in 1*62. under
the name of the Florence School. The present building, on
Ashland street, known as the Charles Sumner School, was
erected in 1876 and '17. It is three stories high and con-
tains ten school-rooms and a hall.
There are two Primary buildings belonging to the dis-
trict ? one on Canterbury street, built in 1864, and the other
on Washington street, built in 1870.
The Grammar-school building on Florence street, and the
Primary on Poplar street, are at pre-ent unoccupied.
There are eleven instructors in the district, — one male
and five female instructors for the Grammar, including
sewing-teacher, and five female instructors for the PrioMiy
Schools.
COMLNS SCHOOL DISTRICT, FOE ROYS AXD GIRLS.
The Comins School building, located on Tremont street,
was built in 1856. and remodelled in 1869. It is four stories
high, containing thirteen rooms and hall.
The Comins-branch building, on Smith street, was built
46
SCHOOL DOCUMENT NO. 10.
in 1849. It is two stories high, with a school-room on each
floor. One room each is devoted to the Grammar and
Primary departments.
The Comins-branch building, on Francis street, built in
1853, and rebuilt in 1861, was again enlarged in 1876. It
now contains four school-rooms and a hall ; three on the
first floor and one school-room and a hall on the second. Of
these rooms, two are occupied by Grammar and two by
Primary classes.
The Primary buildings in this district are two, exclusive
of the Smith street and Francis street, already mentioned.
The Phillips-street building, on Phillips street, Roxbury,
was built in 1867, is two stories high, and contains eight
rooms, four on each floor.
The Primal building, on King street, was erected in
1875, and contains eight rooms, six of which are occupied
by Primary classes of the district ; the remaining rooms are
at present occupied by classes of the Evening Drawing
Schools.
There are thirty-four instructors in the district, — two
male and sixteen female instructors for the Grammar, includ-
ing sewing-teacher, and sixteen female instructors for the
Primary Schools.
DEARBORN SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Dearborn School was established in 1852. Its build-
ing, located on Dearborn place, was erected in 1851, en-
larged in 1858, and remodelled and enlarged in 1870. It is
three stories high, containing fourteen rooms and a hall.
The first and second floors have each six rooms, and the
third two rooms and a hall. There are also three Gram-
mar classes of the school in the Primary building on Yeoman
street.
The Primary buildings in the district are three.
REPORT OF EXPENDITURES.
47
The Eustis-street building, on Eustis street, was erected
in 1848, and enlarged in 1858'. It is two stories high, con-
taining four rooms. Additional land was bought in 1864,
and the yard was graded and a fence built in 1870.
The George-street building, on George street, was erected
in 1861. It is three stories high, containing six rooms.
The Yeoman- street building, on Yeoman street, was
erected in 1849, and rebuilt in 1870. It is three stories
high, containing twelve rooms. Eight of these are occupied
by Primary and three by Grammar classes.
There are thirty-six instructors in the district, — two
male, and seventeen female instructors for the Grammar,
including sewing-teacher, and seventeen female instructors
for the Primary Schools.
DUDLEY SCHOOL DISTEICT. DUDLEY SCHOOL FOR BOYS.
The Dudley School, for boys, was established in 1849,
under the name of the Washington School. Its present
building, corner of Dudley and Putnam streets, was built in
1874. The school removed to the new building in Septem-
ber of the same year, the old building being surrendered to
the Public Building Committee of the City Council, and at
present occupied by the Municipal Court and City Surveyor
for the Highland District. The building is two stories high,
with French roof ; contains fourteen school-rooms, and a
commodious hall, besides six smaller rooms, used for the
master's office, library, apparatus-room, etc. These rooms
are occupied by nine Grammar and four Primary classes.
DUDLEY SCHOOL FOR GIRLS.
The Dudley School, for girls, was established in 1839. Its
present building, on Bartlett street, built in 1846, and en-
larged in 1867, is three stories high, and contains six rooms
and a recitation-room.
48
SCHOOL DOCUMENT NO. 10.
There is but one Primary building in the district, — the
building on Vernon street, erected in 1849, and enlarged in
18(51. It is two stories high, and contains four rooms, all of
which are occupied.
There are twenty-seven instructors in the district, — two
male and eight female instructors for the Boys' Dudley
Grammar School ; one female principal and seven female
instructors, including sewing-teacher, for the Girls' Dudley
Grammar School, and nine female instructors for the
Primary Schools.
DW1GHT SCHOOL DISTRICT, FOR BOYS.
The Dwight School was established in 1844. Its present
building, located on Springfield street, and built in 1856, is
four stories high, containing fourteen rooms, and a hall.
There is but one Primary building in the district, — on
Rutland street, built in 1851. It is three stories high, and
has two rooms on each floor.
There are nineteen instructors in this district, — three
male and ten female instructors in the Grammar, and six
female instructors in the Primary Schools.
ELIOT SCHOOL DISTRICT, FOR BOYS.
The Eliot School was established in 1713. Its present
building, located on North Bennet street, was built in 1838,
and rebuilt in 1860. It is four stories high, and contains
fourteen rooms, and a hall. Besides these, two classes of the
school occupy a room in the Ware Primary building.
The Primary School buildings are three. The Pormort,
on Snelling place, was built in 1855 ; is four stories high,
and contains six school-rooms. The building is raised one
story from the ground, for the purpose of a play-room.
The Freeman, Charter street, was built in 1868 ; is three
stories high, and contains six school-rooms.
REPORT OF EXPENDITURES.
49
The" Ware, on Xorth Rennet street, built in 1862, is three
stories high, and contains four school-rooms, and a ward-
room.
There are thirty-one instructors in the district, — four male
and thirteen female instructors for the Grammar, aud four-
teen female instructors for the Primary Schools.
EMERSON SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Emerson School was established in 1865, under the
name of the Prescott School, and was so known until 1876,
when it was given the name it now bears. Its present build-
ing, located on Prescott street, was built in 1865 ; is three
stories high, and contains sixteen rooms and a hall, there
beins six rooms on the first and secoud floors, and four
rooms and a hall on the third.
Of these rooms, thirteen are occupied by Grammar classes,
two by Primary, and one by the sewing-teacher.
A Primary building, on Princeton street, with eight rooms,
seven of which are occupied, was completed in this district
during the year 1874.
There are twenty-four instructors in the district, — two
male and thirteen female instructors in the Grammar, includ-
ing sewing-teacher, and nine female instructors in the
Primary Schools.
EVERETT SCHOOL DISTRICT, FOR GIRLS.
The Everett School was established in 1860. Its present
building, located on Northampton street, was built in 1860.
It is four stories high, and contains fourteen rooms and a
hall.
There is but one Primary building in the district, — the
Eice, on Concord street, formerly occupied by the D wight
Grammar School; was built in 1846. It is three stories
high, and contains ten school-rooms and a ward-room.
50
SCHOOL DOCUMENT XO. 10.
The number of instructors in the district is twenty-seven,
— one male and fifteen female instructors for the Grammar,
including sewing-teacher, and eleven female teachers for the
Primary Schools.
DORCHESTER-EVERETT SCHOOL DISTRICT, FOR BOTS AND GIRLS.
The new Dorchester-Everett building, located on Sumner
street, built in 1876, is three stories high, containing ten
school-rooms and a hall.
Two of these rooms are occupied by Primary classes ; the
others are occupied by Grammar classes. Besides these
there is one Grammar class in the old Everett building on
Snmner street, built in 1855 ; two Primary classes in a
building owned by the city on Dorchester avenue ; and two
in a building recently erected by the city on Howard avenue.
There are fifteen instructors in the district, — two male
and seven female instructors for the Grammar, and six
female instructors for the Primary Schools.
FRAXKLIN SCHOOL DISTRICT, FOR GIRLS.
The Franklin School was established in 1785. Its present
building, located on Ringgold street, built in 1858, is four
stories high, containing fourteen rooms and a hall.
There are two Primary-school buildings in the district, —
the Cook School, on Groton street, built in 1852, is three
stories high, and contains six school-rooms ; the Wait
School, on Shawmut avenue, built in 1860, is two stories
high, and contains eight school-rooms, seven of which are
occupied.
There are twenty-nine instructors in the district, — one
male and fifteen female instructors in the Grammar, includ-
ing sewing-teacher, and thirteen female instructors in the
Primary Schools.
REPORT OF EXPENDITURES. 51
FROTIIIXGHAM SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Frothingham School was established in 1825. Its
first building was erected in 1827, and the school was first
called the "Winthrop" School in 1838. In 1876 it was
given the name of the ''Frothingham School." Its second
building, situated on the corner of Bunker Hill and Lexing-
ton streets, was erected in 1847. Its present building, situated
on the corner of Pro>pect and Edge worth streets, was erected
in 1875 and 1876 ; it is three stories high, containing sixteen
rooms and a hall, six rooms each on the first and second
floors, and four on the third floor.
The Primary Schools occupy four rooms in the Grammar^
school building, a building on Moulton street, two stories
high, containing four rooms, and a building containing one
room on Chauncy place.
There are twenty-two instructors in' the district, — two
male and eleven female instructors in the Grammar, includ-
in£ sewing-teacher, and nine female instructors for the
Primary Schools.
GASTON SCHOOL DISTRICT, FOR GIRLS.
The Gaston School was established in September, 1873.
The building, located on the corner of L and Fifth streets,
and built in 1873, is three stories high, and contains fourteen
rooms and a hall.
The district contains but one Primary building, — the
Tuckerman, at City Point, built in 1850, and enlarged in
1861 ; was formerly occupied by Primary classes of the Lin-
coln District. It is three stories high, and contains six
rooms.
There are twenty instructors in the district, — one male
and ten female instructors, including sewing-teacher, for the
Grammar, and nine female instructors for the Primary
Schools.
52 SCHOOL DOCUMENT NO. 10.
GIBSON SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Gibson building, on School street, erected in 1857, is
two stories high, and contains six school-rooms. Four of
these are occupied by Grammar classes, and two by the
Primary.
There are two Primary School buildings in the district.
The Atherton building, located on Columbia street, was
erected in 1872, and contains six rooms and a hall ; three of
the rooms only are occupied, — one by Grammar, one by
both Grammar and Primary, and the other by Primary
pupils, — leaving three vacant.
The Primary-school buiding, on Thetford avenue, was
erected in 1875. It contains four school-rooms, only one of
which is at present occupied.
There are eleven instructors in the district, — one male
and five female instructors for the Grammar, and five
female instructors for the Primary Schools.
HANCOCK SCHOOL DISTRICT, FOR GIRLS.
The Hancock School was established in 1822. Its present
building, located on Parmenter street, was erected in 1847 ; is
four stories high, containing fourteen school-rooms and a
hall. Three of the rooms are unoccupied, one owing to
poor light. Besides these, there are five rooms which were
formerly used by Grammar classes in the Primary building
situated on the same lot ; all of these are now vacant.
The Primary buildings of the district are three.
The Cushman building, located on Parmenter street, erected
in 1867, is four stories high, and contains sixteen school-
rooms, ten of which are used for Primary classes, leaving
six vacant.
The Cheever building, on Thacher street, built in 1846, is
three stories high, and contaius three school-rooms.
REPORT OF EXPENDITURES.
53
The Ingraham building, on Sheafe street, erected in 1848,
is three stories high, and contains three school-rooms.
There are twenty-nine instructors in the district, — one
male, twelve female instructors for the Grammar, including
sewing-teacher, and sixteen female instructors for the Pri-
mary Schools.
HARRIS SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Harris School building, located on Adams street,
erected in 1861, is three stories high, and contains eight
school-rooms and a hall, seven of which are occupied by
Grammar and Primary classes.
There are eight instructors in the district, — one male and
four female instructors for the Grammar, and three female
instructors for the Primary Schools.
HARVARD SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Harvard School, the first school in Charlestown, was
established in 1(536. Its first building was erected in 1648,
and rebuilt in 1682 and 1713. This building was destroyed
June 17, 1775, by fire, and rebuilt immediately after the
Revolutionary war. Its present building, on Bow street,
erected in 1871, is three stories high, and contains four-
teen rooms and a hall, all but two of which are occupied.
There are two Primary buildings in the district. The
building on Harvard street is three stories high, containing
eight rooms, all of which are occupied. The building on
Common street is three stories high, containing four rooms.
There are twenty-five instructors in the district, — two
male and ten female instructors for the Grammar, including
sewing-teacher, and thirteen female instructors for the
Primary Schools.
54
SCHOOL DOCUMENT NO. 10.
HILLSIDE SCHOOL DISTRICT, FOR GIRLS.
The Hillside School was established in 1858. Its present
building is situated on Elm street. It originally contained
four rooms. In 1870 the roof was raised and two additional
rooms added ; so that the building, in its present condition,
is three stories high, and contains six rooms.
There are two Primary buildings in the district.
The building on Green street is two stories high, and con-
tains two school-rooms.
The building on Washington street is also two stories
high, with two school-rooms.
There are twelve instructors in the district, — one male
and seven female instructors for the Grammar, including sew-
ing-teacher, and four female instructors for the Primary
Schools.
LAWREINXE SCHOOL DISTRICT, FOR BOYS.
The Lawrence School was established in 1842. Its pres-
ent building, located on B street, corner of Third, built in
1856, is four stories high, containing fourteen rooms and a
hall. In addition, the classes of this school occupy four
rooms in the Mather Primarv building, on Broadway.
The Primary buildings in the district are three.
The Mather, on Broadway, built in 1842, is three stories
high, and contains twelve school-rooms, eight of which are
occupied by Primary classes, and four, as before mentioned,
by Grammar. The building was occupied by Grammar
classes until the completion of the Lawrence School-house,
on B street, in 1856-57, since which time it has been used
for Primary classes. An iron fence on a granite foundation
was built about the yard in 1862.
The Parkman, on Silver street, built in 1848, is three
stories high, and contains six rooms.
REPORT OF EXPENDITURES.
55
The Howe School, on Fifth street, is two stories high,
with basement, and contains eight rooms, seven of which
are occupied by Primary classes of this district, and one by
a Kindergarten School.
There are forty instructors in the district, — four male
and fifteen female instructors for the Grammar, aud twenty-
one female instructors for the Primary Schools.
LEWIS SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Lewis School was established in 1868. Its present
building, on Sherman street, was built in 1868, and is four
stories high, containing twelve school-rooms and a hall. All
of the rooms are occupied.
There are five Primary buildings in the district.
The building located on Thornton street, built in 1847, i3
two stories high, and contains two school-rooms.
The building located on Munroe street, built in 1854, is
two stories high, and contains two school-rooms, both of
which are occupied.
The building on Winthrop street, built in 1857, was re-
modelled in 1870 ; is two stories high, and contaius four
rooms, three of which are occupied.
The building on Quincy street was built in 1875, and
contains eight rooms, two of which are occupied.
The building on Mt. Pleasant avenue was built in 1847 ;
is two stories high, and contains two school-rooms.
There are twenty-five instructors in the district, — two
male and twelve female instructors for the Grammar, in-
cluding sewing-teacher, and eleven female instructors for
the Primary Schools.
LINCOLN SCHOOL DISTRICT, FOR BOYS.
The Lincoln School was established in 1859. Its present
56
SCHOOL DOCUMENT XO. 10.
building, on Broadway, was built in 1859 ; it is four stories
high, and contains fourteen rooms and a hall.
The Primary Schools occupy the Capen building. This
was erected in 1871, and is located on I, corner of Sixth
street ; it is three stories high, and contains six school-rooms.
The Lincoln School District was divided in 1873, the girls
being placed in the Gaston School.
There are twenty instructors in the district, — three male
and ten female instructors for the Grammar, and seven
female instructors for the Primary Schools.
LOWELL SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Lowell School building, located on Centre street,
was built, and the school established, in 1874. The building
is three stories high, and contains fourteen school-rooms
and a hall, — six rooms each on the first two floors, and
two, with a hall, on the third floor. Fourteen of the rooms
are now occupied.
There are three Primary buildings in the district. The
building located on Heath street, built in 1857, is two stories
high, and contains two school-rooms.
The building located on Chestnut avenue is two stories
high, and contains two rooms.
The building on Egleston square, built in 1877, is one
story high, and contains two rooms.
There are twenty-one instructors in the district, — two
male and ten female instructors for the Grammar, including
sewing-teacher, and nine female instructors for the Primary
Schools.
LYMAN SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Lyman School was established in 1837. Its present
building, on Paris street, was erected in 1870 ; it is three
REPORT OF EXPENDITURES.
stories high, with six rooms each on first and second floor,
hall and two school-rooms on third floor. All of these rooms
are occupied. The building was partly destroyed by fire in
August of 1871.
There is one Primary- building in the district.
The Austin, on Paris street, built in 1849, is three stories
high, and contains six school-rooms. The building was en-
larged and remodelled in 1855, and further additions were
made in 18G8.
There are twenty-two instructors in the district, — two
male and twelve female instructors for the Grammar, includ-
ing sewing-teacher, and eight female instructors for the
Primary Schools.
MATHER SCHOOL DISTRICT, FOB BOTS A5D GIRLS.
The Mather building, located on Meeting-House Hill, was
built in 1872, and contains ten rooms and a hall.
The old building formerlv used bv the Mather School was
moved to a new position, not far from the site of the new
building, and fitted up for a Primary School. It is two
stories high, and contains eight school-rooms, only one of
which is occupied.
There are thirteen instructors in the school, — one male
and eight female instructors for the Grammar, including
sewing-teacher, and four female instructors for the Primary
classes.
MXXOT SCHOOL DISTRICT, FOB BOTS AXD GIRLS.
The Minot School building, located on Walnut street,
Dorchester, erected in 1856, is two stories high, and contains
seven rooms.
Two rooms of a hired building on Wood court are occu-
pied by classes of this district, and an intermediate school
58
SCHOOL DOCUMENT XO. 10.
occupies a building on Adams street, called the Stoughton
Intermediate. The building was erected in 1861, is two
stories high, and contains two rooms, only one being occu-
pied.
There are ten instructors in the district, — one male and
five female instructors for the Grammar, and four female
instructors for the Primary Schools.
MOUNT VERNON SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Mount Vernon School was established in 1862. Its
present building, located on Mount Vernon street, was built
in 1861-62 ; is two stories high, with French roof, and con-
tains two large school-rooms, two recitation-rooms, and a
hall, which is now used fur a school-room.
There are two Primary buildings in the district.
The Primary building on Baker street was erected in
1855, and contains one room.
The building on Washington street, formerly Shawm ut
avenue, was erected in 1863 ; it is two stories high, and con-
tains two school-rooms.
In addition to this, one Primary School is accommodated
in Westerly Hall building.
There are eight instructors in the district, — one male and
four female instructors for the Grammar, including sewing-
teacher, and three female instructors for the Primary
Schools.
XORCROSS SCHOOL DISTRICT, FOR GIRLS.
The Xorcross School was established, and its present build-
ing, on D, corner of Fifth street, was first occupied in 1868.
The building is three stories high, and contains twelve
rooms, besides a capacious hall in the French roof.
There is but one Primary building in the district.
REPORT OF EXPENDITURES.
4
59
The Drake, on C street, corner of Third, was built in
1869. It is three stories high, and contains six rooms.
There is an additional Grammar class temporarily accom-
modated in the hall, and a Primary class in the vestry of the
church on D street, hired for that purpose.
There are twenty-two instructors in the district — one
male and fourteen female instructors for the Grammar, in-
cluding sewing-teacher, and seven female instructors for the
Primary Schools.
PHILLIPS SCHOOL DISTRICT, FOR BOYS.
The Phillips School was established in 1844. Its present
building, located on Phillips, corner of Anderson street, was
erected in 1861, is four stories high, and contains fourteen
rooms and a hall.
In July, 1876, the Mayhew School, established in 1803,
was consolidated with the Phillips. The new Phillips Dis-
trict contains. two Primary buildings.
The Grant, on Phillips street, built in 1852, is two stories
high, and contains four rooms.
The Baldwin, on Grant place, built in 1864, is three stories
high, and contains six rooms.
There are twenty instructors in the district, — three male
and twelve female instructors for the Grammar, and five
female instructors for the Primary Schools.
PRESCOTT DISTRICT, FOR BOYS AND GIRLS.
The Prescott School was established in 1857, previous to
which time the school was known as the Warren No. 2.
The building, located in the rear of Elm street, Charlestown
District, is three stories high, and contains ten school-rooms
and a hall. There is also a room in the basement, occupied
by an evening school.
60
SCHOOL DOCUMENT NO. 10.
There are four Priinarv-school buildings in the district.
The building on Polk street has two stories and two
school-rooms, aud was moved upon the lot in 1873. It was
erected, on the corner of Bartlett and Sullivan streets, in
184o.
The building on Medford street, and the one in the rear
on the same lot, have each one room. The fourth building
situated on Buuker Hill street, is two stories high, and con-
tains two rooms.
There are twenty instructors in the district, — two male
and twelve female instructors for the Grammar, including
sewing-teachers, and six female instructors in the Primary
Schools.
QUrXCT SCHOOL DISTRICT, FOR BOTS.
The Quincy School was established in 1847. Its present
building, located on Tyler street, was built in 1847, damaged
by tire in 1859, and rebuilt in 1860, is four stories high, and
contains fourteen rooms and a hall.
There are two Primary buildings in the district. The
Way-street building, on Way street, was erected in 1850. It
is three stories high, with a school-room on each floor.
The Andrews, on Genesee street, was erected in 1848.
It is three stories high, with a school-room on each floor.
There are twenty instructors in the district, — three male
and ten female instructors for the Grammar, aud seven
female instructors for the Primary Schools.
RICE TRAINING SCHOOL, FOR BOTS.
The Rice School was established in 1867. Its present
building, on Dartmouth street, was erected in 1869, partially
destroyed by tire in 1&75, and rebuilt in 1876. It was
changed to the Rice Training School in the same year. It is
REPORT OF EXPENDITURES.
61
three stories high, and contains fourteen school-rooms; six
rooms each, on the first two floors, are occurred by the
Grammar Department of the Training School. On the third
floor the hall, two rooms, and the library are used by the
Normal School.
There is one Primary building in the district, on Appleton
street. This was built in 1870, is three stories high, and
contains ten school-rooms and a hall. The hall and one
room are used by the Normal School, for instruction in
observation and practice. Seven rooms are used by the
Primary classes of the district, and one room is unoccupied.
There are twenty instructors in the district, — three male
and ten female instructors in the Grammar department, and
seven female instructors in the Primary department.
SHERWIN SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Sherwin School was established in 1870. Its present
building, located on Madison square, was built in 1870, is
three stories high, and contains sixteen school-rooms and
hall, — seven on the first floor, six on the second, and four,
in addition to the hall, on the third.
The Primary buildings in the district are three.
The Franklin-place building, on Franklin place, corner of
Tremont street, was erected in 18b' 5 ; it is two stories high,
and contains four rooms.
The AVeston-street Primary building was erected in 1858 ;
it is two stories high, with four school-rooms on each floor.
The Avon-place Primary building was erected in 1851 ; it
is two stories high, and contains two school-rooms.
There is also a Primary class occupying a small two-story
building on the Milldam, on land not owned by the city. No
account is taken of the building, the class simply occupying
it. There are, also, two additional Primary classes located
in hired rooms,
62
SCHOOL DOCUMENT NO. 10.
There are thirty-three instructors in the district, — two
male, and sixteen female instructors for the Grammar, in-
cluding sewing-teacher, and fifteen female instructors for the
Primary Schools.
SHURTLEFF SCHOOL DISTRICT, FOR GIRLS.
The ShurtlefF School was established in 1859. Its present
building, located on Dorchester street, was erected in 1869, is
three stories high, and contains fourteen school-rooms and
hall, — six rooms each on the first two floors, and two smaller
rooms, with a hall, on the third floor.
There is but one Primary building in the district. The
Clinch, on F street, corner of Seventh, in the rear on the
Grammar School-house lot, was built in 1871 ; it is three
stories high, and contains six rooms, with basement, and yard
for play-ground.
There are twenty-two instructors in the district, — one
male, and fifteen female instructors for the Grammar, includ-
ing sewing-teacher, and six female instructors for the Pri-
mary Schools.
STOUGHTON SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Stoughton building, on River street, erected in 1856,
is two stories high, and contains eight school-rooms and one
class-room.
There are nine instructors in the school, — one male and
five female instructors for the Grammar, and three female
instructors for the Primary Schools.
TILESTON SCHOOL DISTRICT, FOR BOYS AND GIRLS.
The Tileston building, located on Norfolk street, built in
1868, is three stories high, and contains eight school-rooms
and a hall. Only four of these school-rooms are in use.
REPORT OF EXPENDITURES. 63
There are three instructors for the school, — one male and
one female instructor fur the Grammar, and one female
instructor for the Primary School.
WARREN SCHOOL DISTRICT, FOR BOYS AXD GIRLS.
The Warren School was established in 1840. It originally
occupied a building on its present site, which was erected in
the same year. This building was twice seriously injured
by fire, and finally totally destroyed in 1866. Its present
building, situated on Summer street, was erected in 1867,
is four stories high, and contains fourteen rooms and a hall.
All of these rooms are occupied, — one by the class for special
instruction, another for a Primary class, and the remainder
by Grammar classes. Besides these, there are two play-
rooms in the basement, one each for boys and girls.
There are two Primary buildings in the district.
The building on the corner of Cross and Bartlett streets
is two stories high, of wood, and contains two rooms, both
of which are occupied.
The building on Mead street is two stories high, of brick,
containing four rooms ; these are all occupied by Primary
classes of the district.
There are twenty-one instructors in the district, — two
male and eleven female instructors for the Grammar, includ-
ing sewing-teacher, and eight female instructors for the
Primary Schools.
WELLS SCHOOL DISTRICT, FOR GIRLS.
The 'Wells School was established in 1833. Its present
building, located on Blossom street, corner of McLean, was
rebuilt upon the grounds of the old building in 1868, and is
four stories high, containing ten school-rooms, hall, and
ward-room.
64
SCHOOL DOCUMENT XO. 10.
There are two Primary buildings in the district.
The Emerson, on Poplar street, built in 1861, is three
stories high, and contains six school-rooms.
The Dean on Wall street, was built in 1853 ; it is three
stories high, and contains six school-rooms.
There are twenty-three instructors in the district, — one
male and ten female instructors for the Grammar, including1
sewing-teacher, and twelve female instructors for the Pri-
mary Schools.
WINTHROP SCHOOL DISTRICT, FOR GIRLS.
The Winthrop School was established in 1836. Its present
building, on Tremont street, erected in 1855, is four stories
high, and contains fourteen school-rooms and a hall. In
addition to these, there are three rooms in the Starr King,
building, on Tennyson street, occupied by Grammar classes
of this district.
There is one Primary building in the district.
The Shurtleff, on Tyler street, built in 1855, is three
stories high, and contains six school -rooms j occupied by
Primary classes.
There are twenty-seven instructors in the district, — one
male and twenty female instructors for the Grammar, includ-
ing two sewing-teachers, and six female instructors for the
Primary schools.
EXPENDITURES FOR THE GRAMMAR SCHOOLS.
Aggregate expenditures made by the Board of School
Committee and the Public Building Committee of the City
Council, for the Grammar Schools of the city for the finan-
cial year 1877 and 1878 : —
REPORT OF EXPENDITURES.
65
Salaries of Instructors ....
Expenditures for Text-books, Maps, Globes
Writing and Drawing Materials, Stationery
etc., for Grammar Schools
Janitors ....
Fuel .
<Jas .....
Water . .
Public Building Committee,
Furniture, Repairs, etc.
Total cost for Grammar Schools .
$609,848 74
51,033 98
35,913 82
20,481 18
1,425 92
3,068 00
$721,771 64
61,873 30
. $783,644 94
Average number of pupils belonging to Grammar Schools,
twenty-five thousand one hundred and fifty-six.
Average cost of each pupil, $31.15.
EXPENDITURES FOR THE PRIMARY SCHOOLS.
Aggregate expenditures made by the Board of School
Committee and the Public Building Committee of the City
Council, for the Primary Schools of the city, for the financial
year 1877 and 1878 : —
Salaries of Instructors . . . . .$310,11050
Expenditures for Text-books, Maps, Globes,
Writing and Drawing Materials, Stationery,
etc 9,026 92
Janitors . . . . . . . 29,232 63
Carried forward $348,370 05
*
66
SCHOOL DOCUMENT NO. 10.
Brought forward . . . . . $348,370 05
Fuel 14,381 51
Gas 212 23
Water 4,881 00
$367,844 79
Public Building Committee.
Furniture, Repairs, etc. .... 53,883 72
Total cost for Primary Schools . . . $421,728 51
Average number of pupils belonging to the Primary
Schools, nineteen thousand nine hundred and sixteen.
Average cost of each pupil, $21.17.
The original cost of the various buildings, with the land
used for Grammar and Primary Schools, amounts in the
aggregate to S4, 9 17, 000. 00 ; the assessed value, at the pres-
ent time, to $6,378,700.00,— an increase of $1,461,700.00.
The aggregate number of feet of land contained in the
various Grammar and Primary School lots is 1,306,398
square feet ; or an average of 14,515 square feet. The
largest Grammar-school lot, the Tileston, contains 54,450
square feet ; the smallest, the Bowdoin, contains 4,892
square feet. The largest Primary-school lot, the Quincy
street, Roxbury, contains about 30,000 square feet; the
smallest, the Joy-street building, 1,938 square feet.
SPECIAL SCHOOLS.
A HORACE MAHTI SCHOOL FOR THE DEAF.
This school occupies a building located on Warrenton
street.
There are eight female instructors for the school, — one
REPORT OF EXPENDITURES.
67
principal and seven assistants ; the average number of pupils
in the school is seventy-three.
Average cost of each pupil for the year, $125.09.
A large portion of the expense for maintaining this school
is borne by the State ; a payment of one hundred dollars for
each city, and one hundred and fifty dollars for each out-of-
town scholar being allowed and paid to the city from the
State Treasury.
The amount received during the past year from this source
was $10,118.83, a large portion of which was due at the close
of the last financial year.
This school is a great success, instructing pupils in every
grade, from the youngest Primary to the advanced Grammar
scholar. The exercises are interesting and progressive,
and the results are more than gratifying ; children that can
neither hear nor speak are taught to read, to understand
what is spoken, and to convey their thoughts to others by
vocal sounds.
Salaries of Instructors $7,443 13
Expenses for Books, Stationery, etc. . . 465 65
Janitors 443 17
Fuel 199 75
Gas 6 83
$8,558 53
Public Building Committee.
Kent, Furniture, Repairs, etc. . . . 573 66
Total expense for the school . . . $9,132 19
SCHOOLS FOE MINORS.
These schools are established for boot-blacks and news-
boys, and are located in the Primary buildings on East-street
place, and North Margin street.
68
SCHOOL DOCUMENT N'O. 10.
The building on East-street place was built in 1849, and
contains four rooms.
The building on Xorth Margin street was built in 1837,
and contains two rooms.
There are two female instructors for the schools.
Average number of pupils belonging, seventy.
Average cost per pupil, $29.65.
Salaries of Instructors $1,542 00
Expenses for Books, Stationery, etc. . 48 54
Janitors 257 80
Fuel 31 00
$1,879 34
Public Building Committee,
Rent, Repairs, etc 196 28
Total expense for the schools . . . $2,075 62
KESDEKGAETEX.
This school, established in 1870, occupies a room in the
Primary building on the corner of Somerset and Allston
streets.
It is under the charge of a female instructor, with one
assistant, and admits children from three to six years of age.
Average number of pupils belonging, thirty-five.
Average cost per pupil, $32.50.
Salaries of Instructors $1,129 89
Expenses for Books, etc. .... 7 83
Total expense of the school
$1,137
REPORT OF EXPENDITURES.
69
EVENING SCHOOLS.
These schools commence in October, and extend to the
first of April, having about one hundred and thirty sessions.
They are generally held in the ward-rooms in the various
parts of the city. There are sixteen regular schools, with
an average attendance of sixty pupils to each school. There
is also an Evening High School, held in the old Bowditch
School-house, on South street, with an average attendance
of four hundred and thirty pupils, in which the higher
branches are taught, including French, German, and Naviga-
tion. There are eleven instructors for this school, — a prin-
cipal and ten male assistants.
These schools perform an important work, and are of
great help to those who have been deprived of the early
advantages of education, as well as to those who are obliged
to leave the day-school to earn their living. Thev are
looked upon with great satisfaction by all who are acquainted
with their work, and the results are very encouraging.
The largest number of instructors for these schools at any
one time was one hundred and forty. The average number
during the whole period was one hundred and nineteen.
Average aggregate attendance, including the High School,
one thousand three hundred and eighty-six. The average
cost of each pupil for the time, $24.70.
Besides these, there are six Eveuing Drawing Schools
for Industrial Drawing, — one occupying the hail and four
rooms in the Starr King building, on Tennyson street, under
the direction of a master and four assistants : three classes
in the old City Hall, Charlestown, under the direction of a
head assistant and two assistants ; three classes in the
Webster-street Primary School-house, East Boston, under
the direction of a head assistant, with two assistants ; two
classes in Curtis Hall, Jamaica Plain, under the direction of
a head assistant, with oue assistant ; two classes in the Hisjh-
70
SCHOOL DOCUMENT NO. 10.
school building, Dorchester, under the direction of a head
assistant, with one assistant ; and two classes in the Primary-
school building, King street, Highlands, with a head as-
sistant, and one assistant, — pupils being examined at the
end of the term, and certificates given to all who passed a
satisfactory examination.
The schools are in session about one hundred evenings.
Aggregate average attendance, three hundred and eight.
Average cost of each pupil for the time, $44.68.
EVENING SCHOOLS.
Salaries of Instructors .
Expenses for Books, Stationery, etc.
Janitors ......
Fuel and Gas .
Public Building Committee.
Eepairs, Furniture, etc.
Total expense for Evening Schools
$28,048 25
1,157 50
1,477 92
2,604 88
$33,288 55
946 18
$34,234 73
DRAWING SCHOOLS.
Salaries of Instructors . . $9,510 00
Drawing Materials, Stationery,
Models, Boards, etc. . . 2,150 75
Janitors 408 87
Fuel and Gas . . . . 1,456 39
Public Building Committee.
Kepairs, Furniture, etc. .
$13,526 01
236 55
Total expense for Drawing Schools . . 13,762 56
Aggregate expense for all Evening Schools. $47,997 29
REPORT OF EXPENDITURES.
71
EXPENDITURES FOR OFFICERS AND SPECIAL INSTRUCTORS.
Salaries of Superintendent, Supervisors, Sec-
retary and Auditing Clerk, Assistant
Clerks, and Messenger .... $40,887 60
Salaries of fifteen Truant Officers . . . 17,148 34
" of seven Music Instructors . . 17,895 00
" of five Drawing Instructors . . 11,405 00
Military Instructor and Armorer . . . 1,954 00
Extra Instructor in Mathematics (James
Robinson for four mos.) .... 333 00
Stationery and Record Books and Printing
for office use and office expenses . . 3,237 04
Stationery, Text and Reference Books for
School Committee . . . . . 258 64
$93,118 62
INCIDENTALS.
These expenditures are made for objects not chargeable to
any particular school, and consist chiefly of expenses for
printing, advertising, festivals, reference-books, board of
horses, carriage-hire, repairs, tuning of pianos, and other
small expenses.
Musical Festival,
Use of Tabernacle . . . $755 00
Decorations .... 224 00
Band 448 00
Use of Organ . . . . 152 00
Transportation . . . 415 25
Printing Music ... 95 80
Carried forward . . $2,090 05
72
SCHOOL DOCUMENT NO. 10.
Brought forward . . $2,090 05
Labor, including Services of
Doorkeepers . . . 231 03
Annual Festival.
Collation $903 00
Decorations .... 1,380 00
Halls 286 00
Band 125 00
Transportation . . . 150 04
Badges . . . . 7 35
Ribbons for Diplomas . . 124 50
Labor 6 70
$2,321 08
2,983 19
Board of horses, with shoeing expenses and
sundry repairs of vehicles and harnesses . 868 42
Advertising 1,311 86
Census of School Children .... 1,350 00
Printing Census Books . . . . . 87 12
Drawing Exhibition . . . . . 75 00
Printing and Printing Stock, including Post-
age Stamps for mailing reports, exclusive of
amounts charged to Schools . . . 10,405 49
Paper, Printing, filling out of Diplomas, in-
cluding Drawing Diplomas for teachers, etc. 2,047 51
Expenses for Swords, Guns. Belts, Repairs;
etc., for High School Battalion ... 285 35
Band for Parade 102 00
Trucking and Expressage .... 2,535 04
Binding Reports, Pay-rolls, Records, Minutes,
Rules, and Documents .... 1,245 49
Carried forward . . . . . $25,61755
REPORT OF EXPENDITURES.
73
Brought forward $25,617 55
Care and tuning of Pianos, new instruments
and Music expenses, including expenses for
Covers, Stools, Music Charts, Stands, Mov-
ing Pianos, etc. ..... 1,735 34
Expenses of Auditing Clerk to New York, by
vote of Com. on Accounts ... 28 25
Labor at Store-room ..... 239 22
Keceiving Coal ...... 418 14
Preparation of Paris Exhibit . . . 206 53
Import duties on apparatus and Drawing
Materials . ... . . \ . 611 63
Engraving Maps for Manuals . . . 275 00
Drawing-Books and material for Teachers'
classes . . . . . . . 322 48
Stationery and Printing, Supervisors' exam-
ination ....... 300 44
Eepairs and small items . . . . 43 76
$29,79'8 34
SPECIAL EXPENDITURES BY PUBLIC BUILDING
COMMITTEE.
Grammar School-house, Washington Vil-
lage $74,124 38
Primary School-house, Weston street . . 39,536 71
$113,661 09
74
SCHOOL DOCUMENT NO. 10.
RECAPITULATION.
TOTAL EXPENDITURES.
School Committee.
Public Schools, per detailed statement . $1,453,785 87
Miscellaneous articles not delivered . . 1,901 87
SPECIAL EXPENDITURES,
$1,455,687 74
Public Building Committee.
Public Schools, per detailed statement . 126,428 35
Total ordinary expenditures . . . $1,582,116 09
Public Building Committee and Committee
on Public Instruction.
School Buildings, as per statement . . 113,661 09
Total expenditures for the Public Schools . $1,695,777 18
INCOME.
Amount received from State, non-resident Deaf-
Mute Scholars . . . $10,118 83
from non-residents . . 3,962 10
from Trust Funds and other
sources .... 16,501 54
from sale of Instruments and
Materials .... 793 62
$31,376 09
REPORT OF EXPENDITURES.
75
Office of Accounts, Feb. 15, 1878.
Alfred T. Turner, Esq. : —
Dear Sir, — The Committee on Accounts of the School
Committee herewith transmit to you estimates of the amounts
which will be required to meet the expenses of the Public
Schools for the financial year commencing on the first day of
May, 1878, and ending April 30, 1879, exclusive of the
expenses for furniture, repairs, alterations, and the building
of school-houses.
SALARIES OF INSTRUCTORS.
First Grade,
6 Head Masters, at $3,780 $22,680
12 Masters, " 3,000 36,000
16 Sub-Masters, " 2,400 38,400
4 Ushers, « 1,800 7,200
$104,280 00
Second Grade,
39 Masters, at $3,000 $117,000
28 Sub-Masters, " 2,400 67,200
17 Ushers, " 1,800 30,600
1 Principal — Girls' Dudley, 1 ,800
216,600 00
Third Grade,
1 Assistant Principal,
$1,800
5 First Assistants,
at $1,620
8,100
4 Second Assistants,
" 1,380
5,520
9 Third Assistants,
<< 1,140
10,260
23 Fourth Assistants,
« 900
20,700
1 Assistant — Normal,
1,380
47,760 00
Carried forward $368,640 00
76 SCHOOL DOCUMENT NO. 10.
Brought forward $368,640 00
Fourth Grade.
44 First Assistants, at $1,140 $50,160
15 Second First Ass'ts, " 852 12,780
72 Second Assistants, " 792 57,024
347 Third Assistants, ." 750 260,250
380,214 00
Fifth Grade.
410 Fourth Assistants, at $750
307,500 00
Special Grade.
Music Director and 6 Instructors . $18,000
Drawing Director and 6 Instructors . 12,120
Industrial Drawing : —
1 Master, 5 Head Assistants, and 11
Assistants, 104 'evenings . . 9,880
Evening Schools : — 17 Principals,
121 Assistants, 130 evenings . 30,800
6 French Instructors . . . 5,100
3 German Instructors . . 2,700
Deaf-Mutes : — 1 Principal, 7 Assist-
ants . 7,200
Licensed Minors and Kindergarten, 4
Assistants ..... 2,650
Military Drill, Instructor and Armorer 1,920
Sewing, 29 Instructors, 178 Divisions 13,190
Assistant, Latin and English High . 600
Assistant in Laboratory — Girls'
High 750
Instructor, Physical Culture — Girls'
High 600
105,510 00
$1,161,864 00
REPORT OF EXPENDITURES.
77
SALARIES OF OFFICERS
Superintendent ....
6 Supervisors ....
"Secretary and Auditing Clerk .
Assistants, Messenger, and Officers
15 Truant Officers ....
$4,200 00
22,680 00
3,600 00
9,000 00
17,220 00
$56,700 00
INCIDENTALS.
Text-books for indigent children : —
Grammar and Primary
$26,000
Text-books, iuc. Reference Books,
High Schools ....
4,000
Drawing Books ....
8,500
Writing B6*oks ....
6,000
Record Books ....
1,200
Festivals, annual . ...
3,000
Exchange of Books . . . .
2,000
Globes, Maps, and Brackets .
1,000
Music Expenses : —
Instruments . . $,1800
Repairs and Covers . 2,200
Charts and Stands . 1,500
5,500
Printing . .....
14,000
Philosophical, Chemical, and Mathe-
matical Apparatus
9,000
School Census ....
Stationery .....
8,500
Slates, Diplomas, Racks, Pen-
cils, Erasers, etc. . . . 6,000
Carried forward
$94,700
$2,000 00
78
SCHOOL DOCUMENT NO. 10.
Brought forward
Drawing Materials : —
Evening Schools . $3,000
Day Schools . 3,800
Advertising
Evening Schools
Military Drill, Arms, etc.
East Boston Ferries .
Expressage and Teaming
Miscellaneous .
Fuel, Gas, and Water
Janitors .
Janitor Supplies
$94,700
6,800
1,000
800
2,000
3,500
$2,000 00
1,500 00
1,200 00
108,800 00
70,000 00
78,000 00
5,000 00
$266,500 00
RECAPITULATION.
Salaries of Instructors
Salaries of Officers .
Incidentals
$1,161,864 00
56,700 00
266,500 00
$1,485,064 00
INCOME.
Non-residents, State and City . . . $10,000 00
Trust Funds and other sources . . . 9,000 00
$19,000 00
These estimates, as compared with those of last year, show
a reduction of $49,736, and in connection with estimates of
previous years, show an aggregate reduction in the last
three years of $143,836.
REPORT OF EXPENDITURES .
79
The Committee present these figures, and state that these
amounts. are actually required to carry on the schools as at
present constituted.
Eespectfully submitted, for the Committee,
WM. H. LEARNARD, Jr.,
Chairman.
80
SCHOOL DOCUMENT NO. 10.
City Hall, Feb. 28, 1878.
The Joint Standing Committee on Public Instruction,
having considered the foregoing estimates for the coming
financial year, would respectfully report as follows : —
The Committee recommend that the sum of four thousand
five hundred dollars be added to the item of "Incidentals,"
for the purpose of supplying all books in the Primary
Schools, free of charge, to the pupils. The Committee have
been informed by the City Solicitor that, so far as regards
the salaries of teachers, their only function is a purely ad-
visory one, and that the only action they can take is either
to approve the estimates so submitted, or to recommend
the closing of the schools. They, therefore, respectfully
report to the City Council the request of the School Com-
mittee, with their general approval.
For the Committee,
gHAS. HAYDEN,
Chairman.
On the recommendation of the Committee on Finance,
the City Council passed the following appropriations : —
$1,112,000 for Instructors, $251,500 for School Ex-
penses, and $56,000 for Salaries of Officers, with the fol-
lowing provision: "The Auditor of Accounts is hereby
authorized to transfer from Salaries of Instructors, Salaries
of Officers School Committee, or School Expenses
School Committee, such unexpended balances as may be
needed to make up any deficiency that may occur in either
of the three named appropriations," the aggregate appro-
priations showing a reduction from the Committee's estimates
of $70,064.
SCHOOL DOCUMENT NO. 11.
ANNUAL EEPOET
COMMITTEE ON TEXT-BOOKS.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1878.
REPORT.
June 25, 1878.
The Committee on Text-books respectfully report that
they have carefully considered an "Outline Course of Study
for Primary and Grammar Schools," prepared by the Board
of Supervisors, copies of which have been laid before the
members of the School Committee, and they recommend its
adoption.
They also recommend the following changes in text-books,
for the purpose of effectively carrying out that programme
of study.
PRIMARY-SCHOOL TEXT-BOOKS.
Strike out from the list now in use, —
1. Franklin Primer, Leigh's type.
2. Franklin Second Keader, Leigh's type.V
. 3. AYorcester's Primary Spelling-book.
4. Primary School Tablets.
5. Hillard's Fourth Reader (permitted book).
Adopt, —
1. Monroe's Charts.,
2. Monroe's Primer.
3. Franklin First Reader.
4. Monroe's First Reader.
5. Monroe's Second Reader.
6. Sheldon's Third Reader.
7. Prang's Natural History Series.
GRAMMAR-SCHOOL TEXT-BOOKS.
Strike out, —
1. Eaton's Intellectual Arithmetic (so far as requiring its
purchase by pupils).
4
SCHOOL DOCUMENT NO. 11.
2. Worcester's Spelling-book.
3. Worcester's Elementary Dictionary.
4. Swinton's Language Lessons (now used in the 4th, 5th,
and 6th classes.
5. Kerl's Common-School Grammar.
6. Franklin Sixth Reader.
7. All writing-books of the A. R. Dunton and the Univer-
sity Series, and so many of the Payson, Dunton, &
Scribner Series, as shall reduce the number of books to
the following to be used in the respective classes,
viz. : Sixth class, Nos. 1 and 2 ; Fifth class, Nos. 3 and
4 ; Fourth class, Nos. 2, 3, and 5 ; Third class, Nos. 12
and 6; Second class, No. 7.
8. Anderson's Grammar School History.
9. Worcester's History.
Adopt, —
1. Swinton's New Language Lessons (for the 1st, 2d, and
3d classes).
2. Barnes's Brief History of the United States.
3. Thalheimer's History of England.
4. Monroe's Third Reader.
Sheldon's Fourth Reader.
Monroe's Fifth Reader.
Higginson's History of the United States (to be used as
a reader) .
Or, the reading prescribed for the use of the Latin School.
5. Prang's Aids for Object-Teaching: "Trades."
6. The provision of three copies of either Eaton's or Col-
burn's Intellectual Arithmetic for each teacher's desk.
7. The provision of blank-books for practice in writing, to
take the place of the writing-books superseded.
In explanation of the foregoing recommendations, the
Committee submit the following considerations : —
A large part of the changes are for the purpose of simpli-
k
REPORT ON TEXT-BOOKS.
5
fying the course of instruction in conformity with the best
modern theories of education.
One treatise in grammar is made to take the place of two
now in use.
The spelling-books are dropped ; the spelling-lessons to
be taken hereafter from the books which the pupils are read-
ing, or from lists prepared^ by the teachers with special
adaptation to the peculiar wants of each class.
The writing-books are reduoedin number, that more prac-
tice may be had in miscellaneous writing.
A considerable addition is made to the amount of matter
for reading, the many shortcomings of the schools in that
art being largely due to the limited range of reading-books,
on account of which the pupil obtains practically no exercise
in reading at sight, since he often knows by heart the selec-
tions in the books long used. A wide field of choice is now
offered to the teachers ; and in order that this may have the
smallest possible restriction, the Committee advise that a
definite number of sets of the various new reading-books be
bought by the city, to be kept as a circulating library, and
to be loaned to the several schools for a limited time, on
requisition from the Principals. The sole weighty objection
which can be urged against the proposition, viz., the added
expense to the city, is met by the fact that the reductions
submitted by the Committee will nearly, if not fully, equal
the new expenditure.
The changes in the text-books in Grammar and History
have been asked for by the majority of the masters, who
agree with the Board of Supervisors that the treatises now
in use are extremely unsatisfactory.
The Committee also recommend the following list of books
for the High Schools ; the majority of the changes being in
the line of reduction in the number of books now used, and
many of the substitutions being simply in name. As the
alterations are practically a reclassification of the whole list,
the omissions and substitutions are submitted by classes.
6
SCHOOL DOCUMENT NO. 11.
HIGH-SCHOOL TEXT-BOOKS.
ENGLISH.
First Year,
Strike out, —
1. Hill's Genera] Eules for Punctuation.
2. Longfellow's Poems.
3. Lowell's Vision of Sir Launfal.
4. Scott's Poems and Prose.
Add,—
1. Scott's Lady of the Lake.
Second Year.
Strike out, —
1. Haven's Khetorie.
2. Goldsmith's Poems and Prose.
3. Addison's Prose.
Add, —
1. Hill's Rhetoric.
2. Haley's Longer English Poems.
3. Addison's Spectator (selections).
Third Year.
Strike out, —
1. Milton's Poems.
2. Bacon's Essays.
3. Shakespeare's Plays.
Add,—
1. Trevelyan's Selections from Macaulay.
2. Shakespeare and Milton ; Selections in the Clarendon
Press Series (or any equivalent selections which may
be recommended by the Board of Supervisors).
Continue Haley's Poems,
REPORT ON TEXT-BOOKS.
FRENCH.
First, Second, and Third Years.
Strike out, —
Keetel's Analytical and Practical Grammar.
Acid, —
Keetel's Elementary Grammar.
First and Third Years,
Substitute, —
Jay ne's Otto's French Reader for
Bocher's " " "
Second Year.
Strike out all but, —
Saintine. Picciola.
Erckmann Chatrian. Le Conscrit de 1813.
" " Madam Therese.
Bocher's College Series of French Plays.
Souvestre's Au Coin du Feu.
Third Year.
Strike out all but, —
Lacombe. La petite histoire du peuple franc, ais.
Bocher's College Series of French Plays.
Taine. Notes sur 1' Angleterre.
Add,—
Herrig's La France Litteraire.
GERMAN.
First and Third Years.
Strike out, —
Balladenbuch.
Add, —
Storme's Easy German Reader.
8
SCHOOL DOCUMENT NO. 11.
Second Year.
Strike out all but, —
Schiller's William Tell.
Add, —
Midler's College Plays.
Whitney's Reader to be continued.
Third Year.
Strike out all of the present list.
Add,—
1. Goethe's Hermann uud Dorothea.
2. " Prose (Schul-Ausgaben Deutsch Classiker) .
LATIN.
First, Second, and Third Years.
Substitute for the present phraseology, —
Allen and Greenough's or Harkness's Latin Grammar.
First and Third Years.
Substitute for the present phraseology, —
Allen's New Latin Method or Harkness's New Latin Reader.
Third Year.
Change to, —
" Virgil, any edition approved by the Committee on Text-
books,"
HISTORY.
First, Second, and Third Years.
Add,—
" or Thalheimer's General History."
REPORT ON TEXT-BOOKS.
9
MATHEMATICS.
Second and Third Years.
Substitute for present phraseology, —
Bradbury's Elementary Trigonometry ; or,
Greenleaf s Trigonometry.
The Committee submit the following orders : —
1. Ordered, That the outline course of study prepared by
the Board of Supervisors be adopted for the work of the
Primary and Grammar Schools,. for the year beginning Sept.
1, 1878.
2. Ordered, That the foregoing changes in text-books for
the Primary Schools be adopted.
3. Ordered, That the changes above proposed in text-
books for Grammar Schools be adopted.
4. Ordered, That the above omissions and substitutions in
the list of High-School text-books be adopted.
5. Ordered, That Appleton's American Encyclopedia or
Johnson's Encyclopedia may be furnished to newly-organ-
ized schools, at present entitled to such books, whenever the
stock of the old encyclopedias in the store-room shall be
exhausted.
For the Committee on Text-books,
GEORGE A. THAYER, Chairman.
SCHOOL DOCUMENT NO. 12.
REPOET
OF THE
COMMITTEE ON SALARIES.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1 878.
EEPOET OF THE COMMITTEE ON SALAEIES.
Boston, June 25, 1878.
Section 44 of the Rules and Regulations of the School
Committee requires the Committee on Salaries to report to
the Board, at the last meeting in June, a full schedule of
salaries of the instructors for the ensuing school-year.
The Committee have carefully considered the subject, and,
in accordance with the rules of the Board, respectfully sub-
mit the following.
Tables are presented in each grade, in explanation of the
various orders, and in comparison with the salaries as paid
last year.
4
SCHOOL DOCUMENT No. 12.
SCHEDULE OF SALARIES 1878-79.
Order No. 1.
Ordered, That the salary of a Head Master be $3,600
per annum.
Ordered, That the salary of a Junior Master be, for the
first year, $1,440, with an annual increase of $144, till the
maximum salary, $2,880, is reached, when the rank of
Master is attained.
FIRST GRADE.
Ushers.
Junior
Masters.
Sub-
Masters.
Junior
Masters.
Masters.
Junior
Masters.
1877.
1878.
1877.
1878.
1877.
1878.
$144
$144
$144
$1,500
1,440
$2,100
1,440
$2,700
1,440
1,800
1,584
2,400
1,584
3,000
1,584
1,800
1,728
2,400
1,728
3,000
1,728
1,800
1,872
2,400
1,872
3,000
1,872
1,800
2,016
2,400
2,016
3,000
2,016
1,800
2,160
2,400
2,160
3,000
2,160
1,800
2,304
2,400
2,304
. 3,000
2,304
1,800
2,448
2,400
2,448
3,000
2,448
1,800
2,592
2,400
2,592
3,000
2,592
1,800
2,736
2,400
2,736
3,000
2,736
2,880
2,880
3,000
2,880
REPORT OX SALARIES.
5
Order Xo. 2.
Ordered , That the salary of a Master be, for the first
year, $2,580, with an annual increase of $60, till the maxi-
mum salary of $2,880 is reached.
Ordered, That the salary of a Sub-Master be, for the first
year, $1,980, with an annual increase of $60, till the maxi-
mum salary of $2,280 is reached.
Ordered, That the salary of a Second Sub-Master be, for
the first year, $1,500, with an annual increase of $60, till
the maximum salary of $1,800 is reached.
SECOND GRADE.
Masters.
Sub-Masters.
Second Sub'Mastera.1
1877.
1878.
1877.
1878.
1877.
1878.
Increase
$G0
! ....
$60
$60
First year
$2,700
$2,580
§2,100
81,980
$1,500
$1,500
Second "
3,000
2,640
| 2,400
2,040
1,800
1,560
Third "
3,000
2,700
2,400
2,100
1,800
1,620
Fourth "
3,000
2,760
2,400
2,160
1,800
1,680
Fifth "
3,000
2,820
2,400
2,220
1,800
1,740
Sixth "
3,000
2,880
1
2,400
2,280
1,800
1,800
1 Formerly Ushers.
6
SCHOOL DOCUMENT NO. 12.
Order No. 3.
Ordered, That the salary of an Assistant Principal be fixed
at $1,800 per annum.
Ordered, That the salary of a First Assistant be, for the first
year, $1,440, with an annual increase of $36, till the maxi-
mum salary of $1,620 is reached.
Ordered, That the salary of a First Assistant be, for the
second year, $1,200, with an annual increase of $36, till the
maximum salary of $1,380 is reached
Ordered, That the salary of a Second Assistant be, for the
first year, $960, with an annual increase of $36, till the
maximum salaiy of $1,140 is reached.
Ordered, That the salary of a Fourth Assistant be, for the
first year, $768, with an annual increase of $36, till the
maximum salaiy of $948 is reached.
THIRD GRADE.
Assistant Principal $1,800
First Assistant.
Second Asst.
Third Asst.
Fourth Asst.
1877.
1878.
1877.
1878.
1877.
1878.
1877.
1878.
$36
$36
$36
$36
1,440
1,476
$1,380
1,380
1,200
1,236
$1,140
960
996
900
900
768
804
1,620
1,140
Third "
1,620
1,512
1.380
1,272
1,140
1,032
900
840
1,620
1,548
1,380
1,308
1,140
1,068
900
876
Fifth "
1,620
1,584
1,380
1,344
1,140
1,104
900
912
Sixth "
1,620
1,620
1,380
1,380
1,140
1,140
900
948
REPORT ON SALARIES.
7
Order No. 4.
Ordered, That the salary of a First Assistant be, for the
first year, $900, with an annual increase of $36, till the
maximum salary of $1,080 is reached.
Ordered, That the salary of a Second Assistant be, for
the first year, $756, with an annual increase of $12, till the
maximum salary of $816 is reached.
Ordered, That the salary of a Third and Fourth Assistant
be, for the first year, $504, with an annual increase of $48,
till the maximum salary of $744 is reached.
FOURTH AND FIFTH GRADES.
First Assistant
Second Assistant
Third Assistant.
Fourth Assistant
1877.
1878.
1877.
1878.
$12
1877.
1878.
1877.
1878.
S36
$48
$48
$1,140
900
$792
756
$540
504
$540
504
Second " ....
1,140
936
792
768
660
552
660
552
Third " ....
1,140
972
792
780
750
600
750
600
Fourth "
1,140
1,008
792
792
750
648
750
648
Fifth " ....
1,140
1,044
792
804
750
696
750
696
Sixth " ....
1,140
1,080
792
816
750
744
750
744
8
SCHOOL DOCUMENT NO. 12.
SPECIAL INSTRUCTORS.
Order No. 5.
Ordered, That the salaries of the Sewing Teachers be as
follows : —
sions
One Division
Two Divi
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Eleven
Over Eleven
Divisions
$108 00
192 00
276 00
348 00
420 00
492 00
540 00
588 00
636 00
684 00
732 00
744 00
SEWING TEACHERS.
One Division. . .
Two Divisions .
Three Divisions
Four «
Five "
Six
Seven "
Eight "
Nine "
Ten "
Eleven "
Over eleven. . . ,
1877.
$100 00
190 00
275 00
350 00
424 00
500 00
550 00
600 00
650 00
700 00
750 00
750 00
1878.
00
192 00
276 00
348 00
420 00
492 00
540 00
588 00
636 00
684 00
732 00
744 00
REPORT ON SALARIES.
9
MODERN LANGUAGES.
French and German.
Order No. 6.
Ordered, That the Special Teachers of Modern Languages
be paid at the rate of $90 per week for every hour of actual
service in the school-room for the school year 1878-9.
Ordered, That the Committee on High Schools determine
by vote the number of hours per week the several special
teachers shall be employed in the respective schools under
their charge, and transmit a certified copy of such vote to
the Committee on Accounts, on or before the 15th day of
September in each year, and also whenever any change is
made in such number of hours.
MUSIC.
Order No. 7.
Ordered, That the salary of the Director of Music be
$3,000 per annum, and of three Assistant Directors $2,640
each per annum.
1876.
1877.
1878.
$3,300 00
3,000 00
$3,000 00
2,500 00
$3,000 00
2,640 00
10
SCHOOL DOCUMENT NO. 12.
DRAWING.
Order No. 8.
Ordered, That the salary of the Director of Drawing be
$3,000 per annum ; of two Assistant Directors, each $2,280 ;
and of one Assistant Director, $1,500.
1876.
1877.
1878.
$3,300 00
2,500 00
$3,000 00
2,100 00
$3,000 00
2,280 00
1,500 00
CHEMISTRY.
Order No. 9.
Ordered, That the salary of the Instructor of Chemistry
in the Girls' High School be $1,380 per annum, and of the
assistant in the Laboratory $744.
1876.
1877.
1878.
$1,500 00
$1,380 00
$1,330 00
880 00
750 00
744 00
PHYSICAL CULTURE.
Order No. 10.
Ordered, That the salary of the Instructor of Physical
Culture in the Girls' High School be $600 per annum.
1876.
1877.
1878.
$600 00
$600 00
$600 00
REPORT ON SALARIES.
11
HORACE MANN SCHOOL FOR THE DEAF.
Order No. 11.
Ordered, That the salary of the Principal of the Horace
Maim School be $1,500 per annum ; of the First Assistant,
$900 per annum ; of Assistants, first year, $700 ; second
year, $800.
1877.
1878.
$1,500 00
$1,500 00
900 00
900 00
700 00
700 00
Assistants, second year, and subsequently.
800 00
800 00
MILITARY DRILL.
Order No. 12.
Ordered, That the salary of the Instructor of Military
Drill be $1,504 per annum; and the salary of the Armorer
$504 per annum.
1876.
1877.
1878.
$1,500 00
500 00
$1,500 00
420 00
$1,500 00
504 00
EVENING SCHOOLS.
Order No. 13.
Ordered, That the salary of the Principal of the Evening
High School be $10 per evening; and the salaries of the
Assistants in the Evening High School be $5 per evening.
Ordered, That the salaries of the Principals of the Evening
12
SCHOOL DOCUMENT NO. 12.
Grammar Schools be $3 per evening, and of the Assistants
in the Evening Grammar Schools $1.25 per evening.
1877.
1878.
Principal Evening High School (per evening)
$10 00
$10 00
Assistants " " " "
4 00
5 00
3 00
3 00
1 25
1 25
EVENING DRAWING
SCHOOLS.
Order No. 14.
Ordered, That the salaries of the Masters of the Evening
Drawing Schools be $10 per evening, and the salaries of
Head Assistants of Evening Drawing Schools $6 per evening ;
and of Assistants in Evening Drawing Schools $5 per even-
ing.
1877.
1878.
Master Evening Drawing
Schools (per eve'ng)
$10 00
$10 00
Head Assistant "
6 00
6 00
Assistants "
n u
5 00
5 00
Order No. 15.
Ordered, That Masters elected as Principals of High
Schools, whose average whole number for the preceding
school-year exceeds one hundred pupils, receive $288 ; Sub-
masters, elected as Principals, $216; Second Snb-masters,
elected as Principals, $144 ; First Assistants, elected as
Principals, $72 ; each, in addition to the regular salary of the
rank.
REPORT ON SALARIES.
13
First Assistants .
Add .
Total .
Increase
Second Sub-masters
Add .
Total .
Reduction .
Sub-masters
Add .
Total ....
Reduction .
Masters (in High Schools) .
Add
Total . . .
Increase
$2,280
216
$2,496
66
$2,880
288
$3,168
168
Order No. 16.
Ordered, That the salaries of instructors not entitled to
maximum rates on the eleventh day of June, 1878, shall be
continued at the present rates until such instructors shall
be entitled to an increase of salary in accordance with
the schedule for 1878-79, and they shall thereafter receive
the rates therein provided.
Order No. 17.
Ordered, That the salaries of the teachers heretofore
recognized as w Second First Assistants," begin at the
minimum salary of First Assistants, $900, with an annual
increase of $36, till the maximum salary of $1,080 is
reached.
For the Committee on Salaries,
GODFREY MORSE,
Chairman,
SCHOOL DOCUMENT NO. 13
REPORT
COMMITTEE OH RULES AND REGULATIONS.
REVISION OF CHAPTER XIX. OF THE RULES
AND REGULATIONS.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PEINTERS,
No. 39 Arch Street.
1878.
In School Committee,
June 25, 1878.
On motion of Mr. Thayer, laid on the table and ordered to
be printed.
Attest :
GEO. A. SMITH,
Secretary.
CHAPTER XIX.
Regulations of the Boston Normal School.
Section 275. The Boston Normal School is established
for the purpose of giving distinct professional instruction to
those young women who intend to become teachers in the
public schools of Boston.
Sect. 276. The head-master shall be a graduate of a
college in good standing. He shall have a first assistant, and
as many other assistants as may be necessary, provided the
whole number of teachers, exclusive of the head-master,
shall not exceed one for every thirty pupils. Special instruc-
tion in music and drawing shall be given in this school, under
the direction of the committees on these departments.
Sect. 277. Candidates for admission must signify in
writing their intention to become teachers. A diploma of
graduation from any Boston High School shall entitle a can-
didate to admission without examination. Candidates not
graduates of the Boston High Schools must pass a satisfac-
tory examination in the ordinary High School studies, and
must present evidence of good character. No candidate
shall be admitted to this school who is not at least seventeen
years of age, except by special vote of the committee in
charge.
Sect. 278. The Board of Supervisors, in connection with
the head-master, shall, from time to time, examine the pupils
in the Normal School, and near the close of the school year
recommend for graduation those whom they shall deem qual-
ified ; and the committee in charge shall grant diplomas to
such of those thus recommended as shall have satisfactorily
completed the course of study.
4
SCHOOL DOCUMENT No. 13.
' Sect. 279. A diploma of graduation from the Normal
School, issued after the year 1872, shall entitle the holder to
receive a fourth-grade certificate of qualification.
Sect. 280. The text-books used in this school shall be
such of the text-books used in the other public schools of the
city as are needed for the course of study, and such others
as shall be authorized by the Board.
Sect. 281. When teachers are to be employed in the
public schools, graduates of this school shall have the pref-
erence, other things being equal; and such graduates who
are also graduates of a public High School of this city shall,
when so employed, receive the same salary for their first and
subsequent years of service that others receive for the
second and subsequent years.
Sect. 282. This school shall begin the second Monday in
September ; and shall close on such day of the week preced-
ing the Fourth of July, and with such exercises, as the
committee of the school may direct.
Sect. 283. A catalogue of the Normal School shall be
annually prepared, under the direction of the committee in
charge, and sent to the members of the School Committee
and of the Board of Supervisors, and to the principals of
schools.
Sect. 284. When a graduate of this school is appointed
as a teacher in any public school of this city, it shall be the
duty of the head-master to make, or cause to be made by his
assistants, one or more visits to her school for the purpose
of criticism and suggestion in regard to her teaching.
Sect. 285. Such instruction shall be given in the Nor-
mal School, to teachers in the employ of the city, as the
Board may from time to time direct.
Training Department.
Sect. 280. The Rice Training School is intended to give
the pupils of the Normal School a practical knowledge of
♦
REVISION OF CHAPTER XIX. 5
the methods of instruction and discipline in the public
schools of Boston.
Sect. 287. The Committee on the Normal School shall
have charge of the Training School.
Sect. 288. The head-master of the Normal School shall
have the direction of the observation, practice, and methods
of instruction in the Training School, subject to the ap-
proval of the committee in charge.
Sect. 289. The principal of the Training School shall
perform in that school the usual duties of master of a
Grammar School, and such duties in connection with the
Normal School as the committee in charge may direct.
Sect. 290. The number and rank of teachers other than
principal, and the course of study, in the Training School,
shall be the same as in the Grammar and Primary Schools
of the city.
REPORT.
The Committee on Rules and Regulations have given
careful consideration to the several orders referred to them,
May 28, concerning the revision of Chap. XIX., and they
submit recommendations for such amendments as appear to
them expedient.
With the exception of a few amendments of minor im-
portance, the orders herewith submitted propose to raise the
' standard of admission to the Normal School ; to eliminate
from it all pupils who are manifestly unfit to pursue the
full course ; and to place the examinations for diplomas on
the same basis as that of other schools ; the general effect
of all the proposed amendments being, in the opinion of the
committee, to raise the standard of the school, and, in a
great degree, to provide our Primary and Grammar Schools
in the future with better prepared and more successful
teachers.
The Normal School has undoubtedly done a good work
since its establishment, and has sent out many well-fitted
and excellent teachers ; but the evidence seems to show that,
for the past one or two years, it has labored under the disad-
vantage of being obliged to receive, and carry along as
dead weights, many who ought never to have entered, and
who will never be able, under the training of a Normal or
any other school, to perform successfully the duties of a
profession for which they are entirely unfitted by nature.
It is unjust to such to hold out to them assurances that,
REVISION OF CHAPTER XIX.
7
whatever their natural deficiencies may be, they will be
made over in one year into well-prepared instructors of
youth. It is unjust to the teachers of the Normal School to
ffive them such a task. It is unjust to the city and the tax-
payer to waste time and money in the endeavor to per-
form impossibilities. It is unjust to the cause of education
and to the children of our schools to furnish to incom-
petent persons certificates of eligibility as teachers in our
public schools, merely because they have passed a year in
the Normal School.
With an earnest desire to remove the obstacles to the
greatest success of the Normal School, and with the hope
that the proposed changes are in the right direction, the
committee recommend the adoption of the accompanying
orders.
As it is undoubtedly the case that many of the graduates
from our High Schools have made preparation for admission
to the Normal School under the present regulations, it is
recommended that the amendments do not go into effect
until after the commencement of the school in September.
Respectfully submitted.
For the Committee,
WM. H. FINNEY,
Chairman.
Ordered, That Section 275 be amended by striking out
the word " distinct. "
Ordered, That Section 276 be amended by substituting
the word " second " for the word " other," in the third line.
Ordered, That Section 277 be amended by substituting the
following : —
" Candidates for admission must be at least eighteen years
old, and be recommended by the master or committee of the
8
SCHOOL DOCUMENT NO. 13.
last school they attended. Those who have completed the
fourth year in the Girls' High School will be admitted with-
out examination. Other candidates must be examined by
the Board of Supervisors, under the direction of the Com-
mittee on Examination, and must present evidence of good
character. All pupils will be put on probation, and as soon
as they prove unsuitable for this school shall be discharged
by the committee on the school ; the probation to cease at the
end of the half year. No pupil who has attended the school
for more than a half year shall return a second year without
special permission from the committee in charge."
Ordered, That Section 278 be stricken out.
Ordered , That Section 281 be appended to present Sec-
tion 279.
Ordered, That Section 282 be amended by substituting the
word "first" for the word " second " in the first line.
Ordered, That Section 283 be stricken out.
Ordered, That the Sections in Chap. XIX. be renumbered
in accordance with the amendments thereto.
Ordered, That so much of the amendments to Section 277
as changes the qualifications for admission go into effect
after the commencement of the school in September, 1878.
Ordered, That Section 141 be amended by inserting the
word " Normal " before the word " High w where it first
occurs.
Ordered, That Section 205 be amended by inserting the
word " Normal " before the word " High " in the tenth line ;
by striking out the words " except that the High Schools
shall begin on the following Wednesday."
SCHOOL DOCUMENT NO. 14.
ANNUAL REPORT
BOARD OF SUPERVISORS.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS ,
No. 39 ARCH STREET.
1 8 78.
In School Committee,
Juoe 25, 1878.
Received, and, on motion of Mr. Finney, ordered to be
printed.
Attest :
GEO. A. SMITH,
Secretary.
i
REPORT.
Supeeestexdext's Office,
Mason Street, June 24, 1878.
To the President of the School Committee : —
Dear Sir, — I beg to present the Report of the Board of
Supervisors, as required by Section 140 of the Rules and
Regulations.
Respectfully yours,
S. ELIOT, Chairman.
To the School Committee of Boston : —
In conformity to the requirements of Section 140 of the
Rules and Regulations, the Board of Supervisors hereby
present a report of their work as a Board, and as Superv isors,
for the school year beginning Sept. 1, 1877.
The Board was reorganized in April, with such modifica-
tions only as the experience of two years had suggested. :<nd
such changes in the standing committees as would economize
the time and equalize the work of the members.
In accordance with the Rules, the Board of Supervisors
has examined the graduating classes of the Grammar Schools,
two classes of the High Schools, and candidates for teachers"
certificates. At the examination in April for certificates of
qualification, one hundred new candidates presented them-
selves, and fourteen who had previously been examined,
returned, — either to secure a transfer to a certificate of a
higher grade or to complete an examination begun last year.
Of this number seventy-six received certificates, which were
4
SCHOOL DOCUMENT XO. U.
distributed as follows : Eleven of the First Grade ; twelve
of the Second ; five of the Third ; twenty-seven of the
Fourth; seven of the Fifth; two of the Special Grade;
seven transfers ; and five certificates for completed examina-
tions. Thirty-four of the remaining candidates were cred-
ited with satisfactory results in certain departments, in
the expectation of securing a certificate at the next regular
examination.
This report will indicate the good scholarship of many of
the candidates ; and we are happy to add that a larger pro-
portion than at any previous examination were teachers of
experience, who brought high credentials of success.
Previous to April the Board had been called upon at in-
tervals to examine sewing teachers, teachers of evening
schools, and candidates specially selected to fill vacancies, —
numbering in all, seventy-seven. As the list of eligible can-
didates who combine successful experience with good scholar-
ship is now quite large, it will probably supply all the needs
of the schools till another regular examination occurs, so
that it will not be necessary often to withdraw the super-
visors from their daily work to conduct special examinations.
The previous term of service of candidates certificated in
April is indicated in the printed list, as an aid in the selec-
tion of teachers for positions where experience is the indis-
pensable condition of success.
In addition to the above, the Board has been called upon
for much service of a miscellaneous character, consisting, to
a considerable extent, of matters referred to it by the School
Board, or sub-committees, or members thereof. An enumer-
ation of these matters seems unnecessary in this report, and
it is, perhaps, enough to say that the records of the Secre-
tary of the Board of Supervisors will show that much
thought and labor have been bestowed on all matters thus
referred.
But perhaps the most important, and certainty the most
REPORT OF BOARD OF SUPERVISORS.
5
difficult work of the Board, has been the preparation of a
new programme for the Primary and the Grammar Schools.
This may not appear, at first sight, to be a matter of much
difficulty or one involving much labor. Indeed, the pro-
gramme itself will hardly give one, who has not performed
similar work, any adequate idea of the labor and time spent
in its preparation.
The need of a new programme has been felt more and
more as we have visited the schools. Whatever may have
been the original adaptation of the programme now in use.
the new studies which have since been introduced, with the
higher requirements now made in the ordinary branches,
have not only rendered it impracticable and burdensome, but
it has tended to confine the instruction too much to text-
books, and take from teachers that freedom without which
there can be no £ood teaching.
It is not intended however to say that this was the pur-
pose or tendency of the programme when first adopted, but
that it necessarily became the tendency, as new studies were
from year to year added, while the original requirements re-
mained a constant, if not an increasing quantity. Nothing has
been more apparent, as we have visited the schools, especially
the primary, and the lower classes of the grammar schools,
than that teachers have felt a constant pressure to "go over,"
in school phrase, a certain number of pages, — and that it
has in many instances prevented them from doing the best
work of which they were capable.
In the programme we have presented, it will be observed,
therefore, that we have been obliged to recognize not ouly
the claims of the new studies, but of even better results in
the ordinal*}' branches, and at the same time to relieve the
pressure which leads almost necessarily to K cramming."
If we have succeeded in the preparation of a programme
which will secure the necessary uniformity, and, under com-
petent teachers, will give better results with less pressure.
6
SCHOOL DOCUMENT NO. U.
it will be admitted, we think, that our labor has not been
in vain. To secure these results, it will be seen that con-
siderable routine work, the value of which is more than
doubtful, has been omitted.
The success of the programme, however, whatever maybe
its merits, must depend mainly on the aid and cooperation
of teachers ; and to secure this to the greatest extent wo
have been careful to leave as much freedom in methods to
teachers as is consistent with the uniformity necessary in
our system of schools.
The work of the several supervisors to meet the require-
ments of Sections 138 and 139 has taken a large portion of
their time when the schools were in session, — most of the
work of the Board of Supervisors having been done out of
the regular school hours.
The plau of work has been in accordance with that adopted
at first, with only such changes as experience has suggested.
Each supervisor has been assigned to a single group, in
which he has inspected and examined all the classes. In
addition to this, each has had a specialty, to which he has
given particular attention when visiting schools in other
groups than his own. Thus, one supervisor, when visiting
schools beyond his own group, has heard classes in grammar,
another in arithmetic, another in history, etc., reporting to
the supervisor in charge. This has given an opportunity
for each supervisor, while obtaining a special knowledge of
the schools in one group, to make a general estimate of the
standing of the several teachers throughout the city. It is
only in this way, and by frequent consultation, that we have
been able to approximate a uniform standard of excellence.
To have an adequate idea of the labor required for the
performance of this service it must be borne in mind that
we have more than twelve hundred regular teachers, making
an annual requirement of more than twenty-four hundred
examinations. The visits to schools have, in fact, been
REPORT OF BOARD OF SUPERVISORS.
7
very much in excess of this number. In cases of doubt,
several visits liave been made by the supervisor in charge,
and not unfreqnently a consultation has been held with other
supervisors who have visited the school. Feeling that the
reputation, and perhaps the position, of the teacher is at
stake, as Avell as the welfare of the school, we have been
careful in our record that no injustice should be done either
to teachers or pupils.
This record, the School Committee have wisely, by their
rules, made confidential, open to the inspection only of the
Superintendent and members of the School Committee.
Of course any reports that may gain currency of the mark-
ing of the supervisors must be unauthorized and are mere
conjecture. This record is not, however, the only estimate
on which a teacher's reappointment depends, — the wish of
the master, in many instances, being consulted, apparently
with little reference to the record.
Perhaps the fact that the rules, as originally drawn, did
not require the record to be made till after the teachers had
been canvassed for reappointment may have led to this
course. For some unknown, or at least unexplained, reason,
however, there seems to be a very general opinion among
dropped teachers that they have lost their places solely in
consequence of an unfavorable report by the supervisors.
As the rules are now amended so as to require the record
to be made before the 10th of May, ample time will be
given hereafter for making the record a more important
element in the reelection of teachers, and the supervisors will
not object to taking their full share of responsibility.
The " heating apparatus " in our schools is, we think,
generally satisfactory. In the few instances where it has
seemed defective in any respect information of such defect
has been given to the Division Committee by the supervisor
in charge.
We cannot say that the " ventilating apparatus " is satis-
8
SCHOOL DOCUMENT NO. 14.
factor}7. How to preserve the purity of the air and the
proper temperature of a room of the ordinary size, contain-
ing some fifty pupils, is a problem not easily solved. We
know of but one school- house in the city where this is done
without using the windows, which is objectionable on account
of exposure to the drafts. We say but one, — the Andrew,
— and perhaps this may not yet have been subjected to the
severest test. This building has been occupied since the first
of April, and the principal of the school reports that he has
had no occasion to use the windows as ventilators, and that
the air has seemed perfectly pure. If the report should be
equally favorable after a winter's trial, we think there would
be abundant reason for introducing the same system into
other school buildings.
This imperfect report may seem, to those who do not take
into consideration the fact that so large a portion of our
work is of such a nature that only a confidential report can
be made of it, to be wanting in definiteness. Those who, by
their official position, have recourse to that report, will, wre
are confident, give us the credit of having performed a large
amount of work ; of the quality and value of the service the
School Committee must judge. We can only say that it has
been done according to our best judgment.
Respectfully submitted,
B. F. TWEED,
For the Board of Supervisors.
June 25th, 1878.
SCHOOL DOCUMENT NO 15
R E P O R T
^ommittee mi joules and filiations
AMENDMENTS
TO THE
RULES AND REGULATIONS
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
In School Committee, April 9, 1878.
Voted, On motion of Mr. Finney, that the Committee on
Rules and Regulations have leave to report in print such
verbal or other amendments as in their judgment are neces-
sary before the revised edition is printed.
(Attest,) GEO. A. SMITH,
Secretary.
REPORT.
In School Cosimittee. July 2, 1878.
The Committee on Rules and Regulations, who were
authorized — April 9, 1878 — to report in print such
verbal and other amendments to the Rules aud Regula-
tions as in their judgment are necessary before the revised
edition is printed, respectfully report the following amend-
ments and recommend their adoption.
For the Committee,
YTM. H. FIXXEY.
Chairman.
Ordered, That the following amendments be made to the
Rules and Regulations : —
1. Section 54 (53 as printed). Strike out. "but no
person not holding a certificate of qual ideation of the proper
grade, or of the special grade for male instructors of Evening
Schools, granted by the Board of Supervisors," aud sub-
stitute " only persons holding certificates of the qualifications
of the proper grade, granted by the Board of Supervisors."
2. Sect. 57. Insert after the word " Schools," in the
twelfth line, the words, "and the Annual Report of the
Board of Supervisors."
3. Sect. 142. Insert the words "annually in the month
of April, oiv at the commencement of the section, before the
word 'f whenever."
4:
SCHOOL DOCUMENT NO. 15.
4. Sect. 147. Strike out from line 5 to line 22, and
substitute the following : —
"First Grade. — To masters and junior masters of High
Schools, and principals of Evening High Schools.
Second Grade. — To masters, sub-masters, and second
sub-masters of Grammar Schools, principals of Evening (not
High) Schools, and assistants of Evening High Schools.
Third Grade. — To assistant principals and assistants of
High Schools.
Fourth Grade. — To assistants of Grammar and Primary
Schools.
Special Grade. — To instructors in Special Studies, Schools
for the Deaf and for Licensed Minors and Kindergartens."
5. Sect. 169. Substitute the following : " Annually on
the last session of the school-day, next preceding the twenty-
second of February, the principals shall assemble the pupils
of the High and Grammar Schools for such patriotic exer-
cises as they may deem advisable."
6. Sect. 177. Strike out the words, "without recess,"
in the sixth line, and substitute the wTords, "with a recess of
ten minutes in the Primary Schools."
7. Sect. 186. Strike out the first five lines and substi-
tute the following : K Whenever a pupil has left school,
intending not to return, the teacher shall take the name of
such pupil from the list ; but the previous absence shall
remain recorded."
8. Sect. 191. Strike out the words "Wednesday and
Saturday afternoons," and substitute the words " Saturdays,
or during vacations."
9. Sect. 213. Insert, after the word "scholars" in the
first line, the words "from class to class."
10. Sect. 229. Strike out the last sentence, and sub-
stitute the following: "Pupils regularly discharged from a
Grammar School may be admitted at any time to the same
AMENDMENTS TO RULES AND REGULATIONS.
5
class of any other Grammar School on presenting their
certificates of transfer."
11. Sects. 306 and 314. Strike out the words, " desig-
nated as."
12. Sect. 44. Substitute the word " May " for the word
"June."
13. Sect. 46 (45 as printed). Strike out the words
"Aunually in the month of May," and insert the word
"annually" after the word " shall" in the second line.
Substitute the word " May " for the word " June " in the
fourth line.
SCHOOL DOCUMENT NO. 16.
THIRTY-FOURTH SEMI-ANNUAL REPORT
|ii|)eriii(e(iieiif of fiiHir Mn\%
SEPTEMBER, 1878.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1 8 7 8.
SUPERINTENDENT'S OFFICE HOURS.
Monday to Friday 1 P.M.
Saturday 9 A.M. to 1 P.M.
REPORT.
Boston Public Schools,
Superintendent's Office,
September 2, 1878.
To the School Committee : —
I respectfully present my first report, the thirty-
fourth semi-annual report of the Superintendent of
Public Schools.
I entered upon duty March J, and began that day
to visit the schools, spending the forenoon of every
school-day but one in visiting them, until I had seen
them all. My first object was simply to see them, to
make the acquaintance of the teachers, so far as I did
not already know them, and to obtain some knowl-
edge of the different classes and children entrusted to
their care. Since completing this round, on May 8, I
have revisited many of the schools, endeavoring to
become more familiar with them and with their
members.
I wish I could have been accompanied on my
round by every member of the School Committee.
"Whatever knowledge of the schools they possess, it
must have been heightened by witnessing the living
panorama as it unrolled itself day after day for forty
days, — the school-houses and their appointments, the
throng of teachers, the yet greater throng of pupils,
4
SCHOOL DOCUMENT NO. 16.
the animation which characterizes most of their les-
sons, and, above all, the high purpose which ennobles
many of them, and makes it a privilege to be asso-
ciated with them. Seen at intervals and in fragments,
the schools cannot be so thoroughly appreciated, nor
can the sympathy which they deserve from those in
authority over them be so widely spread or so deeply
seated, as when they are seen continuously in all
their relations with themselves and with one another.
This I will say at the outset, that the public schools,
whether of Boston or the country at large, never
merited greater concern than they do now. If
popular education can effect but a part of what has
been claimed for it in the past, the present is the very
time to prove it. We need a generation of clearer
thoughts and nobler motives, to take the places that
are now but poorly filled, and lift our occupations,
our institutions, and our lives to a higher range.
This, it is said, the public schools cannot bring to
pass. But if they cannot, what other schools, what
colleges, or universities even, can? It is in the public
schools that the great body of the nation is to receive
its intellectual training, and, I venture to add, its
moral training. No other sources of instruction are
so open, none flow so freely, none so helpfully; and it
is not their fault, so much as ours in drawing from
them, if they fall short of our wants. "What we most
want must be clear enough by this time. w Character,"
says Mr. Emerson, " gives splendor to youth." He
might say it gives other things, and among them the
power to profit by the opportunities which educa-
tion offers. Discipline is essential to tone, and
SUPERINTENDENT'S REPORT.
5
tone to learning. The child who behaves ill, who has
no manners, perhaps no principles, certainly no appar-
ent ideals, may have the best literary or scientific in-
struction ever given, bat in vain; he comes to it in
indifference and leaves it in ignorance. The help that
character gives to youth is continued to manhood and
womanhood. Every opportunity, every interest, every
purpose of life may be said to centre here. Moral
training is at the heart of all training. To it as to
the object for which no effort or sacrifice was too
great, our schools were devoted by their founders,
and we who come after can find no better.
Nothing surely can give the schools greater power
over the homes connected with them. Next after their
work for the children, that for the families to which the
children belong is the greatest. Their intellectual
force, yet more their moral force, when exerted, is felt
on every side, and by none more than by those who
deny its operation. Of all educational institutions
the public schools reach farthest beyond themselves.
They have helped to start many a family on a course
never attainable or even conceivable without them,
and have kept many a one from swerving from the
way once taken towards purity or truth. Every child
they send home at the close of the day better than he
was at the beginning is a power to which the house-
hold yields, perhaps unconsciously, perhaps unwill-
ingly, but at last.
To see wiiat the schools are capable of doing, how-
ever, is not the same as to see them doing it. Confi-
dence in them for what they have done is consistent
with desire that they may do more. Let me make
this report, in substance, an inquiry into some of the
6
SCHOOL DOCUMENT NO. 16.
causes which impede the action of our system, and
some of the means by which they may be removed.
The most obvious impediments are those which
arise froru local or individual sources. Sometimes the
situation or construction of a building, sometimes
the ignorance or indolence of a teacher, sometimes
the pressure of requirements at a particular point,
— these and similar explanations may be given for
many of our deficiencies. They are fair subjects of
criticism, and they generally receive an ample amount
of it : but they do not justify opposition to the system
of which they are far from being characteristic traits.
They should be frankly admitted, and freely treated,
each by itself, and with all the consideration which
each requires. Xever vindicated, never allowed to
throw their shadow over a school a moment longer
than is inevitable, they may be removed, and, though
other similar imperfections appear from time to time,
the dark spots gradually diminish as the light increases
from all quarters.
It is more difficult to see, and much more difficult
to remedy, the defects arising from general causes.
These may be so ingrained in a system as to be in-
separable from it, until it is itself modified. If a
scheme is too limited, for instance; if it admits but
few studies, and but small portions of those few : if it
is shorn of time, means, and resources, — then the
education given under it will be limited, no matter
how competent the teacher or how diligent the pupil.
Should we draw up our lines in an alley when they need
open ground, their movements must be ineffective.
To free the schools from some of their failures it may
be wise to give them more room in some directions,
SUPERINTENDENTS REPORT.
7
and let them outgrow all narrowness. On the other
hand, a scheme may be not too restricted, but too ex-
panded, stretched over more space than it can really
cover, and thus involving teachers and pupils in loose
and fragmentary courses. Scattering fire does not
win a field. Once more, the ground may be neither
too broad nor too narrow, but too crowded, so that
the ranks interfere, and sometimes press upon each
other, to the confusion of them all. An educational
course may be packed so full of work that one piece
crushes out another; so many books to be gone over,
so many pages to be taken at a lesson, so many ex-
ercises of all sorts to be attempted, if not accom-
plished : and then the pressure is the obstacle against
which both teachers and taught beat until thev are
often pitifully bruised.
There are other causes of imperfection for which
neither a scheme of education nor its local or in-
dividual details can be held in the slightest decree
_ ^
responsible. They are the fault, sometimes the mis-
fortune, of the community. Their aspect varies with
varying classes, looking now like poverty, now like
luxury, and yet wearing the kindred features of
ignorance and error. Xo committee, no school, no
teacher, it might almost be added, no pupil, but is
aware of these influences from without, and of the
obligation to resist them. The schools may be open
to the charge of vieldins: to them, but not to that of
creating them; for this the home, the street, the
theatre, and similar places, are accountable, and heavy
must the account be to render.
Of all the means to remove these hindrances to our
work I know none so sure to operate as the essential
s
SCHOOL DOCUMENT XO. 16.
principles of education. One such principle is re-
spect for child-nature. Its weakness as well as its
strength, its tendency to distraction and weariness,
its slowness of growth, and its immaturity even when
all the growth possible has been reached, — this should
be alwavs in view. Treat children as children. Do
not say a thing should be done as if the children set
to do it were years older than they are, or, having
set them upon it, demand a great part of it from
them when little portions are all they can really give
us. We are apt to think they need more work than
they do : that they had better pursue this study or
that, because we like it, or estimate its advantages
very highly, and yet, though our estimate may not
be exaggerated, or our liking unreasonable, it maybe
unwise to prescribe the study to our children. The
last model to imitate is
" Blind Authority beating with his staff
The child that might hare led him."
Our schools are for our pupils, not our pupils for our
schools. Pupils" wants are the ends, and pupils'
capacities the means, of all wholesome education.
Another principle to maintain is respect for our
teachers" nature. Treat them as teachers. They are
often treated as pupils, and pupils requiring excep-
tional control. Why not trust their aspirations? If
we would have them equal to their office, we must
believe that they are so, and make them believe it;
the last thing to do is to make them disbelieve it by
putting them into close restraint. They need what
others need, — a sense of freedom. They must of
SUPERINTENDENT'S REPORT.
9
course be under authority, observing general regula-
tions and striving after general results, but every law
that lifts itself like a wall on the right hand and the
left, every requisition that is dr agged after one like
a stone, is an injury not only to the teacher but to the
taught, and not to them alone but to the system which
inflicts the injury, and the community which suffers
from it. I fear we often inflict it with the best inten-
tions. We want to help our teachers, and so we
frame a rule or programme, as if it would set their
feet in the right direction, and bring them out at the
point to be reached in the distance. But when we
show them the way they are to take, and make sure '
that they take it, then let them go forward by their
own landmarks, or, if these fail them, by the stars
above ; if both fail them, then it must be because they
cannot keep on, and our restrictions will never help
them. The freer their movements, consistently with
order and efficiency, the better for them, the better
for the schools to which they will then be able to
give their own life, instead of one borrowed or im-
posed.
Both the principles just mentioned have been
counteracted by the drift of public education for the
last ten or twenty years. Studies have been extended,
and methods multiplied, at serious hazard to teachers
and pupils engaged in them. John Adams wrote
to his wife from the Continental Congress of 1774,
rI believe, if it was moved and seconded that we
should come to a resolution that three and two make
five, we should be entertained with logic and rhetoric,
law, history, politics, and mathematics, and then we
10
SCHOOL DOCUMENT NO. 16.
should pass the resolution." Our public schools
sometimes seem almost as much oppressed as Congress.
To fill, or try to fill, a course too full, results in
emptying rather than filling it. One fact pushes out
another, one study renders another fruitless, and,
when the end is reached, it is like a desert. If this
were all it would be bad enough, but there is some-
thing worse. The minds of those employed upon
such work are necessarily treated as if they were
physical, not intellectual, and so jammed and strained
are they in. most cases as to lose their elasticity, almost
their vitality. Cramming never was, and never will
' be, educating. If educating is drawing out, cram-
ming is driving in; if the one means bringing up
or nurturing, the other means pressing down or
stunting, — always the opposite. Cramming asks,
How much? How soon? Educating, How well?
How long? Cramming cares nothing for teacher or
scholar, but only for the school or the system. Edu-
cating makes everything of the teacher and scholar,
and leaves the school, if it can be spoken of as a
separate object, and the system very much to them-
selves, sure that they will be right if the teacher and
the scholar are.
Education, real education, aims straight at the will.
It is not so much what young people are learning, as
how they are learning, or how much they want to
learn, which proves their training. The best points
of training are motives. Boys and girls come to
school with hardly a single motive that can be called
rational, and yet this is what they must have before
they can make any progress, or even take any posi-
SUPERINTENDENT'S REPORT.
11
tion. Such a motive is the first lesson, and the best
that their school can give them, and other lessons will
follow- fast. The only way I know of beginning is
to make a child's work an enjoyment rather than a
burden, by helping him to see to what it leads, and
by making it, whether he knows what we are doing
or not, a means to an end beyond it, the exertion of
some faculty he likes to exert, the satisfaction of some
curiosity he likes to satisfy. Zeal for study is the
great object to attain.
With more zeal there comes more ability. Excite
a heartier desire to learn, and the power to learn will
soon be stronger. Sir William Hamilton said, "The
primary principle of education is the determination
of the pupil to self-activity." Calling it the primary
principle is immaterial, but making it one of our
primary objects is material, I should say indispensa-
ble. What we do for a pupil is measured by what he
can do for himself. This is a truism upon which I
need not write. But we do not always act upon it,
and without acting upon it, moral and intellectual
training has a poor chance in school or out of school.
What we will do, or attempt to do, being deter-
mined, the next thing to determine is what we will
not do. A German writer of the last century said :
"Education should at first be more negative than
positive, in order to get rid of obstructions." It cer-
tainly should be negative as well as positive. It
should practise self-denial. It should avoid the
danger of doing too little by trying to do too much.
Let me point out some parts of our work where mod-
eration, as I think, could not fail to be beneficial.
12
SCHOOL DOCUMENT No. 16.
If some studies of our higher schools, for example,
were dropped, it would be a gain rather than a loss.
There are subjects taken up, it would almost seem,
only to be laid down. A score or two of lessons, not
always even two, can teach but very little that is
desirable in any branch, while they can teach a good
deal that is undesirable in encouraging superficial
acquisitions. Furthermore, they take away lessons
that can ill be spared in other branches, and thus ren-
der the whole course far less substantial than it should
be. When one considers the great advantage of con-
tinuing a study once begun, so that after the com-
paratively slow advance of the earlier stages is won,
the comparatively rapid advance of the later may be
enjoyed, and the encouragement invariably following
easy progress may attend the close, one cannot but
regret that so many of the higher studies terminate
a few weeks or months only after they begin. Even
when continued longer, as in the languages, they do
not have time for much more than a beginning, and
the scholars of our High Schools put away their
French, or German, or Latin, just when they ought
to go on with it, rather than dabble with another
language.
The course of study in the Grammar and Primary
Schools, laid out by the Board of Supervisors, was
adopted by the School Committee at the close of the
last school year. It now goes into operation. If we
do not expect too much at the outset, or too little as
we become familiar with the plan, it will prove, I am
confident, better suited to our present wants than the
programme which it succeeds. Its great advantage
SUPERINTENDENT'S REPORT.
13
is its elasticity. One teacher can use it in one way,
and another in another, and yet both can reach the
same end, and see their pupils growing as they and
all of us desire. It frees teachers to a considerable
extent from the bondage of the text-book, and calls
upon them for oral instruction in larger proportion
than has been customary among us, and thus gives
them, as well as their pupils, an opportunity to grow
in knowledge and in the power of imparting it. If
they will but spare themselves discouragement in
beginning upon this comparatively new part of their
work, they will soon be greatly encouraged by the
signs of fresh life in themselves and in those they
teach.
It will be easier to carry out the revised course of
study if that part of it depending upon text-books
can have some better books to depend on. Indeed,
one might say that it would be more successful in some
respects without any books, or any of a technical
character. Spelling-books, for instance, block the
way they profess to open. Children should learn to
spell partly from their reading-books, partly from the
other books they use, and partly from oral and writ-
ten exercises. When we study a foreign language,
we do not get a spelling-book to help us. We read,
and write, and either correct our mistakes or leave
them to our teacher, and with no other direct instruc-
tion we learn to spell the words we use. The work
is to a large extent unconsciously done, and there is
no better way of doing such work as spelling, at least
after its first stages are passed.
On the other hand, while dispensing with some
14
SCHOOL DOCUMENT NO. 16,
books, we should introduce others, particularly books
to be read. We not only want more reading-books,
but different ones ; no*t Readers, not fragments of writ-
ings, but writings, however brief, — a story or a history,
a book of travels or a poem, — associated as vividly as
possible with the author who wrote them, not a mere
book-maker who has patched together pieces of them.
With such reading-books, intelligently used, the in-
ability of our children to read at sight and with ex-
pression would become less common and less painful.
As for grammar, it would almost develop itself from
such reading as this. Familiarity with the best
thoughts and expressions would lead children, with
comparatively little effort, to think and express them-
selves in good language. As they grow older they
will be helped by a general, yet perfectly trustworthy,
treatise on grammar, provided they are kept from
committing any of it to memory.
Writing, like spelling and grammar, is capable of
self-development, but not unless many of the books pre-
pared upon purely mechanical principles give way to
blank books or sheets, which our children may use with
greater freedom of hand and of the will that guides it.
The days of copy-setting were better than those of copy-
engraving, for this reason, if for no other, that the
teacher wrote for the pupils as well as the pupils for
him. If he went further, and encouraged them to
write out passages in prose or verse, perhaps helping
them a little in their choice, then those days were a
great deal better, and we had better revive their prac-
tices. Text-books in arithmetic are open to the same
sort of criticism respecting their mechanical charac-
SUPERINTENDENT'S REPORT. 15
•
ter. Hardly a pupil, not to say a teacher, who uses
them, but is injured by the way in which they inter-
pose themselves, their definitions and complications,
between the student and the study, until it is trans-
formed and he with it. A faculty to be called out by
the knowledge of numbers and their relations is too
often stupefied by the drugs substituted for them.
Instead of some conception of the simpler laws of
mathematics, our scholars are misled with rules or
bewildered with puzzles, until they know neither what
they are trying to learn, nor what powers they are
trying to use. Geography is less perplexing, but
almost equally artificial. Studying the earth does not
seem to be what it means, but committing lists of
names, pointing out spots upon maps, perhaps draw-
ing a map without any vision of the land or sea
which it nominally represents. Most of the geogra-
phies contain an extraordinary amount of matter, not
only useless to the few who can master it, but inju-
rious to the many who cannot. History stands like a
skeleton in many a school. Far from recalling the
past, it frightens it away to return no more. Text-
books have much of this to answer for; but not all.
The best text-book in history ever printed would be
a hindrance, if it were used alone, so that those using
it were led to think that the movements or characters it
describes are shut in between its two covers. It is still
worse if they are supposed to be understood by mere
repetition of the description. Perhaps the best plan is
to have no text-book, but only reading-books in his-
tory; there is then no temptation to use words for
thoughts, or depend on memory where imagination is
16
SCHOOL DOCUMENT NO. 16.
indispensable. I wish this same imagination had freer
play in drawing, and that the books through which
instruction is given were both more aesthetic and more
elastic. But it is unnecessary to carry these remarks
any further. When -we consider that most text-books
owe their existence to commercial rather than educa-
tional considerations, they certainly lie open to criticism.
But were the books in our schools beyond criti-
cism, were they the best to be had or even desired,
they would still do harm if too closely followed. " The
function of books," says Herbert Spencer, " is supple-
mentary, — a means of seeing through other men
what you cannot see for yourself." The master-
pieces of literature are guides to be trusted, and yet
it is their spirit rather than their style which we are
to catch, if we are able. But the mere school-book
is nothing more to the teacher or the pupil than a
walking-stick. It is the direct action of mind upon
mind which makes good teaching, and how much or
how little of this action there is in the servile use of
a text-book I need not try to analyze. One of the
things which most struck a recent English visitor to
some German schools was his never seeing a book in
the hands of a teacher while teaching. This is
greater freedom than I am asking for, but not greater
than it might be well to ask for. There is real
meaning in the line,
" And, learning, wiser grow without his books."
After reducing our books to terms it may be well
to do the same with our examinations. From the day
SUPERIXTEXDEXrS REPORT.
17
they begin they seem to gather volume as they proceed,
until they sweep away a good deal of time and
strength that might be better employed, and heap up
difficulties that need never be encountered. They
sometimes look as if they were intended to exclude
rather than admit those who take them, and even
when this forbidding aspect is avoided, a shadow still
hangs over them, depressing the more sensitive pupil
and preventing his doing himself justice. A long
period of apprehension often precedes examinations.
It may be unreasonable, but it is more unreasonable
in us to give it an opportunity than for the young
people to fall its victims. Bold and careless natures,
the very natures which might well be more apprehen-
sive about their responsibilities, these go unmoved,
and would go so were their examinations ten times
more disquieting. To such scholars our examinations
do no harm, even if they do no good ; but to the timid,
of whom there are many, and the conscientious, of
whom there are more in our keeping, I feel compelled
to say that they are positively injurious. They undo
a large proportion of what is done, or ought to be
done, by the instruction going before them. They
often undo the instruction itself, turn it from training
into coaching, or whatever else the process may be
called, and thus work permanent rather than tem-
porary harm. Indeed, under an influence so arid, the
stream naturally dries up at the source, and the fields
through which it ought to flow are parched.
Studies too generally conform to examinations.
Teachers and pupils are induced, not to say obliged,
to shape their work according to the tests they expect
18
SCHOOL DOCUMENT NO. 16.
to be applied to it. Questions which, unanswered,
prevent a study from being brought to a successful end,
necessarily determine its beginning and its continu-
ance. It becomes us, therefore, so far as we have any
hand in examining, to examine in such a way as to
show our respect, and encourage others in theirs, for
the course that has been laid out. We should con-
tent ourselves with the subjects which it has brought
into prominence, and which the average pupil may be
supposed to have mastered. Subjects rather than
separate facts should be the staple of our examination
papers, and those whom we examine should be told
to treat them freely as well as fully, with a grasp of
the principles and relations which they involve. In
short, we should treat our pupils as we would wish to
be treated ourselves, and ask them what they may be
expected to like, rather than dislike, to be asked. We
should never question them on points beyond their
training. If their training has been defective, it is too
late to correct it by examination questions. All we
can do is to look forward, and at the beginning of a
new study, or a new year, suggest the broader treat-
ment, or the fuller detail, or whatever else we may
think required. Examinations themselves should
take studies as they have been pursued.
It is, also, to be wished that examinations would
have more concern for studies yet to come. The two,
as a general rule, have little or no connection, ending
on the one hand, or beginning on the other, as if they
stood alone. Not one in a hundred examined retains
any wish to know more of the subject under examina-
tion. The great majority are weary of it, perhaps
SUPERINTENDENT'S REPORT.
19
mortified about it, and look back as to a bad dream
from which they have waked, never, they hope, to
dream it again. Who thinks this right ? Who
doubts that the object of an examination is missed, if
it does not leave the scholar in the mood of continuing
the study which he has but begun, however success-
ful he may have been ? Is the examination really
" the be-all and the end-all " ? Or have we made it so,
without thinking of the blank wall we are building
right up against our children's faces ? The kinship
of study to study, the attractiveness of each increasing
as the course goes on, the charm of knowledge growing
more and more winning ; in short, the highest re-
wards of learning, all run the risk of being lost.
There is a still greater risk. Examinations of the
sort we are considering are usually prepared for, at
least just before they are taken, by a burst of cram-
ming. On this let an English expert in mental disease,
Dr. Hack Tuke, be heard for a moment : —
" The psychological mischief," he sa}*s, " done hy excessive
cramming both in some schools and at home is sufficiently serious
to show that the reckless course pursued in many instances ought
to be loudty protested against. As we write, four cases come to
our knowledge of girls seriously injured by this folly and uninten-
tional wickedness. In one, the brain is utterly unable to beat* the
burden put upon it, and the pupil is removed from school in a
highl}T excitable state ; in another, epileptic fits have followed the
host of subjects pressed upon the scholar ; in the third, the symp-
toms of brain fog have become so obvious that the amount of
schooling has been greatly reduced ; and in a fourth, fits have been
induced and complete prostration of brain has followed. These
cases are merely illustrations of a class, coming to hand in one day,
familiar to most ph}*sicians. The enormous number of subjects
which are forced into the curriculum of some schools, and are re-
#
20 SCHOOL DOCUMENT NO. 16.
quired b}- some professional examinations, confuse and distract the
mind, and try lowering its healthy tone often unfit it for the world.
While insanity may not directly result from this stuffing, and very
likely will not, exciting causes of mental disorder occurring in later
life may upset a brain which, had it been subjected to more mod-
erate pressure, would have escaped unscathed."
" The other day," adds Dr. Tuke, " we met an ex-
aminer in the street with a roll of papers, consisting
of answers to questions. He deplored the fashion of
the day; the number of subjects crammed within a
few years of growing life ; the character of the ques-
tions which were frequently asked. . . . He sin-
cerely pitied the unfortunate students." Perhaps the
examiners are to be pitied likewise. They use hard
words about examinations in England. Canon Barry
laments " the almost fanatical belief in them." Mr.
F. W. Newman speaks of their "spreading as a
leprosy," and Prof. Huxley calls them w the educa-
tional abomination of desolation of the present day."
Examination has two distinct functions. One is
disciplinary, a mere means of compelling attention
and perseverance through a course of study. The
other is educational, a process of gathering up the
facts that have been acquired, presenting them in their
connections, and thus developing the subject to a degree
not otherwise so easily attainable. This educational
part should be played all through a study as well as
at its close, and it should be so played as to make the
student more and more confident of his acquisitions
and his powers. It is the only part to be taken either
with dignity on its own side, or to the lasting benefit
SUPERINTENDENTS REPORT.
21
of education. The other is the part of a watch-dog
rather than a teacher. It pleads the necessity some-
times of enforcing order and keeping a school in out-
ward diligence; sometimes of guarding graduation
and excluding the undeserving from the crowning
honor of the schools. If diligence is what we want,
there are simpler ways of encouraging it; if safe-
guards of graduation are what we seek, we shall find
better in a careful and uniform system of promotions;
take care of promotions, and the graduations will take
care of themselves. It is only by using examinations
helpfully that we can make them helpful. Adapted
as they should be to what precedes, and what is to
follow after them, too moderate to injure health of
mind or body, true to their own functions, the}' are
among the most serviceable of our agencies. Like
everything else that is good, like exercise, like study,
like enthusiasm, they can be perverted, and then they
turn into evil. Just as any other burdens, these
may bend the shoulders and break the spirit, or they
may be borne upon uplifted head and with buoyant
heart.
If we look at examinations from the side of exam-
iners, we shall find further reason to moderate
them. The preparation and correction of examina-
tion papers in schools so numerously attended as ours
absorb a large amount of time and force that
might be better used. While it is wise to test instruc-
tion, it is unwise to make as much of testing as of
instructing. Yet this is the natural result of keeping
teachers busy as examiners. It is the same with the
supervisors, as they direct the diploma examinations
22
SCHOOL DOCUMENT NO. 16.
of our pupils, or both direct and conduct those of
teachers from other places who seek appointment
here. The tendency of such incessant examining is
to turn the supervisors from inspectors into examiners.
Examination means judgment ; inspection means this
and a great deal more. It is counsel, encouragement,
sometimes inspiration. It is welcome to the teacher
of mature methods, because it approves them ; and to
him of immature, because it improves them. It is
welcome to pupils of fair capacity and industry, for it
assures them of appreciation, and sets them on to-
wards success. It brings light to uncertainty, hope to
depression, and makes the school a scene of cheerful
activity and cheerful expectation. This is the office
which I know the supervisors wish to fulfil, and they
will have all the aid I can give them in fulfilling it. I
welcomed their organization at the time it was effected
as a measure of inspection, and as such, of the highest
promise to public education. The good they have
accomplished in face of all the difficulties inseparable
from a new work has already proved the wisdom of
undertaking it, and it will prove itself yet more
clearly, I believe, in the future.
In moderating the requirements of our educational
system we shall find opportunity of improving the
moral tone of the schools. Half the temptation to
dishonest}', to which too many children are constantly
yielding, would disappear with the strain to which I
have been objecting. Other good qualities besides
truthfulness would have a better chance of cultivation.
Courage, vigor, thoroughness in detail, especially in
that which is comparatively unobtrusive, high-minded-
SUPERENTEXDEXTS REPORT.
23
ness in generalization ; these are results of infinitely
greater value than the highest percentages. They
cannot grow, indeed they cannot live, under the driv-
ing wind that has been allowed to sweep through our
schools.
There is an opposite extreme to be guarded against.
It is keeping back pupils when fully prepared to
advance. This does not teach patience, but exhausts
it; it does not kindle ardor, but quenches it. There
is something absolutely wrong in shutting up a pupil
within the pages of a book, or the limits of any
exercise, long after his work is done, merely because
the work of his fellow-pupils is not done. If we drag
him down so completely to their level, he can do
nothing to lift them a hair's-breadth to his ; his, indeed,
ceases to be his, and the brightness he brought with
him into the school may be extinguished, perhaps for
life. Our promotions should be not merely bolts
drawn against the slower or the idler children, but also
swinging gates through which the quick and the
earnest can go forth rejoicing.
Such are some of the simpler means by which I
think the efficiency of our educational work can be
increased. I have not yet so much as thought of the
expedient which appears to be more popular than any
other; but it may now be considered briefly. Public
education, it is alleged, once useful, has become, or is
becoming, ornamental; it includes many things inap-
propriate, while it omits many appropriate to its pur-
pose. This purpose itself, we are told, is perverted.
Instead of fitting our boys and girls to earn their
bread, and making them serviceable to themselves
24
SCHOOL DOCUMENT NO. 16.
and others as working-men and working-women, we
are turning them into scholars and artists, and throw-
ing them as almost helpless burdens upon society.
They should leave school so well trained for "the dif-
ferent industries as to have no difficulty in entering
upon them without the delays of pursuit or appren-
ticeship. If this is what a useful education means, —
and everything else, physical, mental, and moral train-
ing, so far as it does not fit those who receive it for
manual labor, is ornamental, — then it must be confessed
that ornament is the characteristic of our system.
But there may be a far more widely useful tendency
in such a system than in anything to which we may
prefer to give the name of practical. If we could
but spare ourselves the common mistake of thinking
ornament useless, we should be spared a good many
unsound arguments against ornamental education.
Is there anything in human nature or human training
more useful than "the ornament of a meek and quiet
spirit" ?
Were industrial education tried in the way usually
recommended, it would, I fear, not only fail to remove
our difficulties, but add to them. Introduced into
our existing schools, it would increase the pressure
already too great, or multiply the shortcomings
already too numerous, in the studies now taught,
while it would fiud so slender opportunities for itself
as to turn out in all probability the most imperfect
branch of all. Schools are not, and cannot be, work-
shops or kitchens. They can provide benches and
tools where a certain number of boys may be occu-
pied, perhaps really instructed, in handicraft. Or
SUPEPvTS'TEXDEXTS PvEPORT.
25
they can set up a range, at which a few girls may be
tausrht cooking of a general character. But it may
be doubted if there is a mechanic in Boston who
would think much of mechanical training in a common
school, while it may be taken for granted that no house-
wife would consider school cookery of any practical
advantage there or elsewhere. If industrial education
it to be given, it should be of a more substantial sort.
It needs its own schools, to which our bovs and grirls
may be admitted when they are old enough to profit
by them, let us say at the High School age, when, in-
stead of attempting the higher studies, they might be
better employed in manual occupations. "We should
then have Industrial Schools parallel with our High
Schools, yet independent ; a better plan, I think, than
making them mere fragments of the Grammar
Schools.
Even then, however, and admitting all the advan-
tages of industrial education, we are not bound to
admit that the city should provide it. It is of just
that character which will flourish better on private than
on public soil. It needs specialists to found it, and
specialists to build it up, so that it may do its work
effectively. If given by these, and to those who
really feel the need of it, it will be saved from a great
deal of waste, waste of energy and waste of money.
It will also receive a larger share of general con-
fidence, and, in return, contribute more to the welfare
of the community. There is no greater mistake in
education than in clamoring for the State to do what
can be done better by individuals. If it must pro-
vide training for labor, it may soon be called to pro-
26 SCHOOL DOCUMENT NO. 16.
vide labor itself, and then we shall have a sad ex-
perience of full-blown communism,
" The something that infects the world."
If the object is, as sometimes stated, to make labor
respected, it will hardly be secured by making labor
dependent on public education. By such education
one reaches only the forms, not the realities of
labor, and if the former get into the place of the
latter, if toil, under constant oversight, is sup-
posed to be the same as that which oversees itself,
then genuine' labor is robbed of the respect which
is its due. Shall we take boys and girls, just as
they are, and train them manually, supposing that
they will therefore learn to honor manual employ-
ment ? Or shall we try to make them more
than they are, and train them mentally and morally,
in the hope that as they grow wiser and better they
will attain a higher idea of the industries in which
they will probably engage? There can be little doubt
which of these courses will exalt labor in the long
run. But it is to be frankly admitted that there is
such a thing as exalting labor above its merits. Un-
skilled labor, the toil of an unthinking man or woman,
followed only for the sake of the wages it brings, this
deserves little respect, and we should do nothing to
secure it any. Our best work must be to increase
both the supply and the rewards of skilled labor,
and there is no way so direct as the common lessons
of the school. These, if well taught and well learned,
will make men better mechanics, better followers of
every calling; these will make women better house-
SUPERINTENDENT'S REPORT.
27
keepers and mothers, or, if they are work-women,
better work-women.
Industrial education is not the only educational
panacea. But the few remarks here offered about it may
suggest the spirit in which other special remedies are
to be considered. Anything special is really out of
keeping with a public-school system. If admitted, it
should be very cautiously, and not a line beyond .its
essential relations with tfye system. If it can be
turned from a special into a general study, it is in
place, and should be cultivated by all the means we
have ; but if it must always remain special, requiring
to be specially handled, then it should be dropped at
the earliest opportunity. Such studies as continue
special are always unsatisfactory. The part they
bear in the work of the schools is not only a small
one, but it is generally poorly performed, and the
low standard of the special courses is sure, sooner or
later, to depress the higher one of the general.
It is therefore for the interest of education to keep
special teaching within moderate bounds. It is
equally for the interest of economy to do so. Such
branches, though not the costliest absolutely, are
much the costliest relatively, and if retrenchment is
desirable anywhere, it is here.
Another expense to retrench is that of supplies
now given to children who can pay for them, as
freely as to those who cannot. The text-books
bought on public account and lent to those applying for
them are constantly increasing in number without jus-
tifying reasons. Some books, such as those for read-
ing, may be purchased to circulate from school to school,
28
SCHOOL DOCUMENT NO, 16.
or class to class, at comparatively moderate cost and
on comparatively good grounds. But the almost
indiscriminate supply of text-books, by the city, in-
volves an outlay which appears to me indefensible.
Then there is the appropriation for stationery, writ-
ing-books, and drawing-books, not lent, like the
text-books, but given outright to all the children
of the schools, without any regard to the preference of
many and the ability of more, many more, to furnish
themselves. The items for the last financial year
were, —
Stationery, 810,219 01
Writing-books 6,37799
Drawing-books 9,088 65
$25,685 65
I went one day to a Primary School, in a suburban
street, filled with poor children of foreign origin. As
they were using blank-books for a purpose not re-
quired by the Regulations, I asked how they obtained
them, and was pleased to be told that they bought
them for themselves, without an objection from their
parents. It is impossible not to feel that such sup-
plies might be procured, generally, at as little cost,
either to the City Treasury, or, what is of infinitely
greater importance, to the character of the people.
"What a citizen can provide for himself or his family
ought to be left to his providing, for his sake and for
theirs. For the city to play the benefactor unnecessarily
is no benefaction. It cannot do so without discouraging
the self-dependence of its citizens, which is its best foun-
SUPERIXTEXDEXT'S REPORT.
29
dation, or encouraging ideas concerning the relations
of the government and the governed, which, of all
social dangers, are, perhaps the most menacing. Xot
how much, but rather how little, can the State do for
the individual, consistently with the welfare of both,
is the question to be asked in education, as in every
other provision for the community. It will, of course,
be variously answered; yet there is no gainsaying the
general principle, that the more our schools can favor
self-support among those whom they reach, the greater
will be their service to the nation. As for their pupils,
it is easy to see that the pouring out of school
materials at their feet is no way to train them in thrift
or foresight. Would we check the wasteful habits by
which we are sometimes characterized nationally, here
is an opportunity. There are large numbers of our
children who cannot buy their books or stationery;
there are others who cannot clothe themselves; there
are some without the food they need. Who does not
wish to help them? But help should be given with
a degree of caution entirely impracticable, if the city
is to give it to the mass. It should be for associations,
or families, or, better still, individuals, to look after the
needy, and to take care that because they are children
of want they are not also children of ignorance.
But it is best for every child, and for every parent,
that education should cost something, and that
frugality and self-denial should be as necessary to
obtain it as to get food, or clothing, or shelter.
Here, as in all other influences of the schools, we are
to consider what makes most for the character we
wish to form. It is not merely how much these sup-
30
SCHOOL DOCUMENT NO. 16.
plies cost in money, but how much in self-reliance, in
self-sacrifice. There are a thousand ways of looking
at the same object, but only one way of grasping it,
and this is by turning from the system to the living
being, from the benefit or the injury, whichever it be,
to him who receives it. "Not thinking," says the
author of Friends in Council, "of the things that
are to be done, but of the persons who are to do
them."
I have spoken for the sake of economy. Let me
add something in favor of wise expenditures, more
economical in many circumstances than any retrench-
ments. Such, I think, are the salaries of our teachers,
which, instead of being true first expenses to be cut
down, ought to be the very last. "We can get on
without vast buildings or materials; we can wait for
better times to fill our libraries or our collections; we
can part forever with drills, exhibitions, and festivals,
or with all that is expensive about them; but we must
have men and women, whom nature as well as train-
ing has made teachers; we must have the heads and
the hearts that are not found wherever we seek them;
we must have the personal force which is beyond all
other forces, in earth as well as heaven. If every-
thing else were sold that we might have .these
treasures, they would not cost too dear. Economy
beginning with them is not economy, but waste-
fulness.
Another point where it ceases to be real economy is
in our Primary Schools. How it ever came to pass, or
how, having come to pass, it has since been tolerated,
that Primary teachers should be thought worth less than
SUPERINTENDENT'S REPORT.
31
others, or that their pupils should be thought as well off
with inferior as with superior instruction, seems difficult
to explain. Twenty-one years ago, the Report of the
School Committee says, " It is scarcely possible to
attach too much importance to the Primary Schools."
"In every work," adds the Superintendent, my pre-
decessor, " the first steps are the most important.
Especially is this true in the business of education."
From this position, taken so many years since, there
has been but slight advance; indeed, it would almost
seem as if the motion, if any, had been backward, I
do not mean in the methods or results of teaching,
but in its estimation. Of this we may be as sure as
we can be of anything, that we must choose our
Primary teachers from the very best candidates who
offer themselves, the best in culture, the best in skill,
and, when we have chosen them, honor them as their
high calling merits, until the whole community appre-
ciates how sacred a charge is that of the little children.
It would be an improvement, in my opinion, and per-
haps the greatest single improvement to be made in
our system, were a few men of character and educa-
tion employed exclusively in Primary instruction. I
am not insensible to the value of that given by our
principals, but with all their fidelity they cannot do
just what others with undivided responsibility can, for
the Primary Schools. Suppose a vice-principal were
appointed for each district large enough to be en-
titled to his services, or for two or more districts
together, with the immediate supervision and instruc-
tion of the Primary classes, and is it too much to hope,
32
SCHOOL DOCUMENT XO. 16.
if he is a man of true stamp, that he will raise them to
a higher work than they have ever done?
Here let us pause before entering into the parts of
our system. It is enough at present to consider it as
a whole, and to suggest such general modifications
as appear to promise favorably. There are many
subjects in which I feel deep concern, but they can be
deferred without harming anybody.
However general this report, it should not be closed
before alluding to the retirement of two men long and
intimately connected with the Boston schools. Mr.
Philbrick, as Master and Superintendent, has been
more identified with our system than almost any one
before him, and no one who comes after him can hope
to leave a broader mark upon it. He is, and long will
be, missed by those associated with him in common
labors. Mr. Hvde will be resetted far bevond the
limits of the Everett School. The mere length of his
service would make it memorable. Its animation and
its efficiency have rendered it one of the historical
masterships of Boston. Let us who remain imitate, as
well as cherish the good qualities of those who have
retired.
Xothing whatever can take the place of individual
consecration. There is a possibility of making too
much of subjects or methods, too much of courses or
programmes; but we cannot make too much of the
spirit in them. Apart from that, they are as lifeless
as the empty shells upon our shores; perhaps very fair,
graceful in shape, brilliant in color, but with no living
principle. That comes to our educational forms only
by the life which can be breathed into them. Where
SUPERESTEXDEXrS REPORT.
33
shall we seek it ? It does not spring from literature
or science. It is not knowledge, or power, or any-
thing which issues from or ends in the mind. It is
something coming from without us, and tending to
what is beyond us, that feeds the inner nature, and
makes it apt to learn, apt to teach, and «apt to live.
If a single word can stand for it, that word is Faith,
— faith in human capacity, faith in divine power, faith
in the love on which the lever that is to move educa-
tion may rest. One of its chief supports is still at our
command. The Bible, driven out of other schools as
if it were a source of evil, remains in our schools a
source of good. One thing in it, or the natural use
of one thing in it, has been taken away, for reasons
doubtless sufficient to those who removed it, but in-
sufficient, oh, how utterly insufficient, to many of those
from whom it was withdrawn. Can it not be restored?
Cannot the Lord's Prayer again be repeated, as it used
to be, and the opening of the morning session become
once more devotional? I am sure that if either
teachers or pupils were consulted, not one who had
ever felt his dailv studies lightened bv asking a bless-
ing upon them, but would plead for being permitted
once more to arise and go unto our Father. Schools
can never be wholly secular. Prayer, or common
prayer, can be hushed in them, and all their immediate
lessons can be drawn in from the invisible to the visi-
ble. But their ultimate teaching leads on beyond all
bounds of sis:ht or time, and carries, or aids in carrv-
ing, back the soul to Him who gave it. " Take care,"
said a visitor to a sculptor who was erecting a monu-
ment in Westminster Abbey; "you are working for
34
SCHOOL DOCUMENT NO. 16.
eternity." The eternity for which he worked was
but a shadow compared with that for which our
schools are shaping, consciously or unconsciously, the
children of their care.
SAMUEL ELIOT.
STATISTICS,
June, 1878,
ACCOMPANYING SUPERINTENDENT'S THIRTY-FOURTH
SEMI-ANNUAL REPORT,
SEPTEMBER, 1878.
SUMMARY.
Schools : —
Normal, Latin and High . . . . . .10
Grammar ........ 49
Primary . .116
Licensed Minors . 2
Deaf-Mutes 1
Kindergarten 1
Evening High ....... 1
Elementary . . . . .16
Drawing ...... 6
— 23
Total number of Schools — 202
44 44 Teachers 1,244
PUPILS.
Males 29,553
Females 25,859
Total number enrolled for the year .... 55,412
Number of children in Boston between 5 and 15 years of
age 60,762
EXPENDITURES.
Salaries of Officers 858,035 94
44 Teachers 1,157,746 09
Incidental expenses : —
By Committee on Public Buildings .... 126.428 35
By School Committee ...... 239,905 71
School-houses and lots 113,661 09
Total 61,695,777 18
STATISTICS.
SCHOOLS AST) TEACHERS.
SCHOOLS.
rXACHTRS.
H J ~Z 5 i S .
p
Male
Normal School
3
100 ;
1
2
3
English High School . . .
)
33
1,127
13
16
...
...
13
16
Girls' High School . . .
49
&33
1
17
13
Girls' Latin School . . .
1
2
Roxbury High School . .
7
238
1
6
7
Dorchester High School .
7
1
4
5
Charles town High School
9
300
7
3
West Roxbury High School
5
1
3
4
Brighton High School . .
4
S4
1
2
3
Grammar Schools ....
49
550
473
c53
Primary Schools
M
412
23,000
4: 3
Totals
143
1,076
55,003
SPECIAL SCHOOLS AXD TEACHERS.
Schools.
Males.
8
•
34
-
Evening Drawing Schools
16
16
2
1
1
1
_
0
T
■
o
»
«
3
....
3
6
1
7
2S
■
1
1
T.
1»
SCHOOL DOCUMENT XO. 16.
NORMAL AXD HIGH SCHOOLS.
Semi- Annual Returns to June, 1878.
Schools.
Average -whole
Number.
Average
Attendance.
CO c
Ex a
nt. of
lance.
X
u
X.
-
■
■—
-
-
=
E
3
=
—
X
CD
0D
X
X
-
X
X
<^
aa
CD
X
CO
i
c
"a
i
1 I
— —
to
■-
<
=
O
■~
CJ
-
1
1
pq
s
■-<
w
X
<
0Q
Eh
formal
83
83
80
80
3
96.0
1
QOQ
ooo
ooo
Ol O
olo
15
1
3
6
3
Girls' Latin ....
28
28
27
27
1
95.7
1
•
•
•
1
•
English High . . .
441
441
421
421
20
95.3
1
5
10
Girls' High ....
537
537
501
501
36
93.0
1
1
2
3
10
Roxbury High . . .
81
112
193
79
107
186
7
96.0
1
2
3
Dorchester High . .
45
60
105
43
58
101
4
95.0
1
3
Charlestown High .
64
101
165
62
95
157
8
95.0
1
1
1
1
3
"West Roxbury High
21
61
82
20
59
79
3
96.2
1
1
2
Brighton High . . .
31
28
59
30
27
57
2
95.1
1
1
1
i.on
1,010
2,081
1,028
954
1,982
99
95.2
11
»
4
1
5
4
9
22
Classification, June, 1878.
Schools.
Normal
Latin
Girls' Latin . . . .
English High . . .
Girls' High ....
Roxbury High . . .
Dorchester High . .
Charlesto-wn High .
"VTest Roxbury High
Brighton High . . .
Totals
Percentage . . .
68
27
16
193
242
56
34
51
26
21
734
37J
65
3
120
114
32
433
223
32
65
20
172
65
20
232 088 021
033
STATISTICS.
39
NORMAL AND HIGH SCHOOLS.
Number of Pupils to a Teacher, excluding Principals, June, 1878.
Schools.
No. of lleg.
Teachers.
Average No.
of Pupils.
Pupils to a
Regular
Teacher.
2
83
41.5
12
388
32.3
1
28
28.0
ID
A At
441
OQ A
17
537
31.6
6
193
32.2
4
105
26.2
7
1(55
23.6
3
82
27.3
2
59
29.5
Totals
G9
2,081
30.2
Diplomas of Graduation, June, 1878.
Boys.
Girls.
Total.
19
19
81
81
104
104
21
20
41
15
'21
36
13
25
38
1
8
9
4
7
• 11
154
185
339
Schools.
Latin
English High
Girls' High, Regular and Advanced
Roxbury High
Dorchester High
Charlestown High
West Roxbury High
Brighton High
Totals
40
SCHOOL DOCUMENT NO. 16.
GRAMMAR SCHOOLS.
Semi- Annual Returns to June, 1878.
Schools.
Average whole
Number.
Average
Attendance.
Average
Absence.
Per cent, of
Attendance.
co
CO
X
1
X
2
x
QQ
u
a>
-
■
1st Assistants.
| 2d Assistants.
3d Assistants.
*
Eh
bo
©
GQ
Boys.
Girls.
Total.
Boys.
Girls.
Total.
368
166
534
342
156
498
36
93.1
1
1
i
8
1
158
190
348
145
174
319
29
91.9
1
1
1
5
1
362
185
547
337
164
501
46
92.0
1
1
1
S
1
165
143
308
149
131
280
28
91.0
2
4
1
787
787
756
756
31
96.2
1
1
1
1
11
358
35S
337
337
21
94.0
1
1
1
6
1
447
447
412
412
35
92.2
1
1
2
5
1
713
68
781
669
63
732
49
93.7
1
1
2
1
10
Bunker Hill . . .
306
296
602
292
279
571
31
94.8
1
2
2
7
1
329
329
309
309
20
94.0
1
1
1
4
Chapman ....
278
287
565
266
272
538
27
95.2
1
1
1
8
1
Charles Sumner .
105
100
205
100
92
192
13
93.7
1
3
1
365
411
776
350
386
736
40
94.7
1
2
3
10
1
Dearborn ....
470
407
877
429
373
802
75
92.2
1
2
3
11
1
Dudley (Boys) . .
444
444
414
414
30
93.1
1
1
1
1
6
324
324
304
304
20
93.6
n
1
1
4
1
588
588
558
558
30
95.0
l
1
1
1
8
842
842
792
792
50
94.0
l
2
1
1
11
376
307
683
356
291
647
36
95.0
l
2
2
7
1
694
694
647
647
47
93.0
l
2
3
9
1
Everett, Dor. . . .
206
200
406
196
188
384
22
94.6
l
1
1
1
5
1
742
742
694
694
48
93.5
l
2
3
9
1
Frothingham . . .
270
276
546
253
254
507
39
93.0
l
1
2
7
1
433
433
398
398
35
91.0
i
2
1
6
1
151
145
296
138
133
271
25
91.5
2
S
573
573
547
547
26
95.6
i
1
3
7
1
106
136
242
99
126
225
• 17
92.9
1
3
•
273
280
553
259
264
523
30
94.5
l
1
1
8
1
1 Female Principal.
STATISTICS.
41
GRAMMAR SCHOOLS. — Continued.
Schools.
Average whole
Number.
Average
Attendance.
U. x
o g
l\
g
-
z
X
X
\
"x
"x
m
■-
-f
X
■—
z
X
■I.
X
60
Boys.
Girls. Total.
Boys.
Girls.
Total.
9 %
< <
\%
\
X
SB
-
X
301
301
277
277
24
91.9
•
1
-
•
2
3
1
Lawrence ....
920
920
886
886
34
96.5
1
1
2
1
1
13
•
294
326
620
283
306
589
31
94.9
1
1
•
1
1
9
1
620
620
585
585
35
94.3
1
1
1
1
1
8
•
302
219
521
289
207
496
25
95.0
1
•
1
1
1
7
1
423
185
608
396
178
574
34
94.5
1
1
•
2
2
6
1
148
169
317
129
148
277
40
88.0
1
*
1
1
5
•
112
113
225
106
104
210
15
93.2
l
-
1
4
•
Mt. Vernon ....
65
77
142
62
73
135
7
94.9
•
•
1
•
1
2
1
699
699
669
669
30
95.6
1
2
3
7
1
741
741
682
682
59
92.0
1
l
1
1
1
10
-
243
235
478
231
221
452
26
94.6
1
1
1
1
7
2
651
651
622
622
29
95.2
1
l
1
1
8
632
632
595
595
37
94.4
1
l
1
1
8
423
464
887
403
427
830
57
93.8
1
l
1
4
11
1
679
679
623
623
56
92.0
1
2
3
9
1
Stoughton ....
134
107
241
125
101
226
15
93.4
l
1
5
1
34
29
63
31
28
59
4
93.3
1
1
311
303
614
297
284
581
33
95.0
1
l
2
2
7
1
473
473
433
433
40
92.2
1
2
7
1
927
927
856
856
71
92.3
1
2
4
12
2
Totals ....
13,715
12,474
26,189
12,931
11,620
24,551
1,638
93.7
40
29
16
55
342
35
->
1 Deducting repetitions, 28.
42 SCHOOL DOCUMENT NO. 16.
•J3AO
pin? sjboa* uoayij
© iO co •* CO
K5 pH CO rH CO
i-H © OS CM CO
CO CO OS CM
CO OS X5 >(5 OS
t~ CO OS
i- ^ n ^
CO <N
O 00 ^ CO
© CM
•8JB8A" aAJOMX
O CO O co CM
CO CO -r O O O
as as eo co o oo
o CO i-l
•SJBOA* U9A8(a
if5 CM -rl< CO CO
as to co co cm
co -f as 10
l- O 00
•SJBaA* U0J,
«o CO o
as *o to
iO CM ©
S 3
CO OS O O CM
O rH CO CO O
O TJ< ift
CO *"f © CO
O OS i-i
K5 CM rH CM
CM >f5 © CM
O CM OS
'8JB9A*
•joqtunu oioiiAV
g 3
o o o
CO CO I-
CM CM i(5
CO "*
CO TJt
•88B[0 i^xig
CO O O OS
-* © ©
CO CO I-
S S 5
rH t- Q
•8SB[Q HWtf
© © «rt co
as oo o o
l~ CO l— i— I K5 OS O rH
CO O CO K5
O O CO CO o
CM iT5 © Ti< ©
3 3
CO © -* CM ©
CO CM
•ssbiO PJRX
CM >C O
O CO o
CM CO CO o
•BSBIQ pUOOOg
m th co cn
TrCOCOCO^cOOSt— «r-«5 0s
OCOCOCMCOrHiOl.^'CrCMt-
CO r-i rH rH
© O CO
rH tJ< CM CM
S 2
cs co
«3 CU O
n o o o
o
II 1 H
Sc»P3P^:H>>
STATISTICS.
43
3
CO
01
o
CO
CO
.ft
CO
ift
CO
01
CO
CM
lffl
<<*
01
CM
iB
CO
co
co
ift
Ol
CO
CM
Ol
CO
CO
CO
©
iffl
©
CO
Ift
©
CO
2,625
Iffl
©
8
co
GO
CO
CO
ol
5
-t
CO
CO
ia
o
iffl
CO
Ol
CM
s
CO
CO
CO
CO
o
iO
«*
CO
©
CO
<M
CO
CO
ift
©
o
is
in
CM
©
rH
X
o
o
t-
CO
CO
•ft
CO
GO
CO
o
©
Ol
CO
©
-*
eo
i -
CO
L—
CO
S3
CO
HO
ce
©
CO
CO
©
CO
1
CO
CO
CO
CM
CO
00
rH
CM
rH
CO
to
oo"
CO
rH
1
co
t-
to
t—
©
CM
5C
OS
1
cc
s
co
CO
©
iffl
iffi
C51
CO
OS
o
01
©
©
©
©
©
1ft
at
CM
CO
CO
CO
'-2
rH
Iffl
I—
-hT
t-
to
I
l-
CO
©
CD
Ol
©
co
CM
©"
o
Ol
OS
co
CO
©
uo
CO
00
CO
CO
I— 1
Ol
o
CO
t-
!:
CO
©
©
©
CO
rH
?/
CO
©
CO
CO
CM
©
Ol
01
CM_
o>
CO
g
H
g
co
co
CO
01
01
co
os
00
lffl
iffl
L-
<*
CO
CO
co
•ft
rf
3
CM
Ol
g
s-
<*
CO
CO
CO
01
01
©
rH
«ffl
0-1
©
©
co
CO
CO
CO
©
©^
1
H
to
co
Ol
CO
CO
©
CO
CM
iffl
CO
os
CO
CO
iffl
CO
.ft
Ol
o
©
S
b-
co
CM
CO
CO
t~
©
ift
CO
Ift
Ol
©
UO
1ft
cm'
©
00
IH
©
01
rH
T*
01
ift.
>ft
rH
CO
<*
**
00
00
rH
0-1
CO
a>
1ft
Ol
CO
CO
Ol
-r
CO
CO
CM
CM
CO
>ft
rH
CO
CM
1ft
01
co
CO
CO
©_
©
CM
CM
^
ift
CM
01
•
CM
-
T-l
eo
Ift
CO
rH
©
©
CO
©
©
•ft
-1
&
CO
cm
CO
ift
co
CO
01
CO
iffl
i -
CO
CM
©
iffl
CO
-H
s
s
©
OS
**
01
eo
ift
eo
8
01
01
CO
rH
IO
CO
©
CO
CO
©
©
©
CO
CO
©
o
co
eo
CO
CO
CO
CM
CO
CO
CO
1ft
"*
CO
1ft
CO
1ft
©^
Ol
CO
H
g
i -
CO
o
0<
CO
Ol
01
CO
OS
rH
lffl
t-
CO
CO
rH
O
i -
0)
rH
■a
01
01
i
co
CO
t-
Ol
CM
<*
01
CO
©
0-1
©•
CO
Ol
CO
rH
©
OS
©
eo
°i
eo
CO
t—
CM
CO
•o
§
ift
©
o
o
ce
OS
-.
US
ift
OS
S3
04
O
i-i
CO
CO
CO
CO
r1
1ft
iO
CM
lffl
eo
ift
00
CM
©
m
CM
©
Ift
Ol
Iffl
CO
C35
rH
Ol
©
©
©^
eo"
Ol
CM
s
l-l
co
|Q
T*
O
-f
-+
01
©
CM
co
CO
©
o
o
CO
OS
co
Ol
ift
eo
co
Ol
CO
Ci
CO
CO
CO
©
©
©
CM
©
cp
©
OS
©
o
©
Ol
©
io
t)T
OS
CO
g
co
co
iffl
Iffl
ift
©
~p
©
o
CO
ift
CO
-p
CO
CO
ift
©
©
©
rH
co
co
0>
©
CO
©
.ft
CO
■<*
Ol
CO
CO
CO
1ft
CO
©
rH
01
CO
-*
CO"
CO
to
-1
CO
-T
o
CO
CO
co
co
CO
*
CP
CM
09
OS
-r
Ol
ift
Ift
ift
-i*
01
Ol
01
CO
09
Ol
ift
Ift
eo
©
CO
«*
CM
rH
1 -
©
©
01
•t
of
OS
©
■ft
©
CO
CM
CO
rH
ift
01
■a
co
CO
00
OS
co
CO
-+
01
03
t-
©
CO
CO
01
©
CO
CO
CO
eo
CO
©
CM
I-
CO
iffl
ift
rH
1ft
©
I
i
a
|
s
a
q
to
c:
3)
C
o
00
©
3
M
o
o
o
a
a
.2
eg
pa
1
s
M
CD
<p
5
co
B
co
s-,
Rt
d
►4
00
t?
CP
c
CJ
3
co
o
a
a
B
>.
Ih
co
o
>-,
co
>
5
o
00
p
o
U
o
y<
00
.&
la
O
a
CD
CO
u
Ph
>»
o
C
'3
o-
co
o
c
u
CO
QD
EH
CO
u
^3
1=1
3
■a
o
QQ
C
o
CO
fl
CO
s*
s-
cS
00
p
a
SB
O
Eh
co
CO
60
C
CO
o
Fh
CO
Ph
44
SCHOOL DOCUMENT NO. 16.
GRAMMAR SCHOOLS.
Number of Pupils to a Teacher, excluding Principals, June, 1878.
Schools.
No. of
Teachers.
Average No.
of Pupils.
No. of Pupils
to a Teacher.
Schools.
No. of
Teachers.
Average No.
of Pupils.
No. of Pupils
to a Teacher.
11
534
48.G
Hancock
11
573
52.1
7
348
49.7
4
242
60.5
11
547
49.7
Harvard . . .
11
553
50.3
Bennett
6
308
51.3
Hillside ....
5
301
60.2
15
787
52.5
Lawrence . .
18
920
r. i l
OL.l
Bowditch, . ..
8
358
44.8
12
620
51.7
8
449
56.1
Lincoln ....
12
620
51.7
xS runnier* • • -
15
781
52.1
T 11
10
521
52.1
Bunker Hill.
12
G02
50.2
Lyman ....
11
608
55.3
G
329
54.7
Mather
7
317
45.3
Chapman
11
565
51.4
Minot
5
225
46.3
Chas. Sumner
4
205
51.3
Mt. Vernon .
3
142
47.3
10
77G
42.3
Norcross. . ..
12
699
OO.o
Dearborn
17
877
57.5
Phillips ....
14
741
52.9
Dudley (Boys)
9
444
49.3
Prescott. . • .
10
478
47.8
jyiiciiey \ trtris)
6
324
54.0
n .
12
651
54.3
12
588
49.0
12
632
52.'<
1G
842
52. G
Sherwin ....
17
887
52.2
Emerson
12
G83
5G.9
Shurtleff. . . .
14
679
48.5
14
G94
49. G
Stoughton. .
6
241
40.2
Everett, Dor.
8
40G
50.8
Tileston
1 1
63
63.0
Franklin
14
742
53.0
Warren ....
12
614
51.2
Frothingham
11
54G
49.6
Wells
9
473
52.5
9
433
48.1
Winthrop- ..
18
927
51.5
5
29G
59.2
Totals ....
509
2G,189
51.4
[At.]
STATISTICS.
45
GRAMMAR. SCHOOLS.
Diplomas of Graduation, June, 1878.
Schools.
Adams
Allston
Andrew
Bennett
Bigelow
Bowditch
Bowdoin
Brimmer
Bunker Hill . . .
Central
Chapman
Chas. Sumner.
Comins
Dearborn
Dudley (Boys)
Dudley (Girls)
Dwight
Eliot
Emerson
Everett
Everett, Dor. . .
Franklin
Frothingham . .
Gaston
Gibson
Hancock
Boys.
34
32
13
24
13
3
10
18
17
41
33
18
Girls.
12
13
45
14
34
7
32
9
17
Total.
30
13
18
18
34
10
31
43
26
24
30
8
28
29
17
14
41
33
31
45
21
34
15
32
18
17
Schools.
Harris
Harvard, Ch
Hillside
Lawrence . • .
Lewis
Lincoln
Lowell
Lyman
Mather
Minot
Mt. Vernon.
Norcross. . . .
Phillips
Prescott
Quincy
Rice
Sherwin
Shurtleff. . . .
Stoughton ..
Tileston
Warren
Wells
Winthrop . . .
Totals
Boys.
7
12
27
39
15
14
5
4
4
37
11
22
38
Girls.
12
7
14
36
14
10
7
6
4
33
15
31
47
6
3
12
18
39
590
645
46 SCHOOL DOCUMENT NO. 16.
PRIMARY SCHOOLS.
Semi-Annual Returns to June, 1878.
Districts.
oo
13
Average whole
Number.
Average
Attendance.
!p 1
jent. of
ndance.
Between 5
aud 8 years.
' 8 years.
d
as ©
Schc
Boys.
Girls.
Total.
Boys.
Girls.
Total.
> %
< <
u2
Over
7
221
87
308
205
80
285
23
92.5
213
120
333
Allston ....
5
132
105
237
121
91
212
25
89.4
184
84
268
Andrew ....
g
191
189
174
168
342
38
90.0
309
142
451
Bennett ....
4
97
99
196
87
87
174
22
88.8
150
74
224
Bigelow ....
12
308
246
554
280
221
501
53
90.0
382
188
570
Bowditch . . .
11
256
226
482
235
207
442
40
91.3
324
183
507
Bowdoin ....
12
276
252
528
245
219
464
64
87.8
361
211
572
Brimmer ....
11
256
241
497
233
214
447
50
89.9
327
198
525
Bunker Hill . .
11
236
266
502
210
236
446
56
88.8
320
240
560
Central ....
4
76
69
145
71
61
132
13
91.0
95
59
154
Chapman . . .
10
303
217
520
267
185
452
68
86.9
357
196
553
Charles Sumner .
5
113
116
229
106
105
211
18
92.0
109
106
215
Comins ....
16
425
417
842
389
374
763
79
90.6
530
358
888
Dearborn . . .
17
456
395
851
407
339
746
105
87.6
535
446
981
Dudley (Boys)
8
207
188
395
191
168
359
36
91.0
243
179
422
Dwight
6
123
139
262
110
121
231
31
88.4
211
93
304
14
335
171
606
395
150
545
61
89.9
352
270
622
Emerson ....
9
256
195
451
236
179
415
36
92.0
274
196
470
Everett ....
11
286
254
540
262
230
492
48
91.1
364
288
652
Everett, Dor. . .
6
151
124
275
136
107
243
32
88.3
203
108
311
Franklin ....
13
297
318
615
272
287
559
56
91.0
381
231
612
Frothingham . .
9
209
223
432
188
193
381
51
88.2
339
149
488
8
203
195
398
185
173
358
40
90.0
258
168
426
5
73
78
151
63
66
129
22
85.4
113
61
174
Hancock ....
16
355
378
733
329
356
685
48
93.4
431
327
758
3
57
69
126
52
60-
112
14
88.6
98
30
128
Harvard ....
13
282
290
572
255
249
504
68
88.1
405
259
664
STATISTICS.
47
PRIMARY SCHOOLS. — Continued.
Average whole
Average
o o
00
00
rt
o
Number.
Attendance.
• s
■g eg
C 4)
cu
>>
Districts.
_oj
"o
6C o
cS C
5 'S
8 >>
CO
£ 2
Betw
and 8
u
a
*r &
O) 00
< <
u s
O rt
Schi
Boys.
Girls.
Total.
Boys.
Girls.
Total.
Ove
Hillside ....
4
89
81
170
80
70
150
20
88.3
119
66
185
Lawrence . . .
21
791
251
1,042
752
229
981
61
94.1
621
412
1,033
Lewis
11
267
240
507
242
210
452
55
89.1
339
219
558
Lincoln ....
7
267
67
334
234
55
289
45
86.5
205
147
352
Lowell
9
258
220
478
234
195
429
49
91.8
306
191
497
Lyman
8
231
118
349
216
108
324
25
92.4
207
173
380
Mather ....
5
125
110
235
110
95
205
30
87.2
156
96
252
Minot
4
81
81
162
76
73
149
13
92.0
124
62
186
Mount Vernon .
3
52
50
102
50
45
95
7
93.1
53
48
101
Norcross ....
7
315
315
302
302
13
96.0
196
127
323
Phillips ....
5
120
80
200
105
67
172
28
86.0
109
101
210
Prescott ....
6
159
133
292
143
119
262
30
90.0
184
140
324
Quincy
209
129
338
193
118
311
27
92.0
260
84
344
Rice
7
193
147
340
175
132
307
33
90.3
169
129
298
Sherwin ....
15
373
347
720
348
323
671
49
93.2
460
314
774
Shurtleff ....
6
161
154
315
144
141
285
30
89.0
185
120
305
Stoughton . . .
2
50
59
109
46
54
100
9
91.3
110
19
129
Tileston ....
1
19
19
38
18
17
35
3
91.3
30
15
45
Warren ....
8
185
206
391
165
181
346
45
88.6
264
162
426
Wells
12
267
259
526
242
229
471
55
87.8
351
193
544
Winthrop . . .
6
124
174
298
114
158
272
26
91.0
206
100
306
Totals ....
408
10,301
8,787
19,088
9,391
7,847
17,238
1,850
90.3
12,522
7,882
20,404
48 SCHOOL DOCUMENT NO. 16.
PRIMARY SCHOOLS.
Number of Pupils in each Class, whole Number, and Ages, June, 1878.
cc
X
■
■
es
O
X
X
_a
CS
O
■
a
CO
co
CJ
X
E
cs
X
E
E
■
CO
X
es
V
X
u
* u
Districts.
B
o
O
T3
o
•5
o
a!
2 S
5
>>
s
■
>>
c
o
>»
,£
O y
D O
u
a
■
s
O
En
g
£
H
>
«
£
>
4)
0Q
t*
Adams . . .
60
31
53
52
53
84
333
56
74
83
87
—
33
Allston . . .
57
40
31
28
33
79
268
66
53
65
57
27
Andrew . . .
62
56
57
56
88
132
451
86
106
117
76
66
Bennett . . .
28
25
30
32
31
78
224
56
43
51
39
35
Bigelow . . .
104
84
93
86
112
91
570
75
155
152
111
77
Bowditch . .
95
81
90
64
73
104
507
73
140
111
99
84
Bowdoin . .
102
86
95
8S
85
116
572
89
133
139
118
•93
Brimmer . .
58
87
76
58
83
163
525
71
111
145
119
79
Bunker Hill .
95
81
98
70
86
130
560
71
130
119
115
125
Central . . .
24
25
27
38
19
21
154
32
34
29
35
24
Chapman . .
78
79
103
79
77
132
553
98
136
123
113
83
Cbas. Sumner
43
31
26
35
31
49
215
30
51
28
38
68
Comins . . .
142
115
174
103
153
201
888
128
192
210
177
181
Dearborn . .
138
133
138
117
188
267
981
119
203
213
212
234
Dudley (Boys)
56
66
49
86
78
87
422
59
89
95
85
94
Dwight . . .
48
48
45
49
49
65
304
53
83
75
67
26
Eliot ....
102
104
102
93
114
107
622
72
155
125
118
152
Emerson . .
70
88
53
56
87
116
470
76
92
106
98
98
.TjYeretL ...
84
89
122
115
106
136
652
88
144
132
144
144
Everett, Dor.
22
43
58
54
51
83
311
55
78
70
64
44
Franklin . .
100
90
106
100
87
129
612
107
119
155
110
121
Fro thin gham
54
88
57
58
52
179
488
125
110
104
90
59
Gaston . . .
58
48
88
66
100
65
426
67
. 84
107
82
86
Gibson . . .
34
37
28
22
53
174
24
42
47
33
28
Hancock . .
101
117
105
153
123
159
758
109
155
167
159
168
Harris ....
21
16
17
25
18
31
128
22
42
34
21
9
Harvard . .
106
85
75
166
75
157
664
118
145
142
145
114
Hillside . . .
25
26
30
26
29
49
185
37
44
38
35
31
STATISTICS.
49
PRIMARY SCHOOLS. — Continued.
Districts.
First Class.
Second Class.
Third Class.
Fourth Class.
Fifth Class.
Sixth Class.
Whole
Number.
Five years.
Six years.
Seven years.
Eight years.
Nine years
and over.
Lawrence . .
169
158
152
164
147
243
1,033
155
234
232
199
213
Lewis ....
85
88
99
72
80
134
558
66
133
140
132
87
Lincoln . . .
44
54
49
57
79
69
352
48
77
80
68
79
Lowell . . .
72
69
72
84
79
121
497
68
121
117
116
75
Lyman . . .
75
59
50
48
45
103
380
50
82
75
85
88
Mather . . .
33
17
31
39
39
93
252
45
47
64
47
49
Minot ....
54
20
34
27
11
40
186
37
42
45
36
26
Mt. Vernon .
35
25
10
5
13
13
101
15
17
21
32
16
Norcross. . .
49
39
51
50
45
89
323
46
80
70
54
73
Phillips . . .
31
42
38
37
34
28
210
38
37
34
40
61
Prescott . .
57
53
47
45
55
67
324
38
57
89
77
63
v^iXiu^y » • •
51
43
50
55
69
76
344
76
93
91
60
24
Rice ....
40
40
46
79
43
50
298
29
63
77
76
53
CJltl VY HI m m m
88
70
131
111
161
213
774
105
185
170
179
135
Shurtleff . .
51
50
51
47
50
56
305
28
75
82
78
42
Stoughton . .
22
16
29
18
12
32
129
37
37
36
14
5
Tileston . . .
12
13
10
10
45
8
14
8
6
9
"Warren . . .
92
59
51
51
60
113
426
61
94
1Q9
73
98
Wells. . . .
76
69
68
62
140
129
544
109
128
114
108
85
Winthrop . .
51
57
49
44
52
53
306
51
74
81
66
34
Totals . .
3,154
2,890
3,161
3,086
3,317
4,796
20,404
3,172
4,633
4,717
4,193
3,689
Percentage. .
.154
.142
.155
.151
.163
.235
.156
.227
,231
.206
.180
50
SCHOOL DOCUMENT NO. 16.
PRIMARY SCHOOLS.
Number of Pupils to a Teacher, June, 1878.
Districts.
Adams
Allston
Andrew
Bennett ....
Bigelow ....
Bowditch . . .
Bowdoin . . .
Brimmer . . .
Bunker Hill.
Central
Ch's Sumner
Chapman . . .
Comins
Dearborn . .
Dudley {Boys)
D wight
Eliot
Emerson . , ,
Everett
Everett, Dor.
Franklin . . .
Erothingham
Gaston
Gibson
Hancock. . . .
7
5
8
4
12
11
12
11
11
4
5
10
16
17
8
6
14
9
11
6
13
9
8
5
16
308
237
380
196
554
482
538
497
502
145
229
520
842
851
395
262
606
451
540
275
615
432
398
151
733
P.O
PA
O «J
6 2
44.0
47.4
47.5
49.0
46.2
43.8
44.0
45.2
45.6
36.2
45.8
52.0
52.6
50.0
49.4
43.7
43.3
50.0
49.1
46.0
47.3
48.0
49.8
30.0
45.8
Districts.
Harris . .
Harvard .
Hillside . .
Lawrence
Lewis ....
Lincoln . .
Lowell, . .
Lyman . . .
Mather . .
Minot
Mt. Vernon
Norcross.
Phillips . .
Prescott ,
Quincy . .
Rice
Sherwin .
Shurtleff.
S tough ton
Tileston. .
Warren . .
Wells....
Winthrop
Totals
3
13
4
21
11
7
9
8
5
4
3
7
5
6
7
7
15
6
2
1
8
12
6
408
O O a;
126
572
170
1,042
507
334
478
349
235
162
102
315
200
292
S38
340
720
315
109
38
391
536
298
19,088
STATISTICS.
51
PRIMARY SCHOOLS.
Number of Pupils promoted to Grammar Schools, June, 1878.
Districts.
Adams
Allston
Andrew
Bennett
Bigelow
Bowditch
Bowdoin
Brimmer
Bunker Hill . . .
Central
Charles Sumner
Chapman
Comins
Dearborn
Dudley (Boys)
Dwight
Eliot
Emerson
Everett
Everett, Dor. . .
Franklin
Frothingham . .
Gaston
Gibson
Hancock
No. of
Schools.
Sent to
Gr. School.
No. to a
School.
7
66
8.0
5
48
9.6
8
57
7.1
4
26
6.5
12
104
8.7
11
82
7.5
12
94
7.8
11
66
6.0
11
70
6.4
4
17
4.3
5
43
8.6
10
77
7.7
16
118
7.4
17
111
6.5
8
58
7.3
6
42
7.0
14
96
6.9
9
69
7.7
11
76
6.9
C
22
3.7
13
80
6.1
9
50
5.5
8
52
6.5
5
24
4.8
16
168
10.5
Districts.
Harris
Harvard
Hillside
Lawrence
Lewis
Lincoln
Lowell
Lyman
Matlrer
Minot
Mt. Vernon. . .
Norcross
Phillips
Prescott •
Quincy
Rice
Sherwin.
Shurtleff
Stoughton
Tileston
Warren
Wells
Winthrop . . . . ■
Totals
3
13
4
21
11
7
9
4
3
7
5
6
7
7
15
6
2
1
8
12
6
408
13
60
23
157
81
44
73
52
23
42
29
49
20
28
47
49
97
50
21
12
63
76
111
2,926
52
SCHOOL DOCUMENT NO. 16.
EVENING SCHOOLS.
Half-year, October, 1877, to March, 1878.
HIGH.
1877-78.
■
o
'5
i>
QD
9
«
bp
o
"3
Q
Average Attendance.
So. of Teach-
Average No. of Pupils
to a Teacher.
Average I
lng.
Males.
Females.
Total.
Average ]
ere.
23
1,600
439
197
636
12
60.5
November, 1877 ....
20
1,300
386
170
556
12
51.
December, 1877 ....
19
1,100
284
123
407
12
• 37.7
23
1,000
272
116
388
11
38.8
February, 1878 ....
19
900
214
117
331
11
34.
21
700
166
93
259
10
29.4
Totals
125
6,600
1,761
816
2,577
68
1,100
294
136
430
11
43.
The whole number registered for the year was 2,597.
6
STATISTICS.
53
ELEMENTARY.
Schools.
o 2
s|
o 5
«■§
if
It
II
Average
Attendance.
± if.
~Z .5
X —
^ xl
<
s it;
. r- .5
O «
_ /.
m
= to
Males.
Females
Total.
Anderson Street . . .
117
185
107
35
17
52
1
7
Blossom Street ....
117
319
206
60
22
82
8
12
Broadway, S.B
113
794
97
78
78
11
8
Cabot Street
119
351
109
55
16
71
7
12
Dorchester
126
252
104
53
9
62
6
12
Eustis Street
127
142
71
23
10
33
6
7
Hudson Street ....
115
297
116
45
31
76
9
9
Jamaica Plain ....
128
108
46
19
3
22
3
11
Lincoln School ....
122
332
89
49
16
65
7
11
Lyman School ....
1 OR
401
121
51
9
60
1
i rk
1U
Neponset
126
92
44
14
9
23
3
11
No. Bennet Street . . .
117
511
151
53
23
76
9
13
Old Franklin
127
355
186
88
53
141
12
13
Prescott School ....
126
173
64
32
32
4
11
"Warren School ....
125
130
106
29
29
3
15
Warrenton-st. Chapel .
76
252
94
27
27
6
11
Totals
1,907
4,744
1,711
682
274
9.!,6
108
10 [ Av.]
DRAWING.
Schools.
•BUOJHHO
a
6 .
Average Attendance.
x" .
~ X
3 o
— — 1
00
£ ¥
6 ? v
No. of
11
%~
aa o
r ~
<!
Males.
Females.
Total.
Av. N(
inc. 1
> - —
99
273
151
41
1
42
2
42
50
S9
71
24
11
35
2
35
100
271
182
37
4
41
2
41
Jamaica Plain ....
51
120
73
31
2
33
2
33
100
360
102
37
5
42
2
42
100
521
2S3
100
15
115
5
29
500
1,634
862
270
38
308
15
34
[Av.]
SCHOOL DOCUMENT NO. 17.
SUGGESTIONS
ACCOMPANYING THE
COUESE OF STUDY
FOE
GRAMMAK AND PEIMAEY SCHOOLS.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
NO. 39 ARCH STREET.
1 8 7 8.
In School Committee, July 9, 1878.
Ordered, That the Board of Supervisors be authorized to
issue suggestions to accompany the outline courses of study
for the Grammar and Primary Schools.
Attest :
GEO. A. SMITH, •
Secretary.
r/1
<J2
M
o
0
X
o
c£
g
'S
8
&5
M
8
1
1
V
s
P
H
QD
8
r-
.©
0
y
Of?
p
0
H
H
P
0
•sno9n«i
•I99SIH
es hi
if—
•SSBI3
8^
3 S » b
? +3 o> od x fto> o
US/Hi
-^J!ltfg§
.o o
^rt g
<u rt
«5 2<o
» « B _
c.2.S
.-2Sg|||§
o hoaj.S bo— Q o
- Ill
s se to?;
CO
s°r-Ss.2H ..2§8>:
O :3.d d ftrt ftrt'
o
Z a> — ?
2 l.CP
) j3 4} rt
5 ^
n ;i <l
is
« 8
8 S ~
.2>
* a
a a.
7
>-< S ? o
G e .B rt «<-t->ofcl
o d rt
O J"
lv
o
00 rt CP
< -g -g d d .ts « .5/
Hd S^^.Eos.s
OS 00,0 ■ S rt
— O a*"*-1 C S— •
2 u is a -a ■-5 w
5 jz 15 bo 0*13 £*.
.^s boa<d a~
1EL ° is « d ^ g
V _ z, ni B rt ^
8 q
S S j Sfl
c as g
sit I
.sis « g Si2 a^
a =s<J to>>5-
rt . — . on* So a
.2"&<
> o*° ^
2- >,= o d
a
Ci u Qt oo Oi"^ 2 « c 2
-4 d a s a c s-0* s
o > « cc**; om«m
is o
It «Ji"
» p C
8<i3 rt« a
Q to ^.o'rt
oo <u "3 ]o .2
. . .
pH(M CO
5j— b s o ^ j, g jaojto
d. S3 . c ° ^ § «- +* a «a
5 hill:
o o d cs
§^■2 -Si's
'J K 5)
Si
-d | sa 6 ,d
^ 2 • - r ^> ft to
«~ p^i « 3
=> .£V3ft2.
ce S 'd J3 cS 2 A <
g rt^-g !
rt rt od — S^-St''
^ b a ^ u i
t2 Q
a • o
>d£
i-d.£P2
Hand's
<u o d oo
3£>>2 Sdg
? « -c ta S s
•2.2
3 2
CO
« ^ I 2 .2 rt
*. oo a> _ 2 on
8 ■g'd rt . «
* .5^.2 oo>
•sa " ft
8 2ft
c„ bo<" . 60 rt u
h d © a> a o o
- O
P3 o> ao
d
d CO
O to
H) in C *i
8/
'O rt^^
5 IS
do
«— d
<D d
o p
S * c d.a d o a>
a
I o §
dew
as-
I ft^S . 2 8301 ^a
So-
o o
„ bo a
5 .-r oo
bo.^ d t.
la
8 2
e
' 2
- § « a
•2 -««
2 -3 o
60S
u y
a-d
^ j, - ooS » .
2 "2 ^'S. n ° N d d
0J" O »
« r§«^strt'ar.
§ ^ s §t-« I
•b v rt bo a) a
^ 5® !3.22'g
-i-S a
1g * rt S t o^= a
cn go 2
o 8 a
* ftft-o
a o d «
' bo«w . b bo'2'd
*H*d a £ * 2
• 'd a) cs S Jd
W 4> ft.a cd +j
•=-d
rt c«
S >>!
CO
< a e
gid.2c
oa3 a— «« § 2
■
rt
a
M"0 % So S cfttf
d S 155 i .
o a ^ °"
.d fti
cc bO^
Mil
! >■
Is
Si
2 23 a
o £ft » 2 23
eB^
i § 0) S
<=> 5 «o
s .S
* |Si§sl
O "3
>>>*
'JH S 8 "3 PAN'S
S S 0) »
3
a o p a 31 ^
^ m be in
1*1 &S -5
■3*^ © 2-2-3 §
O B £
* O o
£.2
© c«.2
I fc P 3 H
p, . 5 bo
5 2 a**
°.2 a
i-h^ a"
^ ^
< O OP
. mti
S o5
»5 o>
CD P.
ill
• .' ©I — 1
:«! s >,
^ sa
J fc « S
;> O ~ P
3 Elj so a
a
J fc 54
ft» ;
08 B 1
ft-2"
c p.:
-P oj —
B .C <M
-1 awa a
Bas'S §
2:2" £ *
s a
2 c S a a
►4 a
2?
If
if
fe Sfc-«.50
C . bt-fc^s §g
3£.= ^a
<3 Pi
a o3
5 a
2 a . S
. .'5 ^ co
o bt.£ 3 s
si-gal
a „p o
5£.2^Sa'a>.
O CO
J - O « .
<N CO
a=^
u u'
OVhU 8
■P o C,Q
Bill
y o
•2^*2
<1
.2 1
2 a
P O
u a 5
* 2 «
CSV, GO
p. CP
t»3rO
■Si o .53 a
PeH-o S p
CO
go -2
r'P p .3
■ 3 bpS'a
^ .S o a
° S*" a
a
.£>§ S
^5 p S
a^a- .
PiO
If &5I
J;( CO ftP,M
« o cv 'C §
Baa's a
x x c v ooo'frj.r.
i'ssla .«5SlS
• tf «) » rt li r ^ t30
' « | § S«
— O O-O txffl P.*
CSrO 4<M CP
« « » .2
co jg in ^ »"p •
CO
a
jri 9 * "fl ai w cp a
5^c— ©^a'^cur; ctsl
a be ? a <u
be
iicscc^oo.a^
^2
INS
»5i * 2
fft o p.a <5 o
^agag
S.22^1 -2
S'O cp g S pj
<|1^a - ft©
W op ft.a «g
-ii f ftft-c
jl'o^B a3
S"0 « g § P3
5 csfl ha cp .
« S3"
CS rO
c a c
rp OP I
Eft
i to*'* a ® -2 •
•a « o - « ci
I r .2^a^
!,»••>>> op^r
'I 41 n .CO . *?
a -« ^ co p op fc. 2
tS p « 2i 8 S P£
Ufc^^.2«l
I iP co o o* tj Sa
5; o
.1°
ob a >» •
2 .2 S
fi CO CD CP • <s
B cp
So
_r • o
B ^ ^3
■Sft»<H
B B pQ O
" fl
a a
a«s
5 >
o CP
cnO,
E 2 g -■
O B S o
'pa
83-3.2 a
o00 a o 2-J3<«
op 5 .« o 5 »-
« a a «
. . m g m. Eh * .J h
co o P o a t>o
*s o
a?
a s
a 85 — 6 a-3
: a 32
■* a co a, -a a 2 m
£ fr. S CP . caO co •
o« .is-acow^m^o-
>-3H £Ph«.S> a «0
o o &oa3 cs P
a t®u
^.2-3
a 53
^^3
" Prp
at
« cp op •-; >h o
ft-^ ej fc1*-1 e*
F s°g
iff
>>
2pB
r a co
pI « «
cm QD O
^ 2
<^ es
« CD
ill-
<i CS «M
CN QOOS
•snoaatJi
H 1
< 8
illlsa^
gS—'fealO~-~4)<j
K 5 co p, (0 oo ^
oSsSg-ggSSag
«> K es .2 -"T H O
«lS.$l**H1*
S.pVi.is-2 . «-2 ° g "2
"h9o2 ">>o o 5
oa^,cao-s«v-
§> eS M *J cS .2 .5 ° o
1- p.s-S= • .-;8
O ■•5^=1 3 PhcS
tS 5
tea
3 S3
.2 a
.6
So
o
OS fl
O 4> — I
O SIC
£ Sfioo
birS
Mo
"3
2§
isa-asi
86 rt<B fl
«= 55 a 2 .3
SHIS'*
«N(2J . . .
rH CO
•S^a c 2
5 .2 ec" £ © "E to fl
So
— ej O
^ a ^ rt &
S*" eS'O B*
s 3 lull
ee ej *j »o «-
o£ « § g
,0 yP3 o>
• .V 00 00
£^ es «
« a
. 4>
a s-
v r" - ft o es O $ O
Q a 2 -a -a. 2 a
« -g -a c a .a « . &
^£ S.a>o c fe.a2
.a-0
« a
| S «
® 01 5 S °2
a cu 3 es Jfl
"Si!
- at 3-2 JJ S g-g
1 8
oo co •
v eS
1 8 45 (fl »d
iM.a>
.73 o<M es g o a
a u a
"bh • £ »i
b « B cs 3
s > o o
o u a, co a,'
•r* el
■3i3 2 «
4> <u a^
aa«ft
S a &s
_QD ^ 3
^ . oo" =«
a a s u
tJ S a
a • o m
:> 3 2 g
rH **" >3
•^a^;
<a n a
5° ^§
» § a • 1 * 2
||a « 4,
9 15.
a « a
* ^ s § 2 -a .s
a 2
o s.
OS rtrrt
»4 41 fe es
13 «i P S
a ° 4> a
iCSTjEIaJri^a
^esescaSSas01
2 ° 2 •
a
a°
s^-a I ssoa
> o
.Hi
4) 3
U2
< g c8 js ja;
o;
'5 a a
5 e b«
o o sis 3
I n C ej _ a
^a«fl g~
r «t fe «s . o
§ 2 a B.3 g o «
*§5fio^fl a
^ a
a a
O 4)
^ 2
<u a
8 o
CO «
& 4>*a
oo k
•eS
p*i«J
4> 4>
O cS
-*o.
— S3
I CO cc" U 4) 2 >,
I g-g ag<S «
oo 08 to «m a
- » -a ra o
""si esw^3.a tees 613
.a « & rt ? .a -2 x
a
5 a £
ill
rlCCQ
I 2 s |
4>'fi^.'S
a . 4>
•s.2 Sq
J 43
Co
7* t£ a
3 a . O
a5 »«§
? a
. o J tj!> 3 2
o
3o:S
« a
» d g «
§|*2
-le«£
§2- a
1 Jo
81 &£)2 oo .
- a u a o
s*r -on
a^^ o
-d*, p 4)1-1
<1 P3
— * . ~ ^ CO ■
a eo oa 4)^2 x .
§I^i^a
x 4) a a *c? JS
5
oo O
"s es ce a >- aa: a.
-l°illeoa&,
s a ?.? a
S.a?^^
a a
"3 '•'d fl
g "3 4) eS S *— o
CC ai CL.3 co iSI o
ia^^.a1
.oaJ 3a3 e«
J|g.g.Sp,-S
e« If
111 I
« «s g S
a fe
•88B13
OS »
s *
£ 8
1*1
SI
s»>aa
« 8
BO mill- ■
utea a weekM
Same as
lp preced-
ing classes.
50 min-
utes a week.
Twice in
the fore-
noon and
once in the
afternoon.
50 min-
utes a week.
Same as
in Class II.
1 hour a week.
Review, and ad-
vance to end of
Chart No. 15.
Exercise upon
sounds of the
scale by numer-
als, syllables, and
pitch names.
Kote songs.
degrees under
dictation.
1 hour a week.
Review, and ad-
vance to end of
No. 20. Scale
practice by sing-
ing and writing.
Rote songs.
1 hour a week.
Charts from 21
to 36 inclusive.
Rote songs.
"Writing of scales
in different keys.
2 houra u week.
Review work of previous
classes. Proportion and size.
Testing accuracy by scale.
Designing new combinations
of old forms. Symmetry and
repetition further illustrated.
Enlarging from cards. Re-
ducing from black-board.
Black-board and slates.
2 hours a week.
Drawing on paper in books.
Review work of Classes V.
and VI. on paper. Even qual-
ity of lines. Subjects of les-
sons in previous classes re-
peated in regular order.
2 hours a week.
Drawing on paper in books.
Review work of Classes IV.
and III. on paper. [For fur-
ther description see programme
of instruction issued annually.]
2* houra a week.
Numbers from 1 to 100.
1. Combinations of tens, and
of tens with smaller num-
bers.
2. Adding, subtracting, mul-
tiplying, and dividing
numbers from 1 to 50, with
results in figures.
3. Relations of numbers from
1 to 50.
4. Roman numerals to L.
5. Square and cubic decimeter.
3| hours a week.
Numbers from 1 to 100.
1. Adding, subtracting, mul-
tiplying, and dividing,
with results in figures.
2. Relations of numbers from
1 to 100.
3. Roman numerals to C.
4. Liter and dekaliter; deka-
meter.
3£ hours a week.
Numbers from 1 to 1,000.
1. Combinations of hundreds,
and of hundreds with
smaller numbers.
2. Adding, subtracting, mul-
tiplying, and dividing
numbers from 1 to 144,
with results in figures.
3. Relations of numbers from
1 to 144.
4. Adding and subtracting,
multiplying and dividing
numbers from 144 to 1 ,000,
no multiplier or divisor
larger than 10 being used.
5. Roman numerals to M.
6. Centimeter ; gram and kilo-
gram.
2 houra a week.
I letters, words,
and short elm-
pie sentences;
the proper use
of capitals. Ro-
man numerals.
2 hours a week.
Letters, words,
and sentences
from dictation
and from the
black-board.
Sentences
made in the
language les-
sons to be used
for writing ex-
ercises.
2 hours a
week.
Words and
sentences.
Sentence s
used in lan-
guage lessons
will furnish
material for
exercises.
The proper
form of dating,
addressing.and
signing a let-
ter ; also the
correct method
of superscrib-
ing an enve-
lope.
8 houra n u-r,-k.
Reading from a
Reader <>t"n prop-
er grade. Sup-
plementary read-
ing.
Spelling as be-
fore, written and
oral.
7 hours a week.
Reading from a
Reader of a prop-
er grade. Sup-
plementary read-
ing.
Spelling as be-
fore.
7 hours a week.
Reading from a
Reader of a prop-
er grade. Sup-
plementary read-
ing.
Spelling as be-
fore.
2| houra a week.
Samo as before.
< ; ron ping of animals
by habits, traits, and
structure; and of
objects by form and
qualities.
Lessons in size and
distance by simple
measurements, —
inch, foot, yard.
2% hours a week.
Observation of less
obvious qualities; —
tints and shades of
color.
Study of strange an-
imals from pictures,
to infer mode of life
from structure, or
structure from mode
of life.
Simple lessons on
weights and divisions
of time.
Talks about the hu-
man body and hy-
giene, continued.
Fables, anecdotes.
23 hours a week.
Work of Class II.
continued.
Complement ary
colors.
Harmonies of col-
ors.
Plants and animals
gathered into fam-
ilies.
Vegetable, animal,
and mineral prod-
ucts distinguished.
Observation of the
qualities and mech-
anism of things as
adapted to their use.
• 5CS,a'C « cj u
• Sop H g
mm .
*iZi c » *
2hoursaiceek.
Same as in
Class III.
2 hours a week.
Same as in
Classes II. and
in.
in.
L
Music.
1 hour a
week.
(As in Rules
and Regula-
tions, Chap.
XXIX.
Music Charts
( Second Se-
ries. Exerci es
and songs in
the first 20
pages of the
Charts, and in
the first 33
pages of Sec-
ond Music
Reader. Con-
tinued prao-
tice in writ-
ing.
1 hour a
week.
Charts, from
No.21 to ^.in-
clusive. Chro-
matic scale,
both in sing-
ing and writ-
ing. Songs at
option of
teacher. Rules
of breathing.
1 hour a
week.
Charts (Third
Series). Scale
and staff in-
tervals. Sing-
ing in differ-
ent Keys up to
three sharps
and four flats.
Practice of the
first 20 num-
bers in Charts,
and firnt 'Z2
pnges of Third
Header.
Drawing.
\\ hours a week.
(As in Rules and Regulations,
Chap. XXVIII.)
Drawing on paper in hooks. Re-
view lines, angles, and figures on
large scale. Division of lines into
equal and unequal parts. Figures
inscribed within, and described
about figures. Elementary design.
Dictation and memory. Proportion
of parts to whole design.
I5 hours a week.
Drawing on paper in books. Tangencv
of curved with curved, and curved with
straight lines. Review compound and sim-
ple curves on large scale. Abstract curves.
Details of historical ornament. Conven-
tionalism explained and illustrated. Repe-
tition on an axis and around a centre. Geo-
metric views of objects. Dictation and
memory. Elementary design, with conven-
tional leaves. Geometrical drawing with
compasses. Definitions, and eight problems.
lj hours a week.
Drawing on paper in books. Fill-
ing of geometric shapes with con-
ventional ornament. Details of his-
torical ornament, unsymmetrical.
Abstract curves based on the spiral.
Conventional leaves. Objects in
profile. Dictation and memory.
Elementary design. Processes of
mechanical repetition. Geometri-
cal drawing with compasses. Prob-
lems 9 to 44.
Book-
keep-
ing.
History
and Civil
Gov'm't.
Geography.
2 hours a iceek.
Oral lessons,
with the use of
the globe and
maps, as soon
as the class is
prepared for
them.
2 hours a week.
Oral lessons
continued, with
such use of the
text-book and
such map-draw-
ing as is appro-
priate.
3 hours a week.
Study of the earth
as a globe, with
reference to form,
motions, parallels,
meridians, zones
(with their char-
acteristics), winds,
currents, and the
life of man as
varied by climate
and civilization.
The physical
features of the
grand divisions
studied and com-
pared ; with map-
Arithmetic.
4 hours a week.
1. Combination of thousands;
writing and reading integers.
2. Relations of tenths, hun-
dredths, and thousandths to
units ; writing and reading deci-
mals to thousandths.
3. Addition and Subtraction
of integers to millions; of deci-
mals to thousandths; and of U.
8. money. .
4. The units of U.S. money
with relations to one another;
also, of Liquid and Dry Measure.
Oral exercises with simple
numbers, to precede and accom-
pany Written Arithmetic.
4 hours a week.
1. Multiplication and division
of integers ; of decimals ; and of
U.S. money.
2. The units of Avoirdupois
weight and of Troy weight, with
their relations.
Oral exercises.
4 hours a week.
1. Factors, measures, and
multiples.
2. Common Fractions.
3. The units of Long, Square,
and Solid Measure, with their
relations.
4. Decimal Fractions reviewed
and completed.
Oral exercises.
Writing.
2 hours
a week.
Two
books
each half-
year.
Blank-
books at
alternate
lessons.
2 hours
a week.
Two
books
each half-
year.
Blank-
books at
alternate
lessons.
2 hours
a week.
Two
books
each half-
year.
Blank-
books at
alternate
lessons.
Reading
and
Spelling.
6 hours a
week.
Reading
from a Read-
er of a prop-
er grade.
Supplement-
ary reading
throughout
the course.
Spelling
from the read-
ing, and oth-
er lessons;
chiefly writ-
ten exercises.
6 hours a
week.
Reading
from a Read-
er of a prop-
er grade, or
its equiva-
lent.
Spelling as
before.
5 hours a
week.
Reading
from a Read-
er of a prop-
er grade, or
its equiva-
lent.
Spelling as
before.
Oral In-
struction.
2£ hours a
we(k.
Elementary
studies in Na-
tural History.
Plants, —
May to Nov.
Animals, —
Nov. to May.
Qualities
and proper-
ties of objects.
Talks about
trades, occu-
pations, and
articles of
commerce.
Poetry re-
cited.
1\ hours a
week.
Subjects of
Class VI. con-
tinued.
Talks about
common phe-
nomena.
Stories. Anec-
dotes.
Poetry recited.
2\ hours a
week.
Elementary
Natural History
continued.
Common met-
als and miner-
als.
Useful woods.
Stoiies from
Mvthology and
Ancient His-
tory.
Poetry and
prose recited.
4S
6*
es
§
OS
•SOSXCIJ
3 hours a wet k.
Oral and writ-
ten exercises in
the use of lan-
guage as the
expression of
thought. Exer-
cises the same
in kind as those
of the Primary
Schools, adapt-
ed to the capac-
ity of pupils of
this class.
Letter-writ-
ing.
3 hours a week.
Same as in
Class VI.
3 hours a week.
Same as in
Classes V. and
VI.
I*. a
S^PSg 2 POMS k SOI
ba ■ 3
|5H
<u p
G o'2
8.2 °
'IcS
ilia
'J Jo
og . . » w
^ 8.2 c 8
p p: bo ^ .
^ .2 5 2 IE
3 8 o-e d p.
'^i?'1' ^ S ° B
cv OD ® O * « o
"S* s a c°-sg
i*g«|a^i§3
a
® P O " ©J;
J « -« * 2 g
c o § b-s to a
ioSSs » "rfJ « g
^J^gg^a
O 3 P ci3"5J5 «rP
- a> -3
«^ 9
£al
-3-S O
§p*
_ o
a
O m <3
« p o
; o So ej
a> IS3 o «
■P rS -Pa
>m C 0,-0
w a
§°
*i
P 00
I p,^
« ©p:
*. a "S
S'S-3
p. a
^K&a
■ •» g ® « p
«^ ag .^a £ p
p
p*c »|
.5? 00 .a 8 P
<S 3
< «5
gsg
C3 Pnij <n -u P! -Pi
^pl'^as^g,
O p ao oo -3 0«P P«^ O !
O £ »
_ „ wr^ o 3 P «> b
O 5j s oo >>t£"
b^ , O i P .
«Mp2.2^ -
3^ ^ o.2 ^-r
s^-H >.ip S"3
<£-p &.P ^ 6C«
S 15 z S o ft.'p
S ^ .2 8 § a)
. >, ' 3 _j • » OS oo
3^ 53 a> v., .P o> a
S — © .2 a
a o g > «
fli^ap>
^ ft,2oM)Wp'3
P o-o o
?4J Soq5
5 I
•43 p
P o
spa
«ga
|S3
1 il§s
s° a— o a
cT_ b'P °<3
*P * P O a
O 3 P. 3 £ C
Ph^-P O P-^s
S 2 CJ I § O
PhPhO o a
c4 co .
•^•S p
8 g
i. 0= > s
<a s p a
«0 00
oj .2 _
® ft, X ~
O O 03
o p
*-l p f
ft a) o 3 a> o q)
§ . .<! t» 3 03
e
3 g W,§£
s-^ a -s a 1 2 a^ 2
5 *~ JS "P
<ppq o
^2 .
P « <Z
go ^
t£ " P1 *i
? C ^ P ^- =
2 .« a « « 5 = 2
=p-p-= ft^g
bC tS P) *i
? C 5 ? h c »
W « O Jj 3 P^S
a -
t .EC
s s p pi = a
« , U en "3 -3
S-p o oj c
g pjft.2'3rt-3
P g.2 ft
Ilg§g-^l
5s * oo 00 co lp
c ^Pi-2 p^^
S» o 05 O »o p oo
* r^ P ^ 3 o a>
rH " O « 3«
*.P\
03 '
00 a 1 ^ >»
* 2 a • *o 5 « oo'
C8 P bt ft, I ^0 P
Je 3 £H g <» 3 >-«) g
%Pfejliitilii
life*
^ . < . p p t».P
~ S S CO CO ? P
^p.^^«S
p So* 5f
5
(S3 a tO» 0/
co co P a
OS
SUGGESTION S
ACCOMPANYING THE COURSE OF STUDY
FOB
GRAMMAR AND PRIMARY SCHOOLS.
Note. — These are suggestions, not directions. They
have been prepared in the hope of helping our teachers to
follow the revised course of study with greater ease. But
there is no intention of restricting the methods of teaching,
or of turning any one from methods that have been tried suc-
cessfully, to those that are untried. There is only one end in
education, but there are many means of reaching it ; and the
teacher who has his own means, and those effective, has the
best for him.
LANGUAGE.
Primary Schools.
The purpose of these lessons, — which is to accustom pupils
to express what they know in language suited to their age
and capacity, at first orally and afterward in writing, — should
be kept constantly in mind by the teacher, to stimulate her
invention and to guide her judgment in the adoption of the
best methods.
The programme can do little more than to indicate the im-
portance of this work by the time allotted to it, and to
suggest some among the many methods which the ingenious
teacher will use. Nor is it possible to set definite limits to
the work to be accomplished by the several classes. This
will depend much on the capacity and aptness of the teacher,
4
SCHOOL DOCUMENT NO. 17.
and cannot fail to manifest its results in any examination to
which the pupils may be subjected. It will, of course, be
understood that though the exercises are essentially the
same in the several classes, they are expected to be pro-
gressive, and that pupils should be thrown more and more
on their own resources as they advance.
It may not, however, be improper to caution the teacher
against the expectation of great and immediate results. The
process must necessarily be slow in its early stages ; but, if
intelligently persevered in, its effects will be felt with in-
creased force as pupils advance to the grammar and high
schools.
In the oral exercises pupils should be required to speak
audibly and distinctly, and to make complete sentences. This
cannot be too strongly insisted on. An answer given in a
word or phrase, which can only be understood by knowing
the question, does not secure the end desired.
As soon as pupils begin to write, care should be taken that
• every sentence should begin with a capital, that the words
should be spelt correctly, and that a period should be placed
at the end of a sentence that tells something, and a question
mark at the end of a sentence that asks a question. Beyond
the use of these two punctuation marks, it would seem un-
necessary to trouble pupils in the primary schools, since the
sentences that they form will be short, and they are not able
at this stage to make proper discrimination in the use of the
comma, semicolon, etc.
The earriest teacher will experience little difficulty in find-
ing material for these language lessons. The pictures in the
reading-book, the selections that the pupils read, and what-
ever may arouse their curiosity and lead to habits of obser-
vation and discrimination, the skilful teacher will use ;
especially the oral lessons on plants and animals will fur-
nish interesting and instructive material, that maybe used
indefinitely.
SUGGESTIONS.
5
At first only the most prominent objects in a picture, or
the most obvious qualities of an object, should receive
attention. Thus, in examining a picture in the reading-
book, in answer to suggestive questions by the teacher, the
pupil will say that he sees two little girls, that they are
looking at a bird's nest, that the nest has four eggs in it, and
that the bird is sitting near by on the branch of the tree.
This, perhaps, is sufficient for the lowest class. At a later
stage the skilful teacher will find no difficulty in interesting
the pupil in the skill with which the nest is made, the beauty
of the eggs, and the motherly anxiety of the bird whose
hiding-place has been discovered.
No doubt the pupils will at first, and for some time, require
much assistance, which may be given chiefly by suggestive
questions, leading them to name the most important thing,
or quality first, and then to speak of other things in relation
to it.
Whenever an imperfect or ungrammatical sentence is
made, it is recommended that an opportunity be given for
some pupil to correct it. As pupils advance, more particular
descriptions may be brought out by judicious questioning.
In some such way as that indicated above, it is believed that
.these oral exercises may furnish material for elementary
lessons in composing and writing.
LANGUAGE.
Grammar Schools.
The purpose of these lessons is the same as that of the
primary lessons, — to develop the power of oral and written
expression. The attempt to do this by a study of the
technicalities of grammar has proved a failure, and it
seems now to be generally admitted that facility in the use
of language can only be acquired by abundant exercise in
using it as the expression of thought.
6
SCHOOL DOCUMENT NO. 17.
The time specially allotted to this does not, perhaps,
fully indicate what is regarded as its relative importance to
other studies. All the recitations, whether oral or written,
in whatever branch, should be regarded also as exercises in
the correct use of language. The material for these les-
sons will thus be found to some extent in the subjects
suggested for the primary schools, and also in the les-
sons in geography, history, and almost all the branches
taught in our schools. Nothing fixes knowledge so defi-
nitely in our minds as to state it in our own language.
Much information on subjects not connected with the school
work may be imparted by the teacher, to be reproduced by
pupils in these lessons. As in the primary course, it is im-
possible to assign definite limits to the work of the several
classes ; it is, perhaps, enough to say that it should be pro-
gressive, more being required both in thought and expression
as we advance towards the higher classes. It is believed
that a careful supervision of the work of the several classes
by the principal, with an occasional test of their success,
may, in time, furnish a proper standard of the results to be
expected in the several grades.
ORAL INSTRUCTION.
Primary Schools,
t
This phrase is applied to that department of instruction
which aims to secure proper mental activity in children
by the study, first of their surroundings, and afterward, of
whatever is appropriate, though unfamiliar. Children are
naturally observant and curious. They begin early to care
for plants, animals, and other things around them. We
need only to cherish and guide their curiosity, in order to
train their eyes to quick seeing, their ears to attentive lis-
tening, their hands to careful handling ; and thus to lead
SUGGESTIONS.
7
them, through the use of their perceptive faculties, to the
development of thought and to its proper expression.
For introductory lessons in the lower grades, the teacher
may present familiar animals and plants, in the living
forms, in preserved specimens, or in pictures ; choosing,
as far as possible, those which represent families, — as the
cat, the dog, the duck, etc. The lessons upon any animal
may begin with the characteristics which are best known ; —
whether habits, uses, or structure. Thus, a talk about the
habits of the cat may lead to adaptations of structure ; while
the uses of the cow or the horse may lead to the study
of parts. Later, by comparing different animals, attention
may be called to marked likenesses and differences.
In studying common objects with little children, the
teacher may direct observation to the most evident proper-
ties, — form, color, and general qualities. Under this last
head may be included, in the higher grades, the study of
measure, weight, size, place, direction, etc. Simple scales
and a few measures, which may be easily obtained, will
furnish means of recreation and of profitable occupation.
" Little and often " is the secret of success in primary
schools ; and a few minutes of each session rightly employed
in oral instruction will give large results. The teacher gets
many hints by studying children at their play ; — watching the
natural activity of their faculties, and noticing that, while
intensely interested for a little while, they soon turn to a new
amusement.
Whether at play or in school children can be kept inter-
ested and busy only by frequent changes of occupation. This
needed variety is, however, the opportunity of the primary
teacher ; and, by using it wisely, the children are brought
to a varied though simple knowledge of the world in which
they live. The, mistake of trying to teach too much in any
direction should be carefully avoided, especially in the lower
classes.
8
SCHOOL DOCUMENT NO. 17.
While hints and suggestions may be sought on all sides,
the teacher should not look for models to be blindly copied.
The details of her method should be her own, adapted to
the special circumstances, and varied by her own experience
of success or failure. Certainly no work in any grade of
schools can be a surer test of* teaching ability, or of the range
and accuracy of a teacher's knowledge.
The true teacher will begin with the child where he begins ;
remembering always that, while he will be constantly gain-
ing useful information, his mental development is the more
important result. He should, therefore, be told nothing
which he can find out readily for himself, through the exer-
cise of his perceptive faculties in examining objects, natural
and artificial. At the proper time, he will, by comparison,
form judgments and find ways to express them. This train-
ing is fundamental, and will facilitate progress in the higher
grades of instruction.
Applying these principles to any line of oral teaching, it
may be said, — first, that the material for the lessons must
be well chosen and skilfully presented ; secondly, that as the
natural movement of the child's mind is toward the new, in
the direction of his curiosity, much will be gained by such
change of material as will give novelty while reviewing the
points of former lessons. The materials for studying the
common qualities of objects are easily accessible ; and, for
lessons on color, different colored worsteds, silks, tissue
papers, bits of ribbon, pattern cards, etc., will serve a good
purpose, even where color blocks and charts are provided.
The inventive and interested teacher will have no difficulty
in finding resources.
As a result of proper oral teaching, the vocabulary given,
and the ideas it represents, will be so naturalized in a child's
mind, that the presentation of a new object will suggest as many
of the known terms as are applicable to it ; thus making " an
object-lesson," in the technical sense, possible anil profitable.
SUGGESTIONS.
9
Children should be able to tell, in simple, easy sentences,
what they know of any object studied, and how they learned
it. They will thus take their first steps in language natu-
rally, and will add daily to their vocabulary. Freedom
and variety of expression should be encouraged, and the
teacher should be careful not to fall into the use of formulae,
or set phrases, however well understood.
By these and similar methods, proper early training is
given to the observing powers by their daily use ; to the
memory, so retentive in childhood, by learning to apply and
to spell new words as they are introduced ; to the judgment
by the comparison of objects as to their similarities and
differences ; and in the use of language by practice in oral
and written descriptions ; while incidentally, yet surely, the
habit of close attention is formed. At intervals the teacher
will naturally call up mental images of absent objects, or will
encourage a child to describe what he is thinking of, so
that the class may be able to guess his thought ; and thus
the teaching will become conceptive and begin to train the
imagination. Familiar fables and stories that illustrate traits
of character may be introduced, by which effective moral
influence and valuable aid in discipline will also be secured.
If such teaching gives proper play to all the faculties, and
helps to develop the child's whole nature, may it not claim
the thoughtful preparation and the best efforts of every
primary-school teacher ?
ORAL INSTRUCTION.
Grammar Schools.
With the same purpose in view, the same methods will
apply to grammar schools as to primary. Children learn
to see by seeing, and to think by thinking. As they pass
on to higher grades they will be prepared to observe more
and more the relations of things, — how they depend upon
10
SCHOOL DOCUMENT NO. 17.
each other ; how they differ from and resemble each other, —
and so to begin to arrange them into natural classes. Thus
the simple lessons from nature will become elementary
studies in natural science, giving fresh enjoyment and bring-
ing healthful moral influences, through an intelligent and
reverent appreciation of nature and of life. More and more
may be done each successive year to cultivate the taste and
the imagination, and to prepare for the practical duties of
life.
Simple talks about the sun, moon, and stars ; about the
common phenomena of wind, clouds, rain, frost, etc. ; about
what we obtain from plants, animals, and the mineral world,
and how it is prepared for use, thus leading to lessons on
trades, occupations, and commerce ; stories of life in ancient
times, in the middle ages, in other countries ; accounts of
great discoveries and inventions ; vivid biographical sketches ;
— all these and many more topics will be fruitful resources
for mental training, while they illustrate the reading, geog-
raphy, and history lessons, and furnish abundant material
for language lessons, oral and written. The aid needed
in preparing for this oral instruction will be found in such
books as Miss Yonge's Stories of History, Hawthorne's
Wonder Book, Bulfinch's Age of Fable and Age of Chiv-
alry, Cox's Tales of Ancient Greece, Wood's Homes without
Hands, and recently published books on familiar science and
natural history.
Teachers should not be troubled with the question, M how
much is to be accomplished with any class," but should seek
to secure the best results in the time assigned to this depart-
ment, letting the range of topics treated vary with the
character and ability of the different classes.
PHYSIOLOGY.
The chief purpose of a series of lessons in physiology, in
the grammar-school course, is to give that knowledge of the
SUGGESTIONS.
11
structure and functions of the human body which is essential
to the preservation of health. The following topics may be
treated with reference to their practical bearing, and with great
freedom from the technicalities of scientific study : —
I. The framework of the body, — important as a protection
for the internal organs, and for the attachment of the
muscles. The structure of bones, as adapted to their use.
The principal parts of the skeleton and their contents,
without putting stress upon the number and names of the
bones.
II. The muscles, as a motor apparatus. Their structure as
adapted to their use. How motion is effected. Use of
joints, tendons, and ligaments.
III. The growth and renewal of the parts of the body, as
dependent upon good food, good blood, good air.
Digestion — organs of ; use of each ; process and result
of digestion.
Circulation — organs of ; their use ; course of the blood.
Kespiration — organs of ; their use ; effects of good and
bad respiration.
IV. The skin. Its structure and functions.
V. The nervous system as the directing power in the body,
and the special senses briefly treated.
VI. Hygiene : naturally treated in connection with the pre-
ceding topics, but the following points may need special
emphasis : —
Exercise — amount and limits of.
Food — quality, quantity, time, and manner of eating.
Bathing, clothing, posture, ventilation, sleep.
Conditions for and amount of mental labor.
READING.
The object to be sought in this branch of instruction is
twofold. The pupils should be taught (1) to take in, with the
12
SCHOOL DOCUMENT NO. 17.
eye and the mind, the meaning of the printed sentences ; and
then (2) to express this meaning intelligently by the voice.
The reading matter should therefore be suited to their
understanding, or not far above it.
The methods used to accomplish this result in the differ-
ent grades must vary with different teachers. Good sense,
helped by observation and experience, will suggest new and
changing ways of interesting the pupils and of advancing
them in the various steps.
The following susrcestions may be of use : —
After children have learned to recognize simple words
they may be taught to read short simple sentences from the
black-board or cbart and from the book, the teacher aiding
them by reading e.ich sentence ; for at the outset they can
be expected to do little except by imitation.
Bad habits formed at the beginning will be very hard to
correct, either by the teachers who allow the children to form
them, or by the teachers who next receive the class : such a
habit, for example, as that of uttering the words one by one,
slowly and monotonously. The articles a and the should
from the first be pronounced with the following word, as if
they formed a part of it ; for instance, a boat, a goat, should
be spoken as if they were single words like about, ago. So,
too, the pupils may from the outset be taught by the ex-
ample of the teacher to read in phrases; e.g., The-two-kits
lap-the-milk iu-the-pan.
Some explanation of what is to be read is often needed in
every grade. Proper emphasis and expression, of 4 the sim-
plest kind, are impossible if one does not understand what
he is reading; but, when the thought is well understood, the
reader, of whatever age, may be expected to express it in an
easy, natural manner. In the lower grades, and with more
difficult selections, the teacher will of course prepare the
lesson with the class, — explaining, questiouing, and making
clear all new and hard words and phrases. A talk about
SUGGESTIONS.
13
the picture will often give an opportunity to make the
children familiar with words which they are to meet for the
first time in print.
It is better to take the easier and more interesting selec-
tions first.
As the teacher sets copies on the black-board for writing,
so he should set an example in reading naturally and intel-
ligently. It is not rules for reading that will help the
children, but imitation and practice of a natural manner of
reading.
Constant care must be taken to prevent screaming, shout-
ing, and drawling. A natural pitch of the voice, — not too
high, — pleasant intonation, and distinct articulation should
be aimed at. Declamatory reading is never desirable, but a
style of readiug suited to the home circle should be culti-
vated.
If a pupil miscalls a word it is not best to correct by
repeating the isolated word, but rather to give the whole
phrase of which it is a part.
It is well for the teacher and a part of the scholars some-
times to close their books and listen to the reading of others.
Or sometimes one or two copies of some book containing an
interesting story may be passed from one scholar to another,
the class listening. The hearers will wish to understand the
whole story, and the readers will be incited to read so that
they can be understood.
Pupils should frequently be called upon to give, in their
own language, the sense of a paragraph or sentence which
they have just read. So, after the lesson has been read,
they should be called upon to give, in their own language,
an oral or written account of its contents.
Each class should go over as much ground as possible,
provided that all be fairly understood and read understand-
ing^. The text-books assigned to the various classes indi-
cate not the amount to be read, but the kind of reading-
SCHOOL DOCUMENT NO. 17.
matter to be used. No exact limits can be fixed as to what
is to be read within a given time. The classes should have
as much supplementary reading as possible, outside the book
assigned. The "Nursery" and Mrs. RickofPs "Monday
Mornings" are specimens of suitable reading, equivalent to
a Reader of the " Second" or " Third" grade. Equivalents to
the higher grades can be found in the reading-books pre-
scribed for the Latin School.
As soon as a child can read easy sentences he should be
encouraged to read other books than the reading-books.
It is impossible to state the exact results which are to be
expected in each class. The intelligent and ingenious
teacher, who aims to accomplish the object first mentioned,
will produce satisfactory results.
SPELLING.
In the outline course of study spelling is associated with
reading, but it belongs quite as properly with language
lessons, writing, and other branches. The practical use of
correct spelling is found only when thoughts are expressed
in writing. Exercises in spelling should therefore be as far
as possible written. The aim all along should be for the
pupil to be able to spell the words of his own vocabulary.
He should have constant practice in familiar words and also
in the new words met in any of his lessons. It is too much,
of course, to expect him to remember the correct spelling of
(/// the words of his constantly increasing vocabulary ; but he
may at least be spared useless drill upon words which he
cannot use and of whose meaning he is ignorant. It is desir-
able to train children to spell correctly common words ; but
they should not be expected to spell unusual and difficult
words.
As early as possible passages from the reading-lessons
should be copied, and sentences should be written daily
from dictation. The sentences which the pupils make in
SUGGESTIONS. 15
their oral exercises or in their language lessons will thus
give material for a spelling-lesson. When the pupils are
far enough advanced they may write out the substance of
any of their daily lessons in geography, history, physiology,
etc., or copy good passages of prose and poetry. It is
manifest that words spelled thus in vital connection with
each other and with their meaning will be better remembered
than when they are written in lists as isolated, dead frag-
ments.
Care should be taken that the pupils copy correctly. The
imitative faculty being strong in children, they would, no
doubt, make fewer mistakes if they were never to see or
hear words misspelled.
Through the whole course of study, beginning with the
earliest attempts, pupils should be held responsible for good
spelling in all the written exercises connected with the vari-
ous branches.
Yaried and interesting methods to secure good spelling,
and at the same time to lead pupils to a good choice of words
in speech and writing, will occur to teachers. Among these
may be mentioned the use of synonyms ; of words of similar
meaning that cannot be substituted one for another ; of the
different modes of forming derivatives from root-words, etc.
Pupils in the upper classes may be led to perceive the few
fundamental rules of orthography and pronunciation which
belong to our language.
WRITING.
A good handwriting, free, uniform, legible, and natural,
is better than engraved copies, and to secure this, much more
depends on the teacher than on the system taught.
A well-arranged, progressive series of lessons in copy-
books is indispensable in order to discipline the hand to
regularity, and to correct errors ; yet too exclusive use of
16
SCHOOL DOCUMENT NO. 17.
engraved copies tends to destroy individual characteristics,
— an essential clement of the best writing.
Good position, securing the power to move the hand and
arm in any direction, — without which we cannot write easily
or legibly, — is fundamental; hence, from the lowest to the
highest grades, correct position, movement, and form, should
be systematically and persistently taught, — good forms made
and analyzed, and poor ones corrected, by illustrations upon
the black-board.
Neatness and legibility should be required in the written
exercises in connection with the various studies.
To encourage and secure the individuality which ought to
characterize good writing, blank books, in which to copy
valuable maxims, choice selections of prose and poetry,
abstracts of lessons, etc., arc recommended to be used, alter-
nating with the copy-book.
Upon the lowest line of each page of the copy-book let
the pupil write his name and age, the name of the school
and class, and the date when the page was completed.
Ketain the last set of writing-books finished till another
set is completed and criticised.
ARITHMETIC.
The course of study in arithmetic includes only subjects
that are either essential or useful, and that may, if studied
in their proper order and by natural methods, be understood
by the pupil. From the beginning to the end of the course
he is to acquire a real knowledge of numbers and of their
relations and uses. Although a knowledge of arithmetical
terms, figures, and processes is essential to the expression
and use of numbers, it cannot be a substitute for a knowledge
of numbers themselves. The immediate end to be reached
in the study of arithmetic, as well as of other subjects of
elementary instruction, is the acquisition of a useful amount
of real knowledge, with the ability to use it understandingly
SUGGESTIONS.
17
and readily, and to express it correctly and clearly. If this
knowledge, acquired in the right order and in a sensible
manner, be simply and naturally expressed in the language
appropriate to arithmetic, numbers and their expression will
be so firmly associated that the one will naturally respond
to the other.
Not only should the pupil be kept from repeating mere
words and figures as if they were numbers, and mere formu-
las and processes as if they were reasons and ends, but also
from the opposite, though lesser, evil of slighting the sign
and the process. Correctness in the use of figures is essen-
tial, and, if cultivated with the understanding, has a not un-
important moral influence. On the other hand, rapidity,
although desirable, is not indispensable, and, when made an
end, is too likely to consume the time, which, instead of
being spent in acquiring unnecessary skill, might be given to
a more intelligent and useful exercise.
Let the pupil, then, do real work in numbers, and let him
express what he does, to the end that he may by daily exer-
cise grow into a clear and useful knowledge, and that he may
express that knowledge by the language of arithmetic instead
of studying the language as if it were arithmetic itself.
Happily, in acquiring the most useful knowledge of arith-
metic, a pupil must at the same time receive the best mental
training that this study can give. At least in this subject
"practical utility" and " mental discipline " are not at vari-
ance ; neither need be sacrificed to the other.
The School Board has determined the general subjects of
the course in arithmetic, and the general order of subjects,
but has left details and — with some slight exceptions —
methods to the wisdom and skill of the teachers themselves.
Of the familiar principles which should determine the meth-
ods of teaching arithmetic, none deserve greater attention
than the following : —
1 . That in childhood the activities of perception are greater
18
SCHOOL DOCUMENT NO. 17.
than other mental activities. 2. That both single and re-
lated perceptions must be clear and distinct in order that the
memory may do its proper work. 3. That the imagination
and reflective powers of children cannot live and thrive on
abstractions, but must feed daily and hourly on present or
recalled perceptions, or on conceptions that may at any mo-
ment be realized in thought. 4. That children — when their
minds are acting freely and naturally — think and reason,
and can no more help thinking and reasoning than they can
help seeing when their eyes are open. 5. That the mind is
not educated until its power, not only of gaining knowledge
without help, but also of applying and using its knowl-
edge, has been drawn out and made effective.
Although these principles do not apply to instruction in
arithmetic alone, yet the right methods of teaching it depend
especially upon thern. They plainly teach —
1. That arithmetic, although a deductive science, should at
first be studied and taught inductively ; that, accordingly,
objects of sense — especially those of sight, of sound, and
of the muscular sense — should be numbered singly and in
groups by the child ; that the numbered objects and groups
of objects, present, recalled, or imagined, be of so many
kinds, and be represented so often by the same figures, that
the child will gradually learn the general ( "abstract") nature
of numbers and the general office of figures ; that the opera-
tions be at first with numbered objects and groups, and be
so simple, of so many kinds, and expressed so frequently by
the same signs and figures, that the elementary truths of
arithmetic will, in a general form, begin to dawn on the
mind of the child.
2. That figures and names of numbers should, at first,
be associated immediately with numbered objects and
groups whose relation to each other is distinctly per-
ceived, and with the simple mental work that the child
actually does in order to reach a certain end; afterwards,
SUGGESTIONS.
19
slowly and understandingly, with numbers themselves, and
the operations performed with them; and, untiringly, year
after year, with real and representative problems both within
and slightly beyond the knowledge and the ability of the
child to solve : to the end that " the memory may do its proper
work," and may not, because eye and ear have been trained
to associate only names of numbers with names, figures with
figures, operations with little or nothing that is actual and
intelligible, be left to the fatal and wasteful process of recall-
ing little else than unmeaning signs and sounds.
3. (1) That, because much of the mental activity of a
child consists in forming the images of sensible objects and
in the play of the imagination, he should be allowed and en-
couraged to number the familiar objects which he has recalled
or which are pictured before him, and, by changing their
number, together with their size, form, or color, and the time,
place, or other circumstance connected with them, to make
up simple problems which may be solved by himself or his
class-mates. (2) That, as thought involves a consciousness
of identity, similarity, or difference, and as these relations
are the basis of thought in numbers, but cannot be clearly con-
ceived in an "abstract" form by children, there should be at
the very start and during the study of elementary arithmetic
exercises which involve the perception of the relations of
numbered objects ; that, accordingly, the following questions
— varied, of course, in matter and simpler in form — should
be asked and their answers should be sought and found by
the pupils themselves. [The questions given below are not
such as should be put to the pupil. They merely indicate
the subjects and the order. The questions actually put
should be in the simplest form and be varied according to
circumstances.]
Primary School, Class VI. a. How many objects [of
sight, sound, touch, motion, etc.] do you perceive [see, hear,
touch, move, etc. ; whether at once or in succession] ? b.
20
SCHOOL DOCUMENT NO. 17.
How many objects in a certain group [or collection, line,
series, etc., natural or artificial] ? c. How many objects in
two groups [and more ; whether equal or unequal in number ;
whether perceived at once or in succession] ? d. How many
groups ? e. How many objects after adding a certain num-
ber? f. How many objects after subtracting a certain
number? g. How many more objects in one group [and in
several groups] than in another [and in several others] ? h.
How many less? i. Plow many objects of a group must be
taken away from it in order that there may be a certain num-
ber left in it? j. How many objects must be added to those
in a group in order that the sum may be a certain number?
Ic. How many objects must be added to or taken away from
a group in order that the sum or difference may be equal to
the number of objects in another group? [Such exercises as
are indicated by the foregoing questions should be con-
tinued until the child (1) recognizes and names one object
and the number of objects in groups of two, three, four, and
five ; (2) combines every two or more of these groups into a
single group of not more than ten objects, and names the
number; (3) is able to find out the relations of addition and
subtraction, (4) and of more and less, between every two
groups of not more than ten objects. (See illustrations of
(2), (3), and (4), under i. and/, in class V.)]
Class V. a. If the number of objects in each of the
equal groups and the number of groups be known, how
many objects are in all the equal groups? Also, b. how
many objects in all the equal groups, together with those in
a smaller group, if there be one? c. If the number of objects
in each of the equal groups be known, how many groups
must be combined to form a group of a given number of
objects? d. How many objects must belong to each group,
in order that a given number of equal groups may be com-
bined into a group of a given number of objects ? e. If the
whole number of objects and the number in each of the equal
SUGGESTIONS.
21
groups into which the whole number is separated (" divided")
be known, how many equal groups are there? Also,/*, how
many equal groups are there, and how many objects in the
remaining group, if there be one? g. If the whole number
of objects and the number of equal groups into which the
whole number of objects is separated (" divided ") be known,
how many objects in each of the equal groups? Also, h.
how many objects in each of the equal groups, and how
many in the remaining group, if there be one ? i. In general,
of what numbers is each number of objects, not larger than
ten, the sum? {e.g., Three objects are the sum of one object,
one object and one object ; of two objects and one object ;
of one object and two objects.] Also,y. what is the rela-
tion of each number of objects not larger than ten to itself
and to each of the other numbers not larger than ten? [(1)
The relation by addition and subtraction ; (2) by more and
less, or by difference ; (3) by multiplication, and by divis-
ion in its two forms ; e.g., The relation of three and one to
each other: (1) Two objects added to one object make
three objects ; two of the three objects taken away leave one
object. (2) Three objects are two more than one; one
object is two less than three objects. (3) Three objects
are three times one object ; one object in three objects three
times, and one object is one-third of three objects. The re-
lations of three and two : (1) and (2), as above. (3) Three
objects are either once two objects and one object more, or
once two objects and one-half of two objects ; two objects
in three objects, either once with one object remaining or
once and one-half ; two objects are two-thirds of three
objects. The relations of three and three. to each other: (1)
If no objects be added to three objects, and if none of the
three be taken away, the result will be three objects. (2)
Three objects are neither more nor less than three other
objects; i.e., three objects are equal to three objects. (3)
Three objects are once three objects ; three objects in three
22
SCHOOL DOCUMENT NO. 17.
objects, once ; three objects are three-thirds of three. It is
suggested that, as the relations of 1 to 1 cannot be easily
apprehended, they be studied last, the following order being
perhaps the best : 2 to 1 , 2 to 2 ; 3 to 1, 3 to 2, 3 to 3 ; 4 to
1 , 4 to 2, 4 to 3, 4 to 4 ; and so on to 10 ; and last 1 to 1.]
Class IV. a. What is the sum of the objects in a group
of ten and a group containing less than ten? Also, 5. of two
groups of ten ? c. What are the relations of addition and sub-
traction, and d. of more and less, between ten objects and
every number of objects from eleven to twenty? e. In gen-
eral, of what numbers is every number of objects from eleven
to twenty the sum? Also,/, what are the relations of addi-
tion and subtraction, of more and less, of multiplication and
of division in its two forms, between every two numbers not
larger than twenty? [Order: 11 to 1, to 2, to 3, and so
on to 11 ; 12 to 1, to 2, to 3, and so on to 12; etc. See
illustrations under i. andy. class V.]
Classes III., II., I. [The relations correspond to those
in the lower classes. See illustrations. If the relations of
the smaller numbers be really perceived, and if they be often
expressed by words and figures in solving the simple prob-
lems given, the pupils will probabty need no other exercises
to fix these relations in the mind. The limits of useful famil-
iarity with results in addition and subtraction are plain. It
is sufficient for practical purposes to know and to have ready
for use the sum of every two numbers neither of which is
larger than ten, and the difference of every two numbers
neither of which is larger than twenty. If a pupil is famil-
iar with these results, and has a real knowledge of decimal
composition, relations, and notation of numbers, he is pre-
pared to add and subtract with larger numbers. In multi-
plication and division the boundaries of desirable familiarity
with results are not so plainly marked. Logically, a hun-
dred is the largest product and dividend, and ten the largest
multiplier and divisor that need be ready for use in the larger
SUGGESTIONS.
23
numbers. But eleven is so easy and twelve so useful a mul-
tiplier and divisor, that one hundred forty-four and twelve
are not undesirable limits. Beyond the limits referred to,
no special effort need be made to fix relations in the mind ;
the most useful, being used the oftenest, will fix themselves.
Indeed, it is sufficient for the pupil to be able to find, within
a reasonable time, the true relations of the larger numbers,
and to express the results correctly.]
4. That because children think and reason — though not
consecutively and logically — they should be alloived to think
and reason in numbers, inductively and by immediate infer-
ence at first, and deductively after arriving at simple truths
that, accordingly, neither " rules " nor principles should at
first be presented to pupils, but simple facts which they can
apprehend, and simple problems whose solution requires
them to use their mother-sense, and does not prevent them
by difficulties in matter and form from using naturally and
understandingly their mother-tongue ; that after a principle
has been evolved from the solutions of simple problems, and
has been clearly stated by the pupils, they may illustrate and
apply it, may use it as a guide and a reason, in their future
and more difficult work.
5. That, in order to educate the power of applying and
using the knowledge of arithmetic and of gaining further
knowledge of it without help, the mind must be so exercised
that it will be able not only to receive and reproduce ideas
of number that have been clearly, orderly, and pleasingly
presented to it, but also to make a positive effort to arrive at
a definite end, although the way to it be hard and rough ;
and, accordingly, the ear and eye should be trained with the
understanding to perceive readily what is given and what is
required in the simple oral and written problems, and the
mind, knowing the object to be accomplished, should do
the work with no more than needed help ; the problems
should gradually become more difficult to solve and should
24
SCHOOL DOCUMENT NO. 17.
represent as nearly as possible reality ; the inventive power
should be exercised in making up both oral aud written
problems ; and, finally, a " subject" should be studied by the
pupil aud should, with little or no help, be mastered by him.
In teaching the metric system, instructors may be helped
by reading Sawyer's "Metric Manual," and other publications
of the Metric Bureau.
Each pupil should see, handle, and use the measures and
weights. Witb the help of his teacher, he can easily make
of wood, tape, paper, or of other material, a meter and any
useful part of a meter. In his drawing lessons, he may rep-
resent a decimeter in length and a square decimeter, and,
also, sub-multiples and small multiples of these. In the
number lessons, he may use to advantage ten splints or
straws, each a decimeter long. By placing them in line he
may illustrate any desirable part of a meter, and, at the same
time, have an exercise in the relations of the first ten num-
bers. With four splints he may enclose a square decimeter ;
and, with simple apparatus, he may be made familiar, or,
better, may make himself familiar, with the most useful units
of volume, capacity, and weight. Whatever real knowledge
of the metric system he gets, must help him in understanding
the decimal system of numbers.
GEOGRAPHY.
This should not be a study of dry details, but of the home
of man ; the study of the diversified surface and varied
climates of the earth ; of the distribution of vegetable and
animal life ; and of the conditions of human life as to manners,
customs, occupations, governments, and religions.
As travel broadens the ideas, so will the study of
geography if rightly pursued ; and pupils may increase
the value of their lessons by reading books of travel, and
stories of great explorers. The teacher can afford to deal
sparingly in statistics, latitudes, longitudes, areas, and
SUGGESTIONS.
25
heights, and to avoid dry definitions and detailed map-
questions, that lead only to a recital of names of places
destitute of associations. Such knowledge is not worth the
time it takes to acquire it, though it may secure rapid, accu-
rate recitations. Rather let pupils be encouraged to express,
in their own language, whatever of interest and value they
may gain from the text-book and from other sources of in-
formation.
The first lessons, with little children, may be entirely oral,
the teacher using vivid style and familiar language ; the aim
beins; to create an interest in different natural features and
products, and in the customs and occupations of people in
different parts of the earth. The teaching cannot be too
simple, the treatment of subjects too familiar. It is proper
to presuppose a certain preparation for geography in the
primary schools, where the children will have heard of north,
south, east, west ; of plants and animals from hot and cold
countries ; and of different wrays of living in different places.
The teacher of geography may begin, then, by talks about
travelling over the great earth to see it, to get what is
needed here, or to carry to people in other parts what they
need. She may address the imagination and make the first
lessons a series of word-pictures, as far as possible. Show-
ing a globe, she may give an idea of the form and size
of the earth ; and by simple illustrations, — as, for instance,
that plants grow on the land, and ships sail on the sea,
and that everywhere birds fly into the air, — she may lead
to the conception of land and water on the surface of the
earth, and of air surrounding it.
The study of the natural features may begin with object-
teaching, — a hill, a pond, a river, — whatever is known to,
or can be seen by, the children. Pictures, or black-board
drawings, will serve to give the first ideas of unknown
features ; and a tray of moulder's sand, in which the children
will delight to form mountains, valleys, peninsulas, etc., will
26
SCHOOL DOCUMENT NO. 17.
be a valuable aid. After such conceptions children will read
intelligently the concise expressions of the text-book, called
definitions.
What the earth affords on its surface (or vegetation
and animals) ; under its surface (as coal and metals) ;
what the water affords (as fish, salt, and sponge) ; what is
around the earth (leading to talks about wind, clouds, and
rain), — these, and similar topics, will form a series of ap-
propriate early lessons.
The children will thus come naturally to the need of maps,
and by making a map of the streets in the vicinity of the
school-house, and a plan of the school-room, they will learn
the difference between maps and pictures. Outline maps of
the grand divisions may be introduced, and the children may
learn to point out rivers, mountains, bays, and other natural
features, designating very few, if any, by their special names.
It will be natural next to compare these maps with the globe,
and to show the position of the grand divisions there, and,
perhaps, the equator and the hot and cold parts. By simple
methods the maps of hemispheres may be explained, and
then briefly studied.
In the second year the children will be ready to take up
such general study of the countries of each grand division as
is adapted to their age. This study will be more interest-
ing and useful if still largely oral, with such explanation of
the text that the children may catch its full meaning before
attempting to read it for themselves. The teacher may think
it wise to take very early in this course the study of our oavh
vicinity, and state, and country, giving more time and detail
to it than to other parts. Map-drawing may be associated
with this study of countries from the beginning, though it
may not be desirable to insist yet upon drawing from
memory.
A class will thus be prepared for what may be designated
the second stage of study ; or to take up a more careful, sys-
SUGGESTIONS.
27
tematic course. This would naturally begin with further
consideration of the form of the earth, the observation of the
circles on the globe, easy statements and illustrations of the
earth's motions, seasons, zones, and of the life of man as
dependent upon surface, climate, and civilization. Here it
would be interesting to point out the earliest civilized coun-
tries, to trace briefly the progress of discovery, and the
transplanting of languages, manners, and customs, by coloni-
zation.
Then would follow the careful study of the physical
and political characteristics of different countries, noting the
dependence of the latter upon the former, and important
historical associations, giving more or less time to each
country according to its importance. Recitation by topics
and map-drawing will be the indispensable accompaniments
of this course. Rapid sketching of maps on slate or black-
board, as an aid to the study of countries and for reference
during recitations, will be useful; but elaborately finished
maps are unnecessary. It may be suggested that, while a
system of triangulation is an aid to many pupils, it is more
difficult for others to hold it in the memory than to draw
good outlines without it.
The third and last stage of study is intended to be a gen-
eral review, with special attention to important points. The
pupils of the first class are mature enough to form clear con-
ceptions of the phenomena that belong to astronomical and
physical geography, and of their effects upon climate and
civilization. They can consider more fully than before the
earth as a planet ; the changes of the seasons ; the variation
in the length of day and night in different parts of the earth ;
the different daily path of the sun at different seasons ; the
variation in time as corresponding to variation in longitude ;
the causes of winds and currents ; the contrasts in contour
and relief and natural scenery ; the commercial and political
relations of different nations, with the special interests
28
SCHOOL DOCUMENT NO. 17.
of each. They can thus arrange and classify knowledge
acquired in previous years and make it a permanent
possession.
HISTORY.
The leading purpose of this study should be to awaken an
interest in historical subjects.
Make prominent the men, localities, facts, and features that
are of a representative character, so that the pupil will have
a clear idea of the place each occupied in the development
of the nation.
Maps and diagrams of places where important events
have occurred should be made and freely used. Nothing
assists more to fasten in the mind an event than a knowledge
of the place where it occurred.
Short biographical sketches of persons prominent in dif-
ferent periods will help fix the time, place, and circumstances
of the events in which such persons were conspicuous. Only
a very few of the most important dates of such events, as have
become landmarks in history ought to be memorized. The
order and sequence of events, rather than the exact date of
each, should be the aim.
As little as possible, including dates, should be committed
to memory. It is the thought, the relation of cause and effect,
that is desirable ; and this will rarely be secured if the pupil
is required or allowed to commit and repeat the words of the
text-book. The imagination especially should be cultivated.
Assign lessons by topics, not by sections or pages of
the text-book, and require pupils to recite in their own
language.
Encourage pupils to consult other histories beside the
text-book, and to read any book illustrating the period
studied. Historical relics, engravings and views of places
historically important, should, if possible, be exhibited and
explained.
SUGGESTIONS.
29
In United States history carefully consider the principal
discoveries and explorations, the settlement of such colonies
as especially moulded and modified the social, political, and
religious institutions of the country, the different kinds of
government established by the colonies, and how they were
united in a common defence, to secure their rights as set
forth in the Declaration of Independence and embodied in the
Constitution. The period since the establishment of the
Federal Government should be more thoroughly treated than
any other. It is better to know what the nation has done,
how it has increased its territory, developed its resources,
settled great and vital questions, and advanced to its present
position, than to be acquainted with a large number of ante-
cedent but less important facts.
The value of English history depends very largely upon
connecting it with the history of our own country. Teachers
are therefore recommended to pass more lightly and rapidly
over the earlier periods, dwelling only upon such points as
the earlier races, governments, and institutions, and reserv-
ing their labors in detail for the later periods, from about
1500 to our own time. No single text-book will be found
sufficient.
In studying the Constitution of the United States, and of
Massachusetts, read the documents themselves, referring
from one to the other and from both to the English Con-
stitution, or those parts of it which are the sources of our
own. We have here an excellent opportunity of studying his-
tory by original documents, and it should be made as much
of as possible.
PHYSICS.
The course of study provides that the teaching of Physics
shall be "as far as practicable by the experimental method."
The ingenuity of the teacher will, doubtless, find the practi-
cability of this method under nearly all circumstances. It
30
SCHOOL DOCUMENT NO. 17.
may be well, however, to indicate the reasons for intro-
ducing this branch of study earlier in the grammar-school
course, and the nature of the work it seems desirable to
accomplish in the respective classes.
The object of the change is to give to a larger number of
scholars than heretofore the opportunity of obtaining such
knowledge of the elementary facts and principles of Physics,
and such training in methods of observing and investigating,
as will be helpful to them in life. As a large majority of
these scholars are cut off from school privileges either at or
before the end of the grammar-school course, the plan of
instruction should have chief reference to their especial
requirements.
Only the most familiar physical facts need be made the
study of the third class. In some instances the underlying
principle may be recognized ; but the aim will chiefly be
the cultivation of the observing faculty, and the attainment
of some practical knowledge. It will not be necessary to
follow closely any particular order of subjects or lessons.
The result, however, will probably be an acquaintance, on
the part of the scholars, with a few facts from most of the
departments of Physics, some understanding of simple
mechanical principles and their applications, and consid-
erable interest in experimenting.
In the second class former attainments may be tested,
instruction continued with the same ends in view, attention
given to the general divisions of the subject, and the
classification of phenomena. Inquiry into causes will
naturally come into greater prominence. This will demand
much experimental practice, for the purpose of discovery
or verification.
The way will thus be opened for systematic, and some-
what more comprehensive study in the first class. This
will insure a review of previous work, and the completion
of the outline study of the subject. More attention may be
SUGGESTIONS.
31
given in this class to physical laws and theories, to mechani-
cal contrivances for utilizing the forces of nature, and to the
principles involved in the construction of philosophical
instruments. Experimental practice may thus be made
more general and effective.
SEWING.
The main object of instruction in sewing is to fit girls for
greater usefulness in their homes ; and, to this end, the
teaching should be progressive and thoroughly practical.
Eight beginnings will be secured by special attention, at
first, to the posture of pupils, the proper holding of the
work and of the needle, and the adaptation of needle and
thread to the material in use. With sewing, as with all
other branches of instruction, variety and interest are
necessary to success, and the teacher will gain much by in-
ducing parents to supply the little ones with work requiring
only simple stitches and short seams, and to vary the material
and kind of work as the instruction proceeds. As far as the
teacher can control it let the child have, at the start, the
encouragement of making something useful, not the weari-
someness of taking meaningless stitches on meaningless
pieces of cloth. And let her be promoted from one kind of
stitch and garment to another, till she has- learned all the
varieties of useful sewing. Especially let her be encouraged
to mend, patch, and darn well, to make good button-holes,
to cut, fit, and baste her work, and to secure neatness of
finish.
PHYSICAL EXERCISES.
A few exercises well done will be much more pleasing,
interesting, and beneficial than many indifferently performed ;
therefore teach a few well-arranged, simple movements that
pupils can make without imitating the teacher or a pupil
placed before the class to guide or direct the exercise.
32
SCHOOL DOCUMENT NO. 17.
Require precision and uniformity. If pupils know just
what movements to make, without dictation from the teach-
er, they will delight in them, especially when executed to
music.
Avoid all sudden or jerking movements. If the hand or
arm is to be carried out from the body horizontally, verti-
cally, or obliquely, let it be done as though carrying a heavy
weight as far as possible, stretching every muscle to its
utmost tension.
It is a poor excuse for neglecting physical exercises in
school to say, "No time." Time will be gained by prac-
tising a few well-arranged, symmetrical exercises. When-
ever a recitation languishes on account of inattention or
weariness, and pupils become restless, a moment or two
spent in judicious physical exercises will change the entire
aspect of the room, and pupils will be prepared to apply
their minds to study with renewed vigor.
If practicable, rooms should be thoroughly ventilated dur-
ing these exercises.
Sitting, counting aloud, or singing, should not, as a general
thing, be allowed while ^exercising.
Do not allow pupils to strike upon their chests unless their
lungs are fully inflated. It is not safe to practise any physi-
cal exercise with very small children in which they will be
required to strike their chests, for they will not and cannot
keep their lungs properly inflated.
Teachers should give personal attention and direction to
the subject, and not permit exercise in any way but the right
one. Have a well-defined object in view, and endeavor to
make every movement tend toward that object.
KECREATION.
Part of Wednesday and Friday afternoons, or other more
convenient times, may be spent in merely entertaining exer-
SUGGESTIONS.
33
cises. The following are suggested, not as a list, but as
specimens : —
1. Nursery Songs.
2. Games with action, as, King George and his Troops.
3. Games without action, as, Putting in a Word.
4. Stories.
5. Talks.
MISCELLANEOUS.
The half-hour under this head is not intended for work,
but for a breathing-time as the children in the primary
schools grow older, and need an occasional pause in their
lessons. It is also meant to provide the teachers with a
few comparatively spare moments in which they can attend
to various details.
SCHOOL DOCUMENT NO. 18.
RULES
SCHOOL COMMITTEE
CITY OIF BOSTON
JULY, 1878.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS
No. 39 ARCH STREET.
1 8 7 8.
CITY OF BOSTON.
In School Committee, June 11, 1878.
Ordered, That a sufficient number of copies of the Rules
of the School Committee and Regulations of the Public
Schools, including all amendments to the close of the pres-
ent school year, be printed for the use of the Board and of
the Schools.
Attest :
GEO. A. SMITH,
Secretary.
CONTENTS.*
CHAPTER PAGE
I. — Organization 5
II. — Powers and Duties of the Presiding Officer ... 7
III. — Rights and Duties of Members ..... 9
IV. — Duties of Standing Committees . . . . • 11
V. — Duties of Committees in Charge of Schools . . . 17
VI. — The Committee on the Annual Report .... 20
VII. — Election of Instructors 21
VIII. —Duties of the Messenger 24
IX. — Duties of Secretary 24
X. — Duties of the Auditing Clerk ...... 26
XI. — Duties of the Superintendent ...... 27
XII. — Duties of the Supervisors 29
XIII. —Duties of the Principals ....... 34
XIV. — General Regulations of the Public Schools ... 37
XV. — Regulations of the Primary Schools 45
XVI. — Regulations of the Grammar Schools .... 48
XVII. — Regulations of the High Schools 56
XVIII. — Regulations of the Public Latin School . . , . 61
XIX. — Regulations of the Girls' Latin School .... 62
XX. — Regulations of the Boston Normal School ... 63
XXI. — Regulations of Horace Mann School for the Deaf . . 66
XXII. — Regulations of Kindergartens ...... 67
XXIII. — Regulations of Schools for Licensed Minors ... 68
XXIV. — Regulations of the Evening Schools 69
XXV. — Regulations of the Evening Drawing Schools . • . . 71
XXVI. — Regulations of Truant Officers 73
XXVII. — Boundaries of School Districts 75
APPENDIX.
Laws relating to School Committees : —
1. An Act reorganizing the School Committee of the City
of Boston 95
2. An Act to incorporate the Boston School Committee . 98
3. Rules of the Corporation ...... 99
4. Extracts from General Statutes ..... 99
♦Chapters XXVII., XXVIII., XXIX., of the previous editions, viz. : Courses of Study,
Programme of Instruction in Drawing and Music, are now embodied in Document 21, 1878.
TERMS USED IN THE RULES AND REGULATIONS.
Board. — This word, used alone, applies only to the School Committee as a
body.
Board of Supervisors. — This term is always printed in full, and is applied
to the Superintendent and the Supervisors,, when acting as an organized
body.
Supervisor. — One of the Board of Supervisors acting as an individual.
The Superintendent is not a Supervisor ; but he is a member and the chairman
of the Board of Supervisors.
Principal. — A Head-master, Master, Sub-master, or second Sub-master in
charge of a school or district.
High Schools. — This term includes the Public Latin Schools, as well as
all the other High Schools, except the Normal.
Division. — Several districts grouped together in charge of a Committee of
the Board.
Division Committee. — Three or five members of the Board in charge of a
division.
Committee in charge.. — Applied in a general sense to the Committee on the
Normal School, the Committee on High Schools, a Division Committee, or to
any other committee in charge of one or more schools.
District. — A Grammar School with the Primary Schools attached to it.
The word is used in no other sense in the Rules and Regulations.
School Officers. — Applied to the Superintendent, Supervisors, Auditing
Clerk, and Secretary.
Rules. — Applied only to the duties of the members of the Board.
Regulations. — Applied to the duties of all school officers, instructors, and
other persons in the service of the Board.
RULES
OF THE
BOARD OF SCHOOL COMMITTEE.
CHAPTER I.
Organization.
Section 1. The mayor of the city shall be ex officio Presiding
officer*
president of the Board of School Committee. A vice-
president, whose duty it shall be to preside in the
absence of the president, shall be elected, by ballot,
at the meeting for organization. When neither of
these officers is present the Board shall choose a
president pro tempore by ballot.
Sect. 2. At the meeting for organization, each Secretary,
year, the Board shall elect, by ballot, a secretary, an
auditing clerk, and a messenger, each of whom may
be removed at the pleasure of the Board ; and the
president shall appoint, subject to the approval of the ^djgng com'
Board, the following standing committees, each con-
sisting of the number of members set against its title :
on Accounts, five ; on Drawing and Music, five ; on
Examinations, five; on Evening Schools, five; on
Nominations, five ; on Rules and Regulations, five ;
on Salaries, five ; on Supplies, five ; on School-houses
and District Lines, five ; on Sewing, five ; on Text-
Books, five ; on Truant Officers, five, including the
mayor, who shall be chairman ; on Elections, three ;
G
Sects. 3-7.]
SCHOOL COMMITTEE.
[Chap. I.
Districts.
Divisions.
Committees in
charge.
Chairman.
Meetings.
Quorum.
on Kindergartens, three ; on Schools for Deaf-Mutes,
three ; on Licensed Minors, three.
Sect. 3. The city shall be divided into districts,
comprising a Grammar School and a certain number
of Primary Schools, as the Board shall designate, each
district taking the name of the Grammar School. The
several districts shall be grouped in Divisions, for the
purpose of supervision by the members of the Board,
as follows : No. 1, the schools of East Boston ; No. 2,
of Charlestown ; No. 3, Eliot, Hancock, Mayhew,
AVells, Phillips, and Bowdoin schools ; No. 4, Bow-
ditch, Quincy, TTinthrop, and Brimmer Schools; No.
5, Franklin, Dwight, Everett, and Sherwin Schools ;
No. 6, the schools of South Boston; No. 7, of Kox-
bury ; No. 8, of West Roxbury and Brighton; No. 9,
of Dorchester.
Sect. 4. The president shall appoint, at the meet-
ing of the Board for organization each year, subject
to its approval, a committee for each division, of three
or five members. At the same meeting he shall also
appoint a Committee on the Normal School, and a
Committee on High Schools, each committee consisting
of five members.
Sect. 5. The member first named on any com-
mittee shall be the chairman thereof; except that the
Committee on the Normal School, on High Schools,
and each Division Committee, shall elect its own
chairman.
Sect. 6. The regular meetings of the Board shall
be held on the evenings of the second and fourth
Tuesdays in each month, except July and August;
and special meetings may be called whenever they are
necessary.
Sect. 7. A majority of the Board shall constitute
Chap. II.]
RULES.
[Sects. 8-11.
7
a quorum ; but a less number may vote to send for No <iuoruin-
absent members, to call the roll and record the names
of absentees, or to adjourn.
Sect. 8. Whenever a vacancy occurs in the Board vacancy,
the Committee on Elections shall consult with the
chairman of the Board of Aldermen, and report to
the Board of School Committee, on or before the day
of election, one or more suitable candidates to fill Candidates,
said vacancy.
CHAPTER II.
Powers and Duties of the Presiding Officer.
Section 10. The presiding officer shall call the0peningof
* ° meetings.
Board to order at the hour appointed for meeting, and
cause the records of the last meeting to be read as
soon as a quorum is present. Business shall proceed
in the following order, unless the Board otherwise
direct : —
1. Papers from the City Council. °rder of busl
nees.
2. Unfinished business of the preceding meeting.
3. Reports of the Committee on Nominations on
the nomination and confirmation of teachers.
4. Reports of other committees.
5. Written reports from the Superintendent and
Board of Supervisors.
6. Motions, Orders, Resolutions, Petitions, etc.
Sect. 11. The presiding officer shall preserve order Duties of the
in the meetings ; he shall decide all questions of order, officer!"8
subject to an appeal to the Board by any member,
which appeal shall be decided forthwith ; and on
8
Sects. 12-17.]
SCHOOL COMMITTEE.
[Chap. II.
Same.
Same.
points of order he may speak in preference to any
other member.
Sect. 12. The presiding officer shall, when two or
more members claim the floor, name the member
entitled to it.
Sect. 13. The presiding officer shall state to the
Board, in their order, all motions when seconded, and
they shall be acted upon, unless withdrawn by the
mover previous to an amendment; he shall declare
the result of each vote, and, in case of doubt, shall
without debate require the members to stand and be
counted.
Sect. 14. The presiding officer shall appoint the
chairman of the Committee of the Whole, and may at
any time call a member to the chair, but for not more
Presiding officer than one meeting. He may take part in debate, but
shall leave the chair and not resume it until the ques-
tion is decided. On questions of order he may state
facts and give his opinions without leaving his place.
Sect. 15. The presiding officer shall order the yeas
and nays on any question whenever one-fifth of the
members present require it.
Sect. 16. The presiding officer shall, when motions
are made naming sums or fixing times, first put
to vote the largest sum, or the longest time. When
a question is under debate, he shall entertain no
motion but Ho adjourn, 2to lay on the table, 3for the
previous question,4 to postpone to a day certain, 5to
commit or recommit, 6to amend, or 7to postpone in-
definitely, which motions shall have precedence in the
above order.
Sect. 17. The presiding officer shall consider a
motion to adjourn always in order, except when a
member has the floor, or a question has been put and
Chairman of
Committee of
the Whole.
may debate a
question.
Yeas and nays.
Order of mo
tions.
Motion to ad-
journ.
Chap. III.] RULES. [Sects. 18-26. (]
not decided. Motious to adjourn, to lay on the table, Motions not
debatable.
to take from the table, and for the previous question,
shall be decided without debate. Any member who
moves to adjourn to a day certain shall assign his
reasons therefor.
Sect. 18. The presiding officer shall put the pre- Previous ques-
vious question in this form : " Shall the main question
be now put?" And its adoption shall end all debate,
and bring the Board to a vote upon pending amend-
ments, if there are any; and then upon the main
question.
Sect. 19. The president, or, in his absence, the special meet-
ings.
vice-president, may, and, at the written request of
three members, shall, call a special meeting of the
Board ; but on not less than twenty-four hours' notice.
Sect. 20. Committees shall be nominated by the Appointment
. 1111 of committees.
presiding officer, unless otherwise ordered by the
Board.
CHAPTER III.
Rights and Duties of Members.
Section 25. A member desiring to present any Duties of mem*
bers in debate.
matter for the consideration of the Board, or to speak
upon any question, shall rise and address the presiding
officer, and, when recognized by him, shall be at
liberty to proceed ; he shall avoid personality, and,
when referring to any member, shall designate him by
the ward in which he resides, or in some other appro-
priate and respectful manner.
Sect. 26. No member while speaking shall be in- Cal1 to ordcr-
terrupted by another, except by a call to order, or to
10
Sects. 27-35.]
SCHOOL COMMITTEE.
[Chap. III.
Violation of
rules.
Kales of debate.
Motions.
Motions to
reconsider.
Members to
vote.
Motions, etc.,
may be com-
mitted.
Division of
a question.
Reading of a
paper objected
Suspension of
rules.
correct a mistake ; if called to order, he shall imme-
diately sit down, unless permitted to explain ; and the
Board, if appealed to, shall decide the case without
debate.
Sf.ct. 27. If the Board decide that a member has
violated any of its rules, he shall not be allowed to
speak, unless by way of excuse for the same, until he
has apologized therefor.
Sect. 28. No member shall speak on a question
more than once until all others have had an opportu-
nity, nor more than twice without permission from the
Board, when objection is made.
Sect. 29. Motions shall be submitted in writing,
if the presiding officer or any member of the Board
request it.
Sect. 30. The action of the Board on any ques-
tion may be reconsidered at the same meeting by a
majority of the members present ; but at a subsequent
meeting, a majority of the whole Board shall be re
quired. A motion to reconsider must be made by a
member voting with the majority, and only one motion
for that purpose shall be in order.
Sect. 31. Every member present shall vote unless
excused by the Board.
Sect. 32. Motions and reports may, at the pleas-
ure of the Board, be committed and recommitted.
Sect. 33. Any member may require the division
of a question, when it is susceptible of division.
Sect. 34. If objection be made to the reading of
any paper, the question shall be decided by a vote of
the Board.
Sect. 35. Xo rule or regulation of the Board shall
be suspended except by the vote ■ of three-fourths of
the members present, unless the motion therefor has
lain on the table at least one week.
Chap. IV. J
RULES.
[Sects. 40-42.
11
CHAPTER IV.
Duties of Standing Committees.
Section 40. The Committee on Elections shall, committee on
Elections.
immediately after the appointment of the standing
committees, at the meeting for organization, receive
and examine the certificates of election of the mem- certificates of
elections.
hers, and shall report the result without unnecessary
delay ; and whenever any person is elected to fill a
vacancy in the Board this committee shall examine his
certificate of election, and report as above, provided.
All cases of contested election shall be heard and contested elec-
tions.
reported upon by this committee.
Sect. 41. The Committee on Rules and Regula- committee on
lions shall take into careful consideration every propo- 21n"dSeg;D
sition to establish, to repeal, or to amend any rule or
regulation which is referred to them b}r the Board, and
shall report in writing, stating their reasons, for or
against such rule, regulation, or proposed alteration ;
and no such proposition shall be acted upon by the
Board until after it has been referred to this committee
and reported upon. Amendments to the Rules or
Regulations shall be read at two different meetings of
the Board before they are finally acted upon.
Sect. 42. The Committee on Accounts shall COll- Committee on
sider and report upon all propositions requiring the Accounts-
expenditure of mouey, before the final action of the
Board, except such as may be submitted by the Com-
mittees on Salaries and on Text-Books, and such as are
included in the duties of the Committee on Supplies.
They shall audit all pay-rolls of salaries and all bills Pay-rolls,
of expenditure authorized by the Board or its commit-
12
Sect. 43.]
SCHOOL COMMITTEE.
[Chap. IV.
Estimate of
expenses.
Auditing clerk.
Janitors.
Committee on
School-houses
and District
Lines.
Warming and
ventilation.
Changes of
district lines.
tees, and make requisition on the City Auditor, each
month, for the payment of such as they have approved.
They shall, in conference with the Committee on
Supplies, prepare and present to the City Auditor,
before the fifteenth day of February, annually, an
estimate of the expenses of the public schools for the
next financial year.
They shall make out bills for tuition of non-resident
pupils attending the public schools, and transmit the
same to the City Collector for collection.
The Auditing Clerk shall be present at all meetings
of the committee, certify to the correctness of the
accounts, and render such clerical assistance as may
be required. Annually, at the close of the financial
year, he shall submit, in detail, an account of the ex-
penditures for the past year, and this committee shall
submit the same in a report to the Board in June of
each year.
This committee shall appoint the janitors for the
several school-houses, make such rules as they deem
necessary for their government, and fix their compen-
sation ; and may discharge them, subject to the ap-
proval of the Board. The compensation of janitors
shall be in full for all services rendered.
Sect. 43. The Committee on School Houses and
District Lines shall consider all applications for the
erection or alteration of school-houses, and for the
establishment of new Primary Schools ; and they shall
report to the Board in writing before any action
thereon is taken. They shall have the general super-
vision of the warming and ventilation of the several
school-houses. All applications for changes of district
lines shall be referred to this committee, who shall
report upon them in writing before they are acted upon
by the Board.
Chap. IV.]
RULES.
[Sects. 44-45.
13
This committee shall consider the fitness of any Erection of
. r , n ' school-housep.
location, and the suitableness ot any plans, tor any
school-house to be erected ; or the plans for any addi-
tion to or alteration of any building to be used for
school purposes, which plans may be submitted to the
Board for approval by the City Council, or any com-
mittee thereof. And this committee, after having
obtained the opinion thereon in writing of the Super-
intendent of Schools, is hereby authorized, unless
otherwise ordered, to approve or disapprove any such
location or plans.
Sect. 44. The Committee on Salaries shall consider committee on
all propositions to establish or to change the salaries Salanes*
of all persons, except janitors, in the service of the
Board ; or to pay for extra services in teaching ; and
shall report upon them in writing before they are acted
upon by the Board. At the last meeting in April 0f Scheduleof
1 ^ ox salaries.
each year they shall report to the Board a full
schedule of salaries of the instructors, as herein pro-
vided, for the ensuing school year.
Sect. 45. The Committee on Supplies shall have committee on
exclusive authority in furnishing all materials used Supplie8,
by the Board, its officers, or the public schools.
They shall have exclusive power to authorize such
expenditures, except it be for salaries, as may be re-
quired in teaching such branches of study as have
been adopted by the Board, not exceeding the several
amounts appropriated for the same.
They shall, if it be deemed expedient, annually Test-books,
advertise for proposals, and contract with responsible
parties, to furnish the text-books necessary to carry
out the provisions of the General Statutes, Chap. 38,
Sects. 29 and 30, and shall see that the provisions are
fully complied with.
14
Sect. 46.]
SCHOOL COMMITTEE.
[Chap. IV.
Printing.
City property.
Auditing Clerk,
Committee on
Text-books.
Courses of
study.
Books of
reference,
globes, maps,
charts.
They shall have the supervision of all printing,
and furnish such as may be required by the Board, its
officers, or the public schools, except such as may be
otherwise provided for; and all documents and re-
ports, unless it be otherwise ordered, shall be limited
to four hundred copies.
They shall have the custody and management of all
property belonging to the city which is held by this
Board, and shall authorize such expenditures as m;Iy be
necessary for the care and protection of the same.
The Auditing Clerk shall attend all meetings of this
committee, shall record their transactions, and render
such assistance as shall be required. Annually, in the
month of May, he shall submit, in detail, an account
of the articles purchased and furnished to the several
grades of schools, as well as of the material on hand ;
and annually, in the month of June, the committee
shall submit the same in a report to the Board.
They shall give written authority to the Auditing
Clerk to submit to the Committee on Accounts such
bills as are correct and duly authorized.
Sect. 46. The Committee on Text-Books shall
annually examine the courses of study prescribed for
the schools, and recommend to the Board, at the first
meeting in April, such changes in the text-books and
such improvements in the courses of instruction as
they may deem expedient. Every proposition for the
introduction of a text-book, book of reference, globe,
map, or chart, must come from or be referred to this
committee ; and no new text-book or book of reference
shall be used in any day-school until it has been recom-
mended by this committee and approved by the
Board.
Chap. IV.]
RULES.
[Sects. 47-51.
15
Sect. 47. No new text-books shall be adopted, i°«™>™«<>»
1 ' of new text-
eXCept on condition that the pupils of the public books.
schools be furnished at such a reduction from the
wholesale price as shall be agreed to by the Commit-
tee on Supplies, who shall see that this condition is
complied with, and that the book is introduced only
at the beginning of the school-year.
Sect. 48. The Committee on Drawing and Music Committee on
o Drawing and
shall have the general supervision of these branches of Music,
instruction in all the schools. At the second meeting
in June, or when vacancies occur, they shall nominate
to the Board, for election, the director and special
teachers for these departments ; they shall report to
the Board in writing in September.
Sect. 49. The Committee on Sewing shall have the committee on
~ Sewing.
general supervision of the instruction in sewing in all
the schools where it is taught ; they shall examine the
pupils, as far as practicable, in this branch ; the}' shall
nominate to the Board, for election, the teachers of
sewing for the several Grammar Schools in which girls
are instructed, at the second meeting in Juue, or when
vacancies occur ; and they shall make a written report
to the Board in September.
Sect. 50. The Committee on the Horace Mann committee on
Horace Mann
School for the Deaf shall have the care and manage- school for the
ment of the institution of this name, and shall no mi- Deaf"
nate to the Board, at the second meeting in June, or
• when vacancies occur, as many suitable teachers as
may be required. Annually, in the month of Sep-
tember, they shall submit to the Board a written
report of the condition of the school.
Sect. 51. The Committee on Kindergartens shall committee on
Kindergartens.
have the care and management of all schools of
this name and character wThich are supported by the
16
Sects. 52-54.]
SCHOOL COMMITTEE.
[Chap. IV.
Committee on
Evening
Schools.
Committee on
Schools for Li-
censed Minors.
Committee on
Truant Officers.
City of Boston ; they shall nominate the teachers for
them at the second meeting in June, or when vacancies
occur, and shall make a written report in September.
Sect. 52. The Committee on Evening Schools shall
have the general supervision of the Evening Schools ;
they shall nominate the teachers for them as they are
needed; only persons holding certificates of quali-
fications of the proper grade, granted by the Board of
Supervisors, shall be nominated ; and in the selection
of instructors the preference shall be given to grad-
uates of the Normal and High Schools of the city.
Sect. 53. The Committee on Schools for Licensed
Minors shall have the care and management of all
schools included in their title ; they shall nominate to
the Board, at the second meeting in June, or when
vacancies occur, the teachers for the schools of this
kind ; and in the month of September they shall make
a written report of the condition of the schools under
their charge.
Sect. 54. The Committee on Truant Officers shall
have the general supervision and control of the truant
officers employed in connection with the public schools ;
they shall make such regulations for the government
of the officers in the discharge of their duties as may
be necessary, and assign them to the several school
districts as they shall deem expedient. Annually, at
the second regular meeting in June, or when vacan-
cies occur, or as otherwise ordered by the Board,
they shall nominate suitable persons for truant officers,
one of whom shall be designated as chief ; and shall
report an appropriate compensation for the same.
Such officers, when confirmed, shall hold their office
for the ensuing school year, unless sooner removed by
the Board. Annually, in September, his commtittee
shall report to the Board in writing.
Chap. V.]
RULES.
[Sects. 55-66.
17
Sect. 55. The Committee on Nominations shall, committee on
Nominations.
unless otherwise ordered by the Board, nominate all (See Sects .68,
school officers, and consider and report upon such82'83'84'870
nominations as may be referred to them.
Sect. 56. The Committee on Examinations shall committee on
Examinations.
have the general direction and supervision of all ex-
aminations, whether of pupils in the schools or of
candidates for positions as instructors, except the
annual examinations by the supervisors, and those
made by principals or teachers in the schools or classes
under their own charge.
Sect. 57. Whenever a motion, order, or resolu- ^Jdbebryto be
tion is referred to a committee, the chairman thereof committee,
shall give the member offering it an opportunity to be
heard before the committee ; and shall report to the
Board within one month after such reference.
CHAPTER V.
Duties of Committees in Charge of Schools.
Section 65. The Committee on the Normal School, committee on
High Schools.
and the Committee on High Schools, shall perform
the same duties, observe the same rules, and exercise
the same rights, so far as the}' are applicable to their
respective schools, as are hereinafter prescribed for
committees in their supervision of the Grammar
Schools.
Sect. 66. The member first named on each Division organization
.■ committees in
Committee shall call a meeting for organization within charge,
ten days after its appointment, at which meeting a
18
Sects. 67-68.] SCHOOL COMMITTEE. [Chap. V.
graduation.
(See Sect. 141.)
chairman and secretary shall be chosen. The secretary
of the Board shall be furnished with a statement of
such organization as soon as it is completed. Meet-
ings shall be called on not less than twenty-four hours'
notice, provided that meetings of committees at which
all the members thereof shall be present may be
called without notice, and the proceedings of the same
shall be duly recorded. The Division Committees
shall have charge of the Grammar and Primary
Schools of their respective divisions, and they shall
visit them and the other schools of the city as often as
practicable.
Diplomas of Sect. 67. Diplomas of graduation, signed by the
president of the Board and the principal of the school,
shall be awarded to the pupils of the graduating class
of each High and Grammar School who have passed
a satisfactory diploma examination. Each principal
shall immediately furnish the auditing clerk with the
names of the scholars to whom diplomas have been
awarded. The diplomas shall be presented, at the
Annual Exhibition, by any member of the committee
in charge ; and, in their absence, by any other member
of the Board, a supervisor, or the principal.
Canvassing lists Sect. 68. Annually, in the month of May, the
Committee on the Normal School, the Committee on
High Schools, and each Division Committee, shall can-
vass the lists of teachers of the several schools and
districts under their charge, and after consulting the
records of the supervisors, and conferring with the
Recommenda- principals of the districts, shall recommend to the
tions of teacher.
Committee on Nominations such regularly confirmed
subordinate teachers as have served acceptably during
the whole or any part of the current school year.
They shall also send to the same committee at the same
Chap. V.]
RULES.
[Sects. 69-70.
19
time a carefully prepared statement of the number of statement,
scholars in the school during the year, and an estimate
of the number of instructors to which the school may
be entitled under the Regulations, with such other
information as may be serviceable to the committee
in the discharge of the duty required of them in this
section. For this purpose, suitable blanks, prepared Blanks,
under the direction of the Committee on Nominations,
shall be sent to the committees as early as the first of
May in each year. These blanks, when filled out,
shall be returned to the secretary on or before the
twentieth of May, in sealed envelopes, endorsed with
the name of the school, to be opened only by the
Committee on Nominations, who shall, after determin Nomination of
ing whether or not the services of all the candidates tester1".***
therein named are needed, report to the Board on
these recommendations at the first meeting in June.
At the same time and in the same manner, except that of principals,
no person not a member shall be present at their ses-
sions, the committees herein mentioned shall recom-
mend, or decline to recommend, to the Committee on
Nominations, the principals of the several schools and
districts for reelection.
Sect. 69. Committees in charge may make any Division com-
mittees may
temporary arrangement, not contrary to the Regula- maketempo-
tions, which the welfare of the schools or the teachers meIts™Se
may require; they shall advise instructors in anv instruct^8' fnd
J ^ ' J J settle difficul-
emergency, and arbitrate in cases of difficulty ties,
between them, or between instructors and parents;
but the parties may appeal to the Board if they
desire to do so.
Sect. 70. Division Committees may make such Transfer of
teachers.
transfers as do not advance the rank or salary of
teachers, and such changes in the location of Primary
20 Sect. 75.] SCHOOL COMMITTEE. [Chap. VI.
Schools, within each of the districts under their charge,
as they may deem necessary. All propositions for
transfer of teachers from one district to another, or
from one grade to another, shall he submitted to the
Board through the Committee on Nominations.
CHAPTER VI.
The Committee on the Annual Report.
Number. Section 75. A special committee of three members
of the Board shall be appointed, at the first meeting in
September, to prepare and superintend the publi-
cation of the Annual Report, as required by the general
statutes. This report, when accepted by the Board,
Printed. shall be " printed for the use of the inhabitants " of the
city ; and the secretary shall see that the requisite num-
ber of copies of the same are sent to the city clerk, and
Another edition, to the Board of Education of the State. Another
edition of the Annual Report shall be issued in a
Contents. volume, which shall also contain the reports for the
year of the Superintendent of Schools and the Annual
Report of the Board of Supervisors ; those of the
committee on Music and Drawing ; such other re-
ports as the said special committee may deem advisa-
ble ; a list of the medal and diploma scholars, and of
the recipients of the Lawrence prizes ; the usual
statistical tables, and the organization of the schools;
but no other matter shall be included in the volume,
except by the order of the Board. Reports and other
matter for publication shall be presented, on or before
the first day of December, to the Committee on the
Chap. VII.]
RULES.
[Sects. 80-82.
21
Annual Report. The Board shall determine the num- x™*"ot
A copies.
ber of copies of each edition of the report, not exceed-
ing three thousand of the bound volume, to be printed ;
and both editions shall be distributed by the secretary, retribution,
under the direction of the Committee on the Annual
Report, unless otherwise ordered by the Board.
CHAPTER VII.
Election of Instructors of the Public Schools.
Section 80. The school year shall begin on the Sch001 ?ear-
first Monday in September. The salaries of re-
elected teachers shall begin on the first day of Sep-
tember ; and of all others at the date when they enter
upon their duties.
Sect. 81. Annually, in the month of June, the Ammal election
of instructors.
Board shall elect the instructors of the public schools,
and fix their salaries for the ensuing school year ; and
the salaries established at the beginning of a school
year shall not be changed during that year.
Sect. 82. At the annual meeting for the election Report80fCom-
° rnittee on Nomi-
of instructors, which shall be held with closed doors, nations,
the Committee on Nominations shall report upon the
several lists of candidates returned to them by the
Normal, High School, and Division committees. The
principals, whose grade shall be specified, shall be
elected by ballot, thirteen votes being necessary for a Ballot,
choice. The Director of Music and the Director of
Drawing shall be elected in the same manner, and by
the same vote. The subordinate instructors shall be
elected by the confirmation of the Board. All in-
structors when elected shall hold their offices for the
22
Sects. 83-86.]
SCHOOL COMMITTEE.
[Chap. VII.
Vacancy,
principal
of Normal and
High Schools.
Subordinate
instructor
needed.
(Sect. 68.)
Not eligible.
Special instruc-
tors.
ensuing school year, unless sooner removed by the
Board.
Sect. 83. If a vacancy exist in the principalship of
the Normal, or any High School, the committee in
charge shall be joined to the Committee on Nomina-
tions ; and this joint committee, after consulting with
the Board of Supervisors, shall nominate one or more
candidates to the Board for election. The successful
candidate shall thereupon receive a certificate entitling
him to draw his salary.
If a vacancy exist in the principalship of any district
the Division Committee in charge of such district shall
be joined to the Committee on Nominations, and this
joint committee shall select two or more candidates
from those persons who hold the certificate of qualifica-
tion of the Board of Supervisors, and nominate them
to the Board for election.
Sect. 84. When a new instructor not a principal
is needed in any school or district, either to fill a va-
cancy or for any other reason, the committee in charge,
in consultation wTith the principal, shall select one or
more candidates from those persons who hold the cer-
tificate of qualification of the Board of Supervisors,
and recommend the same to the Board, through the
Committee on Nominations, in the manner and form
provided for the reelection of subordinate instructors.
Sect. 85. No person whose fitness for the position
for which he may be a candidate has not been con-
sidered by a committee of the Board shall be
eligible for election as an instructor in any public
school.
Sect. 86. Special instructors other than directors
shall be nominated by the several standing com-
mittees having in charge their respective schools,
Chap. VII. ]
RULES.
[Sects. 87-89.
23
studies, or exercises ; those not under the direction of
any standing committee shall be nominated for the
several schools in which they are to be employed in
the same manner as the regular teachers.
Sect. 87. If a vacancy exist in a subordinate posi-
tion in any school, and it is desirable, in the opinion
of the committee in charge, to procure the services of
some instructor who has not been examined as required,
application shall be made to the Committee on Nomi-
nations, who, if they approve the purpose, may invite
Special
a member of the Board, and direct a supervisor or the examination of
i j . -i. • • , ,i Tn i- instructor.
principal to examine and inquire into the qualifications
of the proposed candidate, and, if he is employed in
teaching, to visit his school, at the expense of the city.
Upon a favorable report, in writing, approved by the
Committee on Nominations, the Board of Supervisors
shall specially examine the candidate, who, if qualified,
shall receive the usual certificate.
Sect. 88. All regular instructors not elected byTeachcrson
probation.
ballot shall be nominated to the Board on probation ;
and they shall be entitled to the established salary
from the time of entering upon their duties ; but they
shall not be confirmed until after a satisfactory trial
of three months. The committee in charge, in con- Confirmation.
sultation with the principal, shall recommend teachers
on probation for confirmation *in the manner required (See sect. 68.)
for nomination on probation.
Sect. 89. Instructors, .after retiring from the
service of the Board, shall, when reelected, be regarded
as new teachers ; but any such newly-elected instructor
who has not been out of the service more than three
years may, upon the report of the Committee on Sal-
aries, be put by the Board upon the advanced salary
to which any previous term of service may entitle the
incumbent.
24
Sects. 91-95.]
SCHOOL COMMITTEE. [Chaps. VIII-IX.
KEGUL ATIONS.
CHAPTER VIII,
Duties of the Messenger.
Messenger.
Assistant in
rooms.
Salary.
Section 91. It shall be the duty of the messenger
to be present at all the meetings of the Board, with an
assistant, and to render such service to the officers
and members as may be required. He shall furnish a
suitable person to act as door-keeper, and to have
charge of the coat-room at all such meetings.
Sect. 92. He shall have in constant attendance
during office hours, at the rooms of the School Com-
mittee, an assistant, who shall be satisfactory to the
secretary, and who shall render such service to the
committees of the Board and the school officers as
may be required of him.
Sect. 93. The salary of the messenger shall be in
full for the services of himself and such assistants.
• CHAPTER IX.
Duties of the Secretary.
Records and Section 95. The secretary shall keep a permanent
record-book, in which shall be regularly recorded the
proceedings of the Board. He shall have charge of
all the documents, papers, and files of the Board; and
may nominate such assistants as shall be necessary,
subject to election by the Board.
Chap. IX.]
KEGULATIONS.
[Sects. 96-100.
25
Sect. 96. He shall notify all regular and special Notify meet-
meetings of the Board, and of any committee of the
same, when requested by the chairman or any two
members thereof ; he shall notify instructors of their
appointment ; the chairman of any committee ap-
pointed of its purpose and the names of its members,
and shall give such other notices as the Board may
require ; and he or any assistant that may be appointed
shall perform the duties of secretary for the Board of Secretary of
fit n , • J 4. 6upervlsoisor
Supervisors, or for any committee when required to committees,
do so.
Sect. 97. He shall prepare the annual returns Returns to
required by the statutes of the Commonwealth, and &e Board of
transmit the same, legally signed, to the secretary of Educatlon-
the Board of Education, on or before the thirtieth day
of April.
Sect. 98. He shall transmit to members of the votes to he
. , transmitted.
Board, committees, teachers, or other persons inter-
ested, any documents or copies of orders or resolu-
tions, as directed, or as occasion may require ; and he
shall also transmit to the city auditor, immediately
after their passage, attested copies of all votes of the
Board establishing or altering salaries, or authorizing
the expenditure of money ; and he shall perform
such other duties as the School Committee may pre-
scribe.
Sect. 99. He shall prepare a manual of the public Manual,
schools, and cause it to be printed and ready for dis-
tribution on or before the fifteenth day of February in
each year.
Sect. 100. He shall have his office open, and shall office hours,
be present, or have an attendant in charge, every day
throughout the year, Sundays and legal holidays ex-
cepted, from 9 o'clock, A.M., to 5 o'clock, P.M ,
26 Sects. 105-109.] SCHOOL COMMITTEE. [Chap. X.
but on Saturdays the office may be closed at 2 o'clock,
P.M.
CHAPTER X.
Duties of the Auditing Clerk.
Duties of audit- Section 105. The auditing clerk shall perforin his
duties, under the direction of the Committee on Ac-
counts and the Committee on Supplies, as provided
by the Pules, unless otherwise ordered by the Board.
He shall appoint such assistants as may be required,
subject to the approval of the Board,
prepare pay. Sect. 106. He shall prepare the pay-rolls of all
roiis and audit sa]aries m accordance with the regulations or orders
bills. C
of the Board, and shall audit all bills of expenditure
authorized by the Board or the Committee on Ac-
counts.
charge, dis. Sect. 107. He shall have the charge of all prop-
recOTd°of,and el'ty under the control of the Board not otherwise
property. provided for, and shall see to the proper care and pro-
tection of the same. He shall purchase and have
charge of the distribution of all books, and all other
articles which the Board may have authorized to be
furnished in the public schools or offices, and he shall
keep a record of all property held by the Committee
on Supplie^, or in use in the schools.
Trcpare Sect. 108. He shall attend to the preparation of
the diplomas when awarded, and deliver them to the
principals at least one day before the annual exhibi-
tion.
census. Sect. 109. He shall cause a census to be taken of
all the school children between the ages of five and
To keep account nfteen according to law. Fie shall keep accounts of
of expenditures. °
Chap. XL]
REGULATIONS. [Sects. 110-117. 27
all the expenditures of the Board in suitable books,
which shall always be open to the inspection of its
members ; and shall notify all meetings of the Com-
mittee on Accounts and the Committee on Supplies,
and keep a record of the proceedings thereof.
Sect. 110. He shall have his office open, and shall
be present, or have an attendant in charge, every day
throughout the year, Sundays and legal holidays ex-
cepted, from 9 O'clock, A.M., to 5 o'clock, P.M. ; but
on Saturdays the office may be closed at 2 o'clock, P.M.
CHAPTER XI.
Duties of the Superintendent.
Section 115. A superintendent of the public schools Election,
shall be elected, by ballot, biennially, beginning at
the second regular meeting of the Board in 1876,
who shall hold his office for the two years next en-
suing. His salary shall be fixed at the same meet- Salafy-
ing, and at least thirteen votes shall be required for
an election.
Sect. 116. He shall devote himself to the study of General duties,
the public-school system, and keep himself acquainted
with the progress of instruction and discipline in
other places, in order to suggest appropriate means
for the improvement of the public schools in this city,
and he shall see that the regulations of the Board in
regard to these schools are carried into full effect.
Sect. 117. He shall visit each school as often as visiting
schools.
his other duties will permit, that he may obtain, as
far as practicable, a personal knowledge of the con-
dition of all the schools, and be able to suggest im-
28
Sects. 118-120.] SCHOOL COMMITTEE. [Chap. XI.
Meetings of
Grammar and
Primary School
teachers.
Assistance to
committees.
Register, etc.
Absentees from
schools.
Building and
altering school-
houses.
School ex-
penses.
Attend meetings
of the Board.
provements and remedy defects in their management.
He shall advise the teachers on the best method of
instruction and discipline, and, to promote this object,
he shall hold occasional meetings of the teachers ; and
he is authorized to dismiss the Grammar Schools one
half-day semi-annually, and the Primary Schools one
half-day each quarter, for this purpose.
Sect. 118. He shall render such aid and com-
municate such information to the various committees
as they may require of him ; and shall attend the
meetings of any committee when requested to do so
by the chairman thereof. He shall determine the
forms of all registers, record-books, blanks and cards
used in the schools, and shall see that they are of uni-
form patterns. He shall make investigation as to the
number and condition of the children of the city who
are not attending the public schools, and shall en-
deavor to ascertain the reasons for such non-attendance
and to suggest and apply the remedies.
Sect. 119. He shall consult with those who have
control of the building and altering of school-houses,
and shall communicate to them such information on
the subject as he may possess; he shall suggest such
plans as he may consider best for the health and con-
venience of the teachers and pupils, and most economi-
cal for the city, and he shall advise with those through
whom the school appropriations are expended, to
secure uniformity in their plans, and economy in their
expenditures.
Sect. 120. He shall attend the meetings of the
Board, except when the election of superintendent is
under consideration, and shall express his opinion or
communicate information on any subject when re-
quested. He may also propose to the Board such
Chap. XII.]
REGULATIONS.
[Sects. 121-136.
29
Semi-annual
legislation touching the schools as he may deem nec-
essary. At the meetings in March and September he re
shall present to the Board a semi-annual report, in
print, giving an account of the schools he has visited,
and the other duties he has performed, together with
such facts and suggestions relating to the condition of
the schools, and the increase of their efficiency and
usefulness, as he may deem advisable. He shall
embrace in his reports an abstract of the semi-annual
returns of the public schools, and a schedule showing
the number of teachers then employed ; and these
reports shall be referred to the special committee upon
the annual report. He shall perform such other other duties,
duties as the School Committee may prescribe or from
time to time direct.
Sect. 121. He shall decide when there shall be but one session,
one session of the Grammar and Primary Schools on
account of stormy weather.
Sect. 122. He shall be a member of the Board of chairman of
Board of
Supervisors, and when present shall preside at their supervisors,
meetings.
CHAPTER XII.
Duties of the Supervisors.
Section 136. The Board of Supervisors shall be the Executive
Executive Board of the School Committee, and as B°ard"
such may be called upon to perform any of the duties
of School Committees under the statutes of the Com-
monwealth, except such as are legislative in their
nature. But neither the superintendent nor the super-
30
Sects. 137-139.] SCHOOL COMMITTEE.
[Chap. XII.
Election of
supervisors.
Votes required.
Visit and ex-
amine schools.
Record results.
Other visits.
ReporU.
visors shall have any authority over or direction of the
principals, or other instructors, except as provided by
the Board in the Regulations, or otherwise.
Sect. 137. Biennially, in the month of January,
or as soon thereafter as may be practicable, beginning
in the year 1876, the School Committee shall elect by
ballot six supervisors ; and shall fill such vacancies as
may occur at other times. The votes of a majority
of the whole number of the members of the School
Committee shall be necessary for a choice.
Sect. 138. The supervisors, one or more, as their
Board shall determine, shall visit all the schools as
often as practicable, and shall, once a year, examine
carefully each teacher's method of conducting a school,
and of teaching classes in various branches of study ;
and shall, before May 10, record the results of the
examinations in suitable books kept in the super-
visors' office, and open only to the inspection of the
Board and of the superintendent.
Sect. 139. In addition to the examinations in de-
tail, it shall be the duty of the supervisors to inspect
all the schools, in order to ascertain, —
1. The sanitary condition of the schools, houses,
and premises, including the working of the heating
and ventilating apparatus.
2. The mode of government, including motives
to study.
3. The principles and methods of classifying and
promoting pupils.
4. The merits, defects, and needs of the various
schools and classes, and, in general, the physical,
mental, and moral condition of the scholars.
And the supervisors shall, before December 10, of
Chap. XII.]
REGULATIONS.
[Sects. 140-142.
31
each year, and may at other times, report thereon in
writing, with such remarks and suggestions as they
may deem expedient, to the several Division Commit-
tees and to the Committee on High Schools and the
Committee on the Normal School. These reports
shall be open only to members of the School Board
and to the superintendent.
Sect. 140. The Board of Supervisors shall make
a report in writing on their work as a Board, and as
supervisors, to the School Committee at their last
meeting in June of each year.
Sect. 141. The Board of Supervisors, under the Examine gradu-
direction of the Committee on Examinations, shall a mg ° &88es
superintend the annual examinations of the graduating
classes of the High and Grammar Schools. In
schools of like grade, written examinations shall be
conducted at the same time in each study, and with
the same questions, as adopted by the Board of Super-
visors, and approved by the Committee on Examina-
tions. The results of the annual examinations, with
the instructors' record of the scholarship and deport-
ment of the pupils, shall be exhibited in a suitable
blank, and submitted, with such explanations and
recommendations as the principals may desire to make,
to the Committee on Examinations, who shall award
the medals and diplomas ; and no further examination
shall be required of the graduates of the Grammar
Schools for admission to any of the High Schools.
Those members of the graduating class who have
failed to receive diplomas shall, if they have been
earnest in study and correct in deportment, receive a
certificate of honorable mention. Applicants for
Sect. 142. Annually, in the month of April, or 8ituations aa
teachers.
32
Sects. 143-147.] SCHOOL COMMITTEE.
[Chap. XII.
Written appl
cations.
Not eligible.
whenever the needs of the school may require, and
the Committee on Examinations shall direct it to he
done, the superintendent shall cause to be inserted, in
at least four newspapers of the State, an advertise-
Advertisements. ment inviting applicants for situations as teachers to
present themselves for examination at a specified time
and place.
Sect. 143. Candidates shall be required to make
written application, in their own handwriting, stating
their age, place of birth, where they were educated,
what experience, if any, they have had in teaching,
and in what grade of schools they desire to be em-
ployed ; but this application may be made at the time
of the examination. The Board of Supervisors shall
not admit to an examination any person who is not a
graduate of the Boston Normal School or of one of
the State Normal schools, or who has not had at lea,st
one year's experience in teaching.
Sect. 144. The questions for the examination of
candidates shall be adopted by the Board of Super-
visors, and shall be approved by the Committee on
Examinations.
Sect. 145. The examination of candidates shall
include inquiry into the moral character, the health,
and the aptness to teach of the applicants.
Sect. 146. No person, not a member of the School
Committee or of the Board of Supervisors, shall 'be
allowed to be present at any examination of candi-
dates.
Sect. 147. The Board of Supervisors shall grant
certificates of qualification of the several grades, after
examination, to such candidates as they shall consider
entitled to them, as follows : —
Questions.
Moral character
etc.
Who may be
present.
Certificates of
qualification.
Chap. XII.]
REGULATIONS.
[Sects. 148-149.
33
First Grade. — To masters and junior masters of
High Schools, aud principals of Evening High
Schools.
Second Grade. — To masters, sub-masters, and
second sub-masters of Grammar Schools, principals
of Evening (not High) Schools, and assistants of
Evening High Schools.
Third Grade. — To assistant principals and assist-
ants of High Schools.
Fourth Grade. — To assistants of Grammar and
Primary Schools.
Special Grade. — To instructors in Special Studies,
Schools for the Deaf and for Licensed Minors, and
Kindergartens.
The certificate of qualification shall be signed by signed by.
the superintendent and at least a majority of the
supervisors ; and no certificate shall be signed in
blank.
Sect. 148. The Board of Supervisors shall grant certificates of
f • • service.
certificates of service to all instructors in their re-
spective graces, who were in the service of the city of
Boston as teachers on the tenth day of January, 1876,
when regularly confirmed ; and also to the teachers of
the Evening High School who were then in the ser-
vice of the city ; and this certificate shall entitle the
holders thereof to all the rights and privileges con-
ferred by the certificate of qualification. The Board Special cases,
of Supervisors shall have authority to report to the
Board, for special consideration, all cases that they
deem exceptional.
Sect. 149. No certificate, the holder of which has certificates not
been out of the service of the city for a term of two
years, shall be valid, unless renewed by the Board of
Supervisors after careful investigation.
34
Sects. 150-160.] SCHOOL COMMITTEE.
[Chap. XIII.
No higher
grade.
Recorded.
Pay-roll.
Visit and exam-
ine evening
schools.
Other duties.
May attend
meetings
Sect. 150. No instructor shall be employed in any
higher grade of schools than that for which the certifi-
cate shall qualify the holder thereof ; and no instructor
whose certificate is not recorded in the office of the
Committee on Accounts shall be entitled to draw any
salary as a teacher or as a substitute ; and the auditing
clerk shall not allow the name of any such teacher or
substitute to be entered or to remain on the pay-rolls.
Sect. 151. The Board of Supervisors shall desig-
nate one or more of their own number to visit and
examine the evening schools, in their season, as often
as once in each montji, and report thereon to the
chairman of the Committee on Evening Schools.
Sect. 152. The Board of Supervisors, or the
members thereof, shall perform such other duties as
the School Committee may prescribe, or from time to
time direct.
Sect. 153. The supervisors may attend the meet-
ings of the School Committee, and shall do so when
requested by the Board, or by any committee thereof.
Any supervisor shall, if called upon by^the Board,
express an opinion, or communicate information, on
any subject pertaining to the schools.
CHAPTER XIII.
Duties of the Principals.
Monthly report. Section 160. Each principal shall make a monthly
report to the Board of Supervisors on or before the
fifth day of school-time after the expiration of the
Blanks. month covered by such report. For this purpose
Chap. XIII.]
REGULATIONS.
[Sects. 161-162.
blanks shall be prepared by the Board of Supervisors,
and sent to the principals by the secretary. These
blanks shall propose the questions to be answered and
indicate the subjects upon which information is de-
sired. The obiect of these reports is to keep the0bjectof
° 1 reports.
Board and the committees thereof accurately informed
at all times as to the manner in which the Regulations
are enforced, and to assist in their enforcement by
keeping the more important of them fresh in the
minds of the principals. These reports shall be Slgnecl
prepared under the direction of the principals and
signed by them,' and shall be kept on file in the office onfiie.
of the Board of Supervisors for the inspection of the
members of the Board only.
Sect. 161. The masters of the Grammar Schools Principal,
shall perform the duties of principal, both in the
Grammar and Primary Schools of their respective
districts, apportioning their time among the various
classes in such manner as shall secure the best in-
terests of all. They shall have the special charge of Graduating
classes.
the graduating classes, giving an average of at least
two hours a day to their instruction ; and in mixed
schools this instruction shall be given to the boys and
girls at the same time. They shall visit and examine visits and ex-
n i • -i» • n i amination.
the schools of their districts as often as they can con-
sistently with their other duties, but not less than
twice in each year.
Sect. 162. During the first week in February and Returns.
September each principal shall, on blanks furnished
for this purpose, make to the superintendent returns
of the number of pupils, and also the names and date
of admission of those pupils whose parents or guar-
dians do not reside in the city.
36 Sects. 163-166.] SCHOOL COMMITTEE. [Chap. XIII.
Notice of
appointment of
teachers.
Of teachers
transferred.
Report cases
of corporal
punishment.
Suspension of
scholars.
Apology.
Rules for the
yard, etc.
Sect. 163. Each principal, within one week after
the appointment of a teacher, shall send to the au-
diting clerk the full name of such teacher, with the
date of entering upon the duties of the office ; he shall
also give immediate notice when any teacher has been
transferred to another school, or district, or has
resigned or been removed.
Sect. 164. Every principal shall require all subor-
dinate teachers in his school or district to report to
him, at the close of each day, all cases of corporal
punishment, stating the name of the pupil, the amount
of the punishment, and the reason for its infliction.
Sect. 165. A principal may suspend a scholar
from school for violent and pointed opposition to
authority in any particular instance, or when the
example of the pupil is very injurious, and in cases
where reformation appears to be hopeless ; but he
shall immediately inform the committee in charge and
the parent or guardian of his action, and mention it in
his next monthly report to the Board of Supervisors.
If any scholar so suspended shall make a satisfactory
apology to the teacher or to the principal, as the
latter shall direct, and give promise of amendment, he
shall, with the consent of the committee in charge, be
reinstated in the school.
Sect. 166. The principals shall prescribe such
rules for the use of the yards and out-buildings as
shall insure their being kept in a neat and proper con-
dition ; he shall examine them as often as may be
necessary for that purpose ; he shall be held respon-
sible for any want of cleanliness on the premises ;
and, when anything is out of order, he shall give
immediate notice thereof to the auditing clerk.
t
Chap. XIV.] REGULATIONS. [Sects. 167-176. 37
Sect. 167. The principals shall, under the direction Janitor,
of the Committee on Accounts, have the coutrol of the
janitors, and shall see that the rules for their govern-
ment are enforced. Janitors shall be required to use
extraordinary precautions against fire, especially when Fire,
the scholars are in the building. The principal shall
inform the chairman of the Committee on Accounts of
any neglect of duty or any improper conduct on the
part of the janitors.
Sect. 168. The principals shall patiently hear and charges or
.... . ... complaints.
impartially investigate any charges or complaints
which may be preferred by parents or others against
teachers in their schools or districts ; and shall use
their best endeavors to redress any real grievances.
Sect. 169. Annually, on the last session of the Washington's
birthday.
school-day next preceding the 2 2d of February, the
principals shall assemble the pupils of the High and
Grammar Schools, for such patriotic exercises as they
may deem advisable.
CHAPTER XIV.
General Regulations of the Public Schools.
Section 175. All teachers of the public schools are ^^"^
required to make themselves familiar with these Regu- Regulations,
lations, especially with such as relate to their individ-
ual duties, and to the instruction and discipline of
their own schools, and are also required to see that
the rules are faithfully observed.
Sect. 176. The teachers shall punctually observe General duties,
the hours appointed for opening and dismissing the
38
Sects. 177-180.] SCHOOL COMMITTEE. [Chap. XIV.
School-hours.
After school.
One session.
Fifteen minutes
before school.
Morning exer-
cises.
schools, and, during school hours, shall faithfully
devote themselves to their duties. In all intercourse
with their scholars they shall strive to impress on their
minds, both by precept and example, the great impor-
tance of earnest efforts for improvement in morals,
manners, and deportment, as well as in useful learning.
Sect. 177. The morning session of the Grammar
and Primary Schools shall begin at nine o'clock, and
close at twelve o'clock, with a recess of twenty
minutes for every pupil when one-half of the session
has expired. The afternoon session shall begin at two
o'clock and close at four o'clock, with a recess of ten
minutes in the Primary Schools. Provided, that
teachers may judiciously exercise the right to detain
a pupil for a reasonable time, not exceeding fifteen
minutes at noon, and thirty minutes in the afternoon,
after the regular hour for dismissing school, either
for purposes of discipline or to make up imper-
fect lessons ; but no scholar shall be detained, except
for his own fault or neglect.
Sect. 178. When the schools are to be suspended
for the afternoon, on account of stormy weather, the
superintendent shall cause " twenty-two " to be struck
and repeated by the fire-alarm telegraph, at quarter
before twelve o'clock ; and the Primary Schools shall
be dismissed at twelve o'clock, and the Grammar
Schools at one o'clock.
Sect. 179. All the school-rooms shall be opened,
and the teacher shall be present, both morning and
afternoon, fifteen minutes before the time for the session
to begin. The teachers shall require the scholars to be
in their seats punctually at the hour for beginning school.
Sect. 180. The morning exercises of all the schools
shall begin with the reading in each class-room, by the
Chap. XIV.]
REGULATIONS.
[Sects. 181-185.
39
teacher, of a portion of Scripture without note or com-
ment ; and no other religious exercises shall be allowed
in the public schools.
Sect. 181. Good morals being of the highest Goodmorals-
importance to the pupils, and essential to their
progress in useful knowledge, instruction therein shall
be giveu in all the schools. It shall be the duty of in school and
the instructors to secure good conduct and a proper °ut'
deportment on the part of their pupils, both in school
and out, and especially in going to and returning from
school.
Sect. 182. In every school shall be kept a register, Register,
in which shall be recorded the names, ages, dates of
admission, and places of residence of the scholars ;
and, in addition to this, other records shall be kept of Records,
the absence and tardiness of the scholars, and of their
class exercises, which shall show their advancement
and standing.
Sect. 183. Application shall be made for school Rooks and
blanks.
registers, books for records, blanks for monthly
reports, books for indigent children, and stationery,
to the auditing clerk, through whom the Committee
on Supplies will furnish what is required to all the
schools.
Sect. 184. Teachers may visit other schools once Teachers may
a quarter to observe their methods of discipline and schools,
instruction, if the care of their pupils has been pro-
vided for in a manner satisfactory to the principal.
Sect. 185. All instructors shall endeavor to main- corporal pun-
tain such discipline in their schools as is exercised by
a kind and judicious parent in his family, avoiding
corporal punishment in all cases where good order can
be preserved by milder measures ; and in no case re-
40
Sects. 186-187.] SCHOOL COMMITTEE. [Chap. XIV.
Of girls in
Grammar
Schools for-
bidden.
sorting to confinement in a closet or wardrobe, or to
any cruel or unusual punishment. Corporal punish-
ment shall be inflicted only after the nature of the
offence has been fully explained to the scholar, and
shall be restricted to blows on the hand with a rattan.
Report an cases, fae close of the day each instructor shall report in
writing to the principal all cases of corporal punish-
ment during such day, stating the name of the pupil,
the amount of the punishment, and the reason for its
infliction ; and the principal shall mention the number
of such cases in his monthly report to the Board of
Supervisors. Corporal punishment shall not be in-
flicted upon girls in Grammar Schools, or upon any
scholars in the High Schools, except in the three
lowest classes of the Latin School, which shall, in this
respect, be subject to the regulations of the Grammar
Schools.
Sect. 186. Whenever a pupil has left school, in-
tending not to return, the teacher shall take the name
of such pupil from the list ; but the previous absence
shall remain recorded. The name of a pupil who is
suspended from school, under any rule of the Board,
shall be taken from the list. Any pupil shall be re-
corded as absent who has not been in school at least
one-half of the session.
Sect. 187. Whenever a subordinate teacher is
absent, a substitute, holding a certificate of the proper
grade, shall be employed by the principal, unless
otherwise directed by the committee in charge, in the
place of the absentee. Substitutes shall be paid by
the teachers in whose places they are employed at the
rate herein provided ; and the principals shall make
monthly returns to the Committee on Accounts, of all
Absence.
Substitutes.
Payment of.
Chap. XIV.] REGULATIONS. [Sects. 188-189. 41
substitutes employed in their schools or districts, in a
blank furnished for the purpose. Substitutes shall Tbree day8-
not be employed in any school for more than three
days at a time without the approval of two members
of the committee in charge, the chairman being one of
them. The committee in charge of any school or Leave of ab-
district may grant leave of absence to, and appoint a Reuce*
substitute for, the principal thereof for not more than
one week at a time, or any subordinate teacher for not
more than one month at a time, and the Board for any
longer terms. But leave of absence granted or vacan-
cies existing for any cause, for a longer time than such
week or month, shall be reported to, and substitutes
or temporary teachers, who fill such places, shall be
approved by the Board.
The compensation of substitutes and temporary Rule for finding
teachers shall be determined by the following rule : compensatlon-
Divide the annual salary of the instructor in whose
place the substitute is employed, or the maximum
salary of the position in the case of a temporary
teacher, by four ; and the quotient will be the com-
pensation, in cents, for each school-day of actual
service. Temporary teachers may be appointed by
committees in charge, for a term not exceeding three
months, upon the approval of the Committee on
Nominations ; such appointments to be reported to the
Board at the meeting next following.
Sect. 188. Teachers shall give vigilant attention to Temperature
the ventilation and temperature of their school-rooms andventllatl0n-
both in winter and summer, and see that the air of
the rooms is effectually changed at each recess, and at
the end of each school session.
Sect. 189. The teachers shall so arrange the daily Physical exer-
42
Sects. 190-196.] SCHOOL COMMITTEE.
[Chap. XIV.
Teachers not
allowe'd to sell
books, etc.
Teacher not to
keep private
schools or edit
newspapers, etc.
Prizes and pres-
ents.
Contributions.
Advertisements.
Agents.
Authorized
books and
studies.
Books and
utensils.
Indigent pupils.
exercises in their classes that every scholar shall have,
each forenoon and afternoon, some kind of physical
exercise, for not less than five minutes.
Sect. 190. No instructor shall be allowed to sell,
or keep for sale, any book, stationery, or other
articles required for use in the schools.
Sect. 191. No teacher shall keep a private school,
or teach in any public school other than that in which
he is regularly employed, or instruct private pupils
before 6 o'clock, P.M., except on Saturdays, or dur-
ing vacations, or edit any newspaper, or any religious
or political periodical.
Sect. 192. Teachers shall not award diplomas or
prizes to their pupils, or receive any present of money
or other property from them. No contributions for
any purpose shall be permitted in any public school.
Sect. 193. No advertisement shall be read to the
pupils of any school on the premises thereof, or be
posted on the walls or fences of any school building ;
and no agent or other person shall be permitted to
enter any school premises for the purpose of exhibit-
ing, either to teachers or pupils, any new book or
article offered for sale.
Sect. 194. The books used and the studies pursued
in all public schools shall be such only as are author-
ized by the Board ; and the teachers shall not permit
any unauthorized publications to be distributed in
their schools.
Sect. 195. Pupils shall not be allowed to remain
in any of the public schools unless they are furnished
with the books and utensils regularly required in the
respective classes.
Sect. 196. Pupils who, through the poverty or
Chap. XIV.]
REGULATIONS.
[Sects. 197-199.
43
negligence of their parents or guardians, are not pro-
vided with the necessary text-books, shall be furnished
with them, under the provision of the General Statutes,
Chap. 38, § 30; and teachers shall make application
therefor to the auditing clerk, through whom they will
be provided by the Committee on Supplies.
Sect. 197. All children living in the city who are who may at-
° tend school.
upwards of five years of age, and are not disqualified
by non-compliance with the regulations of the Board,
shall be entitled to attend the public schools ; but
neither a non-resident pupil, nor one who has only a Non resident
temporary residence in the city, shall be allowed to
enter or to remain in any school, unless the parent,
guardian, or some other responsible person, has signed
an agreement to pay the tuition of such scholar, or
until a certified copy of a vote of the Committee on
Accounts permitting such scholar to attend the school
has been transmitted to the principal. The principals
shall, at the commencement of each term, on blanks
furnished for the purpose, send to the Committee on
Accounts the names of such scholars, and of their
parents .or guardians, with their place of residence.
And it shall be the duty of that committee each term Bills for tuifci(
to make out bills for tuition and transmit the same to
the City Collector for collection.
Sect. 198. No pupil who has been expelled from suspensions,
or is under suspension in one school shall be admitted
to another, except by consent of the Board.
Sect. 199. No pupil shall be admitted to any of the vaccination,
public schools without the certificate of a physician
that such pupil has been vaccinated, or is otherwise
protected against the small-pox ; but this certificate
shall not be required of pupils who are transferred
Sects. 200-203.] SCHOOL COMMITTEE.
[Chap. XIV.
from one public school to another, nor shall any child
from any family in which scarlet fever or other con-
tagious disease has occurred be allowed to attend any
school in the city until the expiration of four weeks
from the commencement -of the last case in such
family, such length of time being certified in writing
to the teacher by a physician, or some responsible
member of the family.
Sect. 200. Every pupil must come to school cleanly
in his person and dress, and with his clothes in proper
repair ; in case of neglect, in this respect, it shall be
the duty of the teacher to send him home to be
suitably prepared for school.
Sect. 201. Tardiness, unless satisfactorily ex-
plained, shall be subject to a proper penalty. No pupil
shall be absent a part of any session for the purpose of
receiving instruction elsewhere ; nor shall a pupil leave
before the close of school without the consent of the
teacher. Pupils detained from school or coming late
must present an excuse, but scholars shall not be sent
home for such excuse. Teachers shall report the names
and residences of truants, with the names ,of their
parents or guardians, to the truant officers.
Sect. 202. No programme of a special study shall
be put into use in any school until it has been adopted
by the Board, after the committee on such special
study has reported upon the same.
Sect. 203. There shall be exhibitions of the High
and Grammar Schools at such times as the Board
shall direct, due notice of which shall be given to the
members by the secretary. The exhibitions shall not
exceed two hours in length ; and they shall be con-
ducted in such a manner as to present the attainments
of the scholars in the studies pursued during the year ;
Chap. XIV.]
EEGULATIONS.
[Sects. 204-205.
45
but no public exhibition of proficiency in music, other exhibi-
tions.
drawing, physical exercises, military drill, or other
special study, shall be given by all or a part of the
schools, without the consent of the Board, or by any
or all of the schools of a district without the consent
of the committee in charge.
Sect. 204. An exhibition of the acquirements o^Musicand
drawing.
the pupils of the public schools in music or in draw-
ing shall be held under the direction of the commit-
tee on these branches when the Board shall so direct.
The Annual Festival, complimentary to the medal Annual Festi.
val.
and diploma scholars, shall be held at such time and
place as the Board shall determine, under the direc-
tion of a committee of five members of the Board, to
be appointed at the first meeting in April.
Sect. 205. The following holidays and vacations Holidays and
vacations.
shall be granted to the schools, viz. : every Satur-
day ; one week, commencing with Christmas day ;
New Year's day, the Twenty-second of February,
Good Friday, Fast day, Decoration day, and the
Fourth of J uly ; Thanksgiving day and the remainder
of the week ; the week immediately preceding the
second Monday in April ; and to the Primary Schools
from the last Tuesday in June, and to the Normal,
High, and Grammar Schools from their respective
exhibitions, to the first Monday in September. The President may
«_ _ . suspend the
president of the Board, or, in his absence, the vice- schools,
president, is authorized to suspend the schools, not
exceeding six sessions, in each municipal year. No No other hoii-
days.
other holidays shall be allowed, except by vote of
three-fourths of the members of the Board present ;
and no school shall be suspended on any other occa-
sion, except for important reasons peculiar to that
school, and then only by express permission of the
committee in charge.
Sects. 210-214.] SCHOOL COMMITTEE.
[Chap. XV.
CHAPTER XV.
Regulations of the Primary Schools.
Section 210. The Primary Schools form the lowest
grade in the system of public instruction established
in this city ; and in them are taught the rudiments of
an English education.
Sect. 211. Children shall be admitted into those
schools which are the most convenient for them to at-
tend, and for which they are qualified, provided such
schools are not already full ; and in all cases of doubt
or difficulty, in respect to the admission ot pupils, the
teacher shall appl}r to the principal for advice and
direction. Teachers of the sixth class, with the per-
mission of the Division Committee, may decline to
receive pupils after the eighth week following the first
Monday of February or September, or whenever the
number of pupils shall exceed fifty-six; but a record
shall be kept by each teacher of the names and resi-
dence of all applicants who have been refused admis-
sion, so that Division Committees may know the
number of children requiring school accommodations.
Applicants shall be admitted in the order of appli-
cation.
Sect. 212. A certificate of transfer shall be re-
quired of pupils moving from one school to another.
Sect. 213. The regular promotion of scholars from
class to class shall be made on the first Monday in
February and the first Monday in September. Occa-
sionally, promotions may be made on Monday of any
week, whenever the principal of the district may deem
it advisable.
Sect. 214. Intermediate Schools, for the instruction
Chap. XV.]
REGULATIONS. [Sects. 215-216. 47
of children over eight years of age^ not qualified for
the Grammar School, may be established in any dis-
trict. The course of study shall be the same as
in the Primary Schools ; aud the principal may intro-
duce writing and such other studies as he may deem 0ther studie8-"
advisable. Sewing shall be taught in any Intermedi-
ate class of girls, under the direction of the Commit-
tee on Sewing, if the Division Committee deem it
expedient. Any Primary scholar over ten years of
age, and not in the first or second class, may be re-
moved to an Intermediate School by the principal.
Sect. 215. Teachers shall give particular attention ph>'sical cul-
0 1 ture. (See
to the physical culture and to the comfort of the chap, xxvii.)
pupils under their care. They shall arrange the daily
exercises in their classes so that every scholar shall
have twice in each session, in addition to the recess,
some kind of physical exercise in the school-room.
If a recess in the open air is impracticable, the chil- Recesses-
dren shall be exercised in the school-room. The
recesses of schools shall be arranged or approved by
the principal of the district.
Sect. 216. Fifty-six pupils shall be the standard Number of pu-
pils to a teacher.
number to one teacher ; but an additional teacher may
be nominated, when there is an excess of thirty pupils
registered for admission, and one may be removed
where there is a deficiency of thirty in the district,
unless the Board shall otherwise order, in cases where
the size of the room is evidently insufficient for so
large a number. In Intermediate Schools one teacher
shall be allowed for every thirty-five pupils, provided
that there shall be no more than one Intermediate
School in a district. The schools in each district
shall be classified under the direction of the prin-
cipal.
48 Sects. 217-225.] SCHOOL COMMITTEE. [Chap. XVI.
Grade of in. Sect. 217. The teachers of the Primary Schools
etructors in Pri-
mary Schools, shall be fourth assistants. The salary of the fourth
assistants shall be established at a minimum rate for
the first year of service, with an annual increase dur-
ing the succeeding five years, so that the maximum
rate shall be reached for the sixth and each subsequent
year of service. The committee in charge may rec-
ommend and the Committee on Nominations, if they
deem it advisable, may nominate a fourth assistant,
salary. whose term of service shall begin with the salary of
any year after the first in the series of five years ;
and the salary of such instructor shall annually
be increased in the same manner as if the candi-
date had served during the preceding years of such
term.
Music. (Seo Sect. 218. Instruction in vocal music shall be
chap, xxv i.)j g.yell kv the regular teachers, on each day of the
week, during the last hour of the morning session.
Drawing. Sect. 219. Instruction iu drawing for two hours
each week shall be given by the regular teachers, in
lessons not exceeding thirty minutes in length.
CHAPTER XVI.
Regulations of the Grammar Schools.
Grammar Section 225. The Grammar Schools form the
Schools.
second grade in the system of public instruction es-
tablished in this city ; and in them are taught the
common branches of an English education.
Chap. XVI. J
REGULATIONS.
[Sect. 226.
49
Sect. 226. The Grammar Schools shall be organ- instructors of
tne several
ized, and instructors of the several ranks shall be ranks,
elected, as follows : —
1. The number of scholars used in this section, in Number used,
determining the rank of instructors to be nominated
for the annual election, shall be the average whole
number, and in ascertaining the number of subordi-
nate teachers of all ranks, the greatest whole number
belonging at any one time, in the several schools for
the current school year.
2. The instructors of the Grammar Schools shall Grade oUn-
structors in
be masters, sub-masters, second sub-masters, and Grammar
first, second, and third assistants. The salaries of
the several ranks of instructors of the second and
fourth grades shall be established at a minimum rate (Sect 147-)
for the first year of service, with an annual increase salaries,
during the succeeding five years, so that a maximum
rate shall be reached for the sixth and each subse-
quent year of service. The committee in charge may
recommend, and the Committee on Nominations, if
they deem it advisable, may nominate, an instructor of
any such rank, whose terms of service shall begin with
the salary of any year after the first in a series of five
years ; and the salary of any such instructor, if the
nomination be confirmed, shall be annually increased
in the same manner as if the candidate had served
during the preceding years of such term.
3. One principal shall be elected for every district. Principals. ,
In schools of three hundred scholars, or more, the
principal shall be a master. In schools of two hun- Rank,
dred, or more, but less than three hundred, the prin-
cipal shall be a sub-master. In schools of one hundred,
or more, but less than two hundred, the principal
50
Sect. 226.]
SCHOOL COMMITTEE. [Chap. XVI.
Rank changed.
Number of
scholars to a
teacher.
Excess of
thirty.
Number of sub-
ordinate in-
structors.
shall be a second sub-master. In schools of less than
one hundred the principal shall rank as first assistant.
4. The rank of any instructor may be changed by
vote of the Board, upon the report of the Committee
on Nominations, whenever the average whole number
in the school for the preceding quarter shall warrant
a change ; but such action shall take effect only at the
beginning of the month following favorable action of
the Board. When the rank of any instructor is
reduced by the operation of this regulation, such
instructor shall receive the maximum salary of the
lower rank ; but when the rank of any instructor so
reduced is increased in like manner, the salary shall
be that to which any previous term of service in the
same or any higher rank, or in both, may entitle the
incumbent.
5. Besides the principal, each Grammar School, of
one hundred scholars, or more, shall be allowed one
instructor, of whatever rank, for every fifty-six
pupils registered ; but in schools of less than one
hundred the principal shall be included in the com-
plement of teachers. The Board may elect an addi-
tional teacher when there is an excess of thirty pupils
recorded, or remove one when there is a deficiency
of thirty pupils, in each case upon the recommenda-
tion of the Committee on Nominations. The number
of teachers herein allowed shall not be exceeded unless
the proper grading of the school, or the insufficiency
of the seating capacity of the school-rooms, shall
require such excess.
6. The number of subordinate instructors of the
several ranks above that of third assistant to which
schools shall be entitled shall be as indicated in the
following schedule : —
Chap. XVI.]
REGULATIONS.
[Sect. 226.
51
Number of In-
structors OF ALL
Ranks for the
Number of Schol-
ars IN SAME LINE.
Number of Scholars.
Sub-masters. 1
1
Second Sub-
masters.
First Assist-
ants.
Second As-
sistants.
Q A
Boys.
1 19 t/~>
1
2
1
1
1
1
1
1
2
1
1
2
3
4
1
2
1
1
1
K
3
K
310 to 365
1
1
1
1
1
T Q
Of?/* f„ KQO
1
1 A
K%1 frv K.QQ
1
1
1
11 +r> 11
1
2
Civay fi 1 Q
Q A
Girls.
1 19 fr>
Z
oka QAQ
1
2
2
2
2
1 in Q
1 A
11 fn 1i
£QA f/-> Q 1 Q
AVn« Q1 Q
Boys and Girls.
1 19 OSQ
K
OKA QAO
1
1
1
2
2
1
.... i.
534 to 589
1
1
1
590 to 813
Over 813
52
Sect. 227.]
SCHOOL COMMITTEE.
[Chap. XVI.
Note. — Table showing the number of instructors to which
any number of scholars will entitle a Grammar School or all the
Primary Schools of a district.
No. of Scholars.
No. OF
Teachers.
No. of Scholars.
NO. OF
Teachers.
1
From 590 to 645
11
12
13
14:
15
16
17
18
19
20
86 to 141
2
646 to 701
3
rrco +... o i q
5
814 to 869
310 to 365
6
7
870 to 925
366 to 421
926 to 981
422 to 477
8
982 to 1,037 ....
1,038 to 1,093 ..
1,094 to 1,149 ..
478 to 533
9
534 to 589
10
Explanation. — A Grammar School, having from two hun-
dred and fifty-four to three hundred and nine scholars, both
inclusive, is entitled to five subordinate teachers. Two hundred
and fifty-four scholars give five teachers ; any greater number,
up to and including three hundred and nine, gives no more than
five teachers. Five hundred and thirty-four to five hundred
and eighty-nine scholars in the Primary Schools of a district
give ten teachers.
For the annual election the greatest number belonging at
any one time is taken in ascertaining the number of teachers
allowed to a school or district ; at other times the whole number
belonging when action is proposed to be taken.
other teachers. 7. All other regular teachers of the complement to
which any school may be entitled shall be third
assistants.
Sect. 227. Pupils shall not be admitted into the
Chap. XVI.]
REGULATIONS.
[Sects. 228-230.
53
Grammar Schools except by special permit of the
Division Committee, unless, on examination, they
shall be able to read, at first sight, easy prose ; to
spell common words of one, two, or three syllables ;
to distinguish and name the marks of punctuation ; to
perform mentally simple questions in addition, sub-
traction, and division ; to answer readily any proposed
combination of the multiplication table in which
neither factor exceeds ten ; to read and write Arabic
numbers expressed by three figures, and the Koman
numerals as far as the sign of one hundred ; and to
enunciate, clearly and accurately, the elementary
sounds of our language.
Sect. 228. In the months of January and June Promotions-
each principal shall examine the first classes of the
Primary Schools in the district ; and such pupils as
are found qualified shall receive a certificate of ad- certificate,
mission to a Grammar School. The parent of any Appeal,
pupil not accepted may, if dissatisfied, appeal to the
Division Committee.
Sect. 229. Pupils promoted from the Primary Time of enter-
lug.
Schools shall enter the Grammar Schools on the first
Monday of February or of September ; other appli-
cants residing in the district may enter on any Mon-
day morning, provided they are qualified. Pupils
regularly discharged from a Grammar School may be
admitted at any time to the same class of any other \
Grammar School on presenting their certificates of
transfer.
Sect. 230. Lessons to be learned out of school out-of-schooi
lessons.
shall be such as a scholar of good capacity can learn
in an hour's study. Lessons to be studied in school
shall not be such as to require a scholar of ordinary
capacity to study out of school to learn them.
54
Sects. 231-235.] SCHOOL COMMITTEE.
[Chap. XVI.
Six classes.
Sect. 231. Each school shall be divided into six
classes ; and each class may be subdivided as its
number may require. If any division completes the
course of study assigned to its class previous to the
regular time for promotion, it may, with the approval
of the principal, begin upon the text-books prescribed
for the next higher class.
Districts. Sect. 232. No pupil shall be admitted to or
retained in any school except that of the district in
which such pupil lives, without the written consent of
special permits, the Division Committee ; when the school the pupil
desires to attend is in a different division from the
one to which he belongs, the written consent of each
Division Committee shall be required.
Sect. 233. In the first and second classes instruc-
tion in vocal music shall be given in two lessons, of
half an hour each, and in the third, fourth, fifth, and
sixth classes in four lessons of fifteen minutes each,
every week, by the regular teachers ; and vocal music
shall in all respects be regarded as one of the regular
studies of the school.
Sect. 234. All the classes shall be instructed so
that they can take proper physical exercise in concert
in the school-rooms, and the teacher shall give careful
and regular attention to such exercise for not less than
five minutes each session,
sewing. Sect. 235. Instruction shall be given in sewing,
twice a week, for one hour at a time, to the fourth, fifth,
and sixth classes of girls in the Grammar Schools ;
and such instruction may be extended into other classes
by the Board, on the joint recommendation of the
Committee on Sewing and the Division Committee of
the school where such extension is proposed. The
Vocal music.
(See Chap,
xxvii.)
Physical exer
cise.
Chap. XVI.]
REGULATIONS.
[Sects. 236-240.
55
Committee on Sewing shall nominate, for confirmation, sewing
teachers.
qualified persons as teachers of this branch, each of
whom shall have general oversight in the department
assigned to her, and shall be assisted in teaching by
the regular teacher of the class under instruction ; and
this committee may discharge the regular teachers of
sewing, subject to the approval of the Board, and substitutes,
may, whenever necessary, employ substitutes.
Sect. 236. Instruction in drawing shall be given Drawins-
in two lessons of forty-five minutes each, every week,
by the regular teachers, in accordance with the pro-
gramme adopted by the Board. *
Sect. 237. It shall be the duty of the principals organization,
of districts to superintend the organization of all the
classes of the Primary and Grammar Schools. No
pupil who is qualified for admission to any High Graduates.
School, convenient for him to attend, shall, without
the consent of the Division Committee, be allowed to
remain in the graduating class of a Grammar School
after the close of the year in which he was a member
of such class.
Sect. 238. Every teacher shall be at liberty to use Books or cards.
such books or cards as he may deem desirable, for the
purpose of illustration or for examples ; but such
books or cards shall not be used to the exclusion or
neglect of the prescribed text-book; nor shall pupils
be required to furnish themselves with any but the
regular text-books.
Sect. 239. One text-book in mental arithmetic, Mental arith-
metic.
and one in written arithmetic, and no more, shall be
used in the Grammar Schools.
Sect. 240. In the arrangement of the studies and Forenoon
studies.
recitations in the Grammar Schools, those which most
56
Sects. 241-246.] SCHOOL COMMITTEE.
[Chap. XVII.
severely task the pupils shall, as far as practicable, be
assigned to the forenoon.
Sect. 241. No books of reference belonging to
any public school shall be kept out of the school-house
during school hours. The master shall be responsible
for all the books of reference, globes, maps, and charts
of his district, and shall, annually, in the month of
September, make a correct return of the same to the
Committee on Supplies.
CHAPTER XVII.
Regulations of the High School.
mgh schools. Section 245. The High Schools form the third
grade of the system of public instruction established
in this city ; and in them a course of advanced study
is provided for those who have completed the course
in the Grammar Schools. The general Regulations of
the Public Schools, Chapter XIV., so far as they are
applicable, are required to be enforced in all the
Exceptions. High Schools. Tne Latin Schools are excepted
from the application of Sections 248, 249, 250, 253,
and 254 of this chapter.
instructors. Sect. 246. The High Schools shall be organized,
and instructors of the several ranks shall be elected, as
follows : —
Numbers used. 1. The number of scholars used in this section in
determining the rank of instructors to be nominated
Chap. XVIL] REGULATIONS. [Sect. 246. 57
for the annual election shall be the average whole
number for the current school year.
2. In High Schools of one hundred and fifty Rank of
0 instructors.
pupils, or more, the principal shall be a head-master;
and in those of less than one hundred and fifty pupils
the principal shall be a master.
3. The rank of any instructor may be changed by change of rank,
vote of the Board, upon the report of the Committee
on Nominations, whenever the average whole number
in the school for the preceding quarter of the current
school year shall warrant a change ; but such action
shall take effect only at the beginning of the month
following favorable action of the Board. When the
rank of any instructor is reduced by the operation of
this regulation, such instructor shall receive the maxi-
mum salary of the lower rank ; but when the rank of
any instructor so reduced is increased, in like manner,
the salary shall be that to which any previous term of
service in the same or any higher rank, or in both, may
entitle the incumbent.
4. Besides the principal, each High School for ^uml?er of
scholars to an
girls and boys shall be allowed one instructor, of what- instructor.
ever rank, for every thirty pupils registered ; and in
High Schools, for either girls or boys, one instructor
for every thirty-five pupils registered. An additional Excess of
instructor may be elected for an excess of twenty lwentjr-
pupils ; and one may be removed for a deficiency of
twenty.
The salaries of instructors of the several ranks of the Salaries of
1 . 1 t /.. ..lini instructors.
third grade, except that of assistant principal, shall be
established at a minimum rate for the first year of ser-
vice, with an annual increase during the succeeding
five years, so that the maximum rate shall be reached
for the sixth and each subsequent year of service.
58 Sect. 246.] SCHOOL* COMMITTEE. [Chap. XVII.
The committee in charge of any High School may
recommend, and the Committee on Nominations, if
they deem it advisable, may nominate a first, second,
third, or fourth assistant, whose term of service shall
begin with the salary of any year after the first in the
series of five years ; and the salary of such instructor,
if the nomination be confirmed by the Board, shall be
annually increased in the same manner as if the candi-
date had served during the preceding years of such
term.
Rank of 5. Instructors of the third grade shall be desig-
instructors. ° °
nated as follows : assistant principal, first assistant,
second assistant, third assistant, and fourth assistant.
Number of g, The number of subordinate instructors of the
instructors.
several ranks of the third grade to which High Schools
shall be entitled, shall be as indicated in the following
schedule : —
Schools.
Assist.
Principal.
First
Assistants.
Second
Assistants.
Third
Assistants.
Girls and Boys.
1
100 to 150
1
1
1
1
150 to 200
1
1
1
1
2
1
3
200 to 250
1
2
Girls.
1
All other subordinate instructors shall be fourth assistants.
All male instructors in the High Schools who
are not principals shall be masters and junior
Chap. XVII.]
REGULATIONS.
[Sects. 247-250.
59
of
masters. Such instructors who have been employed fj^dinate
ten years or more as regular teachers in the High instructors.
Schools of this city shall be masters ; and those who
have been so employed less than ten years shall be
junior masters. The committee in charge of any
High School may recommend, and the Committee on
Nominations, if they deem it advisable, may nominate
a junior master, whose term of service shall begin
with the rank and salary of any year after the first in Salair-
the series constituting the term of a junior master ;
and the salary of such instructor, if his nomination be
confirmed by the Board, shall be annually increased
in the same manner as if he had served during the
preceding years of such term.
Sect. 247. All male instructors regularly em- ^raduate8
colleges.
ployed shall be graduates of colleges in good stand-
ing, or of institutions which confer degrees of a
corresponding grade.
Sect. 248. Boys under the age of thirteen, or girls Age for ad-
mission.
under the age of fourteen, shall not be admitted to
any High School.
Sect. 249. Applicants for admission other than certificates of
character.
graduates of the public Grammar Schools shall pre-
sent certificates of good character from the principals
of the schools they last attended, and shall pass a
satisfactory examination, which shall be equivalent
to that of the graduating classes of the Grammar
Schools.
Sect. 250. The examination for admission of ap- Examination of
applicants not
plicants who are not graduates of the Grammar graduates.
Schools shall take place at such time as the Com-
mittee on High Schools shall direct; and shall be
conducted at the same time in each study, and with
the same questions, which shall be adopted by the
60
Sects. 251-255.] SCHOOL COMMITTEE. [Chap. XVII.
Members not
graduates of
Grammar
Schools.
Questions to
decided.
Course of
study; three
years.
Fourth year's
course.
Diplomas.
(See Sect. 141.)
Military drill.
Board of Supervisors, and approved by the Com-
mittee on Examinations.
Sect. 251. Pupils who are members, but not
graduates, of Grammar Schools, or who have been
members of such schools at any time within the cur-
rent municipal year, shall not be admitted to an ex-
amination for admission to any High School ; pro-
vided, that boys who have attained the age of four-
teen, and girls who have attained the age of fifteen,
though members, but not graduates, of Grammar
Schools, may be examined at the appointed time, and
admitted, if qualified ; and the principals shall grant,
or, for sufficient reason, decline to grant, the required
certificate of good character.
Sect. 252. Whenever any question is raised, under
the regulations of the Board, in regard to the admis-
sion of an applicant, it shall be decided by the Com-
mittee on High Schools.
Sect. 253. The course of study shall be for three
3'ears, and shall be arranged by the Committee on
High Schools, and approved by the Board. A fourth
year's course for such pupils as have completed the
three years' course in any of the High Schools of the
city shall be open to boys in the English High School,
and to girls in the Girls' High School.
Sect. 254. Pupils who have completed the three
years' course to the satisfaction of the Committee on
Examinations shall be entitled to a diploma ; and
those who have completed the fourth year's course, to
an additional diploma, on the same condition.
Sect. 255. Instruction in military drill shall be
given in the High Schools, under the charge of a
special drill officer, to all boys, of good physical
condition, who are thirteen years old, or more. The
Chap. XVIII.]
REGULATIONS.
[Sects. 256-267.
61
time occupied in drill shall not exceed two hours in
each week.
Sect. 256. Special teachers of modern languages sPecial teache
and of other branches or exercises may be employed
as directed by the Board.
Sect. 257. The sessions of the High Schools shall school hours,
begin at 9 o'clock, A.M., and close at 2 o'clock,
P.M., every week day except Saturday, when there
shall be no session. No variation of the school hours
required by this section shall be made except by vote
of the Board.
CHAPTER XVIII.
Regulations of the Public Latin School.
Section 265. The purpose of this school is to give Public Latin
11 ° School.
a thorough general culture to boys who intend to pur-
sue the higher branches of learning, or to prepare for
professional life.
Sect. 266. The school shall be organized in eight Eight classes-
classes, and the full course of study shall be for eight
years ; but no applicant shall be admitted to any class Condition for
below the sixth, unless the parent or guardian shall fowest classes,
certify to the head-master, in writing, that he intends
to give such applicant a collegiate education.
Sect. 267. Graduates of the Grammar Schools, to Admission of
graduates of
whom diplomas have been awarded, shall be admitted, Grammar
without examination, to such advanced classes as their Scho°l9,
qualifications may entitle them to enter. Other ap- other aPPii.
i • • , , . „ cants.
phcants for admission must be at least nine years of
age ; and they shall present certificates of character
from the principals of the schools they last attended,
62-
Sects. 268-278.] SCHOOL COMMITTEE.
[Chap. XIX.
and pass a satisfactory examination at such time as
the committee in charge may direct.
Qualifications Sect. 268. Candidates for admission to the eighth
for eighth class.
class must be able to read simple prose fluently, to
spell common words correctly, and to write simple
sentences legibly from dictation ; to distinguish the
parts of speech ; to perform readily any easy examples
in the four simple rules of arithmetic, and in fractions ;
and must have a general knowledge of the geography
of the United States.
Examination of SECT. 269. The Board Of Supervisors Shall exam-
graduating
class. ine the graduating class each year ; and the standard
of examination shall be that of admission to colleges
of the highest grade.
CHAPTER XIX.
Girl s' Latin
School.
Rank of
instructors.
Six classes.
Candidates for
admission.
Regulations of the Girls' Latin School.
Section 275. This school is established for the pur-
pose of giving girls a thorough preparation for college.
Sect. 276. The principal shall have graduated with
distinction at some college of good standing. He shall
have a first assistant, and as many other assistants as
may be necessary, provided the whole number of
teachers, exclusive of the principal, shall not exceed
one for every thirty pupils.
Sect. 277. The school shall be organized in six
classes, and the course of study shall be for six years.
Sect. 278. Candidates must be at least twelve
years of age, and must each present a certificate oi
character from the principal of the school last at-
tended, and a written statement from parents or
Chap. XX.]
REGULATIONS.
[Sects. 279-291.
63
guardians of their intention to give such candidate a
collegiate education. They shall also pass a satis- Examination,
factory examination at such time as the committee in
charge shall direct.
Sect. 279. The requisites for admission to the Rfquis!tes for
admission.
sixth class shall be the same as, or equivalent to, the
requisites for admission to the third class of the
Grammar Schools.
Sect. 280. The Board of Supervisors shall exam- ^^on of
ine the graduating class each year ; and the standard
of examination shall be that of admission to colleges
of the highest grade. Pupils who have completed the Diploma,
course of study to the satisfaction of the Committee
on Examinations shall be entitled to a diploma.
Sect. 281. This school shall be exempt from the
operation of Sections 248, 249, 250, 253, and 254.
CHAPTER XX.
Regulations of the Boston Normal School.
Skction 290. The Boston Normal School is estab- Boston Normal
tii/» ,».. />• -i. School.
lisned tor the purpose of giving professional instruc-
tion to young women who intend to become teachers
in the public schools of Boston.
Sect. 291. The head-master shall be a graduate Rank of
instructors.
of a college in good standing. He shall have a first
assistant, and as many second assistants as may be
necessary, provided the whole number of teachers,
exclusive of the head-master, shall not exceed one
for every thirty pupils. An additional instructor may Excess of
be elected for an excess of twenty pupils, and one twenty'
may be removed for a deficiency of twenty. Special
64
Sects. 292-295.] SCHOOL COMMITTEE.
[Chap. XX.
Special instruc instruction in music and drawing shall be given in
this school, under the direction of the committee on
these departments.
candidates for Sect. 292. Candidates for admission must be at least
admission.
eighteen years old, and must be recommended by the
master or committee of the last school they attended.
No candidate who is less than eighteen years of age
shall be admitted to this school, except by special vote
of the committee in charge. Those who have completed
Examination for the fourth year in the Girls' High School will be ad-
admission. ^ c
mitted without examination. Other candidates must be
examined in the ordinary High School studies by the
Board of Supervisors, under the direction of the Com-
mittee on Examinations, and must present evidence of
Probation. good character. All pupils will be put on probation,
and as soon as they prove unsuitable for this school
shall be discharged by the committee on the school ; the
probation to cease at the end of the half year. No
pupil who has attended the school for more than a
half year shall return a second year without special
permission from the committee in charge.
Examination of Sect. 293. The Board of Supervisors shall, from
time to time, examine the pupils in the Normal School,
and near the close of the school year recommend for
graduation those whom they shall deem qualified ;
and the committee in charge shall grant diplomas to
such of those thus recommended as shall have satis-
factorily completed the course of study.
certificates of Sect. 294. A diploma of graduation from the
Normal School, issued after the year 1872, shall
entitle the holder to receive a fourth-grade certificate
Preference to of qualification. When teachers are to be employed
teTcherl!8 a8 in the public schools, graduates of this school shall
have the preference, other things being equal.
Text-booka. Sect. 295. The text-books used in this school
Chap. XX.]
REGULATIONS.
[Sects. 296-302.
65
shall be such of the text-books used in the other pub-
lic schools of the city as are needed for the course of
study, and such others as shall be authorized by the
Board.
Sect. 296. This school shall begin on the first Mon- School year,
day in September ; and shall close on such day of the
week preceding the Fourth of July, and with such
exercises, as the committee of the school may direct.
Sect. 297. A catalogue of the Normal School catalogue,
shall be annually prepared, under the direction of the
committee in charge, and sent to the members of the
School Committee and of the Board of Supervisors,
and to the principals of schools.
Sect. 298. When a graduate of this school is visits of head-
• • masters or
appointed as a teacher in any public school of this assistants,
city, it shall be the duty of the head-master to make,
or cause to be made by his assistants, one or more
visits to her school for the purpose of criticism and
suggestion in regard to her teaching.
Sect. 299. Such instruction shall be given in the instructions to
Normal School, to teachers in the employ of the city,
as the Board may from time to time direct.
TRAINING DEPARTMENT.
Sect. 300. The Rice Training School is intended Training
Schools.
to give the pupils of the Normal School a practical
knowledge of the methods of instruction and disci-
pline in the public schools of Boston.
Sect. 301. The Committee on the Normal School Iu char^e of
committee.
shall have charge of the Training School.
Sect. 302. The head-master of the Normal School Head-master's
powers.
shall have the direction of the observation, practice,
and methods of instruction in the Training School,
subject to the approval of the committee in charge.
Sects. 303-312.] SCHOOL COMMITTEE. [Chap. XXI.
Sect. 303. The principal of the Training School
shall perform in that school the usual duties of master
of a Grammar School, and such duties in connection
with the Normal School as the committee in charge
may direct.
Sect. 304. The number and rank of teachers
other than principal, and the course of study, in the
Training School shall be the same as in the Grammar
and Primary Schools of the city.
CHAPTER XXI.
Regulations of Horace Mann School for the JDeof.
school for deaf. Section 310. This school was established by the
mutes.
Boston School Committee, in cooperation with the
State Board of Education, as a day school for deaf
children, to whom it may be accessible.
Age of admis- Sect. 311. Pupils over five years of age are admit-
ted in accordance with an act passed by the Legis-
lature in 1869 (Gen. Stats., Chap. 333) : —
" The governor, with the approval of the Board of
Education, is hereby authorized to send such deaf-
mutes or deaf children as he may deem fit subjects for
instruction, at the expense of the Commonwealth, to
the American Asylum at Hartford, or to the Clarke
Institution for Deaf-Mutes at Northampton [or any
other school for deaf-mutes in this Commonwealth] ,
as the parents or guardians may prefer."
object of school. Sect. 312. This school is designed to give an
elementary English education, but, as a preparation for
this, it must first impart to pupils entering as deaf-
mutes the meaning and use of ordinary language. It
Principal of
Training
School.
Number and
rank of
teachers.
Chap. XXII.]
REGULATIONS.
[Sects. 313-321.
67
aims to teach all of its pupils to speak, and to read the
speech of others from their lips. The general regu- Regulations,
lations of the public schools, Chapter XIV., so far as
applicable, are to be enforced in this school.
Sect. 313. The teachers shall be a principal, a instructors,
first assistant, and as many other assistants as may
be necessary, provided the instructors, beside the Number of pu-
pils to an in-
principal, shall not exceed one for every ten pupils, structor.
and an additional teacher may be nominated when-
ever there is an excess of five pupils registered.
Sect. 314. The sessions of this school shall begin Sessions,
at 9.15, A.M., and close at 2.15, P.M., on every
week day except Saturdays, when there shall be no
session.
CHAPTER XXII.
Regulations of Kindergartens.
Section 320. These schools are established for the Kindergarten*
admission of children from three to six years of age,
to be promoted to the Primary Schools when qualified.
In them are taught habits of neatness, observation,
and attention. Simple lessons are given in singing,
counting, and drawing, and, by means of object-lessons,
a course of instruction is given, partly oral, and
partly industrial, to quicken the minds and occupy
the hands of the children.
Sect. 321. Children shall be admitted into those Admission of
schools which are the most convenient for them to pupils-
attend, provided such schools are not already full, and
in all cases of doubt or difficulty in respect to the
63
Sects. 322-328.] SCHOOL COMMITTEE. [Chap. XXIII.
admission of pupils, the teacher shall apply to the
Committee on Kindergartens, for advice and direc-
tion. Teachers, with the permission of the commit-
tee on these schools, may decline to receive pupils
Number of pu- whenever the number of pupils to a teacher shall
pils to a teacher.
exceed twTenty-four ; but a record shall be kept, by
each teacher, of the names and residence of all ap-
plicants who have been refused admission, and an ad-
ditional teacher may be nominated when there is an
excess of twelve pupils registered for admission. Ap-
plicants shall be admitted in the order of application.
Instructors. The teachers in Kindergartens shall be fourth assist-
ants.
Promotions. Sect. 322. The regular promotion of scholars shall
be made on the first Monday in February, and the
first Monday in September.
Regulations. Sect. 323. There shall be at least one recess in the
course of the session, and the daily exercises shall be
rapid, and of such a nature as not to tax the minds of
sessions. the pupils. The sessions shall begin at 9 o'clock,
A.M., and close at 12 o'clock, M., every day of the
week. No variation of the school hours required by
this section shall be made except by vote of the
Board.
CHAPTER XXIII.
Regulations of Schools for Licensed Minors.
Schools for li- Section 328. The Schools for Licensed Minors
censed mmois. ^ established for the instruction of boys holding
• licenses as newsboys, bootblacks, and peddlers, and
shall be under the general supervision of the Commit-
Chap. XXIV.]
REGULATIONS.
[Sects. 329-336.
69
tee on Licensed Minors, and in charge of such
principals of the districts in which they are severally
situated as that committee shall direct.
Sect. 329. The sessions of these schools shall Session6-
begin at 9, A.M. and close at 11, A.M., every day of
the week, except Saturdays, and there shall be
an afternoon session of two hours, the time of begin-
ning to be determined by the committee on these
schools. On Saturdays there shall be no session.
Sect. 330. The teachers shall be fourth assistants. i»et™ctors-
Sect. 331. One teacher shall be allowed for every Num^erof pu-
pils to an in-
thirty-five pupils. structor.
Sect. 332. The text-books shall be such as are Text-books aTld
• programme of
authorized by the Board, and the programme of studies,
studies and exercises shall be prescribed by the com-
mittee on these schools.
CHAPTER XXIV.
Regulations of the Evening Schools,
Section 335. Evening schools for adults, and such Evening
7 Schools
children as may be admitted under the direction of established,
the Committee on Evening Schools, may be estab-
lished in such places as the committee in charge, with
the approval of the Board, shall from time to time
deem expedient. But no evening school shall be es-
tablished with less than forty pupils, and any evening
school may be discontinued when the average monthly
attendance shall fall below thirty pupils.
Sect. 336. There shall be one term of the evening Term-
schools, beginning on the first Monday of October, and
ending on the last school evening of February. The
schools shall be opened at seven o'clock, and closed at Hours.
70
Sects. 337-341.] SCHOOL COMMITTEE.
[Chap. XXIV.
Instructors.
2n umber.
Examination,
etc., of appli-
cants.
Standing com-
mittee.
Visits of
supervisors.
Records.
• Classification.
nine o'clock, on five evenings of the week, from Mon-
day to Friday, inclusive, the evenings of legal holidays
excepted. The school-rooms shall be opened, and the
teachers present, fifteen minutes before the beginning
of school hours.
Sect. 337. The principal shall have the general
management of .the school ; he shall have as many
assistants as may be necessary, provided that their
number shall not exceed one for every fifteen scholars.
Sect. 338. The principal of each school, with such
assistants as shall be necessary, shall be in attendance
at the school buildings, for the examination, registry,
and classification of applicants for admission, on such
evenings, before the beginning of the term, as the
standing committee may designate.
Sect. 339. The standing committee shall have the
general supervision of the schools, and shall appoint
all teachers ; and each school shall be under the special
charge of one member of this committee. The Board
of Supervisors shall designate one or more of their
own number to visit and examine the schools as often
as once every month, and to report their condition and
progress to the chairman.
Sect. 340. The principal of each school shall keep
a record of the admission, attendance, and scholarship
of the pupils, and shall report, at the close of each
month, to the superintendent, the whole number of
pupils, with the average attendance for the month,
together with such other information as may be re-
quired ; and the superintendent shall, in his semi-
annual reports, communicate to the Board an abstract
of such returns.
Sect. 341. Pupils shall, in all cases, be classified
according to their attainments and progress in study,
Chap. XXV.]
REGULATIONS.
[Sects. 342-352.
71
and the course of instruction shall correspond as
nearly as possible with that of the Primary and Gram-
mar Schools. Special instruction, however, may be
given, at the discretion of the standing committee ;
and a school for instruction in High-School branches sJh^L^^
may be established.
Sect. 342. A teacher may discharge a pupil for discharge of
disobedience or improper conduct, with the consent of
the standing committee, and such- pupil shall not be
readmitted except with their consent.
Sect. 343. Public examinations and exhibitions Exhibiticms-
may be held, at the discretion of the standing com-
mittee, at the end of the school year.
Sect. 344. Teachers in evening schools shall have Teachers may
visit day-
free access to the day schools to observe methods of schools,
discipline and instruction.
Sect. 345. A teacher of music may be employed, Mu8ic-
at the discretion of the standing committee.
Sect. 346. The Regulations of the School Com- Regulations,
mittee other than those in this chapter shall, as far as
applicable, be applied to evening schools.
Sect. 347. Each teacher shall be furnished with aCoPyofRegu-
copy of these Regulations, or with the Rules and
Regulations of the School Committee.
CHAPTER XXV.
Regulations of the Free Evening Schools for Indus-
trial Drawing,
Section 352. Evening schools for free instruction Evening Draw-
ill industrial drawing, under the direction of the lng Schools"
Committee on Drawing, may be established in such of
the school-houses, — with the consent of the Commit-
Sects. 353-358.] SCHOOL COMMITTEE. [Chap. XXV.
Term.
Hours.
Examination,
etc., of appli-
cants.
Age for admie
sion.
Number of
teachers.
Returns to su-
perintendent.
tee on School-houses, — and in such other places, as
the standing committee shall from time to time deem
expedient.
Sect. 353. There shall be one term of the evening
drawing schools, beginning on the third Monday of
October, and ending on the Friday next preceding
the third Monday in March.
Sect. 354. The schools shall be opened at seven
o'clock, and closed at nine o'clock, on Monday, Tues-
day, Thursday, and Friday of each week, the
evenings of legal holidays excepted. The rooms
shall be opened, and the teachers present, fifteen min-
utes before the beginning of school hours.
Sect. 355. The teachers of each school shall be in
attendance at the school buildings, for the examina-
tion, registry, and classification of applicants for
admission, on such evenings, before the beginning of
the term, as the staud'ng committee may designate.
Sect. 356. No person shall be admitted under the
age of seventeen years, nor at any other age, or at any
ot\\er time than the beginning of the term, except by
express permission of the standing committee.
Sect. 357. A teacher shall be appointed for twenty-
five pupils, and an additional teacher for every twenty-
five, or a majority fraction thereof. In schools having
an average attendance of one hundred or more pupils,
the principal shall be a master. In schools having an
average attendance of less than one hundred pupils
the principal shall be a head-assistant.
Sect. 358. The principal teacher of each school
shall report at the close of every month to the super-
intendent of public schools the whole number of
pupils, with the average attendance for the month,
together with such other information as may be re-
Chap. XXVI.] REGULATIONS. [Sects. 359-365.
73
quired ; and the superintendent shall, in his semi-
annual reports, communicate to the Board an abstract
of such returns.
Sect. 359. A teacher may discharge a pupil for Discharge of
pupils.
disobedince or improper conduct, with the consent
of the standing committee, and shall communicate to
the principal teachers of the other drawing schools
the names of all pupils thus dismissed. No pupil
discharged for misconduct shall be admitted to any of
the other drawing schools without the consent of the
standing committee.
Sect. 360. Diplomas may be awarded, at the end Diplomas,
of the term, to those who have, in the judgment of
the committee, completed the course creditably.
t
CHAPTER XXVI.
Regulations of the Truant Officers,
Section 364. The several school districts having Assignment of
officers.
been so grouped together as to make the labors of the
officers as nearly equal as possible, each truant officer
shall be assigned to one of these groups, and shall be
held responsible for the judicious and faithful dis-
charge of the duties of his office.
Sect. 365. Each truant officer shall give his whole Duties of
time to the discharge of the duties of his office, except
as may be otherwise provided for vacations by the
Committee on Truant Officers. He shall endeavor* to
procure the attendance at school of all the children of
the districts assigned to him who are required by law
to attend school; and shall, by persuasion and argu-
ment, both with the children and their parents or
guardians, and by other means than legal compulsion,
strive to secure such attendance.
74
Sects. 366-368.] SCHOOL COMMITTEE. [Chap. XXVI.
let fever.
when a child Sect. 866. When a truant officer shall be unable,
maj be arrested district assigned to him, to procure the attendance
at school, either public or private, of any child who
is an habitual truant, or who is required by the pro-
visions of statute law to attend school, it shall be
the duty of such officer, after consultation with any
member of the Division Committee in which such
district is included, or with the chairman of the
Committee on Truant Officers, to procure a warrant
and arrest such child, who shall be brought for trial
before a magistrate having jurisdiction in the case.
Reports of scar- Sect. 867. The Chief Truant Officer shall obtain
daily from the office of the Board of Health the
reports of all cases of scarlet fever and other diseases
dangerous to the public health, and the several truant
officers shall immediately give notice thereof to the
principals of the districts to which they are assigned.
Sect. 368. The truant officers shall meet on the
first and third Mondays of each month, at four o'clock,
P.M., and oftener, when considered necessary by the
chief, or by the chairman of the Committee on Truant
Officers, or when the superintendent deems it neces-
sary to consult with them. At these meetings they
shall confer together as to the most efficient methods
of discharging the duties incumbent upon them ; and
the subordinate officers shall report in writing to the
chief all cases of truancy, and all violations of law
with regard to the attendance of children at school,
which they may have investigated. It shall be the
duty of the chief to keep a record of the doings of the
truant officers, to file their reports and his own, and,
once in each month, to transmit to the Committee on
Truant Officers a report of the doings of himself and
his subordinates.
Meetings of
officers.
Special meet
ings.
Record.
Report.
BOUNDARIES.
75
CHAPTER XXVII.
Boundaries of School Districts.
FIRST DIVISION.
Adams District, for Boys and Girls.
Comprises that portion of East Boston lying south and east
of a line running from the bay on the east, by the centre of
Marion street to the railroad ; thence along the railroad to
Decatur street ; thence by the centre of Decatur to Chelsea
street ; thence by the centre of Chelsea to Elbow street ;
thence by the centre of Elbow to Meridian street ; thence by
the centre of Meridian to Maverick street ; thence by the
centre of Maverick to Havre street ; thence by the centre of
Havre street to the water.
Chapman District, for Boys and Girls.
Beginning at Mystic river, and running easterly by the
centre of Central square and Bennington street to Marion
street, by the centre of Marion street to a line midway be-
tween Princeton and Lexington streets ; by said line easterly to
Brooks street, by the centre of Brooks street to Trenton street,
by the centre of Trenton to Putnam street, by the centre of
Putnam street to Chelsea creek, and thence by the water to the
point of beginning.
Emerson District, for Boys and Girls.
Comprises all that portion of East Boston lying easterly of
a line commencing at Chelsea creek, and running by the centre
of Putnam street to Trenton street ; thence by the centre of
Trenton to Brooks street ; thence by the centre of Brooks
76
SCHOOL SECTIONS.
street to a line midway between Princeton and Lexington
streets ; thence westerly by said line to Marion street, and by
the centre of Marion street to the shore of Boston Harbor.
Lyman District, for Boys and Girls.
Beginning at Mystic river, and running easterly through
Central square and Bennington street to Marion street ; thence
by the centre of Marion street to the railroad ; thence along
the railroad and by the centre of Decatur, Chelsea, Elbow,
Meridian, Maverick, and Havre streets to the water ; thence by
the water to the bound first named.
SECOND DIVISION.
Bunker Hill District, for Boys and Girls.
Beginning at Mystic river, on the boundary line between
Charlestown and Somerville ; thence by said line to Mill pond ;
thence to Mill street ; thence by rear of Mill to Main street ;
thence by centre of Main to Mead street ; thence by both sides
of Mead to Russell street ; thence by a line across Russell to
Bunker Hill street ; thence across Bunker Hill to North Mead
street ; thence by both sides of North Mead street, including
Grant's court, across Medford street ; thence by Mystic river
to the point of beginning.
Frothingham District, for Boys and Girls.
Beginning at Mystic river, at the end of Tufts street ;
thence by the centre of Tufts to Bunker Hill street ; thence by
centre of Bunker Hill to Lexington street; thence by both
sides of Lexington street to Monument square ; thence by
Monument square to Winthrop street ; thence by centre of
Winthrop to Adams street ; thence by centre of Adams street
BOUNDARIES.
77
to the Navy Yard wall ; thence by Chelsea street to Mystic
river ; thence by the water to the point of beginning.
Harvard District, for Boys and Girls.
Beginning at Prison Point bridge ; thence by the centre of
Austin to Main street ; thence across Main to Warren street ;
thence by the centre of Warren to Pleasant street ; thence by
both sides of Pleasant to High street ; thence by High to Win-
throp street ; thence by the centre of Winthrop to Adams
street ; thence by the centre of Adams street to Navy Yard
wall ; thence in a southerly direction by Navy Yard wall to
Charles river ; thence by the water to the point of beginning.
JPrescott District, for Boys and Girls.
Beginning at Mystic river at the end of Webster street ;
thence by the rear of Webster to Bunker Hill street ; thence
by the centre of Bunker Hill to Green street ; thence by both
sides of Green to Bartlett street ; thence by rear of Bartlett
street to Monument square ; thence by Monument square to
Lexington street ; thence by rear of north side of Lexington to
Bunker Hill street ; thence by centre of Bunker Hill to Tufts
street ; thence by the centre of Tufts street to Mystic river ;
thence by the water to the point of beginning.
Warren District, for Boys and Girls.
Beginning at Mill pond at the end of Mill street ; thence by
both sides of Mill to Main street ; thence by centre of Main to
Mead street ; thence by rear of Mead to Russell street ; thence
by a line across Russell to Bunker Hill street ; thence across
Bunker Hill to North Mead street ; thence by rear of North
Mead, excluding Grant court, across Medford street to Mystic
river ; thence by the water to Webster street ; thence by both
78
SCHOOL SECTIONS.
sides of Webster to Bunker Hill street ; thence by centre of
Banker Hill to Green street ; thence by rear of Green to
Bartlett street ; thence by both sides of Bartlett to Monument
square ; thence by Monument square to High street ; thence
across High to Pleasant street ; thence by rear of the south side
of Pleasant to Warren street; thence by centre of Warren
across Main to Austin street ; thence by centre of Austin to
the water ; thence by the water to the point of beginning.
THIRD DIVISION.
Boicdoin District, for Girls.
Beginning at Cambridge bridge ; thence by the centre of
Cambridge street to North Russell street ; thence by the centre
of North Russell to Eaton street ; thence by the centre of
Eaton to Chambers street ; thence by the centre of Chambers
to Green street : thence by the centre of Green to Leverett
street ; thence by the centre of Leverett to Causeway street ;
thence by the centre of Causeway street to the Boston and
Maine railroad ; thence by said railroad to Hay market square ;
thence by the centre of Haymarket square to Union street ;
thence by the centre of Union street to Dock square ; thence
by Dock square to Washington street ; thence by the centre of
Washington to Court street; thence by the centre of Court to
Tremont street ; thence by the centre of Tremont to Beacon
street; thence by the centre of Beacon to Otter street; thence
by the centre of Otter street to the water ; thence by the water
to the point of beginning.
Eliot District, for Boys.
Beginning on the Lowell railroad at the water ; thence by
the railroad to Causeway street ; thence by the centre of Cause-
BOUND ABIE8.
79
way to Portland street ; thence by both sides of Port-
land to Hanover street ; thence by both sides of Hanover to
Washington street ; thence by centre of Washington to State
street ; thence by centre of State street to the water ; thence
by the water to the point of beginning.
Hancock District, for Girls.
Beginning on the Boston and Maine railroad at the water ;
thence by the railroad to Hay market square ; thence across
Haymarket square to Union 6treet ; thence by the centre of
Union street to Dock square ; through Dock square to Wash-
ington street : thence bv the centre of Washington street to
State street ; thence by the centre of State street to the water ;
thence by the water to the point of beginning.
Phillips District, for Boys. •
Beginning on the Lowell railroad at the water; thence bv
the railroad to Causeway street ; thence by the centre of
Causeway street to Portland street ; thence by rear of the
west side of Portland to Hanover street ; thence by the centre
of Hanover to Washington street ; thence by the centre of
Washington to Court street ; thence by the centre of Court to
Tremont street ; thence by the centre of Tremont to Beacon
street ; thence by the centre of Beacon to Charles street ;
thence by the centre of Charles to a point on a line of Byron
street extended ; thence by said line and centre of Byron to
Brimmer street ; thence by centre of Brimmer street to
passage-way immediately in the rear of estates fronting on
Beacon street ; thence in a south-westerly direction by said
passage-way to the water ; thence by the water to point of
beginning.
80
SCHOOL SECTIONS.
Wells School District, for Girls.
Beginning at the water on the easterly end of Cambridge
bridge ; thence by the water to the Boston and Maine railroad ;
thence by the railroad to Causeway street ; thence by the cen-
tre of Causeway to Leverett street ; thence by the centre of
Leverett to Green street ; thence by the centre of Green to
Chambers street ; thence by the centre of Chambers to Eaton
street ; thence by the centre of Eaton, North Russell, and Cam-
bridge streets to the point of beginning.
FOURTH DIVISION.
Bowditch District, for Girls.
Beginning at the water at the foot of State street ; thence %by
the centre of State to Devonshire street ; thence by the centre
of Devonshire, Otis, and Kingston streets to Albany street, to
the point of junction with the Boston and Albany railroad;
thence by the railroad to the water ; thence by the water to the
point of beginning.
Brimmer District, for Boys.
Beginning at the water at the foot of Otter street ; thence
by the centre of Otter to Beacon street ; thence by the
centre of Beacon to Tremont street ; thence by the centre of
Tremont to Court street ; thence by the centre of Court to
State street ; thence by the centre of State to Devonshire
street ; thence by the centre of Devonshire, Otis, Kingston,
and Albany streets to Harvard street ; thence by the centre
of Harvard to Tyler street ; thence by the centre of Tyler
street prolonged, to the Boston and Albany railroad ; thence
by the railroad to Harrison avenue ; thence by the centre of
Harrison avenue to Dover street ; thence by the centre of
BOUNDARIES.
81
Dover and Berkeley streets to the railroad ; thence by the
railroad to Fairfield street ; thence by the centre of Fairfield
street to the water ; thence by the water to the point of
beginning.
Ordered, That the Grammar scholars who attend the New-
bury-street school come from a territory bounded as follows :
beginning at the water opposite the centre of the foot of
West Chester park ; thence by the water to Otter street ;
thence by preceding line extended to Brimmer street ; thence
by the centre of Brimmer to Byron street ; thence by the
centre of Byron street extended to Charles street ; thence
by the centre of Charles street to Boston & Providence rail-
road crossing ; thence by Boston & Albany railroad to West
Chester park ; thence by the centre of West Chester park to
the point of beginning.
Quincy District, for Boys,
Beginning at the east end of Brookline street ; thence by the
centre of Brookline street to Harrison avenue ; thence by the
centre of Harrison avenue to the Boston & Albany railroad ;
thence by the railroad to Tyler street prolonged ; thence by
the centre of Tyler, Harvard, Albany, and Kingston streets to
Summer street ; thence by the centre of Otis and Devonshire
streets to State street ; thence by the centre of State street to
the water; thence by the water to the point of beginning.
Winthrop District, for Girls.
Beginning at the water at the foot of Otter street ; thence
by the centre of Otter to Beacon street ; thence by the centre
of Beacon to Tremont street ; thence by the centre of Tremont
to Court street ; thence by the centre of Court to State street ;
thence by the centre of State to Devonshire street ; thence by
82
SCHOOL SECTIONS.
the centre of Devonshire, Otis, Kingston, and Albany streets,
to the point of junction with the Boston & Albany railroad;
thence by the line of the railroad extended, to the water on
the east ; thence by the water to Dover-street bridge ; thence
by the centre of Dover street and the centre of Harrison
avenue to the Boston & Albany railroad ; thence by the rail-
road to Dartmouth street ; thence by the centre of Dartmouth
street to the water ; thence by the water to the point of
beginning.
FIFTH DIVISION.
Dwight District, for Boys.
Includes all the territory between the centre of Brookline
street and the former boundary line between Boston and
Koxbury.
Everett District, for Girls.
Includes all the territory between the centre of Harrison
avenue, beginning at East Brookline street and the centre of
Canton street, and the former boundary line between Boston
and Roxbury.
Franklin District, for Girls.
Beginning at the east end of Canton street ; thence by the
centre of Canton street to the Boston & Albany railroad ;
thence by the railroad to Harrison avenue ; thence by the
centre of Harrison avenue to Dover street ; thence by the
centre of Dover street to the bridge ; thence to the water ;
thence to the point of beginning.
Mice District, for Boys.
Beginning on Brookline street at Harrison avenue ; thence
by the centre of Brookline street to Warren avenue ; thence
BOUNDARIES. 83
by the centre of Fairfield street to the Boston & Albany
railroad ; thence by the centre of the railroad to Berkeley
street ; thence by the centre of Berkeley and Dover streets
to Harrison avenue : thence by the centre of Harrison avenue
to the point of beginning.
Sherwin District, for Boys and Girls.
Beginning at the intersection of Washington and Ruggles
streets ; thence through the centre of Ruggles to Tremont
street; thence through the centre of Tremont, southward,
to the south-west side of Tremont place ; thence through
Tremont place, taking both sides, to the Boston & Provi-
dence railroad ; thence across the marsh to the bridge on
Parker street that crosses Stony brook ; thence across the
marsh to Brookline line, on a straight line with Tremont
place ; thence on the line between Brookline and Roxbury to
the intersection of said line with the original line between
Boston and Roxbury ; thence by said line between Boston
and Roxbury to Harrison avenue ; thence through the centre
of Harrison avenue to Eustis street; thence through the
centre of Eustis to Washington street ; thence through the
o 7 o
centre of Washington street to the point of beginning.
SIXTH DIVISION.
Andrew District, for Boys and Girls.
Beginning at Dorchester bay, and running by the northerly
boundary line of Ward 24, to the South bay ; thence by the
water in a northerly direction, to the easterly boundary of the
Norcross district, and by it to Eighth street ; thence through
the centre of Eighth and G streets to Dorchester bay ; thence
by the water to the point of beginning.
84
SCHOOL SECTIONS.
Bigelow District, for Boys.
Comprises all that part of South Boston lying between the
sections of the Lawrence and the Lincoln Schools.
Gaston District, for Girls.
Comprises that part of South Boston included in the Lincoln
district, for boys.
Lawrence District, for Boys.
Comprises all that part of South Boston west and north-west
of the centre of D street.
Lincoln District, for Boys.
Includes all that part of South Boston east and south-east of
a line beginning at the centre of Dorchester street on the
northern shore, and running to G street ; thence through the
centre of G street to the southern shore.
JVorcross District, for Girls.
Comprises that part of South Boston west and north-west of
the centre of E street.
Shurtleff Distinct, for Girls.
Comprises that part of South Boston lying between the sec-
tions of the Norcross and the Lincoln School.
SEVENTH DIVISION.
Comins District, for Boys.
Beginning at the junction of Tremont and Ruggles streets ;
thence through the centre of Ruggles street and across the
marsh to the Brookline line ; thence along said line to Heath
street ; thence along the northerly side of Heath and New
BOUNDARIES.
85
Heath streets to Pynchon street ; thence along the westerly
side of Pynchon to Cedar street; thence through the centre
of Pynchon to Tremont street ; thence through the centre of
Tremont street to the point of beginning.
Comins District, for Girls.
Beginning on Tremont street at Tremont place, along the
south-westerly side of Tremont place, across the marsh to the
Brookline line ; thence along the Brookline line to Heath
street ; thence along the northerly side of Heath and New
Heath streets to Pynchon street; thence along the westerly
side of Pynchon to Cedar street ; thence through the centre of
Cedar to Centre street ; thence along the north-westerly side
of Centre to Roxbury street, across Roxbury to Dimlow street,
through the centre of Dimlow across the ledge to Elmwood
street ; thence through the centre of Elmwood street to Stony
brook ; thence along Stony brook to Culvert street ; thence
through the centre of Culvert to Tremont street; thence
through the centre of Tremont street to the point of begin-
ning.
Dearborn District, for Boys and Girls.
Beginning at the junction of Warren and Washington
streets ; thence through the centre of Washington to Eustis
street ; thence through the centre of Eustis street to Harrison
avenue ; thence through the centre of Harrison avenue to the
former boundary line between Boston and Roxbury ; thence
along said line and the South bay to the former boundary line
between Roxbury and Dorchester ; thence along said line to
Dudley street ; thence through the centre of Dudley street to
Mt. Pleasant avenue ; thence through the centre of said avenue
to Fairland street ; thence, through the centre of Fairland
to Winthrop street; thence along the north-easterly side of
86
SCHOOL SECTIONS.
Winthrop to Warren street ; thence through the centre of
Warren street to the point of beginning.
Dudley Distinct, for Boys,
Beginning at the corner of Washington and Ruggles streets ;
thence through the middle of Ruggles to Tremont street;
thence through the middle of Tremont street to Roxbury
crossing ; thence through the centre of Pynchon to Cedar
street ; thence through the centre of Cedar to Washington
street ; thence along a straight line to the junction of Cir-
cuit and Regent streets ; thence by both sides of Regent to
Warren street ; thence through the centre of Warren to Wash-
ington street ; thence through the centre of Washington street
to the point of beginning.
Dudley District, for Girls.
Beginning at the corner of Washington and Ruggles streets ;
thence through the centre of Ruggles to Tremont street ;
thence through the centre of Tremont to Culvert street ;
thence through the centre of Culvert street to Stony brook,
along Stony brook to Elmwood street ; thence through the
centre of Elmwood to Duulow street ; thence through the
centre of Dunlow to Roxbury street, across Roxbury to
Centre street ; thence by both sides of Centre to Cedar
street; thence by the centre of Cedar to Washington street;
*
thence by a straight line to the junction of Circuit and Regent
streets ; thence by both sides of Regent street to Warren
street ; thence by the' centre of Warren street to Washington
street : thence by the centre of Washington street to the point
of beginning.
Lewis District, for Boys and Girls.
Beginning on Warren street at Regent street, all the terri-
BOUNDARIES.
87
tory south-west of Regent to Circuit street ; all the terri-
tory west of the junction of Circuit and Regent streets and a
straight line to the centre of Cedar street; thence by the
centre of Cedar to Highland street ; thence by the centre
of Highland to Hawthorn street ; thence by both sides of
Hawthorn and along the westerly side of Ellis and Thorn-
ton streets to Marcella street ; thence by the easterly side
of Marcella to Washington street ; thence by the centre
of Washington to School street ; thence by the centre
of School street to Walnut avenue ; thence by the centre of
Walnut avenue to Seaver street ; thence by the centre of
Seaver street to Blue Hill avenue ; thence by the centre of
Blue Hill avenue to Central avenue ; thence by the centre of
Central avenue to the old Roxbury and Dorchester line ;
thence by said line, in a northerly direction, to Dudley street;
thence by the centre of Dudley street to Mount Pleasant ave-
nue ; thence by the centre of Mount Pleasant avenue to Fair-
land street ; thence by the centre of Fairland to Winthrop
street ; thence by both sides of Winthrop to Warren street ;
thence by the centre of Warren street to the point of begin-
ning.
Lowell District, for Boys and Girls.
Beginning at the junction of Tremont and Heath streets ;
thence by both sides of Heath to New Heath street; thence
by both sides of New Heath to Pynchon street, including
the south end of Terrace street ; thence by both sides of
Pynchon street to Cedar ; thence by the centre of Cedar to
Highland street ; thence by the centre of Highland to Mar-
cella street ; thence by both sides of Marcella to Washing-
ton street, including Yale street and all the territory west of
Thornton and Ellis streets ; thence by the centre of Wash-
ington to School street ; thence by the centre of School
88
SCHOOL SECTIOXS.
to Boylston street ; thence by the centre of Boylston to Centre
street ; thence in a direct line to Brookline boundary ; thence
by Brookline boundary to Trernont street ; thence by the centre
of Trernont to the point of beginning.
EIGHTH DIVISION .
AUston District, for Boys and Girls.
All the territory north of the Boston & Albany railroad in
Ward 25, — except that part of North Beacon street which lies
on that side, — and all that territory which lies east of a line
running from the railroad by the easterly side of the main
building at the new cattle-yard, to the ledge on the northerly
side of Cambridge street ; thence to the westerly side of War-
ren street, at its intersection with AUston street, and thence to
the Brookline line.
Bennett District, for Boys and Girls.
All the territory in Ward 25 on the southerly or westerly
side of the line of the AUston District.
Central School, for Boy*, and Hillside Distinct, for Girls.
Beginning at the junction of Centre and Boylston streets ;
thence by centre of Boylston street, Boylston avenue, School
street, Walnut avenue, Seaver street, Blue Hill avenue, Back,
Walk Hill, and Washington streets, to junction of Boston
& Providence railroad : thence by said railroad to Dedham
Branch railroad ; thence by Dedham Branch railroad to South
street ; thence by the centres of South, Bussey, Walter, Cen-
tre, and Allandale streets to Brookline line; thence by said
line to Willow pond ; thence by a line from the northern
point of Willow pond to the point of beginning.
BOUND AEIES.
89
Charles Sumner District, for Boys and Girls.
Beginning at the junction of Walk Hill and Washington
street; thence by the centre of Walk Hill street to the old
Dorchester line ; thence by the centre of Back to Ashland
street ; thence by the centre of Ashland street to Hyde Park
boundary line ; thence by said line to its junction with Poplar
street ; thence in a north-westerly direction to the junction of
High and Washington streets ; thence by a line in a northerly
direction to the junction of Church and Centre streets ; thence
by the centre of Church street to Brookline line ; thence by
said line to Allandale street ; thence by the centre of Allandale
to Centre street; thence by centre of Centre, Walter, Bussey,
and South streets, to Dedham Branch railroad ; thence by said
railroad to its junction with the Boston & Providence rail-
road on Washington street ; thence by the centre of Washing-
ton street to the point of beginning.
Mt. Vernon District, for Boys and Girls.
Beginning at the junction of Poplar street with Hyde Park
boundary line ; thence in a north-westerly direction to the
junction of High and Washington streets ; thence in a north-
erly direction to the junction of Church and Centre streets ;
thence by the Centre of Church street to Brookline line ; thence
by Brookline and Newton lines to Charles river ; thence by
Charles river to Dedharn line ; thence by Dedham line to
Hyde Park line ; thence by Hyde Park line to the point of
beginning.
NINTH DIVISION.
Dorchester-Everett District, for Boys and Girls.
Beginning on Quincy street at the former boundary line
between Boston and Dorchester, and following this line on the
brook to South bay ; thence on said boundary line to old
90
SCHOOL SECTIONS.
Harbor : the ace following the shore around Cow pasture and
Savin Hill to the Old Colony and Newport railroad ; thence
by the Old Colony and Newport railroad to Bay street ; thence
by the north side of Bay street to Dorchester avenue ; thence
by the centre of Dorchester avenue to Savin Hill avenue ;
thence by the centre of Savin Hill avenue to Pleasant street ;
thence by the north side of the new street or streets across
Jones' hill to Hancock street ; thence by the centre of Glen-
dale and Columbia streets to Quincy street; and thence by the
south side of Quincy street to the point of beginning.
Gibson District* for Boys and Girls.
Beginning at the former boundary line between Boston and
Dorchester on Quincy street ; thence by the south side of
Quincy street to Columbia street ; thence across the fields to
the junction of Green and Geneva streets ; thence by the
centre of Geneva to Bowdoiu street ; thence by the brook
in a south-easterly direction to a point west of the end of
Charles street ; thence to the Shawmut railroad ; thence by the
railroad to Ashmont. street ; thence by the centre of Ashmout
to Washington street : thence by the centre of Washington
(southerly direction) to a (new) street; thence by the centre
of two (new) streets extending west and north-west to
Madison street : thence by the east side of Madison street
to the boundary line between Boston and West Koxbury ;
thence by said line to the junction of Blue Hill avenue and
Central avenue ; thence by the centre of Central avenue to the
former boundary line between Boston and Dorchester ; thence
by said line to the point of beginning.
Harris District, for Boys and Girls.
Beginning at the point where the Old Colony & Newport
railroad crosses Commercial street near Beach street ; thence
BOUNDARIES.
91
by the Old Colony & Newport and the Shawmut railroads to
(the new) street next north of the Shawmut railroad ; thence
by the north side of (the new) street to Adams street ; thence
by the centre of Adams street to Field's corner ; thence by the
centre of Dorchester avenue to Charles street : thence by the
north side of Charles street to a point on the brook west of the
end of Charles street : thence in a south-easterly direction to
the Shawmut railroad : thence by the Shawmut railroad to
Ashmont street: thence by the centre of Ashmont to Com-
mercial street ; thence by the west side of Commercial street
to the water at Tenean bridge ; thence around Commercial
point and Harrison square to the point of beginning.
Mather District, for Boys and Girls.
Beginning at the southern shore of Savin Hill, on the Old
Colony Sc Newport railroad ; thence by railroad to Bay street ;
thence by the north side of Bay street to Dorchester avenue ;
thence by the centre of Dorchester avenue to Savin Hill avenue :
thence by the centre of Savin Hill avenue to Pleasant street :
thence by the north side of the new street or streets across
Jones' hill to Hancock street ; thence by the centre of Glen-
dale and Columbia streets to Quincy street : thence across the
fields (no streets) to the junction of Green and Geneva
streets ; thence by the centre of Geneva to Bowdoin street ;
thence by the brook in a south-easterly direction to a point
west of the end of Charles street ; thence by the north side of
Charles street to Dorchester avenue ; thence by the centre of
Dorchester avenue to Field's Corner : thence by the centre
of Adams to (the new) street next north of the Shawmut
railroad : thence by the north side of (the new) street to the
Shawmut railroad ; thence by the Shawmut and Old Colony
and Newport railroads in a northerly direction to the water ;
thence by the water to the point of beginning.
92
SCHOOL SECTIONS
M'uiot District, for Boys and Girls.
Beginning at Tenean bridge on Commercial street ; thence
by the west side of Commercial to Ashmont street ; thence
by the centre of Ashmont street to Dorchester avenue ; thence
by the Shawrnut railroad to Xeponset river: thence by the
river to the point of beginning.
Stouqhion District* for Boys and Girls.
Beginning at Xeponset river near the junction of the Shaw-
mut railroad and the Dorchester & Milton Branch railroad ;
thence to and by the Shawniut railroad to Dorchester avenue ;
ther.ee by the centre of Ashmont to Washington street ;
thence by the centre of Washington in a southerly direc-
tion to (a new) street ; thence by (two new) streets extending
in a westerly and north-westerly direction to Norfolk street ;
thence by the centre of Norfolk street to the New York & Xew
England railroad bridge near Madison street ; thence in a
southerly direction crossing Forest Hills avenue aud River
street at a point midway between the houses of A. D. Capen
and Ti'.den Ames (now or formerly) to Xeponset river : thence
by the river to the point of beginning.
Tileston District, for Boys and Girls.
Beginning at a point on Xepouset river from which a line
extended to the northward would pass through a point half-way
between the houses of A. D. Capen and Tilden Ames on River
street : thence by said line to the Xew York and Xew England
railroad bridge on Xorfolk street ; thence by the centre of
Xorfolk to Madison street; thence by the east side of Mad-
ison street to the boundary line between West Roxbury and
Boston; thence by said boundary liue to the boundary line
between Boston aud Hyde Park ; thence by the last-named liue
to Xeponset river : thence by the river to tae point of begin-
ning.
APPENDIX.
APPENDIX.
LAWS RELATING TO SCHOOL COMMITTEES.
AX ACT
TO EEOEGANIZE THE SCHOOL COM3IITTEE OF THE CTTT OF
BOSTON.
Be it enacted, etc.. as follows: —
Section 1. The qualified voters of the Citv of Boston. s«booi commit-
at the annual municipal election occurring in the rear ^T-r ^
eighteen hundred and seventv-five. shall elect twentv-four tw€nty"folirper"
persons, inhabitants of the city, to constitute with the the
mayor of said city, who shall be, ex officio, chairman thereof,
the school committee of said city, the members of which
shall serve without compensation : the eight persons who
shall have received the largest number of votes shall hold
their office for three years ; the eight persons who shall
have received the next largest number of votes shall hold
their office for two years ; and the eight persons who shall
have received the next largest number of votes shall hold
their office for one year. In case two or more persons
elected shall have received an equal number of votes, those
who are the seniors by age shall, for the division into
classes hereby required, be 'classified as if they had received
the largest number of votes in the order of ages. And Ei8|,* ■
thereafter the qualified voters shall annually elect eig'n: per- iXiT7
sons, inhabitants of the city, to serve as members of the
school committee for the term of three years.
Sect. 2. It shall be the dutv of the clerks of the several ciofa
wards of said city to make returns to the city clerk, after "^,,,0^
each municipal election, of the votes cast in their several
:.-ri.
96
APPENDIX.
wards for members of the school committee, and after the
entry by the city clerk of said returns, or of an abstract
thereof, in the official book kept for such purpose, it si] all
be the dut}T of the board of aldermen to examine and
compare said returns, and thereupon to cause certificates
of election to be issued to such and so man}7 of the mem-
bers of said school committee as appear to have been
chosen at such election ; but said school committee shall be
the final judge of the qualifications and elections of its own
members.
organization of Sect. 3. The persons so chosen as members of the
committee. .
school committee shall meet and organize on the second
Monday in January, in the year eighteen hundred and
seventy-six, and annually thereafter, at such time and place
as the ma}ror may appoint. The unexpired term of office
of all members and officers of the school committee as
hitherto organized and established shall terminate immedi-
ately upon the organization of the school committee elected
under this act.
Quorum. Sect. 4. A majority of all the members of the school
committee shall be necessary to constitute a quorum for
the transaction of business. They shall choose a secre-
tar}T, not of their own number, who shall also serve as sec-
retary to the board of supervisors, an auditing clerk, and
such other subordinate officers as they may deem expedient,
and shall define their duties, fix their compensation, and
may remove them at pleasure.
Powers and du- Sect. 5. The school committee shall have the super-
vision and direction of the public schools, and shall exercise
the powers and perform the duties in relation to the care
and management of schools which are now exercised and
performed b}T the school committee of said cit}T, except so
far as they may be changed or modified by this act, and
shall have the powers and discharge the duties which may
hereafter be imposed by law upon the school committees of
cities and towns. They may elect teachers, and may dis-
charge those now in office, as well as those hereafter elected.
ties of commit-
tee.
APPENDIX.
97
They shall appoint janitors for the school-houses, fix their
compensation, designate their duties, and may discharge
them at pleasure. They may fix the compensation of the
teachers ; but the salaries established at the commencement
of each school year shall not be increased during such year.
Sect. 6. Whenever, in the judgment of the school com- Building ^r ai-
1 ° ° tenng school-
mittee, a new building or any addition to or alteration of a houses,
building is needed for school purposes, of an estimated
cost of over one thousand dollars, they shall make a state-
ment in writing to the city council of the necessity of the
proposed building, addition, or alteration ; and no contract
for the purchase or lease of land, or for the erection, pur-
chase, or lease of any building, or for any addition to or
alteration of any building for school purposes, shall be
authorized by the city council until such statement has
• been made, nor until the locality and plans for the same
have been approved by the school committee or by a sub-
committee thereof, duly authorized to approve the same.
Sect. 7. The school committee shall elect a superin- Superintendent
and supervisors
tendent of schools and a board of supervisors, consisting t0 be elected by
of not more than six members, and shall define their duties committee.
and fix their compensation. The superintendent and the
members of the board of supervisors shall hold office for the
term of two years, unless sooner removed ; and they may
be removed for cause at any time by the school committee.
No member of either branch of the cit}r council or of the
school committee shall hold the office of superintendent
or supervisor, and no member of either branch of the city
council shall be a member of the school committee. The
superintendent shall be a member of the board of super-
visors, and shall, when present, preside at their meetings.
Sect. 8. The votes of a majority of the whole number Votes required
*° e'ect superin-
of members of the school committee shall be necessary to tendent,
elect the superintendent o£ schools, the supervisors, the
head-masters of the Latin, Normal, and High schools, the
masters of the Grammar schools, or the director of a special
study or exercise.
[Approved May 19, 1875.]
mas-
ters, etc.
98
APPENDIX.
AN ACT
TO INCORPORATE THE BOSTON SCHOOL COMMITTEE.
Real and per-
sonal estate.
Be it enacted, etc., as follows: —
School commit- Section 1. The school committee of the city of Boston,
o?Bo^Vfocor. f°r tne tune being, is hereby made a corporation by the
panted [1877- name of the School Committee of the City of Boston, and
53].
said committee, and its successors in office, elected accord-
ing to law in said city, shall continue a body corporate for
the purposes hereinafter set forth, with all the powers and
privileges, and subject to all the duties, restrictions, and
liabilities set forth in all general laws which now are, or ma}r
hereafter be, in force relating to such corporations.
Sect. 2. Said corporation shall have authority to receive
and hold all sums of money, and real and personal estate,
not exceeding in the aggregate the value of two hundred
thousand dollars, which money ma}' be given, granted, be-
queathed, or devised to it for the benefit of the teachers in
the public schools of the city of Boston, or their families,
requiring charitable assistance, or for the benefit of any
persons or the families of any persons who have formerly
been such teachers, requiring charitable assistance. It shall
have power to manage and dispose of the same, according
\p its best discretion, and to execute any and all trusts ac-
cording to the tenor thereof, which may be created for the
purposes aforesaid.
Sect. 3. Said corporation shall likewise be entitled to
receive from the members of the school committee within
the present limits of that part of the city of Boston which
was formerly the city of Charlestown, the fund known as
the Charlestown School Trust Fund, and shall hereafter
manage said fund and disburse the income thereof within
the limits of the former city of Charlestown, according to
the tenor of the instruments creating said trust.
Charlestown
School Trust
Fund.
APPENDIX.
99
RULES OF THE CORPORATION.
[Adopted in Sch. Com. Apr. 10, 1877.]
The President of the Board shall be President of the Cor-
poration, ex officio.
The Secretary of the Board shall be Secretary of the
Corporation, ex officio.
A Treasurer shall be chosen by ballot, annually, at the
first regular meeting of the Board.
The Committee on Accounts of the School Committee
shall be the Directors of the Corporation.
EXTRACTS FROM GENERAL STATUTES.
Chap. 38, Sect. 8. [The city council of any city, and industrial
schools.
any town, ma}' establish and maintain one or more indus-
trial schools, and raise and appropriate the money necessary
to render them efficient. Such schools shall be under the
superintendence of the board of school committee of the
city or town wherein the}' are established, and such board
shall employ the teachers, prescribe the arts, trades, and
occupations to be taught in such schools, and shall have
the general control and management thereof; provided, that
in no case shall the expense of any such school exceed the
appropriation specifically made therefor ; and provided, that
nothing in this act contained shall authorize the school
committee of any city or town to compel any scholar to
study any trade, art, or occupation, without the consent of
the parent or guardian of such scholar, and that attendance
upon any such school shall not take the place of the attend-
ance upon public schools required by law.]
Chap. 38, Sect. 16. [No person shall be deemed to Women
eligible.
be ineligible to serve upon a school committee by reason of
sex.]
Chap. 38, Sect. 17. If any person elected a member of Vacancy in
school com-
the school committee, after being duly notified of his elec- mittee.
100
APPENDIX.
tion in the manner in which town officers are required to be
notified, refuses or neglects to accept said office, or if an}r
member of the board declines further service, or, from
change of residence or otherwise, becomes unable to attend
to the duties of the board, the remaining members shall,
in writing, give notice of the fact to the selectmen of the
town, or to the mayor and aldermen of the cit}', and the
two boards shall thereupon, after giving public notice of at
least one week, proceed to fill such vacancy ; and a majority
of the ballots of persons entitled to vote shall be necessary
to an election.
Term of ser- Chap. 38, Sect. 19. The term of service of every mem-
vice of persons 7 ^
filling vacancies ber, elected in pursuance of the provisions of the two pre-
ceding sections, shall end with the municipal or official year
in which he was chosen, and, if the vacancy which he was
elected to fill was for a longer period, it shall, at the first
annual election after the occurrence of the vacanc}*, be filled
in the manner prescribed for original elections of the school
committee.
[Substituted for Section 27, Chapter 38.]
Bible to be read rSECTI0N i , The school committee shall require the daily
in tbe schools L x
without note or reading of some portion of the Bible without written note or
oral comment, in the public schools ; but they shall require
no scholar to read from an}' particular version, whose parent
or guardian shall declare that he has conscientious scruples
against allowing him to read therefrom, nor shall the}- ever
direct an}r school-books calculated to favor the tenets of any
particular sect of Christians, to be purchased or used in any
of the public schools.]
For certain Chap. 38, Sect. 30. If any scholar is not furnished by
scholars at
expense of his parent, master, or guardian, with the requisite books,
he shall be supplied therewith by the school committee at
the expense of the town.
Expense of Chap. 38, Sect. 31. The school committee shall give
hooks so sup-
plied to be taxed notice in writing to the assessors of the town, of the names
to parents. Qf ttie scholar supplied with books under the provisions of
APPENDIX.
101
the preceding section, of the books so furnished, the prices
thereof, and the names of the parents, masters, or guardians,
who ought to have supplied the same. The assessors shall
add the price of the books to the next annual tax of such
parents, masters, or guardians ; and the amount so added
shall be levied, collected, and paid into the town treasury,
in the same manner as the town taxes.
[Amendment to Section 32, Chapter 38.]
[Section 1. Any cit}-, by an ordinance of the city coun- Text-books fur-
nished by cities
cil, and an}' town, b}r legal vote, may authorize the school and towns and
committee to purchase text-books for use in the public loaned t0 PuPlle-
schools, said text-books to be the property of the city or
town, and to be loaned to pupils under such regulations as
the school committee ma}7 provide.]
Chap. 38, Sect. 36. Every town not divided into school Towns not dis-
. .. , tricted to main-
districts shall provide and maintain a sufficient number of tain school-
school-houses, property furnished and convenient!}' located, house» etc-
for the accommodation of all the children therein entitled
to attend the public schools ; and the school committee,
unless the town otherwise direct, shall keep them in good
order, procuring a suitable place for the schools where there
is no school-house, and providing fuel and all other things
necessary for the comfort of the scholars .therein, at the
expense of the town.
[Decision of the Supreme Court, 98 Mass., 587.]
M The power of the school committee to fix the com-
pensation of the teachers of the schools of a city, and bind
the cit3' to. pay the same, cannot be controlled by the city
council, except by voting to close the schools after they
have been kept open the time required by law."
[Substituted for Sections 3 and 4, Chapter 40.]
Section 1. [The school committees shall annually, in Duties of school
the month of May, ascertain, or cause to be ascertained, the pere^between
names and ages of all persons belonging to their respective 5 an<* *5 years-
102
APPENDIX.
towns and cities on the first day of May, between the ages
of five and fifteen years, and make a record thereof.
Sect. 2. The school committee shall annually, on or
before the last day of the following April, certify, under
oath, the numbers so ascertained and recorded, and also
the sum raised by such city or town for the support of
schools during the preceding school year, including only
wages and board of teachers, fuel for the schools, and care
of the fires and school-rooms, and they shall transmit such
certificate to the secretary of the board of education. The
form of such certificate shall be as follows, to wit : —
We, the school committee of , do certify that on the first
day of May, in the year , there were belonging to said town,
the number of persons between the ages of five and fifteen ;
and we further certify that said town raised the sum of dol-
lars, for the support of public schools for the preceding school year,
including only the wages and board of teachers, fuel for the schools,
and care of fires and school-rooms ; and that said town maintained,
during said year, each of the schools required to be kept by the first
section of the thirty-eighth chapter of the General Statutes for a
period not less than six months ; and we further certify that said town
maintained during said year school for the benefit of all the
inhabitants of the town as required by section two of chapter thirty-
eight of the General Statutes for months and days.
j- Scliool Committee.
[88.]
On this day of personally appeared the above-named
school committee of and made oath that the above certificate by
them subscribed is true. Before me,
Justice of the Peace.
20 days or 40 jn the returns made b}^ the school committee to the
half-days one ^ »
month. secretary of the board of education, twenty days or forty
1865, 142. half-days of actual session shall be counted as one month.
NON-RESIDENTS.
Chapter 41, Section 7. With the consent of school com-
mittees first obtained, children between the ages of five and
fifteen years may attend school in cities and towns other
APPENDIX.
103
than those in which their parents or guardians reside ; but
whenever a child resides in a cit}r or town different from
that of the residence of the parent or guardian, for the sole
purpose of attending school there, the parent or guardian
of such child shall be liable to pay to such city or town, for
tuition, a sum equal to the average expense per scholar for
such school for the period the child shall have so attended.
PUPILS TO BE VACCINATED.
Sect. 8. The school committee shall not allow any child
to be admitted to, or connected with, the public schools
who has not been duly vaccinated.
Section 1. Sewing shall be taught, in any city or town, Sewingmaylie
° J J i taught in public
in all the public schools in which t^ie school committee of schools. [1876-
3 1
such city or town deem it expedient. 'J
Sect. 2. The action of the school committee of any city Action of school
^ ^ committees rati-
or town in causing sewing to be taught in the public schools fied.
thereof, is ratified, confirmed, and made valid to the same
extent as if this act had passed prior to such teaching.
Section 1. The school committee shall direct what Committee to
direct what
books shall be used in the public schools, and shall pre- books shall be
scribe, as far as is practicable, a course of studies and J^*^110018'
exercises to be pursued in said schools.
Sect. 2. In any town or cit}r in this Commomwealth a May chanse
books by two-
change ma}- be made in the school-books used in the public thirds vote of
schools by a vote of two-thirds of the whole school com- twhole commit-
J tee.
mittee thereof, at a meeting of said committee, notice of
such intended change having ' been given at a previous
meeting of said committee.
Sect. 3. If any change is made, as provided for in sec- if books are
changed, to be
tion second of this act, each pupil then belonging to the pub- furnished at ex-
lic schools, and requiring the substituted book, shall be fur- ^"^yof towtl
nished with the same by the school committee at the ex-
pense of said town or city.
104
APPENDIX.
Amended [1877-24] by adding thereto the words " on
giving up a copy of the superseded book in condition fit to
be used."
Repeal of g. s. Sect. 4. Section twenty-eight of chapter thirty-eight of
58, § 28,
the General Statutes (and others) are hereby repealed.
INDEX.
INDEX.
Section Page
186, 201, Absence of pupils 40, 44
187, leave of 41
187, Absentee teachers to pay their substitutes 40
118, Absentees from school, Superintendent to investigate as to 28
2, 42, Accounts, Committee on 5, 11
42, to report in print 12
16, 17, Adjourn, motion to 8, 9
211, Admission of pupils to Primary Schools 46
227, Grammar Schools 53
141, 248, 252, High Schools 31, 59, 60
266, Latin School 61
292, Normal School 64
335, Evening Schools 69
356, Drawing Schools 72
311, School for Deaf-Mutes 66
232, Schools in other districts..: 54
320, Kindergarten Schools 67
193, Advertisements not to be read in schools 42
142, for teachers 32
177, 178, Afternoon session of schools 38
391, Agents not allowed to enter schools 42
41, Amendments of Rules and Regulations 11
41, to be read at two meetings 11
68, Annual canvassing of lists of teachers for re-election 18
81, meeting of the Board for election of teachers 21
68, 81, 82, election of teachers 18, 21
82, principals, by ballot 21
141, 269, 280, examination of graduating classes 31, 62,63
75, report of School Committee 20
42, Committee on Accounts 12
45, Supplies 14
97, to Board of Education 25
204, School Festival 45
142, Applicants for positions as teachers 32
143-147, examination of 32, 33
85, 143, not eligible 22, 32
250, admission to High Schools, examination of applicants not
graduates 59
338, Evening Schools 70
355, Drawing Schools 72
108 INDEX.
Section Page
2-4, 20, Appointment of committees 5, 6, 9
42, janitors 12
96, 1G3, teachers, notice of to be given 25, 3G
239, Arithmetic, mental, text-book in 55
366, Arrest of pupils 74
364, Assignment of truant officers. .. : 73
2, Auditing Clerk, election of 5
42, connection with Committee on Accounts 12
45, Supplies 14
105-110, duties of 26, 27
105, to appoint assistants 26
106, audit bills and pay-rolls 26
107, have charge of property 26
109, school census taken 26
107, distribute property 26
108, prepare diplomas 26
109, keep accounts of expenditures 26
110, office hours of , 27
150, not to allow names of teachers on pay-roll 34
194, Authorized books and studies 42
106, Bills of expenditure, Auditing Clerk to audit 26
42, 197, for tuition of non-resident pupils 12, 43
68, Blanks for nomination of teachers 19
118, use in schools 28
160, monthly reports of principals 34
46, 241, Books of reference, etc 14, 56
238, and cards 55
194, authorized by School Committee 42
45, 194, 195, 196, stationery, etc 13, 42
295, text, for Normal School 64
183, 196, for indigent children 39, 42
46, 47, introduction 14, 15
190, teachers not to sell 42
96, Board of Supervisors, Secretary of 25
122, chairman of 29
136-153, duties of 29-34
137, election of 30
136, Executive Board of School Committee 29
141, to examine graduating classes 31
141, submit results of diploma examinations 31
144, adopt questions for examination of teachers ... . 32
147, grant certificates of qualification 32
148, service 33
147, special grade 33
148, report special cases for certificates 33
151, 339, visit and examine Evening Schools 34, 70
160, monthly reports from principals 34
87, to specially examine candidates 23
Boundaries of School Districts 75-92
119, Building and altering school-houses 28
INDEX. 109
Section Page
26, Call to order 9
143, Candidates for situations as teachers, appplication of 32
143-147, examination of 32
85, 143, not eligible 22, 32
144, 145, questions for examination of 32
8, to fill vacancy in Board 7
87, vacancies, special examination of 23
267, for admission to Latin School 61
292, Normal School 64
68, Canvassing lists of teachers, annually 18
215, Care of pupils in Primary Schools 47
45, 107, city property 14, 26
297, Catalogue of Normal School 65
109, Census of school children 26
40, Certificates of election 11
84, 147, qualification 22, 32
294, to Normal graduates 64
148, service 33
147, special grade 33
149, not valid 33
150, recorded 34
228, of admission to Grammar Schools 53
141, honorable mention 31
212, 229, transfer 46, 53
199, vaccination 43
5, Chairman of committees 6
14, Committee of the Whole 8
122, Supervisors, Board of 29
43, Changes of district lines 12
168, Charges or complaints, by parents and others 37
197, Children living in the city entitled to attend school 43
197, not living in the city not entitled to attend school; exception. . . 43
45, 107, City property, care of 14, 26
341, Classification Evening Schools 70
166, Cleanliness of school premises 36
200, pupils 44
75, Committee on annual report 20
2, 8, 40, elections 5, 7, 11
204, annual festival 45
2, 42, accounts 5, 11, 12
2, 48, Drawing and Music 5, 15
2, 52, 335,339, Evening Schools 5, 16, 69, 70
2, 56, 141, 142, 144, 250, examinations 5, 17, 31, 32, 59
4, 5, 65, 68, High Schools 6, 17, 18
2, 51, Kindergartens 6, 15
2, 48, Music and Drawing 5, 15
2, 55, 68, 82, 83, 84, 87, 226, nominations 5, 17, 18, 21, 22, 23, 49, 50
4, 5, 65, 68, 301, Normal School 6, 17, 18, 65
2, 41, rules and regulations 5, 11
2, 44, salaries 5, 13
44, to report schedule of salaries 13
2. 49. 235. sewing 5, 15, 55
110 INDEX.
Section Page
2, 43, Committee on school-bouses 5, 12
2, 50, school for Deaf-Mutes 6, 15
2, 53, Licensed Minors 6, 16
2, 45, supplies 5, 13
2, 46, text-books 5, 14
2, 54, 364-368, truant officers 5, 16, 73, 74
14, of Whole, chairman of 8
2, 4, 20, Committees, appointment of 5, 6, 9
2, 4, 5, 66, organization of 5, 6, 17
46-57, 65-70, duties of 11, 17
4, 65-70, in charge 6, 17, 20
66, organization of 17
66, meetings 18
4, 66, 68, 69, 70, division « 6, 17, 18, 19
96, Secretary of 25
40-57, standing 11-17
42, Compensation of janitors 12
88, Confirmation of instructors 23
40, Contested elections 11
192, Contributions not permitted 42
185, Corporal punishment in schools 39
164, 185, reports of 36, 40
46, Course of study 14
28, Debate, rules of 10
181, Deportment of pupils in school and out 39
177, Detention of pupils after school 38
2,50, Deaf-Mutes, Committee on 6,15
310-314, regulations of 66, 67
311, age of admission 66
310, object of school 66
313, teachers in 67
147, certificates 33
314, sessions of 67
67, 141, Diplomas of graduation 18, 31
108, preparation of 26
141, 360, ' award of 31, 73
67, 141, Grammar Schools 18, 31
67, 141, 254, High Schools 18, 60
293, Normal School 31, 64
294, Diploma graduates, Normal School since 1872 64
67, scholars, list of 18
43, District lines, changes in 12
3, Districts, school 6, 75
3, Divisions 6
66, 68, 69, 70, committees of, duties of 17, 18, 19
68, to canvass teachers 18
33, Division of a question 10
48, Director of drawing, nomination of 15
82, election of 21
48, music, nomination of 15
82, election of 21
INDEX. Ill
Section Page
2, 48, Drawing, Committee on 5, 15
204, exhibition 45
236, instruction in Grammar Schools 55
291, Normal School 64
219, Primary Schools 48
Schools (see Evening Drawing Schools).
105-110, Duties of Auditing Clerk 26, 27
65-70, committees in charge of schools 17, 18, 19, 20
25, members in debate 9
91,92, Messenger 24
10-20, presiding officer 7, 8, 9
160-169, principals '. 34, 35, 36, 37
303, principal of Training School 66
95-100, Secretary 24, 25
115-122, Superintendent 27, 23, 29
136-153, Supervisors 29-34
176, teachers, general 37
364-368, truant officers 73, 74
2, Election of Auditing Clerk 5
137, Board of Supervisors 30
80-89, Instructors 21-23
2, Messenger 5
82, principals, annual 21
115, Superintendent 27
2, Secretary 5
1, Vice-President of School Committee 5
2, 8, 40, Elections, Committee on 5, 7, 11
40, certificates of 11
40, contested 11
43, Erection of school-houses 13
352-360, Evening Drawing Schools, regulations of 71-73
353, term of 72
354, sessions of 72
355, applications for admission 72
356, age of admission 72
357, number of pupils to a teacher 72
358, returns to Superintendent 72
359, discharge of pupil3 73
360, diplomas 73
2, 52, 335, 339, Evening Schools, Committee on 5, 16, 69, 70
335-347, regulations of 69-71
335, establishment of 69
336, term of 69
336, sessions of 70
52, 337, teachers in 16, 70
52, ineligible 16
147, certificates of special grade 32
337, number of pupils to a teacher 70
335, admission of pupils 69
339, visits of Supervisors to 70
112 INDEX.
Section Page
340, Evening Schools, records, principals to keep 70
340, reports to Superintendent 70
341, classification of pupils 70
342, discharge of pupils 71
343, exhibitions 71
345, instruction in music 71
250, 251, Examination of applicants for admission to High Schools 59, 60
2C.8, Latin School 62
278, Girls' Latin School 62
292, Normal School 64
338, Evening Schools 70
355, Drawing Schools 72
143-147, candidates for situations as teachers 32
141, 269, 280, graduating classes 31, 62, 63
151, 339, Evening Schools 34, 70
161, by principals 35
293, pupils of Normal School 64
56, annual, by Supervisors 17
87, special, for teachers 23
87, of candidates to fill vacancies 23
2, 56, 141, 142, 144, 250, Examinations, Committee on 5, 17, 31, 32, 59
203, Exhibitions of schools 44
203, other 44
204, in Music 44
204, Drawing 44
343, Evening Schools 71
109, Expenditures, account of to be kept 26
42, Expenses, estimate of 12
204, Festival, Annual 45
167, Fire, precautions against 37
240, Forenoon studies 56
253, Fourth year's course, High Schools 60
280, Girls' Latin School, award of diplomas 63
277, course of study 62
280, examination of graduates 63
281, exempt from regulations 63
2>6, number of pupils to an instructor 62
275, object of 62
277, organization of 62
276, principal of 62
278, 279, qualifications for admission 62
276, rank and number of instructors 62
275, 281, regulations of 62, 63
237, Graduates not to be detained 55
294, diplomas of Normal School since 1872 64
267, of Grammar Schools admittance to Latin School 61
294, Normal Schools, preference as teachers 64
161, Graduating classes, mixed schools 35
141, 269, 280, examination of 31, 62, 63
INDEX. 113
Section Page
67, 141, Graduation, diplomas of 18, 31
293, Normal School 64
108, preparation of 26
141, 269, 280, classes of, examination of '. 31, 62, 63
225-241, Grammar Schools, regulations of 48-56
226, additional teachers 50
227,229, admission of pupils to 53
227, qualifications for 53
241, books of reference 56
238, or cards in 55
228, certificates of admission 53
141, honorable mention 31
231, classes in 54
67, 141, diplomas of graduation 18, 31
203, exhibitions of 44
240, forenoon studies in 56
237, graduates not to be retained 55
267, admission to advanced classes, Latin School. 61
236, instruction in drawing in 55
233, music in 54
235, sewing in 54
214, intermediate schools 46
239, mental arithmetic in 55
226, number of pupils to a teacher 50
237, organization of classes 55
230, out of school lessons 53.
234, physical exercises in 54
226, principals of 49
82, election of 21
226, rank changed 50
83, vacancy ; 22
82, votes required to elect 21
228, promotion of pupils 53.
232, pupils to reside in district 54
226, ranks of instructors 49-52
177, recess in 38
177, sessions of 38
232, special permits to attend 54
226, subordinate teachers of 50
238, teachers to use books, etc 55
229, transfer of pupils 55
229, time of entering of pupils promoted 53.
231, 251, to be divided into six classes 54
141, 248, 252, High Schools, admission of pupils to 31, 59, 60
250, examination of 59, 60
246, additional instructor 57
249, applicants as pupils 59
250, 251, examination of 59, 60
4, 5, 65, 68, Committee on 6, 17, 18
253, course of study 60
254, diploma of graduation, three years' course 60
114 INDEX.
Section Page
254, High Schools, diploma of graduation, four years' course 60
203, exhibitions of 44
253, fourth year's course 60
82, head-inaSter, election of 21
83, vacancy in 22
255, military drill GO
256, modern languages 61
247, male instructors of, graduates of colleges 59
246, number of pupils to a teacher 58
246, organization of 56, 57, 58
252, questions on admission of applicants 60
246, rank of instructors 58, 59
246, principal 57
257, sessions of 61
256, special teachers in 61
246, subordinate teachers, number of 58
205, Holidays and vacations 45
141, Honorable mention, certificates of 31
183, 196 Indigent pupils 39, 42
219, 236, 291, Instruction in drawing 48, 55, 64
255, military drill, High Schools 60
256, modern languages, High Schools 61
291, music in Normal School 64
345, Evening Schools 71
233, , Grammar Schools . . 54
218, Primary Schools 48
299, Normal School, to teachers 65
214, sewing, Primary Schools 47
235, Grammar Schools 54
302, Training School, direction of 65
226, Instructors, additional in Grammar School (Part 5) 50
142, advertisement for 32
142, applicants for positions as 32
85, 143, not eligible 22, 32
143, to apply in writing 32
143-147, examination of 32, 33
96, 163, appointment of, notice to be given 25, 36
68, blanks for nomination 19
68, canvass of, annual 18
84,147, certificates of qualification 22,32
148, service to 33
148, special cases 33
88, confirmation of 23
150, employed in no higher grade 34
176, general duties of 37
246, 247, in High Schools 56, 57, 58, 59
247, to be graduates of colleges 59
246, change of rank of (Part 3) 57
187, leave of absence to 41
INDEX. 115
Section Page
238, Instructors may use books or cards 55
184, 344, visit other schools . 39, 71
117, meetings of 28
68, 82, nomination of 18, 21
294, Normal graduates to have preference as 64
190, not allowed to sell books, etc 42
191, keep private schools, etc 42
192, \ receive any present, etc 42
226, number of 50,51,52
226, of Grammar Schools, rank of 49
337, Evening Schools 70
291, Normal Schools 63
304, Training School v. 66
88, on probation 23
226, rank of changed 50
217, in Primary Schools 48
226, Grammar Schools 49
246, High Schools (Part 3, 6) 57, 58
291, Normal School 63
304, Training School 66
68, recommendation of 18
89, reelected, after retirement 23
89, salaries of 23
44, 80, 81, 226, 246, salaries of 13, 21, 49, 50, 57
49, 235, sewing 15, 54
86, special, nomination of 22
256, in High Schools 61
87, special examination of 23
84, subordinate, needed 22
86, nomination of 22
82, . election of 21
226, in Grammar Schools (Part 6) 50
246, in High Schools (Part 5) 58
183, 196, to apply for books, etc 39, 42
179, be present before sessions 38
182, 211, keep registers, etc 39, 46
162, make returns to Superintendent 35
201, report names of truants 44
70, 163, transfer of 19, 36
187, temporary teachers, compensation of 41
83, 87, vacancies 22, 23
214, Intermediate schools.... , 46
214, course of study in 46
214, sewing in 47
46, 47, Introduction of new text-books 14, 15
42, Janitors, appointment of. 12
42, compensation of 12
167, principals to have control of 37
42, rules for government of 12
167, to use precautions against fire 37
116 INDEX.
Section Page
2, 51, Kindergartens, Committee on 5, 15
320-323, regulations of 67, 68
320, object of 67
320, instruction in 67
321, admission of pupils 67
51, teachers in 16
321, rank of 68
147, certificates to 33
322, promotion of pupils 68
323, sessions of 68
280, Latin School (Girls'), award of diplomas 63
277, course of study 62
280, examination of graduates 63
281, exempt from regulations 63
276, number of pupils to an instructor 62
275, object of 62
277, organization of 62
276, principal of 62
278, 279, qualifications for admission 62
276, rank and number of instructors. 62
275-281, regulations of 62, 63
265, 269, regulations of 61, 62
266, organization of 62
266, 267, 268, admission of pupils to 61, 62
269, examination of graduating class 62
245, excepted from regulations 56
187, Leave of absence to teachers 41
230, Lessons out of school 53
2, 53, 328, Licensed Minors, schools for, Committee on 6, 16, 68
328, 332, regulations of 68, 69
329, aessions of '. 69
330, 331, teachers in 69
147, certificates to 33
331, number of pupils to a teacher 69
332, text-books and programmes of study .... 69
7, Majority of Board required for a quorum 6
246, Male instructors, High Schools 59
99, Manual, Secretary to prepare 25
Masters of Grammar Schools (see Principals).
1, Mayor, ex officio, President School Committee 5
141, Medals, award of 31
6, Meetings of the School Board, regular 6
6, 19, special 6, 9
10, opening of 7
10, order of business 7
120, Superintendent to attend 28
153, Supervisors may attend 34
66, 96, notification of 18, 25
117, of teachers 28
368, truant ofl&cers 74
INDEX. 117
Section Page
25-35, Members, duties of 9-10
25, in debate 9
33, may require division of a question 10
35, three-fourths may suspend rules 10
57, to be heard by committees 17
31, to vote 10
27, violation of rules by 10
239, Mental arithmetic, Grammar Schools 55
91, 92, 93, Messenger, duties of 24
92, assistant 24
2, election of 5
93, salary of 24
255, Military instruction in High Schools 60
256, Modern languages, instruction in High Schools 61
160, Monthly reports, principals to make 34
181, Morals, good, instruction in 39
180, Morning exercises, beginning of 38
32, Motions, committed and recommitted 10
17, not debatable 9
16, order of 8
16, 17, to adjourn 8, 9
29, be submitted in writing 10
30, reconsider 10
2, 48, Music, Committee on 5, 15
48, director and teachers, nomination of 15
82, election of 21
204, exhibitions in 45
218, instruction in Primary Schools 48
233, Grammar Schools 54
299, Normal School to teachers 65
345, Evening Schools 71
67, Names of diploma scholars furnished Auditing Clerk 18
197, non-residents, principals to make returns of 43
68, 82, Nomination and election of instructors 18, 21
68, blanks for 19
48, of director and instructors in music 15
48, drawing 15
52, instructors of Evening Schools 16
51, Kindergarten School 16
50, School for Deaf-Mutes 15
53, Licensed Minors 16
49, sewing 15
68, principals 19
86, special instructors 22
68, subordinate instructors 19
54, truant officers 16
2, Nominations, Committee on, appointment of 5
55, 226, duties of 17, 49, 50
83, 87, to nominate to fill vacancies 22, 23
84, new instructors 22
118 INDEX.
Section Page
68, 82, Nominations, Committee on, reports of 19, 21
197, Non-resident pupils 43
197, names to be sent to Committee on Accounts 43
197, bills for tuition of 43
292, Normal School, candidates for admission to 64
292, examination of 64
292, age of 64
292, qualifications of 64
297, catalogue of 65
294, certificates to graduates since 1872 64
4, Committee on, appointment of 6
65, duties of 17
301, to have charge of Training School 65
293, diplomas of graduation 64
293, examination of pupils 64
52, 294, graduates to be employed as teachers 16, 64
302, head-master to have charge of instruction in Training
School 65
298, head-ma3ter to visit schools of graduates 65
82, election of 21
83, vacancy 22
299, instruction to teachers 65
296, school year 65
291, teachers of 63
296, term of 65
295, text-books in 64
300-304, training department of 65-66
291, special instruction in music 64
291, drawing 64
298, visits of teachers 65
66, 96, Notification of meetings, etc : ]8, 25
337, Number of pupils to a teacher in Evening Drawing Schools 72
337, Schools 70
226, Grammar Schools 50
246, High Schools 57
291, Normal School 63
216, Primary Schools 47
226, subordinate teachers in Grammar Schools 50
246, High Schools 58
110, Office hours of Auditing Clerk 27
100, Secretary 25
121, 178, One session of schools 29, 38
10, Opening of meetings 7
10, Order of business 7
16, motions 8
10, 26, call to order 7, 9
1-8, Organization of School Committee 5, 6, 7
66, Committees in charge of schools 17
237, Grammar and Primary Schools 55
246, High Schools 56
INDEX. 119
Section Page
266, Organization of Latin School 61
166, Out-buildings and yards, care of 36
230, Out-of-school lessons 53
34, Papers, reading of, objection to 10
187, Payment of temporary teachers and substitutes 40
42, Pay-rolls, auditing of 11
106, preparation of 26
189, Physical exercises 41
234, in Grammar Schools 54
215, Primary Schools 47
192, Presents of pupils to instructors not allowed 42
1, President of School Committee (see Presiding Officer) 5
2, 4, to appoint committees , . 5, 6
205, may suspend schools 45
19, to call special meetings 9
1, Vice, election by ballot 5
1, pro tempore 5
I, Presiding officer 5
14, may debate a question 8
10-20, powers and duties of.. 7, 8, 9
14, to appoint Chairman Committee of Whole 8
20, committees 9
10, call meetings to order 7
II, decide questions of order 7
15, order yeas and nays 8
18, put previous question 9
18, Previous question shall be put 9
117, Primary School teachers; meetings of 28
210-219 Schools, regulations of 45, 46, 47, 48
211, admission of pupils to 46
217, fourth assistants in 48
205, holidays and vacations for 45
219, instruction in drawing 48
218, music 48
214, intermediate schools 46
216, number pupils to a teacher 47
237, organization of classes 55
215, physical exercises in 47
161, principal of 35
213, 228, 229, promotion of pupils ! 46, 53
217, rank of teachers in 48
177, 215, recesses in 38, 47
211, records to be kept by teaehers 46
217, salary of instructors 48
177, sessions of j 38
212, t transfer of pupils 46
160-169, Principals, duties of 34, 35, 36, 37
82, election of 21
161, masters of Grammar Schools to act as 35
187, may be granted leave of absence 41
120 IXDEX.
Section Page
165, Principals may suspend pupils 36
68, nomination of 19
169, to assemble pupils on 22d of February 37
161, have charge of graduating classes 35
167, control of janitors 37
168, investigate charges and complaints 37
160, make monthly reports to Supervisors 34
166, rules for use of yards, etc 36
162, semi-annual returns to Superintendent 35
163, notify Auditing Clerk of appointments of teachers 36
163, transfer of teachers 36
237, organize Grammar and Primary classes 55
164, require reports of cases of corporal punishment 36
162, 197, return names of non-residents 35, 43
161, visit schools of districts 35
337-338, of Evening Schools 70
340, to make monthly reports 70
358, Evening Drawing Schools, to make monthly reports 72
226, Grammar Schools, rank of 49
226, changed 50.
246, High Schools, rank of 57
303, Training School 66
83, vacancy 22
83, joint committee to fill 22
82, votes required to elect 21
45, Printing, supervision of 14
191, Private schools, teachers not to keep 42
88, Probation, teachers on 23
202 Programmes of Special Studies 44
332, study, Schools for Licensed Minors 69
213, Promotion of pupils in Primary Schools 46
22S, 229, to Grammar Schools 53
185, Punishment, corporal, to be avoided 39
185, infliction of 39
164, 185, report of cases of 36, 40
185, not inflicted upon girls, etc 40
1S5, in High School 40
186, 201, Pupils, absence of 40, 44
335, admission of to Evening Schools 69
356, Drawing Schools 72
227, 229, Grammar Schools 53
141, US, 252, High Schools 31, 59,60
266-^68, Latin School 61
292, Normal School 64
211, Primary Schools 46
311, . School for Deaf-Mutes 66
328, Schools for Licensed Minors 68
67, 141, 254, 293, 360, award of diplomas to 18, 31, 60, 64, 73
341, classification of in Evening Schools 70
200, cleanliness of 44
201, detained from school to present an excuse 44
177, after school 38
INDEX. 121
Section Page
181, Pupils, deportment of in school and out 39
342, 359, discharge of 71, 73
197, • entitled to attend school 43
198, expelled or suspended from one school not to attend another 43
183, 196, indigent 39, 42
185, infliction of corporal punishment on 39
251, members of, but not graduates of, Grammar Schools 60
162, 197, non-resident 35, 43
199, not admitted to schools without certificate of vaccination 43
195, furnished with books, not allowed to attend school 42
201, to leave before close of session, etc 44
192, make presents to teachers 42
237, remain in graduating class more than one year without
permission 55
195, remain in school without books, etc 42
211, 216, 226, 246, 276, 291, 313, 321, 337, 357, number of to a teacher 46, 47, 50, 51,
52, 57, 62, 63, 67, 68, 70, 72
213, 228, 229, promotions of 46, 53
177, 215, recesses of 38,47
182, 211, records of to be kept 39, 46
162, returns of, to be made to Superintendent 35
165, 186, 198, suspension and reinstating of 36, 40, 43
201, tardiness of 44
232, to attend school in districts where they reside 54
232, exception 54
189, 215, 234, have physical exercise 41, 47, 54
212, transfer of 46
201, truant 44
366, may be arrested 74
147, Qualification, certificates of 32
149, not valid 33
294, to graduates of Normal School 64
211, Qualifications of pupils for admission to Primary Schools 46
227, Grammar Schools 53
248-251, High Schools 59, 60
266-268, Latin School 61, 62
292, Normal School 64
33, Question, division of a 10
11, 14, Questions of order 7, 8
144, for examination of candidates as teachers 32
252, raised as to admission of pupils to High Schools 60
7, Quorum, majority of School Board shall constitute 6
7, no, roll to be called, etc 7
226, Rank of instructors changed 50
217, in Primary Schools 48
226, Grammar Schools 49
246, High Schools 57
291, Normal School 63
304, Training School 66
226, principals 49
122 INDEX.
Section Page
34, Reading of a paper objected to 10
180, Scriptures 38
177, 215, Recesses in Primary Schools 38, 47
68, Recommendations of instructors 18
150, Record of holders of certificates to be kept in office of Committee on
Accounts 34
138, results of examinations of schools by Supervisors 30
95, Records and files, Secretary's 24
182, of pupils to be kept in every school 39
211, Primary Schools 46
340, Evening Schools 70
118, registers, etc., forms of, used in schools 28
46, 241 Reference books 14, 56,
182, Register to be kept in every school 39
175-205, Regulations, general, of public schools 37-45
210-219, of Primary schools 46-48
225-241, Grammar Schools 48-56
245-257, High Schools 56-61
265-269, Latin School 61,62
275-281, Girls' Latin School 62,63
290-299, Normal School 63-65
300-304, Rice Training School 65-66
310-314, Schools for Deaf-Mutes 66-67
320-323, Kindergarten Schools 67-68
328-332, Schools for Licensed Minors 68-69
335-347, Evening Schools 69-71
352-360, Drawing Schools 71-73
364-368, Truant officers 73-74
175, teachers to observe 37
180, Religious exercises 38
75, Report, Annual, Committee on ^0
75, distribution of '. 20
75, edition of 20
75, extra, in volume 20
75, contents of 20
42, in print, Committee on Accounts 12
120, semi-annual, of Superintendent 29
368, • of chief truant officer 74
45, Reports and documents 14
32, committed and recommitted '. 10
41, 43-57, of committees in writing 11, 13-17
367, cases of scarlet fever, etc 74
68, 82, Committee on Nominations 19, 21
160, Principals to Supervisors 34
160, object of 35
97, Returns to Secretary Board of Education 25
120, 162, semi-annual 29, 35
162, 340, 358, of pupils to Superintendent 35, 70, 72
368, truant officers 74
300-304, Rice Training School, regulations of 65-66
301, Committee on Normal School to have charge of . . 65
1
INDEX. 123
Section Page
302, Eice Training School, direction of instruction in 65
303, duties of principal 66
304, number and rank of instructors 66
25-35, Eights and duties of members of School Committee 9, 10
187, Eule for finding compensation of substitutes 41
166, Eules for use of yards, etc 36
28, of debate 10
35, suspension of, vtte required 10
27, violation of 10
2, 41, and Eegulations, Committee on '. 5, 11
41, amendment of 11
89, Salary of instructors reelected after retirement 23
42, 44, janitors 12, 13
93, messenger 24
187, temporary teachers and substitutes 41
54, truant officers 16
115, Superintendent 27
2, 44, Salaries, Committee on 5, 13
44, to report schedule of salaries 13
44, 80, 226", of instructors 13, 21, 49, 50
42, 106, pay-rolls of, etc 11, 26
190, 193, Sale of books, etc. 42
367, Scarlet fever and other diseases, cases of 74
44, Schedule of Salaries .' 13
1-8, School Committee, organization of 5-7
6, regular meetings of 6
6, 19, special meetings of 6, 9
1, President of 5
1, Vice-President of 5
10-20, presiding officer, duties of 7-9
25-35, rights and duties of members 9, 10
2, 95-100, Secretary of 5, 24, 25
8, vacancies in, how filled 7
2, 50, for Deaf-Mutes, Committee on 6, 15
310-314, regulations of 66,67
311, age of admission 66
310, object of school 66
313, teachers in 67
147, certificates to 33
313, number of pupils to a teacher 67
314, sessions of • 67
204, Festival, annual 45
177, hours 38
257, High Schools 61
336, Evening Schools 69
354, Drawing Schools 72
districts, boundaries of 75
2, 43, School-houses, Committee on 5, 12
43, 119, erection and alteration 13, 28
42, janitors of 12
124 INDEX.
Section Page
43, School-houses, sites and plans for 13
43, 139, 188, warming and ventilation 12, 30, 41
1, 2, officers, election of 5
55, nomination of 17
80, year 21
296, of Normal School 65
2, 53, Schools for Licensed Minors, Committee on 6, 16
328-332, regulations of ..A 68, 69
329, sessions of 69
330, teachers in 69
147, certificates to 33
331, number of pupils to a teacher 69
332, text-books and programmes of study 69
205, President may suspend 45
180, Scriptures, reading of 38
2, Secretary, election of 5
95-100, duties of 24, 25
100, office hours of 25
95, may appoint assistants 24
95, to keep records and files 24
96, notify meetings 25
97, prepare returns to Board of Education 25
99, manual 25
98, transmit votes 25
96, Board of Supervisors 25
97, Board of Education, returns to 25
162, Semi-annual returns to Superintendent 35
120, abstract of 29
120, report 29
121, 178, Sessions, one 29, 38
205, President may suspend 45
177, Grammar and Primary Schools 38
257, High Schools 61
336, Evening Schools 69
354, Drawing Schools 72
314, School for Deaf-Mutes 67
329, Schools for Licensed Minors 69
323, Kindergarten Schools 68
2, 49, 235, Sewing, Committee on 5, 15, 55
235, instruction in Grammar Schools 54, 55
214, Intermediate Schools 47
49, report of Committee on 15
235, substitutes for teachers of 55
49, 235, teachers, nomination of 15, 55
178, Signal for one session 38
43, Sites and plans for school-houses 13
231, Six classes, Grammar Schools 54
87, Special examination of candidates 23
291, instruction in Normal School 64
86, 256, instructors 22, 61
6, 19, meetings 6, 9
INDEX. 125
Section Page
232, Special permits to pupils 54
202, studies, programmes of 44
2, Standing committees, appointment of 5
40-57, duties of 11-17
45, Stationery, books, etc., furnishing of 13
190, teachers not to sell 42
253, Studies, courses of, in High Schools 60
214, in Intermediate Schools 47
240, forenoon, in Grammar Schools _ 56
202, special, programmes of 44
226, Subordinate teachers, number and rank of in Grammar Schools 50, 51
246, High Schools 58
68, nomination of 19
82, election of 21
84, needed 22
187, Substitutes 40
187, compensation of 40
187, rule for finding 41
235, for sewing teachers 55
187, to be employed 40
115-122 Superintendent, duties of 27-29
115, election of 27
116, general duties of 27
120, may express opinions in School Board 28
120, to present semi-annual reports in print 29
162, 340, 358, returns to 35, 70, 72
115, salary of 27
115, term of office 27
142, to advertise for teachers 32
120, attend meetings of School Committee 28
118, committees 28
122, be chairman of Board of Supervisors 29
121, 178, decide when there shall be but one session 29, 38
118, determine forms of blanks, etc 28
118, give assistance to committees 28
117, hold meetings of teachers 28
118, investigate cases of absentees 28
117, visit schools 27
115, votes required to elect 27
122, Supervisors, Board of, Chairman of 29
136-153, duties of 29-34
137, election of 30
136, Executive Board of School Committee 29
160, monthly reports from principals 34
96, Secretary of 25
144, to adopt questions for examination of teachers 32
141, examine graduating classes 31
293, graduates of Normal School 64
147, grant certificates of qualification 32
148, service 33
147, special grade 33
126 INDEX.
Section . Page
148, Supervisors, Board of, to report special cases for certificates 33
87, specially examine candidates 23
141, submit results of diploma examination 31
151, 339, visit and examine Evening Schools 34, 70
137, election of 30
153, may attend meetings of School Board 34
137, term of office 30
140, to combine reports 31
138, examine schools annually 30
153, express opinion at meetings of School Board 34
138, record results of examination 30
138, 139, 151, 339, visit schools 30, 34, 70
137, votes required to elect 30
2, 45, Supplies, Committee on 5, 13
45, duties of 13, 14
45, supervision of printing 14
45, care of city property 14
45, Annual Report 14
165, 186, 198, Suspension of pupils 36, 40, 43
35, rules, votes required 10
205, schools 45
201, Tardiness of pupils 44
Teachers (see Instructors).
43, 139, 188, Temperature and ventilation 12, 30, 41
187, Temporary teachers, compensation of 40
187, rule for finding 41
187, to be employed 40
336, Term of Evening Schools 69
353, Drawing Schools 72
296, Normal School 65
115, office of Superintendent 27
137, Supervisors 30
194, Text-books authorized by School Board only to be used 42
2, 46, Committee on 5, 14
46, to recommend changes 14
183, 196, for indigent pupils 39, 42
45, furnishing of 13
47, introduction of 15
295, Normal School 64
332, Schools for Licensed Minors 69
300, 304, Training School, regulations of 65, 66
301, committee in charge 65
304, course of study 66
302, directors of observation, etc., in 65
303, duties of principal 66
304, number and rank of teachers 66
212, Transfer of pupils 46
70, 163, teachers 19, 36
201, 366, Truants 44, 74
364, Truant officers, assignments of districts 73
INDEX. 127
Section Page
2, 54, Truant officers, Committee on 5, 16
54, compensation of 16
364-368, duties of 73-74
54, chief of 16
367,368, duties of 74
367, to obtain reports of cases of scarlet fever, etc. ... 74
366, may arrest truants, etc 74
368, meotings of 74
368, records of 74
368, * reports of 74
197, Tuition, bill of non-residents 43
8, Vacancies, in School Board 7
8, candidates to fill 7
83, principals of High and Normal Schools 22
83, Grammar Schools. 22
205, Vacations and holidays •. 45
199, Vaccination, certificate of 43
43, 139, 188, Ventilation 12, 30, 41
1, Vice-president, election of 5
27, Violation of rules 10
298, Visits of head-master of Normal School 65
161, principals 35
117, Superintendent 27
138, 139, 151, 339, Supervisors...' 30, 34, 70
184, 344, teachers to other schools 39, 71
82, Votes, required to elect principals 21
115, Superintendent 27
137, Supervisors 30
98, Secretary to transmit 25
169, Washington's Farewell Address, reading of 37
43, 139, 188, Warming and ventilation 12, 30, 41
166, Yards and out-buildings, care of 36
80, Year, school 21
15, Yeas and nays 8
Appendix —
Act to reorganize the School Committee of the City of Boston 95
Act to incorporate the School Committee of the City of Boston 98
Rules of tho Corporation 99
Extracts from the statutes 99
SCHOOL DOCUMENT NO. 19.
L 1ST
OF
Candidates Eligible as Teachers
IN THE
PUBLIC SCHOOLS.
DECEMBER, 1878.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1 878.
LIST
OF
Candidates Eligible as Teachers
rs THE
BOSTON PUBLIC SCHOOLS.
DECE IVI 33 E Pt , 1^78.
The following list contains the names and addresses of
those who hold certificates of qualification, and are eligible
for service as teachers in the Boston Public Schools. Infor-
mation concerning the several candidates, their experience
and evidences of success in teaching, etc., may be found at
the office of the Board of Supervisors.
Special information respecting the graduates of the Nor-
mal School may also be obtained of the Head-Master of
that school.
Unless it be otherwise stated, those engaged in teaching
are employed in the place of address. The figures indicate
the number of years the candidate has taught school.
The capital letters indicate the grade of schools in which
the candidate desires to teach, viz. : H.. High School; G.,
Grammar School ; P., Primary School ; E., Evening School.
The small letters indicate whether the candidate is available, as,
s.. substitute ; t.. temporary teacher ; p., permanent teacher.
The candidates are ready for service at once, unless other-
wise stated ; the date, given in some iustances. indicates that
4
SCHOOL DOCUMENT NO. 19.
the candidate will be ready for service at that time. Ex-
ample : John Blank [Teaching. 5. H G. s.t.p. Feb. 10,
1879], Newton, Mass. John Blank, teaching in Newton;
taught five years ; will be available in a High or Grammar
School as substitute, temporary, or permanent teacher,
February 10, 1879.
The names of those holding certificates, who are already
employed as permanent teachers in Boston, are not given,
unless their certificates permit service in a higher grade.
The names of candidates whose certificates have expired in
accordance with Sect. 149 of the Rules are given on page 26.
FIRST GRADE.
MASTERS AND JUNIOR-MASTERS OF HIGH SCHOOLS, AND
PRINCIPALS OF EVENING HIGH SCHOOLS.
James A. Beatley.
[3. Temporarily withdrawn.]
William T. Campbell . . . |
36 Lee Street, Cambridge-
port, Mass.
[Teaching in Adams Academy. 1. H. s.t.p. Sept. 1, 1879.]
George F. Chace
Arlington, Mass.
[Principal High School.
8. H. p.]
Charles L. Clay
3 Belle Ave.
[Substitute Comins School. 9. H.G-. p.]
John E. Clark
40 So. Russell Street.
[7. H.G-.p.]
40 Cortes Street.
[Principal Private School. 20. H. s.t.p.]
5 Lemon St., Salem, Mass.
[5. H.Gh s.t.p.]
Arthur Driver
20 Bulfinch Street.
[3. H.G. s.t.p.]
Frank H. Eaton . . .
Amherst, JVova Scotia.
[8. H. s.t.p.]
Clarence W. Fearing ....
So. Weymouth, Mass.
[2. H.G. s.t.p.]
Samuel T. Fisher
113 Appleion Street.
[2. H.G-. s.t.p.]
Melvin J. Hill ......
Wakefield, Mass.
[Principal High School.
12. H. p.]
CANDIDATES ELIGIBLE AS TEACHERS.
5
Clarence L. Howes .... Hanover, Mass.
[1. H.G. p.]
Edward B. Lefavour .... Beverly, Mass.
[Principal High School, Holbrook, Mass. ]. H.G. p.]
George C. Mann 99 Charles Street.
[Acting Principal W. Roxbury High School. 2\. H. p.]
George W. Minns . . . . Concord, Mass.
[Principal Private School. 19. H. s.t.p.]
^ ( 40 State Street, or 14 Elm
George P. Montague . <
° & C Street, Chelsea, Mass.
[1. H.G. s.t.p.]
Charles S. Moore Box 274, Taunton, Mass.
[Principal High School. 5. H. p.]
Frank N. Parsons .... Derry, N.H.
[2£. H.G. s.t.p.]
J. A. Reinhart. . . . . . West Chester, JST.Y.
[Principal of Union Free School. 8. H.G. p.]
Wm. A. Reynolds .... Melrose, Mass.
[20. H.G-. s.t.p.]
~ , {60 Mt. Auburn Street,
Ambrose C. Richardson . . . < „ . . , ,^
C Cambridge, Mass.
[2. H. p.]
Charles E. Ridler Kingston, Mass.
[Principal High School. 13. H.G-. p.]
Daniel A. Robinson .... 2 Thacher St., Bangor, Me.
[5. H.G. s.t.p.]
Frank W. Rollins North Abington, Mass.
[Principal High and Grammar School. 1. H.G. p.]
George C. Shepard .... Framingham, Mass.
[1. H.G. s.t.p.]
John P. Slocum Reading, Penna.
[Teaching Private School. 5. H.G. s.t.p. Sept. 1, 1879.]
John W. Tufts Wolfville, JST.S.
'[Principal Horton Collegiate Academy. 6. H. p.]
John Vaughn 20 Cneida Street.
' [Teaching Evening High School. 1. H.G. s.t.p.]
„ „r „T ( 60 State Street, or Farm-
George W. Warren „
c mgton, Conn.
[Teaching Private School. 10. H.G. s.t.p. Sept. 1, 1879.]
Edwin C. Woodward . . . Castine, Me.
[Principal High School. 6. H.G. p.]
6
SCHOOL DOCUMENT NO. 19.
THIRD GRADE.
ASSISTANT PRINCIPALS, FIRST, SECOND, THIRD, AND FOURTH
ASSISTANTS OF THE NORMAL AND HIGH SCHOOLS.
Alice M. Brown Chester, N.H.
[Teaching. 1. H.G.P. p.]
Annie M. Davis 97 Myrtle Street.
[1. H.G.P. s.t.p.]
T f» a. <\ 8 Brighton Street, Charles-
Lucy C. Eliott < * a*
J c toivn, Mass.
[1. H. s.t.]
Sarah N. French Danvers Centre, Mass.
[Principal Grammar School. 6. H.G-. p.]
Jessie Girdwood 8 Centre Street, Roxbury.
[Teaching Roxhury Latin School. 6. H.Gr. s.t.p. Sept. 1, 1879.]
,r ~ ( 13 Mall Street, Salem,
Jane M.Gray \ ^
[Teaching. 2. H.G.P. p.]
Alice M. Hawes 61 Temple Street.
[1-. H.Ghp.]
Emily P. Hidden East Medway, Mass.
[7 H.p.]
Mrs. Mary R. Keith .... Wollaston, Mass.
[4. H. s.t.p.]
•ITT ' i S (Box 301) W. Meriden,
Emily J. Leonard v ~ y
[12. H.p.] ' Conn.
Mary S. Locke \ SmM ColU^ ^orthamP'
( ton, Mass. (Student.)
[Withdrawn for 2 years.]
Susan C. Lougee 1276 Washington Street.
[First Ass't, Dudley (Boys) School. 3£. H. p.]
Mary W. Mitchell . ... 34 Worcester St.
[Principal Private School. 12. Temporarily withdrawn.]
Helen L. Newman .... 45 Upton Street.
[Teaching in Private School. 2|. H. p.]
0 , A ~ -i C 188 London Street, Bast
Sarah A. Overend . . . . < _
C Boston.
[Teaching Evening School. 1. H.G-.P. s.t.p.]
_ « ™ < 218 Princeton St., Bast
Laura S. Flummer . . < „ M
C Boston.
[Teaching Emerson School. 9 mos. H. p.]
Sarah H. Robbins, . ... 58 Thornton Street.
[Teaching Lewis School. 1. H.p.]
CANDIDATES ELIGIBLE AS TEACHERS.
7
Idella M. Swift Northampton, Mass.
[Teaching Clarke Institution. 4. H.G. s.t.p. Sept. 1, 1879.]
Mary F. Thompson .... Boston Street, Dorchester.
[First Ass't Dor.-Everett School. 7. H. p.]
Ellen Watson Plymouth, Mass.
[Teach 'g Priv. School, Manchester, Conn. 1£. H.p. Sept. 1, 1879.]
SECOND GRADE.
MASTERS, SUB-MASTERS, AND SECOND SUB-MASTERS OF
THE GRAMMAR SCHOOLS.
Joseph W. Armington . . . Weymouth, Mass.
[Principal Grammar School. 15. Q-. p.]
Horace T. Atwoocl .... Norwood, Mass.
[Principal Grammar School. 4. G. p.]
f 200 Moody Street, Low-
Stephen G. Bailey .<
[6. E.G.s.t.]
Joel C. Bolan
J ell, Mass., or Boston
University School of
Medicine.
4 Harvard PL, Charles-
town, Mass.
[1. G. s.t.p.]
Clarence Boylston .... Milton, Mass.
[Principal Grammar School. 3. G. p.]
Edward C. Burbeck .... Box 269, Nashua, N.H.
[Principal Grammar School. 7. G. p.]
George H. Cary Pittsfield, Mass.
[Principal Grammar School. 12. G. p.]
James W. Cheney, Jr. . . . Merrimacport, Mass.
[Principal High School. 811. G. p.]
, w , C Care of E. Hutchinson, 69
Samuel W. Clark S ^ , . ~4
c Devonshire St.
[12. G. s.t.p.]
Gilman C. Fisher .... Dover, N.H
[10. G. s.t.p.]
John B. Giflord Bridgewater, Mass.
[Principal High School. 5 G. p.]
William D. Jackson .... Bridgewater, Mass.
[0. G. p.]
Tilson A. Mead Hingham, Mass.
[Principal Grammar School, East Weymouth. 2. G. p.]
8
SCHOOL DOCUMENT NO. 19.
^ 9 < 14 Webster Street, B. Som-
Frederic O. JNickerson . } .77
c erville.
[Principal High School, Scituate, Mass. 1. G-. s.t.p.]
, tTr ni ( 5 TFeZd i7aZ/, Cambridge,
Edward VV. Shannon . . . ^ ^ y
[Teaching Evening School. G. s.t.p. Sept. 1, 1879.]
Douglas Streeter 18 Beacon Street.
[Teaching Evening School. 1. G. s.t.p.]
Julius H. Tuttle 30 Tremont Street.
[1. Temporarily withdrawn.]
Henry Vosholl ' 40 South Russell Street.
[5. G. s.t.p.]
John H. Ward well . ... 54 Bowdoin Street.
[7. G. s.t.p.]
_ . _ __r _ . C 1 0 Greenville Street, Hiqh-
John E. Wetherbee . . . . < _ _ ' y
( lands.
[2. E. Clerk Evening High School. Not available at present.]
FOUETH GRADE.
FIRST, SECOND, AND THIRD ASSISTANTS OF THE GRAMMAR
SCHOOLS.
Sarah E. Adams 130 W. Brooldine Street.
[Substitute Brimmer School. 4 mos. Q-.P. s.t.p.]
Sarah L. Arnold Harrisburg , Pa.
[Teaching in Private School. 1. G.P. p.]
Abby H. Babson 263 Shawmut Ave.
[7 mos. G.P. s.t.p.]
» ill "i^it td S 33 Rockland Street, Hiqh-
Althea W. Barry <
C lands.
[7 mos. G.P. s.t.p.]
Jane Bassett 20 Holyohe Street.
[Teaching Grammar School, Raynham, Mass. 3. G.P. p.]
_ ' _ < 395 Fourth Street, So.
LucyJ.Beebe [
[1. G.P. s.t.p.]
Mrs. Mary J. Beebe . . . . 4 Bradford Street.
[10. G.P. s.t.p.]
( 367 State St., Springfield,
Grace Bennett ^ Mas?
[Teaching Private School. 1. Temporarily withdrawn.]
Annie A. Bent Canton, Mass.
[2. P. s.t.p.]
CANDIDATES ELIGIBLE AS TEACHERS.
9
Harriet D. Bo wen . . . . 15 Ferdinand Street.
[5. G.P. s.t.p.]
Elizabeth S. Bowman . . . 21 Berwick Park.
[9. G.P. s.t.p.]
( Chestnut Avenue, Jamaica
Ella Bradley
Plain.
Emma M. Cleary . . . . |
[1. G-.P. s.t.p.]
Mary L. Bright 36 G Street, So. Boston.
[l.G.P. s.t.p.]
Mary A. Carney 12 Hudson Street.
[Teaching Evening School. 1 — . G.P. s.t.p.]
Emma E. Chase 9 Milford Street.
[Teaching Evening School. 1. G.P. s.t.p.]
30 Telegraph Street, So.
Boston.
[2. G.P. p.]
Mary E. Collins 60 Harvard Street.
[Teaching Evening School. 1. — G.P. s.t.p.]
Alicia B. Collison .... 88 Charter Street.
[Teaching Evening School. 1. G.P. s.t.p.]
Sarah E. Curtis mwburMort>
I Mass.
[2. G.P. s.t.p.]
-m «- » j-x ( 24 Eulaw Street, East
Marv A. Damon .....< _
C Boston.
[Teaching Evening School. 1.— G.P. s.t.p.]
MaryH.Dwyer . . . . { 46^ ; M*Mh ^
[Teaching Grammar School, Newton. 3. G.P. p.]
Ellen M. Fernald ..... Qrafton, Mass.
[15. G.P. s.t.p.]
Elnora F. Freeman .... Provincetown., Mass.
[2. G.P. s.t.p.]
Nancy S. French C 505 Sixth Street, So. Bos-
t ton.
[Teaching Evening School. 1. G.P. s.t.p.]
Annie F. Gage , . . . . Newtonville, Mass.
[3. G.P. s.t.p. Sept. 1, 1879.]
Annie C. Gott 61 Bromley Street.
[1. G.P. s.t.p.]
Mary E. Graves Claremont, JSF.H.
[Assistant High School. 13. G. p. Sept. 1, 1879.]
_ . _ C 5 Everett Avenue, Somer-
Fannie I. Horton
ville, Mass.
[0. G.P. s.t.p.]
10
SCHOOL DOCUMENT NO. 19.
Caroline Howard Box 363 ', Hyde Park, Ms.
[Teaching Grammar School. 3. G. p.] •
Ellen M. Jones Weston, Mass.
[0. G.P. s.t.p.]
Alice G. Josselyn .... Sharon, Mass.
[7 mos. G-.P. s.t.p.]
_ __ it r ~rT~ 9 S 28 Queen Street, Worcester,
Gertrude M. King . . . .\ ^
[0. G-.P. s.t.p. Feb. 1, 1879.]
Marion E. King East Boston.
[0. G-. s.t.p.]
Sarah W. Loker Brookline, Mass.
[Teaching Grammar School. 12. G. p.]
Hulda B. Loud Rockland, Mass.
[Principal Grammar School. 11. G. p.]
,r 0 T ( 37 Monmouth Street, East
Mary S. Low <
[i. g.p. s.t.p.] C Boston.
Elizabeth A. Mahoney . . $332 W. Fourth St., So.
C Boston.
[1. G.P. s.t.p.]
Ida A. Merriam 4 Stevens Street.
[Teaching Evening School. 1—. G.P. s.t.p.]
Elizabeth F. Merrill . . . . 568 Columbus Avenue.
[6. Temporarily withdrawn.]
Martha F. Metcalf . . . A ^ I50< ^mingham,
c Mass.
[Teaching Clarke Institution, Northampton, Mass. 2. G.P. s.t.p.]
Frances E. Mihan .... Peabody, Mass.
[Teaching Grammar School. 4. G. p.]
.... TT ... S 62 Prescott Street, Som-
Abbie H. Morrill < .„
[i. g.p. s.t.p.] ' erville, Mass.
K. A. T. Murtagh . ... 29 Ferdinand Street.
[1—. G.P. s.t.p.]
Rebecca F. Newcomb ... 75 JVewland Street.
(1—. G.P. s.t.p.]
Lydia C. Nye Spring Hill, Cape Cod.
[Teaching. 6. G.P. p.]
Jessie F Otis ( Lexington Street, Bast
X Boston.
[1. G.P. s.t.p.]
Caroline E. Page 17 Fayette Street.
Mary B. Powers [°'GP.'6t?1 . A666 * *>* *
t Boston.
[Teaching Evening School. 1. G.P. s.t.p.]
CANDIDATES ELIGIBLE AS TEACHERS. H
C 49 Bonair
Sylvia A. Richards . . . . "> .„ .
J c ville, Ma
Alice V. Proctor Spencer, Mass.
M. Alice Eeed. ^ . . $ ^Jkurtlef St., Chelsea,
C Mass.
[Teaching Primary School. 1. G-.P. p.]
49 Bonair St,, E. Somer-
Mass.
[Teaching Evening Sciool. 0. G.P. s.t.p.]
Alice E. Rogers So. Weymouth, Mass.
[Teaching High School. 10. G-.P. p.]
Fanny L. Rogers C learning ton, Mass.
[10. G.P. s.t.p.]
_ 0 . $14 Maple St., Worcester,
Mrs. Josephine L. Sanborn . . ^ j\fass
[Teaching High School. 11. G. p.]
Anna L. Savil Box 397, Concord, N.H.
[Teaching High School. 3. G.P. p.]
Alice Shepard West Bridgeviater, Mass.
[Teaching Grammar School. 2. G.P. s.t.p. Feb. 22, 1879.]
Ellen M. Smith 51 M Street, So. Boston.
[Teaching Evening School. L G.P. s.t.p.]
L. Maria Stetson Medford, Mass.
[Substitute Brimmer School. 12. G.P. s.t.p.]
Mary E. Symonds .... 494 Washington Street.
[1—. G.P. s.t.p.]
Ida F. Taylor. ..... 27 Union Parle Street.
[Teaching Evening School. 1\. G.P. s.t.p.]
_ , $21 Prospect St., Worces-
Hannah A. lucker . s . f
C ter, Mass.
[Teaching Grammar School. 3. G. p.]
Fannie G. Tufts . . . . . Medford, Mass.
[0. G.P. s.t.p.]
Mary E. Waller Newton, Mass.
[0. G. s.t.p.]
C Box 209, So. Framing-
Mrs. Jennie I. Ware . . ■ -\ Mm, Ma$s.
[6. G.P. p.]
Carrie P. Wellington . . . Box 451 , Waltham, Mass.
[3. G.P. s.t.p.]
^T i , -r. ,m S Care of F. W. Eittredge,
Mabel F. Wheaton . . . . < _ / A a *
t Egleston Square.
[Substitute Dudley School. 1. G.P. s.t.p.]
Abbie M. Wiswall .... Newton Centre, Mass.
[1. G.P. s.t.p.]
Annie A. White 150 Chester Park.
[6. Temporarily withdrawn ]
12
SCHOOL DOCUMENT NO. 19.
FIFTH GRADE.
TEACHERS OF PRIMARY SCHOOLS.
Anna L. Adams Brockton, Mass.
[Teaching Primary School. 8. P. p.]
Lily B. Atherton Medford, Mass.
[Teaching District School, Hudson, N.H. 6 mos. P. s.t.p.]
Maria J. Bancroft Heading, Mass.
[Teaching Grammar School. 4. P. s.t.p.]
Abbie E. Batchelder .... 795 Shawmut Ave.
[Teaching Evening School. 1—. P. s.t.p.]
c 21 Hudson St., Worcester,
Effie L. Bennett . . . . M^
[Teaching Primary School. 1&. P. p.]
M. Lizzie Bryant 176 Chambers Street.
[Teaching Evening School. 1. P. s.t.p.]
63 Monroe Street, High-
Sarah S. Burr ell ....
C tanas.
[1. P. s.t.p.]
Lydia J. Butler West Newton, Mass.
[Teaching, Candia, N.H. 1. P. s.t.p.]
^ ( 754 Broadway, So. Bos-
Celia M. Chase < " y
C ton.
[Teaching Evening School. 6. P. s.t.p.]
Emma F. Chater Box 344, JSTatick, Mass.
[Teaching Primary School. 5. P. p.]
Mrs. Caroline F. Cutler . . . 23 Belle Ave.
[Teaching Private School, Jamaica Plain. Sept., 1, 1879.]
Mary E. Cotting Box 237, Waltham, Mass.
[Teaching Kindergarten, Roxbury. 4. P. p.]
„ „ _ . c 64 Lowell Road, South
Martha A. Doyle \
J ( Lawrence, Mass.
[9. P. p.]
Minnie C. C. Drew .... West Newton, Mass.
[0. P. s.t.p.]
Sarah B. Ellithorpe .... Hudson, Mass.
[Teaching Intermediate School. 3. Gr.P. p.]
„ _ C 33 'Woodward Ave., Hic/h-
Cora D. Farrar _ _ J
( lands.
[0. P. s.t.p.]
Emma S. Fisk 2 Hidl Street.
[Teaching Evening School. 4. P. s.t.p.]
MaryE. Flynn 6 0 Street, South Boston.
[Teaching Evening School. 1. P. s.t.p.]
t
CANDIDATES ELIGIBLE AS TEACHERS. 13
Anna Goodwin Box 1, Medford, Mass.
[Teaching Grammar School. 4. Temporarily withdrawn.]
Clara L. Harrington .... Hull, Mass.
[1. P. s.t.p.]
Gertrude Hawkins .... Fitchburg, Mass.
[1. P. s.t.p.]
Anne G. Lauriat Medford, Mass.
Temporarily withdrawn.]
Fannie E. Leahy 114 Prince Street.
[Teaching Evening School. 1. P. p.]
Emma F. Man son Scituate, Mass.
[Teaching Primary School. 2. P. s.t.p.]
T ... 5 131 Dale Street, High-
Emma L. Merrill > 7 7
[5 mos. p. s.t.p.] ' tanas.
Clara I. Metcalf 21 School Street.
[2. P. s.t.p.]
Jennie E. Metcalf Box 91, Winchester, Mass.
[Teaching Primary School, Medford, Mass. 2\. P. p.]
Climena B. Moore 2 Cliff Place, Highlands.
[Teaching Evening School. 7. P. s.t.p.]
Ella E. Morrill 145 Charles Street.
[Teaching Evening School. 2. P. s.t.p.]
Clara M. Moseley Atlantic, Mass.
[Teaching Evening School. 1. P.s. t.p.]
a • t -XT , (1 Kearsarge Ave., Hiah-
Annie L. JNewcomb
C lands.
[Teaching Evening School. 2. P. s.t.p.]
Sarah L. Norris East Bedham, Mass.
• [Teaching Primary School. 4. P. s.t.p.]
' „ . 5 Care J. H. Bufford's
Mary C. Penniman . . . ,\ 0 ^.^ _ _~ . n
[2. p. p.] C Sons, 141 Franklin St.
Viola G. Roys Ashton, B. I.
[Teaching. 1. P. p.]
Eunice J. Simpson .... Box 483, Newton, Mass.
[10. s.t.p.]
Julia A. Story Essex, Mass.
[Teaching Primary School. 1\. P. p.]
Winella W. Stratton .... Neponset, Mass.
[Teaching Evening School. 1. P. s.t.p.]
Carrie H. Summers .... Jamaica Plain.
[Teaching Evening School. 0. P. s.t.p.]
Eliza M. Warren ( Care of Mr. G. E. Gil-
\ christ, 8 Pemberton Sq.
[Teaching, Concord, Mass. 7. P. s.t.p.]
Nellie M. Whitney .... Manchester, JV.H.
[Teaching Primary School. 7. P. t.p.]
Annie L. Wood Box 23, Wellesley, Mass.
[Teaching Primary School, Newton, Mass. 4 P. p.]
SCHOOL DOCUMENT NO. 19.
SPECIAL GRADE.
FRENCH.
Narcisse Cyr 18 Boylston Street.
C 55 Waterman St., Provi-
Charles H. Gates
deuce, P.I.
EVENING HIGH SCHOOL.
Edward S. Lewis 16 Dover-st. Place.
William T. Souther .... City Hospital.
ELEMENTARY EVENING SCHOOLS.
Rufus P. Hubbard . ... 13 Winter Street.
Daniel J. Mullen \10f (^ 8treet> High
C lands.
Frank L. Well man ... 14 Pemberton Square.
Alexander Wiswall . . . . 15 Marshall Street.
EVENING DRAWING SCHOOLS.
Joseph T. Clark .....
[Temporarily withdrawn.]
KINDERGARTEN.
Helen E. Hawkins ....
SEWING TEACHERS.
Mrs. Emily S. Beckford ... 7 Sawyer Street.
Mrs. Sarah J. Bray . . . .15 Monument Sq.. Oh'n,
Mrs. Catherine J. Cadogan . . |
9 Chamjmey Place, High
88 Warren Street, High-
lands.
Caroline R. Dawes . i 7 7
C lands.
Mrs. Mary A. Donovan .
CANDIDATES ELIGIBLE AS TEACHERS. 15
Mrs. Sarah Felt ...... 13 Joy Street.
Harriet Guardinier .... 4 Bradford Street.
Mrs. Olive C. Hapgood . . . Roxbury.
Mary G. Lamring 97 F Street, So. Boston.
Harriet Lemist Norfolk House.
Lizzie C. LeMoyne .... 7 Bowdoin Square.
Ellen F. Lowell \9 DoUglaS Street> 0am-
C bridgeport, Mass.
Hattie M. Mace C 27 Woodward St., So.
c Boston.
Helen Morev \ Lexington St., East
I Boston.
Elizabeth Pye \ BoX 39h H^de 1>ark>
c 3Iass. x
Mary V. Riley 6 G Street, So. Boston.
Mrs. Sarah H. Strauss . . 36 Dwight Street.
Lizzie A. Thomas 514 Tremont Street.
Sarah E. Titcorab Gardner Street, Allston.
Helen A. Underhill . ... 14 West Street.
T\/r n • i v tt ^ 92 Boiv Street, Charles-
Mis. Harriet N. \\ ason . . . <
C town.
16
SCHOOL DOCUMENT NO. 19.
GRADUATES OF THE BOSTON NORMAL SCHOOL
ELIGIBLE FOR POSITIONS AS ASSISTANTS OF GRAMMAR SCHOOLS
AND TEACHERS OF PRIMARY SCHOOLS.
[The year following the name indicates the year of graduation.]
Mary E. Abercrombie (1878) . 275 Shaivmut Avenue.
[G.P. s.t.p.]
T1 TT A , C Washington St.. Jamaica
Ida H. Adams (1877) . . . < .
c Plain.
[Substitute Hillside Primary School. 6 mos. G.P. s.t.p.]
Jessie S. Aldrich (1877) . . . 45 Walnut Avenue.
[G.P. s.t.p.]
Carrie L. Baker (1874) . . . . 3 Milford Street.
[Teaching Evening School. G.P. s.t.p.]
Nellie M. Bennett (i877) . . . 90 Kendall Street.
[4 mos. G.P. s.t.p.]
Nathalia Bent (1874) .... Brockton* Mass.
[Teaching Primary School. 3. G.P. p.]
Caroline D. Bere (W8) . . . Sharon, Mass.
[G.P. s.t.p.]
Mary L. Bibbey (1877) ... 7 Vernon Place.
[Teaching Evening School. G.P. p.]
Eudora F. Bickford (W3) . . 1 Causeway Street.
[G.P. s.t.p.]
-r^, C Cottage St., cor. Norfolk
Florence J. Bigelow (i878) . . < y ' J
C Ave., Dorchester.
[G.P. s.t.p.]
Hattie P. Bill (i875) .... Waltham, Mass.
[Teaching Grammar School. 3. G.P. p.]
310 E. Rich St., Colum-
bus, Ohio. .
Delia Bingham (1874)
....{
[Teaching Grammar School. 2\. G.P. p.]
Annie R. Blanchard (1875) . . Billerica, Mass.
[Teaching Primary School. 3. G.P. p.]
-r-r-r- Tti i i ( 8 Mt. Vernon St., Charles-
Mary W. Blanchard (1875) . . \
I town,
212 Dorchester St., So.
[G.P. s.t.p.]
Clara H. Booth am) . . . . ^
Boston.
[Teaching Evening Sohool. G.P. s.t.p.]
CANDIDATES ELIGIBLE AS TEACHERS. 17
_ C 119 Bunker Hill Street.
Lucy M. Bos worth (1876) . . . <
C Uharlestown.
[Teaching Evening School. G-.P. s.t.p.]
TT 1(. T , ( 813 Broadway, So. Bos-
Hattie J. Bowker (1878) . . . < J
C ton.
[G.P. s.t.p.]
Mattie K. Borden (1878) ... 2(9 Bigelow Street.
[Teaching Evening School. G.P. s.t.p.]
Anna J. Bradley (1874) . . . Chestnut Ave., Jam. Plain.
[G.P. s.t.p.]
Mary Bradley (1874) .... Curtis St., Jam. Plain.
[G.P. p. Temporarily withdrawn.]
Ellen A. Brown (1873) . . . . Union Ave., Mt. Bowdoin.
[Teaching Evening School. G.P. s.t.p.]
Helen L. Brown (1875) . . . Woburn, Mass.
[3mos. G.P. s.t.p.]
Annie E. Bryant (is76) . . . East Lexington, Mass.
[Teaching Ungraded School. 1. G.P. p.]
Martha G. Buckley (i878) . . 27 Swan Street.
[Teaching Evening School. G.P. s.t.p.]
Helen F. Burgess (ms) . . . Fuller St., Dorchester.
[G.P. s.t.p.]
Adeline J. Callender .... Harrison Square.
[Temporarily withdrawn.]
Lucy Gr. M. Card (i877) . . . 34 Regent St., HighVds.
[G.P. s.t.p.]
™ i U rn. it S 75 Essex Street, Chelsea,
Charlotte Chains (1878) . . . <
C Mass.
[G.P. s.t.p.]
t v nu ii- $ 75 Essex Street, Chelsea,
Julia Chalks (1874) < 9 '
( Mass.
[Teaching Primary School at Brockton. 4. G.P. p.]
Annie D. Clough (i878) . . . 33 Warren Avenue.
[G.P. s.t.p.]
Mary E. Colburn (i875) ... 27 Burroughs Place.
[Teaching Evening School. 1. G.P. s.t.p.]
Mary C. Copeland (1874) . . . Brockton, Mass.
[Teaching Grammar School. 4. G.P. p.]
Ellen B. Crooker (1878) . . . 62 G Street, So. Boston.
[Teaching Evening School. G.P. s.t.p.]
r V ' i S 787 E. Fourth St., So.
Lena J . Crosby (1877) . . . . ^ Boston
[G.P. p.]
^ . _ (2 Lagrange Place, High.
Emma A. Cudworth {mi) . A 7
C lands.
[G.P. s.t.p.]
18 SCHOOL DOCUMENT NO. 19.
•
Frances E. Cullen (W5)
< 497 E. Eighth St., So.
[G.p. s.t.p.]" ' * < Boston.
Elizabeth K. Cummings (ms) . 129 Emerson Street.
[Teaching Evening School. G.P. s.t.p.]
-m «- m n .i ( 36 Newbern St.. Hiqh-
Mary T. Cunningham (1875) . < 9 J
C lands.
[Teaching Evening School. Q-.P. s.t.p.]
at tit /-i i • { Parhman Street. Harrison
Alice M. Cushing (1874) . . . < 9
C Square.
[Teaching Evening School. 1. G. P. s.t.p.]
Hattie A. Darling (i878) . . . Savin Hill Avenue.
"[G.P. s.t.p.]
Ida H. Davis (W3) 3 Canton Street Place.
[Temporary teacher Bowditch District. 6 mos. G.P. s.t.p.]
Sarah E. Deane (1875) .... 2757 Washington Street.
[Teaching Evening School. G-.P. s.t.p.]
Florence I. Drake (1877) . . . 3 Mt. Warren, Highlands.
[Teaching Evening School. 3 mos. G.P. s.t.p.]
Mary E. Driscoll (1876) . . . Centre St., Jam. Plain.
[Temporary teacher Central District. 4 mos. G.P. s.t.p.]
Clara C. Dunn (i877) .... 125 Tyler Street.
[3 mos. G.P. s.t.p.]
Anna M. Edmunds (i876) . . . 59 Quincy Street.
[7 mos. G.P. s.t.p.]
c Gore Ave., cor. Terrace
Sabina Egan cm,, j Highl(mds
[Teaching Evening School. 4 mos. G.P. s.t.p.]
Sarah B. Ellithorpe (W5) . . Hudson, Mass.
[Teaching Intermediate School. 3. G.P. p.]
„ „ „ , ( 53 Old Harbor St., So.
May G. Esdon (1876) . . . . <
[4 mos. G.P.s.t.p.] C BOSWn.
Amoritta E. Esilmau (is77) . . Byron Court, Jam. Plain.
[Teaching Evening School. G.P. s.t.p.]
Lizzie W. Everett (1875) . . . Newton Upper Falls.
[Teaching Primary School, Newton. 2. G.P. p.]
Annie A. E. Fagan {mi) . . 96 Hammond Street.
[Teaching Evening School. G.P. s.t.p.]
_ C 34 Clarence Street, High-
Mary L. Farrington (1878) . • > ; 7
[g.p. s.t.p.] ' lands.
Catherine J. Finneran (i877) . . Downer Street, Highlands.
[Teaching Evening School. 7 mos. G.P. s.t.p.]
Ella F. Fitzgerald cms) . . . 283 E Street, So. Boston.
[Teaching Evening School. G.P. s.t.p.]
CANDIDATES ELIGIBLE AS TEACHERS. 19
Mary L. Fitzgerald (1877) . . . ^
C 218 Athens Street So,
Kate E. Fitzgerald (1874) . . . -J 1
C Boston.
[Teaching Evening School. G-.P. s.t.p.]
228 W. Ninth St., So.
Boston.
[Teaching Evening School. G.P. s.t.p.]
Mary E. Flynn (ws) . . . . 6 C Street, So. Boston.
[Teaching Evening School. 1. G.P. s.t.p.]
Sarah G. Fogarty (i878) . . . 14 Kennard Avenue.
[G.P. s.t.p.]
Minnie J. Folger (1878) . . . 42 Pearl St.,E. Som'ville.
[G.P. s.t.p.]
Eosanna Follan (1876) .... Green St., Jam. Plain.
[G.P. s.t.p.]
Martha L. Frame (ws) .
73 Eutaw Street, East
Boston.
Callie E. Gary (1875)
[G.P. s.t.p.]
Essie A. French (1878) . . . 211 W. Canton Street.
[G.P. s.t.p.]
Ella Fuchs (ists) 150 K Street, So. Boston.
[P. s.t.p.]
Emma F. Gallagher (i878) . . 17 Ball Street.
[G.P. s.t.p.]
( 31 Washington Street,
I Charlestown.
[6 mos. G.P. s.t.p.]
Frances W. Gill (1873) . . . 40 Palmer St., Highlands.
[3 mos. G.P. s.t.p.]
Agnes Gordon (1876) .... Box 66, Loicell, Mass.
[G. s.t.p.]
Sara M. Graham (1874) . . . Box 14 8, Lexington, Mass.
[8ft. G.P. p.]
T . . ' ( 1005 H Street, Washing-
Lizzie L. Gray (1877) . . . . < _ „
C ton, D.Q.
[Teaching. 1. G.P. p.]
^ . m, TT n ( 391 W. Broadway, So.
Came Iherese Hale (1877) . . < _ u
C Boston.
[G.P. s.t.p.]
T, TT .... C 98 Marion St., East Bos-
Ida E. Halhclay (1876) . . . . <
C ton.
[7 mos. G.P. s.t.p.]
Martha W . Hanley (1878) . . . Bear 2298 Washington St.
[G.P. s.t.p.]
Lydia E. Hapenny (1877) . 81 Russell Street.
[Temporary teacher Prescott District. 1. G.P. s.t.p.]
20 SCHOOL DOCUMENT NO. 19.
Abby S. Hapgood (1875) . . . 19 Cook St., Charlestown.
[Teaching Evening School. 2. G-.P. p.]
Carrie A. Harlow osts, . . S ^7 E. Eighth St., So.
C Boston.
[G.P. s.t.p.]
Ellen E. Harrington (i874) . . Lexington, Mass.
[Teaching Primary School. 4. G.P. p.]
Helen S. Harrington (1876) . . Brighton, Mass.
"[G.P. e.t.p.]
Katie Haushalter (is76) . . . 201 Congress Street.
[Teaching Evening School. 3 mos. G.P. s.t.p.]
Laura K. Hay ward {im) . . . ' Maiden, Mass.
[Teaching Grammar School. 5. G.P. p.]
. n i n 5 527 E. Sixth St., So.
Emily F. Hodsdon (i878) . i ^
[4 mos. G.P. s.t.p.] C Boston.
M. Ava Holbrook (i%u) . . . So. Gardner, Mass.
[G.P. p.]
-p -r-r £> i c AspimvallAve., Br oohline,
Emma L. Hosford (1875) . . . \ \m 9
I Mass.
[G.P. s.t.p.]
Mary A. Howe (1876) .... Box 282 Taunton, Mass.
[Teaching Grammar School. 4. G.P. p.]
Adelaide E. Ingraham (1876) . . Norwood, Mass.
[Teaching Grammar School in Dedham. 1. G.P. p.]
( 46 Princeton Street, East
Nellie F. James (1877) . . ^ Boston
[G.P. s.t.p. Sept. 1, 1879.]
Sarah A. Jordan (istt) . . . Newton Lower Falls, Mass.
[G.P. p.]
Ida F. Kendall (1873) .... Harrison Square.
[G.P. s.t.p.]
Jennie I. Kendall (I875) . . . Harrison Square.
[3 mos. G.P. s.t.p.]
Laura M. Kendrick (1878) . . 70 Zeigler St., Highlands.
[Teaching Evening School. G.P. s.t.p.]
T„ T rr C 111 Saratoga St., East
Elma I. Kenney (isi&) . . . < _
C Boston.
[G.P. s.t.p.]
Susie Knott (1876) 97 Pearl St., Charlestou-n.
[Teaching Evening School. G.P. p.]
Lizzie B. Ladd (1876) . . . . Box 54, Sharon, Mass.
[Teaching Grammar School. 2. G.P. p.]
Fannie D. Laue (i875) . ... 457 Dudley Street.
[G.P. s.t.p.]
Ella F. Lanning (1876) . . . 97 F Street, So. Boston.
[G.P. p.]
CANDIDATES ELIGIBLE AS TEACHERS.
21
Dora M. Leonard (W8) . . . 91 Fort Avenue,
[G-.P. s.t.p.]
Mary L. Lewis (1873) .... Hyde Park, Mass.
[G.P. s.t.p.]
• -r tt • -1 ( 76>£ Buggies St., High-
Minnie L. Lincoln (we)
C lands.
[G-.P. s.t.p.]
Carrie J. Littlefield (1877) . . £ Dallas PL, Highlands.
[G.P. s.t.p.]
Hattie A. Littlefield (1878) . . 9 Dallas Place, Highlands.
[Teaching Evening School. G.P. s.t.p.]
Alice H. Long (1875) .... Melrose, Mass.
[Teaching Intermediate School. 2. G.P. p.]
Mary E. Mann (1874) .... Bowdoin Sq., Dorchester.
[3 mos. G.P. p.]
„ . ( 74 Bichmond St. , Charles-
Abbie C. Mc Amine (i877) . .1
c town.
[Teaching Evening School. G.P. s.t.p.]
Ellen C. McDermott (1874) . . 107 Vernon Street.
[Teaching Evening School. G.P. s.t.p.]
Elizabeth McDonald (1876) . . Neivbern St., Jam. Plain.
[G.P. p.]
Hannah L. McGlinchey [1876) . 787 Sixth St., So. Boston.
[Teaching Evening School. 6 mos. G.P. s.t.p.]
_, ^ (34 Union St., Charles-
Allies Mcuowan (i878) . . \
° C town.
[Teaching Evening School. G.P. s.t.p.]
Ellen E. McKean (i875) . . . Manchester, JV.H.
[Teaching. G.P. p.]
Emma L. Merrill (i875) . . . 131 Dale St., Highlands.
[G.P. s.t.p.]
Frances Merrill (1876) .... Stoneham, Mass.
[G.P. s.t.p.]
2 Meridian Place, East
Boston.
[G.P. s.t.p.]
T. . „ (141 Princeton St., East
Mary Lizzie Morrissey (1876) . ^ Boston
[3 mos. G.P. s.t.p.]
Dora Morrison (1877) .... 603 Fifth St., So. Boston.
[3 mos. G.P. s.t.p.]
Mary E. Morse (i877) .... Boston Street, Dorchester.
[Teaching Evening School. G.P. s.t.p.]
Ella W. Mitchell (mi) . . . ^
SCHOOL DOCUMENT XO. 19.
Helen L. Moul ton (is76) . . . Box 1415, Nashua, AT.H.
Amelia M. MulUken (is::, . . \ Bo* 103 >
i Jlass.
[G.P. s.t.p.]
Harriet D. Mulliken cistt^ . . 1 Highland PL, HighVds.
[Teaching Evening School. G.P. s.t.p.]
M. Agnes Murphy ;is:5) . 3 Chapel St., Highlands.
[Teaching Evening School. G.P. s.t.p.]
Marv Murphvasr:) .... 50 Regent St., Highlands.
[GJ\ s.t.p.]
Hannah A. Xash (is73> . . . Greenfield, Jlass.
[4. G.P. s.t-p.]
Eva M. Xav as:: 8 Warren PL, Highlands.
[G.P. 6.t.p.]
Marion Xewell . ... 24 Stamford Street.
:g.p. s.t.P.]
Henrietta Nichols (is-) . . . 5 E. Fifth St., So. Boston.
[G.P. s up.]
Eliza R. Xoyes ;ist4: .... Canton, Mass.
[G.P. s.t.p.]
Elizabeth E. O'Counell (mw) . 50 Vale St., Highlands.
[Teaching Evening School. G.P. s.t.p.j
Fannie L. O'Connell cists) . . 50 Vale Si , Highlands.
[Teaching Evening School. G.P. s.t.p.]
„ ™, ( 60 Telegraph Street, So.
Marv E. O Conner ists) . . . ^ - r
C Boston .
[Teaching Evening School. G.P. s.t.p.]
Honora T. O'Dowd (ist3) . . . 4 Baldwin Place.
[Teaching Evening School. 1. G.P. s.t.p.]
Ella A. Orr fwwi 631 Dorchester Ave.
[G.P. s.t-p.]
» . . ~ -i C 188 London Street, East
^arah A. Overend mss} . . . <
C Boston.
[Teaching Evening School.]
Sadie P. Paine [Hi] .... 5 Jlystic St., Charlestoxcn.
[6 mos. G.P. s.t.p.]
Elizabeth Palmer asTT) . . . 5 Alpine St., Highlands.
[Teaching Evening School. G.P. p.]
Mary A. Palmer . . . S. Eagle St., East Boston.
[Teaching Evening School. G.P. s.t.p.]
A. Lizzie Park [isnj .... Norwood, Jlass.
[Teaching. 5. G.P. p.]
Lizzie F. Parker (isto) . . . Stoneham, Jlass.
[G.P. *.t.p.]
CANDIDATES ELIGIBLE AS TEACHERS.
23
n . ~ , , < /4 Lexinaton Street, Wal-
Susie C. Peabody (isTo) . . . < r
C ma 77i, Jlass.
[Teaching. G.P. p.]
Florence A. Perry cists) . . . Savin Hill Ave.
[G.P. s.t.p.]
Oria J. Perry ;i877) .... Roslindale.
[G.P. s.t.p.]
o u • tt m- K24 Princeton Street. East
Sophronia H. Phinnev [wn] . < _
C Boston.
[G.P. s.t.p.]
Mary E. Pierce cists) .... Adams, cor. Richmond St.
[G.P. «U.p.]
Charlotte Ann Pike pmq . . i „
c Boston .
[Teaching Evening School. G.P. s.t-p.]
Mary Ella Pitcher (is?:) . . . 80 Pinckney Street.
[Teaching Evening S:L: :L G.P.'=.:.p."
■» m y-v -px ^ 565 E. Eiohth St.. So.
Mary B. Powers (is:*) . . . <
C Boston.
[Teaching Evening SchooL 1. G.P. s.t-p.]
Margaret H. Price (isT6) . . . Box 233, Xeicton, Mass.
[G.P. sXp.]
T 0 . A SIMS Hickory St., St.
Jane Reid cisre; < . »
C Louis, Jlo.
[Teaching Grammar School. 1|. G.P. p.]
Margaret F. Riley asr-t) . . . 95 W. Springfield St.
[G J*. a.Lp.]
Clara E. Roberts cis~s) . 9 Akron St.
[GJ». s.t.p.]
Laura S. Russell corn . . . 201 E St., So. Boston.
[Teaching Evening School. G.P. s.t.p.]
Mary G. Ruxton (is:s) .... Morton St.
[Teaching Evening School. G -P. s.t-p.]
Mary E. Ryder (istt) .... Centre St., Dorchester.
[1. GJ\ s.t.p.]
Mary F. Savage (isrs) . . . 9 Leeds Street.
' [3 mos. G.P. s.t.p.]
Annie W. Seaverns cists) . . . 2 Dudley Place.
[G.P.s.t.p.]
Caroline A. Shepard (isrs) . . Prescott Place. Dorchester.
[GJ». s.t.p,]
Marietta D. Shepherd
[G.P. s.t-p.]
Emma F. Simmons asrs) •
101 Lnman St., Cam-
bridgeport, ATass.
383 Fourth Street, So.
Boston.
[T^c^g Evei^g ScL:::. G.P s :.p "
24
SCHOOL DOCUMENT NO. 19.
Carrie M. Small (1877) .
17 Mt. Vernon Street,
Charlestown .
[Teaching Evening School. 4 mos. G.P.^s.t.p.]
Emma T. Smith (W8) . .
[G.P. s.t.p.]
Mary W. Smith (1878) . .
[G.P. s.t.p.]
Grace L. Stevens (i87S) .
[G.P. s.t.p.]
Alice G. Stockman (1877) .
[G.P. s.t.p.]
Alma E. Strout cms) . .
[G.P. s.t.p.]
36 Williams Street.
428 Bunker Hill Street,
Charlestown.
2 Dunreath Place, High-
lands.
2463 Washington Street,
Highands.
403 Athens Street.
Sarah E. Stumpf (i875)
■{
640 E. Fourth St., So.
Boston.
[Teaching Evening School. G.P. s.t.p.]
Cornelia M. Sullivan (1877) . . 59 Centre Street.
[Teaching Evening School. G.P. s.t.p.]
Catherine S. Summers (1874) . . Jamaica Plain.
[Teaching Evening School. G.P. s.t.p.]
Miriam B. Swett (1876)
[G.P. s.t.p.]
Mary A. Titcomb (1875) . .
[G.P. s.t.p.]
Newionville, Mass.
Franklin, Mass.
Fannie L. Toppan (1878) .
[G.P. s.t.p.]
Hattie M. Tucker (i878) .
11 Woodward Street, So.
Boston.
Nellie B. Tucker (1876)
. .<237 Princeton St., Fast
i Boston.
[Teaching Evening School. G.P. s.t.p.] „
( 73 Putnam Street, East
I Boston.
[Teaching Evening School. 6 mos. G.P. s.t.p.]
Nellie M. N. Tucker (1877) . . Dorchester.
[Temporarily withdrawn.]
Lucy D. Tuckerman cms) . . 24 Somerset Street.
TT ,. . _ ( Care Henry Turner, At-
Hattie E. Turner (1876) . . . < . *
[g.p. s.t.p.] ' lantic Avenue.
Grace St. L. Urann (ms) . . Columbia Street.
[G.P. s.t.p.]
Minnie S. Warren (1877) . . . 234 Silver St., So. Boston.
[Teaching Primary School, W. Somerville, Mass. 9 mos. G.P. p.]
CANDIDATES ELIGIBLE AS TEACHERS.
25
Ellen Watson (i877) Plymouth, Mass.
[Teaching, South Manchester, Conn. See Third Grade.]
Sarah E. Welch cms) .... 151 I Street, So. Boston.
[G-.P. s.t.p.]
T 0 T,r , t ( Weld. cor. Willow Street,
Lena S. Weld cms) . , . -j '
(. West lioxbury.
[Temporary teacher, Charles Sumner District. 3 mos. G.P. s.t.p.]
Lydia G. Wentworth cms) . . 9 Alpine Street.
[3 mos. G- P. s.t.p.]
Emma M. Weston (i875) . 46 Poplar Street.
[Teaching Evening School. CP. s.t.p.]
Annie J. Whelton (1876) . . . 13 Belle Ave., Highlands .
[Teaching Evening School. CP. s.t.p.]
Georgiana Whiting (i878) . . . Charlestown.
[CP. s.t.p.]
Fredelena A. Wiggin (1877) . . 108 Pembroke Street.
[Teaching Intermediate School at E. Milton. 1. G.P. p.]
Mary Ellen Wilder (me) . 9 Winchester Street.
[Teaching Evening School. G.P. s.t.p.]
Lizzie C. Williamson (1877) . . MarsJifield Centre, Mass.
[Teaching Ungraded School. 2\. CP. p.]
t . T,T., C 395 Bunker Hill Street,
Lucy A. Wilson (i878) . . . <
C Charlestown.
[G.P. s.t.p.]
Mary B. Winchell (i877) . . . Maynard, Mass.
[Teaching Primary School. 6 mos. G.P. p.]
Mattie F. Wright (W5) ... . 76 Revere Street.
[G.P. s.t.p.]
26
SCHOOL DOCUMEXT NO. 19.
NAMES OF CANDIDATES WHOSE CERTIFICATES
HAVE EXPIRED.
Section 149 of the Rules of the School Committee. — Xo cer-
tificate, the holder of which has been out of the service of the city for a
term of two years, shall be valid, unless re- newed by the Board of
Supervisors after careful investigation.
At a meeting of the Board of Supervisors held November
11, 1878, it was
" Voted, That the list of certificates which have expired by limitation
(under Section 149), is subject to change whenever an applicant for
renewal of certificate shall present to this Board sufficient reason
therefor/1
Jennie Abbott,
Lavinia E. Adams,
Helen M. Bell,
Hattie A. Bickford,
Lizzie S. Chadbourne,
Ella L. Chittenden,
Octavia Curtis,
Maria L. Dean,
Melissa M. Dole,
Annie E. Drew,
Clara Edwards,
Amanda C. Ellison,
Rebecca F. English,
Mary A. Goodwin,
Julia Gowing,
Emily E. Hildreth,
I
Jennie L. M. Hill,
Emma S. Holbrook,
Florence A. Howe,
Isabelle F. Lee,
Miriam Levi,
Mary L. Lewis,
Delia Merrick,
Margaret E. Moynihan,
Elizabeth D. Mnlrey,
Fannie A. Nickerson,
Harriet I. Preble,
Annette W. Sawyer,
Clara J. Snow,
Ella F. Soule,
Annabel Stetson,
Emily W. Withey.
f
V
SCHOOL DOCUMENT NO. 20.
ANNUAL REPORT
OF THE
COMMITTEES ON
MUSIC AND DRAWING.
1 8 7 s .
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1 8 78.
In School Committee, Sept. 10, 1878.
Accepted, and, on motion of Mr. Perkins, ordered to be
printed.
Attest :
GEO. A. SMITH,
Secretary.
REPORT.
As the Committees on Music and Drawing are about to be
consolidated, they have thought it unnecessary to prepare
separate reports, as hitherto. They now respectfully submit
a joint Annual Report, containing mention of all proposed
changes in, as well as arrangements and suggestions for,
the management of these studies in the public schools during
the coming year.
The necessity of employing a large number of special
instructors, until the regular teachers were fitted to replace
them, has hitherto made it impossible to carry on these
studies in a manner calculated to insure success otherwise
than at a large expense, but, as through attendance at the
normal classes many of them have become capable of teach-
ing music and drawing, it can now be left in their hands to
a great extent, without risk of checking the march of im-
provement or lowering the standard of attainment. This
arrangement will doubtless tend to satisfy many persons
who, in consideration of the great expense of special in-
struction, have regarded music and drawing as drains upon
the public purse out of all proportion to their utility.
Henceforth they will be for the most part taught by the reg-
ular teachers ; and, as marks awarded for them will be
counted like marks given for other studies, they will no
longer stand outside the regular curriculum, as if simply
allowed and not required.
Drawing is now generally admitted to be one of the four
fundamental studies best calculated to fit children for practi-
4
SCHOOL DOCUMENT NO. 20.
cal life ; and this not only because it is the langugage of form
in every branch of industry, but also because, by quickening
the power of the eye to seize the forms of letters and words,
it helps children to learn to read ; and by training the hand
to represent forms it helps them to learn to write. Being
thus important in itself as a means of expression, and as an
auxiliary to the acquirement of other means of expression, it
is really one of the most valuable studies pursued in our
public schools, and we may trust that the time is not far dis-
tant when we shall cease to hear it spoken of as an accom-
plishment, by those who are at present wholly or partially
blind to its practical importance. The Director of Drawing,
Mr. Walter Smith, has well said, that " No house was ever
built, no steam-engine or steamboat ever constructed, no
garden ever laid out, no ship ever planned, no tunnel ever
bored, no machine ever put together, without its aid/' It
lies at the basis of all industry, as at the basis of all art, and
the attacks made against its practice in the schools come
from those who overlook the fact that it is as vitally linked
with the first as it is with the last. That, indeed, is the only
ground on which drawing can be taught in public schools.
We claim an equal right for music to a place in common-
school education, but on very different grounds. Although
it has not the same practical bearing upon life, if by practical
use we are to understand an absolute money-making power, its
moral influence is even greater. It not only raises the minds
of the young to nobler planes of sentiment than those
habitual to them, by making them breathe for a time a pure
atmosphere of pleasurable emotion, which strengthens, while
it healthily refreshes, the spirits of all who join in it; but
it develops ideas of order and obedience, as part-singing is
impossible without discipline, and forms a bond of brother-
hood between the singers, by demanding concurrent and
systematized action. While part-singing is thus morally
beneficial, it is also physically useful, as being a most
MUSIC AND DRAWING.
5
healthy exercise for the lungs. Finally, it must not be for-
gotten that music, which, when of high quality, finds its way
to all hearts through delighted ears, is invaluable at the
Annual School Exhibitions, Without it they would be dead
and lifeless.
The vital points in any scheme of instruction are a plan
of work, and competent experts to judge and test it. These
we may fairly claim to have secured in the administration
of music and drawing. In each the plan of work has
been slowly matured, and, after undergoing many modifica-
tions suggested by experience, is now well adjusted to our
circumstances and requirements. Not that we suppose it
to be perfect in music or drawing, but when we compare
our own with some foreign systems, we find cause for a
certain degree of legitimate satisfaction.
Thus, in regard to the teaching of music in England, Mr.
Hullah, the able Inspector for Elementary Schools, says in
his report (1876-7), "What has latterly been done for
music in schools has rather impeded than furthered its
improvement. The State gives one shilling for each child
who is reported by an inspector, nominal or otherwise, to
be able to sing by ear. The songs required of scholars are
worthless as a means of musical culture ; they take up time
that might be given to the real study of the subject, and, as
I have been repeatedly told by school-masters whom I knew
to be competent to teach, prevent their turning their
kno wedge to account in teaching their pupils not half-a-
dozen songs, but music." These plain statements have had
their proper effect, for the President of the Committee of
Council on Education has lately informed Parliament that
Mr. Hullah is to be sent to the Continent to report on the
teaching of music. As the present "limp system " is said
to cost England £90,000 per annum, it is most desirable
that she should look abroad for light. In the schools
of Holland and Belgium Mr. Hullah will find, as he
6
SCHOOL DOCUMENT NO. 20.
would find in our own schools, were he to honor them with
a visit, a system which teaches children to understand the
values of notes, to sing at sight, to observe time, measure,
and rhythm, and to recognize all musical signs and marks of
expression.
In this connection the Committee on Music think it but
just to express their sense of the great services rendered to
Primary-School instruction in music by the late special in-
structor, Mr. Luther W. Mason, who mainly organized and
has zealously worked to perfect it during his many years of
faithful service in the public schools, now brought to an
honorable close.
So much has been said of our system of instruction in
drawing in previous reports that we need not expatiate upon
it here. It has certainly produced remarkable results, and
we have reason to be grateful to our able Director, Mr.
Walter Smith, who, with ample knowledge of the merits
and defects of foreign systems, organized and shaped it to
suit our peculiar circumstances. In the future it will be
possible to carry it on at a reduced expense to the city.
A saving of $3,600 has been effected by dropping three of
the special instructors ; but it is to be remembered that had
we not had their aid in the past, the regular teachers would
not have been, as they now are, capable of taking their
places. A further saving will eventuallv be effected in the
cost of drawing- books ; but here again it must be remem-
bered that it is the experience which has been gained
through those at first used, that we have learned how they
they maybe produced more cheaply and yet serve an equally
useful purpose. The need of drawing-books in the schools
is shown by the fact, that the work of pupils in the Upper
Primary and High-School classes, where they are not used,
is less good than that of Grammar-School pupils who use
them. The reason of this is, that while teachers who
have learned to draw as adults can teach well from copies,
MUSIC AND DRAWING.
7
few can put examples on the black-board. They need
to have a definite course of work laid down for their
guidance. As a rule teachers can write far better than
they can draw, and yet their pupils cannot get along with-
out writing-books. Without drawing-books the pupils
would have to depend upon the manual skill of their teach-
ers, which, as proved by the examination papers, is often in-
ferior to their own, at least to that of pupils in the upper
classes, although they were taught what they know by the
use of books, under the direction of these same teachers.
It is clear, then, that an organized system laid down in
books is absolutely necessary, since without it we should
have to depend upon many teachers, with different views
and limited knowledge ; or, in other words, upon their ac-
cidental qualifications. Blank books, which would have to
be provided were illustrated books displaced, cost eight
cents apiece, while the latter cost fifteen cents. Surely, no
one can grudge the difference in cost, unltss they consider it
cheaper to throw away eight cents than to spend fifteen wisely.
We heartily join in the wish expressed by the Superintend-
ent, Dr. Eliot, in his Annual Keport, "that the imagination
had freer play in drawing, and that the books through
which instruction is given wTere both more aesthetic and
more elastic ; " but at the same time we doubt whether they
could be aesthetically improved without exciting opposition.
Drawing in public schools is meant, we are told, to train the
hand and the eye to exactness, and not to be taught with,
reference to its artistic applications ; and that this is the
feeling of many influential persons has been shown by the
fact that, even in the High Schools, where the pupils of the
graduating classes have been, to some extent, supplied with
casts and flat copies of a high order, and with flowers and
other natural objects calcuated to excite a love of beauty in
their minds, the effort to make the course more aesthetic has
s
SCHOOL DOCUMENT Xo. 20.
been spoken of in the School Board, and in the newspapers,
as illegitimate in school training.
Under these circumstances we hardly see any other possi-
ble course than that taken, which seems most certain to
enable the study to maintain a foothold in the schools.
According to the present arrangement the pupils draw
through eighteen books in twelve years, four of which are
blank, and fourteen illustrated.
In the Primary Schools the Primary Manual is used by the
teacheV, and the card series Xos. 1 and 2 by the pupils.
As these are already in the schools, uo annual expense is
incurred for copies.
In the Grammar Schools the teachers use the Grammar-
School Manual, and the pupils such drawing books as are
mentioned in the following programme : —
Class 6. — September to February, Xo. 6 Freehand book ;
February to July, No. 6, Eerie w of.
Class 5. — September to February, No. 1 Geometry;
February to July, Freehand Xo. 2.
Class 4. — September to February, Xo. 2 Geometry ;
February to July, Freehand Xo. 3.
Class 3. — September to February, Xo. 3 Geometry ;
February to July, Freehand Xo. 4.
Class 2. — September to February, Xo. 1 Model : Feb-
ruary to July, Freehand Xo. 5.
Class 1. — September to February, Xo. 2 Model ; Feb
ruary to July, Freehand Xo. 6.
In the High Schools the senior class uses no books.
The middle use Xo. 1 Perspective from September to
February, and blank-books from February to July.
The junior use Xo. 2 Perspective from September to Feb-
ruary, and blank-books from February to July.
Some saving of material might be effected if the principals
.of schools were directed to return all half-used books to the
School Committee rooms, in order that they might be made
MUSIC AJSTD DRAWING.
9
over or exchanged ; and a great saving in expense would
certainly result if the pupils of the High Schools were re-
quired to pay for books and drawing materials.
The well-put argument of the Superintendent of Public
Schools (see Annual Report, page 27) against t^e present
policy of suplying text-books to "children who can pay for
them as freely as to those who cannot," is equally applicable
to drawing-books and drawing materials. It is not by doing
away with them altogether, which would be tantamount to
putting a complete stop to the study of drawing, and making
all past sacrifices fruitless, that expenses should be dimin-
ished ; but by making the cost of them fall upon those who
can afford to bear it. We cannot do without books, though
we can and shall have them at a cheaper rate ; neither can we
buy fewer than at present, when the upper classes in the
Primary Schools use blank-books, the different classes in the
Grammar Schools use two printed books per annum for each
pupil, the senior class in the High Schools use no books, and
the middle and junior classes only one printed book per
annum for each pupil.
The Committees on Music and Drawing, foreseeing the
reduction in the number of special instructors which was
made in the month of June, took pains to satisfy them-
selves beforehand that this step, which would place these
branches of instruction on a new footing in the public
schools, could be taken without risk of detriment to their ef-
ficiency. In the month of March the special instructors in
music were directed to prepare lists of the names of all
teachers in the districts under their charge whom they con-
sidered competent to teach it. These lists, being sent in,
satisfied the committee that the Grammar and Primary
Schools were amply provided with competent teachers,
needing only occasional supervision from the special in-
structors.
The same fact was ascertained in regard to drawing,
10
SCHOOL DOCUMENT NO. 20.
through the examinations held by the Director. These
showed that out of 1,066 teachers, we now have 494 who
have passed in all the five subjects required, namely: Per-
spective, Geometry, Freehand, Model, and Memory Draw-
ing; 137 ^who have passed in 4 subjects; 124 in 3 ; 74
in 2, and 41 in 1 subject, leaving a remainder of 196 who have
passed in none. Of more than 100 of these, who have been
excused from attending normal lessons, on account of ill-
health, or defective eyesight, duly certified by a physician,
nothing is to be said ; but the rest are plainly at fault. It is
true that there are some among the comparatively few
teachers who have neglected to qualify themselves to teach
drawing, who can justly plead want of time to do justice to
all the demands made upon their strength ; but all should
remember that normal instruction is given in order to fit
them for a work which, until they are able to undertake it,
must be done by special instructors, and that, by
their non-attendance, they thwart the always avowed
intention of the School Board to dispense with a
costly system of special instruction as soon as possible.
Independently of all economical considerations, this is shown
to be the true course, by the fact that the best results have
been attained in the Grammar Schools, where for the last
two years the regular teachers have been chiefly depended
on to teach drawing. In the High Schools, where special
instruction is most needed, it can only be given to the grad-
uating classes, as the special instructors must devote a part
of their time to examining and marking the work done
under the regular teachers in the lower classes.
Among the teachers in every school some are better fitted
than others to teach music or drawing, as the case may be,
and it seems reasonable that these should be charged with
the responsibility of carrying them on, now that so little
special instruction can be given. This suggestion has been
made to the principal of the schools in a joint circular lately
MUSIC AND DBAWDTG.
11
issued by the two committees, and doubtless it will be
generally adopted. The special instructors in music will
advise the regular teachers who are in doubt as to the
conduct of their classes, when they visit each district once
a fortnight, so far as practicable, to examine and report
on their work. Such help cannot be so regularly counted
on from the special instructors in drawing, a3 the greater
part of their time is to be given to teaching the gradu-
ating classes of the High Schools, and to examining and
marking the work of the lower classes in the same: but
in case of need the principals have been requested to write
to the chairman of the Committee on Drawing, asking for
the attendance of a special instructor, who can be sent at
any time. It is proposed that the special instructors in
drawing shall give two days a week to the instruction of
the graduating classes in the High Schools allotted to them,
and one full day a week to examining and marking the work
of the pupils of the lower classes, taught by the regular
teachers, so as to see that it is being done according to the
programme. Copies of the marks awarded to each pupil,
both in the graduating and lower classes, are to be handed*
in to the principals of the schools, weekly or monthly as
they may desire.
A summary of those marks, and a general reoort on the
condition of drawing in each of the schools under instruction,
is also to be sent to the chairman of the Committee on
Drawing, and a duplicate of the said report to the Director
• of Drawing. In this way the condition of each school will
be ascertained, and a necessary supervision kept up in every
grade.
The Division of work between the special instructors in
music and drawing has been made so as to cover the whole
ground as far as possible. On account of their small number
it must be of a somewhat superficial character, as far as direct
teaching is concerned; but this is hardly to be regretted,
12
SCHOOL DOCUMENT NO. 20.
since it will give the regular teachers an increased sense of
responsibility, and make them regard the special instructors
as counsellors and not as substitutes.
WORK OF THE DIRECTORS AND SPECIAL IN-
STRUCTORS.
DRAWING.
The Director, Mr. Walter Smith, will teach one normal
class, consisting of the pupils of the Normal School, and
those teachers of the public schools who have not yet ob-
tained full certificates. He will direct and supervise draw-
ing in the High and Grammar Schools, and the Free Even-
ing Drawing Schools ; hold semi-annual examinations of all
schools and classes, and report on them, and deliver lectures
where they are needed.
Mr. Henry Hitchings, will teach the English High-School
graduating class two days in the week, from 9, A.M. to 2,
•P.M., and will spend one day in examining and marking the
work of pupils in the lower classes. He will also teach the
Girls' High-School graduating and advanced classes, two
days in the week, from 9, A.M. to 2, P.M.
Mr. Luc*as Baker will teach the graduating classes of the
Charle^town and Brighton High-Schools ou three days in the
week, and will examine and murk the work done in the
lower classes on two days.
Miss Mercy A. Bailey will teach the graduating classes of
the Dorchester and West Roxbury High Schools on four
days iu the week, and will spend one day in the Girls'
High School, to examine and mark the work done in the
middle and junior classes.
Miss Balch; fourth assistant in the Roxbury High School,
who has long aided the late special instructor, Mr. Xutting,
MUSIC ASD DRAWING.
13
in teaching drawing, and is specially fitted for the work,
will take the responsibility of carrying it on in that school.
MUSIC.
The Director, Mr Julius Eichberg, will teach the graduat-
ing classes in all the High Schools, supervise the classes
taught by the regular teachers, hold examinations of teachers
and pupils, and give normal instruction.
The Grammar-School districts will be visited once a fort-
night, as far as possible, by the special instructors, who will
examine and report on the work of the regular teachers.
Mr. J. B. Sharland will take charge of the following
seventeen districts ; Franklin, Brimmer, Winthrop, Exeter-
Street, Dwight, Everett, Sherwin, Comins, Dearborn, Dudley
(Boys), Dudley (Girls), Lewis, Lowell, Central, Charles
Sumner, Hillside, and Mt. Vernon.
Mr. Henry A. Holt will take charge of seventeen districts,
as follows : Wells, Eliot, Hancock, Qnincy, Andrew,
Bigelow, Gaston, Lawrence, Lincoln, Norcross, Shurtlehv,
Allston, Bennett, Bowditch, Bowdoin, Phillips, and Rice.
Mr. J. M. Mason will take charge of the following sixteen
districts : Adams, Chapman, Emerson, Lyman, Bunker
Hill, Frothingham, Harvard, Prescott, Warren, Dorchester-
Everett, Gibson, Harris, Mather, Minot, Stoughtun, and
Tileston.
Before concluding this report a few words remain to be
said about the Free Evening Drawing Schools. The
expense of maintaining them during the coming winter will
be much less than in previous years, as they are to be open
five months instead of six, and as one of them, the Jamaica
Plain School, will be closed. Owing to its disadvantageous
location this school was not sufficiently well attended to
enable the Drawing Committee to recommend its continuance.
The committee have, however, presented to the School Board
a petition from a large number of persons resident at
14
SCHOOL DOCUMENT NO. 20.
Eoslindale and in the vicinity, asking for an Evening Draw-
ing School, and have recommended it favorably, on the
ground that it can be opened in the Charles Sumner School-
House, with no other expense to the city than that of
lighting and heating the rooms needed.
During the coming term the Tennyson-street School
classes will be divided between the Appleton-street School-
house, and the Mechanics' Hall, in Bedford street. The
expense incident to the transportation of material to these
buildings is to be borne by the Mechanics' Charitable
Association, and the directors of the same have granted the
use of rooms in their Bedford-street building to the pupils of
the classes in instrumental drawing, rent free, in considera-
tion of the loan of the Tennyson-street School-house to their
Association by the School Board, for the Mechanics' Fair.
The Evening Drawing Schools will be open from the
third Mondaj7, in October to the Friday next preceding the
third Monday in March, at Appleton street and Bedford
street, Charlestown City Hall, Dorchester High School,
King-street School, Roxbury, East Boston, and, if permis-
sion is granted by the School Board, in the Charles Sumner
School-house at Roslindale. The master, the head assistant,
and the assistants in these schools, will not be changed, as
the Drawing Committee have every reason to be satisfied
with their capacity and their zeal. The Free Evening
Drawing Schools were established for mechanics and
artisans wishing to make up deficiencies in their education,
which, as they feel, seriously interfere with their success in
life. Skilled* labor commands high wages, and skilled labor
is what these schools should produce. With a view of in-
creasing their utility the Drawing Committee would advise
that the age for admission for boys should be changed from
fifteen to seventeen years of age, as this measure will tend
to prevent boys whose real age is difficult to determine, from
entering the classes and taking up room which might be better
MUSIC AND DRAWING.
15
occupied ; and, also, that a teacher should be allowed for
every twenty-five instead of every thirty pupils, as this
latter number hardly allows a teacher to give as much time
to each pupil as is desirable, if the pupil be really intent
upon hard work.*
In legislating for these evening schools we should not
forget how much indirect good they do, by keeping so large
a number of persons usefully employed, some of whom,
without them, might spend their time not only unprofitably,
but harmfully to themselves and the community.
In behalf of the Committee,
CHARLES C. PERKINS,
Chairman.
* These orders were adopted by the School Board on Sept. 10th.
SCHOOL DOCUMENT NO. 21.
PRIMARY, GRAMMAR, HIGH, LATIN,
AND NORMAL SCHOOLS.
TEXT-BOOKS
AND
COURSES OF STUDY
AUTHORIZED FOR THE SCHOOL YEAR 1878-79.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1 8 7 8.
In School Committee, Sept. 24, 1878.
Ordered: That the list of books, as adopted by the Board,
for the school year 1878-79, be printed, and that no other
books be used in any of the public schools of this city.
(A true copy.)
Attest :
GEO. A. SMITH,
Secretary.
PRIMARY SCHOOL TEXT-BOOKS.
Sixth Class.
Franklin Primer, Leigh's type. .
Fifth Class.
Franklin Second Reader, Leigh's type.
Worcester's Primary Spelling Book.
Fourth Class.
Franklin Second Reader.
Worcester's Primary Spelling Book.
First Music Reader.
Third Class.
Franklin Second Reader.
Worcester's Primary Spelling Book.
Eaton's Primary Arithmetic.
First Music Reader.
First and Second Classes
Franklin Third Reader.
Worcester's Primary Spelling Book.
Eaton's Primary Arithmetic.
First Music Reader.
4 SCHOOL DOCUMENT NO. 21;
All the Classes.
First Primary Music Chart.
Prang's Natural History Series.
Supplementary Beading.
In School Committee, Sept. 24, 1878.
Ordered, That the monthly juvenile magazine, "The
Nursery," be provided as supplementary reading matter for
the Primary Schools, in such quantities as may be indicated
by the Board of Supervisors.
TEXT-BOOKS.
5
GRAMMAR SCHOOL TEXT-BOOKS.
Sixth Class.
Franklin Fourth Reader.
Worcester's Spelling Book.
Eaton's Intellectual Arithmetic.
Warren's Primary Geography.
Hooker's Child's Book of Nature (permitted as a reading or
lesson book).
Intermediate Music Reader.
Fifth Class.
Franklin Intermediate Reader.
Worcester's Spelling Book.
Eaton's Intellectual Arithmetic.
Eaton's Grammar School Arithmetic.
Warren's Primary Geography.
Hooker's Child's Book of Nature (permitted as a reading or
lesson book) .
Intermediate Music Reader.
Fourth Class.
Franklin Fifth Reader.
Worcester's Spelling Book.
Eaton's Intellectual Arithmetic.
Eaton's Grammar School Arithmetic.
Warren's Common School Geography,
Intermediate Music Reader.
6
SCHOOL DOCUMENT NO. 21.
Third Class.
Franklin Fifth Reader.
Worcester's Spelling Book.
Eaton's Intellectual Arithmetic.
Eaton's Grammar School Arithmetic.
Warren's Common School Geography.
Swinton's New Language Lessons.
Anderson's Grammar School History of the United States.
Intermediate Music Reader.
Second Class.
Franklin Sixth Reader.
Eaton's Intellectual Arithmetic.
Eaton's Grammar School Arithmetic.
Warren's Common School Geography.
Swinton's New Language Lessons.
Worcester's Comprehensive Dictionary.
Anderson's Grammar School History of the United States.
Fourth Music Reader.
First Class.
Franklin Sixth Reader.
Eaton's Intellectual Arithmetic.
Eaton's Grammar School Arithmetic.
Warren's Common School Geography.
Swinton's New Language Lessons.
Worcester's Comprehensive Dictionary.
Worcester's History.
Cooley's Elements Natural Philosophy.
Fourth Music Reader.
All the Classes.
American Text-Books of Art Education.
A. R. Dunton's Writing-Books, University Series, or Pay
son, Dnnton & Scribner's.
TEXT-BOOKS.
7
Prang's Aids for Object-Teaching, "Trades."
Higginson's History of the United States (as a reading-
book) .
Supplementary Beading.
Te School Committee. Sept. 24, 1878.
Ordered, That the Committee on Supplies be authorized
to purchase, at the request of the Board of Supervisors, not
exceeding two hundred opies each, of any or all of the fol-
lowing books, to be used under the direction of the Board of
Supervisors, as auxiliary reading-books in the Grammar
Schools : —
Hawthorne's Wonder Book.
Hawthorne's Tanglewood Tales.
Miss Martineau's Crofton Boys.
Thomas Hughes' Tom Brown's School Days at Rugby.
Danas' Two Years before the Mast.
De Foe's Robinson Crusoe.
Irving's Sketch Book.
8
SCHOOL DOCUMENT NO. 21.
HIGH SCHOOL TEXT-BOOKS.
ENGLISH.
First Year.
Bain's Brief English Grammar,
^rving's Sketch-Book.
2Scott's Lady of the Lake.
Second Year.
Abbott's "How to Write Clearly."
Selections from Addison's Spectator.
Hill's Ehetoric.
Hales's Longer English Poems.
Third Year.
Trevelyan's Selections from Macanlay.
Shakespeare and Milton ; selections in the Clarendon Press
Series (or any equivalent selections which may be
recommended by the Board of Supervisors).
Hales's Puems.
Second and Third Years.
^acaulay's Essays.
1 Such selections as may be authorized by the Committee on High Schools.
2 In School Committee, Sept. 24, 1878.
Ordered, That the High Schools be allowed to use any text-books in English now
owned by the city, as supplementary reading matter to that now prescribed.
TEXT-BOOKS. 9
I
First, Second, and Third Years.
Worcester's Comprehensive Dictionary.
* FRENCH.
First, Second, and Third Years.
Keetel's Elementary Grammar.
Spiers and Surenne's Dictionary (octavo).
First and Third Years.
Joynes' Otto's French Reader.
Second Year.
Saintine. Picciola.
Erckmann-Chatrian. Le Conscrit de 1813.
" " Madame Therese.
Bocher's College Series of French Plays.
Souvestre. Au Coin du Feu.
Third Year.
Taine. Notes sur l'Angleterre.
Lacombe. La Petite Histoire du Peuple Frangais.
Bocher's College Series of French Plays.
Herrig's La France Litteraire.
GERMAN.
First Year.
Otto's Grammar, for pupils beginning German the first year.
Whitney's Grammar, for pupils beginning German the third
year.
10
SCHOOL DOCUMENT NO. 21.
First and Third Years.
Storme's Easy German Reader.
Whitney's German Reader.
»
Second Year.
Schiller's William Tell.
M tiller's College Plays.
Whitney's German Reader.
Third Year.
Goethe's Hermann uud Dorothea.
Goethe's Prose.
First, Second, and Third Years.
Kohler's German Dictionary.
LATIN.
First, Second, and Third Years.
Allen & Greenough's Latin Grammar, for use only in the
Roxbury, West Roxbury, and Brighton High schools.
Harkness's Latin Grammar, for use only in the English High,
Girls' High, Dorchester High, and Charlestown High
schools.
First and Third Years.
Allen's Xew Latin Method, for use only in the Roxbury,
West Roxbury, and Brighton High schools.
Harkness'? Xew Latin Reader, for use only in the English
High. Girls' High. Dorchester High, and Charlestown
High schools.
TEXT-BOOKS.
11
First, Second, and Third Years.
• Latin School series, I. and II.
Third Year.
Virgil, any edition approved by the Committee on Text-
books.
HISTORY.
First, Second, and Third Years.
Swinton's Outlines of the World's History.
Third Year.
Martin's Civil Govern ment.
MATHEMATICS.1
First Year.
Bradbury's Eaton's Algebra.
Second and Third Years.
Bradbury's Elementary Geometry, or
Chauvenet's Geometry.
Second Year.
Bradbury's Elementary Trigonometry, or
Greenleaf s Trio-onometrv.
1 Xote. — One set of apparatus for illustrating the Metric System is allowed each
High School, at an expense not exceeding $15.00 for each school.
12
SCHOOL DOCUMENT NO. 21.
PHYSICS.
Second and Third Years,
Norton's Natural Philosophy.
ASTRONOMY.
Third Year.
Kiddle's Astronomy.
CHEMISTRY.
Third Year.
Eliot & Storer's Elementary Manual of Chemistry, edited by
Nichols.
BOTANY.
First and Third Years.
Gray's School and Field Book of Botany.
ZOOLOGY.
Second and Third Years.
Morse's Zoology.
PHYSIOLOGY.
Third Year.
Hutchison's Physiology.
TEXT-BOOKS.
MUSIC.
First, Second, and Third Years
Eichberg's High School Music Reader.
DRAWING.
First, Second, and Third Years
American Text-books of Art Education.
14
SCHOOL DOCUMENT NO. 21.
" Advanced " Classes of the English High and Girls*
High Schools.
ENGLISH HIGH SCHOOL.
LATIN.
Harkness's Latin Grammar.
Harkness's New Latin Reader.
FRENCH.
Corneille's Cid.
GERMAN.
Goethe's Faust.
Hermann und Dorothea.
Schiller's William Tell.
MATHEMATICS.
Greenleafs Trigonometry.
Loomis's Navigation.
Peck's Analytical Geometry.
CHEMISTRY.
Eliot and Storer's Qualitative Analysis.
PHYSICS.
Ganot's Physics.
Peck's Mechanics.
TEXT-BOOKS.
GIRLS' HIGH SCHOOL.
15
ENGLISH.
Selections from Chaucer, from Shakespeare, and from
Milton.
FRENCH.
Herrig's La France Litteraire.
LATIN.
Cicero, Virgil and Horace (any edition).
MATHEMATICS.
Bradbury's Elementary Geometry and Trigonometry.
CHEMISTRY.
Fill's Lecture Notes on Qualitative Analysis.
ASTRONOMY.
Kiddle's Astronomy.
PSYCHOLOGY.
Noah Porter's Elements of Intellectual Science.
Peabody's Moral Philosophy.
16
SCHOOL DOCUMENT XO. 21.
LATIX SCHOOL TEXT-BOOKS.
LATIN.
Andrews' Lexicon.
White's Abridged Lexicon.
Harkness's Grammar.
" Prose Composition.
" Keader.
Smith's Priucipia Latiua, Part II.
Latin School Series, Vol. I. : Phaedrns, Justin, and Xepos.
Harkness's Caesar.
Greenough's Catiline of Sallust.
Latiu School Series, Vol. II. : Ovid, Curtius, and Cicero.
Greenough's Ovid.
" Virgil.
" or Harkness's Orations of Cicero.
GREEK.
Liddell & Scott's Lexicon.
Goodwin's Grammar.
White's Lessons.
Jones's Prose Composition.
Goodwin's Reader.
The Anabasis of Xenophon.
Boise's Homer's Iliad.
TEXT-BOOKS.
17
ENGLISH.
Senile's Hand-book of Pronunciation.
Hill's General Rules for Punctuation.
Hawthorne's Wonder Book.
" Tangle wood Tales.
Cox's Tales of Ancient Greece.
Bultinch's Age of Fable.
Plutarch's Lives of Famous Greeks and Romans.
The Croftou Boys, by Harriet Martineau.
Tom Brown's School Days at Rugby, by Thomas Hughes.
Two years before the Mast, by Richard H. Dana, Jr.
Robinson Crusoe, by DeFoe.
One of Scott's novels.
Three plays of Shakespeare.
Selections from the poems of
Milton.
Pope.
Gray.
Goldsmith.
Wordsworth.
Scott.
Campbell.
Byron.
Macaulay (The Lays of Ancient Rome").
Tennyson.
Lowell.
Holmes.
Whittier.
Longfellow.
Bryant.
IS
SCHOOL DOCUMENT NO. 21.
Selections from the essays of
Addison.
Steele.
Selections from the works of
Prescott.
Irving.
A few orations or speeches of
Burke.
Pitt.
Fox.
Webster.
Everett.
Sumner.
FRENCH.
Spiers and Sureune's French Dictionary (octavo;.
Keetels' French Grammars, Elementary and Analytical.
Contes des Fees, par Perrault.
Jean qui grogne, par Mme. de Segur.
Jeanne d'Arc, par Michelet.
Robinson Suisse, par Wyss.
Batavia, par Conscience.
Voltaire's History of Charles XII.
Duruy's or Guizot's History of France.
Selections from the Works of Sainte-Beuve.
Selections from Taine's Euglish Literature.
GERMAN.
Whitney's Grammar.
Whitney's Reader.
HISTORY.
Higginson's Young Folks' History of the U. S.
Smith's Smaller History of Rome.
" " H " Greece.
Long's Classical Atlas.
TEXT-BOOKS.
19
GEOGRAPHY.
Geikie's Primer of Physical Geography.
"Warren's Common School Geography.
PHYSIOLOGY.
Mace's History of a Mouthful of Bread.
Foster's Physiology ; Science Primer.
EOT ANY.
Gray's How Plants Grow.
" School and Field Book of Botany.
Apgar's Plant Analysis.
ZOOLOGY.
Morse'3 Zoology.
Agassiz's Sea-side Studies.
MATHEMATICS .
Eaton's Common School Arithmetic.
" High " "
Tower's Intellectual Algebra.
Bradbury's Eaton's Algebra.
Hill's First Lessons in Geometry.
Lowell's Science of Form.
Peirce's Plane and Solid Geometry, or Chauveaet's
Geometry.
DRAWING.
Walter Smith's American Text-books of Art Education.
MUSIC.
Eichbergs High School Music Eeader.
20
SCHOOL DOCUMENT NO. 21.
NORMAL SCHOOL TEXT-BOOKS.
The text-books used in this school shall be snch of the
text-books used in the other public schools of the city as are
needed for the course of study, and such others as shall be
authorized by the Board.
REFERENCE BOOKS.
21
REFERENCE BOOKS
»
FOR PRIMARY AND GRAMMAR SCHOOLS.
Adopted Jan. 23, 1877 (page 12, Minutes 1877.)
PRIMARY SCHOOLS.
"Worcester's Comprehensive Dictionary.
National Music Teacher.
Walter Smith's Teachers' Manual of Freehand Drawing.
Monroe's Vocal Gymnastics.
GRAMMAR SCHOOLS.
Johnson's Atlas.
Flammarion's Atmosphere.
Martin's Civil Government.
Appleton's American Encyclopaedia, or Johnson's Encyclo-
paedia.
Chambers's Cyclopaedia.
Chambers's Cyclopaedia of English Literature.
Anthon's Classical Dictionary.
Webster's Quarto Unabridged Dictionary.
Webster's National Pictorial Dictionary.
Worcester's Quarto Unabridged Dictionary.
Thomas's Dictionary of Biography and Mythology.
Guyot's Earth and Man. v
Reclus's Earth.
Lossing's Field Book of the Revolution.
Goold Brown's Grammar of English Grammars.
22
SCHOOL DOCUMENT NO. 21.
Lippincott's Gazetteer.
Bancroft's History of the United States.
Palfrey's History of New England.
ShurtlefFs Topographical History of Boston.
Weber's Universal History.
Reclus's Ocean.
Wilson's Punctuation.
Frothingham's Rise of the Republic.
Frothingham's Siege of Boston.
Hawes's Synchronology of Ancient and Modern History.
Philbrick's Union Speaker.
Joslyn's 15-inch Terrestrial Globe, on Tripod (one for each
Grammar School).
9-inch Hand-Globe, Loring's Magnetic (one for each Gram-
mar School-room).
MAPS AND GLOBES.
Cutter's Physiological Charts.
Cornell's Series Maps.
Guyot's Series, Maps Nos. 1, 2, 3
Not exceeding one set
to each floor.
COURSES OF STUDY. 23
COURSES OF STUDY.
PRIMARY SCHOOLS.
SIXTH CLASS.
Language, one and one-half hours a week. Oral
lessons. Purpose, — to accustom pupils to express
what they know in sentences. Material, — reading
lessons, pictures, plants, and animals, or whatever the
ingenuity of the teacher may suggest.
Oral Instruction, tico and one-half hours a week.
Simple conversational studies of familiar plants, ani-
mals, and things; to distinguish form, color, and
prominent qualities.
Simple poetry recited (throughout the course).
Reading and Spelling, ten hours a week. Head-
ing from black-board, chart, and a Reader of a proper
grade.
Writing, one and two-thirds hours a week. A few
of the simplest script letters, viz., i, u, n. m, t, d, e,
o, etc. Short, easy words, names of familiar objects,
combining1 the letters learned. Arabic figures.
Arithmetic, two hours a week. Kumhers from 1
to 10. 1. Adding and subtracting. 2. Arabic figures.
3. Ordinal numbers.
Drawing, two hours a week. (Regulations, Chap.
XXVIII.) Names, positions, and relationship of
straight lines. Combinations of lines to make
24 SCHOOL DOCUMENT NO. 21.
figures. Their division into equal parts. Draw-
ing from memory and dictation of lines in de-
fined positions. Combinations and arrangements of
points and short lines in geometric forms. Ruling
lines of given length. Measuring length of given
lines. Black-board. Slates.
Music, one hour a week. (Regulations, Chap.
XXIX.) First fourteen pages of First National
Music Reader by rote. Scales by numerals and
syllables. Position of body and formation of sounds.
Physical Exercises, fifty minutes a week. Not less
than twice each session, some simple, pleasing ex-
ercise in concert.
Recreation, one half-hour a iveek.
FIFTH CLASS.
Language, one and one-half hours a week. Same
as in Class VI.
Oral Instruction, tico and one-half hours a week.
Same as in Class VI., with new material. Simple
talks about the human body and hygiene. In con-
nection with number lessons, — coins from one to ten
cents.
Heading and Spelling, ten hours a week. Reading
from a Reader of a proper grade. Spelling by sound
and by letter some easy, common words from the
reading lessons.
Writing, one and two-thirds hours a week. All the
small script letters, — combined into words as in
Class VI. Arabic figures.
Arithmetic, two hours a week. Numbers from 1
to 10. 1. Multiplying and dividing, with results in
COURSES OF STUDY.
25
figures. 2. Relations of numbers from 1 to 10.
(See subjects for "Oral Instruction.")
Drawing, two hours a week. Curved lines ex-
plained. The simple curve. Combination of curved
with straight lines. Illustrate plane geometric defi-
nitions of lines and figures by rule and measure.
Simple forms from memory and dictation. Re-
arrangements of exercises in design. Black-board.
Slates.
Music, one hour a week. Notation. Time, beating
time, and signs of expression. Practice in writing
characters used in music. Rote-songs at option of
teacher. Chart No. 2.
Physical Exercises, fifty minutes a week. Same
as in Class VI.
Recreation, one half-hour a week.
FOURTH CLAS8.
Language, two hours a week. Same as in pre-
ceding classes.
Oral Instruction, two and two-thirds hours a week.
Same as before, introducing, freely, comparisons
between like and unlike ; and studying less familiar
plants, animals, and things. With number lessons,
— pint, quart, gallon ; quart, peck, bushel.
Heading and Spelling, eight hours a week. Read-
ing from a Reader of a proper grade. Supplementary
reading. Spelling, by sound and by letter, words
from the reading lessons and other familiar words.
Writing, two hours a week. Capitals and small
letters ; short, easy words ; names of pleasing, familiar
objects ; pupil's name.
26
SCHOOL DOCUMENT NO. 21.
Arithmetic, tivo and one-half hours a week. Num-
bers from 1 to 20. 1. Combinations of ten with
numbers smaller than ten. 2. Adding, subtracting,
multiplying, and dividing, with results in figures. 3.
Eelations of numbers from 1 to 20. 4. Roman nu-
merals to XX. 5. Meter and decimeter.
Drawing, two hours a week. Curved lines ex-
plained. The compound curve. Outlines of vases
and pitchers, illustrating compound curves. Arrang-
ing simple leaves to fill geometric forms by repeti-
tion. Symmetry, or balance of parts, explained.
Definitions of regular plane forms in words and by
illustrations. Dictation and memory. Black-board.
Slates.
Music, one hour a week. Keview, and advance to
end of Chart No. 12. Rote songs, pages 15, 16,
and 17. Writing of notes of different values, and
combining them into measures.
Physical Exercises, fifty minutes a week. Same
as in Classes V. and VI.
Recreation, one-half hour a week.
Miscellaneous, one-half hour a week.
THIRD CLASS.
Language, two hours a week. Oral exercises as
in preceding lessons. Pupils to write the sentences
made in their oral exercises so far as they are able.
Oral Instruction, two and two-thirds hours a week.
Same as before. Grouping of animals by habits,
traits, and structure ; and of objects by form and
qualities. Lessons in size and distance by simple
measurements, — inch, foot, yard.
Reading and Spelling, eight hours a week. Read-
ing from a Reader of a proper grade. Supple^
COURSES OF STUDY.
27
mentary reading. Spelling as before, written and
oral.
Writing, two hours a week. Letters, words, and
short, simple sentences; the proper use of capitals.
Roman numerals.
Arithmetic, two and one-half hours a week. Num-
bers from 1 to 100. 1. Combinations of tens, and
of tens with smaller numbers. 2. Adding, subtract-
ing, multiplying, and dividing numbers from 1 to 50,
with results in figures. 3. Relations of numbers
from 1 to '50. 4. Roman numerals to L. 5. Square
and cubic decimeter.
Drawing, two hours a week. Review work of
previous classes. Proportion and size. Testing ac-
curacy by scale. Designing new combinations of old
forms. Symmetry and repetition further illustrated.
Enlarging from cards. Reducing from black-board.
Black-board and slates.
Music, one hour a week. Review, and advance to
end of Chart No. 15. Exercise upon sounds of the
scale by numerals, syllables, and pitch names. Rote
songs. Writing scale degrees under dictation.
Physical Exercises, fifty minutes a week. Same as
in preceding classes.
Recreation, one-half hour a week.
Miscellaneous, one-half hour a week.
SECOND CLASS.
Language, two hours a week. Same as in Class
III.
Oral Instruction, two and two-thirds hours a week.
Observation of less obvious qualities of objects ; tints
and shades of color.
28
SCHOOL DOCUMENT NO. 21.
Study of strange animals from pictures, to infer
mode of life from structure or structure from mode of
life.
Simple lessons on weights and divisions of time.
Talks about the human body and hygiene, con-
tinued.
Fables, anecdotes.
Reading and Spelling, seven hours a week. Read-
ing from a Reader of a proper grade. Supplemen-
tary reading. Spelling as before.
Writing, two hours a week. Letters, words, and
sentences from dictation and from the black-board.
Sentences made in the language lessons to be used
for writing exercises.
Arithmetic, three and one-half hours a week.
Numbers from 1 to 100. 1. Adding, subtracting,
multiplying, and dividing, with results in figures. 2.
Relations of numbers from 1 to 100. 3. Roman
numerals to C. 4. Liter and dekaliter, dekameter.
Drawing, two hours a week. Drawing on paper in
books. Review the work of Classes V. and VI., on
paper. Even quality of lines. Subjects of lessons in
previous classes repeated in regular order.
Music, one hour a week. Review, and advance to
end of No. 20. Scale-practice by singing and writ-
ing. Rote songs.
Physical Exercises, fifty minutes a week. Twice
in the forenoon and once in the afternoon.
Recreation, one-half hour a week.
Miscellaneous, one-half hour a week.
COURSES OF STUDY.
29
FIRST CLASS.
Language, two hours a week. Same as in Classes
II. and III.
Oral Instruction, two and two-thirds hours a iveeJc.
Work of Class II. continued. Complementary colors.
Harmonies of colors. Plants and animals gathered
into families. Vegetable, animal, and mineral products
distinguished. Observation of the qualities and
mechanism of things as adapted to their use.
Heading and Spelling, seven hours a iveek. Bead-
ing from a Reader of a proper grade. Supplementary
reading. Spelling as before.
Writing, two hours a week. Words and sentences.
Sentences used in language lessons will furnish ma-
terial for exercises. The proper form of dating, ad-
dressing, and signing a letter ; also the correct method
of superscribing an envelope.
Arithmetic, three and one-half hours a week. Numbers
from 1 to 1000. 1. Combinations of hundreds, and
of hundreds with smaller numbers. 2. Adding, sub-
tracting, multiplying, and dividing numbers from 1 to
144, with results in figures. 3. Relations of numbers
from 1 to 144. 4. Adding and subtracting, multi-
plying and dividing numbers from 144 to 1000, no
multiplier or divisor larger than ten being used. 5.
Roman numerals. 6. Centimeter, gram, and kilo-
gram.
Drawing, two hours a week. Drawing on paper in
books. Review the work of Classes IV. and III. on
paper. [For further description see programme of
instruction issued annually.]
Music, one hour a week. Charts from 21 to 36,
30 SCHOOL DOCUMENT NO. 21.
inclusive. Rote songs. Writing of scales in differ-
ent keys.
Physical Exercises, fijty minutes a week. Same as
in Class II.
Recreation, one-half hour a week.
Miscellaneous, one-half hour a week.
[Note. — Opening exercises, one-half hour a week. Reoesses, two and
one-half hours a week.]
GRAMMAR SCHOOLS.
SIXTH CLASS.
Language, three hours a week. Oral and written
exercises in the use of language as the expression of
thought. Exercises the same in kind as those of the
Primary School, adapted to the capacity of pupils of
this class. Letter-writing.
Oral Instruction, two and one-half hours a week.
Elementary studies in natural history. Plants — May
to November. Animals — November to May. Qual-
ities and properties of objects. Talks about trades,
occupations, and articles of commerce. Poetry re-
cited.
Reading and Spelling, six hours a week. Reading
from a Eeader of a proper grade. Supplementary
reading throughout the course. Spelling from the
reading, and other lessons, chiefly written exercises.
Writing, two hours a iceek. Two books each half
year. Blank books at alternate lessons.
Arithmetic, four hours a iceek. 1. Combination
of thousands ; writing and reading integers. 2. Re-
lations of tenths, hundredths, and thousandths to
units; writing and reading decimals to thousandths.
3. Addition and subtraction of integers to millions ;
COURSES OF STUDY.
31
of decimals to thousandths ; and of U.S. money. 4.
The units of U.S. money, with their relations to one
another; also of liquid and dry measure. Oral ex-
ercises with simple numbers, to precede and accom-
pany written arithmetic.
Geography , two hours a week. Oral lessons, with
the use of the globe and maps, as soon as the class is
prepared for them.
Drawing, one and one-half hours a week. (Regu-
lations. Chap. XXVIII.) Drawing on paper in
books. Review lines, angles, and figures on large
scale. Division of lines into equal and unequal parts.
Figures inscribed within, and described about figures.
Elementary design. Dictation and memory. Pro-
portion of parts to whole design.
Music, one hour a iceek. (Regulations. Chap.
XXIX.) Music Charts (Second Series). Exercises
and songs in the first twenty pages of charts, and in
the first thirty-three pages of Second Music Reader.
Continued practice in writing.
FIFTH CLASS.
Language, three hours a week. Same as in Class
VI.
Oral Instruction, two and one-half hours a iveek.
Subjects of Class VI. continued. Talks about com-
mon phenomena. Stories. Anecdotes. Poetry re-
cited.
Heading and Spelling, six hours a week. Reading
from a Reader of a proper grade, or its equivalent.
Spelling as before.
Writing, two hours a week. Two books each half-
year. Blank books at alternate lessons.
Arithmetic, four hours a iceek. 1. Multiplication
32
SCHOOL DOCUMENT NO. 21.
and division of integers ; of decimals and of U.S.
money. 2. The units of avoirdupois weight and of
troy weight, with their relations. Oral exercises.
Geography, two hours a week. Oral lessons con-
tinued, with such use of the text-book and such map
drawing as is appropriate.
Drawing, one and one-half hours a week. Drawing
on paper in books. Tangency of curved with curved,
and curved with straight lines. Eeview compound
and simple curves on large scale. Abstract curve.
Details of historical ornament. Conventionalism ex-
plained and illustrated. Repetition on an axis and
around a centre. Geometric views of objects. Dic-
tation and memory. Elementary design, with con-
ventional leaves. Geometrical drawing with com-
passes. Definitions and eight problems.
Music, one hour a week. Charts from No. 21 to
40, inclusive. Chromatic scale, both in singing and
writing. Songs at option of teacher. Rules of
breathing.
FOURTH CLASS.
Language, three hours a week. Same as in Classes
V. and VI.
Oral Instruction, two and one-half hours a week.
Elementary natural history continued. Common
metals and minerals. Useful woods. Stories from
mythology and ancient history. Poetry and prose
recited.
Reading and Spelling, Jive hours a zceek. Read-
ing from a Reader of a proper grade, or its equiva-
lent. Spelling as before.
Writing, two hoiws a week. Two books each half
year. Blank books at alternate lessons.
COURSES OF STUDY.
33
Arithmetic, four hours a iceek. 1. Factors, meas-
ures, and multiples. 2. Common fractions. 3. The
units of long, square, and solid measure, with their
relations. 4. Decimal fractions reviewed and com-
pleted. Oral exercises.
Geography y three hours a week. Study of the earth
as a globe, with reference to form, motions, parallels,
meridians, zones (with their characteristics), winds,
currents, and the life of man as varied by climate and
civilization. The physical features of the grand di-
visions studied and compared ; with map-drawing.
Drawing, one and one-half hours a iceek. Drawing
on paper in books. Filling of geometric shapes with
conventional ornament. Details of historical ornament,
un symmetrical. Abstract curves based on the spiral.
Conventional leaves. Objects in profile. Dictation
and memory. Elementary design. Processes of me-
chanical repetition. Geometrical drawing with com-
passes. Problems 9 to 44.
Music, one hour a iceek. Charts (Third Series),
scale and staff intervals. Sin^iuor in different kevs
up to three sharps and four flats. Practice of the first
twenty numbers in charts, and first twenty-two pages
of Third Keader.
THIRD CLASS.
Language, three hours a week. Same continued.
Grammar begun. The parts of speech ; analysis of
simple sentences.
Oral Instruction, two hours a week. Elementary
natural history continued. Phy>iology begun. Stories
of life in the middle ages. Poetry and prose recited.
Reading and Sjjellijig, three hours a week. Bead-
34
SCHOOL DOCUMENT NO. 21.
ing from a Header of a proper grade, or its equivalent.
Spelling as before.
Writing, one and one-half hours a week. Two books
each half year. Blank books at alternate lessons.
Arithmetic, Jour hours a week. 1. Metric Sys-
tem. 2. Percentage, (a) Simple Interest. (b)
Discount. Oral exercises.
Geography, two and one-half hours a week. Physi-
cal and political geography of the countries of the
grand divisions begun ; with map-drawing.
History, two and one-half hours a iveek. United
States history to July 4, 1776.
Physics, one hour a week Outlines of physics, to
be taught as far as practicable by the experimental
method.
Drawing, one and one-half hours a week. Drawing
on paper in books. Horizontal, vertical, and central
repetition compared. Details of historical ornament.
Common objects. Enlargement and reduction of or-
namental details. Symmetry of unsymmetrical lines.
Elementary design, from historic details. Dictation,,
memory, and design, combined in single lesson. Geo-
metrical drawing with compasses. Problems 45 to 73.
Music, one hour a week. Charts. Reverse Charts
of Third Series, to be completed. Songs in various
keys. Transposition from one key to another. Vocal
culture continued.
SECOND CLASS.
Language, three hours a week. Exercises in writ-
ing continued. Business letters. Grammar. The
subdivisions of the parts of speech. The inflexions of
nouns, pronouns, verbs, adjectives, and adverbs.
COURSES OF STUDY.
35
Analysis of easy complex and compound sentences.
The rules of syntax illustrated by familiar examples.
Oral Instruction, two hours a week. Physiology.
Biographical and historical sketches. Poatry and
prose recited.
Reading and Spelling, three hours a week. Reading
from a Reader of a proper grade, or its equivalent.
Spelling as, before.
Writing, one hour a week. One book each half-year.
Blank book alternately.
Arithmetic, four hours a week. 1. Percentage con-
tinued, (a) Commission and other simple applica-
tions, (b) Profit and loss, (c) Partial payments.
(cZ) Compound interest. 2. Ratio and proportion.
3. Compound numbers completed. Oral exercises.
Geography , two and one-half hours a week. Phys-
ical and political geography of the countries of the
grand divisions completed ; with map-drawing.
History, three hours a week. United States history
completed and reviewed.
Physics, one hour a we^k. Outlines of physics con-
tinued.
Drawing, one and one-half hours a week. Draw-
ing on paper in books. Historical objects. Subtlety
of curvature. Elementary design from' given sub-
jects. Enlargement and reversing of objects.
Model and object drawing ; 1st, from copy ; 2d, from
object. The ellipse, perspective of the circle. Reg-
ular forms, and irregular natural forms based on
them. Geometric basis of objects of use. The cone
and cylinder, and objects based on them. The
sphere, spheroid, and ovoid, and objects based on
them.
36
SCHOOL DOCUMENT NO. 21.
Music, one hour a week. Fourth Music Reader.
Solfeggios from page 50 to 78. Also, Triad Ex-
ercises from page 79 to 84. Frequent change of
parts. Songs at option, but with exclusion of rote-
singing. Continuation of writing exercises and trans-
position.
FIRST CLASS.
Language, three hours a week, first half year.
Three and one-half hours a week, second half year.
Exercises in writing as in the preceding classes, with
the application of grammar to ordinary English.
Oral Instruction, one hour a week. Conversational
lessons on topics and allusions connected with the stud-
ies. One hour a week, declamation or recitation.
Reading and Spelling, two and one half hours a week.
Reading from a Reader of a proper grade, or its equiv-
alent. Spelling as before.
Writing, one hour a week. Commercial and mis-
cellaneous forms. Blank book alternately.
Arithmetic, three and one-half hours a week, first
half year. Four hours a week, second half year. 1.
Powers of numbers. 2. Square root and its common
applications. 3. Mensuration. 4. Reviews. [After
completing the reviews, — cube root and its applica-
tions, equation of payments, and exchange may be
studied.] Oral exercises.
Geography, three hours a week, first half year.
General reviews. Astronomical and physical phe-
nomena, and political and commercial relations more
carefulty studied. Maps of the grand divisions, of
the United States, and of Great Britain, drawn from
memory.
COURSES OF STUDY.
37
History and Civil Government, three hours a week.
History of England. Constitution of United States,
and of Massachusetts.
PJtysics, one and one-half hours a week. Outlines
of physics continued.
Book-keeping , two hours a week, second half year.
Single entry; day book, cash book, and ledger to
be kept. Practice in the use of common business
forms.
Drawing, one and one-half hours a week. Draw-
ing on paper in books. Elaborate details of historic
ornament compared. Natural foliage, copied with
pen and ink. Elementary design from given subjects
in given shapes. Half tinting. Memory drawing of
designs. Model and object drawing ; 1st, from
copy ; 2d, from object. The perspective of parallel
lines in rectangular objects. Cube, prisms, and pyr-
amids, and objects- based on them. Botanical analy-
sis of plants for designs.
Music, one hour a week. Fourth Music Reader.
Solfeggios from page 50 to 78. Also, Triad Exer-
cises from page 79 to 84. Frequent change of parts.
Songs at option, but with exclusion of rote-singing.
Continuation of writing exercises and transposition.
Note. — Physical exercises, fifty minutes a week. Every class to
practice in concert proper physical exercises not less than five min-
utes each session. (Regulations. Sect. 234.) Sewing, two hours
a week for girls. (Regulations. Sect. 235.) Opening exercises,
half hour a week. Recesses, one hour forty minutes a week.
38
SCHOOL DOCUMENT NO. 21.
HIGH SCHOOLS.
(See Note a.)
FIRST YEAR.
English and History. — Five hours till March 1st.
Three hours after March 1st. 1. English : (1) Brief
accounts of certain authors, with the study of some
of their best works. (2) Reading aloud, reciting or
speaking selections in prose and poetry from the
authors. (3) Elementary exercises in writing Eng-
lish, including practical applications of Grammar.
2. Ancient History.
Foreign Language. — Five hours till March 1st,
, and three hours after March 1st. Latin, or French,
or German. See note b.
Mathematics. — Five hours. 1. Algebra (four
hours). 2. Principles of Arithmetic, with practi-
cal instruction in the Metric System (one hour).
See note d.
Natural and Physical Sciences. — Four hours after
March 1st. Botany.
SECOND YEAR.
English and History. — Four hours. 1. English:
(1) Brief accounts of authors, etc., as in first year.
(2) Reading aloud, etc., as in first year. (3) Principles
of Rhetoric and their application to writing English,
with exercises to increase the vocabulary. 2. Medi-
aeval History. 3. Modern History begun.
Foreign Language. — Three hours. The same
language, continued.
Mathematics. — Five Itours a week.
1. Shorter Course (to be completed in second
year): — Plane Geometry and Plane Trigonometry,
COURSES OF STUDY.
39
with simple applications; also, the properties and
mensuration of certain solids (four hours). See notes
6, e (1), and f;
or,
1. Longer Course (to be continued in third year) :
Plane Geometry and Plane Trigonometry (four hours.)
See notee (2), (3).
2. Book-keeping by Double Entry with Commercial
Arithmetic [or Zoology] (one hour).
Natural and Physical Science. — Three hours.
Physics (three hours). Zoology, including Human
Anatomy and Physiology [in place of Book-keeping]
(one hour). See notes b and f.
THIRD YEAR.
English and History. — Five hours. 1. English:
(1) Selections from Milton and Shakespeare stud-
ied critically. (2) Keading aloud, etc., as before.
(3) Writing Essays. 2. Modern History. 3. Civil
Government.
Foreign Language. — Four hours [with Mathemat-
ics or Natural Science (two hours)!.
Either the language studied two years to be con-
tinued (one hour) ; and Latin, French, or German,
begun (three hours).
Or the language begun (four hours) ;
or,
Foreign Language. — Six hours. The language
studied two years to be continued (three hours).
Latin, French, or German, begun {three hours).
Mathematics [or Natural Science']. — Two hours
[with Foreign Language, four 1 tours']. Solid Geom-
etry and Mensuration. See note e (3).
40
SCHOOL DOCUMENT NO. 21.
Natural and Physical Science. — Five hours,
1. Physics (continued) {two hours). 2. Chemistry
(two hours). See note c. 3. Descriptive Astronomy
{one hour). Zoology [in place of Mathematics] con-
tinued till March 1 ; and Botany (continued from
first year) after March 1 {two hours). See note
e (3).
Xote a. The number of sessions a week is five;
the number of hours a session, five ; and the average
length of an "hour" for class exercises or study is
about fifty minutes. Of the twenty-five school hours
in a week, one hour is to be given to Music ; two
hours to Military Drill for the boys and to Calisthenics
for the girls ; five hours (one each day) in the first
and second years, and four hours in the third year, to
study ; fifteen hours in the first and second years, and
sixteen hours in the third year, to English, Foreign
Languages, History, Natural and Physical Science,
and Mathematics.
Xote b. The choice of the study must be subject
to the approval of the principal.
Xote c. Another hour, usually given to study,
may be used in the Chemical Laboratory.
Note d. The study of Arithmetic is, so far as
practicable, to be united with the study of Algebra.
Xote e. (1) Those pupils that elect the shorter
course in Mathematics will complete it during the
second year, and may take either Book-keeping or
Zoology. If they elect Xatural Science, they will
give to it two hours during the third year ; and the
whole time assigned to a foreign language may be
given to the language begun the third year ; or the
language already studied two years may be continued
one hour a week.
COURSES OF STUDY.
41
(2) Those pupils that elect the longer course in
Mathematics may, at the close of the second year, drop
the language studied two years, and give four hours a
week to the language begun the third year, or con-
tinue the language already studied, one hour a week.
(3) Pupils pursuing for the third year either Math-
ematics or Xatural Science can, with the consent of
the principal, give extra time to the language already
pursued two 3- ears.
Xote f. Pupils intending to pursue the shorter
course in Mathematics, or to enter the Xormal School,
are advised to elect Zoology.
PUBLIC LA TIX SCHOOL.
FIRST TEAR.
Latin. — 1. Forms. 2. Translating into English
easy Latin sentences and the Reader. 3. Vocabulary
and turning English into Latin (sentences like those
in the Reader) .
English. — 1. Reading aloud from (1) Hawthorne's
Wonder Book and Tauglewood Tales, and G. "YV.
Cox's Tales of Ancient Greece ; (2) Harriet Marti-
neau's Crofton Boys ; (3) Scott's and Holmes's poems. ,
2. Recitation of poems selected from Scott and
Holmes. 3. Exercises to secure (1) correct enuncia-
tion, (2) distinct articulation, (3) right accent. 4.
Spelling words in common use and in the reading les-
sons. 5. Writing from dictation with special atten-
tion to (1) capitals, (2) punctuation, (3) paragraphs,
and (4) the correct forms of nouns and pronouns to
express gender, number, and case.
History. — (Reading Tales of Ancient Greece.
[See "English."])
SCHOOL DOCUMENT NO. 21.
Geography, to end as early as March 31. — 1.
Geikie's primer of physical geography (supplemented
by oral instruction). 2. Principles of Mathematical
Geography. 3. Explanation of geographical terms.
Natural Science, to begin as early as April 1. —
Physiology : Mace's history of a mouthful of bread.
Mathematics. — Written arithmetic: 1. Review of
the four fundamental rules. 2. Decimal and vulgar
fractions. 3. Compound numbers (including the met-
ric system) . Mental arithmetic : parallel with the
written.
Drawing. Music. Penmanship. Gymnastics and
military drill.
SECOND YEAR.
Latin. — 1. Forms and syntax. 2. Viri Romaa.
3. Writing from dictation. 4. Vocabulary and turn-
ing English into Latin (sentences like those in Viri
Romaa). 5. Recitation of Latin.
English. — 1. Reading aloud (1) some of Plu-
tarch's lives of famous Greeks; (2) Tom Brown's
Schooldays at Rugby, by Thomas Hughes; (3) Gold-
smith's and Whittier's poems. 2. Recitation of
poems selected from Goldsmith and Whittier. 3.
Pronunciation (Soule's Hand-book). 4. Spelling
words in the lessons in reading and geography. 5.
Writing from dictation with special attention to (1)
punctuation, (2) syllabication, (3) correct forms of
adjectives and adverbs to express comparison, and of
verbs to express voice, mood, tense, number, and
person.
History. — (Reading lives of famous Greeks. [See
"English."])
Geography, to end as early as March 31. — 1.
COURSES OF STUDY.
43
General physical features of the continents, with out-
line map-drawing. 2. Distribution of plants and ani-
mals, with their uses.
Natural Sciences, to begin as early as April 1 . —
Botany : Gray's " How Plants Grow."
Mathematics, — Written arithmetic : 1. Percentage.
2. Reckoning of time. 3. Simple and compound
interest. Mental arithmetic : parallel with the written.
Geometry : oral instruction in connection with the
lessons in drawing to give the mind clear and distinct
conception of form.
Drawing. Music. Penmanship. Gymnastics and
military drill.
THIRD TEAR.
Latin. — 1. Forms and syntax. 2. Phsedrus, and
Justin's life of Alexander the Great. 3. Writing
from dictation. 4 Vocabulary and turning English
into Latin (sentences like those of Justin). 5. Reci-
tation.
English. — 1. Reading aloud (1) some of Plu-
tarch's lives of famous Greeks ; (2) Two Years Before
the Mast, by Richard H. Dana, Jr. ; (3) Byron's and
Longfellow's poems. 2. Recitation of poems selected
from Byron and Longfellow. 3. Exercises in elocu-
tion, with special attention to developing the voice.
4. Spelling words in the lessons in reading, geogra-
phy, and natural science. 5. Writing from dictation,
with special attention to (1) punctuation, (2) abbre-
viations, and (3) syntax (solecisms illustrated and
corrected).
French. — 1. Forms and pronunciation. 2. At
the outset, easy French translated into English, with
help of teacher and dictionary (Contes des fees, par
44
SCHOOL DOCUMENT NO. 21.
Perrault; or Jean qui grogne, par Mme. de Segur).
3. Vocabulary and turning English into French.
History. — (Reading lives of famous Greeks [See
R English."])
Geography, to end as early as March 31. — Physical,
political, and historical geography: (1) early condi-
tion of the inhabitants of the earth as to occupations
and governments ; (2) first steps in civilization ; (3)
study of Greece, Italy, Spain, and Portugal, Northern
Africa, and the islands of the Mediterranean.
Natural Sciences, to begin as early as April 1. —
Botany; Gray's "How Plants Grow." Reading of
Gray's "How Plants Behave."
Mathematics. — Written arithmetic: 1. Discount
and present worth, and "problems" in interest. 2.
Profit and loss. 3. Partnership and other simple
applications of the principles of percentage. Mental
arithmetic: parallel with the written. Geometry:
Hill's First Lessons, supplemented by oral instruction.
(Drawing lessons kept in view.)
Drawing. Music. Penmanship. Gymnastics and
military drill.
FOURTH TEAR.
Latin. — 1. Forms and syntax. 2. Nepos's life
of Miltiades, Themistocles, Aristides, Alcibiades,
Epaminondas, and Hannibal. 3. Translation of Latin
at sight. 4. Vocabulary and turning English into
Latin (sentences like those of Xepos). 5. Recitation.
English. — Reading aloud (1) some of Plutarch's
lives of famous Romans ; (2) De Foe's Robinson Cru-
soe ; (3) Macaulay's Lays of Ancient Rome, Camp-
bell's and J. R. Lowell's poems. 2. Recitation of
Macaulay's " Lays " and of selections from Campbell's
COURSES OF STUDY.
45
and J. R. Lowell's poems. 3. Exercises in elocution
with a special attention to improving the quality of
the voice. 4. Spelling words in the lessons in read-
ing, geography, natural science, and history. 5. (1)
Punctuation (A. S. Hill's Rules). (2) Writing ab-
stracts of Plutarch's lives (abstracts to be criticised
by the teacher and corrected by the pupil).
French. — 1. Forms, pronunciation, and syntax.
2. Translation into English (Robinson Suisse, par
Wyss ; or, Batavia, par Conscience). 3. Writing
from dictation. 4. Vocabulary and turning English
into French. 5. Recitation.
History. — History and Geography of Ancient
Greece. (Reading lives of famous Romans. [See
" English."])
Geography, to end as early as March 31. — (4)
Study of France, Great Britain, Central and Northern
Europe ; (5) Study of Russia and Russian possessions
in Asia; Middle Asia, China, Japan, and India; (6)
the Ottoman Empire — except the part in North
Africa.
Natural Sciences, to begin as early as April 1. —
Zoology : Morse's Zoology.
Mathematics. Written arithmetic: — 1. Ratio,
simple and compound proportion (same examples
worked by analysis). 2. Evolution. 3. Involu-
tion : square and cube root, with easy applications.
Mental Arithmetic : parallel with the written.
Geometry : Lowell's Science of Form (first seventy
pages or more).
Drawing. Music. Penmanship. Gymnastics and
military drill.
FIFTH TEAR.
Latin. — 1. Forms, syntax, and prosody. 2.
46 SCHOOL DOCUMENT NO. 21.
Cesar's Gallic War, I.-IY. ; Ovid (2,000 lines). 3.
Latin at sight. 4. Vocabulary and turning English
into Latin (sentences like those of Caesar). 5.
Recitation.
English. — 1. Reading aloud (1) some of Plu-
tarch's lives of famous Romans; (2) one of Scott's
novels; (3) Gray's, Pope's, and Bryant's poems. 2.
Recitation of poems selected from Gray, Pope, and
Bryant. 3. Exercises in elocution, to secure natural
and correct expression. 4. Spelling words in the
lessons in reading, geography, natural science, and
history. 5. Writing abstracts of Plutarch's lives
(abstracts to be criticised and corrected).
French. — 1. Forms, pronunciation, and syntax. 2.
Voltaire's History of Charles XII. 3. Writing from
dictation. 4. Vocabulary and turning English into
French. 5. Recitation.
History. — History and geography of Ancient
Rome. (Reading lives of famous Romans. [See
" English."])
Geography, to end as early as March 31. — (7)
Study of America (early settlements) ; (8) United
States, and other countries of North America.
Natural Sciences, to begin as early as April 1. —
Zoology : Morse's Zoology and Agassiz's Sea-side
Studies (supplemented by oral instruction).
Mathematics. — Arithmetic : reviews and examples.
Algebra: 1. Tower's intellectual. 2. Written Alge-
bra, begun. Geometry : oral instruction, aiming to
develop the power of discovering truths, and proving
propositions. (No text-books allowed.)
Drawing. Gymnastics and military drill.
COURSES OF STUDY.
m
SIXTH TEAB.
Latin. — 1. Forms, syntax, and prosody. 2.
Ovid (2,000 lines) ; Sallust's Catiline. 3. Latin at
sight. 1. Vocabulary and turning English into
Latin (sentences like those of Sallust). 5. Recita-
tion.
Greek. — 1. Forms and syntax. 2. Translating
into English easy Greek sentences, and part of the
Reader or of the Anabasis. 3. Vocabulary and turn-
ing English into Greek (sentences like those in the
Reader or the Anabasis):
English. — 1. (1) Translating aloud Ovid and
Sallust at the recitation in Latin ; (2) reading through
(but not aloud) a few speeches or orations of Webster
and Fox, and reading from Prescott's and Irving's
works; (3) also from Tennyson's and Wordsworth's
poems. 2. Recitation of poems selected from Ten-
nyson and Wordsworth. 3. Speaking pieces from
Webster's and Fox's speeches or orations, and reading
aloud extracts from Prescott's and Irving's works.
4. Good translations from Latin, written out with
care, and, if necessary, re-written after correction.
French. — 1. Forms, pronunciation, and syntax.
2. Duruy's history or a part of Guizot's history of
France. 3. Reading French at sight. 4. Vocabu-
lary and turning English into French. 5. Recita-
tion.
History. — History of Germany and France, with
a review of their geography. [See "French."]
Geography, to end as early as March 31. — (9)
Study of South America, West Indies, etc. ; (10)
Africa, except Northern ; (11) Australia and Pacific
islands. — Reviews.
48 SCHOOL DOCUMENT XO. 21.
»
Natural Sciences , to begin as early as April 1. —
Botany : Gray's School and Field-Book.
Mat hematics. — Arithmetic: 1. Reviews and ex-
amples. 2. Duodecimals. 3. Circulating decimals.
4. Series (also in algebra). Algebra: Written alge-
bra finished and reviewed. Geometry : The first
nine chapters of Pierce's, or their equivalent in
Chauvenet's.
Gymnastics and military drill.
SEVENTH TEAR.
Latin. — 1. Forms, syntax, and prosody. 2. Vir-
gil's 2Eneid I.- VI. and Eclogues. 3. Latin at sight.
4. Vocabulary and turning English into Latin. 5.
Recitation.
Greek. — 1. Forms and syntax. 2. Translating a
part of the Reader or of the Anabasis. 3. Writing
from dictation. 4. Vocabulary and turning English
into Greek (sentences like those in the Reader or the
Anabasis) .
English. — 1. (1) Translating aloud Virgil and
Sainte-Beuve at the recitations in Latin and French ;
(2) reading through a few of Everett's and Pitt's
speeches or orations, and reading from Addison's and
Steele's essays ; (3) selections from Milton, critically
studied. 2. Recitation of selections from Milton.
3. Speaking pieces from Everett's and Pitt's speeches
or orations, and reading aloud extracts from Addi-
son's and Steele's essays. 4. Writing translations
from French and Latin, and waiting compositions on
subjects read about.
French. — 1. Forms, pronunciation, and syntax.
2. Selections from Sainte-Beuve. 3. Reading French
COURSES OF STUDY.
40
at sight. 4. Vocabulary and turning English into
French. 5. Recitation.
German. — 1. Grammar and exercises. 2. Trans-
lation. 3. Vocabulary and turning English into
German.
History. — History of England, with a review of
its geography.
Mathematics. — Arithmetic : 1. Reviews and more
difficult examples. 2. Equation of payments. 3.
Mensuration. Algebra : Reviews and examples ; ap-
plication of algebraic forms to arithmetic. Geometry :
Plane geometry, finished and reviewed.
Gymnastics and military drill.
EIGHTH YEAR.
Latin. — 1. Forms and syntax. 2. Cicero (eight
orations and Cato Major). 3. Latin at sight. 4.
Vocabulary and turning English into Latin (sentences
like those of Cicero). 5. Recitation.
Greek. — 1. Forms, syntax, and prosody. 2.
Translation of the Reader or of the Anabasis, com-
pleted. 3. Homer (Iliad I.-IIL). 4. Translation
of Greek at sight. 5. Vocabulary and turning Eng-
lish into Greek (sentences like those in the Reader or
the Anabasis). 6. Recitations.
English. — 1. (1) Translating aloud from the
Greek, Latin, and French authors at the regular
recitations ; (2) reading through a few of Sumner's
and Burke's speeches ; (3) three plays of Shakespeare,
carefully studied. 2. Recitation of selections from
Shakespeare. 3. Speaking pieces from Sumner's
and Burke's speeches. 4. Writing compositions.
French. — 1. Forms, pronunciation, and syntax.
2. Selections from Taine's English Literature. 3.
50
SCHOOL DOCUMENT XO. M.
Reading French at sight. 4. Vocabulary and turn-
ing English into French. 5. Recitation.
German. — 1. Translation. 2. Writing from dic-
tation. 3. Vocabulary and turning English into
German. 4. Recitation.
History/. — 1. History of United States, with a
review of its geography. 2. General review.
Mathematics. — 1. Logarithms and plane trigo-
nometry ; with examples in arithmetic, algebra, and
geometry, during the first half of the year. 2. Me-
chanics ; with examples applying arithmetic, algebra,
geometry, and trigonometry, during the second half
of the year.
Gymnastics and military drill.
X.B.— Two days of the week in the last half of the eighth year
will be devoted to reviews and to practice on examination questions.
SUPPLEMENTARY STUDIES.
Latin. — 1. Livy (two books); Horace's Odes
and Epodes : Cicero de Amicitia and de Republica.
2. Latin at sight. 3. Turniug English into Latin.
4. Recitation.
Greek. — 1. Plato (Apology and Crito) ; Homer
(Iliad IV.-VIIL, or Odyssey IV. and IX. to XII.)
Euripides (Alcestis). 2. Xenophon at sight. 3.
Writing Greek. 4. Recitation.
English. — 1. (1) Translating aloud from the
Greek, Latin, and French authors at the regular
recitations; (2) translating a few of Cicero's Philip-
pics; (3) the study of Shakespeare continued. 2.
Recitations of selections from Shakespeare. 3.
Spe-iking pieces from the translated Philippics of
Cicero. 4. Writing compositions.
French. — Racine and Moliere. 2. Reading French
COURSES OF STUDY. 51
at sight. 3. Vocabulary and turning English into
French. 4. Kecitation.
Gevman\ — 1. Translation. 2. Writing from dic-
tation. 3. Vocabulary and turning English into
German. 4. Recitation.
History. — General history. Studied by periods.
Natural Sciences, to begin as early as April 1. —
Physics: 1. Selections from astronomy. 2. Motions
of liquids and gases. 3. Advanced mechanics (i.e.,
beyond last year's limit).
Mathematics. — 1. Solid geometry. 2. Examples
in navigation and surveying. 3. Plane and analytic
geometry.
NORMAL SCHOOL.
The course of study in this school is arranged for
one year, and is as follows : —
1. Mental and Moral Science and Logic.
2. Principles of Education, School Management,
and Methods of Instruction.
3. Physiology and Hygiene.
4. Physics and Natural History, with reference to
Objective Teaching.
5. Language : its history, acquisition, and analysis.
6. Grammar-School Studies, with reference to
teaching;
7. Drawing, and its use as a means of illustration
in teaching, and Vocal Music.
8. Observation and Practice in the Primary and
Grammar Departments of the Training School.
It is expected that pupils of good ability and good
health, who are constant in their attendance, and who
devote themselves earnestly and exclusively to their
school duties, will be able to complete this course in
one year.
52
SCHOOL DOCUMENT NO. 21.
PROGRAMME OF INSTRUCTION IN
DRAWING.
PRIMARY SCHOOLS.
SIXTH CLASS.
Pupils are to be taught the names of lines, as
straight or curved, distinguishing their several po-
sitions singly, as vertical or upright, horizontal or
level, oblique or slanting ; lines related to each other
as parallel, at angles with one another as perpendicu-
lar, or square with obtuse and acute angles, the teacher
using both the scientific and common names for lines
and angles, which are always to be illustrated on the
board by the teacher and on slates by the pupils, when
the names are pronounced, or the lines and angles
described by the teacher. The combination of three,
four, or more lines to make figures, and the names of
such figures and their parts, to be given as exercises,
after the names of single lines and two related have
been learned.
Dividing lines into two equal parts, and subdividing
them, and drawing very simple forms, such as those
on the earlier numbers of the first series of cards, or
in the Primary Manual. Patterns or objects composed
of straight lines, and illustrating the lines and their
combinations already learned, should precede the
drawing of curved lines. The filling of geometric
forms, as squares, triangles, with points or short lines,
or simple natural forms, such as leaves, arranged ac-
cording to the pupil's own device, for recreation or
amusement, as allowed in the Kindergarten system, to
be permitted and encouraged.
ES'STEUCTIOX Di DRAWIXG.
53
Drawing from memory of forms previously drawn,
and from dictation or oral description by the teacher,
to be practised weekly.
The pupils should be taught how to rule a true
straight line, that they may know what to strive afler
wheu trying lo draw it by freehand.
FIFTH CLASS.
Reviewing the work done in the sixth class, the
pupils will be taught to improve their handiwork by
drawing :*traight lines more truly straight, the upright
lilies more vertical, and the level lines more horizon-
tal than before. The curved line to be explained, ms
in Chap. III. of the Manual, and curved lines to be
drawn singly and in combination with straight lines.
The definitions of the simpler geometric forms being
recited by the teacher, the pupils are to draw the
forms without a copy. Sometimes the pupils are to
work entirely without mechanical help ; but in other
lessons, such as drawing the illustrations to geometric
definitions, all the lines should be sometim s ruled and
measured, and at other times be drawn entirely by
freehand, variety in execution being here better than
uniformity.
FOURTH CLASS.
Review the exercises of the two previous classes,
increasing the rapidity of the work. The drawings
made from black-board and cards should be as large as
the slate will allow, leaving a margin of from half an
inch to one inch around the edges of the slate.
The simpler forms of leaves and compound curves
to be drawn ; the first being then applied in filling
squares aud triangles, for designiug exercises ; the
54
SCHOOL DOCUMENT XO. 21.
second to form the outlines of vases and pitcher*, as
described in Chap. 5 of the Manual.
THIRD CLASS.
The pupils, on entering the third class, should be
able to describe the simpler geometric forms, either in
common language or by giving the accepted definition,
and also draw the illustrations to them fairly well.
The second series of cards should be finished in this
class, either by enlargement from the cards or reduc-
tion from the teacher's drawing on the black-board.
Note. — The practice of drawing in the four lower classes of
Primary Schools is to awaken thought and give ideas about form,
rather than to produce skill in expressing form. It is not well to
urge the pupils too much in the direction of making very good
lines or very perfect shapes, but rather to impress them with the
distinction between different forms, appealing through the eye
to the mind and memory. The greater the variety of the exer-
cises the better, and if half an hour be too long for a lesson a
quarter of an hour or twenty minutes may be found suitable ;
the time devoted to drawing being two hours per week, may
thus be given in either four, six, or eight lessons.
In all the classes the pupils must be taught both to rule good
lines as well as to draw without the use of the ruler, though the
standard of results expected should be much higher in the case
of a square made by use of the ruler and one drawn by the free
hand. The work of the four lower classes in drawing is to be
done on slates.
The order of lessons is to be
1. Enlargement from cards.
2. Reduction from black-board.
3. Memory and dictation drawing, alternately.
4. Geometric definitions, drawn and described, with linear
designing on alternate weeks.
SECOXD CLASS.
In the second class drawing on paper is first taught.
INSTRUCTION IN DRAWING.
55
Review on paper the work which has been done in
class four on slates, the first half of second series of
cards being taken as subjects for instruction.
Drawing from dictation and memory, of the very
simplest forms, should be given once in each week, to
fix what has been learned on the memory. Each lesson
must be begun and finished on one-half of the page in
the blank book, in the half hour devoted to one lesson,
subjects of sufficient simplicity to ensure this being
selected by the teacher.
FIRST CLASS.
The second half of the second series of cards. Xos.
7 to 14 inclusive, to be drawn in the first class. In-
struction illustrating the words symmetry and repeti-
tion, to be given by the teacher from the chapter on
design, pages 105 and 132, and that following it in the
Manual.
New combinations of forms previously drawn to be
made by the pupils, to learn arrangement and rear-
rangement, to prepare them for the elementary design
practised in Grammar Schools.
GRAMMAR SCHOOLS.
SIXTH CLASS.
Pupils will be taught to draw on p iper the elements
of form, lines, angles, figures: also the division of
lines into equal or unequal parts. In the first half of
the school-year, from September to February, the
Freehand book No. 1 will be completed, exercises in
dictation and memory drawing beincr worked on the
blank pages. From February to July the same book
will be reviewed, the definitions and devisory exer-
cises being more thoroughly learned by repetition, and
56
SCHOOL DOCUMENT NO. 21.
also to give the pupils advanced from the Primary
Schools the opportunity of drawing the first part of
the grammar course. The blank pages will be em-
ployed for elementary designs during the second half
of the school year.
FIFTH CLASS.
From September to February the practice .of the
pupils will be confined to geometrical drawing of defi-
nitions and simple problems, and elementary design
on the blank pages ; and from February to July Free-
hand book No. 2, with designs in blank pages. The
geometrical work and the design is to be accurately
done by use of ruler and compasses ; but neither of
these implements is to be used in the freehand practice.
FOURTH CLASS.
From September to February the pupils are to be
taken through the Geometry book Xo. 2, the teachers
employing blank paper in the book for exercises in
design. As part of the latter the enclosing geometric
forms should be dictated by the teacher, the pupils
working from the oral description only.
From February to July the Freehand book No. 3 is
to be begun and completed, with four elementary de-
signs on the blank pages. In the fourth class the
teacher should require some degree of accuracy in the
geometrical problems and nicety in workmanship, both
in the design and freehand sections of the course.
THIRD CLASS.
From September to February the geometry work
of Book No. 2 is to be reviewed, for the purpose of
refreshing the memories of pupils who have not prac-
tised the work for six months, and also to prepare
INSTRUCTION IN DRAWING.
57
those pupils who have been advanced to the third class
without working through Book No. 2. Then Geom-
etry book Xo. 3 is to be undertaken and finished by
February. The time to spare is to be occupied by
practising elementary design on the blank pages.
From February to July the Freehand book Xo. 4,
together with exercises in design, is to be completed.
SECOKD CLASS.
In the second class geometrical drawing is not
to be continued, but in its place model and object
drawing is to be commenced. From September to
February the pupils will begin and complete Model
book Xo. 1, and from February to July the Freehand
book Xo. 5 will be begun and finished, elementary
design being continued on the blank pages, in outline
and half tint. Dictation of geometrical forms is not
to be considered a separate lesson, but part of the
designing lesson. Memory drawing may be prac-
tised occasionallv to vary the lessons in geometrical
drawing.
FIRST CLASS.
In the first class model and object drawing is to be
considered the sole subject of drawing for the first
half of the year, from September to February, and
the course is laid down in the text-book to be used.
Model book Xo. 2 to be completed by the end of
January. The exercises are to be wholly by the free-
hand, and those from the solid to be in true perspec-
tive, tested by the eye.
From February to July the Freehand book Xo. 6
is to be drawn, the four blank leaves to be employed
for designs, in half tint, of either historical ornament
or conventionalized foliage.
58
SCHOOL DOCUMENT NO. 21.
HIGH SCHOOLS.
THIRD CLASS, OR JUNIORS.
The lowest class in the High Schools is to be
instructed in the elements of perspective, in Perspec-
tive book No. 1, and the practice of model and object
drawing from the solid object, with applied design in
blank books. The perspective and design to be
worked out by mechanical means, the object drawing
to be wholly freehand. The models to be shaded or
relieved with half tint of different depths. Perspec-
tive from September to February. Model drawing
and design from February to July.
SECOND CLASS, OR MIDDLE.
A further study of the principles of perspective
drawing is to be followed by the second class in the
first half of the year, Book No. 2 being the text-book.
This is to be supplemented during the second half of
the year by model drawing from the object, and
applied design for common objects or simple forms,
in either outline, half tint, or by shading.
FIRST CLASS, OR SENIORS.
Drawing of historical ornament from cast and copy,
in tint and color. Original design for manufactures.
Painting and drawing from nature. Machine drawing
and building construction and architecture (in the
.boys' classes). Study of the human figure.
NORMAL SCHOOL.
Normal lessons in freehand, object, memnw
geometrical, and perspective drawing; course of
elementary design.
INSTRUCTION IN MUSIC.
59-
PROGRAMME OF INSTRUCTION IN
MUSIC.
PRIMAR Y SCHO OLS.
SIXTH CLASS.
i
Pupils shall be taught to sing by rote all the songs
and exercises in the first fourteen pages of the "First
National Music Keader," and also to sing the scale,
ascending and descending, both by numerals and
syllables. Other songs by rote, at the discretion of
the teacher. All the songs and exercises going be-
yond twice marked E, shall be transposed at least
one tone lower. Attention shall be given to correct
position of body, and clear and distinct enunciation.
FIFTH CLASS.
Eeview of the previous work. Signs of expres-
sion, time, and beating time. Instruction in notation,
as indicated on Chart No. 2, according to the "Illus-
trated " Lessons I. to VII. Use of syllables and
numerals. Practise in writing the staff, bass, cleff,
the repeat, etc. Kote-songs, as selected by the
teacher.
FOURTH CLASS.
Eeview of previous work ; then go to the end of
Chart No. 12, carefully instructing the pupils accord-
60
SCHOOL DOCUMENT NO. 21.
ins: to "Illustrated" Lessons XV. to XXI., inclu-
sive. Kote-songs, on pages 15, 16, and 17, and
others, to be selected by the teacher. Practise writ-
ing notes of different values, and combine them into
measures.
THIRD CLASS.
Review of previous work, and advance in Charts
to end of No. 15. Frequent exercise upon the sounds
of the scale by numerals, pitch-names or syllables.
Songs, at teacher's option. Practise in writing de-
grees of the scale under dictation.
SECOND CLASS.
Review of previous work. Advance to end of No.
20. Continued scale practice both by singing and
by writing uuder dictation. Rote-songs, at discretion
of the teacher.
FTRST CLASS.
General review. Then take Charts from 21 to 36,
inclusive . Rote-songs, to be selected by the teacher.
Practise writing scales in different keys.
XJ3. — The teacher should not permit loud and
noisy singing, or the singing of parts not within the
scholar's easy reach. The teachers in the various
grades must carefully ascertain and record the com-
pass of the pupils' voices.
GRAMMAR SCHOOLS.
Sect. 233 of the Rules and Regulations : —
"In the first and second classes, instruction in vocal
music shall be given in two lessons, of half an hour
each, and in the third, fourth, fifth, and six classes,
INSTRUCTION IN MUSIC.
61
in four lessons, of fifteen minutes each, every week,
by the regular teachers ; and vocal music shall be
in all respects regarded as one of the regular studies
of the school."
SIXTH CLASS.
Music Charts (Second Series). Practise exercises
and songs in the first twenty pages of the Charts, and
also those in the first thirty -three pages of the Second
Music Eeader. Practice in writing continued. Atten-
tion should be given to evenness and purity of tone.
FIFTH CLASS.
Review work of sixth class. Take the reversed
side of Charts from No. 21 to 40, inclusive, and
practise the Chromatic Scale with syllables, scale and
pitch names. Songs at the option of the teacher.
Practise in writing both diatonic and chromatic scales.
Directions given how and when to breathe. Avoid-
ance of audible breathing.
FOURTH CLASS.
Third Series of Charts. Knowledge of scale and
staff intervals. Singing in different keys up to three
sharps and four flats, by numerals, pitch names, and
syllables. Practice of the first twenty numbers of
these Charts, and also of the first twenty-two pages
of the Third Reader.
THIRD CLASS.
The class is to commence with the reverse pages of
the Third Series of Charts, and complete them. Songs
at the option of the teacher, including all the keys as
far as E and A flat major. Practise in writing, trans-
62
SCHOOL DOCUMENT XO. 21.
position of songs, or parts of songs, from one key to
another. Yocal culture continued.
SECOND AKD FIRST CLASS.
Fourth National Musi'' Reader. These classes are
to be taught the Solfeggios in this Reader from page
50 to page 78.
These Solfeggios should be practised by syllables,
scale and pitch names.
The piano should be used as little as possible dur-
ing the practice of the Solfeggios.
The exercises in Triads from page 79 to 84 are
to be practised simultaneously with the Solfeggios
and the parts are to be frequently changed.
Songs at the discretion of the teacher, but with
strict exclusion of rote-singing.
Writing exercises, such as transpositions, etc., are
to be continued in these -classes.
HIGH SCHOOLS.
The High School Music Reader is the text-book
for both Mixed and Boys' High Schools.
Midler's Part-Songs are used in the Girls' High
School.
FIRST YEAR OR JUNIOR CLASS.
Practice in sinking at si«;ht. Instruction in musical
coo
theory, the intervals aud writing of scales, in both
the G and F clefs. Study of the various forms of
the Minor Scale. Writing under dictation. Expla-
nation of musical terms in common use. Yocal cul-
ture and study of Part-Songs.
INSTRUCTION IX MUSIC.
63
SECOND TEAR OK MIDDLE CLAS3.
Continued practice of singing at sight. Inversion
of intervals. Writing under dictation. Musical ex-
pression. Management of the voice. Study of Part-
Songs.
THIRD TEAR OR SENIOR CLASS*
Elementary harmony. Major and Minor Triads,
and their inversions. Chord of the Seventh and its
inversions. Practice in writing out simple figured
basses. Study of Part-Songs and analysis of the same.
SCHOOL DOCUMENT NO. 22.
REPORT
COMMITTEE ON SEWING.
1 8 7 8.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1 8 7 8.
I
In School Committee,
November 12, 1878.
Laid on the table, and ordered to be printed.
Attest :
GEOBGE A. SMITH,
Secretary.
REPORT
No changes of importance have taken place during the
past year in this department of instruction. Sewing has
been extended into the third clas3 in two schools, the Mather
and the Wells, but has been introduced into no new ones.
Two teachers have resigned in the course of the year, and
their places have been supplied by others.
The list of substitutes approved last year remains
unchanged.
The instruction is generally satisfactory, as far as the
teachers are concerned, and very little complaint is now
heard of inefficiency. The greatest difficulty is now, and
probably for some time must be, the want of proper grada-
tion in the instruction and in the work provided for pupils.
In other lessons the different members of the various classes
are in nearly the same stage of advancement, or at least are
using the same prescribed books and learning the same les-
sons, which have been carefully arranged with a view to reg-
ular and systematic progress. In sewing, this is not the
case. Even at the commencement in the lowest class
there is a great difference in the skill of the pupils. Some
have never learned so much as to thread a needle : while
others, either through home training or attendance at some
parish or other sewing-school, sew tolerably well.
When to this difference in capacity is added the fact that
the sewing teacher finds herself obliged, to a considerable
extent, to accept such prepared work or such material as the
children may bring from home, and is not able entirely to
4
SCHOOL DOCUMENT NO. 22.
control its character, it is evident that exact classification or
graduation of work becomes very difficult.
Your committee h:ive been able to do much in this direc-
tion, and have introduced a considerable degree of order in
place of the chaos formerly existing in many, at least, of
the sewing classes, but they feel that much more remains to
be accomplished, and they have the matter still under con-
sideration.
The attempt has been made in one school especially to
carry out a regular system of instruction, proceeding by
definite steps, and some extracts from the report sent in by
the master of the school will prove interesting and sug-
gestive : " Early in the year the work was divided into four-
teen grades, as follows : —
"1. Basting: 2. Running; 3. Oversewing: 4. Sewing
on buttons; 5. Overcasting ; 6. Hemming; 7. Felling; &.
Back-stitching ; 9. Gathering; 10. Puttiug on bands; 11.
Button-holes; 12. Tucking; 13. Kufiliug ; 14. Mending
and darning.
" A girl is not advanced from one grade to another until
she has made satisfactory progress in the work of the lower
grade. Those who have accomplished all the grades of work
are classed as Division A, and the others as Division B.
This grading, suggested by one of your committee, adds
very much to the interest in the sewing and to the value of
the work done.
"Formerly many girls brought work beyond their ability
to do. causing the teacher a great deal of trouble. We now
require the girls to bring work adapted to their respective
grades. If they bring work they are not qualified to do, it
is laid aside and proper work is given them by the teacher,
and this has occasioned no complaints. We believe this
method is necessary to insure good results in this depart-
ment. Where children are permitted to work on anything
the mothers may send, there can be no systematic teaching.
REPORT ON SEWIXG.
5
" All cutting and preparing work has been done by the
teacher outside of the sewing time. A hook is kept, in
which the work done by each girl is recorded."
The great variety in the kind of articles finished in this
school, as shown by their record, proves the care shown in
finding some sort of work suited to the capacity of every
pupil.
Plans somewhat similar have perhaps been adopted in
other schools, but in none, it is believed, so thoroughly car-
ried out; though each year some advance is made. But
until the way is found to give as permanent unity of plan to
the teaching of sewing in all the schools and of putting it on
the same footing with other studies, by arranging some reg-
ular course for it, it will be advisable to keep this subject
under the charge of a special committee. The irregular and
unsystematic fashion of instruction which formerly prevailed,
and which would easily find its way back again without the
exercise of special care and oversight, was an equal wa>te of
time and money ; and the subject will still require much
consideration if the best results are to be obtained.
The subjoined list, though necessarily incomplete, shows
in general the amount of work accomplished this year in the
different schools.
There has been a steady effort to decrease the amount of
material supplied by the city, as it is, for many reasons, bet-
ter that the children should supply their own as far as
possible.
Eespectfully submitted,
For the committee,
LUCIA M. PEABODY,
Seer eta ry.
6
SCHOOL DOCUMENT NO. 22.
"iviox
aiq«.L
Aq Sa1.ix.a3
•Saunidaji
puB snoaa
•sjopqo
-aa^paBH
i» t— t-
•eanboug
pan
OO .CO
•SI3AA.OJ,
pas
saiBjano
O t— CO <— l
ao ^#
s.aajptiqo
•sajoq
-aouna
to Ea o <m
■naari pag
2 —
i-i W C<«
REPORT ON SEWING. 7
1 |S Si! ||i |S S ||S|I 1 | I!
i
Ok
S
i
§ jis ; s s s a 8 j s s : § § f : s
I
1
:
i
*
2 £
5 9
1
§ 3 S 5 s : § $ " 0 " 3 s- 5 2 : s 3 3 3 3
•
1
: a : | s s s s i
I
Sg33K3ES8gS3SS8*3a2!i2
1
I
I
iiimniii! . : ,:
!
SCHOOL DOCUMENT NO. 23.
ANNUAL REPORT
OF THE
HORACE MANN
SCHOOL FOR THE DEAF.
BOSTON:
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1 8 7 8.
In School Committee,
November 12, 1878.
Accepted, and ordered to be printed.
Attest :
GEORGE A. SMITH,
Secretary.
REPORT.
The Rules of the School Board require that an Annual
Report should be made by the Committee of the Horace
Mann School for the Deaf, in the month of September. The
chairman was absent from the city during that month, and,
in his inexperience, was unmindful of this requirement,
which, in behalf of said committee, he thus tardily seeks to
fulfil.
Ou the third of September, 1877, there were sixty-four
pupils belonging to the school, — thirty-three girls and
thirty-one boys. During the year eleven were admitted and
seven discharged. At the beginning of the present school
year — September 2d — the number of pupils was sixty-
seven. Since that time seven have been admitted and four
discharged. The number of pupils now belonging is seventy-
six, — an increase of not quite twenty per cent, since Sep-
tember, 1877.
Nearly all the pupils are beneficiaries of the State of
Massachusetts. The city receives the sum of one hundred
dollars for each pupil residing with its limits, and one hun-
dred and fifty for every one from out of town.
Anions: the numbers received last vear was a little girl
from Xew Hampshire. A warrant for her admission as a
State beneficiary was sent to the principal of the school.
This year a little boy from Pennsylvania has been received ;
the cost of tuition being paid by his parents.
The States of Maine and Ehode Island sent pupils to
Boston to attend this school, until similar institutions were
established in each of those States.
4
SCHOOL DOCUMENT NO. 23.
The condition of the school is entirely satisfactory. The
corps of teachers remains the same as during the last year.
The present number in the school, by the rules of the
Board, entitles it to an additional teacher. It is not deemed
advisable to appoint a temporary teacher, as the peculiarity
of the instruction requires the experience and practice of an
expert, and this is not to be secured readily except through
an appointment of a permanent character. As soon as the
number on the list shall seem to promise with a greater
certainty the permanence of the requirement, the committee
will ask for an additional teacher.
The last report of this school, which was full and elab-
orate, was presented by the late Dr. Ezra Palmer. He had
been chosen to fill the vacancy caused by the death of Dr.
Ira Allen, and so long as he lived he took a strong and
cordial interest in the work of the school, and his hearty co-
operation did much to strengthen the hands of the teachers,
who lost in him a sincere, earnest, and judicious friend and
adviser.
Since the commencement of the present academic year
this school has sustained yet another grievous loss of a
valued and honored adviser and friend, by the resignation of
Mr. Wm. H. Learnard, Jr., — a loss deeply and regretfully
felt by all its friends. He had always been ready to give to
it his time, his thought, and his judicious counsel, and that
cautions and experienced judgment can but ill be spared
from its faithful supervision.
For the committee,
T. N. BREWER,
Chairman,
SCHOOL DOCUMENT NO. 24.
CATALOGUE
OF THE
BOSTON NORMAL SCHOOL
FOE THE YEAR 1878.
B O S T O X :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 Arch Street.
1 8 7 8.
SCHOOL COMMITTEE OF THE CITY OF BOSTON.
1878.
Hon. HENRY L. PIERCE, Mayor, ex officio.
Warren P. Adams,
John B. Moran,
George A. Thayer,
Godfrey Morse,
Charles C. Perkins,
Abby W. May,
John G. Blake,
John J. Hayes,
Charles L. Flint,
Henry P. Bowditch,
F. Lyman Winship,
William J. Porter,
William H. Finney,
John W. Ryan,
Ezra Palmer,
George M. Hobbs,
Lucia M. Peabody,
George H. Plummer,
William T. Adams,
William H. Learnard, Jr.
Warren Fletcher,
Abram E. Cutter,
Nahum Chapln,
William C. Collar.
COMMITTEE ON THE NORMAL SCHOOL.
George A. Thayer, Chairman.
Abby W. May, Secretary.
Wm. H. Learnard, Jr. . George M. Hobbs.
John B. Moran.
BOSTON NORMAL SCHOOL.
TEACHERS.
p?eatufHaster.
LARKIX DUNTON.
ifirst Assistant.
L THERESA MOSES.
Second Assistant.
ANNIE E. CHACE.
Special Ceacfjer.
W. BERTHA HIXTZ.
£cari)cr of Dratotng.
WALTER SMITH.
(Tracfjcrs of fHusi'c.
JULIUS EICHBERG. J. B. SHARLAXD.
H. E. HOLT. L. TT. MASOX.
RICE TRAINING SCHOOL.
principal
LUCIUS A. WHEELOCK.
JSub-fH aster.
EDWARD SOUTHWORTH.
SJsfjer.
CHARLES F. KIMBALL.
ifirsst Assistant.
MARTHA E. PRICHARD.
Scrcnti Assistant.
FLORENCE MARSHALL.
Assistants in (grammar Department.
ELLA T. GOULD. E. MARIA SIMONDS.
J. ANNIE BENSE. ELIZA COX.
DORA BROWN. MATTIE H. JACKSON.
ELLA C. HUTCHINS. LIZZIE M. BURNHAM.
Assistants in ^rimarg Department.
ELLA F. WYMAN. GRACE HOOPER.
SARAH E. BOWERS. FLORENCE M. PROCTOR.
ELLEN F. BEACH. ANNA B. BADLAM.
EMMA L. WYMAN.
BOSTON NORMAL SCHOOL.
KEGULATIONS
ADOPTED BY THE SCHOOL BOARD.
Section 1. The Boston Normal School is established for
the purpose of giving professional instruction to young
women who intend to become teachers in the public schools
of Boston.
Sect. 2. The head-master shall be a graduate of a college
in good standing. He shall have a first assistant, and as
many second assistants as may be necessary, provided the
whole number of teachers, exclusive of the head-master,
shall not exceed one for every thirty pupils. An additional
instructor may be elected for an excess of twenty pupils, and
one may be removed for a deficiency of twenty. Special in-
struction in music and drawing shall be sriven in this fechool,
under the direction of the committee on these departments.
Sect. 3. Candidates for admission must be at least eigh-
teen years old, and must be recommended by the master
or committee of the last school they attended. No can-
didate who is less than eighteen years of age shall be
admitted to this school, except by special vote of the com-
mittee in charge. Those who have completed the fourth
year in the Girls' High School will be admitted without ex-
amination. Other candidates must be examined in the
ordinary High School studies by the Board of Supervisors,
under the direction of the Committee on Examinations, and
8
SCHOOL DOCUMENT NO. 24.
must present evidence of good character. All pupils will be
put on probation, and as soon as they prove unsuitable for
this school shall be discharged by the committee on the
school ; the probation to cease at the end of the half year.
No pupil who has attended the school for more than a half
year shall return a second year without special permission
from the committee in charge.
Sect. 4. The Board of Supervisors shall, from time to
time, examine the pupils in the Normal School, and near the
close of the school year recommend for graduation those
whom they shall deem qualified ; and the committee in charge
shall grant diplomas to such of those thus recommended as
shall have satisfactorily completed the course of study.
Sect. 5. A diploma of graduation from the Normal
School, issued after the year 1872, shall entitle the holder
to receive a fourth-grade certificate of qualification. When
teachers are to be employed in the public schools, graduates
of this school shall have the preference, other things being
equal.
Sect. 6. The text-books used in this school shall be such
of the text-books used in the other public schools of the city
as are needed for the course of study, and such others as
shall be authorized by the Board.
Sect. 7. This school shall begin on the first Monday in
September ; and shall close on such day of the week preced-
ing the Fourth of July, and with such exercises, as the com-
mittee of the school may direct.
Sect. 8. A catalogue of the Normal School shall be an-
nually prepared, under the direction of the committee in
charge, and sent to the members of the School Committee
and of the Board of Supervisors, and to the principals of
schools.
Sect. 9. When a graduate of this school is appointed as
a teacher in any public school of this city, it shall be the
duty of the head-master to make, or cause to be made by
BOSTON NORMAL SCHOOL CATALOGUE.
9
his assistants, one or more visits to her school for the pur-
pose of criticism and suggestion in regard to her teaching.
Sect. 10 Such instruction shall be given in the Normal
School, to teachers in the employ of the city, as the Board
may from time to time direct.
TRAINING DEPARTMENT.
Sect. 11. The Rice Training School is intended to give
the pupils of the Normal School a practical knowledge of
the methods of instruction and discipline in the public
schools of Boston.
Sect. 12. The Committee on the Normal School shall
have charge of the Training School.
Sect. 13. The head-master of the Normal School shall
have the direction of the observation, practice, and methods
of instruction in the Training School, subject to the approval
of the committee in charge.
Sect. 14. The principal of the Training School shall per-
form in that school the usual duties of master of a Grammar
School, and such duties in connection with the Normal School
as the committee in charge may direct.
Sect. 15. The number and rank of teachers other than
principal, and the course of study, in the Training School
shall be the same as in the Grammar and Primary Schools
of the city.
COURSE OF STUDY.
The course of study in this school is arranged for one year,
and is as follows : —
1. Mental and Moral Science and Logic.
2. Principles of Education, School Management, and
Methods of Instruction.
3. Physiology and Hygiene.
10
SCHOOL DOCUMENT XO. 24.
4. Physics and Natural History, with reference to Objec-
tive Teaching.
5. Language: its history, acquisition, and analysis.
6. Grammar-School Studies, with reference to teaching.
7. Drawing, and its use as a means of illustration in
teaching:, and Yocal Music.
8. Observation and practice in the Primary and Gram-
mar Departments of the Training School.
It is expected that pupils of good ability and good health,
who are constant in their attendance, and who devote them-
selves earnestly and exclusively to their school duties, will
be able to complete this course in one year.
ESTABLISHMENT.
A Normal School was established in 1852 by the City
Council, on the recommendation of the School Board, as a
part of the public-school system of Boston. This school
was w designed to prepare teachers thoroughly and systemat-
ically for the efficient discharge of those duties that they
would be daily called upon to perform." In 1854 the
School Board, with the view of adapting the school to the
double purpose of giving to its pupils High-School and
Normal instruction, caused "the introduction of a few addi-
tional branches of study, and a slight alteration in the ar-
rangement of the course," and called it the Girls' High and
Normal School. But the Normal features of the school were
soon quite overshadowed by the High-School work. To rem-
edy this evil a Training Department was organized in 18G4,
in Somerset street, which, for several years, accomplished a
very useful work. But, in 1870, this department was re-
moved to the new building in AYest Newton street, occupied
BOSTOX NORMAL SCHOOL CATALOGUE. 11
by the Girls' High and Normal School. The school was
continued under this name till 1872, at which time the
School Board, finding that the Normal element had been
gradually absorbed by the High School, and had "almost
lost its independent, distinctive, and professional character,"
"separated the two courses, and returned the Normal School
to its original condition, as a separate school." Since then,
under the name of the Boston Normal School, its sole work
has been the fitting of young women for the office of teach-
ing.
TRAINING DEPARTMENT.
In 1876 the Rice District was constituted a Training
School, where the Normal pupils have an opportunity of
gaining, by observation and practice, a familiar acquaintance
with the discipline and instruction of the Boston schools.
This supplies an urgent and long-felt want. The Training
School contains twelve Grammar and seven Primary classes,
numbering over a thousand pupils.
LOCATION.
The Normal School occupies the upper floor of the school-
house on Dartmouth street ; and the Training School the
first and second floors of that building, and also the school-
house on Appleton street.
CONDITIONS OF ADMISSION.
A certificate that a candidate has completed the fourth
year in the Girls' High School is accepted as proof of quali-
fication for admission. The course of study in the Boston
12
SCHOOL DOCUMENT No. 24.
High Schools embraces the following subjects : Composition ;
Rhetoric ; English Literature ; Ancient, Mediaeval, and Mod-
ern History; Civil Government; Botany; Zoology; Anat-
omy and Physiology ; Chemistry ; Physics ; Astronomy ;
Arithmetic, including the Metric System ; Algebra ; Geom-
etry ; Plane Trigonometry; Latin, or French, or German ;
Vocal Music ; and Drawing. Candidates who have not com-
pleted the fourth year at the Girls' High School will be ex-
amined on this or an equivalent high-school course. An
examination of such candidates will be held at the school-
house on Dartmouth street, the Friday before the first Mon-
day in September, at 10 o'clock, A.M. Those who have
completed the fourth year at the Girls' High School will
present themselves with their certificates on the first Monday
in September.
TUITION.
The rule of the School Board in regard to the payment of
tuition by non-resident pupils, applicable to the Normal
School as well as the other public schools of the city, is as
follows : —
" All children living in the city who are upwards of five
years of age, and are not disqualified by non-compliance
with the regulations of the Board, shall be entitled to attend
the public schools ; but neither a non-resident pupil, nor one
who has only a temporary residence in the city, shall be
allowed to enter or to remain in any school, unless the
parent, guardian, or some other responsible person has
signed an agreement to pay the tuition of such scholar, or
until a certified copy of a vote of the Committee on Accounts
permitting such scholar to attend the school has been trans-
mitted to the principal. The principals shall, at the com-
BOSTON NORMAL SCHOOL CATALOGUE. 13
mencement of each terra, on blanks furnished for the pur-
pose, send to the Committee on Accounts the names of such
scholars, and of their parents or guardians, with their place
of residence. And it shall be the duty of that committee
each term to make out bills for tuition and transmit the same
to the City Collector for collection."
NECESSITY FOE ATTENDANCE.
The following extracts from the Regulations of the Public
Schools of the City of Boston will show the relation of the
Normal School to the work of teaching in Boston : —
"The Board of Supervisors shall not admit to an examina-
tion [of applicants for situations as teachers] any person
who is not a graduate of the Boston Normal School or of one
of the State Normal Schools, or who has not had at least one
year's experience in teaching."
"The Board of Supervisors shall grant certificates of
qualification of the several grades, after examination, to
such candidates as they shall consider entitled to them, as
follows : —
"First Grade. — To masters and iunior masters of Hi^h
Schools, and principals of Evening High Schools.
"Second Grade. — To masters, sub-masters, and second
sub-masters of Grammar Schools, principals of Evening (not
High) Schools, and assistants of Evening High Schools.
"Third Grade. — -To assistant principals and assistants of
High Schools.
"Fourth Grade. — To assistants of Grammar and Primary
Schools.
"Special Grade. — To instructors in Special Studies, Schools
for the Deaf and for Licensed Minors, and Kindergartens,
SCHOOL DOCUMENT XO 24.
M Xo instructor shall be employed in any higher grade of
schools than that for which the certificate shall qualify the
holder thereof; and no instructor whose certificate is not
recorded in the office of the Committee on Accounts shall be
entitled to draw any salary as a teacher or as a substitute ;
and the auditing clerk shall not allow the name of any such
teacher or substitute to be entered or to remain on the pay-
rolls."
VACATIOXS.
The vacations and holidays of this school are as follows :
— Every Saturday; one week commencing with Christmas
day ; New Year's day ; the twenty-second of February ;
Good Friday ; Fast day ; Decoration day ; Thanksgiving day
and the remainder of the week ; the week immediately
preceding the second Monday in April ; and from the close
of the school, the week preceding the Fourth of July, to the
first Monday in September.
TIME OF ADMISSION.
Only one class is admitted to this school during the year,
and that is admitted at the beginning of the school year.
Pupils are not received at other times. The work of the
school is so conducted that it is impossible for pupils to
make up lessons lost at the beginning of the term, so that it
is necessary for all who desire to enter during the year to be
present at the opening of the school in September.
BOSTON NORMAL SCHOOL CATALOGUE.
15
GRADUATES
Boston Normal School
June, 1878.
Abbreviation*. — J&., Brighton; C, Charlestown ; D., Dorchester; E. B., East Boston;
S. B., South Boston; J. P., Jamaica Plain; R., Eoxburv; W. R., West Roxbury.
Abercrombie, Mary E.
Bere, Caroline D.
Bigelow, Florence J.
Borden, Mattie K.
Bowker, Ilattie J.
Breckenridge. Ida J.
Buckley, Martha G.
Burgess, Helen F.
Challis, Charlotte
Clough, Annie D.
Crooker, Ellen B.
Cummings, Elizabeth
Darling, Hattie A.
Erskine, Margaret B
Farrington, Mary L.
Fitzgerald, Ella F.
Fogarty, Sarah G.
Folger, Minnie I.
275 Shave mut Avenue.
Sharon, Mass.
Cor. Co'tage St. and Xor-
folk Ave., I).
10 Bigelow St., Brighton.
813 E. Broadway, S. B.
115 Trenton St., E. B.
27 Swan Street, S. B.
Fuller Street, Dorchester.
75 Essex Street. Chelsea.
33 Warren Avenue.
62 G Street, So. B.
129 Emerson St., S. B.
Savin Hill Avenue, D.
57 White Street, E. B.
34 Clarence Street, R.
283 E Street. S. B.
14 Eennard. Avenue.
42 Pearl St.. E. Sorn'rillr.
16
SCHOOL DOCUMENT NO. 24.
Frame, Martha L 72 Eutaw Street, E. B.
French, Essie A 211 W. Canton Street,
Fuchs, Ella 150 K Street, S. B.
Furbush, Florence G. . . . 16 Baldwin Street, C.
Gallagher, Emma F. . . . 17 Ball Street.
Hanley, Martha W Bear 2298 WasVn St.
Harlow, Carrie A 587 E. Eighth St., S. B.
Harrington, Julia E. ... 48 Chestnut Street, C.
Hodsdon, Emily F 19 Linden Street, S. B.
Kendrick, Laura M 70 Zeigler Street.
Leonard, Dora M 91 Fort Avenue, B.
Macomber, Ella L 41 Chester Parle.
McGowan, Agnes .... 2 Oak Street, C.
Newell, Marion 24 Stamford Street.
O'Connor, Mary E. .... 60 Telegraph St., S. B.
Orr, Ella A 631 Porch. Ave., S. B.
Perry, Florence A Savin Hill Avenue, D.
Pierce, Mary E Cor. Adams and Richmond
Streets, D.
Presby, Ida M 1 Binney Place.
Roberts, Clara E 9 Akron Street, R.
Ruxton, Mary G 9 Morton Street.
Savage, Mary F 9 Leeds Street.
Seaverns, Annie W 2 Dudley Place, R.
Sharp, Clara A. . 8 Beckler Avenue, S. B.
Shepard, Caroline A. . . . Prescott Place, D.
Simmons, Emma F 383 W. Fourth St., S. B.
Smith, Emma T 36 Williams Street, R.
Smith, Mary W 428 Bunker Hill St., C.
Stevens, Grace L 16 Perrin Street, R.
Toppan, Fanny L 11 Woodward St., S. B.
Tucker, Hattie M. . . , . 237 Princeton St. , E. B.
Tuckerman, Lucy D. ... 24 Somerset Street.
Urann, Grace St. L. ... Columbia Street, D.
Welch, Sadie E 574 Eighth St., S. B.
BOSTON NORMAL SCHOOL CATALOGUE.
17
Weld, Lena S.
Wentworth, Lydia G
White, Carrie G. .
Whiting, Georgiana
Wilson, Lucy A. .
Wilson, Sara W. .
Cor. Weld & Willow Sts.,
w. n.
9 Alpine Street, R.
79 Myrtle Street.
Bunker Hill District,
395 Bunker Hill St., C.
128 W. Chester Bark.
SCHOOL DOCUMENT NO. .25.
ANNUAL EEPOET
OF THE
SCHOOL COMMITTEE
OF THE
CITY OF BOSTON.
187 8.
BOSTON :
ROCKWELL AND CHURCHILL, CITY PRINTERS,
No. 39 ARCH STREET.
1 8 78.
I>- School Committee, Sept. 24, 1878.
Messrs. Morse, Collar, and Bowditch were appointed a Committee to pre-
pare the Annual Report of the School Board for the year 1878.
Attest :
GEORGE A. SMITH.
Secretary.
REPORT.
A year is so short a period in the history of a
school system dating back some two centuries, that
an annual report can be expected to do little more
than to indicate the gradual development of what,
from its very nature, must be slow, and in many cases
difficult to estimate by any well-recognized standard.
The requirement of such a report, however, seems a
wise provision, as a constant reminder that the system
is a living organism, and that growth is a necessary
condition to prevent decay. Our schools are better
this year than the last,ror they are not so good. This
consideration would seem to justify an annual enu-
meration of the doings of the year, whether to remove
the dead wood or to promote growth. But, though
growth is essential as a constant element, its proces-
ses may be most operative and vital when least
seen; and perhaps it is only by taking the salient
points on which to institute comparison that we can
justly estimate progress in the system. The re-
organization of the School Board, and more ample
means for the supervision of our schools, may be re-
garded as one of these points in the history of the
school system. Xor should the changes introduced
by the new order of things be considered necessarily
as a criticism on the past. Some things are demanded
4
SCHOOL DOCUMENT NO. 25.
now that would have been wholly impracticable at an
earlier stage. It is in this light that we should re-
gard many of the changes in the organization of the
various business and financial departments, as well
as those in the departments of instruction and super-
vision.
Thus, some twelve years ago, a report, signed by
the chairman of the Committee on Accounts, stated
that there was no "systematic management of the
financial affairs" of the School Department, and the
Committee on Rules and Regulations presented an
order, which was adopted, giving to the Committee
on Accounts the direction and control of all pur-
chases ordered by the Board which were not other-
wise provided for, and authorizing the employment of
an auditing clerk. This was the initiation of the
system now in operation. The growth of our system
of public instruction, however, has been such, caused
by annexation and otherwise, that a modification of
the system became necessary. This was adopted in
the latter part of 1877, so that it has been practically
inaugurated during the current year. These changes,
it is believed, are in the interest of economy, and, as
already intimated, are rendered necessary by the
regular growth of the system, and greater pecuniary
interests involved. It would not be strange, however,
if at first, before teachers and others have become
acquainted with its provisions or the new system is
in working order, there should be complaints of "red
tape," and some impatience manifested at the formal
provisions which these greater interests have rendered
necessary. Such complaints are always made under
ANNUAL SCHOOL REPORT.
5
similar circumstances, and it is only when a system is
in working order and well understood, that its benefits
are fully appreciated.
The changes provided by the statute of 1875 in
relation to the reorganization of the School Com-
mittee have already proved themselves most salutary.
Before the reorganization of the Board the elections
for members of the School Committee were confined
to wards.
Under that system the nominations were made in
party caucuses, in the several wards of the city, and
nomination by the party dominant in any one ward
was equivalent to an election. There could not be,
under such a system, any searching discrimination
or any close inquiry into the qualifications of the
nominees.
The majority of votes of but a single ward was
necessary to elect a member of the Board. Now the
election is by general ticket, each candidate's name
being brought to the consideration of all voters
throughout the entire city. The nominations are
more cautiously made; — the merits of candidates being
carefully weighed by sub-committees and by the same
nominating conventions which nominate the mayor
and aldermen. In this way the local ward feel-
ing, heretofore too prominent in the conduct of our
schools, is suppressed; no member of the Board rep-
resents a ward; but each member represents the
whole city. The constituency of each member of
the School Committee is coextensive with that of the
mayor and aldermen, and is far greater than that of
the individual members of the Common Council, each
6
SCHOOL DOCUMENT NO. 25.
one of whom is the representative of but a single
ward.
If these considerations were better understood bv
the public, they would materially aid the School Com-
mittee in the discharge of their official duties, and
would result in a better conception of their powers
and duties by the City Council. It is said, sometimes,
that the Common Council of the city is the direct
and legitimate successor of the people assembled in
town meeting, and that the action of the Council is
the action of the people; that, by the change from
the town government to the city government, the
people of the city have delegated to the Council all
the powers they themselves exercised in town-meet-
ings. This may be so in most instances, but certainly
is not so in the case of the management of the schools.
This Board is the creation of a special law enacted
by the Legislature of the State. We have certain
powers and duties defined by the act, which cannot
be increased or diminished by the action of the City
Council. By their votes the citizens of Boston have
elected us to exercise the powers in the management
of the schools delegated to school committees by the
Legislature ; we are responsible to the citizens of this
municipality, and not to the Council, for our action;
we are elected by the people to represent them and
to exercise their powers in school affairs, and neither
branch of the City Council has supervisory powers
delegated to it, directly or indirectly, by law or by
usage.
w The School Committee are an independent body,
intrusted by law with large and important powers and
ANNUAL SCHOOL REPORT.
7
duties," says the Supreme Judicial Court of this
Commonwealth; and again: "The Legislature have
imposed on the (School) Committee the duty of see-
ing to it that the public schools are in a condition
and of a character best calculated to advance the
improvement and promote the good of the pupils."
The City Council has no connection with the
schools, except in the matter of voting the necessary
appropriations to carry them on. But even in this par-
ticular its power is limited, — for the School Committee
have entire control in fixing the salaries of teachers,
and the city is bound by the contracts thus made by
the School Committee. w The power to fix the com-
pensation [of teachers] is chiefly entrusted to the
Committee for the full, appropriate, and most useful
discharge of their duties. This power the Legisla-
ture, for the most satisfactory and conclusive reasons,
have expressly given to them." (Bachelder vs. City
of Salem, 4 Cush., 599.) In some of the large cities
of the Union the powers of the School Committee
are even greater than they are here, — they exercising
the right of making the tax levy for public-school
purposes; and it is questionable whether it would
not be wiser, and in the interest of the schools and
the public, if this Board had the power to vote its
own supplies, without appropriations from the City
Council.
It cannot be said that the School Committee are
less careful of the city's interest than any other branch
of the city government. They have shown by their
action, during their reorganized existence, that they
recognize the necessities of the times in the way of
8
SCHOOL DOCUMENT NO. 25.
public economy. In the salaries of teachers, and in
the incidental expenses of this most important branch
of the city government, the Board have carefully, and,
it is to be hoped, not unjustly, brought their needs to
a minimum.
During the years 1874-5 and 1875-6 the total
expenses for the public schools were $4,096,424.19;
for the years 1876-7 and 1877-8, $3,573,056.33;
showing a total saving, in the first two fiscal years
of the new organization, of $523,367.86; while the
total number of pupils in the last two years exceeded
the total number of the previous two years by 4,434 !
CONSOLIDATION OF COMMITTEES.
An attempt has also been made during the last year
to facilitate the work of the sub-committees by con-
solidating them. Music and Drawing, now recog-
nized as two most important branches of public
instruction, and for each of which there was a sub-
committee, are now in charge of one committee, —
on (f Music and Drawing." It may be well to remark
here, that the regular teachers in all the schools, hav-
ing now had several years of normal instruction, and
of experience in teaching these branches, are quite
competent to give the necessary instruction to their
pupils, and for this reason the number of special
instructors in these departments has been reduced.
Before long no special instructors — except, possi-
bly, one in each department for normal lectures and
for a director — will be required. An interesting
paper on these subjects follows in this volume, in the
ANNUAL SCHOOL REPORT. 9
i
w Report of the Committee on Music and Drawing,"
to which the reader is referred for details.
On January 1, 1879, the Committee on Military
Drill yield their duties to the Committee on High
Schools. This exercise is continued in the High
Schools for boys, and meets with great success, owing,
no doubt, largely to the excellent instruction of Brig-
adier-General Hobart Moore, who makes it both
efficient and interesting.
For the greater efficiency of the Board a new com-
mittee, viz., the w Committee on Supplies," has been
organized, which relieves, in a material manner, the
Committee on Accounts from some of its multifarious
duties. The following extracts from the Rules and
Regulations define the duties of this new commit-
tee: —
Sect. 45. The Committee on Supplies shall have exclusive
authority in furnishing all materials used by the Board, its
officers, or the public schools. They shall have exclusive power
to authorize such expenditures, except it be for salaries, as may
be required in teaching such branches of study as have been
adopted by the Board, not exceeding the several amounts appro-
priated for the same.
They shall, if it be deemed expedient, annually advertise for
proposals, and contract with responsible parties, to furnish the
text-books necessary to carry out the provisions of the General
Statutes, Chap. 38, Sects. 29 and 30, and shall see that the pro-
visions are fully complied with.
They shall have the supervision of all printing, and furnish
such as may be required by the Board, its officers, or the public
schools, except such as may be otherwise provided for ; and all
documents and reports, unless it be otherwise ordered, shall be
limited to four hundred copies.
They shall have the custody and management of all property
10
SCHOOL DOCUMENT XO. 25.
belonging to the city which is held by this Board, and shall
authorize such expenditures as may be necessary for the care and
protection of the same.
The Auditing Clerk shall attend all meetings of this committee,
shall record their transactions, and render such assistance as shall
be required. Annually, in the month of May, he shall submit, in
detail, an account of the articles purchased and furnished to the
several grades of schools, as well as of the material on hand ; and
annually, in the month of June, the committee shall submit the
same in a report to the Board.
They shall give written authority to the Auditing ' Clerk to
submit to the Committee on Accounts such bills as are correct and
duly authorized.
SCHOOL SESSIOXS.
The change in the regulations of the schools, by
which there are two sessions for five days in the week
instead of two sessions for four days and one session
on Wednesday and Saturday forenoon, as formerly,
has now been on trial since September 1, 1877, and
has already proved so satisfactory as to meet with
general approbation. A canvas of the opinion of the
Grammar-School masters, made last June and reported
to this Board by the Committee on Rules and Regu-
lations, demonstrated the desirability of the change.
The following is the report : —
The committee who were instructed, May 28, to take measures
to ascertain and report to the Board whether the present arrange-
ment of school sessions is better for the schools and teachers than
the former, or not, and whether it is more acceptable to the parents,
reported that a circular having been sent to the principals of the
Grammar Schools, requesting the above information, responses
were received from 46 principals, as follows : 26 report in favor of
the new system in all respects ; 6 in favor of the old ; 7 that the
ANNUAL SCHOOL REPORT.
11
old system is better for Primary Schools ; 2 that the old plan is
better for the schools, and preferred by some of the teachers and
parents. — (Minutes of the School Committee 1878, page 116.)
There were many reasons for this change. In
the High Schools it was already the rule. No pupil
in the other schools could be said to have a single
play-day in the week during term time, under the
former arrangement, — a day which was entirely free
to the pupil, when no school work was to be done; —
a real holiday, which could be devoted to play and
pleasure. There was work for every day ; on Fri-
day the Saturday morning lesson must be learned,
and on Saturday the Sabbath-school lesson must be
prepared. Now Saturday is a whole play-day for
the pupil. If a parent desires to take his child into
the country on a day's excursion, whether on a visit,
or to enjoy the country air and the country scenery,
no work-day need now be taken ; there is the Satur-
day for such recreation.
In many of our schools, also, there are children of
poor parents. Several masters testified before the
Committee on Rules and Regulations, — when the hear-
ing was had on the order which was afterwards passed
by the Board, — that some of the boys were kept out
of school on Saturdays, and found employment with
the neighboring grocer and market-man. Mothers,
also, kept their daughters at home on Saturdays to
teach them the culinary art, and to induct them into
the mysteries of house-keeping, — an occupation quite
as useful to girls as the studies pursued in the
schools.
The statistics, too, show that the average attend-
12
SCHOOL DOCUMENT NO. 25
ance in all the Grammar and Primary Schools was
smaller on Saturdays than on other days in the week ;
and recent investigations prove that the attendance
on Wednesday afternoon is much greater than it was
on Saturday forenoon.
There is no doubt that the work of the school-
room is much better performed in the symmetrical
daily sessions than in the broken sessions at the end
of every two days; and the masters tell us that the
work on Wednesday and Saturday forenoons was not
as satisfactory as on other days in the week. It is
believed, too, that the present system is more con-
ducive to the health of the pupils than the former.
It is better for the teachers as well as for the
pupils. The half-day Wednesday and Saturday did
not give that rest that the whole day Saturday gives.
Teachers have not so much fresh force on Monday
morning when they teach on Saturday, as they have
with closed school-rooms from Friday afternoon to
Monday morning. Under the former arrangement
there was no whole day, during term time, on which
they could transact whatever business they might
have.
Another and most important consideration must not
be overlooked. To maintain our schools up to the
highest standard we should have constant normal in-
struction for teachers. Such instruction is contem-
plated in the Regulations of the Normal School,
viz.: —
1 ' Sect. 299 . Such instruction shall be given in the Normal School,
to teachers in the employ of the city, as the Board may from time
to time direct."
ANNUAL SCHOOL REPORT.
13
And such instruction ought to be given. But when
could teachers in daily attendance in school devote the
time to listening to such instruction, even if required?
Could such teachers come to the lecture with any
degree of freshness after the morning had been de-
voted to their duties in the school-room? Certainly
not. Now there is a day for such instruction, attend-
ance on which should be required of all teachers who
show weakness in any department. The Director of
Music, at the hearing heretofore referred to, was es-
pecially desirous for a fresh morning to give normal
instruction in his department to the teachers in the
city's service.
The testimony, too, of highly esteemed authorities
in educational matters, and the example of all the
large cities in the Union, are unanimously for five
day sessions. That others approve of our change is
evidenced by the fact that many of our neighboring
cities and towns are following our example.
One more consideration should not be overlooked.
There is a large and growing number of- Jewish
children in our community, whose Sabbath is Sat-
urday, and whose religious faith is to keep the
seventh day holy and do no secular work. Should we
not respect their consciences? "We make a holiday
of Christmas and Good Friday to accommodate one
religious sect ; is it not right, when there are so many
other considerations, that in this matter we should
respect the observances of this class of our fellow-
citizens ?
14
SCHOOL DOCUMENT NO. 25.
SALARIES OE TEACHERS.
During the past year very important changes have
been made in the Rules and Regulations affecting
the salaries of teachers. These changes contemplate
a regular graduated scale, beginning at a smaller
minimum than heretofore, and rising by an increase
of twelve dollars, or by a multiple of twelve, through
a series of years, until the full salary is reached. In
this way, it was hoped — since it seemed, by the
necessity of the times, that some saving must be made
in the salary of the teachers — that those who had
been long in the service of the city should be affected
as little as possible by the change, while the new and
inexperienced must serve a reasonably long appren-
ticeship before attaining the highest salary in their
grades.
A table is herewith presented, showing the salaries
of teachers for the years 1876, 1877, and 1878.
ANNUAL SCHOOL REPORT. 15 •
FIRST GRADE.
Male Instructors in High Schools.
Head-Masters.
Masters.
SCB-MASTERS.
Ushers.
JUN'R
Mas-
ters.
1876-7
1877-8
1878-9
1876-7
1877-8
1876-7
1877-8
1876-7
1877-8
io t o— y
First year . .
$3,500
$3,300
$3,780
$2,800
$2,700
$2,200
$2,100
$1,700
$1,440
Second *' . .
4,000
3,780
3,200
3,000
2,600
2,400
2,000
1,800
1,584
1,728
1,872
2,016
2,160
2,304
2,448
2,592
2,736
2,880
The positions of usher and sub-masters were abol-
ished Sept., 1878.
SECOXD GRADE.
Male Instructors in Grammar Schools.
Masters.
Sub-masters.
Second Sub-masters.1
1876-7
1877-8
1878-9
1876-7
1877-8
1878-9
1876-7
1877-8
1878-9
First year .
$2,800
$2,700
$2,580
$2,200
$2,100
$1,980
$1,700
$1,500
$1,500
Second " .
3,200
3,000
2,640
2,600
2,400
2,040
2,000
1,800
1,560
2,700
2,100
1,620
2,760
2,160
1,680
2,820
2,220
1,740
2,880
2,280
1,800
1 Formerly Ushers.
16
SCHOOL DOCUMENT NO. 25.
THIRD GRADE.
Female Instructors in High Schools.
First year
Second
Third
Fourth
Fifth
Sixth
First Assistant.
1876-1
$1,800
1877-8
$1,620
1S78-9
Second Ass't.
1876-7
$1,440; $1,500
1,476
1,512
1,548
1,584
1,620
1877-8
$1,380
1878-9
Third Assistant. Fourth Ass't
1S76-:
$1,200 $1,200
1,236 . . .
1,272 . . .
1,308 . . .
1,344 . . .
1,380 . . .
1877-8
$1,140
1878-9
1876-7
$1,000
1,032
1,068
1,104
1,140
1S77-S
$900
1878-9
$768
804
840
876
912
Assistant Principals. — 1876-7 $2,000
1877- 8 1,800
1878- 9 1,800
FOURTH A3TD FIFTH GRADES.
Female Instructors in Primary and Grammar Schools.
First year
Second "
Third "
Fourth "
Fifth "
Sixth "
First Assistant.
1876-7
$1,200
1877-8 1878-9
$1,140 $900
972
1,008
1,044
1,080
Second Assistant.
1876-7
$850
1877-8
$792
1878-9
Third and
Fourth Assistants.
1876-7
780
792
816
$600
1877-8
$540
750
1878-9
$504
552
600
648
696
744
By this table it will be seen that a reduction of
salaries of instructors was made in 1877 and again in
1878 ; and while a large total saving was thus made
to the city in these two years, nevertheless, the aver-
age reduction was only about seven per cent, from
the highest salary in any one grade paid during the
ANNUAL SCHOOL REPORT.
17
most prosperous times since the late civil war; —
which reduction could therefore work no hardship to
the teachers, especially when we consider that the
purchasing value of the dollar is much greater to-day
than it was a few years ago. It is hoped, however,
that no further reduction in salaries will be necessary
hereafter.
Of course these changes are not universally satis-
factory; but no system or scheme of salaries will
probably ever be contrived which will satisfy, or be
exactly just to everybody, and the School Committee
will be confronted frequently with new schemes to
enhance the salary of this one or that one, as has
been the case heretofore, — each petitioner having
some plausible ground to support his claim.
This frequent solicitation of individual teachers for
an increase of salary, and the many orders referring
these petitions to the Committee on Salaries, while it
burdens that committee with much unnecessary labor,
and consumes much of the time of this Board, is also
to be regretted, as it does not seem to indicate the
proper spirit, to see so many of our teachers seeking
personal gain by the straining of points to make out
w special cases." As many as seventeen orders of this
character have been offered in a single meeting of
the Board, and have been examined by the Committee
on Salaries at one session of that committee, with
hearings given to parties interested.
Let us hope that the provisions made for the sala-
ries of teachers are satisfactory to those who desire to
remain in the city's service ; and let it be understood
that the practice of petitioning for increased pay i&
18
SCHOOL DOCUMENT XO. 25.
an evil, and it will soon come into desuetude. Our
teachers are not overpaid, but they are well paid, —
probably much better paid than many other classes of
persons in this community.
XEW PROGRAMME.
As we have already said, changes in the course of
instruction and supervision should not be regarded as
a criticism on the past, nor condemned if beneficial re-
sults are not immediately apparent. Healthful growth
is necessarily slow. Changes suggested by experi-
ence, judiciously made, and tending, however gradu-
ally, to better results, should always be welcomed.
In the department of instruction the time seemed
to have arrived for a re-adjustment of the programme
of our Primary and Grammar Schools. "New studies
had been introduced and specific requirements made,
from time to time, in answer to demands which
seemed imperative, till the course was justly criti-
cised as being too crowded.
Something was necessary to relieve both teacher
and pupil. Fortunately, however, the progress made
in educational methods, and the eradication of much
which had proved of little value, but which still held
a place in our programme, made it possible to retain
all our studies, and, at the same time, render the
labors of an intelligent teacher less onerous. Formal
grammar, for instance, had, for a long time, been a
requirement in every class in our Grammar Schools,
while its results in teaching children ? to speak and
write correctly" were entirely unsatisfactory. By
the new programme, adopted during the past year,
AXXUAL SCHOOL REPORT.
19
three of the classes are relieved of the task of study-
ing formal grammar, and the time gained is devoted
to the more practical work of expressing thought by
means of language, both orally and in written exer-
cises.
It is here that the economy of the new programme
— by means of which we are enabled to retain what-
ever was essential in the old — is apparent. An ex-
ercise in geography, history, physiology, or physics,
is not merely an exercise in one of these branches;
but, by being made a study of ideas rather than mere
words, it furnishes just the material wanted for a lan-
guage lesson. Thus, while the programme assigns a
specified time to each of these studies, the intelligent
teacher economizes time by making a single recitation
answer the demands of several. The knowledge, for
instance, required for a recitation in history is ren-
dered more accurate and clear, and fixed more firmly
in the mind, by the very act of stating it; while the
written expression involves a constant exercise of
grammatical principles, orthography, the use of capi-
tals, and punctuation, — of everything, in fact, that
will be of practical value to the pupil in the business
of life.
The above is not intended as a dissertation on the
method of teaching, but to show that more may be
accomplished by improved methods in teaching, while
much of the drudgery of teaching and learning is
removed. Upon a careful comparison of the new
programme for the Primary and Grammar Schools
with that which it displaces, this seems to us to be its
leading characteristic: — that while all the subjects of
20
SCHOOL DOCUMENT XO. 25.
the former have been retained, they are so presented
in the programme and accompanying suggestions that
each becomes an auxiliary to almost every other.
We have said that time must be given to show sat-
isfactory results in a system essentially modified.
The greater freedom given to teachers may at first,
indeed, seem to add to their burdens. Instead of
blindly following a text-book, they are now expected
to use it only as an aid. Is it said that our teachers
cannot be safely trusted with so much freedom ? If so,
it can hardly be considered as complimentary to the
profession. But if, in some instances, it should prove
true, will not this greater freedom and responsibility
incite teachers to renewed exertions; or, failing in
that, show more plainly the necessity of a change?
The supply, also, of a large amount of supplement-
ary reading in the Primary Schools, in accordance
with the recommendations of the Board of Supervis-
ors, seems to have given a new impulse to the reading.
Instead of poring over a few selections that have lost
all their freshness by being heard many times before
pupils are called upon to read them, — as is the case
when there is more than one class in a room, — they
have now new reading matter adapted to their
capacity every day; and the greater interest which,
we are assured by teachers, pupils take in the read-
ing, cannot fail to produce excellent results. In the
Grammar Schools, too, the supplementary reading,
while it affords an excellent opportunity to accustom
pupils to read at sight, is cultivating a taste for good
books, and aiding- much in the study of literature,
which has assumed so important a place in our High
ANNUAL SCHOOL REPORT.
21
Schools. It may be stated, also, that most of the
supplementary reading is of a kind to give more
interest to the regular studies of the course. Thus,
Higginson's History of the United States, and the
brief biographies, happily supplement the regular text-
books in history, while Hooker's Child's Book of
Xature renders essential aid to the regular exercises
in physiology and the elements of natural history.
THE METRIC SYSTEM.
The course of study adopted by the Board at the
close of the last school year provides for practical
instruction in the use of the metric system of weights
and measures in the Grammar and Primary Schools.
This innovation demands a few words of explanation.
The incalculable advantages to be derived from the
general adoption of an international system of weights
and measures and the progress made in other coun-
tries towards this end, as well as the immense saving
of time and labor which will result from the use of a
decimal system of expressing quantitative relations,
have been ably set forth in the report of our late
superintendent, Mr. John D. Philbrick,1 and need
not be referred to here. It is, however, desirable to
call attention to the responsibility in connection with
this great reform, which rests upon all those to whom
the educational interests of the community are en-
trusted.
In other countries which are now enjoying the
benefits of the metric svstem the change has been
1 See Annual Report of School Committee, 1877, p. 47.
22
SCHOOL DOCUMENT XO. 25.
brought about by a more or less despotic act of the
government. An edict has gone forth that, after a
certain date, no weights and measures other than
those of the metric system shall be lawful, and the
people have been required to accommodate them-
selves to the new order of things, — a process which
does not seem to have been attended with so much
difficulty as might have been anticipated. In this
country of free institutions, however, such an assump-
tion of authority by Congress would not be likely to
lead to the desired result unless based upon a distinct
demand of the people. It is for the people to decide
how soon they shall be permitted to enjoy the advan-
tages of this international, labor-saving system; and,
that the decision may be prompt and intelligent, it is
important that they should be educated fully to realize
the great boon to be conferred upon the nation by
exchanging the chaotic complications of our present
weights and measures, for the simplicity, uniformity,
and precision of the metric system.
The duty of school committees in providing this
sort of popular education seems clear. The most
natural course is evidently to take advantage of the
quick observation of the young child, and — recogniz-
ing the fact that ideas of quantity, both absolute and
relative, are very elementary — to place before him
the metric weights and measures in bodily form. He
may then be taught to measure all objects by the
meter and to weigh them by the gram. The simple
relation between the units of length, volume, and
weight may be explained to him, and the metric
apparatus used to illustrate the problems of arithmetic.
ANNUAL SCHOOL REPORT.
23
A practical familiarity with the new weights and
measures will thus be imparted, the child being taught
to know the meter and the gram as independent
quantities, and not through their relation to the foot
and the pound.
Actuated by these ideas, the School Committee has
provided instruction in the use of the metric system,
beginning with the second year of school life. Appa-
ratus for teaching has been distributed to the Gram-
mar Schools, and the Primary Schools will soon be
similarly supplied.
By a steady persistence in this scheme of instruc-
tion it is hoped that in ten or fifteen years a large
body of young people will have gone out from our
schools trained in the use of the metric system, and
appreciating in the most practical way its immense
advantages. If School Committees throughout the
country provide instruction similar to that above
described, the time will then have come for Congress
to take the next step in advance of the act of 1S66,
and to compel as well as to authorize the use of the
Metric System.
HIGH SCHOOLS.
The marked feature of the programme under which
the several High Schools are now working is the
prominence given to the study of English Literature.
It is not to be supposed, or desired, that pupils who
graduate from our High Schools will continue the
study of algebra, geometry, chemistry, or Latin,
unless they enter upon some calling making special
requirements for its use. The knowledge of princi-
»
2i
SCHOOL DOCUMENT NO. 25.
pies they have acquired, and the discipline secured,
is all we expect. Henceforth they are to add to their
stock of knowledge, to a great extent, by the use of
the Public Library; and it is of the greatest impor-
tance that they should get some well-defined ideas in
the High Schools as to what, and how, to read. The
only way to prevent the young from contamination
by bad books is to teach them to appreciate good
books. It is gratifying to be able to state that this
new feature in the High-School programme has re-
ceived the hearty approval of the teachers; and that
nothing in the High-School course seems to be more
highly appreciated by the pupils. It is but simple
justice to these schools to say that, while a new in-
terest has been excited in this department, it has not
been at the expense of the other High-School studies.
The uniform course of study in the several High
Schools of the city has now been in operation long
enough to show beneficial results, and is tending
unmistakably to a more perfect system of secondary
instruction in the near future.
During the past year, rapid progress has been
made on the new buildings for the Public Latin and
English High Schools for boys, and accompanying
this report is a sketch of one of the buildings. It
is expected that the structure will be ready for occu-
pancy at the beginning of the school year 1880, and
then a long-felt want will be supplied.
In this connection it may be well to suggest a
thought of great importance to our system of High
Schools. There are now in this city seven High
Schools, exclusive of the two Latin Schools. With
ANNUAL SCHOOL REPORT.
25
the exception of the Girls' and the English High
Schools, the others came under the jurisdiction of
this Board by the annexation of Roxbury, Dorches-
ter, Charlestown, "West Roxbury, and Brighton. This
year a Branch High School has been established in
East Boston, under the joint direction of the head-
masters of the Girls' and English High Schools.
Xow that the new High-School building is nearing
completion it may be well to consider whether its
location is not sufficiently central to accommodate
the pupils of the Eoxbury High School. And it may
be worth considering, also, whether or not the effi-
ciency of our High Schools, and the true interests of
economy, would not be better served if the Dor-
chester, Charlestown, West Roxbury, and Brighton
High Schools were changed from independent to
branch schools. District lines might then be estab-
lished, and pupils be required to attend the district
branch the first two years of their course, and then,
entering the Girls' and English High Schools, com-
plete their course. Would not a very large expenditure
be annually saved which the separate maintenance
of these expensive establishments now necessitates?
In some of these schools the number of third-years
pupils, or graduating class, is as small as thirteen;
and the whole number of pupils in one school is only
fifty -six; while, in some cases, special instructors
must be employed to teach classes of two or three
pupils. Does not this impose an unnecessary burden
upon the city? Would it not be far better for all the
pupils in the third and fourth year" s courses if they
could all attend one school, equipped with the most
26
SCHOOL DOCUMENT NO. 25.
approved apparatus and with the best instructors,
which their greater number would warrant?
PUBLIC LATEST SCHOOL.
It is well known that several years ago very im-
portant changes were made in the Latin School, —
changes affecting both its organization and the dura-
tion and character of its course of study. It was an-
ticipated that time would be required to adjust the
new scheme in all its details, and that during the
period of transition there might be a seeming loss in
the efficiency of the school. But a season of severer
trial than was feared by those most interested, and
most anxious for the welfare of the school, was to
come. The long illness and death of the head-master,
Dr. Gardner, followed, who for more than forty
years had devoted all the energies of a strong mind
and a resolute will to a task which he loved. Within
two years his successor, Mr. Gay, a sound scholar and
an able instructor, was also removed by death.
It would have been strange if, in this period of
change, uncertainty, and affliction, the school had not
suffered some decline. But we are glad to say that
there is most gratifying evidence of marked improve-
ment. The care, thoroughness, and breadth of the
instruction, the kindly relations between pupils and
teachers, — always a matter of prime importance, — and
above all the fresh life and high purpose that animates
the school, should be known by the public, as they
are known by the committee in charge and by this
Board. Under the prudent and skilful management
of the present head-master, aided by his corps of able
AXXUAL SCHOOL REPORT.
27
and efficient assistants, the school merits, and. we
believe, will continue to enjoy, the confidence of our
citizens.
girls' latin school.
A short time before the last Annual Report of the
School Committee was presented to the Board, an
order had been passed for the establishment of a
Latin School for girls.
It had been shown in the public hearings, held by
the High School Committee, that, while Boston offered
the amplest facilities to boys for preparation for col-
lege, and was justly proud of her Public Latin
School, girls were practically denied the opportunity
to obtain, in the public schools, the classical training
that is demanded by colleges open to women. It was
no discredit to the Girls' High School that Yassar
declared the candidates from that school insufficiently
prepared. The course of study authorized by the
School Board did not contemplate, and did not
permit, a thorough and complete preparation for
college.
A discrimination against one sex, so manifestly un-
just, the Board unanimously resolved to remove, by
establishing a school that should afford to girls ad-
vantages equal to those so long enjoyed by the boys
of this city.
But there were grave doubts whether the demand
for such training for girls was sufficiently urgent to
justify the erection of a separate school. Such doubts
can no longer exist. The school has been organized
less than a year, but already it numbers seventy-eight
28
SCHOOL DOCUMENT NO. 25.
pupils, and it is probable that the entrance examina-
tion in June next will raise the number to more than
one hundred.
A course of study, embracing six years, has been
prepared, and will soon be submitted to the Board.
It calls for diligent and faithful effort on the part of
pupils; but the committee in charge, and the principal
of the school, have earnestly endeavored to eliminate
everything superfluous, and to restrict and arrange
the necessary work in such a way that parents need
not fear that their daughters will be overtaxed.
NORMAL SCHOOL.
During the past two years certain changes have
been made in the Regulations of the formal School,
by which the requirements for admission have been
materially raised.
The following extract from the Regulations em-
bodies the changes referred to : —
Sect. 292. Candidates for admission must be at least eighteen
years old, and must be recommended b}r the master or committee
of the last school they attended. No candidate who is less than
eighteen years of age shall be admitted to this school, except by
special vote of the committee in charge. Those who have com-
pleted the fourth year in the Girls' High School will be admitted
without examination. Other candidates must be examined in the
ordinary High-School studies by the Board of Supervisors, under
the direction of the Committee on Examinations, and must pre-
sent evidence of good character. All pupils will be put on proba-
tion, and as soon as they prove unsuitable for this school shall be
discharged by the committee on the school ; the probation to cease
at the end of the half year. No pupil who has attended the school
for more than a half year shall return a second year without special
permission from the committee in charge.
ANNUAL SCHOOL REPORT.
29
There is no doubt that this change was as de-
sirable as it was wise. If a Xormal School is main-
tained at all by the city it should be of the first class,
and its requirements and efficiency should lead any
similar institution in the State. But it is really a
serious question whether the City of Boston is justi-
fied in continuing this school. There are several
excellent Xormal Schools in this State, and Boston
contributes, by way of taxes, more than forty-one per
cent, of the cost of their maintenance. Why, then,
it may be asked, should we not send our daughters,
who desire to become teachers, to one of these
schools? Besides, the Boston Xormal School is
conducted solely to fit females for teachers. Why
is this discrimination made, and why should not our
young men have an even chance? It may be asked,
also, whether it is right for us to maintain a profes-
sional school to give technical education of one kind
to girls and not to give technical education of another
kind, if asked for, to boys. Have we not as much
right to give free instruction in law and medicine as
in pedagogy?
The Xormal School undoubtedly accomplishes some
good; but it makes too many teachers. There are too
many Xormal graduates, some of whom, while acquir-
ing a proficiency to earn their diplomas, yet have no
aptitude for teaching, and only enter the teacher's
profession for the sake of earning a livelihood. It is
well understood by the members of this Board that
our Grammar-School masters hesitate to fill places in
their schools with young women just graduated from
the Xormal School, but much prefer — and rightly,
30
SCHOOL DOCUMENT XO. 25.
too — teachers who have had experience in teaching
elsewhere, and have given positive evidence of fitness
for their calling. If this institution were devoted
more generally to giving required instruction to the
teachers in the service, it would fill a valuable place
in our educational system.
The fact that teachers begin service at an early
age justifies their desire and the necessity for further
study; and the city would be warranted in furnishing
them such instruction freely.
Normal lectures are now being given to teachers at
the Institute of Technology, by the Boston Natural
History Society; and funds have been provided, by a
few liberal-minded women of Boston, partially to de-
fray the expenses ; and, although a fee is charged for
admission to these lectures, large numbers of our
teachers crowd the lecture-room. It is quite certain,
if required courses of instruction were established at
the Xormal School for our teachers, they would result
in great improvement to teachers and schools.
It is believed, however, if greater permanence was
assured by electing teachers for five years instead of
one, still better and more experienced teachers would
seek for positions in our schools.
EVENING SCHOOLS.
There is no one department of our schools call-
ing for more immediate attention than our Evening
schools.
In the first place these schools need a more thorough
system, both as to admission and attendance. There
is now absolutely no requirement for admission, and
AXXUAL SCHOOL REPORT.
31
any one who applies finds open doors. It seems
desirable that there should be some requirement as to
admission, and some pledge that the pupil admitted
will be regular in attendance; some way should be
devised to make attendance compulsory, and absen-
tees should receive the earnest attention of truant
officers.
In the matter of instruction the greatest care
should be exercised in the selection of teachers. Ib
these schools — established for the instruction of
those who in their youth had no opportunities for
being taught — only the best teachers should be
employed, and none who have failed of success
in the day schools should find places here. Another
improvement might be made, in a more general
classification in these schools and in the limita-
tion of the subjects taught. This latter suggestion
applies more especially to the Evening High School,
where it is believed the ancient and modern lan-
guages and elocution might be eliminated from the
programme of studies with benefit to the school.
A stricter discipline and better order in going
to and from the schools should be required by
teachers of the pupils. These schools are filling a
very important place in our educational system, and
an encouragement of them in the right direction will
be of lasting benefit to many who ''thirst for knowl-
edge." and to the city which desires its inhabitants to
be intelligent men and women.
SUPERVISORS.
Of the value of the Supervisors the reader can
32
SCHOOL DOCUMENT NO. 25.
get some idea by reading their Annual Report, ap-
pended hereto. Xo one except the members of this
Board, however, can form any adequate or just esti-
mate of the important and excellent work done by
them, both as a Board and as individuals. They have
already become a necessity to the present organization
of the School Committee ; and they will become more
and more useful as time progresses and their functions
are better understood by the public. Take the mat-
ter alone of the selection of teachers. There are
from seventy-five to one hundred new teachers ap-
pointed, each year. In the last report of the late
superintendent, Hon. John D. Philbrick, he states
that, fifteen years ago, he called attention to the mat-
ter of examining teachers, saying, K So far as my
knowledge extends, no other city has a system of
examining teachers so objectionable as our own." K If
incompetent teachers have not been appointed," he
adds, "it is not because the door has not been left
open for them to enter." And in the Annual Report
of the School Committee for 1875, it was stated, and
not too strongly, that * the appointment of teachers
heretofore, without careful consideration of their
qualifications, was an evil which had begun to show
its disastrous effects by unmistakable signs." How,
indeed, could it be otherwise ? Under the preceding
organization of the School Committee, examinations
of candidates were had by the local committees
where the vacancy to be filled existed. How
many of the very best men in a body of over one
hundred were qualified to be examiners of teachers
or schools? This is technical work, and must be
ANNUAL SCHOOL REPORT.
33
done — if done properly — by experts, whose sole busi-
ness and study should be the subject of education.
This is done now by the Board of Supervisors. In
this way, by such examinations as the Supervisors
make, always under the direction and oversight of
the School Committee through their Committee on
Examinations, — whether of the graduates of the Xor-
mal School, .or of other applicants for certificates of
qualification, — a process is slowly going on which
must gradually increase the character and standing
of the schools. It may even now be said with con-
fidence, that the examinations, as conducted by the
Board of Supervisors, give unmistakable evidence of
beneficial results. Xo fears need be had that unqual-
ified teachers will hereafter creep into the service.
A large number of persons of liberal culture and
successful experience has already been added to our
corps of teachers during the last three years, and
the w door," which, in the words of Mr. Philbrick, had
been "left open for incompetent teachers to enter,"
has now been effectually closed. For this work alone,
the Supervisors are indispensable.
It has been said that the Board of Supervisors are
a very expensive appendage to the School Depart-
ment; this remark is made, however, only by those
who are not acquainted with the character, quality,
and quantity of their work.
If the City of Boston wishes to retain her educa-
tional ascendency she must expect to pay for it; she
must maintain the best schools, the best teachers, the
best apparatus, the best system of supervision and
examination; and these cannot be obtained cheaply.
34
SCHOOL DOCUMENT NO. 25.
Her citizens have ever been liberal, and willingly so,
to do for posterity what their ancestors did for them.
If the cry of extravagance is raised against the cost
of the schools, let him who raises it point to the penny
wasted by the School Committee.
INDUSTRIAL EDUCATION.
Complaint is often made that much of the education
received by the children in our schools is not prac-
tical, inasmuch as it does not prepare them for the
duties of life ; but by the introduction of sewing into
the girls' schools an important step has been taken,
which most will allow is in the right direction. Every
girl who passes through our schools now receives
three years' instruction in various kinds of needle-
work, and is made capable of being an expert seam-
stress.
The public schools are open to all classes, and the
necessity for charity or mission schools for instruc-
tion in this branch no longer exists; this releases a
large charitable influence to be expended in other
directions.
The benefits resulting from such instruction are too
evident to need enumerating; they are seen in the
improved appearance of the children's clothing in
school, and are felt and appreciated in thousands of
homes.
Some will say that the time for this purpose should
not be taken from the books, and that sewing should
more properly be taught at home ; but it can be dem-
onstrated that this practical education does not, in
ANNUAL SCHOOL REPORT.
35
the least, detract from advancement in the other
branches. The girls are subjected to the same ex-
amination as the boys, and are not found inferior in
their attainments. Again, many parents would give
but indifferent instruction, and many more would be
unable to give any; therefore the children must be
taught in school, if properly taught at all.
It is the endeavor of the city to furnish to the girls
as good an education as to the boys. Every grade
of school is open to them; but it is questionable
whether the true object of education — the happiness
and usefulness of the educated — is attained by
adopting the same course of studies for both sexes.
A large proportion of the girls are to use the educa-
tion gained in our schools as a means of livelihood;
and how few occupations are open to them! Our
course of study, so far as it is professional, prepares
them especially for teachers; and, as the supply far
exceeds the demand, only those peculiarly suited to
the calling are able to obtain situations ; disappoint-
ment and uncongenial pursuits await the larger
number.
When we take into consideration the personal
sacrifices — comforts denied and debts incurred — by
parents and orphan girls, that the whole course of
study may be completed, with the hope of an inde-
pendent position at the conclusion of the struggle,
and the disappointment and its effects that await so
many, we may well ask if an improvement cannot be
made in our system of education for girls.
Appended is the report on sewing : —
36 SCHOOL POCrMEST XO. 25.
= ^ 5 * ~_ =. =. * 5 5 • ^ 3
• =» - ^-Z
— —r* _ _ == —
= =sH — — r= V «M ~ SI
>S:&3&SS3SSS93S3S2
— — — — -»r* = r= r: ss
:- n _
— r: z z — c — ti r« n
k a ' ■ is ; 8 a : ^ ; : ; ; h = ?
* — ■ ■ ■ "
: n
" : : - : - : ^ : : ^ M 5I g
— — — — — — — = r» — r«
— — — f r<
■
£
n N ! U N N i M M n
iiiiini illiimi
ANNUAL SCHOOL REPORT. 37
* 3 " 5 5 " 3 3 3
3 5 " 5 30 , 5 5 5
1
§
s § s u s ; s | s 4
2
?i g g § : § s | : s
1
§ ! fc' n * J g s *
sgggssssga
3
2 £ : : «• ^ a s : a -
00 *- s m : « * s a
& a : § ss : : a : :
a : ?. : : s § ; ?? :
g
§ § S | 2 H 2 | § ^
a g g g g s ss | s s
3
?, 3 2 £ § ; § § « « «
g i ~ s 2 ; s s ?, s s
s
£g|2Sg225gH
2 : s : § g g s g s
1-1 . °- °
s
!
s 1 * g 2 ■ I i 1 1 s
MIIM'ilt
!
£ i * 1 3 - 1 1 ■ 2 e
* 8 § I 1 S 5 1 s 1
!
tliffimii
iiiSjiifjf
!
38
SCHOOL DOCUMENT NO. 25.
The question of some other form of industrial
education has received attention during the past
year. On May 28th, last, an order was offered " that
a sum not exceeding one thousand dollars be appro-
priated for the support of a class in industrial train-
ing during the next school year," and probably the
next Annual Report will record the result of the
experiment thus to be inaugurated. The question of
teaching trades in our schools is one of vital impor-
tance. ]STew England once had a monopoly of the
manufacturing interests of the United States, and her
fabrics found ready markets in the remotest portions
of the Union. To-day the people of the sunny South
weave into cloths the product of their soil, and
throughout the far West is heard the hum of count-
less factories. If New England would maintain her
place as the great industrial centre of the country, she
must become to the United States what France is to
the rest of Europe, — the first in taste, the first in
design, the first in skilled workmanship. She must
accustom her children from early youth to the use of
tools, and give them a thorough training in the
mechanic arts.
CONCLUSION.
In conclusion, we can safely say, that much and
excellent work has been done for the schools by this
Board, its officers, the supervisors, and the teachers;
and the trusts imposed upon all connected with them
have been guarded with fidelity. Our schools are,
on the whole, in a very flourishing condition, and
ANNUAL SCHOOL REPORT. 39
the high standard of excellence of their past history
is fully maintained in the present, and, let us hope,
assured for the future.
Respectfully submitted,
GODFREY MORSE, Chairman.
WILLIAM C. COLLAR.
HENRY P. BOWDITCH.
Boston, December 24, 1878.
I
f
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11