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DOCUMENTS

SCHOOL COMMITTEE

CITY OF BOSTON

FOfl THE YEAR 1914

CITY OP BOSTON
PRINTING DEPARTMENT
1915

INDEX TO SCHOOL DOCUMENTS

19 14

Doc.

1. Annual Repokt of Business Agent.

2. Reappointments of Teachers and Members of

Supervising Staff.

3. The Boston Model School.

4. Syllabus for Special Classes.

5. List of Candidates Eligible for Appointment as

Teachers.

6. Annual Statistics of the Boston Public Schools.

7. Supplementary List of Authorized Text and

Supplementary Books.

8. Provisional Minimum and Supplementary Lists of

Spelling Words for Pupils in Grades I. to VIIL

9. Provisional Minimum Standards in Addition, Sub-

traction, Multiplication and Division for Pupils
IN Grades IV. to VIII.
10. Educational Standards and Educational Measure-
ments.

IL Annual Report of Superintendent.

On January 18, 1915, the School Committee adopted as
its annual report the Annual Report of the Superintendent,
being School Document No. 11, 1914.

SCHOOL DOCUMENT NO. 1 — IIJU.

SCHOOL COMMITTEE OF THE
CITY OF BOSTON

ANNUAL EEPORT

OF THE

BUSINESS AGENT

FOR THE

YEAR ENDING JANUARY 81, 1914

April, 1914

CITY OF BOSTON
PRINTING DEPARTMENT
1914

BosTox, Mass.. April, 1914.

To the School Committee:

In compliance with section 77 of the Rules of the
School Committee, I submit herewith the annual report
of the Business Agent for the financial year February
1, 1913, to January 31, 1914, both included.

William T. Keough,

Business Agent.

ANNUAL REPORT OF THE BUSINESS AGENT.

Section 77 of the Rules provides that the Business
Agent shall, annually, in the month of March, sub-
mit to the Board a detailed report of the appropriations,
income, and expenditures of the Board for the year
ending January 31 next preceding, with such sugges-
tions relating thereto as he may deem expedient. This
report shall contain a statement of the cost of books,
fuel, and other materials furnished and charged to the
various offices, schools and departments, the disposition
of the same, and an inventory of the stock then on
hand."

INDUSTRIAL EDUCATION.

Under existing law it is the right and the practice
of the State Board of Education to approve the applica-
tion for attendance in our industrial schools of all non-
resident pupils unless such attendance would operate
to exclude from the schools Boston pupils for whom
application to enter has been made.

Existing law provides that the Commonwealth shall
reimburse the city to the extent of one-half the "net
cost of maintenance.^^ The '^net cost of maintenance"
of a school is arrived at by deducting from the gross
cost of the school all cost of the original building, new
equipment of any kind, all receipts for products sold
or work done, and all claims for tuition of non-resident
pupils against other cities or towns, whether such claims
have been collected or not. The rates for such tuition
are fixed by the State Board of Education and are based
wholly on the net cost of maintenance.

SCHOOL DOCUMENT NO. 1.

It must, therefore, be clear at a glance that the City
of Boston is now required to provide a building and its
equipment free of cost to all non-resident pupils who
may apply for admission to our industrial schools whose
application is approved by the State Board of Educa-
tion, and that no claim for reimbursement for such cost
can be made against either the Commonwealth or the
city or town whose pupils take advantage of this type
. of education offered in the City of Boston.

It has heretofore been assumed by the State Board of
Education and its representatives, and also by many of
the representatives of the School Committee, that such
a disposition of the matter was a fair one to the City of
Boston. I wish to invite your earnest attention to the
situation and to point out that such is not the case.

The proportion of non-resident pupils in industrial
schools may be very large. At one time it was about
25 per cent in the Trade School for Girls. I do not
think it at all extravagant to fear that the proportion
may rise to as high as 50 per cent or more of the total.
In such a case, of course, one-half the total cost of the
building and its equipment is devoted wholly to the
education of pupils coming from other communities
who do not assist in the slightest degree in bearing
this financial load.

It is true that existing law does provide that any
repairs and replacements of buildings and equipment
may be included in the '^net cost of maintenance,"
and in consequence the cit}^ may be reimbursed to the
extent of one-half such net cost; and it is also assumed
that in establishing the rates of tuition for non-resident
pupils at such times, such net cost of maintenance will
be the basis of the charge for tuition.

The City of Boston is about to erect and equip a
large and expensive building to house the Boston
Industrial School for Boys. Presumably it will be of

REPORT OF THE BUSINESS AGENT. 5

a capacity much in excess of the present membership
of that school and will be of a size sufficient to accom-
modate many non-resident pupils. I think there is no
doubt whatever that, when built, applications for
admission from pupils living in other cities and towns
will be made to an extent that wiW utilize it to its full
capacity. Any consideration of the matter whatever
will show that it is extremely improbable that any of
the other cities and towns will go to the enormous
expense of providing buildings and equipment for their
industrial pupils when they can save the whole of such
cost by merely paying one-half the ^'net cost of main-
tenance" of such pupils in our buildings.

When this new building and its equipment become
worn out or obsolete for the purpose for which they are
intended, it will be found that there has been an enor-
mous depreciation in value; and that they cannot be
used for other purposes without the expenditure of
large sums of money; or, what is more than probable,
will be sold for but a fraction of the original cost. There
is no provision in existing law for the reimbursement
of the city for such depreciation, nor is there any pro-
vision whereby cities and towns sending their pupils
to such building shall bear their share of the cost of
such depreciation or obsolescence.

All that has been said applies equally forcibly to the
Trade School for Girls or any other industrial school
coming within the scope of existing laws on industrial
education.

I recommend that your Board petition for such legis-
lation as will provide a remedy for the injustice now
imposed upon those communities which provide build-
ings, equipment, and other facilities for industrial
education.

The remedy sought should be of such a nature as to
provide that a reasonable sum for the depreciation of

SCHOOL DOCUMENT NO. 1.

the building and its equipment should be included in
the ''net cost of maintenance." The result of such
change in the law would be that the Commonwealth
and the cities and towns sending pupils to take advan-
tage of the type of education furnished in our indus-
trial schools would stand their share of the burden of
supplying the building and its equipment.

FINANCIAL STATEMENT.

On April 3, 1913, the School Committee appropriated
''on account" the following sums:

Salaries of instructors
Salaries of officers
Salaries of janitors
Fuel and light
Supplies and incidentals
Physical education
Salaries and expenses of nurses

Pensions

Extended use of the public schools
Repairs and alterations to school buildings
Rents of hu-ed school accommodations

$1,850,000 00
60,000 00
165,000 00
110,000 00
100,547 25
57,610 21
28,805 11
72,012 76
44,024 67
361,000 00
15,000 00

§2,864,000 00

On May 19, 1913, the School Committee appropriated

the following sums :

Salaries of instructors $2,050,576 00

Salaries of officers 80,000 00

Salaries of janitors 160,750 00

Fuel and light 71,000 00

Supplies and incidentals 162,884 46

Physical education *

Physical education, special appropriation .... 13,000 00

Salaries and expenses of nurses 3,700 00

Pensions *

Extended use of the public schools .20

Repairs and alterations to school buildings .... 143,089 34

Rents of hired school accommodations .... 17,000 00

$2,702,000 00

* Full amount appropriated April 3, 1913.

REPORT OF THE BUSINESS AGENT.

The sums of the foregoing appropriations, which
aggregated the total amount the School Committee
could legally appropriate, were as follows:

Salaries of instructors $3,900,576 00

Salaries of officers 140,000 00

Salaries of janitors 325,750 00

Fuel and light 181,000 00

Supplies and incidentals 263,431 71

Physical education 57,610 21

Physical education, special appropriation .... 13,000 00

Salaries and expenses of nurses 32,505 11

Pensions 72,012 76

Extended use of the public schools 44,024 87

Repairs and alterations to school buildings .... 504,089 34

Rents of hu-ed school accommodations .... 32,000 00

Total amount appropriated $5,566,000 00

On November 17, 1913, the School Committee made
the following transfer:

From "Salaries of Instructors" to "Physical Education,

Special Appropriation " $2,000 00

On December 15, 1913, the School Committee author-
ized and requested the Trustees of the Permanent
School Pension Fund to make the following transfer to
the appropriation Pensions to Teachers'' :

From the accrued interest of the "Permanent School Pension

Fund" to "Pensions" $880 43

Acting under authority conferred by the School Com-
mittee on December 1, 1913, I have made the following
transfers :

From "Salaries of Instructors" to "Phj'sical Education,

Special" $4,364 04

From "Salaries of Instructors" to "Salaries of Officers" 863 00

From "Salaries of Instructors" to "Supplies and Incidentals," 21,417 92

From "Fuel and Light" to "Salaries of Janitors" . . . 4,532 12
From "Salaries and Expenses of Nurses" to "Supplies and

Incidentals" 160 24

8 SCHOOL DOCUMENT NO. 1.

From "Salaries and Expenses of Nurses" to "Physical

Education, Special" $254 43

From "Salaries and Expenses of Nurses" to "Salaries of

Janitors" 840 22

With the above additions and transfers the final total
credits for the several items for the year were as follows :

Salaries of instructors $3,871,931 04

Salaries of officers 140,863 00

Salaries of janitors 331,122 34

Fuel 127,622 46

Light 41,789 70

Power 7,055 72

Supplies and incidentals « 285,009 87

Physical education, special 19,618 47

Physical education 57,610 21

Salaries and expenses of nurses 31,250 22

Pensions to teachers 72,893 19

Extended use of the pubHc schools 44,024 87

Repairs and alterations to school buildings .... 504,089 34

Rents of hired school accommodations .... 32,000 00

Total credits $5,566,880 43

The expenditures were as follows :

Salaries of instructors $3,871,931 04

Salaries of officers 140,863 00

Salaries of janitors 331,122 34

Fuel 127,622 46

Light 41,789 70

Power 7,055 72

Supplies and incidentals 285,009 87

Physical education, special 19,618 47

Physical education 57,610 21

Salaries and expenses of nurses 30,989 25

Pensions to teachers 72,893 19

Extended use of the public schools . . 29,409 30
Repairs and alterations to school buildings and rents of
hired school accommodations (by Schoolhouse Com-
mission) 536,089 34

Total expenditures $5,552,003 89

REPORT OF THE BUSINESS AGENT. 9

Total credits brought down $5,566,880 43

Total expenditures brought down 5,552,003 89

Balance, School Committee Appropriation . $14,876 54
Balance, appropriation for repairs and alterations of

school buildings — Schoolhouse Commission ... 61 25

Total balance $14,937 79

The balance at the end of the year was $14,937.79.
Of this sum $14,615.57 was in the item ^'Extended use
of the pubHc schools" and $260.97 in the item ''Sala-
ries and expenses of nurses," making a balance on the
appropriations for the School Committee of $14,876.54.
The sum of $61.25, money unexpended for traveling
expenses by the Schoolhouse Department, was turned
back into the treasury. This sum added to the above
balance makes a total balance of $14,937.79.

NEW SCHOOL BUILDINGS, LANDS, YARDS, ETC.

On May 19, 1913, the School Committee passed the
following order:

Ordered, That in accordance with the provisions of chapter 615 of the
Acts of 1913 the sum of two hundred eighty-eight thousand fifty-one
dollars ($288,051) is hereby appropriated for the purpose of constructing
and furnishing new buildings, including the taking of land therefor, and for
school yards, and the preparing of school yards for use.

This sum thus appropriated for new buildings, lands,
yards, etc., forms a part of the tax levy for the year.

This money is expended under the direction of the
Schoolhouse Commission and is accounted for by them
in detail in their report in the same manner as mone}'
raised by loans and expended for the same purpose. It
has not been considered wise to introduce such matter
into this report, not only for the reason that it would be a
duplication of information in the report of the com-
mission, but because for purposes of comparison with

SCHOOL DOCUMENT NO. 1.

expenditures of other years or of other cities it appears
better to separate statements of maintenance or opera-
ting expenses from the construction accounts.

Chapter 615 of the Acts of 1913 provides that if less
than thirty cents upon each $1,000 of the valuation of
the city shall be appropriated for new school buildings,
lands, yards, and furnishings, the balance of such appro-
priation shall be certified by the School Committee to
the Mayor and shall be added to the amount available
for other municipal purposes.

In accordance with the provisions of the above statute,
on May 26, 1913, the School Committee passed the
following order:

Ordered, That in accordance with the provisions of chapter 615 of the
Acts of 1913, the School Committee hereby notifies the Mayor that of
the appropriation at the rate of thirty cents upon each thousand dollars of
the valuation on which the appropriations of the City Council are based
which the School Committee may annually appropriate for new school
buildings, lands, yards and furnishings, it has made an appropriation for
said purposes during the current financial year at the rate of twenty cents
per thousand dollars of said valuation, and there remains a balance at the
rate of ten cents per thousand dollars which is hereby certified to the
Mayor to be added to the amount which may be appropriated for other
than school purposes.

PHYSICAL EDUCATION.

The total amount of money available for physical
education under chapter 295 of the Acts of 1907 was
$57,610.21. The plans laid out for playground activ-
ities for the year, however, required a much larger sum;
and, in consequence, in addition to the above amount,
a special appropriation of $13,000 was allowed in the
annual appropriation order. But even with the addi-
tion of this latter sum the total was found inadequate
to maintain the playgrounds in the manner desired by
the School Committee, and it consequently became
necessary to transfer the sum of $6,364.04 from the

REPORT OF THE BUSINESS AGENT.

appropriation ''Salaries of Instructors/' and $254.43 from
the appropriation ''Salaries and Expenses of Nurses."

The total amount available for this purpose was,
therefore, as follows:

Appropriation for physical education, 1913-14 . . . $57,610 21
Diverted from general appropriation 19,618 47

Total amount available, 1913-14 $77,228 68

The expenditures were as follows:

Salaries of teachers, regular * . . . . $48,385 63
Supplies and incidentals, regular . . . 4,119 31

$52,504 94

Salaries of teachers, playgrounds f . . . $17,671 85
Salaries of janitors, playgrounds . . . 2,367 17
Supplies and incidentals, playgrounds . . 4,684 72

24,723 74

Total expenditures $77,228 68

Trial Balance — Physical Education Appropriations.
Dr.

Appropriation, physical education $57,610 21

Special appropriation, physical education .... 13,000 00

Transferred from appropriation of salaries of instructors . 6,364 04
Transferred from appropriation of salaries and expenses of

nurses 254 43

Stock inventory, December 4, 1912 279 04

$77,507 72

Cr.

Salaries, high schools $32,840 71

Salaries, playgrounds 18,477 65

Salaries, playground janitors 2,367 17

Salaries, department . 14,739 12

SuppHes, schools 2,763 30

Supplies, playgrounds 4,441 90

Supplies, department 1,542 17

Stock inventory, December 2, 1913 335 70

$77,507 72

* Includes the salaries of the Director of School Hygiene, the Assistant Directors of
Phj sical Training and Athletics and the teachers of the several ranks who serve at the
Normal, Latin and high schools.

t This cost of playgrounds is exclusive of the salaries of any part of the supervising staff
who were in any way connected with the playgrounds. The complete cost of playgrounds
is shown later on in this report under "Costs of Playgrounds."

SCHOOL DOCUMENT NO. 1.

Drafts were made on the regular physical education
appropriation until it was exhausted, when drafts were
begun on the special appropriation.

NURSES.

During the last year it has been found impossible,
as it has for the three preceding years, to keep the
expenditures for nurses within the appropriation author-
ized by chapter 357 of the Acts of 1907, viz., two cents
on each one thousand dollars of the valuation of the
city, amounting to $28,805.11.

In addition to the sum available under the above
statute, the sum of S3, 700 was allowed in the general
appropriation order, making a total appropriation of
132,505.11.

During the year the following transfers were made:

To "Salaries of Janitors" S840 22

To "Physical Education, Special" 254 43

To "Supplies and Incidentals" ' . . 160 24

At the end of the year there remained an unexpended
balance of S260.97.

The total amount available was, therefore, as follows:

Appropriation (chapter 357, Acts of 1907) .... $28,805 11

Diverted from general appropriation 2,445 11

Total amount available $31,250 22

The expenditures were as follows:

Salaries of nurses $29,716 87

Supplies of nurses 1,272 38

Total expenditures $30,989 25

Total appropriation brought down ...... $31,250 22

Total expenditures brought down . . . - . 30,989 25

Balance $260 97

REPORT OF THE BUSINESS AGENT.

Trial Balance — Nurses' Appropriation.

Dr.

Appropriation for nurses $28,805 11

Diverted from regular appropriation 2,445 11

Stock inventory, December 4, 1912 658 90

$31,909 12

Cr.

Salary, supervising nurse $1,208 45

Salaries, assistant nurses 28,508 42

Supplies, schools 300 00

Supplies, department 736 22

Transferred from nurses' supplies to miscellaneous stock 2 06

Inventory, December 2, 1913 893 00

Unexpended balance 260 97

$31,909 12

EXPENDITURES BY SCHOOLHOUSE COMMISSION.

On April 3, 1913, the School Committee appropriated
on account'' the sum of $361,000 for repairs and alter-
ations to school buildings and the sum of $15,000 for
rents of hired school accommodations, and on May 19,
1913, appropriated the additional sums of $143,089.34
for repairs and alterations to school buildings and
$17,000 for rents of hired school accommodations. The
sum of $61.25, being a balance unexpended of money
drawn for traveling expenses, was turned back into the
treasury and credited to the appropriation for repairs
and alterations of school buildings.

The expenditures under the direction of the School-
house Commission were as follows :

Repairs and Equipment:,

Carpentry :

Repairs . S59,037 21

Alterations 18,765 06

New floors 2,704 69

Flagstaffs 2,268 82

Carried forward

$82,775 78

SCHOOL DOCUMENT NO. 1.

Brought forward $82,775 78

Locksmithing 3,495 43

Hardware 60 82

Fui-niture :

New 32,657 64

Repairs 23,892 IS

New curtains 5,459 00

Curtain repairs 1,073 93

New clocks 552 25

Clock repairs 1;255 50

Gj'mnasium apparatus 902 93

Blackboards:

New 253 40

Repairs 5,928 54

Plumbing :

New —

Repairs 25,272 14

Drinking fountains 344 10

Automatic tanks —

Roofing 20,403 65

Painting 45,507 38

Glazing 7,669 18

Heating:

Repaii-s 49,796 00

New boilers 3,965 00

Boiler installation —

Ventilation 1,389 53

Motors and engines 1,353 38

Masonry:

Repairs 29,554 89

Plastering 1,743 82

Paving 12,079 16

Catch-basins 3,463 65

Asphalt and concrete 888 69

Waterproofing 743 10

Grading 1,231 .22

Planting 1,521 86

Electrical:

Electric light installation .... 10,887 38

Electric light maintenance .... 1,443 90

Carried forward

,S377,565 43

REPORT OF THE BUSINESS AGENT.

Brought forward

. S377,566 43

Electric bells and telephone installation

6,046 55

Electric bells and telephone maintenance

2,807 10

Electric clock installation

1,222 80

Electric clock maintenance

1,205 72

Fire alarm installation ....

17,588 71

Fire alarm maintenance ....

2,355 92

Gas appliance installation

2,703 81

Gas appliance maintenance

1,468 67

Industrial apparatus installation

1,225 57

Industrial apparatus maintenance

787 62

Reflectoscopes, installation

2,100 00

/liscellaneous :

Iron and wire work

9,117 94

Janitors' supplies

496 10

Care and cleaning

1,986 52

Teaming

2,503 60

Rubber treads and matting . .

1,514 24

GjT^sy moths

630 50

Architect's service

Fire extinguishers

550 29

Fire escapes

18,999 63

Fire protection

48 00

Vacuum cleaning installation .

457 00

Vacuum cleaning maintenance

353 80

S453,735 52

Administration Expenses.

Salaries, commissioners and clerks
Salaries, inspectors
Rent of office
Electric lighting of office

Postage

Printing

Stationery ....
Advertising ....
Telephone ....
Messenger service
Automobile expenses .
Furniture ....
Carfares, traveling expenses

Ice

Boiler insurance
Subscriptions

Carried forward

$13,557 14
20,145 39
2,200 00
371 42
712 45
1,165 05
593 77
145 75
861 04

21 04
8,204 77

826 79
2,345 91

22 00
49 06
14 50

S51,236 08

SCHOOL DOCUMENT NO. 1.

Brought forward
Expert services
Sundries .
Teaming

Rents and Taxes.
Beech street (Eugene N. Foss) ....
Berkeley and Appleton streets (Franklin

Union)

Boylston street. 48 (Young Men's Christian

Union)

Boylston street, 480 (Louise W. Brooks)
Chambers street, 27 (Second Reformed Presby-
terian Church)

Chambers street, 38 (Frances E. Willard Settle-
ment)

Chambers street, 103 (David Stern) .
Dorchester and Vinton streets (Barham

Memorial Church)
Dover street, 23 (South End Day Nursery)
Ehot street, Jamaica Plain (Trustees of the

Eliot School)

Florence street, 13 (M. Levin)
Glenway street (Harvard Improvement Hall

Company) . . .
Hanson street, 1 (Nora L. Murphy) .
Hull street, 24 (Rosa A. Badaracco et al.)
Huntington avenue (Massachusetts Charitable

Mechanics Association)
Huntington avenue (Jordan Hall)
Hyde Park (Young Men's Christian Associa-
tion)

Moon street (Rev. E. F. McLeod)
North Bennet street, 38 (A. J. Granara)
North Bennet street, 39 (North Bennet
Street Industrial School, Alvin E. Dodd
Director) ... '
Oakland Hall (B. W. Clark) . ' '

Parmenter street, 20 (Benevolent Fraternitv

of Churches) ...
Saratoga street, 66 (Tileston C. Power)
Saratoga street, 399 (Sarah Karp)
Tileston street, 52 (North Bennet Street
Industrial School, Alvin E. Dodd, Director)

$51,236 08
201 20

$125 00

5,592 00

1,672 68
116 00

333 00

1,080 00
1,633 00

600 00
240 00

420 00
210 00

600 00
712 00
420 00

3,084 52
45 00

211 00

3,835 00
350 00

60 00
3 00

1,000 00
240 00
166 67

$51,437 28

600 00

Carried forward

$23,348 87

REPORT OF THE BUSINESS AGENT.

Brought forward $23,348 87

Tremont street, 168 (Arthur L. Howard) . 1,920 00
Tremont street, 218 (Union Institution for

Savings) 205 00

Tremont street, 563 (John Cifrino and G.

Cataldo) 2,000 00

Walnut avenue. Walnut park (First Swedish

Methodist Church of Boston) ... 700 00

Waterford street, 6 (John Taylor) 180 00

Waterford street, 11 (Theodore H. Tyndale) . 1,650 00
Washington street, 849 (Hub Storage W^are-

house Company) 826 67

West Newton street (German Lutheran

Church) 86 00

$30,916 54

Rentals $30,733 02 ■

Taxes 183 52

$30,916 54

Summary.

Appropriations:

Repairs and alterations $504,089 34

Credit, money refunded 61 25

Rents ' . . 32,000 00

$536,150 59

Expenditures:

Repairs and equipment $453,735 52

Administration expenses 51,437 28

Rents 30,733 02

Taxes 183 52

536,089 34

Balance $61 25

INCOME.

The income for the financial year was as follows:

Tuition of non-resident pupils:

Normal School $556 00

Latin and high schools 3,968 80

Elementary schools 429 95

Trade School for Girls 5,231 10

Evening high schools 65 00

Evening elementary schools .... 9 00

Boston Industrial School for Boys . . 1,752 80

Evening Trade School 471 62

Evening Industrial School .... 586 70

Carried forward $13,070 97

SCHOOL DOCUMENT NO. 1.

Brought forward $13,070 97

Continuation School 183 73

State wards (from the Commonwealth) . 1,312 00

$14,566 70

Tuition of deaf mutes (from the Commonwealth) . 20,460 00

Salaries of instructors overpaid refunded 940 99

Smith Fund 324 00

Stoughton Fund 212 00

Aid from the Commonwealth for industrial education:
Trade School for Girls:

One-half the net cost of maintenance for
the period December 1, 1911, to Novem-
ber 30, 1912 $15,170 89

Evening Industrial School:

One-half the net cost of maintenance
for the period December 1, 1911, to

November 30, 1912 6,760 38

Continuation School (Household Arts Class) :
One-half the net cost of maintenance
for the period January 22, 1912, to

November 30, 1912 1,270 88

23,202

Traveling expenses of deaf mutes (from the Commonwealth),

2,773

Use of baths (from the Bath Department) ....

1,281

Sale of badges to licensed minors

360

Sale of books and supplies (new)

642

Sale of discarded books

371

Sale of materials. Trade School for Girls

11,551

Sale of materials, Boston Industrial School for Boys

377

Sale of fuel

Interest on deposit. Trade School for Girls ....

Interest on deposit, Boston Industrial School for Boys .

Telephone charges, Trade School for Girls ....

Telephone charges, administrative offices ....

Light at polling places (from Election Department)

259

School property damaged

Royalty (W. Stanwood Field)

Sale of second-hand furniture, etc. (Schoolhouse Commission),

507

Rents

1,024

Test of disinfectant , .

Forfeited advance payments. Evening High Schools

3,114

Forfeited advance payments, Evening Elementary Schools .

2,973

Forfeited advance payments, Evening Industrial School

449

Forfeited advance payments, Evening Trade School

198

Interest on forfeited advance payments, evening schools

240

Extended Use of Public Schools, refund salary of operator

Carried forward

$85,994

REPORT OF THE BUSINESS AGENT.

Brought forward

Extended Use of Public Schools, rental of lantern and serv-
ices of operator

Dog licenses $27,446 11

Less damages by dogs 4,260 94

$85,994 47

6 75

23,185 17

Total income $109,186 39

Income from Trust Funds.

Bowdoin Dorchester School Fund
Eastburn School Fund
Franklin Medal Fund .
Gibson School Fund
Horace Mann School Fund
Teachers' Waterston Fund .

$180 00
435 00
35 00

2,738 60
304 00
144 00

$3,836 60

The above total of $3,836.60 from the income of the
above funds was available only for and limited to expend-
itures under the provisions of these funds.

AID FROM THE COMMON.WEALTH FOR INDUSTRIAL
EDUCATION.

Under the provisions of chapter 471 of the Acts of
1911, the Commonwealth has paid over into the city
treasury during the past financial year the sum of
$23,202.15.

This sum is one-half the net cost of maintenance of
schools established with the approval of the State
Board of Education, as follows:

Trade School for Girls :

From December 1, 1911, to November 30, 1912 . $15,170 89
Evening Industrial School:

From December 1, 1911, to November 30, 1912 6,760 38
Continuation School (Household Arts Class) :

From January 22, 1912, to November 30, 1912 . . 1,270 88

Total $23.202 15

The Commonwealth does not bear an}^ part of the cost
of the buildings or original equipment.

At the present time we have six activities established
with the approval of the State Board of Education which

SCHOOL DOCUMENT NO. 1.

come under the provisions of the above legislation, viz.,
Trade School for Girls, Evening Trade School, Evening
Industrial School, Boston Industrial School for Boys,
Continuation School (Household Arts Classes), and
Evening Schools (Evening Practical Arts Classes).

Net Expenditures.

Total expenditures $5,552,003 89

Total income 109,186 39

Net expenditures * $5,442,817 50

Expenditures for new schoolhouses, additions, etc. (by

the Schoolhouse Commission) t 1,012,911 72

Total net expenditures t $6,455,729 22

* That part of the total expenditiires coming from the School Committee share of the
tax levy.

t Partly from loans and partly from the tax le\'y. For details see the report of the
Schoolhouse Commission.

t Exclusive of interest and sinking fund.

COMPARISON OF EXPENDITURES.

The following statement shows the expenditures for
the financial years 1912-13 and 1913-14, with the
increases and decreases in the several items:

1912-13.

1913-14.

Increases,
1913-14.

Salaries of instructors

$3,593,795 34

$3,871,931 04

$278,135 70

Salaries of officers

122,342 62

140,863 00

18,520 38

292,706 63

331,122 34

38,415 71

173,217 00

176,467 88

3,250 88

341,955 78

285,009 87

* 56,945 91

82,931 25

77,228 68

* 5,702 57

30,858 96

30,989 25

130 29

Pensions to retired teachers

64,510 76

72,893 19

8,382 43

Payments to permanent pension fund ....

5,681 66

* 5,681 66

Extended use of the public schools

12,857 21

29,409 30

16,552 09

Repairs and alterations to school build-

399,000 00

536,089 34

137,089 34

ings and rents of hired school accommo-

dations (by Schoolhouse Commission).

Totals

$5,119,857 21

$5,552,003 89

$432,146 68

* Decrease.

REPORT OF THE BUSINESS AGENT.

PENSIONS.

During the past year the amount available under
section 4 of chapter 589 of the Acts of 1908 was found
insufficient to pay the pensions for the year, and it
became necessary to transfer from the accrued interest
of the permanent pension fund the sum of $880.43.
The amount available from the tax levy under the
above statute, viz., five cents on each one thousand
dollars of the valuation, amounted to $72,012.76, which,
together with the sum appropriated from the accrued
interest, $880.43, made a total of $72,893.19 paid out
for pensions during the financial year.

Since the enactment of the above law payments as
pensions and to the permanent pension fund have been
distributed as follows:

Financial Year.

Pensions to
Retired Teachers.

Payments to the
Permanent Pension
Fund.

1908-09

$1,678 50
8,075 12
26,247 88
55,350 31
64,510 76
* 72,893 19

None.
$119,181 08
39,946 77
12,420 53
5,681 66
None.

1909-10

1910-11.

1911-12.

1912-13

1913-14

Totals

$228,755 76

$177,230 04

Grand total, six years

$405,985 80

* Of this sum $880.43 was from the accrued interest of the Permanent Pension Fund.

INCREASES OF CERTAIN ELEMENTARY SCHOOL TEACHERS'

SALARIES.

The cost of the increase in salaries of teachers of those
ranks in the elementary day schools for which the

SCHOOL DOCUMENT NO. 1.

maximum salary for the year ending August 31, 1911,
was $1,000, or less, was $288,036.88. There was avail-
able for the purpose of increasing salaries of teachers
the sum of twenty cents upon each one thousand dollars
of the valuation of the city, upon which appropriations
by the City Council and the School Committee are
based, and which amounted to $288,051.05.

The above cost is exclusive of that of increasing the
salaries of other classes of teachers in the elementary
and other schools.

DISTRIBUTION OF EXPENDITURES.

The distribution of the total expenditures for opera-
tion and maintenance, exclusive of pensions, repairs,
alterations and rents, in percentage of the whole sum,
was as follows:

Salaries of instructors

$3,871,931 04

Salaries of officers

140,863 00

Salaries of janitors

331,122 34

Fuel and light

176,467 88

Supplies and incidentals

285,009 87

Physical education -

77,228 68

Extended use of the public schools

29,409 30

Nurses

30,989 25

Total

$4,943,021 36

100

SUPPLIES AND INCIDENTALS.

The expenditures for the year under the appropriation
for Supplies and Incidentals were as follows:

Text-books $50,133 46

Supplementary books 16,605 09

Carried forward

$66,738 55

REPORT OF THE BUSINESS AGENT.

Brought forward

$66,738

Reference books

4,045

Music sheets

1,082

Globes ....

207

Maps

3,066

Charts

632

Musical instruments (new)

4,685

Musical instruments (repaired)

Piano covers

Piano tuning

1,623

Moving pianos

119

Manual training supplies and equipment (elementary

schools)

19,925

Manual training supplies and equipment (high schools)

4,738

Manual training supplies and equipment (evening industrial

schools)

412

Drawing supplies and equipment (elementary schools) .

11,604

Drawing supplies and equipment (high schools)

2,000

Drawing supplies and equipment (evening industrial schools),

288

Science apparatus and supplies

4,296

Laboratory assistance, perishable supplies and incidentals .

1,520

Educational supplies ajid equipment, commercial classes

5,687

Kindergarten supplies

2,258

Sewing supplies and equipment

1,932

Continuation School (Household Arts Class), supplies and

equipment

Cooking supplies and equipment

8,337

Special classes, supplies ' . . .

367

Disciplinary classes, supplies

—

Classes for the semi-blind, supplies

Trade School for Girls, supplies and equipment

8,837

Evening Trade School for Girls, supplies and equipment

—

Boston Industrial School for Boys, supplies and equipment.

2,351

Supplies for general educational purposes ....

3,789

Printing and stock for same

17,859

Advertising

840

Records, proceedings, etc

1,984

Account books

227

Stationery

45,594

Postage

3,900

Office equipment

328

Office supplies

1,039

Janitors' supplies

18,678

Expressage

. , 878

Carried forward • . . . . $251,969 74

SCHOOL DOCUMENT NO. 1.

Brought forward $251,969 74

Railroad and other fares for Horace IMann School pupils

(except street car tickets) 1,023 33

Car tickets as authorized by Board 3,625 00

Tuition, wards of the city 7,138 64

Tuition, others 4,017 88

School census 1,865 00

Diplomas 2,257 32

Remo\dng ashes 1,808 00

Surety bond 50 00

School Committee Contingent Fund 129 10

Superintendent's Contingent Fund 781 00

Assistance at teachers' examinations 842 00

Promotional examinations, lectures to teachers . 289 95

School exhibit 40 00

Telephone and telegraph 2,951 91

Bath expenses 1,244 61

Badges for hcensed minors 230 75

Supplies for Committee on Vocational Information 6 80

Supplies for Committee on Elementary School Plans 35 64

Supphes and equipment, automobiles 2,296 05

Sundries . . . - 2,407 15

Total for supphes and incidentals

. S285,009 87

Fuel and Light.

Anthracite
Coal.
Number
of Tons.

Bituminous
Coal.
Number
of Tons.

6,813
113

104

309

2,416
6,423
4,979
2,372
1,209
545
380

Metropolitan Coal Company .
City Fuel Company
Austin Gove & Son, Inc. .
D. Doherty Company
Charles W. York Company
John A. Whittemore's Sons
Massachusetts Wharf Coal Com-
pany

Jordan-Burnham Coal Company
James P. Stewart Company .

$52,718 63
29.222 38
20,283 06
11,150 65
5,411 02
2,452 50

2,429 02
1,799 49
465 48

7,407 I 18,324 Total $125,932 23

Expenses sampling and testing coal 997 00

Expenses removing coal, wood and janitors' supplies . . 95 45

262 cords of wood from Overseers of the Poor . . . 2,674 66

Carried forward . . '. $129,699 34

REPORT OF THE BUSINESS AGENT. 25

Brought forward $129,699 34

200 bushels of charcoal from Standard Char-
coal Company S28 50

50 bags of charcoal from Tileston Charcoal

Company 4 50

33 00

Electric current for light 35,317 94

Electric current for power 7,055 72

Gas 6,336 72

Mazda lamps 916 93

$179,359 65

Add premiums allowed contractors on account of quality

of coal exceeding contract requirements .... 976 64

$180,336 29

Deduct penalties exacted from contractors on account of

quality of coal falling below contract requirements . 2,118 68

$178,217 61

Deduct amount charged to appropriation Extended Use of
Public Schools for cost of fuel and light used in the evening
centers 1,749 73

Net expenditures, fuel and light $176,467 88

TEXT-BOOKS LOST.

The number of text-books reported lost during the year
was as follows:

High schools 1,657

Elementary schools 8,120

Evening schools 1,099

Total number reported lost 10,876

The average number reported lost each year since 1885-86
(a period of twenty-eight years) was 2,693, a total for the

twenty-eight years of 75,409

Total number of books lost in twenty-nine years . . 86,285

TEXT-BOOKS RETURNED.

The number of text-books returned from the schools
as worn out during the year was as follows:

High schools 15,384

Elementary schools 47,672

Total number reported worn out 63,056

Carried forward 63,056

SCHOOL DOCUMENT NO. 1.

Brought forward 63,056

The average number reported worn out each year since
1885-86 (a period of twenty-eight years) was 50,650, a

total for the twenty-eight years of 1,418,186

Total number of books worn out in twenty-nine years . 1,481,242

In addition, 15,446 books were returned by principals
as not being wanted.

BOOKS DESTROYED.

During the year 2,070 books were destroyed for fear
of contagion.

TOTALS.

Since the free text-book law went into effect the
schools have been supplied with 2,971,514 text-books.
Of this number 1,123,679 are still in use in the schools,
and the balance, 1,847,835, has either been lost or
returned to the Supply Room as worn out or displaced.

BOOKS IN THE NORMAL, LATIN AND HIGH SCHOOLS.

The number of books charged January 1, 1914, used
as text-books by the pupils of the high schools, was as
follows :

Number of
Books
January
1, 1914.

Number of
Books
January
1, 1913.

Increase
for the
Year.

Normal School

Public Latin School

Girls' Latin School

Brighton High School

Charlestow'n High School

Dorchester High School

East Boston High School

English High School

Girls' High School

High School of Commerce ....
High School of Practical Arts. .

Hyde Park High School

Mechanic Arts High School . . .

Roxbury High School

South Boston High School ....
West Roxbury High School . . .

Total number in high schools,

6,607
24,132
19,759
10,772

9,781
33,176
13,310
32,421
36,744
16,494

6,688

8,847
21,111
21,277
17,107
13,616

6,343
24,493
19,451
11.145
10,591
30,679
12,434
31,313
34,668
15,223
5,841
7,781
20,539
20,472
15,919
13,202

264
308

2,497
876
1,108
2,076
1,271
■ 847
1,066
572
805
L,188
414

291,842

280,094

13,292

Net increase for the year, 11,748.

REPORT OF THE BUSINESS AGENT.

Number of Text-books Charged to Elementary Schools
January 1, 1914.

Number
of Books
January
1. 1914.

Number
of Books
January
1, 1913.

Increase Decrea.se
for the
Year.

Abraham Lincoln

Agassiz

Bennett

BigeloTV

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner

Christopher Gibson

Comins

Dearborn

Dillaway

Dudlev

Dwight

Edmund P. Tileston

Edward Everett : .

Elihu Greenwood

Eliot

Emerson

Everett

Francis Parkman.

Franklin

Frederic W. Lincoln

Frothingham

Gaston

George Putnam

Gilbert Stuart

Hancock

Harvard

Henry Grew

Henrj- L. Pierce

Hugh O'Brien

Hyde

Jefferson

John A. Andrew

John Cheverus

John Winthrop

Lawrence

Lewis

Longfellow

Lowell

Martin

Mary Hemenway

Mather

Minot

Norcross

Oliver Hazard Perrj^

Oliver Wendell Holmes

PhilUps Brooks

Prescott

Prince

Quincy

Rice

Robert G. Shaw

Roger Wolcott

Samuel Adams

Sherwin

Shurtlefif

Theodore Lyman

Thomas Gardner

Thomas N. Hart

Ulysses S. Grant

Warren

Washington

Washington Allston

Wells

Wendell Phillips

William E. Russell

Total for elementary schools

18,700
6,602
10,814
11,368
5,337
8,967
8,340
7,038
13,379
10,102
8,957
10,800
17,127
11,819
13,586
8,691
4,060
12,780
10,534
16,483
10,736
8,662
6,111
11,839
10,683
9,721
11,761
14,010
8,585
16,400
8,491
6,915
12,713
15,413
9,236
7,079
13,318
6,750
14,143
9,771
19,162
11,254
10,347
7,692
10,861
18,727
5,956
10,393
9,323
23,750
15,254
9,089
10,519
10,994
7,899
7,978
15,605
14,853
8,522
8,532
9,436
12,441
9,672
11,190
10,323
13,741
8,922
17,549
16,299
11,437

17,818
6,296
9,929
10,409
5,268
9,646
8,230
6,512
13.261
8,903
9,075
11,107
16,747
11,105
13,532
8,642
3,598
12,769
8,233
15,133
10,060
8,553
5,987
11,534
10,681
9,288
11,918
12.780
7,843
16,827
8,.345
6,686
12,445
14,051
9,357
7,949
12,950
6,251
12,486
9,068
18,661
10,747
10,928
7,587
10,579
18,166
5,856
9,826
8,769
22,105
14,749
8,357
9,654
10,526
7,462
7,683
14,666
14,238
8,253
8,353
8,745
11,417
10,116
11,939
9,789
12,891
7,923
16,898
15,938
11.459

882
306

110

526
118
1.199

380
714
54
49
462
11
2.301
1.350
676
109
124
305
2

433

1,230
742

"i46
229
268

1,362

368
499
1,657
703
501
507

105
282
561
100
567
554

1,645
505
732
865
468
437
295
939
615
269
179
691

1,024

534
850
999
651
361

785,541

34,464

Net increase for the year, 29,989.

SCHOOL DOCUMENT NO. 1.

TEXT-BOOKS CHARGED TO ELEMENTARY SCHOOLS
JANUARY 1, 1914.

Adams' Elementary Commercial Geography

^! 1 Ark

D,iuy

Aldrich & Forbes' Progressive Course in Reading, Book I.

i,yoo

(( a u u 11

Book II. .

u « u u u

Book III. .

C 1 TO

5, I/O

u u u u u

Book IV., Pt. I.

a u u u ((

Book IV., Pt. II.

u u u u u

Book v., Pt. I.

i,o7y

i( U U (( u

Book v., Pt. II.

1 nnn

Alexander's Spelling Book, Part I. .

o,OoO

" Part II. .

Arnold Primer

Arnold & Gilbert's Stepping Stones to Literature, First Reader

u ii u a i(

oeconQ rieaQer .

D,O0-t

U U (( (( u

X niru ixeaQer

D,OiU

U U U S( u

n uui til rvcd;U.ci

o,ou /

u u u u u

Fifth Rpadpr

U U U <( u

kJlAtll JA/t;£tU.Cl

9 1 AQ

u u u u u

oevenLii xveauer.

9 ^94.

U U (( U l(

Xllgilcl VjrraQcb .

TVT 1 C3 ir r> 1 T) J- T

Bailey-iVianly opeliing Book, Part L

" Part II.

19 QQA

Baldwin & Bender's First Reader .

" " Second Reader

l£70

« " Third Reader .

^fi9

« " Fourth Reader

lo i

Fifth Reader .

^io

Sixth Reader .

" Seventh Reader

Blaisdell's Child's Book of Health

910

" Our Bodies and How We Live

Child Life Primer .

" Second Reader ....

" Third Reader ....

2,274

" Fourth Reader ....

2,325

Blodgett Primer

2,256

" First Reader

1,087

Boyden's First Book in Algebra

864

Brown's The Plant Baby and Its Friends

126

Brown & Haldeman's Clarendon Dictionary

10,781

Brumbaugh's Standard Fourth Reader

1,968

" Standard Fifth Reader

1,447

Bryce & Spaulding's Aldine First Language Book, Part 1. .

593

Carried forward

135,941

REPORT OF THE BUSINESS AGENT.

Brought forward

13.5,941

Buckwalter's Easy Primer

215

" Easy First Reader

634

" Second Reader

1,638

« Third Reader

1,456

" Fourth Reader

2,186

« Fifth Reader

618

Buehler & Hotchkiss' Modern English Lessons, Book I.

749

Burchill, Ettinger, & Shimer's Progressive Road

Reading,

Book I

1,685

Burchill, Ettinger, & Shimer's Progressive Road

Reading,

Book II

1,882

Burchill, Ettinger, & Shimer's Progressive Road

Reading,

Book III

1,968

Burchill, Ettinger, & Shimer's Progressive Road

Reading,

Book IV. . . t

700

Carroll & Brooks' Brooks Primer

246

« " First Reader

605

Cecilian Series of Study and Song, Book III. .

3,176

" Book IV. .

1,399

" Books III. and IV. combined.

2,998

Chancellor's Reading and Language Lessons .

Channing's Elements of United States History

290

" Short History of the United States

3,724

Claude's Twilight Thoughts

1,232

Coe's School Reader, Third Grade ....

1,258

" Fourth Grade ...

1,556

Cole's Graded Arithmetic, Book III.

1,883

Book IV.

1,772

BookV

1,098

Book VI.

995

Book VII.

617

Congdon Music Primer No. 1

1,667

" No. 2

Conn's Introductory Physiology and Hygiene

6,811

" Elementary Physiology and Hygiene .

7,291

Cooley's Elements of Natural Philosophy

Culler's First Book in Physics

2,203

Cunningham's First Book for Non-English Speaking People

692

Cyr's Primer

8,724

" First Reader

4,287

" Second Reader . .

5,230

" Third Reader

6,234

" Fourth Reader

6,230

" Fifth Reader

2,702

Carried forward

224,765

SCHOOL DOCUMENT NO. 1.

Brought forward 224,765

Daly's Advanced Rational Speller 3,440

Dunton & Kelley's Graded Course in English, First Book . 1,161

Dunton & Kelley's Graded Course in English, Language Lessons, 687
Dunton & Kelley's Inductive Course in English, Language

Lessons 2,240

Educational Music Course, First Reader 12,963

" " " Second Reader 6,499

" " " Third Reader 4,816

" " " Fourth Reader 5,048

" " " Fifth Reader ..... 3,825

" " Sixth Reader 217

Finch Primer 2,110

Fiske's History of United States for Schools 964

Franklin Primary Arithmetic 319

" Elementary Arithmetic 112

" Written Arithmetic 25

" New Arithmetic, Book 1 342

Book II 235

Readers 1,988

Funk & Wagnall's Comprehensive Standard Dictionary . 243

" " Concise Standard Dictionary .... 344

Gifford's Elementary Lessons in Physics 2,472

" Progressive Mental Arithmetic, Book 1 2,546

Book II. 2,149

Gilbert & Harris' Guide Book to English, Book I. 2,111

Gordy's Elementary History of the United States .... 1,580

" History of the United States for Schools .... 3,006

Hall & Brumbaugh's Standard Primer 20

Hapgood's School Needlework 60

Harris & Waldo's First Journeys in Numberland .... 585

Hazen's Fourth Reader . . 2,538

Heath's Primer 1,280

First Reader . . 1,399

" Second Reader 2,327

Third Reader 2,566

" Fourth Reader 1,885

Fifth Reader 1,684

Hicks' Champion SpeUing Book, Part 1 744

Part 11. 784

Higgins' Lessons in Physics 2,122

Higginson's Young Folks History of the United States 779

Howe's Primer 1,057

" First Reader 871

Carried forward o06,908

REPORT OF THE BUSINESS AGENT. 31

Brought forivard 306.908

Howe's Second Reader 1,432

Third Reader . . 1,468

" Fourth Reader 2,824

" Fifth Reader 2,715

v" Reader, Book VII 594

Book VIII 296

Hunt's Geometry 214

James & Sanford's Our Government, Local, State, and National . 5,291

Jones' First Reader 2,041

" Second Reader 3,760

" Third Reader 4,864

" Fourth Reader 3,421

" Fifth Reader 2,019

Judson & Bender's Graded Literature Readers, First Book . 110

Second Book 314

" " Third Book 535

Fourth Book 425

Fifth Book . 16

Kelley & Morse's Natural Speller, Lower Grades .... 1,661

Higher Grades .... 871

King's Elementary Geography 11,418

" Advanced Geography 12,905

Krohn's First Book in Physiology and Hygiene . 3,697

" Graded Lessons in Physiology and Hygiene 4,637

Lewis' Lippincott Primer 330

« « First Reader ... ... 40

" " Second Reader ....... 250

Lister's Writing Lessons for Primary Grades 4,833

Masterpieces of American Literature .... 5,949

McLaughlin & Van Tyne's History of the United States 651

McMaster's Brief History of the United States . . 1,117

Meservey's Bookkeeping, Single Entry 552

Metcalf's English Grammar .... 3,813

" Language Exercises 716

Metcalf & Bright's Language Lessons, Part I. 3,817

" Part II 2,557

Metcalf & Rafter's Language Series, Book 1. . 17,450

Book II 17,521

Mickens & Robinson's Mother Goose Reader . . • . 923

Monroe's New Fourth Reader . 2,396

Montgomery's Elementary American History ... 8,488

" Leading Facts of American History 12,622

Moore's Second Book for Non-English Speaking People 413

Carried forivard

458,874

SCHOOL DOCUMENT NO. 1,

Brought forward

. 458,874

Morris Household bcience and Arts

9,735

Mowry's Elements of Civil Government

1,311

Murray s Wide Awake Primer

4,741

" " " First Reader

3,439

" " Second Reader

4,909

" " Third Reader

2,605

TIT y A * 1.1- J.' 1 T

Myers Arithmetic, Book I

1,507

" " Book II

1,872

" " Book III

1,414

TVT J- • 1 TV T * T7» ' i Tl 1

National Music Course, First Reader

119

" " " Fourth Reader

299

TV.T J- 1 TV yr " "

Natural Music Primer

512

" " Reader, No. I

105

£1 U U AT TT

" " No. II

IC il LC AT TTT

" " " No. Ill

148

U U U AT TTT

" " " No. IV.

It LC LL AT TT

" " " No. V.

110

" " " Advanced

277

" Harmonic Primer

6,207

LL LL T7^* X T~> 1

" " First Reader

3,892

IL LL J\ T^ J

" " Second Reader

3,731

IL LL rr^l * J Ti - J

" Third Reader

3,017

LL LL T7^ J-1 T\ 1

" " Fourth Reader

2,730

LL LL TT^'i^J-l T^ J

" " Fifth Reader

1,684

IVT' 1 1 > AT— J IT • i'J.'L T> 1 TTT

Nichols New Graded Lessons in Arithmetic, Book III.

4,216

LL IL LL LL LL T» 1 TT T

" " " " Book IV.

5,402

LL LL LL LL LL TT* 1 T T

" " " " " Book V. .

4,389

Book Vl.

4,033

LL LL LL LL LL TT* 1 T7TT

" " " " " Book VII.

3,368

LL LL LL LC LL T> 1 TT'TTT

" " " Book VIII.

2,934

Normal Music Course, Jirst Reader

8,785

" Second Reader, Part I.

2,311

« ££ £L LL £L T^ i_ TT

" " " " " Part II.

285

' Complete .

7,887

£C LL LL rr^i * 1 "r~» i

" " " Thu-d Reader . . . .

2,548

AT 0 '111 CI 1 ■ Tr> '

Noyes & Guild s Sunshine Primer

384

T~fc 1 A yf J_l J C Ti * TTT "J."

Palmer Method of Business Writing

71,218

Pelo's Sanborn Speller, Part II.

814

" Part III

309

Redway & Hinman's Natural Introductory Geography

3,726

" School

5,085

Ritchie's Primer of Sanitation

1,453

Ritchie & Caldwell's Primer of Hygiene

3,013

Scott & Southworth's Lessons in English, Book I.

5,755

Carried forward

. 651,323

REPORT OF THE BUSINESS AGENT. 33

Brought forward 651,323

Sensenig-Anderson's Introductory Arithmetic 1,120

" " Essentials of Arithmetic l,o85

Sheldon Barnes' American History 720

Spaulding & Bryce's Aldine Primer 4,111

" " " First Reader 3,822

" " Second Reader 3,577

" " " Third Reader 2,988

" " " Fourth Grade Reader 945

" " Fifth Grade Reader .... 382

" Sixth Grade Reader .... 251

" " Seventh Grade Reader ... 199

Stone's History of England 440

Stone-Millis Arithmetic, Primary Book .... 2,255

Intermediate Book 1,840

Advanced Book 1,429

Stowell's Healthy Body 1,181

Summers' Primer 148

" First Reader . 130

" Second Reader 318

Swinton's Language Lessons 103

Tappan's Our Country's Story 3,359

Tarbell's Introductory Geography 4,602

" Complete Geography 3,236

Tarr & McMurry's Geography, Book 1 6,434

Book II 10,798

Book III 665

Tweed's Grammar 73

Van Sickle, Seegmiller, & Jenkins' Riverside Second Reader 100

" " " Riverside Third Reader 154

" " Riverside Fourth Reader 6

Varney's Robin Reader 2,126

Wallach's Fu'st Book in English 23

" Second Book in English for Foreigners .... 5

Walton & Holmes' Arithmetic, Book I. . ... 5,652

Book II 10^426

Book III 11,270

Book IV 5,630

Webster's Academic Dictionary 3,775

Werner Primer 473

Woodburn & Moran's Elementary American History and Govern-
ment 573

Worcester's New Primary Dictionary 2,282

" Comprehensive Dictionary 21.348

" New Pronouncing Speller 4,704

Carried joTward 776,581

SCHOOL DOCUMENT NO. 1.

Brought forward 776,581

Young & Jackson's Appleton Arithmetic, Primary Book 651

Second Book . 1,227

Third Book . . . 1,145

Miscellaneous books in Hyde Park schools 5,937

Total number of text-books in elementary schools . . 785,541

SUMMARY TEXT-BOOKS CHARGED TO SCHOOLS

JANUARY 1, 1914.

High schools 291,842

Elementary schools 785,541

Evening schools 46,296

1,123,679

This shows a net increase of 46,899 books during the
year.

COSTS IN DETAIL.

On the appended sheets will be found the costs of
each school in detail, the average membership or the
average attendance and the cost per pupil. For the
evening schools, where the number of sessions varies,
the cost per pupil per session is also given.

The costs of the several playgrounds are also given
and the cost per pupil per session.

The total cost of each group of schools is also given,
and the average cost per pupil is shown.

These figures give only the costs of the several schools
or groups of schools, exclusive of costs of administration,
supervision and general charges.

To get the whole cost, the costs of administration,
supervision and general charges must be apportioned
among the several groups of schools.

The method adopted has been as follows: Any part
of these costs which could be directly charged against
a school or group of schools has been so charged. The
remaining costs of administration, offices of superintend-

REPORT OF THE BUSINESS AGENT.

ent, assistant superintendents, secretary, business agent
and schoolhouse custodian have been apportioned to
the several groups of schools in proportion to the number
of teachers therein.

The costs of the departments of manual arts, music
and practice and training have been apportioned to the
several groups of schools in proportion to the number of
teachers therein coming under the supervision of these
several departments.

The cost of the department of evening and continua-
tion schools has been divided as follows: Evening high
schools, 25 per cent; evening elementary schools, 30
per cent; evening industrial school, 15 per cent; con-
tinuation school, 30 per cent.

The whole of the costs of the offices of director of
kindergartens, supervisor of household science and
arts and supervisor of special classes has been charged
to the elementary schools.

The cost of attendance officers has been apportioned
to the evening schools and day elementary schools in
proportion to the amount of service given to each.

The cost of the department of school hygiene has been
apportioned as follows: The salaries of the director of
school hygiene and the assistant directors of physical
training and athletics have been apportioned to the
several groups of schools and to the playgrounds in
proportion to the time required on each as estimated by
the director. The salary of the medical inspector has
been charged to the elementary schools and the salaries
and expenses of the instructor and assistant instructors
in military drill and the armorer and the costs of the
annual parade to high and Latin schools. The cost of
the office of supervising nurse has been charged to
elementary schools. Supplies have been charged to
the schools or playgrounds to which they were sent,
and the remaining costs of this department, including

SCHOOL DOCUMENT NO. 1.

the salaries of the clerks, have been apportioned one-
fourth to the playgrounds and the other three-fourths
to the several groups of schools in proportion to the
number of teachers in each.

The cost of supervision in connection with extended
use of the public schools has been apportioned as fol-
lows: Evening centers, 85 per cent; Girls' High Gymna-
sium, 1 per cent; lectures, 10 per cent; use of school
accommodations for municipal concerts, parents' meet-
ings, etc., 4 per cent.

None of the cost of administration has been charged
to playgrounds or the extended use of public schools.

This apportionment is, of course, to a certain extent
arbitrary, but as these costs of administration and
supervision are given in detail any other apportionment
can easily be made.

All per capita costs are computed on the basis of the
average membership and average attendance in the day
schools and on the average attendance in the continuation,
the evening high, the evening elementary, the evening
industrial schools, the playgrounds and the extended
use of public schools activities.

These per capita costs are so computed for the reason
that so long as pupils retain membership in a day school
the cost of such pupils remains the same whether they
are in school or not, as desk room and books must be
reserved for them, teachers must be retained in the
service in sufhcient number to give the prescribed
instruction, and the costs of heat, ventilation, light, etc.,
are not affected.

In the evening schools, on the other hand, only such
parts of buildings as may be necessary are used, the
number of teachers is fixed by the attendance, the com-
pensation of janitors by the number of rooms used, and
the costs of heat, light, etc., are approximately in pro-

REPORT OF THE BUSINESS AGENT.

portion to the number attending. For the same reasons
the costs of playgrounds are almost entirely dependent
on the number of pupils in attendance.

APPORTIONMENT OF INCOME.

Any part of the income which could be directly
credited to a school or group of schools has been so
credited, and the balance has been apportioned in pro-
portion to the number of teachers in each such school
or group of schools.

The result is as follows:

Normal School

S693

Latin and high schools

8,210

Elementary schools .

22,556

Horace Mann School

23,371

Trade School for Girls

32,658

Boston Industrial School for Boys

2,133

Continuation School

1,509

Evening high schools

4,694

Evening elementary schools

5,539

Evening Industrial School

7,812

Extended use of the public schools (evening centers)

Total income

. $109,186

No part of the income has been credited to the play-
grounds.

SCHOOL DOCUMENT NO. 1.

COSTS OF ADMINISTRATION, SUPERVISION
AND GENERAL CHARGES.

Secretaey.

Salary of the Secretary $4,740 00

Salaries of clerks and stenographers (six on

full time and one on part time) 6,032 33

Temporary clerical service 12 40

Typewriter 50 00

Office suppUes and equipment . . 603 68

Printing 137 90

Telephone and telegraph . $42 83

Telephone switchboard charge . . 146 06

■ 188 89

Postage . 625 41

Boston Directory . 6 00

Incidentals 7 54

$12,404 15

Credit:

Typewriter taken in exchange ... 45 00

— $12,359 15

Business Agent.

Salary of the Business Agent .... $4,740 00
Salaries of clerks and stenographers (fifteen on

full time, one on part time) .... 14,399 99

Temporary clerical service 303 75

Salaries of supply room assistants (8) . . 7,900 00

Salary of chauffeur, automobile truck . . 1,059 00
Temporary and emergency assistance, supply

room 930 64

Accoimt books 229 00

Surety bond 50 00

Office supplies and equipment .... 418 82
Telephone and telegraph (office) . $133 68
Telephone switchboard charge . . 146 07

279 75

Printing 291 71

Postage 360 65

Carried forward $30,963 31

REPORT OF THE BUSINESS AGENT.

$30,963 31
25 47

6 00
50 00
11 35

3 55

$31,059 68

Supply Room.

Equipment and supplies $270 85

Car fares 60 09

Expressage 493 53

Telephone and telegraph . . $114 55

Telephone switchboard charge . . 48 69

163 24

Printing 28 54

Postage 1 26

Office suppUes and equipment .... 27 30

Binding record books . ... . 4 00

Incidentals 3 19

1,052 00

Automobile Truck.

Tires and tire repairs (including inner tubes), $424 17

GasoUne 272 97

Lubricants 63 80

Wmd shield 35 00

Overhauling, repairs, and miscellaneous parts . 580 03
Painting and varnishing body and chassis and

minor repairs 128 10

Equipping tires with Prest-o-ceal ... 45 00

Ozo outfit, one-haK cost 17 00

Oxygen 2 00

Repairing automobile, damaged in collision . 16 45

Registration fee 5 00

Renewal of chauffeur's license .... 50

Garage charge 304 20

Incidentals 85

1,895 07

34,006 75

SCHOOLHOUSE CUSTODIAN.

Salary of Schoolhouse Custodian . . . $2,508 00

Salary of stenographer 680 04

Salary of clerk, part time 16 04

Carried forward $3,204 08

Brought forward ....
Binding account books and certifications

Boston Directory

Traveling expenses, Business Agent .
Car and railroad fares, assistants
Incidentals

SCHOOL DOCUMENT NO. 1.

Brought forward $3,204 08

Office supplies and equipment .... 56 83

Printing 39 50

Postage . 165 50

Telephone and telegraph . . . $27 68
Telephone switchboard charge . . 48 69

76 37

Car tickets 9 30

Incidentals 3 78

$3,555 36

Auto7nohile.

Tires and tire repairs (including inner tubes) . $81 10

Gasolene 76 04

Lubricants 17 50

Miscellaneous parts and repairs . . . 216 29

Ozo outfit, one-half cost 17 00

Oxygen 2 00

Registration fee 5 00

Ammeter 2 50

Incidentals 90

418 33

$3,973 69

Superintendent.

Salary of Superintendent $10,055 56

Salaries of secretary (1), clerks and stenog-
raphers (three on full time, six on part

time) 7,556 22

Temporary clerical service 1,881 73

Inspector of minors' certificates . 480 00

Typewriters (3) 150 00

Office supplies and equipment . . . . 519 78

Printing 99 89

Telephone and telegraph . . . $147 85
Telephone switchboard charge . 194 75

342 60

Postage 436 42

Boston Directory 6 00

Books .1 42

Incidentals 10 32

$21,539 94

Credit:

Typewriters (3) taken in exchange . . 140 00

821,399 94

Carried forward $21,399 94

REPORT OF THE BUSINESS AGENT.

Brought forward $21,399 94

Salaries of judges
Salary of clerk
Printing .
Postage .
Badges .

Newsboys' Trial Board.

$78 00
26 00
6 00

4 00

Committee on Elementary School Plans.
Traveling expenses of chairman

114 00

35 64

$21,549

Assistant Superintendents.

Salaries of Assistant Superintendents (6)
Salaries of stenographers (2) . .
Temporary clerical service ....
Office supplies and equipment

Printing

Telephone and telegraph . $50 65

Telephone switchboard charge 292 13

$32,976 00
1,580 00

Postage

Assistance at teachers' examinations
Supplies for examinations
Services of janitor at examinations
Traveling expenses
Books

342
101
794 00
45 14

4 50
418 50

8 45

$36,412 40

Administration Account.

Mason Street Building:

Salaries of janitors $3,150 48

Fuel 155 88

Electric light 468 42

Gas 37 91

Janitors' supplies 60 33

Subscriptions to newspapers . . . 62 91

Towels ........ 133 14

Ice 26 67

Supplies 1 95

Incidentals 10 38

— $4,108 O;

Carried forward

$4,108 07

SCHOOL DOCUMENT NO. 1.

Brought forward

168 Tremont Street:

Salary of janitor $228 96

Electric Ught 51 73

Gas 1 18

Janitor's supplies 5 46

Ice 18 00

Incidentals —

11 Waterford Street:

Salary of janitor $132 86

Electric light 79 04

Gas —

Janitor's supplies 5 77

Towels 35 75

Ice 10 93

Incidentals —

Dartmouth Street :

Salary of janitor $311 39

Fuel 50 00

Electric light . • 105 30

Gas —

Janitor's supplies —

25 Warrenton Street:

Salary of janitor $464 14

Fuel 96 49

Electric light —

Gas 22 48

Janitor's supplies 17 30

Towels 5 85

Ice 9 60

School Committee:

Stationery $4 69

Printing 14 42

Postage 31 00

Books 1 04

Telephone and telegraph .... 5 89

Services addressing envelopes ... 9 00

Examination and report 10 00

TypewTiting 75 64

Refreshments 129 10

Carried forward

$4,108 07

305 33

264 35

466 69

615 86

280 78
$6,041 08

REPORT OF THE BUSINESS AGENT.

Brought forward $6,041 08

Janitors' Trial Board:

Attendance of janitor member at hearings . $6 00

6 00

Printing:

Minutes $2,518 19

Index to minutes 570 86

Binding minutes 48 00

Teachers' examinations 1,116 56

Manuals 709 10

Binding manuals 130 00

Pay rolls 129 90

Requisition books and credit memoranda . 574 40

Bills and statements 15 35

Book labels 39 00

Normal School 70 03

Normal, Latin and high schools . . 626 73

Elementary schools 754 08

High and elementary schools .... 579 04

Business Agent's report 597 97

Photographs for Superintendent's report . 47 65

Annual report of the School Committee 1,650 65

Authorized list of text-books .... 288 71

Annual statistics 386 72

Lists, eligible candidates 156 99

Circular of information in regard to the
examination, certification and appointment
of teachers and members of the super-
vising staff 249 43

Reappointment of teachers and members of

the supervising staff 108 50

Statement in support of application for addi-
tional appropriation 79 43

Engrossing testimonial vote on the retire-
ment of W. J. Porter, Auditor ... 5 00

Peace Day bulletins 60 00

Binding documents 63 57

Briefs of papers read at meetings of masters'

association 48 45

Vocational cards 28 88

Report on janitors' salaries .... 158 09
A guide to pupils, selection of books. Public

Library 396 94

Amendments to rules and regulations . . 100 96

Schedule of teachers' salaries . . . . 23 41

Carried forward

$12,332 59

$6,047 08

SCHOOL DOCUMENT NO. 1.

Brought forward

Rules for janitors, engineers, and matrons
Report of committee on instruction by means

of pictures

List of books for home reading, Latin and

high schools

Course of study, English High School .

Stock for printing

Miscellaneous

Department of Manual
Salary of Director of Manual Arts .
Salary of Assistant Director of Manual Arts .
Salaries of Department Instructors in Manual

Arts (2)

Salaries of Assistants in Manual Arts (7)
Salary of Assistant, assigned ....

Salary of clerk, part time

Office supplies

Printing

Postage . . ....

Telephone

Towels

Traveling expenses . " .

Drawing supplies

Manual training supplies

Incidentals

Supplies for schools:

Drawing supplies not otherwise charged

Manual training supphes not otherwise
charged

Drawing supplies not severally charged to
schools

Manual training supplies not severally
charged to schools

Plates, outlines of drawing and manual train-
ing

Negatives and lantern slides, schoolroom
decoration

Incidentals

$12,332 59 S6,047 08
98 59

482 05

74 79

34 20
2,027 25
363 45
15,412 92

$21,460 00

Arts.

$3,299 33
2,728 92

3,208 12
9,922 17
255 23
848 97
97 68
97 64
91 57
31 26
5 63
25 00

13 81
9 54

2 20

$20,637 07

$60 15

76 18

41 38

14 75
524 78

140 00

3 74

860 98

$21,498 05

REPORT OF THE BUSINESS AGENT.

Department of Music.

Salary of Director of Music
Salaries of Assistant Directors (5)
Salaries of Assistants (6)
Salary of clerk, part time
Office supplies
Printing ....
Postage .
Telephone

Telephone switchboard charge

Grafonola ....
Records for grafonola .
Books

$8 83
48 69

Tuning and care of pianos

$3,220 00
10,455 27
7,295 54
453 67
12 73
22 63
16 00

57 52
160 00
50 00
15 78

$21,759 14
1,623 00

$23,382 14

Department of School Hygiene.

Physical
Education
Appropriation.

Regular
Appro-
priation.

Nurses*
Appro-
priation.

Salary of Director of School Hygiene

Salarv" of Assistant Director of Athletics

Salary of Assistant Director of Physical Training

$3,756 00
2,607 67
2,400 00
840 00
73 79
342 13
42 00

2 40
100 00

$50 99
11 87
57 00

153 92
3 40

72 00
2 80

2,004 00

SI, 208 45

11 55
8 18
32 50
45 40
518 25
90 50
41 39

OflBce supplies and equipment

Postage

Telephone and telegraph $56 54

Telephone switchboard charge 97 38

Books

Car tickets

Moving tuberculosis exhibit

Photograph of playground teachers, including framing

Photographs of plavground activities

Books lost from playgrounds

12 25
33 50

Supplies not otherw-ise charged to schools and plavgrounds

Supplies delivered 1911-12 and paid for 1913-14

Supplies not severally charged to schools and playgrounds . .
Supphes for class of playground teachers, Normal School . . .
Incidentals

18 58
18
65 12
63 36
6 60

5,135 45
80 00

684 23
18 03

Salaries of Instructor and Assistant Instructors in Military
Drill and Armorer

Car tickets for same

Military bands, use of tents, lunches, drinking cups, annual
parade

Salary of Medical Inspector

Salaries of temporary nurses, assigned to high schools, part

1 56

Printing, nurses

Postage, nurses

Car tickets, nurses

Lectures to nurses at School for Soci.ql Workers

Sub-totals

$16,281 29 S2,357 54

$1,956 22

Total

$20,595 05

SCHOOL DOCUMENT NO. 1.

Director of Practice and Training.

Salary of the Director of Practice and Training, S3,o63 49

Salary of the First Assistant Director . . 1,996 92

Salaries of Assistant Directors (3) . 4,596 99

Salary of clerk 900 00

Office supplies 1 1 20

Printing 76 55

Postage 42 50

Telephone $41 22

Telephone switchboard charge . . 48 69

89 91

Books 6 00

Typewriter 57 50

Sll,341 06

Department of Evening and Continuation Schools.

Salary, Director of Evening and Continuation

Schools S3,215 67

Salary of clerk 767 00

Temporary clerical service 128 25

Ojffice supplies and equipment .... 82 49

Printing 15115

Postage 96 00

Telephone and telegraph . . . $27 68

Telephone switchboard charge . 97 38

125 06

Courses for evening school teachers and candi-
dates for evening school appointment . 105 00
Services of janitor at above courses . 29 61

Traveling expenses 56 49

Boston Directory 6 00

$4,762 72

For evening schools:

Printing $728 76

Printing, home lessons 868 79

Printing, programs and tickets . 227 50

Diplomas 256 29

Advertising 40 00

Postage 40 00

Copying records of evening high schools 36 00

Refund of tuition, evening industrial school 14 30

2,211 64

For Continuation School :

Printing $4 75

4 75

$6,979 11

REPORT OF THE BUSINESS AGENT.

Director of Kindergartens.

Salary of the Director of Kindergartens
Salary of Acting Director
Salary of clerk, part time
Office supplies
Printing ....
Postage ....
Telephone

Telephone switchboard charge

$0 59
16 23

$1,667 35
302 85
158 19
12 95
8 00
11 25

16 82

Supervisor of Household Science and Arts.
Salary of the Supervisor of Household Science

and Arts ........ $1,868 87

Salary of clerk, part time 179 23

Office supplies 17 31

Printing . 12 16

Postage ......... 27 00

Telephone $1 18

Telephone switchboard charge 16 23

17 41

Incidentals 3 03

Supervisor of Special Classes.
Salary of the Supervisor of Special Classes . $1,582 67

Salary of clerk, part time 158 19

Office suppHes 13 22

Printing 37 20

Postage 39 00

Telephone $1 77

Telephone switchboard charge . 16 23

18 00

Incidentals 20

Supplies for Special Classes :

Drawing supplies $2 50

Manual training supplies .... 5 20

Miscellaneous supplies 2 15

Vocational Information.

Salary of teacher, assigned $275 20

Salary of clerk, part time 368 25

Carried forward $643 45

$2,177 41

$2,125 01

$1,848 48

9 85
$1,858 33

SCHOOL DOCUMENT NO. 1.

Brought forward $643 45

Services of moving picture machine operator . 3 50

Office supplies 52 43

Postage 26 50

Printing 28 33

Books ......... 69 68

Incidentals 3 30

$827 19

Director of Practice in Courses in Salesmanship.
Salary of Director from November 1, 1913,
assigned one-third time to high schools and
two-thirds time to Continuation School . $250 00

$250 00

Attendance Officers.

Salary of Chief Attendance Officer . . . $1,900 00

Salary of Deputy Chief Attendance Officer . 1,692 20

Salaries of Attendance Officers (21) . . . 30,121 80

Salaries of Temporary Attendance Officers 1,460 00

Office supplies 3 40

Printing 76 06

Postage 20 00

Car tickets 680 00

Badges 18 75

Supervisor of Licensed Minors.

Salary of Supervisor of Licensed Minors
Salary of clerk
Office supplies
Printing .
Postage .
Car tickets

$1,395 00
840 00
5 27
20 50
52 75
51 50

$35,972 21

2,365 02

$38,337 23

Improving Course in Arithmetic, Elementary Schools.

Services of expert .
Temporary clerical scrv
Printing .
Supplies .
Postage .
Pupil assistance
Expressage

$1,200 00
48 00
148 46
1,375 73
68
41 54
14 34

$2,828 75

REPORT OF THE BUSINESS AGENT.

Speech Improvement.
Salaries of assistants, assigned .... $2,250 65

Books 109 08

Supplies 131 83

$2,491 56

Extended Use of the Public Schools.

Extended Use
of the Public

Schools
Appropriation.

Regular
Appropriation.

Salary of Acting Director, Extended Use of the Public
Schools

$2,580 00

780 27
1,156 00
34 41
117 19
167 90

50
77 10
36 73
4 00

$153 83
43 33

95 22

20 42

Salary of Associate Director, Extended Use of the Public
Salaries of clerks (one on full time, two on part time) . . .
Printing

Postage

Printing address of Mary P. Follett

Service of expert, inspecting musical instruments

For evening centers:

Supplies not severally charged to evening centers

Printing

2 87
43 41
37 40

1 00

Advertising

Incidentals

Sub-totals

$5,038 78

$312 80

Total

$5,351 58

General Account.

Salary of City Treasurer, Custodian $1,000 00

Testing fuel 981 75

Premium on fuel 976 64

Report on fuel, Hyde Park High School 15 25

Badges for licensed minors 226 75

Advertising 433 78

Census 1,865 00

Supplies, census taking 2 31

Diplomas 1,977 93

Books and supplies sold out of stock 40 02

Books and supplies received previous to year 1913-14 paid

for year 1913-14 398 23

Supplies not severally charged to schools .... 353 10

Refund excess deduction for discarded books, year 1912-13 62 00

Removing ashes 1,808 00

Tuition, wards of city * . . 6,585 94

Carried forward $16,726 70

SCHOOL DOCUMENT NO. 1.

Brought forward S16,726 70

Transportation, wards of city 552 70

Tuition, paid town of Brookline 3,561 25

Tuition, paid city of Everett 51 00

Tuition, paid town of Winthrop 175 13

Tuition, paid town of Dedham 148 00

Tuition, paid Quincy Day Industrial School .... 60 00

Refund on tuition charges of non-resident pupils ... 8 20

Barrels, cans, etc 220 95

Floor oilers for general use 29 00

Services in connection with examination of pupil candidates

for South American tour 40 00

Services of experts to the Business Agent on supplies, appara-
tus, etc. 1,082 18

Miscellaneous supplies used for testing purposes . . . 12 88

Short postage 17 03

Teachers' meeting, Tremont Temple, rent and other expenses 163 00
Services, preparation of a guide to help pupils in selection of

books from Pubhc Library 50 00

Express charges, town of Hyde Park, previous to annexation 4 43

Conducting promotional courses for teachers .... 288 00

Services of janitor, promotional courses 68 04

Supplies for promotional course 1 59

Lectures to teachers of special classes . . . 199 50
Execution of court in favor of West Disinfecting Company,

costs and interest only 152 60

Cost of fuel used by Y. M. C. A. (credited to Mechanic Arts

High School) 127 40

Placement Bureau, telephone charges 2 36

Telephone charges, miscellaneous 12 37

Incidentals 8 00

$23,762 31

Credits:

Penalty exacted from contractor on account of quahty of

coal falling below contract requirements . . 2,118 68

Total $21,643 63

Summary — Costs of Admixistratiox, Supervision and General

Charges.

Secretary $12,359 15

Business Agent 34,006 75

Schoolhouse Custodian ^ 3,973 69

Superintendent . .* 21,549 58

Carried forward $71,889 17

REPORT OF THE BUSINESS AGENT.

1 7

Assistant superintendents .....

A A

Administration account .....

91 AAA

nn
uu

Uepartinent oi JManual Arts ....

1 A

Department of School Hygiene ....

Director of Practice and Training

1 1 Q/1 1

Department of Evening and Continuation

A Q7Q

1 1
1 1

Director of Kindergartens .....

9 1 77

A 1

-11

Supervisor of Household Science and Arts

9 1 9^

Supervisor of Special Classes ....

1 QKQ

Vocational Information .....

897

1 Q
ly

Director of Practice in Courses in Salesman-

ship

250

Attendance officers

38,337

Improving Course in Arithmetic, elementary

schools

2,828

Speech Improvement

2,491

Extended Use of the Public Schools .

5,351

General account

21,643

$129,761 57

161,686 10

Total cost administration, supervision and general

charges $291,447 67

Apportionment of Costs of Administration, Supervision and General

Charges.

Normal School $1,255 08

Latin and high schools 39,195 85

Elementary schools 206,319 44

Horace Mann School 593 88

Trade School for Girls 2,686 62

Boston Industrial School for Boys 1,410 39

Continuation School 2,197 17

Evening high schools 9,212 86

Evening elementary schools 17,482 07

Evening Industrial School 3,254 00

Park playgrounds 1,066 11

Schoolyard playgrounds 1,422 62

Evening centers 4,564 61

Girls' High Gymnasium 52 46

Lectures 524 65

School accommodations 209 86

Total $291,447 67

SCHOOL DOCUMENT NO. 1.

TELEPHONE CHARGES.

All items of telephone costs which could be charged
directly to the several offices have been so charged. In
addition to such costs there is the cost of installation
and operation of the switchboard. This is given in
detail and includes the salaries of the operator and relief
operator. The total cost of the switchboard is then
apportioned to the several offices in proportion to the
number of instruments connected to the switchboard.

Telephone Switchboard.

Salary of operator $522 30

Salary of relief operator 241 85

Switchboard rental 192 35

Trunk lines 49 72

Metallic circuits 169 48

Ringing circuits 12 00

Switchboard toll calls 31 09

Drops and bells 3 66

Changing equipment 13 46

Telephone sets 30 00

$1,265 91

Apportionment of Cost of Switchboard.

Secretary, $146 06

Business Agent, 146 07

Supply room, aV 48 69

Schoolhouse Custodian, o 'g 48 69

Superintendent, 194 75

Assistant Superintendents, 292 13

Director of Practice and Training, • 48 69

Director of Music, i-^ 48 69

Director of Evening and Continuation Schools, ^§ 97 38

Supervisor of Household Science and Arts, tV • 16 23

Director of Kindergartens, • • • • 16 23

Supervisor of Special Classes, H . . . . 16 23

Director of Hygiene, 97 38

Acting Director, Extended Use of Public Schools, 48 69

$1,265 91

STOCK BALANCE, 1913-1914

SCHOOL DOCUMENT NO. 1.

1913-14, Stock Balance.
Debit.

Inventory of December 4, 1912:

Books . $22,212 89

Manual training supplies .... 56 81

Drawing supplies 458 13

Kindergarten supplies 1,024 61

Janitors' supplies 1,131 63

Paper 12,852 90

Pens 1,541 05

Pencils 10,021 67

Printing 71 72

Miscellaneous educational supplies 12,831 03

Nurses' supplies 658 90

Physical education supplies .... 279 04
Supplies for the extended use of the public

schools 43 00

$63,183 38

Receipts 1913-14:
Purchases:

Books . $41,582 68

Manual training supplies .... 1,876 73

Drawing supplies 1,912 49

Kindergarten supphes 1,559 66

Janitors' supplies 14,569 23

Paper 26,955 83

Pens 1,057 19

Pencils 1,440 75

Printing 692 50

Miscellaneous educational supplies 21,413 06

Nurses' supplies 981 28

Physical education supplies 2,966 57
Supplies for the extended use of the public

schools 343 07

117,351 04

From schools:

Books $402 47

Drawing supplies 7 35

Janitors' supplies 26 90

Paper 3 14

Pens 1 15

Pencils 30 87

Miscellaneous educational supplies 186 37

658 25

Discarded books 1,669 34

Total $182,862 01

Note. — The items included in the above account are only those pur-
chased for general distribution and do not include those purchased for
any particular school. The latter are charged direct to the school.

REPORT OF THE BUSINESS AGENT.

1913-14, Stock Balance.
Credit.

Deliveries on Requisitions:

Books ..... . $44,205 93

Manual training supplies .... 1,767 20

Drawing supplies 1,620 51

Kindergarten supplies 1,788 43

Janitors' supplies 10,256 76

Paper 25,320 69

Pens 1,877 47

Pencils 4,917 25

Printing 812 55

Miscellaneous educational supplies 22,247 87

Nurses' supplies 705 79

Physical education supplies .... 2,843 45
Supplies for the extended use of the public

schools 259 12

$118,623 02

Manual training supplies not severally

charged to schools $14 75

Drawing supplies not severally charged to

schools 41 38

Miscellaneous supplies not severally charged

to schools 354 05

Nurses' supplies not severally charged to

schools 41 39

Physical education supplies not severally

charged to schools 65 12

Supphes for extended use of the public

schools not severally charged to evening

centers 2 87

519 56

Discarded books returned to publishers 1,669 34

Inventory of December 2, 1913:

Books $19,878 59

Manual training supplies .... 163 85

Drawing supplies 722 16

Kindergarten supplies 804 51

Janitors' supplies 5,166 30

Paper 14,361 23

Pens 729 64

Pencils 6,508 61

Printing 461 17

Miscellaneous educational supphes . 11,901 25

Nurses' supphes 893 00

Physical education supplies .... 335 70
Supphes for the extended use of the pubHc

schools 124 08

62,050 09

Total $182,862 01

SCHOOL DOCUMENT NO. 1.

SuMMAET Costs of Schools.

Costs

Costs with

Exclusive of

Costs of

Costs with

Administration,

Proportionate

Supeivision

Supervision

Part of Income

and General

Deducted.

Charges.

Charges Added.

Normal School

Latin and high schools

Elementary schools

Horace Marm School

Trade School for Girls

Boston Industrial School for Boys

Continuation School

Evening high schools

Evening elementary schools

Evening Industrial School

Park playgrounds

Schoolyard playgrounds

Extended use of the public schools:

Evening centers

Girls' High Gymnasium

Lectures

Use of school accommodations

Totals

Add costs of administration, supervision and general
charges

Total cost

Deduct total income

Net total

Total cost brought down

Decrease in inventory

Total expenditures 1913-14 *

$40,800 13
,059,545 68
,234,377 63
28,910 25
49,999 88
26,327 72
9,468 01
53,424 30
87,981 23
12,285 70
16,181 05
9,115 96

$4,652,706 98
291,447 67

$4,944,154 65
109,186 39

$4,834,968 26

$42,055 21
1,098,741 53
3,440,697 07
29,504 13
52,686 50
27,738 11
11,665 18
62,637 16
105,463 30
15,539 70
17,247 16
10,.538 58

19,718

24,283

410

463

2,974

3,499

1,185

1,395

$4,944,154 65

$4,944,154 65
1,133 29

* $4,943,021 36

$41,361 51
1,090,531 44
3,418,140 70
6,133 10
20,028 30
25,604 98
10,155 49
57,942 66
99,924 04
7,727 53
17,247 16
10.,538 58

24,275 10
463 41
3,499 15
1,395 11

$4,834,968 26

* Exclusive of costs of buildings, depreciation, repairs, interest and sinking fund charges.

REPORT OF THE BUSINESS AGENT. 57

Comparison of Costs 1912-13 and 1913-14.

Total Cost
1912-13.

Total Cost
1913-14.

Increases.

Norni8.l Scbool

$42,037

$42,055

S17 59

Latin and high schools

1,040,071

1,098,741

58,669 90

Elementary schools

3,211,509

3,440,697

229,187 63

Spectacle Island School*

610

J 610 42

Horace Mann School

28,770

29,504

733 35

Trade School for Girls f

45,125

52,686

7,560 54

22,300

27,738

5.437 88

2,215

t 2,215 16

8,937

11,665

2,727 83

Evening high schools

57,643

62,637

4,993 47

Evening elementary schools

88,582

105,463

16,880 59

Evening School Extension *

2,126

t 2.126 92

Evening Industrial School

14,353

15,539

1,186 23

20,368

17,247

t 3,121 70

Schoolyard playgrounds

19,023

10,538

t 8,484 60

Extended use of thie public schools:

9,714

24,283

14,568 61

292

463

171 26

2,170

3.499

1.328 31

Use of school accommodations

462

1,395

932 49

Totals

$4,616,317 77

$4,944,154 65

$327,836 88

Not in operation in 1913-14.

t Including Girls' Evening Trade School.

X Decreases.

SCHOOL DOCUMENT NO. 1.

Table Showing Cost of Administration for the Years 1908-09 and 1913-14,
AND the Increases in Five Years.

1908-09.

1913-14.

Increases in
Five Years.

Increases in
Five Years,
Per Cent.

S8,124 73
t 24,112 92
3,011 74
13,240 53
28,812 84
13,454 54

§12,359 15
34,006 75
3,973 69
21,549 58
36,412 40
21,460 00

§4,234 42
9,893 83
961 95
8,309 05
7,599 56
8,005 46

52.1

41.

31.9

62.8

26.4

59.5

Superintendent

Assistant Superintendents

Administration Account

890,757 30

$129,761 57

§39,004 27

43.

* Duties of Auditor transferred to Business Agent October 14, 1912. f Including Auditor.

Table Showing Costs of Supervision or Professional Control for the
Years 1908-09 and 1913-14, and the Increases in Five Years.

1908-09.

1913-14.

Increases in
Five Years.

Increases in
Five Years,
Per Cent.

Department of Manual Arts

Department of Music

Depaitment of School Hygiene

Director of Practice and Training

Department of Evening and Continuation Schools,

Superv-isor of Household Science and Arts

§13,510 37
19,331 20
16,878 34
* 3,192 79
t 3,050 46
1,807 81
1,486 51

$21,498 05
23,382 14
20,595 05
11,341 06
6,979 11
2,177 41
2,125 01
1,858 33
827 19
250 00
2,828 75
2,491 56

$7,987 68
4,050 94
3,716 71
8,148 27
3,928 65
369 60
638 50
1,858 33
827 19
250 00
2,828 75
2,491 56

59.1

21.

22.
255.2
128.8

20.4

43.

Vocational Information

Director of Courses in Practice in Salesmanship

Improving Course in Arithmetic

Speech Improvement

Totals

§59,257 48

§96,353 66

§37,096 18

62.6

* SuperA^sor of Substitutes. t Department of Evening Schools.

Statistics, 1908-09 and 1913-14.

1908-09.

1913-14.

Increase in
Five Years.

Increase in
Five Years,
Per Cent.

Total expenditures *

§3,621,304 48

$4,986,505 25

§1,365.200 77

37.7

Day Schools:

Average membership

96,925

104,309

7,384

7.6

88,475

95,898

7,423

8.4

Evening Schools:

7,778

9,344

1,566

20.1

Playgrounds:

t 12,264

14,033

1,769

14.4

* Exclusive of new buildings, repairs, alterations, rents and extended use of the public schools,
t Average attendance (9,000) for park playgrounds estimated.

REPORT OF THE BUSINESS AGENT.

Table Showing Cost of Administration for the Years 1911-12, 1912-13 and
1913-14, AND THE Increases in Two Years.

19II-I2.

1912-13.

1913-14.

Increases in
Two Years.

Increases in
Two Years,
Per Cent.

Business Agent *

810,326 66
t 36,127 57
4,356 93
16,880 65
30,900 31
16,725 58

811,476 89
t 34,226 00
3,628 37
15,487 03
32,085 71
19.736 41

812,359 15
34,006 75
3,973 69
21,549 58
36.412 40
21.460 00

82,032 49
J 2,120 .32
i383 24
4,668 93
5,512 09
4,734 42

19.7

Schoolhouse Custodian

Superintendent

Assistant Superintendents

Administration Account

27.7
17.8
28.3

Totals

$115,317 70

S116.640 41

$129,761 57

814,443 87

12.5

* Duties of Auditor transferred to Business Agent October 14. 1912.
t Including Auditor. % Decrease.

Table Showing Cost of Supervision or Professional Control for the Years
1911-12, 1912-13 AND 1913-14, and the Increases in Two Years.

1911-12.

1912-13.

1913-14.

Increases in
Two Years.

Increases in
Two Years,
Per Cent.

Director of Practice and Training. . .

Supervisor of Household Science and
Arts

$15,422 03
19,802 72
19,396 77

* 5,556 96
1,934 78

2,269 72

818.393 53
24,490 17
19,971 59
8,532 45
1,892 37

2,672 78
1,067 56

t 6,649 29

821,498 05
23,382 14
20,595 05
11.341 06
2.177 41

2.125 01
1.858 33

6.979 11

250 00
2.828 75
2.491 56

827 19

86,076 02
3,579 42
1,198 28
5.784 10
242 63

% 144 71
1.858 33

2.007 92

250 00
2,828 75
2,491 56
X 1,158 86

39.4
18.1
6.2
104.
12.5

Department of Evening and Con-
tinuation Schools

Director of Courses in Practice in

4.971 19

40.4

1,361 51
1,621 26
2.179 13

1,986 05

Totals

$71,340 22

$88,831 64

$96,353 66

$25,013 44

35.1

* Supervisor of Substitutes. t Excluding Extended Use of the Public Schools. % Decreases.

Statistics, 1911-12, 1912-13 and 1913-14.

1911-12.

1912-13.

1913-14.

Incrense in
Two Years.

Increase in
Two Years.
Per Cent.

Total expenditures*

Day Schools:

Summer High School:

$4,277,938 30

99.272
91,049

209
7.964

716
7.391

$4,708,000 00

97,118
93,774

197

8,509

1,077

12,205

$4,986,505 25

104,309
95,898

$708,5C() 95

5.037
4.849

16.6

5.1
5.3

Evening Schools:

Evening School Extension:
Average attendance

9,344

1.380

17.3

Playgrounds:

Average attendance

14,033

6,642

89. 9

* Exclusive of new buildings, repairs, alterations, rents and extended use of the public schools.

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SCHOOL DOCUMENT NO. 1.

Comparison of Per Capita Costs of Janitors' Supplies for the
Years 1910-11, 1911-12, 1912-13 and 1913-14.

Schools.

1910-11.

1911-12.

1912-13.

1913-14.

Normal

SO 37

SO 57

SO 79

SO 67

SO 06

SO 12

SO 10

SO 09

Brigli'ton Sigh

English High

Girls' High

High School of Practical Arts

Hyde Park High

South Boston High

West Roxbury High

SO 142

$0 164

$0 17

SO 17

Elementary Schools.

Abraham Lincoln

SO 01

SO 18

SO 17

SO 10

Charles Sumner

REPORT OF THE BUSINESS AGENT.

Comparison of Per Capita Costs of Janitors' Supplies for the
Years 1910-11, 1911-12, 1912-13 and 1913-U.— Continued.

Schools.

1910-11.

1911-12.

1912-13.

1913-14.

$0 09

$0 10

SO 10

$0 10

Dillawaj-

Dudley

Edmund P. Tileston

Edward Everett

Elihu Greenwood

Eliot

Emerson

Everett

Francis Parkman

Franklin

Frothingham

Gaston ,

Hugh O'Brien

Hyde

John A. Andrew *

68 SCHOOL DOCUMENT NO. 1.

Comparison of Per Capita Costs of Janitors' Supplies for the
Years 1910-11, 1911-12, 1912-13 and 191S-U.— Concluded.

Schools.

1910-11.

1911-12.

1912-13.

1913-14.

Mather

SO 09

$0 10

SO 17

SO 09

Minot

1 1

Norcross

Oliver Hazard Perry

Oliver Wendell Holmes

Phillips Brooks

Prescott

Prince

Quincy

Rice

Robert G. Shaw

Roger Wolcott

Samuel Adams

Shurtleff

Theodore Lyman

Thomas N. Hart

TT Ct r"i.on +

Wells

Wendell Phillips

William E. Russell

.12

$0 097

$0 138

$0 17

SO 12

Horace Mann.

SO 25

SO 34

SO 39

SO 67

STANDAED REPORT ON THE FINANCIAL
STATISTICS OF THE PUBLIC SCHOOLS.

SCHOOL DOCUMENT NO. 1.

STANDARD REPORT ON THE FINANCIAL STATISTICS OF
THE PUBLIC SCHOOLS.*

A. PAYMENTS.

I. — EXPENSES (Cost of Conducting School System).

Total.

Salaries.

Other
Objects.

EXPENSES OF GENERAL CONTROL (OVERHEAD
CHARGES).

$12,645 93
1,867 31
34,006 75

$10,784 73

$1,861 20
1,867 31
4,673 37

29,333 38

5. Operation and maintenance of office building

6a. Schoolhouse Custodian

18,313 88
89,921 88
3,973 69
69,303 04
38,337 23
23,231 47

4,287 83
65,746 63

3,204 08
65,690 91
37,409 00

1,643 45

14,026 05
24,175 25

769 61
3,612 13

928 23
21,588 02

7. OflBce of Superintendent of Schools

8. Enforcement of compulsory education and truancy laws . . .

9. Other expenses of general control

10. Totals

$291,601 18

$218,100 01

$73,501 17

* This standard form corresponds to Schedule G 34 of the Bureau of the Census and has been worked
out by that bureau after conference and correspondence with representatives of the United States Bureau
of Education, the National Education Association, the National Association of School Accounting Ofl5cers,
and with many school superintendents.

t Also in charge of supplies.

t Undertaken by Law Department of the city without expense to the School Committee.

STANDARD REPORT ON THE FINANCIAL STATISTICS OF THE PUBLIC SCHOOLS.— Continued.
A. PAYMENTS.— Continued.

EXPENSES OF INSTRUCTION.

Evening Schools,

Schools and Activities.

' THE Pdblic Schools.

Salaries of supervisors of grades and subieots. .

Other expenses of super\Tsors

Salaries of principals and their clerks

Other expenses of principals

Salaries of teachers

Text-boolcs.
Stationery a
Other expen

i supplies used ii
s of instruction.

48,724 26
2,287 94

S46,823 44
e,268 09
216,372 20
1.661 29
2,464,897 69
47,306 SO
80,891 02

!,232 54
i,580 71
137 49

$904 70
2,547 32
9,663 00
90 90
65,098 50
1,698 38

S803 92
1,219 57
5,367 00

$482 36
467 63

19 01
7,327 25

$398 80
35 72

$7 00
2,855 67
24 93
19,920 33
100 68

S,417 42
238 67

472 36
1,720 00

S.861 19
447 08

$2,866 23
1,708 38

INSTBUCnON..

$992,314 73

EXPENSES OF OPERATION OF SCHOOL PLANT.

). Wages of janitors apd other employees

.. Fuel

!. Water

t. Light and power

t. Janitors' supplies

t. Other expenses of operation of school plant

$332,103 61
127,306 16

48,861 79
13.945 12

$61,370 55
19,897 27

$10,020 49
4,699 06

2 62
167 30

1,193 19
577 15

726 94
135 84

EXPENSES OF MAINTENANCE OF SCHOOL PIANT.

27. Repair of buildings and upkeep of grounds

2S. Repair and replacement of equipment

29. Insurance

30. Other expenses of maintenance of school plant

$329,422 10
36,540 99
602 65

31.

$2,381 46
779 75
37 60

EXPENSES OF AUXILIARY AGENCIES.

LlBBARIES.

32. Salaries

33. Books

34. Other expenses..

35. Salaries

36. Other expenses..

!,497 72
1,037 78

Transpobtation op Pupils.

37. Salaries

38. Other expenses

MISCELLANEOUS EXPENSES.

Payments to private schools

Payments to schools of other civil divisions. . .
Care of children in institutions

72,893 19
26,134 87

61,648 07
13,252 67

Uaneous expenses.

$1,132,234 63

I.— OUTLAYS (Capital Acquisition and Construction),

1 buildings

Qw buildings and grounds

Id buildings, exclusive of replacements.

$92,628
769.653 98

$3,602 85
386,847 54
3,811 55
14.560 94
11,062 11

96 S123 62

1 physicians under the Board <

t Salaries of managers, I

t Payments to lecturers.

REPORT OF THE BUSINESS AGENT.

STANDARD REPORT ON THE FINANCIAL STATISTICS
OF THE PUBLIC SCHOOLS.— Con^mwed

III.— OTHER PAYMENTS.

53. Redemption of bonds

54. Redemption of short-term loans

55. Payment of warrants and orders of preceding year

56. Payments to sinking funds and for serial debt requirements

57. Payments of interest

58. Miscellaneous payments, including payments to trust funds, text-

books to be sold to pupils, etc

59. Total

60. Balances at close of year, cash in treasury

60a. Stock on hand, close of year

61. Total payments (sum of totals 10-59, inclusive)

61a. Total payments and balances (60-61, inclusive)

B. RECEIPTS.

Revenue Receipts.

Total.

62.

$47,747

63.

64.

65.

7,187,558

65a.
66.

Transferred from accrued interest, Permanent Pension Fund

880

67.

Business taxes (licenses, excise taxes, taxes on corporations, taxes on

67a.
68.

23,185

69.

Fines and penalties (forfeited advance payments, evening schools) . .

6,974

70.

1,024

71.

5,028

72.

Transfers from other districts in payment of tuition

8,225

73.

13,921

74.

Total revenue receipts

§7,294,546 41

SCHOOL DOCUMENT NO. 1.

STANDARD REPORT ON THE FINANCIAL STATISTICS
OF THE PUBLIC SCHOOLS.— Concluded.

B. RECEIPTS.— Concluded.

Non-Revenue Receipts.

Total.

75.

Loans and bond sales

*1, 000,000 00

76.

—

77.

S^lcs of r6^1 propGrty d,iid procGcds of insux^ncc ^djust/iuGiits

260,740 00

78.

507 76

79.

Refund of payments

80.

899 00

81.

Total non-revenue receipts

$1,262,146 76

82.

Total receipts (sum of 74 and 81)

$8,556,693 17

S3.

358,067 17

83a.

Credit monej' refunded

61 25

836.

63,183 38

84.

$8,978,004 97

C. VALUE OF SCHOOL PROPERTIES.

Class of Buildings.

General control

Elementary- schools

Secondary' schools

Normal schools

Schools for the industries .
Special schools

Total Value of I
Sites, Buildings I Value of Sites
and Equip- and Buildings,
ment.

$264,000 00
17,188,245 00
4,939,200 00
403,275 00
164,645 00
101,300 00

$256,000 00
16,577,130 00
4,625.925 00
387,075 00
136,400 00
98,000 00

Value of
Equipment.

$8,000 00
611,115 00
313,275 00
16,200 00
28.245 00
3,300 00

Interest on
Value of
School
Plant.

D. EXPENDITURES, INCOME FROM TRUST

FUNDS.

Total.

$268

Franklin Medal Fund

00
69

4.552

337

Teachers' Waterston Fund

131

Total

$5,315

ESTIMATES AND ITEMIZED APPROPRIATION
ORDER FOR THE FINANCIAL
YEAR 1914-15.

SCHOOL DOCUMENT NO. 1.

SCHOOLS.

Appropriation, 1914-1915.

Office of the Business Agent of the School Committee,
168 Tremont Street, March 25, 1914.

To the School Committee:

In compliance with section 66 of the rules I submit herewith the esti-
mates and itemized appropriation order to cover the expenses of the public
schools for the financial year February 1, 1914, to January 31, 1915, both
included.

The average valuation of the city for the three years 1911, 1912 and
1913, with all abatements allowed up to December 31, 1913, as certified
to his Honor the Mayor by the Board of Assessors, is $1,477,087,258.47.
This is the sum upon which all appropriations by the City Council and
the School Committee for the financial year are based.

The School Committee is authorized by law to appropriate the follow-
ing sums:

(a) Four dollars and five cents upon each one thousand dollars of the
valuation of the city for the pubUc schools and their support, of which
amount not more than thirty cents upon every such one thousand dollars
shall be appropriated solely for new school buildings, lands, yards, and
furnishings, not more than thirty-five cents upon every such one thousand
dollars shall be appropriated solely for alterations and repairs of school
buildings, and not less than twenty-five cents upon every such one thou-
sand dollars shall be appropriated for the purpose of increasing the salaries
of teachers. (Chapter 448 of the Acts of 1901, chapter 170 of the Acts
of 1903, chapter 205 of the Acts of 1906, chapter 388 of the Acts of 1909,
chapter 708 of the Acts of 1911, and chapter 615 of the Acts of 1913.)

(5) Four cents upon each one thousand dollars of the valuation of the
city for organizing and conducting physical training and exercises, ath-
letics, sports, games, and play, and for providing proper apparatus, equip-
ment and facilities for same in buildings, yards and playgrounds under
the control of the School Committee or upon any other land it may have
the right to use for the purpose. (Chapter 295 of the Acts of 1907.)

(c) Two cents upon each one thousand dollars of the valuation of the
city for the service of nurses in the pubUc schools. (Chapter 357 of the
Acts of 1907.)

(d) Five cents upon each one thousand dollars of the valuation of the
city for the estabUshment of a permanent school pension fund and the

REPORT OF THE BUSINESS AGENT.

payment of pensions to retired teachers. (Chapter 589 of the Acts of
1908 and chapter 617 of the Acts of 1910.)

(e) Two cents upon each one thousand dollars of the valuation of the
city for the extended use of the public schools. (Chapter 195 of the Acts
of 1912.)

(J) The unexpended balance for the financial year 1913-14.

(g) The excess of income for the financial year 1913-14 over that
estimated.

(h) The estimated income for the financial year 1914-15.

MONEY AVATLABLE.

Exclusive of the money available for new school buildings, lands, yards
and furnishings, viz., thirty cents on each one thousand dollars of the
valuation and amounting to $443,126.18, the sums available for the

financial year 1914-15 are as follows:

$3.15 per $1,000 for general purposes $4,652,824 86

.25 per $1,000 for increasing the salaries of teachers 369,271 82
.35 per $1,000 for repairs and alterations to school build-
ings * 516,980 54

.04 per $1,000 for physical education .... 59,083 49

.02 per $1,000 for nurses 29,541 75

.05 per $1,000 for pensions 73,854 36

.02 per $1,000 for extended use of the public schools . 29,541 74
Unexpended balance general appropriation 1913-14 14,876 54
Unexpended balance appropriation Schoolhouse Depart-
ment 61 25

Excess of income over amount estimated 1913-14 . 12,685 20

Estimated income 1914-15 141,278 45

Total amount available $5,900,000 00

INCREASE IN MONEY AVAILABLE.

Exclusive of the sums set aside for pensions, physical education, extended
use of the public schools, repairs and alterations to school buildings, and
rents of hired buildings, the amount of money available this year for
general school purposes and the service of nurses in excess of the amount
available for the same purpose last year is $383,544.38.

The following statement shows the reasons for this increase:

Valuation for 1914-15 $1,477,087,258 47

Valuation for 1913-14 1,440,255,253 33

Increase in valuation $36.832,005 14

* Not more than thirty-five cents.

SCHOOL DOCUMENT NO. 1.

Increase in money available due to increase in valuation if portion of
tax rate had remained the same as last year (for general purposes and

nurses only) :

(Last Year's Rate, 1913-14.)

General purposes $3.30 per $1,000

Nurses 02 per $1,000

$3.32 per $1,000

$3.32 on each $1,000 of $36,832,005.14 .... $122,282 26

Increase due to increase of 10 cents per $1,000 on the
new valuation.

$0.10 on each $1,000 of $1,477,087,258.47 ... 147,708 73

Increase from above two sources . . . $269,990 99

Add increase in unexpended balance available for

general purposes 322 22

$270,313 21

Add increase in excess of income over that estimated for

preceding year 2,562 76

Add increase in estimated income 44,777 26

Add sum diverted from repairs, alterations, etc. . 73,854 36

Add decrease in rents 2,000 00

$393,507 59

Deduct increases in amount diverted to appropriation for

physical education special 9,963 21

Net increase in money available for the above purposes . $383,544 38

INCREASE IN SALARIES OF INSTRUCTORS.

The increases in salaries of instructors for the past five years have been
as follows :

1909- 10 over 1908-09 $130,829 52

1910- 11 over 1909-10 136,039 34

1911- 12 over 1910-11 . 99,206 87

1912- 13 over 1911-12 321,488 72

1913- 14 over 1912-13 , . ' . 278,135 70

The estimated increase in the salaries of instructors for the current year
over that of 1913-14 is $232,068.96.
I recommend the passage of the accompanying order.

William T. Keough,

Business Agent.

REPORT OF THE BUSINESS AGENT.

ESTIMATES FOR FINANCIAL YEAR, 1914-15.
Salaries of Instructors.

Normal School.

Normal School $33,563 20

One additional master, 3|t months' service . 734 50

Total, Normal School $34,297 70

Latin and High Schools.

PubHc Latin $67,604 00

Girls' Latin 37,839 80

Brighton High 30,858 80

Charlestown High 27,804 40

Dorchester High 98,392 93

East Boston High 40,378 85

English High 132,371 80

Girls' High 94,181 80

High School of Commerce .... 81,373 00

High School of Commerce Lectures 400 00

High School of Practical Arts .... 42,954 20

Hyde Park High 26,939 60

^Mechanic Arts High 113,954 80

Cost of increasing salaries of Instructors,

Mechanical Department . 199 00

Roxbury High 50,785 40

South Boston High 46,672 40

West Roxbury High 45,778 40

10 additional Junior Masters, 3ff months'

service 4,633 00

5 additional Assistants, 3f f months' service, 1,525 50

2 additional Assistants Salesmanship, 3ff

months' service 632 80

Total, Latin and High Schools 945,280 48

Elementary School Districts (Including Kindergarten
and Sewing Teachers).

Abraham Lincoln .... . . $65,764 84

Agassiz 22,964 24

Bennett 35,406 90

Bigelow 36,957 07

Blackinton 21,000 00

Carried forward

$182,093 05

$979,578 IS

SCHOOL DOCUMENT NO. 1.

Brought forward
Bowditch
Bowdoin
Bunker Hill .
Chapman
Charles Sumner .
Christopher Gibson
Comins .
Dearborn
Dillaway
Dudley .
Dwight .

Edmund P. Tileston

Edward Everett .

Elihu Greenwood

Eliot

Emerson

Everett

Francis Parkman
Franklin

Frederic W. Lincoln
Frothingham
Gaston .

George Putnam .
Gilbert Stuart
Hancock
Harvard
Henry Grew
Henry L. Pierce .
Hugh O'Brien
Hyde
Jefferson

John A. Andrew .
John Cheverus .
John Winthrop
LawTence
Lewis .
Longfellow .
Lowell .
Martin .
Mary Hemenway
Mather
Minot .
Norcross

Oliver Hazard Perry
Carried forward

8182,093 05 $979,578 18
34,572 88
34,621 18
26,928 68
38,849 07
34,587 09
28,505 17
37,649 65
56,198 99
39,294 64
44,909 01
35,963 94
18,707 74
42,864 54
28,310 14
64,852 10
35,631 27
30,596 61
22,846 87
42,058 48
30,428 26
28,423 25
33,638 33
46,689 48
28,095 55
69,358 48
28,968 40
41,289 88
17,475 65
46,248 57
33,119 27
26,071 82
41,421 74
20,471 80
40,737 00
30,479 95
52,095 49
31,040 21
40,173 26
24,958 83
47,161 00
61,318 07
22,289 67
35,574 33
31,129 47

§1,788,698 86 S979,578 18

REPORT OF THE BUSINESS AGENT.

Brought forward SI, 788,698 86 $979,578 18

Oliver Wendell Holmes 80,488 17

Phillips Brooks 36,709 75

Prescott 27,361 47

Prince 32,055 07

Quincy 36,834 01

Rice 28,406 67

Robert G. Shaw 25,914 14

Roger Wolcott 46,246 07

Samuel Adams 56,752 25

Sherwin 34,223 53

Shurtleff 25,751 08

Theodore Lyman 32,418 19

Thomas Gardner 41,895 54

Thomas N. Hart 37,480 63

Ulysses S. Grant 38,820 27

Warren 32,684 27

Washington 50,597 27

Washington Allston 26,599 67

Wells 64,542 70

Wendell PhilHps 43,722 93

William E. Russell 37,989 66

Kindergarten Attendants 4,170 86

Clerical Assistance — no allowance —
Allowance for 20 additional assistants in
Elementary Schools, average 10 months'

service at $600 per year .... 10,000 00
Allowance for 20 additional assistants in
Elementary Schools, average 2 months'

service at $600 per year .... 2,000 00
Allowance for 5 additional first assistants
kindergarten, average 2 months' service at

$672 per year 560 00

Allowance for 5 additional assistants kinder-
garten, average 2 months' service at $480

per year 400 00

Allowance for 3 additional first assistants
kindergarten, average 10 months' service at

$672 per year 1,680 00

Allowance for 3 additional assistants kinder-
garten, average 10 months' service at $480

per year 1,200 00

Allowance for 2 additional assistants Open
Air Classes, average 10 months' service at

$600 per year 1,000 00

Carried forward

$2,647,203 06 $979,578 IS

SCHOOL DOCUMENT NO. 1.

Brought forward $2,647,203 06 $979,578 18

Allowance for 8 additional assistants Open
Air Classes, average 3 months' service at
$600 per year 1,200 00

Allgwance for 6 additional assistants Special
Classes, average 9 months' service, at $912
per year 4,104 00

Allowance for 10 additional assistants Special
Classes, average 2 months' service, at $912
per year 1,520 00

Allowance for 2 additional teachers of Sewing,
average 3 months' service at $600 per
year 300 00

Allowance for extra compensation to kinder-
garten teachers for afternoon service in the
grades 2,500 00

Allowance for increasing salaries of teachers
of those ranks in Elementary Day Schools
for which the maximum salary for the year
ending August 31, 1911, was $1,000 or less,
in addition to increases already granted . 3,12145

Allowance for increasing the salaries of
Assistants Elementary Schools assigned to
Boys' Classes in grades above the third
in the Agassiz, Bigelow, Dudley, Dwight,
EUot, Frederic W. Lincoln, Lawrence,
Quincy, Sherwin, Thomas N. Hart and
Wendell PhilUps Districts .... 2,989 60

Allowance for increasing salaries of teachers
of ranks other than those in Elementary
Day Schools for which the maximum salary
for the year ending August 31, 1911, was
$1,000 or less, in addition to increases
hereinbefore specifically provided for . . 9,512 55

Total, Elementary Schools 2,672,450 66

Horace Mann School.

Principal and teachers 22,777 17

Trade School for Girls.

Principal and teachers $37,123 94

4 additional helpers, 3f f months' service . 904 00

2 additional Aids, 74 days, at $2.50 per day . 370 00

38,397 94

Carried forward

$3,713,203 95

REPORT OF THE BUSINESS AGENT.

Brought forward §3,713,203 95

Boston Industrial School for Boys.
Principal and teachers S23,035 00

2 additional Instructors, 2 months' service . 560 00
Proposed increases due to reorganization,

from September 1 1,120 00

24,715 00

Director of Practice and Training.
Director of Practice and Training . . . $3,792 33
First Assistant Director of Practice and

Training 2,071 40

Assistant Directors of Practice and Training

(3) at SI, 652. 33 4,956 99

10,820 72

Department of Music.
Director S3, 340 00

3 Assistant Directors at S2,652 . . . 7,956 00
1 Assistant Director 2,100 00

4 Assistants at Sl,332 5,328 00

1 Assistant 1,131 87

1 Assistant 1,132 00

3 additional Assistants, 3ff months' service, 983 10

21,970 97

Department of Evening and Continuation Schools.

Director S3,335 67

1 Assistant Director 3,000 00

6,335 67

Medical Inspector

Medical Inspector 2,004 00

Director of Kindergartens.
Director of Kindergartens 1,980 00

Department of Manual Arts.

Director S3,419 33

1 Assistant Director 2,855 67

1 Department Instructor 2,340 00

1 Department Instructor 1,779 00

2 Assistants at $1,644 3,288 00

1 Assistant 1,563 00 .

1 Assistant 1,519 80

Carried forward $16,764 80 $3,781,030 31

SCHOOL DOCUMENT NO. 1.

Brought forward

$16,764

1 Assistant

1,512

1 Assistant

1,352

1 Assistant

1,345

1 Assistant . .

1,021

5 Pre-Vocational Instructors, 11 Instructors,

and 53 Assistant Instructors in Manual

Training

79,306

3 Temporary Pre-Vocational Instructors, to

July 1

1,275

3 additional Assistant Instructors Elemen-

tary Schools — 3 months' service at $852

639

1 additional Assistant, 11 3% months' service .

1,124

2 additional Pre-Vocational Instructors, Ele-

mentary Schools, 10 months' service at

$1,332 per year

2,220

4 additional Temporary Pre-vocational In-

structors, 74 days at $6 per day

1,776

3 additional Pre-vocational Instructors, Ele-

mentary Schools, 3f f months' service at

$1,332 per year

1,254

109,590 76

Homehold Science and Arts.

Supervisor $1,980 00

40 Teachers of Cookery 38,209 73

2 additional Teachers of Cookery, 3 months'

service at $600 per year .... 300 00

Proposed extension of Pre-vocational Work for
girls and seventh and eighth grade over-
age girls in 21 schools — salaries . 3,000 00

43,489 73

Supervisor of Special Classes.
Supervisor of Special Classes 1,702 67

Continuation Schools.

2 Assistants, elementary class, at $1,224 . $2,448 00

1 Assistant, elementary class . . . . 1,133 33

1 Assistant, elementary class .... 1,053 60

1 Assistant, elementary class .... 1,050 00

1 Assistant, elementary class .... 1,049 60

2 Assistants, advanced class, 50 sessions each

at $4 per session 400 00

Carried forward

$7,134 53 $3,935,813 47

REPORT OF THE BUSINESS AGENT. 83

Brought forward $7,134 53 $3,935,813 47

6 Assistants, Modern Languages, 75 sessions

each at S2 per session 900 00

5 Assistants, preparatory class, 200 sessions

each at $2 per session 2,000 00

Proposed Compulsory Schools — salaries 13,000 00

23,034 53

Evening High Schools.
Salaries of principals, teachers and clerical assistants . . 39,000 00

Evening Elementary Schools.
Salaries of principals and teachers, existing

schools $68,000 00

2 additional schools 1,000 00

2 additional supervisors for the Non-English

and Industrial Classes at $360 ... 720 00

69,720 00

Evening Industrial Schools.
Salaries of principals and teachers, existing schools . . 9,000 00

Evening School Extension (11 schools, 20 nights).
Salaries of principals and teachers, proposed . . . 8,810 00

Speech Improvement Classes.
1 Assistant, Elementary Schools, assigned . $1,476 00

1 Assistant, Elementary Schools, assigned . 844 00

2 additional Assistants, Elementary Schools,

10 months' service at $780 per year . 1,300 00

3,620 00

Improving Course in Arithmetic, Elementary Schools.
Salaries 200 00

Class for Semi-Blind.
Teachers' salaries 1,512 00

Department of Educational Investigation and Measurement.
Director, 10 months' service at $3,780 per year . . . 3,150 00

PROPOSED — SUMMER REVIEW SCHOOLS (40 day term).
High Review Schools.
1 Principal, $7 per day — 13 Assistants, $5 per day . . 2,940 00

Carried forward $4,096,800 00

SCHOOL DOCUMENT NO. 1.

Brought forward $4,096,800 00

Elementary Review Schools.
6 Principals, $5 per day — 60 Assistants, $2.50 per day 7,200 00

Total appropriation, salaries of instructors . . $4,104,000 00

SALARIES OF OFFICERS.

Officers, Clerks, Assistants and Stenographers.

Superintendent $10,000 00

Secretary (1) and assistants (10) to the Super-
intendent 10,991 65

1 Additional assistant assigned to Depart-
ment of Educational Investigation and

Measurement 500 00

Special Inspector of School Certificates . . 480 00

Assistant Superintendents (6) . . . . 32,976 00

Secretary 4,740 00

Chief clerk (1) and assistants (8) to the Sec-
retary 8,160 00

Business Agent 4,740 00

Assistants (24) to the Business Agent . . 24,020 00
Assistant to Superintendent and Business

Agent 900 00

Schoolhouse Custodian 2,508 00

Clerk to Schoolhouse Custodian . . . 720 00
City Treasurer, Custodian of the Retirement

Fund 1,000 00

Telephone operator 516 00

Substitute telephone operator . . . . 182 40
Allowance for temporary assistance and in-
creases :

Superintendent, temporary assistance 438 75
Superintendent, proposed increases 4,435 00
Secretary, temporary assistance . 350 00
Secretary, proposed increases . . 200 00
Business Agent, temporary assistance . 1,468 20
Business Agent, proposed increases 420 00
Schoolhouse Custodian, temporary assist-
ance 25 00

Schoolhouse Custodian, proposed increases, 40 00

Total officers, clerks, assistants and stenographers $109,811 00

Carried forward $109,811 00

REPORT OF THE BUSINESS AGENT.

Brought forward §109,811 00

Attendance Officers.

1 Cniei Attenaance Umcer

$1,900

1 Deputy L/hiei Attenaance Urncer

1,800

17 Attendance Officers at $1,512

25,704

1 Attendance Officer at SI, 503

1,503

2 Attendance Officers at $1,404 .

2,808

1 Attendance Officer

1,133

4 Temporary Attendance Officers .

3,000

2 Additional Attendance Officers, 4 months'

720

3 Additional Attendance Officers in connec-

tion with proposed extension Evening

Schools, 34 days

408

38,976 00

Supervisor of Licensed Minors.
1 Supervisor of Licensed Minors 1,503 00

Total appropriation, salaries of officers .... $150,290 00

SALARIES OF JANITORS.

Normal Group:

Janitor $7,035 08

Matron 539 76

$7,574 84

Latin and High Schools:

English High and Public Latin . . 5,539 56

English High Colony, Tremont street . . 625 56

Brighton High . " . . . . 2,713 36

Charlestown High 2,665 00

Dorchester High:

Janitor $4,948 32

Matron .... 539 76

5,488 08

East Boston High 2,772 12

Girls' High:

Janitor $4,635 80

Matron .... 539 76

5,175 56

High School of Practical Arts . 3,415 36

Hyde Park High 1,875 64

Mechanic Arts High:

Janitor $3,395 46

Engineer . . . 3,120 00

6,515 46

Carried forward

$44,360 54

SCHOOL DOCUMENT NO. 1.

Brought forward

S44,360 54
3,896 36

Roxbury High

South Boston High:
Janitor .
Matron .

$3,380 52
539 76

3,920 28

West Roxbury High:
Janitor .
Matron

$3,061 24
539 76

3,601 00

Total for Normal, Latin and High Schools

Normal, Latin and High Schools as above ....
245 Elementary School Buildings:

Janitors (including 7 janitors on leave of
absence at one-half net compensation,

$3,449.68) $244,018 32

Matrons (4) 2,159 04

97 Portables 7,670 00

Horace Mann School:

Janitor $929 76

Matrons (2) 720 20

Trade School for Girls

Boston Industrial School for Boys

Evening Schools, existing schools

Evening School Extension, proposed schools

Proposed Compulsory Continuation Schools ....

Summer Review Schools:

High $120 00

Elementary 720 00

Supply Room, Dartmouth street

Employment certificates. Placement Bureau, 218 Tremont

street

Mason Street Building

Business Agent and Schoolhouse Custodian, 168 Tremont

street .

Janitor service new buildings to be completed during the

year

Temporary assistance

$55,778 18

253,847 36

1,649 96
2,043 08
1,530 88
15,000 00
1,252 28
1,000 00

840 00
460 72

437 32
1,916 72

224 64

3,600 00
418 86

Total salaries of janitors

$340,000 00

REPORT OF THE BUSINESS AGENT.

Proposed Pensions for Janitors.
Pensions to 18 janitors from April 3, 1914, 43 weeks at

average of $9.48 per week, each $7,337 52

Present salaries to 7 janitors on leave of absence at one-half

net compensation 3,449 68

FUEL AND LIGHT.

23,000 tons bituminous coal at $4.50 . $103,500 00

8,900 tons anthracite coal at $6.10 . . 54,290 00
300 cords of wood at $10.20, including

sawing, splitting and housing . . 3,060 00

300 bushels of charcoal at $0.15 ... 45 00

Expert's advice, analyses and inspections . 1,200 00

Expenses removing coal and wood . . . 100 00

Total for fuel $162,195 00

Gas $7,000 00

Electric current for light 38,000 00

Mazda lamps 1,305 00

46,305 00

Electric current for power 9,500 00

$218,000 00

SUPPLIES AND INCIDENTALS.

Normal School, 190 pupils at $6 . . . $1,140 00
Normal School, additional appropriation . 600 00

Total for Normal School $1,740 00

(Total allowance per pupil, $9.16.)
Latin and High Schools, 14,918 pupils as per
schedule following, from $4.30 to $3.05 per

pupil (average $4)

Additional appropriations for High Schools,
as follows:

High School of Practical Arts ($2 per pupil),
Mechanic Arts High School ($2 per pupil),
Hyde Park High School . . . .
Office equipment for instruction purposes

in High Schools

Manual training supplies in High Schools

(except Mechanic Arts High School)

$59,734 90

1,434 00
2,858 00
300 00

1,000 00

1,500 00

Carried forward

$66,826 90

$1,740 00

SCHOOL DOCUMENT NO. 1.

Brought forward $66,826 90 $1,740 00

Drawing supplies for High Schools . 3,100 00

Art books for High Schools .... 200 00

Total for Latin and High Schools 70,126 90

(Total allowance per pupil, $4.70.)

Elementary Schools (grades), 86,488 pupils as
per schedule following, from $1.45 to $0.95
per pupil (average $1.35) .... $116,87180

Elementary Schools (kindergartens), 5,706

pupils at $0.55 3,138 30

Quincy District, additional appropriation for

material for Montessori method . . . 150 00

Roxbury Neighborhood House Association

Kindergarten, 60 pupils . . . . 33 00

Additional appropriations for Elementary
School Districts, as follows:
Charles Sumner District .... 200 00

Elihu Greenwood District (school garden) . 250 00

Emerson District 250 00

George Putnam District .... 200 00

Martin District 400 00

Prince District 250 00

Elementary Schools, regular manual training

supplies and equipment 20,000 00

Elementary Schools, manual training supplies

and equipment for pre-vocational classes . 2,700 00

Elementary Schools, manual training supplies

and equipment for special classes . . 600 00

Elementary Schools, manual training supplies

and equipment for ungraded classes . . 800 00

Elementary Schools, manual training supplies

and equipment for girls' classes . . . 200 00

Elementary Schools, manual training text-
books 200 00

SuppUes and equipment for the Rutland

Street Special Class, Dwight District . . 1,000 00

Elementary Schools, drawing supphes and

equipment for the grades .... 13,000 00

Elementary Schools, vases, models, plants,

charts, illustrations, etc. .... 500 00

Elementary Schools, sewing supplies for pro-
posed pre-vocational classes .... 500 00

Elementary Schools, cookery supplies for pro-
posed pre-vocational classes .... 500 00

Carried forward $161,743 10 $71,866 90

REPORT OF THE BUSINESS AGENT.

Brought forward $161,743 10 S71,866 90

Elementary Schools, supplies and equipment

for regular classes in cookery in the grades . 10,500 00

Total for Elementary Schools (92,254 pupils) . . 172,243 10
(Total allowance per pupil, $1.87.)

Horace Mann School (exclusive of traveling expenses), 141

pupils at $3.50 493 50

Trade School for Girls, supplies and equipment, 394 pupils

at $30 11,820 00

Boston Industrial School for Boys, 179 pupils:

Supplies $3,000 00

Equipment 1,000 00

Books 180 00

Repairs and replacements of equipment . 500 00

(Total allowance per pupil, $26.15.)

Continuation Schools:

Supplies for existing voluntary schools $900 00

Supplies for proposed compulsory schools . 2,000 00

4,680 00

2,900 00

Evening Schools:

Supplies for existing schools only 7,500 00

Evening School Extension as proposed (20 nights) . . 400 00

Summer Review Schools:

(Based on a 40-day term.)

High Review Schools, 300 pupils at $1.00 . $300 00
Elementary Schools, 1,500 pupils at $0.80 . 1,200 00

— 1,500 00

Books and pedagogical material, Director of Practice and

Training 100 00

Supplies for department of educational investigation and

measurement 50 00

Music Appropriation:

Kindergarten pianos $700 00

Concert grand pianos —

Repairs and regulation of pianos . . 250 00

Piano covers 50 00

Piano tuning 1,620 00

Moving pianos 125 00

Music sheets for choral practice in High

Schools 500 00

Music sheets for choral practice in Ele-
mentary Schools 1,700 00

Phonograph records and horn for Girls'

High School 100 00

Carried forward . ~ . . . . $5,045 00 $273,553 50

SCHOOL DOCUMENT NO. 1.

Brought forward

Orchestral instruments, High School of
Commerce

Printing and stock for same ....
Advertising . . . . .
Records, proceedings, newspapers, etc. .
Account books, etc

Stationery

Postage

Office equipment

Office supplies

Janitors' supplies

Express charges

Transportation :

(a) Railroad and other fares (except
street car tickets), Horace Mann

School pupils

(6) Car tickets as authorized by the Board .

Tuition of Boston pupils :

(a) Wards of the city

{h) Others

Miscellaneous appropriation :

$5,045 00 $273,553 50

Fund, traveling expenses of Superin-
tendents and teachers of all ranks,
educational magazines, books, lec-

150 00

$20,000 00
1,000 00
2,200 00
375 00

$2,000 00
4,200 00
1,000 00
1,200 00

$1,100 00
4,000 00

$7,500 00
5,500 00

(a) School census

$1,900

(6) Diplomas

2,500

{d) Surety bond. Business Agent

(e) School Committee Contingent Fund,

carriage hire, refreshments, etc. .

500

(J) Board of Superintendents Contingent

tures, etc

1,500

{g) Assistance at teachers' examinations

1,200

(Ji) Promotional examinations, expenses

400

{i) School exhibits

0) Telephone and telegraph

3,200

1,400

{I) Badges, licensed minors ....

300

5.195 00

23,575 00

8,400 00
19,000 00
1,000 00

5,100 00

13,000 00

Carried forward

$15,450 00 $348,823 50

REPORT OF THE BUSINESS AGENT.

Brought forward 115,450 00 $348,823 50

{m) Expenses, Committee on Plans for Ele-
mentary School Buildings and Com-
mittee on Plans for High School

Buildings 100 00

(n) Professional and cultural courses for

teachers 1,600 00

(o) Services of certified public accountants,
auditing accounts of the Business

Agent 1,000 00

(p) Experts' services to the Business Agent 900 00

{q) Traveling expenses. Business Agent . 250 00

(r) Automobile supplies, equipment, re-
pairs, garage charges, etc. . . . 2,400 00
(s) Supplies improving course in arthmetic 2,100 00
(0 Supplies, Classes for the Semi-Blind . 25 00

(w) Stock increase —

{z) Sundries 5,351 50

29,176 50

Total .$378,000 00

Deduct proposed reduction in inventory 2,862 07

Total appropriation, supplies and incidentals

$375,137 93

SCHOOL DOCUMENT NO. 1.

SCHEDULE FOR SUPPLIES AND INCIDENTALS FOR LATIN AND HIGH SCHOOLS,

1914-15.

Each school shall be allowed $4.30 for each pupil up to 400; for all pupils
in excess of 400 each school is to be allowed $4.05 per pupil up to 800;
for all pupils in excess of 800 each school is to be allowed $3.80 per pupil
up to 1,200; for all pupils in excess of 1,200 each school is to be allowed
$3.55 per pupil up to 1,600; for all pupils in excess of 1,600 each school is
to be allowed $3.30 per pupil up to 2,000, and for all pupils in excess of
2,000 each school is to be allowed $3.05 per pupil.

It should be understood that the allowance per pupil is the same in all
schools up to the limit of the number of pupils.

Number of Pupils.

Allowance
Per Pupil.

Total
Allowance.

Up to 400

$4 30

$1,720

401 to 800

4 05

3,340

801 to 1,200

3 80

4,860

1,201 to 1,600

3 55

6,280

1,601 to 2,000

3 30

7,600

2,001 and upwards

3 05

SCHEDULE FOR SUPPLIES AND INCIDENTALS FOR ELEMENTARY SCHOOLS —
GRADES, 1914-15.

Each school shall be allowed $1.45 per pupil up to 600; for all pupils in
excess of 600 each school is to be allowed $1.35 per pupil up to 1,000; for
all pupils in excess of 1,000 each school is to be allowed $1.25 per pupil up
to 1,400; for all pupils in excess of 1,400 each school is to be allowed SI. 15
per pupil up to 1,800; for all pupils in excess of 1,800 each school is to be
allowed $1.05 per pupil up to 2,200; for all pupils in excess of 2,200 each
school is to be allowed $0.95 per pupil.

It should be understood that the allowance per pupil is the same in all
schools up to the limit of the number of pupils.

Number of Pupils.

Allowance
per Pupil.

Total
Allowance.

Up to 600

601 to 1,000

1,001 to 1,400

1,401 to 1,800

1,801 to 2,200

2,201 and upwards

$870
1,410
1,910
2,370
2,790

REPORT OF THE BUSINESS AGENT.

PHYSICAL EDUCATION.

1 Director of School Hygiene .... $3,756 00

1 Associate Director, no allowance . . —

1 Assistant Director of Athletics . . 2,700 00

1 Assistant Director of Physical Training . 2,400 00

1 Instructor in Athletics, to August 31, 1914 1,000 00
3 Assistant Instructors in Athletics at $1,116

to August 31, 1914 2,232 00

1 Instructor in Military Drill . . 2,004 00

1 Assistant Instructor in Military Drill . 1,800 00

1 Clerk to Director of School Hygiene 840 00

1 Armorer 1,080 00

1 Head of Department of Physical Training 1,980 00

6 Instructors in Physical Training at $1,356 8,136 00

1 Instructor in Physical Training . . . 1,336 60

1 Instructor in Physical Training . . . 1,332 00

1 Instructor in Physical Training . . . 1,284 00

2 Instructors' in Physical Training at $1,188 2,376 00
1 Instructor in Physical Training, from Sep-
tember 1, 1914 396 00

1 Assistant Instructor in Physical Training 1,132 80

3 Assistant Instructors in Physical Training

at $1,068 3,204 00

1 Assistant Instructor in Physical Training . 1,066 00

1 Assistant Instructor in Physical Training . 1,065 80

1 Assistant Instructor in Physical Training . 1,049 80

1 Assistant Instructor in Physical Training . 1,031 40

1 Assistant Instructor in Physical Training . 972 00
1 Assistant Instructor in Physical Training,

11 months' service at $972 per year . 891 00
1 Instructor Drum Corps and Orchestra at

$2 per lesson 224 00

1 Temporary Instructor in Military Drill at

$3.50 per day 300 00

6 Teacher Coaches at $3 per day, 100 days 1,800 00
11 Teacher Coaches at $2 per day, 100 days 2,200 00
Teacher Managers, 8 schools at $130 . 1,040 00
Estimated allowance for increase in sala-
ries 135 00

Equipment and supplies for high and ele-
mentary schools 3,800 00

Playgrounds, salaries 23,482 30

Playgrounds, supplies 4,000 00

Total, Physical Education $82,046 70

94 SCHOOL DOCUMENT NO 1.

Amount available under chapter 295 of the
Acts of 1907, viz., 4 cents on each $1,000 of
the valuation of the city .... $59,083 49

Physical Education Special Appropriation,
amount that must be diverted from the
appropriation for general school purposes . 22,963 21

$82,046 70

NURSES.

1 Supervising Nurse $1,283 80

23 Assistant Nurses at $840 .... 19,320 00

1 Assistant Nurse 755 87

4 Assistant Nurses at $710.67 . . 2,842 68

1 Assistant Nurse 695 87

1 Assistant Nurse 679 47

4 Temporary Nurses, 1 month's service, $54

each 216 00

4 Assistant Nurses, 11 months' service at

$648 per year 2,376 00^

1 Temporary Nurse, 10 months' service at

$648 per year 540 00

3 Additional Nurses, 3f f months at $54 per

month 604 80

Proposed increases in salaries of Assistant

Nurses, September 1 1,631 00

Supplies 1,096 26

Total appropriation for Nurses $32,041 75

Amount available under chapter 357 of the
Acts of 1907, viz., 2 cents on each $1,000
of the valuation of the city .... $29,541 75

Amount that must be diverted from the appro-
priation for general school purposes . . 2,500 00

$32,041 75

PENSIONS.

For pensions to retired teachers and payments to the Trus-
tees of the Permanent Pension Fund $73,854 36

EXTENDED USE OF THE PUBLIC SCHOOLS.

Director $2,580 00

Assistant Director 2,508 00

2 Assistant Managers at $1,200 per year 2,400 00
Assistant to Acting Director, 305 days at

$2.50 762 50

Clerks 1,620 00

$9,870 50

Carried forward

$9,870 50

REPORT OF THE BUSINESS AGENT. 95

Brought forward S9,870 50

Estimated cost of activities under chapter 195 of the Acts of

1912 19,679 49

Reserve for permanent equipment and extension of above

work 14,615 57

Total, Extended Use of the Pubhc Schools . . . $44,165 56

Amount available under chapter 195 of the
Acts of 1912, viz., 2 cents on each S1,000 of
the valuation of the city .... $29,541 74
Balance unexpended appropriation, 1913-14 14,615 57
Credit, portion of income, 1913-14 ... 8 25

$44,165 56

REPAIRS, ALTERATIONS AND RENTS.

(To be expended by the Schoolhouse Department.)
Repairs and alterations to school buildings . $443,126 18
Rents of hired school accommodations . . 30,000 00

$473,126 18

Ordered, That to meet the current expenses of the School Committee and
provide funds for repairs and alterations to school buildings, rents of
hired school accommodations, pensions to teachers, etc., during the finan-
cial year February 1, 1914, to January 31, 1915, the following sums be

appropriated for the purposes stated :

Salaries of instructors ' $4,104,000 00

Salaries of officers . 150,290 00

Salaries of janitors 340,000 00

Fuel and light 218,000 00

Supplies and incidentals 375,137 93

" Physical education 59,083 49

Physical education, special appropriation .... 22,963 21

Salaries and expenses of nurses 32,041 75

Pensions to teachers . . . 73,854 36

Extended use of the public schools 44,165 56

Pensions to janitors 7,337 52

Repairs and alterations to school buildings .... 443,126 18

Rents of hired school accommodations 30,000 00

Total $5,900,000 00

The above order appropriating the sum of $5,900,000 for the purposes
stated was passed by the School Committee on March 26, 1914, and was
approved by his Honor the Mayor on April 2, 1914.

TOTAL AND PKR CAPITA COSTS OK SCHOOLS AND ALL OTHER ACTIVITIKS.

INCLUDING COSTS OF ADMINISTRATION, SUPERVISION AND GENERAL CHARGES.

Normal
School.

Latin and
High Schools.

Elementary
Schools.

Horace
School.

Trade
School
for Girls.*

Boston
Industrial

School
for Boys.

Continua-
School.

Evening
Schools.

Evening
School.

Park
Playgrounds

Schoolyard
Playgrounds

Evening
Centers.

Girls' High
Gymnasium.

Lectures.

Use of
Accommo-

»40.800 13

202
«200 62

199
$205 03

$1,059,545 68
13,733

$77 15
12,926

$81 97

$3,234,377 63
89,755

$36 04
82,217

$39 34

$28,910 25
136

$212 59
121

$238 93

$49,999 88

$26,327 72
137

$192 18
127

$207 30

$9,468 01

$53,424 30

$87,981 23

$12,285 70

$16,181 05

$9,115 96

$19,718 74

$410 95

$2,974 SO

$1,185 25

Cost exclusive of administration, supervision and general charges.
Average membership.

Average attendance.

Cost per pupil, direct charges only (on average attendance).

Coat per pupil per session, direct charges only (on average attendance)

•23

3,408
$15 68
$0 234

5,572
$15 79
$0 159

364
$33 75
$0 545

10,636
$1 52
$0 009

3,397
$2 68
$0 019

2,342
$8 42
$0 177

96
$4 28
$0 195

$0 25

Above cost bro ht down

$40,800 13
1,255 08

$1,059,545 68
39,195 85

$3,234,377 63
206,319 44

$28,910 23
593 88

$49,999 88
2,686 62

$26,327 72
1,410 39

$9,468 01
2,197 17

$53,424 30
9,212 86

$87,981 23
17,482 07

$12,285 70
3,254 00

$16,181 OS
1,066 11

1,422 62

S19,718 74
4,564 61

$2,974 50
524 65

31|135 25
209 88

Above cost brought down.

Cost of administration, supervision and general charges.
Total coal.

Cost per pupil, total (on average membership) .
Cost per pupil, total (on average attendance).
Cost per pupil per session, total {on average attendance) .

Co t f d • T f n su ervision and general charges
, P g g

$42,055 21
$208 19
$211 33

$1,098,741 53
$85 00

1 $3,440,697 07
I $38 15
i$41 63

$29,504 13
$216 94
$243 84

$52,686 50

$27,738 11
$202 47
$218 41

$11,665 18

$62,637 16

$105,463 30

,$15,539 70

$17,247 16

$10,538 58

$24,283 35

$463 41

$3,499 15

$1,395 11

$18 38
SO 274

$18 93
$0 181

$42 69
SO 689

$1 62
$0 01

$3 10
$0 022

$10 37
$0 218

$0 31

$42,055 21
3

$1,098,741 53
50

I $3,440,697 07
11

$29,504 13

$52,686 50

$27,738 11
6

$11,665 18

$62,637 16

$105,463 30
1

$15,539 70
18

$17,247 16

$10,538 58

$24,283 35

S463 41

$3,499 15

$1,395 11

Above total cost brought down.
Number of non-resident pupils.

$556 00
199
196

$3,968 80
13,683
12,876

$429 95
t 90,185
1 82,647

$5,702 72

$1,752 80
131
121

$65 00

$9 00

$586 70

Deduct tuition received for non-resident pupils.
Number of resident pupils (on average membership).
Number of resident pupils (on average attendance) .

Total cost of resident pupils.

Cost per resident pupil, total (on average membership).
Coat per resident pupil, total (on average attendance).
Coat per resident pupil per session, total (on average attendance).

Numbe of esideat u iU on avera e mimbershi
P P ( g P)

136
121

P P ( g

3,404

5,571

346

10,636

3,397

2,342

$41,499 21
$208 54
$211 73

$1,094,772 73
$80 01
$85 02

$3,440,267 12
$38 15
$41 63

$29,504 13
$216 94
$243 84

$46,983 78

$25,985 31
$198 36
$214 75

'$11,665 18

$62,572 16

$105,454 30

$14,953 00

$17,247 16

$10,538 58

$24,283 35

$463 41

$3,499 15

$1,395 11

$18 38
$0 274

$18 93
$0 181

$43 22
$0 698

$1 62
$0 01

$3 10
$0 022

$10 37
$0 218

>$0 31

Cost of resident u ils brou ht down

$41,499 21

$1,094,772 73
4,241 29

$3,440,267 12
22,126 42

$29,504 13
23,371 03

$46,983 78
t 26 955 48

$25,985 31

i {11,665 18

$62,572 16
4,629 SO

$105,454 30
5,530 26

$14,953 00
7,225 47

$10,538 58

$24,283 35

$3 499 15

Cost of resident pupils brought down.
Deduct income.

Net cost of resident pupils.t

Net cost per resident pupil (on average membership) .f
Net cost per resident pupil (on average attendance) .f
Net cost per resident pupil per session (on average attendance).!

Deduct income

137 70

8 25

$41,361 51
$207 85
$211 03

$1,090,531 44
$79 69
$84 69

$3,418,140 70
$37 90
$41 36

$6,133 10
$45 10
S50 69

$20,028 30

$25,604 98
$195 46
$211 61

» $10,155 49

$57,942 66

$99,924 04

$7,727 53

$17,247 16

$10,538 58

$24,275 10

$463 41

$3,499 15

$1,395 11

$17 02
SO 254

$17 94
JO 172

$22 33
$0 361

SI 62
$0 01

S3 10
$0 022

$10 37
SO 218

•$0 27

* The accounts of the Trade School for Girls, regular and summer term, and the Girls' Evening Trade School were consolidated on April 1, 1912. • Cost for resident and non-resident pupils.

t That part of the total cost coming from the School Committee's share of the tax levy. » Half the net cost of maintenance as aid from the Commonwealth for the period December 1, 1911, to November 30, 1912, amounting to $15,170.89; sale of

' Including the cost of tuition of pupils in the schools of Brookline, Dedham, Everett and Winthrop and of wards of the city placed in other cities and towns, materials, $11,551.82; interest on deposit, $19.01; telephone charges, S8.80; forfeited advance payments. Evening Trade School, and interest on same, $204.96; total,

the average number of such pupils — 441 — should be added to the average membership and average attendance, making a total of 90,196 pupils on average mem- $26,955.48.

bership and 82,658 on average attendance. « Average attendance per class, 23; number of class sessions, 1,649.

The cost of tuition of pupils, residents of the City of Boston, attending industrial schools in other cities and towns, amounting to $80, is included under
general charges, but the number of such pupils (1) is not included in the average membership or average attendance of any of the above schools.

COST OF DAY SCJrLOO'LS*— Continued.

HORACE MANN SCHOOL.*

Prinopal.

Salaries of
Teachers.

Salaries

of
Clerks.

Salaries of
Jaoitors.

Fuel,

Electric
Light.

Electric

Gas.

Text
Books.

Supplementary
Reference

Drawing

Manual
Training
SuppUes.

Cookery
Supplies.

Kinder-
Supplies.

Music
Supplies.

laneous
Educational
Supplies.

Travelling
of'pupffs'

Telephone

Janitors'
Supplies.

Salaries.

Nurses'
SuppUes

Incidentals

Physical
plication

Physical
Education

Total.

Credits.
Discarded
Books.

Net
Total.*

Average
Member-

^PupU*"^
Member-

Cost per
Pupil

Attend-

Horace Mann School

»2,855 67

tl9,920 33

1 $1,680 87

$434 00

$117 04

$160 30

$32 76

$35 19

$67 07

$10 91

$16 45

$79 99

$0 81

$9 68

$3 60

$90 85

$211 60

$8 88

$28,911 93

$1 68

$28,910 25*

136

$212 69*

121

$238 93*

Horace Mann School.

TRADE SCHOOL FOR GIRLS. ^

Salaries
Janitors.

Supplementary
Reference

Manual
Training

Cookery
Supplies

Equipment.

Jiewing
Equipment.

Physical
Education
Salaries.

Physical
Education
Supplies.

Credits.
Discarded
Books.

Trade School for Girls $3,100 00 $32,195 67 $1,408 23 $1,938

$383 12 $473 79 $144 36 $5 25

$45 90 $71 02

$6 00 $412 28

$794 61 $49,999 88

Trade School for Girla.

The accounts of the Trade School for Girls, regular and summer term, and the Girls' Evening Trade School were consolidated
The value of work done by the Trade School for Girls for other units of the school system (not included in the above account)
The value of work done by the school for the school itself (not included in the above account) amounted to $

BOSTON INDUSTRIAL SCHOOL FOR BOYS,^

School.

Salary of
Principal.

Salaries of
Teachers.

Salaries

of
Clerks.

Salaries
of

Janitors.

Fuel.

Electric
Light.

Electric

Gas.

Text
Books.

Supplementary

Reference
Books.

Drawing
Equipment.

Manual
Training
Supplies

Equipment.

Cooking
Equipment,

Miscellaneous
Educational
Supplies.

Printing.

Postage.

Telephone.

Travelling
Expenses

Principal.

Carfares
Incidentals.

SuppUes.

Salaries.

Physical
Education
Salaries.

Physical
Education
Supplies.

Total.

Credits.
Discarded
Books.

Net
Total.*

Average
Member-

Cost per
Pupil

Member-

Attend-

AttenS-

SCHOOU

$3,340 00

$16,427 14

$647 SO

$1,716 76

$560 52

$341 35

$264 77

$46 10

$132 24

$9S 42

$197 27

$1,910 98

$310 35

$47 30

$76 76

$50 00

$104 84

$56 43

$26,327 72

$26,327 72*

137

$192 18*

127

$207 30»

Boston Industrial School for Boys.

The value of work done I

CONTINUATION SCHOOL.^

School.

Salary of
Principal.

Salaries of
Teachers.

Salaries of
Clerks.

Salaries of
Janitors.

Fuel.

Electric
Light.

Electric

Gas.

Text
Books.

Supplementary

Reference
Books.

Drawing

Manual
Training

Cooking
Supplies.

Miscellaneous
Educational

Telephone.

Incidentals.

Janitors'
Supplies.

SuppUes.

Physical
Education

Total.

Discarded
Books.

Net
Total.*

Number
of Class
Sessions.

Attendance
per Class.

^cSass"
Session.*

Continuation School

■ $1,720 00

$6,861 19

$379 80

$67 28

$4 60

$216 11

$152 37

$14 57

$17 75

$34 16

$0 28

$9,468 01

1,649

$0 25*

Continuation School.

' To August 31, 1913.

• EXCLUSIVE OP COSTS OF ADMINISTRATION, SUPERVISION AND GENERAL CHARGES.
EXCLUSIVE OP COSTS OF BUILDINQ, DEPRECIATION, REPAIRS, INTEREST AND SINKING FUND CHARQES.

COST OF EVENINO SCHOOLS.*

EVENING- HIGH SCHOOLS.*

Central High

Gills' High

Charlestown Commercial High. .
Dorchester Commercial High ...
East Boston Commercial High . .

Hyde Park High

North Commercial High

Rosbury Commercial High

South Boston Commercial High. .

Totals $4,264 00 $37,052 00 $1,103

$7,418 00
5,080 00
2,946 00
5,984 00
2,638 00
604 00
1,540 00
6,900 00
4,942 00

$128 00
141 00
141 00

140 00
139 00

141 00
143 00

326 44
86 22

83,030 54 $2,203 02

$395 97
396 97

402 00
396 00

J,096 54 $665

$25 82
111 15

31 47
67 74

32 96
4 67

Miscellaneous
Educational
Supplies.

S154 25
41 95
67 71
91 47
62 i
16 (
31 63
95 29
88 25

7 00
19 50

5 00
5 00

Credits.
Discarded
Teit

7,418 74
4,606 81
8,512 97
4,183 83
853 00
2,399 63
7,989 70
7,037 44

$10,222 1
7,418 74*
4,6P6 I
8,512 !
4,183 i

863
2,699
7,989 70*
7,037

17 66*

15 37*

16 21*
21 33*

18 05*

i,424 30 853,424 30*

Central High.
Girls' High.

Charlestown Commercial High.
Dorchester Commercial High.
East Boston Commercial High.
Hyde Paric High.
North Commercial High.
Roxbury Commercial High.
South Boston Commercial High,

Totals.

EVENING ELEMENTARY SCHOOLS.'

Miscellaneous
Educational

Credits.
Discarded
Text

$510 00
505 00
510 00
510 00
510 00
510 00
510 00

510 00
190 00

4,424 I
3,086 1

$509 46
697 14
889 50
624 98
298 42
810 95

617 34
203 48

131 23
292 93

464 17
615 49

399 96
306 00
204 00
204 00
204 00
357 C

304 00
204 00

140 40
241 74

96 00
70 00

28 40

63 20

23 00
23 00

$6 00
3 00

S3,334 30
6,989 76
6,857 18
4,860 05
2,596 67
8,412 02
6,923 94
3,155 73
4,730 61
2,056 40
2,410 06
1,430 72
1,946 59
4,689 58
5,460 73
6,142 92
3,110 46

3,563 60
4,4S5 08

$22 63*

$0 221*

Abraham Lincoln.

IS 48*

153*

16 25*

159*

Bowdoin.

13 35*

131*

20 60*

202*

Dearborn.

15 81*

165*

EUot.

14 39*

Franklin.

19 85*

197*

F. W. Lincoln.

15 26*

149*

Hancock.

19 22*

188*

Hyde Park.

20 96*

205*

John Cheverus.

9 11*

239*

Marshall.

18 72*

Mather.

16 75*

164*

Phillips Brooks.

13 25*

129*

Quincy.

14 69*

144*

Theodore Lyman.

19 94*

196*

15 17*

149*

Washington.

20 25*

199*

Washington Allston.

13 31*

130*

Wells.

$55,098 50 $10,020 49 $4,786 00

i,719 04 $1,452

EVENING INDUSTRIAL SCHOOLS.*

Schools,

Salary of
Principal.

Salaries of
Teachers.

^cSS.°'

Salaries of
Janitors.

Fuel.

Light.

Text
Books.

Drawing
Supplies

Equipment.

Manual
Training
Supphes and
Equipment.

Models.

Miscellaneous
Educational

Printing.

Incidentals.

Janitors'

Total.*

Number
Sessions.

Avera^

Cost per
Pupil.*

Cost per
Pupil per
Session.*

Schools.

$696 00

$3,481 75
1,092 50

$128 00

$674 91

$9 60

$22 72
59 50
34 06

S278 26
158 63
7 12

$17 77

38
3 35
38

$6 62

85,569 43*

161

$38 88*

$0 576*

Central.

306 cot

109 15
53 72
146 61

157 50
21 12
31 72

125 00

$03 00

$189 00
42 24

$0 66

2,299 01*

34 83*

553*

Brimmer Branch.

717 50
2U 00

2 62

937 16*

28 40*

444*

East Boston Branch.

52 46
254 70

17 03
97 85

2 62

369 63*

24 64*

404*

Hyde Park Branch.

37S OOt

1,634 50
190 00

124 81
80 00

$00 00

3 93

2,828 94*

33 68*

535*

Roibury Branch.

$9 00

281 63*

18 78*

722*

South End Branch.

Totals

$1,440 00

$7,327 25

$128 00

$1,193 19

$591 14

$63 00

$638 40

$9 60

8231 22

8649 42

860 00

$25 81

$9 00

$19 01

$0 66

$12,285 70*

364

$33 75*

$0 545*

_ Totals.

t Salary of assistant principal.

•EXCLUSIVE OF COSTS OF ADMINISTRATION, SUPERVISION AND QENERAL CHARGES.
EXCLUSIVE OF COSTS OF BUILDING, DEPRECIATION, REPAIRS, INTEREST AND SINKING FUND CHARGES.

COST OF ACTIVITIES, EXTENDED USE OF PUBLIC SCHOOLS.*

EVENING CENTERS.*

EvENiNQ Centers

Salaries of
Managers,
Leaders,

Payments
Lecturers.

Salaries of
Janitors.

Fuel.

Light.

Moving
Machines
Accessories

Films

Mo\'ing
Picture
Booths

Accessories

Accessories
Repairs.

Other
Musical
Instruments.

Music
Supplies.

Athletic
Supplies.

SuppUes
Equipment.

Subscriptions
Periodicals.

Miscellaneous

Printing.

S^ok and
Furniture.

Incidentals

Tots

Nupiber
Sessions.

Average
Attend-

Per
Capita
Cost.*

Per
Capita
Cost per
Session.*

Evening Centbhs.

$2,552 00
479 50
2,612 67
1,601 00
1,819 00
220 00

$132 50

$293 71
79 82
295 13
233 34
313 40
93 99

$241 56

SlOO 63
64

244 00
183 OO
19 00

$18 50
234 00
7 00
90 50
204 00

$158 19
142 28
164 70
134 99
157 44
119 58

$382 39
143 50
236 97
125 60
509 77
143 50

S200 00

$583 00
190 00

$50 00

$35 17
63
55 15
78 65
61 86

$5 25
8 13

15 42
3 00

17 98

SU6 48
106 34
103 43
105 42
111 46
11 05

$23 00

$4 17
4 17
4 16

4 17
4 17

$167 63
6 75
52 67
41 70
12 63
9 50

$62 55

33 70
124 95
100 00

64 95

34 25

$8 00
2 00
8 00
24 41
24 00

$40 00

$9 76

$5,189 51*
1,431 46*
4,450 43*
3,689 68*
4,240 12*
717 54*

40
61
20

386

636

394
235

$13 44*

7 00*

10 76*
3 05*

$0 220*

114*

176*
153*

Charlestown Evening Center.
Dorchester Evening Center.
East Boston Evening Center.

South Boston Evening Center.
Washington Evening Center.

131 00
222 83
252 94

122 00
241 56
241 56
38 00

253 21
121 00
119 87

47 43
23 00
23 00

10 80

11 12
11 09

250 00
128 00

27 40

$9,284 17

$763 77

$1,309 39

$S84 63

S751 03

$560 00

$877 18

$1,641 73

$694 08

$778 00

$428 00

$221 46

$49 78

$556 IS

$116 43

$25 00

$290 88

$410 40

$66 41

$67 40

$42 77

$19,718 74*

2,342

$8 42*

$0 177*

Totals.

GIRLS' HIGH GYMNASIUM.*

Salaries of
Conductors,

Salaries of

Fuel.

Light.

Athletic
Supplies.

Miscellaneous
Supplies.

Printing.

Incidentals.

Total.*

Number
of

Sessions.

Average
Attend-

Per
Capita
Cost.*

Per
Capita
Cost per

Girls' I

lieh Gymnasium

$137 00

$151 74

S31 50

$1 35

$6 20

$410 95*

$4 28*

$0 195*

LECTURES.*

Payments to
Lecturers
for Public
Lectures.

Payments to
Lecturers
for Non-
English
Lectures.

Salaries of
Janitors.

Stereopticon
Supplies.

Moving
Picture
SuppUes.

Printing.

Incidentals.

Total.*

Lectures

$1,026 00

81,388 00

S355 20

$46 60

$2 00

S156 70

«2,974 50*

Lectures,

USE OF SCHOOL ACCOMMODATIONS FOR MUNICIPAL CONCERTS, PARENTS' AND
TEACHERS' MEETINGS, ALUMNI MEETINGS, ETC.*

Printing. Incidentals.

.| $11 00 I

♦EXCLUSIVE OF COSTS OF ADMINISTRATION, SUPERVISION AND QENERAL CHARGES.
EXCLUSIVE OF COSTS OF BUILDING, DEPRECIATION, REPAIRS, INTEREST, SINKING FUND CHARGES.

SCHOOL DOCUMENT NO. 2 -1914

BOSTON PUBLIC SCHOOLS

REAPPOINTMENTS OF TEACHERS ANO
MEMBERS OF SOPERVISING STAFF

BOSTON
PRINTING DEPARTMENT
1914

EEAPPOINTMENTS OP TEACHERS AND MEM-
BERS OF THE SUPERVISING STAFF.

In School Committee, June 1, 1914.

To the School Committee:

In accordance with section 278 of the Regulations, I
herewith submit a hst of reappointments for the school
year 1914-15, together with a statement of the number
of teachers to which each school and school district is
entitled, and the number of pupils upon which the
quota of teachers is based. All reappointments are made
subject to the provisions of the Regulations governing
promotional examinations. All reappointments of ele-
mentary school teachers are based on the provisions of
section 292, paragraph 2 of the Regulations, which
provides for the appointment of grade teachers on the
basis of one teacher for every forty pupils belonging in
all grades, '"'lis provision of the Regulations has never
been put into effect in connection with the appointment
of new teachers. For the appointment of new teachers
during the current school year, the School Committee
provided by special order that the basis should be that
of forty-four pupils in the first grade and forty-six pupils
in grades above the first. In consequence of this
difference in the basis of appointment of new teachers
and the reappointment of teachers for the ensuing school
year, the reports which follow indicate a considerable
number of elementary school vacancies, but these
vacancies are as a rule technical rather than actual
vacancies — that is, they are vacancies on the basis
of forty pupils per teacher. They are not reckoned on a

SCHOOL DOCUMENT NO. 2.

basis of forty-four pupils per teacher in first grades
and forty-six pupils per teacher in other grades, nor a
basis of forty-four pupils per teacher in all grades, which
bases for the appointment of new teachers have been
temporarily established at different times within the
year by the School Committee. Except as hereinafter
explained, there are no teachers in excess of the Regu-
lations.

EXCESS TEACHERS.

There are three teachers whose employment during
the school year 1913-14 has been in accordance with
the Regulations or orders of the Board, but whose
reappointment cannot be made without additional
orders of the Board. They are as follows:

South Boston High School. — Two assistants.

Henry L. Pierce District. — One assistant, kindergarten.

I recommend that a teacher of each of the above-
named ranks be reappointed and temporarily assigned
to the respective schools as aforesaid, said teachers to
be transferred later, unless otherwise ordered, to schools
in which vacancies may occur, if the aforesaid schools
are not entitled under the Regulations to retain these
teachers in September. ^

TEACHERS WITH EXCESSIVE RANK.

First Assistants in Charge.
In the following district a first assistant in charge is
employed in a school building other than the central
grammar school of the district in excess of the Regula-
tions :

Ulysses S. Grant District, James Otis School. — One.

When the Ulysses S. Grant District was set off from
the Theodore Lyman District one first assistant in
charge was assigned to the elementary school classes
located in the Old East Boston High School building

REAPPOINTMENTS.

and another first assistant in charge was assigned to
the James Otis School, both in the Ulysses S. Grant
District. The use of the Old East Boston High School
has since been discontinued, however, and all of the
lower elementary grades have been quartered in the
James Otis building. There are now in the James Otis
School, therefore, two first assistants in charge. The
building contains ten primary grades and a kindergarten,
and there are three additional classes in portables in
the school yard.

I recommend that an excess first assistant in charge
be allowed in the James Otis School until such time as
a teacher of this rank may be transferred to another
district.

In each of the following districts there is one additional
first assistant in charge, who has charge of lower grade
classes:

Dearborn. — One.

Eliot. — One.

Washington. — One.

I recommend that teachers of said rank be continued
in the Eliot and Washington Districts during the school
year ending August 31, 1915, and that the excess first
assistant in charge in the Dearborn District be continued
until September 30, 1914, upon which date she will
retire on pension.

First Assistant, Primary School.

In the following district the position of first assistant,
primary school, has been continued during the current
school year by special order of the Board:

Hugh O^Brien District, Samuel W. Mason School. —
One.

I recommend that the rank be continued during the
school year ending August 31, 1915.

SCHOOL DOCUMENT NO. 2.

Suhmasters.

In each of the following districts there is an additional
submaster in charge of the pupils above the third grade
as authorized by the School Committee:

Dearborn. — One.

Dudley. — One.

Eliot. — One.

Lewis. — One.

Mary Hemenway. — One.

Oliver Wendell Holmes. — One.

Rice. — One.

Roger Wolcott. — One.

Sherwin. — One.

Thomas Gardner. — One.

Washington. — One.

Wendell Phillips. — One.

I recommend that they be continued during the
school year ending August 31, 1915.

First Assistants, Grammar School.
In each of the following districts the position is to be
abolished on the retirement of the present incumbents :
Charles Sumner. — One.
Comins. — One.
Dearborn. — One.
Edward Everett. — One.
Frothingham. — One.
Harvard. — One.
Henry L. Pierce. — One.
John A. Andrew. — One.
Joh7i Winthrop. — One.
Longfellow. — One.
Mary Hemenway. — One.
Nor cross. — One.
Oliver Hazard Perry. — One.

REAPPOINTMENTS.

Oliver Wendell Holmes, — One.
Rice. — One.
Robert G. Shaw. — One.
Samuel Adams. — One.
Shurtleff. — One.
Ulysses S. Grant. — One.
Warren. — One.
Washington Allston. — One.
William E. Russell. — One.

TEACHERS TAKEN FROM TENURE.

There are two teachers in the service who were once
appointed to serve during the pleasure of the School
Committee, but who have since been taken from tenure
and are now serving for the year ending August 31,
1914. These teachers have been reappointed for the
year ending August 31, 1915, as follows:

Eliot District. — One.

Wendell Phillips District. — One.

Special Classes.
Subject to your approval, I hereby re-establish special
classes in the following districts for the year 1914-15:
Agassiz. — One.
Bigelow. — Two.
Blackinton. — One.
Bunker Hill. — One.
Comins. — One.
Dearborn. — One.
Dudley. — One.
Dwight. — Three.
Eliot.— Two.
Franklin. — One.
George Putnam. — One
Hancock. — Two.

SCHOOL DOCUMENT NO. 2.

Hugh O'Brien. — One.

Hyde. — One.

John Winthrop. — One.

Lewis. — One.

Lowell. — One.

Martin. — One. •

Mather. — One.

Oliver Hazard Perry. — One.

Oliver W endel Holmes. — One.

Quincy. — One.

Samuel Adams. — One.

Sherwin. — One.

Thomas N. Hart. — One.

Ulysses S. Grant. — One.

Wells.— One.

Wendell Phillips. — Two.

Ungraded and Special English Classes.
I recommend that no action concerning the re-estab-
lishment of ungraded and special English classes for
the year 1914-15 be taken at the present time. Action
should be postponed until after the opening of the
schools in September when orders will be presented
to the School Committee regarding the establishment
of all such classes on the basis of the registration for the
ensuing school year. I recommend that all ungraded
and special English classes at present authorized either
by the Regulations or by special orders of the School
Committee be discontinued at the close of the current
school year and that such classes be re-established in the
future only by special order of the School Committee.

REAPPOINTMENTS.

PART I.

REAPPOINTMENTS OF PPtlNCIPALS AND MEMBERS
OF THE SUPERVISING STAFF.

Appointed: To serve during the pleasure of the School Committee.
Dorchester High School. — Headmaster, James E. Thomas.
Dearborn District. — Master, Ai'thur L. Gould.
Dudley District. — Master, William L. Phinney.
Elihu Greenwood District. — Master, Louis P. Nash.
Henry Grew District. — Master, John W. Lillis.
Lawrence District. — Master, James H. Gormley.
Phillips Brooks District. — Master, James A. Treanor.
Theodore Lyman District. — Master, George A. Tyzzer.
Washington Allston District. — Master, Arthur A. Lincoln.
Director of Manual Arts, Theodore M. Dillaway.
Director of Practice and Training, Mary C. Mellyn.
First Assistant Director of Practice and Training, Lillian M. Townae.
Assistant Directors of Practice and Training, Mary E. Keyes, Katherine

L. King, Mary R. Thomas.
Supervisor of Special Classes, Ada M. Fitts.
Supervising Nurse, Helen F. McCaffrey.
Assistant Nurses, Mary G. Kenny, Blanche Wildes.

Appointed: To serve for the term ending August 31, 1915.
Girls' Latin School. — Headmaster, Ernest G. Hapgood.
High School of Commerce. — Headmaster, James E. Downey.
Hyde Park High School. — Headmaster, George W. Earle.
Agassiz District. — Master, Joshua Q. Litchfield.
Blackinton District. — Master, Paul V. Donovan.
Christopher Gibson District. — Master, Frederick W. Shattuck.
Edmund P. Tileston District. — Master, Orris L. Beverage.
Frothingham District. — Master, Edward F. O'Dowd.
Hancock District. — Master, Gertrude E. Bigelow.
Henry L. Pierce District. — Master, WiUiam W. Howe.
Prescott District. — Master, Maurice J. O'Brien.
Robert G. Shaw District. — Master, Gardner P. Balch.
Wendell Phillips District. — Master, Cyrus B. Collins.

SCHOOL DOCUMENT NO. 2.

William E. Russell District. — Master, Murray H. Ballou.
Director of Promotion and Educational Measurement, Frank W. Ballou.
Director of Practice in Courses in Salesmanship, Lucinda W. Prince.
Assistant Director of Music, Harold B. Hamblin.

Assistant Nurses, Bessie Burpee, Mary A. Cody, Catherine Dacey,
EHzabeth F. Dickie, Ellen L. Fenton, Frances Z. Flannery, Anna A.
Kelly, Catherine C. Marks, Agnes C. Murphy, Anna C. Patterson,
Minerva A. Peckham, Ethel A. Young.

REAPPOINTMENTS .

PART II.

REAPPOINTMENTS OF SUBORDINATE TEACHERS.

Note. — Physical training teachers in Normal, High and Latin Schools
are given under Part III.

NORMAL SCHOOL.
Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 197

Teachers. — Now serving on tenure 12

Appointed: To serve for the term ending August 31, 1915. —

Master, Head of Department, William L. Vosburgh . . 1
Clerical Assistant 1

— 14

PUBLIC LATIN SCHOOL.
Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 841

Teachers. — Entitled to 26 regular teachers and 1 clerical

assistant 27

Now serving on tenure 13

Appointed: To serve for the term ending August 31, 1915. —

Master, Head of Department, Henry C. Jones; Junior

Masters, Arthur E. Baker, Frederick H. Dole, Archer L.

Faxon, Charles W. French, Henry R. Gardner, Leon O.

Glover, Joseph W. Hobbs, Frederick J. O'Brien, Fred P. H.

Pike, Alfred F. Reed, Stacy B. Southworth . . . .12
Clerical Assistant 1

— 26

GIRLS' LATIN SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 638

Teachers. — Entitled to 20 regular teachers and 1 clerical

assistant .- . 21

Now serving on tenure 12

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistants, Heads of Departments, Sybil
B. Aldrich, Carolj'n M. Gerrish; Junior Master, Jacob
Lehmann 3

SCHOOL DOCUMENT NO. 2.

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Annie F. Babcock, M. Alice Kimball, Eva Z.
Prichard, Caroline R. Pulsifer, Cora F. Roper .... 5

Clerical Assistant 1

— 21

BRIGHTON HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 ..... 428

Teachers. — Entitled to 14 regular teachers and 1 clerical .

assistant 15

Now serving on tenure .10

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant Instructor in Commercial Branches,
Eleanor J. O'Brien 1

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Lena G, Perrigo, Frankie E. Sullivan; Assist-
ant Instructor in Commercial Branches, Margaret H. Nagle, 3

Clerical Assistant 1

— 15

CHARLESTOWN HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 406

Teachers. — Entitled to 14 regular teachers and 1 clerical

assistant 15

Now serving oit tenure 6

Appointed: To serve during the pleasure of the School Com-
mittee.— Instructor in Commercial Branches, Hubert G.
Fisher; Assistant Instructor in Commercial Branches,
Maude E. Butters 2

Appointed: To serve for the term ending August 31, 1915. —
Master, Head of Department, John W. Regan; Assistants,
Eva B. Ammidown, Katharine E. Leonard; Assistant In-
structor in Commercial Branches, Agnes C. Fljun; Assist-
ant Instructor in Manual Ai'ts, Agnes A. Aubin ... 5

Clerical Assistant 1

— 14

DORCHESTER HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 ..... 1,902

Teachers. — Entitled to 56 regular teachers and 1 clerical

assistant 57

Now serving on tenure 29

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Harriet V. ElUott, Lena A. Glover,
Rebekah C. Riley, Bessie A. Roberts, Nina E. Titus; In-
structor in Commercial Branches, Rollin H. Fisher . . 6

REAPPOINTMENTS.

Appointed: To serve for the term ending August 31, 1915. —
Junior Masters, John V. Barrett, Joseph H. Hawes, Stephen
J. Murdock, Z. Carleton Staples; Assistants, Grace T.
Blanchard, Lulu MacAusland, Susan L. M. Maguire, Grace
Phemister, Josephine T. H, Sahr, Florence G. Smart, M.
Lillian Smith, Florence R. Tuttle, Fannie J. Yeaw; Instruc-
tor in jManual Arts, George M. Morris; Instructor in Com-
mercial Branches, Arthur W. Ross; Assistant Instructors
in Commercial Branches, Fannie Myerson, Mary A. Ward,
Cora Weise; Industrial Instructor, Elizabeth C. Menn;

Assistant Instructor in Manual Arts, Grace W. Ripley . 20
Clerical Assistant 1

— 56

EAST BOSTON HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 669

Teachers. — Entitled to 21 regular teachers and 1 clerical

assistant 22

Now serving on tenure 11

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Almira W. Bates 1

Appointed: To serve for the term ending August 31, 1915. —
Junior Masters, John B. Merrill, Charles E. Simpson;
Assistants, Bertha C. Marshall, Grace E. Merrill; Instruc-
tors in Manual Arts, Isaac Goddard, Walter H. Naylor;
Assistant Instructor in Commercial Branches, Marion L.
Barker 7

Clerical Assistant 0

— 19

ENGLISH HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 1,936

Teachers. — Entitled to 57 regular teachers and 2 clerical

assistants 59

Now serving on tenure 19

Appointed: To serve during the -pleasure of the School Com- ■
mittee. — Junior Master, Edward R. Kingsbury; Instructor,
LeRoy M. Rand 2

Appointed: To serve for the term ending August 31, 1915. —
Masters, Heads of Departments, Daniel Foley, Alva T.
Southworth; Junior Masters, Robert F. Allen, Harry C.
Barber. Ralph C. Benedict, Harold I. Brown, Harry E.
Bryant, Joseph P. Cady, George A. Cushman, Arthur H.
Delano, John E. Denham, Walter F. Downey, Charles W.
French, James A. Goldthwaite, Harry A. Grant, Arthur
B. Joy, John E. J. Kelley, Alfred B. Kershaw, Frank E.

SCHOOL DOCUMENT NO. 2.

Lakey, Joseph R. Lunt, Henry P. McLaughlin, Thomas H.
McMahan, Norman A. Moss, Thomas J. Murphy, George I.
Pettengill, Edwin M. Randolph, Clinton C. Scheffy, William

E. Smith, Wilson Snushall, Harold B. Stanton, Charles H.
Stone, Jr., Allan G. Tenney, Arthur S. Wells, Thomas E.

Winston 34

Clerical Assistants 2

— 57

GIRLS' HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 2,188

Teachers. — Entitled to 64 regular teachers, 1 special assist-
ant, and 1 clerical assistant 66

Now serving on tenure 23

Appointed: To serve during the pleasure of the School Com-
mittee.— Master, Head of Department, Francis A. Smith;
Junior Masters, Orren H. Smith, C. Ralph Taylor; Assist-
ants, Bertha A. Bonart, Mary E. Cosgrove, Katherine E.
Cufflin, Marie A. Goddard, Clara H. Hanks, Amy V. Kings-
ton, Jennie E. Wier; Instructor in Commercial Branches,
Herbert B. Cole; Assistant Instructor in Commercial
Branches, Mary D. Chadwick 12

Appointed: To serve for the term ending August 31, 1915. —
Master, Head of Department, Frank A. Kennedy; Junior
Masters, Ralph C. Bean, Herbert M. Thayer; Assistants,
Elizabeth Biddlecome, Helen L. Byrne, Alice E. Cook, Ava
B. Dawson, Rina M. Greene, Margaret F. Keenan, Jean L.
Kendall, Avis A. Kingston, Marie L. Mahoney, Katharine
R. McManus, Elizabeth B. Nichols, Gertrude L. Palmer,
Grace T. Pratt, Edna M, Spurr, Olga A. F. Stegelmann,
Mary M. Sullivan; Assistant Instructors in Commercial
Branches, Grace A. McGrath, Ethel R. Moulton, ^Madeline

M. Waxer; Assistant Instructor in Manual Arts, Blanche A.
Russell; Special Assistant, Clara A. Hawthorne , . 24

Clerical Assistant 1

— 60

HIGH SCHOOL OF COMMERCE.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 . . . . . 1,253

Teachers. — Entitled to 40 regular teachers and 1 clerical

assistant 41

Now serving on tenure 11

Appointed: To serve during the pleasure of the School Com-
mittee.— Junior Master, Arthur F. O'Malley; Instructors
in Commercial Branches, Edward J. Connell, Harold C.
Spencer, Samuel B. Trumbull 4

REAPPOINTMENTS.

Appointed: To serve for the term ending August 31, 1915. —
Masters, Heads of Departments, Newton D. Clarke, Win-
throp Tirrell; Junior Masters, Edward Berg;e-Soler, William
Cunningham, Michael S. Donlan, James W. Dyson, Arthur
J. Fotch, John M. Gallagher, Lester S. Hart, Clarence B.
Hill, William G. Hoffman, Jr., Maurice J. Lacey, James E.
McWhinnie, John D. Murphy, Herbert H. Palmer, William
H, H. Peirce, Oscar H. Peters, Edward J. Rowse, William J.
Sands, Edward F. Sherlock, William T. Williams; Instructor

in Commercial Branches, George L. Hoffacker ... 22

Clerical Assistant 1

— 38

HIGH SCHOOL OF PRACTICAL ARTS.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 741

Teachers. — Entitled to 28 regular teachers and 1 clerical

assistant 29

Now serving on tenure 6

Appointed: To serve during the pleasure of the School Com-
mittee.— Industrial Instructors, Margaret A. Foran, Mar-
garet W. Howard, Margaret G. Moore 3

Appointed: To serve for the term ending August 31, 1915. —
Masters, Heads of Departments, Alfred M. Butler, Mel-
ville C. Freeman; First Assistant, Head of Department,
Clara B. Shaw; Junior Master, Fred V. Garey; Assistants,
Mabel E. Bowker, Alice W. Collins, Florence E. Loop,
Marion Midgley, Jennette A. Moulton, R. Deverd Parker,
Emma D. Shelton; Assistant Instructor in Manual Arts,
Ethel N. Pope; Vocational Assistant, Laura F. Went worth;
Industrial Instructors, Annie G. Bullard, Jessie Moore,

Lura M. Paine, Ida M. Reynolds, Annabel M. Young . 18

Clerical Assistant 1

— 28

HYDE PARK HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 473

Teachers. — Entitled to 16 regular teachers and 1 clerical

assistant 17

Now serving on tenure 1

Appointed: To serve during the pleasure of the School Com-
mittee.— Master, Head of Department, John Haynes . 1

Appointed: To serve for the term ending August 31, 1915. —
Junior Master, Emerson Rice; Assistants, Edith L. Bishop,
Laura B. Doran, AHce E. Fisher, Mary C. Howard, Bessie
N. Hunt, Blanche E. Lyon, Elsie Metcalf, Bertha F. Muns-
ter, Mary Shute; Instructor in Commercial Branches,

SCHOOL DOCUMENT XO. 2.

Warren W. Petrie; Instructor in ^Manual Arts, James C.
Clarke; Assistant Instructor in Manual Arts, Ruby G.
Allen; Assistant Instructor in Commercial Branches, ]Marion

Gee 14

Clerical Assistant 1

— 17

MECHANIC ARTS HIGH SCHOOL.
Largest number of pupils belonging on any one day^between

September 1, 1913, and April 1, 1914 . . . . . 1,506
Teachers. — Entitled to 50 regular teachers and two clerical

assist ints 52

Now serving on tenure 18

ApDointed: To serve during the pleasure of the School Com-
mittee.— Junior Masters, Eugene ]M. Dow, Frederick W.
Gentleman, Charles E. Stratton; Assistant, Ellen B. Esau, 4

Appointed: To serve for the term ending August 31, 1915. —
Junior blasters, Richard Benson, Henry D. Colton, Ernest
T. Cushman, Roy Davis, Edwin F. Field. Samuel W. Hoj't,
Charles Jenney, Howard D. Kenyon, Milton E, ]\IacGregor,
Alfred J. Marshall, Robert B. Masterson, Benjamin D. May,
George E. Parsons, Raymond W. Perry, Bradley C. Rodgers,
Edwin R. Sampson, Edward H. Temple, Louis R. Wells;
Assistants, Josephine D. Brooks, Gertrude M. Hall; In-
structors, Mechanical Department, Francis J. Emery,
Thomas J. Flinn, William B. Henry, Lester E. Markham,
Albert L. :Moulton, Dexter A. Mower, Daniel G. Town . 27

Clerical Assistants 2

— 51

ROXBURY HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 951

Teachers. — Entitled to 29 regular teachers and 1 clerical

assistant 30

Now serving on tenure 13

Appointed: To serve during the -pleasure of the School Com-
mittee.— Assistant, Bessie J. Sanger 1

Appointed: To serve for the term ending August 31, 1915. —

Master, Head of Department, Chester M. Grover; Junior
Master, Eugene R. Vinal; Assistants, Katherine E. Cody,
N. Eveline Coohdge, ^lary A. Cutter, Alice E. Dacy,
MjTtle C. Dickson, EUzabeth W. Gerrish, K. Isabel Mann,
Alice C. Riordan, ^largaret E. Ryan, Harriet C. Taylor;
Assistant Instructor in Commercial Branches, Louise

Townsend .13

Clerical Assistant 1

— 28

RRAPPOINTMENTS.

SOUTH BOSTON HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 663

Teachers. — Entitled to 21 regular teachers and 1 clerical

assistant 22

Now serving on tenure 16

Appointed: To serve during the pleasure oj the School Com-
mittee.— Junior IMaster, Ralph W. Channell; Assistant,
Henriette Goldstein 2

Appointed: To serve for the term ending August 31, 1915. —
Junior Master, John H. Furfey; Assistants, Margaret C.
Cotter, Helen G. Davis, Helen E. Fries, Mary E. O'Connor, 5

Clerical Assistant 1

— 24

WEST ROXBURY HIGH SCHOOL.

Largest number of pupils belonging on any one day between

September 1, 1913, and April 1, 1914 687

Teachers. — Entitled to 23 regular teachers and 1 special
assistant 24

Now serving on tenure 15

Appointed: To serve during the pleasure oj the School Com-
mittee.— Junior Master, Leon C. Colman; Assistants,
Mildred K. Bentley, E. Marion WilUams .... 3

Appointed: To serve for the term ending August 31, 1915. —
Junior Masters, Daniel T. Curtin, George M. Hawes;
Assistants, Esther W. Bates, EHzabeth H. Norman, Edith
L. Smith; Instructor in Manual Arts, Charles H. B. Morse, 6

Clerical Assistant 0

— 24

ABRAHAM LINCOLN DISTRICT.

Elementary Grades. — Lai-gest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 2,279

Average number of pupils belonging for the period September

1, 1913, to AprU 1, 1914 2,252

Teachers. — Entitled to 52 grade teachers, 3 teachers of
ungraded classes, 2 teachers of special English classes,
and 1 teacher of an open-air class 58

Now serving on tenure 42

Appointed: To serve during the pleasure of the School Com-
mittee.—Assistants, Alice T. McNamara, INIary E. Nugent, 2

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Appointed: To serve for the term ending August 81, 1915. —
Assistants, May F. Cameron, Helen T. Campbell, Nora M.
McXiean, Eleanor A. McNamara, Teresa A. Regan, Nellie F.
Sheehan, Mary E. Sweenev, Louis A. White ... 8

— 52

Kindergartens. — Teachers. — Number entitled to . . 4

Now serving on tenure 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Helen M. Jameson 1

— 4

AGASSIZ DLSTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 713

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 689

Teachers. — Entitled to 17 grade teachers and 1 teacher of

a special class 18

Now serving on tenure 10

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Emma F. West; Assistant,
Mary V. O'Regan 2

Appointed: To serve for the term ending August 31, 1915. —
Submaster, William T. Miller; Assistant, Special Class,
Martha L. Taylor; Assistants, Adah I. Childs, Agatha L.
McGrath 4

— 16

Kindergartens. — Teachers. — Number entitled to . . . 1
Now serving on tenure 1

BENNETT DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 ^ 1,172

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,151

Teachers. — Entitled to 29 grade teachers .... 29

Now serving on tenure 17

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Jennie A. Drev»% Martha E. Flaherty,

M. Gertrude Rebholz 3

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Jennie L. Carter, Mildred M. Crook, S. Matilda
Daniell, Lillie J. Davis, Florence M. Tait, Gladys L. Woods, 6

— 26

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

KiNDEBGARTENS. — Teachers. — Number entitled to . . . 4
Now serving on tenure 3

BIGELOW DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,246

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,225

Teachers. — Entitled to 28 grade teachers, 3 teachers of

ungraded classes, and 2 teachers of special classes ... 33

Now serving on tenure 27

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Special Class, Katherine S. Haskell, 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, K. Grace Farrell 1

— 29

BLACKINTON DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 014

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 585

Teachers. — Entitled to 15 grade teachers and 1 teacher of

a special class 16

Now serving on tenure 11

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Special Class, Mary F. O'Meara; Assist-
ant, Mary A. Sullivan 2

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Mary E. Coven ey 1

— 14

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure 2

BOWDITCH DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 ^ 1,086

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 ........ 1,071

Teachers. — Entitled to 26 grade teachers and 1 teacher of

an open-air class 27

Now serving on tenure 18

Appointed: To serve during the pleasure of the School Com-
mittee.-^ Assistants, Evelyn M. O'Bryan, Annie C. Shea, 2

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Isabel R. Gardner, Mary L. Mahoney, Gertrude

P. Shea 3

— 23

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
First Assistant, Jessie A. Adams; Assistants, Mary V. Sul-
hvan, Anna D. Ware 3

— 4

BOWDOIN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,067

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,055

Teachers, — Entitled to 25 grade teachers, 1 teacher of an

ungraded class, and 1 teacher of a special EngUsh class . 27

Now serving on tenure 18

Appointed: To serve during the -pleasure of the School Com-
mittee.— Assistant, Gertrude K. Calnan 1

Appointed: To serve for the term ending August 31, 1915. —
Assistants, EUzabeth G. Corcoran, Helen L. Leahy, Mar-
garet M. O'Brien, Marion E. Patton, Etta Rich . . 5

— 24

Kindergartens. — Teachers. — Number entitled to . . . 7

Now serving on tenure 4

Appointed: To serve for the term eliding August 31, 1915. —
Assistants, Dorothy L. Glover, Loretta U, Mahoney . . 2

— 6

BUNKER HILL DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 769

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 747

Teachers. — Entitled to 18 grade teachers, 1 teacher of an

ungraded class and 1 teacher of a special class ... 20

Now serving on tenure 16

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Frederick A. Guindon; Assistant, Special Class,
Katherine C. Coven ey; Assistants, Ethel M. Barry, Mary
A. Kenney 4

— 20

Note. — Number of teachers to which a district is "entitled" ia given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 21

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure 2

CHAPMAN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 . 1,216

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,182

Teachers. — Entitled to 29 grade teachers and 1 teacher of

an ungraded class 30

Now serving on tenure 25

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Irene K. M. Crowley, Elizabeth M. Harland,
Ethel M. Jordan 3

— 28

Kindergartens. — Teachers. — Number entitled to . . 4

Now serving on tenure 2

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Margaret S. Canty, Adelaide B. Hearn . . 2

— 4

CHARLES SUMNER DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 1,104

Average number of pupils belonging for the period September

1, 1913, to April 1, 19^4 1,074

Teachers. — Entitled to 27 grade teachers .... 27

Now serving on tenure 18

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Mary T. Gallagher, Anna P. Lynch, Katherine
St. J. Mahoney, Francis A. O'Brien, Florence A. Smith,
Margaret M. SuUivan 6

— 24

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Eunice M. Sawyer 1

— 4

CHRISTOPHER GIBSON DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 SSI

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 873

Teachers. — Entitled to 21 grade teachers and 1 teacher of

an imgraded class 22

Now serving on tenure 19

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Mary B. Cashman 1

— 20

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Loretta W. Dinn 1

— 2

COMINS DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,184

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,171

Teachers. — Entitled to 28 grade teachers, 1 teacher of an

ungraded class and 1 teacher of a special class .... 30

Now serving on tenure 20

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Special Class, Clara H. Burgess; Assistants,
Margaret M. Breen, Gertrude C. Grohe, Rose G. Myerson,
Emma R. Plummer, Annie M. Sheehan, Ethelyn F, Taylor, 7

— 27

Kindergartens. — Teachers. — Number entitled to . . . 6

Now serving on tenure 4

Appointed: To serve during the pleasure of the School Com-
mittee.— Mary F. Powers, Celia T. Tischler .... 2

— 6

DEARBORN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,867

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 . 1,842

Teachers. — Entitled to 43 grade teachers, 1 teacher of an

ungraded class and 1 teacher of a special class .... 45

Now serving on tenure 38

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Ellen E. Good, Mary J. O'Neill . . 2

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

Appointed: To serve jor the term ending August 31, 1915. —

Submaster, Samuel A. Cragin; Assistant, Special Class,
Katherine M, Binkley; Assistants, Elizabeth B. Faden,
Alice M. Gardetto 4

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure 1

Appointed: To serve during the pleasure oj the School Com-
mittee.— Assistant, Mary FitzGerald 1

DILLAWAY DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,261

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,234

Teachers. — Entitled to 31 grade teachers and 1 teacher of

an ungraded class 32

Now serving on tenure 25

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Marguerite Condon, Marguerite L. Dolan,

Irene F. Jackson, Helen G. Murphy 4

^ — 29

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure 2

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Fannie B. Hayden, Ruth S. Thomas ... 2

— 4

DUDLEY DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,529

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,521

Teachers. — Entitled to 38 grade teachers and 1 teacher of

a special class 39

Now serving on tenure 24

Appointed: To serve during the pleasure oj the School Com-
mittee.— Submaster, John A. O'Keefe, Jr.; Assistants,
Gladys G. Davie, Eileen V. Driscoll, Edna Long, Alice L.
McCormick 5

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Hugh J. McElaney; Assistant, Special Class,
Lena C. Johnson; Assistants, Helen T. Casey, Sybil F.
Fernandez, Helen F. Hurley, Rubv M. Sloan .... 6

— 35

Note. — Number of teachers to which a district is "entitled" is given upon the basi:
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

KiNDERGAKTENS. — Teacheis. — Number entitled to . . . 4

Now serving on tenure 3

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Eleanor M. Osterberg 1

— 4

DWIGHT DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 995

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 965

Teachers. — Entitled to 22 grade teachers, 1 teacher of an
ungraded class, 3 teachers of special classes, and 1 teacher
of an open-air class 27

Now serving on tenure 20

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Annie E. Dennis, Elizabeth A. Donahue,
Ella G. Finn 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Special Class, Beatrice U. Bridges .... 1

— 24

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure 2

EDMUND P. TILESTON DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 604

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 595

Teachers. — Entitled to 13 grade teachers and 2 teachers of

hospital classes 15

Now serving on tenure 9

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Abigail A. Scannell; Assistant,
lola D. Yates 2

Appointed: To serve for the term ending August 31, 1915.
Submaster, Eugene H. Dorr; Assistants, Mary A. Kennedy,
Grace B. Turner, Josephine M. Walsh 4

— 15

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Mary L. Walsh 1

— 2

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See paSe 3.

REAPPOINTMENTS. 25

EDWARD EVERETT DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 . . . 1,.506

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,494

Teachers. — Entitled to 37 grade teachers .... 37

Now serving on tenure 26

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Isabel C. Furlong, Estelle K. Kennedy,

Cecilia H. O'Brien 3

Appointed: To serve for the term ending August SI, 1915. —
Assistants, Mary E. Flynn, Grace E. L. Hine, Helena G.
Hynes, Anne C. McCormack, Margaret M. Sallaway . . 5

— 34

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 2

ELIHU GREENWOOD DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,138

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,131

Teachers. — Entitled to 27 grade teachers and 1 teacher of

an ungraded class 28

Now serving on tenure 1

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, AHce Y. Fellows 1

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Arthur W. Armstrong; Master's Assistant,
Agnes E. Barry; First Assistant in Charge, NeUie M. Howes;
Assistants, Carrie Amback, Nellie L. Ballou, Sarah T. Brit-
ton, Elsie M. Bui'gess, Helen P. Cleaves, Marion W. Curtis,
Laura K. Darling, Jennie L. Frazer, Helen M. Gidney,
Marion Gray, Elsie C. Greenwood, Helen G. McKenna,
Marjorie S. Mitchell, Caroline S. Mooar, Mary J. Mulcahy,
Mary C. Quinn, Bertha Sanderson, Marguerite Sanger, Delia

S. Scott, Mary F. Thornton, Susie D. Waldron ... 24

— 26

Kindergartens. — Teachers. — Number entitled to . . . 3

Now serving on tenure 1

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Ruth E. York 1

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Appointed: To serve for the term ending August 31, 1915. —

Assistant, Henrietta C. Starke 1

— 3

ELIOT DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 2,320

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 2,292

Teachers. — Entitled to 48 grade teachers, 13 teachers of

special English classes and 1 teacher of a special class . . 62

Now serving on tenure 36

Appointed: To serve during the pleasure oj the School Com-
mittee.— Assistant, Special Class, Helen M. Mead; Assist-
ants, Teresa E. Driscoll, Margaret E. McMahon ... 3

Appointed: To serve for the term ending August 31, 1915. —
Submaster, George B. Moran; Assistants, Mae D. Benzaquin,
Margaret T. Casey, Margaret L. Cosgrove, Elizabeth E.
Dacey, Clara M. Duffey, Mary A. Hayes, Mary E. Hughes,
Annie L. Lynch, James E. Lynch, Mary A. Mahoney, Rose
G. McEnroe, Mary E. Ryan, Mary E. Smith, Margaret E.
Tobin 15

— 54

Kindergartens. — Teachers. — Number entitled to . . . 3

Now serving on tenure 2

Appointed: To serve during the ^pleasure of the School Com-
mittee.— First Assistant, Emma F. Temple .... 1

— 3

EMERSON DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 '. . . 1,271

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,245

Teachers. — Entitled to 31 grade teachers and 1 teacher of

an ungraded class 32

Now serving on tenure . .20

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Annie R. Mohan . . • . 1

Appointed: To serve for the term ending August 31, 1915. —
Submaster, James A. Crowley; Assistants, Jennie W. Cronin,
AHce L. Kelly, Gladys L. Kelly, Gertrude M. McBrien,
Gertrude V. Nugent, Anna L. Shaughnessy .... 7

— 28

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Agnes R. Maloy 1

Appointed: To serve for the term ending Au^v^t 31, 1916. —
Aseistant, Mildred O' Conn ell 1

EVERETT DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 891

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 851

Teachers. — Entitled to 21 grade teachers and 1 teacher of

an ungraded class 22

Now serving on tenure 19

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Ethel F. Smith 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Charlotte W. Onthank 1

— 21

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Margaret Wyner 1

— 2

FRANCIS PARKMAN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 658

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 644

Teachers. — Entitled to 16 grade teachers 16

Now serving on tenure 15

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure 2

FRANKLIN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 . 1,419

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,386

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Teachers — Entitled to 34 grade teachers, 1 teacher of an
ungraded class, 1 teacher of a special Endish class, and
1 teacher of a special class 37

Now serving on tenure 25

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Dorothy A. Busby, Laura E. Watts , 2

Appointed: To serve for the term ending August 31, 1915. — •
Assistants, Edna B. Condon, Mary G. Grey, Edith Irving,
Gertrude A. Kalmus, Anna T. Sennott 5

— 32

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Edith M. Gushee 1

— 4

FREDERIC W. LINCOLN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 ' 918

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 902

Teachers. — Entitled to 22 grade teachers and 1 teacher of

an ungraded class 23

Now serving on tenure 17

Appointed: To serve during the -pleasure of the School Com-
mittee.— Assistant, Nina M. Doanan 1

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Margaret M. Keefe, Myra Wentworth, Gertrude
A. White 3

— 21

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Helen W. Melia 1

— 2

FROTHINGHAM DISTRICT.
Elementary Grades. — Largest number of pupils belonging ,
on any one day between September 1, 1913, and April 1,

1914 . 908

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 884

Teachers. — Entitled to 23 grade teachers 23

Now serving on tenure 15

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistant in Charge, Mary E. Corbett;
Assistants, May E. Briggs, Margaret M. O'Connor . . 3

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 29

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Gertrude M. Denehy, Frederick A. Dunfey,
Catherine E. O'Mara 3

— 21

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 0

Appointed: To serve for the term ending August 31, 1915. —
First Assistant, Angeline K. Mudge; Assistant, Andrea
Mahan 2

— 2

GASTON DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 1,001

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 991

Teachers. — Entitled to 25 grade teachers 25

Now serving on tenure 24

Appointed: To serve for the term ending August 31, 1915. —

Assistant, Mildred H. Tavender 1

— 25

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Gertrude R. Baybutt .... 1

— 2

GEORGE PUTNAM DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,634

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,585

Teachers. — Entitled to 39 grade teachers, 1 teacher of an
ungraded class and 1 teacher of a special class .... 41

Now serving on tenure 24

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Ellen M. Ford, Margaret E. Gove,
Katherine E. Hurley (1908), Alice E. McMurrough, Myrtle
W. Webster 5

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Special Class, Louisa Prescott; Assistants, Myrtle
A. Bacon, Elizabeth P. Brennan, Marguerite A. Campbell,
Julia W. Gavin, Inez S. Laurie, Elizabeth M. McLaughlin,
Mary A. McLaughlin 8

— 37

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Kindergartens. — Teachers. — Number entitled to . . 5

N'ow serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistant, Grace M. Rayner; Assistant, Mary

L. Carey 2

Appointed: To serve for the term ending August 31, 1915. —
Assistant, P. Hazel IMontgomery 1

— 5

GILBERT STUART DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 902

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 893

Teachers. — Entitled to 25 grade teachers .... 25

Now serving on tenure 11

Appointed: To serve during the pleasure of the School Com-
mittee.— Submaster, John C. Riley; Assistant, Helen H.

Goulter 2

Appointed: To serve for the term ending August 31, 1915. —
First Assistant in Charge, Mary M. Hoye; Assistants, JNlary
A. Fletcher, Eileen E. Kennally, Helen King, Gladys S.
Lapham, ]\Iary M. O'^Iara 6

— 19

KiNDERG.ARTENS. — Tcachcrs. — Number entitled to . . . 4

Now serving on tenure 2

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Marjorie H. Bent, Gertrude S. Tibbetts . . 2

— 4

HANCOCK DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 2,247

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 . . . ... . . . 2,218

Teachers. — Entitled to 44 grade teachers, 2 teachers of
ungraded classes, 11 teachers of special English classes,
2 teachers of special classes and 1 teacher of an open-air
class 60

Now serving on tenure 35

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Special Class, Anna B. Liddell; Assist-
ants, Kathryn E. G. Barry, Olive E. Barr}-, Mary G. Coyle,
Laura S. Fearing, Helen L. Good, Regina J. Kees ... 7

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Special Class, Harriet A. Shaw; Assistants,
Frances H. Barnet, Harriet M. Barthelmess, Anna A. Cas-
sidy, Mary J. Donaher, M. Margaret Gaffey, Sadie Gutten-
tag, Annie P. Guinee, Anna M. Muldoon, Margaret D.
Sawyer, Marion I. Sherman 11

— 53

Kindergartens. — Teachers. — Number entitled to . . . 12

Now serving on tenure 6

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Elizabeth J. Mahoney .... 1
Appointed: To serve for the term ending August 31, 1915. —
Assistants^ Margaret B. Beatley, Ethel R. Hagerman, Grace
E. Russell 3

— 10

HARVARD DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 876

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 800

Teachers. — Entitled to 22 grade teachers .... 22

Now serving on tenure 16

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Annie L. Donovan 1

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Frank J. O'Donnell; Assistants, Beatrice C.
Blanchard, Elizabeth ]\1. Hoar 3

— 20

Kindergartens. — Teachers. — Number entitled to . . . 3

Now serving on tenure 2

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Theresa ]M. Cotter 1

— 3

HENRY GREW DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 638

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 621

Teachers. — Entitled to 16 grade teachers .... 16

Now serving on tenure 0

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Helen J. Gormley ... 1

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Charles H. Early; Assistants, Evelyn L. Alley,
Frances E. Brigham, Agnes J. Campbell, Elizabeth DeSenan-
cour, Alice B. Farnsworth, Lillias A. S. Grandison, Dora F.
Hastings, Lavinia S. Powers, Mabel Sedgwick, Anne H.
Sylven, Lottie V. Trundy, Raymond H. Young ... 13

— 14

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 0

Appointed: To serve for the term ending August 31, 1915. —
First Assistants, Mary L. Hersey, Grace L. White ... 2

— 2

HENRY L. PIERCE DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 1,450

Average number of pupils belonging for the period September

1, 1913, to AprU 1, 1914 1,433

Teachers. — Entitled to 36 grade teachers 36

Now serving on tenure 25

Appointed: To serve during the -pleasure of the School Com-
mittee.— Assistants, Helen L. Irons, Florence M. Miller . . 2
Appointed: To serve for the term ending August 31, 1915. —
Assistants, Cora A. Banks, Margaret M. Fleming, Elizabeth
A. Gorman, Katherine A. Lyons 4

— 31

Kindergartens. — Teachers. — Number entitled to . . . 3

Now serving on tenure .3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Mary E. Wadsworth 1

— 4

HUGH O'BRIEN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,624

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,606

Teachers. — Entitled to 39 grade teachers, 1 teacher of an

ungraded class, and 1 teacher of a special class .... 41

Now serving on tenure 24

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Bessie G. Russell, Carolyn B. Supple . 2

Appointed: To serve for the term ending August 31, 1915. —
Submaster, William R. Kramer; Assistant, Special Class,

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

Alice Church; Assistants, Lillian F. Allen, M. Frances
Bell, Rosella V. Bishop, Margaret A. Gosnell, Marion O.
Little, Gertrude E. O'Neil, Anna M. Sheehan, Eleanor M.
T. Smith 10

— 36

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Margaret A. Chick 1

— 4

HYDE DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,001

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 972

Teachers. — Entitled to 22 grade teachers, 1 teacher of an
ungraded class, 1 teacher of a special class, and 1 teacher of
an open-air class 25

Now serving on tenure 19

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Special Class, Lillian M. Watts; Assistants,
Emma M. Fotch, Mary L. Holland, Annie C. Shea, Edith S.
Terry 5

— 24

Kindergartens. — Teachers. — Number entitled to . . . 4
Now serving on tenure 4

JEFFERSON DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 728

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 690

Teachers. — Entitled to 18 grade teachers 18

Now serving on tenure 14

Appointed: To serve during the -pleasure oj the School Com-
mittee.— Assistant, Margaret M. Kelly 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Margaret E. Foster 1

— 16

Kindergartens. — Teachers. — Number entitled to . . . 3
Now serving on tenure 3

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

JOHN A. ANDREW DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 1,315

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,304

Teachers. — Entitled to 32 grade teachers and 1 teacher of

an ungraded class 33

N^ow serving on tenure 24

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Mary J. Leonard, Margaret C. Regan,
Mary D. Welsh 3

Appointed: To serve for the term ending August 31, 1915. —
Assistants, M. Perlie Clark, Augusta A. Jackson, Susie E.
O'Neil, Gertrude L. Ward 4

— 31

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Ethel M. Jones 1

— 2

JOHN CHEVERUS DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 695

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 676

Teachers. — Entitled to 17 grade teachers and 1 teacher of an

ungraded class 18

Noiv serving on tenure 8

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Adelaide G. Nelson, Hortense J. Parker. 2

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Harry Brooks; Assistants, Elizabeth A. Burns,
Margaret A. F. Cotter, Florence E. Crotty, Mary E. Halli-
nan, Mary E. Sheehan 6

— 16

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure ' . . 2

JOHN WINTHROP DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 ' . 1,349

Note. — -Number of teachers to which a district is "entitled" is given upon the basis
of fortj'^ pupils per teacher. See page 3

REAPPOINTMENTS.

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,5

Teachers. — Entitled to 33 grade teachers and 1 "teacher of a

special class

Now serving on tenure 20

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistant in Charge, Florence Cahill; Assist-
ant, Agnes R. Hurley 2

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Joseph A. F. O'Neil; Assistant, Special Class,
Caroline G. Tunis; Assistants, A. Frances Brennan, Miriam
Kallen, Sarah L. Kavenagh, Winifred H. Nash, Helen M.

Reagan, Regina E. Sallaway, Gertrude P. Stephan ... 9

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Alice B. Crosbie 1

LAWRENCE DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,098

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,092

Teachers. — Entitled to 27 grade teachers and 1 teacher of

an ungraded class 28

Now serving on tenure 13

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Margaret E. Collins; Assistants,
Florence Herbsman, Mary A. Manning 3

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Edward J. Carroll; Assistants, Ellen B. Donohoe,
Mary J. Gomes, Joseph E. Lynch, Mary V. Meagher, Bertha
F. Murray, Winifred H. M. O'Donovan 7

— 23

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Grace E. Manson 1

— 2

LEWIS DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,985

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Average number of pupils belonging for the period September

1, 1913, to AprH 1, 1914 1;

Teachers. — Entitled to 47 grade teachers, 2 teachers of
ungraded classes and 1 teacher of a special class .

Now serving on tenure 24

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Leila E. Boles, Mary A. J. Brady, Louise
M. Fitzpatrick, Josephine P. Follen, Alice V. Kiely, Marie
M. McLaughlin 6

Appointed: To serve for the term ending August 31, 1915. —
Submaster, James F. Tyrrell; Assistant, Special Class,
Mary I. Foley; Assistants, Mary L. Carty, Miriam E.
Clancey, Alice T. Clark, iVlarguerite V. Dean, Elinore F.
Donoghue, Mary R. Dooley, Cornelius A. Guiney, Inez M.
Howes, Hannah E. McDonough, Eleanor F. Morris, Clara

E. Oakman, George H. Pearce, Mary C. Walsh ... 15

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure .1

Appointed: To serve for the term ending August 31, 1915. —

First Assistant, Ethel Hutchinson; Assistants, Florence E.

Crowninshield, Constance K. Rohrer 3

— 4

LONGFELLOW DISTRICT.

Element.Jlry Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 1,183

Average number of pupils belonging for the period September

1, 1913, to AprU 1, 1914 1,163

Teachers. — Entitled to 29 grade teachers 29

Now serving on tenure 14

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Mary L. Brennan, Lulu Godfrey,

Mary E. Shea 3

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Christina W. Burnet, Katherine F. Cahill, ■
Frances R. Campion, Marie L. Duval, Marion B. Foster,
Grace A. Greene, Henrietta M. Price, Elinor C. Twombly . 8

— 25

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term eliding August 31, 1915. —
Assistant, Viola F. Dickey 1

— 2

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 37

LOWELL DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,1()1

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,1,34

Teachers. — Entitled to 27 grade teachers, 1 teacher of an
ungraded class, 1 teacher of a special class, and 1 teacher
of an open-air class 30

Now serving on tenure 23

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Special Class, Jane J. Wood; Assistants,
Susan L. Fitz, Marguerite M. McKenna, Christina W.
MacLachlan 4

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Martin J. A. Foley, Pauline G. Lehr ... 2

— 29

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Clare S. English 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Evelyn S. Grover 1

— 4

MARTIN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 735

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 709

Teachers. — Entitled to 18 grade teachers and 1 clerical

assistant 19

Now serving on tenure 15

Appointed: To serve during the pleasure of the School Com-
mittee.— Submaster, Clarence M. Jones; Assistant, Special
Class, Leslie D. Hooper .2

Clerical Assistant 1

— IS

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —

Assistant, Marguerite B. Kaye 1

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

MARY HEMENWAY DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 1,563

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,527

Teachers. — Entitled to 39 grade teachers 39

Now serving on tenure 31

Appointed: To serve for the term ending AiLgust 31, 1915. —

Assistants, Alice M. Colbert, Mary W. Foley, Alice B.

Murphy, Eleanor Z. Walsh 4

— 35

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Lillian A. Smith 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Ruth E. Small 1

— 4

MATHER DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 2,298

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 2,264

Teachers. — Entitled to 57 grade teachers and 1 teacher of

a special class 58

Now serving on tenure . . . . * 39

Appointed: To serve during the pleasure of the School Com-
mittee.— Submaster, Alfred R. Winter 1

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Frederick H. Buck; Assistant, Special Class,
Grace R. Hallett; Assistants, Annie H. Chad wick, Emily
W. Collins, Margaret M. Connelly, Louise B. Horgan, Peter
A. Landrigan, Agnes F. McCarthy, Annie I. Melia, Florence
M. Sullivan 10

— 50

Kindergartens. — Teachers. — Number entitled to ... . 5
Now serving on tenure 3

MINOT DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 616

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 39

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 607

Teachers. — Entitled to 15 grade teachers .... 15

Now serving on tenure 13

Appointed: To serve for the term ending August 31, 1915. —

Assistant, Sara E. Curren 1

— 14

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure 1

NORCROSS DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914

Average number of pupils belonging for the period September
1, 1913, to April 1, 1914 * .

Teachers. — Entitled to 25 grade teachers, 2 teachers of
ungraded classes and .1 teacher of an open-air class

Now serving on tenure

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Margaret M. Kenney, Marguerite V.
Murphy

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Loretta C. Cauley, Mary E. Jago, Helen T.
Noonan

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Margaret C. Linehan

OLIVER HAZARD PERRY DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 .' 916

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 893

Teachers. — Entitled to 22 grade teachers and 1 teacher of

a special class 23

Now serving on tenure 20

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Bridget A. Hurley . . , • . . 1

— 21

1,123
1,106
28

— 26

3
1

— 4

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Mildred B. Cleary

OLIVER WENDELL HOLMES DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914

Average number of pupils belonging for the period September
1, 1913, to April 1, 1914

Teachers. — Entitled to 75 grade teachers and 1 teacher of
a special class

Now serving on tenure

Appointed: Tq serve during the pleasure of the School Com-
mittee.— Assistants, Isabel E. Clark, Elizabeth M. Cleary,
Esther L. Cogan, Anna L. Cronin, May M. Gordon, Agnes
G. Gunning, Regina E. Rolfe, Blanche P. Williams

Appointed: To serve for the term ending August 31, 1915. —
Submasters, Roger A. Powers, James F. Rockett; Assistant,
Special Class, Mary A. McNaught; Assistants, Josephine E.
Creber, Theresa E. Cunningham, Edith K. Ellis, Mary A.
Ford, NelHe R. McNair, E. Louise Morrissey, Mary B. T.
Oliver, Clara H. Parris, Mary C. Sullivan, Margaret R.
Wight

Kindergartens. — Teachers. — Number entitled to .

Now serving on tenure

Appointed: To serve during the -pleasure of the School Com-

mittee. — Assistants, Esther Campbell, Gertrude M. Glynn .
Appointed: To serve for the term ending August 31, 1915. —

First Assistants, Alice L. Brummett, Mary L F. Montgomery;

Assistants, Winifred R. Cavanagh, Alice G. Dickey

PHILLIPS BROOKS DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 .

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914

Teachers. — Entitled to 38 grade teachers and 1 teacher of

an ungraded class

Now serving on tenure

1
1

3,023
2,992
76

— 09
10

2 -

1,574
1,554
39

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Norine G. Doyle, Mary J. Hynes,
Martha L. Ireland, Alice G. Kelley, Jessica B. Smith . . 5

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Rose M. Biggi, Eleanor P. Brawley, William F.
Cannon, Rose V. Collier, Delia M. Coneys, Mary E. Doherty,
Charlotte Fawcett, Mary A. Fouhy, Ellen C. Hoy, William

H. J. Kennedy, Eleanor M. Kyle, Rosa L. Loitman, Caroline
L. McAloon, Mary D. McKenna, Anna E. Spillane, Joseph I.
Whalen 16

— 36

KiNDERGAKTENS. — Tcachcrs. — Number entitled to . . . 4

Now serving on tenure 2

Appointed: To serve during the -pleasure of the School Com-
mittee.— Assistant, Margaret M . Riley 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Mabel V. Mulrey 1

— 4

PRESCOTT DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 874

Average number of pupils belonging for the period September

I, 1913, to April 1, 1914 ........ 853

Teachers. — Entitled to 22 grade teachers 22

Now serving on tenure 11

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Margaret M. Whalen; Assist-
ants, Mary M. Reardon, Gertrude E. Welch .... 3

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Helen E. Brady, Marguerite V. Brickley, James
F. Drey, Gertrude E. Flynn, Katherine B. Morrissey . . 5

— 19

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —

Assistant, Josephine A. Hurley 1

PRINCE DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 964

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 944

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Teachers. — Entitled to 23 grade teachers and 1 teacher of

an ungraded class 24

Now serving on tenure 19

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Elsie R. Gilbert, Anna G. Turner, Ethel M.
Wilson 3

— 22

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term eiiding August 31, 1915. —
Assistant, Irene English 1

— 2

QUINCY DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,197

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,173

Teachers. — Entitled to 24 grade teachers, 3 teachers of
ungraded classes, 2 teachers of special English classes,
1 teacher of a special class and 2 teachers of open-air classes, 32

Noio serving on tenure 12

Appointed: To serve during the pleasure of the School Com-
mittee.— Submaster, Alton C. Churbuck; Assistants, Mary
M. Fitzgerald, Mary A. A. Haverty, Mary F. McAuliffe,
Mary A. Molloy, Elizabeth L. Prendergast, Gertrude P.
Tobin, Elizabeth J. Turnbull 8

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Special Class, Edith F. Russell; Assistants, Alice
H. Burke, Annie F. Carr, Sarah H. Gallagher, Lilian E.
Goodwin, Marie T. Harrington, Helen L. Murphy, Joseph F.
O'Sullivan, Louise H. Reardon, Ella J. Sullivan ... 10

— 30

Kindergartens. — Teachers. — Number entitled to . . . 6

Now serving on tenure 3

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Edna K. Lane 1

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Abigail Linnehan, M. Bernadette Riley . . 2

— 6

RICE DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 . . ' 952

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of fortj' pupils per teacher. See page 3.

REAPPOINTMENTS.

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 925

Teachers. — Entitled to 22 grade teachers and 2 teachers of

ungraded classes 24

Now serving on tenure 15

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Emma A. Brust, Julia M. Fitzpatrick,
Alma M. Nilson 32

Appointed: To serve for the term ending August SI, 1915. —
Assistants, Esther M. Cannon, Frances M. Donegan, Elinor
Maher, William G. O'Hare 4

— 22

Kindergartens. — Teachers. — Number entitled to . . . 1
Now serving on tenure 1

ROBERT G. SHAW DISTRICT.

Elementary Grades.— Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 942

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 931

Teachers. — Entitled to 23 grade teachers .... 23

Now serving on tenure 10

Appointed: To serve during the pleasure of the School Com-
mittee.— Master's Assistant, Florence M. Glover; Assistants,

Helen S. Henry, Adeline J. Oswald 3

Appointed: To serve for the term ending August 31 j 1915. —
Submaster, Leroy K. Houghton; Assistants, Catherine T.
Hunt, Marion M. Kitts, Gertrude E. Lennon, Julia W.
McNulty, Mary E. Mulkern, Frances S. Parker, Jennie E.
Young 8

— 21

Kindergartens. — Teachers. — Number entitled to . . . 2
Now serving on tenure 1

ROGER WOLCOTT DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,590

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,561

Teachers. — Entitled to 40 grade teachers .... 40.

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Now serving on tenure 26

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Mary L. Barry, Annie E. I. Dixon, 2
Appointed: To serve for the term ending August 31, 1915. —
Assistants, Frances G. R. Brady, Mary V. I. Conway,
Kathleen C. Doheny, Eugenie M. Hanney, Marie G. Mann,
Ruth A. Sweeney 6

— 34

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 3

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Katherine E. Peard 1

— 4

SAMUEL ADAMS DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 2,291

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 2,258

Teachers. — Entitled to 53 grade teachers, 2 teachers of
ungraded classes, 2 teachers of special English classes,
1 teacher of a special class and 1 teacher of an open-air
class 59

Now serving on tenure 28

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Agnes G. Cotter, Sarah G. Stowers . 2

Appouited: To serve for the term ending August 81, 1915. —
Assistant, Special Class, Agnes F. Dillingham; Assistants,
Judith H. Bartholomew, Margaret A. M. Collins, Margaret
M. F. Conley, Anna M. Doyle, Mabel F. Dunn, A. Grace
Emery, Mary M. Glennon, Selma C. Gronquist, Elizabeth
M. Healy, Lawrence E. Kiely, Jr., Estelle R. Kleh, Florence
R. Le Blanc, Ellen T. Murphy, Clarissa E. Prouty, Hilda
Reinstein, Anna E. Rosen, Mary F. Sharkey, James E.
Welch, Jr., Beatrice E. Wittet 20

— 50

Kindergartens. — Teachers. — Number entitled to . . . 12

Now serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistants, Mina Guyton, Rose B. Sullivan;
Assistants, Edith G. Hunter, Elizabeth F. Lee ... 4
Appointed: To serve for the term ending August 81, 1915. —
First Assistant, Elsie M. Gannon; Assistants, Marj' E.
Brinton, Marie E. Conza, Mary E. Driscoll .... 4

- 10

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 45

SHERWIN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 974

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 94o

Teachers. — Entitled to 22 grade teachers, 1 teacher of an
ungraded class, 1 teacher of a special class and 1 teacher of
an open-air class 25

Now serving on tenure 18

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Katherine E. Hurley (1905) ... 1

Appointed: To serve for the term ending August 31, 1915. —
Submaster, J. Ellis Ames; Assistant, Special Class, Maud
I. Carter; Assistants, Vincent L. Kelley, Mary J. Manning,
F. Irene White 5

— 24

Kindergartens. — Teachers.— Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Mary E. Rohrer 1

— 2

SHURTLEFF DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 789

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 771

Teachers. — Entitled to 18 grade teachers and 2 teachers of

ungraded classes 20

Now serving on tenure 14

Appointed: To serve during the 'pleasure of the School Com-
mittee.— Assistant, Annie H. Fitzgerald 1

Appointed: To serve for the term ending August 31, 1915. —
First Assistant in Charge, Mary F. Finneran; Assistants,
Helen T. Coholan, Olga H. Pavlick 3

— 18

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —

Assistant, Winifred L. McCabe 1

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

THEODORE LYMAN DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,164

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,122

Teachers. — Entitled to 28 grade teachers, 1 teacher of an

ungraded class and 1 teacher of a special English class . . 30

Now serving on tenure 11

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Mary E. Keenan, Mary E. Lowder,
John J. Murray, Jennie A. Tyrrell 4

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Minnie A. Allen, Mary G. Cropper, Mary F.
Gile, Ruble E. Hobbs, Annie V. Hogan, Frances E. Kelly,
Margaret J. Lynch, EHzabeth T. McNeil, Grace M. Quirk,
Anna E. Shields 10

— 25

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistant, Bernice A. Hill 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Isabel C. French 1

— 4

THOMAS GARDNER DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 1,370

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,344

Teachers. — Entitled to 33 grade teachers and 1 teacher of

an ungraded class 34

Now serving on tenure 20

Appointed: To serve for the term ending August 31, 1915. —

Assistants, Nellie F. Bates, Annette Campbell, Louise G.

Farrington, Agnes C. Grady, Agnes Keefe, Caroline B.

MacLean, Philena A. Parker, Maude L. Plummer, Rosa E.

Richardson, Margaret C. Smith, Edith K, Smythe . .11

— 31

Kindergartens. — Teachers. — Number entitled to . . . 5

Now serving on tenure 4

Appointed: To serve during the pleasure of the School Com-
mittee.— First Assistant, Jessie L. Sweet 1

— 5

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 47

THOMAS N. HART DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,120

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,097

Teachers. — Entitled to 27 grade teachers and 1 teacher of

a special class 28

Now serving on tenure 22

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Catherine L. Levins, Bessie M. Manary, 2

Appointed: To serve for the term ending August 31, 1915. —
Submaster, Arthur W. Kallom; Assistant, Special Class,
Anna T. Bliss; Assistant, Ora M. McDonnell ... 3

— 27

Kindergartens. — Teachers. — Number entitled to . . . 3
Now servina on tenure 2

ULYSSES S. GRANT DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,305

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,291

Teachers. — Entitled to 31 grade teachers, 1 teacher of an
ungraded class, 1 teacher of a special English class and 1
teacher of a special class 34

Now serving on tenure 22

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Mary A. G. Jones 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Special Class, Margaret E. Badger; Assistants,
Sarah Needham Boyce, Margaret A. Falconer, Susan M.
Hosmer, Agnes L. Maclachan, Alice Murphy, Frederick J.
Murphy 7

— 30

Kindergartens. — Teachers. — Number entitled to . . . 6

Now serving on tenure 2

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Angela M. L. Brown 1

Appointed: To serve for the term ending August 31, 1915. —
First Assistant, Ethel S. Murkland; Assistant, Natalie
Irving 2

— 5

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

WARREN DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 1,054

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,039

Teachers. — Entitled to 26 grade teachers .... 26

Now serving on tenure 16

Appointed: To serve during the pleasure of the School Com-
mittee.— Submaster, James T. Donovan; Assistants, Mary

E. Mullen, Susan T. Rooney 3

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Isabel M. Curry, Ellen C. Hayes, Elizabeth F.
]\lerrigan, Claire F, Shanahan 4

— 23

Kindergartens. — Teachers. — Number entitled to . . . 4
Now serving on tenure 3

WASHINGTON DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 " 1,732

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,712

Teachers. — Entitled to 40 grade teachers, 3 teachers of

special English classes and 1 teacher of an open-air class, 44

Now serving on tenure 36

Appointed: To serve for the term ending August 31, 1916. —

Assistants, Cecilia V. Mara, M. Edith Moran, Mattie A..

Ramsay, Eva M. Rogerson 4

— 40

Kindergartens. — Teachers. — Number entitled to . . . 4

Now serving on tenure 3

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Nye W. Griffiths 1

— 4

WASHINGTON ALLSTON DISTRICT.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 837

Average number of pupils belonging for the period September

1, 1913, to AprH 1, 1914 800

Teachers. — Entitled to 21 grade teachers .... 21

Mote. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS. 49

Now serving on tenure 17

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Bessie E. Warren 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Helen P. Kelly 1

— 19

Kindergartens. — Teachers. — Number entitled to . . . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Frances Blumberg 1

— 2

WELLS DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 2,384

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 2,351

Teachers. — Entitled to 54 grade teachers, 4 teachers of
special English classes, 1 teacher of a special class and
2 teachers of open-air classes 61

Now serving on tenure . .35

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Martha E. Daniels, Margaret R.
Kenneally, Helen C. Schmidt, Eileene A. Sweeney . . 4

Appointed: To serve for the term ending August 31, 1915. —
Assistants, Daisy F. Burnell, Mary E. Carrigan, Eleanor T.
Cummings, Marion Daniels, Eva M. Estey, Helen P. Gor-
man, Gertrude E. Johnson, E. Beatrice Mahaney, Agnes K.
Mallard, Mercedes E. O'Brien, Alice B. Plympton, Helen J.
Roberts, Sarah Smith, Rose Stone, Bella Tishler . . .15

— 54

Kindergartens. — Teachers. — Number entitled to . . . 8

Now serving on tenure 6

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant, Mary L. Holmes 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Elsie F. Guild 1

— 8

WENDELL PHILLIPS DISTRICT.

Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,
1914 1,573

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,557

Note.— Number of teachers to which a district is "entitled" is given upon the b.asis
of forty pupils per teacher. See page 3.

SCHOOL DOCUMENT NO. 2.

Teachers. — Entitled to 33 grade teachers, 7 teachers of

ungraded classes and 1 teacher of a special class ... 41

Now serving on tenure 23

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Mary C. Culhane, Winifred M. Folan,
Marie E. McCue, Katharine W. Moffatt . . . . 4 ,

Appointed: To serve for the term ending August 31, 1915. —
Submaster, William H. Ryan; Assistant, Special Class,
Cora E. Bigelow; Assistants, Sarah G. Doherty, Nellie M.
Foley, Helen Harvie, Florence M. Hurley, Angela M. Keenan,
Marie M. Knowles, Mary A. Magner, Jessie N. Roberts,

Carrie M. Schroeder 11

— 38

WILLIAM E. RUSSELL DISTRICT.
Elementary Grades. — Largest number of pupils belonging

on any one day between September 1, 1913, and April 1,

1914 ■ . . . 1,216

Average number of pupils belonging for the period September

1, 1913, to April 1, 1914 1,202

Teachers. — Entitled to 30 grade teachers 30

No\o serving on tenure 25

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistants, Rose A. Conry, William J. Renison . 2
Appointed: To serve for the term ending August 31, 1915. —
Submaster, Sidnej^ T. H. Northcutt; Assistant, Catherine
C. Lynch 2

— 29

Kindergartens. — Teachers. — Number entitled to . , . 2

Now serving on tenure 1

Appointed: To serve for the term ending August 31, 1915. —
Assistant, Josephine L, Kelly 1

— 2

UNASSIGNED TEACHER.
Elementary Grades. — Appointed: To serve for the term end-
ing August 31, 1915. — Assistant, Ellen S. Bloomfield.

HORACE MANN SCHOOL.
Elementary Grades. — Largest number of pupils belonging
on any one day between September 1, 1913, and April 1,

1914 146

Teachers. — Entitled to 15 grade teachers 15

Now serving on tenure • . . . . 15

Note. — Number of teachers to which a district is "entitled" is given upon the basis
of forty pupils per teacher. See page 3.

REAPPOINTMENTS.

DAY INDUSTRIAL SCHOOLS.

Trade School for Girls.
Appointed: To serve for the term ending August 31, 1915. —
Assistants, Lucy B. Conner, Florence M. Fogarty

CONTINUATION SCHOOL.

Now serving on tenure

Appointed: To serve for the term ending August 31, 1915. —
Assistant, elementar}^ course, Ellen J. Kiggen

MANUAL ARTS.

Now serving on tenure

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant in Manual Arts, Grace E. Hackett

Appointed: To serve for the term ending August 31, 1915. —
Department Instructors in Manual Arts, Edward C. Emer-
son, Ludwig Frank; Assistant in Manual Arts, Frances L.
Nickerson

MANUAL TRAINING.

Now serving on tenure

Appointed: To serve during the pleasure of the School Com-
mittee.— Prevocational Instructor, Florence P. Donelson;
Assistant Instructors in Manual Training, Mary H. Baker,
Mabel E. Bemis, Eva G. Davis, Madelaine B. Fisher, Bessie
D. James, Sallie C. Johnson, Harriet G. Jones, Annie G.
McCabe, Karin Sellman

Appointed: To serve for the term ending August 31, 1915. —
Prevocational Instructors, Edward D. Dee, William A. Eng-
land, Andrew J. Leahy; Instructor in Manual Training,
Katherine Robinson; Assistant Instructors in Manual
Training, Mabel F. Alden, George Adamson, M. Gertrude
Burnaby, Ellen F. Coffin, Kate E. Coney, Jennie G. Cook,
Ola H. Ferguson, Aimee C. Person, Amalia F. Grutzbach,
Arthur G. Hamilton, Sadie M. Knight, Edward W. Malone,
A. Elizabeth F. Morse, William E. O'Connor, Bertha A.
Pettee, Grace L. Pomeroy, Grace M. Sawyer ....

HOUSEHOLD SCIENCE AND ARTS.
Cookery.

Now serving on tenure

Appointed: To serve during the pleasure of the School Com-
mittee.— Instructors, Jessie A. Atkinson, Florence A. Brady,
Madalene I. Curry, Margaret M, Downing, Carrie E. Hoit,

SCHOOL DOCUMENT NO. 2.

Appointed: To serve for the term ending August 31, 1915. —
Instructors, Elizabeth A. Creedan, Anna G. Flynn, Fanny B.
Hall, Annie F. Kinsley, Isabelle C. Mclntyre, Mary T.
Murphy, Aloyse Owen, Eleanor C. Preble, Helen L. Taylor, 9

Sewing.

Now serving on tenure 37

Appointed: To serve during the pleasure of the School Com-
mittee.— Instructors, Helena M. Doherty, Nellie E. Dunne,
Alice H. Healy, Ellen J. McMorrow, Ellen M. Wight . . 5
Appointed: To serve for the term ending August 31, 1915. —
Instructors, Mary F. Dutton, Theresa A. Fitzpatrick, Mary
E. Gannon, Mary L. Green, Anna C. Grimes, Anne A.
Jenkins, Evelyn F. Lall}', E, Marie Lappen, Katharine E.
Leary, Marcelline I. Mora, Mary J. Mullen, Bertha M.
Pattee, Margaret L. Ryan, Mary H. Skelton, Marcella E.
Slattery 15

Music.

Now serving on tenure (assistants).

Appointed: To serve for the term ending August 31, 1915.-
Assistants, Frances G. French, Esther G. O'Connor

— 57

REAPPOINTMENTS.

PART III.

REAPPOINTMENTS OF TEACHERS OF PHYSICAL
TRAINING AND MILITARY DRILL.

SCHOOL HYGIENE.

Now serving on tenure:

MILITARY DRILL.

Now serving on tenure: 2

Appointed: To serve during the pleasure of the School Com-
mittee.— Assistant Instructor in Military Drill ... 1

— 3

PHYSICAL TRAINING INSTRUCTORS IN NORMAL, LATIN,

HIGH, AND DAY INDUSTRIAL SCHOOLS.
Now serving on tenure:

Normal School

Girls' Latin School

Brighton High School

Charlestown High School

Dorchester High School

Girls' High School

High School of Practical Arts

Roxbury High School

West Roxbury High School

Appointed: To serve during the pleasure of the School Com-
mittee:

Girls' High School, Assistant Instructor in Physical Train-
ing, Cordelia G. Torrey.

Hyde Park High School, Instructor in Physical Training,

Gertrude A. Poor

Appointed: To serve for the term ending August 31, 1915. —

Normal and Girls' Latin Schools, Assistant Instructor in
Physical Training, Lulu A. Donovan.

Dorchester High School, Assistant Instructors in Physical
Training, Pauline Bromberg, Helen G. Dolan.

SCHOOL DOCUMENT NO. 2.

East Boston High School, Instructor in Physical Training,
Florence R. Skinner,

Girls' High School, Assistant Instructors in Physical Train-
ing, Mary F. Birch, Marguerite E. Higgins.

High School of Practical Arts, Assistant Instructor in Physi-
cal Training, Mary E. Johnson.

Roxbury High School, Assistant Instructor in Physical
Training, Bessie W. Howard.

South Boston High School, Instructor in Physical Training,
Florence M. Young.

West Roxbury High School, Assistant Instructor in Physical
Training, Helen R. Lanagan.

Trade School for Girls, Assistant Instructor in Physical
Training, Alice L. Higgins 11

Respectfully submitted,

FRANKLIN B. DYER,

Superintendent of Public Schools.

SCHOOL DOCUMENT NO. 3-1914

BOSTON PUBLIC SCHOOLS

THE BOSTON MODEL SCHOOL

BOSTON
PRINTING DEPARTMENT

I 9 I 4

THE BOSTON MODEL SCHOOL.

-The Model School connected with the Boston Normal School is used
primarilj' for observation by first-year students, although it offers oppor-
tunities for other work in connection with the study of method in the
second year of the Normal School Course and practice in the third year.
The Martin Grammar School and the (Farragut) primary school con-
nected with it, representing a typical Boston school district, constitute
the Model School, so called. The number of pupils to a teacher is the
same as in other public schools in the city, and in nearly every way the
school is subject to the regulations as to course of study and methods
of administration that govern other schools. The teachers, who are the
best that can be obtained from the city schools, are paid $8 a month in
addition to the regular salary of their respective ranks, and the school
was this year granted in addition to its per capita allowance for

equipment and suppHes.

The school is administered by a director who acts as principal of the
Martin and Farragut Schools and is nominally head of a department in
the Normal School and a member of its faculty, although at the present
time he does no teaching in the Normal School. Since no instruction in
methods of teaching is given during the first year of the Normal School
course the observation work of this year is intended to give students a
general survey of the field of elementary education rather than a knowledge
of specific methods in teaching different subjects.

Briefly stated, the aim of first year observation is to furnish students
with a broad range of ideas concerning the fundamental principles involved
in teaching, and to give opportunities for contact with individuals and
groups of children in as manj^ ways as possible in order that they may
have a background of experience to which they can refer in their later
study and practice in the second and third year of the Normal School
course.

This is accomplished in two ways :

(a.) Observation of the work carried on by teachers in the Model
School, followed by conference with these teachers or with the director
of the Model School.

(6.) Combined observation and particii)ation.

SCHOOL DOCUMENT NO. 3.

A. OBSEE VATION OF WOEK ( AEIIIED ON
BY TEACHERS IN THE MODEL SCHOOL.

Students visit the school in divisions of twenty, and are generally
divided into groups of ten for observation. This arrangement is carried
out for all students one hour a week for thirty-six weeks. Eighty
students visit the school one hour each week in groups of twenty on four
successive days, and as each group is generally divided into two parts,
only two rooms a day are under observation.

For the first three weeks students observe in Grade I., the next three
in either II. or III., next in either IV., V. or VI., and next in VII. or VIII.
When twelve weeks have passed the same course is followed again, but
the kindergarten is included in the first period of three weeks. Another
series of twelve observations completes the year's work.

Generally speaking the students who visit Grade IV. in the first series
are assigned to Grade V. in the second series an*d Grade VI. in the third
series, and so on, so that every student observes all grades in the course
of the year, and sees the progressive development of three or four important
subjects through four grades, excepting, of course, that in the kindergarten
and first grade the differentiation of subject matter has not been carried
very far.

In each visit a variety of activities may be observed, but the school
program of the rooms under observation is reorganized for the three weeks
when observers are present, so that students give chief attention to subjects
as follows:

Series I. Twelve weeks. English.

Scries II. Twelve weeks. Arithmetic.

Series III. Twelve weeks. History and Geography.

This observation occurs during the first period in the morning aiul
students report fifteen minutes before the opening of the session. During
this time they are brought into direct contact with the children as much
as possible, and nearly always watch individual children or help them
in work that they are doing before school. The daily correction and
discussion of the diaries of children in the third grade is an example of
the kind of work thus carried on outside of the regularly arranged subjects
for observation. The teachers frequently use part of this time for talks
with students, and both the teachers and the director try in every way
to have the students feel at home in the schoolroom and get into the spirit
of friendly professional relationship with everyone.

There is little if any departure from the regular plan of work in the
Model School when students are observing excepting the change of program
before mentioned.

Since the director is present for a portion of the time at nearly all the
periods of observation his conferences are largely an outgrowth of the

THE BOSTON MODEL SCHOOL.

particular activities occurring in each room from day to day; but frequent
conferences with teachers on all phases of the work with particular refer-
ence to the interpretation of general principles have given rise to a unity
of purpose and a common understanding, so that it is possible for the
director to organize the material at hand in a clear and coherent manner
in his conferences with students.

Take for example the second series of observations deahng primarily
with arithmetic, and including the kindergarten. The outlines given
below show the nature of discussion carried on with students in conference,
after observation in the grades designated in each case.

It will be noted : (1) that the influence of the kindergarten or the develop-
ment of the individual along the lines of natural interests are generally
dwelt upon; (2) that attention is called to the growth of power in oral
or written expression (the chief subject of the first twelve weeks of observa-
tion) ; and (3) that stress is laid on points observed in arithmetic.

Students are asked to give illustrations of the different points from their
recollection and from notes taken in class. At the end of this series
(twelve weeks) students write a paper discussing any single lesson or
series of lessons so as to show that they understand the significance of
the three elements summed up in the outline headed "General Conference
of Arithmetic."

These outlines are not presented as final. They represent the develop-
ment of a point of view that has grown out of the work of the school,
and include such ideas as seem to have been within the reach of first-
year students and likely to aid them to a thoughtful consideration of their
later work. At best a formal outline can only suggest the nature of the
discussion.

The memorandum on page 9 illustrates the nature of instructions
issued to teachers, though it should be understood that suggestions of
this sort are much better conveyed in personal conferences from day to day.

SCHOOL DOCUMENT NO. 3.

OUTLINES OF CONFERENCES.

I. Kindergarten.

1 . Play a universal form of acti\'ity.

(a.) With young animals.
(6.) With children.

2. Reason for and meaning of education through play.

(a.) Active participation and original personal effort are always

characteristic of play.
(6.) Kindergarten activities result in adjustment to environment

of varied character: size, color, form, number, weight, etc.;

animate and inanimate tilings; human activities and social

usages.

3. Individual development a result of natural adjustment.

(a.) Development of initiative through reasonable freedom from
artificial restraint, exercise of indi\'idual choice, opportunity
for individual expression.

(6.) Danger of too much unregulated individual freedom.

4. Social development the result of the right kind of indi\'idual develop-

ment. (Significance of the idea of social development.)

II. First Grade.

1. Underlying principles of kindergarten maintained to some extent in

Grade I. — (a) games, etc.; (6) songs; (c) storj'-telling; (d) dram-
atization; (e) constructive acti'saties.

2. Beginning of conventional class work.

3. Reading (Review of previous discussion): •

(a.) Originates from story-telhng and repetition.

(6.) Deals with sentences and words as wholes.

(c.) Supplemented by study of sounds of letters and phonograms.

(d.) Aims always to express complete thought in a natural manner.

4. Number.

(a.) Origin of number ideas.

(h.) Number combinations learned hy manipulating objective

material in great variety,
(c.) Addition, subtraction, multiphcation not taught as separate

processes (by tables) but the number facts are grasped.

III. Second and Third Grades.

1. Evidences of adaptation of school program and methods to life of
children.

2. Development of reading and language abihties (comparison with
the stage of development earlier in year).

3. The teaching of number. A, Grade II.; B, Grade III.

THE BOSTON MODEL SCHOOL.

A. Grade II.

Learning about Number Combinations. Number Facts and Relations Asso-
ciated Directly with Objective Material.

1. Numbers dealt with serially, — variety of material.

(a.) Number stories with: sticks, cubes, square inches, circular

tablets, chalk, pencils, buttons, etc.
(6.) Number stories using, for example, 18 children: 9 groups of 2;

6 groups of 3; 2 groups of 9; 3 groups of 6; 10 and 8; 21 less 3.

(Responsibility of whole number and of each group.)
(c.) Number stories expressed on board by drawing number

groups of objects, lines, circles, etc.

2. The way opened for formal addition, subtraction, multiphcation,

di\dsion. (Recognition of necessary facts.)

3. Work with figures.

B. Grade III.
Facility in Number Combinations.

1. Familiarity with tables as such.

2. Oral work in multiplication, division.

3. Written work in addition, subtraction, multiplication, short di^'ision.

4. Informal recognition of fractional relation. (Objective.)

5. Drill work; kinds.

6. Application of number to measurements of length, area, weight,

money value.

7. Original number stories. (Should be a natural growth from early

stories and constructive work.)

IV. General Conference on Arithmetic.

A. Acquisition of Ideas About Number and Number Relations.

1. Use of objects: kind; variety.

2. Use of lines, surfaces, volumes, having common unit of measure.

3. Use of representations, drawings, folded paper.

4. Use of symbols: their meaning.

5. The figure as an expression of a number idea.

B. Drill in the Use of Figures and Processes.

1. Aim: formation of habit.

2. Drill in the fundamental operations and processes.

(a.) Grades II. and III.: addition, subtraction.
(5.) Grade III.: the tables.

(c.) Grades IV., V., VI.: extension of drill work, and its appUcation

to fractions and decimals.
{d.) Grades VII. and VIII.: extension of drill work with special

reference to percentage relations.

3. The organization and motivation of drill.

4. Speed and accuracy. (A discussion of relative values.)

SCHOOL DOCUMENT NO. 3.

C. Application of Arithmetical Knowledge.

1. Just as all ideas of number originate from objects and magnitudes

so the use of these ideas terminates in their appropriate application
to concrete situations involving number relations.

2. Problem work.

(a.) Its increasing scope throughout the grades.
(b.) The relation of the problem to the child's experience. (Store
problems.)

(c.) The original problem; its significance,
(d.) Work in actual measurement.
(6.) Drawing to scale; construction.

(/.) Explanation of the problem. (Avoid so-called formal explan-
ation with its language diflBculties.)

3. The final aim of work in application.

(a.) Adjustment to actual en\'ironment.
(6.) The production of "social eflficiency."
Teach children to know in order that they may use knowledge.

THE BOSTON MODEL SCHOOL.

SUGGESTIONS TO TEACHERS, GRADES IV., V.

AND VI.

To BE Carried Out During Observation of Arithmetic Lessons.

1. Natural Interests of Children.
Consideration for these ought to be in evidence incidentally in many
forms of school work and in the recreation periods, as well as in the regular
class work. Teacher can suggest specific ways in which she considers
these interests, in addition to any that the students have an opportunity
to observe.

2. Oral and Written Expression.
A few moments devoted to recitation, story-telling, personal narration
or reproduction of stories read will serve to keep in mind some of the
aims sought and the development accompUshed in silent reading and oral
expression. Some interesting compositions may be examined.

3. Teaching of Arithmetic.

(a.) Figure work to illustrate processes taught and facility gained in
whatever stage of development children have reached. Oral and written
abstract work to show nature and quaUty of performance. Review and
new work both desirable.

(6.) Practice with addition drill sheets and Thompson drill sheets
with chance for individual drill, this being the only way to discover and
eUminate individual faults.

(c.) Problem work, both assigned by teacher and devised by pupils.
Any process well understood by children should soon fijid expression in
their original problems, stated, solved and criticised by the children
themselves.

(d.) Special work in measurement in which application is made of
tables learned and involving whole numbers and fractional relations;
the aim being to show that we teach children to know in order that they
may apply.

These suggestions are intended to be applied within the field of actual
work in each grade. Teachers may well consult Smith's ''Teacliing of
Arithmetic" and Suzzalo's ''Teaching of Primary Arithmetic" for
illuminating suggestions. Teachers in Grade IV. will probabh' emphasize
the long division process and the approach to and development of formal
work with simple fractions for process work; in Grade V. decimal
notation and processes; in Grade VI. the formal apphcation of fractional
operations; but there is no fixed demand upon the teacher to depart from
progressive work with the class merely for the sake of illustration.

All forms of work require such frequent review and application that it is
beheved to be possible to interpret practically all the above mentioned
ideas in the period of observation.

SCHOOL DOCUMENT NO. 3.

B. COMBINED OBSERVATION AND
PARTICIPATION.

One hour a week for thirty-six weeks is devoted to this phase of work,
although some of this time is given for written work, as students are
allowed no outside time for that purpose. One hour during the year is
taken under this head for each of the following selected exercises with
groups of children :

1. A walk in the Fenway Park in October.

2. Bulb planting in November.

3. Preparation of dramatization.

4. Seed planting (when time allows).

5. An outdoor arithmetic lesson.

6. A walk in the Fenway Park in April or May.
These special exercises will be referred to later.

The first hour in the afternoon (the last hour in the Normal School
program) is given to combined observation and participation. Students
are assigned in pairs to ten rooms each day four days a week, each one of
the eighty students visiting the school once a week. At first they are
given very little to do except assisting the teacher in small duties or helping
individual children, but after one or two visits they begin to conduct
some of the easier exercises such as spelhng or writing lessons, dictation,
gymnastics and review drills. The purpose of this w^ork is to give each
student a chance to face the class, to learn how to speak -with, ease and
clearness, and to come easily into the necessary relations of class manage-
ment. Gradually the students are given a "wider opportunity. A story
is told, a poem read and talked over with the children, and sometimes a
regular lesson is taught in some subject in which the student is partic-
ularly interested. Little attempt is made to give definite training in
"method" because the purpose of the exercise is to estabUsh simply a
natural and easy relationship with, the class through the medium of a
subject that is well enough understood to enable the student to express
herself without undue restraint and to begin to appreciate from experience
some of the requisites which may or may not be present in her conduct
of the exercise attempted.

This work invariably results in a quickened interest in observation
and a better comprehension of what constitutes good teaching. A vague
question, or an ineffective illustration, a tone of voice that does not carry
to all parts of the room, these defects and others, generally noted by the
student herself, awaken her to the need of careful study of the child's
mind, careful preparation of the lesson, and vigorous personal effort.
On the other hand, if she succeeds in holding the attention and stimulating
the interest of a class of children she comes away from the experience

THE BOSTON MODEL SCHOOL.

with a new sense of power and a new interest in her work. The pupils in
the school have a decided spirit of cooperation, and it is seldom that they
fail to assist the beginner in every possible way.

In about half of the participation exercises students are allowed to
work with small groups of pupils either giving lessons in reading in the
lower grades, or helping individual children in arithmetic, or in the cor-
rection of written work.

The assignment of these exercises is left to the discretion of the teacher,
influenced to some extent by the student's choice and special adaptability.
Their chief value lies in the fact that they are not formal imitations or
copyings of a "model" lesson, but they are intended so far as possible to
bring students into such relations with the pupils as will best enable them
to observe and study the working of children's minds under the conditions
described. This is believed by the director of the school to be the natural
mode of approach to teaching.

This procedure is based on the belief that teaching is and always will
be more of an art than a science; that the establishment of personal
mental relationships based on an informal study of individuals and groups,
and supplemented by limited experience with whole classes, is the proper
introduction and incentive to the study of the scientific side of education ;
and that exercises of the character above described furnish ample oppor-
tunity for self-examination, and stimulate a desire for the study of educa-
tional psychology and special method. There is certainly some appre-
ciation of ''method" and there is much that associates with the study of
psychologj^, but the formal study of neither of these things is sought. The
purpose is rather to enable the student to pursue certain definite aims
under conditions that stimulate the study of individual children and at
the same time accustom her to some of the necessary restraints and for-
malities that are a necessary accompaniment to the teaching and man-
agement of large numbers of children in the schoolroom.

While the room teacher frequently offers suggestion and advice it is
generally understood that it shall be encouraging rather than too critical,
and the student is r^ted on her power of adaptability and self-expression
rather than her mastery of any formal instructions.

SCHOOL DOCUMENT NO. 3.

SPECIAL EXERCISES.

The autumn walk in Fenway Park, the bulb planting, the sowing of
seeds and the walk in the springtime are all managed so as to emphasize
not any set methods conducting such exercises, but the underlying principle
that makes them valuable.

Children are naturally interested in all forms of life, but nature lessons
presented in the schoolroom frequently result in little or no real stimulus
or development of this natural interest. The chief value of these exercises
lies in the active participation of children in securing the end sought, and
there must be present on the part of the teacher a real enthusiasm and
interest that enables her to meet her pupils on the level of a common
interest.

The walk in the autumn aims to establish an appreciation of the
approaching period of dormant life in nature. Any or all of the following
conditions may form subjects of conversation and objects of observation:

1. The scattering of seeds and their protection.

2. The falUng of leaves and the formation of dormant buds.

3. The migration of birds.

4. The metamorphosis of insects.

If later on the interest aroused results in further inquiries by the children
which can be satisfied by more careful study and discussion of specimens
in the class room, the purpose of the excursion will have been reaUzed.

The same spirit animates the other exercises. In every case each
student has charge of from three to five pupils. A brief report is made
by the student and children are encouraged to write the story of what
they have seen and done. This gives students a chance to see how much
(or little) the children have really got as a result of their efforts, and
furnishes them with their first opportunity to help children organize their
ideas. So there is developed the conception of an exercise in written
language based on a mutual experience ; and the correction and discussion
of the results bring students face to face with some of the problems of
securing correct form and orderly thought in oral and written expression.

Besides all this, students have an excellent chance to see what children
are like out of school, and enter into much more natural relations with
them than they are apt to acquire in the schoolroom. It is believed that
the kind of contact thus established is of the greatest possible value in
its influence on the point of view that the young teacher adopts in her
later relations with pupils.

In the bulb planting project four students are joined with the same
number of children chosen from all roonis in the school. The soil is pre-
pared and bulbs are planted in 8-inch and 10-inch bulb pots. Their
habit of growth is explained and the bulbs are put away (generally in a
pit out of doors). In December they are distributed among the rooms

THE BOSTON MODEL SCHOOL.

and their development is watched with interest and satisfaction by all
concerned. In this way about a thousand bulbs arc brought to bloom
in the darkest and dreariest part of the year. The different varieties of
narcissus are most used, and their beautiful blossoms are the chief attrac-
tion and decoration of the schoolrooms for several weeks in January and
February.

The arithmetic field lesson requires a brief description because of its
significant influence on all teaching which involves measurement.

Each student is assigned to a group of three pupils. She provides a
stout cord one rod long, marked off in yards. One of the children brings
a foot rule. A distance is selected for measurement, and each member
of the group records a preliminary estimate. It is then measured and the
result recorded. The idea of measuring by pacing the distance is then
developed. The length of each one's pace is determined by pacing a
measured distance several times and the result recorded. The next dis-
tance selected is first estimated, then paced, and lastly exactly measured.
In the course of this exercise it is easy to see that several practical examples
in multiplication, division and reduction may arise. The real significance
and relation of inches, feet, yards and rods begin to become matters of
interest. In the higher grades the scope of the exercise is extended to
include areas. An interesting field of experience is opened up, and the
foundation is laid for useful apphcation of facts learned. It not infre-
quently happens that some of the children are keener than the students
themselves in judging distances. The whole exercise stimulates keen
interest and attention and results in definite satisfaction and growth of
power.

SCHOOL DOCUMENT NO. 3.

ACTIVITIES OF THE SCHOOL.

In addition to the activities designed especially for the training of
students it is the purpose of the school to be responsive to a broad range
of educational ideas and to work out some practical problems in educa-
tion each year. It is not an "experimental" school, and cannot be so
under present conditions; nor is it a "model" school in the sense of being
a perfect school. In many ways it is difficult to secure more than average
results in school work, owing to the location and equipment of the building,
the school population and other conditions outside of administrative
control. It is believed, however, that any good school should do some
work of an experimental character, that it should have some definite
constructive aims, and that its teachers should be animated by a spirit
of professional study. In these respects and in others that pertain to
progressive school management and practice, the school maintains a
standard of effort that may well serve as an example for students in the
Normal School and others interested in education. Three general lines
of effort have characterized the work of the past year:

1 . Work in connection with standard measurements of school efficiency.

2. Dramatization in connection with reading and literature.

3. Special projects with classes and groups of children.

1. Standard Measurements.

A. English.

The Courtis tests in English have been given in all grades above the
third, largely for the purpose of determining their value for practical use.
The nature of these tests, the fact that they were new to teachers and
children, and the character and amount of correction and computation
required in connection with them, made this a task of really tremendous
diflBculty to carry on in addition to the regular work. The tabulations
of results from these tests were analyzed and a report is being prepared
for the School Department chiefly for the purpose of presenting an estimate
of the value of these particular tests and some suggestions as to the kind
of English tests that may be wisely undertaken.

B. Arithmetic.

The Courtis tests in arithmetic have been given for two successive
years by Normal School students under direction of a department in the
Normal School. This year an attempt has been made by the Model
School to improve the performance of pupils in the four fundamental
operations in arithmetic by means of practice sheets similar to the Courtis
tests but presented and used in a manner suited to drill rather than simply
to testing of ability. These sheets were printed and distributed at cost

THE BOSTON MODEL SCHOOL.

to other schools in the city and elsewhere. Nearly 350,000 of them were
used in Boston, Cambridge, Fall River, Lawrence, Newton, Everett, New
Bedford and other places. The same forms will be issued again next
year. They have proved to be valuable for the purpose intended, especially
when used as directed in connection with the individual score sheet designed
to accompany them. There are sixteen sheets of addition combinations,
and eight sheets each of subtraction, multiplication and division. Infor-
mation concerning these may be had by addressing the director of the
Model School.

C. Reading List on Standard Measurements.
The following books and pamphlets have been added to the school
library this year, and a list of them has been distributed to large numbers
of teachers and principals with a view to encouraging reading and study
of available sources. Some of these books are valuable in this connec-
tion only in small part, but all have been found to contain matter of
considerable usefulness either of an elementary or advanced character.

Standard Measurements — Reading List.
Published by Teachers College, New York:

Handwriting. E. L. Thorndike. Teachers College Record. Vol. XI.,

No. 2, March, 1910. Price 30 cents.
Scale in Handwriting. E. L. Thorndike. Price 10 cents.
A Scale for the Measurement of Quality in English Composition of

Young People. M. B. Hillegas, Teachers College Record, September.

1912. Vol. XIIL. No. 4.
Arithmetical Abilities and Some Factors Determining Them. C. W.

Stone, 1910.

Spelling Ability: Its Measurement and Distribution. B. R. Buck-
ingham, 1913.
Published by The Macmillan Company :

Brief Course in the Teaching Process. G. D. Stray er. 1913. Chap.
XIX. Measuring Results in Education, 247-26.5.

Educational Administration. Strayer and Thorndike. 1913. Part IV.
Means of Measuring Educational Products, 207-249.
Published by the Russell Sage Foundation, New York :

Bulletin E 126, The Spelling Vocabularies of Personal and Business
Letters. Price 5 cents.

A Scale for Measuring the Quality of Handwriting of School Children.
Price 5 cents.

The Measurement of Educational Processes and Products.
The Binet-Simon Measuring Scale for IntelUgence: Some Criticisms
and Suggestions.

Published by the Psychological Clinic Press, Philadelphia, Penn.:

Some Results of Standard Tests. D. C. Bliss. The Psychological
Clinic. March 15, 1912, Vol. VI., No. 1.

Published by Harvard College:

Proceedings of the Harvard Teachers' Association, 1913.

Published by Warwicke & Yorke, Baltimore, Md.:

Manual of Mental and Physical Tests. G. :M. Whipple, 1910..

SCHOOL DOCUMENT NO. 3.

Published by Department of Cooperative Research, Detroit, Mich.;
Bulletin No. 2 — Courtis Standard Tests — Second Annual Accounting

—1912-13.
Other PubUcations:

Outline of a Tentative Scheme for the Measurement of Teaching Efl&-

ciency. ElUott. State Department of Education, Madison, Wis.
Report of the Committee of the National Council of Education on

Standards and Tests for Measuring the Efficiency of Schools or

Systems of Schools. Stray er. Bureau of Education — Bulletin

No. 521. 1913.

The Courtis Test in Arithmetic. Courtis. Report of the Committee
on School Inquiry, City of New York. 391-546. 1911-12.

2. Dramatization .

Dramatizing stories has long been a part of the work in reading in the
lower grades. This year an attempt has been made to carry on such work
rather freely in all grades in the school. Nearly all the reading matter
suited for use in elementary schools ought to stimulate visualization and
imagination and arouse a desire for natural and vigorous interpretation.
That it does not always tend to do so is due in large part to the fact that
so little opportunity is given the child to express himself in the manner
most natural for children, namely, by physical action. When children
are encouraged to so express themselves — to create a setting appropriate
for the reproduction of a story and to devise means of carrying out the
action and conversation necessary for its proper interpretation — the desire
for intelligent and forceful expression is increased. Initiative, resource-
fulness and self-confidence are developed. The spirit of team work and
mutual helpfulness is aroused. Opportunities abound for leadership and
for cooperation.

The experiments tried in various rooms and in hall exercises have given
teachers a good idea of the possibiUties and limitations of independent
work by the pupils, and have enabled them to make the most of the crea-
tive instincts of children without sacrificing the guidance, suggestion anii
training that need to come from the teacher.

In the following partial list of stories dramatized this year will be found
some that were taken from history work, others from reading books, and
still others from dramatic readers and books of plays. Many of these
stories have been acted in the hall at Friday afternoon exercises, and out
of the practice of ''Friday afternoon dramatics" has grown the plan of
having one or more rooms furnish a little entertainment each Friday for
the rest of the school and for such parents as may come.

In general it is not too much to say that the larger use of dramatization
has greatly increased the interest of children in oral reading and in each
other. It has helped bring teachers and children into closer and more
companionable relations and has socialized the spirit of the school. Several
of the children have written or adapted little plays. It is believed that
the influence of this work carries over into the life of all the children to a
considerable extent, even when they do not frequently take an active part
in it.

THE BOSTON MODEL SCHOOL.

A Partial List of Stories Dramatized.

Grade II.
Three Piggy Wigs.
The Gingerbread Man.
The Three Goats.
The Three Bears.

The Country Mouse and the City Mouse.
The Boy who cried "Wolf."

Grade III.
The Rich Goose.
The Stone in the Road.
Johnny Cake.
Billy Binks.

The Three Little Pigs and the Ogre.

The Wolf and the Kid.

The Ant and the Mouse.

The Marriage of Robin and Wren.

The Tar Baby.

The Wish Bird.

Grade IV.

Little Pilgrims.
Jack Horner's Pie.
Reynard the Fox.
The Sleeping Beauty.
Wise Men of Gotham.
The Gorgon's Head.
Daniel Boone.

Daniel Webster's First Plea.

Grade V.
The Gingerbread Man.
The Three Bears.
Cinderella.
Abraham Lincoln,
Cosette.

Little Snowdrop.
Brought to Trial.

Grade VI.
His Word of Honor.
Sleeping Beauty.
William Tell.
William Haverly.
The Birds' Christmas Carol.
The Three Wishes.
The Soldier's Reprieve.

SCHOOL DOCUMENT NO. 3.

Dinner at the Cratchit's.
A Brave Boy.
Scrooge and Marley.
Hansel and Gretel.

Grade VII .

Cinderella.
Persephone.

Columbus Seeking Assistance from Royalty.

The First Thanksgiving.

General Gage and the Boston Boys.

Nimble Wit and Fingerkins.

A Lesson on George Washington.

The Boston Tea Party.

The Capture of Fort Ticonderoga.

Opportunity.

Grade VIII .
The Vicar of Wakefield.
Little Men.
The Sleeping Beauty.
Nathan Hale.
The Diamond Necklace.
The Treason of Benedict Arnold.
Rebecca of Sunn3'brook Farm.

A Friday Afternoon Program.
Martin School, Friday, May 15, 1914-
Grade V. Chorus, "O ye Hours."

Grade V. Poem, ''I'd Like to Be." " Eugene Field

Recited by Charlotte Peterson.
Grade VL Class, "A Song of the Year."

Grade VL Story, ''How the Camel Got his Hump." Kipling

Told by Louise Gietzen.
Grade VL Boys' Chorus, "Star of Peace."
Grade V. Poem, "The Four-Leaf Clover."

Recited by Eleanor Fitzgerald.

Grade V. Folk Dance.

Grade VI. Song by Class, "To a Bird Singing."

Grade VI. Story, "The Elephant's Child." Kipling

Told by Rose Casler.
Grade VI. Song by Class, "Ariel's Song."
Grade VI. Scene from "Little Lord Fauntleroy."
Grade V. "Dixie" Polka.

Grade VI. Class Recitation, "The Flag." Van Dyke

Grade VI. Song by Class, " Wake! Wake! "
Grade V. Story, "The Little Hero of Harlem."

Told by William Gardner.
Grade V. Chorus, "Evening Song."

THE BOSTON MODEL SCHOOL.

3. Special Projects.

Under this head a great variety of activities might be included, but
only a few can be referred to here.

A. Nature Study and Gardening.

It is believed by the writer that no argument is needed to support the
theory that an appreciation of nature and an interest in growing things
are vital, practical elements in any complete scheme of education. That
they are difficult of accomplishment in a city school should not prevent
some effort being made to at least partly achieve results by suggestion and
demonstration, even though every child cannot participate. A small
garden is maintained in both of the school yards in the district and a
considerable number of children plant seeds every year and bring plants
from their home gardens. Seeds are started in boxes in the school, and
although the results are not very satisfactory owing to poor conditions, it
is surprising to see how many children are encouraged to do some planting
at home and how interested they are in the process. In addition to tlie
seeds sent from Washington every year for free distribution, several
hundred small packets are made up by the children from seed bought at
wholesale and sold at cost to pupils.

The most successful form of gardening for city children in school has been
found to be bulb growing, both because the results are fairly certain and
because the operations are easily arranged anywhere, and may be duplicated
successfully in the home.

In accordance with its policy of cooperation the school extends to all
teachers in the city an opportunity to share in the results of its efforts
in this direction. Bulbs and pots are furnished at cost to all who want
them. In this way about 8,000 bulbs and several hundred pots were
distributed last fall.

If the School Department would furnish proper potting soil and take
charge of the distribution of bulbs and pots, a long step forward would be
taken in estabUshing a permanent interest in indoor gardening of a practical
character. As to the educational value of bulb growing one has only to
visit the Martin School when the bulbs are in flower to be convinced of the
influence that this enterprise has upon the children individually and upon
the school as a whole.

About a thousand bulbs of the following varieties are grown at the
school each year. All these varieties have been found suitable for indoor
use except the Darwin tulips, which are only for outdoor planting. Of
the other tulips Yellow Prince seems to be the best for indoors.

List of Bulbs Suitable for School Use.

Single Tulips. — Couleur de Cardinal. Pink Beauty. Yellow Prince
(best for indoors). White Swan. Murillo.

Darwin Tulips. — Barron de la Tonnaye. Pride of Haarlem. Extra
fine mixed.

Narcissi. — Double Von Sion. Campernelle Rugulosus. Emperor.
Empress. Golden Spur. Mrs. Langtry. Princeps. SirWatkins. Paper
White.

SCHOOL DOCUMENT NO. 3.

The situation of the school near the Fenway makes it possible to encour-
age bird study, though no attempt is made to follow any set course of
instruction. Children are quick to develop an intelligent interest in nature
in any form, and it is noticeable that often those who go on a field trip
while in a primary grade will refer to it in the following year or two years
afterwards. The attitude taken by the teacher on such excursions is not
wholly that of an instructor, but rather that of an intelhgent parent or
companion of children, interested to help the little ones to share in an
appreciation of the truly wonderful life that is revealed to the observant
mind.

B. Miscellaneous Field Trips.
Field work with classes of forty or fifty children presents some difficul-
ties, but most of them are soon overcome as the teacher and children
become accustomed to the changed situation and adjust themselves to it.
The most important thing to be assured of is that the teacher has a definite
and comprehensive knowledge of what she wants the children to get from
the trip. Of course it is important that the thing should be worth getting,
and that it will contribute to better comprehension of social, political,
industrial, historical, commercial, or other facts. Teachers who have done
the most in this line of work with children find increasing interest and
satisfaction in it. Not a great deal is attempted by any one teacher, but
this form of education is encouraged in the school and its extension is
believed to be desirable. The following excursions have been made this
year, some by one room only and some by four or five rooms.

Field Trips .
Kindergarten. Trip to Reservoir.

Trip to Fenway several times.
Blacksmith's shop.
Baker's shop.
Carpenter's shop.
Trip to Fenway. ~ .

Trip to Reservoir.
Trips to Fenway.
Trip to Reservoir.
Trip to Fenway.
Trip to Children's Museum.
Trip to Fenway — measuring — geography.
Trip to Reservoir.
Trip to Children's Museum.
Trip to Fenway — nature study.
Trip to Fenway — geography.
Trip to Fenway — arithmetic.
Trip to Parker Hill — geography.
Trip to Fenway — measuring.
Trip to Fenway — bird walk.

Trip to Fenway — bird walk with Mr. Taylor of Children'
Museum,

Trip to Fenway — observation of soil formation.

Grade I,

Grade II,
Grade III,

Grade IV.

Grade V.

Grade VI.

TIIIC liOWTON MODEL HCllDOl,

Trij) to Nav}' Yard.

Trij) to Franklin Park.

Trip to Cambridge Museums.
Grade VII. Trip to Filene's Panama Canal Exhibit ,

Trip to Children's Museum.

Trip to Fenway — bird walk.

Trip to Fenway — sketching.

Trip to Fenway — measuring.
Grade Vlll. Trips to Art Museum.

Trip to Stock Exchange, American Trust Company, Post
Office, City Hall.

Trip to steamsliii) ^' Franconia."

Observation of buildings under coiistruclioii.

In this account of the activities of the school special emphasis has not
been laid upon the routine work of class room study and instruction.
It should not be supposed, however, that the school believes in minimizing
the intellectual discipline that comes from careful study and systematic
drill, or the develoi)ment of character that results from obedience to
authority and from the i)erformance of required tasks whether they are
interesting or not. A great deal of the work in any school is bound to
make demands upon the will power and determination of })upils. It
ought so to do as a preparation for the requirements of practical life.
But if in addition to this a spirit of social and individual activity can be
encouraged and wholesome interests aroused and quickened by other
means than text book study and schoolroom recitation, then these other
aims are worthy of encouragement and emphasis. It is the conscious
aim of the school to utiHze as many of the natural interests of children as
possible, and to connect class room instruction with real life in as large
a measure as the present limitations of school organization allow.

SCHOOL DOCUMENT NO. 4-1914

BOSTON PUBLIC SCHOOLS
SYLLABDS FOR SPECIAL CLASSES

SEPTEMBER, 1914

BOSTON
PRINTING DEPARTMENT
I 9 I 4

INTEODUCTION.

This syllabus for special classes has been compiled from material con-
tributed by each of the special class teachers.

During the school year 1913-14 there were thirty-four special classes
conducted in the Boston public elementary schools. While no single class
attempted all of the work outlined in this syllabus, in the aggregate it
was covered by their combined work.

CONTENTS.

Page

Basketry 55

(See Reed and Raffia Baskets.) . 55, 60

Brass work 61

Materials for ' . . 61

Models for 61

Suggestions for 61

Chair caning 53

Cobbling 63

Crocheting 77

Cutting 52

Advanced 52

Circular 52

Conventional 52

Straight line 52

Domestic science 21

Drawing 48

Color 48

Design 49

Illustrative 49

Nature 49

Object . 48

Entertainments 78

Kinds of 78

Value of 78

Folding 51

Reference books 51

Folk dancing 16

Lists of dances 16

Preliminary work 16

Games 10

Balance 13

Ball 10

Bean bag 11

Circle 11

Guessing 11

Gymnastics 13

Out-of-door 13

Races 11

Tag 10

Gymnastics, Formal 15

Knitting 75

Materials for 75

Models for 75

4 SCHOOL DOCUMENT NO. 4.

Page

Language 28

Materials for 28

Suggestive books 40

Leather 62

Lunches 18

After lunch 20

Cost of 18

Equipment for kitchen for 20

Equipment for lunches 18

How supported 18

Recipes 18

Serving of 18

Supplies for 19

Modeling 50

Reference books 50

Nature 45

Animals, Study of 45

Birds, Study of 45

By drawing 45

By observation 45

Fish, Study of 45

Places to visit 46

Plants, Study of 45

References 46

Trees, Study of 45

With specimens 46

Number 23

Devices 23

Out-of-door nature work 46

Equipment for 46

Garden 47

School garden 47

Tools for class of 1915 47

Penmanship 44

Raffia work 60

For beginners 60

Preliminary lessons in 60

Weaving 60

Reading 26

Phonics 26

Vocabulary 27

Reed baskets 55

Borders for 57

Materials for 55

Mats 56

Simple baskets 55

Trays 57

Weaving of 55

Woven 56

SYLLABUS FOR SPECIAL CLASSES. 5

Page

Sense training 7

Auditory 8

Gustatory 9

Large and intense sensations 7

Olfactory 9

Sight 7

Tactile 9

Sewing 72

For high grade cases 74

For middle grade cases 73

For low grade cases 72

Spelling 43

Weaving 53

Woodwork 64

Models for 64

Tools for 64

Woods, Study of 64

SYLLABUS FOR SPECIAL CLASSES.

SENSE TRAINING.

1. Large and Intense Sensations.

Flash a large red cloth before the child. Let him hear a loud noise
suddenly, such as a policeman's rattle. Let him touch something very
rough or sharp. Have the child smell a very strong odor as that of gas-
olene or peppermint; taste a strong flavor such as lemon or vinegar.

2. Sight Training.

A. Color Discrimination.

Let the child sort large pieces of red and yellow cloth or other materials,
gradually add other colors and diminish size of materials until he can sort
all six colors of small squares, pegs, pieces of cloth or worsted. Then add
tints and shades.

Have boxes divided into eight compartments, each painted a different
color, using the six standard colors and black and white. Have small
squares of corresponding colors and let the children place them in right
compartments.

B. Form Discriminations.

Let the child sort large, solid forms, using two contrasting forms first,
as cube and ball. Later add other solid forms: cylinder, cone, pyramid.
Have two of each form and let him put them in pairs. Increase the
difficulty by adding color. Do the same with plane forms: circle, square,
oblong, triangle, diamond, oval, egg-shape, pentagon, hexagon.

Draw forms on board and let the child match cardboard forms to them.
Increase the difficulty by having forms of different sizes. Have a series
of cubes graduating from one to ten inches. Let the child arrange con-
secutively. Use plane forms in the same way. (Use Seguin's inset boards.)

Have boxes divided into twenty-seven compartments. Have letters
of the alphabet pasted on the bottom of each. Give the child a box of
letters printed on cardboard and let him place each in its own compartment.
These letters can also be used in building words. Use picture puzzles.

C. Correct Observations.
Have several objects on a table. Let the child look at them while you
count three, then have him turn away and tell you what he saw. Let the
child look at a picture, put it away and have him tell what he saw. Have
child describe, draw and model objects seen. Paste on cards, 6 by 9, 2-inch
parquetry squares, circles, oblongs, triangles of different colors. Have
different numbers of them and in different positions on each card. Hold
one up before the child an instant, then take it away and have him tell
what color he saw, what form, or how many. ■ •

8 SCHOOL DOCUMENT NO. 4.

Place several colored balls in a row, such as the kindergarten worsted
balls; while child blinds his eyes take one away; have him open his eyes
and tell which one is gone. Take away two or more and have him tell
how many are gone.

Let one child leave the room and have the children guess who is gone.
Have a number of children go out of the room. Place colored ball where
it can be seen from the center of the room. Let the children in and have
each one take seat when he has seen the ball.

Build with large wooden blocks and have chUd imitate you. Have
child imitate simple gymnastic movements.

D. Aim.

Play Bean Bag games, throwing them into box or through hoop. Roll
balls through hoops or into circle. Play Nine-Pins and Ring-Toss.

3. Auditory Training.

Have a box of different instruments such as a whistle, ball, horn, clap-
pers, sleigh-bells, rattle, cow-bell. Begin with two sounds. Blindfold the
child and let him hear first one sound and then another. Gradually add
other sounds and have him name them, also point in the direction from
which the sound comes.

Use kindergarten game of "Bell Ringer" in the Reed book. One
child is blindfolded and another child rings a bell. The blindfolded child
points in the direction of sound and then chases the child, who continues
to ring the bell until caught.

"Bell the Cat" is played by having several blindfolded children chasing
the child with the bell at the same time.

"Coo-coo Game." One child hides and says "Coo-coo" while another
child follows the sound to find him. Game of "Pussy." Put a block
under a towel and call it a pussy. While one child is out of the room another
takes "Pussy" from under the towel, goes back to his seat and meows
like a cat. When the first child comes back and finds "Pussy" gone he
listens for her and tries to find her by following the sound.

Hide a ball or stone and have chUd hunt for it by listening to music;
loud when he is near; soft when away from object.

Have children listen to music and do as it indicates — march, run, skip,
fly, creep.

Have child blindfolded and guess other children by sound of their voices.

One child is blindfolded and says "Where art thou, Rachel?" Another
answers "Here I am!" First child tries to catch him by following the
sound of the voice.

Have child listen carefully to simple commands, then perform them.
Example — Shut the door and open the window. Gradually increase the
number of commands given at one time.

Have child repeat numbers after you, also sentences.

Play notes on the piano and have child tell if they are high or low.

Play simple music and have child sing it.

Rap on table a number of times. Have the children tell the number of
raps.

SYLLABUS FOR SPECIAL CLASSES.

4, Tactile Training.

Have a wonder bag. Put in one object such as a cup. Let child put his
hand in and try to tell what it is by feeling of it. Add another object and
ask him to find you the cup. Make this more difficult by adding objects.

Let child feel of different objects while blindfolded and tell if they are
rough, smooth, hard, soft, wet, dry, hot or cold. Let him lift different
objects and tell if heavy or light.

Have boxes of same size but different weights. Have child arrange
consecutively.

Have book of materials such as linen, cotton, silk, velvet. Have child
name while blindfolded.

Put a form into a child's hand behind his back. Take form away and
let him describe, name or draw it on board.

Do the same with cut letters. Let child arrange different sized forms
consecutively while blindfolded.

5. Olfactory Training.

Have in a box bottles of sugar, vinegar, salt, castor oil, molasses, vanilla,
lemon, spearmint, pepper, ginger, cloves. Begin with two contrasting
tastes such as vinegar and sugar and have a blindfolded child tell how
they taste. Add others and let him name them. Use small bottles which
are large at the top, with glass stoppers.

6. Gustatory Training.

Use same as in olfactory training but add turpentine, kerosene, perfume.
Let children smell and name while blindfolded.

Let them smell of different flowers and name while blindfolded. Have
cheese cloth blinders for each child.

SCHOOL DOCUMENT NO. 4.

GAMES.

Most of them are taken from the carefully prepared ''Provisional
Course in Physical Education for Elementary Schools." PubHshed by
City of Boston in 1909.

Tag Games.

Hand Tag, page 20.
Skipping Tag, page 22.
Squat Tag, page 24.
Token Tag, page 46.

Swedish Fox and Geese. — Children line up with arms around waists,
holding on tightly. First child holds arms out straight. Fox tries to
tag child on end.

Ball Games.

Circle Tag Ball, page 57.
Dodge Ball, page 46.
Guess Ball, page 68.
Umbrella Ball, page 68.

Ball Drill. — Left hand behind back. Bounce ball and catch with right
hand. Change hands. Both hands in front, bounce and catch with
alternate hand.

Toss Ball. — Toss the ball, swing the hand about the head and then
catch ball. Change hands.

Pat Ball. — Kneel, and with the hand flat, pat the ball as many times
as possible.

Clap Ball. — Toss ball, clap once, and catch ball. Toss ball, clap
twice, and catch ball. Toss ball, clap three times, and catch ball. Toss
ball, clap four times, and catch ball. Toss ball, clap five times (in front
for first clap).

Fan Ball. — Have two hoops placed at one side of room. Place two paper
balls at a distance of 20 feet. Let two children fan balls up through the
hoops and base.

Toss and Pass. — Two lines facing in. Two boys at either end on crosses.
Leader runs with ball to line, throws ball to boy on cross at the other
end who carries the ball to line. Ball passes down line to end boy who
throws it to boy on the cross. Next boy in line then takes place of boy
on cross.

Time Ball. — Boys on two lines. Leaders run forward to line and one
catches ball, tosses back and returns to end of line. (Second boy starts
after leader has passed him) .

Variations. — Boy carries ball back and passes it to next boy in
line who then runs to line and does the same. Third boy goes
back to line with ball and passes it over his head to the next boy

SYLLABUS FOR SPECIAL CLASSES.

and so on until the last boy in line gets it and he runs to line and
tosses to captain on cross. Fourth, can also be played by passing
the ball between the feet as in medicine ball.
Call Up. — Children in circle. Child in middle tosses ball up and calls
name of child; at once the child runs into ring and catches ball.

Bean Bag Games.
Drop the Bean Bag, page 20.
Bean Bag Game, page 22.
Bean Bag Relay, page 26.
Bean Bag Game, page 36.
Relay Bean Bag, page 54.
Bean Bag Overhead, page 42.
Throwing Bean Bag, page 40.
Throwing Bean Bag, page 54.

Round Robin Bean Bag. — Two lines with bean bags at feet. Circle
drawn at one end. All pick up bean bags when whistle blows. Boy
farthest from circle runs up middle, puts bVg into ring, runs back on
outside and tags next boy.

Circle Games.

Jump the Shot.

Races.

Eraser Relay, page 26.
Race, touching wall, page 48.
Relay Flag Race, page 69.
One-legged Relay, page 84.
Derby Jig, page 86.

Throw and Catch. — Have line across room from one jumping standard
to another. Children stand in two lines. Leaders run with ball to line.
Toss from one side, go under and catch, run back, and give ball to next
child. (Mark balls so that they may not get mixed.)

Race with Blocks. — Two towers of blocks are at one end of room and
are to be moved, one by one, to another side (20 feet). Two children
race to build towers.

Potato Race, page 136.

Circular Relay. — Two lines of boys. Leader runs with ball to line,
tosses into goal and returns. Two ways of counting winners — the side
where captain gets back first, and the side which makes most goals.
(Leader runs with marker around two jumping standards and passes it
to next boy.)

Guessing Games.

I Saw, page 40.
Hunt the Key, page 48.
Button, Button, page 50.
New York, page 34.
Who Art Thou? page 114.
Blind Man, page 24.
Blind Man with a Wand, page 54.
• French Blind Man's Buff, page 68.

SCHOOL DOCUMENT NO. 4.

Ball Game. — Circle formed. Child blindfolded in center, another
child rings bell in different parts of room (in front of child, behind child,
at right, at left, over head) and blindfolded child points in the du-ection
of sound.

Hide the Thimble, page 56.

Hide the Thimble. — Appoint a doorkeeper for dressing room door, a
child to hide thimble and one to search for thimble. The searcher goes in
dressing room while the one who hides the thimble puts it in sight in some
part of room, until searcher is called in by doorkeeper. The children in
seats sing "Marching Through Georgia" softly when child is far from
thimble, louder when near, and quite loud when very near. When
thimble is found, the class may clap.

Have You Seen my Sheep? pages 32 and 68.

Circle Games.

Calling Numbers, page 95.
Hands Up, page 52.
Ball Game. (See Guessing Games.)
Cat and Mice, pages 32 and 48.
Herr Slap Jack, page 26.

Have You Seen my Sheep? (Guessing Games), page 32.
Drop the Bean Bag (see Bean Bag Games), page 20,
Drop the Handkerchief, pages 50 and 84.
Jump the Shot, page 124.

Circular Rope Jump. — Children stand on circle; one in center with
bean bag on the end of heavy twine (or light rope) which he keeps swinging
around in circle. The children try to avoid being hit. Child sits down
if he is hit. Last child to stay up wins.

See-Saw. — Children in circle in groups of three. One has arms raised
sideways for see-saw. One child stands on each side, one on tiptoe, the
other with knees bent. They rise and sink to music. One goes up as
the other comes down.

Swing Game. (Song — "How do you like to go up in a swing?" Red
Jenks.) — Children stand in circle in groups of three. Two take hands to
make swing, other one swings to music. Every eighth count he goes under
swing and runs to next group and plays.

Squirrel Game, page 18. — The squirrel loves a merry chase. Children
form circle, one is squirrel, who runs about outside circle, and when they
come to part of song, "Hold out your hands so we will see," the squirrel
touches a child's hands and is chased to place by that child. If caught
the squirrel goes into center of ring until end of game.

Who Art Thou? page 114.

Place or Seat Games.
Cross and Re-cross, page 75.
Changing Seats, pages 40 and 94.
Vis-a-vis, page 77.
Thanksgiving Day, page 18.
I Say Stop, pages 16 and 76.

SYLLABUS FOR SPECIAL CLASSES.

Variation. — Put crosses on floor, one less than the number of
children. Have children walk, skip or run. When music stops,
the child who cannot find a vacant X drops out of game. The
extra X is then rubbed out and game starts again. This continues
until game is won by last child.

Balance Games.
The Farmer and Crow, page 49.

Play Indian. (Marching Game.) — Tiptoe, swing body from side to
side, hands over eyes.

Extra Games or Unclassified Games.
Follow my Leader, pages 20 and 44.
Huckle Buckle Bean Stalk, pages 32 and 52. '
Spin Cover.
Foot Ball.

Outdoor Games.

Foot Ball. — Sides may be chosen and goals placed and game played
simply.

Basket Filling Race, page 118.
Touch Ball, No. 1, page 120.
Catch Ball, page 122.
Straddle Ball, page 123.
Circular Rope Jump, page 124.
Tag and Wall Race, page 122.
Fish and Net, page 122.
Mr. Slap Jack, page 120.
The Miller is Without, page 118.
London Bridge, pagfi 113.
Follow the Leader, page 112.
Drop the Handkerchief, page 112.
Catch the Handkerchief, page 114.
I Saw, page 115.

Here We Go Round the Mulberry Bush, page 115.

Lame Wolf, page 116.

Have You Seen My Sheep, page 117.

Adam's Seven Sons, page 117.

Catching Numbers, page 118.

Catch the Third, page 126.

Potato Relay Race, page 136.

One Hundred and Fifty Gymnastic Games.
(Published by G. A. Ellis, Waverley.)

Zig-Zag Ball.
Chase Ball.
Medicine Ball.
Gold Throwing.
Arch BaU.

SCHOOL DOCUMENT NO. 4.

Rachel and Jacob.
Widower.

Hurly-Burly Games.

Bears and Cattle. — *Tag children, red and blue. Have pens for bears.
Cows in opposite parts of rectangle. Cows sit down when caught. Vary
by going on all fours, or hop-skip-jump.

Jump the Shot.

Going to Jerusalem.

Musical Chair.

See-Saw in Gaynor Songbook. — Five boys stand in seats of middle
row, rhythmically moving arms outstretched up and down. Outside rows
stoop and rise with motions of center row, all singing "Oats, peas, beans
and barley grow."

SYLLABUS FOR SPECIAL CLASSES.

FORMAL GYMNASTICS— SHORT PERIOD.

Breathing Exercises.

Arms raising, circling, flinging,

stretching, and swimming.
Head movements, bending and

twisting.
Trunk movements, bending left

and right, twisting.
Knee bending.
Heel and toe raising.
Hips firm and neck firm.
Balancing exercises on balance

beam.
Walk.

Step — Point, Step — Dip.

Ladder.

Walking on each round.
Walking in each of the spaces.
Skipping one round and then two.
Skipping spaces.
Walking on side.
Walking on side and then on a
round.

Wand Drill.

Forward — 1, 2, 3, 4.
Upward — 1, 2, 3, 4.
Left sideways — 1, 2, 3, 4.
Right sideways — 1, 2, 3, 4.
Forward — 1, 2, 3, 4,
Right sideways — 1, 2, 3, 4.
Forward — 1, 2, 3, 4.
Left sideways — 1, 2, 3, 4.

Upward — 1, 2, 3, 4.
Right sideways — 1, 2, 3, 4.
Upward — 1, 2, 3, 4.
Left sideways — 1, 2, 3, 4.

Dumb-bells.

Forward — 1, 2, 3, 4.
Upward — 1, 2, 3, 4. .
Sideways — 1, 2, 3, 4. .
Backward — 1, 2, 3, 4.
Forward — up — 1, 2, 3, 4.
Sideways — up — 1, 2, 3, 4.
Forward and back — 1, 2, 3, 4.
Sideways and back — 1, 2, 3, 4.
Forward and sideways — 1, 2, 3,
4.

Upward and sideways — 1, 2, 3,
4.

Marching Steps.
Mark time.
Running on toes.
Hopping on one foot.
Skipping.

Games.

Marching to Jerusalem.
Cat and Mouse.
Simon Says.
Birds Fly.

Drop the Bean Bag.
Ring-Toss.

SCHOOL DOCUMENT NO. 4.

FOLK DAXCIxXG.

I. Preliminary work in simple rhythmical exercises, just for keeping
time to music.

II. Marching in time to music — varying from fast to slow, watching
to see that children respond to the musical changes.

III. Skipping in time to music.

IV. Teaching simple steps:

1. Stamping — right, left, right.

2. Running steps — short, quick, etc.

3. Clapping hands in time to music, while different steps are

being used.

4. Circle — facing center, hands on hips.

5. Double circle.

6. Bowing to partner.

7. Polka steps.

8. Chain step.

9. Follow step.

10. "Heel, toe, and one, two, three."

11. Different motions used in various dances, like:

Digging the ground.

Pulling thread tight in shoemaker's dance.
Holding fan — in Japanese dances.
Bending and springing in Indian dances.

List of Dances, as Gr-ex ix C. Ward Cr-^pton's Folk Daxce Book.

The Chimes of Dunkirk.

Danish Dance of Greeting.

Shoemaker's Dance.

Children's Polka.

Vineyard Dance.

EngHsh Harvester's Dance.

TantoH.

Lassie's Dance.

Nixie Polka.

Swedish Clap Dance.

Bleking.

Finnish Reel.

Frj'ksdalspolka.

Norwegian Mountain March.

Highland Schottische.

German Hopping Dance.

Hop, Mor Annika.

Swedish Ring Dance.

Ace of Diamonds.

The Irish Lilt.
The Oxen Dance.
Highland Fling.
TaOor's Dance.
I See You.
The Carrousel.
German Clap Dance.
The Rill.

Washing Song and Game.

Chain Dance.

Irish Jig.

Csardas.

Reap the Flax.

Rheinlander.

Russian Dance.

Russian Cossack Dance.

Swedish Polka.

Tyrolean.

SYLLABUS FOR SPECIAL CLASSES.

List of Dances Taught by Mrs. Storrow.
(Music may be obtained from her at 25 cents a copy.)
English.

Row Well, Ye Mariners!
Black Nag.
My Lady Cullen.
Gathering the Pea Pods.

Shubogar.
Circassian Circle.
Swedish Schottische.
Shean Trews.

SCHOOL DOCUMENT NO. 4.

SCHOOL LINCHES.

School lunches should serve to contribute to the training of every child,
lesson in table manners for the neglected child, and a valuable lesson in
rational simplicity to the well-to-do.

Equipment.

1. Mat of oilcloth 15 inches by 16 inches to be used on top of table.

2. A tray 8| inches diameter, made by child in manual training hour.

3. A paper mat, cut by child, to place in tray daily.

4. A cup.

5. Clean hands, as no napkins are used.

How Supported.

The lunch is supported by the children, who sometimes average twenty-
five to thirty cents daily. It takes time and patience to get the parent
to the point, but it can be done. The children bring the money they would
otherwise spend for candy.

Serving.

The lunch is served by the children. Food is placed on large tray.
Cocoa is put in a large pitcher. Two boys do the serving.

When there are two or more teachers, one prepares the lunch, while the
other takes charge of the morning exercises. A child assists in the prepara-
tion of the lunch, equipped with apron, sleeve protectors and clean hands.

One-cent Lunch.

One small cup of cocoa.

One cracker or one-half slice of bread with jam, marmalade or peanut
butter.

Two-cent Lunch.
The above mentioned, with a cooky and five peanuts or fruit, raisins,
dates, a piece of chocolate or cheese tidbits.

Supplies.

Jellies, jams and marmalade can be made in the summer time at very
small expense. The following recipes for marmalade and brown bread
produce much with little expense.

Marmalade. (Carrot.)

Boil 1 pound chopped carrots until three-fourths done . 6 to 8 cents.

Drain, cook juice and chopped rind of two lemons . 5 cents.

Mix and add to same measure 1 quart of sugar . 12 cents.

Add 1 cup of water. Boil slowly till clear.

Make nine glasses at 3 cents per glass . . . 23 or 25 cents.

SYLLABUS FOR SPECLVL CLASSES.

Brown Bread.

1 cup Indian meal, 1 cent.
\ cup white flour, 1| cents.
\ teaspoon salt.
\ cup molasses, cents.

I rounded teaspoonful soda (mixed with 1 cup sour milk).
Four cents per loaf.

Note on Buying Supplies. — Buying quantities. Watch sales at Cobb,
Bates, National Biscuit Company, and other wholesale houses.

Average for
Fifteen Children.

SO 10

2 ounces, OOf
1 can, 07^

15 crackers, 02

01
$0 211

Average for one child, If cents.

We serve the above lunch for one cent. If the children bring two cents
we add one or two of the following list. If all the children bring two cents
we have 8| cents to spend on the "extras." If some of them bring only
one cent we serve them the lunch which costs If cents and make the cost
of the whole of the lunch for the day average up to the entire amount paid
in for the day.

Extras.

Average for
Fifteen Children.

Ginger snaps at 8 cents a pound (80 in a pound) . .15 SO 02

Saltines at 12| cents a pound (128 in a pound) ... 15 01 1

Cookies at 8^ cents a pound (60 in a pound) .15 02 §

Tidbits at 20 cents a pound (75 in ounce) . .15 01 j

Lump sugar at 7 cents a pound (68 in a pound) .15 02

Peanuts, 4 quarts for 25 cents 75 03

Walnuts at 12 cents a pound (60 in a pound) ... 15 03

Raisins at 10 cents a pound (18 in an ounce) ... 45 01 i

Prunes at 8 cents a pound (64 in a pound) .... 15 02§

Dates at 8| cents a pound (64 in a pound) .... 30 03

Oranges at 12 cents per dozen (serve one-half orange) . . 8 OS

Apples, vary in price (serve one-half apple) .... * 8 05
Bananas, 8 or 10 cents per dozen (serve one-half banana;

buy at the banana boat) 8 05

Homemade candy.

Broken chocolate from the factories.

Horlick's Malted Milk, 5 pound can, S4 .

Cocoa shells, 4 cents per pound retail, 2^ cents per

pound wholesale

Milk, evaporated, case (4 dozen cans), $3.60 .
Bread (homemade), or crackers, soda, 6^ cents per

pound, 68 crackers

Jelly, jam or peanut butter, 10 cents per pound

(spread thin)

About.

SCHOOL DOCUMENT NO. 4.

After Lunch.
Brush teeth (paste twice a week) .

Two boys carry away the things and clean kitchen according to the
posted schedule.

Work to be Done in the Wash Room.
Take plates to closet.
Take pitcher to wash room.
Empty spit pails in toilet.

Wash pitchers, spoon and strainers (using hot water and a little soap).
Wash all the cups.

Wash all the basins, inside and outside.
Wipe soap dishes with a wet cloth.
Wash the benches.

Hang the towels so they do not touch the floor.
Sweep floors.

Fill basins with hot water.
Wash all towels and cloths.

Equipment for Kitchen.

1 large kettle, strainer, spoon.
15 basins.
15 cups.
15 soap dishes.
15 cakes of soap.
15 tooth brushes.
15 nail brushes.
15 hair brushes.
15 combs.
15 face cloths.

30 towels.

15 looking glasses.

15 nail files.

2 pitchers.

1 dish pan.

4 pails.

1 sink brush.

1 small mop.

1 large mop.

1 soap shaker.

SYLLABUS FOR SPECL^L CLASSES.

D03IESTIC SCIENCE AND HYGIENE.

Build Doll House, the larger the better.

Paint, paper, furnish and decorate it.

Exercise great care as to color scheme.
Care of Corridor and Schoolroom.

Use of doormat.

Train child to see dust and remove it.

Use of broom, dust-pan and brush.

Use of dry cloth, damp cloth and of furniture polish.
Clean erasers by clapping together, not by striking singly on a wall.
Clean off finger marks near doorknobs.
Care of piano.
Care of cut flowers.

As there is a time to gather flowers, so there is a time to remove them.
Care of plants, window boxes, aquarium, etc.
Use wooden or paper pie plates for holding scraps from cutting.
Care of Materials.

Arrange and keep in boxes or in neat, orderly piles.

Take out required amounts and put remainder away neatly.

Open supply packages, and store supplies.

Record amounts received, amounts used, and estimate values.

Teach how to open a new book.

Clean drawers and cabinets.

A place for everything and everything in its place.
Cleanliness.

Bathing. (Fre3 public baths available in some parts of the city.)
Care of all parts of body.

Eyes, ears, nose, hair, teeth, nails, hands, feet, etc.
Clothing.

Keep clean and change often (especially underclothing).
Mend.

Teach pride in having tie on straight or tied in a fashionable knot.
Mirror of good size a valuable part of the equipment of a special class
room.

Teach when and where to wear kimonas, school and best dresses, thick

and thin clothing, sweaters, rubbers, etc.
Pressing and ironing are practical where electric lights or a stove are
available.
Food and Drink.
See School Lunches.
Importance of mastication.

Simple, nourishing foods, well cooked and taken in reasonable quantity,

e. g., cereals, eggs, milk, cocoa, fruits, etc.
Avoid strong drinks, tea, coffee, highly spiced foods, pickles, etc.

SCHOOL DOCUMENT NO. 4.

Protection of food from flies and dirt.

Clear the table immediately after a meal.
Care of milk, butter, etc.
Refrigerators.
Dish Washing.

Value of Exercise in Fresh air.

Posture and carriage.

Correct breathing.

Give reasons for avoiding dusty and foul air.
Sleep and Rest in Fresh Air.

Teach child to relax, when awake.

Hours of sleep needed.

Regularity of hours.

"Early to bed and early to rise."

Hard bed.

Care of beds.
Airing.

Making beds neatly.
Necessity for clean bedding.
Treatment of Simple Cuts, Bruises and Burns.
Removal of sUver.
Removal of a particle from the eye.
Dangers from Overuse of

Candy. Alcoholic drinks.

Soda. Cigarettes.
Chewing gum.

SYLLABUS FOR SPECIAL CLASSES.

NUMBER.

(For Low Grade Children.)

1. Combinations of bead stringing (with color and language correlated).

2. Counting and direction.

One step to the right.
Two steps to the left.
Three steps forward, etc.

3. Use of sandpaper or tin letters. (Draw around and cut.)

4. Associating the abstract idea of number with concrete objects:

Blocks.

Pegs.

Slats.

Schoolroom furniture.
Toys, etc.

5. Many number games. (See Miss Jane Shaw's Number Game.)

(a) Bouncing ball to waltz music and counting.
(6) Wet ball game. Throwing ball, hitting numbers in a square
on blackboard for

Addition. Subtraction.

Multiplication. Division.

Keeping Records. Choosing sides.

Market. Trace all kinds of money.

Grocery. Use all kinds of money.

Florist.

Apothecary, etc.

(d) Fish Pond Game (with magnets).

6. Recognition of number.

(a) Use old calendars.

(6) Find pages in reading, etc.

(d) Use of number charts.

(e) Use of number charts made and creased like fans.

(/) Oral drills. With cards and stories for all four processes,
working for concentration.

(g) Bouncing ball to waltz music, for tables, 2, 5, 10.

7. For improvable children.

(a) Regular grade work, written and oral.

(h) Judgments expressed, tested and corrected frequently,
(c) Individual and group work.

{d) Individual blank books of arithmetic knowledge, including
Tables.

Examples of different processes.
Liquid and dry measure, etc.

SCHOOL DOCUMENT NO. 4.

Books of reference:

Natural Number Primer — David Gibbs.
First Journeys in Numberland.

Devices for Teaching Numbers.
Use metronome. Let child put down a peg for every tick. Stop
the metronome. Let them count pegs and tell how many times it ticked.
Use tin or sandpaper numbers. Draw around them, cut.

72 ,

•)4

()S

100

Give each child such a card as this to keep in his desk — to be copied as
busy work, etc.

For children who have no appreciation of number, make a series of
houses or circles or squares, etc., and tell the child to put two pegs into
each house, etc.

The number of pegs can be gradually increased.

® ®

® 0 ©

e ®

ONIT3 TENS

HUNDREDS

SYLLABUS FOR SPECIAL CLASSES.

Board for Reading Numbers.
In holes marked 1, put 1 skewer.
In holes marked 10, put 10 skewers.
In holes marked 100, put 100 skewers.

Ask child to read the number 21; with the aid of his board he can show
you two lO's and a 1 and read the number correctly.

Checker Board.
Child measures inches and rules lines.
Color alternate squares.

Number squares (gives opportunity for drill in even and odd numbers).
Use pictures for teaching weights and measures.

Hammett's Cabinet of Weights and Measures, retail price $8 — very
valuable piece of equipment.

SCHOOL DOCUMENT NO. 4.

READING.

I. Use "I have" with objects, as: A doll; a cup; a drum; a ball.
Teach with objects.

Teach with as many objects as you like. Seven is a good number
to start with.

II. Use "I can" with "see," "run," "hop," "play," "sing,"
"skip," "jump."

III. "I can see" with object words. Enlarge vocabulary.

IV. Teach "Can you see" with object words.
V. Teach "Can you" with action words.

VI. Teach "Do you see" with objects. Enlarge vocabulary.
VII. Teach "This is" with objects.
Teach "w?/."

This is my book, my ball, etc.
VIII. Teach "This is" with objects.
Teach little and big.
IX. Teach "pretty" and "red," as:
I have a pretty ball.
I have a red top, etc.
X. Review preceding steps, using little, pretty, big, red, with objects.
XI. Teach "I like" with object words.
Use adjectives, as I like a little doll.
Also use mij. I like my slate.
XII. Teach "Willie" and "AHce" with can and action words:
Willie can run.
Alice can hop.

XIII. Teach Mamma can \

Papa can > with new action words.
Baby can )

XIV. Review XII. and XIII. and use.
I can and Kitty can.

Baby can.
XV. Teach "likes," as:

Willie likes to ride.
XVI. Use as in XV. with object words, as:

Willie likes a ball.
XVII. Teach "has" with nouns.
Teach bird, horse, cow.
Use adjectives, as:

Willie has a little bird.
Enlarge vocabulary.
XVIII. The bird can ^ fly.

The horse can V run.
The cow can ) give milk.
Teach give and milk.

SYLLABUS FOR SPECIAL CLASSES.

XIX. Lesson on bird, fly, nest, tree.
XX. Teach "the bird," "the book," "the slate," etc.
XXI. Teach phrases, as:

on a tree.

in a nest.

on a horse.

in a box.

XXII. Review *all steps, increasing object words and action words and
adjectives.

Vocabulary.

I have

gives

a doll, the doll

likes

milk

a cup, the cup

has

a top, the top

Willie

nest

a flag, the flag

Alice

tree

a kitty, the kitty

Mamma

a bed, f/ie bed

Papa

a drum, the drum

Baby

white

a book, the book

ride

the

a ball, the ball

sew

can sing

this is

see skip

little

bird

run hop

big

horse

jump you

pretty

cow

flag do

red

fly

These reading steps cover about six weeks' work.
The work is all done on the blackboard.

When these words are conquered, begin reading in primer, teaching
new words.

SCHOOL DOCU.MEXT XO. 4.

LANGUAGE.

September.

1. Object lessons.

Visit Garden. Fruit and vegetable.

Garden flowers.

Sense training — smelling.

Fruits and vegetables in room.

Visit vegetable cellar.

Pig (alive).

Qualities.

Squirrels. Prang's envelope.
Lessons on nuts.
Lesson out of doors.

2. Correct English.

(a) Oral.

1. Errors of speech. To meet the needs of children.

2. Compositions. Sentence habit — formation of short

sentences.

3. Composition habit — formation of short compositions.
(6) Written.

1. Beginning.

(a) Formation of sentences with a uniform basis

about different objects.
(6) Formation of sentences with variety about

different objects,
(c) Formation of sentences about the same object.

2. LHtimate aim.

Short compositions and friendly letters.

3. Pictures.

(a) In place of objects and to supplement object
lessons.

(h) Trade or occupational. Correlated with object
lessons.

(d) Historical.

3 Suggestive stories (preferably told).

N. B. — The stories mentioned are correlated with the object lessons of the month.

{a)\FoT pleasure and possible reproduction by dramatization or
drawing.
Nature stories.

"Fanciful Flower Tales" and "The Second Book of Stories
for the Story-teller."

SYLLABUS FOR SPECIAL CLASSES.

Pig stories.

"East o' the Sun and West o' the Moon."

"Stories and Story-telling."

"The Pig Brother," by Laura Richards.

"The Gingerbread Man" in "Stories to Tell to Children."
Indian stories. (See list.)
(6) For oral reproduction and otherwise.

Stories on Pigs and Larks.

"Children's Classics in Dramatic Form."

.^sop's Fables.

4. Reproduction by :

(a) Dramatization.
(6) Drawing,
(c) Oral.

Note. — The children can understand a great deal which they can express only by
means of dramatization and drawing.

5. Poetry and songs.

To be memorized.

N. B. — In general only the simplest kind, e. g., Mother Goose Melodies or equally
simple rhymes and kindergarten songs. Many short songs can be taught as poems, e. g.,
"Songs of a Little Child's Day," and vice versa. Mother Goose Melodies and many of
R. L. Stevenson's poems are set to music.

A Child's Garden of Verses.

"At the Seaside."

"Autumn Fires."

"The Hay Loft."

"The Gardener."
Mother Goose Songs for Little Ones.

"Little Boy Blue."

"Wee Willie Winkie."
Songs.

The Farmer and Squirrel, "Songs and Games for Little Ones."
The Bluebird, "Small Songs for Small Singers."
To be read to children.
Selections from "Nature in Verse" and "Three Years with the
Poets," etc.

October.

L Object lessons.

Horse and zebra.
Harness.
Autumn leaves.
Animal chart.
Pack animals.

Wheat and its derivatives — all cereals except corn, baker's bread.

Winter homes of insects, birds, animals.

Qualities.

Johnson's tree charts, apple, cherry, plum, pear and peach.
Johnson's trees, all not used on day previous.
Human body, child name parts.

SCHOOL DOCUMENT NO. 4.

Human body, Bancroft's charts.

Races of man. Charts and pictures.

Dolls.

Optional.

Relationship.

Occupations in general — Prang's chart.

Sheep (alive).

Wool and woolen fabrics.

Prang's envelopes (hollow-horned ruminants; solid-horned cud-
chewers).

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure.
Horse.

''Stories and Story-telling" or "Black Beauty."

"Fifty Famous Stories."

"East o' the Sun and West o' the Moon."
Pumpkin seed.

"Stories and Story-telling."

"The Lambkin and an Autumn Story."

"Stories to Tell to Children."
Nature stories.

"Fanciful Flower Tales."

"The Miller of the Dee."

"Fifty Famous Stories."
Windmill.

"Songs and Stories for Little Ones."
Home.

"The Second Book of Stories for the Storj'-teller."
(See history list.)
(6) For reproduction.

' ' Pilgrim Stories ' ' (begun) .
Lamb.

"Stories and Story-telling."
"Mother Stories," Lindsa\'.
^sop's Fables.

5. Reproduction.

6. Poetr}' and songs. To he memorized.

Family, sheep, leaves and baker.

"Songs and Games for Little Ones."
Sheep.

"Mother Goose Melodies."
Mill, family and hunter.

"Song Development for Little Children."
Songs about wool, seasons, horse, bread.
^ "Songs of the Child World."

To he Read.

"The Body" and others, from "Nature in Verse."

Season and October selections from "Three Years With the Poets."

SYLLABUS FOR SPECIAL CLASSES.

November.

1. Object lessons.

Camel.

Election day, ballots, etc.
Cotton charts and specimens.
Cotton fabrics.
Silk and silkworm.
Flax and hemp.
Block D.

Dr. Howe's birthday.

Visit handwork department; looms and spinning-wh('ol,

Different kinds of buildings. Pictures.

Bricks and brick making; tiles and specimens.

Quarries and stones, specimens.

Surveying and tools, foundation, plaster, mason.

Sense training.

Bees and honey.

Spices, Prang's farmyard pictures.
Turkey.

Thanksgiving stories.
Logging, tools, sled, pictures.
Engine and circular saw.

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure.

Camel.

''Stories and Story-telling."
"Seven Little Sisters."
"Children of the Palm Lands."
Tailor.

"Stories to tell to Children."
Thanksgiving.

"Pilgrim Stories."

"The Story Hour."
Indians. (See history list.)

(b) For reproduction.

"Merry Animal Tales."
Short stories.

"Stories and Story-telling."
Camel.

"Stories to tell to Children."

"The Mill that Ground Hot Porridge."

"Children's Classics."

5. Reproduction.

6. Poetry and songs.

(o) To he memorized.

Songs of Thanksgiving:

"Songs of the Child World."
"Song Development."

SCHOOL DOCUMENT NO. 4.

"The Man on the Dromedary."

"Mr. Duck and Mr. Turkey."

"Thanksgiving Day" (as a song).
(6) To he read. j
Selections on Thanksgiving, etc.
"Nature in Verse."
"Three Years with the Poets."
Selection from "Hiawatha."

December.

1. Object lessons.

Wood specimens.

Glass, paint, putty, glazier points and mercury.

Sense training.

Carpenter and tool chest.

Wooden building material.

Fastenings.

Lighting and heating (candle, gas, lantern, lamps, etc.).
Block E.

Significance of Christmas work.
Reindeer.
Evergreen trees.
Christmas stories.

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure.

Christmas stories.

"The Bird's Christmas Carol." — TFz^^in. PubHshed by
Houghton Mifflin Company.

"The Story Hour."

"Stories to Tell to Children."

"Th? Second Book of Stories for the Story-teller."

"The Aldine Third Reader."
Stove.

"The Story hour."

"Pocahontas."

"Moon."

"Wondering Jack." (Wood.)
"The Second Book of Stories for the Story-teller."
&tar.

"Songs and Stories for Little Ones."

"The Old Street Lamp." Grimm's Fairy Tales.

"Star Dollars." Grimm's Fairy Tales.
History.

"Capt. John Smith."
(6) For reproduction.

"The Christmas Pitcher."

"Stars."

"Moon."

"Woodman."

" Children's Classics in Dramatic Form "

SYLLABUS FOR SPECIAL CLASSES.

5. Reproduction.

6. Poetry and songs.

(a) To he memorized.

Mother Goose Melodies.
Little Jack Horner, etc.
Christmas Songs.

"Songs of the Child World."

"Songs and Games for Little Ones."
Carpenter.

Miss Blow's Songs and Music for Froebel's Mother Play.

"Why Do Bells for Christman Ring?"
(6) To he read.

"Jes' for Christmas." — Eugene Field.
"The Little Pine Tree."
"Nature in Verse."

January.

1. Object lessons.

Forms of water.

Plumbing, pipes, piping, soldering, etc.
Visit engine house.
Two animal charts.

Water transportation, water and wind.
Water transportation, steam power.

Visit Domestic Science Department, kitchen, dining room, and

chamber furniture.
Lighthouses, lifeboat, sailor.
Paints and varnishes.
Whale.
Visit bakery.
Fish and fishing tackle.
Blacksmith.

Weasel family. (Prang's charts and envelopes.)
Trail, path, road, street, sidewalk and bridge.
Vehicles, man-power.

Surrey, double sleigh, auto, hack, delivery, express, carriage.
Visit laundry.
Ice, ice cart.
Alligator.

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure — on
Horseshoe.
Winter.

Stories and Story-felling.
Water — "The Story Hour. "
"Gold Children."
"Snow Queen."

Grimm^s Fairy Tales.
Sea — "East o' the Sun and West o' the INIoon."

SCHOOL DOCUMENT NO.

(6) For reproduction.

"The Little Fish."
"Torn Dresses."
"The Track to the Den."
" Children's Classics."

5. Reproduction.

6. Poetrj' and songs.

To he memorized.
"A Chill."

" The Months and Others. "

Three Years with the Poets.
"The Four Winds."
"Jack Frost."

"Come Here, Little Robin."

Nature in Verse, etc.
"Footprints."

"Tiddlely-winks and Tiddlely-dee."

Small Songs for Sjnall Singers.
"Blacksmith and Cartwheel."

Songs and Games for Little Ones.

To be read.
More difficult selections. (See list.)

February.

1. Object lessons.

Railroad stations, signals.

Candlemas Day, woodchuck.

Freight train.

Passenger train.

Horse and electric car.

Telegraph and telephone.

Forms of water (2).

Refer to birthday of Boone, Edison.

Celebrate Lincoln's Birthday.

Valentine Day.

Gardening in boxes.

Mail and post office.

Box of measuring instruments.

Box of metals.

Washington stories.

Washington's Birthday.

Mines and mining coal.

Iron.

Celebrate Longfellow's Birthday.

Ducks and geese (alive). Prang's envelopes.

2. Correct English.

3. Pictures.

SYLLABUS FOR SPECL\L CLASSES.

4. Stories.

(a) For pleasure.

"Margery's Garden."
''The Little Cotyledons."

Stories to Tell to Children.
George Washington :

''The Story Hour."

"A History Reader."
Lincoln :

"Stories and Story-telling."

"A History Reader."
Ducks, "The Ugly Duckling." — Hans Christian Andersen.
"East o' the Sun and West o' the Moon."
Scarecrow and Geese, "Stories and Story-telling."

(b) For reproduction.

Coal.

"Stories and Story-telling."
Some History Stories (short).
Fables.

5. Reproduction.

6. Poetry and songs.

(a) To he memorized.

"What the Coal Says," and similar appropriate selections.
"Nature in Verse," etc.

Patriotic songs, e. g., Songs of the State Relationship, and
"The Song of Iron."

Songs of the Child World.
' (b) To he read.

Optional.

March.

1. Object lessons.
Birds of prey.

Scratchers, hens and chicks (alive).

Ostrich.

Bears.

Common birds. Chart 1.
Common birds. Chart 2.
Nest and eggs.

Elephants, rhinoceros and hippopotamus.

Lincoln stories.

Rochester box of minerals.

Seal and walrus.

Beaver.

Evacuation Day stories. Windmill, pump.
Fur.

Mountjoy's chart, animal section.

Groceries — visit store.

Visit meat room.

Sugar — beet, cane, corn.

Maple sugar.

SCHOOL DOCUMENT NO. 4.

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure.
Nature.

"Fanciful Flower Tales."

"The Story Hour."
Hens and chickens.

"Stories and Story-telling."

"Stories to Tell to Children."

"The Aldine Second Reader."

" Chicken-Licken."
History stories.

Boston Tea Party and Evacuation Day. (History.)
(6) For reproduction.

Birds (including eagle and hawk).

"Children's Classics in Dramatic Form."
Animals.

"Merry Animal Tales."

"The Three Bears."

5. Reproduction.

6. Poetry and songs.

(a) To be memorized.

Poems of wind, birds, seeds, etc.

("A Child's Garden of Verses," "Nature in Verse,"
"Three Years with the Poets," "The Plant Baby and
its Friends.")
Nature songs.

"Song Development for Little Children."
"Songs and Games for Little Ones."
"Songs of the Child World."
(6) To be read.

"The Three Bears."
"The Graywings."

"Stories in Prose and Rhyme for Little Children." Frances
McKeen.

Can and dried fish (cod, salmon, herring, sardines).
Shell fish. (Domestic Science Department.)
Shell boxes.
Sponges and coral.

Farms and farming tools — plow, rake, etc.
General inspection of insects.
Mountjoy's chart — insects.
Mountjoy's chart — optional.
Patriots' Day stories — Dry Measure.
Patriots' Day stories.

Salt.

SYLLABUS FOR SPECIAL CLASSES.

Poisonous plants — Prang's envelopes.

Roots and leaves.

Coffee prepared in pitcher.

Paper.

Moths — butterflies.

Ants.

Beetles.

Wasps and hornets.

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure. *
Animal and insects.

"Merry Animal Tales."

''Thumbling."

"The Queen Bee."

"The White Snake."

"The Fisherman and His Wife."
Grimm.
Bee, ants, nightingale.

"Stories to Tell to Children."
Wasp.

"The Maple Leaf and the Violet."
"The Story Hour."
Coffee.

"Children of the Palm Land."
Nature.

"Fanciful Flower Tales."

"How the Robin Got His Red Breast."

"Aldine Third Reader."
(6) For reproduction.
Birds.

"Stories and Story-telling."
"Children's Classics in Dramatic Form."

5. Reproduction.

6. Poetry and songs.

(a) To be memorized.

Nature, birds and rain poems.
"A Child's Garden of Verses."
"Nature in Verse."
(6) To he read.

Optional. (See list.)

May.

L Object lessons.

Grasshopper, dragon-fly, mosquito.

Spider.

Reptiles.

Turtles.

Sense training, optional.

SCHOOL DOCUMENT NO. 4.

Frogs and toads.
Leaves and flowers.

Chocolate and cocoa, prepared in pitcher.

Tea prepared in pitcher (bread).

Milk, butter and cheese, cream for butter.

Geography cards.

Rubber.

Visit handwork department.

Stringed instruments — music department.

Liquid measure.

Scales in cabinet.

Prang's flower envelopes — lily, pink and rose.
"Decoration Day" story.
Correct English.
Pictures.
Stories.

(a) For pleasure.

Tea and cocoa.

"Aunt Martha's Corner Cupboard."
Nature.

"Fanciful Flower Tales."
Fiddle.

"East o' the Sun and West o' the Moon."
Frogs.

"Stories to Tell to Children."
"The Story Hour."

"Grimm's Fairy Tales." "The Frog Prince."
(6) For reproduction.
Insects.

"Children's Classics in Dramatic Form."
"Stories and Story-telling."
"Merry Animal Tales."
Rose.

"Stories and Story-telling."
Tea.

"Aunt Martha's Corner Cupboard."
Tea, chocolate and cocoa.

"Children of the Palm Land."
Reproduction.
Poetry and songs.

(a) To he memorized.

"The Cow." A Child's Garden of Verses.
Simple nature poems and songs, trade song.
(6) To he read.

More difficult nature poems.

June.

Object lessons.
Cat family, lion, tiger and leopard. (Prang's envelopes.)
Dogs. Prang's large picture.

SYLLABUS FOR SPECIAL CLASSES.

Shapes of flowers. (Prang's envelopes.)
Leather.

Shoemaker and tools.
Musical instruments. (Wind.)
Fire engine and ladder.
Stork and peacock.
Monkeys and kangaroo.
Flag Day.
Foreign flags.
Bunker Hill stories.
Holiday.

Bancroft's charts — animal.
Bancroft's charts — vegetable.
Bancroft's charts — mineral.
Porcupine.
Rats and mice.

2. Correct English.

3. Pictures.

4. Stories.

(a) For pleasure.

Animals mentioned above.

"The Story Hour."

"Merry Animal Tales."

"Fifty Famous Stories."

"East o' the Sun and West o' the Moon."

"The Second Book of Stories for the Story-teller."
Storks.

"Puss in Boots." Grimm's Fairy Tales.

"Pilgrim Stories."
Nature stories.

"Fanciful Flower Tales."
Epaminondas.

"Stories to Tell to Children."
Shoemaker.

"Stories and Story-telling."
(6) For reproduction.
Animals.

"Merry Animal Tales."

"Stories and Story-telling."

"Fifty Famous Stories." (Lion.)
Cobbler.

"Stories and Story-telling."
Cat stories.

"A Piece of Cheese."

"The Fairy and the Cats."

"The Cat that Waited."

"The Two Holes."

"Children's Classics in Dramatic Form."

5. Reproduction.

SCHOOL DOCUMENT NO. 4.

6. Poetry and songs.

(a) To he memorized.
"Singing."
"Bed in Summer."
"The Little Shoemaker."
"Songs of the Child World."
A Child's Garden of Verses.
(6) To be read.
Optional.

Suggestive Books for Language.
For Reproduction.

iEsop's Fables.

"Stories and Story Telling." (50 short stories.) Angela M. Key es. Pub-
lished by D. Applet on & Co., New York.

"Merry Animal Tales." M.A.Bingham. Published by Little, Brown
Company.

"Children's Classics in Dramatic Form." Book I. Augusta Stevenson.

Published by Houghton Mifflin Company.
"Myths Every Child Should Know."
"Fables Every Child Should Know."

Mabie.

For Pleasure.

History :

" Pilgrim Stories." Margaret Pumphrey . Published by Rand, McNally
& Co.

"Stories of Colonial Children." Pratt. Educational Publishing
Company.

"A History Reader for Elementary Schools." L. L. W. Wilson, Ph. D.
Published by The MacMillan Company.
Animals :

"Merry Animal Tales." M. A. Bingham. Published by Little, Brown

Company.
Series by Laura Smith:
"Little Bear."
"Bunny Cotton Tail."
"Seventeen Little Bears," etc.

Published by Rand, McNally Company.

Flowers :

"Fanciful Flower Tales." M. A. Bingham. Published by Little,
Brown Compan5^
Miscellaneous :

"East o' the Sun and West o' the Moon." Gudrum Thorne Thomson.

Published by Row, Peterson & Co.
"A Wonder Book." Hawthorne. Published by Houghton Mifflin

Company.
"Book of Golden Deeds." Yonge.

"Stories and Story Telling." Angela M. Keyes. Published by

D. Appleton.
"The First Book of Stories for the Story Teller."

SYLLABUS FOR SPECL\L CLASSES.

"The Second Book of Stories for the Story Teller." Fanny E. Coe.

Published by Houghton IMifflin Company.
"The Little Lame Prince." Mulock. Published by L. C. Page, Boston.
"Heart of Oak Books." I., II., III. Norton. PubUshed by D. C.

Heath.

"Play Days." Sara Orne Jewett. Published by Houghton Mifflin
Company.

"Stories of Long Ago." Kupfer. Published by D. C. Heath & Co.
"The Pig Brother." Laura Richards.

"In Story Land." Harrison. Sigma Publishing Company, Chicago.

"Kindergarten Stories." Boston Collection. J. L. Hammett.

"For the Children's Hour." Bailey and Lewis. Published by Milton

Bradlej' Company.
" In the Child's World." Poulsson.

"The Fairy Readers." 1. and II. James Baldwin. Published by
American Book Company.

"Mother Stories."

" More ^Mother Stories."

Lindsay. Pubhshed by Milton Bradley Company.

"Fairy Books." ("Red, Blue, Green and Yellow.") Andrew Lang.

"The Tree Dwellers." Book I.

"Early Cave Men." Book II.

"Later Cave Men." Book III.

"Early Sea People." Book IV.

Katherine E. Doff. Published by Rand, McNally Company.

"Songs and Stories for the Little Ones." E. Gordon Browne. Pub-
lished by Houghton Mifflin Company.

Poetry.

"The Land of Song." Books I. and II. Katharine Shute. Published

by Silver, Burdett & Co.
"Love Songs of Childhood." Eugene Field. Published by Charles

Scribner's Sons.

"Stories and Poems for Children." Celia Thaxter. Published by Hough-
ton IMifflin Company.

"Rhymes of Childhood." Riley. Published by Bowen, Merrill Company,
Indianapolis.

"The Posy Ring." Wiggin. Pubhshed by McClure, PhiUips & Co.,
New York.

"Poems." Cary Sisters. Pubhshed by Houghton Mifflin Company.
"A Child's Garden of Verses." R. L. Stevenson. Published by L. C.

Page & Co., Boston.
"Nature in Verse." Mary I. Lovejoy. Pubhshed by Silver, Burdett

& Co.

"The Listening Child." Thacher. Published by The MacMillan

Company, New York.
"Child Life." Whittier. Published by Houghton Mifflin Company.
"Three Years with the Poets." Bertha Hazard. Published by Houghton

IMifflin Company.

Trade or Occupation Pictures. A. Flanagan Company, Chicago. Pub-
lished by Houghton Mifflin Company.

SCHOOL DOCUMENT NO. 4.

Songs.

"Song Development for Little Children." Frederic Ripley and H. L.

Heartz. Published by White-Smith Company.
''Thirty Songs for Children." Half-dollar series. Published by O. Ditson

Company.

"Song Echoes from Childhood." Gertrude Walker and Harriet L. Smith.
Published by O. Ditson Company.

"Songs and Games for Little Ones." Gertrude Walker and Harriet Jenks.
Published by O. Ditson Company.

"Songs of the Child World." I. and II. Gaynor. Published by John
Church, New York.

"Songs of a Little Child's Day" and "Holiday Songs." Poulsson. Pub-
lished by Milton Bradley Company.

"Small Songs for Small Singers." Neidlinger. Published by G. Schirmer,
New York.

" Mother Goose Songs for Little Ones." Ethel Crowninshield. Published

by Milton Bradley Company.
"Songs for Little Singers." Helen Blanche Foster and Florence Ednah

Chipman. Published by J. L. Hammett Company.

SYLLABUS FOR SPECL\L CLASSES.

SPELLING.

1. Recognition of letters.

Aids.

Matching.

Crossing out from a printed page of large type all O's or A's.

Building letters out of pegs.

Covering outlines of letters with lentils.

Filling in outline of letters with colored crayon.

Cutting out letters.

(a) Following outline.

(6) Later freehand.

2. Word building.

Simple words.

Most familiar letters.

From board.

From book or paper.

3. Spelling.

Learn words by making them with letters.

If spelling is written have children use blackboard.

SCHOOL DOCUMENT NO. 4.

PENMANSHIP.

Legibility chief object.

Sandpaper letters or patterns may be first used to gain idea of form by
feeling.

Tracing to fix ideas of form and size.

Following the outlines of letters with meat skewer or pencil.

Where children have difficulty in learning to write it seems advisable
to use any method to get results. The rhythm of the Palmer method
helps some children to gain facility and arouses interest.

Others respond better to the vertical.

Good healthful positions should be cultivated, but insistence upon
certain positions of pen, pencil and paper must be varied somewhat or
even omitted, according to the individual child.

Uniformity of movement depends upon the class of children.

Many classes cannot work well in concert.

When possible, teach to criticise own work.

SYLLABUS FOR SPECIAL CLASSES. 45

NATURE STUDY.

1. By observation.

Talks and stories by children on what they have seen out of doors.

2. With specimens of

Animals.

Insects.

Birds.

Minerals.

Plants.

Flowers.

Fruits (berries, nuts, etc.).

3. By drawing plants, flowers, birds, etc.

Freehand. ,

Colored.

Crayon.

Water color.
Outlines — to be colored.
Paper-cutting.
Modeling.

Study of Plants.

1. Germination in

(a) Soils.

Gravel.
Sand.

Loam. '
Clay.
(6) Water.

Fish globe,
(c) On blotting paper.
Planting and care of
Seeds.
Bulbs.

Growth from seed or bulb to plant.
Flower or frait studied as suggested above.

2. Study of trees — common.

Their names.
Their leaves.
Their fruit.

. Make chains, designs, etc. Specimens of evergreen may be
obtained from Miss Griffin, Children's Museum, Jamaica
Pond.

3. Study of birds.

Names and some characteristics of common ones.
Appearance.

SCHOOL DOCUMENT NO. 4.

Nests. When made.

Where made.

Children's Museum, Pine Bank, Jamaica Plain, and Bird
House, Franklin Park.
4. Study of animal life.

Frogs. Obtain pollywogs if possible.

Caterpillar. From cocoon.

Bee. Show honeycomb.

Cow and other domestic animals.

Fish. Gold fish in globe. Visit wharves or markets. Visit
Aquarium, City Point, South Boston.

Places to Study Nature in and About Boston, Mass.
The Children's Museum, Pine Bank, Jamaica Pond.
The Natural History Rooms, Boylston street.
The Aquarium, South Boston.
Franklin Park.

Norumbega Park, Auburndale, Mass.

The Agassiz and Peabody Museums, near Harvard square, Cambridge.
Helps to the study of nature. Pictures, charts, toy animals, help to
hold the children's interest.
On authorized list

Mountjoy's chart covers almost everything.

Prang's pictures are good.

Common bird charts 1 and 2 are good.

i|c * •* * * * * * * * %

Outdoor Nature.
Equipment for Each Child.

One camp stool.

One bag 10 inches by 18 inches, to hold pencil and paper.

SYLLABUS FOR SPECIAL CLASSES.

SCHOOL GARDENS.

There is health, pleasure and profit in gardening; prove it by —

1. Locating a lot belonging to either a private individual, city or town .

2. Interest people locally in the project.

3. Begin early in March in the study of seeds — planting in sawdust
for observation.

4. Draw plan for garden, each pupil writing name on space for bed.

5. Get seed catalogues. Cut out pictures of vegetables or flowers to
be raised; color same and mount.

6. Cut out pictures of tools needed.

7. Make models of tools in manual hours, also have each pupil make a
dozen plant labels.

8. Lessons in modeling with plasticine — beets, carrots, turnips,
radishes, beans, etc. Same with flowers.

9. Make the garden ready. Plant the seeds.
10. Give lessons on care of garden.

Equipment for Class of 15.

15 trowels.
6 hoes.
6 rakes.
3 forks.

3 spades.
15 weeders.
2 sprinkling pots.

SCHOOL DOCUMENT NO. 4.

DRAWING.

A. Color.

Recognition of primary colors.

1. Aids.

Colored paper.

Colored cardboard forms, circle, etc

Colored pencils. y

2. Methods.

Naming and matching colors.

Collecting objects of one color (introducing shades).

Coloring patterns (traced or drawTi around outline by children) .

As borders.

For decorating cards, calendars, or for surfaces (wall paper,
etc.).

Coloring patterns of

Birds.

Animals.

Butterflies.

Flowers.
Designing

Rugs.

Cloth — plaids.
Blankets, etc.

1. Introduction to children through placing sticks, pegs or splints.

Horizontally.

Vertically.

Obliquely.

2. Recognition aided through arrangement of sticks, pegs or splints

to form.
Fences.

Telegraph poles.
Houses, etc.

3. Appreciation of shapes developed through observation and draw-

Singly.

B. Object Drawing.

Lines.

ing of
Flags.
Rugs.

Cars.
Trains.
Sleds.
Houses.

Blankets.

Plaids.
Wagons.

SYLLABUS FOR SPECIAL CLASSES.

4. Ability results — to draw such objects as

Brushes. Shields.

Shovels. Toys.

Umbrellas. Tools, etc.

Hatchets. Rows of houses (street scenes).

C. Nature Drawing.

1. Knowledge acquired by observation of

Buds. Grasses.

Leaves. Trees.

Twigs. Fruits.

Blossoms. Vegetables.

2. Familiarity by filling in with color.

Outlines of above prepared for children.

3. Ability to draw above either with crayon or with pencil, later coloring.

D. Illustrative Drawing of

Fables. Vacations.

Rhymes. Interesting topics or visits made by

History stories. children.

Historical events. Occupations.

Games. Seasons.

Picnics. Life in other countries.

E. Design.

1. Simple unit.

Practical repeating in rhythm (piano if possible).

2. Rows of units.

For borders.

3. Inventing units.

Around a center — to be used for decorating basket bottoms.

4. Applying units for

Borders. Calendars.
Cards. Basket bases.

Boxes. Brass work, etc.

SCHOOL DOCUMENT NO. 4.

MODELING.

Free play with clay or plasticine to teach the adaptability of the material.
ModeHng simple geometric forms. Objects based on these forms,
as: Fruits, animals, houses, trunk, rolling pin, dumb-bells, etc.
Illustration of stories correlating with the topics of the season.
Objects adapted for use — pottery.
Formal distinction of borders, etc.

Reference Books.
Plastic Methods for Plastic Minds. Mrs. Van Harbutt.
Plasticine as a Home Amusement.
Clay Work. Katherine Morris Lester.
ModeHng in Public Schools. Walter Sargent.
Clay Modeling for Infants. F. H. Brown.
Clay Modeling. Holland.
Prang Art Instruction.

SYLLABUS FOR SPECIAL CLASSES.

FOLDING.

Paper squares. (6 inches desirable.) Colors preferred.
Object. — Accuracy. Creating for use.

Series I.

1. Book. — Double once. Repeat several times. Place within one
another. Fasten. Find a use.

2. Napkin. — Double book, making square. Repeat. Pile. Sort
colors.

3. Wall Pocket. — Napkin. Find free corners. Double back one.
Repeat with larger paper. Hang on wall. Use.

4. Pocketbook or Bag. — Repeat pocket. Turn over. Double back
one corner.

5. Soldier Cap. — Repeat pocket. Turn over. Double three corners.
Repeat in newspaper. Wear and march.

6. Fireman's Cap. — Repeat soldier cap. Press open, bringing together
bottom corners, forming square. Double back one corner. Insert thumb
for effect. Repeat in newspaper. Play.

Series II.

1. Envelope. — Fold on each diagonal. Fold corners to center. Write
letter and put in. Address. Fasten with gummed disc.

2. Picture Frame. — Repeat envelope. Fold corners back to edges.
Paste in picture. Hang on wall.

Series III.

1. House. — Fold book. Open. Fold book other way. Fold edges
to center, making sixteen squares. Open. Repeat book. Notice long
open edge. Fold one corner back to center fold on open edge. Press
down top for roof. Turn over. Fold top corner square on diagonal to
complete roof.

2. Barn. — Repeat house through first end of roof. Second likewise,
making barn doors.

3. Settee or Piano. — Repeat barn. Fold center lower squares to right
angles of roof for seat. Fold ends to meet seat.

Series IV.

1. Dish or Table. — Fold sixteen squares, also diagonals. Fold opposite
edges to center fold. Open. Strengthen diagonals of outside squares to
make dish. Invert for table.

2. Sailboat. — Repeat dish. Bring four edges together at center of
square. Press, forming hexagon. Fold back on center fold. Find one
back corner. Bring down to right angles of front. Press. Tuck in pro-
jecting triangle at bottom.

Books of Reference.
Paper and Scissors in the Schoolroom. Emily Weaver.
A Year of Primary Occupation. Etta Merrick Graves.
What and How. Palen and Henderson.

SCHOOL DOCUMENT NO. 4.

CriTLXG.

For the training of eye and hand.

Go slowly. Demand painstaking work. Outlines for beginners should
be broad, preferably drawn with brush. Later crayon, pencil, fold.

Straight-Line Cutting.

Exercise I. — Long strip narrow paper with parallel lines. One snip of
scissors cuts across.

Exercise II. — Repeat I., with wider paper necessitating several move-
ments of scissors for each strip.

Exercise III. — Cut newspapers on colunm hues.

Exercise IV. — Cut squares. Prepare paper with outlines extending to
edges. Cut each time beyond corner. Thus corners are square.

Exercise V . — Cut magazine pictures in same manner.

Exercise VI. — Fringe towels, napkins, shelf paper, etc.

Exercise VII. — Cut simple life forms in straight lines. Stop at a corner.
Continue from edge of paper.

Circular Cuttin-g.
Alwaj's keep scissors open, cutting with part of blades near pin to avoid
angles. Turn paper with each cut. Broad outlines.
Exercise I. — Circular outlines; large, small.
Exercise II. — Fruits, etc., outlines in large, simple curves.

Adv.\nced Cutting.
Outline and Free.
I. Simple letters and figures.
11. Animals.

III. Familiar objects.

IV. Illustrative.

Seasons, occupations, amusements. Story-telling.

CON^TINTIONAL CUTTING.

I. Doubled strip. Cut tree on outline and unfold.

II. Doubled strip. Cut doll on outline and unfold.

III. Similar outlines.

IV. Doubled strip. Border patterns — free.
V. Folded square. Repeat indefinitely.

VI. Similarly cut folded hexagons for snow crystal forms.

SYLLABUS FOR SPECL\L CLASSES.

WEAVING.

Oil Cloth Mats.
Twelve inches square; slits one inch apart. Use wooden splints for
weavers. Good for children who have poor control of their hands.

KlXDERGARTEX WeAVIXG MaTS.

Wide papers best for beginners. Various designs may be worked out.
Iron Holders.

Use weaving frame of any desired size. Warp and woof both of roving.
Finish with loop or ring at one corner.

Dolls' Mats.

Use carpet warp, and any of the following materials for weaving: Raffia,
roving, jute or worsted. Make stripes across the ends of some contrasting
color. Finish by knotting the warp strands into a fringe.

Rugs.

Use as large frames as it is possible to secure. Make the same as the
dolls' rugs, using roving or jute as the weaving material.

Wash Cloths.
Use white Dexter cotton yarn for both warp and woof.

Dolls' Caps.

Woven or worsted over a cardboard disc.

Blotter Tops.

Woven of raffia over a cardboard disc. The needle may be put under the
warp strands and then brought back in such a way as to give the effect
of ribs radiating from center when the blotter is finished.

Raffia Sofa Pillows.
Weave two raffia mats large enough for pillows. Fasten the two mats
together by knotting the fringe. The pillows may be made of natural
raffia with a border of some color. A good effect is obtained by weaving
over five and under five strands, also using five strands of raffia in the
needle.

CHAIR CANING.
Materials for Chair Caning.
Chair; bundle of cane; piece of binding; two or three pegs.

SCHOOL DOCUMENT NO. 4.

Caning.

If possible, mark the holes where the first of the upright rows of cane
started, and the first of the horizontal rows, before cutting out the old seat
of a chair.

If the cane seat has been cut out, find the center holes and work towards
the ends, for the first step. There are two methods of caning a chair used.

First Method.

1. Put in a row of vertical lines of cane.

2. A row of horizontal lines of cane.

3. Another row of vertical lines.

4. A row of horizontal lines — first across one of the upper vertical
canes — then under the lower vertical one, pulling the upper vertical
cane in each group to the right and going under or over as the case may be.

5. A diagonal row of cane, start at the lower left-hand corner. The
new piece of cane goes under the vertical pairs, and over the horizontal
pairs to the right.

6. A diagonal row — starting in the lower right-hand corner and going
over the vertical groups and under the horizontal groups. If the seat is
a round one, there will be places where the diagonal canes will begin or
end in the same hole. Either cut the cane and start again or start from
opposite corner.

Binding.

Start a length of binding at one corner of the chair. Lay it along the
chair, covering the holes. Turn up a piece of fine cane through every other
hole, across the binding and back again. If the chair is a square one, start
a new piece of binding in each corner. Hold binding in place at the corners
by putting in pieces of hea\'y reed or small dowels.

Second Method.

1. * Put in a row of vertical lines of cane.

2. A row of horizontal lines of cane.

3. A diagonal row.

4. A vertical row.

5. A horizontal row (over and under weaving). See 4, Method 1.

6. A diagonal row.

SYLLABUS FOR SPECLIL CLASSES.

EEED BASKETS.

Materials.

1. Reed is a kind of palm that grows in India. It twines around trees.
When ready for use it is stripped of its bark and leaves and split into
round and flat strips of various sizes.

Nos. 1, 2, 3, 4, 5 and 6 are the sizes of round reed most commonly used.
Reed comes in its natural color or dyed — brown and green being the
best of the dyed colors.

2. Tools. — Cutters; pinchers; awl; knife; ruler; deep pail for water.

Preparation.
Soak reed in warm water before using.

Roll ends of weavers and fasten by twisting the ends in and out.

Weaving.

Simplest form — over and under weaving.

Paring. — Start two weavers behind two succeeding spokes and crossed
between them so that that was the under weaver becomes the upper
weaver each time.

Triple Twist. — Start three weavers behind three consecutive spokes.
Starting with the back one — put it over two and under one spoke. Do
same each time — always beginning with the back one of three weavers.

Simple Baskets.

The simplest baskets for children are those begun on wooden bases.
These bases may be round, oval, square or rectangular. If square or
rectangular bases are used, always put dowels in the four corners to keep
the shape of the basket.

/. Small Work Basket.
Wooden base 8^ inches.
Twelve-inch stakes of No. V. reed.
Six-inch bi-stakes of No. V. reed.
Glue stakes into wooden base.

Start basket with four rows of triple twist if possible — No. III. reed —
if not, use simple weaving.

For the hody of the basket use flat reed over and under weaving.
Bi-stake the basket — putting bi-stakes in on the right of first stakes.
When basket is 5 inches high, finish with triple twist No. III. reed.
Wet long stakes and finish with border No. III.

//. Pencil Basket.
Wooden base 3 inches in diameter.
Twelve-inch stakes of No. V. reed.
Follow directions for work basket, but do not bi-stake.
Finish with border I., II. or III.

SCHOOL DOCUMENT NO. 4.

///. Waste Basket.
Eight and one-half inches wooden base.
Thirty-two-inch stakes, No. V. reed.

Push stakes through the wooden base and lock underneath.

Begin basket with triple twist — six rows — No. III. reed.

Four rows flat reed.

Five rows triple twist No. III. reed.

Body of the basket made of flat reed.

Repeat lower border at top of basket.

Finish with border No. III., IV. or V.

Border No. V. is the most difl&cult, but it is also the prettiest.

IV. Flower Basket.

Oval wooden base.

Stakes 15 inches of No. III. reed.

Bi-stakes 8 inches of No. III. reed.

Weavers, No. II. reed.

Make the basket wholly of triple twist.

Handle (see Handles).

Colored reed may be used to great advantage for design.
Baskets made with woven-reed bases are more difficult, so I place them
second.

Mats.

Eight twelve-inch stakes of No. V. reed.
One long weaver. No. I. reed.
Two long weavers, No. III. reed.

Split four of the stakes through the center. Slip the remaining four
stakes through these openings.

Double the weaver No. I. Slip loop thus made over four of the stakes
and do two rows of paring, using each group of four stakes as one. Use
raffia for first few rows of weaving, if preferred. Then separate each group
of four into groups of two and continue two more rows of paring. Separate
each group of two into single stakes and continue after two or three more
rows, slip in the two pieces of No. II. reed and cut off the No. I. reed.

Continue paring until mat is large enough. Bind and finish with open
border of No. I. or No. II.

Mats are used as tea rests or two may be fastened together as brush-
broom holders.

Woven Baskets.
Hanging Basket.
12 20-inch stakes, No. III. reed.
Weavers of No. I. and No. II. reed.
Glass fish bowl.

Start as in mat. When base of basket is the size of base of fish bowl,
wet stakes and bend upwards, away from you. Put in No. II. weavers.
Continue weaving, shape to fish bowl. New weavers are put in by simply
crossing behind a stake. Finish with border No. III. a. (See Handles.)

Violet Bowl.
16 25-inch stakes. No. III. reed.
Weavers of No. I. and II. reed.

SYLLABUS FOR SPECIAL CLASSES.

Follow directions for fish bowl but shape over a finger bowl.

Top. — First. Stakes I. and II. brought behind stakes III. and IV.
Stakes III. and IV. behind V. and VI., etc.

Second. All stakes carried down over outside of bowl to outside of edge
of base. Slip stakes through two rows of weaving to hold in place and
finish by locking.

There are many different kinds of work baskets, covered baskets, flower
baskets, etc., that can be made.

Sandwich Tray.
10 12-ineh stakes, No. V. reed.
Weavers of No. I. and No. II.

Split five stakes and put five stakes through. Start as in mat. As soon
as groups are entirely separated, put in No. II. reed, three pieces, and
continue flat surface of triple twist. When nearly at end of stakes finish
off the triple twist by using six pieces of No. II. reed in groups of two — do
one row of triple twist. Finish and starting towards the left do another
row. This makes the "Arrow Stitch."

On each side of stakes run in three pieces of No. II. reed, 16 inches long.

Clip off any ends of No. V. reed which may show.

Border.

Count each group of three as one stake. Kegin No. 1 in back of next
two groups to the right, in front of next two groups, in back of next two
groups and in front of one group, ending on back of basket.

Continue in same way, under two, over two, under two, over one, until
all groups are woven in.

Turn basket over to underside and finish by locking each group.

Handle. (See Handles.)

Large Oval Tray.
Eighteen-inch stakes, No. III. reed.
Weavers, No. II. reed.
Oval board.

Mark off half inches around board.

Put tacks in No. III. reed stakes, 4 inches from ends. Tack stakes
on board.

Do three rows of triple twist on base of tray, finish by locking.
Do five rows of triple twist above the board. Finish with border
No. IV. or V.

Pinch and wet stakes before making border.

Use 12 pieces of No. I. reed. Roll into groups of four. Braid flat
braid. Tack around tray with brass tacks. Finish by slipping the three
groups of ends into the beginning of braid, following pattern.

Borders of Tops of Baskets.
/. Open Border.

Cut stakes of finished basket to uniform size with a slanting cut. Wet.
Push stake No. I down beside stake No. II., stake No. II. beside stake
No. HI., etc.

SCHOOL DOCUMENT NO. 4.

11. Border.

Spoke No. I. crosses in front of spoke No. II., and is pushed in beside
spoke No. III., etc.

///. Border for Work Basket.

Stake No. I. is put back of stake No. II., and brought forward. Stake
No. II. is put back of stake No. III., and brought forward, etc. Then
stake No. I. is brought in front of stake No. II., and pushed in. Stakes
Nos. II., III., etc., are done Ukewise.

Spokes cut off inside the basket.

This top may be varied, for instance:

Stake No. I. is put back of next two stakes; stake No. II. Hkewise, etc.
Then stake No. I. in front of two stakes and in, etc,

IV. More Difficult Border.
Each stake is brought over the stake on the right, back of the next one,
over the next, back of the next, and then out. The first part of border
should be left loose so that last stakes may be woven in.

V. Border for Trays and Waste Baskets.

Pinch stakes.

Pull three stakes down towards you.

Stake No. I. is brought over two stakes and under stake No. IV. Bring
down stake No. IV. Stake No. II. is brought over two stakes and under
stake No. V.

Stake No. III. is brought over two stakes and under stake No. VI.
You will now have three stakes going towards center of basket and three
bending outwards.

Stakes Nos. I., II., III. are inside.
Stakes Nos. IV., V., VI. are outside.
Bring stake No. I. down beside No. VI.

Put stake No. IV. up under stake No. VII.; bring down stake No. VII.;
bring down stake No. II. beside it.

Put up stake No. V. under stake No. VIII.

Bring down stake No. VIII. Bring down stake No. III. beside.
You will now find two spokes ready to put up under stake No. IX., and
two stakes ready to be brought down.

Continue until you find three ready to be put up.
Drop the inside or shortest one each time.

Continue weaving. End to be woven in following same system.
Begin border loose.

Covers.

Covers may be made following same pattern as the mats.

Handles for Hanging Baskets.
Twelve pieces of No. I. or No. II. reed.

Slip the twelve pieces through the finished top of the basket, six on
each side of a stake. Make a three-strand braid. When braid is long
enough, attach to the opposite side of basket by weaving each piece in
and out until it is firm and the whole resembles the beginning of handles.

SYLLABUS FOR SPECIAL CLASSES.

Handles for Sandwich Tray.
Piece of No. V. reed as long as desired.

Sharpen the ends. Push each end through the rows of triple twist
on the basket close to two opposite stakes.

Slip through eight pieces of No. I. reed at one end and make a four-
strand braid over the No. V. reed. Fasten on other side as in hanging
basket.

Handles for Large Tray.
Four pieces of No. V. reed, 6 inches long.

Sharpen ends. Put two pieces in beside stakes on each side of basket
in place desired.

Slip in four pieces of No. I. reed (as in hanging basket) and wind handles.
Fasten the weavers by putting inside of basket, then cut across a spoke,
then inside again, where they are cut short.

SCHOOL DOCUMENT NO. 4.

EAFFIA WORK.

1. Beginners.

(a) Wrap raffia around thick rope.

(6) Wrap raffia around cardboard, for frames; then knot it around

picture frames — circular, oval and oblong. Looks Uke

buttonhole stitch when finished,
(c) Use in toy knitter for horse reins.
More advanced children.

Preliminary lessons in braiding raffia, to be used for:

Mat. Tumbler case.

Belt. Wall pocket.

Hat. Calendar back.

Basket. Napkin ring.

Handkerchief case. Sandpaper back, for a match-scratcher.
Tray.

2. Weaving.

(a) Use small cardboard looms (.4, B, C) to make mats, hats,

baskets, bags, etc.
(6) Use square or round wooden bases into which long nails have

been driven. Weave with raffia to make baskets,
(c) Make Indian baskets, winding raffia in Lazy Squaw stitch,

over reed, and using not more than two colors. Exception:

three colors — cream, orange and brown.
{d) Indian baskets, same as above, winding raffia over raffia

instead of over reed.

Hammocks.
One shuttle 10 inches by 1^ inches by \ inch.
One mesh board 5 inches by 2| inches by \ inch.
Two pounds of hammock cord (white).

Eighteen feet of i^^-inch white cotton rope for finishing ends and sides

of hammock.
Two iron rings 3 inches diameter.

Spreaders.

Made from wooden barrel staves or curved white wood.

SYLLABUS FOR SPECIAL CLASSES.

BRASS WORK.

Materials.
Brass 30-inch gauge.
Awl.

Heavy scissors.

Soft wood — newspaper.

Small hammer.

Carbon paper — patterns.

Brass-headed nails, paper fasteners, paper fasteners on rings.
Models.

Penwiper tops.

Blotter tops.

Blotter pad corners.

Picture frames.

Calendar backs.

Candle shades.

Pen and pencil trays.

Teapot tiles.

Book rack ends.
Suggestions.

Allow brass for doubling edge of model.

Cut brass at least one inch larger than finished pattern requires.

For children who find difficulty in distinguishing pattern, mark with

a pencil or crayon the areas they are to punch.
After a child has acquired skill enough to make one model well,

punched brass work has little educational value.

SCHOOL DOCUMENT NO. 4.

LEATHER WORK.

1. Preparation of leather.

(a) Trace forms and cut with care. Insist that forms be planned

and traced so as not to waste material.
(6) Cut with a sharp knife on glass or with shears.

2. Preparation of leather for tooling.

(a) Place leather form on glass.

(b) Moisten slightly with damp cloth or sponge.

and may be curved on both ends or straight on one.
Beginners use sheep ooze and a whole skin of good color, as tan or brown
is the most economical to buy. Russian calf is durable and excellent
for tooling. Sheep ooze may be used plain or decorated with ink or
paint. Tooled leather work is not suitable for low grade or careless
children.

Simple Models.
(Most models may be used for plain or tooled leather.)
Penwipers.

Circular.

Book-shaped.

Leaf -shaped.

Hexagonal.
Pencil holders. Laced or stitched.
Scissors and knife cases. Laced or stitched.
Book marks.

Plain fringed.

Arrow-shaped.

Corner.

Slit.
Shoe polishers.

Circular sheepskin pocket.

Folding with sheepskin pocket and clasp.

Laced or stitched.
Needle books.

Book-shaped.

Circular.

Leaf -shaped.

Hexagonal. v
. Lined and rolled or folded.
Handkerchief cases. Pocket or folding.
Purses.

Circular coin.

Square coin.

Glove coin.

Bill folders.
Card cases. Double or single pocket.
Book covers.

Calendars. Plain, with picture and calendar attached. Tooled, with
calendar.

SYLLABUS FOR SPECIAL CLASSES.

COBBLING.

Materials.

1. A supply of medium weight sole leather. Order by pound. (About
1 pound to square foot.)

2. Nails. Improved iron cobblers' nails f inch for soles and f inch
for heels.

3. Very sharp thin knife.

4. Iron standard with three or more lasts of different sizes.

5. Hammer — ordinary one will do.

6. After the children gain some skill, burnishing fluid and burnishing
iron may be added.

Lesson I.

1. Choose boot with hole in sole (not on edge).

2. Cut piece of sole leather with diameter about one inch greater than
hole.

3. Bevel leather on wrong side to a thin edge and with awl mark for
nails. (About | inch from edge and | inch apart.)

4. Nail in position.

Lesson IL

Choose shoe with hole extending to edge of sole. Proceed as before
but do not bevel the edge of patch which is to come on edge of sole.

Lesson III. Half Soles.

Prepare shoe. With scoring awl or screw-driver and strong pinchers,
tear off to the shank the outer sole, leaving the inner one to which the
top is sewed. Shave thin the part of sole left in shank to which the new
sole is to be attached.

Make pattern and cut the leather slightly larger. Bevel the edge on
wrong side. (At the shank only.)

Soak leather in hot water till pliable. Hammer the middle surface to
make it slightly cup-shaped. Nail to shoe with two nails, one at toe
and one at shank.

Make path for nails and with awl (pointing slightly toward the center
of shoe) make holes in which to plant the nails.

Nails to be placed about ^ inch apart, beginning at shank.

Trim, file and sandpaper edge.

Use burnishing fluid and hot burnishing iron.

SCHOOL DOCUMENT NO. 4.

WOODWOEK.

1. Hammer nails into wood to form child's name.

Thick wood and fairly large nails.

2. Hammer nails into wood to form alphabet. Use long piece of stock,

width about 2| inches.

3. Make samples of different kinds of wood. INIeasure 6 inches by

3 inches. Hole in center top for hanging. Name of wood printed
and pasted on center of label. Plant labels 7 inches by 1^ inches.

4. Match scratcher.

Hammer small nails into the four corners of the sandpaper. Two

holes in center top. Children choose measurements.
Picture mounts may be made in a similar way.

5. Puzzle. (See Youth's Companion for December 4, 1913.)

6 blocks 4 inches by 2^ inches by 1^ inches; 10 pieces of j-i^ch black
tape — 6 inches long; 5 pieces ^-inch white tape — 6 inches long.

On each of five pieces two black tapes are tacked ^ inch from side
on one end and a white one at center of other end.

Lay a block with the tapes on the underside, bring them across
the top of the block. Lay another on the top in the same posi-
tion, pull the tapes from the under block tightly up and tack
to upper side of this one. Bring the tapes from the underside
over the top of this as before. Repeat, tacking the last tapes to
the block, leaving none attached.

6. Door stop. 7 inches by 1| inches by 1^ inches; If -inch or 2-inch

wood may be used.

7. Sandpaper block. 4 inches by 2 inches by | inch. Have |-inch hole

I inch from top.

8. Simple square basket base.

Use |-inch stock or thicker. Saw, plane and sandpaper a square

base 3 inches by 3 inches. Hammer 3-inch brads for spokes.
Raffia or red weavers.

9. Plant label. 8 inches by 1^ inches by ^ inch.

10. Swing board. 13 inches by 5j inches by f inch.

11. Clappers.

Any fairly hard wood. 6 inches by 1 inch by | inch.

12. Flat iron rest.

Whitewood. 12 inches by 6 inches by f inch.
Bevel I inch on side, I inch on top.

Gouge for wax, y\ inch deep, l|-inch circle. Asbestos on one end.
Emery cloth on the other.

13. Basket bases.

Square, oblong.

Window box bases, 24 inches by 6 inches.

SYLLABUS FOR SPECIAL CLASSES.

14. Necktie rack.

Saw, plane and sandpaper oblong piece of wood, whitewood
preferred. Insert four hooks, with two screw eyes 2 inches from
ends.

15. Key rack.

Same as necktie rack, using small cup-hooks, and more of them.

16. Kitchen rack.

Same as 14 and 15, only chamfer the edges. Use hooks for holding
kitchen utensils.

17. Coat rack. .

Same as kitchen rack, using large hooks for hats and coats.

18. Square basket base.

Saw, plane, sandpaper, etc., a square piece of wood 6 inches by
6 inches (or any size to suit). Bore an even number of holes if
the children are to hairpin in the reed spokes, uneven if ordinary
insertion is to be used.

19. Pencil stand.

Prepare two pieces of wood, 6 inches by 4 inches by | inch. Divide
one piece into squares with pencil. Have children bore 15 holes
at intersections of lines. Countersink holes for a finish. Then
nail the other piece of wood for a base. Sandpaper. (One
nail in each corner should be sufficient.)

20. Easel. Gum.

Sides, 8f inches by | inch by | inch; supports, 5 inches by ^ inch
by I inch; top piece, 3| inches by ^ inch by I inch; brace, 6§
inches by | inch by I inch.

21. Trellis. |-inch stock, f inch wide; two outside strips 20 inches; center

strip, 16 inches; upper strip, llf inches; cross center strip,

9f inches; lower strip, 7f inches.
Pine, white or any light-weight wood.
Nail.

22. Half round kej^board. 8f inches by Ij inches by f inch.

Gum, cherry or maple.

23. Boxes for various purposes. With or without partitions.

9| inches by 6 inches by 6^ inches (for colors).

7 inches by 4 inches by 4| inches (for cards). •

12 inches by 5| inches by 4| inches (for balls).

24. Soap box.

6-inch by 4-inch measurement but not thick wood. Bore holes in
base. Drive nails for spokes, and weave with raffia (like a
basket); put over sink for soap. One boy's original idea.

25. Knife, fork and spoon box. 14^ inches by 9 inches by 2| inches.

f-inch stock, except ends which are j\ inch.
Sides, 2| inches high; center, 10| inches long.

26. Woodworking models for matching forms.

Square. Circle. Diamond. Oblong. Oval. Triangle. Hexagon.
See Seguin Form Board for size.

27. Peg board.

Designs traced to suit taste (animal outlines, as squirrel, teddy
bear, rabbit, horses, fruit, etc.). Size depends on pattern used.
Use automatic drill. Bore holes at top for hanging.

SCHOOL DOCUMENT NO. 4.

28.

29.

30.

31.

32.
33.
34.

35.

36.

37.

38.

39.

40.

inch apart. Bore
Sandpaper at end.

Lacing stick.

Prepare chestnut 12 inches by If inches by f inch. Then | inch
on each side mark off Hne and make dots |
holes (small ones preferred), 23 on each side.
Tile for large pegs.
Whitewood, 6 inches by 6 inches. Draw verti-
cal, horizontal and obhque lines from corner
to corner. Bore holes 1 inch apart and one
in middle. Bore holes so that pegs will fit.
Sandpaper. Different designs may be drawn .
Looms. (See Grade Outline.) 15^ inches by 10

inches by 2 inches.
Sword.

Rather hard to make. Have an extra piece

nailed on crosspiece marked A and it will

make foundation firmer and prevent wood

from splitting when it is being sawed.
See directions for wooden gun to accompanj-

this model.
Penholder. 7 inches by ^ inch by ^ inch.

Dolls' furniture. (Mission style.)
Chair. — Back, 8^ inches by 4| inches by f inch; arms and seat,

4 inches by 3 inches by f inch.
Table. — Top, 7 inches by 4 inches by f inch; legs, 4 inches by

3 inches by f inch; shelf, 4 inches by 2^ inches by f inch.
Bedstead. — Overall dimensions, 13 1 inches by 9 inches by 8 inches.
Hall seat. — 8^ inches by 4^ inches by 2| inches.

See Manual Training Magazine for April, 1910.
Coat and trousers hanger.

Coat hanger, 15^ inches by 3| inches by f inch.
Two pieces, 12 inches b}- | inch by I inch.
Two pieces, 2 inches by | inch by I inch.
Screwed to center of the back piece at the bottom.
Waste basket.

One may have j-inch holes bored j inch from sides and lace them
together or make two sides twice the thickness wider than the
other two and screw them.
Sides, 9| inches by 6f inches by I inch; bottom, 4f inches by
4f inches by I inch, supported by cleats on two opposite sides
or screwed to sides if they are screv/ed together.
Meat board.

Rounded top and base, but straight sides, 14^ inches by 8^ inches.
Cake board.

Like meat board but smaller, 12 inches by 6 inches.
Lap board.

A flat piece of whitewood curved to fit child. Use §-inch wood.
Bodkins. On which to wind roving and jute,
(a.) With rounded curve.
(6.) With square cut.

SYLLABUS FOR SPECIAL CLASSES.

41. Photograph holder.

Front, 16 inches by 1| inches by I inch; back, 16 inches by .3 inches
by J inch; bottom, 16 inches by 1 inch by f inch.

Curve upper corners ^ inch. Bore two holes in back 2^ inches
from end and If inches from top, by which to hang it. Nail
with f-inch brads.

42. Match safe or toothpick holder. Base, 2| inches by If inches by

i inch; top, 2| inches by 2| inches by 1| inches.
Bore two f-inch holes, If inches deep. Screw or nail together.

43. Scholar's companion.

Cover and bottom, 11 inches by 2| inches by -ff, inch.
Center piece, 11 inches by 2| inches by f inch.
Screw together, cover swinging on one screw.

44. Sleeve board.

Top, 21 inches by 4| inches by | inch; base, 16| inches by 5 inches
by f inch; support, 3 inches by 2f inches by f inch; dowel,
3 J inches by f inch by f inch.

45. Pencil sharpener. 6 inches by 1| inches by j inch. Sandpaper,

4 inches by 1^ inches.

46. Animals. (Ducks, bears, rabbits, etc.)

Saw on outline — mount on platform and use ends of spools for
wheels. Put on wheels with screw eyes.

See Manual Training Magazine for June, 1908.

47. Wooden gun.

Get toy gun, mark around it, cut and paint with
gay colors.

48. Candlestick.

Use 1-inch wood for 5|-inch base. Standard, 7
inches high. About 3 inches square at bot-
tom, 1| inches square at top. Top piece
about 12 inches square, ^ inch thick, covered
with brass which has had hole cut for candle.
Brass applied at top. Use small brass-
headed tacks. The top piece must have
hole bored and be nailed to standard before
covering with brass.

Base, 4| inches by 4^ inches by | inch.

Block, 2 inches by 2 inches by 2 inches, bore
f-inch hole for candle.

Handle, If inches by If inches by | inch, bore
f-inch hole for finger.

Bevel holder j\ inch. Screw together.

49. Cart.

Body, 9-inch by 4f-inch by f-inch stock. Sides 2 inches high.
Wheels, 5 inches by 5 inches by ^ inch.
Axle, 51 inches by | inch by | inch slanted to f inch.
Handle, 24 inches by f inch by f inch left square for 6 inches, then
made round.

SCHOOL DOCUMENT NO. 4.

50. Knife polishing box.

Bottom, 85 inches by 5| inches by | inch.
Sides, 8| inches by 1 inch by f inch.
Ends, 4f inches by 1 inch by | inch.
Center, 5 inches by li inches by 1 inch.

51. Necktie rack.

(a) Back, 9 inches by 3 inches by f inch; tie-rod. If inches from
bottom, 3| inches by f mch by | inch; i-inch hole 1| inches from
top. Bevel sides of back.

(6) Back, 14 inches by 2 inches by f inch; block in center,
If inches by f inch by f inch; rod, 12 inches by 1 inch by j inch.

52. Twine holder.

Back, 6| inches by 3| inches by f inch.

Two sides, 3| inches by 4^ inches by | inch; rod, 5| inches by
J inch by j inch. Put 1^ inches from front of end.

53. Pencil holder.

Base, 12 inches by 6 inches by f inch.
Top, 12 inches, by 5 inches by -^^ inch.
Two ends, 4 inches by 3f inches by § inch.

This gives room for 36 pencils, holes bored in 9 rows, 1 inch apart,
5 in a row, f-inch space, clear through top piece and i inch in
top of base.

54. Book racks.

Trough rack. — Ends, 7f inches by 7 inches by | inch; trough sides,

18 inches by 4 inches by | inch.
Fasten by mortises through ends.

55. Toy kites.

A fine book on kites by Charles Miller, published by the Manual
Arts Press, Peoria, 111., for 20 cents.

56. Hat support.

Base, 6 inches by 6 inches by | inch.
Post, 8 inches by | inch tapered to ^ inch at top.
Base might be made of two strips, 6 inches by 1 inch by | inch,
with halved together joint.

57. Hockey stick. 66 inches by If inches by | inch.

Handle | inch then knob widened for 6 inches.

58. Bat.

For battledore and shuttlecock, as played in playgrounds. Width
across oval, 6 inches.

59. Razor strop.

When finished, a strip of crocus cloth should be pasted on one side
for actual use, 14 inches by If inches.

60. Large box to hold looms, two long sides 14 inches by 10 inches.

Two end pieces 10 inches by 9| inches.

61. Pen trays.

Various sizes and shapes, some to contain an ink bottle.

62. Stationery holder.

63. Picture frames.

Make small frame of one piece of wood with opening to suit the
picture.

SYLLABUS FOR SPECIAL CLASSES.

Miter or halved together joint frames might be used in some
cases.

64. Ruig-Toss Game.

Base, 9 inches by 9 inches by f inch; 2 cleats, 9 inches by 1^

inches by 5i inches.
Post, 12 inches by | inch by f inch.

65. Solitaire board, or "Fox and Geese."

To be played with pegs instead of marbles.
6^ inches by 6^ inches by ^ inch; j-inch border,

or make each square 1 inch.
Use brads instead of pegs if desired.

66. Windmill.

Made of whitewood, colored with paints.

67. Number board for United States money.

Made of a barrel head. Draw on head a
large star; at each point put in a small hook,
and beside it write different denominations
of United States money. Use rubber rings from Mason jars for
the games.

68. Three-fold screen.

Whitewood, | inch or 1 inch; six pieces, 5^ feet by 1 inch by
\\ inches; six pieces, 1 inch by Ij inches by 16 inches (or 18
inches) ; three pieces, 1 inch by 4 inches by 16 inches.
Put together with 2-inch slender screws. Corner construction:
Use two double action hinges for each joint, being careful to ask
for |-inch double action hinges, for |-inch wood, or 1-inch hinges
for 1-inch wood. Put textile cover on with brass-headed tacks.

69. Whisk broom holder.

End pieces are for screwing or nailing to wall. Pattern to come out
flat from wall in order to drop in whisk broom.

70. Cricket.

End, 12 inches by 6| inches. Use thick stock.

One teacher spends considerable time repairing sleds, carts, chairs,

picture frames, etc. Sled tops make a good problem, using some

decoration, as houses, flights of birds, etc.

71. Magazine stand.

SCHOOL DOCUISIENT NO. 4.

72. Toys.

A good work on Coping Saw Work by Benjamin W. Johnson may
be had for 20 cents from the Manual Arts Press, Peoria, 111.

A fine book on toys by Harris W. Moore may be had from the
same press for SI.

Buzzer, on page 20 of the last book.

Tops, on pages 20-27.

Whistle, on page 32.

Gun elastic, on page 88.

Running wheel, on page 73.

Sword, on page 36.

"Happy Jack" windmill, on pages 44 and 47.

Bow and arrow.

Animals.

Simple mechanical toys.

Balance swing, swing hung from a balance rod held by two supports.

73. Teapot stand. 7 inches by 7 inches by f inch.

Four legs bored with a |-inch center bit.

74. Plant stand.

Four slats, 51 inches by f inch by \ inch; two legs, 5| inches by
f inch bj^ I inch. Slats nailed so spaces are f inch.

75. Bread board.

Ellipse 11^ inches by 8f inches by | inch or board 16 inches by 7^
inches by f inch. Shoulder, 2f inches from end.

76. Spade. 18 inches by 3 inches by | inch.

Goes well with cart for sand digging. Broad part, 4f inches from
handle which is | inch round; slant is 6 inches; curves, ^ inch each.

77. Tabourets.

Halved together joints brace and support, 9^ inches by If inches by
f inch; (4 pieces) four legs, 16 inches by If inches by f inch;
top, 14 inches by 14 inches by f inch, square, round or octagonal.
Screw legs to both lower and upper brace and upper brace to top.
Lower brace 4 inches from bottom.

78. Seat with woven splint style reed top.

Mortise seat to legs, having a bar lower down on each end. Put
in a dowel over which to weave.

79. Ironing board.

Top, 52 inches by 15 inches by | inch; brace, 44^ inches by 9^ inches
by f inch.

Second. — Brace, 17 inches by 7 inches by | inch; two cleats, 15
inches by 2 inches by f inch; one cleat, 7 inches by 2 inches by
I inch.

This grips the edge of a table and braces against the floor. Many
of these are from Sloyd Training School models and drawings of
them may be obtained there.

80. Bird house.

Picture and plan in " Manual Training Magazine " for December,
1907.

81. Umbrella rack.

In same magazine for February, 1910.

SYLLABUS FOR SPECIAL CLASSES.

82. Fire screen.

83. Toy theater.

"Golden Hair and Three Bears," staged, "Manual Training
Magazine " for December, 1912.

84. Jacob's Ladder. — Whittling.

85. Work table.

Three supports, 1| inches by Ij inches by 30 inches.
One large round cheese box.

Box covered with cretonne or paper, fastened and decorated with
brass upholstery nails.

86. Make utility shirt-waist boxes, etc., from cracker or sugar boxes.

Cover with burlap and decorate as in "Work Table."

SCHOOL DOCUMENT NO. 4.

SEWING.

For Low Grade Cases.
Dr. Fernald's wooden lacing strips.

Make of §-inch whitewood — 16 inches by 1^ inches.

Parallel rows of f-inch holes.

Use corset lacings.
Child laces his own shoes.

Lace for another.
Lacing strips of cardboard — same size as wooden.

Colored carpet rovings good for string.
Animals, birds, flowers, etc., outline by dots on large pasteboard.

Child punches hole through dots with large bone knitting needle, then
sews.

Kindergarten sewing cards, using colored worsteds.
Later can make his own card with steel knitting needle.

(Helps for punched brass work later.)
String kindergarten beads; chains of squash or melon seeds.
Old-fashioned sampler.

Of pasteboard. Draw pencil lines over which to sew stitches.

Use darning needles and macrame cord.
Stitches taught in the following order:

Long basting. Running. Overcasting. Short basting. Backstitching.
Overhanding.

Repeat above on unbleached cotton cloth with red tambo cotton.
Add hemming and felling.
Prett}^ and serviceable jump rope.

Buttonhole stitch over clothesline rope with colored rovings. No
needle.

The above with raffia is more difficult.
Rings for ring toss.

Buttonhole with rovings over three or four heavy reeds.
Napkin rings, match holders, etc.

Using tapestry needle, buttonhole with raffia over brass curtain rings.

See "Raffia and Reed Weaving." Knapp. Published by Milton
Bradley Company, pages 128-130.
Teach buttonhole with coarse colored thread on white cloth, red best

color.
Iron holders.

Of bed ticking.

Sew over and over through white stripes with colored worsted.
Sew edges over and over.
More iron holders.
Cut old stocking tops into 7-inch squares. Sew edges over and over
with a bright color of silkateen and tack like a quilt.

SYLLABUS FOR SPECL^L CLASSES.

Mittens.

Cut from old stocking tops.

Draw around hands for pattern.
Sew on two-hole buttons.
Sew on four-hole buttons.
Worsted ball for baby.

Cut two circular pieces of cardboard, 4 inches in diameter with 1-inch
hole in center.

Lay the two cardboards together. Wind as for raffia picture frame,
but fuller.

Cut outer edge, slipping scissors between cardboards.
Tie with stout string, tightly around center.
Shear ball to desired size.
Pin cushion.

Cut rectangle 4 inches by 8 inches, of material.
Double and sew on two sides.

Stuff with woolen rags or shearings from worsted ball, and sew up third
side.

Squares for pillows.

Unbleached cotton cloth.

On 6-inch squares draw pictures or designs.

Outline in color.

Put squares together like a bed quilt.
Child may sew rips and do simple mending of his own clothing.
Ten-cent store has some tray cloths, pillows, etc., stamped well for out-
lining.

For Middle Grade Cases.
Fringe for brass candle shades.

String small glass beads and attach to cotton tape.
Sew on four-hole button.
Simple darning of small holes, weaving.
Caps.

27-inch circle of gingham.

Hem and insert elastic.
Kitchen aprons, plain or with bib.

Gingham, coarse checks.
Holders of gingham, cross stitched.
Apron borders, cross stitched.

Sofa pillows of gingham with cross stitching and with "spider web stitch"
corners.

Bloomers, from old woolen skirt.

Pin middle of front and back of skirt together.

Cut out a V and sew up seams.

Insert elastic around the legs.
Petticoats.

Outing flannel.

''Ladies Home Journal" pattern No. 7635, for age 12. Cost 10 cents.
Takes 2 yards of 36-inch material.
Dolls' clothes.

Encourage girls to trim their own hats.

SCHOOL DOCUMENT NO. 4.

RafRa hats.

Make thick braids of raffia.

Sew over and over into large shade hat for summer.

Trim simply with ribbon.
Dolls' hats like above.
Rugs for floor.

Braid 2-inch wide strips of old woolen cloth.

Sew^ into desired shape.

Better to have a piece of carpet for center.
Bedroom wash rugs.

Same as above of cotton rags.

For High Grade Cases.

Table covers.

Hemstitch square 3^ards of burlap (green).

Double hemstitching on burlap not difficult.

Paint borders with oil paints.
Mattress cover.

Cheese cloth pad, line with cotton and tack with silkateen.
Quilts.

Light and dark calico pieces.

Interesting patterns for patchwork to be obtained in Textile Depart-
ment of the Art Museum.
Sew on hooks and eyes.
Sampler.

Ball stitch and feather stitch.

Use stitch on flannel petticoats.
Silk "crazy quilts" for dolls.
Sheets and pillow slips.

Plain hems or hemstitched.

Initial outlined or worked in satin stitch.
Apron.

Butterick pattern No. 2582 for 10 year old. Takes 3 yards 27-inch
material.
Petticoat (with waist attached).

Threading, care and use of machine, few attachments.
Apron (small lawn tea aprons). Dainty aprons.

Varies but little from two rectangles. Curve neck and sleeves a little.

Edge with lace.

Three buttonholes on each shoulder.

Buttonholes under arms, through which tie ribbons.
Kilt skirts may be cut over by Butterick pattern No. 5021 for more

fashionable skirt.
Kimona (self and dolly to match).

Butterick pattern No. 3989, age 13, cost 10 cents. Takes 3f yards
36-inch figured material and 1 yard of contrasting material.
Darn ragged tears.
Hem napkins and table linen.
Dolls' clothes of all kinds.

SYLLABUS FOR SPECIAL CLASSES.

KNITTING.

Hammett's toy knitters.

Pins. i\lat. Sew strips in coil.
Teach plain knitting stitch on No. 2, 10-inch bone needles.
Neck-piece for winter.

Bone needles. Germantown.

Cast on 25 stitches.

Knit rectangle, 18 inches long.

Sew on pearl button.

Crochet and attach chain for buttonhole.
Holder.

Knit rectangle, 5 inches by 10 inches.
Fill with cotton.

Sew three sides, making a 5-inch square.
Face cloth.
Knit rectangle desired size.

WTiite warping works well, washes well, but shrinks much.

Crochet shell edge.
Baby's ball.

Knit rectangle, 5 inches by 8 inches.

Sew 5-inch ends together over and over.

Fill with cotton wrapped around a sleigh bell.

Get bells for two for five cents.

Gather both ends tightly.

Can be thrown hard, won't break glass.
Doll's sweater.

Cast on 24 stitches.

Knit desired length for front and roll at bottom.

Cast on 18 more stitches for left sleeve. Knit across and cast on IS for
right sleeve.

When sleeve is half wide enough, slip and bind the middle 12 stitches
for neck.

Cast on the 12 stitches again in the next row.
Sew together sleeve and under arm.
Sailor collar and pockets may be added.
1 skein of Germantown will make a sweater.
Cap.

For small boy cast on 60 stitches. Add tassel.
Bedroom slippers.
Rectangle knitted plain.
Sew ends together for toe.

Lamb's wool soles can be bought for children for ten cents.

Crochet scallops on top edge.

Crochet chain or use ribbon for draw strings.

SCHOOL DOCUMENT NO. 4.

Afghan.

8-inch squares of a tint and a shade of one color of Germantov. n.
Sew together alternately.
Shawl.

Cast on 100 stitches. Knit loosely the desired length.
Finish ends with single knot fringe.
Four-in-hand tie.

Silkateen and steel needles.
Begin at small end of tie.

Very high grade cases with much supervision can be taught to knit
stockings, sweaters and stocking hats for themselves but cannot study
out a pattern from printed directions.

SYLLABUS FOR SPECL\L CLASSES. 77

CROCHETING.

Teach chain stitch, single and double crochet with large bone hook
and macrame cord.
Book bag.

Rectangle of plain double crochet.

Chains for use as draw strings in underwear.

Tassels and balls for ornamental ends.

Most of the suggestions for knitting can be worked out in crocheting,
but crocheting is far more difficult. Most articles are heavier if
crocheted.

For thread work for purses, lace, etc., use coarse, unbleached D. M. C.
and No. 9 steel needles.

High grade cases can make simple lace patterns, especially in worsted
for flannel petticoats.

SCHOOL DOCU-MEXT XO. i.

ENTERTAINMENTS.

There are three important factors which enter into the plans for our
parties:

1. The development of play spirit.

2. The cooperation of the parents with the school.

3. The cooperation of social service workers.

(a) The love of fun and enjoj-ment for itself and what we can contribute
for the others brings about a splendid spirit of happj' usefulness, especiallj-
among the older children.

(b) ^Mothers' meetings, both with and without children, bring us in
closer touch with the home and school life.

(c) The working with and linking ourselves with the outside enter-
tainments and social service workers gives us a knowledge of the
children on the playgrounds and in the neighborhood houses that can
be gained in no other way.

Their interest in the children outside of the school and home help us as
to the best way to plan oiu* parties.

Especial reference should be made here of the hst of Social Service Centers
and Homes provided for the entertainment of our children dm'ing vacations
and all seasons of the year.

What is a Party For ?
First. — To develop judgment.

To develop coordination of the senses.
Second. — A goal toward which the children work.
Third. — Disciplinary.
Fourth. — Educational.

Ever\'thing that is done at a part}' should be of distinct educational
value.

A party also develops the spmt of true hospitality, good manners, and
it improves bad habits, creating a spirit of happy helpfulness that no other
form of work can bring about.

"What Kinds of Parties Do We Haat: ?
Celebration of all birthdays at end of each month.
Celebrate all national holidaj'S and special historical events throughout
the school year.

September. — Special good time for new members.
October. — Hallowe'en or harvest party.
November. — Thanksgiving party.

Pilgrim party.
December. — Christmas entertainments.

January. — New Year's party. (The twelve months represented.)
February. — Celebration of Abraham Lincoln's Birthday.
Celebration of Washington's Birthday.

SYLLABUS FOR SPECL\L CLASSES.

March. — Easter party.

April. — Hi.storical party. Ride of Paul Revere.

Battle of Lexington and Concord.
May. — May pole. Folk dances.
June. — Celebration of Seventeenth of June.
All birthdays for July and August.
Farewell to mothers and children.
None of these entertainments should tax the teacher, or be of an expensive
form of party.

Peanut Party.

Orchestra selection.
Three folk dances.
One solo dance.

Three recitations (one a concert selection).

Vocal solo.

Two songs by class.

Peanut games, for which the peanuts were the prizes.

1. Guess how many peanuts in a quart fruit jar. Each child writes
his name and his guess on paper.

2. Give each child a paper plate and ten nuts. At a given signal,
all shell their peanuts, removing inner brown husk — trying to keep nuts
whole and nicely arranged.

3. Without measuring, guess how many peanuts of ordinary size it
will take to reach from one end of the piano to the other. Later, laj' the
nuts and count.

4. Each child has five peanuts. A wide-mouthed jar or vase stands in
the middle of the floor. Child stands, with right arm extended and tries
to drop one nut at a time into the jar. The ones who can drop all of the
nuts into the receptacle wins.

5. Large hoop suspended in a doorway. Child has two peanuts tied
to the end of a long string or raffia. Child tries to swing the peanuts
through the ring.

6. See how many peanuts he can grasp and hold, picking them up with
palm down.

7. Same with palm up.

8. Peanut race. Dishes, each holding eight or ten nuts placed in row,
at one side of room. Empty receptacles at the opposite side of the room.
Children race, trj-ing to carry the peanuts on a knife blade, one at a
time, to the empty receptacles. One who carries them all across first and
deposits them in the proper receptacle wins.

9. Peanuts hidden about the room, none higher than shortest child
can reach. Each child is supplied with paper bag. At a signal, children
race to find the most.

10. Throwing peanuts into a bean bag board. Into smaller holes
scoring more than into larger.

SCHOOL DOCUMENT NO. 5- 1914

BOSTON PUBLIC SCHOOLS

CANDIDATES ELIGIBLE FOR
APPOINTMENT AS TEACHERS

JULY, 1914

BOSTON
PRINTING DEPARTMENT
1914

CONTENTS.

Page

Names of Holders of Elementary School Special Certificates combined

with Holders of Class B Certificates 5

Visitation and Re-rating of Holders of Elementary School, Class A

and Class B, Certificates 6

Assistant Nurses: Regulations with Respect to Appointment and

Removal of Teachers Applicable to 6

Appointments from Eligible Lists and Age Limitations ... 7

Appointments not Governed by Eligible Lists 7

Dates of Certificate Examinations 7

Removals and Restorations of Names from and to Eligible Lists . . 8

Change in Rating by Re-examination 9

Normal School Graduates May Obtain Ratings on Examined Lists . 9

Expiration and Revocation of Certificates 10

Temporary Certificates 12

Eligible Lists:

High School Certificates:

Ancient Languages 13

Botany — Zoology 13

Commercial Branches 13

Economics 14

EngHsh 14

French 15

German 15

History 15

Manual Arts 16

Mathematics 16

Physics — Chemistry 17

Spanish 17

High School Special Certificates 18

Special Certificates Valid in High Schools:

Commercial Branches 18

Manual Arts . . . 18

Physical Training . . 19

Salesmanship 19

Industrial Instructors, Day High Schools, Certificates ... 19

Normal School Elementary Certificates, 1914 20

Normal School Elementary Certificates, Prior to 1914 ... 23
Elementary Certificates, Examined Candidates:

Class A (Men) 28

Class B 28

SCHOOL DOCUMENT NO. 5.

Page

Kindergarten Certificates:

Normal School, 1914 31

Normal School, Prior to 1914 . . . . ^ . . .31

Examined Candidates ,31

Special Certificates Valid in Elementary Schools :

Cookery Certificates . 31

Sewing Certificates 32

Manual Training Certificates 32

Special Class Certificates 33

Assistant in Music Certificates 33

Department Instructor in Manual Arts Certificate ... 33

Assistant in IManual Arts Certificates 33

Assistant Nurse Certificates 34

CANDIDATES ELIGIBLE AS TEACHERS. 5

Boston Public Schools,
Office of Board of Superintendents,

Mason Street, July, 1914.

This document comprises the ninth list of candidates
ehgible for appointment to permanent positions in the
public day schools of Boston, revised and completed to
date. It contains the names of all candidates included
in the list issued in July, 1913, who have not
yet been appointed to permanent positions in the
service, and whose certificates are still valid, with the
exception of those who have asked that their names be
omitted from the list. It also contains the names of
persons entitled to a rating because they have success-
fully passed examinations held since that date, including
Boston Normal School graduates of June, 1914, and
the names of holders of valid certificates which have
been restored upon application and in accordance with
the rules of the School Committee.

Graduates of the Boston Normal School prior to June,
1914, whose names appeared in the eighth list,^'
and whose names are also entered in this list, have been
regraded by the Board of Superintendents in accordance
with the provision of the rules of the School Committee
(section 141, paragraph 2), and their present ratings
supersede those given in the previous list.

ELEMENTARY SCHOOL SPECIAL CERTIFICATES.

In this eligible list, in accordance with an order passed
by the School Committee on July 1, 1912, the names of
holders of the Special'^ certificate, the certificate issued
to graduates of the Boston Normal School who are grad-
uates of a college or university approved by the Board
of Superintendents, are combined with the names of
holders of the Normal School, Class B, certificate.

SCHOOL DOCUMENT NO. 5.

VISITATION AND KE-KATING OF HOLDEKS OF ELEMEN-
TARY SCHOOL, CLASS A AND CLASS B, CERTIFICATES.

In accordance with the plan adopted by the Board
of Superintendents in January, 1913, candidates for
the Elementary School, Class A, and the Elementary
School, Class B, certificates in the January, 1914,
examinations who received a mark on their written
examinations satisfactory to the Board of Superintend-
ents, were personally visited in the class-room by a
member of the Board of Superintendents, and the credit
allowed such candidates for '^Experience in Teaching''
has been based in part upon this personal visitation.

Holders of the Elementary School, Class A and Class
B, certificates whose names appeared on the eligible
list for the year 1913-14, whose ratings were not based
in part upon a personal inspection of their work in the
class-room by a member of the Board of Superintendents,
and who requested a visitation and a re-rating based
thereon, have also been visited during the past year and
have been re-rated on the results of such visits, in accord-
ance with the order passed by the School Committee at
its meeting of June 23, 1913. In some few cases the
visits have not resulted in any change in the mark
originally given for Experience in Teaching."

The names of candidates who have been visited are
starred (*) on the respective lists.

ASSISTANT NURSES.

This document also contains the list of candidates
now eligible for appointment as assistant nurse in
the public schools. The regulations of the School
Committee with respect to the appointment, reappoint-
ment, tenure of ofl^ice, and removal of teachers apply
in general to nurses, and their certificates cease to be
valid in accordance with the regulations governing
the expiration and revocation of teachers' certificates
of qualification.

CANDIDATES ELIGIBLE AS TEACHERS.

APPOINTMENTS FROM THE ELIGIBLE LISTS AND AGE
LIMITATIONS.

Except as provided in the following paragraph, no
person may be appointed to a permanent position as
a member of the supervising staff, or as a teacher in
the public schools, whose name does not appear among
the highest three of the names on the proper eligible
list willing to accept such appointment, without regard
to the dates on which the names were placed on said
Hst; nor may any person be appointed iii accordance
with the provisions of this paragraph to take effect
later than the thirtieth day of June following the
fortieth birthday of such person. These restrictions,
however, do not affect the promotion of a permanent
teacher to a higher rank in a school of the same class
as that in which the teacher is already employed; nor
does the limitation as to age affect the promotion of
permanent teachers to any position in the public schools,
nor the validity of certificates issued prior to January
1, 1909.

APPOINTMENTS NOT GOVERNED BY ELIGIBLE LISTS.

•Appointments as principal of a school or district, as
director or assistant director of a special subject or
department, as supervisor or assistant supervisor of a
special subject or department, as teacher in the Normal
School, as instructor of military drill, as medical inspector
of special classes, as supervising nurse, as temporary
teacher, as substitute, as special assistant in elementary
schools, and as teacher in evening or continuation
schools, or playgrounds, are not governed by the ehgible
lists.

DATES OF CERTIFICATE EXAMINATIONS.

The Board of Superintendents holds examinations
of candidates for appointment as teachers in the public

SCHOOL DOCUMENT NO. 5.

schools during the week beginning with the last Mon-
day of January in each year. These examinations are
usually confined to candidates who desire certificates
to teach in the day schools. Examinations for evening
school certificates are usuallj^ held annually during the
latter part of August or the early part of September.*
Other examinations may be held whenever, in the opinion
of the Superintendent, the needs of the schools require.
Detailed information with regard to such examinations
may be obtained in advance by apphcation to the
Secretary of the School Committee.

REMOVALS AND RESTORATIONS OF NAMES FROM AND TO
ELIGIBLE LISTS.

The names of persons holding certificates which
include certificates of a lower grade may, upon request,
be included in the eligible list of such lower grade or
grades according to the rating of such holders of certifi-
cates in their respective examinations, but they shall
not be entitled to a higher rating on such lower hst or
Hsts by reason of their holding higher grade certificates.

The names of persons appointed to permanent posi-
tions in the day school service are removed from the
eligible lists.

A person whose name appears upon the ehgible lists
may, upon request, have the same removed therefrom
at any time, and may have it restored to the next eligible
lists in June of any year during the hfe of the certificate,
upon \\Titten apphcation, with the same rating as before,
or, if a graduate of the Boston Normal School, ^^dth such
re-rating as the Board of Superintendents ma}' deter-
riiine; provided, that such restoration shall not affect
the validity of the certificate and shall not operate to
extend the original period for which the certificate is valid.

* The annual examinations for evening school certificates of qualification will be omitted
in the fall of 1914.

CANDIDATES ELIGIBLE AS TEACHERS. 9

The names of persons appointed as substitutes, tem-
porary teachers, or special assistants in elementary
schools, or as teachers in evening schools, in continuation
schools, or in playgrounds, are not removed from their
respective eligible lists because of such appointment.

The name of any person appearing on any eligible
list who has failed of selection on five separate occasions
when another person on said list has been selected and
appointed, may be dropped from such list by action of
the Board of Superintendents, and shall not be restored
thereto except by another examination. The name of
any person that has been on any eligible list six years
shall be removed therefrom, and may be restored thereto
only by examination. The name of any person appear-
ing on any eUgible list who has refused three offers of
permanent employment shall, by action of the Board
of Superintendents, be dropped from said Ust for the
remainder of the current school year. Any person
taking more than one examination of the same class
shall be rated on the eUgible list of that class solely on
the results of the latest examination.

CH.\XGE IN RATING.

Persons whose names appear on any eligible list and
who desire to have their ratings changed, may have
this done by passing another examination.

NORMAL SCHOOL GRADUATES MAY OBTAIN RATING UPON
OTHER LISTS.

Boston Normal School graduates may obtain posi-
tions on the regular Elementary, Class B, list by pass-
ing the prescribed examination. In that event they will
be rated on the '^Examined List" according to the
results of such examination, and their names will be
removed from the list of Normal School graduates.

SCHOOL DOCUMENT NO. 5.

EXPIRATION AND REVOCATION OF CERTIFICATES.

Certificates issued on examination after June 1, 1906,
cease to be valid on the thirtieth day of June of the
sixth year following the date of issue; provided, that
no certificate shall remain valid after the thirtieth day
of June next following the fortieth birthday of the holder
thereof, except as hereinafter specified. This limitation
as to age does not affect the validity of certificates issued
prior to January 1, 1909, nor the validity of certificates
which do not render the holders eligible for appointment
to permanent positions as members of the supervising
staff or as teachers in the public schools, nor the vaUdity
of certificates hereafter issued to permanent teachers in
the public schools.

Certificates issued on examination prior to June 1,
1906, ceased to be valid on the thirtieth day of June of
the second year following the date of issue, except as
hereinafter provided.

* Certificates issued to graduates of the Boston
Normal School prior to June 1, 1906, ceased to be valid
June 30, 1912, except as hereinafter specified; provided,
that the limitation as to age shall not affect the validity
of certificates issued prior to January 1, 1909.

* Certificates issued to graduates of the Boston
Normal School after June 1, 1906, cease to be valid on
the thirtieth day of June of the sixth year following the
date of issue, except as hereinafter provided.

Certificates issued on examination prior to June 1,
1906, and valid on that date by reason of renewal or of
service in the Boston public schools, ceased to be valid
June 30, 1908, except that regular high school certifi-
cates held by teachers serving during the year ending

* By action of the School Committee on April 22, 1912, the validity of Normal School
certificates issued in June, 1906, and prior to that date, was extended to June 30, 1913,
vnih the distinct understanding that under no circumstances shall the vaUdity of other
certificates as now determined by the rules be extended.

CANDIDATES ELIGIBLE AS TEACHERS. U

June 30, 1906, in permanent positions in the elementary
day schools of Boston, ceased to be valid June 30, 1912,
except as hereinafter provided.

The validity of certificates issued prior to June 1,
1906, which include positions in day schools of a differ-
ent class, but which also include the position in which
the holder thereof is employed, expired with respect to
such day schools of a different class on June 30, 1912;
nor shall the validity of any certificate issued after June
1, 1906, extend beyond the thirtieth day of June of
the sixth year following the date of issue by reason of
the service of the holder thereof in schools of a different
class than that in which the holder is employed.

All certificates under which appointments are made
to permanent positions in the day school service, and
certificates of a higher grade, but including the position
in which the holder thereof is employed, remain valid
with respect to the class of schools in which the holder
thereof is employed during the term of such service.

All certificates, except those under which appoint-
ments are made to permanent positions in the day school
service, cease to be valid when the names of the holders
are removed from the eligible lists.

Certificates VII., Elementary School, Class A, or VIIL,
Elementary School, Class B, or equivalent certificates
issued prior to January 1, 1908, and held on that date by
persons serving in permanent positions in the Parental
School, remain valid during the term of such service.

Certificates under which appointments are made to
permanent positions in the Parental School, under the
same conditions governing appointments to similar
positions in the public schools of the City of Boston,
and certificates of higher grade, but including the posi-
tion in which the holder thereof is emploj^ed, remain
valid during the term of such service, so far as elementary
school service is concerned.

SCHOOL DOCUMENT NO. 5.

Any certificate may be revoked by the Board of
Superintendents if, in its opinion, the good of the service
so demands.

TEMPORARY CERTIFICATES.

All certificates are non-renewable, but the Board of
Superintendents may issue instead thereof temporary
certificates to holders of regular certificates of qualifica-
tion which are no longer valid, under such conditions
as that Board may determine, which entitle the holders
to serve in temporary positions of such rank and in such
schools as are specified in the certificate.

These certificates are valid for such length of time
as the Board of Superintendents may determine, but not
beyond the thirtieth day of June of the sixth year
following the date of issue.

A copy of the eligible lists, as soon as printed, is mailed
to persons whose names appear thereon.

THORNTON D. APOLLONIO,

Secretary.

CANDIDATES ELIGIBLE AS TEACHERS. , 13

HIGH SCHOOL CERTIFICATES.
Ancient Languages.

Men.

Rating. Name. Certificate Expires

912 Carroll H. May June 30, 1919

861 William H. J. Kennedy " 30, 1920

860 Hugh M. Parrish . "30, 1918

839 Max Levine " 30, 1920

830 Eugene W. Russell "30, 1918

827 Cornelius A. Guiney " 30, 1920

812 Wayne M. Shipman " 30, 1920

797 John J. Desmond, Jr "30, 1918

785 Melvin T. Holbrook "30, 1916

Women.

875 Louise Adams June 30, 1917

861 Anna A. Raymond " 30, 1920

855 Laura Smith Clark " 30, 1917

832 Florence E. Johnson "30, 1915

807 Helener G. Robertson "30, 1916

806 Mabel L. Abbott "30, 1915

794 Helen J. Goodspeed " 30, 1920

777 Lillian L. Decatur "30, 1917

768 Ellen L. Foley "30, 1916

752 Edith M. Cook "30, 1916

722 Addie E. Flanders "30, 1915

Botany — Zoology.
Men.

834 Philip W. L. Cox June 30, 1915

712 Alfred L. G. Gundersen "30, 1918

Women.

795 Annie P. O'Hara June 30, 1918

786 Isabel McClare "30, 1919

728 Mary J. Rogers "30, 1916

Commercial Branches,
bookkeeping and commercial arithmetic.
Men.

763 Walter J. Goggin June 30, 1920

714 Ernest M. Hunt ....... "30, 1915

SCHOOL DOCUMENT NO. 5.

High School Certificates (Continued).

Women.

Rating, Name. Certificate Expires

744 Carrie M. Goulding June 30, 1920

660 Helen F. Keefe « 30, 1916

645 Mabel L. Hayes "30, 1915

PHONOGRAPHY AND TYPEWRITING.

Women.

752 Elizabeth K. Nagle June 30, 1919

750 Margaret Little " 30, 1920

713 Edna Willis " 30, 1920

Economics.
Men.

740 James E. O'Neil June 30, 1920

737 Daniel V. O'Flaherty " 30, 1920

English.
Men.

871 Thomas F. McSherry ...... June 30, 1917

836 Edward A. Post " 30, 1920

817 Walter L. Leighton "30, 1917

804 George M. Glover "30, 1919

803 Frederic R. Willard "30, 1917

766 Edwin B. Richards " 30,1918

753 Harold W. Gammans " 30, 1920

680 Joseph F. O'Sullivan "30, 1918

Women.

853 Madge E. McElroy June 30, 1915

846 Elizabeth Chase " 30, 1920

838 Adelaide Haley "30, 1916

825 Blanche F. Kingsley "30, 1918

823 Helen A. Taff "30, 1918

817 Marion A. Guilford " 30, 1920

813 Clara L. Buswell "30, 1915

813 Grace W. Heartz "30, 1918

807 Bessie H. Jaques " 30, 1920

803 Edith Everett "30, 1916

792 Laurie B. W. Browne "30, 1917

784 Mary L. Sheehy "30, 1916

778 Frances Burnce " 30, 1920

773 Susan F. Burbank " 30,1915

773 Grace A. Buxton "30, 1917

770 Gertrude F. Peirce "30, 1918

CANDIDATES ELIGIBLE AS TEACHERS.

High School Certificates {Continued).

Rating. Name. Certificate Expires

770 Margaret R. Piper June 30, 1915

762 Edna T. Wilson " 30, 1920

740 Helen Thomas " 30, 1916

728 Mary Wilbar Bauer "30, 1915

720 Minerva Ford Shirley "30, 1918

719 Alice L. Crockett "30, 1918

704 Margaret S. Lunt "30, 1918

French.
Men.

905 George H. Derry June 30, 1918

823 James F. Conlin " 30, 1916

798 Eugene M. Lebert "30, 1917

732 Albert W. Hopson "30, 1919

Women.

852 Katharine G, Powers

847 Frances A. Hodgkins

839 Winifred B. Rogerson .

836 Marion Renfrew

816 Ethel G. McElroy .

811 Rebecca D. Moore .

807 Julia A. Dorrington

803 Gertrude Karman .

776 Mabel F. Knight .

739 Eva H. Williams .

709 Ethel M. Piper

704 Marietta L. Kirby .

German.

Men.

896 Cecil T. Derry June 30, 1918

782 J. Albert Brack "30, 1919

782 William G. S. Mclntyre "30, 1916

Women.

840 Wilhelmine B. Ernst June 30, 1917

837 Gertrude F. Merrill "30, 1917

830 Katharine T. Copeland "30, 1917

812 Eleanor L. Cox " 30, 1920

796 Mary M. Gaffey " 30, 1920

History.
Men.

885 Edmund W. Foote June 30, 1919

866 Carey P. Ladd "30, 191S

June 30, 1918

" 30, 1918

« 30, 1917

" 30, 1920

" 30, 1918

" 30, 1920

" 30, 1919

" 30, 1915

" 30, 1920

SCHOOL DOCUMENT NO. 5.

High School Certificates {Continued).

Rating,

Name.

Certificate Expires

849

June 30, 1918

849

William T. Morgan

30, 1919

824

Albert Farnsworth

30, 1919

811

Alfred W. Smith

30, 1919

772

Sidney C. Hazelton

30, 1918

725

Gustaf A. Lundquist

30, 1915

Women.

884

Catharine T. "\Mialen

June 30, 1916

866

Ethel E. Caryl

30, 1919

862

Allies G. Porter

30, 1918

861

Mary E. Greene

30, 1919

861

Alice L. Halligan

30, 1920

839

.Tospnhinp A Whitp

t/WOv^L/Jlilii:; Xi.. IT U.Jll.\^ ••••••

30, 1918

814

Florence E. Hutchinson

30, 1919

803

Grace E. Lingham

30, 1917

801

Clara E Parker

30, 1917

776

Ruth J. Cummings

30, 1919

771

Amy C. Farhn

30, 1920

Manual Arts.

DRAWING.

745

June 30, 1915

TVT ATFTRM ATirS

Men,

960

June 30, 1917

866

30, 1919

837

30, 1915

828

30, 1920

821

30, 1915

814

30, 1920

784

30, 1919

782

30, 1920

781

30, 1919

763

30, 1917

758

William E. Fay

30, 1919

739

30, 1920

734

Robert E. Frink

30, 1919

734

30, 1919

725

Edmund D. Styles

30, 1919

724

30, 1915

718

30, 1918

CANDIDATES ELIGIBLE AS TEACHERS.

High School Certificates (Concluded).

Women.

Rating. Name. Certificate Expires

806 Margaret J. Griffith June 30, 1920

805 Elizabeth J. Martin " 30, 1920

785 Ella L. Townsend "30, 1919

784 Lillian J. Hopkins "30, 1917

756 Hazel Donham "30, 1915

737 Ethel T. Burpee "30, 1918

735 Isabella M. Gillpatrick "30, 1916

730 Frances E. McDufifee "30, 1915

Physics — Chemistry.
Men.

842 John C. Gray June 30, 1918

838 Max Weiss •" 30, 1920

836 Warren E. Robinson " 30, 1920

833 George G. Bulfinch, Jr " 30, 1918

829 Harry F. Doe " 30, 1920

821 John A. David , • • "30, 1919

821 Allen C. Hutchinson "30, 1917

816 Howard A. Newton "30, 1919

807 Henry G. Blount " 30, 1920

797 Lewis P. Chapin "30, 1915

794 Maurice A. Norton "30, 1918

791 George P. Campbell " 30, 1915

773 Leighton S. Thompson " 30, 1920

772 Albert B. Dunning "30, 1916

771 Charles A. Blatchley "30, 1919

766 James M. McNamara "30, 1916

764 Elbert C. Wixom "30, 1917

763 Thomas D. Ginn "30, 1918

747 Willis C. Campbell "30, 1918

745 William J. Nutter " 30, 1920

665 Robert I. Haseltine " 30,1916

Women.

879 Edna M. Hurlin June 30, 1920

844 Abbie O. Stoddard " 30, 1917

841 Harriet H. Parmenter " 30, 1918

796 Ruth E. Thomas "30, 1917

771 Helen M. Stevens " 30, 1920

Spanish.

820 Katharine F. Garrity June 30, 1920

SCHOOL DOCUMENT NO. 5.

HIGH SCHOOL SPECL^L CERTIFICATES.

Rating. Name. Certificate Expires

760 Daniel J. Higgins June 30, 1915

SPECIAL CERTIFICATES VALID IX HIGH .SCHOOLS.

Commercial Br.^ches.
bookkeeping and commercial arithmetic.
Men.

Rating. Name. Certificate Expires

731 Lewis A. Newton June 30, 1919

670 George A. Fellows « 30, 1918

Women.

733 Anna T. Kelley June 30, 1919

716 Florence L. Hamblin « 30, 1916

709 Elizabeth E. Haggerty "30, 1917

703 Susie J. McCloskey « 30, 1917

688 Elizabeth V. Cloney « 30, 1917

687 Ilda D. Mann "30, 1916

PHONOGRAPHY AND TYPEWRITING.

716 F. Louise Dacey June 30, 1920

Manual Arts.

DRAWING.

Men.

729 Robert W. Broderick June 30, 1919

Women.

801 EUzabeth M. P. Bartlett June 30, 1920

793 Clara E. Glover "30, 1919

776 Abby W. Sullivan "30, 1919

768 Laura W. Cook "30, 1916

727 AUce S. Willoughby "30, 1919

708 Harriet M. Simpson "30, 1915

698 Elvira T. Harvey . " 30, 1920

MANUAL TRAINING.

Men.

708 Bertram P. Kewer June 30, 1918

CANDIDATES ELIGIBLE AS TEACHERS. 19

Special Certificates {Concluded).
Physical Training.
Men.

Rating. Name. Certificate Expires

748 John J. O'Donnell, Jr June 30, 1915

650 James H. Crowley " 30, 1916

Women.

854 Agnes S. Thompson June 30, 1920

809 Margaret McCarthy "30, 1919

780 Izannah A. Lucas " 30, 1920

776 Josephine A. McLaughlin " 30, 1920

759 Helen P. Shepardson " 30, 1920

744 Katharine French " 30, 1920

743 Rachel Rosnosky " 30, 1920

721 Marguerite A. Cahill " 30, 1920

684 Lucy Hunter Hynes " 30, 1915

Salesmanship.

861 Helen E. Parker June 30, 1919

825 Helen A. Taflf " 30, 1920

764 Mildred Ivy " 30, 1919

INDUSTRIAL INSTRUCTORS, DAY HIGH SCHOOLS,
CERTIFICATES.

Household Science.

Rating. Name. Certificate Expires

817 Mary B. Whiting June 30, 1917

810 Agnes C. Early "30, 1919

785 Ethel G. Wooldridge "30, 1917

781 Agnes M. Best "30, 1917

Dressmaking.

805 Mabelle B. Rimbach June 30, 1918

793 Theresa A. Fitzpatrick "30, 1918

758 Mary L. Dermody "30, 1919

757 Annie V. Tracy " 30, 1920

732 Winifred Dalton ....... "30, 1916

731 Marcelline I. Mora "30, 1916

717 Alice H. Healy " 30, 1920

703 Mary A. Fitzpatrick "30, 1916

680 Mary A. Shea "30, 1916

663 Katherine Bergen "30, 1915

654 Mary L. Crawford • " 30, 1916

SCHOOL DOCUMENT NO. 5.

Industrial Instructors (Concluded).

Millinery.

Rating. Name.

828 Marion L. Emerson

824 Annie F. Timberlake

816 Marie C. Rollins .

774 Alice M. Croke

769 Eileen M. Harrington

732 Mary Travers .

714 Katherine M. Casey

627 Mary T. Naphen .

Certificate Expires

June 30, 1915

" 30, 1915

« 30, 1916

« 30, 1920

" 30, 1919

" 30, 1920

" 30, 1917

" 30, 1916

NORMAL SCHOOL ELEMENTARY CERTIFICATES, CLASS OF
;914, AND OTHERS AS INDICATED.

Rating.

Name.

Certificate Expires

833

Gladys A. Ringer

June 30, 1920

829

Sylvia E. Donegan *

30, 1920

829

Marguerite J. Rich

30, 1920

823

Agnes L. Harrington

30, 1920

820

Sigrid B. Anderson

30, 1920

818

Elizabeth L. Willis

30, 1920

818

Mary V. Driscoll

30, 1920

817

Beatrice M. McNally

30, 1920

815

Jeannette A. Wall

30, 1920

815

Charlotte L. Childs

30, 1920

814

Adeline R. Cropper

30, 1920

814

Gertrude A. Smith

30, 1920

812

Mary L. Bradley

30, 1920

810

Alice G. Mason

30, 1920

810

Josephine M. Friery

30, 1920

809

M. EHzabeth Gay

30, 1920

808

Margaret J. O'Brien

30, 1920

808

Lillian C. O'Neil

30, 1920

807

Anna C. Gallagher

30, 1920

807

Sadie G. Kennedy

30, 1920

805

Katharine M. Schubarth (Class of 1913) .

30, 1919

805

Joseph A. Fitzgerald *

30, 1920

804

Ruth A. Sharkey

30, 1920

803

Helen M. Baker

30, 1920

802

Marion R. Kanter

30, 1920

802

Ruth I. Larson

30, 1920

* Holds Elementarj- School Special Certificate.

CANDIDATES ELIGIBLE AS TEACHERS. 21
Normal Elementary, Class of 1914 {Continued).

Rating. Name. Certificate Expires

801 Ida M. Ridlon June 30, 1920

801 Mabel L. Augusta « 30, 1920

801 Marion C. Moreland * " 30, 1920

800 Francis J. Horgan * « 30, 1920

800 Irene L. Hines « 30, 1920

800 Mary T. Dowling « 30, 1920

799 Mildred L. Fryer (Class of 1910) ... « 30, 1916

798 Dora F. Smith " 30, 1920

797 Mildred E. Hastings * " 30, 1920

796 Katherine M. Kelly " 30, 1920

795 Bessie M. Lassen " 30, 1920

795 Mary M. Lordan " 30, 1920

794 Grace M. Curry ....... " 30, 1920

794 Bessie R. Blair " 30, 1920

792 Esther E. Brooks " 30, 1920

791 Leonora P. Lordan " 30, 1920

790 Florence Driscoll * " 30, 1920

790 Helen C. M. Lynch " 30, 1920

788 Eleanor P. FitzGerald " 30, 1920

787 Margaret E. O'Connor " 30, 1920

787 Mary M. O'Hearn " 30, 1920

786 Eleanor A. Dordoni " 30, 1920

784 Alice E. Manning " 30, 1920

783 Mary C. Levins " 30, 1920

782 Helen E. Rourke " 30, 1920

782 Alice G. Flynn " 30, 1920

782 John J. Connelly, Jr. * " 30, 1920

780 Veronica R. Grant " 30, 1920

780 Eileen E. Rogers " 30, 1920

780 Mary A. Hanlon " 30, 1920

779 Helen L. Cronin * " 30, 1920

778 Crystal D. Bird " 30, 1920

778 Ruth M. Drury " 30, 1920

777 Birdie O. Bird " 30, 1920

775 Charles M. Herlihy * " 30, 1920

772 Anna M. Galvin " 30, 1920

772 Edith A. West " 30, 1920

771 Frances A. Flynn " 30, 1920

771 Marion B. D. Curley ...... " 30, 1920

770 Ruth M. Gemmel " 30, 1920

770 Anna M. Buckley " 30, 1920

767 Katherine F. Breen " 30, 1920

* Holds Elementary School Special Certificate.

22 SCHOOL DOCUMENT NO. 5.

Normal Elementary, Class of 1914 (Concluded).

Rating. Name. Certificate Expires

766 Mary V. O'Neill June 30, 1920

766 Josephine L. Broderick " 30, 1920

765 Mildred E. Frazier " 30, 1920

764 Helen I. MuUiken " 30, 1920

763 Helen T. Hannon " 30, 1920

763 Ellen G. Sullivan " 30, 1920

762 Elizabeth A. Good " 30, 1920

762 Agnes P. Goggin * " 30, 1920

762 Irene E. Cox " 30, 1920

761 Mary E. Buckley " 30, 1920

760 Dorothy L. Devine " 30, 1920

760 Anastasia K. White " 30, 1920

760 Ethel M. Ruth " 30, 1920

759 Margaret E. Maloney " 30, 1920

757 Mary M. Facey " 30, 1920

755 Rose A. Brady " 30, 1920

754 Jennie F. Boles " 30, 1920

753 Mary E. Loughman " 30, 1920

751 Mary E. Driscoll " 30, 1920

749 Bridget C. Ridge " 30, 1920

749 Frances B. Mea " 30, 1920

747 Mary C. Murphy " 30,1920

745 Florence P. Saunders " 30, 1920

744 Ruth V. Tobin " 30, 1920

743 Sadie M. Boles (Class of 1913) .... "30, 1919

743 Esther E. Cahill " 30, 1920

743 Gladys P. Eaton " 30, 1920

743 Nelly G. Fannon " 30, 1920

740 John L. Mayer * " 30, 1920

736 Louise J. Smith " 30, 1920

733 Jeannette Ascolillo " 30, 1920

733 E. Priscilla Mullan (Class of 1913) ... " 30, 1919

732 Vincent J. Readdy * * . " 30, 1920

731 Mary H. Stroup " 30, 1920

730 Mary M. J. Egar " 30, 1920

728 James E. Fihelly * " 30, 1920

727 Blanche L. Donohoe " 30, 1920

720 Francis J. Murphy * " 30, 1920

719 Margaret M. J. McAndrew " 30, 1920

713 Thomas P. Dooley * " 30, 1920

709 Ruth T. Church (Class of 1913) .... "30, 1919

709 Joseph H. GHdea * " 30, 1920

701 Edith Sonnabend (Cla^s of 1913) ... " 30, 1919

655 Thomas S. Foley * " 30, 1920

* Holds Elementary School Special Certificate.

CANDIDATES ELIGIBLE AS TEACHERS. 23

NORMAL SCHOOL ELEMENTARY CERTIFICATES, PRIOR

TO 1914.

(Ratings which are exactly alike are connected by a brace. In other cases of
similar ratings, there is a decimcd difference in favor of the name
appearing first on the list.)

Rating.

Name.

Certificate Expires

918

Elsie V. Karlson

June 30, 1919

915

Marion A. Maguire

^0 IQIQ

901

Alice C. Manning

30, 1919

896

John F. Lj nch *

.^0 1Q1Q

896

Ellen A. Barry *

.^0 1Q1Q

890

Lydia M. Gore *

^0 IQIQ

890

Elizabeth F. B. MacKay

885

John J. Connolly *

.^0 IQIQ

%J\J y X iJ X iJ

884

Gertrude R. Lynch

QO IQIQ

884

Ehzabeth M. Hayes

30 1919

883

Ahce M. P. Higgins

QO IQIQ

0\J, i.V ±v

883

Margaret M. Riley

^0 IQIQ

883

Margaret G. Stanwood *

^0 IQIQ

882

Margaret G. Ford . . . - .

30 1919

882

Agnes G. Phelps

30 1919

tJ\J y X *J X %J

880

Mildred C. Sullivan

•^0 IQIQ

880

Agnes B. Kelly

^Ci IQIQ

879

Catherine E. Lenihan

30 1919

Kjyj y X \J X nJ

876

Ethel M. Hiltz

.^0 IQIQ

OV, LV LV

875

Adehne C. Leve

^0 1Q17

OV/j X%J X i

875

Lillian M. Connors

30 1919

%J\J y XU XU

875

Mary C. McMahon

30 1918

KfyJy XJ7XO

874

Alice M. Smith

30 1918

873

Agnes F. Kelly

30, 1915

872

Theresa A. Ratta

30, 1918

872

xxlJL^U 1 V J. • X • JLiCtUl^iXXl ••••••

30, 1919

872

Marion Church

30, 1919

870

Margaret M. O'Connell

30, 1916

870

M adehne B. Murphy

30, 1919

870

Esther E. Larson

30, 1919

870

Mildred A. Hersey

30, 1918

869

Gertrude M. Reilly

30, 1919

869

Ehnor Neilon . . . . .

30, 1916

869

William S. Lenihan *

30, 1919

869

Anne M. Cassidy

30, 1916

{ 868

Ehzabeth J. Miley

30, 1919

I 868

Eva G. Ridley

30, 1919

868

Ruth Holland

30, 1919

* Holds Elementary School Special Certificate.

SCHOOL DOCUMENT NO. 5.

Normal Elementary, Prior to 1914 (Continued).

Rating. Name. Certificate Expires

868 Matilda I. Coveney June 30, 1919

867 Anna P. Duggan "30, 1919

867 Anne D. Allard « 30, 1917

867 Edith Stahl "30, 1918

867 Helen L. Mahoney "30, 1918

866 Mildred M. Colton "30, 1919

866 Lillian E. Enos "30, 1916

865 Melvina Urban " 30, 1918

{ 865 Ellen A. Leahy "30, 1919

< 865 Francis J. O'Hara * "30, 1918

864 Mary F. Reagan " 30, 1916

864 Laura I. Miller "30, 1915

863 AHce P. George "30, 1919

863 Thomas E. Mahoney * " 30, 1918

862 Margaret M. Biggy "30, 1917

862 Ehzabeth M. Carten " 30, 1918

862 A. Florence Pow "30, 1918

862 Walter C. Winston * "30, 1918

862 Emily A. Brady "30, 1919

862 Florence J. Mills * "30, 1919

861 Katherine M. Finn " 30, 1918

861 Ruth H. Soelle "30, 1917

861 Irma A. Perkins " 30, 1917

860 Josephine J. Lynch "30, 1919

859 Helen F. McGlinchy "30, 1919

859 Annie V. Devine "30, 1918

859 Ehzabeth F. Laughhn "30, 1919

859 F. Josephine Rogers "30, 1918

859 M. AUce Murphy .....*.. "30, 1919

858 Mary A. C. Doyle "30, 1918

\ 858 Katherine A. Mahoney " 30, 1918

( 858 Marguerite R. O'Neill "30, 1916

858 Anna B. Klein "30, 1917

858 Emma S. Libourel "30, 1919

857 Agnes M. Finn "30, 1916

857 Margaret B. Lynch . "30, 1918

857 Marguerite T. Rones " 30, 1918

856 Marguerite T. Brooks "30, 1918

856 Daisy E. Cohen "30, 1918

855 Marie A. DeNeill "30, 1918

855 Regina L Driscoll "30, 1919

855 Elsie M. Crispin "30, 1916

854 Annie E. Molloy "30, 1919

* Holds Elementary School Special Certificate.

CANDIDATES ELIGIBLE AS TEACHERS. 25

Normal Elementary, Prior to 1914 (Continued).

Rating.

Name.

Certificate Expires

854

Agnes J. Drea

June 30, 1915

854

Agnes C. Loughlin ....

30, 1919

854

Rose Bloom

OA 1 n 1 fv
oU, 1919

853

Marion E. Mellen ....

30, 1919

853

Elizabeth 0. Coffin

OA 1 A1 n

853

Miriam Cohen ....

OA 1 A 1 A

30, 1919

853

Mary E. Manning ....

OA 1 A1 A

ou, lyiy

853

EHzabeth F. Stone ....

OA 1 A 1 C

30, 1910

852

Laura M. Payson ....

OA 1 A 1 O

30, 1918

851

Caroline C. Moy ....

OA 1 A1 A

851

Marguerite Eliott ....

OA 1 A1 £!

30, 191d

851

Mildred F. Carroll ....

OA 1 A1 O

30, 1918

851

Marguerite C. Cloney .

OA 1 A1 Q

oU, 191o

851

Grace M. Richmond

OA 1 A1 O

60, lyio

851

Mary A. Hartigan . . .

OA 1 A1 C

du, lyio

850

WiUiam A. Billings * . . .

OA 1A1A

850

Miriam G. Smith ....

OA 1 A "1 A

30, 1919

849

John J. Boyan * . . . .

30, 1919

849

Marie J. Alexander . .

OA 1 A1 O

30, 1918

849

Anna E. McGirr ....

30, 1919

849

Esther E. Cunningham .

OA 1 Ol A

848

Louise W. Vaughan

OA 1 A 1 O

30, 1918

848

Marjorie 0. Symmes

QO 1Q1Q

848

Josephine M. Gately . .

OA 1 A 1 o

30, 1918

848

Alice L. Gannon ....

OA 1 A1 C

60, lyio

848

Ethel M. F. Schumann .

OA 1 A1 A

30, 1919

847

Madeline M. Daley

OA 1 A1 A

30, 1919

847

Alvia A. Colton ....

OA 1 A1 A

60, lyiy

847

Sarah M. Dooley ....

OA 1 A1 Q

30, lyio

847

Harriet F. Wilkinson

OA 1 A1 O

30, lyio

846

Dorothy J. McNally

on 1 Q1 Q

60, lyiy

845

Flora N. Elliott ....

OA 1 A 1 T

30, 1917

845

Dora Slepian

OA 1 A 1 A

30, 1919

844

Grace D. O'Brien ....

OA 1 A1 Q

60, lyio

844

Bessie A. Love well ....

30, 1919

844

Helen C. Rogers ....

30, 1918

Louisa A. Gilbert ....

30, 1918

' 844

Edith M. Smith ....

30, 1918

843

Mary J. McLaughhn

30, 1918

843

Catherine M. Burke

30, 1919

842

Annie F. Daniel * . . . .

30, 1919

841

Helena E. Casey ....

30, 1919

841

Anna M. Devin ....

30, 1916

* Holds Elementarj' School Special Certificate.

SCHOOL DOCUMENT NO. 5.

Normal Elementary, Prior to 1914 {Continued).

Rating.

Name.

Certificate Expires

841

Ina M. Wooster ....

June 30, 1919

841

Ellen C. Hennessey

30, 1919

840

Marie C. Reardon ....

30, 1919

840

Helen R. Jones ....

30, 1918

839

Mary C. Hawkes ....

30, 1916

839

Inez M. Jameson ....

30, 1919

839

Beatrice Xathanson

30, 1916

838

Margaret E. O'Brien

30, 1919

837

Grace D. Lennon ....

30, 1918

837

Bertha 0. Ives ....

30, 1919

837

Gertrude Southall ....

30, 1919

837

Edith D. Rodgers ....

30, 1916

837

Frank A. Clarke * . . . .

30, 1919

837

EUzabeth A. Crowley

30, 1918

836

Adelaide T. Kennally

30, 1917

836

Katharine V. O'Hara .

30, 1916

835

Katharine A. Finn * . . .

30, 1919

835

Gertrude M. Finn ....

30, 1919

833

Anna'L. Lawler ....

30, 1918

833

Dorothy S. Starr att * . . .

30, 1919

833

Loretta I. McDonough ,

30, 1918

833

Sarah B. Brennan ....

30, 1919

833

H. Lauretta Spittle

30, 1916

833

Marion A. Fields ....

30, 1916

832

Blanche CM. Chapelle

30, 1917

832

Harriet Aver * ....

30, 1919

831

Florence M. Hawes

30, 1916

831

William P. McDonough *

30, 1918

829

Frances S. Rodgers

30, 1919

827

Mabel S. Young ....

30, 1917

827

Josephine V. Hogan

30, 1918

826

Ernest W. Anderson * . . .

30, 1919

826

Margaret A. Ford ....

30, 1917

825

Ahce E. Mills * . . . .

30, 1919

{ 825

Lucile F. Donaldson

30, 1917

I 825

Grace W. Gormley ....

30, 1918

825

Florence L. Brennan

30, 1918

825

Margherita R. Milliken

30, 1919

825

Annie V. McGonagle

30, 1918

824

Mary St. A. Casey ....

30, 1915

824

Marie E. Murray ....

30, 1918

823

Agnes C. Lavery ....

30, 1918

823

Florence A, Cose ....

30, 1919

* Holds Elementary School Special Certificate.

CANDIDATES ELIGIBLE

AS TEACHERS.

Normal Elementary, Prior to 1914 {Continued).

Rating.

Name.

Certificate Expires

823

Helen A. Barry

June 30, 1919

823

Florence J. Keelan .

30, 1919

822

liidwara M. McDonougn

30, 1918

821

Mary E. Kennelly .

30, 1919

820

Stella M. Ives ....

30, 1916

819

Alice J. Barry ....

30, 1917

819

Marion L. Sharp * .

30, 1918

819

Selma S. Stern ....

30, 1919

817

Mary A. E. Connolly

30, 1919

816

Adene L. Ferreira .

30, 1919

( 814

Charles E. V. Mansfield *

30, 1917

I 814

Marion B. Nye

30, 1918

814

A. Loretto Garrity .

30, 1918

814

M. Frances McNelhs

30, 1918

812

Minnie W. Silverman . . .

30, 1919

812

Ethel F. Love ....

30, 1919

810

Cora M. Nicoll

30, 1919

810

Zetta Morrison

30, 1918

807

Dora Lipsitz

30 1917

806

Helen L. Cunningham .

30 1919

806

Elizabeth. Drea . . . .

30 1917

806

Georgia V. De L. Hill .

30 1916

803

Mildred M. Baatz . . . .

30, 1916

801

Grace F. Laughlin . . . .

30, 1919

801

Olive M. Crane . . . .

30, 1917

799

Mary L. Greenlaw . . . .

30, 1915

798

Margaret F. Murray

30, 1919

797

A. Russell McCormick *

30, 1919

797

Eleanor Bernard . . . .

30, 1916

795

Kathryn M. Goff . . . .

30, 1919

793

Rosa A. Vogel

30, 1916

787

Marguerite A. Connick .

30, 1918

779

Louise F. Barry ....

30, 1919

778

Lelia P. Severy . . . .

30, 1917

774

Miah J. Falvey * . . . .

on 1 oi Q

772

Laura F. Carter ....

30, 1919

772

L/oretto ix. lielley . . . .

30, 1919

770

Denis F. Sullivan * ...

30, 1916

764

Katherine R. Higgins

30, 1918

762

Mildred M. Doyle . . . .

30, 1917

761

IMary C. Falvey ....

30, 1919

761

Claire A. Bulger ....

30, 1919

753

John J. Lally * . . . .

30, 1917

* Holds Elementary School Special Certificate.

28 SCHOOL DOCUMENT NO. 5.

Normal Elementary, Prior to 1914 (Concluded).

Rating. Name. Certificate Expires

753 Florence A. Marmaud June 30, 1919

748 Mary M. Dw^-er "30, 1919

729 Thomas J. McGrath « 30, 1917

726 Marj^ G. Murray « 30, 1916

686 . EUen C. Connell « 30, 1918

615 John P. McEleney * « 30, 1918

558 John J. Mahoney * "30, 1918

* Holds Elementarj- School Special Certificate.

ELEMENTARY CERTIFICATES.
Examined Candidates.

Class A (Men).

Rating.

Name.

Certificate Expires

873

Charles A. A. Weber . . . - ,

June 30, 1918

CO i

Larl L). Lytle .....

30, 1920

John M. JNlcUonnell ....

30, 1918

814

Richard T. Tobin * ....

30, 1919

806

George W. Gammon * . . . .

30, 1919

805

Frank M. Rich

30, 1915

801

WUlis S. Fisher *

30, 1918

800

Francis M. Morrissey * .

30, 1920

799

John E. Barr *

30, 1918

797

John H. Parker *

30, 1916

785

John H. Graham *

30, 1918

755

James L. Early *

30, 1920

755

Isaiah A. Whori *

30, 1919

748

Robert W. Martin

30, 1915

743

Walter L. Putnam * . . . .

30, 1916

739

Robert B. Houghton * . . . .

30, 1919

739

William A. Nickerson ....

30, 1916

736

Everett N. Hollis

30, 1915

716

H. Forrest Wilson

30, 1917

714

Emmanuel J. Goulart ....

30, 1919

712

Francis P. McNamara ....

30, 1917

707

John J. Salmon

30, 1915

706

Charles W. Walter ....

30, 1915

Class B.

879

Nellie M. Famsworth * .

June 30, 1920

821

Maud B. Kennerson * . . . .

30, 1920

Visited in class-room by member of the Board of Superiatendenta.

CANDIDATES ELIGIBLE AS TEACHERS.

Elementary Certificates, Examined Candidates (Continued).

Rating.

Name.

Certificate Expires

816

Anna J. A. McQuaid * . . .

June 30, 1918

812

Augusta M. Harris * . . .

30, 1920

812

Elizabeth A. Killion * . . .

30, 1916

811

Mary E. Martell * . . . .

30, 1919

808

Bessie M. Cosgrove

30, 1917

801

Alice K. Rourke * . . . .

30, 1917

801

Edna F. Scott

30, 1916

800

Carolyn E. Macdonald *

30, 1917

800

Marion E. Powers * . . .

30, 1919

798

Joanna Z. Connell * . . .

30, 1918

796

Mary A. McCool * . . . .

30, 1918

795

Louise K. Morss * .

30, 1917

794

Corinne M. Faxon * . . .

30, 1918

794

Mary E. Regan ....

30, 1915

791

30, 1917

789

30, 1920

786

Lucy A. B. Grady * . . .

30, 1920

786

Sara E. Kir wen * . . . .

30, 1917

785

Maud B. Hubley * . . . .

30, 1919

783

Margaret E. Kerrigan *

30, 1919

782

30, 1917

782

30, 1917

781

30, 1916

780

Lillian H. Kenney * . . .

30, 1919

779

Elizabeth M. Anthony

30, 1916

776

30, 1916

776

Edith B. Ricles ....

30, 1918

775

Mary Decker

30, 1916

774

Olive W. Taylor * f ...

30, 1920

770

Katherine G. O'Brion * .

30, 1919

770

Helen M. O'Rourke * . . .

30, 1919

769

Helen M. Albee*t

30, 1917

768

Nora A. 0' Connell * . . .

30, 1919

767

Catherine G. McCool .

1 Q1 7

ou, lyi/

767

Hilda F. Russell * . . . .

30, 1920

763

30, 1916

760

Gertrude L. Reid ....

30, 1916

756

May B. Clutterbuck * f . .

30, 1919

756

EvaShaber* ....

30, 1920

755

30, 1917

755

Ellen L. Welch * ....

30, 1920

754

30, 1918

* Visited in class-room by member of the Board of Superintendents.

t Holds Class A Certificate.

SCHOOL DOCUMENT NO. 5.

Elementary Certificates, Examined Candidates (Concluded).

Rating. Name. Certificate Expires

754 Katherine R. Eames June 30, 1916

753 John A. Bergin * " 30, 1920

753 Helen A. Boyce "30, 1915

753 Nellie E. March "30, 1916

749 Maria T. Cogger "30, 1917

749 May H. Wentworth "30, 1917

748 Azniv Beshgeturian " 30, 1916

742 Mary E. Williams " 30, 1916

741 Susan Casey " 30, 1919

741 Ruth E. Remon "30, 1917

740 Gladys L. Flieger " 30, 1919

739 Ellen E. Bennett "30, 1918

738 Dora Leadbetter "30, 1917

735 Nellie F. McAuliffe "30, 1917

734 Catherine E. Crowe "30, 1915

734 Ruth W. Peabody " 30, 1917

733 Emma M. Thompson " 30, 1916

731 Susie A. Lurvey "30, 1916

723 Mary E. Merrill " 30, 1917

722 Ellen F. Foley "30, 1917

721 Anna C. Crowley "30, 1917

719 Mary M. Hurley « 30, 1919

718 Helen G. Moran "30, 1919

715 Lydia T. MiUs "30, 1916

711 Irene F. Thompson "30, 1916

710 Gladys F. Burnham * " 30, 1920

709 Mary E. Graham "30, 1916

708 Alma A. Thomas "30, 1916

708 Helen H. Wollahan " 30, 1919

707 Edna L. Taylor "30, 1916

706 Anna F. Higgins * "30, 1916

705 Mary E. Ryan "30, 1916

704 M. Emma Roberts "30, 1916

703 Adele Rabmovitz "30, 1916

694 Mary E. Galvin "30, 1916

693 Louise I. Gove "30, 1916

668 Mary E. Quu-k "30, 1916

666 Alice P. Killam ' "30, 1916

654 Frances E. Craffey "30, 1916

Visited in class-room by member of the Board of Superintendents.

CANDIDATES ELIGIBLE AS TEACHERS. 31

KINDERGARTEN CERTIFICATES.

Normal School, Class of 1914.

Rating.

Name.

Certificate Expires

815

Edith H. Newcomb .....

June 30, 1920

784

Ida M. Fields

30, 1920

773

Margaret A. Mahoney .....

30, 1920

770

Esther B. Cavanagh .....

30, 1920

763

Ruth B. Todd

30, 1920

763

Charlotte M. McMorrow ....

30, 1920

743

Alice L. Linnehan

30, 1920

Normal School, Prior to 1914-

793

Beatrice L. Wheeler

June 30, 1919

Examined Candidates.

887

Evelyn Carter

June 30, 1920

859

Evalyn M. Margin

.30, 1920

839

Lillian Cherry

30, 1920

837

Vesta M. Turner

30, 1919

824

Dorothy L. Mitchell

30, 1920

818

Marietta Nute

30, 1919

817

Claire Z. Levy

30, 1920

814

Edna F. Hawes

30, 1919

802

Ruth Allen

30, 1915

772

Sally S.Allen

30, 1920

770

Marjorie G. Short ......

30, 1920

740

Mary E. Brazil

30, 1920

739

Anna H. Dro^\Ti

30, 1920

737

Maude B. Leatherbee

30, 1920

731

Lydia W. Howes

30, 1920

SPECIAL CERTIFICATES VALID IX ELEMENTARY SCHOOLS.

Cookery.

Rating.

Name.

Certificate Expires

856

Mabel J. Crosby ....

. June 30, 1919

851

Catharine Sheehan ....

" 30, 1918

828

" 30, 1918

826

Helen L. Meserve ....

« 30, 1918

818

" 30, 1918

818

" 30, 1918

816

" 30, 1918

815

• . . . "30, 1919

SCHOOL DOCUMENT NO. 5.

Special Certificates Valid in Elementary Schools (Continued).

Rating. Name. Certificate Expires

809 Ruth Sinnett . June 30, 1919

800 Ernestine Y. Cox "30, 1917

790 Christine M. Newton "30, 1918

787 Marion A. Bryant "30, 1915

786 Marian Gage "30, 1916

784 EUzabeth A. Marsh "30, 1919

776 Teresa B. Killilea "30, 1919

774 Mabel A. Leighton "30, 1919

774 Agnes E. Perkins "30, 1919

770 Charlotte E. Leary "30, 1919

752 Annie G. Cauley "30, 1917

742 Helen C. Ready "30, 1918

740 M. Gertrude Sawyer "30, 1917

739 Elizabeth R. Tyler "30, 1919

734 Frances G. McMuUen "30, 1918

728 Eleanor F. Wells "30, 1917

Sewing.

883 Helen T. Shaw June 30, 1919

833 Gladys C. Sullivan "30, 1918

814 Mary A. Shane " 30, 1920

783 Helen A. Finn "30, 1918

771 Marion H. Pratt "30, 1919

748 Lillian A. McCabe "30, 1918

742 Marion Shepherd "30, 1919

740 Grace B. Longdyke "30, 1918

739 Annie V. Tracy " 30, 1920

731 Ellen E. Magee "30, 1918

726 Martha B. Mason "30, 1919

705 Helen MacNeil "30, 1917

697 Mabel G. Rice "30, 1916

Manual Training,
woodw^orking.

799 Alice L. Tucker June 30, 1917

782 Charles H. Parsons, Jr. . . . . . . "30, 1915

780 John Black, Jr " 30, 1920

768 Lettie R. Moore " 30, 1920

750 Fred E. Fossett " 30, 1920

748 Ethel I. Gray "30, 1916

714 Mary E. Doyle "30, 1919

696 Caroline K. Blackburn "30, 1919

687 Olive G. Haszard " .3,1916

682 Arvid J. Wahlstrom "30, 1919

CANDIDATES ELIGIBLE AS TEACHERS.

Special Certificates Valid in Elementary Schools {Concluded).

SHOP WORK.

Rating. Name. Certificate Expires

856 Martin L. Olson June 30, 1918

749 Hugh J. Cox "30, 1918

737 Maurice J. Moriarty " 30, 1920

CLAY MODELING.

720 Teresa F. Gleason June 30, 1920

Special Class.

828 Edith M. Perry June 30, 1920

773 AUce Meston " 30, 1920

771 Ellen E. G. O'Toole " 30, 1920

750 Katharine Haley " 30, 1919

ASSISTANT IN MUSIC CERTIFICATES.

Rating. Name. Certificate Expires

830 Emma C. Diehm June 30, 1920

790 Ruth B. Mitchell " 30, 1920

761 Cecelia M. Bainton "30, 1917

DEPARTMENT INSTRUCTOR IN MANUAL ARTS CERTIFICATE.

Drawing.

Rating. Name. Certificate Expires

818 Helen E. Cleaves June 30, 1919

ASSISTANT IN MANUAL ARTS CERTIFICATES.
Drawing.
Men.

Rating. Name. Certificate Expires

727 Francis W. Brackett June 30, 1917

Women .

841 Grace M. Bourne June 30, 1918

819 Margaret Lovell " 30, 1920

798 Blanche A. Russell ....... "30, 1917

794 Florence S. Bennett "30, 1918

792 Florence L. Coding "30, 1918

784 " Ethel M. James "30, 1918

762 Florence L. Tarbell "30, 1916

755 Charlotte I. Lewis " 30, 1920

730 EHzabeth M. P. Bartlett "30, 1916

SCHOOL DOCUMENT NO. 5.

Assistant in Manual Arts Certificates (Concluded).
Manual Training.

Rating. Name. Certificate Expires

722 Walter H. Naylor June 30, 1916

717 George F. Hatch "30, 1916

ASSISTANT NURSE CERTIFICATES.

Rating.

Name.

Certificate Expires

898

Jean C. Eraser ....

June 30, 1917

862

Alice C. Russell ....

30, 1915

855

Kathryn M. Reynolds

30, 1917

851

Mabelle S. Welsh ....

30, 1916

845

Mary F. Downs ....

30, 1920

824

Frederica L. Hallett

((

30, 1915

816

Genevieve R. Jules

30, 1920

802

Frances A. B. Myles

30, 1920

791

Agnes G. Kelleher ....

30, 1920

789

Mary E. Ellis

30, 1916

783

Catharine A. T. Cahill .

30, 1916

778

Sarah M. Waterman

30, 1920

775

Mary G.Welsh ....

30, 1916

774

Sara MacGillivray ....

30, 1915

749

Catherine F. O'Toole

30, 1916

737

Emelie A. Watson ....

30, 1916

727

Theresa V. Kelley ....

30, 1919

727

Anna E. Ray

30, 1919

725

Louise A. Laporte ....

30, 1918

711

Esther I. Cooper ....

30, 1920

679

Adaline M. Tucker

30, 1920

CANDIDATES ELIGIBLE AS TEACHERS.

ALPHABETIC LIST OF CANDIDATES.

[Unless otherwise indicated, all addresses are in Massachusetts.]

Page

Abbott, ]Mabel L 6 Franklin street, Watertown 13

Adams, Louise 194 Dorchester street. South Boston 13

Albee, Helen M 2 Franklin avenue, Chelsea 29

Alexander, Marie J 68 Eutaw street, Ea.st Boston 25

AUard, Anne D 48 N street. South Boston 24

Allen, Ruth 5 Eliot place, Jamaica Plain 31

Sally S 34 Wales street, Porchester 31

Anderson, Ernest W 191 West- Fifth street, South Boston 26

Sigrid B 430 Hyde Park avenue, Roslindale 20

Anthony, Elizabeth M rear 37 North square, Boston "29

Ascohllo, Jeannette 206 Hanover street, Boston 22

Augusta, Mabel L 131 Mill street, Dorchester 21

Ayer, Harriet 30 Agassiz street, Cambridge 28

Baatz, Mildred M 13 Dennis street, Roxbury 27

Bainton, Cecelia M 9 Lawrence street, Yonkers, N. Y. 33

Baker, Helen M 10 Tremont street, Charlestown 20

Howard B 18 Bridgham street. Providence, R. I. 16

Barr, John E 178 First street, Lowell 28

Barrj-, Alice J 51 Neptune road. East Boston 27

Ellen A 102 Trowbridge street, Cambridge 23

Helen A 212 Emerson street. South Boston 27

Louise F 116 Myrtle street, Boston 27

Bartlett, Elizabeth M. P 9 Jefferson Hall, Trinity court, Boston 18, 33

Bassett, Ormon E 171 Tremont street, Taunton 16

Bauer, IVIary Wilbar 236 Pleasant street. South Weymouth 15

Belcher, Arthur W 26 Allerton street, Plymouth 16

Bennett, Ellen E East Pepperell 30

Florence S Warren, R. I. 33

Bergen, Katherine 7 Marshall terrace, AUston 19

Bergin, John A 70 Francis street, Roxburj' 30

Bernard, Eleanor 19 Gaston street, Roxbury 27

Beshgeturian, Azniv 14 Harvard avenue, Dorchester 30

Best, Agnes M 39 North Bennet street, Boston 19

Biggy, Margaret M 746 Fifth street. South Boston 24

Billings, William A 326 Dorchester street, South Boston 25

Bird, Birdie O 30 Laurel street, Dorchester 21

Crystal D 30 Laurel street, Dorchester 21

Black, John, Jr 43 Milton avenue, Dorchester 32

Blackburn, Caroline K 23 Holbrook street, Jamaica Plain 32

Blair, Bessie R 21 Mellen street, Dorchester Centre 21

Blatchley, Charles A 219 Blatchley avenue, New Haven, Conn. 17

SCHOOL DOCUMENT NO. 5.

Page

Bloom, Rose 130 Elmo street, Dorchester 25

Blount, Henry G Charleston, Me. 17

Boles, Jermie F 34 Medford street, Charlestown 22

Sadie M 34 Medford street, Charlestown 22

Bourne, Grace M 274 Lexington street. East Boston 33

Boyan, John J 175 Princeton street, East Boston 25

Boyce, Helen A 41 Mountain avenue, East Lynn 30

Brack, J. Albert 13 Otis place, Newburyport 15

Brackett, Francis W South Acton 33

Bradley, Mary L 29 St. Rose street, Jamaica Plain 20

Brady, Emily A 34 Greenbrier street, Dorchester 24

Rose A 406 Arborway, Jamaica Plain 22

Brazil, Mary E 41 Whiting street, Roxbury 31

Breen, K?therine F 116 P street. South Boston 21

Brennan, Florence L 30 Chestnut street, Charlestown 26

Sarah B 162 Webster street. East Boston 26

Broderick, Josephine L 40 Custer street, Jamaica Plain 22

Robert W 1 Pentucket street, Haverhill 18

Brooks, Esther E 66 Perkins street, Jamaica Plain 21

Marguerite T 238 Vermont street, West Roxbury 24

Browne, Laurie B. W 57 Madison street. West Medford 14

Brj'^ant, Marion A 70 Walker street, NewtonvUle 32

Buckley, Anna AI 29 Newport street, Dorchester 21

Msxry E 30 Bunker Hill street, Charlestown 22

Bvdfinch, George G., Jr 526 Harvard street, Brookline 17

Bulger, Claire A 61 Monmouth street, East Boston 27

Burbank, F. Susan 130 Bowers street, Lowell 14

Burke, Catherine M 48 Norfolk street, Dorchester 25

Burnce, Frances 76 Allen street, Boston 14

Burnham, Gladj-s F Washington street, Topsfield 30

Burpee, Ethel T 20 Pear street, Lakeport, N. H. 17

Buswell, Clara L 30 Wendover street, Dorchester 14

Buxton, Grace A 211 Winthrop street, Winthrop 14

Cahill, Catherine A. T 14 Leeds street. South Boston 34

Esther E 21 Allston square, Allston 22

Marguerite A 19 Greenwood avenue, Jamaica Plain 19

Campbell, George P Marblehead 17

Willis C 30 Lincoln street. New Rochelle, N. Y. 17

Cannell, Winbum S 22 Park avenue, West Somerville 16

Carroll, Mildred F 160 Rutherford avenue, Charlestown 25

Carten, Elizabeth M 10 Beach street, Dorchester 24

Carter, Evelyn 235 Mt. Vernon street. West Newton 31

Laura F 1 Arlington street, Boston 27

Car>-1, Ethel E 157 Highland street, Brockton 16

Casey, Helena E 833 East Third street. South Boston 25

Katherine M 10 Trenton street, Charlestown 20

Mary St. A 15 Wales street, Dorchester 26

Susan 59 Hersey street, Hingham 30

Cassidy, Anne M 19 Laurel street, Roxbury 23

Cauley , Annie G 63 Baldwin street, Charlestown 32

Cavanagh, Esther B 50 Adams street, Dorchester 31

Chamberlin, Edwin M 2 Avon street, Cambridge 16

Chapelle, Blanche CM 133 Green street, Worcester 26

Chapin, Lewis P 28 Frj-e street, Lewiston, Me. 17

CANDIDATES ELIGIBLE AS TEACHERS. 37

Page

Chase, Elizabeth 23 Church street, Great Barrington 14

Cherry, Lillian 68 Topliff street, Dorchester 31

Childs, Charlotte L 3 Merrill street, Dorchester 20

Church, Marion 26 Alaska street, Roxbury 23

Ruth T 26 Alaska street, Roxbury 22

Clark, Laura Smith 49 Spear street, Quincy 13

Clarke, Frank A 826 East Seventh street, South Boston 26

Cleaves, Helen E 41 Bullard street, Dorchester 33

Clement, Alice W 275 Warren street, Roxbury 31

Cloney, Elizabeth V 39 Tonawanda street, Dorchester 18

Marguerite C 39 Tonawanda street, Dorchester 25

Clutterbuck, May B North Scituate 29

Coffin, Elizabeth O 1 10 Eutaw street, East Boston 25

Cogger, Maria T 25 Union street, Charlestown 30

Cohen, Daisy E 55 Hartford street, Dorchester 24

Miriam 66 Allen street, Boston 25

Colton, Alvia A 77 Mountain avenue, Dorchester 25

Mildred M 77 Mountain avenue, Dorchester 24

Conlin, James F 8 Miller avenue. North Cambridge 15

Connell, Ellen C 26 Fayette square, Cambridge 28

Joanna Z ; 57 Richmond street, Weymouth 29

Connelly, John J., Jr 145 L street, South Boston 21

Connick, Marguerite A 104 Robinwood avenue, Jamaica Plain 27

Connolly, John J 65 Dix street, Dorchester 23

Mary A. E 200 Amory street, Jamaica Plain 27

Connors, Lillian M 46 Rossmore road, Jamaica Plain 23

Cook, Edith M 58 Glenwood avenue, Brockton 13

Laura W 22 Park street, Newton 18

Cooper, Esther I 29 Magnolia street, Dorchester 34

Copeland, Katharine T 208 Winthrop road, Brookline 15

Cose, Florence A 40 Saunders street, Allston 27

Cosgrove, Bessie M Nebraska street, Hopkinton 29

Courtney, Anna B 183 Cross street, Maiden 29

Coveney, Matilda 1 1087 Hyde Park avenue, Hyde Park 24

Cox, Eleanor L 67 Brooks avenue, NewtonvUle 15

Ernestine Y 21 Wren street. West Roxbury 32

Hugh J 37 West Cottage street, Roxbury 33

Irene E '. 3 Chester park, Mattapan 22

Philip W. L 161 Glenway street, Dorchester 13

Coxe, Charles 6014 Kimback avenue, Chicago, 111. 16

Craffey, Frances E 122 South street, Westboro 30

Crane, Olive M 23 Trenton street, Charlestown ' 27

Crawford, Mary L 41 Wales street, Dorchester 19

Crispin, Elsie M 31 Chandler street. West Somerville 24

Crockett, Alice L 37 Bellevue street, Dorchester 15

Croke, Alice M 22 Mather street, Dorchester 20

Cronin, Helen L 65 Winthrop street, Charlestown 21

Cropper, Adeline R 146 Thornton street, Roxbury 20

Crosby, Mabel J Box 301, North Easton 31

Crowe, Catherine E Hopkinton 30

Crowley, Anna C 168 Walnut street, Abington 30

Elizabeth A 17 Mt. Ida road, Dorchester 26

James H 20 Decatur street, East Boston 19

Cummings, Ruth J West Tisbury 16

Cxmningham, Esther E 36 Westwood street, Dorchester 25

Cunningham, Helen L 799 Blue Hill avenue, Dorchester 27

38 SCHOOL DOCUMENT NO. 5.

Page

Curlej-, Marion B. D 156 South street, Jamaica Plain 21

Cmry, Grace M 51 Tremont street, Charlestown 21

Mary M 51 Tremont street, Charlestown 31

jy.

Dacey, F. Louise 196 Walnut avenue, Roxburj- 18

Daley, Madeline M 14 Roseland street, Dorchester 25

Dalton, Winifred 495 Broadway SomervUle 19

Damon, Adeline C 16 Worcester square, Boston 29

Daniel, Annie F 29 Chandler street, West Somen-ille 25

Da\-id, John A 201 CaUfomia avenue, Avalon, Penn. 17

Decatur, Lillian L 23 Kearsarge avenue, Roxbury 13

Decker, Mary 403 Langley road, Newton Centre 29

DeXeill, Marie A 3 Doris street, Dorchester 24

Dermody, Mar\- L 94 Charles street, Boston 19

Derrj-, Cecil T 12 Trowbridge street, Cambridge 15

George H High School, Milford 15

Desmond, John J., Jr 53 G street. South Boston 13

De^-in, Anna M 12 Thomdike street, Brookline 25

De%'ine, Annie V 38 Brookford street, Dorchester 24

Dorothy L 787 Broadway, South Boston 22

Diehm, Emma C 20 Maxwell road, Winchester 33

Doe, Harrj- F 6 George street, Chelsea 17

Donaldson, Lucile F 830 North La Salle street, Chicago, 111. 26

Donegan, Syh-ia E 134 M street, South Boston 20

Donham, Hazel Hebron, Maine 17

Donohoe, Blanche L 22 Leamington road, Brighton 22

Donovan, Marj- A 460 Union street, Rockland 29

Dooley, Sarah M 1 Atlantic street, South Boston 25

Thomas P 320 Silver street. South Boston 22

Dordoni, Eleanor A 336 Beech street, Roslindale 21

Dorrington, Julia A Blackstone 15

Dowling, Mar>- T 72 Garden street, Brighton 21

Downs, Mar>' F Ill Beach street, Revere 34

Doyle, Mary A. C 10 Granada avenue, Roslindale 24

Mar\- E 428 Centre street, Jamaica Plain 32

Mildred M 36 Elm street, Chariestown 27

Drea, Agnes J 1007 Hyde Park avenue, Hyde Park 25

Elizabeth 1007 Hyde Park avenue, Hyde Park 27

Driscoll, Florence 65 Astor street, Boston 21

Mary E 4 Mill street, Charlestown 22

Mary V 14 Sagamore street, Dorchester 20

Regina 1 555 Fifth street, South Boston 24

Drown, Anna H 50 Milwood street, Dorchester 31

Drurj'. Ruth M .51 Thomas park, South Boston 21

Duggan, Anna P 46 Hillside street, Roxbury 24

Dunning. Albert B 43 Druce street, Brookline 17

Dwyer, Mary M 249 North Beacon street, Brighton 28

Eames, Katherine R 39 Lincoln street. South Framingham 30

Early, Agnes C 2322 Washington street, Newton Lower Falls 19

James L 123 River^-iew street, CampeUo 28

Eaton, Gladys P 10 White terrace, Dorchester Centre 22

Egar, Mary M. J 66 Mt. Hope street, Roslindale 22

Eliott, Marguerite 11 Morse street, Dorchester 25

Elliott, Flora N .1047 Saratoga street. East Boston 25

CANDIDATES ELIGIBLE AS TEACHERS. 39

Page

Ellis, Mary E 157 West Concord street, Boston 34

Emerson, Marion L 74 Fuller street, Ashmont 20

Enos, Lillian E 122 Mehalle avenue, Dorchester 24

Ernst, Wilhelmine B 40 Danforth street, Boston 15

Everett, Edith 3 Aspen street, Roxbury 14

Facey, Mary M 54 Pemberton street, Cambridge 22

Falvey, Mary C 86 Bartlett street, Charlestown 27

Miah J 28 Harriet street, Brighton 27

Fannon, Nelly G 74 Edwin street, Dorchester 22

Farlin, Amy C 56 Central avenue, Hyde Park 16

Farnsworth, Albert 9 Bancroft Hall, Andover 16

Nellie M ^ 82 Central avenue, Hyde Park 28

Faxon, Corinne M 54 Camp street. New Britain, Conn. 29

Fay, William E." 217 Crafts street, Newtom-ille 16

Fellows, George A 57 Clark street, Paterson, N. J. 18

Ferreira, Adene L 97 Lexington street. East Boston 27

Fields, Ida M 31 Harlem street, Dorchester 31

Marion A 31 Harlem street, Dorchester 26

Fihelly, James E 38 Woodville street, Roxbury 22

Finn, Agnes M 118 Edgemont road. Upper Montclau-, N. J. 24

Gertrude M 23 Cordis street, Charlestown 26

Helen A 77 Ruthven street, Roxbury 32

Katharine A Dedham 26

Katherine M 77 Ruthven street, Roxbury 24

Fisher, Willis S 24 Vine street, Melrose 28

FitzGerald, Eleanor P ;. . .89 Humboldt avenue, Roxbury 21

Fitzgerald, Joseph A 179 St. Alphonsus street, Roxbury 20

Fitzpatrick, Mary A 161 Leyden street, Orient Heights 19

Theresa A. . .' 161 Leyden street. Orient Heights 19

Flanders, Addie E 84 Burke street, Nashua, N. H. 13

Flieger, Gladys L 162 Arlington street, WoUaston 30

Flynn, Alice G 28 Mansfield street, AUston 21

Frances A 29 Bellflower street, Dorchester 21

Foley, Ellen F 70 Ossipee road, Somerville 30

Ellen L Raynham Centre 13

Thomas S 45 Mapleton street, Brighton 22

Foote, Edmund W 107 Macon street, Brooklyn, N. Y. 15

Ford, Margaret A 37 Leicester street, Brighton 26

Margaret G 87 Etna street, AUston 23

Fossett, Fred E 8 Bata\'ia street, Boston 32

Eraser, Jean C 57 Birch street, Roslindale 34

Frazier, Mildred E 21 Longfellow street, Dorchester 22

French. Katharine 135 School street, Roxbury 19

Friery, Josephine M 169 Chestnut avenue, Jamaica Plain 20

Frink, Robert E Stony Point, N. Y. 16

Fryer, :\Iildred L 4429 Thirty-ninth avenue, S. Seattle, Wash. 21

GafJey, Marj^ M 147 Market street, Brighton 15

Gage, Marian 57 CjiDress street, Brookline 32

Gallagher, Anna C 56 Delle avenue, Roxbur>- 20

Galvin, Anna M 4G King street, Dorchester 21

Mary E 119 Winthrop street, Taunton 30

Gammans, Harold W 48 Monument avenue, Chariestown 14

SCHOOL DOCUMENT NO. 5.

Page

Gammon, George W 371 Union street, Rockland 28

Gannon, Alice L 18 Gaston street, Roxbury 25

Garland, Harold B Box 36, West Rj-e, N. H. 16

Garrity, A. Loretto 62 Adams street, Dorchester 27

Katharine F 30 Dysart street, Quincy 17

Gately, Josephine M 35 Worley street. West Roxbury 25

Gay, M. Elizabeth 2 Vine avenue. Roxbury 20

Gemmel, Ruth M 32 Tappan street, Roslindale 21

George, Alice P 197 Foster street, Brighton 24

Gilbert, Louisa A 21 Reed avenue, Everett 25

Gildea, Joseph H 96 H street. South Boston 22

Gillpatrick, Isabella M 27 Paisley park, Dorchester 17

Ginn, Thomas D 109 Watennlle street, Waterbury, Conn. 17

Gleason, Teresa F 2 Stillman place, Boston 33

Glover, Clara E 22 Brown avenue, Roslindale 18

George M 1421 Arch street, Philadelphia, Pa. 14

Coding, Florence L Franklin 33

Goff, Kathryn M 37 High street, Charlestown 27

Goggin, Agnes P 12 Seminary street, Charlestown 22

Walter J 84 Atlantic street. New Bedford 13

Gohlke, George H South Sudburv^ 16

Good, Elizabeth A 35 Woodbine street, Roxbury 22

Goodspeed, Helen J 150 Main street, Franklin 13

Gore, Lydia M South Lincoln 23

Gormley, Grace W 885 Adams street, Dorchester Centre 26

Goulart, Emmanuel J , 12 Pierce court, North Weym.outh 28

Goulding, Carrie M 1 Kalada park, Roxburv- 14

Gove, Louise 1 18 Cobden street, Roxburj' 30

Grady, Lucy A. B 85 Heath street, Somerv-ille 29

Graham, John H 9 Westminster road, Roxburj' 28, 29

MarjrE 28 Myrtle street, Springfield 30

Grant, Veronica R 24 Monument square, Charlestown 21

Gray, Ethel I 2043 Columbus avenue, Roxbury- 32

John C St. John's College, Annapolis, Md. 17

Greene, Mary E 138 Pleasant street, Brockton 16

Greenlaw, Mary L 2 Pearl street, Charlestown 27

Grifl&th, Margaret J 157 Elm street. West Somerv ille 17

Guilford, Marion A Woodbine street, Auburndale 14

Guiney, Cornelius A ; 79 East Brookline street, Boston 13

Gundersen, Alfred L. G 60 Partridge street, West Roxbury 13

Haggerty, Elizabeth E 12 Port Norfolk street, Dorchester 18

Haley, Adelaide 18 Central avenue, Salem 14

Katharine 32 Summer street, Everett 33

Hallett, Frederica L 10 Franklin street, Somerville 34

Halligan, Alice L 84 Windham street, Willimantic, Conn. 16

Hamblin, Florence L 499 Columbus avenue, Boston 18

Hani on, Mary A 545 West Park street, Dorchester Centre 21

Hannon, Helen T 21 Glenway street. New Dorchester 22

Harrington, Agnes L 1 Washington terrace, Charlestown 20

Eileen M 259 Spring street, Medford 20

Harris, Augusta M Millbur^- 29

Hartigan, Mary A 191 Third street, South Boston 25

Harv-ey, Elvira T 51 Hyde street, Newi;on Highlands 18

Haseltine, Robert I City College, Baltimore, Md. 17

CANDIDATES ELIGIBLE AS TEACHERS.

Page

Hastings, Mildred E 29 Wellington street, Boston 21

Haszard, Olive G Massachusetts Hospital School, Canton 32

Hatch, George F 125 Corey street, West Roxbury 34

Hawes, Edna F 7 Stevens street, Winchester 31

Florence M 331 Washington street, Dorchester 26

Hawkes, Mary C 15 Durham street, Boston 26

Hayes, Elizabeth M 10 Pontiac street, Roxbury 23

Mabel L Durham, N. H. 14

Hazelton, Sidney C 164 Brook road, Mattapan 16

Healy, Alice H 56 Thomas park. South Boston 19

Gertrude A.. 545 Pleasant street, Worcester 29

Heartz, Grace W Brewster Academy, Wolfeboro, N. H. 14

Hennessey, Ellen C 18 Church street, Dorchester 26

Herlihy, Charles M 32 East Brookline street, Boston 21

Hersey, Mildred A 64 Wyman street, Jamaica Plain 23

Higgins, Alice M. P 60 Romsej' street, Dorchester 23

Anna F 89 Galen street, Watertown 30

Daniel J 13 Palmer street, Waltham 18

Katherine R 24 Monument square, Charlestown 27

Hill, Georgia V. de L 96 Elm street, Charlestown 27

Hiltz, Ethel M 764 East Fifth street. South Boston 23

Hines, Irene L 204 Eighth street. South Boston 21

Hodgkins, Frances A 61 Reynolds avenue, Chelsea 15

Hogan, Josephine V 20 Old road, Dorchester 26

Holbrook, Melvin T 474 Centre street, Wallingford, Conn. 13

Holland, Ruth 250 Lamartine street, Jamaica Plain 23

Hollis, Everett N 151 Randolph street, South Weymouth 28

Hopkins, Lillian J 89 Beach street. Revere 17

Hopson, Albert W 40 Greenwood avenue. Greenwood 15

Horgan, Francis J 85 P street. South Boston 21

Houghton, Robert B 51 Davis street, North Andover 28

Hovey, Horace M Litchfield, Conn. 16

Howes, Lydia W 1142 Smith street. Providence, R. I. 31

Hubley, Maud B ,. 20 Duxbury road, Worcester 29

Humphries, Elijah H. B 55 Suburban avenue, Stamford, Conn. 16

Hunt, Ernest M Box 373, Lowell 13

Hurley, Mary M 70 Bolton street, Marlboro 30

Hurlin, Edna M 77 Mayfield street, Dorchester 17

Hutchinson, Allen C 93 Kemble street, Utica, N. Y. 17

Florence E 4 Worcester street, Framingham 16

Hynes, Lucy Hunter 57 Washington street, Charlestown 19

Indlekofer, John Morristown School, Morristown, N. J. 16

Ives, Bertha 0 31 Cotton street, Roslindale 26

SteUa M 31 Cotton street, RosHndale 27

Ivy, Mildred 83 Fairmont avenue, Newton 19

James, Ethel M 673 Washington street, Brookline 33

Jameson, Inez M 419 Main street, Charlestown 26

Jaques, Bessie H South Berwick, Me. 14

Johnson, Florence E 3 Norwood street, Worcester 13

Jones, Helen R 45 Pratt street, Allston 26

Jules, Genevieve R 92 Chatham street. East Lynn 34

SCHOOL DOCUMENT NO. 5.

Page

Kanter, Marion R 3 Davis street, Boston 20

Karlson, Elsie V 21 Selwyn street, Roslindale 23

Karman, Gertrude 38 Arlington street, Hyde Park 15

Keefe, Helen F 63 Palmer street. Roxbury 14

Keelan, Florence J 82 Thetford avenue, Dorchester 27

Kelleher, Agnes G 17 Plain street, Natick 34

Kelley. Anna T 163 Sixth avenue, Brooklyn, N. Y. 18

Loretto R 613 Third street, South Boston 27

Theresa V 199 Union street. South Natick 34

Kelly, Agnes B 1059 Tremont street, Roxbury 23

Agnes F 95 Devon street, Roxbury 23

Katherine M 39 Stanley street, Dorchester 21

Kennally. Adelaide T 2173 Dorchester avenue, Dorchester 26

Kennedy, Sadie G 12 Thomas park. South Boston 20

William H. J 49 Woodbine street, Roxbury 13

Kennelly, Mary E 147 Harrishof street, Roxbury 27

Kennerson, Maud B 173 Bellevue avenue, Melrose 28

Kenney, Lillian H 4 Greenough avenue, Cambridge 29

Kerrigan, Margaret E 66 Central street, Stoneham 29

Kewer, Bertram P 16 Poplar road, Brockton 18

Killam, Alice P 63 Webster street, Haverhill 30

Killilea, Teresa B 44 King street, Worcester 32

Killion, Elizabeth A 130 Russell street. Maiden 29

Kingsley, Blanche F 207 Newbury street, Boston 14

Kirby, Marietta L 63 Tonawanda street, Dorchester 15

Kirwen, Sara E 194 Winthrop street, Medford 29

Klein, Anna B ' 416 Saratoga street. East Boston 24

Knight, Mabel F 18 Hazel park, Everett 15

Laid, Carey P South Sudbury 15

Lally, John J 11 St. Margaret street, Dorchester 28

Lanigan, Alice M. P 2161 Dorchester avenue, Dorchester 23

Laporte, Louise A 13 Quimby avenue, Lowell 34

Larson, Esther E 90 Falcon street. East Boston 23

Ruth 1 90 Falcon street. East Boston 20

Lassen, Bessie M 90 Monument street, Charlestown 21

Laughlin, Elizabeth F 52 Green street, Charlestown 24

Grace F 28 Monument street, Charlestown 27

Lavery, Agnes C 546 Saratoga street, East Boston 26

Lawler, Anna L 11 Hancock street, Boston 26

Leadbetter, Dora 12 Dover street, Cambridge 30

Leahy, Ellen A 3 Sprague street, Charlestown 24

Leary, Charlotte E Box 113, West Upton 32

Leatherbee, Maude B 1243 Commonwealth avenue, AUston 31

Lebert, Eugene M 20 Isabella street, Boston 15

Leighton, Mabel A 70 Chestnut street, Marlboro 32

Walter L 10 Dana street, Cambridge 14

Lenihan, Catherine E 16 North avenue, Roxbury 23

William S 16 North avenue, Roxbury 23

Lennon, Grace D 86 South street, Jamaica Plain 26

Leve, Adeline C 255 Cambridge street, AUston 23

Levine, Max Hobart College, Geneva, N. Y. 13

Levins, Mary C 125 Draper street, Dorchester 21

Levy, Claire Z 64 Brighton avenue, AUston 31

CANDIDATES ELIGIBLE AS TEACHERS.

Page

Lewis, Charlotte 1 45 Highland avenue, Haverhill 33

Libourel, Emma S 20 Ashfield street, Roslindale 24

Lingham, Grace E 499 Columbia road, Dorchester 16

Linnehan, Alice L 31 Roslin street, Dorchester 31

Lipsitz, Dora 27 Allen street, Boston 27

Little, Margaret 1824 Beacon street, Brookline 14

Longdyke, Grace B 342 Main street, Melrose 32

Lordan, Leonora P 44 Jamaica street, Jamaica Plain 21

Mary M 44 Jamaica street, Jamaica Plain 21

Loughlin, Agnes C 20 Broadway, South Boston 25

Loughman, Mary E 5 Oswald street, Roxbury 22

Love, Ethel F 740 East Sixth street. South Boston 27

Lovell, Margaret 8 State street, Worcester 33

Lovewell, Bessie A 6 Capen street, Dorchester 25

Lucas, Izannah A 48 Chestnut street, Wakefield 19

Lundquist, Gustaf A 592 Huron avenue, Cambridge 16

Lunt, Margaret S 120 Hutchings street, Roxbury 15

Lurvey, Susie A 35 Carmel street, Chelsea 30

Lynch, Gertrude R 15 Ruthven street, Roxbury 23

Helen CM 46 Bailey street, Dorchester 21

John F 29 Dudley street. North Cambridge 23

Josephine J 4 Bellflower street, Dorchester 24

Margaret B 9 Westmoreland street, Ashmont 24

Lyons, Sadie A 20 Pond street, Natick 29

Lytle, Carl D 31 Sargent street, Melrose Highlands 28

Macdonald, Carolyn E 100 Gore street, Cambridge 29

MacGillivray, Sara Somerville Hospital, Somerville 34

MacKay, Elizabeth F. B 21 Hamilton street, Dorchester 23

MacNeil, Helen 90 Abbotsford road, Brookline 32

Magee, Ellen E 360 Walnut avenue, Roxbury 32

Maguire, Marion A 34 Gaston street, Roxbury 23

Mahoney, Helen L 28 Binney street, Fenway, Boston 24

John J 43 Charter street, Boston 28

Katherine A 30 Newport street, Dorchester 24

Margaret A 35 Hartwell street, Roxbury 31

Thomas E _ 1 Carmen street, Dorchester 16, 24

Maloney, Margaret E 54 Woodbine street, Roxburj' 22

Mann, Ilda D Scituate 18

Manning, Alice C 10 Holden street, Dorchester 23

Alice E 722 Fourth street, South Boston 21

Mary E 4 Glenvale terrace, Jamaica Plain 25

Mansfield, Charles E. V 75 Dorchester street, South Boston 27

March, Nellie E 150 Hermon street, Winthrop 30

Marmaud, Florence A 64 Harold street, Roxbury 28

Marsh, Elizabeth A 6 Slater street, Gloucester 32

Martell, Mary E 389 Front street, Weymouth 29

Martin, Elizabeth J 23 Windsor street, Arlington 17

Evalyn M 171 Brown avenue, Roslindale 31

Robert W Bar Harbor, Me. 28

Mason, Alice G 106 Buttonwood street, Dorchester 20

I. Louise 63 Court street, Exeter, N. H. 16

Martha B 16 Gregory street, Marblehead 32

Matson, Eleanor H Box 65. Norwood 29

May, Carroll H Brown Hall, Urbana, O. 13

Mayer, John L 258 Gold street. South Boston 22

SCHOOL DOCUMENT NO. 5.

IMcAndrew, Margaret M. J 77 Waverly street, Roxbury 22

McAuliffe, Nellie F Union street, Randolph 30

McCabe, Lillian A 147 Neponset avenue, Dorchester 32

McCarthy, Margaret 146 Thorndike street, Brookline 19

McClare, Isabel 723 East Third street, South Boston 13

McCloskey, Susie J 55 Minot street, Neponset 18

McCool, Catherine G 25| Grove street, Milford 29

Mary A 7 Norwood street, Worcester 29

McCormick, A. Russell 108 Highland street, Roxbury 27

McDonnell, John M 27 DubUn row, Rockland 28

]\IcDonough, Edward M 10 Jerome street, Dorchester 27

Loretta 1 36 Winthrop street, Charlestown 26

William P 36 Winthrop street, Charlestown 26

McDuffee, Frances E 21 Clayton street. Maiden 17

McEleney, John P 105 Hammond street, Roxbury 28

AIcElroy, Ethel G 31 Gray street, Cambridge 15

Madge E 820 G street, Marj-sville, Cal. 14

McGlinchy, Helen F 12 Cordis street, Charlesto'WTi 24

McGonagle, Annie V 37 Allston street, Charlestown 26

:McGirr, Anna E 5 Craft place. Forest Hills 25

McGrath, Thomas J 63 Perkins street, Brockton 28

Mclntyre, William G. S 45 Bellevue street, Dorchester 15

]\IcLaughHn, Josephine A 428 Broadway, Cambridge 19

Mary J 931 Broadway, South Boston 25

McMahon, Mary C 33 Wenham street, Jamaica Plain 23

ISIcMorrow, Charlotte M 195 Brunswick street, Roxbury 31

McMullen, Frances G 32 Magnolia street, Dorchester 32

McNally, Beatrice M 31 Monument square, Charlestown 20

Dorothy J 31 Monument square, Charlestown 25

McNamara, Francis P North Walpole, N. H. 28

James M 44 Eaton street, Fitchburg 17

McNellis, M. Frances 8 Albion place, Charlesto\\Ti 27

McQuaid, Anna J. A 809 Main street, Worcester 29

McSherr5% Thomas F 14 Park street, Clinton 14

Mea, Frances B 23 Morse street, Dorchester 22

MeUen, Marion E 487 East Sixth street, South Boston 25

Merrill, Gertrude F 7 Boardman street, Salem 15

Mary E 228 Broadway, Somerville 30

Meserve, Helen L Normal School, Framingham 31

Meston, Alice 991 Beacon street, Newton Centre 33

MUey, Elizabeth J 22 Morrill street, Dorchester 23

Miller, Laura I R. F. D. No. 2, Ossining, N. Y. 24

IMUliken, Margherita R 472 Warren street, Roxbury 26

Mills, Alice E Franklin Square House, Boston 26

Florence J Franklin Square House. Boston 24

Lydia T 25 Falmouth street, Portland, Me. 30

Mitchell, Dorothy L Fordham court, Forest Hills 31

Ruth B 27 Summer street, Andover 33

Molloy, Annie E 50 Chestnut street, Charlestown 24

Moore, Lettie R 10 Hunnewell avenue, Brighton 32

Rebecca D 429 Brookline avenue, Boston 15

Mora, MarceUine 1 28 Baldwin street, Cambridge 19

Moran, Helen G West Boylston 30

Moreland, Marion C 159 Princeton street. East Boston 21

organ, William T 42 College House, Cambridge 16

]\Ioriarty, Maurice J 3 Bird street, Dorchester 33

Morrison, Zetta 9 Falcon street, East Boston 27

CANDIDATES ELIGIBLE AS TEACHERS.

Page

Morrissey, Francis M East Walpole 28

^lorss, Louise K Hyannis 29

Moy, Caroline C 60 Child street, Jamaica Plain 25

MuUan, E. Priscilla 15 Clement avenue, West Roxbury 22

MuUiken, Helen 1 26 Perrin street, Roxbury 22

Murphy, Francis J 5 Mather street, Dorchester 22

M. Alice 1019 Blue Hill avenue, Dorchester 24

Madeline B 152 Homes avenue, Dorchester 23

Mary C ; 50 Cohasset street, Roxbury 22

Murray, Margaret F 100 G street. South Boston 27

Marie E 27 Trescott street, Doi Chester 2Cy

Mary G 22 Draper street, Dorchester 28

Sarah D 421 High street, Dedham 31

Myles, Frances A. B 51 Hyde street, Newton Highlands 34

Nagle, Elizabeth K 92 Coolidge street, Brookline 14

Naphen, Mary T 19 Silloway street, Dorchester 20

Nathanson, Beatrice 278 Humboldt avenue, Roxbury 26

Naylor, Walter H . 16 Chipman street, Dorchester 34

Neilon, Elinor 14 Cambria street, Somerville 23

Newcomb, Edith H 26 Bradlee street, Dorchester 31

Newton, Christine M 56 Linden street, Reading 32

Howard A Box 33, Holden 17

Lewis A 113 Main street, Maiden 18

Nickerson, William A 592 Trapelo road, Waverley 28

NicoU, Cora M 159 Bellevue avenue, Roslindale 27

Nolan, Mary 0 458 Main street. South Weymouth 29

Norton, Maurice A 102 Grove street, Lynn 17

Nute, Marietta 461 Washington street, Dorchester Centre 31

Nutter, WiUiam J Box 496, East Bridgewater 17

Nye, Marion B 77 Munroe street, Roxbury 27

O'Brien, Grace D 80 Shepton street, Dorchester 25

Margaret E 56 Bennett street, Brighton 26

Margaret J 10 Edison green, Dorchester 20

O'Brion, Katherine G 34 Savin street, Roxbury 29

O'Cormell, Margaret M 55 Snow Hill street, Boston 23

Nora A 183 Vernon street, Wakefield 29

O'Connor, Margaret E 161 Ashland street, Roslindale 21

O'Donnell, John J., Jr 104 Byron street. East Boston 19

O'Flaherty, Daniel V 7 Howes street, Dorchester 14

O'Hara, Annie P 32 Cottage avenue, Winthrop 13

Francis J 140 Huron avenue, Cambridge 24

Katharine V 28 Farragut avenue, Medford 26

O'Hearn, Mary M 11 Copley street, Roxburj' 21

Olson, Martin L 113 Florence street, Roslindale 33

O'Neil, James E 36 Winship street, Brighton 14

Lillian C 20 Gushing avenue, Dorchester 20

O'Neill, Marguerite R 16 Almont street, Mattapan 24

Mary V 6 Wrentham park, Dorchester 22

O'Rourke, Helen M 33 North Central street, Peabody 29

O'SuUivan, Joseph F 22 Newcastle road, Faneuil 14

O'Toole, Catherine F 6 Annabel street, Dorchester 34

Ellen E. G 541 Commonwealth avenue, Boston 33

SCHOOL DOCUMENT NO. 5.

Page

Parker, Clara E Stoughton 16

Helen E 190 Pleasant street, Winthrop 19

John H 138 Groveland street, Haverhill 28

Parmenter, Harriet H 80 Upland road, North Cambridge 17

Parrish, Hugh M 912 Monroe street, Ann Arbor, Mich. 13

Parsons, Charles H., Jr 42 Union park, Boston 32

Payson, Laura M 80 Mascot street, Dorchester 25

Peabody, Ruth W Kennebunkport, Me. 30

Peirce, Gertrude F 52 Gifford street, Brockton 14

Perkins, Agnes E 69 Fremont street, Somerville 32

Irma A 11 Bruce street, Ashmont 24

LleweUyn R Dean Academy, Franklin 16

Perry, Edith M 44 South street, Jamaica Plain 33

Phelps, Agnes G 1 Foster street, Brighton 23

Piper, Ethel M 14 Bird street, Dorchester 15

Margaret R 58 Kensington avenue, Northampton 15

Porter, Allice G 140 AUston street, West Medford 16

Post. Edward A Box 283, Great Barrington 14

Pow, A. Florence 42 Brookford street, Dorchester 24

Powers, Katharine G Lancaster 15

Marion E 10 Clark avenue, Chelsea 29

Pratt, Marion H 54 Centre street, Dorchester 32

Putnam, Walter L 10 Otis street. Watertown 28

Quirk, Marj' E 263 River street, Waltham 30

Rabinovitz, Adele 311 Huntington avenue, Boston 30

Ratta, Theresa A 61 Carver street, Boston 23

Ray, Anna E 204 Lexington street. East Boston 34

Raymond, Anna A Laselle Seminary, Auburndale 13

Readdy, Vincent J •. 7 Allston street, Charlestown 22

Ready, Helen C 25 Bennett street, Brighton 32

Reagan, Mary F 49 Creighton street, Jamaica Plain 24

Reardon, Marie C 57 Thomas park. South Boston 26

Regan, Marj^ E 6 Normal street, Worcester 29

Reid, Gertrude L 62 Shawmut street. East Weymouth 29

Reilly, Gertrude M 13 Union avenue, Jamaica Plain 23

Remon, Ruth E Juniper Point, Salem 30

Renfrew, Marion 12 Nottingham street, Dorchester 15

Reynolds, Kathryn M 8 Perkins street, Roslindale 34

Rice, Mabel G 196 Spring^'ale avenue, Everett 32

Rich, Frank :M North Weymouth 28

Marguerite J 85 Harrishof street, Roxbury 20

Richards, Edwin B 21 Shore avenue, Salem 14

Richmond, Grace I\I 135 I street. South Boston 25

Ricles, Edith B 91 Savin street, Roxbury 29

Ridge, Bridget C 27 Story street. South Boston 22

Ridley, Eva G 25 Nelson street, Dorchester 23

Ridlon, Ida M 7 Alpine street, Roxbury 21

Riley, Margaret M 3 Willoughby place, Roxbury 23

Rimbach, Mabelle B 147 Crafts street, Newtonville 19

Ringer, Gladys A 18 Griggs place, Allston 20

Roberts, ^1. Emma 415 Court street, Los Angeles, Cal. 30

CANDIDATES ELIGIBLE AS TEACHERS,

P;;ge

Robertson, Helener G 23 Whittemore street, Arlington 13

Robinson, Warren E 36 Jason street, Arlington 17

Roche, John F 65 Belmont street, Worcester 16

Rodgers, Edith D 163 Huntington avenue, Boston 26

Frances S 163 Huntington avenue, Boston 26

Rogers, Eileen E 45 Woodcliff street, Dorchester 21

F. Josephine 492 Centre street, Jamaica Plain 24

Helen C 45 Woodcliff street, Dorchester 25

Katherine A 107 Richmond street, Dorchester 29

Mary J 20 Robinwood avenue, Jamaica Plain 13

Rogerson, Winifred B 15 West street, Mansfield 15

Rollins, Marie C 48 Princeton street. East Boston 20

Rones, Marguerite T 38 Juniper street, Roxbur>- 24

Rosnosky, Rachel 29 Richfield street, Dorchester 19

Rourke, Alice K 177 Central street, Abington 29

Helen E 25 Hobson street, Brighton 21

Russell, Alice C 1538 Tremont street, Roxbury 34

Blanche A 6 Strathmore road, Brookline 33

Eugene W Andover 13

Hilda F 1654 Massachusetts avenue, Cambridge 29

Ruth, Ethel M 21 Dix street, Dorchester 22

Ryan, Mary E 541 Trapelo road, Waverley 30

Salmon, John J 40 Russell street, North Cambridge 28

Saunders, Florence P 3 Westminster terrace, Roxbury 22

Sawyer, M. Gertrude 43 Oread street, Worcester 32

Schubarth, Katharine M 20 Mayfair street, Roxbury 20

Schumann, Ethel M. F 1 Glenvale terrace, Jamaica Plain 25

Scott, Edna F 75 Munroe street, Somerville 29

Severy, Leila P 108 Huntington avenue, Boston 27

Shaber, Eva 35 Factory street, Nashua, N. H. 29

Shane, Mary A 16 Faulkner street, Dorchester 32

Sharkey, Ruth A 28 Cedar street, Charlestown 20

Sharp, Marion L 12 Fairbanks street, Brookline 27

Shaw, Helen T 55 Virginia street, Dorchester 32

Shea, Mary A 56 Catawba street, Roxbury 19

Sheahan, John F 129 Minden street, Roxbury- 16

Sheehan, Catharine 479 Pleasant street. Maiden 31

Sheehy, Mary L 401 Broad street. East Wej^mouth 14

Shepavdson, Helen P 18 Maple avenue, Newton 19

Shepherd, Marion 33 Garfield street, Cambridge 32

Shipman, Wayne M 56 Oakland street, Mattapan 13

Shirley, Minerva Ford 33 Keith avenue, Campello 15

Short, Marjorie G 43 Holbrook street, Jamaica Plain 31

Silverman, Minnie W , 151 Charles street, Boston 27

Simpson, Harriet M 149 Upland road, Cambridge IS

Sinnett, Ruth 624 Asylum avenue, Hartford, Conn. 32

Slepian, Dora 15 Motte street, Boston 25

Smith, Alfred W Box 55, Newmarket, N. H. 16

Alice M 5 Menlo street, Brighton 23

Dora F 878 East Broadway, South Boston 21

Edith M 27 Elgin street. West Roxbury 25

Gertrude A 147 Harrishof street, Roxburj' 20

Louise J 8 St. John street, Jamaica Plain 22

Miriam G 3 Congreve street, Roslindale 25

Soelle, Ruth H 3 Maple place, Jamaica Plain 24

48 SCHOOL DOCUMENT NO. 5.

Page

Sonnabend, Edith 189 Grampian way, Dorchester 22

Southall, Gertrude 12 Pleasant avenue .Somervolle 26

Spittle, H. Lauretta 7 Corwin street, Dorchester 26,31

Stahl, Edith 1875 Commonwealth avenue, Brighton 24

Stanwood, Margaret G 11§ Spring Park avenue, Jamaica Plain 23

Starratt, Dorothy S 87 St. Stephen street, Boston 26

Stem, Selma S 46 La Grange street, Boston 27

Stevens, Helen M 5 Rogers street, Nashua, N. H. 17

Stoddard, Abbie O 11^ Joy street, Boston 17

Stone, Elizabeth F 46 Wrentham street, Dorchester 25

Stroup, Mar>' H 8 Haley street, Roxbury 22

Styles, Edmund D 17 Longwood avenue, Fitchburg 16

Sullivan, Abby W 23 Winthrop street, Roxbury 18

Denis F 180 Paiis street. East Boston 27

Ellen G 169 H street. South Boston 22

Gladys C 33 Stanley street, Dorchester 32

Mildred C 254 Bunker Hill street, Charlestown 23

Symmes, Marjorie O 22 Berkeley street, Reading 25

Taff, Helen A 10 Folsom street, Dorchester 14, 19

Tarbell, Florence L 72 Firglade avenue, Springfield 33

Taylor, Edna L 19 Wolcott street, :Malden 30

Olive W Lynnfield 29

Thomas, Alma A 122 Summ«r street, Medford 30

Helen 40 Mather street, Dorchester 15

Ruth E 22 Shafter street, Dorchester 17

Thompson, Agnes S 164 Angell street. Providence, R. I, 19

Emma M 24 Chestnut street. Maiden 30

Irene F 24 Chestnut street, Maiden 30

Leighton S 135 Hawthorn street, East Weymouth 17

Timberlake, Annie T 6 Holly street, Salem 20

Tobin, Richard T 23 Sacramento street, Cambridge 28

Ruth V 11 Union street, Brighton 22

Todd, Ruth B 59 Telegraph street. South Boston 31

Townsend, Ella L 243 Massasoit street, Springfield 17

Tracy, Annie V 38 Winthrop street, Charlestown 19, 32

Travers, Mary 637 Dudley street, Roxbury 20

Tucker, Adaline :M 28 Concord square, Boston 34

Alice L 40 Berkeley street, Boston 32

Turner, Vesta M Braintree 31

Tjder, Elizabeth R Milk street, Westboro 32

Urban, Melvina 408 Codman street, Ashmont 24

Vaughan, Louise W 90 Tremont street, Charlestown 25

Vogel, Rosa A 11 Howland street. Roxbury 27

Wahlstrom, Arvid J Highland Falls, N. Y. 32

Wall, Jeanette A 61 Monadnock street, Dorchester 20

Walter, Charles W 38 Fayette street, Watertown 28

Waterman, Sarah M R. F. D. No. 2, Box 95, Attleboro 34

Watson, Emelie A 52 Murdock street, Brighton 34

Weber, Charles A. A 60 Johnswood road, Roslindale 28

CANDIDATES ELIGIBLE AS TEACHERS.

Page

Weiss, Max 6 Chatham street, Cambridge 17

Welch, Ellen L 61 Gardner street, West Roxbury 29

Wells, Eleanor F Wellesley Farms 32

Welsh, Mabelle S 276 Harvard street, Cambridge 34

Mary G 48 Harvey street, North Cambridge 34

Wentworth, May H 10 Prescott street, Maiden 30

West, Edith A 96 Vernon street, Roxbury 21

Whalen, Catharine T 1714 Beacon street, Brookline 16

Wheeler, Beatrice L 8 AUston square, AUston 31

White, Anastasia K 314 K street, South Boston 22

Josephine A Central High School, Springfield 16

Whiting, Mary B 163 Holabird avenue, Winsted, Conn. 19

Whitney, Alberta M 85 Mt. Auburn street, Watertown 31

Whorf, Isaiah A Norwood 28

Wilkinson, Harriet F 24 York street, Grove Hall 25

Willard, Frederic R 71 Ocean avenue, Salem 14

Williams, Eva H Baldwinsville 15

Mary E 3 Dudley place, Roxbury 30

Willis, Edna 47 Wheatland avenue, Dorchester 14

Elizabeth L .5 Gates street. South Boston 20

Willoughby, Alice S 291 School street, Watertown 18

Wilson, Edna T 152 Williams street, New Bedford 15

H. Forrest 127 Glendale road, Quincy 28

Winston, Walter C 545 Shawmut avenue, Boston 24

Wixom, Elbert C Winchester 17

WoUahan, Helen H 164 Sylvan street. Danvers 30

Wooldridge, Ethel G 180 Bellevue avenue, Melrose 19

Wooster, Ina M 174 Princeton street. East Boston 26

Young, Mabel S Storer College, Harpers Ferry, W. Va. 26

SCHOOL DOCUMENT NO. 6- 1914

BOSTON PUBLIC SCHOOLS

ANNUAL STATISTICS OF THE
BOSTON PUBLIC SCHOOLS

CALENDAR YEAR 1913
AND SCHOOL YEAR 1913-1914

BOSTON
PRINTING DEPARTMENT
1914

TABLE OF CONTENTS.

Page

Continuation School 48, 49

Class Rooms, Normal, High and Latin 51

Class Rooms, Elementary 52

Day Schools:

Ages and Grades of Pupils, June 30, 1914 .... 14, 15

Ages of Admission to and Leaving, High and Latin . . 29

Admissions — September, 1913, Normal, High and Latin, 28

Graduates, June, 1914 . . . •. . . . . 20, 21

September, 1914 (Summer Review Schools) . 22

Hearing Mutes Class 5

Industrial Schools . . ' 13,21

Intermediate Classes 5

Kindergartens, Number of. Morning and Afternoon . . 30

Kindergartens, Membership and Attendance . . . 11, 12

Non-Promotions, Elementary, June, 1914 . . . . 25, 26
Elementary, September, 1914 (Summer

Review ^hools) 27

Private Schools 5

Promotions, Elementary, June, 1914 23, 24

Elementary, September, 1914 (Summer Re-
view Schools) 27

Pupils per Teacher, Number of 19

Rapid Advancement Classes . 5

Registration, Average Number Belonging, Average Attend-
ance, etc.:

School Year 5-13

Calendar Year 16-19

Semi-Blind Classes 5

Special Classes . 5

Special English Classes 5

Stammerers Classes 4, 5

Summaries 5-7

Ungraded Classes . . • 5

Evening Centers 58-63

Evening Schools:

Ages and Grades — High Schools 42

Elementary Schools .... 43

Industrial Schools .... 44

Summary 45

Countries of Birth of Pupils 47

Extension of Term 41

Membership and Attendance, etc. 39, 40

Non-English Speaking Pupils 46

Playgrounds 50

School Districts, Number of 30

Schoolhouse Summary 50

Schoolrooms and Sittings 51

Seating Capacity by Schools 53-57

Summer Review Schools 4, 5, 22, 27, 49

Trade School for Girls (Summer Term, 1914) .... 13
Teachers :

Elementary, Summary 33

Elementary, by Schools 34-36

High and Latin, Summary 31

High and Latin, by Schools ....... 32

Normal School 30

Summary, all Teachers, June 30, 1914 30

January 31, 1914 .... 38

Supervisors and Directors, June 30, 1914 .... 37

Attendance Officers 38

Nurses 38

School Physicians 38

SCHOOL DOCUMENT NO. 6.

In School Committee,
Boston, November 16, 1914.

To the School Committee:

I submit herewith the fifth annual report of the statistics of the Boston
Pubhc Schools.

The total registration in all schools* during the year was 142,022; the
average membership 119,485; and the average number in daily attendance
108,519. The total registration was far in excess of any previous regis-
tration and 6,293 greater than during the school year next preceding.

The total registration was distributed as follows :

Regular day schools 119,105

Evening schools 21,604

Continuation School 1,313

Four thousand five hundred eighty-four (4,584) pupils were registered
in the Summer Review Schools. With few exceptions these pupils were
registered in public day schools during the regular term ending in June,
1914, and are included in the foregoing totals. Only pupils who failed
in the work of the regular term and who sought an opportunity to make
up their deficiencies during the summer vacation were admitted to the
Summer Review Schools.

The increases in registration were as follows :

There were 16 less pupils in the Normal School and 117 less in the
kindergartens. The average daily number belonging in all day schools
was 106,549, — 3,471 greater than the previous year. This is the largest
annual increase recorded in the daily membership of the day schools. The
increase in the average daily number belonging in the elementary schools
(grades and kindergartens) was 2,357, which is also the largest increase
recorded for the Boston Public Schools.

The total number of principals and teachers, including members of the
supervising staff, in the employ of the city on June 30, 1914, was 3,108,
or 51 more than at the corresponding date of the preceding year. The
additional teachers were distributed as follows: high and Latin schools,
11; elementary grades, 25; kindergartens, 4; special schools, 16; there
were 5 less teachers in the Normal School. Of the total number of teachers,
451 were men and 2,657 were women.

Notwithstanding the increase of 25 grade teachers, the number of
pupils per teacher in the grades was increased from 42.7 to 43.4.

In addition to the classes for stammerers previously located in the
Lewis and Washington Districts, an additional class was opened on April

High and Latin schools
Elementary grades
Special schools
Evening schools
Continuation School

784
2,822

126
2,414

280

STATISTICS.

21, 1914, in the Emerson District.- The total number of pupils attending
these classes during the year was 293. The class for semi-blind children
was continued in the Thornton Street Schoolhouse, Dillaway District, the
number of pupils registered in the class during the year being 19. The
class for hearing mutes was consolidated on March 20, 1914, with the
classes for stammerers. The number of rapid advancement classes
was increased until at the end of the year there were five. There were
also twelve intermediate, or junior high school, classes. The number of
classes for defective children, known as special classes, was increased from
twenty-six to thirty-five. At the close of school in June there were
thirty-six special English classes and forty-seven ungraded classes. The
detailed reports of membership and attendance of pupils assigned to the
classes mentioned in this paragraph are included in the totals of the
respective districts in which they were registered.

Summer Review Schools were opened for the first time on June 22)
1914, and were continued in session six days per week up to and including
August 8, 1914. There was one Summer Review High School conducted
in the Roxbury High Schoolhouse. There were six Summer Review
Elementary Schools and two branches.

Following is a summary of the distiibution of children of public school
grade in all of the day schools of the city for the past six years, based on
the daily average number belonging:

School Year.

1908-09.

1909-10.

1910-11.

1911-12.

1912-13.

1913-14.

Public schools

98,067

100,059

99,269

101,021

103,078

106,426

Parochial schools

16,748

16,946

17,269

17,598

20,090

20,706

All others of public

school grade

5,553

4,024

4,121

3,901

4,942

Totals

Increase over the pre-

120,368
2,754

121,029
661

120,659
*370

122,520
1,861

128,110
5,590

* Decrease.

Respectfully submitted,

FRANKLIN B. DYER,

Superintendent of Public Schools.

SCHOOL DOCUMENT NO. 6.

GENERAL SUMMARIES.

AVERAGE MEMBERSHIP SCHOOL YEARS 1909-1910 TO

1913-1914.

Day Schools.

1909-10.

1910-11.

1911-12.

1912-13.

1913-14.

Normal

217

224

226

210

188

11,050

12,121

12,893

13,331

14,393

82,739

81,366

81,819

83,170

85,577

5,694

5,133

5,636

5,769

5,719

Special

.357

425

447

598

672

Totals

100,059

99,269

101,021

103,078

106,549

Increase over previous year. .

1,992

*790

1,7.52

2,057

3,471

Decrease.

ENROLLMENT ON JUNE 30 OF EACH OF THE LAST FIVE

YEARS.

Day Schools.

1910.

1911.

1912.

1913.

1914.

216

221

225

215

186

9,982

10,989

11,793

12,289

13,339

80,935

79,468

81,134

82,358

85,737

Kindergartens

5,982

5,548

6,131

6,210

•6,316

Special

281

360

432

510

578

Totals

97,396

96,586

99,715

101,582

106,156

STATISTICS.

TOTAL REGISTRATION.

School Year Ending June 30, 1914.

Boys.

Girls.

Normal School

Latin and High Schools

Elementary Grades

Kindergartens

Special Schools ,

Totals

15
7,367
49,414
3,706
293

184
8,200
45,604
3,661

661

60,795

58,310

SUMMARY.

School Year Ending June 30, 1914-

Schools.

Total Registration.

Average Number
Belonging.

Average

Attendance.

Per Cent of
Attendance.

Number Enrolled June
30, 1914, of the Fol-
lowing Ages.

Under 5.

5 to 7.

7 to 14.

14 to 16.

16 and over.

199
15,567
95,018
7,367

188
14,393
85,577
5,719

183
13,570
79,225
4,453

97
94
92
78

186
5,100
348

High and Latin

2,120
62,916
16

6,119
4,769

Elementary Grades

17,704
1,889

Kindergartens

4,411

Totals

118,151
954

105,877
672

97,431
598

92
89

4,411

19,593
11

65,052
95

10,888
246

5,634
226

Special Schools

All Day Schools (except
the Continuation School),

119,105

106,549

98,029

4,411

19,604

65,147

11,134

5,860

Evening High

6,587
14,066
786
165

4,328
7,855
427
91

3,470
6,422
325
71

80
82
76
78

Evening Elementarv

Evening Industrial

Evening Trade

Totals

21,604

12,701

10,288

1,313

235

202

Totals of all Day and
Evening Schools. .. .

142,022

119,485

108,519

SCHOOL DOCUMENT NO. 6.

DAY SCHOOLS.

NORMAL, LATIN AND HIGH SCHOOLS.
School Year Ending June 30, 1914-

Schools.

Normal

High and Latin:

Public Latin

Girls' Latin

Brighton High

Charlestown High. . . .

Dorchester High

East Boston High. . . .

English High

Girls' High

High School of Com-
merce

High School of Prac-
tical Arts

Hyde Park High

IMechanic Arts High. .

Roxbury High

South Boston High. . .

West Roxbury High. .

Totals, Normal, High
and Latin

Totals, High and
Latin

_ M

199

873
630
444
426
1,954
688
1,983
2,245

1,267

730
470
1,511
976
666
704

15,766
199

15,567

Average Number
Belonging.

774

117
104
627
246
1,834

L,181

201
1,390

178
132

,795
11

r84

613
287
269
1,183

386

2,052

246

915
446
522

7,786
177

7,609

188

774
613
404
373
1,810
632
1,834
2,052

1,181

690
447
1,390
915
624
654

14,581
188

14,393

Average
Attendance.

745

111

98
589
225
1,750

1,149

193
1,332

165
124

,492
11

6,481

172

596
270
255
1,098
357

1,897

637
234

846
418
481

7,261
172

7,089

183

745
596
381
353
1,687
582
1,750
1,897

1.149

637
427
1,332
846
583
605

13,753 I 846
183

13,570

STATISTICS.

ELEMENTARY GRADES.
School Year Ending June 30, 1914.

Average Number
Belonging.

Average }
Attendance. ,

mce.

ige Al

Boys.

Girls.

Total

Boys.

Girls.

Total

Avert

1,042

1,192

2,234

981

1,112

2,093

142

614

683

585

646

619

539

1,158

585

501

1,086

1,026

188

1,214

980

171

1,151

298

290

588

274

267

541

273

798

1,071

249

745

994

275

768

1,043

250

700

950

378

368

746

353

342

695

607

569

1,176

555

515

1,070

106

549

521

1,070

514

477

991

421

443

864

390

406

796

615

552

1,167

577

515

1,092

976

852

1,828

898

777

1.675

152

216

1,007

1,223

191

923

1,114

110

1,174

327

1,501

1,093

288

1.381

120

757

207

964

709

185

894

308

298

606

288

276

564

753

707

1,460

701

648

1,349

111

539

581

1,120

504

539

1,043

i "

1,880

396

2,276

1,818

374

2,192

657

589

1,246

602

536

1,138

109

143

702

845

128

637

765

1 81

328

315

643

311

296

607

395

979

1,374

360

903

1,263

112

765

130

895

720

120

840

448

440

888

428

417

845

175

811

986

164

762

926

822

769

1.591

762

700

1,462

129

469.

421

890

442

391

833

488

1,716

2,204

459

1,614

2,073

130

464

394

858

431

366

797

320

296

616

297

267

564

695

724

1,419

642

664

1,306

114

981

596

1,577

928

553

1,481

165

801

966

147

734

881

348

303

651

324

278

602

School Districts.

Abraham Lincoln . . .

Agassiz

Bennett

Bigelow

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner. . . .
Christopher Gibson.

Comins

Dearborn

Dillaway

Dudley

Dwight

Edmund P. Tileston

Edward Everett

Elihu Greenwood. . .

Eliot

Emerson

Everett

Francis Parkman. . .

Frankhn

Frederic W. Lincoln.

Frothingham

Gaston

George Putnam ....
Gilbert Stuart. .» . . .

Hancock

Harvard

Henry Grew

Henry L. Pierce. . . .

Hugh O'Brien

Hyde

Jefferson

2,679

722
1.200
1,294

705
1.157
1.232

852
1.349
1.131

884
1.292
2,038
1.324
1.581
1,023

668
1.573
1,296
2,525
1,356

980

746
1,445

975

916
1,051
1,661

932
2.316

935

726
1,730
1,662
1,032

699

SCHOOL DOCUMENT NO. 6.

ELEMENTARY GRADES.
School Year Ending June 30, 1914. — Concluded.

School Districts.

Total

Registration.

Average Number
Belonging.

Average
Attendance.

Average Absence.

Per Cent of
Attendance.

Boys.

Girls.

Total. 1

Boys.

Girls.

Tota.

John A. Andrew

1,438

717

567

1,284

672

518

1,190

729

337

340

677

311

312

623

John Winthrop

1,396

695

618

1,313

636

562

1,198

115

1,171

792

293

1,085

764

275

1,039

Lewis

2,039

1,016

906

1,922 :

930

809

1,739

183

1,198

578

586

1,164 '

542

540

1,082

Lowell

1,199

594

533

1,127

564

499

1,063

800

363

343

706

344

318

662

Mary Hemenway

1,730

763

768

1,531

708

702

1,410

104

Mather

2,496

1,164

1,092

2,256 j

1,080

1,002

2,082

174

]\Iinot

630

320

282

602

299

261

560

1,173

265

836

1,101

245

789

1,034

Oliver Hazard Perry ....

980

380

512

892

357

472

829

OUver Wendell Holmes. .

3,193

1,529

1,383

2,912

1,382

1,233

2,615

297

1,865

759

798

1,557

692

723

1,415

142

957

426

425

851

398

392

790

1,107

474

440

914

417

382

799

115

87'

1,409

944

222

1,166

900

204

1,104

1,095

570

361

931

528

332

860

1,245

455

473

928

419

431

850

1,782

790

780

1,570

733

716

1,449

122

2,512

1,211

1,045

2,256

1,118

952

2,070

186

1,038

745

197

942

689

176

865

Shurtleff

916

155

605

760

144

572

716

1,327

606

521

1,127

562

477

1,039

1,448

662

676

1,338

624

632

1,256

Thomas N. Hart

1,183

894

200

1,094

853

186

1,039

Ulysses S. Grant

1,459

650

629

1,279

595

676

1,171

108

1,152

527

512

1,039

491

471

• 962

1,883

894

811

1,705

826

742

1,568

138

801

421

378

799

391

347

738

Wells

3,013

741

1,604

2.345

669

1,464

2,133

211

Wendell Phillips

1,680

1,494

1,556

1,399

1,455

101

William E. Russell

1,287

630

577

1,207

588

532

1,120

Totals

95,018

44,544

41,033

85,577

41,510

37,715

79,225

6,344

STATISTICS.

KINDERGARTENS.

School Year Ending June 30, 1914.

School Districts.

Total

Registration.

Average Number
Belonging.

Average

] AtTEN'DANX'E.

9i
O

Eti
eS

O
>
<

Per Cent of

Attendance. 1

Boys.

Girls.

Total.

Boys.

Girls. .

Total.

Abraham Lincoln

142

100

Agassiz

Bennett

Blackinton

51,

Bowditch.

100

Bowdoin

231

159

123

Bunker Hill

.28

Chapman

120

Charles Sumner

140

Christopher Gibson

Coming

212

156

116

Dearborn

Dillaway

126

93 i

Dudley

124

Dwight

48 1

Edmund P. Tileston

Edward Everett

43 '

Elihu Greenwood

120

Eliot

76 i

Emerson

- 87

74 1

Everett

49 \

40 i

Franklin

148

102

Frederic W. Lincoln ....

Gaston

37 1

George Putnam

141

126

Gilbert Stuart

118

Hancock

367

127

145

272

109

123

232

108

61 '

Henry Grew

101

Henry L. Pierce

123

Hugh O'Brien

120

100

80 !

Hyde

115

77 [

Jefferson

47 ;

• SCHOOL DOCUMENT NO. 6.

KINDERGARTENS.
School Year Ending June 30, 1914- — Concluded.

School Districts.

Total

Registration.

Average Number
Belonging.

Average
Attendance.

Average Absence.

Per Cent of
Attendance.

Boys.

Girls.

Total.

Boys.

Girls.

Total.

John A. Andrew

John Winthrop

139

72 1

Lawrence

125

108

Longfellow

Lowell

124

110

Martin

Mar J' Hemenway

128

Mather

126

108

Minot

107

Oliver Hazard Perry. . . .

Oliver Wendell Holmes. .

260

104

102

206

153

Phillips Brooks

113

Prescott

Prince

Qiiincy

205

153

129

Rice

Robert G. Shaw

Roger Wolcott

106

100

Samuel Adams

316

117

141

258

101

185

Sherwin

Shurtleff

Theodore Lyman

128

138

113

Thomas N. Hart

Ulysses S. Grant

182

122

Warren

106

Washington

129

105

WeUs

233

183

150

William E. Russell

Totals

7,367

2,874

2,845

5,719

2,246

2,207

4,453

1,264

STATISTICS.

SPECIAL SCHOOLS.

School Year Ending June 30, 1914-

Schools.

Horace Mann

Boston Industrial School
for Boys

Trade School for Girls . .
Totals

151

209
594

Average Number
Belonging.

77
164

368

140

164
368

Average
Attendance.

70
148

326

124

148
326

954

241

431

672

218

380

598

TRADE SCHOOL FOR GIRLS.

Summer Term, 1914-

Total registration 201

Average number belonging 175

Average attendance . . . . . . . . . . . 157

Per cent of attendance ' . . 90

Length of term — July 6 to August 30, 1914.
Number of teachers employed: July, 19; August, 15.

DISTRIBUTION OF PUPILS IX

RESPECT BOTH

The age given is

Grades.

.05
O

<3
O

(3
V

O
>^

Males

AU Grades j

Females

Totals

Fourth-vear Group <

Boys

Girls ,

c
e

Bovs. . .

Second-year Group

Girls

First-vear Group ^

■*»

Girls

Out-of-course Group I

Boj-3. . .

V. Class Latin Schools . .

Girls

VI. Class Latin Schools,

Boys

Girls...

Totals

1 1

Eighth Grade

Seventh Grade

Sixth Grade

Fifth Grade

Fourth Grade

Ungraded

Third Grade

Second Grade.

First Grade

Special Classes

Pre-Vocational Classes.
Special English Classes.
Open- Air Classes

Rapid Advancement
Classes

Semi-Blind Class.
Hospital Classes.

Boys.
Girls.
Boys.
Girls.
Boys.
Girls.
Boys.
Girls.
Bovs .
Giris.
Boys .
Girls.
Bovs .
Girls.
Boys.
Girls.
Boys.
Girls.
Boys.
Girls.
Boys.
Girls.
Bovs.
Girls.
Boys.
Girls.
Bovs.
Girls.
Boj-s.
Girls.
Bovs.
Girls.

5
3

240*
260*
4,014*
3,656*

35*
27

3
8
14
14
221
266
2,203
2,198
2,367
2,039

203
218
24
16
1,703
1,786
2,112
1,782
791
770
17
22

3
13
187
223
1,468
1,450
49
49
1,770
1,625
846
706
184
148
45
28

Totals.

8,256 9,448 9,571 8,964

All Classes.

Bovs. .
Girls..

2,234t
2,177t

828
836

112
113

Totals.

4,411

1,664

225

Horace Mann School. .

Trade School for Girls ....
Boston Industrial School \

for Boj-s .

Bovs .
Girls.
Girls.

Boys.

Totals.

Total all Day Schools 4,411 9,927 9,677 9,595 8,981 9,470 9,640

* Includes pupils under 5 on September 1 but not at time of admission,
t Includes pupils 4 years and under.

TO AGE AND TO GRADE JUNE 30, 1914.
that of September 1, 1913.

11 Years.

12 Years.

13 Years.

14 Years.

15 Years.

16 Years.

18 Years.

19 Years.

20 Years.

Over 21 Years.

Totals.

11
16

175

186

3
5
71
121
424
575
836
933

65
118
291
444
561
608
521
490

232
378
396
460
365
292
233
126

304
371
296
223
142
107
58
35
4

240
245
89
49
24
24
9
9
3
32

104
75
30
10
5
3
1
2
5
5

19
12

3
3

8
2
1

981
1,206
1,183
1,318
1,605
1,969
2,144
2,620
18
80
31
36
79
70

4
8
74
351
368
841

7
6
107
182

1
1

8
1

6
3

13
1

4
2
8
17

5
14

25
18

8
20
23

1,709

8
16
7

3,010

2
4
4

364

3,109

2,498

1,565

724

241

13,340

192
205
1,102
1,143
1,518
1,449
1,118
960
503
347
155
115
77
102
16
18
5
10
38
28
17
7

111

93
10
6
26
21
1
2
3

903
1,054
1,431
1,359
1,056
980
617
493
212
156
110
67
33
27
3
8
2
6
32
11
59
17
100
95
9
1
20
14
1
2
2

1,341
1,318
1,066
971
609
486
277
195
117
79
92
52
16
10
4
3
2
2
19
11
120
29
101
80
2
1
9
4

872
803
401
399
214
180,
120
57
38
31
45
28
9
2

368
320
118
121
60
39
21
15
19
16
33
9
4

69
84
31
29
4
8
4
2
3
2
4
11

12
17

3
5
4

2
4
1

3,774
3,822
4,381
4,244
4,926
4,689
5,376
4,980
5,467
4,822
820
617
4,998
4,831
5.767
5,238
7,443
6,694
285
188
324
70
750
622
220
187
98
54
6
6
21
17

5
1

1
1

3
10

6
84
13
89
73

2
35

2
49
44

1
1

14
2
1

1
1

9,398

8,884

7,021

3,488

1,281

277

85,737

3,181
3,135

6,316

8
4

6
2

6
7

6
1

5
8
109

5
6
68

2
8
43

4
1

77
64
300

137

10
1

5
1

164

105

578

9,450

9,256

8,754

6,580

4,554

2,880

1,693

801

306

102

106,157

SCHOOL DOCUMENT NO. 6.

CALENDAR YEAR 1913.

NORMAL, LATIN AND HIGH SCHOOLS.

Membership, Attendance and Absence.

Schools.

Number
Belonging.

Average
Attendance.

Average
Absence.

202

199

High and Latin Schools:

PubUc Latin

775

749

Girls' Latin

589

560

Brighton High

377

358

Charlestown High

385

362

Dorchester High

1,726

1,607

119

East Boston High

584

547

1,773

1,675

Girls' High

1,968

1,812

156

1,086

1,054

High School of Practical Arts

628

576

Hyde Park High

406

388

1,310

1,259

Roxbury High

827

761

South Boston High

647

610

West Roxbury High

652

606

High and Latin Totals

13,733

12,926

807

STATISTICS.

CALENDAR YEAR 1913.

ELEMENTARY GRADES AND KINDERGARTENS.

Membership, Attendance and Absence.

School Districts.

Average
Number
Belonging.

Average
Attendance.

Abraham Lincoln. . .

Agassiz

Bennett

Bigelow

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner . . . .
Christopher Gibson .

Comins

Dearborn

Dillaway

Dudley

D wight

Edmund P. Tileston
Edward Everett . . . .
Elihu Greenwood . . .

Eliot

Emerson

Everett

Francis Parkman . . .

Franklin

Frederic W. Lincoln.

Frothingham

Gaston

George Putnam ....

Gilbert Stuart

Hancock

Harvard

Henry Grew

Henry L. Pierce ....
Hugh O'Brien

2,334
713
1,181
1,212
635
1,139
1,174
797
1,265
1,128
912
1,337
1,867
1,321
1,603
1,006
583
1,489
1,186
2,279
1,271
931
686
1,389
967
940
1,047
1,651
932
2,391
980
675
1,443
1.643

2,170
673
1,093
1,150
581
1,055
1,034
733
1,143
1,020
819
1,230
1,688
1,208
1,466
925
533
1,382
1,098
2,188
1,150
829
638
1,250
896
885
974
1,505
859
2.213
890
60S
1,327
1,523

18 SCHOOL DOCUMENT NO. 6.

ELEMENTARY GRADES AND KINDERGARTENS.— ConcZwded.

School Districts.

Average
Number
Belonging.

Average
Attendance.

Average
Absence.

Hyde

1,079

969

110

743

684

1,350

1,245

105

694

632

1,424

1,265

159

1,127

1,072

1,949

1,746

203

1,158

1,063

1,257

1,167

762

711

1,572

1,444

128

2,276

2,092

184

653

606

1,157

1,078

963

890

Oliver Wendell Holmes

2,990

2,644

346

1,569

1,391

178

921

849

956

829

127

1,353

1,250

103

Rice

939

868

920

844

1,606

1,483

123

2,291

2,072

219

1,000

916

808

755

1,123

1,029

1,411

1,305

106

Thomas N. Hart

1,163

1,095

1,360

1,240

120

1,131

1,028

103

1,789

1,614

175

847

774

2,477

2,228

249

1,558

1,423

135

1,272

1,180

89,755

82,217

7.538

STATISTICS. 19
CALENDAR YEAR 1913.

SPECIAL SCHOOLS.

Special Schools.

Average
Number
Belonging.

Average
Attendance.

Average
Absence.

136

121

Boston Industrial School for Boys

137

127

346

308

619

556

NUMBER OF PUPILS PER TEACHER.

January 31.

Normal.
(Excluding
Head-Master.)

High and Latin.

Elementary.

(.Excluding
Head-Masters.)

Grades.
(Excluding
Principals.)

Kindergarten.

1896

28.5

30.9

1897

28.4

28.6

1898

28.2

30.9

1899

28.0

29.0

1900

27.9

29.4

1901

27.5

28.2

1902

25.8

28.6

1903

26.4

48.0

28.5

1904

26.5

27.1

1905

. 27.3

28.5

1906

27.4

28.1

1907

26.9

26.8

1908

26.9

27.4

1909

29.2

25.7

1910

27.5

25.6

1910-11

28.9

23.4

1911-12

28.8

25.9

1912-13

27.8

25.4

* 1913-14

29.4

43.4

25.6

* The average number of teachers was : Normal, 14; Latin and High, 489; elemen-
tary grades, 1,969; kindergarten, 223.

Note 1. From 1896 to 1910 this table is based on the number of
teachers in the service and the number of pupils belonging in the schools
on January 31 of the respective years. For the last four years it is based
on the average number of pupils and the average number of teachers
employed during the school year.

Note 2. In determining the number of pupils per teacher in the high
and Latia schools the special high and Latin teachers, who were listed
separately in the printed reports prior to 1909, are included in this table.

SCHOOL DOCUMENT NO.

GRADUATES, JUNE, 1914.

School or District.

Normal

High and Latin.

Public Latin

Girls' Latin

Brighton High

Charlestown High. . .
Dorchester High. . . .
East Boston High. . .

EngUsh High

Girls* High

High School of Com-
merce

High School of Practical
Arts

Hyde Park High

Mechanic Arts High.

Roxbury High

South Boston High. .
West Roxburj' High.

Elementary.

Abraham Lincoln

Agassiz

Bennett

Bigelow

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner

Christopher Gibson. .

Comins

Dearborn

12
14
76
25
305

126

34
170

873

74
*78
47
79
25

102

87
61
40
165
59

326

113

87
II 73

54
241

84
305
326

126

101

170

124

102

108

1,172

2,045

103

177

102

113

100

135

Dillaway

Dudley

D^v-ight

Edmund P. Tileston.

Edward Everett ....

Ehhu Greenwood . . .

Eliot

Emerson

Everett

Francis Parkman . . .

Franklin

Frederic W. Lincoln .

Frothingham

Gaston

George Putnam

Gilbert Stuart

Hancock

Harvard

j Henrj' Grew

Henry L. Pierce. . . .

I Hugh O'Brien

jHyde

! Jefferson

John A. Andrew ....

John Cheverus

j John Winthrop

LawTence

Lewis

Longfellow

Lowell

Martin

Marj' Hemenway. . .

Mather

81
59
29
68
38
t 68
55

33
32
26
49
80

103
50
47
26
63

101

29
59
60

50
67
26
70

43
108
91
32
168
41
32
78
69
65
36
31
44
58

104
39
50
40
85

131

* Also 3 given Pre-Vocational diplomas,
t Also 18 given Pre-Vocational diplomas.
t Also 19 given Pre-Vocational diplomas.
§ Also 40 given Pre-Vocational diplomas.
II In addition there were six post graduates.

STATISTICS.

GRADUATES, JUNE, 19U.— Concluded.

School or District.

Minot

Norcross

Oliver Hazard Perry. . . .
Oliver Wendell Holmes,

Phillips Brooks

Prescott

Prince

Quincy

Rice

Robert G. Shaw

Roger Wolcott

Samuel Adams

Sherwin

Shurtleff

Theodore Lyman

Thomas Gardner

Thomas N. Hart

45
170
62
42
50
78
83
30
75
75
57

38
74
63
168
51
45
50

64
74
108
338
113
87
100
78
133
73
168
127
57
65
53
117
76

School or District.

Ulysses S. Grant. . . .

Warren

Washington

Washington Allston .

Wells

Wendell Phillips . . . .
William E. Russell. .

Horace Mann

Summary.

Normal

High and Latin.
Elementary ....
Horace Mann. .

176
84

3,511
10

3,521

11
873
3,521
10

4,415

SCHOOL DOCUMENT NO. 6.

SUMMER REVIEW SCHOOLS.

Graduates, September, 1914-

School or District.

ffl

H !

Summer Review High
School:

Dudlev

Dorchester High

o 1

Gilbert Stuart

A \

TT T -I-.-

Summer Review 1i,lemen-

TARY Schools.

\
I

Charlestown Summer Re-
view Elementary School:

Oliver v\ endell Holmes. .

City Summer Review
Elementary School:

T>T.-1T -T) 1

1
1

2
1

o
1

6
1

South Boston Summer
Review Elementary
School:

Bigelow

Hyde

John A. Andrew

3
5

Lowell

Quincy

William E. Russell

Q
O

West End Summer Review
Elementary School:

■D A •

1
1

East Boston Summer Re-
\new Elementary School:

Wendell Phillips

Ulysses S. Grant

129

Roxburj' Summer Review-
Elementary School:

Summary.
High

Elementarj'

129

Dillaway

133

STATISTICS.

ELEMENTARY SCHOOL PUPILS PROMOTED.

June 30, 1914.

District.

50
o.

6 S

Abraham Lincoln . . .

Agassiz

Bennett

Bigelow

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner

Christopher Gibson .

Comins

Dearborn

Dillaway

Dudley

D^-ight

Edmund P. Tileston.
Edward Everett ....
Elihu Greenwood . . .

Eliot

Emerson

Everett

Francis Parkman . . .

Franklin

Frederic W. Lincoln.

Frothingham

Gaston

George Putnam

Gilbert Stuart

Hancock

Harvard

Henry Grew

Henr>- L. Pierce ....

Hugh O'Brien

Hyde

Jefferson

177
81
190
100
52
66
67
63
101
113
100
84
135
83
79
58
58
127
103
68
104
67
52
70
77
94
108
167
74
66
74
57
136
148
65
69

152
88
67
93
58
81
64
38
106
125
96
107
101
119
124
81
36
149
99
88
108
83
67
91
93
93
88
134
81
95
87
67
149
191
83
52

214
90
114
116
43
97
80
58
107
115
87
137
146
133
148
75
68
160
114
120
100
84
82
113
105
97
106
181
90
137
80
74
147
156
107
78

270
100
148
135
56
95
92
58
149
99
88
150
201
142
150
91
58
177
117
211
108
101
89
111
124
116
135
174
82
156
120
61
177
198
124
70

264
95
137
131
52
105
88
62
117
136
106
123
208
146
173
92
63
181
114
284
146
67
60
78
89
104
99
201
106
210
83
62
152
173
69
79

216
50
129
111
74
140
98
76
99
104
74
126
230
117
187
118
82
166
105
173
147
72
87
193
77
79
85
178
99
199
95
67
182
117
75
90

158
48
158
112
85
162
162
81
149
144
61
127
213
127
176
107
79
175
146
211
135
95
85
202
118
87
99
196
115
251
90
84
178
133
93
70

228

38
170
114

91
197
180

94
162
148

78
159
283
147
226
133
101
186
165
301
195
103

95
308
100
102
117
197
118
312

88
178
135
124

23
tl7

325

278

1,907

621

1.183

912

554

1,002

935

565

1,076

102

1,086

754

119

1,161

1,593

1,118

1,329

825

582

1,358

1,052

1.868

1,118

718

658

1.257

844

809

874

122

1.571

853

162

2,009

779

638

1.383

1.353

848

650

* Included in other grades.

t Hospital classes.

SCHOOL DOCUMENT NO. 6.

ELEMENTARY SCHOOL PUPILS PROMOTED.
June 30, 1914 — Concluded.

•ade

Tl
c3

rade

-ade

:ade

rade

199

132

178

126

127

129

130

107

119

123

157

162

174

105

127

146

166

207

210

195

234

193

236

288

145

136

142

157

181

186

119

105

126

113

120

124

135

154

156

171

167

182

168

184

213

231

217

249

258

232

242

250

307

126

138

155

171

110

101

108

111

353

286

250

281

311

364

383

416

112

107

165

154

137

208

217

214

104

112

100

103

118

116

127

119

136

133

146

110

116

129

123

122

148

168

166

180

204

175

166

203

254

128

138

205

225

247

235

258

259

100

104

100

106

123

129

121

137

254

117

147

109

130

188

202

105

107

118

146

150

154

119

129

162

133

123

163

158

112

138

115

145

120

144

122

143

166

179

177

181

245

136

117

153

142

171

291

375

463

176

200

251

224

235

149

151

172

166

110

103

114

132

,212

7,459

8,521

9,143

9,015

9,024

9,782

11,335

District.

o a
CM

John A. Andrew

John Cheverus

John Winthrop

Lawrence

Lewis

Longfellow

Lowell

Martin

Mary Hemenway

Mather

Minot

Norcross

Oliver Hazard Perrj^

Oliver Wendell Holmes .

PhiUips Brooks

Prescott

Prince

Quincy

Rice

Robert G. Shaw

Roger Wolcott

Samuel Adams

Sherwin

Shurtleff

Theodore LjTiian

Thomas Gardner

Thomas N. Hart

Ulysses S. Grant

Warren

Washington

Washington AUston ....

Wells

Wendell Phillips

William E. Russell

33
18
52
t 28
33

119
106

115

1,167

647

1,195

935

1,898

1,167

1,043

610

1,488

100

2,203

550

1,038

39
155

806
2,802

1,421

754

883

121

1,000

845

914

1,612

207

2,008

783

708

1,070

107

1,238

1.010

108

1,259

1,008

1,509

730

157

2,201

1,403

1,137

* Included in other grades.

t Includes special English class.

STATISTICS.

ELEMENTARY SCHOOL PUPILS NOT PROMOTED.

June 30, 1914.

District.

.2§
«6

O 03

Abraham Lincoln . . . .

Agassiz

Bennett

Bigelow

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner

Christopher Gibson . .

Comins

Dearborn

Dillaway

Dudley

D wight

Edmund P. Tileston.

Edward Everett

Elihu Greenwood. . . .

Eliot

Emerson

Everett

Francis Parkman . . . .

Franklin

Frederic W. Lincoln. ,

Frothingham

Gaston

George Putnam

Gilbert Stuart

Hancock

Harvard

Henry Grew

Henry L. Pierce

Hugh O'Brien

Hyde

Jefferson

35
12
19
48
21
26
55
35
40
15
15
40
65
39
51
56
28
36
33
118
44
40
17
34
22
48
14
32
27
58
41
10
36
50
29
20

13
t21

378

294

^7
o /

159

108

259

229

216

110

165

1 7 A

1 7

9 An

91
Zio

A a

9Q7

zy 1

99^

1 "7
J. I

Qfi

1 7

1 J.Q

ibi

9 9 J.

1 7fl

1 CO

165

137

183

177

111

386

179

142

324

235

* Included in other grades.

t Hospital classes.

SCHOOL DOgUMENT NO. 6.

ELEMENTARY SCHOOL PUPILS NOT PROMOTED.
June 30, JfPi^.— Concluded.

lish

"3
a

District.

de Vll

dc VII

de VI.

>
-§

dc IV.

de III.

de 11.

;raded.

W .
.5 S

.2 c3

n-Air
lass.

•Vocati

c3
u

c3
(I

19
9

20
8

154
86

194

187

153

Longfellow

LowgH

184

"IVTq T+1 Tl

137

IVTnTv TTptyipti wf* V

211

16
6

216

Minot

15
6

159

Oliver HiiZcird. Perry ....
Oliver ^^endell Holmes.

12
8

13
38

117

32
3

115

445

227

Prescot't

152

20
60

298

Rice

30
6

150

"Rnhprf. O RViPw

100

Ss^mviel ^cl3.ixis

184

533

STi AT win

213

Shurtleflf

25
8

t37

203

TV. n A

QC
OO

263

145

139

153

287

152

Wells

301

Wendell Phillips

145

William E. Russell

158

Totals

452

1,266

1,160

1,270

1,284

873

1,270

2,699

495

221

381

1,681

13,151

* Included in other grades.

t Includes special English class.

STATISTICS.

SUMMER REVIEW ELEMENTARY SCHOOL PUPILS
PROMOTED.

September, 1914-

• Summer Review School.

Grade VIII.

Grade VII.

Grade VI.

Grade V.

Grade IV.

Total.

Charlestown

168

City

124

428

East Boston

102

343

Roxbury

136

147

180

186

698

South Boston

102

381

West End

168

384

Totals

617

539

554

563

129

2,402

SUMMER REVIEW ELEMENTARY SCHOOL PUPILS
NOT PROMOTED.

September, 1914-

Summer Review School.

Grade VIII.

Grade VII.

Grade VI.

Grade V.

Grade IV.

Total.

City

289

211

Roxbury

142

137

127

500

102

135

432

West End '

178

Totals

392

404

400

429

1,682

SCHOOL DOCUMENT NO. 6.

H a
5<

O CO

fa «

H ^ 05

o a H

H i-J t2

poo
m

> 05

<i o

00 <N C<l

o CO --I ec

""5 <^ ^ •

2 -

•i?ils

^ to

(N CO «0

Ills

^ .-H

CO »-o

.-1 lO (N

iM 00

o CO

lO CO

.-H CO

lO CO

°2 S

-a

•c

o o
W CO

O Q W H O W

STATISTICS. 29

SUMMARY OF ALL PUPILS WHO WERE IN THE HIGH OR LATIN SCHOOLS
AT ANY TIME DURING THE SCHOOL YEAR 1913-1914, SHOWING THEIR
AGES AT THE TIME OF THEIR ORIGINAL ADMISSION TO A BOSTON
HIGH OR LATIN SCHOOL AND THE AGES REACHED AT THE TIME
OF DISCHARGE BY ALL PUPILS WHO DROPPED OUT DURING THE
YEAR.

High Schools.

Age at Date of
Original Admis-
sion TO Boston
High Schools.

Total Number
Registered
During 1913-14.

Number Who Dropped Out Between September 1,
1913, AND June 16, 1914, and Their Respec-
tive Ages at Date of Discharge.

Number

Graduated in
June, 1914.

•go

1 9
1 z.

f X

IS.

16.

1 7

1 R
lo.

Over
19.

10 years

2
64
1,151
4,537
4,656
2,514
874
295
156

2
15

* 214

* 569
t 588

* 282
118

50
53

2
8
30
78
97
63
51

47
850
3,440
3,341
1,678
538
156
56

12 years

15
102

27
198
262

25
97
225
208

5
78
121
185
102

3
22
32
47
36
25

13 years

1
8
11
13
10
16

14 years

6
4
3
23

15 years

Totals

14,249

117

487

555

491

329

173

1,891

10,106

* Including 1 post graduate. t Including 3 post graduates.

Latin Schools.

Age at Date of
Original Admis-
sion TO Boston
Latin Schools.

Total Number
Registered
During 1913-14.

Number Who Dropped Out Between September 1,
1913, and June 16, 1914, and Their Respec-
tive Ages at Date of Discharge.

Number

Graduated in
June, 1914.

Number
Remaining
June 16, 1914.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Over
19.

34
154
274
460
381
153
51
11
12
11

29
117
211
351
271
116
25
8
6
7

10 years

2
5
23

4
16
41
52
31
10

11 years

3
7

5
2
8
37

4
8
12
14

2
2
8

17
4

1
1
6
10
5
3
2

3
3
3
3

14 years

15 years

1
1
1

16 years

Over 18 years

Totals

1,542

160

1,142

SCHOOL DOCUMENT NO. 6.

TEACHERS.

SUMMARY OF ALL TEACHERS — JUNE 30, 1914.

Number of Schools.

Schools. \

Number
of Schools.

Number of Teachers.

Men.

Women.

Total.

1
15
* 70
t 129

240
166

265
1,903
230
250

13
505
2,069
230
291

Elementary

Kindergarten

Special

Totals

219

451

2,657

3,108

* Represents the number of districts.

t Includes nine afternoon classes as follows: Bowdoin District (1) ; Ehot(l); Hancock
(1) ; Phillips Brooks (1) ; Quincy (1) ; Samuel Adams (2) ; Ulysses S. Grant (1) ; Wells (1).

X Horace Mann, Trade School for Girls, Boston Industrial School for Boj-s, and the Con-
tinuation School. The number of teachers given includes the teachers of these special
schools and all general supervisors and directors.

NORMAL SCHOOL TEACHERS.
June SO, 1914.

Rank.

Men.

Women.

Total.

1
3
2
7

First Assistants, Heads of Departments

2
7

Totals

tl3

* Excludes one master, head of department, who is assigned principal of the Model School,
t In addition there was one instructor who was assigned to the English High School for
the school year 1913-14. He is included in the high and Latin school teachers.

STATISTICS.

SUMMARY OF HIGH AND LATIN SCHOOL TEACHERS.
June SO, 1914.

Rank.

Men.

Women.

Total.

14
49

14
49
33

18
130
164
36
37
2
10
1
8

Masters, Heads of Departments

First Assistants, Heads of Departments

33
3

18
130

164
11

37
2

10
1
4

Instructors in Special Brandies

Temporarily Assigned for the School Year

Totals

240

265

505

SCHOOL DOCUMENT NO. 6.

HIGH AND LATIN SCHOOLS.
Number and Rank of Teachers, June 30, 1914.

Schools.

Head Masters.

Masters, Heads of
Departments.

First Assistants,
Heads of
I )epartmcnts. ;

Assistant
Principals.

03
O

to
03

Junior Masters.

01
<

1 :is( riicl ors in
Hranches.

Assistant In-
structors in
Special
Branches.

Special

Assistants.

Industrial
Instructors.

Vocational
A ssistants.

Temporarily
Assigned for
the School Year.

Total.

5
2
2
2
*3
2
7
3
6

2
1
8
2
2
2

15
2

26
23
16
15
62
22
57
65
38

29
20
50
29
26
27

3
1
2
3
4

13
7

-3
31
9

7
9
4
19
13
13

2
2
4
3
1
3
5

3
7
1
1

tl
2
4
7
1

1
7
2

39
4

1
1
27
1
3
3

§3

English High

1
1

Girls' High

High School of Commerce,

3
1
1

3
4
4

4
2

Hyde Park High

Roxburj' High

2
1
1

West Roxbury High

Totals

49 1 33

130

164

505

* Including 1 Master, Head of Department, assigned as Assistant to the Director of Evening and Continuation
Schools from February 1 to August 31, 1914.

t Also assigned to Normal School. ,
i Assignment took effect October 20, 1913.

5 In addition there were three special assistants, industrial department, not classified as teachers.

STATISTICS.

SUMMARY OF ELEMENTARY SCHOOL TEACHERS.

June 30, 1914.

R ^NK.

Men.

Women.

Total.

63
82

69
82

7n
lU

1,601

Submasters

aI asters Assistants

7n
/u

1,580

First Assistants, Grammar School

Assistants, Ungraded Classes

Assistants, Special English Classes

•Assistants, Special Classes ....

Other Assistants

Grade Totals

166

1,903

121
109

2,069

121
109

Kindergartens:

First Assistants

Assistants

Totals

166

2,133

2,299

SCHOOL DOCUMENT NO. 6.

ele:mentary schools.

Number and Rank of Teachers, June 30, 1914-

.ants.

hool.

- o

05
CO

'S OO

Kinder-

GARTENS.

Schools.

Masters.

Submastcrs.

Masters' Assist

First Assistant:
Grammar Sc

First Assistant!
in Charge.

First Assistanl,
Primary Sdi

Assistants,
Ungraded CI

o tn
a c3

cog
5 fi

Assistants,
Special Class

Total Number
Grade Teach
Juno 30, 191'

.First

Assistants.

Christopher Gibson

t 35

1 .so

9ft
Zo

' 1

1 1 T> 'T'^I^^x^^

Edward Everett

t24

Everett

Frothingham

George Putnam

* Includes one temporary teacher ser\'ing in place of a first assistant, kindergarten, who was
temporarily assigned as acting director of kindergartens for the school year 1913-14.

t Includes one temporary teacher each in the Dearborn, Dillaway and Emerson Districts
serving in place of elementary assistants temporarily assigned to classes for stammerers. One of
these assignments was for the school year, a second from April 21 to August 31 and the third
from May 4 to August 31, 1914.

STATISTICS.

ELEMENTARY SCHOOLS.
Number and Rank of Teuchers, June 30, 1914- — Continued.

Schools.

Gilbert Stuart

Hancock

Harvard

Henry Grew

Henry L. Pierce

Hugh O'Brien

Hyde

Jefferson

John A. Andrew

John Cheverus

John Winthrop

Lawrence

Lewis

Longfellow

Lowell

Martin

Mary Hemenway

Mather

Minot

Norcross

Oliver Hazard Perry... .
OUver Wendell Holmes ,

PhilUps Brooks

Prescott ,

Prince ,

Quincy

Rice

Robert G. Shaw

Roger Wolcott

Samuel Adams

.2 >>

< a

^ bC
.2

'o ai

cog

lis

KlXDER-
GARTEXS.

* 1

t43

t41

* Includes one temporary assistant, kindergarten, on dutj' throughout the year.

t Includes one temporary
place of assistants temporaril

teacher each in the ^Mather and Samuel Adams Districts ser\-ing in
y assigned to a high school for the school year 1913-14.
J Includes one teacher specially assigned from the Oliver Hazard Perry District to serWce
in special class while retaining rank of elementary assistant. This teacher is not included under
" Other Assistants " since her place was not filled.

SCHOOL DOCUMENT NO. 6.

ELEMENTARY SCHOOLS.
Number and Rank of Teachers, June 30, 1G14- — Concluded.

Schools.

CO —

< 5

sit

-t^ n

Sherwin

Shurtleff

Theodore Lyman . . .
Thomas Gardner. . .

Thomas N. Hart

Ulysses S. Grant. . . .

Warren

Washington

Washington Allston .

Wells

Wendell Phillips ....
William E. Russell. .

17
13
20
27
"21
22
19
* 33
14
45
24
25

25
19
26
32
28
31
24
41
19
55
t 39
30

Totals

69 82 70 33 98 1 47 36 32 1,601 2,069 121 109

* Includes one temporary teacher each in the Washington District serving in place of an
elementarj- assistant temporarily assigned to classes for stammerers. This assignment was for
the school year.

t Includes one teacher specially assigned from the Wendell Phillips District to service in a
special class while retaining rank of elementary assistant. This teacher is not included under
"Other Assistants" since her place was not filled.

t Includes one temporary teacher serving in place of an assistant, elementary schools, assigned
to the Department of Manual Arts for the school year 1913-14.

STATISTICS.

SPECIAL TEACHERS, SUPERVISORS AND DIRECTORS.

June 30, 1914.

■

vv omGn.

Total.

Horace Mann School:

Day Industrial Schools:
Trade School for Girls:

Assistants

Boston Industrial School for Boj^s: *

Household Science and Arts:

Department of Manual Arts:

t 9
5

t 50

Continuation School:

1! 2

Supervisor of Special Classes

Director of Promotion and Educational Measurement

School Hygiene:

Instructor in Athletics

Music Department:

Practice and Training:

Speech Improvement Classes:

Military Drill:

Totals

250

291

* In addition there were two special assistants in the Mechanical Department who
were not classified as teachers.

t Includes one temporary teacher from Hj^de Park.

i Includes one teacher temporarily assigned from an elementarj' school for the school
year 1913-14.

§ A teacher in the Dorchester High School was temporarily assigned as Assistant to the
Director of Evening and Continuation Schools from February 1 to August 31, 1914.
II In addition there were four assistants, elementary course, on part time.
Note. — For Summer Review School teachers see page 49.

•

SCHOOL DOCUMENT NO. 6.

MISCELLANEOUS SUPERVISORS.

Nurses (including supervising nurse) 35 •

School Physicians 87

Attendance Officers (including deputy chief attendance officer) . 22

Supervisor of Licensed Minors 1

Special Inspector of Minors' Certificates 1

Medical Inspector, Special Classes 1

Acting Director and Associate Director of the Extended Use of

Public Schools 2

NUMBER OF TEACHERS.
January SI, 1914-

1. Normal School * 14

2. Latin and High Schools t 503

3. Elementary Schools:

Principals 70

Grade Teachers % 1,964

2,034

4. Kindergartens § 221

5. Horace Mann School 16

6. Special Teachers:

Supervisor of Household Science and Arts . . 1

Cooking 40

Sewing 57

Department of Manual Arts ' || 82

Director of Evening and Continuation Schools . 1

Director of Kindergartens 1

Supervisor of Special Classes . . . . . 1
Director of Practice in Courses in Salesmanship , 1
Director, First Assistant Director and Assistant

Directors of Practice 'and Training ... 5

Music Department 11

Department of School Hygiene 7

Instructor and Assistant Instructor in Military Drill 2
Speech Improvement Classes:

Classes for Stammerers 2

Class for Hearing Mutes 1

Class for Semi-BUnd 1

Teacher of Penmanship 1

— 214

7. Day Industrial Schools:

Trade School for Girls 43

Boston Industrial School for Boys .... 14

— 57

8. Continuation School ^2

Total Number of Teachers . . . . ' . . . 3,061

* Includes one teacher assigned from an elementary school. Excludes one teacher
temporarily assigned to a high school and one master, head of department, assigned as
principal of the ^lodel School.

t Includes five temporary teachers, four teachers assigned from elementary schools,
one teacher assigned from the Normal School, two teachers vsdth the rank of special
assistant, all on full time, and excludes one teacher of salesmanship assigned to part-time
service in the East Boston High School.

t Excludes two teachers assigned to classes for stammerers, two teachers temporarily
assigned to the Manual Arts Department, four teachers temporarily assigned to high
schools, and one teacher temporarily assigned to the Normal School.

§ Excludes one teacher temporarily assigned as director of kindergartens but includes
the temporary teacher who served in her place.

I| Includes two teachers temporarily assigned from elementary schools.

K In addition there were four assistants, preparatory course; four assistants, elementary
course; two assistants, advanced course, and six assistants, modern language course,
on part time.

STATISTICS.

EVENING SCHOOLS.

Summary of Statistics — School Year 1913-1914-

lools.

chers.

6
«

of Sell

ir Tea

Total Registration.

5 til

Number

Si M

i-2

^lales.

Females.

Total.

p
<

140

3,755
8,685

2,832
5,381

6,587
14,066

4,328
7,855

3,470
6,422

858

Elementary Schools

284

1,433

* Industrial Schools

760

78()

325

102

Evening Trade School . . .

165

Totals

451

13,200

8,404

21,604

12,701

10,288

2,413

* Central Industrial and four branches.

EVENING SCHOOLS.
School Year 1913-1914 — Continued.

High Schools.

Total Registration.

Males. Females. Total

3 M

"^3

-a1

Central

Charlestown . .
Dorchester. . .
East Boston . .

Girls'

Hyde Park. . .

North

Roxbury

South Boston.

Totals.

1,223
203
635
345

52
158
648
491

129
237
473
196
794
52
132
480
339

1,352
440

1,108
541
794
104
290

1,128
830

793
325
678
351
555
60
206
752

625
268
523
280
464
44
174
605
487

3,755

2,832

6,587

4,328

3,470

168
57

155
71
91
16
32

147

121

S5S

SCHOOL DOCUMENT NO. 6.

EVENING SCHOOLS.
School Year 1913-1914.— Concluded.

Elementary Schools.

Total Registration.

Males. Females. Total

Abraham Lincoln . . .

Bigelow

Bowdoin

Comins

Dearborn

Eliot

Franklin

Frederic W. Lincoln.

Hancock

Hyde Park

John Cheverus

Marshall

Phillips Brooks

Quincy

Theodore Lj-man . . .

Warren.

Washington

Washington Allston .
Wells

273
608
391
671
198
1,672
642
179

196
428
783
308
102

302
123
132
461
730
672
146
562
251
672

490
142
617
73
157
268
416
251
329
217
427
177

1,036
1,174
979
300
1,672
1,132
321
617
375
280
400
877
981
1,001
363
989
428
672

229
629
695
515
180
871
617
197
392
167
151
199
481
512
576
256
558
230
400

193
524
565
430
152
720
505
157
338
142
121
140
367
430
465
154
487
194
338

Totals.

,685

5,381

14,066 7,855

,422

1,433

Industrial School and
Branches.

Central

Brimmer Branch. . . .
East Boston Branch.
Hyde Park Branch. .
Roxbury Branch. . . .

347
186
55
31
141

347
186
55
31
167

177
96
35
17

102

139
71
27
12

Totals.

•86

427

325

Evening Trade School .

165

STATISTICS.

EVENING SCHOOLS.

School Year 1913-1914. — Extension of Term.

Schools.

Total Registration.

Males. Females. Total

3 M

Bigelow

Bowdoin

Eliot

Franklin

Hancock

Phillips Brooks.

Quincy

L jTnan

Washington. . . .

108
133
459
240

128
191
178
188

101
258

147
650
107
117
142
157

209
391
459
387
650
235
308
320
345

182
316
364
302
295
204
254
276
285

163
269
319
275
261
162
225
244
252

Totals.

1,625

1,679

3,304

2,478

2,170

309

SCHOOL DOCUMENT NO.

Bj o a
O

•89^1^

•ea]Bj\[

•ea^Buiaj

•gapj\[

•ea^Braaj[

•ea^Bp^

•saiBraaj

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•sapraaj

•ea^Bi,\[

•sa^'Buiaj

•sa|'Braaj[

•sa^'B]/^

•sa^Braaj

•eaiBj\[

•sa^Braoj

•ss^Binaj

•sa]'Bi\r

•So

c3 03

> a
Si -a

■3 o

STATISTICS.

Totals for Each
Grade or Subject.

1,G2G
900
1,012
22G
50
5,340
1,582
1,495
444
30
54
517
189
359

13,824

CT>OOMOOOOOOOOO-*'r^C5C3

987
615
GGG
103
40

3,972
864

1,016
234
22

^ n • --I cc

00 00 o
O CO CO

Over 21 and
Under 31
Years.

■*Tj(iO(N •<»<'-HO(N COOOOCO
^ r- IN .-H

o
o

•sal's

(NO.-iO<N'+i-Ot^OO
T}<t^.-iiOi-iOOO— lO
,-1 (N Oi rjt ^

_ K

•S9{BUI9J

O-Hr-ir0f0C0C<3Tt<(M,-(C000O(N

t<
o

fO O >-H (N ....

CO ....

Years.

M LO 05 00 00 1-1 ....

CO ....

Years.

OOC501rHC5i-(-OO.-l(N'-H00t^

o
CO

lO 00 w X -O lO C<l —I
lO 00 O lO C<l (N

lO ^ -H

— 5q_

Years.

OO-*Oi-i.-iTj<l>t^.-(C0OI>O

O O -t< r-l C) OO

oo
q_

Years.

.-hO'^O - OOENOCO - TtHO-HIM

o
o
o

00 CO lO CO O .-H
^0

C0_

■ a
>^

iOicOTp.-Huo-orO'-ic^

,-H CO CO ^ lo ,-1

— cs

oseocooiNOGOOO-^

t>. 00 O CO CO

X
UO

a
>^

CO T-i ^ i-H !N T}<
00 CO (N

■ 1-1

(N T}( rf.

(M O (N

i-O iM (N

C<l

Y 10 a us.

00 O » 1-1 • ^
CO (N

1 O Tt< • i-( (M

1 2 '-'^ ;

o
o
-si

<»

C =3 .2

111

^ S % ^

►5 pq

H H h:i O

SCHOOL DOCUMENT NO. b.

a ^

<i
H 3

oc
?

C5
CO

IN
<N

§^

OS
t>

«-5 <:

I—

—

M ■<

(M
iC

— o

B
>^

—

-i

B
>-

&
CO

^
c
c
X.

u
c

- 1

c
t

r
c

;

a
.£

' 1

o
H

"c
'a

3
O,

STATISTICS.

Totals for Each
Grade or Subject.

6,649
13,824
938

21,411

2,822
5,305
179

o
o
co_

3,827
8,519
759

05 CS

K a
>

■

— z

O Tt< C3
O l>

CO
to

a
o

•sa|Bi\[

00 O (N
^ 00 ^

7-1 Tf< T-H

2 1

co_

«s a <;
K S ^

391
1,132
54

582
293

co"

CO Tj< C5
(N O

Ci
CO

O 00 00
I> LO

o
o

Years.

g s ^

1-1 lO

■S8pXN[

O <M

,-1 LO

(N t>

co__

^ 00 ir-
es) ^
(M O

a
>^

354
1,048
59

— CO
CM

Years.

CO -H

CO o

457
1,093

CO
CO

CO_
CO

Years.

CO o

CO o >-<

CO lO CO

lO CO C5

eo_

co"

Years.

•S9|BUI9J

lO CO — 1 ■
O --1

Tf<

■S9|BX\[

— ( Tj<

Tl< oo
O lO

1 CO
CO
C0_

co"

Years.

•S9^Bra9J

in ,-1

O Tl<

Tj< CO

o
o

LO CO
05 CO
CO

•Bai'Bin9j

o o

UO -it t-H

CM CO

c
c

Elementary Schools. . . .
Industrial Schools

Total number of
pupils of each age,

SCHOOL DOCUMENT NO. 6.

5°

•sa{'Bni9j[

STATISTICS. 47

Countries of Birth of Pupils in Evening Schools.

c 2

Country of Birth.

o
o

•7- O

c c

m ei

S t-

297

526

724

164

384

181

3,439

545

5,244

111

Sweden

236

639

United States

5,300

2,300

• 570

Other Countries

220

Totals

6,649

13,824

938

* Includes Hebrews. Poles, Finns and Lithuanians,
t Includes Albanians, Armenians and Syrians.

SCHOOL DOCUMENT NO. 6.

CONTINUATION SCHOOL.

School Year 1913-1914.

Classes.

a
2

'Jl
3

1 );tys of Sessions.

Date of Opening.

Date of Closing.

Average Age of
Pupils.

Certificates
Granted.

Dry Goods

P. M.

^londay,

1913.

4-6

Friday.

Sept. 22

1914.
Jan. 5

Dec. 12

1914.
Mar. 27

344

A. M

^Monday,
Tuesday,
Wednesday
Thursday,
Friday.

1913.

1914.

9-11
P. M.
3-5

Sept. 15

June 5

249

A. M.

Monday,
Tuesday,
Wednesday
Thursday,
Friday.

1913.

1914.

10-12
P. M.

1— O
3-5

Dec. 4

June 16

Preparatory Salesman-
ship.

320

A. M.

8.30-10.30

Tuesday,
Wednesday

X U 1X1 OLiOijr 1

Friday.

1913.
Sept. 16

1914.
June 5

Salesmanship

129

A. M.

Tuesday,
Wednesday
Thursday,
Friday.

1913.

1914.

8.30-10.30

P. M.
o on A ic\
z.oU— 4.oU

Oct. 24

June 5

Shoe and Leather

P. M.

Monday,
Friday.

1913.

3.30-5.30

Sept. 15

1914.
Jan. 12

Dec. 5

1914.
April 3

French

228

P. M.

Tuesday,
Wednesday
Thursday,
Friday.

1913.

1914.

4.30-5.30

Sept. 30

May 8

Italian

293

P. M.

Mondajs
Tuesday,
Wednesday
Thursday,
Friday.

1913.

1914.

3.30-4.30
4.30-5.30

Sept. 22

May 8

Spanish

168

P. M.

Monday,
Tuesday,
Wednesday
Thursday.

1913.

1914.

4.30-5.30

Sept. 17

]May 7

Totals

1,824

279

STATISTICS.

CONTINUATION SCHOOL.

School Year 1913-1914-

Classes.

Total
Registration.

Average

Membership
(Per Class).

Average
Attendance
(Per Class).

Percentage of
Attendance.

Pupils Employed
by Boston
Firms.

Pupils Living in
Boston.

Pupils Living Out-
side Boston.

215

214

213

Household Arts

Preparatory Salesmanship

212

160

Shoe and Leather

259

113

227

Italian

259

150

217

160

129

Totals

1,313

235

202

973

1,093

220

SUMMER REVIEW SCHOOLS.

c o

Name of School.

rage
emben

rage
ttcndar

entage
:tei)dar

2| g

High

433

413

396

95.9

16.0

Elementary:

Charlestown

240

234

220

96.0

8.0

City

735

666

624

93.7

21.6

East Boston

557

490

450

91.8

16.0

1,222

1,121

1,054

94.0

35.0

828

734

695

94.6

25.1

West End

569

516

488

94.6

17.0

Totals:

4,1-51

3,761

3,531

93.9

122.7

High

433

413

396

95.9

16.0

4,584

4,174

3,927

94. 1

13S.7

Note. — For other Summer Review School statistics see pages 22 and 27.

SCHOOL DOCUMENT XO. 6.

PLAYGROUNDS.

Xumber of Teachers, School Year 1913-1914^.

— y

Seasons.

'S
c

I
c

C "Z

" X

— X

= <

1913.

Fall (September 10 to October 31):

Men

Women

Totals

1914.

Men

Women

Totals

■■>2

Summer (June 17 to September Sj :

Men

Women

131

Totals

4:1

133

SCHOOLHOUSE SUMMARY.

School Year Ending June 30. 1914-

Gr-vde of School.

Xumber
of

Buildings.

Assemblv
Halls.'

DriU Halls

and
Gymnasia.

CONSTBUCTIOX OF
SCHOGLHOUiES.

Wood.

Brick.

Fire-
proof.

Normal j 1

High and Latin 1-4

Elementary- \ * 352

Trade School for Girls 1

Horace Mann School 1

Totals 369

tl77

1
14
175
1
1

19i

* Two are used as high schools and one by the Boston Industrial School for Boys.

t Including 105 portable schcolhouses. , . , , , , , „ •

XoTE — In addition to the above there were m use dunns the school year the following

rented quarters: Elementar>-, 29 (wood 7, brick 22;; high, 3 (wood 1, brick 2); total,

32 (wood 8. brick 24).

STATISTICS.

SCHOOLROOMS AND SITTINGS.

Schools.

Day
Rooms.

Evening
Rooms.

Day
School
Sittings.

Normal

•High and Latin (including all rooms in which instruction
of any character is given)

Elementary

Horace Mann School

Spectacle Island School

Industrial Schools

Totals

476
2.320
15
1

141
274

224

17,432
106,527
180
12

2.890

446

124,375

CLASS ROOMS IN NORMAL, HIGH AND LATIN SCHOOLS.

(Including Laboratories and all Other Rooms in which Instruction of any
Character is Given.)

Schools.

Rooms.

Gvmnasia and
brill Halls.

*G.

Public Latin School

t D. H. and G.

Girls' Latin School

* G.

D. H. and G.

t D. H. and G.

Girls' High School

High School of Practical Arts

Hyde Park High School

D. H.

South Boston High School

West Roxbury High School •.

Total

504

* Used jointly. t Used jointlj'.

SCHOOL DOCUMENT NO. 6.

CLASS ROOMS IN ELEMENTARY DISTRICTS.

(Including Regular Schoolhouses, Portables, Hired Quarters and Impro-
vised Rooms in Halls, Corridors and Basements.)

June 30, 1914.

District.

Abraham Lincoln

Agassiz

Bennett

Bigelow

Blackinton

Bowditch

Bowdoin

Bunker Hill

Chapman

Charles Sumner

Christopher Gibson

Comins

Dearborn

Dillaway

Dudley

Dwight y.

Edmund P. Tileston

Edward Everett

Elihu Greenwood

Eliot

Emerson

Everett

Francis Parkman

Franklin ,

Frederic W. Lincoln

Frothingham

Gaston

George Putnam

Gilbert Stuart

Hancock

Harvard

Henry Grew

Henry L. Pierce

Hugh O'Brien

Hyde

Jefferson

John A. Andrew

John Cheverus

John Winthrop

L awrence

Lewis

Longfellow

Lowell

Martin

Mary Hemenway

Mather

Minot

Norcross

Oliver Hazard Perry . . .

Oliver Wendell Holmes.

Phillips Brooks

Prescott

j Prince

Quincy

j Rice

j Robert G. Shaw

! Roger Wolcott

Samuel Adams

Sherwin

I Shurtleff

j Theodore Lyman

Thomas Gardner

Thomas N. Hart

Ulysses S. Grant

Warren

Washington

Washington Allston. . . .

Wells

Wendell Phillips

William E. Russell

Horace Mann (Special) .

Total

STATISTICS.

SEATING CAPACITY.

NORMAL, LATIN AND HIGH SCHOOLS.
(Seats Available for "Home" Seating.)
June 80, 1914.

Schools.

Regular Hall
Seats. Seats.

Portable
Seats.

In
Rented
Quarters.

In Base-
ments.

Normal

Public Latin

Girls' Latin

Brighton High

Charlestown High

Dorchester High

East Boston High

English High

Girls' High

High School t)f Commerce . . .
High School of Practical Arts.

Hyde Park High

Mechanic Arts High

Roxbury High

South Boston High

West Roxbury High

224
1,324
633
533
448
1,599
659
995
2,217
1,254
811
457
1,202
971
879
610

216
140

149

37
37
210
302
44
106

276

176

t724

Totals.

14,816

604

1,268

724

* In recitation room.

t Tremont street, 284; Franklin Union, 440.

S c
o

2,428
901
1,480
1,328
704
1,429
1,240
1,099
1,436
1,342
1,040
1,537
2,198

-J^puT^J

CO C<l

O Tjl o

L^Ot^COCOrfTfOO

2,325
859
1,388
1,328
649
1,319
1,123
1,050
1,316
1,192
976
1,393
2,140

<
a
t<

total
numukr of

EXTRA SEATS.

CO O lO O "-I (N
05 CO O O --I CO
<M (N

O 05 <©
»0 CO CO

CO
o

CO o lo ir> --I CO

O CO O 05 CO

c o
lO CO

o
o

« <

-japni^j

•apBJO

5 g
« :^

O -3

iC o

-japui"^

•9pBJQ

UO O

1.0

z
s

30
<

-J9pUI^J

•apBjQ

-i9pUI"V[

•apBJO

PORTABLE
HKATH IN
REGULAU
ROOMS.

O O O O O "-I CO

CO ^ ,1

CO
CO

-japuiX

■<tl

. o ■ ■ •

•apBJO

• c; -o o

-o ^ CO
'-I

C5 CO
CO CO

Regulau Skats.

2,290
901
1,387
1,292
639
1,225
1,164
1,088
1,204
1,342
990
1,498
2,132

-J3pUI^[

■ to

■ o

CO O O 00
^ ^ C5 O O IC

•apBJO

2,290
859
1,295
1,292
584
1,225
1,047
1,045
1,084
1.192
92()
1,354
2,074

District.

c
1
c

c
c

X.
c.

a
c

\ ^

c
1

i _

<
54

I g 1
< « eq

P3 « cq

o o o

c c^j 00 'O '-2 ^

o CO o 'C c^i -r

^^tS^^C^OOC^t^'M

r; 'M

rH ,-H (N

lO CO o

CO CO X

^ ^ !M

t-- CO

O — ' CO CO

O O --I ^ X

CO CO CO CO o -H

C2 lO O ^ (N

CO -H

• lO

CO X
lO ^

i-O

»0 CO O

CO C5 X

^ ^

(N C

(N r-t

o CO CO o

00 O rH ^ 00

CO O CO ^ —t
C3 ^ CO IM
CO Tt< .-1

<N
(N

• lO

• CO

Tj< X

^ X

O X (N
O

CO >-i

lO • uO
(N • LO

X
CO

X
X

CO
lO

X
X

OQ
UK

IC CO C:
CO O

-1

(N — 1 Tf<

O CO CO 0^ ^

O CO X lO --I
CO t> --H (N

Lo • ■ ■ ■ ■

. . . .

luO CO o

CO o

^ 2

O lO CO (N
X — 1 Tf<

CO CO t> lO Tt< ^
CO --H (M

05 CO

<N '< O
^ X

^ tN r-l

S CO

uO CI
C5 O

O O O W ffi W ffi

2 o

^-^
a o

H O

1,022
1,505

782
1,987
1,273
2,159
1,355
1,492

987
1,870
2,752

741
1,431

930
1,444

732
1,875
1,220
2,027
1,295
1,306

927
1,767
2,622

701
1.337

Extra Seats.

TOTAL
NUMBER OF
EXTRA SEATS.

(N r-

(N O rc
O

r-l (M >— 1

z s
k|

-japuix

•apBiO

a 00
J o
a z

9 3
- o

o
o

o c

00 05

□0

o o

-japnix

•apBJLO

30 ?5

z
s

<:
a

•T'BIO T

■U9JJB3

-japai}>j

■apBJQ

•uaiiBS
-japniAj

•ap^jQ

PORTABLE
SEATS IN
REGULAR
ROOMS.

c; -.o --I o
:o --I o

•ua^aBS
-japni;N{

O • • •

o • o • o

•apBjQ

!M -X: 00 ^ •-I O

-lapur^

•apBjr)

:^ s s

-J o

I ^

CO lO

o CO

O CO

O CO t-
10 o

Tt< (N

^< fO o5 S EC

CO 05
.-I ,-H (N

,-1 (M

i-H .-I C^^

Tf5

00 ^
o ^

CO C5

00 00 —I
C3 O
00 .-H

^ 1 s

2 I i

2 W

s s

o o

h Eh

^ ^ ^ ^ ^ ^

SCHOOL DOCUMEXT.no. 6.

EXTENDED USE OF THE PUBLIC SCHOOLS 1913-14.

EVENING CENTERS.

Activity.

Total
Attendance.

Average
Nightly
Attendance.

Evening Centers

216,822
23,157
16,259
62,324

586
374
246
252

Use of School Accommodations

Aggregate Total

318,562
16,042

Net Total Attendance

302,520

DETAIL OF DUPLICATIONS.

Eight Activities reported both as "Non-Enghsh Lectures" and as
"L'se of School Accommodations."

Total Duplication 1,205

Thirty-Three Activities reported both as "Public Lectures" and as
"Evening Centers" activities.

Total Duplication 14,337

One Activity reported both as "Use of School Accommodations"
and as "Evening Centers" activit}'.

Total Duplication 500

Gross Total of Duplications

16.042

STATISTICS.

WORKERS EMPLOYED.

Title.

Charlestown
Evening
Center.

Dorchester
Evening
Center.

East Boston
Evening
Center.

Roxbury
Evening
Center.

South Boston
Evening
Center.

Washington
Evening
Center.

* 1

Assistant Managers

tl
2

Conductors

Leaders

Special Leaders

Matrons

Patrols

Totals

Numbers varied from month to month. The above figures taken from
the April, 1914, pay roll.

* Time of the Associate Director divided between Roxbury and South Boston,
t Time of the Assistant Manager divided between Roxbury and South Boston.

Washington
Evening Center.

•snoTsssg

South Boston
Evening Center.

a3BJ8AY

O —1 CO

o •

•suoissag

CM O O
O CM

•^oaBpu^^c^Y

11,305

38
4,875
1,258

CM -
CO

ROXBURY

Evening Center.

•aou'Bpu8c>aY

C: CM O
CM LO CO

C<l

•saoissag

.^^ _ O

LO CM

•aouBpua^-jY

4,950

27
321
2,585
930

o
CO

East Boston
Evening Center.

•aouBpua^^^Y

aS^jaAY

00 •

•snoissag

•aou'Bpna:>:>Y

lO
C2

Dorchester
Evening Center.

•aouBpuauY

aSBjaAY

•suoTssag

-o

•aou^pua^^^Y

2,745

• 5

Charlestown
Evening Center.

•aon'Bpua^^Y

aSBjaAY

^ X ^ ^

• 00 C2
CM CM

C.
1-

00 •

•saoissag

o c c;
CM L-:

■ o

CM O

o •

•aou'Bpua^'^Y

344
4,379
82
101

5G0
1,492

L. . _

1,020

• o •

• CO

Activity.

J
)

: -

a
3

■; I
■

• C

2
3

■ -

■ I

5 :

6 ^

.S Q O O

« eq CQ cQ P3

5 o
§ s

CO CO CO O 00

<N CO

(M C C . CO
^ ^ OA Oi

160
1,934
297
766
416

1,112
1,747

lO
lO
CO

00 >o O -H o
.-1 (N ec

lO CO
."( (N

TfH lO

iM CO
.-1 CO

O !N O O O
o 00 iC —1.

^ l-H 00 1-1 1>

00 CO

C>
00

00 lO

CO CO t>
CM »c ^

^ o

C "O

T-H

LO lo

'l^ CM

1,624
60

80
1,364

1,061
1,321
416

o
CO

CD
O

• o

t>. o o
M ^ ^

• CO CO

CM CO

O CO 00

Tjl lO

i-O
(N

CM CM

• o
■ ^

1,336
133
948

O
lO

593
1,683

• CO CM

1
P

: ^

; V.

'. 1
<

I }
I I

I ^
I -J

: i
: c

1 1

3 «

>p +

2 I

D !■

D ;

} V.

3 ■}

: c

i §

3 t

3 C

: c

3 c
) C

i
J

3 i
^ i

3 .!
3 c

i i
3 c

3 :

3 c

! i

3 c

: c

c 0

2 J.
3

3 I

i
3

3 i

J J

3 .

5 c

0
3

2 0

3 U

; J

: c
:

3 T

3 ^
-(

I }
I i

^ ■

J -

i i

\ i

^ i

3 c

5 c

: i
: c

3 "

3 \

- \
5 i

c "b

- "i

5 c

3 X
3 ;

3 0

= j

3 C

CI :
t> -

3 ^

'■^ 2

^ 1

3 ^

^ 1

3 a

^ i

3 c

1 1

3 i

3 ^

\ 1
^ \

\ ^
\ I

3 'i

3 !
3 '\
3 :

^ J
3 :

\ ^
c

? £
; c

5 §
c

3 I
I >

i
3

1 g

■ S ^

1 •Bnoiss8<5

— ?j

i I'^l^X

i ii

1 o a
cc >

1 1^

•saoissag

■aonBpuaiiy

J
s a

" o
o z

a
>

•aouspuaaiy

33sa9Ay

X r;: X ri

•snoTssag

rt ^. r: M X CO

•aouBpuany

r5 'a r r 5^

-3 :^ — fi ~'

•aonBpu^^jy
aSBjaAy

— " S

•suotssag

— ?^ ^^ M

•8onBpu9i^y

T}< Li rc
c; (N X CO
ro o »c lo

— * (N* cT

M
X

t>.

DomilKHlKH
KvfcJNINO CENTIin.

•80nt?pnaj;y

aSsjaAy

CO O <N

(N ■*! (N ;^

•BUOTSSag

^ jC X •

•aouBpua^iy

^ i S ^ •

chari.e8town
Evening Cknteh.

•aouBpuany

aSEjaAy

•suoTssag

5i r-i u-

•aonepna^^y

c; ->c 30 c

X N o
^ — O (N

— ' ?i -jj" -T ;

^ o r.

5 i

5 I ^ § 2 ^
li t o ^ ^

(N 00 O O

rH C^J (M

m o CO

IM Tt< .-H

CO iM O

GO O O O

(N T-l ^

»o
o

GO O
lO (M

GO O ^

O 00
iM —1

O O 05

.-H C5

o n
.-1 CO

CO
rj*
00
Ol"

CO
CO
o

00
iC

lO
IC

C
c
c

0 bi
C

Recreation Club fSocial Dancine'*

o
PS

3
o
PS

bi
d
c

3
O
tJ
c

South Boston Girls

O
_o

D
c3

Youne Women's Civic Clubs

w
o

SCHOOL DOCUMENT NO. 7-1914

BOSTON PUBLIC SCHOOLS

SUPPLEMENTARy LIST OF HyTHORIZED
TEH AND SUPPLEMENTARY BOOKS

[Supplementary to School Document No. 8, 1913.]

BOSTON
PRINTING DEPARTMENT
1914

SUPPLEMENTARY AUTHOEIZED LIST.

The following-named books have been added to the Authorized
List which was last published as School Document No. 8, 1913:

Elementary Schools.

Grades.

List Price.

Arithmetic.

Text-hooks.

Durrell & Hall's Arithmetics:

Book I

$0.50

Book II

Tr TT'T
V, VI

. 56

Book III

VII, VIII

.60

Morev's Arithmetics (six book series) :

Part I

III

.25

Part II

.25

Part III

.25

Advanced :

Part I

.25

Part II

VII, VIII

.25

Part III

VIII

.25

The Stone-Millis Arithmetics (revised edition *) :

III, IV

.30

Intermediate

V, VI

.35

Advanced ........

Vli, Viii

. 40

Wentworth & Smith's Arithmetics (three book

series) :

Book I

IV, V

.35

Book II . . .

V, VI

.40

Book III

VII, VIII

.45

English.

Grammar, Language and Spelling.

Text-hook.

Brj'ce & Spaulding's Aldine First Language Book

(complete)

II, III, IV

.48

Supplementary Books.

Akin's Word Masterv . . .

I, II, III

.25

Ideal Sound Exemplifier, The ....

I, II, III, IV

.20

Robbins's Phonetics for Schools ....

II, III, IV

.20

* To take the place of old edition as new books are needed.

SCHOOL DOCUMENT

NO. 7.

Elementary Schools.

Grades.

Re.\dixg.

Text-books.

Bender's The Bender Primer .
Dopp's The Early Sea People

Fassett's The Beacon First Reader
Fassett's The Beacon Primer . . .
Fassett's The Beacon Second Reader .
Howe, Prit chard & Brown's The Howe Reader,

Book Six

Murray's The Wide Awake Fourth Reader

Supplementary Books.

Blaisdell's Twilight Town

Burgess's Mother West Wind's Animal Friends .

Canfi eld's The White Seneca

Coe & Christie's Story Hoiu* Primer .
Coe & Christie's Storv Hour Reader:

Book I . .

Book II

Eastman's Indian Child Life

Elson Primary School Reader, Book III
Free & Treadwell Readers, Fourth Reader .
Grenf ell's Adrift on an Ice Pan ....
Haliburton's The Haliburton Primer .
Hervej- & Hix's Horace Mann Readers:

Introductory Second

The Fifth

Lewis's The Princess and the Goblin .

Lippincott's Fourth Reader

Lucia's Peter and Polly in Winter

McDonald's Colette in France ....

McKeen's Stories in Prose and Rhyme for Little

Children

Miller and Dunne's In the Heart of the Forest

Muir's Stickeen

Porter's Polly anna

Robinson's At the Open Door ....
Wiley's Mother Goose Primer ....

French.

Text-hooks.
Aldrich & Foster's A French Reader .

Ballard's Short Stories for Oral French
Bruce's Lectures Faciles . . . .

so. 30

T^yp— 1/ r» r> Q —

X 1 V \J\^£Xi

r^lpQQPQ fnt*

Girls

.50

I, 11

.35

. oO

TT TTT

-LX, J.XX

. OO

IV V

J. V , V

. ou

II, III

.40

III

1.00

VI, VII, VIII

1.25

.30

II III

. OO

vi,vii, VIII

.50

.45

.50

VIII

.25

.30

TT
11

.40

.65

.50

IV, V

.60

III

.35

.45

Special Classes

.42

.50

VII, VIII

.25

VII, VIII

1.25

I, II

.40

.32

Foreign
Language
Classes

AUTHORIZED TEXT-BOOKS, ETC.

Elementary Schools.

Grades.

French. — Text-hooks, concluded,

Davis's Seulette (Hachette's Elementary French
Readers) . . . . .

Guerber's Contes et Legendes. Premiere Partie

Pichon's Premieres Lecons de Vocabulaire et
d' Elocution

Talbot's Le Francais et sa Patrie .

Geography. *

Supplementary Books.
Allen's Industrial Studies — Europe

Rocheleau's Great American Industries:

Manufactures

Minerals

Products of the Soil

Transportation

Shillig's The Four Wonders — Cotton, Wool,
Linen and Silk

German.

Text-Books.
Foster's Geschicten und Marchen

Gronow's Jung Deutschland

Guerber's Marchen und Erzahlungen, Part I

Manley's Ein Sommer in Deutschland

Pichon-Sattler's Deutsches Lese und Redebuch .

History.

Supplementary Books.
Bourne & Benton's History of the United States,
Gordy's American Beginnings in Europe

Foreign
Language
Classes

YH, VIII and
Pre- Voca-
tional
Classes

VI, VII, VIII

VII, VIII
VII, VIII
VIII

IV, V, VI and
Pre-Voca-
tional
Classes for
Girls

Foreign
Language
Classes

VII, VIII
VII. VIII

SCHOOL DOCUMENT NO. 7.

Elementary Schools.

Grades.

List Price.

History. — Supplementary Books, concluded.

Gordy's Stories of Early American History
Perry & Price's American History, First Book .
Sparks' s The Expansion of the American People,
Tomlinson's Boys of the Revolution .
Tomlinson's The Young Defenders

VI
VI
VIII
VI, VII
VI, VII

$0.50
.60
.60
.48
.48

Household Science and Arts.

Text-Book.

Kittredge's Practical Homemaking

Music. •

Pre-Voca-
tional
Classes for
Girls

.50

Text-Books.

Congdon Music Readers, The, No. Ill
Mitchell's The PubUc School Class Method for

the Violin

Tnfts ^ Holt's The Xpw Kormnl Mimio rnnrsp

-L tli to iX J-±\Jlt o -L lie; ^> C\\ -».>WllllCll 1.>X U.0IU V-^vJUloCj

Book III, Part II

IV
VII

.16
.50
.32

Physiology and Hygiene.

Text-Book.

Ritchie & Caldwell's Primer of Physiology .

VII

.60

AUTHORIZED TEXT-BOOKS, ETC. 7

HIGH AND LATIN SCHOOLS.

High and Latin Schools.

List

Price.

Civics.

Suppletnentary Books.

Dunn's The Community and the Citizen .....

. < O

Garner's Government in the United States

Dictionaries.

Text-hook.

Webster's Secondary School Dictionary, without Index

English.

Composition — Rhetoric and Spelling.

Text-hooks.

Altmaier's Commercial Correspondence and Postal Information

Eldridge's Business Speller and Vocabulary

* Hagar's Applied Business English and Exercises ....

Hitchcock's Rhetoric and The Study of Literature

Palmer's Self-Cultivation in English

Thomas, Howe & O'Hair's Composition and Rhetoric .

Literature.

Text-hook.

Halleck's New English Literature f

Supplementary Books.

Guerber's The Book of the Epic

t Kipling's The Day's Work ........

* For use in intensified commercial courses in the Roxbury High SchooL
t Revised edition of Halleck's History of English Literature.
t Editions of Doubleday, Page & Co. or Grosset & Dunlap.

SCHOOL DOCUMENT NO. 7.

HIGH AND LATIN SCHOOLS.
Literature.

Supplementary Books *
Addison & Steele: Selections from the Tatler and Spectator.
Mneid, The.

Austen's Pride and Prejudice.

Boswell's Life of Johnson: Selections.

Browning: Selections.

Burney's Evelina.

Byron's Childe Harold.

Coleridge's Christabel.

Coleridge's Kubla Khan.

Collection of English and Scottish ballads.

Collection of essays by Bacon, Lamb, DeQuincey, Emerson, Hazlitt and later
writers.

Collection of letters by various standard writers.

Collection of short stories by various standard writers.

Dana's Two Years Before the Mast.

Defoe's Robinson Crusoe, Part I.

Dickens's A Tale of Two Cities.

Edgeworth's Castle Rackrent.

Edgeworth's The Absentee.

Eliot's Mill on the Floss.

Franklin's Autobiography.

Huxley's Autobiography and Selections from Lay Sermons.

Iliad, The.

Lincoln: Selections.

Lincoln's Cooper Union Address.

Lockhart's Life of Scott: Selections.

Macaulay's Goldsmith.

Macaulay's Ivry.

Macaulay's Life of Johnson.

Macaulay's Madame D'Arblay.

Macaulay's Speech on Copyright.

Macaulay's The Armada.

Macaulay's The Battle of Naseby.

Macaulay's Warren Hastings.

Malory's Morte d'Arthur.

Odyssey, The.

Old Testament, The.

Parkman's The Oregon Trail.

Ruskin: Selections.

Selections from Anierican Poetry, with special attention to Poe, Lowell, Long-
fellow and Whit tier.
Southey's Life of Nelson.
Swift's Gulliver's Travels.

Thackeray's Lectures on Swift, Addison and Steele.
Thoreau's Walden.

Trevelyan's Selections from the Life of Macaulay.
Washington's Farewell Address.
Webster's Bunker Hill Oration.

* Authorized for college entrance requirements in English only in editions published by any
of the following-named publishers: Allyn & Bacon, American Book Company, D. Appleton Com-
pany, Ginn & Co., D. C. Heath & Co., Henry Holt & Co., Houghton, Mifflin Company, Long-
mans, Green & Co., The Macmillan Company, Charles E. Merrill Company, Scott, Foresman & Co.,
Charles Scribner's Sons, Silver, Burdett & Co.

AUTHORIZED TEXT-BOOKS, ETC.

High and Latin Schools.

Price List.

French.

Text-hooks.

Ballard's Short Stories for Oral French

Fraser & Squair's A Shorter French Course

TnDT>'<? T.a Fran CP niii Travaille . ...

$0
1

.75
.80
.10
50

Supplementary Book.

German.

Text-book.

Mosher & Jenney's Deutsches Lern-und Lesebuch

1.25

Suppletnentciry Book.

History.

American.

Text-hooks.

Channing's A Student's History of the United States (third

revised edition)

McLaughlin's A History of the American Nation (new edition) .

1
1

40
50

History.

Ancient.

Text-hooks.

West's The Ancient World (revised edition, one volume)
West's The Ancient World (revised edition, two volumes) :
Part I — Greece and the East

1
1

00
00

t Howe & Leigh's A History of Rome

Webster's Ancient History

W^ebster's Readings in Ancient History

2
1
1

00
50
00

Mediseval and Modern.

Text-hook.

Andrews's A Short History of England

Supplementary Books.
Howe's Essentials in Early European History ....
Turner's Eginhard's Charlemagne

50
30

* Nine numbers a year, not more than forty subscriptions to any school,
t Four numbers a year, not more than forty subscriptions to any school.
t Transferred from list of text-books.

SCHOOL DOCUMENT NO. 7.

High and I^atin Schools.

List Price.

Household Science and Arts.

Text-hooJcs.

Kinne & Cooley's Foods and Household Management

Kinne & Cooley's Shelter and Clothing

$1. 10
l!l0

Supplementary Book.

Conley's Nutrition and Diet

.60

Latin.

Text-hooks.

Comstock's Virgil's .Eneid, Books I-VI, VIII, IX . . . .
Greenough & Kittredge's Virgil's .^^neid, Books I-VI, with

Bucolics (edition of 1895)

Johnston & Sanford's Csesar's Gallic Wars, Books I-V (edition of

1913)

Nutting's Latin Primer (edition of 1911)

Potter's New IVIethod for Csesar

Smith's Latin Lessons

1.40
1.60

1.00
.50
.50

l.OO

Mathematics.

Text-hooks.

Southworth & Stone's An Exercise Book in Arithmetic, without

Wells's The Essentials of Plane and SoHd Geometry (1899)
Wells's The Essentials of Plane Geometry (1898) ....
Wells's The Essentials of Sohd Geometry (1899) ....
Wells's New Plane and Solid Geometry (1908)

Wells's New Plane Geometry (1908)

Wells's New SoUd Geometry (1908)

Wentworth's Plane and Solid Geometry (revised by Wentworth

& Smith)

Wentworth's Solid Geometry (revised by Wentworth & Smith) .
Wentworth & Smith's Arithmetic, Book Three, without answers .
Wright's Exercises in Concrete Geometry, without answers .

.45
1.25
.75
. 75
1 25
^75
.75

1.30
.75
.45
.40

Music.

Text-hooks.

* Armitage's Laurel Songs

t New Educational Music Course, Book I . . ...
t Ripley & Tapper's Natural Music Course, Harmonic Readers,
Book II

.65
.30

.35

Phonography and Typewriting.

Supplementary Book,
t Dement's Pitmanic Phonography

2.00

* For first-year pupils in Girls' Latin School and girls' high schools.

t For fourth-year pupils in high schools preparing for admission to the Normal School.

t For use in the High School of Commerce.

AUTHORIZED TEXT-BOOKS, ETC.

High and Latin Schools.

List Price.

Science.
Chemistry.
Text-hook.

AUyn's Elementary Applied Chemistry

General Science.
Physics.
Text-books.

Black's A Laboratory Manual in Physics

Black & Davis's Practical Physics

Carhart & Chute's First Principles of Physics

Millikan & Gale's A First Course in Physics (revised edition) .

Spanish.

, Text-books.

Bonilla's Spanish Daily Life

Hartzenbush's La Co] a v el Encoddo

Ingraham's Brief Spanish Grammar

$0.60

.50
1.25

1.25
1.25

.90
.60
1.10

Boston Clerical School.
In accordance vdth an order of the School Committee, passed

k:^C^ LCJLLlUCi ^J-j S-ui-^j UUUJvoclU.lliUliZjtrU.lUl tcAt d^lJLU kSU-JJ^JlcllltllLo/l J

use in the high schools also authorized for use in the Boston
Clerical School.

Text-books.

Nichols & Rogers's A Short Course in Commercial Law

Van Tuyl's Essentials of Business Arithmetic ....

$0.60
.70

Boston Industrial School for Boys.
Text-book.

Timbie's Essentials of Electricity

$1.25

Continuation School.
Text-book.

Berlitz's Premiere Livre

$1.00

Horace Mann School for the Deaf.
Text-book.

Nichols's New Graded Lessons in Arithmetic, Book II .

$0.25

Trade School for Girls.
Text-book.

Williams & Fisher's Elements of Theory and Practice of Cookery .

$1.00

SCHOOL DOCUMENT NO. 7.

Normal School.

List Price.

Text-books.

Baker & Huntington's Principles of Argumentation
Davis's Atlas for Practical Exercises in Physical Geography
Davis's Practical Exercises in Physical Geography

Lincoln: Letters and Speeches

Macaulay's History of England : Third Chapter ....

Martin's The Human Body, ninth edition

Nutter, Hersey & Greenough's Specimens of Prose Composition .

Palmer's Self Cultivation in English

Salisbury's Physiography, Advanced Course

Schulze's Experimental Psychology and Pedagogy (translated

bv R. Pintner)

Smith's Industrial and Commercial Geography ....
Stanrner's 4 Tp'xt-Bonk' on thp Tpaohinfy nf ATnthmpfip
Strayer's A Brief Course in the Teaching Process
Thomas & Howe's Composition and Rhetoric ....
Wentworth & Smith's Plane and Solid Geometry ....

Supplementary Book.
Zoology I, printed Laboratory Notes

$1.25
.30
.45
.35
.30
2.50
1.25
.35
3.50

3.75
3.50
1 00
1.25
1.20
1.30

.25

Evening Schools.

In accordance with an order of the School Committee, passed
September 14, 1914, the Superintendent is authorized, in his discre-
tion, to approve for use in the day or evening industrial schools
books authorized for use in the day elementary and high schools.

Evening Schools.

List Price.

Evening High Schools.
Text-book.

Costa's Italian Lessons

Evening Elementary Schools.

Supplementary Book.
Fowler's How To Obtain Citizenship

$1.00
1.50

Maps and Charts.

The following maps and charts authorized for reference use in any
of the schools:

List Price.

Hammett-Walker Revised Map of Greater Boston History .
Hart's History Charts, mounted (10 in a set)

$18.00
5.00

AUTHORIZED TEXT-BOOKS, ETC.

BOOKS DISCONTINUED.

The following-named books have been dropped from the Authgrized
List, as indicated, and no further copies thereof may be purchased
except that, in accordance with the order of the School Committee,
passed September 14_, 1914, the Business Agent shall furnish within
a period of two years, on special approval of the Assistant Superin-
tendent in charge, as many copies of the book as a principal certifies
to be necessary to complete the number of books required for a
division :

Elementary Schools.

Grades.

Arithmetic.

Text-hooks.
Appleton Arithmetics, The:

The Primary Book . . . .

The Second Book

The Third Book

Cole's Graded Arithmetics:

Book III

Book IV

BookV .

Book VI

Book VII . . . .

Harris & Waldo's First Journeys in Numberland,
Myers's Arithmetics:

Book I

Book II . . .

Book III

Sensenig- Anderson Series of Arithmetics:

An Introductory Arithmetic . . . .

Essentials of Arithmetic

English.
Spelling.
Text-hook.
Alexander's Spelling Book:

Part I

Part II

Music.
Text-hook.

Cecilian Series of Study and Song, Book III

V, VI
VII, VIII

III

VII, VIII

I, II, III

V, VI
VII, VIII

IV, V, VI

VI, VII, VIII

I to IV
V to VIII

VII

SCHOOL DOCUMENT NO. 7.

High and Latin Schools.

List

Price.

English.

Text-hook.

Altmaier's Commercial Correspondence

Supplementary Book.

Hall^ck's History of English Literature

I-T T GT^ T> "V

XllblUrv 1 •

Text-books,

Adams & Trent s History of the United States ....

Channmg s A Student s History of the United States .

McLaughlin s A Histor}'- of tne American Nation ....

West's The Ancient World

Woodburn & Moran's American History and Government .

Supplementary Books.

jjctiiict) t> Jjiici xxiJsiuiy ui iTLiiuiciiu -T cupicb .....

Botsford's An Ancient History for Beginners

Fyffe's History of Greece

Green's Readings from English Historv

Whitcomb's History of Modern Europe

50 .

Latin.

Text-books.

Frieze's Virgil's ^Eneid (revised edition) :

Complete

Harkness & Forbes's Caesar:

7 books

.00

.20

Mathematics. *

Text-hooks,

Wp11'=?'«! GpoTYiptrv T*lanp and Solid

.25

.75

Science.

Physics.

Text-hooks.

Millikan & Gale's First Course in Physics

.25

Spanish.

Text-hook.

Garner's Spanish Grammar

.25

AUTHORIZED TEXT-BOOKS, ETC.

Normal School.

List Price.

Normal School.

Supplementary Book.
Salisbury's Physiography (college edition)

$3.50

Atlases.

Ginn's Classical Atlas

SI. 25

SCHOOL DOCUMENT NO. 8-1914

BOSTON PUBLIC SCHOOLS

PROVISIONAL MINIMOM ANO Wli-
MENTAfif LISTS OF SPELLING WORDS
FOR PUPILS IN GRADES I, TO VIII.

Bulletin No. I. of the Department of
Educational Investigation and Measurement

NOVENIBER, 1914

BOSTON
' PRINTING DEPARTMENT
1914

In School Committee, Boston, October 5, 1914.

On motion of the Superintendent, it was Ordered^
That three thousand (3,000) copies of the Bulletin on
Spelling of the Department of Educational Investiga-
tion and Measurement be printed for distribution
among the elementary school teachers.

Attest:

ELLEN M. CRONIN,

Secretary "pro tempore.

INTRODUCTION.

In order that the results of the work of the Depart-
ment of Educational Investigation and Measurement
may be made available to the school system of Boston
in the most convenient form and at the earliest possible
moment, brief bulletins will be published from time to
time. This is the first of the series to be issued.

This bulletin reports the preliminary results of an
investigation to determine what words children should
be taught to spell in the various grades of the elementary
school. The need of such an investigation is easily
demonstrated. The spelling books in common use
contain from 10,000 to 15,000 or more words. Investi-
gation elsewhere shows that the average number of
different words used by eighth grade pupils in their
written work is about 2,100. Even taking a larger
number of words as a fair writing vocabulary for an
eighth grade pupil, it is easy to see that our spelling
books contain many times as many words as pupils use.
In view of this situation, it would seem that an important
educational service could be rendered the teachers of
Boston by indicating the words which pupils actually
use in their written work and which they therefore
should know how to spell.

Our investigation thus far has had to do with collect-
ing from teachers lists of commonly used words which
they find that children misspell in their written work.
The ultimate purpose of the investigation is to prepare
lists of words for spelling purposes which shall include
all words commonly used by pupils in each grade in
their written work. The lists of words contained in
this bulletin are only the first results and are necessarily
incomplete. By following the suggestions made in this
bulletin, however, teachers can assist us to prepare
reasonably comprehensive lists for each grade.

SCHOOL DOCUMENT NO. 8.

Subcommittees on Spelling of the Course of Study
Committees have already proposed some changes in
these spelling Hsts, particularly in Grades I., II. and
III. Likewise the principals and teachers in the
Summer Review Schools made valuable suggestions
after using the lists. However, to have incorporated
these changes would have delayed materially the pubh-
cation of this bulletin. Also it was thought better to
submit the lists as originally prepared to all teachers of
the city. The suggestions already made will be utilized
in the revision of the lists at the close of this school year.

To make a wise selection of the words to be taught is
the first step toward increased efficiency in spelling
instruction. The second step, which may wisely follow
the first, will be to consider the methods of teaching
spelling.

FRANK W. BALLOU,

Director,

PROVISIONAL LIST OF SPELLING WORDS.

PROVISIONAL MINIMUM AND SUPPLEMEN-
TAEY LISTS OF SPELLING WORDS FOR
PUPILS IN GRADES L TO VIII. IN THE
ELEMENTARY SCHOOLS.

I. REPORT OF THE INVESTIGATION.

The Problem.

In spite of systematic efforts to find out why
elementary school pupils are not able to spell better,
and also in spite of corresponding efforts to improve
the instruction in spelling, the elementary school con-
tinues to graduate pupils who are criticised by employ-
ers and the public generally because of their inability
to spell the common words which they use, particularly
in their correspondence. While much of this criticism,
undoubtedly, is justifiable, some of it may be unwar-
ranted. Absolute perfection in spelling, as in any other
human activity, is a high standard of achievement.
One word misspelled on ten different occasions by a
boy or a girl is likely to give the same impression to the
employer that ten different misspelled words would
give. The lay critics of spelling have failed to realize
that, after all, the actual number of words which any
one misspells is comparatively small. The problem for
the teaching profession would seem to be to find out
what common words are most often misspelled by
pupils in their writing and to center instruction at the
proper time on those words until they are mastered.

An Investigation of Material, not of Methods.

The reason for this conceded lack of the desu-ed
ability of elementary school graduates to spell may be
either the kind of words which the teacher has attempted
to teach or the method of instruction employed. This

SCHOOL DOCUMENT NO. 8.

investigation of the problem of spelling which has been
started in Boston is confined to the words used, or the
material of instruction, and leaves out of consideration,
for the present, the methods of instruction.

How THE Words w^ere Collected.

Representative teachers in each of the seventy
elementary school districts in Boston were asked to
prepare lists of from twenty-five to forty words most
often misspelled by pupils in their written work. Teach-
ers were instructed not to include purely spelling words :
the lists were to be made up from the words actually
used by pupils in their written work. Many teachers
had already prepared such lists for their own individual
use. In making up the lists, each teacher-representative
was asked to secure the cooperation of the other teachers
of the same grade in his or her school district. While
only a portion of the districts reported in each grade, a
large part of the elementary school system was covered.
In all, 15,223 words were sent in, distributed by grades
as follows:

Grades.

Number of Teachers
Reporting.

Number of Words.

644

2,224

Ill

2,999

1,919

1,413

2,186

VII

1,388

VIII

2,450

Totals

295

15,223

How THE Words were Handled.

The words sent in by the teachers of each grade were
combined into a composite list for that grade, arranged
in alphabetical order. After each word was indicated
the number of teachers reporting that word. When a
word was reported by a large number of teachers in a

PROVISIONAL LIST OF SPELLING WORDS.

given grade, it may mean one of two things: either that
the word is out of place in that grade or that it is really
a difficult word and should, therefore, receive special
attention. For example, the word always" appeared
in each grade from II. to VIII., inclusive. In the various
grades it was reported as follows:

Grades.

Number of
Teachers
Reporting.

Number of
Teachers
Reporting
This Word.

Per Cent
of Total

Number of
Teachers

Reporting.

19.56

Ill

25.49

33.33

10.34

14.28

VII

11. 11

6.25

It is obvious that teachers feel that this is a difficult
word, particularly teachers of third and fourth grade
pupils.

Teachers may be attempting to teach the word
'^always" too early when they put it in the second
grade. On the other hand, it does seem reasonable to
expect that pupils in the seventh and eighth grades at
least should know how to spell the word. The word
^'always" probably belongs somewhere from the third
to the sixth grade. We have placed it in the minimum
list of words for the third grade and in the review words
for the fourth grade.

Even though the number of times a word was reported
may not be a perfect index of its difficulty, it is at least
an indication of it. From the composite alphabetical
list of words sent in, the minimum and supplementary
lists were selected, largely on the basis of the number of
times words were reported. Teachers are in a position
to decide where a word properly belongs by observing in
what grade pupils generally have need of such a word
in their written work.

SCHOOL DOCUMENT NO. 8.

The words reported most often as difficult words were
which," "their:' '^separate" and 'Hhere." The fol-
lowing table shows the number of times each one of these
words was reported in each grade.

Grades.

II.

III.

IV.

VI.

VII.

VIII.

Total.

"Which"

18
12

34
25

22
16
12
7

15
11
16
5

11
13
24
4

6
8
15
3

9
13
26

115

98
93
75

"Separate"

"There"

The above table is eloquent testimony of the need of
such minimum lists of spelling words as are contained
in this bulletin. Three of these four words were
reported by teachers in every grade from II. to VIII.,
inclusive. They are words which children in the early
grades use and which they, therefore, should know how
to spell. Yet they are also reported by teachers in the
eighth grade as being words which pupils still have
difficulty in spelling. This investigation shows just
what might be expected, namely, that our spelling
material for the various grades is not well selected, that
the pupils misspell over and over the most common
words, and that there is need, therefore, of concentrating
instruction on the common words of the child's writing
vocabulary.

The writing vocabulary of children in Grade VIII.
averages only about 2,100 words.* Hence, the problem
of teaching spelling is not a large problem, provided the
words to be spelled are wisely selected.

One of the common errors in teaching spelling at the
present time is to confuse or to consider identical a
child's writing vocabulary and the words of which he
recognizes the meaning in his reading. According to
Jones, "the writing vocabulary of any student lingers

* Concrete Investigation of the Material of English SpeUing. Jones, University of
South Dakota.

PROVISIONAL LIST OF SPELLING WORDS.

behind his auditory, visual, and lingual vocabularies for
one, two, three, or even more years. Ultimately, in
the minimum list for a given grade, it is our purpose
to include only such words as are within the writing
vocabulary of the pupils of that grade. The lists in this
bulletin should be studied and revised by teachers in
accordance with this principle of selection.

Although there were 15,223 words sent in by teachers,
they included only 5,231 different words. Out of the
5,231 different words, 2,883 (55 per cent) were reported
by only one teacher. This means that two or more
teachers agreed on only 2,348 words (45 per cent of the
total) as being difficult words. The following table
shows by grades the distribution of the number of words
reported once, twice, three times, etc.

SCHOOL DOCUMENT NO. 8.

spjo

JO jaqranf^ ib^ojl

CO r-l (N

rH CO (N

t> 00 <N

CO O CO (N .-H

O CO (N

CO T}! X'

Ol CO —I (N

Cq Tt '-I T}-

O O IM

^ Tt< ^ O

T}<ooc:t^c^ccicot:^

CD 00 CO O

00 t-- o

O w

00 (M O

00 C5 O Tft 00 (N I

Tt< CO LO

-I <N (N

o CO t~-

CO CO (N

00 CO 05

O C3

CO (N

CO CO c CO

rf< O O C5 (N

^ Tt< L-O CO

.-( O C3 O
CO (N IC
CO lO »0 CO

lO <33 1-1
CSI t^. CO
C5 t> O

5 > > > >

PROVISIONAL LIST OF SPELLING WORDS. H

The preceding table shows that in Grade I. 13 teachers
reported a total of 143 different words, and that 46 of
those words were reported only once, 18 only twice, 11
three times, and so on. Three words were reported by
13 different teachers.

The significance of the preceding table lies in the fact
that such a large percentage of the words was reported
by only one or two teachers. In general, the minimum
lists for the eight grades contain less than one-sixth of
the words covered in the above tabulation. Of course,
the words included are those reported most frequently
as being difficult.

II. HOW THE LISTS WERE SELECTED.

For assistance in selecting the lists we naturally
turned to the Committee on Standards in English.
Since this committee had completed its work for the
year, the results of this investigation could not be pre-
sented to the committee as a whole. After conference
with the chairman, it was agreed to ask a member of
the committee * to make a study of the results of the
investigation and to select the minimum and supplemen-
tary lists of words for each grade. _

Basis of Selection.

With some exceptions words were selected on the
following basis :

1. A word was usually assigned to that grade in
which it was reported most often as being a difficult
word.

2. A word was placed in the minimum list if it
occurred in three different grades; or if it occurred in
only two grades and was reported by at least five
teachers. Words reported fewer times were placed in
the supplementary list only.

* Mr. Arthur W. Kallom, Sub-Master, Thomas N. Hart District.

SCHOOL DOCUMENT NO. 8.

3. In some cases, the course of study determined in
what grade the word was placed; e. g.,ii Si word occurred
in the reading book of a given grade.

4. No word appears in the Usts of more than two
grades.

5. All words in the minimum list in each grade appear
in the supplementary list of the following grade for
review purposes.

6. Plurals are not included in either list, unless the
plural of the word is the form which gives the difficulty.

7. All proper names, except Massachusetts and
Boston, are excluded from the lists.

The minimum list should contain words which every
child in a given grade ought to know how to spell at
the close of the year's work. The supplementary list
contains the words of the previous grade, introduced for
review purposes, and also additional words which
children find difficulty in spelling, and which they prob-
ably ought to know how to spell. The chief difference
between these lists lies in the fact that the words in
the minimum list are, in most cases, the more difficult
words in common use in writing.

The minimum list is placed in the hands of each
teacher for the purpose of indicating the words on
which enough emphasis should be placed to insure each
pupil's obtaining a knowledge of how to spell them.
The minimum list should not be thought of as includ-
ing all the words which should be taught. Neither
should the teacher feel that she is confined in the teach-
ing of spelling merely to the words in both lists. In
addition to mastering the words in the minimum list,
children may be taught the words in the supplemen-
tary list, and such additional words as the teacher deems
necessary or desirable.

The lists herewith presented are undoubtedly too
small. To complete these lists and make them what
they should be, we invite the cooperation of the teachers,
whose problem the teaching of spelling really is. The

PROVISIONAL LIST OF SPELLING WORDS. 13

number of words in the minimum and supplementary-
lists by grades is as follows :

Grades.

Minimum.

Supplementary .*

134

161

Ill

210

332

318

258

108

443

VII

386

VIII

603

Totals

840

2,525

The preparation of this minimum list is in the nature
of an experiment. It is for the purpose of indicating to
each teacher a group of words which are considered
essential for every pupil and on which, therefore, particu-
lar emphasis should be placed in the teaching of spelling.
At the close of a year's trial use of this list, teachers will
be asked to suggest addition to or elimination from the
minimum and supplementary lists. By this plan it is
hoped that the teaching effort will be concentrated on
f he words most useful to pupils and that the results from
the teaching of spelling will be improved.

Important Questions Not Answered.
The following important questions on the material of
spelling have been raised:

1. Should derivative words be included in the
minimum lists? i. e., words formed by adding ^'ed,''
''mg;' etc.

2. Should homonyms be taught in the same grade?

3. Should synonyms be taught together?

4. When should the rules for spelling, as stated in the
course of study, be taught?

5. Are there other rules for spelling that should be
included?

* Most of the 840 words in the minimum lists are also included within the 2,525 words
of the supplementary lists.

SCHOOL DOCUMENT NO. 8.

6. When should the spelHng of the cardinal numbers
be taught?

7. Should the ordinal numbers be taught in the same
grade?

Suggestions to Teachers.

In using these two lists of words, it is suggested that
teachers give attention to the following matters:

1. Study the writing vocabularies of your pupils
when they are free to use words of their own selection;!, e.,
for example, when they are not writing reproduction.
This is the real basis for preparing a minimum list of
words for each grade.

2. Revise the minimum and supplementary lists con-
tained in this bulletin by adding words which you find
the children use or by eliminating words which you find
they do not use.

3. Shift words from one list to the other in accordance
with the results of your study proposed in Suggestion I.
Teachers will be asked to submit revised lists toward the
close of the present school year.

4. Study the questions raised and be prepared to offe.r
suggestions which you think will help to answer them.
These suggestions will also be asked for toward the close
of the present school year.

III. BIBLIOGRAPHY.

Teachers will be able to find in the following references
valuable information on the problem of teaching spelling.
Some of the references have to do with the particular
words to be taught and some of them with the methods
of teaching spelling.

1. Spelling Ability; Its Measurement and Distribu-
tion. Buckingham, 1913. Teachers College, New York.
Columbia Contributions to Education, No. 59.

According to the author's introduction, ''The
purpose of this dissertation is to derive a scale
for the measurement of spelling ability and to
show some of its uses and applications." This is

PROVISIONAL LIST OF SPELLING WORDS.

the most careful study that has thus far been
made to determine the relative difficulty of the
words which children spell.

2. The Teaching of Spelling. A Critical Study of
Recent Tendencies in Method. Suzzallo. ^'Riverside
Educational Monographs" series. Houghton, Mifflin
&Co., 1913.

A study of the contemporaneous tendencies in
the teaching of spelling. ''It is a summary of
the situation in which every elementary teacher
finds himself, with some explanation of the forces,
traditional and radical, which have molded it."
As indicated in the title, this study deals with
methods of teaching rather than with the words to
be taught.

3. Spelling Efficiency. In relation to age, grade and
sex and the question of transfer. Wallin. ^^Educa-
tional Psychology Monographs" series. Warwick and
York, Baltimore, 1911.

A study of the relative value of the drill method
as opposed to the incidental method of teaching
spelhng. It is an experimental and critical study
of the functions of method, carried on in the
schools of Cleveland. The results of this investi-
gation seem to contradict some of the more
important conclusions of Cornman. '

4. Spelling in the elementary school. An Experi-
mental and Statistical Investigation. Cornman. Ginn
& Co. Boston, 1902.

A study made in the elementary schools of Phil-
adelphia. Shows that the amount of time devoted
to specific drill in spelling bears no discoverable
relation to success in spelling. The degree of
mental development of the pupil is the most
important factor in accurate spelling. Concludes
that ''it is, therefore, advisable . . . to rely upon
the incidental teaching of spelling to produce a
sufficiently high average result." This Wallin

SCHOOL DOCUMENT NO. 8.

appears to disprove. Lists of words used in the
experiment in the various grades are given.

5. A Spelling ^^HospitaP' in the High School.
Charters. The School Review, pages 192-195. 1910.
Chicago.

This brief article reports a plan for improving
the spelling of high school students in the School
of Education connected with the Missouri State
University. It is suggestive for elementary
school teachers.

6. Spelling. Chancellor. Journal of Education,
1910, pages 488, 517, 573, 607 and 699. Boston.

A series of articles covering the subject of
spelling and containing Hsts of words.

7. Spelling in Milwaukee. Journal of Education,
1910, pages 153, 270, 383 and 410.

Lists of words for the first, second and third
grades. The heading states that these are the
words in which perfection is very nearly attained
by the pupils in these grades.

8. The Spelling Vocabularies of Personal and Business
Letters. Ayres. Russell Sage Foundation, Publication
No. E 126.

A study of the vocabularies of a large number
of personal and business letters to show the words
used in correspondence.

9. The Child and His Spelling. William A. Cook
and M. V. O'Shea. Bobbs Merrill Co., 1914.

This book is the result of an investigation of the
psychology of spelling, the effective methods of
teaching spelling, spelling needs of typical
Americans, and words pupils should learn.

PROVISIONAL LIST OF SPELLING WORDS.

IV. THE LISTS OF WORDS BY GRADES.

GRADE I.*

Number of Teachers Reporting Words, IS.f
Minimum List.

all

egg

papa

eye

pet

play

and

fan

are

fat

jump

ran

fed
feed

1
2

kitty

rat
read

4
2

baby

fish

red

ball

fly

little

ride

bat

for

look

run

fun

bed

mamma

saw

big

gave
girl

give

man

see

book

mat

she

boy

may

Q
O

sing

Q
O

1 1
11

sun

can
cat
cow
cut

12
8
4
2

good

had
has
hat

men
milk
my

nest

i
1

13
8

that
the
this
to

1
11

7
6

day

have

new

5
2

did
do

5
11

he
hen

no
not

6
9
1

dog

her

now

was

doll

him

ear

his

wet

eat

hot

one

will

Make List of Additional Words Here.

* Although pupils in Grade I. in Boston are not taught to write, they do learn to spell.
These are the words selected for this grade.

t The figure following each word shows the number of teachers reporting that word.
With the whole number of teachers reporting given at the head of each of the following
lists, anyone can find what portion of the teachers reported each word.

SCHOOL" DOCUMENT NO. 8.

Supplementary List.

away

box

cup

fit
fox

get
got
gun

hit
hop

jam

kite

let

mice

nut

spin

ten

top

tree

win

Make List of Additional Words Here.

GRADE M.

Number of Teachers Reporting Words, 46.
Minimum List.

about

brother

done

goes

after

but

don't

gone

again

buy

great

any

each

half
head

apple
ate

5
1

came

east
eight

2
10

8
7

aunt

catch

ever

hear

cent

every

here

been

come

high

bird

could

father

horse

black

cried

flower

house

blue

four

himgry

bread

dear

from

hurt

bright

desk

bring

does

garden

PROVISIONAL LIST OF SPELLING WORDS.

kitten 3

knew 15

knife > 9

know 32

laid 1

large 1 1

laugh 8

leaf 5

lesson 2

love 15

many 24

might 1

mother 16

name 12

never 2

next 1

none 2

north 2

off 3

once 23

one 18

only 5

other 8

our 5

own 5

pencil 5

played 2

please 20

present 3

pretty 26

put 14

quick 2

said 29

say 1

says 8

school 27

shall 6

shoes 2

should 18

small

some

south

street

such

summer

sure

table

talk

that

then

there

these

they

think

those

three

today

tried

two

walk 15

want 12

warm 7

water 4

wear 8

went 8

were 30

what 26

when 13

where 29

white 12

who 21

why 3

wish 2

with 22

work 6

would 16

write 21

wrote 4

year 1

your 9

sister

use

Make List of Additional Words Here.

Supplementary List.

age

barn

captain

count

among

bath

care

crumb

ant

bear

carry

arms

boat

cart

daisy

ask

body

chair

dark

away

book

chicken

did

boy

clean

baby

cleaned

door

ball

call

coat

down

bank

candy

cold

dress

SCHOOL DOCUMENT NO. 8.

dried

drink

ear

earn

eat

egg

even

eyes

face

fr
0

far

last

leet

fence

1
1

few

fine

fingers

food

for

front

full

fur

gave

girl

give

good

grew

grow

had

hair

hand

happen

hard 1

has 1

have 9

heart 1

help 2

her 4

him 2

home 2

how 1

ice 4

jump 3

keep 1

kind 1

lamb 1

late 1

left 2

like 3

lion 1

little 16

live 6

long 1

made 3

make 3

mamma 2

marbles 1

match 1

mouse 1

nails 1

near 4

new 10

nice

night

1
i

now

old

orange

out

over

paid

1
i

papa

paper

peace

place

play

pull

purple

rain

read

reading

robin

rode

roll

room

roots

round

salute

saw

season

sent

seven

sick

skate

sled

snow

soap

spell

store

tail

teeth

o
z

thank

tnen

o
o

thing

this

time

tries

true

turn

under

violet

was

wash

west

wind

window

word

yard

yellow

yes

you

young

Make List of Additional Words Here.

PROVISIONAL LIST OF SPELLING WORDS.

GRADE in.

Number of Teachers Reporting Words, 51.

Minimum List.

afraid

countries

honest

nothing

almost

country

hoping

notice

although

cousin

hour

November

always

cries

animal

iron

obey

another

daughter

January

o?)lige

answer

December

o'clock

April

dictation

juice

October

apron

dishes

often

August

divide

July

ought

autumn

o
O

doctor

June

beauty

doesn't

just

pair

dollar

people

between

dozen

kept

piano

blew

o
O

drive

knives

picture

Boston

driving

knock

piece

bought

dropped

knocked

pitcher

break

c
o

known

pleasant

breakfast

1 o

early

impil

breath

earth

laughed

Q
O

bridge

either

learn

quart

broke

eleven

leave

1
J

quarter

broken

A
'*

empty

leaving

1
1

question

brought

enough

listen

quiet

bUUQ

1 n

evening

lose

a
D

quite

building

loving

built

family

racing

busy

farther

making

raise

February

March

ready

careful

field

May

really

carried

fierce

meant

replied

carries

first

minute

right

caught

forty

Monday

rough

chair

fourth

money

running

chasing

Friday

month

children

friend

morning

Saturday

chimney

fruit

mouth

saucer

chopped

move

scholar

Christmas

grade

moving

September

cities

grocer

much

shining

climb

guess

sleigh

clothes

naughty

squirrel

color

having

neither

stairs

comb

heard

nickel

stooped

coming

holiday

noise

stopped

SCHOOL DOCUMENT NO. 8.

stories

thought

umbrella

Wednesday

stretch

threw

uncle

which

study

through

upon

while

sugar

throw

used

whole

Sunday

Thursday

using

whose

surely

to-morrow

woman

too

vacation

women

taught

touch

very

world

teacher

towards

visit

\^Titing

their

true

visitor

■wTitten

themselves

truly

wrong

third

Tuesday

wagon

though

twelve

watch

yesterday

Make List of Additional Words Here.

3
3
1
2

22
1
1
1

13
1
3
1
1
2
6
1

2
1
1
1
2
3
5
3
2
2
1
2
2
1
1
9
2
1
3
3
1
6
2

11
I
1
1

12
1

1
1

NAL LIST OF SPELLING WORDS.

Supplem

catch

cent

chalk

cheese

chestnut

chUd

china

choice

choose

church

circle

city

closet

cloth

coal

coast

come

company

concert

corner

cotton

cough

could

creature

o
Z

cried

crowd

daisies

dancing

dear

desk

die

dinner

does

done

double

doughnut

draw

drawing

dries

drowned

dusted

dusty

dying

each

east

easy

itary List.

edge

eight

else

even

ever

every

example

expect

fail

fair

fairy

fare

father

feel

feeling

fifteen

fifth

figure

filled

fishes

flies

floor

flour

flower

fond

forth

fortune

found

four

frighten

from

front

frozen

garden

getting

giant

glad

gnaw

goes

gone

great

half

halves

hasn't

head

hear

heavy

helped 2

hemming 1

here 8

herself 1

high 2

hitting 1

hole 2

honey 1

hopped 1

horse 5

house 7

hundred 1

hungry 1

hurried 2

hurry 1

hurt 1

inch 1

inches 1

instead 1

join 1

kitten 1

knee 4

knew 16

knife 17

knot 1

know 23

lace 1

laid 1

large 2

laugh 14

lawn 1

lesson 3

licked 1

light 1

lived 1

loaves 1

loose 3

many 19

meadow 1

meat 1

might 1

mother 7

Mr. 1

Mrs. 2

multiply 1

music 3

SCHOOL DOCUMENT NO. 8.

name

named

nearly

never

none

north

nose

off

once

one

only

open

other

our

own

parlor

peaches
pencil
perhaps
pie

played

please

polite

pond

poor

present

pretty

primary

quick

quickly

quietly

rabbit
rainy

4
1
2
2
3
3
1
1

5
18
3
3
1
6
4
2

2
1

16
2
1
3

18
3
2
1
5

14
1

4
1
1

1
1

reach

reached

ribbon

rogue

rolled

ruler

said

salt

says

school

seasons

seat

second

see

seem

self

sew

shelf

shelves

shoes

short

shot

should

sister

sitting

size

small

some

something

sometimes

somewhere

sorry

south

speak

spelling

sphere

spring

1
1
4
1
1
1

16
1
4
9
1
1
2
1
1
1
1
1
1
9
1
1

17
3
2
1
1
2
1
1
1
1
1
1
1
1
2

square

valentine

squash

visited

stayed

voice

steak

stem

wait

stockings

walk

stood

want

street

wanted

strike

warm

such

water

suit

wear

summer

wears

supper

week

sure

went

surface

were

sword

what

when

table

where

taking

whine

talk

whisper

then

whistle

there

white

these

who

they

why

think

winter

thirsty

wish

those

with

three

won

today

wonderful

toward

work

toys

worth

tried

would

trouble

wouldn't

try

write

two

wrote

ugly

year

use

your

Make List of Additional Words Here.

PROVISIONAL LIST OF SPELLING WORDS.

Number

accept 4

ache 7

across 1

against 3

already 6

answered 2

arithmetic 8

avenue 2

beautiful 17

because 24

beginning 13

believe 22

birthday 1

biscuit 1

boimdary 1

breathe 3

busily 1

business 11

capital 1

carriage 10

cellar 7

certain 4

collar 6

corner 4

curtain 6

decimal 1

difficult 1

dining 2

direction 1

easily 5

eighth 6

engine 2

envelope 3

errand 8

GRADE IV.

Teachers Reporting
Minimum List.

escape 1

except 4

fourth 1

furniture 3

geography 12

grocery 1

handkerchief 5

happened 2

headache 1

health 2

here 4

island 8

isthmus 4

journey 2

kitchen 6

ladies 3

language 11

learned 2

lilies 1

Massachusetts 3

mountain 7

muscle 4

neighbor 8

nephew 3

niece 8

nineteen 4

nineteenth 1

ninety 3

ninth 2

obedient 2

ocean 5

\, 39.

parade

piazza

possible

pumpkin

quarrel

quotation

quotient

T"^ i<3in

X ct J.OU.X

1 CoCl V c

recess

scissors

sentence

shoulder

since

soldier

stop

straight

strait

strength

suppose

surprise

. 2

tired

together

tongue

until

used to

useful

usual

usually

vegetable

village

weather

whether

Make List of Additional Words Here.

26 SCHOOL DOCUMENT NO. 8.

Make List of Additional Words Here.

able

absent

addition

afraid

almost

alone

although

always

animal

ankle

another

answer

apron

arrange

autumn

bargain

barrel

basin

beggar

beneath

between

blouse

bonfire

bought

bowl

break

breakfast

breath

bridge

broken

brought

build

building

built

busy-

button

Supplementary List.

candy 1

canoe 1

careful 4

caught 10

chair 1

cheeks 1

children 3

chimney 4

Christmas 1

circus 1

cities 1

clean 1

climb 3

clothes 9

coffee 2

color 10

comb 1

coming 8

composition 2

contains 1

continent 2

copied 1

correct 1

coimtry 6

courage 1

cousin 11

crooked 1

crumb 1

daughter 5

deserve 1

dictation 1

dishes 1

divide 1

dividend 1

division 1

divisor 1

doctor 4

doesn't 2

dollar 2

don't 1

doubt 1

dough 1

dozen 1

dropped 1

early 2

earth 1

either 1

elephant 1

eleven 1

empty 2

enemies 1

enemy 1

enjoy 2

enough 26

evening 4

exercise 1

family 2

farther 1

faucet 1

favor 1

favorite 2

February 17

field 4

fierce 1

fight 1

find 1

first 1

fly 1

forty 2

forward 1

fought 1

PROVISIONAL LIST OF SPELLING WORDS. 27

friend

lose

piano

frighten

lovely

picked

frightened

loving

picture

fruit

piece

furnace

market

pigeon

mayor

pitcher

gentle

meant

pleasant

ghost

measure

poem

glisten

middle

poison

going

mine

potato

grocer

minute

potatoes

guess

money

prayers

guide

monkeys

president

month

prompt

happiness

morning

prove

harbor

mouth

hatch

movable

quart

having

moving

quarter

heard

much

question

helped

multiplication

quiet

holiday

myself

quite

honest

honor

natural

raise

hope

needle

readily

hoping

neither

ready

horizon

nickel

recite

hour

northern

regard

idea

nothing

relatives

iioiice

remainder

instead

replied

into

oats

right

isn't

obeyed

rosy

January

oblige

rough

juice

o'clock
often

3
7

running

juicy
just

onion

Saturday

opened

saucer

kept

ought

scholar

kettle

ourselves

shall

knead

owned

shining

knives

sleigh

knock

pain

slipped

knocked

pane
passed

smiling
sneeze

1
1

laughed

past

soaked

learn

peace

squirrel

leave

peninsula

stairs

leaving

penmanship

station

listen

people

stirred

looked

period

stopped

SCHOOL DOCUMENT NO. 8.

stories
stretch
studied
study-
subtraction
suddenly
sugar
surely
sweep
swept

take
taught

teach

Thanksgiving
their

themselves

thimble

thirteenth

though

thought

threw

through

throw

told

tomorrow

1
1
1

2
1
1

6
5
1
2

4
1
1

16
1
2
1

17
2

27
1
1
2

tonight

too

took

touched

towards

traveler

traveled

treasure

truly

Tuesday

twelve

twice

umbrella

uncle

upon

urge

used

using

vacation

valuable

very

visit

visitor

1
6
1

1
1
1
1
1
15
8
2
1

2
3
4
1
6
2

6
2
4
2

wagon

waist

waited

washed

waste

watch

watching

Wednesday

weigh

weight

which

while

whole

whose

wiped

woman

women

wonder

wooden

world

wound

writing

written

wrong

yesterday

1
1
1
1
1
1
1

24
2
2

22
1
9

15
1
3
6
1
1
1
1
7
2
4

Make List of Additional Words Here.

PROVISIONAL LIST OF SPELLING WORDS.

GRADE V.

Number of Teachers Reporting Words, 29.
Minimum List.

accurate

1
i

fertile

q
o

practise

1
1

aisle

glacier

promise

all right

promoted

area

attention

1
1

halves

promotion
pursue

1
1

awful

laundry

really

banana

league

review

breadth

length

bruise

lettuce

scene

bureau

separate

captain
ceiling

machine

several

misspell

stepped

6
1

molasses

swimming

celery-

S3mipathy

cipher

odor

cocoa

orphan

thief

column

thousandths

daily-

paragraph

twelfth

debt

patience

veranda

denominator

patient

view

different

planned

vinegar

plateau

excuse

plural

wholly

expense

possessive

whom

Make List of Additional Words Here.

30 SCHOOL DOCUMENT NO. 8.

Supplementary List.

cocoanut

1
1

fulfill

luinii

ache

collar

Q
O

furniture

future

pnmmnnrl

almanac

conquer

general

generally

alternately

corner

geography

anchor

courteous

glorious

ancient

covered

goal

angry

crowd

govern

answered

curtain

gradually

anything

appear

decide

grieve

arithmetic

decimal

groceries

arrive

delighted

attack

design

guessed

badge
bathe
beautiful

1
6

determmed
dictation

handkerchief

didn't

because

UIiilCU.lt

ndtcnei/

beginning
believe

diligence
direction

headache
health

1
1

birthday
biscuit

disagree
distinct

heaven
here

1
1

bluing
board

1
1

divisible
double

hidden
his

1
1

both

bowling

breathe

doubly

hopped

draught
dwarf

hopping
hundred

brown

Cdl llCU

Vilin/^TPfl f n

11 uimi cu. til

Q
o

buffalo

inaugurcitiou

inquire

interesting

1
1

bury

bushy

business

1
1
16

ease

easily

echo

eighth

ironed

1
1

called

elevator

island

calmly

else

1 C!^ r» tin 1 1 a

isinmuo

A
t

capital

1
1

engine

capitol

envelope

journey

Q
O

carriage

Q
O

errand

cease

escape

kitchen

cellar

excellent

kneel

certain

except

certainly

extremely

ladies

chews

language

choose

famous

lantern

chopped

fifth

lawyer

chose

frigid

leaf

coast

front

learned

PROVISIONAL LIST OF SPELLING WORDS.

lightning 1

lilies 1

loaned 1

lonely 1

Massachusetts 3

measles 1

measuring 1

merely 1

merrily 1

million 2

mountain 3

muscle 1

negroes 1

neighbor 5

nephew 1

niece 11

nineteen 1

ninety 4

ninth 2

number 1

obey 1

ocean 2

opinion 1

papered 1

parade 1

parcel 1

passage 1

pebbles 1

penny 1

persuade 1

piazza 1

picnic 1

polar 2

position 1

possible 1

prairie 2

primer 1

pumpkin 1

putting 1

quarrel 1

queer 1

quotation 3

quotient 2

raisin 1

reach 1

reason 1

receive 21

recess 2

remember 1

rhubarb 1

rode 1

scarce ' 1

scent 1

scissors 7

scratch 1

search 1

sentence 4

serving 1

sew 1

sewing 1

sign 2

signature 1

since 1

singular 1

sixth 1

skating 1

soldier 3

something 2

sorry 1

sphere 1

splendid 1

sprain 1

square 1

stayed 1

stitch 1

straight 1

strength 3

succeed 1

suggest 1

suppose 1

surprise 3

sword
syrup

talked
tear

temperate

terrible

tired

toboggan

together

tongue

torrid

town

trouble

trough

true

truth

turned

union

united

until

usual

usually

valentine

valley

valleys

vegetable

volcanoes

waits

watched

weather

weighing

western

whether

width

wish

wished

woolen

wrapped

wreck

wrestle

Make List of Additional Words Here.

SCHOOL DOCUMENT NO. 8.
Make List of Additional Words Here.

GRADE VI.

Number of Teachers Reporting Words, 42.
Minimum List.

absence

behavior

description

accepted

bicycle

difference

accident

disappear

advertise

calendar

camera

electric

affectionate
affectionately

cancel
cashier

3
2

electricity
elevated

2
3

altogether

celebrate

especially

ancient

cemetery

examination

anxious

cereals

exercise

apostrophe
appetite

4
1

certificate
choir

1
1

experience

application

citizen

appreciate

commerce

familiar

asylum

courtesy

faucet

athletic

finally

author

deceive

foreign

automobile

depth

foreigner

awkward

describe

fortieth

PROVISIONAL LIST OF SPELLING WORDS. 33

government 13

governor 7

guest 1

height 14

hospital 5

hundredths 1

icicle 2

immediately 6

immense 3

industrious 4

initial 3

kerosene 6

knead 4

luncheon 4

lying 1

machinery 2

medicine 3

meridian 1

mosquito 3

museum 3

musician 4

necessary 20

nonsense 2

obedience 1

occasion 4

omitted 1

opposite 8

orchestra 1

pecuHar 2

persuade 4

plumber 3

possession 6

preparation 3

receipt 7

recognize 5

referred 1

route 3

salary 6

scenery 7

schedule 1

skilful 1

soldier 1

stomach 5

stopped 2

studying 7

syllable 8

telegraph 2

telephone 6

temperature 5

theater 4

thorough 3

thoroughly 1

vertical 1

wharf 2

wrong 2

yacht 3

Make List of Additional Words Here.

SCHOOL DOCUMENT NO,

abbreviate

abbreviation

accent

accide^ntal

accurate

acre

adult

agricultural

agriculture

aisle

alcohol

all right

alphabet

altar

ammonia

ancestor

angel

anthracite

apothecary

area

asphalt

atmosphere

attached

attacked

attention

authority

awful

baggage
balcony

1
1

banana

beach

beggar

boisterous

bough

breadth

break

bruise

bureau

burglar

busily

calm

camel

canal

canoes

captain

catalogue

cataract

catechism

Supplementary List.

cathedral 3

ceiling 9

celebration 1

celery 2

century 1

chalk 1

chestnut 1

chiefly 1

chorus 1

cipher 2

civilize 2

civilized 1

cleansed 1

clumsy 1

coarse 2

cologne 1

colonists 2

colony 2

colored 1

column 1

commence 1

compass 1

complete 2

conquer 3

conquered 2

contractions 1

corduroy 1

cotton 2

cough 1

couple 1

courage 1

courageous 3

courteous 1

creased 1

credible 1

crowded 1

curiosity 2

daffodils 1

dahlia 1

dangerous 1

debt 1

deceit 1

decision 3

decorated 1

delightful 1

denominator 2

descend 1

descendant 2

dessert 1

dictionary

different

dining

discourage

discovered

discoveries

disobey

dispute

district

doughnuts

dressed

drowned

during

eager

early

earn

easier

eaves

economy

edge

education
eels

eighteen

eightieth

elevation

emigrants

emigrate

employer

enemies

enemy

entry

equality

equally

exact

excellence

exclamation

excursion

excuse

exhaustion

expect

explorer

extra

factory

faint

fairies

fairly

familiar

familiarity

PROVISIONAL LIST OF SPELLING WORDS.

fascinate

faucet

fairy

falsehood

families

fasten

fastened

fertile

fiercely

flexible

floating

fourteenth

fractions

frequent

friendly

frigid

genteel

gCil UlClllCll

genuine

gingham

glacier

graduate
greased

half

half-past

halves

hammer

hammock

harbor

healthy

heavy

heights

heir

heroine

heroism

hiccough

hindrance

history

honest

horse

hour

hurry

hustle

hydrophobia

hyena

hyphen

ignorant

imaginary

immigrants 1

impossible 1

increased 1

industries 1

injurious 1

inning 1

innocent 1

instead 1

interrogation 2

interrupt 1

irregular 1

jealous 2

juice 1

kept 2

known 1

knuckle 1

laughter 1

laundry 1

league 1

length 4

lengthened 1

leopard 2

linen 2

listening 1

longitude 1

loose 2

losing 1

machine 1

magazine 1

magician 1

manager 1

manual 2

material 1

mechanical 2

memorial 1

mercy 1

message 1

messenger 1

mimic 1

mining 1

miracle 1

mirror 1

mischief 1

misspell 1

molasses 7

monarchy 1

money 2

morning

mourned

moving

mucilage

multiplicand

mystery

nasturtium

nationality

navigable

near

need

new

ninetieth
now

numerator

obedient

obliging

oblique

occupation

odor

offered

onion

opportunity

ordinary

orphan

ostriches

ourselves

own

oysters

palace

pamphlet

paragraph

parents

parrots

particle

particular

partner

patience

patient

pause

perform

perfume

perhaps

permission

perspiration

photograph

pianist

plaguing

SCHOOL DOCUMENT NO. 8.

planned

plantation

plateau

pledge

plural

poem

poetry

policeman

political

popped

portrait

possessive

potato

practise

precious

precipice

pretty-

probably

problem

procession

productions

promise

promoted

pronounce

pronunciation

properly

proprietary

purpose

pursue

quantity

rabbit

raspberries

realize

really

realm

recipe

relatives

reluctant

repair

republic

rescue

resolute

respectable

respectfully

review

rhythm

ribbon

road

saddle

f CT^/^r^nf 111
tCiabpiJUlil ui

sailors

Q
O

btJltJg,! din

saucer

•tenement

sausages

tennis

scare

than

scene

scour

thermometer

scythe

they're

second

thosp

sensation

+ Vi m 1 c!n n H t, n R

sensible

XjIcU.

separate

separation

touched

serious

trails

settlement

traitor

several

transient

transportation

shepherd

traveling

snipping

tries

snoppiiig,

tropical

snow cu.

twelfth

signed

UIlliUl 1X1

cifllfltpd

situation

urge

sleepy

used

sleeves

Liocd \jyj

sleigh

sloyd

vacation

soil

vaccinate

^nmptirnps

vanilla

soon

variety

special

veil

vein

ofatiie

ventilate

stocking

veranda

strengthen

vessels

structure

vicinity

studious

view

sufficient

vigilance

c-nlnhiTT

vinegar

summary

visit

superior

V Ul U.11 UCCl

swept

swimming

sympathy

wait

systematic

wander
wandered

taste

ware

teacher

1 washed

PROVISIONAL LIST OF SPELLING WORDS. • 37

watch

won

wrap

weapon

wonder

wrinkled

week

wonderful

wharves

wood

yawn

who's

woolens

yielded

windows

worshiped

yolk

Make List of Additional Words Here.

SCHOOL DOCUMENT NO. S.

GRADE VII.

Number of Teachers Reporting Words, 27.
Minimum List.

accuracy

-1
1

grammar

1 A

physician

address

gymnasium

physiology

analysis

hygiene

pneumonia

appearance

precede

approach
athlete

mdependence

tr
O

principal
principle

iiiuepenuem/

privilege

beautiful

invitation

beneficial

judgment

recommend

besiege

judicial

recommendation

besieged

references

bouquet

knowledge

reservou"

ICloUl C

respect! ully

character

Q
o

restaurant

chief

license

1
1

college
colonel

manage

scheme

management

secretary

manufacture

seize

convenience

massacre

siege

debtor

mischievous

sieve

destroy

mortgage

sincerely

development

naphtha

sovereign

dictionary

stationary

disappearance

occurred

stationery

occurrence

successful

exhibition

superintendent

parallel

shepherd

formally

parliament

freight

pedler

yield

Make List of Additional Words Here.

PROVISIONAL LIST OF SPELLING WORDS.

ability

1
1

abscess

o
Z

absence

accepted

accident

accused

accustom

achievement

advertise

• 1

aerial

affectionately

afterward

alien

alley

allowed

aloud

alphabetical

anchored

£j

another

1
1

anxious

apologize

/I
4

apostrophe

appeared

appetite

appreciate

appropriation

arranged

arrangement

ascertain

author

automobile

awkward

awning

barbarous

bargain

beginner

behavior

belief

bicycle

bigger

bordered

borrow

boulevard

brilliant

bulletin

Supplementary List.

calendar 4
camera
cancel
cancellation
canned
cashier
catarrh
cautiously
cayenne
cede

celebrate
cemetery
centennial
cereal
certainly
certificate
changeable
cheered
cheerfully
chocolate
choir
cigarette
circumference
citizen 3
clause 1
cleanse 2
climate 2
cocoa 2
colonies
colonize
column
comparison
compellative
complaint
complement
complex
conceal
conceive
conductor
couldn't
coupon
criminal
criticism
curious

daily
deceive
decide
declarative

declension

defeat

definitions

delicious

depreciate

depth

describe

description

descriptive

desert

determine

diamond

difference

digestion

director

disagreeable

disappear

disappointment

disguise

distance

dulness

eaten

echoes

eclipse

educated

efficiency

efficient

electric

electricity

elevated

enormous

entertainment

equator

erase

erosion

especially

established

estuary

examination

exception

excited

exclamative

exercise

expedition

experience

experiment

extravagant

SCHOOI. DOCUMENT NO. 8.

factory

faint

fairies

fairly

familiar

familiarity

fascinate

faucet

favorite

festival

fiftieth

finally

flannel

followed

forehead

foreign

foreigner

formerly

fortieth

fowl

frequently

frolic

front

frontier

frozen

fulfill

germ

gigantic

government.

governor

guest

hearth

heartily

height

hemisphere

hoarse

hole

hoped

hospital

hundredths

hurriedly

icicle

illustration

immediate

immediately

imperative

independently

indescribable

inexperienced

inhabitant

initial

integer

intelligence

interest

interrogative

janitor
judge
justice
juvenile

kerosene
knead

legislative

legislature

lettuce

library

literary

lovely

luncheon

luscious

luster

lying

machinery

mackerel

maize

marriage

martyr

masculine

measure

mechanic

medicine

mensuration

merchandise

meridian

military

militia

minister

minnow^s

modifies

mosquito

multiple

museum

necessary
neuter
neutral
nominative

none
nonsense

oases
oasis

obedience

objective

occasion

ocean

offense

omission

omitted

operations

oppose

opposite

orchestra

order

owl

oxygen

pansies

passed

patriot

pattern

peculiar

peculiarity

pendulum

peninsular

perimeter

permanent

persecute

perseverance

persuade

persuasion

phrase

physical

picturesque

plague

plaid

planning

poisonous

porcelain

possession

precedent

preference

preferred

prejudice

preparation

preposition

presence

preserve

PROVISIONAL LIST OF SPELLING WORDS.

prettiest 1

salary 1

temperature

probability 1

scenery 3

tenant

procedure 2

schedule 1

terrier

professional 1

science 1

textiles

profit 1

secret 1

theater

promoted 3

seized 1

therefore

prophet 1

seizure 1

thief

prosperous 1

serenade 1

thorough

pyramid 1

shepherdess 1

touch

similarly 1

tough

raining 1

simplified 1

transitive

raising 1

skein 1

traveler

raisins 1

skilful 1

treason

rapidity 1

sleeve 1

treaty

raspberry 1

society 1

tropics

rearrange 1

soldier 2

tyranny

rebellion 1

solemn 1

receipt 4

souvenir 1

university

reckon 1

specimen 1

unusual

recognize 4

splendid 1

rectilinear 1

stayed 1

vegetation

re-establish 1

steal 1

vengeance

referred 1

stereopticon 1

vertical

regretted 1

stomach 2

vexation

regular 1

stooping 1

villian

relative 1

stopped 3

reliable 1

stork 1

wanted

relief 1

strategy 1

wharf

religious 1

stretch 1

whispered

replied 2

succeed 1

worm

result 1

syllable 3

worried

ridicule 1

symbol 1

writ

ridiculous 1

sympathize 1

wrong

rogue 1

synonymous 1

route 1

system 1

yacht

Make List of Additional Words Here.

SCHOOL DOCUMENT NO. 8.
AKE List of Additional Words Here.

PROVISIONAL LIST OF SPELLING WORDS.

GRADE VIIL

Number of Teachers Reporting Words, 48.
Minimum List.

accommodate

counterfeit

lieutenant

acknowledge

courageous

milliner

acknowledgment

acquaintance

diphtheria

millinery

acquainted

disappoint

miscellaneous

agreement
apology

2
2

disappointed
discipline

•

navigable

Q
O

assistance

disease

necessity

■1

attendance

audience

executive

pleasant

auxiliary-

extraordinary

practise

avenue

fatigue

pursuit

benefit

feminine

relieve

financial

revenue

campaign

secede

chauffeur

guard

secession

commercial

guardian

similar

committee

immigrant

sufficient

conscience

conscious

interfere

tariff

convenient

irregular

thermometer

Make List of Additional Words Here.

SCHOOL DOCUMENT NO. 8.

Supplementary List

Q OPPT^'^"

ascem

1
1

celery

8<CCGpta,bl6

ascertam

census

occoccino^p

assbaosmate

center

account

1
1

assent

ceremony

accumulate

1
i

assets

cession

accuracy

1
1

atheism

chalk

accustomed

athlete

challenge

acquiesce

1
1

athletic

changing

accjuiooai

1
1

attached

character

1 1
11

address

attorney

chemical

adequate

1
1

auction

cherish

d/ U.U11 L t ctll t/ C

1
1

auditor

chief

advice

1
1

authentic

chieftain

dUtllUllt V

Clll V <XM U US

affect

1
1

authorize

chivalry

ctgl CCCtUltJ

axiom

cilarrUl

chord

alcohol

q
o

bachelor

chores

<* iiiiicii ho/i y

bacteria

chute

pllporifir»pp

rSQloTiPP

U<3>lctXXl/C

piTPmi"

Vj<xVX\j\jlX

amateur

1
1

Danot

civil

cilXlUl vlKJ no

l^QnmiP'l"
Uduqucv

PlT7ll GPV\rlPP
l^xVXl OCX V IL/C

fi mV»nl fi r* pp

VjKZai LI uXl Lll

plppnlinpQq

i^lCctlXXXllCoo

CI TTiTTmi'ni'f irin
jj^n 11 1 1 Liiii Liuii

V\pn pn PI Q 1

client

Q
o

rkpn P"\rT* 1 PTi PP

pnl ipcp

Q n Ci i'\r7P

. rt

VkPCl PfTP

pr^l iww Pl

Q
o

Q "n "m rPTG Q Tif
ctxliii V d octx Y

pnlnmn
l^UiU. 1X1X1

Q nn /"^nn pptyi pti^

bevel

CUlixlxlUU.1 Ulco

antecedent

biennial

comparative

nn Yipf V

pr^mnpf pnf
1XX| J c u cxx l»

nr»r»$iTpl

brief

prkmnpfif.inn

\^ XXX X U 1 XX

QT^T^PQ n PP

l^L/llx^JlCljUJH

C*» ^XJL\U.Al^ A U AO

complexion

Q TiTkl Q 11 GP

primT^IPYin'nPM

dJllllJlCAlUllCU

burial

LUilipillllcll t

apply

Vvi 1 o Vi pi

nC\X\ "f pri PTQ O'KT

CUlll cU-Cl ai\jy

Q "MT^'PPT^ ^' 1 PP

ct|jpi Cll 1/J.ut;

bye

r*r\r\ CTTQ "f 111 Q "fp
l^Ull^l CXi C \Xl.£X

approaon

p/^n CP! PT^ ^ir^i 1 G
OUll&i^lcll tlU Ho

dpi Ull

camel

p An GPi r^n GTl PGQ
dJlloCHJ LlollCoiS

aquarium

camphor

LUllbpit^ U.U Uo

St mipHiipf'.

£t LL CVi. U, O v

canal

pormtitiition

V>WX10 \JX U (-l uxwxx

arc

candidate

contagious

architecture

capabilities

contractor

argument

capable

convalescent

arrived

capital

convenience

article

capitol

conveyance

artificial

catcher

corps

ascend

cavalry

corpse

2
1
2
1
2
1
1
1
1
3
1
3
1
3
1
1
1
2

1
1
2
1
1
1
2
2
1
1
1
1
2
1
1
2
3
1
1
1
2
1
1
1
1
1
2
1
1
1
1

LIST OF SPELLING WORDS. 45

dissatisfy

fiber

dissolve

fictitious

disturbance

fiery

ditch

finely

draught

flies

drawer

forfeit

dyeing

formerly

dying

foundries

freight

earnest

fugitive

economical

fulcrum

economy

effect

garbage

elegance

gasoline

eligible

gauge

ellipse

goal

eloquence

gorgeous

emancipation

grammar

embarrass

grievous

embroidered

group

emigrant

guarantee

emperor

gymnasium

emphasis

emphatically

handsome

employee

harass

endeavor

harbor

engineer

hearse

entered

hereditary

enthusiasm

herself

enthusiastic

hiccoughs

epidemic

hideous

equilibrium

hoarse

etc.

hoeing

eulogy

hosiery

exaggerate

hundred

examine

hurricane

excellent

hurrying

exhausted

hygiene

exhaustion

hygienic

exhibit

hypotenuse

exhibition

existence

illustrate

expense

imagine

explain

immediate

exquisite

immense

extremely

impenetrabihty

improvement

failure

inaugural

famine

inaugurated

feature

incandescent

feudal

incessant

SCHOOL DOCUMENT NO. 8.

incident

inconvenient

1
1

independence

independent

inexcusable

inference

ingredients

injurious

instance

intellectual

intelligent

interfered

intransitive

invention

invitation

irresistible

irrigation

isosceles

jewelry 2

judgment

judicial

judiciary

JVCl llCl

kneel

knock

knocked

knot

knowledge

knuckles

laboratory

largely

lawyer

legislature

leisure

lenient

lessen

license

licorice

lighter

liniment

lonesome

machinist

majority

malaria

malleable

management

maneuver

manual

manufacture

o
6

manufacturers

manufacturing

martial

massacre

mayonnaise

mechanical

medal

meddle

melancholy

merely

metal

meter

minor

mischievous

moccasin

modifiers

moisten

molecule

mortgage

motor-man

movable

mucilage

municipal

murmur

musician

mustache

mysterious

naphtha

naturalized

naval

necessarily

neuralgia

nineteenth

noun

HKJ til lollilldl u

OUol/tlUlcb

occasionally

occurred

1 1
i i

occurrence

official

opaque

opera

operate

operation

opportunity

origin

paid

pamphlet

parallel

paralyze

parliament

J. ■ : 1

participle

passenger

past

patiently

peaceable

peasantry

pedler

penetrate

perceiving

permanently

perpendicular

persevere

phlegm

phonograph

physician

physiology

piercing

plain

plane

planing

plumber

pneumatic

pneumonia

politician

possess

o
L

postpone

poultice

1
1

praising

precede

'±

preceded

precious

preparations

prepare

presidential

priest

principal

principle

privilege

proceed

proclamation

proprietor

psalm

PROVISIONAL LIST OF SPELLING WORDS.

punctual 2

root

stretched

punctuate 1

rout

studying

purposes 1

rummage

substance

pursuing 2

running

subtile

safety

subtle

quadrilateral 1

succeeded

quarantine 1

salmon

successful

quarry 1

sanitary

succession

quoted 1

saucy
scarcely

1
1

suffrage

radiator 1

scheme

superintendei

ragged 1
raisins 1
realize 1

scream
screech
seceded

1
1
1

esujj ci ScUc

superstitious
supplies

receiver 1

seceding

receiving 1

secretary

surgeon
surrender

recently 1

seize

receptacle 1
recitation 1

seminary
senate

2
1

suspicion

suspicious

syllable

recollect 1

senator

recommend 14

sentinel

synonym

recommendation 2

separable

telegraph

reconnoiter 1

sergeant

telephone

reference 3

series

tendency

regretted 1

shepherd

thoroughly

rehearsal 1

sheriff

threatened

reign 2

shoulder

' 2

throat

rein 1

shrubbery

till

release 1

siege

tonsilitis

religion 1

sieve

torture

remedy 1

silence

toughen

remember 1

sincerely

treasurer

reminiscence 1

slept

treasury

remittance 1

socialism

twentieth

repair 1

soften

typhoid

reparation 1

solder

repetition 1

solemn

umpire

representation 1

somebody's

unanimous

representative 2

sovereign

unconscious

requirements 1

sovereignty

unequalled

reservoir 4

spacious

imfulfilled

respectfully 7

stake

unparalleled

response 1

stationary

utensil

responsibility 1

stationery

responsible 1

steak

vacancy

restaurant 4

stenographer

vacuum

rheumatism 1

stitches

valuable

rhyme 1

stitching

vaudeville

rhythm 2

straighten

vehicle

robbed 1

straightening

verbal

roguish 1

strengthened

vetoed

SCHOOL DOCUMENT NO. 8.

vicinity

wasn't

yield

victuals

weary

yonder

villainous

weird

youthful

virtue

weren't

visible

wield

zephyr

wrap

zinc

warrant

wrapped

warrior

wretched

Make List of Additional Words Here.

SCHOOL DOCUMENT NO. 9-1914

BOSTON PUBLIC SCHOOLS

PROVIINAL MINIMUM STANDARDS IN
ADDITION, SDBTRACTIDN, MULTIPLI-
CATIDN AND DIVISION FOR PUPILS IN
GRADES IV. TU fill.

Bulletin No. II. of the Department of
Educational Investigation and Measurement

NOVE^MBER, 1914

BOSTON
PRINTING DEPARTMENT
I 9 I ^

Ix School Committee, Boston, October 5, 1914.

On motion of the Superintendent, it was ordered,
That three thousand five hundred (3,500) copies of the
Bulletin on Arithmetic, prepared by the Department of
Educational Investigation and Measurement, be printed
for distribution among the elementary school teachers.
Attest:

ELLEN M. CRONIN,
Secretary pro tempore.

INTRODUCTION.

The manuscript for this bulletin was written by Miss
Rose A. Carrigan of the Boston Normal School, who
was especially assigned by the Superintendent of Schools
to take immediate charge of the testing work in arith-
metic during the school year 1913-14. Miss Carrigan
was also associated with Mr. S. A. Courtis, who directed
similar work the previous year. Assistant Superin-
tendent Maurice P. White has supervised the arithmetic
testing during both years.

The first bulletin on arithmetic to be issued by the
School Committee was prepared by Miss Carrigan, and
printed in January, 1914, and covered the standards in
arithmetic derived from the testing done previous to
that date.

This second bulletin on arithmetic contains a detailed
analysis of some of the results of the arithmetic testing
and the provisional minimum standards in the four
fundamentals established for the school year 1914-15.
These standards are not high, inasmuch as they are
based on what at least 50 per cent of the 20,000 children
tested actually accomplished in the arithmetic tests
last April. Teachers should consider the standard for
each grade as representing the minimum of achieve-
ment for all normal pupils who do satisfactory work.
The standards are provisional in the respect that some-
what higher or different standards may be the ultimate
result of our effort to improve the pupils' work in the
four fundamentals in arithmetic.

This bulletin was intentionally written from the point
of view of the teachers in the elementary schools, in the
belief that the definite standards herein established and
explained will be helpful to the teacher and an aid to
the pupil, in attaining reasonable standards of achieve-
ment in arithmetic. By a careful study of the results

SCHOOL DOCUMENT NO. 9.

of the arithmetic testing contained in this bulletin, and
by adopting the suggestions proposed concerning cor-
rective work, it is confidently expected that better
results can be obtained without any increase in the time
devoted to drill work, and without increasing in the
least the efforts now put forth by conscientious teachers
in arithmetic instruction.

FRANK W. BALLOU,

Director.

PROVISIONAL ARITHMETIC STANDARDS. 5

PEO VISIONAL MINIMUM STANDAEDS IN ADDITION,
SUBTEACTION, MULTIPLICATION AND DIVISION
FOE PUPILS IN GEADES IV. TO VIII. IN THE
ELEMENTAEY SCHOOLS.

The Purpose of this Bulletin.

During the past two years an investigation of the
abiUties of pupils to add, subtract, multiply and divide
has been carried on in a large number of the public
school districts of Boston. This inquiry has resulted in
the adoption of definite standards of attainment for the
grades and of educational policies for practice or cor-
rective work. It is the purpose of this bulletin to
acquaint teachers with these standards and policies, and
to this end the following topics will be considered:

First. — The provisional minimum standards which
have been established as a result of these tests.

Second. — The basic principle on which the standards "
were set up.

Third. — Methods of applying standards in a way
which may effectively improve class instruction.

Fourth. — Study of the changes in ability of pupils
from January to April.

Fifth. — Suggestions for practice or corrective work
for individual pupils.

Bulletin No. 1, in arithmetic,* which was printed
before the organization of the present Department of
Educational Investigation and Measurement, contained
detailed results of the test given in January, 1914;
also, consequent tentative standards which were estab-
lished for the remainder of the school term. The
January tests will, therefore, be referred to here only in
connection with the improvement manifested in the
April returns.

* "Scientific Measurements of Arithmetical Abilities in Boston Public Schools. January,
1914."

SCHOOL DOCUMENT NO. 9.

Provisional Minimum Standards for the School
Year 1914-15.
The following provisional minimum standards have
been established for Grades IV. to VIII. in the elemen-
tary schools. These refer to examples in addition, sub-
traction, multiplication and division of integral numbers
which are exactly equal in difficulty to the examples
used in the Courtis Standard Tests in Arithmetic,
Series B.

June Standards for Individual Pupils.

Time Allowed.

Grades.

ADDITION,
8 MINUTES.

SUBTRACTION,
4 MINUTES.

MULTIPLICATION ,
6 MINUTES.

DIVISION,
8 MINUTES.

-1-2

-u

. 8

" 9

•VI

VII

Vlll

Choosing addition for illustration, the above table is
interpreted as follows: The eighth grade child, who in
June accomplishes successfully the work of his grade in
the fundamentals of arithmetic, will be able in eight
minutes to solve 12 addition examples and have at
least 11 of them correct. Each of these examples should
consist of three columns of nine figures. A seventh
grade child will in the same time solve 11 such addition
examples and have at least 9 of them right, and so on.

Standards expressed in terms so unmistakable as
these clearl}^ define the work to be done. They leave
no doubt in the mind of the child as to whether he has
been successful or not. Also, they reward successful
effort with that pleasurable satisfaction which so fre-
quently lies at the foundation of subsequent effort.

PROVISIONAL ARITHMETIC STANDARDS. 7

This last effect is of greatest importance. If the habit
of continuous effort could be more generally developed
in pupils, teaching would quickly register a far higher
degree of efficiency than has yet been attained.

It should be noticed that 100 per cent of accuracy has
not been required in the present provisional standards,
although a little higher degree of accuracy is set for the
eighth than for the other grades. It is, of course, desira-
ble that pupils should be trained to an appreciation of
the highest possible ideal and should strive to get every
example correct. In the beginning, however, due allow-
ance has been made for the fluctuating character of all
human effort in the belief that it is wiser at this time
to set a standard which all pupils of normal intelligence
can be trained to reach.

It will be noted, further, that these provisional stand-
ards require pupils to do a certain amount of work in a
given time. From a practical viewpoint this is necessary.
Unquestionably, a person is inefficient if he works too
slowly just as he is if he works inaccurately. A young
man will lose a good position if he accomplishes so little
during the day that he does not give his employer suf-
ficient service for his wage; he is thereby as useless to his
employer as he would be if his work were careless and
unreliable. Furthermore, the amount of work which has
been attempted must be known in order to calculate
the degree of accuracy with which it has been performed,
because accuracy can be measured only when the amount
of work attempted is related to the amount of work
correctly done. A standard speed, therefore, is a
necessity.

How THE Standards were Derived.
There is much evidence to indicate that arbitrary
requirements established by the teaching profession
have failed, hitherto, to bring desired results. It seems
to have become imperative, therefore, to work out
standards on a more scientific basis. With this idea in
mind, educators are turning to the children themselves,

SCHOOL DOCUMENT NO. 9.

are studying their natural abilities, and are formulating
standards in the various school subjects on the basis
of what a reasonable proportion of the children are able
to do satisfactorily with a specific amount of training.
The movement is a general one, but is confining itself
to those elementary skills and abilities which are essential
to every individual, whatever his calling. The first
systematic effort in the direction of educational measure-
ment in Boston has concerned itself with the four funda-
mental operations in arithmetic.

Arithmetic, exclusive of the problem work, has
afforded an excellent initial subject for investigation and
standardization. It is a comparatively simple task to
make a comprehensive classification of subject matter
in the mechanics of arithmetic. Arithmetic lends itself
easily to the formulation of exact and definite standards.
Examples can be scored with almost perfect uniformity
by a large number of persons. Effective corrective
measures can presumably be applied without great diffi-
culty, since the causes of mistakes can be readily
detected and a series of practice examples graded from
the simple to the more difficult can easily be used.
Experience in the field of arithmetic is likely to provide
us with valuable suggestions for a similar line of proced-
ure in other subjects.

To ascertain the abilities of pupils as a basis for setting
up provisional standards of achievement, the Courtis
Standard Tests in Arithmetic, Series B, were given twice
during the past school year. Form 1 was given in
January, and Form 2 in April. The following tables
show the number of districts, buildings, classes, grades,
and children, where the tests were given:

Table I.

January, 1914.

April, 1914.

Number of districts. . . .
Number of buildings. . .
Number of class rooms.

35
72
525

Number of districts. . . ,
Number of buildings. . .
Number of class rooms,

35
70
532

PROVISIONAL ARITHMETIC STANDARDS. 9

Table 11.

Grade.

January, 1914.

Grade.

April, 1914.

Number of
Grade

Number of
Pupils.

Number of
Classes.

Number of
Pupils.

119
118
112
108
91
5

4,510
4, .383
4,213
3,925
3,498
117

119

122
110

103
93
5

4,553
4,576
4,225
3,873
3,512
205

VII

VIII

Unclassified *

Unclassified f • • • •

553

20,646

Totals

552

20,944

* Prevocational and ungraded classes which were not included in the regular grades,
t Prevocational and industrial classes which were not included in the regular grades.

The work of the testing was managed in the following
manner: In January, fifty senior students in the Nor-
mal School were trained to give the tests in a uniform
manner in all the class rooms of Grades IV. to VIII.
in the thirty-five school districts. In April, fifty
other senior students were similarly trained to repeat
the tests. These examiners explained to the teachers
the method of scoring papers, distributing frequencies
and computing class medians and per cents of vari-
ability. Duplicates of the records of class results thus
computed were returned to the Normal School, where
they were checked and tabulated by the examiners
who gave the tests. Each teacher retained a complete
set of the records for her class, thus making it possible
to compare her own class achievement with the cit}"-
wide result when it was published. Each child made a
record of his attainment in both tests on an individual
record card, which was so constructed that results
of successive tests could easily be compared. Each
master was supplied with a record and graph of the
attainments of his district in both tests. The plan
was intended to provide ample information so that
each pupil, each teacher and each master might study

SCHOOL DOCUMENT NO. 9.

the results for which he was in any measure responsible,
and might compare these with city-wide results or with
any subsequent standards which might be established.

The tabulations made at the Normal School by the
trained examiners included all the returns from the
total number of children tested, almost 21,000. From
these tabulations, the city-wide class medians were
computed. On the basis of these class medians the
provisional standards of achievement, which are to
serve as clearly defined aims for individual children
during the ensuing school year, were established.*

When it is remembered that the class median indicates
the degree of efficiency with which 50 per cent of the
children do their work under present conditions, and
that there are many children who can do much better
than this, it will easily be seen that a standard based
on the class median achievement is far from excessive.
This does not mean that the individual standard should
necessarily exactly coincide with the class median. In
fact, some adjustment is desirable in converting this
middle point of class attainment into a standard suitable
for the individual. If pupils aim no higher than the
present class median, subsequent class medians will,
without question, be lowered. For this reason it was
deemed justifiable to lift the individual standards
slightly above the class medians.

In view of the above considerations, the following
adjustments were made. Each class median was
changed to the nearest whole number. The prevailing
amount of failure indicated by the results was two

* After work upon the April returns was completed, and the standard established, an
experiment was made to ascertain the degree of variability which would appear in the
class medians if fewer records were used in the tabulations. For this purpose a selection
by lot was made of 460 individual score sheets from the fifth grade.

A second computation was made on the basis of 920 individual scores.

A third computation was made on the basis of 1,380 individual scores. The medians
were computed in each one of the four operations for both the number of examples
attempted and the number of examples correct. This gave 24 medians. In 10 cases out
of the 24, the median exactly coincided with the median which hsA resulted from the
tabulation of the total returns from almost 21,000 children. In 10 cases the median
differed but one-tenth, and in the remaining 4 cases it differed but two-tenths. The result
of this experiment shows that it is probably wasted effort to tabulate more than a thousand
representative cases.

PROVISIONAL ARITHMETIC STANDARDS. H

examples. Further adjustment was then made by
smoothing* the curve in the requirements from the
fourth to the eighth grade so as to allow for a failure in
two examples in every grade except the eighth, where
allowance was made for but one incorrect example.
It was believed that a little higher degree of accuracy
should be expected in this grade as a mark of progress.
In smoothing the curves, as just described, it was
necessary in several cases to lift the requirement one
example. Even with these adjustments, some may
consider the standards too low, but it seems a wise
provision so to fix the standards of achievement that
both teachers and pupils will be encouraged to higher
attainment through a large measure of success. Later,
as ways and means are devised for reaching individuals
and applying corrective instruction exactly suited to
the special need of each pupil, higher standards may
naturally be evolved.

The Use of the Standards.

Experience in the various fields of human endeavor
furnishes much evidence to show that the establishment
of definite aims is the necessary prerequisite to satis-
factory accomplishment. Realizing this more than
ever before, educators are at present placing new
emphasis on this principle. An aim put before the pupil
in terms which he can easily understand serves as a
strong incentive to work. If it is also made possible for
him to measure frequently the degree of his own progress
towards the desired goal, a compelling desire to improve
may easily be developed in him.

Pupils should, therefore, be made thoroughly familiar
with the provisional standard of their grade. This is
often done by giving the standards a permanent place
on the blackboard. When this cannot be done, they
may be placed upon a manilla chart of home manufac-
ture. It is well to present the standards both in figures
and graphs. A word about acquainting pupils with
graphs may not be out of place.

SCHOOL DOCUMENT NO. 9.

Graphs offer a much easier and clearer interpretation
of statistical facts than do tables of figures. This is
recognized by people of business enterprise who advertise
in our daily newspapers and current magazines. We
are constantly meeting in our daily reading graphical
representations of statistical facts important to everyday
life. This alone is a justification for time expended in
the class room to teach children to make graphs and to
interpret them when made. There is a distinctly broad
utilitarian argument for undertaking work with graphs
aside from the narrow application of the knowledge
gained to progress in the mechanics of arithmetic.
Children, then, should be made familiar with this phase
of illustration; they should be taught to make graphs
of their own daily scores, to interpret them when made,
and to compare them constantly with the standard set
for their grade. A colored line may be used to represent
the grade requirement. Beside it the child draws a
line which represents his own score. He thus measures
his achievement by comparing the two lines. A glance
at their relative positions is sufficient to tell him whether
or not he has as yet acquired that degree of skill which
qualifies him for the next grade. Also, he sees in which of
the four operations he has most ability and in which
least — thus he is led to apply himself zealously to the
task of improving where improvement is needed. (For
illustration, see Charts No. 1 and No. 2.*)

To make sure that his ability is of a reasonably
permanent nature, the pupil should measure up to the
grade standard on at least three successive occasions.
Whereas a single test of a thousand or more children
is adequate to demonstrate the efficiency of the teaching
process in general, one test is not sufficient to determine
the ability of the individual. To do this last effectively,
several tests are necessary; otherwise, there is danger
of incorrect conclusions resulting from chance scores.

* Copies for the charts in this bulletin -nere prepared for the printer by IMr. Edward H.
Temple, Department of Drawing, Mechanic Arts High School.

PROVISIONAL ARITHMETIC STANDARDS.

A careful study of the successive graphs which a pupil
has made of his own scores and a comparison of these
with the standard graphs for his grade will show the
child his strong and weak points. Also, such a study-
will aid the teacher in selecting wisely this pupil's future
daily drills. It is desirable that the individual pupil

CHART No. I.
EXCEPTIONAL INDIVIDUAL SCORE. GRADE 3ZnL.
GIRL,- AGE 13 YEARS. JAN.-APRIL.
SUBTRACTION MULTIPLICATION DIVISION

ADDITION

Attempts Right3 AxTtMPra Rights Attempts Rights Attempts Rights

V-—

5E.C0ND TRIAL -^^ \

FIRST

TRIAL-*/

-\--..

-V '

f — :

STANDARD -

The solid line represents the standard, the dash line the first trial,
the dotted line the second trial. Both scores are above the standard,
but the dotted line indicates a more even development of abihties as a
result of three months of practice. There was improvement at the point
where least ability was shown in the first trial.

should develop his powers to add, subtract, multiply
and divide as evenly as possible. Limitation of training
in a given operation when he has attained the grade standard
in that field is, therefore, strongly recommended. Stress
should thereafter be placed on the work in which he is

SCHOOL DOCUMENT NO. 9.

deficient. This principle applies not only to skills
within a given branch, but to the various other subjects
in the elementary school curriculum. Further dis-
cussion of this topic will be found under the head of
''Suggestions for Corrective Work/' on another page
of this bulletin. The essential facts connected with a
proper use of grade standards may be summarized as
follows :

First. — A simple statement of the individual standards

tlst i. (attempts
add'nI

I RIGHTS
TEST 2rATTtMPT5

subtJ

I RIGHTS

TEST 3 (ATTEMPTS
MULT {

[ RIGHTS

TESTAf ATTEt^PTS

divn]

I RIGHTS

CHART No. 2.
INDIVIDUAL IMPROVEMENT 5C0RL. GRADE
GIRL, -AGE 11 YEARS, JAN.-APRIL.

— 7

O 1

MINU

JAN

UAR

r 5C

ORE.-

-APF

IL ^

COR

Z 3 A

5 6 7 8 9 10 II 12 15 14 15 16 17 18
NUMBER OF EXAMPLE-S

The solid line represents the standard, the dash line the January score,
the dotted line the April score. At the first trial the pupil was below-
standard in addition and subtraction. After three months of practice
she surpassed the standard in all four of the fundamental operations.
The greatest improvement was in addition, which was the operation in
which she had least abihty at the time of the first test. Here is evidence
that practice was especially effective at the point where improvement was
most needed.

should be given in words which can be readily understood
by every child.

Second. — These standards should be posted in a
conspicuous place in terms of figures and terms of graphs.

Third. — Deliberate effort should be made to famil-
iarize pupils with these standards and to acquaint them
with the fact that they represent the lowest attainment
which can be accepted from any child as satisfactory for
his grade.

PROVISIONAL ARITHMETIC STANDARDS. 15

Fourth. — Standards should be applied from time to
time to the work of individuals in whatever way the
teacher believes will most effectively stimulate effort
among her pupils and increase in them the desire to
improve.

Fifth. — Constant reference should be made to stand-
ard graphs in their relation to individual graphs which
the pupil has made from his own scores. These scores
should result from successive tests which are equal in
difficulty to the standard test.

Sixth. — Not less than three such tests resulting in
standard attainment should be regarded as a reliable
indication of a pupil's ability.

Evidences of Changes in the Ability of Pupils
FROM January to April.
A comparison of the results of the January test with
those of the April test makes a very interesting and
instructive study. Some of the most important facts
which it discloses will now be stated, and discussed
briefly.

1. Fewer children attained very low scores*
in April than in January, and some
children attained much higher scores
in April than any which were achieved
in January. This was a distinct gain
and the class median for April was
consequently higher than it was in Janu=
ary. (For illustration see Charts No. 3
and No. 4.)

In January 23 per cent of the fourth grade children,
or more than one child in every five, had no examples
right in addition, while in April there were onl}^ 9 per
cent of the children, or a little less than one child
in every ten, who had a zero score. In division, in

* By score is meant the number of examples which an individual pupil attempts or the
number of examples which he performs correctly.

SCHOOL DOCUMENT NO. 9.

January, in the same grade, four children in every
five had no examples right, while in April there were
only two children in every five in this zero score class.
Illustrations of the same kind, though smaller in the

CHART No 3

DISTRIBUTION OF JANUARY and APRIL SCORES COMPARED.

'^^ 6 6 Subtraction Rights Grade. 3Z!

JaViuar^ Median — r- April Median

nuar

— t —

-Jo

-Ap

-A

14
13
IZ
II
10
9

fe«

O I

UJ 6

Q. •

5
4
3
Z
I

0 12 3 4

5 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 2i 22 23 24

SCORES

Solid line traces the January distribution.
Dotted line traces the April distribution.

Solid vertical line shows where the January city-wide median falls.

Dotted vertical line shows where the April city- wide median falls.

The figures along the base line indicate the number of examples right.

The figures at the left indicate the per cent of children making each score.

Two important factors are illustrated by this chart; namely, the more
extended distribution of the April scores and the advancement of the April
median. For January the number of examples correct ranges from no
examples to eighteen examples, while for April the range is from no
examples to twenty-four examples. This extension of the distribution
is a mark of increased ineffectiveness in the teaching. The January median
is 4.5 examples, the April median is 6.6 examples. This advancement of
the median is a mark of improvement.

degree of change, can be shown in the other grades
where the tests were applied. Evidently, a number of
children who showed no abihty in January made progress
in three months, and, although some of the January

PROVISIONAL ARITHMETIC STANDARDS.

zeros may have been chance scores, it is fair to assume
that much of the progress recorded was due to teaching
and to practice. In the fourth grade the median score

15
14
13
12
II
10

uJ 9
tt Q
O 7
V) 6
5
4
3

CHART No. A.

CITY- wide: CLA55 MEDIAN RESULTS for JANUARY and APRtL.
DEVELOPMENT CURVES.
Test No. I. Addition.

Test No. 2. Subtraction.

APRIL ATTEMF

>TSjj,^-^

JANUARY ATTEMPTS

^" \

^APRIL F

<lGHT5

^JANUARY R1GHT3

5 6
GRADES

o
u

(O 6
5
4.
3
2
I

APRIL ATTEMPTS

JANUAR

Y ATTEMPTa^^X^

\- APRIL

RIGHTS

^ JANUARY RIGHTS

5 6
GRADES

Test No 3. Multiplication.

Test No. 4 Division.

APRIL ATTEM

pts

JANU

ARY ATTEMPTS

"-APRIL R

I6HT5

-■'\

^JANUAR

Y RIGHT

5 6
GRADES

13
12
II
10

tr 8

^ 7
6
3
A
3

APRIL ATTEMPTS ^

^ y ^

JANUARY ATTEMPTS -\

-APRIL P

IGHTJ

^JAN

OARY RIGHTS

4.5 S 7 8
GRADES

Solid lines indicate median attempts; dotted lines median rights.

The distance between the solid and dotted lines of the same month
show the degree of accuracy.

It will be* noticed that in every case the April medians surpassed the
January medians, also that the degree of accuracy was in general higher
in April than in January. This is especially noticeable in the sixth,
seventh and eighth grades in division.

in the number of correct examples in division was one
example higher in April than it was in January, while
in the seventh grade it was 2.8 examples higher.

SCHOOL DOCUMENT NO. 9.

2. There was a large overlapping of abilities
in the fourth and eighth grades in both
the January and the April tests.

In January the overlapping of the fourth and eighth
grades in the number of addition examples right was

CHART No. 3.
EQUAL ABILITY IN GRADLS 12: and MK .
January Addition. Rights.

0 I 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25

5C0RLS

Charts 5 and 6 represent the per cent of children making each score.
The portion double shaded represents the per cent of children in both
fourth and eighth grades whose abiUty is the same.

29 per cent. This meant that almost one child in three
could be exchanged between the fourth and eighth
grades, and the average of neither grade be altered in
the sHghtest. In other words, one child out of every
three had entirely failed to profit from four years of

PROVISIONAL ARITHMETIC STANDARDS.

practice in addition. In April this condition was not
improved in the slightest degree. In the other opera-
tions, subtraction, multiplication and division, there
was also an astonishingly large per cent of eighth grade
pupils who showed only fourth grade ability. These
are facts which place further emphasis on the necessity
of devising ways and means for reaching more effectively

CHART No. 6.
EQUAL ABILITY IN GRADES lYANDmU
April Addition. Rights.

0 I 2 5 4 3 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 l\ ZZ 23 24 25

5C0RES

the individual needs of the pupils. (For illustration
see Charts Nos. 5 and 6.)

3. The range in scores was wider in April
than in January, and this, taken by
itself, is a regrettable fact.

This widening of the range in scores was particularly
noticeable in the number of correct examples. For

SCHOOL DOCUMENT NO. 9.

illustration, in the fourth grade in addition, the scores
for January had a range of from zero to fifteen, while in
April they extended from zero to twenty-four. In the
fifth grade in division the January results showed a
range of from zero to sixteen examples; in April from
zero to twenty-one. Similar illustrations could be given
in the other grades in each of the four operations. This
broadening of the distribution of scores in a class indi-
cates many levels of ability in the same grade, or teach-
ing which has failed to reach a large number of the
pupils, or possibly both of these factors.

Statements of the types of corrective work which
were used during the three-month interval between the
two tests were collected from teachers. These state-
ments gave evidence of the prevalence of class instruc-
tion, which would easily account for the increased
range in scores, since mass instruction invariably
increases instead of diminishing the individual differ-
ences which were present in the group at the start. The
absence to any great #xtent of corrective work suited
to the needs of individual pupils would, without question,
result in an extended distribution.

This is, undoubtedly, what happened; the children
to whom the particular kind of class instruction was
adapted profited by it, many to a marked degree, and
their scores went up ; those to whom it was not adapted
profited very little, or not at all, and they either remained
where they were or fell backward. Efficiency in any
field of endeavor means above all things economy —
economy of effort and economy of time in securing a
desired result. The widening of these distributions has
indicated both wasted effort and wasted time. When
teachers expend effort in fruitless teaching, as in the
case of children who do not profit by instruction, clearly
it is a waste, and better methods should be devised. It
is probable, too, that for children who constantly attain
exceptionally high scores further participation in class
drills is also a waste, since they evidently do not need

PROVISIONAL ARITHMETIC STANDARDS. 21

the practice. The remedy in both cases lies in finding for
each child the type of work which will exactly meet his
specific needs.

4. The range in the medians attained by the

different classes in each grade was as
wide in April as in January.

In January, one eighth grade class attained a class
median in addition as low as 1.6 examples right; another
class of the same grade attained a class median as high
as 12.7 examples right. The corresponding range in
April was from 3.3 to 15.8 examples. This would seem
to indicate the presence in some class rooms of conditions
which prevent the teaching from being in any degree
effective, and in other class rooms teaching of a very
high degree of excellence. The tabulations recorded
between these extremes represent all degrees of quality
in the teaching. It is confidently expected that the
establishment of a definite standard for each grade will
make the attainment throughout the city less varied.
When the present standards have passed somewhat
beyond the provisional stage, and the promised results
of the corrective work now being tried are attained in
the various grades, teachers and pupils will then have
a more definite and immediate purpose in their work.

5. The scores of an astonishingly large number

of children remained unchanged in the
second test, and those of many others
showed a decline.

Practically from 35 per cent to 50 per cent of all the
children tested were entirely unaffected by their study
and practice in the fundamentals during three months,
while from 10 per cent to 14 per cent actually fell
backwards in their ability to add correctly. This
information was obtained from a careful classification
of the score sheets of individual children b}^ grades. A

SCHOOL DOCUMENT NO. 9.

little better record was obtained from a cumulative
city-wide tabulation of changes in accuracy which
disregarded separation into grades. This may be
observed on Chart No. 7, which shows that a little less
than 27 per cent of the children neither advanced nor
fell back. Both tabulations indicate a distinct improve-
ment over the record of the previous year, which
showed that two-thirds of the children had failed to
profit from their instruction and practice. However,
we have not yet arrived at an accomplishment which
should satisfy the zealous teacher.

Chart No. 7. — Addition (City=wide) — Per Cent of Pupils Making
Gains or Losses.

in
H
E
O

t/5 !>•

z
<

o
o z
z <
E
CJ

UJ
t/3
t/5
O

ATTEMPTS

LOSSES NO GAINS

7 to 12 1 to 6 CHANGE 1 to 6 7 to 12

.02

5.6

1.8

.01

5.1

6.2

26.8

1.7

1.5

42.2

3.5

4.9

.03

This chart is to be interpreted as follows: 26.8 per cent of all the
pupils tested throughout the city attained precisely the same scores in
both attempts and rights in April as they did in Januar}^; 5.6 per cent
lost in April from 1 to 6 examples in speed, but made a corresponding
gain in accuracy; 5.1 per cent lost from 1 to 6 examples in speed and lost
also in accuracy an equal number; 42.2 per cent gained in both speed and
accuracy from 1 to 6 examples, and so on.

PROVISIONAL ARITHMETIC STANDARDS.

6. About 60 per cent of all the children tested
made a gain in the number of addition
examples right.

As this per cent may be considered typical because
of the sUght variability in the other operations, an
intensive study of changes in these addition scores

CHART No.8

ADDITION - GRADE IT
6

23456 0 1234

RIGHTS ATTEMPTS
CHART No. a — ADDITION — GRADL 3ZI

0 123456 0I2345S
RIGHTS ATTEMPTS

may prove profitable. Of the 60 per cent making a
gain in accuracy in addition very few made large gains,
only about 5 per cent gained from seven to twelve
examples. The remaining 55 per cent made a moderate
gain of from one to six examples, and the majority in
this group, 42 per cent, had to their credit an accompa-

SCHOOL DOCUMENT NO. 9.

njdng equivalent gain in the number of examples per-
formed. In other words, the strikingly characteristic
feature about the work of these children who increased
their accuracy was a corresponding increase in speed.
Not only did they work more accurately, and also more

0 \ Z 3 A 3 6 0 123^56

R1GHT5 ATTEMPTS

rapidly, but there was almost perfect correlation in
the development of these two powers.*

Furthermore, in cases where pupils fell off in speed,
they were as likely to lose in accuracy as they were to
gain in that respect. Chart No. 7 indicates two notice-

* For illustrations, see Chart No. 7 and the series of Charts Nos. 8 to 11. Charts Nos.
8 to 11 indicate the degree of correlation which was found to exist between the increase
in accuracy and the increase in speed in the groups which gained from one to six examples
in both.

PROVISIONAL ARITHMETIC STANDARDS. 25

able groups of these children who worked more slowly
in the second test. It will be observed that they were
evenly divided in their gains and losses in accuracy,
5 per cent registering a gain of from one to six in the
number of examples correct, and 5 per cent registering
a loss of from one to six in the number of examples
correct. No evidence was found to prove that children
who worked more slowly than before had a tendency
to work more accurately. On the contrary, increased
skill was indicated by growth in power to work both
more quickly and more exactly.

Charts 8 to 11 indicate correlations of gains in speed
and accuracy in addition in the group which improved
in both respects from one to six examples. To illustrate
the proper interpretation of these charts, attention is
called to Chart No. 8, which will be read as follows:
For the children who gained one example in rights the
median gain in attempts was 2.1 examples. In the
group which gained two in rights the median gain in
attempts was 2.3 examples, and so on. It will be noted
that the slant of the lines in all the charts approaches
an angle of 45 degrees, an angle which indicates perfect
correlation; in other words, as the speed increased the
accuracy increased in almost corresponding degree.

City=wide Distribution Growths Between January and April, 1914.
Gains from 1 to 6 Examples in Attempts and Rights in Addition.

Grade V. Grade VI.

Gain

IN Attempts.

Gain

in Attempts.

(Scores.)

169

131

134

101

162

135

120

129

116

101

108

SCHOOL DOCUMENT NO. 9.

Grade VII.

Grade VIII.

Gaix

IN Attempts.

Gain

IN Attempts.

(Scores.)

112

109

116

100

S g

f-c

^ 8

-'CO

Gai

The above figures are the basis of the curves in Charts 8 to 11, inclusive.

7. In April a larger per cent of the pupils
tested attained high per cents in accuracy
and a smaller per cent of the children
attained very low per cents in accuracy
than was the case in January.
An illustration of these facts is drawn from subtrac-
tion in the seventh grade, where 22.3 per cent of the
pupils attained from 96 to 100 per cent in accuracy in
April against 12 per cent showing equal attainment in
January. At the other end of the scale, we find only
1.3 per cent with a zero record in April, against 3 per
cent with a similar record in January. Further com-
parison is indicated on Chart No. 12.

Suggestions for Practice or Corrective Work.

Shortly after the January testing a meeting was called
of the masters of schools where the tests were given.
The purpose of this meeting was to determine upon
types of practice or corrective work which might be
adopted by groups of schools so that at the time of the
April test the relative effectiveness of the various types
of practice might be at least approximately estimated.
The following types were ultimately selected:

PROVISIONAL ARITHMETIC STANDARDS. 27

Group A.
each week.

Work with individuals during one period

25
24

23
22

16-

II -

9
8-

CHART No 12 - SUBTRACTION- GRADE 3ZII-
Percent of Pupils Attaining Various Percents of Accuracy.

JANUARY
ATTAINMENT

APRIL
ATTAINMENT

7?f

0to5 10 15 20 25 30 35 40 45 50 35 60 65 70 75 80 85 30 95 100
PERCENT5 OF ACCURACY

The shaded portion indicates the January attainment of all the seventh
grade children tested, the white portion the April attainment.

In April 22.3 per cent of the pupils tested achieved from 96 to 100 per cent
of accuracy, while in January only 12 per cent of the children had made an
equally good record.

In April 11.9 per cent of the children attained 90 to 95 per cent of
accuracy, while in January only 5 per cent of the children had the same
degree of success.

At the other end of the scale, we find only 1.3 per cent of the pupils
having a zero score in April against 3 per cent who were in the zero class in
January, and so on.

Group B. — Work with individuals arranged in any
way that the teacher desired.

SCHOOL DOCUMENT NO. 9.

Group C. — The use of some kind of practice pad or
graded practice examples.

Group D. — Class drills only — absolutely no system-
atic work with individuals.

Group E. — Corrective work left to the option of the
master, descriptive statement of the same to be sent to
the testing headquarters just previous to the April test.

Written statements of individual teachers in regard to
the character of corrective or practice work in their
respective class rooms were collected after the April
test. An examination of these statements showed that
in a large number of cases several kinds of work pre-
vailed in a single class. Nor is this surprising. It was
most natural for each teacher to wish her class to do as
well as possible, and for each master to wish his district
to make an excellent record. Also, it is very difficult,
in fact practically impossible, for a teacher to change
completely a long accustomed habit of class work. This
was especially hard when teachers had received but one
brief explanation of the scientific phase of the testing
work. It was not strange, then, that their cooperation
in this particular was ineffective. Other evidence
besides the teachers' written statements has not been
wanting to indicate that in all probability class drills
prevailed to some extent throughout the city, and that
the systematic study of individual needs was scarcely
ever unmixed with other methods.

As before stated, the extended use of class drills
would easily account for the wide distributions. The
use of several methods in each of a, large number of
classes would account for the great similarity in results
in the different groups of schools. There were fluctua-
ting changes in growths among the various groups, and
these were possibly due to mere chance rather than to
any corrective method used, since the differences were
not consistent in the four operations. At all events,
the tabulated results were not sufficiently convincing to
enable one to make any satisfactory comparisons of the
effectiveness of the types of corrective work adopted.

PROVISIONAL ARITHMETIC STANDARDS. 29

The consensus of opinion of investigators is that the
one essential characteristic of all effective corrective
work is that it must be suitably adapted to the need
of the individual, if he is to profit by it. This immedi-
ately rules out the general and constant adoption of
class exercises in which all pupils are required to par-
ticipate. The extreme individual differences which
characterize the mental attitude and capacity of chil-
dren, even when the children belong to the normal group,
must be taken into consideration in assigning practice
work if it is to prove effective. The explanation which
clears up a difficulty for one pupil puzzles another.
The appeal which proves adequate for one is without
effect on another. One child grows rapidly in power,
another progresses slowly. No one remedy can be
applied to the educational defects of all. Specialization
is necessary. The problem is how to differentiate in
applying drill when classes are so large and time so
limited. The proper use of standard tests and of grade
standards of attainment make it easy for the teacher to
recognize the strong and weak points of each child.
This is the starting point. The principle of economy
next demands that each child work at the point where
he needs to improve, not at the point where he has
already arrived at standard achievement. From the
kinds of authorized practice material available for use,
it is possible to find graded practice sheets which can
be given in regular order to individuals within a room
as rapidly or as slowly as individual needs require,
without interfering in any degree with the organiza-
tion of class work. When a method of this sort is
adopted, care should be taken to keep the assigned task
well within the range of the pupil's power, so that a
successful accomplishment may be the reward for effort.
Again it may be stated that it is the pleasurable satis-
faction of successful effort which so frequently lies at
the base of subsequent effort. This does not mean
that teachers should hasten to the assistance of a pupil
at the very first sign of difficulty. To do so would

SCHOOL DOCUMENT NO. 9.

deprive the pupil of the good effect which invariably
accompanies a struggle to master a difficulty. The
child should be permitted to make several attempts to
conquer his task before help is given. After three or
four unsuccessful trials, the teacher should go to his
assistance. She should first determine the cause of his
trouble and then apply the remedy which in her judg-
ment would be effective in removing the defect. An
intelligent use of comparative graphs, based on succes-
sive results of the pupil's work, cannot be too highly
recommended, not only as an incentive to the pupil,
but as an aid to the teacher in determining what should
be done for him.

Conclusion.

This bulletin proposes a new series of provisional
minimum standards in the fundamental operations
in arithmetic. The children of each grade are expected
to compare their own attainments with these require-
ments and to make effort to qualify satisfactorily in
each of the four operations.

The mechanics of arithmetic form a part of what
many people term the essentials of an elementary
education. Our present civilization demands that every
child grasp the essentials or tools with which his daily
work must be done. In so far as these represent elements
of skill, as is the case in the mechanics of arithmetic,
they are capable of exact definition and precise measure-
ment, and the elementary school teacher is under
obligation to see that every normal child in the grades
and every graduate thereof develop that degree of
facility required in the everyday affairs of life.

The process of education as it is carried on in school
gives place to two phases of teaching; that which aims
to bring about automatic reaction to a stimulus and
that which is more properly adapted to develop thought
and to promote the power of initiative. The funda-
mentals of arithmetic belong unquestionably to the first
named type of teaching. Work in this field is very

PROVISIONAL ARITHMETIC STANDARDS. 31

elementary in character, and is specifically defined by
these provisional minimum standards. This work
should, therefore, be properly restricted in its time
allowance in the program. In the absence of experi-
mental evidence, it is not possible at this moment to set a
standard time allowance; nevertheless, reports collected
from recent questionaires make it safe to say that not
more than ten minutes daily should be allowed for
practice in the four fundamentals of arithmetic in the
grades under consideration. Even with this small
expenditure of time, standard attainment may be
required, provided tasks are suited to individual advance-
ment, proper diagnosis frequently made of individual
difficulties and well adapted remedies applied, and pupils
study persistently the graphs of their own making based on
the results of successive tests. If the above suggestions
are followed, it is believed that every normal child will
be able, without difficulty, to reach the standard which
has been provisionally established for his grade.

SCHOOL DOCUMENT NO. 9.

BIBLIOGEAPHY.

Among the following references will be found some of
the recent contributions by educational investigators
to the subject of educational measurement in general,
and to special inquiries in the field of arithmetic. There
are mentioned also several books which contain valuable
suggestions on methods of teaching arithmetic.

Report of a Survey of the Public School System
OF Butte, Montana.
Chapter IV. deals with the achievements of pupils.
The methods which were used to measure these achieve-
ments are described in detail and the results are shown
in tables and charts. Pages 83 to 95 are devoted to an
account of the tests which were applied in the subject
of arithmetic.

Measuring Educational Processes Through Edu-
cational Results. — Leonard P. Ayres. (School
Review, Vol. 20, May, 1912, pp. 300-309.)
A plea for the substitution of evidence for opinion
and knowledge for speculation, that education may
become an art and a science and its practice be changed
from a vocation to a profession.

The Measurement of Educational Products. —
Edward L. Thorndike. (School Review, Vol.
20, No. 5, May, 1912.)
A paper read at the Harvard Teachers' Association,
Cambridge, Mass., March 9, 1912. A presentation of
the need for the measurement of differences in educa-
tional results produced by education.

PROVISIONAL ARITHMETIC STANDARDS.

^'Is Scientific Accuracy Possible in the Measure-
ment OF THE Efficiency in Instruction?'^ —
George Drayton Strayer. (Education, Vol. 34,
December, 1913.)
A discussion in which the author shows that the
measurement of the efficiency of instruction has long
been common in educational practice, that there has
been failure to evaluate accurately the results of work,
and that efficiency in instruction is measured by the
results achieved by pupils.

Measurement of Efficiency in Elementary and
Secondary Schools. — Frank E. Spaulding.
(Education, Vol. 34, December, 1913.)
An article defending educational measurements. The

basis of the argument is derived from experiments in

the public schools of Newton, Mass., and several

charts illustrating the facts are given.

Increasing the Efficiency of Education. — David
Snedden. (Journal of Education, July 17, 1913.)
A plea for more definite aim, greater attention to

particular processes and to standards of efficiency in

each.

Improvement in a Practice Experiment under
School Conditions. — M. E. Donovan and E. L.
Thorndike. (American Journal of Psychology,
Vol. 24, pp. 426-428.)
A brief description af an educational experiment

which gives evidence that equal amounts of added

training have little power to reduce individual differences

found among school children.

Arithmetic and Reasoning in Children. — S. Caro-
lyn Fisher. (Pedagogical Seminary, March, 1912.)
A resume of the work which has been carried on in

recent years in the field of educational measurements in

SCHOOL DOCUMENT NO. 9.

arithmetic. The purpose and work of each investigation
is described in chronological order.

Arithmetical Abilities and Some Factors in Deter-
mining Them. — Cliff Winfield Stone. (Teachers
College Contributions to Education, No. 19, 1908.)
A research thesis in answer to the question, '^What is
the relation between theories and the products of educa-
tion?'^ It concerns itself with the nature of the product
during the first six years of arithmetic work and with the
^'relation between distinctive procedures in arithmetic
work and the resulting abilities.'' Attention is drawn
to the variability in arithmetical abilities, also to the
relation between abilities shown and time expended.

A Test in Arithmetic. — J. M. Rice. (Forum, Vol.

34, p. 28.)

A presentation of facts secured by a test in arithmetic
in eighteen school buildings in seven cities. The author
endeavors to concentrate attention chiefly on two fun-
damental questions: (1) What results shall be accom-
plished? (2) How much time should be devoted to
the branch? He aims to establish educational confidence
in facts rather than in theories.

Causes of Success and Failure in Arithmetic. —
J. M. Rice. (Forum", Vol. 34, pp. 437-452.)
A critical examination of possible causes of success
and failure in arithmetic, with elimination of unimpor-
tant features in the light of facts brought out by an
educational measurement of results. In the author's
words, ^'The controlling factor in the accomplishment
of results is regulated by the demand, the establishment
of standards and the testing of results."

Measurements of Growth and Efficiency in
Arithmetic. — S. A. Courtis. (Elementary School
Teacher, Vols. 10, pp. 55-74; 11, pp. 171-185; pp.
360-370; pp. 528-539; 12, pp. 127-137.)

PROVISIONAL ARITHMETIC STANDARDS. 35

Reliability of Single Measurements with Stand-
ard Tests. — (Elementary School Teacher, March,
1913, and June, 1913.)
Both of the 1913 articles answer arguments presented
against the reliability of single tests. The reasons
advanced by the author in support of the reliability are
based upon the results of tests given to thousands of
children in New York, Boston, Detroit and other cities.

The Reasoning Ability of Children of the Fourth,
Fifth and Sixth School Grades. — Frederick
G. Bowser. (Teachers College Contributions to
Education, No. 37.)
A study ^^to secure a concrete basis for some insight
into the capacity of children of the fourth, fifth and
sixth school grades to reason.^' The tests employed
included arithmetic, controlled association, word selec-
tions, choice of correct definition in two given, inter-
pretation of literature.

Practice in the Case of School Children. —
Thomas Joseph Kirby. (Teachers College Con-
tributions to Education, No. 58.)
A study based on the practice of 1,350 children of
third and fourth year classes in the schools of the
Children's Aid Society during the years 1911 and 1912.
^^Two different experiments were conducted, one in
addition, the other in division. The material used
was Thorndike '^Addition Sheets'' and sheets devised
by the writer on the Remainder Division Table" plan
worked out by Thorndike in his ''Exercises in Arith-
metic," Nos. 2 and 3.

Mathematics in the Elementary Schools of the
United States. — International Commission on
THE Teaching of Mathematics. (Bureau of Edu-
cation Bulletin, No. 13, 1911.)
A comprehensive treatment of subject matter and

present-day methods. A thoroughly modern viewpoint.

SCHOOL DOCUMENT NO. 9.

The Teaching of Arithmetic. — David Eugene
Smith. (Ginn & Co., Boston, 1913.)

The book contains a brief history of arithmetic,
reasons for teaching it and a statement of the subject
matter that may properly be selected for school pur-
poses. It divides the subject into work for the various
school years from the first to the eighth, and gives
certain great principles in the teaching of arithmetic,
as well as many helpful suggestions in methods.

The Teaching of Primary Arithmetic. — Henry
SuzzALLO. (Riverside Educational Monographs,
Houghton Mifflin Company.)
This small book, as is stated on the title page, is ^'a
critical study of recent tendencies in method. The
text contains abundant suggestions relating to approved
methods for presenting subjects; also, basic reasons for
the approval given.

How TO Teach Arithmetic. A Manual for
Teachers and a Text Book for Normal Schools.
— Joseph C. Brown and Lotis D. Coffman.
(Row, Peterson & Co., New York, 1914.)
A simple exposition of the most highly approved
methods of teaching arithmetic. ^^Part I. treats of the
history of arithmetic and the contributions recent scientific
studies have made towards standardizing the subject;
in Part II. there appears a treatment of certain funda-
mental principles and ideas that apply to arithmetic in
general; in Part III. the methods involved in teaching
the various topics or divisions of the ordinary text-
book in arithmetic are described in detail."

A Text Book on the Teaching of Arithmetic. —
Alva Walker Stamper. (American Book Com-
pany, 1913.)

According to the author's preface, this book was
'^prepared with the primary aim of supplying the prac-

PROVISIONAL ARITHMETIC STANDARDS. 37

tical needs of prospective teachers, or teachers new in
the service.'^ While it contains a review of subject
matter, this is invariably related to basic principles and
the teaching point of view is maintained.

Methods in Arithmetic. — John H. Walsh. (D. C.
Heath & Co., Boston, 1911.)
A book which contains detailed suggestions for the
teaching of the various topics which are found in the
modern text-book in arithmetic.

SCHOOL DOCUMENT NO. 10-1914

BOSTON PUBLIC SCHOOLS

EDUQTIONAL STANDARDS AND
EDUQTIONAL MEASUREMENT

Bulletin No. III. of the Department of
Educational Investigation and Measurement

NOVEIvIBER, 1914

BOSTON
PRINTING DEPARTMENT
1914

In School Committee, Boston, November 2, 1914,

On motion of the Superintendent, it was ordered that
copies of the address of the Director of Promotion and
Educational Measurement at the meeting of principals
on October 13, 1914, be printed as School Document
No. 10, 1914, for distribution among the Boston public
school teachers, at an expense not to exceed thirty
dollars ($30).

At its meeting on November 16, 1914, the School
Committee voted an additional sum of fifteen dollars
(SI 5) for the above purpose.

Attest: ELLEN M. CRONIN,

Secretary pro tempore.

INTRODUCTION.

It is highly important that all the teachers of our
schools should have an opportunity to get a clear under-
standing of the work that is contemplated in the Depart-
ment of Educational Investigation and Measurement,
because it is the intention that this department shall be
of eminent service in many ways that will vitally affect
the interests of teachers.

The following address outlining in some detail the
proposed work of the department was given by Mr.
Frank W. Ballou to the principals of the City of Boston
at the October meeting, with the intention that the
principals should transmit the leading ideas to the
teachers. Since the meeting so many principals have
requested copies for the better information of their
staff of teachers that the School Committee has ordered
the printing of the address for distribution. As the
number of copies is limited, teachers are requested after
reading the bulletin to pass it on to others.

Especial attention is called to that part of the circular
which treats of drills and practice work in arithmetic
for corrective purposes. There is confusion in the
minds of some about the purposes of this phase of the
work of the department. So far from intending to
increase the amount of time spent in drill, it is hoped
with the aid of this department to reduce drills to a
minimum of time and effort, and thereby release the
teacher's energies for the higher purposes of teaching.

FRANKLIN B. DYER,
Superintendent of Public Schools.

SCHOOL DOCUMENT NO. 10.

EDUCATIONAL STANDARDS AND EDUCA-
TIONAL MEASUREMENT

With Particular Reference to Standards in
THE Four Fundamentals in Arithmetic*

Introduction.

When an entirely new and distinct department is
established in an organization as complex as a city school
system, it is important that its purpose and its place be
understood, in order that the new department may
assume its proper functions in the school system as soon
as possible, and also in order that the several other
agencies of the school system may work intelligently
with it. This is especially so when the creation of a new
department means the inauguration of an entirely new
line of educational work in the city school system.
When your Executive Committee invited me to speak
at this meeting, your first of the year, I accepted with
much pleasure, for I felt that it would be to our mutual
advantage for me to outline to you, as well as I can in a
brief paper, some of the present work and the future
plans of this new Department of Educational Investi-
gation and Measurement.

In the establishment of such a department Boston was
preceded by four important cities, viz., Rochester in
1911, Baltimore in 1912, New Orleans in 1912, and New
York City in 1913." Since the Boston department was
established in April, 1914, similar departments have
been established in Detroit, Mich., Kansas City, Mo.,
and Oakland, Cal.

* An address by Frank W. Ballou, Director, Department of Educational Investigation
and Measurement, before the Boston Masters' Association, October 13, 1914.

EDUCATIONAL STANDARDS.

These departments for the scientific study of educa-
tional problems in cities have largely grown out of the
school inquiries or educational surveys which have been
carried on in recent years. Beginning with 1895, when
the first important educational survey was made in the
city of Chicago, more than a dozen cities have sub-
jected themselves to partial or complete educational
surveys of state or national significance. Also, the
states of Ohio, Vermont and Wisconsin have carried on
state-wide educational investigations. These surveys
have had a common purpose, viz., to make a study of
what the school system is doing; to pass judgment on
how well it was doing it ; and to suggest needed reorgan-
izations or extensions.

The purpose of the Department of Educational
Investigation and Measurement in Boston is to promote
the scientific study of Boston's educational problems.
The department seeks to promote this scientific study
by gathering and interpreting statistical and other
information as a basis of administrative and executive
procedure; by conserving in reports the results of all
experiments now going on in the school system, thus
making them available for future use; by fostering
scientific educational experimentation whenever and
wherever practicable; by developing standards of
achievement for each subject in each grade; and by
seeking to establish standards of measurement of school
achievement in the various subjects of study in the
different grades of school work.

While some of the work which these departments are
to carry on has been done by other administrative
agencies within the school system, most of it has not
been systematically done at all. In other w^ords, the
establishment of this department in Boston does not
supplant any other educational agency; it supplements
the work already being done and is largely concerned
with developing new lines of educational study and
investigation demanded by new conditions.

SCHOOL DOCUMENT NO. 10.

Educational Measurement Part of a Larger
Movement.

The movement for measuring the results in education
is but one phase of a larger movement for increased
efficiency in all departments of human endeavor.
Society is constantly striving for improvement, striving
to attain a higher level. In so doing it depends for its
success on the combined efforts of all social agencies of
which the public school system is one. There is an
aggressive movement for political reform, involving
such considerations as initiative, referendum, recall and
equal suffrage. Likewise, there are numerous associa-
tions for the betterment of social conditions. No age
has put forth more earnest efforts than ours to alleviate
the conditions of the poor, to aid the unfortunates, and
to help to educate in the schools those suffering from
some physical infirmity such as the blind, the anaemic,
the tubercular, the deaf and the stammerers.

In industry the employer is prevented by law from
exploiting the youth, and the youth may receive voca-
tional guidance in the schools in order that he may
avoid the pitfalls of undesirable employment. It is
undoubtedly true that this larger movement has been
brought about more by the application of the so-
called principles of scientific management to industry
than by any other single factor.

In this insistent public demand for increased efficiency
in all departments of human activity the public schools
have not been overlooked. They have been investi-
gated by laymen and professional educators; they have
been scorned and ridiculed by the ignorant; they have
been condemned by some; at times they have been
scuttled by the politicians; they have been criticised by
some for undertaking to do too much, and by others
for not doing enough; they are criticised by some for
teaching too many so-called ''fads," and by others for
not liberalizing and extending their courses of study to
meet new social conditions.

EDUCATIONAL STANDARDS.

Yet through it all the sober, sane judgment of all
thinking people is, and will continue to be, that the
public schools are the most potent, most powerful, and
most promising single agency making for the unifica-
tion, stability and progress of our American institutions.
Our faith in the public schools was never so great nor
so well founded. The demands on the public schools
are constantly increasing; the responsibilities being
assumed by the public schools were never so great. The
establishment and enforcement of the compulsory
attendance laws have brought all classes and kinds of
children into our schools. Universal education in a
democracy requires that each boy and girl shall have
an equal opportunity to secure the kind of education
best fitted to his individual and social needs. Universal
education has, therefore, brought into the public schools
problems that were never dreamed of by our forefathers.

The abundant confidence that our forefathers had
in education prompted them individually to make great
sacrifices for education, and it also prompted them
collectively to make constitutional provision for it.
They always felt that somehow, sometime, somewhere,
education would crown each pupil with a laurel wreath.
Their faith in education we have inherited. The
demand of the hour is not that we abandon that con-
fidence and faith, but that we establish as far as possible
a fact basis for our educational processes and procedure;
that where possible we substitute facts for opinion, and
that we measure the results of our educational endeavors
as we are already measuring the results of other pro-
ductive agencies. The present demands do not indicate
or imply that we have less faith in education or in its
social efficacy. On the contrary, the fact that the
public schools are continually asked to bear more and
more responsibility, and the further fact that the public
was never more keenly concerned in the work of the
schools both indicate that this is our professional oppor-
tunity to increase the effectiveness and to expand the
field of usefulness of the public schools.

SCHOOL DOCUMENT NO. 10.

Promoting the Efficiency of Instruction.

The ultimate purpose of all educational measurement
is to increase the effectiveness of the instruction which
the child receives. Every , administrative agency, every
special supervisor, all educational equipment, in fact,
everything pertaining to the public school system is
fundamentally for the purpose of providing the instruc-
tion which the child needs to make him individually
and socially efficient. To increase the effectiveness of
instruction through educational measurement it is
necessary to take up three distinct lines of work:

1. A clear definition of minimum standards of
achievement as specific ends to be attained in each
subject and grade.

2. The exact measurement of school practice for the
purpose of putting such standards, when finally per-
fected, on a fact basis.

3. Scientific experimentation in the use of subject-
matter or in the methods of instruction for the purpose
of improving the work of the schools.

Definition of Minimum Standards of Achievement.

A standard of achievement is the aim or goal toward
which the teacher and the pupil work. Without a well-
defined standard of achievement a teacher's efforts
are likely to be scattered and much of her energy mis-
spent. With such a standard the teacher's problem
in teaching and the pupil's problem in learning are more
definitely defined, and the chances of better accomplish-
ments are materially increased.

It is probably unnecessary for me to say that there
are few such standards of achievement at the present
time. Our courses of study are bare outlines of work
to be taught; our standard of achievement has been
expressed in terms of a passing grade — say 60 per
cent. WTiether that 60 per cent means that the child
has mastered 60 per cent of the prescribed course of
study, or w^hether it means his relative position in the

EDUCATIONAL STANDARDS.

class, or whether it means one of a number of other
things, might be difficult for any one of us to explain.

Suppose one wishes to find out how effective the
teaching of spelling is in the sixth grade. Before one
can measure its effectiveness, he must define in specific
terms just what ability to spell a sixth grade pupil
should possess. This means that he must determine
how many words and how difficult words a sixth grade
child ought to know how to spell. This I call fixing
the standard of achievement in this subject in the
sixth grade. To teach the children to spell the words
selected for sixth grade pupils becomes the object of
attainment, or the standard of achievement for both
pupil and teacher. After this standard of achievement
has been established, it becomes a comparatively easy
matter to find out how effective the spelling instruction
has been. We shall not succeed in measuring educa-
tional results very effectively until we have established
such standards of achievement for each subject and
grade.

For the purpose of defining more definitely the
minimum standards of achievement, a revision of the
course of study in the elementary schools has been
undertaken. In scope this revision covers each grade
and most of the subjects within each grade.

In order to draw on the experience of teachers in
using the course of study, the cooperative method of
procedure has been adopted. Each of the seventy
elementary school districts is represented in the con-
ferences on course of study by four teachers. These
280 teacher representatives have met in one general
conference, in one special conference for each grade,
and in one special conference according to the various
subjects of study. Following these conferences the
special committees are proceeding to revise the course
of study in the light of present-day demands and of
their experience in using the course.

In re-writing the course, teachers have been asked to
define the specific purpose of each subject, to eliminate

SCHOOL DOCUMENT NO. 10.

obsolete topics, to add desirable new topics, to define
minimum essentials in each subject, to suggest minor
or supplementary topics, and to indicate methods of
teaching difficult topics. As a result of defining the
purpose and indicating the irreducible minimum essen-
tials of each subject, standards of achievement in the
various subjects will be more clearly defined than they
are now. Then it will be more easily possible to increase
the effectiveness of present instruction.

As a means of defining the problem of instruction in
spelling, and also for the purpose of illustrating a method
of treating each subject in the elementary school course,
a spelling investigation was begun last spring. The
teacher representatives in each district were asked to
furnish this department with a list containing from
25 to 40 words which were most commonly misspelled
by pupils in their written work. From these lists this
department selected a minimum list of alleged difficult
words which each pupil in each grade ought to know
how to spell. A supplementary list was also prepared,
which contains review words and also additional words
which most children should know how to spell. The
total number of words in both of these lists as they now
stand is 2,525. To secure these words from the various
teachers required the tabulation of over 15,000 words
and the handling of returns from 295 teachers. The
School Committee has authorized the printing of these
lists for use in the schools, and a bulletin will be pub-
lished covering the investigation, and containing the
lists of words for each grade. Ultimately, when these
lists are perfected in accordance with the plan proposed
in the bulletin they may properly form the basis of all
spelling instruction in the schools.

Exact Measurement of School Practice.
After the standards of achievement have been defined,
it will be possible to measure more effectively the
results of educational practice. It is not necessary to
tell you that the exact measurement of educational

EDUCATIONAL STANDARDS.

results has but just begun. The only thoroughly scien-
tific measurement of school practice in the elementary
school thus far attempted for this city as a whole has
been made in arithmetic. The Courtis Standard Tests in
addition, subtraction, multiplication and division have
already been given several times in Boston. Last year
they were given in thirty-five districts. This year they
are being given in fifty-three districts, leaving only
seventeen districts untested.

Purpose of the Courtis Tests.
The Courtis Standard Tests in Arithmetic are not
designed as a means of giving the pupil arithmetical
ability. If a pupil should take the tests over and over
from day to day he would acquire no greater mathe-
matical ability than he would by practising on any
series of problems as carefully graded as are the Courtis
tests. The purposes of the Courtis tests as used in Boston
may be briefly stated as follows :

1. The tests should reveal to the teacher and master
the arithmetical ability of each child to perform the
four fundamental operations. From the results of these
tests the teacher can learn to what extent the pupil
is weak or strong in addition, subtraction, multiplica-
tion and division. This diagnosis furnishes the teacher
with the necessary information by which she may make
her teaching more effective, because she can devote
her attention more specifically to the pupils who need
help. Further, she can devote her energy to the particu-
lar weakness of each child.

2. Likewise, the tests show the child just what ability
he possesses in performing the four fundamental opera-
tions. Further, the individual record cards and graph
sheets provide each pupil with an incentive to correct
his own faults. Also, the corrective work which should
be introduced now offers a similar incentive.

3. By using the tests throughout a school system, it
is possible to estabhsh objective standards of achieve-
ment in the four fundamental operations. Such stand-

SCHOOL DOCUMENT NO. 10.

ards have already been published in the arithmetic
bulletin issued by the School Committee last January,
and revised standards, derived from last year's testing,
will shortly be published. These standards are based
on what 50 per cent or more of the pupils throughout
the city are able to do in addition, subtraction, multipli-
cation and division. The tests showed, for example,
that 50 per cent of the eighth grade pupils will attempt
to solve at least twelve examples in addition and will
get eleven of them right. Hence these standards are
stated in terms of the number of problems attempted,
and the number of problems correctly solved.

Some teachers feel that the matter of accuracy is lost
sight of, or at least is minimized, in such a statement of a
standard. It should be remembered, however, that
accuracy can only be measured by taking into account
the amount of inaccuracy; hence, it is an indispensable
essential that the number of problems attempted be
considered. The ideal of accuracy is, and should con-
tinue to be, absolute perfection; the standard of attain-
ment will probably have to be a little below that — at
least under present conditions. Ultimately, we should
be able to establish a standard for Boston in which the
present amount of inaccuracy is somewhat reduced.

We are all just now passing through the experience of
giving the Courtis tests in this city. To give them
means interfering with the regular schedule of the school
and it means some additional work on the part of the
teacher and the master. With our present equipment
it is a considerable undertaking for the Department of
Educational Investigation and Measurement to prepare
and distribute the material, to train the thirty examiners
and later to tabulate the results. It is impossible to
carry on this kind of work without interfering somewhat
with the regular routine of the school. In giving the
tests this year we have especially tried to minimize as
much as possible the interference with the regular class
work. The amount of computation required of teachers
has been reduced about one-half. This reduction has

EDUCATIONAL STANDARDS.

made it possible to omit one of the teachers' meetings
held last year, for which schools were excused a half day.
This year a master who did not desire to do so was not
required to excuse a single class in his school for the
purpose of giving these tests. On the authority of the
Superintendent of Schools, permission was given masters
to excuse classes a half hour early for teachers to attend
the one teachers' meeting if masters so desired. This
year arrangements were also made so that the testing
in a given district was completed in a single day, thus
confining to one day w^hatever interruption there may *
be from giving these tests.

No one has more consideration for the master and
his work and for the teacher and her work than I have.
I want to assure you masters that I shall never inten-
tionally disregard your prerogatives, nor knowingly
burden unnecessarily either you or your teachers with
the work of my department. On the contrary, it is my
desire to minimize as far as possible whatever work my
requests may entail. This has been my guiding prin-
ciple in directing this year's testing in arithmetic.
Suggestions for improving the present arrangements
will always be gladly received.

In carrying on this kind of work, the department
must make its plans considerably in advance of their
execution. I trust that you will not consider it out of
place, therefore, if I tell you a little about our plans for
the future regarding arithmetic. The department now
has under consideration a plan which will require the
giving of the Courtis tests only once each year —
probably in April or May.

Some of the reasons for this change should be stated.
We all know that masters and teachers can devote only
a limited amount of time to testing work without
encroaching unduly on their time for other work. We
have thus far been giving most, if not all, of our atten-
tion to addition, subtraction, multiplication and divi-
sion. While these are the four fundamentals, we need
soon to consider fractions and other phases of arithmetic

SCHOOL DOCUMENT NO. 10.

work. We need also to take up the establishment of
standards and the testing work in other subjects.
English, history and geography should come in for some
of the time which has been devoted to arithmetic.
One of the reasons for omitting one of the arithmetic
tests is, therefore, that we may save enough time and
energy for testing work in these other subjects.

Further, the arithmetic work has advanced to a stage
where such frequent testing seems unnecessary. Suffi-
cient impetus has been given the work so that one test
a year ought to conserve the results thus far attained.

Scientific Experimentation.

The most important case of scientific experimentation
which this department proposes to carry on in the public
school system this year is also in arithmetic. The
Courtis Standard Tests have already been given to
large groups of pupils during a considerable period of
time. These tests have provided us with much infor-
mation concerning the arithmetical ability of pupils in
performing the four fundamental operations.*

They have revealed great variations in the ability of
pupils to add, subtract, multiply and divide. They
have shown that we have at the present time practically
all grades of ability from the fourth to the eighth in each
class tested. Twenty-eight per cent of the pupils in
the eighth grade could exchange places with a like
number of pupils in the fourth grade without changing
in the slightest the arithmetical ability in the funda-
mental operations of either class as a class.

The tests also show that from 35 to 50 per cent of the
children tested in any one grade did not increase their
ability at all in addition, subtraction, multiplication
and division from the time the tests were given in
January until they were given in April — a period of
about three months. This means that the children in
these grades have apparently not profited in the least
by the instruction given. For example, in the eighth

* See School Document No. 9, 1914, Bulletin No. II. of the Department of Educational
Investigation and Measurement, for detailed results.

EDUCATIONAL STANDARDS.

grade in division, 32 per cent of the children tested
showed no increase in abihty to solve problems cor-
rectly. Also, in the fourth grade 50 per cent of the
children tested showed no increased ability whatever
in division, although that is the particular topic of
instruction in arithmetic in the fourth grade.

What is the reason for these conditions? It seems
probable that the drill work in the fundamentals carried
on at the present time is not adapted to all pupils. In
fact, it has been pretty conclusively demonstrated that
there is no one drill that is equally well adapted to any
considerable number of pupils. Some pupils who do
profit by a drill get more than they need under present
conditions, while those who do not profit by it are
merely marking time, or, as is shown by these tests,
are actually declining in ability. This means that by
class drills the variations in abihty among pupils are
being constantly increased rather than decreased.

As has been said, the Courtis tests are simply means
to an end, that end being the improvement of the work
of the children. The tests merely reveal conditions. It
is necessary to provide ways and means of improving
those conditions if they are unsatisfactory. The next
step in our study of the problem of arithmetic instruc-
tion is to provide the teacher with the desirable material
for bringing each pupil up to a reasonable standard
of achievement in each one of the four fundamental
operations.

Authorized Educational Material in Arithmetic.
The Board of Superintendents has to date * author-
ized fourteen different kinds of practice or corrective
work in arithmetic. This material provides suitable
practice work for all grades. The list of such material
follows :

Birch's Lessons in Rapid Calculation.

Cole's One Hundred Per Cent Number Tests.

Courtis Practice Tests.

* October 15, 1914.

SCHOOL DOCUMENT NO. 10.

Gray's Number Exercises for Object Teaching.
Hadley's Arithmetical Tables.
Hammett Arithmetic Cards. .
Lamprey's Practice Sheets.

Maxson's Practical Self-Keyed Fundamental Number
Work.

Pay son's Practical Roman Number Cards.
Sharp's A Practice Book in Arithmetic.
Shove's Number Cards for Primary Schools.
Thompson's Quick Test Papers.
Thorndike's Exercises in Arithmetic, No. 2.
Walcott's Numeral Cards, Nos. 1 and 2.

Essentials of Practice oe Corrective Material
IN Arithmetic.
In the following statements I have set forth in a dog-
matic way what I believe to be the essential character-
istics of the practice material in arithmetic which we
should use.

1. It must be easily handled by pupils and teachers
within a limited time allotment — say ten minutes ;
that is, time must not be wasted in distributing the
material or in collecting it after the work has been done.

2. It must provide for the correction of the problems
by the pupil and not by the teacher. The necessary
amount of practice in the four fundamentals would
entail too much work on the teacher, if she must correct
all of the papers.

3. It must provide for each child a kind of work
adapted to his particular needs. If need be, it should be
possible for every pupil in any class to work on a different
kind of exercise.

4. It should provide the pupil with a method by
which he can keep a record of his daily progress. This
will provide him with an additional incentive for doing
his work effectively.

5. It should be progressively graded so that the child
may pass from one kind of exercise to another as his
ability increases, always finding the kind of exercise that
he needs practice in.

EDUCATIONAL STANDARDS.

6. It should provide a means of keeping a record of
the progress of the class. This record may properly
find a place on the blackboard of the schoolroom, where
it is a constant reminder to the pupils of the need of
cooperative effort to keep the record of the class up to
the standard.

Proposed Plan for Trying Corrective Work.
We have conducted the Courtis tests earlier this year
than ever before. We have before us practically a
complete year's work in arithmetic. What can w^e do
with that year's work? I propose that we experiment
with various types of practice material to determine
which types are most effective. I propose that each
master select several types of material for use during
the year. We will tabulate the results of our present
testing according to the types of material which masters
propose to use. At the end of the year we will test again,
and we can determine which corrective work seems most
effective. This plan may sound fantastic, but it is
exactly the method by which every individual settles
such matters for himself. Why can not this matter of
practice material be settled for this school system, or at
least for districts in the system, in this way?

Methods of Conducting Work of Department.

The work of the department will be carried on, as far
as possible, on the cooperative basis. We shall not
build up a large staff of workers within the department.
On the contrary, we shall depend on the cooperation
and support of all school people. For special examiners,
we shall continue to train the Normal School seniors as
a part of their regular Normal School training. For
clerical work in the tabulation of the results of the testing
we have already made arrangements for the employ-
ment of whole classes from the new Clerical School.
For some testing trained examiners are not necessary.
To give such tests we need some one in each district to
direct the work. Soon I shall invite each master to
designate some one in his district who is particularly^

SCHOOL DOCUMENT NO. 10.

interested, to supervise such testing work as is carried
on in the district. If the master prefers to look after
the details of such work himself so much the better.
We want some one in each district to whom we can give
detailed instructions for giving the tests. In addition
to these methods of carrying on our work, we shall from
time to time ask the School Committee to relieve a man
or woman from his present work and assign him to the
study of an educational problem under the direction of
the department. By these methods Boston school
people will all be contributing in a very specific way to
the solution of Boston's educational problems.

The results of the investigation of any problem of
general interest will be published in the form of a brief
bulletin. In this way those in the school system inter-
ested may receive the benefit of the results of each
investigation as soon as it is completed.

Other Work of the Department.

The time limits of my paper will not permit of my
covering in detail a considerable portion of the work of
the department. I shall cherish the hope that some time
you will invite me to speak again on some of the topics
to which I can at this time only refer briefly.

I have referred only briefly to the spelling investiga-
tion begun last spring because the results of that study
and the lists of words derived from it will shortly be
printed for distribution to all elementary teachers of
the city.

Likewise, the results of the testing work in arithmetic
last year have only been mentioned because those
results will be fully discussed in another bulletin of this
department.

Concerning the other plans of the department I can
make only a few general statements. The Committee
on Standards in English will continue its work in coopera-
tion with this department. As you know, this committee
has already prepared and the School Committee has
printed three bulletins in which are set forth tentative

EDUCATIONAL STANDARDS.

standards of achievement for eighth grade pupils in
certain aspects of English work. Shortly we shall test
some first year high school pupils to see how well they
are able to meet those tentative standards. Toward the
close of the year similar tests will be conducted among
eighth grade classes in the elementary schools.

Committees on Standards in Arithmetic, Geography
and History are being organized and each committee
will carry on work similar to that which has been carried
on so effectively by the Committee on Standards in
EngHsh.

An investigation of the results of geography instruc-
tion will be begun soon for this department by Mr. L. 0.
Packard of the Boston Normal School.

I have not mentioned in this paper the difficult prob-
lem of working out a plan for the promotion of teachers
on the basis of merit to which I devoted most of my time
last spring. It is the ultimate purpose of the depart-
ment to formulate a plan whereby every appointment
to a position of higher rank shall be made on the basis
of merit. This means that when a vacancy occurs every
candidate eligible for such a position shall receive con-
sideration and the appointment shall be made of that
person whose qualifications best fit him or her for the
position.

Summary.

The work which has been outlined for this department
and the methods by which that work is to be accom-
plished promises splendid results for the teaching pro-
fession in Boston. And yet from my enthusiasm over
the possibilities of educational measurement I would
not have any master go aw^ay from this meeting with the
idea that I believe every result of schooling can be
subjected to objective measurement. The influence of
the strong personality of the teacher on the pupil, the
moral training received directly or indirectly by pupils
from all which we as educators do, the ideals of truthful-
ness, honor and patriotism which our teaching should
inculcate; — these results and others are outside the

SCHOOL DOCUMENT NO. 10.

field of educational measurement. Nevertheless, because
these aspects of instruction are not measurable by
objective standards we need not be deterred from
attempting to measure those aspects which seemingly
can be measured.

As I see it, the movement for educational measure-
ment is part of a larger movement for increased efficiency
in all lines of human endeavor. Before we can increase
the efiiciency of school work we must find out what we
are doing and how well we are doing it. Whether we
can carry on our school work more effectively cannot be
determined by a priori reasoning : it must be determined
by careful, systematic investigation and experimenta-
tion. To measure our success, both according to old
methods and according to new, we need objective stand-
ards of measurement. Educational progress must be
based on educational facts, not on personal opinion.
The profession has seen in this movement for the objec-
tive measurement of educational results, possibilities of
increased success in school work, of greater efficiency,
and of a new science of education. The increased
prestige of the educational profession depends on the
adoption by the profession of the scientific attitude.
The profession demands it, the public demands it, and
in this direction lies the opportunity of our profession.

The need for doing the work which this department
is undertaking is seen in the insistent and increasing
demand that education be made more effective, that
the schools turn out boys and girls better trained to
become individually and socially efficient, and that
educational procedure and policies be determined by
facts and not by individual opinion. Increased educa-
tional efficiency will come from obtaining the largest
educational results from the most economic expenditure
of time, effort and money.

In this paper I have intentionally confined myself
largely to measurement in arithmetic because that is
the line of work which has progressed farthest in Boston
and hence with which we should do most this present

EDUCATIONAL STANDARDS. 21

school year. The Courtis Standard Tests may not be
perfect. They probably can be improved. In their
present form they are the result of much revision. As
they stand to-day, however, they are the best means
of diagnosing the ability of pupils in addition, sub-
traction, multiplication and division that has yet been
devised. By their use in Boston, if we can establish
a few fundamental facts, if we can assist the teachers
better to understand a few children, if we can set up
more definite standards of achievement for a few grades
as aids to teachers and as incentives to pupils, and if by
the use of proper practice material we can make the
energy now expended by teachers more productive —
if we can do some or all of these things all of our time
and energy spent in educational measurement will have
been amply rewarded.

BOSTON PUBLIC SCHOOLS

ANNUAL REPORT OF THE
SCHOOL COMMITTEE, 1914

In School Committee, January 18, 1915.
Ordered, That this Board hereby adopts as its Annual
Report for the current year, the Annual Report of the Superin-
tendent as contained in School Document No. 11, 1914.
Attest ■

ELLEN M. CRONIN,
Secretary pro tempore.

BOSTON
PRINTING DEPARTMENT
I 9 I 5

SCHOOL DOCUMENT NO. ii.— 1914
BOSTON PUBLIC SCHOOLS

ANNUAL REPORT OF
THE SUPERINTENDENT

December, 19 14

BOSTON
PRINTING DEPARTMENT
1914

Boston, Mass., December 31, 1914.

To the School Committee:

I submit herewith the thirty-third annual report of the
Superintendent of Public Schools.

Respectfully submitted,

FRANKLIN B. DYER,
Superintendent of Public Schools,

In School Committee, January 18, 1915.

On motion, it was

Ordered, That this Board hereby adopts as its annual report
for the current year the Annual Report of the Superintendent
as contained in School Document No. 11, 1914.

CONTENTS.

Page

I. Introduction 5

II. Work of Assistant Superintendents 6

III. Department of Educational Investigation and Measure-

ment 8

1. Promotion of Teachers 9

2. Testing Results in the Common Branches and

Determining Standards 11

3. Relation of the Department to the Course of Study . 15

IV. Professional Work of Teachers 17

Improvement Courses ' . 19

V. Course of Study 20

The Three R's . 22

a. Spelling 22

b. Reading 23

c. English 24

d. Penmanship 24

e. Arithmetic * . 26

VI. Special Schools and Classes for Exceptional Children 30

1. The Deaf 31

2. The Semi-Blind or Myopic Children .... 32

3. Children with Speech Defects 32

4. Anemic Children and Open Air Classes ... 33

5. Tubercular Children . 33

6. Supernormal Children 33

7. Mentally Defective but Improvable Children . 34

8. Ungraded Classes 35

9. Non-English Speaking Classes 36

10. A Disciplinary School 38

VII. The Kindergarten and the Transition to the Primary . 39

VIII. The Transition from Granmiar Grades to High School . 41

1. Prevocational Classes 41

2. Intermediate Classes 43

IX. Special Opportunities in Art and Music .... 46

1. Cooperative Art Course 46

2. Music — Credit Courses for Outside Music in High

Schools . 46

X. Development of Industrial Education 48

1. Mechanic Arts High School 49

2. Cooperative Course in Hyde Park High School 55

3. The Trade Schools 56

XI. Commercial Education 58

1. Report of the Chamber of Commerce ... 58

2. Report of the Women's Educational and Industrial

Union 60

SUPERINTENDENT'S REPORT.

Page

3. High School of Commerce 61

4. Boston Clerical School 62

5. Cooperative Store and School Course ... 64
XII. Compulsory Continuation Schools 65

XIII. Vocational Guidance 66

XIV. Training of Teachers 67

1. Normal School Course Approved . . . 68

2. Kindergarten-Primary Course 69

XV. Summer Review School 73

XVI. The Certificating Department of the Superintendent's

Office 74

XVII. Extended Use of the PubHc Schools 84

XVIII. Conclusion of the Superintendent's Report ... 86

XIX. Reports of Assistant Superintendents 89

1. Jeremiah E. Burke 90

2. Walter S. Parker 103

3. Augustine L. Rafter 118

4. Mrs. EUor C. Ripley 139

5. Frank V. Thompson 159

6. Maurice P. White 178

APPENDIXES.

A. Report of the Department of School Hygiene .... 197

B. Out of the Ordinary Features in the PubUc Schools . . . 204

C. Educational Organizations, 1913-14 231

D. Publications of Teachers, 1913-14 234

ANNUAL REPORT OP THE SUPERINTENDENT
OP SCHOOLS.

I. INTRODUCTION.

In the superintendent's report of a year ago the work in the
various branches of the school department was described,
the purposes of the different activities explained and the next
step in their development indicated. The chief purpose of the
present report is to show what the year has brought forth —
what next steps" have been taken, and with what result, what
new activities have been or should be introduced, and how the
old ones have been or should be modified. It will be unnecessary,
therefore, to repeat the matter of the former report except to
show how the suggestions made therein are now being carried
out. The following are a few of the matters proposed a year
ago as ''next steps to be taken":

1. More individual responsibility to be placed upon assistant super-
intendents.

2. A department of efficiency to be established.

3. Promotions of teachers to be made upon a merit basis.

4. Professional improvement of teachers to be secured by offering
suitable courses of instruction by expert educators. The initiative of
teachers to be developed, and as many as possible to become participants
in revising courses of study, in setting up standards of efficiency, and in
getting a scientific attitude toward their work.

5. Elementary course of study to be reorganized and simplified.
Standards of attainment for children in the grades to be made definite in
the essential subjects and a minimum insisted upon. Spelling and arith-
metic to receive special consideration.

6. Classes for exceptional children to be organized or increased; stam-
merers, semi-blind, tubercular, mental defectives, supernormal, non-Eng-
lish; gradual abandonment of ungraded classes; change of method of.
dealing with truants.

7. The transition from kindergarten to primary grades to be made
more gradual. Kindergarten teachers to help in first grades and to have
more extended Normal training.

8. The transition from the grades to the high school to be made more
gradual. Schools to fit the needs of children from 12 to 14. (1) Prevoca-
tional schools for boys in convenient centers ; classes for girls in numerous
schools. (2) An opportunity to be offered for children in the seventh
grade to choose between the regular grammar school course and the inter-

SUPERINTENDENT'S REPORT.

mediate or junior high school course. (3) Closer attention to the indi-
vidual pupil in the first year of high school to meet the needs of backward
children.

9. Plans for developing industrial education. (1) Reorganization
of Boston Industrial School for Boys and enlargement. (2) The coSpera-
tive plan established at Hyde Park. (3) The reorganization of the
Mechanic Arts High School on an industrial basis.

10. A study to be made of the needs of commercial students. Courses
in salesmanship to be introduced. A cooperative plan between shop and
school to be developed.

11. Reorganization of courses in manual arts in high schools. A
cooperative course in art at the Museum of Fine Arts.

12. A reorganization of the work of the music department. A
cooperative course suggested.

13. A complete reorganization of the Normal School course on a three-
year basis, a part of the work to be of college standard.

14. Summer schools for children who have failed, to be provided in
many parts of the city. The "over-age " situation.

15. Compulsory continuation schools for children at work between
14 and 16.

16. Closer supervision and organization of the night school courses for
foreigners.

17. The use of schools as community centers to be developed on a more
self-sustaining and self -directing basis on the part of the neighborhoods.

18. The initiative and abihty of school principals and individual
schools to be encouraged and a report of their special efforts, investigations,
experiments and progress to be invited.

In order to keep this volume in due bounds and give room
for the valuable reports of the assistant superintendents and
others, the superintendent will confine himself in large measure
to the consideration of the above matters.

II. WORK OF ASSISTANT SUPERINTENDENTS.

The school committee during the past year has lodged the
final responsibility for recommendations concerning the course
of study and text-books definitely with the superintendent.
This is a modification of the old rules which in one place said
the superintendent shall prepare all courses of study and sub-
'mit the same to the school committee for approval, and in
another place said the board of superintendents shall recom-
mend to the superintendent all courses of study and changes
therein.

The new situation has been meU by assigning all text-book
questions to committees of assistant superintendents for their
written recommendations and the different subjects of the
course of study to individual assistant superintendents for their

WORK OF ASSISTANT SUPERINTENDENTS.

special consideration. Likewise the different school activities
have been distributed among the assistant superintendents for
their special supervision.

How well the assistant superintendents have met their
greatly increased responsibihties is shown in Appendix A of
this report in which their reports upon their special assign-
ments are given in detail. Especial attention is called to these
reports. They do not repeat or duplicate each other, but each
makes an illuminating contribution on different school activi-
ties. This is the distinctive feature of the present report and
the first chapter is curtailed to give them room.

The 'distribution of the work among the assistant superin-
tendents is as follows:

Mr. Burke.

The examination and rating of teachers; the articulation of the ele-
mentary grades with the high schools; the intermediate or junior high
schools; the general high school course of study; chairman of committee
on high school text-books; home and school organizations.

Mr. Parker.

Supervision of schools and classes for children with physical defects,
such as deaf, semi-blind, stammerers, anemic, tubercular; supervision
of classes and schools for those who are mentally defective; supervision
of kindergartens, first grade course of study, and the harmonizing of
kindergarten and primary; home and school gardening; the course of
study in history and geography; member of committee on high school
text-books.

Mr. Rafter.

Supervision of the attendance department of the disciplinary school
and paroUed children; the summer review schools; the department of
music; rapid advancement classes in elementary schools; the course of
study in English; chairman of committee on elementary text-books.

Mrs. Ripley.

Supervision of the department of household science and arts and
prevocational classes for girls; professional courses for teachers; coopera-
tive art course at Museum of Fine Arts; Children's Museum; reading
and oral expression; especial supervision of course of study in Grades
II. and III., and preparation of grade syllabuses; member of committee
on elementary text-books.

Mr. Thompson.

Supervision of evening and continuation schools; school centei*s; com-
mercial courses in high schools; clerical com-ses; cooperative store and
school course in salesmanship; trade school education; cooperative shop
(mechanical) and school course; trade training of teachers; all state-
aided industrial and commercial work and cooperation of all organiza-

SUPERINTEXDEXT'S REPORT.

tions related thereto; vocational counsel; promotional examination of
teachers; member of committee on high school text-books.

Mr. White.

Sui)ervision of manual arts, prevocational schools and classes for boys;
manual training in general high schools; ungraded and foreign classes
in day schools; penmanship; arithmetic; hygiene; promotional courses
for teachers; temporary certification of teachers; member of committee
on elementary text-books.

In addition to the above topical assignments, each assistant
superintendent acts as a district superintendent with approxi-
mately fifteen school districts or high schools imder his imme-
diate super^-ision. He visits and estimates the work of the five
or six hundred teachers in these districts and acts as ad\'isor to
the principals in all administrative matters.

The above sets forth only in part the arduous duties of the
assistant superintendents, for they have numerous special
matters assigned to them and in addition act together as a
•board of superintendents and as an examining board, which in
large cities is usually an independent body with no other duties.
Through their topical assignments and their district supervision
they are making their indi^-iduaUty strongly felt throughout
the sj'stem in a constructive and progressive way as will be
seen in theu' reports. Their services as a board of superin-
tendents are somewhat more advisory than they were but they
attend to a vast number of details. Their duties as a board
of examiners have very materially increased since the}' are
personally inspecting the class-room teaching of applicants.
In short, their work deser^^es the highest appreciation.

III. depart:mext of educatioxal investi-
gation AND :^ieasure:ment.

In accord with the recommendation of the last annual report
a director of promotion and educational measurement has been
appointed. Dr. Frank W. BaUou began this work in April,
1914, and was assigned three duties:

1. To arrange a system of promoting teachers to higher
positions on merit.

2. To conduct investigations into the work done in the
fundamental branches, measure the results accompHshed, and
set up minimum standards of achievement in the different
grades of the elementarj^ schools.

3. To supervise the revision of the course of study.

EDUCATIONAL INVESTIGATION.

1. Promotion of Teachers.

In order to organize a plan for the promotion of teachers
conferences were called of all sub-masters of the city and also of
all the master's assistants to consider plans of promotion to the
rank of master or principal. Provisional blanks were sub-
mitted calling for information covering their (1) academic
education; (2) professional education; (3) teaching and execu-
tive experience; (4) other evidence of professional interest and
growth. Subsequent conferences were held to improve these
blanks so that they would contain the information necessary
in order to bring to the attention of the superintendent the
qualifications of all candidates for promotion.

As the quality of work which candidates are now doing is
of the greatest importance in determining merit, the director of
promotion and educational measurement gave a large part of
his time to visiting and rating candidates before the June
appointments were made.

From report of the director:

1. Sub-masters.
Those sub-masters were selected for visitation and rating, —
(a.) Who held the proper qualifying certificate.
(6.) Who had been appointed previous to the year 1909.
(c.) Who had been rated 1.50, or better, by assistant superintendents.
(d.) A few others who were visited at the special request of the super-
intendent of schools.

2. Master's Assistants.
Not all of the master's assistants held certificates quaHfying them to be
masters of elementary schools. In general, the same plan was followed
in selecting master's assistants to be visited as was foUowed in the case
of the sub-masters.

3. Assistants. (Men.)
The assistants who were candidates for sub-masters consisted of six
candidates who had been in the service more than two years and who
already had obtained their sub-master's certificates, and ten candidates
who obtained their sub-master's certificates as a result of the examination
held by the board of superintendents in January, 1914. These candidates
were visited.

4. Assistants. (Women.)
To rate the assistants who were candidates for master's assistants is a
more difficult problem because of the number. Obviously it was, and
always will be, impossible for the director of promotion and educational
measurement to visit in any one year all the assistants who may con-
sider themselves candidates for master's assistant's positions. This state-
ment will be more significant when it is pointed out that six assistant
superintendents, devoting a considerable portion of their time to the

SUPERINTENDENT'S REPORT.

visitation of schools, find it impossible to rate all candidates more often
than once every two years. Some plan, therefore, is yet to be devised
for securing a uniform citj^-wide visitation and rating as a basis for selecting
those teachers who are to be visited further as possible candidates for pro-
motion. This year, only those candidates within the school where a
vacancy occurred were visited and rated by the director of promotion
and educational measurement.

It is the ultimate purpose of the department to work out a plan of
promotion whereby every appointment to a position of higher rank shall
be made on the basis of merit. This means that when a vacancy occurs
every candidate eligible for such a position shall receive consideration,
and the appointment shall be made of that person whose qualifications
best fit him or her for the position.

Three head masters of high schools, five masters of elementary schools
and two master's assistants were appointed in June, and several sub-masters
and master's assistants in September. As far as possible, these appoint-
ments were made on the basis of, —

(a.) The ratings in the superintendent's oflQce given by assistant

superintendents in previous years.
(6.) The ratings of candidates by the director of promotion and

educational measurement after personal visitation,
(c.) Information on file in the superintendent's office or collected by

the director of promotion and educational measurement,
(d.) Information obtained by the director of promotion and educa-
tional measurement through conferences with the director
of evening and continuation schools, the director of practice
and training, and masters of schools under whom the candidates
have worked.

As win be seen from the above statement, the plan for the promotion
of teachers is in its initial stage. A complete plan might now be in opera-
tion if it had been thought desirable to devise and promulgate such a plan
at once. Our purpose has been, however, to work out, on a cooperative
basis, a plan for the promotion of teachers. As a result, we have held
general conferences with all the candidates concerned and have held many
individual conferences. It is our belief that a better plan can ultimately
be devised as a result of proceeding according to this method, even though
through some other method a plan might have been more speedily
developed.

Further, it has been our purpose to utilize agencies already established
in the school system for securing ratings of candidates, rather than to
organize an office force within the department of educational investiga-
tion and measurement for this work; hence we have provided for the
cooperation of the masters of schools and of the assistant superintendents
in passing judgment upon the qualifications of candidates for promotion.
The plan, as worked out with the master's assistants and the sub-masters,
provides for a rating of these candidates by the master of the school where
the candidate teaches and also by the master of another school. Another
rating will be given by the assistant superintendent in charge of the dis-
trict where the candidate teaches. All master's assistants and sub-masters
who are candidates for promotion will be visited and rated by the director
of promotion and educational measurement.

EDUCATIONAL INVESTIGATION.

A comprehensive basis for judgment has been prepared
by the department after a study of the plans of rating teachers
in seventy cities in the United States, and a conference has
been held with the board of superintendents looking toward
a basis for securing discriminating and comparable ratings.

The chief difficulty encountered so far is in arranging a
list for promotion to the rank of master's assistant, as there
are more than 800 eligible for this rank and to select the few
who are most meritorious from so great a number is obviously
difficult.

The director of promotion and educational measurement
has also rendered aid in the promotion of high school teachers
to heads of departments in several instances. His method is
to accumulate all the professional information about each
candidate and submit it to the superintendent in such form
that an intelUgent judgment can be reached. The power of
choice is not unduly limited as there is usually more than
one candidate of the first order of merit. Among candidates
of the first rank the selection for a particular position is deter-
mined after considering seniority of service, the presence of
the candidate in the school in which the vacancy occurs, and
especial fitness to meet the difficulties peculiar to the place.
The selection is confined, however, to candidates of the first
rank.

2. Testing Results in the Common Branches
AND Determining Standards.
Mr. Ballou gives the following outline of the work already
done this year and the work contemplated:

Arithmetic.

1. The work completed or now going on.

(a.) The scope of the testing work done in October under the
immediate direction of Miss Carrigan is shown by the

following statement:

Number of districts tested ... 53

Number of buildings tested 1 10

Number of class rooms tested . . 845

Number of fourth grade children tested . 7,644

Number of fifth grade children tested 7,356

Number of sixth grade children tested 7,169

Number of seventh grade children tested 7,066

Number of eighth grade children tested . 5,711

Number of unclassified children tested 273

Total

35,219

SUPERINTENDENT'S REPORT.

(6.) The plans according to which the tests were given in October.

(1.) The amount of computation required of teachers was
reduced this year by one-half. Much of the compu-
tation which teachers had been asked to do was
transferred to this office.

(2.) Teachers' meetings conducted this year did not
require the excusing of classes.

(3.) All testing work in each district, including holding
teachers' meeting, was completed in one day.

(4.) The testing in the fifty-three districts tested was
completed in five days.

(5.) Prospective teachers on the eligible Ust were employed
as examiners.

(6.) Pupils from the Clerical School did very satisfactory
clerical work at the Normal School in connection
with the tabulation of results,
(c.) The Courtis tests have provided much valuable information
concerning the ability of pupils, all of which has empha-
sized the need of getting at individual pupils.
(1.) Practice work for pupils is being used experimentally
in most of the districts in the city during this year
where the Courtis tests have been given.
The work contemplated for the remainder of the year,
(a.) Test all schools in arithmetic in April.
(b.) Test only once each year hereafter, in April,
(c.) Select some interested person in each district to assist in the

details of all testing work in that district.
(d.) Give some tests in fractions which shall help us to economize
time and effort in the teaching of fractions and ultimately
set up for use suitable standards of achievement in this
phase of arithmetic work. _

The standards of attainment in arithmetic that have been
arrived at for the different grades will be found in Bulletin
No. 2, just issued by the department of educational investiga-
tion and measurement — School Document No. 9, 1914.

English.

The bulletins published by the committee on standards in English
set up theoretical standards which were authorized by the board of super-
intendents. The committee on standards is cooperating with this
department to put these standards on a fact basis; that is, on a basis of
what children are actually able to do.
1. The work completed or now going on.

(a.) Test in accurate copying, to ascertain the particular weaknesses
of children in copying, and to secure a basis for defining a
standard of achievement.

By-products: misspelled words for our spelling list,
material for studying the effectiveness of penmanship.

EDUCATIONAL INVESTIGATION.

(6.) Test in written memory work.

(1.) This test required the pupils to write in twenty-five
minutes as much poetry or prose as they remembered
from that which they had learned in the elementary
schools.
(2.) What we shall find out.

(a.) How much of the prose or poetry taught

remains with the pupils.
(jb.) How definite the children are when they
come to write that which they can recite
fairly well.

2. The work contemplated for the remainder of the year,
(a.) Test in letter writing.

, "To write from simple directions a friendly letter or an
application for a position."
(6.) Dictation test.

"To take down from dictation a passage of simple prose."
From Bulletin of Committee on Standards.
The following tentative minimum requirements in English for graduation
from the elementary school are to be given consideration, but are not to
be made the subject of testing this year:

1. Composition. — The mechanical phase of composition writing is

already being tested in the dictation and accurate copying tests.
It was thought desirable not to attempt to test the thought side
of composition writing at the same time.

2. Grammar. — A test in grammar would magnify its importance to the

teachers. The minimum essentials must be determined before tests
are given.

3. Reading at Sight. — More attention is being given to this subject

under Mrs. Ripley's direction. The results will have to be determined
through an oral examination and it is not easy to carry on such
an examination with our present staff of examiners.

4. Talking before the Class. — This again is a subject of personal inves-

tigation. It is important, however, that this should be studied
with a view particularly to ascertaining how much the improvement
in oral reading shows in ability to talk fluently before the class on
some subject of general interest.

Spelling.

1 . The work completed or now going on.

(a.) The bulletin already published by this department, School
Document No. 8, 1914, contains a minimum fist of words
for each grade selected with the advice of our own teachers,
and also a supplementary list for those who can do more.

(6.) Considerable material has been gathered on the problem of
spelling, largely in the nature of lists of words used in
this city and in various parts of the country.

(c.) A committee has been appointed to study this material and
assist in the preparation of tests in spelling to be given
before the end of the year.

SUPERINTENDENT'S REPORT.

2. The work contemplated for the remainder of the year.

(a.) We must now test children to find out

(1.) How difficult the different words really are.
(2.) Where the different words properly belong in the
grades.

(6.) As an illustration of what it is desirable to do on a larger scale,
the following report is given of an experiment which has
already been made:
An eighth grade class was given approximately 100 words
selected from each one of the eight lists of words pre-
pared for the various grades. The result achieved by
that class was as follows:
Of the 100 words of Grade I. they spelled 99 per cent
correctly.

Of the 100 words of Grade II. they spelled 98 per cent
correctly.

Of the 100 words of Grade III. they speUed 93 per cent
correctly.

Of the 100 words of Grade IV. they spelled 86 per cent
correctly.

Of the 100 words of Grade V. they spelled 81 per cent
correctly.

Of the 100 words of Grade VI. they spelled 72 per cent
correctly.

Of the 100 words of Grade VII. they speUed 67 per cent
correctly.

Of the 100 words of Grade VIII. they spelled 64 per cent
correctly.

3. The lists which have been published are the result exclusively of Boston

teachers' work, as we have made no study of lists published elsewhere
and have made no comparisons between those lists and the lists
which have been published in Bulletin No. 1. This is yet to be done.

Geography.

Mr. Packard, head of the department of geography at the Normal School,
has worked out with this department a test which is beiag given to four
selected eighth grade classes for experimental purposes.

If the test proves adequate, we shall try to give it to 1,000 children early
next year.

From this test we hope to learn two things:

1. The comparative effectiveness of instruction in "place geography " and

in reasoning about geographical data.

2. How well the children retain the results of their geography instruction

after it has been given.

Some General Plans for Carrying on so Much Testing Work.

1. An experimental study shows that what 1,000 children can do is

thoroughly representative of what 10,000 children will do.

2. It is proposed, therefore, to divide the schools into groups according

to the predominating type or types of children in them.

EDUCATIONAL INVESTIGATION.

3. It is the plan to give not more than one or two tests in any one school
other than the test in arithmetic and possibly spelling.

The purpose of these tests is not at all that of the examination
of former days, to find the fitness of children for promotion and
the unfitness of teachers for their duties. It is to give teachers
definite ideas and ideals, to determine what are the facts
that stick and what are reasonable standards of attainment
in each subject. It is to train teachers to appraise their own
work, to apply the principles of scientific measurement to
their results, to diagnose the difficulties of the individual
pupil and to apply the appropriate remedy. It is to enable
the pupil to discover his own weaknesses and through self-
emulation and individual effort to bring himself up to the
standard of his age and grade.

It is the basal work for determining a minimum course of
study so far as facts and drills are concerned.

To work in cooperation with this department in the work of
educational measurement committees of teachers of from five
to twelve members each have been appointed by the superin-
tendent as follows:

1. Committee on Standards in Enghsh.

2. Committee on Standards in Geography.

3. Committee on Standards in Arithmetic.

4. Committee on Standards in History.

5. Committee on Standards in Penmanship.

6. Committee on Standards in Spelling.

The chairman of each one of the above committees, together
with four additional members, constitute an advisory commit-
tee of this department. ,

3. Relation of the Department to the Course of Study.

The department of educational measurement is attempting
through the cooperation of committees of teachers to define
the minimum essentials of the various subjects in the grammar
schools, Grades IV. to VIII. The purpose is to indicate the
portion of each subject which should receive emphasis in
teaching, and also those phases of the subjects in which it is
desirable to give drills and tests. These committees are to
report March 1, 1915, and their reports will then be reviewed
and edited by committees of teachers, masters, and the assistant
superintendent in charge, and finally by the board of superin-

SUPERINTENDENT'S REPORT.

tendents. It is the business of this department to see that all
the work is organized and kept moving.

The following outhne of the purposes of the conferences on
the course of study serves as a working basis for each committee:

Statement of the Purposes of the Teachers' Conferences on the
Courses of Study in the Elementary Schools.

1. To make such revisions in the courses of study in the various subjects
as experience in their use indicates necessary or desirable.

2. To eliminate obsolete topics in each subject.

3. To extend the remaining outline of topics to be covered in each
subject into a more comprehensive syllabus where that is desirable.

4. To indicate in those syllabuses the major and minor topics.

5. To separate as far as possible the matters of knowledge or content
and the matters of ability or technique.

(For example, in arithmetic a pupil should acquire a knowledge of per-
centage, interest, taxes and insurance, and should also acquire the ability
to perform accurately the fundamental processes in computation.)

6. To indicate as far as possible an irreducible minimum of accomplish-
ment stated in terms of content or technique, or both, which should become
the permanent acquisition of each pupil in each subject in each grade.

7. To indicate supplementary or additional work which teachers should
cover in each subject by grades.

8. To suggest methods of teaching difficult topics in various subjects
by giving lesson-plans on such topics.

The course of study is treated later in this report and only
its relationship to this department is here indicated.

It is necessary to give considerable space to the work
of the department of educational investigation and measure-
ment in order that its purpose may be understood. The
above is only an outline, as the work is more fully set forth
in bulletins which are issued from time to time. The depart-
ment has been in operation only a few months and this state-
ment has to do largely 'with the initiation of plans of work.
By the time of another annual report, its investigations will be
sufficiently under way for the publication of a comprehensive
account of its progress in at least the three major subjects of
investigation: Promotion of teachers, attainable standards in
the elementary subjects, and revision of course of study.

Enough has been given to show that the purpose of the
department is to supplement and not to supplant the work of
any other educational agency in the school system. It is the
purpose of the department to capitalize all educational experi-
ence within the city school system for the solution of Boston's

PROFESSIONAL WORK OF TEACHERS. 17

educational problems. To do that we need, first, to define after
due investigation what the schools ought to do; second, to
measure the results that they actually get; and, third, to provide
the necessary corrective work, in order to bring about the
desired improvements. We must get a clear vision of what we
are in the light of what we should be and then put forth intel-
ligent effort to bring the actual attainment up to the desirable
standard of excellence.

IV. PROFESSIONAL WORK OF TEACHERS.

There is no better way of judging the condition of a school
system, whether reactionary, static or progressive, than by
making an inquiry into the voluntary contributions the teachers
are making to the cause of education and their efforts at self-
improvement. In some places the teachers' professional
activities are restricted to securing teachers' rights through
legislation and agitation. This may be due to agitators who
are never so happy as when they are making trouble, or to
oppressive methods of a school administration that attempts to
rule by fiat. No great staff of teachers will long be driven.
Arbitrary treatment will quickly bring them together in a
united resistance and their professional spirit will manifest
itself in partisan strife for their interests. Certain of these
interests are fundamental and teachers will be supported by
the public in contending for them, such as: Appointment on
civil service rules, recognition of merit in promotion to higher
positions, reasonable compensation for services, tenure of office
that will not permit of arbitrary dismissal, security against old
age by suitable provisions upon retirement, and last, but not
least, some voice in the educational side of school administration.

When through some system of organization yet to be devised
the teachers themselves have a larger share in examinations
and ratings, courses of study and teaching apparatus, educa-
tional investigation and research, and even the regulations and
restrictions of teachers themselves, there will not be the reaction
and retrogression that some fear, for the integrity and ability
of teachers are such that they will place the standards of teach-
ing as high as those of other learned professions.

This new freedom will soon be achieved by teachers when
it is certain that they would meet it, not by a union of those
who seek to serve self-interest, but by the dominance of the
high minded, disinterested, truly patriotic and professional

SUPERINTENDENT'S REPORT.

ideals that undoubtedly animate the majority of teachers.
The political agitator in the ranks is not advancing the higher
interests of the profession so much as is the constructive worker
who is contributing to the science of education and the art of
teaching. It is a matter of congratulation, therefore, that
there is no turmoil among our teachers. On the other hand,
they are increasingly active and cooperative in strictly educa-
tional investigation.

The motive for giving teachers added opportunities to par-
ticipate in the responsibilities of school administration is not
only to give recognition to the spirit of democracy that must
eventually prevail to a greater degree in so great an American
institution as our school system. Even more, it is the motive,
through added responsibihties, to develop the higher, con-
structive, creative powers of teachers themselves and to avail
ourselves of their united wisdom in improving our schools in
every possible way. Interest in the material or financial
advancement of their group is a higher incentive for teachers
than mere self-interest in perquisites and preferment, but interest
in the spiritual influence and intellectual progress of their
group and interest in the efficiency and improvement of their
work are the most worthy incentives of all.

The following is only a partial summary of the activities of
our teachers at present, showing how they are participating in
the solution of educational questions:

1. The principals, sub-masters, master's assistants, and first assistants
in charge of primary buildings each have monthly meetings of a distinctly
educational character. There are similar meetings of the household arts
teachers, Aianual training teachers, music teachers, and weekly meetings of
the kindergarten and special class teachers. The latter have prepared a
course of study during the year.

2. The teachers of the high schools are organized into councils, one
council for each subject, which meet monthly for discussion of course,
text-books and methods. They report to the head masters, and the latter
to the superintendent, advising changes in courses and text-books. The
council on art and the council on manual training have prepared new
courses of study in the past year.

3. The School Men's Club has organized a department for the investiga-
tion of educational problems. (It is hoped that this department may make
valuable contributions which will assist in the development of newer
activities.)

4. The elementary teachers are engaged in revision of the course of
study. There are forty committees representing every school district
and including 359 teachers, who are engaged in the work. They have had

PROFESSIONAL WORK OF TEACHERS. 19

innumerable conferences and will submit reports about March 1. It is
intended to submit their reports to eight committees on standards to
harmonize and unify the course. The activity of these committees is such
that wherever a group of teachers is assembled it will usually be found that
the course of study is under discussion.

5. A committee of elementary teachers on text-books makes recom-
mendations that are usually accepted. Thus it wilj be seen there is a
partial organization of our teachers for participating in school adminis-
tration, and this influence is becoming rapidly greater, though there is as
yet no organized or permanent faculty plan.

Improvement Courses.
The following courses for self-improvement of teachers have
been given during the year or are now in progress:

1 . A course for the younger teachers preparing for promotional examina-
tion on educational measurement and scientific testing, by Mr. Colin A .
Scott, of the Normal School, and Mr. Ballou, of the department of
educational investigation and measurement. Attendance about 200.

2-3. A course on the art of teaching and school supervision, by Professor
Holmes (Harvard) for master's assistants, and by Professor Moore (Har-
vard) for sub-masters.

4. A course in educational psychology, by Professor Norton (Wellesley),

5. A course in the teaching of geography, by Professor Fisher
(Wellesley).

The last four courses are given in the school buildings at four
o'clock, weekly sessions throughout the year, and are of college
standard. The number applying for these courses was greatly
in excess of the limitations, and a large waiting list remains
for similar courses another year. As predicted in the last
report, teachers quickly avail themselves of the opportunity for
self -improvement.

The school committee has met with an obstruction to offer-
ing courses for the improvement of teachers in a decision by
the Corporation Counsel that such courses are not authorized
by law. A bill is now before the Legislature to give specific
authority, though presumably every city has assumed authority,
to offer courses for the improvement of the teaching and for
preparing teachers to teach new subjects. The assumption
that teachers know all about teaching when they are graduated
from a normal school is a strange one. After they have ha'd a
few years of experience, teachers realize their deficiencies and
are most profited by instruction. This is not peculiar to teach-
ing. In our night schools are hundreds who are taking trade '

SUPERINTENDENT'S REPORT.

improvement and trade extension courses. Teaching, which
is the most difficult of all arts, must be kept fresh and stimula-
ting to be effective, and every opportunity possible should be
given teachers to enlarge their view and deepen their interest.

V. COURSE OF STUDY.

During the past year the attention of elementary teachers
has been concentrated on the course of study and especially
on the fundamental branches. Hundreds of teachers are
engaged in committee work in a critical examination of the
present course. The purposes of revision are: (1) to select
the topics that deserve major emphasis and give them adequate
treatment; (2) to subordinate the topics of less importance
in such a way that they will rfeceive much less attention; (3)
to omit obsolete or nonessential matters; (4) to indicate
those facts or exercises which should receive repeated attention
until they are under the control and at the command of the
pupil; and (5) to give as many illustrations as possible of the
application of the topic or practice to the life of to-day and
the experience of the pupils.

With the enrichment of the course which came a few years
ago so much was added to the subject-matter that the con-
scientious teacher who tried to teach it all did not have time
or energy to give especial attention to the matters of greater
importance. When proper perspective is lost, facts lose their
relative significance and become mere information. Facts
are stupid things except as they are related. To make them
matters of knowledge they must be organized. This is a slow
process but it is in doing this that children learn to think. To
do a few things well will be of more lasting benefit to the children
than to gloss over many books and to gorge themselves with
a mass of predigested or indigestible facts. Therefore, in
simplifying the course of study it is necessary to determine the
relative significance of the subject-matter.

While teaching children to think and to use their higher
mental powers is of first importance in the educational process
and should receive the greater portion of the school time, there
are^ also matters of technique which are necessary in every-
day life. Children who leave school should be able to spell
correctly, to figure accurately, to write legibly, to read fluently,
and to talk intelligbly and pleasantly. To acquire these arts
requires practice with a definite aim. They must be made

COURSE OF STUDY.

habitual. Habit is acquired by repeated effort. Technique
at the piano, for example, is not simply a matter of theory.
One may understand very well how it ought to be done, but
skill in doing it is acquired by laborious and repeated exercise
in which the attention is focused upon the difficulties to be
overcome, and not by stumbling through a large number of
selections once or twice. Energetic drill is necessary to acquire
technique, though this technique should be carried over and
applied to the mastery of new selections undoubtedly.

Herein lies one of the great difficulties in education; if the
attention is given to the acquisition of knowledge, while matters
of skill and technique are taught only incidentally, these become
merely matters of instruction and not matters of habit and
automatic control. Isolation of the difficulties and special
drills upon them are necessary to produce skill.

On the other hand, if drills and the memorizing of facts and
forms dominate the teacher's attention and energy, as of first
importance, the school will become a dreary routine and the
vital element of good teaching — arousing and exercising the
imagination, judgment and creative powers — will become a
secondary or incidental matter.

At the present time the course of study does not make clear
what facts and exercises should be made automatic and what
should be used simply as a scaffolding to build general ideas, —
with the result that teachers are attempting to drill on too
many facts. When all seem of equal importance, equal empha-
sis is laid on all, and when so many things are to be done,
nothing can be well done.

In revising the course of study, it is therefore proposed to
make a tentative selection of a few essential facts or exercises >
in each grade and subject, which shall be as thoroughly mas-
tered as can reasonably be expected of children. It is proposed
also to indicate a time limit for such drills so that teachers
will have a definite idea of how much time should be given
to drill and how much to thought work.

In order to set up reasonable standards which children
should attain, the committees on standards, under the direc-
tion of the department of educational investigation and
measurement, are giving tests to ascertain what children
should be able to do and what allowance of time is adequate.
It has been found that an energetic drill of ten minutes, in
which children work with a purpose, will accomplish as much

SUPERINTENDENT'S REPORT.

as a longer period in the way of making a process habitual.
What is necessary is energy and frequency of practice rather
than long continuance.

The method of procedure in teaching the new course will be
for teachers to take up the subject-matter of the course in a
leisurely way and develop the important topics so as to exercise
the higher powers of the children. As a fact occurs which is
to be clinched and made permanent in the memory, the teacher
will transfer it from the ''lesson exercise" to the ''drill exer-
cise" and give it frequent repetition in the drill period. Thus
their only attention to drill in their lesson periods will be to
see that the ability gained in the drill is applied to the new
lesson.

As individual pupils master their drills they should be
excused from them and give their attention to other things.
There is much time wasted by keeping pupils going over
processes which they have mastered. There is no more fre-
quent cause of arrested development. The drills should be
increasingly individual and applied to individual needs, except
so far as to keep all up to the standard of the grade as it is
given tentatively in the course of study.

The Three R's.

a. SPELLING.

The teachers of each school were asked to select the fifty or
more words that their children misspelled in their daily work.
They were to confine their words to those which were of use to
children in that particular grade or mthin the experience of
the children and likely to occur in wTitten exercises. A
great many words, in fact the most, can hardly be misspelled.
They are phonetic and spell themselves. They are learned
in reading and in the ordinary spelling "lesson." In other
words, they do not require drill.

The teachers submitted lists of the words that in their expe-
rience required drill. Instead of there being twenty to thirty
thousand such words the total found for all eight grades by
our teachers is 2,100. It is evident that to master the spelling
of such a number of words in eight years it is not a great task
for an ordinary child. These words have been distributed
through the grades where they belong and in the spring a test
will be given to determine what standard of excellence is

COURSE OF STUDY.

reasonable in each grade. With the words needing drill and
the standard of excellence for the grade, the teacher will have
a definite idea of what she is to do in the nature of drills, and
this will release the rest of her time for pronunciation, definition
and use of words, and other forms of word study.

It may seem surprising that all the bad spelling we hear
about is confined to so few words, but this has been demon-
strated by a critical examination of more than 10,000 written
exercises of children. In fact, more than half the mistakes,
exclusive of proper names, were confined to 100 words. We
propose that our children shall master these 2,000 w^ords
instead of scattering their energies over the entire dictionary.
The lists are now in the hands of the teachers with the frequency
of error indicated.

h. READING.

The reading of our primary grades is good. Children are
taught to look before they leap, to read silently and see their
way through before attempting to read orally. They acquire
an unusual degree of fluency by reading many books, from six
to twenty a year. So much time is given to actual reading,
however, that but little attention is given to reproduction or
talking about what has been read. In many of the grammar
grades oral expression is not given much attention. The
language and ideas acquired in reading are not greatly used in
off-hand expression by the children.

To remedy this defect a teacher has been selected in each
school to act as a committee of one to stimulate good oral
expression. In the grammar grades certain selections are
to be used for voice training. Many of the teachers have
taken up the oral reading with great earnestness to improve it,
and especially to see that the power acquired in vocal lessons
is carried over into the ordinary speech. It is not so hard to
\ get the reading to sound like good talking as it is to get the
talking to equal good reading. Our children should not only
read to get the thought, which I think they usually do, but
they should use the thought as subject matter for conversation
and as material for oral expression. They should not only
get the thought of the author, but should get food for thoughts
of their own. They will not do this unless there is discussion
and conversation. By such conversation they will be trained
to talk interestingly and pleasantly, and this is one of the most
essential functions of good school training.

SUPERINTENDENT'S REPORT.

C. ENGLISH.

An attempt has been made by a test given to several thousand
students on entering high schools, to ascertain what they
remember of the selections, poetry and prose, which they had
memorized in the grades. The papers are now under exami-
nation. They will serve also as a basis for selecting common
errors in spelling, punctuation and the mechanics of written
work. Another test was given in exact copying. These will
also show how far the penmanship practice of the grades
carries over into the high- schools. Other tests are now in
preparation for letter writing and composition. A later and
special report will discuss results and remedies. The standards
set up in English are discussed in the report of Assistant Super-
intendent Rafter in this volume.

d. PENMANSHIP.

For several years the grammar grades have been using a
special system of writing known as the Palmer Method. The
teachers were required to learn the system and pass an examina-
tion upon it. With few exceptions, excused for cause, they
have done so, and, it should be added, they have made an
earnest endeavor to teach the system in the spirit in which it
is expected to be taught.

It is now time we were seeing the effect. Therefore we
examined ten thousand or more exercises of pupils last June,
and sent a report to each school of results and suggestions.
A more extended account of this will be found in the report of
Assistant Superintendent White in this volume. In brief, the
results are promising, but the work in different schools is very
uneven. The high school test indicates the same thing. The
practice pads may be used faithfully but the pupil may fail to
carry the power over to his unsupervised writing. This is the
difficulty we are working upon now.

In September a letter was addressed to the high school
teachers having first year pupils, and their judgment sought.
They were asked to say whether after careful examination the
writing of pupils is better or worse than in former years. Most
of the replies are in, and indicate that the writing has improved
very considerably. After their rephes are analyzed and
compiled a special report -^dll be made to the school com-

COURSE OF STUDY.

mittee. Mr. White has this in preparation and it seems
probable that it will demonstrate that there is decided improve-
ment in writing. Our schools are not attempting to conceal
their imperfections. They are honest and almost ruthless in
exposing their weak places, and are trying to judge their work
in a dispassionate and scientific manner. Therefore where
there is noticeable improvement it is only fair that it should
have recognition.

During the past year the same method of writing has been
apphed in the first three grades of the primary schools. The
introduction of movement exercises and the abandonment of
unsupervised writing in these grades has not met with favor
among primary teachers. They have hitherto taught the
forms of letters and used writing as a school art for aid in
spelling, WTitten language and arithmetic. They have been
suddenly deprived of their leading device for busy work.
Further they believe that primary children are too immature
to get profit from the muscular exercises in proportion to the
effort required. They think that as a rule children so young
cannot carry over their training into their ordinary writing,
and therefore the habit-forming practice should be deferred
until children are old enough to transfer the power gained in
practice to their ordinary writing. They have sought the
advice of physicians and experts in child psychology to find
out when is the right age to acquire movement writing, or
"a business hand," and whether it is deleterious for children
to acquire an infantile form of writing in early years which
they will have to change to a muscular movement in the gram-
mar grades. Is it any worse to have to change a habit at the
age of ten than to attempt for the three preceding years to
acquire a habit which cannot be effectual until the age of ten?

The one thing that stands out in the investigation is that
no one really knows much about the psychology and physiology
of the subject. The opinions of experts are conflicting. The
most of them acknowledge they cannot advise. It will take a
comparative study of classes under both systems for an extended
period to determine the right time to begin movement writing.

In the meanwhile the school committee must decide whether
the continuance of the movement method shall be compulsor}'
or optional in the three primary grades. The question does
not involve the value or success of the method but simply the

SUPERINTENDENT'S REPORT.

place where it fits in the development of the children. Their
interests should be the paramount consideration in leading
to a conclusion.

e. ARITHMETIC.

This subject has been the center of investigation for the past
two years. A large part of the last annual report was given
to it, giving the results of the tests by Mr. Courtis of
twenty thousand children and the conclusions reached. Miss
Carrigan, of the Normal School, took up the work where Mr.
Courtis left it and continued it throughout the year 1914, when
she was promoted, in recognition of her services, to the depart-
ment of practice and training. The work of testing and deter-
mining standards in arithmetic and other subjects has now
been assigned to Mr. Arthur W. Kallom, a doctor of philosophy
of Clark University, who has specialized in this field. He will
be under the direction of the department of investigation
and measurement.

Under the direction of Miss Carrigan three tests were given
in 1914; one in January, one in April and one in October. The
results of the January tests were made the subject of a special
bulletin. The following is a summary of the results of the
tests in April and a comparison with the tests in January:

The arithmetic tests were given in 35 of the 70 districts to 21,000 children
in grades 4 to 8. The tests were confined to the fundamental operations
which are required of every one in whatever calling. They were given by
50 trained students in the Normal School Senior Class under as nearly
uniform conditions as possible. The April tests were given to the same
classes as the January tests, after corrective work had been applied for
three months.

The corrective work used prior to the tests in different schools was of
the following tj^jes: 1. Work with individual pupils by the teacher one
period a week, or in any other definite way the teacher desired. 2. Class
drills only, no systematic work with individuals. 3. The use of practice
pads of carefully graded exercises for a few minutes daily. 4. Corrective
work of an eclectic kind left to the master, who described it just previous to
the April test.

Comment on the corrective work in the light of the April test : A study
of the written statements of individual teachers in regard to the type of
corrective work employed between the two tests seem to indicate a wide-
spread habit of class drill. This points to the conclusion that as yet not
enough attention to the highly speciahzed needs of individual children
has been given to make effective the major part of the teaching. Evidently
those pupils best qualified to profit by class drills have benefited by them,
many to a marked degree, while those not adapted to that tj'pe of drill

COURSE OF STUDY.

profited very little or not at all. It is probable that for those children
attaining exceptionally high scores, continued participation in class drills
is wasted time. Those pupils not adapted to the type of class drill given
have also wasted much time. The remedy lies in finding a method of
corrective work which will hit the mark and suit the individual need.
A comparison of April results with those of January show :

1. The April class medians (nearly the same as class averages) were
higher than those of January in each of the four operations; e. g., in the
fourth grade the score in division was one example higher, and in the
seventh grade it was 2.8 examples higher.

2. In April there was less overlapping of the abilities of the fourth and
eighth grades. In January there was a large overlapping of the fourth and
eighth grades in the number of examples right in simple addition, nearly
28 per cent. That meant that almost one child in three could be exchanged
between the fourth and eighth grades, and the average of neither grade
be altered in the slightest. In other words, one child out of every three
had apparently wasted four years of instruction so far as addition of
integral numbers is concerned. In April, this condition was considerably
improved, as the overlapping was only 22 per cent. Although an improve-
ment over the January condition, this shows that we must devise ways and
means for reaching more effectively the individual needs of the pupils.

3. The range in the medians attained by the different classes of each
grade was as wide in April as in January. In January, one class in the
eighth grade attained a class median in addition as low as 1.6 examples
right; in April this class median was 3.8. Another class of the same grade
attained a class median in January as high as 12.7 examples right; in April
this class median was 15.8. The corresponding range in April therefore
was from 3.3 to 15.8 examples. It is hoped that the establishment of a
definite standard for each grade will make the attainment throughout
the city less varied. When the standards have passed somewhat beyond
the experimental stage and the authorities are in a position to enforce them
as qualifications for the next higher grade, then teachers and pupils will
have a more definite and immediate purpose in their work.

4. Approximately one-half to two-thirds of the children show a decided
improvement in the April test, and one-third to one-half the children in any
one of the five grades do not show any improvement from their practice
in the fundamentals of arithmetic since last January. This is a better
showing than in the preceding year when only 53 per cent of all showed
any improvement whatever. The highest per cent of children showing
any degree of improvement occurred in the eighth grade in simple division,
where 68 per cent of the 3,512 children tested made a gain in the number of
examples right. It was in this grade also that the largest per cent of
children suffered a loss. In the eighth grade, 14 per cent fell backwards in
their power to add correctly, while in the fourth grade, where there was
the smallest per cent of children who lost in accuracy, 10 per cent fell
backward. The largest number of children whose scores remained un-
changed were found in the fourth and fifth grades. For example, in the
fourth grade 48 per cent of all the children tested made no change whatso-
ever in the number of examples in division which they got right, and in
multiplication there were 40 per cent who neither advanced nor fell back.

SUPERINTENDENT'S REPORT.

5. The results show that improvement in speed is accompanied by
improvement in accuracy. Among the children who made a gain in the
number of examples they got right, the majority made a gain of from one
to six examples in both the number of examples attempted and the number
right. In the sixth and seventh grades 44 per cent of all the pupils made
a gain of from one to six examples in both attempts and rights and in no
grade was this group smaller than 40 per cent of the children tested.
Among all the pupils who made any gain whatever in attempts, not more
than 4 per cent fell back in accuracy. As a rule those who worked more
quickly in the second test worked also more accurately. The records in
no way show any advantage of greater accuracy among those pupils who
worked more slowly at the second testing. In fact they show quite the
reverse. Skill seems to reveal itself not in working more slowly and more
accurately, but in the accompaniment of a little greater speed and a little
higher degree of accuracy.

Influence of the Investigation upon the Schools. — There are many indica-
tions of renewed interest in the teaching of fundamentals in arithmetic.
Each master was made aware of the rank of his district at the first test
and of the city wide range of achievements. This aroused a wholesome
desire to show a good degree of improvement at the next test. The
desire for accompUshment spread to the teachers and from the teachers
to the children, whose enthusiastic efforts to improve were unmis-
takable.

Reports of increased sjTnpathy with the tests on the part of teachers
have not been lacking. The advance made in the median scores at the
second testing and the great increase in the per cent of children making a
gain as a result of practice over the small per cent who showed a similar
gain the previous year, are significant of the good effects which have
alreadj^ been produced. Nor is this all; the increased willuigness shown
on the part of the teachers and masters to cooperate in the work of measur-
ing the results of teaching is a cause of great encouragement.

The influence of the testing work has begun to make itself felt in the
committees which are at work on the new course of study, and serious
efforts are being made so to define requirements that the teaching will
become more effective through motivation of the work and because of
more definite standards of achievement.

We have now carried our experiment far enough to state with a good
degree of certainty that in scientific measurements of this kind lies our
greatest hope of improving the efliciency of our schools. By means of
them we shall become familiar with the weak links and the strong links
in the chain, and guided by them we shall be able to give training where
it is most needed.

The above is gathered from the extended report of Miss
Carrigan, and gives in outline the scientific measurement of the
arithmetic work for the year ending August 31 in thirty-five
districts with twenty-one thousand children.

This year the work has been extended to 53 districts and
to 35,000 children. Next year it should take in the whole city.

COURSE OF STUDY.

One test was given last October and another will be given
in April. In accordance with the suggestions of Miss Carrigan
and the department of investigation and measurement, the
following plans for improving the work in arithmetic are in
progress:

1. On the basis of measurements already made, a bulletin
has been issued containing the minimum requirements or
tentative standards of achievement for each grade in the four
fundamental operations with integral numbers for the use of
all the elem.entary teachers of the city.

2. After the October test, the results of the work were tabu-
lated on cards, one for each child, showing his standing in each
fundamental operation and the standard that is expected of
his grade, in the form of an easily understood graph. This
card is to be kept by the pupil and his daily progress checked
up by him, thus giving a constant incentive for improvement.
The April test will be recorded on these cards to correct his own
record and show the actual progress made. The card will be a
permanent record and pass on with the pupil to the next
grade.

3. Teachers have been provided with graded standardized
exercises which will enable them to meet the special individual
needs of pupils. Many children are highly speciaUzed and
incapable of getting the help they need from class instruction.
The practice sheets will afford a means for giving either class or
individual practice, and, with the help of the graph cards
mentioned above, should enable the teacher to remove the
defects and to know when the children have reached the desired
standard and the drills have gone far enough.

4. To carry on the clerical work, the students of the Boston
Clerical School have been enlisted, and thereby have been
given valuable training. To assist in the testing of the schools,
the senior class of the Normal School have been given a
month of training in scientific testing.

5. The committees on course of study in arithmetic are
engaged in revising the requirements and in selecting the
topics of major importance. They will report in March.
The committee on standards in arithmetic will suggest
standards of attainment in fractions and other topics, which
will become definite goals for pupils to work toward. They
will also set the time allotment for drills.

Further discussion of the work in arithmetic will be found

30 SUPERINTENDENT'S REPORT.

in the report of Assistant Superintendent White and in the
part of this report deahng with the department of educational
investigation and measurement.

No city has given greater attention than Boston in the last
two years to the teaching of the three R's. No other city has
expended so much money in making a scientific investigation
into actual conditions and in carrying out definite plans for
improving them. There has been no concealment nor evasion
concerning conditions. Even the apology has not been offered
that we are no worse than the best of other cities. Teachers
have submitted patiently to much drudgery in assisting in
investigations and in applying preventive and corrective
measures. They should know that they are not on trial.
They are learning to apply the scientific method to a study of
results, to a diagnosis of causes, and to the appUcation of
remedies. We do not have to defend ourselves but we intend
to know our work and to improve it. We are moving toward a
flying goal and when we attain our present standards of what
we should accomplish we shall still move forward.

VI. SPECIAL SCHOOLS AND CLASSES FOR EXCEP-
TIONAL CHILDREN.

To meet the needs of children who vary from the normal
type is one of the leading purposes of our school system. This
has not been found so expensive as it was expected to be,
because as children who require especial and individual atten-
tion were removed from the ordinary classes and the group of
children under regular teachers became more homogeneous,
the teachers could handle larger groups more effectively than
they could when the children were not so well classified. When
teachers are required to give a large portion of their time to
children who have special needs, mass teaching becomes difficult
and exhausting, and a group of thirty-five children under such
conditions is more burdensome than a group of forty-five
that is homogeneous. It is therefore economical in every way
to establish classes for children who are exceptional. At present
we have separated for special treatment the following groups:

First: Children with Special Physical Needs.
The deaf.

Children with very defective eyesight.

SPECIAL SCHOOLS AND CLASSES.

Children with speech defects.

The anemic and under-nourished.

Children with pronounced tubercular tendencies.

Second: Children whose Mental Needs and Charac-
teristics Vary Widely from the Normal.
The super-normal.

Children who are mentally defective but improvable.
Children who are markedly over-age for their grade.
Foreign children.

Third : Those Who are Morally Out of Step and Who
are not Reached by the Means Given Above:
The disciplinary school, especially for truants,
f

1. the deaf.

An attempt has been made in the past year through the
principals of schools to see that all children whose hearing is
extremely defective should be sent to the Horace Mann School.
As far as can be ascertained, this school now has all of the
extremely deaf children of our pubHc schools. The school has
suffered a serious loss in the withdrawal of the trade school
work offered by Miss Lillian Brooks. She has been unable to
continue the courses in jewelry for boys and dressmaking and
miUinery for girls, which she has been providing for several
years and which had enabled many of the children to become
self-supporting. It is my behef that the school committee
would be amply justified in continuing this work. The advanced
class this year numbers twelve children, most of whom desire
further schooling next year. A request has been made that the
committee establish a beginning high school course for them
at the Horace Mann School. There is no provision for state
aid for such a course and it seems to me desirable to place
them in convenient high schools and assign a teacher of the
deaf to follow them up and give them individual instruction
that they would need to maintain themselves in high school
classes. It must be acknowledged, however, that this is an
open question. We have tried the follow-up plan and it is
effective in most cases, but not satisfactory in all. The chief
difficulty has been that the children have been scattered in
schools remote.

SUPERINTENDENT'S REPORT.

2. THE SEMI-BLIND OR MYOPIC CHILDREN.

At the instance of the Massachusetts Commission for the
Blind, the school committee established a class for children
with extremely defective eyesight who could not get on satis-
factorily in the regular day schools. The Perkins Institute for
the Blind provided an experienced teacher and also a part of
the equipment. The class began with seven pupils and is now
eighteen with two teachers. The progress of the children with
the special apparatus that has been provided has been so
satisfactory that the Commission for the Blind is urging upon
the present Legislature a bill for the partial state support of
such schools in the cities of this Commonwealth. It meets a
distinct need. These children should not be institutional
cases. There is far greater need than with other children that
they should have home care. Parents are especially lo^h to
give up such children to institutions and the ordinary school
can do little for them. They need especial medical attention
which has been afforded generously by the Perkins Institute
for the Blind. There is need of such a class in another part
of our city as the question of transportation is difficult and
parents are unwilHng to send their children far.

3. CHILDREN WITH SPEECH DEFECTS.

The classes for stammerers are now organized in four centers
in the city with four teachers, with an enrollment of about 350,
and with 250 on the waiting list. Applications have been
received for opening several other centers. In addition, requests
have come for attention to the speech defects of high school
pupils. Upon an investigation in the Enghsh High School 19
are found who are decidedly in need of speech improvement.
A similar situation occurs in the West Roxbury High School
and probably in all the larger high schools. Applications have
also been received for a class or classes in the evening schools.
It is probable that four more teachers will be needed to give the
work the attention its importance demands.

In the English High School 14 pupils were found in the first
year class who had taken the speech improvement course in the
elementary school the preceding year. Without exception
these pupils were found to have been distinctly benefited and
were unanimous in their high esteem of the benefits to be
derived from such a course. About 85 per cent of the cases are

SPECIAL SCHOOLS AND CLASSES.

found to be curable or greatly improvable (75 of the 93 admitted
the first year are permanently corrected). In many cases one
year is sufficient, though, usually, follow-up work is necessary
for some time to make the correction permanent. Miss Dacey
who directs the work has given instruction to the kindergarten
and primary teachers to assist them in correcting minor defects
of children in their earliest school years. It would be well to
have this instruction given every year.

4. ANEMIC CHILDREN AND OPEN AIR CLASSES.

The open air classes number 15 and these seem to be suffi-
cient to meet the need of special treatment of children who are
undernourished and anemic. In fact, most of our school rooms
are to a considerable extent open air rooms. The provision
that windows shall be open at all times when the weather at all
permits and that the rooms be flushed periodically through the
day is very carefully followed by almost all our teachers. The
temperature is* carefully watched and except in summer is
rarely above 68 degrees. Whether as a result of this or not, the
number of children needing distinct and separate open air
treatment seems to be diminishing rather than increasing. In
most of the open air classes a luncheon is provided at the
smallest expense possible to the children. This provision should
be made for all the classes in order that these children should
have the proper kind of nourishment at the noon period. A
course of study especially adapted to the needs of open air
children has been prepared by the director of school hygiene
with the teachers in the past year and is now in general use.

5. TUBERCULAR CHILDREN.

In accordance with the suggestion in the last report an out-
door school has been provided at the Consumptives' Hospital
in Mattapan for the children who are hospital cases and who are
believed to be curable. Tubercular children are now carefully
excluded from our regular schools. There are about fifty receiv-
ing instruction at the hospital school. We have provided two
teachers and should probably add a third for kindergarten
instruction for the youngest group.

6. SUPERNORMAL.

Five "rapid advancement" classes have been provided for
those children whose progress is evidently retarded by holding

SUPERINTENDENT'S REPORT.

them back in regular class work. There is no attempt made to
push them but they are expected to work as diligently as
children of average ability and not stop in their course of study
because they have come to the end of the year's work. It is
found that these children readily accomplish the work of the
three higher grammar grades in two years without unusual
effort. An inquiry into the progress of these children in high
schools shows as far as reports have been received that with-
out exception these children stand in the highest division in
their high school work. It is a mistake that all children should
be expected to move at a uniform rate of progress. Some travel
naturally faster than others. The few who are exceptionally
capable should not be permitted to become laggards but should
be encouraged to use their abilities with the same energy that
is expected of the less capable. In my opinion every large
district has a sufficient number of such children to provide a
separate class for them. This is not a question of cost, for no
extra teachers need be allowed a school for this purpose. It is in
the power of the principal in most situations so to organize his
classes as to assign one teacher to a selected group from one
or two grades, according to circumstances.

7. MENTALLY DEFECTIVE BUT IMPROVABLE.

Great progress has been made in developing the work in
what is known as special classes. We have now 50 classes in
operation or in process of organization with an enrollment of
about 750 children who have been carefully selected by our
expert medical advisor, Dr. Arthur C. Jelly. Last year 103
of the children in these classes made such progress that they
were transferred to normal grades; 18 were sent to institutions;
the remainder, except the few who for various reasons dropped
out, have continued this year in the special classes. Usually
these classes have been isolated from one another in separate
districts to meet the immediate needs of the locality, but the
tendency is growing to form two or more groups in convenient
centers in order to classify the children to better advantage.
The Frances E. Willard School of six rooms has been given
up for the special classes of the South End, enabhng us to give
this large group a special teacher for manual arts and for
household arts without extra expense. Children are grouped
with reference to sex and to their mental age, permitting very
much more effective work than can possibly be done when one

SPECIAL SCHOOLS AND CLASSES.

teacher has to manage a miscellaneous group. Older groups
of boys are now being assembled in a part of the George T.
Angell School by bringing them in from surrounding districts.
Forty of the seventy school districts are now provided with
special classes or are accessible to them. The teachers have
prepared with great care an elaborate course of study for such
classes abounding with suggestions to meet the needs pf different
types of children. This was issued last September and I am
informed by Doctor Fernald of Waverley that it is the best
piece of work of such a character which he has seen. It is
School Document No. 4, 1914.

Our greatest difficulty in developing this special work has
been to secure teachers who have the right sort of preparation
for it. The few institutions in this country that give training
courses for teachers have been so overwhelmed with applicants
that our teachers in most instances have been unable to secure
admission in recent years. Therefore at the suggestion of the
school committee a course for home training of teachers has
been prepared and approved and is now in operation, beginning
January 20. It consists of a cHnic at Waverley and lectures
by Doctor Fernald on the psychology and pedagogy of the
special child; courses in manual and household arts by our
own speciahsts; practice, observation and criticism for one
year under the direction of the supervisor of special classes
and instruction in method by teachers of special ability. At
the end of the course the candidates, who must have had one
year of practice, are given an examination by the board of
superintendents, who have approved the course. With these
provisions it is hoped we may have teachers sufficient to open
ten additional classes the coming year.

8. UNGRADED CLASSES.

In past years principals have been accustomed to cluster
the over-age children in the grades below the fifth in what is
known as ungraded classes numbering 36 each. At one time
there were approximately 80 such classes. Upon investiga-
tion it was found that these children were very unfike in their
needs. They fall broadly in two divisions: foreign children
and children of the special-class type described above. There
were also a good many children who were simply backward in
their development or who had been kept back for various
reasons. To make progress with such a miscellaneous group

SUPERINTENDENT'S REPORT.

is hardly possible. The chief value is to relieve the regular
teachers of the children who do not fit. If the policy of
attempting to meet the needs of the children themselves is to be
followed it is necessary that these classes should be very care-
fully reorganized. An order was therefore issued in September
that ungraded classes should be formed only with the approval-
of Mr. White, Assistant Superintendent, assigned to this"
matter. As a result many of these children have been assigned
to special classes or to non-English classes or to regular grades.
The number of ungraded classes has been reduced to 23. This
is a rather vigorous reorganization for a beginning. Many
of these classes are now simply advanced groups promoted
from the non-English classes and are not ungraded in the
original sense of the term.' But few of the classes are now of
the ''omnium gatherum" type. Some of them are ''clearing
houses" for irregular children who with a short term of indi-
vidual attention may be classified into the grades. Such a
purpose is a very worthy one but a teacher cannot do
individual work successfully with many children in a group.
Thirty-six is probably twice as many as she can deal with
effectually when individual instruction is necessary.

The children 12 years of age and upward who are over age
or of the motor type are segregated into what are called pre-
vocational classes or centers and are given a special course or
training in handicraft accompanied with instruction in the
common branches related to their shop work. This is dis-
cussed more fully under prevocational schools in a following
paragraph.

The whole question of over age is to be investigated at the
request of the school committee the coming spring and ade-
quate data derived showing just how far we are meeting condi-
tions and if possible what steps are still necessary to be taken.

The summer schools organized last summer with more than
4,000 children in attendance are described elsewhere in this
report. Through these, the special classes, the non-English
speaking classes, the ungraded classes and the prevocational
classes we are now reaching many of the 10,000 or more over-
age children in our schools.

9. NON-ENGLISH SPEAKING CLASSES.

A vigorous attempt has been made to collect children of
foreign birth who do not speak English into classes of 30 in

SPECIAL SCHOOLS AND CLASSES.

convenient centers. There are 34 such classes now in our
schools. The largest number in any one school is eight, in
the Hancock District, and Miss Colleton has organized these
classes in such a way that those who have had schooling in their
parent country are taught separately from those who are ilUt-
erate in their own language. Her classification leads them on
by easy stages until they may fit into the grade of the regular
school to best advantage. Two of the other schools are some-
what organized in this work but in most districts there are too
few classes to permit of so effective an organization. It would
be well worth while to have the work in all these classes
inspected twice a year by Miss Colleton or some other highly
competent person. There is no criticism, however, upon the
teachers of these classes as they are as a rule highly efficient
and thoroughly devoted to this class of children. The children
also are most serious and desirous of advancement. But there
should be some manner of careful inspection of all types of
special classes as principals cannot be expected to be specialists
in these particular lines.

Miss Colleton's work also extends to the non-EngUsh classes
in the evening schools. She was assigned to this work last
year and has supervised a vigorous reorganization of the
foreign classes which enroll in the neighborhood of 8,000
students, 5,000 between the ages of sixteen and twenty-one
and compelled by law to attend, and 3,000 older. The evening
schools for the compulsory students have been extended seven
weeks in the past year. Beginners' classes have been reduced
to an enrollment of 20 and more advanced classes to 25. Inter-
preters have been assigned to assist in beginners' classes under
the direction of the teacher. A definite plan of work has been
furnished the different teachers and the work has been standard-
ized throughout the city. The supervisor has given nine
special training lessons to the teachers of these classes and has
followed up her instruction by visiting them in their class
rooms. As far as possible nationalities are grouped together,
men and women are separated and beginners are classified
according to their previous education. Increasing attention
is given to Americanizing the children of foreign birth. The
work in both day and evening schools is not confined to learning
English. The customs and mode of living and in general all
civic matters that are pecuHarly American are utilized in the
course of instruction. A thorough reorganization of the

SUPERINTENDENT'S REPORT.

work has become necessary because of the large numbers of
students involved, and close supervision is imperative because
of the necessity of employing many teachers who have had
no opportunity for special training. Great progress has been
made in the past year.

10. A DISCIPLINARY SCHOOL.

Since the issuance of the last report the Parental School at
West Roxbury has been abandoned by act of the Legisfeture.
This was done -without the approval of the school committee.
The law provides that the children shall be sent back to the
public schools and as need arises the school committee may
organize and operate a disciplinary day school for truant
children and others who are not amenable to ordinary" school
discipline. The amount of truancy in our schools is undoubt-
edly diminishing. The chief attendance officer has made a
comparison of the number of individual truants in the entire
city from the opening of schools in September until December
in 1914, with the number in the same period in 1913. In
1913 the number was 1,618 and in 1914 the number was 1,548.
This decrease, however, is not sufficient to warrant the abandon-
ing of restraining influences of an effective character. The
Parental School met a very real although not a large need and
was undoubtedly expensive to operate. When the children
were distributed among our schools in September the director
of the Parental School was made supervisor of pupils on pro-
bation to follow up the children who had been in the Parental
School and to provide for such other truants as developed.
Upon taking cases before the court for assignment to state
schools of correction it was found that the courts would not
act upon such cases until the school committee provided a
disciplinary day school and tried the children out in this.
Therefore, such a school has just been established in the build-
ing of the Bigelow School in South Boston, and two teachers
have been assigned to a class of 30 boys collected from all over
the city. This is a day school only. We have no power of
Retention, which is a serious defect in the law.

The present compulsory law requires that children who are
under sixteen years who are not at work must remain in school.
This has resulted in a good many children continuing in high
school who are of a different type from what the high schools
have had hitherto. For the first time we are having complaints

TRANSITION OF KINDERGARTEN TO PRIMARY. 39

of truancy in high schools and masters are unable to meet the
situation as they did formerly, by exclusion. It may be
necessary, therefore, to provide a disciplinary class for high
school pupils.

If the school committee is to cope with the question success-
fully it should have larger authority to establish a school in
which children may be detained with or without the formality
of court action as it is very difficult to secure a commitment
of a truant child to a state institution. The school committee
has provided as many types of instruction to interest this class
of boys as it can and it is true that the great majority of those
who hitherto have been confirmed truants are interested and
reconstructed by our prevocational schools. There is still,
however, and will continue to be for some time to come, the
need of provision for the few who are confirmed truants.

VII. THE KINDERGARTEN AND THE TRANSITION
TO THE PRIMARY.

In this city children are admitted to the kindergarten at
the age of four and to the first grade elementary at the age of
five and a half, but if they have taken the kindergarten training
they may be admitted to the elementary by promotion when-
ever they have completed the kindergarten training. This
latter provision, which has been made in the past year, has
greatly stimulated the attendance in kindergartens so that the
attendance has increased about five hundred and it has been
necessary to open ten more kindergartens. We have opened ten
kindergartens in the afternoon. The period from 1.30 to 3.30
o'clock has not been found long enough to give the full program
and we are trying experimentally the plan of opening the
afternoon kindergartens at one o'clock. This is inconvenient to
many homes and necessitates children coming unattended.
The kindergarten children are usually brought by older com-
panions. Altogether the plan is not to be encouraged and
should be used only in extreme instances. The power of
attention of kindergarten children is low in afternoons and
much better results can be obtained in morning hours.

The afternoons of the kindergartners who have morning
classes are given to home visiting, mothers' meetings or confer-
ences with the director and assisting in the primary grades. An
account has been kept for the past year of the visits made to
homes. The total visits during the year were 18,411. This

SUPERINTENDENT'S REPORT.

shows what close connection the kindergarten makes with the
home and what an opportunity it offers for promoting the same
ideals of child training in home and school. There is no other
agency so effective in producing sympathetic relations. The
mothers' meetings each month provide the opportunity for
definite instruction in the home care of children, physically,
mentally and morally, and gives the necessary opportunity for
emphasizing the responsibilities of parents not only for the
physical welfare but for the moral guidance of their children.
They are so planned that there is a definite purpose for each
meeting. When we think of 75 such meetings a month we
realize what a great contribution the kindergartens are making
to the improvement of family life.

Last spring the experiment was tried of having kindergart-
ners assist primary teachers two or three afternoons a week.
Forty-six teachers volunteered for the service. The volunteer
plan is being continued this year. The kindergartner takes a
part of the primary class to the kindergarten room or upon
excursions, leaving the other part of the class for more individual
work by the primary teacher. When conditions permit, a
small group of children are taken upon trips, each of which has
a special purpose. The excursion is followed by a conversa-
tional period upon what has been observed. The kindergarten
teacher also gives stories which are reproduced through drama-
tizing, cutting and drawing; games in skill or sense training,
which are out of doors when conditions permit; hand work in
various forms of construction with clay, crayon, paper and
weaving; exercises in rhythm and gift work, leading to extension
of ideas of number and form; songs, picture study and much
language work, especially with non-Enghsh speaking children.
One division of the class is taken before recess and the second
group after the intermission, or otherwise, as the primary
teacher and principal suggest. One of the leading values of
the plan is to bring the primary teacher and the kindergartner
into more close conection in their work. As they meet in
their weekly conferences the ideals of the two systems will
become more nearly uniform.

It is quite necessary that the primary teacher should under-
stand the goal of the kindergarten and the kindergartner fully
grasp the requirements of the primary school. There is no
sudden transition at the age of five and a half in the development
of the children to correspond to the abrupt break that

TRANSITION FROM GRAMMAR TO HIGH. 41

frequently exists between the methods and subject-matter of
the kindergarten and those of the primary grade. The gap that
exists between kindergarten and primary is often greater than
that between grammar grades and high school. To close this
gap and make a continuous course in harmony with the develop-
ment of the children will remove a fundamental defect in our
educational process. It is not necessary for either department
to make sacrifices but simply to come into thorough accord as
regards the needs of children at this age.

The difference in ideals between primary and kindergarten
arises from the difference in the normal training of the two
classes of teachers. As long as the training is entirely distinct
and separate we cannot expect unity of purpose. Our primary
schools consist of the kindergarten and first three grades as
a school unit. If this unit is broken into two widely distinct
parts with different courses of training and certificates there
will be different aims and ideals. A common course of training
for the teachers of the kindergarten and the primary will
bring about true harmony.

Teachers should understand the period as a whole and should
lead the children gradually from the more uifantile to the more
material activities of the primary school. In accord with this
belief the school committee has in the past month adopted
a normal school course for primary and kindergarten teachers
which is given in detail under the topic of the Normal School
later in this report. The question will of course arise as to
the wide discrepancy of salary which now exists between the
kindergarten teachers and the primary, but when it is fully
recognized that the training of the kindergartner should be
as extensive and cultural and that the duties are as important
and as arduous, the answer to the question will, in the spirit
of justice, be obvious.

VIIL THE TRANSITION FROM GRAMMAR GRADES
TO HIGH SCHOOL.

1. The Pee vocational Classes.
It has long been recognized that the transition from the
eighth grade to the high school is entirely too abrupt. The
subject-matter of the course of study changes suddenly in
almost all branches. The plan of organization in the high
school is departmental, the student changmg from teacher to

SUPERINTENDENT'S REPORT.

teacher in different recitations, while in the grammar grades
the student as a rule remains with the one-class teacher through-
out the year. Methods of study and recitation are equally at
variance, so that it is little to be wondered at that the largest
percentage of failures and drop-outs are in the first year of the
high school.

Children at this age do not change thus suddenly. They
are, in fact, in the same transition period of their development
from childhood to youth in the upper grammar and lower high
school grades. This transition usually begins at the age of
twelve or thirteen and continues for three or four years. As
they develop out of childhood at about the age of twelve they
begin to show marked differences of characteristics and apti-
tudes. Some are distinctly scholarly and intellectual and
others have little taste for books but belong to the distinctly
motor or practical minded type.

Children of the motor type are the ones who in times past
dropped out of school at about the sixth grade. That is the
grade in which the greatest shrinkage in school attendance
occurred in former years. The ordinary school curriculum did
not interest them and they went to work. Recent school
legislation has made their continuance in school compulsory.
The school committee is endeavoring to meet their needs and
at the same time contmue their common school education by
providing a different type of education for them in the pre-
vocational schools and classes. There are now prevocational
classes for girls in 22 districts. In these the girls are given
a large variety of exercises in the household arts by the use
of especially equipped rooms or nearby apartment houses. A
detailed account showing the remarkable progress of these
girls will be found in the report of Assistant Superintendent
Mrs. Ripley.

The prevocational work that is provided for boys will be
found in detail in the report of Assistant Superintendent White.
Five districts have especially equipped rooms for these classes
for boys and three school buildings in accessible centers are
now given up to this class of work in which the aim is to give
boys as wide a variety of experience as possible in different
types of industrial work such as carpentering, bookbinding,
printing, sheet metal, machine, electrical work, and so on.
The three centers now in operation are at Lyceum Hall in
Dorchester, the old Winthrop School in Roxbury and the old

TRANSITION FROM GRAMMAR TO HIGH. 43

Austin School in East Boston. Boys of the motor type above
the age of twelve, whatever their grade, are collected from sur-
rounding districts in these centers. They are given shop
practice two hours a day and academic work and study four
hours a day. Their academic work in the common branches
is closely associated with their shop practice. The results have
been all that was expected and even more. The school at
Lyceum Hall, which was in operation throughout last year,
graduated all of those in the highest group and the master
reports that their interest and progress in their academic
subjects have been such that he can recommend them to any
high school. They have become thoroughly interested in
school activities. Education has taken on new meaning to
them. It is recommended that additional centers be provided
the coming year in Charlestown, at the Abram E. Cutter
School, in the Prescott District; in South Boston, at the Park-
man School; and in the South End, at the Miles Standish
School. It is also recommended that one of the department
instructors in manual arts be assigned as director of all the
prevocational work for boys and that the director of house-
hold science and arts be given an assistant in order to super-
vise thoroughly the work for girls. The development of the
prevocational opportunities for boys and girls is worthy of the
most serious consideration of the committee. These classes are
not only the natural feeders of the trade and industrial schools,
but they also awaken a great many children to a desire for high
school education, and by no means limit the opportunity of
children for a later choice of school or life work.

2. Intermediate Classes.
By the beginning of the seventh grade it becomes evident
that a large group of children are of the scholastic type, who
should go on to and through high school and many of them to
college. It is universally recognized that such children should
take up their study of a foreign language, if they are to do this
at all, as early at least as this period; otherwise they will never
have fluency in its use or control of its idioms. To acquire
facility in the use of a foreign tongue it must be learned by the
conversational method while the memory is fresh and before
the change of the speech organs which comes in adolescence.
For such children the course of study should be so arranged
that there will be a gradual approach to the other subjects of

SUPERINTENDENT'S REPORT.

the high school, such as mathematics, science and English.
The extremely technical portions of the arithmetic and English
grammar and geography may be better distributed through the
maturer courses of the high school. By introducing the depart-
mental plan of teaching in the two higher grammar grades, it
is not found difficult to provide teachers who are expert in the
subjects that lead naturally to the high school.

With the consent of the school committee the intermediate
plan has been introduced into ten districts, and children have
been given a choice in the seventh and eighth grades between
the ordinary curriculum and what might be called the high
school preparatory or intermediate plan. A committee of
high school teachers was appointed last October to visit the
schools in which the intermediate plan is in operation and
report upon the value of the work. The committee on foreign
languages consists of Mr. William B. Snow, chairman, English
High School; Mr. J. Hathaway, High School of Commerce;
Mr. L. C. Colman, West Roxbury High School; Miss L. R.
Beadle, East Boston High School; Miss Bertha Vogel, South
Boston High School; Miss A. M. Twigg, Girls' High School;
Miss Katherine K. Mar low, Dorchester High School, and Miss
Anna M. Fries, Dorchester High School. This highly com-
petent committee has inspected the work in foreign languages
in the elementary grades and reports that it has visited the
various grammar schools and finds that the classes are being
taught by excellent teachers who are doing their work in a most
interesting and successful manner. They have met with the
grammar school teachers doing the work and will soon be pre-
pared to make a formal report. Wherever such work is
attempted in the grammar schools, close connection is made
with the corresponding high school departments, and the
course is worked out together with a spirit of harmony that
assures its success.

The Latin schools have for a long while provided somewhat
such a course for children leaving the sixth grade so that the
precedent is well established. Children in remote parts of the
city who desire these advantages should not be expected to
attend these schools at so early an age. These schools are also
already full and their curriculum, requiring ancient languages,
does not meet the needs of the children for whom the inter-
mediate plan is designed.

There is no intent to deprive children of taking the ordinary

TRANSITION FROM GRAMMAR TO HIGH. 45

course of study in the large school districts of our city. It is
not difficult to provide classes for each course, with little or no
extra expense. There is also no intent that the children who
take the intermediate course shall lose in their efficiency in the
three R's. It is found that these classes in their Courtis tests
in arithmetic have made records that are among the best in
the city. Similar tests will be given in their writing and
spelling with the confident belief that they will more than hold
their own. The fact is that these children are ardently
interested in their school work. The new work has stimulated
their interest and energy and they know that their continuance
in it is dependent upon their making a satisfactory record in
their common branches as well.

The question will arise whether instead of building new high
schools in the future we should not build intermediate or
junior high schools to include the two higher grammar grades
in congested districts and the first year of high school. In
Dorchester, for example, the high school is already crowded far
beyond its capacity with portables in the yard, and the Henry
L. Pierce District in the same vicinity has ten portables in its
yards. One school building of the junior high school type
would relieve both situations.

The junior high school idea fits exactly with the development
of children at this period of their lives and would present a
complete connection between the grades and the high school.
The present failure and dropping out of children in the first
year would be almost completely eliminated. The inter-
mediate plan will no doubt be highly effective in this regard
and, as a rule, where there is no necessity for additional high
school accommodation, it does not seem that buildings of the
junior high school type are at all essential. They would
probably make a material increase in the expense while the
intermediate plan will not.

The discussion of the transition from grades to high school
would be incomplete without some allusion to the efforts that
are made in the high schools to give proper attention to those
children who are discouraged and fall back in their work. In
several of the high schools an additional teacher has been
allowed for the special purpose of assisting the backward
children in the first year. The verbal reports from various
head masters indicate that the loss of children in the first year
by dropping out is considerably less than it was formerly. We

SUPERINTENDENT'S REPORT.

are to prepare a report upon over age and nonpromotion at the
close of the schools in June which mil show exact conditions.
It is possible that a distinct provision should be made for those
children who enter high school and discover no aptitude for
high school subjects by assigning them to classes taught by
teachers taken from the elementary schools, and continuing
their instruction in EngUsh, arithmetic and other elementary
subjects.

Attention is called to the report of Assistant Superintendent
Burke, who is giving especial consideration to the transition
from grammar grades to high school.

IX. SPECIAL OPPORTUNITIES IN ART AND MUSIC.
1. Cooperative Art Course.

An arrangement has been effected with the Art School at the
Museum of Fine Arts for that school to provide art instruction
for a small and carefully selected group of students entering high
school. The course was put in operation last September for
twenty students who were selected by the art department of
the pubUc schools from students entering high school. These
students devote their mornings to their high school curriculum
and their afternoons to art instruction at the Art School.
They receive four credits a year upon their high school diploma
for graduation, giving them an opportunity to get sixteen of
their eighty required points for graduation, in art under the
most competent instruction that the city affords.

At the present time a careful study is being made by the art
teachers of the pubhc schools of the abihties of students in the
eighth grade in order to select those who have evident and
highly promising artistic talent. These students will be
informed of the opportunity offered at the Art School and if
they choose to take it the Art School will endeavor to accom-
modate them.

2. Music.

The changes that have been made in the organization of
pubhc school music are indicated in the report of Assistant
Superintendent Rafter. The advisory committee on music
has made a careful study of the needs of our schools and has
proposed revisions of the course and methods.

Their recommendations would involve a simphfication of
the work in music, in harmony with the general plan of sim-

SPECIAL OPPORTUNITIES.

plifying the elementary curriculum. They propose that the
study of musical notation be eliminated from the first two or
three grades and rote singing only be used, and that from the
fourth to the eighth grades the technical drills and sight sing-
ing be simplified and reduced and more time be given for
singing the songs which are appropriate for children and which
are really worth while for them to learn.

CREDIT COURSES FOR OUTSIDE MUSIC IN HIGH SCHOOLS.

In the last annual report it was suggested that high school
pupils should have an opportunity to devote themselves
seriously to music as a distinct study to be accredited as any
other subject.

''In the high school period their critical powers should be
exercised and sufficient analytical knowledge should be acquired
to enable them to classify and understandingly follow musical
compositions. Instrumental practice outside of school, under
the direction of institutions and private teachers, should be
encouraged. Upon the outside practice there should be' periodic
tests. If satisfactory work is done it should be accredited
the same as any other subject for graduation.*'

In harmony with this suggestion the department of music
submitted to the advisory committee on music a plan of school
credit for outside music as follows :

1. A high school pupil wishing credit for outside work done in music
will make application at her high school in September. A copy of the
approved four-year course of study will be furnished to the pupil, which
she in turn will present to her music teacher. The ntusic teacher will
assign the pupil to the year for which she seems to be fitted; first, second,
third, or fourth.

2. On a sHp duly prepared the music teacher will indicate the year to
which she has assigned the pupil. This slip when signed will be forwarded
to the pupil's high school and will constitute a record.

3. On a slip duly prepared the music teacher will certify bi-monthly
that the pupil has taken at least one music lesson per week, and will give
her estimate of the value of the pupil's work. On the same slip the parent
or guardian of the pupil will certify that the pupil has devoted at least one
hour each school day to practice.

4. Annually, in the month of June, the pupil will be examined in her
high school.

5. At the completion of the pupil's examination a certificate in duph-
cate, showing the result of the examination, will be made out. The original,
signed by the examiner, will be given to the pupil examined and the dupli-
cate will remain in the high school as a record.

SUPERINTENDENT'S REPORT.

6. A pupil taking outside instruction in music, either vocal or instru-
mental, need not take choral practice in her school.

7. A pupil who has compUed with the above conditions and who has
taken not less than one music lesson per week, requiring at least an hour's
practice each school day may receive therefor two diploma points.

8. A pupil who asks credit for outside music study and who takes
choral practice or instrumental instruction in her high school may receive
one diploma point for each subject taken in the school.

9. The maximum number of diploma points in music per annum shall
be four.

The advisory committee has signified its approval of
these suggestions in most particulars. As the proposed plan
for accrediting outside work in music entails little or no expense
it is to be hoped that the plan may be put into execution next
September.

X. DEVELOPMENT OF INDUSTRIAL EDUCATION.

The provisions for industrial education in the public schools
of this city include (1) the Mechanic Arts High School; (2)
the cooperative course in the Hyde Park High School for boys;
(3) the Trade School for Girls; (4) the Boston Industrial
School for Boys; (5) the evening industrial schools and (6)
possibly there should be included the prevocational schools
for boys and girls and the continuation school in some of its
aspects.

Under the laws of Massachusetts certain of these courses
receive state aid, equivalent to about one-half the running
expenses. The following receive state aid in this city; The
Trade School for Girls; the Boston Industrial School for Boys;
Evening Industrial School and branches of household arts
in the evening elementary schools ; the compulsory continuation
schools and the training course for teachers of continuation
schools.

An investigation conducted by Mr. Daniel Foley of the
English High School presents some facts that make an instruc-
tive comparison between the number engaged in different occu-
pations in this city and the number who are taking courses in
our schools which prepare for them. Summarized briefly he
finds that 5 per cent of our male population is engaged in
professional occupations while 34 per cent of boys in our
high schools are taking courses leading to those occupations;
29 per cent are engaged in commercial occupations and 47 per

INDUSTRIAL EDUCATION.

cent are taking courses leading to such occupations; 34 per cent
are engaged in industrial occupations and 19 per cent of those
in our schools are taking courses leading to such occupations.
In fact the number in our trade courses is not 19 per cent,
nor half of it, because all the students of the Mechanic Arts
High School have been included, while only the first-year class
is being distinctly prepared for industrial work.

The actual number of boys in the different courses in our
secondary schools in January, 1915, he finds to be as follows:

In the cooperative industrial course at Hyde Park High, 65;
Boys' Trade, 182; Mechanic Arts High, 1,277, 400 of whom
are in the first year or industrial course; commercial and
business courses in all schools, 3,640; college and professional
courses, 2,645, a total of 7,823 boys in our high schools.

In the actual occupations in our city according to the census
of 1910 the male workers over fourteen years of age were as
follows: Unskilled labor, 58,000; skilled labor, 62,000; com-
mercial, 55,000; professions, 9,400, approximately. According
to these figures our industrial training is not sufficient to meet
the demands of these occupations.

1. Mechanic Arts High School.
One of the chief features in the year's events has been the
reorganization of the course of study in the Mechanic Arts
High School. The school committee in 1912 authorized
Mr. C. A. Prosser, now Secretary of the National Society for
the Promotion of Industrial Education, to make a study of the
Mechanic Arts High School to ascertain whether the school
was fulfilHng the aim of preparing the boys for advantageous
entrance into industry on the business and directive side,
and if not what provisions or changes were necessary. Mr.
Prosser made his report March 24, 1914. In brief he reported
that the school would need a change of equipment and, in some
respects, of organization before it would fulfill to best advantage
the aim proposed. The summary of his recommendations is
as follows:

1. No changes of any kind be put into effect before September, 1914.

2. All classes now in school be allowed to graduate on the present basis.

3. All changes be made gradually, beginning with the class of 1918.

4. The school gradually abandon all attempt to fit for the engineering
college and confine its instruction to preparing boj^s for industry in accord-
ance with the aim of the school committee indicated in the report.

SUPERINTENDENT'S REPORT.

5. The course of study be immediately reorganized for the first year,
to be put into effect in September, 1914.

6. The whole course be gradually reconstructed according to the
suggestions made in the report.

7. Such subjects as foreign languages, general science and general
mathematics, which belong to the field of general education, or of college
preparation, be eliminated from the course.

8. Suitable agencies be estabUshed for finding and selecting boys who
wish to be trained for industrial careers and who have the right kind of
interest and abihty.

9. The shops be organized on a commercial basis.

10. Instruction in the shop, the class room and the laboratories be
more closely correlated with each other.

11. The customary use of text books be largely discarded and the
materials for instruction be gathered from such sources as the school
shops, outside plants and trade literature. Experience goes to show that
instruction when given by highly competent teachers can be worked out
much more pedagogically without the conventional use of the usual text
book which should serve as reference rather than lesson plan.

12. Visitation to industrial plants and lectures by business men and
experts from outside plants be included in the instruction.

13. All instructors be required to have some industrial experience as
a qualification for service and those who do not have such contact or can-
not acquire it be gradually transferred to other high schools and replaced
by those who do possess such qualifications.

14. Varied equipment, as described in the report, be added to the
school.

15. The school day be lengthened to seven hours for the class of 1918,
of which not less than six shall be given to actual instruction.

16. The number of pupils in shop classes be reduced to not more than
28 to each teacher.

17. Shop work be required of every pupil throughout the course.

18. A placement bureau in charge of a vocational counsellor be estab-
Ushed.

19. The course be so arranged that boys may elect drafting during the
last year, or may speciahze in some industrial field.

20. Boys who discover after entering the school that they wish to
prepare for the engineering college be transferred to some other high
school, and that it be the duty of a special vocational guidance committee
to advise concerning such transfers and see that they are made to best
advantage.

21. Part time courses of instruction be established which will enable
the school to place its students on actual industrial work, while taking
training for a portion of their time in the class room, and which will enable
those who have gone to work to secure through the school the further
preparation they need.

INDUSTRIAL EDUCATION.

These recommendations were in large part in harmony with
two previous reports of investigations. The school com-
mittee decided to reorganize the school in accord with the
above recommendations and the necessary changes in the
equipment for the first year class were made before the opening
of school in September. Also the heads of the departments
proceeded at once to organize a course of study in harmony
with the recommendations for the entering class.

In order to make future comparisons to see how closely the
course as it works out corresponds to the recommendations of
the report of Mr. Prosser, the entire course in abbreviated form
is presented as he submitted it.

NEW COURSE OF STUDY RECOMMENDED FOR MECHANIC
ARTS HIGH SCHOOL.

First Year.

Periods
per Week,

Applied Mathematics:

Shop arithmetic, dealing with practical shop prob-
lems and leading into elementary algebra. Ap-
plied geometry of an elementary character such
as grows out of the arithmetic, drawing, or shop
courses

English:

Modern speech and writing; class talks; business
EngUsh; written papers on topics related to
industries

Citizenship :

Practical knowledge of civic affairs; community
civics

Science:

Simple mechanics and the properties of materials —
to be taught through laboratory methods in double
periods every other day, alternating with mechan-
ical drawing

Mechanical and free hand drafting. Practical shop
drawing to be given in double periods every other
day, alternating with science laboratory

Shop Work and Carpentry

5
10

SUPERINTENDENT'S REPORT.
Second Year.

Applied Mathematics:
A continuation and extension of the course in first
year

English;

Alternating every other day or week with history. . .

Industrial and Economic History of New England and
the United States: -
To alternate every other day or week with English,

Apphed Science:

With special reference to the industrial uses of heat,
Hght and power. To be given in double periods
every other day, alternating with mechanical
drafting

Mechanical Drafting:
Alternating with the science work in double periods
every other day

Shop Work, Forging and Patternmaking

Periods
per Week.

10 to 15

Third Year.

Applied Mathematics

English:

Alternating every other day with history

History :

A presentation of the world's progress with special
and constant reference to the industrial and
economic causes and factors involved. Alter-
nating every other day with English

Applied Science:

Industrial chemistry and the strength of materials
— taught in double periods every other week,
alternating with mechanical drafting

Mechanical Drafting:
Taught in double periods every other week, alter-
nating with science

Shop Work:

Machine shop practice and machine construction . . .

10 to 15

INDUSTRIAL EDUCATION.

Fourth Year.

General Mathematics:
Organizing, systematizing and advancing the applied
mathemation of previous years with constant
applications of principles to practical work

EngHsh:

Alternating every other day with economics .

Economics and Organization:

Economics based on the background of economic
history previously taught and dealing with eco-
nomic law and its application to modern day
industrial problems. Organization to deal with
practices in business, shop and organization.
Twenty weeks for economics and twenty for organ-
ization. The two as one course to alternate every
other day or week with English

General Science:

Unifying and organizing the results of the labor-
atory work and practical experience of pre-
vious years and giving more advanced instruction
of a quantitative character in mechanics, indus-
trial chemistry and power. Taught in double
periods every other day

Mechanical Drafting or Shop Management as Electives:
Taught in double periods every other day

Shop Work:

The pupils should be offered a choice of a year's
work from any one of the following courses, or
from as many as are desired: architectural con-
struction; machine construction and tool making;
advanced woodwork and patternmaking; electri-
cal industries, including power

Periods
per Week.

Months.

10 to 15

10
10

Note. — If the school were just being estabUshed with ample resources
at its command, a better training for industrial careers could readily be
devised which in the opinion of the report would contain among other
changes, such features as the follo^sang: (1) a longer school day, of not less
than seven net hours of instruction; (2) more time devoted to shop work,
not less than three hours per day; (3) smaller shop classes, not more than
twenty to the instructor; (4) an attention to instruction on the electrical
industries, including the applications of power, at least equal in the amount
of time and equipment now proposed for each of the various shop courses;
(5) instruction in foundry work.

SUPERINTENDENT'S REPORT.

The number of students taking the first year of the new
course is 400. They are arranged in shifts of 24 to 27 in a
group and spend two periods a day on each subject, one period
being devoted to study conference in academic subjects and
one to recitation. But Uttle home work is required as the
students spend seven hours a day in the school. The student
conference plan in which the students are taught to select,
discuss and organize their facts appears to be remarkably
effective. An investigation conducted in three different
groups shows that the students almost without exception are
thoroughly interested and are convinced they are getting just
what they need. Teachers in first-year classes in other high
schools would do well to visit this work and see how beginners
are taught to study.

One of the most vital differences between the present and
the former plan is the close relation of all the subjects to one
another. The science, mathematics and drawing all have a
direct bearing upon the shop practice and even the English
and citizenship keep in close touch with the industrial side of
the boys' interests.

Perhaps the most important departure from the plan of the
old course is in the distinctly commercial basis upon which the
new course is organized. In order to prepare boys to go
directly into industry on the business and directive side they
must learn to appreciate the problems and quantities involved
in manufacturing and to size up and deal in class room, labora-
tory and shop with the kind of situations that present them-
selves in productive industry. Methods of production in
industry form the basis of the shop practice. It is not the
purpose to turn out skilled mechanics but to send out young
men who through shop experience and instruction in a few
typical industries have gained an intelUgent idea of the methods
of manufacturing estabUshments. The academic subjects
also are directed to training the students to the business and
directive side of industry.

The plans are now formulating for operating the second year
of the above course. The alterations of the building and the
changes in the equipment will involve a larger expenditure
than that for the first year. The expenditure for the changes
last summer amounted to about $12,000. For the second year
it will be nearly twice that amount as it will be necessary to
make radical alterations in the forge shop and provide a foundry

INDUSTRIAL EDUCATION.

in order to conduct the work of the second year upon a com-
mercial basis as is done in the first year.

2. Cooperative Course in Hyde Park High School.

Last year a course was organized in the Hyde Park High
School for those boys who desired to acquire their shop training
in manufacturing estabhshments and at the same time con-
tinue their high school education.

The shop work in the first year is given in the school shop
and is entirely of an industrial character. Beginning with the
second year the boys work in the various Hyde Park shops
three days each week. The instructor in the school shop visits
them at their work and consults their foreman. In the school
he gives them such supplementary work as is needed to help
them in their particular trade. In the school they also receive
training in shop mathematics, drawing, shop science and
EngHsh. There are 65 boys now taking the course.

An advisory committee of the business men keep in close
touch with the progress of the boys in shop and school. This
cooperative plan is especially appropriate for a community
such as Hyde Park which contains the largest industries of the
city. It is capable of considerable extension. It is the most
inexpensive trade training that can be devised and if the shop
instructor has the ability and the time to act as coordinator
between shop and school it is highly effective. Hyde Park is
fortunate in having a shop instructor who has and deserves
the entire confidence of the industries and I beheve Hkewise
of the labor organization. Even in these difficult times he has
had no trouble in keeping his boys placed.

The Hyde Park part-time plan is rapidly passing out of the
experimental stage and is becoming recognized as worthy of
extension to other parts of the city. South Boston would be a
very appropriate place to open another center as there are
great industries in that vicinity and many boys who would
gladly accept such an opportunity.

In the general high schools it should be established as a
principle that additional expense for shop work, including altera-
tions, instruction, supplies and equipment, should be permitted
only as such schools establish a comprehensive, intensive
industrial course comparable with commercial and EngUsh
courses which shall have for its aim primarily the preparation
of boys for industrial life. The Umited capacity of the Mechanic

SUPERINTENDENT'S REPORT.

Arts and the Hyde Park High Schools makes it desirable to offer
such a course in a few of the outl>dng schools, notably Dor-
chester, Brighton and East Boston.

3. The Trade Schools.

The Boston Industrial School for Boys has been able to
admit only 182 students this year although there were appHca-
tions from at least 400. The new building which is to be
provided for in this year's budget and is to be located in Rox-
bury, on Halleck and Parker streets, is to provide for 600
with possibilities of extension to 1,000. It is to offer training
in eleven trades, with possibihties of indefinite extension, as it
will occupy more than 125,000 square feet of land.

The per capita cost for instruction in this school is now S172,
one-half of which is paid by the state. This "^^ill be reduced
to about one-half when the number of students is 600, so that
the expense of the school will not increase in the same ratio
as its size increases. The highly paid head instructors of the
different departments are already employed and the increase
in the number of students will be taken care of with assistants
on very much lower salarj^ schedules. For example: TVTien the
head of a division is paid $2,000, and there is but one group
of boj^'s of 15, the per capita cost is S133 for the instructor alone
in addition to the overhead cost. When there are four groups
of boys, sections may be increased to 17 readily, and the
assistant instructors can be secured for an average salary of
S800, thus reducing the per capita to $73, and overhead costs
will diminish in the same ratio. It is, therefore, in the end
economical to provide for trade instruction on a large scale if
it is provided at all. When this is done the expenditure, at
least that out of the city school fund, will be considerably less
than the per capita cost of our high school instruction, which
is about $85 at present.

The Trade School for Girls accommodates a much larger
number than the school for boys as is shoT\Ti by the number
of students at the present time:

Number of Girls in Each Department of the Trade School.

Dressmaking . 343

Millinery 70

Straw machine operating 30

Cloth machine operating 26

Catering 14

483

INDUSTRIAL EDUCATION.

The enrollment last year was 602; 140 of these were from
high schools; 234 were elementary school graduates; 89 from
the highest elementary grade; 56 from Grade VII.; 40 from
Grade VI.; 15 from still lower grades; 25 from shops and 3
from continuation school or elsewhere.

This school takes those girls who are over fourteen years of
age who desire to know a trade, wherever they may come from,
providing they can satisfy the requirements of the compulsory
education law (an education equivalent to the fourth grade of
the public schools). At least one-fifth of the time must be
given to the elements of an education in the common branches,
hygiene and civics, and the rest of the time to acquiring a
trade. This may take a few months or two years. As they
acquire sufficient skill the vocational counselor assists them to
positions and they are followed up and given additional assist-
ance as they need.

The advisory board of this school together with the state
school officials, after many conferences with employers of labor
and representatives of labor organizations, have submitted a
plan for the extension of the Trade School to provide for the
improvement of workers in the needle trades. The Trade
School is not equipped with power machines to meet this need
and it is already filled to overflowing. The plan proposed is
to organize in convenient downtown quarters, as an annex or
colony of the Trade School, a shop equipped with up-to-date
machines for 60 workers between the ages of fourteen and
twenty-five. They propose, first, that the plant should run
six days in the week, eight hours per day and twelve months
in the year; second, that the instruction shall include cutting,
machine work, handwork, pressing, and academic instruction
for one-fifth of the day in Enghsh, arithmetic, health and
citizenship; third, that the instruction shall be upon the
part-time method, taking students for six weeks in their dull
season or other-svise and by intensified instruction increase their
efficiency, raise their wage-earning power and broaden their
general education; fourth, materials shall be provided and the
products sold in accordance with the present trade school plan.

The total cost for the first year is estimated to be about
;S10,000 for equipment, rent and salaries. The number of
students this would accommodate would be about 500 in the
year. The per capita cost would be about twenty dollars, of
which the state would reimburse one-half. The State Board
of Education feels that this is the most necessary extension of

SUPERINTENDENT'S REPORT.

the trade work for girls that could be made. The present school
is highly efficient in preparing dressmakers and milliners but
these no longer represent the majority of women in skilled
trades, 80 or 90 per cent of whom are believed to be machine
operators. The skilled power machine worker receives greater
compensation as a rule than the hand needle worker. It will
be noted that both the employers and the garment workers'
organization strongly favor such trade extension, as also does
the State Board of Education. It is the strong opinion of
Assistant Superintendent Thompson, who is in charge of
industrial education, and it is also my opinion that the next
movement in the expansion of trade work for girls should be in
this direction.

The Trade School for Girls has tried the experiment this year
of opening a branch preparatory school in the North End. Here
the students of the locality are given preparatory training
for several months and are then assigned to the central school.
Another branch is desired in the South End. These branches
offer an opportunity for girls to begin their trade convenient
to their homes and enable the school to reach a much larger
number than its limited accommodations would otherwise
permit.

XI. COMMERCIAL EDUCATION.
In the past year two investigations have been conducted
under the direction of Assistant Superintendent Thompson,
one by the Chamber of Commerce and the other by the Women's
Educational and Industrial Union, to determine, not by opinion
but by carefully verified data, the educational needs of those
who enter business and whether the commercial schools of
to-day are meeting these needs.

1. Report of the Chamber of Commerce.
The committee of the Chamber of Commerce sent out about
5,000 question blanks to clerical and nonclerical workers in a
highly diversified group of establishments to ascertain what
subjects taught in school are chiefly of value in their occupa-
tion: also question blanks were presented to about 200 business
men by personal interview, designed to ascertain the character
of training required of employees, opportunities for advance-
ment, and suggestions as to subjects upon which emphasis
should be placed in the schools.

COMMERCIAL EDUCATION.

From a study of the returns of these inquiries the following
conclusions seem to be justified: First, the better positions
are reached eventually through the nonclerical rather than the
clerical side of the business. Stenographers, however, would
appear to have the advantage for a period of from fifteen to
twenty years of service; then they reach their maximum and
thereafter the advantage is held by nonclerical workers. As
only 71 out of 440 women who reported have worked over ten
years it would appear that the best pay for girls in commercial
life is along clerical lines if they are fitted by nature to become
good stenographers, though opportunities for positions are
not abundant. Next in importance for girls is a training to fit
them to be saleswomen, from the point of view of earning
capacity. Opportunities in this kind of work are so much more
numerous than stenography that it would seem to be of equal
or greater importance in a commercial course. Second, there
are so few men occupied or needed in stenographic positions
in this city, probably only a few hundred, that it is not worth
while for many boys to devote themselves to stenographic
training. The course that will fit them best should lay a founda-
tion in the principles and necessary qualifications for actual
business and specific training for the competitive side of
business. Third, the statistics clearly show the value of a
high school education. While the grammar school graduate
may for the first six or eight years be ahead of the high school
graduate when the latter commences work, the high school
graduate makes more rapid advancement and quickly passes
the one who has not gone beyond the grammar school. For
example: At the same age, forty-three, the high school grad-
uates who reported earn on an average 20 to 30 per cent more
than the grammar school boys who reported. This seems to
hold true as a general statement for those above the age of
forty, though of course there are some exceptions. Fourth,
the technical subjects most used in business, which were taught
in school, are ranked in the following order : Penmanship, mental
arithmetic, bookkeeping, typewriting and stenography last.
No attempt was made to determine the relative importance
of the broader subjects, such as commercial geography,
history, economics, science, and so on. In the report from the
employers, but not from the employees, efficiency in arithmetic
and penmanship seems to be most important and most lacking.

SUPERINTENDENT'S REPORT.

2. Report of the Women's Educational and
Industrial Union.

The investigation conducted by the Women's Educational
and Industrial Union has been published as a school document
of 187 pages. It is therefore unnecessary to give any but the
briefest summary of it here.

Of the 1,177 women in offices whose conditions were examined
in the investigation, 2 per cent ^eve bookkeepers, 57 per cent
were clerks and 40 per cent were stenographers and tjrpists.
The term clerk is used to include those found in business offices
who are usually doing work requiring little or no technical
training or general education. They are the least skilled, least
paid, and have the smallest amount of education of women in
office service.

These returns do not at all accord with the United States
census and other reports for the very good reason that most of
the clerks have reported themselves as "bookkeepers" and no
distinct hne has been drawn in the census report between those
who are actually bookkeepers and those who are doing inferior
clerical work and general office work, requiring no capacity for
responsibility, executive ability or specific and extended train-
ing, such as is required in bookkeeping and accounting.

The survey finds that one-third of all women workers are
engaged in some sort of office service and one-third of those
employed in office service are employed in stenography and
typewriting. It finds that education is the most important
influence in office service, determining the occupation a girl
can enter and enabhng her to command a higher initial
wage and to reach a high wage within the minimum length
of time.

There is a limited opportunity for the well-trained bookkeeper
and women constitute a comparatively small part of those who
are distinctly bookkeepers. Their earnings, however, are, as
far as investigated, from S12 to $18 a week. About two-thirds
of the stenographers and tjrpists earn from $10 to $18. Forty-
seven per cent of the stenographers earned less than $12 and
76 per cent of the clerks earned less than $12. One-half of the
stenographers and three-fourths of the clerks began with an
initial wage of less than $8. Seventy-one per cent of the ste-
nographers had a high school education and only 8 per cent

COMMERCIAL EDUCATION.

were without high school training; 28 per cent of the clerks
had a high school education and 22 per cent had no high school
training.

The survey made a comparison of the education given by the
private business schools with that given by the high schools
which seems to show that the former produces workers with
inadequate general education and the latter produces workers
with inadequate technical preparation.

The report of the Women's Educational and Industrial Union
reaches the following conclusions : First, the commercial edu-
cator must be acquainted with business demands and see that
the student has a capacity and equipment to meet them.
Second, a four-year high school course should be insisted upon
for all who can avail themselves of it, and a fifth year intensive
course of technical training should be developed. Third, short
courses in day high schools for skilled office service are unprofit-
able. Fourth, intensive courses in evening schools for those
who have gone to work are of great importance. Fifth, coopera-
tive office and school service should be developed, giving students
an opportunity to work in business offices and get an appre-
ciation of the demands and conditions of business as well as an
understanding of the real significance of the courses in the
school. This part-time plan w^ould also open opportunities for
placement of pupil workers when they are prepared and secure
an inteUigent understanding between employer and educator.
The close contact produced by cooperation will help the educator
to formulate a standard of efficiency in education, technique
and personal requirements and will initiate the prospective
worker into the atmosphere of the business world.

The provisions for commerical education in our schools
include (1) the High School of Commerce for boys; (2) the
Boston Clerical School for girls; (3) the commercial courses in
general high schools for boys and girls; (4) the cooperative
store and school salesmanship for girls in nine high schools;
(5) the evening commercial high schools and the continuation
school in some of its aspects.

3. High School of Commerce.
The purpose of this school is to prepare boys for the com-
petitive and directive side of business. It has just reorganized
its course and is in close harmony with the suggestions that

SUPERINTENDENT'S REPORT.

grow out of the investigations. The first two years of the course
are prescribed for all. In the third year those who take the
secretarial and the accounting course are placed in groups by
themselves, and in the fourth year those who are preparing
for the competitive side of business as buyers or salesmen are
given a specific course, including merchandising. With the
new high school building on Avenue Louis Pasteur, nearing
completion, the High School of Commerce will be able to accom-
modate 1,600 students next year and will probably be filled
to its capacity.

4. Boston Clerical School.

To meet the specific needs of girls who desire to prepare
intensively for office service the Boston Clerical School was
established in May, 1914. The following two courses of study
are offered: one, for office service, available for girls who have
completed two years of high school work, the course to consist
of bookkeeping, office practice, commercial arithmetic, com-
mercial law, penmanship and business English; the other, for
stenography and higher clerical work, available for girls who
have completed three years of high school, the course to con-
sist of shorthand, typewTiting, penmanship, business arith-
metic, English, bookkeeping, political geography and office
practice. The pupils are advanced in each of these courses as
rapidly as their progress will permit, and are given certificates
when they have satisfactorily completed the course without
regard to the length of time required.

The purpose of the school is to make better stenographers,
typists, accountants and business office clerks. The school
has a business department in which is a wholesale office, a
jobbing and commission office and a bank. In each, through
cooperation with business schools in various parts of the
country, the girls actually buy and sell commodities, handle
checks and invoices and keep the books.

The standard for girls is set high. No one may begin the
course unless she has first completed two full years in the
ordinary high school. Once she is in, she must average 90 per
cent in all branches. The organization is such that it is possible
for pupils to come in at any time; indeed, the girls are joining
the school practically every week. At present there are about
ninety pupils. There is a special system of instruction which
enables a girl to advance as fast as her abilities will permit.

COMMERCIAL EDUCATION.

The school is equipped with modern office appliances, such as
typewriters of standard makes, filing cabinets, by which eight
different systems of fifing can be used, adding and calculating
machines, card and loose leaf ledgers, billing machines, multi-
graphing machines and the fike.

The school is equipped with a set of offices, with counters,
iron grill work and other fixtures. One section is a wholesale
office, another is a jobbing and commission house, another is a
railroad office, another a bank. The pupil enters first as a
clerk and works through the various positions to that of man-
ager, and then is promoted from one office to another. This
method enables a student to learn how to transact business as
distinguished from the routine of the ordinary bookkeeper or
clerk.

A set of books illustrating a system suitable for business
offices is kept and such special features as the use of modern
posting and bookkeeping, billing machines, calculating machines,
fifing systems, card and loose leaf ledgers are illustrated and
used in the various offices.

Four rooms, including one of unusual size, have been set
Sipart in the Roxbury High School for the Clerical School.
Raymond G. Laird is principal and George L. Hoff acker is
directing the business department.

If the Boston Clerical School is to fulfill its highest mission
and make the greatest contribution to commercial education
possible, it should offer a course for high school graduates. It
should not be of the character of a post graduate course at all but
an intensive business course, taking students who have com-
pleted their high school education in any high school and giving
them technical training until they are thoroughly well qualified.
A great many students who take the general high school or
commercial high school course find themselves T\dthout a
position at the close of their course. They also find themselves
in need of business education. Many of them go to business
colleges to get the technical training. Many others continue
through their high school course and take their specialized
training afterwards. It is hardly to be expected that if the
Clerical School is confined to those who are willing to leave
the other high schools at the end of the second or third year
that it will ever meet a large need. High schools will not
willingly give up their good students at a middle period
in their education. Students also are unwilUng to transfer

SUPERINTENDENT'S REPORT.

from one high school to another or a school of a different type,
but all high schools will gladly recommend their students upon
graduation to go to a speciahzed public school where they can
train for Ufe occupation. In secretarial work, as in teaching,
the prices and rewards are high and well worth the extra years
of preparation. It has been well demonstrated in the investiga-
tions that have been conducted in the past year by the Chamber
of Commerce and the Women's Educational and Industrial
Union that next to teaching, stenography and secretarial work
offers to capable and educated women the most attractions of
any of the occupations. To set the standard as high as a high
school education and special training on top of it would do
more to remove the criticism of superficiality in commercial
education than changes in the high school curriculum could do.

Those students who take the commercial course in the
ordinary high school would be somewhat at an advantage in the
intensive after-high-school course and the more competent ones
could probably go to positions without the additional course.

It is hoped the school committee will see its way clear to
admit high school graduates to the Clerical School next Sep-
tember. Eventually the Clerical School should be a going
concern the year round and persons who are graduated from
the high school in June should be able to begin immediately
with their special training.

5. Cooperative Store and School Course.

Under the efficient direction of Mrs. Lucinda W. Prince,
courses in salesmanship for girls have been organized in nine of
our schools. These girls are given their shop practice in the
stores of the city. Mrs. Prince has effected an arrangement
with twelve of our leading stores whereby our girls may get
store experience on Saturdays, Mondays and during the hoH-
days. The course is for those in the senior class only. The
school course includes salesmanship, textiles, design, commercial
arithmetic and English, and is closely related to the actual
needs.

Thorough cooperation has been secured both on the part of
the head masters of schools and store employers. There are
about 300 girls taking the course at the present time, a remark-
able development for the first year. Mrs. Prince has been given
an assistant who is to act as a coordinator between shop and

COMPULSORY CONTINUATION SCHOOLS. 65

schooL This is a most necessary provision, for the placing of so
many students and the follow-up work is as arduous as it is
important.

A more detailed account of her work will be found in the
report of Mr. Thompson.

XIL COMPULSORY CONTINUATION SCHOOLS.
In accordance with chapter 805, Acts of 1913, the school
committee established compulsory continuation schools for
children who are at work between fourteen and sixteen years of
age. These schools were opened in September, 1914, and pro-
vide (1) for pupils who are in skilled employment, (2) for
those who have well-defined vocational aim but whose employ-
ment does not afford preparation for such vocation, and (3)
for those who have neither skilled employment nor specific
vocational aim.

The first are known as trade extension classes, the second as
prevocational classes and the third as general continuation
classes. Pupils are classified in groups not to exceed 25 and
the sexes are taught in separate classes. Pupils attend four
hours a week throughout the school year. In all the courses
the academic instruction in English and mathematics is closely
related to the occupation or the industrial school work. When
an establishment has a sufficient number of pupils and offers
facilities the teacher is sent directly to the store. There are
twelve such store schools. The other pupils are collected in a
large building on La Grange street which has been equipped as
a continuation school.

A course of training for continuation school teachers was
offered from February to June, 1914, with about forty candi-
dates. The course was given on Saturday mornings and con-
sisted in discussions of the needs of continuation school pupils
and the best methods of improving them. The school has
been in operation about four months though much of the
equipment was so delayed that the full intent of the courses
could not be carried out until January, 1915. The number of
students is 2,088, of whom 38 per cent are in mercantile estab-
lishments, 45 per cent in mechanical pursuits and 16 per cent
are classified as errand and miscellaneous. After the school
had been in operation four months it was thought best to
assign to it a principal who has had large experience with this
type of students, and Mr. Owen D. Evans of the High School

SUPERINTENDENT'S REPORT.

of Commerce was placed in charge. As pupils come from the
employment certificate office at the rate of more than 200
a month the assignment of new pupils to appropriate classes
is a large undertaking. They are first assigned to general
improvement classes according to their previous schooling;
they are then studied and classified after consultation with
their employers and parents. In general, employers appear
to be cooperative with the school and report that it has had a
steadying influence upon their boys and girls. The students
themselves have shown marked improvement and increasing
interest. The energy of the teachers is now especially directed
to improving their children in character and efficiency for the
work in which they are engaged and an increasing amount of
attention is devoted to improvement in their ordinary educa-
tion and in those characteristics which will lead the student
to advancement.

While the school is still in the experimental stage and the
teachers have not yet perfected their courses of study, sufficient
progress has been made to justify the continuance of the work.
These children are entitled to a chance and . an opportunity to
improve themselves. This school will be a steadying and
elevating influence in the formation of their character as well
as in preparing them for greater service.

XIII. VOCATIONAL GUIDANCE.

We have been so unfortunate as to lose by death Mr. Alfred
R. Winter, who was assigned as director of vocational guidance
last year and who showed remarkable ability in developing
this difficult activity. His place is now filled by the temporary
assignment of Miss Susan J. Ginn, who has been in charge of
the placement bureau. She appears to be well qualified to
be made permanent director.

In the elementary schools the value of vocational guidance
lies chiefly in giving the children in the upper , grammar grades
such information concerning the opportunities offered by the
various high schools and industrial schools that, in consultation
with their parents, they may choose intelUgently their future
course. There are also a few students in all schools and many
in some districts who must go to work without high school
training. These should be informed as to the legal conditions
of employment and the possibilities and advantages in different
kinds of employment.

THE TRAINING OF TEACHERS.

In each district there is at least one vocational adviser. The
director of vocational guidance conducts conferences with these
advisers, giving them such assistance as they need, and the
special advisers form a means of communication between the
guidance office and the teachers of the district. In the trade
schools and in the speciahzed high schools there are vocational
counselors who assist in placing and who follow up their
students who secure employment.

It is believed that all high schools would be benefited by
having such counselors and it is proposed to give the director
two assistants who will look after high school counseling and
placing. The school committee does not deem it advisable
for the public school system to undertake the wholesale place-
ment of children but as close relation as possible is established
with the placement bureau to facilitate the work of each
agency, the intent being that any employer who is in need of
assistance may apply to one particular office. If the placement
secretary is in close touch with the vocational director and the
latter with all of the counselors of the city a suitable candidate
for the position can be readily provided.

In the highly speciahzed schools the vocational counselor
deals directly with employers, the range of employment and
the number of employers being so limited that it is possible
for one counselor to keep in touch with them.

The placement bureau is an organization independent of the
schools, and supported by philanthropic persons to assist in
the actual work of connecting the child who must find employ-
ment with the employer who needs assistance. It has demon-
strated its usefulness for two years and fills quite an essential
need.

XIV. THE TRAINING OF TEACHERS.

In this city those students who are preparing to teach are
expected to make their decision in the first year of high school
and pursue throughout the high school a specially designed
Normal School preparatory course in which special attention
is given to arithmetic, English, art and other subjects that
will form the subject-matter of their future vocation. The
entrance to the Normal School itself is somewhat competitive.
A selection of about 100 of the candidates is made upon the
basis of their examination and high school marks. Their
preparation after high school is conducted in three closely

SUPERINTENDENT'S REPORT.

associated departments: the Normal School proper; the
Observation or Model School and the department of practice
and training. The Model School is used for observation and
collateral instruction, and the training department gives the
students five months of practical experience with close obser-
vation and criticism. For three months of the time the student
is associated with a critic or training teacher, changing from
primary to grammar grades. The last two months the student
is put in charge of a school room and given a large amount of
responsibility. The students are then marked upon their
practice and their Normal course and are ranked for appoint-
ment.

1. Normal School Course Approved.
The Normal School course has been lengthened to three
years. The extra year which has been added is not for the
purpose of increasing the amount of work in method but for
strengthening the foundation of scholarship upon which this
special training is built. The new course was introduced last
year with the entering class. The subject-matter course of
the first year consists of mathematics, geography, English and
psychology. The purpose in these courses is to select those
elements that are of greatest importance to teachers as a matter
of knowledge, to treat them always with the teacher's point of
view in mind, and to make them of such a character in both
content and treatment that they will be acceptable when
measured by college standards. In order to ascertain whether
these courses which were established last year were measuring
up to this standard the school committee entered into an
arrangement with the Administrative Board for University
Extension of Harvard University for the inspection of the
above named courses. Through the appropriate heads of
departments of Harvard University the courses were inspected
throughout the year as follows: Mathematics, by Prof. Charles
L. Bouton; educational psychology, by Prof. Walter F.
Dearborn; physiography, by Prof. Walter W. Atwood; and
English, by Professors Greenough and Neilson. All four
courses were approved by the Harvard Administrative Board
and have been accredited for one full course towards the
Degree of Associate of Arts. The course in English required
two inspectors because of the laborious character of the work,
which required many visits to the schools, thirteen conferences

THE TRAINING OF TEACHERS.

with the teachers, tests, the inspection of hundreds of papers
of students and a report of 130 pages. The inspectors of the
course in Enghsh summarize their report as follows :

"After carefully considering all this evidence, we find that the course,
though planned with due regard to the special needs of a Normal School,
includes almost exactly the same instruction as that given in English A at
Harvard College, and that it is very closely parallel to English A in respect
to the standard upon which the grades are based. We further find that
although certain improvements might be made in the entrance require-
ments, the course is, on the whole, protected by entrance examinations
which seem to be of college grade. More important still, we are satisfied
that the course is in the hands of instructors who possess the requisite
knowledge and skill. Most important of all, we are convinced that the
exceptional quaHfications of the present head of the department guarantee
not merely that the course, having been once approved, will be kept from
lapsing into inefficiency, but that it will be kept fully abreast of other
college courses in English composition by the mere fact of remaining
under her direction.

"We therefore recommend:

"1. That the course as planned for 1914-15 be counted as one full
course toward the degree of A.A. from Harvard University.

"2. That the course as given in 1913-14, if passed with a grade of
'fair' or higher, be counted as one full course toward the degree of A.A.
from Harvard University.

"3. That the cases of those who took the course in 1913-14 and received
a grade of 'passable' be considered upon their individual merits."

The course in the second year which is now in operation is
likewise to have college inspection in the subjects of physiology,
biology, economic geography and principles of education. The
department that examines the courses in principles of educa-
tion has also been asked to give such suggestions as it may be
able as to the general administration of the Normal School,
and the Department of Education of Harvard University has
this under consideration.

2. Kindergarten-Primary Course.
On January 11, 1915, the school committee decided to
establish a three-year kindergarten-primary course of study in .
the Normal School in addition to the regular course. At the
present time those who prepare for the kindergarten have
taken their first year in common with the general course and
devote a single year to their preparation for kindergarten.
The classes in recent years preparing for kindergarten teach-
ing have been exceedingly small and it is believed that a more
substantial course will stimulate a larger number of students

SUPERINTENDENT'S REPORT.

to take it. Some of the reasons for adopting a common course
for kindergarten and primary teachers are as follows:

First. — Our primary schools consist of the kindergarten and
first three grades as a school unit. As long as this unit is
broken into two widely distinct parts with different courses of
training and certificates, there will be different aims and ideals
and cannot be real unity of purpose. A common course of
training will promote true harmony and bring about a good
mutual understanding.

Second. — The children in the different grades of the pri-
mary school are in the same period of mental development.
There is no abrupt change as the children pass from four to
seven years of age. The transition in development is gradual
and so should the method of instruction be. The teacher
should understand the period as a whole and should lead the
children gradually from the more infantile to the more mature
activities. At present, the gap between the kindergarten and
the first grade is wider than that between the eighth grade and
the high school.

Third. — The kindergarten teachers have as much need of
cultural courses as the primary teachers. They must go to
the homes and secure intelligent cooperation in the training of
the children. The primary teachers should be able to do this
much more than now for it is important that there should be
harmony of ideals in early training. Further, the kindergarten
teacher must have a knowledge of art, music, literature, nature
and hygiene, not only for culture but for the selection of suit-
able materials for instruction. At present she uses such mate-
rials more than the primary teacher and her course of training
should therefore be at least as cultural.

The greatest improvement that could come to the primary
course would be to imbue the teachers with the enthusiam,
devotion and joyousness in work that characterize our kinder-
gartners. Those who believe in the kindergarten surely want
to see its essential qualities carried on to their proper outcome
in the primary school.

The course adopted is as follows :

KINDERGARTEN-PRIMARY COURSE.
FiEST Year.

Periods
per Week.

Elementary Psychology (college)
English Composition (coUege) .
Biology (college) . , . .

3
4
3

THE TRAINING OF TEACHERS.

First Year.— Concluded. pe^rWetk.

Oral expression 1

Penmanship 1

Kindergarten-Primary Principles 5

Subjects not Requiring Outside Study:

Drawing and Manual Training 2

Music (vocal training) 1

Gymnastics 2

Observation 2

Explanatory Notes:
Kindergarten- Primary Principles :

The beginnings of child study — study of children's interests and
tendencies, leading to study of FroebeUian principles, games,
stories, gifts, handwork and music.
Observation :

First Term. — A bird's-eye view of the elementary system — Model

School observation imder Mr. Lamprey.
Second Term. — Two or three hours a week in kindergarten;

visits to assigned kindergartens; visits with kindergarten training

teacher.

Second Year.
First Term. pf/ri^'k.

History and History of Education (college) 3

English Literature 1

Kindergarten-Primary Principles and their application ... 7

Music 2

Penmanship _ 2

Hygiene 1

Observation and Practice 12

Explanatory Notes:
Music — 1 hour vocal.

1 hour instrumental.
Kindergarten-Primary Subjects:

FroebeUian Principles 2

Gifts 2

Games 1

Handwork 2

Observation and Practice:

Three mornings per week in the kindergarten.
Students to be given definite responsibihties increasing in amount
and value.

Second Term. ^f.Xtk.

History and History of Education (college) 3

EngUsh Literature 1

Kindergarten-Primary Principles and Methods .... 11

Music 2

Hygiene (unprepared) 1

Observation and Practice .

SUPERINTENDENT'S REPORT.

Second Year. — Second Term. — Concluded.

Explanatory Notes:

Kindergarten-Primary Subjects and Methods:

IMethod in English

Method in Arithmetic

Method in Science . . . .

FroebeUian Principles

Gifts

Handwork

Games . . .

3
2
1
2
1
1
1

Third Year.
First Term.

Periods
per Week.

Principles of Education (college half course) .

English Literature (college)

Social WeKare

Art (unprepared)

Kindergarten-Primary Principles and their application .

Music

Observation and Practice

3
4
1
2
7
1
8

Explanatory Notes:

Social Welfare. — Study of social conditions, preparation for mothers'
meetings, home visiting, etc.

Music Methods. — Development of students' appreciation.

Art. — Cultivation of students' taste through work in color and clay,
supplemented by visits to the museum.

Kindergarten-Primary Theory and Methods :

Educational Theory 2

Program 2

Handwork 2

Games 1

Observation and Practice. — Three mornings a week. Ten weeks in
primary grades, eight weeks in kindergartens.

Second Term.

Practice teaching in kindergarten and primary grades, of which three
months is to be with selected training teachers and two months in charge
of a class.

Explanatorj'- Notes:

Kindergarten Principles. — The beginnings of child study — study of
children's interests and tendencies, leading to study of Froebel's
principles.
Handwork. — Adapted for seat work.

KINDERGARTEN COURSE FOR SENIORS'.
Third Year.
First Term.

Periods
per Week.

Kindergarten Principles
Handwork

Games ....

1
2
1

THE TRAINING OF TEACHERS.

It is proposed to inform the students of the high schools of
the proposed new course and secure such preUminary prepara-
tion on the part of those who select the course as will enable
them to take it to the best advantage.

The board of superintendents has adopted the following
plan for securing the proper preparation in music for those who
select the kindergarten-primary course;

PREREQUISITES.

The attention of girls graduating from the eighth gi-ade should be
called to the necessity of piano lessons in the high school in case a kinder-
garten course is to be undertaken later in the Normal School.

Girls in the high schools intending to take the kindergarten-primary
course in the Normal School should be urged to continue or to begin piano
lessons. In case the School Board agrees, credit will be given for music
done outside high schools. Vocational advisers in the eighth grade and
those in the high schools should meet the superintendent, the director
of music and the director of kindergartens in order that the plan may be
thoroughly understood.

REQUIREMENTS IN THE NORMAL SCHOOL.

1. Ability to sing (carry a tune) will be required,

2. Ability to play will be tested and candidates will be divided into two
groups:

(a.) Those playing so well that a minimum amount of practice
will warrant a satisfactory result.

(&.) Those who play enough so that class instruction by a member
of the department of music and some practice (say 30-45
minutes daily) will bring them up to a satisfactory stand-
ard by June of the third year.

INSTRUCTION.
Vocal.

First year, 1 hour a week 36 (voice training) .

Second year, 1 hour a week . . . .36 (voice training) .
Third year, | hour first term .... 9 (methods and training).

Instrumental.
First year, 1 hour on alternate weeks .18.
Second year, 1 hour a week . . .36.

Third year, ^ hour first term .... 9 (appreciation of music).

XV. SUMMER REVIEW SCHOOL.
The phenomenal development of the summer school plan of
removing deficiencies is described in detail in the report of
Assistant Superintendent Rafter. Certificates were granted
for provisional promotion in August, 1914, to 2,277 students

SUPERINTENDENT'S REPORT.

in elementary grades. An investigation has just been con-
cluded into the progress which these students have made
up to the close of January, 1915. Reports have been received
from 2,185 of the pupils who were promoted in the summer
review schools. Their standing for the first five months of the
school year is as follows:

Above the average 8 per cent.

Average 54 per cent.

Below the average 38 per cent.

One thousand five hundred and twenty-nine are reported as
passing; 659 as not passing.

When we remember that these are slow moving children the
report is highly satisfactory. Many of these children require
more than 180 days to complete the year's work and the 40
days allowed for summer study will again bring up many of
those who fail of promotion.

In the high school the record is still more favorable. Of
those who are continuing the subjects which they studied at
• the summer school more than 80 per cent are maintaining a
passing mark so that a large majority of the 400 high school
students who attempted to remove deficiencies in the summer
school have been successful. Probably no other one agency
will do more to advance students who are backward and over
age than will the summer review schools. As the grade
teachers learn to report more specifically to the summer school
teachers the deficiencies of their students who are not promoted
still better results will be secured.

XVI. THE CERTIFICATING DEPARTMENT OF THE
SUPERINTENDENT'S OFFICE.
The Act of 1913 completely reorganizing the system of
certificating working children has been in operation a sufiicient
length of time to reveal important and interesting data.
Prior to 1913 there existed nowhere a plan of certifi-
cation from which accurate and important information con-
cerning the employment of children was obtainable. During
the year the new Massachusetts system has attracted the
especial attention of commissioners of labor and students of
child employment in other states, and it has been made a

CERTIFICATING DEPARTMENT.

subject of special study by investigators sent here from the
Children's Bureau and the United States Commission on
Industrial Relations at Washington.

It is fortunate that a new plan of certification was put into
effect practically simultaneously with the new child labor law
and the Act of 1913, under which a compulsory continuation
school has been established in Boston, for now we have at
hand the means, at least, of securing something approaching
accurate information concerning the effects of these two laws.
Practically none of the information now available was obtain-
able from the plan of certification in operation prior to Septem-
ber, 1913, and it is now seen that under the old law the money
expended in certification of children for employment accom-
plished no good purpose and was money wasted.

The records now available indicate that there were 1,442
fewer Boston children between fourteen and sixteen years of
age employed January 1, 1915, than were employed January
1, 1914. Up to February 1, 1915, the number of employed
children of this age had been still further reduced by 213.
In other words, on January 1, 1914, there were 4,812 Boston
children fourteen to sixteen years of age at work. On January
1, 1915, there were but 3,370, and on February 1, 1915, there
were but 3,157. There are many employers who did not
discharge children under sixteen years of age who were at
work for them at the beginning of last year, but they adopted
the policy of employing thereafter no other children under
that age.

An effort has been made to ascertain the causes of this
decreased employment of children. The names of employers
a year ago and the number of children in their employ were
compared with corresponding data on file in the certificating
office at the beginning of 1915. One hundred fifty-three
employers, who were found to have reduced the number of
their employees under sixteen years of age, or who had entirely
eliminated such children from their service, were canvassed
with the following result:

76 SUPERINTENDENT'S REPORT.

Reported Causes of the Lessening or Discontinuance of Employment
of Children Under Sixteen

28 Child Labor Law.

5 ^ . . . Compulsory Continuation School.

12 General Business Depression.

9 Miscellaneous Other Causes.

20 Child Labor Law and Compulsory Continuation School

Combined.

6 Child Labor Law and General Business Depression

Combined.

1 Child Labor Law and Miscellaneous Other Causes

Combined.

2 Compulsory Continuation School and General Business

Depression Combined.

3 Child Labor Law, Compulsory Continuation School and

General Business Depression Combined.

1 Child Labor Law, Compulsory Continuation School and

Miscellaneous Other Causes Combined.
59 Are noncommittal with respect to the separate effect of

the child labor law, the establishment of the com-
pulsory continuation school, or other specific causes,
but indicate by their explanations that they have dis-
continued the employment of children under sixteen
years of age because of the general feeling against
child labor. Many of them assert that there is no
profit to them in the employment of children under
this age, except in so far as such employment trains
such children to become more eflScient employees in
later years. They feel that whatever future value
might result to them from such employment is more
than offset by legal restrictions, the frequent inspec-
tion of their places of business, the calls of investigators
and hostile criticism. Their purpose seems to be to
avoid ground for complaint on the part of those
opposed to child labor.
7 From these no facts whatever were secured.

153

Notwithstanding the falling off in the employment of chil-
dren under sixteen years of age, it appears from our records
that there are fewer children idle and out of work than a year
ago. A study of the situation made in December, 1913,

CERTIFICATING DEPARTMENT.

indicated that there were then 2,298 children of this age who
might be classified as ''on the streets." A full statement of
the facts as then ascertained was given in a report submitted
to the school committee on April 6, 1914, and afterward
reprinted for general distribution by the Department of the
Interior, Bureau of Education, Washington, D. C. As appears
from data that follows, the number of children in Boston who
might be classified as "on the streets" February 1, 1915, was
reduced to 526. This latter number, however, includes 215
children whose cases had not been followed up by the attend-
ance department but who were to be reported to the depart-
ment for investigation at its February meeting. The number
of children who were known to be out of employment and
looking for work on February 1, 1915, was but 311.

The tracing of children under sixteen years of age is now
much easier than heretofore. Whenever a child leaves a
school one of two cards is sent to school headquarters by the
principal of his school. First. — If the child reports that he
is leaving school to seek employment a copy of his school
record as required by law is sent at once to the certificating
office. Second. — If he leaves for any other reason a special
nonattendance card is forwarded at once by the principal to
the chief attendance officer. Through these two means it is
possible to follow up aU children of this age who sever their
connection with the schools. AU of the special nonattendance
cases are investigated at once and either the child is returned
to school or he is required to obtain legal employment. W^hen-
ever a school record is received at the certificating office and
the child whose name it bears does not present a promise of
employment within a reasonable time, his case is reported to
the attendance department and he is taken back to school.

When a child leaves the employment for which he was cer-
tificated his certificate is returned at once to the superintendent
of schools. It seldom happens that an employer fails to
return the certificate after employment ceases although such
instances have been brought to light. The names of all children
receiving employment certificates are recorded in the Contin-
uation School and these children are followed up to make sure
of their attendance at that school. Instances in which cer-
tificates are not returned, and the fact of loss of employment
is not disclosed through the Continuation School channels of

SUPERINTENDENT'S REPORT.

information, are usually discovered when children apply for
certification for a new job. If the certificating records prove
that the certificate previously issued has not been returned to
the office, the employer is notified at once and it is sent in.
An example of the monthly canvassing of the cases of returned
certificates is shown as follows:

Employment Certificates Returned to Superintendent's Office
Because of Termination of Employment.

Re-portfor February 1, 1915.
Total number of such certificates on file on above date . . . 1,471

From stores 623

From factories, workshops and mechanical establishments, 647

From messenger offices, restaurants, domestic service,

offices and other employments 201

Cases reported to the chief attendance officer for investigation
and enforcement of school attendance laws covering the holders
of these certificates 980

Cases to be taken up with the attendance officers at their February

meeting 215

Emplo5Tiient certificates canceled on account of nonemplojmaent,

but belonging to children not discharged from school . . . 276
Disposition by the attendance department of the above 980 cases of

loss of emplojTnent as follows:

Children still looking for work on February 1, 1915 . . 311

Returned to regular day school 306

Moved to unknown address 105

Moved out of Boston 72

Missing from home — parents unable to locate ... 1

Enlisted in United States Navy 1

Granted special home permits 133

Confined to home, hospital or institution on account of

illness 24

Dependent and delinquent chUdren:

Suffolk School for Boys 10

Lyman School for Boys 5

Private reform school 1

^ Concord Reformatory • . 2

House of the Good Shepherd 3

Care of probation officer 1

Children's Aid Society, Clinton 1

Privately sent away by the courts 2

In the custody of the State Board of Charity ... 1
In the custody of a religious society 1

980

Total number of returned certificates on file January 1, 1915, 1,487

CERTIFICATING DEPARTMENT.

From the above total it should be especially noted that
through the efforts of the attendance department 306 children
who lost their positions were returned to regular day school.
A large number have thus been returned each month during the
year, which accounts in a measure for the considerably increased
registration of the schools. It is true also that the membership
of the schools has been augmented through the growing
tendency of parents to keep their childrefi in school up to
sixteen years of age. This tendency is the result of many
causes. It has undoubtedly been influenced by the campaign
made by the school committee two years ago to convince
parents that it is for the best interests of their children to
remain in school as long as possible. The restriction of child
labor and the belief to-day in the minds of many parents that
employment before sixteen is not allowable have also had some
bearing upon the situation.

The return of educational certificates issued to young persons
between sixteen and twenty-one years of age is not so easily
enforced. This is due in a measure to the fact that the law
does not require the return of certificates when the certificated
person becomes twenty-one years of age. It is possible to
secure a more general return of educational certificates, how-
ever, whenever it becomes desirable to incur the expense
that a follow-up process for this purpose would involve. It
has not yet been attempted on an extensive scale because of
the large number of young persons certificated between sixteen
and twenty-one years of age. The chief value of the educational
certificate lies in the possibilities that it offers for the enforce-
ment of evening school attendance of non-English speaking
people who are required by law to attend these schools. The
educational certificates issued to non-English speaking persons
are compared with the evening school cards in the certificating
office and the attendance department makes sure that the
holders of such certificates are enrolled in the evening schools.
If it is found that non-Enghsh speaking persons are enrolled
in evening schools and are employed without lawful certificates,
they are followed up and required to come to the office at once
and obtain them. Through the operation of this double
checking system the attendance at evening school of non-
English speaking people has been noticeably increased. The
record of non-English speaking persons between sixteen and

SUPERINTENDENT'S REPORT.

twenty-one years of age as shown by the records of the certifi-
cating office at the end of January is as follows:

Minors having educational certificates and working . . . 2,447

Minors who have had educational certificates, but who are now

unemployed 1,310

Domestics, bootblacks, barbers, etc., who do not need educa-
tional certificates 154

Minors working and in evening school, but who have not ob-
tained educational certificates 216

Minors not working and in evening school 956

Total 5,083

The work of the certificating office since the Act of 1913
went into effect is shown by the following summary :

Record of the Issuance of Employment and Educational
Certificates.

September 17, 1913, to January 1, 1915.

Summary.

Employment certificates (whole number issued) .... 14,669
Educational certificates (whole number issued) to persons required

to attend evening school 5,957

Educational certificates (whole number issued) to persons not

required to attend evening school 46,015

Total 66,641

numbbk of diffeeent
Young Persons
Certificated.

Recertification
Due to Change
OF Employment.

Whole Number
;OF Certificates
i Issued.

onthi

ro
■tJ

■s

Xi
+»

)nths

mths

. O

1914.
(12 moi

d
. o

1914.
(12 mor

^ s

•gio

Employment certificates, 14-16 children. . .

4,812

4,508

9,320

892

4,457

5,439

14,669

Educational certificates, 16-21 persons

2,080

18,285

2,481
13,338

4,561
31,623

170

1,226
12,692

1,396
14,392

5.957
46.015

Educational certificates, 1&;-21 persons
not required to attend evening school . . .

1,700

25,177

20,327

45,504

2,762

18,375

21,137

66.641

CERTIFICATING DEPARTMENT. 81

Totals by Years.

Whole number of certificates issued September 17, 1913, to January

1, 1914 27,939

Whole number of certificates issued January 1, 1914, to January 1,

1915 38,702

Total 66,641

Employment Certificates, Children 14 to 16 Years of Age.

Number of 14-16 children certificated up to January 1, 1914 . 4,812
Number of 14-16 additional children certificated January 1, 1914,

to January 1, 1915 4,508

Whole number of different children entering employment 9,320

Number of the above who became 16 years of age prior to January

1, 1915 4,463

4,857

Number of certificates returned but not reissued or expired on

account of age of child (out-of-work) 1,487

Number still at work January 1, 1915 * 3,370

Educational (Non-English) Certificates.
Young Persons, 16 to SI Years of Age.

Reissues.

Certificates issued up to January 1, 1914 . . . 2,250
Different young persons represented .... 2>080

170

Certificates issued from January 1, 1914, to January 1,

1915 3,707

Different young persons represented .... 2,481

, 1,226

Different young persons represented January 1, 1914 . 2,080
Additional young persons certificated to January 1, 1915, 2,481

4,561

Number of the above who became 21 years of age up to
January 1, 1915 376

4,185

Certificates returned (not expired) but not reissued 951
Balance of certificates in effect January 1, 1915 . 3,234

*This number had been reduced February 1, 1915, to 3,157.

SUPERINTENDENT'S REPORT.

Educational Certificates.
Young Persons, 16 to 21 Years of Age not Required to Attend Evening School.

Reissues.

Certificates issued up to January 1, 1914 19,985

Different young persons represented 18,285

1,700

Certificates issued from January 1, 1914, to January 1,

1915 26,030

Different young persons represented 13,338

12,692

Different young persons represented JaDuary 1, 1914 . 18,285
Additional young persons certificated to January 1, 1915, 13,338

31,623

Number of the above who became 21 years of age up to
January 1, 1915 3,100

28,523

Returned (not expired) but not reissued (out-of-work) . 7,290

Balance of certificates in effect January 1, 1915 . 21,233

Employment certificates refused September 17, 1913, to

January 1, 1915 . . 382

Cases disposed of as follows:
Applicants who became 16 years of age before reached

by attendance department 182

Returned to school 150

Moved from Boston 10

Given special home permits 2

Not at given address (unable to locate) ... 10

Waiting for further report from attendance department . 28

382

School Records Waived 1914.
Educated outside of Massachusetts, school records not available . 45
Attended Boston schools but 130 day requirement waived for

good cause 13

Total 58

The following table indicates the grades that pupils left to
enter employment, the number from public and parochial
schools, the ages at which they entered employment and a
general classification of the kinds of employment in which
they engaged. The first three sections of the table cover only
different individual children. The last section covers not only
these children but all reissues of certificates due to a change of
employment :

CERTIFICATING DEPARTMENT.

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SUPERINTENDENT'S REPORT.

XVII. EXTENDED USE OF THE PUBLIC SCHOOLS.

Through the action of the school committee the organiza-
tion of the work in connection with the extended use of pubhc
schools was changed with, the beginning of the current school
year. This is the third season of the operation of this phase
of public school work.

The extended use of the public schools as a centrally organ-
ized activity was begun in 1913 as an adjunct to the depart-
ment of evening schools. An assistant director of evening
schools was appointed to assume direct control under the
general supervision of the director of evening schools. The
following year the work was separated from that of the evening
schools and made a distinct department but coordinately
managed by an acting director and an associated director of
the extended use of the pubKc schools. In September, 1914,
the rank of director of the extended use of public schools was
created and the two ranks of the previous year were discon-
tinued.

Under the new director several modifications in the organi-
sation of the respective school centers have been made and the
introduction of volunteer assistance has been tried. Each
school center is now in charge of a paid manager and four paid
assistant center managers have been appointed to serve at
large in all of the centers.

It is the aim of the director to have each center backed by
an advisory board of citizens residing in the locality who will
assist it in its efforts to approach the community needs. The
centers are assisted in their inner organization by center coun-
cils. Each council is made up of representatives elected from
the various groups that meet in the center.

Membership in the centers is limited to persons over fourteen
years of age who are not pupils in the regular day schools.

The centers open the first of October and close the thirty-first
of May. The month of June, however, will be given over to
out-of-door playground work, Saturday walks and neighbor-
hood picnics, and with these adjuncts it has been proposed to
thus extend the season from the Wednesday following Labor
Day until the first day of July.

With two exceptions the centers are conducted on Wednesday,
Friday and Saturday evenings from 8 until 10 o'clock. The

EXTENDED USE OF THE PUBLIC SCHOOLS.

two centers excepted are conducted, one on Wednesday and
Friday evenings and the other on Friday and Saturday
evenings.

The director reports that:

"Afternoon activities for homemakers are developing rapidly so that
the centers have, besides a Mothers' and Homemakers' Club, classes in
sewing, cooking, parliamentary law, current events and dancing, which
keeps the centers open from one to four afternoons. The evening interests
cover a wide range; musical, dramatic, debating, civic, dancing, industrial
social, printing and athletic activities. Forums, too, are springing up
gradually."

"Standards of club procedure and club accomplishments are developing.
From the network of personal contacts in the groups and in committee
work the centers are being projected out into the community. The move-
ment is becoming better understood as a cooperative means of enriching
the neighborhood sense and catching up neighborhood power and focusing
it on individual and community needs."

"The school center is asking that every plus talent of a community be
used through it for the benefit of the community; and its request is meeting
with response."

"By referring to the fund availably for school centers it will be seen that
the fund is not large with which to meet the cost of light, heat, janitor
service and leadership. The number of paid leaders must be limited.
This makes the development of self-supporting and partially self-support-
ing clubs a necessity if the work is to be extended. There are, however,
reasons for working out self-support far more fundamental than this. One
appreciates most that for which one sacrifices. Experience has proved
that groups that have certain financial obligations to meet are more alive
than those that do not. Every member takes an interest in the manage-
ment of a self-supporting group as^to economy and efficiency. Officers
and committees are held to carrying out programs so that superior leader-
ship is developed. Attendance is more regular. The members are buoyed
up and united by the feeling of independence and the working together for
a common objective."

"At the present time there are fifty-two volunteers assisting in the
centers. There are fourteen self-supporting clubs and six partially self-
supporting clubs organized. By self-support is meant the paying for
leadership. Where volunteers lead the clubs and the clubs assume no
financial responsibility — such clubs are not considered self-supporting
even though the city makes no outlay for them. Clubs, are partially self-
supporting when they pay a certain proportion of the cost of leadership.
In all the centers the clubs pay the expense of janitor service, refreshments,
music and supplies incurred at socials and entertainments."

"Not only are the centers intensifying their individual lines of work, but
there is coming to be an interplay of interests between the seven centers.
A monthly paper, the 'Center News,' printed by our printing clubs, is a
medium of general exchange and keeps all the clubs in the city in touch

SUPERINTENDENT'S REPORT.

with one another. Individuals as well as groups are constantly showing
their loyalty to and belief in the school center movement in a way that
means much for its future."

The director reports that the total active membership (not
registration) during the current year is 3,408; that the number
served by public lectures has been 18,205 and by special non-
English lectures, 9,021. The diversified work of the centers
is exhibited in the following summary of the work in one
representative center:

East Boston School Center.
8 to 10 p. M.

Wednesday.

Junior City Council.
Mandolin Club (mixed).
Crochet and embroidery.
Games Club (young men).
Senior Girls' Dramatic Club.
Mixed chorus.
Folk dancing (girls).
Band.

Welfare Club (adults).

Friday.

Debating Club (young men).
Orchestra.

Crochet and embroidery.
Junior Athletic Club.
Girls' Minstrel Club.
Good Times "Club (girls).
Mixed Dramatic Club.
Minstrel Club.

Civic Club (young men and young
women) .

Saturday.
Lecture in assembly hall for adults.

General social dancing in gymnasium for all club members in good
standing. ,

Mothers' Club, Thursday afternoon at 2.45.

XVIII. CONCLUSION OF SUPERINTENDENT'S
REPORT.

One of the features of the work of the year has been the
encouragement that has been given to individual schools and
school principals to engage in investigations and experiments
and to place special emphasis on such activities as they feel
their school community most needs. They were notified to
make an individual report of their special efforts and their
progress. Extracts from these reports will be found in
Appendix B of this report. No other portion of this report
will be found of more interest than the chapter which shows
the progress of individual schools and the initiative and ability
of the principals and teachers.

CONCLUSION.

Our schools are remarkable for the number of teachers who
are making real contributions to the cause of education, and if
it were possible to collect and report their original studies and
methods of procedure it would make a valuable addition to
modem pedagogy.

Respectfully submitted,

FRANKLIN B. DYER,

Superintendent of Public Schools.

EEPOETS OF ASSISTANT SUPERINTENDENTS.

90 REPORTS OF ASSISTANT SUPERINTENDENTS.

1. REPORT OF ASSISTANT SUPERINTENDENT
JEREMIAH E. BURKE.

Franklin B. Dyer,

Superintendent of Public Schools, Boston, Mass.:
Dear Sir: — In compliance with your request I submit the
following report upon subjects that have been assigned for my
special consideration during the year :

The High School Problem.

The high school problem is a very serious one. It is an
attempt to readjust the machinery of the schools to meet new
social, industrial and educational demands. The solution
of the problem calls for intelligent discussion, helpful coopera-
tion and discriminating judgment. Wholesale condemnation
is as fruitless as it is unjustifiable.

High school attendance in our country has advanced by
leaps and bounds. In Boston the enrollment has increased
100 per cent in a single decade. It is not altogether remarkable
that the schools failed to adapt themselves readily to this
exceptional growth.

In New York City recently Doctor Van Denburg made a
study of 1,000 first-year high school pupils. He sought to
find out what valuation these young people placed upon
high school education as a preparation for their life's work.
To the question, ''Do you consider a high school education
necessary for the realization of your plans for the future?"
331 pupils answered, *'No," while 201 were doubtful con-
cerning its value. ''In other words," says Van Denburg,
"a majority (53 per cent) of the entering class enter the high
school either with a decided prejudice against its usefulness
for themselves, or else with a reasonable doubt as to the value
to them of a high school diploma." Such facts as these offer
some explanation of the aimlessness and listlessness so noticeable
among high school pupils, and should be taken into consideration
when we register a complaint because 30 per cent of the pupils

REPORTS OF ASSISTANT SUPERINTENDENTS. 91

leave school during the first year, and another 30 per cent before
the end of the high school course.

It is the manifest duty of school authorities to arouse this
53 per cent of pupils from a state of apathy and indifference
into one of activity and expectancy, and to reduce to a minimum
the present high rate of mortality. This is no easy task,
but we are gradually making some progress in hopes of ultimate
success. Among the suggestions that I would offer to bring
these desired objects nearer are the following:

(a.) No further extension of the plans for the general high
schools, and the gradual limitation of the range of subjects
pursued in these schools.

(b.) All schools established in the future to be of the special-
ized type, such as the High School of Commerce, the Mechanic
Arts High School for boys and the High School of Practical
Arts for girls. Careful survey should be made of the occupa-
tional opportunities offered in Boston, such as those in the
building trades, for instance, and industrial schools should be
provided for the accommodation of pupils who have an apti-
tude for, or an inclination toward, such pursuits.

(c.) Elections of studies by individual pupils should be
made more restricted, the selection of subjects should be more
thoughtfully supervised, and the work everywhere should be
made objective.

(d.) The segregation of the sexes. Where both sexes
occupy the same building they should be arranged in separate
divisions in so far as the organization of the school will permit,
and as new schools are established they shall be for the accom-
modation of one of the sexes exclusively.

(e.) Greater attention should be given to the pupils of the
first-year class of the high school who are failing through
inattention or through inability of adjustment to their new
environments. The extension of the school day during the
present year has been a progressive step in this direction.
The methodical and sympathetic supervision of backward
pupils at the annex of the English High School hkewise deserves
recognition.

It seems advisable for head masters to reorganize their lower
school (first-year classes) at the beginning of the second semes-
ter. Such reorganization would permit pupils who have
foundered to begin their work afresh, and to receive credit

92 REPORTS OF .\SS1STANT SUPERINTENDENTS.

for whatever success they ma}' achieve during the latter half
of the year. And wherever it is found necessary for the well-
being of these backward pupils, special teachers should be
assigned by order of the School Committee.

(/.) The better preparation of teachers. Our scheme of
examination should require a class-room demonstration by
every candidate for high school certification. WTien new
teachers are appointed to positions in the high schools they
should be placed under the supervision of heads of their respec-
tive departments, who, in turn, should be held responsible for
the training of these teachers, and should make frequent
written reports to the superintendent concerning their success
or failure.

ig.) The school authorities by means of suitable printed
material should keep parents as well as pupils accurately
instructed relative to the various courses of study in the special-
ized and general high schools, and teachers and vocational
comiselors should be requested to safely and sanely advise
their pupils concerning the various types of schools and the
courses best suited to individuial needs.

The South Boston High School.

A study of the organization of the South Boston High
School reveals the fact that of the 598 pupils enrolled, 78 are
taking the course for the Normal School, 44 are preparing
for college, 76 are pursuing the so-called '"academic" course,
and 400 are in the commercial courses. Of the first-year class
in the school, out of 221 pupils 23 are taking the Normal
course, 7 are preparing for college, 38 are taking the "academic' '
course, and 153 the commercial courses. It is not unlikely
that the 76 pupils who are registered as "academic" will
eventually drift into some form of business.

The school then is practically a school of commerce, and in
my judgment it should be emphasized as such. With the
creation of South Boston as a world terminal, and with the
development of its magnificent water front, it would seem that
here is an ideal place to give vent and enthusiasm to a study
of our commercial possibilities, and to inchne the thoughts
of our young people in these directions. I would recommend
that the new head master of this school be advised to reorgan-
ize and reconstruct the South Boston High School along the
lines suggested above.

REPORTS OF ASSISTANT SUPERINTENDENTS. 93

Teachers' Examinations.

The following report on examination and certification of
teachers is submitted for two purposes — first, to suggest some
modifications for improvement in the plan now in vogue; and,
second, to present an outline of the present method of procedure
in the examination of candidates for teachers' positions.

First. — Further Extension of Visitation. All candidates
who received a certificate as a result of the examinations held
in January of the current year had their class room work per-
sonally inspected by a member of the board of superintendents,
with the exception of candidates for the High School certificate,
fifty-eight of whom were examined and forty-six of whom were
certificated.

The reason for the failure of requiring all high school candi-
dates to give a practical class-room demonstration lies in the
fact that they are variously distributed, many of them coming
from remote sections of New England and occasionally from a
greater distance. It seems advisable, however, that the plan
recently adopted with reference to the visitation of other can-
didates should be applied to the high school group also. Such
an innovation may necessitate changes in the prescribed aca-
demic requirements for examination or an extension of the
time wherein a candidate may fulfill all the demands for cer-
tification.

It would be splendid if all accessible high school candidates
might be visited, and their work be thoroughly inspected by
members of the board of superintendents, and if candidates
from a distance might come to Boston and demonstrate their
ability to conduct a class of high school pupils in the presence
of members of the board of superintendents and of heads of
departments in the subjects which candidates aspire to teach.
Such a plan of reorganization is now under consideration by
your committee, and will be presented for approval before the
time of another examination.

One of the benefits resulting from this visitation of high school
candidates would be the opportunity afforded the members of
the board of superintendents to discover desirable teachers
whose names are not on our eligible lists, and to encourage
them to take the Boston examinations. It would seem that
in this way a higher grade of teachers might be enlisted for
service in our schools.

94 REPORTS OF ASSISTANT SUPERINTENDENTS.

Second. — Present Methods of Procedure. The examination,
certification and rating of teachers necessarily require con-
siderable time and attention on the part of the board of super-
intendents. As a rule, the papers for the various examinations
are prepared by teachers in our service, who perform this expert
work with a faithfulness, a cheerfulness, and a professional
spirit which is highly to be commended. These papers are then
forwarded to the board of superintendents, and submitted by
the board to one of its members to be edited. This particular
task of preparing copy for the printer is a rather delicate one.
It can be neither advertised nor exploited. The work must
be done quietly, unostentatiously, almost stealthily, as a matter
of fact. The questions in many instances are rewritten by the
editor; the papers frequently need to be revised, shortened,
or lengthened in order to bring each into harmony with all the
related parts of the examination. Again, it is imperative
that the printer's proof be read very critically so that inaccu-
racies may be reduced to a minimum. The number of different
papers printed for the various examinations held during the
year 1913 amounted to 333, covering a wide range of subjects,
and it is gratifying to record that no flagrant error appeared
in any of the printed papers, and that very little criticism was
offered concerning the character of the large volume of ques-
tions presented.

At the examinations held in January, 1914, the number of
candidates who applied for certificates of qualification was as
follows :

Special class .

Instructor in man-

Woodworking

ual arts

Clay modeling

Assistant in manual

Shop work

arts

Sewing

Industrial instruct-

Assistant in music .

ors

Kindergarten .

Physical training .

Each of the above sixty-two candidates gave a teaching exer-
cise with a selected class of pupils in the presence of a member
of the board of superintendents. A mark was given each can-
didate for the skill displayed at this demonstration, and much
significance was attached to this mark when the candidate's
name was under consideration for certification.

REPORTS OF ASSISTANT SUPERINTENDENTS. 95

There also appeared :
(6.) Supervising nurse . 1 | Assistant nurse 12

The demonstration of the nurses differed from that of other
candidates in this respect: They appeared individually at a
clinic in one of the schools, and were given an opportunity to
show their skill in dealing with specific children who came to
the nurse's room for treatment.

The following candidates likewise presented themselves:

(c.) Elementary school,

Class A . 21

Elementary school,
Class B . 19

The board of superintendents decided to inspect the work
of all candidates in this group who obtained in their academic
tests an average rating of 60 per cent or better. Those candi-
dates who were teaching at a distance not farther than Worcester
were visited by members of the board, and those living at
greater distances were invited to come to Boston and give a
teaching exercise with a class of pupils in the presence of a
member of the board. Only one candidate was certificated
who received a rating of less than 60 per cent, and it was decided
to visit this candidate also.

It should be reported in this connection that every candidate
at the examination had a personal interview with two members
of the board of superintendents, and the mark given at this
interview was made an essential part of the record at the time
of certification. It should be remarked, further, that every
candidate for a high school certificate who selected for his
major subject a modern foreign language (French, German,
Spanish or Italian) was subjected to an oral examination by
the head of a modern language department in the presence of a
member of the board of superintendents. It should be
reported likewise that every candidate who selected for his
major subject a science (chemistry, physics, botany or
zoology) gave evidence of his academic and technical skill in a
laboratory in one of the high schools. Furthermore, each
candidate for a certificate in phonography and typewriting
was given practical tests to determine his qualifications to teach
these particular branches. It should be noted, further, that
an inspection has been made of the class room work of such

96 REPORTS OF ASSISTANT SUPERINTENDNETS.

candidates upon our Elementary A and Elementary B Eligible
Lists who had not previously been visited by a member of the
board of superintendents, but who applied for a visitation and
a rerating based thereon in accordance with the privilege
extended to them by vote of the School Committee under date
of June 23, 1913.

Cooperation of School and Home.

It is very doubtful whether we are using to its utmost the
material machinery of our schools. The agitation for extended
use of school buildings has been far from fruitful in results.
Our great plants remain inoperative and unoccupied for the
greater part of the time. It is a trite remark that school build-
ings should become more conspicuously social centers for the
general welfare of the community.

Neither do we use to any considerable extent the machinery
of our schoolrooms for social service. In the schools of Boston
there are men and women with intellectual and moral power
that might be directed with great force to the public benefit.
These men and women are variously gifted, and would cheer-
fully cooperate in an enterprise that would bring home and
school into closer harmony and helpfulness.

These powerful and purposeful agencies should be conserved.
By making the home a center and the schools a girdle of forces
encircling it, these school people may enter upon a course of
effective service.

There exist in many of our high and elementary schools
organizations of parents and teachers affiliated with the Home
and School Association. Their meetings are held in the halls
of the schools with which they are identified. Those of us
who have visited these meetings from time to time and par-
ticipated in the discussions need not be told how intensely
interested parents are in all subjects that relate to the present
and future welfare of their children. These established home
and school associations should be made a more direct medium
for linking home to school, and should become a forum for the
intelligent discussion of home and school problems. Here is
an opportunity for representatives of the schools to exercise a
tremendous influence in the creation of wholesome public
sentiment. Discussions in these centers should not be pedantic
or stilted but should be practical, direct, and of concrete interest.

REPORTS OF ASSISTANT SUPERINTENDENTS. 97

A number of school men and school women have volunteered
their services for such a campaign of education to be conducted
during the coming school year in cooperation with the Home
and School Association, and will hold themselves in readiness
to present, as often as it may seem practicable, the results of
their experience and research at the various meetings of the
local branches of the association.

A hst of speakers and the subjects for discussion are as
follows :

1. Recreational Boston. — Opportunities offered in parks, play-
grounds, gymnasia, etc.; amusements for the young.
Mr. Joseph Lee, Member of the School Committee of Boston.
II. The School System of Boston, Administrative and Instruc-
tional.— What it affords, and what it proposes in its varied
types of schools.
Mr. Franklin B. Dyer, Superintendent of Schools.

III. Historic Boston. — Excursions to points of interest; libraries

and museums; Boston's future.
Mrs. Ellor C. Ripley, Assistant Superintendent of Schools.

IV. School Gardens. — Love for the soil; vocational agricultural

pursuits; schools and colleges.
Mr. Walter S. Parker, Assistant Superintendent of Schools.
V. The Use of the Leisure Hour. — Educational importance;
opportunities for self-improvement and for social service.
Miss Mary C. Mellyn, Director of Practice and Training.
VI. The Evolution of the Course of Study. — Contrasts between
past and present; adaptation to new conditions.
Mr. Maurice P. White, Assistant Superintendent of Schools.

VII. Our New Americans. — Their potentialities present and future,

in home, schoolroom and citizenship.
Miss Eleanor M. Colleton, Supervisor of Special English
Classes, Evening Schools.

VIII. The Unity of the Family. — The glorification of the home; its

integrity the basis of civil society.
Mr. Augustine L. Rafter, Assistant Superintendent of Schools.
IX. Occupational Opportunities. — Studies of desirable means of
employment offered in Boston,
(a.) To Girls.

Miss Grace T. Blanchard, Head of Division, Continu-
ation Schools.
(6.) To Boys.

Mr. Frank V. Thompson, Assistant Superintendent of
Schools.

X. Vocational Guidance. — JNIediums of advice and assistance
offered young people; cooperative agencies.

98 REPORTS OF ASSISTANT SUPERINTENDENTS.

XI. The Ornamentation and Beautification op the Home. — A
center of attractiveness for children and adults.
Mr. Theodore M. Dillaway, Director of Manual Arts.
XII. Conservation of Health. — How it affects the welfare of the
individual, the home, the state.
Thomas F. Harrington, M. D., Director of School Hygiene.
Xlll. Protection of Public and Private Property. — Obedience to
law; respect for order and authority.
Mr. Jeremiah E. Burke, Assistant Superintendent of Schools.

The Intermediate or Junior High School.

There is much waste in education. Enrichment has been
carried so far that absorption is well-nigh impossible. Our
courses of study in the elementary grades are altogether too
elaborate. There is a demand for elftnination of non-essentials
and simplification of subject-matter. Such reconstruction,
however, is impracticable so long as eight years are assigned
for instruction exclusively in the so-caUed fundamentals, such
as arithmetic, geography, grammar, etc. There are physic-
logical as well as pedagogical reasons for differentiating the
work of pupils at the end of the sixth grade.

Our present school divisions are artificial. In our accidental
and illogical plan we have two distinct systems of schools — one
elementary, another high — differing in teachers, methods,
subjects and ideals, and having little or no points of articulation
between them. Pupils leaving the elementary school and enter-
ing the high arrive in what is almost a new world. The transi-
tion is too sudden and abrupt. The mortahty among first
year high school pupils is appalling. The cause for this
wreckage largely is the failure of the pupils to adjust themselves
to their new environment, or their inabihty to see wherein the
nev/ studies are of practical benefit to them. It is imperative
that we bridge over the void between the elementary and the
high school grades. This may be achieved by introducing into
the grades some of the subjects of the high school course, and
by reserving for the high school some of the more difficult work
now required in the elementary grades; likewise, by closely
correlating the work in all subjects throughout the entire
twelve years. There should be a unified and progressive
sequence in the pupils' work all the way from kindergarten to
college. It is universally conceded that the study of a modern
foreign language should be introduced much earlier than at
present. Constructional geometry and elementary algebra

REPORTS OF ASSISTANT SUPERINTENDENTS. 99

should be related to arithmetic, and the severities of technical
grammar should be assigned to the high school course. Courses
in elementary science in the grades should be introductory to
advanced work in the high school.

It was such considerations as the above that prompted the
school committee last year to authorize modifications of the
courses of study in four of the elementary schools of the city.
In the seventh and eighth grades of two of these schools, the
Henry L. Pierce and the Mary Hemenway, the study of oral
French was introduced, and the study of oral German in the
corresponding grades of the remaining two schools, the Chapman
and the Edward Everett. In order that the work undertaken in
these grades might be articulated with that of the high schools,
conferences were held between the teachers of the high and
the elementary schools who were interested in the problem;
all the outlines of work for the new departure and the methods
employed were approved by the heads of the modern language
departments in the high schools, and everything so arranged
that no work might be fragmentary, but all become part of an
organized and harmonious whole. It was further agreed that
pupils taking these courses in the elementary school should
receive full credit for work completed on their entrance to
the Dorchester High and the East Boston High Schools.
The work in English likewise was reorganized to avoid repeti-
tion, and high school credits will be awarded elementary pupils
for successful work in this subject. In the eighth grade of
one of these schools elementary algebra was related to the
work in arithmetic. Thus pupils will be able to anticipate
no inconsiderable part of the first year's work in the high
school.

This work has been extended and become a part of the cur-
riculum in five additional schools during the present school
year.

It is now recommended that the ninth grade be included as
k part of this experiment, and that a junior high school be
established to provide for pupils of the seventh, eighth and
ninth grades, thus relieving the high school of its present first
year work. There are several arguments in favor of segregat-
ing the pupils of these grades from those that are younger
and from those that are older, but the chief advantage educa-
tionally would be the atmosphere created in such a school.
The intermediate or junior high school should be neither

100 REPORTS OF ASSISTANT SUPERINTENDENTS.

elementary nor high; rather it should be both. The teachers
should be neither elementary nor high, but both. Pupils
would enter the school as elementary, but they would emerge
full-fledged high school pupils. The chasm now existing
between high and elementary schools would be bridged, a
desideratum devoutly to be wished for.

Another advantage would accrue from retaining the pupils
of the ninth grade in this intermediate division. Children
entering the high school at the present time are very young,
and to a considerable extent the pupils themselves select the
courses and the subjects that they are to pursue. In the junior
high school they would have an additional year in which to
find themselves, and the teachers would have a greater oppor-
tunity to judge of the pupils' capabilities and inclinations, and
thus vocational guidance would become more intelligent and
more effective.

The junior high school should offer a variety of courses. It
should provide for

(a.) Pupils who desire to pursue cultural courses in the
high schools.

(6.) Pupils contemplating taking commercial courses in the
high schools.

(c.) Pupils preparing for further pursuit of industrial or
mechanical studies, and

(d.) That heretofore sadly neglected group of boys and girls
who must enter the commercial or artisan world upon, or even
before, the completion of the elementary school course.

"Blind alleys" are as intolerable in a system of pubhc schools
as they are in occupational pursuits. These courses, therefore,
should be flexible in order that pupils may pass readily from
one to the other in the difficult process of discovering and
adjusting themselves.

It is confidently expected that the establishment of these
courses in the junior high school may result in economy of
time and of effort on the part of the pupil by making the work
throughout more harmonious and more directly related to the
needs of the pupils. A plan somewhat similar to the one here
suggested has been put in operation in the school system con-
nected with the Department of Education of the University
of Chicago, and has resulted in the saving of an entire year.
It is unsafe to predict, but it seems altogether reasonable, that
the reconstruction of courses in accordance with this proposed

REPORTS OF ASSISTANT SUPERINTENDENTS. 101

program will lessen by a full year the school life of many pupils.
At any rate, the work accomplished in the junior high school
shall be recognized as the equivalent of the first year's work in
any high school in the city, so that pupils may pass directly
into the second year of the high school course scarcely con-
scious of any change, and in most instances a premium will be
placed upon their past achievement.

Moreover, it is believed that pupils saved from the dangers
that now confront them in their first year's work, and having
successfully passed on to the second year, will be impelled to
pursue their studies still further, and thus the wreckage of high
school pupils will be mercifully reduced.

The organization of the school should be intermediate,
between that of the high and the elementary. The salaries of
masters and teachers should be somewhere between those paid
in the two systems. It is Hkely that the initial cost of instruc-
tion may be somewhat greater than under our present organiza-
tions. However, if our predictions are verified, and a consid-
erable number of pupils advance with sufficient rapidity to save
an entire year, a positive saving, financially as well as educa-
tionally, will result.

One of the practical results of the establishment of district
jui^iior high schools would be the relief afforded the congested
condition of several high school buildings; and if this newer
type of schools is constructed in place of the traditional, a finan-
cial saving would be effected, since the junior high schools need
not be so ornate or so richly equipped as the buildings that
they supersede. The following is a tentative program of
studies for the proposed Junior High School:

REPORTS OF ASSISTANT SUPERINTENDENTS.

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REPORTS OF ASSISTANT SUPERINTENDENTS. 103

2. REPORT OF ASSISTANT SUPERINTENDENT
WALTER S. PARKER.

Franklin B. Dyer,

Superintendent of Public Schools:
Dear Sir, — I submit herewith a report on the subjects
assigned to me for the year.

Kindergartens.

The report of the acting director of kindergartens for the
school year 1913-14 has been submitted, and I take the hberty
of quoting from that report at the end of this report.

Special attention is called to the extension work in making
the connection between the regular kindergarten and the first
grade more complete. In any system the transition from
grade to grade should be easy and natural, and without any
mental or nervous shock to the advancing pupil. The growth
of the kindergarten and its influence on the other grades of
school has been very great. The quotations from Dr. William T.
Harris would not be out of place:

"The kindergarten brings with it a new leaven which is destined to
leaven the whole lump." "It inspires its teachers with the true mission-
ary spirit, to devote themselves to the work of unfolding the self-activity
of humanity in its feeblest and most rudimentary stage of growth. In
proportion to the maturity of the human being, he manifests the power
of self-help. The teacher of advanced pupils does not stand in need of
such refinements of method to secure profitable industry in his classes;
it is the teacher of feeble-minded adults or very young children that must
have what the Germans call a 'developing method.' A correct method
is very important even in higher education; it is indispensable in primary
education."

"It happens, therefore, that the kindergarten gives great attention
to the sequence of studies, the educational value of each exercise, and to
the correct method of directing the pupil's own efforts without stunting
them by officious help."

The closer relation between the kindergarten teacher and the
elementary teacher will have a tendency to help both to a
broader view of the highest conception of the education of the
young. The kindergarten has had great influence under the
leadership of Froebel in emphasizing what Doctor Harris calls

104 REPORTS OF ASSISTANT SUPERINTENDENTS.

the study of the mental evolution of children. I would utter
only one cautionary note in this connection. I hope nothing
will be done and no step taken that will have a tendency to
dampen the ardor or blight the free, joyous spontaneity that
has always characterized the kindergarten teacher in her
attitude and dealings with the young pupils under her charge.
I wish we might increase that same attitude toward children
all along the line.

The kindergartners have a profound belief in the possibilities
of childhood which would work wonders if extended through
the grades even to the high school. The following quotation
from Miss Poor's report would not be inappropriate.

On the whole, I think we can call the experiment which has
been tried a success.

"The experiment in coordination of the first gi-ade and kindergarten
which has been in process during the past year is the response to a call for
volunteers among the kindergartners who would be willing to cooperate
with the primary school by carrying the spirit of the kindergarten into the
grades.

"It brings many points of interest to light and proves quite clearly the
desirability of such cooperation wherever it is feasible.

"Kindergartners from thirt}^ districts volunteered to assist in trying out
the plan, and fifty kindergartners have been actively interested in promoting
the experiment.

"The kindergartner gave two afternoons each week to the children of
one first grade class, working with one division before recess and the second
group after the intermission, reversing this plan on the second day, or in
some cases her time was divided between the second division of two classes.

"This plan made it possible for the primary 'teacher to work with a
small class throughout the session while the kindergartner was working or
playing with the rest of the class.

"The aim of the assisting kindergartner has been to bring the joy of the
kindergarten to the group of children under her care; to give them the
freedom which does not seem to be possible with the larger numbers in the
grades.

"From the viewpoint of the children the experiment has been an unpar-
alleled success; it has brought a great joy into their Lives, appealing to
their interest through many new experiences which have not been intro-
duced into the program of the primary school.

"Their lives have been broadened by excursions to points of interest,
FrankUn Park, Aquarium, Public Garden, Children's Museum, neighbor-
ing playgrounds, country visits where gardens and farms could be seen,
with animals in suitable environment; visits to the blacksmith, the baker
and to the toy shop have awakened a sense of the activities of the people
who are working for us, giving clear concepts to the child to be used when
needed.

REPORTS OF ASSISTANT SUPERINTENDENTS. 105

"The conversational periods which follow such excursions test the child's
power of observation, fix the vital points of the experience and lead to
oral expression, thus familiarizing him with ideas for which words stand.

"Primary teachers who have been directly interested in this experiment
speak most favorably in regard to the results. The opportunity which it
has given them to work undisturbed with a small class during the days
when the kindergartner has been assisting has been used to great advan-
tage. Since it has made it possible to give individual work to backward
children, and by this means raise them to a better standing, several teachers
have definitely stated that it has increased the number on the promotion
list.

" It needs no argument to prove this statement, that wherever the interest
of the kindergartner and the first grade teacher are similarly placed there
can be no question but that the extension of the kindergarten into the
grades should be continued.

"The experiment has awakened a desire on the part of both primary
teacher and kindergartner to learn more of the standards and technique
of each other's grade."

Special Classes.

The number of classes for pupils who need special assistance
which are now in active operation would indicate the extent
of the work and how much territory has been covered.

The quaHty of the work will warrant the closest examination,
and the benefits derived by the pupils who attend the classes
will justify the action of the committee in still further extending
the estabhshment of other classes until every section of the city
is covered.

The fact that every pupil in the school is benefited by the
separation into special classes of those children who are not able
to do the regular class work, yet who personally derive a much
greater, benefit to themselves by work suited to their needs
and capacities, would indicate that special classes are a benefit
to all.

Some of the pupils make rapid progress and seem to be
aroused to greater effort and show greater possibilities than
were ever thought of before in connection with their education.
The following quotation from the report of the supervisor
indicates the nature and general plan of the work:

"Since September, 1913, twenty special classes have been formed.
By vote of the school committee fifty are authorized and of this number
forty-seven are now in operation.

"A year ago a report was made on the combining of two classes for
differentiation and classification. Since that time the 'center' plaa
has been still further worked out at the Frances E. Willard School. The
older pupils have been separated from the yomiger and the work adapted

106 REPORTS OF ASSISTANT SUPERINTENDENTS.

to the needs of each group. The separation of the sexes has been of dis-
tinct advantage to the pupils and teachers and has added to the eflSciency
of the work. There are now five classes at this 'center' and departmental
work is being done. The program is so arranged that each child has one
and one-half hours' academic, one and one-half hours' physical and two
hours' manual work each day. The subjects included are:

Academic. Physical. Manual.

Reading. Games. Drawing.

Writing. Drills with rubber Woodwork.

Arithmetic. balls, wands, dumb- Caning.

Language. bells. Sewing.

Spelling. Folk dancing. Knitting.

History. Gymnastics. Crocheting.

Geography. Basketry.

Hammock making.

"The younger classes have shown great improvement in muscular
control and abihty to coordinate, in balance, in appreciation of rhythm.
They have also gained markedly in ability to listen and to follow directions.
This has come largely through games and sense training.

''The older boys have gained in self-respect, they are acquiring manual
ability in woodworking, basketry and chair caning, and are coming to
admire good work and to try to produce it.

"The older girls have gained most in handwork, and now that cooking
and sewing are possible for them, their interests are along domestic rather
than academic lines. The children in all the classes at the 'center' are
happy, industrious and show a growing spirit of loyalty to the school.

"The teachers of the special classes have collected and arranged a
syUabus. It is an attempt to show the lines of work which may be fol-
lowed rather than to lay down a course of stud5^ Classes vary so widely
in age, mentality, social conditions and nationality that the syllabus can
only be suggestive, but each special class teacher has contributed material
originated or tested in actual class work. The interest aroused in their
making of this syllabus is an indication that it will be of service. *

"The question of advanced 'manual training and 'after care' are still
urgent problems. The older children in all the special classes, both boys
and girls, would come to be more nearly self-supporting and self-respecting .
citizens if there were some higher trade training provided. This is also
true of the children now in the grades who have long needed special
class work, but who are now too old to be benefited except by manual
work. They would be as unsuccessful in the present trade school or
prevocational center as they have been in the regular grades. The estab-
lishment of an industrial center devoted exclusively to this type would,
seem to be an attempt to solve this problem.

"To a limited extent the teachers are following up their pupils after they
leave school, but it is obviously impossible for them to give the time and
strength necessary to direct and control the child after he leaves school.
It is hoped that during the coming year a definite start toward super-
vision and 'foUow-up' work may be made."

REPORTS OF ASSISTANT SUPERINTENDENTS. 107

Semi-blind Pupils/

The school for the myopic (semi-blind) children is at Thornton
street primary building in the Dillaway District. There are
eighteen pupils in the school at the present time. It was the
first public school in the United States established for the
expressed purpose of educating those unfortunate pupils who
are not able, on account of partial loss of sight, to progress
in the studies of the regular classes of the ordinary type of
elementary school.

Miss Helen M. Smith and her assistant, Miss Sarah M.
Lilley, have both taught successfully for several years in the
Perkins Institution for the Blind. The experience which they
had enjoyed at that institution enabled them to take up
the work at Thornton street in a very efficient manner from
the beginning. The Massachusetts State Commission for the
Blind has been very much interested in the establishment of
the class, in fact, the members of the commission and others
were among the original petitioners for the opening of the
school. The members of the commission have been active
in making the school a success. Superintendent Stone of the
Perkins Institution gave the school a desk made at his institution
for the special benefit of the myopic pupils.

The members of the school have done some very creditable
work in basketry and weaving and other forms of handwork.
We hope that next year some of the regular manual training
classes will make ten or twelve desks similar to the one now in
use, which w^as copied from plans made in England for the
myopic pupils.

Books of enlarged type are in process of construction which
we hope will be available in the near future. The teachers
have prepared reading matter written out in large black script.
Maps have been prepared on paper and boards; clay and plas-
ticene have been used constantly for study and expression.

The teaching has been largely individual and each one has
been allowed to advance as fast as his work would warrant.
Some of the Montessori material has been used to good advan-
tage. We believe good work has been begun and we are
encouraged to recommend that the work be extended. We
feel sure that there are many others in other parts of the
city who need this kind of teaching to enable them to derive
from our schools the benefit which they are capable of receiving.

108 REPORTS OF ASSISTANT SUPERINTENDENTS.

The work if possible should be carried on in a building with
normal children, so that the myopic pupils will have the
social benefit which only association with normal children
can give them. Their future life will be in contact with
normal people, and if they are to earn a living it must be under
ordinary conditions of life and mo^ly with hearing and seeing
people. Miss Smith has made an interesting personal report
of many members of the school. It shows clearly the need
of a school of this character, and the advantages which accrue
to the individual pupil because of the personal attention which
each one receives when the size of the class is small. Some
of the pupils have advanced more rapidly than would have been
possible in the regular school, and others have shown unusual
interest in the work.

We hope to see the work extended. The North and West
Ends of the citj^ should have the benefit of a myopic class.

Speech Improvement Classes.

The following report is submitted of the work accomphshed
during the past year in the four speech improvement classes
already established in different parts of the city, namely:
Washington District at the West End, the Lewis District at
Roxbury, the Hyde District at the South End, and the Emerson
District at East Boston.

Attention is called to the large number of pupils who are
benefited in each center, although there are but four teachers,
including Miss Dacey, who are engaged in the work. From
^he results that have been accomplished thus far, and the
urgent needs of many not yet reached, it would seem imperative
that more centers be established and more assistants appointed
to assist the director in the work. There are now four centers
with four teachers, including Miss Dacey. It would seem
advisable after a few more centers have been established to
appoint enough teachers so that Miss Dacey can give her whole
time to the supervision of the teachers in the work of the several
centers.

After we find a teacher who appears to have aptitude for the
special work, and we have thus far taken all of the assistants
from our regular corps, it is necessary that she be given a
thorough training in the mechanics of speech and in the
particular methods of class work which Miss Dacey has found
from her own study and experience to be of infinite value.

REPORTS OF ASSISTANT SUPERINTENDENTS. 109

This work of helping those who stammer, and finally curing
them for all time, is a very difficult task, surrounded on all
sides with almost insurmountable obstacles. I would suggest
only a partial list. The pupil's side of the question is as
variable as human nature itself. Each one must be dealt with
individually in making a diagnosis of the case and applying
the remedies. Then the parents' side of the case is variable,
and sometimes in direct opposition to the best good of the
child. The school side of the question is sometimes at variance
with the needs of the special class work, and difficulties are
encountered that make success or the permanent cure some-
times doubtful. From investigations that have already been
made, we feel sure that many pupils who appear slow and dull
in the learning to read and spell- would be helped materially by
working along the same line which Miss Dacey is giving to the
defective speech classes.

There is also the medical side which would seem to demand
our attention. In fact, when we see how much help has been
given, and how many more need the help which a few have
received, we are overwhelmed with distress that we cannot
do more and do it better. A class should be formed to help
the pupils of the high schools. Of course, anyone can see
that it is a very serious mistake in a child's education to allow
stammering to continue until the boy or girl has reached the
age of sixteen without making a strenuous effort to eradicate
the defect (or disease it might be called in some cases). It
must be acknowledged that the defect is a very great handicap
to a young man or young woman just entering upon one's
career in the work-a-day world. Is it not pertinent for us
to put the question — Are w^e doing enough to-day to bridge
over our inefficiency in this direction?

The following extract is taken from Miss Dacey's report:

"The individual treatment enables the special teachers to classify each
case according to its mental, moral and physical defects.

"The attendance was excellent, due to the hearty cooperation of parents
and public school forces, including the follow-up v/ork of the special
teachers.

"No attempt has been made to keep an account of the references to
and from family physicians, nurses, clinics, etc. The cooperation of
school nurses, however, merits special commendation for it has always
been generously and cheerfully given.

"The method used is original and adapted to the need of the Boston
pubUc schools. It is a result of fifteen years' experience and study

110 REPORTS OF ASSISTANT SUPERINTENDENTS.

of normal, pathological and defective speech. Three assistants have
been trained and have accomplished remarkable results. Very much
more can and will be done toward the perfection of method.

''There should be an extension of the work for the children of the lower
grades. Children, who retard there, should have individual attention
at the time when they need it most. They belong to the delayed speech
type, which hides itself in a subtle way and is not recognized, save by
specialists. For example, an extraordmary development of voice power
has been effected in the cases of three hearing mutes. Three deaf children,
whose parents refused to send them to the special school for the deaf,
have had their voices greatly strengthened and can speak more distinctly
than many childi^en with entire sense perception. Provision should be
made for the extension of group woi*k for upper grade children who,
doubtless, were of the delayed speech type in their earUer years and
are still of this type, as shown in their marked deficiency in reading and
spelling. These children should be encouraged in the study of the com-
binations and uses of advanced phonetics. Courses in voice training and
voice control would be profitable. It is unfair to the pupils and to the
schools to advance and graduate such pupils without giving them an
opportunity to improve. They can be greatly helped and made more
efficient in all speech lines. >

"Further extension should be secured through the establishment of
evening groups, since competent teachers are now available.

"There is immediate need of three more assistants-in-training, in
order to further the corrections in the four speech centers estabUshed,
and to supply specialists for the establishment of additional speech centers.

September 9, 1914, to January 15, 1915, Inclusive.

Readmittances to groups 199

Admittances of new patients to date (from waiting list) ... 10

Admittances of new patients to date (by special requests) . 105

Total I 314

Discharges to date (follow-up corrections) 25

Discharges to date (outside sources) .* 5

Total 30

Number belonging January 15, 1915 284

Number of assistants assigned ' . . . 4

Average number of defectives to each 71

Waiting list January 15, 1915 250+

"The waiting hst has been closed for the authorized speech centers with
an enrollment of 250 plus. In addition, one petition has been filed request-
ing a speech center in Dorchester, another requesting the opportunity of
correction for West Roxbury children, and many personal requests have
been made for evening group work."

REPORTS OF ASSISTANT SUPERINTENDENTS. Ill

MoNTEssoRi Class.

In the Andrews School on Genesee street, where the
Montessori System of Education is being tried, I would say
that I have examined with some care the work of Miss Johnson
and Miss Linnehan, who have endeavored to carry out the plan
of work as suggested from Miss Johnson's experience under
Madam Montessori at her home in Italy.

I feel that the time has been too short to pass definitely upon
the character of the work. It seems to me that we should
continue the experiment longer in order to give a more mature
judgment on the value of it. The class was late in getting
started in the fall, and the teachers were unable to get some of
the educational material until a few weeks ago.

I have had charge of the school only si^ce February, and it
seems to me that in justice to the trial we should not pronounce
emphatically either in favor of it or in disapproval of it. I
think we should have at least another year before deciding the
question. A system of education which has arrested the
attention of Europe and the United States should not, it seems
to me, be passed upon without a good fair trial of at least one
full year. I would, therefore, recommend that the class during
the next year be made up of children who have not had any
previous kindergarten training, and who have never attended
school. The teachers have made an effort to carry out some of
the fundamental principles. They have emphasized the idea
that the child's initiative in his work should spring from his
own choice. In order to carry out this idea a good deal of
latitude has been allowed. The work in sense training, advo-
cated by Doctor Montessori, has been faithfully performed with
good results. She emphasizes individuality while the regular
kindergartner works more w^th the class as a social unit. In
general, I would say that the able teacher in any grade is the
person who can teach a class as a whole, yet who at the same
time by skillful teaching influences and stimulates each individ-
ual life to productive activity. Such a one has been in the past
and is considered at the present day the most successful
teacher.

One of the underlying principles of the Montessori method
is discipline through liberty.

In any system of education the matter of discipline is an

112 REPORTS OF ASSISTANT SUPERINTENDENTS.

important factor, but it seems to me that the end of all true
discipline is the same in every system, and in fact in every grade
of school life. The child should be trained and disciplined in
such a way that ultimately he will become self-disciplined or
self-contr oiled. In a class where there are j&fteen or twenty
members the mode of procedure will have to be quite different
from what it would be if there were but one or two members in
the class. It is always an open question how far personal
liberty should be allowed, and also when that personal liberty
degenerates into license. It has been well said that ''Liberty
is fire on the hearth and license fire on the floor."

If the child's liberty interferes with the liberty of the other
members of the class, it seems to me it is not true liberty
but anarchy.

Many of the appliances used by Doctor Montessori can be
used to good advantage in any of the kindergarten classes.
Doctor Montessori claims that the unfolding of the child's
inner life should be the chief aim in education. She says :

"The content of our mind is made up of what we take materially from
our surroundings by means of sensation."

Miss Elizabeth Harrison says :

"She emphasizes sense impressions, but ignores the processes of apper-
ception, memory and imagination. The mind itself makes use of these
sense impressions for its own development. She leaves these important
activities of the ego undirected and uncorrected by the teacher, although
often directed and interfered with by the other children."

The reports from the master of the Quincy School and the
principal of the Montessori class both advocate the continuing
of the trial for another year. I Heartily agree with them in that
particular. I spent aU of one forenoon in the class recently, and
it seems to me that I saw evidence of much better self-control
on the part of many of the pupils than I witnessed at previous
visits. The exercises given at ''the silence lesson" to promote
self-control and quietness were very good evidence of growth in
seK-control on the part of pupils. The interest which certain
members of the class took in the care of the room and the
ability which they showed in clearing up the dishes after the
morning lunch was very good evidence of their careful training.
If we endeavor to compare this training with what the child

REPORTS OF ASSISTANT SUPERINTFJNDEXTB. 113

ordinarily receives in the regular kindergarten, I think we have
not had experience enough yet to determine the value of the
training in the education of the child.

In connection with the idea of individuality we would add
that the ultimate end of all education when reduced to its
lowest terms is the greatest development of each individual
personality morally, mentally, physically and socially.

In former times it was held that the schools were to be
carried on by the public on the principle of ''the greatest good
to the greatest number," but that principle concedes the idea
that the minority suffers in its equitable rights. The modern
ideal at present is rather "the greatest good of each individual'^
in the system consistent with the rights of all. Doctor Montes-
sori endeavors to abolish all rewards and external formxS of
punishments. This it seems to me is impossible as long as
"virtue is its own reward," and Nature everywhere is such an
unflinching master to those who break her laws.

Doctor Montessori has original ideas in regard to rewards
and punishments. The ideas suggested in her book and in the
school which she conducted in Italy are good in themselves.
It is difficult always for those who are developing the child,
and trying to do the educational work in the very best possible
way, to keep the different phases of the work in their true pro-
portions. To know what to emphasize and where to adjust
conditions and modify means to accomplish the desired ends is
the problem of human life. Channing said, "That it required
more wisdom to educate a child properly than to govern the
state." This was true in his day, and it will ever be true. The
study of the best way to rightly develop the human mind and
prepare the pupil for the greatest self-realization is the greatest
problem of the age.

Open-Air Classes.

The teachers of the open-air classes finished the yearns work
with full quota of numbers in nearly every room.

The teachers have taken up the work in those classes with
much enthusiasm. The rooms generally are favorably situated
for the open-air work; when possible they are on the southerly
side of the building and on the second story. There are a few
of the rooms in which the conditions are not so favorable,
notably the class in the Hillside School in the Bowditch District.

114 REPORTS OF ASSISTANT SUPERINTENDENTS.

Improvements should be made in this building by enlarging
the windows in conformity to the general plan in the newer
buildings for open-air rooms. This is an old building and if on
account of its construction the alterations cannot be made, I
would recommend that the open-air class be removed to another
building, or a portable be used instead of the present quarters.

In most of the rooms some kind of a lunch is supplied between
ten and eleven o'clock. The pupils in nearly every room showed
marked improvement in health as the year advanced.

While individuals are helped and derive much benefit from
the open-air treatment in rooms fitted up for those who need
out-of-door treatment, on the other hand, I think I am within
the bounds of reason when I assert that the pupils in nearly
all of the schools are treated to an unusual amount of fresh
air daily, on account of the fresh air campaign that has been
carried on during the last two or three years in Boston. One
cannot visit the schools of our city at the present time without
being conscious of the fact that nearly every building is abun-
dantly supplied with fresh air. In a few cases it has been carried
to a dangerous extreme. If a comparison could be made of
the state of affairs to-day in regard to fresh air in all buildings
with what existed five or ten years ago, the difference would be
extremely great.

The teachers of the open-air classes are now at work on a
daily program prepared by Doctor Harrington that will espe-
cially adapt itself to the needs of the out-of-doors class. Many
of the rooms are supplied with blankets, reclining chairs, and
whatever conduces to conditions that make for a more vigorous,
healthful life.

Home and 'School Gardens.
The subject of home and school gardens in connection with
the elementary grades has been given thoughtful consideration.
The aim and purpose of the work has been in the direction of a
more intimate acquaintance with all nature about us, and the
practical ways in which the soil is made to contribute to the
comfort and happiness of the home. When we think of this
elementary agricultural work in connection with our city
schools, it would seem at first thought to be somewhat foreign
to our other work, yet when we take into account the rather
astonishing fact that in Boston alone there is somewhere in
the vicinity of 7,000 acres of unimproved land ready to be

REPORTS OF ASSISTANT SUPERINTENDENTS. Ho

operated upon in order that some return from the land may be
made, it does not appear so remote. In our own State of
Massachusetts the percentage of improved land to total area
is but 25 per cent of the whole.

In considering this subject we should bear in mind that
agriculture is the basis of our prosperity as a nation. In fact,
the state of civilization of all nations can be measured by the
advance in agriculture. Much interest has been shown in
different parts of the city. For instance: In the Robert G.
Shaw District, West Roxbury, a very fine exhibit was made of
products from the home gardens of the pupils. While it was
not a very extensive exhibition as regards quantity of products,
the quality of the products was excellent. It was on the
whole a very fine exhibit. It showed the great possibilities
of what can be done by boys and girls who are interested in the
subject. There was also a very ,fine exhibit of wild flowers.
The exhibit of potatoes, tomatoes, carrots and other vegetables
was especially fine.

The exhibit in the Mary Hemenway District in Dorchester
was a large one, showing a very great variety. This was the
first exhibit which they had made, and was particularly inter-
esting on account of the large number of different pupils who
contributed toward its success. One of the prominent citizens
of Dorchester was so impressed with the garden exhibit that
he offered the use of an acre of land near the school for a demon-
stration garden for next year.

The Sherwin District has been interested in this matter of
school and home gardens, and also in the work of clearing up
the back yards of the residents of the district for several years.
This work has been encouraged by private garden associations,
notably the Boston Social Union at 53 Berkeley street. A
quotation from the master's assistant in the Sherwin District
would not be inappropriate.

"School gardening has proved a valuable humanizing agent. Some-
thing must be done with the boys of the crowded tenement districts
besides sermonizing to counteract the attractions of the moving picture
shows and cigarettes. This can best be done by providing some attractive
and not too strenuous occupation for their leisure time. The many worthy
efforts in planting that come to failure are not without leaving wholesome
moral lessons on the boys. Sorrow over the destruction of one's own
property imprints on the mind a respect for the property rights of others
and thus tends to counteract the vandalism that is such an annoyance to

116 REPORTS OF ASSISTANT SUPERINTENDENTS.

the caretakers of public parks and the owners of private grounds. One of
the most troublesome lads in our school came to me a few weeks after seeds
had been distributed with tears in his eyes to teU me that his mother while
reaching out to the puUey-line accidentally knocked his box of seedlings
into the yard, and asked if I had a few more seeds so that he could plant
again. I supplied him again and felt that any occupation that had the
power to draw tears from that lad's eyes was well worth while.

"A most unique feature appearing in one of our seedling exhibits a few
years ago offers another illustration. Two boys living in the same house
had planted a vegetable garden in the cover of an old Saratoga trunk.
These boys were for two years, at least, contrary-minded toward each
other, to the great discomfitiu'e of parents and teachers, both of whom
were often caUed upon to pour oil on the troubled waters of their acquaint-
anceship. With the advent of the garden work that spring the warlike
spirit was forgotten and in partnership over a backyard garden and the
" tnmk-cover " garden they have become fast friends. This is rather an
interesting phase of the work."

The Edmund P. Tileston School exhibit was of a high order,
and much enthusiasm was sho\\Ti by the pupils.

The John Winthrop School has been doing very fine work in
practical plant and tree study.

A rather new and novel experiment was attempted in the
Ehhu Greenwood District in Hyde Park under the special care
of the sub-master. About an acre of land was loaned to the
school for the pm-pose of experiment, and the school com-
mittee appropriated a definite sum of money.

At first it was the intention of the school authorities to have
part of the field given up to the raising of a large variety of
produce such as one would naturally find in a good home
garden, but, on account of the difficulty that was experienced
in getting the field plowed and harrowed in season to plant the
early vegetables, that part of the experiment was given up.
The potatoes were finally planted, and a fine crop was harvested
and sold by the pupils to the famiUes of Hj^de Park. The fol-
lowing quotation from the master of the school is a valuable
contribution to the subject of elementary agriculture.

"The experiment shows high and extended educational value, and offers
reaUy remarkable promise for the future, while the expense, when com-
pared with other developments of vocational education, has as yet been
very small.

"Last spring, about a half -acre was planted with potatoes, and over a
hundred bushels were dug, of excellent quality. The land, being fertilized
and broken up, is in good condition for other crops. This fall about two

REPORTS OF ASSISTANT SUPERINTENDENTS. 117

and a half acres are plowed and fenced, ready for next spring. Permission
has been obtained to use these unoccupied lots; if the owners should sell or
build, we should lose the results of labor; still, the most valuable feature is
the actual work itself. Next year it is intended to have a variety of crops,
useful and ornamental.

"The benefits to the children are many; and the educative features, in
these days when most children have but little chance to get actual experi-
ences with tools and soil and crops, are of real importance:

"1. There is interesting exercise in the open air, of a very strengthening
sort.

"II. Children learn how to use tools to advantage; this is power.

"III. They take idle land, useless at present, and make it produce a
useful crop. This is subduing the earth; and they take a justifiable pride
in the fact that they are doing some part to sustain humanity.

"IV. Attention, concentration and perseverance in hard work are of
immense moral value; and the garden helps to give all these thus helping
to harden the character and to energize the will.

"V. Social conditions are such that education is too exclusively bookish.
It is pitiful to see how children crave the actual contact with soil and tools
and crops, and with real work that produces tangible results. This actual
experience tends to cultivate resource, to settle the judgment and to aid
in comprehension of things learned from books.

"VI. The enthusiasm of the children is convincing testimony of the
value of the work. What unspoiled children so eagerly desire is sure to be
of value to them. They come to school early, and give largely of their play
time, to earn a chance to go and work hard in the garden.

"VII. There are special cases which are of extreme interest.

"(a.) A boy who comes of an energetic family, but who has always
been so poor a scholar as to be rated distinctly subnormal. In the garden
he has shown personal abihty, and has developed a really surprising power
of leadership and control; he can make a gang of his classmates work
harmoniously and effectively together. Even arithmetic, hitherto impossi-
ble, begins to be intelligible when it is approached by way of figuring out
garden plots and fencing and v»'ages. Lessons in English composition gain
with all pupils a degree of vital interest when linked with garden experiences.

"(6.) A boy with tuberculosis of the hip; pale, feeble, goes with a
crutch; strong in the arms. The garden has brought him exercise and
health; he says it has done him immense good. Recently he has twice
found himself quite at the end of the field from his crutch, having actually
lost and forgotten the crutch in the enthusiasm of his work.

"In my judgment, the garden should be continued and I recommend the
same appropriation as last year.

"I trust that next year we will be able to try other experiments along
this line."

The School Committee in the budget of 1914 allowed SlOO for
a course of lectures on ''Gardening as Adapted to City Condi-
tions. " The Massachusetts Agricultural College at Amherst
has exhibited a strong interest in the matter.

r '

118 REPORTS OF ASSISTANT SUPERINTENDENTS.

The following course has been given at the Normal School on
Saturday mornings by the Faculty of the College:

Sept. 26. . . .

Prof. E. M. McDonald

Soil, Origin and Preparation.

Oct. 3

Prof. E. M. McDonald. . . .

Soils and Preparation for Planting.

Oct. 10

Prof. S. B. Haskell

Fertilizers.

Oct. 17

Prof. G. H. Chapman

Seeds and Seed Testing.

Oct. 24....

Prof. F. A. Waugh

Garden Planning.

Oct. 31....

Prof. R. W. Rees

Small Fruits.

Nov. 7....

Prof. A. H. Nehrling

Flower Growing.

Nov. 14....

Prof. H. F. Tompson

Vegetable Growing.

Dec. 5....

Prof. J. C. Graham

Poultry Husbandry.

Dec. 12....

Miss Ethel Nash

Canning of Fruits and Vegetables.

Dec. 19

Prof.O. A. Morton

Boy's and Girl's Clubs.

Jan. 9

Pedagogy of Agriculture.

The attendance has been good, although entirely voluntary,
and much interest manifested by the teachers.

Respectfully submitted,

WALTER S. PARKER,

Assistant Superintendent.

3. REPORT OF ASSISTANT SUPERINTENDENT
AUGUSTINE L. RAFTER.

Franklin B. Dyer,

Superintendent of Public Schools, Boston, Mass.:
Dear Sir, — I herewith respectfully submit a report of the
major activities that have come under my supervision during
the past year:

Summer Review Schools.
During the past two decades educators have expended much
time, energy and intelHgence in an endeavor to diagnose the
cause, and to apply a remedy for the too great retardation of
pupils. Surveys, investigations, experiments and innovations
have been made, most of which have had some value and
the result has been on the whole encouraging. But no sane

REPORTS OF ASSISTANT SUPERINTENDENTS. 119

observer, conversant with the real, present-day conditions,
can but acknowledge that, notwithstanding all the excellent
work that has been done,, there still remains, annually, a con-
spicuously large number of '4eft-overs, " unpromoted, retarded,
perhaps ''born-short" children.

While hundreds of pupils have been forced to repeat the
work of a year, other hundreds, although but four-fifths or
five-sixths prepared for the work of the next year, have been
promoted, as they have been better than the repeaters, although
slower and weaker than the normal. Their numbers swell
into the thousands. Handicapped by inaptitude or by illness,
or by disinclination for work, they are never in step or abreast
with their classmates. Every June, principals are forced
to graduate pupils whose general average entitles thena to a
diploma, but whose manifest weaknesses in one or two sub-
jects retard for a year, or perhaps totally obstruct, their course
in the high school.

This condition, wherever found along the course, spells
inefficiency and increased cost. Boston has been seriously
awake to this unpreparedness of her pupils and has this year
inaugurated a movement that may not discover more than is
now known of the cause of retardation, but is certain to decrease
it measurably.

Early in March of last year, masters and principals of dis-
tricts were given the plan of the summer review schools,
high and elementary, and were instructed to explain and to
recommend them to pupils eligible for admission thereto.
Principals were appointed for one review high and for six
elementary review schools. So great was the registration
in two of these latter that two branches were established to
accommodate the overflow.

These principals and their teachers are w^orthy of the highest
praise for the thoroughness, the enthusiasm, the sympathy
with which they entered upon their work. They sensed their
problem — the voluntary attendance of retarded pupils at a
season when their companions would be at play in the open
world.

Registration cards were furnished to teachers in Grades
IV., v., VI., VII. and VIII., and to all teachers in the high
schools, with instructions to recommend for the review schools
such pupils only as mentally and physically were probably
able to benefit from the summer's course.

120 REPORTS OF ASSISTANT SUPERINTENDENTS.

Pupils weak in one or two subjects were eligible. Those
deficient in more than two subjects, or hopelessly backward,
were ineligible. After the signature of the teacher and the
principal had been obtained, the cards were sent home for the
parents' written consent. The teacher specified in detail on
the cards the one or two subjects the pupil should be taught.
These cards were filled out in duplicate. One was sent to the
principal of the review school in order to facilitate advanced
organization, and the second was presented by the pupil on the
day of organization. To insure the candidates' attendance and
to prepare for work from the very beginning, pupils were sent
to the review schools from their parent schools on Thursday,
June 18, before their schools had been closed for vacation.

Organization was perfected, and on Monday, June 22, five
minutes after opening, 4,617 pupils were actually at work. If
''Every great and commanding movement in the annals of the
world is the triumph of enthusiasm" the compelling cause was
there, indeed, in evidence. Nor did it thereafter diminish in
any degree.

The quota of pupils to a teacher in the high school was
established at twenty, and to a teacher in the elementary school
at thirty. The sessions in the high school were from 8 to 12
o'clock, and from 8.30 to 11.30 in the elementary schools, six
days in the week, the term terminating on August 7. Each
session was divided into two periods, which in turn were divided
into two parts; the one for study, the other for recitation.

When two or more pupils in the same room showed similar
needs they were worked in small groups and time was econo-
mized thereb}^ Individual instruction was found often neces-
sary and feasible, and the results were correspondingly effective.
It was foreseen that the success of the work would be entirely
dependent upon the quality of the teachers, consequently
they were drawn from the regular, permanent, experienced
corps, and were chosen for their special fitness for this particular
work. Locality was an element entering into the selection of
teachers. It was thought, for example, that East Boston
teachers would teach better in the East Boston Summer Review
School, that they would have a better knowledge of the condi-
tions, a better understanding, and give a warmer welcome to the
children therefrom.

No teacher changed her grade; she knew precisely what
ground should be covered, what method and matter were

REPORTS OF ASSISTANT SUPERINTENDENTS. 121

required, and, consequently, lost no time in unnecessary out-of-
grade work. The principals early recognized that their first
duty was a diagnosis of the symptoms before attempting to
apply any pedagogical remedy.

While arithmetic, Enghsh (including composition and spell-
ing), penmanship, geography and history were offered in the
elementar}^ schools, it was found that arithmetic and language
were the dominating subjects. In an endeavor to locahze
individual needs in arithmetic, one principal set the following
examination, and then had each pupil plot a graph to show
precisely where his weaknesses lay:

1. Add 61, 71, 12|.

2. 5f yards of cloth are divided into pieces each containing 1| yards.
How many pieces?

3. 2.56 -J- .016.

4. Mr. Brown's bill for 38.5 tons of coal was S292.60. How much
was the coal a ton?

5. Mr. White bought a house for $2,250 and sold it for S2,700. What
per cent did he gain?

6. A grocer bought 150 boxes of oranges at $2.50 a box. He found 16
per cent spoiled, but sold the rest at $3 a box. Did he gain or lose and
how much?

7. What is the interest on $1,200 at 5 per cent for 2 years, 4 months,
15 days?

8. What will it cost to cement a cellar bottom 36 feet long, 23 feet 6
inches wide, at 96 cents a square yard?

9. What will a pile of wood cost at $7.50 a cord, the wood being 20
feet long, 4 feet wide, 6 feet high?

10. A man bought a farm 180 rods long and 160 rods wide for $6,750
and sold it at a gain of 20 per cent. How much did he receive an acre?

The two graphs on next page not only record the work
correctly done in the above examinations by two of the
pupils, but what is of greater moment to teachers, their
curves indicate just what types of examples gave trouble to
the individuals.

Conscious of his defects, a pupil plotted his own graph, every
few days, always working against his own record to the end
that his curve might become straight.

So ran the work in all the subjects, the point being to admin-
ister to the particular, and perhaps peculiar, need of the one,
not of the many. The one — the slow, retarded, backward,
behind-the-average — came into his own in the review school;
it was his day. For the first time m his life, perhaps, he was

122 REPORTS OF ASSISTANT SUPERINTENDENTS.

not over-matched. He met his mates on an equal footing.
Teachers throughout these schools voiced their astonishment
at the enthusiasm, the eagerness, the spirit of their pupils.

''I wish I could find such a spirit in my regular class," said
one teacher.

''True," agreed another, "and the discipline! Why there
isn't any!"

Literally true. The explanation was apparent; the regular
teacher from a year's experience with the pupil saw his defi-
ciency, the pupil was brought to recognize it, the parents

50%

[The oblique line denotes correctness; the horizontal line, error.]

enthusiastically encouraged, and the time was afforded the
review teacher to complete the circle — an irresistible winning
combination.

It is proposed to institute for the coming year a follow-up
system, whereby the value and efficiency of the review work
may be judged.

At the close of the term a successful pupil was given by the
principal of the review school a certificate for conditions passed
off and a recommendation for a diploma or for promotion to
his grade or to his class on the resumption of school.

In consequence of such recommendations, three pupils in

REPORTS OF ASSISTANT SUPERINTENDENTS. 123

September received high school diplomas from their parent
schools, and 131 received elementary school diplomas.

Two thousand four hundred thirty-two pupils (59 per cent
of total registration) in the review elementary schools, having
passed in two subjects, were granted certificates either
for a diploma or for promotion. In the review high school,
310 (71 per cent of total registration) passed successfully in
two subjects, and 40 (9.2 per cent) in one subject.

The attendance was remarkably full and constant, the
average daily attendance being 94.1 per cent in the elementary
schools and 95.9 per cent in the high school.

If education were to be measured by its actual cost in
dollars and cents, an interesting financial saving might be
drawn from the above figures.

To illustrate: 2,432 elementary pupils, in consequence of
their attendance at the review schools, were excused from
repeating a year in grades previously attended. It is con-
servative to reckon that at least 1,500 of these would have
been obliged to repeat a year; since the cost to the city per
elementary pupil is $42, here was a saving of $63,000.

Again, 310 high school pupils passed in two subjects which
should equal two-fifths of a year's work. A year's work in a
high school costs the city $85 per pupil. Conservatively
figuring, a saving of at least $34 per pupil was effected, and a
total saving of $10,540.

On the forty pupils who passed in but one subject, there
was a saving of at least $700, the total high school saving
being in excess of $11,000; combining elementary and high
savings, a grand total rising $74,000 appears.

To be accurate, from this amount should be deducted the
actual cost of the summer review schools, which w^as less than
one-quarter of $74,000.

The number of pupils furnished by the elementary districts
was significantly uneven. It was especially noticeable when
from contiguous districts really or practically equi-distant
from a summer review schoolhouse ten or twelve times as
many pupils registered from one as from the other. This
disparity of numbers would seem to point to a misunder-
standing or a misconception of instructions on the part of
principals of districts.

One of the unanticipated elements of the review school

124 REPORTS OF ASSISTANT SUPERINTENDENTS.

movement was the attitude of the parents. It was predicted,
for instance, that the parents in Dorchester, many of whose
children spend their vacations in the country or at the shore,
would send very few pupils. Yet the banner registration was
therefrom.

Interest in the project was confined to no section. There
was an enthusiastic contagion, city-wide in its extent.

Registration of Summer Review High School.

Public Latin School 16

Girls' Latin School 26

Brighton High School 4

Charlestown High School 19

Dorchester High School 51

East Boston High School 9

EngUsh High School 77

Girls' High School 48

High School of Commerce 40

Hyde Park High School 1

Industrial School 1

Mechanic Arts High School 46

Roxbury High School 37

South Boston High School 9

West Roxbury High School 23

Private schools 4

Total 424

Registration of Sumjier Review Elementary Schools.

Abraham Lincoln . . 144 Emerson 63

Agassiz 26 Everett 27

Bennett 13 Francis Parkman ... 19

Bigelow 138 Franklin 147

Blackinton .... 17 Frederic W. Lincohi . . 38

Bowditch .... 8 Frothingham .... 23

Bowdoin 45 Gaston 104

Bimker Hill .... 59 George Putnam ... 44

Chapman .... 47 Gilbert Stuart ... 47

Charles Sumner ... 7 Hancock ...... 75

Christopher Gibson . . 74 Harvard 97

Comins 4 Henry Grew .... 0

Dearborn .... 127 Henry L. Pierce ... 62

Dillaway .... 83 Hugh O'Brien ... 65

Dudley 114 Hyde 4

Dwight 39 Jefferson 14

Edmund P. Tileston . . 16 John A. Andrew ... 69

Edward Everett ... 64 John Cheverus ... 68

Elihu Greenwood ... 33 John Winthrop ... 41

EUot 108 Lawrence . . . . 132

REPORTS OF ASSISTANT SUPERINTENDENTS. 125

Registration of Summer Review Elementary Schools. — Concluded.

Lewis 52 Samuel Adams . . . 165

Longfellow . . . 4 Sherwin 39

Lowell 9 Shurtleff 76

Martin 14 Theodore Lyman ... 78

Mary Hemenway ... 6 Thomas Gardner ... 10

Mather 67 Thomas N. Hart ... 66

Minot ...... 6 Ulysses S. Grant ... 83

Norcross 62 Warren 59

Oliver Hazard Perry . . 58 Washington .... 49

Oliver Wendell Holmes . 220 Washington Allston . . 25

Phillips Brooks ... 113 Wells 116

Prescott 40 Wendell Phillips . . . 153

Prince 29 William E. Russell . . 59

Quincy 49 Private schools ... 29

Rice 76

Robert G. Shaw ... 19 Total .... 4,193

Roger Wolcott ... 57 —

Registration grade-wise was interesting, inasmuch as the
numbers in Grades IV., V., VI., VII., were practically equal:

Grade. Number. Grade. Number,

IV 923 VII 988

V 938 VIII 268

VI 979 Special English ... 97

Number of teachers in the high school 17

Number of teachers in the elementary schools , . . . >. 127

' Standards of Efficiency in English.

The committee on standards of efficiency in English is
composed of Charles L. Hanson of the Mechanic Arts High
School, chairman; James A. Crowley, Emerson School; Miss
E. Gertrude Dudley, Oliver Wendell Holmes School; Miss
Carolyn M. Gerrish, Girls' Latin School; Arthur W. Kallom,
Thomas N. Hart School; Miss Bertha L. Mulloney, Everett
School; Lincoln Owen, Rice School; Henry Pennypacker,
Public Latin School; Augustine L. Rafter, assistant super-
intendent of schools; Miss Helen M. Richardson, George
Putnam School; Miss Ellen L. Roche, Mary Hemenway School;
Charles G. Wetherbee, Prince School.

The committee on standards is eager to secure the hearty
cooperation of every teacher in the Boston public schools. It
serves as a clearing house to which every teacher is invited

126 REPORTS OF ASSISTANT SUPERINTENDENTS.

to send suggestions and criticisms, and in which are discussed
reports submitted by various sub-committees appointed by
the chairman.

In general, the comtmittee washes to aid in the important
task of giving every child in the schools the kind of training
which shall fit him for his share of the world's work. In par-
ticular, it desires to simplify his problems and to help him to
get the individual attention he needs. The purpose of Bulletin
No. I, wdth its model form of a friendly letter, is to show the
child that he may safely chng to this one good form instead
of learning numerous variations year after year in the several
text-books in use in the different grades.

The model form of a friendly letter and the model form for
addressing the envelope displayed in script in Bulletin No. I
are simple and are believed to be satisfactory. Accompanying
these forms are explanatory paragraphs, a few of which are
here given :

The heading should be at least one inch from the top of the paper.

The heading and also the compUmentary close should begin near the
middle of the line.

Each line after the first in the heading and in the complimentary close
should begin a little farther to the right than the preceding line.

There should be a margin of one-haK inch on the left side of the note
paper.

A paragraph margin should be twice the regular margin.
The complimentary close should begin with a capital and should be
followed by a comma.

Directions for Envelope.

1. Use ink in addressing letters or other mail matter.

2. Write plainly the name of the person addressed, street and number,
•post office and state.

3. Place your name and address in the upper left-hand corner of the
envelope or package.

4. The name of the person addressed should be ^Titten in about the
middle of the envelope and with about as much space to the right as at
the left, and each following line of the superscription should begin an
even distance at the right of the preceding line.

Precisely similar in purpose is Bulletin No. 2, with its model
forms of a business letter, bills and receipts.

Bulletin No. 3, ''Tentative Minimum Requirements in Eng-
Ush for Graduation from an Elementary School," will be one
of the means, it is hoped, of insuring a reasonable amount of
attention to the individual. Far from undertaking to specify

REPORTS OF ASSISTANT SUPERINTENDENTS. 127

all that a pupil should be able to do, it merely wishes to call
attention to a few matters of supreme importance. The
bulletin follows:

Tentative Minimum Requirements in English for Graduation
FROM AN Elementary School.
A graduate of an elementary school should be able to do readily the
following things :

1. To copy twelve lines of simple prose or poetry, and a bill of at least
seven items. (Copying is not an end in itseK, but a means to an end.
The pupil should be made to see that ajccuracy in arithmetic, language
and other subjects may depend largely on accuracy in copying.)

2. To take down from dictation a passage of simple prose. (The
purpose of dictation is to test language forms, punctuation and spelling
already taught. It should never be used as a method of teaching. It
should succeed and not precede a teaching lesson.)

3. To ^vTite from simple directions a friendly letter or an application
for a position. (The letter is to be the pupil's own work, but he may be
allowed to make corrections and to rewrite. . There should be no corrections
by the teacher.)

4. To write within a half-hour a simple, original composition of not
less than one page of letter paper, with every sentence grammatically
complete. The pupil may make revisions, including interlinear corrections,
but must not rewrite.

In this composition the total number of serious errors in grammar,
spelling and punctuation should not exceed five, — such errors, for example,
as "I seen," "we was," "had wrote," "he try" for "he tried," "a women";
the use of "they" for "there," "there" for "their," "to" for "too"; the
misspelling of such common words as "Wednesday," "February," "eighth,"
"which," "stopped," "nineteen," "minute," "father," "mother," "Eng-
lish"; the omission of the period at the end of a sentence.

5. To recognize the parts of speech in their common uses; to explain
the construction of words and phrases in a simple sentence containing not
more than one phrase modifier in the subject and one phrase modifier in
the predicate; to have a practical understanding of the uses to which the
dependent clause of a complex sentence can be put — whether it be to
serve as noun, adjective or adverb; to know the principal parts of regular
verbs and of the common irregular verbs, and their tense forms through
the indicative mood.

6. To read at sight with readiness and good expression simple prose as
difficult as "Little Men" or "Hans Brinker."

7. To quote either orally or in "WTiting fiftv lines, not necessarily con-
secutive, of classic prose or poetry. (The pupil should look upon this not
merely as something to be expected of him in the high school but also
as a part of his equipment for life.)

8. To stand before the class and talk clearly on some subject of personal,
school or public interest.

Bulletin No. 4. herewith appended, prepared with the aid of
the English Council, undertakes to serve the high school

128 REPORTS OF ASSISTANT SUPERINTENDENTS.

student as Bulletin No. 3 did the elementary; The committee
emphasizes the tentative nature of these two minimum require-
ment bulletins. Only after all teachers who are interested have
had abundant opportunity to suggest improvements will some
such requirements as these be made binding. Once agreed
upon, they will constitute a part of the regular work which,
it is believed, every teacher will carry out with confidence and
enthusiasm.

Tentative Requirements in English for Graduation from a High

School.

A graduate of a high or Latin school should meet the following require-
ments:

A. He should have abiHty:

(1.) To write original compositions — whether they be narration,
description, exposition or simple argument — that are logically planned
and so developed as to be conspicuous for unity and coherence. The
spelling and grammar should be correct, and the punctuation adequate.

(2.) To plan coherently and give fluently a five-minute talk on some
practical subject on which he has had time to think.

(3.) To write any common type of business or social letter with technical
accuracy and with simpHcity and directness.

(4.) To find and organize material for an original composition of one
thousand words upon business, pohtical, historical, hterary or scientific
subjects.

(5.) To read aloud, at sight, with intelHgence and clear enunciation,
anything from a newspaper to a classic of ordinary difl5culty.

(6.) To tell why a piece of literature (like a standard novel, or essay,
or a lyric poem such as inay be found in the "Golden Treasury") has
merit.

(7.) To quote either orally or in writing two hundred Hues (not neces-
sarily consecutive) of classic prose or poetry.

B. He should have a working knowledge of the course of both Ene;Hsh
and American literature, of their great names and great books, and of some
of the most significant influences in history and life that have molded such
literature.

C. In addition to regular prescribed work in literature he should have
read from "A List of Books for Home Reading," prepared for the Latin
and high schools by the English Council, or from the College Entrance
Requirement List:

4 good books of short stories.

5 good novels.
3 good plays.

2 good biographies.

2 good books of history or travel.

In the near future the committee hopes to be of service in
fixing standards for each year in the elementary school and
for each year in the high school.

REPORTS OF ASSISTANT SUPERINTENDENTS. 129

Among important questions which have been turned over to
sub-committees for investigation and recommendation is that
of determining what can be done to secure the assistance of
every teacher in the high school in improving the pupil's
English, whether oral or written. The following are chairmen
of these committees: Louis W. Arnold, Pubhc Latin School,
Modern Languages and English; Malcolm D. Barrows, EngUsh
High School, History and EngUsh; Chester M. Grover, Rox-
bury High School, Commercial Branches and English; Adelbert
H. Morrison, Mechanic Arts High School, Science, Mathematics
and English. English teachers are in a minority in all these
connnittees for the object is not to bolster up the English
department in any instance but to consider the problems' of all
concerned, so that every pupil may have a group of teachers
working in perfect harmony in an endeavor to equip him with
an enviable command of the mother tongue.

A Professional Pedagogical Library.

The thinking teacher realizes that to remain in the forward
ranks he must keep abreast of the times in the literature of his
profession. It was with this thought in mind and with tbe
advice and consent of the superintendent, that the writer
appointed last year a committee to prepare a catalog for a
professional pedagogical library, inclusive enough to suit the
needs and tastes of all.

This committee, in a report soon to be pubUshed, will render
a valuable service to every teacher in the system.

The report will contain lists of works, elementary and
advanced, along such lines as the following : Psychology, History
of Education, Child Study, Social Problems, General Litera-
ture, Rhetoric and Art. Wherever there appears need of it,
explanatory annotations will accompany titles. This feature
of the work has called for a deal of time from the com-
mittee for careful reading and discriminating and informing
annotations.

There will be short suggested courses in reading and a hst
of educational periodicals. The introduction will be a fore-
word from the superintendent.

The Boston Public Library has promised its cooperation to
the end that the books and periodicals cataloged for the
committee may be purchased and housed in the teachers' room
in the library, thereby establishing a veritable storehouse of
the best and greatest works on educational subjects.

130 REPORTS OF ASSISTANT SUPERINTENDENTS.

This catalog will be ready soon. The committee engaged
in the preparation of the catalog includes representatives from
all departments of the teaching force, and is as follows:

Miss Louise A. Pieper, Master's Assistant, OUver Hazard
Perry School, chairman.
Miss LilHan M. Towne, Master, Bowdoin School.
Miss Florence 0. Bean, Manual Arts Department.
Miss Bertha Vogel, South Boston High School.
Miss Elizabeth A. Nash, OUver Hazard Perry School.
Miss Mabel P. Foster, Harvard School.
Miss Charlotte Rafter, Oliver Wendell Holmes School.
Mr. Seth Sears, Master, Franklin School.
Mr. Arthur L. Gould, Master, Dearborn School.
Mr. Daniel Foley, English High School.
Mr. Maurice J. Lacey, High School of Commerce.

Rapid Advancement Classes.

In June of this year there were graduated forty-three pupils
who had been members of the rapid advancement classes in
the Lewis and the Oliver Wendell Holmes schools, thirteen from
the former and thirty from the latter.

The Lewis class originally consisted of fifteen, but two
pupils moved away and, with these exceptions, the original
class was graduated; the Ohver Wendell Holmes class was
graduated intact.

When these classes were formed, the Le\vis in January and
the Oliver Wendell Holmes in March, 1913, they were regarded
as experiments and while educators looked with a favorable eye
upon the idea, some sUght fears were entertained as to a satis-
factory result because of the immaturity and the possible effect
on the health of some of the children. But a searching survey
of the two classes in June revealed not only that the experi-
ment was a success, but that the status of the classes was far
better than the most sanguine advocates had hoped.

The attendance of the pupils has been consistently high,
and the monthly attendance shows an average per cent of 96
or better. The health of the children, because of particular
attention given by the teachers to fresh air, frequent and appro-
priate gymnastics, games, dancing steps and plenty of outdoor
sports, has improved perceptibly during the last year, and the

REPORTS OF ASSISTANT SUPERINTENDENTS. 131

parents, who in the beginning believed on the whole in the plan
of a rapid advancement class but feared for their children's
health, have been unanimously converted to the idea.

The small number of children in the class has given each
child opportunity to receive much individual attention and
training in the use of text and reference books, including a good
knowledge of the PubHc Library and its uses. The large
number of w^orth-while books read by the pupils outside of
school is a tangible proof of the love of literature which has been
inculcated. They have learned how to use books, a valuable
asset for the coming high school years and for life. They are
exceptionally quick in distinguishing the essentials in any
reading matter and show marked abilitj^ in looking up and run-
ning down references in supplementary books. That these
pupils are as well prepared for high school as the average ele-
mentary graduates is clearly proven by the exceptionally high
marks they obtained in the mid-year and the final examina-
tions, demonstrating that they have gained in two years the
knowledge and power which the average child gains in three.

It is pointed out with modest pride that in the Courtis
Tests in Arithmetic a rapid advancement class lead the entire
city. Again, an individual instance, a pupil from a rapid
advancement class stood number one in a group of forty-three
in a competitive examination for entrance to a local prepara-
tory school.

Naturally all the pupils of both classes signified their inten-
tion to attend high schools. The distribution of the pupils
for next year is as follows :

Roxbury High School 8 pupils.

Dorchester High School 12 pupils.

Girls' Latin School . 2 pupils.

Boys' Latin School 4 pupils.

English High School 5 pupils.

High School of Commerce 10 pupils.

Outside the city 2 pupils.

Each teacher has planned to carry on a follow-up system
for next year and not until a satisfactory standing of these
pupils is reported from the high schools can the value of these
rapid advancement classes be definitely, accurately and
finally determined. For the nonce, perhaps, an apt statement
of their value is fairly well expressed in the words of a parent :
never beheved in a double promotion, but I am firmly con-

132 REPORTS OF ASSISTANT SUPERINTENDENTS.

vinced that the rapid advancement class is an unqualified

success, and I hope everyone of 's brothers and sisters

may be chosen for it when the time comes."

Classes similar to the above were formed at the beginning
of school in September.

A New Parental School Possible.
As noted elsewhere, the Boston Parental School was legis-
lated out of existence and its pupils were distributed among
the schools.

The problem of dealing with the type of boys who were
formerly sent to the school is educational, not penal. Every
teacher, every school official, every attendance officer in the
service knows that more rather than less boys should be sent
to a real parental school. Legislative sanction should be
sought to the end that school officials might have the power of
sending to a parental school boys offending in certain matters,
without the undesirable, indefensible present method of taking
them before the court. -

A teacher is practically helpless where a boy has no home or,
worse than none, is minus a parent or parents. No theorizing
can change these conditions or their manifest consequences.
Statistics show that a majority of the boys at the former
Parental School were bereft of one parent or both. Such boys
should be parente'd by competent, sj^mpathetic, moral, human
educators.

For the special oversight of the ninety pupils who were
removed from the Parental School and for the observation
and care of some two hundred others who were on parole, the
school committee created the position of Supervisor of Pupils
on Probation and wisely filled it with the former Superintendent
of the Parental School, Mr. George C. Minard, whose intimate
knowledge of the demands of the situation should make him of
decided value. He is working in harmony and cooperation
Yv^ith the attendance officers and may be able at the close of
the year to throw new light on the ever perplexing problem of
truancy. The attempt to rehabilitate two or three hundred
boy^ — not to speak of the normal' additions certain to be
made to this number — has been undertaken in full faith and
in the hope that something worth while may be accomplished.
At the same time experience shows unmistakably that certain
boys in the past have needed a firm, efficient, constant, encour-

REPORTS OF ASSISTANT SUPERINTENDENTS. 133

aging guidance twenty-four hours in the daily circle. The
towers of the Utopian school city would seem to be not yet
visible. "The thoughts of youth are long, long thoughts,"
and until youths materially change, owing to several reasons
as yet beyond society's control, it is feared that some of the
"short born" will refuse to be schooled for the same hours and
by the identical methods employed for the "long born," —
hence, truancy.

The essence of modern practice for the prevention and sup-
pression of truancy and of juvenile offences is educational
correction as far removed as possible from any penal forms. If
a new parental school should be found to be a necessity, it
should be under the unmolested, untethered supervision of a
conservator, as his function will be the conservation of youth.

All officials and assistants of the new school of whatever
rank, after their fitness has been demonstrated by suitable
competitive examinations, should be appointed by and account-
able to the school committee.

The school should be made industrial. The site and plant of
the closed school are unsurpassed within the city's confines.
Here are twenty-eight acres of high land and meadow partially
bordered by the Charles river; here are model cottage dor-
mitories, a new laundry of considerable capacity, a modern
kitchen, whose former output might be multiplied many fold,
a storehouse of generous dimensions, an ice house that might
easily be enlarged to ten times its capacity, well built, unused
buildings, all needing for efficient usefulness the impulse that
a correct purpose and a reorganized service might give. Upland
and lowland offer perfect types of soil, exposure and fertility
for instruction by competent teachers in scientific farming —
berries, fruit, garden truck, etc. Boys should be taught the
most approved methods of raising hens. The scientific care of
hundreds of hens and chickens would diversify for the boys
the school's activity. The laundry should be run to its capacity
by the boys under instruction; likewise the bakery. Why
not utilize these vocational agencies? If, as is claimed, all edu-
cation must function in life, why not bring a real, live atmos-
phere into the school, as indicated above, by converting the
storehouse into a real store, making certain hoys responsible
for its intake and its output of merchandise, transportation,
distribution, bookkeeping, cost, waste, etc. What an oppor-
tunity for giving a practical, usable education!

134 REPORTS OF ASSISTANT SUPERINTENDENTS.

The school should be in session the year long. During the
summer months certain boys who stand well in their studies
might be excused from books. The academic work should be
on the part-time basis, perhaps three hours a day in the school-
room; the remainder of the day consumed in the industries,
the gardens or shops, the store, the laundry, etc. The work
of the schoolroom should be closely tied up with industrial
projects, an unequaled opportunity for teaching appHed
arithmetic and real, Uve language.

Modern education recognizes that children are '^born long"
and "born short," or are reared or neglected so that they come
to the age of youth long " and ''short " ; a natural, wise, human,
sympathetic scheme of education differentiates its schools to
accommodate and to develop as many as may be of both types.
Adaptation and mobility are the touchstones by which the
modern school system may be tested. Perhaps no city in the
land has recognized this principle of differentiation in its schools
to the extent that Boston has. Witness its different secondary
schools, its industrial and trade schools, junior high school
classes, prevocational classes, rapid advancement classes,
special corrective classes, and so on; each established in recog-
nition of the many peculiar, special needs to be met in pupils.

The Parental School reorganized as an industrial school and
placed entirely under the Boston school committee should be
but another beneficent Hnk in the city's chain of education.

Not a word of the above is intended in criticism of the
trustees of the former Parental School. They and their prede-
cessors did a meritorious work and deserve the thanks of the
community for their fine, civic spirit. Nor does the writer
intentionally pass judgment for or against the legislation that
closed the school; he is merely stating his professional opinion
on what should be, in his judgment, the ideal, educational use
of a plant that could be converted readily and easily into an
adequate industrial parental school.

The DEPARTnMENT OF Music.
After years of endeavor to bring about improvement in the
course of study in music in the high schools and a more just
appreciation of the value of the art, genuine forward strides
have been taken by the school committee which should make
the year 1914-15 an eventful one for school music in Boston.

REPORTS OF ASSISTANT SUPERINTENDENTS. 135

First to be noted is the action of the committee in issuing
bulletins containing the worth-while melodies that are dear to
the hearts of music lovers and which have been proven to
possess permanency. These have been withdrawn for revision
and re-editing and will be reissued soon in improved form that
will make them a desirable addition to school music.

Beginning in the lower grades with five or six songs each,
by the time graduation is reached a pupil will have learned
forty or more standard melodies which are bound to influence,
strongly, school, home and community life.

American songs are, of course, predominant in the bulletins,
but as music is an art universal, the origin of many of the
songs in this fine collection is other than American; for
example, Italian, Welsh, English, Scotch, German, French,
Irish, Austrian, etc.

The accompaniments are simple and have been arranged
with the hope and desire that the children at home and their
parents will sing and play these songs. In Grades VII. and
VIII., a few part songs are introduced but nearly all are melodies
to be sung in unison, sung because the singers want to sing, as
when "Songs gush from the heart."

Another signal step is the change effected by the transfer
to the high schools of the assistant directors from the elementary
schools. Hereafter three of the four assistant directors of
music are to teach exclusively in the high schools. The study
of music is now for the first time compulsory in the first year
in nearly all the high schools, thus enabling pupils to continue
the study of the rudiments of music begun in the grades as
well as the systematic training in choral singing.

This change of administration in the department of music
will benefit greatly the second, third and fourth year pupils
who elect choral practice, for the assistant directors will
be able to give their undivided attention to familiarizing the
pupils with standard choral work.

In January there were purchased 300 copies each of twenty
standard works constituting a high school music library of 6,000
volumes. These will be moved from school to school as
circumstances require.

The fourth assistant director has been given charge of
instrumental rnusic in the schools. Under his supervision
school orchestras, violin and other instrumental classes receive

136 REPORTS OF ASSISTANT SUPERINTENDENTS.

instruction within school hours. The idea has created general
enthusiasm among the pupils, stimulating interest in instru-
mental music to an unusual degree. Four hundred five pupils
from twenty-seven schools are being instructed in violin classes.
The average number in a class is fifteen.

In planning the unification of the instruction and the con-
centration into groups of these young players, the vocational
as well as the cultural side of music has been kept in mind.
Increasing numbers of young musicians are joining musical
organizations in which they receive remuneration for their
services.

An attempt has been made to induce some pupils to take
up the more unusual (to youth) symphonic instruments —
clarinet, 'cello, bass viol, trombone, etc. Two or three high
schools have already purchased as permanent school instru-
mental equipment a few of these instruments seldom found in
beginners' orchestras, obviating a weakness by bridging a
commonly found gap, and have developed thereby some
promising musicians.

The school committee has generously added to the music
corps three assistants in music who promise to bring strength
to the elementary schools. Also the committee appointed
in September an advisory committee on music. This is an
innovation in, accord with approved educational administra-
tion. A ready, sympathetic cooperation is assured between
this committee and the department of music. Such a com-
mittee should be of distinct value in bringing to the problem
of musical instruction in the schools a practical as well as a
professional and artistic attitude.

The advisory committee on music consists of the following
persons :

Dr. Archibald T. Davison, Jr., Cambridge; Mr. Percy
Atherton, Boston; Mr. Daniel Bloomfield, Boston; Miss
Mabel Daniels, Brookline; Mr. Thomas Surette, Concord.

Another advance is planned for the coming year, namely,
the giving of credit in high schools for approved work in music
done outside the school. Hitherto, when a pupil who has
attained some proficiency in music has entered the high school,
in addition to a new, exacting program calling for much home
study, she has been forced to practice an hour or more a day,
perhaps take a lesson or two on school days if she would keep

REPORTS OF ASSISTANT SUPERINTENDENTS. 137

her skill and make any advance in music. This combination
of musical practice and home lessons is often overjDurdensome
and results in a pupil's dropping her music, perhaps never
again to resume it — in effect, a waste of effort and of money.

For the future, it is proposed to give the pupil credit counting
toward a diploma for certified practice done by the pupil in
connection with musical instruction from institutions and
individuals approved by the school committee and by the
director of music.

Credit will be granted for vocal as well as for instrumental
(symphonic instruments) practice. A scheme of credit is
being perfected by which- it is believed that points in music
counting toward a diploma may be entirely safeguarded.

The Department of Compulsory School Attendance.

In September, 1913, the city was reapportioned into twenty
districts corresponding to the number of school attendance
officers. In this redistricting the elements considered were
comparative area of district, density of population, number of
pupils, distance between districts, records of average number
of visits in the past, car routes, etc.

While it is impossible to equalize exactly a work into which
so many different factors enter, it was believed that the labor
of the city was divided into twenty parts, approximately equal.
Amendments to the school attendance and to the minors'
employment laws made last year increased measurably the
work of the attendance officers. The effect of these laws was
first felt in November, 1913, when the number of additional
cases of investigation began to grow at the rate of over five
hundred a month. In recognition of this increased work the
school committee added to the force another regular officer,
who took office at the beginning of the present school year.

The duties of an attendance officer are peculiar. No school
official comes into as intimate relations with the family life of
pupils as he. Often, before his visit at a home is satisfactorily
finished, he has felt the very "pulse of the machine," and has
become "the guide, philosopher and friend" to the entire
family. The old, popular conception of a truant officer (the
name now happily changed to that of attendance officer) as a
man to be feared — one whose function it was to run down, to
bring in^ and perhaps to send away, truants — has changed.

138 REPORTS OF ASSISTANT SUPERINTENDENTS.

In a vast majority of the homes into which the attendance
officer enters he is regarded as a friend, with judgment and
reasonableness. He is human and humane, too. His duties
have not blunted his tenderness.

The writer last winter witnessed a demonstration of an
attendance officer's tactful sympathy. The officer was
approaching the school, returning thereto a boy who had been
a truant for over a week. The case had caused considerable
comment in the school and was well known to the pupils. It
was at recess and the yard was filled with boys. The returning
"prodigal," unattended, passed by the yard and entered the
school. Two hundred yards from the school, around the
corner, and out of sight of the boys, the attendance officer was
met and when asked why he had not accompanied the delin-
quent, replied, "Oh! I did not want to humiliate him before
the other boys. He is feeling low enough as it is. I am to meet
him in the master's office after recess. He is not a had hoy but
comes from a neglected home."

This incident, not exceptional, is significant and illustrates the
caliber of the men in the service. "Comes from a neglected
home" in the opinion of the officer explained and excused much.
During the past year there were reported 663 cases of indiffer-
ence or of neglect on the part of parents. The attendance
officer often succeeds in arousing or restoring in parents a sense
of their responsibility.

The total number of investigations made during the year
was 51,565.

The total number of truants reported for the year was 3,937.
There were 91 cases of habitual truancy, of which number 53
were sent to the Parental School.

In consequence of the Parental School having been legislated
out of existence, on September 14, 1914, the boys therein to the
number of 90 were removed to the districts whence they came.
The abolition of the Parental School (discussed elsewhere in this
report) will call for renewed vigor, vigilance, patience and
sympathetic persistency on the part of the supervisor of pupils
on probation, of attendance officers, and of masters and teachers
as well.

The school year just closed marked the official discontinuance
from the service of the chief of the attendance officers, Mr.
George Murphy, to whom the school committee granted a
pension on his retirement. As chief emeritus, his full, ripe

REPORTS OF ASSISTANT SUPERINTENDENTS. 139

judgment gained from his years of experience will still be at
the service of the department, which he did much to integrate,
to guide and to maintain. His is the type of officer worthy
of imitation.

Respectfully submitted,

AUGUSTINE L. RAFTER,

Assistant Superintendent.

4. REPORT OF ASSISTANT SUPERINTENDENT
MRS. ELLOR C. RIPLEY.

Franklin B. Dyer,

Superintendent of Public Schools, Boston, Mass.:
Dear Sir, — In reply to your direction I submit herewith
reports of progress on special assignments of :

1. Courses for Teachers.

2. Oral Reading.

3. Cooperation with Museums.

4. Prevocational Classes for Girls.

5. Household Science and Arts.

6. Syllabuses for Second and Third Grades.

Courses for Teachers.

You have been so intimately connected with plans for this
work that I can scarcely add an unfamiliar item, and therefore
present merely a summary of the results of all efforts.

Arrangements are completed for offering in 1914-15 three
college credit courses whose expense is to be met jointly by the
commission on extension courses and the Boston school
committee. Teachers are to pay nominal tuition, five dollars,
for whole, and two and a half dollars for a partial course. One
course is offered in two sections, each limited to twenty persons
who are master's assistants or sub-masters in our schools, and to
those who hold certificates qualifying for these positions. This
course is called ^' Supervision of Teaching."

The work of the course includes a study of the general
theory of teaching and of special method in the major subjects
of the elementary school program; it consists chiefly, however,
of practice in the observation and criticism of actual teaching.

140 REPORTS OF ASSISTANT SUPERINTENDENTS.

The purpose of the course is practical; it offers training in the
analysis and evaluation of class-room work for the sake of
arriving at constructive suggestions for improvement. Mem-
bers of this course should gain in power to judge of teachers
and teaching, to correct undesirable teaching habits, to suggest
and work out effective methods, and in general to exercise a
helpful leadership over young teachers.

Lectures, reading and class-room discussions are used to
present the general theory of teaching; for practice in super-
vision, each member of the course is required to report on his
own work and on the work of others, to present plans of lessons,
and to teach in the presence of other members of the section.
The course in supervision is a full college credit course, and is
offered by Prof. Ernest C. Moore and Prof. Henry W. Holmes
of Harvard University.

Prof. Arthur 0. Norton of the Department of Education
of Wellesley College is offering to teachers who have already
had a course in elementary psychology a course in educational
psychology, limited to thirty-five students.

This course deals with practical applications of psychology
to education. It includes an introductory study of the general
connections between ps^^chology and education, discussion
of practical applications in detail, and exercises based on these
discussions and upon the daily work of members of the force
Among the topics treated are the following:

I. The respective fields, methods, and points of view of
psychology and education; the ways in which psychology is,
or may be, of service in current educaitional theory and practice;
the Hmitations of psjxhology, and the basis of educational
procedure.

II. The psychology of learning.

III. Studies in mental development; their bearing on the
selection and arrangement of studies, on methods of teaching,
and ojQ. school management in general.

IV. Chnical psychology, mental tests, and the education of
the individual.

This course counts toward credit for the A. A. degree either
as a half or a third of a course, the credit being determined
by the amount and nature of the work done by the individual
student.

A third opportunity is offered in a course on the economic
and historical geography of Greater Boston. It is given by
Prof. Elizabeth F. Fisher of Wellesley College.

REPORTS OF ASSISTANT SUPERINTENDENTS. 141

This course has been especially arranged for teachers of
geography in the upper grades of Boston public schools, and
it is adapted to their practical needs. The course provides
specific instruction in local geography, and also in general
economic geography.

The basis of the work is physiography. Physiographic proc-
esses and features are treated briefly, and the relations of
earth, air and water to life are treated at length.

Special emphasis is laid upon the influence which physical
features and climate exerted on the settlement, historical
events, and industrial development of Boston.

This course aims, among other things, to account for the
origin of Boston Harbor, its excellent shipping facilities, the
adjacent rich agricultural flood-plains, the drumhn hills of
Boston, and the islands of Boston Harbor. It treats also of
the relations between falls and rapids of rivers and the manufac-
turing possibilities of eastern Massachusetts.

Professor Fisher's course is this year to cover local geo-
graphic studies of two sections of the city.

The generosity of the commission on extension courses
and the school committee has resulted in a unique opportunity
for Boston teachers, for, as mentioned above, by payment of $5
for a whole course, or $2.50 for a partial course, our teachers
gain access to as able instruction as this country affords in the
selected fines. The instructors concerned are planning to
give to students individual study and attention far beyond that
ordinarily possible in college work. Conditions permit an
unusuafiy intimate relation between educational theory and
educational practice in two of the courses, and definition of the
field in the third encourage us to believe that these courses
not only will yield a distinct contribution to Boston schools,
but also will stand as beginnings in the colleges about us of
new opportunities for direct usefulness.

Boston University as well as Harvard and Wellesley have
assisted in securing these fine opportunities for Boston teachers.
The unswerving purpose of our superintendent to establish
the connection between the schools and colleges and the untir-
ing devotion of Dean James Hardy Ropes have, however, been
the chief causes of this admirable cooperation between the
Boston school committee and the commission on extension
courses.

Our teachers are appreciating their privileges and are respond-
ing with great enthusiasm.

142 REPORTS OF ASSISTANT SUPERINTENDENTS.

Oral Reading.
Very little advancement has been effected in this important
subject. Announcement of plans for next year's work would
not be valuable at this date (July 1, 1914). It should be pointed
out that this subject demands marked attention. Ability to
read well is of money-earning value to our young people. Train-
ing to secure this ability improves their speech, bearing and
address. It enables them to give a correct impression of their
best selves, and a boy who can read well has advantages when
applying for work over one who lacks the training preceding
good reading.

Beside this considerable value, reading offers intellectual
training and advantage so well acknowledged as to forbid
recitation here.

American children do not read well enough. This criticism
is especially applicable to city children. Character and quality
of speech are matters of imitation. School children's speech
habits are their home and street speech habits. These have
suffered much in recent years in America from association with
children whose native speech is not English. Without doubt,
too, other things of to-day, the vocabulary of the ''popular"
newspaper, the prevalence of slang in sports and athletics,
the style of the cheap drama, are setting undesirable ideals in
speech and oral expression. Good oral reading is the best
corrective of these sources of faulty speech and diction and the
best means of supplanting their false standards.

There is another reason why the welfare of our children calls
for newly marked emphasis on the subject of oral reading. It
lies in the accentuated attention given to special subjects by
our able itinerant supervisors. Visitation from specialists in
drawing, music and physical and manual training tends to
exaggerate the importance of these subjects at the expense of
such subjects as reading.

In order to give reading a proper place, and to gain for it
commendable attention, I deem it necessary to have the sub-
ject especially emphasized during the years 1914-15 and
1915-16.

Cooperation with Museums.
Museum of Fine Arts. — The purpose in view here has been to
secure for our teachers and pupils real appreciation of the treas-
ures of the beautiful collections open to us. In pursuit of this

REPORTS OF ASSISTANT SUPERINTENDENTS. 143

purpose Mr. Huger Elliott, educational director of the museum,
gave a museum talk and walk for teachers of geography.
Mr. Dillaway, our own manual arts director, presented there
an illustrated talk on colonial art. The talks were supple-
mented by museum exhibits of colonial fabrics and colonial
furniture. Mr. Clarence H. Jones, sub-master of the Martin
School, gave to teachers a talk on Paul Revere the artisan.
This talk was followed by a museum exhibit of Paul Revere
silver, and it was repeated in two nearby schools, and there
supplemented by children's visits to the museum collection of
the Revere silver.

Miss Anna D. Slocum arranged at the museum a Filipino
exhibit of educational character. This exhibit was announced
in the schools and visited by some hundreds of pupils, many
writing creditable reports of their excursion. For many years
our teachers have conducted classes of children to the museum
and this good practice continues unchanged.

Under the suggestion of the superintendent arrangements
have been worked out by which a limited number of high school
pupils will study next year vocational drawing in the museum
school. These students attend high school mornings and the
museum school afternoons, receiving five high school points
for the museum school instruction.

In order, however, to make the museum connection of larger
value, out-of-school visits should be increased in number and
intensified in aim.

It would be profitable if the museum on the one hand could
arrange for the coming year Saturday exhibits of objects inter-
esting to children, and present suitable stories about and
explanations of these objects. It would be useful on the other
hand to have certain museum objects supplementing school
work assigned as subjects of English practice subsequent to
museum's sending to the teacher a brief sketch of the historical
information and especial points of artistic worth of selected
museum objects.

It is believed that collections in the Boston Museum of Fine
Arts can be made of greatly increased value to the children of
the city. Properly utiHzed these collections cultivate an
appreciation of beauty which is a considerable asset to the
people of an industrial and commercial center.

A few meetings have been held between our manual arts
department and museum authorities with the purpose of

144 REPORTS OF ASSISTANT SUPERINTENDENTS.

furthering interest in some departments of the museum. Assist-
ants of this department were requested to give hall talks to
upper grade classes of their schools, and next fall the stereop-
ticon is to be used with slides furnished by the museum on
''Art in Objects of Every-day Use." The museum has also
furnished the schools with half-tone reproductions which have
been used in Grades VI., VII. and VIII.

Children's Museum. — Our cooperation with the Children's
Museum has been simple, direct and highly satisfactory. We
have been able through the appreciated loan of Mr. E. F.
Sawyer of Jamaica Plain to assist them in securing a needed
telescope, and our schoolhouse commission -has supplied settees
for classes of visiting children. Some of the nearby schools
have made several visits to the museum, and a considerable
number of distant schools have sent classes less frequently.

Our plans for next year involve fuller cooperation shown in
detail by the following proposals, which so far as they prove
feasible have been accepted by the museum.

1. Advertised dates for visits of school children from
various parts of the city, the children to be attended by a
teacher.

2. Talks by the curator of the museum to eighth grade
pupils prior to their visit to the museum.

3. First draft reports concerning the visit, sent by children
to the curator of the museum, with a view to learning the full
value of the visit and of getting at other ways of utilizing the
museum.

4. The establishment of a Camera Hunt Club, eligibility to
which shall consist in a satisfactory degree of skill in producing
snapshot pictures.

5. Late afternoon bird talks for teachers.

6. Establishment of Museum Motor Day.

7. Selection of Normal School pupils for Saturday afternoon,
or after school hours, to work with curator of Children's
Museum.

The persistent and finally effective efforts of Mr. Edson A.
Ford, sub-master of the Minot School, should not be forgotten
now that he has given up directive interest in the Children's
Museum. It is believed that to a very great extent the present
institution is the result of his enterprise, zeal and industry in
organizing the forces which brought to pass in Boston a long
desired Children's Museum.

REPORTS OF ASSISTANT SUPERINTENDENTS. 145

The curator of the museum, Miss Deha Griffin, has been as
untiriijLg and cooperative as she has been successful in her
attempts to make a visit to Pine Bank dehghtful and profitable
to teachers and pupils. She merits warm recognition for the
service she is rendering our schools.

The following report prepared by Miss Griffin, the curator of
the Children's Museum, tells its own story of what the institu-
tion is offering to boys and girls of the city :

"Owing to the broad-mindedness of the school authorities and to the
strong belief in the value of the Children's Museum which is held by
school board, superintendent and supervisors, it has been possible during
this first year of the institution to correlate its work with that of the
schools of Boston to an unusual extent. Both masters and teachers have
cooperated by heartily accepting the opportunities which were offered by
this new museum."

"Eighty-six classes accompanied by tlieir teachers have visited Pine
Bank during school hours from October to June. Lectures have been
given to the classes on various phases of nature study; they have been
allowed to inspect the collections in the museum under charge of a docent,
who has given much information regarding the exhibits; and during
the fall and spring many of the classes have, in addition, been taken on
walks in the grounds around Pine Bank and have there studied trees,
flowers and birds. Each class has spent from one to two hours in this
manner, and it is interesting to note that a large number of the 3,100 pupils
have voluntarily visited the museum on Saturdays and Sundays, frequently
bringing with them parents or other members of their families. Fifty-six
classes have come from Jamaica Plain, all the schools of that district being
represented. Fourteen have made the trip from Roxbury, five from
South Boston, and four from Dorchester, while West Roxbury, city proper,
and the South and West Ends have also been represented."

"In addition to these classes, ten bird walks were taken under guidance
of Mr. Horace W. Taylor of Brookline, who met each division at the school
and took the members for a two-hour tramp through sections of the park
system where birds could be found-in large numbers. Some of these walks
were taken in the morning and others after school, but the time most
generally favored was from eight until ten o'clock a. m. Bird walks were
conducted by the director of the museum on ten Saturday mornings
during the spring, the attendance being voluntary, although the class was
limited to fifteen members. It is interesting to note that the Saturday
classes never had an opportunity to go out of sight of the museum, for
the grounds were so filled with birds that the children were occupied with
them until the hour was over. About twenty different kinds were heard
and seen on each walk."

" From October until March, classes in painting and sketching. were held
Saturdays at the museum, Mr. Edmund Ketchum teaching. The average
attendance at these classes was thirty and the enthusiasm was marked.
Many of the pupils who appeared on the first day that the lessons were
announced continued throughout the course, and made most creditable

146 REPORTS OF ASSISTANT SUPERINTENDENTS.

progress. Dr. Alfred Gundersen conducted classes in astronomy twenty
evenings during the fall, two sets of lectures being planned, one for adults
and the other for eighth grade pupils. An excellent telescope was used
by both classes, and the terrace in front of Pine Bank proved a good place
from which to view the stars."

"In addition to the lectures above mentioned, special series have been
given from time to time. Mr. J. H. Emerton, a world authority upon
spiders, gave a Sunday lecture which filled the class room to capacity three
times, and so interested the young people that Mr. Emerton volunteered
to be at the museum twice a week for several weeks following, in the later
afternoon, and exhibit his personal collection of spiders to all who were
interested. He had a most enthusiastic attendance every afternoon. Mr.
Taylor gave twelve illustrated lectures upon birds, and on Sunday after-
noons Prof. George H. Barton, Mr. A. W. Wright, Dr. E. C. Thompson
and Dr. W. K. Moorehead have lectured on Hawaii, spiders, butterflies
and Indians. All of these lectures have been illustrated and at each one
the seats in the class room have been filled and from ten to thirty boys
and girls have gladly stood th^ughout the hour."

"It is the aim of the museum force not only to give instruction con-
cerning the things of nature and to awaken interest and appreciation,
but to teach through the object the history of man's development. The
Filipino, Indian and Japanese exhibits aid to a large extent in this work.
This was noted in the case of one special class. The girls who composed
it were large in stature but of sadly arrested mental development and
they showed complete apathy in viewing the most beautiful minerals or
the most curious animals. When they were shown a blanket woven by
a Filipino woman, their faces brightened. They were ready to talk and
to ask questions. They commented on the basketry, criticised the carv-
ing, admired the needle work of the civilized tribes of the Filipinos and
went away with minds a little broader than when they came."

"One especially interesting experience concerned a class from the Horace
Mann School for the Deaf. The pupils were taken on a bird walk. They
were first shown mounted specimens of the birds which they would be
likely to see, and a few facts in regard to colors and characteristics were
impressed upon them. They were exceedingly quick in finding the birds
out-of-doors and at the end of an hour had a record of twelve songsters
which each member had seen weU, although no child could hear a sound."

"It is planned to have classes from the Perkins Institute for the Blind.
Birds and animals will be put in the hands of the children, and they will
be told about the articles while touching the various objects."

"During the visits of classes the office force has occasionally been called
upon for lectures not down on the program. The members of one school
which is situated in the heart of the city paused before the big fireplace
and its use was explained to them. They were incredulous and one
inquired, 'How can you put fire there without burning up the house?'
No member of the class had ever seen a fireplace in use, so they were
invited into the office, seated on the floor and a fire was started in the
large grate, while a story of colonial times was told and methods of cook«
ing by the use of iron pots, cranes and brick ovens were explained. Those
boys were invited to visit the museum next year and pop corn over the
fire."

REPORTS OF ASSISTANT SUPERINTENDENTS. 147

''Perhaps the appreciation which the children have for the museum is
best expressed by the small boy who came again and again so soon after
the closing hour of school that he was asked, ' How long does it take you
to walk over here from your home?' and he answered, 'Oh, I don't walk,
I run all the way. ' "

Very truly yours,

DELIA I. GRIFFIN,

Director of the Children's Museum,
Pine Bank, Olmsted Park, Boston, Mass.

Frevocational Classes for Girls.

Next year the girls of at least twenty-two elementary schools
will follow modified courses of study for girls. This fact is an
interesting evidence of the continual growth of the idea that
the work of the home should be taught by the school. Sew-
ing was made part of the Boston curriculum many years ago;
cookery followed much later in Grades VI., VII. and VIII.^,
and about ten years ago by special legislation all girls of twelve
or older were allowed instruction in cookery prior to their
reaching the grade to which that subject was assigned. Yet
more recently modifications were introduced, increasing the
time set apart for training in household arts, and last year
under a special order of the School Committee several schools
emphasized yet more strongly different phases of work designed
to give special training to girls.

In all the so-called prevocational classes for girls, teachers
are urged to present their instruction so as to accomplish two
essential points: The first is to place before each girl a task
which through industrious persistence she can accomplish. The
second essential of satisfactory work is that it be of such
nature and amount as to require personal responsibility from
each individual girl. With these two principles in mind our
teachers have shown a great deal of ingenuity in developing
widely varying tasks in widely differing phases of prevocational
training."

The Washington Allston Home School is our pioneer and is
thoroughly well organized, and well related to the traditional
school studies. The following extracts from first draft letters
by the girls of the school give some idea of the prevocational
work for girls as a factor in their education.

"Our school home is not like many other cooking-school rooms. It is
furnished as a home and we act more naturally there than we would in a
regular schoolroom."

148 REPORTS OF ASSISTANT SUPERINTENDENTS.

"Our school home looks its loveliest on a June morning, when the cur-
tains are floating away from the windows and the sunshine makes pretty
designs on the floor."

"Our apartment consists of a living room, dining room, bedroom, sunny
kitchen and reception hall. They are all furnished in mission furniture
which is of a heavy craftsman style, and which has been built by the boys^
The curtains, bed linen, doilies, etc., have been made by the girls. Many
of the pictures have been given by the graduating classes as class gifts."

"We prepare balanced luncheons every Wednesday morning for the
teachers. Monday afternoon we have a practice lesson. The girls that
serve the teacher are given a paper with the number of the course they are
to serve, what and how. One day we had a mothers' luncheon."

"Even when the cleaning seems a little dull I love the school home just
the same because it is more than made up for by the good times we have
there."

"In the beginning of the school term in autumn, our time was entirely
engaged on the cleaning of the home. We began with the bedroom. We
cleaned walls, washed draperies, curtains and spreads, swept the floor and
cleaned every particle of the room. We cleaned the living room, kitchen
and dining room all in the same manner."

"I have learned much about housekeeping. Mrs. Hawes has shown us
how to take stains and spots out of sweaters, dresses and handkerchiefs.
I think every child should know how to do it. Every once in awhile we
bring our sweaters or dresses and wash and iron them ourselves."

"That part of the cooking which I like best and think is most interesting
is making luncheons for the teachers. The first thing which we have
learned to do is to economize. The second is to be able to prepare a
balanced menu. Instead of having the meals aU of proteids or mineral
matter, we should divide up and have a little of each."

"My school work in domestic science has proved to be a great success
for I can get up a Sunday's dinner while my mother is at church, and I
also can say that I make aU the bread for my mother."

"Food is very much improved by order, cleanliness and beauty. We
endeavor to maintain all these in our home."

"This is the home of order and simplicity. It is the home to which I
belong. You also are interested in this home. Is it any wonder? I
don't think so."

The Wells School prevocational class is used as a meaDS of
teaching English to foreign-born girls. Some of the results of
the work are engagingly shown in letters on different phases of
home keeping, each girl selecting a single bit of work to tell
about in the English language she is learning to use.

"I learned many things in this year in my cooking class. I have not
enough room to tell you all these things. I am going to tell you just one
thing. How we wash the dish-towel and dishcloth. I use soap, hot
water, an agate pan and a small washboard. I wash the dish-towel and

REPORTS OF ASSISTANT SUPERINTENDENTS. 149

dishcloth in warm water. I rub the dish-towel and dishcloth on the small
washboard. I put the dish-towel and dishcloth in hot water. Then I
put the dish-towel and dishcloth in cold water. I hang the dish-towel
and dishcloth up to dry. It is best to hang the dish-towel and dishcloth
outdoors to dry, I like to go to the cooking class because I want to learn
how to cook and how to keep my house clean. I can help my mother cook
the breakfast, dinner and supper now. I can talk in English about my
cooking class, too."

Another young American closes her letter:

"I go home and make everything in my house. I want to do it like
Miss Brady tells us."

The attempt made in this school to use the prevocational
class as a means of teaching English has been specially suc-
cessful. The teacher reports her general plan below:

''The teacher of the special English class attended the domestic science
lessons at the Elizabeth Peabody House, with notebook in hand. Every
word new to the girls, spoken by their cooking teacher, was written in
this book. Every new process taught (such as 'making the bed,' etc.)
was also noted. Then in the class room the new words from that note-
book were explained, used in sentences and given as spelling lessons.
The new processes were made the basis of countless conversation and
dictation lessons."

Many suggestive sentences are found in the letters of these
girls. One pupil tells exactly how to make a bed properly;
another describes dish- washing, closing her description thus:

"I like to wash dishes this way because it is very clean."
Other quotations:

"Then we drank the cocoa. Now I make cocoa in my house for my
mother. Some day I will make cocoa for you." "I learned how to sweep
the floor, clean the windows, cook, and keep my house clean." "I wipe
the dust from the top to the bottom of the room. Then I shake the cloth
out of the window." "I like to learn all these things because they help
me in many things."

Seeing these girls at their work, hearing the use they make
of it in English lessons, and noting the idealism and devotion
they express in their home-making tasks, convince the observer
of the potent influence of this work on the charming girls who,
although very new Americans, give promise of doing well their
part in creating American homes.

150 REPORTS OF ASSISTANT SUPERINTENDENTS.

The Norcross School has been highly successful in giving
training in practical sewing. One of the girls writes :

"In the beginning of the- year we had a race in hemming towels and I
think I did it in the best time, twelve minutes. The second lesson we made
a child's petticoat. The skirt was of flannel and the waist of long cloth.
We also made a child's apron. November we started our dresses. Some
of the girls made two while others only one. I made one dress which I
took home instead of keeping it for exhibition. Next we made a child's
nightgown and pinholder which were on sale."

''Later we had another sale of kitchen aprons and towels. It was a
great success. If I am not mistaken we had the pleasure of a visit from
you. We were so successful that the ladies who came too late to obtain
an apron ordered some to be made and sent to them."

"Our last lesson was to make a model of tissue paper. Some of the
girls made them so well that they were allowed to show them to Miss
Wright. The sewing of this year has done me so much good that I have
been able to make a few dresses for myself at home. We have enjoyed
the sewing so much that we don't consider it work but pleasure."

Five dozen towels, numbers of dresses, infants' dresses, dish-
towels, handkerchiefs, girls' and infants' petticoats, kimonas,
kitchen aprons, corset covers, and other garments are among
the articles mentioned as part of the year's accomplishment.
Its ^practical benefit is perhaps but suggested by these typical
quotations :

"I enjoyed the sewing this year so much that I made a great many
things at home." "Since I have started to sew on the machine this
year I have made three nightgowns and many other pieces of work at
home, which my mother thinks I have done well."

In addition to instruction in cutting and constructing gar-
ments, the Norcross girls have had some lessons on the nature,
value and use of different fabrics. They have had elementary
practice in designing in tissue paper suitable models for girls'
dresses.

Excursions to places which offer suitable material for study
seem to have been a valuable feature of the Hyde District
prevocational class. The girls gained ideas at the Textile Show,
from the Aquarium, from a visit to Horticultural Hall and
Franklin Park, and to other places of industrial or general
interest.

This prevocational class has followed different lines of hand-
work directly applicable to home use. The girls have made
dresses, children's romper suits, aprons, towels, bags, dusters,

REPORTS OF ASSISTANT SUPERINTENDENTS. 151

crocheted shawls. They have appUed designs to boxes which
they have made, covered and decorated; they have had ''races
in making buttonholes."

The spontaneous expressions in the following extracts tell
their own stories of the enthusiasm this work has aroused in
girls whom skillful teachers had been unable to reach or to
awaken under the traditional school work :

"I have been writing composition on linen, cotton, sugar cane and
buttons. I liked it fine."

"Studying geography — that's another important book — but I
cannot explain all we have learned in the book line, because I want to tell
you something I have learned in sewing. I have learned how to work
buttonholes, to cross-stitch, and to cut by different patterns. Oh, I love
sewing."

"I made things in this class I never thought of doing before." "Some
of the requirements of class are personal neatness, promptness, applica-
tion, rapidity." "In a way I ani glad I was put into this class for I have
learnt to do arithmetic much better and also reading."

"I forget the price of the goods, but I remember that we took the price
of one yard and found the price of three yards and three-quarters of a
yard."

The Ulysses S. Grant District has continued its useful work
of past years in giving training which helps the girls to introduce
American ideals into homes transplanted here from foreign
shores. A teacher of this school says:

"I look upon this work as the most valuable institution we have in the
schools to-day. Not only are the children taught what will aid them in
their own lives in the future, but they are also made to see that even now
in their early girlhood they can make their homes more clean and com-
fortable; that they can help their tired mothers by doing for them every-
thing in their power."

These opinions of the teacher are in harmony with the views
of the girls, as the following typical extracts from their reports
show :

"Our teacher has been telling us that you are very much interested in
domestic science and that you would like to hear something about it
from us. The City of Boston is very kind to provide a place like the
domestic science rooms. Our work is divided into two parts, sewing and
cooking. In school we work with our brains, but in domestic science we
learn the art of working with our hands as well as with our brains."

"During this year I have made some very useful things at sewing. It
is true that perhaps I could buy these things cheaper at the store, but
they would not last as long, and more than that I would not have the

152 REPORTS OF ASSISTANT SUPERINTENDENTS.

knowledge that I had made them with my own hands. But that is not
the best of it. The best of it is yet to come when later I will be able to
make these same things for my sisters and others without any help."

''Although my home was always as clean as I could keep it, still this
year I have learned things about cleanliness that I never knew before. I
realize now that cleanliness is the basis of almost everything. I feel, this
year, that my home is the best place on the earth and perhaps the domestic
science has helped me to feel that way."

''I have foimd out that the happiness of a family depends largely upon
cleanliness, good cooking and cheap nutritious food more than it does on
money."

"There are two days in the week that I look forward to because of my
interest for the studies coming that day. These two days are Tuesday
morning and Wednesday afternoon, when we go to domestic science at
66 Saratoga street, where I spend five hours making useful things that
will come into life later on."

The prevocational work of the Dillaway District opened
under conditions apparently impossible. But through the
untiring energy of the principal and the fine work of the
teachers, superior results have been obtained. The girls took
a house in poor condition, and in the hours devoted to pre-
vocational work they painted closets, learned how to clean
walls of rooms and prepare them for paper hangers. They did
other work which gave them an insight into ways and means
by which very unattractive houses may be transformed into
comfortable homes.

Following the early steps, most helpfully supplemented by
the schoolhouse commission, the girls received intensified
training in practical cookery and household sewing, com-
passing in the latter a specially interesting variety of work.
They have made napkins, towels, aprons. They have done
''home darning," learning in school to repair garments which
they have brought from home. They have also done useful
and entertaining work in knitting and several children say,
''I enjoy knitting most of all." Another says, "It was so
interesting up here it would remind you of the little Dutch
girls in Holland, all knitting and very busy. The girls were
feather stitching and crocheting, knitting or mending."

Some results of the work are shown in the following extracts:

"I love to put up preserves, such as pineapple and strawberry marma-
lade and grape jelly. Last fall I put up some grape jelly and it was so
nice mamma sent six jars by parcel post to my aunt."

''Of course each division onl}- went once in three weeks. I loved to

REPORTS OF ASSISTANT SUPERINTENDENTS. 153

polish the faucets, sweep the floors, shine the stove, wash the windows
and dust. We had our home school always looking immaculate, so when-
ever we had -company we were proud of our home. When we started our
cooking I found it very difficult, but now there is quite an improvement."

"I hope you do not forget that beside all this hand work or industrial
work we have fourteen and one-half hours for reading, history, geography,
arithmetic and many other interesting things. I like my arithmetic
best of all my book studies. We had an entertainment at our school.
We represented elderly ladies in old-fashion dresses. Each of us had a
different part and in the meantime we sang long ago songs. We were
given many congratulations. This performance was given for the mothers.
The money we got we were allowed to buy a picture for our room. Miss
Cole bought one called ' The Break- water.' "

"I could not express my feelings about that picture. Would you
like to have me explain it? Well, the sky is dark and everything is dark,
the water is in motion. The waves are extremely high. Off at a distance
you merely see a lighthouse. Behind the monstrous wave is a large
vessel. You may see that the sea is angry. We would like very much
to have you come and see the picture."

In this prevocational work in all schools principals and
teachers have been very successful in cultivating an interest in
and respect for home making, and it appears that the efforts
and training do not duplicate those of the homes.

The pleasure of the girls in the work, their response to the high
ideals placed before them, give promise of results worth while
in the homes these girls will estabhsh in the future. It cannot
be doubted that this training is turning the thoughts of girls
to the pleasure of homekeeping and homemaking. Interest in
housework arises from ideals of correct and nice doing. To
train girls to thrifty, industrious habits of work, and to estab-
lish in their minds ideals of a well ordered home are certainly
no small or unworthy aims of public school work.

A surprising by-product of this prevocational instruction is
improved academic results. These may be due to more definite
aims and increased emphasis on essential phases of the ^'regular
studies." But the general opinion of teachers indicates that
the classes have gained academically by the introduction of the
prevocational tasks and studies.

A few other schools than those mentioned above have had
some extra time assigned this year for sewing or cookery. All
have done good work; most are asking for extended opportunity
for the coming year, and several schools are for the first time
to carry prevocational classes for girls.

154 REPORTS OF ASSISTANT SUPERINTENDENTS.

The entire list of schools for 1914-15 is as follows:

Abraham Lincoln.

Hugh O'Brien.

John Winthrop.

Lewis.

Lowell.

Nor cross.

Shurtleff.

Ulysses S. Grant.

Warren.

Washington.

Washington Allston.

Wells.

Bowdoin.
Dillaway.

Elihu Greenwood.

Emerson.
Everett.
Franklin.
Gaston.

George Putnam.

Hancock.
Hyde.

Household Science and Arts.

Your visits to class rooms have made you somewhat familiar
with the excellent and progressive work done by this depart-
ment under the leadership of the sympathetic, able supervisor,
Miss Josephine Morris. Miss Morris's report of the year's
work is submitted in full below.

The work of this department aims to give our girls a training in prepa-
ration for home life by instructing them in everything pertaining to the
home. The average girl in these classes is more or less familiar from
observation in her own home with the practical results of sewing and
cookery. Her knowledge of the processes involved, however, is inaccu-
rate, so we aim to instruct her as to the reasons why certain materials
are treated in certain ways, and why certain processes are carried on.

We aim to arouse in the girls an interest and desire for a well ordered
home, to promote habits of cleanliness, order and thrift and to show them
that homemaking is a great profession and not a hfe of drudgery.

Explanation and practice go together in this work and as the educa-
tional value of this subject lies in the doing, all explanation necessary is
brief and to the point. Our aim is to teach the girls to sew and to pro-
duce a fair amount of work in a given time, also to work hard and to
accomplish skillfully the varied exercises of the kitchen occupations.

The sewing has been so arranged that each principle of the sewing
stitches is illustrated by application to some useful garment. The pupils
are supposed to have a practical knowledge of all varieties of materials
used and to correlate sewing with other branches of school work, such
as study of cotton and wool, countries producing raw materials, primitive
manufacturing as compared with modern, color work, applied designs,
etc.

During the past year the work of this department has been standard-

Am.

Sewing.

REPORTS OF ASSISTANT SUPERINTENDENTS. 155

ized so that each teacher has a certain amount of work laid down for
each month. Standard patterns have been given to each teacher and
standard directions for making all garments. This has been so arranged
that a girl moving from one district to another may take up her work
where she has left off, thus losing no time.

Home mending classes have been carried on in ten schools during the
past year. All kinds of garments have been brought from home to be
mended. Dresses that have been outgrow^n have been let down; sleeves
have been lengthened; all garments have been mended and darned; boys'
trousers and worn garments have been patched; stockings darned, etc., etc.

While it has been our aim to have such classes in every district we have
not, as yet, been able to accomplish it, as we cannot get clean garments
for mending in many places where mending is most needed.

All the girls of the sewing classes have been given speed lessons. Almost
1,000 speed lessons have been given during the past year. Our object in
doing this has been to try to show these girls that quantity as well as
quahty of work is desired, and to teach them that it is necessary for them
to learn to sew quickly if they are to take up sewing for a livelihood w^hen
they leave school.

The eighth grade girls of the Norcross, Dillaway and Hyde Districts have
carried on extension sewing during the past year. They have worked along
shop lines, using the sewing machine to a great extent. They have made
simple wash dresses for themselves and undergarments as well. They
have made children's flannel petticoats, flannel night dresses, children's
kimona dresses, aprons, sash curtains and all kinds of household articles.

Twice during the year the masters of the Hyde and Norcross schools
have sent out cards announcing a sale of these garments. The articles
have been sold for the actual cost of the materials and the parents have
been most eager to purchase.

The girls in the graduating classes of the Ulysses S. Grant and Theodore
Lyman Districts and four members of the Horace Mann School are
making then* graduation dresses. These dresses are made of white lawTi
and lace. The good taste and excellent workmanship displayed in these
gowns make it almost impossible to believe they are so inexpensive. They
range in price from $1.50 to $3.

While it has been our ambition for many years to have all the girls
graduating from the elementary schools make their dresses, we have not
been able to get the parents to agree to this. The\' have ignored our
advice in this matter, feeling that it is their privilege to dress their girls
as they see fit.

The work accomplished in the sewing department this year is as follows:
33,000 garments.

14,000 patches, darns, mending, etc.

6,000 strips of buttonholes (3 to 6 buttonholes on each strip).
5,000 samplers.
1,000 speed lessons.
85 graduation dresses.

Cookery.

In the cookery department the work of the seventh grade during the
past year has also been standardized. Every cooking teacher has a partic-

156 REPORTS OF ASSISTANT SUPERINTENDENTS.

ular lesson planned for each week and a certain amount of work laid out
for each lesson. We have adhered closely to housekeeping and to the
principles and processes of cookery in this grade.

In the eighth grade we have reviewed all the principles and processes
taught the previous year and have allowed the girls to enlarge on that work.
They have combined the dishes taught them, making up their own menus
for breakfasts, luncheons, dinners and suppers. This plan has been designed
to train the girls to think. They have also received instructions in planning
these menus according to food value and cost, in purchasing materials, and
in cooking and serving these meals as they should be cooked and served
in any well ordered home.

In- the school kitchens during the past year about twelve hundred simple
meals have been planned, cooked and served. The girls of this grade have
also been instructed in simple rules for caring for the sick, in arranging a
tray for a sick room, in cooking and serving drinks and foods for an invalid.
They have had many talks on the care of milk, on the care of babies'
bottles, on the preparation of food for babies, etc. In some of the schools
the girls, under the care of the cookery teacher, have visited the milk
depots to see the different steps taken in handling the milk.

The "school home" work, as it is called, includes both sewing and
cookery. It is carried on in the Washington Allston and the Ulysses S.
Grant Districts. It has aimed to relate more closely the school and home
and to build into the pupUs' minds a deeper significance of the meaning
of home. The girls of these schools have had lessons in laundry work,
^making of metal polishes and care of metals, fall housecleaning of all the
rooms of the suites, applied hygiene in connection with bedroom work,
instruction and practice in hospital bedmaking and points on home nurs-
ing. They have furthermore made a table of costs of staple articles.
They have done preserving in large quantities with the cost estimated.
They have planned the cooking and serving of meals for from six to twenty
people and the exact cost of each meal. Teachers in these districts pur-
chase the preserves and lunches.

The girls of the ungraded classes of the Wells District have had the
privilege of using the suite of the Elizabeth Peabody House for all branches
of housekeeping.

All the girls in the sewing and cookery departments have been encouraged
to perform some definite home tasks, such as taking entire care of their
own rooms, doing the family mending, making all the bread for the family,
helping with the Saturday cooking, etc. In connection with this work
they keep what is called their "task book." In this book is recorded all
the tasks performed at home. The parent signs this book every month.

Mothers^ Meetings.
Mothers' meetings have been held in ten of the school kitchens during
the past year; bread made and baked by every girl in the class is exhibited
at these meetings.

The teacher puts a number on each loaf of bread when it is completed,
holding the name of the maker in reserve. Three of the mothers are
selected as judges. The girl who has made the best shaped, the lightest.

REPORTS OF ASSISTANT SUPERINTENDENTS. 157

the best baked and the finest grained loaf is considered the prize winner,
although no prizes are offered. She is complimented on her splendid
work and she feels quite proud of her accomplishment. An informal
meeting then takes place. Many of the mothers have spoken on the great
help their daughters have been to them since they have attended cooking
school, also on the advantages that are given the girls (along these lines)
by the Boston public schools. A simple collation, consisting of sand-
wiches, small cakes and tea, made by the girls, is then served.

Supervision of the Department.

More than four hundred visits have been made by myself to the teachers
of this department during the past year. Each teacher has been visited
on an average four times during this school year. The young teacher and
the teacher who needs help for improvement are visited more frequently
than the superior teacher.

Teachers' meetings for both the sewing and cookery department have
been held each month. At these meetings we have had lectures on deco-
ration of the home, table decoration, applied design and refinement in
dressing. Problems in work have been discussed and many papers have
been read on different subjects, such as textiles, difficulties to be overcome
by the left-handed child in sewing classes, preservation of foods in the
home, choice of kitchen utensils, table furnishings, etc.

The "Cornell Reading Courses" and "Farmer's Bulletins" have also
been discussed at these meetings.

Respectfully submitted,

JOSEPHINE MORRIS,

Supervisor of Household Science and Arts.

Syllabuses for Grades.
Following your directions, meetings of all second and. of all
third grade teachers have been held for the purpose of presenting
your plan to have syllabuses prepared by teachers on the work
of these grades. The aim and scope of the syllabus was dis-
cussed at the meetings and special committees organized to
consider special subjects. Chairmen of these special commit-
tees have also been called together to formulate plans for the
coming year and spelling material furnished by the teachers,
tabulated by the director of promotion and educational
measurement, together with other data of preliminary nature ,
have been placed in their hands. The various committees are
at work with a view to presenting to the superintendent before
the end of the school year 1914-15 the results of their con-
sideration, hoping that these may be published in some form
which will make them available as common guides and
suggestions to all second and third grade teachers.

158 REPORTS OF ASSISTANT SUPERINTENDENTS.

While your request calls only for a report on special assign-
ments, you may perhaps be interested to glance over a sum-
marized statement of the chief activities of the year.

First. — School visitations. In eleven elementary districts,
two high schools, and to special teachers of the household
science and arts department and visitations of special assign-
ment. These visits include many conferences with principals
and teachers.

Second. — Meetings. Of these, two have been called for
principals, one considering a new and unusual scheme of ele-
mentary school organization in operation in New York State;
both meetings gave exhibitions of features of special excellence
prepared by schools in which the meetings were held.

Fourteen meetings of teachers have been held, three present-
ing, with criticism and discussion, the principles of the
Montessori System of Education; six at which the Richmond
Superintendents' Meeting was reported; one with special
exhibit and lecture on ''Life and Customs in Japan"; two
special district meetings; one meeting for all second and third
grade teachers of the city, "Reading" being the topic; one
meeting in the Museum of Fine Arts, of teachers of geography.

Third. — Publications. PreHminary work on circulars, for
example, that upon college credit courses; two issues of ''The
Token."

Fourth. — Correspondence. A large task, perhaps as unpro-
ductive as necessary.

Fifth. — Disposition of "Children's Correspondence."

Sixth. — Issuance of Normal certifications.

Seventh. — Board of superintendents' meetings, reports
and assignments.

Eighth. — Examinations, preparing and editing papers,
inspecting teaching exercises; considering theses for master-
ships; theses and book reviews presented by promotional
candidates.

Ninth. — Examination of text-books proposed for adoption.
Tenth. — Office hours, which demand never less than seven
hours per week rather than the three scheduled.

Very truly yours,

ELLOR CARLISLE RIPLEY,
Assistant Superintendent.

REPORTS CF ASSISTANT SUPERINTENDENTS. 159

5. REPORT OF ASSISTANT SUPERINTENDENT
FRANK V. THOMPSON.

Franklin B. Dyer,

Superintendent of Public Schools, Boston, Mass.:
Dear Sir :

The Boston Industrial School for Boys.

The Boston Industrial School for Boys has completed the
second year of its existence. The value and popularity of this
school has been proven beyond question. Many more applica-
tions have been received than the limited quarters of the school
could accommodate. It has been necessary to refuse all out-of-
town applications so that local boys could be provided for.

By reason of the small number of pupils possible of accom-
modation and the large overhead charges for equipment,
administration and high grade teachers, the per capita expense
has up to the present been abnormally high, though decreasing
— $220 for year 1913-14. On the basis of an organization of
600 to 1,000 pupils, and under the operation of the newly
adopted salary schedule, the per capita expense will be reduced
to $120 per year gross, and with further reductions, owing to
the sale of products, the per capita expense will be well within
the range of per capita costs for pupils in ordinarj^ secondary
schools. Deducting the reimbursement which the state gives
' for approved industrial schools, the expense which the city
wdll need to meet for industrial education ought to prove sub-
stantially less than for other forms of secondarj^ instruction.

Under the policy adopted by the state the Boston Industrial
School for Boys operates under the plan of the productive shop.
It is felt that a practical method of training can be effected
under no other plan. The productive shop plan, however, is not
incompatible with the interests of organized labor. The vital
object of the school is not, as is the case with the industrial
shop, simply product. The primary object of the school is
training. One boy in the school does not displace one worker
in industry. The boy works seven hours a day for five days
in the week, forty weeks in the year; he spends approximately
50 per cent of his time in nonproduciiig work, such as dra^\^ng,

160 REPORTS OF ASSISTANT SUPERINTENDENTS.

school subjects, hygiene, study of citizenship; he is, further-
more, a beginner, and, consequently, a slow worker; then
again, as before stated, the object is not speed but thoroughness,
especially at the beginning of his work at the bench. In vievr
of these factors it is not surprising that the ratio of product for
a boy in the industrial school compared with actual workers in
industry is about one to iBfteen or twenty — that is, it will take
twenty boys in the industrial school to produce what one
skilled worker in industry is accustomed to turn out. Since
there is one instructor employed for every group of fifteen boys
and most of the instructors are chosen from the best equipped
and best skilled in the industry-, it is reasonable to deduce that
actual workers in the trades are not reduced but probably
actually shghtly increased.

Much of the product of the school is used in the schools
themselves; much work is undertaken for the schoolhouse
commission in repairs, supplementary^ installations, etc.
Examples: Fitting up of the private office of the superintend-
ent of schools; furniture for the High School of Practical Arts;
electrical wiring for the Prince School.

Some reorganization in the way of teaching related technical
subjects is proposed for the present j'ear 1914-15. The past
plan consisted in having the boys take their related school
work at a central room where teachers gave instruction to
various groups of boys pursuing different trades. This plan
has been open to the objection that general teachers do not
clearly appreciate the special needs which ea.<?h group of boys
finds. The science which boys in the electrical trades groups
needs is very different from that which boys in the carpentry-
trades should receive. It is now proposed to keep a trade
segregation entirely within each group. This means that the
boys receive practically aU their instruction, whether trade or
related school work, in the department in which they are
enrolled; their arithmetic, science, English and history emanate
from the teachers of the particular department in which they
are recei\'ing their trade training. In order to do this success-
fully special care is to be taken. Under the direction of the
state department the heads of the various trade departments
are devoting much thought and preparation to the matter.
Seminars held on Friday evenings and Saturday mornings are
devoted to the study of the problem under the direction of the
state and city officials. It has long been felt by those respon-

REPORTS OF ASSISTANT SUPERINTENDENTS. 161

sible for the problem of trade training that the teaching of
related school subjects has not been strong. By the proposed
plan much improvement is hoped for during the ensuing year.

Plans for the new building in the Fenway have been drawn.
The proposed plant for the school promises to be in every way
a model of its kind. There are to be found in this country
to-day very few school structures which could be studied for
comparison for the needs of the Boston institution. Most of
our so-called industrial school buildings throughout the country
are in reality designed to meet the needs of technical or manual
training work. The Boston Industrial School for Boys has far
different purposes from those of a technical high school; hence
the matter of an appropriate building had to be studied on lines
radically different from those of the conventional character of
other types of secondary schools. The building, first of all, had
to be designed from the standpoint of furnishing effective work-
shops in which marketable products will be produced. Then
the building must contain class rooms for related school
subjects — and finally, the building must furnish offices for
school administration purposes. To combine these different
needs a building has been planned on somewhat unconventional
lines. There is a head house where class rooms and adminis-
trative offices are provided for and projecting from each end of
the head house are long wings designed as trade shops. The
head house has the appearance of a school building, while the
wings are built in factory fashion and mainly of factory con-
struction.

The Boston Industrial School for Boys has now reached a
period when boys are prepared to enter industry with some skill
and aptitude. Up to the present time no advantage has been
taken of the rule which permits day industrial schools to employ
one vocational assistant for each one hundred students. The
chief measure of efficiency of a vocational school is the success
of students in actual work. The school ought to have the duty
of placement and follow-up of its own students in order to
know definitely the facts which actual employment reveals.
No central placement bureau should take over the work of
placing and following up graduates of vocational schools, else
otherwise the school loses the spur of continual self-appraisal.
If a properly equipped person can be found he should be assigned
at once to the Boston Industrial School for Boys to handle the
important problem of placement and follow-up work. It is the

162 REPORTS OF ASSISTANT SUPERINTENDENTS.

practice in the Trade School for Girls not to issue certificates of
completion of the work of the school until the girl has worked
successfully three months in industry and this fact is duly
attested by an employer. A similar practice is commended for
the Boston Industrial School for Boys.

Trade School for Girls.
The Trade School for Girls has completed a highly successful
year and has apparently found its work and is making achieve-
ments which have won the cordial approval of the advisory
committee, the state officials, the employers, and the parents
and students as well. After careful inspection of the state
agent, Mrs. Eva W. White, a letter of special approval was
sent to me.

The advisory committee of this school has proven an effective
and helpful body of supporters and guides. The members of
the committee have attended the regular meetings and sub-
committees have faithfully studied particularly assigned
problems, reporting subsequently to the whole committee their
findings. The achievements of this particular committee give
evidence that lay committees properly selected can be of much
service to vocational schools. A sub-committee of the advisory
committee is at present dealing with the garment makers
trades, both manufacturers and trade officials, in order to
bring about an extension of the school so that part-time classes
of young workers in the industry may, during the dull seasons,
attend classes for improvement in trade training. This promises
to be a valuable and sigiiificant extension of the trade school
movement, which if it becomes a reality will be a concrete
instance of the value of the service which an effective advisory
committee may render.

Vocational Guidance.
Substantial advance during the past year has taken place in
connection with the subject of vocational guidance. At last
this useful adjunct to our school system seems to be placed
upon a soUd foundation. A director of vocational guidance
has been provided for within the Continuation School organiza-
tion. The director of vocational guidance is primarily occupied
with matters connected with the Continuation School organiza-
tion. He it is who. places in the hands of each boy and girl.

REPORTS OF ASSISTANT SUPERINTENDENTS. 163

between the ages fourteen and sixteen, who leave school to go
to work, his certificate. He talks with each young person
coming before him about his reasons for leaving school and
endeavors if possible to persuade the applicant to return to
school; he learns the tastes, aptitudes and ambitions of each
candidate for work; he designates what continuation school
should be attended. His next duties are with the vocational
counselors of the various elementary and high school dis-
tricts. This year a series of locality conferences will be held
with the counselors at which vocational guidance problems
will be discussed. The director by reason of his vital connec-
tion with the employment problem will be able to bring first
hand much valuable information and advice to the counselors.

To provide for more effective performance of the additional
duties which vocational counselors in the schools assume some
provision for additional compensation or exemption from school
duties should be made. Each school district, whether high or
elementary, could profitably use the whole time of one teacher
for guidance, placement and follow-up work.

The placement bureau is not an official school institution.
The school committee, however, has assumed partial support
by paying rentals of rooms adjoining the certificate department.
This bureau is of much assistance to the school system. Par-
ticularly does it show the schools the possibilities and proper
means of placing leaving pupils. A relation of strong coopera-
tion exists between the placement bureau and the school
system. All records of leaving pupils prepared for the certifi-
cating department are prepared in duplicate, and one copy is
sent to the placement bureau. Since the placement bureau
publishes printed reports of its own proceedings, .1 shall not
further discuss the work of this organization.

Report on Commercial Education.
The Women's Educational and Industrial Union has for
many years past rendered valuable service to the school system
of Boston. To this institution we owe much in the way of
useful educational contribution and suggestion. Our Trade
School for Girls was originated by women prominent in the
Union; the coming of salesmanship into our continuation
schools and (during the past year) into our high schools is
directly traceable to the Union; the splendid system of provid-
ing school luncheons in our high schools is another Union

164 REPORTS OF ASSISTANT SUPERINTENDENTS.

project. The valuable report upon the condition of girls in
commercial positions constitutes another debt that we owe to
the research department of that institution. This report was
made partly under my direction and with my full cooperation,
and has been printed as a school committee document so that
each commercial teacher in our high schools may possess a
copy. No similar investigation has been made anywhere in
this country and the facts which this report brings out, if
properly used, will be of material aid in our efforts to improve
commercial courses in our high schools.

Constructive Recommendations for Commercial
Education.

The new commercial courses to be established must pro-
ceed primarily from the objective conditions of commerce, in so
far as they are discernible and significant, from the reasonable
possibilities and legitimate aspirations of boys and girls, and
only secondarily from those influences which we now fancy are
school necessities. The form and content of vocational educa-
tion must be drawn from the vocation, while the determination
of particular methods may remain with the school teachers as
heretofore. Without restricting its own appropriate functions,
the school, under this procedure, will render better service to
society, for the newer and better ideal of social betterment is
that of service, not of domination.

Commercial education in the future will not be limited to
the preparation for a few commercial vocations, such as book-
keeping and stenography, but will expand to include preparation
for a wide range of different activities, as wide perhaps as the
entire range of occupation in commerce, and very likely even
within these different occupations for sub-division of higher or
lower degree. Industrial education is adopting a policy of
founding unit courses corresponding to the specialized organiza-
tion of industry. There is much suggestion in this practice for
commercial education. Commerce, like industry, has a wide
range of occupations, for one of which each normal boy or girl
may receive training. What the unit courses in commercial
education may prove to be must be determined by investigation
and experiment. An analysis of the division of work actually
carried out in a large retail organization in Boston revealed
two hundred different kinds of jobs or unit occupations in which
one or more individuals were employed.

REPORTS OF ASSISTANT SUPERINTENDENTS. 165

We are beginning in progressive states (e. g., Massachusetts,
Ohio, New York, Wisconsin) a program of educational expan-
sion towards the improvement of young people already
employed.* Commercial education has a large and proper
function in continuation schools. A considerable number of
continuation school pupils will need commercial education in
some form. If we divorce our regular day school commercial
work from that adopted for continuation schools we shall
build up a water-tight compartment system which will result
in a needless dupHcation of machinery and effort, if commercial
education w^ere to remain static, a newer and better plan for
continuation schools would be obviously necessary; but an
adequate and improved plan for day schools should be devel-
oped which will be comprehensive and efficient enough for many
continuation school needs. A suggestive example of sound
organization is seen in the city of Leipsig, where the whole
compass of commercial education is found in one organization.
The same director, corps of teachers, plant and equipment
constitute the educational resources in that city for commercial
education of all grades. Many types of commercial instruction
are necessarily maintained. In the same institution are found
the boy who leaves school at the earhest legal age and the boy
who persists a year or two longer ; here is maintained the school
corresponding to our commercial high schools, and students of
university grade are under the same director and are taught in
part by instructors who conduct courses in the lower schools.

This system is sound financially and sound educationally.
By means of one plant all the educational needs are met with a
minimum of cost, for there is no idle machinery and no duplica-
tion of equipment. From an educational aspect the plan is
commendable in that there is no confusion of policies respecting
the treatment of problems. Commercial education under this
system is not, as with us, one thing in day schools, another in
evening schools and something entirely foreign in continuation
schools. In our large cities we need to coordinate and unify
our various educational agencies dealing with the problem of
commercial education. /

Logically, then, the organization, equipment and teachers
of day high schools should be made available for that part
of continuation work which shall be needed by junior commer-
cial employees. This connection will prove mutually advan-

* Compulsory Continuation Schools.

166 REPORTS OF ASSISTANT SUPERINTENDENTS.

tageous, the continuation school by securing adequate facilities
at a minimum cost and the regular school by dealing directly
with actual commercial needs. Particularly the consideration
of cost to communities will prove a substantial argument, for
the financial burden of education now borne cannot be greatly
increased for desirable educational extensions without undue
sacrifice.

Opportunity for practice under actual conditions is of more
than ordinary importance. Indeed, an opportunity for prac-
tical work is likely the prime essential for all kinds of vocational
education. The medical student has hospital practice, the
normal school pupil is given practice teaching, the trade school
student works in a school shop, which commonly turns out a
product sold under competitive terms in an open market, or
else works part time in an actual shop under real conditions.
Theoretical training attempted as preparation for any definite
end without full opportunity for practice has proven unprofit-
able. Nearly all vocational education in the past was originally
instituted with little opportunity for practical participaH;ion
in activities which were real; and all these attempts have gone
• through an evolution which ended in a condition where the
missing essential was supplied. Many of our scholastic
enterprises, not vocational, but seeking to instruct in objective
facts, have gone through a similar evolution. We formerly
taught physics and chemistry out of text-books only. Now we
bring the pupil into the laboratory and strive to have him
acquire his knowledge first hand, by the experimental method,
as we term it.

Commercial education has had its laboratory of actual
practice commonly in the form of the model office. Text-books
made up largely of practical problems have furnished material
of substantial and practical value to the student preparing for
clerical occupations in coromerce. Furthermore, these devices
were the only forms available for vocational practice feasible
for use under conditions that have quite generally prevailed
and in many places they may prove to be devices for clerical
education which must be relied upon for some time to come.
But obviously these devices lack reahty, no matter how care-
fully they may be maintained; they are at the best a make-
shift and cannot compete in effectiveness with the opportunities
which real offices and real problems present. But their limi-
tations are at once apparent when we consider their inade-

REPORTS OF ASSISTANT SUPERINTENDENTS. 167

quacy for the practical training of young persons for commercial
occupations other than clerical, and, consequently, for a large
portion of possible and desirable commercial training they are
valueless. We cannot teach salesmanship or store service by
means of a model office. We can hardly expect to establish
model stores in our schools; the difficulties of simulating
business conditions other than those we now have for clerical
pupils need no extended exposition. Industrial education
confronted with a similar problem is choosing a wise and
economical solution by seeking to use the factory as the means
of opportunity for practice and experience, e. g., Beverly and
Fitchburg plans. The way out for commercial education is
likely along a similar path, and the business house in this case
should furnish the opportunity needed.

If there is estabhshed a real and vital connection between
the regular high schools and the continuation schools where
established, we may more easily make progress in securing
the business house as the laboratory of commercial experience.
The business man may perhaps be led to see a way to cooperate
not hitherto recognized. If the business man sends his junior
employees for a part of the time to the school, why should
not the school send its pupils for a part of the time toJ:he
business house? Let us assume a concrete situation. A
business house has at certain periods, for example, four hours
a week during the working hours, a hundred employees at
continuation school; may not the school send a hundred com-
mercial students from its class rooms to take the place of
those temporarily at school? There are difficulties in such a
plan, no doubt; there will arise questions of compensation,
lack of knowledge of store conditions, chances of loss through
inexperienced help and the like, but there are no fundamental
obstacles to trying the experiment. It should not be more
difficult for the business man to adjust to a new situation
than for the schoolmaster. Our proposition offers a fair trade;
the business man to train the schoolboy and the schoolmaster
to instruct the business employee.

To make such a plan work successfully changes in the school
as well as adjustment in the business house are necessarj^
Industrial education operates by means of a shop and school
plan using the coordinator, i. e., an instructor who has had
experience in shop practice and has also had experience in the
class room as a teacher. With this double equipment the

168 REPORTS OF ASSISTANT SUPERINTENDENTS.

coordinator can deal effectively with the two-fold situation
presented. We shall probably need to adopt a similar pro-
cedure in the case of commercial education if we are to obtain
an effective method of bringing the school and the business
house together. Where conditions permit the week and week
plan characteristic of industrial education should be tried.
This plan is now being undertaken in connection with com-
mercial courses in Cincinnati.

The matter of arranging high school programs to permit
of pupils being absent from school certain periods on particular
days undoubtedly presents real difficulties of adjustment.
The week and week plan, i. e,, Beverly and Fitchburg plan,
presents practically no program difficulty. Where absences
are necessitated at irregular intervals, or even on regular
recurring days of the week, the difficulties of program adjust-
ment are more than apparent For the economical and efficient
administration of a high school regular schedules for teachers
and pupils are a necessity. Where part-time pupils pursuing
commercial studies are required to be in the stores on certain
days, such as Mondays, the difficulty arises concerning the
proper provisions of meeting the academic assignments arranged
for the day. The schedule for teachers in the school who teach
related academic studies may be unwarrantedly disturbed.

The school seeking to establish effective commercial training
must face these difficulties. The adoption of the departmental
or sub-school organization will be one effective method of
meeting program difficulties; by this device only one depart-
ment is disturbed and program difficulties do not pervade the
whole school. Again, practice work in stores may be sought
chiefly on Saturdays or confined to particular seasons of the
year, such as the spring or fall. Again, pupils might work the
first half-day on Monday and return to the school for a two-
hour session in the afternoon, wherein the academic work
designed for the morning might be given in condensed form.
Program difficulties may be adjusted in some suitable way if
the worth of actual practice work is sufficiently recognized by
the schools. If school credits and conventional high school
requirements are chiefly esteemed, cooperative relations with
business houses will appear as secondary in importance and
the difficulties of part-time arrangements will loom so large
that nothing so disturbing to the school routine will appear
advisable.

REPORTS OF ASSISTANT SUPERINTENDENTS. 169

Much progress towards making cooperation with the schools
possible will necessarily depend upon the attitude of business
men. The routine and orderly procedure of the business house
are not less important to the store than similar regularity is to
the school. Temporary, untrained and immature workers
in the store threaten the serenity of business managers as
much as the unusual conditions mentioned above disturb the
school. Certain business conditions are less under the control
of the business executive than the program is controlled by
the school principal. The seasonable demands of trade arise
from the habits of society. Due to social custom, Monday
has come to be the shopping day. The stores may use additional
help to advantage only when needs for more workers create
a larger demand. Primarily, the business man must feel the
need of better service and greater efficiency in his employees;
he must recognize the function of training as a means of
securing these qualities and must see in his school the agency of
furnishing effective training. He must not look upon the school
as a course of profitable exploitation to be used purely as
temporary exigencies may suggest. The business man must
recognize his duty towards the education of business appren-
tices. He must make sacrifices similar to those of the school-
master and bear his part of the inconvenience and cost of
cooperative education.

The greatest difficulty besetting the problem of cooperative
education between commercial high schools and business
houses will be found in the mental attitudes of the two potentially
cooperating agents. Each may admit the abstract proposition
that cooperative education is theoretically desirable, but his
convictions may be too weak to cause him to study the problem
with sufficient seriousness to discover practical plans of opera-
tion. The business man may applaud the idea of cooperative
education but maintain that the peculiar conditions of his store
prevent him from participation. The schoolmen may assent
to and approve of cooperative educational principles but see
insuperable difficulties against adoption, because of the w^ise
departure from the customs and practices of his school organiza-
tion which the plan involves. This situation should not
be discouraging, for it is merely normal and has been paralleled
often heretofore when progressive movements have been
temporarily halted by the disturbing difficulties of new con-
ditions. If cooperative education is educationally sound and

170 REPORTS OF ASSISTANT SUPERINTENDENTS.

economically desirable, the preliminary difficulties of adjustment
will be overcome. There will be found some more efficient
business men who will be willing to make the venture, and
some more enterprising schoolmen who wdll undertake the
experiment. Imitation is easier than experiment, just as
settlement is easier than exploration, — and the majority of
both business men and schoolmen may be expected to follow
the path which their more enterprising leaders have prepared.

The City of Boston has begun to experiment vigorously with
possibilities of cooperative commercial education. As hereto-
fore stated, the Boston High School of Commerce has conducted
cooperative work since its inception in 1906. Since 1913
courses in salesmanship- with cooperative features were estab-
lished in the Girls' High School and in the Dorchester High
School. In January, 1914, a marked extension of cooperative
education was undertaken by the school authorities. A direc-
tor * of practice work in salesmanship was appointed to
coordinate commercial courses in general high schools throughout
the city with practical work in a group of some six or seven
cooperating stores. The new cooperative courses are optional
with the schools, but the desire to undertake the experiment is
apparently strong. Brighton and East Boston High Schools
estabhshed cooperative courses in 1913-14 and the high schools
of Roxbury, West Roxbury, Hyde Park, South Boston and
Charlestown are doing so this year. The work of the director
of practice is an important feature in the hoped-for success of
the undertaking. Unbearable confusion to business managers
would be the result if each individual school sought to arrange
practice periods with the stores. The director of practice
learns the possibilities of practice in the different stores, and is
at the same time familiar vrith the general conditions of the
schools. Thus she is able to coordinate the work between the
store and the school so that the minimum confusion may result.
The director of practice has authority also to deal with the
technical salesmanship courses attempted in the schools,
has supervisory functions over the teachers of salesmanship,
and possesses familiarity with the moral, physical and business
conditions of the store where the pupils are sent. She brings
to the store the knowledge of the limitations and possibilities
of the school and to the school the demands and difficulties of
the store.

* Mrs. Lucinda W. Prince, former director of the School of Salesmanship, Women s
Educational and Industrial Union, Boston.

REPORTS OF ASSISTANT SUPERINTENDENTS. 171

The above plan is designed to bring about effective methods
of teaching salesmanship. Girls in high school are almost
exclusively concerned with the experiment. The High School
of Commerce, attended only by boys, operates a plan of longer
duration and designed to meet the different conditions which
boys find in business. The Dorchester High School is developing
a plan for cooperative work in connection with clerical com-
mercial education, and the Charlestown High School proposes
to make the same venture this year. It is interesting to note
that the present general adoption in Boston of seemingly
radical methods in commercial education has not been brought
about by compulsion on the part of school authorities, but
rather by invitation to participate in an experimental educational
project. Considerable freedom regarding the character of the
courses is allowed. One desirable requirement is made, namely,
that teachers of salesmanship shall be those duly qualified
by business experience and training to give the technical
instruction.

At the present time no careful attempt is made to relate the
general instruction to salesmanship. The suggestive programs
presented below may be analyzed roughly as made up of general
unrelated academic work, such as English and modern lan-
guages; related technical work, such as commercial geography,
economics, and textiles; and purely technical or vocational
work, such as shorthand, bookkeeping and salesmanship. It
is believed that experience will show that the courses should
be conceived and administered as related academic and tech-
nical subjects and purely technical work.

Prograivi of the East Boston High School.
(Abridged to Show Incorporation of Salesmanship.)
The work in the first, second and third years includes subjects already
established in the school, e. g., English, a foreign language, commercial
geography, industrial history, drawing and manual training. Stenography
and typewriting may be elected in place of a foreign language during the
third and fourth years.

Fourth Year.

Salesmanship, store practice, etc. 3 points.*

Textiles 2 points.*

Color and design 1 point.*

The programs might be criticised as attempting simultane-
ously preparation for several commercial occupations. In fact,

* 20 points required for full year's work.

172 REPORTS OF ASSISTANT SUPERINTENDENTS.

three distinct commercial occupations are aimed at in the pro-
grams, namely, bookkeeping, stenography and salesmanship.
In view of the fact that the schools concerned are general high
schools conducted upon the elective system, the proposed
courses represent a progressive step. Salesmanship as a
competing commercial opportunity with clerical callings has
not, in the pupil's mind, at least, fully demonstrated its value.
Therfe is much excuse at the present time for the pupil to insure
his chances for a-market for his talents by securing training
in more than one outlet of commerce. Honest experiment,
with fair competition of various commercial opportunities,
accompanied by careful tests of results, will eventually show
where vocational opportunities lie. The more definite pro-
vision for the departmental organization of commercial courses
or sub-school plan may likewise prove to be a natural conse-
quence of the quest to attain more efficient results.

Considerable discussion has been given to the possibility of
the general high school so organizing its resources that effective
courses in commercial education might be the result. As
before indicated, the general high school will be called upon for
large service in this problem of improved commercial educa-
tion. Many larger communities will choose to effect the same
end by the establishment of special high schools of commerce.
Already there has been a considerable development of the
special institution in our larger cities. The special school
which begins de novo has not many of the difficulties to over-
come that confront the general high school, but even for them
substantial advance and sound achievement will be the result
only of extreme care, favoring conditions and judicial procedure.
In the first place, the special schools usually become over-large
and unwieldy at the start before the real vocational problems
are comprehended. Concentration is necessitated upon the
mere problems of housing pupils and of making essential pro-
visions for securing teachers and of furnishing supplies.

The matter of finding competent teachers has many real
difficulties. Available candidates with satisfactory experience
invariably must be found in other high schools of different
character and purpose. Very few normal schools or higher
schools of education are training special teachers for com-
mercial schools. The special school will be obliged to give its
teachers a new point of view if it is to achieve an adequate
realization of its purpose. Communities are prone to mistake

REPORTS OF ASSISTANT SUPERINTENDENTS. 173

a fine building with a pretentious name for an educational idea.
We have made the error in this country of trying to create in
ready-made fashion our special schools. We first construct
an elaborate building to gratify local pride by appeals to the
eye; we select our teachers from the local corps with no ade-
quate notion of fitness for special work, and we transfer our
pupils to the new building en masse without careful selection
on the basis of vocational fitness. We Americans believe in
going concerns" at the start, whether our projects be educa-
tional, social, or industrial ; we are too impatient to wait for experi-
mental or evolutionary processes to show us the valuable types
from which to choose and subsequently to expand. We believe
that bigness is success, that smallness is failure. This mental
viewpoint is the cause of much waste and disastrous change
in our educational policies. The time-honored adage that
"haste makes waste" has not given us caution in educational
enterprises.

A community seeking to establish an effective special com-
mercial school will do well to begin modestly. First and fore-
most, a principal should be selected who possesses knowledge
of the special problem, broad sympathies and qualities of
leadership. Heads of departments who are effective executives,
with the power of interpreting significant needs, demands and con-
ditions of business should then be chosen, and teachers of training
and adaptability should be added to constitute a minimum
beginning organization. A fine building, an expensive equip-
ment, a large number of pupils, may easily create an initial
condition which has in it far more of danger than of promise.
Having established the new school on the basis of a minimum
working force and equipment, it will next be highly important
for those commissioned to carry on the work to study the prob-
lem of trying to make the special school meet effectively the
objective demands of business.

The expansion of a useful type of school is a comparatively
simple matter, but the useful type is difficult to find. If the
expansion is not too rapid, teachers may be selected on the basis
of special fitness for the particular problem attempted. There
is always danger of too rapid gro^Hh, where usually the effort
of all concerned becomes centered on mere housing. In many
of our large cities the school authorities are triumphant over
the fact that a seat has been found for every high school pupil
who has applied for accommodations; conditions for effective

174 REPORTS OF ASSISTANT SUPERINTENDENTS.

work are oftentimes not seriously considered. The special
commercial school may attract hordes of children who are
appealed to by the mere novelty of the name or by the publicity
which new school ventures secure from the press. It would be
a useful experiment for our large cities to found model high
schools, as is done often in the case of elementary schools ,
where young teachers in training may have fruitful conditions
of practice, and where teachers in other high schools may visit
to see work of superior merit in operation.

The special commercial high school, or the specialized depart-
ment of commercial training of a general high school, is con-
fronted to-day T\ath the choice of one of two divergent educa-
tional principles. These issues were presented in sharp contrast
at the Richmond meeting, 1914, N. E. A. Superintendents'
Convention.* Our public school systems in embarking upon
the policy of expansion to include training for industrial and
commercial vocations will not achieve immediate and effective
results unless fundamental differences between liberal and
vocational education are recognized. Liberal education enables
us to appreciate and consume, while vocational education aims
to train primarily effective producers. The two forms of
education may be attempted simultaneously, but neither will
be largely effective unless the function of each is kept distinct
in the minds of teacher and pupil. The comparatively shght
modifications of general high schools to effect what is called a
general vocational education will not succeed in meeting the
social and vocational needs of pupils. Indeed, these modifi-
cations may cause harm because the real liberal features of the
course may be disturbed vriih. no compensating advantage in
the way of specific vocational preparation. There do not exist
to-day in the occupations which the pupils enter, callings which
may be termed general occupations, hence a general vocational
training aims at nothing which has an objective reality.

A better and surer plan of guaranteeing worthy hberal and
vocational education may be to attempt them successively.
None will dispute the ideal that every individual's education
should be founded upon as liberal a basis as possible; but in
addition our present ideal is to equip our future citizens with
a vocational training to enable effective and satisfying partici-

* The papers presented by David Snedden, Commissioner of Education, Massachusetts,
and by W. L. Bagley, University of Illinois.

REPORTS OF ASSISTANT SUPERINTENDENTS. 175

pation in the various life vocations. Our effective medical and
law schools demand for entrance a broad background of liberal
training, but they confine their own instruction to strictly voca-
tional work. The period at which actual vocational work
should begin depends primarily upon the individual. The
mental capacities, the economic circumstances, the social
environment, will cause some to seek vocational education as
early as fourteen, and others as late as twenty-one or twenty-
two. At whatever age the individual presents himself for
vocational training he must meet primarily the methods,
environment and procedure of the vocation sought. The
period of liberal training is over when he commits himself to
vocational training, or as long as he follows that path.*

The above position strictly interpreted is probably too radical
for inmaediate adoption as a widespread educational policy.
The chief objection to it is the restriction of freedom to the
individual. As a nation we beheve in freedom to change our
life plans if opportunity and inclination prompt us to do so.
For immediate purposes we are concerned in discussing effective
plans for improved commercial education. As before indicated
commercial education for purely vocational purposes demands
more of liberal culture than other vocations attempted in
the secondary school period. But every commercial course,
whether that of one year's duration or that of four, should have
an intensified period, immediately before the student expects
to go into commerce, where the aim, methods and experience
are primarily and perhaps almost exclusively those of the
business environment into which the student will shortly be
sent. Where students may look forward to four years of second-
ary instruction as preparatory to entering business, the first
year might be primarily liberal, the second and third years
primarily prevocational, and the fourth year primarily or pref-
erably wholly vocational. For those who drop out of the course
through accident or choice the continuation school or evening
school should give the opportunity for intensified vocational
work which was lost by early leaving. The shorter term com-
mercial courses may be arranged with the same relative pro-
portions of liberal and vocational studies indicated in the case
of the four years' course. Investigations presented in Chapter

* This statement presents broadly the position taken by Dr. David Snedden, with which
the author agrees.

176 REPORTS OF ASSISTANT SUPERINTENDENTS.

IV. indicate that business success as measured by earning
capacity bears a very direct relation to total years of schooling.
There has been a general assumption among educators that a
similar relation is found throughout all vocations, but investi-
gations into industrial occupations fail to justify the assump-
tion.* It seems probable from present evidence that short
commercial courses, such as those of one or of two years at the
close of the elementary school period, will fit immediately for no
very promising commercial occupations. These courses are
very much worth while, however, if the individuals who have
taken them after entering business in the minor capacities
open to them supplement their education by work in continua-
tion or evening schools. The short term business courses are
justified for those who for Umiting reasons are unable to pursue
longer courses, but sound vocational advice given to those who
pursue them should point out the need of supplementary educa-
tion, which is manifestly essential for those who would rise to
important positions and probably also for those who wish to
look forward to even satisfactory wage conditions in business
occupations.

Clerical School.
The plan designed for the new clerical school opened in
Boston in September, 1914, embodies the principles recom-
mended with regard to the distinction between liberal and
vocational training, as well as other procedure commended as
proper in the creation of special commercial schools. This
special school is designed to round out a system of commercial
education which already comprises commercial courses for boys
and girls in general high schools and a special high school of
comanerce for boys. The new School will serve primarily the
needs of girls by offering speciahzed and intensified training
in clerical vocations. Three courses are offered, first, a course
for office service which is available for girls who have success-
fully completed two years of high school work, not necessarily
commercial in character; second, a course for stenographers
and high grade clerks, available for girls who have successfully
completed three years of high school work, T\dthout designa-
tion of kind; third, a course for bookkeepers and accountants,
and a course for secretaries. The last course will be offered to

* " Vocations for Women," Women's Educational and Industrial Union, Boston.

REPORTS OF ASSISTANT SUPERINTENDENTS. 177

both young men and women. The clerical school will attempt
no liberal training whatsoever. The appHcants for the various
courses will come with an academic equipment, which pre-
sumably constitutes the essential elements of general education
necessary for successful entrance into the specialized work in
the vocation sought. No specified length of time for the course
will be assigned. Some students with preliminary commercial
training in other schools may be expected to complete the
work in half a year, others of slower rate of achievement may
take a year or even longer. The methods to be used are
designed to be primarily individual, while the standards of
achievement are designed to prepare for successful entrance
into the specialized commercial occupations aimed at.

Following are the unit courses of study proposed for the
clerical school of Boston :

Courses in the Boston Clerical School.
Course Preparing for Office Service.
This course is available for girls who have completed two years of high
school work, and consists of the following subjects: Bookkeeping, office
practice, commercial arithmetic, commercial law, penmanship and business
English.

Course Preparing for Stenography and Higher Clerical Work.
This course is available for girls who have completed three years of high
school work, and consists of the following subjects : Shorthand, typewriting,
penmanship, business arithmetic, EngUsh, bookkeeping, political geography
and office practice.

Course Preparing for Secretarial Work and Bookkeeping.*
This course is available for young men and women who are high school
graduates,t and consists of the following subjects: a (for secretaries)
stenography, typewriting, business correspondence, office practice, com-
mercial procedure; h (for bookkeepers) bookkeeping, use of office machin-
ery, filing devices, commercial arithmetic, commercial law.

Students in each of the above courses are advanced as rapidly as their
progress will permit, and they are given certificates when they have satis-
factorily completed the courses without regard to the length of time required
for completion.

Respectfully submitted,

FRANK V. THOMPSON,

Assistant Superintendent.

* Not given during the year 1914-15.

t College graduates may be admitted upon special action of the school committee.

178 REPORTS OF ASSISTANT SUPERINTENDENTS.

6. REPORT OF ASSISTANT SUPERINTENDENT
MAURICE P. WHITE.

Franklin B. Dyer,

Superintendent of Public Schools, Boston, Mass.:
Dear Sir, — In accordance with your request I herewith
submit my report upon four of the subjects assigned to me.

Manual Training and Pre vocational Classes.

Prevocational work is intensified manual training. Its
purpose is educational, at the same time leading toward Indus- •
trial work. We have had manual training for several years
and for all boys in the upper grades of the elementary schools,
but for only two hours a week. It has been a conamon error
to judge of the results of manual training by the material
product, instead of by the effect upon the boy which has been
in proportion to the time given. In prevocational classes the
time is about ten hours a week and the results are very evident.

In 1912-13 there were six prevocational classes in six different
districts.

Agassiz Box making,

Lewis Printing.

Oliver Wendell Holmes Fm-niture making.

Sherwin Sheet metal working.

Quincy Machine work.

Ulysses S. Grant Bookbinding.

During the past year we have tried a new experiment, viz.,
having three classes in one building. The "furniture making"
was transferred from the OUver WendeU Holmes District
to Lyceum Hall in the Mather District, and two new classes
were added, one in sheet metal work and one in electrical
work. Each class consisted of forty-five boys taken from the
three upper grades, and all had been retarded in their school
work. The main purpose was to arouse an interest and
develop ability.

The class rooms were in the same building and as close
to their corresponding shops as the arrangement of the build-
ing allowed. The studies were limited to English, geography,
history, arithmetic, drawing and shop work, with some instruc-

REPORTS OF ASSISTANT SUPERINTENDENTS. 179

tion in hygiene. The school day was six hours long instead
of five. Fifteen boys of each forty-five were in the shop,
fifteen were working with the class-room teacher and fifteen
were studying. There were no home lessons. The shop
was the center of interest and the academic teacher took the
shop work as the starting point of all her work in the various
subjects.

The success of the school has exceeded expectations. All
the boys of the eighth grade class were graduated and the master
of the school says they are as able to do the work in any high
school as the boys in the regular classes. They are earnest
and self-reliant. The teachers have worked with an interest
and enthusiasm unexcelled anywhere in the city. The position
demands immense energy, skill and responsibility.

What has been accomplished can be best realized through
the following extracts quoted from reports of the various
prevocational classes:

"An ideal condition for the teaching of English is often found in the
electrical class of the prevocational center. This is because things are
real. There is a real experience; there is the relating of that real experi-
ence to real people who are really interested listeners; there is the writing
out of that experience for publication so that it may be read by others who
have not had said experience."

''Tlie next step then was to arouse a desire to write about it. This was
accomplished by the 'Workmaster,' the school paper. If the boy could
write out his thoughts in an interesting way, he might have the joy and
satisfaction of having his account read by boys of his own age throughout
the city. His family and his friends, too, would read it, and all this would
make him rightly proud and happy. A boy is, therefore, v/illing to put
much effort into the written paper. It is noteworthy that failure to appear
in print the first time does not prevent his trying again and again."

"A boy's individuality is developed. He soon shows this in his bearing,
in his attitude towards his work, his classmates and his teachers as well as in
the straightforward, business-like look in his eye and in his general behavior
throughout the school. This is because with the consciousness of his
individual self has come the realization ' that a high life may be led in even
a lowly room, that one may be a hero, sage, or saint in a factor}'' or
a coal-pit, at the handle of the plough or the throttle of the engine'; that
the important thing is to have an aim and to pursue it with perseverance."

"Towards the close of the school term boys from the various classes of
our center went into the hall of the main building to tell the boys there
about the work they had been doing during the year. The manliness,
the self-possession and the dignified bearing of the boys were noted by
teachers and pupils alike. No one was 'flustered' because he was pre-
senting his own individual thoughts and this gave him strength and con-
viction."

180 REPORTS OF ASSISTANT SUPERINTENDENTS.

"Other good results are a training in logical thinking, and a development
of concentration which in turn strengthens the memory. The step-b}--
step process in the shop followed by the telling about this process in the
academic room develops logical thinking."

"The cabinetmaking class this j'ear is made up of boys whose mental
ability is poorer and average age higher than the other classes in our
building. In studying to find the reason why these boys were retarded
in their work, I found that while some are sub-normal others needed a
strong human interest taken in them to awaken them, I have made it a
point to visit the boys' homes as often as possible. In making these
visits I have been most cordially welcomed and have received the heartiest
cooperation from the parents. When I visited one widowed mother in
September, she said that her son was 'entirely' unmanageable, and she
had given him up. During a second call a short time ago, she told me that
George was such a good boy now. 'Why,' she said, 'he's been better ever
since he went to that school.' Another mo the , also a widow, said, 'You
have made a man of my boy.' "

"I have never found the business man and the mechanic so much
interested in school work as they are in this introduction of practical work
into the schools. To the boys this work seems Hke living instead of going
to school, and so many of the boys have said that this is the shortest year
they ever knew."

"It is very easy to correlate shop work and arithmetic. Board, measure
has been taught by measuring boards brought into the class room from
the shop; measuring the amount of stock in pieces of furniture (allowing
for waste), measuring the floors and woodwork of rooms. Then we have
estimated the cost of materials, and made out bills and orders. One boy
wrote that he enjoyed arithmetic because if there was anything he didn't
understand he could go into the shop and work out the example. The
Courtis tests showed an increase of 50 to over 100 per cent in accuracy."

"A visit to Chickering's piano factory or lectures at the FrankUn Union
furnished material for interesting oral and written lessons, and the boys
tried to make their accounts worthy of publication in the ' Workmaster.'
Perhaps the greatest test of the boj-'s command of himself and his English
came when Mr. Smith invited the boys to teU the pupils in the upper grades
of the Mather School about the work in the prevocational school."

"Desks, bookcases, tables, and other models were taken over into the
hall, and over twenty boys in our class 'participated' in the exercises.
One boy began with the working drawing of a reed-top seat and explained
very carefully how he made it. Another showed reed in different forms
and gave its historj-. Others told of the orders for supply boxes, test
tube racks and T-squares which they had filled. Some showed the bread-
boards, kitchen racks, etc., that they had made for their mothers. There
was plenty of nfafcerial at hand to test the boj's' ability and courage to
stand before so large an audience and tell about cabinetmaking."

"Emphasis is placed upon commercial geography. The class visited
the waterfront, bonded warehouses, and ocean steamships."

"In all subjects there has been a marked change in the attitude toward
the work. The boys take pride in their work, and there is a wholesome

REPORTS OF ASSISTANT SUPERINTENDENTS. 181

self-respect that comes from being able to do something better than the
other fellows who have outshone them in the 'regular' grades."

"More than half of those who are to be graduated are planning to enter
high school, and the others are making definite plans in regard to the work
or trade they would like to enter."

"First, from the parents' standpoint: One mother, with tears in her
eyes, told of the previous school years of her hoy. She spoke of his stub-
bornness, his insubordination to class-room work, his lack of adaptation to
his school mates, his apparent utter stupidity as regards his studies. Now,
it is only rarely that even one of these bad qualities crops out; he is slowly
mastering the fundamentals, and has acquired an astonishing love for
geography and history. He will never be a student; he will never be a
gracious young man; but he will be able to take his place in life, and that
his mother had despaired of."

"Another mother said, 'We,' meaning the father and herself, 'never
thought we would ever have the pleasure of seeing H — graduate. He
has been so slow, so discouraged, but now all is changed. He feels so hope-
ful; he is able to measure himself with his comrades.' "

"A father wrote, 'Can we ever thank you enough for what your school
has done?'"

"Their interest in thek shop work never tires. Each day finds them
quick of step, eager of eye, when they leave for the shop, and when they
return they are anxious to discuss their problems of shop work. It is in
the correlation of shop and academic work that the room teacher may give
the greatest aid. The successful sheet-metal worker must know his arith-
metic. If he is to compute correctly the amount of metal needed for the
simplest measure, he must needs understand the terms area, perimeter,
circumference, diameter, altitude, length, capacity, etc. These terms
heretofore have been words of more or less mystic meaning, difficult to
pronounce, more difficult to understand; but now they become part of his
daily vocabulary. Decimals as .7854 or 3.1416 become real to him. That
troublesome point has a use it seems. How much more interesting to do
these problems than to buy imaginary 'autos' or houses, or compute the
number of miles a train or horse can travel in a certain time. These
articles have a cash value. Here is the teaching of United States money."

"The commercial value of the mine, its output, transportation of
material, export and import — all these topics help to make geography as
applied to the occupations of the worker a thing of real interest."

"The small sections help us to get so much nearer to the boys than a
straight grade does. If anyone could visit any of our classes for a week,
he could see the great value of pre vocational work."

" (fourteen years) has been able to make .up a year's work,

a year in which he was a truant and a lazy boy. His shop work and
drawing are most excellent."

"We are sending eight boys to the Industrial School for Boys and two
to the East Boston High, and one expects to enter a preparatory school
now and Technology later on."

"There was the case of a boy who was a truant, insolent, discouraged
because he failed of promotion, and was about to be discharged from

182 REPORTS OF ASSISTANT SUPERINTENDENTS.

school. He was placed in the prevocational class, and, in spite of ten
hours a week in the shop, did seventh and eighth grade work in one year,
graduated with his class, and is now a student in the High School of
Commerce, doing well."

''One boy in the class in September seemed hopeless, both in shop
work and academic work. He could not write a simple sentence so that
it could be read. We thought of sending him back to the grades as an
impossibilitj^, but Mr. Brodhead suggested giving him a longer trial.
He is with us still, and now does excellent work in the shop and is doing
much better in academic work."

"The influence of the manual training is a helpful one to the academic
side."

"One boy who had been very troublesome indeed and had been kept
back in the seventh grade was sent to this class. In a short time he
showed wonderful improvement both in conduct and in the interest
he took in his studies. In June he graduated with honors."

"This class keeps many boys in school who would otherwise leave
when they reached the age of fourteen. About three-fourths of the class
are over fourteen. With this type of boy, one has to think of many
ways to get boys to acquire knowledge and to know where and how to
look for desired information. For instance, when studying the iron industry
we talk about iron, its uses, manufactures, etc., show samples of various
kinds of ores of iron. We become interested in the mining processes,
where the coal and iron mines of the world are, the methods and ways of
transportation. We journey from Boston to great mining cities, read
stories of inventors and inventions connected with the iron industry;
and in this way acquire quite a fund of information. The boys soon
know how to use a dictionary, encyclopedia, reference books, maps,
atlases, etc."

"In history we take a brief biographical survey of the various periods
of this country's history, putting special emphasis on the industrial develop-
ment, thus bringing in all the great inventors, inventions, and the great
causes and effects of the many industrial changes."

"Many of the teamsters who deliver iron to the shop have remarked
that in their time there was no such school as this where a boy could get
a start in a machine shop. One man of about fifty years deplored this
fact since then he might have been working at a trade instead of driving
a team for $10 a week. A tramp outside of the shop window was heard
to remark that if he had had such a chance when he was a boy he would
have been something besides a bum now."

"One of our boys this year has secured employment at at $6 a

week for a start, turning steel shafts for dynamos, using a $550 lathe.
He is making good, and has plenty of chances for promotion. It is
an ideal place to work. Another one of our boys is now in charge of

the stock room at and is making about $9 a week. Last year we

sent the boys out on part-time work in various machine shops, and it
was very successful."

We have now opened two classes in the Winthrop Street
School in Roxbury and two more classes in East Boston. We

REPORTS OF ASSISTANT SUPERINTENDENTS. 183

have also taken over the shop in the North Bennet Street
Industrial School, and have one class there. We hope to have a
three-class center soon in South Boston, in the Parkman School,
which has just been vacated.

Of course the three-class center with its three shops gives
to the boys a wider knowledge of the trades than they can
get from an acquaintance with only one shop. The work in
these shops is carried on as if they were vocational and the boys
were learning the trade, but where there are two or more shops
it is the intention that generally a boy shall work not more
than one year in each.

The lists of actual material turned out from these shops
during the year are so long that I am afraid if printed they will
draw attention away from that more important product —
level-headed, earnest boys.

The value of the finished product turned out exceeds $3,000.
Even this does not begin to tell the whole story. Most of
the boys have done similar work at home which makes the
education effective and perhaps has more effect in character-
building than that done in the schoolroom under someone
else.

These lists show that the boys are doing practical things,
making objects desired in their own school and in other schools
of the city. The boys in the machine shop have made a lathe
worth $58, at a cost of $15 for the material. These classes have
been credited with $1,300 worth of work done for schools other
than their own.

Manual training stands in relation to prevocational training
much as baseball in the schools stands to baseball in youth
of an older type. It is good for all, and most boys need for
their development only what they can get in two hours a week.
A few, those who are not adapted to book work, need more
of this kind of an education and a more intensive drill in it-
A still smaller number will make it a life work and should be
able to take it up as vocational work in the high schools.

I would, therefore, make the following recommendations for
such high schools as have manual training shops:

1. That there shall be in the high school a four-year
manual arts course which shall meet the requirements of the
school committee for a diploma, and in which the first year
shop work shall be a required subject for the special manual
arts course.

184 REPORTS OF ASSISTANT SUPERINTENDENTS.

2. That the first-year shop work of the manual arts course
be offered as an elective in all courses.

3. That the special four-year manual arts course shall have
for its aim primarily the preparation of pupils for industrial
life.

4. That visits be made during the first year of the manual
arts course to industrial shops in order to give the pupils an
acquaintance with as great a variety of industries as possible.

5. That boys who have completed the eighth grade wood-
working and do not bring over a satisfactory record should be
discouraged from entering the manual arts course.

6. That the .first year course in manual arts in high schools
be a general basic course and be made up of (1) machine work,
(2) metal work, (3) bench work in wood.

7. That after the first year the work shall be differentiated,
each high school following out one line of industrial work leading
to a trade, and that the time of shop work shall be so arranged
that boys can take that part of the course in any school they
wish.

The above recommendations are for the most part suggested
by the special committee to the Council of Manual Arts
Teachers.

Arithmetic.

The subject of arithmetic has been one of intense interest to
the.pubhc for many years. Last year Boston employed the
highest expert in the country to examine her schools and give
us the benefit of his deductions. Mr. Courtis' report handed
in one year ago has proved a most valuable document and full
of suggestions. One of his statements was that teachers, while
they experimented and devised new methods in all other sub-
jects, have been content to teach arithmetic in the same old
fashioned way in which it had been taught for fifty years.

If we remember that the young ladies who graduated from
the Normal School had studied no arithmetic whatever since
leaving the grammar school, and bearing in mind that the
memory of a subject finished at thirteen years of age is very
indistinct, we cannot wonder that they came to the teaching
of the subject very poorly prepared. The Normal School gave
them some idea of methods, but methods based upon insufficient
knowledge of the subject become only dry, routine work.

Within two years conditions have been radically changed.
All the girls in the high school preparing for Normal School

REPORTS OF ASSISTANT SUPERINTENDENTS. 185

have been obliged to study arithmetic in their third year.
This year a uniform course of study in the various high schools
has been adopted, and, as the girls have been more mature,
they have been able to understand the subject much better.
Further, there has been introduced into the Normal School a
thorough course in the study of mathematics.

Solid geometry has taken the place to a large extent of the
simpler methods of teaching and has enabled the Normal
School pupils to understand mathematics far better than ever
before.

But perhaps the most striking result of the year's work has
been the noticeable increase of interest in devising ways and
means of increasing ability in the fundamentals, that is, addi-
tion, subtraction, multiplication and division. Mr. Courtis
showed us that much of the time spent in drill was wasted so
far as a large portion of the children was concerned. Masters
and teachers have this year shown ingenuity and thought in
devising methods of drill in these subjects which have inter-
ested the children and aroused them to effort in the line of
speed and accuracy.

Miss Carrigan's report, which accompanies this, shows a
very satisfactory result, although extended over only three
months. If the pupils can be shown the advantages and
necessity of more accurate work in this subject and can be
given an ambition to improve, their progress to a certain degree
is assured; and this has, it seems to me, been accompHshed.
Arithmetic has been taken out of its old rut and imbued ^vith
a new life. With proper encouragement we may hope to see
the children satisfying the demands of the public as far as their
immature conditions will allow, but as Mr. Courtis has shown
us, all children are not capable of immediate and continued
development in this hne. All children are not capable of equal
development. A child may progress to a certain point and
then must await the development of general power before he
can progress farther. For this reason much of the time devoted
to drill work by our best teachers has been wasted effort and
the public should not demand more power than the develop-
ment of children of the age at which they graduate warrants.

Some of our children have reached even in the grammar
school a proficiency equal to that of adults who have been ten
or fifteen years in business. Some of our children have very
little ability to improve either in speed or accuracy.

186 REPORTS OF ASSISTANT SUPERINTENDENTS.

Miss Carrigan's report shows very vividly progress in the
fundamentals. Of course, it would be absurd to expect a con-
tinued improvement equal to that reported for those three
months.

In giving problems to children the knowledge of language
must precede the knowledge of the arithmetic of the problems.

Addition, subtraction, multiplication and division must be
regarded as tools for mathematical work, and while the children
should be skilled in their use, the business of the world is after
all made up of problems. Furthermore, we must not regard
tests as remedies. They diagnose the case and tell us something
of the trouble, but the remedy is another matter and the
particular toxin is still to be found.

In modifying the course of study in arithmetic for another
year we must bear in mind that the children in a class will not
all be able to reach even a moderate standard, while the more
advanced development will go far beyond such a standard;
also that while the slower ones may not be able to reach a given
level in one department of arithmetic, they may still be gaining
a great many facts for future use in the various subjects which
will aid their development and save time later on.

I should be sorry to see the course of study in arithmetic
cut materially. I believe it is possible to reduce the time with-
out eliminating more topics. Results are found not to depend
wholly upon time spent on the subject. I found this year,
upon comparison with other cities, that we have now eliminated
more topics than most of the cities in the country. Some
breadth should be retained for the sake of interest on the part
of the children and as tools for future work. I believe that the
tests should be continued, with the idea that eventually each
school and each teacher may be able to conduct tests in a
scientific way, and that each pupil may be able to judge properly
his own standing and his own progress from time to time.

It is safe to say that this subject has received a strenuous
impetus in the past two years beyond anything previously
accomphshed, but there are a great many details in which
improvement can and will be made as time goes on. The
laboratory method in this subject has been but just begun.

Penmanship.

The improvement in penmanship in our schools is notice-
able. Four years ago the school committee required that all

REPORTS OF ASSISTANT SUPERINTENDENTS. 187

teachers teaching penmanship should quahfy in the Palmer
System, and should complete satisfactorily the Palmer Drills.
To-day about 1,700 have completed these drills and are qualified
to teach the system. About 140, 30 permanently and 110
temporarily, have been excused, owing to physical inability.
Three hundred are still at work upon these drills.

Penmanship is now taught in the Normal School, and many
of our future teachers are qualifying in this subject just as in
other subjects taught in the Normal School. The class of
1914, consisting of 113, shows the following results:

Number in regular class who received penmanship diploma . 90
i Number in college section who received penmanship diploma . 7

Total number who received diploma 97

Number in regular class who failed to receive penmanship diploma . 6
Number in college section who failed to receive penmanship diploma. 10

Total number who failed to receive penmanship diploma . . 16

Miss Bloomfield has done excellent work this year, teaching
in the Normal School and in addition giving to such elementary
schools as desired her help all the assistance possible.

At the end of each month she has given me a detailed state-
ment of her work. During the latter part of the year she has
made a careful study of, and reported in detail upon, each
class in about a dozen schools. I believe that in the Normal
School every candidate should be required to show efficiency
in this important branch of elementary training.

There has been a marked improvement in the penmanship
of the teachers as a whole. Letters, reports, theses, examina-
tion papers that come to this office have attracted the atten-
tion of all who have had occasion to read these papers, as they
are much more legible and neater than formerly.

The high school teachers report a marked improvement in
the penmanship of pupils entering the high schools. This is
by no means as general as it should be, however, as there is a
marked difference in the degree of improvement shown by the
pupils of the several elementary schools. The thing most
needed is that each individual teacher throughout the grades
should not only teach the subject faithfully and intelligently,
but that she should require the writing in all the school work to
be strictly in accordance with the system adopted.

188 REPORTS OF ASSISTANT SUPERINTENDENTS.

There is a tendency, altogether too general, to teach the
subject properly for fifteen minutes a day and then to allow
the children to write as they please the rest of the time. This,
of course, can never produce the best work, and only persistent
effort on the part of the individual teacher will produce the best
results. Until this year we had not insisted upon this system
in the first two grades.

During the year we have had the assistance of probably the
best expert in primary writing under this system in the country
— Mr. Lister of the Brooklyn Training School for Teachers.
Under his direction meetings of the primary teachers were held
throughout the city and detailed instruction and help were
given with the result that a large number of our primary
teachers are now making a splendid beginning.

Of course, there are a number who still believe that the teach-
ing of a system of penmanship in the first two grades is imprac-
ticable, but as the history of the work in the higher grades for
the past five years has been a steady progress, we believe that
the teachers of the lower grades will soon understand it better,
appreciating the necessity of beginning the work properly so
that the later years may be spent in continuous progress rather
than in overcoming bad habits.

In June a test was given in every fourth and eighth grade in
the city. This test, while it showed a general improvement,
gave evidence that some instruction is still necessary, and a
circular of suggestions has been sent each teacher, and a letter
to each principal stating the criticisms of his particular
school.

Several schools are doing so well that I would like to mention
them were it not for the fact that there may be others with
which I am not as well acquainted that are doing equally well
and might suffer by the imphed comparison.

Ungraded and Special English , Classes.
Some thirty-five years ago the school committee decided
that no child over ten years of age ought to be in a primary
class with younger children, and the ungraded class was formed
for children over eight years, too old for the primary grades
but too backward for the fourth grade. These included feeble-
minded children as well as backward children and those who
could not speak English. A teacher was allowed for thirty-

REPORTS OF ASSISTANT SUPERINTENDENTS. 189

five such pupils. Recently the number of pupils to a teacher
has been reduced to thirty. As the number of foreign-bom
children grew larger, the number of ungraded classes was
increased.

In 1898, classes for the feeble-minded were authorized and
during the past three or four years the number of such classes
has been greatly increased, relieving the ungraded classes
of a great burden and at the same time giving to these
unfortunates a much better training.

There still remained two very different types of children in
the ungraded classes, viz., backward children and non-English
speaking children. During the past two years these two
types have been differentiated to a considerable extent, although
this work is not completed. In 1909, the North American
Civic League for Immigrants called attention to certain facts
in connection with the education of the non-English speaking
children. Meetings of teachers of all ungraded classes were
held in 1910 and 1911. These meetings were addressed by
members of the League, and different teachers in these ungraded
classes read papers and discussed methods of dealing with the
varied types of children composing these classes. In 1912, an
experiment was made in the Hancock District of having one
teacher devote her entire time to teaching civics, or community
duties and privileges, in a conversational way. Miss Elizabeth
P. Nichols did this work with excellent results. The subject-
matter was interesting to the pupils and the conversation was
of great advantage to them in learning the English language.
Since Miss Nichols left the work to take up work in the high
school. Miss Eleanor M. Colleton has continued it in connec-
tion with her other work with marked success.

I consider this feature of the work very important, not only
because of the fact that it trains the pupils for citizenship, but
someone, other than the class-room teacher, comes and talks
to them and requires them to talk back. Such a teacher is
teaching English all the time and in the most effective way.
I hope that in the near future we shall be able to supply such
work in every special English class in the city, but great care
should be taken in the selection of the teacher.

The largest number of non-English speaking children is in
the North End. The next largest number is in the West End,
while the city proper and East Boston have a comparatively

190 REPORTS OF ASSISTANT SUPERINTENDENTS.

large number. Most of the schools outside of these districts
have none, or from one to five. In March, 1913, the following
circular was sent to all schools having so-called ungraded
classes :

March 26, 1913.

To the Principals of Schools and Districts Having Ungraded Classes:

As probably you are aware, I have been asked to make a study of
ungraded classes. That has been one of my subjects for some years.
As a result of what seems to me the best information obtainable, I desire
to express the following opinion:

We are told that there is a distinct line between the feeble-minded
(Moron type) and the duU but normal child, which may not be passed over
by the former. The training, therefore, for him must look to fitting him "
for self-support through hahit in some one hne, as power cannot be acquired
which shall help him in other lines.

His education, therefore, will not be upward above the twelve-year
limit and may be represented by a horizontal line — .

The normal, but dull child, on the other hand, is capable of increasing
power, and power gained in one line strengthens him in other hnes. His
education, therefore, will be upward although slow, and may be represented
by a Une slanting upward more or less /.

The non-EngUsh speaking child may belong to either of these classes
or to the bright, normal type. The majority do belong to this third class.
The education of this class must, of course, be very different from either
of the preceding, while it must for a while differ also from that of the
normal English-speaking child.

His education may be represented by a vertical Une | .

As a matter of fact, we find aU of these types receiving the same treat-
ment in an ungraded class. It seems, therefore, to be wise and necessary
to divide the children in an ungraded class into proper groups:

The first group . . . The Moron group.

The second group The normal dullard.

The third group . . The non-English speaking group.

Of course, a careful separation of the Moron group from the normal
dullard can be done only by an expert, but the teacher in consultation
with the nurse and physician may approximate this separation and have
doubtful cases examined by Dr. Arthur C. Jelly.

The Moron group should include not only those of the Moron type but
also those below, such as idiotic and imbeciles. Eventually we hope that
this group will be cared for in special classes and in institutions.

The normal dullards may be segregated and be given some motor work,
or, if they are few in number, may be scattered among the normal children.

The non-EngUsh speaking group should be segregated in districts where
there are but few and receive special education.

WlU you kindly give attention to this matter in your district and endeavor
to give me as accurate an idea as possible in the near future of the relative
numbers in these various groups in your ungraded classes?

REPORTS OF ASSISTANT SUPERINTENDENTS. 191

The result showed that ninety-seven non-EngUsh speaki'ng
children were scattered through seventeen different districts.
The three schools having the largest number but having no
special English classes were the Dwight, FrankHn and the Rice.
We have taken the non-Enghsh speaking children from these
three ungraded classes and formed a special English class for
them in the Rice District. The remaining sixty-seven were
so scattered that there were hardly more than four or five in
any one district. Besides these there are some scattered cases
in schools where there are no ungraded classes and the non-
Enghsh speaking children are put into the regular grades and
pushed along as fast as may be, in some classes with excellent
success, and in other cases not so satisfactorily. To unite
them into one class would mean that they would be obliged to
use the street cars to a considerable extent, and it is question-
able whether, considering their age and inability to speak and
understand Enghsh, this is advisable.

There are at present in the city thirty-four special English
classes, distributed as follows:

Abraham Lincoln

Bowdoin

Eliot .

Hancock

PhUlips Brooks .

Quincy

Rice

3
1
5
8
1
2
1

Samuel Adams .
Theodore Lyman
Thomas Gardner
Ulysses S. Grant
Washington
Wells .

Wendell Phillips

1
1
1
1
2
3
4

There are ten such classes in the West End (in four different
districts), eight in the Hancock, five in the EKot, three in the
Abraham Lincoln, two in the Quincy, and one each in the
PhiUips Brooks, Rice, Samuel Adams, Theodore Lyman,
Thomas Gardner, and Ulysses S. Grant.

Of course the Eliot and Hancock Districts offer the best
opportunity to study the problem, and last year Miss Colleton
was asked to organize and grade the non-English speaking
children in the Hancock District. Under Miss Bigelow, Miss
Colleton made a very thorough investigation of the education
each child had received previous to coming to this country.
She divided all newcomers into steamer classes A and B, those
in Division A being girls who had completed at least the equiv-
alent of two grades in their own country, or those who showed
marked abihty upon entering steamer class B, and were
transferred.

192 REPORTS OF ASSISTANT SUPERINTENDENTS.

Steamer class B consisted of girls who had had no training
in their own schools and of those who were rather slow men-
tally. Girls who were beyond the steamer-class stage were
divided into classes 1, 2 and 3 of either A or B, class 1 cor-
responding in a language test to Grade I., class 2 to Grade II.,
class 3 to Grade III. Class A of either Grades I., II. or III.
comprises those who are quick mentally and are able to make
rapid progress; class B of either Grades I., II. or III. comprises
pupils who are slower mentally and who, therefore, necessarily
require longer time in covering the same ground. Pupils are
transferred to a higher class as soon as they are found to be
able to do the work. When they have completed Grades I.,
II., III., they are placed in a class corresponding to Grades IV.
and V. of the grammar school, but they do more intensive
work in the Enghsh language.

For those who are fourteen years of age, or nearly fourteen,
and desire to go to work at the earliest possible moment. Miss
Colleton established a class called the "employment class."
These pupils are given intensive work to prepare them to fulfill
the conditions required by law; that is, reading, writing and
spelling equivalent to the completion of fourth grade work.

The results of this school will be shown by the accompanying
statement :

District.

Number
Belonging
June 1.

Enrolled
During
the Year.

Advanced

During
the Year.

Advanced
June, 1914.

116

146

228

515

199

213

298

432

114

261

132

118

126

171

120

106

173

The whole result of Miss Colleton's work is not shown by
the foregoing statement. In graded classes naturally' much

REPORTS OF ASSISTANT SUPERINTENDENTS. 193

better work will be done since all the pupils in any one class
have about the same ability to grasp the English language.
There has been displayed in these classes a remarkable interest
and progress.

As in all other cases, the real progress depends upon the
personality of the individual teacher in charge of a class, which
emphasizes the need of putting into these classes only the very
best of teachers.

The Eliot and the Hancock Districts are the only ones
having these children in sufficient numbers to allow of such
grading, but, so far as possible, Miss Colleton's plan has been
introduced in some other districts. While in the Eliot District
they have not graded their classes upon the basis of previous
education, the teachers have constantly in mind the main idea
— to get them ready for a higher grade with the least possible
waste of time, but instead of promoting as fast as possible,
they have tried, and with excellent result, the method of having
a teacher keep her pupils for a longer period of time, and then
placing them in the various higher grades for which they
are fitted, so that the pupils pass from the non-English or
Special English Classes to a fourth or fifth or sixth, or even a
seventh grade, according to ability and previous education.

In the Wendell Phillips District, which formerly had seven
ungraded and special English classes, more or less mixed,
we have this year reorganized them, forming two special classes
from the number, two ungraded classes and three special
English. In this district the pupils go from the steamer class
to two higher special English classes where they are kept until
they are able to enter the grammar school classes. These
boys as a rule make rapid progress.

I believe that the plan of putting these children into classes
with the more Americanized children just as soon as they
have a sufficient knowledge of English to profit by the teaching
in those classes is the proper and democratic plan. To keep
them by themselves destroys ambition and accentuates their
national peculiarities.

It is a well-known fact that the education of the child
not infrequently causes a gulf between the child and parent. A
case came to my attention of a young couple who came to this
country but did not learn our language. Shortly after the first
child was born the father died and as the mother was obliged to
earn her living she was advised to put the child into a home.

194 REPORTS OF ASSISTANT SUPERINTENDENTS.

Struggling along, her one aim in life was to be so situated that
she could have her child with her again. After some years she
was able to make a little home and sent for the child. Her dis-
appointment was great when she found that they could not
understand each other at all, and the child's habits and tastes
were so different from hers that instead of giving her the joy
she had anticipated it gave her only misery. She was again
advised to return the child to the home from which she had
taken her and give up her hfe dream. She did so. If this
mother could have learned even a httle English the rest of
their Uves might have been entirely different. An interesting
experiment has been tried in one of our East Boston districts.
We heard last winter with great interest of the intense desire
of the Kentucky mountaineers to learn to read. May I quote
a letter from one of our own teachers which brings this problem
nearer home?

"As another school year approaches, may I caU your attention to the
new opportunity offered to the teachers of our district as revealed in the
experimental work of our mothers' meetings of last spring?

Realizing the efficiency of our continuation and night schools, it was
with some amazement, you remember, that we discovered that many
of our parents were unable to read the report of the Boston school com-
mittee when sent to their homes. Wishing to ascertain to just what extent
this illiteracy existed, we made a careful census of one of our graduating
classes. In a class of forty-two children, supposedly possessing eighty-
four fathers and mothers, we found only five out of the eighty-four who
could read EngHsh. This was the more surprising because one of the
best of the city's night schools is located only three blocks away. Further
investigation showed that none of the eighty-four had attended any night
school that year.

Why? was the question.

We by no means know all the reasons, but we think we have found
out a few that have kept our mothers from learning to read. In the first
place our mothers had not been to night school because its sessions are
held at the wrong time. What good mother, and for the most part ours
are good mothers, can get supper at six o'clock, put half a dozen babies to
bed, see that the girls and boys and husbands are kept off the streets,
and have any time left to attend a night school?

The second big cause that we believe keeps these mothers away from
possible opportunities of learning is their native timidity. There is
nothing on earth so timid as a middle-aged woman in a foreign environment.
Her husband and children, by the very nature of their life, have grown
away from her. Her babies, hard work and close confinement have all
made her stronger to endure than to dare, and she reahzes that somehow
in this race for a new country she is left behind, — but she does not know
how to get into running again. She knows that her sons and daughters

REPORTS OF ASSISTANT SUPERINTENDENTS. 195

are losing their interest in their homes. She knows that centers and
clubs are much more attractive to them. Her heart aches as she hears
Sarah and Tony talk in a foreign language of a world foreign to her. She
knows that for some strange reason her love and hard labor together have
not had the power to keep her children from being ashamed of their mother,
and this knowledge is tragedy to her.

But what she doesn't know, and what is ours to teach her, is that in the
public school there is the power to help her as well as her children — and
this is what we tried to show her in our work last spring.

Forty- two children were appealed to. In confidence, they all admitted
that they would give anything to have their mothers able to read. Their
own responsibility and opportunity were presented to them. They
were the ones upon whom their mothers had the greatest claim. If they
would bring their mothers for an hour a week to the schoolroom, between
the hours of two and five, the mothers should have their first lesson in
reading, and they themselves should be taught how to become pupil
teachers with the understanding that they pledged their mothers, and
that they were the ones to be responsible for the mothers knowing their
lesson the next week.

The children were enthusiastic. All promised to do their duty well,
and bring their mothers to school at the appointed time. The hour came,
but not a mother appeared! The children came the next morning shame-
facedly and discouraged. They had done their best, but the mothers
would not come!

ReaUzing that no work is truly great unless it furnishes both the power
and the impulse, we began over again, and ourselves visited the mothers
in their homes. Thirty-six mothers admitted that the one fear of their
lives was that their children and husbands would some day become ashamed
of them; but that they had not come to the school for two main reasons —
they had felt ashamed to, and they didn't believe they could learn to read
anyway!

The result of these calls was shown the next week when five mothers and
two babies appeared at the schoolroom doors, and the real work began.

Before school had closed we had ten sessions, a week apart, and on our
last afternoon twenty-one mothers were present. In all thirty different
mothers and grown-up sisters had attended, with a total attendance of
one hundred and twenty.

One woman of forty-five, whose children have already made good in
college, the first afternoon went home and cried, saying it was useless.
The chance had come too late, and she was too old to learn. She didn't
come again for three weeks, and then her two high school girls, after they
had visited us, took hold of the situation. The mother returned, and
where she had not knowTi a word when she came to us, at the close of the
term she read proudly in the Third Reader.

A mother came a distance of two miles, saying, "Are you the people
that will teach stupid ones to read?" She said she had always wanted
to learn to read, but until then she had never had a chance. She had
managed to get along until this last year, when her little deaf and dumb
boy had gone to school. He had learned to ^Tite, and it almost broke her
heart not to be able to talk hack to him through writing!

196 REPORTS OF ASSISTANT SUPERINTENDENTS.

One day we had three generations together learning to read, — a girl
of eighteen, a mother of fifty, and the grandmother.

Some came simply because their children coaxed them, and it was a rare
pleasure to be coaxed to go with their children anj^here.

Others came simply because the social element appealed to them.

We found five women who had not been in any but their own homes
for a period of from one to three years. Their social world was inhabited
by a husband and their ovm children, and they had hardly glimpsed beyond
its borders.

The first day we introduced two women to each other. In five minutes
they found they had come from the same province in Russia, and their
faces beamed as with a new-found joy.

And some came simply to find a friend.

Of course we realize that our experiment was a very little one launched
out into the great needs of East Boston, — but the results were unpro-
portionately large!

These few mothers' meetings solved other problems beside that of
illiterac5^

All disciplinary troubles of the schoolroom were over. No boy cared to
trouble his teacher if she were helping his mother, while vocational work
became imbued with new power.

The work was laborious. It was done by the regiilar teachers, weary
with a day's work. They got the extra school hour to devote to the
mothers bj^ doing school work at home, and then stayed two hours after
school, thus giving three hours of the hardest kind of intensive teaching,
merely for love of the work. We found personal, individual work alone
was worth while,, for little effective class work can be done with these
grown-up children.

Our first experiment is over, but another year is before us, and it is
because of this that I now write to you. Is there any way we can enter
more effectively into this work?

With all the willingness of then- hearts the regular teachers unaided can
not sufiicientl}' meet this new demand. Neither can an outside worker
get the best results.

What we teachers want, what we long for, is to have our regular work so
arranged by the help of an extra special assistant, or otherwise, that three
of us may have the whole of Wednesday afternoons free for this new work
— free to put in our whole strength, heart and soul, to make our school-
room a veritable ''House by the Side of the Road," where the mother
and big sisters of our children may find women that are friends to women .

Can you help us?"

I recommend that afternoon classes for mothers be formed
in each district where they are needed.

Respectfully submitted,

MAURICE P. WHITE,

Assistant Superintendent.

DEPARTMENT OF SCHOOL HYGIENE. 197

APPENDIX A.

REPORT OF DEPARTMENT OF SCHOOL HYGIENE.

I respectfully present the following report on the work of
the department of school hygiene for the year ending June
30, 1914:

Medical Inspection and School Nursing.

This branch of school hygiene continues to be administered
by two departments — medical inspection by the board of
health, school nursing by the education department. Con-
ferences were held between the representatives of these two
departments for the purpose of making this dual control
more effective. The board of health was requested to have
its inspectors complete, early in the year, the examinations
of pupils, as required by chapter 502 of the Acts of 1906. This
method will give to the school nurses the findings of the medical
inspectors at a time when a more efficient ''follow-up" work
is possible. Secondly, it will reduce greatly the interference
with class-room work now extended over many months, and
finally, it will leave the medical inspector free to devote a
greater portion of his daily visit at the school to problems of
sanitation, room temperature, seating, lighting, etc., as well
as to problems of mental efficiency, juvenile delinquency and
moral perversion, all problems of the greatest medical-educa-
tional importance.

It is becoming more evident each year that the present
method of medical inspection in the schools will have to be
revised. The schools are not the foci of infection they were
once thought to be. The great bulk of the annual examination
of pupils, as now required by law, is a needless repetition of
examining normal, healthy pupils. The amount of time taken
from class-room work for these examinations is considerable.
The interference with the regular school work is very great.
The plan, which would accomplish all the purposes of the statute
without any of its shortcomings, would be to thoroughly

198

APPENDIX A.

examine each new pupil, in the presence of the parent, at the
time of entrance into school life, and to make a re-examination
at the end of the third, fifth and eighth year of school life. All
pupils found defective at any examination should be followed
up " by the school nurse and re-examined by the school physician
regularly until a cure is effected. All pupils absent on account
of a communicable disease should be thoroughly examined
before readmission into the regular classes. Such a physical
record of each child would be of the greatest value in solving
the problem of future vocational or industrial possibilities of
many pupils.

The school nurse is the link between medical inspection or
examination and the cure for defects found by such examination.
Less than 25 per cent of parents act on the written notice sent
to the home. It has required more than 25,000 home visits
by the school nurses each year to accomplish the results set
forth in this report. The great majority of parents want to
do the right thing for the child. Many do not know what to
do. Very many are not able to secure medical and surgical
remedies. The policy of the department of school hygiene
in insisting that parents secure the necessary medical and
surgical treatment for the children has been followed this year.
Notwithstanding this fact, however, the nurses have found
it necessary to apply, in the schools, simple treatment advised
by the medical inspectors. The great work of the nursing
corps has been the educating and persuading of parents to
secure proper remedies for defects found among school children
and carrying into the homes lessons in hygiene.

The following is a summary of the routine work done by
the nurses during the year :

Home visits 27,412

Talks on hygiene 10,287

Number of pupils referred to nurses by physicians and teachers, 23,081

Number of pupils inspected for uncleanliness .... 107,405

Consultations with teachers 56,121

Consultations with pupils 67,859

Tonsils removed 285

Adenoids removed 267

Adenoid operations since the beginning of the work in* 1907 . . 12,206

Escorted to Clinics.

Treated at clinics (ear, eye, nose, throat, skin) .... 9,088

Treated by famUy physician 1,395

DEPARTMENT OF SCHOOL HYGIENE. 199

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200

APPENDIX A.

Hearing and Vision.
Vision of pupils retested by nurses .
Vision corrected during 1913-14
Total vision corrected since 1907
Percentage of defective vision in 1907
Percentage of defective vision in 1914
Hearing corrected during 1913-14 .
Total hearing corrected since 1907 .
Percentage of defective hearing in 1907 .
Percentage of defective hearing in 1914 .
Glasses obtained during 1913-14

Dental Work.

During the year the nurses secured correction of dental
defects for 23,250 pupils. Of this number, 15,565 were treated
by family dentists and 7,685 at infirmaries.

The Forsyth Dental Infirmary, which was opened in Sep-
tember, 1914, offers an opportunity for securing dental cor-
rection for approximately 50,000 pupils each year.

Cardiac Diseases.
Each of the 1,997 pupils, judged by the medical inspectors
to have cardiac disease, was "followed up" by the school
nurse so that parents and teachers might have a definite knowl-
edge of the physical condition of each pupil. The result of
this "follow up" work was that 1,064 children were found to
have organic heart disease, 933 functional heart disease.
Of this number, 793 were placed imder treatment by family
physicians, 419 were placed under treatment at hospitals,
and 693 were judged by physicians not to need further care.
Each child affected with heart disease received special considera-
tion in the work in the class room and on the playgrounds.

Tuberculosis.

The board of health has on record 7,000 cases of tuber-
culosis. These 7,000 cases are located in 1,340 families;
these families include 3,121 children. Each child was carefully
examined by the family physician or at one of the hospitals,
with the result that 304 were pronounced positively tuber-
culous. Fifty-five of these children are in either the Mattapan
Hospital or in the Holy Ghost Hospital. None is in the public
schools. Five hundred twenty-five children, living in tuber-
culous families, are in fifteen open-air classes in the public
schools.

9,056
2,203
22,320
31.50
12.36

154
4,170
8.15

2.7
1,037

DEPAKTMENT OF SCHOOL HYGIENE. 201

Fresh Air Rooms.
Besides the fifteen open-air classes for the especially selected
debilitated children, the school committee has made an effort
to have every class room an open-air room. Legislation bearing
upon the temperature and regulation of windows has been
carefully observed. Among 1,065 different class rooms visited
during February, March and April, 1,004 had open windows.
Nine hundred forty-seven had a temperature between 60 and 70
degrees Fahrenheit. Six hundred eleven had a temperature of
64 to 68 degrees, inclusive.

Special Work.

Besides assisting the school physicians with physical examina-
tions daily and doing the routine work resulting from medical
inspection, the school nurses have especially cared for 525 pupils
in open-air classes. Each one of these pupils is weighed and
measured four times during the year. Instructions are given
to the parents concerning proper food, adequate sleep and the
effect of fatigue on these pupils.

The school nurses have also carried on monthly weighing
and measuriag of all children eight years of age, the object of
this work being to establish a monthly norm for the height and
weight of children at various ages. This work was begim in
1910 with the pupils then five years of age and is to be con-
tinued until a norm for pupils eighteen years of age is
established.

The amount of social work done by the nurses each year
cannot be stated in figures. This work consists of furnishing
food, clothing and eyeglasses for needy pupils, vacations in
the country for debilitated pupils, Christmas dinners for needy
families, besides acting in close cooperation with the various
hospitals and charitable societies in securing employment for
parents and relief for the dependent.

Athletics, Military Drill and Physical Education.

The evolution in the control of school athletics by the school
committee, begun in 1907, is now fully completed. All ath-
letics are now in charge of regular teachers in the elementary
schools and in high schools.

The course in physical education for high school boys and
girls includes athletics and military drill for boys and regular

202

APPENDIX A.

gymnastic work twice weekly for girls. This work is com-
pulsory and carries with it two points toward a diploma each
year.

Playgrounds.

The plan to make playgroimds an integral part of education
is now firmly established in Boston. The pupils in the Normal
School are given instruction in games, plays and dances and,
during the playground season, are appointed as teachers in the
various playgrounds, where the same games and dances are
carried out daily. This makes the playgrounds a working
laboratory in the study of child life, an advantage of inestimable
value to the pupil-teachers in their future work in class rooms.
The average daily attendance on the playgrounds during the
summer is about 15,000. Weekly meetings of the playground
teachers are held for the purpose of developing new games and
dances.

Posture and Carriage.
The plan inaugurated two years ago of having special teachers
of physical education in high schools make weekly visits to
the elementary schools has done much to emphasize proper
posture and good carriage among pupils in the elementary
schools. In the high schools, 50 per cent of the annual marking
for physical education and for military drill is credited to
posture and carriage. The weekly visits of these special
teachers has done much to articulate the work in the elementary
schools with that in the high schools.

Health of Teachers.
The requirement of the board of superintendents that each
candidate for the Normal School shall be personally examined
by the director of school hygiene has raised markedly the
physical type of these candidates. The annual examination
of all candidates for the Normal School begins at the end of
the pupils' second year in high school. This examination is
made in the presence of the parent and offers an opportunity
for advice and direction on hygiene and health matters not
otherwise possible. Many minor physical defects are thus
remedied which might otherwise, if left unnoticed, seriously
handicap, if not defeat, the candidate later in her teaching
career.

DEPARTMENT OF SCHOOL HYGIENE. 203

Health Instruction.
The director of school hygiene has addressed personally,
during the year, many of the associations of parents as well as
groupings of pupils in the various schools. This has offered
an exceptionally good avenue for carrying into the home
instruction on health matters affecting school conditions and
home environment, and has done much to extend simple lessons
in preventive medicine into the homes. It has served as a
means of stimulating many parents toward securing correction
of defects in vision and hearing as well as of other physical
defects pointed out by the medical inspectors. The depart-
ment of school hygiene has been offered the cooperation of
a corps of prominent physicians, which has volunteered to take
up this work of public instruction in hygiene and preventive
medicine.

Respectfully,

THOMAS F. HARRINGTON,

Director of School Hygiene.

204

APPENDIX B.

OUT OF THE ORDINARY FEATURES IN THE
PUBLIC SCHOOLS.

The principals of schools were notified to report upon the features in
their schools which are out of the ordinary. About thirty have done so.
It is impossible to include their entire reports in this volume as the amount
would make a volume the size of t lis, but extracts have been made from
each school which reported and are given here in such detail as space
permits.

PUBLIC LATIN SCHOOL.

In September, 1911, one of our junior masters instituted in his own
room a plan of school management which has gradually been extended
to the most of the rooms of the school. The pupils of each room elect a
president, vice-president and secretary, who hold office for three school
months and are ineligible for immediate re-election. These, with two
others elected at the same time, serve as a committee to which are referred
all questions of discipline applying to the pupils of that room. This
committee as a general rule acts only upon matters brought to its atten-
tion by the room master or by other pupils, but it may nevertheless
institute action without such appeal. When a case of discipline comes
before the committee the pupil or pupils concerned are heard and the case
is carefully considered, with the welfare of the whole school and the good
of the individual (in that order) kept uppermost in mind. A judgment
is then rendered by formal vote of the committee and submitted to the
room master, who exercises the right of modification or of veto if such
action seems good to him. This right he rarely needs to use except in the
way of softening the rigors of the committee's recommendations.

It has been entirely optional with each room master whether or not he
should discontinue the system after having given it a fair trial. It is
generally agreed that the scheme has not worked well in the younger
classes and has become increasingly successful as the age of the pupils
advanced. While the masters have given to the experiment a faithful
and responsive interest it will take some time to determine whether the
plan can be fully successful and can be hardened into that most compelling
force in the student public opinion — ■ a school tradition.

It is unanimously the sense of our masters that student self-government
represents an ideal method of assuring the highest type of school spirit
and of individual self-control, and we are hoping and expecting to see it
brought to a high degree of efficiency in the Latin School.

OUT OF THE ORDINARY FEATURES.

205

This report is merely one of progress and I shall be glad to supplement
it by a more complete and definite statement at the end of the next
academic year.

CHARLESTOWN HIGH SCHOOL.
The Girls' Forum.
We have an organization of all the girls in the school called the Girls'
Forum. One teacher is its adviser and all teachers are welcome at its
meetings, which are held whenever anything that concerns all the girls
in the school needs their attention. They have charge of the recreation
occasions and the lunch period, have made a very successful reform in
the filing, and their spirit in the work is becoming an asset to be counted
upon in the school.

The History Work.

The history classes in the Charlestown High School are conducted in
the form of town meetings. The object of t lis plan is to accustom the
pupils to the methods that are found expedient in business, political and
social affairs. They elect their chairman and secretary and carry on the
work in large or in small groups as it is planned by them with the assist-
ance of the teacher when necessary. They learn to take the responsibility
for their own work, to give it voluntarily, and to work with and in con-
sideration for others.

In a commercial history class when markets were being studied,
our city markets and other kinds of business were visited by groups of
pupils. While these visits were being reported and discussed, one senior
class boy asserted emphatically that it is impossible to do business hon-
estly nowadays and succeed. No school room argument was strong
enough to convince him, and he was advised to write to one of the most
prominent business men in Boston and ask for an interview to discuss the
question. The head master wrote also and an interview was granted.
The boy came back with exactly the opposite point of view and talked
to the class for an hour about what he and the two other boys who went
with him had seen and learned. No lesson of any kind could have been
more important to that boy at just this period of his career when he him-
self was going out into the world.

Report on Work with First-year Pupils.
One of the teachers was assigned in March, 1914, to make personal
investigation into the cause of every one of the failures in the first-year
class.

All of the bad failures were caused by the lack of power to deal with
the grammar school subjects. Lack of study and of attention to work
apparently did not cause a large number of failures unless accompanied by
this weakness of preparation or ability at the outset. Small classes were
formed of these failing pupils in which individual defects could be corrected
by individual work. In these classes the effort was to supplement the
regular class instruction, which the pupil still continued, by additional
explanation and, if necessary, drill on points that were not clear to individual
pupils. Of the forty pupils who worked in this way, twentj'-four passed
in one or both of the subjects taken as extra work in these pick-up classes.

206

APPENDIX B.

EAST BOSTON HIGH SCHOOL.
Records of Character.

In making up the annual records at the end of the year, teachers were
asked to make a characterization of their home room pupils and to place
this in its appropriate column — there being one for each year — on the
back of the permanent record, thus giving the personal record of the pupil
for his entire course, as he goes on. This will indicate the growth in
character in the development of the pupils, and will emphasize what I
hold to be the chief work of the teacher — careful guidance and training
in, probably, the most important four years of the pupil's life.

Certain qualities, as "truthfulness," "obedience," "punctuahty," etc.,
are asked for, but teachers were asked not simply to answer these but to
add "remarks" stating peculiar or individual traits of character. Teachers
have shown a commendable carefulness in dealing with frailties and on
the other hand, they have dealt truthfully with the facts. In other words
I have, as a matter of record, evidence of the superb work of the best
teachers in studying their pupils as well as hearing recitations from them.

ENGLISH HIGH SCHOOL.

As an indication of the assistance which may be obtained from parents,
the following instances may be worth consideration.

At the beginning of the present year 55 of the lowest grade scholars of
the school were not allowed to return to school until written statements
had been received from their parents stating that they would withdraw
the boys from school unless they showed decided improvement. Forty-five
of these boys showed immediate and decided improvement, and some of
them bid fair to become promising scholars; the other ten were evidently
unable to do the work.

In the entering class after the November reports were available, a com-
parison of the scholarship of students by rooms was made. A teacher in
charge of one room, which ranked the fourteenth among the nineteen rooms,
interviewed the parents of each delinquent in his room. After the January
reports were made that room ranked third among the nineteen, and showed
an average improvement of 33 per cent in scholarship.

A sketch of this the oldest American general high school is of interest.

The English High School, established in 1821, is the oldest general (not
preparatory) public high school in the country. The school numbers 2,200
students. Possibly one-third of the graduates of the school continue their
studies beyond the high school. It is a boys' school and the teachers
are men. Each boy has a special program to meet his needs, and no pupil
for program reasons is ever refused a subject which he desires and is quali-
fied to take. Promotions are by subject, and after the first year there are
no class distinctions.

There are no courses in the school. Pupils preparing for higher insti-
tutions select such subjects as those institutions require. Pupils who do
not intend to continue their studies select such subjects as they prefer, and
these two classes of pupils elect many subjects in common.

In addition to the marks given for recitations, each pupil is marked
twice each year by all his teachers as to his general characteristics under the

OUT OF THE ORDINARY FEATURES.

207

following headings : Reliability — Initiative — Accuracy — Appearance —
Manner — Cooperation. These marks are collected on catalog cards and
serve as a basis for recommendations and selection of pupils for business
opportunities. This work is in charge of two vocational counselors who
assist in placing boys in desirable occupations.

Although it was designed to train boys who did not intend to continue
their education beyond the high school, it has become one of the largest
preparatory schools in the country. It is among the first six public schools
in the country in the number of pupils it sends to Harvard, and it sends to
Massachusetts Institute of Technology a still larger number.

In this connection it is proper to say that no attempt is made to obtain
proficiency in passing examinations. There is no drill on entrance exami-
nation papers, and formal examinations are not required for promotion.
With a very few exceptions, the preparatory pupils are not separated from
the non-preparatory. Subjects are taught without reference to college
requirements, and all pupils receive the same instruction without regard
to the use to which the knowledge gained is to be put.

Special effort is made to have all subjects so well taught that students
who continue their studies beyond the high schools may be able to do good
work in the higher institutions, and not consider passing entrance exami-
nations the ultimate goal. The result is that our graduates always receive
higher marks for work in college than for their entrance examinations.
By the last statistics at hand 92 per cent of the English High School stu-
dents in the freshman class at Harvard were on the rank list, and the
number on the honor list of the graduating class is unequalled by any other
preparatory school except Exeter.

HYDE PARK HIGH SCHOOL.
Cooperative Shop Course.
The plan is to combine school and shop in such a way that the boys
may receive a practical education that will give them a sure Hving. At
graduation it is expected that all can find work in local shops, and some,
we hope, will become prominent in industrial lines. Our desire is to train
for skilled workmen for all Hyde Park industries.

Shop Work and School Problem.

In the shop work the boys receive apprentice wages. At the high
school they have drafting, shop mathematics, science and English presented
to them by experienced teachers who use shop terms and expressions.

Though there is a great scarcity of work, all our boys who are required
to work in shops are placed, except one who insists on the building trade,
which is very quiet. That the standard of our boys' workmanship is
above that of the regular apprentice is most gratifying to us.

The instructor has visited the shops often, meeting the general manager,
superintendent, foreman and also those at the machine or bench. Organ-
ized labor and capital both seem friendly to the problem.

Shops and Placement.
The following is a list of the shops which are cooperating:
American Tool and Machine Company; B. F. Sturtevant Company;
New York, New Haven & Hartford Railroad Shops; Becker Milling

208

APPENDIX B.

Machine Company; John T. Robinson Company; Lenox Motor Com-
pany; The Stafford (Loom) Company; C. F. Brewster, builder; John
Eliot, builder; McGregor, upholsterer.

Needs.

A feature to be regretted is that while the instructor has had 11. and III.
year boys in drafting, he has not had them in shop work at the school.
For greater efficiency, it is important that each pupil should have a chance
to bring his individual shop problem back to school for solution.

In the future much is expected from our Advisory Committee. It is
hoped that definite cooperation will be secured by this committee on
such questions as: (1) program of work; (2) pay and promotion;
(3) credit by one shop for work done in another; (4) the most prac-
tical cultural work; (5) report on the question of more room and
instruction in this high school.

The instructor understands that the Sturtevant Company would con-
sider fitting up a department — as at Beverly — if it were advisable,
and that they hope to be able to take the major part of the boys in the
future. Others are willing to do all in their power to help us.

An entering class of thirty-five leads us to expect at least as many next
year, and even now there is a strong demand for more room and more
instruction. This year, because of the crowded conditions, the instructor
is teaching only half time in the workshop as the rest is given to drafting.
Because of this limitation, only I.-year boys are allowed to take shop work
though many upper-class pupils are demanding it.

ABRAHAM LINCOLN DISTRICT.
Our aim has been to instill correct habits of study, inculcate good man-
ners, and establish high ideals of duty.

BIGELOW SCHOOL.
Class Room Activities.

An all-boys eighth grade was divided into four groups of as nearly equal
strength as possible. The teacher, assuming all the prerogatives of a head
coach, appointed as captains of the teams the four boys whom observation
had shown to be the natural leaders in the class.

The four captains and the coach constituted a committee on rules to
regulate contests in attendance, deportment, gentlemanly appearance,
saving for the school bank, and in arithmetic, spelling and writing.

The goal to be striven for in attendance was freedom from absent or
tardy marks. It was decided that good conduct should have regard for
neatness in his surroundings and that it was all right to score for untidy
floor or desk. In the matter of saving for the school bank it was thought
best to give opportunity every day to deposit.

In spelling the point was to see which team could excell in daily lessons
or spelling matches. Volunteer work in arithmetic in "before school"
examples counted for a team, while the securing of buttons in writing made
a natural contest that could be easily scored for. Scoring was done by
means of the point system, the highest team in any contest receiving four

OUT OF THE ORDINARY FEATURES.

209

points, the second three, the third two, and the fourth one, the score being
cumulative for a week, a fresh start being made each Monday morning.

A league standing was kept from week to week, the point being to see
which team would win the greatest number of "games" during the year,
but the supreme test of the efficiency of a captain and his team would be
the number of his team to receive diplomas. So evenly matched were the
teams and so efficient were the captains that when twenty-four games
(weeks of work) had been played the standings of the team were the same.

It had not been intended to play any more games in school, for the
out-of-door season had begun, and the greatest enthusiasm was manifesting
itself to follow the coach to the baseball field and the track. The boys,
however, voted to have another contest to break the tie and settle the
question of supremacy.

Someone has said that work which a man enjoys is not work for him
but play. These boys played all year, but they never worked harder in
their lives, and without the fatigue that would come if they thought they
were being set tasks to do. Under ordinary conditions the class would
have been below the average, but instead, when final examinations came,
the average per cent was easily 10 per cent higher than attained by former
classes in the same room. The attendance during the year was more nearly
perfect than ever before. Cleanliness and a proper regard for appearance
become a matter of course. Instead of being ashamed to come to school
well dressed, boys were ashamed to come with torn or soiled clothing or
untidy appearance.

"Discipline" was hardly thought of. The boys took care of themselves.
Each captain took upon himself the duty of watching over his men to see
that they kept themselves busy and out of mischief. ,

In the matter of saving for the school bank, results were very pleasing.
During the year the room deposited over $500, nearly half of which was
placed on deposit in the Home Savings Bank. This sum was unpre-
cedented in the district, if not in the city.

Results in writing and arithmetic were most satisfactory, but the work
in spelling was remarkable. From a daily average of about 68 per cent
the class went up steadily until they reached an average of 95 per cent,
never dropping less than 92 per cent and going as high as 99 per cent.
There were only ten or twelve natural good spellers in the class, so that
the above represents hard work on the part of the boys.

The boys took a great pride in their team work, eagerly talked about
it to visitors, and developed a splendid class spirit that influenced then-
entire work and conduct. They were quick to see that whatever advanced
the best interests of the team reacted upon the individual, and the boys
who had formerly been careless and indifferent developed a self-reUance
and self-respect that must largely influence their future.

BUNKER HILL SCHOOL.
An attempt to improve the oral reading throughout the district has been
made. A series of lessons dealing with the speaking voice, articulation,
inflection and expressional reading was given the teachers of the school
by Miss Gertrude McQuesten of the Emerson College of Oratory. Miss

210

APPENDIX B.

McQuesten so aroused the interest of the teachers that they have wrought
a noticeable improvement in the children in these directions.

Spoken English has been treated this year in a manner almost new in
our district. The work has included oral description, experience, exposi-
tion, anecdote and simple argumentation. In these class exercises the
oral compositions, delivered by the individual pupils to their classmates,
have been criticised and discussed as to content; good points and also
errors have been noted by members of the class and by the teacher. No
pupil has been excused, and the result has been that faltering efforts have
developed into power to do satisfactory oral work.

In geography the eighth grade has obtained much practical information
by visiting factories, docks, markets and places of commercial interest.

DILLAWAY SCHOOL.

The pre vocational class was opened in September, 1913, with thirty-two
girls, mainly representing Grade VI., and the work was varied to suit the
proficiency of the individual. Several of the pupils had been obliged to
return to school under the recent Child Labor law and had neither fond-
ness for work nor aptitude for anything academic. But an infinite variety
of hand work, the fascination of skillfully running a sewing machine, the
joy of painting the woodwork of the Dillaway Annex, and the intense
pleasure of wielding the wide putty knife in taking paper off the walls
conquered even the most hopeless. There is a fascinating power which
comes from doing the rougher tasks which go to make an untidy suite
habitable, and this power, when acquired, gave these girls a conscious
strength which they had never known.

The violin class, organized in 1912, composed of pupils from Grade VI.,
has been continued, and as a result seven girls who entered Grade VIII.
in September have had some training in the use of the violin and we hope
that they will be abl© to add much to our music another year. We have
organized another class again, taking pupils from Grade VI.

The fourth year of our organized recess has again proved its value.
Many new games were added to the list and were enthusiastically carried
out.

Our interest in geography has been much stimulated by the possession
of 600 new slides. A regular program for their use in the different grades
bas made their value a systematic addition to the course of study.

DWIGHT DISTRICT.
There are six special classes authorized in the Frances E. Willard School.
The separation of the older children from the younger, the separation of
the sexes in the older group, the teachers working according to their
special aptitudes, the grouping of those of the lower grade of development,
begun in the special classes already instituted, have effectually shown the
great advantages of such centralization.

Flower Garden.
The transformation of a dumping ground into a beautiful garden
by the janitor has been a source of help, joy and pride to the whole
neighborhood.

OUT OF THE ORDINARY FEATURES.

211

Manual Training.
In addition to the regular course in manual training, some of the boys
have given their attention to the practical work of concreting the filing
lines in the yards.

Placement Bureau.
The school is very fortunate in having the intelligent placement and
wise follow-up work of the placement bureau.

"Creed" Recited Weekly in the Assembly Hall.
"I ought to:

Reverence God.

Honor father, mother and the state.

Speak the truth at all times.

Deal justly with both friend and foe.

Be large-hearted and kind to inferiors.

Be courteous and obliging to equals.

Help the needy.

Protect the weak.

Respect and venerate women.

Neither be a coward, nor a bully, nor a shirk.

Honor the brave.

Revere the aged.

Revere that which is worthy. "

Pledge Recited Weekly in the Assembly Hall.
"I am but one. I cannot do everything. I can do something. What
I can do I will do for the honor of my home, my school, my city, my state,
my nation."

ELIHU GREENWOOD SCHOOL.
Our School Garden.

The school garden of the Greenwood School consists of two lots of
land on opposite sides of Lexington avenue, near Westminster street.
The Grade VIII. garden consists of about an acre and a half; the Grade
VIL garden of about three-quarters of an acre.

Each grade is divided into four teams. Each team has a captain. The
captains are chosen for their supposed quaUties of leadership, and retain
their positions only so long as they are able to lead successfully in a con-
test which requires the ablest of boys.

The pupils who work in the garden are permitted to take the time allowed
for nature study in the school course for garden work. The pupils of
Grade VIII. have not used that time at all, but get time in another way.
Mr. Starratt, our teacher, has permitted our class to begin school work
at half past eight o'clock, instead of at nine, and those pupils who are
in their seats when he begins work are allowed to go into the garden at
ten, and work till ten minutes of eleven. While we are in the garden we
learn quite as much as we would if we were in the school room, and we
get the advantage of a break in our seat work, and the forenoon seems
shorter though we really put in a haK hour more work than the required
time. I

212

APPENDIX B.

Our garden gives mucli else than an opportunity to leam more. E very-
pupil who goes out finds that digging in the ground brings better health.
Most of them declare that they are much stronger than they were before
they began. We can have much fun trying to beat the other crews.
The recreation in the open air makes us feel more like working than we
would if we spent the whole time in the room. Some of the pupils work
after school until it is dark, and many of us put in several hours on
Saturday.

We get some training in engineering, too. We dug nearly two hundred
post holes. The posts had to be put up in straight lines, not an easy task.
They had to be put in firm, or Mr. Starratt would pull them out, and we
had to begin again, and that put us behind the other teams. We have to
draw plans of the garden to scale, and calculate and plot off the parts our
teams have to work. This had to be done accurately, or we had to measure
and do our work again. Each pupil had to do all this work. We measiu-ed
so badly at first that no two sets of measurements were alike. Such work
leads to accuracy, a thing our desk work never gives us. We have to cal-
culate the area of our beds, and we learned surface measure as we never
understood it before.

We put up 1,200 feet of woven wire fence, and we stretched more than a
mile of wire fence. This was great fun, for it was like a tug-of-war con-
test. The girls and the boys pulled each wire until it was tight enough to
be fastened up.

We learn a great deal about agriculture. We plant seeds, watch them
grow, and leam the values of fertihzers. Of course, after we raise crops
we must sell them. As we sell on commission the best seller makes the
most money. Those who do best at this now are probably to be our suc-
cessful merchants later. Selling so large a crop compels us all to keep
careful accounts. Our bookkeepers leam a great deal. When we sold
our potatoes last fall our accounts did not come out right. It took us
several days to find our error.

Business and friendly letters are a part of the writing we had to do. We
had to write to the owners of the land to get permission to make the garden.
W^e sent small bags of potatoes to the members of the school committee
and others who had helped us, and we sent friendly letters with them.
Lately we received letters from most of these, expressing their apprecia-
tion, and from the notes we learned how older persons write letters, too.

Not the least important of the many things we shall leam from our
garden is an appreciation of the beautiful. We plan to have one of the
most beautiful flower gardens in the United States if all goes well. In the
Grade VIII. garden we plan to cover the whole 1,200 feet of fence with
scarlet runner beans. The rich, dark foliage of these plants, with their
bright blossoms, will be prettier than any fence could be. And the beans
wiU sell well, besides. Inside the beans we plan to plant six rows of sweet
peas, making more than a mile of these lovely plants. Inside the peas we
shall have a bed 2 feet wide, containing more than forty kinds of flowering
plants, next to a 3-foot walk around the entire lot. Then a plot 75 feet
wide and 330 feet long will be planted with fourteen kinds of marketable
vegetables, and we shall have more than half an acre for potatoes. The
whole must make a very attractive piece of ground.

OUT OF THE ORDINARY FEATURES.

213

We have dug under and sunk more than a dozen large boulders. Large
holes were dug and in these we have buried below the reach of the plow
about fifty tons of small stones. We sometimes have more than a hundred
children carrying small rocks to these holes. In twenty minutes we can
pick up more stones than a man could in four days. Our four crews alone
can do nearly as much work in an hour as a man could do in a week. One
of the boulders in the field is too large to be sunk. We are planning to
build a house on this. The entire class must draw the elevations and
plans of the house we shall decide to build. The boys will make this
house and the girls will make the curtains and fancy furnishings, including
the dresses and hats for the people we shall put into it. It is to be an
up-to-date house with electric lighting and all modem improvements.
Most of us had never thought of a house in this way before.

We hope to give steady employment during the summer months to eight
or ten boys and girls who need work during vacation. We can pay these
reasonable wages, and this will be a better place to spend our summer
than a store would be. If our plan were applied to a 50-acre farm we could
give work to 200 boys and girls at a very small cost. Could it not be
brought about if we went about it?

Our compositions and our letters are our very own. Mr. Starratt gives
us hints occasionally, and he corrects our work and allows us to re-write
the compositions twice after he had marked them. We are allowed to
read, and hear read, as many other compositions as we please; but he
prints them as we have them, and he corrects them with the whole class.
We have to be very careful.

{Extracts from composition by Helen MacNaught, Grade VIII., Greenwood.)

FRANCIS PARKMAN SCHOOL.
Special Work for First Grade Delinquents.
In January this year we found some twelve children in the two first
grades who were far behind their classes. We made a special division
of them and gave them a new start entirely by themselves. The division
was enlarged in the spring by children coming into the district who were
not quite up to grade. These also were helped by the special work. All
but two will be enabled to make the grade, due to the individual attention.

Practice Lessons in Government.

The study of civil government has been pursued this year by the organi-
zation of the "Class of 1914" into the Francis Parkman Civic Union for
the conduct of the various school activities and for the practice of par-
liamentary procedure.

One period of forty-five minutes per week throughout the year has
been given to it with increasing interest. They have learned to report
the meetings, to write and to put motions, to debate upon bills current
in our Legislature, to nominate officers and to conduct elections.

The union has established several standing committees. The "Clean
Premises Board" maintained a corps of voluntary workers; the "Anti-
Cigarette Commission" managed a league of pledge takers and the "Band
of Mercy Board" enrolled hundreds of children interested in kindness to
animals.

214

APPENDIX B.

FRANKLIN SCHOOL.
1. Home Keeping.

Our general purpose is to have the girls exemplify at home the training
which they receive at school.

In carrying out this plan the first floor at 1 Hanson street has been
added to our previous accommodations for cookery. With the excep-
tion of the furniture, which was provided by the schoolhouse commission,
these rooms have been furnished by the pupils and their parents.

By the cooperation of the South Bay Union and Lincoln House with
the teachers the mothers of eighty-five eighth grade pupils have each
received a friendly, sympathetic visit, during which the purpose of our
schoolhouse was talked over informally with the aim of winning the
interest of each one and of securing the cooperation of all in having the
girls practice at home what they have been taught at school.

2. Meeting the Needs of Individual Pupils.
To meet the ever present problem of the needs of individual pupils the
following plan was proposed to teachers and has been tried during the
past year:

1. In making out the weekly program for the year deduct a few
minutes from the prescribed time of each subject, — ■ totaling fifteen
minutes for each day — and thus shorten the afternoon session to one
hour and forty-five minutes.

2. At the close of the shortened session the one-half to three-fourths
of each class who have done the most satisfactory work will be dismissed.

3. Not more than one-haK nor less than one-fourth of each class will
remain one-haK hour to do the work and to receive the individual help
most needed.

Being relieved of a large part of the class each teacher can use this
specified half -hour for the benefit of:

1. Those who have lost work because of absence or dismissal.

2. Those who have individual difficulties or who are "slow" and need
extra practice to do the work essential for progress.

I know of no plan which has more effectively emphasized the need of
such work or has been as successful in partially solving the problem.

FROTHINGHAM DISTRICT.
The regularity of attendance in this school is continually improving
and now bears the banner record of 95 per cent. Truancy has been
reduced almost to a minimum, only six cases in the year. There is a
reason for this: The children are happy and interested in their work.
We have hall exercises almost every Monday morning. We fittingly
celebrate every patriotic occasion. We select for the programs pupils
from every grade whenever it is possible. Sometimes the talented mem-
bers of the teaching corps participate, to the great delight of the children.
A large phonograph plays in the corridors during recess and at dismissals.
A stereopticon lantern with reflectoscope has this year been installed in
the hall, and with borrowed slides and hundreds of postcards gathered by

OUT OF THE ORDINARY FEATURES. 215

the master in American and European travels the pupils are both instructed

and entertained. The pupils entertain their parents at some meetings of
the home and school association, and once a year a public demonstration
of actual class room work is given in the hall by classes representing
Grades III. to VIII., inclusive.

We have worked to the end that each child may enjoy his inahenable
right to be happy.

Chiefly through the long continued efforts of my sub-master we have
been sending yearly a larger percentage of graduates to the day high
schools. This year, as a result of repeated interviews with parents, we
have received signed intentions of attending a day high school from every
member of our graduating class of 94.

GILBERT STUART DISTRICT.
The most extended report upon pupil participation in school govern-
ment came from the Gilbert Stuart District. It contains a description
of "The Washington Club and School Council," with printed forms,
constitution, badges, and the modifications that have been made after
four years of use. The report is too extended to be inserted here, but is
preserved for any who desire to organize a school upon a community
basis.

Use of School Hall.
On alternate Friday mornings from 11 to 12 o'clock a carefully prepared
program is rendered in addition to lectures, stereopticon views and general
exercises. Seven pageants have been given by the different grades:
Nature Day, a charming nature pageant; Thanksgiving and the Pilgrims,
a pageant with historical costumes and stereopticons; Christmas, the
Frost King; a Spring Flower Pageant with folk dances; the Pied Piper
of Hamelin with songs and dances; a Japanese Pageant and Mother
Goose Pageant.

Debating Club.

A social and debating club was organized in March, 1914. After much
interesting and spirited discussion the members voted that the club
motto should be "Work Together," and that each member wear a simple
club pin, enameled in Dorchester's colors, red and black, appropriately
lettered.

Then came the drafting of the constitution, which gave much opportu-
nity for debate. In this discussion children who ordinarily would have
kept in the background found themselves, possfely to their own amaze-
ment, in possession of the floor, arguing excitedly for or against some bit
of proposed legislation. Thus, much oral English work was accompUshed.
Afterward, reports of the debates were made by the pupils and constituted
largely our work in written composition for three or four weeks.

After the constitution had been accepted and the election of officers had
taken place the club was ready for its first regular meeting. These have
continued once a week. The debates have been on current topics. At
the closing meeting of the j^ear there were two contests, a history contest
in which the eight leaders in that subject competed for honors, and a
story-telling contest in which two boys and two girls took part.

216

APPENDIX B.

Field Exctjrsions for Older Children.
During the fall, early spring and in June the teachers interested their
pupils in nature study, and often took small groups out into the fields,
woods and parks. Our schoolboys, under the direction of our special
drawing teacher, have suppUed four in-town schools with wild flowers
and plants for all purposes of botanical and drawing work. The excur-
sions have resulted in better class room work, not only in nature study
but in drawing, composition and oral Enghsh.

HARVARD SCHOOL.

The master's assistant directs the organized play of the girls for every
class and usually has a new play or game for each. Some of the teachers
have taken quite an interest and have volunteered their assistance by
teaching the game in their room first, then have gone into the yard as
helpers. Others have correlated the games with their language work.

The sub-master has done no less remarkable work with the boys at
recess. He has organized the boys into seven companies of cadets, who
have "used the recess period drilling (in marching mostly) under their own
officers.

He has had two prize drills, inviting officers in uniform from the Charles-
town High School to act as judges. The prize is a large crimson cloth
banner with Harvard on it and you can imagine how proud the class is
that wins it.

The graduating class last year formed a club, the formation of which
was suggested to them by the reading of "Little Women." The meetings
were held once a week, the last hour Friday afternoon. Dramatizations,
discussions, receptions and many other exercises were participated in
by all.

The class also had a class paper, all pupils contributing and sharing in
the work. The paper was issued monthly, the various contributions being
collected and arranged by the pupils having charge for the month.

The work in history and geography this year has been enlivened by the
talks of the children with the stereopticon, especially in the sixth and
seventh grades.

Under the direction of the teachers the children with slide in hand
march up to the pubHc library for the material for their lecture.

HE^fRY L. PIERCE SCHOOL.

As much responsibility is placed upon the child as he can reasonably
bear. In accordance with that plan we have continued the informal assem-
bly of pupils at the opening of sessions and at the close of recesses, and
have also kept to our free dismissals at close of sessions.

Departmental work, which for several years we have maintained in Grade
VIII., was extended into the seventh grade and three classes of Grade
VIII. and the same number of Grade VII. were included in this plan.
French was introduced as a foreign language, and the conversational
method was largely used. This same class has done advanced English
and has had a slight insight into algebraic principles.

OUT OF THE ORDINARY FEATURES.

2i7

Our teachers of manual and household arts are marking the children on
work done out of school in their special lines. The sub-master who has
had a "home" class in agriculture this year has visited and marked upwards
of 30 home gardens.

HYDE SCHOOL.
The Problem.

Last year we found scattered throughout school about forty girls, none
younger than thirteen and most of them over fourteen years old who were
emphatically misfits. Not one of them was suitable for advancement to
the seventh grade and some of them from the fourth and ungraded classes.
Several had been in a special class.

What We Did About It.

We gathered these girls into one class in charge of the best grade teacher
to be found. Side by side with her for twelve hours a week was the teacher
of drawing who took charge of the manual work. The girls also had their
regular allotment of cooking and sewing with the teachers of those subjects.

The room teacher's program was briefly this: For one hour in the morn-
ing she had the class together for music, penmanship, spelling, or any
subject on class work which could be effectively done. From ten to twelve
o'clock one division went to another teacher, either cooking, sewing or
manual work, leaving a division of twenty girls to attack the academic
subjects. In the afternoon the divisions changed so that each had ten
hours of manual work of some kind each week.

In order to make the work real, and have it mean something to the girls,
the room teacher based her work as far as possible on the manual work.
For instance, when the girls were making dish-towels in the "factory," as
they liked to call it, the room teacher was working on measurements,
yards, feet and inches, cost of materials, and so on in arithmetic. In
geography, the flax industry was studied, including its growth and manu-
facture into linen. The reading and spelling were also closely related. I
think the room teacher was highly successful in carrying on this plan
throughout the year.

A sale of manufactured articles just before Christmas gave the girls an
excellent bit of practice in storekeeping and also furnished us a little neces-
sary cash to carry on the work the remainder of the year.

Excursions to points of interest were made whenever it was considered
profitable. The flower show, the textile show, the Trade School,
Children's Museum, Aquarium and Franklin Park have all been used
to good advantage.

Results.

First and best of all the girls changed from being slow, dejected and dis-
heartened to alert, animated, smiling, well-behaved girls such as we like
to meet. They are proud of their ability to do things, and they know that
they are able to do things.

Early in the j^ear several of the girls gave us a deal of trouble in a dis-
ciplinary way, but there has been scarcely a case for discipline in the last
half year. They have developed a sense of self-government which is
noticeable. They are able to keep themselves at work without being told
at each step what to do next.

218

APPENDIX B.

JOHN CHEVERUS DISTRICT.

The close of the current year marks the termination of the fourth year
of out-of-door organized play in the John Cheverus School. The results
have been so satisfactory that a return to the old plan of "free play"
would not be considered for a moment.

The most important results are here enumerated:

1. All the pupils play. The games selected are suitable for all.

2. It keeps them occupied in an interested way. It eliminates the
"wall flowers," and prevents the grouping of kindred spirits in mischief.

3. It changes the "bully" into an accredited leader. Advantage is
taken of his instincts for leadership by making him monitor of a group.

4. It reduces the tendency to excessive roughness in play. "\Miile the
games played under direction are full of strenuous action, the systematic
play reduces danger to the lowest terms.

5. It teaches good sportsmanship, fair play and self control. The
pupil learns to play the game "on the square," to recognize the necessity
for rules, and to appreciate the fact that the "other fellow" has rights
which he is bound to respect.

6. It secures interested cooperation and makes j'ard discipline easier
and more effectual.

Organized play is no longer an experiment in the John Cheverus School
but an institution.

LOWELL SCHOOL.
Vocal Music.

In the lower grades we let the children sing a good deal — much rote
work with "theory" reduced to the least possible amount, beUeving that
the children of this particularly receptive age learn more about the art of
music by imitation and absorption than by any other means.

We beUeve in individual work in music to a large extent. As the only
way to learn to read English is by the indi\^dual method, so in music, if
we are to learn to read it we must work with the indi^adual pupil. We
try to keep alive the knowledge and interest in the folk songs of many
nations which are represented in our school and in all the lower grades
the children are called on to sing the beautiful songs of the lands of their
fathers in the original language.

IXSTRUMENTAL MuSIC.

We have four classes in violin instruction this year averaging fourteen
to a class. These are of three grades, classified according to the profi-
ciency attained in pla^-ing. These children have received all their instruc-
tion in violin from the school. Beside these, there was formed in
Februarv' a class in comet plaj-ing taught by a graduate of 1911, and good
work has already been done in this department.

As usual, we have our school orchestra to which our yoimg students are
admitted as soon as they have become fairly proficient on their instru-
ments studied, for elementary' instruction in ensemble work with a director.
As an outgrowth of this work in the district we organized two years ago
the Lowell Orchestral Club, composed of graduates of the school who have
been members of the Lowell School Orchestra in the past year, and other

OUT OF THE ORDINARY FEATURES.

219

young people of the district, who meet at the school once a week for
rehearsal and instruction in ensemble playing.

This club pays all its expenses and also has spent nearly $200 a year for
instruments which are loaned to children of musical ability, who are unable
to buy them, and who are thus enabled to get at least a start in their
musical education which they would have been unable to get without this
help.

We have 120 young people receiving instruction in instrumental play-
ing of some sort in the Lowell School and at no expense to the city. The
result of this work is shown not only in the musical education of the com-
munity but in the development of good will and hearty cooperation
throughout the district. Its ethical value is also considerable.

Combination op Vocal and Instrumental Music.

Finally in the upper grades we use orchestra and voices together as the
most complete type of musical expression.

I wish to emphasize one point, namely, that most of the work done with
orchestra and all the work in instrumental instruction is done after school
and one phase of the work has been watched most carefully; namely, the
effect on the regular work of the school.

The natural effect of the emulation stirred up by these classes and the
fine discipline of the ensemble classes tends to help rather than to hinder
the children in their regular class room work.

MARTIN SCHOOL.

An extended report is submitted on the Courtis Enghsh Tests which
were given at the Martin School. This work has been most useful in
enabling us to form opinions as to what not to do as well as in estabhshing
certain facts that are of positive value.

It was expected first, that the tests would furnish in some degree a
standard to measure the later progress of the pupils; second, that they
might measure the efficiency of instruction; and third, that teachers
would gain famiUarity with the derivation and appHcation of objective
standards. It was believed, too, that the Model School might properly
contribute something to the experimental efforts that are necessary for
the successful determination of the value of standard scales.

The English tests are designed to aid in the determination of
standards in

1. Handwriting.

2. English Composition.

3. Spelling, Punctuation and Grammar.

4. Rates of Reading and of Reproduction.

The report takes up the consideration of the tests in detail with comments
as to their relative value and discusses the scheme as a whole. It is too
extensive to be included here.

MARY HEMENWAY DISTRICT.
Arithmetic.

In conformity with business practice this school teaches "Additive
Subtraction" instead of the old method in vogue in rnost schools. This

220

APPENDIX B.

has resulted in a great saving of time as well as in giving a practical turn
to arithmetic problems. Pupils are required to estimate results in prob-
lems before attempting a written solution and to check or prove all results
found. A very high percentage of accuracy has resulted from this practice.

Language.

The study of French was begun last year in the seventh and eighth
grades with the understanding that pupils will be given credit in the high
school for the amount of work done. The course in English of the first
year in high school has been taken up by these classes with a similar plan
in view. The rapidity with which these pupils have acquired the ability
to converse in French as well as to read simple French texts is conclusive
evidence of the advantage of beginning this study at an early school age.

Penmanship.

A large percentage of graduates hold Palmer diplomas and all are
expected to finish all the drills in the penmanship book. This subject has
been put on a very high plane of efficiency.

Spelling.

Besides making constant use of spelling books, teachers have assisted
in collecting a list of 1,300 common troublesome words, about 200 to a
grade. By mastering those words from grade to grade and giving close
attention to phonetics in reading, a wonderful improvement has been
shown in the general spelling of the pupils.

Music.

Special attention has been given to instrumental music, especially the
violin and comet. Over fifty children have had school instruction on the
violin and over twenty on the cornet. We have organized a school orches-
tra of about fifty pieces which has added greatly to the interest in music,
and furnished much pleasure to the school.

Home Work.

A regular system of "Credit for Home Work and Study" has been
organized by the school. Each pupil is supplied with a bi-monthly blank
form for reporting the kind and amount of home work or study performed
out of school and those reports form a basis for credits allowed to pupils
on their bi-monthly report cards. A summary of those reports for two

months shows the following interesting results:

Pupils receiving credit for piano study 190

Pupils receiving credit for violin study 54

Pupils receiving credit for cornet study 19

Pupils receiving credit for other kinds of music 5

Pupils receiving credit for housework 88

Pupils receiving credit for poultry and gardening .... 1^5

Pupils receiving credit for art, elocution and language ... 19

Boys receiving credit for general outside work 19

Total number of pupils given credits 549

OUT OF THE ORDINARY FEATURES.

221

Gardening.

About 4,000 packages of vegetable and flower seeds were purchased this
spring through the School Garden Association and over 500 boys and girls
held an exhibition in the school hall after the opening of the fall term to
show the results of the efforts in both flower and vegetable culture.

Special Class in Potato Raising.
By making appUcation to the Amherst Agricultural College we were
furnished free about two bushels of fine "Green Mountain" seed potatoes,
with the stipulation that we make a report to the college of the results
obtained. These potatoes were planted by forty different boys from the
fifth to the eighth grade and a personal visit by the principal was made to
all the potato farms last summer.

NORCROSS DISTRICT.
Special Cooking.
In the Norcross District this year we have specially emphasized luncheon
work in the eighth grade. Each week one eighth grade comes for four
consecutive hours and prepares, serves and clears a meal. We arrange
to divide the classes into sections of ten so that the girls may have an
opportunity to work with larger quantities and receive more attention
during work.

We have studied menus with reference to cost and food value during
the year so that the girls are given a chance to carry this knowledge into
practical use. A few days before the luncheon they hold a meeting at
noon period and freely discuss their choice of menu, keeping within the
limit of a dollar and a half for eight people. Two girls are appointed to
do the marketing and are held responsible for suppUes. Six girls sit at
the table for luncheon, one acts as waitress and one as assistant waitress.
We aim to serve as daintily and attractively as we can and emphasize
good form in table manners. Our principal usually comes as a guest and
the necessary courtesies to be shown her devolve upon the girls. We
try also to have a little of the artistic correlate with the work and some
of the girls have succeeded in drawing and coloring attractive menu and
place cards.

We hope by constantly placing before the girls the higher standards
of hving that we may cultivate in them the want of those things which
contribute to real home comfort, and imbue them with a wilUngness to
expend a generous share of the family income along these lines, rather
than wasting hard-earned money on tawdry clothes and in those forms
of amusement which are so frequently neither recreative nor uplifting.

Special Sewing Along Trade Lines.
The class was composed of twenty-four girls — twelve in a section from
the two eighth grades. Two hours each week were allowed for this work.
Those girls were chosen who had shown particular ability along this Une.
After much plain sewing and machine practice the girls selected and
bought materials for dresses for themselves. Each girl made at least one
dress; some made two, others three and one girl made seven. The cost

222

APPENDIX B.

of the dresses when finally completed varied in price from forty-five cents
to one dollar and thirty-five cents. The time taken was from six to
sixteen hours. Throughout the work in dressmaking the ideas of
economy in buying and cutting were held constantly before their minds.
Two sales were held, the girls taking full charge. Two were chosen from
their number for salesgirls, two for cash girls, two for bundle girls and
one girl acted as cashier. These sales proved very successful and the
girls were enthusiastic over the result.

During the course we have emphasized the ideas of speed and quaUty
together with the idea of applying shop methods to school work. The girls
have taken keen pleasure in their work and several have signed to attend
the Trade School and the High School of Practical Arts at the opening in
September.

Buttons Off and On.

On each Monday morning a "mending squad," three girls to each floor,
calls out any girls who have buttons missing. If a girl appears too often,
she attends to her missing buttons after school.

By comparison, the deficiencies reported were:

On October 10, 1913: On June 8, 1914:

100 girls. 10 girls.

282 buttons. 8 buttons.

7 buttonholes. 5 hooks.

23 hooks. 3 eyes.

9 eyes.

PHILLIPS BROOKS DISTRICT.
During recent years we have gradually extended the departmental
plan until it included the fourth grade. We experimented for about
two years to see the effect of such work upon all concerned and became
convinced that we should change the class room plan. Before the change
each teacher was instructing three classes, about 140 pupils, every day,
and the periods were so arranged that it became necessary for each teacher
to meet these pupils more than once each day. It is my conviction that
the teachers are now getting a better hold upon the capabilities of the
individual child, that the personal influence of the teachers is counting
for much more than ever before, and that I am able to secure a better
intimate knowledge of the workings of my school.

PRINCE SCHOOL.

The eighth grade pupils have purchased a reflectoscope and stereop-
ticon, and a part of the English work consists of daily lectures by the
pupils, illustrated by pictures which they cut from magazines. The
lectiu"es are delivered without notes and develop considerable power in
oral English. One or two lectures occur daily except Fridays. At the
close of the lecture the pupils read the notes which they have taken on the
dehvery with special reference to the correction of the errors in EngHsh
which have occurred.

Classes are organized for the purpose of debating. The debates have
stimulated oral Enghsh. For written EngHsh, in addition to the regular

OUT OF THE ORDINARY FEATURES.

223

composition work, the eighth grade has printed a paper called the "Prince
Prints." An editorial staff of six pupils presides over this enterprise.
The teachers refrain from all corrections and criticisms, so the paper, as it
stands, represents the pupils' work. Several editions have appeared
without error.

We have engaged in two outside activities open to the whole school;
one consists of the teaching of the violin, and the other of field work in
drawing. Both of these enterprises have prospered beyond our most
sanguine expectation. There is now in our hall an exhibition of drawings
and paintings done entirely out of school on Saturdays by pupils who give
not only their time but pay tuition for instruction they receive at the
Children's Museum in Jamaica Plain. The violin lessons have been
conducted on a highly scientific basis as the teacher is a graduate of
the Berlin Violin School. The expenses of this instruction are provided
by a lady in the district, and have proved ample for our purpose this year.

QUINCY SCHOOL.
The rapid advancement class, which consisted almost wholly of doubly
promoted boys, did the two years' work satisfactorily. No child seemed
overtaxed. The class attendance record shows twenty-two weeks of per-
fect attendance. This class stood the highest in the city in the Courtis
tests.

Developing Initiative.
One feature of the work in the graduating class was that each boy was
given an opportunity to select some form of extra work which would
provide a chance for applying knowledge already gained in a practical
way. A few boys edited a school paper, the first editions of which were
laboriously published in blueprint form. A dozen others formed an
electricity club, incited by the work in physics. A debating club furnished
a half-dozen debates which were well prepared by the pupils themselves.
This and the "Mayor's Court," which decided petty disputes among the
boys, were developments of the civil government course. The Foreman's
Club was spurred on to draw up a constitution and set of by-laws. The
interests of dumb animals attracted a boy who became the representative
of the "society of the long name." Another boy asked permission to speak
to the school about the dangers of cigarette smoking, and to be permitted
to organize an anti-cigarette league. One boy who had previously shown
a special dramatic ability was given freedom to organize the dramatization
work in grades four to eight, furnishing the teachers with recent books?
providing for school assembly programs and preparing selections for school
entertainments. Special duties that would develop initiative and common
sense were distributed among the boys. Some served as my office boj^s,
others learned to run the rotary neostyle and the oflSce printing press. Two
boys took full charge of collecting the drills in Palmer method written by
pupils, took the papers to the Palmer office, and delivered the buttons and
certificates. Telephone boys, supply room clerks, janitor's assistants in
the assembly hall, and patrols for guarding the smaller children developed
responsibility and executive ability, often imder trying circumstances.
Eight boys, with the woman cook, served the recess lunches regularly.

224

APPENDIX B.

No teachers were present and but one case of complaint came to my atten-
tion. The newsboy captain followed up all cases of delinquency so
closely that we had a minimum amount of trouble. The class captain
took charge of the school flag, which served as a reward for perfect or
excellent attendance, and he had no small job. These will serve to indicate
the means used to develop "practical" boys. Incidentally the teachers
had their eyes opened to the real boys who, in many cases, had existed only
as smart pupils to them.

A MoNTEssoRi Experiment.

In November, 1913, a class of twenty-three pupils, four years of age,
was formed in the Andrews School with Miss Edith C. Johnson as teacher,
who studied a year in Rome with Madame Montessori. She was given
an assistant and three sets of material, together with suitable furniture.
Her report at the end of the year sets forth the principles of the method
and her estimate of it after seven months of experience. The experiment
is continuing. A considerable part of her report is included, as it will be
of interest to kindergartners, primary teachers and especially teachers of
defective children for whom it was originally designed.

"I find no reason why the Montessori method should not be used with
the normal American child, with some slight changes, with perfect success.
I think that the absolute freedom with the American child, who, unlike
the European child, is not trained in the home to habits of obedience, is
perhaps undesirable. Of course, Montessori freedom means freedom to
the extent of community welfare, that is, no child is free to do what is
disturbing or annoying to the comfort or weKare of others or of himself.

"The basic principles of Montessori teaching are founded on the ideas:

" I. That each child is different from every other child, and also changes
himself from day to day — therefore class lessons can fit only one or two
children in the class. As it is not at all practical to have a teacher for
every one or two children, the child must be his own teacher and in order
to be successful he must wish to be his own teacher and enjoy being so.

"II. Since children are separate and different individuals they need
liberty for this individuaUty to grow and change according to its inclina-
tion. Since all true educatipn must be auto-education, not automatic,
the impulse to learn must come from within and have scope for its mani-
festation.

"III. Under proper conditions children naturally do prefer educating
themselves to anytliing else — witness the baby who grasps at whatever
stimulates his sense of smell or taste, his sight or hearing.

"Since then the only avenues to the child's mind are through his senses,
Montessori has devised a formal training of the sensory as well as the
motor and mental capacities. This training of the senses leads to rapid,
easy mastery of the elements of reading, writing and arithmetic in very-
young children.

"The Montessori materials, which the children find most fascinating,
are designed, first, to stimulate the child's natural desire to act and learn
through that action; second, to give him actions which shall give him
better control of his own body and will power; third, to lead him volun-
tarily from a simple action to one more complex and diflScult.

OUT OF THE ORDINARY FEATURES. 225

" Montessori believes that one moment of real voluntary attention
prompted by interest is worth more educationally than hours of enforced
attention, that one bit of knowledge gained by the child through his own
activity is worth more to him than dozens of facts poured forth by his
teacher.

"With these wonderful sense training materials which make their sense
perceptions extraordinarily keen children learn to read and write with
rapidity and ease. For example, to a child who has learned to discriminate
at a glance between 64 tints and shades of color, or to distinguish immedi-
ately between a nonagon and a decagon, it is a matter of ease to teach him
the difference in appearance between A and B, 1 and 2, or between words or
sentences. As a result of this fact, in the class, 20 out of 23 read their own
names, 6 children read all of 35 words, the rest read many of them, also the
two first rhymes of the Aldine primer in script or print and about 15
other sentences.

"Three children know all the numbers up to 21, the rest nearlj^ all up
to 10, several of the children know the whole alphabet, the others many
of the letters.

"By training the sense of touch with the textile materials and wooden
insets and the tracing of the sandpaper letters the fingers become familiar
with the writing motion, also the different forms of the letters, so now
several children write their own names and all the alphabet in print, and
all write some letters.

"The children show good judgment in the choice of materials and
voluntarily progress from the simplex to the more complex without being
urged from one step to the next, thus showing gradual mental development
and their own instinctive recognition of it.

"Partly through the silence lesson, partly through the Kberty which
gives them personal responsibility, the children have developed self-control
and concentration. Their will power is strengthened by the opportunity
to choose a piece of material and persist in the use of it as long as they wish,
sometimes for a very long period.

"Through the practical duties, the care of the room, the materials and
their own persons, the table setting and the dish T^^^ashing they have
developed neatness and a sense of responsibility besides the actual practical
knowledge of such duties as sweeping, dusting, scrubbing tables and wash-
ing dishes.

"The freedom to move about, to sit on the floor or in chairs, as well as
the use of the gymnastic apparatus, has helped them to gain greatly in
muscular coordination, grace and bodily ease."

RICE SCHOOL.

In response to your request for suggestions upon the proper organization
of a cosmopolitan school so as to meet the needs of over-age pupils, I would
say that about three-fourths of the pupils now in school can be efficiently
taught in regular classes.

This school is allowed two ungraded classes. It needs four such classes,
or rather four classes of thu'ty pupils each. I would change the name
"ungraded class" to "over-age class." In the over-age classes I would,
in this school, separate boys and girls, but in the regular gi-ades I much

226

APPENDIX B.

prefer to have boys and girls together. These four over-age classes should
form a sequence of work in the school and would ■ correspond to grades
four, five, six and seven. Each boy in these classes should be given two
one and one-half hour lessons per week in manual work. This manual
work should be taught by a thoroughly competent teacher in a special
manual training room. The room teacher should work with the rest of
the class upon subjects that call for individual supervision, while a section
is out of the room for manual training.

It should be possible for pupils at the end of the fourth or fifth yeat of
work in an over-age class to transfer to a prevocational class, or to a regular
graduating class, or even to take a diploma without a change of class.

ROBERT G. SHAW SCHOOL.

We have endeavored this year to select the words children misspell, and
teach them in such a thorough manner that children when graduated could
spell the words they actually used. We held grade meetings to make our
selection. We found about 2,500 words which the children use in con-
versation at home and at school or which occur in the subjects they study.
No teacher was to give over twenty words a week for a lesson. They were
to be studied, in the upper grades with the help of the dictionary, and were
to be used in both oral and written sentences.

We feel we have cut out many unimportant words found in our spelling
books. We have a graded list suited to the age of the child and we have
more time for learning the diflSculties of the essential words.

In carrying out this plan we have found a decided improvement in our
written work and fewer misspelled words.

SHERWIN SCHOOL.
On our public day the papers displayed in the rooms showed side by side
the penmanship in June with that of October. The contrast was remark-
able.

The sheet metal work in the prevocational class has been a source of
V satisfaction to teachers and pupils and a means of growth to a great number
of boys. Opportunities like those of our prevocational class are particu-
larly salutary to boys in this section of the city.

You are well informed of our bank work, window-box gardens and other
lines of social work during the past year and also of the labors of our home
and school visitor who has been so successful in this needy field.

At the Ira Allen School the participation of the kindergarten in first
grade work has been a pleasant instance of cooperation and progress. A
distinct service has been done. A portion of the yard of this school 100
by 30 feet has, during the past season, been securely fenced and put out
with hardy plants blooming during the school months of spring and fall,
well calculated directly and indirectly to interest and instruct our children.

SHURTLEFF SCHOOL.
Much time and attention have recently been given to the arrangement
of the pictures in the class rooms. The purpose has been to give the pupils
a knowledge of a few great works of art, so thorough that it will afford an

OUT OF THE ORDINARY FEATURES. 227

enduring standard of the best, and unconsciously create, in the impres-
sionable minds of the girls, ideals of simphcity, purity and beauty.

The pictures used are photographs in sepia tints, and hand-colored
photographs 36 inches by 26 inches in size. These, more than fifty in
number, are arranged by subjects, and graded to suit the age and interests
of the children.

THOMAS GARDNER DISTRICT.

Last May the parents in this district were notified that the usual formal
graduating exercises in June would be abolished. No word of adverse
criticism came to us. Pursuing this plan, the children of the graduating
class were assembled in the school hall at 9 o'clock on Friday morning,
June 19, and after the usual opening exercises the chairmati of the school
conmiittee addressed them and presented each with his diploma.

The large number of persons present and the absence of adverse criti-
cism would indicate a favorable reception of this departure.

WARREN SCHOOL.

The plan started last September by aU of our kindergarten teachers of
working two afternoons a week in their respective kindergartens with first
grade children was continued with marked success right up to the end of
the school term. The teachers pronounce the idea a splendid one.

The roof of the Copley School with flower and vegetable boxes, with
small, movable tables and chairs, and suitable play apparatus constitutes
in truth a real "child's garden." Instead of giving it up entirely to a
small number of anemic children, all our primary pupils should in turn
enjoy this pleasant bower — devoted as it were to fresh air and to fresh
childish interests.

Our boys have a new organization which we may name the "School
Decorator's Club." One of our pupils had read the interesting story of
John Singleton Copley, the eminent Boston bom painter who was the
first person known to have painted the American flag in a picture. Why
not celebrate Flag Day by decorating the fence around the roof of the
Copley School with American flags? Through the activity of the children
and the generosity of Ladies' Auxiliary No. 8, Sons of Veterans of Charles-
town, over eighty flags were collected. We kept up the display till after
June 17, thus celebrating two patriotic holidays. Many buildings are
decorated in Charlestown on national holidays, but never was a public
school in so extensive a fashion as this.

The Warren School Phalanx (named after an old-time military organi-
zation of Charlestown) is a group of boys who by actual work and by
their influence on the younger children help to keep the streets around
our school in good condition. The efforts of this group have met with
cordial, even if amused, approval of the neighbors.

Our school band has grown within a year to be quite a feature of the
school. It is organized into a regiment with captains officered by the
older or better behaved boys. Only boys of good deportment and scholar-
ship are allowed to become or remain members of the band. The instru-
ments belong to the school, having been purchased from the proceeds of
the Charlestown Free School Fund. We neither have nor desire guns or

228

APPENDIX B.

uniforms, but we possess several beautiful national and state flags. We
have marching to the music of the band two or three times a week at
recess. The girls also march to the band music which can be heard in
their yard.

The results of the sub-master's patient work in this line have been
highly gratifying. They may be summed up as follows;

1. A splendidly improved carriage in marching and standing.

2. A fine school spirit — pride in the school.

3. A spirit of military precision of action, and of prompt obedience to
orders — without war spirit.

4. Increased reverence for the flag and for what it stands.

5. A spirit of self-directed team work. Frequently the boys would
leave the yard unaccompanied by any teacher, and march in good order
through neighboring streets, getting back before the ringing of the bell.

6. The pupils are receiving instructions in band music from an expert
teacher — real vocational training.

I have endeavored to encourage the children to use the school rooms,
before and after school, as much as possible for the purpose of study.
The teachers and the janitor cooperated with me in these efforts. Large
numbers already stay of their own accord for drill in Palmer writing, for
practice in the band and orchestra, and for extra work in sloyd.

WASHINGTON ALLSTON DISTRICT.

The School City, through which the pupils participate in the discipline
in the yards and corridors, has been very successful. The lessening of
the number of elective oflBcers and increasing the number of appointed
subordinates has tended toward individual responsibihty and harmony.

During the past year we have given some attention to pupil participa-
tion in conduct of recitation in order to develop spontaneous oral
expression and to place responsibility on the individual as far as ingenuity
can devise methods in large classes.

The studies in which it has been used are:

1. Study of development of words.

2. Development of a subject for theme writing.

3. Grammar.

4. Development of literature lesson.

A working scheme that will fit the specific need of the lesson in hand
is placed on the board which the pupils easily grasp and the lesson is then
conducted by them. At times a single "pupil teacher" starts the work
and passes it on; at other times a group conducts the lesson; and again
the class is divided and there is a "competition."

Results.

1. An immediate quickening of interest in all pupils.

2. Unconscious training in logical treatment of subject presented.

3. Constant use of judgment needed.

OUT OF THE ORDINARY FEATURES.

229

4. Training in making prominent essentials, while relegating non-
essentials to background.

5. New respect for opinions and knowledge of others.

6. Training in com-teous deference to others.

7. Beneficial removal of teacher from active participation as her place
becomes that of judge or referee.

WENDELL PHILLIPS SCHOOL.

1. We have Phillips street cleaned at recess by members of different
classes acting as boards of health.

2. Hearing that the Dudley School held debates and believing it might
have beneficial results, a challenge was sent to that school for two debates.
The debates awakened a lively interest in research work and I believe
had a broadening effect upon the gi-aduating class.

3. In a school Uke the Wendell Philhps the greatest defect is in the use
of Enghsh. To correct this fault the following game has been devised:
A boy who uses incorrect Enghsh is given a black ball and he is to carry
it until he catches some one in error, when he passes it to the new victim.
Teachers report that "We have not reached the point of making no
mistakes but have succeeded in lessening the use of ain't, done for did,
bring for carry, can for may, seen for saw and lend for borrow — also
others." "It was the means of applying to every-day conversation the
correct forms which were taught in the language lesson and which in many
cases would have ended there. Many errors which were quite common
the first part of the year are now unheard of." "The desire to escape the
ball makes each child careful of his own language. He learns to 'think
before he speaks' — a habit worth possessing. Likewise, he develops a
keen desire for information which is, after all, an essential of progress.
The use of the black ball is enjoyable as well as profitable. It brings the
'game' spirit into the work of the day, thus reheving lesson periods of their
wonted hionotony." "Before I introduced this scheme into my class the
work of pointing out errors in oral Enghsh feU almost entirely upon myseK;
now the case is very rare when I have to mention that a mistake has been
made so ready are the boys with a statement of the error and its correction.
As a result of the use of this means of correcting errors I find that the
written as well as the oral English has been improved gTeatly. The boys
are more careful to think out their sentences before they write, and I find
that many a peculiar turn of phrase, which our children especially are so
prone to use, is avoided, simply because attention has been called to it
in an unusual and striking way in the oral work."

WILLIAM E. RUSSELL SCHOOL.
From each of four-fifth and four-sixth grades the lowest four pupils
in the respective classes were put together in one room. Four hours
each week while one class is at manual training there are only fifteen
pupils in the room. As a result of the small number of pupils in the class
and the excellent work done by the teacher, nearly all of these children
made so much progress that they will be given a chance in the next higher
grade the coming year.

230

APPENDIX B.

There have been two kinds of teachers' meetings held in the last two
years. At one kind of meeting all the teachers of the district were gathered
together and some subject as arithmetic or reading was discussed as a
whole, from the first grade through the eighth. One teacher from each
grade presented the work done in her grade, and then the subject was
thrown open for general discussion.

The other meetings were grade meetings, where the teachers of one
grade met with the principal and discussed the work done in that grade
in the different branches and methods of doing that work.

From these two kinds of meetings the teachers got ideas, not only in
regard to their particular part of a subject, but also the relation of that
part to the whole course.

EDUCATIONAL ORGANIZATIONS, 1913-14.

231

APPENDIX C.

EDUCATIONAL ORGANIZATIONS, 1913-14.

Note. — Facts relative to the general organization, the membership
and the purpose of associations are given in the Reports for 1909 and 1910.

I. OFFICIALLY CONNECTED WITH THE PUBLIC SCHOOLS.

1. Boston Masters' Association. — Chairman, the Superintendent
of Schools, ex officio; secretary, Lincoln Owen; executive committee, chairman,
Seth Sears; Herbert S. Weaver, Arthur L. Gould, Emily F. Carpenter,
Louis P. Nash.

This is the official meeting of all principals for the purpose of discussing
topics of common interest and receiving announcements from the Superin-
tendent. Each principal is expected to attend, or, in case of unavoidable
absence, to send a representative. Regular meetings are held on the
second Tuesday of each month, except July, August and September, at
4.15 o'clock p. m.

The members hold a social meeting immediately after the regular ses-
sions of the association in October, December, February, April and June.
Dinner at 6 o'clock p. m., followed by a social hour.

2. Boston Head Masters' Association. — Chairman, the Superin-
tendent of Schools, ex officio; chairman, John F. Casey; secretary, George C.
Mann.

3. High School Councils:

Ancient Languages Council. — Chairman, Edward H. Atherton, Girls'
Latin; secretary, William H. Sjdvester, English High, September to March;
Frank A. Kennedy, Girls' High, March to June.

Commercial Council. — Chairman, Raymond G. Laird, High School of
Commerce; secretary, Thomas H. H. Knight, Girls' High.

Manual Arts Council. — Chairman, Grace G. Starbird, High School of
Practical Arts; secretary, Adalena R. Farmer, Dorchester High.

English Council. — Chairman, Oscar C. Gallagher, High School of Com-
merce; secretary, Katharine H. Shute, Boston Normal School.

History Council. — Chairman, Winthrop Tirrell, High School of, Com-
merce; secretary, Charles T. Wentworth, Dorchester High.

Mathematics Council. — Chairman, George F. Partridge, West Roxbury
High School; secretary, Lena G. Perrigo, Brighton High.

Modem Language Council. — Chairman, Marian A. Hawes, Brighton
High; secretary, Katherine K. Marlow, Dorchester High.

Science Council. — Chairman, Irving H. Upton, Roxbury High; secretary,
Frederick G. Jackson, Dorchester High.

232

APPENDIX C.

4. Board of Trustees of the Boston Public School Teachers'
Retirement Fund. — President, George E. Brock; secretary, Alfred
Bunker; custodian, Charles H. Slattery, City Treasurer; trustees elected by
the School Committee, Joseph Lee, Thomas F. Leen (July, 1913, to Janu-
ary, 1914), Frances G. Curtis (January, 1914, to June, 1914), Geors^e E.
Brock, Michael H. Corcoran; trustees elected by the association, Frederic
A. Tupper, Celia A. Scribner (July to November, 1913), Loea P. Howard,
Laura B. White (July, 1913, to May, 1914), Lincoln Owen, Florence A.
Goodfellow, Celia A. Scribner (July to November, 1913); trustee ex officio,
the Superintendent of Schools.

5. Elementary School Councils.

Advisory Council on Elementary School Books and Educational Supplies, —
Chairman, John F. IMcGrath, Eliot District; secretary, Frederick W. Swan,
Quincy District.

II. COMPOSED WHOLLY OR MAINLY OF BOSTON TEACHERS.

6. Association of Teachers of Physical Education. — President,
Florence L. Carter; vice-president, Bessie W. Howard; secretary and
treasurer, Gertrude A. Poor; executive committee, Blanche A. Bemis,
Marguerite Higgins.

7. Biological Club of the Boston Normal School. — President,
Esther F. Sullivan; vice-president, Laura S. Plummer; secretary, Jessie K.
Hampton; treasurer, Mary E. Towne; executive committee, Myrtie A.
Adams, Olive A. Kee, Lucy Macarthy, Athelston Brandt.

8. Boston Association of School Principals. — President, John F.
Casey; vice-president, George W. Evans; secretary, Charles F. Merrick;
treasurer, Caspar Isham; executive committee, James E. Downey, James H.
Leary, Herbert L. Morse, Edward W. Schuerch, Emma S. GuUiver, Louis
P. Nash, W. Lawrence Murphy, Arthur A. Lincoln, Frederick W. Swan.

9. Boston Educational Society. — President, Walter B. Russell,
Director of Franklin Union; vice-president, John Haynes; secretary, Thomas
G. Rees; treasurer, Ralph W. Channell.

10. Boston Elementary Teachers' Club. — President, Annie G.
Scollard; first vice-president, Agnes C. Moore; second vice-president, A.
Harriet Haley; recording secretary, Helen R. Campbell; corresponding
secretary, Caroline S. Winslow; treasurer, Ellen G. Hayden; executive com-
mittee, Emeline E. Torrey, Emma F. Porter, Julia E. Sullivan, Katherine A.
Cunniff, Emma J. Irving, Florence R. Faxon, Esther F. Sullivan, Clara L.
Harrington, Mary H. Brick, Marguerite J. Martin, Susan D. Waldron.

11. Boston High School Masters' Club. — President, Adelbert H.
Morrison; vice-president, Walter A. Robinson; secretary-treasurer, Winthrop
Tirrell; executive committee, Chester M. Grover, John A. O'Shea, Charles
E. Simpson.

12. Boston Manual Arts Club. — President, Olive 1. Harris; vice-
president, Margaret A. Mahoney; secretary, Mabel E. Bemis; treasurer,
Mary H. Baker.

13. Boston Normal School Kindergarten Club. — President,
Ethel Hutchinson; vice-president, Laura S. Swan; recording secretary and
treasurer, Sibylla R. Crawford; corresponding secretary, Lucy E. Low.

EDUCATIONAL ORGANIZATIONS, 1913-14. 233

14. Boston Public School Nuhses' Assocl^^tion. — PresiderU,
Alma Taylor; vice-president, Blanche Wildes; secretary, Josephine Ellis;
treasurer, Mary Callaghan.

15. Boston School Men's Club. — President, Frederic H. Ripley;
secretary-treasurer, Michael J. Downey; executive committee, to serve until
January, 1915, Malcolm D. Barrows, Frederic H. Ripley, William T.
Keough; to serve until January, 1916, Herbert S. Weaver, Frank V.
Thompson, Maurice J. O'Brien; to serve until January, 1917, Leonard p.
Moulton, Adelbert H. Morrison, Michael J. Downey.

16. Boston Sewing Teachers' Association. — President, M. Lillian
Dunbar; vice-president, Katherine M. Mahoney; recording secretary,
Margaret T. McCormick; corresponding secretary, Agnes E. McDonald;
treasurer, Ellen M. Wight; auditor, Annie F. Mario w; executive committee,
Mary A. Mulvey, Ellen E. MacHugh, Nida F. Vesper, Helen E. Hapgood.

17. Boston Teachers' Club. — President, Helen E. Cleaves; vice-
presidents, Harriet Norcross, Gertrude L. Palmer, Mabel E. Adams; cor-
responding secretary, Margaret A. Nichols; recording secretary, Elizabeth
W. O'Connor; treasurer, Emma F. Jenkins; assistant treasurer, Ida M.
Dyer; directors, Esther W. Bates, Helen L. Holmes, Ella L. Macomber,
JuHa G. Leary, Margaret A. Mahoney, Katherine L. Campbell, Julia F.
Coombs, Gertrude Weeks.

18. Boston Teachers' Mutual Benefit Association. — President,
Maurice P. White; recording secretary, Jennie F. McKissick; financial
secretary, Henry C. Parker; treasurer, Herbert L. Morse.

19. High School Assistants' Association. — President, Annie L.
Bennett; first vice-president, Abby C. Howes; second vice-president, Bertha
F. Munster; treasurer, Sybil B. Aldrich; secretary, Clara B. Shaw.

20. Lady Teachers' Association. — President, Bertha Pierce; vice-
president, Caroline F. Cutler; secretary, Alice C. Ryan; treasurer, Katharine
S. Haskell.

21. Masters' Assistants' Club. — President, Caroline F. Melville;
vice-president, F. Maude Joy; treasurer, Jessie W. Kelly; recording secretary,
Annie R. Mohan; corresponding secretary, Nellie A. Manning; executive
committee, E. Gertrude Dudley, Catherine E. McCarthy, Mary E. Mail-
man.

22. Sub-masters' Club op Boston. — President, Charles E. Quirk;
vice-president, Leonard M. Patton; secretary-treasurer, John F. Suckling.

234

APPENDIX D.

PUBLICATIONS OF BOSTON TEACHERS, 1913-14.

Agassiz District.

William T. Miller:

" Metropolitis . " — Boston Sunday Globe. August, 1913.
"Summer Work." — Boston Sunday Globe. August, 1913.
"Vocational Guidance as a Home Activity." — -Home Progressive

Magazine. September, 1913. Pages 19-26.
"Home Study." — Boston Sunday Globe. October, 1913.
"Words Our Language Needs." — Boston Sunday Globe. October,
1913.

"Teacher to His Boys." A Poem, — Normal Instructor. April, 1914.

Edmund P. Tileston District.
Mary A. Kennedy:

"Girls on the Playground." Experimental. — Popular Educator.
November, 1913.

"Aids for Composition." Descriptive. — Popular Edvmtor. Feb-
ruary, 1914.

Franklin District.
Committee of Franklin School Teachers:

"Common Words for Spelling for Grades III.-VIII." Personal.
1914. 7 pages.
Emma F. Jenkins and Seth Sears:

' ' Some Work for Correct English Clubs. "
"Some Essentials in Verb Forms."
"Plurals of Nouns."

"Dictation 100 per cent Work." Personal. 1914. 19 pages.
Gaston District.

Margaret M. Lennon:

"The Value of Play in Education. " — Journal of Education. Boston.
Vol. LXXIX., No. 16. April, 1914. Pages 431-433.

Hancock District.

Frances Burnce:

"Feminine Influence in Primary and Secondary Schools." — Boston
Globe. January, 1914.

Horace Mann School.

Ida Helen Adams:

"A Language Program at the Horace Mann School."— ' FoZto Review.
Vol. XV. Washington, D. C. December, 1913. Pages 416-419.

PUBLICATIONS OF BOSTON TEACHERS, 1913-14. 235

Mary Hemenway District.
L. Gertrude Howes:

"What do the Public Schools Achieve?" — Journal of Education.
Boston. 1912.
Mary Polk:

"An Enriched Course of Study." — Boston Teachers' News Letter.
December, 1913. . 6 pages.

Warren District.

Walter J. Phelan:

" The Death of Pitcairn. " A Ballad of Bunker Hill. — Boston Sunday
Herald. June, 1913. Illustrated.

Washington District.

Joseph Burke Egan:

"Little People of the Dust. " — The Pilgrim Press. Boston. October,

1913. 275 pages. Octavo. Illustrated by Grace Hacket.
"Official Song." Creighton University. White-Smith Music Pub-
lishing Company. Boston. June, 1914.

William E. Russell District.

Kate L. Brown:

"Speckletoes a Winner." — The Christian Register. Boston. August,
1913.

"Witch Dances." — The Christian Register. Boston. July, 1913.
"A Little Fisherman of the Border." — The Christian Register.

Boston. November, 1913.
"At Assisi." A Poem. — The Christian Register. Boston. January,

1914.

"The Wonderful Basket." — The Christian Register. Boston.
November, 1913.

"Under the Greenwood Tree." — The Christian Register. Boston.
May, 1914.

"The Little Christmas Light." — The Beacon. Boston. December,
1913.

"My Little Tree." An Arbor Day Poem. — The Beacon. Boston.
AprU, 1914.

"Of One Blood." — The Sunday Magazine. Portsmouth, Ohio.
August, 1913.

"The Home Spell." — Journal of Education. Boston. October,
1913.

"0 WMe, Wmie AlligSLm."— The Poetry Journal. Boston. Feb-
ruary, 1914.
"Stories." A Poem. — The Beacon. Boston.

Department of Practice and Training.
Lillian M. Towne:

"The Teaching of Hygiene." — The Woman's Medical Journal.
Cincinnati. December, 1913. Printed also in the "Transac-
tions of the Fourth International Congress on School Hygiene."
Buffalo. August, 1913. 12 pages.

INDEX.

A. Page.

Anemic Children 33

Arithmetic 26, 184

Art, Cooperative Course in 46

Special Opportunities in 46

Assistant Superintendents, Reports of 90

Work of 6

Attendance, Department of Compulsory School . . , . 137

Boston Clerical School 62, 176

Boston Industrial School for Boys 56, 159

Certificating Department 74

Children's Museum, Cooperation with 144

Commercial Education 58, 163

Chamber of Commerce, Report of 58

Constructive Recommendations for 164

Women's Educational and Industrial Union, Report of . . 60

Compulsory Continuation Schools 65

Cookery 155

Cooperative Courses :

Art 46

Industrial at Hyde Park High School 55

Salesmanship . . , 64

Course of Study 20

Deaf, The . 31

Disciplinary School 38

E-

Educational Investigation and Measurement, Department of . . 8

Relation of, to Course of Study 15

Educational Organizations 231

Enghsh 24

Standards of Efficiency in 125

Extended Use of the Pubhc Schools 84

Gardens, Home and School 114

237

238 INDEX.

H. Page.

Hearing and Vision Testing, Summary of 199

High School of Commerce 61

High School Problem, The 90

Household Science and Arts 154

Hyde Park High School, Cooperative Course in .... 55

Hygiene, Department of School 197

Industrial Education 48, 162

Intermediate Classes 43, 110

Junior High School 43, 98

Kindergartens 103

Transition to the Primary 39

Kindergarten-Primary Course in Normal School .... 69

Manual Training . . 178

Mechanic Arts High School 49

New Course of Study Recommended for 51

Medical Inspection 197

Mentally Defective Children 34

Montessori Class Ill

Museum of Fine .Arts, Cooperation with 142

Music 46, 134

Credit Courses for Outside Music 47

Non-English Speaking Classes . . ^ 36

Normal School 67

Course in, Approved 68

Open-Air Classes 33, 113

Out of the Ordinary Features in the Public Schools .... 204

Parental School 132

Pedagogical Library 129

Penmanship 24, 186

Prevocational Classes 41, 147, 178

Principals, Reports of . 204

Rapid Advancement Classes . . .- 130

Reading ' 23

Oral Readmg 142

INDEX. 239

S. Page.

Salesmanship 64

School and Home, Cooperation of - 96

Schools as Community Centers 84

Semi-BUnd Children 32, 107

Sewing 154

South Boston High School 92

Special English Classes 188

Special Schools and Classes 30, 105

Speech Defects, Children with . . ' 32

Speech Improvement Classes 108

SpeUing 22

Store and School Course 64

Summer Review Schools 73, 118

Supernormal Children 33

Syllabuses for Grades 157

Teachers :

Courses for . . 19,139

Examinations of 93

Health of 202

Professional Work of . . 17

Promotion of 9

Publications of 234

Training of 67

Testing Results in the Common Branches and Determining Stand-
ards 11

Trade Schools 56, 162

Transition from Grammar Grades to High Schools .... 41

Tubercular Children 33

Ungraded Classes 35, 188

Vocational Guidance 66, 162

c^^^^^^y 21

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