USA > Massachusetts > Essex County > Newburyport > City Officers and the Annual Reports to the City Council of Newburyport 1881 > Part 12
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The late French philosopher and historian, Guizot, concludes an eloquent dissertation on the value of education as follows:
"All the provisions hitherto described, would be of no effect, if we took no pains to procure for the pub- lic school, thus constituted, an able master, and worthy the high vocation of instructing the people. It cannot be too often repeated that it is the master that makes the school."
This is but the voice of common sense everywhere. Common sense no less emphatically declares that such talent must receive the same compensation here as elsewhere. Never was the standard of education raised one iota anywhere, except by strictly observing these important facts. Let us not make the mistake of supposing that we can ignore them.
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PRIMARY SCHOOLS.
There have been very few changes in the manage- ment of the Primary schools since the last report was issued. The teachers remain substantially the same, and the classes sent to the Grammar schools at the beginning of the current school year were generally well prepared. Miss M. Louise Bartlett, principal of the Davenport boys' Primary, Congress street, was promoted to room D in the Kelley school to fill the vacancy caused by the resignation of Miss Lucy Low. Miss Bartlett rendered excellent service in a difficult position and her promotion is a deserved acknowl-
edgement of faithful work. Miss S. Whitmore formerly assistant in the school was promoted to the position vacated by Miss Bartlett, and Miss Cora Lougee was elected as assistant. Miss Lougee is a graduate of our High school, and also of the Salem Normal school, and the committee are well satisfied with her work in the place to which she has been as- signed. Miss Annie S. Wheeler resigned, Dec. 10, the position of principal of the Charles street boys' Primary, and Miss E. A. Dodge was chosen to fill the vacancy thus caused. Miss Wheeler took charge of this school when it was no easy task to manage it, and few teachers were willing to undertake it. She established her authority slowly but surely, and suc- ceeded in making quiet and orderly what was once the most unruly school in the city. She won the respect of boys who were supposed to have no respect for any one, and left the school one of the most effi- cient of our primaries. Miss Dodge has had some experience as a substitute in different schools, and considerable-during Miss Wheeler's absence-in the
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position she now holds. She is well acquainted with the pupils, is acceptable to their parents, and is be- lieved by the committee to be a competent teacher for the place.
In the elementary department of our primaries, considerable variety has been introduced by some teachers to break the monotony of the ordinary rou- tine. A little time devoted to singing, gymnastics and similar exercises serves to make the entire work of the school far less dull and uninteresting to young children. Never having made any provision for Kindergarten or object teaching, this board has uni- formly discouraged the sending of very young child- ren to school. Many parents seem disposed to throw the care of their children upon the teachers as soon as possible, whereas it is the opinion of many educa- tors that no child should be sent to school till it can read easy words, and the further its elementary edu- cation is carried at home the better for the child. Surely these first steps can best be taken under the loving guidance of its parents, amid the familiar sur- roundings of home, than by the direction of a stranger in the novel and uninteresting methods of most school rooms. It is true that many hard-working parents have not the necessary time to teach their children, but a very little time patiently devoted to them before they are sent to school would make a surprising difference in their progress afterwards.
One of the most striking facts evident in the Pri- mary schools is the facility with which young child- ren learn the rules and practice of written arithmetic. A few years since it would have been considered ab- surd to think of teaching so much in these schools.
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Now, however, the pupils show a decided proficiency in the use of figures, and an understanding of their significance which is of great assistance to them when they enter the Grammar schools.
GRAMMAR SCHOOLS.
There have been during the past year several changes affecting the Grammar schools. Miss J. N. Balch resigned the position of assistant in the Kelley School, her resignation taking effect Sept. 1. Miss Balch was one of our most experienced and successful teachers, her work was always faithfully done, and her retirement is a serious loss to the teaching force of the city and to the Kelley in partic- ular. Miss Abbie Short was promoted from room F to room G vacated by Miss Balch; Miss M. J. Bradley from room E to room F; and Miss Eva J. Smith from room D to room E. To fill the vacancy thus caused in room D, Miss Lucy Low, assistant in the Jackman Male Grammar, was transferred at her own request. Miss Low subsequently resigned this to accept a more desirable situation in Plantsville, Conn., and Miss M. Louise Bartlett, principal of the Davenport boys' Primary, was elected to fill the vacancy. Miss Low had been in the Jackman School for several years and had shown herself a teacher of great energy and thoroughness. She was a successful disciplinarian and her classes were invariably well prepared. Her place was filled by the election of Miss Addie K. Hale. This is Miss Hale's first experience in a
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school of this grade, but she has taught in different schools in our vicinity.
The classes sent to the High School this year show a careful and painstaking drill, and will compare favorably with any admitted in previous years. Progress has been somewhat hindered in the Brom- field School by the frequent absence of many boys who are obliged to assist their parents. Irregular atten- dance-a serious evil in some of our schools-arises in many cases, it is to be feared, from the indifference of parents. The effect of frequent absence and tardi- ness upon the progress of pupils can scarcely be realized by one who is not obliged to struggle against it in the school room. Many parents seem to take it for granted that having provided schools and teachers and a board to look after them, their responsibility is ended, but no beneficial influence can be brought to bear upon children without the constant cooperation of their natural guardians.
A fact which strikes one with startling force in look- ing over the work done in these schools is the great inequality in the salaries of male and female teachers. This board regrets that public sentiment still makes a distinction to the disadvantage of women's work because done by women. If certain work faithfully performed is worth a certain price, it is difficult to un- derstand how it is worth any less if performed by a woman. All the lady principals of grammar schools have the discipline of a large room,-the assistants having merely a small recitation room-in addition to the ordinary work of teaching, and stranger still the only boys' school arranged in this manner, the Currier Male Grammar, is managed by a woman. On the other
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hand the male Grammar schools conducted by men are divided so that the principal has the constant oversight of less than one half the whole school. Yet the former-with the exception of Miss Chute, re- ferred to above-are paid $425, while the latter re- ceive $1000.
Some change in the course of study in the Gram- mar schools or in the early years of the High must at no distant day be made if it is to answer the require- ments of the great majority of the people. As it is now arranged it does not adequately fulfil all that is desired. It fails to furnish a practical educational basis for pupils who are not likely to take the more advanced course of training. To make up for the lack in the Grammar school many pupils enter the High and remain a short time. Of one hundred pupils entering the High School there will be left at the end of the first year from seventy-five to eighty; at the end of the second from fifty-five to seventy; at the end of the third from forty-five to fifty-five, and we graduate from thirty to forty. If many of these who thus drop out could have the advantage of an additional year in the Grammar school, devoted to advanced practical study, they would thus gain a definite benefit; they would not enter the High, and in this way we should avoid the expense of teaching in the latter school a considerable number who have no idea of graduating. The aim of our entire school system should be to furnish to pupils who must neces- sarily cease study at an early age, every possible equipment for gaining a livelihood and attaining an honorable position in the world
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The following table indicates the number applying at the summer examination for admission to the High schools; also the number admitted and the average rank :-
GIRLS.
Number applying.
Number admitted to High.
Number admitted to Putnam.
Average rank.
School.
Johnson
*10
7
2
76.3
South
6
6
0
83.2
Kelley
16
13
0
73.7
Currier
8
8
0
71.7
Total
40
34
2
76.2
BOYS.
Bromfield
13
5
3
70.5
Jackman
11
11
0
84.6
Kelley
14
10
1
69.8
Currier
8
7
0
72.0
Plains
3
1
0
77.0
Total
49
34
4
74.8
*Miss Coffin recommended 8 pupils, but allowed two others who were very desirous to try, to do so, saying that she did not consider them up to the standard, One of the latter was, however, admitted
They were examined on the following questions, and seventy credits were required for admission.
For each correct answer in Arithmetic two credits were given. One credit given for each correct answer in Geography and Grammar. In spell- ing and defining each one credit. Reading and Writing were marked on a scale of ten.
ARITHMETIC.
1. Divide three and three thousand six hundred fifteen ten thousandths, by twelve and forty-five hundredths.
2. A man owing 4-5 of 156 2-3 acres of land, sold 1-2 of 3-4 of his share. How many acres did he sell, and what was the value of the remainder of his share at $42 an acre.
3. A man has 310 acres, 16 poles of land; he sells 1-4 of it and divides the remainder among his four sons. How much did he sell, and how much did each son get ?
4. Find the value of- che |00:00
-
-
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5. What is the difference between simple interest and compound interest, of $480 for 4 years and 6 months at 7 per cent interest compounded annually ?
6. For what sum must a note payable in 90 days be drawn to produce $1969, when discounted at 6 per cent.
7. A clerk spent 25 per cent of his salary for board, 15 per cent for books, 12 1-2 per cent for clothing, and he saved $712.50; how much was his salary ?
8. On a note for $1000, dated July 4, 1876, at 6 per cent, were the follow lug indorsements :
August 12, 1876 $350 00
October 9, 1876
350 00
January 1, 1877 250 00
How much remained due Feb. 1, 1877?
9. If 8 men working 9 hours a day dig a trench 45 feet long, 4 feet wide- and 3 feet deep in 6 days, how many men, working 10 hours a day, can dig a trench 225 feet long, 5 feet wide, 2 feet deep, in three days ?
10 Extract the square root of 10795.21.
GEOGRAPHY.
1. What is meant by the surface of the Earth ? of what is it composed, and by what is it surrounded ?
2. State the difference between Latitude and Longitude; how are they reckoned, and how many degrees of each are they ?
3. What are Zones ? how many are there ? what are their names, and the character of each.
4. Name and state the position of the four great river systems of North America.
5. Bound Pennsylvania, and name the largest city.
6. What are the principal mountain systems of the United States ?
7. Through what bodies of water would you pass in sailing from Baltimore to Portland, Oregon ?
8. Name the states bordering on the Mississippi, and give the capital of each ?
9. Which is longest canal in the United States ?
10. Name, and give the capital of the several countries of South America.
11. Name the most Northerly, Easterly, Southerly and Westerly capes of South America.
12. Name the four longest rivers in Europe, and state into what seas they empty.
13. What island in the Mediterranean contains a volcano constantly in eruption, and called the light-house of the Mediterranean.
14. What empire occupies the largest part of central and eastern Asia ? give its boundary and capital.
15. Name the great commercial parts of Asia, and tell where they are situated.
16. Name six seas penetrating the eastern coast of Asia.
17. Which is the highest mountain in the world ? and name the highest peak.
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18. Where are Galveston, Lisbon, Para, Havre, Melbourne and Cape Town.
19. In what part of Australia are all the long rivers, whence do they de- rive their waters, and what is the principal stream.
20. What three cities are the great centers of foreign trade, and which one is the seat of government of all the British possessions in eastern Asia.
GRAMMAR.
1. Define language; how many kinds ?
2. What is a letter ? a word ?
3. Name the classes of words.
4. Is this a sentence : "A load of hay." If not, add such words as will make it a sentence.
5. What is a sentence ?
9. Write a sentence having a feminine noun as the subject : an adjective ; a masculine noun as the object of a verb denoting past time.
7. Write a sentence having a pronoun as the subject; an adverb; a pro- noun in possessive form; a noun as object of a verb in future time.
8. Give the plural of boy, man, ox, calf, bee, thief, sheep, loaf, cargo, cherub, tooth pick.
9. Compare good, bad, pleasant, little, good-nature.
10. Write a sentence having an adjective in the comparative degree.
11. Correct these : the most hot; the eviler course; more freer; deader than ever.
12. When do you use " a " and when " an " ?
13. What is the feminine of king, boy, hero, man-servant, administrator?
14. He went up the hill. What is " up" ?
15. What adverbs are formed from merry, soft. true, feeble, upright ?
16. Correct this : "It don't make no difference."
17. Define a conjunction, and write a sentence containing one.
18. Write a sentence with the verb lay in past time.
19. Write a sentence with the verb lie (to recline) in past time.
20. Write a short composition containing at least one example of each of the classes of words.
SPELLING AND DEFINING.
FINANCIER.
CYLINDRICAL.
ARTISAN.
GRIEVE.
COURTESY.
AUTOCRAT.
OSCILLATE.
SEPARATE.
COLOSSAL.
CHIVALRIC.
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HIGH SCHOOL.
Up to the close of the last school year, little need be said of this school, in addition to what was pre- sented in the last " Annual Report." It would seem proper, however, to mention the fact, that never did this school furnish more unmistakable evidence of the broad and progressive character of its instruction, than in the results of last year's work. The gradua- tion exercises which were held in the Old South Church on the 20th of July last, although perhaps less brilliant than some that have preceeded, on the whole spoke quite as forcibly as any have done, for the thoroughness, efficiency and practical value of the training received. The essays were especially notic- able for dealing mostly with practical subjects, along the lines of the best modern thought. No one who listened to these could help feeling, that those who had received and developed such ideas, really pos- sessed a good foundation upon which to rest the practical operations of life. And this is all that school education can be expected to do. It does not pretend to give complete efficiency for any special occupation. Nothing but practical experience in such occupation can do that. The school serves, chiefly, to enlarge and strengthen the mental grasp, so that the duties and requirements of any position are more readily comprehended, and therefor more easily mastered. Even the schools that attempt the most at special fitting, do it only imperfectly. The crude and inadequate results yielded by the course of instruction even in our best medical, law and theological schools in equipping young men for the professions of med- icine, law and theology, illustrate this fact. Compe-
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tency in all these and other professions, as every one knows, comes only after a thorough practical expe- rience. These are a few of the facts which should be carefully considered by those who are constantly complaning, that even our High school does not fit for any kind of business.
The following are the names of the graduating class :
FEMALE HIGH SCHOOL. Jennie L. Choate, Mattie F. Jaques, S. Carrie Brown, Carrie F. Merrill, Clara A. Bliss, Carrie L. Adams.
PUTNAM FREE SCHOOL. Lizzie D. Adams, Susie H. Stickney, Newbury ; Emma L. Drake, No. Hampton; Clara E. Philbrick, Hampton; Annie G. Pettingell, E. Salisbury; George A. Currier, Amesbury; Nettie H. Perley, Georgetown; Hattie D. Rogers, Nellie B. Talbot, Newburyport; Florence A. Loring, So. Robbinston, Me.
BROWN HIGH SCHOOL. John H. Balch, jr., Middleton A. Caldwell, Frank B. Currier, Ralph E. Curtis, George B. Johnson, George C. Lunt, James H. Moylan, Fred H. Safford.
Just before the beginning of the present school year in September, the committee voted to place Mr. Thompson in charge of the boys' room, where, it was believed by many, the principal ought to be. This arrangement seemed to give complete satisfaction to all concerned, and the school year opened with the whole corps of teachers in full cooperation with one another. This promising state of affairs was inter- rupted in October by the resignation of Mr. Thomp- son, an event that caused universal regret through- out this city and vicinity. The committee sharing in the popular appreciaton of Mr. O. B. Merrill, offered him the vacant position. The honor however was re- spectfully declined, on the ground that in his opinion, the election of somebody else would best promote the welfare of the school. Mr. Merrill was then request- ed to act as principal until the place could be filled permanently, and Mr. Gardner Balch, a young man
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who fitted for college at this school, and graduated at Dartmouth in the class of last year, was temporarily added to the teaching force. Soon after this, the resignation of Mr. Dame, under the " Rules," opened another vacancy, which in one month's time it would be necessary to fill. Mr. Dame had been in this school for more than a dozen years, and the confi- dence and appreciation accorded to him by so many successive boards, by his many pupils and by the people of this city in general, sufficiently indicate the the true value of his services. For the position of principal, quite a large number of applications were received. The committee attempted to look up, as best they could, the true standing of all the more promising applicants. They felt determined to make no mistake that could possibly be avoided. From the start nearly all the most eligible candidates withdrew from the field on being informed that the salary to be paid, would not go over $1700, and it is a significant fact, worthy of being noted here, that no candi- date was found, in regard to whose election the board could feel any degree of certainty that it had made no mistake, who would for a moment think of taking such a position for less than that sum. The com- mittee, however, after the most careful deliberation, and by a practically unanimous vote, made choice of Mr. LaRoy F. Griffin, a gentleman of the highest character, and of large and successful experience both as a High School and College teacher. Mr. Balch was also elected as one of the assistant teachers, for a period of three months, and the corps of teachers in the school was again complete
17 COURSE OF STUDY IN THE HIGH SCHOOLS.
ENGLISH COURSE. FIRST YEAR.
FIRST TERM .- English Grammar and Dictation ; Exercises, Arithmetic, Physical Geography.
SECOND TERM .- English Grammar and Dictation Exercises, Arithmetic, Physical Geography.
THIRD TERM .- English Grammar and Dictation Exercises, Algebra, Physi- cal Geography.
FOURTH TERM .- Englsh Grammar and Dictation Exercises, Algebra, Physical Geography.
SECOND YEAR.
FIRST TERM .- Modern History, Algebra, Natural Philosophy.
SECOND TERM. - Modern History, Algebra, Natural Philosophy.
THIRD TERM .- Botany, Geometry, Natural Philosophy.
FOURTH TERM .- Botany, Geometry, Natural Philosophy.
THIRD YEAR.
FIRST TERM .- French, or Physiology, Geometry, Chemistry.
SECOND TERM .- French, or Physiology, Geometry, Chemistry.
THIRD TERM .- French, or Rhetoric, Double-Entry Book-keeping, Chemis- try.
FOURTH TERM .- French, or Rhetoric, Double-Entry Book-keeping, Chem- istry.
FOURTH YEAR.
FIRST TERM .- French, Astronomy, Geology or Trigonometry, Mental or Moral Philosophy.
SECOND TERM .- French, Astronomy, Geology or Trigonometry, Mental or Moral Philosophy.
THIRD TERM .- French, Astronomy, Geology or Trigonometry, Mental or Moral Philosophy.
FOURTH TERM .- French, Astronomy, Geology or Trigonometry, Mental or Moral Philosophy.
NOTES. I. Weekly Exercises in Declamation or Composition.
II. Civil Government Weekly by the Senior Class.
III Natural History weekly by the Middle Class
CLASSICAL COURSE. FIRST YEAR.
LATIN .- Grammar, Reader, and Introduction to Latin Composition.
Ancient Geography and History; Arithmetic, and Algebra to Quadratic Equations.
SECOND YEAR.
LATIN .- Cæsar, four books; Latin Composition; Algebra completed; Ge- ometry, four books.
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THIRD YEAR.
LATIN .- Cicero, seven orations, including Manilian Law or an equivalent; Parts I and II, or one hundred and sixty-six pages of Harkness's Latin Com- position ; Reading Latin at sight, and Exercises in Latin Conversation.
GREEK .- Anabasis, three books.
FRENCH .- Contes Biographiques, Ahn's French Dialogues, No. 1, and other works-in all equivalent to about two hundred and fifty pages.
FOURTH YEAR.
LATIN. - Virgil's Æneid, six books, and the Bucolics; Cicero, DeSenec- tute or equivalent, Latin Composition, Reading Latin at sight, and Exercises in Latin Conversation.
GREEK .- Anabasis, the fourth book; Homer's Iliad, three books; Greek Composition ; English Literature and Composition.
FRENCH .- La Chanson du Jardinier, fifty-nine pages ; Les Dames Vertes, two hundred and six pages; Le Roman d'un Jeune Homme Pauvre, ninety- five pages; this gives, as the amount read, between five and six hundred pages; and about two hundred pages from other works.
NOTES. I. Weekly Exercises in Declamation and Composition.
II. Civil Government Weekly by the Senior Class.
III. Natural History weekly by the Middle Class.
DISCIPLINE.
The discipline in our schools has been generally good. Very few specific rules are made by the board to govern it, and the matter is left largely to the good sense of the teachers. The question of prohibiting corporal punishment has been brought be- fore the board, and was very fully discussed in all its bearings. Individual members took pains to inves- tigate the experience of other cities and to learn the views of prominent educators on the subject. As a result the board decided to make no change in the present rules relating to this form of punishment. That there is much to be said in favor of governing pupils by love and sympathy rather than by the rod, is undeniable; in fact, that the former is the nobler way few teachers would dispute. It not unfrequently hap-
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pens, that an aggravated case can be conquered in no other way. An unruly boy has it in his power to create a spirit of insubordination, which will hinder the progress of pupils, try the patience of the teacher, and almost demoralize the entire school. Feeling himself safe from the only form of punishment that he fears, he is practically free to do as he pleases. It is true he might be expelled as unmanageable, but to be turned into the streets is precisely what he most desires. What we wish, on the contrary, is that he shall be compelled to submit to rightful authority, to attend school regularly, and be made to realize that school restraint and school training are of the ut- most importance to him. The board therefore leaves the matter of corporal punishment to the discretion of the teachers, requiring them to record and report every case with its attendant circumstances, and we feel confident that no teacher now in the employ of this city will ever resort to it while any other method remains untried, or will ever inflict it without due caution. The knowledge that the teacher has this power is the strongest possible influence towards making the exercise of it unnecessary.
EVENING SCHOOLS.
Probably no schools in this city have been of great- er service than the evening schools for those who are unable to avail themselves of the advantages of the day schools. The school for women has since its be- ginning been uniformly successful. Those who have attended have been almost wholly working women
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and girls, some of whom have begun without know- ing a letter of the alphabet. The deportment of all- many of them entirely ignorant of the peculiar ways of the school-room-has been excellent. The most interesting feature of the school has been the unmis- takable eagerness of the pupils to learn. The op- portunity to receive instruction in the fundamental branches-which, of course, is all that can be' at- tempted-has been seized upon with an avidity which has been very gratifying to those who have witnessed it. The teachers have been patient and faithful,- they have studied to awaken and sustain the ambition of the pupils, and to encourage them in every possi- ble way. As a result, the progress made has been highly satisfactory. Below is the report of the prin- cipal, covering the sessions held during the winter of 1880-81:
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