USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1900 > Part 5
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GRADE VII.
To be Read in Class: Evangeline (Longfellow), Myles Standish and Hiawatha (Longfellow), Hawthorne's Grand- father's Chair and Great Stone Face, Irving's Rip Van Winkle, Gulliver's Travels, Burroughs' Birds and Bees and Sharp Eyes. (Special study of the lives of Longfellow, and Hawthorne.
To be Memorized: The Chambered Nautilus (Holmes), Gradatim (Holland), A Psalm of Life (Longfellow), Abou Ben Adhem ( Hunt), October's Bright Blue Weather (H. H Jackson), The Rainy Day (Longfellow), Three Trees, Laus Deo (Whittier), The Revolutionary Rising (Read). (The last two and at least three others are required).
Suggested Home Reading: (1) From Log Cabin to White House (Thayer), Tom Brown at Rugby (Hughes), Polly Oliver's Problem (Wiggin), Melody (Richards), We Girls (Whitney), Boys at Chequassett (Whitney), (2) Standish of Standish (Austin), Betty Alden ( Austin), West- ward Ho! (Kingsley), The Story of Tony (Catherwood), Philip of Pokanoket (Irving), Last of the Mohicans (Cooper), With Wolf in Canada (Henty). (Two from each group are required).
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SCHOOL REPORT.
GRADE VIII.
To be Read in Class: Selections from Irving's Sketch Book, Franklin's Autobiography, Greek Heroes (Kingsley), Life of Washington (Scudder), Poet's Tales of Wayside Inn (Longfellow), Snow Bound, Among the Hills and Mabel Martin (Whittier), Grandmother's Story of the Battle of Bunker Hill (Holmes), Lexington, Boston Common and My Hunt after the Captain (Holmes), (Make a special study of the lives of Whittier and Holmes during this year). Selections to be Memorized: In an Age of Tops and Toys (Emerson), Over and Over Again (Pollard), Nobility (Alice Cary), What might be Done (Mackay), Daily Work (Mackay), The Spacious Firmament on High (Addison), Old Ironsides (Holmes), Union and Liberty (Holmes), The Flower of Liberty (Holmes). (The last three and at least three others are required).
Suggested Home Reading: (1) Two years before the Mast (Dana), In His Name (Hale), Treasure Island (Stevenson), Two Penniless Princesses (Yonge), The Hoosier School-Boy (Davis). (2) Lionel Lincoln (Cooper), The Spy (Cooper), Domestic History of the Revolution (Ellet), Thankful Blossom (Harte), The Green Mountain Boys (Thompson), The Rangers (Thompson), The Old Harbor Town (Watson), The Partizan (Sims), Little Jarvis (Seawell), Midshipman Paulding (Seawell), Zachary Phipps (Bynner), Signal Boys (Eggleston), Captain Sam (Eggle- ston), Big Brother (Eggleston), The Circuit Rider (Eggle- ston. (Two of group one and three of group two are required).
GRADE IX.
To be Read in Class : Brown of Ossowatomie and the Eve of Election (Whittier), Tales of a Wayside Inn (Long-
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SCHOOL REPORT.
fellow), The Death of Lincoln The Death of Slavery, Oh Mother of a Mighty Race, Thanatopsis and To a Waterfowl (Bryant), Speech on the Federal Union and on Hamilton (Webster), First and Second Inaugurals and Speech at Gettysburg (Lincoln), Boston Hymn, The Concord Hymn, and Essays on Behavior, Abraham Lincoln and the Emanci- pation Proclamation (Emerson), Abraham Lincoln, Books and Libraries, Commemoration Ode, An Interview with Miles Standish, The Heritage, An Incident in a Railroad Car and the Vision of Sir Launfal (Lowell), A Man With- out a Country (Hale), Christmas Carol (Dickens), Lamb's Tales from Shakespeare, (Special study of the lives of Bry- ant, Emerson and Lowell during this year).
Selections to be Memorized: The Hurricane (Bryant), The Love of God (Bryant), To the Dandelion (Lowell), The Bumble-Bee (Emerson), The Manliest Man (Geo. W. Bungay), Love of Country (Scott), Ring Out, Wild Bells (Tennyson), To the Fringed Gentian (Bryant), Sheridan's Ride (Read), Song of Marion's Men (Bryant), The Ship of State (Longfellow). (The last three and at least three others are required).
Suggested Home Reading: ( !) John Halifax, Gentle- man (Muloch), Down the Ravine (Craddock), Kidnapped (Stevenson), Twenty Leagues Under the Sea (Verne), Boots and Saddles (Custer), David Copperfield (Dickens), Nicholas Nickelby (Dickens), History of a Mouthful of Bread (Mace), New England Girlhood (Larcom), Lorna Doone (Blackmore). (2) Uncle Tom's Cabin (Stowe), The Three Scouts (Trowbridge), The Drummer Boy (Trowbridge), Two Little Confederates (Page), Among the Camps (Page), Tom Clifton; or Western Boys in Grant's and Sherman's Army (Goss), On the Plantation ( Harris), A Fool's Errand (Tourgee), In the Boyhood of Lincoln
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SCHOOL REPORT.
(Butterworth), Ivanhoe (Scott), The Talisman (Scott), (At least three from each group are required).
II. Latin in Grade IX. Previous to the present school year it had not been possible in our schools for pupils to be- gin the study of Latin until they entered the High School. Now to do well in the four years of the High School course the work that is required in this line in preparation for col- lege and in the same period to accomplish the requirements in other lines imposes upon pupils a task that is not for their best interests under the present conditions, either from a physical standpoint or from the standpoint of thor- oughness of preparation. With this thought in mind ar- rangements were made, near the beginning of the term in September, so that pupils might begin the study of Latin in grade IX provided their parents so desired. As a result of this arrangement 59 pupils are now taking this study in that grade,-24 in the Washington School, 18 in the Lincoln School, and 17 in the Franklin School. Naturally the plan is yet in the experimental stage but the results thus far secured warrant the assertion that the change is a step in the right direction, and, with some modifications in the work of the ninth grade at the opening of the next school year, it may well become a permanent arrangement.
THE HIGH SCHOOL.
I. The honest and well-matured opinion of any man is entitled to respect, but in public utterance or action men should hesitate to take a position of antagonism or even of uncertainty toward any worthy institution until the facts in the case are well in hand. I regard it as unfortunate for Melrose that during the past year a few men holding high official positions in the city have committed themselves by implication at least to an attitude of uncertainty regarding
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SCHOOL REPORT.
the wisdom of maintaining a first-class high school at pub- lic expense. I believe there are few in our community who feel thus, but such an attitude by even one prominent citizen is prejudicial to the best interests of the high school, and therefore of the city, just in proportion to the promi- nence of the individual and to the confidence that citizens repose in him. One who questions, today, the wisdom of taxing the public for the maintenance of a first-class high school in a community of the size. of Melrose does so, in my judgment, from a limited understanding of the work of a modern high school and from a failure to size-up proper- ly the tendency and need of the times so far as young people are concerned.
While the position of the high school as a part of the public school system in Massachusetts is too well established to need defense, it may be wise to call attention to a few facts indicative of the estimate that the public at large puts upon this part of the public school system.
I. During the last school year there were enrolled in the high schools of the Commonwealth 40,592 pupils,-a num- ber 100% greater than was registered fifteen years ago. The full significance of this increase is not apparent until you place beside it the fact that during this period of fifteen years, in which the high school attendance increased 100%, the population of the State increased only 40%. This fact alone indicates a striking growth of appreciation, on the part of the people, of the value of high school training.
2. Another indication of public opinion in this matter is found in a law enacted by the General Court in the winter of 1898, which reads in part as follows: "Every city and every town of five hundred families or householders shall maintain a high school, adequately equipped, to be kept by a principal and such assistants as
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SCHOOL REPORT.
may be needed who shall give instruction in such subjects as may be required for the general purpose of training and culture as well as for the special purpose of preparing pupils for admission to State Normal Schools, technical schools and colleges.
Any town of less than five hundred families or householders in which a public high school is not maintained shall pay for the tuition of any child who resides in said town and attends the high school of another town or city."
The text of this statute indicates that the value to the State of a high school training for its citizens is sufficiently evident to warrant our legislature in placing within the reach of every child in the Commonwealth the opportuni- ty for training in a first-class high school.
3. I have heard it suggested that high schools are not democratic in the character of those who attend them, but are essentially college preparatory schools for the children of well-to-do parents. In reply to such suggestion it is sufficient to submit the following facts:
First, of the 40,592 pupils registered in the high schools of Massachusetts during the past school year, 88% were taking what may be termed general courses, i. e., courses that are not calculated to fit for college. This fact alone shows the fallacy of the charge that high schools are de- signed or administered in the interest of any special class of pupils.
There is a second consideration, however, that is worth noting in this connection, viz., the occupations of parents who have children in our high school. An investigation in this line reveals the facts in the following table.
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SCHOOL REPORT.
OCCUPATION OF PARENTS HAVING CHILDREN IN HIGH SCHOOL.
List of Occupations.
No.
List of Occupations. No
Merchant
. 33
Broker
2
Traveling Salesman
17
Coachman
2
Clerk
12
Milk Dealer
2
Book Keeper
9
Buyer
1
Real Estate.
7
Express Business
1
Carpenter
6
Art Publisher
1
Business Manager
6
Brass Worker.
1
Rubber Worker.
6
Book Binder
1
Printer
6
Milliner
1
Manufacturer
6
Gardener
1
Contractor
6
Lithographer
1
Salesman
6
Mining Engineer
1
Machinist
5
Photographer
1
Physician
5
Architect.
1
Mason .
5
Wood Carver
1
Insurance
4
Evangelist ..
1
Designer
4
Freight Agent.
1
Corporation Treasurer Tailor
4
Fireman
1
Shoemaker
3
Piano Finisher
1
Lawyer
3
Barber
1
Civil Engineer.
3
Paper Hanger
1
Painter
3
Engraver
1
Letter Carrier
3
Laundry
1
Heating Engineer
2
Sailor
1
Stable Keeper
2
Brick Maker
1
Overseers .
2
Druggist .
1
Sea Captains.
2
Dermatologist
1
Cabinet Maker
2
Farmer.
1
Agent
2
Dressmaker
1
Pattern Maker
2
Stair Builder
1
Station Agent
2
General Sales Agent
1
Dentist ..
2
Editor.
1
Teamster
2
Steamship Business.
1
Music Teacher.
2
News Dealer
1
Clergyman
2
Inspector
1
Retired from Business
2
Jeweler
1
Canvasser
2
Teacher
1
Caterer
2
.
.
.
Now, if the results from this investigation prove anything, it is that the Melrose High School is in no sense a class institution, but is thoroughly democratic in its membership ; and in my judgment this is equally true of high schools in general.
One who wishes to study the present condition of our high school and the character of the work that is being done
4
Employment Office
1
.
.
.
.
.
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SCHOOL REPORT.
therein will find the following facts interesting and valuable.
II. Regarding Attendance : a. The number of pupils registered in the school in September in each of the follow- ing years, 1898, 1899, and 1900 was as follows:
Year.
Fourth Class.
Third Class.
Juniors.
Seniors.
Post Graduates.
Total.
1898
76
62
59
29
6
232
1899
88
59
47
46
7
247
1900
116
61
50
40
9
276
From these figures it will be seen that the number of pupils registered in the school in September, 1900, was practically 12% greater than in September, 1899, and 19% greater than at the corresponding period in 1898.
b. The average membership of the school for 1900 was 250.26, an increase of 9% over that of 1899, and the number of different pupils enrolled during 1900, exclusive of re- enrollments, was 266, a number 91/2% greater than the corresponding number for 1899.
These facts are gratifying for they indicate that the school is steadily enlarging its field of direct influence inasmuch as there has been practically no increase in the population of the city during this period.
c. Further study of the statistics on attendance reveals the fact that, omitting consideration of post-graduates and those who graduated in June, 1900, the number of pupils who severed their connection with the school during the period from September, 1899, to September, 1900, was 3% less than the number who severed their connection with the school during the previous year. This result is significant as indicating that the school is holding its pupils better than formerly.
III. Regarding Graduates : In June, 1900, 46 pupils received diplomas of graduation from the school. Of this number, nine are taking courses of study in college, three
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SCHOOL REPORT.
in Massachusetts Institute of Technology, four in Normal Schools, one in the New England Conservatory of Music, one in a business college, one is teaching, six are doing post-graduate work in the high school, one is unaccounted for, and twenty have entered upon a business career. This last fact is significant for, when 43% of our graduates enter business life directly from the high school there would seem to be good reason for the maintenance in the school of a line of work calculated to give more or less training that shall contribute directly to success in a business career.
IV. Regarding Choice of Studies: The following table shows the number of pupils at present registered in the dif- ferent lines of study in the school.
CLASSES.
Lines of Study.
Fourth
Third
Junior
Senior
Post
Graduate
Totals
English
114
59
48
37
5
263
History
94
30
8
31
4
167
Mathematics
107
41
20
4
1
173
Book-keeping
17
8
3
28
Science.
42
19
3
1
65
Latin
44
29
12
10
1
96
Greek
10
9
4
23
German
19
9
11
3
42
French
20
37
28
15
2
102
Stenography
23
14
6
43
Penmanship
69
30
25
16
1
136
Physial Culture
40
13
14
9
2
78
Drawing
56
13
11
6
86
7
42
Type-writing
28
7
1
70
Music
64
.
In attempting deduction from the above table it should be borne in mind (1) that English is required throughout the four years of the course and Algebra throughout the: first year, (2) that German and Greek are open to the three upper classes only, (3) that Stenography, Typewriting and
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SCHOOL REPORT.
Bookkeeping are open to the Juniors and Seniors only, (4) that Penmanship is open to the fourth class only, and (5) that Physical Training is open to the young ladies.
V. CHANGES IN TEACHERS.
At the close of the term in June two teachers-Mary J. George and Marion Snow-severed their connection with the school. Miss George was transferred to the position of Master's assistant in the Franklin School, and Miss Snow resigned to enter upon a course of study at Radcliffe Col- lege. Margaret McGill of Natick, a graduate of Mt. Holyoke and a teacher of successful experience, was elected to fill the vacancy made by the transfer of Miss George, and Helen M. Armstrong of Winchester, a graduate of Boston University, was elected to fill the vacancy made by Miss Snow's resignation. It is gratifying to state that these new teachers have manifested in their work an enthusiasm, a degree of scholarship and teaching ability, and a strength of character that make them valuable additions to the corps.
In December, Hubert G. Shaw, who had charge of the Science Department, resigned to accept a similar position in the Murdock School at Winchendon at an increased salary. George A. Hutchins, a graduate of Bates College, who for the past five years had taught the sciences in the Amesbury High School, was elected to fill the vacancy created by Mr. Shaw's resignation. Although Mr. Hutchins has not been with us long enough to show fully what results his teaching may be capable of producing, I feel confident from the quiet, masterful way in which he has begun his labors with us that no mistake was made in selecting him for this position.
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SCHOOL REPORT.
VI. CHANGES IN COURSE OF STUDY FOR THE HIGH SCHOOL.
In accordance with suggestions presented in my annual report for 1899, music and drawing have been placed among the elective studies, biology has been added to the curricu- lum, and the department of history has been reorganized and put upon a basis that enables the school to give students advantages in the line of historical study that can be secured in few high schools. In addition to these changes, in accordance with the suggestions of Principal Whiting, Physiography has been dropped from the list of electives for the Fourth Class and French and Commercial Arithme- tic added, Commercial Law and Geography have been substituted for Commercial Arithmetic in the electives for the Third Class, and Trigonometry and College History added to the list of electives for the Seniors. The reasons for these changes have been carefully discussed and approved by the committee and need not be repeated at this time.
VII. REGARDING THE COST OF THE HIGH SCHOOL.
The total expenditure in connection with this school during the period from February, 1900, to February, 1901, was $18,509.07, which is 24% of the total school expenditure for the city for the corresponding period. This amount was expended as follows;
For salaries of teachers, janitor and engineer, $14,313.33 For books and supplies, 2,105.98
For fuel,
1,428.17
For sundries, .
340.93
Total for support of school, . · $18,188.41 For repairs and permanent improvements, . 320.66
Total for all purposes, ·
. $18,509.07
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SCHOOL REPORT.
The following table shows the cost per pupil for the year based upon the average membership of the school.
PER CAPITA COST IN HIGH SCHOOL FOR 1900.
For Support of School :
Teachers, janitor, engineer, . $57.19
Books and supplies,
.
8.42
Fuel,
. 5.71
Sundries,
. 1.36
For repairs and permanent improvements, . · 1.28
Total for all purposes, . $73.96
Inasmuch as the State does not require separate returns regarding the expenditure for high schools, and nearly all places fail to keep a separate account of such expenditure, I am not able to make an accurate comparison between the per capita cost in the Melrose high school and the average per capita cost for the high schools throughout the Com- monwealth ; but, from the investigation that I have made, I believe that the cost in our school is relatively high. In justification of this conclusion it may be said that the high school per capita cost in Malden for the past year was $63.83 ; and in Somerville for the Latin high, $60.62, and for the English high, $57.07. Now the high schools in these places are fair types of the better and more expensive class of high schools, therefore, as it appears that the high school per capita cost in Melrose is above that in these places, it seems reasonable to conclude that it is also above the average for the State at large.
There are several good reasons to be given in explanation of the relatively high cost of our high school.
I. When the old high school building was burned, prac-
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SCHOOL REPORT.
tically all high school books and supplies on hand either perished with the building or were rendered useless through water and smoke. In re-stocking the school, purchases were made, naturally, only up to the limit of membership at that time. Now during the past few years, as has been shown, there has been a large increase in the attendance up. on the school and it is easy to see that this increase under the conditions has called for larger annual expenditures than may be expected under normal conditions.
2. Another cause that tends to raise the cost per pupil in our high school is the relatively large number of male teachers employed. For example, the average per cent. of male teachers in the high schools of the ten cities in Middlesex County outside of Melrose is 29%, while in Mel- rose it is 41%. Inasmuch as the salaries paid male teachers are, as a rule, considerably higher than those paid female teachers, it is evident that the expenditure for salaries in our high school is more than it would be if, without change in individual salaries, the ratio of male teachers in the corps were reduced to 29%, the average for the other cities in the County. In this connection, however, it must be borne in mind that from a broad educational standpoint there are distinct advantages to be secured from this larger masculine element in our corps.
3. Another thing which, for the time being, makes the per capita cost higher than the normal is the fact that in the growth of the school the point has been reached where eleven teachers cannot quite do the required work although twelve, the number now on the pay-roll, will be sufficient until the membership is considerably larger than at present.
4. The fourth point to be considered in passing judgment upon the cost of this school is the expenditure for heating and care of the building. The present membership of the
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SCHOOL REPORT.
school does not nearly fill the building to its normal capacity. Nevertheless, owing to the fact that practically every room is necessarily put to some use in connection with the school work, the cost for heating and care is essentially as great today as it would be if the number of pupils in attendance were up to the designed capacity of the building. Obviously this has an effect to make the cost per pupil for education in the school higher than it may be expected to be as the attendance increases, other things being equal.
However, with all that may be said in explanation of the cost of our high school, the fact remains that the cost is high and that there is imperative need for the committee to curtail the expenditure for this branch of the school system whenever and wherever it can be done without impairing its efficiency or repudiating obligations contracted by preced- ing committees in their efforts to reorganize and strengthen the school. The recent action of the committee in filling a vacancy in the school whereby an annual saving of $300 in the expenditure for salaries has been effected, is sufficient evidence that the members are fully alive to their duty in this respect.
VIII. Regarding the Various Lines of Work. The following statements from the teachers giving the aim, the plan of work, the time allotment, and the ground covered in the respective lines of study will be found helpful in securing a good understanding of what is being done in this school.
AIMS AND METHODS OF WORK IN THE HIGH SCHOOL.
William C. Whiting, Principal.
A High School, in order to meet the demands of the public and exert an influence as wide-spread as possible,
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SCHOOL REPORT.
must, first of all, be the people's school, an institution whose doors are open to all and whose duty it should be to arouse in every pupil in the grades an ambition to reap the full benefits of existence. It should be the educational centre of the community and its influence should be felt from the highest to the lowest grades. It should keep in close touch with the work of all the other schools and there should be the most cordial relations between its teachers and those of the grades. It should provide a course of study both help- ful and congenial touching life's future experiences as often as possible. It should hold every entering pupil as a sacred charge to be ministered unto as best suits his particu- lar needs and be deeply concerned when anyone for insuffi- cient reasons leaves school before the completion of the course.
In every city where there is only one high school it must of necessity prepare for college. In this department of its work it must and ought to demand well-prepared pupils, to refuse to admit those who are imperfectly prepared, and to insist on a high degree of excellence for regular promotions
The aim of our high school is therefore :
I. To give thorough instruction in all the branches taught.
2. To develop mental and moral power which will make noble and sincere men and women.
3. To so unfold to the pupils the different subjects as to instil in them a desire for self-improvement after leaving school.
4. To prepare the pupils as thoroughly as possible, in the time given, for life's responsibilities.
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SCHOOL REPORT.
ENGLISH.
Everett H. Scott, Director.
Fourth Class, Everett H. Scott, William C. Whiting and Jennette Moulton, teachers.
Third Class, Junior Class, Senior Class, Everett H. Scott, teacher.
Aim : Fourth class, the cultivation of clear and easy expression ; third class, the orderly arrangement of ideas and some understanding of paragraph structure; junior class, thorough acquaintance with six English classics ; senior class, thorough knowledge of four English classics for pupils entering college, some acquaintance with the history of English Literature and illustrative reading for those not entering college.
Method: Three-fold: first, careful readings; second, general discussions ; third, frequent written exercises based on authors read.
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