USA > Massachusetts > Norfolk County > Quincy > Inaugural address of the mayor, with the annual report of the officers of the city of Quincy for the year 1890 > Part 10
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as a divisor 3422 - the whole number of pupils registered during 1890 - I find that the sum of $2,300 allows an expen- diture of $0.67 per capita. If 2,698, the number showing the average membership of the schools, be employed as a divisor, we find an allowance of $0.85 per head, and making use of 2,587, the number in average daily attendance, the allowance per child will be $0.88. On whichever basis the calculation be made, the amount per capita is not large enough for the purpose it is designed to serve, and we are obliged to make heavy inroads upon the appropriation for incidentals in order to meet such deficiency.
III. SCHOOL BUILDINGS.
High School of 3 rooms, Date of erection 1852
Adams School of 10 rooms,
1855
Coddington School of 9 rooms, "
1855
John Hancock " " 8 "
1886
Quincy School of 8 rooms,
1873
Washington School of 8 rooms, "
1858
Willard School of 16 rooms (in process of erection ) .
Wollaston School of 9 rooms, Date of erection . 1873
As anticipated in my last report the addition to the Wollas- ton School Building was ready for occupancy at the opening of the summer term in April. This addition contains four commodious, well-lighted school-rooms, with very satisfactory means for heating and ventilating the same. The Smead sys- tem of dry closets seems to work perfectly. Considerable annoyance has been experienced from water, which makes its way through the cellar walls and spreads over the basement floor. The hill in the rear of the building causes a large
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amount of surface water to find its way to these walls, and I fear that effectual remedy will only be secured through the purchase of an additional strip of land, thereby making it pos- sible to grade in such manner as to conduct this surface water away from the building. During the year, the High School building has been supplied with water from the pipes of the Quincy Water Co. The pipes of this company now enter all of the school-buildings, which, with the exception of the Cod- dington, have been fitted with sinks and means for disposal of water which runs to waste.
Last summer the Atlantic School building was painted in a thorough manner. Additional progress has been made in the filling of the John Hancock lot. Such minor repairs have been made as are incident to every year, but as an inspection of the financial statement will afford full information in regard to these matters to any who desire it, I need not here devote further space to them.
Reference was made in my last report, to Chapter 149 of the Acts of 1868 : " An act to cause proper sanitary provisions and proper ventilation in public buildings and school-houses."
I have now to call attention to Chapter 438 of the Acts of 1890 : " An act providing for an appeal from the orders of the Inspection Department of the District Police." This more recent legislation specifies the ways and means by which par- ties aggrieved by the decisions of any inspector of buildings, may attempt to secure redress.
For some reason, unknown to me, our school-houses have not yet been made the subject of inspection by the State force. When such inspection takes place, as I suggested last year, the city must be prepared for no inconsiderable expenditure.
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Means of ventilation are so entirely wanting in most of our school-houses, that no appeal could be successfully taken against any orders likely to be given by the inspector.
IV. TEACHERS.
MEN.
WOMEN.
High School Principal
1
-
Assistants .
2
Grammar School Principals
5
1
Primary
1
Assistants in charge of grammar classes
21
Assistants in charge of primary classes
40
6
65
Director of Drawing
-
1
66 Music .
1
-
.
-
-
.
-
-
A comparison of the above table with the corresponding one of last year's report, discloses an increase of five in the number of teachers, three of the number being located in the Wollaston School, one in the Washington and one in the Willard. Dur- ing the year 1889, the teaching force at the Washington con- sisted of seven regular teachers and an assistant. More recently eight regular teachers have been employed. The difference in expense is slight, and the latter arrangement is greatly to the advantage of the pupils.
I take this opportunity for brief discussion of two matters of such importance, that at no time should we lose sight of them. The first concerns the number of pupils assigned to teachers. By way of illustrating what we are very frequently obliged to do, I may refer to the John Hancock School. This
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building contains eight school-rooms. During the autumn term, the maximum number of pupils assigned to these rooms was as follows : To one room 53, to each of two rooms 54, to each of three rooms 55, and to each of two rooms 58. This is all wrong, and, nothing but urgent necessity can justify school authorities in permitting it. A double injustice is done. The teachers are overworked, and pupils cannot possibly receive that attention which they deserve.
In these days, when more is attempted in schools than ever before, when the public demands more than ever, when criti- cism is sharper than at any previous time, it is a constant wonder to me that teachers so circumstanced succeed as well as they do. Overburdened as they are, it is surprising that they afford so little occasion for reasonable complaint. Our school population increases so rapidly, that it will doubtless be a long time before we succeed in suitably reducing the number of pupils assigned to a teacher. To do this immediately, would involve so much of an increase in our teaching force, and so great a demand for additional school-rooms, as to appall many, who seem even now to think that the requests which the school authorities find themselves obliged to make, verge upon the unreasonable. If circumstances compel us to pursue for a time a course which sound judgment condemns, we ought not to lose sight of a better state of things, the coming of which we should hasten by all means in our power.
The second matter relates to the compensation of teachers, a topic on which I have frequently written, and yet one of which I feel compelled to speak, as often as I have opportunity, through the pages of a report, to reach the eyes of the public. Of the sixty-one teachers reported above as in charge of
233
grammar and primary classes, nine receive salaries of $500 per year, twenty-three receive annual salaries of $450, while the compensation of the remaining twenty-nine is lower yet.
Such of our teachers as do not chance to be residents of Quincy are obliged to be here for forty weeks of each year. The expense of board is at least five and one-half dollars per week, or two hundred and twenty-five dollars for the school year. If we assume that such teachers are in receipt of sal- aries of $450, there will remain to each the sum of two hundred and twenty-five dollars. This amount must meet all living expenses for the remaining twelve weeks of the year, as well as the cost of clothing, travel, books, and the thousand little expenditures, which everybody knows to be inevitable. Such an examination of the matter as any fair-minded person can readily make for himself, affords convincing proof of the extreme meagreness of such salary.
We entered on the year 1890 with a teaching corps number- ing 66. Out of the number we have lost 16 during the year. An inspection of the table of changes, which appears on a subse- quent page, makes it evident that the immediate cause of the great majority was the inadequacy of the salaries paid in Quincy. Year after year it happens that we part with between a fifth and a fourth of our entire teaching force. When I reflect that we are thus changing the entire force about once in four years, I wonder that we succeed in having as good schools as we do. Far from effecting any positive improvement, it would not be surprising if the excellence of the schools were to be found steadily declining.
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V. ATTENDANCE.
Whole number of pupils registered, 3,422, an increase of 135
Average
belonging, 2,698, "
79
66 66 attending, 2,587, "
71
Ratio of attendance to membership
Pro rata of tardiness to average attendance
. .53
An inquiry is likely to arise in the minds of many who in- spect the above figures as to the cause of so great a difference between 3,422, the whole number of pupils registered during the year, and 2,698, the average membership for the year. Such difference is to be explained by the employment of what is commonly spoken of as the "five-day rule" in determining mem- bership. By its operation any pupil who is absent from school during five or more consecutive days is not counted as a member during such absence. The practical effect of this rule is to ex- clude from membership returns, many pupils who are nominally connected with the schools, but who, for any reason, are kept away during five or more successive days.
The above table shows an increase of 79 in membership and 71 in attendance. These figures would have been much larger but for the fact that, owing to the homeless condition of the Willard school, the returns therefrom indicate a positive decrease in both membership and attendance. There are un- questionably more pupils in the Willard district than ever before. They will be forthcoming as soon as suitable school quarters are provided for them.
ADDITIONAL ROOMS NEEDED.
Any one who turns to page 18 of the last School Report may read the following : " During the year 1889, it has been
· .95
235
the lot of the Adams School to suffer great inconvenience - to use a term which only partially describes the evil - from the lack of adequate accommodations." Of the year 1890 the same statement is true, and having endured for two years, school officials can scarcely be deemed guilty of precipitate action if at the end of that time they cry for relief. During the autumn term the Adams building was called on to provide at one time for 515 pupils. This number could assign 51 pupils to each of ten large school-rooms, while the building has only nine full-sized school-rooms, with a tenth smaller room. The building has already more than reached the limit of its capacity.
The John Hancock building was first occupied in September, 1886, five of its eight rooms being required during that au- tumn. The building has been steadily filling up since that time, and has now reached the overcrowded condition which I protrayed in a preceding paragraph. When the Hancock building was erected, it was the expectation of the School Committee that an enlargement would be necessary in the course of four or five years, and subsequent events have fully justified their expectations. The maximum number of pupils in attendance at this building during the autumn was 422, almost enough to allow an assignment of fifty pupils to each of nine rooms.
The views expressed in the preceding paragraph to which reference has just been made, would be equally in place here, but it is unnecessary to repeat them. Assuming, as I sup- pose we must, that a full year may elapse between the time of application to the City Council for the enlargement of this building and the completion of such addition, it is clearly evident that no time should be lost in taking such step. The
236
territory to the south of Water street is being rapidly covered with houses. Many of the families have children who are rapidly reaching the age requisite for school attend- ance. In April, 1891, and again in September, a large num- ber will apply for admission to these two schools. Unless the school authorities are to be compelled to fall back again on the plan of half-time attendance for several primary rooms, no time is to be lost in the provision of additional rooms. Perhaps I should remark that the completion of the Willard has no bearing whatever upon the needs of the Adams and Hancock.
EVENING SCHOOLS.
In order to secure an unbroken record of the operations of Evening Schools, I deal first with the entire season of 1889- 1890. Afterward, in order to afford information of a more recent character, I speak briefly of so much of the present season as belongs to the year 1890.
EVENING DRAWING SCHOOL.
The class in mechanical drawing, for the season of 1889-1890, was taught by Mr. Arthur H. Flint. Between Nov. 18, 1889, and April 14, 1890, instruction was given upon sixty evenings to an average attendance of 18.7 students. During the same season the free hand class, taught by Mr. W. A. England, also received instruction upon sixty evenings between Nov. 21, 1889, and April 26, 1890, and the records show an average attendance of 13.2.
During the present season but one instructor has been employed in the school, Mr. England, having charge of both
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free hand and mechanical classes. The school was opened on Nov. 4, and for the purposes of this report I make use of the records up to Tuesday, Dec. 23. The applicants for admis- sion were so numerous that it was found necessary to organize the students desiring instruction in mechanical drawing, into two sections, each attending two nights per week, and so leaving two nights for the free hand class. So long as the school was thus arranged in three sections, class A in mechani- cal drawing received ten nights' instruction, with an average attendance of 15.8; class B, twelve nights' instruction, with an attendance of 21; and the free hand class, ten nights' instruction, with an attendance of 28.2.
After Dec. 13, the attendance diminished to such an extent that it became necessary to combine classes A and B. Be- tween the time of such consolidation and Dec. 23, the mechani- cal class were in attendance upon four nights, with an average attendance of 14, and the free hand class, for the same number of evenings, had an attendance of 21.5.
In view of the great value of the instruction afforded in the Evening Drawing School to all persons engaged in mechanical pursuits, it seems clear to me from an inspection of the above reports of attendance, that the school is not appreciated as it should be.
Beyond most cities of her size, Quincy has been liberal in her equipment of this school and has afforded instruction for the unusual term of sixty evenings. Undoubtedly our experi- ence is not peculiar to ourselves. So far as I am informed, attendance upon evening instruction is everywhere marked by great fluctuations, large numbers presenting themselves at the opening of a season, who soon fall out by the way.
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The granite industry of the city should have a special inter- est in the welfare of this Evening Drawing School. Employers and employees are alike benefited by its prosperity, and will but serve their own interests by doing whatever lies in their power to secure for it a large and steady attendance.
EVENING COMMON SCHOOL.
During the season of 1889-1890, an evening school of instruction in the English branches was in session in Forest- er's Hall, West Quincy, for twenty-six nights. The school opened on Dec. 12, 1889, and closed on Jan. 31, 1890, and the average attendance was 27.7.
Between Nov. 4, 1889, and Feb. 28, 1890, the Adams Even- ing School was in session upon sixty-three nights, with an average attendance of 82 males and 8 females. For the pres- ent season, schools were opened in the same building on Oct. 27,1890. Between this date and Dec. 22d, the school has been in session twenty-three nights, and has had an average attendance of 114 students. Detailed information in regard to the cost of carrying on both varieties of evening schools may be secured from the financial report.
WILLARD SCHOOL.
In preparing the School Report for 1889, I little supposed that the succeeding year would close and find the new building still far from completion. These two years have been very trying for teachers, pupils, and for the people of the district. The labors of the teachers have been most arduous, and so unfavorable have been their surroundings, that untiring effort on their part has not yielded satisfactory returns. The prog-
239
ress of the pupils in their studies has been hindered, and the general efficiency of the school diminished. The teachers have most cheerfully borne the privations incident to the un- fortunate situation of affairs, but in spite of their best efforts, months must elapse after the school is once more gathered under a single roof, before it will fully recover from the effects of these years of colonization. In another connection I have spoken of the unusual expenses caused by the present situa- tion of affairs, but more serious by far is the discomfort which teachers and pupils have experienced and the injury to health which has resulted. For two weeks in February, the schools located in Temperance Hall were closed on account of the prevalence of diphtheria, and in September these schools were not opened until a week after the beginning of the term, in order that the sanitary condition of the adjacent territory might be improved.
On Sunday, Nov. 16, Forester's Hall, in which was located one class of grammar pupils, was so much damaged by fire as to render it no longer tenable. Accommodations for this class -if that term may be applied to quarters which do not accommodate - were found in a store of Farnum's Block.
The average membership of the Willard School for 1889, was 616 and the average attendance was 604. The same items for 1890 are 580 and 564. As shown by the census of children between five and fifteen, there has been an increase of fifty-three in the district, and the decrease which is apparent in the membership and attendance, indicates emphatically the measure of misfortune which has befallen the school .
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NATURE STUDY.
The brief paragraph devoted to this topic in my last report, expressed the hope that, when the report for 1890 should be written, it might be possible to chronicle the successful begin- ning of a work believed to be far-reaching in its influence for good. This hope has been realized. On the opening of the autumn term in September, Miss Sarah E. Brassill, a graduate of the Bridgewater Normal School, and since her graduation assistant to the science teacher of that school, came to Quincy to serve the schools as director in this department of their work. During the four months which have since elapsed, the successful beginning has been made. As to the final outcome of the work, it will, of course, be safer to speak after the event. I can see no reason, however, why we may not confi- dently anticipate a result fully as satisfactory as that attending the introduction of drawing and music. I feel very confident that such result is only conditioned upon the fostering care of school authorities. Last year's report set forth briefly the reasons for the addition of nature study, to what already seemed a crowded curriculum. Without going over precisely the same ground traversed at that time, I may, perchance, emphasize the views then expressed, and do something to win an increasing measure of public confidence and support to this new department, through the following citations from one of our leading educational journals : -
" A forcible appeal has been issued by the American Society of Naturalists, addressed to the several college faculties of this country. It asks that an examination in elementary science be included in the requirements for admission to college.
Some weeks since, the association of officers of colleges in
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New England, ten college presidents being present, unani- mously adopted a resolution indorsing the Society's appeal.
We call attention to it at this time for the purpose of giv- ing it most emphatic endorsement. One of the most serious faults in our present educational program, is the postpone- ment of the study of nature until late in the course. In many parts of the country the study of natural science is excluded from all schools below high school grade, from the classical or college preparatory course in the high schools, as well as from the first year or two of the classical course in the college. The result is that a very large proportion of our school popu- lation conclude their formal education without any knowledge of these subjects whatever.
No proposition in education is more certain than that the systematic study of nature should begin in the earliest period of school life. The instinctive curiosity of childhood puts many questions in regard to natural phenomena, that the school makes no attempt to explain or to answer. We are glad that the Society of Naturalists are lending the weight of their authority and influence to the righting of this pedagogic wrong. They ask for the teaching of science in all grades, beginning with the simple object lessons of the kindergarten and primary schools. In no way can this be more quickly brought about than by including an examination in elementary science among the requirements for admission to college. The higher influences and stimulates the lower. What the colleges demand will always be furnished by the secondary schools. If this appeal is heeded, as it should be, a long step forward will have been taken in our educational development."
" We are glad to learn that at the recent meeting of the
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Illinois State Teachers' Association, the little understood sub- ject of elementary science teaching received a large amount of careful attention and discussion.
For the subject matter, zoology was preferred for the lower grades. After three years' study in zoology, the sci- ence work, it was thought, should be related as closely as pos- sible to the instruction in geography. Such a program is at once intelligent and comprehensive, and it is sincerely to be hoped that the Illinois teachers will not rest content with passing resolutions about it."
Testimony of the above nature might be multiplied indefi- nitely, but enough has been presented to show the widespread interest now attaching to this department of school work. It will be inevitable that our efforts for several years be some- what of an experimental character. In fact, I should deem it a just cause of aların if lines of procedure became very early stereotyped. At my request, Miss Brassill has prepared a brief account of her work, which, I hope, will receive your careful consideration. You will observe that she has to deal with minerals, plants, animals and man. In the last department comes the subject of physiology. Not a few in our com- munity are specially interested in the instruction afforded in what we may call temperance physiology. It is a difficult sub- ject to handle, but the prospect of successfully dealing with it is better than ever before.
To MR. G. I. ALDRICH, SUPERINTENDENT OF SCHOOLS : -
During the first month of the school year, the work in nature study began in all the grades below the high school.
A.T.8This being the first year that such study was undertaken, it seemed best to begin in a very simple way, increasing slowly the amount of work to be done, and adding new lines, as interest and familiarity with the subject
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matter would warrant. We have been able to broaden the work quite rapidly and, for the first year, much has been accomplished.
Systematic study of any subject has not been attempted, that belonging properly to a high school course. The aim has been rather to awaken in the pupil an interest in the world around him; to so direct his natural curiosity that, by his own observation, he shall become possessed of the elementary facts on which to base later study; and to develop in him that love and sympathy for nature which will be to him a continual source of pleasure and an incentive to carry beyond the years of school life, the habits of study formed there. To accomplish this a series of lessons involving a wide range of observation, a little study on many lines, continued through several years, is better than close application to a few subjects. Not to make of the child a botanist, geologist, or chemist, but to lead him to become acquainted with the world in which he lives, is the result to be sought in the lower grades. Such has been the thought which has guided the planning and directing of the nature study now in progress in the schools.
In regard to the amount of work to be done, to attempt too much would be to infringe on time already quite fully taken up. The study of nature, while important, is but one of many important branches; and to devote an undue share of time to that one would be to disturb the harmony which should exist among all. Its ideal place is in combination with other work, aiding and supplementing that by providing varied and interesting subject matter; not adding to it. A very little each year done in a connected way will tell in the aggregate. We have, therefore, tried in each school-room to do a little well, depending on the interest awakened for the amount done. This has been found practical. A few minutes spent in questioning, and suggesting lines of observation, result in much voluntary work outside of school hours. A single lesson given in the school-room is applied by the pupils outside. Two-thirds of the work done has been voluntary, and of the remainder, more than one-half was in direct connection with the regular school work.
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