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 1896 > Part 13
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470 71
Leach, Shewell & Sanborn, books .
13 42
J. F. Sheppard & Sons, fuel .
348 47
M. E. Rice, sundry expenses .
51 79
G. W. Prescott & Son, printing
34 90
N. Y. & B. D. Express Co., express- ing
17 45
D. J. Roche, labor
143 20
$1,751 42
$11,060 73
Less amount received for. books sold 430 79
Net expense 1896
$10,629 94
313
05. OK
STATEMENT OF FUND, JANUARY 1, 1897.
Personal property received from estate of Dr. Ebenezer Wood- ward
$30,089 83
Personal property received from Executors of the will of Mrs. Mary A. W. Woodward
51,556 78
Land sold
78,215 16
Pews sold
·
120 00
One third interest in store No. 32 Faneuil Hall Square, Boston
12,000 00
Income account
144,038 68
Unexpended income 1894
2,584 95
Unexpended income 1895
3,668 76
Unexpended income 1896
196 63
Premium account
436 25
$322,907 04
INVESTED AS FOLLOWS.
$10,800 bonds Consolidated railroad of Vermont . $9,460 00
13 bonds Atchinson, Topeka and Santa Fe railroad, reorgani- zation 11,413 20
4 bonds Philadelphia, Wilmington and Baltimore railroad 1000 5s 4,200 00
10 bonds New York and New Eng- land railroad 1000 6s 10,103 75
4 bonds Vermont and Massachusetts railroad 1000 5s 4,440 00
Amounts carried forward $39,616 95
314
Amounts brought forward $39,616 95,
5 bonds Union Pacific railroad, Re- organization 1000 5s 5,593 75
5 bonds Lincoln and Colorado rail- road 1000 5s 5,000 00
5 bonds Detroit, Lansing and North- ern railroad, reorganization 1000 7s
5,875 00
10 bonds Chicago, Burlington and Quincy railroad 1000 5s 10,762 50
5 bonds City of Cleveland 1000 4s 5 bonds City of Minneapolis 1000 4s 5 bonds City of Sheboygan 1000 4s 7 bonds Town of Weymouth 1000 4s 10 bonds Town of Pawtucket 500 5s 25 shares Mount Wollaston Bank 27 shares Boston and Albany railroad 148 shares Old Colony railroad 66 shares Fitchburg railroad .
5,262 50
5,125 00
5,200 00
7,542 50
5,325 00
3,695 00
4,900 00
26,640 00
7,260 00
10 shares Consolidated Vermont railroad 500 00
36
13 interest store No. 32 Faneuil Hall Square, Boston 12.999 00
Sheen property, Greenleaf street 7,247 36
Farnum property, West Quincy 9,000 00
Loans secured by mortgage -
112,420 00
Grading Seminary Lot 4,418 06
New Institute Building . 32,420 54
Cash on hand December 31. 1896
6,103 88
$283,290 09
$322,907. 04.
315
COST OF INSTITUTE, DEDUCTED.
Amount of fund as per statement
$322.907 04 New Institute building 32,420 54
Grading lot
4,418 06
36,838 60
Net Fund January Ist, 1897.
$286,068 44 Respectfully submitted, HI. WALTER GRAY, Treasurer of the Fund.
Quincy, January 1, 1897.
Woodward Institute.
In behalf of the Board of Directors, the following report of the Principal of the school is herewith submitted to the public.
It is hoped that this report will prove sufficiently explicit in details to give a clear idea both as to what we are trying to do, and what we hope to accomplish under the more favorable con- ditions of ample accommodations, beaten paths, and pupils with us from the beginning. Woodward Institute, when weighed in the balances, even now, is not "found wanting." A year or two more and the school will prove its right to its chosen motto, "Strong to live."
EDWARD A. ROBINSON, Secretary Board of Directors. To the Board of Directors of Woodward Institute :
GENTLEMEN :- The past year, although filled with difficul- ties and discouragements, has brought us much of success and encouragement. We are beginning to understand by experi- ence that old saying, "Per aspera ad astra." and to look for the light that may sometime shine for us.
FOUNDER'S DAY.
The incidents of school-life worthy of mention have bee ; few.
On Founder's Day, March 12, our pupils consented to. occupy the recitation-rooms where they could hear, although they could not see, thus furnishing in the hall-way one hun-
318
dred and thirty sittings for guests, of whom each girl invited one to take her own place. The programme prepared for the roccasion was supplemented by speeches from Mr. H. Walter Gray, representing the Board of Managers of the Fund, and Rev. E. C. Butler and Rev. A. F. Roche of the Board of Direc- tors.
In this report, for the last time, probably, is recorded any inconvenience arising from lack of suitable accommodations. We expect to greet our friends next year in the new hall which will then be ready for occupancy.
GRADUATION EXERCISES.
The first graduation exercises were held on the evening of June 17, in the City Hall, the use of which the City Council kindly voted. The Unitarian Chapel was generously granted for the class reception on June 18. For the favors thus be- stowed, we would express our grateful appreciation.
. The graduation address was delivered by President Merrill E. Gates of Amherst College, to an attentive audience of seven hundred people. Among the number we were pleased to greet those members of the Board of Directors who had served'so acceptably at the opening of the school in April, 1894. Their presence showed their continued interest in Woodward Insti- tute, and gave us that encouragement which is so often needed.
Diplomas were granted to seven young women, of whom two were previously graduated from the Quincy High School while the others had come to us from Thayer Academy, Miss Hersey's school and Lasell Seminary. Five of these seven grad- uates returned to the school in September for advanced work.
THE FALL TERM.
Our new building was still in process of erection when the time for opening school came in, September. By great effort the old building was made ready for the fall term to begin on Thursday, October first. The record of the succeeding three
319
months would tell of the constant noise of many workmen on the opposite side of a thin partition, of cold draughts, of dark study halls, of the lack of comforts generally. Of the many petty trials which together made a large burden, no one spoke complainingly in the presence of the pupils. Our school home was kept happy with the promise of better things to be ; but when the holidays arrived, the vacation rest was more needed by both teachers and pupils than has ever been observed since the school opened its doors for work.
A WORD TO PARENTS.
Our pupils as a whole have shown improved health and strength during the year. I would here urge upon all mothers the necessity of requiring their daughters to bring wholesome lunches. It need not be said that pickles, cake and candy, so toothsome to the young girl, are not as desirable food as fruit and sandwiches which now form the larger part of the Wood- ward lunches. Our girls should be "strong to live, as well as to think."
The most important factors in a girl's healthful living can not be given by the teachers of a day school ; diet, regular sleep, exercise and social duties are all without the teacher's province. She can advise merely. For the kindly interest manifested and the encouragement given by many parents, the Principal would acknowledge her pleasure and indebtedness. Once again would she ask the co-operation of all parents for obtaining the best results in school work. The school-room is the pupil's place of business ; its duties should not be neglected. Attendance should be regular, unless sickness prevents. Each girl should be present at the opening exercises every morning. Dismissals should be rare.
HOME STUDY.
We would ask the parents of the girls in our fourth and fifth classes to make sure that study out of school is properly
320
done. We find frequently that much time is spent upon les- sons to little advantage, owing to a careless habit of idling dur- ing the study hour ; this may be remedied partly in school, when the girls have a comfortable study-hall and the steady guidance of a teacher; concentration of mind upon the work in hand will then form a part of their daily discipline.
REPORTS.
Reports are sent home at the end of each term. Every few weeks, notice is sent concerning those girls who are un- satisfactory in any department. Each girl can herself easily take the measure of her daily work; if she knows that she is be- low the average of her class, she also knows that her teachers are ready to give extra help, even when such work is due to carelessness. The girl who will try is always sure to find an eager interest in her welfare; the idler often wishes the teacher's interest were not so impartial. The slow, the dull, or the indifferent girl is never slighted. Such a one is con- scientiously cared for with far more effort than is ever given to her quicker or more tractable schoolmate.
In the higher classes improvement is noted in the power to study easily and happily. This has been most plainly seen in the graduate class ; their instruction is a pleasure.
IMPROVEMENT.
Our girls are learning to obey promptly, and to do the necessary thing without special direction so to do. They are taking pride in doing well whatever is to be done, realizing that the excellence of the school depends upon themselves as in -- dividuals no less than upon the efforts of their teachers. The pupils, as a whole, try to do right ; if they fail, they frankly confess their error, and courageously try again.
321
COURSE OF STUDY.
Three years ago a course of study was planned and ac- cepted with the provision that it should be "tentative, and sub- ject to whatever change the best interests of the school may demand."
The needs of this community were not then sufficiently well known to the Principal to warrant an absolutely fixed curriculum. However, in the main, the course then prepared has been followed. We present to you today the first outline of work, together with the revised form.
When the Woodward opened, there were two classes in Grammar School work. One was dropped in September, 1894, the other in September, 1895. The school could not afford to extend its course of study over so many years, and it seemed best under the circumstances to furnish Quincy girls with ad- vanced rather than elementary work. This decision has proved a wise one, and it is believed to carry out most fully the in- tention of the Founder, who desired to provide for the higher education of Quincy-born girls.
THE CLASS OF 1899.
The first class started at Woodward will be graduated in 1899. For a year longer there will be irregularities in work caused by the making up of deficiencies in courses pursued be- fore pupils were placed under our care. In September, 1898, the senior class will have had substantially the course of study here presented, and the whole work of the school will be en- tirely regular. In order to show the work done by the indi- vidual the following statements are given concerning this class. It now consists of thirty-two members. Of these, six elect Greck, eleven Latin, twelve French, seventeen German, four- teen science, twenty-eight history, seven stenography, eight type-writing, twenty-four algebra. Seven girls study both French and German, two Latin and French, one Latin and Ger- man, and five elect Latin, Greek and German. Seven pupils do not elect a foreign language.
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It can be seen that diligence in study is necessary with such full courses ; each pupil chooses for herself without being urged to do more ; in fact, many are advised to do less. The health of this class is good and the attendance regular ; deport- ment takes care of itself, for there are no idle minutes, and its scholarship is noticeably excellent.
COLLEGE PREPARATORY WORK.
In June, one of the class of '96 took entrance examinations for Boston University and Bryn Mawr, which latter college she has entered. She received honors in several studies including Latin, Mathematics and French, and special commendation for the uniform excellence of her college preparatory work, all of which was given at Woodward with the exception of Greek and Roman History, a subject omitted from her course of study b -- fore entering Woodward Institute. As our fourth class would spend a year instead of a few months upon this study, and the teacher's time was too fully occupied to permit of such extra work with one pupil, Miss Bessie Burns kindly consented to do this special work.
As this is our first effort in the direction of college prepa- ration, it is considered worthy of mention as showing to parents the opportunities offered at Woodward Institute in this line of work.
We trust that the liberal course of study now offered to Quincy-born girls may continue to be no less broad than at present ; that the income, even with increased expenditure for the new building, may suffice to carry out the plan upon which the school was founded, and the work thus far has been con- ducted.
AN URGENT NEED.
Our schools needs the benefactions of those interested in the higher education of Quincy girls. Especially do we need an endowment for the department of Natural Science. As is well known, we are obliged to exercise the greatest economy in
32:
order to provide for the needs that cannot be put aside ; appara- tus and specimens are costly, vet necessary for good teaching.
NUMBER OF TEACHERS.
We often hear it said that at Woodward there is one teacher for every ten pupils. That reckoning is misleading and cannot properly be applied in our case. It will be seen by the daily schedule that each teacher has charge of a department, and teaches both large and small classes. The teacher of Art is present one day in a week ; the teacher of French occupies all her time Monday, Wednesday and Friday, and the teacher of Gym- nastics is equally busy on Tuesday and Thursday.
In any school, it is not alone the number of pupils that requires a large force of teachers, but the number of recitations demanded by such a course of study as Woodward Institute furnishes. We should be pleased to have our two upper classes as large as the three lower classes, as even then the number of teachers need not be increased.
VISITORS WELCOMED.
Parents and the general public are cordially invited to visit the school. We can afford little time just now for enter- tainments, owing to the necessary shortening of the school year. At any time we prefer to be known by our daily work which tells better than anything else of the nature of the training in the several departments.
There have been many changes in the Board of Directors within a year. To those members who have so kindly and wisely given of their time and advice since the opening of this school, I would express my gratitude. To the new members I look for the same hearty co-operation, the same impartial interest, and the like wise consideration of our affairs that from the beginning have characterized the Board of Directors of Woodward In- stitute.
1 Respectfully submitted,
CARRIE E. SMALL,
Principal.
Departments.
DEPARTMENT OF ENGLISH.
(Required.) Teacher,-FRANCES C. LANCE.
1st year .- American Poems: Longfellow and Whittier. Two recitations a week. Grammar, once a week; composition, twice a week : constant exercise in grammatical expression. Aim : to teach the student to understand what she reads, and to enjoy simple poetry ; to stimulate interest in the correct use of English, spoken as well as written.
2nd year .- American Poems : Bryant, Holmes, Lowell. Two recitations a week. Grammar, once a week ; composition, twice a week. Aim, as above.
3rd year .- Essays and short stories by American and Eng- lish writers : Hawthorne, Irving, Holmes, Lowell, Emerson, Burroughs, Warner, Thoreau, Bacon, Lamb, Carlyle, Macaulay, etc. Two recitations a week. Work transitional between grammar and rhetoric, based on Hill's Foundations of Rhetoric : twice a week. Original composition : reports, oral and written, on selections read : twice a week. Aim: to introduce the student to a few good forms of American and English prose, and to encourage discriminating enjoyment in the independent reading of thoughtful literature.
4th year .-- Outline study of English literature to Shakes-
326
peare, including the reading of selections from the works of great authors in the periods studied. Two recitations a week. Rhetoric : study of elements of style, based on Genung's Out- lines of Rhetorie : description : narration. Rhetoric and con- position, each twice a week. Aim : to give a general view of the development of English literature and the English language : to enltivate literary perception and taste : to elevate the student's ideals for her own use of English.
5th year .- Literature : continuation of work of previous year into 19th century : two recitations a week. Rhetoric : qualities of style, based on Genung, Wendell, and Abbott : exposition : argument. Rhetoric and composition, each twice a week. Aim, as in previous year.
Graduate work .- Literature : 19th century English authors : selected works of Scott, Wordsworth, Tennyson, George Eliot. Macaulay, etc. Three recitations a week. Study of the para- graph : study of style, as illustrated in works read. Three reci- tations a week. Aim : to train and encourage appreciative literary criticism.
Throughout the course careful attention is given to spelling, punctuation, and sentence-structure. There is close and con- stant correlation between literature, grammar, rhetoric and composition. Effort is made to find and preserve a happy balance between natural enjoyment of the pleasing and concen- trated attack of the difficult.
DEPARTMENT OF HISTORY. (Required.)
ENGLISH, GREEK AND ROMAN. Teacher .- MAUDE E. RICE.
The first two years of work in history are required, in order that the student may become familiar, not only with the leading facts of ancient history, but that'she may be taught skilful
327
handling of books and the best method of investigating ques- tions for herself.
That these earlier courses may be the more readily under- stood, they are put on a biographical basis, for history is but the lives of great men. With enough historical setting to under- stand the influence of the times upon their characters we have a study of men which any child may understand.
1st year .- English History. Three recitations a week. Topics from pre-historic Britain to reign of Victoria. Individual work in biography and anecdotes. Books as bases; Mont- gomery's Leading facts in English History. Lingard's English History. Lancaster's English History. Guest's Lectures on English History. Special references to larger and specialized works.
2nd year .- Greek and Roman History. Four recitations per week. Greek first half-year : from pre-historic times through the Empire of Alexander. Text book : Pennell's Ancient Greece. As bases : Oman's History of Greece, Smith's History of Greece. Biographical work : Plutarch's Lives of Great Men. Roman second half-year : from founding of Rome to establishment of the Empire. Text book : Pennell's Ancient Rome. As bases : Leighton's History of Rome, Epochs of Ancient History, edited by Cox and Sankey. Special reference to Mommsen's History of Rome, Wilkins' Primer of Roman Anti- quities, Plutarch's Lives of Great Men.
DEPARTMENT OF MEDIEVAL AND MODERN HIS-
TORY.
( Elective.)
Teacher,-SARAH W. LANE.
The aim of this division of the history department is not at all the gaining of new facts but rather of historic principles.
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The Medieval history, little influenced by great individuals! makes it possible to show how nearly history is a science and the development of historic theories results. The courses in modern history show the practical working of these precon- ceived theories in the steady development of modern constitutions.
Familiarity with recent history which has led to the pre- sent relations of modern nations is desired.
3d year .- 3 recitations per week. Mediæval History Text book. Introduction to Mediaval History and Mediaval Europe, Emerton. The course is to show how continental countries were founded and developed into nations. Relations of state and church.
4th year .- 2 recitations per week. Gardiner's Constitution- al History of England, supplemented by Bright and Green. The development of the English Constitution from earliest time. Particular attention to formation of judicial and legislative bodies.
5th year .- 2 recitations per week. Modern constitutional history of Continental Countries, England and United States.
1. The changes effected on Continent by French Revolu- tion.
2. Parliamentary procedure in England to present day ; also social and economic reforms.
3. The formation of constitution of United States ; its inter- pretation, its expansion. History of political parties in United States.
THE DEPARTMENT OF NATURAL SCIENCE.
Teacher,-CHARLOTTE G. FRANKLIN.
1st year .- First half-year : Physics and Physiology re- quired three hours a week, respectively. Second half-year Chemistry and Botany required three hours a week respectively. Aim : The general aim of this year's work is to teach the pupil
329
to observe quickly, to draw logical conclusions from her observa- tions, and to express them clearly and concisely in note books.
. 2d year .- First half-year: Physiography, required three hours a week. Second half-year : Mineralogy, required three hours a week.
3d year .- A year of work in Biology six hours a week. In this grade, an elective may take the place of the science.
4th year .- A year of chemistry four hours a week. In this grade, the science may be omitted, when three foreign languages are elected in the college course.
5th year .- First half-year : Physics four times a week. Second half-year : Astronomy four times a week.
GENERAL AIM OF THE DEPARTMENT.
The scientific department seeks to develop patient, pains- taking students, independent in observations, and in the con- clusions drawn from them : to give them experience in manipu- lating apparatus, whenever practicable, and to train them in concise and accurate statement by the preparation of note books. As a final result of the course, the pupil should have a knowl- edge of the great laws that govern natural forces, and a de- light in an intelligent appreciation of all natural phenomena.
DEPARTMENT OF MATHEMATICS.
Teacher,-SARAH W. LANE.
The mathematics department includes the studies of Alge- bra, Geometry, Solid Geometry. The first two years of work is required, the following years an elective may be substituted.
The aim of the work in mathematics is first to give careful training to the powers of observation by means of an elementary course in inventional geometry : later to develop the faculty for accurate and rapid work by drill in elementary algebra. Then
330
by united powers of observation and exactness we have made possible the keen reasoning necessary for original work in higher mathematics.
REQUIRED.
1st year .- 4 recitations, inventional' geometry, including elementary truths of the science, practical problems, constructive work. No text book used.
2d year .- 3 recitatiens, elementary algebra, text book. Wells' Elementary Algebra, supplemented by McCurdy's Drill books and algebra blanks.
ELECTIVE.
3d year .- 3 recitations, advanced algebra, text books, Well's. Algebra, Perrin's drill book. Algebraic formulas developed Theoretical algebra through progressions and formation of equa- tions.
4th year .- 4 recitations, original work in geometry : Wells'; Wentworth Manual. Solid geometry : Wells, Chauvenet, or college preparatory work.
5th year .- 4 recitations, trigonometry or mathematical re- views.
-
GERMAN. ( Elective : three recitations a week. ) Teacher,-MARY HI. HOLMES. AIM AND SCOPE. .
The aim of the department is twofold :- to furnish the students with a thorough knowledge of the elements of German grammar and enable her to speak and write" the language cor- rectly, idiomatically,and as fluently as may be ; and to introduce her to German literature, classic and modern, so that she may
331
pursue the study of this subject by herself after graduation. The memorizing of German lyrics is a part of each year's work throughout the course.
1st year .- 3 hrs. per week. Pronunciation drill. Phone- tics. Poetry. Grammar : declension and conjugation. Harris' German Lessons, I-XVII. or equivalent. Class-room conversa- tion from beginning of course. Translation work in Reader.
2d year .- 3 hrs. per week. Grammar: Through Harris, with general review, and accompanied by prose composition. Harris' Prose Composition, Sec. I and II. Short, idiomatic fairy tales or other simple stories read and related. Transla- tion of Baumbach's "Im Zwielicht." Poetry.
3d year .- 3 hrs. per week. Grammar : Joynes-Meissner more advanced grammar. Harris' Prose Composition, Sec. III and IV. Modern German read and made the basis of conver- sation. Stories by Heyse, Kleist, Auerbach, etc. Translation : Lessing's "Minna von Barnhelm." Poetry.
4th year .- 3 hrs. per week. Advanced composition. Schiller : Life studied and discussed. Two or three dramas read and criticised with translation of selected passages. Se- lected poems learned.
5th year. 3 hrs. per week. Gorthe: Life studied, with passages from autobiography. Three dramas critically studied : Gætz. Egmont. Ephigenia. Selected lyrics learned. In- troduction to German philosophy : Herder's "Ideen zur Philosophie der Geschichte der Menschheit.
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