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 1899 > Part 19
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Gifts.
"School buildings should be the highest expres- sion of sanitary and educational wisdom, as well as of civic pride."
By the exertions of the teachers and pupils, some of the schools have received during the past year, substantial gifts. All the schools without expense to the School Department, have new flags. One has a new piano; another a valuable collection of slides for the stereopticon ; still another a large crayon copy of the oil painting of Gridley Bryant that hangs in the Old State House ; others have pictures and silk flags for the individ- ual rooms. It is very pleasing to be able to record this generous response of the parents to the efforts of the children to provide for themselves.
Last June the teachers and pupils in one district gave an evening reception to their parents. This reception included an exhibition of work. The presence of a large number of fathers was particularly noticeable. Not only was the occasion very enjoyable and instructive, but it taught the children how to conduct such an affair, as they both entertained their friends and presented them to their honorary guests.
Whatever tends to unify the parents, the pupils, and the teachers, deserves commendation.
Demands of the Times.
"The glory of a true democracy is equality of opportunity."
A false conception of the duties of the teacher and the purpose of the school is abroad. One man complained because " six school boys could not tie a knot that would not slip; " another that the new boy could not " do up a bundle ; " a third that the young graduate " could not measure lumber ; " and a fourth that his applicant for a position could not " begin to add with his clerk." Each man would have the boy know what he had learned by experience in his own line of work. The true complaint should be this : "these boys can't learn the prelimi-
34
naries of my business ; their minds can't grasp the conditions, and their hands cannot respond." If such a complaint is true, when a boy is not " born short," then the cause may be in the school. As every successful man out in the world is successful because of his aptitude for his particular business, so it may be that the boy has sought a livelihood for which he has no natural ability.
There are those who believe that the employer should test the general intelligence of the applicant. How does he think ; how large is his world ; can he apply himself to anything; what are his ideas of right and wrong, of honesty, responsibility, cleanliness, neatness, order, punctuality; what is he reading, what is his his idea of " a good time." A boy of average in- telligence who can answer these questions satisfactorily, may tie a knot that slips on the first trial, may be slow in the beginning, may confess complete ignorance of the details of any business, but, if his spirit is right, he will say : - " No, sir, I can't do this and I don't know that ; but my school training of eye, hand, and brain will soon enable me to understand and perform whatever you ought to require of me."
The reflection on the school, then, is this ; - not that the boy can't do; but he can't learn. The schools must prevent the growth of a new generation with " narrow-gauge," near-sighted minds, whose little back-yards are their great world. The grad- uate of the grammar school who has a record of excellent, of good, or, perhaps, of only fair, goes forth into the world after eight years of school life in rooms numbering from 40 to 70 pupils with a foundation on which to build. Please notice that these years give only the beginnings. This foundation includes much practice in reading, writing, and speaking English; it con- tains the fundamentals of arithmetic, including the simple forms of business life; and it treats of the growth, development and resources of our country. It deals with the reading, singing and enjoyment of real music, and with the elements of drawing so the child may express himself and appreciate the harmony and beauty all about him. It means more than the old time geography, for it embraces a crude conception of the wonders of this world-home, wonders of the mineral, plant, and animal kingdoms, wonders of the land, the sea, and the heavens, wonders
35
that the average adult has never even dreamed of. It contains in many places, not in Quincy (excepting sewing for four grades and cooking for one,) a training of the hand. This is no' for the purpose of teaching any trade, but for the moral element in exact hand work and for its reaction on the mind and the soul, to the end that the whole child may be schooled.
It should be added that much of the reading material is real literature - not diluted for the child, but selected aud carefully graded to his mental status. Other reading material is geographical and historical, and also of a scientific nature ; and thus it binds together the varied school curriculum. In addition every teacher of grades V, VI, VII, VIII, is supervising the outside reading of the pupils. In every room in a special book is kept a record of every child's reading. Furthermore, each teacher takes from the Crane library suitable books for those lacking ambition and places them in the hands of the pupils with a personal request to read them.
Attention should be called to the fact that although this synopsis would seem to indicate a very broad curriculum, yet the treatment of it tends to reduce the time element ; because it is tied together by connecting links so that a reading, a language, a history, a science, or even a drawing lesson, may all be related and may more firmly impress on the mind the one main topic of a lesson.
Aside from the breadth of the course, however, is another purpose. The child has a greater opportunity of " finding him- self." In this seeming diversity are many " windows looking out into the world." Through these he may catch a glimpse of his particular gift, his future, his possibilities, his vocation. At least the teacher may see the child's bent and so advise and direct that he may fit himself for his life work. Certainly this is no vain expectation, for since the school departed from'the "3 R's " there is much more to appeal to the child, to develop latent talent, and to stimulate his zeal.
Vocation is not all. One-third of the day for work, one. third for rest and refreshment, one-third for sleep, was the old- time motto. The great question today for the laborer of eight hours is what shall become of the second eight. This is a vital
36
subject. Does the present curriculum of the elementary schools in any way help to answer it? If so, then there is one justifica- tion for it. Does the graduate seek the street and other public resorts in order to " kill his time ?" Does the graduate find in his broader conception of life, in the new possibilities and oppor- tunities something that appeals to him so that an avocation is assured which shall give to Quincy a home-loving, self-improving, law abiding citizen ? The police courts seem to answer the question in the affirmative.
When, however, all has been said there is still a broad field of school work which has not been touched. What of the school habits and virtues inculcated in a good school? The list is too long to describe or even to catalogue; but it is self evident that much of this life depends not on what we know, but on what we feel and what we are. The school of today does more for the child in these respects than has ever been done before in the history of man. Our teachers are particularly strong in this respect. There is not at this date a demoralized room, as far as discipline is concerned, in Quincy. This is by no means a common result, as those who travel through the state well know. It is with great pleasure that I pay this tribute to our teaching corps.
With thanks for the cordial support of this Board, the teachers, the parents, and the local press, this report is respect- fully submitted.
HERBERT WARREN LULL,
Superintendent of Schools.
December 26, 1899.
" Man is a unity; there is a solidarity throughout his nature. There is an interplay and interpenetra- tion of mind and body. A developed physique, hand-work, intellectual pursuits trained will, moral purpose are inseparable. They are con- federate in building sane and symmetrical man- hood. Let them keep step and time."
Quincy High School.
Mr. H. W. Lull, Superintendent of Schools,
DEAR SIR :- In accordance with your request it gives me pleasure to submit the following report of the Quincy High School for the year ending Dec. 21, 1899.
The year has been one of steady progress. The deeper interest, the more certain purpose, and the broader awakening to the opportunities and privileges offered, are all indications of growth. Mutual co-operation on the part of teachers and of pupils has solved, in a great measure, the question of discipline ; the development of strong, self-reliant, self-directing individual- ities has determined the methods of teaching. As the sympathy between the various parts of the school has continued to deepen under this kind of teaching, the results in character building- the true aim of education-have become more and more evident.
The increasing number of those who continue their education beyond the High School is a sure indication that a healthful thirst for knowledge is being stimulated. Of the class which graduated in June 1899, twenty-three, or nearly fifty per cent., are continuing their education either in higher institutions of learning, in graduate work, or in teaching. The higher percent- age of daily attendance, the fewer requests for dismissal, and the growth from 407 in 1898 to 474 in 1899, are all evidences of the success of the school.
In an endeavor to meet the just demand of modern educa- tion-that the individual receive greater consideration-several ' . changes have been made in the course of study, the program, and the general organization of the school. The amount and the
38
quality of work accomplished during the past term, and the testi- mony of the teachers seem to indicate that the changes were wise.
Self-active interest is the greatest motive power in producing the gradually increased, daily effort necessary for real mental growth. To conform more closely to this principle, the Pro- gram of Subjects has been changed by the removal of the re- quirement which compelled pupils to choose "Courses of Study," and by the substitution of a system in which all subjects are elective with the single exception of English, which is required during the first two years. A diploma may be granted when sixteen courses are completed, whether it is at the end of more or of fewer than four years. The value of the change becomes evi- dent when the welfare of the individual is considered, since, under this system, health, interest, and ability determine the amount and the kind of work expected of each pupil. Any sub- ject, satisfactorily completed, may be counted as one of the six- teen necessary for graduation.
To meet still further the needs of the individual, the double- period alternating program has been introduced as an experi- ment. The day has been divided into four periods of about sixty-five minutes each. The subjects alternate on successive days. A pupil who carries four subjects has two periods for study and two for recitation, each day. In almost every case the periods of study alternate with those of recitation-about half the school being engaged in study while the other half is recit- ing. To accomplish as much work, as was done under the former program, requires that the lessons shall be doubled in length. The result of the experiment, during the past term, seems to indicate that as much work as formerly has been accom - plished, but at a less expenditure of time. The change also provides an opportunity to transfer pupils from division to divi- sion, as their work and ability demand, without disturbing the program of the rest of the school.
Certain changes in the English work are necessary if the pupils are to be taught to express their thoughts in an easy manner, to understand the expressed thoughts of others, to culti- . vate a taste for good literature, and to secure the means for extending their acquaintance with good books. I recommend
39
that an additional teacher be secured for this department so that the size of the divisions may be sufficiently reduced to allow of daily, class practice in composition, corrected by the teachers while the pupils are writing ; and of longer themes or essays, prepared at home, and criticised by the teachers in the presence of the writers alone. To meet the requirement for literature, a series of sets of good books should be provided for use in the first and second years.
The increase in the size of the school, so far beyond the num- ber for which the building was intended when it was built, hampers the whole work to a very great degree. Not only is it neces- sary to use corridors, laboratories, and office for recitation pur- poses, but also three neighboring stores. All of these are poorly adapted for recitation purposes, because of the light and of the lack of suitable desk and blackboard accommodations. The use of the laboratories interferes with the science work, because the re-arrangement of apparatus takes time that should be given to experiments. The overcrowding of the building has deprived the school of a biological laboratory and of a room where the school can assemble, as a whole, for general or public exercises. These are both serious losses. The school has sixty- seven pupils more than last year and the indications point towards a similar growth for the coming year. All these facts prove that, if the success of the school is to be unimpaired, some steps must be taken in the near future to enlarge the present accom- modations.
Should not the needs of the pupils who are forced to meet the practical problems of life, immediately upon graduation from the High School, receive further attention ? They will need muscles trained by construction, by drawing, and by writing, to obey their wills. Will it not be possible to offer them an educa- tion on even broader lines than the present ? Some form of Manual Training would best meet their requirements while it would furnish an inducement to many more pupils to continue their education to the end of the course. In my opinion, the subject of Manual Training should receive careful and full inves- tigation when the question of ample accommodations is under consideration.
40
Certain minor changes in the Program of Subjects will broaden the work on to a basis more helpful for all classes. I recommend that history be extended through the four years by the addition of a course in General History in the second year ; that a modern language, preferably German, be introduced into the first year ; that the Business subjects be extended through the four years by offering additional courses in Bookkeeping, in Stenography, and in Industrial History; and that second year courses be offered in the sciences.
The Rock Island Fund is slowly increasing the reference library of the school, but not nearly rapidly enough to meet the demands of the various departments. Four large dictionaries, two sets of encyclopedias, and other books of common reference in similar quantities, are not adequate to supply the needs of four hundred and seventy-four pupils. Will it not be possible either through actual purchase by the city or through gifts of the citizens to remedy this condition ?
In closing, I wish to thank the members of the Committee, the Superintendent, and the assistants for the hearty support and for the ready co-operation which have made possible the prosper- ity and the continued success of the school, and to extend to the parents and to the friends of the school, a cordial invitation to visit at any time.
Respectfully submitted,
CHARLES F. HARPER,
Principal.
Report of Truant Officer.
To H. W. Lull, Superintendent :
I herewith submit my second annual report as Truant Officer for the year beginning January 1, and ending December 31, 1899.
My routine work has been the same as last year ; viz., visiting each school on stated days and receiving from the prin- cipal the report of the cases needing my attention. In addition to this I have personally investigated the complaints I received of persons employing children contrary to law. My work has also led me into a large field of charity and through the gen- erous response of the kind people of the city I have provided a large number with shoes so that the children might attend school.
A great deal of my time has been spent in looking up non- attendance and in some cases it is astonishing to find how parents neglect their duty. They cannot tell whether their children are at school or not. If this continues I shall feel compelled to put them into court. The parents owe a great deal to the school and the home should be the kindest support of the teacher and should act in co-operation. Both parents and teacher are working for one end, and that is, the heart culture of the child.
Habitual truants, I find in every case after investigation, have had free access to the street at night. Here the seeds of all manner of evil are sown. To remedy this in a measure, I believe the Truant Officer should have power to enforce the Cur- few law, and all cases of arrest should be in his charge, as he is familiar with the record of the children. A strict enforcement
42
of the Curfew law at the present time on some of our youth would have a wholesome effect.
The work of the Truant Officer is increasing each year and from the kindly expressions of the teachers and Superintendent I feel sure my work has been appreciated. I desire to extend my thanks to the School Committee, Superintendent and teach- ers for courtesy and many favors shown the past year.
The following table of statistics which I have the honor to submit for your consideration, will show the work I have performed.
Very respectfully yours,
CHARLES H. JOHNSON,
Truant Officer.
1899.
No. of Absences
reported by Teachers.
fied.
No. of Parents or
Guardians Noti-
Truancies Deter-
mined by Inves- tigation.
Truants returned
Children returned
to School from
Tardiness Inves-
tigated.
No. of Manufac-
tories Visited.
No. of Children
Found Employed Contrary to Law.
No. of Employers
No. of Children
Placed before
the Court.
No. of Children
Sent to Truant
School.
No. Placed Probation.
January,
36
34
4
2
-
1
-
1
1
1
·
.
421
381
66
24
14
24
8
2
4
12
1
25
.
41
38
7
3
1
2
1
1
March,
3
April,
32
29
5
2
2
4
-
-
-
2
-
May,
64
57
4
1
-
-
3
1
1
-
-
June,
.
50
47
9
4
3
7
2
-
-
3
-
September, . · .
32
26
4
1
5
1
2
1
1
1
-
1
4
October, .
50
44
11
5
-
-
-
-
·
·
. .
38
36
O
3
2
3
-
1
1
-
or
December,
.
· ·
21
19
7
2
1
4
-
-
3
2
Totals,
·
.
57
51
6
1
-
-
1
I
1
1
February,
2
-
-
43
on
to School.
Street.
2
1
3
2
2
November, .
Notified.
٠٠
APPENDIX.
FINANCIAL REPORT, ATTENDANCE,
TEACHERS,
RESIGNATIONS,
HIGH SCHOOL, Q. H. S. ALUMNI,
GRAMMAR SCHOOL GRADUATION, TEACHERS' ASSOCIATION
SCHOOL COMMITTEES OF THE PAST, SCHOOL BOARD OF 1899, CALENDAR FOR 1899.
Financial Report.
Salaries.
HIGH SCHOOL.
Charles F. Harper,
$1,197 00
Walter E. Severance,
400 00
Arthur F. Campbell,
900 00
Charles P. Slade,
600 00
Elizabeth A. S. Ilsley,
850 00
Madeleine Fish,
800 00
Clara E. Thompson,
700 00
Iola L. Pearl,
641 88
Florence L. Hayes,
638 00
Daisy M. Lowe,
620 00
H. Annie Kennedy*,
370 00
Charlotte A. Kendall,*
340 00
Mary L. Wade,*
100 00
Janie C. Michaels,
240 00
Mabel Butnam, .
180 00
Frederic A. Tupper,
825 00
Henry W. Porter,
647 50
Elizabeth B. Hall,
28 50
Walter H. Russell,
44 00
Mabel O. Mills,
24 00
Helen F. Folansbee,
30 00
$10,175 88
* Sce Special Teachers.
ADAMS SCHOOL.
James M. Nowland,
$1,400 00
Mary B. Mclellan,
85 00
.
48
Grace G. Howard,
$492 50
Eliza C. Sheahan,
550 00
Elizabeth C. Mitchell,
475 00
Jennie F. Griffin,
429 69
Eliza F. Dolan,
520 00
Beatrice H. Rothwell,
80 00
Annie W. Miller,
237 00 -
Charlotte F. Donovan,
500 00
Euphrasia Hernan,
550 00
Pauline C. Wilkins,
320 00
Belle G. Nowland,
15 00
Lucy F. Feeley,
152 00
Louise M. Cook,
5 00
Elsie B. Martin,
142 00
Florence Kirby,
4 50
M. Lizzie Gordon,
35 00
$5,992 69
CODDINGTON SCHOOL.
Mary E. Dearborn,
$1,400 00
Margaret E. Olmsted,
424 38
Grace E. Lingham,
500 00
Jennie H. Holt,
485 00
Alice F. Sampson,
454 38
Addie W. Miller,
400 00
Ida A. Andrews,
460 00
Julia E. Underwood,
550 00
Alice T. Kelley,
550 00
Annie P. Hall,
500 00
Mary E. Costello,
270 00
Addie J. Park,
136 00
Sara J. Collagan ·
140 00
Mary F. Kauffmann,
135 00
Mary McDonnell,
40 00
Abbie P. Murratt,
15 00
Lillian G. Murdock,
13 50
$6,473 26
49
GRIDLEY BRYANT SCHOOL.
Austin W. Greene,
$1,200 00
Florence M. Ellis,
180 00
Catherine A. Cashman,
424 38
Annie E. Burns,
450 00
Gertrude A. Boyd,
447 88
Margaret F. Talbot,
450 00
Augusta E. Dell,
450 00
Catherine McGovern,
492 50
Delia E. Burke,
141 50
Mary H. Atkins,
300 00
Eleanor G. Roche,
262 50
Genevieve W. White,
5 50
$4,804 26
JOHN HANCOCK SCHOOL.
Robert S. Atkins,
$1,400 00
Mary B. McLellan,
85 00
Jennie N. Whicher,
180 00
Mary W. Holden,
500 00
Minnie E. Welsh,
491 50
Helen M. West .
500 00
Isabel Moir,
450 00
Mary C. Parker,
500 00
Mary P. Underwood,
510 00
May C. Melzard,
297 50
Mary B. Monahan,
200 75
Margaret A. Farrell,
200 00
Nellie Mc Nealy,
200 00
Lauretta C. Shea,
198 00
Louise M. Cook,
180 00
Bertha F. Rice,
300 00
Henrietta C. Esson,
150 00
Mary N. Tirrell,
6 00
M. Lizzie Gordon,
2 25
Annie Dinnie,
118 25
$6,469 25
50
LINCOLN SCHOOL.
Chester H. Wilbar,
$1,340 00
Bessie G. Nicholson,
190 00
Emma M. Favour,
148 50
Daisy J. Adams,
500 00
Minnie E. Donovan,
500 00
Mary McNally,
500 00
Velma L. Curtis,
497 50
Inez L. Nutting,
459 25
Elizabeth Sullivan,
500 00
Annie Z. White,
376 75
Annie L. Roche,
200 00
Bessie F. Moore,
300 00
Mary A. Brown,
285 00
Nellie F. Boyd,
24 50
Eliza D. Howes,
11 25
A. Florence Kirby,
2 25
Nellie E. Murphy
37 50
Grace E. Perry,
54 50
Ruth A. Sanford,
4 50
N. E. C. Wilbar,
13 50
$5,945 00
MASSACHUSETTS FIELDS SCHOOL.
Charles E. Finch, Jr.,*
$700 00
Mary E. Currier,
520 00
Millie A. Damon,
475 00
Lena Pfaffmann,
410 00
Cassendana Thayer,
450 00
Lillian Waterhouse,
442 50
Anna M. McCormick,
450 00
Marion I. Bailey,
415 00
Annie M. Bennett,
450 00
Annie C. Healey,
69 50
E. Gertrude Ward,
57 50
Lena G. Reed,
6 00
*See Wollaston.
$4.445 50
51
QUINCY SCHOOL.
Charles Sampson,
$1,210 00
Etta F. Purington,
30 00
Mabel G. Hathaway,
460 00
Mabel Whitney,
35 63
Evelyn G. McGinley,
500 00
Mary Dinnie,
470 00
Margaret E. Haley,
500 00
Margaret E. Burns,
550 00
Ellen D. Granahan,
450 00
Josephine L. Kelley, .
202 75
Harriot Wetherell,
439 38
Grace G. Alden, .
447 50
$5,295 26
WASHINGTON SCHOOL.
Thomas B. Pollard,
$1,400 00
Mary Marden,
550 00
Alice S. Hatch, .
500 00
Marjorie L. Souther,
475 00
Bessie L. Drew,
495 00
H. Frances Cannon,
500 00
Ida F. Humphrey,
460 00
Sarah A. Malone,
550 00
Katherine G. Meaney,
208 25
Mary M. McGuane,
9 00
Winnifred Tileston,
3 00
$5,150 25
WILLARD SCHOOL.
Albert Candlin,
$1,400 00
Winnifred E. McKay,
500 00
Hattie M. Smith,
475 00
Madge L. Rierdon,
475 00
Mary E. Keohan,
500 00
Mary A. White,
496 88
Ellen B. Fegan,
550 00
Elizabeth J. McNeil,
550 00
Emeline A. Newcomb,
550 00
1
52
Frances C. Sullivan,
$500 00
Elizabeth A. Garrity,
500 00
Nellie C. Gragg,
500 00
Teresa McDonnell,
500 00
Mary L. Conway,
500 00
Anne M. Cahill,
500 00
Ellen A. Desmond,
500 00
Annie F. Burns,
535 00
Abbie M. Kelley,
500 00
Anna B. Kelly,
500 00
Grace E. Drumm,
443 13
Nellie E. Murphy,
178 50
. Annie L. Bryan,
215 25
Ellen G. Haley,
204 50
Genevieve W. White,
48 50
Lydia M. Rice,
6 00
$11,627 76
WOLLASTON SCHOOL.
Charles E. Finch, Jr., t
$700 00
Minnie G. Riley,
520 00
Myra E. Otis,
485 00
Annie D. Marden,
500 00
Edith F. Bates,
500 00
Carrie A. Crane,
500 00
Edith Howe,
410 00
Ida J. Cameron,
500 00
Clara E. G. Thayer,
500 00
Eva N. Bassett,
206 25
Grace E. Perry,
5 50
Viola Bicknell,
5 25
$4,832 00
DRAWING.
Charlotte A. Kendall,*
$510 00
MUSIC.
Laura C. F. Smith,
500 00
ELEMENTARY SCIENCE.
H. Annie Kennedy,*
350 00
¡See Massachusetts Fields.
*See High School.
53
SEWING.
Fannie F. French,
$577 50
CLERK.
Lucy M. Hallowell,
400 00
SUPERVISION.
H. W. Lull,
2,500 00
Total,
$76,048 61
Fuel.
J. F. Sheppard & Sons,
High and "Annex", coal,
$412 64
Adams.
66
639 53
Coddington,
206 92
Gridley Bryant,
66
278 94
John Hancock,
66
152 59
Lincoln,
292 11
Massachusetts Fields,
242 77
Quincy and "Annex", "
266 72
Washington,
184 27
Willard,
66
1,630 20
Wollaston,
66
440 38
Old High,
66
19 50
$4,766 57
High and "Annex", wood,
$34 48
Adams,
66
17 88
Gridley Bryant,
66
27 00
John Hancock,
11 80
Lincoln,
11 80
Massachusetts Fields,
18 23
Quincy and "Annex",
14 30
Washington,
11 80
Willard,
.
71 38
Wollaston,
66
.
43 08
.
$261 75
$5,028 32
54
Transportation.
Coddington, Benjamin F. Hodgkinson $617 50
Quincy, Cyrus E. Noble , 261 80
$879 30
Janitors.
High and " Annex," Samuel B. Turner
$764 00
Adams, George I. Linton 516 00
Coddington, Elijah S. Brown 552 00
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