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 1900 > Part 17
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The teachers at present are William Everett LLD., Master, John O. Hall, jr., Israel Damon and Charles Brooks Hersey, assistants, all graduates of Harvard College.
The Managers desire to express their repeated thanks to F. B. Rice, Esq., of the board of surpervisors, for his fre-
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quently received gifts of $50. at a time, enabling the Maste to enrich the appliances of the school house, both practical and ornamental, to its great advantage.
The annual catalogue, regularly issued in the spring accompanies this report as a part of it.
LUTHER S. ANDERSON,
GEORGE B. DEWSON, JAMES L. EDWARDS,
WILLIAM EVERETT,
CHARLES A. HOWLAND, JOSEPH M. SHEAHAN,
Board of Managers.
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Managers of Woodward Fund.
To the .City Council :
The accompanying report of the Treasurer of the Fund will show its condition at the present time. The transactions of the. year do not seem to call for especial comment.
JOHN O. HALL, H. WALTER GRAY, EDGAR G. CLEAVES, GEORGE A. SIDELINGER,] CLARENCE BURGIN, Board of Managers ..
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Board of Directors of the Woodward Institute for Girls
All the settled ministers of the city. Rev. Ellery Channing Butler, Chairman. Rev. Frank Wright Pratt, Vice Chairman.
Board of Managers of the Woodward Fund
Hon. John O. Hall, Mayor.
H. Walter Gray, City Treasurer,
Edgar G. Cleaves, City Clerk. George A. Sidelinger, City Auditor, Henry G. Fay, Elected by City Council.
Faculty of Woodward Institute
Principal, Carrie E. Small, Social Science and Mathematics.
Teachers.
Adella W. Bates,
German
Mary H. Cowell,
Latin and Greek
Margaret E. Dodd,
Natural Science
Catherine M. Tinker,
Ellen Constance Walker,
English French
Mary L. Westgate,
History and Mathematics
Charlotte J. Burgess,
Stenography and Typewriting
nelen L. Blackwell,
Physical Training
Georgiana Cushing Lane,
Art
Prof. John D. Buckingham,
Vocal Music
Seth W. Fiske, Janitor and Engineer.
Woodward Institute Alumnae Association
President, Miss Grace Eaton, '99.
Vice President, Mrs. Anna Whitman Witham, '96.
Secretary, Miss Mary G. Dolliver, '98 Treasurer, Miss Mary F. Jones, '99
Executive Committee, The officers and Mrs. Helen Mitten Woodward, '97.
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Woodward Institute
To the Mayor and City Council :
The report of the Principal is herewith submitted giving a summary of another year's work.
The policy of the school aims at the highest point of effi- ciency by the best of all methods old or new. '
The working out of details must vary with the occasions that arise, but should tend always in one direction and in the end go to form rich traditions so helpful to all good schools.
By its central location, its full equipment, its well adapted courses and excellent teachers, Woodward Institute should render valuable assistance in meeting the needs of our city.
HENRY G. MEGATHLIN,
Secretary of the Board of Directors.
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Report of Principal
To the Board of Directors of The Woodward Institute for Girls :
GENTLEMEN :- The year just closed has been a twelve- month of earnest endeavor on the part of teachers and pupils, and therefore a record of progress towards those ends for which we are striving.
The class that entered Woodward as the lowest class in 1894, was graduated in June, 1900. Its public exercises were but a faint echo of the faithful daily duties in instruction and discipline given by teachers and received by pupils ; and yet how plainly the Woodward spirit manifested itself !
From this time, our classes will have pursued a full course of study. We must now hold ourselves responsible for their advanced school work. This means much. Woodward is re- sponsible not merely for some kind of instruction, but for giving an education to these young women.
Their individual capacity and inclinations, their out-of- school advantages and environments, all must be taken into con- sideration in our plans for their broadest development, in the wisest way known to us.
Many a girl feels a debt of gratitude to Woodward for its liberal courses of study, affording her an opportunity of finding out her ability in some special field of labor, a privilege too often denied in the most famous schools.
Our preparation for college is but one of the many lines of work a girl may choose in preparation for the years to follow.
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Our Girls.
One of our graduates reports from college halls that the newness and loneliness of her first entrance to recitation vanished when the lesson began with a talk by the Dean, who emphasized the importance of physical culture and the educa- tion of the heart as well as the mind. "It was just a continu- ation of Woodward, and so I felt at home."
Another's experience was the opposite. "I am so homesick," she wrote ; "the discipline seems childish ; for so many years we have become accustomed to decide important questions for our- selves and to being held responsible for the result of unwise decisions, that I cannot become reconciled to having everything planned for me and expressed in fixed rules; I feel as if I were a machine ; and I fear lest my conscience may stop work- ing."
A third writes : "Let me tell you that I am still advanc- ing in the business line, having reached a $15.00 per week salary. I am now learning -- , and have the promise of a substantial advance when I master this new study."
A fourth reports a short course in Commercial college due to her previous study.
Another, who is an enthusiastic teacher in a neighboring town, expresses her pleased surprise that she learned so much of pedagogy and psychology without formal study of those sub- jects. The "Why ?" of every day school-life is now of practical value to her.
Two of our graduates hold the position of instructor in the diet kitchen for nurses in Western hospitals, at a salary of $700 a year.
Our girls send word of success in gymnastics, art and music ; in languages both ancient and modern ; in literature, in science and mathematics, in business pursuits and teaching.
These facts might seem trivial for mention, were it not that seven years ago Woodward as a school did not exist. Its growth has been vigorous, its action, forceful, its influence strong, as its graduates most heartily attest.
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Much of this success is due to the fact that the school is made for the pupils. Moreover, we are aware that the close contact of minds, and the individual attention now possible, would be lost, to a great degree, were the school a large one, or its course of study limited.
These very things, sometimes deplored because so little understood, are among the causes of that "indefinable some- thing" so puzzling to strangers and so warmly appreciated by the parents.
Alumnae Association.
In order to become acquainted with Woodward, one should be able to witness a gathering of its graduates. They all came home not only for the Alumnæ meeting, but also on Founder's day and again for Commencement exercises, when their voices mingled with the undergraduates' in the well-known school songs.
But when Woodward sends her messages to her children next year, and they return to greet their Alma Mater, two of her dear ones may not respond. None have been more helpful or more appreciative, more loyal and more loving, than those whose memory will be most dear, and whose faithful devotion will be an inspiration to those who knew them during these initial years of Woodward Institute.
Gifts.
We are grateful every year for the opportunity of acknowl- edging the many kind remembrances of friends.
Mrs. George W. Morton and the Reverend Charles W. Wilder have presented the school with collections of minerals.
The pupils in the Virgil class, Marian Bates, Bessie Drew, Jennie Harris, Gertrude King, Bertha Josselyn, Florence New- comb, Maggie I. Shirley and Lola West, together with their teacher Miss Mary H. Cowell, gave the library a Christmas present, of a statue of "The Winged Mercury."
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This seventh annual report to the governing Board does not attempt any discussion of the great educational problems upon which Woodward is hard at work; it merely states facts. To those who were privileged to know its aims at the beginn- ing, will be given to see how progressive were its plans, and how consistently they have been carried out.
Prof. A. B. Bruce says : "Justly to estimate men's work, three things must be considered :
1. The quality of the work done.
2. The ability of the worker.
3. The motive."
Even as an architect beholds the structure that he has planned stand complete in his mind's eye, so had we to see the end from the beginning. But no; the end is not yet. Did we feel the ideal to be the real, we were sure of decadence. Growth every year is our necessity ; and how best to increase in true wisdom is the constant effort at The Woodward Institnte for Girls.
Respectfully submitted, CARRIE E. SMALL, Principal.
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Woodward Departments
DEPARTMENT OF ENGLISH.
Teacher-CATHARINE M. TINKER.
First Year-Four Periods a Week.
Class Work :-
Holmes : Selections.
Bryant : Selections.
Whittier : Selections.
Longfellow : Selections.
Hawthorne : Selections.
Study of Greek and Norse Myths.
Prescribed Home Reading :-
The Arabian Nights,
Dodgson : Alice in Wonderland.
Grimm : Fairy Tales.
Hans Andersen : Fairy Tales.
De Foe : Robinson Crusoe.
Old Mother Goose's Rhymes and Tales.
Æsop : Fables.
Browning : Pied Piper of Hamelin.
Hawthorne; Wonderbook.
Thackeray : The Rose and the Ring.
Second Year-Four Periods a Week.
Class Work :-
Study of Greek and Norse Myths (continued.)
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Homer : Iliad (Pope), Books I, VI, XXII, XXIV.
Study of Arthurian Legends.
Tennyson : Idylls of the King. Lowell: Vision of Sir Launfal.
Prescribed Home Reading :- Bulfinch : Age of Fable.
Bulfinch : Age of Chivalry.
Guerber : Myths of Greece and Rome.
Guerber : Myths of Northern Lands.
Malory : The Boys' King Arthur. Third Year-Four Periods a Week.
Class Work ;-
Addison-Steele : De Coverly Papers.
Macaulay : Essay on Addison.
Shakespeare : Merchant of Venice.
Shakespeare : Julius Cæsar. Hawthorne : House of Seven Gables.
Prescribed Home Reading :- Cooper : The Spy. Hawthorne; The Scarlet Letter ; The Marble Faun.
Irving : Selections.
Goldsmith : The Vicar of Wakefield ; She Stoops to Con- quer. Sheridan : The Rivals ; The School for Scandal.
Gray ; The Bard.
Addison-Steele : Selected papers from the Spectator.
Austen : Pride and Prejudice ; Sense and Sensibility. Fourth Year-Four Periods a Week.
Class Work :-
Burns : The Cotter's Saturday Night ; Songs. Carlyle : An Essay on Burns. Coleridge : The Ancient Mariner. Eliot : Silas Marner. Wordsworth : Selections. Mrs. Browning : The Cry of the Children ; Sonnets. Browning : Selections.
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Shelley : Ode to a Skylark.
Keats : Ode to a Nightingale ; Ode to a Grecian Urn.
Tennyson : The Princess; Selections.
Eliot : Silas Marner.
Prescribed Home Reading :-
Barrie : The Little Minister ; Auld Licht Idylls.
Stevenson : David Balfour ; Kidnapped ; Treasure Island.
Carlyle : Selected Letters.
Lamb : Selected Letters.
De Quincey : The Flight of the Tartar Tribe.
Dickens : Christmas Stories ; A Tale of Two Cities ; David Copperfield.
Thackeray : Pendennis ; The Newcombs; English Humor- ists.
Eliot : Romola; Adam Bede; Middlemarch ; Mill on the Floss.
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Fifth Year-Five Periods a Week.
Class Work :-
Ilistory of English Literature. (Stopford Brooke Primer.) Shakespeare : Macbeth.
Milton : L' Allegro. H. Penseroso. Comus. Lycidas. Sonnets.
Macaulay : Essay on Milton.
Burke : Speech on Conciliation with America.
Chaucer : Canterbury Tales : Prologue, Knight's Tale, Nun's Tale. Spenser : Fairy Queen : Britomart Episode.
Prescribed Home Reading :-
Pollard : English Miracle Plays.
Peele : The Arraignment of Paris. Marlowe : Faustus. Goethe : Faust, Part I.
Goadby : Shakespeare's England.
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Clark : The Girlhood of Shakespeare's Heroines.
Shakespeare : Hamlet ; Sonnets.
Aeschylus : Selections.
Sophocles : Selections. Milton : Paradise Lost.
Chaucer : Selections.
Spenser : Selections.
Throughout this course the aim has been to take up the works of standard authors in the order of their increasing diffi- culties ; to stimulate the imagination ; to train the critical facul- ty ; to secure definite, logical thought; to cultivate a love for the beautiful ; in short, to gain the broadest mental development.
GRAMMAR.
Grammar is taught incidentally during the first two years. The work is based principally on Meicklejohn's Grammar.
RHETORIC.
Rhetoric is taught incidentally during the last three years. The work is based on Genung's Rhetoric, and on Wendell's English Composition.
COMPOSITION.
Each pupil is required to write one composition a week ; this composition is rewritten after correction. The subjects for the compositions are drawn from life ; the pupil is urged to write about her own experiences. In addition to these weekly com- positions, frequent papers are required in connection with the work in literature. The aim of this work in composition is to enable the pupil to express her thoughts clearly and definitely in simple, idiomatic English.
DEPARTMENT OF HISTORY ..
Teacher,-Mary L. Westgate.
It is the aim of the earlier courses in history not only to make the student familiar with the leading facts of ancient history, but to teach them skilful handling of books. It is
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desired in the more advanced courses to point out historic prin- ciples and to show how the practical working of these precon- ceived theories develop modern constitutional governments.
REQUIRED.
First year .- English history. Three periods a week. Topics from prehistoric Britain to reign of Victoria. Individual work in biography and anecdotes. Books as bases : Montgomery's Leading Facts in English History, Lingard's English History, Lancaster's English History, Guest's Lectures, Dickens' Child's History, Green's English People, Gardiner's.
Second year .- Greek history. Three periods a week. From prehistoric times through empire of Alexander. Text books : Myers Larger Greek History, References to Oman's Greek History, Smith's Greek History, Holm's Greek History, Bots- ford's History of Greece.
Third year .- Roman History. Three periods a week. 'Topics from Allen's History. References to Leighton, Liddell, Meri- vale's General History, Merivale's Fall of Republic, Schuck- burg's History of Rome, Epoch Series. edited by Cox and San- key, Mommsen's History of Rome.
ELECTIVE.
Fourth year .- Two periods per week. Lecture course in Modern Constitutional History of England and continental countries, or French History, from French Revolution to the fall of Napoleon. References to Gardiner's Constitutional History of England, Bright's English History, May's Constitutional His- tory, Macaulay's Lives, Lecky's XVIII Century, Fyffe's Modern Europe, Duruy's France, and Gardiner's French Revolution.
Fifth year .- United States History. Two periods a week. Text book : Channing's Students' History. Topics by students. Reference constantly to Fiske's Histories, Frothingham's Rise ·of Republic, Schouler's United States, McMaster's People of United States, American Statesman Series, Parkman Histories.
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DEPARTMENT OF NATURAL SCIENCE.
Teacher,-Margaret E. Dodd.
First year .- First half year : Physics, 5 periods per week. Second half year : Physics, 3 periods ; later, Chemistry of Air and Water, 2 periods. Botany, 3 periods.
Second year .- Biology, until March ; then Physiology, 4 periods per week. The botany will serve as an introduction to biology, this through the study of a few animal forms will lead to the Physiology.
Third year .- Physiography, with mineralogy and elemen- tary astronomy, 4 periods a week. This will give an oppor- tunity to correlate the studies of the first two years.
Fourth year .- Chemistry, 4 periods per week. Elective, College Physics, 4 periods per week. This course is recom- mended to all as excellent scientific training.
Fifth year .- First half year : Domestic science, 4 periods per week. Second half year : Astronomy, 4 periods per week. College Physics. Two years is really required for this course in preparation for the Harvard physics.
The scientific department seeks to develop patient, pains- taking students, independent in observations, and in the conclu- sions drawn from them : to give them experience in manipulat- ing apparatus, and to train them in concise and accurate state- ment by the preparation of note books. As a final result of the course, the pupil should have a knowledge of the great laws that govern natural forces, and a delight in an intelligent appre- ciation of all natural phenomena.
DEPARTMENT OF MATHEMATICS.
Teachers .- Mary L. Westgate, Margaret E. Dodd, Adella W. Bates, Carrie E. Small.
First year, -Inventional Geometry. Four periods a week. Second year,-Algebra. Four periods a week. Third year,-Algebra. Four periods a week.
Fourth year .- Geometry, Four periods a week. Algebra. Two periods a week.
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Fifth year,-Solid Geometry. Three periods a week. Mathematical Reviews. Four periods a week.
AIM: To train the pupil's powers of observation and reasoning ; to procure accurate as well as rapid work.
GERMAN (Elective : Three Periods a Week. ) Teacher, Adella W. Bates.
The aim of the department is twofold: to furnish the stndent with a thorough knowledge of the elements of German grammar and to 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 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.
First year .- Pronunciation drill. Phonetics. Poetry. Grammar: deelension and conjugation. Harris' German Les- sons, I-XVII, or equivalent. Class-room conversation from beginning of course. Translation work in Reader.
Second year .- Grammar : Through Harris, with general review, and accompanied by prose composition. Short, idio- matic fairy tales or other simple stories read and related. Trans- lation of Baumbach's " Im Zwielicht." Poetry.
Third Year .- Grammar : Joynes-Meissner college prepara- tory grammar. Translations. 1. Modern German read and studied as literature as well as language work. Stories by Gerstæcker, Storm, etc. 2. Lessing's Minna von Barnhelm. 3. Study of Schillers dramas began. 4. Sight Passages for translation in class.
Fourth Year .- Grammar: 1. Joynes-Meissner continued. 2. Harris' Prose Composition. 3. Dictation exercises. 4. Original Composition. 5. Study in idiomis for conversation.
Translation .- 1. Schiller concluded. 2. Goethe's IIer- mann and Dorothea. 3. Lyrics read and learned. 4. Study of Poetical Diction .
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FRENCH.
(Elective : Three Periods a Week.)
Teacher,-Ellen Constance Walker.
First year ; Pronounciation. Rogers' French sight reading. Elementary composition. Plurals and feminines of nouns and adjectives. I, II, III primitive tenses of verbs.
Second year : Rogers French sight reading ; letter writing ; composition. Grammar, nouns, adjectives, regular verbs, re- flexive verbs. 6 Fables, La Fontaine.
Third year : Reading, selected short stories, La Fontaine. Letter writing ; composition. Irregular verbs. Participles.
Fourth year : Grammar. General review. Letter writing; Composition. Reading, LaBelle Nivernaise, LeRoman d'un Jeune Homme Pauvre, L'Abbe Constantin, Esther, Athalie, Le Cid.
Fifth year: Letter writing. Moliere, Racine, Corneille, and modern authors.
The aim and scope of the French department is not only to enable the pupil to pass creditable college examinations, but to give her a profitable knowledge of the French language. For this purpose the ear must be trained to recognize the French sounds. This is done by dictation exercises and by translating from hearing the French text without seeing it. The tongue must also be trained ; this is done by having the pupil read the French text aloud, as fluently as possible and so clearly and correctly as to be understood by all the class. The pupil is taught to think out her own sentences from the beginning, and thus she chooses her own vocabularly which she increases later by reading and sight translations. As the verb is the most im- portant part of speech, the pupil starts her grammar study with that, not by memorizing long lists of irregular verbs, but by using her own judgment, and forming for herself the various tenses of the verbs and learning the meaning at the same time. Once the verbs have been learned, and a certain vocabulary has been acquired, the pupil is drilled in letter writing and compo- sition with a view to giving her a refined, easy and literary
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style, and imparting to her as far as may be "l'esprit de la langue." Finally, when the pupil has attained a fair degree of proficiency in all these branches, she devotes the remainder of her course to the study of French and Literature and the French Classics.
LATIN (Elective).
Teacher,-Mary II. Cowell.
First year .- Four periods a week. Forms : Simple sen- tences and narrative in Latin and English.
Second year .- Five periods a week. Second Year Latin (Greenough, to D'ooge and Daniell.) Cæsar. Latin composi- tion based upon the text read. Sight reading.
Third year .- Five periods a week. Cæsar, continued ; Selections from Sallust's Catiline; Cicero, orations against Cati- line, with Archias. Oral and written composition. Sight read- ing.
Fourth year .- Four periods a week. Six books of Virgil. Word-study. Roman manners and customs. Bennett's Latin Composition.
Fifth year .- Four periods a week. Selections from Ovid amounting to 2,000 or 2,500 lines. Three or more orations of Cicero, largely at sight. Selections from Virgil, Æn. VI- XII (the Story of Turnus), Daniell's Composition, exercises for grammatical review.
The work indicated above constitutes a thorou h prepara- tion in Latin for any of the colleges. Throughout the course particular attention is given to the subject matter and literary style of the works read, as well as to sentence structure and grammatical form. If desired, this literary and historical inves- tigation will be continued, as graduate work by a general course in Latin literature and Roman antiquities, or by a reading course drawn from Cicero (De Senectute), De Amicitia and Selections from Horace and Catullus.
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GREEK ( Elective. )
Teacher,-Mary II. Cowell.
This course will aim to give a thorough preparation for college and will follow substantially the outline given below :
First year,-Four periods a week. Beginner's work. Forms, vocabulary and common constructions.
Second year,-Four periods a week. Xenophon. Greek Composition based upon the text read. Sight reading.
Third year,-Four periods a week. Homer. Sight read- ing. Composition based upon Attic prose. Grammatical re- view. Greek manners and customs.
BUSINESS COURSE (Elective). Teacher,-Charlotte J. Burgess.
The aim of this department is to train the pupils to do neat, methodical and accurate work in shorthand, type-writing and book-keeping.
Second year, -Principles of Phonography. Double entry book-keeping and commercial arithmetic.
Third year, -Practice in writing and reading shorthand. Type-writing ; two periods a week.
Fourth year,-Shorthand and type-writing as above. Double and single entry book-keeping.
Fifth year,-Speed practice in writing and reading short- hand. Type-writing three periods a week. Practice in writ- ing from shorthand notes and from dictation, and the use of the mimeograph and carbon paper.
NEWS OF THE DAY. Teacher,-Carrie E. Small.
This subject is pursued during the five years of the course, with one recitation each week.
Its scope is the world's news.
It is designed to teach the pupils to read ; what to read ; how to read; how to think for themselves ; how to discuss a
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subject read ; and how to render thought into clear and concise, if not elegant, English.
The topics are treated according to the ability of the sev- eral classes.
Facts alone are of little importance. The aim is ever towards the cultivation of a wider intelligence, broader interests and sympathies, and more Christian ideals of human intercourse.
GYMNASTICS ( Required : Two Lessons a Week. )
Teacher,-Helen L. Blackwell.
First year, -Swedish Gymnastics. Apparatus work. Drill in Dumb Bells and Wands.
Second and Third Years, -Swedish Gymnastics, Apparatus work. Bells and Wands. Military Drill.
Fourth and Fifth years,-Advanced work in the above. Club Swinging. Military Drill.
Various gymnastics games have been introduced, and Basket Ball teams have been formed from members of the various classes.
The aim with all pupils is to secure a better control of the body, a more correct carriage, and general improvement throughout.
DEPARTMENT OF ART (Required : One Lesson a Week). Teacher .- Georgiana C. Lane.
This subject is required of each pupil :- The study of art must necessarily be considered as a whole rather than the work of the different classes ; therefore the instructor arranges the course of drawing to meet the needs of the individual student and varies it to suit any requirements.
The general plan of the course is as follows :
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