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 20
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schools of this city is about fifty-four. Who can properly care for and instruct fifty-four pupils of the first grade, or of any grade ? By assigning to a single teacher so many we waste tremendously the energy of the teacher and diminish greatly the efficiency of her work. These children can do very little of importance at school without the teacher, but she can rarely work to advantage with more than a dozen. So she has to rack her brain to devise means of keeping the rest quiet and out of mischief. Most of the so-called "busy work" has come into use to meet this demand and, beyond this service, much of it has little value while some of it is positively harmful. From an educational point of view and for the good of the chil- dren, it would be better to divide a class of forty or fifty, first or second grade pupils into two sections and have one section attend in the morning, the other in the afternoon. It is little short of criminal to crowd over seventy small children into a poorly ventilated schoolroom and keep them there during two sessions a day. For his child the wise parent would unhesitat- ingly say, "Let him have less education if necessary and more air and sunshine." But this is not the alternative since the educational interests of the child would be as well, if not bet- ter, served under the proposed arrangement.
Is it not a mistake to admit pupils to the first grade twice a year-in September and April? The September children much overtax our accommodations and by admitting others in April the already overcrowded conditions are made worse. If the expectation is that a sufficient number will be promoted from each grade to the next higher, the relief is not adequate and there is no outlet at the top, moreover, the primary pupils should not be hurried. Under existing conditions almost noth- ing can be done for the April children during the remainder of the year. They must join those who enter the following Sep- tember. Their presence complicates difficulties and deprives the other pupils of the needed time and services of the teacher. What compensating advantages are there for this interruption and these new burdens during the last term of the year ? Would it not be best for all concerned to admit pupils begin-
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ning the work of the first grade but once a year-in Septem- ber ?
The chief objections to the above propositions come from those who regard the primary school as a kind of public nursery -a safe place to send the babies when the home wishes to be relieved of their care. We all sympathize with overworked and distracted mothers, but we believe even they will approve when they know it is best for their little ones.
Is it not a common mistake to require much home study ? In adult life it may be necessary to continue business and to carry the day's burdens into the evening hours. But should we deliberately impose these upon children ?
Much of education is not acquired at schools nor found in books. These are good and necessary, but good health, strong nerves, a buoyant spirit and a knowledge of one's fellows and the common affairs of every day life are also important.
Five hours a day of faithful work is enough in any grade below the high school. At the end of this time, let the children go home as free as the laborer from his toil. Play, childish en- terprises, home duties and outside reading may well fill up the rest of the day and evening. Children must have time for play and a great deal of it. It is the best possible physical exercise. A very brief observation of children at play will convince one that it is more than mere physical exercise, that there is a vari- ety and intensity of mental action rarely secured in the school- room. Moreover, it is through playing with them that the child comes to understand his fellows, learns to adjust himself to them and prepares for the business, social and civil relations of life. We are just beginning to learn the immense value of play as a means of physical and mental development ; the time will come when we shall utilize the play instinct much more fully in edu- cation, when we shall teach the children a variety of plays and games adapted to their stage of development and supervise them just enough to eliminate the objectionable features.
In many homes the services of the children are needed out- side of school hours and the conditions are such that home study is almost impossible without robbing the children of sleep,
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which should never be allowed. But the regular performance of these home duties is not an unimportant factor in a right education.
Again, many grammar school pupils have their own child- ish interests and enterprises to look after. These, too, have their educational value in developing special talents or busi- ness ability.
The theory of home study does not usually work as ex- pected. Too often, instead of spurring the slow or lazy on to the effort necessary to keep up with their class, it needlessly . stimulates the quick and conscientious, while it overworks and worries the weak and nervous.
It is said that without home lessons the pupil cannot do in the time allowed the work required by the course of study. Then let the course of study be changed. Courses of study are made for the service of children, not children for courses of study. During school hours the pupils should be trained to concentration of attention and to rapid work. At home they may read and the reading may be supplementary to school work, if they choose, but it should be suggested rather than required.
Is not another mistake found in the usual primary number work ? Is not detailed number drill in the first two grades premature and does it not result in a defective mathematical development which clearly shows itself in the upper grades ? If the Grube and kindred methods were banished from the schools and the regular instruction in number were not begun be- fore the third grade, the final results would be much more satis- factory and more nearly adequate to the time given to the sub- ject. We are now teaching with infinite pains much that need not be taught at all, if we would only wait until the child's brain is prepared for number work. Then numbers would mean some- thing to him.
The child may count, compare magnitudes and make simple measurements in the second grade, so long as he deals with con- crete cases within his comprehension, but formil arithmetical instruction should not be given before the child is eight years
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old. The time that is worse than wasted on number work in the lowest grades could very profitably be given to reading, oral language, singing and sense training. There is always loss, if not permanent injury, when we attempt to exercise power prematurely-before nature has prepared the way-and this is just what we have been attempting in teaching number, and to make a bad matter worse we have used a most inappro- priate method.
Finally, are we not in conflict with nature in teaching penmanship and requiring so much writing in the lower grades ? It is not unusual for children in the lowest grades to work with pen or pencil from one to two hours a day. Nature says "de- velop the muscles in order from the shoulder down to the fin- gers." But children never use an arm movement in writing with pen or pencil. The small accessory muscles of the hand and fingers are used constantly, often to the point of exhaus- tion which the trembling hand reveals, while the fundamental muscles of arm and shoulder are as constantly neglected. Thus the nerve strain is greatly increased, the finger movement, so difficult to overcome, is fostered, the natural order of muscular development is reversed and, by being premature as well as re- versed, is rendered defective. The result is the child's pen- manship is not as good and easy as it would have been had a different course been pursued and special training left to later grades. Writing in the lowest grades should be very largely blackboard writing, for it requires the use of the shoulder and arm muscles and gives the learner better ideas of the letter forms. We should not be impatient for immediate results. By much practice we may secure excellent penmanship in the first grade but we do it against nature's protest and shall find in the upper grades that the child's hand has been poorly developed. To refine and perfect his hand then will be difficult. Perhaps the best time for special training in penmanship should come during the fifth and sixth grades. Before that the children should use pen and pencil much less than is the custom.
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Medical Inspection.
In his report a year ago your Superintendent suggested the desirability of a regular medical inspection of the schools. The experiences of the last year seem to confirm the wisdom of his suggestion. Although no contagion has originated in the school buildings it has, nevertheless, been brought in and in some cases remained undetected until renewed activity re- vealed its presence.
If medical inspection, by promptly detecting disease, by immediately excluding it and by securing seasonable treatment, will protect the health and lives of thousands of children better than they can otherwise be protected, is it not wise to provide for such inspection, especially if satisfactory arrangements can be made at slight cost to the city ?
The question is presented at this time with the hope that it will receive your careful consideration.
Number of Pupils by Grades.
At the opening of the September term the number of pu- pils enrolled in all the schools was as follows :
School. Grade I.
II. III. IV. 52 53
V. VI. VII. VIII. Total
Adams, "
37 37
38
57 56
49
44 56
36 57
45 46 26 43 56
35 43
35-338 49-509
Lincoln,
62
60
46 45 42
38
Quincy,
62
4.4
56
53
46 48 44
33 42 38
26 -313
Washington,
47
47 48 49
43 33 40
44 41 34 47 43
49 49 45 X
48 51 34 XI
62 -847
Wollaston,
42
48
41
IX
XII Grads.
High
208 170
67
51 12-508
42
58 45 42 34-438
Coddington,
Gridley Bryant,
John Hancock,
57
61
43 70
54
48
26-418
Massachusetts Fields, 51
47
Willard,
55
39
49
39
Grand Total,
4,851
47
42 58
44
60
45 32 30 42 31 37 39 35 37-325
2-379
29-323
38
42 43-453
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Teachers.
At the close of schools in December there were in service : High School. Men. Women. Total.
Principal, Other teachers,
4
8 12*
Grammar and Primary,
Principals,
7
1
8
Other teachers, Grade VIII,
7
Grade VII,
11
Grade VI,
12
Grade V,
11
Grade IV,
12
Grade III,
13
Grade II,
13
Grade I,
15
94
Assistants,
20
Specials,
5
Total,
140
*This does not include the services of the special teachers of drawing, science and cocking. The ihre special teachers who give the whole or part of their time to the High school are equivalent in days of service to ope teacher all of the time and the proper fraction of their salaries is charged to the High.
SPECIALS:
Drawing: Teaches two days per week giades IX-XII and three days per w ek grades I-VIII.
Science: Teaches two and a half days grades IX-XII and two and a. half days grades I-VIII.
Cooking: Twenty afternoon lessons to grade XII.
Swing: Teaches five days per week grade V-VIII.
Music: Teaches three days per week grades I-VIII.
1
1
27
1
Twelve teachers have resigned during the year.
Four have been absent on leave.
Four have attended a normal school, but did not graduate. Thirty-eight have graduated from a normal school.
Ten have graduated from a college.
Six have attended a college but did not graduate.
Fifty-one are graduates of the Quincy High School.
Average salary of all teachers in the first eight grades (not including principals ), $486.75.
Average salary of all teachers in grades IX, X, XI, XII (not including principal), $732.50
Minimum and maximum salary of principals below High, $1,000-$1,400 ; High, $1,800-$2,200.
Population and Census.
The United States Census for 1900 gives the population of Quincy as 23,899.
The School Census.
Reported by Charles H. Johnson, Enumerator, September, 1900.
Age.
Ward I.
II.
III.
IV.
V.
VI. Total.
Five,
50
54
119
193
61
42
519
Six,
57
50
126
151
75
50
509
Seven,
83
69
103
153
88
36
532
Eight,
50
49
100
138
92
60
489
Nine,
56
61
120
134
79
53
503
Ten,
74
60
80
146
101
38
499
Eleven,
67
40
101
137
70
50
465
Twelve,
55
44
100
152
74
48
473
Thirteen,
63
67
120
138
76
41
505
Fourteen,
78
92
214
115
54
52
605
633
586
1183
1457
770
470
5099
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Attendance.
Whole number of different pupils ; Boys, 2,637
5,254
Girls, 2,617 S
4,705
Average number belonging,
4,403
Average daily attendance, .
93.6
Per cent. of daily attendance,
0.28
Tardinesses pro rata average daily attendance,
0.71
Dismissals pro rata average daily attendance,
53
Cases of truancy,-different pupils, ..
Comparison.
1899,
591
600
1161
1445
743
459
4999
1898,
561
591
1147
1327
662
457
4745
1897,
550
586
1147
1378
603
456
4720
1896,
555
400
1501
1249
469
528
4702
1395,
541
389
1214
1477
449
501
4571
The following reports, 1850, 1875, 1889 and 1900 furnish interesting data :-
1850.
1875.
1889.
1900.
Valuation,
$912,105 $7,203,329 $12,319,245 $20,219,151
Population,
5,017
9,155
14,600₸
23,899
Census,
1,079
1,727
3,495
5,099
Whole number of
different pupils,
1,044
1,544
3,287
5,254
Average number belonging,
1,363
2,619
4,705
Average daily at- tendance,
775§
1,301
2,516
4,403
Per cent. of at- tendance,
95
96
93.6
Per cent. of tar- diness,
2.81
.36
.28
Teachers,
131
36
68
120
t The estimate in the report of 1889 for the first year of the city.
§ Winter terin.
T In the winter; six were men.
1
School Property.
SCHOOLS.
EN- BUILT. LARGED.
*VALUE.
TCA- ROOMS. PACITY. ¡ SEATS.
RIAL.
HEAT- ING.
LATION.
SANITARY.
High,
1894
$77,000
12
400
411
Brick Hot-air
Good
Dry closet
Adams,
1855
1879
25,000
10
466
467
Wood
Hot-air
Good
Dry closet
Coddington,
1855
1876
26,500
91
390
448
Wood
Stoves
None
Water5
Gridley Bryant,
1896
38,000
9 426
426
Brick
Steam
Good
Dry closet
John Hancock,
1886
45,000
9
450
490
Brick
Steam
Fair
Lincoln,
1892
28,500
8
396
427
Brick
Steam
Good
Dry closet
Massachusetts Fields,
1896
39,075
9
426
426
Brick
Steam
Good
Dry closet
Quincy,
1873
20,500
8
288
380
Wood
Steam
None
Dry closet
Washington,
1858
1874
10,400
8
304
340
Wood
HIot-air
None
§
Willard,
1891
117,500
182
891
900
Brick
Hot-air
Good
Water
Wollaston,
1873
1890
27,000
83
330
360
Wood Hot-air Good
Water5
Old High,
1852
9,000
3
1004
84
Wood Hot-air None
Land, Germantown,
100
Land, Quincy Neck,
150
Furniture, books, apparatus, etc.,
17,000
Grand Total,
$480,725
4,867 5,159
*Assessors' valuation 1900. 1"Capacity" means the proper limit, and "Seats" the actual number. 1. Two build- ings in one school yard (6 and 3 rooms). 2. Third floor unfinished. 3. In addition a small hall poorly lighted. 4. As it now stands. 5. Connected with the sewer. # Four rooms, none ; four rooms, good. § Old-fashioned out-buildings. || Closets in an adjoining out-building that are "flushed" into a cesspool.
29
MATE-
VENTI-
30
Valuation.
Valuation, 1900,
$20,219,151 00
Gain over 1899,
534,832 00
Total tax levy, 1900,
380,811 79
Rate per thousand,
19 20
Budget of the School Board.
Asked.
Granted and Expended.
Salaries,
$79,065 00
$78,323 11
Fuel,
6,000 00
6,000 00
Janitors,
6,400 00
6,293 33
Transportation,
1,000 00
886 70
Books, Supplies, Sundries,
8,500 00
7,768 67
Rents,
925 00
793 84
Evening Schools,
1,400 00
1,434 35
$103,290 00
$101,500 00
Repairs.
Charles F. Knowlton, Commissioner of Public Works, reports the following outlay for repairs on school buildings :
High,
$384 14
Old High,
849 25
Adams, .
377 87
Coddington, .
253 70
Gridley Bryant,
87 71
John Hancock,
332 21
Lincoln,
214 40
Massachusetts Fields,
476 50
Quincy, .
97 74
Washington, .
104 24
Willard,
686 34
Wollaston,
550 79
$4,414 89
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Statistics.
Average cost per pupil.
The dividend includes every cent the Board has spent from January 1 to December 31, excepting $1,434.35, the cost of the Evening Schools.
The divisor may be (1) the whole number of different pupils 5,254 ; or (2) the average number belonging, 4,705; or (3) the average daily attendance, 4,403. All three of these divisors refer to the school year, September, 1899 to June 1900. (See page 28).
Cost ;- 1. $19.04. 2. $21.26. 3. $22.72.
Comparison.
Average cost per pupil for Massachusetts.
From the Sixty-Fourth Report of the State Board of Edu- cation.
Cost : 1.
$22.48. 2. $26.73. 3. $29.16.
From the Sixty-Third Report of the State Board of Edu- cation it is noted that Quincy holds numerically, rank as fol- lows :
1. Amount of money appropriated for each child, between 5 and 15 years : State, 130: County, 21.
2. Percentage of valuation appropriated to public schools : State, 154: County, 13.
3. Ratio of average attendance to the whole number of children between 5 and 15 years : State, 167 : County, 20.
4. Comparative amount of money appropriated for each child included in the average number belonging: State 106 : County, 12.
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Evening Schools.
The statistics refer to the school year beginning in the autumn of 1899 and closing in the spring of 1900.
Adams :- Began October 23; closed February 23. Whole number of men, 81; women, 19. Average attendance, 35. Number of sessions, 45. Average number of teachers, 2.7
Willard :- Began October 23 ; closed February 23. Whole number of men, 138; women, 6. Average attendance, 39.9. Number of sessions, 45. Average number of teachers, 3.1.
Evening Drawing School (Old High) Mechanical :- Began October 24, closed February 5. Whole number of men, 33; women, 1. Average attendance, 9.3. Number of sessions, 37. One teacher.
Freehand :- Began October 23 ; closed February 5. Whole number of men, 25; women, 0. Average attendance, 8.6. Number of sessions, 38.
The classes were consolidated December 8. Number of sessions of the consolidated class, 20. Average attendance, 12.3. One teacher.
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Quincy Teachers' Association.
The officers for 1900-1901 are :
President, Charles F. Harper, High.
Vice President, Ellen B. Fegan, Willard.
Secretary and Treasurer, Austin W. Greene," Gridley Bryant.
Executive Committee :
Charles F. Harper (Chairman ) High.
James M. Nowland, Adams.
Margaret E. Olmsted, Coddington.
Austin W. Greene, Gridley Bryant.
Robert S. Atkins, John Hancock.
Emma M. Favour, Lincoln.
Millie A. Damon, Massachusetts Fields.
Charles Sampson, Quincy.
H. Frances Cannon, Washington.
Ellen B. Fegan, Willard.
Edith F. Bates, Wollaston.
Carrie E. Small, Woodward Institute. John O. Hall, Jr., Adams Academy.
Membership dues, twenty-five cents per year in advance. Everyone teaching in Quincy is eligible.
Annual course of lectures and entertainments, 1899-1900. November 23, 1899,-Dr. William Everett. January, 4, 1900,-Leon H. Vincent. February 1, 1900,-Walter E. Loud Concert Company. March 15, 1900,-Prof. Fay.
May 15, 1900,-Prof. Edward Howard Griggs.
Annual course of lectures and entertainments, 1900-1901. December 6, 1900, -Harvard Glee, Banjo and Mandolin Club.
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December 13, 1900,-Dr. W. J. Long.
January 10, 1901,-Leland Powers.
February 7, 1901,-Prof. George G. Wilson.
March 7, 1901,-Charles T. Copeland.
April 25, 1901,-Walter E. Loud Concert Company.
The Quincy=Parker Anniversary.
April 20-21.
The administration of the schools under the first Superin- tendent, Colonel Francis W. Parker, marked so distinctly an · epoch in the educational history of Massachusetts, that the Quincy Teachers' Association thought a proper observance of this twenty-fifth anniversary would be desirable, and they cele- brated it in a befitting manner Friday evening, April twentieth, at the First church by literary exercises of an unusually high order, and Saturday by a banquet at the Vendome, Boston.
THE PROGRAMS.
FRIDAY EVENING.
Robert S. Atkins, President of the Quincy Teachers' As- sociation introduced Hon. Charles H. Porter, Chairman of the School Committee as presiding officer for the evening, who in a few well chosen words introduced the speakers of the evening.
Hon. John O. Hall, Mayor of Quincy extended "The Greet- ings of the City ;" after whom the following well known edu- cators spoke upon the topics indicated :
Prof. Nicholas Murray Butler, Columbia University, Col. Parker from a Pedagogical Point of View.
Dr. William T. Harris, U. S. Commissioner of Education. A National Review of Col. Parker's Work.
Dr. G. Stanley Hall, Clark University,
The Soul and Spirit of the Quincy Movement.
Supt. Orville T. Bright, Cook County, Illinois,
A Tribute from Chicago and the West.
35
Supervisor Robert C. Metcalf, Boston,
A Tribute from Boston to Col. Parker.
Col. Francis W. Parker, Chicago,
The Quincy Schools of 1875.
At the close of the literary entertainment, an informal re- ception was held.
SATURDAY AFTERNOON.
The banquet at the Vendome, Boston, fittingly closed the meetings in honor of the twenty-fifth anniversary of Col. Parker's election as Superintendent of the Quincy schools. Nearly two hundred guests were present.
Superintendent Herbert W. Lull as President introduced Superintendent George I. Aldrich as Toastmaster.
Dr. William T. Harris spoke "On the Quincy Influence." Dr. Harris was followed by Miss Mary E. Dearborn, Principal of the Coddington School, who responded to the sentiment, "The Country Schoolmaster" in a charming manner.
James H. Slade of the School Committee of 1875 was introduced as one who took a prominent part in "The Finding of the Colonel."
Supt. I. Freeman Hall, formerly Principal at Quincy Point, "One of the Boys of the family" spoke to the subject "Before, During and After."
Dr. N. M. Butler was next introduced and spoke of "The Family's Country Cousins."
George A. Walton, Esq., gave some interesting reminis- cences about "The Norfolk County Examinations."
Colonel Parker was introduced as "The Head of the House" and he received an ovation.
Delightful music was furnished during the banquet by the Highland Orchestra, of Woburn, under the direction of Miss Minnie M. Jameson of this city.
36
Quincy Grammar Masters' Club.
The Club organized in the following manner for the year 1900 :
Chester H. Wilbar, President.
Austin W. Greene, Vice President.
Albert Candlin, Secretary and Treasurer.
Papers on the following questions were read during the- year just closed :
February 15, Britain and the Boer by Charles Sampson.
March 15, Shall the Grammar School be Abolished ? by Robert S. Atkins.
April 19, Inherited Tendencies by Thomas B. Pollard.
May 17, Possible Changes in Grades I-III, by Albert Candlin.
June 21, Disintegration of China by Chester H. Wilbar. September 20, Self-Government by James M. Nowland.
October 18, Campaign of 1900 by Austin W. Greene.
November 15, New Education, Inductive or Deductive, by Charles E. Finch.
December 20, Queries in Regard to Some Modern Educa- tional Methods by Superintendent Frank E. Parlin.
At each meeting a paper was read giving a review of cur- rent events.
High School Alumni.
The Association of the Alumni of the Quincy High School has the following officers :
President, Miss Mabel E. Adams, '82.
Vice Presidents, Mr. William R. Thomas, '89 ; Mr. R. E. McDonnell, '98 ; Mrs. James M. Nowland, '91.
Secretary, Miss L. Merton Pratt.
Treasurer, Mr. Amos L. Litchfield.
Governing Board with the above,-Mr. Charles F. Harper, Head Master of the High School, Mr. Charles A. Hall, '85 ; Miss
37
Bessie L. Whittemore, '99; Miss Tina McPherson, '97; Miss Louise Cook, '96 ; Mr. Frank L. Coe, '96 ; Mr. Herbert Wilkins, '97; Mr. Howard W. Battison, '85; Miss Alice Higgins, 1900; Miss Ruth Hayden, 1900; Miss Mary Dinnie, '95.
Objects : To promote the usefulness of the Quincy High School, to furnish opportunity for friendly intercourse among its Alumni, and to create and preserve harmonious relations between the school and the community in which it is placed.
Members : All those who hold diplomas of graduation ; all those persons who, previous to the first annual distribution of diplomas, had completed a full course of study in the Quincy High School, and who can produce evidence thereof.
Honorary Members : Superintendent of Schools and all persons who are and who have been teachers in the Quincy High School. Other honorary members may be elected by bal- lot.
Alumni Reunion, January 25, 1900.
Quincy Home Science Association.
The Summer Kindergarten work of the Quincy Home Sci- ence Association during the past season has been more than usually successful-some 120 children between four and five years of age in the Gridley Bryant, Adams and John Hancock districts having received seven weeks of training, and, even in this limited time, showing marked development in mind and manners. The work has been most cordially approved by par- ents, primary teachers, and those who have observed it while in progress during the summer, and perhaps quite as valuable as any results achieved with the children has been its educa- tional influence in the community at large-calling the special attention of the parents of the kindergarten children, of the ladies supervising, (a group of six or eight at each kindergar- ten ) and of those who came as visitors or to assist in various ways regularly or from time to time, to the vital importance of system and intelligence in child-training and to practical meth- ods as illustrated by the trained teachers employed, Miss Clara
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