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 1902 > Part 17
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in the Washington with an enrolment of over seventy-five, one in the Lincoln with over eighty and another with over sixty, and several classes of about sixty in the Willard, besides the chronic congestion at the High School. Considering the prospective growth of the city the annual increase in the number of pupils is likely to be largely augmented. As to the continued use of certain old buildings, anyone familiar with the state requirements who will take the trouble to inspect them can determine the probability ; at least, he can easily decide whether they are suitable structures for school purposes or not. The long since condemned Washington building will soon be replaced by a new one. Very unfortunately for all concerned it has been neces- sary to occupy during the last two years the once abandoned Old High School. Parents, pupils and teachers have good grounds for objecting to the use of this building although it furnishes the best accommodations the School Department can provide. In some respects the Coddington is the most anti- quated building in the city. It is the only building heated en- tirely by means of stoves. I sincerely hope its efficient and highly esteemed principal who has served the city so long and faithfully may have the pleasure of conducting her school in a modern building and under favorable conditions before she re- tires from office.
It is never pleasant to call attention to defects or to present the disagreeable side of a question. But the interests involved in this case are too vital and important and the demands for relief too urgent and persistent either to be wisely ignored or easily put aside. The duty of the city to make suitable provision for the educational needs of its children is imperative, and there is no doubt of its ability and willingness to do so as soon as those needs are clearly and generally known. No other opinion could be admitted for a moment for the people are intelligent, their children are involved and the city can not afford to do any- thing else. The best way to dispose of a hard question is to face it squarely. The facts are as stated. Cannot all unite upon some rational plan for meeting and keeping pace with the needs of our growing school population ?
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Arithmetic
A subject to which we have given some special attention dur- ing the year is artithmetic. Although we have not completed our examination into the use and abuse of this subject in the elemen- tary schools, certain conclusions seem clear at this time ; one of which is that if it be true. that the subject is a nightmare to many faithful pupils and that far more fail in it than in any oth- er subject, or that a child of average ability can study arithme- tic regularly from six to eight years and at the end of that time be unable to apply its processes readily and accurately in the ordinary affairs of life, there is something decidedly wrong somewhere.
In the first place, the study of numbers is introduced much too early in the course. Children are not prepared for formal instruction in this subject before they are seven or eight years old. Most of the arithmetical confusion and dullness found in the upper grades is due to two things,-the too early introduc- tion of the subject, and the usual methods of teaching it. It is highly probable that the race evolved the arts and sciences along the lines of least mental resistance. But the number vo- cabulary of savages rarely goes above five and their computa- tions are usually limited to the process of addition. In the de- velop ment of the child mathematical powers appear much later than those of language or the graphic arts. One thing can be easily demonstrated and that is that children beginning the study of arithmetic at the age of eight or nine master the sub- ject in much less time, with much less difficulty and are better arithmeticians. They understand the work from the first and because they understand it, their practice is intelligent rather than mechanical and less time is required for accuracy and fa- cility. Children in the primary school are almost totally unpre- pared to do anything with numbers beyond counting concrete things. To attempt to exercise or cultivate powers premature- ly or before they exist is not only an extremely unwise use of time but is positively injurious to those powers. The child learns little more than to repeat what is told him without un-
21
«derstanding it. He forms the habit of working imitatively and mechanically rather than intelligently,-the very habit which makes so many educated blockheads, and yet one almost impos- sible to break up after it has been practiced a year or two. The mind of the child taught numbers too early is in constant uncertainty and confusion in the matter. If we would only wait until nature has prepared the children for arithmetical in- ·struction much of what is now taught in the primary schools would not need to be taught at all and the rest would be mas- tered in half the time.
Now a word in regard to methods of teaching numbers. Beginning to teach numbers before the children are ready for the subject we have to rack our brains for methods, and weary our- :selves and the children with a multitude of monotonous repetitions in order to secure passable results. A thoughtful person would need only to examine the long list of methods and devices for teaching number to be convinced not only that the subject is generally taught too early, but that there is little agreement among educators themselves as to the best method, which indi- .cates that they have not yet found the right method -- the one best adapted to the mind of the young learner.
The Grube method when faithfully followed is better adapt- ed to produce mental paralysis than to develop mathematical power. Again it may be true that the learner "should not count," that number is always the expression of "ratio" and "is a rational process, not a sense fact" but number originated in counting things and all arithmetical processes are only different ways of counting. Ratio itself is a relation found by "counting, and back of primary number ideas lie sense facts. Much time has also been lost and much confusion created in the minds of the children by too much emphasis upon the dif- ference between numbers and numerals. Nobody thinks in numbers but in numerals. Let one try to think the number four apart from numerals and he will find that he has in mind four images of some thing arranged in conventional order. Make the number nine and he can not think it except by arrang- ving the mental images in small groups, as three threes: Make
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the number seventeen and he can think only of the appropriate numerals. Go on into higher numbers and gradually the concep- tion of magnitude grows more and more vague and inadequate.
Counting being the one fundamental process in arithmetic the learner's first lessons in the subject should be in counting. The simplest and best introduction to the study of arithmetic with which I am familiar is Mr. Macintosh's Quincy Graphic Arithmetic. It begins at the beginning of the subject and pro- ceeds naturally according to its historic development. The exer- cises are concrete and definite, requiring individual and independ- ent work. The book in manuscript was placed last year in the hands of some of the best second grade teachers in this city who used it with their classes and at the end of the year enthusiastic- ally endorsed the method, one teacher of long experience add- ing that it was the first time every member of her class was up to grade in number.
The teaching of arithmetic should give most excellent train- ing of the reasoning powers iu analytic processes, should devel- op in the pupil quickness to see numerical relations and skill in the manipulation of figures. The first two results depend largely upon the method of teaching, the last upon practice. The grammar school pupils and graduates are weakest in the power to see relations and to reason. They do not know how to attack a problem, nor do they readily detect egregious errors.
It is not out of place to suggest that sufficient attention is not given to orderliness in the arrangement of written work and to the neatness and legibility of figures. The educational and practical value of these matters is too high to be neglected. Illegibility is not always the mark of genius.
It is a common mistake in the teaching of this subject to use too large numbers. A vast majority of the computations in practical life is within the limits of hundreds, and, for most persons, within the limits of one hundred. Why then should so much time be wasted upon problems involving tens of thou- sands and millions ? The character of many of the problems may further be called in question because they present condi- tions never met with outside of the schoolroom. Can not enough
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presenting practical conditions be found ? If not, here is a good place to reduce the unreasonable amount of time now de- voted to the subject. Fortunately the once common "catch questions" or arithmetical puzzles have largely disappeared from textbooks. Such problems may serve to sharpen the wits of a few pupils but they only confuse and discourage the rest, besides their strongest appeal is usually to other than mathe- matical ability.
For years leading educators have been asking for a reduc- tion in the time given to arithmetic in the public schools but it yields its place only slowly and reluctantly. In many courses of study it still stands first and in most others ranks next to read- ing and literature. This prominence is warranted neither by its importance nor by necessity, for all the knowledge of the subject one will ever have occasion to use and all its educational advantages can be secured in half the time now devoted to it, if the relatively unimportant parts be cut out and the emphasis be placed upon the essentials. More attention should be given to rapid addition, to the mastery of the multiplication table, to "mental arithmetic" and to arithmetical analysis.
The pupils need much practice in computation without pencil and paper. Before the written work under any topic is begun there should be many oral exercises involving the same processes, and pupils should explain how to solve hundreds of problems which they never fully work out. In the upper clas- ses algebraic exercises may profitably be introduced under each topic and the equation receive considerable attention. Com- pound fractions and denominators running up into thousands may profitably be avoided. The greatest common divisor need not be taught as a separate topic. Only the tables of denominate numbers in common use should receive any attention, those used only in special occupations such as Troy or apothecaries' weight being omitted. One method of finding the time be- tween dates, of reckoning simple interest or in partial payments, is enough. Annual interest may be passed over with a brief consideration and compound interest dropped. But one rule is required for finding the areas of all the common plane figures-
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triangles, rectangles, trapezoids, regular polygons and circles -- and figures which can be divided into these. Bank discount, brokerage, present worth, compound proportion, cube root, equa- tion of payments and averaging of accounts may be cut out. Customs and duties, stocks and bonds, exchange, and longitude and time should appear as topics in connection with history and geography as they present no arithmetical difficulties after the subjects themselves are understood.
When the changes and eliminations above suggested have been made the essentials of arithmetic will receive proper attention, the pupils will acquire a better mastery of its fundamental processes and there will be much time saved for valuable sub- jects now necessarily slighted or crowed out altogether.
The Mary E. Dearborn Reception and Banquet
The most prominent and one of the most enjoyable social events in connection with the public schools during the year was the complimentary reception and banquet tendered Miss Mary E. Dearborn, the able and honored principal of the Cod- dington school, at Hotel Vendome, Boston, on Saturday after- noon, May seventeenth, 1902, in testimony of the general appre- ciation and high esteem on the part of the people and her fellow teachers at the close of her twenty-five years of most faithful and efficient work. All who knew Miss Dearborn or were familiar with her remarkable record felt there should be some public recognition of her unusually long and valuable service in a very difficult and responsible position. A few friends met and chose a committee of five which should have the matter in charge. After formulating its plans the committee lacked neither the co-operation of citizens and teachers nor ample means for carrying the affair to successful completion.
The reception from five to six o'clock taxed the hotel parlors to their utmost capacity, many friends from Boston and vicinity having joined those of Quincy in paying respect and honor to the worthy guest. Soon after six o'clock the company repaired to the banquet hall where over two hundred sat down
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to the tables to enjoy their bounty and pleasant converse with their neighbors. At about eight o'clock the chairman of the committee in charge opened the postprandial program by intro- ducing as toastmaster of the evening, Superintendent George I. Aldrich of Brookline, a former superintendent of the Quincy schools, who responded and introduced the several speakers in a most happy and effective manner. The exercises closed with the presentation of a beautiful gold watch and chain suitably engraved. The following was the program of the, evening.
To M. E. D.
On Her Quarter-Centennial Anniversary.
On wood and paper, stone and senseless clay, Some leave, at night, the record of their day ; Some quietly toil, and-come to them what may- The lives they mold will mold the world for aye.
Fame pays the first-each cent of change demands ; Unto the last, their God out-holds his lavish hands. * Albert Candlin.
Postprandials.
Frank E. Parlin, Chairman. George I. Aldrich, Toastmaster
1 "The New Departure" Hon. Charles Francis Adams
2 For the Committee of '76 Edwin W. Marsh
3 For the Committee of 1902 Hon. Charles H. Porter
4 For the Superintendents Herbert W. Lull Dr. Henry C. Hallowell
5 For the Coddington School a. Berceuse Violin Solo - b. Madrigale Miss Ellen Forsaith
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6 For the Teachers of Quincy Thomas B. Pollard
7 For the Teachers of the Coddington
Miss Lizzie E. Morse
8 For the Graduates John O. Hall, Jr
9 For the Parents Mrs. Weston W. Osborne
10 For the Citizens of Quincy Edward Southworth
Presentation, Frank E. Parlin
*Mr. Candlin was principal of the Willard school, Quincy, from 1896 to 1900.
NOTE .- Hon. Charles Francis Adams, Mr. Edwin W. Marsh and Mis. Weston W. Osborne were unable to be present, but sent letters expressing regrets for their necessary absence and their high appreciation of Miss Dearborn and her noble work.
Changes in Teachers
The number of changes in our corps of teachers during the last year has been unusually large, thirty including two princi- pals having resigned. Most of these teachers have accepted po- sitions in neighboring cities at much better salaries ; a few have- retired from teaching either to engage in business or to make homes for themselves. Many of these teachers were among the- best in our schools.
Mr. Chester H. Wilbar who came to Quincy in. September, 1897, to accept the principalship of the- Lincoln school and who was transferred in September, 1900, to- the principalship of the Willard school, the largest grammar school in the city, resigned last September to accept a similar- position in Chelsea at a large increase in salary. The character- of Mr. Wilbar's work in Quincy was of a high order and he may. well be proud of the reputation and respect he enjoys here after five years in very trying and responsible positions.
Mr. Robert S. Atkins was first elected principal of the John Hancock school in November, 1893. In September, 1900, the Lincoln school was also placed under his charge and. he contin-
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ued principal of this district up to December, 1902, when he re- signed to accept a sub-mastership in Boston.
Mr. Atkins was everywhere popular, his pupils being among his staunchest friends, even as he was theirs. During the nine years he was in Quincy he worked quietly but faith- fully for the children committed to his charge, and none ap- preciate his service more highly than the graduates of the John Hancock school. For years to come Mr. Atkins will find a most cordial welcome in Quincy.
The Grammar School Graduation
The present method of holding these graduations in the High School hall is quite unsatisfactory. First, the room is much too small to accommodate even the graduates and their parents, to say nothing of friends and citizens who would like to attend. Last year there were three hundred sixteen grad- uates and two admission tickets for parents were issued to each graduate, or six hundred thirty-two tickets, making a total of nine hundred forty-eight to be provided for besides the teach- ers, members of the School Committee, city officials and their friends. While the minimum number to be provided for is considerably over one thousand, the hall will comfortably seat only six hundred, or, when crowded to its utmost capacity, in- cluding the two adjacent rooms, not over eight hundred. Thus it clearly appears that over two hundred tickets were is- sued to persons for whom no seats could be provided. It seems very unfortunate not to be able to provide comfortable seats for the graduates and their parents, at least. It is a great dis- appointment to the child as well as to his parents when they are unable to witness the exercises which conclude the child's course in the grammar school. The next class promises to be considerably larger than the last and some larger hall should be secured, if possible, so that adequate provision can be made for those most interested in the graduation. At the present rate of increase in population the time will soon come when it will bè impossible to have the classes from all the grammar schools.
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graduate at the same time and place, and also provide room for the parents.
Valuation
Valuation, 1902, .
$22,182,342 00
Gain over 1901, .
826,542 00
Total tax levy, 1902,
400,641 50
Rate per thousand,
17 40
Appropriation and Expenses
Appropriated by the City Council,
$109,100 00
EXPENDED.
Salaries
$82,562 82
Fuel
5,976 48
Janitors .
7,010 00
Books, Supplies and Sundries
9,214 59
Transportation
1,002 35
Rents
832 67
Evening Schools
1,677 53
$108,276 44
Unexpended balance,
823 56
- $109,100 00
The unexpended balance is due to the fact that the usual amount of coal was not purchased on account of the abnormally high prices prevailing during the year.
School Property
EN-
TOA-
MATE-
HEAT-
VENTI-
SCHOOLS.
BUILT.
LARGED.
*VALUE.
ROOMS. PACITY.
+SEATS
RIAL.
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
101 390
448
Wood Stoves
None
Water
Cranch,
1900
40,000
9
426
4.26
Brick
Steam
Good
Water
Gridley Bryant,
1896
38,000
9
426
426
Brick
Steam
Good
Dry closet
John Hancock,
1886
40,075
9
450
490
Brick
Steam
Fair
Water
Lincoln,
1892
28,500
8
396
427
Brick
Steam
Good
Water
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
10,850
8
304
340
Wood Hot-air
None
§
Willard,
1891
112,700
19
891
900
Brick
Hot-air
Good
Water
Wollaston,
1873
1890
27,000
82
330
360
Wood Hot-air
Good
Water
Old High,
1852
6,000
3
130
136
Wood Hot-air
None
S
Land, Germantown,
100
Land, Quincy Neck,
150
Furniture, books, apparatus, etc.,
30,000
Grand Total,
521,450
5,323 5,637
*Assessors' valuation 1902. 1"Capacity" means the proper limit, and "Seats" the actual number. 1. Two buildings in one yard (7 and 3 rooms.) 2. In addition a small hall poorly lighted. §old fashioned out-buildings.
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30
Repairs
Charles F. Knowlton, Commissioner of Public Works, reports the following outlay for repairs on school buildings :
High,
$315 39
Old High,
19 77
Adams,
111 21
Coddington
221 87
Cranch
122 93
Gridley Bryant
86 59
John Hancock
75 03
Lincoln
54 01
Massachusetts Fields
116 45
Quincy
142 23
Washington
68 22
Willard
601 21
Wollaston
198 67
Total
$2,133 58
The School Census
Reported by Charles H. Johnson, Enumerator, September, 1902.
Age.
Ward I.
II.
III.
IV.
V.
VI. Total.
Five,
74
80
169
178
62
77 640
Six,
76
73
144
162
81
78
614
Seven,
69
73
106
157
69
65
539
Eight,
64
88
127
139
57
75
550
Nine,
65
68
112
153
68
67
533
Ten,
75
50
129
135
79
69
537
Eleven,
77
55
127
147
67
61
534
Twelve,
69
62
102
123
67
52
475
Thirteen,
70
61
122
131
65
59
508
Fourteen,
75
82
184
177
110
63
691
Total,
714
692
1,322
1,502
725
666
5,621
Net gain over Census of 1901,
340
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Number of Pupils By Grades
At the opening of the September term the number of pupils enrolled in all the schools was as follows:
School.
GRADE I. II.
III.
IV.
V.
VI. VII. VIII. Total
Adams,
36 37
15
15
11
5
49
44
40
33
415
Coddington,
40
Cranch,
48
35
35
46
41
42
41
29 41 39
38 34 36
31
335
John Hancock,
39
Lincoln,
72
57
46
48 47
39
55
46
41
451
Massachusetts Fields,
42
46
55
52
47 17
47
44
36
442
Quincy,
28
21
Washington,
72
42
50
43
56
43
46
26
378
Willard,
56
49
35
57
45 43 20
21
911
Wollaston,
61
44
45
48
49
44
41
34
366
High,
200 162
98
63
12
535
5,309
Attendance
Whole number of different pupils;
Boys, 2,744 Girls, 2,756
5,500
Average number belonging,
4,948
Average daily attendance, .
4,584
Per cent. of daily attendance, .
92.4
Tardinesses pro rata average daily attendance,
.66
Dismissals pro rata average daily attendance,
.97
Cases of truancy,-different pupils
102
41
49
46
48
49
45
40
28
388
49
46
46
44
58
46 46
40 50
60
59
46
44
XII.
Grads.
IX.
x.
XI.
48
48
47
46
40 431
49
45
47
45 23 43
36 40
Gridley Bryant,
51
51
43
46
46
30
362
46
37
31 295
.
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The following reports furnish interesting data :
1875
1901
1902
Valuation,
$7,203,329
Population,
9,155
$21,335,800 24,500+ 5,281
$22,182,342: 26,500} 5,621
Census,
1,727
Whole number of different
pupils,
1,544
5,210
5,500
Average number belong-
ing,
1,363
4,848
4,948
Average daily attendance,
1,301
4,670
4,584
Per cent. of attendance,
95
96.3
92.4
Per cent. of tardiness,
2.81
.57
.66,
Teachers,
36
130*
130*
tEstimated.
*Does not include Special Teachers.
Statistics
The dividend includes every cent the Boards spent from January 1 to December 31, excepting $1,677.53, the . cost of the evening schools.
The divisor is (1) the whole number of different pupils, 5,500 ; or (2) the average number belonging, 4,948; or (3) the average daily attendance, 4,584. All three of these di- visors refer to the school year, September, 1901 to June, 1902.
. Cost :- 1. $19.38+ 2. $21.55+ 3. $23.26+
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Teachers
In service at the close of schools in December.
Grade I.
Grade II.
Grade III.
Grade IV.
Grade V.
Grade VI.
Grade VII.
Grade VIII.
Principal,
Head Master.
Master.
Teachers.
Men.
Women.
Total.
High School,
1 1
14 5 111 16
Adams,
2
2
1
1
1
1
1
1
1
Coddington,
2
1
1
2
1
1
1
1
1
Cranch,
1
1
1
1
1
1
1
1
*
8
8
Gridley Bryant,
1
1
1
1
1
1
1
1
1
7
8
John Hancock,
2
1
I
1
1
1
1
2
1
1
10
11 9
Massachusetts Fields, 2
1
1
1
1
1
1
1
*
*
9
9
Quincy,
2
2
1
1
1
1
1
1
9
10
Washington,
I
1
1
1
1
1
1
1
7
8
Willard, 3
3
3
2
3
2
2
1
1 1
19
20
Wollaston,
1
1
1
1
1
1
1
1
1
9
Special Teachers,
1 13
4
Assistants,
9
9
TOTAL,
19 15 13 14 13 12 12 8 8
13 130 143
*In three cases two schools are in charge of one principal. The Adams and Cranch, the John Hancock and Lincoln, the Massachusetts Flelds and Wollaston. +This number includes Miss Kennedy who outlines the work in science for the elementary schools.
#This number includes the teacher of cooking although but twenty lessons are given during the year.
Thirty teachers have resigned during the year.
Two have been absent on leave.
Seven have attended a normal school but did not graduate. Forty-seven have graduated from a normal school.
Eight have attended college but did not. graduate. Twelve have graduated from college.
Average salary of all teachers in the first eight grades (not including principals), $480.45.
Average salary of all teachers in grades IX, X, XI, XII, (not including principal), $748.92.
Minimum and maximum salary of principals : Grammar, $1,000-$1,400, High, $1,800-$2,200.
11
11
Lincoln,
2
1
1
2
1
1
1
*
*
9
1 10
11
1 1
1 8
34
SAMUEL BENSON TURNER
Born at Baltimore, Maryland, June 27, 1845. Died at Quincy, Massachusetts, March 21, 1902.
Janitor of the Quincy High School from 1879 to the time of his death.
"Well done, good and faithful servant."
35
Evening Schools
Three evening schools were maintained last year. All' opened on Monday evening, October 21, 1901.
The whole number enrolled in the Adams school was 149- men, 135 ; women, 14. The average attendance was 47. Num- ber of sessions, 43. Average number of teachers, 3.7.
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