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 1903 > Part 16
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The needs of the school which should first receive attention are those of the laboratories and library. The laboratories are very poorly equipped and until considerable apparatus is provided some of the work in science must continue to be un- satisfactory, solely because means for doing it are not at hand, and not through any fault of the teacher.
The library has been neglected. Several sets of reference books are incomplete. There are no volumes of the Annual Cyclopedia latter than the year 1889. Science in any of its branches is hardly represented. The works upon history and the English language cover certain parts of those subjects very well, in other respects they are entirely inadequate. If a small sum
363
could be devoted to the library each year it could be made a most helpful adjunct to the several departments of the school. Of course the aim should be to make it entirely a reference library, not to duplicate the chief functions of the public library. To teach the pupils how to use a library and books of reference is an important part of education, and a part which should re- ceive more attention. Next to the value of knowing a thing is knowing where and how to find it.
Respectfully submitted,
FRANK E. PARLIN.
December 30, 1903.
OUTLINE OF COURSE OF STUDY.
Credits
Periods
FIRST YEAR.
Credits
Periods
Credits C
Periods
Credits
Periods
FOURTH YEAR.
REQUIRED.
REQUIRED.
REQUIRED.
REQUIRED.
4
4
English I.
4
4
English II.
1
4
English III.
5
5
English IV.
2
3
Physical Training I.
2
3
Physical Training II.
3
Physical Training III.
1
2
Physical Training IV.
1
2
Music I.
1
2
Music II.
2
Music III.
1
2
Music IV.
ELECTIVES.
ELECTIVES.
ELECTIVES.
ELECTIVES.
4
4
History I.
4
History II.
1
4
History III.
CT
5
History IV.
3
3
Science I.
3
3
Science II.
1
4
Science III.
4
4
Science IV.
4
4
Mathematics I.
4
4
Mathematics II.
1
4
Mathematics III.
4
4
Mathematics IV.
5
5
Latin I.
5
5
Latin II.
CZ
5
Latin III.
5
5
Latin IV.
4
4
French I.
4
4
French II.
5
5
Greek II.
5
5
Greek III.
2
3
Commercial Arithme- tic I. Drawing I.
5
5
Greek I.
4
1
French III.
4
4
German III.
1
1
4
4
German I.
4
4
German II.
2
3
Stenography II.
2
2
Household Science and Arts I.
2
3
Bookkeeping I.
2
3
Stenography I.
1
2
Typewriting II.
1
1
Drawing II.
1
2
Typewriting I.
1
1
Drawing IV.
2
2 Household Science and Arts II.
2
3
Bookkeeping II.
1
1
Drawing III.
2
2
Household Science and Arts III.
364
SECOND YEAR.
THIRD YEAR.
365
EXPLANATIONS
Required work includes subjects which all pupils are expected to take unless excused by the Principal.
With the consent of the Principal a pupil may select from the electives as many subjects as her health and ability will per- mit. Ordinarily she is expected to elect not less than twelve (12) nor more than fourteen (14) periods per week. The ap- proval of parents should accompany any request to take a greater or less amount of work.
In the column marked " periods " is indicated the number of exercises per week.
In the column marked " credits " is indicated the number of points allowed for satisfactory work in each subject. A total of eighty (80) points or credits entitles a pupil to a diploma. One additional credit will be allowed each year for excellence in conduct and effort.
A pupil in any class may elect from the preceding years' lists any subject which she has not satisfactorily completed.
The course in Household Science and Arts will be offered at the opening of the fall term, 1904.
366 COURSE OF STUDY IN DETAIL
DEPARTMENT OF ENGLISH
Literature
The first two years of the course in literature are spent in reading carefully, but without attempting analysis and criticism, as much of the world's best literature as the time will allow. The books are selected because they are adapted to the minds of the readers and are worth reading. They include not only English classics but good translations from the literature of various nations and cover many subjects. There are three dis- tinct aims in the course : (1) to teach the students to read in- telligently and enjoyably; (2) to develop in them a taste for good literature; (3) to lay a broad foundation for the subse- quent study and appreciation of the English classics selected for the third and fourth years. These are taken up in the order of narration, description, exposition, and argument. An outline history of English literature, supplemented by a study of English poets, completes the four years' course.
Rhetoric
One period a week is assigned to each of the three upper classes for the study of Rhetoric.
Composition
Four compositions are required each week from the three upper classes. The work is correlated with the course in literature-narration, description, exposition and argument, each taken in turn. The course is designed to awaken the interests of the pupils in theme-writing and to enable them to express their thoughts clearly and logically.
The pupils are urged to write from their own experience, to write often, to eliminate, by degrees, all faulty expressions, and to acquire the habit of using simple, correct, idiomatic English words.
367
DEPARTMENT OF PHYSICAL TRAINING
I. General anatomy of the bones and muscles. Action of the principle muscles.
General anatomy and functions of the blood.
The organs of circulation, respiration, digestion and ex- cretion.
Gymnastic work : three periods a week.
II. General plan and functions of the nervous system. Peripheral nervous system. Brain and spinal cord.
Lectures on diet, sleep, exercise, bathing, clothing, hygiene for girls, etc.
Gymnastic work : three periods a week.
III. Advanced work in hygiene, nutrition, physiology of exercise, etc.
Gymnastic work: three periods a week.
IV. Anatomy, physiology and hygiene of the organs of the pelvis.
A short practical course in First Aid to the Injured, consisting of lectures, demonstrations and practice. Gymnastic work : two periods a week.
The course in anatomy and physiology is designed to give a clear understanding of the structure and functions of the human organism as a basis for the course in hygiene.
The aim of the course in hygiene is to give a thorough knowledge of the laws of health, and to teach the pupils how to promote not only their own health and happiness, but the health and happiness of those about them.
The gymnastic work consists of a graded course with free movements, light apparatus, military drill, æsthetic movements, athletics and gymnastic games. Interest and enthusiasm in out- of-door sports is encouraged in every way.
At the beginning of the year each pupil is examined, and the kind and amount of work best adapted to the individual carefully determined.
Dr. Sargent's system of measurements and charts is used. The charts are plotted from the measurements, and enable each one to see exactly in what particulars, and to what degree
368
she differs from the normal standard for girls of her own age. At the end of the year, second measurements are taken and a second chart plotted. A comparison of the two charts shows exactly what changes and improvements have been made during the year.
DEPARTMENT OF MUSIC
The aim of the department of music is to cultivate a taste for good music and to prepare the girls for intelligent and ap- preciative work in the further pursuit of the art in its various branches.
The course in singing embraces the study of solfeggiorythm, sight reading, dynamics, breath control, intonation, enunciation, unison and part singing.
The theoretical work aims to give the pupil a thorough foundation in the elements of music and includes knowledge of intervals, the derivation and construction of our present day tonalities, major and all minor forms.
Triads-The chords of the Dominant seventh and Dimin- ished seventh. Cadences and harmonic and thematic analysis.
Individual class work, one period each week; united class work, one period weekly.
DEPARTMENT OF HISTORY
I. A preliminary consideration of the origin and races of mankind,-their primitive condition, migrations, and progress toward civilization.
A brief study of the extinct civilizations of the East.
Greek history to the death of Alexander.
II. Roman history from the founding of the city to the fall of the empire.
III. English history from the Roman invasion to the accession of Edward VII.
IV. American history, special attention being given to the forces which have shaped the government of the United States and developed its present institutions.
Civil government of the United States.
369
DEPARTMENT OF SCIENCE
I. Introduction to science,-training in careful observation and scientific methods as a preparation for subsequent work.
The evolution of the solar system and the formation of the earth.
The elementary facts of astronomy and geology.
The examination of a few of the common minerals and rocks.
The systematic observation and record of some common phenomena.
Simple experiments to ascertain facts or to test given prop- ositions.
The classification of facts under divisions of science.
II. Zoology, first half year.
The time is about evenly divided between laboratory and recitation work.
Elementary work in morphology, physiology and some ecology.
Botany, second half year.
There is considerable field work for the purpose of identify- ing plants, studying their habitat and procuring speci- mens for a small herbarium.
III. Chemistry or Physics.
A class in one subject only will be formed for those elect- ing science in the third year.
IV. Physics or Chemistry.
The subject not taken in the third year is offered in the fourth.
DEPARTMENT OF MATHEMATICS
I. Original work in inspectional geometry and elementary algebra.
II. Elementary algebra completed.
III. Plane geometry,-demonstrations and original work.
IV. Solid geometry or advanced work in algebra.
370
DEPARTMENT OF LATIN AND GREEK
Latin
I. Latin Lessons. Translation of prose selections.
II. Cæsar-Commentaries on Gallic War, books I-IV inclusive Sight reading. Prose composition. Grammar.
III. Cicero, -Orations against Catiline, The Manilian Law, and Archias. Sight reading. Prose composition.
IV. Virgil,-Æneid, books I-VI inclusive. Sight reading. Prosody.
Greek
I. Greek Lessons. Translation of easy Greek narrative.
II. Zenophon,-Anabasis, books I-IV inclusive. Sight reading. Prose composition.
III. Homer,-Iliad, books I-III inclusive. Sight reading. Prose composition based upon Attic Greek.
DEPARTMENT OF MODERN LANGUAGES
French
I. Pronunciation.
Grammar : Declension.
Conjugation of regular verbs and of a few irregular verbs. Simpler uses of tenses and moods. Syntax.
Memorizing : Vocabulary for oral and written work. Prose and poetry selections.
371
Composition : Translation into French. Transposition. Reproduction.
Dictation. Easy conversation. Reading of simple French.
II. Grammar : Rapid review of grammar. Conjugation of irregular verbs. Uses of tenses and moods.
Memorizing : Vocabulary enlarged. Idioms. Prose and poetry selections.
Composition : Translation into French. Transposition. Paraphrasing.
Dictation. Easy conversation.
III. Grammar :
Reading : Contes de Fees, Merimee's Colomba. Sandeau's Le Gendre de M. Poirier. Review and continuation of difficult points. Syntax.
Memorizing.
Composition : Translation into French. Transposition. Paraphrasing. Abstracts.
Dictation.
Conversation.
Reading : Selections from Zola, Maupassant, Balzac, Hugo, Daudet, Loti. Corneille's Le Cid, Racine's Athalie, Moliere's L'Avare.
German
I. Pronunciation.
Grammar : Declension.
Conjugation of weak verbs and of the more usual strong verbs. Simpler uses of tenses and moods. Prepositions. Syntax.
372
Memorizing : Vocabulary for oral and written work. Prose and poetry selections.
Composition : Translation into German. Transposition. Reproduction.
Dictation.
Easy conversation. Reading and translation of Fairy Tales.
II. Grammar : Conjugation of strong and irregular verbs and modal auxiliaries.
Order of words.
Translation : Schiller's " Der Neffe als Onkel." Benedix' " Eigensinn." Gerstacker's " Germelshausen." Lyrics and Folksongs. Sight reading from easy texts.
III. Prose Composition.
Exercises in idiomatic German, including letter writing, short dialogues and descriptive themes.
Conversation.
Translation : Lessings' " Minna von Barnhelm." Schiller's " Jungfrau von Orleans."
DEPARTMENT OF BUSINESS
Commercial Arithmetic I. Subjects : Common and decimal fractions, common measures, interest, percentage, discount, insurance, taxes, duties, exchange, partnership. After a review of fundamental processes pupils are drilled in business methods.
Bookkeeping I. The principles of double and single entry bookkeeping are presented in a clear and practical man- ner. Neatness and accuracy are insisted upon.
Bookkeeping II. The work of the previous year is continued, giving, as far as is possible in a school, business practice.
Stenography I. The principles of stenography are learned and practice in reading and writing shorthand is begun.
373
Stenography II. Regular and systematic practice in reading and writing shorthand is continued in order to secure accuracy and speed.
Typewriting I. After the use of the typewriter has been learned, practice is given in writing from shorthand notes and from dictation.
Typewriting II. The practice of the preceding year is con- tinued and pupils are taught to use at least one standard duplicator.
DEPARTMENT OF ART
The study of art must necessarily be considered as a whole rather than the work of different classes ; therefore, the course of drawing is arranged to meet the needs of the individual student and is varied to suit any requirements.
Pupils are not only fitted for continuing their studies in advanced schools but also to appreciate the best in art.
The general plan is as follows :
Free-hand drawing of objects in pencil, and pen and ink, and principles of perspective.
Study of form, light and shade.
Study of design, applied decoration.
Study of color in water colors and in oil.
Modelling and casting.
Mechanical drawing.
374
FOUNDER'S DAY
Thursday Evening, March 12, 1903.
PROGRAM
1. Music by the School
Under the direction of Mr. John D. Buckingham.
a. The Truth Birds, . Beethoven
b. Evening Rest, C. Hering
c. Sweet ! (The Swallows' Song,) John Hyatt Brewer
2. Piano Solo, - Arabesque, Chaminade .
Marguerite Davis.
3. Modern and Medieval Ballad of Mary Jane,
Illustrated by shadow pictures.
Zita M. Fegan Katharine D. Hardwick, Ethel Randall.
Elizabeth B. Merrill,
4. Japanese Drill.
Grace F. Spear,
Marguerite Davis,
Catherine Saville,
Florence M. Ford,
Carlena Walker,
Minnie R. Hardwick,
Lillian J. Aulbach,
Louise J. Randall.
Lela I. Smith,
Florence A. Winneberger,
Grace I. Burch,
Rena B. Mannex,
Miriam N. Marsh,
Ruth C. Hanson, Caroline M. Cummings.
5. Tableaux. Tennyson's " Dream of Fair Women."
Prologue, -Mollie E. Harris.
CHARACTERS
Helen of Troy,
Iphigenia,
Cleopatra,
Helen L. Curtin Elsie M. Patterson Teresa M. McGrath Rachel M. Doble
Attendants, .
Jeptha's Daughter,
Elsie C. Phillips Esther A. McDonnell
Jewish Maidens,
Gertrude I. Jilbert Elizabeth Freeman Avah R. Gilson Katherine T. Larkin Helena A. Monohan Gerna Saville Helen M. Sprague Helen K. Horton
Fair Rosamond,
Joan of Arc, . Margaret More,
Queen Eleanor,
Pages,
Beulah C. Hatch Alice L. Claflin Marion P. Carver Mabel E. Lovejoy
Eva A. Hubert,
375
GRADUATION EXERCISES
Wednesday evening, June 17, 1903.
PROGRAM
1. Music by the School.
Under the direction of Mr. John D. Buckingham.
a. Hearts feel that love thee . Mendelssohn
b. In young May Abt
c. Ave Maria . Marchetti
2. Address, -Subject : The Uses of a School. Rev. George Hodges, D. D.
3. Conferring Diplomas. Rev. Ellery C. Butler.
CLASS ODE
Written by Annie E. Carter
Year by year we've toiled together, Toiled in harmony, not strife, With a fervent admiration For the virtues in each life.
"Strong to Live " will be our purpose, Even though beset with fears, And our love for one another Will but strengthen with the years.
Many grateful words are spoken, Many noble deeds are done, Which we'll hold in sweet remembrance, With kind thoughts for everyone. Nought but friendship lies between us With its charms so true and bright,- Such an impulse should uplift us To a noble, lofty height.
CLASS OF 1903
Annie Eliza Carter, Zita Mechtilde Fegan, Alice Gertrude Jones, Grace Marion Lapham,
Rachel Mary Doble, Katharine Davis Hardwick, Annie Lane Keefe, Elizabeth Brown Merrill,
Ethel Randall.
376
CALENDAR FOR 1904
Winter term : Monday, Jan. 4,-Wednesday, March 23.
Founder's Day : Saturday, March 12.
Spring term : Monday April 4,-Friday, June 24.
Graduation : Wednesday, June 22.
Entrance examination : Friday, June 24 and Monday, September 12, at nine o'clock A. M.
Fall term : Monday, September 12,-Wednesday, December 21. New Year : Monday, January 2, 1905.
Holidays : February 22, April 19, May 30, June 17, and the re- mainder of the week from Wednesday noon next preceding Thanksgiving.
Annual Report
OF THE
SCHOOL DEPARTMENT
OF THE
CITY OF QUINCY
MASSACHUSETTS -
1
FOR THE FISCAL YEAR ENDING DECEMBER 31, 1903
164
0.
62
MANETE
QUINCY
PRESS OF GEO. W. PRESCOTT & SON 1424 HANCOCK ST., QUINCY 1904
379
SCHOOL COMMITTEE
FOR 1903
At Large
DR. HENRY C. HALLOWELL
Term expires 1903
DR. NATHANIEL S. HUNTING
1904
MR. JAMES H. CHURCHILL .
66 1905
By Wards
Ward 1. HON. CHARLES H. PORTER
Term expires 1903
Ward 2. MR. FREDERICK H. SMITH
66
1904
Ward 3. MISS MABEL E. ADAMS
66
1904
REV. WILLIAM J. FOLEY .
66
66 1905
*Ward 4. JAMES F. BURKE .
66
66 1905
Ward 5. DR. WELLINGTON RECORD
66 1903
Ward 6. DR. FREDERICK J. PEIRCE
66
66
1905
.
Chairman of the School Board HON. CHARLES H. PORTER
Secretary of the Board and Superintendent of Schools. FRANK EDSON PARLIN Office, No. 8 Washington Street.
Office open :- Every week day, except Saturday, from 8 to 12 A. M., 2 to 5 P. M. Saturday, 8 to 12 A. M.
Regular hours of Superintendent :- Monday, 7.30 to 8.30 P. M. Tuesday, 4 to 5 P. M. Thursday, 4 to 5 P. M. Friday, 8 to 9 A. M.
The regular meetings of the School Board are held at eight o'clock p. M. the last Tuesday in each month.
* Rev. William J. Foley resigned in August, and in September James F. Burke was elected to fill the vacancy.
.
380 STANDING SUB-COMMITTEES FOR 1903
For the Different Schools
HIGH
ADAMS
Messrs. Porter, Hallowell, Miss Adams Miss Adams, Messrs. Hunting, Burke
CODDINGTON Messrs. Hallowell, Porter, Smith
CRANCH Messrs. Smith, Hunting, Burke
GRIDLEY BRYANT Messrs. Porter, Burke, Peirce
JOHN HANCOCK .
Dr. Hunting, Miss Adams, Mr. Porter
LINCOLN .
Messrs. Hunting, Porter, Miss Adams
MASSACHUSETTS FIELDS
Messrs. Peirce, Churchill, Record
QUINCY
Messrs. Churchill, Peirce, Record
WASHINGTON
Messrs. Smith, Record, Hallowell
WILLARD Messrs. Burke, Hallowell, Porter
WOLLASTON Messrs. Record, Peirce, Churchill
Book's, Supplies and Sundries Messrs. Hunting, Record, Miss Adams
Textbooks Miss Adams, Messrs. Churchill, Peirce
Transportation Messrs. Record, Smith, Peirce
Evening Schools Messrs. Churchill, Burke, Smith
Special Subjects Messrs. Peirce, Smith, Hunting
Rules and Regulations Messrs. Hallowell, Churchill, Miss Adams
Teachers The Chairman, Messrs. Record, Hunting
Finance and Salaries The Chairman, Messrs. Hallowell, Smith r
Report of the School Committee
To the Citizens of Quincy :
There are three subjects to which the attention of the citizens of Quincy is urgently and most respectfully invited by their School Committee.
First : - School accommodations.
Second : - School expenses.
Third : - Efficiency of the schools as affected by the personal attention of parents to the work of their children.
(1) SCHOOL ACCOMMODATIONS
This is a subject mentioned in almost every school report for the last ten or fifteen years and always with sufficient reason.
When Quincy became a city in 1889, there were in its schools 2,619 children, and its property was valued at $12,- 319,245.00. Today, there are 5,111 school children, and the val- uation is $23,074,315.00 - the proportional increase in property and children being about equal. During this time, the Willard, Lincoln, High, Massachusetts Fields, Gridley Bryant, Cranch, and Washington schools have been built at a great outlay of money. They are all brick buildings, in which the citizens of Quincy can take just pride and satisfaction. They are as good as the times demand, but not better.
In all these years, there has not been a time when more and better school rooms than were available have not been actually needed.
By a very little more yearly outlay, this condition might have been avoided and children not have been compelled to attend school in a basement, as is the case with twenty-five children in the Coddington, nor to have been over crowded as at the Lincoln ; where, today eighty pupils of two different classes recite to
382
two teachers in a room intended to accommodate forty,-a pur- suit of knowledge under great difficulties. One class in this building, also, has been located in the basement. Whenever the call has been made for new schoolhouses, time has always proved the wisdom of the request.
The school children of Quincy are increasing at the rate of about two hundred twenty-five per year, thus necessitating the construction of a building as large as the Cranch every two years. To be specific as to the immediate needs : -
A schoolhouse should be built at Atlantic and, at the earliest feasible date, the High School building should be enlarged.
The Conditions at Atlantic
The present building is not constructed in accordance with the requirements of the laws of Massachusetts and there are in the seven lower grades an average of fifty-four scholars where there should be but forty. For several years, sixty to eighty pupils have been cared for in a building not owned by the city, for which a yearly rent of about $500 has been paid. A new school- house at Atlantic would provide also for an increase of children at Norfolk Downs where there are already four hundred scholars.
The Needs of the High School
In 1901, the attention of the City Council was called to the situation here. Today, there are six hundred pupils in this school. Of this number, one hundred thirty-five are located in the old High School house, a mile away from the principal, in unhygienic and uncomfortable surroundings. For lack of space elsewhere, the typewriters are crowded into the corridors.
In the new High School building, which has accommo- dations for three hundred fifty only, there are four hundred thirty-five scholars ; consequently two classes are compelled to recite in the corridors ; one in the principal's private office, and the typewriters are in a room lighted only by artificial means. The building is crowded in every way. This condition might have been avoided by the payment of some $2,000 or less of interest money, yearly. All who have any influence in giving to our High School scholars ample, healthful, and suitable rooms should see that this is done. The city can have no more urgent need in any
383
other direction. No greater problem confronts Quincy, or its servants, the City Council and the School Committee, than this one of school accommodations. Whatever other public interest may suffer, the reasonable demand of the times is that our boys and girls be better instructed than ever before. It is hardly necessary to say that to best accomplish this, school houses, ample and healthful are needed.
(2) SCHOOL EXPENSES
During these times of great material prosperity and of lavish expenditures in country, state and town, it becomes every public servant to consider carefully the responsibility laid upon him in the spending of public money.
As to the cost of conducting our schools, the following table is interesting and instructive : -
Year.
Cost per Pupil in Quincy.
Cost per Pupil in the State.
Per cent. of Appropriation for Support of Schools in Quincy.
Dollars per $1,000, based on Valuation in State.
1893
$24.17
*
.28
$2.69
1894
22.56
23.88
.25
2.73
1895
22.23
24.73
.27
2.81
1896
22.50
25.10
.26
2.89
1897
23.44
25.22
.27
2.95
1898
22.27
25.63
.26
3.53
1899
22.47
26.06
.25
3.62
1900
22.21
26.73
.23
3.62
1901
22.67
26.49
.25
3.63
1902
21.97
27.04
.24
3.70
1903
21.45
27.30
.23
3.71
* Data not available.
This table shows that whereas the cost per pupil in the schools of Quincy has decreased from year to year, - being $24.17 in 1893 and $21.45 in 1903,- in the state, the tendency has been for the cost per pupil to increase, and it has actually risen from $23.88 in 1894 to $27.30 in 1903. It shows further that in Quincy a smaller percentage of the city's appropriation is being used for the support of schools, while the reverse is true in the state. Consequently, the other departments must be expending a larger proportion of the city's money than formerly. Whether
1
384
this is cause for congratulation may be questioned, but the fact remains and should receive the careful consideration of those in charge of the city's finances.
(3.) THE EFFICIENCY OF THE SCHOOLS
as affected by the personal attention of parents to the work of their children. There is very little reason or intention to enlarge on this thought.
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