USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1858-1867 > Part 33
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52
6,000
Piano in do ....
250
Franklin School-House and land on Milk street.
9,000
4,000
Spring Hill 66
Spring Hill.
1,300
600
Prospect Hill
66
Washington street.
7,500
3,500
Brastow
Medford street.
5,000
2,500
Bell
Cherry street.
1,400
600
Forster
66
Sycamore street
5,800
3,500
Jackson
66
66
Maple street ..
4,000
2,800
Prescott
66
Pearl street ..
18,500
10,000
Union
Prospect street.
1,800
500
Land on Broadway, (Town Farm) ..
4,000
Engine house, armory, stable, &c., on the above.
5,600
3,000
Stable ..
Land on corner of Prospect and Milk streets.
1,000
500
Ledge on Milk street.
2,000
Ledge on Bond street.
1,000
Gravel land in Winchester.
700
Fire Engine, Somerville No. 1, and apparatus
1,200
Horses, carts, harnesses, tools, &c., for highways.
1,310
900
Town Pound on Town Farm ..
100
Hearse and hearse-house ..
100
Safe in Town Hall. .
175
Safes for use of Town Clerk and Treasurer.
140
$85,495
TOWN DEBT.
Date.
To whom payable.
When due.
Rate Int.
Am't.
June 1, 1858 .. .
Warren Institution for Savings
Dec. 1, 1864 ... 6 per cent.
$5,000
July 29, 1859. .
George Bell.
July 29, 1879 .. 5₺
5,454
Oct. 1, 1859 ... .
Safety Fund Bank ..
Oct. 1, 1879 ... . 5}
14,400
March 16, 1861.
Warren Institution for Savings
March 16. 1866. 6
66
5,500
Dec. 5, 1861
L. R. Paige ..
66
66
6
66
4 500
May 16, 1862.
Warren Institution for Savings
May 16. 1872 ..
53
7,495
Aug. 25, 1862 ..
66 66
66
Aug. 25, 1867 ..
5%
12,6 00
Nov. 10, 1862.
66
66
Nov. 10, 1869. .
51
20,875
Nov. 25, 1862. .
Levi Jones
Nov. 25, 1872. .
6
66
5,000
Nov. 28, 1862.
John Peabody.
Nov. 28, 1868. .
6
66 2,500
$84,224
Harvard
66
Beacon street.
1,400
500
Walnut Hill
Broadway.
800
500
Land corner of Prospect and Washington streets.
720
300
Buildings on do ..
800
66
Jan. 10, 1872 .. 6
66
1,500
Jan. 10, 1862.
Cambridgeport Savings Bank
REPORTS
OF THE
School Committee, Selectmen, Treasurer,
AND
COLLECTOR OF TAXES,
OF THE
TOWN OF SOMERVILLE,
For the Year Ending March 1, 1865.
BOSTON : PRINTED BY AMOS B. MORSS, 109 WASHINGTON STREET.
1865.
REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF SOMERVILLE,
FOR THE SCHOOL-YEAR 1864-5.
The School Committee in rendering this, their Annual Report, ask the serious attention of their fellow townsmen to such facts as they have to state, and to such suggestions as they feel im- pelled to offer, bearing upon the condition and prospects of the Public Schools. We desire the approbation of our fellow citi- zens to the extent in which we are found faithful to our trust. We expect censure so far as we have come short of duty. We submit to criticism as respects all our measures, provided it comes from persons who, by their own diligence in learning the facts, know whereof they affirm.
At the date of this Report thirty-four teachers are employed in the Somerville schools, as follows: two in the High; ten in the Grammar; seven in the Intermediate; thirteen in the Pri- mary and one in a Mixed School. Instruction in Music in the Grammar Schools is given by Mr. S. D. Hadley.
4
·
A tabular statement of the several schools and teachers is submitted, as follows :
DISTRICT.
SCHOOL.
PRINCIPAL.
ASSISTANT.
4
High,
Henry H. Babcock, .....
-
Franklin,
Bell,
Spring Hill,
Harvard,
Annette E. Long,
George R. Bradford,.
Prospect Hill,
Elizabeth W. Shelton, .. Irene E. Locke,.
Anne H. Giles,
Brastow,
Union,
Augusta A. Roberts,
Catharine H. Mills,.
Jackson
Amy C. Hudson,.
Abby M. Bigelow
John Wilson, ..
Anna A. Hall,
Prescott,
Prescott,
Harriet Sands,
Henrietta M. Close,
Susan M. Priest,. Charles J. Pope, ..
Myra C. Emery.
Foster,.
Foster,.
Mary E. Proctor,
Ellen P. Shute, ..
Winter Hill,
Winter Hill
Emma E. Brackett,
Walnut Hill,
Walnut Hill,
Susanna C. Russell,
Harriette E. Reed. B. Anna Currier.
Franklin,
George T. Littlefield, ... Caroline A. Osborne, ... Maria L. Macomber, .... Rebecca F. Woodbury,. Mary A. Brackett,
Loretta T. Knight. Mary E. Davis.
Prospect Hill, ..
Caroline S. Plimpton, . S. A. Sweetser,
Isabel S. Horne, S. L. Lathe.
Music Teacher. S. D. Hadley.
In the month of February every school is examined, each grade by a Special Committee, except that the High School is examined by the entire Board. The results of this general examination are our data for such an Annual Report as the Committee are able to make, so far as regard is had to the present condition and prospects of the schools. Our last ex- amination was, we trust, thorough; and we believe we are in possession of a somewhat accurate and complete knowledge of the working condition of each of our twenty-seven schools. Each of the Special Committees has submitted to the Board a written report, and the four several reports, thus furnished, are now submitted. And first, in regard to
5
THE PRIMARY SCHOOLS.
The Committee charged with the duty of examining the Primary Schools, submit the following statement :
In accordance with the rules, the several classes in Reading and in Arithmetic, and the entire school, as respects Order, were marked according to their proficiency, in a scale of which 10 was the highest number. This number was not, however, made the test of any ideal or absolute excellence, but simply of the highest degree of excellence, which, under all the cir- cumstances, could reasonably be expected. Accordingly, Read- ing which if exhibited by a professed elocutionist, might be adjudged very poor, was, perhaps, entitled to the highest credit, considering it came from a scholar in a Primary School. So of Arithmetic, - a performance which coming from a professor should be set down as 1, might, nevertheless, in a Primary School, be adjudged 10. To the extent, therefore, that the number falls below 10, the Committee feel that the highest praise they would award teacher and pupil, must be modified. The several marks in each school for the same study being averaged, the marking was as follows :
Four of the schools were marked 7 in Reading, one was marked 7₺, four were marked 8, one was marked 8₺, two were marked 9, one was marked 92.
In Arithmetic, one school is marked 5, one 6, one 62, one 7, five schools are marked 8, one school is marked 8}, one is marked 9.
In Spelling, three schools rose above 90 per cent, four came between 80 and 90, one stood at 79, ten between 60 and 70, and one at 36.
In Order, one school was marked 5, four were marked 8, five 9, three 10.
On account of the rudimentary stage of the studies, in a few schools, not very formal examinations could be attempted, and
6
hence for such cases, the Committee made no marks. They are not, therefore, included in the above estimate.
The figures thus given render very especial comment need- less. It will be seen that while a few rank high, a few rank low. The Spelling, as an average (for in a few of the schools it stood very high,) is the least satisfactory part of the examinations. The Committee, in candor, must confess to disappointment in several instances. Very particular atten- tion is commended to this branch of study, in the grade where it specially belongs - the Primary School. The Committee also fear that the high average of proficiency in Reading attained in former years, has hardly been reached during the year just closed.
Let what is unfavorable in this report receive due modifica- tion, in view of the fact that the schools have suffered much from sickness, both on the part of scholars and teachers. The average attendance has been unusually small; and " colds " have been the rule rather than the exception.
The Committee find great irregularity - at least want of uniformity - as respects the several studies. For example, one school is far ahead of all others in Arithmetic, yet behind others in Spelling. Another school seems brilliant in the Reader, while it lags and stumbles in the Arithmetic. One has gone over twice as many pages as another in the amount of study. This want of uniformity is doubtless unavoidable to a considerable extent; yet in our Primary Schools it has reached a needless extreme.
Further, the Committee must complain of defective classifica- tion. Such phrases as " The first class in Spelling, " The first class in Arithmetic," have no rightful place in a school properly organized. The first class should be together in all the branches; and so of each class. It is not claimed that this precise, classification is practicable in all cases. Circum- stances may compel exceptions. But the evil of which we complain is an evil, and to the extent of the teacher's power
7
should be remedied. Indeed, the faculty to classify a school, and keep it properly classified, should be regarded as a crite- rion of a teacher's fitness for the duties of the school room. There is room for much improvement in the particulars here complained of in several of the primary schools.
Respectfully submitted,
GEORGE H. EMERSON, AUSTIN BELKNAP, LEONARD ARNOLD.
THE INTERMEDIATE SCHOOLS.
In our examination of the Intermediate Schools, we witnessed much that is cheering and deserving of high commendation. All of these schools exhibit pleasing evidence of faithful instruction and diligent application to study. The order in most of them is very good, and in some it is excellent; and so far as we can determine it is secured mainly by mild means.
We have no commendations to bestow where good order is secured by harsh treatment only. The teacher who cannot control her pupils by higher motives than fear, should seriously question her fitness for her vocation. The school room should be made so agreeable and attractive to the young, that they will delight to resort to it, and in after years find its scenes among their most pleasant memories.
Teachers have committed to them, in a great measure, the present happiness and consequent future destiny of their pupils. For nothing contributes more surely to a virtuous and useful life than a happy childhood and youth. The consideration that the morning of life's day is all that many of their pupils will ever witness, should stimulate teachers to labor earnestly to render that brief period as cloudless as possible.
While we take great pleasure in commending whatever is praiseworthy, we cannot disguise our disappointment at finding
8
the schools, with very few exceptions, so far below the stan- dard of excellence we wish them to attain. Money is gener- ously appropriated. School accommodations are ample. Teach- ers and pupils are provided with every needed facility for a successful prosecution of their work. All the appliances are furnished that liberality can suggest. Under these circum- stances, we think we have a right to expect results rarely surpassed. If, therefore, such results are not realized, we should labor diligently to ascertain the cause, and faithfully apply the remedy.
Many causes, doubtless, contribute to lower the standard of education in our schools, most of which are under the control of, and can be remedied by, the carnest and persistent efforts of teachers. But the most faithful and thoroughly competent teachers, full of zeal and enthusiasm, and abounding with love for their calling, cannot accomplish all that is desired without the cordial support and cheerful co-operation of parents and school committee. For there are causes entirely beyond their control that exert a most deleterious influence upon our schools.
Prominent among these, and, in our estimation, paramount to all others, and the one to which we would especially direct the attention of parents, who alone can control it, is the want of regular and punctual attendance. Our tabular statement indi- cates that the average attendance in the Intermediate Schools is a fraction less than seventy-five per cent. If twenty-five per cent were the full measure of the loss accruing from this cause, it would be of sufficient magnitude to awaken serious appre- hensions and arouse the community to apply the remedy. But pupils who are frequently or only occasionally absent from school, do not derive the benefit they otherwise would from the instruction they receive during the time they are present. So that this loss of one-fourth of the time spent out of school detracts very much from the value of the remaining three- fourths.
Every teacher knows, if he would awaken and render per-
9
manent the interest of his pupils in their respective studies, they must be present at every recitation, and master every diffi- culty, and comprehend every principle in the order it occurs. Much extra time and labor must be devoted to scholars who are irregular in their attendance, otherwise they will fall behind their classes, lose their interest, become discouraged, and per- haps decline into a state of listlessness or mischief, and become a positive annoyance to the teacher and the school. But the teacher cannot bestow this extra time and labor on this class of pupils, except to the injury and disadvantage of those who are regular and punctual in their attendance. So the delinquents are not the only sufferers. For the principle, " If one of the members suffer all the members suffer with it," applies with great truthfulness to the school. We will not multiply words, but would most respectfully submit this subject to the serious consideration of parents, with the conviction that could they fully realize the deleterious influence of this evil in paralyzing the efforts of teachers, destroying the interest of pupils, retard- ing the progress, and consequently lowering the character of our schools, they would not suffer its continuance.
The subject of education is one in which we all have a personal interest. To us is committed the important duty of rearing a well informed, thoroughly disciplined and highly cultivated community. As citizens of a free Commonwealth, we are recreant to our trust and the obligations incident to our rich inheritance, if we fail to accomplish all in our power to render permanent our institutions, based as they are, and ever must be, upon an intelligent Christianity.
The intellectual and moral training of the young transcends in importance all other considerations.
That first question with our fathers, "How shall the gospel be supported, and our children educated ?" can never become less pertinent. The same spirit which prompted them to rear, side by side, the church and the schoolhouse, must ever actuate us, would we preserve and perpetuate the blessings they prized
2
10
so highly, and which have been transmitted to us for our eleva- tion and enjoyment.
J. H. DAVIS, 1
I. STORY,
J. L. LOMBARD,
Committee.
THE GRAMMAR SCHOOLS.
In regard to the Grammar Schools, the Examining Com- mittee report as follows :
The Schools were examined very thoroughly in Spelling, Reading, Arithmetic and Grammar. The examination in Spell- ing was a written exercise, each scholar spelling 10 words. One school stood at 77 per cent, one at 91, one at 93, the other at 94.
In a scale of which 10 is the highest number, -and this standing for the highest excellence a Grammar School is expected to exhibit under favoring circumstances and condi- tions, - the reading was marked as follows:
In one school three classes had 7, and one class 9; in another school every class was marked 8; in a third, three classes were marked 8, and one class was marked 9; in the fourth school, one class was marked 72, two were marked 8, and one was marked 9.
In Arithmetic, one school was marked 8 for two classes, and 9 for two; another school was marked 7 for one class, and 8 for three; another was marked 8 for three classes, and 9 for one; another was marked 7 for one class, 8 for two, and 9 for one. .
In Grammar, the average mark for one school was 8; for another school 8₺, for each of the other two, 9.
As respects Order, one school was marked 9, the other three were marked 10.
In Arithmetic, the scholars, with the exception of a few classes, excelled in the solving of problems. Very few mis-
11
takes occurred in giving answers; and a large number of test problems was given. The general deficiency was in the giving of explanations. The knowledge of principles did not equal the expertness of going through the process.
In Grammar, the several schools seem to have very nearly the same degree of proficiency, some, however, excelling in Parsing, and others in Analysis.
In Spelling, the Committee are highly gratified with the average result. It seems but just to state, that in the same school one class spells correctly one hundred per cent, and another ninety-seven per cent !
The average Reading seemed to the Committee the least satisfactory part of the examination. In a few instances, how- ever, this study has reached a high degree of excellence.
As respects the Order, the Committee, without a solitary exception, can bestow nothing but commendation, generally very high commendation.
Respectfully submitted,
G. H. EMERSON,
H. A. DEARBORN,
C. S. LINCOLN,
Committee.
THE HIGH SCHOOL.
This school continues in charge of the same instructors as that of last year, with substantially the same course of study.
The examination was conducted upon the same plan adopted last year, and was participated in by nearly the entire Board. The Committee have aimed to make this examination a test of the true condition of the school and of the general improve- ment or progress of the pupils in the various branches pursued. In forming their judgment of the results of the instruction rendered during the last two terms, the Committee are able to determine, as it were, with almost mathematical accuracy, by
12
reference to the recorded data of this and previous examina- tions. By this method it is easy to determine the exact rank of the pupil, and of the class for the different years, by com- puting the percentage of questions answered; and the exact standing of the school by reference to the previous year's report. Justice to teachers as well as pupils, however, requires other things to be considered; sometimes circumstances com- bine to hinder the progress of the school, or to present it to a seeming disadvantage. All classes are not of equal capacity or qualification. The different manner or form which the Com- mittee adopt in framing questions, frequently confuses the pupil and sometimes causes an apparent failure.
Examinations must, from the nature of things, vary in char- acter and form, in greater or less degree, and thus one class have an advantage over another. Sometimes, in relying too much upon the progressive character of the age in education, too great expectations are entertained, and we are apt to over- rate rather than justly comprehend our disappointment. Although we rightly expect to witness improvements from time to time, in the development of our school system, it must be borne in mind that we are not treating with an exact science, but one in regard to which the greatest minds differ and will continue to differ. If we cannot frame a perfect system of study, bringing to our aid the wisdom and experience of the living as well as of the dead, we may hope to approximate a result not altogether without its merits and benefits.
Although it may be difficult to say in all respects what real. advantage or merit this school may now possess over that of last year, the Committee met no difficulty in finding as a fact, that the school is in a very satisfactory condition, and as such commends itself to the support and favor of the citizens of this town. The discipline of the school is admirable. Without noise, apparently without effort or severity, the school is moulded to the will of the instructors.
The average percentage obtained by the several classes was
13
as follows: 1st class, 89; 2d class, 88}; 3d class, 94 3-10; 4th class, 84 6-10; the entire school, 88.
One thing is observable in this school though not an un- common thing in other places, which somewhat impairs pro- gress and usefulness, and claims the attention of parents; that is, the tendency, or inclinations of pupils, especially of lads to leave the school without completing the full course of study. This is discouraging to the teacher and school, depriving the pupil of a great privilege if not inflicting on him a great wrong. Lads are anxious to find employment, and in this anxiety their minds are so much withdrawn from their studies as to derive little profit from the school even while in actual attendance. If it were understood in the outset by the pupil that he entered for the entire course, his mind would be devoted with greater zeal to his work and become less ill at ease; and the labor, that otherwise might become fruitless, would engender in him better habits of thought and action, and render him a better and stronger man and more capable of filling the better positions of life and of performing its higher duties.
We cannot close this part of our Report without commend- ing the subject to the candid consideration of parents. It is hoped, that the recent action of the past members of this school, in organizing an association of its Graduates, will furnish an additional inducement to pupils to complete the course of study presented by the Committee.
The course of study pursued for the last three years has been quite strictly adhered to by the Committee with the belief, that on the whole it was safer to continue it, than to try experiments. In undertaking a change, a broad field would be open, and having attained a commendable degree of success under the present course, it was thought advisable, at present, to continue it.
It has been thought by some, that the rule of adhering to the exact course is too strict, and that more latitude should be given,
14
to meet with the wishes of parents and pupils. In answer we will say, that first of all, the success or well being of the school requires that some one system should be adopted. That sys- tem must be determined by thic School Committee, with the aid, and under the immediate direction of the teachers, and with a view, as a whole, to the greatest approximate good to the pupil. By our election to this responsible trust, this matter is placed in our hands, and it is with much deference to the opinions and wishes of our constituents, conflicting though they be, that we enter upon the discharge of this delicate part of our duty. Relying upon the support and sympathy of our fellow-citizens, we shall endeavor to act in such a manner as to render this school, as much as lies in our power, of practical utility. Much might be said upon the comparative benefits of the various studies, and the discussions of such questions cannot fail to be of profit; but the present space does not permit, nor perhaps the occasion require, any formal discussion of these subjects.
It is not intended that this system shall be so inflexible as not to unbend to meet the wants of particular cases, but the Committee deem it as safer, on the whole, to reserve to them- selves the power of acting as such cases shall be presented. « They feel, as a rule, that the system should be adhered to, and only departed from, when the real wants of the pupil, in their judgment, demand it.
During the past year the Committee availed themselves of the opportunity of purchasing, at a low price, a valuable Min- eralogical Cabinet, containing many valuable specimens from all parts of the world, collected at great expense, and with great care. This cabinet is accompanied with a valuable and carefully prepared index, and is placed in a convenient and tastefully made case. The same has been placed in the school- room, and is in a suitable condition to be visited and examined by any of the friends of the school. Under the direction of suitable instructors the pupils cannot fail to derive much pleas- ure and advantage, in this important and interesting branch of
15
study, from the practical illustrations which this purchase affords. Although no special appropriation was made for this purpose, the Committee felt that the opportunity ought not to be lost, and the exigency of the case justified their action.
C. S. LINCOLN, Chairman.
THE PROSPECT HILL DISTRICT.
The crowded condition of the Prospect Hill Grammar School requires that either a new building should be erected or the old one enlarged. To say nothing of the convenience, pleasure and emulation which an ample, well lighted, well ventilated school-room would furnish to the pupil, as a sanitary measure alone, the sum required to meet the just wants of this district would be well expended.
This school has one principal and three assistant teachers. A primary school is also taught in the same building. Three rooms are entirely unsuitable. Two are so small as to render it necessary to divide the classes to enable them to sit comfort- ably. Besides, it is impossible so to ventilate them or modify the temperature as to render them safe for pupils or teachers to occupy. The primary school room is long, narrow, dark and cheerless. It is felt that great injustice will be done both pupil and teacher, as well as great discredit be reflected on the town, by longer deferring the matter. Some plan will probably be suggested at the April town meeting, and an estimate be made of the amount required.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.