USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1868-1871 > Part 13
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When Somerville was incorporated in 1842, there were only 293 scholars belonging to all the schools, al- though children were admitted at four years of age.
The following is the result of the first examination made in March, 1842.
Whole No. Average at- Present at Ex-
belonging.
tendance.
amination.
Prospect Hill Grammar School,
70
55
35
Prospect Hill Primary School,
65
52
53
Russell District School,
40
30
32
Milk Row Primary School,
51
35
29
Upper Winter Hill Primary School,
33
26
28
Lower Winter Hill Primary School, 34
28
26
293
226
203
116
There were belonging to the Town four School-houses, containing in all five school-rooms, as follows :
UPPER WINTER HILL PRIMARY SCHOOL-HOUSE. This build- ing was located on Central Street, where it remained until the first Forster school-house was completed in 1855. It was then moved to the East Village, and located where the Prescott school-house now stands. In 1856 it was removed to Maple Street, and placed upon the lot of land now occupied by the Jackson school-house. In 1861 it was removed to Prospect Street where it now stands, and is known as the Union Primary School House.
PROSPECT HILL SCHOOL-HOUSE. This building contained two school-rooms, and was located on Medford Street near the end of Cross Street. It was occupied by schools until the completion of Brastow school-house in 1861. It now stands on Prospect Street, and contains the Police Court Rooms.
MILK STREET SCHOOL-HOUSE, was located near the Ceme- tery, and was burnt by an incendiary July 13, 1849.
LOWER WINTER HILL PRIMARY SCHOOL-HOUSE, was located on Broadway, and near Franklin Street. It was occu- pied by a Primary School, until the first Prescott school- house was completed in 1846. It was afterwards sold and removed.
The school in Russell District was domiciled in a pri- vate dwelling.
The Town since its organization has built 17 school- houses, containing in all 59 school-rooms.
The following is the order of their construction :
$ E
P F P
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Name.
Where Located.
When Number of Completed. Schoolrooms.
Walnut Hill. Lower Winter Hill.
Broadway near the foot of Walnut Hill. Broadway, near Mount Benedict.
1843.
1
1843.
1
Corner Broadway and Franklin Street.
1846.
2
Milk Street, near the Bleachery.
1846.
2
Washington Street. opposite the end of Prospect Street.
1848.
2
Spring Hill Primary.
Spring Hill, rear of Baptist Chapel.
1850.
1
Bell Primary.
Cherry St. near Elm.
1851.
1
High School House.
Highland Avenue.
1852.
1
Forster, No. 1.
Sycamore Street, Winter Hill.
1855.
4
Prescott, No. 2.
Pearl Street, (brick edifice.)
1857.
7
Brastow.
Medford Street, opposite the end of Highland Avenue.
1861,
2
1
Jackson.
Maple Street, near Poplar.
1861.
4
Lincoln.
Elm Street.
1866.
4
Forster, No. 2.
Sycamore Street.
1867.
8
1
Prescott, No. 3.
Pearl Street, East Somerville.
1867.
10
Bennett. .
Corner of Joy and Poplar Streets.
1868.
4
Webster.
Webster Avenue.
1868.
4
LOWER WINTER HILL SCHOOL-HOUSE was moved to Beacon Street in 1848, and named the HARVARD PRIMARY SCHOOL HOUSE. It was enlarged by the addition of ten feet to its length in 1861.
PRESCOTT SCHOOL-HOUSE, No. 1, was burnt July 6, 1856.
FRANKLIN SCHOOL-HOUSE was enlarged in 1862, by the addition of two school-rooms.
PROSPECT HILL SCHOOL-HOUSE was enlarged in 1865, by the addition of four school-rooms.
FORSTER SCHOOL-HOUSE, No. 1, was burnt February 18, 1866.
PRESCOTT SCHOOL-HOUSE, No. 2, was burnt December 31, 1866.
The first floor of the High School Building, which had been used for a Town Hall, was appropriated to the use of the school in 1867. It now contains a Chemical Laboratory, a Philosophical Room, and two Recitation Rooms.
Prescott, No. 1. Franklin. Prospect Hill.
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There are now belonging to the town, 15 school-houses, containing 52 school-rooms.
The estimated value of all the school property is . Noml $185,050.
Every part of the town except the Franklin District is well supplied with school accommodations; and in most sections, future wants have been anticipated and provided for.
All the school buildings are in excellent condition, and will require only a small outlay of expense for several years to come.
Five new schools have been organized during the year. Two in the Webster School House, one in the Bennett, one in the Prescott, and the Cedar Street School. A large proportion of the dwelling houses erected during the year are occupied, and the children living in them, are in the schools.
All the school-rooms in the Franklin District are full, and one Primary School is occupying a room we have hired and fitted up temporarily for the purpose. The two Sub-Grammar Schools are crowded to excess. There are several primary scholars qualified for promotion to those schools, but for whom there are no seats. At the close of the summer term, when we shall make our regu- lar class promotions, there will be a smaller number of pupils qualified for promotion to the Grammar School from the Sub-Grammar Schools than will be qualified for promotion to them from the Primary Schools. Hence the demand for additional accommodation is urgent.
Number of persons in the town between the ages of
five and fifteen years, on the first day of May last, 2392
Increase for the year, 269
Number of pupils over 15 years of age, 137
Number of pupils graduated from the High School, 16
66 66 admitted to the High School, 60
Largest number in the school during the year, 141
a
C
Pr Pe
Pr Pe
Pre Per
Num
Samba Samb Per ce
119
Number over 15 years, 111
Number under 15 years, 30
Per cent of attendance, 96 Number of teachers, (Principal and 3 female assistants,) 4
Present number, 137
Number of pupils graduated from the Grammar Schools, 67
From the Prescott School, 27
Franklin School, . 16
66 Prospect Hill School, 12 66 Forster School, 12
Present number belonging to the Grammar Schools, 515 .
Number over 15 years of age, 26
Per cent of attendance,
. 96.06
Number of teachers in the Grammar Schools, 12
Male teachers, 5 Female teachers, 7
Present number of pupils in the Sub-Grammar Schools, 588
Per cent of attendance, 94.5 Number of teachers in the Sub-Grammar Schools, 12 ·
Present number of pupils in the Primary Schools, 1041 Per cent of attendance, 89.5
Number of teachers in the Primary Schools, 19
Whole number of Schools, 43
Whole number of Teachers, 47
Cost per scholar, taking as a basis for computation the average whole number belonging, -
Cost per scholar for tuition alone in the High School, $29 58
66 66 Grammar Schools, 22 26
66 6 66 66 Sub-Grammar Schools, 9 66 66 66 66 66 Primary Schools, 8 16
Average cost per scholar for tuition alone, 14 22
Whole cost per scholar, including all current expenses and excluding interest on school property, 19 67
Cost of books for the Primary School, 66 66 6: Sub-Grammar Schools, 3 40
1 75
66 Grammar Schools, 9 85
66 66
66 High School, including two large
Dictionaries, Latin and French,
30 00
Total cost of books for the entire course, $45 00
n
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A TABULAR STATEMENT OF THE SEVERAL SCHOOLS AND TEACHERS.
District.
School.
Principal.
Assistant.
High
George L. Baxter,
Sarah L. Graves. Sarah W. Fox. Mary E. Davis.
Amy C. Hudson.
Franklin . .
Esther S. Ross,
Sue S. Stetson,
Spring Hill . . Harvard .
Caroline A. Osborne, Emma F. Merritt,
Park Street .
Mary A. Haley,
L
Sam'l C. Hunt,
Prospect Hill --
Mary E. Adams,
Anna M. Leland,
Irene E. Locke,
Union
Mary L. Dyer,
Brastow
Caroline S. Plimpton,
Elizabeth W. Shelton,
Jackson
Rebecca F. Woodbe
Catharine T. Brown,
Bennett
Augusta A. Roberts, S. Anna Gilson, Harriet A. Locke,
Webster
Sue S. Lathe, Lizzie C. Howe,
John Wilson,
Isabel S. Horne. Loretta T. Knight. Harriet E.Bennett.
PRESCOTT, . .
Prescott .
Harriet N. Sands,
Mary E. Proctor,
Susan M. Priest,
Augusta M. Cowles,
Harriet A. Adams,
Charles G. Pope,
Emily M. Warren.
FORSTER. . .
Forster
Hattie F. Brigham, Ellen P. Shute, Edith C. Long,
LINCOLN.
Lincoln
Cedar Street
Horace P. Makechnie, Ella L. Burbank, Helen E. Magoun,
0
S. D. Hadley, S. Henry O. Hadley, MUSIC TEACHERS.
C
FRANKLIN .
J. D. Marston,
Mary E. Sargent,
S Anna M. Snow. Frances L. Childs.
Ella M. Gooding,
PROSPECT HII.L.
Anna A. Hall,
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The following named persons passed the requisite ex- mination for admission to the High School in Septem- er last.
FROM THE PRESCOTT SCHOOL.
William F. Blunt,
Sarah E. Davis,
Richard L. Snow,
Mary Currier,
Frank W. Cole,
Allie U. Edmands,
Charles E. Morton,
Sarah F. Johnson,
Arthur S. Eddy,
Ella F. Peck,
Charles B. Sanborn,
M. Florence Taft,
Samuel P. Croswell,
Effie Cutter,
William H. Wallace,
Emma S. Gerrish,
Emma E. Robbins,
Mary M. Coffin,
Ada Cowles,
Ann M. Brown.
FRANKLIN SCHOOL.
John R. Foster,
Ida A. Howe,
Phillip Shannon,
Ada I. Howe,
George W. Kaan,
Anna S. Chase,
Frank J. Pierce,
Mary A. Paul,
Albert C. Prindle,
Louisa M. Wilde,
Gordon C. Smart,
Emma A. Dane,
Otis S. Haskell, ,
Helen W. Chapin.
FORSTER SCHOOL.
Edward F. Fay, Abby E. Mahew,
Frederick W. Mitchell,
Susan M. Cushing,
Charles A. Keyes,
Ella F. Lears,
Edward E. Cutter,
Mattie H. Pennock,
Alvin Glines,
Ida H. Maynard,
Alfred E. Maynard,
Sarah H. Coan,
PROSPECT HILL SCHOOL.
Frank E. Leland, Adoniram J. Taylor,
Samuel Byockland,
Henry H. Woods,
Frank J. Hamblin,
Isabel F. Daniels,
Walter H. Sanborn,
Maria Schuh,
Nathan A. Taylor,
Anna E. Robinson,
Joseph Richards,
Emma, Schuh.
Pupils were required to answer correctly 75 per cent of all the questions proposed. The average per cent of correct answers by all the pupils was 83.3.
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HIGH SCHOOL.
The corner-stone of the High School building was laid with appropriate ceremonies in September, 1851.
The building was dedicated in April, 1852. The school was organized May 3, 1852. Whole num- ber of pupils connected with the school the first term, 61.
Whole number of pupils admitted to the school since its organization, 697.
The first class that graduated regularly, and received diplomas, entered in 1858 and graduated in 1862.
CLASS OF 1862.
Franklin H. Allen,
Anna M. Davis,
S. Henry O. Hadley,
Anna H. Giles,
Frank S. Hartshorn, Annette E. Long.
CLASS OF 1863.
Edward E. Edgerly,
Mary F. Locke,
John H. Emerson,
Cordelia R. Walker,
Abby M. Bigelow,
Mary E. Davis.
CLASS OF 1864.
Augustus W. Carter,
Emma Howes,
Lizzie M. Fletcher,
Sarah C. Brackett,
Louise A. Vinal,
Adine E. Runey,
Lizzie A. Taplin, Hattie R. Holland,
Ellen W. Henderson,
Saralı E. Sanborn,
Sarah J. Walker.
CLASS OF 1865.
Walter W. Colburn,
Sarah E. Corlew,
George R. Emerson,
Abbie P. Simpson,
Clarence S. Watson,
Susan S. Shute,
William E. Banfield,
Isabella M. Fultz,
Anna M. Leland,
Mary L. Dyer.
CLASS OF 1866.
George S. Littlefield, Mary E. Hartshorn, Robert A. Vinal, Jr., Edward D. Bolton, Anna L. Lorett, Harriet E. Bennett,
Jonathan M. Teele,
Hannah M. Robinson,
Emma A. Gibbs.
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CLASS OF 1867.
Theophilus G. Smith, Edith C. Long,
Edward C. Booth,
William E. Story,
Harriet A. Locke, Ella M. Gooding,
Michael J. Canavan.
CLASS OF 1868.
Charles H. Bradshaw,
Catharine E. Eldridge,
Charles K. Cutter,
Lizzie C. Howe,
Frank M. Hawes,
Ellen F. Leland,
David Heald, Jr.,
Emma F. Merritt,
Amos L. Hoyt,
Maria Miller,
Charles A. Russell,
Lydia Page,
Alton L. Dickerman,
Ella I. Prescott,
Catharine T. Brown.
Elizabeth J. Woodward.
The following named persons, members of the class of 1868, were present every session of the school during their entire course of four years.
Charles A. Russell, from Walnut Hill.
David Heald, Jr.,
Spring Hill.
Catharine T. Brown,
East Somerville.
Maria Miller, .
Prospect Hill,
Lydia Page,
Charles K. Cutter, from East Somerville, was absent one session only. Excuse - Temperature 20° below zero, Farenheit's Ther- mometer.
The graduates thus far, have averaged about 30 per cent of the number of their respective classes upon enter- ing the school. It is an encouraging fact that the per- centage is constantly increasing. Fifty per cent of the class that entered in 1864, graduated in 1868. The pres- ent First Class contained 39 members upon entering the school in 1865. It now contains 24 members.
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Of the graduates, fifteen young gentlemen have en- tered college, and sixteen young ladies are engaged in teaching.
All the graduates are living, except Miss Fletcher of the class of 1864. She was a young lady of unusual ami- ability, was endowed with a mind of more than ordinary brilliancy, and gave promise of great usefulness. She died March 31, 1866.
1
HIGH SCHOOL ASSOCIATION.
This organization we regard with peculiar interest and satisfaction. It promises to become a valuable auxiliary to the cause of popular education. Its influence for good in that direction, is already apparent in the community.
It was organized in 1864. All persons who were mem- bers of the High School at any time previous to 1862, and all graduates are eligible to membership.
Its object, as stated in the preamble to the Constitu- tion, is, " To promote friendly re-union, to encourage study, to benefit the school, and to engage in any move- ment for the welfare of the town."
Under the auspices of the Association, several courses of popular lectures, free to the public, have been given the present winter, as follows :
1. On New England History, by Charles G. Pope, Esq., Principal of Forster School.
2. On Geology, by H. P. Makechnie, Esq., Principal of Lincoln School.
3. On the several sciences, with experiments, by Geo. L. Baxter, Esq., Principal of the High School.
C 0 J
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In June 1864, the Committee purchased of Mr. Bab- cock, then Principal of the school, a Mineralogical Cabinet of choice and rare specimens, which, through a series of years, he had collected with great care. Several valua- ble additions have since been made to it.
Within the past year, a Catalogue of all the specimens has been carefully prepared by the Principal of the school.
The school is supplied with a valuable Philosophical Apparatus, for illustrating various subjects in Natural Philosophy, and a Laboratory containing all necessary appliances for experiments in Chemistry.
The Library of the school has been increased during the year by the New American Cyclopedia in sixteen volumes, the gift of Samuel A. Carleton, Esq., of the School Board.
Each of these valuable aids in communicating instruc- tion, will receive such additions from time to time as the wants of the school may demand.
MUSIC.
The High School and all of the Grammar Schools, are furnished with pianos, and instruction in vocal music is given in these schools once each week, by teachers especially employed for the purpose, and with gratifying results.
We cannot overestimate the importance of this branch of instruction. Pupils early develop their voices, and be- come acquainted with the rudiments of the science of music, which they learn to read with a good degree of facility. But its influence in elevating the moral tone and character of our schools, surpasses every other con- sideration, and is beyond computation.
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The following are the Reports of the Sub-Committees to whom was assigned the duty of examining the differ- ent grades of schools.
PRIMARY SCHOOLS.
The Committee to whom was allotted the duty of ex- amining the (Nineteen) Primary Schools of Somerville, in concluding their duties for this season, can conscien- ciously report a very promising condition in this impor- tant department of education.
It was to be regretted that the examination should necessarily occur at this season, when absence from sick- ness, consequent on the inclemency of the weather, is always the greatest. In some schools the reduction from this cause was so great as materially to reduce the rate to which they would manifestly have been entitled, had they been fully represented. In two cases at least, there were not over two-thirds of the average number, present.
The practice of visits without previous notice we be- lieve to be preferable to fixed days and particular re- views, albeit not so much relished by teachers ambitious to make a brilliant exhibition of their charges. The calls this year were all without specific time of examination being given, and we regard the bearing of the schools under the naturally embarrassing circumstances, as espe- cially commendable.
It is perhaps not known to all, and for the information of such we will state, that the examination of the Pri- mary Schools embraced only reading, spelling, arithmetic and abbreviations, with an occasional class in Geography, where the school is composed in part of more advanced pupils.
In reading we found much that was in the highest de- gree praiseworthy, and but little that was really wrong ;
0
t
th d
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the almost total absence of the objectionable feature of last year was especially noted with pleasure, and we feel that our earnest protest of one year ago has been pro- ductive of much good. That it may not be lost sight of, we repeat the recommendation to use every means to correct the rendering of saw, law, draw, and the like, into sor, lor and dror; or, the careless clipping of the g from words ending in "ing." In some schools we observed a sing-song style of reading, and we urge upon teachers the necessity of its speedy correction. If allowed to go on during the pupils' term in the primary school, it will be found exceedingly difficult to eradicate the habit in the higher classes. Much may be done by a little at- tention thereto on the part of parents or older brothers or sisters in exercises at home ; and while satisfying them- selves as to the proficiency of the scholars, materially assist the teacher.
The spelling, in the main, has been very good indeed, and we have adopted the plan of taking words from the reading lesson instead of confining ourselves to the limits of the spelling lesson, as it not unfrequently occurs that little words in almost daily use are misspelled, when a page of four or five syllabled words would not show an error. An occasional inquiry as to the definition of a word would generally be promptly and correctly an- swered.
In arithmetic, the familiar examples given were read- ily understood, as a general thing, and miscellaneous questions from the tables received prompt replies. We noticed that children who had been accustomed to domes- tic errands at the store for minor family supplies, were much quicker in their answers than others of equal and oftener superior ability, who had not had the advantage of such experience. It may seem of small consequence to adults, but it is really a very considerable mental
10
128
effort for a child of six or eight years to be required to go outside the book and explain an ordinary trans- action, and we advise that real or imaginary practi- cal examples be given them by teachers, parents or guardians, as frequently as possible, and thus add prac- tice to theory, as arithmetics are not entirely perfect in the former particular.
The order of the schools was found generally excel- lent, and the precision shown on going to and from the seats, or on leaving the school, was an especially pleasing feature, and in many of the younger scholars the atten- tion to " order," and manifest pride in appearing well on drill, gave evidence of the faithfulness of teachers in this very important first step. In but a limited number did we observe any serious departure from the strict deco- rum which should characterize a school-room.
The consolidation of classes in some schools, changes to new buildings, and consequent interruptions to studies, have been a drawback in some measure this year; but we hope for regular, uniform attendance henceforth, and would suggest to parents that something of more than ordinary importance only, should be allowed to interfere with a regular and punctual report of their children dur- ing the term upon which they enter. The omission of a day now and then, or occasionally a week, is productive of much annoyance to the teachers, and of positive in- jury to the child.
We trust another season may see the substitution of the neat desk and chair throughout the schools, in place of the unsightly chairs with racks attached, now in use in a few instances. Certainly the excellent exhibit in one school should entitle it to an early attention in that particular, and we feel that no tax-payer would hesitate in voting the outlay, could he see the bright faces and listen to the prompt answers from some of the youngest
129
as well as the older scholars, and where a mistake in anything is a rare exception.
To the teachers we offer our congratulations on the success which has attended their efforts during the past year, and to those whom we met officially for the first time during the examination, we bid a cordial welcome to the honorable profession they have chosen, trusting to time and experience to remove any obstacle which may appear discouraging. That the ability to teach is not wanting in any one case, we are assured, and the great- est difficulty, as it appears to us, is in the matter of dis- cipline, which if secured, will render the labor of the school-room, lighter by one half. Let your reproof be such as to obviate the necessity for scolding, a practice which rarely accomplishes the object and adds infinitely to your work. We find schools governed by the tap of a pencil, perfectly ; and occasionally one very imperfectly controlled by constant calls to order and consequent dis- traction of the teacher's attention from the business in hand. The difference in schools of course is considered in these remarks, and good training at home will show as plainly in school as elsewhere, and the teacher's duties made lighter, or more arduous. in proportion as the dis- cipline at home secures a ready and affectionate obedi- ence, or fails in the same.
We would in conclusion not only invite, but urge pa- rents to visit the schools more frequently, and ascertain by personal observation their condition, believing that such visits will be not only gratifying to the scholars and teachers, but mutually beneficial.
HENRY F. SPENCER, CHAIRMAN.
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SUB-GRAMMAR SCHOOLS.
The condition of the Sub-Grammar Schools is, in every respect, satisfactory. The discipline, in almost all cases, is excellent. The cheerful, contented, happy appearance of the children shows, as nothing else can, that the teachers wisely use the authority committed into their hands; and, at the same time, the widest regard for the laws of the school-room. The quiet order and decorum tell better than any words, what the discipline is from day to day.
It is generally observed that the peculiar fondness which a teacher has for a particular study, will be seen in the manner in which the pupils answer questions in that department. Thus, in one of our examinations, the children analyzed their problems in arithmetic with ex- treme care : in another, the answers to the questions in Geography, and particularly the demonstrations from drawings on the black-board, betrayed the general delight in that important study. While the evidences of care- ful training in all the studies were abundant, we were pleased to find so much attention given to the early forma- tion of correct habits in reading and writing. In one school the excellence of the reading was truly surprising.
The good effects upon the pupils of the new, well- lighted, and convenient school-houses, properly furnished, in some instances are readily perceived. The manners and the whole bearing of the children are greatly influ- enced by these accessions. Beautiful and costly things are in themselves good educators. Thus the work of the teacher is made easier when the great lesson of self- respect is early and well learned. In this connection we can hardly refrain from a brief reference to the exami- nation of the High School.
It was an occasion of especial interest from the fact that,
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while the number of students is so very large, the recita- tions in the several departments indicated the thorough- ness that usually results from faithful private tuition.
In many of the studies, especially the Greek and Latin, it was most gratifying to observe how the marked en- thusiasm of the Principal and his able Assistants had been communicated, unconsciously to the pupils. The course of study here is fully equal to that pursued at the best of our colleges only a few years since, and the high standard of scholarship marked in this school, and so successfully maintained, through the patient, untiring devotedness of all who give instruction, causes your Committee to feel that the name "High School" is no unmeaning name.
GEORGE W. DURELL, CHAIRMAN.
GRAMMAR SCHOOLS.
Though these schools are under the charge of able and experienced instructors, and though there have been but few changes in the teachers' department during the past year, yet the recent examination of them, impressed us with a feeling that, with two exceptions, they have not maintained in every particular the enviable position they had acquired a year ago.
The falling off seems to have been mostly in the first and second classes, and that in the studies of Reading and Grammar. We can but think that some of our teach- ers have lost some of their interest in teaching these two most essential branches of study.
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