USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1868-1871 > Part 43
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FROM PRESCOTT SCHOOL.
Jos. H. Sanborn,
Ida A. Jordan,
William A. Hutchins,
Fannie I. Horton,
Edward L. Brown,
Sarah E. Curtis,
Henry C. Baker,
Mary H. Wallace,
Benj. Y. Snow,
Cora D. Tyler,
Henry F. Whitton,
Eleanor A. Magoun,
Wm. M. Howes,
Emma F. Prichard,
Herbert K. Bowers,
Lois H. Curtis,
Fred. S. Coburn,
Mary J. Delano,
Ellis A. Jordan,
Celen W. Palmer,
Harry F. Plaisted,
Alice B. Appleton,
Wm. B. Munroe,
Rachel Merritt,
Josie E. Spencer,
Emma Merritt.
Average age, 14 years 9 months.
FOSTER SCHOOL.
Rollin C. Baldwin,
Leila V. Colby,
Lewis A Sibley,
Lillian A. Glines,
Samuel M. Pennock,
Cora A. Jacobs,
Willie B. Hawes, Edith Johnson,
Frank P. Cushing,
Emma A. Fiske,
Cora A. Holmes, Nellie Berry,
Sarah E. Carlton,
Mina T. Nichols.
Average age, 14 years 10 months.
PROSPECT HILL SCHOOL.
Chas. O'Neil, Duane A. Hopkins,
Herbert S. Munroe, Malvina M. Bennett,
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Alfred Byorkland, Byron A. Robinson,
Mary E. Fay,
Herbert Taylor,
Alice E. Crane, Maria E. Vickery,
Lena Howard. Average age, 14 years 92 months.
MORSE SCHOOL.
J. Morse Greene,
Henry L. Crane,
Wm. R. Greene,
Walter S. Shute,
Almont W. Marshall, Chas. B. Patch, Julia A. Nolan. Average age, 14 years 42 months.
LINCOLN SCHOOL.
Jos. W. Fiske, Emma T. Russell. Average age, 13 years 11 months.
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EXHIBIT OF THE SEVERAL SCHOOLS.
SCHOOLS.
TEACHERS.
Average whole Number.
Average attend- ance.
Per cent of attend- ance.
Number tardy.
""umber ›missed
High
Geo. S. Baxter
150.4
147.1
97.7
123
329
Foster
Geo. R. Bradford
36.2
35.4
97.7
24
39
Anna M. Snow
31.1
29.9
96.1
26
52
66
Frances M. Guptill
36.6
34.7
94.8
44
30
Alida C. Willis
39.8
37.3
94.9
52
71
Edith C. Long
39.1
36.4
93.1
47
59
66
Jennie M. Belknap
52.5
45.8
87.2
54
70
Prescott
John Wilson
36.3
34.8
95.8
197
119
54.4
50.9
93.5
219
96
60
Mary E. Eddy
54.5
50.8
93.2
389
277
53.1
49.9
93.9
159
87
Nancy W. Proctor
53.5
50.7
94.7
118
83
M. Ellen Eddy
54.5
50.7
92.9
164
78
Augusta M. Cowles
56.
52.4
93.5
159
106
66
Harriet A. Adams
58.4
54.1
92.7
134
140
62.5
57.1
90.6
234
113
66
.
Mary E. Hartshorn .
60.6
54.3
89.6
298
159
Prospect
Hill
Saml. C. Hunt
39.
38.1
97.7
30
19
.6
Frances L. Childs . .
42.5
40.7
95.7
32
58
39.7
38.2
95.7
43
8:2
40.3
38.4
95.2
55
130
45.9
42.5
92.6
77
236
66
Anna M. Leland
44.7
43.2
96.6
47
178
=
Rebecca A. Fillebrown.
89.7
78.2
87.1
220
208
Brastow
. .
Beulah A. Hill
50.8
45.5
89.6
147
99
Bennett .
Augusta A. Roberts
50.8
48.7
95.8
19S
60
48.
45.
93.7
209
51
66
Clara I. Taylor
51.8
48.
92.6
207
85
Jackson
Lizzie W. Shelton
47.1
45.3
96.1
159
72
41.7
38.8
93.
141
72
6
Lydia J. Page
56.9
53.8
94.5
203
73
Webster
Sue L. Lathe
36.1
32.3
89.2
236
143
39.3
37.3
94.9
243
142
66
Ella F. Leland
39.5
37.3
94.4
229
193
Union Morse
Wm. B. Allen
32.2
30 4
94.7
58
125
..
Nellie P. Nichols
43.
39.8
92.6
114
187
66
Sue S. Stetson
38.3
37.4
67.6
55
165
Spring Hill
Harriet H. Weld
54.9
50.
91.
204
87
Franklin
Nettie Howard
42.3
37.8
89.2
124
192
66
Mary A. Haley
45.8
43.2
94.2
226
52
Harvard
Emma F. Merritt
53.1
48.9
92.2
143
53
Lincoln
Horace P. Matucknie
32.5
30.7
94.5
71
194
66
Ella L. Burbank .
40.8
36.2
88.7
147
144
31.6
27.7
87.8
197
96
Cedar : treet .
Eva M. Edmands
37.7
36.6
97.1
85
47
Total
2,549.1
2,381.6
93.42
7,871
6,064
High school .
150.4
147.1
97.7
123
329
Grammar schools
656.1
624.1
95.1
1,747
1,835
Sub-Grammar schools
667.5
623.4
93.4
1,925
1,864
Primary schools
1,075.1
987.0
91.8
4,076
2,036
2,549.1
2,381.6
93.42
7,871
6,064
.
Sarah E. Pennock .
36.2
34.4
95.
110
123
46.5
44.4
95.4
284
51
Maria Miller
Rebecca F. Woodberry.
55.7
50.5
90.6
244
30
Fannie W. Kaan
41.4
38.9
93.9
211
159
Mary E. Sargent
39.
36.7
94.1
146
247
Lizzie C. Howe
43.
40.7
94.5
226
55
66
Caroline S. Plimpton
Ellen M. Gooding .
55.4
49.7
89.7
78
73
Isabel S. Horne
46.4
44.
94.9
201
175
Harriet N. Sands
Anna A. Hall .
Catherine T. Brown .
Lydia L. Gordon
Harriet A. Locke .
Charlotte R. Cutter
Ada L. Sanborn
.
P. Jenette Teele
Helen E. Magoun
*
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Taking the average attendance as a basis, we obtain from the foregoing table the following items:
The High school has contained 6.17 per cent of all the pupils.
The Grammar schools have contained 26.20 per cent of all the pupils.
The Sub-Grammar schools have contained 26.18 per cent of all the pupils.
The Primary schools have contained 41.44 per cent of all the pupils.
Average number of tardinesses to each pupil during the year: -
High school .83,
or once tardy in 229 sessions.
Grammar schools 2.79,
146 66
Sub-Grammar schools 2.88,
66
66 132 66
Primary
3.79,
66
66
99
66
In four of the Grammar schools the number of tardinesses has been less than the number of pupils.
Average number of dismissals to each pupil during the year :
High school
2.23
Grammar schools
2.94
Sub-Grammar schools
. 2.99
Primary Schools .
.
2.06
APPROPRIATIONS.
To meet the current expenses of the schools for the year 1871, the town appropriated $59,400.
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The expenditures from January 1, 1871, to January 1, 1872, were as follows: -
Teachers' salaries . $40,127 08
Superintendent's salary
· 1,762 50
Janitors' salaries
.
1,628 50
Fuel
3,045 02
Repairs .
5,568 12
Miscellaneous .
2,224 97
Insurance
2,883 20
$57,239 39
The year just closing marks an interesting period in our history. Our almost unprecedented growth has rendered a change of organization from town to city desirable.
Thirty years ago, when the town was organized, it was mainly a farming district, sparsely populated and but slightly developed. It contained no church edi- fice, and only four small school-houses, constructed and furnished after the manner of country district school-houses of that period. But it was rich in the enterprise of its inhabitants, and has ever been fortu- nate in having at the head of public affairs, men of broad and liberal views on all matters of general in- terest and utility.
Whatever of excellence pertains to our schools at the present time, is due largely to the impulse and direction given to them by those to whom their in- terests were early committed.
The years which have intervened since the town was incorporated have been eventful years; and the
107
advance of time increases our desire that more of the interesting items of its early history may be placed upon record, while they are fresh in the memory of our older citizens.
Events often possess an interest proportioned to their remoteness. What is regarded of small mo- ment at the time of its occurence, may be reviewed with intense interest at remote periods. "Distance," in time as well as space, " lends enchantment."
ENCOURAGEMENTS.
In many respects the review of our school record is highly gratifying. The importance of education in its comprehensive signification is duly appreciated by the community. Money is liberally appropriated and the material wants of the schools are generously furnished. We are well supplied with substantial school buildings, pleasantly located and in good repair. Several of these are beautiful in construction and are ornaments to the neighborhoods where they are located. All of the school-rooms are spacious and commodious, and well furnished with needful appliances for the comfort and convenience of pupils. Teachers are generally accomplishing their work faithfully, and many of them with a skill and devo- tion rarely surpassed. Parents, with very few exceptions, cheerfully co-operate in efforts to secure the highest degree of efficiency. Our schools are not only sustaining their former reputation, but are making important advances. They compare favor-
108
ably with those of other towns and cities in the vicinity, in scholarship, in the average whole number and average attendance of pupils in proportion to the entire school population, and in the number of graduates from the High and Grammar schools.
Our High school has never been in a more prom- ising condition than at the present time. With great confidence we can commend it to the patronage of our citizens. Many of the other schools are of the highest order. Were not comparisons odious, we would specify some in which may be witnessed nearly the perfection of the art of teaching. Could all become equally meritorious, our highest wish con- cerning them would be fully realized.
The order of most of the schools is unexception- able. To secure it, our best teachers rarely resort to other than mild measures and an appeal to the highest motives. It is delightful to witness the quiet pleasure that radiates from a school where the in- fluence, that "draws all to agree," is the invincible power of kindness. We may respect the power that forcibly compels, where compulsion is a necessity ; but our hearts yield cheerfully to those moral forces that win by their attractions. "Draw me," says the sacred writer, "we will run after thee."
It promises well for the future success of the schools, that so many of our teachers are availing themselves of the means at their command for mental improvement, and for acquiring increased skill for their important work. We always teach others best, when we are the most industrious students ourselves.
-
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A principle of reciprocity applies here. Teachers who add to their qualifications that they may improve their schools, thereby enhance their own value. We do well to heed the injunction of the quaint old proverb, -
" Oh, square thyself for use : a stone that may Fit in the wall, is left not by the way."
We should remember, also, that this progressive age will not tarry for those who are content with present attainments.
To maintain the high reputation which our schools have enjoyed in the past, and to keep pace with all the improvements in systems of education, requires incessant vigilance, and untiring devotion on the part of those to whose care they are entrusted. But when these results are secured, our work is only partially performed. We ought not to be satisfied with what is being accomplished until the highest degree of excellence is attained, and every person within the ages limiting the legal period of pupilage is availing himself of all the advantages furnished for gaining an education.
DISCOURAGEMENTS.
Our school records show that after making proper deduction for those in attendance over fifteen years of age, the average attendance during the year, has been 2,187 which is only 77.4 per cent of our school popu- lation; and the average whole number has been 2,350 which is 83.2 per cent of the school population.
110
Hence, 16.8 per cent of our population between the ages of five and fifteen years, or 475 persons have derived no benefit from our schools during the year. In this computation no account has been made of the increase since the first day of May last.
After making suitable deduction for those under fifteen years of age, who are engaged in some useful employment, there still remains a large number of persons who are growing up in ignorance and idle- ness, and consequently in vice.
Again, the gradual diminution of the several classes, from the lowest class in the Primary school to the first class in the High school, as shown in our summary, indicates that only a very small proportion of our pupils complete the entire course of study prescribed for the public schools, and that large num- bers leave school while their minds are immature and before they are sufficiently disciplined to grasp and comprehend the studies pursued.
It becomes a grave question, and one in which every citizen is personally interested, how shall these evils be remedied, and the benefits of education more generally diffused.
Recent developments in the history of nations more strongly confirm the truth so generally ad- mitted, that the prosperity and permanency of any commonwealth can be hoped for only as its citizens are intelligent and virtuous.
Many of our wisest and most conservative educa- tors are seriously entertaining the belief, that self- preservation will compel our government to follow
111
the lead of Prussia and several other European nations in the matter of compulsory education. Cogent arguments are adduced in favor of such a course, and we entertain no doubt that the time will soon come when not only the necessity, but the humanity of compulsory education will be admitted by reflecting minds all over our land, and suitable laws will not only be enacted, but universally en- forced, whereby every child, not mentally or physi- cally incapacitated, will not only be provided with the means of education, but will become educated.
Meanwhile, we will labor so to increase the excel- lence of our schools that few will be willing to forego their advantages. We will smooth the rugged paths of learning and render the ways of knowledge so attractive that they will entice those to walk therein whose feet would otherwise wander. We will omit no suitable means to maintain a healthy sentiment in the community, and to exalt the importance of educa- tion in the estimation of all.
CHANGES.
The usual number of changes have occurred among our lady teachers during the year. Most of those who have resigned have had long and successful experience and were among our most highly-valued teachers. It acquires not only a rare combination of endowments, natural and acquired, but long and careful practice, to constitute teachers of high value, and the community sustains a loss not easily repaired when such resign.
112
DIFFERENT STUDIES.
The studies assigned to the schools vary in impor- tance. A right apportionment of time and attention to each, must be left mainly to the judgment of teachers, -the greatest prominence being given always to those that are of the highest practical im- portance, and are most frequently applied in the ordinary duties of life.
Many of these studies enter into and mutually aid each other. While any one of them is being taught in the best manner, much instruction is imparted that will apply to several others. Thus, geography and history are mutual aids; so are writing and drawing. Pupils make equally rapid improvement in penman- ship, when one hour each week, usually devoted to writing, is spent in drawing. Whatever requires the use of crayon, pencil or pen, improves the pupils writing, provided there is suitable pains taking; and surely, nothing should be done carelessly in the school- room. Grammar is taught in every exercise, since no violation of its rule is allowed to pass without correction. Due regard is paid to articulation, inflection, accent, emphasis, pitch and tone, in all that pupils utter; hence, every exercise is a lesson in elo- cution. Spelling is best taught in connection with other studies, and should become a part of every exercise. In the higher classes, more especially, we would advise less attention to the set words of the spelling-book, and more attention to the new words entering into every recitation. Such a practice teaches pupils to be observant of the orthography of
113
words in general use and in their connection with other words.
READING.
Reading is well taught by many of our teachers; and the schools are receiving instruction in elocution from a lady of rare accomplishments in this important branch of public instruction.
Good reading holds a prominent place in public esteem. Many of our best writers and thinkers are engaged in devising methods for securing it more generally in our public schools.
Since the proper cultivation of the voice enters so largely into the work of every school, it is a matter for congratulation that facilities for vocal culture are being multiplied; and the desire of teachers for more careful training in this department is increasing.
The comparison of different schools leads us to conclude that some of our best teachers of reading, devote too much time to a limited number of pieces. This practice gives undue prominence to vocal culture and necessarily restricts pupils to a narrow range of subjects and authors.
It is well for each teacher to have for drill exercises, a choice selection of pieces, containing different styles of composition, as narrative, descriptive, colloquial, didactic, dramatic; but practice upon these should not absorb an undue proportion of time and attention.
A familiarity with words in general use, sufficient to enable one to read with fluency, is acquired only by careful observation of their form and construction.
8
114
But, after several repetitions, pupils recite their " drill exercises " from memory; their eyes rest but carelessly if at all upon the words uttered; hence, much of the discipline which should result from exercises in reading is lost.
In good rhetorical reading, the eye, the ear, the vocal organs, the intellect and the sensibilities, all perform an important part. Each one of these should receive its due share of time and attention; and that system of instruction is best that calls all of them into the most frequent and active exercise.
If we analyze the process of reading, we shall observe the following order: The eye takes the lead. Its familiarity with written language enables it to take in at a glance entire sentences. The mind quickly comprehends the author's meaning and the emotions he would awaken; and the sensibilities come at once into sympathy with the spirit of the writer. Then the vocal organs, being well disciplined and under good control, and guided by a quick, discrim- inating ear, give utterance and expression to all the shades of thought and emotion, as they are appre- hended.
The ability to accomplish this effectively is the result of long practice and careful culture.
The vocal organs acquire the ability to enunciate words with distinctness, accuracy and fluency by exercise, and usually by imitating those who have been well disciplined. This cultivation of the voice is indispensable to good rhetorical reading, and must be duly regarded; but it constitutes only one element in the process.
115
The ability to comprehend quickly the author's meaning, and to bring the sensibilities at once into sympathy with the emotions he would awaken, is still more important, and is acquired only by the most careful attention, habitual reflection and frequent contact with the thoughts, language and sensibilities of many writers. Without this culture there can be no natural, effective, rhetorical reading; and to secure it to his pupils should be the constant endeavor of every teacher.
-
WRITING AND DRAWING.
Writing is well taught, and pupils are making commendable improvement in this important art.
Drawing is under the direction of special teachers. Very good progress is being made in most of the schools. This is, comparatively, a new branch of study, and the work that is being performed, even in the higher classes, is mainly elementary; and like all pioneer work, is slow, and exhibits but imperfect results. As pupils who are receiving the elementary drill in the lower classes are promoted, they will be prepared for more advanced work, and when they graduate will exhibit the full benefits of a thorough, systematic course of instruction.
Drawing is no longer an experiment, but a legal- ized branch of study for our public schools, and is gaining daily in popular favor.
We would counsel our teachers to omit no oppor- tunity for qualifying themselves for what will be required of them in this direction.
116
Arrangements have been completed for an even- ing school for instruction in mechanical or industrial drawing. We have secured the services of Mr. Lu- cas Baker, a highly accomplished teacher, and a gen- tleman in all respects, worthy of public confidence. Drawing boards, paper, and squares, will be furnished at the expense of the town.
HISTORY AND GEOGRAPHY.
In history and geography, great latitude must necessarily be given to teachers in making selections of what should be carefully studied, and what should be read only in a cursory manner. We would en- courage map drawing. Each pupil should be able to draw accurately from memory every map studied.
We would recommend to teachers a careful exam- ination of the valuable hints appended to our school history, on the method of teaching that important and interesting branch of study.
MUSIC.
Music is under the direction of a competent in- structor, and is pursued with the interest and enthu- siasm of former years.
GRAMMAR AND ARITHMETIC.
Our pupils are generally well instructed in gram- mar and arithmetic. We could wish, however, that exercises in mental arithmetic were more frequent in all the classes of the Grammar schools. We are fully
117
aware that the question so frequently raised, " Where is the time to come from?" is a pertinent question. If our resources are limited we should husband them with greater care. Much can be accomplished in the hours assigned to school work, when they are syste- matically and industriously employed. The machin- ery of the school should be simple, requiring no use- less waste of time to move it, for time is a precious item in the school-room, and should never be ex- pended needlessly. The judicious machinist aims at simplicity of arrangement, that he may thereby diminish friction and lesson the liability to derange- ment. That school is managed best where there is the least show of management; and those who control the best, seem to control the least. The sooner a school is put in working order, and the less interrup- tions there are to substantial work, the better for all connected with it. A well-organized and thoroughly busy school has a self-propelling power, and runs on harmoniously without loss of time or needless expen- diture of energy.
For the Committee.
J. H. DAVIS, Superintendent of Public Schools.
SOMERVILLE, Dec. 30, 1871.
THE HIGH SCHOOL.
In the over-crowded condition of this school, the daily tasks of the pupils are performed under great inconveniences and with extreme difficulty. Irregu-
118
larities are unavoidable, and temptations are multi- plied. If, in the year past, anything like the former standard of attainment had been reached, the com- mittee would have been more than satisfied. The annual examination, however, showed that notwith- standing all the hindrances, the progress of the school, in every respect, was most gratifying. A marked interest was manifested in the various stud- ies, and the answers gave evidence of a habit of accurate and thorough investigation. This secures that scholarly self-reliance which can be obtained in no other way. The "short and easy methods" for acquiring that which, in the nature of things, must always demand hard labor and diligent research, do little more than cause impatience and final discour- agement. There must be judgment and wisdom in the matter of instruction. To render an undue measure of assistance is perhaps more injurious than the opposite extreme. The instructors in the several departments of this school deserve commendation for their care in observing that just medium here, which ensures a suitable progress and at the same time a healthful increase of mental power.
The whole number of pupils during the year was two hundred and fifteen; the largest in attendance at any one time was a hundred and sixty-one; and, though assembled in a room intended for hardly more than half that number, the general bearing of the school has been marked by a courtesy, gentleness, and thoughtful respect, at once honorable to the pupils and encouraging to the instructors. But with
119
the advantages that will be afforded in the new and spacious building about to be occupied, and with all the comforts and conveniences of the cheerful study- halls, and recitation and lecture rooms, the needful discipline will be maintained without difficulty, and made to resemble, more and more, that of a well- ordered home.
The number graduated this year was thirty-three, - more than double the number of the previous year. This is an indication which we hail with especial pleasure. It betokens a growing appreciation of the importance of giving to our youth an education that may well be called liberal when it is remembered that our present course of study in the High school is fully equal to that which, only a few years ago, was pursued in many of our colleges.
Other things being equal, the preference is given to those who graduate from this school, when places are to be filled in the ranks of the teachers. This is but justice to our own. First to our common schools, for we thus know the training such have received for this work; and secondly, to those who have com- pleted the course. And it is a reward for merit that is not without its value to those who desire this post of honorable service.
The class preparing for college is unusually large. But when the facilities offered here for a thorough preparation for the college studies are considered, together with the fact of our proximity to these higher institutions, it would seem that these classes should be much larger than they now are.
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The services of Mr. Marston, a graduate of Colby University, and a successful teacher, have been se- cured. Miss Graves has returned, and is gladly wel- comed to the post which she has so long and so well filled. In closing this report we will only add, that the principal and his able assistants have diligently and faithfully discharged their duties, and that the general condition of this school is highly satisfac- tory.
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