USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1874 > Part 6
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In two Grammar Schools there has been no cor- poral punishment during the year. One school re- ports three cases of punishment; two schools report one case. each; three, four cases each; and four, six each. The number of punishments in all the schools,
8
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during the present year, is 86 per cent of the num- ber in 1873.
In these comparisons, no allowance has been made for the increase in the number of pupils.
All the schools in this department are in good con- dition; many of them are entitled to the highest commendations. Teachers are laboring with skill and earnestness, and are producing satisfactory results.
Much work is required of each class in this grade; but results demonstrate that, with skilful teaching, pupils of average ability, who are constant in atten- dance and faithful in the preparation of each day's lessons, are fully equal to the requirements. A large percentage of the scholars composing each class were advanced at the close of the school year, and are succeeding well in the classes to which they were promoted.
One hundred pupils received certificates of gradu- ation at the close of the summer term.
At the Prescott School 43
Morse . .
23
66 Forster
·
18
Prospect Hill School
10
Lincoln
6
Boys
33
Girls .
67
The Grammar Schools occupy an important place in our system of public instruction, and absorb a large share of interest and attention. They contain about one half of our pupils, and from them a large major-
115
ity of our youth enter at once upon the active duties of life; consequently they demand and receive our best efforts to render them as efficient as possible. Great care is exercised in the selection of teachers, and in the arrangement and apportionment of studies that will be of the highest practical value in all the various avocations of life.
We omit no inducement at our disposal to influ- ence pupils to complete the grammar-school course and receive certificates of graduation. But the al- lurements of active business and the prospect of immediate pecuniary compensation, though small, induce many to leave school prematurely, and thereby deprive themselves of the advantages that a more thorough and complete education would furnish them for securing more lucrative and desirable posi- tions in life.
It is a cause of constant regret that so many of our youth fail to avail themselves of all the excellent facilities furnished them for obtaining a good educa- tion, and to secure the benefits that would accrue were all their advantages improved. We are not unmindful of the fact, however, that to the parents of many of our pupils life is a severe conflict with penury, and that, consequently, the prospect of even small gains from the earnings of their children is a strong inducement for their withdrawal from school at an early age.
Would parents thus circumstanced submit for a while to personal sacrifices, and heroically endure hardship, and absolute want even, that their children
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may enter upon the duties of life furnished with all the advantages for success that a good education secures, they would thereby rear for themselves towers of strength and security for future refuge. Their bur- dens might press heavily upon them for a season, but their reward would be sure; for it rarely occurs that well-trained children fail to appreciate the sacrifices of parents in their behalf, and to reciprocate the kindness received. Bread cast upon the waters will return again in due season, with its full measure of increase.
HIGH SCHOOL.
This school has never been in a more prosperous and satisfactory condition than at the present time. Great harmony has prevailed throughout the year. Teachers have been untiring in their devotion to its interests. Pupils have evinced more than an average degree of scholarship ; and their deportment, with rare exceptions, has been orderly and courteous.
With a view to a more thorough preparation for college, particularly in the classics, the advantages of the school have been extended to all pupils whose parents declare their intention to send them to col- lege : provided, that they have completed the work of the third class in the Grammar School, and have passed an examination satisfactory to the Principal and Sub-Committee of the School, and the Superin- tendent.
Pupils thus admitted are expected to complete the classical course of the school in five years. They
.
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recite with existing classes, hence no additional teachers are required on their account.
At the option of the Principal, all pupils who are pursuing the classical course are permitted to omit such studies as are not essential to fit them to enter college.
Whole number of different pupils during the year 253
Largest number present at one time . 198
Number admitted during the year
·
77
Number graduated . 26 .
Whole number at the present time 193
Boys
91
Girls
102
Number at the present time over 15 years of age 153
Number in course preparatory for college . 48 .
In the First Class 8
66 66 Second “ ·
9
Third " 13
Fourth " 12
Preparatory College Class .
6
The number of pupils that graduated in June last was 40 per cent of the number constituting the class on entering the school in 1870.
We have graduated 30 per cent of all pupils who entered the school from 1853 to 1864 inclusive, and 42.5 per cent of all who entered from 1864 to 1870 inclusive.
Number of the First class on entering the school 59
Present Number . 31
Number of the Second class on entering the school Present Number . 38
74
Number of the Third class on entering the school ·
83
Present Number . 52
118
Number of the Fourth class on entering the school 72
Present Number :
72
The number of boys in the school at the present time is 47 per cent of the whole number of pupils, which is a much larger proportion than at any pre- vious time since the school was organized.
Average whole number for the year 167.
Average attendance for the year 164.2
Per cent of attendance for the year 98.3
Number of tardinesses for the year 124.
Number of dismissals for the year
199.
Twenty-Second Annual Exhibition of the High School, FRIDAY, JUNE 26, 1874.
ORDER OF EXERCISES.
MUSIC. Edmands' Band.
1. SINGING. - " Wake, Gentle Zephyr," (with Orchestra). Rossini
The Oaks, (with Orchestra). Verdi
2. SALUTATORY IN LATIN. FRANK AUGUSTINE HOUSTON
3. READING. - From " The Taming of the Shrew." CARRIE E. CONANT FLORENCE OLIVIA GAUT
4. ESSAYS. - Bees and Butterflies. Going to School. ANNIE STORRS GAGE
Failure. GEORGE FRANKLIN MEAD
5. READING. - Scene in an Irish School. CHARLES HENRY DAVIS.
Gerald Griffin
6. SINGING. - Spring Song (Trio.) Dudley Buck
" We'll roam through the forest." Weber
" Where yonder mansion rises " (Quartet.)
T. B. Aldrich
7. READING. - " The Face against the Pane." ELIZABETH POTTER BROWN.
8. READING. - " Mouse Hunting." Gail Hamilton
CHARLOTTE MAYNARD GLINES.
9. DECLAMATION. - " Certamen de Achillis armis." WOODMAN H. W. TEELE.
Ovid
10. ESSAYS. - Sleep, Species, . Cremation,
MARTHA EMERTON LINCOLN HARRIET MARSTON WILLOUGHBY GEORGE BARNES KING
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MUSIC.
RECESS.
11. SINGING. - Air and Variations, (with Orchestra). Proch
Sextet from " Lucia," (with Orchestra). Donizetti
12 DECLAMATION. - Fontenoy.
RUFUS HENRY STICKNEY
13. FROM "Le Misanthrope."
LIZZIE ANN COFFIN, CARRIE SPAULDING MERRILL, LUCY EVELINE PARK.
14. READING. - From "Ivanhoe." Scott
LUCY ALICE RUNEY.
15. READING. - From " Biglow Papers." Lowell
LIZZIE DANA HARDING.
16. PROPHECIES. LUCIA ADELAIDE MANNING
17. SINGING. - " On, on, in path of duty," (Trio), (with Orchestra). Mozart
Potpourri from " Child of the Regiment," (with Orchestra). Donizetti
18. READING. - The Curfew-Bell. ALICE ISABEL WAUGH
19. ESSAYS. - Early Impressions. CAROLINE LOVELL WOOD
Universal Peace, (affirmative) JAMES P. F. KELLY Universal Peace, (negative) CHARLES ERNEST DICKERMAN
20. FROM " MUCH ADO ABOUT NOTHING." JAMES EVERET DAMON, CHARLES STICKNEY POOR, AND OTHERS.
21. SINGING. - " Come, let us all a Maying-go." Atterbury
"Now the evening hour," (Semi-Chorus), (with Orchestra). Flotow
22. VALEDICTORY. FANNIE EDSON DEMMON
23. PRESENTATION OF DIPLOMAS, by the Chairman of the School Committee, MAYOR WILLIAM H. FURBER.
24. PARTING HYMN.
MEMBERS OF THE GRADUATING CLASS.
ELIZABETH POTTER BROWN.
LIZZIE ANN COFFIN.
CARRIE ELIZABETH CONANT.
FANNIE EDSON DEMMON.
ANNIE STORRS GAGE. CHARLES HENRY DAVIS.
FLORENCE OLIVIA GAUT.
CHARLOTTE MAYNARD GLINES. LIZZIE DANA HARDING.
MARTHA EMERTON LINCOLN.
LUCIA ADELAIDE MANNING.
CARRIE SPAULDING MERRILL.
LUCY EVELINE PARK.
LUCY ALICE RUNEY.
ALICE ISABEL WAUGH.
HARRIET MARSTON WILLOUGHBY CAROLINE LOVELL WOOD. JAMES EVERET DAMON.
CHARLES ERNEST DICKERMAN.
FRANK AUGUSTINE HOUSTON. JAMES P. F. KELLY. GEORGE BARNES KING. GEORGE FRANKLIN MEAD.
CHARLES STICKNEY POOR. RUFUS HENRY STICKNEY. WOODMAN H. W. TEELE
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The following named pupils were admitted to the High School in September, from the several Gram- mar Schools: -
FROM PRESCOTT SCHOOL.
Grace A. Preston.
Cora B. Robinson.
Mary L. Woods.
Annie M. Dix.
Fannie K. Young.
Jennie A. Howe.
Florence Stearns.
Jennie E. Darling.
Clara A. Withey.
Della L. Currier.
Isadore E. Taylor.
William A. Lamprey.
Carrie A. Smith.
George S. Smith.
Abbie A. Steele.
Arthur B. Dalton.
Laura C. Gross.
Eddy E. Saben.
Emma L. Mullay.
Edgar P. Sellew.
Lizzie M. Waldron.
George W. Bowers.
Susie S. Harding.
Walter L. Trickey.
Martha J. Worsley.
Edward P. H. Webber.
Emma L. Keyes.
Daniel W. Smith.
Gertrude M. Pollard.
James H. Hopkins.
Sarah C. Bagley.
Fred. L. Cole.
Mary A. Melvin.
Luther H. Huntley.
Minnie E. Ellis.
George L. Meserve.
FORSTER SCHOOL.
S. Lizzie Tuttle. John C. Dugan.
Addie E. M. Tuttle.
Wm. H. Russell.
Ruia L. Kenneson.
Fred. C. Ayer.
Julia A. Casey.
John H. Cahalan.
Mary L. Shepard.
Wm. F. Phinney.
Maggie A. Harrigan.
Fred. E. Burckes.
Leighton W. Manning.
Fred. L. Cayze.
MORSE SCHOOL.
Mary E. Hughes. Sarah L. Hall. Kitty F. Clancy.
Lizzie Paul.
Mary L. Chabot.
Sarah A. Stone.
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Margaret Archibald. Ida L. Keating. Cora G. Daggett.
Jennie B. Howie. Victoria A. Dobinson. Frank W. Kaan.
PROSPECT HILL SCHOOL.
Carrie N. Sanderson.
Fred. O. Houghton.
Cora F. Lewis.
Wm. E. Daniels.
Lillie S. Wyman.
Guy F. Wheeler.
Maggie S. B. Benners.
Dexter F. Bennett.
Ella F. Mitchell.
Dana W. Bennett.
Annie E. McCarty.
LINCOLN SCHOOL.
Lizzie L. Smith.
Frederic W. Shaw.
Fannie W. Chapman. John A. Shedd.
Colin M. Darton.
PREPARATORY COLLEGE CLASS.
Annie L. Barber, from Morse School.
Chas. E. Robinson, "
66 66
Walter F. Chapin,
66
Frank T. Howie,
Wm. M. Swallow,
66
Wm. E. Bradshaw, 66 Prospect Hill School.
The following table shows the result of the monthly examinations, and of the annual examination of pupils who were admitted to the High School in September from the several Grammar Schools: -
| Nun ber | Admitted.
SCHOOL.
Average age.
High School Examination.
Monthly Examinations.
Average of Monthly and High School Examinations.
36
Prescott,
14 yrs. 6 mos.
85.2 pr. ct.
82.0 pr. ct.
83.6 pr. ct.
14
Forster,
14
66
6
66
82.0
.6
88.3
66
85.2
12
Morse,
13
“ 11
66
75.8
80 8
66
78 3
11
Prospect Hill,
15
66
3
78.8
71.6
66
75.2 66
5
Lincoln,
15
66
82.5
66
80 6
66
81.6
66
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Average age of all the pupils admitted . 14 yrs. 7 mos. Average per cent from monthly examinations . 82.3 Average per cent from the High School examination, 81.5 Average per cent from monthly and High School ex- aminations 81.9
HIGH SCHOOL ASSOCIATION.
This Association was organized in 1864, and incor- porated in 1871. All persons who were members of the High School previous to 1862, and all graduates of the school since that time, are eligible to member- ship.
The object of the Association, as stated in the preamble to its Constitution, is " to promote friendly reunion, to encourage study, to benefit the High School, and to engage in any movement for the wel- fare of the city becoming the graduates of its highest educational institution."
In pursuance of these objects, the Association has sustained, from time to time, courses of popular lec- tures and musical concerts, and classes for the study of the languages and natural sciences. It is increas- ing yearly in numbers and influence, and is favorably regarded in the community as an important agency in the cause of education.
At the annual reunion, in November last, the Association was favored with an interesting and instructive address by Hon. Geo. B. Loring, of Salem.
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SUMMARY OF STATISTICS FOR 1874.
I. POPULATION AND VALUATION.
Population of the city, U. S. Census, 1870 14,693
Estimated present population . 19,500
Valuation of the city, May 1, 1874 . $30,824,200.00
Estimated value of School Property . $436,350.00
II. SCHOOLS.
Number of districts 5 .
Number of schools
· 73
High
1
Grammar
43
Primary .
29
Increase for the year 6
III. SCHOOL-HOUSES.
Number of school-houses 18
Number of school-rooms .
. · 76
Number of halls · ·
5
IV. TEACHERS.
Number of teachers .
82
Male teachers, 8; female teachers, 74.
Increase for the year
.
8
Number of teachers in the High School Male teachers, 2; female teachers, 4.
.
6
Number of teachers in the Grammar Schools . 46
Male teachers, 5 ; female teachers, 41.
Number of teachers in the Primary Schools · 29
One teacher of Vocal Music.
V. PUPILS.
Number of persons in the city between five and fifteen years of age, May 1, 1874 3,402
Number of pupils in all the schools in May last . 3,469
Number over fifteen years of age 234
Number of pupils in all the schools in December 3,626
Number over fifteen years of age 236
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Average whole number for the year
3,264
Average attendance 66
3,022
Per cent of attendance 66 66
92.6
Number of tardinesses 66
5,981
Number of dismissals 66
3,417
VI. EXPENDITURES. By the City Council :
Extension of Jackson school-yard, $5,050 00
Repairs and improvements 9,478 71
Fuel
5,376 60 ·
Furniture
806 44
Piano for the High School
400 00
Insurance
334 00
$21,445 75
By the School Committee :
Teachers' salaries
$55,990 62
Superintendent's salary
. 2,000 00
Janitors' salaries .
. 2,817 11 ·
Rent
718 50
Water
324 72 .
Gas
342 69
Writing books
532 84
Books for indigent pupils and teach- ers' desks
626 66
Printing
262 81
Mats
145 05
Stationery and other school supplies, 987 20
Miscellaneous
511 18
$65,259 38
Total expenditures
$86,705 13
RECEIPTS :
State school fund
$639 00
Rent of school halls
301 00
Tuition of non-resident pupils
171 25
Return premium on insurance policies, 361 77
$1,473 94
Net expenditure
$85,231 19
.
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CONCLUSION.
When all the circumstances, adverse as well as propitious, under which teachers and pupils have labored during the year are considered, the results achieved will satisfy reasonable expectations. We therefore cheerfully bestow the merited commenda- tion wherever there has been earnest, persistent endeavor.
" Thy purpose firm is equal to the deed : Who does the best his circumstance allows
Does well, acts nobly ; angels could no more."
Encouraged by the results of the past, we will gather fresh inspiration for future duties; avoiding the errors and profiting by the experience of the year just closing, we will hope for more perfect success in the year to come; stimulated by what- ever of good has been accomplished, we will pursue our work with still higher expectations and more exalted aims: for the ideal and possible are yet far in advance of what has been accomplished.
Since no teacher has yet attained to the per- fection of his art, and no child, even the most highly favored, was ever educated under circumstances that admitted of no improvement, we have not yet learned the full measure of our pupils' capabilities and what might be accomplished were all the conditions of success completely met.
The work committed to our supervision, when con- sidered in the aggregate, oppresses by its vastness. But for each day's duties the day is given, and if
126
each separate task is faithfully performed in its allotted time, the labor of the year will be complete. With many misgivings we meet the responsibility of guiding an agency which so largely conduces to mould the character and decide the destiny of the rising generation, but are cheered by the conscious- ness that we have the co-operation of an intelligent community, whose interest and solicitude are enlisted in our work, and the assistance of a corps of faithful, devoted teachers, many of whom have had long and successful experience, and all of whom are anxious to adopt the best methods and to secure the most valuable results.
We are not exempt from ordinary discouragements, but the times are propitious; our age is one of rapid advance. The appreciation by all classes of the com- munity of the vast importance of education in its various departments, transcends that of any previous period; our methods of instruction - the best that the combined wisdom of the past has been able to devise, but, like all other methods of man's origi- nating, imperfect - are undergoing important modifi- cations; many of the best minds in all leading nations are devoted to the consideration of the great prob- lems of education, and are laboring to improve present systems of instruction and to increase their adaptability to the demands of society.
By means of educational publications, essays, lec- tures, discussions; the interchange of annual reports, teachers' conventions, superintendents' meetings, and the public press, we become familiar with the best
127
thoughts and acquainted with the most successful practice of educators of large experience and mature judgment in our own country and Europe. " In the multitude of counsellors there is safety." Where such important interests are involved we deem it wise to adopt well-tested and highly-approved sys- tems of instruction, and to copy after models which are the result of years of patient thought and intel- ligent practice, rather than to risk a waste of the valuable time of our pupils upon untried and doubt- ful theories.
No fixed system of instruction can meet the demands of different communities, or of the same community at different periods of time. Fortunately our system of public instruction possesses great flexibility, is easily adjusted to meet the necessities of all sections of our country, and has been found equal to the exigencies of each period of our national existence. It was inaugurated and has ever been fostered as a public necessity. The sentiment so universally entertained by the founders of our free institutions, that "an intelligent Christianity is the only basis for a permanent free government," has received the endorsement of each successive genera- tion of their descendants; hence the church and the school-house have always had a prominent place in every village, and the institutions of learning and religion have been nurtured with jealous care.
The common school of the early days of New England was only the germ of our present perfected system. A summer school for children, and a win-
128
ter school for those who were engaged in some industrial pursuit the remainder of the year, were the extent of the tuition furnished. The instruction imparted was elementary in character and limited in extent, but it answered the requirements of a people whose habits were simple and whose wants were few. As time advanced, however, the length of the schools was extended and the course of study was increased, until what is regarded the maximum of both is now attained.
The last fifty years have produced great changes in our social condition. The extensive use of ma- chinery in the mechanic arts, the minute division of labor, and other causes have abolished the apprentice system so generally adopted throughout New Eng- land in former years, - a system which had its origin in the universally accepted principle that " every boy should be put in the way of maintaining himself in honest independence."
Froude says that formerly in Old England it was thought that " the Ten Commandments and a handi- craft made a good and wholesome equipment to commence life with." To these our fathers added the elementary education of their common schools, and, thus equipped, went forth and accomplished what has placed New England in the front rank of intelligent and thriving communities.
Since the general law, "In the sweat of thy face shalt thou eat bread," is still universal in its applica- tion, the necessity exists as formerly for skilled la- bor and for special preparation for carrying forward
129
successfully the various departments of industry ; and communities are looking to the schools to supply, in part at least, what was formerly secured by the apprentice system. Industrial Schools and Schools of Technology are being established, and many edu- cators are carefully considering the practicability of introducing technical and industrial training into our public schools. We cannot foresee what future progress may develop in this direction; but the general law of demand and supply will doubtless find a fulfilment here. For the present, at least, we think that the education of our public schools must be mainly literary and general.
Every person who aims to be an intelligent citizen should possess an accurate general knowledge of many subjects, and minute and exact knowledge of his own special department. To impart this accu- rate, general knowledge is the appropriate work of the public schools; and when the period arrives for the pupil to select his pursuit for life, he must seek in technical or industrial schools that specific knowledge which will render him proficient in his chosen sphere of labor.
As those from whom we derived our education had no accurate conception of what would be demanded of us, so we can form but an imperfect idea of what will be required of those whom we are educating, or what will be their pursuit in life: hence our aim should be to lay such a foundation as will be adapted to any superstructure and to impart such information as will be valuable and essential in any avocation.
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If our youth, with their native, inherited aptness and versatility, can go forth from our instruction well grounded in the elements of learning as taught in our public schools, with minds strengthened and quick- ened by study, with an ardent love for knowledge, and above all, with unsullied characters and noble aspirations, we need entertain but little anxiety con- cerning their success in any congenial department of industry.
With grateful acknowledgments to you, gentle- men, for your many kindnesses to me personally, and for the encouragements received from you in the performance of my duties, this report is respectfully submitted.
J. H. DAVIS, Supt. of Public Schools.
DECEMBER 31, 1874.
LUTHER V. BELL SCHOOL-HOUSE.
THIS commodious and substantial building, located on Vinal Avenue, was formally dedicated June 25.
The exercises commenced with singing by the pupils of Prospect Hill Grammar School, under the direction of Mr. Hadley, teacher of vocal music in the public schools.
Prayer was offered by Rev. Henry H. Barber.
Alderman E. A. Curtis, Chairman of the Commit- tee on Public Property, made a brief statement rela- tive to the construction and cost of the building, and delivered the keys to His Honor, Mayor Wm. H. Furber.
ADDRESS OF MAYOR FURBER.
Mr. Chairman of the Building Committee :- In accepting these keys, permit me, in behalf of the city government, to tender to you and your associates their sincere thanks for the thorough and perfect manner in which you have per- formed the duties assigned you. You, sir, have watched with care and anxiety the work from the commencement of the foundation to the finishing touch of the builder. That you have faithfully and diligently labored, this elegant and substantial building bears abundant and convincing proof. And, sir, as you may witness, from year to year, the youth of our city issuing from these halls, with minds improved and well-trained, to become valued citizens, may you feel fully compensated for the labor here bestowed. Allow me, also, to convey through you to the architect and builders the thanks of the government for the faithful manner in which they have executed the work which devolved upon them.
.
132
Mr. Chairman of the District Committee : - Having care- fully examined this structure and found it complete in all its parts, with cheerful and healthful accommodations for those for whose use it is intended, the same has been accepted by the city. And now, in behalf of the School Board, I transfer to your keeping this valued and important trust,- another temple of learning reflecting the profuse liberality of our citizens in the cause of education, to which we now dedicate it. Years of experience have convinced us that in your hands this gift of the people, and the interests of the thou- sands who will come to these halls for instruction, will not suffer, but will receive your watchful care.
And now, Mr. Chairman, I deliver to you these keys, with the hope that the highest anticipations of all interested in this work will be fully realized.
Rev. Geo. W. Durell, as Chairman of the District Committee, presided on the occasion and received the keys from the Mayor and transferred them to Samuel C. Hunt, Esq., Principal of the School.
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