USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1875 > Part 7
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in view of the powerful stimulus which our whole civilization fur- nishes to intellectual sharpening, and of the lamentably frequent and distinguished instances in which ability and intelligence are found wholly disjoined from the moral qualities which make good citizens and honorable men, it is a serious question whether our schools are doing all that is demanded of them, all that is easily possible in them, to inculcate good habits and high principles, to furnish the moral culture which will secure integrity, good faith and saving virtue in the community.
Here, character, the constant influence of the teacher's personal bearing and spirit, the use of incidental opportunities, the motives selected in appealing to the pupils or in enforcing obedience are, of course, of more importance than any formal instruction. A school may be governed by force and fear, by wheedling and bribery, by emulation and the hope of promotion, or by moral influence and appeal to conscience. Other things equal, that will be recognized as the best school where this moral control is most entire and strong. Certainly, parents in placing their children under the care of the State for instruction are bound to insist that the moral influence of the school-room shall be pure and reverent and refining, such as to assist and not thwart the best culture of the home ; and the community may rightly demand that public instructors in teaching the children of the State, shall seek to secure that by which alone the State can stand,-the moral training and furnish- ing of its future citizens and rulers.
CONCLUSION.
We have dwelt on some of the defects and needs of our public school system, because we believe the perpetuation and progress of this system to be vital to the well-being of our community and essential to national security and progress. But while we give place to the consideration of present defects and suggestions
110
of needed improvements, let us not forget that there is room for congratulation. If criticism is easy, commendation is delightful, and, in regard to the work done in our public schools, most deserved. They never deserved more than now the hearty sup- port and confidence of the people of this community. Many people under-estimate the progress that is surely made. They see the evils and are depressed. They form an ideal of public instruction and are discontented. They do not always see so fairly the good work that is doing, and the evils that work averts.
There is also an unfriendly criticism of our public school system, which comes in part from a restless radicalism which is equally dissatisfied with all the best institutions of our civilization. In still other part, it is the downward drag of the ignorance, the prejudices, and the coarse or cultured materialism of our age. Carelessness or hostility in the community will produce routinism and perpetuate defects in the schools. The system is our national necessity, and ought to be our glory and our sacred trust. Defects will be remedied and better results attained with the increase of general interest and a deepened sense of the magnitude of the results involved. The only serious peril to our public schools, we repeat, would be the decay of the people's faith in them, and of that strong, intelligent interest before which all defects and perils will yield. Let the community take no backward step in the effective maintenance of our free school system, but study, in this centennial year of our country's life, to vitalize it more completely and make it increasingly efficient in the instruction and training of the children of all the people. This accomplished, and a main condition of the nation's safety and progress will be secured.
HENRY H. BARBER, JAMES E. WHITNEY, REUBEN WILLIS,
S. S. WOODCOCK, S. M. PENNOCK.
Adopted by the Board, Dec. 30, 1875.
SUPERINTENDENT'S REPORT.
TO THE SCHOOL COMMITTEE OF SOMERVILLE :
Gentlemen,- In conformity with your regulations, the following report is respectfully submitted.
SUMMARY OF STATISTICS FOR 1875.
I. POPULATION AND VALUATION.
Population of the city, Census of 1870, .
14,693
Population of the city, Census of 1875, .
·
21,594
Increase for five years, ·
6,901
Valuation of the city, May 1, 1875,
·
$31,317,000.00
Personal estate, $3,561,200.00
Real estate, · $27,755,800.00
Estimated value of School Property,
·
$436,350.00
Number of dwelling houses,
.
·
3,850
Ward One, 1,166
Ward Two, ·
1,251
Ward Three, ·
637
Ward Four,
·
796
II. SCHOOLS.
Number of schools, ·
77
High,
1
Grammar,
· 44
Primary,
.
32
.
Increase for the year,
.
·
4
112
The number of persons in the city on the first day of May last, between five and fifteen years of age, was in excess of the number on the first day of May, 1874, two hundred and eighty-three. To meet the demand for additional accommodations caused by this increase in our school population, four additional schools have been organized within the year ; one in East Somerville District, two in Prospect, Hill District, and one in West Somerville District.
The following arrangements were made for the accommodation of these additional schools.
In April one of the Grammar Schools in the Jackson school-house was transferred to the Prospect Hill school-house, and a Primary School was organized and placed in the room thus vacated in the Jackson school building. In May, the building located on Tufts street, and which had been previously occupied by one Primary School, was divided into two school-rooms for the accommodation of the additional Primary School that was formed in East Somer- ville District. In September, an additional Grammar School was formed and placed in the remaining vacant room in Prospect Hill school-house and a room was hired on Holland street, West Som erville, and occupied by a Primary School, composed of pupils transferred from the Lincoln Primary School.
In October, one of the Primary Schools in Prospect Hill school- house contained seventy-four pupils. This school was separated into two divisions, one of which was placed under the care of an assistant to the regular teacher, but both divisions were retained in the same room. The inconvenience and confusion incident to such an arrangement are apparent, and suggest the necessity of procuring suitable accommodations for another Primary School outside of Prospect Hill school building.
III. SCHOOL-HOUSES.
Number of school-houses,
Number of school-rooms, ·
. . . 18
76
113 .
Number of school-halls,
Number of rooms hired for school purposes, 3 Number of vacant school-rooms, 1
On the fourth day of May last, a fire occurred in the Forster school-house, which rendered that building unfit for school use.
During the remainder of the school year, the first and second classes of the Forster Grammar School were accommodated in the Chapel on Sycamore street ; the third and fourth classes occupied the Chemical and Philosophical rooms in the High school-house ; the fifth and sixth classes, and the three Primary Schools were ac- commodated in vestries and a hall located on Broadway.
Insurance on the building covered all expenses consequent upon the fire. The Committee on Public Property availed themselves of the favorable opportunity, thus afforded them, to put the entire building in perfect condition. The work was completed in time for. the schools to occupy their respective rooms, at the beginning of the school year, in September.
All of the school buildings were thoroughly repaired by the Committee on Public Property during the long vacation. The exterior of Lincoln, Cedar Street, Webster, Bennett, and Prospect Hill school-houses was painted; furnaces were substituted for stoves in the Prospect Hill and Lincoln school-houses ; a new fur- nace was placed in the Morse school-house; the steam heating apparatus in the Forster and Prescott school-houses was carefully examined and thoroughly repaired.
ADDITIONAL ACCOMMODATIONS.
The contemplated construction of a Grammar school-house on Tufts street, has been delayed from prudential motives.
Tufts street lies between East Somerville and Prospect Hill Dis- tricts. These two districts contain forty-eight schools, and sixty- five per cent. of all the pupils in our public schools. Seventeen of
15
114
these schools have been organized within the last five years, giving an average annual increase of three and two-fifths schools. Three schools have been added within the present year, and, as already stated, there is a demand for another to relieve the double school in one of the rooms of the Prospect Hill school-house.
If the proposed building were completed and now ready for use, there would be five schools to occupy it. Should the number of pupils in these districts increase during the next year, at the aver- age rate of the last five years, there would be eight schools to occupy the building at its completion, should it be commenced early in the coming spring.
All the school-rooms in West Somerville District are full. The school formed on Holland street, in September, afforded only temporary relief. There will be a necessity for another Primary School, early in the coming spring, since the Lincoln Primary School already contains sixty-six pupils, and will receive its usual acces- sions when the winter is past. Should the growth of that section of the city continue, the construction of an additional school building, to relieve the Lincoln School, cannot be long delayed.
IV. SCHOOL DISTRICTS.
East Somerville District is separated from Prospect Hill District by the Lowell railroad from Cambridge line to Washington street, and by Tufts street, Auburn avenue and the Lowell railroad from Auburn avenue to Walnut street. The boundary line between East Somerville and Winter Hill Districts extends from the Lowell railroad to Mystic river, and is one hundred feet southeast of Wal- nut street and parallel to that street.
Winter Hill District is separated from Prospect Hill and Spring Hill Districts by a line extending from Walnut street to Central street, coinciding with the rear boundary lines of estates situated on the southwest side of Highland avenue, and by Highland avenue
.
115
from Central street to Cedar street. The boundary line between Winter Hill and West Somerville Districts extends from Highland avenue to Medford line, and coincides with the southeastern boun- dary line of the city farm.
Prospect Hill District is separated from Spring Hill District by School street, from Highland avenue to Milk street ; thence by Milk street to Dane street ; thence by Dane street to Beacon street ; thence by Beacon street to Cooney street ; thence by Cooney street to Cambridge line.
Spring Hill District is separated from West Somerville District by Mossland and Cedar streets.
When the proposed Grammar school-house is constructed on Tufts street, it seems desirable that it should become the centre of a new district formed of portions of East Somerville and Prospect Hill Districts.
In December, there were thirty-four hundred and ninety-eight pupils in all the Grammar and Primary Schools. Of this number, twenty-two hundred and eighty-five pupils were in the schools of those two districts ; hence, two districts, with twenty-two hundred and eighty-five pupils, have only two Grammar masters, while the remaining three districts, with twelve hundred and thirteen pupils, have three Grammar masters. The excess of female teachers, which has always been large, is yearly increasing. In the Grammar Department of our schools, there are forty-two female teachers and only five male teachers. Including the teachers of the Primary Schools, there are seventy-four female teachers to five male teach- ers. During the last eight years our school population has increased seventy-three per cent., but there has been no addi- tion to the number of Grammar masters within that period of time.
The aptitude of females for much that is required of teachers, is fully vindicated by their eminent success in every department of instruction ; but results clearly demonstrate that the interests of
116
education suffer, whenever the work of instruction and discipline is committed to either sex to the exclusion of the other ; or when- ever one or the other largely predominates. In the discipline of most of our schools, moral influences must be supplemented by physical force. In almost every school there are pupils whose turbulent spirits rebel against the restraints of moral influences, and are held in check only by the consciousness of the presence of superior physical force. Such pupils resist the authority of female teachers and yield with great reluctance to their control ; whereas they would be overawed by the presence of a master and would submit to his authority without a conflict.
TABLE SHOWING THE NUMBER OF PUPILS, AND GRAMMAR AND PRIMARY SCHOOLS, IN THE SEVERAL DISTRICTS ; THE AVERAGE NUMBER OF PUPILS IN EACH SCHOOL; AND THE AVERAGE COST OF TUITION, BASED UPON THE WHOLE NUMBER BELONGING, AND INCLUDING TEACHERS' SALARIES ONLY.
Districts.
No. of Schools. Pupils.
No. of
Average No. in each School.
No. of Male Teachers.
No. of Female Teachers.
Average cost of Tuition.
Prospect Hill ...
30
1438
47.9
1
30
$13 79
East Somerville.
18
851
47.3
1
18
15 66
Spring Hill. .
. .
13
562
43.2
1
12
16 46
Winter Hill. .
. .
8
350
43.7
1
8
18 78
West Somerville.
7
297
42.4
1
7
19 95
Total.
76
3498
46.0
5
75
$15 69
117
Ten years ago, there were thirty-two schools in the several dis- tricts, as follows :
Districts.
No. of Schools.
Male Teachers.
Female Teachers.
Prospect Hill.
12
1
11
East Somerville
7
1
6
Spring Hill
7
1
6
Winter Hill
5
1
4
West Somerville
1
...
1
Total.
32
4
28
V. TEACHERS.
Number of teachers, .
.
. 86
Male teachers, 8 ; female teachers, 78.
Increase for the year,
Number of teachers in the High School, Male teachers, 2 ; female teachers, 4.
.
6
Number of teachers in the Grammar Schools,
47
Male teachers, 5 ; female teachers, 42.
Number of teachers in the Primary Schools,
32
One teacher of Vocal Music.
The following changes have transpired in the corps of teachers, within the year :
RESIGNED.
Walter F. Marston, Esq., sub-master of the High School. · Miss Mary E. Davis, teacher in the High School.
Harriet J. Williams, teacher in the Forster School.
Lizzie J. Hamilton, teacher in the Jackson School.
66 Fannie W. Kaan, teacher in the Union School.
Harriet H. Weld, teacher in the Beech Street School.
Ella L. Burbank, teacher in the Lincoln School.
4
118
ELECTED.
William S. Forrest, Esq., sub-master in the High School. Miss Sarah W. Fox, teacher in the High School.
Mary E. Wiggin, teacher in the Forster School.
" Mary L. Sanderson, teacher in the Jackson School.
66 Charlotte I. Houghton, teacher in the Jackson School.
66 Ida A. Howe, teacher in the Prospect Hill School.
Hannah V. Hathaway, teacher in the Tufts Street School.
Ada Cowles, teacher in the Tufts Street School.
Marion Damon, teacher in the Beech Street School.
Jennie Colburn, teacher in the Lincoln School.
Mrs. Carrie L. Lacount, teacher in the Lincoln School.
The demands of the community and, consequently, the require- ments of the schools are yearly increasing. Courses of study are taking a broader range with no corresponding diminution in the amount required in each particular branch of instruction. Succeed- ing generations of pupils, however, exhibit no marked increase of aptitude for the acquisition of knowledge. In the early years of their pupilage, children derive but little advantage from the acquisitions of those who have preceded them. They cannot commence their career from any elevation attained by their prede- cessors, but must begin with the very rudiments of learning and pursue the same toilsome way previously traversed by students of former times. With no addition to the time for study and with no increase in the mental capacity of those who are taught, it is manifest that the present requirements of the schools can be answered only by the employment of the best methods of instruc- tion, applied by teachers of superior qualification and great apt- ness in imparting knowledge.
Our teachers are making strenuous efforts to meet the increas- ing demands upon them. Each succeeding year they bring to their work higher qualifications and pursue it with greater success. Many of those who apply for situations, as teachers, have supple-
119
mented the thorough instruction of the Grammar and High Schools by the special discipline of the Normal or Training School, where they obtained a knowledge of the most highly approved methods of teaching and gained a professional enthusiasm which is an impor- tant element of success in any department of effort.
All of our teachers are laboring with a fidelity that entitles them to high commendation. Many of them are pursuing their work with marked ability and success. They evince an earnest desire to secure the highest good of their pupils, and are produc- ing results that must satisfy all reasonable expectations. They are faithful and conscientious in the discharge of their duties. Their efforts are marked by an intense earnestness that stimulates and inspires every pupil. Their school-rooms, in all their appoint- ments, are models of neatness and order. They are always in their places at the appointed time. The labors of the entire day" are anticipated and provided for, and all things pertaining to their schools are ready for immediate work at the very beginning of each session. Every lesson is carefully examined before it is given out to the class, pupils are instructed in the best method of learn- ing it, and their attention is specially directed to those portions that are entitled to the most careful consideration. Their pro- grammes of exercises are arranged with a view to the strictest economy of time and the relative importance of each particular branch of study; hence, no time is lost to teachers or pupils through want of method or systematic arrangements. The reci- tations are spirited ; the attention of every pupil is kept upon the alert ; all difficult and important points are elucidated by clear, apt and forcible illustrations. By frequent reviews, the more important principles are firmly fixed in the minds of the scholars. In their discipline, firmness and decision are tempered by kind- ness. They are always just and regardful of the feelings and reputation of their pupils. In all respects, they are correct models for imitation and are what it is desirable their pupils should become.
120
SCHOOLS AND TEACHERS.
SCHOOLS.
TEACHERS.
SALARY.
High
George L. Baxter
$2,400
William S. Forrest ..
1,800
Sarah L. Graves.
1,000
Sarah W. Fox
1,200
Annette E. Long.
1,000
Julia A. Stetson.
1,000
Forster.
George R. Bradford
1,800
Lillian A. Washburn
650
Anna M. Snow ..
650
Frances M. Guptill.
650
Edith C. Long.
650
Helen E. Magoun. .
650
Martha H. Pennock.
575
Ella F. Lears.
575
Mary E. Wiggin.
375
Prescott
Gordon A. Southworth.
2,000
Anna M. Bates.
650
Harriet N. Sands
650
Nantie Adams.
650
Anna A. Hall.
650
Kate A. Duncan.
650
M. Ellen Eddy
650
Nancy W. Proctor
650
Catharine T. Brown
650
Clara Taylor
650
Georgette P. Hall
650
Fannie R. Morse
650
Mary A. Rice.
650
Augusta M. Cowles.
700
Amelia I. Sears.
650
Anna L. Prescott.
575
Clara M. Bagley
475
Tufts Street.
Hannah V. Hathaway
650
Ada Cowles.
475
Samuel C. Hunt.
1,800
Eudora Morey
650
Clara A. Battles.
650
Ellen M. Gooding
650
Lydia L. Gordon.
650
Caroline S. Plimpton.
650
Abbie C. Hunt.
650
Fannie A. Wilder
650
Lydia J. Page.
650
Lizzie Appleton.
475
Belle H. Grieves.
650
Augusta A. Roberts.
700
Ellen Ledyard.
650
Hattie M. Sears
650
Maria Miller.
650
Ida A. Howe ..
475
Minnie Towle.
475
.
.
.
Edgerly .
Luther V. Bell.
Prospect Hill.
121
SCHOOLS AND TEACHERS - Continued.
SCHOOLS.
TEACHERS.
SALARY.
Brastow
Sarah E. Pennock.
$650
Annie W. Chickering.
650
Bennett
Helen Tincker.
700
Adeline Sanderson.
650
Mary B. Currier
475
Emma F. Schuh.
475
Jackson
Lizzie W. Shelton.
700
Rebecca F. Woodberry .
650
Mary L. Sanderson.
375
Charlotte I. Houghton.
375
Webster
Ada L. Sanborn.
700
Annie L. Savage
575
Nora O'Leary
475
Union
Ada C. Bennett.
650
Morse.
William B. Allen
1,800
Nellie P. Nichols.
650
Pauline S. Downes.
650
Helen W. Chapin.
650
Anna E. Sawyer
575
Beech Street
Mary A. Haley
650
Marion Damon ..
650
Louisa M. Wilde.
575
Franklin.
Jane E. Clark
700
Lizzie C. Howe.
650
Lilian E. Woodward.
650
Hattie A. Hills.
475
Harvard
Emeline A. Dane.
575
Lincoln
Horace P. Makechnie
1,800
Margaret D. Barter.
375
Jennie Colburn.
575
Georgiana Cutter
650
Carrie L. Lacount
575
Holland Street
P. Jenette Teele.
650
Cedar Street.
Alice Simpson
650
Lizzie J. Conwell
650
Teacher of Vocal Music.
S. H. O. Hadley.
1,050
Spring Hill.
16
122
VI. PUPILS.
Number of persons in the city, between five and fifteen
years of age, on the first day of May last, 3,685
Ward One 1,298
Ward Two, 1,277
Ward Three, · .
590
Ward Four, 520
Increase for the year, ·
283
Number of pupils in all the schools, in May last, 3,708
Number over fifteen years of age,
281
Number between five and fifteen years of age, .
3,427
Number of persons in the city in May last, between five and fifteen years of age, not attending the public schools, . 258
Number of pupils in all the schools in December, 3,708
Number over fifteen years of age, .
280
Number of pupils in the High School in December,
210
First Class, 34
Second Class,
40
Third Class,
.
57
Fourth Class,
79
Number of pupils in the Grammar Schools in December, 1,840
First Class,
143
Second Class,
160
Third Class,
237
Fourth Class,
397
Fifth Class,
391
Sixth Class,
512
Number of pupils in the Primary Schools in December, 1,658
First Class, 466
Second Class,
.
426
Third Class,
.
766
123
Average age of pupils in the High School in December, ·
16 yrs. 3 mos.
Average age of pupils in the Grammar Schools in December, 11 66 11 66
Average age of pupils in the Primary Schools in December,
7
66
6
66
Average age of pupils in all the schools in December, .
10
3
Average age of pupils in the Grammar and Primary Schools in December, ·
9
66
10
Number of different pupils in all the schools during the entire year,
4,720
TABLE SHOWING THE NUMBER OF PUPILS IN EACH OF THE THIRTEEN CLASSES IN DECEMBER ; THE AVERAGE AGE OF PUPILS IN EACH CLASS, AND THE PER CENT. THAT THE NUMBER IN EACH CLASS, IS OF THE WHOLE NUMBER.
SCHOOL.
Class.
Boys.
Girls.
Total.
Average Age.
Per Cent.
High ..
First. ...
14
20
34
17 yrs. 11 mos.
.917
Second ...
18
22
40
16
66
10
66
1.079
Third ... .
22
35
57
16
0
66
1.538
Fourth. .
38
41
79
15
66
6
2.131
Grammar
First ....
58
85
143
14
66
8
66
3.857
Second ..
80
80
160
13
10
66
4.315
Third ... .
105
132
237
13
3
6.392
Fourth ..
201
196
397
12
5
10.706
Fifth ..
210
181
391
11
3
10.545
Sixth ..
278
234
512
10
2
13.808
Primary.
First. .
220
246
466
8
10
66
12.568
Second ..
214
212
426
7
10
11.486
Third
. .
411
355
766
6
66
4
66
20.658
Total.
1869
1839
3708
10 yrs. 3 mos.
100.000
124
PRIMARY SCHOOLS.
SCHOOLS.
TEACHERS.
Average
whole number.
Average
attendance.
Per cent.
of attendance.
Number
Number
of dismissals.
Forster
Martha H. Pennock.
41.7
38.2
91.5
34
35
60
Ella F. Lears
45.7
40.9
89.4
84
25
66
Mary E. Wiggin.
40.1
33.7
83.9
141
44
Prescott ..
Georgette P. Hall.
52.4
48.0
91.3
25
49
Fannie R. Morse.
52.5
48.0
91.4
40
28
66
Mary A. Rice.
58.6
51.6
88.0
43
13
Edgerly
Anna L. Prescott.
48.5
44.5
91.9
50
24
Clara M. Bagley
51.6
47.3
91.6
43
10
Tufts Street.
Hannah V. Hathaway.
49.1
43.2
87.9
100
11
Luther V. Bell. .
Lizzie Appleton.
44.4
41.2
92.8
48
48
Belle H. Grieves
48.9
46.0
93.9
45
16
Prospect Hill.
Ida A. Howe.
51.3
45.8
89.2
34
22
Brastow
Annie W. Chickering.
50.7
47.2
93.1
77
38
Bennett.
Adeline Sanderson.
39.4
36.8
93.4
47
21
66
Mary B. Currier
57.1
52.1
91.2
46
21
Jackson.
Rebecca F. Woodberry ..
46.2
43.2
93.5
156
39
66
Mary L. Sanderson.
50.5
46.9
92.8
121
3
66
Charlotte I. Houghton ...
47.5
42.3
89 0
81
14
Webster.
Annie L. Savage
49.2
46.7
94.9
52
32
Union .
Ada C. Bennett
50.8
46.2
90.8
134
59
Harvard.
Emeline A. Dane
57.3
55.1
96.1
76
14
Beech Street.
Marion Damon.
45.6
42.1
92.3
122
92
Spring Hill
Louisa M. Wilde.
42.2
38.4
91.0
156
55
Franklin
Lilian E. Woodward.
48.0
44.2
92.1
61
30
Lincoln
Carrie L. Lacount.
65.5
55.8
85.1
102
47
Holland Street.
P. Jenette Teele.
40.6
38.0
93.4
40
14
Cedar Street
.
Alice Simpson
42.6
38.9
91.3
62
38
Total.
1584.8
1439.9
90.9
2420
922
Ada Cowles.
53.5
44.7
83.0
91
8
Minnie Towle.
55.3
47.0
85.1
95
30
Emma F. Schuh.
59.2
54.5
92.0
56
10
Nora O'Leary
49.1
45.7
93.0
87
2.2
Hattie A. Hills. .
49.7
45.7
91.9
71
10
of tardinesses.
125
Three of the thirty-two schools in this department have been organized within the year ; one in East Somerville District ; one in Prospect Hill District ; one in West Somerville District. There were sixteen hundred and fifty-eight pupils in the Primary Schools in December.
1874.
1875.
Average whole number for the year,
1,425.7
1,584.8
Average attendance for the year,
1,281.8
1,439.9
Per cent of attendance for the year,
.
89.9
90.9
Number of tardinesses for the year,
·
3,118.0
2,420.0
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