USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1878 > Part 6
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66 Prescott School
36
66 Morse School . · 26
66 Foster School . 15
66 Lincoln School
10
Of the graduates, one hundred and six applied for admission to the High School ; ninety-seven passed a satisfactory examination ; ninety-two entered the High School in September.
108
HIGH SCHOOL.
Whole number of different pupils during the year
321
Average whole number for the year .
218.6
Average attendance . .
214.4
Per cent of attendance ·
.
98.0
Largest number at one time
250
Number admitted during the year
110
Number graduated .
32
The number of graduates is forty-four per cent of the number of pupils forming the class on entering the school.
Number who have left the school during the year,
exclusive of the graduates . 43
Whole number at the present time
244
Number over fifteen years of age
209
Number in course preparatory to college
54
In the first class 16 .
second class
8
third class
17
66 fourth class 13
Number pursuing the regular course .
152
Number pursuing the English course . 38
Number of pupils in the first class on entering the school
81
Number at the present time
36
Number in the second class on entering the school
86
Number at the present time
38
Number in the third class on entering the school
83
Number at the present time
70
Number in the fourth class at the beginning of the school year 95
Number at the present time
100
·
·
Whole number of pupils received from our Grammar Schools during the year is ninety-two. being thirteen more than were received last year. Eighteen persons have entered the school with- in the year from schools outside of the city. Of this number, three joined the first class ; seven the third class ; eight the fourth class.
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The number of teachers in the High School, at the present time, is the same that it was in 1871, - the first year that a submaster was employed in the school. During that year the average whole number of pupils was 150, and the largest number at one time was 161. During the present year the average whole number has been 218, and the largest number at one time. 250.
The larger school-rooms are much crowded, and the several divisions into which the classes are separated for recitation con- tain more pupils than can be instructed at once to advantage. All of the principal's time is occupied in conducting recitations, and no opportunity is afforded him for the general supervision of the school. If an additional teacher could be employed, and a portion of the pupils could occupy the third floor of the school building, the larger rooms would be relieved, the number of pupils in the sev- eral divisions would be reduced, the principal, by being relieved from a portion of his recitations, would have time for a more gen- eral oversight of the various classes, and the efficiency of the school would be greatly promoted.
TWENTY-SIXTH ANNIVERSARY OF THE HIGH SCHOOL, MONDAY, JULY 1, 1878.
ORDER OF EXERCISES.
BURLESQUE ON - " Carnival of Venice." Gung'l. ORCHESTRA. *
1. SINGING.
Chorus : "Heaven and the earth display," from " Athalie."
Mendelssohn.
Invisible Chorus : " Dinorah." Meyerbeer.
2. SALUTATORY IN LATIN. WILLIAM AMOS LAMPREY.
3. READING. - From " Quatrevingt-Treize." (Original Translation. ) Victor Hugo.
CARRIE NICKERSON SANDERSON.
4. ESSAYS. - National Honor. DEXTER FRANKLIN BENNETT.
Strange Fellows. ELIZABETH LOUISE SMITH.
5. READING. - Concepcion de Arguello. Bret Harte.
CORA JOSEPHINE STILLSON.
* Hadley's Orchestra.
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6. GREEK DIALOGUE. JOIN CARL DUGAN, FRANK WARTON KAAN, WILLIAM AMOS LAMPREY.
7. SINGING. - Selections from " Don Munio." Buck.
a - Baritone Solo : " The night hath fallen round us." b - Chorus : Ave Maria.
8. READING. - From " Pickwick Papers."
MARTIIA JANE WORSLEY.
9. ESSAYS. - English Classics. MAUDE MARY HOBSON.
Curves and Angles. MARGARET SIIUSTER BENNERS.
10. ORIGINAL CONTRIBUTIONS. MINNIE ETTA ELLIS. War March of the Priests, from " Athalie." ORCHIESTRA.
Recess.
11. SINGING. - Song : Ave Maria. (With piano, organ, and violin solo.) (Violin solo by Geo. Duseault. ) Bach-Gounod. Damascus : Triumphal March, Solo and Chorus. "Naaman." Costa.
12. " Raison Domonstrative." (Rival Professions.) Molière. ARTHUR BEVERIDGE DALTON, FRANK WARTON KAAN, ROBERT LUCE, FREDERICK WILLIAM SIIAW.
13. POEM. Changes. SADIE CALISTA BAGLEY.
14. READING. - Pons Suspiriorum. LAURA CLARK GROSS.
15. ESSAY. Brilliants. IDA MAY BLAIKIE.
16. SINGING. - Chorus (Male Voices) with Soprano Obligato (unac- com.) :
The Image of the Rose. Reichardt. Trio : The Cuckoo (Female Voices) (Instrumentation by H. Hadley). Hiller.
17. From " A Midsummer Night's Dream." FRED LEE COLE, WILLIAM EUSTIS DANIELS,
JAMES HUGHES HOPKINS, WILLIAM HENRY RUSSELL, and others.
18. READING. - O'Connor's Child. Campbell.
ELLA HERMIONE HOOD.
19. PROPHECIES. ABBIE ALMA STEELE.
20 SINGING. - Semi-chorus : Spinning Wheel, " Flying Dutchman." Wagner. Unison Solo : Jesus of Nazareth. Gounod.
21. VALEDICTORY.
GRACE ALMA PRESTON.
22. PRESENTATION OF DIPLOMAS by MAYOR GEO. A. BRUCE.
23. PARTING HYMN. Written by LIZZIE BERRY PAUL. Music composed by DEXTER FRANKLIN BENNETT.
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MEMBERS OF THE GRADUATING CLASS.
Sadie Calista Bagley, Margaret Shuster Benners, Ida May Blaikie,
Minnie Etta Ellis, . Maude Mary Hobson, Ella Hermione Hood, Cora French Lewis, Annie Elizabeth McCarty,
Mary Augusta Melvin, Emma Louise Mullay,
Lizzie Berry Paul, Carrie Nickerson Sanderson,
Mary Lucia Shepard, Abbie Alma Steele, Cora Josephine Stillson, Sara Abigail Stone, Isadore Emma Taylor, Martha Jane Worsley, Dexter Franklin Bennett, Fred Lee Cole, Arthur Beveridge Dalton, William Eustis Daniels, William Henry Russell.
OF THE COURSE PREPARATORY TO COLLEGE.
Laura Clark Gross, Grace Alma Preston, Elizabeth Louise Smith, John Carl Dougan, James Hughes Hopkins, Frank Warton Kaan,
William Amos Lamprey, Frederic William Shaw.
OF TWO COURSES (ONE YEAR ADDITIONAL). Robert Luce.
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EVENING SCHOOL.
The evening school that was in operation at the close of last year was continued in the hall of the Luther V. Bell Schoolhouse until the first of March.
Whole number of registered pupils . 273
Boys, 239 ; girls, 34
Average attendance
55
Boys, 46 ; girls, 9.
Number of sessions
24
The school was reopened November 11, in the hall of the build- ing located on the corner of Washington and Prospect Streets.
Teachers : Herbert A. Chapin, Principal, William H. Aiken, Arthur S. Eddy, and E. W. Powers, Assistants.
Whole number of pupils registered during the last two months
211
Boys, 208 ; girls, 33.
Average attendance
58
Number of sessions
32
COST OF THE YEAR.
Tuition, 56 evenings
$295 50
Janitor's services .
31 00
Books and stationery
15 00
Gas
83 00
Total
$424 50
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OBJECTS OF EDUCATION.
A prominent writer on educational subjects gives the following comprehensive statement: "Education has for its objects the development and training of all the powers and faculties of a human being completely and harmoniously, the furnishing of the mind with knowledge of the most worth in the performance of duties, the subjection of all the powers to the control of intelligent and bene- ficial motives, and the formation of the habit of yielding instant obedience to physical and spiritual laws."
Herbert Spencer says, " How to live is the essential question. Not how to live in the mere material sense only, but in the widest sense. To prepare us for complete living is the function which education has to perform." Prof. Huxley says, " That man, I think, has had a liberal education who has been so trained in youth that his body is a ready servant of his will, and does with ease and pleasure all the work that, as a mechanism, it is capable of ; whose intellect is a clear, cold logic engine, with all its parts of equal strength, and in smooth working order, ready, like a steam- engine, to be turned to any kind of work, and spin the gossamers as well as forge the anchors of the mind ; whose mind is stored with a knowledge of the great and fundamental truths of nature and of the laws of her operations, - one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience ; who has learned to love all beauty, whether of nature or art, to hate all vileness, and to respect others as himself."
This high standard of attainments, so graphically presented, being within the range of human possibilities, should be adopted as the ideal of every teacher, and should be a constant incentive to the accomplishment of all the objects of education as here pre- sented. Apparent results may frequently disappoint, but should never discourage nor lead to the acceptance and pursuit of less worthy aims.
AGENCIES EMPLOYED TO SECURE THE OBJECTS OF EDUCATION. - Numerous agencies are in operation to pro- mote general education and to elevate the standard of intellgence in communities ; as the pulpit, the press, popular lectures, and public libraries accessible to all classes. Then there is what Bul-
8
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wer styles " life-education," that education which is acquired by social intercourse and the pursuit of the various avocations of life. To these must be added all regularly organized institutions of learning, from the highest to the lowest, prominent among which are the public schools, the special objects of our consideration and solicitude.
Firm in their convictions that the stability of a republic depends largely upon the general intelligence of the people, it was the first care of those who laid the foundation of our free institutions to provide. for the education of the young in every condition in society.
The system of providing for the education of all the people, at public cost, early inaugurated, has received the fostering care of successive legislatures. From time to time, old laws have been repealed or modified, and new laws have been enacted to provide for the recurring and ever-varying demands of communities. The people have cheerfully availed themselves of all legal provisions, and the public schools have ever been among our most highly cherished institutions.
From the organization of Somerville to the present time, its citizens have pursued a generous policy in regard to the interests of education. All statute requirements have been fully com- plied with, and all needful appliances for the comfort and con- venience of pupils and for the successful prosecution of school work have been liberally furnished. The rate of salaries has ever been such as to enable successive committees to secure the services of teachers of more than average ability. As a consequence, our schools have always maintained a high standard of excellence.
Under existing arrangements, the school-year consists of forty weeks, exclusive of vacations. The course of study is so arranged that pupils of good health, of average mental ability, and who are regular in their attendance, can complete the work of the Primary Schools in three years, of the Grammar Schools in six years, and of the High School in four years. Regular class promotions are made in the several schools annually. Individual promotions are made whenever the interests of pupils require them.
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TABLE SHOWING THE AVERAGE AGE OF ALL PUPILS AT THE TIME OF ENTERING THE SEVERAL CLASSES DURING THE LAST FOUR YEARS.
SCHOOLS.
CLASS.
AVERAGE AGE.
Primary
Second
7 years
5 months.
66
First
8
66
8
66
Grammar
Sixth
9
66
9
66
Fifth
10
66
11
Fourth
12
66
0
66
66
Second
13
G
66
66
First
14
66
1 month.
66
Third .
15
66
10 months.
66
Second
16
8
66
First
17
7
66
High
Third .
12
66
9
5
Fourth
15
BASIS OF PROMOTIONS. - Pupils are entitled to promo- tion whenever, by their mental development and familiarity with preparatory studies, they are qualified to pursue with profit those of the next higher grade. But promotions should be made with great caution, since it is all-important that the instruction imparted to pupils and the studies pursued by them should be adapted to their comprehension. A reliable and just criterion, therefore, of a pupil's understanding of the subjects passed over, and of his fitness for advancement to others of higher order, is a matter of vital impor- tance in school management.
We regard a well-conducted written examination one of the best tests of the accuracy of knowledge, and an average of the results of a series of such a fair basis of promotions. Hence we have adopted the following method : In the High School there are writ- ten test examinations monthly. In the Grammar Schools pupils are examined five times during the year, in each study pursued by them. The first and second classes have a written examination in some study once in two weeks ; the third and fourth classes, once in about three weeks ; and the fifth and sixth classes once in four weeks. The questions for the examinations in January and June are prepared by the superintendent ; those for all other examina- tions are prepared by the teachers and approved by their principal. A record of these examinations is kept by the teachers, and an
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average of their results is the basis of promotions for all pupils except those of the first class of each Grammar School. At the close of the school-year, the graduates of the Grammar Schools. and all other applicants for admission to the High School. are required to pass an examination which is conducted by the Chairman of the Committee on the High School, the principal of the school, and the superintendent. The average of the result of this examination and of the several bimonthly examinations is the basis of promotion to the High School.
The experience of several years has proved that our method of promotions is reliable. Pupils who could pursue the studies of the next higher class with profit have rarely failed of promotion by it ; and promotions have seldom proved to have been premature, when all of its conditions had been fully complied with. And yet our method of examinations is liable to serious objections, and receives the criticisms of men whose mature judgment and long experience in school matters claim for their opinion respectful and thought- ful consideration.
The following are among the leading objections to examinations so far as they apply to pupils. "1. Studies too generally conform to examinations. Teachers and pupils are induced, not to say obliged, to shape their work according to the tests they expect to be applied to it. 2. Examinations are usually prepared for, just before they are taken, by a burst of cramming. 3. They often undo instruc- tion itself, turn it from training into coaching. 4. A long period of apprehension often precedes them, and a dark shadow hangs over them, depressing the more sensitive pupil and preventing his doing himself justice."
. If examinations are ever so prepared for and conducted that all or any of the objections specified will apply to them, they are not only harmful in their effects upon the pupils, but they defeat the object for which they are instituted, and bring into disrepute an important agency in school work.
Our confidence in the fidelity of our teachers will not permit us to impute to them motives so narrow and unworthy as those intimated by these criticisms. But persons of the best intentions sometimes glide inadvertently and almost unconsciously into practices which they would never deliberately adopt. We would, therefore, kindly but earnestly counsel our teachers to exercise great vigilance in guarding against every tendency in the direction of the objections
117
under consideration. Looking beyond the present, our constant endeavor should be, in all of our teaching and training, to prepare our pupils for their life-work, to make them strong to resist evil, and valiant for the performance of whatever is incumbent upon good citizens.
Examinations should not be too frequent. They should not be so difficult as to produce discouragement, nor so easy as to induce carelessness. They should be a review of the leading topics pur- sued in a given time, especially those topics which have reference to future work. In the preparation of questions for an examina- tion, we should not presume upon the possession by our pupils of much knowledge outside of the prescribed work of the schools. No immediate special preparation should be made for examina- tions Indeed, in all of our work we should avoid whatever could be construed into cramming, a term so frequently repeated by critics. During the examination, ample time should be given for the deliberate consideration of every question, and nothing should be said or done at any time to excite unduly the anxiety of sensi- tive pupils.
Dr. Eliot, superintendent of the public schools of Boston, says, " It is only by using examinations helpfully that we can make them helpful. Adapted as they should be to what precedes and what is to follow after then, too moderate to injure health of mind or body, true to their own functions, they are among the most ser- viceable of our agencies. Like everything else that is good, like exercise, like study, like enthusiasm, they can be perverted, and then they turn into evil. Just as any other burdens, these can bend the shoulders and break the spirit, or they may be borne upon uplifted head and with buoyant heart."
GENERAL AIMS. - It is our endeavor to make the instruction imparted in our schools as practical as possible in its character. We wish to communicate to our pupils such knowledge as will be most helpful to them in the performance of the work that will be demanded of them in the various avocations of their choice. We study to adapt our teaching to the capacities and necessities of our pupils, and to conform as nearly as possible to the natural order of development. With the younger scholars we proceed from the minute to the general, from the concrete to the abstract, and arrive at general principles and conclusions by an easy gradation.
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Since the ability to add, subtract, multiply, and divide with rapidity and accuracy is of great value to pupils as they advance to more intricate work, we endeavor to secure, in the lower grades, promptness and accuracy in the combination of simple numbers. We devote time and attention to processes, more especially, reserv- ing explanations of abstract principles to a later period, when the minds of our pupils are capable of appreciating them. We recom- mend the employment of small numbers in all mathematical calcu- lations throughout the entire course, since by their use principles are as readily illustrated, and familiarity with processes is more rapidly secured and with much less weariness to pupils.
As we have already intimated, much greater prominence is given to the study of language in all grades of the schools at the present time than formerly. The study of technical grammar is not begun until the middle of the third year in the Grammar Schools ; but exercises in the correct use of language, spoken and written, con- stitute a part of the duties of each day, in every grade, beginning with the Primary Schools. To secure greater accuracy and to fix more firmly in the mind the knowledge acquired, we have recourse frequently to written exercises in the various studies pursued.
Memorizing. - Memory being one of the most important facul- ties of the mind, its proper improvement claims our constant care. We would not burden it with unimportant details, but enrich it with knowledge of the highest value. One of the most important duties of the teacher is to unmask the treasures of knowledge contained in the text-books of the schools, and to discriminate carefully between what should be committed to memory and what should receive only cursory consideration. Pupils throughout their entire course are encouraged and required to express their thoughts in their own language. But exact scholarship demands that they should be able to state important rules, definitions, and general principles in the clear, concise, and appropriate language of care- fully prepared text-books. Intelligent thought should always be an accompaniment of memorizing. Since it is easy to remember what is well understood, pupils should first gain a clear comprehen- sion of a principle, and then they are prepared to commit an accu- rate statement of it to memory. When a principle is clearly comprehended and the memory has in its keeping the most appro- priate language for its expression, knowledge concerning it is complete.
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Oral Instruction. - As an accompaniment of careful study. oral instruction may be of great value, but when it is employed as a substitute for study, it is of little worth. Nothing can supply the place of patient labor. " The prizes in life are won by hard work." A teacher's success depends, in a large degree, upon his ability to stimulate his pupils to persistent efforts for self-improvement. Dr. Arnold of Rugby, that prince of educators, sought above all things to promote the self-development of the youth committed to his charge, by encouraging them to cultivate their own intellects. When pupils come to a recitation after careful preparation for it, they are in a condition to derive great benefit from oral instruction. Passing events and the lessons of each day are suggestive of much instruction that can be communicated to pupils, and that will give them clearer conceptions of the subjects of their study and promote their general intelligence. To render such instruction effective, however, requires careful preparation. The secret of successful teaching is a thorough preparation for each day's work. Without such preparation teachers cannot long maintain in their own minds that degree of interest and enthusiasm which will arouse the activ- ities of their pupils and inspire them with a love of knowledge and a desire for self-improvement.
CONCLUSION.
The foregoing is an exhibit of the apparent condition of the schools and the work which they have accomplished during the year, so far as these may be represented by words and figures. But the real work of the schools, that which has exercised a moulding influence upon the characters of our pupils, and is to affect materially their lives through all of their subsequent years, cannot be tabulated. As the agencies which produce all the phenomena that pass under our observation in the material world are silent in their operations, so those moral influences which are ever emanating from the schools and are constantly leaving their impress upon the sensibilities of the young, escape common obser- vation and are perceived only in their effects.
Human sagacity is incompetent to penetrate the future or to form an accurate conception of its possibilities even. We are ignorant, therefore, of what will be demanded of the youth now composing the schools, when they will be required to assume the
120
duties and responsibilities of citizens. But the signs and tenden- cies of the present awaken in the minds of the thoughtful, even the most sanguine of them, apprehension and alarm, and force upon us the conviction that those who are to meet the emergencies of the future will need to be fortified with all the strength that education can impart to the natural abilities with which they are endowed.
In view of all that depends upon them, the educational interests of the community cannot be overrated ; neither can those on whom rests the responsibility of their supervision be too deeply impressed with the importance of the trust which they have accepted.
Permit me, gentlemen, in closing, to thank you most cordially for the constant courtesy and numerous kindnesses I have received from each one of you.
Respectfully submitted.
J. H. DAVIS, Superintendent of Public Schools.
DECEMBER 27, 1878.
ANNUAL REPORT
OF THE
SOMERVILLE MYSTIC WATER BOARD,
1878.
CITY OF SOMERVILLE.
IN BOARD OF MAYOR AND ALDERMEN, Feb 17, 1879.
Referred to the Committee on Printing, with instructions to print the same in the annual report of 1878, and sent down for concurrence.
CHARLES E. GILMAN, Clerk.
Concurred in.
IN COMMON COUNCIL, Feb. 27, 1879.
DOUGLAS FRAZAR, Clerk.
CITY OF SOMERVILLE.
IN WATER BOARD, January 1, 1879.
To the City Council of the City of Somerville :
The Somerville Mystic Water Board herewith respectfully sub- mit their report for the year 1878.
The report of the superintendent, herewith submitted, contains a carefully prepared exhibit of the condition of the works, together with a full statement of all matters of interest connected with the operation of the same during the past year. His report is so full and clear that we submit it as a part of our own, and you are respectfully referred to it for matters of fact and detail. No com- plaint on the part of any citizen has reached us during the past year, of the manner in which the affairs of this department have been administered, or of any dereliction of duty on the part of its employees. As in our former report, we again cheerfully accord to Mr. Nathaniel Dennett our testimony to his efficiency and fidel- ity in the discharge of his duties. We tender to Mr. George A. Kimball, the city engineer, our thanks for his zealous and efficient services. We, in common with our citizens, are indebted to the police force for their promptitude in reporting cases of leakage demanding our attention. The cost of construction to date is $341,303.07. The debt of construction, it should be understood, by no means comprises all the indebtedness of the city on account of the works. To this should be added a large part of the inter- est upon their cost, and the expense of maintenance since their construction.
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