Report of the city of Somerville 1880, Part 6

Author: Somerville (Mass.)
Publication date: 1880
Publisher: Somerville, Mass.
Number of Pages: 282


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Winter Hill District. - For the relief of several schools in the Forster School-House, a school was organized in October and placed in the hall of that building. Accommodations will be required, the coming year, for an additional school in the Forster building or in its immediate neighborhood.


117


SCHOOL DISTRICTS.


For convenient supervision by subcommittees, the schools are grouped into five districts as follows : -


DISTRICTS.


BUILDINGS.


Number of Schools.


Number of Pupils.


Winter Hill


Forster


9


455


Cedar Street.


2


93


East Somerville


Prescott


12


619


..


Edgerly


4


235


Tufts Street


2


86


Prospect Hill


Luther V. Bell


12


579


Prospect Hill.


6


304


Brastow


2


84


66


Bennett


3


163


Jackson


4


203


66


. .


Webster


2


85


Union.


1


57


Spring Hill


Morse


6


277


66


Beech Street.


2


112


66


Spring Hill


1


57


60


Franklin


3


139


66


.


Harvard.


1


59


West Somerville


Lincoln


4


161


66


Clarendon Block


1


49


66


. ..


Holland Street.


3


140


Chapel


1


34


. ....


81


3,991


+


·


118


SCHOOLS AND TEACHERS.


SCHOOLS.


TEACHERS,


SALARIES.


FIRST ELECTED.


High


George L. Baxter


$2,200


1867


66


Frank M. Hawes


1,400


1879


66


Sarah W. Fox


1,050


1868


66


Sarah L. Graves


850


1865


Annette E. Long,


850


1864


Sarah F. Litchfield


700


1880


66


Kate W. Cushing


700


1880


Forster


John S. Hayes


1,700


1878


66


Stella M. King


625


1877


66


Mary E. Northup


600


1878


66


Frances M. Guptill


600


1869


Alice A. Batchelor


575


1877


Nellie M. Whitney


575


1878


66


.


Martha H. Pennock


550


1873


66


Leila V. Colby .


350


1879


66


Lizzie G. Perry.


550


1878


Gordon A. Southworth


1,900


1873


Anna M. Bates


675


1874


66


·


V. E. Hapgood .


600


1876


66


Adelaide Reed


650


1864


66


·


Frank P. Hudson


600


1877


66


Abbie A. Anderson


600


1878


Amelia I. Sears.


600


1873


66


·


Nancy W. Proctor


575


1869


60


.


Catharine T. Brown


575


1868


66


Clara 'Taylor.


575


1871


Sarah E. Pratt.


575


1877


66


.


66


Emma F. Schuh


550


1874


Edgerly


66


Harriet N. Sands


575


1864


66


·


Anna L. Prescott


550


1873


66


Clara M. Bagley


550


1873


Tufts Street


H. V. Hathaway


575


1875


Ada Cowles .


550


1875


Luther V. Bell


Robert Bickford


1,700


1879


Minnie H. Marden


625


1876


Clara A. Battles


600


1874


66


. ....


Ellen M. Gooding


600


1868


66


. ....


Abbie C. Hunt.


600


1873


Fannie A. Wilder


600


1874


Anna M. Snow


575


1866


66


...


66


Lizzie F. Appleton


550


1874


66


...


Augusta M. Houghton


550


1877


66


....


May E. Berry .


350


1880


...


66


....


Lydia L. Gordon


600


1869


Caroline S. Plimpton.


600


1859


66


...


66


....


Lydia J. Page .


575


1869


66


·


Elgina M. Plummer


550


1877


Augusta M. Cowles


625


1865


66


. ....


....


..


66


Prescott.


119


SCHOOLS AND TEACHERS. - Continued.


SCHOOLS.


TEACHERS.


SALARIES.


FIRST ELECTED.


Prospect Hill


Augusta A. Roberts


$650


1861


66


Ellen Ledyard


575


1874


60


Ada I. Howe ..


350


1880


66


Lillian F. Howe.


550


1870


66


Charlotte I. Houghton


550


1875


Brastow


Sarah E. Pennock


575


1871


66


Lizzie D Harding


425


1877


Bennett


Helen Tincker


625


1872


66


Mary B. Currier


550


1873


Jackson


Lizzie W. Snelton


625


1860


66


Rebecca F. Woodberry .


550


1863


66


Maud M. Hobson


300


1879


66


Annie E. McCarty .


300


1880


Webster


Ada L. Sanborn.


625


1869


Union


Isabella M. Prince


550


1876


Morse


Nellie P. Nichols


600


1871


66


Pauline S. Downes


600


1872


66


.


Clara N. Burgess


600


1880


Anna E. Sawyer


575


1873


Carrie N. Sanderson


350


1880


Beech Street .


Mary A. Haley .


575


1868


Franklin


Jane E. Clark.


650


1873


66


Hattie A. Hills.


550


1874


Harvard


Annie E. Robinson.


550


1876


Lincoln


George E. Nichols


1,500


1877


66


Jennie Colburn


600


1875


66


Lizzie J. Conwell


575


1873


Annie. F. Hills


575


1877


Wallace Street.


Carrie L. Lacount


550


1875


Sarah E. Pray


425


1878


Holland Street.


Mary A. Paul.


550


1879


Cedar Street.


Alice Simpson .


575


1872


Alice M. Porter


350


1880


Teacher of Music


S. H. O. Hadley


1,000


1868


. .


.


Helen W. Chapin


550


1873


Emeline C Ruggles


550


1876


Charles C. Hunkins


1,600


1877


Annie L Savage.


550


1873


Maria Miller.


550


1870


Anna C. Damon


575


1879


Georgiana Cutter


600


1873


120


TEACHERS.


The following changes have been made in the corps of teachers during the year : -


RESIGNED.


Frederick Farnsworth, Esq., assistant in the High School. Miss M. Annie Rice, teacher in the Prescott School. Miss Mary L. Sanderson, teacher in the Jackson School. Miss Carrie M. Sibley, teacher in the Spring Hill School. Miss Adeline Sanderson, teacher in the Bennett School.


ELECTED.


Miss Sarah F. Litchfield, assistant in the High School. Miss Kate W. Cushing, assistant in the High School. Miss Annie E. McCarty, teacher in the Jackson School. Miss Carrie N. Sanderson, teacher in the Morse School. Miss Alice M. Porter, teacher in the Cedar Street School. Miss Clara N. Burgess, teacher in the Morse School.


Whole number of teachers 92


Male teachers, 8 ; female teachers, 84. Number of teachers in the High School .


.


7


Male teachers, 2 ; female teachers, 5. Number of teachers in the grammar schools


49


Male teachers, 5 ; female teachers, 44. Number of teachers in the primary schools . One teacher of vocal music.


35


121


Of the ninety-two teachers of the public schools, twelve are graduates of normal schools and thirty-six of our High School. Eighty of them have taught more than four years, -the term of service which entitles them to the maximum of salary ; twenty-one have taught more than ten years, and nine more than fifteen years.


It has been our pleasure, through a series of years, to observe the fidelity of our teachers, their devotion to their work, and their prompt and cheerful co-operation in all measures suggested for the benefit of the schools. All have been faithful, many eminently successful, but none have attained to the limit of their capabilities. "No man ever lived whose acts were not smaller than himself "


All the schools exhibit faithful work, and much that entitles them to the highest commendation ; but different degrees of excellence are apparent among them.


The several teachers are performing their work under a great variety of circumstances. In many schools all things conspire to the most favorable results ; while in others, influences beyond our control counteract the efforts of the best teachers, and greatly diminish their efficiency. Whenever, therefore, judgment is passed upon teachers and their work, justice requires that all the circum- stances, favorable or adverse, under which they are laboring, should be duly considered.


Ordinarily, however, schools truthfully reflect the character of their teachers, and verify the well-worn maxim, "As is the teacher, so is the school."


We may profitably consider the question : Does not the differ- ence in the efficiency and success of teachers, as shown by the dif- ferent degrees of excellence apparent in their schools, arise, with the exceptions specified, from causes which may be, and therefore should be, removed ?


Many persons possess in a marked degree a natural aptitude for teaching. " As there are born poets, so there are born teachers." But such persons do not become eminent as teachers except as their natural endowments are supplemented by the requisite attain- ments. Newton, the prince of philosophers, affirmed that his suc- cesses were not the result of genius, but of patient thought, of


122


persevering application to study. It has been aptly said, " It is only when genius is wedded to learning that the muse will sing in strains of pleasing melody." Dr. Hart, former principal of the New Jersey State Normal School, says : " In teaching as in every other profession, while men doubtless differ as to their original qualifications and aptitudes, yet the differences are not so great as they are supposed to be, and by no means so great as those pro- duced by study and practice. The man who has no special gift for this employment, but who faithfully and intelligently tries to per_ fect himself in it, is sure to be a better teacher than the one who has the natural gift, but adds to it no special study and prep- aration."


If it be true, therefore, that ordinarily a teacher's ability may be correctly determined by the character of his school ; that his fitness or nnfitness for his work rests mainly with himself; that any per- son of intelligence and ability may become an efficient and success- ful teacher if he will diligently and perseveringly avail himself of the numerous facilities for improvement at his disposal, -then we may conclude that the different degrees of excellence apparent in the several schools result mainly from the vigilant and industrious use or the neglect of the numerous and well-known means of improve- ment ; that the remedy is within the reach of every teacher ; and that, consequently, imperfect work in the school-room is inexcusable.


Facilities for improvement in the art of teaching abound. There are no better schools or teachers than some that can be found in our own city and in the neighboring cities. These schools are always accessible ; their teachers are ever ready to extend a cordial welcome to their co-laborers. Whenever, therefore, any teacher is conscious that his methods of instruction are not the best, and the results secured by him are not altogether satisfactory, he can easily place himself where he can witness the application of the most approved methods, and observe the operation of the means that secure the most satisfactory results. Educational periodicals, containing the choicest thoughts of the most eminent educators, abound ; numerous books prepared by distinguished teachers of long and successful experience, full of valuable suggestions and wise instruction concerning all matters within the sphere of the teacher's duties, are easily obtained.


123


QUALIFICATIONS.


We will briefly consider some of the qualifications which are sought - and in most instances secured - in those whom we place over the schools.


Health. - Firm health is of great importance to the teacher. It is indispensable to the maintenance of cheerfulness, an equable temper, and that constant self-control which is so essential to the proper government of others. But " Health," says Horace Mann, " is a product, a manufactured article, as much as any fabric of the loom or the workshop. A man prepares his own health, as he does his own house ; and except in some few cases of hereditary taint or of organic lesion from accident or violence, the how much or the how little health any man shall enjoy depends upon his treatment of himself." For his own sake, therefore, as well as for the benefit of his pupils, the teacher should understand and prac- tise the laws of health.


Professional Enthusiasm. - Enthusiasm is a characteristic of all persons who attain to eminence in any calling in life. Teachers who are successful in awakening and maintaining enthusiasm in their pupils are themselves enthusiasts. They inspire by the re- sistless influence of their own example. Their love of knowledge and delight in imparting it render it attractive to their pupils, and its acquisition a pleasure to them. Such teachers magnify their office in their own esteem, and render it honorable in the estimation of others. Many who knew the celebrated Dr. Arnold, of Rugby, regretted that, with his rare endowments, he should have devoted his energies through life to the performance of the duties of a teacher. But he entertained most exalted views of the dignity of his calling. "He believed that in moulding, influencing, and directing hundreds of young men, many of whom were to occupy important positions in society, and in reforming and elevating the entire system of school education, he was engaged in a noble work."


Ability to win the Respect and Affection of Pupils. - Loveis aptly styled " the governing power of the human soul, as it is the crowning grace in the Christian system." It is of the utmost


124


importance that mutual respect and affection should exist between teachers and their pupils. The relation of teacher and pupil is not altogether a natural relation. Parents are the natural guardians and instructors of their children. The statute, it is true, places the teacher, during school hours, in the position of a parent ; but no legislation can create those. mutual, natural attachments which exist between parents and their offspring. There is therefore occasion for special effort, by teachers and scholars, to supply this deficiency.


The teacher who possesses the ability to make his school-room attractive, to awaken a love of knowledge, to render its acquisition a pleasure, and especially to win the respect and affection of his pupils, occupies high vantage-ground. He thereby places himself in a position to exercise almost unlimited influence ; for what will not pupils cheerfully do to gratify such a teacher? He greatly lightens his own and his pupils' labor, and dissipates the tedium of study. Labor is a delight when the heart is in it. But love is the price of love. We receive, in measure and kind, in proportion as we give. Teachers secure the respect and affection of their pupils by dispensing kindness, and by demanding no courtesies which they do not cheerfully bestow.


Ability to govern. - Teachers who possess all other requisite qualifications rarely fail to discipline well. The true disciplinarian controls by the force of personal character.


" Our hearts ne'er bow but to superior worth, Nor ever fail of their allegiance there."


It is said of Dr. Raymond, late president of Vassar College, that "he had the rare art of governing without seeming to do so. He rarely issued a command ; but rarely was a request disobeyed by either his co-laborers in the faculty or by his pupils. He pervaded the college rather than ruled it; he was felt rather than obeyed."


Intellectual Attainments. - Teachers should have liberal culture. It is not sufficient that they are well informed upon the specific topics that they are required to teach. They should have accurate general knowledge of a wide range of subjects. Their minds


125


should be well stored with treasures gleaned from many fields of human knowledge, that their instruction may be rich in illustra- tions gathered from many sources. Mr. Everett has said : " A teacher ought to know of everything much more than the learner can be expected to acquire. He must know things in a masterly way, curiously, nicely, and in their reasons. He must see the truth under all its aspects, with its antecedents and consequents, or he cannot present it in just that shape in which the young mind can apprehend it. He must, as he holds the diamond up to the sun, turn its facets round and round till the pupil catches its lustre."


Teachers, would they excel in their profession, must be close and constant students ; their intellectual treasures must ever accumu- late. It is by patient and continuous study only that the mind gains and retains its acuteness and activity. Through books, lec- tures, educational periodicals, and other sources of information, they must become familiar with the theory and practice of the most renowned and successful educators of the past and present. Our most enthusiastic and successful teachers are themselves industrious learners. In addition to their general reading, they have in hand at all times some specific subject to which they devote careful, vigorous, systematic study. They are ever learning, devising, and applying improved methods of instruction. The school-rooms of such teachers exhibit no listlessness, no dull routine; but their pupils are aglow with interest and enthusiasm. To such teachers, each day is a " new departure." Each succeeding day they and their schools occupy an advanced position and a higher plain of excellence.


Moral Character. - The first and indispensable requisite is a moral character above reproach and above suspicion. The young are imitative, susceptible, and easily moulded. What they observe in their superiors they copy and engraft upon their own characters. Since, therefore, there are ever emanating from the teacher - in consequence of what he is - moral influences which leave an indel- ible impress upon the character of his pupils, he should be pure in heart and life, - a perfect impersonation of morality and virtue. Washington Allston, the artist, one of the purest of men, was


126


accustomed to say to his pupils, " Purity of character is an essential to the highest success in art. Nature does not reveal her beauties to a mind obscured by any grossness of thought or feeling" If this is true of those who study and transcribe the inanimate, and whose choicest productions are of only transient duration, with how much stronger emphasis may it be said of those who would become familiar with the marvellous intricacies of the human mind, and are moulding characters that will be more enduring than time, that they should be the very embodiment of every virtue - a perpetual exhi- bition of " whatsoever things are true, and honest, and just, and pure, and lovely, and of good report."


But moral character is an achievement, a resultant for which we are responsible. Our deeds follow us, and what we are is a conse- quent of what we have been.


" The books say well, my brothers. Each man's life The outcome of his former being is."


PUPILS.


Whole number of persons in the city between five and fifteen years of age, on the first day of May last, as ascertained by the truant officer


5,054


In Ward One


1,556


66 Two


1,630


66 Three


883


Four 985


Increase for the year


554


Increase for ten years .


2,484


Number of pupils in attendance in May


.


4,509


Number over fifteen years of age in May


449


Number of pupils in attendance in December


·


4,236


In the High School


245


In the grammar schools


2,072


In the primary schools .


1,919


Number over fifteen years of age in December, Whole number of pupils registered during the


342


year


5,540


127


Of all the pupils in the several schools at the present time, 5.78 per cent are in the High School, 48.92 per cent are in the gram- mar schools, and 45.30 per cent are in the primary schools.


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 ....


8


28


36


18 yrs. 6 mos.


.85


Second


15


27


42


17


..


5


66


.99


66


Third


. .


28


38


66


16


66


4


1.56


66


Fourth ..


49


52


101


15


66


82


2.37


Grammar


First


68


87


155


14


66


8


3 64


66


.


Second ..


102


106


208


14


4


66


4.89


66


.....


Fourth ..


259


182


441


12


9


10.38


66


Fifth


276


194


470


11


66


1


66


11.06


66


Sixth .


287


190


477


10


66


3


11.22


Primary


First


288


231


519


8


66


9


66


12 21


Second ..


359


253


612


7


9


14.40


66


...


Third.


474


314


788


6


66


1


66


18.87


Total


2,369


1,867


4,236


ATTENDANCE.


Average whole number in all the schools for the year .


4,278.4


High School


224.4


Grammar schools


2,076.3


Primary schools . ·


1,977.7


Average attendance in all the schools for the year


4,004.8


High School


215.8


Grammar schools


1,966.5


Primary schools .


1,822.5


Per cent of attendance in all the schools for the year .


93.6


High School


96.1


Grammar schools .


94.7


Primary schools . . . .


92.1


.... .


·Third


156


165


321


13


1


66


7.56


. . ...


128


Number of tardinesses in all the schools for the year . 2,776


High School


167


Grammar schools


806


Primary schools .


1,803


Number of dismissals in all the schools for the year


2,774


High School 515


Grammar schools


1,246


Primary schools .


1,013


PRIMARY SCHOOLS.


Number of primary schools


35


Number of pupils in attendance in January .


·


2,028


Number admitted during the year


738


Number promoted to the grammar schools in June 444


Number registered during the year


2,766


Number in attendance in December


1,919


Average age of pupils in September


. 7 years 1 month.


Improvement in the general management of primary schools dur- ing the past few years has been very marked. Each succeeding year these schools are made much more attractive and profitable. With rare exceptions, they are places of pleasant resort to the pupils.


Children crave congenial employment. Teachers who possess the ability to keep their pupils pleasantly employed seldom have occasion to resort to severe discipline. It is gratifying to observe the rapid decrease in the number of punishments year by year. The number of cases, pro rata, during the year, is only forty-four per cent of the number in 1874. In several of the schools there has been no case of punishment within the year. In twenty schools the average number of cases to a school has been five, being only one case of punishment to every ten pupils for the entire year. In those schools, the liability of a pupil to receive punishment has been one in four thousand each session.


129


EXHIBIT OF THE PRIMARY SCHOOLS.


SCHOOLS.


TEACHERS.


Average


whole number.


Average


attendance.


Per cent


of attendance.


Number of


tardinesses.


Number of


dismissals.


Forster


M. H. Pennock ...


50.0


47.2


94.4


6


13


66


L. V. Colby


56.2


53 0


94,3


8


12


66


A. T. Couch.


41.5


39.0


93.9


1


3


Prescott


S. E. Pratt.


52 0


49.8


95.7


4


22


E. M. Plummer.


55.6


51.8


93.2


12


20


66


E. F. Schuh.


75.6


69.4


91.8


17


18


Edgerly


A. M. Cowles.


48.8


46.6


95.5


35


44


A. L. Prescott.


55 3


52.4


94 7


44


31


66


C. M. Bagley


67.1


61.5


91.6


87


24


H. V. Hathaway ..


43.8


40.1


91.6


61


24


66


Ada Cowles ..


53.2


45.6


85.7


124


6


Luther V. Bell ..


L. F. Appleton . ..


55.1


51.0


92.5


45


32


A. M. Houghton ..


67.2


59 5


88 5


74


14


Prospect Hill.


A. I. Howe.


53.3


49.1


92.0


49


66


66


. .


. .


C. I. Houghton.


48.9


45.0


91.8


48


35


Brastow


L. D. Harding


50.8


47.0


92.5


33


12


Bennett


Maria Miller


50.4


46.4


92 0


37


12


M. B. Currier


57.6


54.0


92.6


24


13


E. F. Schuh.


61.5


55.7


90 5


15


9


Jackson


R. F. Woodberry ..


43.8


41.4


94.5


82


34


66 .


M. M. Hobson ....


44.8


41.6


92.8


33


17


A. E. McCarty


47.7


42.3


92.8


55


4


N. O'Leary .


44.0


41.8


95.1


48


12


66


A. L. Savage.


52.0


48 5


93 3


78


16


Union


I. M. Prince. ...


54.0


52.0


96.3


13


10


Morse


C. N. Sanderson ..


59.4


53.8


90.6


24


60


Beech Street ...


H. W. Chapin ....


56.8


52.4


92.3


80


50


Spring Hill.


A. E. Furber .....


53.1


46.8


88.1


70


31


Franklin


E. C. Ruggles ..


52.6


48.8


92.7


58


24


Harvard


A. E. Robinson.


56.4


52.4


92.9


103


29


+ Lincoln


E. M. White .


29.2


26.7


91.4


4


5


Wallace Street. .


C. L. Lacount


49.6


47.8


96.4


9


44-


S. E. Pray


47.2


43 6


92.3


10


23


Holland Street. .


M. A. Paul.


39.2


36.2


92 3


34


72


Cedar Street


A. M. Porter


53.2


42.7


80.3


263


138


1977.7


11822 5


92.1


1803


1013


. .


. .


...


.


..


. .


. .


53 1


49.1


92.4


54


1


L. F. Howe


49.5


45.9


92.6


50


21


66


L. G. Perry


48.2


44.6


92.5


11


12


+


Tufts Street


. ..


* Discontinued in September.


t Organized in October.


9


...


Webster


C. M. Shannon. ..


130


GRAMMAR SCHOOLS.


Number of grammar schools .


46


Number in attendance in January


2,260


Number graduated in June £


·


·


140


From the L. V. Bell School


46


66 Prescott School


40


Forster School .


. 22


Morse School .


22


66


Lincoln School . 10


Number promoted to the first class in June


144


66


second class in June


.


235


66


66


66 third class in June .


315


66


66


66 fourth class in June .


367


66


66 66 fifth class in June


423


66


sixth class in June. .


444


Number in attendance in December


2,072


Of the one hundred and forty pupils graduated at the grammar schools in June, one hundred and eighteen applied for admission to the High School, one hundred and thirteen passed a satisfactory examination, and ninety-seven entered the school in September.


RESULT OF THE MONTHLY EXAMINATIONS AND OF THE ANNUAL EXAMINATION OF PUPILS FOR ADMISSION TO THE HIGH SCHOOL.


No. of Pupils.


Schools.


Average Age.


High School Examination.


Monthly Examinations.


Average.


36


Prescott. .


. .


15 yrs. 8 mos.


87.1


79 1


83.1


31


L. V. Bell . .


15 “ 23 "


79.5


76.5


78.0


21


Morse


14 “ 8


83.5


78.8


81.1


17


Forster


15 “


66


86.0


80.4


83.2


8


Lincoln


14 “ 9


66


83 4


75.0


79.2


113


Average. .. . .


15 " 2 "


83.9


78.2


81.0


.


.


131


The high average per cent obtained by the applicants, the neat- ness of their papers, and their unexceptionable deportment during the examination, of two days' continuance, were highly creditable to the pupils, and indicative of the superior instruction and train- ing which they had received in their respective schools.


With few exceptions we can speak of our grammar schools in decided terms of approval. The fidelity of the teachers; the quality of their instruction, the excellent order maintained by them, the respectful demeanor of the pupils, and the evidences everywhere apparent of the pleasant relations existing between teachers and scholars, all claim commendation and are causes of congratulation.


In six grammar schools there have been no cases of punishment during the year. In twenty schools the average number of cases to a school has been only four. In three schools there have been no cases of tardiness this year. In twenty schools the average number of cases to a school has been only four for the entire year. In one building, containing nine grammar schools, with an average attendance of 407 pupils, there have been only 41 cases of tardiness during the year ; and in another building, containing five grammar schools, with an average attendance of 243 pupils, the number of cases has been only 21 for the year. The record of many schools in other buildings is highly creditable in this regard.




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