USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1880 > Part 6
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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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