USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1880 > Part 7
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132
EXHIBIT OF THE GRAMMAR SCHOOLS.
SCHOOLS.
TEACHERS.
Average
whole number.
Average
attendance.
Per cent
of attendance.
Number of
tardinesses.
Number of
dismissals.
Forster
J. S. Hayes.
55.0
53.2
96.7
. 2
8
66
M. E. Northup
44.2
42.2
95.5
2
28
66
F. M. Guptill
48.8
45.8
93.9
3
22
66
N. M. Whitney .
52.8
50.4
95.4
5
23
A. A. Batchelor ..
54.4
51.4
94.5
9
19
Prescott
G. A. Southworth ..
40.4
39.6
98.0
0
0
66
Adelaide Reed.
38.0
36.6
96 3
4
9
66
F. P. Hudson ..
39.4
38.2
96.9
2
12
A. A. Anderson
52 4
50.4
96.2
2
5
66
A. I. Sears
51.6
49.8
96 5
3
17
66
N. W. Proctor.
53.4
51.4
96.2
3
18
66
· . .
Clara Taylor
50.0
47.6
95.2
16
32
..
C. T. Brown
49.4
46.8
94 7
9
22
Edgerly
H. N. Sands.
46.8
44.8
95.7
31
26
Luther V. Bell ..
Robert Bickford ...
47 4
45.6
96.2
8
27
66
..
L. L. Gordon
33 6
31.6
94.0
18
30
66
. .
E. M. Gooding
41.2
39.4
95.6
20
19
. .
C. S. Plimpton
44.6
43.6
97.7
17
27
66
.. A. C. Hunt.
43.2
40.8
94.4
19
72
66
.. F. A. Wilder
41.2
37.0
89.8
10
23
66
..
M. E. Berry .
42.6
40.8
95.8
12
20
66
.
A. M. Snow.
49.4
47.4
95.9
38
26
66
. .
L. J. Page.
52.0
49.0
94 2
26
16
Prospect Hill. ..
A. A. Roberts
48.4
44 4
91.7
23
58
*
66
. ..
Maria Miller
39.6
37.6
94.9
28
18
66
. . .
A. C. Damon.
52.5
47.9
91.2
27
56
66
. . .
S. E. Pennock.
37.8
36.2
95 7
23
15
Bennett
. .
Helen Tincker.
51.8
47.6
89.2
27
12
Jackson
L. W. Shelton.
46.1
43.0
93.3
384
25
Webster.
A. L. Sanborn. . ...
34.4
31.8
92.4
28
6
Morse
C. C. Hunkins.
24.0
23 2
96.6
0
0
66
N. P. Nichols
38.2
36 8
96.3
0
27
66
. . .
C. N. Burgess. ...
49.4
46.2
93.5
26
58
60
A. E. Sawyer
41.2
39.2
92.7
16
33
Beech Street.
M. A. Haley
47.4
44.6
94.1
32
66
Franklin.
J. E. Clark.
35.6
32.2
90.4
58
48
66
H. A. Hills .
39.0
36.0
92.3
56
17
Lincoln
G. E. Nichols.
28.4
27.6
95 1
3
12
Jennie Colburn . . ..
38.6
35 8
92.7
22
26
66
.
Georgiana Cutter.
36.8
34 4
93.4
25
30
42.4
40.6
93.8
18
21
66
A. F. Hills
51.4
48.2
93 7
20
49
Cedar Street
Alice Simpson
39.0
35.2
90.3
46
42
2076.3
1966.5
94.7
806
1,246
. . ..
...
P. S. Downes. ...
43.4
42.2
97.2
6
27
Ellen Ledyard
50.3
46.2
91.8
17
66
Brastow
.
C. A. Battles
40.4
39.2
97.5
6
16
. .
V. E. Hapgood ...
48.4
47.0
97.1
2
7
. ..
.. .. . . .
L. J. Conwell .
* Discontinued in September.
133
HIGH SCHOOL.
Whole number of different pupils during the year
337
Largest number at one time
254
Number admitted during the year
109
From our grammar schools
97
From other schools .
12
Number graduated .
27
Number of graduates who entered college .
6
Number who have left the school during the year exclusive of graduates 64
Whole number at the present time
246
Number over fifteen years of age · .
218
Number in course preparatory to college .
64
Number pursuing the regular course
146
Number pursuing the English course .
36
Number in the first class on entering the school
83
Number at the present time
36
Number in the second class on entering the school 95
Number at the present time
42
Number in the third class on entering the school
100
Number at the present time
66
Number in the fourth class on entering the school 107
Number at the present time
101
Two of the graduates entered Harvard College, three the Boston University, one the Wesleyan University, one the Boston College, and two the Institute of Technology.
In the report of last year, allusion was made to the excellent facilities afforded by this school to those wishing to enter any sci- entific or professional school. It is gratifying to know that the number of pupils who wish to avail themselves of these facilities is yearly increasing. It may be wise to make a scientific-school pre- paratory department a distinctive feature of the school, since it can be done without detriment to any other department of the school.
It is worthy of remark that careful observation shows that very few pupils who are well on entering the school, are obliged to leave it on account of ill health; and it is noticeable that many gradually
134
improve in health during their continuance in the school. The ex- cellent condition of pupils at the time of their graduation shows that the regular habits and exercise required in attendance at school, and a proper amount of mental labor, are conducive to good health.
The labor required to perform the duties demanded by the school is not excessive. The average time for study out of school hours is nine and one half hours per week ; those in the course prepara- tory to college studying more, the others less.
The school has an honorable record, and has always merited the favor with which it has ever been regarded by our citizens. Its present claim to public confidence has never been surpassed at any previous period in its history. For a series of years it has been in charge of a principal who, to rare scholarship and judicious man- agement, adds untiring devotion to its interests. The principal is assisted by a corps of competent, faithful, and accomplished teach- ers. Superior instruction is imparted in each of the various depart- ments of the school. As an evidence of the industry of pupils and the thoroughness of the instruction received by them, those who entered Harvard College passed the ordeal without conditions. The excellent order that prevails in the several rooms at all times, and the uniform courtesy and respectful deportment of the pupils under all circumstances, occasion general comment and commenda- tion.
TWENTY-EIGHTH ANNUAL EXHIBITION OF THE SOMERVILLE HIGH SCHOOL, THURSDAY, JUNE 24, 1880.
ORDER OF EXERCISES.
SINGING. - Chorus : "Let the hills and vales resound." Richards. Duet and Chorus : "Ye spotted snakes." Mendelssohn.
1. SALUTATORY IN LATIN. CHAS. F. AIKEN. M. GRATIA MOORE.
2. ESSAY. - House Cleaning.
3. DECLAMATION. - Count Eberhard's Last Foray.
HIRAM G. HAMMETT.
4. READING. - At the Theatre. Fielding.
ADELINE E. LOVERING.
5. ESSAY. - Moderation. ELLA A. TARBELL. Roeckel.
SINGING. - Bride Bells. (Female Voices.)
Solo and Chorus : Daughter of Error. Bishop.
135
6. READING. - How Persimmons took Care of the Baby. EMMA L. PRAY.
7. From " Julius Cæsar." (Original Version in Greek. ) WALTER S. BARNES, JR., GEO. L. TAFT.
8. ORIGINAL CONTRIBUTIONS. JENNIE C. APPLETON.
MUSIC .*
SINGING. - Trio (in canon) : "Je rends à votre amour." Rossini. Unison Solo : Palm Branches. Faure.
9. L'Art de l'Eloquence à la mode. SARAH E. DAVIS, ELLA L. TIBBETTS, NIDA M. PENNOCK, MARY P. BANKS.
10. ESSAY. - Is Oratory a Lost Art? SAMUEL G. CHADBOURNE.
11. READING. - The Pemberton Mills. HARRIET L. FURBER.
12. ESSAY. - Pickles. LOTTIE M. FARRINGTON.
SINGING. - Duet and Chorus : "I waited for the Lord."
Mendelssohn.
13. POEM. MINNIE W. JACKSON.
14. PROPHECIES. ELLEN A. COLE.
SINGING. - Trio : Ave Maria. (Instrumentation by Henry Hadley. ) (By the young ladies of the Graduating Class.) [Abt.
15. VALEDICTORY. CORA W. FOSTER.
16. PRESENTATION OF DIPLOMAS, by MAYOR GEO. A. BRUCE.
17. PARTING HYMN.
MEMBERS OF THE GRADUATING CLASS.
Jennie Crowninshield Appleton,
Ellen Adine Cole,
Sarah Elizabeth Davis,
Lottie Maria Farrington,
Lillie Minott Fiske,
Minnie Louise Flagg,
Cora Woodward Foster,
Harriet Louise Furber,
Minnie Louise Harwood,
Harriet Frances Homer, Lucy Bell Hutchinson,
Minnie Ward Jackson, Adeline Elizabeth Lovering, Mary Gratia Moore, Hattie Adele Packard, Nida Marion Pennock,
Emma Louisa ·Pray, Eunice Wetherbee Shedd, Ella Augusta Tarbell,
Martha Williams Tenney,
Lillian Estella Tower,
Hiram Gates Hammett.
OF THE COURSE PREPARATORY TO COLLEGE.
Caroline May Taylor, Ella Louise Tibbetts, Charles Francis Aiken,
Samuel George Chadbourne, George Lund Taft. Walter Saunders Barnes, Jr.
* Hadley's Orchestra.
136
EXPENDITURES FROM JAN. 1, 1880, TO JAN. 1, 1881.
BY THE CITY COUNCIL.
Repairs and permanent improvements,
$6,275 72
Rent of school-rooms
842 50
Insurance .
236 80
Fuel .
3,249 16
$10,604 18
BY THE SCHOOL COMMITTEE.
Teachers' salaries
$60,715 71
Superintendent's salary
1,800 00
Janitors' salaries
3,268 26
Truant officers' salaries
412 50
Water
486 79
Gas .
252 11
Books
656 00
Writing-books
421 00
Stationery and other school supplies
751 00
Miscellaneous
1,100 84
69,864 21
Total expenditures
$80,468 39
RECEIPTS.
Tuition of non-resident pupils
$44 00
Rent of school halls
798 52
Sundries
1 05
843 57
Net expenditures
$79,624 82
COURSE OF STUDY.
Changes. - At the regular meeting of the Board in January, a special committee was appointed to consider and report upon any changes in the course of study which in their judgment might seem desirable.
In accordance with the recommendation of that committee, Guyot's Introduction to Geography was introduced into the sixth
137
class, and the use of the spelling-book was discontinued in that class. The metric system of weights and measures is to be studied in the grammar schools in the order in which it occurs in the text- book used by the several classes. The study of geography and history is to be pursued by the first class one half of the year instead of the entire year as heretofore ; history being studied during the first half of the year and geography the last half of the year. The time thus gained by the class is to be devoted to the study of vari- ous topics of general interest. The first class will be examined in history at the close of the first half of the school year, but not at the time of the usual annual examination for admission to the High School.
The selection, arrangement, and apportionment of studies form an essential part of the duties of the School Board, and require careful consideration and deliberate judgment. The studies now pursued in the schools have been adopted by common consent as the most valuable selection that can be made. None of these can be omitted without detriment, and it is questionable whether it is judicious to add thereto materially. It may be well, however, to consider whether or not the relative value of the several studies is commensurate with the time devoted to them respectively.
Arithmetic. - The results secured in arithmetic are very satisfac- tory. The subject is well taught and is pursued by the pupils with a good degree of interest and enthusiasm. Possibly it receives more than its due proportion of time and attention. Already we have eliminated several of the less important subjects contained in the text-book now in use. We think that other omissions might be made with profit.
An arithmetic in which unimportant subjects - subjects of little practical value - will be taken from the body of the work and ar- ranged in an appendix by themselves, is a desideratum.
Geography. - Measures have been taken within the year to reduce the time heretofore devoted to geography ; and when the proposed plan is in full operation, this subject will not occupy an undue pro- portion of attention.
138
No geography designed for use in all parts of the country can be exactly adapted to the schools of any particular locality. Hence, discretion is required in the assignment of lessons, in order that the several topics considered may receive attention in proportion to their relative importance.
The geography used in the schools is well arranged. Prominence is given to countries and subjects in which we are especially inter- ested. It contains 153 pages, 69 of which - or 45 per cent of the whole - are devoted to the United States. As much space is given to the New England States alone as to both Europe and Asia. But notwithstanding this discrimination, there are numerous unimpor- tant details recorded concerning remote countries, and map ques- tions calling for the location of insignificant places, rivers, etc., all of which judicious teachers omit in their assignment of lessons.
History. - History is aptly styled "Philosophy teaching by example." It is a record of causes and their consequences, an exhibition of the thoughts of those who have guided the affairs of the world hitherto. Since " the proper study of mankind is man," history is justly regarded one of the most important of all the studies of the schools. It may be made one of the most inter- esting, also.
As time advances, history rapidly accumulates. Each succeed- ing generation of pupils has an increased amount of it to study. One third of the text-book used in the grammar schools is devoted to the events which have transpired in our country during the last twenty years.
Within the year just closing, we have reduced the time heretofore devoted to history one fourth. In order that pupils may suffer no material loss by this reduction, a change of methods in teaching this subject becomes necessary. A careful discrimination must be made between the more important and the less important events recorded ; and while the entire contents of the text-book should be read, those portions only which are of the most importance are to be studied with care. The statement of Bacon, that " Some books are to be read only in parts ; others to be read, but not curiously ; and some few to be read wholly, and with diligence and attention," is
139
especially applicable to different parts of most of the text-books of the schools. To assist pupils in making judicious selections of those portions of their text-books, which claim especially their care- ful study, is an essential part of every teacher's duty.
It is obvious that only a very limited amount of historical knowl- edge can be gained in the brief time devoted to its attainment in the schools. But great gain is secured when this important subject · is presented in a form so attractive as to inspire pupils with a love for its pursuit, and when the art of studying it to the best advan- tage is acquired.
Geography and chronology are termed the eyes of history. We would discourage the practice of burdening the minds of pupils with the dates of minor events ; but would have the leading events of history and the time and place of their occurrence so intimately associated, and so thoroughly learned, that the mention of either would immediately suggest the other two.
Recitations in history become valuable exercises in language, when pupils do not confine themselves to the words of the text- book, but make clear statements, in their own language, of the events described.
Music. - A systematic course of instruction in music is given to the High School and the several grammar schools by Mr. Hadley, who is assisted by the regular teachers. Great interest is taken in the study and practice of music by all the schools, and very satis- factory results are secured.
The sixth class learn notation, the rudiments of music, the chromatic scales, and sing two-part songs in the Second National Music Reader. The fifth class learn the transposition of the scales, and sing in all the keys. The fourth class finish the Second Reader, sing three-part songs in the Third Reader, and learn thoroughly all the keys. The third class finish the Third Reader, begin the Fourth Reader, and learn the bass clef and the minor scales. The second class continue the Fourth Reader, practise solfeggios in treble and bass clefs, and sing in three and four parts. The first class finish the Fourth Reader, and sing any ordinary tunes in three and four parts.
140
In the High School the practice of singing by note is discon- tinued, and pupils sing at sight the tunes contained in the Fifth or High School Music Reader, which contains music of the highest order, from the best masters. This school, at the annual exhibi- tions, uses the music which is performed by the various clubs in Boston, such as the Boylston, Cecilia, and Handel and Haydn.
Drawing. - The grammar-school course in drawing, as outlined by the series of books used in the schools, includes instruction, 1. In designs for flat surfaces, as geometric forms and their com- binations ; natural forms, as leaves, flowers, etc. ; and historic designs. 2. In the representation of solid forms or objects. 3. In the construction of industrial objects.
In many of the schools we secure very satisfactory results within a limited range of subjects. Previous to the present year, our work has been confined mainly to designs for flat surfaces. During this year, however, we have taken some important steps in advance of the work of former years. Pupils in the first class are receiving instruction in geometrical drawing, in the elements of perspective, and in the representation of solid forms, including the facts of form and their modifications.
The entire course contains a series of twelve books, numbered 3 to 14. Nos. 1 and 2 are designed for the primary schools. Thus far we have used only the first nine books of the series.
Drawing is a statute requirement, and popular sentiment claims for it a place among the essential branches of study in the public schools. We would not have it engross an undue amount of time and attention, but would give to it all the care which its relative importance demands. Many of our teachers exhibit rare skill in teaching drawing. They find their reward for the labor bestowed in acquiring their skill, in the proficiency of their pupils.
We would suggest that in our examinations of applicants for posi- tions as teachers, proficiency in teaching drawing be regarded an indispensable qualification.
Writing. - Graduates of our schools should have acquired a good style of penmanship, and what is still more important, great free-
141
dom in the proper use of the pen. It must be regarded a reflection upon the schools when these results have not been secured.
Teachers of no particular grade are entirely responsible for re- sults ; but the responsibility does rest largely with teachers of the lower grades, whose pupils begin the use of pencil or pen. In order that the desired results may be fully realized, pupils must be re- quired, from the very first and at all times throughout their course, to use the implements for writing in a proper manner. The muscles quickly form habits, and when habits first formed become fixed, it is almost impossible to change them.
The temptation to secure immediate results is very strong ; but a permanent good should never be sacrificed to a present gain. Little value should be attached to a good specimen of writing, if in securing it an erroneous habit has been contracted. No well- directed learner of a mechanic art attempts the construction of a nice piece of mechanism until he has first acquired the skilful use of the implements of his art.
The first aim of the teacher of penmanship should be to secure a natural, and consequently an easy and graceful position of the body. It is painful to witness the constrained and awkward posture of many pupils during an exercise in writing. Next to the correct position of the body, that of the head, the arm, the hand and fingers must be secured. Then the way is prepared for drill exercises for securing freedom and rapidity of movement. The old maxim, " Do what is right and habit will make it easy," is entitled to a conspicuous place in every school-room. Correct practice, con- stantly adhered to, will inevitably secure commendable results, as is clearly demonstrated in many schools.
Spelling. - No one whose aim is accurate scholarship will be neglectful of this important branch of study.
Worcester's Dictionary of the English Language contains about 104,000 words ; but it is estimated that the vocabulary of most per- sons does not include more than 3,000 words. By careful observa- tion and patient study, any person of average ability can learn to spell correctly all the words in his vocabulary which he may have occasion to use in his written communication.
142
We are employing in our schools all known means for assisting pupils to spell correctly. Spelling, oral and written, forms a part of each day's exercises. Words from the spelling-book and all other text-books are studied. Special attention is directed to all new words as they occur in the several lessons. Lists of words are provided by the teachers. Paragraphs from the reading books are copied. Imperfect spelling in all language lessons is corrected. Words frequently misspelled are written correctly upon the black- boards. Pupils frequently exchange slates and papers and correct each other's exercises. Corrected words are re-written. Spelling- matches and various other expedients are employed whenever inter- est in the ordinary means declines.
Since written spelling is more practical, written exercises pre- dominate ; but oral spelling has its peculiar advantages. It secures correct pronunciation and distinct articulation, since every word is correctly and distinctly pronounced before and after it is spelled. Habits of attention are induced when teachers pronounce the words but once. We think that in all recitations, one clear statement of a question is sufficient. Repetition fosters the habit of inattention.
Observation convinces us that the younger pupils obtain a clearer idea of the structure of words, and are assisted in learning new words, by following the time-honored custom of pronouncing the syllables. For the older pupils it is sufficient to mark the syllables by a pause.
A good spelling-book is a valuable aid in teaching spelling. Pupils suffer loss whenever its use is omitted. Our discontinuance of its use in the primary schools and in the sixth class of the gram- mar schools is not, as was stated in the report of last year, on account of any hostility to this class of text-books, but rather in consequence of the lack of adaptation of the books now in use to the capacity of pupils who were using them.
Reading. - The ability to read in a graceful and impressive man- ner is an accomplishment which all should labor to secure. Its attainment requires careful study and patient, long-continued prac- tice, in accordance with well-established rules.
Realizing the value of this branch of instruction, we are devoting
143
to it a large share of the time and attention of the schools. Read- ing books adapted, as far as possible, to the capacity of pupils, have been multiplied. Each of the several classes of the primary schools, and the sixth class of the grammar schools, are provided with two readers. The first and second classes of the primary schools have been supplied - much to their advantage - with the " Little Folks' Reader," each month during the year. Supple- mentary reading has been furnished to several classes of the gram- mar schools. The results secured by this increased amount of reading are, greater familiarity with words, much greater fluency in reading at sight, and a quicker apprehension of the meaning of what is read.
Reading as a fine art is so difficult of attainment, only a compar- atively small number, even of those who make it a lifelong study, become eminent artists. Occasionally we witness fine examples of rhetorical reading at the annual exhibitions of the public schools, but these are necessarily exceptional ; for the numerous subjects which claim the attention of the schools prevent the amount of practice requisite to prepare persons to become pleasing and effec- tive public speakers or readers. The most that we claim to accom- plish in this, as in other departments of our work, is to lay a good foundation on which our pupils may build in coming years, as their inclination or circumstances may determine.
In order to be a good reader a person must possess perfect vocal organs, well trained and under good control ; an accurate knowledge of the grammatical structure of language; the ability to see at a glance, not only the words, but the phrases and clauses of entire sentences ; quickness of comprehension ; and as each emotion has its own mode of expression, he must be able to sympathize readily with the emotion which the author would awaken.
In our schools we labor to secure familiarity with words, fluency of expression, correct pronunciation, distinct articulation, and that flexibility of voice which proper inflections, modulation, pitch, and tone require ; and above all, we endeavor to cultivate the under- standing of our pupils, that they may comprehend the meaning of what they read.
144
Language. - The distinguished poet and sculptor, W. W. Story, says : -
" Give me, of every language, first my vigorous English, Stored with imported wealth, rich in its natural mines, Grand in its rhythmical cadence, simple for household employment, Worthy the poet's song, fit for the speech of man.
Therefore it is that I praise thee and can never cease from rejoicing, Thinking that good stout English is mine and my ancestor's tongue."
From the time that our pupils first enter the primary schools until they graduate at the High School, the study of language in some form engrosses a large share of their attention, but the results secured in this branch of study are less satisfactory than those of any other study of the schools. The reason is obvious. " Speech is acquired mainly by imitation." Children invariably adopt the language of those with whom they associate. Unfortu- nately, much of the language which many pupils are compelled to hear, and which they naturally imitate, is neither accurate, elegant, nor pure. It has been truthfully said, that " Of all modern lan- guages the English probably stands pre-eminent. It is character- ized by simplicity, strength, and copiousness. It is full of vigor and energy like the people by whom it is spoken ; but no other tongue of a civilized people is so badly spoken or written. Inele- gances and malformations of every description abound among all ranks and conditions of men, the high and the low, the learned and the unlearned ; even the professions are not totally free."
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