USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1882 > Part 7
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49.4
48.2
97.5
66
....
L. F. Howe
45.4
43.2
95.1
66
E. F. Schuh
32.3
30.5
94.4
66
.. .
A. M. Snow
49.3
47.7
96.7
L. J. Page
56.4
53 8
95.4
Helen Tincker
43.1
41.0
95.1
66
H. E. Boardman
45 4
43.8
96.4
66
Ellen Ledyard
44.2
41 2
93 2
66
A. I. Howe.
49 9
46.9
93.9
Brastow
S. E. Pennock.
36.4
34.3
94.2
Bennett ..
A. A. Roberts
42 7
38.6
90.4
Jackson
N. O'Leary
50 8
47.4
93.3
Webster
A. L. Sanborn
40.1
37.8
94.2
Morse
W. M. Stevens
28 3
27.3
96.4
66
L. A. Harris
25.6
24.6
96.1
66
P. S. Downes.
35.5
34.7
97 7
66
A. E. Sawyer
45.6
44.7
98.0
66
Ella F. Gould.
58.7
52.4
89.2
66
M. A. Haley.
53.1
48.5
91.3
Franklin:
30.5
29.0
95.1
66
H. A. Hills
40.8
39.0
95.6
Highland
G. E. Nichols
44 9
43 3
96.4
66
Jennie Colburn
40.6
37.8
93.1
66
.
L. J. Conwell
46.2
44.5
96.3
66
S. A. Blood
46 2
44.2
95.6
60
.
S. F. Gibbs
39.5
37.0
93.6
Lincoln .
M. A. Paul.
38.0
35.8
94.2
2,160 6
2,058.9
95.3
H. H. Winslow.
47.8
46.0
96.2
..
....
Prospect Hill.
66
.
. . .
140
ANNUAL REPORTS.
HIGH SCHOOL.
Whole number of different pupils during the year 361
Largest number at one time . 280
Number admitted during the year
. 116
From our grammar schools 105
From other schools
11
Number graduated
33
Number of graduates who entered college
12
Number of graduates who entered the School of Tech-
nology
2
Number who have left the school during the year, exclu- sive of graduates ·
49
Whole number at the present time . 279 .
Number over fifteen years of age . .
240
Number in course preparatory to college
80
Number pursuing the regular course 160)
Number pursuing the English course 38
Number in the first class on entering the school 100
Number at the present time . 46
Number in the second class on entering the school . 107
Number at the present time . 51
Number in the third class on entering the school
94
Number at the present time .
72
Number in the fourth class on entering the school
111
Number at the present time
110
Number of pupils at the present time is 6.2 per cent of the num- ber in attendance in all the schools.
The patronage which this school receives is evidence of its firm hold upon the confidence of the community and the estimation in which it is held by our citizens. During the last twelve years the number of pupils has increased eighty-six per cent. The number in attendance at the present time is greater by thirty-nine than at any previous corresponding season of the year, and it is only one less than the largest number in attendance at any time during the year.
141
SUPERINTENDENT'S REPORT.
The following is an exhibit of the increase of the school, since it first entered the new building, on the fourth day of March, 1872 :
Number of pupils in March, 1872 .
150
66
66 December, 1872 .
181
1873 .
1874 .
193
66
66
66 1875 .
210
66
66
1876 .
221
$6
66
66
1877 .
221
66
66
1878
244
66
1879 .
235
66
66
1880 .
246
66
66
1881 .
248
66
1882 .
279
The crowded condition of the school claims attention. The two large school-rooms, which were originally designed and fur- nished for one hundred pupils each, contain at the present time one hundred and twenty-six pupils each. Every portion of avail- able space in those rooms is occupied by desks, to the inconvenience and discomfort of the school. Twenty-seven pupils are seated in the recitation-rooms, to their personal disadvantage and the incon- venience of the classes that recite in those rooms.
The following sections of the fifth chapter of the Regulations of the Public Schools specify the requirements for admission and promotions : -
SECT. 3. No promotions will be made to the High School from the Grammar Schools except at the beginning of the school year, in Septem- ber; but pupils may be admitted to advanced standing at other times, if they are qualified to join existing classes.
SECT. 4. Examinations and Promotions in the High School. - In each of the several classes in the High School written test examinations shall be held monthly, under the direction of the Principal. Pupils whose rank in scholarship, as indicated by the average of the monthly examinations, is sixty- five per cent, will be entitled to promotion at the end of the school year.
SECT. 8. Admission to the High School. - All pupils who have honorably completed the full course of study prescribed for the Grammar Schools,
186
142
ANNUAL REPORTS.
and whose rank in scholarship, as indicated by the average of their bimonthly examinations, is seventy per cent, shall be entitled, on presen- tation of certificates signed by the Principals of their respective schools, to admission to the High School without further examination.
Pupils whose rank in scholarship falls below the standard of seventy per cent, and who wish to enter the High School, shall be considered sepa- rately, and each case decided upon its merits, by a Committee consisting of the Chairman of the High School Committee, the Principal of the High School, the Superintendent, and the Principal of the Grammar School of which they were members. This Committee may admit to the High School, without further examination, any of this class of pupils whose ability to perform successfully the work required in that school seems to be assured by their rank in scholarship and their school record for the year, as kept by their Principals.
THIRTIETH ANNUAL EXHIBITION OF THE SOMERVILLE HIGH SCHOOL, TUESDAY JUNE 27, 1882.
ORDER OF EXERCISES.
MUSIC .*
SINGING. - Gloria (with orchestra). - Mozart.
1. SALUTATORY IN LATIN.
FRANK E. DICKERMAN. NELLIE M. RICHARDSON.
2. ESSAY. The Mania.
3. READING. Awfully Lovely Philosophy. GERTRUDE LINCOLN.
4. READING. The Spinning Wheel Song. JOSIE H. SHORT.
SINGING. - Semi-Choruses : a. Wanderer's Night Song.
(Accompanied.) Rubinstein.
b. Old German Shepherd's Song. (Unaccompanied. )
5. ESSAY. " Toiling much, enduring much, fulfilling much."
SARAH G. HEMENWAY.
6. READING. The Ride of Paul Venarez. HELEN M. DODGE.
7. FROM THE GARDEN SCENE OF "MARIA STUART." Schiller. CARRIE J. SCHROEDER, HATTIE M. SMITH.
8. READING. Old Church Bells. HATTIE E. WILSON.
SINGING .- A Peasant Wedding in Carinthia (with orchestra). Koschat.
9. FROM "JULIUS CÆSAR" (Original Version in Greek).
HERBERT T. ALLEN, HENRY C. HOLT, G. FLETCHER WEST,
EVA D. BJORKLUND, IDA L. FIELD.
10 .. ORIGINAL CONTRIBUTIONS.
MARTIN J. CAPLES.
MUSIC.
* HADLEY'S ORCHESTRA.
143
SUPERINTENDENT'S REPORT.
RECESS.
SINGING. - Unison Solo: The Lost Chord (with orchestra and organ). Sullivan.
11. ESSAY. Like a Star.
FANNIE I. ANDREWS.
12. FROM "LES DEUX SOURDS." Moinaux.
MATTHEW M. BLUNT, JAMES S. DALY,
HARRY F. HATHAWAY, EDWIN P. TAYLOR, JR.
13. ESSAY. " Popular Fallacies." MARY E. HUGHES.
14. READING. From "One Summer." REUBERTA H. LINCOLN.
15. POEM. CORA L. FITZ.
SINGING .- Semi-Chorus : Waves of the Sea (with orchestra).1 Anderton.
Chorus : The Red Cross Knight (with orchestra). Callcott. Ovid.
16. PHAETHONTIS MORS.
KATHARINE L. O'BRIEN.
17. PROPHECIES. JENNIE H. STIMPSON.
18. VALEDICTORY.
LILLIAN E. SNOW.
19. PRESENTATION OF DIPLOMAS, By MAYOR JOHN A. CUMMINGS.
20. PARTING HYMN.
MEMBERS OF THE GRADUATING CLASS.
Fannie Isadore Andrews,
Emma Viola Beane,
Mary Damon,
Helen Marie Dodge,
Mabelle Clifton Farnham,
Cora Louise Fitz,
Gertrude Lincoln,
Reuberta Hopkins Lincoln,
Carrie Worthington Lovering,
Nellie May Richardson,
Carrie Julia Schroeder,
Hattie Martha Smith,
Jennie Hanscom Stimpson,
Sarah Augusta Vinal, Hattie Ella Wilson, Ettie Maria White.
Matthew Mayhew Blunt, Martin Joseph Caples, James Stephen Daly,
Harry Francis Hathaway,
Manuel House Lombard, Edwin Porter Taylor, Jr.
COURSE PREPARATORY TO COLLEGE.
Eva Dora Bjorklund, Ina Caroline Brooks,*
Ida Louise Field, Sarah Gross Hemenway,
Mary Ellen Hughes, Katharine Louisa O'Brien, Josie Helena Short,
Lillian Ellsworth Snow, Edith Mabel Weeks, Herbert Tufts Allen, Frank Elliot Dickerman,
Henry Cutter Holt,
George Fletcher West .*
* By change of course an additional year.
144
ANNUAL REPORTS.
EVENING SCHOOLS.
An evening school was opened in the Webster School-house, Jan. 31, and was continued until April 1, having been in session forty-two evenings. The principal, Mr. L. B. Pillsbury, was assisted by six assistants during the first month, and by two the last month.
Largest attendance 71
Smallest attendance 11
Average attendance
34
On Monday, the 4th of the present month, an evening school, under the care of Mr. John Wilson and three assistants, was opened in the Webster School-house, and another, under the care of Mr. L. B. Pillsbury and one assistant, was opened in the Cedar Street School-house. Average attendance, thus far, has been fifty and twenty-five respectively.
Cost of tuition
$478 00
Cost of janitors' services, books, and other supplies . 120 00
Total cost
$598 00
MONTHLY REPORTS OF TRUANT OFFICERS.
1882.
Cases Investigated.
Cases of Truancy.
Arrests.
Absentees Placed in School.
January .
39
18
5
February
33
16
5
March
31
13
.. ..
7
April
27
11
. ...
3
May
17
9
June .
18
11
1
September
13
5
.
1
October
14
8
November.
21
10
December
15
5
.....
1
Total
228
106
1
22
Wm. H. Brine, Jairus Mann, truant officers.
145
SUPERINTENDENT'S REPORT.
COURSE OF STUDIES.
The course of studies for the several departments of the schools has been revised within the year, a summary of which, so far as it pertains to the grammar and primary schools, is appended.
Language. - In the revised course prominence is given to lan- guage spoken and written, and daily exercises to promote facility and accuracy in its use are required in all grades of the schools. Technical grammar is begun by pupils in the fourth class, in the middle of the year.
Arithmetic. - Pupils advance in this branch by an easy grada- tion. The third class in the primary schools develop the idea of numbers to 10; the second class to 100, adding, substracting, multiplying, and dividing ; the first class add, substract, multiply, and divide, - using numbers to 1,000, - the multipliers not to exceed 99, and the divisors not to exceed 9. The various topics in arithmetic are considered, in their order, by the several classes of the grammar schools, the work being apportioned with due regard to the capacity and advancement of the pupils.
Geography. - Scribner's Geographical Reader and Primer is used as a reading book in the sixth class ; Harper's Introductory Geog- raphy is studied by the fifth class ; Harper's School Geography is begun by the fourth class, continued by the third class, completed by the second class during the first half of the year, and reviewed by the first class.
History. - Barnes's History of the United States is studied by the second class during the last half of the year, and completed by the first class during the first half of the year.
Spelling. - Exercises in spelling, oral and written, from the speller and reader, and from all other text-books, are of daily occurrence. The spelling-book is used by the first and second classes of the primary schools and by all classes of the grammar schools except the first class.
Bookkeeping is a new study in the grammar schools. Time is secured for it by the completion of History during the first half of the year.
10
146
ANNUAL REPORTS.
Writing. - In the primary schools the second and third classes use ruled slates for writing ; the first class use slates, and paper ruled with guide lines. The use of writing-books is begun in the sixth class of the grammar schools and is continued through the course. Two hours a week are devoted to writing in all the grades.
Drawing. - The second and third classes of the primary schools draw on slates, using cards of proper grade for copies. The first class of the primary schools and all classes of the grammar schools use exercise books and drawing books of suitable grade. One hour and twenty minutes a week are devoted to this branch of instruc- tion.
Music. - One hour a week is devoted to music in all the schools. The instruction of the special teacher is supplemented by that of the regular teachers of the grammar schools. Every week the special teacher gives a lesson of forty-five minutes in each of the two school-rooms in the High School building, and one of thirty minutes to each of the four upper classes of the grammar schools. Every alternate week a lesson of thirty minutes is given to the fifth and sixth classes. In consequence of the increase in the number of schools the time devoted to the schools by the music teacher has been increased one day each week.
The results in this department of instruction have been very satisfactory. The teaching has been thorough, earnest, and pains- taking. The long experience, rare ability, and professional enthu- siasm of the special instructor render him peculiarly fitted for the position he occupies.
Reading. - Special exercises in reading engross a due propor- tion of time and attention. In the Time Table, appended to our course of studies, the following apportionment of time for reading is given : To the first and second classes of the grammar schools, one eighth of all the school time; to the third and fourth classes, one sixth ; to the fifth and sixth classes, one fifth ; to the first and second classes of the primary schools, one third ; and to the third class of those schools, one half.
The ends to be secured by exercise in reading are familiarity with words, vocal drill, information, and acquaintance with the
147
SUPERINTENDENT'S REPORT.
structure of language. Each of these has its appropriate time and place.
The work of the primary schools consists largely in securing familiarity with words and facility in their utterance. The subject matter of what is read is of minor importance, provided it is adapted to the capacity of the learners and does not divert atten- tion from the prime objects to be secured. The course pursued with beginners, by our best teachers, is not uniform. Some com- bine at once the word method, the phonic method, and the spelling method. Others teach the word method exclusively, until their pupils can recognize at sight all the words upon the charts ; then the other methods are introduced successively. At the end of a few months similar results are attained by both modes of pro- cedure.
To awaken the interest of very young pupils it is well to place before them a sprightly word picture of the reading lesson, or, if the teacher is expert in the use of the crayon, a picture hastily drawn upon the blackboard ; but, as the stories read are usually trivial, much conversation concerning them is not desirable. Since the advancement of pupils in reading is in proportion to the amount read, we would have much of their time, while they are in the primary schools, devoted to reading. To avoid weariness the exercises should be short, but they may be frequent.
Friendly criticisms may be permitted occasionally with profit, but the somewhat prevalent practice of following the reading of each pupil by a show of hands and running criticisms is of doubt- ful utility. It occasions loss of time and not infrequently discour- agement to the pupils criticised. We would not be unduly critical with young learners, but would commend their earnest though imperfect efforts. If the errors are marked, the teacher can show by example the better way.
When pupils read for the purpose of gaining information, it is desirable that the reading should be as continuous as possible. All interruptions that divert attention from the meaning of the author and prevent continuity of thought should be avoided. Errors can be noted in passing, and the attention of the class may be directed to them at the close of the exercise. We would not com-
148
ANNUAL REPORTS.
bine in one exercise vocal drill, a language lesson, and reading for information. " A time for everything and one thing only at a time," is a good rule to follow in conducting recitations. The more instruction is concentrated the more effective will it be.
Teachers, in all the grades, should aim to secure correct pronun- ciation, distinct articulation, and clear enunciation in all recita- tions, and special exercises for developing and strengthening the voice should be of frequent occurrence.
The study and practice of elocution, to be pursued with profit, require, on the part of pupils, a good degree of culture. They should be able to read with fluency, to apprehend quickly the mean- ing of what is read, and to bring their sensibilities into sympathy with the author. They should have such control of their vocal organs as will enable them to give expression to various shades of thought and emotion. The appropriate place, therefore, for elocu- tion is in the upper classes of the grammar schools and the sev- eral classes of the High School. Its importance seems to demand, and, if possible, it should receive a larger share of time and atten- tion in those classes than has been bestowed upon it hitherto.
GENERAL OBSERVATIONS.
Lord Bacon has said, " I hold every man to be a debtor to his profession." Teachers honor their profession when they bring to it purity of heart and motives, liberal endowments natural and acquired, aptitude for instructing and controlling, good administra- tive and executive abilities, a high appreciation and clear appre- hension of the important duties involved, extensive knowledge of well-established principles of education, and familiarity with the methods and practice of those who have attained to the highest eminence in their profession.
Demands upon teachers are constantly increasing, but facilities for gaining the requisite qualifications to meet those demands are multiplying also, in due proportion. It was said of some, " They builded better than they knew." We are liable to incur the reproach of those concerning whom the reverse is true. Many well-devised methods of instruction fail through misapplication.
149
SUPERINTENDENT'S REPORT.
What Herbert Spencer says of the system of object lessons applies with truth to many modern theories and methods, "They are well conceived but ill conducted."
It should be observed, however, that all persons who attempt to apply systems of instruction have many and grave difficulties to encounter. The human mind has labyrinths not yet explored, and hidden springs of action whose modes of operation the wisest are unable to comprehend. Men are wise in many particulars, but lamentably ignorant of much pertaining to themselves, that deeply concerns them to know. "Know thyself" is a requirement which none have fully met. How best to educate the young is a problem which has occupied the thoughts of wise men through the ages, but it is still far from a satisfactory solution.
There are, however, certain guiding principles of education concerning which there is great unanimity of sentiment. These principles have been clearly enunciated. Many books of rare merit embodying them have been written, the study of which greatly assists teachers in their work. Some of the most valuable of these we take the liberty to name and commend : "Education as a Science," by Alexander Bain ; "Education : Intellectual, Moral, and Physical," by Herbert Spencer ; " Principles and Prac- tice of Teaching," by James Johonnot; "Essays on Educational Reformers," by R. H. Quick ; "Fitch's Lectures on Teaching "; " Methods of Teaching," by John Swett; "Lectures on the Science and Art of Education," by Joseph Payne.
Discipline. - One of the most interesting educational questions of the day is, Can schools be well conducted and conditions com- mendable and desirable be maintained without recourse to corporal punishment ?
The possibilities are indicated by the fact that many schools are well controlled by moral influences only. In fifteen of our own schools no case of corporal punishment has occurred during the year. The conclusion is warranted that, whenever all the conditions which have existed in those schools become universal, occasion for resort- ing to corporal punishment in school management will disappear. Swett says, " When all children are well governed at home, when all teachers are professionally trained, when all parents are reason-
150
ANNUAL REPORTS.
able, when hereditary tendencies are more in harmony with existing social conditions, corporal punishment in schools may be safely abolished."
As schools are now constituted instances are liable to occur, even in those best conducted, when the persuasions of kindness fail and the dictates of authority are not heeded. In such circum- stances those having the responsibility seem to be compelled to decide between two alternatives, - expulsion, or the enforcement of obedience. The humane surgeon never resorts to amputation until all known means of cure have been applied. The prevailing senti- ment among educators is, that the well-being of the insubordinate pupil, the best interest of the school of which he is a member and of the community in which he is to dwell, demand that when all other legitimate means have failed, submission to rightful authority should be enforced by the discipline of punishment judiciously and considerately administered.
Hence, in extreme cases and with proper restrictions and limita- tions, corporal punishment in school management is permitted. But the School Board in its legislation, and teachers in their prac- tice, are laboring to reduce it to a minimum. It is cause for congratulation that, as the art of governing is better understood, and refining and elevating influences are multiplied, discipline by punishment is rapidly supplanted by moral motives. During the last nine years our school population has increased from 3,402 to 5,102 ; but the number of cases of corporal punishment in the schools of the city this year is only one half as large as the num. ber in 1874. Pro rata it is only one third as large.
School Management. - A well-managed school, like a perfect piece of mechanism, all of whose parts are nicely adjusted and balanced, moves quietly and with little friction. Its leading char- acteristics are order, harmony, industry, and enthusiasm. By a methodical apportionment of time and arrangement of duties an economical employment of all school time is secured. Mutual respect, confidence, and forbearance characterize the intercourse of teacher and pupils. The teacher, possessing true nobility of char- acter, and being liberally endowed by nature and by cultivation with all essential elements of success, inspires, without apparent
151
SUPERINTENDENT'S REPORT.
effort, the confidence, the respect, the obedience, and the affections of his pupils. In his instruction he is clear but concise ; in man- ner, affable but dignified ; in government, firm and exacting, but reasonable and just. His controlling motive is the highest per- manent good of all committed to his care.
In a well-ordered school all things pertaining to the present good and highest future well-being of its members are matters of deep solicitude. The faithful teacher is ever regardful of the physi- cal health, mental furnishing, social habits, and moral character of his pupils. He would have them go forth from his instruction and influence strong to resist evil and firm in noble purposes, with minds strengthened and quickened by study, with an ardent love and strong desire for knowledge, with worthy aspirations and unsullied characters.
With grateful acknowledgments to members of the Board for their many kindnesses and constant encouragement in the per- formance of my duties, this report is respectfully submitted.
J. H. DAVIS, Superintendent of Public Schools.
SOMERVILLE, Dec. 18, 1882.
NAMES OF THOSE WHO HAVE SERVED ON THE SCHOOL BOARD SINCE THE ORGANIZATION OF SOMERVILLE, IN 1842.
James Hill
from 1842 to 1851
66 1852 " 1854
Alfred Allen
66 1842 “ 1847
66
66
1848 “ 1849
G. C. Hawkins .
1842 " 1844
Henry Adams .
66
1844 “ 1845
Levi Russell
66
1842 " 1843
Samuel Poor
66
1843
1851
John C. Magoun
66
1843 " 1844
Luther V. Bell, M. D.
66 1843 “ 1847
J. W. Mullikin
66
1844 “ 1845
Wm. A. Russell
66
1844 “ 1845
N. P. Morrison .
1845 " 1846
Clark Bennett
1845 " 1851
66
1853 " 1854
66
1856 “ 1958
Thos. J. Leland
66 1845 " 1846
1846 6 1847
1846 " 1852
Edward L. Stevens
66
1849
" 1851
Geo. O. Brastow
1847 " 1850
1851 " 1853
66 1859
" 1862
Fitch Cutter
66
1847 “ 1852
Rev. Baron Stowe
66
1848
6 1849
Rev. A. R. Pope . ..
66
1856
6 1858
Edwin Monroe, jr.
66
1851
1852
Edwin Leigh .
1851
" 1852
Isaac F. Shepherd
66
1851 "' 1853
.
.
1855 “ 1858
.
.
.
·
1850
" 1853
L. R. Russell .
Charles Forster
.
>
66 1842 " 1843
66 1843 " 1844
John S. Edgerly
154
ANNUAL REPORTS.
from 1852 to 1854
66 1855 “ 1857
C. I. Putnam
1852 “ 1854
Jonathan Brown, Jr. 66
66 1852 “ 1854
1856 “ 1858
Benj. Woodward
1853 " 1854
Jos. E. Bartlett
1853 " 1854
Erastus E. Cole
1854 " 1856
Wm. E. Graves
66 1854 “ 1856
Francis Tufts .
1854 “ 1856
C. H. Strickland
66
1854 “ 1856
Isaac Story 66
66
1863 " 1865
Charles H. Guild
66 1856 " 1858
Rev. George H. Emerson
66 1856 “ 1862
N. J. Knight, M. D.
66
1857 “ 1860
P. R. Ridgway
66 1857 “ 1858
Martin Draper, Jr.
66
1857 “ 1859
Charles S. Lincoln
.
1858 “ 1866
S. E Brackett .
1858 “ 1859
Aaron Sargent .
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