USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1894 > Part 14
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XVI. GRADING.
In the last annual report the subject of grading was discussed at considerable length. Closer observation of the conditions and needs of the schools furnishes no reasons for a change of view, but rather confirms it, and leads to a renewal of the recommendations made a year ago. The establishment of a five years' course in the Latin High School for college-bound pupils leaving the eighth grade, will change the situation a little, and lessen the necessity for hurrying children out of the grammar schools.
The object we seek to accomplish is fourfold.
First, to keep the children whose education is to be limited, in the grammar schools as long as possible, and to do the most for them while they are there.
231
SCHOOL DEPARTMENT.
Second, to give to bright pupils work in quality and quantity com- mensurate with their ability, and at the same time to facilitate their progress through the grammar schools in order that they may gain time for advanced courses.
Third, to give those pupils who think slowly or mature late, an opportunity to do their best without discouragement or undue expend- iture of time.
Fourth, to give to mediocre pupils, who make the large majority of every class, time and opportunity to do thoroughly, without haste on the one hand or repression on the other, as much work of the most advantageous kind as our courses offer.
These purposes can be accomplished without impracticable semi- annual class promotions from room to room, by the plan outlined in detail last year, the arguments in favor of which were then given.
A distinguished educator in a recent discussion of this general subject, gives views that appear so sound as to warrant quoting him at some length. He says -
" What shall be done with the boy who learns or seems to learn more rapidly than his mates? Is not the answer to be found in the proper conduct of the recitation, that is, in correct, broad teaching ?
" Broad teaching has in view as its chief purpose the development of the individual and, when it gives thought to anything else, teaches subjects rather than lessons, sections, or paragraphs. It has little con- sideration for classes as wholes, but sees them as composed of so many persons, each of whom has a certain capacity for doing the work in hand. A subject taught may be one thing to one child but a very dif- ferent thing to another, yet it may be well taught to each. A child while getting his first percepts may be profitably employed much of the time in testing them by example, finding other like things, and by authority, if he can read, getting the testimony of others who have found and examined the same things. Knowledge, even on the per- ceptive side, that is not confirmed by much testimony of example and authority will not be firmly possessed. The teaching that does not give opportunity for getting this kind of assurance and for developing a self-confidence that proceeds from evidence secured by self-activity is not the best. Of this kind of work the talented child will do much, whereas a dull or lazy pupil will get nothing more with which to assure himself than the work done in class by or under the eye of the teacher. Then there will be as many grades between these as there are pupils.
"The application of a subject may be narrow to one pupil because
232
ANNUAL REPORTS.
of his lack of ability to see and his lack of power to investigate, though he may work long and faithfully, but very broad and far reaching to another pupil who has power to see and the ability and disposition to investigate for himself. The teaching that presents subjects to the capacities of every child is the only teaching by which the graded school can do justice to all who attend it, and secure the approbation of all who send to it. Not rapid promotion by which the child is rushed into one new thing after another, but correct teaching, by which the child is given opportunity to broaden his knowledge of the subject learned, to note its manifold applications in life, and to acquaint himself with the labor and writings of those who have investi- gated, mastered, and applied it, is the remedy for the graded school evil. Not more machine that will grind the pupil finer and shoot him through more rapidly, but less machine that will allow him more opportunity to develop individuality, will offer to him better chances to work for himself and to be wholly himself when at work, is the remedy to be sought. The graded school must not be made a machine by which the same horizon is fixed for all. A boy, broad minded (for his age), practical, knowing how to teach himself, and knowing how to learn and what to do with what he learns, may be graduated from the grammar school at 15 years of age, but a boy of that age and having like qualifications and corresponding acquirements cannot be graduated from the High School. The requirements of the two modes of teach- ing the course of study involve two kinds of student life that are wholly unlike ; they are as different as self-activity and confiding passivity.
" Children under 14 years of age, however talented apparently, with few exceptions, are not competent to study profitably the work given in the first year of our high schools. Some of them may do the work passably, as class work is too frequently rated, but they can get very little good out of it, very little that will tell for manly inde- pendent doing in life.
"The minimum age at which the High School should be reached should be prescribed ; the minimum age at which the college should be reached should be prescribed, and the attempt to reach either of these goals at an earlier age should be proscribed. This should be done in the interest of the future man, and in the interest of broader knowledge.
" Graduation from school, or membership in a higher class thereof, ought to be evidence of culture and strength. That too frequently it is neither need not be asserted. It is unwise from more than one point of view to push the pupils rapidly through a graded course of instruction, and no child should be allowed to think that to be pro- moted or graduated is even a remote purpose of going to school.
" In teaching, the attempt should be made to reach each individual in the class, and to give such instruction and such direction for home
233
SCHOOL DEPARTMENT.
or seat work as will induce him to employ his whole self, to put forth his best efforts for its accomplishment, and at the same time point out the most profitable way of doing it. The recitation should be such that the child is not only permitted, but is expected to present that which he has done. The talented boy will give much, the mediocre less, the more unfortunate boy little, yet each will give the result of his best effort. To conduct the recitation by this plan the teacher must employ the time allotted to the teaching part of it largely for the development of principles, and such easy applications as require little or no time for their interpretation or solution. In the recitation, which is but a small part of the time devoted to school life by the pupil of whatever capacity, the children can work together profitably. In the hours of preparation, hunting for different kinds of testimony, and making applications, the pupils work apart, as one man in business or in a profession, distances another; each has full opportunity for the exercise of all his powers, each knows what to do and is inter- ested in accomplishing as much as possible.
"The teaching required by the conditions that characterize the profitable recitation can be done only by the well-informed teacher. Acquired skill in the management of classes or in the presentation or development of subjects will count for little in the absence of broad, accurate knowledge. Poor teaching results more frequently from a too limited knowledge of what is to be taught than from a lack of skill in presenting or developing subjects.
" The teacher must not only know the subject he would teach, but that he may properly direct pupils in their home work, he must know no less definitely many sources of knowledge respecting the same which he can cite with great exactness. He must know the respective values of such sources of information, the difficulties which each offers to the searcher for information, that he may correctly judge of the value of results presented to him. It is not enough to know the sub- ject to be taught ; where it can be learned and how it can be learned are important in directing pupils, and how the subject is applied when learned is not one bit less important. Equipped with this knowledge the teacher is able so to conduct a recitation that each pupil will learn according to his ability and his self-control, and so to direct the seat or home work that each will find abundant opportunity to employ his whole time and energy in the preparation of work for the succeeding exercise.
" If there is plenty of collateral work arranged and prescribed for pupils, they who are well up in grade may be left for a greater part of the time each day to take care of themselves while the time and attention of the teacher may be given to individuals needing special direction or other special helps.
" Not only must good teachers be provided if the work here spoken of is to be done, but appliances must be furnished by which it can be
234
ANNUAL REPORTS.
done, and opportunity given or allowed for doing it. Books must be furnished on the right subjects, properly graded, and in numbers large enough to supply classes. Bookcases, reference tables, and experi- menting rooms must be provided. The work requires specimens for study, apparatus and materials for making experiments. Time must be allowed for visiting museums, and for getting into the fields to examine objects that cannot be brought into the schoolroom.
" The schools must not be too large. Forty or forty-five pupils is the maximum number that a teacher can instruct and guide, except by use of the machine. The more pupils he has the more machine he must employ ; the more machine he employs the less culture, individual strength, and knowledge will he give to the community for its outlay of money and the time of the children.
" By the correct kind of teaching and directing, pupils learn what books are for, how to discriminate between the good and the bad in books, and how to use them advantageously. The effect of the adjust- ment of work to the capacities of pupils, and furnishing appliances for their profitable employment is to give them a liking for study, the result of which is that they remain longer in school and that the num- ber that seek further advantages in higher institutions of learning increases year by year. These effects are great enough in our schools to be noticeable, and the increase is large enough to be measurable."
XVII. IN CONCLUSION.
A year ago, after a limited opportunity for observation, this remark was made in my report : " It appears that our schools as a whole are accomplishing the results for which they are established and sustained, in as satisfactory a way as their crowded condition allows." This statement can justly be repeated to-day, after a much more extended opportunity for judging. Not that our schools are beyond criticism or improvement under existing conditions. Far from it. No one is better aware of this than Superintendent and teachers themselves, and in this fact lies the hope of the future. Ideal standards are before us, and it is our ambition to reach them. There is steady gain along many lines. There is a growing appreciation of the value of a child, a quicker sympathy with his needs, a better knowledge of the mind and the laws of its growth, more success in influencing life by control- ling motives, a truer judgment of the relative value of studies, greater .effort to reach the individual and meet his wants, more regard for the correlation of subjects taught, an improvement in methods of teaching, a desire to widen the horizon of knowledge both for teacher and
235
SCHOOL DEPARTMENT.
pupils, a conviction that less importance attaches to knowledge itself than to the way it is obtained, a stronger determination to put soul into teaching, to inspire noble aims, to implant sound principles, and to incite to honorable achievement.
Chief among the results of the year's study of our schools is this firm conviction, that the secret of success is with the teachers. They alone touch the children. The city may provide costly buildings and furnish the best appliances. The School Board may vote large salaries and devise excellent courses of study. Supervisors may wisely counsel and direct and lead. But the teacher alone is the life-giving force that reaches the child and controls his future. Hence the teachers selected should be what the children should become.
The citizens of Somerville have a right to expect much from their schools. They have devised liberal things for them. They may be assured that the schools are steadily improving in their instruction, their discipline, their influence. They invite examination and criti- cism and suggestion. They ask continued co-operation and support. In return they will do their part towards making intelligent, virtuous, loyal citizens, ready to serve their city, and maintain the high char- acter and position it holds among the municipalities of the Common- wealth.
The Superintendent wishes to assure the members of the School Board of his grateful appreciation of their confidence and support, and to thank principals and teachers for their hearty and sympathetic co-operation.
Respectfully submitted, G. A. SOUTHWORTH, Superintendent.
SOMERVILLE, Dec. 31, 1894.
MARK
BURNS
F
JOHN A
A CUMMINGS
NORMAN W BINGHAM
OREN
S
KNAPP
JACOB T GLINES
GEORGE W DURELL
CHARLES G.POPE
CITIZENS FOR WHOM SOMERVILLE SCHOOLS ARE NAMED.
APPENDIX.
CONTENTS OF APPENDIX.
CONCERNING FINANCE.
No. OF TABLE.
I. Schedule of school property.
2. Cost of maintaining schools, 1894.
3. Cost per capita of maintaining schools, 1894.
4. Cost of maintaining schools for a series of years.
5. Cost per capita of maintaining schools for a series of years.
6. Amount spent annually for new school buildings, and for repairs for a series of years.
CONCERNING PUPILS.
7. Population of Somerville for a series of years.
8. School census for a series of years, and by districts for 1894.
9. Attendance, etc., of the schools for 1894.
IO. Statistics of the High School, 1894.
II. Separate statistics for Grammar and Primary Schools, 1894.
12. Number of schools and pupils by districts, 1894.
13. Pupils by grades, December, 1894.
14. Pupils in each grade, and per cent of whole number.
15. Admissions to First grade in April and September.
16. Truant statistics, 1894.
17. Number of Grammar School graduates, 1894.
18. Evening School statistics, 1894.
19. Grammar School graduates for a series of years.
20. Attendance statistics of all schools for a series of years.
21. Statistics of the High School for a series of years.
CONCERNING TEACHERS.
22. Resignations of teachers, 1894.
23. Teachers elected in 1894.
24. Transfers of teachers, as to schools.
25. Transfers of teachers, as to grades.
26. Leave of absence of teachers.
27. Time lost by teachers, 1894.
28. Number of teachers employed for a series of years.
29. Names of teachers in High School since its organization.
240
ANNUAL REPORTS.
MISCELLANEOUS.
NO. OF TABLE.
30. Changes in text-books, 1894.
3I. High School graduation exercises, 1894.
32. Grammar School graduation exercises, 1894.
33. Teachers in service in December, 1894.
34. Amendments to School Regulations.
35. Recent State School Legislation.
36. Rules for the government of janitors.
37. Biographical Sketches of Citizens of Somerville, after whom certain of its schools are named.
SCHOOL DEPARTMENT.
TABLE 1. - SCHOOLHOUSES.
NAME.
No. of
years used.
Rooms not
occupied.
Size of Lot.
Valuation.
When built.
No. of
years used.
Enlargements.
1
High School,
. .
.
2
Prescott,
12
21,444
$50,000 47,000
1867
27
3
Edgerly,
12
.
26,428
47,000
1871
23
66
1892.
4
L. V. Bell,
12
.
23,396
47,000
1874
20
5
C. G. Pope,
12
.
27,236
62,000
1891
3
G
O. S. Knapp,
12
.
24,517
47,000
1889
5
7
Forster,
12
.
27,499
47,000
1866
28
8
Morse,
12
.
29,109
47,000
1869
25 6 rooms added 1890. 14 4 rooms added 1891.
10
J. T. Glines,
8
. .
28,800
46,400
1891
3
11
Bingham,
8
. .
21,017
30,000
1886
8 4 rooms added 1894.
12
Prospect Hill,
6
4
25,313
21,000
1848
4 rooms added 1865.
13
Davis,
4
.
38,152
25,700
1884
10
14
Bennett,
4
1
20,560
10,600
1868
26
15
Jackson,
4
1
11,212
8,600
1861
33
16
Cummings,
4
11,300
15,700
1884
10
17
Franklin,
4
33,017
15,600
1846
48
2 rooms added 1862.
18
G. W. Durell, Burns,
4
13,883
19,000
1894
. .
19
+
16,080
15,700
1886
S
20
Lincoln,
4
17,662
14,700
1885
9
21
Beech Street,
2
6,000
4,800
1872
22
22
Cedar Street,
1
.. .
800
1843
51
Moved from Broad- way 1868.
23
Harvard,
1
9,810
3,600
1851
43
Moved from Cherry street 1867, from Kent street 1871
Total,
155
6
$673,200
. .
. .
- 4
4 rooms added 1882. 66
9
Highland,
12
. .
23,260
47,000
1880
46
1871
23
241
242
ANNUAL REPORTS.
TABLE 2 .-- COST OF MAINTAINING SCHOOLS, 1894.
SCHOOL.
Instruction and Supervision.
Janitors, Water, Heat, Light.
School Supply Expenses.
Total.
High
$15,740 35
$1,645 60
$1,792 48
$19,178 43
Bell .
10,272 20
1,296 99
768 37
12,337 56
Edgerly
10,095 42
2,219 90
875 08
13,190 40
Forster
9,406 66
1,329 65
730 40
11,466 71
Highland
10,064 70
1,610 08
728 03
12,402 81
Morse
10,103 55
1,545 18
823 83
12,472 56
Pope
9,770 46
1,712 95
594 90
12,078 31
Prescott
10,445 75
1,432 18
767 05
12,644 98
Knapp
7,687 00
1,287 37
607 09
9,581 46
Bingham
5,016 94
902 44
760 87
6,680 25
Glines
5,740 68
1,068 65
459 10
7,268 43
Prospect Hill
4,109 33
606 13
170 91
4,886 37
Burns
3,064 06
586 62
0 67
3,771 35
Cummings
2,340 86
506 05
84 63
2,931 54
Davis
2,820 31
529 86
103 84
3,454 01
Durell
1,092 61
205 00
275 09
1,572 70
Franklin
2,819 39
489 83
249 88
3,559 10
Lincoln
3,455 04
691 03
262 96
4,409 03
Bennett
1,929 29
311 95
43 59
2,284 83
Jackson
1,892 04
353 91
59 87
2,305 82
Beech Street
1,349 03
178 70
64 19
1,591 92
Cedar Street
1,173 71
188 19
51 21
1,413 11
Harvard
624 51
100 28
12 54
737 33
Evening Schools
1,905 50
236 00
260 15
2,401 65
English High
222 00
222 00
Spring Hill
60 00
60 00
Total
$132,919 39
$21,316 54
$10,666 73
$164,902 66
243
SCHOOL DEPARTMENT.
TABLE 3 .- COST PER CAPITA OF MAINTAINING SCHOOLS, 1894.
SCHOOL.
Instruction and Supervision.
Janitors, Water, Heat, and Light.
School Supply Expenses.
Total.
High
$25 72
$2 69
$2 93
$31 34
Bell
18 05
2 28
1 35
21 68
Edgerly
17 84
3 92
1 55
23 31
Forster
17 23
2 44
1 34
21 01
Highland
17 66
2 82
. 27
21 75
Morse
17 82
2 73
1 45
22 00
Pope
·
19 46
3 41
1 19
24 06
Prescott
18 65
2 56
1 37
22 58
Knapp
20 50
3 43
1 62
25 55
Bingham
15 83
2 85
2 40
21 OS
Glines .
15 99
2 98
1 28
20 25
Prospect Hill
17 87
2 64
74
21 25
Burns .
15 02
2 S8
59
18 49
Cummings
13 77
2 98
50
17 25
Davis
13 89
2 61
51
17 01
Durell .
13 49
2 51
1 35
17 35
Franklin
16 88
2 93
1 50
21 31
Lincoln
16 69
3 34
1 27
21 30
Bennett
15 69
2 54
36
18 59
Jackson
17 85
3 34
57
21 76
Beech Street
16 25
2 15
77
19 17
Cedar Street
22 57
3 62
99
27 18
Harvard
13 88
2 23
28
16 39
Average
.
$18 43
$2 96
$1 51
$22 90
(15)
244
ANNUAL REPORTS.
TABLE 4. - ANNUAL COST OF MAINTAINING THE SCHOOLS FOR A SERIES OF YEARS.
Amounts are given to the nearest dollar and include what has been paid for maintaining day and evening schools of all grades.
YEAR.
Average Member- ship.
Instruction and Supervision.
Water and Light.
Heating.
Janitors.
School Contingent Expenses.
Total,
1885
4,904
$ 79,506
$ 728
$ 4,965
$ 4,000
$ 8,449
$ 97,648
1886
4,985
83,542
624
4,929
4,194
6,676
99,865
1887
5,198
86,713
765
6,475
5,084
7,526
106,563
1888
5,488
88,967
953
7,121
5,892
7,421
110,354
1889
5,956
96,466
805
6,081
6,448
9,903
119,703
1890
6,486
104,184
1,004
5,586
7,539
10,371
128,684
1891
6,502
114,066
1,047
8,032
8,544
13,899
145,588
1892
7,035
124,232
1,064
7,148
9,795
12,944
155,183
1893
7,217
128,720
1,014
8,312
10.160
10,137
158,333
1894
7,212
132,919
958
9,673
10,686
10,919
165,155
TABLE 5. - ANNUAL COST PER CAPITA OF MAINTAINING SCHOOLS
FOR A SERIES OF YEARS. [Based on the average membership.]
YEAR.
Instruction and Supervision.
Janitors, Water, Heat, and Light.
School Supply Expenses.
Total.
Assessors' valua- tion of City.
Ratio of cost of school main- tenance to valuation.
1885
$ 16 21
$ 1 98
$ 1 72
$ 19 91
$ 24,878,400
.00392
1886
16 76
1 94
1 31
20 03
26,003,200
.00384
1887
16 68
2 37
1 45
20 50
27,469,300
.00388
1888
16 21
2 54
1 36
20 11
28,756,400
.00384
1889
16 20
2 24
1 66
20 10
30,004,600
.00399
1890
16 06
2 18
L 60
19 84
32,557,500
.00395
1891
17 54
2 71
2 14
22 39
36,843,400
.00395
1892
17 66
2 56
[ 84
22 06
38,093,100
.00407
1893
17 84
2 70
1 40
21 94
41,773,600
.00379
1894
18 43
2 96
1 51
22 90
44,142,900
.00374
245
SCHOOL DEPARTMENT.
TABLE 6. - AMOUNT SPENT ANNUALLY FOR NEW SCHOOLHOUSES, AND FOR REPAIRS
FOR A SERIES OF YEARS.
YEAR.
For New Schoolhouses.
For Repairs.
For Maintaining Schools.
Amount spent for all school purposes.
1885
$ 19,185
$7,052
$ 97,648
$ 113,885
1886
15,515
8,706
99,865
114,086
1887
14,839
13,636
106,563
135,038
1888
4,996
13,994
110,354
129,344
1889
20,167
14.225
119,703
154,095
1890
75,775
19,168
128,684
223,627
1891
84,902
14,847
145,588
245,337
1892
12,679
17,734
155,183
176,001
1893
22,809
12,440
158,333
193,582
1894
82,206
44,764*
165,155
292,125
* Including heating apparatus in both High School buildings.
TABLE 7. - POPULATION OF SOMERVILLE.
1842
1,013
1875
21,594
1850
3,540
1880
24,985
1860
8,025
1885
29,992
1865
9,366
1890
40,117
1870
14,693
1894 (Estimated)
51,510
246
ANNUAL REPORTS.
TABLE 8. - SCHOOL CENSUS, 1894.
Number of children in the city between 5 and 15 years of age, as reported by the truant officer, on the first of May.
1885
5,608
1890
6,469
1886
5,296
1891
6,800
1887
5,722
1892
7,191
1888
5,959
1893
7,601
1889
6,135
1894
8,040
BY DISTRICTS FOR 1894.
DISTRICT.
1893.
1894.
Increase.
Increase Per Cent.
East Somerville
1,405
1,459
54
3.84
Prospect Hill
2,823
2,977
154
5.45
Winter Hill
1,218
1,276
58
4.76
Spring Hill
1,126
1,200
74
6.57
West Somerville
1,029
1,128
99
9.62
Total
7,601
8,040
439
5.78
Between 8 and 14
4,723
4,993
270
5.72
247
TABLE 9. - ATTENDANCE OF THE PUBLIC SCHOOLS, 1894.
Rooms occupied in December.
SCHOOLS.
Annual
Enrollment.
Average
Average
Attendance.
Per cent of
Attendance.
No. cases of
No. cases of
Dismissal.
No. cases of
Punishment.
in January. No. attending
in December. No. attending
Average No.
to Teacher
No. over 15
No. between 8
and 14 years
of age.
14
High ·
641
612
584
95.4
333
603
562
44.1
558
15
12
Bell
692
569
550
96.7
169
232
25
589
558
46.5
50
428
12
Edgerly
725
566
544
96.1
83
131
26
598
555
46.2
44
403
12
Forster
Highland
740
570
537
94.3
199
414
11
600
616
51.3
69
380
8
Knapp
536
375
356
94.9
175
172
9
375
371
46.3
37
239
Morse
729
567
536
94.5
203
175
34
614
566
47.2
62
435
12
Pope
648
502
479
95.4
195
92
34
493
546
45.5
26
397
12
Prescott
735
560
540
95.4
91
73
17
596
594
49 5
49
415
Bingham
348
317
300
91.7
188
214
OC
214
366
45.7
()
175
8
Glines
489
359
340
94.7
87
102
12
397
386
48.2
30
241
Burns
275
204
189
92 9
157
112
6
198
209
52.2
(
83
Davis
276
203
189
93 3
27
39
21!
217
54.2
(
105
Durell
59
81
77
94.2
46
13
0
219
54.7
()
23
Franklin
219
167
159
95.1
60
48
26
182
165
41.2
0
177
Lincoln
280
207
195
94.1
66
98
5
202
218
54 5
162
3
Bennett
187
123
111
90.5
72
21
32
135
133
44.3
69
2
Beech Street
130
83
76
92.0
102
14
()
91
78
39.
22
Cedar Street
69
52
49
94.8
53
14
9
56
60
30.
38
(
Prospect Hill
253
230
213
92.6
118
48
18
247
268
45.
12
241
Harvard
88
45
41
92.0
107
12
3
67
40
40.
0
13
163
Total
.
.
9,387
7,212
6,840
94.8
3,000
2,509
314
7,385
7,649
46.9
950
4,218
1893
9,632
7,217
6,790
94.1
3,375
2,852
587
7,480
7,434
47.7
872
4,950
743
546
518
94.9
178
392
=
613
532
44.3
60
399
SCHOOL DEPARTMENT.
-1
Cummings .
245
170
160
94.1
161
84
178
176
44.
000
46
Jackson
197
106
98
91.9
130
9)
10
122
114
38.
.
Membership.
in December.
years of age.
Tardiness.
248
ANNUAL REPORTS.
TABLE 10. - STATISTICS OF THE HIGH SCHOOL, 1894.
Whole number of different pupils during the year . 896
Largest number at one time 691
Number admitted during the year
293
66 from our Grammar Schools
253
66 from other schools
40
graduated 111
of graduates who entered college
30
66 of graduates who entered Scientific Schools .
3
66 of graduates who entered Medical School 2
66 who have left during the year exclusive of graduates . 123
Whole number at the present time, December, 1894 662
Average number to a teacher Number over 15 years of age
· 44.1
in course preparatory to college
230
66 pursuing the English course 209
66 pursuing the Scientific course .
27
66 in the first class when it entered the school 218
66 in the first class at the present time . 94
in the second class when it entered the school 238
in the second class at the present time 130
in the third class when it entered the school 251
66 in the third class at the present time 177 .
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