Report of the city of Somerville 1894, Part 14

Author: Somerville (Mass.)
Publication date: 1894
Publisher: Somerville, Mass.
Number of Pages: 684


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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