USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1876 > Part 6
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2. A spoken word is a sound or combination of sounds. To make a sound, the vocal organs must be in a particular position. The succeeding sound is made then by changing the position ; this change, in ordinary pronounciation, re- quires a slight imperceptible pause. Make this pause percepti- ble, and the word is pronounced slowly, or, as it is miscalled, " spelled by sound."
.
3. Repeated trials have proven that little children will recognize words when pronounced slowly (spelled by sound), with nearly the same facility as when ordinarily pronounced, and that they will readily learn to pronounce words in this . manner.
4. With few exceptions, the words taught the first and second years are purely phonic in construction.
5. These words, arranged in groups, according to similarity of vowel sounds, are learned with great facility, as the pro- nounciation of one word furnishes a key to the others of the same group. From these premises is deduced the Phonic Method proper. The unity of the word, as required by the Word Method, is still maintained; that is, there is no con- scious analysis until the child's mind is slowly prepared for it.
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SENTENCE METHOD.
A sentence cannot be properly read, that is, the thought expressed is not known until each and all words in the sen- tence are grasped and combined. The pronounciation of each word in a sentence, separately, and then, after the last word is pronounced, struggling to catch the thought, is, to say the least, a very imperfect way of reading. In the Sen- tence Method, the words are seen, known, and combined, before an attempt is made to express the thought, which is then expressed in the child's natural manner. The usual, pitiful style of screeching words is thus avoided.
The Object, Word, Phonic, and Sentence Methods, derived as they are from the mother's method of teaching her little ones to talk, are combined into one harmonious whole, with- out the least complexity or confusion, and like so many men- tal faculties, are developed in the child's mind. To this com- bined method is yet added one important element, that of writing. The child copies upon its slate words written upon the blackboard, thus firmly fixing their forms in the mind.
Written words and sentences are taught from the black- board for five or six months, or until the children are fully prepared for the effective use of the First Reader.
The transition from script (writing) to print is very easy, so easy that the little folks scarcely notice the difference.
One, two, and even three First Readers are easily read through during the first year. The same method, essentially, should be pursued for the second, third, and fourth years ; after that, little or no time need be given to the direct teach- ing of reading. It is found that the reading of one text- book in a year does not sufficiently prepare a class for the next and more difficult reader. Continually reading the same text, and learning it by heart is of no possible benefit. Children who read well generally read a great deal at home. They use repeatedly this small but ever-increasing vocabu- lary in the eager perusal of interesting stories. The town has furnished the children reading matter to a small extent, while I have loaned them quite a number of my own books.
127
A bound volume of that popular children's magazine, the Nursery, is now read after the Second Reader is completed. Sheldon's Fourth Reader follows Munroe's Fourth, and Hig- ginson's admirable United States History takes the place of the Sixth Reader, which is considered to be entirely too diffi- cult for profitable use at present.
PENMANSHIP.
The custom of printing letters and words for two or three years is no longer practiced, for the good reason that the chil- dren learn to write as easily as to print, and the latter is of no practical benefit after it is learned. Besides copying words from the blackboard, a thorough systematic course of primary writing is given, by which the little folks learn to write well the first year. Form is thoroughly learned upon the slate and blackboard, - making the work with the pen wholly one of movement. Using the simplest exercises, classes are drilled simultaneously in pen holding and movement until they can make smooth lines on both nibs of the pen, - then the work with the pencil can be easily reproduced with the pen. Under this plan every child in town, of healthy physical organization, can be taught to write a good business hand in four years. The importance of thus early learning to write cannot be overesti- mated. Many otherwise wearisome hours are filled with in- teresting labor. Spelling and language are learned from the first by writing, and written examinations are held at the close of the first, D Primary, year. Besides this, the time usually spent in learning to write during the last four years of the course can be devoted to other work.
SPELLING.
Spelling is only used in writing, one of the simple truths so often lost sight of in teaching. The words that I am now writing are the transcripts, mental pictures of words in my brain. Correct spelling depends, wholly, upon the accuracy and distinctness of these mental pictures.
The problem of teaching spelling is simply what is the best method of acquiring these mental pictures. The form
128
of any object is best learned by drawing it : the inference is plain ; pupils should be taught to carefully copy words upon their slates until the forms are fixed in the mind, - then they can easily be reproduced without a copy. By repeated trial, this method is found to be a great saving of time and labor. What words should a child be taught to spell ? I answer, first of all, its own vocabulary; that is, the words it is taught to use in writing and speaking. The words commonly misspelled are not the polysyllables and jaw-breakers of the spelling schools, - words that the masses rarely, if ever, use ; but little simple words, like which, those, and pretty. Teach the used and useful first, and then the ornamental ? if there is time.
A gentleman informs me that a lady of his acquaintence took five prizes, in as many different spelling-matches, and then, in writing a note, misspelled several little words.
GRAMMAR.
English Grammar, or how " to speak and write the English language correctly," is now taught in every grade of our District Schools. Correct speaking and writing are habits formed by long and constant practice. This practice is begun the day that the little one enters school, and continued through the course of eight years. The teaching of technical Grammar has been, for a time, discontinued. When, however, a due proficiency in speaking and writing is acquired, it may be profitably taught. Fluency in the use of language is learned by writing simple compositions, consisting of de - scriptions, stories, &c.
ARITHMETIC.
More time and labor are wasted in the teaching of Arith- metic than in any other branch. The utter incapability of a large majority of the graduates from Grammar and even High schools, to solve simple mathematical examples, suffi- ciently proves this statement. An intelligent stoneworker can teach his son to measure stone in a few months. The young accountant soon learns to add a column of figures
129
rapidly and correctly, cast the interest upon a note, and com- pute equated time. Why is not the same practical work done by teachers ? The same means could, no doubt, be produced by the same means, which summarized are, - First, the thorough teaching of one definite thing at a time ; Sec- ond, the teaching of things, and using figures simply as their representatives.
GEOGRAPHY.
" Point towards Hudson's Bay," asks the school examiner, and the pupil confidently points to the ceiling. A class, after describing the map of Africa in a satisfactory manner, were asked some, simple questions concerning the United States. They were dumb, and the teacher hastily explained that they had studied the United States last year. A class that had studied geography two years were requested to define a peninsula. The definition was recited in concert, verbatim. "Did you ever see a peninsula ?" was asked, when they all affirmed positively that they never had. It remains to be said, that most of the class were born, and had lived all their lives, on a peninsula. These are not excep- tional cases ; they fairly illustrate the result of teaching an unconnected mass of statistics and facts, that fortunately soon fade from the memory. The beautiful landscapes and sea views in and around Quincy contain in miniature, with slight exceptions, every form of land and water upon earth. The imagination constructs, out of these elementary parts imaged in the mind, a permanent, correct idea of the great unseen world. Fill up this picture with political divisions, cities, towns, railroads, and the great moving masses of man- kind. Names, places, dates, located upon a living picture like this, are remembered, just as we recall every detail of our boy- hood's playground, or the fields, woods, hills, dales and run- ning brooks of the old home-farm. Indeed, the two ideas are one and the same. I am aware that this plan is consid- ered impracticable by many teachers, and particularly by cer- tain book publishers, and will be until they have time to prepare a new text-book containing the modern ideas. I have given, at your
130
request, these brief outlines of the methods introduced with some degree of reluctance, preferring rather to wait, and let the results speak for themselves. I do not wish to have it understood that favorable results have not already been pro- duced, but that a full and complete reform can only be accomplished by the slow, persistent work of years.
TEACHERS.
The teachers have, without exception, labored earnestly and faithfully to carry out the new designs ; they have taken every criticism with a cordial good will ; they have attended weekly meetings for the discussion and explanation of plans and methods. It must be frankly acknowledged that the introduction of the improved methods has greatly increased their labor, every step of which must be taken with much thought and care ; yet, without a moment's shrinking, they have zealously sustained every proposed measure. I can safely affirm that the corps of teachers employed in Quincy could be favorably compared with that of any town or city of its size in the country. This, to me, is a sure harbinger of success.
HIGH SCHOOL.
The teaching of Latin, French, and the higher mathemat- ics, to pupils who have not mastered the common rudimen- tary branches of English education is an absurdity. There is no lack of good, efficient labor, in the prescribed studies on the part of both principal and assistant, yet it seems to me that the time might be much more profitably spent in work that should have been done in the grammar schools. The standard of the latter must be raised before that of the High School can be.
TRAINING SCHOOL.
During the Fall term, I taught a training class, consist- ing of young ladies, residents of the town and graduates of the High School. The class were instructed in the art of teaching, and required to practice it, under the observation
131
and criticism of experienced teachers. Particular attention was given to primary teaching. Three of the young ladies have permanent positions as teachers, and the others may be favorably recommended to your notice when vacancies in the primary departments occur.
I herewith append the annual Financial Report and statis- tical tables.
FRANCIS W. PARKER, Supt. Schools.
132
FINANCIAL REPORT. Teachers' Salaries. HIGH SCHOOL.
H. A. Keith,
$1400 00
Sarah L. Barnes,
347 71
Ellen Holbrook,
325 00
Josiah B. Stetson, music teacher,
150 00
$2,222 71
ADAMS SCHOOL.
Seth Dewing, Jun.,
641 87
Geo. J. Aldrich,
600 00
Esther B. Hall,
374 98
Georgie Patterson,
237 50
Hattie F. Thayer,
464 33
Eliza C. Shehan,
461 59
Mary L. Flint,
461 59
L. A. Williams,
450 00
M. Palmer,
88 36
Charlotte M. Frost,
225 00
4,004 22
CODDINGTON SCHOOL.
J. Henry Ward well,
1200 00
Carrie B. Barnes,
254 06
Ellen E. McKean,
237 50
Mary E. Dinegan,
475 00
Julia E. Underwood,
450 00
Lizzie E. Morse,
450 00
S. M. Stinchfield,
240 70
3,307 26
133
QUINCY SCHOOL.
Lewis F. Hobbs,
$641 86
William N. White,
480 00
Sylvester Brown,
120 00
Lizzie A. Flint,
324 41
Mary A. Woods,
99 75
Elgina M. Plummer,
450 00
Emily Stanley,
83 72
Cora Young,
45 00
2,244 74
WASHINGTON SCHOOL.
I. Freeman Hall,
1,200 00
Mary Marden,
475 00
A. S. Amsbury,
62 82
L. Addie Souther,
450 00
Emily A. Bosworth,
475 00
Jennie Bates,
408 66
Alice S. Reid,
355 83
Carrie E. Morse,
94 18
3,521 49
WILLARD SCHOOL.
S. C. Higgins,
1,088 40
Henry F. Woodman,
120 00
Minnie Marden,
475 00
M. T. Dewing,
475 00
Cora F. Nichols,
332 13
M. L. Pierce,
450 00
Emmiline A. Newcomb, paid $41.88 for
last year,
491 86
Ada E. Locke,
282 54
Nellie Fegan,
167 44
Mary A. Spear,
450 00
4,332 37
WOLLASTON SCHOOL.
Hattie H. Morse,
800 00
Lydia S. Follett,
475 00
M. C. Averill,
240 69
Belle A. Thomas,
225 00
Total amount paid for teaching,
1,740 69 $21,373 48
134
FUEL.
High School, coal, winter of '74 and '75, $56 00 66 66 '75 and '76, 111 75 $167 75
Adams 66 '75 and '76, '124 86
fuel, 10 00 134 86
Coddington School, coal, winter of '75
and '76, 133 76
fuel, 2 00
135 76
Quincy School, coal, winter of '74 and '75,
72 00
'75 and '76,
154 00
226 00
Washington School, coal, winter of '74 and '75, 96 00
coal, winter of '75 and 76, 238 40
fuel, 10 00
344 40
Willard School, coal, winter of '74 and
'75, 120 00
coal, winter of '75 and '76 224 64 fuel, $15, '74 and '75, 25 00 369 64
Wollaston School, coal, winter of '75 and 776 105 40
105 40
Amount paid for fuel, '74 and '75, 359 00
'75 and '76, 1,124 81
1,483 81
CARE OF ROOMS AND FIRES.
High School, C. H. Pray, to May 22, 1875, $65 00 J. E. Maxim, Feb, 1, 1876, 146 29 Adams School, C. H. Pray, to May 1,
$211 29
1875, 65 00 J. E. Maxim, Feb. 1, 1876, 146 30
211 30
Coddington School, Wm. Pray, to May
22, 1875, 75 00
J. E. Maxim, to Feb. 1, 1876, 138 60 213 60 1875, 84 00
Quincy School, Peter Rowell, to May 22,
Peter Rowell, to Feb. 1, 1876, 121 32 205 32
135
Washington School, John Harmon, to June 19, 1875, $96 00 John Harmón, to Feb. 1, 1876, 173 16 Mrs. Porter (Neck) 49 50 318 66
Willard School, J. Sprague, to May 22, 1875, 143 00
66 & others, to Feb. 1, 1876, 202 10 345 10
Wollaston School, G.W. Griffin & others, to May 29, 1875, 124 11
Alexander Gordon & others, to Feb. 1, 1876, 117 84 241 95
Total am't care of rooms and fires, $1747 22
REPAIRS.
HIGH SCHOOL.
J. D. Rollins, repairs on fence and out- houses, $10 00
John Kilshaw, grading yard for wall, 15 25
J. Q. A. Field, carting stone, 16 00
E. Menhinck, building wall,
22 93
John H. Hersey, painting fence,
15 00
Joseph W. Grigg, repairing roof,
23 37
George Butler,
66
9 01
E. E. Fellows,
יי
15 63
$127 19
ADAMS SCHOOL.
L. & E. M. Litchfield, stock & labor, 1874, $42 00
W. Lakin, lumber for floor, 15 59
Joseph W. Grigg, slating roof, 298 88
J. D. Rollins, stock & labor for rep's,
70 75
J. W. Grigg, painting chimney,
3 00
J. Snell, whitewashing,
41 00
J. D. Rollins, repairs on fence, and out- houses, 10 00 $481 22
136
CODDINGTON SCHOOL.
J. D. Rollins, repairs on fence and out-
houses, $20 00 $20 00
QUINCY SCHOOL.
J. D. Rollins, 125 cedar posts,
$47 50
66 labor on fence, painting,
266 00
making steps, grading and repairs, Otis Eddy & Co., lumber for fence and steps,
322 03
Burdett & Williams, hardware, 18 11
C. & F. King, paints & oils, 94 45
Whitman & Breck, superint'g grading,
10 00
Wm. Mahoney, grading yard, 70 00
Peter Rowell, labor, making walks,
19 25
$847 34
WASHINGTON SCHOOL.
John H. Hersey, painting school-house and fence, $238 70
E. E. Fellows, tinning roof and other repairs,
40 24
J. D. Rollins, blinds, fastenings, labor on outhouses, stock & repairs, 87 02
J. Snell, whitewashing, 30 50
$396 46
WILLARD SCHOOL.
Joseph W. Grigg, slating roof, $200 00
Elisha Hobart, plastering and whitewashing, 12 75
Jonas Shackley, stock and labor, 15 08
Keating & Spear, varnish, 3 34
$231 17
137
WOLLASTON SCHOOL.
Waterhouse, grading yard, 1874,
$50 00
J. D. Rollins digging blind
drain, cess-pool flags, 288 00
Keating & Spear, repairs, 18 11
Whitman & Breck, estimates of, and su- perintending, grading,
20 00
Joseph W. Grigg, repairing roof,
20 51
$396 62
Total amount paid for repairs, $2,500 00
INCIDENTALS.
HIGH SCHOOL.
Rockwell, Churchill & Co., printing, 1874, $27 50
275%
G. S. Coffin, keys, 2 00
E. B. Souther, books, 5 72
C. H. Pray, ink, brooms and cleaning materials, 7 55
J. E. Maxim, building drain, changing desks, and setting glass,
9 15
E. E. Fellows, dippers,
75
F. W. Loomis, tuning piano,
2 20
Rockwell & Churchill, printing,
42 50
Keating & Spear, moving piano, 6 50
Amos M. Litchfield, repairs,
45
Oliver Ditson, music,
6 17
Ewell & Josephs, moving plants,
1 00
J. E. Maxim, cleaning materials,
12 00
C. S. Hubbard, 1 package ribbon,
1 50
J. L. Hammett, Mason's music charts,
20 00
Citizens' Gas Co., footlights,
3 00
John H. Hersey, painting,
5 00
A. B. Packard, flowers, 3 00
Wm. H. French, repairing chimney,
7 50 $163 49
138
ADAMS SCHOOL.
G. S. Coffin, keys, $ 0 30
C. H. Pray, stock, labor setting glass, 7 40
E. A. C. Hardwick, rent of land,
10 00
E. B. Souther, books, 23 46
Dr. W. S. Pattee, Guyot's wall-map, 8 00
Jenkins & Jordan, lightning rods,
86 80
Ira Litchfield, repairs stone house,
1 68
Keating & Spear, varnish, 3 33
P. A. Wales, pump,
23 00
J. E. Maxim, cleaning materials,
18 00
66 labor,
22 50
Amos M. Litchfield, labor,
1 00
L. Litchfield, blackboards,
26 31
Fred. Hardwick, taking census, 20 00
John Clark, setting glass, 6 55
4 00
J. L. Hammett, bell and music chart, 11 58
78 38
S. Dewing, Jr., books, 66 taking census,
5 00
J. O. Holden, clocks and repairs,
8 25
John Gray, carting,
0 75
Whitney & Nash, nails,
0 79
Ira Litchfield, water pails, dippers and labor, 5 50
Daniel Baxter, ink and nails,
4 94
$381 86
QUINCY SCHOOLS.
T. Gurney, books, 1874, $41 61
S. D. Ramsdell, repairing windows, 13 50
T. Gurney, books, 22 07
J. M. Glover, setting glass,
3 00
$80 18
L. Ballou, conveying children, 56 00
56 00
$136 18
78 58
E. E. Fellows, stove and pipe,
4 34
Ewell & Josephs, hanging bells,
139
CODDINGTON SCHOOL.
Amos M. Litchfield, labor and stock, 1874, $10 02
J. L. Fairbanks, books, 2 25
Wm. Pray, feather duster and brooms,
11 95
J. L. Hammett, crayons, erasers, 35 00
G. Clements, maps, frames, 30 00
E. B. Souther, books, 7 25
Wm. Prav, polishing stove,
50
Jenkins & Jordan, lightning rods,
52 60
J. E. Maxim, cleaning materials, 15 00
7 20
E. E. Fellows, dippers,
75
E. B. Souther, taking census, 20 00
Keating & Spear, varnish, 1 60
C. F. Pierce, stove, pipe, and repairs, .
52 30
J. E. Maxim, setting glass, 3 02
Whitney & Nash, hardware,
4 80
John Freeman, care of Crane school- house, 5 00
A. M. Alpaugh, express,
1 75
$260 99
Lapham Bros., conveying children,
129 00
Joseph T. French, "
392 50
521 50
$782 49
WASHINGTON SCHOOL.
E. B. Souther, books, 1874, $35 09
Jenkins & Jordan, lightning rods, 1874, 32 00
L. & E. M. Litchfield, blackboards, 1874, . 14 00
D. S. Baxter, labor, 1874, 35 00
John Hall, team, 1874,
3 00
G. A. Coffin, keys, 35
Cutter & Tower, ink, crayon,
7 40
E. B. Souther, books,
13 32
J. A. Littlefield, tuning piano,
2 00
John Harmon, shoveling snow,
3 00
Keating & Spear, curtain fixtures,
140
John Harmon, digging drain, 2 00
Keating & Spear, curtain fixtures & paint, 33 13
John Harmon, cleaning material, 7 50
G. Clements, repairing windows, labor, and stock, 8 11
J. H. Rollins, blackboards,
13 00
Ewell & Josephs, furniture,
22 25
E. E. Fellows, stove-pipe and repairs,
4 50
J. H. Slade, desks,
12 00
J. O. Holden, clocks and repairs,
17 00
Charles Hall, pails,
1 36
Patrick Connor, cleaning vault,
14 00
Whitney & Nash, grass-seed,
84
Thomas S. Cleverly, whitewashing,
2 50
$283 35
WILLARD SCHOOL.
L. & E. Litchfield, stock and labor, 1874, $ 8 00
G. S. Coffin, keys,
30
G. A. Mitchell, setting glass, 2 50
J. L. Hammett, baskets, books, ink, 5 32
E. E. Fellows, dippers, 1 50
P. A. Wales & Son, pump, 39 50
Jenkins & Jordan, repairing lightn'g rods,
8 20
J. D. Rollins, map bracket,
22 00
Mary Spear, taking census,
20 00
John Gray, moving desks,
6 25
Keating & Spear, paint,
2 18
J. O. Holden, repairing clocks,
5 25
E. H. Doble, ink,
3 74
Wm. B. Ryan, repairing pump,
10 00
Badger Bros., repairs,
1 80
Jonas Shackley, labor and stock,
80
Ripley Bros., conveying children,
141 20
Enoch E. Hall, 66
16 00
$137 34
157 20
$294 54
141
WOLLASTON SCHOOL.
Keating & Spear, repairs, 1874,
$19 03
Cyrus Carpenter, cleaning furnace, 1874, 4 00
E. F. Field, 1 50
E. B. Souther, ink, 3 85
E. E. Fellows, dippers,
1 75
Josiah Sparrow, labor,
2 75
J. C. Russell, brooms and cleaning mate- rials, 3 47
J. D. Rollins, preparing for blackboards, map brackets, repairing windows, extra labor on yard,
62 60
Alex. Gordon, cleaning materials,
3 00
John O. Holden, repairing clocks,
5 25
J. A. Swazey, blackboards,
18 40
Keating & Spear, varnish,
1 05
Whitney & Nash, grass seed,
1 88
Ewel & Josephs, stock and labor,
3 89
$132 42
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MISCELLANEOUS.
M. E. Green, printing, Jan. 1874, $21 25
M. E. Green, printing, Jan. 1875, 34. 40
Alfred Brooks, printing, 5 25
Robert Cooke, paper, inkstands, station- ery, slate pencils, 28 02
Nichols & Hall, crayon, ink, 31 80
J. L. Hammett. blackboard, mats, 12 dozen ink wells, 4 dozen erasers, 2 copper ink fillers, slating, paper, bas- kets. stationery, and supplies,
144 30
C. S. Coolidge, express,
15 20
A. S. Barnes & Co., Jepson's music books, 1874, 520 00
520
W. D. Buck, 30 school registers, 9 00
G. H. Thomas, desk-top, 6 00
G. H. Thomas, 163 dozen erasers,
27 38
Rand & Avery, printing blank reports, 28 75
F. W. Parker, stationery, express, postage, 34 50
M. W. Tewksbury, books, 32 18
E. Steiger, books, 6 64
Burdett & Williams, hardware,
3 47
T. G. Emerson, care of supt's office, 11 50
E. B. Souther, books, stationery, 27 78
Sampson & Cochrane, printing certificates, 21 25
Cutter & Tower, stationery, slate pencils, 33 06 John Allyn, books, 8 40
Stephen Sears, books,
3 30
Taintor Bros., Webb's Word Chart, 3 00
Thompson, Brown, & Co., books, 18 00
Osborne Bailey, copying examinations, 5 00
Brewer & Tileston, books, Walton's tables, 31 40 Butler & Co., books, 5 76
Wm. S. Pattee, books and slates, Jan. 1876, 13 55 81130 14
Total amount paid of Incidentals, $3,304 07
· 143
Town of Quincy in Account with Public Schools.
DR.
CR.
Teachers' salaries, fuel and care of
rooms .
. $25,000 00
Repairs
·
.
·
2,500 00
Incidentals
4,000 00
Incidentals 66
.
694 45
State Fund
298 18
Teachers' salaries, 1875-76
21,331 60
Fuel
1,124 81
Care of rooms
1,747 22
Repairs
2,330 45
Incidentals
1,876 32
Carrying children
733 70
Balance
1,544 20
$31,953 18
Teachers' salaries, 1874-5
41 88
Fuel
359 00
Repairs
169 55
Coddington fund
75 00
Sale of books
·
80 00
.
.
.
$31,953 18
·
.
144
Enumeration of Children, in Town of Quincy, between the ages of 5 and 15, May 1, 1875.
WHOLE NUMBER IN DIST.
NO. IN DIST. NOT IN PUBLIC SCHOOLS. SCHOOLS.
HIGH SCHOOLS.
Adams,
394
299
84
11
Coddington,
318
219
70
19
Quincy,
169
152
16
1
Washington,
297
238
32
9
Willard, .
448
382
57
9
Wollaston,
119
114
10
5
Total,
1727
1420
269
54
In Adams Academy
20
In Private Schools
·
37
Not attending school .
.
. 250
RESIGNATION OF TEACHERS.
High School. - Miss Sarah L. Barnes, Asst., to accept a position in the Hyde Park High School.
Adams School. - Mr. Seth Dewing, Jr., Principal. Miss M. Palmer.
Coddington School. - Miss Stella M. Stinchfield.
Quincy School. - Mr. Lewis F. Hobbs. (Mr. Hobbs has accepted a position in the Elliot School, Boston.) Mr. Wm. N. White, Principal. Miss Lizzie A. Flint, to accept a posi- tion in the Harris School, Boston.
Washington School. - Miss Angie S. Amsbury. Miss Alice S. Reid.
Willard School. - Mr. S. C. Higgins, Principal. Miss Minnie Marden, to accept position in the Public Schools of Boston. Miss A. E. Locke.
Wollaston School. - Miss M. C. Averill.
The above-named teachers have resigned during the past year.
145
TEACHERS' SALARIES, AND ALL SCHOOL BILLS FOR PRECEDING MONTHS WILL BE APPROVED ON-
Feb. 26.
June 3. Nov. 25.
March 25.
July 1.
Dec. 23.
May 6.
Sept. 30.
Jan. 26.
Oct. 28.
JANITOR'S PAY-DAYS.
Feb. 26.
June 17. Nov. 4.
March 25.
July 15.
Dec. 2.
April 22.
Aug. 12.
Dec. 30.
May 20.
Sept. 9.
Jan. 26.
Oct. 7.
NAMES AND SALARIES PER ANNUM OF JANITORS.
High School, James E. Maxim,
$200
Adams School, 66 66
200
Coddington School,“ 66
200
Quincy School, Peter Rowell,
200
Washington School, John Harmon,
250
Willard School, J. Sprague,
300
Wollaston School, Alexander Gordan, .
175
Neck School, Mrs. Potter,
40
Total, $1,565
TERMS, 1876 & 1877.
Winter term begins Jan. 3; ends March 24; 12 weeks. Spring term begins April 10; ends June 30 ; 12 weeks. Fall term begins Sept. 4; ends Dec. 22; 16 weeks.
VACATIONS.
Spring vacation begins March 27 ; ends April 7. Summer vacation begins July 3 ; ends Sept. 1. Christmas vacation begins Dec. 25 ; ends Jan. 1.
Report of Attendance, Etc., From September 6, 1875, to February 1, 1876.
SCHOOLS.
NAMES OF TEACHERS.
Whole Number Enrolled.
Whole Number Pupils.
Average Number.
Average Per Cent. Daily Attend- ance.
of Daily Attend- ance.
Tardi- nesses.
HIGH SCHOOL.
Miss Ellen Holbrook.
63
63
60
59
98
16
ADAMS SCHOOL.
§ Mr. George I. Aldrich.
81
73
71
97
188
C Grammar ..
Miss Eliza C. Sheahan.
49
43
41
95
133
D Grammar.
Miss Mary L. Flint ..
54
45
44
98
114
A Primary. .
Miss Esther B. Hall. ..
59
49
47
96
151
B Primary ...
Miss Hattie F. Thayer.
58
46
44
95
203
C Primary ..
Miss Lizzie A. Williams.
48
36
34
94
99
D Primary ..
Miss Charlotte M. Frost.
52
35
34
95
85
Total ..
377
327
315
96
973
CODDINGTON SCHOOL.
( Mr. J. Henry Wardwell.
55
51
50
98
59
Miss Ellen E. McKeen.
Miss Mary E. Dinegan.
50
43
42
98
73
Miss Lizzie E. Morse.
55
51
50
98
64
C and D Primary . . . .
Miss Julia E. Underwood.
53
47
43
91
166
Total.
207
192
185
96
362
QUINCY SCHOOL. B, C and D Grammar.
Mr. Sylvester Brown.
60
54
51
94
437
Miss Mary Woods.
45
41
37
90
210
Miss Cora Young.
61
44
40
90
213
Total.
165
139
128
92
860
.
.
146
-
A and B Grammar .. .
C and D Grammar .. . A and B Primary .. .. 040
A and B Primary .. ..
Miss Elgina Flummer
C and D Primary ....
( Mr. H. A. Keith. ..
1
A and B Grammar. ..
Miss Georgianna Patterson
WASHINGTON SCHOOL.
A and B Grammar ...
Mr. I. Freeman Hall.
64
56
54
96
188
C and D Grammar.
Miss Jennie Bates.
54
49
49
96
166
A and B Primary ....
Miss S. Addie Souther.
49
40
38
95
178
A and B Primary ....
Miss Emily A. Bosworth
29
28
26
93
97
C and D Primary ....
Miss Carrie E. Morse.
40
29
27
93
84
Total.
230
202
192
95
713
WILLARD SCHOOL. A and B Grammar. ..
S Mr. Henry F. Woodman.
97
81
76
96
94
Mrs. Henry F. Woodman
C Grammar ...
Mrs. M. T. Dewing. .
58
53
52
98
57
D Grammar ...
Miss Cora F. Nichols.
55
49
47
96
120
A Primary ... ..
Miss M. L. Pierce ..
52
46
44
96
63
B Primary ..
Miss E. A. Newcomb.
48
45
43
96
82
C Primary ..
Miss Nellie Fegan ...
40
37
34
92
102
D Primary .
Miss Mary A. Spear.
70
44
40
91
59
Total.
402
355
338
95
577
WOLLASTON SCHOOL.
A, B and C Grammar.
Miss Harriet H. Morse.
27
25
24
97
65
D Grammar. . . . ..
Mrs. Lydia L. Follett.
37
34
33
97
56
Miss Belle A. Thomas.
39
. 29
27
93
35
Total.
100
88
84
95
156
Total.
1,544
1,363
1,301
95
3,657
.
.
.
.
....
....
·
·
NOTE .- The total of the whole number enrolled is not given, as that number contains the number received by promotion, which are, of course, counted twice.
147
A Primary. -
B, C and D Primary .
Miss Mary Marden ...
....
-
-
148
RULES FOR THE MONTHLY REPORTS.
1. Whole Number. The whole number of pupils is obtained by adding or subtracting the difference between the number entered and the number left, during the month, to the whole number at the last report.
2. Average Number. The average number is obtained by dividing. the aggregate number of days' membership, by the number of school days in the month.
3. Average Daily Attendance. The average daily attend- ance is obtained by dividing the aggregate number of days' absence by the number of days in the month and subtracting the result from the average number.
4. Per Cent of Attendance. The per cent of attendance is obtained by dividing the average daily attendance by the average number.
5. Per Cent of Absence on account of Sickness. The per cent of absence, on account of sickness, is obtained by dividing the aggregate number of days' absence, on account of sickness, by the aggregate number of days' membership.
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