USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1877 > Part 7
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The fact that a very large number of children leave school entirely, long before the grammar school course is completed, is worthy of thoughtful consideration. I am inclined to think that the reason generally given, namely, that they are by neces- sity required to earn a livelihood, is not in most cases the true one. A large number of pupils leave school because poor teaching and bad treatment creates a strong dislike for study. There are very few boys or girls in this country, if they acquire
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a hearty love for learning, who will not be helped to a fair edu- cation by their parents or friends. The reason that more pupils leave school from the B and C grammar grades is that a full course is looked upon simply as a preparation for the High School. This is wrong : the Grammar School should be regarded as the People's College, and its aim should be to give the masses the best possible preparation for life's work. Graduation from it should be prized as no small honor,-an honor differing only in degree from the diplomas of higher institutions. Children can have no just estimate of the value of education, but place before them such a tangible idea as the honor of graduation, and they will strive to complete the course. I respectfully recommend that pupils of the A Grammar grade who pass the required examinations receive certificates of graduation from the School Committee.
COURSE OF STUDY.
I have endeavored to adapt the course of study strictly to the condition of the schools and the skill of the teachers ; to do nothing that cannot be thoroughly done. There is a temp- tation to introduce branches that are just now very popular, and which are without doubt of great practical benefit; but I deem it of vastly more importance to do a little at a time, and that well, than to attempt too much. Work once thoroughly done is finished and enables us to pass to new ground. The first step, then, towards improvement is the right teaching of those branches which have been poorly taught ; this done, plenty of time will be saved for drawing, physics, and music.
One of the most important functions of supervision is to secure
UNITY OF PLAN.
and close connection throughout the school course ; it can be effected by no other means. The great advantage of graded schools is that they economize time by putting together chil- dren of like attainments, so that the teacher's work is limited to some particular portions of the branches taught ; thus ena- bling instructors to direct all their efforts to the preparation and teaching of a few things thoroughly.
I2I
Joining together the work of different teachers, so that all real acquirements will be constantly used, and the same general plan closely adhered to, is absolutely necessary in obtaining good results.
EXAMINATIONS.
I attribute great importance to examinations, both oral and written, that are tests of real acquirements, and which embrace everything of value that has been taught. During the past year a systematic plan of examinations has been in successful operation. Besides the examinations at the close of each term, the teachers have examined their classes monthly, under direc- tion of the principals. Considerable attention has been given to neatness and arrangement of answers upon paper. These written examinations have been verified by oral questioning.
I find that the things sought for by the examiner generally fix the standard of the teacher. The valuation of certain results creates a strong desire to supply the demand. If the glib recitation of rules, definitions, and other verbal memorizing are commended, then the teacher's aim will be to produce such worthless rubbish. Better no examinations at all than superfi- cial ones : they only perpetuate superficial teaching.
Judging teachers of like grades, in different schools, by the same criterion is manifestly unfair. One has received classes thoroughly well-taught below, the other teacher has perhaps exhausted the entire year in obliterating the bad effects of bad teaching. How can we look for the same results, even from equal fidelity and ability ? To institute one absolute standard for like grades is to offer a premium for mere word-cram. I have instructed teachers to find out, by long and searching examinations, just what their pupils know, and upon this safe basis to build without regard to name of grade or age. The teachers make a written statement of just what has been done during the term ; and the test ques- tions are limited to this statement, excepting, of course, all pre- vious work. In three or four years a comparatively uniform grade standard will be reached. Both oral and written exami- nations are only partial tests of all that is comprised in school work. The discipline that leads to self-control, neatness, and cleanliness, attention to health and comfort, and, above all, the
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cultivation of honesty, truthfulness, and integrity in charac- ter, are results that cannot be fully indicated by either voice or pen.
It is highly creditable for teachers to see and encourage talent and genius, to direct minds that will one day be potent in society ; but far higher than that is the loving influence that raises children from mental and moral degradation.
PRIMARY INSTRUCTION.
Your approval of suggestions in my last report has enabled me to change radically the teaching and management of the lowest primary grade. Some features of the Kindergarten have been introduced. Long tables, covered with building blocks, colored sticks for weaving, shells, &c., furnish the little ones with easy means of pleasant and profitable occupation. Kinder- garten songs and plays form part of the exercises. All lessons are short, in order to avoid weariness. Great freedom of move- ment is allowed, controlled by a quiet firmness which insures obedience. The teaching is almost wholly objective, aiming at healthy development of the mental faculties. In no grade is the study of individual character, and the adaptation of treat- ment to individual necessities, so essential to success as in the lowest.
The little beginners are classed, when possible, in groups of six or seven, according to mental abilities, - the lowest group taking a much longer time in the acquirement of the same knowledge and skill than the highest. This plan, which I con- sider of great importance, cannot be carried out when a teacher has a large number of children in her care. As fast as circum- stances permit, I think it desirable that the number in this grade, under the care of one teacher, should be limited to thirty pupils. The success or failure of the first year of a child's school-life generally fixes its whole future course in education.
READING.
The A, B, C method has been entirely discarded, and a rational method adopted. This involved much study and pains- taking on the part of the primary teachers, yet, imperfect as
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their knowledge of the art has been, the results more than equal the claims made in the report of last year. Proofs are at hand that fully two-thirds of the time in the eight years' course will be saved in teaching reading, with far better results. Five months are spent in teaching words and sentences from the black-board, and during the remainder of the year four, five, and sometimes six, first readers are completed. A lesson is re-read but once generally. I have purchased, with your consent, ten sets of different first readers, at a cost of less than fifty dollars. In- stead of using one little book for one and two years, fresh, interesting reading matter is constantly supplied. Instead of learning one reader by heart, all first-reader reading is thoroughly mastered, the actual work of teaching primary reading is fin- ished, and all future reading will be a pleasure, thus happily avoiding the drudgery of stumbling through reader after reader. From this point the line of progress is the acquisition and use of new words.
Instructions that I have given teachers may be comprised in the following statements. The value of a word is the value of the idea of which it is the sign ; therefore a word is of no value unless it recalls an idea. Children should never be allowed to think that they have read a sentence if the thought it contains is not understood. Comprehension of thought is absolutely essential to proper expression : that is, the thought in the mind is the incentive to emphasis, inflection, modulation, and pauses. If the thought is felt, the expression will be natural. It follows that a sentence cannot be properly read unless the thought be perceived by the reader. My aim has been to see that these prin- ciples are closely followed ; for I see in them the means of put- ting an end to senseless memorizing in any and all branches of instruction.
The pages of a book may be made alive with new ideas, pleasant thoughts, and valuable information. An ever-present map for localities, brief descriptions or a little history, sketches of the lives of authors and prominent persons mentioned, explanations of wonderful things, may be presented by teachers in a manner not to satiate, but simply to excite curiosity and encourage research.
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It is far more difficult to arouse an interest in classes that have been mistaught for years than to teach the first steps by the method now in use. We have found several classes, reading in the fourth and fifth reader, to whom very many of the words used were as meaningless as so much Greek. The words me- chanically pronounced had far outstripped their stock of ideas, and the fruitless task of trying to understand what they read had long been given up. I have suggested in such cases that the classes be supplied with books that they could understand, and from this fresh starting-point to go on, - taking great care that each new word is understood. Besides the regular teach- ing of reading, a lively interest has been aroused in the perusal of useful, books, from the excellent town library. Mr. C. F. Adams, Jr., a trustee of the library, and member of your com- mittee, has taken the matter in hand. He meets the princi- pals each month for consultation in regard to the selection of proper books and the best means to cultivate a love for good reading.
The fact that the reading of a few sets of books in the lower grades has produced such good results, and other considerations, lead me to respectfully recommend that all reading books be purchased by the town.
If a reading book be purchased for each promoted pupil, next September, it will cost the parents the sum of one thousand one hundred and forty-one dollars and eighty-five cents ($1,14I .- 85). Deducting one-third (a large estimate), for books now on hand, there remains $761.24 for which books can be bought sufficient to supply the schools for at least two years. A book bought by the parents when finished is consigned to the garret, or sold for a few cents ; while all books belonging to the town will be worn out in the service. I have sets of readers that have been used constantly for three years, and are now in a fair condition. I think it advisable, if this plan is adopted, to buy sets of different series of reading books, readable histories, geographies, &c. I am quite certain that such a course would be of great value to the children of our town.
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WRITING.
Proofs are abundant that children can be taught to write well during the first year. We find that the advantages of this process are many. A great gap of otherwise idle time is filled with interesting work. It aids very much in teaching reading : as the forms of words and names of letters are acquired by writing. Every word taught on the black-board is copied upon the slate. All spelling is taught by writing, with surprising re- sults. The most remarkable advantage is that pupils command the second great means of expressing thought, to be used at will in numberless exercises, in common recitations, sentence com- position, letter writing, &c. Two lines of work are pursued by the teacher from the beginning. First, words and sentences are copied from the board without previous drill, and the second is a thorough course of technical writing upon slates and black- board. The writing forms are learned so completely that there is no necessity for teaching them again, then the work of pen- writing is one of manipulation only, -and can profitably be taught during the third year. I am confident that all direct teaching of penmanship can be finished in the fifth year (C Grammar).
LANGUAGE.
Language is now one of the principal branches in our schools. Pupils have continual practice throughout the course in con- struction of sentences, in letter writing, composition, and the use of correct forms. The first step is to bring out and use the child's stock of words brought from home and acquired entirely' by objects. Expression of thought is stimulated by the presen- tation of objects, pictures, and the relation of short stories, making composition writing a delightful task. Pictures are used with excellent results in teaching language. I have purchased six large pictures especially prepared for the purpose. L. Prang & Co. have published somè fine illustrations of the various trades, which I hope you will permit me to introduce in the primary rooms. I quote instructions from the course of study for the D Grammar grades.
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First Term. Picture and object lessons, sentence, letter, and composi- tion writing, punctuation marks, capitals, and abbreviations, continued throughout the year.
Exercises in sentence building are, as the term implies, exercises in using language. They are not for the purpose of learning the names of the parts of a sentence simply, or for memorizing rules and definitions, knowl- edge of little or no practical benefit to pupils of this and the two succeed- ing grades ; but they are for the continuous, steady, systematic practice of speaking and writing correctly, in a plan for the gradual development of language. Technicalities are to be sparingly used, but the habit of using language should be formed, which will surely prepare the way for a com- prehension of the science of language.
ARITHMETIC.
I recommend a radical change in the teaching of this branch. One step in this direction has already been taken by the adop- tion of Grube's method of number for the primary course. A brief explanation of this method will serve to present my rea- sons for the proposed changes. Only two operations can be performed with numbers : they can be combined and separated. Combinations of unequals is called addition ; equals, multipli- cation. Separation of unequals is subtraction ; separation of equals, division. Now it requires no greater mental effort to perform one of these fundamental operations than another : indeed one operation assists greatly in the comprehension of . the others ; therefore they should be taught together. Experi- ence proves that this can be done without the least confusion. From one to ten everything that can be done with a number, every combination and separation, are to be known instantly before the next higher number is taught.
By this method the ideas of number are slowly and carefully developed before the signs are taught ; that is, every combina- tion and separation of objects is learned before the figures rep- resenting them are introduced. One and even two years can be very profitably spent in teaching ten. It forms an excellent foundation for a knowledge of arithmetic.
There are two motives in arithmetical teaching. First, the development of reason by the solution of problems and prin- ciples. Reasoning in arithmetic is upon things alone. The direct seeing or the vivid recalling of the things repre-
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sented by figures must be the first step in the solution of any question.
Prominent educators argue of late that the utter failure in numberless instances, in leading children to " think out" and understand problems in arithmetic, is proof positive of their in- ability to reason ; therefore rapid and accurate computations alone should be the teacher's aim, until the mental powers are strengthened by age. I hold this conclusion to be erroneous ; for it is evident that the incessant activity of the child's mind upon objects can be brought to bear directly upon the teaching of number, and it is equally evident that the common elementary instruction in abstract numbers, and the use of concrete numbers without objects before the imagination is strong enough to represent them, deprives the child of the power to reason. "Having by our method induced helplessness, we straightway made helplessness a reason for our method." *
Continually reading meaningless words leads to precisely the same result.
If objects are constantly used in teaching arithmetic, until , distinct, easily recalled ideas, mental pictures, are acquired, the mind will habitually act upon the objects represented by figures. The process of exciting mental activity in this direction, and building up the imagination, is necessarily a very slow one, yet the results are of incalculable benefit. I am convinced that every definition, rule, problem, and principle in arithmetic - except the purely arbitrary ones - will be clearly seen and thoroughly un- derstood by the systematic presentation of objects. The defini- tion made by pupils answers the question, What is it? the rule, What is the process ? the principle, Why ? Learning rules, before the idea is shown, reverses the normal order and robs the pupil of opportunities to reason. The second motive for teaching arithmetic can be briefly stated.
It is the acquisition of the power to make rapid and accurate combinations and separations of numbers. This is a matter of mechanical drill alone, and that method is the best which ar- ' rives at results with the slightest intervening processes. For example : 7+8, 3×5, 12+3, 20-5, should instantly recall 15,
* Spencer.
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just as the word "horse " recalls the idea without spelling. Learn- ing tables in order necessitates the repetition of a table up to the required result.
The principal changes recommended in teaching arithmetic are as follows : -
I. The development of 20 by Grube's method during the first two years of the primary course.
2. The use from first to last of practical things in teaching arithmetic, such as weights, measures, money, &c.
3. Abolish all arbitrary and unscientific divisions, and teach subjects requiring the same mental efforts at the same time, taking each successive step in the order of mental develop- ment. Thus, addition of whole numbers, U. S. money, and deci- mals, should be taught together, to be followed by addition of compound numbers. Multiplication of whole numbers and dec- imals to be supplemented by percentage.
4. Leaving out all useless work, such as teaching the great- est common divisor, and the computations of sextillions, nonil- lions and the like.
5. The foundation for a thorough knowledge of fractions should be laid away back in the primary grades, - with objects only.
One excellent effect of these changes will be that children who are obliged to leave school before the course is finished will derive the greatest possible benefit from the study of arithmetic ; as it is, those who leave school before the seventh year know nothing whatever of percentage.
HIGH SCHOOL.
This school would be far more profitable to the town if the entire time were given to those branches which are of the great- est practical benefit. The smattering of Latin gained is not abso- lutely useless, yet the graduates would be much better equipped for life's work if they had a fair knowledge of the common sciences. As it is impossible to teach all branches prescribed in the course with any degree of thoroughness, the most useful studies only should be retained, and the others dropped for the present. A slight knowledge of any branch is hardly worth the time
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spent in learning it. The Principal cordially endorses the pro- posed changes, and seconds every effort in that direction. If the studies are made elective, it remains for parents to decide whether their children shall spend their time in this school to the best advantage.
TEACHERS.
The highest praise that I can give to my fellow-teachers of Quincy is that they are zealously striving to learn the great art of teaching. This grand endeavor lifts them above the petty jealousy, the inharmonious action, and ungenerous emulation, that often disfigure character, and render good results impos- sible. They see more and more clearly that their increas- ing skill enhances the welfare of the children. They not only take kindly all suggestions and advice given them, but invite criticism, and are anxious to recognize and rectify their faults. Meetings have been held for the discussion of subjects applicable to all. Teachers of the different grades have met to study special subjects and methods. The princi- pals often confer about matters pertaining to changes and gen- eral management. I have a class for the study of methods in geography, which will lead, I trust, to a better understanding of that branch.
The following named young ladies attended the Training Class, during the Fall Term : -
Allie White, Nellie McDonnell, Amy Newcomb, Esther B. Hall, Hattie Alexander, Mary Sheahan, Minnie Davis, Mrs. Phillips.
Most of them are continuing the practice of teaching under the direction of the D Primary teachers in the several schools.
I herewith append the annual Financial Report, and a statis- tical table.
FRANCIS W. PARKER, Superintendent of Schools.
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FINANCIAL REPORT. Teachers' Salaries. HIGH SCHOOL.
H. A. Keith, Evelyn L. Holbrook,
$ 1,400 00
650 00
$2,050 00
ADAMS SCHOOL.
George I. Aldrich,
$1,200 00
Georgia Patterson,
475 00
Eliza C. Sheahan,
475 00
Mary L. Flint,
475 00
Esther B. Hall,
225 00
Anna C. French,
230 00
Hattie F. Thayer,
225 00
Mary M. Devlin,
200 00
Lizzie A. Williams,
450 00
Charlotte M. Frost,
450 00
Alice S. Reid,
45 00
Hattie Ellis,
37 00
Etta Nightingale,
7 50
$4,494 50
CODDINGTON SCHOOL.
J. Henry Wardwell,
$240 00
Seth S. Crocker,
960 00
Ellen E. McKean,
237 50
Mary E. Dearborn,
237 50
Mary E. Dinegan,
475 00
Elizabeth E. Morse,
450 CO
Julia E. Underwood,
450 00
Lydia S. Follett,
225 00
-
$3,275 00
Amount carried forward,
$9,819 50 (131)
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Teachers' Salaries, continued.
Amount brought forward,
$9,819 50
QUINCY SCHOOL.
Sylvester Brown,
$ 1,200 00
Mary W. Woods,
475 00
Elgina M. Plummer,
450 00
Cora I. Young,
450 00
Mary M. Devlin,
37 00
$2,612 00
WASHINGTON SCHOOL.
I. Freeman Hall,
$ 1,200 00
Mary M. Marden,
475 00
Jennie Bates,
95 00
Hattie C. Piper,
237 50
Ella M. Ames,
142 50
S. Addie Souther,
450 00
Carrie E. Morse,
412 78
Alice S. Reid,
45 00
Emily A. Bosworth,
237 50
Jennie Carroll,
22 50
$3,317 78
WILLARD SCHOOL.
Henry F. Woodman,
$1,200 00
Vessie Woodman,
237 50
Kate T. Clark,
190 00 .
Mary A. Bosworth,
47 50
Mary T. W. Dewing,
475 00
Cora F. Nichols,
237 50
Mary L. Pierce,
462 50
Emily A. Bosworth,
225 00
Emeline A. Newcomb,
4.50 00
Nellie Fegan,
462 56
Mary A. Spear,
450 00
Lizzie Desmond,
187 00
$4,624 56
Amount carried forward,
$20,373 84
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Teachers' Salaries, continued.
Amount brought forward,
$20,373 84
WOLLASTON SCHOOL.
Harriet L. Morse,
$800 00
Lydia S. Follett,
237 50
Cora F. Nichols,
237 50
Belle A. Thomas,
450 00
$1,725 00
Evelyn L. Holbrook, for music lessons,
$29 00
Lydia S. Follett, extra services, charge of training class,
12 50
$41 50
Total amount paid for teaching,
$22,140 34
FUEL.
High School,
$93 39
Adams
95 13
Coddington School,
82 53
Quincy
229 62
Washington 66
293 59
Willard
66
152 64
Wollaston
120 85
$1,067 75
JANITORS' SALARIES.
High School,
J. E. Maxim,
$200 00
Adams ".
66
200 00
Coddington School,
66
200 00
Quincy .
Peter Rowell,
200 00
Washington 66
John Harmon,
250 00
Willard
John Sprague,
300 00
Wollaston
A. Gordon,
94 22
66
J. B. Edgerton,
80 78
Neck,
66
Mrs. Porter,
16 00
-
$1,541 00
Cleaning material,
$85 50
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INCIDENTALS.
HIGH SCHOOL.
J. Kendrick, repairing pump, $2 00
Schoenhof & Moeller, books and binding,
48 10
J. E. Maxim, setting glass,
3 50
J. N. Wood, repairing piano,
5 00
W. M. French, building chimney,
41 50
I. Litchfield, lumber and labor.
20 13
E. Whicher, rent of piano,
5 00
J. G. Shea, expressage,
1 00
Keating & Spear, moving plants,
2 00
Mrs. A. B. Packard, flowers at graduation,
3 00
Rockwell & Churchill, printing programmes,
24 50
Citizens Gas Light Co., fitting stage lights,
2 50
H. A. Keith, postage, 3 20
C. A. Mitchell, kalsomining,
30 50
Whitney & Nash, ewers,
1 75
John Kilshaw, grading,
5 26
C. F. Pierce, repairing furnace,
7 80
ADAMS SCHOOL.
G. I. Aldrich, books, $5 70
I. Litchfield, pen racks and painting,
15 79
J. E. Maxim, repairing curtains, white-washing, setting glass, 28 90
E. A. C. Hardwick, rent of land,
10 00
J. D. Rollins, building privy and repairs,
521 09
William S. Pattee, books, stationery, &c., 27 23
J. Kilshaw, grading, 14 13
W. B. Ryan, repairing pump,
2 60
Whitney & Nash, ewers,
2 55
E. S. Fellows, dippers,
I 25
G. I. Aldrich, taking enumeration, 9 00
Thompson, Brown, & Co., reading books, 12 75
J. O. Holden, repairing clock, I 25
Amount carried forward,
$206 74
$652 24
$858 98
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Incidentals, continued.
Amount brought forward, $858 98
QUINCY SCHOOL.
John Gray, carting, $5 00
S. H. Ramsdell, storm windows and repairing, 94 82
J. M. Glover, setting glass, IO 74
P. Rowell, extra labor, 22 50
Ewell & Josephs, hanging bells,
8 36
J. A. Swasey, black-board,
27 30
J. Rollins, table,
12 00
Keating and Spear, shades,
36 50
Sylvester Brown, text books,
22 90
J. O. Holden, thermometer,
90
J. L. Hammett, desks,
59 00
J. H. Moody, conveying children,
40 00
W. Reed,
35 00
O. Sullivan,
16 00
$391 02
CODDINGTON SCHOOL.
C. A. Mitchell, kalsomining, $125 00
W. J. Lamb, lightning rods,
43 00
J. A. Swasey, slating black-boards, 96 03
John McDonnell, grading yard,
4 50
T. Kelly, repairing roof,
5 00
Sterling School Furniture Co., furniture, 26 69
Keating & Spear, shades,
98 95
J. Gray, painting and carting,
10 50
C. F. Pierce, heater, stove-pipe, &c.,
185 40
J. E. Maxim, setting glass,
90
J. O. Holden, thermometer and clocks, 18 09
S. S. Crocker, enumeration, 6 00
B. Gilbert, tuning piano,
I 00
Ewell & Josephs, repairing piano,
II 25
F. E. Ellis, ladders,
5 10
J. Kilshaw, grading,
7 00
Amounts carried forward,
$644 41
$1,250 00
$300 02
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Incidentals, continued.
Amounts brought forward,
$644 41 $1,250 00
J. D. Rollins, blocks,
4 80
E. S. Fellows, dippers,
80
$650 00
J. T. French, conveying children,
466 35
$1,116 36
WASHINGTON SCHOOL.
P. Connor, carting,
$1 00
Lee & Shepard, histories,
5 40
T. Kelly, repairing roof,
12 50
J. D. Rollins, building floor, repairs,
124 43
Ewell & Josephs, hanging bells,
8 50
J. A. Swasey, black-board,
28 00
J. O. Holden, thermometers,
I 33
John Gray, carting,
1 00
I. F. Hall, enumeration,
5 00
Gershom Clement, table and painting,
14 50
Whitney & Nash, hardware,
I 25
E. S. Fellows, dipper,
1 00
H. French, setting glass,
3 50
$207 41
J. T. French, conveying children,
15 00
$222 4I
WILLARD SCHOOL.
C. A. Mitchell, setting glass,
$5 75
Jonas Shackley, lumber and repairing roof,
155 08
J. L. Hammett, music chart and stand,
II 00
J. O. Holden, clocks and bell,
18 00
H. F. Woodman, enumeration,
9 75
M. A. Dolan, repairing stoves,
II 70
John Gray, carting,
I 25
E. H. Doble, books,
5 15
E. S. Fellows, dippers and chain,
.2 30
C. F. Pierce, repairing stove-pipe,
26 83
$246 81
E. E. Hall, conveying children,
77 60
$324 4I
Amount carried forward,
$2,913 18
I37 Incidentals, continued. Amount brought forward, $1,663 18
WOLLASTON SCHOOL.
W. L. Griffiths, repairing roof,
$7 90
F. L. Merrill, setting glass,
5 00
J. D. Rollins, tables and repairs on seats,
34 74
J. Gilrain, grading yard,
17 50
J. C. Russell, water-pail,
35
C. F. Pierce, repairing furnace,
31 00
H. H. Morse, taking enumeration,
4 00
J. P. Edgerton, setting glass,
7 90
Whitney & Nash, grass seed,
75
E. S. Fellows, dippers and chains,
2 00
L. Briggs & Co., carting gravel (1873),
7 00
J. Sparrow, labor,
I 95
$120 09
ALTERATION OF CODDINGTON SCHOOL-HOUSE.
Jonas Shackley, alteration, $3,097 69
Sterling School Furniture Co., desks,
402 31
$3,500 00
MISCELLANEOUS.
Bowditch Express Co.,
$7 70
J. L. Hammett, stationery, erasers, &c.,
81 35
Thompson, Brown & Co., text-books,
63 00
A. C. Stockin,
2 40
Brewer & Tileston, reading books,
15 00
Rand & Avery, printing reports,
23 50
Nichols & Hall, crayons and books,
76 87
W. E. Buck, record books,
12 60
Cochrane & Sampson, printing,
107 25
M. W. Tewksbury, books,
27 18
F. W. Drew, expressage,
65
Stephen Sears, arithmetics,
I 68
Amount carried forward, $419 18
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138
Miscellaneous, continued.
Amount brought forward, $419 18
Cambrideport Diary Co., sticks for Primary schools, 3 46
Knight, Adams & Co., books,
E. B. Souther, stationery, ink, and pencils, 7 95
94 62
B. W. Adams, cleaning privies,
40 00
E. W. Ford, express and carting,
6 15
W. A. Coffin, carting,
5 00
Whitney & Nash, chloride of lime,
6 45
G. S. Coffin, keys, 2 35
Ewell & Josephs, weighing coal, 20 25
J. G. Edgerly, examination papers, 3 60
T. G. Emerson, care of Superintendent's office, 13 00 Quincy Laundry, dyeing sticks, 6 48
F. W. Parker, postage, 5 27
Green & Prescott, printing, 19 25
J. Flint, repairs, 4 45
J. T. French, carriage hire and express,
68 00
W. M. French,
8 50
Lapham Bros.,
3 80
$737 76
TOWN OF QUINCY IN ACCOUNT WITH PUBLIC SCHOOLS.
DR.
CR.
Appropriation for teachers' salaries, fuel,
Teachers' salaries,
$22,140 34
and care of rooms,
$25,000 00
Janitors'
1,541 00
State fund,
265 17
Cleaning material,
85 50
Coddington fund,
75 00
Fuel,
1,067 75
Books sold,
53 00
Conveying scholars,
649 95
Incidentals,
3,225 00
3,121 08
Alteration Coddington school house,
3,500 00
Alteration Coddington school house,
3,500 00
Balance, cash,
12 55
$32,118 17
.
$32,118 17
I39
Incidentals,
Report of Attendance, &c., from January 1, 1876, to January 1, 1877.
SCHOOLS.
TEACHERS.
Whole Number Enrolled.
Number of Pupils.
Average Age. YRS. MS.
Average Number.
Average Daily At- tendance.
Per Cent. of Daily Attend- ance.
Number of Pupils over 15 yrs. of age.
Number of Tardi- nesses Pro Rata of Av. Att.
Cases of Truancy.
Number of Visitors.
HIGH.
Evelyn L. Holbrook .
77
15
4
56
55
98
48
.86
2
19
Total .
64
ADAMS.
[ George P. Aldrich, Principal
83
13
6
68
66
97
3.15
60
C Grammar
Eliza C. Shehan
50
12
38
36
95
3.5
40
D Grammar
Mary L. Flint
54
45
44
98
1.82
64
A Primary
Annie C. French
67
10
52
47
90
2.55
2
65
B Primary
Mary M. Devlin
71
7
45
43
95
3.55
17
C Primary
Lizzie A. Williams
71
7
IO
43
40
95
3.55
61
D Primary
Charlotte M. Frost .
104
5
48
45
94
3.42
IIO
Total
421
339
321
95
18
3.06
2
417
CODDINGTON.
( J. Henry Wardwell,* Principal
Seth S. Crocker,
75.
13
2
50
49
97
.82
3
150
C and D Grammar .
Mary E. Dinegan
72
IO
4I
40
98
1.95
118
A and B Primary
Elizabeth E. Morse .
67
9
4I
40
98
1.63
116
§ Julia E. Underwood
89
6
2
57
53
93
3.64
200
Total
246
190
183
96
15
2.13
3
584
QUINCY.
A and C Grammar
Sylvester Brown, Principal .
40
14
28
27
96.
4.28
2
63
D Gram., A Primary
Mary. W. Woods .
38
II
26
24
94
4.53
I
63
A and B Primary
.
Elgina M. Plummer
74
9
5
43
39
91
6.2
2
50
Cora I. Young
88
4
48
45
93
5.16
Total
198
145
¥35
93
9
5.2
5
238
·
A and B Grammar .
¿ Georgiana Patterson, Asst.
.
140
A and B Grammar .
Ellen McKean,* Asst ..
(Mary E. Dearbon,
.
6
C and D. Primary
Lydia S. Follett
6
62
C and D Primary .
( H. A. Keith, Principal
( Esther B. Hall *.
Hattie F. Thayer *
6
WASHINGTON. A and B Grammar .
( I. Freeman Hall, Principal .
76
14
5º
49
97
4.92
2
153
Mary Marden, Asst. Jennie Bates * .
Hattie C. Piper *
71
48
45
94
4.64
28
Ella M. Armes
·
S. Addie Souther
72
6
60 47
45
97 94
4.36 2.97
125
Total
244
205
197
96
29
4.23
360
WILLARD. A and B Grammar.
( Henry F. Woodman, Principal Mrs. Vessie Woodman, * Asst. (Kate T. Clark, *
99
13
IO
75
72
96
2.33
8
C Grammar
Mary T. W. Dewing
61
48
46
97
24
D Grammar
Mary L. Pierce .
63
IO
SI
49
96
3.79
3
7
B Primary . .
Emeline A. Newcomb .
68
8
46
44
96
2.39
I
22
C Primary .
Nelly Fegan .
80
7
45
42
93
3.17
30
Mary A. Spear
135
5
6
61
55
90
I
88
¿ Lizzie Desmond
Total
485
370
351
95
35
2.69
5
190
WOLLASTON.
A, B and C Grammar D Gram. and B Prim. C and D Primary .
Harriet H. Morse, Principal
46
12
6
26
26
99
3.92
150
Cora F. Nichols
39
IO
33
34
97
1.82
96
Belle A. Thomas
67
6
3
34
36
94
2.25
145
Total
126
93
96
96
4
2.52
391
1
%
.
·
.
.
·
14I
.
.
* Resigned.
.
.
·
63
9
44
43
96
2.94
II
A Primary . ·
Emily A. Bosworth
58
54
Caroline E. Morse
89
C and D Grammar .
A and B Primary C and D Primary .
D Primary .
2.42
2.04
I42
RECAPITULATION.
Whole number of pupils in public schools from Jan. I, 1876, to Jan. 1, 1877,
1,784
Number in schools 15 years of age and over,
158
Average attendance,
1,40I
Average daily attendance,
1,335
Per cent of daily attendance,
95
Number of tardinesses pro rata to average attendance,
3.I
Total cases of truancy during the year,
19
Total number of visitors (not including Superintend- ent's visits),
2,199
Number of pupils in the different grades, -
High School, First Class,
17,
IIth year.
Second “
36,
Ioth
Third
17,
9th
A Grammar,
B
183,
7th
C
176,
6'h
D
205,
5th
A Primary,
215,
1th
"
B
158,
3d
C
66
255,
2d
"
D
384,
Ist
149,
8th
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