USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1888-1889 > Part 16
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18
32
immobility seems to show that a point has been reached which is near the natural term of such force as our present system of schooling is calculated to exert. The committee has not thought it worth while to waste energy upon fresh fields of exertion; they have been con- tented with using every effort to perfect and assure thoroughness and clear comprehension in that which has been heretofore attempted.
.
. It has been said that a point has been reached in our school
which seems to be near the goal at which common schools aim; and this is substantially true, taking into consideration the average age and average attendance of the pupils. . . . There are at least two alterations which would probably increase considerably the net results of each year's endeavor. The first of these is the employment of a thoroughly competent and energetic superintendent of schools, at a salary which will permit us to insist that his whole time and thought shall be devoted to their improvement. . . . It is not intended by this recommendation to urge immediate action, still less to impugn in the least the value of the exertions of a school committee. These
committees are very useful in giving an education in many things to the members of the committee, as well as in securing a faithful general supervision for the children in the schools. It is upon the whole a truly admirable and democratic method of adjusting the action and reaction of the public and private interest in education ; but at the same time the intermittent and relaxed attention of gentlemen engaged in other engrossing pursuits, who can give but occasional curetul survey to any considerable portion of their charge, can never secure the exact and smooth perfection in every quarter which a really able man who is singly devoted to that duty can secure. A small town can scarcely afford such an expense ; but, as Quincy becomes yearly a larger and a larger town, it cannot be very long before the expediency, and even the economy, of an efficient superintendent will be manifest. The vast interests involved, and the large sums of money to be expended in the discipline of two or three thousand chil- dren, will soon demonstrate the wisdom of expressly devolving this duty upon a separate bureau."
The report of 1874 says nothing decided upon the subject of supervision, but in 1875 the committee return to the subject : -
" The appointment of a superintendent of schools in Quincy is obviously only a question of time. As the committee pointed out in their last report, the natural growth of the town will very soon render some uniform, steady, minute, and scientific supervision a necessity ; the only question is whether the time has come. And after a careful survey of the ground the committee unanimously concur in advising the people of Quincy to provide forthwith for a superintendent of their public schools."
The committee then proceed to recommend the adoption of the vote necessary to carry their recommendation into effect,
33
and at the annual town meeting of 1875 the vote was adopted by the town. A critical point had thus been reached, for upon the character of the agent selected by the committee depended the success or failure of the new measure. They might have selected a preacher without a parish, an attorney without clients, a physician without practice, or a schoolmaster bound to routine by long service in the school-room. Fortunately they did neither of these things. Having selected their superintend- ent, the committee might have made him the clerk and errand boy of the Board - capacities in which too many such officials are compelled to serve. But they were too wise for this. In- stead, they placed the heaviest of responsibilities upon him, but they freely gave him influence and authority commensurate with the responsibilities imposed.
As might be expected after taking so important a step, suc- ceeding reports state to the town the observations and judg- ment of the committee upon the policy which had been adopted. These are of too recent utterance to make it necessary to repeat them here, and yet they are too important to be lost sight of, because they constitute the official record of results ensuing upon what has been styled "the new departure of the common schools of Quincy."
A single remark I extract from the report of 1878 : -
" In fact, it is not too much to say that, for the first time in the history of the town, the schools of Quincy are now becoming a sub- ject of interest outside its limits."
The schools of the town awoke, as it were, one morning to find themselves famous. Year after year visitors from all parts of the country poured in upon them. Possibly my own connection with the schools in one capacity or another pre- cludes me from speaking with entire impartiality of the con- flicts which have raged about the merits of what has been commonly called elsewhere the Quincy system. Very extrav- agant things have doubtless been said upon one side of the controversy and very foolish things upon the other. These schools have, beyond question, however, passed through an experience entirely peculiar to themselves. For never in the history of American schools, at least, has any such fame or notoriety - call it what you will- attended the working of any other school system. The future historian of education in this country may find herein a topic whose importance he cannot
3
34
ignore, whatever may be the conclusion which he finally reaches in regard to it.
But I must bring to an end this review of the past history of the schools. If it suggest the old thought that there is nothing new under the sun, it suggests more forcibly the richness of the heritage which we have received from preceding years.
I proceed now to call attention to such matters of present importance as seem properly to demand a place in this report.
ATTENDANCE.
Tables of the usual form on subsequent pages of this report afford detailed information in regard to our school attendance. When compared with the returns for the year 1887 there is apparent an increase of 124 in the whole number' registered, an increase of 191 in the average number belonging. and an increase of 202 in the average daily attendance. Last year, in speak- ing of tardiness, I remarked : "I take pleasure in reporting that we have had less tardiness during the year than ever before"; and I now have the greater pleasure of repeating the same remark. The pro rata for 1887 was .49, while for the year 1888 it has been reduced to .41. This means that for every two pupils in attendance during the year we have less than a single tardiness.
Four years ago I made an inquiry as to the distribution of our pupils among the various grades, and last year printed a table showing the ages of the pupils of each grade. At this time I am able to show the number of boys and num- ber of girls belonging to each grade during the fall term. Probably no conclusions can safely be drawn from a single statement of this kind, but if we had corresponding tables for several successive years some profitable use might be made of them.
It will be observed that in each of the four primary grades the number of boys exceeds the number of girls ; in the B, C, and D grammar classes the girls outnumber the boys, and in the A grammar class the boys are again in excess of the girls. In the High School the girls are two and a third times as many in number as the boys.
SCHOOLS.
D PRIMARY.
C PRIMARY.
B PRIMARY.
A PRIMARY.
D GRAMMAR.
C GRAMMAR.
B GRAMMAR.
A GRAMMAR.
3d CLASS.
2d CLASS.
1st CLASS.
B.
G.
B.
G
B.
G.
B.
G.
B.
G.
B.
G.
B.
G.
B.
G.
B.
G.
B.
G.
B.
G.
Adams
62
05
30
27
21
18
49
46
26
42
27
31
17
23
19
12
Coddington
49
48
36
21
27
29
23
17
23
26
19
25
16
16
15
15
Hancock
95
73
62
63
59
62
17
18
21
18
15
21
15
17
22
13
17
6
9
Washington .
21
17
20
2.4
13
23
12
24
19
20
12
16
15
12
5
Willard
80
89
30
43
34
30
58
37
31
29
34
37
33
30
16
20
Wollaston
23
21
20
13
16
16
15
21
11
14
10
19
11
9
9
18
23
12
26
4
20
High
363 322
216
204
199
189
186
148 136
145
127
146
106
110
77
66
18
33
12
26
4
20
.
·
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
.
35
·
Quincy
15
21
.
.
36
OF SCHOOL BUILDINGS.
While no enlargements or alterations of magnitude have taken place during the year, the Washington School building has been painted, and a large amount of work done in the way of cleansing and beautifying interiors. I doubt if the school- rooms of the town, taken as a whole, were ever in as good order as at the opening of school in September. Early in the year estimates of the cost of finishing the third story of the John Hancock School building were obtained. The accommo- dations which would be thus afforded are much needed by the evening drawing school, but the improvement was found to involve so large an expenditure as to be out of the question with the means at our disposal. The location of this school building meets with very frequent criticism, and it is to be de- sired that a lesson might be learned from our experience in the case. We have here a good illustration of the hand-to-mouth policy which is so often displayed in the somewhat unwieldy management of public affairs. It was evident years ago that a site for a schoolhouse midway between the Adams and Willard Schools would be required at no distant day. It would clearly have been the part of wisdom if at that time steps had been taken to secure a desirable site while opportunities for choice remained. Instead, nothing was done until our necessities became no longer endurable, and then it was the old story of Hobson's choice. Admitting the fact that the appearance of the building would be improved if it stood on higher land, I would again call attention to the fact that its school-rooms are of uniform excellence and far superior in every respect to any others in town. Thus far seven rooms in this building have been furnished and occupied, but this has involved an average assignment of fifty-nine pupils to a room, and there is surely need of no argument to prove the necessity of furnishing and occupying the eighth room at once.
As already remarked, the High School building was first oc- cupied in 1852, and was doubtless at the time of its erection a satisfactory structure. In the intervening years, however, circumstances have greatly changed. The High School of to- day needs suitable laboratories, both physical and chemical, provision for a school library, and suitable accommodation for the teaching of drawing. Miss Prince reports to me that the efficiency of the work in her charge is greatly lessened because of the absence of such accommodation. In former times high
37
ambitions for this school have been cherished. The report of 1857 says : -
" It ought not merely to be good in its method of teaching and discipline, but so good as to be a standard and a model."
And the report of 1861 : -
" No pains nor money should be spared to make this not only a good school, but an admirable school. To those of the children of the people of Quincy who ever enter this school it is to far the larger portion a finishing seminary. It is the apex of our system, and here it is claimed that as good an education should be attainable as is pos- sible outside of our higher institutions of learning."
Sooner or later, in the onward march of events, Quincy will have suitable accommodations for her High School. It is not too early to begin to consider whether an attempt should be made to secure them through making over the present building, or whether it may not be wiser to devote this structure to other purposes, and put up an entirely new one which shall be a model of its kind. In this connection I append a table show- ing the average attendance upon the school for the past thirteen year : -
1876
94
1877
62
1883 1884
100
1878
71
1885
95
1879
1886
107
1880
1881
83 89 86
1887
105
1882
85 55
1888
98
At present the school numbers ninety-five pupils, twenty-two being members of the first class, thirty-four belonging to the second class, and thirty-nine to the third class.
In this connection, it may be advisable to remark that the diminished number of pupils for 1888, as compared with the numbers for the two previous years, admits of this partial ex- planation. A considerable number of pupils, whose work has not been satisfactory, have been dropped from the school, or have withdrawn upon being required to become members of the class below that in which they entered the school.
38
WILLARD SCHOOL.
In April, 1885, it became necessary to adopt the plan of half-time attendance for the pupils of one room of this build- ing and for those of two rooms at the Adams. This arrange- ment continued through June, 1886. In September of the latter year relief was obtained by the opening of the John Hancock School. As already indicated, we have at the last- named building an average of over fifty pupils for each of its eight rooms, and it can afford no further relief. During the past year we have suffered much inconvenience at the Willard from lack of room. The table which I present below gives in concise form the facts necessary to an intelligent under- standing of the present situation. It may be observed that the building has sittings for 660 pupils, while the member- ship in September was 654. In the Band C grammar rooms may be observed a slight excess of sittings over membership, while in all rooms below the membership is in excess of the sittings.
Willard School. - September, 1888.
GRADE.
SITTINGS. MEMBERSHIP.
A Grammar
36
36
B Grammar I.
37
33
B Grammar II.
55
31
C Grammar I.
45
38
C Grammar II.
45
33
D Grammar
50
63
A Primary I. .
47
49
A Primary II.
45
50
B Primary
68
69
C Primary
70
78
D Primary I. .
78
88
D Primary II.
84
86
660
654
.
It is obvious enough that it is impossible to make the excess of sittings in the B and C grammar rooms afford any relief for the primaries, and I confess that I cannot rest easy under the feeling that any degree of responsibility attaches to myself for the maintenance of schools of the latter size. We have already gathered the lesson from past years that our supply of school- rooms always is far behind the need of them. Is it not clear
39
beyond question that not a day should be lost in taking the steps necessary to meet this latest demand? Many months will ne- cessarily be consumed in securing necessary grants of money, settling upon plans, letting of contracts, and completion of building operations. Two methods of providing these needed school-rooms will naturally suggest themselves. One involves the purchase of land adjoining the present lot and the erection of a building upon it; the other would look to the creation of a new centre at which pupils shall be gathered. I do not deem it necessary to set forth at present the reasons which may be urged in favor of either. It will suffice if I have succeeded in concentrating attention upon the necessity of immediate steps for relief in one way or another.
WOLLASTON SCHOOL.
In the two reports immediately preceding the present, the increasing need of additional school-rooms at Wollaston has been suggested. Instead of repeating the language of these re- ports, I may suggest that by turning to them it is easily pos- sible to gather most of the data necessary for an appreciation of the situation. Four of the five rooms contained in the build- ing are much too small. It is to be hoped that rooms of simi- lar dimensions will never again be constructed. From an in- spection of a table corresponding to that just presented for the Willard School, it appears that the same urgent need exists at Wollaston as at West Quincy, and that the considerations already urged there are equally pertinent here.
Wollaston School, September, 1888.
GRADE.
SITTINGS. MEMBERSHIP.
A and B Grammar .
34
35
Cand D Grammar .
10
42
D Grammar and A Primary
47
49
Band C Primary
65
68
D Primary
14
45
230
239
At Wollaston, choice must be made between enlargement of the present building and erection of a new one. I wish to urge, as the decisive consideration in choosing between the two schemes, the prime importance of securing at least four school- rooms which in point of size, lighting, heating, ventilation, etc.,
40
shall be the best which the thought of the present day can de- vise. It is very doubtful if such can be secured through any alteration of the present building. On the other hand, a new building can be erected which shall be in harmony with the old, and which shall secure these advantages. I shall hope for an opportunity, when the proper time arrives, of directing the attention of the committee to a building which in my judgment will very completely meet the needs of the case.
EVENING DRAWING SCHOOL.
For the reason which I mentioned when speaking of school buildings, viz., our inability to finish off the third floor of the John Hancock, the drawing school has retained its old quarters in the Hardwick Block. Here we are unable to afford instruction in free-hand drawing. Requests for such instruction continue, and I am informed that it is quite as important for the students attending the school as is a training in mechanical drawing. It naturally follows that a transfer to more suitable premises is the step necessary to further the effi- ciency of this school. I am able to report upon the entire work of the school for the season. of 1887-1888 as follows : The advanced class taught by Mr. T. E. Sweeney, and com- posed of sixteen second-year men and seven third-year men, began work on Tuesday, Nov. 1, 1887. Between that date and March 27, 1888, sixty lessons were given to the class, whose average attendance for the entire time was 14.6. The first-year class, taught by Mr. C. F. Edminster, began work on Monday, Oct. 31, 1887, and ended its term of sixty nights on March 26, 1888. The average attendance of this class was 26.8. At the close of the season twenty-two first-year certificates were granted, nine of the second-year, and five of the third-year grade. During the present winter the advanced class, taught as before by Mr. Sweeney, has up to Jan. 1 received twenty- two lessons, and its records show an average attendance of 20.8. The first-year class, taught this year by Mr. A. H. Flint, has received, up to the same date, twenty-four lessons, and its average attendance has been 32.3. ·
OTHER EVENING SCHOOLS.
My last report contained a brief account of the circumstances which led to the opening of an evening school in the John Hancock building for the instruction of Swedes. Between
41
Jan. 25 and March 3, 1888, the school was in session fitty- seven evenings, and its records show an average attendance of 40. The school was reopened in the same room, and in the care of the same teacher, on Oct. 15. Between that date and Dec. 29, it had been in session sixty nights, with an average attendance of 26.2 pupils. It should be borne in mind that the school is divided into two sections, which attend on alternate evenings, and accordingly a term of sixty nights means one half that number of sessions for each individual. As foreshadowed in our last report, steps were taken early in the autumn to learn what other demand existed for instruction in evening schools. As a result of the information acquired, schools were opened on Monday evening, Oct. 29, in the Adams and Willard buildings, three rooms being occupied in the former and four in the latter building. Up to Friday, Dec. 21, when they were closed for the same vacation allowed the day schools, these evening schools had been in session upon twenty-nine nights. At the Adams the largest number present upon any one evening was 108, the smallest number 54, and the average attendance for the whole time 85.8. At the Willard, the largest number was 169, the smallest 64, and the average attendance 125.
The sessions have been two hours in length, and fell on Monday, Tuesday, Thursday, and Friday nights. The pupils in attendance have ranged from those totally illiterate to those who have graduated creditably from our grammar schools. Because of this variety in attainment, a large staff of teachers has been necessary. Their names may be seen in the state- ment of expenditures on account of these schools, and great credit is due them for the patience, skill, and faithfulness with which their work has been performed. The branches pursued have been reading, spelling, writing, arithmetic, and book- keeping. By supplying such reading material as Nordhoff's " Politics for Young Americans," "Outline Histories of the United States," etc., we have attempted to make the reading exercises vehicles for conveying useful information upon impor- tant subjects. Scarcely less credit is due the pupils of these schools than I have already invoked for the teachers. As a result of their combined efforts, the schools are doing a most useful work. They are characterized by excellent order and great earnestness, presenting in both particulars a marked con- trast to the conditions amid which evening schools too often exist.
42
INSTRUCTION IN MUSIC.
The earliest reference to this subject which has met my eye may be found in the report for 1862. The committee then remark : -
‘· On all suitable occasions. we have spoken in terms of commen- dation of any proficiency in singing which we have witnessed in the schools."
They also quote liberally from a report on music in the public schools made to the school committee of Boston, in 1858.
In 1863 we read : -
"' Much attention has been given to vocal music. There are many fine voices and excellent singers in our schools. We wish it were feasible to get up a musical festival by bringing together in one grand choir all those pupils who have taste and skill in vocal music. We invite the attention of teachers and pupils to the subject. The committee have not failed to recommend the culture and practice of vocal music in their visit to the schools."
The report of 1864 says : -
"' Singing also has latterly been required to be taught in all the schools. This subject has been alluded to at length in former reports, and it is not necessary to enlarge upon it here. We cannot say too much in commendation of the practice. The tendency of engaging in well-selected songs is to stimulate the mind, to purify the heart. to arouse all the better feelings of our nature. In many of the schools ' exercise songs' have been introduced. songs in which the pupils per- form certain motions expressed by the words. ' The Farmer' is one of the best of these. We have also witnessed with much pleasure the performance of ' Johnny Schmolker.' by which the children are taught the names and uses of several musical instruments."
The report of 1865 speaks of continued improvement in sing- ing, while in 1866 the committee
" incline to the opinion that it would be advantageous to the schools to employ a regular music teacher. who should visit and instruct the several departments at stated intervals."
And in 1867 they
·· include in their appropriation list a sum of 8400 to be applied to this purpose."
This amount seems to have been appropriated by the town, but in 1868, after stating their reasons, the committee say : -
43
" We have not thought it expedient to use the amount appropri- ated for this purpose, excepting so far as the same has been expended for special music teachers in the High School."
In the report of 1869 we find the following : -
" Reasons more specially mentioned in our last report still con- tinuing in force, we have not found it desirable to make use of any part of the amount appropriated for instruction in music. . . . We regret to think that through inattention to this pleasing accomplish- ment the pupils in the High School are doing themselves injustice. . We do not deem it necessary to ask for any appropriation for this purpose."
I find the next reference to this subject in the report issued in 1872 : -
" The committee, at the urgent request of the pupils themselves, have, during the year, introduced the study of music to a limited extent among the occupations of the High School. The subject of the expedieney of adopting a thorough elementary training in music, as an essential element in common-school education, has been a great deal debated and is yet in dispute. It is required in the schools of Germany, which are considered the best in the world. But without entering upon the general question, it may be sufficient to say that the committee have no doubt as to the propriety of the action taken in this particular instance."
This brief review of the language of the reports upon the subject of music begins with the year 1862, and constitutes another illustration of that " evolution " to which I have pre- viously referred. Between 1872 and 1886 scarcely an allusion will be found to the matter, but in April of the latter year, a specialist was engaged and instruction in music made a portion of the work of all schools of all grades. From that time the teaching of music has rested upon the same footing as instruc- tion in the other branches comprised in our curriculum. Mr. Wade has presented in the past two brief reports of the out- come of such instruction, and this year submits, at my request, the following : -
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.