USA > Massachusetts > Essex County > Saugus > Town annual report of Saugus 1891 > Part 5
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It is our opinion that the town should appropriate $9,500 for school expenses the present fiscal year. This sum would not provide for repairs on school houses, or outlays other than for teachers' and. janitors' salaries, fuel, text books, and the usual costs of maintaining the schools.
The percentage of this appropriation on the amount of taxable property in town will be less, than four mills -- equal to about one cent on two dollars and fifty cents.
SCHOOL HOUSES.
Present and prospective increase of population clearly indicates the necessity for more school accommodations in the near future. In East Saugus there is an unfinished room which, when furnished. will serve the need in that ward for some time to come, but in Wards Two and Three there will need to be outlays in school buildings very soon. The wise policy, we think, will be to begin when the present needs are greatest and make provision for school accommodations for at least ten years. When new buildings are erected. or additions are built upon old houses, the cost of making more or less
5
REPORT OF SCHOOL COMMITTEE.
rooms, as well as the cost of putting in a system for heat and ventilation, is comparatively small. A house when built, or reconstructed by additions, may be contrived so as to leave unfurnished rooms which may be utilized from time to time to meet necessities as they arise, and the whole be under one system of heating and ventilating.
The two Primary grades in Cliftondale and the Primary grade in East Saugus are overcrowded. In East Saugus, as we have said, there is an additional room which may be fur- nished at any time, but in Cliftondale all the rooms are occu- pied. In Miss Newhall's room, in the Fall term, sixty-seven pupils were enrolled, and at many sessions, in pleasant weather, sixty-two or three were present. This large num- ber not only crowded the room, but made it impossible for the teacher to do her best work, dividing her time among so many, and more especially as our schools have three
classes in a room. Forty pupils is the maximum number which any teacher in a Primary grade should be responsible for. It is a conclusion of good sense, apart from practical tests, that the care and instruction of thirty or forty pupils at this tender and restless age, are all that any teacher, un- aided by an assistant, should have under her charge.
But not only are we confronted by the present overcrowded condition of the school, for it is probable to calculation drawn from the School census taken last May, that next September may meet us with seventy-five pupils knocking at the door. The alternative is another room for this school.
Here again we are fronted by the larger problem. that the Grammar school in this building is also outgrown. Cal- culating from the number now in the grade, and the numbers of the first classes in the two Intermediate schools, there may be some sixty to seventy pupils next September-a number which the room cannot accommodate. It should be remem- bered that this school is now replenished from year to year by two Intermediate schools. Again, the alternative will soon be another or a larger room for the Grammar grade. And the room in this building occupied by the Intermediate pupils is also about full, and, if the population shall continue
6
REPORT OF SCHOOL COMMITTEE.
to increase in the ratio of recent years, it will not long meet the demands.
It seems, therefore, imperative that ampler and more suita- ble accommodations should be provided for the schools in this part of Ward Three. Either a new house should be erected, or the present structure enlarged, with a modern system of heating and ventillating, and so equipped as to answer the demands of the day for years to come. Without enlargement, the building needs a thorough repairing, refit- ting, and in some of the rooms refurnishing, which would be quite expensive. We shall make estimates and be prepared to lay propositions before the town at the next annual meeting.
LOWER GRADES.
Our policy as a town should be to keep abreast the times in matters of public education. Relatively, our town is well up to the average of towns in the Commonwealth. Refer- ence to tables and statistics found in their respective places in this report, show that we compare favorably with other towns of relative importance. Yet we are not satisfied with results, especially in the lower grades, and in this we are not exceptional ; for the prevalent opinion among educators is that the instruction which culminates in the Grammar schools does not meet the demand of the times in training pupils, either to enter the higher grades, or for the practical service of life. This defect is believed to be not so much in the effi- ciency of the teachers as in the courses of study. This ques- tion is now being widely discussed by various educational associations and in the public prints.
It will be seen by referring to the statistical parts of this report, that only a small per cent of the pupils pursue their studies beyond the Grammar schools. What education the much larger part of the children get in the public schools must be in the lower grades, and by the time they are four- teen or fifteen years of age. We believe the graduates from our Grammar schools compare favorably with other similar
7
REPORT OF SCHOOL COMMITTEE.
schools ; but they are not trained as well as we wish they were, and as we think they might be.
Recently this subject of " Reform of the Grammar School Curriculum," has been discussed by the faculties of our New England colleges at their annual meeting. They formulated a memorandum of "Reform," which will be again discussed at their next annual meeting, and which has been given to the press. They maintain that "the Grammar school cur- riculum is radically wrong, or deficient." It is not our pur- pose to discuss this question here, only to call attention to it that our citizens may have an eye to the future and be ready to keep step with all sound advance movements in the cause of education.
Some pertinent facts have been elicited by the discussion which throw light upon the subject. It is stated on authority that "the ordinary German gymnasium boy of fourteen or fifteen has accomplished a great deal more intellectual work than his American contemporary. He probably knows at least as much about Latin as our boys at seventeen or eighteen. He has had some Greek and French. He has learned a great deal about the myths, legends, history and prominent personages of his own country, together with its special geography ; he has studied geometry and algebra ; he has learned by heart more masterpieces of his native litera- ture than our boy ever learns."
In the above quotation it will be observed, the compari- son is not between American and German grades, but be- tween boys of the same ages. In general attainments and mental culture, it is claimed the German boy is some two years ahead of our boy. President Dwight of Yale concludes that : "The ordinary boy of our educated families lost, in my judgment. under the old system of education, from two to three years out of the seven that were allotted to his earlier studies."
This proposed reform proceeds on the assumption that too much time is spent upon grammar, geography and arithmetic, leaving but scant time for other studies. Pupils get weary of incessent drill in these branches, which may be so con-
8
REPORT OF SCHOOL COMMITTEE.
ducted as not to keep the mind quick and alert, but moves in ruts, and so misses enthusiasm, which kindles and is kept aglow by passing from one study to another-the elements of natural science, natural history, the outlines of algebra, geometry and botany. Parents and teachers know that to keep their children at their best, they must be interested in their work, feel the inspiration of knowledge, which pushes ahead for more, and yet more knowledge. This is a health- ful state of mind, and within proper limits is conducive to physical health. This kind is not over work, or anxious work, but steady application to pleasant pursuit. What is done by German boys or French boys or boys in some schools in our own country, may be done by our boys in general under an equally favoring system, for it will not do for an American boy to confess inferiority in brightness to his Ger- man or French contemporary. We are speaking, of course, of boys in those foreign schools, and not of some pupils of French and German extraction in our schools. "But the truth is, that the American boy is not willing to work as hard as they-at least over his books. A school committee
man of long experience recently said : 'Parents are mightily afraid that their children shall overwork, and they take the children's word for it too.' Says Professor D. Collins Wells, of Bowdoin : 'Our school year is on the average about six weeks shorter than the German year. It is this willingness to be trained in school, and use of the best methods that makes out of the German boys the greatest scholars the world has ever known and the most successful traders of the commercial world.'"
With over ninety-two per cent of our pupils in grades below the High School, we feel that strong emphasis should be laid upon the relative importance of so conducting these lower grades that the town shall secure the best results in the expenditure of its money and the education of its chil- dren. We are confident that the town sets a high value on education, and will be ready to advance from time to time to adopt the best methods. Whatever can be done within rea- sonable limits to educate the children who go no further than
9
REPORT OF SCHOOL COMMITTEE.
through the Grammar schools we believe will be done heart- ily. We hardly dare to suggest a standard so high as that of the General Court, in 1647 : "And where any town shall increase to the number of a hundred families, they shall set up a Grammar school, the masters thereof being able to · instruct youth so far as they may be fitted for the Univer- sity." But we do feel that the nine years spent in Primary, Intermediate and Grammar grades may be so used that chil- dren at fourteen or fifteen shall be well instructed, and we see no reason to doubt that in time they may be brought well up to the German standard. This kind of advance in the next ten years will require new school houses and more teachers. No moneys economically expended will yield the town better returns than those spent in maintaining the very best system of education.
HIGH SCHOOL.
We are pleased to note the increasing attendance and the disposition of students in this grade to persevere and take diplomas. Of the eleven who graduated last June, two are taking a fourth year in our High school, and six others are studying in other schools. The record of attendance has been admirable. The enrollment in this grade of from seven to eight per cent of the average membership of all the schools indicates a healthy sentiment, and the growing purpose of parents and pupils to avail the opportunity and privileges which this course of instruction offers.
Already the seating capacity of the room is utilized, and if the ratio of increase for the last two years shall continue, the time is near at hand when larger accommodations will be a necessity. Prospective probability of increase in popula- tion leaves no reasonable doubt as to the swift-coming necessity for increased facilities in this school.
What we have said about the improvement of the lower grades, with the view to benefit those who pursue their studies no further than through the Grammar schools, applies with equal force to those who enter the High school, for they will go better developed, and with a training in English
10
REPORT OF SCHOOL COMMITTEE.
studies that will enable them to go ahead in advanced studies with facility, and attain a better education. Take care of the lower grades and the higher grades will take care of themselves.
Careful comparisons convince us that our High School is above the average of High schools in the towns of the . Commonwealth, and that the percentage of attendance is above the average of the cities and towns.
We regret that the illness of the Principal precludes an annual statement from him.
SUPERINTENDENT OF SCHOOLS.
We were disappointed that the town of Rockport with- drew its proposal to unite with us to form a union district, under the statute. By such an arrangement we should have received state aid and have had the benefit of a superinten- dent half of the time. As the town of Rockport solicited the town of Saugus to form the union, we were surprised that they suddenly withdrew after we had taken the prelimi- nary steps to consummate it and raised the money. The limits of the statute providing for union districts with state aid is now passed, as our valuation has risen above two and a half millions.
The only remaining provision to form a union district would be to join some town and pay half of the cost, which would be six or seven hundred dollars.
We call attention to the statistical parts of this report. Changes in teachers and comparative standing of the schools may there be perused. As we have laid strong emphasis upon the necessity of improving the lower grades, we take occasion to again remind parents that it is in their power greatly to facilitate this work. When they insist that their children shall not be absent or tardy, except from absolute necessity, are particular to know that they do not "play truant" and refuse "excuses" except when reasonably necessary, they will do much to eliminate present evils. Were we to print some excuses received by teachers, giving reasons for absence or tardiness, the people, we fancy, would
11
REPORT OF SCHOOL COMMITTEE.
first smile at their trivialness, perchance ludicrousness, and then feel indignant that there is no higher appreciation of what the town is trying to do for their children's education. In all the grades the parents should co-operate with the teachers, be persistent in requiring constant attendance, know how their children acquit themselves in their tasks, steadily exercising a wholesome influence and discipline over them.
Most pupils need daily care to keep them at school work. Now and then there are exceptions, born aptitudes and im- pulsions to study. The Scotch have a proverb: "God's bairns are eth to lar "-are easily instructed. Such pupils need only opportunity-schools and books ; they push along the open way with alacrity, without spur or precept. But these are exceptions ; the mass are not born geniuses. The noble men and women who fill places of trust and honor were kept at their tasks when young by discriminating par- ents, stimulated day by day by watchfulness, by personal in- fluence. If you look into encyclopedias, you will see that large numbers of our public men, and men who occupy high positions in the business world, received their education in the common schools, many of them pursuing their studies no farther than through the Grammar schools. They made good use of their opportunities, in many instances their mothers, though poor, urging them on.
We commend to the attention of parents, teachers and pupils the discussions that are now agitating the public con- cerning the reconstruction of courses of study in the lower grades. These discussions indicate an awakened interest, the purpose to improve upon the present methods, the clear conception of the possibilities that are within our grasp. The best schools are those which best train young minds, quicken perceptions and give impetus towards true manhood and womanhood. All types of mind are found within our schools, and the purpose should be to give to each a portion in due season. What are called the smart scholars at first are often outstripped by the slower and more awkward ones. "It is remarkable," observes Whiteley, " that there is noth-
12
REPORT OF SCHOOL COMMITTEE.
ing less promising in early youth than a certain. full-formed, settled, and it may be called adult character. A lad who has, to a degree that excites wonder and admiration, the character and demeanor of an intelligent man of mature age, will probably be that, and nothing more, all his life. and will cease accordingly to be anything remarkable, because it was the precocity alone that ever made him so. It is remarked by greyhound fanciers that a well-formed, compact-shaped puppy never makes a fleet dog. They see more promise in the loose-jointed, clumsy, awkward ones. And even so, there is a kind of crudity and unsettledness in the minds of those young persons who turn out ultimately the most eminent."
We have the honor respectfully to submit this report.
STACY FOWLER, E. G. SMITH, H. J. MILLS.
REPORT OF MUSIC TEACHER.
TO THE SCHOOL COMMITTEE :
IN making my first annual report, I have no previous years with which to make comparison. When taking the schools I found the so-called " Mason " system in vogue, but after a consideration of the different methods concluded that the "tonic sol-fa" method would be best, as it has been thoroughly tested in some of our neighboring cities. The principal reason for adopting this method is the simplicity and ease with which the beginners in Primary schools can grasp the ideas. I have not had time to see the results, but find the scholars interested in the work, and everything points to good progress. It would give me pleasure to meet the parents in the school room to witness the work.
In closing I wish to thank you for your kindness, and the teachers one and all for their interest in my work.
Respectfully submitted,
EMMA L. PEARSON,
TEACHER OF MUSIC.
EAST SAUGUS, Jan. 25, 1892.
GRADUATING CLASSES.
HIGH SCHOOL GRADUATES.
CLASS OF '91.
Madge Almina Coburn,
John Joseph McCauley,
Flora Evelyn Ames,
Susan Carolyn DeLaite,
Harriet Cutts Sanborn,
Adaline Knight Learoyd,
Almira Chadwell Nye, Francis Vergnies Learoyd,
Mary Rosamond Robinson, Ida May Berrett,
James Lawrence Biffin.
CLASS MOTTO-" The end is not yet."
GRAMMAR SCHOOL GRADUATES.
CLASS of '91. WARD ONE. Bessie Wilson. WARD TWO.
Arthur Holbrook,
Elsie Porter,
Bertie Foster,
Mary Riley,
Bertie Stocker,
Lizzie Newhall,
Grace Wilson,
Mabel Hill,
Edna Nourse,
Gertrude Garra, Susie Pratt,
Ida J. West,
Laura Sears.
WARD THREE.
Washington L. Bryer, Vlenchard L. Campbell, Martha F. Carter, Russell Clucas,
Allen Dawson, Flora L. Harding, Mildred M. Jackson, Francis J. Smith, Idella Knight.
15
GRADUATING CLASSES.
WARD FOUR.
Edward Osborne Bailey, Edna Louise Mugridge,
Ernest Clinton Brown, Hattie Ethel Nourse,
Winnifred Evangeline Evans, Mabel Eunice Nowell,
Florence Evelyn Holbrook, Grace Sawyer Newhall, Annie Louise Stocker.
.
COURSES OF STUDY IN THE HIGH SCHOOL.
THREE YEARS' COURSE.
*FIRST YEAR.
FALL TERM-Algebra, Latin Lessons, Arithmetic.
WINTER TERM-Algebra, Latin Lessons, Rhetoric.
SPRING TERM-Algebra, Latin Lessons, Physiology.
SECOND YEAR.
FALL TERM-Physics, Commercial Arithmetic and Book- keeping, Cæsar or French.
WINTER TERM-Geometry, Commercial Arithmetic and Book-keeping, Cæsar or French.
SPRING TERM-Geometry, Botany, Cæsar or French.
THIRD YEAR.
FALL TERM-Astronomy, +Virgil or French, General History.
WINTER TERM-Chemistry, Virgil or French, General History and English Literature.
SPRING TERM-Civil Government, Virgil or French, English Literature.
English and American Literature, one recitation a week during the course.
Regular exercises in Elocution, Composition and Drawing.
*For those who do not study Latin, the studies of the first year will be those of the English Course.
tThe Orations of Cicero are sometimes substituted for Virgil.
ENGLISH COURSE. FIRST YEAR.
FALL TERM-Algebra, English Language, Arithmetic. WINTER TERM-Algebra, Rhetoric, Physiology. SPRING TERM-Algebra, Rhetoric, Botany.
17
COURSES OF STUDY IN THE HIGH SCHOOL.
SECOND YEAR.
FALL TERM-Physics, Commercial Arithmetic and Book- keeping, General History.
WINTER TERM-Geometry, Commercial Arithmetic and Book-keeping, General History and English Literature.
SPRING TERM-Geometry, Commercial Arithmetic and Book-keeping, Civil Government.
English and American Literature, one recitation a week during the course.
Regular exercises in Elocution, Composition and Drawing.
SCHOOL STATISTICS.
The census of children between the ages of five and fifteen, taken by Mr. Justin Abbott, May 1, 1890, shows that there were then
In Ward 1 37
In Ward 2 209
In Ward 3 262
In' Ward 4
145
In Ward 5
33
The ages according to the census of 1891 :
Between 5 and 8 years 225
Between 8 and 14 years 464
Total . . 686
Number in 1890
662
Gain 24
The gain and loss by wards has been
Ward 1, gain 7
Ward 2, loss
9
Ward 3, gain
17
Ward 4, gain
8
Ward 5, gain
1
Some statistics taken from the Report of the State Board of Education for the year ending May 1, 1890, afford oppor- tunity for the citizens to see the relative standing of the town among the towns of Essex county and of the State.
There are thirty-five towns and cities in the county, Sau- gus standing number sixteen in the amount expended in
19
SCHOOL STATISTICS.
education upon each pupil between the ages of five and fifteen. The following table will be of interest to our citizens :
ESSEX COUNTY.
1 Nahant
$37 36.3
2 Swampscott
23 82.3
3 West Newbury
16 64.2
4 Manchester
16 40.4
5 Salem
15 88.1
6 North Andover
15 69.4
7 Lynn
15 02.7
8
Gloucester
14 67
9 Haverhill
14 65.4
10 Essex
14 49.5
12
Georgetown
13 77.8
13 Danvers
13 74.2
14
Bradford
12 55.9
15 Peabody
12 52.7
16 Saugus
12 51.8
.
.
·
It will be seen that our town ranks a little above the cen- ter line of towns and cities in the county.
Among the 351 towns and cities in the State, Saugus stands 144.
In the graduated table, in which all the towns and cities in the State are numerically arranged, according to the per- centage of their taxable property appropriated to the support of Public Schools for the year ending May 1, 1890, Saugus stands fourteen in the county and 202 in the State- our per- centage being 3 1% mills.
In the table showing the average attendance upon the Public Schools during the year ending May 1, 1890, Saugus is placed nineteen in the county and 187 in the State.
11 Merrimac
13 81.7
20
REPORT OF SCHOOL COMMITTEE.
TABLE No. 1.
GIVING GRADES OF SCHOOLS, NAMES OF TEACHERS, YEAR OF ELECTION AND SALARIES.
WRD.
GRADE.
TEACHERS.
Year of Elec.
SALARIES.
High School ..
Edith O. Rowe, Assist.
1889
500.00 per year
1
Mixed.
Corinne A. Coburn
1889
9.50 per week
[ Grammar
E. W. Boardman
1865
11.00 4
Intermediate.
Esther A. Parker
1863
10.00
66
2
Primary ..
G. A. Walton*
1873
9.50
66
66
[ Sub-Primary.
M. L. Walton
1885
9.50
66
66
66
[ Grammar.
Fanny E. Jennison
1891
Intermediate.
Marion S. Jennison
1891
Intermediate.
Clara C. Farnham
1888
10.00
66
66
Primary.
Mabel L. Newhall
1883
9.50
66
{ Primary.
L. F. Armitage
1885
9.50
66
Grammar.
Jennie E. Stearns
1889
11.00
66
66
4
Intermediate.
Addie M. Gove
1886
10.00
Primary.
Eliza A. Mansfield
1851
9.50
66
Mixed.
Flora E. Titcomb
1889
9.50
66
Miss Parsons
1891
Music.
Emma L. Pearson
1891
300.00 per year
*Clara J. Calley has taught as substitute part of the year.
3
F. B. Titcomb
1888
11.00
Kate E. Coney
1888
10.00 “
W. F. Gillette, Principal 1881 -
$1,100.00 per year
21
REPORT OF SCHOOL COMMITTEE.
TABLE No. 2. -
SHOWING MEMBERSHIP, ATTENDANCE AND TARDINESS.
WARD.
Average membership
Average membership
Spring term.
Average membership
Average attendance
Winter term.
Spring term.
Fall term.
Tardiness
Winter term.
Tardiness
Spring term.
Tardiness
Fall term.
Percentage of tardiness
Percentage of attendance
Whole No. of different pu-
pils attend'g during year. !!
High School ...
47
44
50
44
42
48
13
7
9
.0036
.95
72
Mixed
29
29
30
27
27
29
90
46
69
.052
.94
42
( Grammar.
55
51
52
50
46
49
27
53
49
.18
.90
62
Intermediate ...
43
44
44
39
41
40
10
13
18
.11
.92
66
Primary
39
44
45
35
41
41
=
13
15
.0025
.91
51
[Sub-Primary .. .
48
49
37
39
42
34
24
13
30
.02
.86
75
[ Grammar
36
38
53
31
36
50 204 123 153
.032
.91
74
Intermediate ...
43
42
46
39
39
43
258
148
117
.0334
.92
74
3
60
57
64
45
47
55
50
30
40
.005
.87
99
Essex St. Inter.
35
29
37
31
27
35
38
37
50
.0116
.92
45
Essex St. Pri'y.
43
44
50
27
29
46
45
50
24
.002
.89
79
( Grammar.
34
29
37
30
27
34
18
12
17
.0042
.91
35
4
Intermediate ...
40
39
46
33
35
32
23
24
23
.002
.87
43
Primary
55
53
52
39
47
45
13
10
12
.0068
.82
80
5
Mixed
22
26
21
20
19
19
25
00
17
.023
.84
31
629 618 654 539 555 600
859 579
643
.0326
.894 958
1
2
Winter term.
for the year.
for the year.
Fall term.
Average attendance
Average attendance
.
{ Primary .
22
REPORT OF SCHOOL COMMITTEE.
TABLE No. 3.
COMPARATIVE SHOWING OF THE YEARS 1890-91.
1890
1891
GAIN.
Average membership.
597
634
37
Average attendance
536
565
29
Whole number of tardinesses
2108
2081
27
Percentage of tardinesses
.149
.0326
.164
Percentage of attendance
.86
.89}
.033
Whole number attending.
856
958
102
Average membership of the several grades, in 1891, showing the whole membership of each grade, and the percentage of each grade, on the basis of the whole membership of all the grades:
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