USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1879 > Part 5
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Use text-book to Sect. VI., page 144.
FIRST GRAMMAR.
Exercises in writing, as in the preceding classes, with the appli- cation of grammar to ordinary English.
Text-book to the end.
Swinton's New Language Lessons, as a text-book in each grade as above.
GEOGRAPHY.
FIRST GRAMMAR.
I. Australia.
II. General review of all the work assigned to the lower grades. Astronomical and physical phenomena and political and commer- cial relations more carefully studied.
Map drawing from memory of all the grand divisions.
Section XII. Government of the United States, page 23.
Political organization of Massachusetts.
General Reviews, pages 95 and 96.
Miscellaneous Questions, Sections 1-5, on pages 97 and 98.
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GEOGRAPHY.
SECOND GRAMMAR.
I. Take Sections XVII. and XVIII.
Take British America, pages 54 and 55.
Take Mexico, Central America, and West Indies, pages 56 and 57.
Countries of South America, pages 63, 64, 65.
Countries of Europe, pages 70-78.
Countries of Asia, pages 82-86.
Countries of Africa, pages 90-92.
Take also the text on the Inhabitants and Government of each grand division.
II. Map drawings of the continents to show the boundaries of the most important countries and the location of cities; also to show the localities of the most important productions.
Suggestion. Let the pupil use the geography in drawing the outline, surface, and rivers, then draw boundaries and locate cities and productions from memory.
GEOGRAPHY.
THIRD GRAMMAR.
I. Guyot's New Intermediate Geography, from page 18 to page 54.
Omit on these pages the location and description of all cities having less than 15,000 inhabitants.
Omit area and population of each state.
II. Geography of Massachusetts. Omit in the description of the State, position, form and extent, surface, inland waters, min - erals, history, political organization and population of counties and cities.
III. Review of continents from outline maps, by pupils learn- ing to point out and name all the coast waters, islands, rivers, lakes, etc., of each grand division.
GEOGRAPHY.
UPPER INTERMEDIATE.
I. Guyot's New Intermediate Geography, to page 13. Omit Sections XII., XVII., XVIII.
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II. The physical features of the grand divisions, studied and compared with map drawing.
Study the following topics in connection with each continent : Surface, rivers and lakes, climate, vegetation, and animals.
NOTE. - Do not require the pupils to memorize the text on sur- face, rivers and lakes. Let it be read carefully by the class, with an outline map before them and explained by the teacher.
HISTORY.
FIRST CLASS.
Follow the general directions to the second class. Review thoroughly the work assigned to second class.
Take Section V. Learn about the Cotton Gin, Fulton Steam- boat, and Alien and Sedition Laws.
In Section VI., take the topics described in paragraphs 1, 3, 4, 5, 11, 14, 21, 22, 23, 21, 25, 32, 33, 42, 43, 44, 45, 46, 47, 48, 50, 51, 52, 56, 57, and 58.
Take Section VII. Learn about the Erie Canal, Railroads, the Telegraph, Sewing-machine, and the Treaty with Japan.
To Section VIII., add Dred Scott Decision and Personal Liberty Bill. Omit, at pleasure, paragraphs 16, 22, 23, 24, 37, 40, 42, 43, 47, 49, 50, 66, 67, 68, 75. 76, 77, 91, 93. Take the Treaty with China.
Lead your pupils to generalize as much as possible, and trace the cause and effect of events.
HISTORY. SECOND CLASS.
Dwell upon the principal topics and omit unimportant matter and useless details.
Study the biography of noted men. Lead your pupils to describe events in their own language.
Draw maps and diagrams freely, and locate important places.
In Section I., omit paragraphs 10, 12, 21, 24, 26, 28, and 29. Study and draw Progressive Map, No. 1.
In Section II., omit paragraphs 17, 20, 33, 34, 50, 69, 71, 72, 73, 74, 88, and 91. Study the manners, religious education, travelling facilities and government of the colonies. .
In Sections III. and IV., dwell upon the important points and omit as much detail as possible.
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In Section IV., omit, also, paragraphs 23, 29, 38, 41, 42, 43, 45, 46, 74, 75, 76, 77, 80, 81, 82, 83, 85, 94, 95, 107, and 108.
Name the presidents, and the date of their inauguration. Study and draw the map, showing the territorial growth of the country.
Learn the cause and the result of the War of 1812, War with Mexico, and the Great Civil War.
TEXT-BOOKS.
No change has been made during the year in text-books, except the substitution of Swinton's New Language Lessons for Greene's Grammar. Owing to the marked changes which have been made in language teaching, this step was deemed highly important. Language is really the foundation study in all our schools. All intelligent children have ideas, and the ability to express them gracefully and clearly is of the greatest importance to them through- out their lives. There are many persons who, having minds well stored with useful information, have no power to use it in conversa- tion, and endure a lifelong mortification in consequence of this inability. We think that no more useful work can be accomplished for our pupils than to give them the power to tell what they think and what they know in a clear, forcible, and natural style.
Many of our teachers, convinced of this fact, have, during the year, made radical changes in their methods of teaching, with very noticeable and commendable results. Others are slow to leave the old grammar. An important question with all educators now is, To what extent shall we teach technical grammar? We are not ready to drop it altogether, as it seems important to us that our pupils should understand the principles on which sentences are formed, that they should know something of nouns and verbs and their properties, of subjects and predicates, and the proper modes of modifying those subjects and predicates. We are convinced that our new departure is in the right direction and we are watching its working in our schools with much interest.
Reading is so closely allied to language and connected with its study that we can hardly speak of them separately, but it has not received the attention in former years which it should. We are happy to say, however, that a new interest seems to have been implanted in this important branch, and much improvement has been made during the year. The natural, easy reading which one may hear in our best primary schools of to-day is delightful.
By the introduction of supplementary reading, our children are getting some knowledge of authors and forming correct tastes which
1
90
will go with them through life. And now that Weymouth has a Public Library, it is to be hoped that under the careful direction of the teachers, our young people will be led to drop much of the unprofitable reading which is afloat among them, and will strengthen their minds and characters with more substantial literature.
Since the revision of our course, improvement has been made in the study of history and geography, and the children are being taught to take more intelligent interest in all which pertains to these branches.
The collections of minerals, agricultural products, manufactured articles, coins, etc., seen especially in the Athens and the Frank- lin Schools, are very valuable aids to these studies, and both teacher and pupils are deserving of much credit for their interest in the matter.
Physiology, which was dropped from our High School course to the Grammar School, one year ago, is taught and studied within ter- est, and while it seems highly important that our pupils should know how they breathe, how their blood circulates and their food digests, with various other important facts which they learn in regard to the human frame, it also seems important that more prom- inence should be given to one topic which most certainly belongs to this department, and that is, the evil effects of alcohol upon the system. The more thoroughly we can instruct the young concerning this dominating evil of our time, the better it will be for them and all the world.
Much unimportant matter has been omitted from our text-books on arithmetic for the upper grades, and more real practical work has been done than is usual. Many of our pupils leave school before completing the grammar-school course, and it seems highly important that their training in this department of study should have especial reference to the every-day business of life. This fact seems to have been noticed more than ever before by our teachers, and commendable progress has been made. In the Primary department considerable attention has been paid to the study of number, and gratifying results have been attained. All our pri- maries are not furnished with the necessary equipments for the best teaching of number, and should be supplied with blocks and other objects, also with tables on which to use them.
We have the same complaint to make as in years past in regard to the specimens of penmanship presented by our schools. While there are many good writers, the majority are deficient in this respect.
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Our Primary Schools are thoroughly aroused in this matter, and much excellent work may be seen in these grades. We are there- fore hoping to speak more favorably of the writing in other grades, when these little ones shall have passed to higher classes.
Music has received a good degree of attention in some of our schools, but the work has not been as uniform as desirable. A teacher of music is much needed, for a time at least, to create a greater interest in the subject and to give the teachers a more practical method of instructing their pupils.
. Drawing is now taught in all our schools and some progress has been made, yet there has been a lack of neatness and care on the part of many pupils, notwithstanding our teachers have been zeal- ous and faithful in their instruction. We believe that a large pro- portion of our people are not convinced of the real benefit of this study, and because the pupil does not present what is called a picture in his drawing-book, instead of lines and angles, they consider the time lost which is devoted to this work ; but in a town where so many of the pupils are to be engaged in mechanical pursuits, as in ours, the training of the eye and hand which they may receive by proper attention to instruction, is invaluable.
THE HIGH SCHOOL.
Our common-school education is bearing its legitimate fruits in the minds of the people. The time has passed when one individual can control public opinion, except by the force of a commanding intellect. The tendency of the age is toward advanced thought. The course of instruction in all our schools should be based on this advance. That course which met all the wants of the pupil twenty, or even five years ago is superseded to some extent by the changed direction of thought and the different requirements of the scholars at the present time. While we would not accept all new methods of instruction now on trial, we heartily adopt the principle on which we understand these methods to be based, of educating the pupil for the real, hard, earnest work of life. Teach him these things, which an overwhelming majority will need most: teach him how to read well, how to write well, and how to think well. Not but that other things are desirable ; these are indispensable.
The fact is more and more apparent that there will be specialists in every department of science and art. This is thought to be necessary for the highest success.
If these facts are regarded, and each boy and girl has the oppor-
92
tunity, through judicious advice or under the influence of such institutions as our neighboring School of Technology, to develop their faculties in the direction in which they show the most ability, we shall observe fewer instances of persons having miserably mis- taken their calling.
METHOD OF STUDY.
One thing which is needed in all our schools, but more especially in our High Schools, is to teach the pupils how to study. It is not alone the actual knowledge they aquire which is of benefit to them. A still more important attainment is to gain that power which enables them first to recognize a truth, then to grasp and master it. How to do this successfully is an important part of that education which is only commenced in the schools and continued through all future life.
The duty of the teacher is not alone to see that a pupil trans- lates correctly from the languages or demonstrates successfully a proposition in geometry or physics.
The teacher who has the highest benefit of his pupils at heart will observe their methods of study and will teach them so to ap- ply themselves that they will expend their energies and time most economically. A pupil should be taught to apply his mind most earnestly to his studies. This effort should continue only for a limited time, and then should come a period of entire relaxation. Especially should be avoided that lazy, dreamy way of studying so often observed in our schools.
A teacher should demand that his pupils use a proper amount of physical exercise. An active run, a game at ball, military drill, or any exertion which calls the muscles into brisk action, will do more to insure a perfect recitation than hours of listless study by a weary brain.
These are but a very few of the many hints which could be given to our teachers, but if even these are acted upon, the result will be favorable to the success of our schools.
Most certainly our High School teachers should recognize the importance of developing the physical as well as the mental ca- pacities with which they have to deal, as it becomes more and more apparent that the best mental development cannot be attained without due attention to the physical.
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DEPORTMENT.
Our schools have an office beyond the mere intellectual training of the pupil. We put our children into them, expecting that their intellectual faculties will be developed. This is not all. We expect that constant instruction will be imparted to them through the refined deportment of the teacher as a model, as well as by direct precept, that habits of obedience will be inculcated, and that the ordinarily accepted customs of refined life will be brought to their notice.
As their mental powers are expanded and modelled by the study of classical and modern authors, as their minds are strengthened by grasping mathematical and geometrical problems, so should their finer natures, their sensibilities, their love of the pure, the true, the noble, be also cultivated.
As we come into the High School we expect that the roistering activity of the lower grades will be softened and refined into some- thing of the propriety which distinguishes the deportment of the true lady and gentleman. If the High School fails in persistent and careful training in this direction, we believe it is disappointing the expectation of its friends and derelict in its duty to the pupils. With many of these pupils the instruction of the High School is the highest which they have known, and the highest to which they aspire. It is indeed a grievous misfortune to these if a faulty model be held up to them for imitation, or if they have no model at all.
This æsthetic training cannot well be studied from any text-book or come within the scope of an examination paper, but its enforce- ment is none the less incumbent on the teacher or its acquisition by the pupil less indispensable to a finished education.
And certainly, no pupil is worthy of a place in the High School who persists in riotous conduct, which interferes with the safety or comfort of his fellow-pupils, or the proper preservation of school property, and no teacher can be considered faithful to his trust or successful in his calling unless he endeavors to teach his pupils to observe the common proprieties of life, at least on the school premises.
While we are aware that there are defects in our High Schools, some of which can be remedied and some over which we can have no control, we still think these schools are accomplishing a vast amount of good. And we firmly believe that if some of the sug.
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gestions made above were carried out, their good influence would be largely increased.
In what has preceded we have endeavored to indicate some particulars in which they might be improved.
Our aim should ever be for the highest attainment.
In these schools there are many excellences in regard to which we have not spoken. Their benefits are too many and too great to need commendation. They are often spoken of 'slightingly, but we think no unprejudiced person, in any way familiar with their work, would desire to see them abolished. In fact, the opposition to them comes, as a class, from those who never were inside their walls. It is useless for us to drag behind the age. Our boys and girls must have advantages equal to those of other boys and girls in the com monwealth. They must have an even start in the great race of life. We believe that an influence, unrecognized for the time, it may be, is constantly going out from these schools, which is shap- ing public opinion, giving power of independent thought to the masses, and enabling all to understand better the true character of our civil and religious polity.
SCHOOL BUILDINGS.
Of the appropriation for the enlargement and remodelling of the Athens Schoolhouse the sum of two hundred and twelve dollars ($212) only, the cost of an additional furnace, has been expended, for the reason that the plan proposed which seemed most desirable would require a sum considerably larger than the appropriation. But the exigency still exists, and we recommend the appropriation of one thousand dollars in addition to the balance of last year's grant, to be expended in turning the house so that the side shall face Athens Street, adding a porch to that side to contain entries, stairs, and clothes-rooms, and dividing the present building into four rooms and furnishing them with desks and other furniture for the use of the schools.
The method proposed will not only provide four convenient rooms, of suitable size and form, with good light and ventilation, but will also, we think, improve the external appearance of the building.
The committee think the Perkins Schoolhouse unsuitable for the use of schools in its present state, and do not deem it economical to expend money in extensive repairs, and therefore recommend the sale of the house and lot as soon as better accommodations for its schools can be elsewhere provided.
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The site of the Broad-street house is more central, and the grounds now owned by the town are ample for the erection of an additional building if the town shall agree with the committee that a new house of the size of the Franklin house, divided into four rooms, would be wise both in respect to convenience and economy. Three of these rooms are already needed for the two Perkins Primaries and the second division of the Middle Intermediate, now occupying a crowded recitation-room in the Tremont-street house. A cheaper method would be to divide the present Broad-street house into four rooms by making an addition for stairs, entries, and clothes-rooms, but we fear these school-rooms would be too small to satisfy, for a considerable time, the wants of this ward.
The second ward is now filling all of its school-rooms to nearly the limit of their capacity to accommodate pupils, and will very soon, if not during the present year, need additional rooms, but the committee will not ask the town to act this year in anticipation of this want, but desire simply to suggest that it is very probable that an urgent demand in this section may exist the next year, as a reason for acting now in those cases where a present necessity act- ually exists.
ESTIMATES.
The committee estimate the deficiency of the current year to be provided for, in case the schools shall be continued for nine and a half months ; and the amount necessary for their support for the next year, upon the basis of present salaries, as follows, viz. : -
For school year 1879-80 :
Teachers' salaries
$21,000 00
Fuel, janitor, and incidentals
4,000 00
$25,000 00
Town grant
22,000 00
Other income
.
.
1,000 00
$23,000 00
Deficiency
$2,000 00
For school year 1880-81 : - Salaries of fifty-three teachers
$22,500 00
Pay of janitors, cleaning, etc. Fuel . .
2,000 00
1,200 00
Crayons, erasers, ink, paper
350 00
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Books for teachers and pupils
$250 00
Brushes, dusters, pails, and sundries
200 00
$26,500 00
Resources : -
Pratt Fund .
· $300 00
State "
250 00
Alewife Fund
252 00
Dog license in part
250 00
1,052 00
Town appropriation
$25,448 00
STATISTICS.
The names of those scholars who graduated from the High Schools, in June, 1879, are as follows : -
FROM THE SOUTH.
ANNIE DEANE.
CHARLES THOMAS FOSTER.
FRED ELLSWORTH LOUD.
JENNIE LOUD.
MARY HELEN MARLOW.
MARY JANE MOORE.
ROSE ANNIE MURRAY.
MARY JANE NELLIGAN.
HARRIET LOUD REED.
MARY ALICE TIRRELL.
STELLA LOUISE TIRRELL. CAROLINE APPLETON TOWER.
FANNIE MARKHAM VOSE.
FROM THE NORTH.
VIRGINIA WHITNEY BURRELL.
HARRIET ELLIS D'ARCY.
ELIZABETHI HOLMES FAIRBANKS. SUSAN ELIZABETH HUNT.
KATHERINE CECILIA KEOHAN. ARTHUR VINAL LYON.
JANE ISABELLE ROBINSON. EMMA FRANKLIN THAYER.
WILLIAM HENRY WELSH.
MARY FRANCES WHELAN.
MARY CORA WILDER.
Whole No. North.
South.
Number of pupils who entered the High Schools
at the commencement of the school year 1878-9, Whole number remaining at the close of the year,
37
18
19
100
53
47
Whole number of pupils during the year
119
62
57
Number of pupils who graduated, June, 1879
24
11
13
Nunber who entered at commencement of school year 1879-80
47
24
23
Whole number remaining Jan. 1, 1880 .
109
60
49
Whole number members of High School, from September, 1879 to Jan. 1, 1880
111
62
49
Number in the graduating classes
21
13
8
Number pursuing the classical course .
89
58
31
Number pursuing the English course
·
20
2
18
·
·
.
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QUESTIONS USED AT THE ANNUAL EXAMINATION OF CANDIDATES FOR ADMISSION TO THE HIGH SCHOOL, JULY 2, 1879.
ARITHMETIC.
1. 49g 47 343
145-3
2. Divide the difference between eight tenths and one millionth by three hundredths.
3. What will it cost to plaster a room 25 feet square and 12 feet high, making no allowance for doors and windows, at 35 cents per square yard ?
4. Bought butter for $25.84 ; sold 75 of it to one customer, 22 to another, and used $0.64 worth myself; find the value of the remainder.
5. A field of 11 acres yielded 16.5 bushels per acre; cost of production, $193.60. The wheat brought $1.60 per bushel. What per cent of the cost did the crop pay ?
6. Selling price, $4,773.75 ; gain 3%. Find cost.
7. A builder buys 23,250 feet of boards at $30 per M., paying the bill with his note at 15 days without interest. The seller gets the note discounted at a bank, 3 days afterwards, at 7%. How much does he realize for it?
8. What is the interest of $0.75 for 10 years, 10 months, 10 days, at 5% ?
9. What is the difference between 5% and .5% of $250?
10. What is the width of a street, from a point in which a lad- der 323 feet long will reach a window 26 feet high on one side, and one 242 feet on the other side?
LANGUAGE.
1. Write the possessive singular and plural of woman, lady, negro, turkey, chief, hero, I, wharf, sheep, horse.
2. Give the principal parts of bite, catch, teach, sit, fly.
3. Explain the terms passive, regular, transitive, principal parts, synopsis, as applied to verbs.
4. Explain the use of quotation-marks, the hyphen, apostrophe, semicolon, interrogation-point.
5. Write the declension of you, which, who, this, that.
6. That is the man that told me that that tree was a maple. Parse each that.
7. Write a sentence containing a noun, verb, adjective, adverb, pronoun, preposition, and conjunction, and mark each part of speech.
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8. By doing nothing, men learn to do ill. Parse by, nothing, men, learn, ill.
9. Write a compound and a complex sentence.
Correct the following : -
You need n't ask me nothing about it, for I have n't got no time to answer.
He throwed his pen down, and said that the point was broke.
He sat the chair in the corner.
10. For the structure that we raise,
Time is with material filled ;
Our to-days and yesterdays Are the blocks with which we build.
Analyze the above.
GEOGRAPHY.
1. What is meant by climate? by zones ?
How many seasons has the torrid zone ?
Which is the right bank of a river?
2. What cargo would a vessel take from Chicago, and through what waters would it pass to reach New York City ?
3. Locate the largest ten cities of the United States.
Name the leading exports of the United States.
4. What is the government of the United States ? Of what two bodies does Congress consist ?
5. Name the countries of Europe bordering on the Mediterra- nean Sea.
Name and locate five commercial cities of Europe.
6. Describe briefly the two great natural regions of Europe.
7. Which is the most northern town, the largest lake, the longest river, the largest city, and the highest mountain peak in Europe?
8. How do you account for the difference in the productions of places in Europe and North America, situated in the same latitude ?
9. To what country would you go to find the following articles in abundance : tea? coffee? ivory? pearls ? porcelain ?
10. Describe the Nile Valley.
Mention two African explorers.
Who was the last noted one?
HISTORY.
1. Upon whose explorations did the Spanish, French, and English base their claims to territory in America?
2. Where and when were the first two permanent English settle- ments made in America? Give the prevailing motives, religious or otherwise, which led to the settlement of each of these colonies.
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3. Give a full account of the causes which led to the French and Indian War.
4. Give a brief account of Burgoyne's expedition. Draw a map to illustrate.
5. Why was General Gates superseded by General Greene in 1781 ?
6. State briefly the causes which led to the War of 1812.
7. Locate Fort Sumter, state when it was bombarded by the South, by whom it was defended, and the result.
8. Give a brief account of Sherman's march after leaving Chat- tanooga, till he reached North Carolina.
9. What has made the following named persons famous in the history of our country : Benjamin Franklin, Thomas Jefferson, Robert E. Lee, Stonewall Jackson, Abraham Lincoln ?
10. When was the first railroad used in the United States? The first steamboat? The first magnetic telegraph ?
PHYSIOLOGY.
1. Describe the growth of bone.
2. What process takes place in the repair of a broken bone ?
3. What is the use of the arteries ?
4. How would you know in any wound when an artery was cut? What would you do to stop the bleeding ?
5. In a wound, how would you know a vein was cut? What would you do to stop the bleeding?
'6. Do our bodies change once in seven years ?
7. How do people usually " catch cold"? Describe the pro- cess. How can this cold be remedied ?
8. What can you say about the manner of eating, and the quan- tity to be eaten ?
9. What are some of the most valuable kinds of food?
10. Name some things necessary to perfect digestion of food.
SPELLING.
ascertain machinist
cushion
pneumonia
emerald
pitcher
headache
diamond electricity
liniment pinafore sandwich
balsam
hyacinth
yesterday
recipe peony
dominos
photographer
lettuce
magazine
milliner
cucumber conscientious
settee
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TABLE OF ADMISSIONS TO THE HIGH SCHOOLS FOR
THE YEAR BEGINNING IN SEPTEMBER, 1879, SHOWING THE PER CENT OF CORRECT ANSWERS TO THE FOREGOING QUESTIONS, GIVEN BY THE SUCCESSFUL APPLICANTS.
The combination mark in this table was obtained by multiplying the per cent of each pupil in the several studies, by the following numbers, viz. : in arithmetic by 6; in language by 6; in geography by 4; in history by 3; in physiology by 3; in spell- ing by 2; and dividing the sum of these products by 24.
Pupil's Number.
Arithmetic.
Language.
Geography.
History.
Physiology.
Spelling.
Average
Mark.
Combination
Mark.
Relative
Mark.
From what school promoted.
2 4 5
84 63
70
79
52
82
62
66
68
14
34
81
58
37
57
94
60
58
39
Mt. Pleasant School.
61
62
67
52
65
72
63
63
25
Main Street School.
8
43
75
64
52
49
78
60
59
37
Mt. Pleasant School.
11
62
77
64
60
54 57
56
6L
62
30
Pratt School.
15
72
66
67
41
62
86
66
66
18
Main Street School.
16
70
56
55
44
32
88
59
59
38
'Torrey Street School.
18
60
90
51
41
73
84
67
67
15
Main Street School.
58
56
6.2 53
43
67
92
61
59
36
Pratt School.
23
56
71
48
57
74
60
60
34
Athens School.
24
66
75
75
64
47
72
67
67
16
Pratt School.
25 32
81
91
68
28
41
96
67
71
9
40
76
78
36
64
96
65
63
22
Pratt School.
60
81
67
15
54
92
61
63
29
Torrey street School.
36 46
52
81
56
42
40
61
56
58
40
Franklin School.
50
61
84
78
66
70
72
Main Street School.
51
73
89
57
26
63
52
60
65
Franklin School.
52
49
78
73
38
56
92
64
63
24
Mt. Pleasant School.
53
50
66
50
43
73
56
56
57
41
Franklin School.
55
71
76
79
63
77
48
69
28
76
46
13
48
72
47
47
Main Street School.
57
56
73
77
53
55
52
61
63
28
Mt. Pleasant School.
62
86
87
63
42
38
92
68
Torrey Street School.
66
70
86
69
62
62
88
73
73
4
Franklin School.
67
52
70 83
76
46
17
92
62
27
Athens School.
73 75
67
70
84
66
73
88
75
65
17
Torrey Street School.
81
59
77
70
53
20
80
60
61
33
Pratt School.
84
76
75
65
39
74
84
69
69
11
Main Street School.
86
69
61
86
59
71
76
70
69
10
Mt. Pleasant School. Franklin School.
91 92
41
66
62
23
82
50
56
56
43
Mt. Pleasant School.
93
46
75
58
48
67
80
62
61
31
Franklin School.
9-4
50
74
46
22
65
76
56
56
42
Athens School.
97
76
89
65
4:2
52
88
69
71
7
Franklin School.
98
74
63
62
33
40
82
59
61
35
Mt. Pleasant School.
99
62
65
75
47
89
72
68
67
13
100
45
76
68
71
55
80
66
64
20
Franklin School.
101
61
63
47
41
26
76
52
53
45
Torrey Street School.
102
68
55
49
25
17
60
46
49
47
67
52
65
92
74
75
Main Street School (did not enter).
78
66
66
19
Franklin School.
13
48
80
67
56
42
73
82
62
60
32
Mt. Pleasant School.
20 22
40 57
62
68
32
18
17
100
49
51
46
Torrey Street School. 6
49
60
83
66
46
84
67
68
12 5
Mt. Pleasant School.
56
8
57
44
Pratt School.
55
81
50
66
55
78
64
23
Franklin School.
77
62
66
59
28
93
92
67
62 64 73
3
Mt. Pleasant School.
89
89
88
87
66
95
100
87
87
1
78
79
53
53
36
SO
63
66
21
Main Street School.
55
37
74
40
54
72
26
71
6 48
60
S2
All the pupils indicated by the foregoing numbers whose relative rank is below 39 were admitted upon probation, after consultation with their teachers in the Grammar Schools, and an examination of the results of their monthly examinations.
Torrey Street School.
33
74
101
TABLE I. - CLASSIFICATION.
GRADES.
DEPARTMENTS.
SCHOOLS.
Primary.
Intermediate.
Grammar.
Primary
. ..
Athens
L.
M.
U.
Broad Street
. .
U.
Central Street
L.
M.
·
Franklin
1 ..
M.
U.
Grant Street
L.
M.
U.
High Street .
L.
M.
U.
Main Street
L.
M.
U.
Middle Street
L.
M.
U.
l'eikins (lower)
1 ..
M.
. .
Pleasant Street
L
M.
.
Intermediate
. Athens
Broad Street
L.
M.
U.
6 4
Commercial Street
·
. .
U.
High Street
L.
L.
M ..
U.
Middle Street
L.
M.
U.
School Street
U.
Tremont Street
U.
Tremont Street (sub)
· ·
·
·
U.
Central Street
U.
L.
. .
U.
L.
Pleasant Street
U.
L.
M.
U.
Randolph Street
1 ..
M.
U.
L.
M.
U
Union Street
M.
U.
M.
U.
River Street
L
N.
U.
L.
M.
U.
L.
L.
M.
U.
L.
M.
·
L.
M.
U.
Central Street
·
.
·
L
Franklin (lower)
. .
.6
Franklin (mid. and upper) Main Street .
L.
M.
U.
..
Mt. Pleasant (middle)
Mt. Pleasant ( upper)
Torrey Street
Adams
Pratt
. .
U.
L.
M.
U.
·
.
L.
M.
U.
L
Central Street .
Commercial Street
·
M.
Mixed.
Centre
L.
M.
U
L.
.
Pond Street .
L.
M.
U.
L.
Grammar . .
Athens
. .
· .
. .
L.
M.
U.
Mt. Pleasant (lower)
L.
.
·
. .
. .
M.
U.
.
.
U.
L.
M.
Mxʼd.
High
North High South High
Grades IV., III., II., I. Grades IV., III., II., I.
·
M.
M.
U.
Mt. Pleasant
. .
·
. .
Perkins (middle)
Adams (mixed)
Main Street.
Wa hington Street
1
102
TABLE II. - ENROLMENT.
FIRST TERM.
SECOND TERM
SCHOOLS.
Whole No.
Enrolled.
Average
Attendance.
Whole No.
Enrolled.
Average
Attendance.
Adams
Primary
Athens
Broad Street
Central Street
55
43
48
42
66
Franklin
55
45
57
43
49
38
44
33
62
50
56
45
Main Street
40
32
32
24
61
45
54
39
66
Perkins (lower)
80
51
81
46
66
Perkins (middle)
44
35
38
28
45
37
48
34
Intermediate . . Athens
42
37
43
39
58
49
60
57
39
34
40
38
43
37
47
37
63
56
67
55
36
30
39
33
35
31
41
39
66
Middle Street .
38
31
37
33
66
Mt. Pleasant
44
45
38
=
Tremont Street
44
64
49
43
39
39
36
66
Centre
29
22
29
20
66
Pleasant Street
33
29
45
37
ני
Pond Street
39
36
36
29
28
25
23
20
66
River Street
40
34
45
33
36
28
39
29
42
35
43
36
Grammar
Athens
50
43
53
46
Central Street
34
30
36
33
66
Franklin (middle and upper)
79
68
70
63
Main Street
38
31
37
33
Mt. Pleasant (lower)
51
45
43
36
66
Mt. Pleasant (upper)
31
27
34
31
Torrey Street .
57
52
62
56
"
Adams
34
28
41
34
Pratt
59
50
57
48
High
North High
62
58
58
52
South High
56
52
50
47
Number of scholars over 15 years . 66 66
. . . 48 North High.
. 38 South High.
.
. .
Mt. Pleasant ( middle)
35
3.2
37
31
· · · Mixed . .
Pratt
46
42
53
41
Franklin (lower)
49
36
50
44
·
High Street
. .
Main Street .
. .
. .
·
( Central Street .
51
.
· Commercial Street (upper)
·
· · Commercial Street (middle)
30
21
36
25
90
74
89
69
37
33
46
40
Grant Street
High Street
Middle Street
Pleasant Street
. Broad Street
Central Street
52
Randolph Street
Union Street
Washington Street
.
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