USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1882 > Part 7
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The only alternative was to move the two lower grade schools occupying this house to other rooms, and use the Tremont house ex- clusively for the high school.
This course was rendered possible only by the increased accom- modations afforded by the new school building in Ward Three, every room in which is now occupied.
In the South High School there is ample room for all pupils who will demand admission. In both schools there is great need of ap- paratus and mathematical and philosophical instruments to illus- trate the principles of the studies there pursued.
This apparatus and many other things desired by the superin- tendent for the lower schools the committee have not felt at liberty to furnish, as they did not consider it wise to exceed the appropri- ation for incidentals.
The subject of high schools in this town is one of peculiar diffi- culty, principally on account of the scattered location of our popu- lation.
Our efforts are not concentrated upon one school, making this one of the very highest character, but are divided between the two.
The town neither furnishes, herself, to her pupils that education demanded for admission to the colleges, nor supplies that education elsewhere.
As a result there are some scholars who have to give up entirely the full preparatory training for a liberal education, or else are obliged to rely upon their own private resources to obtain it.
Consequently, almost every year there are some pupils, usually the very best scholars, who leave the high school and go to other in- stitutions to complete their preparatory course. How can this dif- · ficulty be overcome? Either by paying the tuition of these pupils where they go or else by raising the grade of our own schools and educating them here.
If the town would assume the expense of their tuition elsewhere, deducting it, if necessary, from the appropriation for schools, it would
128
seem to be no more than just to this class of her pupils, who have the same claim to an education in those schools established by statute as any pupil in the lower grades has to suitable instruction there.
The latter course, educating them at home, would work no injus- tice to the other members of the school, as there are two distinct courses of study, the English and the classical. This arrangement could be much more easily carried into effect if we had only one high school.
If a consolidation of these two schools could be effected and a satisfactory 1 cation determined upon by a committee chosen by the town, with power to make arrangements for transportation for distant pupils if deemed wise, their cost could be materially reduced and their efficiency as much increased. The annual cost of our two high schools averages more than $4,500, including ordi- nary expenses. In a single school of fifty pupils the cost of each one per annum is about $37. In a school of one hundred and fifty scholars the cost to each one would be about $17 per annum.
In regard to the real educational value of one first-class high school the committee entertain no doubt. Give us one such high school comprising those pupils who are sufficiently advanced in their studies ; who are of the proper age to admit of judicious men- tal development ; who propose to make teaching a profession, or to pursue a liberal education, - and we shall have a school that will be still more than at present an honor to the town.
We believe heartily in the high school. It is not only a legal but an educational necessity. There is a certain portion of our pupils to whom its advantages are invaluable. They are not those who enter the school merely as a fashionable finish to their educa- tional career, or, indeed, those who go to complete an imperfect grammar-school course, but those who have a well-defined object in view and are determined to accomplish it. To these it should offer opportunities which will be a real aid to them in acquiring a thorough education.
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SCHOOL ACCOMMODATIONS.
The need of more and better school accommodations in Ward II. becomes more apparent every year. We do not, however, ask at this time an appropriation for a new building ; but that steps may be taken in this direction by the appointment of a committee to select and secure a suitable lot of land on which to erect a house.
Extensive repairs are needed upon the roofs of the Bicknell house in Ward II., and the Tremont in Ward III., to prevent serious damage. For this purpose the committee ask for increased appropriation in their estimates for the coming year.
TRUANTS.
The State requires each town to provide some suitable place where children who are habitual truants may be placed under proper restraint and receive care and instruction. The school committee are required to give information in their annual State report, whether this and other accompanying requirements have been complied with. This town has in part complied with the statutes in having adopted a code of by-laws, and appointing truant officers, but no adequate provision has been made for the disposi- tion of the offenders.
RECOMMENDATIONS.
The School Committee recommended : -
First. That the town make such arrangements in regard to the disposition of truants as are required by the laws of the Common- wealth.
Second. That a committee be appointed at the next annual meeting of the town to negotiate for the purchase of a suitable lot of land upon which to erect a school-house in Ward II.
Third. That the town make the following appropriations for schools, viz. : -
130
Salaries of fifty-four teachers
$24,000 00
Salaries of janitors and cleaning
. 2,100 00
Fuel and incidentals
2,600 00
Repairs of school-houses
1,800 00
Amount
. $30,500 00
This sum may be lessened by the Pratt
fund
$300 00
by the State fund
200 00
by the alewife fund
252 00
by part of dog fund
398 00
1,150 00
Total
. $29,350 00
F. F. FORSAITH, ELIZABETH C. HAWES. LOUIS A. COOK. Z. L. BICKNELL. C. W. FEARING.
SUPERINTENDENT'S REPORT AND STA- TISTICAL TABLES.
To the School Committee, Weymouth, Mass. :
I HAVE the honor to submit herewith my first annual report as superintendent of schools, stating in part what has been done, and what I think ought to be done.
THE REPORT SYSTEM.
I wish that the people of Weymouth might fully understand the report system now in use in our schools. Previously to last sum- mer, the high schools had a monthly report, the grammar schools a bimonthly, the intermediate schools a monthly, and the primary schools none at all. They now have, all of them, a bimonthly report. That for the primary schools is a simple affair ; that for the high, grammar, and intermediate schools is more elaborate, with the following inscription on the back : -
At the end of the year, a YEARLY REPORT will be made up from the reports on the other side of this card. This yearly report, if favorable to the pupil, will, it is believed, be useful to him, constituting, as it were, a LETTER OF RECOMMENDATION from the school authorities, and serving as a sort of SUB-DIPLOMA for the year.
If, at any time during the year, a pupil brings home a report with con- duct marked bad, parents will, it is hoped, inquire into the facts of the case, and learn why the mark is given. Our schools can help to form character as well as scholarship, and home influences and school influences should help each other.
I should like to say that several causes conspire to operate against the full and complete success of the report system. An exaggerated importance is attached to scholarship, so called. Mind, it must be remembered, is hard to mark. Schools cannot always measure it. It takes the world and posterity, too, sometimes to do that. I would tell scholars the truth frankly ; I would tell them that whilst it is a great honor to be at the head of the class, it is no disgrace to be at the foot of it, provided they could n't help being there. Scholarship isn't everything. Good health and a clear conscience help a body out in this world. Character counts. A
132
balance wheel is essential. Good judgment in practical matters, honesty of purpose, and, withal, tenacity of purpose, - these are the main considerations. The best scholars do not always succeed in the world ; the poorest sometimes do. It is impossible to tell how boys and girls are going to turn out; wait twenty-five years, until they are men and women, and then it is impossible. At the same time, you can give a pretty good guess, and report cards, though never infallible, tell a great deal. The same motives and disposition wliich make a scholar do well at school are likely to make liim do well out in the world, and I would give more for the statement of a truly successful teacher as to the character and con- duct of a boy under his charge than I would give for all the letters of recommendation which the neighbors [and friends of that boy could write.
Why, then, should n't a boy use his report card in seeking a situation, - in securing a place as errand-boy, clerk, or appren- tice, - and why should n't the practice of seeking situations in this way become universal among boys? If a boy is faithful at school, he is likely to be faithful in distributing hand-bills, weeding gar- dens, or doing any other kind of work, and I think the average business man would say so, and naturally like the idea of further- ing the ends of education while at the same time helping forward a bright, promising youth.
The annual report card alluded to in the inscription on the back of the bimonthly cards summarizes the reports of the year, and, making a few brief statements which he who runs may read, is fresh, clean, and presentable. This is designed for preservation, and, if the pupil sees fit, for use as above. (The card upon which the bimonthly reports are given, and which is carried home five times during the year for signature by parents, gets too dirty, and, in the second place, contains too many figures to be suitable for use as a testimonial.)
As a last word upon a subject upon which, as I am well aware, I am saying a great deal : The teachers and myself are trying to make every boy feel it is nobler to be controlled by his report card than to be controlled by the rattan; nobler to feur a bit of paper with something written on it than to fear the rod. We use the re- port system as a lever for great ends, - all the greater because we
133
strip it of all false terrors, and clothe it with no powers which do not belong to it. We have abolished ranking. Scholars should no more be ranked first, second, third, etc., in a class of so many members, than the parent should be ranked first, second, third, etc., in a town of so many inhabitants. And we keep conduct and scholarship as two distinct accounts ; for you can't add up rascality and brains, and divide the sum by two or any other number : they are unlike quantities.
BRINGING NATURE INTO THE SCHOOL-ROOM.
All the changes we have made in methods of instruction have been made with a view to bringing nature into the school-room. We have adopted the sentence method of teaching to read, which is simply the word method made interesting ; and the four-process method of teaching number, which, in perfect keeping and conso- nance with the child mind, is also nature's method. Both of them bear the test of the school-room, and, being a combination of the old-fashioned and the new-fangled, with what is good in both, enable us to steer clear of ruts on the one hand and radicalism on the other.
SUPPLEMENTARY READING.
If there is any one thing I am thankful for, or any one thing I think the people of Weymouth ought to be thankful for, so far as the schools are concerned, it is the introduction of a plenty of sup- plementary reading matter into the primary grades. All the pu- pils in these grades, except the very youngest, have five books to read through in the course of the year, besides their own. These extra or supplementary reading books, as they are called, are owned by the town, and passed around from school to school. I change them every eight weeks. The advantages of the system as carried out at present - the pupils buying one book and the town supplying five more of a somewhat easier description - is due to the fact that a lot of easy reading is better for pupils than a little hard reading, and a combination of the two is best of all. The primary grades are abundantly supplied for the present, and I hope that steps will soon be taken for supplying the intermediate grades.
134
THINGS TO DO WITH.
We lack things to do with, - weights and measures for teaching compound numbers in the primary grades, moulding tables and blackboard globes for teaching geography in the grades pursuing this branch, and, in the high schools, philosophical apparatus, chemicals, and other essentials for doing laboratory work. It is poor economy to pay $25,000 a year for teachers' salaries and not to provide these things, just as, in buying a scythe, it is poor economy not to incur the additional expense of a whetstone, or, in cooking a dinner, not to burn quite fuel enough; and, if the shoe factories of this place pursued the same course in regard to tools and machinery, they would sooner or later have to succumb.
ADMISSION TO THE HIGH SCHOOL.
The trouble with our schools is not so much at the top as at the bottom; not so much with the turrets as with the foundation stones ; and there would be few complaints or criticisms with regard to admitting scholars to the high schools too soon if every- thing were done for the lower grades . (especially the primary) which ought to be done, and everything were required of these grades which ought to be required. Pupils may be too freely promoted in the primary grades, and I think they are, but they are are not, in my opinion, too freely promoted in the grammar grades ; and if, last summer and the summer before, a much smaller num- ber had been admitted to the high schools, there would have been a reaction all over the town the other way. Allow me to say, you no more want a longer grammar-school course of study than the United States wants a greater territorial expansion. You now have a nine-years' course of study prior to admission to the high school, and that is all Boston or any other city in New England has. It is a mistake to suppose that high-school instruction is less prac- tical, or, for the years of the pupils, more difficult than that of the lower grades ; and, in my own opinion (I may be wrong, however) . there are as many non-essentials taught in the grammar schools of the country to-day, useless details in history and other subjects, as in the high schools. Strike out these non-essentials, and build up the primary and intermediate schools by the purchase of the various little things they need to do with, thereby making the in-
135
struction tell ! and pupils will enter the high schools with as good a fit in the common English branches as they will ever need, or, at the age of fifteen years, could be expected to obtain.
But the tax-payers would probably like to know what these " little things " are going to cost. Leaving out of consideration the purchase of supplementary reading books, I do not think any increase of appropriations is necessary, provided no changes in text-books take place for a number of years, and provided the pupils continue to buy their own stationery, as at present.
I would not, however, recommend supplying the high schools with their needed apparatus, etc., by a single large outlay, after the manner of a rich man who buys a library, but by degrees, and a small annual appropriation to be expended by the high-school principals to meet the most pressing wants of the schools under their charge, as these wants appear to them from time to time to arise.
HAGGLED FURNITURE.
There is more haggled furniture in the school-houses at East Weymouth than there ought to be in all Norfolk County, and more haggled furniture in the school-houses in Ward Four than there ought to be on the whole South Shore! What does haggled furniture practically say to a boy? It says, Cut, deface, mar, abuse. Your father and big brothers did so before you, and you might as well do so, too. What does nice-looking, well-kept furni- ture practically say to a boy ! It says, Love the beautiful. The people of this community esteem an education, and so must you. Don't go to smashing things, but be self-respecting and law-abiding.
It is for this reason, I think, that, for the next year or two, re- pairs of teachers' and pupils' desks, chairs, etc., should take pre- cedence of all other repairs which the absolute necessities of the case do not demand.
MUSIC.
Not to understand music, to be unable to draw, to be ignorant of botany, physics, chemistry, and geology, is to be out of joint with the nineteenth century, which demands a broad culture. - a high- school as well as a grammar-school culture, a training of the ear, eye, hand, and voice, a development of the body as well as the brain, and a general upbuilding of all the faculties.
136
Out-door and in-door concerts are so common now, and music enters so largely into the festivities of all public and private occa- sions, that no one can get the full enjoyment of life without a knowledge of music. Failing to teach it, we debar the children of the poor, who cannot afford private instruction, from the reason- able pleasures of existence, and this, too, in a town which enjoys an enviable reputation for musical culture.
Music is health-giving. It builds up the voice ; and a person's chances in life are better if he can handle his voice well. He can sell goods better, appear better in society, and create a better im- pression wherever he goes.
I recommend, therefore, the employment of a lady teacher of music, with a salary of, say $400 a year, with $100 additional for travelling expenses, to go into all the schools from lowest to highest, - teaching half an hour a week in schools easily reached, and three quarters of an hour a fortnight in others, - her instruction to be supplemented by a ten minutes' daily drill on the part of the regular teachers.
IN CONCLUSION.
There has been much patient upbuilding of the schools in times past, effectual supervision, and hard work ; and I am proud to be placed in charge of schools so good. I can conscientiously say that there is not a positively poor school or a positively poor teacher in town. I can conscientiously say, too, that I think the teachers have been elected in accordance with the principles of civil-service reform, with a view to the best interests of the schools, and with- out the baneful influence of politics, partisanship, or favoritism. As this is the first time in all my life I was ever able as superin- tendent of schools to make either one of these statements, the ability to make them now affords me great satisfaction, the expression of which in these pages is entirely spontaneous and unfeigned.
Respectfully submitted,
GILMAN C. FISHER,
Superintendent of Schools.
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STATISTICS.
NAMES OF THE GRADUATES FROM THE GRAMMAR SCHOOLS, JUNE, 1882.
ADAMS.
ELLA A. RICHARDS,
ANNIE K .. JONES,
EMERSON L. HUNT,
SARAH I. BURRELL, LILLIE E. Dow, SUSIE L. HASKINS, ARTHUR M. Dow.
ATHENS.
HARRIET E. JACKSON,
LUCY H. DYER,
EDNA P. TALBOT,
EDITHI B. CHUBBUCK,
LILLIAN H. BURRELL, WILLIAM H. HAGERTY,
JOSHUA P. HOLBROOK.
FRANKLIN.
ARTHUR C. BURRELL, MARY E. DEE,
WILLIAM E. FENNELL,
BLANCHE LEAVITT,
WALTER E. FRENCH,
L. LOTTIE LOVELL,
CHARLES J. MCMORROW,
HANNAH J. MCGRATH,
EDWIN T. PRATT, WILLIAM M. REAMEY,
FANNIE G. PIERCE, JENNIE N. RANDALL,
EDWIN P. TIRRELL,
HONORAH F. MCGRATH,
DANIEL E. WHELAN,
FANNIE E. BURRELL,
EVERELDA A. ORCUTT, MARY A. KEATING, ELMER W. WHITTEN.
138
TUFTS.
ELMER A. SMITH,
AGNES M. WARD,
ANNIE I. THAYER,
A. EDWIN ARNOLD,
LIZZIE M. DOWSE,
HENRY M. STACK,
CHARLES I. PORTER,
NELLIE F. WHELAN,
HENRY M. FORD,
KATE M. FITZGERALD,
ALICE L. GUTTERSON,
NELLIE F. PRAY, JENNIE D. THAYER,
EMMA J. DWYER,
ANNIE L. COFFEY,
IDA E. SHEPPARD,
JOHN W. AHERN.
GEORGE H. FRENCH.
CENTRE.
HUGH P. MARTIN.
PRATT.
FANNIE E. HAWES,
BERTHA E. HUNT, FRANK W. REA.
SHAW.
LILLIAN M. PURCELL,
ANGIE M. FEARING,
L. EMMA NASH, JOHANNA L. ROCHE.
BATES.
EVA W. ROBINSON,
LAURA D. MATSON,
MARY L. BATES, AMY L. THOMAS,
NELLIE F. BELCHER,
FRED. M. TORREY,
JOHN J. FLYNN, EDWARD D. VOSE,
LILLIAN M. SHAW, SARAH E. MARTIN,
MARY E. BEANE,
PERCY W. DERBY.
EMMA C. FAIRBANKS,
WILLIE A. PIERCE,
PERCY I. DAVIDSON,
HERBERT L. BOUTON.
ELLA H. CHANDLER.
HELENA M. CALLAHAN,
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NAMES OF GRADUATES FROM THE HIGH SCHOOLS.
NORTH HIGH, JUNE 30, 1882.
MARGARET T. FORD,
GEORGE A. ARMINGTON,
EMMA F. HUNT,
EMMA L. CLAPP,
BRITANNIA E. HARLOW,
FLORENCE J. FAY.
WALTER G. FORSYTH,
AGNES T. DUNPHY,
MABEL J. THAYER.
SOUTH HIGH, JUNE 29, 1882.
ANNIE M. NASH, MARY E. NASH,
NELLIE M. HOLBROOK,
EDITH F. RAYMOND,
MARY E. DOBLE,
ALLEN T. TIRRELL.
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RECORD OF ATTENDANCE FROM AUG. 29, 1881, TO JUNE 30, 1882.
SCHOOLS.
TEACHERS.
Whole No.
Enrolled.
Average
Membership.
Average
Attendance.
Perc'tage of
Attendance.
Number of
Visitors.
PRIMARY.
Adams (mixed).
Stella L Tirrell.
40
34
31
91
35
Athens ..
Ella M. Burgess
48
43
38
89
47
Athens.
Emma F. Thayer.
55
43
33
77
55
Franklin
Mrs. A. F. Gardner
64
55
50
91
31
Grant.
Mary A. Webster.
42
38
33
87
22
High Street.
Susie L. Farren
67
49
38
78
30
Howe .
Mary B. Tirrell .
51
35
33
94
68
Lincoln
Hannah E. Ward.
43
39
34
78
13
Perkins
Mary L. Hunt.
59
54
45
83
57
Perkins
S. Lizzie Hunt.
60
48
38
79
61
Pleasant Street.
Hattie E Darey
59
43
31
79
19
Shaw
Mrs. L. B. Holbrook
53
41
36
88
47
Tremont
Hattie L. Reed.
55
42
35
83
70
INTERMEDIATE.
Athens
Mary L. Ells
54
46
41
89
56
Bates
Mary L. Bates.
37
35
.32
91
26
Bicknell
Mattie N. Hanson
₹42
36
33
92
18
Bieknell
Martha J. Hawes
39
34
29
85
18
High Street
Lizzie R. Healey.
40
35
30
86
22
Lincoln
Emma F. Parker.
51
45
40
89
49
Middle Street
¿ Minnie M. Hunt.
₹ 43
37
33
89
43
School Street.
Mabel Lamson.
40
34
27
79
33
Shaw.
Maria C. Holbrook
29
27
25
93
17
Tremont
Antoinette W. Knights
60
53
42
79
52
Tufts ..
Sara E. Wilbar
48
43
37
86
39
Centre (mixed ).
Mary J. Moore ..
28
23
21
91
29
Holbrook (mixed).
Ellena S. Spilsted.
42
41
37
90
11
Hollis (mixed)
Lenna B. Cook.
37
29
27
93
22
Howe ( mixed)
Mrs. Maria A. Morrill.
49
46
96
40
Pond (mixed)
Martha E. Belcher.
37
29
25
86
44
Pratt (mixed).
Sarah W Spilsted.
40
37
31
26
Pleasant Street (mixed)
46
39
32
82
18
River (mixed) ..
Clarabelle Pratt.
40
33
30
91
13
Thomas (mixed)
Mrs. Emma J. Smithı.
37
35
29
83
11
GRAMMAR.
Adams (mixed)
Fred. E. Loud .
31
28
23
82
34
Athens.
James E. Humphrey.
40
31
94
30
Bates (1st and 2d)
¿ C. L. Logue, Assistant.
51
45
41
91
12
Bates (3d)
Lizzie L. Whitman
34
31
28
90
34
Franklin (1st and 2d)
72
62
59
95
45
Franklin (3d, boys)
31
28
25
89
31
Franklin (3d, girls).
37
34
31
91
16
Pratt (mixed)
Geo. C. Torrey, Principal. . Mary L. Dyer, Assistant.
55
45
43
96
40
Shaw
Sophia L. Vining.
40
37
34
92
18
'Tufts
J. W. Armington
33
32
29
91
33
Tufts
Mary L. Lewis.
26
21
21
88
21
Tufts
Hattie B. Baker.
36
32
29
91
14
HIGH.
G. W. Shaw, Principal ..... Helen A. Fiske, Assistant ..
75
72
69
96
45
South High
Harriet C. Torrey, Assistant
44
41
39
95
10
.
North High
Geo. B. Vose, Principal ....
76
60
47
72
Middle Street
Carrie L. Farren
H. M. Terry
Clara L. Hutchings
Katie C. Keohan
E. R. Downs, Principal
SE. E. Thompson, Principal.
Mary F. Leavitt, Assistant . Mary E. Long.
Ellen G. Parrott
141
SCHOOLS, SALARIES, ETC., JAN. 1, 1883.
TEACHERA.
SCHOOLS.
* GRADES.
Sala- ries.
When Elected to present Position.
WARD I.
Charles S. Haskell
Athens
7th to 9th
$900
August 11, 1882
Mary L. Ells.
4th to 6th
360
August 28, 1876
Ella M. Burgess.
3d
320
August 20, 1880
Emma F. Thayer
1st and 2d
320
August 6, 1880
Lottie A. Ham.
Adams.
5th to 9th
500
August 26, 1882
Agnes T. Dunphy
.1st to 4th
320
Nov. 24,1882
Clarabelle Pratt.
River
1st to 7th
340
August 27, 1876
WARD II.
Edgar E. Thompson, Prin ...
Franklin
.9th
900
August 15, 1879
Mary F. Leavitt, Assistant ..
8th (girls)
340
August 17, 1881
Mary E. Long.
8th (boys)
400
June
23,1882
Ellen G. Parrott.
"
.7th
400
August 31, 1872
Lottie B. Tower
1st
320
August 11, 1882
Mattie N. Hanson
Bieknell
6th
460
May 16, 1882
Florence J. Fay, Assistant ..
100
Sept. 15,1882
Martha J. Hawes.
340
August 12, 1878
Lizzie R. Healey.
.4th
340
August 31, 1872
Priseilla L. Collier
2d
320
Sept.
15, 1882
Mary A. Webster
3d
320
Sept. 15, 1882
Minnie M. Hunt.
Middle Street
.4th and 5th
340
Jan. 18, 1882
Mabel J. Thayer
.2d and 3d
320
August 11, 1882
Ida F. Taylor
Grant ..
.1st and 3d
320
August 11, 1882
Katie C. Keohan.
Pleasant Street ..
320
August 17, 1881
WARD III.
J. W. Armington
Lincoln
.9th
900
April 6,1870
Lottie E. Allen.
8th
400
Dee.
1, 1882
Hattie B. Baker.
66
7th
400
August 27, 1880
Sara E. Wilbar ..
6th
360
Jan. 27,1882
Antoinette W. Knights.
5th
340
August 1, 1879
S. Lizzie Hunt
1st
320
August 29, 1879
Emma F. Parker.
4th
340
August 28, 1876
Hannah E. Ward.
3d
320
August 28, 1876
Hattie E. Darcy
320
August 11, 1882
Hattie L. Reed.
=
1st
320
March 30, 1882
WARD IV.
George C. Torrey, Principal.
Pratt
6th to 9th
900
August 25, 1873
Mary L. Dyer, Assistant .
66
340
April
6, 1874
Sarah W. Spelster
340
Jan. 4,1875
Ellena S. Spilsted.
Holbrook
.1st to 5th
340
August 29, 1873
Sophia L. Vining.
Shaw
7th to 9th
500
Nov. 20,1871
Maria C. Holbrook
4tlı to 6th
360
Jan. 4,1875
Mrs. L. B. Holbrook
320
August 29, 1879
Mary J. Moore.
Centre
1st, 3d, 4th, and 7th
340
October 31, 1879
Edgar R. Downs, Principal ..
Bates
.9th
900
Feb. 6, 1880
Louvie F. Logue, Assistant ..
340
June
13,1879
Lizzie L. Whitman
.7th
400
Jan. 5,1875
Mary L. Bates.
360
August 26, 1881
Mrs. M. A. Morrill
Howe
3d and 4th
340
Sept. 1,1860
Mary B. Tirrell.
320
August 26, 1881
Mrs E. J. Smith
Thomas.
.1st to 6th
340
Dec. 16, 1872
Martha E. Belcher
Pond.
.1st to 6th
340
August 9,1878
Lenna B Cook.
Hollis.
.. 1st to 6th
340
Sept. 12, 1881
HIGH SCHOOLS.
Robert E. Denfeld
North High
10th to 13th
1,200
July 17,1882
Edith A. Parkhurst
500
August 31, 1882
Carrie 1. Tower
360
July 17,1882
Nathaniel S. French
South High
10th to 13th
1,200
August 11, 1882
Harriet C. Torrey.
500
April 10, 1882
66
2d
16
1st to 3d
WARD V.
8th
.5th and 6th
66
1st and 2d
* Grades 1st to 3d are primary; 4th to 6th, intermediate; 7th to 9th, grammar; 10th to 13th, high.
.5th
High Street.
6.
School Street.
1st
66
Tufts
. 1st to 5th
142
SUMMARY OF STATISTICS.
Population of town according to census of 1880
10,578
Number of children in town between five and fifteen years of age by school census of May, 1882 : -
Ward I.
295
66
II.
·
.
. 700
66
III.
IV.
. 275
V.
. 290
Total
2,006
No. of Scholars Enrolled.
No. enrolled over 15 Years of Age.
No. of Teachers.
Ward I.
308
e
31
7
II
698
32
. 15
66
III.
471
35
.
10
66
IV.
287
10
8
333
19
.
9
North High School
75
66
3
South High School
44
36
·
2
Total
2,216
. 229
54
.
· 446
.
.
V.
This table is based upon the school registers for the year ending July, 1882.
COURSES OF STUDY FOR HIGH SCHOOLS.
A. - ENGLISH COURSE. B. - GENERAL COURSE C. - COLLEGE PREPARA- TORY COURSE.
FIRST YEAR. FIRST TERM.
Course A. Algebra. English (Idioms). Civil Government.
" B. Algebra. Latin or English. Civil Government.
C. Algebra. Latin - Grammar and Reader. Civil Govern- ment.
SECOND TERM.
Course A. Algebra. English (Errors). Bookkeeping.
66 B. Algebra. Latin or English. Bookkeeping.
C. Algebra. Latin - Grammar and Reader. Bookkeeping.
THIRD TERM.
Course A. Algebra. English (Words, Roots, and Derivatives). French - Grammar and Conversation.
66 B. Algebra. Latin or English. French - Grammar and Conversation.
C. Algebra. Latin - Grammar and Reader. French - Grammar and Conversation.
SECOND YEAR.
FIRST TERM.
Course A. Geometry. English (Words and Synonymes). French - Grammar and Conversation. "' B. Geometry. Latin and English. French - Grammar and Conversation.
66 C. Geometry. Latin - Cæsar. French - Grammar and Conversation.
SECOND TERM.
Course A. Geometry. Physiology. French - Charles XII.
B. Geometry. Latin or Physiology. French - Charles XII.
C. Geometry. Latin - Cæsar. French - Charles XII.
THIRD TERM.
Course A. Geometry. Physiology. Botany.
B. Geometry. Moliere.
Physiology. German. Botany, or French -
Latin - Virgil. Greek - Grammar and
66 C. Geometry. Reader.
144
THIRD YEAR.
FIRST TERM.
Course A. Physics. Trigonometry. Zoology.
" B. Physics. Trigonometry or German. Zoology, or French - Racine.
C. Physics. Latin - Virgil. Greek - Grammar and Reader.
SECOND TERM.
Course A. Physics. Chemistry. Rhetoric.
B. Physics. Chemistry. Rhetoric.
C. Physics. Latin - Virgil. Greek - Anabasis.
THIRD TERM.
Course A. Physical Geography. Chemistry. Rhetoric.
" B. Physical Geography. Chemistry. Rhetoric.
C. Physical Geography. Latin - Cicero. Greek - Anabasis.
FOURTH YEAR.
FIRST TERM.
Course A. History (Ancient). . Geology. English Literature.
B. History (Ancient). Geology. English Literature.
" C. History (Ancient). Latin - Cicero. Greek - Iliad.
SECOND TERM.
Course A. History (Mediaval). Civil Government. English Liter- ature.
B. History (Mediaval). Civil Government. English Liter- ature.
" C. History (Mediæval). Civil Government. Greek - Iliad.
THIRD TERM.
Course A. History (Modern). Civil Government. Astronomy.
" B. History (Modern). Civil Government. Astronomy or Logic.
"' . C. History (Modern) or Botany. Latin - Review. £ Greek - Iliad and Prose Composition.
Drawing and English composition, including punctuation, once a week throughout all the courses. Arithmetic and geography once a week through the first and second year ; and reading and elocution, etc., and moral science once a week through the third and fourth year in all the courses.
1
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