USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1881 > Part 13
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 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29
.0168
Value of school-houses and lots,
843,547 00
Other school property,
144,166 04
*Ordinary expenses of schools,
Per cent. of same to valuation, .0033
Per cent. of same to whole tax, .192
6,136 07
Repairs of school-houses, furniture and stoves,
$150,302 11
*See detailed statement in Secretary's report.
67,310 98
218
CITY DOCUMENT .- No. 36.
Permanent improvements to school-houses,
$744 29
New furniture, etc.,
426 67
Rents,
962 50
$2,133 46
Expended for all purposes,
$152,435 57
Average cost per scholar for day schools, including ordinary repairs, 16 98
Average cost per scholar for all schools, including ordinary repairs,
16 47
Same last year,
$15 86
Cost of evening schools,
1,298 26
Average per scholar,
9 88
Cost of evening drawing schools,
1,108 99
Average per scholar,
7 71
Cost of High School,
15,572 11
Decrease,
664 97
Average per scholar,
42 07
Increase,
89
Expended by City Council for new school-houses,
48,048 94
III. SCHOOL-HOUSES.
Number occupied December, 1881,
40
Rooms, not including recitation rooms,
201
Rooms rented,
2
Drawing school rooms, recitation and evening school rooms, additional,
6
Whole number of sittings :
502
In High School, Additional space for,
90
Grammar schools, Grades IX-VI.,
2,609
Grammar schools, Grades V. and IV.,
2,402
Primary schools, Grades III., II. and I.,
4,225
Suburban schools,
495
IV. SCHOOLS.
High School, twelve rooms,
1
Grammar rooms, Grades IX-VI.,
53
Grammar rooms, Grades V., IV.,
48
Primary rooms, Grades III., II., I.,
79
Suburban schools, 12
Northville, Tatnuck, Valley Falls (2), Leesville, Blithe- wood, Bloomingdale, Adams Square, Burncoat, North Pond, Chamberlain, Lake View.
Evening schools,
7
Washington Street, East Worcester and Dix Street for boys; Walnut Street for girls; Belmont Street, South Worcester and New Worcester for both.
Free Evening Drawing Schools, both sexes,
5
219
SCHOOLS .- SUPERINTENDENT'S REPORT.
V. TEACHERS.
Male teachers in High School,
5
Female teachers in High School, 7
Male teachers in Grammar Schools, 10
Female teachers in all grades below the High School,
191
Special teacher of Music, male,
1
Special teacher of Drawing, male,
1
Number of teachers in Day Schools,
215
Graduates of the Worcester Training School, or of a State Normal School, 135
8
Female teachers in Evening Schools,
7
Teachers in Free Evening Drawing Schools, male 4, female 1,
5
Whole number of teachers,
235
VI. PUPILS.
Number registered in Day Schools, Increase,
560
In Evening Schools,
184
In Free Evening Drawing Schools,
170
Number registered in all schools,
11,801
Increase, 349
1,009
Decrease, 455
Estimated number in this city in private schools here,
2,000
Pupils in State Normal School, this city,
110
Average number belonging to public schools,
8,860
Decrease, 441
Average daily attendance in Day Schools,
8,060
Increase, 363
Average daily absence, Increase, 69
791
Number at close of Fall term, 1880,
8,941
At close of Winter term, 1880-81,
8,500
Increase from last year,
590
At close of Spring term,
8,548
Increase,
444
At close of Summer term,
8,578
Increase,
585
At close of Fall term, Increase, 115
9,056
Per cent. of daily attendance to average number belonging, Decrease, 00.2
91.2
Male teachers in Evening Schools,
11,447
Number over 15 years old,
220
CITY DOCUMENT .- No. 36.
Number perfect in attendance the whole year,
455
Decrease,
101
Perfect three terms,
631
Perfect two terms,
848
Perfect one term,
1,952
Number registered in High School,
570
Decrease,
31
Boys,
249
Decrease,
36
Girls,
32
Increase,
5
Number at close of the year, Decrease,
3
Number of graduates, June, 1881,
80
Number left the school,
113
Decrease,
51
Average number belonging,
370
Average daily attendance,
355
Average daily absence,
15.
Per cent. of daily attendance to average number belonging. 95.8
16.4
Average number of pupils to a regular teacher,
31
From these statistics, the important facts respecting the schools for the past year may be drawn - the cost, the attendance, the number of teachers, etc.
In comparison with last year, the number of pupils, the number of teachers, and the cost, have increased in about the same ratio. The addition of some four hundred new pupils yearly involves the building of new school-houses, the employment of new teachers, and the disturbance, more or less, of the schools already under way. The opening of a French Parochial school on Park street, in September, drew some five hundred pupils from various schools ; and, consequently, it has been necessary to transfer and re-arrange pupils more or less. Disturbances of this kind inter- rupt the steady progress of schools to some extent ; but they are unavoidable in a growing city.
The cost per scholar is slightly larger than last year. This item varies from year to year ; it must be subject to such varia- tions, because it is not possible, with a fluctuating population, to keep the number of pupils to a teacher uniform.
The plan for admission to the Evening schools, which was adopted last year with such good results, has been continued ;
377
Average age of Pupils, December, 1881,
221
SCHOOLS .- SUPERINTENDENT'S REPORT.
and its excellence has been still further demonstrated. In these schools the cost per scholar is larger, however ; this results from dividing the whole cost by the number of pupils who actually get the benefit of the school, instead of by the many who attend irregularly. The total expense of these schools is less by some two hundred dollars than it was the year before.
SCHOOL-HOUSES.
For the first time in six years or more, the school accommoda- tions are about equal to the present demand. During the late depression in business, when many children went to school because they could not find work, -and when the pressure of taxation made men hesitate about enlarging school-houses, - the accommodations fell behind the actual needs. Some three or four years ago, we began to keep pace with the growing needs and to supply deficiencies, with the gratifying result just noted. The last year, especially, an unusual number of new school- rooms were provided : - a new house of two rooms at Valley Falls; another at Woodland street, of four rooms; one at the Adriatic (Canterbury street), of six rooms ; and an enlargement of six new rooms at Belmont street. The conveniences and the substantial character of these buildings, the improved means of heating, ventilation, etc., are very satisfactory ; and they reflect credit upon the wisdom and practical good sense of the City Council which has provided them.
It is the part of economy, in future, to supply school-houses as fast as they are needed. So the present Mayor recommends ; and so, we hope, will the present City Council act.
Two rooms are now hired at New Worcester; they are small and not quite convenient ; and more will soon be needed there. A house of at least four rooms ought to be erected near the present school-house.
The arrangement of stairs, heating apparatus and out-houses at the Thomas Street School-house is far from satisfactory. There is an immediate call for a considerable outlay upon that house.
16
222
CITY DOCUMENT .- No. 36.
These two improvements will answer for the present needs. By the time they are made, other needs will appear.
THE GRADING.
No material alterations have been made in the organization of the schools during the year, aside from the changes in grade of a few rooms, and the opening of new rooms where the number of pupils made it necessary. There is an impression on the minds of some people that an ungraded school is better than a graded school. Which is the better will always depend upon the teacher ; the best teacher will have the best school, whether graded or not. It must be admitted that there is a tendency in a system of classification, or grading, to a mechanical kind of teaching-a tendency and a temptation, but by no means a necessity for that kind of teaching. There are schools in this country where study, conduct, training of the mind, - everything, - is sacrificed to the system ; where the system is worshipped and the true interest of the pupils becomes a secondary matter. In such a school the pupils have to conform to the grading. It seems to me that such a state of things is all wrong. The grading, the system, the rules, are all merely means to an end -the best education of the children. When those means practically become ends in themselves, as they sometimes do, then they are worse than useless.
The system should be flexible ; it should adapt itself readily to the varying needs of the pupils. No regulation ought to be so unyielding that the teacher cannot do the very best for each individual in the school. Our schools are organized with a view to secure this end. The principal in each building is expected to know the progress and the needs of each child, and to provide the best possible chance for him, consistent with the good of the whole school.
In this general direction a rule was adopted during the year, requiring each grade to be divided into two classes. The details of the plan are set forth as follows :
Two CLASSES.
The object sought is to give each child a chance to work by himself, and in school. One teacher objects to the division
223
SCHOOLS .- SUPERINTENDENT'S REPORT.
because it is so much better, in her judgment, for the children of the Fourth Grade, for example, to study with the teacher : that is, she reads over the lesson and the children follow, with the book before them ; they ask questions and she answers ; she asks questions and they answer; she suggests, calls attention to this or that, and they take notice. To illustrate : The teacher disturbs the soil, discloses the bug or the worm, clucks ; and the children flock around and devour.
Nobody doubts that with young children this process is a good one'; the children are learning how to study ; they pick up a little here and there ; and they see how the scratching is done - to recur to the illustration. There is nothing in the division of classes to prevent this kind of teaching, hereafter, as much as is best. But this is not the only kind of study for even small chil- dren. The objecting teacher herself wants the children to do some kinds of work out of school. The committee wants the children to do more independent work in the school ; and for this the plan proposed furnishes opportunity. One division will be engaged with the teacher; the other will be engaged with their books, or slates, or paper. Judicious aid will be given ; and judicious work will be expected from the pupils. The time will be all occupied. There will be no opportunity to wait for the hour to expire ; and nothing can be more demoralizing than the habit of staying in school and doing nothing.
In Grades I., II. and III. there may be more than two divi- sions. Some of the best teaching in primary schools is done in little divisions of twelve or fifteen pupils each. Nothing has made Quincy famous, more than the possibility of so dividing classes. In order to interest young children, it is necessary to know them individually ; and the attention of pupils in these lower grades can not be kept on one subject more than fifteen or twenty minutes at a time. While a small class is engaged with the teacher, the rest of the pupils can be occupied, each by him- self. The number of divisions in these grades is not, therefore, limited.
In making these divisions, the question has been asked, On what principle shall the classification be made ?
224
CITY DOCUMENT .- No. 36.
1. In the first place, do not put the boys in one class and the girls in another.
2. It will be harmful to sort out the nervous, brilliant reciters of lessons for one class, and the slow and dull for the other. The nervous, high-strung, ambitious boys and girls are not the ones to be pushed forward in advance. It is better in many cases for them to go along moderately, and to fill up the spare time by broadening the range of what they learn, than to push them for- ward or allow them to rush forward too rapidly in the school curriculum. This broadening may be done by directing their reading and turning their attention to what goes on around them, in the shops, on the street, and in the business which they may happen to know about. Instead of adding to the set and formal lessons of this class of pupils, the teacher might allow them to set down in writing what they know of any subject, or any process of manufacture. They would get ease of expression and a definite- ness of thought which less practice does not give the other pupils. The interest of this class of pupils in the lessons which it takes only a small part of their time to master may be kept up by incidental attention to correlative subjects. It is not always best to hurry a bright and active pupil into the next grade. I have said so much by way of suggestion as to these smart pupils.
3. Again : In each of the rooms there is a class tolerably well graded; they are never exactly graded; if they are sub- divided, the classes will not long remain exactly graded; it is not necessary, and not desirable that they should be kept so. Now, by dividing the room into two classes, the matter will stand about where it now does - no more difficulty ; no less ; nothing to do about it; nothing to care about it. Go right on with the teaching of these children. If it happens that the two classes keep on, neck and neck, no matter. If it turns out that one class gets along faster than the other, no harm in that. But the bright division, if there were one, should not absorb the teacher's time. In either case the two divisions will go on together to the next room, just the same as if there were but one class.
4. Music is now taught to the class in a room, all together, whether they be in one grade or in two. All will be in one class
225
SCHOOLS .- SUPERINTENDENT'S REPORT.
in this study now. The same is true of drawing and penman- ship. The division should apply to all other studies.
The classification or grading of pupils has been adopted step by step, as difficulties have arisen for which this grading was thought to be a cure. How close the classification should be, must be determined by circumstances. If all the ninth grade pupils in the city were in one building, it is not unlikely that they might with advantage be divided into five classes, each dif- ferent from the other. In this city there happen to be nine grades below the High School; in some cities the same ground is divided into twice as many classes or grades. Quite likely this double classification of ours may result in as many grades in some schools, though not necessarily in all. But it is of no serious consequence whether it so results or not. We need not exert ourselves at present, for it nor against it.
The danger with all this classification and grading is that the class or the grade will come to be more important than the scholars ; that more thought will be given to grading the pupils than to teaching them ; that what has been adopted as a means, will be treated as an end. All the machinery of schools - the organization with principals and assistants, the grading, the course of study, the program of exercises which every teacher is required to have, - all this has been set up like the staging to a house for the purpose of building up the children, and not as a part of the house; all this is only for a help; the aim and the end is manly and womanly character in the pupils.
THE SPECIAL TEACHER OF DRAWING.
As a rule, the employment of special teachers in the Grammar and Primary schools is not encouraged here. In advanced studies, a "professor " who is a specialist in his own branch may be useful ; not so with small children ; they need a mature mind, capable of conducting their small advances step by step over the whole field of their mental activity ; and not a mere specialist, to urge them forward, perhaps out of all due proportion, in a single line. Think of a special teacher of arithmetic- up to ten !
226
CITY DOCUMENT .- No. 36.
Drawing and music, being less generally known than writing and spelling, are exceptions to the above rule ; they are taught by special teachers, either weekly or less frequently ; and the practice is done under the eye or the ear of the regular teacher.
The special teacher of drawing gives lessons in all schools above Grade II. There are about one hundred and forty-five of these classes ; and there are about six thousand drawing-books to be examined by this teacher every half year. In Grades I. and II. the teachers follow the printed directions.
Grades VII., VIII. and IX. are visited once in two weeks; the others, once in four weeks. In order to get time for these lessons and for the proper inspection of the books, the teacher has to teach at New Worcester, Adriatic and Quinsigamond schools Wednesday afternoons, in addition to the regular school time.
In the High School this study is optional ; and about 125 pupils, one-third of the whole school, belong to the class which meets on Fridays in the forenoon. The time allotted to this study in the morning was so short that last year an afternoon class, outside of the regular lesson, was organized. A class of fifty or sixty return to school Friday afternoons this year also, for a lesson of two hours or more.
Shaded drawings from the object, form a large part of the work in the High School ; it is practical in character. A thorough system cannot, however, be insisted on, owing to the mixed char- acter of the classes ; - pupils from the four classes in the school often being obliged to draw at the same hour. Yet the work has been so far systematized that each pupil pursues a progressive line of study. Many of the boys study mechanical drawing ; and in this class all drawings are made directly from the object, to a scale. Many details of machinery have been obtained with- out charge from some of the machine shops of the city. Num- bers of this class return to the afternoon lesson, thus evincing their interest in a very practical study.
Lines are stretched upon the walls of the room, upon which all drawings are hung when completed, so that both pupils and visitors may see the work of the year up to any given time. At the end of the summer term the committee opened the rooms to public inspection three afternoons and evenings; and a large
.
227
SCHOOLS .- SUPERINTENDENT'S REPORT.
number of visitors saw the work of the year as it had been sus- pended when completed by the pupils. The work can be seen, so far as finished, any Friday ; and it is proposed to exhibit the work of the year in June.
In the grades below, the work is also very practical in charac- ter ; in the lowest grades it includes sketches of simple objects ; and from Grade VI. to IX. a large share of the drawing is object work. Pupils in Grade VI. learn to make working draw- ings - such as any mechanic could use - of simple geometric solids, showing plan and elevation. These things are introduced in such a way that the work becomes easy for the pupils. An effort has been made to lay out the work so that it can be finished by all without taking extra time ; and thus many schools complete the work of the half-year from two to four weeks in advance.
THE SPECIAL TEACHER OF MUSIC.
Lessons are given in each school from Grade III. upward by the music teacher, three times in four weeks. The fourth week is spent with the suburban schools and in Grades I., II. and III. Practice upon the lesson is conducted by the regular teacher daily. There is hardly time for one teacher to do all that is needed in music, though the work is excellent so far as it goes. The proper use of the voice in reading, as well as in singing, is of such importance that a teacher of music for the primary schools alone is well worth while, and must soon engage the attention of the school-committee.
THE HIGH SCHOOL
Graduated in June the largest class in the history of the school ; and the quality of the pupils was fully up to the average of any smaller class. The exercises took place at 3 o'clock P. M. Tuesday, June 28th, in High School Hall, and they were of a very interesting character.
228
CITY DOCUMENT .- No. 36.
PROGRAMME.
MUSIC.
Chorus : - From Lombardi. Verdi.
1. Salutatory : - with Essay ; When my Ship comes in. Fannie H. Smith.
2. Oration : - Progress in methods of obtaining Justice. Gilbert G. Davis.
3. Essay : - Studies in a High School Course. *S. Lillian Burlingame.
4. Essay : - An Ideal Life for a Woman. Addie T. Gauren.
MUSIC.
Chorus : - Evening Song.
5. Oration : - Assassination of the Czar.
6. Essay : - Be Thyself.
7. Oration : - Wrongs of the Indians.
Kuhlan. Charles J. O'Hara. Carrie S. Lamb.
William J. Ryan.
MUSIC.
Quartette : - Sparrow's Twitter.
8. Oration : - Roman Polytheism.
9. My Graduating Essay.
Otto. Ernest L. Thayer. Helen A. Whittemore.
10. Oration : - Our Country's Future; with Valedictory.
George E. Gardner.
MUSIC.
Chorus : - Mark the Merry Elves. Callcott.
Pianist - S. Minnie Warren.
Presentation of Diplomas by His Honor the Mayor.
CLASS SONG.
WRITTEN BY ADDIE L. PIKE.
1. As the clouds above the sunset Fade from purple into gray, As the rosy tints of morning Vanish in the glare of day ;
2.
Thus the budding and the blooming Of youth's joyous springtime die, Leaving fragrance - laden memories As the moments quickly fly.
3.
Highest hopes our hearts are filling Painting life in colors rare, While in divers fields we wander Each our part in life to bear.
*Excused from Reading.
229
SCHOOLS .- SUPERINTENDENT'S REPORT.
4. Should the way with flowers be sprinkled, Or if prickly thorns arise, May we ever find true pleasure In the path where duty lies.
CLASS OF '81.
Ellery Carl Burgess. Daniel Henry Casey. James Henry Churchill.
Hattie Amelia Cobb.
Hattie Minturn Davenport.
Maud Loetta Davis.
Henry Parsons Cook e.
Minnie Alberta Davis. Carrie Hitchcock Eames.
George Henry Condy.
Gilbert Gates Davis.
Ellen Frances Fallon. Annie Louisa Faulkner.
George Stuart Dickinson.
Florence Lawrence Donahue.
Clara Gertrude Fuller.
John Joseph Dwyer. Henry Lexington Everett.
Michael Francis Fallon.
Florence Allen Gates. Adelia Teresa Gauren. Willietta Goddard. Flora Isabel Guild.
Frank Siegel Howard.
John William Keefe.
Maggie Frances Hagen.
Daniel Knowlton. John Edward Lynch.
Charlotte Harrington.
Edward Joseph McMahon.
Mamie Lititia Haselden.
John Harmon Macnamara.
William Clement Marble.
Eugene Aloysius O'Connor.
Charles Joseph O'Hara.
Jennie Maria Kettell.
Walter Ellsworth Overend.
Harry Langdon Parker.
Carrie Stebbins Lamb. Etta Rosella Leonard.
Nellie Gertrude McGilicuddy.
Anna Gertrude Melanefy.
Emily Kimball Mellen.
Lura Josephine Murray.
Ida Maria Peacock.
Carrie Amelia Phetteplace.
Addie Louise Pike.
Delia Anna Putnam.
Nellie Miles Rood.
Fannie Heywood Smith.
Mary Locke Sumner. Carrie Melinda Sweetzer.
Mary Lizzie Towne. Anna Mary White.
Sarah Minnie Warren.
Helen Amie Whittemore.
Maria Phillips Woodward.
Arthur Anderson Prichard. William John Ryan. George Richardson Sumner.
Ernest Lawrence Thayer.
Edward Augustus Welch.
Edward Minton Woodward. Harry Andrew Woodward. Ida Luella Adams.
Katlıerine Blanche Adams. Nellie Louise Bacon.
Hattie Maria Bennett. Minnie Frances Bennett.
Emogene Augusta Blake.
Annie Elizabeth Brophy. Sarah Lillian Burlingame.
Emma Cassidy. Grace Maria Chamberlain.
Martha Tolman Fuller.
George Enos Gardner.
Nellie Maria Hardy.
Helen Augusta Howard. Lottie Hunt. Elva Catharine Jankins.
230
CITY DOCUMENT .- No. 36.
BY EXAMPLES.
It is the part of all good teaching to seize upon the event of the hour to enforce a lesson ; in fact the skill of a teacher con- sists largely in his ability to prepare the way and to recognize the way when it opens before him; all the real teaching by which children can be benefited can be done in a very small part of the day ; the main work consists in getting ready. Preparing the ground is more work than sowing the seed ; but it has value only as the seed is safely sown.
Whenever, then, the favorable time comes, the teacher should be ready to do the sowing. History, the principles of govern- ment, good morals, patriotism, and all the virtues which it is the duty of public school teachers to inculcate, may be better taught by living examples, and in the concrete, so to speak, than by the dry, bald statements of a book. Such an opportunity of mourn- ful interest was given in the death of the lamented President Garfield. His true worth of character had become universally known through the sad summer months. His funeral was kept throughout the civilized world. By a happy inspiration, the Mayor ordered the day to be observed in the public schools. One of the teachers said that he could teach more history, more of patriotism and virtne, by one such example than in six months of ordinary teaching.
The object of the observance was set forth, September 24, in remarks to the teachers, as follows :
" The President of the United States appoints Monday next ' to be observed throughout the United States as a day of humiliation and mourning.' The Governor asks the people of the Commonwealth ' to make it a sacred day and to keep it accordingly. A day of public consecration to Almighty God; of mourning for the great dead ; of sympathy with his widow, his children, and his aged mother; yet also of gratitude for his noble life, and of inspiration, springing from his example, for the manhood of the future.'
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.