USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1884 > Part 24
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371
SCHOOLS .- SUPERINTENDENT'S REPORT.
general training useful in any business, and at the same time undertake with any reasonable hope of success to supply the place of the old apprentice system. This being the case, the demand for such training, if it exists, should be supplied in special schools.
It is not to be denied that great good may be done in the public schools in turning the attention of pupils to industrial pursuits, through an examination of the industries of the vicinity, while pursuing their studies in school. By this means they avoid the natural error into which many fall that all study is prepara- tory to a pursuit more or less literary. The method by which the interest may thus be awakened, while at the same time the specific work of school can be improved, was pointed out in the last report. It consists in systematic visits to manufactories and study of the processes seen, and in subsequent descriptions of what has been observed and learned. Nothing better can be done to improve the style of composition and to cultivate correct habits of thought. The interest in the industries themselves is all the more valuable for being incidental.
When the need of the higher technical education was felt, as distinguished from the classical and literary training of the colleges, Technical Schools at once spring into being. In like manner industrial schools will be forthcoming as soon as a real and not a merely fictitious want exists. The best evidence of such a want would be the demand of the people themselves who have a personal interest in the matter. The demand, so far, does not as a rule come from that class of people at all. It is heard mostly from theorists who anticipate a stratification of American society into classes similar to the older European communities.
The development of the Drawing Schools fully illustrates the method by which such separate elementary Industrial Schools as are here contemplated will spring into being when the time becomes ripe for them. Feeling the need of a better knowledge of draughting among workmen in shops of various kinds, the Worcester County Mechanics Association in this city organized schools for the apprentices, so called, who form a branch of that body. The experiment of conducting those schools, made by a
372
CITY DOCUMENT .- No. 39.
class of men who knew what they wanted and could find a way to get it, demonstrated both the utility and the necessity for such schools. No sooner was this accomplished than the law creating them expressed the popular will, and now those schools are a part of the public school system. The crystallization of the results of experience into a State law, it may be proper here to remark, was accomplished largely through the efforts of that eminent pioneer of Technical Education, the founder of two of the best institutions in the country, Dr. Charles O. Thompson, now of Terre Haute, Indiana .*
The Mechanics Association of this city-and similar institu- tions no doubt exist in almost every other city of New England -is eminently fitted for conducting experiments with Industrial Schools, as they have conducted to a successful issue the experi- ment with drawing. This is in their line. They are practical men who deal with real things and active boys in flesh and blood, and not with the fictions of the imagination. Whatever want there may be for such training they feel. The kind of training most useful they know. How best to secure that train- ing they also know by experience. When once the necessity for schools of this kind shall have been demonstrated, and the best method for securing the best results shall have been shown through the experiments of this and other associations, who alone are qualified to conduct them profitably, then the law will forth- with embody the popular will founded on such apparent facts, and Public Elementary Industrial Schools will come into being. In the meantime let the dilettanti continue to amuse themselves and the public with their little shops and sets of tools in the basements of school-houses. They will do no harm except to spend a few thousands of dollars, and they will keep themselves and possibly a few boys out of mischief.
In the direction of the experiment with Special Elementary Industrial Schools set forth above, it is pleasing to note that last summer a class of boys spent the long vacation in the shops of the Technical School in this city, which were kindly furnished
*At the time of printing this report, March, 1885, we have to mourn his untimely death.
373
SCHOOLS .- SUPERINTENDENT'S REPORT.
for the purpose by the trustees and faculty. It is to be hoped that the same thing will be tried again. And in the annual report of the Trustees of the Mechanics Association, April, 1884, the President, Mr. Benjamin J. Dodge, has discussed the subject as follows :
" As is doubtless well known to our members, the subject of Industrial Education is now receiving considerable attention in the city of Boston and elsewhere, and although it has not yet passed beyond the stage of experiment, and will not for a num- ber of years, and as our Committee on Special Instruction have been almost relieved of any active service by the action of the City in the establishment of evening drawing schools, I have thought that perhaps in a small way the experiment might be tried here, and if good results would seem to follow, no doubt the city at no distant day would take up the matter and carry it along as a part of its educational work. To organize for this work is quite a simple matter, and would not be attended with any great expense. Shop-work adapted to the purposes of general training in the mechanic arts is of two kinds-First, that which is done at the workman's bench with simple hand-tools; and-Second, that which requires the auxiliary of machinery and motive- power. The first is elementary in character and leads the way to the second. Elementary instruction can be provided for on a small scale and with economy, in such a way as to give a lesson of two hours once a week, to all the sons of our members who are in the public schools, and who are proper subjects for such instruction. The work might practically be this : Suppose a teacher of carpentry for example, occupying a conveniently situated room, having ten benches and ten sets of tools, with a supply of suitable stock, should be visited each half-day in the week by successive delegations of ten boys from the several schools of the city. Each delegation would be excused from attendance at the school on the appointed half-day of each week, and attend the carpenter's class. The lesson for each delegation would be of two hours' duration, or whatever length of time might be thought best ; the remainder of each day would be needed by the instructor for the care of the tools, inspection of the work, and in the preparation for the succeeding lesson. Working in this or some similar way, he could probably give instruction to all who would desire to attend. The room and the tools would thus be in constant use, and the teacher's time would be fully employed."
374
CITY DOCUMENT .- No. 39.
No RECESS.
Another scheme of the purveyors of educational novelties is the abolition of the usual recess at the middle of the daily session. This scheme is not of fundamental importance ; it merely relates to the convenience of pupils and teachers ; and yet it has a bear- ing upon school training, and it so illustrates the prevalent desire for change that it deserves a passing notice-it is so characteristic an example of the numerous educational hobbies which herd around the Public Schools like troops of wild asses on the sandy Egyptian plains about the pyramids, that its absurdity ought to be shown.
From time immemorial the recess has been a relief to both the bodies and the minds of school-boys and girls; and the singular feature of the crusade against it is, that there is not one of the arguments thus far invented to favor its discontinuance, which is not either a reason why the recess should be continued, or else is of a nature so gaseous as to raise instead of lowering the beam on the opposite side of the scale. For example : It is said that the association of pupils at recess is harmful, because bad boys and girls will contaminate the good ones, and rough boys will crowd and push the tender ones. As to the harmful association : There is the same trouble about going to and from school, and the necessity for a general permission for children to leave the room at irregular intervals, increases the possibility of bad influences, since pupils may congregate when all the teachers are in their rooms; and whatever evils there may be in the association of children, come from their residence in thickly settled neighbor- hoods, irrespective of the schools. Now, the recess is the only time when children can play together under the restraint of the teachers' watchfulness. And this play, instead of being an evil, is a positive good. People must live in society and associate with their neighbors more or less. In the school-yard the young learn to respect the rights of others; the bully finds his match ; the timid learn to assert themselves-the very best discipline for them ; here they have a chance under favorable conditions. Nobody, wants his boy to grow up a sort of emasculated nonentity.
375
SCHOOLS .- SUPERINTENDENT'S REPORT.
Again, it is said that the energy of teachers is wasted by the labor of caring for the children. What, then, is their energy to be used for ? Is it not for the training of their pupils, and is not the training received by this public assembly as useful as any other ? If a teacher is too feeble to enter into the spirit of children's play, he is too feeble to be their example and guide ; and the recess would serve a good purpose by driving all such teachers from the schools.
The crowning argument of the no-recess people is that it saves time. This is the very thing which ought not to be done. Time is an element of all growth, and in education it is of special importance. What a person may learn in a day may be the work of a minute ; but hours must be spent in preparation for that one moment. A hill of corn may be planted instanta- neously. Weeks and days have to be spent in preparing the soil. It is obvious to an unprejudiced mind that a session of three hours broken by a half-hour's relaxation must be far more profitable than a two-and-a-half-hours' session of continuous school work in a crowded room. It is a law of childhood that rest and play should alternate, and thus only can the best results be produced.
Of course it is said by the friends of the change that they have tried it and it works well. Many teachers-not the best nor the majority-may favor it because they get an extra hour of freedom. The time to judge of such an experiment is twenty years hence, when the evils incident to continuous confinement and uninter- rupted work show themselves in the enfeebled bodies and minds of the generation, and when the diseases planted by neglect of the most ordinary bodily functions begin to show themselves- a neglect which this change is sure to foster.
No ! While boys and girls love play, let us continue the recess, and when they cease to love play it will be time to close the schools.
ALBERT P. MARBLE.
WORCESTER, MASS., January, 1885.
SECRETARY'S REPORT.
FINANCIAL STATEMENT.
RESOURCES.
Appropriation by City Council,
$214,055 65
From books sold,
442 61
Materials sold and repairs,
69 51
Old boiler from High School, Rent, Tuition,
12 49
141 00
$214,872 26
EXPENDITURES.
Salaries of Teachers,
$149,006 55
Salary of Superintendent,
3,000 00
Salary of Clerk,
1,000 00
Salaries of Truant Officers,
1,797 58
Fuel,
9,403 13
Janitors,
7,165 19
Cleaning buildings and yards,
1,381 98
Brooms, brushes, pails, &c.,
333 49
School books,
20,155 38
Stationery, ink, &c.,
2,217 40
Apparatus,
844 74
Printing and advertising,
741 78
Insurance,
650 50
Horse hire,
250 00
513 02
City water, Gas,
306 00
Railroad ticket for drawing teacher,
32 00
Miscellaneous,
173 38
Returned from these items,
$198,972 12
583 61
Ordinary expenses of schools,
$198,388 51
151 00
SCHOOLS .- SECRETARY'S REPORT.
ORDINARY REPAIRS.
Of School-houses,
$5,897 28
Stoves and furnaces,
1,268 99
Steam heating apparatus, Furniture,
1,417 71
Returns,
69 51
Net cost of repairs,
$8,841 03
Net cost of instruction and repairs, New furniture,
$207,229 45 $1,093 77
Rents, Superintendent's office, $750 00
School-rooms, New Wor- cester, 200 00
$950 00
Returned from these items,
12 49
$937 51
$2,031 28
EXTRAORDINARY REPAIRS.
New boilers and altering steam apparatus at High School, $4,472 94 Returned for old boilers sold, 151 00
Addition to Lake View,
$4,321 94 1,289 50
$5,611 44
Total expenditure,
$214,872 26
377
326 56
$8,910 54
378
CITY DOCUMENT .- No. 39. EVENING SCHOOLS.
Appropriation by City Council, Revenue,
$3,579 79 73 00
$3,652 79
Salaries of Teachers, Janitors,
$3,331 50
125 00
Gas,
155 00
Oil, lamps, &c.,
41 29
$3,652 79
TABLE SHOWING THE LOCATION, SIZE AND VALUE OF THE SCHOOL-HOUSE LOTS BELONGING TO THE SCHOOL DEPARTMENT.
LOCATION.
Material.
Stories.
Size.
No. of School
Condition.
Estimated
Size of Lots,
sq. feet.
Estimated
Value per
Amount.
Total Value
of Houses
and Lots.
High ...
Brick,
3
130 x 87
14
Good,
$125,000
31,672
$1 30
$41,173
$ 166,173 32,333
Walnut Street ...
3
70 x 50
7
06
20,000
9,487
1 30
12,333
Belmont Street .
2
92 x 90
15
45,000
31,440
25
7,860
52:860
DIx Street ..
2
96 x 60
11
66
30,000
24,000
25
6,000
36,000
Woodland Street ...
..
2
96 x 60
11
28,000
40,000
25
10,000
38,000
Woodland Street ....
2
69 x 41
4
10,000
Lamartine Street ...
2
96 x 60
12
27,000
48,040
20
9,608
36,608
Washington Street ..
2
50 x 30
2
5,500
-7,188
60
4,313
9,813
Ledge Street ....
2
96 x 60
12
30,000
40,670
20
8,134
38,134
Thomas Street ......
3
75 x 53
12
33,000
23,433
60
14,060
47,060
Sycamore Street ....
..
62 × 50
6
13,000
18,150
40
7,260
20,260
East Worcester .....
66
4
62 × 50
8
18,000
58,000
50
29,000
47,000
Grafton Street ..
2
64 x 52
4
15,000
24,897
15
3,734
18,734
Grafton Street ...
3
59 x 51
6
Fair, Good,
13,500
13,400
30
4,020
17,520
South Worcester . ..
2
75 x 32
9
.6
20,000
29,184
10
2,918
22,918
.6
3
52 × 50
10
30,000
17,200
1 25
21,500
51,500
Winslow Street .....
2
107 x 53
10
29,000
25,009
20
5,001
34,001
Millbury Strect ....
2
78 x 62
8
..
24,000
52,664
10
5,266
29,266
Salem Street ...
2
62 × 50
4
12,000
12,555
40
5,022
17,022
Edgeworth Street ...
2
62 × 50
9
..
22,000
30,760
5
1,538
23.538
50 x 36
4
9,000
14,900
15
2,235
11,235
Summer Street ...
2
51 x 48
Poor,
3,000
16,083
40
6,433
9,433
2
75 x 32
Good,
20,000
34,500
5
1,725
21,725
Mason Street ..
44 x 30
2
5,500
13,200
15
1.980
7,480
Adriatic.
3
62 x 51
6
15,000
25,000
10
2,500
17,500
Adriatic.
2
45 × 30
Fair,
2,000
11,000
10
1,100
3,100
Northville ..
1
73 x 30
2
5,500
34,875
500
6,000
Tatnuck ....
2
43 x 32
2
5,000
11.500
300
5,300
Valley Falls.
2
46 x 32
6,600
29,440
100
6,700
Valley Falls, ..
1
28 x 22
1
500
4,988
100
600
Trowbridgeville
30 x 25
1
300
5,050
75
375
Blithewood ..
1
36 x 28
Good,
1,500
43,560
100
1,600
Bloomingdale ...
40 x 32
1
Fair,
3,000
14,000
200
3,200
Adams Square. .
1
40 x 32
1
2,800
22,360
300
3,100
Burncoat Plain ... .
1
31 x 28
1
2,500
21,500
200
2,700
North Pond ..
Wood,
1
40 x 32
1
Fair,
1,600
20,300
300
1,900
Chamberlain ..
1
38 x 22
1
1,200
21,780
100
1.300
Lake View ...
2
44 x 30
2
Good,
2,950
15,684
400
3,350
Total.
42
234
$ 667,950
29.39 acres.
$ 231,386
$ 899.336
[ing Schools in this Building. Ward 1 ward-room and rooms for Evening Draw- Ward 2 ward-room in basement. Addition built in 1881, 58 x 68, for six school-rooms. Hall in French roof and two school-rooms.
.
Hall in French roof and three school-rooms, and Ward 4 ward-room in basement.
Two L's 52 x 21 each.
..
2 46 x 24
2
2,000
12,625
75
9,468
29,468
East Worcester .....
2
52 × 30
4
5,000
9,060
50
4,530
9,530
Providence Street ...
Wood, Brick,
2,000
Ash Street ....
..
L 40 x 33 and three school-rooms in French roof. Addition built in 1880, 46.6 x 36.6 for school-rooms. L 66 x 51. [Ward 8 ward-room in basement.
Addition built in 1880, 38 x 34.8 for three school- rooms.
Quinsigamond .
L 51 x 33 and hall in French roof.
L 35 x 28.
Union Hill.
2
38 x 28
4 2
3,000
3,000
Brick, ..
.6
2
Wood, ..
1
..
Brick,
1
.
379
.
SCHOOLS .- SECRETARY'S REPORT.
REMARKS.
Rooms.
Value.
25
..
2
75 x 52
8
20,000
Oxford Street .... ..
..
New Worcester .....
2
Wood, Brick, ..
2
..
66
Wood, 66
Good, 66
Old,
Good, 66
..
.
.6
..
10,000
foot.
STATISTICAL TABLE
SHOWING THE NUMBER, ATTENDANCE, ETC., OF THE PUPILS IN THE PUBLIC SCHOOLS, FOR THE YEAR ENDING NOV. 29, 1884.
SCHOOLS.
TEACHERS.
Whole number registered
Males.
Females.
ing for the year.
Average number belong-
Average attendance.
Per cent. of attendance.
No. over 15 years of age.
close of the year.
First Term.
Second Term.
Third Term.
Fourth Term.
Number of cases of tar-
Average to each scholar
No. of 12 days' absence.
for the year.
Years, Months.
Average age Jan. 1, 1885.
REMARKS.
ENGLISH AND CLASSICAL HIGH SCHOOL.
| 818371 447 537.9521.596.8|514|617|230|233|217|283|377| .7| 3132| 5.8|16.7 |1 session daily.
GRAMMAR SCHOOLS.
GRADE IX.
Belmont
St.|Arthur G. Lewis,
29|
35
51.
48.
94.1|
16|
55
9
7| 12| 14|
82 |1.61|
1128 22.1|14.9
Dix
William H. Bartlett,
67
31
36
44.9
42.3|94.2
23
49
6
8
9
7
.82
977 21.7 14.7
Winslow
J. Chauncey Lyford,
86
38
48
51.7
48.3 93.3
39
62
12
8
10
12 59 1.14
1278 24.7 14.7
Woodland
Joseph Jackson,
82
32
50
59.3
54.6 92.1
39
68
5
3
4
3 |186 3.13
1767 29.8 14.6
Washington
Charles T. Haynes,
120
60
60
90.3
84.5 93.5
45
89
27
13.
30
18 79 .87
Ledge
Charles C. Woodman,
63
41
22
44.7
42.3 94.5
30
46
7
5
7
6 124 2.77
Millbury
Francis P. Mckeon,
70
43
27
40.1
36.3 90.4
17
54
2
2
13
6 201 |5.01
1428 35.6|14.5
552 274 278
382.
356.3|93.3 209 423
68
46
85
66 768 2.01
9666 25.3 14.7
GRAMMAR SCHOOLS.
GRADE VIII.
Belmont
St. |Sarah M. Averill,
21|
32
46.5|
43.6|93.7|
12| 49|
12
5
9
5
67|1.44|
1090|23.4|13.11
Dix
" Effie F. Kinne,
44
24
20
37.8
33.9 89.6
9
38
4
5
2
3
45 1.19
1466 38.7 13.11
Winslow
Mary A. Drake,
61
28
33
47.1
44.5 94.6
29
49
14
2
11
2
67 1.42
977 20.7 14.5
Woodland
Ann S. Dunton,
58|
30
28
44.1
41.6 94.3
12
50
8
8
9
6
78 1.76
940 21.3 13.11
Ledge
Emma L. Cowles,
50
29
21
38.9
36.
92.5
10
44
4
4
3
3
147 3.77
1090 28. 13.11
Thomas
Harriet G. Waite, Ella E. Roper,
67
36
31
40.5
36.1 89.2
3
46
3
1
1
3
148 3.65
1654 40.8 13.8
Walnut
Nellie C. Thomas,
48
33
15
42.5
39.9 93.7
6
37
6
11
10
1
43 1.01
977 23. 13.11
Oxford
Ella L. Dwyer,
37
16
21
36.4
34.1 93.6
6
32
8
3
5
3
36
.98
860 23.6|13.1
Sycamore
Charlotte H. Munger,
47
22
25
36.6
34.1 93.3
10
39
19
9
12
3
39 1.06
940 25.6 14.5
48
20
28
35.2
30.7 87.0
6
41
4
4
3
4
47 1.33
1701 48.3|14.
New Worcester.
M. Ella Spalding,
41
17|
24
26.
24.5 94.3
9
35
3
2
7
2
56 2.15
564 21.6 13.10
Providence
St.
Etta A. Rounds,
42
23
19
24.4
22.5 92.1
7
29
8
7
9
4
11
.45
74
50
24
38.6
35.1 90.8
3
67
2
2
4
1
200 5.18
1316 34.1|14.1
Quinsigamond.
Richard H. Mooney,
42
22
20
31.9
29.6|92.3
5
27
13
4
7
5
47 |1.47
874 27.4 14.2
771
406|365
563.5 520.7 92.4 142 629 116
72|111
56|1125|1.99|16103|20.9|13.11
380
CITY DOCUMENT .- No. 39.
.
59
35
24
37.
34.5 93.2
15
46
6
3
6
5
94 2.54
940 25.4 14.4
Edgeworth
So. Worcester.
Carrie A. George,
714 29.2 14.1
Lamartine
Arthur Hay,
Perfect in Attendance.
during the year.
diness.
for the year.
Average to each scholar
|Alfred S. Roe,
64
37
2186 24.2|14.8
902 20.1 14.7
53|
Number belonging at the
GRAMMAR SCHOOLS. GRADE VII.
Belmont
St./Sarah L. Phillips,
54|
33
49.5| 46.2|93.3
6
47
5
13|
4
57|1.13| 1241|25.1|13.2
Dix
66 Mattie Howe,
64
40
24
43.3
39.8 91.8
8
49
5
6
7
9
28 .65
1316 30.4 13.6
Winslow
Jessie M. Nichols,
49
22
27
47.8
46.4 92.6
45
11
5
12
5 100 2.09
526 11.1 13.5
Woodland
Mary M. Lawton,
55
30
25
51.8
48.1 92.8
6
48
S
4
12
10
65 1.25
1391 26.8 13.4
Woodland
Jennie L. Higgins,
56
26
30
50.2
46.6 92.7
8
49
1
3
7
2
5
2
136 2.69
1466 29.1 12.8
Ledge
Maria P. Cole,
68
43
25
50.4
46.5 92.7
5
59
8
45
15
15
16
7
57 1.35
1240 29.6 13.8
Thomas
66
Abbie C. Souther,
53
29
24
41.8
38.5 92.1
Thomas
Belle H. Tucker,
55
29
26
40.8
38.1 93.4
1
34
9
7
6
2
37 .94
Walnut
Kate A. Meade,
39
19
20
39.
44.1
39.6 89.7
1
44
5
7
7
1
86 1.95
1692 38 3 13.3
Oxford
66
Mary A. Hathaway,
49
28
21
45.5
42.192.4
3
46
Oxford
66
Janet Martin,
60
29
31
27.9
25.1 90.0
1 36
2
3
2
94 3.36
So. Worcester.
John E. Lynch, St. Mary A. Rourke,
43
31
12
30.4
28.192.1
11
5
1
3
6 113 3.71
Providence
Etta R. Leonard,
64
44
20
45.5
41.9 92.0
1
52
4
1
2
86 1.89
1353 29.7 13.2
Adriatic.
Emma A. Porter,
37
22
15
23.7
20.3 85.7
25
2
I
5
2
131 5.52
1278 53.9 13.7
862 468 394
672.3 621.5 92.4
50
713|783
75|119
75 1304 1.94 17554 26.1 13.5
GRAMMAR SCHOOLS.
GRADE VI.
Belmont
St. Tirzah S. Nichols,
55
25|
30
41.
37. |90.2|
3
47
6|
5
5
9
29| .71
1504|36.6|12.4
Belmont
Owen H. Conlin,
57
35
22
40.3
37.6 93.3
3
49
3
5
12
9
66
Minnie W. Sherman,
56
27
29
47.2
43.6 92.2
4
44
10
7
10
4 31|
.65
1353 28.6 12.1
Winslow
Lucy Lewisson,
54
31
23
46.4
42.8|92.3
1
49
6
10
9
3
52 1.12
1353 29.1 12.6
Woodland
Carrie R. Clements,
64
37
27
51.4
47.4 92.2
1
54
7
9
12
2
73 1.42
1504 29.2 12.
Ledge
Kate A. McCarthy,
58
35
23
43.8
40.3 91.9
48
24
17
16
19
55 1.24
1316 30. 12.3
Ledge
Anna P. Smith,
60
26
34
40.7
36.8 90.4
2
52
23
18
20
3
55 1.35
1466 36. 12.6
Thomas
Mary E. Fitzgerald,
49
21
28
42.2
37.8 89.5
2
47
9
5
9
8
115 2.72
1654 39.2 12.2
Edgeworth
Anna T. Cavanough,
46
22
24
40.4
34.9 86.3
41
11
10
11
11
62 1.53
2068 51.1 12.6
60
26
34
44.6
39.6 88.9
45
4
5
7
2
95 2.13
1880 42.1 12.
39
18
21
39.
36. 92.3
39
4
2
9
45 1.15
1074 27.5 11.10
62
26
36
47.8
41.5 86.8
1
50
19
3
3
2
110 2.3
2369 49.5|12.1
50
29
21
42.7
37.9 88.6
2
44
10
2
4
4
80 1.87|
1824 42.7 12.4
New Worcester. Martha D. Adams,
44
24
20
40.8
37.6 92.1
36
2
1
2 163 3.99
1203 29.4 11.5
49
39
10
38.1
35.6 93.3
45
13
11
7
66 1.73
68
51
17
40.9
35.3 86.3
2
52
4
2
2
4
132 3.22
938 24.6|11.8 2105 51.4 12.5 2256 53.7 12.3
67
51
16
42.
36.
85.7
40
25
15
37.3
33.9 90.9
1
35
Quinsigamond.
Helena M. Kalaher,
47
23
24
30.5
27.1 88.8
34
7
3
1
8 .21 124 4.06
418 11.2 11.11 1278 41.9 12.3
66
38
28
42.7
38.5 90.2
2
60
2
6
8
70 1.63
1575 36.7 12.3
60
43
17
43.
41.1|95.5
53
17
5
6
16
113 2.62
714 16.6 12.3
1255 716 539
963.6|872.6 91.2
30 1067 |185|121 |174 129|2141 2.23 33310 34.5 12.2
Opened Sept. 1, 1884.
1
Sycamore
59
27
32
40.6
37.692.8
6
48
13
8
12
8
58 1.42
1128 27.7|13.4 1053 37.7 12.6 865 28.4 13.1
SCHOOLS .- SECRETARY'S REPORT.
Opened Sept. 1, 1884.
381
Adriatic.
L. Elizabeth King,
East Worcester. Ella W. Foskett,
Ash
St. Mary J. Mack,
53
35
18
42.2
39.1 92.5
1
19
3
4
11
1
156 3.69
1165 27.6 12.
Thomas
51
29
22
38.6
35.2 91.0
42
1
3
2
295 7.64
1278 33.1 12.8
Walnut
Ella M. Macfarland,
Oxford
Nettie A. Murray,
Oxford
Eva E. Stone,
Sycamore
A. Teresa Timon,
So. Worcester.
Ellen M. Boyden,
Millbury
St. Eliza J. Lawler,
Providence
Mary E. Convery,
52
1
3
98 2.33
Lamartine
John F. O'Connor,
12
49 1.2
332 8.1 13.3 902 23.1 13.7
57
28 29
15 .32 418 9.1|13 1
Olive G. Davidson,
2
192 3.82
1353 26.9 12.8
2
36.6 95.0
2 45
6
114 2.82
1015 25.1 12.1
Dix
Daniel H. Casey,
. 1
2
2
9|
21
Millbury
.
SCHOOLS.
TEACHERS.
during the year.
Whole number registered
Males.
Females.
ing for the year.
Average number belong-
Average attendance.
Per cent. of attendance.
No. over 15 years of age.
close of the year.
First Term.
Second Term.
Third Term.
Fourth Term.
Number of cases of tardi-
Average to each scholar
No. of 12 days' absence.
Average to each scholar
Years, Months.
Average age Jan. 1, 1885.
SECONDARY SCHOOLS.
GRADE V.
Belmont
St.|Jennie L. Dearborn,
60
27
33
45.2
41.3|91.4
46
7
8|
31
55|1.21| 1466|32.4|11.6
Belmont
Esther G. Chenery,
49
26
23
46.6
44.4 95.2
44
17|
21
14
27
.57
Dix
Nellie F. Lindsay,
44
23
21
46.8
42.5 90.8
2
42
8
6
5
5
37
.79
Winslow
Octavia H. Vaughan,
63
31
32
53
49.3 92.9
1
55
9
12
2
93 1.75
1391 26.2 12.4
62
30
32
53.7
49.7 92.5
59
Winslow
Martha 'T. Wyman,
62
25
37
51.7
48.2 93.2
56
2
8
6
3
158 3.05
Woodland
Susie A. Partridge,
52|
31
21
42.5
37.9|89.0
49
2
6
11
3
120 2.43
1842 37.3|11.1
Ledge
Alice G. McMahon,
54
37
17
18
46.7
42.5 90.9
1
42
17|
12
15
3
207 4.43
1579 33.8 11.6 2218 50.6|12.4
Ledge Thomas
Rosa I. Seavey,
46
26
20
43.8
37.9 90.5
45
10
11
10
2
78 1.81
51
30
21
45.2
37.4 82.5
32
7
1
5
200 4.42
Edgeworth
Jennie E. Maloney,
46
27
19
43.7
37.4 85 7
45
1
136 3.11
Edgeworth
Julia E. Greenwood,
53
28
25
40.7
36.6 89.9
42
2
3
7
3
116 2.85
1541 37.8|11.1
Walnut
Mary L. Norcross,
46
27
19
34.1
30.7 90.0
43
4
4
4
130 3.81
1278 37.4 10.11
Oxford
Louise F. Clark,
67
34
33
45.9
42. 91.4
56
22
20
19
3 88 1.91
1466 31.9 11.8
Sycamore
69
30
39
44.5
41.3 91.9
48
8
4
8
5
47 1.05
88
54
34
39.2
35.3 90.2
43
3
5
7
4
102 2.6
1466 37.4 11.11
58
40
18
49.9
45. 90.3
53
3
12
3
178 3.56
1842 36.9 11.3
Millbury
St. Harriet E. Maynard,
55
34
21
43.9
39.7 90.3
1
48
6
1
7
46
31
15
41.1
36.5 88.8
1
38
5
2
4
47
31
16
40.9
36.4 88.9
2
38
5
1
2
1
36
19
17
38.5
33.6 87.1
33
8
8
4
52
25
27
42.3
37.4 88.4
40
7
1
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