USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1890-1892 > Part 33
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Statistics.
At present, January 1, 1893, there are in the public schools of Arlington 959 children, accommodated and classi- fied as follows :
COTTING HIGH SCHOOL 86 ; first class 9, second 10, third 25.
RUSSELL SCHOOL 502; first Grammar (two rooms) 60, second 40, third 37, fourth (two rooms) 71, fifth 41, sixth (two rooms) 87.
First Primary 44, second 40, third (two rooms) 82.
LOCKE SCHOOL 129; second and third Grammar 27, fourth and fifth 26, sixth Grammar and first Primary 38, second and third Primary 38.
CUTTER SCHOOL 138; second and third Grammar 15,
144
SCHOOL SUPERINTENDENT'S REPORT.
fourth and fifth Grammar 33, sixth Grammar and first Pri- mary 42, second and third Primary 48,
CROSBY SCHOOL 101; first and second Primary 58, third Primary 43.
It may be noted that the whole number in actual attend- ance January 1, 1893 (959), is 132 larger than on the first day of June, 1892. The increase has been largest at the High and Russell Schools.
The whole number of children registered during the year is, of course, much larger than the actual whole number who have attended school in town during the year, because many names are repeated on the school registers by different teachers, as pupils pass from one room to another, by trans- fer or promotion. This number is sometimes given as the whole number of children attending school, but it is ob- viously too large, because every pupil transferred from one school to another is counted twice.
It is given for each class in the statistical table appended to this report.
We present here a summary of the remaining statistics given in that table.
The number of different pupils attending school in town during the year has been 1127.
Every pupil who has attended school in Arlington during the year begin- ning January 1, 1892, and ending January 1, 1893, is counted in this num- ber. It includes some who have come and gone,-the floating population- some who have left school to work or on account of sickness, all who have graduated from the High School during the year, and those attending school at present.
The number over 15 years of age has been 148
The number under 5 years of age has been * 8
The number between 8 and 14 years of age has been 971
The average number attending this year has been 918
This is smaller than the present number (959), because the whole num- ber of pupils during the first half of the year was much smaller than during the last six months.
The average daily attendance has been 832
The ratio of daily attendance has been 90
145
SCHOOL SUPERINTENDENT'S REPORT.
The average daily attendance is much smaller than the present number in attendance, because so many new pupils have entered school since September 1, and because the at- tendance in various rooms during the first half of the school year was irregular and inconstant, on account of sickness and other causes noted in the statistical table. We wish that every parent who has been accustomed to allow his children to leave school at irregular periods, for a longer or shorter time, could look over the record books of the teachers, as I have lately, and see how large a majority of those who are dragging along in the upper classes discour- aged and uninterested are there, in that condition, altogether, because their previous course of study has been broken up and disjointed by an occasional absence of two or three days and sometimes even of a week or fortnight ; not generally on account of sickness, but for pleasure or some slight profit pecuniarily. No ordinary pecuniary gain can compensate a pupil for time lost in the lower grades of our grammar schools, because much of the interest and inspiration of the advanced work and all in it that makes for utility in after life depends upon the thorough and systematic instruction of the preceding two or three years. Knowledge, interest, enthusiasm and a habit of punctuality-these are gained by attending school every day while the schools are in session. With vacations and holidays as frequent as at present, it only needs the exercise of a little care and attention on the part of parents to remedy what has become a very serious evil in Arlington. Let us take care.
Administration and Work.
Most of the time not given to details of business con- nected with my office has been spent in visiting schools. Some one of the schools being in session each school day continuously from 8 A. M. to 3.30 P. M., it is possible for the Superintendent to visit each school at least once a fortnight. 1
In visiting schools it is not his purpose to discover petty
10
146
SCHOOL SUPERINTENDENT'S REPORT.
faults. He tries to ascertain indirectly by quiet observation what, first of all, is the spirit and tone of each school, what attitude of mind the children sustain toward knowledge and ignorance, industry and indolence, in connection with the manifest results attained by their daily work; for the ethical atmosphere of the school-room has more to do with mental development than tasks assigned or lessons recited.
Another purpose must govern the number, time and length of his visits to each school ; namely, to ascertain ex- actly what the character of the instruction is, for while it is partly true that the teacher makes the school, it is altogether true that good teaching makes a good school. Troublesome cases of discipline, confirmed cases of truancy, irregularity of attendance, and kindred evils are not commonly found where the instruction is really good, that is, simple, interest- ing, thorough and practical.
The third aim of wise supervision, as I understand it, is to broaden the work of the public schools. People who labor in the midst of a busy, bustling, hustling world can hardly realize how surely the tendencies of school-room life are opposed to those of the world of affairs. The narrow- ing influences of the school-room may be no worse than the superficial and distracting tendencies of worldly life, but they are contrary the one to the other, and if no attempt is made to reconcile them, how can our schools be expected to fit boys and girls for the push and rush of business life? It is possible, I believe, for the school superintendent, stand- ing as it were between the school-room and the busy world, to introduce into all the schools under his charge incidentally, but continuously and persistently, by suggestion, conversa- tion or examination, such vitalizing elements as will counter- act the predominating influences of method and routine.
The fourth purpose I try to keep in mind while exercising my prerogative as inspector and director, is to secure unity of aim and method among the teachers. For lack of this, there has been a great waste of time and effort in public school work, especially where schools are closely graded.
147
SCHOOL SUPERINTENDENT'S REPORT.
Miss A is quite sure to give special attention to one line of work, Miss B to another, and so on, while both may be em- ploying methods which counteract each other. Is such work economical? In any other sphere of labor, except school teaching, would a sensible man expect a fair return for money invested if his workmen were doing each a part of the work without reference to what others were doing to complete the whole? Yet it is not advisable to try to secure mechanical uniformity in teaching, for teaching is not a trade but an art- the highest of all arts. A superin- tendent of schools cannot organize and unify his work by issuing arbitrary directions to be followed exactly.
" In this respect his work is radically different from that of a superintendent of a manufacturing industry. Educa- tional work must be directed by directing the thinking of the teachers who do the teaching. They must be led to comprehend clearly the principles on which the work is based and thus to view and criticise the details of methods and devices in the light of such principles. The most valu- able, and, at the same time the most responsible part of the superintendent's work is to lead (or train, if necessary) the teachers, whose work he is directing, to do their own think- ing."*
In a system of schools the trend of thought among all teachers should be about the same, but each teacher should be led to think in lines not narrow as her school-room but broad as the whole work.
All progress, all changes in methods of teaching, all unity of purpose and economizing of time and labor becomes val- uable and comes to stay when it comes as the outgrowth of an intelligent apprehension of the principles of education.
The two means I have employed to direct and organize, to unify and improve our educational work have been :
1. Teachers' Meetings, where lessons have been given on the principles and methods of teaching ; and
*From Report of Superintendent T. M. Balliet, Springfield, Mass.
148
SCHOOL SUPERINTENDENT'S REPORT.
2. Personal Observation and Criticism in Special Lines of Work.
Teachers' meetings have been held nearly every week, generally on Wednesday from 4 to 5 o'clock, and although every teacher was not required to be present at every meet- ing few teachers have been absent from any meeting without a good excuse.
We have considered in particular three lines of work, - reading, writing, and geography. Very little, if anything, has been said to or by the teachers about any other subjects of study. This is according to the plan which I presented to you and which was accepted by you at the time of my election, namely, improvements will be attempted in one or two branches of study at a time. All changes are to be made slowly and carefully. No results shall be required until sufficient time has been given to produce them. On account of the faithfulness and efficiency of the teachers it is possible for me to report already some improve- ment in reading. At the beginning of the fall term I examined every pupil, in the primary and grammar schools, in this subject, that I might have some criterion from which to measure progress. Examinations were also given in writing in June, and the specimens of penmanship taken at that time have been kept for comparison.
A simple outline of work for the year, not a detailed course of study, was prepared and printed during the sum- mer vacation. To give the citizens some idea of what we are attempting in the three subjects (reading, writing and geography) which are receiving special attention, I reprint the following paragraphs,
Reading.
Two distinct lines of work are indicated here :
I. Train pupils to read at sight, Information Reading. Books will be furnished as rapidly as possible, in the different grades.
II. Train pupils to read repeatedly, carefully and thoughtfully, Literature. Standard selections - complete, not scraps - will be provided in each grade.
149
SCHOOL SUPERINTENDENT'S REPORT.
Teachers will be required to keep a list of the selections or books read in each line. They are also advised to keep a list of the words learned from day to day.
Steps III. and II. Primary.
Sight Reading from the blackboard, Reading Charts and books of First Reader grade. Drill Reading from Literary Selections furnished.
I. Primary.
Sight Reading from the blackboard, written or printed slips and books of Second Reader grade. Teach the Vocabulary given in " The Riverside Manual" and "The Riverside First Reader." Drill Reading from Scudder's Fables, Andersen's Stories, Hawthorne and Longfellow.
VI., V., and IV. Grammar.
Sight Reading from Science, Geographical and Biographical Readers and other books of Third Reader grade. Drill Reading from £ Hawthorne, Longfellow, Whittier, Burroughs and other standard authors. .
III., II., and I. Grammar.
Sight Reading : Biography, History, Travels and Science.
Drill Reading : American and English Literature.
Pupils will be examined in both Sight and Drill Reading.
Penmanship. Two Courses of Instruction Necessary.
1. GENERAL. Each child must be trained to copy carefully and neatly every word, phrase or sentence learned. In higher grades every exercise in writing may be a training in accuracy of eye, in steadiness and flexibility of hand, and in obedience and cleanliness.
2. SPECIAL. Special instruction should be given that the pupils may learn one thing at a time, and each thoroughly - the straight line, the correct slant, the connecting curve, the capital curve, etc.,- in a natural order based upon a proper classification of the script letters.
III. Primary.
Teach i, u, n, m, A, and T. Present each letter as a whole on the blackboard. Excite curiosity. Appeal to the imagination . Lead pupils to analyze each letter, unconsciously.
150
SCHOOL SUPERINTENDENT'S REPORT.
II. Primary.
Teach v, w, c, e, o, a, F, N, M. In teaching give large copy. Teach by comparison.
I. Primary.
Teach d, g, q, j, t, y, 1, b, I, J, H, K, P, B. Teach penholding without ink.
VI. Grammar.
Teach all the small letters and capitals. Practise movement exercises. Write on paper with ink.
V., IV., and III. Grammar.
Review carefully all the letters and use one copy book as a model.
Secure accuracy. and finish.
II. and I. Grammar.
Teach shading. Require rapid and free movement.
Methods and Directions. 1. Have pupils write a great deal always at the top of effort. 2. Give exercises to make the muscles strong and flexible. 3. Give exercises to make the muscles firm, obedient to the will. 4. Give special attention to the strengthening of the will. The will unlocks power and meas- ures the amount of energy it chooses to liberate. 5. Have pupils do a little and do it well. 6. Make all stimulation as far as pos- sible subjective. 7. Be sure that interest and pleasure attend all drill. 8. Require pupils to write lightly. 9. Require smooth- ness, accuracy and finish first, rapidity afterwards. 10. Teach and train unconsciously all you can. Use double lines = =
General Directions. 1. Carry forward each method steadfastly to the end. 2. Remember that " practice makes perfect." 3. Use slate and blackboard a great deal. Form not finish. 4. Teaching and training should be logically separate in the mind of the teacher, but carried forward simultaneously. The second is subordinate to the first, but one can never take the place of the other, or precede it altogether in time. 5. Do not allow the child to follow an ideal standard too soon. 6. Realize the true char- acter and importance of the work, Education and Training. The End of all Teaching and Training should be - To have pupils write well, not simply in a writing book, but anywhere.
151
SCHOOL SUPERINTENDENT'S REPORT.
Geography.
The most common mistakes made in teaching Geography are,
1st. Teaching, or attempting to teach, TOO MANY facts (de- tails).
No small part of what children often have to learn in Geog- raphy might appropriately be labelled "THINGS WORTH FORGET- TING !"
2d. Failing to train the intellect properly ; burdening the mind with disconnected facts, unmeaning, dissociated knowledge. " A good deal of such knowledge may co-exist in the learner's mind with complete inaction and barrenness."
3d. Losing sight of the great purpose of all teaching, all school work,- which is to interest your pupils in the study of Nature, the world in which we live, its beauties and its resources.
Directions to Teachers.
1. Teach facts which are CENTRAL, TYPICAL ; as many as your pupils can easily grasp and easily retain.
Teach these thoroughly.
2. Teach Structural Geography, " the basis of all true geo- graphical teaching," FIRST. Each fact of political administration, of commercial geography must ultimately connect itself with a right understanding of such matters as soil, climate, shape, size, etc.
The changes at the High School are noted and. explained by the Chairman in his report. The improvements under- taken for the purpose of broadening the course of study and expanding the English work, have been of such a character as not to narrow or retard the work in other directions. The classical course to-day is as thorough and complete as it ever was. Our intention is to keep it full and strong while giving science, mathematics, literature, bookkeeping and kindred subjects a great deal wider scope.
In Drawing, the special teacher, Miss Parker, and the committee to whom this subject has been assigned report commendable progress. I have noted many signs of im- provement since September 1, and some good results have
152
SCHOOL SUPERINTENDENT'S REPORT.
been attained already. There has been more method, more system, more sequence in the work, and a more intelligent apprehension of the principles of teaching as applied to drawing. The Committee on drawing deserve special men- tion for their generosity in supplying material and for the encouragement they have given us by their attention to matters of detail, and by their presence in the school-rooms for purposes of observation and criticism. Special efforts have been made to encourage the use of drawing in teaching other subjects. The children are trained to apply what they have learned in connection with their written work, number, language, history, geography, natural science and manual training. A course of study in drawing, prepared by Miss Parker, has just been printed for the use of teachers.
In Music, I have to report that while every class is not doing satisfactory work, some are doing remarkably well. In quality of tone, in freedom and life, in the ability to read music at sight there has been a decided improvement. A few classes are doing as good work as can be found any- where. The subject of music also has been carefully looked after by the music committee.
New interest was awakened in Scientific Temperance In- struction, by the admirable address given by Mrs. Mary H. Hunt, at the teachers' meeting held December 15. An out- line of work, now in preparation, and a better adjustment of text-books will make decided gains possible next year.
In connection with the Drawing and Nature Study some beginnings have been made in manual training, and an ex- hibition of the results will be given later in the year. Not until our new High School building is erected and rooms are furnished for special classes in this subject can systematic work be undertaken.
There are some defects in our school system, great im- provement in methods is possible ; but all changes ought to be made slowly and carefully. Education is growth. Its fruit is development or expansion from within, and the best results in education, the only results worth speaking of, we
153
SCHOOL SUPERINTENDENT'S REPORT.
must wait for patiently as the florist waits for a beautiful flower which cannot be made-it must be left to grow.
The schools have received careful attention at the hands of the school board. So far as my observation goes, the work of the Committee has been characterized by an unusual amount of thought, care, foresight and prudence. I take this opportunity to acknowledge my obligation to them and to the citizens of Arlington for their assistance, sympathy and hearty support. I desire also to thank the teachers for their cordial cooperation.
Our system of public instruction merits the attention of every citizen. None are too poor to help the cause along, and none too rich to be relieved from the duty of giving of their means and fostering care, each according to his ability, that the schools may prosper and improve rapidly, and serve that highest need of every civilized community-the best and equal education of all its children. The common school, supported at public expense, is worthy of increasing interest and generous support.
Respectfully submitted.
I. F. HALL, Superintendent.
SCHOOL STATISTICS.
SCHOOLS.
Whole Number Registered.
Number of Different Pupils.
Number January I, 1893.
Average Number for the year.
Average Daily Attendance
Per cent. of Attendance
Cotting High Russell Grammar,
I
.
II
.
66
III
IV
.
50
40
35
37
33++
90
66
IV
V
I
II
III
112
112
82
66
60
90
103
76
58
56
51
90
Crosby, Primary, I and II
66
III
32
18
15
15
14+
95
Cutter, Grammar, II and III
58
45
37
33
30+
92
IV and V .
·
72
51
43
42-
38
92
Primary, II and III
76
76
46
48
44
92
Locke, Grammar, II and III
·
.
·
41
31
26
28
26-
90
VI and Primary, I
60
43
38
37
33
90
50
50
38
38
35
90
1,127
959
918
832
90-
.
.
104
65
86
73
69
95
83
38
60
43
41++
94-
72
56
40
36
33-
92-
77
51
37
43
38+
90-
72
50
36
39
35
90-
88+
90
66
VI
VI
43
8
40
42
39-
93
49
44
41
36'
89
Primary
70
48
40
35
31
88
62
71
43
41
35
86
VI and Primary I .
.
.
50
41
'27
33
29++
90
IV and V
·
Primary, II and III .
·
·
90
52
41
42
37
90
56
47
50
45
-
SCHOOL SUPERINTENDENT'S REPORT.
154
·
75
LIST OF JURORS OF THE TOWN OF ARLINGTON.
REVISED BY THE SELECTMEN, JANUARY, 1893.
Charles L. Abbott, Abbott Allen, Calvin Andrews, Major Bacon, Simeon Barker, Douglas S. Biggs, J. Albert Blanchard, Joseph Buckley, James A. Bailey, Samuel C. Bertwell, E. Nelson Blake, Joseph H. Butterfield, Gorham Buttrick, Joseph B. Cahalin, Thomas H. Carens, Herbert H. Ceiley.
Nathan L. Chaffin, Edward A. Chase, Elbert L. Churchill, William A. Clark, Robert C. Clifford, Jr., Albert W. Cotton, Oliver Cousens, Charles F. Crosby, Edward H. Cutter, Henry D. Dodge, Charles H. Doughty, James E. Duffee, Theodore D. Dupee, Winfield S. Durgin, Joseph H. Eaton, Edwin S. Farmer, Charles B. Fessenden,
William A. Fitzpatrick, William C. Mills,
Parker H. Foster, Francis S. Frost,
Frederick O. Frost, George W. Gilman, Albert Gooding, Daniel W. Grannan, George C. Grant,
Harry T. Gregory,
Benjamin Hall, James Hanna, Rodney T. Hardy,
Patrick T. Hendrick,
Joseph J. Hewes, George Hill, R. Walter Hilliard, Jacob F. Hobbs,
Alfred D. Hoitt,
Milton Hutchins, Charles W. Ilsley, Eben A. Jacobs, Richard M. Johnson, William H. Jones,
Daniel C. Kelleher,
Alfred H. Knowles, Edwin B. Lane, George W. Lane, James R. Mann, James A. Marden, Alfred T. Marston, Oran B. Marston,
Lucian C. Tyler, Farmer R. Walker, Charles E. Webber, Frank Y. Wellington, Omar W. Whittemore, Nathaniel E. Whittier,
William N. Winn,
Nichols L. McKay,
Charles P. Wyman,
Thomas F. Meagher,
Edwin D. Marsb, R. Byron Moore, John M. O'Keefe, Edward L. Parker, Benjamin H. Peirce, Leander Peirce, George W. Perkins, John H. Perry, Edwin Robbins, Frank D. Roberts, Thomas J. Robinson, Thomas H. Russell, Michael W. Scannell, Willard C. Schouler, Carl W. Schwamb, Theodore Schwamb, Frederic S. Smith, Waterman A. Taft, Albert L. Teel, Apollos J. Tillson, A. Winslow Trow, George D. Tufts, Andrew W. Turner,
Daniel Wyman.
WINFIELD S. DURGIN, Selectmen GEORGE D. TUFTS, of
EDWARD S. FESSENDEN, Arlington.
REPORT OF THE ASSESSORS.
TAX LIST
OF THE
PERSONAL AND REAL ESTATE
OF THE
TOWN OF ARLINGTON
FOR THE
YEAR 1892.
RATE - $17.30 ON $1000.
2
LIST OF RESIDENTS ASSESSED FOR PERSONAL AND REAL ESTATE MAY 1, 1892.
NAMES AND LOCATION.
Total Personal Estate.
Description of Real Estate.
Total Real Estate.
Total Tax.
Abbott, Charles L., 29 Arlington av.
$260
·
.
.
.
$3,562
61 62
Ahearn, Dennis, 21 N. Union st.
House $500, 5350 ft. lot 11 Locke plan $294.
794
13 73
Ahearn, Patrick J., 21 N. Union st.
.
.
.
House $2100, stable $250, 12775 ft. cor. Webster and Warren sts. $1278 . .
3,628
62 77
Ahearn, Patrick, 2 N. Cross st.
House $650, 5880 ft. lot 57 Locke plan $323.
973
16 83
Ahearn, Daniel, 16 Beacon st.
.
·
·
790
13 66
Ahearn, Maurice, 143 Arlington av.
10
8080 ft. $1454, lot next to Pond 7201 ft. $288
1,742
30 14
Allen, George G., 7 Pleasant st. pl. .
House $4000, 7117 ft. $1281
5,281
91 36,
Allen, Mrs. Fanny D.
15150 ft. lots 7, 8 Addison st. $1667
1,667
28 84
· House $4700, house $2600, stable $350, house $2800, 1.125 acres Arlington av. $5880, house $375, 2000 ft. Beacon st. $250 · House $4000, 19845 ft. $2381, homestead, house $1200, ·
16,955
293 29
Allen, William H., 163 Arlington av.
· 9,320
house $300, barn $200, 5 greenhouses, boilers, chimney, tower and windmill $7500, 533639 ft. Arlington av. and Broadway $17790, stable $1200, wash-house $500, hen- house $20, 2 sheds $150, 80231 ft. Broadway $3210, house $1000, stable $1400, 11 acres $13200, 4 acres meadow $1000, Marden farm, house $3500, house $1500, stable $1000, 15 acres $12975, 17149 ft. $1115 lots 7, 8 Packard plan, house $600, 59843 ft. lots 31, 33, 39, 45, 49, 51 Packard plan $1189, 65319 ft. lot 52 Packard plan $326
House $3500, stable $450, 21480 ft. $2792 :
77,256 6,742
1,497 77 116 64
.
·
.
·
.
.
.
·
·
.
.
·
·
.
.
.
·
.
·
·
·
·
.
.
.
House $550, 4000 ft. 16 Beacon st. $240
17
Allen, Geo. G., et al., trustees
.
ASSESSORS' REPORT.
Allen, George G., et al., 161 Arlington av. .
·
$4 50
Abbott, Mrs. Harriet E., 29 Arlington av.
House $2700, stable $175, 5495 ft. $687 .
·
.
Allen, William H. and heirs of Anna Louisa Allen, Arlington av.
Allen, heirs of Andrew F., Arlington av. Andrews, Calvin, 18 Swan's ct.
3,024
Arlington Five Cents Savings Bank,
Arlington av. ·
· 1,000
. Building $5050, 6961 ft. lot 30 Whittemore plan $452 ·
5,502
361 24 112 48
Arlington Gas Light Co., Mystic ct. .
11,125
2 gas buildings $6000, .5 acre $550 ·
6,550
78
Austin George W., Brattle st. . ·
70
.
.
1 23
Austin, Ida I, Florence av. .
·
· House $3000, 11250 ft. sec. B lot 8, 17 Florence av. $506, 11250 ft. sec. B lot 8, 18 Florence av. $563 · .
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