USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1882-1883 > Part 21
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78
REPORT OF SCHOOL COMMITTEE.
the applications for individual recesses are little if any more frequent than before.
Furthermore, a continuous session of two and a quarter hours is no new thing; it has existed in some sections for years without eliciting a murmur of dis- satisfaction; and with us the afternoon session of two hours has long been unbroken, except in the primary grades. It is incredible that an addition of fifteen minutes should be fraught with such disastrous con- sequences; and yet, if we have reached the utmost limit of safety, it may be so, in which case it is wise to consider whether such close proximity to the dan- ger point in a matter involving the health of the rising generation is in any wise justifiable.
The experiment of the last half-year, rendered more valuable by careful observations and statistics taken in the various schools and embodied in reports which represented, at once, the sentiments of parents, teach- ers, and pupils,- an experiment pursued with extreme caution in the light of what has been said and written upon the subject, - has led to the following conclu- sion's : -
First. The abolition of the general recess greatly simplifies the work of administration, allowing more concentration of time and effort, avoiding accident and exposure, and diminishing friction and collisions, with their resulting complications.
Second. The aggregate of work accomplished is not materially affected with or without recess.
Third. The reduction of school time to a minimum has a tendency to accommodate its work to the mul- tiplied demands which, in modern life, are made upon the time of the child, and naturally results in a desire
79
SUPERINTENDENT'S REPORT.
to lose nothing by absence, tardiness, or dismissal, while it encourages diligence and promotes intensity of application.
Fourth. It is entirely practicable to induce, in pupils, a cheerful conformity to the changed order of things, and that, too, without any apparent violence to the muscular, nervous, or secretory functions; but -
Fifth. Present immunity from inconvenience does not prove a course to be wise or safe. If two and a half hours in the school-room is not too long a period of continuous subjection to its necessary restraints for an average healthy child, the plan may be an improve- ment and become a permanent feature in our schools; if such a period of abstinence is inconsistent with the demands of the physical economy, no amount of elo- quent advocacy and no act of authority can save it from merited condemnation. It is a question for the medical profession.
DISCIPLINE.
The question of discipline in our schools is fortu- nately a simple one. The excellent home training of most children, the firm yet conciliatory policy of your Board, the skillful focusing of activity upon the legitimate work of the school-room, all tend to fore- stall unpleasant issues, and pupils thus beguiled into a forgetfulness of laws and their occasion are far better governed than by feeling the force of them, however wise or efficient. But this grateful quies- cence of laws can be perpetuated not by ignoring but by strengthening and perfecting them, for Newton, even, has its modicum of extreme perversity, which must be provided for by a scheme of appliances com-
80
REPORT OF SCHOOL COMMITTEE.
plete in every appointment, otherwise the leaven of lawlessness will spread like a contagion.
In the last revision of the regulations for the pub- lic schools, adopted Aug. 23, 1882, Chap. II., Sect. 4, reads as follows: -
" Teachers shall aim to practise such discipline as would be exercised by a kind, judicious parent in his family, avoiding all indiscreet haste, and resorting to corporal punishment only in extreme cases. They shall keep a record of all cases of corporal punish- ment, specifying in each the pupil's name and age, the date and nature of the offence, the date, mode, and severity of punishment, and report the same each month to the Superintendent.
The ordinary. mode of discipline for violations of rules, disobedience, disrespect, disorderly conduct, neglected lessons, truancy, etc., after due effort on the part of the teacher, shall be reference to the master or principal, a written report to parent or guardian, or temporary suspension from school privileges, as the case may require.
The master or principal alone shall have authority to suspend a pupil; and a written notice stating the cause shall be immediately sent to the parent or guardian, to the Superintendent, and to the District Committee. The period of suspension, and the con- ditions on which a pupil may be restored to his place, shall be determined by the Superintendent, subject to the approval of the District Committee. The District Committee shall have power to continue the suspension, and the Board may finally expel the pupil. A pupil so expelled shall not again be admitted to any school in Newton without a majority vote of the whole Board."
81
SUPERINTENDENT'S REPORT.
To a casual reader, the phraseology differs little from the original form; two changes, however, deserve notice, -first, the provision that " detention after school hours shall be an ordinary mode of pun- ishment " is omitted ; second, the coupling of sus- pension with the " commission of crime, etc., when reformation appears hopeless," is radically changed.
The adoption of the spirit of these changes is working silently but surely a revolution in the dis- cipline of our schools. The assumption which rec- ognizes " detention after school hours " as an " ordi- nary mode of punishment" is mischievous in the extreme. It is that the school-room is a place of duress, and its work odious. With some this may be too sadly true, and therefore the best possible rea- son for not employing either as a punishment. It is that the teacher is not only bound to exact obedience to authority but is personally responsible for the pupil's shortcomings, and bound to make amends for the consequences of neglect or disobedience, - an as- sumption as unjust to the teacher as it is harmful to the pupil. It robs one of the best energy, that which draws upon the resources of a succeeding day, and the other of the best motive, a sense of personal responsibility; nor is the robbery any less robbery because neither resists. This unseasonable work and imprisonment may avail in scoring something to the credit of the reluctant victim, but the cost is appalling to the disgusted pupil, to the weary and depressed teacher, and to the defrauded school. Parents and pupils are alike entitled to a teacher's very best service, but no teacher jaded by these works of supererogation can render the best service;
6
82
REPORT OF SCHOOL COMMITTEE.
therefore the first care should be to come to the work of each day with a light heart and an elastic step, for the power to quicken and inspire only re- sides in fullness of life and spirit. The aggregate of accomplishment in school is undoubtedly greatest when the work of each day is resumed where it was left at four o'clock on the day preceding, - not per- haps in the number of problems solved, or sentences framed, or pages memorized, but in utilizing those forces which strengthen mind and build character.
The evil here cited, thanks to the amendment referred to, is rapidly becoming a thing of the past. Some still cling to it with a tenacity which is far more creditable to their spirit of self-sacrifice than to their discretion; but it is confidently hoped that at no dis- tant day our teachers will, without exception, count it the best service to their charge and the highest act of loyalty to their patrons to turn their backs upon the school-room without delay when the programme is concluded.
The second noticeable change in the regulations consists in discarding the theory that suspension is a provision for criminal and incorrigible offenders, - a defensive measure only, - and in substituting therefor the equally safe but far more humane theory that suspension is merely a stage in the course of disci- pline, foreshadowing, it is true, the ultimate conse- quences of disloyalty, but gently applying to the offender the constraints of a beneficent law, inviting reform, and not ruthlessly treating him as an outcast.
The law that habitual neglect or abuse brings dep- rivation is so comprehensive and so just that there is no reason why it should not form the substratum
83
SUPERINTENDENT'S REPORT.
of school discipline. Thus applied and rightly ad- ministered, it is enforced only so far as the interest of the school demands, - an interest which is always paramount to that of the individual. But it is ob- jected that children are dependent and irresponsible. True and untrue! If it is held that the intervention of authority is to absolve the child from the effects of indifference or wrong doing, it is an assault upon the very foundations of character. If it is held that the child in his immaturity does not alone represent the interests of his class, it is true, and the objection is met by introducing the parent or guardian as a factor in the problem. The State provides that every child within its jurisdiction shall receive proper school training; in pursuance thereof, schools are estab- lished and instruction furnished for all. If these provisions are so neglected or abused that some for- feit and fail to enjoy their benefits, it is an offence not so much against the school as against the State; and any attempt by the school to usurp the functions of the State not only must result in failure but will react most disastrously upon itself. No child and no representative of the child can claim at the hands of a teacher the benefits of school training for an un- willing subject; and the sooner this principle is recognized the sooner shall we be rid of those clogs which, more than any other one cause, impede our progress, and the sooner will be swept into oblivion those appliances for torture, under whatever name, which to many minds make "public school" a syn- onym for legalized cruelty.
It is further objected that this doctrine would par- alyze all effort to stimulate to right action and to
84
REPORT OF SCHOOL COMMITTEE.
reclaim from error. The best service is not bestowed under the stress of a contract, but is lavished where need requires, in obedience to a far higher principle. A teacher who is prompted to extraordinary effort in behalf of a wayward pupil will not relax such effort while there is hope of success, nor in such case would any but self-prompted endeavor be worth the bestowal. The more purely gratuitous the service for such an end, the higher its virtue and the greater reason to hope that it will be efficacious. It is not the labor which kills, but that crushing incubus of anxiety lest the utmost exertion fail to counteract the effects of perversity or willful neglect. As detention after school hours is the inevitable sequel of an at- tempt to develop an unwilling mind, so the rod is a fitting symbol of enforced rectitude, impotent both to secure aught but the most perfunctory eye service. It is one thing to govern; it is another and far nobler thing to govern by right means.
During the past year there has been no abatement of effort in behalf of the pupil, much less any conces- sion as touching the standard of requirement; but the result is suggestive. The number of cases of corpo- ral punishment reported from all the schools in the city is one hundred seventy-seven against four hun- dred forty-six for the preceding year, - a reduction of more than sixty per cent. There have been thirty- six cases of suspension, in three fourths of which the suspended pupils have been restored on applica- tion of parents or guardians. Of the remaining fourth for which no such application was made, some left the city, some were put to work, and some are not accounted for. The effect of these suspensions,
85
SUPERINTENDENT'S REPORT.
fourteen of which were for general misconduct and twenty-two for unexcused absence and truancy, was uniformly salutary upon the schools, and in most cases was such as to work a reformation more or less thorough in the offenders.
TRUANCY.
The evil of truancy, while very limited in extent, calls for special attention. It chiefly prevails where there is least to expect from home discipline, is most demoralizing in its effect, and its negative character - sure index of infirmity of purpose - makes it very hard to correct. In most cases hitherto, suspension has been adequate; but it is too much to expect that there will be no exceptions, therefore the facilities for deal- ing with it should be perfect in every detail. As far as school discipline has anything to do with it, the object should be, primarily, to strengthen character, and so prevent the evil. It is the province of an authority outside the school, under the enactments of the Commonwealth, to see to it that the child is kept where mind and character may be reached by the in- struction provided. If the personal influence of the teacher and the public sentiment of the school fail to commend a course of rectitude, the best service which the school can render is to teach the offender and his legal representative at once, that truancy is a forfeit- ure of its privileges, and so bring both face to face with municipal and State authority. The tendency will be to awaken parent or guardian to a full sense of responsibility and tax home resources to the uttermost. Here is usually found the source of the evil, and here the remedy should be applied; the more so as oppo-
86
REPORT OF SCHOOL COMMITTEE.
sition, apathy, or incompetency at home, will, in a high degree, neutralize the best influences at school. If this fails, responsibility reverts to the authorities, for habitual truants have no right to be in the public schools, and the State has assumed this in providing that "Each town shall make all needful provisions and arrangements concerning habitual truants . and ... such by-laws as shall be most conducive to the welfare of such children, and to the good order of such town; and shall provide suitable places for the confinement, discipline, and instruction of such chil- dren."
The only provision made by the city for such cases is in conformity with the following ordinance: -
" Children between the ages of seven and fifteen years, who are habitual truants, or who may be found wandering about in the streets or public places, hav- ing no lawful occupation or business, not attending school, and growing up in ignorance, and neglected children under sixteen years of age, shall be com- mitted to the almshouse of the city of Newton for the term prescribed by law, and shall there be con- fined and receive discipline and instruction."
I am unable to learn that any child has ever been so committed, whether for want of occasion or other- wise does not appear; certain it is, that for years our schools have suffered from, while our masters have struggled with, an evil which they have felt themselves powerless to correct. If the provisions made are " suitable," they should be brought into requisition when occasion demands; if not, they should at once be made so. The confinement of the truant is not the chief necessity, even if it is the first.
87
SUPERINTENDENT'S REPORT.
Ample and most careful provision should be made for instruction, industrially and otherwise, under com- petent teachers; and, most important of all, these facilities should be made to subserve the develop- ment of every germ of good discoverable by an alert spirit of practical benevolence. In the absence of such provisions it is better that there be no committal under arrest and conviction, and because of such absence there probably will be none; if there is no committal, conviction will lose its terrors and arrests will be worse than useless; if there are no arrests, the service which has called for a distinct class of city officers and given them a name degenerates to the capture and return of runaway boys, a proceeding which, independent of its connection with a complete system of legal enforcement, is a positive evil.
Now, to those familiar with the facts, it is manifest that the city almshouse possesses no adequate facilities for the proper " confinement, discipline, and instruction of such children"; in fact it offers nothing but minis- tration to the wants of the body and then forcible re- straint of its freedom by lock and key. This surely is not the spirit of the law, however accommodating its letter may be. If the evil of truancy is to be eradi- cated from our schools, if those unfortunate waifs who are addicted to it are to be rescued from a vaga- bond life and their demoralizing influence upon other children counteracted, - all of which is within the compass of a vigorous policy, - the entire machinery of legal constraint should be made complete and effective by a thorough equipment of some truant school or by some arrangement with one already equipped, with a view to the prompt and energetic
88
REPORT OF SCHOOL COMMITTEE.
prosecution of every case. I commend the subject to your most thoughtful consideration.
Other topics of vital interest in a cause which lies close to the hearts of all the wise and good are ripe and invite discussion. But this report has already exceeded the limits assigned to it, and exhausted the time if not your patience; it shall trespass no further, save to record a grateful acknowledgment of manifold courtesies, both official and personal.
Respectfully submitted,
JOHN E. KIMBALL, Superintendent.
NEWTON, MASS., Dec. 26, 1883.
STATISTICS.
Population of the city, United States census of 1880 17,000 Number of persons in the city between five and fifteen years of age, May 1, 1882 and 1883, by wards : -
WARDS.
1882.
1883.
Increase.
Decrease.
I.
463
512
49
II.
645
699
54
III.
506
519
13
-
IV.
562
554
-
8
V.
470
460
-
10
VI.
549
558
9
-
VII.
263
262,
-
1
Total
3,458
3.564
125
19
Net .
-
-
106
-
Whole number of pupils enrolled, 1881-82 Whole number of pupils enrolled, 1882-83
4,002
Increase .
243
Average whole number of pupils, 1881-82
. 3,092.7
Average whole number of pupils, 1882-83
. 3,170.3
Increase .
77.6
Average attendance, 1881-82
2,796.7
Average attendance, 1882-83
2,903.8
Increase . ·
107.1
Average per cent of attendance
91.6
-
-
3,759
90
REPORT OF SCHOOL COMMITTEE.
Table showing the Annual Enrollment in each of the Primary and Grammar Grades in September, 1876-1883.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
September, 1876
380
383
338
420
282
252
261
165
129
2610
September, 1877
424
321
361
398
394
225
214
199
126
2662
September, 1878
428
347
306
341
392
300
194
190
157
2655
September, 1879
431
365
359
298
344
294
271
159
157
2678
September, 1880
464
372
376
321
296
342
260
221
162
2814
September, 1881
530
386
381
394
270
312
311
211
150
2945
September, 1882
510
436
405
353
403
237
266
225
180
3015
September, 1883
514
454
436
398
369
298
210
183
166
3028
Average.
460
383
370
365
344
283
248
194
153
2800
Table showing the Percentage of Total Annual Enrollment in each of the Primary and Grammar Grades in September, 1876-1883.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII. VIII.
IX.
September, 1876
14.6
14.7
12.9
16.1
10.8
9.7
10
6.3
4.9
100
September, 1877
15.9
12.1
13.6
15
14.8
8.5
8
7.4
4.7
100
September, 1878
16.2
13.1
11.5
12 8
14.8
11.3
7.3
7.1
5 9
100
September, 1879
16.1
13.6
13.4
11.1
12.8
11
10.1
6
5.9
100
September, 1880
16.5
13.2
13.4
11.4
10.5
12.1
9.2
7.9
5.8
100
September, 1881
18
13.1
12 9
13.4
9.2
10.6
10.5
7.2
5.1
100
September, 1882
16.9
14.5
13.4
11.7
13.4
7.8
8.8
7.5
6
100
September, 1883
17
15
14.4
13.2
12.2
9.8
6.9
6
5.5
100
Average.
16.4
13.7
13.2
13.1
12.3
10.1
8.8 |
6.9
5.5
100
Table showing the Annual Enrollment, and, Percentage of Total Annual Enrollment, in each Class of the High School in September, 1878-1883.
CLASSES.
IV.
III.
II.
I.
DATE.
Number.
Per cent.
Number.
Per cent.
Number.
Per cent.
Number.
Per cent.
Total Number of Pupils.
Total per cent.
September, 1878 .
96
36.9
76
29.2
53
20.4
35
13.5
260
100
September, 1879
127
43.1
72
24.4
60
20.3
36
12.2
295
100
September, 1880
104
34.3
97
31.9
60
19.7
43
14.1
304
100
September, 1881
114
39.9
58
20.3
77
26.9
37
12.9
286
100
September, 1882 .
104
35.1
92
31.1
51
17.2
49
16.6
296
100
September, 1883
125
39.9
78
24.9
70
22.4
40
12.8
313
100
Average.
111
38
79
27.1
62
21.2
40
13.7
292
100
91
STATISTICS.
Table showing the Annual Enrollment by Districts in each of the Primary and Grammar Grades in September, 1882 and 1883.
GRADES.
DISTRICTS.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Newton Centre, in-
89
57
65
59
55 66
42
35
32
21
470
ville . .
§ 1882,
25
32
19
22
20
16
16
15
15
180
Highlands
1883,
33
19
30
22
20
20
18
10
13
185
Upper Falls
11883,
37
35
39
23
29
22
18
23
17
243
-
( 1882,
16
18
14
16
9
14
10
6
17
120
Lower Falls
1883,
16
14
19
11
13
6
11
9
2
101
--
1882,
33
37
39
40
42
15
25
27
13
271
Auburndale
1883,
46
34
36
45
19
13
12
22
269
( 1882,
102
71
86
64
78
41
57
29
35
563
West Newton
1883,
101
70
72
64
81
29
27
30
550
( 1882,
143
123
88
71
77
52
54 54
39
28
675
Newtonville
1883,
140
118
121
78
79
42
37
23
692
Newton
( 1883,
59
62 97
63
48 74
97 56
66
32
33
38
518
Total
1883,
514
454
405 436
353 398
403 369
237 298
266 210
225 183
180 166
3,028
Table showing the Percentage of Total Annual Enrollment by Districts in each of the Primary and Grammar Grades in September, 1882 and 1883.
DISTRICTS.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Total.
Newton Centre, in- ( eluding Oak Hill ) 1882, and Thompson- 1883, ville .
18.8
12
13.7 12.3
12.4 15.5
11.6 14.1
9.1 8.9
7.4 7.4
8 2 6.8
4.5
100
-
1882,
13 9
17.8
10.6
12.
11.1 10.8
8.9 10.8
9.7
8.3 5.4
7
100
Upper Falls
1883,
15 2
14.4
16
9.5
10.4 11.9
9.1
7.4
7
100
-
§ 1882,
13.3
15
11.7
13.3
11.7
8.3
5 8.9
14.2
100
Lower Falls
( 1883,
15.8
13.9
18.8
10.9
14.8
15.5 15.6
7.1
4.9
4.4
8.2
100
West Newton ..
1883,
18.4
13.8
12.7
13.1
11.6
14.7
10.1 5.3
4.9
5.5
100
Newtonville
§ 1882,
21.2
18.3
13
10,6
11.2
7.7
8
58
4.2
100
1883,
20.2
17.1
17.5
11.3
11.4
6.1
7.8
5.3
3.3
100
Newton
§ 1882,
13.8
12.6
13
9.8
19.7
7.5
8.3 6.2
10.8 6.4
73
100
Total
1882, 1883,
15.7 17
14.6 15
13
12.3
12.6 12.2
8.2
9
7.5 6
7.1 5.5
100
14.4
13.1
9.8
7
100
-
§ 1882,
34
36
30
33
25
19
28
17
18
240
cluding Oak Hill J 1882, and Thompson- 1
1883,
82
61
58
73
43
35
39
32
474
Auburndale
1883,
17.1
12.6
13.4
16.7
11.4
13.9
7.3
9.2
10
4.8
100
§ 1882,
12.2
13.6
14.4
13.7
7.9
11.7
7.1 9.5
7.5
100
Highlands
1883,
17.9
10.3
16.2
11.9
7.5 12.9
5.9
10.9
5.1
6.2
100
1883,
11.4
18.7
12.2
14.3
10.8
12.7
37
41
53
22
492
§ 1882,
68
§ 1882,
510
436
3,015
100
100
§ 1882,
14.2
15
12.5
2
100
1882,
18.1
12.6
15.3
4.5
100
5.5
8.9
8.3
6.8
17.5
13
64
GRADES.
Total.
92
REPORT OF SCHOOL COMMMITTEE.
Table showing the Number of Pupils and their Average Age by Grades and Classes for September, 1882 and 1883.
GRADES.
I.
II.
III.
IV.
v.
VI.
VII.
SCHOOLS.
No. of Pupils.
Av Age
Av Age
Av Age
Av Age
Av Age
Av Age
Av Age
Years.
Mos.
Years.
Mo
No. of Pupils.
Years.
Mos.
No. of Pupils.
Years.
Mos.
No. of Pupils.
Years.
Mos.
No. of Pupils.
Years.
Mos.
Years.
Mos.
High
§ 1882. ₹1883.
. .
:
..
. .
:
00-1
1 CH
00-1
10
9
5 2
49 64
10 10
6 9
43 42
11
7
35
12!
6
Oak Hill
$ 1882.
3
5
6
5
8
6
5
8
9
7
₹ 1883.
$ 1892, ₹1883
12
5
1
1
1
6 S
8
11
..
9
6
20
11 10
16 20
12 11
3
16 |13 18 12
9
Prospect.
$ 1882
34
5
6
36
1
30 39
8 8
10 8
33 23
9
2
25 29
10 10
5 1
19 22
11
18 12
3
1833
$ 1882.
16
6
18
9
14 19
8 8
8 5
16 11
9 9
=100
9
11
14 6
12 12
3
10 12 11 :12
9
Williams.
$ 1882. 1883.
33
6
1
37
3
39
3
-1.00
11
40 45
10 10
1
11 11
3
15 19
12 12
8 . .
25 :13 13 13
6
Pierce
§ 1882. ₹ 1883
.
.
.
6
6
6
8
22
32 21
-100
9
33
1
13 :10 19 9
10
21
11
2
13
iż
33 12 18
1
Claflin
§ 1882. ( 1883.
51 29
6
1
37
10
21
11
9
6
39 17
10 11
1 4
24 9
12 12
· 1
21 16
12 12
9
Jackson
$ 1882 ₹ 1883.
80
6
5
67
8
1
34 51
9 9
9
11
5
41
12
1
20
12 12
2 5
20
12
...
Bigelow
§ 1882. 1883.
§ 1882.
56 45
6
5
52
1
7
.
8
8
9
Lincoln
$ 1882. 1883.
12 14
6
10 15
7 7-1
1
9
1
Total
$ 1882, 510 1883. 514
1 6 5
1 11
436 454
7 7
4 405 436
8 8
9 9
1353 598
9 9
9
403 369
10 11
237 .98
12 11 11
266.12 210 12
11
·
: :
. .
. .
..
: :
: :
: :
Mason
§ 1882. ( 1883.
70
9
44
6
17
6
6
6
10
9
2
.
8
8
Thompsonville
23
5
11
9
32 19
7
10
2
19 30
8 8
5 5
9
5
20
10
11 .10
9
23 62
12 11
43 29
13
2
Davis
$ 1882 1883.
§ 1882. 2 1883.
§ 1882.
15
7
8
6
1
9
30
5
8
1
8
10
9
38
11
8
28
37 66
12 12
2
41
13
32 +13
-100
Underwood
2 1883
3
9 9
10
22
9 9
6
2₹ 10 20
11
4
19
11 12
2
14 12
10
Franklin,
40
5
10
+20
30
6
9 9
5
2
Adams
1883.
31
5
5
35
-1-1
1
-100
6
-1-1
6
36
8 8
9
10
8
9
6
97
11
1
11
1
.
10
1
56
11
18
11
4
28 :12
6
9
Hamilton
1883
16
6
3
5
11
34
.
: :
44 50
9
10
9
5
..
..
..
..
11
7
35
12!
56
6
5
6
10 10
5 3
Hyde
$ 1882. 1883.
25
5
8
33
5
. .
·
..
59 66
9
..
22
9
4
37
46
53 61
49
6
1
5.4
-1-1
33
. .
:13
..
. .
..
11
23 18
35 11
19
. .
1
12
8
55 11
: :
11
11
6
10
13 10 8
14
4
45
19
No. of Pupils.
No. of Pupils.
8
4
6
6
5
13 10
8 8
93
STATISTICS.
Table showing the Number of Pupils and their Average Age by Grades and Classes for September, 1882 and 1883. (Concluded.)
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