USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1888 > Part 22
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It recognizes the fact that the true province of the public school is to secure to all the children of the Commonwealth the best and broadest training that they have the capacity to receive.
The more gifted pupils, on the other hand, present different conditions and demand different treatment.
The present system of graded schools, compared with the old-time mixed or ungraded school, has many points of superi-
41
ority. Still in one particular, at least, the mixed school was superior to the graded school. I refer to the element of flexibility. In the mixed school there was less danger of the unyielding element of machine work that condemns every pupil to pass over the same ground at a nniform pace, with little or no regard to his age, his natural capacities, the influences that have attended his development previous to his entrance upon school life, or his present environments. The graded school, on the other hand, is open to the objection that it wholly ignores, or at least makes no adequate provision for, those pupils who are quicker and brighter than their fellows or whose minds are more mature by reason of their age. My observation and study of graded schools force me to the conclu- sion that the objection is well taken, and that the most serious problem that confronts us to-day is the necessity of devising some plan that will engraft upon the system a greater degree of flexibility, and thus, without detriment to the mass of pupils, adapt it to meet in a larger measure than now the needs of indi- vidual pupils. Bear in mind that the tendency of all systems is in the direction of rigidity, arbitrary and unyielding restric- tions and limitations. The public school, so far from being an exception to this principle, is perhaps the most striking illus- tration of it. The question, then, is this : Can our system of public schools be adapted to the needs of individual pupils without injury to the general interests of the school? Is it possible to conserve the interests of the many and the interests of the few ? This problem has pressed itself upon my attention during the past three years, and I have attempted some of the initial steps in its solution.
The first step was to break down the grade lines in the primary schools, or rather to make them less prominent, to sub-divide each grade into sections of from ten to fifteen pupils each, and to assign to each room three sections, thus making thirty the minimum and forty-five the maximum number of
42
pupils in each room. The pupils in each room are assigned to the different sections according to their proficiency, and the pupils are advanced by sections. That is, the section rather than the grade is the unit of promotion. Each section moves forward without regard to grade lines. Hence a room may at any time have one section that is just completing the prescribed work for the year, another that has done the first half of it, and still another that is just entering upon it. In some rooms two sections may be engaged upon the work of one year, and the third section upon that of another. Advancement by grades at the close of each school year is probably the best plan for the mass of pupils, but it works a hardship to the individual pupil, in that it almost precludes the possibility of his securing an extra promotion, no matter how ambitious and capable he may be.
Advancement by sections, on the other hand, is an advan- tage to the individual pupil, as the transition from one section to another requires but little extra effort, aud makes the gaining of a year easy of accomplishment.
The adjustment of individual promotions in the higher grades is a work of more difficulty, the number and character of the exercises preventing so minute a division into sections as in the lower grades.
The plan we are pursuing in the grammar grades is briefly this : Each room is divided into two sections, and the pupils are assigned to the one or the other section according to their proficiency. The pupils in the two sections may belong to the same grade or they may represent two different grades. The latter arrangement is the more common and is not without its advan- tages. During the first half of the year, each grade passes over all the work prescribed for the year in language and arith- metic, giving attention chiefly to the most important principles and their application in the simplest forms of expression and computation. The last half of the year is given to a more minute study of the ground already traversed, together with a
43
more extended application of principles. This adjustment of the work in language and arithmetic enables the individual pupil to pass from one grade to the next higher at the close of the first half of the year ; and this he may do with no loss of time, with little friction, and without the omission of a single principle that will affect his future progress in these two branches of study. In other words, he passes through two grades in a single year, doing the work of one grade the first half of the year, and that of the next higher grade the last half of the year. This special adjustment of the work in lan- guage and arithmetic is necessary on account of the nature of these subjects, each principle being so related to those that precede it that the pupil is obliged to carry in his mind a gen- eral outline of the entire subject. This is not true of the other branches of study, such as geography, history, spelling, etc. It is of little moment which hemisphere is studied first, which continent shall have the precedence, or in what order the coun- tries of a given continent are studied. The work in these branches may be adjusted, however, in such a way as to present no obstacle to individual promotions. To accomplish this the course of studies should be arranged in circles, and the work should be done in layers, not in sections. This is , the natural order of investigation and is in harmony with the laws of mental development. In this way the general knowledge of a subject acquired in one grade becomes the basis of a more minute study of that subject in the next grade.
This plan of individual promotions has been in operation in the schools of Newton three years. During the first year it was limited to a single group of schools numbering about three hundred fifty pupils. The last two years it has included all the schools below the High School. During the school year 1886-87 the number of individual promotions was three hundred three, being about seven per cent. of the whole number of pupils enrolled. Two hundred thirty secured a second promotion at
44
the close of the year, most of them doing their work with com- parative ease and pleasure and taking high rank in their classes. That is, about seventy-five per cent. of those who attempted it were successful in doing two years' work in one year, and, so far as I know, there were no cases of overwork. Most of the seventy-three who lost their promotions at the end of the year, earned and secured a second mid-year promotion the following year. The number of mid-year promotions in the school year 1887-8 was two hundred sixty-four. One hundred sixty-six secured a second promotion at the close of the year. It is prob- able that the number of individual promotions from year to year will be from five to seven per cent. of the total enrolment.
The conditions of promotions in every case are punctual and constant attendance, high rank, good conduct, good health, and the consent of the parents. The fourth condition, good health, has been required with a good deal of strictness, and in a few instances we have thereby given offense to parents who were over-zealous for the advancement of their children. As a rule, however, the parents have exercised a good deal of discrimination and in several instances have declined the promotion offered. This action of the parents has occurred more frequently in the case of girls than boys.
The following are some of the advantages of this plan of individual promotions : -
First, it makes a proper and reasonable provision for the advancement of those pupils who are more gifted than their fellows, of those who are more mature by reason of age, and of those whose physicial strength enables them to endure and accomplish more than the average pupil.
Second, it substitutes stimulation for repression. The effect of this is already quite marked. Indeed, there is danger that the stimulating effect will work an injury in exceptional cases, and it is on this side that the plan needs to be carefully guarded.
45
Third, it leads the teacher to study the condition and needs of individual pupils.
Fourth, it makes it necessary that the work of the year should be entered upon without delay. Reviews that have heretofore consumed so much time are now interwoven with the regular work so far as they are found to be needful. It is the tendency of many teachers to regard no work as thorougly done that has not received the stamp of their personal approval. Hence much time that should be given to the allotted work is wasted in a tedious preparation for it. The result is that the regular work of the year is crowded into a few months, what is quickly learned is as quickly forgotten, there is little time for digestion and assimilation, the long vacation inter- venes, and the pupil resumes his place to repeat the same process of review, hurry, and cram till the end of the course is reached. I believe that the poor results that are seen in our schools, and especially in arithmetic, are largely due to the vicious practice that I have described.
Fifth, it gives the pupil larger opportunities for personal application, mind and character being developed by what the pupil does, not by what is done for him.
Sixth, it assures the parents that the individual is no longer absorbed in the mass, and thus more fully enlists their interest and co-operation.
I have thus imperfectly sketched the steps that have been taken in the solution of the problem of individual promotions.
I am aware that it is by no means perfect ; but it is believed that a larger experience will bring with it a fuller meas- ure of wisdom, and will suggest such modifications of the plan as will enable us to accomplish the object we are seeking. It may be added that this plan of examinations and promotions is based upon "the principle that all regulations for grading and promotion should not only be such as to facilitate instruction, but also such as to offer the least possible hindrance to the
46
regular, easy, and natural advance of the child from grade to grade, according to his ability to do the work."
GRADUATES OF THE SCHOOLS.
The number of diplomas awarded in the several grammar schools was as follows : -
Bigelow 26, Adams 20, Claflin 13, Pierce 36, Williams 23, Hamilton 3, Prospect 9, Hyde 11, Mason 27. The whole number was 168.
The number of High School certificates awarded in the several grammar schools was as follows : -
Bigelow 23, Adams 17, Claflin 13, Pierce 30, Williams 23, Hamilton 3, Prospect 9, Hyde 11, Mason 27. The whole number was 156. Of these 133 have entered the High School.
The number of pupils graduated from the High School in June last was 89. Of these 37 had completed the general course, 28 the classical course, 10 the institute course, and 14 the mercantile, or three years', course.
The preliminary and final examinations for admission to the colleges and the Institute of Technology took place in June last and at the beginning of the present school year. The num- ber of pupils belonging to the High School who have taken the preliminary examinations is 32; at Harvard 12, at the Institute of Technology 9, at Amherst 5, at Boston University 3, at Vas- sar 1, at Bowdoin 1, and at Williams 1. Of the twelve who were examined at Harvard, eight passed without conditions, one was conditioned in plane geometry, one in elementary physics, and two in elementary Latin.
The number of pupils who have taken the final exam- inations is 18; at Harvard 5, at the Institute of Technology 11, at Williams 1, and at Bowdoin 1. Of these, thirteen passed without conditions, one was conditioned in algebra, two in French, one in Greek composition, and one in five subjects. One of the applicants at Harvard received honors in four
47
subjects - advanced Latin, advanced Greek, Latin composi- tion, and Greek composition; and another in two subjects - Latin composition, and Greek composition.
The number of pupils admitted by certificate was 16; at Wellesley 8, at Smith 4, at Amherst 2, at Dartmouth 1, and at Williams 1.
I desire to acknowledge my obligations to the Board for repeated expressions of its confidence, and to the indivedual members for their many courtesies.
I am grateful to the teachers also for their hearty and efficient co-operation in all things pertaining to the progress and improvement of the schools.
THOMAS EMERSON, Superintendent of Schools.
NEWTONVILLE, Nov. 21, 1888.
APPENDIX.
STATISTICS IN DETAIL.
TABLE I .- Number of Persons in the City between Five and Fifteen Years of Age, May 1, 1881-88, by Wards.
WARDS.
1881.
1882.
1883.
1884.
1885.
1886.
1887.
1888.
Increase.
Decrease.
I.
453
463
512
541
527
545
582
618
36
-
48
II.
603
645
699
705
705
717
732
768
36
-
III.
449
506
519
543
531
591
598
617
19
-
IV.
523
562
554
567
593
602
599
629
30
-
V.
436
470
460
464
423
480
486
532
46
-
VI.
494
549
558
559
560
559
601
608
7
-
VII.
294
263
262
274
272
288
295
315
20
-
Totals
3,252
3,458
3,564
3,653
3,611
3,785
3,893
4,087
194
-
.
TABLE II .- Number of Rooms, Halls, Sittings, Pupils, Teachers, and Number of Pupils to a Teacher in each School, May 1, 1888.
SCHOOLS.
Rooms Occupied.
Rooms Unoccupied.
HALLS.
Sittings.
Number of Pupils.
Number of Teachers.
Number of Pupils to a Teacher.
High
17
0
0
567
400
*12
33.3
Bigelow .
8
0
1
383
338
8
42.3
Underwood
4
0
0
194
160
4
40.0
Lincoln
2
0
0
96
55
2
27.5
Eliot
4
0
0
193
131
4
32.8
Jackson
5
1
0
252
212
5
41.4
Adams
6
0
0
280
243
6
40.0
Claflin
6
0
221
224
6
35.6
Pierce
4
4
0
208
169
4
42.3
Franklin
4
0
0
147
134
3
44.7
Barnard .
3
0
0
370
321
8
40.1
Williams
0
1
161
116
4
29.0
Hamilton
4
2
1
265
220
6
36.7
Prospect .
6
0
0
271
220
6
36.6
Hyde
40.4
Mason
7
1
1
319
283
74
45.5
Rice
4
0
0
209
182
Thompsonville
1
0
30
26
1
26.0
Oak Hill
1
1
0
40
26
1
26.0
/
Totals .
.
.
104
6
5
4,648
3,829
100
37.1
*A'so three special teachers.
#Used for a class room.
49
202
157
4
39.3
11
240
212
5
42.4
Davis
·
.
.
1
8
6
TABLE III .- Number of Pupils of different ages in each school May 1, 1888.
Schools.
Under 5 years.
5 to 6
6 to 7
7 to 8
8 to 9
9 to 10
10 to 11
11 to 12
12 to 13
13 to 14
14 to 15
Over 15
33
366
-
42
53
58
60
55
39
High
8
23
4
Bigelow .
16
27
44
46
17
4
3
2
1
0
0
Underwood
2
7
10
10
8
10
5
2
1
0
0
27
12
Eliot
2
31
48
31
15
25
Jackson .
15
18
27
12
19
55
46
21
Clafiin
14
28
48
Pierce
10
20
26
28
30
24
10
6
1
1
7
4
0
Franklin
9
18
21
13
20
26
19
3
4
0
1
Barnard
10
19
33
39
30
44
10
11
11
15
9
5
5
Williams
8
10
13
19
Hamilton
22
17
27
14
23
23
28
23
15
21
Prospect
12
22
19
21
25
22
22
42
42
71
34
43
23
Mason
21
35
06
Rice .
10
4
6
4
1
0
5
2
5
1
4
0
4
1
3
1
Oak Hill
·
Totals
5
194
293
327
368
355
376
359
383
326
285
558
.
22
21
28
15
12
4
0
0
0
25
25
Adams
8
25
21
15
26
19
26
27
1
1
-
1
Davis
12
19
21
25
30
25
18
32
34
27
19
34
9
20
27
23
19
Hyde .
1
5
0
47
24
14
3
2
0
0
0
0
0
1
0
0
Thompsonville
14
28
25
22
46
23
31
1
11
Lincoln .
0
8
-
8
1
50
1
TABLE IV .- Semi-Quarterly Attendance, Etc., by Schools, for the Year ending June 30, 1888.
I.
II.
III.
IV.
Average
Number.
Average
Percentage of
Attendance.
Tardiness.
Corporal
Punishment,
Number.
Average
Percentageof
Cases of
Cases of
Average
Number.
Average
Percentageof
Attendance.
Cases ( f
Case- of
Average
Numbdr.
Average
Attendance.
Percentageof
Attendai ce.
Tardiness.
Corporal
Punishment.
High .
442 2
426.8
96.5
91
0
440.8
408.9
90.5
161
0
441.0
431.0
97.
177
0
433.5
384.5
88.6
272
0
Bigelow .
329.6
318.7
96.7
26
0
336.0
321.2
95.6
20
0
339.1
318.2
93.9
35
0
329.8
302.0
91.5
9
1
Underwood
147.9
139.0
93.8
19
0
153.0
141.1
92.1
21
0
154.9
143.0
92.1
35
0
152.4
131.1
85.8
24
0
Lincoln .
53.7
49.5
95.7
7
0
52.0
48.3
92.9
15
0
50 6
45.7
90.2
9
0
46.7
41.7
89.3
4
0
Eliot .
143.5
135.8
94.6
3
0
142.5
129.6
90.8
15
0
137.1
126.4
92.1
4
0
1:9.5
125.4
89.8
2
0
Jackson .
198.2
183.8
92.8
3
1
198.2
179.6
90.6
6
2
190.3
174.8
91.8
26
1
176.7
152.4
85.8
21
2
Adams
219.4
212.0
96.5
0
232.2
220.4
94.8
13
1
234.0
221.9
94.7
15
1
229 4
207.3
90.
31
1
Claflin
200.8
192.6
96 0
11
3
207.1
195.3
94.6
13
0
210.2
195.2
93.2
19
0
199.5
177.6
89.4
19
2
Pierce
210.3
206.4
98.2
2
2
213.2
204.0
95.7
10
3
210 2
200.4
95.4
2
205.1
190.4
93.
4
3
Davis .
157.0
151.4
96.4
13
2
158.3
146.6
92 8
6
144.4
130.9
90.2
0
149.6
138.5
92.4
12
0
Franklin
159.4
153.1
96.1
9
4
160.6
151.1
94.2
1
159.1
150.6
91.
13
1
159.0
144.9
90.8
15
6
Barnard
117.3
115.0
97.9
5
123.0
117.0
95.
3
1
117 5
108.9
92.5
9
1
114.3
101.4
¥8.3
6
0
Williams
305.1
289.5
94.8
15
2
310.9
289.4
93.
12
2
200.4
276.4
91.9
20
1
287.4
258.7
89.
19
0
Ham Iton
108.5
105.9
97.4
9
0
115.7
110.4
95.3
13
1
118.8
110.3
92.8
5
1
110.2
100.4
90.3
2
0
Prospect
219.3
210.9
96.3
22
2
220.0
208.8
95.
21
3
213.3
197.9
92.7
27
0
217.5
194.5
91.1
28
1
Hyde .
.
196.9
185.6
95.0
24
3
196.1
173.2
88.3
28
1
175.2
148.1
83.7
17
0
177.7
158.9
89.4
70
1
Mason
269.2
257.5
97.0
24
0
278.4
261.0
93.5
26
0
284,9
263.1
92.1
42
0
281.3
257.0
91.3
35
1
Rice
151.x
142.1
93.5
28
0
158.5
143.4
90.5
28
0 161.4
143.1
88.7
33
0
146.8
121.1
82.5
31
0
Thompsonv'e
24.0
22.6
94 3
3
0
26.4
23.4
>8.7
7
0
27.0
23.7
87.9
7
0
2 .7
22.7
79.1
5
0
Oak Hill
19.4
17.9
92.1
0
0
17.92
16.38
91.4
1
2
20.0
18.2
91.2
3
0
19.6
17.1
87.1
5
1
Cases of
Cases of
SCHOOLS.
Whole
Attendance.
Cases of
Cases of
Average
Attendance.
Attendance.
Tardiness.
Corporal
Punishment.
Whole
Attendance.
Tardiness.
Corporal
Punishment.
Whole
51
.
·
·
Whole
TABLE IV. (Concluded). - Semi-Quarterly Attendance, Etc., by Schools, for the Year ending June 30, 1888.
V.
VI.
VII.
VIII.
Average
Number.
Average
Attendance.
Percentage of
Attendance.
Cases of
Cases of
Average
Number.
Average
Percentage of
Attendance.
Tardiness.
Corporal
Average
Number.
Average
Attendance.
Attendance ..
Tardiness.
Corporal
Punishment.
Number.
Average
Percentage of
Attendance.
Cases of
Cases of
Punishment.
High
421.1
376.0
89.2
261
410.0
400.3
87.9
261
398 8
359.7
90.2
259
0
354.0
91.2
248
00
Bigelow
340.0
320.5
94 3
18
335.1
312.0
93.0
25
330.7
308.6
93.3
18
2
22
0
156 0
148 0
94.8
20
0
Underwood
142.5
129.9
91.1
29
146.9
132.4
90.3
39
0
157.1
146.8
93.5
Lincoln
48.9
45.1
92.2
=
49.6
45.8
92.4
10
0
59.9
56.0
93.5
0
62.2
58.9
94:5
9
0
Ehot
146.5
133.9
91.3
2
140.9
125.2
88.9
6
0
128.3
113.9
88.9
0
124.1
115.8
93.3
6
0
Jackson
164.9
153.0
92.7
6
179.7
162.7
90.2
15
1
207.9
194.2
93.4
6
209.9
195.9
93.3
00
1
Adams .
225.5
210.8
92 5
2
235.1
221.0
93.7
10
2
241.9
229.4
94 7
5
0
241.5
230.6
95.4
8
0
Claflin .
199 2
182.2
91.3
10
2
200.1
182.5
91.3
2
200.2
186.7
93.3
12
0
191.7
181.7
94.7
12
0
Pierce
216.8
204.7
94.2
3
1
208.6
192.5
92.2
-
206.1
192.3
93.4
2
198.1
189.1
95.5
2
1
Davis
148.2
137.3
92.2
2
2
144.6
131.0
90.5
1
0 148.9
136.8
91.7
4
151.2
145.7
96.4
11
00
Franklin
151.7
142.7
94.
17
00
157.4
145.2
91.9
5
0 122.1
151.5
93.3
6
159.7
152.8
95.5
13
0
Barnard
108.3
96.7
87.1
3
0
106.7
91.9
85.5
3
2
120.7
107.6
89.2
2
117.9
110.2
93.2
9
3
Williams
300.2
279.2
92.6
16
1
303.3
275.4
90.5
17
1
292.7
267.4
91.2
1
264.8
247.1
93.1
11
CHO
Prospect
212.8
197.1
92.5
14
0
207.3
188.9
91 1
0
208.1
195.4
94.0
14
2
205.1
196.0
95.5
18
Hyde
190 9
176.2
92.3
42
1
203.8
178.2
87.5
34
1
211.8
186.8
88.4
59
5
200.3
186.1
93.
47
2
Mason
287 6
266.6
92.6
24
0
283.9
261.1
91.8
25
0
273.5
251.8
91.9
24
1
249.6
236.5
93.2
17
0
Rice.
147.1
130 9
89.1
or
1
158.5
136.9
86.5
0
177.4
155.4
87.8
30
0
2
0
27.6
25.3
91.6
WOH
Oak Hill .
20.0
17.3
86.9
7
0
17.9
15.5
86.9
5
1
18.2
15.2
83.2
9
0
15.2
13.8
90.7
DOC
Thompsonv'e
25 1
21.7
86.4
2
0
26.0
22.7
87.4
0
25.8
23.2
89.6
10
1
116.3
112.2
96.2
7
Hamilton .
107.4
103.5
96.1
11
0
111.6
103.7
92.5
6 5
0
113.1
104.6
92.4
COGAN
388.3 328.1
315.5
96.1
15
Corporal
SCHOOLS.
Whole
Whole
Tardiness.
Corporal
Punishment.
Attendance.
Cases of
Cases of
Punishment.
Whole
Percentage of
Cases of
Cases of
Average
Whole
Attendance.
Tardiness.
12
0
167.6
150.9
89.9
52
98
00
20
8
000
00
00
.
7
2
coco
53
TABLE V. - Total Enrolment, etc., by Schools, for the Year ending June 30, 1888.
SCHOOLS.
of
Pupils enrolled
Average
Whole Number
Average
Attendance.
Percentage of
Attendance
Cases of
Cases of
Punishment
High . . ..
465
422.
393.9
91.4
1730
0
Bigelow . . .
374
333.5
314.6
94.3
166
3
Underwood .
165
151.3
138.9
91.7
209
0
Lincoln .
71
53.
48.9
92.6
73
0
.
Eliot .
160
137.8
125.8
91.2
44
0
Jackson
258
190.7
174.6
91.3
127
20
Adams
270
232.4
219.2
94.
97
7
Claflin
225
201.1
186.7
93.
103
9
Pierce
237
208.6
197.5
94.7
26
13
Davis .
173
150.3
139.8
92.8
56
12
Franklin . ·
177
158.6
149.
93.7
88
21
Barnard . . .
144
115.9
106.1
91.1
40
10
Williams . .
348
295.6
272.9
92.0
123
8
Hamilton . ·
130
112.7
106.4
94.1
63
4
Prospect .
262
212.9
198.7
93.5
149
13
Hyde
225
194.1
174.1
89.7
321
14
Mason
274
276.1
256.8
92.9
217
2
Rice
192
158.6
140.5
88.6
180
1
Thompsonville
39
26.3
23.2
88.1
30
0
Oak Hill . ..
24
18.5
16.4
88.7
30
4
Totals . .
4213
3650.
3384.
92.
3872
141
Tardiness.
Corporal
Whole Number
TABLE VI. - Number of Pupils and their Average by Grades, in September, 1887.
GRADES.
I.
1I.
III.
IV
V.
VI.
Av. Age.
SCHOOLS.
No. of
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Trs.
Mcs.
High
.
. .
.
·
.
:
74
9
11
64
11
1
71
11
: 11
Bigelow
47
6
4
67
7
7
35
8
9
. .
. .
. .
..
·
..
..
. .
Lincoln
28
6
6
12
8
1
16
9
1
.
·
..
.
·
31
12
6
Eliot
105
6
9
45
7
5
54
9
4
.
.
·
27
10
10
27
12
1
Adams
37
6
3
21
7
11
34
8
11
23
9
6
Claflin .
32
6
3
21
7
2
25
8
10
32
9
10
28
11
1
25
12
4
Pierce
39
6
2
30
7
9
32
8
8
33
9
6
27
10
5
.
.
. .
. .
.
Franklin
40
6
3
42
8
17
9
6
20
9
9
41
10
Barnard
23
6
4
35
8
2
20
9
8
22
9
8
22
10
11
:
.
Williams
46
6
9
24
7
11
51
8
8
36
10
3
53
10
10
37
12
9
Hamilton
22
5
2
12
7
4
22
8
6
10
10
. .
7
10
1
11
11
4
Prospect
40
5
8
35
7
6
20
8
2
20
9
8
36
10
2
27
11
7
25
5
8
24
7
5
16
S
6
32
9
5
31
10
11
27
12
2
Hyde
62
10
1
55
11
3
42
11
8
Mason
54
5
11
42
7
8
59
8
7
. .
. .
..
. .
. .
. .
. .
. .
. .
Rice
13
5
7
12
7
3
12
6
Oak Hill .
4
5
9
3
7
9
. 6
· S
4
..
. .
.
5
10
8
Totals
55
6
2
425
7
10
407
8
9
405
9
10
434
10
10
395
12
0
54
. .
.
. .
·
. .
.
.
.
94
11
9
. .
.
·
Davis
.
. .
:
.
.
. .
. .
Pupils.
No. of
Pupils.
Av. Age.
Av. Age.
Av. Age.
Av. Age.
Av. Age.
Pupils.
No. of
Pupils.
No. of
Pupils.
No. of
No. of
Pupils.
. .
·
41
11
0
38
12
5
.
·
. :
·
Jackson
.
.
:
:
Underwood .
·
..
..
.
. .
.
.
4
·
Thompsonville
:
. .
.
. .
9
:
TABLE VI. (Concluded). Number of Pupils and their Average Age by Grades, in September, 1887.
GRADES.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
Total Number
of Pupils.
No. of
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
Yrs.
Mos.
High
39
12
7
47
13
11
41
14
6
.
. .
. .
.
.
.
.
.
. .
. .
149
Underwood .
. .
. .
·
.
. .
.
·
56
Lincoln
144
Eliot
19
13
1
15
14
4
Jackson
226
Adams
15
13
23
13
8
19
14
11
Claflin .
18
12
10
13
13
6
15
14
6
Pierce .
44
13
43
13
1
37
14
4
Davis
. .
. .
. .
. .
. .
. .
. .
. .
.
.
.
·
. .
.
.
.
. .
·
122
Barnard
·
26
13
8
14
14
4
23
14
11
Hamilton .
14
11
11
8
13
5
4
15
6
Prospect .
14
12
21
13
6
8
14
.
Hyde
18
12
2
17
13
4
10
14
2
34
12
5
43
13
0
35
14
8
Mason .
155
Rice
. .
. .
. .
.
. .
.
. .
. .
. .
. .
. .
.
. .
..
.
. .
. .
.
. .
..
. .
..
.
.
.
. .
. .
.
25
. .
. .
.
.
.
.
.
Totels .
·
245
12
7
244
13
7
192
14
7
135
15
4
132
16
99
16
11
76
18
3744
.
.
.
. .
. .
.
.
.
.
.
. .
.
. .
.
·
.
.
209
. .
218
..
..
.
. .
·
. .
. .
·
310
Williams .
·
. .
.
·
· ·
. .
·
.
. .
.
.
. .
25
Thomps'ville Oak Hill . ·
4
· 12
.
.
. .
. .
. .
.
. .
. .
.
.
. .
Pupils.
Av.Age.
Av.Age.
Av.Age.
Av.Age.
Av.Age.
SCHOOLS.
Pupils.
Av. Ave.
Av.Age.
Pupils.
No. of
No. of
No. of
No. of
Pupils.
Ro. of
Pupils.
442
135
15
4
132
16
09
16
11
76
18
. .
.
336
Bigelow
.
. .
.
..
.
·
·
. .
·
.
204
161
160
Franklin
. .
.
. .
·
.
110
221
200
271
55
·
. .
No. of
Pupils.
Pupils.
. .
.
.
TABLE VII. - Annual Enrolment in each Grade in September, 1880-87.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
September 1880,
464
372
376
321
296
342
260
221
162
104
97
60
43
3,118
September 1881,
530
386
381
394
270
312
311
211
150
114
58
77
37
3,231
September 1882,
510
436
405
353
403
237
266
225
180
104
92
51
49
3,311
September 1883,
514
454
436
398
369
298
210
183
166
125
78
70
40
3,341
September 1884,
605
467
436
412
411
315
260
185
165
145
113
77
54
3,645
September 1885,
590
425
425
469
401
337
256
243
140
140
131
92
61
3,703
September 1886,
559
434
415
437
436
339
298
218
183
154
125
113
69
3,780
September 1887,
555
425
407
405
434
395
245
244
192
135
132
99
76
3,744
56
TABLE VIII. - Percentage of the Total Annual Enrolment in each Grade in September, 1880-87. .
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
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