>  ^  ^  ,  >  ■.  ^  \ 


FORTT-THIED  ANNUAL  EBPOET 


Board  of  Education: 


TOGETHER  WITH   THE 


FORTY-THIRD  ANNUAL  REPORT 


SECRETAEY  OF  THE  BOAED. 


1878-79. 


JANUARY,    1880. 


BOSTON: 
EanlJ,  ^ijerg,  $i  (Co.,  prmtcxs  to  tjje  ©flmmotifijealtf^, 

117  Fbanklut  Stkeet. 
1880. 


Digitized  by  tine  Internet  Arciiive 

in  2009  with  funding  from 

Boston  Library  Consortium  IVIember  Libraries 


http://www.arcliive.org/details/annualreportofbo7879mass 


STATE  BOARD   OF  EDUCATION,  1880. 


EX  OFFICIO. 


His  Excellency  JOHN  D.  LONG,  Governor. 

His  Honor  BYRON  WESTON,  Lieutenant-Governor. 


BY  APPOINTMENT. 

WILLIAM  EICE,  D.D SpringfleM 

GARDINER  G.  HUBBARD,  A.M.     .    .  Cambridge 

ALONZO  A.  MINER,  D.D Boston.    . 

CHRISTOPHER   C.   HUSSET,  A.M.     .  Billerica  . 

CHARLES  B.  RICE,  A.M Danvers    . 

Hon.  E.  B.  STODDARD  ......  Worcester 

Hon.  HORATIO  G.  KNIGHT  ....  Easthampton 

Miss  ABBY  W.  MAY  . Boston.    .    . 


TEHM  EXPIBES. 

May  25,  1887. 
May  25,  1886. 
May  25,  1886. 
May  25,  1882. 
May  25,  1883. 
May  25,  1886. 
May  25,  1887. 
May  25,  1880. 


SECRETARY. 

JOHN  W.   DICKINSON,  A.M. 


Newton. 


AGENTS. 

GEORGE  A.  WALTON,  A.M.     .    .    .    Newton. 

E.   A.   HUBBARD,   A.M Spnngfield. 

WALTER  SMITH Boston. 


OOlSTTEl^TS. 


PAGE 

I.  — Annual  Eepobt .       .  7-15 

II. — Kepokts  of  Visitors  of  the  Normaii  Schools    .       .       .       .  19-42 

Bridgewater 19 

Framingham 24 

Salem 28 

Westfield .'       .        .  31 

"Worcester 35 

Massachusetts  Normal  Art  School 39 

III.  —  Secretary's  Report 45 

Summary  of  Statistics 45 

Deaf-Mutes 47 

American  Asylum  at  Hartford *  50 

Clarke  Institution  at  Northampton 51 

Horace  Mann  School  at  Boston 53 

Statistics  of  Deaf-Mute  Beneficiaries 54 

Perkins  Institution  for  the  Blind 55 

Present  Condition  of  the  Schools  of  the  State        .        ...  56 

Supervision 69 

Method  of  Teaching 77 

High  Schools     .        .        .        .        ' 86 

Agents 99 

Institutes  ............  100 

Normal  Schools 101 

Worcester  Free  Institute 103 

IV. —  Financial  Statement 113 

V.  —  Norfolk  County  Schools,    By  George  A.  "Walton       ...  121 

Plan  of  Examinations 123 

Observations  in  the  Schools 134 

Superintendence,  Cost  of 174 

Reading,  how  taught 174 

Appropriations,  "Wages,  and  Pupils  to  Teacher      ....  176 

Percentages  in  Primary  Grade 178 

Percentages  in  Grammar  Grade 190 

Graduated  Table  of  Studies 198 

Fac-similes  of  Pupils'  "Work 201 

YI.— Report  of  the  Teachers'  Institutes.    By  E.  A.  Hubbard       .  251 

VII.  — Handicraft  IN  School.    By  C.  O.  Thompson        ....  261 

VIII.  —Annual  Report  on  Industrial  Drawing.    By  "Walter  Smith   .  279 
IX. —  Synopsis  of  Graded  Programme  for  Drawing  fob  Public 

Schools.    By  Walter  Smith 296 

X.  — Sewing  in  the  Worcester  Schools 347 

XI. — Apportionment  op  the  School  Fund  for  1880    ....  353 

XII.  —  Abstracts  of  School  Statistics i 

Index cxix 


ANNUAL   REPOET 


BOARD  OF  EDUCATION. 


ANNUAL  EEPORT. 


The  Board  of  Education  herewith  respectfully  submit  to  the 
Lgislature  their  Forty-third  Annual  Report. 

The  Normal  Schools. 

The  normal  schools  continue  to  do  their  special  work  in  a 
satisfactory  manner.  Under  the  care  of  skilful  teachers,  they 
are  successfully  accomplishing  the  ends  for  which  they  were 
established,  —  the  better  organization  and  the  improved  teach- 
ing of  the  public  schools  of  the  State. 

Attention  has  lately  been  turned  to  the  value  of  normal 
instruction  as  compared  with  that  given  by  teachers  who  have 
had  no  professional  training.  This  attention  has  led  to  a  dis- 
cussion concerning  the  value  of  what  is  called  the  higher  educa- 
tion for  all  classes  of  the  people,  and  concerning  the  wisdom  of 
providing  it  at  the  public  expense.  The  results  of  these  discus- 
sions have  been  satisfactory  to  the  Board,  for  they  have  made 
apparent  the  gratifying  truths  that  the  Commonwealth  now 
has  a  settled  policy  with  reference  to  the  professional  training 
of  her  public-school  teachers,  and  with  reference  to  providing 
for  all  classes  of  her  citizens  whatever  a  generous  culture  can 
bestow. 

It  may  not  be  out  of  place  to  emphasize  once  more  the  impor- 
tance of  the  professional  training  given  in  the  normal  schools, 
and  to  call  attention  to  the  difference  between  it  and  the  mere 
academical  training  with  which  it  is  often  confoi;nded  in  the 
public  mind.  If  the  true  province  of  normal  schools  were  gen- 
erally understood  and  fully  observed,  their  necessity  and  value 
would  be  apparent  to  all.  Ninety-five  per  cent  of  those  who 
graduate  from  the  normal  schools  teach  in  our  common  schools, 
and  yet  only  about  thirty-seven  per  cent  of  the  whole  number 
of  teachers  in  the  State  have  had  a  professional  training.  From 
statistical  information  received,  it  is  known  that  they  are  gen- 


8  BOARD   OF  EDUCATION. 

erally  successful  in  their  work.  They  are  noted  for  their  im- 
proved methods  of  teaching,  for  their  enthusiasm  in  the  prac- 
tice of  their  profession,  and  for  their  better  forms  of  school 
government.  In  their  teaching  they  generally  exhibit  those 
peculiar  excellences  which  would  be  expected  as  the  results  of 
professional  training. 

The  necessity  for  retrenchment  and  economy  has  been  ac- 
knowledged by  all  the  departments  of  public  service  as  well  as 
by  individuals  in  their  private  affairs.  The  Board  early  turned 
their  attention  to  this  necessity,  and  after  a  thorough  investiga- 
tion reported  as  large  a  reduction  of  appropriation  for  the  nor- 
mal schools  as  seemed  to  them  safe  to  be  made.  The  amount 
appropriated  by  the  Legislature  was  somewhat  less  than  that 
called  for,  and  yet  earnest  and  faithful  labor  has  prevented  the 
schools  from  suffering  so  great  a  loss  as  their  diminished  sup- 
port threatened  to  produce.  It  should  be  taken  for  granted, 
that,  while  Massachusetts  intends  to  exercise  all  proper  care  in 
the  expenditure  of  public  funds,  she  does  not  mean  to  treat 
such  vital  interests  as  those  pertaining  to  public  education  with 
excessive  economy. 

A  necessity  seems  to  exist  for  placing  the  pecuniary  support 
of  the  normal  schools  upon  a  more  assured  basis.  While  their 
number  and  size  have  increased,  that  portion  of  the  income  of 
the  school  fund  set  apart  for  their  support  has  diminished.  On 
account  of  this  fact,  and  because  of  the  uncertainties  of  annual 
legislation,  the  Board  are  often  obliged  to  withhold  from  the 
normal  schools  that  efficient  support  which  is  necessary  to  en- 
able them  to  produce  the  best  results.  In  view  of  this  fact, 
and  because  the  smaller  and  poorer  towns  of  the  Common- 
wealth are  required  to  bear  a  heavy  burden  in  the  support  of 
their  public  schools,  the  Board  would  repeat  its  recommenda- 
tion of  former  years,  as  a  measure  of  true  economy  and  true 
wisdom,  —  that  a  small  tax  be  levied  upon  the  property  of  the 
State,  to  be  used  for  general  educational  purposes  and  for  the 
relief  of  the  small  towns.  While  such  a  tax  would  impose  a 
burden  upon  the  State  too  light  to  be  felt,  it  would  furnish 
relief  and  add  efficiency  to  our  whole  educational  system. 

Supervision  of  the  Public  Schools. 

The  Board  would  again  call  the  attention  of  the  legislature 
to  the  necessity  of  providing  for  the  better  supervision  of  the 


REPORT   OF   THE  BOARD.  9 

public  schools.  While  any  thing  partaking  of  the  nature  of 
State  interference  with  the  prerogatives  of  town  authority  is  as 
foreign  to  the  will  of  the  Board  as  it  is  to  the  spirit  of  our  insti- 
tutions, yet  it  is  believed  that  a  system  of  superintendence  may 
be  devised,  by  which  the  towns  may  all  supply  themselves  with 
trained  agents  who,  acting  under  the  direction  of  the  school- 
committees,  shall  guide  the  schools  to  the  most  productive  re- 
salts.  It  has  been  said  by  those  whose  opportunities  for  form- 
ing just  conclusions  are  the  best,  that  the  inadequate  superin- 
tendence of  our  public  schools  is  a  most  serious  obstacle  to  their 
highest  success.  It  is  easy  to  find  for  this  a  sufficient  reason, 
not  in  personal  deficiencies,  but  in  the  want  of  those  external 
conditions  which  are  necessary  that  good  schools  may  exist,  and 
which  cannot  be  established  except  by  those  who  have  author- 
ity over  the  organization  and  general  management  of  the 
schools.  Superintendence  by  school-committees  is  sometimes 
unduly  affected  by  local  influences,  even  if  the  committees  are 
animated  by  a  good  spirit,  and  possess  good  qualifications  for 
their  office,  while  it  is  everywhere  difficult  to  find  persons  who 
are  able  and  willing  to  give  the  schools  the  time  and  attention 
their  great  importance  demands.  The  cities  and  large  towns 
are  already  provided  with  special  superintendence,  and  on  ac- 
count of  it  their  schools  are  the  best  in  the  State.  The  small 
towns  may  be  united  into  convenient  districts,  and  in  this  way 
provide  themselves  with  the  same  efficient  agency. 

The  Noemal  Art  School. 

The  Normal  Art  School  is  successfully  accomplishing  the 
purpose  for  which  it  was  established, — the  preparation  of 
teachers  of  art  in  the  public  schools.  The  results  of  their 
teaching  have  already  affected  the  industrial  interests  of  the 
State  by  adding  skill  to  labor,  and  by  correcting  and  culti- 
vating the  public  taste.  The  introduction  of  aesthetic  culture 
and  the  art  of  drawing  into  our  schools  will  soon  result  in  pro- 
ducing a  class  of  skilled  workmen  for  our  manufacturers,  and 
enable  them  to  compete  on  equal  terms  with  those  of  other 
lands ;  and  it  will  add  to  our  system  of  instruction  the  refine- 
ments of  culture  which  ennoble  the  intellect,  and  purify  the 
heart.  In  this  way  labor  will  be  dignified  and  made  productive, 
and  that  general  intelligence  will  be  cultivated,  upon  which  the 
morals  as  well  as  the  wealth  of  the  State  depend.     Since  the  es- 

2 


10  BOARD   OF   EDUCATION. 

tablishment  of  the  Normal  Art  School,  art-education  in  the  State 
has  received  a  stimulus,  and  some  skilled  designers  of  works  of 
art  have  already  been  produced.  This  result  has  already  done 
something  toward  changing  the  relations  that  our  manufactured 
products  hold  to  those  of  other  countries,  and  has  given  to 
our  manufacturers  advantages  they  have  not  before  possessed. 
When  we  consider  the  relation  the  art-school  holds  to  the  in- 
dustries of  the  State,  and  to  the  culture  of  the  public  taste  by 
the  introduction  of  trained  teachers  of  art  into  our  public 
schools ;  when  we  consider  the  effect  that  the  introduction  of 
the  art  element  into  our  common-school  instruction  will  have 
on  our  future  civilization,  —  the  economy  and  wisdom  of  giving 
this  institution  a  cordial  support  cannot  be  called  in  question. 

Edijcation  of  Deaf-Mutes. 

The  Board  has  given  especial  attention  during  the  past  two 
years  to  the  instruction  of  deaf-mutes.  The  school  authorities 
of  the  several  towns  and  cities  were  requested  to  give  informa- 
tion relative  to  any  children  of  school  age  belonging  to  this 
class  in  their  respective  jurisdictions ;  their  co-operation  was  de- 
sired to  provide  for  the  instruction  of  such  children ;  and,  with 
the  cordial  assistance  of  the  principals  of  the  several  schools, 
the  list  of  State  beneficiaries  has  been  considerably  enlarged. 
The  charge  for  the  maintenance  of  State  pupils  in  the  Clarke 
Institution  at  Northampton  has  been  reduced  from  two  hundred 
and  fifty  dollars  to  two  hundred  dollars  per  annum ;  and  the 
State  now  pays  the  American  Asylum  at  Hartford  one  hundred 
and  seventy-five  dollars  per  pupil,  and  the  Horace  Mann  School 
in  Boston  (for  instruction  only)  one  hundred  dollars  for  pupils 
who  reside  in  the  city,  and  one  hundred  and  five  dollars  for 
non-residents  of  Boston.  The  amount  of  the  annual  appropri- 
ations for  this  purpose  should  be  sufficient  to  furnish  equal 
facilities  to  all  who  are  in  need  of  such  aid.  In  view  of  the 
fact  that  the  appropriation  for  the  last  two  years  has  been 
insufficient,  and  the  probability  of  an  increase  rather  than  a 
decrease  of  the  number  of  beneficiaries,  a  larger  estimate  has 
been  made  for  the  coming  year. 

Teachers'  Institutes. 

The  Board  refer  with  great  pleasure  to  the  Teachers'  Insti- 
tutes which  have  been  held  during  the  year  under  the  direction 


REPORT   OF   THE   BOARD.  11 

of  its  secretary,  who,  with,  the  efficient  agents  of  the  Board,  has 
performed  in  them  a  great  amount  of  most  valuable  service. 
The  highest  success  and  the  most  gratifying  evidences  of  prac- 
tical results  have  attended  this  work.  Wherever  these  insti- 
tutes have  been  held,  they  have  received  a  most  cordial  welcome 
and  most  hospitable  entertainment.  The  day  sessions  for  in- 
struction in  methods  of  teaching,  and  the  evening  meetings  for 
lectures  on  general  educational  topics,  have  been  largely  at- 
tended by  teachers,  committee-men,  superintendents,  and  citi- 
zens. The  exercises  have  excited  a  great  interest  in  the  study 
of  the  true  philosophy  of  teaching ;  and  it  seems  that  no  means 
more  effective  can  be  employed  for  awakening  and  keeping 
alive  that  intelligent  regard  for  our  common  schools  which 
alone  can  preserve  them  from  decay,  or  push  them  on  to  more 
productive  results.  The  Board  believe  that  no  part  of  the 
appropriation  for  general  educational  purposes  is  yielding  a 
larger  percentage  of  good  results  than  that  which  is  expended 
in  support  of  the  Teachers'  Institutes. 

Vocal  Cultueb. 

As  closely  connected  with  the  educational  interests  intrusted 
to  the  Board,  it  may  be  well  to  refer  to  a  topic  suggested  by 
the  lamented  death  during  the  past  year  of  the  distinguished 
Dean  of  the  Boston  School  of  Oratory,  and  formerly  a  teacher 
in  the  State  Institutes.  We  believe  that  elocutionary  training, 
as  philosophically  interpreted  by  Professor  Monroe,  should  re- 
ceive the  approbation  of  all  friends  of  a  complete  education. 
There  is  an  idea  in  the  minds  of  many,  that  the  introduction 
of  the  dramatic  element  into  our  common-school  reading  should 
not  be  encouraged.  While  this  idea  is  entirely  sound,  still  it 
will  be  admitted  that  the  teachers  of  reading,  in  our  common 
schools  even,  should  give  careful  instruction  in  the  art  of 
expression,  by  which  the  full  sense  of  the  author  may  be  ap- 
propriately represented.  True  elocutionary  training  is  a  most 
efficient  means  of  producing  a  good  physical  development. 
Nervous  and  pulmonary  diseases  may  often  be  greatly  allevi- 
ated, if  not  permanently  cured,  by  those  physical  exercises 
which  skilful  teachers  have  contrived  for  cultivating  the  voice. 
The  Board  are  gratified  to  know  that  increased  attention  has 
been  given  to  this  department  of  culture  in  the  normal  schools 
under  their  care. 


12  BOARD   OF  EDUCATION. 

Oral  Teaching. 

There  is  now  an  increasing  tendency  to  teach  less  than  for- 
merly by  the  use  of  text-books,  and  more  by  the  oral  objective 
method.  This  tendency  is  manifestly  in  the  right  direction, 
and  yet  it  seems  desirable  that  a  proper  use  of  text-books 
should  not  be  abandoned.  Books,  in  connection  with  learning 
new  knowledge,  are  liable  to  misuse  :  they  may  dwarf  the  mind, 
and  prevent  its  best  action.  But  text-books  still  have  their 
place.  They  are  useful  in  preserving  in  a  permanent  form  the 
results  of  study,  and  they  may  call  the  mind  to  a  more  ex- 
tended investigation  of  those  topics  which  have  been  presented 
by  oral  teaching.  Books  are  a  hinderance  whenever  they  are 
used  as  a  substitute  for  objects  or  subjects  of  which  the  learner 
wishes  to  obtain  new  knowledge.  If  oral  teaching  is  to  prevail, 
a  high  order  of  well-trained  teachers  will  be  required  for  the 
schools.  The  change  from  the  old  method  of  teaching  to  the 
new  should  always  be  gradual,  that  teachers  may  not  produce 
waste  by  attempting  to  practise  an  art  they  do  not  fully  under- 
stand, or  with  whose  practical  application  they  cannot  at  once 
become  familiar. 

The  State  Library. 

The  office  of  assistant  librarian  and  clerk  of  the  Board  has 
been  fiUed  by  the  appointment  of  Mr.  C.  B.  Tillinghast,  who 
is  performing  his  new  duties  with  marked  ability  and  fidelity. 
During  the  year,  important  changes  have  been  made  in  the 
arrangement  of  the  books  of  the  Library,  and  valuable  additions 
have  been  made.  These  changes  and  additions  have  rendered 
the  Library  more  accessible  and  more  complete.  Our  State 
Library  already  holds  a  high  rank  among  institutions  of  its 
kind  in  the  country ;  and,  under  the  management  of  its  present 
acting  librarian  and  his  assistants,  the  State  may  be  assured 
that  it  wUl  not  lose  any  of  its  relative  excellence. 

Publication  of  the  School  Laws. 

In  1875  the  general  statutes  of  the  Commonwealth  relating  to 
the  public  schools,  together  with  decisions  of  the  courts  in  cases 
arising  under  the  statutes,  were  collected  and  arranged  in  a 
volume  by  Mr.  Secretary  White.  Since  that  time  some  old 
laws  have  been  repealed,  and  new  laws  have  been  enacted :  so 
that  there  is  now  great  need  of  a  new  edition  of  the  school  laws 


REPORT   OF   THE   BOARD.  13 

of  the  State,  and  the  Board  recommend  that  the  legislature 
make  a  small  appropriation  for  this  purpose. 

Moral  Instruction. 

The  schools  of  the  Commonwealth  were  organized  with  refer- 
ence to  moral  as  well  as  intellectual  instruction.  The  Consti- 
tution of  the  State,  —  written  nearly  one  hundred  years  ago,  — 
Chap.  V.  Sect.  2,  makes  it  the  duty  of  legislatures  and  magis- 
trates in  all  future  periods  of  the  Commonwealth,  to  counte- 
nance and  inculcate  the  principles  of  humanity  and  general 
benevolence,  public  and  private  charity,  industry  and  frugality, 
honesty  and  punctuality  in  their  dealings,  sincerity,  good  humor, 
and  all  social  affections  and  generous  sentiments,  among  the 
people.  The  law  of  1789  makes  it  the  duty  of  all  instructors 
of  youth  to  impress  on  the  minds  of  those  committed  to  their 
care  and  instruction  the  principles  of  piety  and  justice,  and  a 
sacred  regard  for  truth,  and  all  the  virtues  which  are  the  orna- 
ment of  human  society,  and  the  basis  upon  which  a  republican 
constitution  is  founded.  It  appears  evident  from  the  Constitu- 
tion and  the  laws  of  the  Commonwealth,  that  the  moral  element 
in  our  common-school  education  is  not  to  be  neglected.  Not 
only  must  the  teachers  be  able  to  furnish  to  the  committees 
who  select  them  satisfactory  evidence  of  possessing  in  them- 
selves that  perfect  moral  character  which  they  are  enjoined  to 
cultivate  in  their  pupils ;  but  they  are  to  make  the  principles  of 
morality  the  object  of  direct  teaching.  They  are  to  use  both 
example  and  precept  in  training  up  the  youth  committed  to 
their  care  to  a  virtuous  life.  Opportunities  for  moral  instruc- 
tion will  be  presented  in  connection  with  the  daily  lessons  of 
the  school,  with  the  administration  of  the  school  government, 
and  with  the  relations  the  pupils  hold  to  one  another.  The 
teacher  should  see  to  it  that  the  lessons  of  the  school  are  faith- 
fully learned  and  honestly  recited ;  that  a  keen  sense  of  justice, 
accompanied  with  an  intelligent  love,  moves  him  in  bestowing 
his  rewards  and  punishments ;  and  that  the  pupils  observe  the 
natural  rights  of  one  another,  and  treat  one  another  in  all 
respects  as  though  they  were  members  of  a  well-ordered 
family. 

While  care  should  be  exercised  on  the  part  of  the  teacher 
that  his  moral  teaching  does  not  interfere  with  private  opinion, 
he  should  study  to  make  the  daily  lessgns,  his  discipline,  and 


14  BOARD   OF   EDUCATION. 

the  social  relations  of  his  pupils,  occasions  for  earnest  teaching 
in  all  that  which  pertains  to  a  virtuous  life.  It  is  well  known 
that  the  teachers  of  the  State  hold  a  high  rank  in  moral  as 
well  as  in  intellectual  qualifications,  and  that  there  is  no  marked 
neglect  in  the  performance  of  their  moral  and  intellectual  duties  ; 
and  yet  there  is  a  feeling  in  the  minds  of  many,  that  the  moral 
instruction  given  is  not  in  all  cases  of  that  persistent  and  positive 
kind  which  leads  to  a  thorough  knowledge  of  moral  duties  and 
to  the  sure  formation  of  moral  character.  The  Board  would 
urge  upon  the  attention  of  the  teachers  of  the  Commonwealth 
the  conscientious  performance  of  their  duty  to  exercise  a  vigi- 
lant care  over  the  moral  nature  of  their  pupils,  that  they  may 
come  to  possess  all  those  virtues  which  our  Constitution  and 
laws  require  to  be  cultivated  and  encouraged,  and  which  are 
necessary  to  personal  happiness  and  to  the  perpetuity  of  repub- 
lican institutions. 

The  Educational  Policy  of  the  State. 

It  is  fixed  in  the  policy  of  our  Commonwealth,  that  the 
children  and  youth  within  her  borders  shall  never  be  suffered 
to  grow  up  in  ignorance.  Ample  provision  is  made  for  their 
instruction.  The  statutes  of  the  State  require  the  towns  to 
maintain  a  sufficient  number  of  schools  for  the  instruction  of 
all  the  children  who  may  legally  attend  upon  them.  The 
branches  of  learning  that  must  be  taught,  and  the  qualifications 
of  those  who  are  to  teach,  are  also  established  by  the  laws  of 
the  State.  The  State  requires  all  children  between  the  ages  of 
eight  and  fourteen  years  to  attend  the  public  schools  it  has 
established  at  least  twenty  weeks  every  year,  or  to  attend  some 
other  schools  approved  by  the  school-committees.  These  laws 
establishing  the  schools,  and  regulating  the  attendance  of  pupils, 
are  the  result  of  wisdom  and  experience.  General  intelligence 
is  necessary  to  the  existence  of  a  free  state ;  and,  unless  the 
children  of  the  State  grow  up  together  in  the  same  schools, 
they  will  not  be  likely  to  have  that  common  sympathy  which 
leads  a  people  to  labor  together  in  the  administration  of  a  free 
government,  and  to  support  those  institutions  which  are  to 
secure  for  the  people  a  common  freedom.  For  these  reasons 
the  State  holds  in  its  own  hands  the  power  to  determine  what 
must  be  the  character  and  extent  of  that  education  which  its 
own  safety  requires  all  its  children  to  possess.     "WhateVer  vari^ 


REPORT   OF   THE   BOARD.  15 

ations  may  be  admitted  in  the  details  of  the  policy  thus  estab- 
lished, the  great  principle  upon  which  it  rests  is  of  vital  impor- 
tance, and  can  never  be  abandoned.  Whatever  may  be  said  of 
other  institutions,  it  is  still  true  that  in  our  common  schools  are 
to  be  found  the  sources  of  those  influences  that  are  to  mould 
the  character  of  our  Commonwealth.  In  their  right  manage- 
ment, in  the  maintenance  in  them  of  high  moral  standards,  and 
in  their  preservation  from  all  political  and  sectarian  entangle- 
ments, lies  the  safety  of  the  Commonwealth  of  the  future. 

THOMAS  TALBOT,  ex  officio, 
JOHN  D.  LONG,  ex  officio, 
WILLIAM  RICE, 
GARDINER  G.  HUBBARD, 
ALONZO  A.  MINER, 
CHRISTOPHER  C.  HUSSEY, 
CHARLES  B.  RICE, 
ELIJAH  B.  STODDARD, 
HORATIO  G.  KNIGHT, 
ABBY  W.  MAY, 

Board  of  Education 

Boston,  Dec.  12, 1879. 


REPORTS    OF   VISITORS 


NORMAL     SCHOOLS. 


BKIDGEWATER. 


No  extended  remarks  are  required  in  introducing  the  annual 
report  of  the  Bridgewater  Normal  School.  The  well-directed 
zeal  of  its  principal,  seconded  by  the  harmonious  co-operation 
of  a  corps  of  efficient  assistants,  has  fully  maintained,  the  past 
year,  the  high  standard  of  excellence  which  has  been  a  marked 
feature  in  the  previous  history  of  this  school.  The  long  service 
of  the  principal  and  of  the  large  majority  of  the  assistant  teach- 
ers are  elements  which  have  strengthened  the  unity  of  purpose, 
and  perfected  the  systematic  methods  of  instruction,  found  in 
this  institution.  This  desirable  state  of  things  has  been  some- 
what disturbed,  the  last  year,  by  the  resignation  of  three  effi- 
cient teachers  who  have  left  the  school,  one  on  account  of 
insufficient  health,  the  other  two  for  more  remunerative  situa- 
tions. The  loss  caused  by  the  changes  was  deeply  felt.  Their 
places  are  filled  by  those  who  bring  to  their  new  field  of  labor 
good  ability  and  a  successful  experience. 

The  statistics  for  the  school  year  ending  July  1,  1879,  are  as 
follows :  — 


First  Term. 

Second  Term. 

Foe  the  Year. 

Terms  began  Sept.  3, 1878,  ahd 
Feb.  11,1879. 

i 

i 

1 

S 

a 
O 

i 

1 

g 

a 

a 

O 

.S 

^ 

3 

o 

Members 
Entering  classes  . 
Graduates    . 
Keceived  State  aid 

61 

21 

3 

11 

111 

44 
13 
12 

172 
65 
16 
23 

54 
3 
8 

16 

114 
25 
17 
12 

168 
28 
25 
28 

65 
24 
11 
16 

140 
69 
30 

18 

205 
93 
41 
34 

The  whole  mimber  of  admissions  to  the  school  has  been  2,591 :  gentle- 
men, 883;  ladies,  1,708. 

The  whole  number  of  graduates  has  been  1,572  :  gentlemen,  545  ;  ladies, 
1,027. 


20  BOARD   OF   EDUCATION. 

Of  the  number  belonging  to  the  school  for  the  year,  Plymouth  County 
sent  69  ;  Norfolk,  33;  Middlesex,  32  ;  Bristol,  24  ;  Barnstable,  9  ;  Essex, 
8  ;  Suffolk,  5  ;  Worcester,  4  ;  Berkshire,  1  ;  Franklin,  1  ;  the  State  of 
Maine,  9  ;  New  Hampshire,  4  ;  California,  Georgia,  Texas,  Wisconsin, 
London,  Eng.,  each  1.     Totals,  Massachusetts,  187  ;  other  States,  18. 

Average  age  of  those  admitted  during  the  year  is  19  years  2  months  :  of 
the  gentlemen,  20  years  6  months  ;  of  the  ladies,  18  years  9  months. 

Occupations  of  parents  :  Mechanics,  34  ;  farmers,  22  ;  traders,  9  ;  manu- 
facturers, 6  ;  agents,  5  ;  clergymen,  3  ;  laborers,  lawyers,  printers,  sea-cap- 
tains, each  2  ;  bank-cashier,  butcher,  dentist,  druggist,  liquor-dealer,  teacher, 
each  1.     Total,  93. 

Of  the  93  candidates  received,  there  came  from  high  schools,  65  ;  acade- 
mies and  private  schools,  16  ;  grammar  schools,  8  ;  district'  schools,  3  ; 
normal  school,  1. 

Of  the  graduates  for  the  year,  7  were  from  the  four-years'  course,  4  gen- 
tlemen, 3  ladies.  A  few  of  the  graduates  of  the  year  are  continuing  their 
studies.     Nearly  all  the  others  are  teaching,  and  in  Massachusetts. 

The  number  of  students  pursuing  the  four-years'  course  of  studies  dur- 
ing the  year  has  been  46  :  gentlemen,  29  ;  ladies,  17. 

Compared  with  those  of  the  preceding  year,  the  statistics 
show  an  increase  of  seventeen  in  the  number  of  different 
pupils ;  an  increase  of  nine  in  the  number  admitted  ;  an  in- 
crease of  twenty-seven  in  the  number  of  candidates  received 
from  high  schools;  the  same  average  age  in  those  admitted; 
the  same  number  of  graduates  from  each  course  of  studies, 
and  a  decrease  of  three  in  the  number  receiving  State  aid. 
Sixty-one  per  cent  of  the  whole  number  admitted  to  the  school 
during  the  year  graduated.  Thirty-four  per  cent  of  those  ad- 
mitted, and  thirty-five  per  cent  of  the  graduates,  were  males. 

Massachusetts  has  been  represented  during  the  year  from  ten 
counties.  Six  other  States  have  also  been  represented.  Five 
counties  —  Barnstable,  Plymouth,  Bristol,  Norfolk,  and  Middle- 
sex—  sent  a  hundred  and  sixty-seven  pupils;  twenty-two  more 
than  the  average  number  sent  from  these  counties  during  the 
preceding  five  years. 

The  number  sent  from  each  of  these  five  counties,  compared 
with  the  number  of  teachers  employed  in  the  schools  of  these 
counties  for  the  two  years  1873-74  and  1878-79,  is  as  follows :  — 

Barnstable,  1873-74,  1  for  each  13  ;  1878-79,  1  for  each  25. 
Plymouth,  1873-74,  1  for  each  9  ;  1878-79,  1  for  each  6. 
Bristol,  1873-74,  1  for  each  22  ;  1878-79,  1  for  each  25. 
Norfolk,  1873-74,  1  for  each  17;  1878-79,  1  for  each  16. 
Middlesex,  1878-74, 1  for  each  98  ;  1878-79,  1  for  each  42. 


REPORTS   OF   VISITORS.  21 

The  number  present  from  Barnstable  County  in  all  the 
normal  schools  of  the  State  for  the  last  five  years  respectively, 
was,  21, 19, 15, 15, 13 ;  showing  a  steady  decrease  in  the  number 
coming  from  this  county  to  the  normal  schools.  The  number 
from  Plymouth  County  attending  this  school  has  increased 
forty-one  per  cent  in  the  last  five  years. 

The  number  of  graduates  of  normal  schools  employed  in 
1877-78  was,  in  Barnstable  County,  one  for  each  nine  teachers 
employed ;  in  Plymouth,  one  for  each  five  ;  in  Bristol,  one  for 
each  seven;  in  Norfolk,  one  for  each  nine;  in  Middlesex,  one 
for  each  four  teachers. 

The  record  of  the  occupations  of  parents  shows  that  the 
majority  of  pupils  coming  to  the  normal  school  are  the  children 
of  mechanics  and  farmers,  and  a  personal  acquaintance  with 
these  pupils  reveals  the  fact  that  they  are  persons  of  moderate 
means  striving  to  prepare  themselves  to  be  better  teachers. 

More  than  two-thirds  of  those  admitted  the  past  year  came 
from  high  schools.  Their  minds  had  been  awakened  to  a  higher 
appreciation  of  the  value  of  life  and  its  opportunities  to  them- 
selves and  to  others,  and  they  had  a  strong  desire  to  qualify 
themselves  for  greater  usefuhiess. 

The  application,  earnestness  and  docility  of  the  pupils  de- 
serve hearty  commendation.  They  work  with  a  purpose  ;  they 
do  a  large  amount  of  good  work,  and  yet  there  are  some  serious 
obstacles  in  the  way  of  their  attaining  the  best  results. 

Some  are  too  young  to  receive  the  full  benefit  of  the  course 
of  training  in  the  school.  No  ingenuity  of  the  teacher  can 
bridge  the  gap  between  an  immature  and  a  mature  mind. 

Others  are  physically  unfit  to  do  the  ordinary  amount  of 
work  required  of  a  teacher.  Yet  their  friends,  knowing  that 
they  are  not  able  to  engage  in  other  employments,  think  they 
are  strong  enough  to  teach.  Some  fail  because  they  are  excess- 
ively anxious,  extremely  sensitive,  willing  to  overwork,  and 
unwilling  to  obey  the  laws  of  health. 

Another  obstacle  to  the  best  work  is  the  want  of  the  right 
kind  of  attainments  in  elementary  study.  Many  have  not  been 
trained  to  observe  closely,  to  think  for  themselves,  and  to  ex- 
press their  thoughts  in  direct  and  simple  statements.  They 
have  learned  the  words  of  the  book  for  recitation,  instead  of 
studying  first  for  ideas,  and  then  for  the  correct  expression  of 
them.    Many  even  of  the  best  graduates  of  ihe  high  schools  are 


22  BOARD  OP  EDUCATION. 

deficient  in  their  knowledge  of  the  common  branches.  Thej 
entered  the  high  school  at  too  early  an  age,  and  they  have  not 
studied  the  elementary  branches  since  they  left  the  grammar 
school.  The  examination  of  our  classes  shows  that  some  of  the 
essential  parts  of  arithmetic  and  the  principles  of  the  construc- 
tion of  the  English  sentence  are  not  taught  in  some  schools.  It 
seems  that  the  indiscriminate  condemnation  of  the  abuses  in 
the  study  of  these  branches  has  led  to  this  omission. 

Better  teachers  in  the  common  schools  will  secure  better 
elementary  training,  and  a  better  quality  of  professional  train- 
ing in  the  normal  schools  will  be  possible.  Teachers,  superin- 
tendents, and  school-committees  may  aid  in  securing  better 
teachers  by  encouraging  those  pupils  in  their  schools  who  show 
a  special  fitness  for  the  work,  to  enter  the  normal  school,  and 
prepare  for  teaching. 

The  Gkaduates. 

The  requirements  for  graduation  have  been  steadily  advanced 
to  meet  the  demand  for  higher  qualifications  in  teachers.  It  is 
a  very  gratifying  fact,  that  the  graduates  of  this  school  readily 
find  employment,  especially  those  who  have  had  some  experi- 
ence in  teaching  before  entering  the  school.  Graduates  with 
successful  experience  in  teaching  are  in  quick  demand;  more 
are  called  for  than  the  school  can  supply. 

The  Tbachees. 

Some  changes  have  occurred  in  the  corps  of  teachers.  In 
December,  Miss  Edith  Leonard  was  obliged  to  ask  leave  of 
absence  for  a  time  on  account  of  illness,  and  Miss  Elizabeth  H. 
Hutchinson,  a  recent  graduate  from  the  four-years'  course  in 
this  school,  has  taken  her  place.  In  April,  Mr.  Russell,  after 
nearly  eight  years  of  service,  was  induced  by  an  increase  of 
twenty-five  per  cent  in  salary  to  accept  the  principalship  of 
the  Oliver  Grammar  School  in  the  city  of  Lawrence.  Mr. 
Arthur  C.  Boyden,  a  graduate  of  this  school  and  of  Amherst 
College,  and  for  three  years  teacher  in  the  Chauncy  Hall 
School,  Boston,  was  appointed  to  fill  the  vacancy.  At  the 
close  of  the  school  year,  Miss  Armes,  who  had  been  a  teacher 
in  the  school  for  eight  years,  was  induced  by  a  larger  salary  to 
take  the  position  of  first  assistant  in  the  State  Normal  School 
at  Plymouth,  N.H. ;  and  Miss  Clara  C.  Prince,  a  graduate  from 


REPORTS   OF  VISITORS.  23 

the  four-years'  course  in  this  school,  and  for  three  years  mas- 
ter's assistant  in  the  grammar  school  at  Newton,  was  appointed 
her  successor. 

The  other  teachers  have  been  long  in  their  places,  and  each 
added  year  of  faithful  work  increases  the  value  of  their  ser- 
vices. All  the  teachers  are  fully  occupied,  and  another  teacher 
is  needed  to  make  a  proper  distribution  of  the  work  of  the 

school. 

The  Boarding-Hall 

has  been  fully  occupied,  and  in  successful  operation  during  the 
year.  Some  provision  must  be  made  for  a  different  disposition 
of  the  sewage  coming  from  the  hall. 

Repairs. 

The  appropriation  of  five  hundred  dollars  made  by  the  last 
legislature  for  new  blackboards  in  the  school  building  was  ex- 
pended for  this  purpose  during  the  summer  vacation.  New 
boards  were  made  in  the  ten  class-rooms,  and  in  the  main  school- 
room. Wire  lathing  was  stretched  upon  furring  nailed  to  the 
surface  of  the  old  boards ;  the  walls  were  then  plastered,  and 
finished  in  a  hard,  smooth  surface,  to  which  liquid  slating  was 
applied  by  Mr.  J.  A.  Swasey  of  Boston.  The  school  is  now 
provided  with  excellent  blackboard  surface  in  all  its  rooms. 

A  portion  of  the  ceiling  on  the  second  floor  of  the  building 
fell,  which  made  it  necessary  to  make  a  new  ceiling  in  two 
rooms.  It  was  found  necessary  to  make  some  repairs  upon  the 
roof  of  the  building.  The  cost  of  these  repairs  was  one  hun- 
dred and  thirty  dollars,  for  the  payment  of  which  no  provision 
has  been  made. 

C.  C.  HUSSEY,   Visitor, 


FRAMINGHAM. 


The  writer,  having  been  appointed  visitor  to  the  school  in 
Framingham  only  in  October  of  this  year,  has  had  too  short 
an  acquaintance  with  the  school  to  do  justice  to  it  from  obser- 
vation. But  those  who  have  known  it  long  testify  to  its 
present  good  condition,  even  as  compared  with  its  former 
excellent  record.  This  testimony  is  confirmed  b}'  the  impres- 
sions made  upon  a  new  visitor.  The  spirit  of  the  school  is 
certainly  of  the  Yerj  best.  The  stranger  feels,  on  entering  the 
building,  that  he  comes  into  a  home ;  and,  the  more  he  sees  of 
the  relations  between  teachers  and  scholars,  the  more  is  he 
assured  of  the  cordiality,  tlie  harmon}^,  and  the  earnestness  of 
purpose,  that  characterize  tlie  family.  It  is  safe  to  say  that  the 
teachers  are  keeping  a  high  standard  in  view,  and  that  the 
scholars  are  doing  their  part  to  maintain  it. 

There  has  been  no  change  in  the  corps  of  teachers  during 
the  year,  except  in  the  Model  School,  where  Miss  Mary  E. 
Brown  has  taken  the  place  of  assistant,  left  vacant  by  Miss 
Lucy  Deliver.  Miss  Pratt,  who  graduated  from  the  advanced 
course  in  June,  is  instructing  one  class  without  compensation, 
while  she  continues  her  own  study  of  physics.  She  proves  to 
be  an  excellent  teacher,  and  wholly  worthy  of  a  good  perma- 
nent position  whenever  one  can  be  given  to  her. 

The  Model  School,  which  three  years  ago  was  hardly  more 
than  a  name,  is  now  overflowing,  and  is  doing  excellent  work 
both  for  its  own  pupils  and  for  the  normal  scholars.  The 
devotion  and  efficiency  of  Miss  Williams  and  Miss  Barber  are 
beyond  all  praise.  This  school  has  a  considerable  and  an  in- 
creasing number  of  pupils  from  neighboring  towns,  who  are 
attracted  by  its  superior  advantages.  The  rooms  given  up  to 
it  are  crowded  and  inconvenient,  and,  besides,  are  much  needed 
by  the  Normal  School.  There  is  great  need  of  a  model  school- 
house. 

The  Normal  School  is  small,  owing  partly  to  the  fact  that 


REPORTS   OF  VISITORS.  25 

an  experiment  tried  two  years  ago,  by  wish  of  the  Board,  inter- 
fered with  the  entering  of  scholars  for  the  mid-year  term. 
This  deprives  the  school,  for  this  terra,  of  a  senior  class.  The 
last  two  graduating  classes  were  among  the  best  ever  sent  out. 

Of  those  who  graduated  in  February,  all  but  one  are  teach- 
ing.    That  one  is  taking  the  advanced  course. 

Of  the  June  class,  twelve  are  teaching;  five  are  in  the 
advanced  class ;  one  is  ill ;  one  travelling,  but  intending  to 
teach  next  year ;  the  remaining  seven  are  waiting  for  positions. 

So  far  as  heard  from,  those  who  are  teaching  are  successful 
in  their  work,  some  in  a  marked  degree. 

Says  the  principal,  to  whom  I  am  indebted  for  all  the  facts 
given,  and  from  whose  own  words  I  have  borrowed  largel}'' : 
"  The  scholars  now  in  school  are  in  docility  and  earnestness  all 
that  can  be  desired.  In  preparation  they  are  ver}^  deficient,  as 
is  always  the  case.  How  to  remedy  this  difficulty  in  the  nor- 
mal school,  is  a  serious  problem."  Unhappily,  it  is  not  the 
normal  schools  alone  that  suffer  in  this  way.  All  institutions 
for  higher  education  have  a  similar  experience.  It  is  an  in- 
disputable fact,  that  the  educational  foundations  are  not  well 
laid  in  the  primary  and  grammar  schools.  And  our  scholars 
lose  much  time,  all  through  the  course,  but  especially  in  the 
early  part  of  it,  in  reviewing  and  strengthening  poor  and 
weak  foundations;  worse  than  that,  in  undoing  and  striving 
to  re-lay,  at  a  disadvantage,  those  that  are  positively  bad.  The 
interest  now  felt  in  remodelling  and  improving  primary  in- 
struction is  a  step  in  the  direction  of  sending  to  our  normal 
schools  pupils  ready  for  professional  training,  who  will  lose 
no  time  in  elementary  work.  The  teachers  whom  the  State 
is  training  in  its  normal  schools  are  perhaps  the  best  contri- 
bution that  can  be  made  towards  this  much-needed  primary 
reform.  They  can  hardly  fail,  in  their  teaching,  to  improve 
upon  their  own  early  instruction;  their  disadvantages  serving 
to  make  them  only  the  more  eager  to  give  to  others  the  good 
foundation  which  they  have  lacked. 

The  class  admitted  in  September  last  illustrates  this  defect  of 
preparation.  Of  47  examined,  but  33  were  admitted;  that 
number  has  since  been  reduced  to  28,  and  of  these  several 
are  not  wholly  qualified  for  the  school.  Their  average  age  is 
18.2  years,  only  four  being  under  17 ;  22_  have  attended  high 
schools,  and  15  are  graduates  of  them.  ^ 

4 


26  BOARD   OF  EDUCATION. 

During  the  year,  60  volumes  have  been  added  to  the  library, 
from  the  Todd  fund.  The  February  class  presented  several 
volumes.  The  June  class  gave  to  the  school  a  fine  photograph 
of  the  Roman  Forum.  Mrs.  Emory  Washburne  and  Mrs.  D.  H. 
Mason  have  presented  excellent  photographs  of  their  husbands. 
There  have  been  no  important  additions  to  apparatus  or  cabi- 
nets. 

Lectures  were  given  during  the  year  by  Professor  W.  P. 
Atkinson,  Rev.  A.  D.  Mayo,  and  Messrs.  A.  Bronson  Alcott  and 
Bernard  Bigsby. 

The  boarding-house  is  well  managed ;  and  the  buildings  and 
grounds  are  in  better  condition  than  ever  before.  Such,  I  be- 
lieve, is  substantially  the  record  of  this  school  for  the  year,  to 
which  the  following  statistics  may  be  added:  — 

The  whole  number  of  pupils  for  the  year  ending  June  25,  1879,  was  105. 

From  Massachusetts :  — 

Worcester  County 34 

Norfolk  County 10 

Bristol  County 2 

Middlesex  County 37 

Franklin  County     .........       1 

Barnstable  County 1 

Plymouth  County 1 

Hampden  County   .........       2 

From  New  Hampshire 12 

Maine 1 

Pennsylvania  ..........       1 

Canada  West 1 

New  York 1 

Vermont         ..........       1 

—  105 
Occupation  of  parents:  Clergymen,  5;   lawyers,  2;   insurance-agents,  2; 

inventor,    1;   merchants,    10;    sea-captain,   1;  teacher,  1;  civil  engineer,  1; 

mechanics,  18;  shoemakers,  13;  manufacturers,  5;  hotel-keeper,  1;  farm.ers, 

36;  cashiers,  3;  laborers,  2;  clerks,  3;  book-agent,  1.     Total,  105. 
Number  of  graduates:  February,  11;  June,  26.     Total,  37. 

The  appropriation  for  the  year  was  inadequate  to  the  actual 
needs  of  the  school,  and  there  will  be  a  small  deficiency. 
There  are  now  certain  unusual  needs  so  imperative  that  those 
who  are  interested  in  the  school  feel  that  they  must  not  longer 
be  set  aside.  Among  these  are  a  new  radiator,  a  new  water- 
tank,  or  extensive  repairs  on  the  one  now  in  use,  and  a  new 
foundation  for  the  windmill;  and,  of  greater  importance  than 


REPORTS   OF  VISITORS.  27 

all  else,  some  fundamental  changes  and  improvements  in  the 
system  of  drainage.  This  is  now  exceedingly  defective,  and 
threatens  serious  trouble  in  the  future,  if  not  very  soon  reme- 
died. It  is  to  be  hoped  that  the  incoming  legislature  will  give 
us  the  power  to  do  this  properly.  A  State  school  should  cer- 
tainly be  above  reproach  in  a  matter  so  fundamental  as  this. 

The  conditions  for  an  admirable  school  certainly  exist  at 
Framingham,  if  only  a  wise  liberality  shall  furnish  money 
enough  to  sustain  it. 

ABBY   W.  MAX,   Visitor.. 


SALEM. 


This  school  continues  under  the  care  of  the  same  principal, 
and  with  substantially  the  same  corps  of  teachers,  as  in  former 
years.  It  is  not  needful  that  much  should  be  said  of  it.  It 
has  an  established  reputation  for  even  and  thorough  work.  It 
is  always  full.  It  is  well  thought  of  by  the  people  of  the  sur- 
rounding community.  Its  graduates  are  always  in  demand  as 
teachers,  near  at  hand  and  afar  off;  and  in  a  very  large  ma- 
jority of  cases  they  do  not  fail  to  justify  the  expectations  that 
have  been  formed  concerning  them.  The  school  is  not  resting 
upon  its  reputation  already  gained,  but  upon  what  it  does, 
and  may  do  ;  and  there  is  a  manifest  desire  and  purpose  to 
improve  upon  the  past,  so  far  as  may  be,  and  a  disposition  to 
make  trial  of  such  new  methods  as  give  promise  of  good. 

The  exhibitions  of  work  in  teaching  by  young  ladies  of  the 
school,  and  witli  classes  of  pupils  brought  together  but  not 
previously  trained  for  the  purpose,  have  always  added  great 
interest  to  the  concluding  exercises  of  the  term.  Some  of 
these  performances  have  shown  skill  of  an  order  not  easy  to 
be  surpassed,  as  we  believe,  anywhere  ;  and  they  have  received 
the  highest  commendations  from  those  well  qualified,  to  give 
judgment  upon  them. 

The  Board  has  had  repeatedly  under  consideration  the  ques- 
tion of  raising  the  present  standard  of  admission  to  our  normal 
schools,  with  some  corresponding  modification  of  the  course  of 
study  to  be  followed  in  them.  If  any  experiments  in  that 
direction  should  be  resolved  on,  the  Salem  school,  by  reason  of 
the  large  number  always  applying  for  admission,  might  perhaps 
properly  be  selected  for  that  purpose.  It  is  by  no  means  clear, 
however,  that  any  radical  change  of  this  sort  is  to  be  desired. 

The  statistics  of  the  school  for  the  year  ending  July  1,  1879, 
are  as  follows  :  — 

1.  The  whole  number  of  pupils  belonging  to  the  school  dur- 
ing the  year  was  271. 


REPORTS   OF   VISITORS.  29 

Of  this  number,  Essex  County  sent  178;  Middlesex,  47; 
Suffolk,  10 ;  Bristol,  3 ;  Norfolk,  3 ;  Barnstable,  1 ;  Franklin, 
1 ;  Plymouth,  1 ;  and  Worcester,  1.  The  State  of  Maine  sent 
9 ;  New  Hampshire,  13  ;  Vermont,  2  ;  Iowa,  1 ;  Ontario  sent  1. 

The  number  present  during  the  term  which  closed  Jan.  14, 
1879,  was  232;  during  the  term  which  closed  June  24,  1879, 
221. 

The  whole  number  of  pupils  that  have  been  members  of  the 
school  since  its  opening,  in  September,  1854,  is  2,324. 

2.  The  number  graduated  Jan.  14,  1879,  from  the  regular 
course,  was  22;  the  number  graduated  June  24,  1879,  from  the 
regular  course,  was  30,  and,  from  the  advanced  course,  9. 

The  whole  number  of  graduates  of  the  school  (48  classes)  is 
1,100. 

3.  The  number  that  entered  the  school  Aug.  27,  1878,  was 
74 ;  the  number  that  entered  Feb.  4,  1879,  was  35. 

4.  The  average  age  of  the  class  admitted  Aug.  27,  1878,  was 
18.17  years ;  of  the  class  admitted  Feb.  4, 1879,  17.77  years. 

5.  The  fathers  of  the  pupils  admitted  during  the  year  are, 
by  occupation,  as  follows  :  — 

Mechanics .         .         .         .         .         .         .         ,         .         .  39  • 

Traders 26 

Farmers 12 

Agents  and  clerks 5 

Shoe-manufacturers 2 

Miscellaneous     .........  25 

6.  The  number  that  received  State  aid  during  the  term  end- 
ing Jan.  14,  1879,  was  26 ;  during  the  term  ending  June  24, 
1879,  36. 

The  whole  number  of  different  pupils  that  received  State 
aid  during  the  year  was  50. 

7.  The  number  that  received  aid  from  the  Bowditch  Fund 
during  the  first  term  was  30 ;  during  the  last  term,  24. 

The  number  of  different  pupils  thus  aided  during  the  year 
was  38. 

8.  Of  the  class  admitted  in  August,  1878,  9  had,  taught 
school ;  of  the  class  admitted  in  February,  1879,  2  had  taught ; 
total,  11. 

9.  The  number  of  pupils  connected  with  each  of  the  classes 
during  the  first  term  of  the  year  was  as  follows;  Special,  5; 
advanced  class,  22  ;  class  A  (senior),  33 ;  class  B,  42  ;  class  C  . 
48 ;  class  D,  82. 


30  BOARD   OF  EDUCATION. 

Number  during  the  second  term :  Special,  7 ;  advanced  class, 
19;  class  A,  40 ;  class  B,  45  ;  class  C,  63 ;  class  D,  47. 

10.  Of  the  109  pupils  admitted  during  the  year,  Salem  sent 
17 ;  Gloucester,  12 ;  Peabody,  9 ;  Lowell,  8 ;  Newburyport,  7  ; 
Melrose,  4;  Boston,  Hamilton,  and  Wakefield,  3  each;  Dan- 
vers,  Essex,  Lynn,  Middleton,  Reading,  Somerville,  Wenham, 
and  Winthrop,  2  each  ;  Barnstable,  Chelsea,  Cohasset,  Dedham, 
Dracut,  Fall  River,  Grafton,  Ipswich,  Lawrence,  Manchester, 
North  Reading,  Pepperell,  Plymouth,  Saugus,  Shelburne,  and 
Walpole,  1  each.  The  State  of  Maine  sent  4 ;  New  Hampshire, 
6 ;  and  Vermont,  1. 

11.  During  the  year,  eleven  books  were  added  to  the  general 
library  by  purchase. 

The  text-book  library  was  increased  by  the  purchase  of  a 
hundred  and  eighty-nine  volumes. 

12.  The  school  was  favored  during  the  year  with  instructive 
lectures  by  Professor  "W.  I.  Marshall,  on  "  The  Yellowstone 
Region ;  "  Professor  L  J.  Osbun,  on  "  The  Electric  Light ; " 
Professor  E.  C.  Krauss,  on  "  Heine ; "  and  Professor  Bernard 
Bigsby,  on  "  The  Public  Schools  of  England." 

During  the  year,  a  fine  telescope,  manufactured  by  Alvan 
Clark  &  Sons,  has  been  obtained  for  the  school,  having  been 
purchased,  at  the  cost  of  three  hundred  and  twenty-five  dollars, 
with  money  voluntarily  contributed  by  several  classes  of  the 
graduates.  The  interest  of  the  pupils  in  the  study  of  the 
heavens  has  been  largely  increased  by  the  use  of  this  instru- 
ment. 

The  woodwork  upon  the  exterior  of  the  building  has  been 
painted  during  the  year ;  and  other  repairs  have  been  made  as 
they  were  needed.  One  thing  only  is  required  to  make  the 
appointments  of  the  school,  as  to  its  building,  all  that  might 
fairly  be  desired.  The  heating-apparatus  is  inadequate,  and 
ought  to  be  replaced  on  a  different  plan.  This  matter,  though 
repeatedly  mentioned  in  former  reports,  has  not  been  pressed, 
from  an  unwillingness  we  have  felt,  during  the  severity  of  the 
times,  to  call  for  any  appropriation  that  could  possibly  be  dis- 
pensed with.  But  we  shall  be  glad  if  now  the  legislature 
may  see  fit  to  make  the  provision  needed  for  this  purpose. 

CHAS.   B.   RICE,  j 
.  C.   C.  HUSSEY,    t  ^*^*^^'*«' 


WESTFIELD. 


The  past  year  of  this  school  has  been  one  of  unabated 
activity  and  progress. 

One  change  has  taken  place  in  the  corps  of  able  and  efiScient 
teachers,  Miss  N.  A.  Stone  resigning  at  the  close  of  the  summer 
term,  after  five  years  of  conscientious  service,  in  which  she  won 
a  lasting  place  in  the  hearts  of  all  who  knew  her.  To  fill  her 
place,  we  were  so  fortunate  as  to  secure  the  services  of  Miss 
Sara  Kneil  of  Westfield,  a  graduate  of  the  school  twelve  years 
ago.  To  high  natural  endowments.  Miss  Kneil  has  added  a 
generous  culture ;  and  bringing  to  her  work  in  the  normal 
school,  as  she  does,  the  fruits  of  rare  success  in  public-school 
work,  she  seems  eminently  qualified  to  assist  in  training  those 
to  whom  the  Commonwealth  looks  for  improved  methods  of 
teaching,  and  better  results  in  its  common  schools. 

It  would  not  be  easy  to  overstate  the  industry  and  devotion 
of  the  pupils  in  this  school.  Grateful  to  the  Commonwealth  for 
the  provision  she  has  made  for  them,  they  "  covet  earnestly  the 
best  gifts,"  for  her  sake  as  well  as  for  their  own.  Although  the 
expenses  of  the  ordinary  course  are  met  by  most  of  the  pupils 
with  great  difficulty,  half  of  the  pupils  are  taking  studies  in 
addition  to  this  course.  About  one-sixth  of  the  present  mem- 
bers of  the  school  are  in  the  four-years  course.  Two-thirds  of 
the  present  senior  class  will  return  to  pursue  their  studies  at 
least  one  additional  term. 

Great  attention  has  been  given  the  past  year  to  methods 
of  teaching,  and  to  practice  in  teaching  the  common  English 
branches.  At  the  present  time,  the  members  of  the  senior  class 
are  in  charge  of  regular  classes  in  four  grades  of  the  School  of 
Observation.  This  practice  is  supplementary  to  the  work  of 
instructing  classes  of  children  in  subjects  chosen  for  illustra- 
tion, and  to  daily  observation  of  the  work  of  the  best  teachers 
in  our  public  schools.         -        - 


32  BOARD   OF  EDUCATION. 

In  reference  to  the  work  of  the  graduates,  we  present  the 
following  letter  from  the  principal  of  the  school :  — 

Westfield,  Nov.  17, 1879. 
Eev.  William  Rice,  D.D. 

Dear  Sir,  —  In  response  to  your  inquiry  concerning  the  work  of  our  last 

year's  graduates,  I  would  respectfully  submit  the  following  statement  :   Most 

of  those  who  graduated  in  June,  1879,  have  since  been  engaged  in  teaching; 

but,  as  some  have  not  finished  their  terms,  it  is  too  early  to  make  satisfactory 

report  of  their  work.     This  statement  therefore  presents  the  work  of  the 

classes  graduating  in  June,  1878,  and  January,  1879. 

Number  graduating  in  June,  1878 30 

Number  graduating  in  January,  1879 12 

Total 42 

Of  this  number  thirty-six  have  taught  since  leaving  the  normal  school, 
all  save  three  in  Massachusetts.  Of  these  three,  one  has  labored  as  mission- 
ary in  Assam,  one  has  taught  in  New  Hampshire,  and  one  in  Vermont. 
For  their  work  they  have  received  sums  varying  from  five  to  twelve  and  a 
half  dollars  per  week.  They  have  generally  had  good  success  in  governing 
as  weU  as  in  teaching.  One  is  reported  as  failing  through  lack  of  physical 
vigor.  Two  did  not  govern  their  fii'st  schools  satisfactorily,  but  have  since 
held  important  positions  for  successive  terms,  and  now  seem  to  find  no  diffi- 
culty in  controlling  their  schools. 

The  following  are  samples  of  many  commendations  received  from  super- 
intendents and  committees:  "  The  Westfield  graduates  have  given  us  the 
best  schools  we  have  ever  had;  "  "  I  never  saw  a  young  teacher  take  hold  so 
much  like  a  veteran;"  "I  like  them  and  their  work  very  much ;  "  "Just 
such  teachers  as  we  like  to  employ; "  "  She  is  doing  well:  we  shall  promote 
her  to  the  grammar  school." 

The  best  evidence  of  the  esteem  in  which  the  work  of  our  graduates  is 
held,  is  found  in  the  fact  that  the  demand  for  them  is  now  greater  than  we 
can  supply,  and  is  rapidly  increasing. 

Very  respectfully  yours, 

J.  G.  SCOTT. 

Considerable  additions  have  been  made  to  the  text-book  and 
reference  libraries. 

Valuable  contributions  have  been  made  to  the  collections  in 
natural  history,  by  several  members  of  the  school,  and  by  J.  S. 
Diller  of  Cambridge,  a  former  teacher  of  the  school. 

In  addition  to  the  instructions  of  the  regular  teachers,  the 
school  has  been  favored  with  valuable  lessons  by  Messrs.  Hub- 
bard and  Walton,  agents  of  the  Board,  and  with  excellent  and 
able  addresses  and  lectures  by  Rev.  B.  G.  Northrop,  Superinten- 
dent of  Public  Schools  in  Connecticut,  Rev.  J.  L.  Jenkins  of 
Pittsfield,  and  Professors  C.  T.  Winchester  and  W.  N.  Rice  of 


REPORTS   OF  VISITORS.  33 

the  Wesleyan  University.  The  secretary  of  the  Board,  whose 
visits  are  always  welcome,  has  also  given  to  the  pupils  valuable 
instruction  and  wise  counsel.     .  « 

The  statistics  of  the  school  for  the  year  ending  June  26, 
1879,  are  as  follows  :  — 

Members. 

Ladies 117 

Gentlemen 16 

Total -133 

Of  this  number,  Hampden  County  sent  66  ;  Hampshire,  11 ;  Berkshire, 
9  ;  Franklin,  9  ;  Worcester,  7  ;  Essex,  4  ;  Middlesex,  1  ;  Barnstable,  1  ; 
Connecticut,  12  ;  New  Hampshire,  4  ;  Vermont,  2  ;  New  York,  2;  Ohio,  2  ; 
New  Jersey,  1  ;  Iowa,  1;  Indiana,  1.     Total,  133. 

Graduates. 
January,  1879  : 

Ladies 12 

Gentlemen       ..........  0 

Total —  12 

June,  1879  : 

Ladies 20 

Gentlemen       - 2 

Total .        .  —  22 

Whole  number  : 

Ladies     ...        . 32 

Gentlmen        .        .    •     .         .        .        .        .        .        .        .2 

Total —  34 

Entering  Class. 
Aug.  29,  1878: 

Ladies 44 

Gentlemen 2 

Total    .        .        .        .     '   .        .         .        .        .        .  —  46 

.  Feb.  5,  1879  : 

Ladies 13 

Gentlemen 3 

Total .        .  —  16 

Whole  number  : 

Ladies 57     . 

Gentlemen .        .5 

Total    .  ■ .        .        .        .  —  62 

Average  age  : 

Ladies .18  years  3  mos. 

Gentlemen 21      "  8   " 

General  average    .        .        .        .        .        .     18      "  5   " 

Occupation  of  parents  :  Mechanics,  19  ;  farmers,  13  ;  merchants,  10  ;  pro- 
fessional men,  7  ;  manufacturers,  5  ;  agents,  3  ;  miscellaneous,  5.     Total,  62. 
5 


34  BOARD   OF   EDUCATION. 

Recipients  of  State  Aid. 
Fall  and  winter  term,  1878-79  : 

Ladies     .         .         .  ^     . 17 

Gentlemen       .         .         .         .         .         .         .         .         .         .1 

Total —  18 

Spring  and  summer  term,  1879  : 

Ladies     ...........  19 

Gentlemen       ..........       4 

Total —  23 

WILLIAM   RICE, 
HORATIO   G.   KNIGHT, 

Visitors. 


WORCESTEE. 


The  visitors  of  this  school  are  gratified  to  report  that  it  is 
doing  its  proper  work  with  faithfulness,  energy,  and  skill.  This 
is  apparent  upon  inspection  of  the  school,  is  the  testimony  of 
those  best  acquainted  with  its  aims  and  its  management,  and 
appears  unmistakably  from  the  growing  demand  for  its  gradu- 
ates as  teachers. 

The  school  was  established  and  is  maintained  for  the  sole 
purpose  of  furnishing  our  public  schools  with  well-qualified 
and  acceptable  teachers. 

The  following  facts  will  perhaps  best  answer  the  questions 
whether  it  does  this  work  :  — 

First,  Its  graduates,  without  exception,  are  disposed  to  engage 
in  teaching,  and  they  readily  find  employment :  ninety-eight 
per  cent  of  them  become  teachers,  and  more  than  ninety-five 
per  cent  teach  in  the  public  schools  of  Massachusetts. 

Second,  Their  success  is  such  that  more  than  ninety-five  per 
cent  of  them  are  immediately  re-engaged  by  the  school-com- 
mittees that  first  employed  them,  and  more  than  half  at  in- 
creased salaries,  while  it  is  to  be  added  that  the  present  supply 
of  graduates  is  not  equal  to  the  definite  and  expressed  demand 
for  them. 

Third,  The  school  is  steadily  growing  in  numbers,  and  there 
is  marked  improvement  in  previous  preparation  shown  by  those 
who  apply  for  admission.  Of  the  last  entering  class,  fifty-five 
per  cent  were  graduates  of  high  schools. 

These  facts  are  substantial  evidence  of  success.'  They  are 
the  results  that  a  normal  school  is  intended  to  accomplish,  and 
they  constitute,  it  is  believed,  proper  grounds  for  an  appeal  to 
the  people  of  our  Commonwealth  to  approve  and  sustain  this 
school,  and  to  give  it  the  means  of  carrying  on  and  enlarging 
the  good  work  it  has  thus  proved  itself  capable  of  doing. 

The  teachers  remain  the  same  as  heretofore  reported.  They 
are  all  persons  of  maturity  and  ability,  devoted  to  the  interests 


36  BOARD   OF  EDUCATION. 

of  the  school,  and  working  together  in  a  praiseworthy  spirit  of 
harmony.  An  additional  teacher  will  be  required  when  the 
February  class  is  admitted. 

The  usual  annual  statistics  are  as  follows :  — 

Whole  number  of  pupils  during  the  year 167 

Ladies 161 

Gentlemen  .        .        .        .        .        .         .         .        .        .        .6 

Number  in  entering  classes : 

February  . 24 

September .45 

.      Total  .        .        . —69 

From  Franklin  County 2 

From  Middlesex  County .  3 

From  Nantucket  County 1 

From  Worcester  County    .........  60 

From  New  Hampshire 2 

From  Missouri 1 

Average  age  of  those  admitted    .        .        .        .        .        .18  years  8  mos. 

Occupation  of  parents  :  Armorer,  1 ;  banker,  1 ;  boarding-house  keeper, 
1  ;  bookkeeper,  1  ;  clergymen,  3  ;  engineer,  1 ;  expressman,  1  ;  farmers,  17 
hackman,  1  ;  housekeeper,  1  ;  laborer,  1  ;  librarian,  1  ;  manufacturers,  4 
mechanics,  20  ;  no   occupation,  2  ;   nurse,  1  ;  overseers,  2  ;   physician,   1 
policeman,  1  ;  road-contractor,  1  ;  stable-keeper,  1  ;  teacher,  1;  traders,  5. 

Number  in  graduating  classes  : 

January  (all  females) 12 

July  : 

Ladies 2 

Gentlemen 12 

Total  • —  26 

Number  who  received  State  aid  (all  ladies) 23 

Additions  to  library  : 

Text-books 53  vols. 

Reference-books 182  vols. 

235  vols. 

Whole  number  of  volumes  now  belonging  to  the  school    .        .         .    3,968. 

E.   B.  STODDARD, 
WILLIAM   RICE, 

Visitors. 


SIXTH    ANNUAL    REPORT 


THE  BOAED  OF  VISITORS 


MASSACHUSETTS  NORMAL  ART  SCHOOL. 


18  80. 


MASSACHUSETTS  NORMAL  ART-SCHOOL, 

BOSTON. 


In  submitting  the  sixth  annual  report  of  the  Normal  Art 
School,  covering  the  year  ending  June  30,  1879,  the  visitors 
desire  to  express  their  increasing  satisfaction  with  it,  in  all  re- 
spects depending  exclusively  upon  the  teachers  and  pupils  there- 
with connected.  The  four  classes,  A,  B,  C,  and  D,  have  now 
been  in  operation  for  three  full  years,  exhibiting  more  com- 
pletely than  before  the  entire  curriculum  of  the  school,  and 
greatly  improving  the  general  quality  of  the  work  therein 
accomplished.  Every  passing  year  adds  to  the  thoroughness 
and  compactness  of  its  organization  and  to  the  efficiency  of  the 
labors  of  its  skilful  and  faithful  corps  of  teachers,  led  by  the 
distinguished  director  whose  marked  ability  has  already  been 
so  fully  recognized. 

While  your  visitors  are  gratified  with  the  growing  favor 
which  the  school  receives  from  all  classes  in  the  community, 
and  with  the  hopes  cherished  on  account  of  its  influence  for 
our  industrial  interests  far  beyond  the  limits  of  our  Common- 
wealth, they  are  compelled  to  confess  no  slight  embarrassment 
from  the  meagreness  of  the  appropriation  in  its  support.  It 
will  be  remembered  by  the  Board,  that  before  submitting  its 
estimates,  in  making  up  the  educational  budget  of  a  year  ago, 
the  pruning-knife  was  applied  to  the  expenses  at  every  point 
deemed  practicable,  in  order  to  show  sympathy,  so  far  as  it 
could  be  wisely  done,  with  the  popular  demand  for  public 
economy.  Notwithstanding  this  fact,  the  appropriation  was 
reduced  below  the  estimate,  and  to  such  an  extent  that  various 
changes  were  made  necessary,  including  the  dropping  altogether 
from  the  corps  of  instructors  one  of  the  very  best  on  the  list. 
Substituting  cheaper  and  inexperienced,  though  faithful  and 
promising  teachers,  has  left  the  school  still  in  some  measure 


40  BOARD   OF   EDUCATION. 

embarrassed  as  to  resources,  with  reduced  efficiency  so  far  as 
these  particulars  are  concerned. 

It  is  unnecessary,  perhaps,  to  enter  to  any  extent  in  this 
place  upon  a  discussion  of  the  wisdom  of  the  State  in  the  estab- 
lishment of  the  school.  That  may  very  properly  be  left  to  the 
discretion  of  the  director  of  the  school,  if,  indeed,  the  progress 
of  the  experiment  has  not  already  carried  the  problem  beyond 
the  stage  of  discussion.  Without  entering  at  any  length  upon 
that  problem,  therefore,  we  would  venture  to  suggest  three 
lines  of  defence,  —  any  one  of  which  would  justify,  and  all  of 
which  together  would  demand,  its  continuance. 

1.  It  is  supported  by  all  the  considerations  that  can  be  urged 
for  technical  schools  of  any  kind. 

2.  Granting  that  such  schools  ought  not  to  be  embraced  in 
the  permanent  policy  of  a  Commonwealth,  their  temporary  sup- 
port may  be  defended  on  the  same  grounds  as  would  justify  the 
fostering  by  government  of  any  special  interest. 

3.  Waiving  both  the  foregoing  considerations,  the  instruc- 
tion proffered  and  attainments  made  in  such  a  school  bear  about 
the  same  relations  to  the  manufacturing  industries  of  the  world 
as  the  alphabet  and  the  poetic  faculty  bear  to  the  literature  of 
the  world.  These  relations  are  so  intimate  and  comprehensive 
that  it  is  questionable  whether  any  well-educated  person  should 
be  without  some  good  measure  of  such  acquisitions. 

The  following  are  the  statistics  for  the  year  covered  by  this 
report :  — 

Whole  number  belonging  to  the  school: 

Ladies 143 

Gentlemen 38 

181 

Of  those  in  attendance: 

Suffolk  County  furnished 98 

Middlesex  County     "              50 

Essex  County            "             11 

Worcester  County     "              9 

Norfolk  County         "              ........  6 

Plymouth  County     "              6 

Hampden  County     ♦'             1 

Number  in  the  entering  class: 

Ladies    .         .        . 52 

Gentlemen 14 


NORMAL  ART  SCHOOL. 


41 


Average  age  of  those  admitted: 

Ladies 22  years  1  month. 

Gentlemen 19      "     2      " 

Occupation  of  parents  :  Real-estate  agents,  4;  pianoforte-polisher,  1; 
dressmaker,  1;  coopers,  2;  merchants,  7;  doctor,  1;  superintendent  of 
schools,  1;  mechanics,  3;  farmers,  8;  insurance-agent,  1;  carpenters,  5; 
boot-manufacturer,  1;  professor,  1;  clergyman,  1;  clerk,  1;  machine-manu- 
facturers, 3;  druggist,  1;  interior  decorator,  1;  blacksmith,  1;  tailor,  1; 
machinists,  2;  foreman  boot-factory,  1 ;  engineers,  4;  artists,  2;  storekeeper, 
1;  restaurant-keeper,  1;  schoolmaster,  1;  manufacturers,  2;  traveller,  1; 
sculptor,  1;  teamster,  1;  treasurer,  1;  hotel-keeper,  1;  newsdealer,  1;  rub- 
ber-dealer, 1.  Total,  66. 
Number  of  those  receiving  State  aid None. 


Number  obtained 

Certificates 

Females. 

Males. 

ToUl. 

Certificate  A 

Certificate  B 

Certificate  C  . 

Certificate  D 

13 

11 

4 

5 

8 
6 
5 
4 

21 

17 

9 

9 

33 

23 

56 

Number  of  diplomas  of  graduation  as  art  masters  or  art  mistresses : 

Ladies .        .     2 

Gentlemen 3 


—  5 


Number  of  students  attending  each  year  since  the  opening  of  the  school : 

1873-4 133 

1874-5 239 

1875-6 .        .        .     307 

1876-7 .        .218 

1877-8      .        . 265 

1878-9 181 

1879-80  (now  in  school  1  month  after  opening)        .        .     200 

Total  number  of  students  holding  certificates 

Of  these  there  are  employed  in  teaching      .         .         .         .     113 

Employed  as  designers,  draughtsmen,  &c 9 

Continuing  their  studies  in  the  school  ....       50 

Not  heard  from    ....         1         ....      29 


1,543 
201 


From  the  foregoing  statistics  it  appears  that  of  the  entering 
class,  eight  were  the  children  of  farmers,  seven  of  merchants, 
and  twenty-eight  of  the  various  classes  of  manufacturers,  ma- 
chinists, and  machine-managers,  from  dressmakers  to  engineers. 
6 


42  BOARD   OF   EDUCATION. 

Taken  in  connection  with  the  geographical  distribution  of  the 
pupils,  these  facts  show  the  popular  character  of  the  school 
and  its  wide  remove  from  any  merely  class  interests. 

During  the  year  covered  by  this  report,  there  were  no  even- 
ing sessions  of  the  school.  The  numerous  calls,  however,  for 
such  accommodations  as  these  sessions  would  furnish,  have  led 
to  their  re-establishment  for  the  now  current  year.  Of  the  201 
students  who  have  already  entered  the  school  the  present  term, 
60  are  members  of  the  evening  classes.  This  arrangement  ne- 
cessitates an  increased  outlay  in  certain  directions,  but  is  at- 
tended, it  is  believed,  with  much  greater  relative  efficiency. 

The  visitors  would  again  remind  the  Board,  and  through  them 
the  legislative  authorities  of  the  State,  that  the  lease  of  the  quar- 
ters now  occupied  by  the  school  will  terminate  soon  after  the 
close  of  the  present  school  year.  Some  new  arrangement  for  the 
accommodation  of  the  school  thereafter,  admitting,  no  doubt,  of 
considerably  reduced  outlay,  will  become  imperative.  In  this 
connection,  too,  the  necessity  of  appropriating  the  long-sought- 
for  land  as  a  site  for  a  Normal  Art  School  building  should  not 
be  forgotten.  Its  adaptation  to  such  use,  arising  from  its  accessi- 
bility, its  convenience  in  respect  to  light,  and  its  proximity  to 
the  richest  art  treasures  of  the  city,  should  command  the  imme- 
diate attention  of  the  General  Court. 

A.   A.   MINER, 
CHAS.   B.   RICE, 
E.   B.   STODDARD, 

Visitors. 
Boston,  Nov.  25,  1879. 


FOKTT-THIRD   ANNUAL  EBPORT 


SECRETARY  OF  THE  BOARD. 


SECRETARY'S  REPORT. 


Gentlemen  of  the  Board  of  Education. 

I  respectfully  present  herewith  the  Forty-third  Annual  Re- 
port of  the  Secretary. 

Summary  or  Statistics  for  1778-79. 

Number  of  cities  and  towns,  —  cities,  19;  towns,  325  .         .  344 

All  have  made  the  annual  returns  required  by  law. 
Number  of  public  schools     .......  5,558 

Decrease  for  the  year      .....     172 

Number  of  persons  in  the  State  between  the  ages  of  5  and 

15  years,  May  1, 1878 303,836 

Increase  for  the  year        ....  6,634 

Number  of  pupils  of  all  ages  in  aU  the  public  schools  during 

the  year 311,528 

Increase  for  the  year        ....  1,347 

Average  attendance  in  aU  the  public  schools  during  the  year,  234,249 

Increase  for  the  year        ....  5,802 

Eatio  of  average  attendance  for  the  year  to  the  whole  num- 
ber of  persons  between  the  ages  of  5  and  15,  expressed  in 

decimals 77.09 

Number  of  children  under  5  years  of  age  attending  the  pub- 
lic schools 1,934 

Decrease  for  the  year 11 

Number  of  persons  over  15  years  of  age  attending  the  public 

schools 27,603 

Increase  for  the  year 199 

Number  of  towns  which  report  having  made  the  provisions 

concerning  truants  required  by  law 213 

Number  of  different  persons  employed  as  teachers  in  the 
public  schools  during  the  year,  —  males,  1,212;  females, 

7,537 8,749 

Increase    of    males,   97;    females,    147:    total  in- 
crease   244 

Number  of  teachers  who  have  attended  the  normal  schools   .  3,198 

Average  length  of  public  schools  (8  months  and  15  days)     .  8-15 


46  BOARD   OF  EDUCATION. 

Average  wages  of  male  teachers  (including  salaries  of  high- 
school  teachers)  per  month         .         .    ■     .         .         .        .  |67  44 
Decrease  from  last  year    .         .         .         .         S8  20 
Average  wages  of  female  teachers  per  month         ...  33  50 

Increase  from  last  year    .         .         .         .         |0  46 
Amount  raised  by  taxation  for  support  of  public  schools,  in- 
cluding only  wages  of  teachers,  fuel,   care  of  fires  and 

schoolrooms 4,103,851  65 

Decrease  for  the  year       .         .         .  $87,659  12 

Income  of  funds  appropriated  for  public  schools  at  the  op- 
tion of  the  towns,  as  surplus  revenue,  and  tax  on  dogs       .  63,895  13 
Increase  for  the  year       ....  $3,061  55 
Voluntary  contributions  of  board,  fuel,  apparatus,  &c.,  for 

public  schools 5,343  07 

Decrease  for  the  year      .         .         .         .  $2,667  69 
Expense  of  superintendence  by  school  committees,  including 

salaries  of  superintendents  of  schools         ....  158,533  83 

Decrease  for  the  year       ....     |630  97 
Expense  of  preparing  and  printing  school  reports         .         .  11,360  31 

Decrease  for  the  year      ....  $1,651  91 

Amount  of  local  school  funds,  the  income  of  which  can  be 

legally  appropriated  only  for  the  support  of  schools  and 

academies 1,470,138  25 

Decrease  for  the  year       .         .         .       S285,477  02 
Income  of  local  funds  appropriated  to  schools  and  academies,  86,893  31 

Decrease  for  the  year      ....  $6,460  12 
Income  of  State  school  fund  paid  to  cities  and  towns  in  aid 

of  pubUc  schools  for  the  school  year  1878-79      .         .         .  71,749  96 

Amount  of  salaries  paid  to  superintendents  of  public  schools,  55,867  79 

Aggregate  retm-ned  as  expended  on  public   schools  alone, 
exclusive  of  expense  of  repairing  and   erecting  school- 
houses,  and  cost  of  school-books         .         .         .         .         .       4,414,753  95 
Decrease  for  the  year      .         .         .  $88,208  80 

Sum  raised  by  taxes,  and  income  of  funds  at  the  option  of 
the  towns,  and  the  tax  on  dogs  (exclusive  of  taxes  for 
school  edifices  and  superintendence),  for  each  child  in  the 
State  between  5  and  15  years  of  age,  per  child  ...  13  71.7 

Decrease  for  the  year       .         .         .         .      $0  58.8 
Percentage  of  the  valuation  of  1879  appropriated  for  public 
schools,  including  only  wages  of  teachers,  fuel,  care  of  fires 
and  schoolrooms  (two  mills  and  seventy-two  hundredths)   .  0  00.2^^^^^ 

All  the  towns  and  cities  have  raised  by  taxation  the  amount 
required  by  law  ($3  for  each  person  between  5  and  15)  as 
a  condition  of  receiving  a  share  of  the  income  of  the  State 
School  Fund. 
Amount  expended  in  1878  for  erecting  schoolhouses     .         .  379,486  15 

Increase  for  the  year        .         .         .         $77,721  39 
Amount  expended  in  1878  for  repairing  schoolhouses    .         .  216,377  04 

Decrease  for  the  year        .        .        .       $96,785  28 


SECRETARY'S   REPORT. 


47 


Total  amount  &xpended  on  schoolhouses  in  1878   . 

Number  of  schools  returned  as  high  schools  .... 

Number  of  teachers,  595;  number  of  scholars 

Amount  of  salaries  paid  to  principals  of  high  schools    . 

Evening  schools,  —  number,  88,  kept  in  26  cities  and  towns. 
Number  of  teachers,  423;  whole  number  attending,  males, 
8,180;  females,  2,351:  total  attendance,  10,531.  Average 
attendance,  3,348.     Expense 

Schools  in  charitable  and  reformatory  institutions, — num- 
ber, 17;  number  of  different  pupils,  1,280;  average  num- 
ber attending  during  the  year,  746 ;  number  under  5  years, 
35;  number  over  15  years,  229 ;  number  between  5  and  15, 
remaining  Aug.  31,  1879,  455;  number  of  teachers, — 
males,  3;  females,  13;  wages  of  male  teachers,  per  month, 
$47.22;  female  teachers,  per  month,  $23.91;  length  of 
schools,  12  months. 

Number  of  incorporated  academies 

Average  number  of  scholars 

Aggregate  tuition  paid 

Number  of  private  schools  and  unincorporated  academies 

Estimated  average  attendance       ..... 

Estimated  amount  of  tuition  paid         .... 

Amount  paid  to  maintain  public  schools,  — for  wages,  fuel 
care  of  fires  and  schoolrooms,  repairing  and  erecting  school- 
houses,  printing  reports  of  school  committees,  providing 
apparatus  and  instruction  of  children  in  charitable  and 
reformatory  institutions     ....... 

Amount  to  each  person  in  the  State  between  the  ages  of  5 
and  15  years      ......... 

Percentage  of  valuation  of  1879  (three  and  two-fifths  mills) 


595,863  19 

216 

19,311 

1271,789  36 


72,240  03 


8,662 

$300,698  59 

378 

15,168 

5,527  30 


5,182,487  76 

17  05 
0  00.3-1 


Deaf-Mtjtes. 

The  State  authorities  of  Massachusetts  took  the  initiatory 
step  toward  providing  for  the  education  of  the  deaf  and  dumb 
as  early  as  1817,  when  the  selectmen  and  assessors  of  towns 
and  plantations  were  required  by  a  legislative  resolve  to  ascer- 
tain and  report  the  number  of  deaf  and  dumb  persons,  specify- 
ing their  age,  sex,  and  "  situation,  and  that  of  their  near  relatives, 
in  point  of  property."  In  1818  a  commission  was  appointed  to 
sit  during  the  recess  of  the  legislature,  to  consider  the  situation 
and  circumstances  of  the  deaf  and  dumb,  and  see  what  aid  the 
State  could  consistently  bestow  in  promoting  an  institute  for 
improving  the  condition  of  these  persons,  and.  the  most  eligible 
means  for  carrying  this  into  effect.  The  inquiry  and  report 
of  this  commission  resulted  in  the  passage  of  a  resolve  in  1819 


48  BOARD   OF  EDUCATION. 

which  authorized  the  governor  to  give  notice,  "  that,  upon  the 
application  of  the  parent  or  guardian  of  any  deaf  and  dumb 
pupil  belonging  to  this  Commonwealth,  accompanied  hy  a  certifi- 
cate from  the  selectmen  of  the  town  where  such  parent  or  guardian 
resides^  of  the  inability  of  such  parent  or  guardian  to  defray  the 
expense  of  hoard  and  instruction  of  such  deaf  and  dumb  persons 
at  the  asylum  at  Hartford,  in  the  State  of  Connecticut,  then, 
that  the  expense,  or  part  thereof,  shall  be  defrayed  by  this 
Commonwealth."  In  the  autumn  of  that  year  twenty  Massa- 
chusetts beneficiaries  were  admitted  to  the  American  Asylum. 
This  established  the  policy  which  the  State  has  continued  to 
the  present  time,  and  set  the  example  which  the  other  New- 
England  States  have  followed.  In  1825  the  limit  of  time  which 
a  pupil  could  be  supported  as  a  State  beneficiary  was  fixed  at 
four  years ;  but  in  1829  the  governor  was  given  discretionary 
power  to  extend  the  time  of  any  beneficiary  to  a  term  not 
exceeding  six  years.  In  1825  the  age  of  beneficiaries  was  fixed 
at  between  fourteen  and  twenty-five  years ;  in  1832  the  mini- 
mum age  for  admission  was  fixed  at  twelve,  and  in  1843  at  eight 
years,  the  maximum  limit  remaining  the  same.  Up  to  1867  all 
of  the  State  beneficiaries  were  supported  in  the  American 
Asylum  at  Hartford.  In  that  year  the  Clarke  Institution  at 
Northampton  was  incorporated;  and  by  the.  following  act 
authority  was  given  to  educate  State  beneficiaries  in  that  or 
any  similar  school  in  the  State,  and  their  instruction  was  placed 
under  the  direction  and  supervision  of  the  Board  of  Education: 

[Chap.  311,  Acts  of  1867.] 

Section  1.  The  governor,  with  the  approval  of  the  Board  of  Education, 
is  hereby  authorized  to  send  such  deaf-mutes  or  deaf  children  between  five 
and  ten  years  of  age,  as  he  may  deem  fit  subjects  for  instruction  at  the 
expense  of  the  Commonwealth,  to  the  Clarke  Institution  for  Deaf- Mutes  at 
Northampton,  or  to  such  schools  or  classes  as  now  are  or  may  hereafter  be 
established  for  the  education  of  deaf-mutes  in  this  Commonwealth. 

Sect.  2.  The  governor  is  hereby  authorized  to  draw  his  warrant  for 
such  sums  as  may  be  necessary  to  provide  for  the  instruction  and  support  of 
the  pupils  named  in  the  preceding  section,  not  exceeding  for  each  pupil  the 
amount  which  is  now  or  may  hereafter  be  paid  by  the  Commonwealth,  for 
the  education  and  support  of  deaf-mutes  at  the  American  Asylum  at  Hart- 
ford. 

Sect.  3.  The  education  of  all  deaf-mutes  who  are  now  receiving  or  may 
hereafter  receive  instruction  at  the  expense  of  the  Commonwealth  shall  be 
subject  to  the  direction  and  supervision  of  the  Board  of  Education;  and  said 


SECRETARY'S   REPORT.  49 

Board  shall  set  forth  in  their  annual  report  the  number  of  pupils  so  instruct- 
ed, the  cost  of  their  instruction  and  support,  the  way  in  which  the  money- 
appropriated  by  the  Commonwealth  has  been  expended,  and  such  other 
information  as  said  Board  may  deem  imj)ortant  to  be  laid  before  the  legis- 
lature. 

Sect.  4.  The  governor  is  hereby  authorized  to  extend  to  ten  years  the 
term  of  instruction  now  granted  to  deaf-mutes  educated  at  the  expense  of 
the  Commonwealth. 

Subsequent  legislation  has  vested  all  the  authority  previously 
exercised  by  the  State  Board  of  Charities  over  these  institutions 
in  the  Board  of  Education,  and  provided  that 

"No  beneficiary  of  this  Commonwealth,  in  any  institution  or  school  for 
the  education  of  deaf-mutes,  shall  be  withdi'awn  therefrom,  except  with  the 
consent  of  the  proper  authorities  of  such  institution  or  school,  or  of  the 
governor  of  this  Commonwealth." 

Under  these  laws,  which  seem  to  indicate  very  clearly  that  it 
was  the  intent  of  the  State  to  defray  only  the  expenses  of  those 
children  whose  parents  were  unable  to  provide  for  them,  the 
beneficiaries  have  been  admitted  upon  the  statement,  signed  by 
the  parent  or  guardian,  that  they  were  unable  to  defray  the 
expense  attending  the  education  and  support  of  the  child,  and  a 
certificate  from  the  town  or  city  authorities  that  they  believe 
the  statement  true,  and  that  the  child  is  entitled  to  the  benefit 
of  the  legislative  appropriation.  It  is  the  duty  of  the  Board 
and  its  officers  to  do  all  in  their  power  to  secure  the  education 
of  every  child  in  the  State.  A  special  effort  has  been  made  in 
the  past  two  years  to  seek  out  this  unfortunate  class  of  children, 
and  secure  their  enrolment  in  the  schools  provided  for  them. 
The  success  of  this  effort  has  increased  the  expense  to  the  State ; 
but  the  cost  of  providing  instruction  should  be  cheerfully  de- 
frayed, the  local  authorities  having  satisfied  themselves  that  the 
parent  or  guardian  is  unable  to  properly  care  for  the  child,  and 
that  its  instruction  is  a  proper  charge  to  the  State. 

The  beneficiaries  are  now  sent  to  the  American  Asylum  at 
Hartford,  the  Clarke  Institution  at  Northampton,  and  the 
Horace  Mann  School  in  Boston.  The  charge  to  the  State  in 
each  of  these  institutions  falls  far  short  of  the  actual  cost  of  the 
pupils'  education,  for  the  reason  that  the  schools  at  Hartford  and 
Northampton  have  generous  public  and  private  endowments, 
and  the  Boston  school  is  supported  by  the  city.  The  condition 
and  work  of  the  several  institutions  are  indicated  by  the  foUow- 

7 


50  BOARD   OF   EDUCATION. 

ing  summaries  and  extracts  from  their  annual   reports  to  the 
Board. 

The  American  Asylum. 

The  Sixty-third  Annual  Report  of  the  American  Asjdum  at 
Hartford,  Conn.,  states  that  the  year  has  been  in  many  respects 
one  of  prosperity.  The  institution  has  lost  by  death  the  ser- 
vices of  Mr.  James  B.  Hosmer,  the  oldest  member  of  the  corpo- 
ration, and  for  many  years  its  treasurer;  Mr.  Edward  C  Stone, 
who  had  been  the  principal  of  the  Asylum  since  1871 ;  and  Mr. 
William  L.  Bird,  a  deaf-mute  who  graduated  at  the  Asylum, 
and  had  been  one  of  the  instructors  for  the  past  seven  years. 
Mr.  Stone  succeeded  his  father  as  principal  of  the  Asylum,  and 
discharged  the  duties  of  that  difficult  position'  with  marked 
industry,  kindness,  and  efficiency.  The  directors  bear  testimony 
to  "  the  combined  earnestness  and  gentleness  of  his  character, 
which  fitted  him  in  an  eminent  degree  for  the  care  and  instruc- 
tion of  the  unfortunate."  The  vacancy  created  by  the  death  of 
Mr.  Stone  has  been  filled  by  the  election  of  Mr.  Job  Williams 
as  principal.  Mr.  Williams  has  been  an  instructor  in  the 
Asylum  for  nearly  thirteen  years,  and  the  directors  believe  that 
the  institution  under  his  superintendence  will  maintain  its 
standard  of  scholarship  and  training. 

Near  the  commencement  of  the  year  the  children  in  the 
Asylum  suffered  quite  seriously  from  the  pneumonia  which  pre- 
vailed at  that  time  throughout  New  England.  There  was  one 
death  from  this  disease,  one  from  typhoid-fever,  and  one  from 
scarlet-fever.  The  physician  states  that  the  many  cases  of  sick- 
ness during  the  year  were  not  due  to  any  local  causes,  and  did 
not  result  from  any  defect  in  the  sanitary  condition  of  the  insti- 
tution. Several  sanitary  improvements  of  the  building  and 
grounds  have  been  made  during  the  year.  The  average  attend- 
ance of  the  entire  number  of  pupils  for  the  year  was  220 ;  the 
total  attendance  was  258,  of  which  95  —  60  boys  and  35  girls  — 
were  from  Massachusetts.  The  fund  of  the  Asylum  now 
amounts  to  nearly  $350,000,  and  the  expenses  for  the  year  were 
$74,058.64.  In  concluding  his  annual  report  the  principal 
states : — 

"The  classification  and  more  thorough  grading  of  the  school,  established 
two  years  ago,  has  continued  in  operation,  and  has  produced  very  satisfac- 
tory results.  Less  inequality  of  attainment  among  members  of  the  same 
class  has  enabled  both  teachers  and  pupils  to  economize  time,  and  to  work 


SECRETARY'S   REPORT.  51 

to  better  advantage.  Our  aim  has  been  to  do  substantial,  honest  work, 
rather  than  showy  work;  to  fit  our  pupils  for  practical  life,  and  to  lay  a 
solid  foundation  on  which  they  may  continue  to  build  after  they  shall  have 
gone  out  from  our  care. 

"  Unbroken  harmony  has  prevailed  among  officers  and  teachers  ;  and 
among  the  pupils  there  have  been,  with  few  exceptions,  obedience,  faith- 
fulness, zeal.  That  there  was  so  little  disturbance  of  the  good  order  of  the 
school,  through  the  sudden  and  trying  changes  of  last  winter,  shows  how 
faithfully  the  spirit  of  obedience  had  been  instilled  into  the  hearts  of  the 
pupils.  Obedience  compelled  by  force  continues  only  so  long  as  the  force 
is  applied ;  while  obedience  from  love,  and  rooted  in  principle,  continues  to 
operate,  though  the  power  first  calling  it  out  may  have  ceased  to  exist." 

Clarke  Institution. 

The  corporators  of  this  institution,  in  their  report  to  the 
Board  of  Education,  use  the  following  language  :  — 

"  The  Corporation  of  the  Clarke  Institution,  in  addressing  to  you  their 
Annual  Report,  desire  to  call  your  attention,  as  representatives  of  the  State 
of  Massachusetts,  to  the  work  done  in  this  school,  partly  at  the  expense  of 
the  State,  but  more  and  more  at  the  cost  of  that  endowment  which  the  late 
John  Clarke  of  Northampton  so  munificently  provided.  In  other  schools 
for  deaf  children,  or  blind  children.  States  have  undertaken,  or  have  been 
solicited,  to  expend  large  sums  for  buildings  and  the  material  appliances  for 
such  an  institution.  But  in  our  school  the  whole  cost  of  land  and  buildings 
has  been  defrayed  from  our  own  resources,  without  asking  the  State  for  a 
dollar;  nor  have  we  exacted  for  the  tuition  of  State  pupils  the  whole  amount 
which  it  has  cost  to  educate  them  according  to  our  painstaking  and  practical 
method.  During  the  present  year  we  have  reduced  the  sum  chargeable  to 
the  State  for  its  pupils  to  |200  a  year,  which  pays  but  about  two-thirds  of 
what  we  yearly  expend  in  training  these  pupils.  At  some  future  time  we 
hope  to  reduce  this  annual  cost  still  lower,  without  diminishing  in  the  least 
the  amount,  or  impairing  the  quality,  of  the  instruction  given. 

"  During  the  past  year  we  have  had  55  pupils  (30  boys  and  25  girls)  in 
the  primary  department  at  Baker  Hall;  while  22  pupils  (9  boys  and  13  girls) 
have  been  taught  in  the  grammar  school  department  in  Clarke  Hall.  At 
the  present  time  (Oct.  8,  1879)  the  number  in  the  primary  department,  en- 
tered for  the  school  year  1879-80,  is  58,  of  whom  32  are  boys  and  26  are 
girls;  while  in  the  grammar-school  department  there  are  22  pupils  (9  boys 
and  13  girls);  and  in  both  departments  80  pupils  (41  boys  and  39  girls). 

"  The  average  number  of  pupils  in  both  departments  was  74,  or  six 
greater  than  in  1877;  yet  the  current  expenses  of  the  school,  with  its  two 
departments  in  actual  operation,  and  a  larger  average  number  of  pupils, 
were  $1,802  less  than  the  year  preceding.  In  the  school  year  already  begun, 
the  average  number  of  pupils  will  probably  be  more  than  80,  but  the  current 
expenses  are  not  estimated  at  more  than  $24,000,  or  $300  for  each  pupil. 
Two  years  ago  we  estimated  the  annual  cost  of  a  school  containing  100 
pupils,  in  two  departments,  as  about  $31,000,  which  is  not  likely  to  be 
reached. 


52  BOARD   OF   EDUCATION. 

"  Compared  with  many  such  schools,  ours  will  still  be  small  in  number, 
for  we  shall  not  receive  pupils  in  excess  of  120,  and  perhaps  not  beyond  100. 
The  latter  number  will  perhaps  be  reached  in  1881.  Our  present  number 
enables  us  to  reduce  the  price  of  tuition  for  all  classes,  viz.,  to  $300  for  pri- 
vate pupils  who  board  in  the  institution ;  $66  for  day  pupils ;  and  |200  for 
State  pupils.  This  reduction  was  made  in  July  last,  upon  the  representa- 
tion of  our  treasurer,  Mr.  Maltby,  that  so  much  could  be  done  at  present 
without  jpreventing  the  payment  of  our  debt. 

"  The  funds  and  general  finances,  and  the  whole  affairs  of  the  institution, 
both  as  a  corporation  and  a  school,  are  in  a  satisfactory  condition,  and  the 
outlook  for  the  future  is  good.  As  the  statement  of  the  treasurer  will  show, 
the  receipts  from  the  fund  daring  the  year  just  closed  were  $16,629.80;  from 
the  State  of  Massachusetts,  $15,462.50;  from  other  States  and  from  indi- 
viduals, $3,600.  The  school  expenses,  strictly  speaking,  have  been  about 
$23,700;  the  construction  and  furnishing  expenses  about  $525;  and  the  other 
expenses  about  $13,400.  The  net  debt  of  the  institution  now  stands  at 
$26,596  47;  the  personal  property,  including  the  fund,  may  be  valued  at 
$275,000,  and  the  real  estate  at  upwards  of  $100,000.  There  is  therefore 
a  net  value  of  the  real  and  personal  property  of  not  less  than  $350,000;  or 
about  $50,000  more  than  was  originally  received  from  Mr.  Clarke. 

' '  The  funds  of  the  Corporation  have  been  increased  in  the  past  year  by 
the  receipt  of  a  legacy  of  $1,000  from  the  estate  of  the  late  Wliiting  Street; 
also  by  a  gift  from  Mrs.  Lippitt,  of  Providence,  R.T.,  of  $500,  to  constitute 
the  '  Jeanie  Lippitt  Fund,'  for  bestowing  prizes  in  articulation  and  pen- 
manship. 

"  The  income  of  the  Lippitt  Fund,  by  direction  of  the  donor,  will  be  for 
the  present  thus  divided,  in  small  prizes  :  Two  prizes,  which  may  hereafter 
be  increased,  will  be  given,  each  year,  to  the  pupils  who  make  the  best 
progress  in  articulation  ;  and  two  smaller  prizes  to  the  pupils  who  make 
most  progress  in  penmanship  and  written  language.  Any  excess  of  income 
beyoii'd  $24  will  go  to  increase  the  fund.  The  donor  adds,  '  I  am  very 
decided  that  the  larger  prizes  should  encourage  articulation  ;  but,  at  the  same 
time,  would  like  that  the  little  ones,  who  cannot  excel  in  that  method  of 
communication,  shall  be  encouraged  to  learn  the  very  next  best,  —  which  is 
writing,  rather  than  the  signs.'  The  thanks  of  the  Corporation  have  been 
given  to  the  donor  for  this  fund,  and  for  the  thoughtfulness  which  assigned 
its  uses. 

"  The  Whiting  Street  legacy  has  been  temporarily  applied  for  diminish- 
ing our  debt,  but  the  same  amount  will  be  permanently  invested  as  a  special 
fund  to  meet  certain  wants  of  the  school. ' ' 

From  the  pupils  who  have  left  the  school,  letters  are  received 
at  the  institution,  stating  where  they  are,  what  they  are  doing, 
and  their  success  in  retaining  what  they  have  acquired.  Refer- 
ring to  these,  the  principal,  Miss  Rogers,  says, — 

"  It  is  very  gratifying  to  find  the  pupils  so  generally  employed.  All  have 
improved  in  their  use  of  language ;  and  from  information  gathered  from  all 


SECRETARY'S   REPORT.  53 

sources  concerning  their  speech  and  lip-reading,  there  is  encouragement  for 
us  and  for  all  who  pursue  the  oral  method  of  instruction." 

Horace  Mann  School. 

In  June,  1879,  the  number  of  pupils  belonging  to  the  school 
was  eighty ;  an  increase  of  eleven  during  the  year,  twenty-two 
having  been  admitted,  and  eleven  withdrawn.  Of  this  number 
fifty-five  were  residents  of  Boston,  twenty-three  of  towns  in  the 
vicinity,  and  two  came  from  other  States.  Of  the  twenty-two 
admitted  during  the  year,  thirteen  were  young  pupils  who  had 
received  no  previous  instruction,  and  who  may  therefore  be  con- 
sidered as  having  entered  upon  the  full  course  of  training  which 
the  school  provides.  In  December  last  an  additional  teacher 
was  appointed  to  take  charge  of  the  class  of  beginners  then 
formed.  The  condition  of  the  school  and  the  progress  of  the 
several  classes  during  the  year  have  been  gratifying  to  the 
committee. 

The  number  of  scholars  has  increased  steadily  from  year  to 
year ;  and  already  the  present  accommodations  are  insufficient, 
although  ample  when  the  building  now  occupied  was  fitted  for 
the  use  of  this  school,  in  1875. 

At  the  meeting  of  the  Boston  School  Board,  July  8,  1879, 
the  order,  "  That  the  City  Council  be  requested  to  remodel  the 
Horace  Mann  School  building  to  accommodate  the  increasing 
demands  of  the  school,"  was  referred  to  the  Committee  on 
Schoolhouses.  The  natural  and  evident  desire  of  the  parents 
of  deaf  children  to  keep  them  under  parental  care  and  in  the 
companionship  of  their  hearing  brothers  and  sisters,  provided 
they  can  obtain  for  them  the  special  instruction  they  need,  is 
sufficient  ground  for  predicating  a  continued  increase  in  the 
school ;  and  the  committee  are  therefore  of  the  opinion  that  it 
would  be  advisable  to  consider,  without  delay,  plans  for  such 
increase  of  accommodations  as  may  provide  for  the  growth  of 
the  school  for  some  years  to  come,  though  they  doubt  whether 
it  will  be  practicable  to  secure  such  provision  in  the  present 
location. 

During  the  past  year  the  relations  of  this  school  to  the  State 
and  to  the  city  have  been  duly  considered  by  a  joint  committee 
representing  the  interests  of  both,  and  the  connection  contin- 
ues entirely  satisfactory. 


54 


BOARD   OF   EDUCATION". 


Statistics  of  Beneficiaries. 

American  Asylum. 
Number  of  Massachusetts  beneficiaries,  Jan.  1,  1879 

admitted  during  the  year 

discharged  during  the  year      .         .         . 

in  the  institution  Jan.  1,  1880 

Clarke  Institution. 
Number  of  Massachusetts  beneficiaries,  Jan.  1,  1879 

admitted  during  the  year 

discharged  during  the  year 

in  the  institution  Jan.  1,  1880 

Horace  Mann  School. 
Number  of  Massachusetts  beneficiaries 

admitted  during  the  year 

discharged  during  the  year 

in  the  institution  Jan.  1,  1880 
Whole  number  in  all  the  institutions  Jan.  1,  1880 

Financial  Statement. 

Appropriated  by  chap.  87,  acts  of  1879    . 
Appropriated  by  chap.  296,  acts  of  1879  . 

American  Asylum. 

83  beneficiaries  for  the  term  commen- 
cing March,  1879  .         .         .     |7,087  50 

75  beneficiaries  for  the  term  commeii- 

cing  September,  1879  .         .         .       6,562  50 

Clothing    furnished   beneficiaries   for 

year  ending  July  1,  1879      .         .  746  10 


Horace  Mann  School. 
75  beneficiaries  from  Feb.  1  to  July  1, 

1879 $3,765  66 

78  beneficiaries  from  Sept.  1,  1879,  to 

Feb.  1,  1880         ....       3,766  89 
Extra  assistance  to  three  beneficiaries, 

for  year  ending  April  30,  1880    .  300  00 


Clarke  Institution. 
61  beneficiaries  for  March  term  of  '79,   |3,593  75 
61  beneficiaries  for  quarter  commen- 
cing May  14,  1879        .         .         .       3,812  50 
64  beneficiaries  for  first  quarter  of  fall 

term $3,200  00 


" 

.   85 

.   11 

.   21 

.   75 

.   62 

6 

4 

.   64 

.   75 

.   16 

.   17 

.   74 

.  213 

15,000  00 

25,000  00 

$30,000  00 

$14,396  10 


r,832  55 


$10,606  25 


32,834  90 


Deficiency 


$2,834  90 


SECRETARY'S   REPORT.  55 

The  bill  for  the  support  of  the  beneficiaries  in  the  Clarke  In- 
stitution for  the  last  quarter  of  the  school  year,  which  has 
not  been  approved,  will  increase  the  deficiency  for  the  year 
to  about 16,000  00 

The  Perkins  Institution  and  Massachusetts  School 
FOE,  the  Blind. 
The  usual  annual  appropriation  of  thirty  thousand  dollars 
has  been  paid  to  this  Institution  upon  the  condition  that  bene- 
ficiaries of  the  Commonwealth  are  maintained  and  educated 
free  of  individual  charge. 

The  number  of  blind  persons  in  the  Institution  Jan.  1,  1879,  was      .  151 

Admitted  during  the  year  ..........  25 

Discharged  during  the  year        ........  20 

INTumber  in  the  Institution  Jan.  1,  1880      ......  156 

The  Annual  Report  of  the  trustees  shows  that  the  general 
management  of  the  Institution  has  been  good,  and  its  adminis- 
tration efficient  and  successful ;  that  the  pupils  have  been 
healthy  and  industrious,  and  that  they  have  made  rapid  ad- 
vancement in  their  studies  and  occupations.  The  Institution 
was  never  more  complete  in  its  corps  of  instructors,  or  supplied 
with  finer  facilities  for  the  work  of  education.  The  expendi- 
ture for  the  year  was  $99,430.03 ;  and  the  income  of  the  Insti- 
tution, from  State  appropriations  and  all  ordinary  sources,  is 
barely  sufficient,  with  prudence  and  the  strictest  economy,  for 
the  general  purpose  of  the  education  of  the  blind.  Additional 
funds  are  greatly  needed  to  extend  its  operation  and  influence. 
Several  repairs  and  im]3rovements  have  been  made  in  the  build- 
ings during  the  year.  The  invested  property  of  the  Institution 
amounts  to  |139,670. 

Income  of  Massachusetts  School  Fund. 

Cash  on  hand  Jan.  1,  1879     .         .         .    '     .        .         .         .        $79,708  98 
Income  dm'ing  the  year  1879 139,817  57 


$219,526  55 

Paid  to  cities  and  towns  in  1879 179,708  98 

Educational  expenses  in  1879 56,362  50 

Paid  School  Fund  balance  of  Educational  Moiety  for  1878    .  7,959  02 

$144,030  50 

Cash  on  hand  Dec.  31,  1879 83,455  07 

From  which  there  is  to  be  paid  cities  and  towns  one-half  in- 
come for  1879 69,908  79 

Leaving  for  outstanding  biUs  and  return  to  fund  .        .        .        $13,546  28 


56  BOARD   OF  EDUCATION. 

The  Massachusetts  School  Fund  amounted,  Jan.  1,  1879,  to  $2,067,581  71 

Balance  of  Educational  Moiety  for  1878         .         .         .         .  7,959  02 

Amount  of  fund  Dec.  31,  1879 12,075,540  37 


Present  Condition  of  the  Schools. 

There  were  5,558  public  schools  in  the  State  the  past  year. 
They  contained  311,528  pupils,  taught  by  8,749  different  teach- 
ers. The  number  of  public  schools  includes  216  high  schools, 
having  595  teachers  and  19,311  pupils. 

The  number  of  private  and  parochial  schools  in  the  State  is 
378,  with  15,168  pupils,  and  Q6  academies  with  8,662  pupils. 
These  numbers,  added  to  the  number  in  the  public  schools, 
make  335,358,  —  the  number  of  pupils  in  the  public  schools, 
private  schools,  and  academies,  the  last  year.  The  enumeration 
of  persons  between  the  ages  of  five  and  fifteen  years  was  303,- 
836 ;  and  this  number  taken  from  the  number  in  the  schools 
(335,358)  shows  that  31,522  pupils  not  included  in  the  enumer- 
ation were  in  school. 

The  average  length  of  the  public  schools  for  the  last  year 
was  8|  months.  The  amount  raised  by  local  taxation  for  the 
support  of  schools  was  $4,103,851.65 ;  the  amount  appropriated 
by  the  towns  from  the  income  of  funds  for  the  same  purpose 
was  $86,893.31 ;  the  amount  of  voluntary  contribution  for 
board,  fuel,  &c.,  was  $5,343.07 ;  the  amount  received  by  the 
towns  from  the  income  of  the  school  fund,  $71,749.96.  Of  the 
last  amount  $4,011  was  expended  for  apparatus  and  books  of 
reference,  making  the  whole  amount  expended  for  public 
schools  the  last  year,  including  only  wages  of  teachers,  board, 
fuel,  care  of  fires  and  schoolrooms,  $4,331,733.12.  If  the  cost  of 
superintendence  and  of  printing  reports  be  added,  the  sum 
becomes  $4,398,961.22.  If  we  add  the  cost  of  repairs  of  school- 
houses  and  of  new  ones,  the  amount  expended  the  last  year  for 
the  schools  becomes  $4,994,824.41. 

If  the  $4,331,733.12,  which  includes  only  the  current  expenses 
of  the  schools  for  the  year,  had  been  equally  distributed 
among  the  pupils  attending  the  public  schools,  the  rate  for  each 
child  would  have  been  $13,904. 

Besides  the  public  day-schools,  there  were  last  year  in  the 
State  88  evening-schools,  with  423  teachers  and  10,531  pupils ; 
six  normal  schools,  with  58  teachers  and  1,062  pupils. 


SECRETARY'S  REPORT.  5T 

From  the  summary  of  statistics  upon  a  previous  page,  a  large 
number  of  facts  relative  to  the  condition  of  the  public  schools 
may  be  learned ;  but,  considered  by  themselves,  these  facts  do 
not  show  whether  this  condition  is  one  of  progress  or  regress. 
Before  that  can  be  known,  we  must  compare  the  present  condi- 
tion with  some  condition  in  the  past ;  and,  to  make  the  compari- 
son of  real  value,  that  past  condition  must  not  be  too  long  past. 
The  facts  of  the  present  year,  compared  with  those  of  some 
year  two  or  three  decades  ago,  may  show  a  great  advance ;  but 
it  is  desirable  to  know,  not  whether  we  have  made  progress  in 
the  last  twenty  or  thirty  years,  but  in  the  last  two  or  three 
years. 

Comparing  the  statistics  of  the  year  1876  with  those  of  1879, 
the  following  facts  appear :  — 

The  number  of  public  schools  in  the  State  then  was  5,542,  now  it  is  5,558; 

an  increase  of  16. 
The  number  of  persons  between  5  and  15  years  was  then  300,834,  now  803,- 

836 ;  an  increase  of  3,002. 
The  number  of  different  pupils  in  the  schools  was  then  305,776,  now  311,528  • 

an  increase  of  5,752. 
The  average  attendance  upon  the  schools  was  then  218,903,  now  234,249; 

an  increase  of  15,346. 
The  ratio  of  the  average  attendance  to  the  number  of  persons  between  5  and 

15,  expressed  in  decimals,  was  then  72.76,  now  77.09;  an  increase  of  4.33. 
The  number  of  towns  which  have  made  the  provision  required  by  law  for 

truants  was  then  137,  now  213;  an  increase  of  76. 
The  number  of  different  persons  employed  as  teachers  in  the  public  schools 

then  8,851,  now  8,749;  a  decrease  of  102. 
Average  wages  of  teachers  per  month  then,  males,  |84.78,  now  $67.44. 
Average  wages  of  teachers  per  month  then,  females,  $35.25,  now  |35.50. 
Decrease  for  males,  |17.34. 
Increase   for  females,   .25. 
Amount  raised  by  taxes  for  the  support  of  public  schools,  including  wages, 

board,  fuel,  and  care  of   schoolrooms,  then  14,400,898.59,  now  $4,103,- 

851.65;  a  decrease  of  $297,046.94. 
Amount  of  voluntary  contributions  for  schools,  then   $8,412.68,  now  $5,- 

343.07;  a  decrease  of  $3,069.61. 
The  sum  raised  for  each  child  in  the  State  between  the  ages  of  5  and  15, 

then  114.818,  now  $13,717;  a  decrease  of  $1,101. 
Percentage   of  valuation  appropriated  for  public  schools,  then  2^^  mills, 

now  2J^  mills;  an  increase  of  -^q\  mills,  or  of  15  per  cent. 

A  careful  study  of  these  facts  shows  that,  while  there  are  six- 
teen more  schools  now  than  there  were  three  years  ago,  there 
are  3,002  more  persons  of  school  age,  which  would  give  about 


58  BOARD   OF  EDUCATION. 

nineteen  pupils  to  each  of  these  new  schools;  but  the  entire 
number  of  pupils  in  the  schools  now  is  greater  by  5,752  than  it 
was  three  years  ago,  and  this  gives  about  thirty-six  pupils  to 
each  of  the  new  schools.  If  carried  still  further,  and  the  aver- 
age attendance  is  considered,  this  will  be  found  to  be  15,346 
greater  than  it  was  three  years  ago,  which  gives  ninety-six 
pupils  to  each  new  school.  Although  the  average  attendance 
is  sometimes  made  the  basis  for  determining  the  necessity  of 
additional  school  accommodations,  by  those  who  oppose  any 
such  increase,  it  is  not  a  proper  one  ;  for  if,  from  any  cause,  — 
a  severe  storm,  a  funeral,  or  a  saint's  day,  —  there  were  twenty 
vacant  chairs  in  the  school  yesterday,  but  to-day  there  are 
twenty  more  pupils  than  chairs,  it  is  not  easy  to  make  the 
twenty  vacant  chairs  of  yesterday  available  for  the  twenty 
extra  pupils  of  to-day. 

But,  apart  from  the  relation  of  these  facts  to  the  new  schools, 
they  are  of  great  interest  in  themselves.  The  increase  in  the 
number  of  persons  between  five  and  fifteen,  in  these  last  three 
years,  is  3,002,  and  is  about  what  might  be  expected  from  the 
increased  population  of  the  State.  But  the  increase  in  the 
numbers  in  the  schools  (5,752)  is  2,750  greater  than  the  increase 
of  those  of  school  age ;  and  this  excess  has  nothing  to  do  with 
increase  of  population,  but  shows  that  almost  twice  as  many 
are  added  to  the  schools  as  are  added  to  the  school  population. 
But  the  increase  in  the  average  attendance  (15,346)  is  more 
than  five  times  as  great  as  the  increase  of  the  school  population, 
and  more  than  two  and  a  half  times  as  great  as  the  increase  in 
the  entire  number  attending  school.  These  facts  show  that  a 
larger  proportion  of  the  young  are  in  the  schools  now  than 
there  were  three  years  ago,  and  that  they  are  much  more  con- 
stant in  their  attendance.  This  favorable  change  is  due,  doubt- 
less, in  part  to  the  fact  that  seventy-six  more  towns  have  made 
the  provisions  required  by  law  concerning  truants,  than  had  in 
1876.  As  a  consequence  of  the  facts  above  stated,  the  ratio  of 
average  attendance  to  the  whole  number  between  five  and  fif- 
teen has  been  increased  4J  per  cent,  making  it  now  77-f-. 

The  per  cent  of  attendance  is  based  upon  the  number  of 
months  the  schools  are  kept  in  each  town,  and  not  upon  the 
number  of  months  the  law  requires  them  to  be  kept,  and  there_ 
fore  the  basis  is  variable.  One  town  maintains  its  schools 
twenty-four  weeks,  another  forty.     Each  may  have  an  attend- 


SECRETARY'S   REPORT.  59 

ance  of  eighty  per  cent;  but  when  in  the  one  town  it  is  for 
six  months,  and  in  the  other  for  ten,  the  percentage  is  greatly 
in  favor  of  the  latter  town. 

The  addition  of  15,346  to  the  average  attendance  of  pnpils, 
other  things  being  the  same,  would  account  for,  if  it  did  not 
absolutely  demand,  a  greater  number  of  teachers ;  and,  while  a 
greater  teaching  force  has  been  required  and  without  doubt 
employed  the  present  year,  the  number  of  different  teachers 
employed  in  1879  has  been  less  than  that  of  1876  by  102.  This 
shows  that  the  waste  which  comes  from  frequent  changes  has 
been  saved,  and  that  the  schools  have  reaped  the  benefit  of 
greater  permanency  on  the  part  of  teachers. 

The  amount  raised  for  the  schools  in  1879  is  less  than  that  of 
1876  by  8297,046.94.  If  to  that  be  added  the  $3,000  decrease 
in  the  voluntary  contributions,  it  makes  the  amount  available 
for  the  public  schools  less  than  it  was  in  1876  by  over  $300,000. 
In  accordance  with  this  the  sum  raised  by  taxation  for  each 
person  between  the  ages  of  five  and  fifteen  is  $1.10  less  than  it 
was  three  years  ago.  This  might  seem  to  irpply  that  the  Com- 
monwealth is  becoming  indifferent  to  the  cause  of  education, 
and  that  the  towns  have  grown  weary  of  taxing  themselves  for 
the  support  of  their  schools.  But  it  must  be  borne  in  mind 
that  in  these  three  years  the  valuation  of  the  State  has  fallen 
off  almost  two  hundred  and  forty  miUions  ($239,788,541),  so 
that,  notwithstanding  the  amount  raised  is  less,  the  percentage 
of  valuation  appropriated  to  the  schools  is  greater  by  -^^^^  mill 
(0.000 j-^q^q),  or  fifteen  per  cent  greater  than  it  was  in  1876. 
The  economy  made  necessary  by  the  general  depression  in  busi- 
ness, and  the  retrenchment  in  private  and  public  affairs,  en- 
forced by  the  depreciation  of  values,  have  reached  the  schools, 
and  have  been  considered  by  school  officers  and  people ;  but  a 
larger  number  of  children  have  been  in  the  schools,  their  attend- 
ance has  been  more  constant,  the  time  of  the  schools  has  been 
lessened  but  a  single  day,  and  the  results  have  been  satisfactory. 

To  meet  this  different  condition  of  things,  these  changed 
circumstances,  the  pay  of  the  male  teachers  has  been  reduced 
upon  the  average  more  than  seventeen  dollars  per  month,  and 
so  they  have  been  made  to  share  the  burden  which  has  pressed 
heavily  upon  other  members  of  society.  It  is  to  be  hoped  that 
this  reduction  of  salaries  will  not  seriously  affect  the  prosperity 
of  our  schools ;    but  as  it  is  in  education,  as  in  other  depart- 


60  BOARD   OF  EDUCATION. 

ments,  that  the  better  pay  secures  the  better  service,  there  is  a 
fear  that  with  a  revival  of  business,  and  the  demand  for  active, 
intelligent  men,  the  schools  may  lose  the  services  of  some  of 
their  best  teachers. 

The  facts  that  three  years  ago  the  people  taxed  themselves 
almost  $-1,500,000  for  the  support  of  their  schools,  and  that  the 
present  year,  notwithstanding  the  great  reduction  in  the  valu- 
ation, they  have  raised  more  than  14,000,000,  show  conclusively 
that  the  people  recognize  the  worth  of  our  public  schools,  and 
that  they  regard  them  as  the  most  important  institutions  the 
state  is  called  upon  to  organize  and  sustain.  This  importance 
arises  from  their  relations  to  the  life  of  the  state  and  to  the 
well-being  of  its  individual  members.  The  comparison  here 
made  shows  that  there  is  progress ;  still  the  thought  is  not  to 
be  entertained,  that  there  are  no  defects  in  our  school  system, 
no  failures  in  the  practical  working  of  it,  and  no  obstacles  to  be 
removed.  While  the  importance  of  the  schools  to  the  life  of 
the  state  and  to  the  well-being  of  the  individual  is  generally 
admitted,  there  are  some  who  consider  their  support  to  be  a 
burden  which  may  be  reduced  to  the  smallest  possible  amount, 
or  perhaps  cast  off  altogether ;  and  therefore  it  is  well  to  refer 
often  to  these  relations,  and  to  consider  the  defects  for  the 
purpose  of  removing  them. 

There  are  a  few  in  almost  every  community,  who,  failing  to 
see  that  the  personal  protection  and  personal  development  ex- 
perienced by  each  individual  in  that  community  is  in  direct 
proportion  to  its  civilization,  and  that  a  common  civilization  is 
the  product  of  public  education,  deem  it  to  be  their  privilege,  if 
not  their  duty,  to  grant  a  meagre  support  only  to  the  public 
schools. 

The  number  of  such  citizens  in  our  communities  has  never 
been  large,  for,  from  the  most  ancient  times  in  our  civil  history, 
Massachusetts  has  been  noted  for  its  intelligent  zeal  in  behalf 
of  popular  instruction ;  and,  besides,  we  have  never  been  accus- 
tomed to  look  with  much  favor  upon  those  who  for  any  reason 
oppose  the  schools. 

There  has  never  been  a  prevailing  doubt  among  the  people 
of  our  Commonwealth,  concerning  the  duty  of  maintaining  the 
elementary  schools  by  public  authority. 

In  the  opinion  of  the  Fathers,  it  is  the  duty  of  the  state,  and 
of  every  organized  community,  to  see  to  it  that  the  whole  people 


SECRETARY'S   REPORT.  61 

are  trained  up  to  that  degree  of  intelligence  necessary  to  enable 
them  to  understand  the  true  relations  that  members  of  civil 
society  hold  to  one  another ;  to  know  that  industry  and  virtue 
are  the  necessary  conditions  of  public  as  well  as  of  private  pros- 
perity ;  and  to  have  the  ability  to  exercise  an  independent 
mental  activity  in  forming  opinions  and  in  regulating  conduct. 
The  prevailing  sentiment  of  the  people  is  still  in  harmony  with 
that  of  the  founders  of  our  institutions;  but  there  are  some, 
even  in  our  highly  civilized  Commonwealth,  who  profess  to 
believe  that  the  duty  and  right  of  the  State  to  maintain  public 
schools  is  limited  to  those  institutions  which  give  instruction 
in  the  elements  of  learning  only. 

They  also  endeavor  to  maintain  that  much  learning  is  a  foe 
to  industry  and  to  virtue ;  that  poverty  and  crime  are  neither 
of  them  made  less  by  the  training  which  the  schools  afford  ;  and 
that  all  true  social  progress  is  retarded,  rather  than  advanced, 
by  the  modern  sj^stems  of  education. 

These  sentiments  do  not  prevail,  and  yet  they  exist  in  some 
places  to  a  degree  sufficient  to  retard  progress,  and  discourage 
earnest  educators  from  attempting  to  secure  the  fullest  and 
bighest  results  the  best  education  is  adapted  to  produce.  Our 
schools  are  essentially  in  the  hands  of  the  people. 

It  is  true  that  the  character  of  any  people  is  determined 
largely  by  their  public  institutions;  but  it  is  also  true  that 
in  our  free  Commonwealth  the  character  of  its  institutions  is 
determined  by  the  free  acts  of  the  people.  On  this  account  it 
seems  to  be  a  requisite  of  public  safety  and  of  social  progress, 
that  the  people  should  have  clear,  well-defined  notions  of  what 
the  state  is,  what  are  the  ends  to  be  attained  by  its  existence, 
and  what  are  the  duties  of  the  citizens  of  a  free  state. 

All  admit  that  a  republican  state  cannot  long  exist,  unless 
the  whole  people  are  trained  into  that  condition  in  which  they 
will  have  the  ability  to  think  correctly  on  all  those  questions 
which  pertain  to  human  rights,  and  unless  they  have  the  incli- 
nation to  act  together  in  accordance  with  the  truths  they  have 
the  ability  to  discover. 

A  free  state  is  compelled  to  maintain  such  institutions  as 
are  adapted  to  train  its  citizens  to  perform  correctly  their  free 
public  acts.  And,  beyond  this,  it  is  wise  for  the  state  to  cher- 
ish those  institutions  that  have  for  their  object  the  complete 
training  of  every  member  of  the  state ;  for  it  is  by  such  a  train- 


62  BOARD   OF   EDUCATION. 

ing  of  individuals  that  the  foundations  of  a  true  progress  in  all 
public  affairs  can  be  most  surely  established.  It  is  the  high 
privilege  of  a  democratic  state  to  do  more  than  provide  for  the 
perpetuity  of  its  own  existence.  It  should  provide  for  the  full 
development  of  the  people,  and  of  all  those  material  resources 
which  in  turn  furnish  the  means  of  human  development. 

The  question,  "To  what  extent  shall  the  schools  be  maintained 
by  public  authority,  or  what  grades  of  instruction  shall  be  sup- 
ported at  the  public  expense  ?  "  is  frequently  discussed  in  our 
times.  The  right  to  maintain  elementary  schools  by  a  general 
tax  is  universally  admitted ;  but  it  is  affirmed  by  some  that  the 
state  is  acting  beyond  its  province  whenever  it  gives  support  to 
secondary  instruction. 

It  would  be  a  delicate  and  difficult  task  for  a  political  philos- 
opher, to  show  that  a  civil  state  has  the  right,  and  that  it  is 
its  duty,  to  establish  schools  for  the  instruction  of  the  youth 
in  the  elements  of  learning;  and  then,  to  show  that  beyond 
elementary  instruction  the  state  has  no  rights  or  duties  in  so 
far  as  its  relation  to  the  public  schools  is  concerned.  To 
show  these  things  involves  the  necessity  of  performing  the  im- 
possible task  of  proving  that  elementary  is  the  only  form  of 
instruction  that  contributes  to  the  well-being  of  the  individual, 
and  to  the  perfection  of  the  state.  In  establishing  a  limit  be- 
yond which  the  state  should  not  go  in  educating  the  children, 
we  have  to  consult  its  ability  to  support  schools,  and  to  deter- 
mine what  will  contribute  to  its  perfection,  and  to  the  well- 
being  of  its  individual  members. 

In  so -far  as  the  duty  and  the  right  go  to  support  schools,  we 
must  fix  no  other  limits. 

If  it  is  necessary  for  the  perfection  of  the  state,  and  for  the 
well-being  of  its  individual  members,  that  schools  of  a  secon- 
dary as  well  as  primary  grade  should  be  maintained,  then,  in  so 
far  as  the  ability  exists,  the  necessity  creates  both  the  right  and 
the  duty. 

If  wrong  ideas  on  the  subject  of  supporting  our  high  schools 
by  public  authority  prevail,  our  whole  school  system  will  be  in 
danger  of  becoming  degraded,  by  being  deprived  of  that  part 
of  it  which  gives  character  to  all  the  rest.  Modern  statistical 
information  collected  from  all  civilized  countries  seems  to  settle 
the  question  beyond  dispute  that  illiteracy  and  poverty  and 
crime  are  natural  companions  the  world  over. 


SECRETARY'S   REPORT.  63 

Our  schools,  co-operating  with  our  religious  institutions,  have 
made  Massachusetts  the  freest,  the  most  prosperous,  and  the 
most  civilized  commonwealth  in  the  world. 

It  is  true  that  our  school  system  has  its  defects ;  but  the  use 
we  sometimes  make  of  the  system  is  worse  than  the  system 
itself. 

In  many  towns  the  schools  are  not  well  graded.  Many 
schools  are  too  small,  and  many  more  are  too  large,  for  the  num- 
ber of  teachers  employed.  If  the  schools  are  too  small,  money 
is  wasted,  and  the  labor  performed  is  unproductive.  If  too 
large  for  the  number  of  teachers  assigned  to  them,  then, 
money  and  strength  are  wasted  by  spreading  them  over  so 
much  surface  that  nothing  is  thoroughly  done. 

Another  defect  in  the  application  of  our  school  system  is 
found  in  the  courses  of  studies  taught.  These  are  not  always 
adapted  to  the  wants  of  the  mind  as  means  of  development,  or 
as  occasions  for  that  practical  knowledge  which  the  common 
affairs  of  life  require.  The  schools  are  suffering  from  waste 
caused  by  teaching  so  much  of  arithmetic  and  geography,  and 
of  facts  pertaining  to  all  of  the  branches  of  learning  introduced 
into  the  course  of  studies  taught. 

It  would  be  well  for  those  who  teach,  or  who  order  our 
school-affairs,  to  remember  that  there  are  two  ends  which  they 
are  to  keep  constantly  in  mind  in  all  they  do  for  the  schools. 

These  ends  are  the  complete  training  of  the  whole  nature  of 
the  children,  and  the  acquisition  by  them  of  a  good  method  of 
doing  all  their  human  wants  will  ever  require  to  have  done. 
Not  much  knowledge  can  be  obtained  by  the  longest  courses  of 
study,  and,  besides,  knowledge  is  a  useless  thing  as  an  end. 

The  methods  of  teaching  practised  in  the  schools  are  fre- 
quently unphilosophical,  producing  in  the  minds  of  the  pupils 
neither  useful  knowledge  nor  that  mental  training  which  leads 
to  self-control. 

Assigning  lessons  from  text-books  is  not  teaching.  There  is 
nothing  in  such  an  act  as  that,  which  can  entitle  it  to  respect  or 
to  a  longer  toleration. 

Our  schools  should  commence  at  once  to  teach  elementary 
knowledge  with  reference  to  the  scientific  knowledge  that  is  to 
arise  from  it. 

When  the  pupil  enters  the  secondary  schools,  he  should  have 
been  so  taught  that  his  knowledge  of  facts  will  lie  in  his  mind 


64  BOARD   OF   EDUCATION. 

in  an  orderly  manner,  ready  for  that  arrangement  into  classes, 
which  it  is  the  especial  work  of  the  secondary  schools  to  teach. 

Much  of  our  teaching  is  unproductive  and  wasteful  because 
its  methods  are  unnatural. 

Very  many  of  our  teachers  have  never  learned  the  science  or 
art  of  teaching,  but  are  day  by  day  going  through  with  the 
formalities  of  their  work  without  a  plan  to  guide  them  to  good 
results.  Some  of  our  schools  are  wanting  in  that  intelligent 
systematic  supervision  without  which  the  conditions  of  good 
schools  cannot  exist.  Education  is  a  science,  and  must  be 
studied  for  the  principles  the  science  contains,  before  a  true  art 
of  education  can  exist.  Those  who  organize  our  schools  must 
know  both  the  science  and  art  of  education  before  they  can 
make  plans  which  will  be  safe  to  follow.  It  is  not  a  rational 
thing  for  us  to  put  our  schools  into  the  keeping  of  those  who 
have  no  well-defined  notions  concerning  the  true  end  school- 
life  is  intended  to  secure,  nor  the  means  to  be  used  in  securing 
the  end. 

If  all  the  schools  in  this  Commonwealth  were  placed  under 
the  supervision  of  educated  men,  acting  as  professional  agents 
of  the  school-committees  of  the  towns,  then  there  would  soon 
be  found  in  these  schools  well-trained  teachers,  teaching,  in 
accordance  with  a  good  method,  well-devised  courses  of  studies 
to  properly-graded  classes  of  enthusiastic  pupils. 

And,  more  than  this,  there  would  soon  be  that  unity  of  plans 
of  school-work  all  over  the  Commonwealth  which  would  be  sure 
to  contribute  to  a  rapid  and  permanent  progress.  Massachusetts 
is  thought  to  hold  the  highest  rank  among  the  States  in  school 
affairs.  She  will  not  continue  to  be  first  unless  in  some  way 
she  at  once  incorporates  into  her  school  economy  the  art  of 
school-keeping  founded  upon  the  true  science  of  education. 
We  need  our  school-committees  as  they  are  now  appointed  and 
organized.  They  must  forever  hold  the  schools  under  their  con- 
trol ;  but  they  must  be  supplied  with  skilled  agents  to  do  what 
requires  time  and  constant  study  and  scientific  knowledge  and 
practical  skill  and  a  successful  experience  to  do  well,  —  namely, 
to  make  good  plans  for  a  true  school,  and  to  guide  those  who 
use  the  plans  to  the  best  results. 

Some  towns  are  now  failing  to  furnish  that  support  for  the 
schools  necessary  to  secure  good  teachers,  and  to  supply  them 
with  the  means  of  teaching. 


SECRETARY'S   REPORT.  65 

This  failure  has  a  tendency  to  discourage  school  committees 
and  superintendents,  by  compelling  them  to  give  up  their 
schemes  for  progress,  and  —  what  is  a  public  calamity  as  well  as 
a  private  grief,  —  by  compelling  them  to  give  up  their  best 
teachers. 

Too  large  a  per  cent  of  the  children  of  school  age  are  absent 
from  the  schools,  either  by  the  authority  or  neglect  of  parents, 
or  by  the  neglect  of  those  authorities  which  the  State  has  com- 
missioned to  exercise  parental  care  over  habitual  truants.  About 
forty  of  our  towns  still  hold  on  to  the  district  system.  This 
system,  established  in  1789,  has  been  productive  of  much  more 
evil  than  good. 

A  small  amount  of  money  raised  for  the  schools,  poor  school- 
houses,  poor  teachers,  and  short  schools,  are  the  necessary  at- 
tendants of  the  system. 

When  the  towns  were  first  divided  into  districts,  it  was  not 
intended  to  grant  to  them  any  powers,  or  impose  upon  them 
any  duties ;  the  division  was  made  simply  to  facilitate  the 
attendance  upon  the  schools.  Horace  Mann  said  that  he  con- 
sidered the  law  of  1789,  authorizing  the  towns  to  divide  their 
territory  into  school  districts,  the  most  unfortunate  school  law 
ever  enacted  in  the  State. 

The  town  system  supplies  one  part  of  the  town  with  as  good 
schoolhouses  as  are  possessed  by  any  other  part.  It  reduces  the 
number  of  schools,  so  that  the  remainder  can  be  continued  for  a 
proper  time,  and  supplied  with  competent  teachers,  and  that 
waste  of  money  and  labor  caused  by  employing  a  teacher  for  one 
pupil  or  even  for  ten  pupils  is  easily  saved.  There  appears  to  be 
no  sufficient  reason  for  a  longer  continuance  of  the  district  sys- 
tem in  the  State.  It  opposes  the  improvement  of  our  schools 
while  it  increases  the  expense  of  their  support.  As  a  fact,  the 
schools  in  towns  where  the  district  system  still  holds  are,  on  the 
whole,  inferior  in  quality,  if  not  in  quantity.   • 

And,  finally,  public  sentiment  towards  the  schools  in  some 
towns  seems  to  lack  that  cordial  sympathetic  element  which 
the  teachers  need  to  cheer  them  on  in  their  laborious  and  ner- 
vous service. 

It  would  be  well  if  public  servants  could  labor  with  all  zeal 
in  their  public  offices,  with  no  other  encouragement  than  the 
consciousness  of  being  moved  only  by  the  highest  principle  of 
action,  —  a  sense  of  duty ;  but  the  facts  are,  that  most  men  are 


ee  BOARD   OF   EDUCATION. 

stimulated  to  an  intenser  activity  and  a  deeper  devotion  in  the 
public  service  if  their  industry  brings  its  appropriate  reward, 
and  their  faithfulness  is  properly  appreciated. 

If  we  degrade  the  office  of  school-teaching  by  withholding 
from  it  its  proper  reward,  and  by  creating  in  the  minds  of 
teachers  a  feeling  of  insecurity  in  their  places,  we  shall  do  much 
towards  taking  away  the  courage  of  those  now  in  the  service, 
and  we  shall  effectually  prevent  the  best  talent  from  ever  enter- 
ing the  profession. 

While  all  these  things  and  more  of  the  same  nature  are  true, 
still  the  friends  of  our  free  schools  were  never  more  hopeful 
than  now,  nor  have  they  ever  before  had  stronger  reasons  for 
hope. 

Within  the  past  few  years  the  educators  of  the  Common- 
wealth have  turned  their  attention  from  the  mere  mechanical 
practice  of  the  art  of  teaching  to  a  careful  study  of  the  princi- 
ples upon  which  the  true  art  is  founded  ;  and  the  result  has  been 
a  wonderful  and  rapid  advance  in  educational  ideas. 

As  a  direct  result  of  the  study  of  the  philosophy  of  educa- 
tion, some  towns  have  lately  made  radical  changes  in  the  courses 
of  studies  taught  in  their  schools,  and  in  the  method  by  which 
these  courses  have  been  taught.  The  schools  of  such  towns 
have  generally  been  led  to  these  ends  by  the  directing  power  of 
an  educated  superintendence.  There  is  a  prevailing  sentiment 
now  in  the  Commonwealth  in  favor  of  such  superintendence  of 
the  schools,  so  that,  even  in  the  smaller  towns,  containing  too 
few  schools  to  furnish  constant  employment  to  a  special  superin- 
tendent, or  possessing  too  little  wealth  to  pay  his  salary, —  even 
in  such  towns  it  is  a  common  thing  for  the  members  of  the 
school-committee  to  appoint  or  commission  one  of  their  number 
to  give  so  much  of  his  time  as  is  necessary  to  looking  after  the 
internal  affairs  of  the  schools. 

By  an  actual  examination  of  all  the  schools  of  one  of  our 
counties,  it  has  been  determined  that  those  under  the  care  of 
special  supervision  are  producing  far  better  results  than  those 
left  to  the  accidental  visits  of  agents  quite  fully  engaged  in  other 
employments. 

One  of  the  changes  that  always  accompanies  the  introduction 
of  skilled  supervision  is  the  employment  of  a  better  class  of 
teachers,  —  those  who  have  been  trained  by  study  and  experi- 
ence to  skill  in  the  practice  of  their  art.     And,  with  the  intro- 


SECRETARY'S   REPORT.  6T 

diiction  of  such  teachers,  are  always  introduced  better  ways  of 
teaching,  and  a  saving  of  all  that  waste  which  is  sure  to  arise 
from  ignorance  and  inexperience. 

Good  teaching  generally  collects,  by  a  voluntary  impulse,  all 
the  children  of  school  age  into  the  schools ;  it  diminishes  tardi- 
ness and  absence,  by  creating  a  love  for  school-work ;  it  encour- 
ages the  people  to  give  their  money  more  freely  for  the  support 
of  institutions  that  are  known  to  pay  back  more  than  they  have 
cost ;  it  improves  the  morals  of  a  community,  by  starting  off 
the  young  on  their  way  to  an  industrious  and  virtuous  life,  and 
it  increases  the  material  wealth  of  a  place,  by  producing  a  state 
of  society  so  safe  and  attractive  that  good  people  from  all  lands 
will  come  into  it  to  enjoy  its  blessings. 

More  attention  than  ever  before  is  now  given  to  primary 
teaching.  In  former  times  the  elementary  schools  were  fre- 
quently put  under  the  care  of  young  and  inexperienced  teach- 
ers ;  for  it  was  thought  that  almost  any  one  had  learning  and 
skill  enough  to  train  the  children.  Now,  on  account  of  the 
nature  of  primary  teaching,  and  on  account  of  the  skill  required 
to  practise  it  with  the  highest  success,  there  is  a  growing  senti- 
ment in  favor  of  putting  the  best  teachers  into  the  primary 
schools,  and  of  pajdng  them  a  salary  somewhat  in  proportion  to 
the  difficult  and  delicate  nature  of  their  work. 

One  will  find  now,  as  he  passes  over  the  Commonwealth,  that 
the  towns  are  pretty  well  supplied  with  schoolhouses  con- 
structed in  accordance  with  the  principles  of  a  better  taste 
than  formerly  prevailed,  and  better  adapted  to  the  wants  of 
school  life. 

He  will  find  also  that  these  houses  are  better  supplied  with 
maps  and  books  and  apparatus  and  natural  objects  to  be  used 
for  objective  teaching  than  were  the  schoolhouses  of  earlier 
times.    A  more  humane  style  of  school  government  also  prevails. 

The  rod  has  been  largely  displaced  by  appeals  to  higher  prin- 
ciples of  action  than  the  fear  of  punishment. 

To  train  the  children  to  habits  of  industry,  and  to  lay  the 
foundation  for  public  and  private  prosperity,  educators  are  now 
turning  their  attention  towards  the  introduction  of  the  indus- 
trial element  into  the  schools. 

It  is  believed  now  by  many  that  skill  in  the  industries  of  hfe 
and  the  spirit  of  work  can  both  be  trained  into  the  boys  and 
girls  as  they  are  passing   through   the  schools ;    although  our 


68  BOARD   OF  EDUCATION. 

common  schools  have  for  their  primary  object  a  general  culture 
of  the  powers,  rather  than  that  training  which  fits  one  for  the 
special  activities  of  life.  The  problem,  how  we  shall  combine 
industrial  training  with  our  common-school  exercises,  has  not 
yet  been  solved;  but  the  educators  of  the  State  are  solving 
it,  and  already  some  occupations  like  sewing  and  knitting  in 
their  many  forms  have  been  introduced  with  great  success  into 
some  of  our  schools. 

The  schools  of  the  future  will  do  more  than  the  schools  of 
the  immediate  past  have  done  towards  training  up  the  children 
to  live  a  moral  as  well  as  intellectual  life.  And  this  will  be 
done  without  teaching  any  of  those  particular  doctrines  con- 
cerning which  every  individual  should  be  left  to  form  his  own 
independent  opinion,  but  by  teaching  those  fundamental  truths 
which  relate  to  principles  of  virtue,  and  to  which  all  minds 
must  yield  assent  as  soon  as  they  are  discovered. 

It  should  ever  be  remembered  that  our  schools  are  the  means 
by  which  we  are  to  secure  for  ourselves  all  the  blessings  that 
can  come  to  us  through  the  experiences  of  an  intelligent  life. 
They  are  the  means  by  which  this  Commonwealth  has  risen  to 
a  higher  civilization  than  was  ever  before  reached  by  a  civil 
State.  They  are  the  means  by  which  individual  men  are  to  be 
trained  into  that  state  which  alone  can  furnish  the  conditions 
of  a  rational  life.  They  are  a  necessity  to  us  as  a  State  and  as 
members  of  a  free  State.  It  is  wise  for  us  to  give  to  them  our 
most  earnest  and  cordial  support. 

The  wants  of  our  times  call  us  to  a  thoughtful  study  of  the 
principles  of  education  and  the  methods  of  teaching.  The 
people  are  demanding  more  and  more  of  their  educational  in- 
stitutions. They  are  no  longer  content  to  send  their  children 
to  schools  which  teach  nothing  but  a  knowledge  of  words  or 
of  unrelated  facts.  They  ask  now  that  their  children  shall  be 
trained  for  the  duties  of  private  and  public  life.  They  are 
calling  upon  the  authorities  to  place  over  the  schools  teachers 
who  are  prepared  by  natural  gifts  and  professional  study  to 
lead  those  under  their  care  to  accurate  knowledge,  to'  a  sym- 
metrical culture,  and  to  a  true  method  of  thinking  and  acting. 
They  desire  above  all  other  things  to  have  their  children  sub- 
jected to  those  educating  influences  which  mould  the  charac- 
ter into  the  highest  forms  of  moral  strength  and  moral  beauty. 
They  know  that  these  great  ends  cannot  be  secured  by  accident 


SECRETARY'S   REPORT.  69 

nor  by  those  cheap  means  that  cost  no  sacrifices  to  procure,  and 
they  are  more  than  willing  to  bear  tlie  burden  of  furnishing  all 
the  material  and  moral  support  necessary  to  the  existence  of 
good  schools. 

Supervision. 

A  public-school  system  in  a  democratic  state  requires  for  its 
existence  a  community  of  persons  acting  together  in  establish- 
ing, supporting,  and  controlling  the  schools. 

The  system  requires  also  public  officers  elected  by  the  people, 
and  representing  them  in  organizing  the  schools  and  in  super- 
intending the  administration  of  all  their  affairs. 

The  service  performed  by  these  officers  includes  providing 
for  convenient,  well-furnished  schoolhouses  ;  grading  the  schools 
according  to  the  topics  to  be  taught,  and  to  the  attainments  of 
pupils ;  selecting  and  examining  the  teachers ;  making  rules 
which  give  to  the  teachers  their  authority,  and  by  which  they 
are  to  be  guided;  constructing  courses  of  studies;  determining 
what  methods  of  teaching  shall  be  practised;  regulating  the 
attendance  of  children ;  examining  and  inspecting  the  schools ; 
making  an  annual  report  of  their  condition,  progress,  and  wants ; 
and  finally  in  creating  public  sentiment  in  their  favor. 

From  the  nature  of  the  duties  pertaining  to  their  office  we 
may  learn  what  are  the  requisites  of  a  competent  school  officer, 
and  how  great  is  the  necessity  that  all  the  schools  should  be 
placed  under  the  care  of  a  competent  supervision. 

To  plan  a  good  schoolhouse ;  to  choose  a  proper  site  for  it ; 
to  supply  it  with  an  abundance  of  light,  so  admitted  as  to  fall 
agreeably  on  the  eye  ;  to  secure  for  it  a  proper  temperature  and 
an  abundance  of  fresh  air ;  to  arrange  it  so  that  the  sun  can 
pour  its  cheerful,  healthful  beams  into  every  room  ;  to  furnish 
it  with  desks  and  seats  constructed  in  accordance  with  the  laws 
of  health  and  comfort ;  to  provide  it  with  cabinets  for  apparatus 
and  natural  objects,  to  be  used  as  the  means  of  teaching,  —  to 
plan  correctly  and  economically  for  all  these  things,  requires, 
among  other  acquisitions,  a  knowledge  which  can  be  obtained 
only  by  a  careful  study  of  school-work,  and  a  successful  experi- 
ence in  school-teaching.  If  the  schoolhouses  belonging  to  the 
towns  of  the  Commonwealth  had  all  been  planned  by  agents 
acquainted  with  the  wants  of  the  schools,  and  skilled  in  con- 
triving for  their  supply,  these  buildings  would  have  far  greater 


70  BOARD   OF   EDUCATION. 

value  as  schoolhouses  than  they  now  possess,  and  they  would 
have  been  erected  for  much  less  money  than  has  been  expended 
upon  them. 

Good  teachers  are  the  efficient  causes  of  good  schools.  Such 
teachers  are  to  be  found  by  an  examination  for  those  qualities 
and  acquisitions  they  must  possess.  No  one  but  a  skilled  edu- 
cator can  make  an  examination  that  has  any  value  or  signifi- 
cance. The  schools  are  to  be  examined  and  inspected ;  but  it 
is  unjust  to  the  teacher,  and  of  no  consequence  to  the  pupils, 
to  be  subjected  to  the  criticisms  of  one  who  cannot  tell  what  he 
looks  upon  when  he  visits  a  school. 

The  Statutes  of  the  Commonwealth  require  the  towns  to 
maintain  a  sufficient  number  of  schools  for  all  the  children  of 
school  age ;  but  they  leave  it  to  the  school  authorities  of  the 
towns  to  put  their  own  interpretation  upon  the  term  "  suffi- 
cient ; "  and  to  the  towns  themselves,  acting  with  the  advice  of 
the  authorities,  to  determine  at  what  points  the  schoolhouses 
shall  be  built. 

The  towns  will  suffer  great  waste  of  money  and  of  mental 
effort,  and  they  will  fail  of  obtaining  the  best  educational  re- 
sults, if  they  have  too  many  or  too  few  schools.  If  there  are 
too  many  schools,  money  will  be  wasted  in  paying  too  many 
salaries,  and  in  supporting  too  many  schoolhouses.  A  teacher 
can  teach  for  six  hours  thirty  well-graded  pupils,  with  as  much 
ease,  and  with  far  better  results,  than  he  would  experience  in 
teaching  one  pupil  or  ten  pupils  for  the  same  time.  Enthusi- 
asm, without  which  there  can  be  neither  effective  teaching  nor 
productive  study,  is  not  likely  to  exist  in  a  large  degree  in  very 
small  schools. 

A  wise  supervision  would  direct  its  attention,  from  the  first, 
towards  reducing  the  number  of  schools  maintained  by  the 
towns,  until  no  more  existed  than  the  number  of  pupils  to  be 
taught  would  require. 

If  there  are  too  few  schools,  waste  will  be  produced  by 
requiring  the  teachers  to  teach  too  many  and  too  large  classes. 
The  best  educational  results  are  never  produced  in  very  large 
schools.  The  presence  of  large  numbers  collected  in  a  mass 
is  oppressive  to  the  individual,  and  prevents  the  teacher  from 
doing  individual  work.  If  the  teacher  were  permitted  by  the 
laws  of  the  human  mind  to  pour  knowledge  into  it  as  water 
is  poured  into  a  vessel  to  be  filled,  then  he  could  teach  at  the 


SECRETARY'S   REPORT.  71 

same  time  as  many  as  could  hear  the  sounds  of  his  voice  ;  but 
as  true  teaching  consists  in  simply  presenting  in  a  right  manner 
objects  and  subjects  of  study  to  every  learner's  mind,  and  in 
leading  every  mind  to  think  and  know  for  itself,  the  classes 
taught  must  never  be  too  large  to  be  treated  as  individuals. 

The  schools  should  not  be  too  small  to  be  supported,  or  to 
furnish  that  stimulus  to  a  vigorous  mental  activity  which  the 
presence  of  numbers  alone  can  excite ;  nor  too  large  to  allow 
every  member  to  receive  a  proper  amount  of  special  instruction. 

If  the  schoolhouses  of  the  State  were  skilfully  planned  and 
judiciously  constructed,  and  the  number  of  them  reduced  to  a 
proper  limit,  enough  material  waste  would  be  saved  to  pay  for 
an  intelligent  supervision  of  all  the  schools. 

After  our  pupils  are  well  classified  in  good  schoolhouses,  they 
are  to  be  provided  with  courses  of  studies  adapted  to  the  ends 
school -life  should  strive  to  secure.  In  constructing  a  course  of 
studies,  one  must  be  guided  by  a  knowledge  of  what  the  mind 
can  and  must  do  to  train  itself  into  a  good  state  of  existence  ; 
of  the  order  in  which  the  powers  of  the  mind  are  awakened  to 
their  different  activities ;  of  the  topics  of  study  which  will  fur- 
nish the  natural  occasions  for  those  mental  exercises  that  result 
in  training  and  knowledge,  and,  lastly,  by  a  knowledge  of  the 
relation  different  topics  hold  to  one  another. 

The  only  sure  guide  to  a  rational  course  of  studies  is  found 
in  a  knowledge  of  the  nature  of  the  mind,  and  of  its  destiny. 
A  knowledge  of  these  things,  in  the  mind  of  one  who  has 
authorit3%  will  prevent  using  words  for  things  ;  it  will  not  allow 
the  introduction  of  scientific  study  into  the  elementary  schools, 
or  into  any  schools,  before  the  elements  of  science  have  been 
taught ;  it  will  suggest  the  propriety  of  dividing  all  courses  of 
studies  into  two  parts,  one  for  the  elements  of  learning,  the 
other  for  the  scientific  knowledge  founded  on  the  elements, 
and  it  will  magnify  the  importance  of  some  branches  of  study 
now  considered  by  many  ornamental  and  superfluous.  An  in- 
telligent .comprehension  of  what  constitutes  a  complete  educa- 
tion will  not  exclude  the  classic  languages  from  our  secondary 
courses  of  instruction,  simply  because  they  are  not  to  be  used 
as  a  common  medium  of  communication ;  nor  drawing  from 
any  course,  because  a  few  only  of  the  children  will  ever  become 
artists  ;  nor  music,  because  the  divine  gift  of  making  melody  was 
not  bestowed  on  all.     These  branches  would  be  introduced  into 


72  BOARD   OF   EDUCATION. 

every  complete  course  of  studies  by  an  intelligent  supervision, 
because  they  are  the  necessary  occasions  for  that  knowledge 
which  every  educated  mind  should  possess,  and  for  that  train- 
ing of  the  powers  which  every  mind  should  experience. 

The  demands  of  modern  civilization  compel  us  to  introduce 
into  our  courses  of  instruction  not  only  those  topics  which  lead 
to  a  study  for  what  is  called  practical  knowledge,  but  those  also 
which  provide  even  for  the  refinements  of  learning,  not  for  the 
few  only  who  may  be  favored  with  wealth  and  leisure,  but  for 
all  who  have  minds  to  cultivate,  and  an  equality  of  natural 
rights  and  of  social  rank  to  contend  for. 

'  In  the  minds  of  educated  men,  there  is  an  increasing  appre- 
ciation of  the  value  of  drawing  in  the  public  schools.  It  fur- 
nishes the  best  means  of  training  the  observing  powers,  and 
of  the  imagination,  upon  whose  culture  the  activity  of  taste 
depends ;  it  enables  the  people  of  a  State  to  run  the  race  of  life 
with  the  advantages  that  intellectual  skill  can  add  to  physical 
force,  and  it  elevates  the  morals  by  calling  the  mind  to  an 
intelligent  study  of  the  beautiful.  Artists  and  artisans  must 
be  trained,  that  they  may  produce  works  of  art  and  artistic 
work  ;  all  others,  that  they  may  be  able  to  appreciate  art,  and 
make  a  demand  for  its  products. 

If  these  ends  are  ever  secured,  the  elements  of  art  must  be 
taught  in  all  our  common  schools ;  and  the  conditions  for  the 
teaching  must  be  established,  if  they  ever  exist  at  all,  by  an 
educated  supervision. 

The  material  as  well  as  the  moral  prosperity  of  a  country 
depends  on  its  general  intelligence ;  and  we  cannot  introduce 
into  the  schools  any  of  those  studies  that  excite  into  a  healthful 
exercise  the  intellectual  nature  of  the  children,  without,  at  the 
same  time,  laying  the  sure  foundation  for  material  and  moral 
wealth. 

Those  who  have  not  studied  the  history  of  education,  as  well 
as  its  nature,  are  in  danger  of  taking  a  narrow  view  of  what 
the  schools  of  the  people  should  undertake  to  do.  It  should  be 
ever  borne  in  mind  by  those  who  frame  systems  of  public 
instruction  for  the  people  of  a  free  state,  that  they  are  to  be 
provided  for  in  the  public  schools  as  a  people,  and  not  as  a 
people  divided  into  classes  according  to  the  accidents  of  birth 
and  wealth  and  occupation. 

The  public  schools,  it  is  true,  must  treat   the   children   as 


SECRETARY'S   REPORT.  73 

individuals,  but  as  individuals  of  a  people  and  not  of  a  class; 
and,  while  their  public  training  must  have  reference  to  general 
intelligence,  it  must  be  of  that  kind  and  amount  which  will 
prepare  them  to  enter  with  facility  upon  any  of  the  lawful  ac- 
tivities of  public  or  of  private  life.  No  more  fatal  mistake  can 
be  made  in  planning'  a  system  of  public  instruction,  than  to 
confine  it  to  elementary  topics  of  study ;  for  never  have  the  in- 
dustries or  morals  of  any  country  prospered,  while  secondary  or 
scientific  instruction,  has  been  put  beyond  the  reach  of  the 
people. 

The  history  of  nations,  and  sound  reason,  both  testify  against 
the  doctrine  of  withholding  from  any  portion  of  a  people  the 
advantages  of  a  generous  culture,  for  fear  that  it  will  render 
some  unfit  for  work,  or  discontented  with  their  lot. 

Spain  and  Ireland  on  the  one  hand,  and  Switzerland  and  Hol- 
land on  the  other,  show  us  that  those  countries  which  neglect 
the  higher  education  of  their  people  have  little  chance  with 
those  which  cultivate  it. 

There  should  be  in  this  Commonwealth  a  system  of  public 
schools,  that  provides  both  elementary  and  scientific  instruction 
for  all,  before  they  are  subjected  to  technical  instruction  nar- 
rowed to  its  special  applications.  Such  a  system  is  not  likely 
to  exist,  unless  we  have  a  wise  supervision  of  the  schools,  wise 
enough  to  invent  it,  and  direct  it  to  its  best  results. 

We  need  such  supervision,  that  our  methods  of  teaching  may 
be  improved.  That  is  not  productive  labor,  which  consists  in 
attempting  to  teach  an  object  or  subject  of  knowledge  without 
the  presence  of  these  things.  Such  teaching  always  fails  to  es- 
tablish those  relations  between  objects  of  study  and  the  pupil's 
mind  as  alone  render  the  acquisition  of  knowledge  possible. 
It  always  fails  to  communicate  a  method  of  study,  or  to  occa- 
sion such  activity  of  the  mind  as  will  train  it  to  act. 

It  is  reserved  for  skilled  supervisors  to  prepare  the  way  for 
trained  teachers  to  introduce,  in  a  proper  manner,  the  oral 
objective  method  of  teaching  into  the  schools ;  a  method  not 
now  universally  understood,  even  by  those  who  criticise  it  most 
freely  and  most  severely.  The  time  has  come  when  both  those 
who  practice  such  teaching,  and  those  who  criticise  it,  should 
understand  that  it  does  not  consist  altogether  in  talking  or  in 
explaining,  or  in  relieving  the  learner  from  hard  work,  or  in 
doing  any  thing  for  him  that  he  should  be  required  to  do  for 

10 


74  BOARD   OF   EDUCATION. 

himself;  but  that  it  does  consist  in  bringing  the  true  objects  of 
thought  into  the  learner's  presence,  and  in  directing  him  so  that 
he  can  think  in  an  orderly  manner  his  own  thoughts  of  them, 
and  can  acquire  mental  strength  by  an  exertion  of  his  own 
power. 

The  conditions  for  such  teaching  are,  well  constructed  and 
furnished  schoolhouses ;  properly  graded  schools,  with  few 
classes;  courses  of  study  adapted  to  the  wants  of  the  pupils 
who  are  to  pursue  them ;  abundant  means  of  teaching ;  an 
enlightened  public  sentiment ;  skilful  teachers  and  skilled  su- 
pervision for  all  the  schools. 

The  philosophy  of  special  superintendence  is  wholly  in  its 
favor  ;  its  utility  is  fully  proved  by  the  good  results  it  has 
produced  in  all  countries  where  it  has  been  employed.  The 
schools  of  Holland  have  been  made  the  best  in  the  world  by 
the  superior  excellence  of  the  supervision  which  has  organized 
and  directed  them.  The  schools  of  P-russia  and  Switzerland 
have  become  good  models  for  the  world  to  imitate,  through  a 
competent  supervision. 

The  Board  of  Education  of  Massachusetts  have  just  received 
returns  from  nearly  all  the  States  of  the  Union,  relating  to 
superintendence  by  district  or  county  agents. 

Three  questions  were  put  to  the  State  Superintendents  of 
Public  Instruction  in  all  the  States :  — 

1st,  Have  you  county  or  district  superintendents? 

2d,  How  are  these  officers  chosen  and  paid? 

3d,  What  are  the  results  of  their  work? 

From  the  returns  the  following  facts  are  gleaned :  — 

Twenty-eight  States  have  county  or  district  school  superin- 
tendents.    Nine  have  none. 

In  eighteen  of  these  States,  the  superintendents  hold  office 
for  two  years,  in  three  for  three  years,  in  three  for  four  years, 
and  in  two  for  one  year. 

In  eleven  of  the  States  they  are  chosen  by  the  people ;  in 
others,  by  the  State  Board  of  Education  or  State  Superintend- 
ent, by  county  boards  of  school  officers,  by  county  courts,  &c. 
These  officers  are  paid  generally  from  the  school  fund  of  the 
county. 

The  third  question  asked  for  the  "results"  of  the  work  of 
the  county  superintendents ;  and  I  will  quote  a  few  of  the 
replies. 


SECRETARY'S  REPORT.  75 

Florida :  "  I  deem  these  agents  indispensable."  Georgia : 
"  They  are  indispensable  ;  for,  with  efficient  agents,  educational 
work  goes  forward,  without  them  it  languishes."  Indiana : 
"  County  supervision  is  the  most  valuable  school  agency  we 
have  in  the  State."  Illinois :  "  The  office  is  indispensable.  In- 
variably the  counties  having  continuous  and  constant  supervis- 
ion show  better  schools  than  those  without  such  supervision." 
Maryland :  "  It  would  be  impossible  to  have  an  efficient  school 
system^  though  we  might  have  some  good  schools,  without  such 
officers."  Minnesota :  "  The  unity  of  our  school  system,  and 
its  highest  efficiency,  require  county  superintendents,  under  a 
well-regulated  system  of  appointments,  in  view  of  character 
and  ability."  Mississippi :  "  They  are  indispensable  in  a  sys- 
tem like  ours,  wherein  they,  together  with  the  local  trustees, 
constitute  the  county  school  officers."  Iowa :  "  They  are  a 
necessity."  Montana  :  "  They  are  quite  indispensable."  South 
Carolina :  "  I  regard  them  as  indispensable  to  the  proper  work- 
ing of  the  public  schools."  Tennessee  :  "  In  the  educational 
work  of  the  State,  these  agents  are  indispensable,  when  they 
are  able,  conscientious,  and  properly  remunerated."  West  Vir- 
ginia :  "  I  think  them  an  important  and  useful  element  in  any 
complete  system  of  management." 

I  will  quote  at  more  length  from  the  letter  of  Dr.  Wick- 
ersham,  the  distinguished  Superintendent  of  Public  Instruction 
of  the  State  of  Pennsylvania :  — 

"Pennsylvania  has  county  superintendents.  The  ofl&ce  was  established 
in  1854,  and  has  constantly  grown  in  favor.  "  County  superintendents  are 
elected  biennially,  by  conventions  composed  of  the  district-school  boards  of 
the  several  counties. 

"Their  salaries  are  now  fixed  by  law,  and  are  based  mainly  upon  the 
number  of  schools  in  eacb  county,  although  somewhat  modified  by  extent  of 
territory,  length  of  school-term,  &c.  The  least  salary  received  by  a  county 
superintendent  is  eight  hundred  dollars,  the  largest  is  two  thousand  dollars, 
the  average  being  about  twelve  hundred  dollars.  The  salaries  are  paid 
quarterly  by  the  State  Superintendent  of  Public  Instruction.  We  have  a 
system  of  city  superintendents  very  much  like  that  of  our  county  superin- 
tendents. 

"  Whatever  of  unity,  power,  and  life  our  system  of  public  instruction  pos- 
sesses, it  owes,  in  a  large  measure,  to  the  county  and  city  superintendency. 
It  is  its  right  arm. 

"  To  give  in  detail  the  fruits  of  the  superintendence  in  this  State  would 
be  to  relate  the  history  of  the  growth  of  our  system  of  education  for  the  last 
twenty-five  years,  to  describe  the  improvement  made  in  schoolhouses,  school- 


76  BOARD   OF   EDUCATION. 

furniture,  school-apparatus,  teachers,  teaching,  and  general  public   senti- 
ment in  relation  to  education. 

"  At  the  hands  of  these  superintendents  the  schools  of  Pennsylvania  have 
not  only  experienced  a  reform,  but  they  have  undergone  a  revolution." 

The  New  England  States,  Delaware,  Missouri,  and  Ohio 
have  no  county  superintendents.  The  State  Superintendent 
of  Maine  says,  "  I  think  that  county  superintendents  are  very 
much  needed  in  our  State.  As  at  present  organized,  the  local 
committees  act  upon  the  go-as-you-please  principle,  —  no  uni- 
formity of  action." 

The  Superintendent  of  Instruction  of  Missouri  says,  "  The 
absence  of  supervision  is  felt  to  be  an  incubus  upon,  and  a  curse 
to,  our  system ;  and  the  friends  of  education  are  unanimous  in 
their  desire  to  have  county  supervision  established."  The  same 
authority  in  Ohio  says,  "It  is  a  thing  we  have  desired  long, 
and  hope  not  to  die  without  the  sight."  The  Superintendent 
of  Instruction  in  New  Hampshire  does  not  think  county  super- 
intendents desirable  for  New  England. 

It  now  appears  that  both  philosophy  and  experience  are  in 
favor  of  school  superintendence ;  and  it  only  remains  to  be 
shown  how  the  system  can  be  established  over  all  the  schools 
of  the  Commonwealth. 

1st,  we  may  dismiss  from  our  attention  all  towns  and  cities 
that  already  have  special  superintendence. 

2d,  The  towns  not  yet  supplied  with  superintendents,  but 
which  are  able  and  willing  to  support  and  give  them  sufficient 
employment,  may  be  encouraged  to  provide  them  for  themselves. 

3d,  We  may  divide  the  remaining  towns  into  convenient  dis- 
tricts, containing  not  over  fifty  schools,  and  enable  each  district 
to  provide  itself  with  a  trained  superintendent,  who  shall  bear 
the  same  relation  to  the  school-committees  of  the  various  towns 
in  his  district  as  the  city  superintendent  bears  to  the  committee 
of  the  city. 

A  district  committee  may  be  organized,  which  may  consist  of 
members  selected  from  the  town  committees  of  the  various 
towns  of  the  district. 

The  district  committee  may  choose  the  superintendent,  fix  his 
salary,  determine  what  part  of  it  each  town  shall  pay,  and  what 
amount  of  service  each  town  shall  receive. 

While  the  superintendent  is  performing  the  duties  of  his 
office  in  a  town  of  his  district,  he  shall  act  under  the  direction 
of  the  school-committee  of  that  town. 


SECRETARY'S   REPORT.  77 

This  is  a  simple  method,  by  which  all  the  small  towns  of  the 
Commonwealth  can  be  supplied  with  skilled  agents,  who  shall, 
under  the  direction  of  tlie  school  committees,  give  their  whole 
time  and  talents  to  organizing  the  schools,  to  selecting  teach- 
ers, and  to  guiding  them  to  those  methods  that  produce  the 
best  results. 

No  way  can  be  devised  by  which  such  radical  changes  as  are 
required  can  be  introduced  into  the  country  schools,  and  be 
made  permanent,  except  through  an  efficient  superintendence. 

Method  of  Teaching. 

A  method  is  a  way  of  performing  an  act.  We  must  know 
what  kind  of  an  act  teaching  is  before  we  can  consider  its 
methods. 

Teaching,  then,  at  the  first,  must  be  set  apart  from  all  other 
acts  by  a  definition  which  shall  give  to  it  well-determined  limits 
as  an  object  of  thought. 

Definition  of  Teaching. 

Teaching  is  presenting  objects  and  subjects  of  thought,  so  as 
to  excite  that  mental  activity  which  produces  knowledge  and 
culture. 

This  definition  will  not  be  understood  by  all  in  the  same 
sense,  unless  they  attach  a  common  meaning  to  the  significant 
terms  emploj'^ed.  It  is  not  an  easy  task  to  lead  two  or  more 
minds  to  think  together  by  the  use  of  words  alone.  This  is 
especially  true  in  all  attempts  to  communicate  what  one  thinks 
he  knows  of  philosophy  or  of  general  principles. 
.  Three  undesirable  results  generally  follow  an  unskilful  use 
of  language :  — 

1st,  The  writer  or  speaker  is  in  danger  of  deceiving  himself 
into  the  belief  that  he  possesses  some  knowledge,  which  he  finds 
on  examination  has  never  been  the  object  of  his  consciousness. 

2d,  The.  hearer  may  be  taught  a  false  doctrine,  or  be  called  to 
listen  to  that  which  he  does  not  understand. 

3d,  Both  the  speaker  and  hearer  will  often  seem  to  differ  con- 
cerning those  truths  or  opinions  which,  after  all,  they  hold  in 
common. 

These  results  seem  to  follow  most  of  the  discussions  on 
methods  of  teaching.  It  will  be  well,  therefore,  at  the  outset, 
to  explain  as  clearly  as  possible  what  the  definition  given  of 


78  BOARD  OF   EDUCATION. 

teaching  really  means.  This  explanation  will  require  an  illus- 
tration of  the  significant  terms  in  which  the  definition  is  ex- 
pressed. 

Terms  Defined. 

The  terms  to  be  illustrated  are  ohjects  and  subjects  of  thought, 
presenting  objects  and  subjects,  knowledge  and  culture. 

Some  objects,  as  physical  things,  are  external  to  the  mind. 

Other  objects,  as  mental  states,  are  found  in  the  mind  only. 

To  distinguish  these,  the  first  are  called  objective,  the  second 
subjective  objects,  or  simply  objects  and  subjects. 

In  discussing  the  objective  method  of  teaching,  the  serious 
mistake  is  generally  made  of  considering  the  term  "  objective  " 
to  refer  exclusively  to  physical  objects.  Let  it  be  constantly 
borne  in  mind,  that  "  objective  "  relates  to  all  objects  and  to  all 
subjects. 

A  thought  is  an  act  of  comparison.  This  statement  requires 
illustration.  If  the  proposition,  "  The  leaf  is  green,"  is  ana- 
lyzed, it  will  appear,  that,  by  means  of  the  words  "leaf"  and 
"green,"  ideas  are  named,  and  by  the  proposition,  the  mind 
expresses  the  act  of  comparing  its  idea  of  the  color  of  the  leaf 
and  green  color.     The  act  itself  we  have  called  a  thought. 

It  may  be  well  to  say  in  passing  that  the  relation  ideas  hold 
to  thoughts  is,  the  latter  depend  for  their  existence  and  charac- 
ter upon  the  former,  and  in  this  way  are  limited  by  them. 

We  are  prepared  by  the  illustrations  given  of  objects  and 
subjects  of  thought,  to  show  clearly  what  is  meant  by  presenting 
these  things  to  the  mind. 

An  objective  object,  as  an  apple,  may  be  made  to  hold  such 
a  relation  to  the  sense  of  sight  as  to  affect  the  mind  through  this 
sense,  and  the  mind  will  be  conscious  of  an  idea  of  form,  color, 
&c.  Whenever  an  object  of  thought  is  made  to  hold  such  a 
relation  to  the  mind  as  to  occasion  it  to  form  ideas,  or  to  think, 
or  to  produce  any  mental  state,  that  object  may  be  said  to  be 
presented  to  the  mind. 

A  subjective  object,  as  a  thought  or  volition,  or  any  mental 
product  whatever,  may  be  presented  by  leading  a  mind  to  form 
these  products,  and  to  set  them  before  itself  as  objects  of 
thought. 

It  only  remains  to  explain  the  sense  in  which  the  terms 
"  knowledge  "  and  "  culture  "  are  used. 

When  the  mind  is  conscious  of  the  agreement  of  the  idea 


SECRETARY'S   REPORT.  79 

occasioned  by  the  color  of  an  object  and  of  its  idea  of  blue 
color,  then  it  knows  that  the  object  is  bine.  If  the  mind  is 
conscious  of  the  disagreement  of  the  two  ideas,  it  knows  the 
object  is  not  blue.  A  consciousness  of  the  agreement  or  dis- 
agreement of  ideas  and  thoughts  is  knowledge. 

Our  knowledge  is  limited  and  regulated  by  our  ideas  and 
thoughts ;  it  can  never  go  beyond  them.  A  knowledge  of  the 
laws  that  control  the  mind  in  obtaining  its  ideas,  thoughts,  and 
knowledge,  is  all-important  to  the  teacher. 

Culture  is  facility  in  acting  acquired  by  the  right  exertion  of 
active  power. 

By  consciousness  and  observation  we  know  that  the  right  use 
of  a  power  always  results  in  an  acquired  facility  which  appears 
in  the  subsequent  use  of  the  same  power.  This  acquired  facility 
we  may  call  culture,  which,  taken  in  its  fullest  sense,  is  the 
same  as  mental  development  or  education. 

From  the  illustration  now  given  of  the  definition  of  teach- 
ing, it  will  be  clearly  understood  to  denote  that  act  which  brings 
into  the  presence  of  the  learner  any  thing  which  may  be  made 
an  object  or  subject  of  knowledge,  and  which  he  may  be 
required  to  study.  The  definition  also  points  out  the  ends 
which  teaching  should  aim  to  secure.  These  ends  are  knowl- 
edge, and  a  complete  symmetrical  training  of  all  the  faculties. 

Having  defined  teaching,  and  shown  the  ends  it  is  designed 
to  secure,  we  are  prepared  to  examine  its  methods.  In  this 
examination  we  shall  be  guided  by  our  illustrated  definition. 

There  are  supposed  to  be  two  methods  which  may  be  em- 
ployed in  attempting  to  teach.  One  consists  in  actuallj'^  bring- 
ing into  the  presence  of  the  learner  whatever  object  or  subject 
he  is  required  to  study  and  to  know.  If  the  object  belongs  to 
the  external  world,  or  is  an  objective  object,  it  is  presented  to 
the  mind  through  the  medium  of  the  senses.  If  it  belongs 
to  the  internal  world,  or  is  subjective,  then  it  is  presented  by 
leading  the  mind  of  the  learner  to  produce  it  through  the  ac- 
tivity of  his  own  representative  and  reflective  powers.  In  addi- 
tion to  presenting  the  object  of  study  to  the  mind  of  the  stu- 
dent for  his  consideration,  the  teacher  directs  him  by  the  use  of 
language  to  thinking  those  thoughts  that  are  required  to  be 
produced.  Language  is  used,  not  for  the  purpose  of  pouring 
knowledge  into  the  learner's  mind,  but  simply  to  bring  the 
object  of  his  thoughts  properly  into  his  presence,  to  direct  him 


80  BOARD   OF  EDUCATION. 

in  its  study,  and  to  save  him  from  groping  for  the  ends  he 
would  attain.  As  this  method  deals  primarily  with  the  true 
objects  of  knowledge  to  be  obtained,  it  is  called  the  objective 
method  of  teaching.  As  language  is  employed  to  direct  the 
learner  in  his  investigation  of  the  objects,  it  is  sometimes  called 
the  oral  objective  method ;  let  it  be  called  the  oral  method. 

There  is  another  method,  which  consists  in  presenting  to  the 
mind  of  the  learner  a  written  or  oral  description  of  the  object 
of  knowledge,  in  place  of  the  object  itself.  This  method  is 
practised  when  lessons  are  assigned  to  be  learned  from  books, 
or  when  one  communicates  his  thoughts  by  lectures.  This 
method  may  be  named  the  written  method.  It  will  be  seen 
that  the  two  methods  are  radically  different,  as  what  is  called 
the  written  method  presents  the  signs  of  things  only,  while  the 
oral  method  presents  the  thing  signified. 

We  are  now  prepared  to  compare  the  two  methods  for  those 
judgments  that  must  precede  an  intelligent  choice  of  one  of 
them.  It  should  be  borne  in  mind  in  this  comparison,  that 
teaching  is  an  act  which  occasions  new  activity  and  new  knowl- 
edge, that  is,  new  knowledge  to  the  mind  of  the  learner.  If  we 
analyze  oral  teaching  for  its  attributes,  we  shall  find,  first,  that 
it  presents  right  occasions  for  knowledge,  namely,  the  things  to 
be  known.  A  complete  knowledge  of  an  object  of  thought 
implies  a  knowledge  of  it  considered  as  a  whole,  a  knowledge 
of  the  relations  its  parts  or  elements  hold  to  one  another,  and  a 
knowledge  of  the  parts  or  elements  themselves.  The  mind  is 
so  constituted  that  it  cannot  form  new  ideas,  except  the  objects 
of  them  are  first  brought  into  its  presence.  It  cannot  think  of 
the  relation  of  parts  and  of  elements,  unless  it  first  observes 
them  related.  It  cannot  know  of  wholes  new  in  kind,  unless 
they  are  first  presented  in  themselves  as  wholes.  Language  can 
never  be  made  the  original  source  of  a  knowledge  of  those 
things  which  are  to  be  represented  by  it.  At  best  language  is 
only  a  system  of  signs ;  and  it  can  never  hold  the  relation  of 
signs,  even,  until  the  things  signified  are  already  known.  If 
this  simple  truth  were  observed,  it  would  radically  modify  aU 
forms  of  what  may  properly  be  called  teaching. 

Again,  oral  teaching  calls  into  exercise,  and  cultivates,  the 
active  powers  of  the  mind.  This  statement  requires  explana- 
tion. Whenever  an  object  of  knowledge  is  presented  for  study, 
the  mind  of  the  student  will  be  conscious  of  forming  ideas  and 


SECRETARY'S   REPORT.  81 

thoughts  directly  of  that  object :  that  is,  it  will  be  conscious  of 
inventing  for  itself  its  own  ideas  and  thoughts  which  refer 
directly  to  the  true  object  of  its  study.  In  such  a  case  the 
mental  powers  exert  an  independent  activity  in  producing 
effects,  namely,  ideas  and  thoughts,  and  for  that  reason  are 
called  active  powers.  Whenever  the  real  objects  of  thought 
are  themselves  present  to  the  mind,  and  occasion  its  activity, 
there  is  an  exertion  of  active  power. 

If,  on  the  other  hand,  an  oral  or  written  description  of  an 
object  is  presented  as  the  occasion  for  knowledge,  then  the  mind 
becomes  conscious  of  receiving  effects.  Now,  instead  of  pro- 
ducing knowledge  of  their  own  invention,  the  mental  powers 
are  made  active  by  means  of  language  in  discovering  the  knowl- 
edge other  minds  have  produced  and  described,  and  are  sat- 
isfied when  they  believe  the  discovery  has  been  made.  In  this 
the  passive  powers  only  are  called  into  exercise.  The  active 
powers  exercise  themselves  directly  upon  the  true  object  of 
study ;  the  passive,  upon  the  language  by  which  ideas  invented 
by  other  minds  are  described.  In  the  one  case  direct  knowl- 
edge of  the  thing  to  be  known  is  obtained ;  in  the  other,  if  any 
knowledge  at  all  is  found,  it  is  that  which  another  mind  has 
found  before,  and  which  may  not  have  any  thing  outside  that 
mind  corresponding  to  it. 

The  difference  in  the  results  produced  by  the  two  methods  of 
teaching  is  most  marked.  If  the  pupil  is  trained  by  the  appli- 
cation of  the  oral  method,  he  will  acquire  sound  learning  and 
the  ability  to  exert  an  independent  activity  in  doing  for  himself 
what  he  desires  to  have  done.  If  he  is  subjected  to  the  written 
method,  his  acquisitions  will  be  confined  to  a  knowledge  of 
what  other  minds  have  known,  and  to  the  capacity  of  imitating 
whatever  may  be  set  before  him  as  a  model.  One  will  acquire 
the  power  of  solving  a  problem  for  himself;  the  other,  the  capa- 
city of  understanding  the  solutions  made  by  another. 

The  human  mind  is  changed  from  one  state  to  another 
by  its  own  activity.  It  becomes  what  it  is  at  any  time,  and 
acquires  facility  in  performing  mental  acts,  by  a  proper  exertion 
of  its  own  powers  in  being  and  doing  what  it  would  be  and 
what  it  would  acquire  the  ability  to  do.  If,  therefore,  the 
teacher  desires  to  lead  his  pupil  to  a  knowledge  of  the  true 
objects  of  his  study,  and  to  an  ability  to  use  his  active  powers 
in  producing  effects,  he  must  teach  by  that  method  which  will 
11 


82  BOARD   OF   EDUCATION. 

present  things,  and  not  signs  merely,  and  which  will  call  into 
constant  activity  the  active  powers  of  his  mind.  If  he  is  con- 
tent to  give  simply  that  training  which  results  in  an  ability  to 
understand  what  other  minds  have  done ;  if  he  would  send  his 
pupil  out  from  the  school  to  be  simply  an  inquirer  after  opin- 
ions other  minds  have  formed ;  or  if  he  would  train  him  into 
a  state  in  which  he  will  be  both  compelled  and  inclined  to  be- 
come a  servile  imitator  in  all  the  activities  of  what  ought  to  be 
a  productive  life,  —  then  teach  him  by  that  method  which  will 
shut  him  away  from  things  material  and  mental,  and  which 
will  present  to  him  the  signs  of  knowledge  as  a  substitute. 
Such  teaching  will  prepare  him  who  is  subjected  to  it  to  be  led 
along  the  pathway  of  life,  but  it  will  unfit  him  to  rule  himself. 

Again,  right  oral  teaching  will  communicate  to  the  student 
a  good  method  of  study. 

Not  much  knowledge  can  be  obtained  in  pursuing  the  longest 
courses  of  study  taught  in  the  schools ;  so  that,  if  the  student 
graduates  with  no  other  acquisition  than  the  knowledge  he  has 
obtained  by  his  study,  the  results  of  his  school-life  will  be  poor 
indeed.  It  should  be  the  care  of  the  teacher,  as  he  introduces 
one  after  another  the  different  topics  of  his  course  of  instruc- 
tion, to  teach  a  good  method  of  study ;  and  he  should  lead  his 
pupils  to  acquire  knowledge  enough,  and  training  enough,  to 
use  the  method  in  the  independent  pursuit  of  any  branch  of 
knowledge  they  may  wish  to  pursue  after  their  school-days  are 
over. 

Oral  teaching  requires  the  presence  of  the  living  teacher. 
Things  occasion  activity,  they  never  cause  it ;  that  is  reserved 
to  the  will  itself  of  the  mind  that  acts.  A  human  mind  can 
cause  its  own  activity ;  and,  besides,  it  can  control  and  direct 
the  activity  of  other  minds.  This,  things  can  never  do.  In 
the  power  of  controlling  and  directing  activity  is  found  the 
ability  that  one  mind  has  of  stamping  its  own  character  on  the 
minds  of  others.  In  this  is  found  both  the  advantage  and 
the  necessity  of  committing  the  children  to  the  care  of  those 
only,  who  are  themselves  good  models  in  all  that  which  per- 
tains to  a  good  human  character. 

We  have  found  four  good  results  that  may  be  produced  by 
the  right  use  of  the  oral  method  of  teaching :  — 

1st,  It  presents  the  right  occasion  for  knowledge. 

2d,  It  leads  to  the  exercise  and  development  of  the  active 
powers  of  the  mind. 


SECRETARY'S   REPORT.  83 

3d,  It  communicates  a  good  method  of  study. 

4th,  It  brings  the  living  spirit  of  the  master  in  contact  with 
that  of  the  pupil,  thus  furnishing  the  necessary  conditions  for 
the  one  to  mould  the  character  of  the  other. 

Not  one  of  these  results  can  be  produced  by  written  teach- 
ing, for  it  presents  signs  instead  of  things,  signified ;  it  awakens 
to  activity  the  passive  powers  only,  by  exercising  the  pupil 
wholly  in  attempting  to  understand,  and  not  at  all  in  efforts  to 
produce ;  it  fails  to  teach  a  method  of  study,  as  it  shuts  the 
mind  of  the  student  away  from  the  true  objects  of  study ;  and, 
lastly,  it  deprives  the  pupil  of  that  stimulus  to  an  exalted 
activity  which  a  personal  contact  with  a  noble  mind  always 
affords. 

If  there  is  a  sufficient  reason  for  choosing  the  oral  method 
of  teaching,  it  becomes  necessary  to  learn  how  it  can  be  ap- 
plied to  the  different  forms  of  knowledge  that  are  to  be  taught. 
In  teaching  the  different  forms,  this  principle  must  be  borne  in 
mind,  that  whatever  is  to  be  taught  must  be  presented.  Only 
so  far  as  this  can  be  done,  can  things  be  known  in  themselves. 
The  first  form  of  knowledge  to  be  taught  is  of  natural  objects. 
Objects  are  known  in  themselves,  and  are  distinguished  from 
one  another,  by  their  qualities  ;  the  qualities  are  taught  by 
presenting  them  to  the  mind  through  the  senses.  As  the  mind 
becomes  conscious  of  ideas  and  thoughts,  the  language  for  these 
mental  products  may  be  taught. 

A  knowledge  of  language  differs  from  that  of  natural  ob- 
jects, and  may  be  considered  to  be  the  second  form  of  knowl- 
edge the  young  pupil  is  required  to  learn.  Language  should 
be  taught  in  connection  with  that  which  is  named  and  described 
by  it.  It  is  to  be  taught  first  as  a  fact.  When  the  proper  time 
comes,  its  grammar  and  rhetoric  are  to  be  taught  objectively, 
by  teaching  the  pupil  to  analyze  propositions  for  the  principles 
of  their  construction  and  use.  In  this  way  grammar  and 
rhetoric  can  be  taught  objectively,  in  the  same  sense  as  are 
natural  objects. 

A  knowledge  of  the  forms  of  thought  is  the  third  kind  to  be 
taught.  Thoughts,  like  natural  objects  and  language,  can  be 
taught  objectively,  by  presenting  occasions  for  their  existence  ; 
and,  while  the  mind  is  conscious  of  possessing  them,  it  can 
make  them  an  object  of  study.  From  thoughts  and  other  men- 
tal products,  as  emotions  and  volitions,  which  are  to  be  studied 


84  BOARD   OF   EDUCATION. 

as  they  are  made  to  exist  in  the  mind,  the  mind  is  led  still  back 
to  a  study  of  itself.  What  we  can  know  of  the  mind  is  of  its 
states,  —  thinking,  feeling,  and  choosing.  These  mental  states, 
like  their  products,  thoughts,  emotions,  and  volitions,  are  to  be 
studied  as  the  mind  is  made  conscious  of  their  existence. 

In  this  way  a  knowledge  of  facts  connected  with  all  kinds 
of  natural  objects,  with  all  forms  of  language,  of  mental  prod- 
ucts and  of  mental  states,  can  be  taught  by  the  oral  method ; 
and  they  can  be  taught  in  no  other  way.  The  science  of  these 
things  is  to  be  presented  by  making  it  possible  for  the  student 
to  hold  in  his  memory  a  knowledge  of  the  facts  he  has  learned, 
and,  by  generalization  and  combination,  to  arrange  the  objects 
of  these  facts  into  divisions,  according  to  the  common  qualities 
they  are  found  to  possess.  The  oral  method  of  teaching  is 
criticised  by  some  who  say  it  must  be  limited  to  elementary 
knowledge  of  physical  things;  that  it  makes  lecturers  of 
teachers,  and  relieves  the  pupil  from  that  mental  labor  neces- 
sary to  the  acquisition  of  mental  strength ;  that  it  is  faulty  in 
not  furnishing  the  teacher  an  opportunity  to  teach  the  pupil 
to  learn  from  books ;  that  it  is  a  foe  to  all  profound  study  ;  and 
that  the  teachers  of  the  schools  are  so  burdened  with  work 
that  they  have  not  time  for  its  use.  These  criticisms  arise 
partly  from  an  ignorance  of  what  true  oral  teaching  is,  partly 
from  an  observation  upon  the  poor  results  produced  by  an 
unskilful  use  of  the  system,  and  partly  from  a  knowledge  of 
the  great  obstacles  to  be  removed  before  the  oral  teacher  can 
obtain  complete  success.  We  have  found  that  oral  teaching  is 
not  limited  to  elementary  knowledge  of  physical  things ;  that 
it  may  be  applied  as  literally  to  the  grammar  and  rhetoric  of 
language,  and  to  states  of  the  mind,  as  to  natural  objects.  It 
may  have  for  its  objects  any  kind  of  philosophy,  as  well  as  any 
kind  of  facts.  Whatever  may  be  made  an  object  or  subject  of 
thought  can  be  presented,  by  oral  teaching,  to  the  mind  of  the 
student,  for  his  investigation  and  study.  For  these  reasons 
the  method  applies  as  well  to  the  scholar  about  to  graduate 
from  the  university,  as  to  the  pupil  learning  his  first  lesson  in 
the  primary  school.  The  true  oral  teacher  does  not  make  a 
lecturer  of  himself,  nor  does  he  by  his  method  relieve  his 
pupils  from  work.  On  the  contrary,  he  conceals  himself  as 
fully  as  possible  by  directing  the  minds  of  his  pupils  to  the 
objects  of  their  knowledge,  and  by  doing  nothing  more.     It 


SECRETARY'S  REPORT.  85 

is  the  great  aim  of  the  system  to  do  nothing  for  the  learner 
except  to  present  to  him  the  true  object  of  thought,  and  to 
direct  him  towards  the  ends  to  be  secured  by  its  study,  leaving 
him  to  think  his  own  thoughts,  and  to  produce  all  required 
results.  It  requires  just  such  exercises  of  the  mind  as  are 
adapted  to  produce  its  best  culture.  Oral  teaching  does  forbid 
both  the  teachers  and  their  pupils  the  use  of  books  as  substi- 
tutes for  that  which  is  described  by  them,  but  it  permits  and 
encourages  a  proper  use.  Good  teaching  will  prepare  the 
learner  to  understand  the  language  of  books ;  then  books  may 
be  put  into  his  hands,  and,  rightly  employed,  they  will  call  his 
mind  back  to  a  fresh  study  of  that  which  the  lesson  presented 
to  him.  Hamilton  says  it  is  not  the  province  of  language  to 
pour  knowledge  from  one  mind  into  another,  but  to  give  hints, 
and  to  direct  the  learner  in  his  study. 

It  is  sometimes  said  that  books  contain  the  treasured  wisdom 
of  the  past,  and  that  there  can  be  no  progress  among  men  unless 
each  generation  in  its  turn  builds  on  the  structure  of  those  who 
have  built  before.  Wisdom  exists  nowhere  outside  of  some 
mind  that  is  wise.  It  is  not  a  thing  to  be  transmitted  as  mate- 
rial wealth  is  transmitted.  Every  man  must  make  himself  wise 
by  the  activity  of  his  own  mental  powers,  and  when  he  dies  his 
wisdom  must  go  with  him.  It  is  true,  that,  if  he  is  fortunate 
enough,  he  may  leave  some  expressions  of  his  wisdom  behind ; 
but  these  expressions  are  to  be  interpreted,  and  they  can  be 
interpreted  by  those  only  who  are  able  to  think  the  same 
thoughts  and  to  know  the  same  knowledge  by  an  independent 
activity  of  their  own  minds.  Books  and  other  forms  of  recorded 
language  have  their  uses  in  teaching ;  but,  like  the  language 
which  the  oral  teacher  employs,  they  should  be  used  only  as 
hints  to  prevent  the  mind  of  the  student  from  groping  after 
knowledge,  and  from  all  unproductive  activity.  No  system  of 
teaching  or  of  study  having  for  its  ends  new  knowledge  and  a 
true  culture  should  ever  be  used,  which  shuts  the  mind  of  the 
pupil  away  from  the  real  objects  of  his  thoughts.  Reading  is 
supposed  to  be  a  prolific  source  of  information  ;  but  it  should 
not  be  forgotten  that  the  ability  to  read  is  the  result  of  pre- 
viously acquired  knowledge  and  right  training  of  the  powers  to, 
think. 

Reading  for  a  knowledge  of  what  other  minds  have  done, 
and  without  independent  thinking  on  the  part  of  the  learner, 


86  BOARD   OF  EDUCATION. 

inclines  his  mind  to  imitate  rather  than  to  invent,  to  accept  the 
opinions  of  others  rather  than  form  them  for  himself,  to  under- 
stand rather  than  originate,  to  be  a  passive  and  helpless  follower 
rather  than  an  active  and  independent  leader. 

It  is  true  that  teachers  are  generally  overburdened  with  work. 
So  many  pupils  are  frequently  committed  to  the  care  of  one 
teacher ;  so  many  classes  are  organized  in  every  school ;  so  many 
topics  are  required  to  be  taught  in  every  course  of  studies ;  so 
many  formalities  of  written  examinations,  and  marking  to  deter- 
mine the  rank  of  pupils  in  their  studies,  are  to  be  observed,  and 
so  many  school  records  are  to  be  kept,  —  that  a  new  organization 
of  our  school  work  seems  to  be  necessary  before  the  teachers 
will  have  time  and  strength  left  them  for  the  preparation  of 
their  lessons,  and  for  presenting  them  to  their  classes  by  oral 
teaching. 

The  changes  required  are :  1st,  a  better  grading  of  the  schools, 
which  shall  include  the  assigning  of  fewer  classes  containing  a 
smaller  number  of  pupils  to  one  teacher ;  2d,  a  course  of  studies 
suited  to  the  faculties  that  are  to  use  them,  and  so  arranged 
that  the  knowledge  they  offer  shall  come  into  the  mind  in  an 
orderly  manner ;  3d,  the  necessary  means  of  teaching,  as,  natu- 
ral objects,  illustrative  apparatus,  and  books  ;  4th,  teachers  with 
good  sense,  good  training,  and  a  successful  experience,  and, 
lastly,  an  unbroken  attendance  of  good  pupils. 

With  all  these  conditions,  which  will  never  exist  without  a 
competent  superintendence,  the  best  school  results  may  be  ex- 
pected. 

High  Schools. 

In  1642  the  Colony  of  Massachusetts  Bay,  through  their  rep- 
resentatives in  the  General  Court,  passed  an  act  enjoining  upon 
the  municipal  authorities  the  duty  of  providing  for  the  educa- 
tion of  every  child  within  their  respective  jurisdictions. 

In  1647  every  township  containing  one  hundred  families  or 
householders  was  required  to  maintain  a  grammar-school,  whose 
master  should  be  able  to  fit  the  boys  for  the  university. 

The  character  of  these  schools  may  be  inferred  from  the  con- 
ditions established  in  1642  by  President  Dunster,  for  admission 
of  boys  to  Harvard  College.    The  conditions  were  as  follows :  — 

"  When  any  scholar  is  able  to  read  Tully  or  such  like  classical 
Latin  author  extempore,  and  make  and  speak  true  Latin  in 
verse  and  prose, '  8uo  (ut  aiunt^  Marte^  and  decline  perfectly 


SECRETARY'S   REPORT.  87 

the  paradigms  of  nouns  and  verbs  in  the  Greek  tongue,  then 
may  he  be  admitted  into  the  college  ;  nor  shall  any  claim  admis- 
sion before  he  possesses  such  qualifications."  And  President 
Dunster  made  a  rule,  that,  throughout  their  course,  the  scholars 
were  not  to  use  the  vernacular  within  the  college  limits,  except 
when  called  to  deliver  an  oration  or  some  other  public  exercise 
in  English. 

From  what  has  been  said,  it  may  be  known  that  the  grammar- 
schools  of  1647  are  not  to  be  confounded  with  the  schools  of 
modern  times  called  by  the  same  name. 

The  ancient  grammar-schools  received  their  name  not  from 
the  fact  that  they  gave  instruction  in  English  grammar  merely, 
but  because  they  resembled  the  old  cathedral  grammar-schools 
of  England,  or  the  cloister  schools  of  the  monasteries,  in  which 
schools  the  teaching  of  the  Latin  and  Greek  was  the  especial  aim. 

In  the  old  statute  of  1647  we  find  expressed  the  original 
notion  of  gradation  in  our  town-schools.  The  grammar-school 
of  that  day  M^as  at  the  head  of  the  system,  and  so  was  the  type 
of  the  high  school  of  the  present. 

In  1683  all  towns  of  five  hundred  families  were  required  to 
maintain  two  grammar-schools  and  two  writing-schools ;  and 
any  town  failing  to  support  a  grammar-school  was  required  to 
pay  a  fine,  first,  of  ten  pounds,  afterwards  one  of  twenty  pounds, 
to  the  nearest  school  kept  in  compliance  with  the  law.  Mr. 
George  B.  Emerson  says  that  '  this  law  of  1647,  establishing 
free  schools  on  a  broad  and  comprehensive  basis,  not  only  had 
no  precedent  in  the  school  legislation  of  any  country,  but  the 
ideas  expressed  by  the  law  seem  never  before  to  have  entered 
the  minds  of  men.' 

'  Two  divine  ideas,'  said  Horace  Mann,  '  seem  to  have  filled 
the  great  hearts  of  our  Massachusetts  fathers,  —  their  duty  to 
God,  and  their  duty  to  their  children.' 

The  term  "  high  school "  does  not  occur  in  any  of  the  statutes 
from  the  earliest  to  the  present  time ;  but  by  common  consent 
it  is  now  applied  to  those  schools  kept  for  the  benefit  of  the 
whole  town.  In  1826,  fifty-three  years  ago,  an  act  was  passed 
establishing  our  present  system  of  high  schools.  By  this  act 
provision  was  made  for  the  free  education  of  every  child  in  the 
Commonwealth  in  the  common  branches  of  learning;  and  it 
was  also  provided,  that,  besides  the  elementary  schools,  a  town 
containing  five  hundred  families  shall  maintain  a  school  kept  for 


88  BOARD   OF  EDUCATION. 

the  benefit  of  the  whole  town,  in  which  school  a  course  of  sec- 
ondary instruction  shall  be  given.  I  have  now  spoken  of  the 
origin  and  character  of  our  high  schools,  and  have  shown  that 
from  the  earliest  times  it  has  been  the  policy  of  the  Common- 
wealth to  require  these  schools  to  be  maintained  at  the  public 
expense. 

In  modern  times  it  is  affirmed  by  some  that  the  right  and 
duty  of  the  State  to  provide  schools  for  its  children  are  limited 
to  providing  those  which  give  instruction  in  the  elementary 
branches  of  learning  only. 

To  test  the  propriety  of  this  affirmation,  it  is  necessary  to 
determine  first  what  is  meant  by  the  state,  and  secondly  what 
are  the  rights  and  duties  of  a  free  state. 

A  free  civil  state,  like  Massachusetts,  is  a  community  of 
persons  living  within  well-defined  limits  of  territory,  acting 
under  a  permanent  organization,  and  controlled  by  self-imposed 
rules,  for  the  purpose  of  securing  to  themselves  protection  in 
the  enjoyment  of  the  objects  of  their  natural  rights,  and  for 
their  development  as  intellectual  and  moral  beings.  The  exist- 
ence of  the  state  is  necessary  for  two  ends,  —  protection  and 
human  development.  The  state  is  necessary  for  protection  in 
the  enjoyment  of  the  objects  of  natural  rights,  as  men  are  gov- 
erned more  or  less  by  the  selfish  principle  of  action. 

It  is  necessary  for  human  development ;  for,  1st,  there  can  be 
no  proper  development  of  human  nature  except  in  well-organ- 
ized communities  whose  institutions  are  adapted  to  train  the 
youth  in  societies,  rather  than  in  a  state  of  isolation;  and,  2d, 
the  means  of  development  cannot  be  supplied  except  by  the 
combined  efforts  of  communities  of  persons. 

The  amount  of  protection  a  state  affords  will  depend  upon 
the  amount  of  development  of  the  people  her  educational  insti- 
tutions produce. 

The  rights  of  property  and  liberty  and  life  will  be  violated 
unless,  first,  they  are  known  to  be  rights,  and,  secondly,  unless 
the  disastrous  consequences  of  disturbing  them  are  also  known 
and  conscientiously  regarded.  Protection  results  from  human 
development,  and  the  development  is  education.  I  use  the  term 
'  education,'  or  development,  to  mean  that  state  of  the  mind  in 
which  it  is  able  and  inclined  to  exert  all  the  energy  of  which  it 
is  capable,  in  obtaining  a  knowledge  of  what  ought  to  be  known, 
in  producing  such  emotions  as  the    knowledge  is  adapted   to 


SECRETARY'S   REPORT.  89 

excite,  and  in  choosing  tlie  best  ends.  The  education  of  all  the 
people  of  a  state  is  necessary,  that  the  state  may  have  the  power 
and  the  disposition  to  secure  the  two  ends  for  which  states  exist. 
What,  then,  are  the  rights  and  the  duties  of  the  state  in  relation 
to  education  ? 

In  discussing  this  question  we  are  sometimes  led  to  consider 
the  people  and  the  state  to  be  two  distinct  objects  of  thought ; 
and  we  inquire  for  the  obligations  of  the  one,  and  for  the  rights 
and  the  duties  of  the  other. 

If  the  definition  given  of  the  state  is  the  correct  one,  the 
people  and  the  state  are  one  and  the  same  thing.  This  being 
true,  what  may  the  people,  acting  as  a  state,  do  for  themselves 
as  individuals?  The  people  constituting  a  democratic  state, 
and  acting  as  a  state,  may  properly  exercise  their  power  in 
doing  any  thing  whatever  that  is  necessary  to  be  done  for  their 
own  protection  and  development,  and  which,  acting  as  individ- 
uals, they  cannot  so  well  do  each  for  himself  alone.  The  state, 
as  an  end  in  itself,  is  of  no  consequence,  and  it  is  not  to  be  sup- 
ported as  an  end ;  and  individual  members  composing  the  state 
have  no  interest  in  it  only  so  far  as  it  enables  them  to  secure 
for  themselves  the  two  ends  for  which  states  exist. 

It  has  been  shown  that  individuals  acting  independently  can- 
not provide  themselves  with  that  instruction  and  training  which 
will  produce  the  state  called  education.  The  mind  is  instructed 
and  trained  by  all  the  influences  that  in  any  way  affect  it ;  but 
most  of  the  systematic  work  done  to  educate  is  done  in  the 
schools. 

The  state,  then,  should  establish  and  maintain  public  schools, 
and  into  them  should  be  gathered  all  the  children  of  the  state. 
From  what  has  been  said,  it  would  seem  that  these  children 
should  be  kept  in  the  schools  until  they  have  acquired  a  knowl- 
edge of  their  own  wants  as  physical  and  moral  beings ;  of  the 
means  of  gratifying  these  wants ;  of  the  relations  they  bear  to 
one  another  as  members  of  society,  and  of  the  relations  they 
bear  to  the  state  whose  institutions  they  are  to  perpetuate. 
They  should  also  acquire  that  mental  and  moral  training  with- 
out which  a  knowledge  of  the  truth  cannot  be  obtained,  and 
which  if  obtained  would  be  of  no  value  to  its  possessor. 

There  is  not  now,  in  the  mind  of  any  man  whose  judgment 
has  any  thing  to  do  in  forming  public  opinion,  a  doubt  concern- 
ing  the  propriety  and  necessity  of  providing   for  elementary 

12 


90  BOARD   OF  EDUCATION. 

instruction  in  public  schools,  supported  by  equal  taxation  or 
from  the  income  of  a  permanent  fund  established  by  the  state, 
or  supported  from  both  these  sources.  There  are  some,  how- 
ever, who  affirm  that  secondary  instruction  cannot  with  equal 
justice  to  all  be  provided  for  in  secondary  schools  established 
by  the  state  and  supported  by  a  general  tax. 

After  what  has  been  said  of  the  rights  and  duties  of  the  state, 
it  only  remains  to  be  shown  that  secondary  instruction  is  neces- 
sary to  the  well-being  of  the  individual,  and  to  the  existence 
and  highest  civilization  of  a  free  state ;  then  it  will  follow  that 
elementary  and  scientific  or  secondary  schools  are  to  be  sup- 
ported by  the  same  means  and  for  the  same  reasons.  This  will 
lead  us  to  compare  the  two  grades  of  schools,  1st,  with  refer- 
ence to  the  kind  of  knowledge  each  has  for  its  object ;  2d,  with 
reference  to  the  relation  the  two  kinds  of  knowledge  hold  to 
each  other ;  3d,  with  reference  to  the  training  the  mind  receives 
in  obtaining  knowledge ;  and,  4th,  with  reference  to  the  prepa- 
ration the  knowledge  and  training  furnish  for  the  duties  of 
practical  life  and  for  citizenship.  And,  first,  it  is  the  peculiar 
province  of  the  elementary  schools  to  teach  facts,  without 
much  reference  to  the  causes  of  them,  or  to  any  general  princi- 
ples philosophy  may  derive  from  them. 

In  the  secondary  schools  the  learner  is  required  to  refer  the 
facts  he  has  discovered  to  their  causes,  and  to  reason  for  gen- 
eral principles.  The  relation  elementary  holds  to  secondary 
knowledge  is,  the  one  prepares  the  mind  with  knowledge  and 
training  for  the  other.  A  knowledge  of  plants  prepares  the 
mind  for  a  knowledge  of  botany ;  a  knowledge  of  number  leads 
to  a  knowledge  of  arithmetic ;  a  knowledge  of  language  is  ne- 
cessary to  a  knowledge  of  grammar ;  and  a  knowledge  of  the 
facts  of  any  science  will  prepare  the  mind  for  the  science  itself. 
A  study  for  facts  trains  the  mind  to  observe,  and  gives  it  an 
inclination  to  use  its  observing  power.  A  study  for  scientific 
knowledge  trains  the  reflective  powers  to  reason  for  general 
principles. 

A  complete  system  of  schools  includes  both  the  elementary 
and  the  scientific  schools.  As  facts  learned  in  the  primary 
schools  are  good  for  nothing  except  for  the  activity  they  occa- 
sion the  mind  to  exert,  and  for  the  general  principles  they  lead 
the  mind  to  obtain,  the  secondary  schools  give  character  and 
aim  and  value   to   the  elementary  schools,  which  have  little 


SECRETARY'S   REPORT.  .91 

meaning  except  as  they  are  related  to  the  schools  above  them ; 
for,  if  the  secondary  schools  are  taken  from  our  system,  or  are 
degraded  in  any  way,  then  our  children  will  be  in  danger  of 
being  turned  into  active  life  without  a  knowledge  of  those  gen- 
eral principles  which  alone  can  guide  them  to  the  successful 
prosecution  of  any  business,  and  without  that  culture  which 
alone  can  enable  them  to  perform  well  any  public  or  private 
duty.  Both  public  and  private  interests  demand  that  the 
schools  add  to  that  teaching  which  results  in  mere  information, 
that  which  produces  an  ability  to  reason  correctly  for  general 
principles,  and  an  inclination  to  do  what  ought  to  be  done. 

John  Adams  said  that  the  instruction  of  the  people  in  every 
kind  of  knowledge  that  can  be  of  use  to  them  in  the  practice  of 
their  moral  duties  as  men,  citizens,  and  Christians,  and  of  their 
political  and  civil  duties  as  members  of  society  and  free  men, 
ought  to  be  the  care  of  the  public,  and  of  all  who  have  any 
share  in  the  conduct  of  its  affairs. 

High  schools  in  our  public-school  system  hold  the  relation  of 
a  part  to  a  whole.  Without  them  there  could  be  no  true  sci- 
entific teaching  in  our  system  of  public  schools.  The  pupils 
of  the  elementary  schools  would  be  sent  out  into  public  life 
without  a  proper  training  of  their  reflective  faculties,  by  whose 
activity  general  principles  are  discovered,  and  rules  of  conduct 
are  constructed.  The  elementary  schools  cannot  teach  methods 
of  thinking,  nor  those  doctrines  which  direct  one  in  the  affairs 
of  life. 

Remove  the  high  schools  from  the  system,  and  there  will  no 
longer  be  open  to  all  the  means  of  obtaining  that  knowledge 
which  directs  to  a  successful  individual  life,  and  which  trains 
individuals  to  be  intelligent  and  good  citizens  in  a  highly  civil- 
ized and  free  commonwealth. 

Again,  the  secondary  schools  in  the  towns  always  stimulate 
the  schools  below  them. 

The  courses  of  studies  taught  in  the  high  schools,  and  the 
methods  of  teaching  practised  in  them,  determine  the  studies 
and  the  methods  in  the  lower  schools.  In  this  way  the  influ- 
ence of  one  grade  of  instruction  over  another  is  from  above 
downward  in  so  far  as  relates  to  what  shall  be  taught,  and  to 
the  manner  of  teaching,  while  it  is  from  below  upward  in  all 
that  which  relates  to  thoroughness  of  the  work  done. 

'Francis  Adams   of  England   says   that   if  the   elementary 


92  BOARD   OF   EDUCATION. 

schools  of  Germany  are  the  best  in  the  world,  it  is  owing  in  a 
great  measure  to  the  fact  that  the  higher  schools  are  open  to  all 
classes.' 

In  the  Commonwealth  of  Massachusetts  over  ninety  per  cent 
of  the  population  are  within  the  reach  of  high  schools,  and  the 
path  lies  open  to  them  for  the  children  of  the  poor  as  well  as  of 
the  rich.  Without  them  poor  boys  and  girls  would  be  deprived 
of  the  means  of  obtaining  that  liberal  culture  which  sets  the 
mind  free  from  prejudice,  and  enables  one  to  hold  equal  rank 
with  the  best  of  his  fellows. 

Free  iDstruction  in  the  higher  branches  of  learning  is  ne- 
cessary to  prevent  all  those  class  distinctions  that  are  sure  to 
spring  up  if  such  instruction  can  be  obtained  only  by  a  favored 
few.  A  republican  state  and  republican  society  are  both  impos- 
sible, unless  the  children  of  the  state  are  educated  alike  and 
together  in  the  same  schools,  to  that  extent,  at  least,  necessary 
to  enable  and  incline  their  minds  to  think  alike  and  judge  alike 
on  all  questions  pertaining  to  the  principles  on  which  rest  re- 
publican institutions.  That  the  schools  may  be  common  schools, 
they  must  be  established  and  supported  by  the  state ;  and  all 
the  conditions  of  their  existence  must  be  secured  by  the  guard- 
ian care  and  by  the  authority  of  the  state.  It  is  the  great 
mission  of  a  republican  state  to  support  its  public  schools,  for 
in  this  way  it  can  best  accomplish  the  true  purposes  for  which 
states  were  established.  There  will  be  some  ignorant  men  in 
all  countries  and  in  all  times ;  but  in  a  free  state  the  number  of 
these  men  must  be  reduced  to  the  smallest  possible  number, 
and  their  ignorance  must  not  be  due  to  the  character  or  condi- 
tion of  the  institutions  under  which  they  live.  To  make  educa- 
tion universal,  the  schools  must  be  free,  and  the  attendance 
upon  them  compulsory. 

A  popular  government,  says  Madison,  without  popular  in- 
formation or  the  means  of  acquiring  it,  is  but  a  prologue  to  a 
farce  or  tragedy,  or  perhaps  to  both.  Knowledge  will  forever 
govern  ignorance,  and  a  people  who  mean  to  be  their  own  gov- 
ernors must  arm  themselves  with  the  power  which  knowledge 
gives. 

In  the  Constitution  of  Massachusetts,  adopted  nearly  one 
hundred  years  ago,  may  be  found  this  declaration  of  principles : 
"  Wisdom  and  knowledge  as  well  as  virtue,  diffused  generally 
among  the  body  of  the  people,  being  necessary  for  the  preser- 


SECRETARY'S   REPORT.  93 

vation  of  their  rights  and  liberties ;  and  as  these  depend  on 
spreading  the  opportunities  and  advantages  of  education  in  the 
various  parts  of  the  country,  and  among  the  different  orders  of 
the  people,  it  shall  be  the  duty  of  legislatures  and  magistrates 
in  all  future  periods  of  this  Commonwealth,  to  cherish  the  inter- 
ests of  literature  and  the  sciences,  and  all  seminaries  of  them, 
especially  the  University  at  Cambridge,  public  schools  and  gram- 
mar schools  in  the  towns ;  to  encourage  private  societies  and 
public  institutions,  rewards  and  immunities,  for  the  promotion 
of  agriculture,  arts,  sciences,  commerce,  trades,  manufactures, 
and  a  natural  history  of  the  country  ;  to  countenance  and  incul- 
cate the  principles  of  humanity  and  general  benevolence,  public 
and  private  charity,  industrj'-  and  frugality,  honesty  and  punc- 
tuality in  their  dealings,  sincerity,  good-humor,  and  all  social 
affections  and  generous  sentiments,  among  the  people." 

It  seems  to  me  that  the  fathers  had  a  more  exalted  notion  of 
what  the  schools  should  be  and  accomplish  than  have  some  of 
their  children  who  live  in  more  modern  times. 

It  is  refreshing  to  open  the  pages  of  our  early  New-England 
history,  and  learn  in  what  estimation  the  founders  of  our  free 
communities  held  the  free  public  school ;  to  learn  what  they 
thought  of  the  rights  and  duties  of  the  State  with  reference  to 
popular  education ;  to  find  what  were  their  opinions  concerning 
the  extent  of  that  learning  which  the  free  schools  should  offer 
to  all  the  children  of  the  State,  and  to  learn  also  what  sacrifices 
of  labor  and  wealth  they  were  willing  to  make  that  all  might 
obtain  the  most  liberal  culture  the  schools  could  give. 

'•  In  the  year  1853,  the  Hon.  Samuel  A.  Eliot,  the  distinguished  father  of 
the  present  president  of  Harvard  College,  made  an  address  before  the 
American  Academy  of  Arts  and  Sciences,  on  a  complete  system  of  education. 
It  was  considered  to  be  an  unanswerable  argument  in  favor  of  higher  edu- 
cation by  the  State.  He  says  there  should  be  not  only  some  education  for 
all,  but  every  needed  kind  of  education  from  which  all  may  make  their 
choice. ' ' 

"  It  was  a  great  thing  two  centuries  ago,  that  New  England  should  have 
done  so  much  more,  in  the  days  of  her  poverty  and  anxiety  and  weakness, 
than  the  rest  of  the  world,  to  promote  the  general  education  of  the  people  by 
public  authority." 

"  In  Massachusetts  provision  was  made  more  than  two  hundred  years  ago, 
for  a  more  extended  course  of  instruction  to  be  sustained  by  all  the  resources 
of  the  colony;  and,  if  we  had  retained  the  noble  ambition  of  our  fathers, 
such  a  purpose  would  never  have  slipped  out  of  view,  or  become  unpopular. 
Our  ancestors  were  right  in  thinking  that  the   common  schools  were   al- 


94  BOARD   OF  EDUCATION. 

together  inadequate  as  a  means  of  public  instruction."  "The  elementary 
school  is  the  cradle,  and  the  intellectual  food  furnished  is  fit  for  the  infant 
occupant ;  but  to  claim  that  the  State  has  done  its  whole  duty  in  providing 
those  only  for  its  children,  is  establishing  a  very  limited  sphere  indeed." 

"If  it  be  the  duty  of  the  State,  or  if  it  be  wise  for  it,  to  provide  educa- 
tion for  the  community,  it  is  its  duty,  and  it  is  wise  for  it,  to  furnisli  as  much 
as  is  needed  for  the  preparation  of  that  community  for  all  the  duties  and 
occupations  of  life." 

Edward  Everett,  in  his  plea  for  State  aid  to  Harvard  Col- 
lege, says,  "I  will  thank  any  person  to  show  why  it  is  expe- 
dient and  beneficial  in  a  community  to  make  public  provision 
for  teaching  the  elements  of  learning,  and  not  expedient  nor 
beneficial  to  make  similar  provision  to  aid  the  learner's  progress 
toward  the  mastery  of  the  most  difficult  branches  of  science 
and  the  choicest  refinements  of  literature." 

Our  high  schools  are  the  objects  of  severe  criticisms;  but 
only  let  it  be  granted  that  the  State  is  bound  by  its  civil  and 
moral  obligations  to  establish  and  maintain  these  schools,  that 
they  form  a  necessary  part  of  a  whole  in  every  common-school 
system,  that  they  stimulate  the  elementary  schools  into  more 
enthusiasm  and  efficiency,  and  furnish  a  medium  of  communica- 
tion between  the  elementary  schools  below  and  the  superior 
above,  and  that  they  establish  the  means  by  which  that  equality 
of  social  rank  may  be  maintained  which  renders  republican 
institutions  possible,  and  then  we  are  prepared  with  great  amia- 
bility of  spirit  to  admit  that  our  high  schools  are  not  perfect. 

They  are  charged  with  attempting  too  much,  and  accomplish- 
ing too  little,  —  that  is,  too  many  branches  of  learning  are 
introduced  into  their  courses  of  studies,  and  they  are  too  super- 
ficially pursued. 

The  criticism  is  only  partially  just ;  for,  while  the  variety  of 
subjects  introduced  is  not  too  great,  still  the  learner  may  be 
required  to  master  too  many  independent  facts  in  connection 
with  each  one  of  them. 

The  young  pupil  should  be  taught  facts  enough  in  connection 
with  every  subject  pursued  to  furnish  the  occasion  to  his  mind 
for  a  knowledge  of  those  general  principles  upon  which  the 
science  of  the  subject  depends.  This  will  enable  him,  when  he 
comes  into  the  scientific  schools,  to  master  the  science  itself. 
In  addition  to  this,  every  student  of  facts  or  of  science  should 
be  taught  a  method  of  study,  and  he  should  be  trained  to  use 


SECRETARY'S   REPORT.  95 

the  method.  After  this  has  been  done,  the  subject  may  be 
dropped  in  so  far  as  school  work  is  concerned,  and  the  pupil 
left  to  pursue  it  to  any  extent  he  pleases  by  himself. 

Pupils  should  be  made  acquainted  with  methods  of  study 
and  of  acting,  and  should  be  trained  to  use  the  methods ;  then 
they  may  leave  the  guides  of  their  youth,  and  go  on  their  way 
alone.  Such  training  will  prepare  one  for  citizenship  in  a  self- 
governed  state. 

It  is  agreed  that  we  must  teach  the  rudiments  of  learning  to 
all  the  children  of  the  state,  that  they  may  have  the  elements 
of  that  preparation  which  will  fit  them  to  perform  well  their 
duties  as  citizens  and  christian  men ;  but  it  should  not  be  for- 
gotten, that,  if  the  schools  do  no  more  than  teach  facts,  they 
will  never  produce  intelligent,  conscientious  supporters  of  either 
the  state  or  the  faith. 

We  must  add  to  our  elementary  instruction  that  which  has 
for  its  end  a  knowledge  of  general  principles,  and  a  right  train- 
ing of  the  faculties.  The  institutions  best  adapted,  in  our  sys- 
tem of  public  instruction,  to  teach  this  knowledge,  and  give 
this  training,  are  the  secondary  schools. 

It  is  said  also  that  we  must  omit  from  these  schools  the  study 
of  the  classic  languages  and  all  ornamental  branches  of  learning ; 
but  Gladstone  and  John  Stuart  Mill  say  that  the  study  of  the 
Latin  and  Greek  should  hold  a  prominent  place  in  all  secondary 
courses  of  instruction,  as  they  furnish  a  most  important  object 
of  knowledge  and  the  best  means  of  mental  training. 

Language,  in  the  better  sense  of  the  term,  is  that  faculty  of 
the  mind  by  whose  activity  ideas  and  thoughts  are  associated 
with  their  established  signs.  In  a  secondary  sense  it  may  be 
considered  to  be  any  system  of  signs  by  which  ideas  and  thoughts 
are  expressed.  Keeping  in  mind  the  two  senses  in  which  the 
term  "  language  "  may  be  employed,  we  can  see  how  the  use  of 
language,  considered  to  be  the  signs  of  knowledge,  will  cultivate 
language  considered  to  be  a  faculty  of  the  mind. 

The  proper  study  of  language  as  a  means  of  expression  leads 
the  student  to  study  and  know,  first,  the  thing  to  be  named 
and  described ;  second,  to  obtain  a  practical  knowledge  of  the 
language  by  which  expressions  are  made ;  third,  to  study  the 
thoughts  expressed  by  the  language  employed,  and,  finally,  it 
leads  back  to  the  mind  which  produced  the  thoughts. 

After  we  have  obtained  our  language  by  an  experience  in  its 


96  BOARD   OF  EDUCATION. 

use,  we  may  study  for  a  knowledge  of  tliose  forms  of  words 
and  for  that  arrangement  of  them  from  which  arises  the  gram- 
mar of  language ;  or  we  may  study  the  style  of  the  language 
from  which  arises  its  rhetoric.  But  we  cannot  study  either  the 
grammar  or  the  rhetoric  of  a  language  intelligently  without 
referring  what  is  discovered  to  the  minds  of  those  who  con- 
structed the  language  and  gave  it  its  style.  Buffon  says  that 
the  study  of  an  author's  style  is  the  study  of  the  man  himself. 
From  this  it  will  follow  that  a  philosophical  study  of  language 
belongs  to  the  most  important  work  of  the  schools.  It  also  fol- 
lows that  the  study  of  ancient  forms  and  styles  of  expression  is 
a  study  of  the  history  of  ancient  men  and  of  ancient  times,  by 
which  alone  they  can  be  revealed  to  us.  No  modern  student 
ever  entered  into  the  spirit  of  the  past  except  through  the 
medium  of  ancient  forms  of  expression. 

The  historic  races  of  men  have  been  classified  according  to 
their  different  languages,  and  an  account  of  the  events  which 
have  had  a  bearing  on  the  progress  of  these  races  has  been  pre- 
served for  us  through  all  the  ages  in  the  native  speech  of  the 
men  who  produced  the  events. 

In  so  far  as  secular  affairs  are  concerned,  that  of  the  past 
which  most  concerns  us  pertains  to  the  learning,  the  arts, 
and  the  civilization  of  the  early  Greeks  and  Romans ;  for  it  is 
from  them  that  our  own  civilization  has  been  largely  derived. 
It  would  be  well  for  every  free  citizen  of  a  democratic  state, 
as  well  as  for  the  scholar,  the  philosopher,  and  the  statesman,  to 
be  able  to  consult  each  for  himself  the  historic  records  of  these 
great  nations  in  their  original  forms. 

The  people  will  endanger  their  own  civil,  intellectual,  and 
moral  freedom,  in  proportion  as  they  lose  hold  of  the  original 
sources  of  historic  knowledge,  and  leave  the  wisdom  of  the  past 
in  possession  of  the  few,  to  be  interpreted  by  them  in  a  way  to 
suit  their  own  personal  ends. 

The  Fathers,  prompted  by  the  teachings  of  a  bitter  experience 
early  in  the  history  of  the  Commonwealth,  made  provision  in 
their  new  system  of  schools  for  a  thorough  training  in  language. 

In  the  preamble  to  the  old  law  of  1642,  they  give  their 
reasons  for  ordering  the  towns  of  fift}^  householders  to  maintain 
schools  which  should  teach  all  the  children  to  read  and  write, 
and  the  towns  of  a  hundred  families  or  more  to  maintain  gram- 
mar schools  which  should  be  able  to  instruct  the  youth  so  far 
as  necessary  to  fit  them  for  the  university. 


SECRETARY'S  REPORT.  97 

The  value  of  a  branch  of  study,  considered  as  a  means  of 
awakening  that  vigorous  activity  which  produces  the  best  devel- 
opment, depends  upon  the  importance  of  the  objects  of  thought 
it  presents.  We  have  found  that  language  is  inseparably  con- 
nected with  the  ideas  and  thoughts  it  expresses;  and  thoughts 
express  the  qualities  of  the  mind  that  thinks  them.  On  account 
of  these  relations,  a  study  of  the  language  of  an  individual  or 
of  a  race  is  a  study  of  individual  and  national  character. 

Mr.  Lyon  Playfair  says,  that  as  farmers  raise  certain  crops 
to  a  convenient  height,  and  then  plough  them  into  the  land  to 
serve  for  the  future  growth  of  crops  which  are  afterwards  to  be 
harvested,  so  our  educational  crops  of  Latin  and  Greek  are 
often  raised  not  for  their  own  direct  use,  but  that  they  may  be 
ploughed  into  the  mental  soil,  and  decay,  and  by  their  decay 
nourish  the  future  crops  required  for  the  feeding  of  the  nations. 

It  is  said  that  we  are  educating  some  of  our  children  too 
much;  that  for  the  masses  very  much  education  is  an  unfor- 
tunate possession,  as  it  makes  its  possessor  unhappy  and  discon- 
tented, and  renders  him  either  too  proud  or  too  lazy  to  work. 
A  true  and  thorough  culture  of  the  mind  will  have  a  tendency 
to  make  a  man  proud  of  himself,  and  unwilling  to  spend  his 
time  and  strength  in  doing  that  which  the  forces  of  nature,  or 
which  the  lower  animals,  can  be  made  to  do  as  well  as  he ;  but 
a  true  culture  never  made  a  man  vain  or  unhappy  or  shiftless. 
Ignorance  is  the  parent  of  sloth  and  poverty  and  vice  every- 
where, while  knowledge  constantly  stimulates  the  mind  to 
acquire  more  knowledge ;  and  an  ability  to  think  increases  the 
desire  for  all  that  activity  which  furnishes  an  opportunity  or  an 
occasion  for  thinking. 

The  false  customs  of  society  may  render  some  forms  of  labor 
unpopular ;  but  this  must  not  be  charged  to  the  schools,  nor  is 
it  to  be  changed  by  depriving  the  laborer  of  the  advantages  of 
developing  his  own  mental  and  spiritual  nature. 

Rank  in  human  society  has  nothing  to  do  with  the  right  or 
the  importance  of  human  culture.  Wherever  there  is  a  human 
being,  there  should  be  furnished  an  opportunity  for  the  highest 
culture ;  and  in  this  country,  at  least,  we  should  not  for  a 
moment  admit  that  the  advantages  of  birth  have  any  thing  to 
do  in  determining  what  are  our  natural  rights. 

The  laboring  classes  of  the  country  should  be  especially  in- 
terested in  supporting  the  secondary  schools ;  for,  unless  higher 
13 


98  BOARD   OF   EDUCATION. 

instruction  is  free  alike  to  all,  their  own  children  may  be 
deprived  of  it,  and  with  its  loss  will  be  taken  away  the  possi- 
bility of  their  holding  equal  rank  with  the  more  fortunate,  even 
in  our  American  society.  In  this  country  education  is  the  great 
leveller.  Give  a  boy  a  good  education,  and,  though  wanting  in 
wealth  or  in  ancestral  renown,  he  will  take  his  place  among  his 
fellows,  the  peer  of  the  richest  and  the  noblest. 

Our  secondary  schools,  or  high  schools,  are  among  the  noblest 
of  our  institutions.  I  rejoice,  when  I  visit  them,  to  find  in  their 
halls  the  rich  and  the  poor  sitting  side  by  side  on  the  same 
seats,  receiving  their  mental  training,  the  same  in  kind,  and 
from  the  same  free  source ;  for  I  know  that  a  few  years  of  such 
training  under  such  circumstances  will  beget  in  them  that  state 
of  the  mind  and  of  the  heart  which  will  lead  them  in  their 
future  lives  to  think  alike,  and  to  have  for  each  other  a  mutual 
sympathy  and  respect.  Every  influence  that  has  a  tendency  to 
withdraw  support  from  our  high  schools,  or  weaken  public  con- 
fidence in  their  character,  or  to  confuse  the  public  mind  in 
regard  to  the  justice  of  maintaining  them  at  public  expense, 
is  hostile  to  the  best  interests  of  all  classes ;  but  it  is  especially 
dangerous  to  the  vital  interests  of  that  large  class  that  must 
depend  on  free  public  schools  for  their  education. 

The  opulent  should  be  interested  in  these  schools ;  for,  by 
their  influence  on  the  education  of  the  masses,  the  civilization 
of  the  state  is  exalted,  life  and  property  are  more  secure,  and 
all  the  good  ends  for  which  human  society  was  instituted  will 
be  more  fully  secured.  Neither  private  interest  nor  political 
ambition  nor  sectarian  zeal  should  move  us  to  waver  for  an 
instant  in  the  full  and  cordial  support  of  those  educational 
institutions  established  by  the  fathers,  and  which  in  times  of 
peace  and  of  war,  in  times  of  plenty  and  of  want,  have  been 
thus  far  so  nobly  maintained  by  their  children.  It  is  the  duty 
of  the  state  to  see  to  it  that  all  the  children  of  the  state  are 
thoroughly  educated,  no  matter  what  opinions  those  who  are 
opposed  to  our  free  schools  may  hold ;  for  it  is  by  the  universal, 
free,  and  complete  education  of  the  people,  that  all  the  problems 
of  individual  and  social  life  are  to  be  solved. 

The  number  of  high  schools  in  the  State  is  two  hundred  and 
sixteen,  which  afford  the  opportunity  for  secondary  instrjictioii 
to  nine-tenths  of  our  entire  population. 


SECRETARY'S   REPORT.  99 

Agents. 

Mr.  Hubbard  and  Mr.  Walton  have  been  earnestly  at  work 
the  past  year,  almost  without  a  vacation,  in  visiting  and  exam- 
ining the  schools,  attending  school-committee  meetings  and 
county  teachers'  associations,  and  in  organizing  and  conducting 
teachers'  institutes. 

To  Mr.  Hubbard  was  assigned  the  duty  of  making  the  pre- 
liminary arrangements  for  the  eleven  institutes  that  were  held 
during  the  months  of  September,  October,  and  November.  The 
performance  of  this  duty  made  it  necessary  for  him  to  make 
two  visits  to  each  town  where  the  institutes  were  to  be  held. 
One  was  made  early  in  the  summer,  to  see  if  the  towns  would 
entertain  the  institutes,  and  to  determine  what  and  how  many 
towns  should  be  invited  to  attend  them.  A  second  visit  was 
made  for  the  purpose  of  making  more  definite  arrangements 
concerning  the  time  at  which  the  institutes  should  be  held,  the 
place  of  holding  the  meetings,  and  the  mode  of  entertainment 
of  members  from  invited  towns.  The  invited  towns  were  vis- 
ited, to  obtain  the  co-operation  of  committees  in  securing  the 
full  attendance  of  their  teachers.  Lecturers  and  teachers  were- 
also  to  be  provided,  and  programmes  of  exercises  were  to  be 
made  out.  To  do  all  these  things  was  a  great  labor,  requiring 
skill  and  experience  for  its  successful  performance. 

Mr.  Hubbard  was  present  at  all  the  exercises  of  the  institutes, 
and  was  one  of  their  regular  teachers,  and  I  wish  to  emphasize 
what  he  has  said  concerning  the  good  spirit  manifested  by  all 
towards  the  State  institutes  ;  for  it  contributed  largely  to  their 
success. 

Besides  visiting  the  different  counties  of  the  State,  attending 
public  meetings  of  school  committees  and  teachers,  and  teach- 
ing in  the  institutes,  Mr.  Walton  has  visited  and  examined  all 
the  schools  in  one  of  the  counties.  An  account  of  the  results 
of  these  examinations  will  be  found  in  the  Appendix. 

From  the  nature  and  extent  of  the  report  made  by  Mr.  Wal- 
ton, may  be  learned  the  amount  of  labor  required  to  make  the 
examinations,  and  to  write  out  a  full  statement  of  the  results. 
It  is  believed  that  no  such  examinations  of  a  large  number  of 
schools  belonging  to  the  same  community  have  ever  before  been 
made. 

The  information  afforded  bj  the  thorough  and  definite  tests 


100  BOARD   OF   EDUCATION. 

Mr.  Walton  lias  made,  while  not  altogether  flattering  to  the 
pride  of  a  Massachusetts  citizen,  still  shows  pretty  conclusively 
what  condition  some  of  our  schools  are  in,  and  it  suggests  what 
must  be  done  to  bring  about  a  necessary  and  radical  reform  in 
the  management  of  our  country  schools.  From  the  report  may 
be  learned  that  some  schools  examined  are  producing  quite 
satisfactory  results,  while  others  do  not  furnish  much  encour- 
agement to  the  friends  of  common-school  instruction.  It  would 
seem  to  be  the  part  of  wisdom  to  search  diligently  for  the  cause 
of  the  difference  in  the  value  of  these  schools,  and,  having 
found  it,  to  make  such  changes  in  the  administration  of  the 
poorer  class  as  will  make  them  equal  to  the  best. 

It  gives  me  •  great  pleasure  to  commend  the  agents  of  the 
Board  for  their  ability  and  skill,  and  for  their  unexampled 
faithfulness  in  the  performance  of  the  difficult  duties  of  their 
office.  There  is  now  an  earnest  desire  expressed  in  the  towns 
for  more  of  such  work  as  the  agents  are  accustomed  to  perform ; 
and  I  recommend  the  appointment  of  another  agent,  as  soon  as 
the  appropriation  for  that  purpose  can  be  made  large  enough 
to  meet  the  expense. 

Institutes. 

Eleven  institutes  were  held  during  the  year.  They  were 
organized  for  the  rnost  part  in  small  towns,  where  there  is  gen- 
erally most  need  of  such  instruction  and  influences  as  the  insti- 
tutes are  adapted  to  afford.  It  was  the  aim  of  those  conducting 
these  associations,  to  show  what  topics  of  study  should  be  intro- 
duced into  the  public  schools,  the  relations  that  elementary 
holds  to  scientific  knowledge,  and  to  illustrate  the  true  method 
of  teaching. 

Lectures  were  given  during  the  evening  hours  on  subjects 
pertaining  to  school  work,  or  to  the  present  condition  of  our 
public  schools.  In  this  way  over  a  thousand  teachers,  repre- 
senting a  hundred  towns,  received  instruction,  and  were  excited 
to  a  new  enthusiasm  for  future  work. 

Never  before  have  the  teachers,  school-committees,  superin- 
tendents, and  people  been  more  interested  in  a  study  for  better 
methods  of  instruction.  Wherever  the  institutes  were  held, 
the  people  as  well  as  teachers  seemed  to  receive  them  with  great 
favor. 

The   persons  employed  for  special  service,  as  lecturers  and 


SECRETARY'S   REPORT.  101 

teachers,  were  Rev.  A.  D.  Mayo,  Professor  W.  H.  Niles,  Rev. 
Henry  Blanchard,  Hon.  Joseph  White,  Professor  James  C. 
Sharpe,  Mr.  J.  S.  DiUer,  W.  S.  Tilden,  Esq.,  Mr.  Charles  M. 
Carter,  Professor  A.  G.  Boyden,  and  Miss  Emma  L.  Hubbard. 

These  teachers  commended  their  teaching,  by  means  of  its 
matter  and  method,  to  all  who  had  the  opportunity  of  attend- 
ing upon  either  the  day  or  evening  exercises.  For  a  detailed 
account  of  the  institutes,  I  have  the  pleasure  of  referring  to  a 
full  report  made  by  Mr.  Hubbard,  and  to  be  found  in  the 
Appendix. 

The  teachers'  institutes  constitute  one  of  the  most  import- 
ant agencies  under  the  control  of  the  Board  for  improving  the 
teaching  in  the  public  schools. 

It  is  recommended  that  the  Board  ask  for  the  usual  appro- 
priation for  the  support  of  the  institutes  for  the  coming  year. 

Normal  Schools. 

From  the  reports  and  examinations  made  of  the  normal 
schools,  it  would  appear  that  they  are  accomplishing  in  a  most 
successful  manner  the  ends  for  which  they  were  established. 

During  the  last  year  three  hundred  and  sixty  pupils  entered 
these  schools,  eight  hundred  and  eighty-one  belonged  to  them, 
and  a  hundred  and  eighty-seven  graduated.  Most  of  the  grad- 
uates found  immediate  employment,  and  reports  of  their  success 
show  that  professional  training  for  teaching  produces  the  same 
good  results  as  are  produced  by  such  training  for  any  of  the 
other  professions. 

About  ninety-five  per  cent  of  normal  graduates  teach  after 
leaving  the  normal  schools,  and  on  an  average  of  about  five 
years.  Over  ninety  per  cent  teach  in  Massachusetts.  These 
teachers  scattered  over  the  Commonwealth  have  done  much 
towards  introducing  improved  methods  of  teaching,  and  towards 
recommending  the  public  schools  to  public  favor. 

The  quality  of  primary  teaching  has  rapidly  improved  during 
the  last  few  years.  There  is  now  a  growing  inclination  to  place 
the  best-trained  teachers  over  the  primary  schools. 

These  things  are  largely  due  to  the  effect  normal  schools 
have  produced  through  their  graduates  in  leading  superintend- 
ents and  school-committees  to  magnify  the  importance  of  pri- 
mary instruction.  It  is  clear  enough  that  school-teachers  should 
be  thoroughly  trained  for  their  work.     The  course  of  studies 


102  BOARD   OF  EDUCATION. 

prescribed  for  the  normal  schools  is  none  too  complete  for  this 
end.  Some  teachers  attempt  to  prepare  themselves  by  observ- 
ing for  a  time  the  work  of  other  teachers,  without  studying  for 
the  philosophy  of  what  they  see  done.  Such  a  preparation  is 
too  superficial  to  produce  the  best  results.  Good  plans  of 
teaching  should  originate,  in  the  mind  of  him  who  is  to  use 
them,  by  hard  study,  rather  than  be  taken  on  from  the  outside 
by  imitation. 

A  teachers'  seminary  should  have  for  its  special  object  the 
training  of  teachers  to  teach.  This  includes  a  thorough  study 
of  the  philosophy  of  teaching,  and  a  discussion  of  a  course  of 
studies,  embracing  an  elementary  and  scientific  course.  It  in- 
cludes also  as  much  practice  as  possible  in  teaching  in  experi- 
mental schools  the  topics  of  the  course  of  studies  made  out, 
and  to  such  pupils  as  will  study  the  same  topics  in  the  public 
schools,  and  lastly  a  study  of  the  best  methods  of  school  organ- 
ization and  school  government. 

If  the  normal  schools  are  to  be  confined  pretty  closely  to 
their  legitimate  work,  the  standard  for  admission  to  their  classes 
must  be  raised. 

No  one  should  be  admitted  to  a  professional  course  of  study 
in  the  normal  schools,  unless  he  can  furnish  evidence  of  possess- 
ing a  large  capacity  for  receiving  such  training  as  these  schools 
are  expected  to  give,  and  a  sufficient  amount  of  knowledge  to 
enable  him  to  enter  at  once  upon  the  training. 

All  tlie  teachers  in  the  normal  schools  should  be  familiar  with 
the  science  and  history  of  education ;  they  should  have  skill  in 
the  art  of  teaching,  and  be  masters  of  the  topics  they  teach. 
Some  of  the  normal  schools  have  connected  with  them  schools 
of  observation,  or  training-schools,  in  which  normal  pupils  are 
trained  to  teach  by  connecting  with  their  study  the  act  of  teach- 
ing. Under  favorable  circumstances,  the  experience  derived 
from  an  actual  application  of  the  principles  of  teaching  is  of 
the  highest  value  to  the  learner  of  the  art ;  for  it  is  well  known 
that  skill  in  teaching  can  be  acquired  only  by  practice. 

It  is  recommended,  therefore,  that  there  be  connected  with 
all  our  teachers'  seminaries,  schools  of  practice,  containing  all 
the  grades  of  pupils  found  in  the  public  schools,  and  that  all 
who  receive  certificates  of  preparation  to  teach  in  the  public 
schools  shall  pass  a  satisfactory  examination  in  teaching  as  well 
as  in  the  branches  of  knowledge  to  be  taught,  and  in  the  theory 
of  teaching. 


SECRETARY'S   REPORT.  103 

The  best  results  cannot  be  produced  in  our  schools  until 
the  teachers  have  been  trained  by  experience  or  by  special 
study.  If  we  turn  our  attention  for  a  moment  to  what  is  to  be 
done  for  the  young  pupil  during  his  school  life,  we  shall  see  at 
once  what  natural  ability,  skill,  experience,  and  knowledge  one 
must  possess  to  render  him  a  successful  teacher  of  the  young. 
It  was  a  profound  appreciation  of  the  importance  of  the  work 
committed  to  our  public-school  teachers,  and  of  the  necessity 
of  special  training  to  prepare  them  to  perform  the  work  in  a 
proper  manner,  that  led  to  the  establishment  of  our  normal 
schools.  They  have  not  disappointed  the  expectations  of  their 
founders,  but  have  proved  themselves  to  be  a  necessary  part 
of  our  system  of  common  schools,  and  the  sources  from  which 
we  are  to  derive  our  best  teachers. 

During  the  past  year  the  Board  have  established  a  uniform 
standard  of  admission  of  pupils  to  the  normal  schools.  They 
have  also  made  a  written  examination  of  the  graduating  classes. 
Questions  were  given  out  relating  to  branches  to  be  taught  in 
the  public  schools,  to  methods  of  teaching,  to  school  govern- 
ment, and  to  the  history  of  education.  The  answers  to  these 
questions  were  returned  to  the  office  of  the  secretary  of  the 
Board,  and  examined.  On  the  whole,  the  answers  gave  evi- 
dence of  faithful  teaching  and  careful  study ;  and  they  assured 
the  Board  that  the  normal  schools  are  doing  their  work  well. 

The  Woecesteh  Free  Institute. 

A  full  account  of  the  general  scope  of  this  institution  was 
given  in  the  Fortieth  Report  of  the  Board  of  Education,  pp. 
48  and  348 ;  and  the  details  of  its  plan,  with  some  reasons  for 
its  establishment,  in  the  Forty -first  Report,  Appendix  C,  p.  173. 

Some  facts  are  now  collated  which  serve  to  justify  the  rea- 
sonable expectations  of  the  founders  of  the  Institute.  In  order 
to  understand  the  significance  of  these  facts,  it  is  necessary  to 
repeat  that  this  is  a  school  of  engineering.  Mechanical  en- 
gineering is  taught  with  the  auxiliary  of  a  manufacturing  work- 
shop. Construction  is  held  to  be  indispensable  to  sound  and 
effective  instruction  in  the  mechanic  arts.  The  only  real  dif- 
ficulty in  the  way  of  the  general  repetition  of  the  plan  is  the 
inevitable  expense.  This  must  necessarily  be  large ;  but  the 
returns  are  commensurate,  and  the  demand  for  this  kind  of 
instruction  very  urgent. 


104  BOARD   OF  EDUCATION. 

It  is  the  specific  aim  of  the  school,  in  the  mechanical  depart- 
ment, to  train  engineers  by  way  of  the  workshop. 

The  senior  class  of  1878-79  made  working- drawings  of  a 
Corliss  engine  of  fifteen  horse-power,  went  through  all  the  cal- 
culations for  construction,  obtained  the  castings,  and  built  the 
engine,  which  was  exhibited  at  the  annual  commencement  sub- 
stantially complete. 

It  is  expected  that  the  graduates  will  be  competent  to  take 
positions  as  journeymen  in  good  shops,  and  advance  as  fast  and 
as  far  as  their  talents  and  opportunities  permit.  The  graduates 
are  encouraged  to  seek  the  best  result  of  their  Institute  train- 
ing in  the  rapidity  of  their  advancement  rather  than  in  the 
elevation  of  their  starting-points.  In  short,  every  graduate  is 
urged  to  put  his  foot  on  the  first  rung  of  the  ladder,  and  mount 
as  fast  as  he  can. 

These  remarks  are  confined  to  the  department  of  mechanics, 
as  no  specially  novel  features  are  found  in  the  other  depart- 
ments. 

Nine  classes  have  completed  a  three-years  course.  The  whole 
number  in  these  classes  is  186.  Of  these,  170  have  taken  the 
full  course,  with  the  degree  of  Bachelor  of  Science. 

The  following  table  contains  the  statistical  information  to 
which  reference  has  already  been  made :  — 

Whole  number  mechanics 88 

All  others        . 98 

Total 186 

Of  the  mechanics,  26  are  employed  as  journeymen ;  21  are 
superintendents,  foremen,  or  proprietors  of  manufacturing 
establishments ;  10  are  draughtsmen ;  5  are  mechanical  or  civil 
engineers ;  3  are  farmers ;  1  is  a  chemist ;  3  are  teachers  ;  18 
are  engaged  in  miscellaneous  business,  generally  in  connection 
with  manufactures ;  1  is  dead :  total,  88. 

Not  less  than  71,  or  80  per  cent  of  the  whole  number,  are 
directly  engaged  in  occupations  for  which  their  training  at  the 
Institute  immediately  fitted  them ;  and  nearly  all  the  superin- 
tendents and  foremen  were  promoted  from  lower  positions. 

Of  graduates  from  other  departments  than  mechanics,  36 
are  civil  engineers ;  3  are  superintendents  or  foremen  ;  11  are 
teachers ;  7  are  draughtsmen  or  designers ;  3  are  journeyman 
mechanics;  6  are   chemists,  assayers,   or   apothecaries;   1  is  a 


SECRETARY'S   REPORT.  105 

farmer  ;  27  are  engaged  in  miscellaneous  occupations,  generally 
in  business ;  4  are  dead :  total,  98.  Of  these,  76i  per  cent  are 
following  the  lines  of  special  labor  for  which  they  were  quali- 
fied at  the  Institute. 


New  England  Journal  of  Education. 

A  powerful  agency  in  support  of  our  free  schools  is  the 
public  press.  This  is  especially  true  of  that  department  which 
relates  to  the  professional  work  of  the  teacher. 

"  The  New  England  Journal  of  Education,"  published  at 
Boston,  and  the  successor  and  representative  of  the  several 
monthly  journals  of  the  New  England  States,  has  been  selected 
by  the  teachers  of  these  States  as  their  educational  organ. 
This  journal,  in  its  general  and  editorial  columns,  is  supposed 
to  represent  and  reflect  the  most  advanced  ideas  on  educational 
topics.  Its  varied  departments  fit  it  for  the  use  of  the  school 
and  the  home  ;  and  in  each  it  must  help  to  form  a  sound  public 
sentiment  on  all  subjects  of  interest  to  the  teacher  and  parent. 

This  journal  should  be  in  the  hands  of  every  teacher  in  the 
Commonwealth,  as  a  source  of  information,  as  a  means  of  in- 
creasing his  enthusiasm,  and  of  exciting'  in  him  a  more  exalted 
notion  of  the  dignity  and  responsibility  of  his  work.  Abundant 
evidence  exists  that  it  is  doing  good  service  for  the  cause  of 
popular  education  wherever  it  is  read.  As  our  schools  are  in 
the  hands  of  the  people,  the  people  must  keep  themselves  ac- 
quainted with  all  educational  movements.  They  must  even  be 
in  advance  of  the  schools ;  for  the  schools  cannot  rise  above  the 
popular  demand. 

To  this  end  the  people  must  read  modern  educational  litera- 
ture, not  only  as  found  in  books,  but  in  the  columns  of  our 
educational  papers ;  and  no  surer  sign  of  an  educational  revival 
can  be  seen,  than  may  be  discovered  in  the  more  earnest  demand 
for  a  knowledge  of  the  best  methods  of  instruction  and  disci- 
pline applicable  to  the  home  and  the  school.  Could  an  educa- 
tional journal  be  placed  in  the  hands  of  every  parent  and  voter 
in  the  State,  it  is  believed  that  the  reforms  advocated  by  lead- 
ing educators  would  be  promoted,  and,  in  due  time,  realized. 

In  connection  with  "  The  Journal  of  Education,"  I  would 
call  the  attention  of  all  interested  in  elementary  education  to 
the  periodical  published  at  the  same  office,  and  known  as  "  The 

14 


106  BOARD   OF  EDUCATION. 

Primary  Teacher."     Its  columns  are  full  of  matter  instructive 
and  suggestive. 

Good  Behavior. 

The  statutes  of  the  Commonwealth  require  the  teachers  of 
the  public  schools  to  give  instruction  in  good  behavior,  as 
well  as  in  what  are  known  to  be  the  common  branches  of 
study. 

While  the  ordinary  topics  of  school  work  are  provided  for  in 
all  our  schools,  there  does  not  seem  to  be  any  systematic  at- 
tempt to  train  the  pupils  to  that  state  of  mind  and  propriety  of 
conduct  which  constitute  good  behavior.  Teachers  and  school 
authorities  are  too  often  satisfied  if  the  ordinary  lessons  are 
learned,  and  good  order  during  school  hours  is  observed. 
These  two  results  are  not  enough  for  a  course  of  instruction  to 
produce,  nor  enough  to  meet  the  demands  of  an  intelligent, 
thoughtful  public.  Character  is  of  more  consequence  than 
learning,  and  the  power  of  self-control  is  superior  to  the  ability 
to  conform  to  school  rules  under  the  eye  of  a  teacher. 

When  we  consider  how  much  of  virtue  there  is  in  good 
behavior,  we  shall  at  once  see  the  importance  of  introducing 
the  subject  as  an  essential  element  in  our  systems  of  education. 
Good  behavior  as  an  object  of  culture  must  not  be  confounded 
with  good  manners  or  with  politeness.  By  good  manners  are 
meant  those  external  forms  of  conduct  which  express  a  true 
sense  of  the  proprieties  of  life.  Politeness  is  a  gracefulness  of 
manner  which  denotes  a  desire  to  please  others  by  anticipating 
their  wants  and  wishes,  and  by  avoiding  whatever  may  give 
offence.  Good  behavior  is  that  propriety  of  conduct  which 
indicates  a  purpose  to  do  what  ought  to  be  done. 

One  may  have  good  manners,  and  be  wanting  in  those  proper 
mental  states  out  of  which  they  should  spring.  Politeness  is 
the  product  of  good  early  training,  and  a  natural  inclination 
to  be  agreeable.  True  politeness  must  have  something  in  the 
mind  of  its  possessor  corresponding  to  it.  Good  behavior  in- 
cludes good  manners  and  politeness,  and  adds  to  both  an  ele- 
ment by  which  a  sense  of  duty  is  expressed. 

Good  manners  attract  our  attention,  and  generally  limit  it 
to  what  we  may  observe.  Politeness  also  pleases  us  with  its 
forms ;  but  we  derive  a  higher  pleasure  from  a  thought  of  what 
it  denotes.     Good  behavior  liolds   an    inseparable  relation    to 


SECRETARY'S   REPORT.  107 

goodness  ;  and  we  value  it  because  it  is  a  sign  of  good  char- 
acter. 

With  this  explanation  of  the  nature  and  value  of  good 
behavior,  there  will  be  suggested  the  manner  and  importance  of 
its  cultivation.  It  appears  that  manners  may  be  obtained  by 
imitation,  while  behavior  must  be  produced  by  an  appeal  to  the 
moral  nature.  The  teacher,  therefore,  who  would  train  his 
pupil  to  behave  well,  must  direct  his  attention  to  the  moral 
quality  of  his  acts.  • 

The  child  must  be  led  from  the  first  to  perform  those  outward 
acts  which  are  the  natural  expressions  of  right  states  of  the 
mind ;  for  such  acts  have  a  tendency  to  produce  the  states  they 
express,  and  they  lead  the  mind  to  form  good  habits. 

A  few  simple,  just  rules  of  conduct  should  be  given,  and  a 
prompt,  cheerful,  and  thorough  conformity  required. 

Truthfulness  is  the  soul  of  good  behavior.  In  the  applica- 
tion of  the  rules  of  conduct  will  be  found  the  opportunities  to 
cultivate  the  spirit  of  truthfulness. 

As  the  young  learn  most  readily  from  example,  the  teacher 
must  be  a  good  model  of  integrity.  His  school  must  be  free 
from  all  those  devices  by  which  its  real  character  is  misrepre- 
sented. The  marks  which  denote  scholarship  and  conduct  must 
be  carefully  and  impartially  made.  Arbitrary  rewards  and  pun- 
ishments are  to  be  applied  when  hope  and  fear  have  failed  to 
secure  conformity  to  school  regulations  ;  but,  when  applied, 
they  should  be  adapted  in  kind  and  amount  to  add  a  proper 
incentive  to  good,  and  a  proper  restraint  to  bad  behavior. 

A  truthful  spirit  predisposes  the  mind  to  exercise  feelings  of 
respect  for  superiors,  to  have  a  proper  regard  for  authority,  to 
be  grateful  for  favors  received,  and  to  be  inclined  to  make  sac- 
rifices, if  necessary,  that  others  may  be  made  more  happy  or 
more  prosperous. 

The  teacher  should  observe  his  pupils  with  a  watchful  care, 
that  he  may  know  when  the  selfish  principle  of  action  begins  to 
give  place  to  that  higher  principle,  self-love,  which  leads  one  to 
reject  an  immediate  good  whenever  a  choice  of  it  subjects  him 
to  the  loss  of  a  '  greater  remote  good.  At  this  stage  of  the 
pupil's  progress,  present  rewards  and  punishments  may  be  with- 
drawn, and  he  may  be  trained  to  undertake  the  control  of  him- 
self. He  will  not  be  able  yet  to  do  this  always  from  a  sense  of 
duty,  —  the  highest  principle  of  action ;  but  he  may  be  influ- 


108  BOARD   OF  EDUCATION. 

enced  by  an  intelligent  notion  of  what  will  contribute  to  his 
own  future  well-being  on  the  whole. 

Great  mistakes  may  be  made  in  the  moral  as  well  as  intellect- 
ual education  of  the  young,  by  undertaking  to  train  them  in 
classes,  without  taking  hold  of  the  individual  members,  and 
arousing  in  each  the  principles  of  action  that  impel  to  good 
behavior. 

The  machinery  of  rules  and  regulations,  with  their  associated 
rewards  and  penalties,  are  too  frequently  placed  between  the 
living  soul  of  the  teacher  and  the  unfolding  moral  nature  of 
the  pupil.  Conformity  may  be  secured  by  the  application  of 
external  means  ;  but  obedience  is  the  product  of  a  higher  prin- 
ciple than  that  to  which  rewards  and  penalties  appeal. 

Some  teachers  stand  apart  from  their  pupils,  and  hold  no  per- 
sonal relations  to  them.  Wholly  absorbed  with  their  schools  as 
institutions,  they  leave  the  individual  pupils  belonging  to  them, 
to  be  taught  and  controlled  by  the  systems  of  teaching  and 
government  they  have  established. 

The  pupils  study,  and  are  in  order,  while  the  system  is  upon 
them ;  but  they  recite  and  move  in  classes,  without  entertain- 
ing a  notion  of  their  personal  responsibilities;  and  when  the 
school-hours  are  over,  and  they  are  away  from  the  sensible 
presence  of  rules,  they  show  by  their  behavior  that  they  have 
been  restrained,  but  not  educated.  Neither  the  spirit  nor  power 
of  self-control  is  in  them,  nor  have  they  been  put  in  the  way  to 
make  it  a  possession. 

On  the  other  hand,  there  are  teachers,  who,  believing  the 
schools  to  be  institutions  for  the  formation  of  character,  and 
that  character  is  formed  by  individual  effort  stimulated  by  the 
contact  of  one  mind  with  another,  deal  with  their  classes  as 
though  they  were  composed  of  individuals.  Such  teachers 
study  their  pupils  for  a  knowledge  of  the  peculiar  wants  of 
each ;  and  they  hold  such  relations  to  each,  that  all  feel  them- 
selves to  be  in  the  constant  presence  of  sympathizing  leaders 
who  are  skilfully  directing  them  to  the  ends  they  seek. 

The  secret  of  Thomas  Arnold's  success  in  moulding  the  char- 
acter of  his  pupils  is  found  in  his  deep  love  for  them.  He 
entered  heartily  into  all  their  amusements,  as  well  as  into  their 
mental  occupations.  He  brought  his  own  cultivated  mind  near 
to  theirs,  and  awakened  in  them  a  love  for  truth  and  good  con- 
duct, and  a  disposition  to  depend  on  themselves  for  success.    The 


SECRETARY'S   REPORT.  109 

result  was  that  every  boy  who  graduated  from  his  school  went 
away  into  life,  bearing  with  him  something  of  the  spirit  of  his 
great  teacher. 

If  the  young  are  the  subjects  of  right  influences  at  home  and 
at  school,  they  will  early  come  to  act  from  a  sense  of  duty. 
After  that,  they  will  often  judge  incorrectly,  and  their  youth- 
ful spirits  will  often  urge  them  into  indiscretions,  but  their 
general  purposes  will  be  right,  and  experience  will  fortify  them 
against  yielding  to  temptation. 

Those  who  limit  their  study  of  persons  to  that  which  may 
be  observed  through  the  senses  are  apt  to  form  a  low  estimate 
of  the  young.  They  think  that  those  who  philosophize  over 
youthful  tempers,  for  principles  of  action  to  guide  them  in  the 
management  of  the  young,  will  find  their  philosophy  vanishing 
as  soon  as  the  children  present  themselves  for  control.  Faith 
as  well  as  knowledge  is  required  to  encourage  a  teacher  to  form 
his  plans  out  of  his  philosophy,  and  apply  them  patiently  with 
his  eye  fixed  on  future  rather  than  on  immediate  results.  All 
successful  teachers  have  been  philosophers. 

Dr.  Arnold  owed  his  success  as  a  teacher  to  the  insight  he 
had  into  the  inner  life  of  his  pupils,  and  to  his  knowledge  of 
the  springs  of  human  action.  From  these  sources  he  derived 
the  idea  that  it  is  not  enough  for  a  teacher  to  work  for  his 
pupils :  he  must  live  with  them,  and  inspire  them  to  work  for 
themselves,  with  that  manner  and  spirit  which  are  the  elements 
of  good  behavior.  If  all  teachers  should  thus  live  with  their 
pupils,  they  would  know  their  abilities  and  dispositions,  and  be 
able  to  save  them  from  those  disastrous  consequences  which  are 
quite  sure  to  fall  upon  those  who  are  cut  off  from  personal  rela- 
tions with  their  governors,  and  are  left  to  be  controlled  by  an 
inanimate  system  of  rules  and  regulations.  Whenever  a  pupil 
is  found  wanting  in  any  of  the  virtues  or  graces  that  adorn 
private  character,  or  contribute  to  the  well-being  of  society,  he 
should  at  once  be  subjected  to  that  special  instruction  which 
will  train  him  out  of  his  defects.  If  he  is  found  inclined  to 
practise  deception  in  any  of  its  forms,  he  must  be  put  to  living 
in  accordance  with  the  truth,  and  under  such  circumstances 
that  he  will  soon  see  the  beauty  of  integrity.  Should  he  ex- 
hibit a  selfish  spirit,  he  should  be  required  to  perform  generous 
acts  until  he  can  find  pleasure  in  bestowing  favors  on  others. 
If  he  is  affected  by  any  vice,  it  must  be  displaced  by  introduc- 


110  BOARD    OF   EDUCATION. 

ing  its  opposite  virtue ;  and  his  virtues  must  be  strengthened 
bj  attaching  to  them  their  proper  rewards. 

These  things  are  never  accomplislied  except  by  those  who 
have  an  intense  love  for  others,  and  are  able  to  make  a  persist- 
ent application  of  those  personal  influences  that  have  a  tend- 
ency to  root  out  what  is  evil,  and  strengthen  what  is  good. 

In  connection  with  the  virtues,  there  must  be  taught  by  per- 
sonal means,  also,  those  graces  of  manner  which  satisfy  the  re- 
quirements of  a  cultivated  taste.  Propriety  of  manner  and 
purity  of  heart  have  a  reflex  influence  on  each  other.  Purity 
is  an  end;  good  manners  are  a  means  to  be  used  in  securing  the 
end,  and  is  also  the  result  which  the  end  is  likely  to  produce. 

The  young  are  influenced  by  living  examples  rather  than  by 
precepts  or  by  argument.  They  imitate  those  whom  they  love 
and  respect,  and,  under  favorable  conditions,  will  grow  to  be 
like  them.  It  is  possible  that  the  teachers  of  the  Common- 
wealth are  too  exclusively  occupied  in  keeping  good  order  in 
their  schools,  and  in  teaching  the  topics  arranged  in  their 
courses  of  studies. 

They  will  fail  of  attaining  the  high  ends  for  which  our 
schools  were  established,  if  they  lose  sight  of  the  important 
duty,  —  that  of  cultivating  good  behavior,  —  which  the  statutes 
of  the  State,  and  an  intelligent  love  for  the  well-being  of  the 
children,  both  demand. 

In  selecting  teachers  for  the  schools,  too  much  care  cannot  be 
taken  to  choose  those  persons  who  by  nature  and  education  are 
fitted  to  train  the  young  to  a  virtuous  life,  and  to  those  propri- 
eties of  conduct  which  best  express  the  conditions  of  such  a 
life.  In  addition  to  this,  the  supervisors  of  the  teachers  should 
prepare  for  them  as  complete  courses  for  the  moral  training  of 
the  young,  as  those  now  provided  for  their  intellects,  and  they 
should  require  them  to  be  applied  with  the  same  fidelity.  Then 
we  should  see  intelligence  and  virtue  growing  up  together, 
each  shedding  its  lustre  on  the  other. 

If  the  teachers  of  the  Commonwealth  fully  appreciate  that 
"  good  behavior,"  in  the  sense  in  which  the  Fathers  used  it, 
includes  those  elements  of  character,  and  those  proprieties  of 
manner,  which  are  essential  to  every  good  citizen,  then  our 
schools,  if  they  be  secular,  will  be  secular  in  no  low  sense.  If 
they  consider  that  in  good  behavior  the  Fathers  meant  to 
include   "  the  principles  of  piety   and   justice,    and   a   sacred 


SECRETARY'S   REPORT.  Ill 

regard  to  truth,"  then  our  schools  will  in  no  sense  be  godless, 
but  will  be  nurseries  of  those  "  virtues  which  are  the  ornament 
of  human  society,  and  the  basis  upon  which  a  republican  con- 
stitution is  founded." 

J.  W.  DICKINSON. 
Boston,  1880. 


FINANCIAL  STATEMENT. 


15 


114 


BOARD   OF   EDUCATION. 


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FINANCIAL  STATEMENT. 


115 


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FINANCIAL   STATEMENT. 


117 


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E.  A.  Hubbard,  salary 
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George  A.  Walton,  expenses 

Balance  unexpended . 

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APPENDIXES. 


A.. 

EXAMINATIONS    OF    NOEFOLK    COUNTY 
SCHOOLS. 


GEORGE  A.   WALTON, 

Agent  or  the  Boakd. 


[COPTKIGHTBD,  1880.] 


EEPORT. 


A  COMMITTEE  of  the  Norfolk  County  School  Committees' 
Association  was  appointed  at  the  fall  meeting  in  1878,  for  the 
purpose  of  examining  the  children  throughout  the  county  that 
had  been  four  years,  and  those  that  had  been  eight  years,  in 
school.  I  was  invited  by  the  Committee  to  act  for  them  in 
making  the  questions,  and  in  conducting  the  examinations. 
By  direction  of  the  Board  of  Education  I  entered  upon  this 
work.  The  Board  subsequently  requested  me  to  furnish  to 
them  in  tabular  form,  as  well  as  to  the  County  Association, 
the  results  of  the  examinations.  These  results,  with  the  ne- 
cessary explanations,  are  herewith  submitted. 

Extent  of  the  Examinations. 

The  examinations  were  to  be  of  children  that  had  been  four 
years  and  those  that  had  been  eight  years  in  school,  and  were  to 
embrace  the  three  leading  studies  pursued  in  the  schools, — 
reading,  writing,  and  arithmetic. 

It  was  at  once  apparent  that  there  would  be  difficulty  in 
ascertaining  with  any  degree  of  accuracy  what  pupils  had  been 
in  school  four  and  eight  years,  and  then  of  separating  such,  and 
examining  them  by  themselves  ;  nor  was  it  supposed  that  such 
a  definite  limit  in  point  of  time  was  contemplated  by  the  Asso- 
ciation. The  presumption  was  that  pupils  who  had  been  in 
school  four  years  would  be  about  nine  or  ten  years  old,  and 
would  be  found  in  the  upper  class  of  the  primary  schools ;  and 
that  those  who  had  been  in  school  eight  years  would  be  about 
thirteen  or  fourteen  j^ears  old,  and  would  be  found  in  the  upper 
class  of  the  grammar  schools.  Accordingly  it  was  decided  to 
examine  the  upper  class  in  each  of  these  two  grades  of  schools, 
and  only  in  exceptional  instances  were  the  questions  submitted 

123 


124  BOARD   OF   EDUCATION. 

to  pupils  in  other  grades.  These  were  practically  grammar 
classes ;  two  were  classes  that  had  been  recently  admitted 
from  grammar  to  high  schools,  and  four  or  five  were  classes  of 
the  grammar  grade  in  high  schools. 

The  following  is  the  aggregate  of  classes  and  pupils  exam- 
ined, with  the  kind  of  schools  to  which  they  belonged :  — 

Number  of  primary  classes  .        .        .        ...        .        .        .154 

grammar  classes 122 

Total 276 

Number  of  pupils  of  primary  grade 2,866 

grammar  grade 2,095 

Total 4,901 

Number  of  primary  schools         .        .        .'       .        .        .        .        .        90 

grammar  schools 61 

mixed  schools   .        .        .        t 61 

Total 212 


After  the  examinations  were  in  progress  it  was  found  that 
there  was  considerable  difference  in  the  ages  of  pupils  belonging 
to  the  same  class,  and  in  the  average  age  of  pupils  examined  in 
different  towns  and  in  different  schools  of  the  same  town.  Ac- 
cordingly, without  changing  the  basis  of  the  examination,  it 
was  decided,  in  tabulating  the  results,  to  include  only  those  of 
the  lower  grade  whose  ages  were  from  eight  and  a  half  to  ten 
and  a  half  years,  and  only  those  of  the  higher  grade  whose  ages 
were  from  twelve  and  a  half  to  fifteen  and  a  half  years.  By 
extending  the  age  of  the  grammar  grade  to  fifteen  and  a  half 
years,  liberal  allowance  was  made  for  increased  absences  during 
the  later  years  of  school-attendance.  That  the  major  part  of 
the  pupils  in  the  upper  class  of  the  grammar  grade  might  be  in- 
cluded in  the  tabulation,  this  extension  was  necessary  in  many 
of  the  schools.  With  these  limits  as  to  age,  it  will  be  seen,  by 
comparing  the  total  number  examined  with  the  total  number 
tabulated,  that  a  considerable  number  of  those  examined  are 
not  included  in  the  tables.  The  number  of  pupils  of  the  lower 
grade,  whose  rank  is  reported  in  full  or  nearly  so  in  the  tables, 
is  1,650 ;  the  number  of  the  upper  grade  is  1,646  ;  the  total 
number  is  3,296. 

The  report  of  the  oral  reading,  and  in  many  schools  also  of 


EXAMINATIONS  IN  NORFOLK  COUNTY.      125 

the  written  exercises,  embraces  all  that  were  examined ;  and 
the  results  would  not  differ  essentially  if,  in  all  the  branches, 
all  the  pupils  examined  had  been  reported  in  the  tables. 

It  should  be  stated  that  on  many  of  the  papers  the  ages  of 
the  pupils  were  omitted ;  in  all  such  cases  it  was  assumed  that 
they  were  of  the  average  age  of  the  balance  of  their  class,  and 
hence  the  results  of  their  work  are  included  in  the  tables  of 
percentages  in  all  the  particulars  of  the  examinations. 

Whilst  the  examinations,  as  already  stated,  were  limited  to 
reading,  writing  and  arithmetic,  in  reading,  the  pupils  were 
tested  as  to  their  power  to  read  both  to  themselves  and  to 
others,  and  especially  as  to  their  ability  to  read  at  sight ;  under 
writing  were  embraced  penmanship,  spelling,  and  composition ; 
a  test  was  applied  to  the  pupils  in  arithmetic,  to  ascertain  their 
proficiency  in  performing  arithmetical  operations,  and  their 
ability  to  comprehend  and  solve  practical  problems.  All  the 
results  of  the  examinations  were  carefully  marked  upon  a  scale 
of  one  hundred.  The  aggregates  and  averages  will  be  found  in 
the  tables  appended  to  this  report. 

If  it  appears  that  the  schools  as  a  whole  rank  higher  in  one- 
branch  than  in  another,  the  cause  may  be  in  the  fact,  or  in  the 
standard  of  the  examiner  who  applied  the  tests,  and  judged  of 
the  results.  It  is  not  unlikely  that  some  one  branch  receives 
more  attention,  or  is  better  taught,  in  the  schools  than  another ; 
all  that  the  examiner  can  claim  is,  that,  in  doing  the  work 
assigned,  he  has  acted  according  to  his  best  judgment. 

Tests  and  Maeking  foe  Pupils  Foue  Yeaes  in  School. 

In  preparing  for  the  examination,  it  was  assumed  that  a 
certain  standard  in  each  of  the  studies  should  be  reached,  and 
questions  were  submitted  calculated  to  test  the  pupils  with  ref- 
erence to  that  standard. 

Reading.  —  The  test  in  oral  reading  for  pupils  of  the  pri- 
mary grade  was  the  reading  of  one  of  the  "  Prudy "  stories. 
Three  books  were  placed  in  the  hands  of  the  pupils,  and  passed 
in  succession  from  one  to  another  till  all  had  read  one  or  more 
paragraphs.  The  reading  was  of  the  grade  of  an  ordinary 
third  reader,  and  was  read  without  previous  study. 

Marking  of  Oral  Reading.  —  The  oral  reading  was  marked 
with  reference  to  the  mechanical  execution  and  expression; 
and  an  average  was  taken.     Under  mechanical  execution  were 


126  BOARD   OF   EDUCATION. 

included  position  of  body  and  of  book,  articulation,  pronuncia- 
tion, fluency,  and  force ;  under  expression  were  included  rate, 
pitch,  stress,  inflection,  apparent  understanding  of  the  piece, 
and  adaptation  of  qualities  of  voice  to  awaken  thoughts  and 
feelings  in  the  mind  of  the  hearer. 

Weiting.  —  In  testing  the  pupils  of  the  primary  grade  in  this 
branch,  they  were  furnished  with  paper  and  lead-pencil,  and 
were  requested  to  write  from  dictation  the  following  three 
sentences : — 

1.  Which  is  the  better  scholar,  John  or  I  ?  2.  Whose  little 
girl  are  you  ?     My  father's.    3.  This  is  a  pleasant  February  day.^ 

Each  pupil  was  also  requested  to  write  a  letter  under  the 
following  conditions :  — 

He  was  to  suppose  himself  to  be  at  Lynn,  or  some  other 
place,  on  a  visit,  and  from  that  place  he  was  directed  to  write 
to  some  person  at  his  home ;  he  was  to  state  three  things  about 
his  visit,  and  to  close  by  telling  his  friends  that  he  was  coming 
home  the  next  Wednesday,  and  that  he  wanted  to  have  the 
carriage  or  sleigh  sent  to  the  depot  to  meet  him.  He  was 
requested  to  write  the  letter  in  proper  form,  with  date,  address, 
compliments,  and  signature,  these  terms  being  expressed  in 
language  he  could  comprehend. 

In  schools  where  the  pupils  had  not  been  used  to  letter 
or  composition  writing,  some  hints  were  given  to  aid  them  in 
thinking  of  something  to  write.  This  may  account  for  some 
similarities  in  the  thoughts  expressed  in  the  letters. 

The  letter  was  marked  for  its  substance,  for  its  mechanical 
execution,  and  for  its  forms.  The  substance  was  considered  first 
for  the  thought,  afterwards  for  the  expression ;  the  results  were 
then  combined,  and  denoted  by  one  percentage.  Under  the 
mechanical  execution  a  percentage  was  found  for  the  penman- 
ship, spelling,  capitals,  and  punctuation.  Under  the  forms  a  per- 
centage was  found  for  the  date,  address,  compliments,  subscrip- 
tion, and  general  arrangement  of  the  body  of  the  letter. 

Penmanship,  Spelling,  Capitals,  and  Punctuation.  — 
The  letter  and  the  sentences  previously  referred  to  were  given 
as  tests  in  all  the  above  items ;  the  following  words  were  also 
written  from  dictation  for  spelling :  — 

1.  week  (seven  days).  3.  rode  (past  tense  of  ride). 

2.  waste  (to  squander).  4.  sail  (of  a  boat). 

1  These  forms  were  slightly  varied,  the  last  to  suit  the  month  and  the  weather. 


EXAMINATIONS   IN  NORFOLK   COUNTY.      127 

Marking  of  Penmanship.  —  The  penmanship  was  marked  for 
its  legibility  and  uniformity  and  for  what  it  promised  in  these, 
and  in  rapidity.  The  standard  was  the  greatest  excellence  at- 
tained by  some  of  the  best  writers  in  the  schools  that  excelled 
in  penmanship. 

Marking  for  Spelling.  —  Spelling  was  marked  by  a  percentage  of 
the  errors  made  in  spelling  the  words,  "  week,"  "  waste,"  "  rode," 
and  "  sail,"  and  by  a  percentage  of  the  errors  made  in  writing 
the  sentences;  there  being  in  the  sentences  ten  chances  for 
errors. 

Marking  for  Capitals  and  Punctuation.  —  Violations  of  the 
most  obvious  rules  for  capitals  and  punctuation  were  marked 
from  the  sentences;  there  being  seven  chances  for  errors  in 
the  use  of  capitals,  and  four  in  the  use  of  punctuation- 
marks. 

Marking  of  the  Letter.  —  The  percentage  given  for  the  sub- 
stance of  the  letter  was  about  equally  divided  between  the 
thought  and  the  expression.  In  making  up  the  percentage  for 
the  mechanical  execution,  twenty-five  per  cent  was  allowed  for 
penmanship,  twenty-five  for  correct  spelling,  thirty  for  the  right 
use  of  capitals,  and  twenty  per  cent  for  the  punctuation.  In 
making  up  the  percentage  for  the  forms,  the  percentage  was 
equally  divided  among  the  five  items,  the  date,  address,  compli- 
ments, subscription,  and  arrangement  of  body,  of  the  letter. 

AfiiTHMETic.  —  The  following  tests  were  applied  in  num- 
bers :  — 

1.  The  pupils  were  required  to  write  in  order  upon  the  paper 
the  answers  to  the  following  questions  :  — 

I.  How  many  are 

(1.)  Three  times  seven,  or  3  sevens? 

(2.)  Eight  times  nine,  or  8  nines? 

(3.)  Six  times  seven,  or  6  sevens? 

(4.)  Nine  times  five,  or  9  fives? 

(5.)  Seven  times  eight,  or  7  eights? 

(G.)  Seven  and  eight,  or  7  plus  eight? 

(7.)  Nine  from  seventeen,  or  17  less  9? 

(8.)  Nines  in  seventy-two?  (or  times  9.) 

(9.)  Eights  in  thirty-five?  (or  times  8.) 

(10.)  Suppose  you  go  to  the  store  with  a  quarter  of  a  dollar  (twenty-five 
cents)  in  your  pocket,  and  spend  ten  cents  for  a  slate,  and  the  rest  of  the 
money  for  oranges  at  three  cents  apiece,  how  many  oranges  would  you  buy? 

n.  Write  in  column,  and  add,  the  following  numbers:  184,  337,  692,  476, 
208,  356,  575,  993,  and  888. 


128  BOARD   OF  EDUCATION. 

Marking  of  Arithmetic.  —  Two  percentages  were  made  in 
marking  the  arithmetic,  —  one  for  mental  arithmetic,  on  the 
results  in  the  first  ten  examples,  the  other  for  written  arith- 
metic, on  the  column  addition. 

Tests  and  Marking  foe  Pupils  Eight  Years  in  School. 

Reading.  —  The  test  in  oral  reading  for  pupils  in  the  gram- 
mar grade  was  a  simple  story  selected  from  a  Fourth  Reader, 
"How  Johnny  bought  a  Sewing-Machine."  The  piece  was 
read  without  previous  study,  three  books  being  used,  and  passed 
from  one  pupil  to  another. 

The  test  in  silent  reading  was  applied  by  giving  each  pupil  a 
printed  narrative,  which  he  read  silently,  and  then  wrote  in  his 
own  language  from  memory.  He  was  allowed  about  six  min- 
utes for  the  silent  reading,  and  about  an  hour  for  the  writing. 

The  following  is  the  narrative :  —  • 

"  Cyrus,  the  Persian  prince,  had  many  masters,  who  endeavored  to  teach 
bim  every  thing  that  was  good ;  and  he  was  educated  with  several  little  boys 
about  his  own  age.  He  was  a  boy  of  a  very  good  disposition,  and  a  humane 
temper ;  but  even  in  his  youthful  games  he  showed  a  strong  desire  to  com- 
mand, and  other  boys  used  to  make  him  their  king.  One  evening,  his  father 
asked  him  what  he  had  done  or  learned  that  day.  '  Sir,'  said  Cyrus,  '  I 
was  punished  to-day  for  deciding  unjustly.'  — '  How  so?  '  said  his  father. 
'There  were  two  boys,'  said  Cyrus,  'one  of  whom  was  a  great,  and  the 
other  a  little  boy.  Now,  it  happened  that  the  little  boy  had  a  coat  that  was 
much  too  big  for  him,  but  the  great  boy  had  one  that  scarcely  reached  below 
his  middle,  and  was  too  tight  for  him  in  every  part.  The  great  boy  proposed 
to  the  little  boy  to  change  coats  with  him;  "because  then,"  said  he,  "we 
shall  be  both  exactly  fitted,  for  your  coat  is  as  much  too  big  for  you,  as  mine 
is  too  little  for  me."  The  little  boy  would  not  consent  to  the  proposal; 
upon  which  the  great  boy  took  his  coat  away  by  force,  and  gave  his  own  to 
the  little  boy  in  exchange.  While  they  were  disputing  upon  this  subject,  I 
chanced  to  pass  by,  and  they  agreed  to  make  me  judge  of  the  affair.  But 
I  decided  that  the  little  boy  should  keep  the  little  coat,  and  the  great  boy 
the  great  one,  for  which  judgment  my  master  punished  me. '  — '  Why  so  ?  ' 
said  Cyrus's  father  :  '  was  not  the  little  coat  most  proper  for  the  little  boy, 
and  the  large  coat  for  the  great  boy?'  —  'Yes,  sir,'  answered  Cyrus,  'but 
my  master  told  me  I  was  not  made  judge  to  examine  which  coat  best  fitted 
either  of  the  boys,  but  to  decide  whether  it  was  just  that  the  great  boy 
should  take  away  the  coat  of  the  little  one  against  his  consent;  and  therefore 
I  decided  unjustly,  and  deserved  to  be  punished.'  " 


EXAMINATIONS   IN   NORFOLK   COUNTY.      129 

Marking  of  Reading.  —  The  oral  reading  was  marked  for  the 
mechanical  execution  and  for  expression.  The  marking  for 
silent  reading  was  upon  the  degree  of  accuracy  which  the 
pupil  showed  in  writing  the  narrative  given  above.  A  hundred 
per  cent  was  allowed  when  the  story  as  a  whole,  and  the  es- 
sential particulars,  were  accurately  told. 

Writing,  including  Written  Expression,  Penmanship, 
Capitals,  Punctuation,  and  Spelling.  —  The  writing  of 
the  narrative  was  intended  to  be  an  exercise  in  written  compo- 
sition. When  it  was  placed  in  the  hands  of  the  pupils,  they 
were  told  to  read  it  so  that  they  could  write  it  in  their  own 
language  from  memory. 

When  they  had  read  it,  they  were  furnished  with  ruled 
letter-paper,  and  were  directed  to  write  out  the  narrative,  using 
pen  and  ink ;  they  were  told  to  give  a  title  to  the  piece  if  they 
could  think  of  one,  and  to  do  the  work  as  well  as  they  could 
in  all  respects.  More  specific  directions  were  given  where  it 
was  thought  necessary. 

In  addition  to  the  spelling  in  the  written  narrative,  the  follow- 
ing words  were  dictated  for  written  spelling :  — 

1.  deluge.  6.  sugar. 

2.  decency.  7.  Chinese. 

3.  denies.  8.  complete. 

4.  colonel.  9.  supersede. 

5.  deterring.  10.  changeable. 

Marking  for  the  'Written  Expressions  Penmanship^  Capitals, 
Punctuation^  and  Spelling.  —  Under  "  written  expression  "  were 
embraced  the  title  of  the  narrative,  the  omission,  misuse,  and 
repetition  of  words,  the  grammatical  construction,  and  the 
style  of  the  language.  In  marking,  a  slight  deduction  was 
made  for  the  repetition  or  omission  of  words ;  while  a  serious 
misuse  of  words,  an  error  in  grammatical  construction,  or  a 
gross  inelegance  in  the  use  of  language,  reduced  the  percent- 
age more  largely.  In  some  of  the  mixed  schools,  instead  of  the 
narrative,  letters  were  written.  These  were  marked  as  nearly 
as  possible  in  accordance  with  the  same  plan. 

In  a  few  instances  the  narratives  were  unfinished  from  no 
fault  of  the  pupils:  the  plan  of  marking  these  was  to  take  the 
longest  in  the  particular  school  where  they  were  written,  fix  its 
marks,  and  compare  the  others  with  that  one  as  a  standard. 
.7 


130  BOARD  OF   EDUCATION. 

The  penmanship  was  marked  from  the  character  of  the  hand- 
writing in  the  narrative  and  with  reference  to  what  it  promised 
as  well  as  to  what  it  was. 

Capitals  and  punctuation  were  embraced  in  one  percentage ; 
in  exercises  that  were  finished,  twenty  per  cent  being  allowed 
for  the  proper  use  of  quotation-marks  and  the  complement, 
eighty  per  cent,  for  other  marks  of  punctuation  and  capitals, 
while  a  deduction  was  made  according  to  a  general  plan  for 
exercises  that  were  left  incomplete. 

For  spelling^  two  percentages  were  marked,  —  one  upon  the 
errors  in  the  written  exercise,  the  other  upon  the  errors  made 
in  spelling  the  ten  words,  "  deluge,"  "  decency,"  &c. 

The  former  percentage  was  found  by  allowing  a  hundred 
per  cent  if  the  narrative  contained  ten  lines  or  more,  and  was 
free  from  errors.  In  narratives  of  about  twent}^  lines,  the  usual 
length,  five  per  cent  was  taken  off  from  a  hundred  for  each  mis- 
spelled word ;  when  the  narratives  were  shorter  and  unfinished, 
a  larger  per  cent  was  deducted  for  each  error.  Some  errors, 
as  the  repetition  of  a  misspelling,  were  considered  less  grave 
than  others,  and  were  but  lightly  marked. 

ARITHMETIC.  —  Four  examples  were  given  to  pupils  of  this 
grade,  as  tests  in  arithmetic,  viz. :  — 

I.  The  addition  in  column  of  eleven  items,  each  containing 
three  orders  of  units.     (The  time  allowed  was  five  minutes.) 

II.  A  certain  number,  consisting  of  four  orders  of  units,  was 
given ;  the  pupils  were  directed  to  find,  by  the  shortest  process, 
what  would  be  the  result  of  multiplying  this  number  by  12,  and 
dividing  the  product  by  72. 

This  was  expressed  on  the  board  thus :  0000  X  12  -^-  72. 

III.  An  example  in  simple  interest  was  assigned;  the  prin- 
cipal consisting  of  dollars  (four  places),  the  time  from  Aug.  20 
to  Dec.  5  of  the  same  year,  the  rate  eight  or  nine  per  cent ;  the 
interest  being  required. 

IV.  The  pupils  were  asked  to  find  the  cost,  at  ten  dollars  per 
rod,  of  the  fencing  required  to  enclose  and  separate  a  number 
of  rectangular  lots  of  land  which  adjoin  on  the  side,  and  have 
their  fronts  in  the  same  straight  line,  each  lot  being  two  rods 
wide  in  front  and  four  rods  long  on  the  side.* 

*  In  all  the  exercises  in  arithmetic,  the  pupils  used  Walton's  Tables,  by  which 
pupils  sitting  side  by  side  had  different  numbers,  though  practically  doing  the 
same  example. 


EXAMINATIONS   IN   NORFOLK   COUNTY.      131 

Tlie  following  problem  was  assigned  to  pupils  in  this  grade 
who  had  not  studied  interest :  — 

A  certain  number  of  dollars  was  given  (different  numbers  to 
different  pupils):  the  pupils  were  to  suppose  this  sum  to  be  paid 
for  three-eighths  of  a  farm,  and  to  find  what  should  be  paid  for 
the  rest  of  the  farm  at  the  same  rate. 

Marking  of  Arithmetic.  —  A  percentage  was  found  for  each  of 
these  examples  ;  account  was  taken  of  the  numerical  operation 
and  of  the  abbreviated  and  logical  process. 

How  THE  Tests  weee  applied. 

The  general  plan  of  the  examination  was  approved  by  several 
persons  of  experience,  to  whom  it  was  referred  before  being  ap- 
plied in  the  schools.  Some  gentlemen  of  the  committee  on  the 
examination  were  appointed  to  aid  me.  These  were  Rev.  J.  P. 
Bixby,  chairman  of  school  committee  of  Norwood ;  Mr.  J.  W. 
Allard,  superintendent  of  schools  of  Milton ;  Mr.  William  G. 
Nowell,  superintendent  of  schools  of  Weymouth ;  and  Mr. 
George  I.  Aldrich,  superintendent  of  schools  of  Canton.  Mr. 
Bixby  assisted  in  the  schools  of  fifteen  of  the  twenty-four  towns 
of  the  county;  the  other  gentlemen  in  the  remaining  towns, 
each  in  those  in  his  own  vicinity.  I  made  the  examinations  in 
oral  reading,  and  marked  the  pupils  of  both  grades  in  most  of 
the  schools ;  and  in  most  I  was  present  while  the  examinations 
were  going  on  in  the  other  exercises.  By  the  aid  of  these 
gentlemen,  the  work  of  examining  was  greatly  facilitated,  the 
time  being  abridged  one-half  in  schools  having  pupils  of  both 
grades  examined.  Where  all  were  so  efficient,  it  is  not,  per- 
haps, necessary  to  make  mention  of  any  one ;  but  the  service  of 
Mr.  Bixby  was  so  great,  and  rendered  at  such  personal  sacrifice, 
as  to  be  worthy  of  special  recognition. 

The  school  committees  or  superintendents  of  schools  of  the 
respective  towns  were  present  in  most  instances,  and  aided  in 
arranging  and  preparing  the  children  for  the  examinations. 
The  teachers  also  assisted  in  this  part  of  the  work,  and  in  vari- 
ous ways  helped  the  examiners. 

The  examinations  were  begun  in  December,  and  ended  in  the 
following  May.  The  time  given  to  each  class  varied  from  one 
hour  to  one  hour  and  forty  minutes  in  the  primary  grade,  and 
from  one  hour  and  a  half  to  two  hours  in  the  grammar  grade. 
.Generally  the  time  allowed  was  ample  for  the  large  majority  of 
the  class  to  complete  the  work. 


132  BOARD   OF   EDUCATION. 

In  some  few  instances  it  was  necessary  to  take  up  the  papers 
before  they  were  finished,  and  in  a  few  schools  the  written 
exercises  or  the  oral  reading  were  omitted  altogether.  Where 
the  exercises  were  assigned,  in  most  instances,  in  the  opinion  of 
the  examiners,  sufficient  time  was  allowed  to  do  the  work  re- 
quired. Where  this  was  evidently  not  the  case,  in  marking  the 
papers  for  the  tabulated  results,  allowance  has  been  made  for 
the  deficiency.  These  explanations  will  account  for  most  of 
the  omissions  of  items  in  the  tables. 

The  reason  for  sometimes  abridging  the  work,  as  mentioned 
above,  was  found  in  the  necessity  of  completing  the  examina- 
tions during  the  winter  and  spring  terms,  in  the  desirability  of 
completing  them  in  each  town  as  soon  as  possible  after  they 
were  entered  upon  in  that  town,  and  of  giving  about  the  same 
amount  of  time  to  each  school.  The  occasion  also  for  abridging, 
in  some  cases,  was  the  time  consumed  in  some  of  the  towns  in 
reaching  the  schools,  the  delays  in  getting  the  work  before  the 
pupils,  owing  to  a  want  of  quickness  of  comprehension,  or  of 
familiarity  with  written  exercises,  and  the  habit  the  pupils 
have  of  writing  quite  slowly. 

The  writing  of  the  letters  was  omitted  in  a  few  schools  be- 
cause the  pupils  were  wholly  unused  to  the  exercise  of  letter  or 
composition  writing,  — in  some,  in  fact,  could  neither  write,  nor 
make  the  printing  letters.  In  a  few  instances,  the  teachers  ob- 
jected to  submitting  their  schools  to  some  of  the  tests,  and 
their  feelings  were  regarded. 

It  was  found  from  the  examinations  in  the  first  two  or  three 
schools,  that  the  pupils  required  more  time  than  was  anticipated 
when  the  questions  were  prepared ;  accordingly,  without  chan- 
ging their  general  character,  two  of  the  questions  in  arithmetic 
for  the  grammar  grade  were  slightly  shortened  when  given  in 
other  schools.  The  questions  given  in  the  towns  marked  C  and 
T,  however,  were  in  all  essential  points  the  same  as  were  given 
in  the  town  marked  A,  which  was  the  first  examined.  The  tests 
given  in  the  early  pages  of  this  report,  with  the  slight  excep- 
tions elsewhere  named,  were  uniformly  applied  in  all  the  other 
towns.  The  tests  were  submitted  orally,  and,  when  practica- 
ble, written  upon  the  blackboard  also :  all  proper  explanations 
were  given,  and  questions  answered,  by  the  examiners. 

Some  schools  had  no  pupils  between  the  ages  of  eight  and  a 
half  and  ten  and  a  half  years  who  could  do  the  work  prepared 


EXAMINATIONS  IN  NORFOLK  COUNTY.      133 

for  their  respective  grades.  The  questions  were  sometimes 
modified  to  suit  the  attainments  of  the  children,  but  the  re- 
sults of  the  examination  do  not  appear  in  the  tables.  On  the 
other  hand,  there  were  a  few  schools  where  the  pupils  that  did 
the  work  were  all  under  the  age  reported,  and  their  work  of 
course  does  not  appear. 

There  was  nowhere,  on  the  part  of  the  teachers,  indifference 
to  the  results  of  the  examinations ;  there  was,  indeed,  solicitude 
with  many  while  the  examinations  were  in  progress,  and  this 
was  shared  in  some  cases  by  the  school  committees.  But  this 
feeling,  which  was  quite  natural  and  entirely  proper,  was  gen- 
erally exercised  with  good  sense  and  a  due  regard  to  the  ends 
to  be  attained  by  the  examinations.  Teachers  and  committees 
manifested  a  desire  to  make  the  examinations  a  fair  test  of 
the  attainments  and  ability  of  the  pupils,  and  such  in  general 
it  is  believed  they  were.  It  is  a  pleasure  to  be  able  to  testify 
to  the  excellent  spirit  manifested  by  all  towards  the  examina- 
tion and  the  examiners. 

The  Marking,  and  Tabulation  of  the  Results. 

On  the  completion  of  the  visitations  of  the  schools,  there 
were  about  four  thousand  papers  to  examine  and  mark.  This 
required  the  handling  of  each  paper  many  times,  for  each  was 
to  be  marked  for  at  least  twelve  different  results,  some  of  these 
depending  upon  several  particulars.  And  the  work  of  aggre- 
gating and  averaging  these  would  then  remain  to  be  done.  No 
time  that  I  could  command  would  be  sufficient  to  bring  out  the 
results  of  the  examinations  in  the  current  year.  Mr.  William 
G.  Nowell  was  accordingly  appointed  by  the  committee  to  assist 
in  this  part  of  the  work.  To  this  he  devoted  considerable 
time  in  the  summer  months,  rendering  most  efficient  service  in 
marking  the  papers  in  penmanship,  arithmetic,  and  spelling,  and 
in  tabulating  the  results  of  the  primary  grade.  The  report  is 
indebted  to  Mr.  Nowell,  also,  for  several  interesting  details. 

It  is  proper  to  state,  also,  that  Mrs.  Walton  has  spent,  since 
the  first  of  June,  on  an  average,  six  hours  a  day  in  marking 
the  papers,  in  verifying,  and  in  tabulating.  This  part  of  the 
work  has  required  much  more  time  and  labor  than  was  antici- 
pated. I  regret  that  it  has  so  long  delayed  the  report;  but, 
with  the  demands  made  upon  my  time  by  other  official  duties, 
it  was  impossible  to  present  it  at  an  earher  date. 


134  BOARD    OF   EDUCATION. 

PERSONAL   OBSERVATIONS   IN   THE   SCHOOLS. 

Besides  the  tables  of  percentages,  and  for  the  better  under- 
standing of  these,  I  desire  to  give  the  results  of  my  personal 
observations. 

Reading. 

The  exercise  of  reading  involves  two  distinct  processes,  —  the 
forming  of  the  ideas  and  thoughts  in  our  own  minds  by  looking 
at  the  words,  and  the  utterance  of  the  words  so  as  to  excite 
ideas  and  thoughts  in  the  minds  of  others. 

By  this  analysis  we  see,  first,  that  reading  is  something  more 
than  recognizing  and  pronouncing  words :  the  words  are  signs, 
and  are  to  be  recognized  only  as  a  means  of  awakening  ideas 
and  thoughts.  If  the  pupil  does  not  have  these  awakened  by 
the  words  he  uses,  he  does  not  read  at  all ;  nor  is  the  process, 
so  far  as  reading  is  concerned,  simply  useless,  it  is  dangerous, 
just  in  proportion  to  the  facility  with  which  the  words  are 
called. 

In  the  second  place,  we  see  that  there  are  two  distinct  objects 
to  accomplish  in  teaching  to  read.  The  reader  is  to  learn  to 
associate  in  his  own  mind  ideas  and  thoughts  with  their  written 
or  printed  signs ;  he  is  to  learn  to  utter  these  words  so  as  to 
awaken  in  the  minds  of  others  such  ideas  and  thoughts  as  the 
words  are  intended  to  awaken.  There  are,  then,  two  kinds  of 
reading,  —  silent  and  oral.  Which,  if  either,  of  these  two  kinds 
should  the  schools  make  the  important  end  in  teaching  ?  This 
is  equivalent  to  asking,  which  will  be  most  useful  to  the  pupil, 
or  most  used  by  him  ? 

Oral  reading  is  useful  in  training  the  organs  of  speech  to  the 
accurate  enunciation  of  words,  in  training  the  vocal  organs  to 
the  production  of  the  proper  tones,  and  in  training  the  organs 
of  respiration  to  give  the  proper  force  in  the  utterance  of  words 
and  in  the  modulation  of  the  voice  ;  all  of  which  are  useful  in 
strengthening  the  organs  themselves,  in  fitting  the  pupil  to  use 
language,  and  to  speak  so  that  he  can  be  heard.  This  mechani- 
cal part  of  reading  is  useful  in  various  ways. 

Oral  reading,  as  a  means  of  communicating  the  thoughts  our- 
selves or  others  have  penned,  is  not  to  be  lightly  esteemed ;  it 
merits  on  this  account  more  skill  than  is  ordinarily  bestowed 
upon   reading.      For   this  implies   a   clear  conception   of  the 


EXAMINATIONS   IN   NORFOLK   COUNTY.      135 

thoughts  of  the  author,  an  appreciation  of  his  feelings,  and  such 
a  power  of  expression  as  perfectly  to  excite  these  thoughts  and 
feelings  in  the  mind  of  the  hearer.  It  implies  the  ability  to 
give  ourselves,  mind  and  body,  in  service  to  others.  But  the 
little,  comparatively,  which  most  persons  read  for  the  instruc- 
tion of  others,  would  not  constitute  a  sufficient  ground  for  giving 
oral  reading  the  prominence  it  has  in  the  schools. 

If  we  reflect  that  the  reading  which  men  in  general  do  is  done 
for  themselves,  we  shall  see  that  the  pupil  is  to  learn  silently 
to  take  the  sense  from  the  words  of  the  written  or  printed  page. 
The  relation  of  silent  reading  to  all  knowledge  acquired  by  the 
reading  of  books  is  such  that  the  ability  to  read  silently  can 
scarcely  be  over-estimated. 

The  above  distinction  between  silent  and  oral  reading  is 
important,  as  showing  the  true  end  of  teaching  reading ;  but 
the  fact  is,  that  oral  necessitates  silent  reading,  and  the  effec- 
tiveness of  the  former  depends  largely  upon  the  quality  of  the 
latter.  Oral  reading  is  to  be  taught  chiefly  as  presenting  the 
best  occasion  for  the  exercise  of  the  powers  of  the  mind  in  ac- 
quiring, for  the  sake  of  giving,  the  sense  of  what  is  written. 

In  teaching  oral  reading,  then,  while  the  teacher  may  not  lose 
sight  of  the  fact  that  the  chief  end  of  reading  is,  to  give  the 
pupil  facility  in  obtaining  the  ideas  and  thoughts,  he  will  lead 
him  to  keep  constantly  in  mind  the  wants  of  the  hearer.  This 
will  give  a  proper  direction  to  the  aim  of  the  pupil,  both  in 
preparing  for  his  reading,  and  in  the  reading  itself.  It  will 
tend  to  direct  his  attention  away  from  himself,  and  stimulate 
him  to  make  his  best  effort,  by  placing  the  right  motive  within. 

This  may  seem  to  be  setting  up  an  ideal  standard  :  it  must  be 
confessed  that  it  is  not  generally  reached  ;  but  it  is  believed  to 
be  entirely  practicable,  even  in  the  lower  grade  of  schools,  to 
teach  the  pupil  to  read,  prompted  solely  by  the  desire  to  affect 
the  mind  of  another.  This  motive  cannot  be  employed  too 
early,  or  too  exclusively.  "When  this  desire  is  the  motive,  the 
pupil  will  feel  the  necessity  of  first  understanding  for  himself 
what  he  is  to  read.  The  necessity,  prompted  by  this  motive, 
must  result  in  giving  him  facility  in  reading  for  himself. 

In  the  examinations,  the  oral  reading  was  considered  a  test  of 
the  ability  of  the  pupils,  both  to  take  and  to  give  the  sense 
of  a  kind  of  reading  with  which  they  were  supposed  to  be  famil- 
iar.    The   results  were  widely  different.     On   the   one  hand, 


136  BOARD   OF  EDUCATION. 

there  were  many  pupils  in  both  grades,  but  particularly  in  the 
primary,  who  called  off  the  words  in  a  droning  and  monotonous 
way,  or  shouted  them  out  one  after  the  other  with  as  little 
regard  to  the  thought  as  if  they  had  been  the  columns  of  a  spell- 
ing-book. On  the  other  hand,  there  were  pupils  who  had  formed 
the  habit,  while  reading,  of  looking  forward  to  the  end  of  the 
sentence,  that  they  might  comprehend  the  thought  before  utter- 
ing the  words.  In  some  instances  pupils  asked  to  be  allowed  to 
read  their  paragraph  again,  saying  they  did  not  understand  it 
before.  The  causes  for  these  differences  are  found  in  the  dif- 
ference in  the  tact  of  the  teachers,  and  in  the  difference  in  their 
methods  and  aims  :  I  am  not  inclined  to  admit  that  they  result 
so  largely  from  the  superiority  of  the  children  in  any  town  or 
in  a  particular  part  of  a  town,  as  in  some  instances  members 
of  the  school  committees  claimed. 

In  general,  oral  reading  is  made  the  end ;  and  the  conception 
the  teacher  has  of  this  is  frequently  limited  to  the  articulation 
of  words,  to  the  loudness  or  fluency  of  utterance,  to  the  position 
of  the  body,  to  the  holding  of  the  book,  in  some  instances  to  cor- 
rect pronunciation,  and  sometimes  to  extreme  precision  in  all 
these,  and  to  a  straining  after  the  elements  which  are  the 
means  of  expression.  The  voice  is  often  made  simply  to  repeat 
the  words  of  the  paragraph  that  falls  in  the  class  to  "  the  next," 
or  at  most  led  only  to  imitate  in  a  servile  manner  the  reading 
of  the  teacher ;  or,  if  trained  in  tone,  pitch,  rate,  stress,  inflec- 
tion, and  so  on,  it  is  not  in  the  use  of  these  to  the  expression  of 
thought.  And,  as  for  any  systematic  analysis  by  which  the 
pupil  learns  to  make  a  careful  and  independent  study  of  his 
piece,  it  is  but  little  practised  in  the  schools,  even  of  the  gram- 
mar grade. 

In  the  larger  number  of  the  primary  schools,  the  teachers 
seem  to  regard  the  expression  of  thought  as  not  within  the 
province  of  the  young  pupil.  No  greater  mistake  can  be  made 
than  this :  the  little  child  should  read  with  expression  the  first 
time  and  every  time  he  reads.  He  uses  slides  of  the  voice, 
and  stress,  when  he  has  thoughts  and  feelings  of  his  own  to 
utter,  and  this  long  before  he  goes  to  school:  can  he  not  be 
taught  to  use  them  in  expressing  the  thoughts  and  feelings  of 
others  ?  He  has  the  means ;  fix  in  him  the  motive  by  directing 
his  attention  to  the  thought ;  if  he  has  this,  he  can  hardly  fail 
to  express  it.     The  training  will  at  least  be  an  easy  and  agree- 


EXAMINATIONS   IN   NORFOLK   COUNTY.      137 

able  task.  Where  bad  habits  are  confirmed  in  childhood,  it 
requires  the  skilled  hand  of  a  professor,  later  on,  to  make  a 
good  reader. 

A  difference  in  the  quality  of  the  reading  results  from  the 
method  of  the  early  teaching  of  the  child.  If  the  teaching  is 
strictly  by  the  ABC  method,  in  which  the  child  is  taught  to 
spell  out  the  words  before  pronouncing  them,  and  then  to  pro- 
nounce them  word  after  word  without  reference  to  the  sentence 
they  form,  the  mind  is  directed  chiefly  to  the  spelling-out  and 
pronunciation  of  the  words,  and  is  thus  turned  away  from  the 
thought  and  expression.  Where  the  reading  is  taught  by  the 
object  and  word  method,  the  interest  awakened  in  the  child,  in 
the  object  of  knowledge,  naturally  leads  to  an  interest  in  the 
words  and  in  the  reading.  Instead  of  something  imposed  upon 
the  pupil,  which  blunts  the  mind  to  all  mental  effort  except  to 
escape  from  the  drudgery,  the  process  excites  the  desire  to  know 
and  to  tell,  and  thus  puts  within,  motives  which  give  facility  in 
acquiring  knowledge,  and  make  the  mind  skilful  in  associating 
ideas  and  thoughts  with  words,  and  in  using  the  physical  organs 
as  instruments  for  expression.  Norfolk  County  is  not  without 
many  excellent  examples  of  the  right  method  and  aims  in 
teaching,  while  examples  of  tact  are  common  which  produce 
good  results  in  apparent  disregard  of  methods. 

Table  (A),  appended  to  this  report,  will  show  the  methods  at 
present  in  use,  and  those  in  use  four  years  ago,  in  the  several 
towns  of  the  county,  in  teaching  beginners  to  read.  The  table 
shows  considerable  change  in  the  four  years,  which  indicates  an 
awakened  interest  in  the  teaching  of  reading  that  may  more 
than  counterbalance  the  effects  of  bad  methods  at  an  earlier 
period.  It  was  thought  that  possibly  the  differences  in  reafling 
might  be  shown  to  result  from  the  different  methods  of  teaching. 
There  are  too  many  modifying  circumstances,  however,  to  make 
the  table  valuable  as  evidence  upon  this  point.  It  is  inserted  in 
the  report  as  interesting  historically,  and  as  likely  to  have  a  bear- 
ing upon  the  future  progress  in  the  art  of  reading  in  the  county. 

I  found  in  many  of  the  schools  that  the  pupils  were  attempt- 
ing to  read  in  books  wholly  beyond  their  comprehension ;  the 
Fourth  and  Fifth  Readers  were  in  repeated  instances  in  use  by 
children  who  could  not  readily  call  the  words  of  the  simplest 
lesson  in  the  Third  Reader  which  I  gave  them. 

Of  some  of  the  schools  in  one  town,  my  notes  say,  "  The 

18 


138  BOARD   OF  EDUCATION. 

cliildren  were  all  reading  in  books  too  advanced  for  them  ;  none 
of  those  I  attempted  to  hear  read  in  the  Third  Reader  could 
call  words  in  the  Second.  Yet  all  were  in  the  Third  that  had 
not  already  taken  up  the  Fourth.  Nearly  all  of  the  school 
should  be  kept  in  a  grade  of  reading  not  above  that  of  the 
Third  Reader.  What  is  true  of  these  schools  is  true  of  the 
county  as  a  whole  :  very  many  of  the  children  are  trying  to 
read  in  books  beyond  their  years." 

To  counteract  this  tendency,  some  of  the  towns  have  a  plan 
of  furnishing  additional  works  supplementary  to  the  ordinary 
reader.  Several  sets  of  different  series  of  readers,  of  the  first, 
second,  and  third  grades,  are  purchased  at  public  expense, 
and  passed  around  from  school  to  school  throughout  the  town. 
The  superintendent  of  schools  in  one  of  the  towns  remarked 
that  the  primary  schools  in  his  charge  had  read  the  First,  Sec- 
ond, and  Third  Readers,  of  all  the  series  that  are  worth  reading. 
By  this  means  the  pupil  can  be  kept  upon  reading  suited  to 
his  capacity,  and  is  able  thoroughly  to  master  the  vocabulary 
of  one  grade  before  attempting  a  higher. 

It  is  very  desirable  to  secure  in  the  pupil  a  love  for  reading 
while  in  the  schools.  This  love  is  fostered  by  the  facility  with 
which  the  pupil  learns,  and  by  what  he  reads.  The  acquisition 
of  real  knowledge  which  is  incident  to  a  right  method  of  teach- 
ing is  a  stimulus  to  this  love.  In  those  schools  which  I  visited 
where  the  teaching  was  begun  by  teaching  the  object,  then, 
with  the  blackboard  or  chart,  its  name,  and  finally  producing 
a  written  sentence  which  expressed  the  pupil's  or  teacher's 
thought  of  the  thing,  I  found  an  evident  interest  in  reading, 
which  was  in  marked  contrast  with  what  was  seen  where  the 
ABC  method  was  in  vogue. 

With  this  rational  mode  of  teaching,  the  vocabulary  of  the 
pupil  names  real  ideas  to  him.  The  words  of  the  book,  of  part 
of  it  at  least,  are  taught  him  in  this  way  before  the  book  is 
placed  in  his  hand ;  so  when  at  length  he  has  the  book,  it  is  a 
delight,  and  not  a  task,  to  read  its  simple  and  pleasing  stories. 

A  good  method  and  aptness  in  teaching,  with  suitable  sup- 
plementary reading,  cannot  fail  to  increase  this  love.  There  are 
sufficient  facts  in  Norfolk  County  to  prove  this  to  be  the  prac- 
tical result. 

With  the  exception  of  a  single  school  of  considerable  size, 
so   far  as  noticed,  the  girls   of  the  higher  grade   are   better 


EXAMINATIONS   IN   NORFOLK   COUNTY.      139 

readers  than  the  boys.  The  difference  in  most  is  quite  marked. 
I  can  see  no  reason  in  the  schools  themselves  why  this  should 
be  so ;  but,  if  the  examiners  are  not  mistaken  in  their  observa- 
tions, the  fact  is  worthy  of  the  consideration  of  teachers  and 
committees,  as  well  as  of  the  boys  themselves  and  their  parents. 

So  far  as  I  could  discover,  with  rare  exceptions,  little  atten- 
tion is  given  to  what  the  children  read,  or  to  reading  for  the 
acquisition  of  knowledge,  if  we  leave  out  of  account  the  text 
of  books  committed  to  memory  for  recitation.  The  time  of 
reading  in  both  grades  seems  to  be  mostly  occupied  in  teach- 
ing to  call  the  words  properly,  without  reference  to  the  amount 
or  kind  of  knowledge  the  pupil  is  to  acquire.  As  an  excep- 
tion I  saw  in  a  few  of  the  schools  sentences  used  as  reading- 
lessons  for  the  younger  pupils,  which  were  evidently  designed 
to  teach  some  useful  knowledge.  Some  exceptions  were  noticed 
also  in  the  grammar  grades,  where  books  of  history  were  sub- 
stituted in  part  for  the  reading-books;  not,  however,  in  the 
few  cases  I  saw,  with  any  evident  gain  either  to  the  exercise  of 
reading  or  to  the  knowledge  of  history. 

I  see  no  reason  why  the  earliest  lessons  taught  in  the  primary 
schools  should  not  be  so  arranged  and  conducted  as  to  teach 
those  elementary  facts  of  plants,  and  those  terms,  which  will 
afterwards  be  used  in  the  study  of  botany,  —  that  knowledge  of 
animals  and  minerals  which  will  afterwards  be  used  in  zoology 
and  mineralogy,  those  forms  and  names  which  will  afterwards 
be  used  in  geometry,  and  so  on ;  and  no  reason  why  the 
simple  facts  which  underlie  the  other  sciences  should  not  be 
acquired  through  the  reading-exercises  of  the  intermediate 
schools.  Portions  of  history  can  be  selected  which  are  suited 
to  oral  reading ;  but,  like  the  selections  in  the  advanced  readers, 
the  reading  can  hardly  be  worthy  the  time  and  attention  of  the 
class  till  it  has  been  the  subject  of  careful  study  by  the  reader. 

"While  the  pupils  should  read  more  than  they  now  do,  and 
read  to  gain  useful  knowledge,  it  would  be  a  mistake  to  abandon 
the  use  of  well-chosen  reading-books  for  study  and  practice. 
These  are  distinguished  from  the  books  for  general  reading  by 
being  arranged  with  reference  to  training  and  culture.  Before 
his  oral  reading  the  older  pupil  should  study  each  selection, 
first  to  obtain  a  knowledge  of  the  piece  as  a  whole,  then  to 
get  the  sense  of  each  paragraph,  of  each  clause,  and  finally  to 
determine  what  words  to  emphasize  that  he  may  give  the  sense 


140  BOARD   OF   EDUCATION. 

to  the  hearer.  This  kind  of  work  cannot  be  clone  by  the  pri- 
mary pupil,  and  his  reading  should  not  require  it ;  but  in  the 
Tipper  grade  this  should  be  done  with  every  reading-lesson. 
The  lessons  of  the  reading-book  furnish  the  occasions  for  this 
study.  And  this  is  precisely  what  is  needed  to  prepare  the 
student  to  read  with  profit  history  or  whatever  he  may  read 
before  his  class. 

By  such  a  plan  of  study  the  oral  reading  becomes  a  personal 
effort  to  express  the  results  of  the  pupil's  own  judgment.  It 
brings  into  requisition  a  class  of  books  not  common  at  present 
in  the  schools,  —  biographies,  gazetteers,  encyclopaedias,  and 
other  books  of  reference. 

The  percentages  for  oral  reading  for  the  county  are  about 
one-eighth  higher  than  the  total  average  of  all  the  studies. 
There  are  two  reasons  for  this :  first,  the  marking  is  not  based 
upon  the  ideal  standard  of  the  examiner,  but  upon  the 
ordinary  estimate  of  school  reading;  and,  second,  oral  read- 
ing ordinarily  receives  a  large  share  of  attention  during  the 
whole  period  of  the  schooling  of  the  child,  and  really  by  the 
common  standard  shows  better  results  than  any  other  study 
taught. 

The  silent  reading  in  the  upper  grade,  as  determined  by  the 
written  narrative,  is  not  marked  so  high  as  the  oral ;  the  standard 
was  more  absolute.  The  pupils  who  told  the  story  as  a  whole, 
including  all  the  essential  particulars,  were  ranked  one  hun- 
dred per  cent  in  the  silent  reading;  those  who  failed  to  get 
the  essential  point  of  the  story  were  marked  from  forty  per 
cent  upwards  to  sixty-five,  according  to  the  accuracy  with  which 
their  writing  was  true  as  to  particulars ;  while  those  who  had 
misapprehended  the  story  altogether  were  marked  from  fifty 
per  cent  downwards  according  to  the  misstatements  they  made. 

It  will  be  seen  by  a  few  specimen  copies  of  the  narrative, 
printed  below,  that  the  exercise  revealed  wide  differences 
in  the  ability  of  the  pupils  to  get  the  sense  by  silent  read- 
ing. These  differences  are  not  confined  to  individuals:  they 
characterize  whole  schools.  There  are  exceptionally  good 
papers  found  in  schools  which  wrote  poorly  as  a  whole ;  the 
reverse  of  this  is  also  true.  The  following  are  printed  ver- 
batim. Facsimiles  of  others  will  be  found  at  the  close  of  the 
report. 


EXAMINATIONS   IN  NORFOLK   COUNTY.      141 

Samples  of  Nabratives  written  from  Silent  Reading, 
BY  Pupils  in  the  Grammar  Grade. 

I. 

PuKiSHED  For  Deciding  Unjustly. 

Cyrus,  the  Persian  prince,  had  a  great  many  masters,  who  endeavored  to 
teach  him  every  thing  that  was  good  ;  he  was  educated  with  several  little 
boy's  about  his  own  age.  He  was  of  a  good  disposition  and  humane  tem- 
per, but  even  in  his  youthful  day's  he  possesed  a  strong  desire  to  command, 
and  the  boys  often  made  him  their  king.  One  night  his  father  said  to  him 
"  what  have  you  done  and  learned  to  day  "  "  Sir,"  said  Cyrus  "  I  was  pun- 
ished for  deciding  unjustly.  "  How  so  "  said  his  father.  "  There  were  two 
boy's  one  a  great  and  the  other  a  little  boy ;  the  little  boy  had  a  coat  that 
was  much  to  big  for  him  and  the  large  boy  had  a  coat  that  was  much  to 
small  and  tight  for  him  in  every  part.  The  large  boy  proposed  to  exchange 
coats  "  '  for  said  he  we  shall  then  be  even  for  my  coat  which  is  much  to  small 
for  me  will  be  right  for  you. '  ' '  But  the  little  boy  would  not  change  so  the 
large  boy  took  the  little  one's  coat  and  gave  him  his  in  return ;  just  then  I 
happened  to  be  passing  and  they  said  that  I  should  be  the  judge.  I  decided 
that  the  little  boy  should  keep  the  little  coat  and  the  large  boy  should  keep 
the  great  coat,  And  so  I  was  punished.  "  How  so  said  his  father  was  not 
the  large  coat  more  suitable  for  the  large  boy  and  the  small  coat  for  the  little 
one.  "  Yes  sir  "  said  Cyrus  but  the  teacher  said  that  I  was  not  called  upon 
to  judge  which  was  the  most  suitable  but  whether  it  was  right  for  the  large 
boy  to  take  away  the  little  boy's  coat  without  his  consent.  "  So  "  said  Cyrus 
*'  I  was  justly  punished." 

n. 

The  Persian  Prince. 

Cyrus,  the  Persian  Prince,  had  a  great  many  masters,  who  tried  to  teach 
him  goods  things;  and  he  was  educated  with  several  other  boys  of  his  age. 
He  was  a  very  good  tempered  boy,  and  had  a  humane  spirit.  He  had  a 
strong  desire  to  command,  and  the  other  boys  made  him  their  king. 

One  day  his  father  asked  what  he  learned  or  done  during  the  day.  "  Sir, 
said  Cyrus,  "  I  was  punished  to  day  for  deciding  unjustly."  "  How  so?  " 
asked  father.  "To-day"  said  Cyrus,  there  were  two  boys,  one  a  great 
one  and  the  other  a  small  one.  It  happened  that  the  big  boy  had  a  coat 
that  was  a  great  deal  too  small  for  him,  while  the  small  boy  had  a  coat  that 
was  too  large  for  him.  The  large  boy  proposed,  that  the  little  boy  should 
exchange  coats  with  him.  But  the  little  boy  did  not  want  to  do  this,  there- 
fore the  big  boy  took  it  away  from  him  by  force.  I  chanced  to  be  passing 
by  and  they  called  upon  me  to  decide.  I  gave  the  little  boy  the  small  coat, 
and  the  big  boy  the  large  coat."  "  Why  were  you  punished  for  that?" 
asked  his  father,  "because  the  teacher  said  I  was  not  to  be  the  judge  of 
whose  coat  it  shoud  be,  but  that  whether  it  was  right  or  not  for  the  big  boy 
to  take  away  the  coat  from  the  small  boy,  therefore  I  was  punished." 


142  BOARD   OF  EDUCATION. 

III. 

Justice  and  Unjustice. 
Cyrus,  the  Persian  prince  had  a  great  many  masters  who  tried  to  teach 
him  every  thing  that  was  right.  He  had  several  other  boys  educated  with 
him.  He  had  a  very  good  disposition  but  he  liked  to  command.  When 
they  used  to  play  his  playmates  used  to  have  him  for  their  king.  One  even- 
ing his  father  asked  him  what  he  had  learned  that  day.  "  I  was  punished 
for  deciding  unjustly,"  he  said.  "What  did  you  do?"  asked  his  father. 
"  Why,"  he  said,  "it  happened  this  way.  There  were  two  boys  a  large  boy 
and  a  small  boy.  The  small  boy  had  a  coat  too  large  for  him  and  the  large 
boy  had  a  coat  that  was  too  small  for  him  in  every  part.  Now  the  large  boy 
wanted  the  small  boy  to  exchange  coats  with  him.  The  small  boy  didn't 
want  to  and  so  the  large  boy  took  it  away  from  him.  Just  then  I  came 
along  and  they  wanted  me  to  decide  for  them.  I  thought  that  the  small  boy 
ought  to  keep  the  coat.  The  master  said  that  I  ought  not  to  decide  which 
coat  fitted  the  best  but  whether  the  large  boy  had  a  right  to  take  the  coat  by 
force.     So  I  had  decided  unjustly  and  deserved  to  be  punished." 

IV. 

Anecdote  of  Cyrus. 
Cyrus,  a  prince  of  Persia,  had  many  teachers,  and  he  was  educated  with 
other  boys  of  his  age.  As  he  liked  to  take  the  lead,  his  companions  made 
him  there  King.  One  day  his  father,  asked  him,  what  he  had  learned  that 
day.  Sir,  said  he,  their  was  two  boys,  one  great,  and  the  other  small,  the 
small  one,  had  a  coat  much  to  large  for  him,  and  the  greateone  had  one  to 
small,  then  the  great  one,  proposed  to  change,  but  the  small  one,  would  not 
consent,  and  as  I  chanch  to  be  passing  by,  they  made  me  judge.  I  decided 
in  favor  of  the  Great  one,  thefore  my  master,  puished  me.  Why  so  said 
his  father,  was  not  the  large  coat  better  for  the  large  boy,  and  the  small  coat 
for  the  small  boy.  Sir,  my  master  asked  me  if  it  was  just,  to  ttake  the  coat 
away  without  consent,  and  as  I  had  judged  wrong,  I  deserved  to  be  punished. 

V. 

Quarrel  about  a  coat. 

Cyrus,  the  Persian  prince,  had  good  many  masters,  his  father  asked  him 
if  he  had  done  anything  wrong  to  day,  and  he  said,  he  had  been  punished, 
and  his  father  asked  him,  what  he  had  been  punished  for,  and  he  said  he 
had  quarraled  with  another  boy. 

What  about,  said  his  father,  and  Cyrus  said  that,  a  boy  he  was  with,  had 
on  a  big  coat,  that  just  fited  him,  and  his  coat  was  to  small  for  him-self ,  and 
this  other  boy  wanted  to  exchange  with  him. 

But  Cyrus  would  not,  just  then  a  man  came  up,  and  settled  the  dispute, 
saying,  that  the  big  boy  did  very  wrong  in  tareing  the  coat  off  the  smaller  boy. 

So  Cyrus  had  to  be  punished  for  not  giving  up  his  coat  to  the  other  boy. 

VI. 

Cryas  the  Persian  Prince 
Cryas  was  a  disobiant  boy.     The  little  boy  thought  that  the  large  Coat 


EXAMINATIONS   IN  NORFOLK   COUNTY.      143 

would  be  better  for  liim,  and  the  large  boy  thouglit  that  the  small  coat  would 
be  better  for  him  But  the  large  coat  was  as  mush  to  small  for  the  small  boy 
as  the  large  coat  was  for  the  large  The  large  boy  had  ought  to  have  had 
the  large  coat  and  the  small  boy  the  small  coat,  I  think  that  Cryus  was  a 
greedy  boy. 

VII. 
Prince  OF  Persia 
Cyphus  the  Prince  of  Persia  he  and  a  another  boy  went  out  to  walk  he  had 
a  long  coat  on  which  was  to  big  for  him  the  other  boy  had  a  coat  which  was 
to  small  for  hin  and  only  came  down  to  his  middle,  and  he  wanted  the  little 
boy  to  let  him  take  his  coat  (and  the  big  boy)  woud  let  him  take  his  little 
coat  so  Cyphus  father  came  and  said  why  wood  you  not  let  iim  take  the  big 
coat  and  he  wood  take  the  little  coat  so  he  we  went  home  and  he  become  a 
prince 

vni. 

There  was  a  man  by  the  name  of  Cyrus  who  was  a  Persian  Prince. 

He  had  a  very  nice  father,  and  asked  him  one  night  what  he  had  done  at 
school  that  day?    He  said,  "  That  he  had  done  something  unjustly." 

The  boys,  when  Cyrus  was  playing  any  games  with  them  used  to  make 
him  their  king.  One  day  there  was  a  boy  who  had  a  new  coat,  with  Cyrus, 
and  Cyrus  wanted  to  make  a  change. 

The  one  that  the  boy  had  bought  was  very  much  to  large  for  him,  while 
Cyrus's  was  small. 

They  kept  on  for  two  or  three  days,  but  would  not  agree  upon  it. 

While  they  making  this  agreement,  Cyrus's  father  came  along.  Cyrus 
had  a  very  humane  temper  and  was  very  gentle. 

Because  Cyrus  would  not  change  with  the  other  in  a  few  days  he  was  pun- 
ished. 

IX. 

The  boy  was  whiped  because  he  had  the  littles  boys  coat. 

X. 

Cyrus  a  pursian  prince  was  a  pheasant  an  educated  boy  but  when  he 
came  home  that  night  his  father  asked  him  what  he  had  recieved  that  day. 
he  said  that  he  got  punished  at  school  his  father  asked  him  what  for  and 
he  said  that  there  was  a  great  boy  and  a  little  boy  had  a  goat  and  the  big 
boy  had  a  little  goat  and  the  little  boy  had  a  big  goat  the  big  boy  wanted 
to  exchane  goats  he  have  the  big  goat  and  the  little  boy  have  the  little 
goat  so  the  big  boy  took  his  goat  away  by  force  and  I  came  along  and 
they  wanted  me  to  be  juge  and  I  said  that  the  little  boy  should  have  the 
little  goat  and  the  big  boy  should  have  the  big  goat  and  so  that  is  what  I 
got  punished  for  in  school. 

XI. 

Cyrus  the  Persean  prince  he  was  a  boy  of  sense  One  evening  he  was  pass- 
ing by  the  house  a  small  boy  had  a  big  goat  the  goat  was  much  larger  than 
the  boy  so  that  they  had  a  despute  over  the  goat  the  boys  have  hin  for  the 


144  BOARD   OF  EDUCATION. 

judge  he  gave  the  little  boy  the  goat  when  he  got  home  his  father  asked  him 
if  he  was  good  at  school  he  said  he  had  be  punished  injustly  his  father  siaid 
that  he  must  be  kind  to  one  as  to  the  other. 

Weiting. 

Under  writing,  are  included  penmanship,  spelling,  and  com- 
position. 

Penmanship.  —  The  requisites  in  penmanship  are  legibility, 
uniformity,  and  rapidity.  Legibility  is  first  in  importance,  and 
is  to  be  first  attended  to  in  the  teaching.  -  To  secure  this,  we 
must  fix  in  the  mind  of  the  pupil  definite  forms  for  all  the 
characters.  Besides  knowing  these  forms,  the  pupil  must  be 
taught  uniformity  as  to  height,  width,  slant,  angles,  and  turns, 
and  the  proper  curve-lines  for  connecting  one  letter  with  an- 
other. These  elements  have  reference  both  to  the  uniformity 
and  rapidity  oft  the  writing.  Though  rapidity  is  the  last- 
named  of  the  requisites  to  good  penmanship,  it  is  not  to  be  left 
out  of  account  in  the  early  training.  When  a  few  of  the  simple 
forms  can  be  executed,  the  training  for  rapidity  in  making  these 
should  begin.  No  little  importance  attaches  to  this  training. 
That  teaching  which  does  not  give  the  muscles  a  good  degree 
of  facility  in  executing  the  forms  which  the  mind  conceives, 
is  practically  a  failure. 

The  tests  which  were  submitted  in  the  schools  were  intended 
to  show  in  the  lower  grade  the  results  of  the  teaching  in  the 
first  two  of  the  above  requisites.  They  were  intended  to  show 
in  the  upper  grade  the  results  in  all.  Certainly,  if  the  schools 
are  to  teach  a  good  practical  handv/riting,  it  must  be  before 
the  pupils  reach  the  age  of  fourteen  or  fifteen  years  ;  for,  at  an 
earlier  age  than  this,  the  large  majority  of  the  children  leave 
the  schools. 

Some  of  the  differences  in  the  results  reached  by  the  exami- 
nations are  worthy  of  special  notice.  While  some,  even  in  the 
lower  grade,  could  write  with  legibility  and  considerable  ease, 
and  some  with  apparent  freedom  and  an  approach  to  elegance, 
others  in  this  grade  were  obliged  to  use  the  Roman  letters  to 
write  their  exercises,  and  even  then  mingled  the  capital  and 
small  letters  in  a  promiscuous  manner. 

Where  the  writing  is  neglected  in  the  lower  grades,  the 
time  lost  cannot  be  regained  in  the  grammar  schools ;  the  result 
is,  that  much  poor  writing  is  done  by  pupils  just  ready  to 
graduate  from  the  advanced  classes  of  these  schools. 


EXAMINATIONS   IN  NORFOLK   COUNTY.      145 

The  lithographs  appended  to  the  report  are  facshniles  of  the 
penmanship  found  in  the  schools;  the  best  and  poorest  are 
selected  from  scores  not  dissimilar,  while  the  average  papers 
are  fair  samples  of  hundreds  of  their  kind. 

So  backward  are  some  of  the  schools  in  penmanship,  and  so 
forward  are  others,  that  there  are  many  primary  schools  whose 
upper  grade  is  more  advanced  than  the  upper  grade  of  many 
grammar  schools.  The  causes  for  this  difference  are  found 
chiefly  in  the  time  and  manner  of  learning  to  write.  If  the 
children  are  employed  for  the  first  three  or  four  years  mainly 
in  calling  the  words  of  the  reading-books,  in  committing  to 
memory  lists  of  words  for  oral  spelling,  in  studying  and  recit- 
ing arithmetical  tables  and  problems,  with  possibly  the  pages 
of  a  primary  geography ;  if  they  make  little  or  no  use  of  the 
slate,  and  none  whatever  of  paper,  for  written  exercises,  or  if 
they  use  these  simply  to  write  out  in  Roman  letters  the  words 
of  their  spelling-lessons,  and  to  make  the  tables  in  arithmetic ; 
if  they  have  no  systematic  teaching  in  making  even  these 
forms,  and  none  whatever  in  making  the  script  letters  or  in 
drawing  lines  and  figures, — it  will  not  be  surprising  if  excel- 
lence in  penmanship  should  be  rare  even  in  the  higher  grades 
of  the  schools. 

The  absence  of  early  training  is  perhaps  the  most  evident  in 
the  way  the  children  make  the  numeral  characters  ;  the  figures 
are  too  often  significant  as  signs  of  aimless  teaching,  and  want 
of  discipline  in  the  taught,  but  are  awkwardly  made  and  inele- 
gant as  symbols  of  numbers.  Yet  there  are  but  ten  of  these 
signs  used  to  express  the  innumerable  calculations  made  with 
numbers.  What  can  be  more  profitable  in  the  early  training  of 
the  pupil  than  to  teach  him  to  form  each  of  these  characters 
after  a  perfect  model?  Contrast  the  ungainly  5's  and  8's  of 
some  of  the  pupils  with  the  beautiful  forms  of  others,  and  it 
will  appear  at  once  that  the  culture  of  the  mind  will  pay  a 
thousand-fold  for  all  the  time  and  labor  required  to  teach  the 
child  to  make  these  useful  forms  with  taste  and  elegance ;  for 
the  difference  in  the  figures  is  a  trifle  compared  with  the  mind- 
culture  implied  in  coming  to  the  results. 

Neglect  to  teach  the  proper  forms  of  letters  and  figures  oc- 
casions much  groping  by  the  children.  As  an  illustration  of 
this  neglect,  a  large  number  of  children  introduce  after  o,  in 
certain  words,  a  supexfluous  character  resembling  an  i;  the 

19 


146  BOARD   OF   EDUCATION. 

error  referred  to  may  be  seen  in  the  appended  lithograplis,  for 
example,  on  page  236. 

The  writing  in  many  schools  is  limited  to  what  is  done  in 
the  copy-books;  this  is  especially  true  of  the  mixed  and  un- 
graded schools.  The  practice  of  writing  is  deferred  till  the 
pupil  is  old  enough  to  use  the  pen  and  ink.  The  copy  at  the 
top  of  the  page  is  written  again  and  again,  sometimes  with  a 
wider  departure  from  the  original  at  each  repetition.  No  atten- 
tion is  given  to  the  movement  of  the  arm  or  hand,  or  to  the 
forms ;  and  very  rarely,  so  far  as  I  could  discover,  are  the 
muscles  trained  to  make  movements  with  rapidity.  This,  I 
incline  to  think,  is  a  universal  failure  in  the  schools. 

In  teaching  penmanship,  the  object  is  to  train  the  muscles  to 
move  from  habit.  Legibility  should  not  be  sacrificed  to  celerity 
of  movement ;  and  with  proper  teaching,  it  need  not  be.  But 
where  the  pupils,  in  the  examinations,  have  attempted  to  write 
rapidly,  the  result  has  been  a  fearful  disregard,  in  most  in- 
stances, of  the  elements  of  uniformity. 

Most  of  the  faults  in  the  writing  indicate  imperfect  teaching. 
There  are  schools,  however,  where,  from  the  time  the  pupil 
enters  the  lowest  class,  he  is  trained  to  the  use  of  the  pencil, 
first  with  the  slate,  afterwards  with  the  paper.  In  some  of  the 
best  primary  schools,  most  of  the  time  not  spent  in  the  class  is 
occupied  by  the  children  in  making  words  and  sentences,  or 
letters,  upon  their  slates ;  they  are  employed  in  copying  these 
from  the  lessons  the  teacher  writes  upon  the  board.  This  pro- 
cess goes  on  for  the  first  two  years,  the  exercise  being  varied  by 
copying  from  the  reading-book,  or  the  writing  of  sentences  the 
pupils  themselves  have  composed.  In  the  third  year,  paper  with 
proper  ruling  is  substituted  for  the  slate,  and  the  pupil  begins 
critically  to  analyze  and  form  the  letters,  and  systematically 
to  combine  these  into  words.  In  the  fourth  year,  the  pupil 
begins  to  use  pen  and  ink,  with  the  great  advantage  of  a 
knowledge  of  all  the  forms  of  the  letters,  and  considerable  skill 
in  using  the  muscles  of  the  hand  and  arm. 

This  plan  is  pursued  most  largely  in  schools  where  the  read- 
ing is  begun  with  the  script  letters.  Writing  is  employed  in 
connection  with  every  branch  of  study,  and  frequently  in  the 
recitation.  Little  reliance  is  put  upon  the  copy-book  for  the 
large  practice  necessary  to  make  writing  easy ;  this  is  incidental 
to  the  expression  of  thoughts  upon  paper.     The  result  is,  the 


EXAMINATIONS  IN  NORFOLK  COUNTY.      147 

pupil  at  an  early  age  has  a  handwriting  with  the  proper  slant 
and  connecting  lines;  elements  so  difficult  to  secure  if  the 
words  are  first  made  in  the  Roman  letters. 

An  opinion  has  been  confidently  expressed  by  those  compe- 
tent to  judge,  that,  where  drawing  and  writing  are  taught  to- 
gether, the  writing  is  better  than  where  writing  alone  is  taught, 
and  that,  even  though  no  more  time  is  given  to  the  two  branches 
than  is  frequently  given  to  the  writing.  The  examinations  go 
to  show  that  this  opinion  is  well  founded. 

The  observations  in  the  schools,  then,  indicate  that  the  best 
results  are  secured  by  having  writing  with  the  pencil  begun 
early,  and  continued  constantly  till  the  pupil  can  use  the  pen ; 
that  as  soon  as  he  has  mastered  this,  and  can  make  the  forms 
with  accuracy,  he  needs  special  training  in  rapidity  of  execu- 
tion. They  show  that  the  best  results  are  reached  in  those 
towns  and  schools  that  have  made  the  most  systematic  use  of 
the  script  letters  in  teaching  to  read,  and  where  drawing  is  also 
taught. 

The  wide  range  of  percentages  in  writing  in  the  primary 
schools  is  due  to  the  change  which  has  in  the  past  few  years 
taken  place,  in  favor  of  using  the  script  letters  early.  The 
towns  that  began  this  practice  first,  and  have  adhered  to  it 
most  closely,  have  better  writing  than  those  that  have  deferred 
writing  till  later  in  the  school  course.  Undoubtedly  the  plan, 
now  becoming  so  general,  of  teaching  the  use  of  script  letters 
and  writing  early,  will  have  the  effect  to  produce  greater  uni- 
formity in  coming  years. 

Spelling.  —  The  end  to  be  secured  in  teaching  spelling 
is  the  correct  spelling  of  the  words  the  pupil  meets  with  in 
his  studies,  and  those  he  will  be  most  likely  to  use  after  he 
leaves  school.  These  will  include  the  names  of  familiar  objects, 
of  common  qualities  and  actions,  and  some  of  the  less  significant 
words  of  the  language.  The  spelling  of  the  names  of  the 
days  of  the  week,  and  of  the  months  of  the  year,  may  be  speci- 
fied as  words  which  should  be  early  taught. 

To  secure  this  end  there  must  be  practice  by  the  pupil  in 
writing  the  words  not  simply  for  spelling  from  dictation,  but  in 
sentences  and  in  composition  exercises.  The  results  cannot  be 
satisfactorily  reached  by  any  amount  of  oral  spelling.  Repeated 
use  of  carefully  selected  words  in  written  exercises,  when  the 
attention  is  not  directed  solely  to  the  spelling  of  the  words,  is 
the  only  means  of  making  practical  spellers. 


148  BOARD   OF  EDUCATION. 

In  selecting  words  for  drill,  those  which  are  in  common  use 
should  be  chosen,  and  of  these  the  words  which  are  pronounced 
alike  but  spelt  differently  need  special  attention.  In  the 
upper  grades,  words  which  come  under  the  common  rules 
should  be  spelt  till  the  rules  can  be  readily  applied :  such  are 
the  rule  for  dropping  the  final  e  of  a  primitive  word  when  a 
syllable  is  added  which  begins  with  a  vowel,  the  rule  for  doub- 
ling the  final  consonant  of  an  accented  syllable  when  a  sylla- 
ble is  added  which  begins  with  a  vowel,  and  the  rules  for  form- 
ing the  plurals  and  possessives  of  nouns. 

The  results  of  the  examinations  indicate  that  far  too  much 
reliance  is  placed  upon  oral  spelling,  and  that  the  words  are  not 
selected  with  discrimination  on  the  part  of  the  teacher ;  they 
show  that  the  commonest  words  are  misspelt  when  used  in 
sentences  or  composition,  while  words  of  difficult  orthography 
are  spelt  with  accuracy  when  dictated  for  spelling.  Thus  the 
words,  "too,  their,  there,  here,  hear,  meet,  piece,  where,  which, 
whose,  been,  pair,  sure,  sugar,  week,  weak,  you,  write,  right, 
wrong,  father,"  &c.,  were  misspelt  when  used  in  composition  by 
the  same  class  of  pupils  who  spelt  "deluge,  colonel,  deter- 
ring," and  "supersede,"  from  dictation,  with  accuracy.  The 
words,  "whose,  which,"  and  "father,"  when  spelt  orally,  were 
generally  correct,  but  when  written  in  sentences  they  were 
frequently,  in  many  schools,  in  a  majority  of  cases,  erroneous. 

The  correct  spelling  in  the  primary  grade  of  the  words  dic- 
tated with  reference  to  spelling,  also  of  those  given  in  sen- 
tences, illustrates  the  necessity  for  spelling  in  the  sentence. 

The  correct  spelling  in  this  grade  for  the  whole  county  was 
marked  as  follows  :  — 

Per  cent. 
Words  dictated  for  spelling  ("  week,  waste,  rode,  sail ")    .        .  64.8 

Words  written  in  sentences :  — 

(Ten  words)  average .        .  58.1 

("which") 69. 

("whose") 54. 

("scholar") M.8 

Average  of  the  above  three  words 55.9 

The  same  differences  are  seen  in  different  towns,  and  in  dif- 
ferent schools  of  the  same  town.  And  the  towns  and  schools 
that  have  the  highest  average  percentages  in  all  the  branches 
taught,  generally  have  the  highest  percentages  in  the  spelling 


EXAMINATIONS   IN  NORFOLK   COUNTY.      149 

of  the  words  in  sentences  and  of  words  in  most  common  use. 
If  one  will  take  the  pains  to  form  tables  of  the  schools  of  a 
town,  he  will  find  that  the  results  in  general  show  that  teachers 
of  skill  and  experience  recognize  the  necessity  of  selecting  for 
special  drill  the  common  words,  and  of  having  these  words 
repeatedly  used  by  the  pupils  in  written  sentences. 

Table  showing  the  Average  Percentages  of  Correct  Spelling  in  the 
Several  Towns,  in  the  Schools  of  the  Primary  Grrade. 


All  Studies. 

WOEDS  WKITTEN  IN  SENTENCES. 

In  Column. 

Town. 

Per  Cent. 

Town. 

Ten 
Words. 

Town. 

""WTiicIi." 

Town. 

"Whose." 

Town. 

Four 
Words. 

C.i 

82.1 

c. 

91 

c. 

92 

c. 

95 

c. 

89 

L. 

69 

L. 

69 

L. 

87 

E. 

76 

L. 

76 

E. 

68 

E. 

67 

E. 

84 

Q. 

68 

F. 

76 

D. 

64.6 

P. 

66 

T. 

83 

I. 

59 

A. 

75 

P. 

62.7 

T. 

60 

S. 

82 

W. 

59 

U. 

74 

T. 

62.2 

D, 

60 

P. 

76 

F. 

58 

B. 

71 

R. 

61.4 

B. 

59 

w. 

75 

X. 

58 

Q. 

71 

B. 

61.4 

I. 

59 

G. 

75 

T. 

56 

I. 

70 

U. 

60.8 

F. 

58 

U. 

74 

P. 

56 

D. 

70 

A. 

59.7 

G. 

57 

N. 

72 

B. 

54 

R. 

69 

S. 

56.7 

Q. 

57 

D. 

72 

D. 

54 

W. 

67 

I. 

56.1 

R. 

57 

J. 

69 

V. 

51 

G. 

67 

F. 

55.2 

S, 

57 

I. 

68 

A. 

51 

E. 

67 

G. 

53.3 

u. 

57 

B. 

65 

U. 

50 

P. 

65 

J. 

52.1 

V. 

55 

A. 

63 

N". 

49 

S. 

64 

0. 

51.3 

w. 

55 

B. 

62 

0. 

49 

V. 

63 

V. 

51.2 

A. 

54 

F. 

61 

L. 

47 

T. 

62 

Q. 

49 

J. 

54 

H. 

55 

K. 

47 

J. 

61 

W. 

48.3 

0. 

50 

K. 

55 

G. 

43 

0. 

57 

M. 

42.8 

N. 

45 

Q. 

53 

S. 

43 

N. 

55 

N. 

41.8 

K. 

44 

M. 

49 

B. 

38 

K. 

48 

K. 

40.5 

M. 

42 

0. 

47 

M. 

37 

H. 

47 

H. 

40 

H. 

39 

V. 

45 

J. 

31 

M. 

45 

X. 

32.1 

X. 

39 

X. 

43 

H. 

27 

X. 

45 

The  point  referred  to  in  the  preceding  paragraph,  so  far 
as  the  towns  are  concerned,  is  illustrated  by  the  columns 
taken  from  the  primary  table  and  arranged  above.  The  four 
or  five  towns  that  rank  highest  in  the  table  of  average  to- 
tals for  all  the  studies  rank  highest  in  the  spelling  in  sen- 
tences, and  those  that  rank  lowest  in  the  average  totals  rank 
lowest  in  the  spelling  in  sentences :   whereas   the   results  of 

1  The  letters  of  the  alphabet  designate  the  towns  in  the  order  in  which  they 
were  examined;  A  being  the  first  examined,  B  the  second,  and  so  on. 


150  BOARD   OF  EDUCATION. 

the  spelling  of  the  words  dictated  solely  for  spelling  are  com- 
paratively uniform  for  the  towns  throughout  the  county ;  some 
whose  rank  is  low  in  the  general  averages  and  in  the  spelling 
in  sentences  taking  a  high  rank  in  the  spelling  of  the  words 
dictated  for  spelling,  while  the  opposite  is  the  result  with  some 
that  hold  a  high  rank  in  the  general  averages  and  in  the  spell- 
ing in  sentences. 

In  general  the  principles  stated  above  appear  to  be  sustained 
by  the  spelling  in  the  schools  of  the  upper  grade,  —  the  per  cent 
of  correct  spelling  in  the  words  of  the  written  narrative  differing 
but  little  from  the  per  cent  for  the  spelling  of  the  ten  words 
dictated  for  the  spelling  in  that  grade ;  yet  the  latter  were 
selected  as  test  words,  and  are  generally  of  difficult  orthog- 
raphy, while  those  used  in  the  narrative  are,  principally, 
common,  easy  words.  And  out  of  1,122  pupils  who  used  the 
adverb  "  too "  in  the  narrative,  859,  or  nearly  77  per  cent  of 
the  whole,  spelt  that  word  incorrectly. 

The  different  spellings  of  some  of  the  words  used  in  the 
sentences  and  letters  furnish  an  interesting  chapter  for  the 
advocates  of  reformed  spelling.  The  following  are  illustra- 
tions :  — 

Spelling  of  Words  selected  from  the  Sentences  and  Letters  written 
in  the  Primary  G-rade. 

Carriage.  —  Garage,  carrage,  craidge,  caradg,  carege,  carriag,  carrige,  &c. 
Sleigh.  —  Saly,  slay,  slaig,  slaigh,  slagh,  slaw,  sleig,  sleugh,  sleight,  sligh, 

slay,  slew,  slave,  sleygh,  &c. 
Tuesday.  —  Tusgay,  tuestay,  toesday. 
Wednesday-  —  wanesday,    wedenyday,    Wedernsday,    wednest,    Wenday, 

Wendsday,  wensday,  wenesday,  wensdaw,  wenze,  Wenzie,  Wendsstay, 

wenstday,  Wesday,  Wheusday,  winday,  Windday,  Winsday,  &c. 
Thursday.  — thirsday,  thirsdday. 
Priday.  —  f  riddle,  fry  day. 

Saturday.  —  Sarty,  sateday,  Satterday,  saterbay. 
February.  —  Feabuary,  f ebabery,  febary,  Febaury,  Febeary,  Feberiry,  Feb- 

ouay,  Febrery,.Febuary,  Febury,  Febrwary,  fedury,  fepurary,  Fubry, 

fepary,  fepurary,  &c. 

The  following  methods,  most  of  them  used  several  times,  for 
spelling  the  words,  "whose,"  "which,"  and  "scholar,"  were 
noted  in  correcting  the  sentences :  — 


EXAMINATIONS  IN  NORFOLK  COUNTY.      151 


who'8, 

whse, 

whouoes, 

How, 

hus, 

whos, 

whhose, 

wos, 

Hoew, 

huse. 

who% 

whors. 

woes, 

Hoys, 

hurs. 

who.'s, 

whotes, 

wo, 

ho. 

hors, 

who., 

wher, 

wose. 

hos, 

Hhose, 

whuse, 

wheir, 

wow, 

ho's. 

Hhoes, 

who«s. 

what. 

wous. 

hosse, 

Hhows, 

■who  es. 

whos'se, 

wouse. 

hoo, 

hohe. 

WHoes, 

who'se, 

woh. 

hoos, 

hoores. 

■whoe,s. 

who"s. 

wohes, 

hoose. 

Hwose, 

wh, 

who'ees, 

wohse, 

hooes. 

Couse, 

whoe, 

whoe'se, 

wohose. 

hou, 

Does, 

•whes, 

whou's. 

waese. 

hou's. 

Ohoes, 

whis, 

whous, 

wraes. 

house, 

Thoiise, 

whoses. 

whoes. 

wlo, 

holies. 

Those, 

whees, 

who«% 

wloes, 

hourse. 

Yous, 

whoarse, 

who'es. 

wlaes. 

how's, 

loo, 

whou, 

whoe's, 

Hoes, 

howes. 

ows, 

whouse. 

whos'e, 

Heus, 

howus, 

owhs. 

whoues, 

whoos, 

Hose, 

hews, 

whoise. 

whows, 

whoose. 

Hows, 

hewse, 

whs, 

whoas, 

Hous, 

hoe. 

which. 

whch. 

whach, 

whise, 

whith. 

whick. 

whck, 

whuch, 

whic. 

with. 

whitch, 

wihch, 

whiCh, 

whir, 

weeth. 

whtch, 

wic. 

whigh, 

whis. 

whics. 

wihtch, 

wich. 

'    whish. 

whit. 

wlich. 

witch. 

wick. 

whist. 

whah, 

Hhich, 

wicth. 

wech, 

wihich, 

whih. 

hich, 

wictch. 

wch. 

wichich. 

whoh. 

wotch. 

writch. 

weich, 

white. 

whi. 

eitch. 

witck, 

wach, 

whitcer. 

what. 

wihe. 

witbh. 

WTich, 

witcee. 

whet. 

witgh, 

wish, 

whice. 

whit. 

Cholar, 

choles. 

col. 

Clolor, 

cbler. 

Cholea, 

chaler. 

colars. 

cloUar, 

color. 

Choler, 

chaloTir, 

colors. 

cochlar, 

collor. 

Chooler, 

Cho, 

collar, 

cohlar. 

coUores, 

Cholor, 

chola, 

coller. 

coholer. 

coarlor. 

Choolor, 

cholla. 

collere, 

cohooler, 

coUn, 

Chollar, 

choolar. 

callar. 

caod. 

corler, 

ChoUor, 

choulder. 

callor. 

coolla. 

Scalar, 

chorllar. 

Ccholar, 

callores. 

coUr, 

Scohlar, 

cholur. 

CchoUar, 

caullar. 

clolar. 

scloar, 

chouller. 

Ccolar, 

celler. 

cloler, 

sclore. 

choled, 

Ccolor, 

corlal, 

colar, 

sclolar, 

152 


BOARD   OF  EDUCATION. 


sclolor, 

scoler, 

scholard, 

scharl, 

sholor, 

sclolore, 

scolor, 

schooUar, 

scharar. 

shoolar. 

scloUar, 

scorlar, 

scholer. 

schroher, 

shaller. 

sclooler, 

scorl. 

scholoor. 

schote, 

shallay. 

scolla, 

scolary, 

schalar. 

schoa, 

shela, 

scolle, 

scorlor, 

schalor. 

schor. 

sochar, 

scollo, 

scooler. 

scholler, 

schar, 

sohlor. 

scoUor, 

scorler, 

schoUor, 

schoar, 

solars, 

scollere, 

scloror, 

schallar. 

schooar, 

solar, 

scoblar, 

sclow, 

schaller, 

schoal, 

Sollar, 

scoer, 

scroaler. 

schallor, 

schoaler, 

SoUer. 

scllar, 

scollar, 

schoolen. 

schooioir, 

solocar, 

sclar, 

scoUare, 

scheler, 

schulier, 

solor. 

seller, 

scorllor, 

schler. 

school. 

Soler, 

scotler. 

scoller, 

schlire, 

scholorer. 

sollor. 

scallar, 

scooUor, 

schller, 

schouler. 

sallar. 

scalier. 

scullier, 

schole, 

schorar, 

sailer. 

scaUor, 

schoolar, 

scholr. 

schoorar, 

salbor. 

scallas, 

schooler. 

schols, 

schotler. 

saaol. 

SColor, 

schoolor, 

scholse. 

skooler, 

saoler. 

scaler. 

schorlar, 

scholae. 

skoUar, 

secoler, 

scaler. 

schoUar, 

scholal, 

skolar. 

selor, 

scalere, 

scholor. 

scholas, 

skoler. 

soci. 

scoolar, 

schoalar, 

scholes, 

skoller. 

Stole, 

scoolor, 

schorlor, 

scholia, 

skorler. 

roUa. 

scolai, 

schoor. 

schoUaa, 

skuler. 

scolal, 

schola, 

schollie. 

stoler, 

scolra, 

schooloer, 

schoUiar, 

shoar. 

scorlorr. 

schlar, 

schoola. 

sholar, 

scarlar. 

scholaa. 

schoole, 

shoUar, 

scarlor, 

schol. 

scholare, 

shoUor, 

scroUies, 

schlor. 

scholore, 

sholer, 

scoaler, 

scho. 

schaalore, 

shlar. 

Bcolar, 

schoer, 

schoorlar. 

shorloir. 

But  perhaps  the  greatest  ingenuity  is  displayed  in  the  spell- 
ing of  the  word  "  depot,"  a  word,  if  not  a  place,  daily  in  the 
presence  of  most  of  the  children  of  the  county. 

For  the  spelling  of  this  word  the  pupils  have  invented  the 
following  ways :  — 


bepo. 

deapho, 

deapo. 

deappow. 

beapo. 

deaphow. 

deapoe, 

deapto, 

dapa. 

depto, 

deapohl, 

deopy, 

daper. 

depoirt, 

deapohoe, 

despot. 

dapo. 

deop, 

deapou. 

deupo. 

dapot, 

deopo. 

deapot. 

dipo. 

deapot, 

deopot, 

deapow, 

doopo. 

EXAMINATIONS   IN   NORFOLK   COUNTY.      153 


dopho, 

dephoe, 

nepow, 

depote, 

dedpod, 

depo, 

tepot, 

depott. 

deepo, 

depoa, 

teapot, 

depow. 

deeper, 

depoe, 

depore. 

depper. 

depa, 

dopot, 

deport. 

deppot, 

depe, 

deto, 

de  Port, 

deppowe 

Several  attempts  to  substitute  "  station  "  for  "  depot  "  have 
resulted  in  a  variety  of  forms ;  "  stachan,"  "  stacion,"  "  staj- 
tion,"  "stachant,"  "stachion,"  "  stasliun,"  "stasin,"  "stating," 
&c. 

Little  attention  appears  to  be  given  in  the  schools  of  the 
higher  grade  to  the  well-established  and  quite  common  rules 
for  spelling;  such  words  as  "denies,"  "deterring,"  "  fitted," 
"  taking,"  "  disputing,"  "  deciding,"  and  "  changeable,"  are  gen- 
erally no  better  spelt  than  the  words  "  deluge,"  "  decency,"  and 
"colonel."  The  spelling  of  a  noun  in  the  possessive  case  is 
too  frequently  incorrect. 

A  very  large  number  of  errors  result  from  indistinctness  of 
articulation,  and  from  mispronunciation,  or  from  coincidence 
in  sound  of  word  or  letter  :  the  pupils  spell  as  they  pronounce. 
Where  they  write  words  but  seldom,  these  errors  are  frequent. 
The  following  from  papers  of  both  grades,  are  examples : 

Words  misspelt  on  Account  of  Errors  in  Pronunciation^ 
Coincidence  in  Sounds  ^c. 


Any,  ane,  enny. 
Affectionate,  effectionate. 
Age,  edge. 
Against,  aginst. 
Along,  alond,  alon. 
Albany,  albuny. 
Amongst,  amunt. 
Animals,  anables. 
Ansioered,  answared. 
Appoint,  point. 
Arithmetic,  rithmes. 
Arrive,  awrith. 
Ask,  ast. 
Asked,  asted. 
Because,  becouse. 
Been,  ben,  bene,  bin. 
Beautiful,  beuful. 
Big  one,  big  yon. 
By  and  by,  bimeby. 
20 


Birth,  birt. 

Book,  bok. 

Boston,  bostone. 

Brother,  brouther. 

Both,  boutb. 

Boy,  poy,  bou. 

Carriage,    cridg,     &c.      (Previously 

given.) 
Cliaracter,  caricter. 
Chance,  chanch. 
Chose,  choosed. 
Change,  chained. 
City,  sitty. 
Close,  clost. 

Coasting,  costin,  coistain. 
Closed,  clost. 

Coat,  coot,  cotb,  cote,  goat,  coate. 
Come,  cone. 
Consent,  conset. 


154 


BOARD   OF   EDUCATION. 


Coming,  comin,  commun,  gomming, 
comming.  (The  last  quite  com- 
mon.) 

Colony,  colonry,  colnory,  colonly, 
colomol,  condley,  conly,  conley, 
comielly,  com-y,  cornley,  &c. 

Cousin,  casing. 

Custard  pie,  custed  puy. 

Decide,  discide. 

Decision,  dision. 

December,  decendber. 

Determined,  dertimg. 

Disposition,  dispersition,  dispotion. 

Daughter,  dorter,  doughter. 

Dear,  deer. 

Educated,  edcated,  eddicated,  ede- 
cated,  egucated,  edjucated,  ju- 
cated,  &c. 


Eggs,  ages. 

Elbow,  elboa. 

Every,  eviy. 

Everything,  everthing. 

Evening,  evning,  eveings. 

Evil,  eval. 

Elephant,  elipliant.   ■ 

Enjoying,  enjoyern. 

February,  Febuary,  &c.     (Previously 

given.) 
Fishing,  fithing. 
Friend,  phen. 
Frightening,  frighting. 
From,  fron. 
Going,  goin. 
Going  to,  gointer. 
Good  deal,  goo  deal. 
Good,  goot. 


The  temptation  is  strong  to  extend  this  list,  as  I  might 
do,  through  the  alphabet.  Most  of  the  words  are  so  common, 
and  appear  so  simple,  that  they  are  quite  likely  to  be  over- 
looked by  the  inexperienced  teacher. 

I  will  venture  to  give  a  few  additional  forms,  some  of  which 
have  proved  puzzles  in  the  work  of  examining  the  papers ; 
thus :  — 

Pencle,  hotail,  yourse,  hoapink,  hotaill,  thanks  Gifen,  ogin,  ogine,  quarl- 
ing,  severl,  smawl,  Marchusses,  toalt,  masers,  Usted,  Yousted,  Yock, 
splensy,  wanter,  thair  kink,  meachu.  New  Lin  Cling,  ol  cone,  auter,  wasant, 
vestan,  ferthur,  ihed,  trewly,  perients,  vere. 

This  class  of  errors  as  bearing  upon  the  speech  and  reading 
of  the  pupils,  as  well  as  upon  their  spelling,  is  very  suggestive. 
Errors  of  the  kind  are  almost  limitless,  and  not  confined  to  any 
one  part  of  the  county,  or  to  either  grade  of  the  schools.  Some 
can  be  excused,  having  their  origin  in  the  foreign  nativity  of 
the  children  or  their  parents. 

There  is  no  other  way  so  good  for  discovering  these  errors  as  to 
have  frequent  written  exercises ;  the  quick  ear  may  detect  the 
errors,  but  the  eye  is  a  more  certain  means,  and  the  pupil  who 
has  formed  the  habit  of  mispronouncing  or  of  misspelling  the 
words  will  need  to  be  corrected  many  times  before  he  will  pro- 
nounce and  write  them  with  accuracy. 

The  analysis  of  words  by  sounds  must  tend  to  diminish  this 


EXAMINATIONS   IN   NORFOLK   COUNTY.      155 

class  of  errors.  My  observations  were  not  made  with  suffi- 
cient care  to  speak  of  tlie  results  in  spelling  in  the  schools 
using  the  phonic  analysis.  It  has  a  marked  influence  upon  the 
reading,  and  no  doubt  has  also  upon  the  spelling. 

The  excellent  results  reached  by  some  of  the  schools  justify 
specifying  the  details  and  the  philosophy  of  their  methods. 
Those  schools  in  which  reading  is  taught  by  showing  the  pupil 
the  word,  and  requiring  him  to  write  it  u23on  the  slate  before 
spelling  it  out  orally,  evidently  secure  the  best  results.  The 
reason  seems  to  be  that  the  pupil,  seeing  the  word  as  a  whole, 
and  making  it,  gives  a  more  prolonged  attention  to  the  arrange- 
ment of  the  parts ;  a  more  definite  and  so  more  lasting  impres- 
sion is  thus  made  upon  the  mind.  In  one  of  the  towns  of  the 
county,  oral  spelling  has  of  late  been  entirely  abandoned.  Oral 
spelling  has  its  uses,  but  it  may  safely  be  subordinated  in  the 
early  part  of  the  course ;  the  lowest  classes  in  the  schools  of 
the  town  referred  to  certainly  excel  as  spellers. 

In  another  town  the  children  have  no  oral  spelling  till  the 
third  year.  That  town  ranks  highest  of  any  in  the  count}-  in 
spelling.  Here  the  uniform  method  in  teacliing  words  is  to 
present  them  upon  the  blackboard  in  script  letters.  The  pupils 
learn  the  words  as  they  do  the  letters,  by  seeing  and  forming 
them  many  times  upon  the  slate  or  board.  The  results,  in 
these  and  in  other  towns  that  pursue  the  same  plan  in  whole  or 
in  part,  confirm  the  theory  long  held  by  the  most  experienced 
educators,  that  the  object  and  word  method  of  teaching  begin- 
ners to  read,  with  the  constant  exercise  in  writing,  is  the  best 
means  of  making  good  spellers. 

Evidence  upon  this  point  is  also  found  in  the  fact,  that,  in 
towns  that  have  changed  to  the  word  method  within  three  or 
four  years,  the  younger  members  of  the  upper  primar}^  classes 
spell  words  they  have  seen  but  once,  better  than  the  older 
members  of  the  class,  who  were  taught  by  a  different  method. 
The  powers  of  observation  seem  to  be  better  trained  by  the 
object  and  word  method.  To  show  the  want  of  this  training 
in  the  schools,  an  illustration  may  be  taken  from  the  spelling 
of  the  word  "  Cyrus  "  by  the  pupils  of  the  grammar  schools. 
In  the  reading  of  the  narrative,  this  word  passed  under  the  eye 
of  each  pupil  several  times,  but  a  few  minutes  before  he  wrote 
it,  and  yet  there  were  a  score  or  more  of  different  ways  of 
spelling  it  in  the  written  exercises.     Among  these  were,  Ceyrus, 


156  BOARD   OF   EDUCATION. 

Cirus,  Cyras,  Cyrpus,  Cypress,  Cyrus,  Cyprus,  Cypus,  Cyprj'-s, 
Cypry,  Cyreus,  Cyrous,  Cryus,  Cryas,  Cruyons,  Cryrous,  Cyus, 
Cuyus,  Cuyrus,  Curcus,  Curius,  Scyrus,  Syrus,  Cyrec'use,  Xy- 
ruse,  Crysou,  Crus,  Crysis,  Crysoe,  Cecil. 

The  conclusions  to  which  the  examinations  lead  are  that 
spelling  should  be  largely  by  writing,  and  incidental  to  composi- 
tion, rather  than  orally  and  in  set  spelling  lessons. 

Table  (A),  appended  to  this  report,  previously  referred  to  in 
connection  with  reading,  shows  how  generally  in  the  primary 
grades  throughout  the  county,  script  letters  are  being  substi- 
tuted for  the  Roman,  in  teaching  to  read,  and  indicates  that 
written  is  being  largely  substituted  for  oral  spelling.  While 
the  abandonment  of  oral  spelling  altogether  is  not  likely  to 
become  general,  the  tendency  to  recognize  writing  as  the  prac- 
tical method  of  learning  to  spell  shows  real  progress  in  teaching. 

Many  persons  are  looking  forward,  some  more,  others  less, 
hopefully,  to  the  time  when  there  will  be  a  character,  and  only 
one,  for  each  sound  in  the  language ;  and  when  it  will  onl}^ 
require  accuracy  in  pronouncing,  and  knowledge  of  the  signs,  to 
spell  any  word  correctly.  Till  that  time  comes,  to  fail  in  this 
difficult  art  will  be  unscholarly,  though  the  greatest  accuracy 
in  it  may  be  no  sign  of  great  scholarship. 

Composition.  —  The  ability  to  express  thoughts  upon  paper 
is  an  important  practical  end  to  be  aimed  at  in  the  schools.  To 
reach  this  end,  exercises  in  writing  should  be  begun  in  the  first 
primary  class  the  child  enters,  and  continued  till  he  leaves 
school  for  practical  life.  There  should  be  grades  of  composi- 
tion exercises,  by  which  he  shall  acquire  the  habit  of  expressing 
the  products  of  his  various  powers,  of  observation,  of  memory, 
and  of  imagination,  and  by  which  he  shall  learn  properly  to 
arrange  the  parts  of  a  theme  when  his  reflective  powers  are 
fully  in  action. 

This  implies  a  special  training  of  the  powers  of  the  mind, 
and  a  constant  use  by  the  pupil,  of  language  to  express  the 
activities  which  are  incident  to  this  training.  Most  that  is 
mechanical  in  composition-writing  can  be  early  taught;  for 
example,  the  correct  orthography  of  all  words  the  pupil  em- 
ploys, the  proper  use  of  capitals,  and  marks  of  punctuation, 
—  certainly  the  period  used  in  abbreviations  and  at  the  end  of 
a  sentence,  the  interrogation-point  in  asking  questions,  and  the 
capitals  for  the  pronoun  J  and  at  the  beginning  of  a  sentence. 


EXAMINATIONS   IN   NORFOLK   COUNTY.      15T 

The  pupil  can  be  taught  to  leave  a  proper  margin,  and  to 
divide  his  words  when  he  has  occasion  to  do  so,  as  at  the 
end  of  a  line,  between  syllables.  He  may  also  at  an  early  age 
be  taught  to  make  a  proper  selection  of  words  and  arrangement 
of  clauses ;  and  if  correctly  trained  he  will  be  able  to  avoid 
ungrammatical  forms  of  expression,  and  to  use  language  with 
some  propriety  as  to  style.  At  least,  the  teaching  should  tend 
to  produce  these  practical  results. 

The  exercises  submitted  in  the  examinations  of  the  schools 
were  designed  to  test  the  ability  of  the  pupils  to  do  the 
mechanical  part  of  composition-writing.  The  letter  written 
by  the  lower-grade  pupils  tested  their  knowledge  and  skill  in 
placing  the  date,  address,  and  subscription,  in  using  the  proper 
address  and  complimentary  expression,  and  in  arranging  in 
proper  form  the  body  of  a  letter ;  it  tested  their  handwriting, 
their  knowledge  of  the  use  of  capitals,  of  spelling,  of  syllabica- 
tion, and  a  few  marks  of  punctuation.  Beyond  this  the  pupils 
were  left  simply  to  make .  a  proper  use  of  words  in  sentences 
in  expressing  thoughts  created  by  their  own  imaginations  and 
suggested  by  the  experiences  of  common  life.  As  a  test  the  nar- 
rative written  in  the  upper  grade  was  not  essentially  different  in 
kind;  the  result  depended  upon  the  judgment  rather  than  upon 
the  imagination,  and  required  a  little  more  knowledge  of  mechan- 
ical arrangement,  for  example,  in  placing  the  marks  of  quotation. 

In  many  respects  the  schools,  and  the  individual  scholars  of 
the  same  school,  showed  the  greatest  contrasts;  while  some 
schools  were  fully  supplied  with  all  the  materials  for  the  written 
exercises,  pencil  or  pen,  paper  and  ink,  —  the  pencil,  ink,  and  pen 
in  good  condition,  —  others  were  wanting  in  all  materials  for 
written  exercises,  except  the  slate  and  pencil,  which  are  gener- 
ally found  in  all  the  schools  of  the  grades  examined.  In  a  major- 
ity of  the  schools  the  materials  which  the  examiners  went  pre- 
pared to  supply  were  put  in  requisition.  The  absence  of  even 
the  materials  for  written  work,  in  so  large  a  number  of  the 
schools,  is  too  significant  a  fact  to  need  any  comment :  it  has 
an  evident  bearing  upon  the  question  of  supervision. 

In  the  mechanical  execution  of  both  the  letter  and  the  narra- 
tive, there  was  the  same  contrast  in  different  schools  as  has 
been  indicated  in  the  materials  for  writing.  With  some  the 
exercises  seemed  nothing  unusual:  the  margin  required,  the 
date,  address,  &c.,  of  the  letter,  and  the  title  of  the  narrative, 


158 


BOARD   OF   EDUCATION. 


received  attention  as  if  ihej  were  matters  of  course.  The 
pupils  of  some  schools,  after  the  materials  were  placed  in  their 
hands  and  the  directions  were  given,  sat  in  apparent  amaze- 
ment, as  if  the  most  unreasonable  demand  had  been  made  upon 
them :  to  some,  indeed,  the  directions  were  at  first  incompre- 
hensible, and  had  to  be  many  times  repeated.  Nor  was  this 
condition  limited  to  the  lower  grade  of  pupils.  Some  even  of 
the  grammar  grade,  after  dipping  the  pen  in  ink,  had  nothing 
to  write,  and  finally  returned  the  paper,  except  for  a  few 
broken  sentences,  as  blank  as  when  it  was  given  them.  Very 
many  of  both  grades  gave  evidence  that  they  had  never  been 
taught  even  the  mechanical  part  of  any  composition-exercise  : 
their  spelling  was  poor,  capitals  were  wholly  wanting,  and  no 
punctuation  was  attempted ;  there  was  no  idea  of  the  arrange- 
ment of  parts  of  the  letter  or'  of  the  narrative.  This  is  evi- 
dent in  the  papers  of  which  facsimiles  are  given  later  on  in 
this  report. 

To  show  how  little  attention  is  given  in  many  schools  to  one 
important  particular,  syllabication,  the  following  words,  occur- 
ring at  the  ends  of  lines,  have  been  taken  from  the  written 
exercises.  The  division  made  by  the  pupils  is  indicated  by  the 
hyphen ;  thus :  — 


al-ong, 

evenin-g, 

judgme-nt, 

shou-ld, 

bo-ys, 

eschan-ge, 

la-nd, 

sma-11, 

bo-y's, 

excha-nge, 

mu-ch. 

sm-all, 

bef-ore, 

goin-g, 

pa-ssing. 

stro-ng. 

carria-ge, 

goi-ng, 

pr-esent. 

too-k, 

comm-and, 

go-od, 

pon-d, 

thou-ght. 

comin-g, 

goo-d, 

propose-d. 

inju-stly, 

ch-ange, 

ha-ve, 

punis-hed. 

wante-d. 

dec-ide, 

ho- me, 

sa-id, 

wrig-ht, 

deci-ded, 

ho-use, 

sai-d, 

we-nt. 

dec-iding, 

huma-ne, 

sch-ool. 

wh-en. 

educate-d, 

judg-e, 

shoul-d. 

wo-uld,  &c, 

With  the  exception  of  a  number  of  schools  that  are  well 
trained  in  this  respect,  the  want  of  attention  to  syllabication  is 
apparently  a  general  fault. 

The  proper  use  of  capitals  seems  to  be  neglected  in  a  very 
large  majority  of  the  schools  till  the  pupils  enter  the  grammar 
grade,  and  sometimes  till  a  late  period  in  that.  Where  the 
pupils  early  learn  to  make  the  proper  use  of  the  capital  letters, 
very  few  errors  are  found  in  their  written  exercises  when  they 


EXAMINATIONS   IN   NORFOLK   COUNTY.      159 

reach  the  grammar  school ;  some  of  the  narratives,  and  ev6n 
the  letters  written  in  the  primary  grade,  are  models  in  this 
respect. 

But  punctuation  is  the  most  neglected  of  any  thing  in  the 
mechanical  part  of  the  written  exercises;  though  there  are  a 
few  towns  in  which  most  of  these  marks  are  employed  with  an 
approach  to  accuracy  by  children  nine  or  ten  years  of  age. 
The  absence  of  these  in  a  great  number  of  the  papers  has 
materially  increased  the  labor  of  examining  and  marking ;  it  is 
often  quite  impossible,  without  several  readings,  to  discover 
the  meaning  of  the  writer. 

It  would  seem  that  letter-writing  would  be  one  of  the  early 
forms  of  elementary  composition  taught  in  the  schools,  since  its 
practical  value  is  so  easily  comprehended  by  the  young  learner. 
All  that  relates  to  the  forms  is  so  nearly  mechanical  that  it 
can  be  easily  taught.. 

For  want  of  the  proper  training  in  this  kind  of  composition 
exercise,  the  letters  of  those  children  who  have  had  occasion 
to  do  some  writing  in  a  practical  way,  abound  in  such  expres- 
sions as :  — 

"  I  take  my  pen  in  hand  to  let  you  know;  "  "  I  take  my  pencle  in  hand ; " 
" I  thought  I  would  write  you  a  few  lines ; "  "I  now  set  down  to  address 
you ; "  "I  now  sit  down  to  pen  you  a  few  lines  ;  "  "I  write  you  these  few 
lines  hoping  to  find  you  in  good  health ; "  "  Hoping  this  will  find  you  in 
good  health  as  it  leaves  us  at  present ;  "  "  It  is  with  the  greatest  of  pleasure 
that  I  now  take  up  my  pen  to  let  you  know  that  I  am  in  good  health,  and 
hope  this  may  find  you  enjoying  the  same  blessing ; "  "  As  I  have  a  few 
minutes,  I  thought  I  would  write  to  tell  you  that  I  am  in  good  health,  and 
hope  you  are  enjoying  the  same  blessing ;  "  "  This  is  all  I  can  think  of,  so 
no  more  at  present ;  "  "I  can  think  of  no  more  to  write,  so  will  close." 

A  large  number  of  the  letters  addressed  "  dear  father,"  or 
"dear  mother,"  close  with  "yours  truly,"  "respectfully  yours," 
and  several  with  "your  affectionate  brother."  Not  a  few  state 
as  the  cause  for  writing,  that  they  "have  nothing  else  to  do  ;  " 
thus :  "  Dear  mother :  I  thought  as  long  as  I  was  seting  here 
doing  nothing  i  wood  write  you  a  few  lines ; "  "I  thought  I 
would  write  you  as  long  as  I  had  nothing  else  to  do." 

Throughout,  the  letters  employ  a  few  special  adjectives  for 
limiting  a  great  number  of  different  nouns;  thus:  "a  good 
time,"  "  a  good  long  vacation,"  "  a  good  scolding,"  "  a  good  lick- 
ing," "  a  nice  skate,"  a  "  nice  visit,"  "  a  nice  time,"  "  an  awful 


160  BOARD   OF   EDUCATION. 

nice  day."  The  word  "nice"  is  frequently  found  two  or  three 
times  in  a  short  letter :  it  is  employed  several  hundred  times  in 
all  that  were  written ;  and  the  word  "  splendid "  is  used  to 
express  every  foxm  of  pleasing  emotion,  and  every  kind  of 
thing  which  excites  it :  thus  we  have  "  splendid  sleigh -rides," 
"  splendid  teachers,"  "  splendid  times,"  "  splendid  pies,"  "  splen- 
did coasting,"  "splendid  butternuts,"  "splendid  days,"  "splen- 
did paper,"  "  splendid  luck,"  "  splendid  weather,"  and  "  splendid 
potatoes." 

Letter-writing  presents  the  occasion  for  the  exercise  of  feel- 
ings of  friendship  and  filial  regard ;  it  afPords  an  opportunity 
for  teaching  the  pupil  to  apply  those  expressions  of  respect  and 
endearment,  which,  if  they  do  not  naturally  arise  from  the 
pupil's  own  feelings,  must,  by  their  appropriate  use,  tend  to 
awaken  in  him  emotions  to  correspond  with  the  expressions  he 
employs.  Where  letter-writing  is  common  in  the  schools,  the 
polite  forms  of  expression  contrast  most  agreeably  with  the  lan- 
guage where  the  children  are  not  habituated  to  it.  In  one 
town  where  letter-writing  is  prominent  as  a  primary-school 
exercise,  the  letters  are  crowded  with  happy  expressions  which 
indicate  a  corresponding  spirit  and  temper,  occasioned,  no 
doubt,  in  part,  by  the  exercise  itself.  On  the  other  hand,  there 
are  entire  sets  of  letters  in  which  such  expressions  are  rare ; 
while  there  are  many  which  by  their  coarseness  offend  every 
feeling  of  delicacy,  and  indicate  the  absence  of  all  refinement 
in  the  writers.  What  numerous  occasions  written  exercises 
would  present  to  the  skilful  teacher  for  refining  away  the  dross 
of  the  rude  material  upon  which  he  so  often  is  called  to  work ! 

The  papers  of  some  schools  abound  in  such  expressions  as 
the  following :  — 

"The  other  boys  made  him  their  boss;"  "I  am  haying  a  boss  time" 
(addressed  to  "  grandmother ")  ;  "  He  always  wanted  to  be  boss ; "  "  He 
liked  to  be  boss ; "  "  He  give  the  umpire  a  thrashing ;  "  "  He  thrashed  me;  " 
"  He  flogged  me  ;  "  "  Pie  said  he  had  been  flogged ;  "  "He  punched  him ;  " 
"  He  got  lickin ;  "  "  He  went  for  him  ;  "  "  He  come  for  me  ;  "  "  He  said 
he  had  learned  a  licking;  "  "I  have  learned  to  get  a  leaking;"  "Master 
licked  me;"  "What  did  he  lick  you  for?  "  "  Master  beat  him;"  "There 
was  two  boys  fussing  about  some  coats;"  "This  made  the  larger  boy 
mad." 

The  following,  though  less  uncouth  and  offensive,  are  still 
wanting  in  delicacy :  — 


EXAMINATIONS   IN  NORFOLK   COUNTY.      161 

"  You  come  in  a  slay  after  me  "  (addressed  to  "  farther  ")  ;  "  You  have 
the  horse  to  the  depot"  (addressed  to  "father")  ;  "Bring  the  horse  to  the 
depot  for  my  trunk"  (addressed  to  "mother")  ;  "Send  a  sleigh  to  meet 
me  at  the  depot;"  "I  want  you  to  come  to  the  depot;"  "Fetch  up  a 
sleigh  to  the  depot." 

The  following  illustrate  tlie  use  of  strong  language  :  — 

"  The  big  boy  said  to  the  little  boy  to  swap  with  him  ;  "  "  The  big  boy 
grabbed  hold  of  the  coat  and  flung  his  to  him;"  "  He  wanted  to  trade;" 
"  They  wanted  to  swap  coats ;  "  "  Persian  was  raised  with  a  lot  of  other 
boys ;  "  "  They  were  jangling  over  their  coats." 

In  contrast  witli  these  are  such  expressions  as  the  follow- 
ing: — 

"  I  was  punished ; "  "  The  small  boy  would  not  consent  to  the  proposal ; " 
"I  should  be  glad  to  have  you  come  to  the  depot  to  meet  me;  "  "  Send  the 
carriage,  please,  to  meet  me;  "  "I  hope  you  will  be  able  to  meet  me;" 
"Please  send  to  the  depot  for  me ; "  "I  would  like;  "  "  Please  come,"  &c. ; 
"I  am  very  happy  here,  dear  mother." 

Who  can  fail  to  discover  a  widely  different  spirit  in  the 
writers  of  the  following  two  letters  written  by  boys  in  the  pri- 
mary grade  ? 

Lynn  jan  29t]i  1879. 
Deak  Mother,  —  I  am  coming  home  Saturday.     Send  a  sleigh  to  meet 
me  at  the  depot.     I  had  a  good  fight  you  bet. 

[Signed]  

Lynn  Mbs' 

Jan  12  1879. 

im  comming  home  dear  mother  and  im  liveing  very  happy  and  i  want  you 
to  meate  me  at  the  providense  rode 

[Signed]  

The  penmanship  of  the  first  of  these  letters  was  marked  fifty 
per  cent ;  of  the  second,  twenty.  The  children  were  about  of 
an  age,  between  nine  and  ten  years.  Could  time  be  more  profit- 
ably spent  by  the  teacher,  than  in  calling  out  the  sensibilities 
and  correcting  the  uncivil  habits  of  one  of  these  pupils,  and  in 
helping  the  other  to  clothe  his  gentle  thoughts  in  correctly 
formed  words? 

The  papers  of  an  entire  school,  in  a  few  instances,  were 
characterized  by  a  formal  and  stilted  style  of  language,  which 
exactly  expressed  the  whole  air  of  the  school ;  others  showed 
a  heartiness  and  simplicity  that  were  charming,  and  at  times 
almost  betrayed  the  examiners  into  forgetfulness  of  the  errors 
21 


162  BOARD   OF   EDUCATION. 

the  cliiklren  were  making.  In  a  few  instances,  there  was  a 
freedom  of  manner  wliich  created  a  seeming  indifference  to  the 
results  of  the  examinations.  Sometimes  this  spirit  manifested 
itself  in  verbosity,  and  the  words  used  were  quite  out  of  pro- 
portion to  the  ideas  expressed.  An  illustration  of  this  is  found 
in  the  narratives,  where  in  twenty  lines,  which  is  the  average 
length,  not  half  the  story  is  told.  The  last  named  fault  occurred 
so  seldom  as  to  be  hardly  worth  mentioning.  It  is  a  fact,  how- 
ever, I  think,  that  in  the  schools  where  "  language  lessons  "  are 
most  taught,  the  children  are  liable  to  disregard  the  thought,  and 
multiply  words  merely  for  the  sake  of  the  expression.  It  may 
not  come  amiss  to  repeat  the  hint  already  given,  that  the  teaching 
of  language  implies  something  more  than  teaching  to  use  words  : 
it  necessitates  first  the  teaching  of  that  which  the  language 
names  and  describes.  Language  should  not  be  mistaken  for  an 
end  in  itself :  the  end  is  the  thought,  and  language  is  for  the 
expression  of  that. 

Among  the  papers  taken  in  the  upper  grade,  there  are  many 
in  wliich  the  pupils  show  a  clear  appreciation  of  the  story,  and 
good  judgment  in  seizing  upon  and  in  arranging  the  important 
incidents  of  the  narrative ;  and  yet  the  style  is  poor,  the  ex- 
pressions are  ungrammatical,  the  writing  is  cramped,  and  all 
that  relates  to  the  mechanical  execution  shows  faulty  or  neg- 
lected early  training.  For  want  of  these  simple  and  easily 
acquired  elements  of  primary  instruction,  the  writer  is  often 
placed  for  life  at  disadvantage  with  persons  who  have  far  less 
genius,  but  who  have  power  to  express  what  they  know.  Intel- 
ligence wanting  the  means  of  expression  enlists  our  sympathy 
far  more  than  shallowness  which  drapes  itself  in  a  frippery  of 
words. 

The  grammar  of  the  exercises  is  generally  conformed  to  the 
habits  the  pupils  have  in  speaking  the  language.  In  the 
papers  of  both  grades  a  few  errors  are  committed  over  and  over 
again,  thus :  — 

"  The  was  two  boys ;  "  "  They  was  two  boys ;  "  "  How  is  all  the  boys?  " 
"Things  that  was  good;"  "They  is  not  many  here  I  know;"  "He  give 
him  his  coat ;  "  "  He  come  to  school ;  "  "I  see  him  yesterday ;  "  "  He  asked 
Cyrus  what  he  done  that  day ;  "  "I  seen  the  boys  disputing ; "  "  I  had 
saw  him;"  "He  had  wore  a  coat;"  "AVho  teached  him;"  "  He  throwed 
his  coat ; "  "  He  said  each  one  keep  their  own  coats ; "  "  Who  the  coats 
fitted;"  "Who  it  would  fit  best;"  "Boys  which  he  was  taught  by;" 
"Two  boys  which  were  disputing;"  "He  had  ought  to  decide;"  "He 
hadn't  ought,"  &c. 


EXAMINATIONS   IN  NORFOLK   COUNTY.      163 

The  above  embrace  nearly  all  tlie  forms  of  iingrammatical 
expressions  that  have  been  noted  in  the  examination  of  the 
three  or  four  thousand  papers ;  the  errors  are  limited  to  the  use 
of  the  wrong  form  of  the  verb  in  number  or  tense,  and  the 
wrong  form  of  the  relative  pronoun,  or  to  the  use  of  the  wrong 
word.  There  are,  in  addition  to  these,  errors  in  the  use  of  words, 
which  are  sometimes  classed  as  errors  in  grammar,  thus  :  — 

"Boys  with  whom  he  played  with ;  "  "I  was  to  Boston;"  "I  said  for 
the  little  boy  to  have  the  little  coat ;  "  "I  said  that  the  big  coat  for  the  big 
boy;"  "Have  the  sleigh  to  the  depot;"  "  Cyrus  was  learnt  every  thing ;  " 
"  They  tried  to  learn  him." 

The  word  " got "  is  often  erroneously  used,  as :  "I  got  a  pun- 
ishing to-day ;  "  "  got  whipped,"  and  so  on.  And,  as  was  illus- 
trated under  errors  in  grammatical  expression  above,  the  and 
they  are  often  used  for  "there." 

These  errors,  which  are  repeated,  one  or  other  of  them,  hun- 
dreds of  times  in  the  papers  examined,  show  that  the  study  of 
grammar  fails  to  teach  the  pupils  "to  speak  and  write  the 
language  correctly."  The  errors  occur  almost  as  frequently 
among  those  who  study  grammar,  as  among  those  who  do  not. 
The  kinds  of  errors  are  few,  though  so  often  repeated.  To 
avoid  them,  the  pupil  must  learn,  not  by  committing  rules  of 
grammar,  but  by  practice  in  writing.  The  correct  forms  of  lan- 
guage are  to  be  acquired,  if  acquired  at  all,  before  the  pupil  is 
old  enough  to  study  the  rules  of  grammar.  The  business  of 
the  primary  school  is  to  furnish  to  the  pupil  the  occasions  for 
using  all  those  forms  of  language  in  which  he  is  likely  to  err, 
and  to  practise  him  in  the  correct  forms  till  he  employs  them 
from  habit.  The  knowledge  of  grammar  will  furnish  him  with 
some  rules  for  testing  his  own  construction;  but  not  till  his 
habits  are  well  formed  in  the  use  of  language,  will  he  have 
the  judgment  to  apply  the  tests  critically. 

The  lesson  taught  by  the  examinations  is,  that  in  most  of 
the  schools  the  children  should  begin  earlier,  and  have  vastly 
more  practice  in  composition-writing. 

Arithmetic. 

The  ends  to  be  secured  in  the  study  of  arithmetic  are  the 
knowledge  of  numbers  and  a  certain  kind  of  culture  which  the 
study  is  calculated  to  give.     The  method  of  teaching  should  be 


164  BOARD   OF   EDUCATION. 

such  as  to  lead  the  pupil  to  form  habits  of  accuracy  and  atten- 
tion, and  tend  to  discipline  the  powers  of  observation,  memory, 
imagination,  judgment,  and  reasoning.  The  first  knowledge 
to  be  acquired  m  the  primary  school  is  of  small  numbers :  the 
knowledge  is  of  three  kinds,  —  of  the  expression,  combination 
and  relation  of  numbers. 

Under  expression  and  combination  are  included  the  four  fun- 
damental operations.  These  and  the  solution  of  simple  prob- 
lems should  be  taught  in  the  first  four  years.  All  that  remains 
of  arithmetic  that  is  essential,  including  practical  problems  in 
mensuration  and  percentage,  should  be  taught  in  the  next  four 
years.  With  these  processes  the  pupil  should  be  taught  the 
most  common  and  useful  abbreviations  for  lightening  the  me- 
chanical labor. 

The  examinations  were  designed  to  test  the  results  of  four 
years'  and  of  eight  years'  work  in  the  particulars  above  referred 
to.  Accordingly  to  each  grade  were  assigned  an  example  in 
column  addition,  and  practical  problems  adapted  to  the  re- 
spective grades.  .  The  lower  grade  had  also  exercises  in  the 
elementary  combinations,  and  the  upper  grade  an  example  in 
multiplication  and  division,  which  tested  the  pupils'  practical 
knowledge  of  cancellation.  The  results  will  be  seen  by  refer- 
ence to  the  tables  which  are  appended.  In  the  primary  grade 
the  average  of  correct  answers  for  the  whole  county  in  ele- 
mentary combinations  was  nearly  74  per  cent ;  in  the  column 
addition,  46  per  cent,  and  the  totd,l  average  was  60  per  cent. 
In  the  grammar  grade  the  average  for  the  column  addition  was 
66.7  per  cent ;  for  multiplication  and  division,  68.8  per  cent;  for 
simple  interest,  42.9  per  cent ;  for  the  problem  in  mensuration, 
15.4  per  cent.  The  total  average  was  48.2  per  cent;  and  the 
average  for  cancellation,  13  per  cent. 

Compared  with  the  results  reached  in  some  of  the  schools, 
these  averages  are  low.  There  is  no  good  reason  why  the  county 
as  a  whole  should  not  stand  at  least  twenty  per  cent  higher. 
This  would  give  an  average  of  two  per  cent  less  than  the 
highest  town  has  at  present :  it  would  be  but  little  above  the 
average  of  some  others.  While  some  schools  made  a  satisfactory 
record,  and  while  the  majority  of  the  towns  stand  fairly,  the 
results  in  others  are  not  particularly  gratifying  to  our  pride  as 
teachers  of  arithmetic. 

Whence  arise  these  differences  ?     There  is  in  the  first  place 


EXAMINATIONS   IN   NORFOLK   COUNTY.      165 

a  wide  difference  in  what  is  attempted  to  be  taught.  In  some 
schools,  during  the  first  four  years,  the  practice  is  confined  to 
the  exercises  of  the  mental  arithmetic.  That,  with  its  formal 
solutions,  is  literally  committed  to  memory.  The  ciphering  is 
not  begun  till  the  fifth  year.  Up  to  this  time  the  pupils  are 
not  able  to  add  units  and  tens  expressed  in  column.  In  other 
schools  the  pupils  cipher  through  the  fundamental  operations, 
even  before  they  enter  upon  the  fifth  year. 

To  reach  the  standard  of  work  attempted  in  some  of  the 
schools  of  the  primary  grade,  the  examination  should  have  been 
limited  to  the  primary  tables,  and  then  the  results  could  only 
have  been  expressed  orally ;  while  to  reach  the  higher  standard 
in  other  schools  would  have  required  tests  in  all  the  fundamen- 
tal operations,  and  quite  difficult  problems  in  mental  arithme- 
tic, with  compound  numbers. 

The  pupils  of  the  grammar  grade  were  as  far  apart  in  respect 
to  the  work  attempted,  as  were  those  of  the  primary ;  some 
who  had  been  eight  years  in  school  having  advanced  but  little 
beyond  the  fundamental  operations,  while  others  had  only 
reached  fractional  numbers,  and  yet  others  had  gone  through 
the  arithmetic  required  for  admission  to  the  high  school.  The 
pupils  of  one  school  —  all  under  twelve  and  a  half  years  of  age 
—  had  been  through  written  arithmetic  preparatory  to  entering 
the  high  school.  Of  course  the  work  was  very  superficial :  the 
pupils  examined  in  this  school  averaged,  in  addition,  50  per 
cent ;  in  multiplication  and  division,  0  per  cent ;  in  interest,  60 
per  cent ;  in  mensuration,  0  per  cent,  —  a  total  of  25  per  cent. 
In  a  few  cases  the  tests  for  the  primary  grade,  with  the  exam- 
ple in  division  or  with  a  simple  example  in  fractions,  were  sub- 
mitted to  the  grammar  grade,  and  found  to  be  fully  up  to  their 
attainments. 

Formerly  —  say,  twenty-five  years  ago  —  the  practice  in  num- 
bers, for  the  first  four  or  five  years  in  school,  was  limited  to  the 
oral  and  mental  arithmetic.  That  practice,  as  already  stated,  is 
still  continued  in  some  of  the  towns.  The  drift  of  late  has  been 
towards  mechanical  ciphering ;  the  use  of  figures  being  early 
taught,  and  the  oral  solution  being  entirely  abandoned.  In 
some  towns  these  methods  are  both  practised;  the  children 
having  set  lessons  in  written  and  in  mental  arithmetic,  and 
carrying  on  the  two  studies  as  if  they  were  entirely  distinct. 
Here  are  three  methods ;  and  of  the  old  doggerel,  — 
"  The  first  is  the  worst,"  &c.,  — 


166  BOARD   OF   EDUCATION. 

the  first  two  lines  are  clirectlj,  and  tiie  last  two  inversely,  appli- 
cable :  for  among  the  methods  there  is  little  to  choose. 

A  more  rational  method  prevails  where  the  mental  process  is 
early  expressed  in  figures,  and  reason  for  the  written  process  is 
made  clear  to  the  comprehension  of  the  pnpil,  who  begins  in 
school  the  practice  he  is  to  follow  in  life  :  he  there  combines  as 
lie  expresses,  and  expresses  as  he  combines.  In  this  there  is  no 
divorcing  of  things  which  are  by  nature  joined  together. 

There  are  two  methods  in  use  for  teaching  the  elementary 
combinations.  By  one  the  whole  reliance  is  placed  upon  com- 
mitting to  memory  the  primary  tables ;  by  the  other,  all  num- 
bers to  twenty,  with  their  combinations  and  relations,  are  taught 
with  sensible  objects.  The  one  process  closes  the  mind  to 
the  thought,  and  occupies  it  with  a  form  of  words ;  the  other 
first  develops  the  thought,  and  then  teaches  to  express  it  in 
appropriate  forms.  It  is  not  hard  to  see  which  will  give  the 
best  conception  of  the  elementary  facts  of  numbers. 

Again :  there  is  much  study  of  book  arithmetic,  but  a  great 
neglect  of  training  upon  miscellaneous  problems  outside.  The 
arithmetic  is  of  the  schoolroom,  not  always  of  practical  life. 
The  pupils  work  to  get  a  certain  answer,  which  is  appended 
to  the  problem.  Failing  to  obtain  this,  they  erase  and  cipher 
again ;  again  they  fail  and  again  they  cipher,  till  this  play 
with  figures  makes  arithmetic  a  farce ;  the  practice  is  bad  for 
the  knowledge,  and  damaging  to  the  mental  habit,  if  not  to  the 
moral  sense.  If,  instead  of  this,  the  pupil  should  be  compelled 
to  deal  with  real  things,  and  to  find  his  answer  by  studying  the 
conditions  of  his  problem,  the  fiction  which  arithmetic  now  is 
to  most  pupils,  would  become  to  them  a  reality.  Confined 
to  the  book  and  its  answers  alone,  the  pupil  is  often  unable, 
when  he  leaves  school,  to  do  the  simplest  practical  problem  ;  and 
this  is  because  he  has  had  no  practice  in  this  kind  of  work, 
and  no  training  which  fits  him  to  do  independently  work  of  any 
kind.  That  he  may  be  able  when  he  leaves  school  to  apply  his 
knowledge,  he  must  be  accustomed,  while  in  school,  to  weighing 
and  measuring,  and  generally  to  finding  the  data  for  his  own 
problems,  and,  with  these,  to  working  out  results  unaided  and 
alone. 

To  one  who  has  not  been  used  to  seeing  similar  results  else- 
where, the  failure  in  the  simple  operations  is  perhaps  the  most 
surprising  thing  in  the  examinations.     Certainly,  to  have  a  fail- 


EXAMINATIONS   IN  NORFOLK   COUNTY.      167 

lire  here  is  most  serious  in  its  consequences.  There  were  but 
nine  items  given  for  addition  in  the  primary,  and  but  eleven  in 
the  grammar  grade ;  with  a  total  average  of  fifty-six  per  cent. 
Why  should  not  eighty  or  ninety  per  cent  of  all  the  answers  be 
correct?  The  operation  depends  upon  the  simplest  elementary 
combinations ;  and  of  these  there  is  a  limited  number.  Good 
teaching  in  the  primary  schools  would,  in  the  first  two  or  three 
years  of  teaching,  fix  these  fundamentals  of  arithmetic  so  firmly, 
that,  no  matter  what  the  application,  the  accurate  result  would 
be  nearly  certain. 

The  practice  with  these  small  numbers  should  be  so  thorough 
in  the  primary  school,  that  any  collection  of  objects  not  greater 
than  eight  or  ten  could  be  recognized  and  named  at  sight,  and 
that  the  presence  to  the  pupil  of  any  pair  of  numbers  whose 
sum  is  not  greater  than  twenty,  should  at  once  suggest  to  the 
mind  the  amount ;  or,  the  amount  and  one  of  the  parts  being 
present,  the  other  part  or  difference  should  be  at  once  suggested. 
So,  whatever  the  form  of  language  expressing  the  unions  or 
separations  of  these  elementary  combinations,  whether  words  or 
figures,  the  results  should  spring  instantly  to  the  mind  without 
the  necessity  of  counting  by  separate  units.  With  proper  train- 
ing at  the  outset,  the  counting  with  fingers,  not  uncommon  even 
in  the  grammar  schools,  would  be  nowhere  found.  In  place  of 
this  thorough  elementary  drill,  I  saw,  in  a  school  visited  since 
beginning  this  writing,  the  children  attempting  to  recite  from 
memory  the  rule  for  finding  the  greatest  common  divisor,  —  a 
rule  which  they  did  not  comprehend,  and  which  would  be  of  no 
great  use  to  them  if  they  did  comprehend  it.  A  single  instance 
proves  nothing ;  but  this  is  an  illustration  which  is  applicable 
to  many  schools. 

I  was  not  prepared  for  so  great  a  per  cent  of  errors  in  using 
abbreviated  processes  as  was  found  in  the  grammar  schools. 
The  papers  do  not  always  show  what  the  process  was ;  but  evi- 
dently the  number  who  abbreviated  the  work  was  quite  small. 
The  direction  to  find  by  the  shortest  process  the  result  of  multi- 
plying a  given  number  by  12  and  dividing  the  product  by 
72  would  seem  to  suggest  dividing  by  6  to  all  pupils  who  had 
been  taught  to  cancel ;  but,  instead,  many  pupils,  after  multi- 
plying by  12,  divided  by  72,  using  short  division.  If  the  pupils 
had  been  told  to  do  the  work  by  cancellation,  there  can  be 
no   doubt  the  errors   would  have  been  few.     As  it  was,  the 


168  BOARD   OF   EDUCATION. 

percentages  for  "  short  process  "  were  not  included  in  making 
up  the  averages  for  the  grammar  schools. 

Another  illustration  of  the  want  of  practical  methods  in 
arithmetic  occurred  in  connection  with  the  example  in  simple 
interest.  The  problem  given  required  the  pupils  to  find  the 
time,  for  example,  from  Aug.  20  to  Dec.  5  of  the  same  year ; 
the  pupils  in  a  majority  of  the  schools  wished  to  know  the  year ; 
and,  with  most,  the  time  was  found  by  writing  down  the  dates 
one  underneath  the  other, — year,  month,  and  day,  —  and  per- 
forming the  operation  by  compound  subtraction.  In  examining 
the  papers,  it  was  found  that  many  errors  in  finding  the  time 
arose  from  misplacing  the  dates,  and  attempting  to  subtract  the 
later  from  the  earlier. 

It  will  be  seen,  by  referring  to  the  table  of  percentages,  that 
the  lowest  per  cent  for  the  examples  was  obtained  for  the  prob- 
lem in  mensuration.  This  was  given  to  test  the  power  of  the 
pupils  to  conceive  the  form  described,  and  to  learn  if  they  were 
in  the  habit  of  constructing  diagrams  to  aid  their  imagination. 
The  problem  was  such  as  is  likely  to  occur  in  practice,  and 
was  not  difficult.  After  repeated  explanations  and  illustrations, 
some  pupils  seemed  to  despair  even  of  comprehending  the 
problem ;  others  proceeded  at  once  to  draw  a  diagram,  and  then 
with  a  few  simple  operations  worked  out  the  result.  Where 
the  pupils  made  diagrams  for  their  example,  the  work  was  gen- 
erally found  to  be  correct. 

While  some  schools  were  very  exact  in  expressing  arithmeti- 
cal processes,  others  were  equally  careless.  A  common  fault  is 
illustrated  in  the  following  examples :  — 

(1.)  5337  X  12  =  64044  -^  72  =  889^. 

(2.)  4  X  2  =  8  X  4  =  32  X  2  =  64  X  4  =:  256  X  $10  =:  $2560. 

(3.)  3  mo.   15   da.  =  .0175  -f-  6  =  .00291  x  8  r=  .0233J  X 

$5337  =z  I124.49+. 

Such  are  the  contrasts  under  different  kinds  of  training.  No 
branch  taught  in  the  schools  more  fully  shows  the  kind  and 
quality  of  the  teaching  than  arithmetic.  If  the  teacher  has 
definite  ends  to  reach,  and  has  the  requisite  knowledge  and 
skill,  there  is  no  branch  where  the  good  results  can  be  more 
evident.  Being  without  aim,  and  ignorant  of  methods,  there 
is  no  branch  where  the  teacher  can  do  so  much  to  so  little 
purpose. 


EXAMINATIONS   IN   NORFOLK   COUNTY.      169 

Tlie  question  of  morals  has  its  place  in  the  teaching  of  arith- 
metic. Moral  power  is  the  result  of  moral  acts.  Do  nothing 
to  prevent  one  pupil  from  copying  the  work  of  another  and 
presenting  it  as  his  own,  and  the  result  will  be  a  weakening 
of  the  moral  sense,  as  well  as  a  want  of  self-reliance.  In  quite 
a  large  number  of  the  schools  the  desire  to  compare  and  copy 
was  so  manifest,  that  the  mind  sickens  at  the  thought  of  the 
consequences  of  this  bad  habit  acquired  in  the  study  of  an 
exact  science. 

The  method  of  the  examinations  was  a  little  embarrassing  to 
many  pupils,  because  they  were  forced  to  rely  each  upon  him- 
self. If  similar  conditions  are  imposed  upon  the  pupils  in  all 
their  exercises,  they  will  soon  gain  facility  in  doing  independent 
work.  With  this  facility  comes  pleasure,  which  always  waits 
upon  achievement.  This  prompts  to  renewed  exertion ;  and 
finally  a  character  results  having  an  inclination  to  moral  acts. 
The  pupil  comes  to  feel  an  obligation  to  discover  and  state  the 
exact  truth  in  arithmetic  as  elsewhere,  even  to  the  writing 
down  of  a  figure ;  and  something  like  shame  is  felt,  if,  for  a 
fault  of  his,  one  of  these  easily  written  symbols  has  to  be  erased. 

With  the  exceptions  mentioned,  there  is  to  one  experienced 
in  similar  work  nothing  surprising  in  the  failures  revealed  in 
the  examinations.  They  result  partly  from  a  want  of  thorough 
drill  in  the  first  steps  in  numbers.  They  indicate,  however, 
defects  in  teaching  which  can  be  remedied  only  by  a  knowledge 
of  the  powers  of  the  mind  to  be  trained,  and  skill  in  using 
methods  calculated  to  bring  the  powers  into  exercise. 

General  Remaeks. 

Tables  A  and  B,  which  follow,  are  made  up  from  the  returns 
of  the  committees  in  the  several  towns,  and  from  their  written 
replies  to  a  circular  addressed  to  them  last  November;  the 
questions  contained  in  the  circular  are  published  with  the  ex- 
planations of  Table  A.  The  object  of  introducing  the  tables 
is  to  furnish  the  means  of  making  some  comparisons  not  strictly 
within  the  province  of  the  report.  Should  one  wish,  for  exam- 
ple, to  study  the  method  or  the  cost  of  superintending  the 
schools  in  connection  with  the  results  of  the  examinations, — 
should  he  wish  to  find  the  cost  per  capita  of  the  supervision, 
or  of  the  instruction  of  the  pupils  examined,  —  he  can,  with 
these  tables,  make  the  necessary  comparisons.  With  an  addi- 
22 


170  BOARD   OF  EDUCATION. 

tional  item,  —  tlie  school-population,  contained  in  the  statistical 
tables  of  the  report  of  the  Board  of  Education,  —  he  can  also 
see  what  prpportion  of  children  within  the  proper  limits  as  to 
age  were  presented  for  the  examinations,  and  from  this  deter- 
mine approximately  the  character  of  the  grading  in  the  schools. 
Tables  C  and  D  need  no  explanations. 

The  reasons  for  designating  the  towns  by  the  letters  of  the 
alphabet,  and  the  schools  by  the  numerals,  were  principally 
these  :  first,  the  mind  would  not  be  so  likely  to  turn  aside  from 
the  results  to  the  individuals,  as  if  the  names  were  given ;  and, 
second,  the  object  being  to  ascertain  the  results  in  the  schools 
and  towns  as  parts  of  the  county,  it  seemed  not  necessary  to 
use  their  names.  Still,  that  the  towns  and  schools  that  rank 
high  may  be  known  and  studied  by  teachers  and  committees, 
an  index  is  prepared,  which,  on  application,  will  be  furnished 
to  those  interested. 

The  lithographs  which  follow  the  tables  are  samples  taken 
from  the  two  grades  of  schools.  They  represent  principally 
three  kinds  of  written  work,  —  the  best,  the  poorest,  and  the 
average.  The  four  "best"  letters  are  selected  from  the  best 
seventy-five  to  one  hundred  letters  written  in  the  county,  and  the 
four  "poor"  letters  are  selected  from  the  poorest  seventy-five 
to  one  hundred.  The  four  "  best ''  and  four  "  poor  "  narratives 
are  selected  on  the  same  principle. 

The  average-papers  are  selected  by  taking,  from  all  those 
written  in  a  town,  one  paper  which  most  nearly  represents  the 
average  of  the  town  in  the  items  entering  into  the  average  of 
the  papers.  These  samples  are  designated  by  the  letters  of  the 
respective  towns,  and  marked  "av."  They  are  arranged  in 
order  according  to  the  rank  of  the  towns  in  this  kind  of  work. 
The  differences  in  the  average-papers  are  so  slight,  that,  as  a 
whole,  they  may  be  uninteresting  to  the  general  reader.  There 
is  no  wish  to  impose  the  task  of  reading  them  upon  any  one, 
unless  it  be,  that,  by  reading  forty  or  fifty,  he  may  have  some 
appreciation  of  the  labor  of  reading  critically,  for  several  times, 
the  whole  three  or  four  thousand. 

The  examinations  suggest  many  topics  which  it  would  be 
profitable  to  consider,  had  not  the  report  already  transcended 
its  limits.  I  cannot  close,  however,  without  a  brief  reference 
to  the  influence  which  methods  of  teaching  exert  upon  the 
intellectual  and  moral  character.     I  am  prompted  to  this  by 


EXAMINATIONS   IN  NORFOLK  COUNTY.      171 

tlie  many  apt  illustrations  which  have  come  to  my  notice.  I 
will  allude  to  but  one.  While  my  visits  were  for  the  purpose 
of  examining  the  schools  in  the  branches  taught,  in  my  notes 
taken  in  a  town  where  rational  methods  of  teaching  prevail, 
I  was  led  to  say,  "  I  am  struck  with  the  conscientious  and 
thoughtful  spirit  of  the  pupils  in  all  the  schools."  Had  this 
been  the  only  compliment  to  the  teaching  in  that  town,  it  would 
have  been  the  highest  that  could  be  paid,  no  matter  what  the 
percentages  obtained.  The  good  spirit  of  the  children  was, 
however,  fully  matched  by  the  excellence  of  the  results  of 
their  examinations. 

However  important  may  be  the  knowledge  of  reading,  writing, 
and  arithmetic,  that  knowledge  sinks  into  insignificance  in  com- 
parison with  intellectual  and  moral  training.  But  the  effect 
of  my  observations  in  all  the  schools  has  been  to  strengthen  the 
conviction,  that  the  teaching  best  adapted  to  increase  useful 
knowledge  produces  the  truest  culture  of  mind  and  heart. 

My  experience  in  other  schools  for  a  nmnber  of  years  leads 
me  to  the  conclusion,  that  the  schools  of  Norfolk  County  are 
not,  as  a  whole,  better  or  worse  than  similar  schools  in  other 
parts  of  our  State.  The  conditions  which  make  schools  poor 
or  good  are  the  same  everywhere.  Their  failures  result  from 
poor  organization,  insufficient  appliances  for  teaching,  or  from 
the  teaching  itself.  These  in  their  turn  result  from  inadequate 
support  and  from  an  ineffective  supervision.  The  examinations 
clearly  indicate  that  more  depends  upon  the  supervision  of 
the  schools  than  upon  all  other  causes  combined.  It  will  be 
said  that  the  teacher  makes  the  school.  True ;  but  the  teacher 
is  found  or  made  by  the  supervisor.  An  important  duty  of  this 
officer  is  to  seek  the  best  teacher  the  market  affords ;  assign 
him  to  his  place ;  help  him  to  plan  and  organize,  to  remove 
obstacles  without  and  within.  It  matters  not  whether  he  be 
called  committee-man  or  superintendent,  whether  he  be  paid  or 
unpaid :  his  success  or  failure  in  this  kind  of  work  will  appear 
in  the  teachers  and  in  the  schools,  and  be,  more  than  any  thing 
else,  a  test  of  his  fitness  for  the  office. 

But,  it  may  be  asked  if  the  means  are  inadequate,  what  can 
the  supervisor  do  ?  It  will  generally  be  found  that  wherever 
there  is  good  supervision  the  means  are  not  inadequate.  Good 
supervision  implies  liberality  in  providing,  and  economy  in 
administering.     But,  without  the  means  to  employ  high-priced 


172  BOARD   OF   EDUCATION. 

teachers,  it  becomes  a  far  greater  necessity,  to  secure  effective 
supervision.  How  else  are  the  untried  teachers  to  be  shown  the 
best  methods  ?  How  else  are  the  children  to  be  saved  from  be- 
coming victims  to  teaching  which  is  based  neither  upon  train- 
ing nor  experience  ? 

The  supervisor  of  schools  has  an  important  duty  yet  to  per- 
form in  securing  better  grading ;  in  the  county  as  a  whole  the 
examinations  show  that  the  average  rank  of  the  older  class  of 
pupils  in  graded  schools  is  nearly  12  per  cent  higher  than  that 
of  the  same  class  in  mixed  schools.  No  estimate  has  been  made 
for  the  lower  class ;  but  without  doubt  the  difference  is  still 
greater. 

While  it  is  probably  true  that  the  schools  of  Norfolk  County 
do  not  differ  on  the  whole  from  schools  elsewhere,  there  is  a 
most  gratifying  interest  awakened  in  most  towns  of  the  county 
in  methods  of  teaching,  in  courses  of  studies,  and  in  school  super- 
vision, which  gives  great  promise  for  the  future.  One  important 
cause  for  this  awakening  is  the  earnest  spirit  wliich  has  actu- 
ated the  association  of  school  committees  of  the  county  in  every- 
thing they  have  undertaken.  It  will  be  a  high  honor  if  my 
effort  in  any  way  advances  the  ends  the  association  has  in  view. 

By  throwing  their  schools  open  to  the  public  without  reserve, 
as  they  have  done  in  these  examinations,  the  committees  have 
invited  criticism.  It  will  undoubtedly  be  liberally  bestowed. 
But,  if  the  motives  that  prompt  the  criticism  are  as  sincere  and 
noble  as  those  which  have  presented  the  occasion,  Norfolk  will 
not  be  the  only  county  to  receive  a  blessing. 

Note.  —  Since  the  plates  for  this  edition  were  cast,  it  has  been  decided 
to  print  the  average  lithographs  referred  to  on  page  170  for  a  few  of  the 
towns  only,  including  some  of  the  highest  and  some  of  the  lowest  in  rank. 


EXPLANATION  OF  TABLE   A. 


On  the  following  pages  is  a  table  showing  the  method  and 
average  annual  cost  of  superintending  the  schools  of  the  several 
towns  in  the  county  for  the  three  years  previous  to  the  exami- 
nations. 

For  convenience  of  arrangement,  there  is  also  placed  upon 
the  same  page  a  condensed  table  of  answers  to  the  following 
questions,  submitted  to  the  school  committees  in  the  several 
towns :  — 

I.  What  method  was  used  in  your  schools  by  pupils  who  are 
now  nine  or  ten  years  of  age  in  first  learning  to  read  ?  State 
whether  it  was  the  ABO,  the  phonie,  or  the  object  and  word 
method. 

II.  What  method  is  used  at  present  in  teaching  beginners  ? 

III.  Were  those  who  are  now  nine  or  ten  years  of  age  first 
taught  to  make  words  in  Roman  or  in  script  letters  ? 

IV.  Are  Roman  or  script  letters  used  in  teaching  to  read  at 
the  present  time  ? 

V.  If  your  children  are  now  taught  by  the  word  method,  how 
early  do  they  use  the  names  of  the  letters  of  the  alphabet  in 
spelling  or  otherwise  ? 

173 


174 


BOARD   OF   EDUCATION. 


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EXAMINATIONS  IN  NORFOLK  COUNTY.      1T5 


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176 


BOARD   OF   EDUCATION. 


Table  B.  —  Showing  the  Average  Annual  Expenditure,  Number  of 
Pupils  to  a  Teacher,  and  Weeks  of  Schooling,  for  Three  Years 
Preceding  the  Examinations. 


Towns    Designated 
by  Letters  in  tlie 
Order    in    wliioli 
they     were     Ex- 
amined. 

Average  Annual 
Expenditure 
for  the  Three 
Years  Preced- 
ing the  Exami- 
nations. 

AvEKAGE  Wages  of 
Teachers  pek  Month. 

Average  Num- 
ber of  Pupils 
to  a  Teacher. 

Number     of 

School  Weeks 

per  Year. 

Males. 

Females. 

A  . 

|20-,583  08 

$115  331 

$46  18f 

31ii 

40 

B   . 

13,593  97 

121  55f 

50  90| 

26^ 

37-2 

C    . 

25,166  66| 

116  77^ 

46  40| 

38 

40 

D   . 

6,166  66| 

125  66f 

41  96 

41A 

37-2 

E   . 

10,913  331 

92  291 

39  97| 

44^2, 

38-4 

F   . 

5,000  00 

105  55J 

$1  75 

28f 

39 

G  . 

10,567  761 

77  58 

35  59 

44M 

34-1 

H  . 

1,800  00 

40  00* 

31  79f 

23,^, 

31-3 

I    . 

1,933  331 

58  571 

33  221 

31| 

38-3 

J    . 

5,666  66f 

77  16J 

35  85|- 

31H 

37-3 

K  . 

7,166  66f 

93  02 

34  17^1 

36tV 

30-3 

L   . 

13,315  29 

123  66f 

51  25 

24^% 

40 

M  . 

6,003  331 

54  75| 

38  30 

34| 

35-2 

N  . 

5,500  00 

70  20J 

33  83| 

24ii 

30-4 

O  . 

5,000  00 

51  16f 

34  80 

34i\ 

40 

P    . 

23,600  00 

104  42 

35  69 

36ii 

38-4 

Q  . 

7,050  00 

92  50 

35  24^ 

33f 

40 

R  . 

2,427  53J 

85  92 

Je  66-1 

27f 

38-3 

S    . 

5,352  50 

125  15 

36  Olf 

23,V 

33-3 

T   . 

36,966  66f 

192  16| 

69  32f 

31i| 

40 

U  . 

16,933  33J 

113  551 

46  19 

41if 

40 

V  . 

1,139  00 

32  00 

32  00 

17f 

37-2 

W. 

9,333  33| 

106  93f 

36  01-1 

38^^ 

38-2 

X  . 

1,500  00 

37  OOt 

35  61f 

24f 

36 

*  For  one  year. 


t  For  two  years. 


TABLES  OF  AYEEAGES  FOE  PEIMAEY  GEADE. 


EXPLANATION  OF   TABLES. 


The  letters  of  the  alphabet  designate  the  towns,  and  indicate 
the  order  in  which  they  were  visited. 

The  numerals  designate  the  schools  with  the  order  in  which 
they  were  examined. 

The  numbers  expressed  in  the  columns  denote  the  percent- 
ages of  correct  answers  given  by  the  pupils  reported. 

The  blank  spaces  indicate  that  the  pupils  were  not  examined 
upon  items  expressed  in  columns  where  the  spaces  occur. 


Note. — The  total  average  for  each  school  was  made  tip  from  the  per- 
centages in  the  branches  in  which  that  school  was  examined. 

In  making  up  the  total  average  for  the  town,  when  the  examination  of  a 
school  in  any  branch  was  omitted,  the  school  was  allowed  the  percentage  of 
the  other  schools  of  the  town  in  that  branch.  In  making  up  the  total  aver- 
age for  the  county  the  same  plan  was  pursued. 


23 


177 


178 


BOARD   OF   EDUCATION. 


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182 


BOARD   OF   EDUCATION. 


•si^jox  a§cJ9Av 

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»6  oi  --^  ^H  o  oi 

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EXAMINATIONS   IN   NORFOLK   COUNTY.      188 


CO  t>-  ■rH  ^  CO 

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184 


BOAKD   OF   EDUCATION. 


■SIT3J0X  9S13I9AV 

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EXAMINATIONS   IN  NORFOLK   COUNTY. 


185 


I 


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EXAMINATIONS   IN  NORFOLK  COUNTY. 


187 


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TABLES  OP  AVEEAGES  FOE  GEAMMAE  GEADE. 


EXPLANATION  OF  TABLE  D. 


The  letters  of  tlie  alphabet  designate  the  towns,  and  indicate 
the  order  in  which  they  were  visited. 

The  numerals  designate  the  schools,  with  the  order  in  which 
they  were  examined. 

The  numbers  expressed  in  the  columns  denote  the  percent- 
ages of  correct  answers  given  by  the  pupils  reported. 

The  blank  spaces  indicate  that  the  pupils  were  not  examined 
upon  items  expressed  in  columns  where  the  spaces  occur. 

The  letter  L,  in  the  column  marked  "  Silent  Reading,"  de- 
notes that  the  pupils  of  the  school  wrote  a  letter,  instead  of  the 
narrative. 


Note.  —  The  total  average  for  each  school  was  made  up  from  the  per- 
centages in  the  branches  in  which  that  school  was  examined. 

In  making  up  the  total  average  for  the  town,  when  the  examination  of  a 
school  in  any  branch  was  omitted,  the  school  was  allowed  the  percentage  of 
the  other  schools  of  the  town  in  that  branch.  In  making  up  the  total  aver- 
age for  the  county,  the  same  plan  was  pursued. 

188 


190 


BOARD   OF   EDUCATION. 


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EXAMINATIONS   IN  NORFOLK   COUNTY.      191 


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192 


BOARD   OF  EDUCATION. 


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EXAMINATIONS   IN  NORFOLK  COUNTY.        193 


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194 


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EXAMINATIONS   IN  NORFOLK   COUNTY.        195 


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EXAMINATIONS   IN   NORFOLK   COUNTY. 


197 


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I]N"DEX  TO   JLITHOGEAPHS   OF  LETTERS, 
]^AEEATIYES,  ETC. 


WoEK  OF  Peimaet  Geade.  Page. 

Arithmetic,  Best  and  Poorest       •.•••••..  201 

Best  of  Letters 202 

Poorest  of  Letters 212 

Average  Letters  of  Highest  Two  Towns 215 

Average  Letters  of  Lowest  Two  Towns ,       .  218 

WOEK  OF  Geammae  Geadb. 

Arithmetic •••..  220 

Best  of  Narratives ..•,..  226 

Poorest  of  Narratives 234 

Average  Narratives  of  Highest  Three  Towns 240 

Average  Narratives  of  Lowest  Two  Towns 246 


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REPOET   OF   THE  TEACHERS'   INSTITUTES. 

BY 

E.   A.   HUBBARD, 

Agent   of   the   Board. 

32 


EEPORT  OF  THE  TEACHERS'  INSTITUTES. 


To  the  Board  of  Education. 

Gentlemen,  —  My  report  will  deal  principally  with  the 
teachers'  institutes ;  for,  while  other  general  work  has  been 
assigned  to  me,  it  was  made  my  special  duty  in  the  early  sum- 
mer to  make  arrangements  for  the  institutes  to  be  held  in  the 
autumn.  It  was  thought  advisable  to  hold  them  in  different 
parts  of  the  State,  that  their  influence  might  be  as  widely 
diffused  as  possible ;  and  they  were  held  in  eleven  of  the  four- 
teen counties  of  the  State.  In  some  instances  the  school  com- 
mittees invited  the  Board  to  hold  an  institute  in  their  town ;  so 
that  nothing  was  required  of  me  but  to  accept  the  invitation, 
and  make  the  necessary  arrangements.  In  others,  I  visited  the 
towns  in  the  section  where  it  seemed  desirable  to  hold  them, 
and  conferred  with  the  different  boards  of  school  committees. 
This  required  a  large  amount  of  travel,  and  occupied  much  of 
my  time  in  June. 

The  institutes  were  held  as  follows :  — 


At  Mansfield,  Bristol  County 

Sept. 

4, 

5 

Ludlow,  Hampden  County     . 

11, 

12 

Stoughton,  Norfolk  County  . 

18, 

19 

Ayer,  Middlesex  County 

25, 

26 

Hardwick,  Worcester  County 

Oct. 

2, 

3 

Southampton,  Hampshire  County 

9, 

10 

Lanesborough,  Berkshire  County  . 

16, 

17 

Eastham,  Barnstable  County 

23, 

24 

Charlemont,  Franklin  County 

30, 

31 

Marshfield,  Plymouth  County 

Nov. 

7, 

8 

Edgartown,  Dukes  County    . 

12, 

13 

The  policy  adopted  last  year  of  holding  them  in  the  smaller 
towns  of  the  Commonwealth  was  even  more  closely  adhered  to 
this  year ;  and  only  two  of  the  above  towns  have,  according  to 
the  census  of  1875,  a  population  of  2,000  each,  and  five  of  them 


252  BOARD   OF   EDUCATION. 

have  a  population  of  less  than  1,500  each.  The  policy  was 
adopted  because  the  teachers,  the  schools,  and  the  school 
committees  in  such  towns  labor  under  peculiar  disadvantages. 
The  teachers  are  few,  and  so  remote  from  one  another,  that 
they  cannot  hold  teachers'  meetings  to  compare  methods,  to 
discuss  ways  and  means,  to  kindle  enthusiasm,  and  acquire 
strength  from  one  another  to  overcome  difficulties.  As  a  rule, 
they  are  employed  only  about  thirty  weeks  in  a  year ;  many  of 
them  only  twenty-four.  Their  pay  is  not  sufficient  to  meet  the 
expenses  of  the  year ;  and  so  they  must  seek  other  employment 
in  the  long  vacations,  or  for  schools  in  other  towns  where 
they  can  teach  a  greater  number  of  weeks.  Hence  changes  are 
frequent,  different  methods  are  pursued  by  different  teachers, 
—  none  of  which  are  the  best,  —  and  the  children  suffer  in  con- 
sequence. 

The  schools  are  small,  —  too  stnall  to  awaken  emulation  or 
enkindle  enthusiasm  in  the  children,  or  to  call  out  the  best 
energies  of  the  teacher.  While  the  pupils  are  few,  the  classes 
or  different  recitations  are  many ;  and  so,  oftentimes,  little  is 
accomplished.  The  attendance  is  irregular  on  the  part  of  the 
younger  pupils  in  winter,  when  the  weather  is  severe,  and  the 
roads  almost  impassable ;  on  the  part  of  the  older  in  summer, 
when  their  services  at  home  are  valuable. 

The  school-committee  men  have  their  own  business  to  attend 
to,  and  they  cannot,  for  the  pay  they  receive,  afford  to  neglect 
it ;  nor  are  the  towns  willing  to  pay  them  for  neglecting  it,  and 
the  schools  lack  the  requisite  supervision.  In  this  condition  of 
things,  it  would  seem,  that,  if  any  thing  can  be  done  to  awaken 
a  greater  sympathy  for  the  teachers  and  the  schools,  to  secure 
a  more  hearty  co-operation  with  the  committees,  and  a  more 
liberal  policy  toward  the  cause  of  education,  the  Board  should 
make  the  attempt,  and  send  the  secretary  and  the  agents  into 
just  such  fields. 

This  policy  makes  small  institutes  necessary, — not  merely 
because  the  small  towns  cannot  entertain  a  large  number  of 
teachers,  but  because  they  are  surrounded  by  small  towns, 
which  cannot  furnish  a  large  number.  In  the  towns  visited 
this  year,  or  in  adjoining  towns,  one  town  was  found  with  only 
six  teachers,  one  with  five,  one  with  three,  and  one  with  only 
one.  Notwithstanding  these  facts,  the  attendance  upon  the 
institutes  was  quite  large.     The  number  of  members  enrolled 


APPENDIX. 


253 


was  1,008,  and  they  represented  more  than  100  towns.  Exclud- 
ing that  upon  Martha's  Vineyard,  where  the  attendance  could 
not  be  large,  the  average  to  each  was  99,  and,  including  that, 
exceeded  90.  The  membership  of  each,  and  the  cost  of  each  to 
the  State,  is  given  below:  — 


Membership. 

Cost. 

Mansfield 

58 

11107  95 

Ludlow 

76 

73  61 

Stoughton 

171 

75  63 

Ayer 

169 

105  30 

Hardwick . 

, 

122 

96  25 

Southampton 

97 

110  83 

Lanesborough 

52 

101  05 

Eastham   . 

75 

82  32 

Charlemont 

112 

84  59 

Marshfield 

59 

78  81 

Edgartown 

17 

95  83 

1,008 

$1,012  17 

In  five  of  these  towns  —  Ludlow,  Southampton,  Lanesborough, 
Eastham,  and  Marshfield  —  institutes  were  never  before  held ; 
but  a  cordial  welcome  was  given  them,  and  a  deep  interest 
awakened.  They  were  held  for  only  two  days  each,  as  they  were 
last  year ;  and  generally  there  were  two  or  three  lectures.  In 
each  there  were  two  exercises  in  reading,  geography,  and  in 
arithmetic;  one  in  penmanship,  history,  and  physiology;  in 
each  of  ten  of  them,  one  in  language  and  in  methods  of  teaching ; 
in  seven,  one  in  drawing ;  in  three,  one  in  music  and  in  English 
literature ;  and  there  were  other  special  exercises  not  provided 
for  upon  the  programmes.  The  secretary  attended  every  insti- 
tute but  one,  when  his  duties  called  him  out  of  the  State,  and 
was  present  at  nearly  every  exercise.  He  gave  the  lessons  in  lanr 
guage  and  in  methods  of  teaching ;  and  in  several  instances,  at 
the  request  of  the  high-school  teachers  present,  who  felt  that  the 
instruction  given  was  adapted  to  primary  and  grammar  schools 
rather  than  those  of  higher  grade,  one  in  English  composition  or 
in  rhetoric.  All  his  lessons  were  listened  to  with  great  atten- 
tion, and  his  "methods  of  teaching  "  were  deemed  especially 
valuable.  Mr.  Walton,  my  associate  agent  of  the  Board,  gave 
the  lessons  in  reading,  in  penmanship,  and  a  part  of  those .  in 


254  BOARD   OF   EDUCATION. 

arithmetic  ;  Mr.  J.  S.  Diller  of  Cambridge,  those  in  geography, 
in  history,  and  in  physiology ;  Mr.  Charles  M.  Carter  of  the 
Normal  Art-School,  Boston,  those  in  drawing  ;  W.  S.  Tilden, 
Esq.,  of  Medfield,  in  music  ;  A.  G.  Boyd  en,  principal  of  the 
Normal  School  at  Bridge  water,  one  in  form ;  and  Miss  Emma 
L.  Hubbard  of  Springfield,  those  in  English  literature. 

At  most  of  the  institutes  the  secretary  gave  one  lecture, 
showing  the  general  educational  outlook  in  the  State,  with  some 
of  the  defects  in  the  practical  working  of  our  schools,  and  the 
hopeful  signs  of  progress.  At  eight  of  them  Rev.  A.  D.  Mayo  of 
Springfield  gave  one,  setting  forth  what  Massachusetts  owes  to 
the  poorer  towns  and  the  smaller  schools  of  the  Commonwealth, 
and  the  need  of  a  better  system  of  supervision.  Professor  W. 
H.  Niles  of  Cambridge  gave  three  lectures  upon  Switzerland, 
illustrating  his  subject  with  the  stereopticon  ;  and  at  three  Rev. 
Henry  Blanchard  of  Worcester  gave  a  lecture  upon  the  study 
of  history  as  a  means  of  culture.  Hon.  J.  White,  ex-secretary  of 
the  Board,  gave  two  lectures ;  and  Professor  James  C.  Sharp 
of  Boston,  one.  These  lectures  were  well  attended  by  the  citi- 
zens, and  apparently  well  received  and  duly  appreciated. 

Four  of  the  institutes  were  held  upon  the  lines  of  the  Old 
Colony,  two  upon  the  Boston  &  Providence,  two  upon  the  Bos- 
ton &  Albany,  two  upon  the  Fitchburg,  one  upon  the  Worces- 
ter &  Nashua,  and  one  upon  the  New  Haven  &  Northampton 
roads ;  and  upon  each  of  these  roads  free  return  tickets  were 
generously  given  to  the  members.  These  favors  were  ap- 
preciated by  the  teachers  in  attendance,  as  it  reduced  their 
expenses ;  and  by  those  conducting  the .  institutes,  as  it  fur- 
nished an  additional  inducement  to  attend :  and  the  thanks  of 
both  parties  are  heartily  rendered  to  the  officers  of  the  above 
corporations  for  their  courtesies. 

The  institutes  met  with  a  most  cordial  reception  from  school 
committees  and  citizens.  In  those  towns  where  they  had 
never  been  held,  the  committees  felt  that  they  hardly  knew 
what  was  expected  of  them ;  and,  fearing  lest  they  should  not 
do  every  thing  necessary,  they  did  every  thing  possible.  They 
furnished  free  entertainment  not  only  for  the  members,  but  for 
the  conductors  of  the  institutes.  They  provided  free  carriages 
from  the  railroad-station  to  the  place  of  meeting,  —  a  distance 
of  three  or  four  miles  in  some  cases,  —  and  transported,  free  of 
expense  to  the  State,  the  apparatus  used.     Where  the  homes  of 


APPENDIX.  255 

the  people  were  so  remote  from  the  centre  of  the  town  that  the 
teachers  would  not  have  time  to  go  to  them  and  return  be- 
tween the  sessions,  collations  were  provided  —  as  at  Ludlow 
and  at  Marshfield — at  noon  and  at  night ;  or  those  living  nearer 
opened  their  doors  —  as  at  Eastham  —  to  a  much  larger  number 
for  dinner  than  they  could  possibly  entertain  over  night.  From 
the  heartiness  with  which  these  things  were  done, — for  both 
men  and  women  were  earnestly  engaged,  —  it  was  evidently  a 
tax  voluntarily  assumed  by  the  people,  and  not  one  imposed 
upon  them  by  the  school  committees. 

C.  L.  Buell,  Esq.,  chairman  of  the  School  Committee  of  Lud- 
low ;  George  M.  Baker,  Esq.,  secretary  of  the  School  Commit- 
tee of  Marshfield;  Hon.  Reuben  Nickerson,  superintendent  of 
schools  at  Eastham,  —  are  entitled  to  great  credit  for  the  nota- 
ble success  of  the  institutes  in  their  respective  towns.  At 
Stoughton,  at  Ayer,  at  Hardwick,  and  at  Charlemont,  insti- 
tutes had  been  held  before.  At  these  the  attendance  was 
large, — larger  than  had  been  anticipated;  but  the  energy  of 
the  committees  and  the  whole-heartedness  of  the  people  were 
equal  to  the  occasion,  and  none  were  "  sent  empty  away."  Effi- 
cient service  was  rendered  at  Stoughton  by  Henry  C.  Kimball, 
Esq.,  superintendent  of  schools,  and  his  associates ;  at  Ayer  by 
B.  H.  Hartwell,  M.D.,  secretary  of  the  School  Committee,  and 
by  Senator  Bancroft,  of  the  Committee  on  Education  of  the  last 
legislature ;  by  Lucian  D.  Trow,  Esq.,  chairman  of  the  School 
Committee,  at  Hardwick ;  and  by  L.  B.  Rice,  Esq.,  chairman,  at 
Charlemont.  The  Board  are  under  obligation  to  Thomas  S. 
Pratt,  Esq.,  secretary  of  the  School  Committee  of  Mansfield,  to 
Samuel  Keniston,  Esq.,  chairman  of  the  School  Committee  of 
Edgartown,  —  publishers  of  papers  in  their  respective  towns, — 
for  giving  notices,  publishing  programmes,  &c. ;  to  J.  C.  Pratt, 
Esq.,  chairman  of  the  School  Committee  of  Lanesborough,  and  to 
Hon.  Justus  Tower,  a  former  member,  for  their  active  sympa- 
thy and  words  of  encouragement ;  and  to  Isaac  Parsons,  Esq., 
chairman  of  the  School  Committee  of  Southampton,  and  the 
resident  clergymen,  for  their  efforts  to  awaken  an  interest  and 
secure  the  attendance  of  the  people. 

It  was  the  purpose  of  the  secretary  of  the  Board  to  direct 
the  instruction  to  methods  of  teaching  the  several  branches 
considered,  rather  than  to  teach  particular  topics ;  and  special 
topics  were  taught  only  so  far  as  was  necessary  to  illustrate  a 


256  BOARD   OF  EDUCATION. 

method.  He  thought  that  the  teachers,  by  taking  copious 
notes,  could  carry  away  enough  to  be  of  service  to  them;  that 
they  would  find  some  things  which  they  could  incorporate  into 
their  teaching,  and  lead  to  better  results.  Therefore  the  lessons 
in  reading  were  not  exercises  in  elocution,  but  were  designed 
to  show  how  to  teach  reading.  The  exercises  in  geography, 
arithmetic,  and  history,  were  not  for  the  purpose  of  teaching 
any  particular  part  of  those  subjects,  but  to  show  a  way  of 
teaching  the  entire  subjects.  In  this  respect  the  institutes  of 
the  fall  have  been  peculiar ;  and  the  members  have  especially 
noticed  this  feature,  and  given  it  their  approval.  There  was 
no  effort  to  force  particular  methods  upon  the  teachers;  but 
they  were  asked  to  consider  carefully  the  instruction  given,  to 
reject  what  seemed  to  them  unwise  or  not  adapted  to  their 
particular  schools,  and  to  apply,  so  far  and  so  fast  as  they  were 
able,  that  which  their  judgment  approved. 

It  is  now  nearly  thirty-five  years  since  the  first  institutes 
were  held  in  Massachusetts;  and  the  thought  has  sometimes 
found  expression,  that  they  have  accomplished  their  work,  and 
that  with  five  normal  schools  there  is  now  little  call  for  this 
form  of  labor.  But  it  must  be  borne  in  mind  that  less  than 
half  of  the  teachers  of  the  State  are  graduates  from  normal 
schools;  that  in  the  rural  districts  very  few  of  the  teachers 
are  graduates ;  that  many  of  them  are  young  and  inexperi- 
enced ;  that  many  have  only  the  education  furnished  in  the 
schools  of  the  town, — at  schools  neither  established  nor  main- 
tained for  the  training  of  teachers.  Such  persons,  if  they  are 
attentive  and  earnest,  will  derive  benefit  from  the  institutes,  — 
will  receive  hints  here,  suggestions  there,  by  which  they  can 
improve. 

Still  it  is  possible  that  some  slight  modification  of  them  —  a 
change,  not  so  much  in  the  manner  of  conducting  them  as  in 
the  time  and  place  of  holding  them  —  might  be  advantageous, 
and  a  greater  number  of  people  be  reached.  The  schools  belong 
to  the  people,  and  will  rarely  be  much  better  than  the  people 
demand.  A  particular  school  may  for  a  time  be  better  than 
the  community  demand,  better  than  they  appreciate ;  but  some 
other  town  learns  of  that  teacher  through  the  school  committee 
or  the  superintendent,  and  the  one  loses  and  the  other  gains  a 
good  teacher.  Is  it  possible,  then,  to  reach  more  towns,  and  so 
arouse  the  people  that  they  shall  demand  better  teaching  and 


APPENDIX.  257 

more  efficient  schools?  Something  has  been  done  in  that  direc- 
tion by  reducing  the  time  of  the  institutes  to  two  days,  making 
a  greater  number  possible.  The  citizens  of  the  towns  in  which 
institutes  are  held  become  interested,  not  only  in  the  evening 
lectures,  which  are  to  some  extent  popular,  but  in  the  strictly 
school-work  of  the  day ;  but  this  awakened  interest  is  confined 
mostly  to  those  towns  ;  for  few  from  other  towns  attend  the  day 
exercises.  But,  if  an  institute  intending  to  embrace  a  group  of 
towns  should  be  held  in  sections,  —  one  section  in  each  of  the 
towns,  —  then  four  or  five  towns  could  be  reached  where  only 
one  is  now ;  and  both  teachers  and  citizens  would  have  their  at- 
tention called  to  the  subject  of  education  at  the  same  time,  and 
each  would  influence  the  other.  With  a  slight  addition  to  the 
working-force  employed  the  last  fall,  forty  or  fifty  towns  might 
be  visited  instead  of  ten  or  twelve,  and  a  wider  interest  thereby 
be  awakened. 

Should  any  thing  of  this  kind  meet  the  approval  of  the  Board, 
I  have  no  doubt  a  plan  could  be  matured  by  which  the  desired 
result  could  be  obtained  at  an  expense  not  exceeding  the  usual 
appropriation. 

Respectfully  submitted. 

E.  A.  HUBBARD. 

Springfield,  Jan.  7, 1880. 
33 


o. 

HANDICRAFT   IN   SCHOOL. 

BT 

CHARLES  O.   THOMPSON, 

PlirNCIPAI,  OP  "WOBCBSTER  CoUNTY   FrBB  InSTITUTB. 


HANDICEAFT  IN  SCHOOL. 


The  people  of  this  country  have  hitherto  been  accustomed  to 
separate  the  school  and  the  shop. 

►In  former  times  the  State  school  occupied  only  such  intervals 
as  could  be  spared  from  the  farm  and  work-shop.  The  strenu- 
ous urgency  of  bread-winning  narrowed  the  limits  of  school- 
time,  though  it  gave  a  sharp  appetite  for  knowledge  and  a 
zest  to  acquisition. 

A  large  majority  of  the  people  were  either  farmers  or  crafts- 
men, and  the  children  preserved  and  transmitted  a  well-recog- 
nized tradition  of  manual  labor.  In  general  the  early  training 
of  youth  was  uniform,  and  consisted  of  a  happy  alternation  of 
service,  at  home  and  study  in  school. 

At  a  certain  point  in  the  lives  of  boys,  a  decision  was  made 
as  to  the  future,  whether  farm,  shop,  or  college  should  be  the 
objective  point.  Those  destined  for  the  shop  were  indentured 
as  apprentices,  and  thereafter  received  only  so  much  schooling 
as  the  terms  of  the  indenture  demanded.  But  at  no  time  was 
there  any  union  of  distinct  mechanical  training  and  the  school. 
All  men  derived  great  advantage  from  the  unskilled  labor  of 
their  early  years,  whether  their  lives  were  cast  in  a  shop  or  a 
profession;  but  the  skilled  labor  of  the  shop  was  as  distinct 
an  end  and  as  distinctly  pursued  as  the  culture  of  the  college. 
Pure  handicraft,  or  the  skilful  manipulation  of  matter  into 
useful  forms  by  manual  tools,  is  mainly  an  imitative  art.  "  Do 
as  I  do  "  is  the  central  maxim  of  the  master ;  to  do  it,  the  cen- 
tral duty  of  the  apprentice.  Whatever  incidental  knowledge  he 
acquires  of  the  principles  involved  in  his  business  quickens  his 
intelligence,  and  increases  his  happiness ;  but  it  does  not  neces- 
sarily increase  his  skill.  To  know  the  best  cutting  angle  of  a 
file  or  saw,  and  to  study  diagrams  of  the  teeth,  is  very  interest- 


262  BOARD   OF   EDUCATION. 

ing,  and  a  man  may  be  happier  at  Ms  work  for  this  knowledge ; 
but  he  cannot  necessarily  saw  or  file  any  better  for  it.  The 
skill  of  the  artisans  of  India,  to  whom  we  send  missionaries,  is 
the  admiration  and  envy  of  the  missionaries. 

I  am  speaking  now  of  pure  manual  dexterity,  without  any 
reference  to  its  connection  with  invention  or  with  auxiliary  mech- 
anism ;  and  I  affirm  unhesitatingly  that  the  highest  degree  of 
this  skill  has  been  attained  by  attentive,  unremitting,  prolonged, 
concentrated,  and  enthusiastic  practice  of  a  few  mechanical 
motions. 

The  fathers  naturally  saw  no  reason  why  craft  and  school 
should  be  associated;  for  the  method  and  discipline  of  the  public 
school  was  to  inculcate  the  principles  of  morality  and  the  ele- 
ments of  general  knowledge. 

They  desired  through  the  school  primarily  to  secure  and  to 
perpetuate  intellectual  ability. 

Their  motive  is  set  forth  in  the  preamble  to  the  Act  establish- 
ing the  first  grammar  school :  "  To  the  end  that  learning  may 
not  perish  from  the  earth,"  —  a  declaration  which  should  ring  in 
the  ears  of  their  descendants.  They  had  seen  empires  decay, 
and  treasure  waste.  They  might  fail  in  their  mighty  undertak- 
ing ;  but,  whatever  else  should  perish,  learning  should  not,  and 
could  not  if  faithfully  nurtured. 

Pursuing  this  single  and  important  end  in  behalf  of  the 
youth  of  American  parentage,  the  public  school  suddenly  con- 
fronted a  new  and  portentous  duty. 

Immigration  poured  upon  our  shores  uneducated  multitudes 
from  the  surplus  population  of  Europe.  To  prevent  this  mass 
of  illiteracy  from  subsiding  into  a  permanent  substratum  of 
servile  and  perpetual  discontent,  the  school  rightly  insisted 
upon  gathering  all  children  into  as  cheerful  and  well-appointed 
schoolrooms  as  could  possibly  be  afforded,  and  endeavoring,  by 
every  known  appliance,  to  make  intelligent,  self-controlling, 
and  self-respecting  citizens  of  them. 

It  is  necessary  to  urge  again  the  old  and  well-founded  claim 
that  the  main  end  of  the  State  school  is,  not  to  teach  special 
branches  of  knowledge,  but  to  inculcate,  by  precept  and  exam- 
ple, principles  of  morality  and  the  elements  of  all  knowledge, 
to  the  end  that  every  citizen  may  be  fitted  to  bear  his  part  in  a 
republican  State. 

While  the  schools  have  been  steadily  and  undeviatingly  work- 


APPENDIX.  .  263 

ing  in  this  direction,  a  great  revolution  has  completely  changed 
the  aspect  and  relations  of  the  industrial  arts. 

The  manual  trades,  which  our  industrious  fathers  learned 
under  the  apprentice  system,  have  largely  disappeared.  Steam, 
working  through  machinery,  has  usurped  the  place  of  the  arti- 
san, and  fingers  of  steel  have  replaced  those  of  flesh. 

Associated  industries — piece-work  supplementing  the  labor 
of  a  machine  —  have  banished  pure  handicraft  from  whole  con- 
tinents of  labor  which  it  once  occupied.  Of  course  the  relation 
of  master  and  apprentice  has  nearly  disappeared.  This  is  part 
of  the  movement  of  modern  civilization.  No  one  is  to  blame 
for  it. 

The  employer  no  longer  finds  his  advantage  in  teaching 
youth,  and  has  abandoned  the  work.  The  manufacturer's  ac- 
count is  found  in  employing,  as  far  as  possible,  those  work- 
men who  are  content  to  produce  fractions  of  a  complete 
product. 

There  seems  to  be  hardly  a  tradition  of  pure  handicraft  left 
among  the  people.     It  cannot  be  restored. 

The  work  of  the  future  is  to  be  done  more  and  more  by  ma- 
chinery ;  and  the  handicraft  of  the  future  must  mainly  lie  in 
inventing,  improving,  constructing,  and  supplementing  machin- 
ery. The  artisan  of  the  coming  generation  must  be  master  of 
the  machine. 

Now,  in  this  passage  of  the  mechanic  arts,  upon  which  civili- 
zation so  largely  depends,  from  pure  to  what  I  may  call  applied 
handicraft;  or  from  manual  dexterity  directly  applied  to  the 
material  to  dexterity  applied  through  a  machine ;  or,  again, 
from  skill  in  hand-tools  to  skill  in  machine-tools,  —  two  impor- 
tant truths  have  become  somewhat  obscured,  to  which  I  must 
specially  ask  your  attention. 

Neither  the  introduction  of  machinery  nor  the  contract  sys- 
tem of  piece-work  has  extinguished  handicraft,  or  really  les- 
sened its  importance.  The  arts  of  building-construction  survive, 
and  must  remain.  Moulding,  pattern-making,  and  such-like 
forms  of  industry  underlie  the  applications  of  the  mechanic 
forces ;  every  machine  requires  intelligent  care ;  and  in  general 
the  exact  truth  is,  that  mechanism  occupies  an  ever-widening, 
handicraft  an  ever-narrowing,  domain. 

With  the  practical  extinction  of  the  independent  manual 
arts,  especially  those  that  were   essential  to    the  comforts  of 


264  BOARD   OF  EDUCATION. 

daily  life,  we  have  lost  that  most  valuable  and  substantial  ele- 
ment of  a  well-ordered  State,  the  just  pride  of  the  artisan  in 
the  work  of  his  own  hands.  The  feeling  with  which  a  skilful 
watchmaker  contemplates  the  equable  motion  of  a  timepiece, 
every  part  of  which  he  has  himself  finished  and  adjusted,  is 
very  different  from  that  of  the  man  who  sets  and  guides  the 
stamping-machine  which  delivers  a  hundred  gears  a  minute,  or 
listlessly  assembles  and  adjusts  the  parts  of  the  watch  as  they 
come  from  many  machines.  In  one  case  the  man  has  put  a 
part  of  himself  into  his  work ;  in  the  other  he  has  put  into  it 
so  many  hours  of  his  time,  well  aware  that  a  small  amount  of 
training  would  enable  any  other  man  to  do  as  good  work  as 
his. 

One  has  made  the  parts  with  the  relation  and  bearing  of  each 
to  the  whole  ever  in  his  mind.  He  is  a  creator,  and  is  kept 
modest,  alert,  and  alive  by  the  inflexible  conditions  of  success, 
patience,  watchfulness,  courage,  and  truth.  His  ambition  urges 
him  to  outstrip,  if  possible,  his  greatest  predecessor. 

The  other  makes  or  finishes  one  part,  or  more  often  stands  by 
a  machine  that  does  it. .  He  sees  and  cares  for  no  relations. 
His  duty  is  single.  The  work  may  be  better  done  ;  but  it  will 
be  a  machine  that  does  it,  —  not  he.  What  spur  to  ambition, 
what  ferment  of  enthusiasm,  is  there  in  this  ? 

The  average  artisan  is  in  danger  of  losing  that  assured  and 
steady  self-respect  which  consciousness  of  skill  gave  to  his 
predecessor.  He  would  have  lost  it  but  for  the  public  school. 
The  increase  of  general  intelligence  through  the  discipline  of 
the  State  school  has  largely  supplied  what  the  destruction  of 
trades  has  withdrawn  from  the  conservative  forces  of  society ; 
and  this  school  is  now  charged  with  the  novel  and  momentous 
duty  of  opening  the  avenues  of  general  knowledge  to  men  who 
will  become  the  artisans  of  the  future. 

Every  consideration  which  has  ever  led  to  the  isolation  of  the 
State  school  from  the  shop  gains  augmented  force  from  every 
invention.  A  large  percentage  of  our  population  go  from  the 
lower  grades  of  school  to  the  ranks  of  unskilled  labor.  This 
number  steadily  increases.  For  their  need  the  timely  augmenta- 
tion of  public  libraries  provides ;  but  the  library  presupposes 
the  power  to  use  books  which  the  school  confers,  and  the  school 
with  this  new  auxiliary  has  enough  to  do  to  endow  the  average 
artisan  with  the  same  security  against  the  perils  of  routine  and 


APPENDIX.  265 

of  idleness  which,  his  predecessor  had  in  the  consciousness  of 
manual  skill. 

But  the  work  of  training  the  men  who  are  to  invent  and 
improve  the  machiner}'^  of  the  future, — the  mechanical  engineer 
as  distinct  from  the  artisan,  —  which  has  been  definitely  aban- 
doned by  the  manufacturer,  must  be  taken  up  by  some  school. 
This  is  the  cry  which  fills  the  air  with  a  strange  din.  The  need 
is  felt,  and  more  or  less  clearly  expressed,  by  statesmen,  edu- 
cators, scholars,  and  manufacturers  alike. 

The  grandest  evidence  ever  yet  produced  in  favor  of  the  un- 
impeachable value  of  the  State  school  is  the  unanimity  with 
which  those  persons,  whose  conceit  is  to  denounce  it,  insist  that 
this  school  shall  undertake  the  solution  of  this  most  difficult 
problem.  It  is  strange  reading  to  go  from  one  paragraph  of  an 
essay  on  education,  which  cynically  denounces  the  public  school 
as  a  failure,  to  another  which  cheerfully  lays  upon  this  incom- 
petent and  crumbling  agent  the  enormous  burden  of  organizing 
and  conducting  the  new  education  of  the  American  mechanic  ! 

Shall  the  State  school  undertake  handicraft  ? 

Let  us  clear  this  question  of  all  possible  obscurity  by  dis- 
criminating sharply  between  the  comparatively  small  number 
of  boys  who  become  mechanical  engineers,  whose  duty  it  will 
be  to  plan  and  construct  machinery,  and  the  great  majority  who 
become  artisans,  more  or  less  skilled,  who  will  fill  the  shops  and 
factories.  The  former  class  will  more  and  more  go  from  the 
public  school  to  a  school  of  technology,  and  the  latter  to  the 
manufactory. 

It  will  hardly  be  denied  that  all  these  youth  need  a  certain 
amount  of  general  elementary  training.  The  real  question  at 
issue  is,  whether  the  State  school  can  more  effectively  prepare 
the  artisan  for  his  labor,  and  the  engineer  for  his  higher  studies, 
b}^  co-ordinating  some  manual  training  with  the  elementary 
studies  for  which  the  school  is  mainly  established. 

The  reasons  which  have  been  lately  urged  for  this  measure, 
must  be  carefully  considered. 

1st,  It  is  said  that  the  State  school  is  as  fairly  bound  to 
teach  the  elements  of  mechanical  knowledge  as  of  the  profes- 
sions. 

The  State  school  does  not  teach  the  elements  of  the  profes- 
sions anywhere  or  at  any  time.  It  now  teaches,  it  always 
has  taught,  and  it  always  will  teach  till  New  England  ceases  to 

34 


266  BOARD   OF   EDUCATION. 

be  New  England,  the  elements  of  knowledge  which  the  subtle 
chemistry  of  the  social  body  transmutes  now  into  the  learning 
of  the  philosopher,  and  now  into  the  intelligence  of  the  artisan. 

2d,  It  is  urged  that  the  State  schools  over-educate,  —  that  is, 
that  they  create  a  distaste  for  labor  among  those  whose  labor 
must  support  them,  and  so  unfit  them  for  the  stations  they  are 
destined  to  occupy ;  and  that  this  evil  tendency  would  be  ar- 
rested by  manual  training. 

A  writer  in  a  recent  number  of  a  popular  magazine  applies 
to  our  times  Francis  Bacon's  complaint  against  the  English 
schools  of  the  seventeenth  century,  —  that  they  "  fill  the  realm 
full  of  indigent,  idle,  and  wanton  people. " 

This  stricture  might  be  dismissed  as  a  jest,  were  it  not  true 
that  it  seems  to  have  weight  in  the  minds  of  many  people,  who 
have  not  given  much  attention  to  the  facts  in  the  case.  It 
assumes  that  the  only  social  force  is  the  school;  disregarding 
the  family,  the  church,  and  the  book-stall. 

It  is  an  error  to  assert  that  all  of  a  man's  knowledge  is  ac- 
quired at  school,  or  all  his  habits  formed  there. 

It  is  true  that  whatever  a  child  learns  by  direct  inculcation, 
a  school  can  and  should  teach. 

It  is  not  true  that  any  educated  man  attributes  to  any  or  all 
of  his  schools  all  of  his  acquisitions. 

Without  attempting  to  discriminate  between  the  products  of 
the  school-force  working  upon  him  from  without,  and  his  self- 
help  working  from  within,  he  still  finds  himself  debtor  to  indefi- 
nite and  unrecognizable  influences  for  some  part  —  and  that  not 
a  small  one  —  of  his  mental  equipment. 

The  school,  whether  great  or  small,  works  under  the  con- 
stant restraint,  and  is  liable  to  the  constant  re-action,  of  what 
have  been  happily  termed  the  "  silent  forces,"  which  are  too 
subtle  to  be  estimated,  too  mighty  to  be  neglected,  but  not 
too  obscure  to  be  noticed  and  studied,  at  least  through  their 
effects. 

Consider  the  influence  of  the  personal  traits  of  a  teacher 
over  and  beyond  all  his  knowledge,  and  the  invasion  of  the 
schoolroom  by  public  sentiment.  Think  of  the  effect  of  books, 
pictures,  architecture,  conversation,  intimate  friendships,  upon 
a  growing  boy ;  and  think  of  the  free  gifts  of  nature  lying  at 
the  portals  of  every  sense.  All  these  influences  educate,  we  can- 
not tell  how  much. 


APPENDIX.  267 

Jenny  Wilson  tauglit  Robert  Burns  more  than  John  Miir- 
dock ;  and  the  brilliant  flowers  and  tinted  rocks  of  Tuscany 
were  the  instructors  of  Giotto  Bendone. 

While  it  is  true  that  we  cannot  measure  these  silent  forces, 
yet  we  take  practical  account  of  them  in  giving  some  beauty  to 
the  architecture  of  school-buildings ;  in  paying  attention  to 
the  dress  and  speech  of  children ;  in  regulating  their  reading ; 
and  in  many  other  ways.  We  prize  beyond  all  our  social  treas- 
ures a  skilful  teacher.  We  thus  evince  a  sense  of  the  impor- 
tance of  the  atmosphere  and  environment  in  which  formal  edu- 
cation is  carried  on. 

The  substance  of  knowledge  and  the  methods  of  imparting 
it  must  ever  remain,  as  heretofore,  the  proper  subject  of  the 
science  of  education;  but  it  is  idle  to  arrogate  to  the  school 
the  control  of,  or  the  full  responsibility  for,  the  product  of  social 
training. 

Again :  the  evils  enumerated  by  the  critic  are  not  strange  or 
new. 

It  is  sheer  weakness  to  lay  to  the  charge  of  any  school  the 
unwise  discontent  with  plain  living,  the  haste  to  be  rich,  the 
foolish  rivalries,  and  the  general  desire  to  secure  a  livelihood 
without  working  for  it,  which  are  as  old  as  civilization,  and 
apparently  inseparable  from  it. 

Boys  and  girls  always  have  sought  to  win  the  easier  and  more 
agreeable  employments.  They  always  will  do  this.  The  irrev- 
erence of  youth,  enhanced  as  it  is  by  the  relaxation  of  family 
discipline,  and  their  impatience  with  the  slow  and  toilsome 
beginnings  of  all  solidly  built  lives,  need  to  be  restrained  by 
patiently  showing  and  illustrating  and  enforcing  the  more  ex- 
cellent way  of  obedience,  industry,  and  method ;  but  it  is  not  a 
ground  for  sudden  and  novel  changes  in  school  systems.  It  is 
aggravated  by  the  monstrous  defects  in  home-training,  and  by 
the  pollution  of  the  atmosphere  with  filthy  literature  ;  but  it  is 
somewhat  corrected  and  relieved  by  the  regular  sober  disci- 
pline of  the  public  school. 

For  the  only  hope  of  success  in  this  world  lies  in  obedience 
to  law ;  the  only  preventive  of  idleness  is  a  habit  of  industry 
founded  on  an  obedient  spirit.  Otherwise,  skill  in  handicraft  is 
no  security  against  thriftlessness  or  vice.  Every  one  who  is  at 
all  familiar  with  large  manufactures  knows  that  one  of  the  con- 
stant drawbacks  is  this :  many  skilful  men,  upon  whom,  at  crit- 


268  BOARD   OF  EDUCATION. 

ical  moments,  every  thing  depends,  are  liable  to  be  overcome  by- 
appetite,  and  waste  in  idleness  time  which  is  more  precious  to 
employers  than  to  them. 

Until  habits  of  industry  and  obedience  are  more  prevalent 
than  now,  the  public  school  has  enough  to  do. 

No  one  knows  what  multitudes  of  children  derive  their  princi- 
pal inspiration  to  noble  living  and  the  courageous  mastery  of 
difficulties  from  the  teachers  of  the  public  schools,  whose  work 
it  is  the  fashion  of  the  hour  in  some  quarters  to  depreciate. 

These  times  are  peculiarly  favorable  to  the  discontent  of  the 
working-man,  on  account  of  the  disturbance  of  all  the  adjust- 
ments of  labor  and  capital  due  to  the  new  era  of  machinery. 

The  successful  introduction  of  every  great  improvement  in  the 
mechanic  arts  unsettles  the  plans  and  thwarts  the  expectations 
of  a  certain  number  of  people  who  have  won  their  bread  by 
their  skill.  They  must  adjust  themselves  to  the  new  order  of 
things,  and  their  children  to  what  is  before  them. 

The  real  practical  question  is,  whether  the  youth  who  seek 
the  avenues  of  trade  shall  be  intelligent  and  thoughtful  citizens, 
able  to  bear  adversity  with  courage  and  prosperity  without  exul- 
tation, or  brawling  grumblers  in  hard  times  and  foolish  dreamers 
in  good. 

Again  it  is  urged  that  youth  would  be  allured  to  the  me- 
chanic arts  by  daily  familiarity  with  them  in  the  schoolroom, 
and  those  endowed  with  aptitude  for  handicraft  would  be  de- 
tected by  the  test,  and  assigned  each  to  his  proper  calling. 
This  result,  if  attained,  would  only  prove  a  good  so  far  as 
skilled  workmen  were  evoked  by  it ;  for  there  is  already  a  great 
excess  of  unskilled  labor.  But  why  create  new  attractions 
when  the  old  are  great  and  mighty  ?  What  assemblage  of  me- 
chanical processes  could  be  made  in  any  building  to  affect  the 
imagination,  or  wake  a  slumbering  aptitude  which  could  com- 
pete with  the  exhibition  which  every  town  presents  ?  The  air 
is  lurid  with  the  smoke  of  countless  furnaces ;  every  stream 
is  worried  with  dams ;  the  din  of  machinery  on  the  grandest 
scale  sounds  an  incessant  call ;  thousands  of  workmen  go  as 
daily  messengers  between  the  shop  and  the  home,  and  make 
familiar  in  daily  speech  the  marvels  of  mechanical  achievements. 
No  sober  and  inquisitive  youth  is  denied  access  to  mechanism 
of  unbounded  variety  and  interest.  This  spectacle  is  not  limited 
to  a  few  hours  of  a  crowded  school-day  ;  but  day  and  night  are 
filled  alike  with  its  wonders. 


APPENDIX.  269 

Libraries  abound  in  biographies  of  the  great  inventors ;  and 
every  thoughtful  boy  can  feed  his  imagination  with  the  achieve- 
ments of  Arkwright,  Whitney,  and  Bigelow.  This  is  the  real 
developing  school.  This  face-to-face  communion  with  men  of 
like  sympathies  and  passions  excites  the  growing  boy  more 
than  lathes  and  engines  and  spindles.  In  the  peaceful  fields  of 
mechanical  triumphs,  not  less  than  on  Marathon,  the  trophies 
of  Miltiades  will  not  permit  a  single  young  hero  to  slumber. 

No  occupation  draws  now  like  the  mechanic  arts.  During 
the  war,  hundreds  of  prosperous  farmers,  allured  by  the  wages 
of  manufacture,  hurried  into  towns  and  cities.  A  month's 
practice  turned  them  into  manufacturers,  and  for  a  time  all 
went  well.  But,  when  the  inevitable  end  of  inflation  came, 
the  State  was  full  of  these  ephemeral  mechanics ;  and  hundreds 
of  skilled  men  were  dragged  with  them  into  temporary  idle- 
ness. 

The  ranks  of  skilled  labor  in  ordinary  times  are  never 
crowded ;  but  a  reasonable  man  will  pause  before  urging  a 
scheme  which  must  end  in  increasing  the  number  and  diminish- 
ing the  intellectual  resources  of  unskilled  mechanics. 

Consider  again  that  this  demand  for  a  class-restriction  in  pub- 
lic education  does  not  spring  from  mechanics  and  manufactur- 
ers, but  mainly  from  those  who  have  been  able  to  command 
whatever  education  they  desired;  and  it  is  very  much  to  be 
feared  that  the  gentlemen  who  urge  this  plea  of  over-educa- 
tion, and  propose  manual  training  as  a  cure  for  it,  are,  per- 
haps, unconsciously  cherishing  the  illusion  of  class-education  in 
a  republican  State,  and  must  be  challenged  to  answer  Madi- 
son's question,  "  Why  should  we  here  in  the  realm  of  knowl- 
edge, or  in  the  public  provision  for  the  education  of  all,  divide 
society  into  classes  upon  the  ever-vanishing  line  of  rich  and 
poor?" 

But  those  who  so  carelessly  harass  the  public  school 
strangely  overlook  another  consideration.  Periods  of  idleness 
have  uniformily  bred  riots  and  insurrections  in  other  lands 
where  common-school  education  is  kept  at  the  minimum  so 
dear  to  the  critic.  In  our  own  land  something  very  near  a  riot 
occurred  in  Pittsburg  among  an  ignorant  population ;  and  the 
people  of  Massachusetts  owe  their  phenomenal  exemption  from 
disturbance  in  an  immense  manufacturing  population,  and  the 
heroic  silence  in  which  starving  artisans  endured  suffering  and 


270  BOARD   OF  EDUCATION. 

hardships  for  long  years,  mainly  to  their  common  schools, 
which  have  helped  to  keep  the  State  free  from  Bacon's  "  indi- 
gent, idle,  and  wanton  people." 

These  13,000  men,  who  would  not  bow  the  knee  to  the  Baal 
of  Communism,  were  mainly  trained  in  the  public  school. 

But  a  glance  at  the  facts  in  this  case  disperses  completely 
these  illusory  objections  to  the  public  schools. 

In  the  cities  and  large  towns  of  this  Commonwealth,  seldom 
more  than  90  per  cent  of  the  registered  pupils  are  found  in  the 
schools  at  all.  More  than  50  per  cent  of  the  registered  pupils 
are  in  the  three  lowest  grades.  Not  a  large  per  cent  reach  the 
high  schools,  or  graduate  from  them. 

It  is  necessary  to  deduct  from  the  school-attendance  the  loss 
of  time  due  to  sickness,  truancy,  and  family  necessities ;  and 
then  we  reach  the  conclusion  that  the  average  pupil  of  our 
modern  schools  receives,  at  the  public  charge,  166  weeks'  in- 
struction, of  30  hours  each,  or  a  little  more  than  three  years. 

Is  this  over-educating? 

But  the  complaint  is  not  of  the  lower  schools,  but  of  the 
high  schools. 

If  you  deduct  from  the  number  of  those  who  reach  the  high 
school,  the  boys  who  enter  college,  or  become  industrious  in 
business,  and  the  girls  who  become  their  wives  or  teach  their 
children,  the  number  remaining  is  somewhat  inadequate  to 
account  for  the  folly,  idleness,  and  vagrancy  of  the  cities ! 

If  all  the  charges  made  against  the  State  schools  were  true,  it 
has  not  been  shown,  and  I  do  not  think  it  can  be  shown,  in 
what  way  the  addition  of  manual  training  would  remedy,  or 
even  alleviate,  them. 

The  analogy  of  sewing  and  drawing  has  been  urged.  Sewing 
is  a  pleasant  and  useful  pastime ;  but  drawing,  as  Mr.  C.  C.  Per- 
kins happily  phrases  it,  is  the  one  universal  language  of  man- 
kind, and  is  of  equal  importance  to  all.  If  this  be  questioned, 
and  the  superior  advantage  of  drawing  to  artisans  and  designers 
is  suggested,  I  reply :  You  do  not  know  pupils  as  artisans  and 
others,  but  as  undeveloped  men  ;  and  a  part  of  your  duty  is  to 
discover,  by  a  general,  tentative  training,  what  are  the  apti- 
tudes which  each  pupil  may  subsequently  unfold.  If  the  faith- 
ful teaching  of  drawing  to  all  pupils  as  now  systematized  and 
directed  does  not  serve  to  rouse  and  quicken  mechanical  tastes, 
it  is  vain  to  hope  that  any  manual  training  of  a  portion  of  the 
pupils  could  do  it, 


APPENDIX.  271 

And  consider  that  mere  manual  training  will  not  suffice.  It 
must  be  allied  to  machinery  to  be  effective,  and  the  teachers  of 
our  public  schools  will  presently  find  themselves  superintend- 
ents of  machine-shops :  otherwise  the  graduate  of  the  school 
is  in  danger  of  turning  out  a  tinker.  If  you  still  claim  a  dis- 
ciplinary value  for  the  proposed  manual  training,  this  will 
not  be  denied.  Neither  will  any  one  claim  that  every  hour 
spent  in  school-workshops  is  so  much  actually  subtracted  from 
the  result  of  the  school-training.  But  it  is  not,  on  the  other 
hand,  so  much  added ;  and  it  is  incumbent  upon  the  reformer 
to  show  what  the  actual  gain  to  society  is  through  handicraft,  to 
balance  the  necessary  loss  in  intellectual  training. 

This  has  not  been  shown,  and  I  do  not  think  it  can  be.  If 
it  be  demanded  that  the  public  school  should  cultivate  and 
enforce  habits  of  industry,  self-restraint,  personal  independence, 
and  regard  for  others'  rights,  or  if  it  be  claimed  that  the 
public  school  can  be  improved,  no  one  will  demur.  Great  im- 
provements are  making,  and  more  can  be  made ;  but  it  is  one 
thing  to  relieve  the  difficulties  of  a  good  and  useful  institution, 
and  another  to  aggravate  those  difficulties  by  increasing,  with- 
out improving,  the  labors  imposed  upon  it. 

But,  leaving  objectors  and  critics  to  their  fate,  I  proceed  to 
state  more  positively  some  of  the  reasons  why  handicraft  in 
any  form  should  not  be  incorporated  into  the  State  school :  — 

1.  The  general  intelligence  which  springs  from  the  State 
school  is  as  indispensable  to  a  good  market  for  the  products 
of  our  manufacturing  skill  as  it  is  to  that  skill  itself.  We  ex- 
port cheap  prints  only  to  the  ignorant  populations  of  Africa 
and  the  South  Seas ;  but  only  the  finest  products  of  our  most 
skilful  workmanship  can  enter  England  and  the  continent  of 
Europe.  The  home  market  is  equally  sensitive  ;  and,  if  we 
want  to  sell  what  our  skill  produces,  we  must  not  paralyze  the 
market. 

2.  The  amount  of  school-time  cannot  be  much  increased. 
Whatever  is  taken  from  it  for  handicraft  would  be  subtracted 
from  the  effectiveness  of  the  school  in  other  directions ;  and  the 
actual  amount  of  instruction  which  the  average  child  of  the 
working-classes  receives  has  already  been  shown  to  be  too 
small,  rather  than  too  great,.  By  introducing  handicraft,  sup- 
posing it  feasible  on  other  grounds,  we  should  do  a  great  wrong 
to  the  average  scholar,  and  a  great  injury  to  handicraft.     And 


272  BOARD   OF   EDUCATION. 

consider  how  trifling  at  best  is  the  amount  of  real  craft  a  boy 
could  get  in  a  State  school.  It  would  vanish  like  the  frosty 
coating  on  the  iron  which,  in  a  winter  morning,  he  carries  to 
his  forge.  Knowledge  of  tools  he  can  easily  get  in  his  shop 
after  his  school  is  past,  and  all  the  easier  for  a  sound  school- 
training.  But  how  or  where  or  when  shall  he  repair  his  loss 
of  the  things  the  school  should  teach  him  ?  These  precious 
hours  once  gone  are  gone  forever. 

It  is  better,  then,  to  pour  all  possible  vigor,  intelligence,  and 
hope  into  the  nerve  of  the  arm  which  is  to  smite  the  anvil  than 
to  clothe  that  arm  with  any  momentary  gloss  of  unserviceable 
dexterity. 

3.  The  atmosphere  of  the  schoolhouse  is  unfavorable  to 
handicraft. 

The  sort  of  workmen  and  the  sort  of  work  by  which  an  arti- 
san is  surrounded  during  his  period  of  training  have  even  a 
larger  share  in  determining  the  quality  of  his  skill,  than  the 
environment  of  a  school  in  the  formation  of  character.  Work- 
men, trained  in  any  well-known  shop,  bear  the  unique  inscrip- 
tion of  that  shop  almost  as  plainly  as  the  fabrics  whose 
excellence  gives  at  once  its  reputation  to  the  shop,  and  special 
value  to  the  services  of  the  men.  Workmen  not  infrequently 
deteriorate  when  transferred  from  a  better  to  a  poorer  shop. 
The  environment  of  handicraft  is  a  matter  of  vital  importance. 

Again:  it  is  essential  to  success,  in  teaching  the  industrial 
arts,  blended  with  intellectual  training,  in  a  school-course,  that 
the  two  should  be  started  and  carried  on  with  harmony  and 
equal  prominence.  The  school  must  have  but  one  end,  and 
towards  that  all  its  forces  must  move.  Nothing  can  form 
any  part  of  the  school  which  does  not  share  its  common  life 
and  partake  of  its  common  advantages.  The  parts  of  a  good 
school  are  like  the  parallel  bars  of  a  compensating  pendulum, 
—  the  contraction  of  one  balancing  the  expansion  of  another,  to 
give  the  exactly  measured  swing  of  perfect  synchronism. 

Only  a  small  part  of  the  pupils,  under  the  most  favorable 
circumstances,  would  take  this  practice  of  choice ;  and  it  could 
not  be  enforced  upon  all  on  any  principle  of  equity.  No 
Carthusian  vow  can  be  imposed  upon  the  youth  of  the  public 
school.  The  result  must  be  the  appearance  in  the  school  of  a 
caste,  which  would  be  instantly  fatal. 

All  manual  training  ip  the  use  of  tools  giyen  in  this  unnat- 


APPENDIX.  273 

ural  atmosphere  would  be  feeble  and  ineffective.  The  inade- 
quacy of  the  scheme  would  be  detected  more  quickly  by  the 
pupils  than  by  supervisors,  and  would  engender  disorder  and 
discontent. 

It  is  at  this  point  that  European  parallels  fail,  because,  in  this 
country,  people  enjoy  absolute  freedom  of  choice  in  respect  to 
their  occupations ;  and  every  position  is  open  to  every  man. 
This  condition  can  only  be  met  by  giving  every  child  free  and 
unobstructed  training  in  the  elements  of  knowledge,  and  pro- 
viding the  best  possible  special  training  in  special  branches  to 
follow  it. 

In  European  countries  the  range  of  choice  is  narrowed  by 
the  existence  and  perpetuation  of  privileged  classes.  The  con- 
sequent urgency  of  the  question  of  livelihood  leads  to  much 
specializing  of  education,  which  is  not  necessarily  a  good. 
Almost  all  the  devices  —  in  Sweden  and  Switzerland  especially 
—  for  teaching  children  manual  trades  are  sustained  by  private 
munificence,  fostered  by  small  government  grants ;  and,  of  all 
that  have  been  set  forth  in  the  great  Expositions,  I  do  not 
remember  one  which  could  be  made  practically  successful  here. 

All  these  reasons,  adverse  to  the  proposed  change,  foreshadow 
another,  which  seems  to  be  conclusive. 

Neither  philosophy  nor  the  common  sense  of  the  people  de- 
cides that  manual  training  is  necessary  for  all  pupils,  or  essen- 
tial to  the  public  welfare :  therefore  the  people  cannot  justly 
be  taxed  for  the  direct  support  of  institutions  which  benefit 
only  a  class. 

The  duty  of  the  State  towards  education  is  often  confounded 
with  its  right.  The  State  has  a  right  to  do  any  thing  which 
experience  shows  to  be  essential  to  the  welfare  of  the  citizen. 
Clearly,  all  useful  knowledge  is  one  of  these  essentials. 

The  duty  of  a  republican  State  is  not  necessarily  co-extensive 
with  its  rights.  If  any  institution  can  be  better  managed  by 
private  control,  and  so  better  promote  the  public  welfare,  the 
State  should  not  assume  control,  but  should  foster  this  institu- 
tion by  indirect  support  only. 

The  duty  and  right  of  the  State  in  respect  to  education  were 
exhaustively  discussed  by  Judge  Aldrich  in  this  place  two  years 
ago.     He  says  the  State  may  aid  education  in  three  ways :  — 

1.  By  endowment  and  management  by  the  State  itself. 

2.  By  grants  to  schools  established  by  individuals  or  private 
corporations. 

35 


274  BOARD   OF   EDUCATION. 

3.  By  authorizing  and  requiring  taxation  for  the  support  of 
schools. 

The  first  method  applies  in  practice  only  to  reformatory  insti- 
tutions. Beyond  that  the  State  may  and  should  foster  by  grants 
all  useful  institutions,  and  directly  support,  through  annual  tax- 
ation, only  those  which  are  essential  to  its  perpetuity,  and  which 
could  not  safely  be  left  to  private  management.  These  latter 
are  the  public  schools ;  and,  while  the  exact  line  between  essen- 
tials and  non-essentials  in  public  education  has  not  been  clearly 
drawn,  yet  the  term  "public  schools  "  is  sufficiently  clear  and 
distinct  for  all  practical  purposes. 

We  reach  the  conclusion,  then,  that  the  union  of  handicraft 
and  school  must  be  committed  to  special  schools  of  technology, 
founded  by  private  munificence,  and  directed  by  permanent 
boards  of  management. 

Sound  philosophy  and  the  fixed  policy  of  at  least  all  the  New- 
England  States  demand  that  grants  of  money  from  the  public 
treasury,  in  aid  of  all  institutions  for  special  education,  —  schools 
of  theology,  law,  medicine,  and  technology,  as  well  as  colleges, 
should  be  based  upon  two  conditions  :  — 

1.  That  the  class  of  men  mainly  interested  should  prove  their 
own  faith  in  the  enterprise  by  securing  its  foundation ;  and 

2.  That  the  institution  should  demonstrate  its  value  by  some 
recognized  and  assured  success. 

Every  municipality  ought  to  insist  upon  these  conditions 
before  listening  to  any  appeals ;  for  the  expense  of  maintaining 
a  thoroughly  administered  school  of  technology  is  very  great, 
and  the  conservative  restraint  of  personal  risk  is  absolutely 
indispensable  in  preventing  wasteful  outlay  of  money.  The 
advantage  to  the  State  of  schools  of  technology,  though  indi- 
rect, warrants  a  prudent  grant  in  aid,  to  confirm  and  broaden 
and  secure  the  results  of  private  munificence. 

If  technology  is  to  effect  results  commensurate  with  the  rea- 
sonable hopes  of  its  friends,  students  who  seek  its  aid  must  be 
thoroughly  and  broadly  grounded  in  general  studies. 

No  school  can  do  much  for  a  genius.  I  speak  without  con- 
tempt. A  genius  is  the  exceptional  case.  He  succeeds  by  his 
own  rules,  and  shines  by  his  own  light.  He  cannot  learn  by 
method,  nor  can  he  prescribe  methods  of  learning  to  others ;  but 
the  youth  who  is  prepared  for  persevering  study  may  gain  the 
honorable  rewards  of  engineering  skill  through  schools  of  tech- 
nology. 


APPENDIX.  275 

Such  schools,  with  manufacturing  workshops,  where  the  inex- 
orable grip  of  construction  tempers  and  guides  instruction, 
where  the  mechanical  engineer  is  led  through  a  genuine  shop, 
instead  of  around  it,  afford,  I  believe,  the  only  solution  of  the 
problem  of  handicraft  in  school. 


D. 

ANNUAL   REPORT   ON   INDUSTRIAL   DRAWING 

IN   THE   STATE   OF   MASSACHUSETTS 

FOR  THE  YEAR   1879. 

[COPTBIGHTBD.J 


ANNUAL   REPORT 

ON 

INDUSTEIAL  DEAWING  IN  THE  STATE  OF 

MASSACHUSETTS 

FOR    THE    YEAR    1879. 


The  report  which  I  have  to  submit  to  the  Board  of  Educa- 
tion, concerning  the  progress  of  industrial  art  education  in  this 
State  for  the  past  year,  may  be  chiefly  and  properly  devoted  to 
a  consideration  of  the  history,  object,  and  present  condition  of 
its  principal  source,  the  Massachusetts  Normal  Art  School. 

As  there  are  some  misconceptions  in  the  public  mind  con- 
cerning the  school,  whilst  its  maintenance  and  success  are  more 
than  ever  essential  to  the  development  and  progress  of  indus- 
trial art  in  the  State,  it  is  proposed  to  place  this  statement 
before  the  Board  and  the  public,  in  order  that  the  position  of 
the  school  may  be  seen  in  its  true  light. 

Origin  of  the  Normal  Art  School. 

Massachusetts  has  for  a  considerable  period  been  gradually 
changing  its  occupation  as  an  agricultural  State,  and  develop- 
ing, in  recent  years,  very  rapidly  into  a  manufacturing  State. 

The  increase  of  its  population  has  been  absorbed  by  the 
cities  and  mills,  from  which  it  has  drawn  both  wealth  and  repu- 
tation ;  whilst,  of  the  three  productive  agencies,  —  manufac- 
tures, agriculture,  and  the  fisheries,  —  the  two  latter,  if  they 
have  changed  materially,  have  either  retrograded  or  advanced 
in  insignificant  proportion  to  the  growth  of  manufacturing 
industries. 

This  is  not  peculiar  to  Massachusetts,  but  has  happened  in 


280  BOARD   OF  EDUCATION. 

every  European  State  where  the  soil  has  been  ungrateful  and 
education  has  flourished.  And  now  that,  by  the  opening  up  of 
the  vast  areas  of  food-producing  lands  in  the  West,  the  bulk  of 
our  food  will  be  obtained  from  outside  the  State,  the  decline 
of  agriculture  as  an  occupation,  and  development  of  manu- 
facturing industry  as  a  substitute,  will  become  more  decided 
and  more  general. 

It  was  recently  said  by  a  member  of  the  Board  of  Education, 
that  the  soil  of  Massachusetts  was  only  fit  to  grow  mills  and 
schoolhouses ;  and  the  State  is  certainly  better  known  at  pres- 
ent for  the  quality  of  its  manufactures  and  education,  than  for 
any  products  of  the  soil. 

The  element  of  profit  on  investment  of  capital  also  influences 
the  transformation  observed. 

By  a  recent  return  of  the  Bureau  of  Statistics  it  may  be  seen 
that  the  numbers  employed  in  the  three  branches  of  productive 
industries  are  very  unequal :  thus,  — 

In  fisheries  are  employed 6,656  persons 

"  agriculture  are  employed        .         .         .         .         .  -      .       70,945       " 
"  manufactures  are  employed   ......     316,459       " 

And  the  results  of  employing  capital  in  the  two  largest  agen- 
cies are  even  more  divergent :  thus,  — 

In  agriculture  the  capital  employed  is     ....        .  $210,000,000 

Annual  product $41,000,000 

In  manufactures  the  capital  employed  is         ....  f283,000,000 

Annual  product '      .  $593,000,000 

It  will  be  seen,  therefore,  that  climate  and  profit  are  both 
engaged  in  making  of  Massachusetts  a  manufacturing  State. 

This  tendency  having  been  felt  and  observed  by  the  most 
far-seeing  and  public-spirited  citizens,  it  not  unnaturally  oc- 
curred to  them  to  consider  what  were  the  chief  elements  of 
value  in  manufactured  goods ;  and  the  verdict  of  the  whole 
world  on  this  inquiry  was,  that  skill  in  manufacture  and  taste 
in  design  were  the  most  important  factors  in  deciding  the 
pecuniary  value  of  manufactured  goods. 

The  experience  of  other  countries,  which  had  passed,  or  were 
passing,  through  the  same  transformation,  was  consulted;  and 
the  remedies  and  provisions  employed  by  them  to  fit  their 
people  to  the  new  circumstances  were  carefully  considered.  It 
was   found  that  the  common  antidote  for  natural  or  national 


APPENDIX.  281 

deficiencies  in  industrial  manufactures  was  industrial  education 
in  art  and  science. 

Though  disjointed  efforts  had  been  made  towards  the  in- 
struction of  private  individuals  in  these  subjects,  no  public 
provision  had  been  attempted  in  Massachusetts  by  which  the 
whole  community  should  receive  instruction  up  to  the  year 
187t),  and  no  State  law  required  such  instruction  should  be 
given. 

In  order  to  make  a  beginning  towards  the  general  elevation 
of  public  taste,  it  was  resolved  that  the  one  subject  which  all 
the  older  European  nations  agreed  should  be  taught  in  the 
public  schools,  —  viz.,  drawing,  —  should  be  incorporated  as  an 
element  of  instruction  in  the  required  branches,  to  be  taught 
in  public  schools  of  Massachusetts. 

Accordingly  the  following  Act  was  passed :  — 

[Chap.  248,  Acts  of  1870.] 

Section  1.  The  first  section  of  chapter  thirty-eight  of  the  General 
Statutes  is  hereby  amended  so  as  to  include  drawing  among  the  branches 
of  learning  which  are  by  said  section  required  to  be  taught  in  the  public 
schools. 

Sect.  2.  Any  city  or  town  may,  and  every  city  and  town  having  more 
than  ten  thousand  inhabitants  shall,  annually  make  provision  for  giving  free 
instruction  in  industrial  or  mechanical  drawing  to  persons  over  fifteen  years 
of  age,  either  in  day  or  evening  schools,  under  the  direction  of  the  school 
committee. 

Sect.  3.  This  act  shall  take  effect  on  its  passage.  \^Approved  May  16, 
1870. 

It  was  the  passage  of  this  Act  which  necessitated  the  estab- 
lishment of  the  Normal  Art  School,  unless  the  Act  itself  were 
to  become  a  dead  letter,  and  wholly  inoperative. 

The  Act  required  industrial  drawing  to  be  taught,  but  never 
inquired  where  the  teachers  were  to  come  from ;  and  whilst 
France  and  England  had  found  it  impossible  to  secure  qualified 
teachers  of  industrial  drawing  until  they  had  established  nor- 
mal art  schools,  and  all  their  efforts  had  fallen  short  of  success 
until  teachers  had  been  thus  supplied,  so  this  was  found  to  be 
the  want  in  Massachusetts. 

In  the  same  year  that  this  Act  was  passed,  the  city  of  Boston 
was  employing  five  special  teachers  of  drawing  in  the  day- 
schools  ;  and  its  drawing  committee  said,  in  their  Annual  Report 
for  1870,  "  Of  all  the  studies  in   our  public  schools,  drawing 

36 


282  BOARD   OF  EDUCATION. 

exhibited  the  most  feeble  results.  We  have  had  no  system. 
Our  teachers  have  not  been  instructed,  and  the  work  must  now 
be  commenced.  Shall  we  have  a  plan  ?  or  shall  all  be  done  at 
random  ? "  What  the  Boston  committee  said,  every  school 
committee  in  the  State  felt. 

In  the  same  year  the  School  Board  of  Boston  and  the  State 
Board  of  Education,  acting  in  concert,  invited  me  to  undertake 
the  work  of  organizing  a  scheme  of  industrial  art  instruction, 
and  supervising  its  application  in  city  and  State ;  and,  after  a 
long  consideration  of  the  invitation,  I  accepted  it,,  and  entered 
on  my  work  in  the  fall  of  1871.  During  the  fall  and  winter  of 
1871-72  I  visited  and  examined  the  drawing-classes  of  all  the 
cities  in  the  State  which  had  made  an  eifort  to  carry  out  the 
law  of  1870  by  establishing  free  evening  drawing-classes. 
After  this  round  of  inspection,  I  saw  that  to  make  any  progress 
in  this  matter,  and  to  economize  the  expenditure  upon  it,  it  was 
essential  that  the  teachers  should  be  taught,  or  the  time  of  the  _ 
pupils  and  taxes  of  the  citizens  would  be  equally  wasted,  and 
general  disappointment  ensue. 

The  Board  of  Education,  therefore,  acting  upon  my  reports, 

appealed  to  the  Legislature   the   following   year  for  means  to 

establish  a  normal  art  school ;  and  in  1873  it  was  established, 

beginning  on  Nov.  11,  in  the  upper  rooms  of  a  private  house  on 

Pemberton  Square,  with  107  students.     It  has  therefore  been  in 

existence   six  years,  is   now  located  at  28  School  Street,  and 

at  present  writing  200  students  have  entered  its  classes  since 

Oct.  1, 1879. 

Object  of  the  School. 

Though  this  has  been  frequently  and  fully  described,  it  will 
be  necessary  to  repeat  the  explanation  until  it  is  understood  by 
the  public,  which  supports  the  school. 

The  primary  object  sought  by  the  school  is  to  educate  and 
train  teachers  of  industrial  drawing,  so  that  the  law  of  1870 
may  be  complied  with. 

There  is  a  prevalent  notion  that  the  school  is  carried  on  to 
train  designers  for  manufactures  only;  but,  though  this  will 
be  indirectly  the  inevitable  and  final  result  of  the  education 
given  in  the  school,  it  is  not  the  first  or  only  aim. 

So  limited  a  purpose  as  that  was  found  to  cause  a  failure  in 
those  schools  of  the  Old  World  which  pursued  such  an  object 
only;  and  the  surest  way  of  producing  designers  was  discov- 


APPENDIX.  283 

ered  to  be  by  educating  the  whole  people  in  the  elements  of  art 
by  means  of  trained  teachers,  who  should  scatter  this  instruc- 
tion broadcast  over  the  land,  and  thus  open  the  doors  of  success 
in  art  and  skilled  labor  to  every  intelligent  person.  That  this  is 
the  most  economical  way  to  secure  the  end  proposed,  and  bring 
the  opportunities  and  advantages  of  art  education  to  the  largest 
number  of  the  population,  has  been  demonstrated  both  by  the 
actual  history  of  the  school,  and  by  the  experience  of  other 
countries.  Every  student  passing  through  the  school,  or  even 
through  part  of  its  course,  will  influence,  when  employed,  many 
thousands  of  persons  by  the  instruction  he  gives  to  the  teachers 
of  the  public  schools,  and  through  them  to  the  children.  It 
might  be  instanced  that  the  teachers  of  drawing  in  the  five 
normal  schools  at  Salem,  Bridgewater,  Worcester,  Framingham, 
and  Westfield,  have  all  been  students  in  the  Normal  Art  School. 
By  their  education  in  it,  every  pupil  in  those  normal  schools 
has  been  affected;  and  every  one  of  those  who  becomes  a 
teacher  will  teach  drawing  as  well  as  he  teaches  any  other  sub- 
ject. The  same  holds  good  in  such  important  centres  of  manu- 
factures as  Lowell,  Worcester,  Fall  River,  Lynn,  Lawrence,  and 
Springfield,  and  all  the  cities  of  Massachusetts  where  trained 
teachers  from  the  Normal  Art  School  are  employed  to  instruct 
the  teachers  of  the  public  schools,  supervise  their  instruction  in 
the  schools,  and  conduct  the  free  evening  drawing-classes  for 
mechanics. 

In  the  same  way  it  may  be  noted,  that,  of  nine  teachers  now 
employed  in  the  Normal  Art  School  itself,  seven  have  been  trained 
in  it ;  and,  of  twenty  special  instructors  employed  in  the  day 
and  evening  schools  in  Boston,  fifteen  have  been  educated  in 
the  school,  the  remaining  five  having  been  appointed  before  the 
school  was  established,  and  not  being  teachers  by  profession. 

It  would  have  been  impossible  in  any  other  manner  than 
through  a  normal  art  school  to  effect  so  wide  and  ever-increasing 
an  influence  upon  public  education,  or  to  do  it  so  economically 
to  the  State. 

This,  therefore,  should  be  considered  when  the  cost  of  the 
school  to  the  State  is  being  discussed.  There  can  be  little 
doubt  that,  directly  or  indirectly,  every  class-room  in  the  public 
schools  of  Massachusetts  has  been  affected  by  the  work  of  the 
school,  not  so  effectively  or  generally  as  will  be  the  case  more 
and  more  every  year,  but  to  an  appreciable  extent  even  now. 


284  BOARD   OF   EDUCATION. 

Many  important  serai-public  schools,  colleges,  and  institutions  of 
Massachusetts  —  such  as  the  Boston  Fine-Art  Museum  School, 
the  Institute  of  Technology,  Wellesley  College,  and  Holyoke 
Seminary  —  have  now  in  their  employment  teachers  of  drawing 
trained  in  the  Normal  Art  School ;  and  these  institutions  would 
have  found  it  difficult  to  obtain  such  competent  teachers  if  the 
school  had  never  existed. 

This,  then,  has  been  the  aim  of  the  school ;  and  from  it  there 
has  been  no  deviation.  It  has  not  attempted  to  make  accom- 
plished specialists  in  the  practice  of  any  one  branch  of  art, 
which  is  the  proper  aim  of  private  schools  and  tuition,  but  to 
give  such  a  thorough  general  knowledge  of  the  whole  field  of 
industrial  art  education  as  can  be  most  successfully  used  in 
public  employment;  and  this  guarantees  to  the  State  —  the 
source  from  which  the  education  is  derived  —  a  return  for  its 
outlay  of  public  money.  The  school  will  incidentally  produce 
both  designers  and  artists ;  but  its  success  must  be  measured 
by  its  product  of  good  teachers. 

This  is  what  the  school  was  established  for :  and  if  it  has, 
under  the  circumstances  of  its  short  existence,  done  the  work 
as  well  as  could  be  expected,  it  has  succeeded;  and,  if  not,  it 
has  failed. 

That  is  the  only  standard  by  which  it  can  be  fairly  judged, 
and  the  evidence  on  this  point  is  a  matter  of  fact. 

If  the  results  already  secured  have  enabled  us  to  make  a 
satisfactory  beginning  at  the  very  foundation  of.  industrial  art 
education,  it  may  be  safely  promised,  that  as  progress  is  made 
in  it,  and  teachers  of  the  highest  qualifications  required,  the 
school  will  be  able,  through  the  attainments  of  its  older  and 
graduated  pupils,  to  minister  to  this  need  also. 

Higher  technical  instruction  will  be  required  as  schools  of 
art  and  science  are  established,  as  they  undoubtedly  will  be, 
—  special  schools,  in  which  the  direct  application  of  art  to  in- 
dustry is  taught,  and  the  studio  and  class-room  are  mere  ante- 
rooms of  the  workshop. 

The  graduates  of  the  school,  —  those  who  have  spent  four 
years  under  instruction,  attained  a  high  degree  of  manual  skill, 
and  a  rounded  knowledge  of  the  subject  of  industrial  art,  and 
who  have  matured  and  tested  these  qualifications  in  the  labo- 
ratory of  actual  experience  in  teaching,  organizing,  and  testing 
classes,  —  they  will  be  ready  and  able  to  become  principals  of 


APPENDIX.  285 

such  special  schools ;  and  we  may  expect  here  as  elsewhere  that 
every  city  will  eventually  make  a  school  of  art  and  science  the 
centre  of  its  system  of  industrial  art  education. 

Without  the  trained  teachers  for  such  institutions,  it  would 
be  impossible  to  carry  them  on ;  and  it  ought  to  be  recognized 
as  the  experience  of  the  whole  world,  that  private  enterprise  has 
never  established  normal  art  schools  to  provide  them. 

No  private  or  individual  interests  are  concerned  in  general 
education  sufficient  to  induce  people  to  make  an  outlay  of 
their  means  or  an  investment  of  their  capital  in  it  as  a  private 
enterprise  by  educating  teachers  ;  so,  unless  this  provision  for  a 
public  necessity  has  been  made  by  the  State,  it  has  never  been 
made  at  all,  which  was  our  experience  in  Massachusetts  until 
the  Normal  Art  School  was  established. 

Other  results  from  the  leavening  influence  of  the  school  are 
arising  on  all  sides. 

Associations  for  the  encouragement  of  art-study  and  the 
practice  of  branches  of  art-industry  have  been  organized  in 
many  portions  of  the  State,  and  are  on  the  increase.  The 
whole  subject  of  industrial  art  is  now  engaging  the  attention 
of  many  persons  who  are  interested  in  it  from  its  economic  as 
well  as  social  aspect,  but  who  could  see  little  prospect  of  im- 
provement until  the  general  diffusion  of  sound  principles  of 
taste  among  the  people,  by  means  of  drawing,  opened  the  way 
to  improvement. 

It  is  true  that  the  first  steps  only  have  been  taken  in  this 
march  forward  ;  but  in  every  journey  the  first  steps  are  as 
necessary  to  progress  as  the  last. 

There  are  three  agencies  by  which  the  art  education  of  a 
whole  people  can  be  efficiently  and  economically  secured, — 
first,  by  the  teaching  of  drawing  in  the  public  schools ;  seo- 
ondly,  b}^  providing  through  a  normal  art  school  the  teachers 
who  can  bring  this  about ;  and,  thirdly,  by  the  establishment 
of  a  museum  of  fine  and  industrial  art,  open  to  the  public  on 
terms  which  are  non-exclusive. 

All  of  these  three  agencies  are  now  in  successful  operation  in 
Massachusetts ;  and  all  that  is  now  required  to  reap  from  them 
all  the  advantages  they  are  able  to  confer  is,  that  the  work  be- 
gun shall  be  patiently  continued  until  the  results  anticipated 
shall  be  accomplished. 


286  BOARD   OF   EDUCATION. 

The  Public  Demand  eoe  Industelai,  Art  Education. 

It  was  at  first  thought  that  there  was  not  a  sufficient  demand 
for  instruction  in  drawing  to  make  the  provision  of  a  normal 
school  by  public  action  necessary  and  justifiable ;  yet  no  one 
ever  suggested  the  means  by  which  the  law  of  1870  could  be 
carried  out  in  any  other  way.  So,  at  its  first  establishment, 
accommodation  for  35  students  only  was  provided  in  the 
school ;  yet  107  students  entered  at  the  first  examination  for 
admission,  and  they  had  to  be  taught  in  three  sections,  and 
receive  only  a  third  of  the  time  they  should  have  had  for 
instruction. 

Since  the  opening  of  the  school  in  1873,  no  less  a  number 
than  1,543  pupils  have  been  taught,  averaging  in  the  seven 
years  of  its  existence  an  annual  studentship  of  220. 

These  students  have  stayed  longer  or  shorter  periods  in  the 
school,  varying  from  less  than  one  year  to  six  years,  according 
to  their  means  of  support  during  study,  or  their  opportunities 
of  employment,  which  have  in  many  cases  taken  them  from  the 
school  before  completing  even  the  first  of  the  four  groups  of 
study  into  which  the  whole  course  of  four  years'  work  is  di- 
vided. But  already  the  school  is  beginning  to  feel  the  in- 
fluence of  the  teaching  of  drawing  in  the  public  schools ;  and 
youths  of  both  sexes  are  now  in  their  third  or  fourth  years  of 
study  at  the  school,  who  were  well  prepared  to  enter  it  through 
previous  instruction  in  the  public  schools,  and  their  progress 
and  attainments  are  in  every  way  remarkable. 

Familiar  with  the  European  normal  art  schools,  I  know  of 
none  in  which  a  more  thorough  education  is  given,  or  which 
has  a  body  of  students  of  greater  promise.  And  this  opinion 
has  been  supported  by  every  competent  educator  who  has  ex- 
amined the  subject  for  the  purpose  of  comparison. 

The  French  imperial  commission  sent  to  the  Philadelphia 
Exhibition  of  1876,  for  the  purpose  of  examining  and  report- 
ing upon  the  subject  of  education  as  there  displayed,  after 
a  most  scrutinizing  and  exhaustive  inquiry,  reported  officially 
that,  — 

"  As  soon  as  the  Normal  Art  School  shall  have  had  time  to  bear  fruit,  we 
can  predict  to  the  industrial  art  of  Massachusetts  new  increase  and  a  bril- 
liant future." 


APPENDIX.  28T 

This  report  was  made  on  the  evidence  of  work  produced  in 
it  when  only  three  years  old;  since  which  time  it  has  been 
immeasurably  improved. 

In  a  valuable  article  upon  the  Art-Institutions  of  the  United 
States,  published  in  "  Harper's  Monthly  "  for  March,  1879,  the 
following  testimony  is  borne  to  the  influence  and  success  of  the 
Normal  Art  School :  — 

"  The  Massachusetts  Normal  Art  School,  while  devoted  chiefly  to  the 
advancement  of  industrial  art,  has  also,  by  its  example,  greatly  assisted  the 
growth  of  art-feeling  in  the  popular  mind.  ....  It  may  be  conceded, 
then,  that  the  founding  of  the  Massachusetts  Normal  Art  School  was  not 
only  a  strong  indication  of  a  growing  demand,  but  that  it  has  also  been  a 
very  powerful  agent  in  the  diffusion  of  art-knowledge  in  the  United  States." 

I  introduce  this  independent  and  expert  testimony  —  in  the 
first  case,  that  of  the  chosen  representatives  of  the  most  artistic 
nation  in  the  world,  and,  in  the  second,  from  a  review  which 
has  identified  itself  with  the  art-progress  of  America  —  to  show, 
that,  however  little  the  school  and  its  work  is  sometimes  under- 
stood and  much  misrepresented,  yet  in  the  minds  of  competent 
judges  there  is  but  one  opinion,  and  that  one  of  commendation 
concerning  it. 

Its  appreciation  also  by  the  public  may  be  measured  by  the 
fact  that  its  course  of  study  has  been  displayed  at  every  im- 
portant exhibition  since  its  establishment,  and  never  yet  so 
exhibited  without  receiving  the  highest  distinction  that  could 
be  conferred  upon  it.  Perhaps  the  most  important  testimony 
borne  to  the  work  and  works  of  the  school  has  been  that  of  the 
International  Jury  on  Education,  at  the  Centennial  Exhibition 
at  Philadelphia,  in  1876.  In  awarding  a  medal  and  diploma  to 
the  school,  the  judges  give  the  following  reasons :  — 

"For  the  extent,  beauty,  and  value  of  the  exhibit,  and  for  the  very 
important  work  the  school  has  done  and  is  doing  in  behalf  of  art  educa- 
tion." 

Such  references  and  explanations  as  these  would  be  absolute- 
ly unnecessary,  and  perhaps,  also,  in  questionable  taste,  were  it 
not  for  the  very  exceptional  circumstances  in  which  the  school 
is  placed.  It  is  actually  the  only  State  Normal  Art  School  in 
America;  so  there  is  nothing  of  a  similar  character  here  to 
compare  it  with,  or  judge  it  by,  and  exceedingly  few  persons 
who  have  had  the  opportunity  to  know  any  thing  about  it,  or 
experience  to  qualify  them  to  judge. 


288  BOARD   OF   EDUCATION. 

It  is  not  to  be  wondered  at,  therefore,  if  people,  in  their 
absence  of  knowledge  or  misunderstanding  of  its  origin  and 
aims,  should  be  sometimes  misled,  even  with  the  best  of  mo- 
tives, to  underrate  its  importance  or  interfere  with  its  useful- 
ness. 

Up  to  the  present  time  there  have  been  201  students  who  have 
taken  one  or  more  certificates ;  and,  of  these,  163  are  either  em- 
ployed in  teaching  drawing  or  remain  still  in  the  school,  increas- 
ing their  qualifications  to  do  so,  as  the  following  table  shows  :  — 


Total  number  of  students  holding  certificates 

Of  these  there  are  employed  in  teaching  drawing 
Continuing  their  studies  in  the  school 
Employed  as  designers,  draughtsmen,  &c. 
Not  heard  from 


.     201 

113 

50 

9 

29 

201 

In  addition  to  these  known  cases,  a  large  proportion  are  em- 
ployed in  teaching  drawing  who  do  not  make  it  their  principal 
occupation,  and  who  have  not  taken  a  certificate. 

Thus  Mr.  Ridler,  principal  of  the  Kingston  High  School,  has, 
through  his  connection  with  the  Normal  Art  School  as  a  stu- 
dent, originated  a  plan  of  instruction  for  his  school,  which  he 
himself  carries  out,  and  succeeds  admirably  in  it.  This  is  a 
type  of  many  cases  in  which  the  school  accomplishes  the  object 
for  which  it  was  established. 

There  is,  moreover,  a  demand  arising  for  elementary  instruc- 
tion in  art  and  science,  not  only  in  Massachusetts,  but  through- 
out the  whole  of  the  United  States,  such  as  would  hardly  have 
been  considered  possible  ten  years  ago.  The  education  of  all 
classes  is  now  considered  deficient  without  such  instruction; 
and  it  is  those  branches  of  a  useful  education  which  have  most 
practically  assisted  to  make  other  nations  wealthy  and  power- 
ful. The  tide  of  prosperity  which  has  happily  now  set  in 
amongst  us  will  increase  the  demand  for  education  in  art  and 
science ;  for  the  great  need  of  this  country  is  skilled  and  pro- 
ductive labor,  and  that  is  an  impossibility  without  the  skill  and 
taste  which  art  and  science  by  education  alone  can  give. 

School  Premises  and  Accommodation. 

The  Board  of  Visitors  have  for  so  many  years  pleaded  for  a 
separate  building  in  which  to  carry  on  the  school,  and  I  have 


APPENDIX.  289 

written  and  spoken  so  much  about  it,  that  there  seems  nothing 
new  to  say  on  the  subject.  The  present  accommodation,  as  re- 
gards its  central  locality,  could  not  be  improved  upon ;  and  the 
rooms  are  so  great  an  improvement  on  those  in  Pemberton 
Square,  where  the  school  originated,  that  it  hardly  seems  gra- 
cious to  urge  upon  the  State  Board  the  necessity  for  a  change. 

There  are,  however,  many  circumstances  in  connection  with 
the  administration  of  a  mixed  school  of  adults  —  which  need 
not  be  particularized,  because  every  one  of  educational  experi- 
ence knows  what  they  are  —  that  make  it  undesirable  for  a 
school  to  be  mixed  up  with  a  series  of  private  offices  on  three 
of  the  floors  of  any  building  not  originally  intended  for  educa- 
tional purposes,  and  principally  now  devoted  to  mercantile  pur- 
suits. The  question  of  cost  in  the  annual  rental  of  these 
premises  has  also  become  an  important  one  ;  for,  by  a  decrease 
in  the  appropriation  made  by  the  State  for  the  support  of  the 
school,  the  staff  of  instructors  has  already  had  to  be  reduced. 

The  great  value  of  premises  so  near  the  City  Hall,  and  amount 
of  capital  invested  in  the  present  building,  may  make  it  impos- 
sible that  the  rent  can  be  very  greatly  decreased. 

The  lease  of  the  rooms  now  used  will  expire,  soon  after  the 
close  of  the  present  school-year,  in  June  next.  Although  it  is 
understood  that  a  considerable  reduction  of  rent  can  then  be 
secured,  the  expediency  of  renewing  the  lease  will  depend  some- 
what upon  the  practicability  of  securing  elsewhere  better  accom- 
modations at  the  same  or  at  a  lower  rate. 

The  Annual  Exhibition  of  Industeial  Drawing  from 
Different  Cities  and  Towns. 

This  exhibition  was  held  in  the  month  of  May  at  Horticultu- 
ral Hall,  Boston,  and  was  the  eighth  of  its  kind,  the  first  having 
been  held  in  1872. 

The  origin  of  the  exhibitions  was  a  desire  on  the  part  of  the 
committees  and  teachers  to  see  what  was  being  done  in  the 
matter  of  teaching  industrial  drawing  in  the  several  cities  and 
towns  where  the  law  of  1870  was  being  carried  out.  There 
was  another  plea  made  for  such  annual  exhibitions,  which  the 
Board  of  Education  considered  a  strong  one ;  viz.,  that,  by  a 
system  of  awards  to  the  good  work,  the  teachers,  as  well  as  the 
public,  might  learn  from  competent  judges  the  character  of  work 
which  should  be  pursued  in  the  schools  and  classes. 

37 


290  BOARD   OF  EDUCATION. 

For  such  good  reasons  tlie  Board  decided  on  holding  the 
exhibitions,  and  appointed  a  board  of  judges  to  decide  upon  the 
merits  of  the  productions,  and  award  marks  of  approbation  to 
excellent  commendable  specimens. 

The  exhibitions  having  accomplished  the  object  for  which 
they  were  instituted,  visited  by  all  the  teachers  of  drawing  in 
the  State,  the  strong  points  in  the  display  of  each  city  have 
been  noted,  and  every  teacher  has  been  strengthened  by  the 
suggestions  offered. 

There  has  also  been  a  gradual  elimination  of  wrong  methods 
of  instruction,  by  a  systematic  discouragement  of  them  in  the 
withholding  from  such  works  of  awards  made  by  the  judges. 
Perhaps  in  no  other  way  could  so  much  general  information  be 
disseminated,  have  more  weight,  or  be  accomplished  more  eco- 
nomically than  in  such  exhibitions  as  these. 

The  report  of  the  board  of  judges,  appointed  by  the  State 
Board  of  Education  for  the  year  1879,  contains  so  much  of 
interest  on  the  subject,  that  I  take  the  liberty  of  introducing  it 
here,  for  the  purpose  of  bringing  it  to  the  public  notice :  — 

The  Report  of  the  Judges  to  the  State  Board  of 

Education. 

We  have  performed  the  task  you  imposed  upon  us,  and  examined  the 
display  of  industrial  drawing  now  on  exhibition  at  Horticultural  Hall  from 
the  public  day-schools  and  free  industrial  drawing  classes  of  the  State.  We 
have  also,  in  accordance  with  your  request,  awarded  marks  of  distinction 
and  approval  to  such  individual  works  or  collective  exhibitions  of  cities  as 
seemed  in  our  judgment  to  be  deserving  of  them,  and  now  submit  to  you 
the  general  report  you  ask  for,  as  well  as  the  list  of  individual  awards.  It 
is  gratifying  to  be  able  to  report  a  very  decided  advance  in  the  character 
of  work  from  the  public  day-schools.  The  marked  feature  in  this  part  of 
the  display  is  the  systematic  arrangement  of  the  subject  of  industrial  draw- 
ing, to  adapt  it  by  careful  grading  to  the  capacities  of  pupils  at  all  the 
school-ages ;  having  a  clearly  defined  purpose  from  the  first  exercise  to  the 
last,  which  is  to  lay  the  foundation  broad  and  sure  for  industrial  skill  in 
the  future.  To  those  of  our  Board  who  have  been  judges  of  these  exhibi- 
tions, from  the  first  one  in  1872  to  the  present  one,  —  and  we  have  all  been 
careful  observers  of  each  exhibition,  —  there  is  no  featm'e  of  the  exhibition 
of  1879  so  pronounced  as  this  systematic  educational  treatment  of  drawing 
in  the  public  schools,  to  make  it  useful  as  a  preparation  for  the  practical 
duties  of  life,  as  well  as  to  employ  it  as  an  implement  of  education  whereby 
knowledge  of  other  studies  may  be  acquired,  — rather  than  to  consider  it  as 
an  ornamental  study  only,  of  little  practical  importance.  It  is  a  triumph 
for  drawing   as  a  general  elementary  branch  of  education,  that   aU  mere 


APPENDIX.  291 

picture-making  has  been  abolished,  and  a  thing  of  work  having  industrial 
aims  and  means  substituted  for  the  thing  of  play  that  drawing  used  to  be. 
This  is  the  most  encouraging  element  of  the  present  exhibition;  and  we 
have  some  grounds  for  attributing  the  result  to  the  holding  of  these  annual 
displays,  wherein  the  soundest  and  best  work  has  been  recognized  and  en- 
couraged, and  less  practical  work  distinctly  discouraged.  An  original 
feature  in  this  year's  exhibition  is  the  placing  of  all  gi-ades  of  drawing  in 
the  public  schools  on  exhibition  in  one  room, — viz.,  the  large  hall  of  the 
building  in  which  it  is  held.  In  this  room  are  grouped  together  on  a  very 
simple  plan  drawings  and  designs  from  every  grade  of  school  in  the  city  of 
Boston,  —  primary,  grammar,  high,  evening,  and  nornaal  art  schools.  Thus 
the  exercises  from  the  youngest  children  who  draw  on  paper,  to  those  of  the 
teacher  graduating  from  the  Normal  School,  are  clearly  displayed,  and  are 
arranged  in  sequence  easily  to  be  understood,  corresponding  exactly  to  the 
instruction  pursued  in  all  the  grades.  This  is  a  fair  representation  of  the 
subject,  and  as  such  we  commend  it  to  your  attention  as  an  answer  to 
the  question,  "  What  is  industrial  drawing  ?  "  so  often  asked  by  those  who 
are  not  familiar  with  the  matter. 

City  of  Boston.  —  The  exercises  of  pupils  of  the  day-schools,  —  primary, 
grammar,  and  high, — though  not  submitted  to  us  for  award,  should  be 
noticed  by  us,  if  only  to  express  our  opinion  that  a  greater  average  excel- 
lence of  work  is  manifestly  observable  since  the  last  exhibition  in  1876. 
Every  sheet  of  drawings  on  any  one  screen  in  the  primary  and  grammar 
divisions  represents  a  different  school ;  and  we  notice  a  general  uniformity 
of  careful  work  in  all,  testifying  to  the  unwearying  efforts  of  the  regular 
teachers  in  the  schools,  under  whose  instruction  the  subject  is  studied  by  the 
children.  This  is  more  satisfactory  than  the  exceptional  excellence  of  a  few 
schools,  which  used  to  be  observable  several  years  ago.  In  the  high  schools, 
also,  there  can  be  no  doubt  of  a  progress  having  been  made,  both  in  the 
system  of  study  pursued  and  in  the  attainments  of  the  pupils  in  individual 
studies.  In  the  evening-schools,  with  one  or  two  exceptions,  a  more  syste- 
matic course  of  study  is  evident  in  the  industrial  subjects  of  machine-draw- 
ing and  ship-draughting;  and  many  of  the  freehand  works  from  the  cast  in 
several  schools  display  great  excellence. 

City  of  New  Bedford.  —  The  prominence  given  to  the  study  of  color  and 
industrial  design  in  the  exhibit  of  New  Bedford  is  a  repetition,  on  an  even 
more  successful  scale,  of  that  which  we  had  to  notice  with  the  highest  words 
of  commendation  last  year.  It  is  a  display  of  which  any  city  might  well 
be  proud.  The  study  of  natural  foliage  in  the  schools,  both  for  itself  as  a 
means  of  education  and  for  the  purpose  of  obtaining  materials  for  indus- 
trial design,  is  very  prominent  and  praiseworthy,  a  recognition  of  the  true 
source  and  purpose  of  the  study  of  drawing  in  public  schools.  We  awarded 
the  mark  of  "  excellent  "  to  the  display  with  the  feeling  that  it  did  not  ex- 
press either  the  worth  of  the  collection  or  our  appreciation  of  the  recogni- 
tion deserved,  determining  to  add,  as  we  do  now,  that  to  the  liberal  treat- 
ment of  this  subject  by  the  school  authorities,  to  the  intelligent  organization 
and  development  of  it  by  the  teacher  of  drawing,  and  to  the  skill  and  suc- 
cess of  the  scholars,  the  State  is  indebted  for  an  example  worthy  of  imita- 
tion and  emulation  by  other  cities. 


292  BOARD   OF   EDUCATION. 

City  of  Newton. — To  the  city  of  Newton  also  we  awarded  the  mark  of 
"  excellent  "  for  its  public-school  display,  equally  admirable  in  all  the  grades 
of  schools;  the  applied  design  in  the  high  school  being  especially  noticeable. 

Cities  of  Fitchburg  and  Lawrence.  —  These  exhibitions  of  public-school 
works  give  evidence  of  careful  grading  and  honest  effort  in  the  right  direc- 
tion, adapting  the  subject  to  pupils  of  different  ages,  and  not  attempting  too 
much.  The  Board  awarded  the  mark  of  "honorable  mention"  to  these 
exhibits,  and  are  gratified  to  see  two  important  cities  pursuing  the  subject 
so  systematically  and  successfully. 

City  of  Cambridge.  —  The  city  of  Cambridge  sends  an  unusually  large 
number  of  works,  covering  a  broad  field  of  industrial  art  study.  Many 
awards  have  been  made  to  individual  works,  and  we  regret  that  the  day- 
schools,  which  have  in  previous  years  been  so  ably  represented,  have  not 
appeared  in  this  year's  exhibition. 

South  Boston.  —  As  in  the  past,  so  in  the  present  year,  the  South-Boston 
school  has  sent  much  work  of  the  best  kind.  Its  influence  upon  the  young 
men  of  the  locality  must  be  of  the  highest  character;  for  many  drawings 
and  one  working-model  display  such  thought  and  skill  as  could  only  be  the 
result  of  a  wise  use  of  their  leisure.  As  an  auxiliary  to  the  city  free  even- 
ing-classes, the  school  has  done  a  good  work  for  both  the  city  and  its  own 
locality. 

Brockton.  —  A  printed  course  of  studies,  forming  a  key  to  this  exhibi- 
tion, made  it  especially  interesting,  besides  illustrating  the  valuable  method 
of  having  a  plan  to  work  on.  This  is  the  first  time  this  growing  town, 
which  is  entitled  to  be  called  a  city,  has  made  a  display ;  and  we  desire  to 
congratulate  it  upon  the  thoroughly  practical  way  in  which  the  study  has 
been  undertaken. 

Dedham.  —  The  public-school  works  were  awarded  an  honorable  mention, 
and  were  entitled  to  it  by  the  creditable  arrangement  of  the  subject  as  dis- 
played in  the  exercises  of  the  pupils. 

Kingston  — A  set  of  drawings  from  the  Kingston  High  School,  pro- 
duced under  the  personal  instruction  of  the  principal,  seemed  to  us  deserv- 
ing of  the  recognition  of  honorable  mention  on  two  accounts,  — first,  because 
they  illustrated  a  good  plan  of  instruction;  and,  secondly,  because  they  were 
produced  without  the  aid  of  a  special  instructor.  Last  year  the  school  re- 
ceived a  similar  award,  and  this  year's  drawings  exhibit  a  decided  improve- 
ment. 

The  schools  of  Medford,  and  classes  in  Braintree  and  Westborough, 
were  "  commended  "  by  us;  and  we  awarded  the  same  distinction  to  the  in- 
dustrial drawing  from  the  Reform  School  at  Deer  Island,  where,  we  trust,  the 
study  of  drawing  will  not  be  abandoned.  It  is  especially  gratifying  to  see 
the  designs  of  the  boys  at  Westborough  actually  manufactured,  and  the 
articles  made  from  the  designs  exhibited  side  by  side  with  the  drawings. 
So,  also,  the  mechanical  drawing  from  Deer  Island  will  materially  help  toward 
the  effort  to  teach  trades  and  useful  occupations  to  the  boys  during  their 
term  of  detention  there. 

City  of  Fall  River.  — It  is  a  subject  of  regret  that  a  great  manufacturing 
city  like  Fall  River  should  be  absent  from  this  exhibition ;  and  a  placard, 
which  explains  the  reasons  of  its  absence,  sent  by  the  teacher  of  drawing, 


APPENDIX.  293 

makes  it  all  the  more  to  be  regretted.  Last  year  a  very  successful  set  of 
Avorks  was  sent,  and  we  see  by  this  placard  that  a  similar  set  might  have 
been  forwarded  this  year  but  for  some  good  reason.  To  the  manufacturing 
cities  of  Massachusetts,  of  which  Fall  River  is  an  example,  this  instruction 
in  industrial  art  is  of  vital  importance.  It  will  supply  the  one  proved 
deficiency  of  our  industries;  and,  with  the  skill  which  this  element  of  taste 
can  give  them,  we  can  alone  face  the  competition  of  the  world,  which  is 
becoming  fiercer  and  more  general  day  by  day. 

The  absence  of  many  other  prominent  cities,  like  Lowell  and  Worces- 
ter, is  also  to  be  regretted,  though  we  are  infoi-med  that  local  exhibitions  in 
those  cities  have  taken  the  place  of  the  general  one  held  by  the  State.  It 
is  some  satisfaction  to  us  to  have  witnessed  a  gradual  compliance  with  the 
law  of  1870,  which  requires  industrial  drawing  to  be  taught  in  every  city 
of  Massachusetts,  so  that  now  no  city  has  neglected  to  provide  this  means 
of  improvement  for  its  citizens,  though  Chelsea  and  Somerville,  we  under- 
stand, do  not  now  comply  with  the  law  of  1870. 

The  State  Normal  Art  School.  —  The  full  representation  of  the  whole 
course  of  study,  extending  over  a  period  of  four  years,  is  now  made  more 
completely  than  in  any  previous  years.  In  the  work  of  the  school  may  be 
seen  the  chief  source  of  the  improvement  now  being  developed  in  the  whole 
field  of  industrial  art  education  in  the  State ;  for  there  is  not  a  city  or  town 
of  any  importance  in  it  that  has  not  been  influenced  by  the  instruction  pro- 
ceeding from  the  school.  The  practical  and  industrial  character  of  the 
education  given  in  all  of  the  classes  is  plainly  manifested  by  the  works  ex- 
hibited, and  a  reflex  of  these  charactei'istics  will  be  found  to  permeate  the 
general  education  of  the  State  from  its  influence  and  example. 

On  the  whole  we  are  well  satisfied  with  the  progress  displayed  by  the 
exhibition,  and  the  character  which  the  subject  has  gradually  assumed 
through  the  influence  of  such  exhibitions  in  the  past. 

(Signed)  C.  C  Perkins. 

Henry  Hitchings. 

Otto  Fuchs. 

Walter  Smith. 

The  Spread  of  Drawing  in  the  State. 

Though  this  could  not  be  suddenly  accomplished  by  the 
issue  of  any  fiat  or  passing  of  any  law,  irrespective  of  ancient 
prejudices  or  the  qualification  of  teachers  to  teach  the  subject, 
still  it  is  gradually  making  its  way  into  every  school. 

As  before  noted,  every  normal  scholar  for  many  years  past 
has  become  qualified  to  a  considerable  extent  to  teach  the 
elements  of  drawing  to  children ;  and  all  by  their  practice  in 
teaching  will  be  certain  to  improve.  The  instruction  given 
in  drawing  in  the  normal  schools  has  been,  as  a  rule,  excellent, 
and,  in  most  of  the  schools,  covering  a  sufficient  area  of  subjects  ; 
but  it  should  be  remembered  that  the  branches  upon  which  the 


294  BOARD   OF   EDUCATION. 

examinations  have  been  founded  —  viz.,  freehand  drawing  and 
design,' object  drawing,  memory  drawing,  and  tlie  instrumental 
drawing  of  plane-geometrical  problems  and  perspective  —  are 
all  helpful  to  each  other  ;  and,  without  a  fair  proficiency  in  them 
all,  none  can  be  quite  successfully  practised.  It  must  be  a 
matter  of  growth  before  all  this  is  understood  and  accom- 
plished, and  may  not  be  hurried.  When  the  children  now 
taught  to  draw  in  the  schools  shall  become  the  teachers,  they 
will  be  so  familiarized  with  the  subject  in  all  its  elementary 
branches  as  to  see  their  intimate  relationship  and  helpfulness 
the  one  to  the  other. 

It  has  been  a  subject  of  great  regret  to  me,  that  a  serious 
sickness  at  the  time  the  teachers'  institutes  were  held  prevented 
my  attending  them  in  person  this  year. 

For  though  the  responsibility  of  managing,  and  all  the  direc- 
tion and  examination  of,  the  Noi'mal  Art  School,  and  much 
of  the  teaching  also,  falls  upon  me,  and  absorbs  very  much 
of  my  time,  I  yet  feel  that  at  the  institutes  many  localities  and 
persons  may  be  reached  directly  that  it  is  difficult  otherwise  to 
affect. 

It  has  been  some  consolation  to  me  that  a  graduate  of  the 
Art  School,  who  has  been  working  for  five  years  under  my 
immediate  direction  and  personal  instruction,  should  have  been 
able  to  do  the  work  at  the  institutes  satisfactorily  in  my  tem- 
porary absence  from  them. 

Peogeamme  of  Drawing  foe  the  Public  Schools. 

By  request  of  the  Board  of  Education  I  have  drawn  up  a 
synopsis  of  a  course  of  study  for-  the  public  day-schools,  such  as 
might  give  teachers  and  members  of  school  committees  some 
guidance  and  information  concerning  the  object  and  character 
of  the  study. 

This  has  been  partly  done  before,  but  not  so  fully,  or  in  such 
detail,  as  it  is  now  presented. 

This  course  of  study  has  been  arranged  and  formulated  for 
the  assistance  of  those  whose  duty,  position,  or  inclination 
should  lead  them  to  teach  drawing. 

It  is  not  constructed  as  a  theory  to  be  launched  into  practice 
as  an  experiment  for  trial  by  new  hands.  No  subject  is  sug- 
gested, nor  method  described,  that  has  not  been  practised  by 
the  writer  as  a  teacher,  before  it  became  his  duty  to  submit  this 
plan  for  the  guidance  of  others. 


APPENDIX.  295 

It  is  practical  because  it  has  been  carried  out,  and  teachers 
are  not  now  asked  to  do  any  thing  which  the  author  of  this 
scheme  has  not  seen  done  before,  or  has  not  already  done  in 
his  own  experience.  Much  of  it  is  already  in  successful  opera- 
tion in  this  State  of  Massachusetts,  and  time  and  faith  alone 
are  required  to  secure  its  fulfilment  in  all  of  its  stages  every- 
where. 

The  information  conveyed  in  the  scheme  will,  it  is  hoped,  set 
some  people  thinking  about  the  practical  character  of  the  study, 
and  justify  its  place  in  the  public-school  educational  system. 
The  qualification  of  the  regular  teachers  to  teach  the  subject 
is  regarded  as  essential  throughout;  and  the  ground  to  be  cov- 
ered by  them  in  their  studies  is  indicated  by  the  courses  in  the 
three  grades  of  study  and  examination  for  certificate  awarded 
by  the  Normal  Art  School.  The  programme  of  these  courses 
is  given  at  the  end  of  the  scheme  in  an  extract  from  the  circu- 
lar of  the  school. 

As  this  scheme  is  the  most  important  contribution  towards 
the  advancement  of  art  education  in  the  State  that  I  have 
been  able  to  make  during  this  present  year  of  1879,  I  take  the 
liberty  to  hope  that  it  may  form  part  of  this  report  for  public 
distribution. 

Yours  faithfully, 

WALTER   SMITH, 
State  Director  of  Art  Education^  Mass, 


296  BOARD   OF   EDUCATION. 


SYNOPSIS   OF    A   GRADED   PROGRAMME   OF    DRAWING 
FOR  PUBLIC   SCHOOLS. 


Peeliminary  Statement. 

Exercises  in  drawing,  like  those  in  other  subjects  of  ele- 
mentary education,  must  be  adapted  to  the  average  capacity  of 
pupils  when  the  instruction  is  given  in  classes.  They  must  be 
progressive  and  connected,  from  the  lowest  class  to  the  highest ; 
but,  in  the  higher  classes,  when,  as  in  drawing  from  objects,  the 
instruction  becomes  individualized,  the  exercises  may  be  varied 
to  suit  the  varying  capacities  and  powers  of  individuals. 

Whilst  the  common  principles  of  representing  form  by  lines, 
shade,  or  color,  are  thus  to  be  taught  to  all,  unlimited  scope  for 
originality  in  the  application  of  forms  is  to  be  given  by  elemen- 
tary designing ;  the  practice  of  re-arranging  old  forms  in  new 
combinations,  or  originating  new  ornamental  treatments  of  nat- 
ural forms,  being  the  outlet  for  special  capacity. 

To  give  instruction  in  drawing  intelligently,  and  promote 
general  success,  teachers  should  take  pains  to  understand  the 
aim  and  object  sought  to  be  accomplished  by  the  study,  and 
have  in  their  minds  a  clear  idea  of  how  this  is  to  be  attained, 
so  that  they  may  all,  in  the  several  grades  of  their  schools,  be 
able  to  do  their  shares  of  the  work. 

This  necessitates  the  adoption  of  a  plan  or  programme  of 
drawing,  in  which  the  final  result  aimed  at  is  definitely  fol- 
lowed from  the  first,  every  grade  of  school  and  each  class  in 
the  grade  having  its  work  allotted  to  it,  advancing  from  the 
lower  and  preparing  for  the  higher  grades  or  classes  adjacent  to 
it  on  either  side. 

In  such  an  arrangement,  scheme,  or  plan  of  study,  the  ages 
and  mental  capacities  of  scholars  have  to  be  considered;  and,  as 
these  vary  in  individuals  of  the  same  grade  or  class,  an  average 
type  must  be  taken  and  provided  for  in  the  several  grades.  In 
a  well-considered  and  progressive  plan,  the  work  in  the  several 


APPENDIX.  297 

grades,  though  of  equal  importance  to  the  final  result,  will 
differ  in  subject  and  character,  according  to  its  place  in  the 
plan,  from  that  which  goes  before  or  follows  after  it,  just  as  the 
base,  shaft,  and  capital  of  the  column  are  unlike  each  other, 
though  together  they  form  one  object.  The  foundation,  super- 
structure, and  ornament  of  a  building  may  be  in  different  ma- 
terials, but,  associated,  become  one  fabric ;  so  the  drawing  in 
the  primary,  grammar,  and  high  schools  will  vary  if  it  is  to  be 
in  harmony,  and  each  note,  whether  high  or  low  in  the  scale, 
will  be  part  of  a  perfect  chord. 

From  this  point  of  view  it  becomes  of  great  importance  that 
the  essentials  of  knowledge  and  practice  should  be  given  in 
each  department,  so  that  none  may  be  omitted  or  repeated  use- 
lessly, none  be  wrongly  placed,  and  each  part  be  subordinated 
to  the  whole.  For  this  reason  it  has  been  thought  advisable 
to  submit  a  course  of  study  to  the  committees  and  teachers  of 
Massachusetts,  which,  having  been  in  operation,  and  proved  to 
be  practicable,  may,  in  its  main  features,  be  adopted  in  all  the 
schools  of  the  State.  Some  preliminary  remarks  may  here  be 
appropriately  made. 

The  drawing  required  to  be  taught  in  the  public  schools  is 
industrial  drawing,  not  pictorial  drawing.  It  has  been  so  de- 
fined in  the  statute,  because  the  accuracy  of  workmanship  and 
good  taste  in  design,  which  sound  instruction  in  drawing  im- 
parts to  the  creators  of  industrial  products,  are  of  general 
interest  and  pecuniary  value  in  manufactures,  whilst  the  men- 
tal habit  which  scientific  accuracy  and  love  of  the  beautiful 
will  develop  in  the  minds  of  all  will  be  a  social  advantage. 
Experience  has  proved  that  the  surest  way  of  elevating  public 
taste  and  improving  all  manufacturing  industries  is  to  educate 
all  the  people  in  the  elements  of  art  and  science  in  primary 
schools  (primary,  grammar,  and  high),  and  to  supplement  this 
by  instruction  in  technical  subjects  given  to  adults  in  second- 
ary schools  (schools  of  art  or  science,  or  the  evening  drawing- 
classes.)  This  will  give  general  information  to  the  public,  who 
are  consumers,  and  the  germs  of  a  developed  taste  to  all,  and 
special  instruction  to  the  few  originators  or  producers  whose 
occupations  require  great  manual  skill  or  higher  and  further 
knowledge  of  particular  branches  of  art  industry.  It  will  also 
open  the  door  wide  to  all  those  who  have  especial  tendencies  in 
a  creative  direction,  and  insure  that  no  budding  genius  be 
overlooked  or  misdirected, 
38 


298  BOARD   OF   EDUCATION. 

The  only  way  in  which  all  children  can  be  taught  to  draw, 
as  an  element  in  all  education,  is  by  the  qualification  of  all 
teachers,  according  to  their  several  grades,  to  give  the  instruc- 
tion. Special  teachers  are  out  of  their  places  when  employed 
to  teach  an  elementary  subject  in  the  primary  grades  of  school ; 
and  any  such  instruction  given  by  them  will  be  costly,  ineffi- 
cient, and  will  gradually  disappear,  because  the  pupils  will  not 
be  sufficiently  interested  to  learn  well  any  thing  which  their 
appointed  guides,  the  regular  teachers,  are  not  sufficiently  inter- 
ested in  to  learn  at  all. 

It  follows,  then,  that  the  first  step  towards  the  introduction 
of  drawing  into  public  schools  upon  sound  principles,  educa- 
tionally and  economically,  is  by  the  appointment  in  the  future, 
of  those  teachers  only  who  are  qualified  to  teach  drawing, 
and  by  the  instruction  of  present  teachers  who  are  not  now 
qualified  to  teach  the  subject.  The  first  part  of  this  condition 
(the  qualification  of  teachers  who  are  appointed  in  the  future) 
is  made  certain  by  the  instruction  given  in  the  State  Normal 
Schools  to  future  teachers ;  the  second  part  (the  giving  of 
instruction  to  unqualified  teachers  now  in  service)  is  made 
practicable  through  the  teachers  trained  in  the  State  Normal 
Art  School.  There  are  at  present  qualified  teachers  of  drawing 
who  have  been  trained  in  and  certificated  by  the  Art  School, 
ready  to  be  employed  by  school  committees  in  giving  courses  of 
normal  lessons  to  teachers  of  public  schools,  whose  qualifications 
and  addresses  may  be  ascertained  on  application  to  the  school. 
The  cost  of  their  employment  would  not  be  great,  and  would 
only  be  incurred  for  a  time ;  and  the  State  Board  of  Education 
having  thus  made  provision  whereby  every  school  committee 
in  the  State  may  comply  with  the  law  of  1870,  and  have  indus- 
trial drawing,  in  its  elementary  stages,  taught  in  the  schools 
under  their  charge,  it  is  to  be  hoped  and  expected  that  instruc- 
tion in  the  subject  will  hereafter  become  general,  and  as  much 
a  matter  of  course  as  instruction  in  the  other  elementary  sub- 
jects with  which  it  is  grouped,  —  reading,  writing,  and  arith- 
metic. 

To  facilitate  this  much  desired  result,  the  following  epitome 
of  a  general  plan  has  been  prepared.  It  is  addressed  to  teach- 
ers, not  to  pupils ;  and  therefore  technical  terms  have  been 
used  without  explanation,  which  will  require  thorough  illus- 
tration to  pupils.     Those  teachers  who  have  attended  courses 


APPENDIX.  299 

of  lessons  in  drawing  will  have  no  difficulty  in  understanding 
and  explaining  them,  and  tkose  who  are  self-taught  will  be 
too  well  acquainted  with  text-books  to  need  such  information 
here.  It  is  presupposed  that  those  w^ho  have  to  teach  an 
element  of  education  will  be  practically  and  theoretically 
acquainted  with  it ;  and  these  suggestions,  therefore,  are  made 
with  a  view  of  showing  what  to  teach,  rather  than  the  method 
of  teaching  it.  All  teachers  who  are  competent  to  teach 
writing  and  arithmetic  can  readily  qualify  themselves  to  teach 
drawing,  which,  in  its  elementary  stages,  is  but  a  combination 
of  the  two  applied  to  form,  and  appealing  to  the  mind  through 
the  eye ;  nor  does  it  require  exceptional  taste  or  great  manual 
skill  to  teach  elementary  drawing  to  children.  In  so  far 
as  the  subject  applies  to  regular  forms,  upon  which  a  knowl- 
edge of  irregular  forms  must  be  based,  whether  plane  or  solid, 
and  even  to  the  extent  of  the  appearance  of  objects,  and 
effects  of  light  and  shade  upon  them,  all  is  dependent  on  the 
understanding  and  reasoning  powers,  and  not  upon  taste  or 
manual  skill.  The  truths  of  the  multiplication-table  are  not 
dependent  on  the  beauty  of  the  written  numerals,  and  form  is 
as  much  a  matter  of  proportion  as  arithmetic.  The  sense  or 
dignity  of  a  sentence  does  not  come  from  the  skill  shown  in 
the  handwriting,  but  in  the  thing  said,  and  the  graceful  and 
grammatical  mode  of  expression :  so,  in  drawing,  the  value 
of  a  work  arises  from  its  truth  as  much  as  from  its  style ;  and 
its  chief  value  in  education  is,  that  it  may  have  made  its  pro- 
ducer capable  of  seeing  what  was  invisible  to  him  before  he 
made  it,  think  new  thoughts,  and  cast  away  old  ignorance. 
This  applies  to  the  elementary  branches  of  drawing,  and  may 
or  may  not  be  applicable  to  its  more  exalted  phases ;  but  it  is 
because  teachers  have  to  do  with  these  elements  that  the  dis- 
tinction should  be  made,  and  the  difference,  if  any,  be  explained. 
In  general  education  we  have  to  teach  what  can  be  learnt  by 
all,  and  is  useful  directly  or  indirectly  to  all,  leaving  to  ad- 
vanced and  special  education  that  which  may  be  required  by 
the  few,  or  possible  of  attainment  only  to  gifted  or  fortunate 
persons  with  peculiar  privileges,  whose  needs  are  not  of  public 
concern. 

The  following  propositions  define  the  position  taken  on  this 
question  of  industrial  drawing  in  the  public  schools :  — 

1.  All  children  who  can  be  taught  to  read,  write,  and  cipher, 
can  be  ta^ught  to  draw, 


300  BOARD   OF   EDUCATION. 

2.  Drawing,  by  the  law  of  Massachusetts,  is  required  to  be 
taught  to  every  child  as  an  element  of  general  education,  like 
reading,  writing,  and  arithmetic. 

3.  As  an  elementary  subject,  it  should  be  taught  by  the  regu- 
lar teachers,  and  not  by  special  instructors. 

4.  The  true  function  of  drawing  in  general  education  is  to 
develop  accuracy  of  perception  and  to  exercise  the  imagination, 
thereby  tending  to  produce  a  love  of  order  and  to  nourish 
originality. 

6.  Educationally,  drawing  should  be  regarded  as  a  means  for 
the  study  of  other  subjects,  such  as  geography,  history,  mechan- 
ics, design.  In  general  education  it  is  to  be  considered  as  an 
implement,  not  as  an  ornament. 

6.  The  practice  of  drawing  is  necessary  to  the  possession  of 
taste  and  skill  in  industry,  and  is  therefore  the  common  element 
of  education  for  creating  an  enjoyment  of  the  beautiful,  and 
for  a  profitable,  practical  life. 

7.  In  the  primary,  grammar,  and  high  schools,  drawing  is 
elementary  and  general ;  in  the  normal  and  evening  schools, 
advanced  and  special,  —  for  teaching  purposes  in  the  first,  and 
for  skilled  industry  in  the  second. 

8.  Good  industrial  art  includes  the  scientific  as  well  as  the 
artistic  element;  science  securing  the  necessity  of  true  and 
permanent  workmanship,  art  contributing  the  quality  of  at- 
tractiveness and  beauty.  The  study  of  practical  art  by  drawing 
should  therefore  comprehend  the  exactness  of  science  by  the 
use  of  instruments,  as  in  geometrical  drawing  and  designing, 
and  the  acquisition  of  knowledge  of  the  beautiful,  and  manual 
skill  in  expression,  by  freehand  drawing  of  historical  master- 
pieces of  art  and  choice  natural  forms. 

9.  Drawing  may  now,  therefore,  take  its  legal  place  in  the 
public  schools  as  an  element  of,  and  not  as  a  specialty  in,  edu- 
cation, at  as  little  cost  as  any  other  equally  useful  branch  of 
instruction,  with  the  prospect  that  at  a  future  time  as  many 
persons  will  be  able  to  draw  well  as  can  read  and  write  well, 
and  as  large  a  proportion  be  able  to  design  well  as  to  produce 
a  good  English  composition. 

The  terms  and  periods  of  study  are  so  various  in  different 
localities,  — ■  some  committees  dividing  the  school  year  equally 
into  two  terms,  and  others  into  more,  or  not  dividing  it  at  all, 
•:—  that  I  have  not  considered  it  advisable  to  make  any  divisiori. 


APPENDIX.  301 

of  the  year.  The  group  of  studies  allotted  to  each  year  can  be 
adapted  by  the  authorities  to  suit  the  general  regulations,  and 
fit  into  arrangements  upon  which  the  other  subjects  are  studied. 
It  has  been  assumed  that  public  schools  will  be  divided  some- 
•what  as  follows  :  — 

Primary  and  Intermediate,  ^ 

Grammar,  and  '  >  Primary  and  General. 

High  Schools,  ) 

Normal,  ^ 

Drawing,  Free  Evening,  &c.,  I 

Industrial,  and  f  Secondary  and  Special 

Normal  Art  Schools, 


The  scheme  now  submitted  refers  only  to  the  first  group  of 
schools ;  but  it  is  my  intention,  as  soon  as  possible,  to  publish 
a  complete  curriculum  of  study  for  the  second  group  of  four 
grades  of  schools,  based  on  experience  derived  from  the  con- 
duct of  such  institutions.  Meanwhile,  it  is  not  considered 
necessary  to  delay  the  issue  of  this  first  instalment  of  a  com- 
plete plan,  because  it  will  be  in  no  degree  affected  by  the 
second. 

It  will  be  seen  that  the  school-life  in  primary  and  general 
schools  is  divided  into  twelve  years  of  practice,  —  three  for 
primary,  six  for  grammar,  and  three  for  high  schools.  And 
the  same  scheme  may  be  adapted  to  any  system  or  nomencla- 
ture of  grading,  if  it  be  made  to  represent  the  years  of  study 
in  the  order  and  sequence  for  each  year  as  arranged. 

PRIMARY   AND   INTERMEDIATE   SCHOOLS. 
FIRST   TEAR. 

Two  hours  per  week.  Four  lessons,  half  an  hour  each.  Pupils  draw  on 
slates;  teachers,  on  blackboard. 

Subjects  of  Lessons.  —  1.  Drawing  from  blackboard  straight  hnes  and 
their  combinations.  2.  Drawing  from  dictation.  3.  Drawing  from  memory. 
4.  Design,  or  inventive  drawing.     One  lesson  in  each  division  every  week. 

1.  Freehand.  —  Pupils  to  be  taught  the  names  of  lines;  as 
straight  or  curved.  The  names  distinguishing  straight  lines  in 
different  positions ;  as  vertical  or  upright,  horizontal  or  level, 
oblique  or  slanting.  The  relation  of  lines  to  each  other;  as 
parallel  lines,  or  at  angles  with  each  other ;  the  names  of  such 
angles ;  as  right,  acute,  obtuse,  —  the  teacher  using  the  common 


302  BOARD   OF  EDUCATION. 

names  to  describe  these.  The  combination  of  lines  and  angles 
to  make  figures ;  as  triangles,  square,  rhombus,  and  rhomboid. 
The  names  of  the  different  triangles.  The  division  of  lines 
into  equal  parts ;  their  sub-division.  The  division  of  figures 
by  lines,  and  names  of  dividing  lines ;  as  diagonal  and  diame- 
ter. Drawing  from  blackboard,  by  direction  and  instruction 
of  teacher,  forms  of  objects  or  simple  patterns  of  ornament,  all 
composed  of  straight  lines.  Length  of  lines  and  size  of  figures 
to  be  tested  by  rule  and  measure  after  being  drawn. 

2.  Dictation.  —  Drawing  the  same  or  similar  exercises  from 
oral  description,  without  blackboard  illustrations,  beginning 
with  single  lines  in  defined  positions,  then  two  or  more  com- 
bined. Simple  figures  and  their  divisions,  to  teach  names  in 
connection  with  forms.  Variations  of  previous  exercises  to 
impress  the  value  of  names ;  such  as  diagonal  and  diameter. 
Ruling  lines  of  given  length  through  given  points.  Measuring 
the  length  of  indefinite  lines  already  ruled. 

3.  Memoey.  —  Drawing  from  memory  examples  already 
worked,  forms  or  objects  which  are  described  by  name ;  such  as 
the  Greek  or  Latin  cross.  Patterns  remembered  from  copies  on 
the  blackboard.  Teach  practical  accuracy  of  work  by  requiring 
pupils  to  measure  the  length  of  lines  by  the  inch-measure  after 
a  fair  effort  has  been  made  by  freehand,  and  test  the  straight- 
ness  of  lines  by  the  ruler,  and  the  size  of  regular  figures  in  the 
same  manner  and  by  the  same  means.  Encourage  observation, 
create  ideas,  and  teach  how  to  name  lines  and  forms  by  ques- 
tioning pupils  about  right  and  wrong  interpretations  of  terms, 
always  illustrated  by  diagrams  made  by  teachers,  and  sketches 
on  slates  by  pupils.  Occasionally  draw  an  outline  of  some  well- 
known  simple  object  on  the  board,  and  call  for  criticism  and 
analysis  of  its  shape  by  the  class.  Then  cover  it  up,  and  re- 
quire the  pupils  to  draw  it  from  memory.  Uncover  it,  and  com- 
pare the  copies  with  the  original. 

4.  Design,  oe  Inventive  Drawing.  —  Drawing  of  regular 
forms  —  as  the  square,  triangle,  oblong  —  with  ruler,  and  of  a 
required  size  by  measure.  Dividing  them  into  equal  parts. 
Filling  each  part  with  similar  shapes,  made  by  straight  lines, 
or  any  form  the  pupil  may  choose.  Explain  symmetry  and  rep- 
etition. Inventive  drawing  to  be  a  recreation  or  amusement, 
and  pursued  as  in  kindergarten  schools.  Children  unable  to  do 
it,  to  be  allowed  to  rest,  and  watch  those  who  can,  and  never  to 


APPENDIX.  303 

be  distressed  b}^  their  work.  The  first  exercises  to  be  in  draw- 
ing the  second  side  of  a  symmetrical  form  or  object,  one  side 
being  given  on  one  side  of  a  central  vertical  line ;  to  teach  bal- 
ance and  symmetry.  To  repeat  a  given  unit  in  the  remaining 
division  of  a  form,  the  first  being  given,  to  teach  repetition. 
Thus,  a  star  given  in  one-third  of  an  equilateral  triangle,  to  re- 
peat it  in  the  other  two-thirds ;  or  a  cross  given  in  the  fourth 
of  a  square,  to  repeat  it  in  the  remaining  three-fourths.  These 
units  must  be  given  first,  before  the  pupils  can  invent  their 
own.  In  each  lesson  try  to  make  a  distinct  impression  about 
some  one  point,  —  either  what  symmetry  is,  or  the  name  of  some 
combination  of  lines,  or  how  the  pencil  should  be  held,  or  how 
the  head  should  be  placed  when  the  drawing  is  being  made ; 
and  never  try  to  teach  more  than  one  thing  in  any  one  lesson. 
Be  content  in  criticising  to  correct,  or  call  attention  to,  one 
deficiency  at  a  time,  or  at  a  lesson,  leaving  the  others  for  future 
remark. 

SECOND  YEAE. 

Two  hours  per  week.  Four  lessons  of  half  an  hour  each.  Pupils  draw 
on  slates;  teachers,  on  blackboard.     Card  copies  for  each  pupil. 

Subjects  of  Lessons.  —  1.  Drawing  from  blackboard  straight  lines  and 
curves  in  combination.  2.  Drawing  from  dictation.  3.  Drawing  from 
memory.  4.  Design,  or  inventive  drawing.  One  lesson  in  each  division 
in  every  week. 

1.  Freehand.  —  Curves  explained:  the  simple  curve,  as 
struck  from  one  centre,  being  therefore  part  of  a  circle  ;  the 
compound  curve,  struck  from  more  than  one  centre,  as  the 
ogee  curve,  or  line  of  beauty.  The  circle,  and  its  parts  and 
divisions,  drawn-  and  explained.  The  ellipse  and  ovoid  ex- 
plained. Polygons,  regular  and  irregular.  Combinations  of 
curves  and  straight  lines  to  produce  geometric  figures ;  as  semi- 
circles on  the  sides  of  equilateral  triangle  or  square.  Forms  of 
objects  —  as  kite,  top,  egg  and  egg-cup,  mouldings,  or  borders  — 
made  by  simple  curves  and  straight  lines.  Vases,  teacups, 
pitchers,  glasses,  mugs,  rosettes,  and  star-like  repetitions.  Sim- 
ple and  compound  curves,  balanced  symmetricaily  on  opposite 
sides  of  a  straight  line  or  axis.  Common  objects  and  patterns 
drawn  from  blackboard.  The  same  from  card  copies.  Enlarge- 
ment (from  cards)  and  reduction  (from  blackboard)  in  size, 
explained  and  illustrated.  Forms  of  conventional  leaves,  buds, 
and  flowers,  drawn  and  repeated   upon  vertical  or  horizontal 


304  BOARD   OF  EDUCATION. 

lines,  or  in  rosette  shape,  about  a  centre.  Compound  curves  in 
the  outlines  of  pitchers,  vases,  &c.  Freedom  and  rapidity  of 
work  to  be  aimed  at.  Tangency  of  curves  with  curves,  and 
curves  with  straight  lines,  explained  and  illustrated  by  examples 
to  be  drawn. 

2.  Drawing  from.  Dictation.  —  Polygons  of  even  number 
of  sides,  and  the  circle  and  its  parts,  of  given  dimensions,  drawn 
from  oral  instruction,  without  copies  or  use  of  blackboard  by 
teacher,  except  to  explain  mistakes  when  the  lesson  is  over. 
Lines  of  required  length,  and  regular  forms  of  given  size,  to 
be  drawn  sometimes  by  freehand  alone,  and  tested  by  rules 
and  measure  ;  at  other  times,  entirely  by  the  rule  and  measure. 
Comparison  and  analysis  of  geometric  forms,  —  square  with 
rhombus,  oblong  with  rhomboid.  Proportion  illustrated  and  ex- 
plained, comparing  form  with  form,  and  number  with  number. 
In  early  lessons  dictate  to  the  class  a  simple  form,  step  by  step, 
and  draw  it  on  the  board  —  as  each  step  is  described  completely 
—  from  beginning  to  end.  When  the  lesson  is  thus  given,  ex- 
amine and  correct  the  work  only  at  the  end  of  the  lesson,  or 
at  most  twice  during  the  lesson.  Teach  economy  of  time  in 
working  with  rule  and  measure. 

3.  Drawing  from  Memory.  —  Exercises  already  worked 
under  the  head  of  freehand,  dictation,  or  design.  Grouping  of 
the  geometric  definitions ;  as  three  positions  of  a  straight  line, 
three  triangles,  four  four-sided  figures,  the  circle  and  its  parts. 
Or  a  pattern  in  which  either  the  circle,  or  part  of  it,  the  oval,  or 
the  ellipse  (lemon)  has  been  used ;  or  one  entirely  composed  of 
straight  lines.  Vases  of  simple  construction,  drawn  previously 
from  blackboard,  and  rosettes,  in  which  the  element  of  repeti- 
tion is  simple,  are  good  examples  for  memory  drawing ;  the  ele- 
ment of  repetition  being  easy  to  remember,  and  its  repetition 
filling  the  given  space.  Have  the  same  exercise  drawn  from 
memory  several  times,  to  form  the  habit  of  remembering ; 
refreshing  the  memory  by  drawing  the  exercise  on  the  board, 
and  correcting  previous  errors  by  the  pupils,  before  each  repeti- 
tion of  the  same  lesson.  Draw  on  the  board  the  outline  of  some 
simple  form,  —  as  a  leaf,  lemon,  or  apple,  —  and  leave  it  for 
the  pupils  to  look  at  for  a  week  previous  to  the  memory  exer- 
cises. When  that  exercise  comes,  cover  up  the  drawing,  and 
let  the  class  see  by  their  sketches  how  much  they  can  remember 
of  the  form.     When  they  have  done  this,  uncover  the  drawing, 


APPENDIX.  305 

and  let  each  pupil  compare  and  correct  this  with  and  from  the 
original.  Vary  the  mode  and  subject  of  the  memory  exercises. 
4.  Design,  oe  Inventive  Drawing.  —  Geometric  forms  in 
which  curves  are  employed  either  alone,  as  in  circle,  or  asso- 
ciated with  straight  lines,  as  in  quatrefoils  or  trefoils  on  the 
sides  of  squares  or  triangles,  to  be  used  as  the  enclosing  forms 
for  designs  ;  or  the  hexagon  or  octagon,  without  curvilinear  ad- 
ditions. For  material,  use  the  leaves  of  plants,  or  leaves  and 
open  flowers,  to  be  repeated  round  the  centre  of  the  enclosing 
form  an  even  number  of  times.  All  measurements  to  be  made 
by  the  inch-measure,  and  all  straight  lines  to  be  ruled.  Leaves 
of  the  simplest  kind  —  such  as  the  heart-shaped  trefoil,  leaves, 
buds,  or  flowers  —  to  be  given  as  materials,  and  the  placing  of 
them  suggested  in  the  form  chosen.  Much  help  from  the  teach- 
er will  be  required  by  the  pupils ;  and  it  must  be  given  with 
the  hope  of  creating  interest  and  confidence  and  the  love  of 
arrangement.  At  convenient  times  of  the  year  the  teacher  might 
obtain  natural  leaves  and  flowers,  arranging  them  to  fill  geo- 
metric shapes,  drawn  with  chalk  on  the  blackboard  ;  the  leaves 
and  flowers  to  be  pinned  upon  the  board,  or  made  adhesive  by 
mucilage. 

General  Remakks  on  the  Slate-Deawing  of  the  Fiest 
AND  Second  Yeaes  in  Peimaey  Schools. 

The  practice  of  drawing  in  the  lower  classes  of  the  primary 
schools  is  to  awaken  thought,  and  give  ideas  of  form  ;  to  •  learn 
the  names  by  which  lines  and  forms  are  described  and  called  in 
teaching  drawing ;  to  acquire  a  little  knowledge  of  the  alphabet 
and  vocabulary  of  the  language  of  form  ;  and  it  cannot  be  too 
strongly  impressed  upon  the  teacher,  that  manual  skill  or  exact 
knowledge  is  not  here  to  be  expected  from  the  average  pupil. 
It  is  not  well  to  urge  the  pupils  too  much  in  the  direction  of 
making  very  good  lines  or  very  perfect  shapes  by  the  free  hand 
alone.  They  should,  however,  be  taught  how  to  make  a  good 
straight  line  with  the  ruler  in  the  dictation  or  memory  exer- 
cises ;  and  it  will  be  found  that  this  education  of  both  eye  and 
hand  will  materially  help  the  freehand  practice.  The  sort  of 
line  to  be  looked  for  is  an  even  one,  whether  thin  or  thick  is  of 
no  consequence ;  and  the  test  of  a  drawing  should  be  its  at- 
tempt to  display  the  truth  of  a  definition  or  form,  rather  than 
the  refinement  or  elegance  of  its  presentation,  which  is  of  sec- 

39 


306  BOARD   OF   EDUCATION. 

ondaiy  importance  at  this  stage.  To  teach  drawing  at  this 
stage  is  to  give  information. 

Geometric  definitions  should  be  learnt  by  drawing  them,  and 
not  by  memorizing  the  words  in  which  they  are  described. 
The  correct  idea  of  a  line  or  a  form  (as,  for  instance,  an  oblique 
line  or  a  square)  should  come  first  by  teaching  what  it  is  not, 
as  well  as  what  it  is,  appealing  through  the  eye  to  the  under- 
standing, as  in  object- teaching  ;  next,  the  drawing  of  the  form ; 
and  lastly,  further  on,  the  words  which  define  it.  The  theory 
of  a  definition  in  words  is,  that  it  should  reflect  an  image  which 
exists  in  the  child's  mind,  and  not  be  a  substitute  for  that 
image  uttered  by  the  tongue.  The  test  of  knowledge  is  the 
drawing. 

In  the  design  or  inventive  exercises  a  definite  amount  of 
recreation  and  full  scope  should  be  given ;  encouragement  and 
help  be  generously  distributed,  but  blame  never.  Even  cor- 
rection of  the  productions  should  be  the  exception,  not  the 
rule,  remembering  that  the  work  is  only  for  the  gentle  exercise 
of  the  arranging  or  originating  faculty,  and  not  for  its  severe 
training,  which  will  come  further  on. 

The  position  of  the  pupils  when  drawing,  and  the  holding  of 
the  pencils,  should  be  attended  to,  though  no  one  position  is 
infallible  or  suitable  to  all ;  and  they  should  be  allowed  and 
encouraged  to  turn  the  slate  around  so  as  to  find  the  easiest 
position  in  which  to  draw  every  part  of  the  exercise.  Pencils 
should  never  be  shorter  than  the  length  of  palm  and  fingers 
of  the  pupil's  hand,  and  be  kept  pointed,  so  that  the  eye  may 
follow  the  point  in  its  work.  The  head  should  be  kept  a  foot 
away  from  the  slate,  that  the  hand  may  have  freedom,  and 
the  eye  take  in  all  the  work  at  once. 

The  central  vertical  line  of  the  examples,  if  the  form  be 
symmetrical,  should  always  be  the  first  line  drawn,  and,  as  a 
rule,  the  longest  and  most  important  of  the  constructional  lines 
next,  and  then  the  lines  of  the  form.  All  drawings  to  be  at  least 
four  or  six  inches  in  height  or  width,  or  as  large  as  the  slate 
will  conveniently  allow.  It  is  to  be  understood  that  the  aver- 
age age  and  average  intelligence  of  classes  will  vary  as  much 
as  the  individuals  in  each  class  vary,  according  to  their  sur- 
roundings or  circumstances.  The  programme  is  therefore  to  be 
adapted  by  teachers  to  suit  the  varying  condition  of  classes  as 
well  as  individuals,  and  its  object  be  aimed  at,  even  if.  not  at- 


APPENDIX.  307 

tained.  It  must  never  be  forgotten  that  the  reason  for  teach- 
ing drawing  to  children  so  young  is  to  give  them  information 
by  appealing  to  the  senses,  which  are  as  well  developed  in  the 
young  as  in  the  old ;  and  not  to  secure  the  skill  or  accuracy 
which  come  of  developed  powers  of  perception  or  reason.  To 
be  in  a  healthy  condition,  the  drawing  in  primary  classes  should 
be  on  the  same  plane  as  the  reading  or  writing,  as  to  perform- 
ance ;  and  in  sense  of  proportion,  it  should  be  on  a  level  with 
the  counting  and  first  exercises  in  arithmetic.  The  letters  of 
the  alphabet  and  the  numerals  must  be  learned  by  name,  and 
distinguished  by  making  their  forms,  somewhere ;  and  so  also 
must  reading  and  writing:  and  the  place  usually  assigned  to 
this  is  the  primary  school.  This  is  true  also  about  the  ele- 
ments or  alphabet  of  drawing,  —  the  straight  line  and  curve, 
and  names  given  to  them  separately  and  combined.  In  no  sub- 
ject is  the  pupil  to  be  distressed,  but  encouraged,  helped,  and 
comforted,  and  the  desire  created  to  know  more  and  do  more 
for  the  enjoyment  of  the  thing,  just  as,  when  being  told  a  good 
story,  children  are  more  eager  to  have  it  go  on,  that  they  may 
know  how  it  ends,  than  have  it  broken  off  in  the  middle,  or  be 
interrupted  at  the  most  interesting  time. 

THIKD  YEAE. 

Two  hours  per  week.  Four  lessons  of  half  an  hour  each.  Pupils  draw 
ou  paper;  teachers,  on  blackboard. 

SuB.jECTs  OP  Lessons.  —  1.  Freehand  from  copies  of  straight-line  forms 
duiing  first  half-year,  and  of  curved  forms  in  second  half-year.  2.  Drawing 
from  dictation.    3.  Drawing  from  memory.    4.  Design,  or  inventive  drawing. 

1.  Freehand.  —  Pupils  commence  to  draw  on  paper,  and 
learn  the  use  of  the  lead-pencil  and  rubber.  Review  the  work 
done  in  the  first  year  on  slates,  —  the  definitions  and  straight- 
lined  forms  first,  and  the  curved  exercises  of  the  second  year's 
slate-work  next.  Avoid  giving  new  exercises  not  drawn  before ; 
the  proper  use  of  paper,  pencil,  and  rubber  being  enough  to 
teach  at  first.  The  pencil  is  to  be  held  softly  in  sketching,  and 
the  line  made  at  first  to  be  a  very  faint  one.  In  finishing  or 
lining  in  the  exercises,  the  pencil  is  to  be  held  more  upright 
and  more  firmly,  and  a  distinct  line  be  made.  The  rubber  to 
be  used  sparingly.  Strive  after  uniformity  of  line  as  to  depth 
of  tone  and  thickness,  not  too  thick.  In  this  branch  there  must 
be  no  ruling  of  lines,  —  all  to  be  drawn  by  freehand ;    but  all 


308  BOARD   OF  EDUCATION. 

work  is  to  be  tested  before  being  finislied.  Refer  to  subjects 
and  directions  for  first  and  second  year's  work.  Add  to  these 
the  bud  and  flower  of  the  Egyptian  lotus  form. 

2.  Deawing  from  Dictation.  —  Straight-line  exercises  first, 
and  afterwards  those  in  which  simple  curves  occur  in  combina- 
tion with  straight  lines  sketched  from  oral  description  alone ; 
then  drawn  on  the  board  by  the  teacher,  the  pupils  to  correct 
their  work,  if  necessary,  from  the  teacher's  interpretation, 
before  finishing.  When  the  subject  is  simple,  let  one  of  the 
pupils  draw  it  on  the  board,  and  the  others  criticise  his  work 
as  it  progresses.  Explain  the  measures  of  the  base  and  altitude 
of  a  simple  curve  by  examples,  and  show  the  effect  of  varying 
one  feature  and  not  the  other. 

3.  Drawing  from  Memory.  —  The  subject  to  be  stated  by 
the  teacher  in  some  cases  for  the  whole  class  to  take ;  in 
others,  each  pupil  to  be  left  to  draw  what  he  can  best  remem- 
ber of  an  exercise  previously  drawn.  Follow  general  directions 
given  for  first  and  second  year,  as  to  subject  and  method,  repe- 
tition on  paper  being  the  only  new  work. 

4.  Design,  or  Inventive  Drawing.  —  Subjects  to  be  given 
by  teachers,  such  as  leaves  or  front  views  of  flowers,  to  be  used 
to  fill  simple  geometric  forms;  as  the  equilateral  triangle, 
square,  circle,  or  oblong :  the  unit  of  repetition  to  be  repeated 
around  a  centre,  or  on  a  horizontal  or  vertical  line  or  axis. 
Expect  only  childish  work,  and  be  satisfied  with  it. 

General  Remarks. 

The  chief  work  to  be  done  during  this  year  is  to  fix  or  refresh 
in  the  mind  and  memory  by  a  deliberate  review  —  and  using 
new  materials,  lead-pencil  and  paper  —  that  which  has  been 
learnt  before  in  the  previous  classes,  much  of  which  will  have 
been  forgotten ;  also  to  commence  the  practice  of  drawing  upon 
paper,  which  is  in  many  ways  different  from  slate-drawing, 
and  needs  more  attention  to  individuals  in  the  class.  About 
methods  of  sketching  with  the  lead-pencil,  it  may  be  said  that 
there  is  this  difference  between  learning  to  draw  and  learning 
to  write :  in  writing,  the  pupil  is  taught  to  make  the  best  copy 
of  a  given  letter,  and  to  leave  it  when  made  without  altera- 
tion, proceeding  to  write  others  in  greater  or  lesser  numbers 
with  fresh  observation,  until  the  improvement  comes.  In 
drawing,  this  is  not  the  process:    for  the  pupil  who  makes  a 


APPENDIX.  309 

bad  line  or  form  is  not  allowed  to  leave  it,  and  go  on  to  make 
others  of  a  similar  kind,  but  should  be  shown  how  to  correct 
the  wrong  line,  and  thus  improve  it ;  so  that,  when  he  proceeds 
to  make  another,  it  shall  be  from  the  starting-point  of  his  cor- 
rected work.  If  teachers  will  realize  this  difference,  they  will 
see  that  the  first  sketch  of  a  drawing  should  be  made  in  faint 
lines,  as  being  the  easier  to  correct  if  wrong ;  and  they  will 
also  see  that  to  forbid  the  use  of  rubber  for  correction  is  not 
wise  educationally,  and,  as  a  rule,  is  cruel  personally  to  many. 
Pencils  such  as  H  H  H  or  H  H,  are  too  hard  for  children,  H  or 
F  being  usually  quite  hard  enough.  Soft  pencils  in  use  create 
a  delicate  touch.  The  book  may  be  turned  about,  and  put  in 
the  most  convenient  position  in  which  to  draw  any  part  of 
the  exercise. 

The  examples  in  books  are  not  intended  to  dispense  with  the 
use  of  the  blackboard  for  illustration  by  the  teacher  to  explain 
principles  and  show  errors  of  workmanship,  but  to  insure  that 
all  pupils  shall  have  accurate  copies  to  work  from,  and  see 
them  equally  well  at  the  right  distance  from  the  eye.  This  is 
impossible  when  the  blackboard  is  alone  used ;  for  only  a  few 
pupils  can  see  the  examples  on  it  truly,  and  few  teachers  with 
large  classes  can  have  time  to  make  such  accurate  drawings 
on  the  board  as  would  serve  for  copies,  without  neglecting  the 
individual  instruction  which  the  pupils  should  also  receive. 
Very  rough  impromptu  sketches  on  the  board  -will  illustrate 
principles ;  and  this  was  the  use  that  Agassiz  made  of  them,  not 
to  illustrate  drawing,  but  the  subject  drawn.  No  one  who  can 
make  a  drawing  worth  looking  at  will  ever  waste  his  life  by 
making  it  on  a  blackboard ;  and  no  one  but  caricaturists  and 
teachers  make  use  of  the  board  rightly,  —  the  one  for  amuse- 
ment, the  other  for  rough  diagrams  explaining  principles. 

GRAMMAR   SCHOOLS. 
FIEST  TEAR. 

One  hour  and  a  half  per  week.  Two  lessons,  three-quarters  of  an  hour 
each.     Pupils  draw  on  paper;  teachers,  on  blackboard. 

Subjects  of  Lessons.  —  1.  Freehand  from  copies.  2.  Drawing  from 
dictation.     3.  Drawing  from  memory.     4.  Design,  or  inventive  drawing. 

1.  Freehand.  —  Drawing  on  paper  continued.  Abstract 
curves  on  large  scale.     The  spiral.    Polygons  of  uneven  number 


810  BOARD   OF   EDUCATION. 

of  sides ;  as  five,  seven.  The  progressive  order  in  making 
drawing  studied :  viz.,  (1)  construction-lines ;  (2)  sketch  of 
form ;  (3)  erasure  of  construction-lines,  and  finishing  the  draw- 
ing. Simple  details  of  historic  ornament ;  as  Greek  mouldings, 
&c.  Spacing  out  of  work.  Proportion  arising  from  subdivision 
of  the  axis  or  main  line.  ["  The  whole  and  each  particular 
member  should  be  a  multiple  of  some  simple  unit."  —  Owen 
Jones.']  Repetition  of  parts  as  shown  in  mouldings  and  rosettes. 
Geometric  basis  of  irregular  forms,  and  geometric  construction 
of  objects  ;  such  as  vases,  pitchers,  &c.  Illustrations  of  vertical, 
horizontal,  and  central  repetition  in  mouldings  and  rosettes. 
Explain  what  is  meant  by  drawings  showing  two  dimensions, 
length  and  breadth  only,  by  sketches  of  solids,  showing  the 
three  dimensions,  adding  thickness  to  length  and  breadth. 

2.  Dictation.  —  Base  and  altitude  of  simple  curves  further 
explained,  and  short  exercises  given  to  illustrate  the  names 
used.  Influence  of  compound  curves  in  profiles  or  outlines 
of  objects.  Description  of  compound  curves  by  reference  to 
proportion  of  bases  and  altitudes.  Reversing  of  direction  of 
curves,  as  related  to  a  straight  line.  Association  of  curves  with 
straight  lines  to  produce  regular  geometric  figures  accurately 
described  by  teacher,  and  drawn  from  oral  direction  by  pupils. 

3.  Memory.  —  Building  up  of  the  power  to  remember  by 
adding  simple  irregular  forms  to  regular  geometric  figure ;  as 
rosettes  in  square  or  circle.  Memory  drawings  of  the  pupil's 
own  designs.  Occasional  reviews  of  groups  of  geometric  defi- 
nitions; as  all  the  triangles,  all  the  quadrilaterals,  polygons,  the 
circle  and  its  parts,  the  oval,  ellipse,  and  spiral.  Vary  the  exer- 
cises some  times  ;  at  others,  repeat  the  same. 

4.  Design.  —  Influence  of  geometric  centres  in  rosettes,  the 
regular  line  contrasting  with  the  irregular  curve.  Simplicity 
of  unit  for  design  required.  Avoid  small  parts  in  unit.  If 
leaves  are  used  for  subject,  choose  such  as  are  adapted  by  their 
shapes  to  fill  the  geometric  forms  to  be  filled,  without  leaving 
much  uncovered  ground.  Use  tracing-paper  to  repeat  the  unit 
of  design.  The  enclosing  geometric  forms  to  be  accurately 
ruled  and  measured,  and  subdivisions  of  the  space  made  in  the 
same  way.  Teach  the  best  way  of  holding  the  rule  and  pencil 
when  ruling  from  one  point  to  another,  or  through  two  given 
points. 


APPENDIX.  ■  311 


SECOND   YEAR. 

One  hour  and  a  half  per  week.  Two  lessons,  three-quarters  of  aii  hour 
each.     Pupils  draw  on  paper ;  teachers,  on  blackboard. 

Subjects  of  Lessons. — 1.  Freehand  from  copies.  2.  Drawing  from  dicta- 
tion, and  design,  or  inventive  drawing.  3.  Memory  drawing.  4.  Models 
and  objects  from  copies  and  objects. 

1.  Feeehand.  —  Combination  of  straight  and  curved  lines 
in  ornament.  Influence  of  number  on  rosettes,  —  three,  four, 
five,  six,  eight.  Interlaced  forms,  —  circle  and  triangle.  The 
higher  curves  applied,  —  the  ovoid  in  objects,  the  spiral  in  scroll- 
ornament.  The  conventionalization  of  natural  forms  for  design. 
Leaves  from  copies  drawn  from  nature,  and  then  conventional- 
ized. Simple  and  compound  leaves.  Half-tinting  by  parallel 
lines  to  distinguish  form  from  background.  Balance  of  unequal 
parts  —  as  two  sides  of  a  natural  leaf — or  spiral  curve  not  sym- 
metrical. Details  of  historic  ornament,  Roman  mouldings ;  as 
the  echinus,  guilloche,  &c.  Demonstrate  the  distinction  be- 
tween symmetry  and  balance. 

2.  Dictation  and  Design.  —  The  enclosing  geometric 
lines  which  form  the  spaces  to  be  filled,  to  be  dictated,  of  a  given 
size,  measured  by  scale.  Units  of  design  to  be  conventional 
leaves,  drawn  before  as  freehand  exercises.  Use  of  half-tint  in 
design  :  (1)  on  the  background ;  (2)  on  the  ornament.  Enclos- 
ing-forms to  be  combinations  of  straight  lines  and  curves,  or 
double  squares  and  triangles ;  the  ornament  to  occupy  two- 
thirds  or  three-fourths  of  the  surface,  and  the  background  to  be 
the  remainder. 

3.  Memory.  —  The  natural  leaf,  and  its  conventional  treat- 
ment to  impress  meaning  of  conventionalizing,  to  be  drawn  from 
memory  side  by  side.  One  object  and  one  original  design  (drawn 
in  previous  years)  to  be  reproduced.     Other  selected  subjects. 

4.  Models  and  Objects  ekom  Copies.  —  Drawing  which 
shows  the  three  dimensions  of  length,  breadth,  and  thickness, 
explained.  Model-drawing,  freehand  perspective.  Ellipses  and 
their  character,  depending  on  proportion  of  the  two  axes.  The 
circle  in  its  three  appeai'ances :  (1)  circle  when  seen  perpen- 
dicular to  its  plane ;  (2)  straight  line  when  seen  in  line  of  its 
plane  ;  (3)  ellipse  when  seen  oblique  to  its  plane.  Geometric 
solids  illustrating  the  circle  and  ellipse,  sphere,  cone,  and  cylin- 
der.     Regular  geometric  solids  the  bases  of  common  objects. 


312  BOARD   OF   EDUCATION. 

Symmetry  of  all  objects  made  on  a  potter's  wheel,  or  turned  in 
a  lathe,  in  whatever  position  seen,  the  axis  of  the  object  being 
tlie  central  line  of  symmetry.  Tangency  of  straight  lines  to 
curves,  as  in  elements  of  cone  and  cylinder  to  bases.  Learn 
names  and  definitions  of  simple  geometric  solids ;  as  cone, 
cylinder,  sphere,  cube,  prism,  pyramid,  &c.  Draw  from  nature 
an  orange,  lemon,  egg,  potato,  apple. 

THIRD   YEAR. 

One  hour  and  a  half  per  week.  Two  lessons,  three-quarters  of  an  hour 
each.     Pupils  draw  on  paper ;  teachers,  on  blackboard. 

Subjects  of  Lessons.  —  1.  Freehand  from  copies.  2.  Dictation,  memory, 
and  design.  3.  Model  and  object  drawing  from  copies  and  solids.  4.  Plane- 
geometrical  drawing  with  compasses. 

1.  Freehand.  —  Lessons  to  include  tracing  and  transferi'ing 
of  units  and  their  repetition,  as  in  design.  Proper  and  economic 
use  of  tracing  paper.  Drawing  on  large  scale  of  historic  orna- 
ment details.  Natural  flowers  drawn  from  copies,  and  both 
leaves  and  flowers  conventionalized  for  ornament.  Flower- 
forms  for  rosettes.  The  scroll  further  illustrated  by  ornamental 
treatment  of  spiral  line.  Natural  leaves  to  be  drawn  from 
copies,  —  the  simplest  forms  of  plant,  shrub,  or  tree  leaves. 
Details  of  historic  ornament,  Byzantine  and  Moorish.  Practice 
in  perfect  erasure  of  construction-lines,  and  in  even  quality  of 
finishing-lines. 

2.  Dictation,  Memory,  and  Design.  —  Designing  exer- 
cises to  include  instruction  in  the  three  features ;  viz.,  memory 
and  dictation,  as  well  as  arranging  or  designing.  Pupils  to  draw 
the  unit  of  flower  or  leaf  from  memory,  the  enclosing-form  from 
dictation.  Arrange  part  of  unit  in  section  of  space  to  be  filled, 
and  apply  practice  in  tracing  and  transferring  to  reproducing  the 
unit  and  filling  the  space  with  accuracy.  Half-tint  to  be  em- 
ployed. One  or  more  solids  to  be  drawn  from  dictation,  and  one 
from  memory.  The  preliminary  part  of  the  memory  and  dicta- 
tion exercises  to  be  the  defining  of  the  solids  about  to  be  drawn, 
and  proving  the  definition  by  impromptu  sketches  by  pupils. 

3.  Model  and  Object  Drawing.  —  Further  practice  in 
cone  and  cjdinder,  with  axes  oblique.  Objects  based  on  them, 
in  upright  positions,  with  axes  vertical ;  and  lying  on  their  sides, 
axes  oblique.  Comparison  of  the  geometric  views  and  perspective 
views  of  the  same  objects.     Explanation  of  the  terms  "plan" 


APPENDIX.  313 

and  "  elevation  "  applied  to  common  objects.  Changes  in  appear- 
ance which  objects  undergo  by  change  in  position,  the  eye  being 
fixed ;  or  the  object  fixed  and  the  eye  changed  in  position.  Draw 
a  vase,  cup,  pail,  bowl,  lying  on  their  sides ;  some  looking  into 
the  objects,  others  with  the  top  turned  away  from  the  eye  and 
invisible,  the  bases  showing.  Show  how  a  model-drawing  dis- 
plays three  dimensions,  —  length,  breadth,  and  thickness. 

4.  Geometrical  Drawing.  —  Use  of  ruler  and  scale  in  exact 
measurements.  Use  of  compasses,  and  right  method  of  holding 
by  the  hand  when  working.  Definitions  of  lines,  angles,  figures, 
drawn.  Constructive  problems.  Division  of  lines.  Construction 
of  simple  forms ;  as  triangles,  squares,  rectangles.  Use  of  com- 
passes and  ruler  to  produce  forms  for  design.  Explain  the  function 
of  instruments  used  in  drawing  to  produce  accuracy  and  save 
time.  Compare  work  done  with  them  to  that  made  by  freehand. 
Show  what  the  ruler  and  compasses  can  do,  and  what  they  cannot 
do,  in  drawing ;  how  much  must  depend  upon  the  eye  and  hand 
which  instruments  cannot  accomplish ;  and  how  much  the  eye 
and  hand  can  be  assisted  by  the  mechanical  accuracy  of  which 
they  are  incapable.  Thus  distinguish  between  the  proper  and 
improper  use  of  mechanical  assistance  in  drawing ;  and,  by  rec- 
ognizing the  value  of  both,  to  avoid  attempting  that  which  is 
impossible  in  either  alone.  Illustrate,  by  reference  to  the  use 
of  drawing  in  practical  industry,  where  the  good  workman  uses 
instruments  of  precision  in  order  to  make  his  work  sound  and 
trustworthy ;  and  where  the  draughtsman,  designer,  or  artist 
must  depend  wholly  on  his  freedom  of  hand,  skill  in  expressing 
beautiful  forms,  and  his  originality  in  design,  —  wholly  depend- 
ing on  power  which  cannot  be  assisted  by  instruments.  Give  cor- 
rect general  ideas  on  these  points,  and  thus  teach  the  use  and 
avoid  the  abuse  of  mechanical  help.  Drawing  taught  in  the 
public  schools  is  to  be  practical,  so  as  to  be  useful  to  all,  —  a 
help  in  the  workshop,  office,  studio,  designing-room,  — and  must 
therefore  include  all  the  branches  that  are  employed  in  profitable 
industry,  and  are  of  educational  value.  As  used  in  practical  life, 
it  must  be  so  taught  in  the  schools.  Practical  instruction  in 
(iharpening  pencils  for  instrumental  drawing;  cutting  to  a  chisel- 
"(oint.  Holding  the  pencil  nearl}^  vertical,  —  not  so  oblique  as 
n  freehand  drawing.  The  value  of  a  sharp  point  on  the  pencil 
n  the  intersection  of  arcs.  Ruling  lines  through  intersections. 
Distinction  in  thickness  between  working-lines  and  the  result- 

40 


314  BOARD   OF  EDUCATION. 

lines  of  the  figure.  Bearing  on  the  centre  of  an  arc  whilst  strik- 
ing the  curve,  and  freedom  of  the  pencil-leg  ,of  the  compasses. 
Reversing  the  position  of  problems,  to  show  that  the  process  of 
solution  is  independent  of  position.  Exercises  to  illustrate  the 
practical  use  of  the  elementary  constructional  problems.  Point 
out  generally  the  influence  of  geometrical  forms  in  practical  art, 
—  in  architecture,  in  designing,  in  surveying  land,  in  building 
bridges,  and  in  constructing  machinery.  Explain  the  comfort, 
safety,  and  protection  which  true  knowledge  of  science  gives  us, 
.  and  how  much  of  this  depends  on  the  acquisition  of  this  knowl- 
edge and  the  skill  it  results  in,  by  drawing,  and  from  scientific 
drawing  of  which  geometry  is  the  basis,  most  of  all.  Make 
geometrical  drawing  interesting  by  treating  it  as  the  symbol 
and  vehicle  of  ideas  appertaining  to  its  practice  and  value,  and 
thus  create  a  love  of,  and  desire  for,  accuracy  in  work. 

FOURTH  TEAR. 

One  hour  and  a  half  per  week.  Two  lessons,  three-quarters  of  an  hour 
each.     Pupils  draw  on  paper;  teachers,  on  blackboard. 

Subjects  of  Lessons. — 1.  Freehand  from  copies.  2.  Drawing  from  dicta- 
tion, memory,  and  design,  or  inventive  drawing.  3.  Models  and  objects 
from  copy  and  solid.     4.  Plane-geometrical  drawing  with  compasses. 

1.  Freehand.  —  Practice  drawing  of  large  details.  Orna- 
ment composed  of  non-symmetrical  forms.  Balance  of  unequal 
parts.  Refinement  of  curvature,  and  tangency  of  long  with 
short  curves.  Uniform  thickness  of  line.  Details  of  historic 
ornament,  Moorish  and  Gothic.  Compare  feature  of  an  aesthetic 
and  symbolic  style.  Require  the  sketching  of  forms  to  be 
made  on  construction-lines  enlarged  or  reduced  from  the  copy 
without  detailed  instructions  by  teacher.  Develop  the  habit 
of  working  from  observation  of  the  example  without  continu- 
ous direction  from  teacher.  Encourage  self-reliance,  and  make 
pupils  sometimes  call  on  themselves  when  in  difficulties. 

2.  Dictation,  Memory,  and  Design.  —  Dictate  the  enclos- 
ing geometrical  forms  for  design  to  be  drawn  with  ruler  and 
compasses,  and  their  subdivision  into  equal  parts  or  units  of  sur- 
face. Require  pupils  to  bring  natural  leaves  to  school  at  suita- 
ble seasons  to  conventionalize  them  for  design.  Show  the  value 
of  contrast  between  geometric  and  non-geometric  lines  in 
design,  —  the  former  in  the  centres  and  enclosing-lines  of  ro- 
settes ;  the  latter  in  the  drawing  of  the  unit,  or  in  single  leaves. 


APPENDIX.  315 

Use  leaves  of  more  than  one  size,  and  front  and  side  views 
of  flowers.  Dictate  one  geometric  solid,  and  give  one  as  a 
subject  for  memory  drawing,  each  to  be  the  first  defined  by  the 
class,  either  in  words  or  by  sketch,  or  in  both  ways. 

3,  Models  and  Objects.  —  Commence  drawing  of  rec- 
tangular solids  and  objects,  —  cube,  parallelopipedon,  boxes, 
steps,  &c.  Convergence  of  retreating  parallel  lines,  —  three 
views  of  a  cube,  showing  parallel,  angular,  and  oblique  perspec- 
tive as  applied  to  model-drawing.  Solids  above  and  below  the 
level  of  the  eye,  —  rectangular  pyramid  and  prism.  Method 
of  finding  perspective  centres  of  regular  geometric  forms.  Sub- 
jects, —  square  and  triangular  frames,  hexagonal  pyramid  and 
prism,  triangular  prism,  book,  rectangular  plinth,  hexagonal 
plinth. 

4.  Geometrical  Drawing.  —  Constructive  problems  in  an- 
gles and  triangles.  Bisection  of  angles.  Trisection  of  right 
angles.  Exercises  on  problems  to  fill  spaces,  such  as  the  equi- 
lateral triangle  and  square  by  circles  and  arcs  of  circles.  In- 
scribing figures  within,  and  describing  them  about,  similar  fig- 
ures. Special  problems  concerning  polygons,  their  construction 
and  subdivision.  Circles  through  given  points,  or  touching 
given  lines.  Complex  figures  composed  of  curves  and  straight 
lines  in  combination.  Increased  accuracy  of  work.  For  general 
points  of  class-instruction,  refer  to  and  repeat  that  given  under 
suggestions  for  the  third  year. 

FIFTH   YEAR. 

One  hour  and  a  half  per  week.  Two  lessons,  three-quarters  of  an  hour 
each.     Pupils  draw  on  paper;  teachers,  on  blackboard. 

Subjects  of  Lessons. — 1.  Freehand  from  copies.  2.  Dictation,  memory, 
and  design,  or  inventive  drawing.  3.  Models  and  objects  from  copy  and 
solid.     4.  Plane-geometrical  drawing  with  compasses. 

1.  Freehand.  —  Illustration  of  scroll  in  historic  ornament. 
Details  of  Gothic,  and  type-forms  of  Greek.  Compare  the  sym- 
bolic and  aesthetic  in  ornament  by  examples  in  the  two  styles. 
Seek,  by  questioning  pupils  about  previous  exercises  in  these 
styles,  to  keep  alive  the  memory  of,  and  interest  in,  the  subject. 
Refer  to  and  explain  the  names  of  the  styles,  and  any  circum- 
stances in  the  history  or  art  of  the  people  who  practised  them. 
The  exercises  in  drawing  to  express  refinement  of  curvature 
and  feeling.  The  practice  to  economize  time  by  drawing  rap- 
idly with  increasing  accuracy. 


316  BOAED   OF  EDUCATION. 

2.  Dictation,  Memory,  and  Design.  —  Dictate  a  geomet- 
rical problem.  Memory  drawing  of  a  solid  previously  drawn. 
Memory  drawing  of  a  design  made  by  the  pupil  when  in  a  lower 
class.  Dictate  one  solid  of  given  dimensions  in  a  described 
position ;  as  a  cylinder  on  its  side,  or  a  group  of  two  objects, 
such  as  a  square  plinth  with  cone  upon  it.  In  design  draw  the 
natural  form  of  a  leaf  and  flower  and  fruit,  and  its  conventional 
treatment.  Use  these  as  subjects,  and  strive,  after  accurate 
reproduction  by  tracing  and  transferring,  to  fill  the  space  orna- 
mented. Show  the  effect  of  double  enclosing-lines,  parallel  to 
each  other,  one  darker  than  the  other,  to  enclose  the  design. 

3.  Models  and  Objects.  —  Alternate  practice  in  cylindri- 
cal forms,  and  objects  based  upon  them,  and  in  rectangular 
solids,  and  forms  like  them.  Vase,  with  axis  oblique.  Chair 
and  table  in  angular  perspective.  Book  open,  below  the  eye. 
Pile  of  books,  with  angle  nearest  the  eye.  Indicate  shade  and 
shadow  by  half- tint ;  lines  not  to  be  crossed.  Exercises  from 
solid  to  include  geometric  solids  above  and  below  the  eye. 
Subjects,  —  cross,  hexagonal  frame,  and  such  other  forms  as  may 
be  available.  Draw  one  object,  part  of  which  shall  be  above, 
part  on  a  level  with,  and  part  below,  the  eye,  to  illustrate  the 
direction  of  horizontal  lines  in  each  position. 

4.  Geometrical  Drawing.  —  Construction  of  polygons  on 
given  bases,  and  in  given  circles.  Inscribing  figures  within  fig- 
ures, and  about  them.  Geometric  design  to  fill  spaces.  Exer- 
cises in  problems.  Geometric  forms  in  ornament ;  as  in  sculp- 
tured tracery,  wall-diapers,  the  ornamentation  of  constructive 
forms.  The  geometric  forms  which  scientific  construction 
takes;  as  in  roofs,  bridges,  &c.  Construction  of  the  ellipse, 
the  ovoid,  and  the  spiral,  and  the  higher  curves  generally,  and 
their  uses. 

SIXTH  YEAR. 

One  hour  and  a  half  per  week.  Two  lessons  of  three-quarters  of  an  hour 
each.     Pupils  draw  on  paper ;  teachers,  on  blackboard. 

Subjects  of  Lessons.  —  1.  Freehand  analysis  of  ornament  and  plant-form. 
2.  Applied  design  for  flat  surfaces.  3.  Model  and  object  drawing  from 
solids.     4.  Perspective,  parallel  and  angular. 

1.  Freehand  Analysis.  —  Review  and  compare  historical 
ornament  previously  drawn  :  (1)  of  the  three  ancient  styles,  — 
Egyptian,  Greek,  and  Roman,  —  three  or  four  examples  on  one 
page ;   (2)  of  the  three  medieeval  styles,  —  Byzantine,  Gothic, 


APPENDIX.  317 

and  Moorish,  —  three  cirawmgs,  one  example  of  each  style,  on 
one  page.  In  plant-form,  make  a  botanical  analysis  of  a  grow- 
ing plant  in  flower  from  nature,  showing  natural  leaf  and  natu- 
ral bud  and  flower,  and  their  conventional  treatment,  for  the 
purpose  of  design.  Follow  method  of  arangement  of  leaves  on 
stem,  alternate  or  opposite,  as  in  nature.  Use  either  pencil  or 
pen  and  ink  for  these  studies,  indicating  by  tinting  with  lines 
the  relief  or  roundness  of  the  forms.  The  plants  usually 
found  in  class-rooms  should  be  taken  as  subjects,  or  a  few 
growing  plants  in  pots  be  borrowed  for  this  exercise,  when 
none  are  kept  in  the  schQol.  A  part  —  such  as  one  stem  or 
branch,  enough  to  show  the  character  of  the  plant  and  its 
growth  —  is  sufficient  for  one  exercise. 

2.  Applied  Design.  —  Apply  the  previous  practi  ce  in  design 
and  the  arrangement  of  form  to  the  decoration  of  some  useful 
object,  choosing  those  subjects  which  are  oranmented  by  forms 
without  relief  or  roundness;  as  wall-papers,  book-covers,  en- 
caustic tiles,  &c.  Use  as  materials  for  design  the  plant-form 
analyzed  in  the  freehand  section.  If  objects  be  selected  to 
decorate,  —  such  as  vases  or  pottery  forms,  —  the  mouldings  or 
borders  of  the  ancient  styles  may  be  employed  in  horizontal 
bands,  as  in  Etruscan  vases.  Tile-patterns,  or  designs  for  lace 
or  cotton  prints,  may  be  selected  as  subjects,  each  pupil  to  se- 
lect for  himself.  Distinction  between  ornament  and  back- 
ground to  be  made  by  half-tint  of  different  degrees  of  depth, 
according  to  subject.  Designs  made  to  be  the  full  size  of  object 
for  which  they  are  intended,  or  a  single  repeat  of  the  design, 
if  a  wall-j)aper,  cotton  print,  or  such  subjects  be  chosen.  Two 
good  designs  in  each  half-year  may  be  expected  from  each  pu- 
pil ;  but  one  from  each  in  that  time  should  be  required. 

3.  Models  and  Objects.  —  Studies  in  this  branch  to  be 
entirely  from  the  solid.  Groups  of  two,  three,  or  more  models,  — 
such  as  a  plinth  (rectangular,  hexagonal,  or  circular),  a  vase, 
or  pitcher,  and  a  frame  or  ring  (square,  triangular,  pentagonal,  or 
hexagonal  frames,  or  circular  ring)  ;  or  groups  consisting  of  a 
cube  or  oblong  block,  a  prism  (triangular,  rectangular,  or  hex- 
agonal), and  a  cylindrical  form,  as  cylinder  or  cone,  or  object 
based  on  those  forms.  Half-tinting  may  be  employed  to  give  the 
effect  of  solidity  or  roundness.  Avoid  attempts  at  elaborate 
shading.  Foliage  from  nature,  or  fruits,  or  the  objects  in  the 
class-room,  may  be  taken  as  subjects,  if  every  pupil  can  see 


318  BOARD    OF   EDUCATION. 

them  plainly,  and  at  a  sufficient  distance  from  the  eye.  Make 
those  parts  nearest  the  eye  more  distinct  than  those  not  so 
near,  to  give  effect  of  roundness  and  distance.  The  double 
cross  and  skeleton  cube  for  single  geometric  forms.  With  the 
models  draw  any  common  object  that  will  group  with  them  and 
give  interest  and  variety,  or  give  any  beautiful  object  that  may 
be  available  or  procurable  by  the  teacher. 

4.  Peespective,  Paeallel  and  Angulae.  —  («)  Parallel. 
—  The  phenomena  of  perspective,  explained   by  reference  to 
pronounced  perspective  effects  as  seen  by  the  eye ;  as  a  row  of 
houses,  lamps,  view  down  a  street,^ &c.     Method  of  represent- 
ing these  effects  on  a  vertical  plane,  called  a  picture-plane  or 
plane    of  delineation,  by  scientific   process.     Explain  ground- 
plane  and  picture-plane;    the  lines  employed,  horizontal  line, 
line  of  direction,  picture-line  ;  the  points,  —  as  point  of  sight  or 
centre  of  vision,  vanishing-point,  distance-point,  station-point, 
measuring-point.      Explain    difference    between    a    geometric 
drawing  and  a  perspective  view  by  sketches  (1)  of  a  rectan- 
gular form,  as  a  flight  of  steps ;  (2)  of  a  circular  object,  as  a 
cup  and  saucer,  or  by  a  cube  and  cylinder.     Explain  scales  as 
used  in  perspective;    such  as  the  half-inch,  third  of  an  inch, 
quarter  or  eighth  of  an  inch  scales  to  the  foot  of  actual  length. 
Explain   method   of  finding   station-point   and   distance-point, 
and  use  of  latter  as  a  measuring-point  in  parallel  perspective ; 
method  of  measuring  the  perspective  height  of  objects  on  ver- 
tical lines.     Compare  this  process  with  what  is  really  seen  by 
the  eye  in  the  apparent  regular  decrease  in  height  of  a  row 
of   lamps  retreating   from   the    eye   of    the   spectator.      Sub- 
jects for  diagrams,  —  the  square,  cube,  oblong  block  (parallel- 
opipedon),  rectangular  pyramid,  plinth,  floor  of  square  tiles, 
inside  of  a   room,  hexagonal   prism   and  pyramid,  triangular 
prism  ;  circular  plane,  —  (1)  horizontal,  (2)  vertical ;  cylinder, 
—  (1)  axis  at  right  angles  to  picture-plane,  (2)  axis  parallel 
with  picture-plane.     Axioms  to  be  demonstrated :  (1)  parallel 
lines  retreating  from  the  eye  appear  to  converge  to  a  point, 
called  the  vanishing-point ;  (2)  lines  parallel  with  the  picture- 
plane  have  no  vanishing-points ;  (3)  a  circle  seen  oblique  to  its 
plane  appears  as  an  ellipse.     Use  of  one  vanishing-point. 

(6)  Angular.  —  The  use  of  two  vanishing-points.  Method 
of  finding  the  vanishing-points  of  horizontal  lines  at  an}''  angle 
with  the  picture-plane.     Method  of  finding  the  measuring-point 


APPENDIX.  319 

of  any  line  vanishing  to  a  point.  Enunciate  the  rules ;  explain 
them  by  diagrams  ;  apply  them  in  perspective  problems.  Repeat 
and  explain  these  at  every  exercise.  Explain  mode  of  measur- 
ing perspective  heights  on  every  solid,  and  on  single  vertical 
lines  standing  upon  the  ground.  Draw  a  line  lying  on  the  ground 
in  the  perspective,  and  making  an  angle  with  the  picture-plane ; 
find  its  vanishing-point  and  its  measuring-point,  the  angle  it 
makes  with  the  picture,  and  measure  its  length.  Repeat  this  on 
lines  at  different  angles.  Subjects  for  diagrams,  —  the  same  as 
those  used  in  parallel  perspective,  with  variations  to  illustrate 
the  principles  taught,  and  the  use  of  two  vanishing-points. 
Apply  the  method  employed  in  obtaining  perspective  views  of 
regular  geometric  solids  to  objects,  such  as  tables  or  chairs  of 
simple  form,  boxes  or  books,  drawing  them  from  measurement 
to  the  scale  of  the  diagram.  Sketch  by  freehand  on  blackboard 
all  objects  to  be  drawn  in  perspective,  and  require  the  pupils  to 
sketch  them  on  slate  or  paper,  also  by  freehand,  before  putting 
the  soUd  or  object  into  perspective.  Create  a  clear  and  accurate 
idea  of  the  work  to  be  done,  before  attempting  to  do  it  by  rule. 
Explain  the  character  of  lines  to  be  used  in  working  perspec- 
tive problems,  and  difference  between  working-lines  and  result- 
lines,  and  between  visible  and  invisible  result-lines.  Use  of 
elevated  picture-line ;  line  of  heights.  Half-tint  of  parallel 
lines  to  be  used  on  one  side  of  solids.  The  solid  models  to  be 
always  placed  before  the  class  when  being  drawn  in  perspective, 
and  visible  and  invisible  edges  of  the  solid  to  be  thereby  illus- 
trated, and  the  drawing  be  made  to  express  what  the  eye  sees, 
as  well  as  what  is  not  seen.  The  names  of  points  and  lines  —  as 
vanishing-points  and  measuring-points,  horizontal  and  picture- 
lines —  to  be  neatly  lettered  as  obtained.  The  distinction  be- 
tween the  use  of  vanishing-points  and  measuring-points  to  be 
made  clear  by  repetition  of  their  use  on  simple  problems  as 
exercises.  Occasional  drawings  to  be  made  from  memory  to 
emphasize  this  distinction.  The  meaning  of  working  to  scale 
to  be  frequently  explained.  Compare  geometrical  drawing  and 
perspective  with  grammar  in  teaching  language,  —  a  grammar 
of  the  universal  and  unchanging  language  of  form,  —  one  which 
is  without  locality,  nationality,  or  mutability.  General  and  cor- 
rect ideas  must  be  formed  before  they  can  be  expressed  in  lines. 
Skill  in  drawing  is  a  consequence  of  right  thinking,  not  its 
cause ;  and,  if  the  cause  is  controlled,  the  result  must  follow. 


320  BOARD   OF   EDUCATION. 

In  the  whole  world  of  creative  or  depictive  art,  there  is  no  such 
a  phenomenon  as  accident. 

General  Remarks. 

In  the  notes  and  directions  under  each  subject,  and  in  succes- 
sive years  of  this  course  of  study,  fulness  has  been  attempted 
where  the  subjects  have  been  first  introduced,  or  detailed  in- 
formation required.  Thus,  in  the  primary  and  high  school  de- 
partments, the  suggestions  are  at  greater  length  than  in  any  of 
the  grammar-school  class-work,  except  perhaps  in  that  of  the 
last  year,  where  new  branches  of  practice  are  pursued  requir- 
ing full  description.  It  is  intended  that  those  teachers  who 
have  to  work  upon  this  plan  should  have  the  opportunity  of 
familiarizing  themselves  with  its  development  by  seeing  it  in  a 
complete  form  in  all  its  grades  from  beginning  to  end  in  this  re- 
port. This  renders  it  unnecessary  to  repeat  in  every  stage  and 
for  every  class  that  which  has  already  been  formulated  for  pre- 
vious classes,  and  which  the  teacher  may  consult  for  his  own ; 
for,  however  unavoidable  it  may  be  to  dispense  with  all  repeti- 
tion, —  as,  for  instance,  in  describing  reviews,  &c.,  —  it  has  been 
felt  that  every  increase  of  repetition  means  decrease  of  inter- 
est. 

In  the  grammar  classes  generally  the  subject  of  drawing  has 
been  admirably  taught  wherever  the  teachers  have  been  taught ; 
and  in  all  the  branches,  except  perhaps  that  of  drawing  from 
the  solid  object,  most  of  the  difficulties  that  are  felt  arise  from 
teachers  having  too  high  a  standard  for  manual  execution  by 
the  pupils.  Being  new  to  the  subject,  they  are  too  impatient  of 
executive  deficiencies,  and  do  not  give  credit  enough  to  the  im- 
provement or  actual  attainments  of  scholars,  nor  for  that  which 
the  struggling  effort  may  have  removed  from,  or  left  in,  the 
child's  mind ;  for  the  new  ideas  which  have  been  formed,  and 
the  extended  range  which  has  been  developed,  and  imperfect  or 
defective  observation  corrected.  On  the  two  subjects  of  teach- 
ing elementary  design,  and  the  proper  use  of  mechanical  aids, 
testing  and  measuring  in  freehand  drawing,  so  much  difference 
of  opinion  is  found,  and  so  much  direction  needed,  that  both  are 
here  referred  to.  The  question  is  often  asked.  How  should  we 
give  lessons  in  design  ? 

The  design  lesson  should  be  given  as  follows :  The  teacher 
should  give  to  each  pupil   a   slip  of  paper  on  which  to  make 


APPENDIX.  321 

sketches  of  the  subject,  and  commence  by  dictating  a  geomet- 
ric form,  in  which  the  design  is  to  be  enclosed.  Then  the  sub- 
ject for  the  design,  consisting  of  leaves  or  leaves  and  flowers, 
should  be  drawn  on  a  large  scale  on  the  blackboard,  and  fully- 
explained  by  the  teacher,  the  pupils  copying  the  forms  on  their 
papers.  They  should  be  allowed  to.  take  these  memoranda 
home  with  them,  and  asked  to  make  a  design  during  the  com- 
ing week,  and  bring  it  with  them  on  the  day  for  the  designing 
lesson.  The  teacher  should  examine  these  returns  carefully, 
and  allow  the  pupils  who  have  produced  good  ones  to  draw 
them  in  their  books.  And  those  which  are  either  bad,  or  capa- 
ble of  much  improvement  by  alterations,  should  be  criticised, 
and  the  deficiencies  removed  by  the  pupils  under  the  teacher's 
directions.  When  made  as  satisfactory  as  can  be  reasonably 
expected  from  the  children,  they  should  then  be  drawn  in  the 
books. 

The  reason  why  this  week's  consideration  of  a  design  by  the 
children  is  necessary  will  be  at  once  apparent  to  every  teacher. 
It  is  impossible  to  sit  down  at  stated  times,  and  design  a  pleas- 
ing pattern  ;  for  this  is  labor  which  demands  time  and  thought 
to  arrange  ideas  and  try  experiments,  building  up  the  whole  by 
repeated  efforts  and  fresh  observation.  A  week's  interval  gives 
time  for  this,  and  is  not  a  great  infliction  on  the  child,  but 
rather  a  pleasing  employment  of  leisure-time. 

At  the  risk  of  falling  into  the  repetition  I  have  already  de- 
plored, and  with  the  hope  of  finally  creating  some  definite  ideas 
on  a  subject  not  quite  new,  the  question  of  ruling  and  measur- 
ing must  also  be  considered. 

In  freehand  drawing  the  hand  should  be  trained  to  do 
without  the  ruler  in  drawing  straight  lines,  and  the  compasses 
in  striking  circles ;  but,  after  the  hand  has  done  its  best  by  the 
guidance  of  the  eye,  its  work  should  always  be  tested  by 
mechanical  tests,  those  being  alone  to  be  wholly  relied  upon. 

If  you  want  pupils  to  get  accustomed  to  work  with  accuracy, 
make  them  always  correct  their  inaccurate  work  step  by  step, 
never  letting  a  wrong  measurement  pass,  until  the  pupil  feels 
that  it  is  of  no  use  doing  work  which  will  have  to  come  out 
again,  and  that  will  soon  result  in  a  careful  procedure  from  the 
first. 

In  this  matter  we  have  to  be  guided  very  mach  by  what 
practical    artists   and   practical    mechanics    and    draughtsmen 

41 


322  BOARD   OF   EDUCATION. 

would  do.  However  well  trained  their  eyes  may  be,  they 
never  wholly  rely  upon  their  vision  when  geometric  truth  has 
to  be  expressed.  And,  though  I  would  never  allow  a  child  who 
could  draw  a  practically  straight  line  to  rule  it  first  before  he 
tried  to  draw  it  by  freehand,  I  would  invariably  require  the 
test  to  be  applied,  and  corrections  made,  so  that  finally  the 
result  should  be  practically  right;  The  same  applies  to  exer- 
cises in  model-drawing.  A  good  draughtsman  does  not  want 
a  ruler :  it  is  inconvenient  to  him ;  but  that  is  because  his  eye 
is  trained  enough  to  rely  upon  in  all  freehand  work.  But 
even  he  at  once  resorts  to  its  help  when  accuracy  is  required, 
thus  correcting  his  imperfect  work  by  a  perfect  test ;  and  my 
plea  is,  that  we  cannot  deny  the  use  of  such  means  of  testing 
their  work  to  young  children,  as  practical  and  educated 
draughtsmen  find  indispensable  to  make  their  work  of  practical 
use  in  industry.^ 

The  names  of  colors,  their  original  and  composite  characters, 
will  form  part  of  the  instruction  under  other  headings,  but  may 
fitly  be  referred  to,  also,  in  connection  with  lessons  on  form. 
Such  terms  as  "primary,"  "secondary,"  and  "tertiary"  colors, 
the  product  of  the  admixture  of  primaries  and  secondaries,  the 
common  and  artistic  names  given  to  hues,  tints,  and  shades  of 
the  three  grades  of  colors,  complementary  and  harmonizing 
colors  and  tints,  with  information  of  the  proportions  of  surface 
in  which  they  are  agreeable  to  the  eye,  should  be  explained, 
with  the  assistance  of  diagrams,  in  all  the  classes. 


1  In  support  of  what  I  have  said  about  testing  work  by  mechanical  means,  — 
that  is,  measuring  the  proportions  of  what  has  been  done,  and  comparing  them 
with  what  we  know  to  exist  in  nature,  or  be  triie  in  the  copy,  —  I  will  quote  what 
the  late  William  M.  Hunt  of  Boston  said  in  reply  to  a  pupil.  The  Italics  are 
precisely  as  in  the  published  instructions  which  appeared  in  "  The  Worcester 
Palladium:"  — 

" ' May  I  use  a  plumb-line  ? '  May  you!  I  heg  of  you  to  do  it!  And  now,  be- 
cause I've  told  you  to  do  it,  don't  go  and  forget  it!  People  think  it  isn't  smart  to 
measure  and  take  pains.    Well,  let  such  draw  fine  things  without  —  if  they  can! 

"Michael  Angelo  measured;  Raphael  measured.  Albert  Durer  passed  many 
years  trying  to  get  at  a  system  of  measurement  for  the  human  figure,  carrying  it 
so  far  that  he  found  certain  parts  of  the  body  to  be  so  many  lengths  of  the  eye. 
One-half  of  the  art  of  the  Egyptians  is  in  their  wonderful  knowledge  of  propor- 
tion; but  the  Yanlc  thinks  it  is  smart  to  sit  down  and  do  horrible  things  ivithoict 
measuring." 

This  is,  perhaps,  a  picturesque  way  of  illustrating  a  principle  of  teaching 
which  is  much  discussed;  but  it  has  the  merit  of  being  true,  and  every  educated 
professional  artist  or  teacher  knows  it  to  be  true,  and  will  say  the  same  as  Mr. 
Hunt  did. 


APPENDIX.  ,  323 

HIGH   SCHOOLS. 

FIKST  YEAR. 

Two  hours  per  week.  Two  lessons,  one  hour  each.  Pupils  draw  on 
paper;  teachers,  on  blackboard  and  paper. 

Subjects  of  Lessons.  —  1.  Perspective,  parallel  and  angular.  2.  Models 
and  objects  shaded  with  (a)  point  and  (b)  stump.  3.  Freehand  analysis 
of  plant-form  and  historical  ornament.     4.  Applied  design. 

1.  Perspective,  Parallel  akd  Angular.  —  Review  the 
principles  of  perspective  delineation  given  in  the  highest  gram- 
mar classes,  on  different  objects.  Find  the  distance  to  right  or 
left  of  spectator,  and  distance  into  the  picture  of  points  lying 
on  the  ground.  Measure  heights  of  vertical  lines  standing  on 
the  ground.  Draw  cone  and  cylinder  with  axes  vertical,  bases 
on  the  ground,  no  part  of  solids  to  touch  the  picture-plane.  In 
parallel  perspective  (one  vanishing-point)  draw  groups  of 
solids,  such  as  (1)  a  plinth,  with  prism  standing  on  it,  and  ter- 
minated by  a  pyramid,  all  rectangular  solids,  with  axes  con- 
tinuous and  vertical ;  (2)  a  pyramid  standing  on  a  plinth ;  (3) 
a  flight  of  steps ;  (4)  a  double  cross  standing  on  a  cube ;  (5)  a 
circular  plinth  or  disk,  with  a  frame  (triangular,  square,  or 
hexagonal)  standing  upon  it ;  (6)  hexagonal  plinth,  with  cone 
upon  it ;  (7)  skeleton  cube.  In  angular  perspective  take  the 
same  subjects  and  dimensions,  —  cylinder,  hexagonal,  and  rec- 
tangular prisms,  with  horizontal  axes  making  angles  with  the 
picture ;  chair,  table,  and  box  ;  open  door. 

Demonstrate  by  diagram  that  a  measuring-point  measures 
the  perspective  length  of  a  given  line.  Demonstrate  that  the 
method  of  measuring  perspective  heights  is  true  by  the  problem 
xxxiii.,  Euclid,  book  i.  Examples  in  parallel  perspective  to 
include  an  interior  with  objects  previously  drawn;  as  furni- 
ture, table,  and  chair.  Show  open  doors  and  cornice ;  also  win- 
dows and  fireplace.  View  down  a  street  with  houses  on  both 
sides.  An  arched  passage  with  tiled  floor ;  floor,  octagonal  and 
hexagonal  tiles.     And  similar  problems. 

In  drawing  a  circular  ring,  square  in  section,  explain  what  is 
meant  by  "the  procession  of  the  diameter  "  applied  to  the  inner 
concentric  circle  of  the  ring. 

2.  Models  and  Objects.  —  (a)  Explain  meaning  of  terms 
"light,"  "shade,"  "shadow,"  "cast  shadow,"  "reflected  light," 
"  high  light,"  or  "  glitter-point."     Illustrate  the  relative  depth 


324  BOARD   OF   EDUCATION. 

of  these  by  examples  and  by  objects,  —  sphere  and  cube.  Shad- 
ing with  poi7it.  Explain  half-tint,  cross-hatching,  and  stippling, 
by  three  separate  exercises ;  also  flat  tint  and  gradation  by 
straight  lines  and  curves  used  in  shading,  —  (1)  on  three  visible 
faces  of  a  cube ;  (2)  on  a  sphere  or  cylinder.  Learn  princi- 
ples of  light  and  shade  by  copying  good  examples  of  geometric 
solids,  and  objects  based  upon  them,  —  cone,  cylinder,  and 
sphere,  vases,  pitchers,  teacup  and  saucer,  fruit-forms,  cube, 
plinth,  prisms,  pyramid,  frames,  crosses,  rings,  boxes,  &c. 

Illustrate  bad  work  by  sketching  on  the  board  (not  to  be 
copied  by  the  pupils)  examples  of  crossing  the  shading-lines 
wrongly  in  cross-hatching,  making  the  lines  irregular  or  un- 
even, losing  the  lines  too  much,  or  leaving  them  showing  too 
much.  Show  how  to  remedy  bad  shading,  or  improve  it,  by 
erasure  or  stippling.  Direction  of  shading-lines  to  express  the 
surface  and  position  of  forms ;  as  vertical  lines  in  vertical 
planes,  curved  lines  on  round  surfaces. 

Explain  terms  used;  as  breadth  of  light  and  shade,  chiaro- 
scuro, repose,  gradation  from  light  to  dark,  middle  tints,  light 
against  dark,  and  dark  against  light,  contrast  and  harmony  of 
depths.  Highest  light  and  darkest  shadow  in  a  subject.  Values 
of  masses  in  a  composition.  How  color  can  be  suggested  by  its 
value  in  the  scale  of  light '.  nd  shade.  The  similarity  or  differ- 
ence in  the  progress  from  the  highest  light  to  the  deepest 
shade  on  a  white  and  a  dark  object. 

(6.)  Shading  with  Stump.  Explain  nature  of  materials  used, 
the  leather  and  paper  stump,  the  chamois-skin,  the  erasing- 
point.  Method  of  using  shading-material,  soft  crayon  rubbed 
to  a  powder,  or  the  French  sauce,  on  paper.  Repeat  and  review 
principles  of  light  and  shade  explained  at  commencement  of 
point-work ;  also  exercises  on  rubbing  flat  tints,  three  exam- 
ples, —  light,  middle,  and  dark.  Gradation  from  light  to  dark, 
—  the  first  on  three  faces  of  a  cube;  the  second  on  a  sphere, 
cone,  or  cylinder.  Show  method  of  lightening  heavy  work,  and 
strengthening  the  depths  of  shadow  and  cast  shadow.  Working 
with  stump  to  a  straight  .line,  erasing  points  of  light,  or  recov- 
ering lost  forms  by  erasure.  Subjects  to  include  vases,  white 
objects,  double  cross,  and  skeleton  cube. 

3.  Freehand  Analysis,  Botanical  and  Histokical. — 
The  growing  plant  in  flower,  or  part  of  it,  to  be  drawn  from 
nature,  showing  all  the  features  of  natural  growth   (six  pot- 


APPENDIX.  325 

plants  in  a  class-room  would  be  sufficient),  —  arrangement  of 
leaves  on  stem,  flowers,  and  buds.  Then  draw  front  and  side 
views  of  the  same  features  geometrically  arranged,  convention- 
alized, and  displaying  materials  for  design,  and  ornamenta- 
capacity  of  the  plant.  Keep  the  relative  sizes  of  leaves,  buds, 
and  flowers.  Let  the  drawing  from  nature  and  the  convention- 
alized drawings  be  made  on  the  same  page  in  the  book,  or  on 
the  same  sheet  of  paper,  for  comparison.  Both  of  these  to  be 
of  the  natural  size  if  a  small  plant,  and  to  be  reduced  in  pro- 
portion if  too  large.  The  shade  and  shadow  which  give  the 
effect  of  roundness  maj^  be  indicated  by  tinting  with  lines  on 
the  study  from  nature,  but  not  on  the  geometrical  treatments. 
Apply  the  practice  in  shading  with  point  to  the  study  of  the 
growing  plant,  or  use  the  stump  to  indicate  tint  and  shade  if 
preferred.  In  historical  analysis,  select  groups  of  the  same 
features  in  several  styles ;  as,  for  instance,  the  sculptured  foli- 
age, or  the  enriched  mouldings,  or  the  capitals  of  columns. 
Draw  them  upon  one  page  for  comparison  and  analysis. 

4.  Applied  Design.  —  Employ  the  plant-forms  before  ana- 
lyzed as  subjects  for  the  designs.  Select  the  object  of  design ; 
as  porcelain  or  pottery,  wall-paper,  lace-collar,  tiles,  &c.  Ex- 
plain that  ornament  for  a  flat  surface  should  not  suggest  relief 
or  roundness;  shading  should  not  enter  into  such  designs ;  that 
designs  for  horizontal  planes  (floors  and  ceilings)  should  be 
radiating  from  a  point  or  from  all  points,  and  not  have 
leading  lines  running  prominently  in  any  direction,  except 
in  borders ;  that  designs  for  vertical  planes  (walls)  should  have 
a  vertical  axis  or  tendency ;  that  symmetry,  conventionalism, 
and  repetition  of  details  should  form  the  features  of  design  for 
industrial  or  decorative  ornament  for  subordinate  purposes. 
Design  the  unit  of  repetition,  whether  a  quarter,  sixth,  or  half 
of  the  complete  arrangement.  Trace,  transfer,  and  complete 
the  design  by  repeating  the  unit  as  often  as  it  occurs.  Add 
the  half-tinting  b}^  lines  or  stump  to  distinguish  or  emphasize 
parts.  Combine  geometric  forms  and  lines  with  the  conven- 
tionalized natural  forms,  to  give  value  to  both.  When  the  ele- 
ment of  repetition  is  simple,  use  the  smaller  plants  and  flowers 
of  simple  character,  as  those  of  the  lily  or  rose  family. 

Strive  to  teach  the  principles  of  consistent  good  taste  in 
design.  The  pupil's  work  should  show  these,  rather  than  be 
impotent  yearning  after  originality.     If  the  pupil  has  been  led 


326  BOARD   OF  EDUCATION. 

to  apply  the  laws  of  good  design  and  pure  taste,  and  thus 
acquire  some  perception  and  knowledge  of  the  fit  and  the 
beautiful,  originality  may  be.  developed  from  this,  if  it  has  not 
already  displayed  itself.  Horrible  originality  is  not  to  be 
sought  after,  nor  of  value  if  discovered. 

SECOND  TEAK. 

Two  hours  per  week.  Two  lessons,  one  hour  each.  Pupils  draw  on 
paper;  teachers,  on  blackboard  and  on  paper. 

Subjects  of  Lessons.  —  1.  Perspective,  angular  and  oblique.  2.  Models  and 
objects,  shaded  from  solid.  3.  Freehand  analysis  of  plant-form  and  his- 
torical ornament.     4.  Applied  design. 

1.  Perspective. — Angular.  —  Continue  exercises  in  angular 
perspective  on  problems  at  a  distance  from  picture-plane.  Ex- 
plain use  of  half  measuring-points  and  method  of  practical 
work  when  one  or  more  vanishing-points  fall  outside  the  paper ; 
also  method  of  measuring  great  heights  at  far  distances.  Prac- 
tical method  of  putting  any  curved  line  into  perspective.  Use 
geometric  plans  and  elevations  of  grouped  solids  to  put  into 
perspective.  Illustrate  the  reverse  process  of  taking  an  object 
out  of  perspective,  and  making  a  geometric  plan  and  elevation 
of  it  to  scale.  Give  simple  problems  in  the  perspective  of 
shadows  on  subjects  such  as  the  sphere,  cube,  cone,  cylinder, 
and  cross  on  horizontal  planes.  Draw  the  illustration  proving 
that  a  circle  seen  oblique  to  its  plane  appears  as  an  ellipse ;  also 
the  demonstration  that  the  long  diameters  of  concentric  circles, 
when  seen  in  perspective,  are  not  identical.  Explain  why  this 
is  called  "  the  procession  of  the  diameter,"  and  affects  the  form 
of  concentric  circles  and  objects  based  on  the  cone  and  cylin- 
der. Show  the  perspective  of  a  regular  pattern,  as  a  fret, 
turning  round  a  curved  surface,  as  a  cylinder  or  a  vase. 

Oblique.  —  Three  vanishing-points.  Explain  the'  theory  of 
vanishing-planes  and  vanishing-lines ;  the  vanishing-point  of  an 
oblique  line,  and  method  of  finding  it  when  the  position  of  line 
is  given.  Demonstrate  the  accuracy  of  the  process  by  a  square 
plane  perpendicular  to  the  ground-plane,  and  making  an  angle 
with  the  picture  of  forty-five  degrees,  its  diagonal  vanishing 
upwards  at  the  angle  of  forty-five  degrees  with  ground.  Show 
method  of  finding  the  measuring-point  of  its  vanishing-point, 
and  measure  the  diagonal.  Compare  this  measurement  with 
the  diagonal  of  the  geometric  square.     Draw  right-angled  trian- 


APPENDIX.  327 

gles,  the  hj^pothenuses  forming  oblique  lines  —  first,  of  forty-five 
dregees,  and,  second,  at  sixty  or  thirty  degrees  —  with  ground 
and  picture.  Apply  this  practice  with  one  oblique  vanishing- 
point  to  drawing  of  square  planes,  both  diagonals  making  angles 
of  forty-five  degrees  with  ground-plane.  Draw  a  book  in  angu- 
lar perspective,  with  its  half-open  cover  in  oblique  perspective ; 
rectangular  prism,  cylinder,  and  cone,  with  oblique  axes.  Put 
the  box,  table,  and  chair  of  the  last  year's  problems  drawn  in 
angular,  now  into  oblique,  perspective ;  also  single  cross  and 
double  cross  in  required  positions. 

Combine  in  one  drawing  (a)  the  interior  of  a  square  room  in 
parallel  perspective,  (5)  a  table  and  chair  in  angular  perspec- 
tive, (c)  a  leaning  chair,  or  cube  on  the  table,  in  oblique  per- 
spective. The  floor  of  the  room  to  be  tiled,  and  the  principal 
feature  of  the  floor  to  be  a  large  circle  three-fourths  of  the 
width  of  the  room.  Also  the  exterior  of  a  house,  obtaining  the 
principal  lines  by  rule,  and  adding  accessories  of  foreground 
foliage,  details,  &c.,  by  freehand. 

2.  Models  and  Objects.  —  With  Point.  —  Repeat  and  re- 
view the  principles  of  light,  shade,  and  shadow,  and  explain 
fully  the  meaning  of  chiaroscuro  applied  to  drawing  in  light 
and  shade.  Demonstrate  that  the  shadow  on  a  white  object  is 
not  black.  In  all  cases  see  that  the  outline-drawing  of  the  ob- 
ject is  in  true  perspective  before  the  shading  is  begun.  The 
light  upon  the  object  must  come  from  one  source,  no  cross- 
lights  being  permitted.  The  cube  and  sphere  drawn  from 
copies  last  year  to  be  the  first  exercises  from  the  solid.  The 
cube  to  illustrate  light,  shade,  and  shadow,  and  cast  shadow  on 
the  three  visible  faces  and  on  the  horizontal  plane  upon  which 
it  rests.  The  light  to  be  represented  by  faint  half-tint  of  verti- 
cal parallel  lines,  not  crossed;  the  shade,  by  vertical  and  ob- 
lique parallel  lines,  cross-hatched ;  and  the  shadow,  by  the  same 
lines  as  the  shade,  the  shadow  having  the  addition  of  stippling 
to  reduce  the  color  of  the  paper.  The  cast  shadow,  a  degree 
darker  than  the  shadow,  to  be  begun  with  firm  horizontal  lines, 
and  finished,  like  the  shadow,  by  stippling.  In  the  sphere, 
illustrate  the  same  progress  from  light  to  dark  in  perfect  grad- 
uation, adding  the  reflected  light  between  the  shadow  and  cast 
shadow,  and  the  highest  light,  or  glitter-point.  Groups  of  solids 
having  one  common  object,  such  as  a  pitcher  or  fruit  of  irregu- 
lar  form,  to   be   taken  as  subjects,  preference  being  given  to 


328  BOARD   OF   EDUCATION. 

those  which  are  either  white  or  of  a  light  color.  Strive  for  the 
effect  of  roundness  or  projection,  so  that  the  shaded  object  may 
appear  to  stand  before  its  background.  In  drawing  back- 
grounds, let  the  darkest  part  be  near  the  lightest  side  of  the  ob- 
ject, and  the  lightest  part  contrast  with  the  shady  side  of  the 
object  or  group.  Groups  of  two  objects,  —  such  as  the  triangu- 
lar frame  vertical  with  the  cone,  its  apex  passed  through  the 
frame  and  base  oblique ;  the  hexagonal  frame  and  cylinder  lean- 
ing in  an  oblique  position  through  the  frame ;  double  cross, 
with  sphere  resting  on  it. 

With  Stump.  —  Objects  of  a  darker  hue  may  be  chosen  as 
subjects  for  stump-drawing  from  solid.  Groups  in  which  col- 
ored forms  contrast  with  white;  as  a  white  vase  and  fruit, — 
orange,  lemon,  apple,  cocoa-nut,  grapes ;  or  a  colored  vase  on  a 
white  plinth,  rectangular,  circular,  or  hexagonal,  and  a  sphere 
or  cone.  Foliage  of  a  simple  large  kind,  or  a  single  flower,  may 
form  part  of  the  group,  or  a  large  white  shell,  or  shell  of  light 
color.  Good  pottery  and  porcelain  forms  will  give  variety  to 
the  groups,  or  may  be  used  as  subjects  singly.  In  treatment  of 
the  subjects,  avoid  heaviness  of  effect  in  masses  of  dark  tinting, 
and  see  that  there  are  three  distinct  degrees  of  depth  in  the 
group  of  objects ;  two  giving .  contrast,  and  three  harmony. 
Have  one  vase  with  oblique  axes  in  one  of  the  groups,  to  apply 
and  revive  the  knowledge  gained  in  previous  classes  about 
drawing  objects  in  such  positions.  Every  object  drawn  singly, 
or  objects  grouped  together  to  be  relieved  by  a  background,  to 
assist  in  obtaining  roundness  of  effect,  and  give  value  and  char- 
acter to  the  objects.  Show  how  to  get  effects  of  rough  surface 
by  erasure,  or  by  skilful  handling  of  the  stump.  Seek  after 
transparency  and  clearness  of  tint  and  shadow.  On  glazed 
or  polished  objects  observe  the  reflection  of  adjacent  objects, 
and  the  high  lights,  or  glitter-points,  on  each.  In  shading 
colored  objects,  rub  a  medium  tint  over  the  whole  form,  at  first, 
take  out  the  lights,  and  add  the  shades  and  shadows.  The  broad 
shades  and  shadows  to  be  laid  in  first,  to  obtain  the  general 
effect ;  gradation  and  detail  to  be  added  afterwards,  to  express 
individuality  of  character  in  parts.  Explain  the  difference 
between  a  sketch  which  is  the  first  condition  of  a  drawing  to 
be  finished,  and  a  sketch  which  is  always  to  remain  a  sketch ; 
what  should  be  attempted  in  each,  and  what  avoided ;  and  how 
much  of  the  whole  truth  each  is  intended  to  express. 


APPENDIX.  329 

3.  Freehand  Analysis,  Botanical  and  Historical. — 
Take  as  subjects  the  lily  and  the  honeysuckle,  and  show  by 
geometric  drawings  the  ornamental  treatment  of  these  subjects, 
as  the  lotus  and  anthemion  in  the  Egyptian  and  Greek  styles. 
Draw  details  from  the  historic  sheets  side  by  side  with  the  con- 
ventionalized parts  of  the  flowers.  Climbing  or  parasitical 
plants,  —  as  the  ivy,  passion-flower,  hop  or  vine,  scarlet-runner, 
SAveet-pea,  or  morning-glory,  —  showing  arrangement  of  leaves 
and  flowers  on  the  stem,  front  and  side  views  of  leaves,  buds, 
and  flowers,  and  variety  in  size  of  leaves  on  the  same  plant. 
Draw  the  plants  from  natural  specimens  growing  in  pots,  and 
to  be  found  in  the  class-rooms,  or  to  illustrate  lessons  in  bot- 
any. The  study  from  nature  may  be  in  outline,  or  shaded  with 
point  or  stump ;  the  plant  and  its  botanical  analysis  to  be  on 
one  page  or  sheet  of  paper. 

In  historical  analysis,  take  as  subjects  a  surface  and  a  sculp- 
tered  moulding  of  any  three  styles;  or  a  detail  common  to 
many  styles,  such  as  the  fret  or  labyrinth,  —  showing  the  differ- 
ence or  similarity  of  treatment  by  comparison,  as  displayed  in 
the  different  styles. 

4.  Applied  Design.  —  Select  objects  to  be  ornamented, — 
as  vase-forms,  plate-borders ;  porcelain  objects,  —  as  pitchers, 
bowls,  teacups;  glass,  —  as  goblets,  globes  for  gas-brackets, 
encaustic  tiles.  Use  as  subjects  the  plant-forms  analyzed  in  this 
year's  course.  Or  take  the  details  of  historic  ornament  for  bor- 
ders and  lines  of  enrichment  in  the  style  of  Greek  vases  ;  as  the 
fret,  guilloche,  wave-scroll,  echinus,  astragal,  anthemion  of  Greek 
ornament,  or  the  same  features  with  the  acanthus  foliage  of 
Roman  ornament,  or  the  conventional  foliage  and  details  of  the 
Gothic  or  Moorish  styles.  If  the  designs  be  for  panels  or  ver- 
tical borders,  or  to  be  the  ornament  of  spandrels  or  brackets, 
or  for  metal-work  and  scroll-ornament  use  the  materials  found 
in  creeping-plants  with  long  stems,  named  as  subjects  for  botani- 
cal analysis.  Designs  for  carved  ornament  in  architectural 
enrichments  externally  used,  or  to  decorate  a  piece  of  furni- 
ture —  as  cabinet,  bookcase,  fireplace,  chair  —  or  any  useful  ob- 
jects. Those  which  are  in  the  round,  and  require  sculptured 
ornament,  in  one  color,  or  to  be  ornamented  by  few  and  simple 
colors,  as  named  above,  to  be  chosen  in  preference  to  others. 
Emphasis  to  be  laid  on  the  moderate  use  of  ornament,  and  its 
subordination  to  the  use  of  the  object  ornamented;  also  that 

42 


330  BOARD   OF   EDUCATION. 

the  true  aim  of  good  design  is  to  increase  the  beauty  and 
attractiveness,  without  Hmiting  the  practical  value  of  an  object ; 
that  good  design  recognizes  the  nature  and  capability  in  manu- 
facture of  the  material  in  which  an  object  is  to  be  made,  as 
well  as  its  use,  as  a  guide  for  the  decoration  suitable  to  it ;  that 
design  for  wrought  and  cast  metal  cannot  be  identical,  if  the 
limitation  and  capacity  of  the  materials  be  considered;  that 
the  material  of  wood,  which  is  fibrous,  and  of  stone  and  marble, 
which  are  granular,  must  be  differently  treated  in  design ;  that 
printed  or  stamped  and  woven  fabrics  have  varying  capaci- 
ties to  display  design,  requiring  special  consideration  in  their 
treatment.  These  first  principles  may  be  illustrated  by  refer- 
ence to  good  and  bad  instances  of  design  coming  within  the 
observation  of  teachers  and  pupils.  Explain  to  pupils  the 
propositions  of  Owen  Jones  concerning  design,  to  be  found  in 
an  appendix  to  this  scheme. 

THIRD  YEAR. 

Two  hours  per  week  in  one  lesson.  Pupils  draw  on  paper;  teachers,  on 
paper.     Special  class-room  with  casts  and  examples  required. 

Subjects  of  Lessons.  —  1.  Historic  ornament,  in  monochrome  and  color, 
from  the  cast  and  examples.  2.  Light  and  shade,  with  brush,  from  exam- 
ples, cast,  and  nature.  3.  Color  and  harmony  of  proportions  from  diagrams, 
examples,  and  nature.     4.  Applied  designs. 

1.  Historic  Ornament.  —  In  Monochrome.  —  First  exercises 
with  the  brush  in  laying  flat  washes  or  even  tints  in  one  color,  — 
sepia  or  India  ink,  —  and  gradations  from  light  to  dark.  Apply 
this  to  drawing  from  the  plaster  cast  examples  of  good  historic 
ornament,  sculptured,  such  as  the  high-school  drawing-class 
room  usually  contains.  The  scroll  of  Lysicrates ;  the  antefix 
of  the  Parthenon ;  the  fret,  anthemion,  echinus,  and  astragal, 
and  guilloche  mouldings  of  Greek  ornament ;  the  acanthus  foli- 
age and  mouldings  and  scroll-mouldings  and  rosettes  of  Roman  ; 
the  tracery,  foliage,  and  capitals,  and  enriched  or  geometric 
mouldings  of  Gothic ;  the  incised  wall-ornament  of  Moresque ; 
or  the  various  treatments  of  relief-ornament  in  the  Renaissance, 
—  would  all  be  suitable  examples.  With  previous  practice  in 
drawing  and  shading,  and  only  the  use  of  the  brush  to  contend 
with,  the  pupil  may  be  expected  to  draw  the  easier  casts  in  two 
or  three  lessons.  Apply  the  knowledge  of  light  and  shade,  gained 
in  the  lower  classes  ffom  regular  geometric  and  other  forms,  tq 


APPENDIX.  331 

this  subject.  Require  each  pupil  to  point  out  light,  shade, 
shadow,  reflected  light,  and  cast  shadow  on  the  cast,  and  upon 
details  of  it,  before  beginning  to  shade.  Have  a  good  example 
of  cast-drawing  in  water-color  monochrome,  by  the  teacher  of 
the  class,  suspended  in  the  room  for  occasional  reference. 
Teach  the  pupils  to  lay  in  shade,  shadow,  and  cast  shadow,  in 
one  broad  wash,  where  they  come  together  in  large  masses,  so 
as  to  get  the  general  effect  before  attending  to  details.  The 
greater  the  number  of  pupils  that  can  be  placed  to  see  one 
cast,  the  better,  so  that  the  teacher  may  give  general  instruc- 
tion to  the  group  drawing  one  example.  The  teacher  should 
have  a  drawing  of  his  own  of  one  subject,  drawn  in  stages  to 
show  the  progress  of  the  work  from  the  first  wash  to  the  finish, 
about  four  degrees  of  advancement,  shown  in  four  sketches,  to 
refer  to  when  questions  about  process  are  asked.  The  more 
the  pupils  can  be  kept  together  working  on  one  stage  of  the 
drawing,  the  more  time  will  be  available  to  the  teacher  for 
individual  as  well  as  general  instruction.  The  highest  form 
of  teaching  is  to  develop  self-help ;  and  it  is  as  destructive  to 
education  to  deluge  a  pupil  with  over-instruction,  as  it  is  to  let 
him  perish  for  lack  of  information.  A  judicious  proportion 
of  help  and  absence  of  help  from  teacher  to  pupil  will  develop 
both  progress  and  self-reliance  in  the  latter,  and  give  scope  for 
the  improvement  and  growth  which  come  from  within. 

In  Color.  —  The  ornament  in  color  should  be  from  the  pub- 
lished examples  of  styles,  such  as  those  of  Owen  Jones,  Raci- 
net,  and  others.  Typical  examples  of  colored  or  surface 
ornament  should  be  chosen  from  a  definite  number  of  styles, 
and  then  be  drawn  by  the  pupils  on  one  sheet ;  a  small  example 
of  three  or  four  styles  being  preferable  to  a  large  subject  in 
one  style,  which  would  occupy  as  much  time  as  the  smaller 
ones.  This  work  can  be  accomplished  best  by  class-teaching, 
all  the  class  working  from  a  large  diagram  of  each  example 
prepared  by  the  teacher  ;  the  mixture  of  tints,  and  the  order 
of  proceeding  in  copying  the  example,  being  directed  by  the 
instructor  from  the  blackboard,  or  in  front  of  the  large  diagram, 
—  individual  instruction  being  required  only  to  correct  depart- 
ure from  the  general  directions.  As  a  rule,  avoid  mixing  colors 
or  tints  for  individuals ;  but  produce  the  tints  required  before 
the  whole  class,  whilst  giving  general  instruction  to  all;  and 
require  each  pupil  to  produce  the  same  colors  by  his  own  skill, 


332  BOARD   OF   EDUCATION. 

and  following  the  directions  of  the  teacher.  The  exact  match- 
ing of  delicate  colors  cannot  always  be  obtained ;  for  all  people 
are  color-blind  to  some  extent. 

2.  Light  and  Shade. —  The  knowledge  of  using  brushes 
and  color  in  the  exercises  of  historic  ornament  will  prepare  the 
pupils  for  the  more  sesthetic  study  of  forms,  such  as  are  to  be 
found  in  the  human  figure,  architectural  master-pieces,  or  land- 
scape compositions.  Busts,  statuettes,  hands,  feet,  masks,  or 
subjects  in  bas-relief  of  the  human  figure,  may  be  undertaken 
in  this  department;  the  pupils  being  seated  for  study  round  the 
subjects  in  as  many  groups  as  are  necessary  for  good  views  of 
the  casts,  and  receiving  both  general  and  individual  instruction 
upon  them.  (It  must  be  understood  from  the  first,  that  a  prop- 
erly lighted  class-room,  fitted  with  suitable  examples  for  study, 
is  as  necessary  to  the  study  of  the  advanced  departments  of 
elementary  instruction  in  drawing,  as  are  the  chemicals  and 
furniture  in  a  laboratory  for  the  study  of  chemistry.) 

Arrange  the  lights  so  that  they  do  not  interfere,  and  never 
allow  any  cast  to  receive  lights  from  two  sources.  Bas-reliefs 
and  profiles  of  busts  are  easier  to  draw  than  statuettes,  or  front 
views  of  the  bust.  Remember  this  in  placing  the  pupils,  pro- 
viding for  each  according  to  his  powers  or  needs.  In  land- 
scape studies  in  one  color,  the  system  of  class-instruction  fol- 
lowed in  teaching  colored  studies  of  historic  ornament  will  also 
apply  here.  One  large  study  completed,  with  three  antecedent 
stages  to  place  before  the  pupils  and  show  them  the  steps  by 
which  the  final  result  is  attained,  supplemented  by  actual  illus- 
tration before  the  class,  and  full  explanation  of  the  processes, 
>vill  be  found  thoroughly  economical  of  the  teacher's  time,  and 
produce  the  best  results.  The  drawing  taught  in  the  high 
schools  is  as  elementary  in  its  grade  as  that  taught  in  the  pri- 
mary schools,  and  its  object  is  not  to  make  artists  of  a  few,  but 
to  insure  that  all  shall  learn  to  see  and  think  in  a  true  and  refined 
way.  This  may  be  attained  in  drawing  as  it  is  in  the  classics 
by  a  whole  class  studying  the  same  book ;  for,  though  all  may  be 
learning  the  same  thing,  it  will  be  something  new  to  each  pupil. 
For  studies  from  nature  or  still  life,  single  objects,  as  fruits 
of  one  color,  —  such  as  the  orange,  lemon,  cocoa-nut,  —  shells, 
&c. ;  or  groups  consisting  of  a  vase,  a  piece  of  fruit,  or  a  flower, 
and  any  third  object  which  will  harmonize  with  them,  having  a 
background  of  drapery  to  assist  in  getting  the  effect.     In  this 


APPENDIX.  333 

year's  work  geometric  solids  should  not  be  taken  as  subjects, 
the  training  in  the  principles  of  drawing  having  been  sufficient 
in  previous  years.  Now,  these  principles  should  be  applied  to 
the  representation  of  irregular  forms  based  on  the  regular, 
which  will  include  all  natural  forms  that  can  be  seen  by  the 
eye.  Further  explain  chiaroscuro,  and  the  exact  position  of 
studies  in  monochrome  in  the  scale  of  artistic  representation, 
as  embracing  two  of  the  three  characteristics  in  the  appearance 
of  an  object.  Thus  to  the  eye  a  natural  object  may  appear  to 
have  —  (1)  form  ;  (2)  roundness ;  (3)  color.  In  art  its  form 
being  suggested  by  outline  of  contour  and  surface  (1)  ;  its  round- 
ness or  solidity,  by  light  and  shade  (2)  ;  its  color,  by  tints  (3). 
To  express  it  fractionally,  outline,  without  shade  or  color,  gives 
us  form,  which  is  one-third  (-1-)  ;  light  and  shade  with  outline, 
but  without  color,  gives  us  form  and  roundness,  which  are  two- 
thirds  (|)  ;  color,  with  outline  and  light  and  shade,  gives  us  form, 
roundness,  and  color,  which  are  three-thirds  (f)  of  the  truth, 
if  each  fraction  be  true.  By  this  and  similar  illustrations,  ex- 
plain the  order  in  which  the  study  of  representation  should  be 
followed,  and  the  relative  importance  of  each  element  in  the 
expression  of  truth.  Pupils  must  be  taught  what  to  look  for 
in  an  object  before  they  can  see  it.  Even  when  it  is  before  their 
eyes,  they  must  be  made  to  see  with  their  brains,  as  well  as  to 
look  with  their  eyes.  For  this  reason,  it  is  proper  to  study 
form  by  commencing  with  a  knowledge  of  that  which  is  simple 
and  regular  in  line,  plane,  or  solid,  —  by  that  which  can  be  form- 
ulated and  defined,  and  which  does  not  change.  Taking  this  as 
a  groundwork,  it  is  possible  to  see  and  estimate  the  complex 
and  irregular,  and  fix  the  precise  degree  and  character  of  the 
variable,  so  that  individuality  may  be  perceived  and  expressed 
even  in  its  most  subtle  developments. 

3.  Color.  —  Diagrams.  —  The  use  of  color  should  be  the  last 
subject  studied  in  the  highest  grade  of  primary  schools,  —  the 
high  schools.  The  names,  and  to  some  extent  the  admixture, 
of  colors  will  have  been  taught  theoretically  from  the  kinder- 
garten upwards  through  the  school  course.  In  the  last  year 
of  the  high-school  course,  the  elements  of  color  should  be 
taught  practically  by  handling  and  using  the  pigments  which 
represent  colors.  Begin  by  requiring  each  pupil  to  draw  and 
paint  a  diagram  of  color  showing  the  primaries  and  secondaries, 
and  a  second  showing  the  secondaries  and  tertiaries.     A  third 


334  BOARD   OF   EDUCATION. 

diagram,  which  gives  the  proportions  of  surface  in  which  prima- 
ries,, secondaries,  and  tertiaries  harmonize,  will  complete  the 
elementary  or  diagrammatic  study  of  color.  Full  explanations 
of  tint,  tone,  hue,  shade,  neutrals,  self-tints,  hot  and  cold,  ad- 
vancing, and  retiring  colors  should  be  given,  and,  if  time  permits, 
illustrated  by  examples.  Diagrams  on  a  large  scale  should  be 
suspended  before  the  class,  and  copied  by  each  pupil.  This 
preliminary  work,  is  required  to  save  the  time  of  both  teachers 
and  pupils,  and  to  make  the  study  of  color  further  on  an  intel- 
ligent application  of  principles,  and  not  a  series  of  melancholy 
experiments.  This  work  to  be  entirely  class-work,  the  same 
for  all. 

Examples.  —  Examples  which  are  to  be  used  as  copies  by 
pupils,  and  in  which  this  knowledge  is  illustrated,  should  be 
of  objects  with  pronounced  coloring;  such  as  fruits  or  flowers, 
or  any  subject  painted  from  nature,  with  or  without  back- 
grounds. Individual  tastes  may  be  consulted  as  to  subject ;  and 
the  same  or  an  equal  amount  of  instruction  in  principles  and 
practice  can  be  given  upon  the  drawing  of  a  human  figure  or 
head,  landscape  effects,  still  life,  or  animal  form.  If  good  origi- 
nal works  in  water-color  can  be  obtained  for  copies,  so  much 
the  better ;  but  good  reproductions  of  the  best  works,  if  made 
for  the  purpose  of  instruction,  are  far  better  than  poorly  colored 
or  wrongly  drawn  originals,  just  as  a  good  cast  of  the  Apollo 
would  be  better  than  the  original  figure-head  of  a  vessel,  and  a 
line-engraving  or  photograph  from  the  Sistine  Madonna  would 
be  better  for  us  than  a  nondescript  daub  of  undoubted  origi- 
nality, if  our  purpose  is  to  study  the  beautiful. 

Nature.  —  Studies  from  nature  of  objects  which  are  colored 
naturally  follow  the  principles  learnt  in  the  diagrams,  and  their 
illustration  from  applied  examples.  Subjects  which  do  not 
change  either  in  form  or  color  —  such  as  pottery-forms,  or  well- 
chosen  common  objects  in  any  material  —  should  be  the  first 
exercises.  When  a  reasonable  amount  of  expedition  has  been 
acquired,  then  more  perishable  subjects  —  such  as  fruit,  flowers,  or 
still  life  —  may  be  attempted.  Single  objects,  with  backgrounds 
either  of  drapery  or  colored  tiles  or  wood-work,  are  the  most 
suitable  when  lessons  are  only  given  once  a  week ;  and  it  is 
better  for  several  pupils  to  study  from  the  same  subject,  for 
reasons  before  explained.  It  is  to  be  never  forgotten  that  the 
works  produced  are  to  be  studies,  not  pictures;  and  that  the 


APPENDIX.  335 

exercises  in  drawing,  even  in  this  class,  are  to  be  on  the  plane 
of  original  compositions  in  language,  or  solutions  of  mathe- 
matical problems ;  i.e.,  like  school-work  in  other  subjects.  In- 
telligent, expressive  work  is  to  be  sought  for,  and  the  fullest 
and  most  generous  instruction  imparted ;  but  the  practice  of 
finishing  highly  in  any  one  branch  of  drawing  belongs  rather 
to  the  education  of  the  specialist  or  professional  artist  than  to 
the  high-school  pupil,  and  it  should  not  therefore  be  attempted. 

General  information  concerning  the  harmony  and  contrast 
of  color  should  be  given  at  every  exercise,  the  lesson  being 
regarded  as  the  means  or  occasion  for  this  instruction.  Comple- 
mentary colors  ;  simultaneous,  successive,  and  mixed  contrasts ; 
use  of  gold  in  ornament ;  ocular  spectrum  ;  the  harmony  of 
tints,  tones,  hues,  and  shades ;  how  color  becomes  perceptible 
to  the  eye  ;  what  results  from  the  separation  of  the  rays  of  light, 
its  decomposition  and  recomposition ;  what  is  meant  by  the 
absorption  of  certain  rays  and  reflection  of  others;  the  differ- 
ence between  color  and  pigments  used  in  painting ;  colors 
of  the  rainbow;  position  of  primaries,  secondaries,  and  tertiaries 
in  nature  ;  proportion  of  surface  which  they  cover  in  nature  and 
natural  effects ;  the  mental  impressions  made  by  positive  and 
neutral  colors ;  influence  of  violent  contrasts  or  false  harmony 
upon  the  eye,  —  information  on  all  these  points,  fortified  by 
examples  which  illustrate  them,  will  enable  the  teacher  to 
assist  thoughtful  and  intelligent  pupils,  and  lead  others  to  think 
and  become  so. 

4.  Applied  Design.  —  In  this  class  good  examples  of  ap- 
plied design  should  be  placed  before  the  pupils  in  the  form 
of  manufactured  goods ;  thus,  sheets  of  lace,  paper  hangings, 
cotton  prints,  specimens  of  carpet  patterns,  encaustic  tiles,  oil- 
cloths, porcelain,  pottery,  or  glass  decoration,  —  the  actual  ob- 
jects being  the  most  suitable  for  the  instruction  of  older  pupils, 
who  are  expected  to  produce  designs  in  color.  Illustrated  cata- 
logues of  the  great  international  exhibitions  are  suggestive 
material  also  with  which  to  teach  design.  Each  high  school 
should  have  a  small  collection  of  objects  and  examples  in  which 
the  purest  taste  and  ripest  skill  in  design  are  displayed,  as  well 
as  a  library  of  illustrated  books.  Two  or  four  designs  in  a  year 
should  be  expected  from  each  pupil, —^  the  full  size  of  the  ob- 
jects, or  the  full  size  of  the  unit  of  repetition,  if  the  design  should 
be  for  carpets,  wall-papers,  &c.     Designs  for  lace,  jewelry,  or 


336  BOARD   OF  EDUCATION. 

subjects  in  which  the  work  may  be  fine  or  delicate,  are  best 
expressed  by  solid  color  on  dark  backgrounds.  As  in  all  pre- 
vious classes,  the  resources  of  design  are  the  materials  to  be 
found  in  nature,  and  the  type-forms  of  good  historical  orna- 
ment, the  element  of  color  being  added.  Avoid  over-elabora- 
tion, pictorial  effects,  the  direct  imitation  of  nature,  or  redun- 
dancy of  details.  Teachers  should  study  the  treatment  and 
employment  of  ornament  in  Greek,  early  Gothic,  and  some 
periods  of  the  Renaissance  work.  Few  pupils  can  be  expected 
to  display  great  originality  in  design  any  more  than  in  other 
branches  of  education.  But  all  will  show  some,  if  the  oppor- 
tunity be  given  to  them,  accompanied  with  sound  instruction 
in  principles  and  judicious  encouragement.  In  colored  designs, 
avoid  brilliant  colors ;  and,  as  a  rule,  the  tertiaries  with  their 
tones  and  shades  will  be  best  for  floor-decoration,  the  second- 
aries with  self-tints  and  small  features  in  gold  for  wall-designs, 
with  tints  of  the  primaries  for  ceiling-decoration,  relieved  by 
tones  of  the  neutrals.  Bright  colors  should  only  be  used  in 
small  quantities,  if  repose  be  sought  for. 

General  Remarks. 

Teachers  of  drawing  in  high  schools,  whether  special  in- 
structors or  the  regular  teachers,  should  realize  that  drawing, 
like  every  other  subject  of  an  elementary  and  general  educa- 
tion, should  be  taught  in  class.  The  subject,  when  advanced 
from  the  grammar  to  the  high  school,  has  not  changed  its  nature 
or  its  methods,  only  its  place  and  materials  for  study,  and 
widened  its  range.  The  use  of  the  blackboard  to  illustrate 
principles  and  methods  of  work,  and  examples  of  form,  is  indis- 
pensable to  good  teaching  of  classes  in  the  primary  and  gram- 
mar schools;  and  the  use  of  diagrams  on  paper,  to  illustrate 
light  and  shade  and  color,  for  the  instruction  of  high-school 
classes,  will  be  found  equally  indispensable  to  good  teaching  in 
the  high  schools.  This  involves  on  the  part  of  the  special  and 
regular  teachers  a  familiarity  and  skill  with  the  use  of  the  crayon 
and  brush,  which  may  not  be  usual,  but  is  certainly  necessary, 
and  can  be  acquired  as  surely  as  the  use  of  the  chalk  on  black- 
board has  been  already  learnt  by  the  majority  of  teachers. 
Special  instructors  in  the  public  schools  have  the  responsibility 
of  setting  an  example  in  this  matter  to  the  regular  teachers, 
and  of  showing  them  that  sound  knowledge  of  a  subject  may 


APPENDIX.  337 

be  displayed  in  any  vehicle  and  in  every  process.  Such  dia- 
grams in  light  and  shade  and  color,  as  have  been  referred  to  in 
this  high-school  course,  are  not  often  available ;  for  the  subject 
in  this  stage  of  its  development,  and  adapted  to  high  schools, 
has  not  yet  been  commonly  taught.  It  devolves  upon  the 
teachers,  therefore,  to  make  them  for  their  classes ;  and  they 
will  teach  the  subjects  better  for  the  exercise. 

In  this  stage  of  the  study,  examples  of  a  high  class  placed 
before  each  pupil  may  be  as  necessary  for  economical  as  well  as 
educational  reasons,  as  they  are  in  the  lower  stages ;  but  such 
examples,  without  the  personal  and  vitalizing  influence  of  the 
teacher  drawing  before  his  pupils,  and  meeting  their  difficulties 
by  his  example  and  his  skill,  will  not  be  sufficient.  Working 
without  good  examples  is  extravagant,  and  wasteful  of  time 
and  opportunities,  besides  being  indescribably  stupid ;  relying 
upon  examples  ready  made,  without  the  life  which  comes  from 
work  before  the  class  and  the  result  of  personal  work  done  for 
the  class,  is  worse.  The  true  way  is  to  make  use  of  all  that  has 
been  done  in  the  past  by  others  of  great  skill,  experience,  or 
knowledge,  as  material  with  which  to  help  our  individual  efforts 
in  teaching,  and  never  to  fall  back  upon  that  as  a  substitute  for 
such  efforts.  Good  teachers,  whether  young  or  old,  must  expect 
to  spend  as  much  time  out  of  school  in  thought  and  work  for 
their  classes,  as  they  spend  in  school  with  their  classes  ;  and 
success  of  the  highest  order  cannot  be  purchased  at  any  cheap- 
er rate.  That  this  is  understood  and  expected  is  shown  by  the 
small  number  of  hours  per  diem  that  school  is  kept,  and  the 
frequency  of  vacations  and  holidays.  Teachers  must  work  out 
of  school  as  well  as  pupils ;  for  without  such  work  neither  can 
attain  self-reliance  in  work  or  economy  of  time  in  school-hours : 
and  the  best  teachers  invariably  do  so. 

It  is  presumed  that  pupils  have  learnt  hoiv  to  draw  in  the 
schools  and  classes  below  the  high-school  grade ;  and  it  is  as 
unreasonable  to  teach  elementary  drawing  in  its  lowest  stages 
in  the  high  school,  as  it  would  be  to  teach  reading  and  writing 
in  them.  What  is  expected  to  be  done  here  is  to  apply  the 
power  of  drawing  already  acquired  to  the  study  of  higher 
stages  of  the  same  subjects  on  the  high-school  plane,  which 
should  show  as  much  progress  in  drawing  as  advancement  in 
other  subjects  of  general  education.  This  involves  higher 
attainments  by  teachers,  and  is,  as  a  rule,  recognized  by  higher 

43 


338  BOARD   OF   EDUCATION. 

emoluments  for  service.  Though  it  is  not  practicable  to  apply 
this  standard  at  once  in  schools  where  the  scholars  have  had  no 
previous  preparation,  or  the  teachers  no  opportunities  of  a 
higher  education,  it  is  both  reasonable  and  practicable  to  do  so 
where  this  has  been  or  is  the  case,  and  where  special  teachers 
are  employed ;  always  supposing  that  proper  examples  for  study 
are  furnished,  if  attainable,  and  a  suitable  class-room  with 
fittings  and  lighting  adapted  for  art  study  be  provided  in  the 
high  school. 

It  is  but  just  to  those  special  teachers  of  drawing,  who  have 
done  much  towards  bringing  about  the  possibility  of  such  a 
scheme  as  this,  to  define  their  true  position  in  a  public-school 
system,  their  false  position  having  been  fully  described.  First, 
For  some  time  yet  the  highest  class  in  high  schools  must  be 
personally  taught  by  them.  Second,  Their  final  work  in  public 
schools  will  be  supervision  of  the  work  of  the  regular  teachers 
in  all  classes,  and  examination  of  the  pupils.  Third,  Normal 
instruction  to  teachers  so  long  as  it  is  necessary.  Fourth, 
Teaching  the  evening  drawing-classes,  or  schools  of  art  as  they 
will  be  eventually  called. 

In  such  legitimate  and  useful  work  there  is  a  wide  field, 
every  large  city  requiring  several  of  such  trained  teachers ;  and 
every  city  or  town  will  find  it  necessary,  economical,  and  pro- 
fitable to  have  one  such  specialist  in  the  public  employment, 
upon  whom  it  can  rely  for  guidance  and  service.  Now  that 
drawing  is  so  extensively  taught  in  the  public  schools,  it  should 
be  taught  well  and  under  competent  supervision,  and  not  be 
made  the  subject  of  experiment.  Then  schools  of  art  are  in- 
evitable, and  such  schools  are  the  true  homes  of  the  special 
teacher  of  drawing. 

Use  of  Mechanical  Aids  and  Tests. 

The  pupil  has  to  be  taught  to  draw  both  by  the  unaided 
hand,  and  also  by  help  of  instruments  and  mechanical  tests. 
How  much  must  depend  on  the  eye  and  hand  alone,  and  how 
these  may  be  legitimately  assisted  by  the  ruler  and  compasses, 
and  not  only  how,  but  when  and  where,  seems  to  be  a  perpet- 
ual puzzle  to  teachers.  How  and  how  much  may  a  ruler  be 
used  to  test  a  drawing?  is  often  asked.  This  must  to  some 
extent  be  a  matter  of  individual  judgment ;  but,  for  conven- 
ience, I  have  stated  below  the  manner  in  which  the  question 


APPENDIX.  339 

has  always  been  answered  by  me.  In  freehand  and  model 
drawing  a  line  must  always  be  first  drawn  by  the  freehand 
alone  before  its  length  or  direction  can  be  tested.  Then 
both  these  features  may  be  tested  by  the  ruler  and  measure ; 
but  corrections  must  invariably  be  made  by  the  hand  alone  in 
sketching  as  well  as  in  finishing. 

So  in  the  same  way  the  symmetry  of  a  symmetrical  object 
may  be  tested  whilst  the  drawing  is  in  the  sketch  condition ; 
but  measurements  must  never  be  taken  from  the  ruler,  nor 
must  a  straight  line  ever  be  ruled  in  freehand  or  model  draw- 
ing. 

In  order  to  make  clear  the  best  rules  for  the  practice  of 
drawing,  and  the  proper  use  of  mechanical  aids,  the  following 
regulations  applying  to  all  classes  and  subjects  are  stated :  — 

1.  Where  Necessary.  —  In  geometrical  and  perspective 
drawing  by  instruments,  and  in  the  practice  of  designing,  all 
assistance  to  be  derived  from  the  use  of  rulers,  compasses,  and 
tracing-paper,  is  to  be  allowed,  and  in  drawing  from  memory  or 
dictation  of  these  subjects  also. 

2.  Where  Optional.  —  In  drawing  from  dictation  and 
memory  of  freehand  exercises,  mechanical  aids  may  be  some- 
times permitted,  and  in  other  exercises  wholly  disallowed,  ac- 
cording to  the  option  and  judgment  of  the  teacher ;  but  prac- 
tice in  both  manners  is  better  than  in  one  only. 

3.  Where  Forbidden.  —  In  freehand  drawing  of  objects 
or  ornament  from  the  copy  or  solid,  no  mechanical  aids  are  per- 
missible, the  exercises  being  tests  of  the  observation  and  man- 
ual skill  of  the  pupils,  unassisted,  save  by  the  verbal  criticisms 
and  tests  applied  by  the  teacher.  Neither  ruling  nor  measur- 
ing is  to  be  permitted.  The  teacher  will,  however,  explain  the 
meaus  whereby  the  accuracy  of  drawing  may  be  tested  and 
corrected  whilst  in  the  sketch  condition,  such  as  by  the  con- 
vergence of  retreating  parallel  lines  in  model-drawing,  or  the 
test  of  direction  of  lines,  symmetry  of  forms,  and  proportion  of 
parts  in  ornament,  before  the  sketch  is  made  into  a  finished 
drawing. 

These  regulations  are  based  upon  the  best  experience  of 
those  who  employ  drawing  and  designing  for  practical  pur- 
poses, whether  in  fine  or  industrial  art,  and  will  render  a  simple 
and  clear  answer  to  the  teacher's  question  of,  "  When  and  how 
may  mechanical  assistance  be  rightly  employed  in  teaching 
drawing  ?  " 


340  BOARD   OF   EDUCATION. 

Elementaey  and  Applied  Design. 

Some  of  the  suggestions  made  concerning  the  first  steps  in 
design  are  epitomized,  and  placed  together  here,  for  the  conven- 
ience of  teachers,  and  for  reference. 

Elementary  Design.  —  Designing  in  the  Three  Grades  of  Schools. 

Primary.  —  In  the  primary  schools  the  exercise  is  to  learn 
names,  and  become  acquainted  with  repetition  and  symmetry. 

Grammar. — In  the  grammar  schools,  to  apply  this  knowl- 
edge to  the  arrangement  of  forms,  either  from  nature  or  histor- 
ical ornament,  and  take  the  first  steps  in  applied  design. 

High.  —  In  the  high  schools,  to  exercise  the  arranging 
power  acquired  in  the  grammar  schools  by  elementary  design 
to  applied  design ;  i.e.,  to  ornament  some  object  of  use. 

1.  Primarj.  —  Learn  names  and  processes. 

2.  Grammar.  —  Learn  to  arrange. 

3.  High.  —  Learn  to  design  for  useful  purposes. 

Simplicity  of  Arrangement. 

One  of  the  greatest  faults  in  the  practice  of  elementary  de- 
signing is  over-elaboration. 

The  forms  used  must  not  be  too  small  in  proportion  to  the 
ground  to  be  covered,  because  this  leads  to  confusion  and  loss 
of  character  in  the  design.  There  is  much  more  beauty  in  the 
simple  arrangement  of  good,  well-drawn  forms,  having  a  large 
proportion  to  the  surface  which  has  to  be  covered,  than  in  a 
profusion  of  complicated  detail  on  a  small  scale. 

The  uncovered  ground  within  a  geometric  form  should  never 
be  more  than  one-third  of  the  whole  surface,  the  ornament 
occupying  the  remaining  two-thirds. 

Half-tint  may  be  employed  to  distinguish  the  ornament  from 
its  background.  Either  the  background  may  be  tinted,  or  the 
ornament.  Whichever  covers  the  least  surface  should  be  in 
half-tint. 

When  there  is  more  half-tint  than  white  surface,  the  design 
is  likely  to  appear  heavy.  The  half-tint  should  be  lighter  than 
the  outlining  of  the  design. 

Stems  should  be  kept  partly  behind  leaves  and  flowers,  not 
appearing  uninterruptedly  at  too  great  length,  or  they  will 
appear  obtrusive. 


APPENDIX.  341 

Steps  in  Progressive  Order  in  making  an  Elementary  Design. 

1.  Select  the  geometric  form  or  combined  forms  to  be  filled, 
and  determine  whether  the  tendency  of  its  axis  is  to  be  in  a 
vertical  or  a  horizontal  direction,  or  the  treatment  to  be  in 
a  rosette  form. 

2.  Select  the  subject  of  the  proposed  design,  whether  it  is  to 
be  a  plant-form  or  an  ornamental  detail. 

3.  If  the  first,  ascertain  the  principle  of  growth,  whether  op- 
posite or  alternate  ;  i.e.,  whether  leaves  spring  from  the  stem  in 
pairs  opposite  to  one  another,  or  singly  on  alternate  sides  of 
the  stem,  and  whether  the  flowers  grow  singly  or  in  clusters. 

4.  Analyze  the  plant ;  remark  the  character  of  the  leaf. 
Draw  front  views  and  side  views  of  leaves  and  flowers,  to  use 
as  material  for  the  design. 

5.  If  a  detail  of  ornament  be  selected,  notice  how  it  has  been 
used  in  connection  with  other  forms. 

6.  Draw  by  freehand  the  unit  of  design.    Trace  it,  and  repeat 

it  as  often  as  required.     Line  in  or  finish  with  an  even,  distinct 

line. 

Principles  of  Elementary  Design. 

1.  Elementary  designing  is  an  exercise  in  arranging  given 
forms,  derived  either  from  nature  or  historical  ornament,  in 
new  and  original  combinations. 

2.  The  selected  forms,  if  natural,  may  be  either  parts  of  a 
plant,  or  an  entire  plant;  namely,  the  leaves  only,  or  the 
leaves,  flowers,  buds,  and  stem,  with  both  front  and  side  views 
of  leaves  and  flowers  combined.  If  ornamental,  the  given  form 
may  be  a  detail  of  some  historical  style ;  as,  the  Greek  anthe- 
mion,  the  Egyptian  lotus,  or  the  Roman  acanthus. 

3.  If  the  form  be  natural  (as,  for  instance,  that  of  the  passion- 
flower), the  proportional  size  and  number  of  the  leaves  to 
the  flower  should  be  preserved  as  far  as  possible ;  if  both  leaves 
and  flowers  are  used,  the  general  growth  of  the  plant  should 
be  followed. 

4.  Plant-forms  should  not  be  copied  in  all  their  minute 
details  and  natural  irregularities  when  used  in  ornamental 
design,  but  be  conventionalized;  i.e.,  the  general  type-form 
should  be  taken,  omitting  unimportant  details  or  accidental 
peculiarities,  and  retaining  only  the  broad  general  character  and 
structural  arrangements  of  the  plant. 


342  BOARD   OF  EDUCATION. 

Propositions  concerning  Design  by  Owen  Jones, 

1.  "  Beauty  of  form  is  produced  by  lines  growing  out  one 
from  the  other  in  gradual  undulations.  There  are  no  excres- 
cences. Nothing  could  be  removed,  and  leave  the  design 
equally  good  or  better." 

2.  "  As  in  every  perfect  work  of  architecture  a  true  propor- 
tion will  be  found  to  reign  between  all  the  members  which 
compose  it,  so  throughout  the  decorative  arts  every  assemblage 
of  forms  should  be  arranged  on  certain  definite  proportions. 
The  whole  and  each  particular  member  should  be  a  multiple  of 
some  simple  unit." 

3.  "  Harmony  of  form  consists  in  the  proper  balancing  and 
contrast  of  the  straight,  the  angular,  and  the  curved." 

4.  "  In  surface  decoration  all  lines  should  flow  out  of  a  par- 
ent stem.  Every  ornament,  however  distant,  should  be  traced 
to  its  branch  and  root." 

5.  "  All  junctions  of  curved  lines  with  curved,  or  of  curved 
with  straight,  should  be  tangential  to  each  other." 

6.  "  Flowers  or  other  natural  objects  should  not  be  used  as 
ornament;  but  conventional  representations  founded  upon 
them,  sufficiently  suggestive  to  convey  the  intended  image  to 
the  mind  without  destroying  the  unity  of  the  object  they  are 
employed  to  decorate.  [Note.  —  Universally  obeyed  in  the 
best  periods  of  art ;  equally  violated  when  art  declines.]  " 


CERTIFICATES   FOR  TEACHING  DRAWINC, 

AWARDED    UPON   EXAMINATION    TO    TEACHERS    OF    THE     PUBLIC    SCHOOLS 
FROM   THE    STATE    NORMAL    ART    SCHOOL    OF    MASSACHUSETTS. 

Courses  of  lessons  and  lectures  are  given  to  teachers  at  the 
school  in  Boston,  and  can  be  given  in  any  locality  by  teachers 
of  drawing  who  have  studied  in  it.  The  sheets  of  drawings 
can  be  prepared,  and  the  examinations  passed,  in  each  of  the 
five  normal  schools  of  the  State,  by  arrangement  with  the  di- 
rector of  the  Normal  Art  School.  The  examinations  are  held 
annually  in  the  month  of  June. 


APPENDIX.  343 

CERTIFICATES    OF    THE    THIRD    GRADE. 

FOR  TEACHERS   OP  HIGH  AND  NORMAL   SCHOOLS. 

LIST     OF     CERTIFICATE     DRAWINGS     REQUIRED     FOR    PERMISSION    TO     BE 

EXAMINED. 

Instrumental  Drawing. 

1.  A  sheet  of  Geometrical  Problems. 

2.  A  sheet  of  Perspective,  including  parallel,  angular,  and  oblique  problems. 

3.  A  sheet  of  Machine-Drawing,  from  copies  or  lectures. 

4.  A  sheet  of  Building  Construction,  from  copies  or  lectures. 

Freehand  Draiving. 

5.  A  sheet  of  Model-Drawing,  in  outline,  from  the  object. 

6.  A  sheet  of  two  Model-Drawings,  in  crayon  or  pencil,  shaded  from  the 

copy  and  object. 

7.  A  sheet  of  two  Model-Drawings,  in  stump,  shaded  from  the  copy  and 

object. 

8.  A  sheet  of  two  Model-Drawings,  with  the  brush,  from   the   copy  and 

object. 

9.  A  sheet  of  two  Outline-Drawings   from  natural  foliage    and  common 

objects. 

10.  A  sheet  of  Design,  —  one  elementary,  and  one  applied. 

11.  A  sheet  of  Botanical  Analysis  of  a  plant,  applied  in  design. 

12.  A  sheet  of  Analysis  of  three  styles  of  historic  ornament. 

EXAMINATION     FOR     CERTIFICATE. 

The  above  drawings  having  been  submitted  and  approved,  time  exami- 
nations for  the  completion  of  the  certificate  will  be  held  at  the  end  of  the 
annual  session  as  follows :  — 

1.  Perspective  Practice.    One  hour.  5.  Memory  Drawing.    One  hour. 

2.  Perspective  Theory.     One  hour.  6.  Historical  Ornament.     One  hour. 

3.  Model-Drawing,  shaded  from  solid.  One  hour.  7.  Machine-Drawing.    One  hour. 

4.  Harmony  of  Color.    One  hour.  8.  Building  Construction.    One  hour. 


CERTIFICATES   OF   THE   SECOND   GRADE. 

FOR  TEACHERS  OF  GRAMMAR  SCHOOLS. 

LIST    OF    CERTIFICATE    DRAWINGS    FOR    PERMISSION    TO    BE    EXAMINED. 

Instrumental  Drawing. 

1.  A  sheet  of  Geometrical  Problems. 

2.  A  sheet  of  Perspective  Problems,  — parallel  and  angular. 

3.  A  sheet  of  Blackboard  and  Dictation  Exercises,  and  two  elementary 

designs. 


344  BOARD   OF   EDUCATION. 

Freehand   Drawing. 

4.  A  sheet  of  Model-Drawing,  in  outline,  from  solid. 

5.  A  sheet  of  Freehand,  outline  of  ornament,  from  copy. 

6.  A  sheet  of  Botanical  Analysis  of  a  plant. 

7.  A  sheet  of  Historical  Ornament  in  oxitline. 

8.  A  sheet  of  two  Applied  Designs  for  flat  surfaces. 

9.  A  sheet  of  Illustrations  for  teaching  drawing  in  grammar  schools. 

EXAMINATION    FOR    CERTIFICATE. 

The  above  drawings  having  been  submitted  and  approved,  time  examina- 
tions for  the  completion  of  the  certificate  will  be  held  at  the  end  of  the 
annual  session  as  follows :  — 

1.  Freehand  Drawing,  in  outline,  from  copy.  4.  Greometrical  Drawing. 

2.  Freehand  Drawing  from  objects.  5.  Perspective  Drawing. 

3.  Memory  Drawings  of  an  original  design.  6.  Historical  Ornament. 

Forty-five  minutes  given  for  each  subject. 


CERTIFICATES   OF   THE  FIRST   GRADE. 

rOR  TEACHERS   OF  PRIMARY  AND   INTERMEDIATE   SCHOOLS. 

LIST    OP    CERTIFICATE    DRAWINGS     FOR     PERMISSION     TO     BE     EXAMINED. 

Instrumental  Drawing. 

1.  A  sheet  of  Geometrical  Definitions,  plane  and  solid. 

2.  A  sheet  of  Blackboard  and  Dictation  Exercises  and  Elementary  Designs. 

Freehand  Drawing. 

3.  A  sheet  of  Freehand  Outline  Ornament  from  copy. 

4.  A  sheet  of  Model-Drawing  from  solid. 

5.  A  sheet  of  Illustrations  lor  a   course   of  primary-school   exercises   for 

teaching  drawing. 

6.  A  sheet  of  Botanical  Analysis  and  Historic  Ornament. 

Examination  for  Certificate. 
The  above  drawings  having  been  submitted  and  approved,  time  examina- 
tions for  the  completion  of  the  certificate  will  be  held  at  the  end  of  the 
annual  session  as  follows:  — 

1.  Freehand  Drawing,  in  outline,  from  copy.  4.  Dictation  Drawing. 

2.  Freehand  Drawing  from  objects.  5.  Geometrical  Drawing. 

3.  Memory  Drawing  of  an  original  design.  6.  Historical  Ornament. 

Thirty  minutes  given  for  each  subject. 

IN    ALL    THE    GRADES. 

One  sheet  of  drawings  will  be  retained  by  the  school  from  each  set  of 
those  presented  for  certificates  of  the  first,  second,  and  third  grades ;  and 
this  sheet  is  to  be  duplicated  by  the  student.     The  drawings  are  to  be  made 


APPENDIX.  345 

on  half-imperial  sheets  of  paper,  or  mounted  on  that  size  (15  inches  by  12| 
inches) ;  and  the  short  edge  of  the  paper  is  to  be  uppermost.  Every  sheet  to 
be  headed  and  numbered,  according  to  grade,  number,  and  subject,  in 
printed  characters,  signed  and  dated,  with  the  name  of  the  school  where  the 
teacher  is  employed.  Accepted  works  will  be  initialled  by  the  director  of 
the  Normal  Art  School  when  approved. 


44 


SEWING  IN   THE  WORCESTEK   SCHOOLS. 


EEPOET 

OP 

COMMITTEE  ON  SEWING  IN  WOECESTEE  SCHOOLS, 

APRIL   1,   187  9. 


In  the  autumn  of  1876,  by  a  vote  of  School  Committee,  sew- 
ing was  introduced  into  the  second  and  third  grades  of  Dix- 
street  School.  The  work  was  carried  through  the  year  with 
most  satisfactory  results.  In  order  to  know  the  precise  difficul- 
ties in  the  way,  I  attended  nearly  or  quite  every  sewing  session. 

The  cheerful  readiness  and  expertness  of  the  children,  and 
their  rapid  improvement,  surpassed  my  highest  expectation. 
We  felt  no  hinderances ;  nor  did  we  see  any  interference  with 
the  regular  grade-work.  An  exhibition  was  held  at  the  close 
of  the  year,  at  the  superintendent's  office,  of  such  articles  as 
were  available.  Most  of  the  garments  made  were  immediately 
applied  to  family  use. 

I  then  feared  that  Dix  Street  might  be  a  favored  locality,  and 
wished  to  test  farther  the  expediency  of  making  a  branch  of 
handicraft  a  part  of  school-work.  In  the  ensuing  autumn  I 
enlarged  the  field  of  experiment  by  putting  sewing  into  the 
lower  grades  of  Lamartine,  South  Worcester,  East  Worcester, 
and  Edge  worth-street  Schools,  in  addition  to  Dix  Street,  which 
was  to  be  continued  in  the  fourth  grade.  The  sum  of  fifty  dol- 
lars was  appropriated  for  this  object ;  and,  during  the  following 
winter,  about  five  hundred  children  were  sewing  two  hours  in 
each  week  in  eleven  schools. 

It  was  impossible  to  attend  personally  to  these  several  classes 
in  remote  localities ;  and  the  work  was  largely  left  to  the  teach- 
ers, who  took  it  up  with  interested  zeal. 


350  BOARD   OF   EDUCATION. 

The  points  whicli  I  hoped  to  prove  were  these :  Firstly,  that 
change  from  mental  to  purely  industrial  application  during 
the  school-session  affords  a  healthful  recreation  to  children, 
without  retarding  the  progress  or  diminishing  the  amount  of 
necessary  school-work. 

Secondly,  that  great  and  needful  gain  in  personal  tidiness 
and  cleanliness  is  secured  through  the  combined  effort  of 
teacher,  child,  and  parent,  by  a  regularly  recurring  exercise,  the 
very  nature  of  which  leads  in  that  direction,  and  carries  its 
influence  directly  into  the  home  where  the  lack  is  found. 

Thirdly,  that  the  training  of  hand  and  eye  to  precision  and 
neatness  in  doing  things  which  children  understand,  and  can 
see  the  direct  and  immediate  appreciation  of,  is  legitimate  school- 
work^  and  is  a  long  stride  towards  the  object  for  which  we  strive 
in  teaching  writing  and  drawing. 

No  one  can  suppose,  that,  in  the  lives  of  these  children,  the 
needle  is  not  to  bear  equality  with  the  beautiful  craft  of  the 
pencil,  and  the  mighty  power  of  the  pen. 

Nothing  adds  more  to  the  household  comfort,  is  more  indis- 
pensable to  the  tidiness  and  decency  of  home,  than  this  poor 
despised,  neglected,  and,  among  our  poorest  people,  lost  art  of 
good  hand-sewing.  That  it  might  be  revived,  and  made  a 
reformatory  power  through  the  homes  of  our  school-children, 
was  my  desire  in  introducing  elementary  sewing  into  Worces- 
ter public  schools.  In  some  localities  the  great  number  of  boys 
and  the  few  girls  made  sewing  seem  unsuitable,  the  girls  being 
in  the  parochial  schools. 

We  found,  however,  that  the  boys  were  quite  as  interested 
and  apt  as  the  girls ;  and  in  every  school  several  of  the  most 
proficient  artisans  were  seamsters.  I  do  not  claim  that  it  is 
important  for  boys  to  sew ;  but,  in  a  mixed  school,  I  see  no 
objection  to  it. 

Difficulties  arose  in  some  schools  in  inducing  the  children  and 
parents  to  send  their  poor  sewing  and  mending  to  the  school. 

It  required  peculiar  tact  on  the  part  of  the  teacher  to  keep 
up  the  home  interest,  and  secure  the  material  for  work. 

We  find  much  proud  prejudice  against  mending  where  none 
exists  about  rags. 

Children  were  encouraged  to  mend,  taught  to  sew  up  rips  in 
jackets,  and  cover  ghastly  holes  with  respectable  patches. 

They  learn,   when  very  young,  to  give  abstract  definitions 


APPENDIX.  351 

to  geometrical  figures,  utterly  regardless  of  the  fact  that  knees 
and  elbows  look  out  through  windows  whose  shapes  no  geome- 
try ever  named,  and  that  their  own  little  hands  could  do  much 
towards  tidiness  when  their  busy  mothers  get  neither  time  nor 
material,  and  too  often,  alas !  when  there  is  no  mother. 

More  was  accomplished  by  this  experiment,  and  better  work 
done,  than  I  had  supposed  possible. 

The  several  teachers  to  whom  these  tasks  were  assigned 
took  up  the  work  with  a  willingness  most  gratifying.  The 
principals  of  the  schools  expressed  approval,  and  few  objec- 
tions by  parents  were  made. 

I  feel  sure  that  sewing  could  wisely  be  introduced  into  the 
lower  grades  of  nearly  all  public  schools,  and  that  the  princi- 
ples of  geometrical  dressmaking  could  be  taught  in  connection 
with  drawing  in  the  highest  grades,  as  shown  in  Mrs.  Jackson's 
"Science  and  Geometry  of  Dress." 

I  am  constrained  to  add,  that  it  is  not  enough  simply  to  say, 
Let  it  he  done,  and  rest  in  the  sweet  assurance  that  it  will  do 
itself.  Efficient  supervision  is  necessary,  until  it  become  an 
organized  branch  of  work. 

A  few  women  of  leisure  and  energy,  judiciously  sprinkled 
through  the  committees,  could  render  excellent  service  in  this 
direction,  and,  without  overstepping  the  bounds  of  womanly 
duty,  find  a  path  close  beside  the  tottering  steps  of  little  chil- 
dren, who  will,  in  a  few  years,  be  out  in  the  world.  They  will 
have  employers  to  serve,  and  homes  to  make.  Fathers  and 
mothers,  husbands  and  wives,  and  babes  will  soon  be  thrown 
upon  their  care  in  the  natural  events  of  life. 

It  is  clearly  our  duty  to  make  this  inevitable  condition  as 
prospectively  helpful  and  tasteful,  as  clean  and  pure  and  real, 
as  the  circumstances  will  permit ;  and  our  best  help  is  not 
given,  unless  we  reach  beyond  the  recited  tasks,  and  try  to 
teach  them  how  to  apply  knowledge  to  living. 

The  characteristic  potato-patch  and  cabbage-garden  will  seem 
more  attractive  with  sweet  home  helpfulness  growing  by  the 
doorstep  and  window-pane. 

School-sewing  is  one  of  the  plants  which  children  take  home 
to  bloom  in  kitchen-windows. 

It  fits  in  with  and  supplements  the  home-training  of  the 
thrifty  and  well-to-do;  while  that  large  class  which  finds  its 
only  culture  in  the  schoolroom  is  vastly  helped  towards  sym- 
metry and  shapeliness  in  its  rapid  growth. 


352  BOARD   OF   EDUCATION. 

Since  sewing  is  one  of  the  indispensables  in  civilized  life, 
the  only  question  is,  "  Shall  it  be  done  more  or  less  well,  and 
by  those  most  needing  it  ?  " 

Our  employment  societies  are  besieged  by  needy  women  who 
cannot  sew,  and  cannot  be  employed.  Round  button-holes, 
slipshod  seams,  crooked  hems,  inebriated  fells,  and  straggling 
gathers  disfigure  their  work.  Their  attempts  are  sickening  to 
inspectors,  and  disastrous  to  the  finances  of  the  society. 

Our  domestics  are  most  frequently  useless  for  plain  sewing 
and  mending;  and  even  the  parish  sewing-circle  of  the  pres- 
ent shows  a  lamentable  lack  in  this  essential  art. 

If  brought  into  school-practice  as  a  part  of  the  regular  dis- 
cipline, sewing  carries  its  civilizing  influence  directly  to  the 
home  ;  and  in  the  appointed  lesson  matters  get  legitimate  atten- 
tion and  remedy,  which  otherwise  could  only  be  reached  with 
difficulty.  It  is  of  first  importance,  that,  so  far  as  possible,  the 
work  should  be  brought  from  the  home  of  the  child,  to  secure 
and  keep  the  interest  of  the  parents. 

Again  :  the  sewing-hours  should  bring  a  cheerful  rest,  not  of 
idleness,  but  of  change.  A  glad  sense  of  business  should 
abound.  The  souls  of  children  are  in  sunshine  when  their 
hands  are  understandingly  employed.  A  little  colored  boy  in 
Dix-street  School,  stitching  and  hemming  a  coarse  brown  night- 
cap for  his  dear  old  grandma,  brightened  a  whole  room. 

Little  fingers,  unused  to  so  delicate  a  tool  as  a  needle,  will 
blunder  at  first.  It  may  require  several  lessons  to  learn  to 
thread  the  eye  quickly.  Fingers  are  all  thumbs ;  and  many  of 
these  are  cut  and  bruised  and  pounded,  and  done  up  in  rags. 
Practice  brings  skill ;  and  the  illustrated  lessons  on  clean  hands 
given  by  this  exercise  are  worth  all  the  trouble  of  teaching 
sewing. 

Beginning  on  simple  strips  of  coarse  cotton  to  learn  a  plain 
seaming-stitch,  the  progress  will  be  gradual.  The  instruction 
must  be  given  in  classes,  and  much  by  dictation  and  drill,  as  in 
drawing  and  writing.  Specially  inapt  pupils  will  require  special 
aid,  as  in  other  branches ;  but  in  a  few  weeks  every  child  will 
be  able  to  begin  to  make  a  garment. 


APPORTIONMENT   OF   THE   SCHOOL    FUND 
FOR   1880. 


45 


APPOETIONMENT  OF  THE  SCHOOL  FUND  FOE  1880. 


The  apportionment  of  the  school  fund  is  made  under  the 
following  laws :  — 

[General  Statutes,  Chap.  36.] 

Section  1.  One-half  of  the  annual  income  of  the  Massachusetts  school 
fund  shall  be  aj)portioned  and  distributed  for  the  support  of  public  schools 
without  a  specific  appropriation,  and  in  the  manner  following,  to  wit:  Each 
town  complying  with  all  laws  iu  force  relating  to  the  distribution  of  said 
income,  and  whose  valuation  of  real  and  personal  estate,  as  shown  by  the 
last  returns  thereof,  does  not  exceed  one  million  dollars,  shall  annually 
receive  two  hundred  dollars;  each  town  complying  as  aforesaid,  whose  valua- 
tion is  more  than  one  million,  and  does  not  exceed  three  million  dollars, 
shall  receive  one  hundred  and  fifty  dollars;  and  each  town  complying  as 
aforesaid,  whose  valuation  is  more  than  three  millions,  and  does  not  exceed 
five  million  dollars,  shall  receive  one  hundred  dollars.  The  remainder  of 
said  moiety,  after  the  division  above  provided,  shall  be  distributed  to  all  the 
towns  and  cities  of  the  Commonwealth  whose  valuation  does  not  exceed  ten 
million  dollars,  in  proportion  to  the  number  of  persons  belonging  to  each, 
between  five  and  fifteen  years  of  age. 

Sect.  2.  All  money  appropriated  for  other  educational  purposes,  unless 
otherwise  provided  in  the  act  appropriating  the  same,  shall  be  paid  from  the 
other  half  of  said  income.  If  the  income  in  any  year  exceeds  such  appro- 
priations, the  surplus  shall  be  added  to  the  principal  of  said  fund. 

[Chap.  142, 1865  ] 

Section  1.  No  apportionment  and  distribution  of  the  annual  income  of 
the  school  fund,  as  provided  by  the  second  and  third  sections  of  chapter 
thirty-sis  of  the  General  Statutes,  shall  be  made  to  any  town  or  city  which 
has  not  complied  with  the  requisitions  of  the  first  and  second  sections  of 
chapter  thirty-eight,  and  the  fifth  and  sixth  sections  of  chapter  forty  of  the 
General  Statutes,  and  of  any  amendments  to  either  of  said  sections,  and  the 
laws  of  the  Commonwealth  relating  to  truancy;  or  which  has  not  raised  by 
taxation  for  the  support  of  schools,  during  the  school  year  embraced  in  the 
last  annual  returns,  including  only  wages  and  board  of  teachers,  fuel  for  the 
schools,  and  care  of  fires  and  schoolrooms,  a  sum  not  less  than  three  dollars 
for  each  person  between  the  ages  of  five  and  fifteen  years,  belonging  to  said 
town  or  city  on  the  first  day  of  May  of  said  school  year. 


356 


BOARD   OF   EDUCATION. 


Sect.  4.  The  income  of  the  school  fund  received  by  the  several  cities 
and  towns  shall  be  applied  by  the  school  committees  thereof  to  the  support 
of  the  public  schools  therein;  but  said  committees  may,  if  they  see  fit, 
appropriate  therefrom  any  sum,  not  exceeding  twenty-five  per  cent  of  the 
same,  to  the  purchase  pi  books  of  reference,  maps  and  apparatus  for  the  use 
of  said  schools. 

Under  ike  fourth  section  .of  this  chapter  the  money  dis- 
tributed by  the  State  is  held  by  the  treasurers  of  the  respective 
towns,  subject  to  the  order  of  the  school  committee  of  each. 
Three-fourths  of  the  income  must  be  applied  by  the  committees 
to  the  support  of  schools,  and  the  whole  may  be.  The  income 
received  from  the  State  is  not  subject  to  a  vote  of  the  town. 

Under  this  section  it  becomes  the  duty  of  each  town  treasurer 
to  open  an  account  with  the  school  committee,  and  to  hold  the 
fund  received  from  the  State,  subject  to  their  order. 


APPOliTIONMENT   TO    ToWNS   AND   ClTIES   FOE   1880. 


Abington 
Acton 
Acushnet 
Adams     . 
Agawam 
Alford     . 
Ames  bury 
Amherst . 
Andover . 
Arlington 
Ashburnham 
Ashby 
Ashfield  . 
Ashland  . 
Athol       . 
Attleborough 
Auburn  . 
Ayer 

Barnstable 
Barre 
Becket     . 
Bedford  . 
Belchertown 
Bellingham 
Belmont  . 
Berkley  . 
Berlin 
Bernardston 
Beverly   . 


$211  50 

Billerica . 

177  63 

Blackstone 

220  01 

Blandford 

262  90 

Bolton     . 

182  98 

Boxborougb 

205  75 

Boxford  . 

203  98 

Boylston . 

219  93 

Bradford 

237  84 

Braintree 

179  33 

Brewster . 

238  65 

Bridgewater 

•214  95 

Brimfield 

219  31 

Brockton 

187  93 

Brookfield 

210  21 

Buckland 

254  11 

Burlington 

221  99 

Canton    . 

186  64 

Carlisle    . 

219  64 

Carver     . 

188  62 

Charlemont 

228  53 

Charlton  . 

215  94 

Chatham 

248  03 

Chelmsford 

224  76 

Cheshire . 

139  71 

Chester    . 

212  47 

Chesterfield 

217  73 

Chicopee 

216  63 

Chilmark 

133  40 

Clarksburg 

$188  82 
246  67 

219  21 
218  51 
204  16 
210  70 

217  82 
186  15 

220  82 
220  70 

218  04 

224  46 
202  54 
195  17 
238  82 

210  50 
146  37 
207  03 
220  21 
213  37 
233  77 
246  95 
191  70 
227  93 

225  25 

211  69 
306  20 
206  64 
217  92 


APPENDIX. 

357 

Clinton    ....       $260  74 

Greenfield        .         .         .       $211  30 

Cohasset . 

191  80 

Greenwich 

208  42 

Colrain    . 

228  13 

Groton     . 

182  48 

Concord  . 

194  87 

Groveland 

240  91 

Conway  . 

227  04 

Hadley    . 

194  57 

Cummington  . 

215  45 

Halifax  .      ■   . 

208  02 

Dalton     . 

187  43 

Hamilton 

214  36 

Dana 

210  89 

Hampden 

215  64 

Danvers  . 

207  06 

Hancock . 

211  68 

Dartmouth 

202  49 

Hanover  . 

232  09 

Dedham  . 

108  94 

Hanson    . 

221  59 

Deerfield 

209  92 

Hardwick 

~  241  11 

Dennis     • 

211  20 

Harvard  . 

224  17 

Dighton  . 

230  60 

Harwich . 

267  04 

Douglas  . 

242  49 

Hatfield  . 

179  02 

Dover 

210  00 

Hawley  . 

213  56 

Dracut     . 

225  35 

Heath     . 

211  19 

Dudley    . 

255  76 

Hingham 

173  69 

Dunstable 

207  43 

Hinsdale 

232  98 

Duxbury 

186  05 

Holbrook 

187  73 

East  Bridgewa 

ter 

194  47 

Holden    . 

250  22 

Eastham . 

213  37 

Holland  . 

205  74 

Easthampton 

237  75 

HoUiston 

210  41 

Easton     , 

229  23 

Holyoke  . 

313  25 

Edgartown 

184  26 

Hopkinton 

258  05 

Egremont 

214  36 

Hubbardstown 

225  36 

Enfield    . 

217  03 

Hudson  . 

223  69 

Erving     . 

214  85 

Hull 

205  45 

Essex 

231  69 

Huntington 

219  21 

Everett    . 

176  06 

Hyde  Park 

215  18 

Fairhaven 

196  95 

Ipswich  . 

204  77 

Falmouth 

185  16 

Kingston 

172  09 

Fitchburg 

221  36 

Lakeville 

220  70 

Florida    . 

212  28 

Lancaster 

177  24 

Foxborough 

196  15 

Lanesborough 

227  63 

Framingham 

197  46 

Lee 

229  23 

Franklin 

212  39 

Leicester 

204  17 

Freetown 

220  90 

Lenox 

191  01 

Gardner  . 

222  00 

Leominster 

182  30 

Gay  Head 

203  07 

Leverett . 

212  97 

Georgetown 

189  92 

Lexington 

194  47 

Gill 

210  69 

Leyden    . 

210  40 

Gloucester 

402  69 

Lincoln   . 

214  46 

Goshen    . 

207  13 

Littleton . 

218  32 

Gosnold  . 

202  08 

Longmeadow 

225  05 

Grafton  . 

228  14 

Ludlow    . 

222  88 

Granby    . 

213  86 

Lunenburg 

216  53 

Granville 

225  75 

Lynnfield 

212  38 

Great  Barring 

ton 

224  58 

Manchester 

174  17 

858 


BOARD   OF   EDUCATION. 


Mansfield 

$197  34 

Orange    . 

Marblehead     . 

245  00 

Orleans    . 

Marion    .         .         .         • 

215  35 

Otis 

Marlborough   . 

310  66 

Oxford    . 

Marshfleld 

220  90 

Palmer    . 

Mashpee .... 

206  54 

Paston    . 

Mattapoisett    . 

168  91 

Peabody  . 

Maynard 

194  08 

Pelham    . 

Medfield .         .        .        . 

168  91 

Pembroke 

Medford .         .        .         . 

121  33 

Pepperell 

Medway  .        .         •         . 

225  57 

Peru 

Melrose   .         .         .         . 

179  93 

Petersham 

Mendon  .        .         .        . 

221  49 

Phillipston 

Merrimac 

182  98 

Pittsfield 

Methuen. 

213  28 

Plainfield 

Middleborough 

234  28 

Plymouth 

Middlefield      . 

213  76 

Plympton 

Middleton 

218  91 

Prescott  . 

Milford    .         .         .         . 

311  74 

Princeton 

Millbury 

239  64 

Proviucetown 

Milton     . 

45  56 

Quincy    . 

Monroe   . 

205  85 

Randolph 

Monson    . 

207  93 

Raynham 

Montague 

220  92 

Reading  . 

Monterey 

213  17 

Rehoboth 

Montgomery    . 

206  23 

Revere     . 

Mount  Washington 

204  05 

Richmond 

Nahant    . 

109  31 

Rochester 

Nantucket 

203  48 

Rockland 

Natick     . 

160  05 

Rockport 

Needham 

189  44 

Rowe 

New  Ashford  . 

203  06 

Rowley    . 

New  Braintree 

209  60 

Royalston 

New  Marlborough    . 

242  99 

Russell    . 

New  Salem 

214  56 

Rutland  . 

Newbury 

233  87 

Salisbury 

Newburyport  . 

243  74 

Sandisfield 

Norfolk  . 

217  13 

Sandwich 

North  Adams  . 

297  69 

Saugus    . 

North  Andover 

201  50 

Savoy 

North  Brookfield     . 

235  37 

Scituate  . 

North  Reading 

216  14 

Seekonk . 

Northampton  . 

206  80 

Sharon    . 

Northborough . 

176  25 

Sheffield  . 

Northbridge    . 

227  55 

Shelbiirne 

Northfield 

229  52 

Sherborn 

Norton    . 

227  73 

Shirley    . 

Norwood 

191  80 

Shrewsbury 

Oakham  . 

214  06 

Shutesbury 

1193  09 

221  40 
218  62 
197  44 
241  61 
212  38 
168  77 
212  77 
223  13 
184  96 
209  31 
217  82 
211  88 

222  35 
206  64 
214  49 
214  85 

209  70 
217  13 
238  93 
168  77 
217  14 
233  08 
197  05 
228  52 
185  55 
221  10 
217  43 
243  40 

224  97 

210  69 
221  79 

220  11 

211  77 
219  01 
216  55 

221  30 
207  34 
194  77 
214  46 
199  72 

225  26 
173  67 
246  75 
224  37 
216  14 
218  12 
175  45 
211  58 


APPENDIX. 

359 

Somerset 

$244  47 

Warwick 

$211  19 

South  Abington 

194  47 

Washington     . 

213  27 

South  Hadley . 

206  45 

Watertown 

82  60 

South  Scituate 

232  58 

Wayland 

187  83 

Southampton  . 

221  00 

Webster  . 

246  37 

Southborough 

185  16 

Wellfleet. 

243  58 

Southbridge    . 

262  80 

Wendell . 

208  22 

Southwick 

220  40 

Wenham 

215  15 

Spencer  .        .         .         . 

189  35 

West  Boylston 

202  39 

Sterling  .         .         .         . 

226  64 

West  Bridgewater   . 

232  09 

Stockbridge     . 

187  63 

West  Brookfield      . 

236  25 

Stoneham 

236  26 

West  Newbury 

235  94 

Stoughton 

244  79 

West  Springfield     . 

218  74 

Stow        .         .         .        . 

220  90 

West  Stockbridge    . 

241  01 

Sturbridge       .        .    .     . 

240  71 

Westborough  . 

227  05 

Sudbury .         .         .         . 

219  81 

Westfield 

140  34 

Sunderland     . 

216  24 

Westford 

230  60 

Sutton     .         .         .         . 

219  53 

Westhampton 

211  68 

Swampscott     . 

187  14 

Westminster 

225  36 

Swanzey .         .         .         . 

221  10 

Weston   . 

170  60 

Templeton 

195  56 

Westport 

206  25 

Tewksbury 

218  92 

Weymouth 

199  27 

Tisbury  .         .         .         . 

223  27 

Whately . 

220  11 

ToUand  .         .         .        . 

208  21 

Wilbraham 

223  86 

Topsfield 

217  33 

Williamsburg 

240  81 

Townsend       .         .  .      . 

181  79 

Williamstown 

211  70 

Truro      . 

219  40 

Wilmington 

216  93 

Tyngsborough 

209  60 

Winchendon 

214  27 

Tyringham 

210  99 

Winchester 

152  89 

Upton 

232  68 

Windsor . 

211  09 

Uxbridge 

205  66 

Winthrop 

162  47 

Wakefield 

191  42 

Woburn  . 

224  52 

Wales 

214  25 

Worthington 

213  66 

Walpole  . 

187  83 

Wrentham 

191  01 

Waltham 

197  08 

Yarmouth 

181  39 

Ware 

244  09 

Wareham 

262  29 

Total 

.$69,908  78 

Warren   . 

208  13 

A 

MOUNT   BY  COUNTIES. 

Barnstable 

.   $3,082  04 

Middlesex 

.   $9,847  70 

Berkshire 

.     7,064  75 

Nantucket 

203  48 

Bristol     .         .       ,. 

.     3,550  51 

Norfolk 

.     4,335  03 

Dukes 

.     1,018  72 

Plymouth 

.     5,739  98 

Essex 

.     6,838  48 

Suffolk    . 

348  02 

Franklin          .         .   • 
Hampden 

.     5,604  52 
.     4,659  75 

Worcester 

.   12,662  95 

Hampshire 

.     4,958  85 

Total 

• 

.$69,908  78 

AlSr    ABSTRACT 

OF    THE    SCHOOL    RETURNS    MADE    BY  THE    SCHOOL    COM- 
MITTEES  OF   THE   SEVERAL   TOWNS   AND   CITIES 
IN   THE  COMMONWEALTH,   FOR  THE 
SCHOOL  YEAR  1878-79. 


BOARD   OF   EDUCATION. 


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Raynham 

Rehoboth 

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Somerset 

Swansea 

Taunton 

Westport 

SCHOOL  RETURNS. 


IX 


1— ( 

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'c3 

BOARD   OF   EDUCATION. 


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Xll 


BOARD   OF  EDUCATION. 


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TOWNS. 

Acushnet  . 
Attleborough 
Berkley 
Dartmouth 
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Easton 
Fairhaven 
Fall  River 

Freetown  . 
Mansfield  . 
New  Bedford 
Norton 
Rajnham  . 
Rehoboth  . 
Seekonk    . 
Somerset   . 
Swanzey    . 
Taunton     . 
Westport  . 

SCHOOL   RETURNS. 


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Edgartown 
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'3 

XIV 


BOARD   OF   EDUCATION. 


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73 

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8,228  21 
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SCHOOL   RETURNS. 


XV 


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XVI 


BOARD   OF   EDUCATION. 


•sSoQ  no  xvi  Sm 
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oilinj  0^  paiuudoad 
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$123  43 

251  25 
169  00 

273  69 
129  83 
105  38 
733  21 

68  36 

174  17 
9,521  13 

53  02 

377  11 

75  13 

97  90 

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$7,665  32 
180  00 
146  00 

100  00 

430  00 
1,877  05 

454  00 
1,100  00 

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1132,705  00 
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2,438  00 

2,000  00 

4,300  00 
27,200  00 

9,000  00 
20,000  00 

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$96  00 
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Lynn 

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SCHOOL   RETURNS. 


xvu 


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XVIU 


BOARD   OF   EDUCATION. 


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SCHOOL   RETURNS. 


XIX 


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BOARD   OF   EDUCATION. 


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Ashfield 
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Hawley  . 
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Leverett 
Ley den  . 
Monroe  . 
Montague 
New  Salem     , 
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Orange  . 
Rowe 
Shelburne 
Shutesbury     . 
Sunderland     . 

SCHOOL   RETURNS. 


XXI 


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'3 
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XXll 


BOARD   OF   EDUCATION. 


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SCHOOL  RETURNS. 


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XXIV 


BOARD   OF   EDUCATION. 


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Sunderland 

SCHOOL  RETURNS. 


XXV 


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XXVI 


BOARD   OF   EDUCATION. 


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XXVll 


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3 

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$1,440  00 

1,000  00 
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1,500  00 
3,000  00 

742  50 

601  25 

1,500  00 

1,340  00 
1,400  00 
1,200  00 

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Ashland    . 
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Cambridge 
Carlisle 

1 

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Concord     . 
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Dunstable . 
Everett 

Groton 
Holliston  . 
Hopkinton 

SCHOOL  RETURNS. 


xxxvii 


$65  30 

69  85 

24  00 
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11  88 
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3,100  00 

1,280  00 

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3,764  00 

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175  00 

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12,900  00 

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785  00 

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2,360  00 

1,566  00 

475  00 

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XXXVlll 


BOARD   OF   EDUCATION. 


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SCHOOL   RETURNS. 


XXXI  x 


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xl 


BOARD   OF   EDUCATION. 


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77  06 
232  74 

125  16 

263  77 
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6,000  00 

225  60 
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1,000  00 
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100,000  00 

3,760  20 
100  00 

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1,300  00 
200  00 

30  00 

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57  00 

22  00 
30  00 

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Braintree  . 
Brookline 
Canton 
Cohasset   . 
Dedham    . 
Dover 

Foxborough 
Franklin  . 
Holbrook  . 
Hyde  Park 
Medfield   . 
Medway    . 
Milton 
Needham  . 
Norfolk     . 
Norwood  . 

SCHOOL  RETURNS. 


xli 


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Quincy     .         ^ 
Eandolph 
Sharon      . 
Stoughton 

alpole   . 
eymouth 
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la 

^^^ 

xlii 


BOARD   OF  EDUCATION. 


•eouarajgi  jo 
s^ooq  puB  snji3j'Bddi3 
joj   pasn   s-bjU.  punj^ 
pres    JO    qonin    AiOH 

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Aggregate 
paid  for  Tui- 
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1 

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1 

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paid  for  Tui- 
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supported. 

id 

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45  00 

44  15 
41  89 

1      1 

oico      t^ioosiO'^H'^ot-t-oocoiracoo 
eooo       cot^'TfHco-^iOi— ii— lO'-Hcocooico 

cooo       1— looi— iiot^i— (cocoi— i-^ososco 

C^lCM           lOOCOi-HOr-H-rflTtHt^-^lOOST-HOS 

OICM         CMC^Ii-HCMCMCMCMCMtHCM         .-HCIt-H 

$375  00 

399  00 

1,100  00 

260  00 
600  00 

o 
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1    O     1   CO     1    O     1 

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1  CO 
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1   CM     1      1      1      1   CM     1 

1  1-1 

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1,957  95 

1    1 

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1    OS     1       1       1       1       1       1 

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Taxation 
Taxation 
Taxation 
Taxation 
Taxation 

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t+J  %J    4J    4J  '-+.3   -tJ    -(J    -4J 

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SCHOOL  RETURNS. 


xliii 


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Stoughton 
Walpole     . 
Weymouth 
Wrentham 

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xliv 


BOARD   OF   EDUCATION. 


•sjC'bp  puij  smnora  m 
'I'SQA  9q;  joj  siooqog 
^Hqncl  JO  q|Su9i  9;,S§v 

lO                     -^         O                     O  >0         O                                  O        lO 
1— (                        1— ItH                        1— Ii— Ii— lOCOi-HkOi-H 

1                 II                 1    1         1         1         1         1    1     1 

O(M'^00(Mi0C0^C0OC0-*00iOai'-(i-Ht^O(M'*-=tll:^ 
TflCOt^rJHOSi— ICOCOCOCOi-(COCO-*COCDCOCO00COlOCOrH 
I— li— ICO                 tH                        I— I                                              I— lOl                 >— (1— 1 

Number  of 
Teacbers 
from  Nor. 
Schools. 

1 

3 

r-lrH     1       1      (CO     IC^ICMtJH     |i-((M     l-^r-liHiH-^tHrHtMiH 
(M 

<M     ICDiHi-iCO     1      |(MCO     |CO(>J     l-^iHCMi-i     |t-I»-HCM(M 

No.  of  differ- 
ent persons 
employed  as 
Teachers  in 
Pub.  Sch'ls. 

B 

co(M-^TH(MCJioooco(racMcot-coTHt^t-Gooiooot- 

eg  05  CO         iH  (M                     r-l               iH        T-l        (M         CO        r-l  <M  i-H 

03 

1^ 

CO  t^  CO '^  T-l  CO     1   (N  CO  CO     1   tH  rH  <M  IM  T-l  •*     1   TrI  ir-(  .-1  <M  (M 

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sjuai  fii  puB  e  ussM.% 
-aq  9%v%s   aqj   m   'ojs: 

THJt^lO-^rt^OST— (•rhIOOTH'OCOOS'Oi— (,— l.-H-*(MOCOCO(M 
(MOO'^OCO'*IOO(M>— lTtHK:)(MOiOT-IC35lOCO>Oi01>."^0 
CO  CO  0^(M  CO-tJH         CO(Mt-        (M(Mi-IIM'HOO<N  rH  i-H  .-1  05  O 

of                                                                                                             I-H 

•siooqos  onqnj 
aqi  puajjB  oqAV  9Si3 

JO  SJB9j{  SX  WAO  SU0SJ9<I 

cS)'^ososoO'*iiOTtHco(^jTt<a)co-<*co'^i>.cooiciccoo 

O  CO  00  rH  lO  tH  (M  tH  1>  CO  i-H  (M  CO  CO  T-H  05  rH  rH  00  CO 
I— 1          rH 

■siooqos  onqtij 

aqi  pua;^^  oqAV  aSu  jo 
si'B9i  e  J9pun  suosjaj: 

ICO     l(MO5COrH-*Q0lOCMlOCg     |10(M050     IrHCOCDO 

•j'BSi  Xooqos  9qj  3ui 
-jtip  siooqos  "qnci  oq; 
1113  ui  gomjpnajj'B  93,ay 

(Mcoco-^corHt-"*iC)cocoioco>0(MO-^co-*C5t^(Mii::) 

COCOCOiniC350-*COCOOOeg05'*l(N(MCOCOGOCD05-*OCO 
lO  lO  CO  tH  C^tM          (MtHIC          T-lrHrH(MrHt^rH05          rHOO'* 
r-T 

■J'B9i  lOOqOS  9qj  Sui 

■anp  siooqos  oTiquj:  ui 

SJ^IOqOS  ^UBJSJJip  JO  -ojsT 

T-ICO-*05rHCOlOOOt^COCOOJCMb-COCOi0001:^(M05(M 
TH^tlCOrH'^i— lt>.-*l-^(Mt^CDO00OrHC01O0:(MC01:^05 
t^t-O(MC0lCi         CO  (M  00         OJ  CM  rH  CO  CM  00  CM  rH  rH  tH  O  ■<:t< 

cm"                                                                         rn"           rn" 

•sasnoq-xooqos 
Snutudaa     joj     81.81 
m    papnadxa  :)unouiv 

CROOrHOO          OOrH          t^OCOOiOOO          lOlOOOrtHO 

05  O  O  t- O  O        OO-^        00OOOO-*        t^cot-ioo 

(MOOJt^CDCO  OlOb-  r-(lO(MiOOOO  lO(M>OCOlO 
OlOCOCMCOO  iraCOlO  (MC■^COCOr-(Ti^  OOrH-^O-* 
00         CD         (M  CO         (M         05         rH                           CM         05               CM  (M 

^^      co" 

•sasnoq-iooqos 
Snr^oaia      joj      8181 
ni   p9pu9dx8   junoniv 

19,000  00 
1,912  00 

2,000  00 

1,066  33 

1,265  58 

974  56 

•Biooqos  JO  -OK 

t-00OC0rHC0>*l05t-C0(Mt-r-IC0O00C000O-*t-00C0 
tH  1— 1  "^l          1— 1  rH                        rH                 rH          rH          (M          CO                 r-H  rH 

7 

1 
1 

ooooooooooooooooooooooo 
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Thl(M00CMC0-*rHCD05OCMO(MOC005(MO00CD4Ot-t^ 
O(M00rHrH00rHC0O01l0C0O00O051>-t^'*IC0OTHrH 

"^  "^  ■*  ""i, '^  °°^  °°,  ^  ""i,  °^  ^  ^  "^  ^  ^  "^  "^ '^  ^ '^  "^ '^  "-t 
(rf  r-Tt-TccTko  if5~t-rT}H~if:ru:ro5~co~cM"co"orc3rco~r-rocri>rco~co  co 

OlOOt^tMTtHOSt-OSOiOOiCOCO-^COiOOt—iOOSiOt^O 

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r-Tr-rirT        r-Ti— 1                        CO          rH                        rH  (M          rH                 iH  rH 

•giSI  'snsuao 
ffiViS  —  uoTj'Bindoj 

rHOSCSOt^kCCOOOrHmT^COOSrHtMt^rHCOOSOOrHCOCO 
■^CDt^CM-^OCOOCDlOrHCDCDCDrHCDCMCSit^lOOOCD 

CMCSiiOrH(MCOOOO(M  ^«0  "^O  00  CO_CO  O  CO  co_i>  o_<M_-^ 

C0^C0~O  r-r(M~(7f        r-TrHTin"        r-TrH          r-T  rH  UrTr-Tco"        r-TTtTcrf 
tH 

03 

Iz5 
1 

Abington 

Bridgewater   . 

Brockton 

Carver    . 

Duxbury 

E.  Bridgewater, 

Halifax  . 

Hanover 

Hanson  . 

Hingham 

Hull        . 

Kingston 

Lakeville 

Marion   . 

Marshfield      . 

Mattapoisett  . 

Middleborough, 

Pembroke 

Plymouth 

Plympton 

Rochester 

Rockland 

Scituate . 

SCHOOL  RETURNS. 


xlv 


T— I  r-(  lO 


05  05  05^ 
rJH  CM  (M  (M 
•^  CO  CO  CO 


t^  CO  ^-rt^ 
t^  CO  o  cq 
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c^  t-Tco^io^ 

CO  CO  CO  CO 
CO  00  05  00 


CO  00  TfH  CO 

in  1— I  !>•  CO 

Tt<  CO  00  t^ 


he  cs  ci  a^ 
jzj  S  g  &D 

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CM 

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1 

xlvi 


BOARD   OF   EDUCATION. 


•sSoa  uo  xv%  3ni 
-puiOOT  'uAioj  aqi  jo 
uoijdo  si[j  ju  siooiios 
onqn<i  0}  pajBudoJd 
-d'B  spun^i  JO  amooui 

$267  42 

111  22 
177  02 
160  92 

99  42 
110  00 

93  08 

49  22 

123  06 

66  73 

119  82 

95  13 
105  07 

121  64 

•spun  J  looqos 
X'Booi     uiojj     amooui 

$212  12 
17  50 

1,600  00 

172  00 
1,750  00 

418  46 
2,250  00 

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puB    sannapt'ay    jo 
:>joddns  aq;  joj  ^luo 
pajuudo.idd'B  aq  uua 
qoiqA  JO  auiooui  aqj 
'spunj  looqos  Jo  i.ray 

$4,300  00 

300  00 

2,700  00 

24,816  00 

2,800  00 
29,860  00 

13,652  00 
35,000  00 

•siooqos 
oTWnj     JO     (uapuaj 
-uuadns      Jo      iaufes 

$40  00 

450  00 
250  00 

500  00 

•oja  's'^iodaa 
Sm^uud   JO   sasuadxa 

I-H  O  O  O  O  OO  lO  o  o  o  o  o  o  o  o  o  oo 
t^  o  o  o  o          oo      CM  o  o  o  o  o  o  lo  o  o      oo 

T^OlOiOO  »00  COOiOCDCDOiOCOOtM  COO 
■*CO(Mi— ICO               (MCO               (Ml— ll— ((Ml— i(Mi— i-^i— 1        COCO 

(M              T-l 

•luapua^ui 
-jadns  JO  ^ibii3s  aq} 
Sutpntoui  'aajiimuioo 
[ooqog   jtq   aouapuaj 
-uuadns    jo   sasuadxg; 

OOi-IOiOCOOOOOOOOOiOOOlOOOOOO 
OOOOt-t-lOOOOOOOO(MOOt^OOOiOO 

(Mi0C0>0i3iTtHO>noOC0OOOc31OOC0OOiC(MO 
■*'*lfM(MOOlOTJ^COCDlO(M>OOl^lCO^OOt^OlOt^COlO 
lOCOCD        1— l(M        I— li—lTtt        (Ml— 1        I—l         COi— lO               (Ml— 1 

•siooqog 
OTiqnj    aoj    pajnqui 
-uoo  jiii'i'BJunioA  '-oja 
'lanj  'pjuoq  jo  junouiy 

O 

1    1    1    1   1  ^  1    1    1    1    1   1    1    1    1    1    1    1    1    1    1   1    1 

CO 
(M 

•6i-818T  I'e^^ 
lOOqos  aqj  JOj  'suiooi 
-lOoqos      pun      sajif 
JO  a-1130  'xauj  'pj-Boq 
's-iaqoEaj    jo    saSnAv 
guipupui       's[Ooqos 
joj    saxiij    Xq    pasiua 

OOOOOOOOOOOOOOOOOOOOOOO 
OOOOOOOOOOOOOOOOOOOOOOO 

OOIOOOOOOOOOOOOOOOOOOOO-H 
OOfMOOOOirOOOiOiOOOOOOOOOOOCO 
Ot-OOi01:^C0t-CDOt-(MOOi0.-iL0iOC500(MOt- 

t- 00  CO  1-1  (M  •*  (M  i-l  (M  CO  (M  r-l  <M  (M  CO  tH  CD  i-l  t^  CO 
€#         (M                                              i-l                                                            rH 

Average      wages      of 
Teachers  per  month, 
Including    the    value 
of  board. 

i 

iOOOO>OOOOOOOOOOC^lt^(3JiOOCOOOiO 
i-IOOO<MOC0OOO(MCDi0OC0'Ol:^t^OC0OOt^ 

T^^'*o50(MO'*o^ocococo-*oocOl-ll(r:!(M(35C»^ClT^^ 

COCOCOCOCOCO(MCO(MiOCOCO(M(M(M(MCO(MCO(M(MCOCM 

■rf 
s 

OOOOOO  OOO  O  O  t^  O  O -rH  O  O  O  O  I-l 
O  O  00  O  O  O         OOO         O  O  CD  O  O  O        lO  O  O  lO  1-1 

O0000(MOC»  (MOO  CDt-OOOO  OCMOCOCO 
OCOt^COOiO  t^Ttit-  CMcM-^COOOt-  (MCOCOCOt- 
I—l                   I— I                                   I—l                                   1—1 

•sq^uoui  xis  U'Gq;  ss&x 
jdax   siooqos    JO    -oii 

1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1    1 

■aajjTui 
-moo     j{q    paujujai 
SB      qjSuai      aSBjaAV 

Ir-                                          (M        kO                         VD 

CO      t^      CO  1—1 00               lo  u^      1—1      1—1      05 1^  CO  I— 1  CO 
1         1         III                 II         1         1         1     1     1    1     1 

COOiOSOOCOOOOO<3505000(C1500t^05t>-OOOOOiOOt-(3i05 

T— I 

O 
H 

Abington 
Bridge  water 
Brockton  . 
Cai-ver 
Duxbury  . 
E.  Bridge  water 
Halifax    . 
Hanover  . 
Hanson     , 
Hingham 
Hull 

Kingston  . 
Lakeville 

Marion     . 

Marshfield 

Mattapoisett 

Middleborough 

Pembroke 

Plymouth 

Plympton 

Rochester 

Rockland 

Scituate    . 

SCHOOL  RETURNS. 


xlvii 


C^  00  rH  -f^ 

o 

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BOARD   OF   EDUCATION. 


EVENING    SCHOOLS. 

1 

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03 

Attendance. 

Time. 

CITIES  AST)  TOWNS. 

1 

1 

Number  of 

Expense. 

O 

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Evenings. 

Boston 

23 

3,390 

— 

1,876 

102 

135 

147,997  29 

Brockton      . 

1 

66 

15 

61 

96 

1 

800  00 

Brookline     . 

1 

- 

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85 

- 

2 

185  00 

Cambridge  . 

8 

549 

217 

244 

50 

29 

2,779  16 

Clinton 

2 

57 

63 

61 

66 

9 

330  01 

Fitchburg    . 

2 

110 

62 

80 

57 

12 

798  50 

Haverhill     . 

3 

266 

109 

169 

47 

25 

1,246  00 

Holyoke 

7 

275 

211 

260 

37 

20 

734  00 

Lawrence     . 

2 

543 

287 

314 

51 

31 

2,583  66 

Lowell 

5 

914 

416 

486 

66 

51 

3,960  00 

Lynn   . 

1 

16 

18 

28 

50 

1 

375  00 

Maiden 

2 

114 

53 

30 

48 

6 

483  30 

Medford 

1 

24 

2 

13 

40 

2 

149  00 

Milford 

1 

100 

- 

63 

110 

1 

300  00 

Newburyport 

1 

- 

97 

35 

42 

8 

150  00 

Newton 

1 

62 

- 

18 

65 

5 

600  00 

North  Adams 

1 

40 

24 

49 

58 

- 

300  00 

Peabody 

1 

42 

4 

25 

40 

3 

250  00 

Salem  . 

4 

232 

155 

197 

50 

15 

2,663  81 

Springfield  . 

2 

160 

101 

117 

42 

10 

532  00 

Somerville   . 

1 

239 

34 

55 

56 

4 

424  50 

Sutton 

3 

122 

73 

113 

150 

3 

169  50 

Taunton 

2 

225 

69 

236 

36 

12 

1,166  50 

Waltham     . 

2 

30 

32 

19 

22 

4 

363  82 

Watertown  . 

1 

53 

16 

36 

26 

3 

200  00 

Worcester    . 

10 

551 

193 

378 

73 

1,480 

31 

2,698  98 

26  cities  and  towns, 

88 

8,180 

2,351 

3,348 

423 

172,240  03 

SCHOOL  RETURNS. 


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Ixii  BOARD   OF  EDUCATION. 


GRADUATED   TABLES  —  First  Series. 

The  following  Table  shows  the  sums  appropriated  by  the  several  cities 
and  towns  in  the  State,  for  the  education  of  each  child  between,  five  and 
fifteen  years  of  age.  The  income  of  the  surplus  revenue  and  of  other 
funds  held  in  a  similar  way,  when  appropriated  to  schools,  is  added  to  the 
sum  raised  by  taxes  ;  and  these  sums  constitute  the  amount  reckoned  as 
appropriations.  The  income  of  such  school  funds  as  were  given  and  are 
held  on  the  express  condition  that  their  income  shall  be  appropriated  to 
schools,  is  not  included.  Such  an  appropriation  of  their  income,  being  ne- 
cessary to  retaining  the  funds,  is  no  evidence  of  the  liberality  of  those  hold- 
ing the  trust.  But  if  a  town  appropriates  the  income  of  any  fund  to  its 
public  schools,  which  may  be  so  appropriated  or  not,  at  the  option  of  the 
voters,  or  when  the  town  has  a  legal  right  to  use  such  income  in  defraying 
its  ordinary  expenses,  then  such  an  appropriation  is  as  really  a  contribution 
to  common  schools  as  an  equal  sum  raised  by  taxes.  On  this  account  the 
surplus  revenue,  and  sometimes  other  funds,  are  to  be  distinguished  from 
local  school  funds  as  generally  held.  The  income  of  the  one  may  be  appro- 
priated to  schools,  or  not,  at  the  pleasure  of  the  town ;  the  income  of  the 
other  must  be  appropriated  to  schools  by  the  condition  of  the  donation. 
Funds  of  the  latter  kind  are  usually  donations  made  to  furnish  means  of 
education  in  addition  to  those  provided  by  a  reasonable  taxation.  Com- 
mittees are  expected,  in  their  annual  returns,  to  make  this  distinction  in 
relation  to  school  funds. 

Voluntary  contributions  are  not  included  in  the  amount  which  is  divided 
in  order  to  ascertain  the  sum  appropriated  to  each  child.  In  many  towns 
such  contributions,  however  liberal,  are  not  permanent,  and  cannot  be  relied 
upon  as  a  stated  provision.  They  are  often  raised  and  applied  to  favor 
particular  districts  or  schools,  or  classes  of  scholars,  and  not  to  benefit 
equally  all  that  attend  the  public  schools.  Besides,  the  value  of  board  and 
fuel  gratuitously  furnished  is  determined  by  the  mere  estimate  of  individ- 
uals, and  is  therefore  uncertain  ;  while  the  amount  raised  by  taxes,  being 
in  money,  has  a  fixed  and  definite  value,  and  is  a  matter  of  record.  Still 
the  contributions  voluntarily  made  are  exhibited  in  a  separate  column  of  the 
Table,  as  necessary  to  a  complete  statement  of  the  provision  made  by  the 
towns  for  the  education  of  their  children. 

The  Table  exhibits  the  rank  of  each  city  or  town  in  the  State,  in  respect 
to  its  liberality  in  the  appropriation  of  money  to  its  schools,  as  compared 
with  other  cities  and  towns  for  the  year  1878-79,  also  its  rank  in  a  similar 
scale  for  1877-78.  It  presents  the  sum  appropriated  to  each  child  between 
five  and  fifteen. 


SCHOOL  RETURNS. 


Ixiii 


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So.  of  ChUdren 
between  5  and 
15  years  of  age. 

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3,343  08 
9,152  40 

4,875  13 

28,851  67 

8,129  35 

64,453  79 
5,750  82 

Income  of    Funds, 
with    Dog     Tax, 
appropriated     to 
Schools. 

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■   351  26 

93  08 
152  40 

75  13 

363  82 

129  35 

1,422  20 
250  82 

Amount  raised  by 
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Sum     appropriated 
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Reading 
Maiden 
Somerville  . 
New  Braintree 
Belmont     . 
Barre 
Hingham    . 

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Framinghai 

Springfield 

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Kingston 

Greenfield 

Quincy 

Plymouth 

Merrimac 

Groton 

Randolph 

Waltham 

Stoneham 

Chelsea 

South  Hadl 

Hyde  Park 

Needham 

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SCHOOL   RETURNS. 


Ixv 


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Ixvi 


BOARD   OF  EDUCATION. 


Amount  contrib- 
uted for  board 
and  fuel. 

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SCHOOL   RETURNS.  "        Ixvii 


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Ixyiii 


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Ixx 


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iO(M«0<Mi— lOli— ICOCO  !>•  1— 1-^  iH  «0<M  t-  OfMCOtH 


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Cs3c^,_(i-lr-IC^ClCli--10)ClTHNi-l01<NI?aOJ01tHOl01i-lrH(M(MCa(M(N(Mr-lOI 


Ixxii 


BOARD   OF  EDUCATION. 


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•si-im  JO  j: 

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eOCQ(MC^Cl(M<MCM(N<Mr-l(MOaoaT-lT-IO)T-(<MOacO<MT-l(NClCO 

SCHOOL  RETURNS.  Ixxiii 


O  l>-  o  o  o 

III     iiiiiiiii_:iiiiiiiiii 

O  1— I  05  "*t 


(MfMCOiOiOOOi— liCOOSCMtMt-Ot^OOt^C^t^t— (■;0-*t— lOCO-*!'— i>raioioo-*i 
I— iC^i— li— li—t  tHi— li— l>-(i— Il0-*l-^05i— ItH  I— ItTIt— (rH(M'^-^'5)<i— ((Ml— Ii— (IOt}< 


oiocMCio  '*co>ni05  CO  coooocoiocoo  Oi— i  lOrticoioo 

oiO(MOca  corHosco  o  t-iocoi— it^i— lo  lOO  cmcni— loio 

t^COCRt^b-  1— imoOO  CO  b-050-*05^1>-  b-O  IOC>1»OCOO 

t)hi>.-*i-DCO  CstMOCO  !>•  CMCOOOICOO-*  COO  C1C0050-+I 

OSOOlOt-  (MCOlOO  (M  OrHi-HCOCXJCOt-  ^t":^  lO^OSCOO'XS^ 

i-Tt-T  t-T     co"co~  ccT  co~     t-Tc^          i-T  (M  (M  1— I           CO  c^ 


O  VO  (M  (M  O  rH  00  >0  05  00  CO  O  00  CO  lO  CO  O 

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t^coost-ir-'  i-iioooo  CO  i^ooo^oi'^it^      t^»n      0(m»ogoo 

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1—1  (M  (KI  T-l         I— I  1—1                             r-l  (M         iH                (M  iH 


oooooooooooooooooooooooooooooooo 
oooooooooooooooooooooooooooooooo 

oooooooooooooooooiooooooooooooooo 
ooooooooooooooooooioooooiooooooooo 
COiOOOOOiOt^Ot^CMOOCOOi— lOCM  01^  "-H  O  lO  00  00  t^  t>^'^"^'^  '^^  ^  °°^'^ 


•^oocoioosi— lOJt^cDoocoosoot-.t-iot^ocoTfit^cMi— ii>.-^coi— imt^ioco 


•  •  •  • •  •  •  •  •    •    •  ■    •  •  •  • "%- 

pi 

.^  . -§).§.     .  g  .  .  . 

t^aooiO-Hc<icO'*ioa5t>.oocs>o^HfMcO'*iiocob-coo50'— i(McoTf^in>ob-GO 

l~-l:^t^COCOOOCOOOCOCCOOOOCOOi05050i050505Ci0205000000000 

c^I(^^<^J(^lcN(^^(^l(^^(^^(^l(^l(^^(^l(^^l:^lc^^!^l<^J<^^(^^(^^<^^<^Jcococococococococo 
0000"*      TH^^Ol>•(^^^^cDlOlO>oc»co<»cooo5coco-*05lOl— (05«o(M-*coco 

<M«50      I    CD05CD-«tl(MO(M'-HlOCOCOOOOOCM<M05(>J005rH0500005i-(lO 
t-(  <M  CO        <N  (N  (M  i-H  CO  CO  CO  CO  CM  <M  OJ  CO  CO  (M  CO  CO  CO  Ol  CO  CO  (M  CO  CN  <M  CO  CJ  CO  C^ 


Ixxiv 


BOARD   OF  EDUCATION. 


O 

O 


55 


.«5 


^ 


Amount  contrib- 
uted for  board 
and  fuel. 

0       (M                                                  ■               0            0 

0      CO                                                       00 

1   1   1  1   1      1  _  1   1   1   1   1   1   1   1   1  1   1  1      1   1  _  1   1 

i-H      a>                                                       CO           0 

No.  of   Children 
between  5  and 
15  years  of  age. 

COCO(M(MQO'*OJi-l-*(M-*00'*COeOi-l(MOOeOCNC^r-f*OOT-IOO 

i-ioOi-HOco(M-H-*(M050000csi'*^a>iO'*^coeoooco.-i 

tH  (N  t^  (M  iH  <>J  1-1  T-(  tH  (N         iH  (M  (M  (N         rH         CO  CO  •*  r-(  tH  Ol         1-I 

h4 
0 

1-1      0      .-1  CO  0  10  0  0(M  50  00  0  0          o>o»cooo«o 

r-t         -rH         CD  CO  0  CO  lO  0<M  CD  .-H  0  0               O  00  tJH  Tt<  O  05 -^ 

CO         0         .— ICDrt'iOOt-'-HCDOOlOOO               OCDb-t-OCDCD 
rJH          CO          Tj^CO(^J«DCOlO»-HOlCl— It-                 ■^CSTtHlOCSS'^':*! 

th      CD      t^  CD  00  (N^io  o,'-l'-^'^<^^  ^           '^'-^'^  ^  '^'~'  ^ 

-rjT                                          r-T        i-Ti-Ht-Tr-r                             i-Tc^               r-^~ 

Income  of    Funds, 
with     Dog     Tax, 
appropriated      to 

Schools. 

,H         0        1-1  CO  0  lO  0  0  CM  CD  00  0  0               0  VO  »0  0  0  0  CD 
r-1         Tt<         CO  CO  000  lO  0  (M  CD  tH  0  0                05  CO  •'tl  -^  0  05  ■* 

CO         0         i-H  CD  •*  0  0  t- 1-1  CD  00  0  GO               l>.  CD  l^  b- 0  1-1  CD 
-*         CO         »*  CO  t- i-i  CO  lO  rH  0  0  iH  1>.               0»  05  ■*  lO  05  (N  tH 

1-1                                                   tH                   1— (  T-l 

Amount  raised  by 
taxes  for  the  sup- 
port of  Schools. 

00000000000000000000000000 
00000000000000000000000000 

OOOOOOOOOOOOOOOOOOOCOOOOOUiO 
000100>00010>0000000000-*0000(MO 
l^  (M  0  (N  CO  CD_t-  CD  t-  '-^'^  ^'^S-'^'^  '^  "^  '^^'"^'^  '^  "^'~'  "^ 
^,-^1^1-^"        i-T                    i-T        T-Ti—I  i-TrH^                    iH  i-Tcf              i-H 

Sura     appropriated 
by  towns  for  each 
child    between    5 
and  15  yrs.  of  age. 

(M.-IC>l«Ot^         C55C^(MC^'*(>llt>;<NOO-*i-H!MOS         05(NCDCD0Si-H 

c6.-HOc35COi--(-^co(MO^oi'*N^'-5'^cooaJ05Qd-^oc^5coeo 
c!i0505aooooot~t^t-t^cDCD'!tHcococ^r-i.-ioooo>C50or>-co 

CO 

0 

Hancock 

Whately      . 

Sutton 

Southampton 

Rowe  . 

Colrain 

Pelham 

Tyringham 

Wales 

Auburn 

Peru   . 

Otis     . 

Carver 

Southwick  . 

Hatfield      . 

Mt.  Washington 

Windsor 

Prescott 

Pepperell     . 

Newbury     . 

Williamsburg 

Leverett 

Washington 

Becket 

New  Ashford 

Russell 

•6i,-8i,8I  JO^ 

OsOi— ItMCO-rHiOCOt-OOOSO'^iMCO'^lOCDt^OOCWO'— ICMCO-^ 
0  -H  — ^  .-<  r-l  —1  ,-H  rH  ^  — 1  ^  (M  (M  (M  (M  fM  01  01  C^l  OJ  (M  CO  CO  CO  CO  CO 

cocococococococoeocoeococococoeococococococococoeoeo 

•8i-il8l  w^ 

C0Oi-(C005C0t^-^COOt^>OC000<MlOCDC0OrHC0(M'— l(Mi— IC» 

l-<r-lOOOOOOt^r-l05!M(M0050ar-llMeOCOt-CD^b-CpCOCOt-- 

eoeocooi!MeoiMcO(Mcoeoeoc^eoeocoeoeocic<ieO(NC^eoeocj 

SCHOOL  RETURNS. 


Ixxv 


$125  00 
15  00 

195  00 

cooj^ico^Hoooscocoi— 1 

COOSt^T— IQOlfJlOrflCOCO 
CO  CO         <M  r-l                rH  iH 

$1,708  40 

871  40 
737  45 
219  19 

494  28 

$108  40 

71  40 
37  45 
19  09 

53  28 

oooooooooo 
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OOOOOOOr-lOO 
OOOOOOO'^iCOs 
OCDC0001>'(MC^Tt<l0 

•>*  00  i^  tH  ■<!*<  i>.      lO -^  CO 

oio«do5t>^i>^05Q6i>lo 

»rscor-iooi>cocoo>05 

'sH-^-^Tj^THcoeoeoeoc^ 

Hinsdale     ; 
Buckland    . 
Goshen 
Richmond  . 
Clarksburg 
Holland 
Monroe 
Savoy . 
Bernardston 
Gay  Head  . 

»OCOt^00050»H(MCO-* 
C0COCOC0C0TH-*lTj<-5j<rfH 

coeococococococococo 

eO'*<l0000030i-ll^(M 

oocococoeocO'*-*cO'* 
(Mcoeoeoeocoeocoeoeo 

Ixxvi 


BOARD   OF  EDUCATION. 


05 
<» 


s 

s 

0 

0    . 

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g 


Amount   contrib- 
uted for  board 
and  fuel. 

0 

1     1  '^    1     1     1     1     1     1     1     1     1     I     1 

0 

■* 

No.  of   Children 
between  5  and 
15  years  of  age. 

l005t^i-(rHrrlOC005>— ^C0l--05l>• 
0^O  »C  IM  CO  -"^  (N  rl  i-l  CO         CO  00  tH 

p-5 

CO  CO  0  i>  00  0           CO  tK  0  C35       05 
oocooqOtho           eoc3i005       co 

(N00O51O.-IO           coiraocvj      0 

l>Tt1>-H(N0  1-^                 TJHCOCOO          00 

lot^i— iio-*co           coooth       0 

rJH~O0"l>r(M'~co~'*"              i-TlO         lO~       03" 

Income    of    Funds, 
with     Dog     Tax, 
appropriated      to 
Schools. 

cocoot^ooo           CO  ■*  0  05      c» 

00  CO  0  00  r-l  0                 CO  05  0  C35          CO 

C5  00  oi  0  ^  0           CO  ira  0  (M       0 

t^-^lCOCviOt^               ■*  CO  CO  0         00 

rH  iH  Ol           tH                                                   l-l 

Amount  raised    by 
taxes  for  the  sup- 
port of  Schools. 

00000000000000 
00000000000000 

00000000000000 
ooiraooooooooooo 

•rHCDC0i0C0C0(M(MCDOU3O>OO 

T^'oo  CO  c>fco -^c^T-ri-Tio       locoeo 

Sum     appropriated 
by  towns  for  each 
child    between    5 
and  15  yrs.  of  age. 

rH  i-J  CO  "^  05  CO  CD  OS  Tin  t-         00  00  OS 

o6»ooio5G<i.-ieic6o6oscoc6coo5 

OOiO(MCDt^CDiOCOCOT-IO>0(M-* 
C^(MCNrHOOOOOOOC0001>-l>.CO 

0 

s  . 

FALMOUTH 

Barnstable 

Sandwich 

Orleans 

Yarmouth 

Wellfleet 

Brewster 

Eastham 

Truro 

Dennis 

Mashpee 

Harwich 

Provinceto-vi 

Chatham 

•6i-8i.81  JO^ 

THcqco-^iocot^coosOi-HeNeo-* 

T-(  1-1  iH  iH  rH 

•8i-ii8I  3as. 

C0<N-<*t-rHO00tH«D05lM-*OC0 
r-\               r-l  r-l  i-l  iH 

1      1 

Od 

GO  00 

CO  (M 

10 

l°° 

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0 

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CO 

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10 

1  °° 

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0 

rH 

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0  0 

00 

00 

00 

CO  0 

•<*i  CO 

€© 

10  t*- 

0  0 

rH  0 

(M  T-l 

T-\    T-K 

€©• 

•      • 

W 

!s  a> 

<=!     u 

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0  A 

go 

i-((N 

1HCO 

SCHOOL  RETURNS. 


Ixxvii 


I   I 


I   I   I   I   I 


I   I   I 


^OOTOTf^OCOCOeOT(^CO^OK5Ttl(^IC«05T^IOO^--(THCOl-l(^^T^lCO^— ICOeOrHCO 
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CO  !>• 

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CO  «3  I— I  t^  t^  O  lO 

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t^  C»  (M  C)  CO  ■*  CO 

O  rti  00  O  00  i>  «o 

r-Ti-T      .eO~       T-HCvf 


eoooooooo 
coioooo^oos 

coot^iocot^oco 

COCOIOt— II>.lOC35^ 
CDiOO(M>OCOCOt— I 


O  lO  00 
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i-H  t^  tH 
t—  CO  05 

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III 


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Ixxviii 


BOARD   OF   EDUCATION. 


Amount  contrib- 
uted for  board 
and  fuel. 

1     1     1     1     1     1     1     I     1     1     1     1     1     1     1     1     1     1     1 

No.  of  Children 
between  5  and 
15  years  of  age. 

OOCCCOOOCOTiHO(Mi-IOOOC00005'rH<r>Ol005 
O-^lCOOrHt^-OOT-ICOt^CSiCOOCOCMOOlO-* 
<7^.-H_iCS_<M  (MTJH00(M<N'O'*l>.lOC0C0i— IC^CM'^ 

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17,719  85 
3,266  36 

5,176  18 
7,978  87 
1,911  00 
1,922  50 
4,825  78 

4,814  00 
2,564  20 
2,682  44 
968  00 
2,021  53 

2,705  01 

Income   of    Funds, 
with    Dog     Tax, 
appropriated      to 
Schools. 

1735  00 

719  85 
266  36 

176  18 
27-8  87 
111  00 
122  50 
325  78 

314  00 
164  20 
182  44 
68  00 
221  53 

205  01 

Amount    raised  by 
taxes  for  the  sup- 
port of  Schools. 

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t^CO  i-H                                                              00 

Sum     appropriated 
by  towns  for  each 
child   between    5 
and  15  yrs.  of  age. 

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NEW  BEPFOED 
Taunton     . 
Attleborough 
Rehoboth    . 
Swanzey     . 
Fairhaven  . 
Easton 
Acushnet    . 
Freetown    . 
Dartmouth 
Mansfield    . 
Fall  River  . 
Westport    . 
Dighton 
Raynham   . 
Berkley 
Norton 
Seekonk 
Somerset    . 

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■U-LL91  JOJ 

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SCHOOL   RETURNS. 


Ixxix 


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$4,875  13 
64,453  79 

22,467  67 

4,885  38 
16,251  25 
80,058  88 

6,474  17 

1,169  00 
26,390  43 

42,733  21 

14,877  11 

10,773  69 

6,351  23 

175  13 
1,422  20 

642  67 

105  38 

251  25 

9,521  13 

174  17 

169  00 
324  76 

733  21 
377  11 
273  69 
151  23 

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Haverhill    . 

Swampscott 

North  Andover 

Merrimac   . 

Salem 

Lynn  . 

Bradford     . 

Peabody 

Methuen     . 

Saugus 

Georgetown 

Beverly 

Lawrence    . 

Ipswich 

Manchester 

Boxford 

Newburyport 

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Danvers 

Salisbury    . 

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rHi-^r-l»-((NrHi— (»-t(M— 1i— l<M(M<M 

Ixxx 


BOARD  OF  EDUCATION. 


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Ixxxi 


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3,190  37 
7,254  50 
5,305  18 

7,775  08 
1,916  00 
1,918  93 

1613  00 
190  37 
254  50 
305  18 

275  08 
116  00 
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Ludlow 

Wilbraham 

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Ixxxii 


BOARD   OF  EDUCATION. 


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SCHOOL  RETURNS. 


Ixxxiii 


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BOARD   OF  EDUCATION. 


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ojT-ii-(i-((Mco(MT-i(M(M(McoeocoeocNeoeo"*coc^a(M'^'«*icoco 


SCHOOL  RETURNS. 


Ixxxv 


o  o 

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I      I      I      I 


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Ixxxvi 


BOARD   OF  EDUCATION. 


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EX5 


SCHOOL  RETURNS. 


Ixxxvii 


I  I   I   I   I 


I   I   I   I   I   I   I   I   I   I   I   I   I   I   I   I 


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rH         iH  r-l  f-t  1-t  r-l(M  »-(  i-H  (M  (M  <N  CM  tH  1-1  (M  (M  (M 


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Ixxxviii 


BOARD   OF  EDUCATION. 


Amount  contrib- 
uted for  board 
and  fuel. 

O 
1      1      1      1      1      1      1      1      1      1      1      1      1      1      1      1      1      1      1   ^     1      1      1      1      1      1 

CO 

Ko.  of  Cliildren 
between  5  and 
15  years  of  age. 

lOt^OK^OCOlOtr-OiOOSCJOOi-Hb-OSCOt^COCOCOOCCt-COfM 

i^.osoicocooco'Ocoiococooco-^ooioooioooocob-cNioeM 

CM         CO  C<l  CO  ■^  (N  (M  1—1  CO  (M  K5  CO  00  lO  !>•  C^  lO  •<:}1  (N  t- -^  t^  t^  <M  lO^ 

)4 
o 

$6,297  57 
30,117  00 

2,076  03 
4,072  66 
3,034  99 

6,753  08 

5,957  73 

6,192  92 
4,791  54 
2,087  92 
8,033  15 

7,242  57 

Income  of  Funds, 
with    Dog    Tax, 
appropriated    to 
Schools. 

$197  57 
117  00 

76  03 

72  66 

134  99 

253  08 

357  73 

192  92 

166  54 

87  92 

183  15 

242  57 

Amount  raised  by 
taxes  for  the  sup- 
port of  Schools. 

OOOOOOOOOOOOOOOOOOOOOOOOOOb- 
OOOOOC0000000000000000000005 

OCOOOIOOSOOOOOOOOOOOOIOOOOOOOOS 
Ot^OOt^OOOOOOOOOOO»00(MO>OOOOOCO 
t^iOi— iCD(MO(NOOOa5  C0_^i£^T-H^C0__iO_l>^c:5^C0_O^00^1>^C0^O^'0^O^ 

lo  r-H~  lO  o -^  r-T  CO  CO  (^f '^  c^f  CD  CO  oT  o  CO  (^f  CO -^  (^f  b^ -^  b^  t^ 

^©^              CO         (M                                                                                                                           iH 
1-H 

Sum    appropriated 
by  towns  for  each 
child  between  5 
and  15  yrs.  of  age. 

b^        !>. -^  lO  iCi  lO  CO  CO  (M  (N         t^  T-H  tH  CO  (M         00  lO         t^  O  (N  lO  CO 

oic^'^-*''Ocdt^b^e6t^cdcDOinc»i>^-^»raoodcoi--ic^icoco>o 

l:^CMTHt-C»00OC0iO-^(MiHt-l05a0t^l>.iOiO(M(M(MO0St>.iO 

OCOCOCOCJ(M(M»-HiHTHT-(r-(i— IOOOOOOOOOO05050S 
(Mr-li-lT-ii-HiHiHrHiHTHi-Hr-liHj-liHi-li-liHi-lr-lr-lr-li-l 

i 

LANCASTER  _   . 

New  Braintree   . 

Barre 

Fitcliburg  . 

Upton 

Worcester  . 

Northborough     . 

Shrewsbury 

Petersham  . 

Southborough     . 

Sterling 

Uxbridge   . 

Athol 

Leominster 

Leicester    . 

Grafton 

Westminster 

Warren 

Brookfield  . 

Royalston  . 

Northbridge 

Templeton 

Westborough 

Gardner 

Hubbardston 

Clinton 

•6i-8i8I  JO^ 

iHtMco-^mcoic-ooojOi— tcMeOTtiiocot^coosOT— itNcOTtHOco 

T-(i— (I— Ir-li-Hi— lT-li-(i—lT-l(M(MCa(M(M<M(M 

•82,-ii8I  io^ 

i-l0ie0'^OC01>C0lO>H(M000STt<CSilOl>.C0THC0aiOQ0(MC0O 
i-t               iH         i-li-i               <N  (N  T-l  tH  i-l  <N  CO  1-1  (M  r-i  CM  (?1  CO 

SCHOOL   RETURNS.  Ixxxix 


o                                                              o 

1  ^  1   1   1  1   1   1   1   1  1  1   1  1   1   1   1  ^  1   1   1   1   1  1   1  1 

(NC005r«00005lOr-(005C^l>.lOt^COrHOCOC005005b-COt--^lO?3t^<rj(M 
05t-(M'^(MCOl>.0"*COCOCDCO(M'— (CO^-(COCO^-•^t^l— ((M0b-C01>.r- (rJHOOCM 
r-lr^-^OliHi— (•^OSeOCOi— lOOr-li— ((MICStJHi— leCOSCOi— (lO  -^^OS  I— (  1— (  tH  1— 1  lO  t^  (M 

$1,592  00 

1,072  93 

19,048  51 

4,254  46 

3,123  61 

7,207  40 
1,375  93 

1,614  13 
4,157  75 

1,281  72 

6,874  08 

737  20 
3,508  95 

6,273  08 

1,100  68 
2,624  13 
894  13 
3,008  95 
4,143  11 
1,265  85 

.  $92  00 

72  93 
248  "51 
254  46 

123  61 

207  40 
52  92 

114  13 

157  75 

81  72 
374  08 

37  20 

208  95 

273  08 

100  68 

124  13 
94  13 

208  95 
143  11 

115  85 

O00000000000'-(OOOOOOOCOOOOOOOOOOOO 

oooooooooooooooooooot-ooooooooooo 

OOOOOOOOOOOOC000000000500000000000 
OOOOOOOOOOOOOlOOOOOOO'^iOOOOOOOOOOiO 
COiOOSCMOOOOOOOOOOCOOiOOOC^JCO  iO_iO_l>.  C0_i-H_O_C^O_>0_00  C0__O  t-H^ 

1-H  iH  CO  (:^1-W  CO  T^CO  eO~CO  Ori>rrH  r-TrH  tjTcO  rH  OTCO  Tis"         CO  oT CO  i-H  rH  C^f         C^'tJh'iH 

w^(^^lHcoIHC5<M      ooco^>-(os      comosrH-^co      (Mcooqb-b-cocoi>-ioc\ic^ 
l^^005r^T^^oc6■^oi^-^ocDcoocoo6osoJO"!J^l— (OcocoT)HT4(>ioioicooo 

C0(MOO0S050000t-C0C0C0(MO'<*C0(Ni— (T-l001>-CDrfl-*ThlCOCOO]0505t>- 
0505050500COCOOOCOOOOOCOOOCOt*t>l>t^r>l>t>-COCDCOCOCOCOCOeOlOlO»p 

kfield 

:field 

n 

ton 

Kutland 

Princeton 

Douglas 

Harvard     . 

Phillipston 

Milford 

Oxford 

Millbury 

Charlton 

Ashburnhai 

Southbridg 

North  Broo 

Lunenburg 

Paxton 

Mendon 

Dudley 

Stm-bridge 

Boylston 

West  Brool 

Blackstone 

Winchendo 

Dana . 

West  Boyls 

Spencer 

Webster 

Bolton 

Berlin 

Hard  wick 

Oakham 

Holden 

Sutton 

Auburn 

t^00050i-((7JCO-*lOCOt^COOSO'-l(MCO-«^lOCDl>.00050i-((MCO-*lOC01:^CO 

(M(M(Mcococococoeococococo->^-*':t(-*Tt(-*-*TtH^'^ira»cmioioioiOioio 

t-eoo5cocob-iccooO'*ooiH(MTj'iOrHi>.iO(Mcocoo5-*T^iocoi— (ooomcMt^ 
dC^eo(McoeoeO'^eoeo^eocor-i-<*('^'^(M^'^mTf(iO'^Tt(irj»omirau5ioio 

xc 


BOARD   OF  EDUCATION. 


[^ 


02 

5 

6 

H 

■to 

02 

6 

1 

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1 

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§ 

^ 
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6 

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8 

a 


C3i 


2Q 


Amount  contrib- 
uted for  board 
and  fuel. 

$461  75 
417  50 
450  00 

761  75 
23  00 

307  00 
40  00 

1,499  00 
692  00 
691  07 

No.  of  Children 
between     and 
15  years  of  age. 

ON-<— io5t>.c:»oooot^-*i(Nt^io 

CD0005t^^HCO(MT»l(Mt--OJt-01>- 
lO  lO  t-  O  CM  O  U^  »0  00^  00  CO  CO  1-H^  (M__^ 

•^C'f  CD  .-H~-<^l>rcf        oTiis"        00  CO  CO 
CO  Id  .-H  •*  (N  1-1  T-(         CO                            »H 

H 
O 

El 

OJCOOi>-HOmOO^H(M^H050CO 
lOCOCOOt^OOOSOlO'^'*IOCOi-H 

(^"^co-*^-.L00050^^0lraooco 

ooioiocococoococoioooio 

(M  CD  O  O j^  CO  00  i>-_  CO^  O  CO  O  T)H^  CO  OJ^ 

c£  00  CO  -*  y-^  ia  iO  iS  ^  '^  CO  •#  i-H  05 
iOCO-*Ot^COCO        OiO        t-oo 
CO  1>- <M  lO  (M  r-(  iH         -^     •                       r-( 

Income   of    Funds, 
with     Dog     Tax, 
appropriated      to 
Schools. 

101005(M(NOO         lO(Mr-(050CO 
1>.10(MC01>.CDC»         t^-^-^OCOi— 1 

cocoiot^oosco      1— (OO-— loco 

COlOi-HCOOS^tlCD          Ol'HTfl.— 11005 

CO  '-j^'-lt^co  i-H^io^      '^'"1      "^"^  ■^ 
o-^co~-^co  co~c^     irTi-T     th      <m 

(M                1-1 

Amount  raised   by 
taxes  for  the  sup- 
port of  Schools. 

"^icoooscoiraoocoooooo 
cocO"*icoo50500t^ooooo 

co(M0305-*ocooooioaiOO 
coococot^oooO'^'Oi-HcoiCico 

»n0005rtl-rt<«3(MCOCO_(MOCOt--t^ 

ocT  ororart>^or  CO  lo^io  lO  co  <m  o  co 

CO  lO  CO  GO  CO  CO  CO         05  o         t- »o  o 
CO  t- (M -^  (M  1— 1  i-l         CO                            1—1 
I— ( 

Sum   appropriated   by 
Counties    for     each 
Child  between  5  and 
15  years  of  age. 

eo  t- lO  ic  K5  ■* -^                lO  05  OS 

lOCNt^t-^Ob^'^t-t^OSOit-'^ICO 
OiO'^(M!MOOCOCOOK5t^>OrfH<M 

TH-^Tt^tMiHOOOOOSOOOOCOCO 
(MiHr-li-liHi-li-li-li-l 

02 

M 

H 
'A 
U 
O 
O 

SUFFOLK    . 

Middlesex 

Norfolk  . 

Essex 

Bristol    . 

Hampden 

Plymouth 

Nantucket 

Worcester 

Barnstable 

Dukes     . 

Hampshire 

Franklin 

Berkshu-e 

•6i-8i8I  ios. 

iH(MC0-^10C0l>C005O<-l(MC0-* 
1— (  iH  1— I  1— 1  1-H 

•il-im.  lo^i 

>H(MCO'!*<eOUSt»OCOOSCO(Mi-C* 
i-l               T-(i-liHiH 

< 
H 

H 
O 

H 

o 
o 
<1 


SCHOOL   RETURNS. 


xci 


GRADUATED   TABLES  — Fiest  Series. 

Showing  the  Comparative  Amount  of  Money,  including  Voluntary 
Contributions,  appropriated  by  the  different  Counties  in  the  State 
for  the  Education  of  each  Child  between  the  ages  of  5  and  15  years 
in  the  County. 


COUNTIES. 


1 
2 
3 
4 
6 
5 
7 
10 
8 
9 

12 
13 
11 
14 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 


SUFFOLK 

Middlesex 

Norfolk 

Essex  . 

Bristol 

Hampden 

Plymouth 

Nantucket 

Worcester 

Barnstable 

Hampshire 

Dukes. 

Franklin 

Berkshire 


$21  05.3 

14  53.6 

14  50 

12  28.6 

11  20.5 

10  91.9 

10  84.6 

10  37 

10  07.7 

9  59.6 

8  75.2 

8  72.5 

8  56.2 

8  28.2 


Aggregate  for  the  State 


$13  73.4 


xcii  BOARD   OF  EDUCATION. 


GRADUATED   TABLES  —  Second  Series. 

The  next  table  exhibits  the  appropriation  of  the  cities  and  towns,  as 
compared  with  their  respective  valuations  in  1879. 

The  first  column  shows  the  rank  of  the  cities  and  towns  in  a  similar 
table  for  1877-78,  according  to  their  valuation  in  1877. 

The  second  column  indicates,  in  numerical  order,  the  precedence  of  the 
cities  and  towns  in  respect  to  the  liberality  of  their  appropriations  for 
1878-79,  according  to  their  valuation  in  1879. 

The  third  consists  of  the  names  of  the  cities  and  towns,  as  numerically 
arranged. 

The  fourth  shows  the  percentage  of  taxable  property  appropriated  to  the 
support  of  the  public  schools.  The  result  is  equivalent  in  value  to  mills 
and  hundredths  of  mills.  The  decimals  are  carried  to  three  figures,  in  order 
to  indicate  more  perfectly  the  distinction  between  the  different  towns.  The 
first  figure  (mills)  expresses  the  principal  value,  and  is  separated  from  the 
last  two  figures  by  a  point. 

The  appropriations  for  schools  are  not  given  in  the  following  table,  as 
they  may  be  found  by  referring  to  the  previous  tables  ;  also  in  the  Abstract 
of  School  Returns,  commencing  on  page  ii.  These  appropriations  include 
the  sum  raised  by  taxes,  the  income  of  the  surplus  revenue,  and  of  such 
other  funds  as  the  towns  may  appropriate  at  their  option,  either  to  support 
common  schools,  or  to  pay  ordinary  municipal  expenses.  The  income  of 
other  local  funds,  and  the  voluntary  contributions,  are  not  included  in  the 
estimate.  The  appropriations  are  reckoned  the  same  as  in  the  first  series 
of  tables,  and  for  the  same  reasons. 

The  amount  of  taxable  property  in  each  city  and  town,  according  to  the 
last  State  valuation,  is  also  omitted,  as  it  is  already  given  in  the  foregoing 
Abstract  of  School  Returns. 

If  the  rank  assigned  to  towns  in  the  next  tables  is  compared  with  the 
rank  of  the  same  town  in  the  former  series,  it  will  be  seen  that  they  hold, 
in  many  instances,  a  very  different  place  in  the  scale. 


SCHOOL  RETURNS. 


XClll 


GRADUATED  TABLES  —  Second  Seeies. 


[for  the  state.] 

A  Graduated  Table,  in  which  all  the  Towns  in  the  State  are  numerically 
arranged,  according  to  the  percentage  of  their  taxable  property  appro- 
priated to  the  support  of  Public  Schools  for  the  year  1878-79. 


i  «  J.  ^2  o 

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5 

15 

7 

10 

38 

6 

110 

8 

14 

85 

18 

12 

20 

17 

11 

9 

48 

60 

19 

21 

25 

16 

33 

43 

27 

34 

102 

52 

23 


10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 


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Orleans  . 

Harwich 

Wellfleet 

Wareham 

Gloucester 

Sandwich 

Florida   . 

Heath 

Granville 

Hudson  . 

Haverhill 

Holbrook 

Upton     . 

Mashpee 

South  Hadley 

Chatham 

Monroe  . 

Med  way . 

Wrentham 

Otis 

Marlborough 

Dudley    . 

Weymouth 

Merrimac 

Grafton  . 

Randolph 

Dennis    . 

Stoughton 

Charlemont 


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6-62 
6-36 
6-08 
6-06 
5-76 
5-62 
5-60 
5-33 
5-33 
5-30 
5-27 
5-25 
5-20 
5-11 
5-06 
5-05 
5-04 
4-99 
4-97 
4-85 
4-81 
4-81 
4-78 
4-76 
4-75 
4-75 
4-72 
4-71 
4-71 
4-70 
4-61 
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43 

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44 

41 

45 

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46 

46 

47 

181 

48 

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49 

64 

50 

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52 

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53 

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54 

57 

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57 

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58 

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59 

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60 

76 

61 

66 

62 

63 

63 

67 

64 

74 

65 

122 

66 

Georgetown 

Templeton 

Bridgewater 

Provincetown 

Amesbury 

Northbridge 

Pelham  . 

Adams    . 

Marblehead 

W.  Stockb'ge 

WendeU. 

Bradford 

Brockton 

Milford  . 

Peru 

Cheshire 

Lakeville 

Deerfield 

Barre 

Monson  . 

Stoneham 

Barnstable 

Plymouth 

New  Marlboro' 

Attleborough 

E.  Bridgew'r 

North  Adams 

Lee 

Mansfield 

Abington 

No.  Reading 

Belli  ngh  am 

Plainfield 


!.004-56 
4-56 
4-53 
4-49 
4-47 
4-46 
4-46 
4-45 
4-43 
4-41 
4-38 
4-35 
4-35 
4-35 
4-35 
4-34 
4-33 
4-29 
4-28 
4-25 
4-19 
4-17 
4-16 
4-12 
4-11 
4-11 
4-08 
4-07 
4-07 
4-06 
4-06 
4-05 
4-04 


xciv 


BOARD   OF  EDUCATION. 


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1.004-03 

42 

117 

Paxton    . 

1.003-61 

32 

68 

Rehoboth 

4-03 

47 

118 

Swanzey 

3-61 

69 

69 

Brewster 

4-02 

145 

119 

Ashland . 

3-59 

26 

70 

Natick    . 

4-01 

124 

120 

Monterey 

3-59 

79 

71 

Brookfield 

3-99 

93 

121 

Foxborough    . 

3-57 

54 

72 

Shutesbury 

3-99 

143 

122 

Ipswich  . 

3-57 

80 

73 

Warwick 

3-97 

125 

123 

New  Braintree, 

3-57 

154 

74 

Hyde  Park 

3-95 

139 

124 

Newburyport  . 

3-56 

50 

75 

Hopkinton 

3-94 

126 

125 

Peabody . 

3-56 

105 

76 

Clarksburg 

3-93 

78 

126 

Methuen 

3-55 

91 

77 

Norfolk  . 

3-93 

121 

127 

Buckland 

3-54 

132 

78 

Douglas  . 

3-92 

37 

128 

Erving    . 

3-53 

170 

79 

New  Salem     . 

3-92 

101 

129 

Canton    . 

3-51 

86 

80 

North  field 

3-91 

185 

130 

Lynn 

3-48 

96 

81 

Salisbury 

3-90 

274 

131 

Lawrence 

3-47 

24 

82 

Belchertown    . 

3-89 

147 

132 

Wayland 

3-46 

53 

83 

Shelburne 

3-89 

138 

133 

Longmeadow  . 

3-45 

56 

84 

Rowe 

3-87 

117 

134 

Uxbridge 

3-44 

1Q7 

85 

Blandford 

3-85 

155 

135 

W.  Boylston   . 

3-44 

71 

86 

N.  Andover     . 

3-85 

149 

136 

Quincy    . 

3-43 

44 

87 

Groveland 

3-83 

135 

137 

Blackstone 

3-42 

213 

88 

Somerville 

3-83 

160 

138 

Oxford    . 

3-41 

90 

89 

Arlington 

3-81 

235 

139 

Wakefield 

3-41 

142 

90 

Hingham 

3-80 

197 

140 

Waltham 

3-41 

88 

91 

N.  Brookfield  . 

3-80 

131 

141 

Clinton  . 

3-40 

151 

92 

Ware 

3-80 

210 

142 

Fitchburg 

3-40 

137 

93 

Palmer    . 

3-79 

58 

143 

Petersham 

3-40 

109 

94 

Dedham . 

3-78 

161 

144 

Essex 

3-39 

120 

95 

Saugus    . 

3-76 

192 

145 

Medford 

3-39 

82 

96 

Tyngsborough, 

3-75 

119 

146 

Middleboro'     . 

3-39 

116 

97 

Rockland 

3-74 

163 

147 

Westminster  . 

3-39 

61 

98 

Rutland 

3-74 

176 

148 

Ashburnham  . 

3-38 

104 

99 

Walpole  . 

3-74 

146 

149 

Hanson  . 

3-38 

70 

100 

Franklin 

3-73 

97 

150 

Westport 

3-38 

99 

101 

Phillipston 

3-73 

113 

151 

Reading . 

3-37 

81 

102 

Sandisfield 

3-73 

164 

152 

Southbridge    . 

3-37 

77 

103 

Chicopee 

3-71 

209 

153 

Ashby     . 

3-36 

115 

104 

Lexington 

3-70 

152 

154 

Westborough  . 

3-36 

65 

105 

Greenfield 

3-69 

133 

155 

Holliston 

3-35 

118 

106 

Leyden   . 

3-68 

144 

156 

Acushnet 

3-34 

128 

107 

Fairhaven 

3-67 

108 

157 

Montgomery   . 

3-34 

201 

108 

Leicester 

3-67 

87 

158 

W.  Hampton  . 

3-34 

167 

109 

Conway  . 

3-66 

190 

159 

W.  Bridgew'r, 

3-32 

178 

110 

Millbury 

3-66 

159 

160 

Gardner  . 

3-31 

141 

111 

Becket     . 

3-64 

130 

161 

Maiden    . 

3-31 

114 

112 

Dighton  . 

3-64 

98 

162 

W.  Brookfield, 

3-31 

111 

113 

S.  Scituate 

3-63 

62 

163 

Sunderland 

3-30 

103 

114 

Tisbury  . 

3-63 

183 

164 

Framingham  . 

3-28 

129 

115 

Brimfield 

3-62 

73 

165 

Chelmsford 

3-27 

150 

116 

Gran by  . 

3-61 

148 

166 

Webster . 

3-27 

SCHOOL   RETURNS. 


xcv 


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Easthampton  . 

$.003-26 

165 

217 

Needham 

$.002-97 

200 

168 

Holden    . 

3-26 

231 

218 

Scituate . 

2-96 

187 

169 

Pittsfield 

3-25 

89 

219 

Washington    . 

2-96 

166 

170 

Aiidover 

3-24 

184 

220 

Huntington     . 

2-94 

258 

171 

Warren  . 

3-23 

263 

221 

Newton  . 

2-94 

173 

172 

Boxborough    . 

3-22 

182 

222 

Rowley  . 

2-94 

72 

173 

Chesterfield    . 

3-20 

272 

223 

Shirley   . 

2-91 

156 

174 

Dan  vers  . 

3-20 

221 

224 

Lanesborough, 

2-89 

206 

175 

Sheffield 

3-20 

256 

225 

Halifax  . 

2-88 

249 

176 

Westfield 

3-20 

265 

226 

Gt.  Barrington, 

2-88 

127 

177 

Southborough, 

3-19 

205 

227 

Dunstable 

2-87 

211 

178 

Northampton . 

3-17 

172 

228 

Auburn  . 

2-86 

214 

179 

Hubbardston  . 

3-14 

218 

229 

Hanover 

2-86 

188 

180 

Woburn . 

3-14 

95 

230 

Pembroke 

2-83 

177 

181 

Concord . 

3-13 

140 

231 

Wilbraham     . 

2-83 

186 

182 

Freetown 

3-13 

239 

232 

Lancaster 

2-82 

134 

183 

Norwood 

3-13 

219 

233 

Springfield 

2-82 

216 

184 

Worthington  . 

3-13 

226 

234 

Salem     . 

2-81 

68 

185 

Ludlow  . 

3-12 

250 

235 

Dana 

2-78 

158 

186 

Sterling  . 

3-12 

259 

236 

Somerset 

2-78 

238 

187 

Charlton 

3-11 

232 

237 

Dartmouth 

2-77 

223 

188 

Raynham 

3-11 

230 

238 

Rockport 

2-77 

240 

189 

Royalston 

3-11 

208 

239 

Swampscott    . 

2-77 

175 

190 

Spencer  . 

3-10 

253 

240 

Shrewsbury     . 

2-76 

227 

191 

Westford 

3-10 

220 

241 

Wilmington    . 

2-75 

174 

192 

Winchester     . 

3-10 

180 

242 

Middleton 

2-74 

94 

193 

Chester  . 

3-09 

207 

243 

Montague 

2-74 

162 

194 

Townsend 

3-09 

248 

244 

Tyringham 

2-72 

193 

195 

Amherst 

3-08 

267 

245 

Windsor 

2-72 

136 

196 

Chelsea  . 

3-08 

179 

246 

Yarmouth 

2-70 

269 

197 

Athol      . 

3-07 

302 

247 

Hardwick 

2-68 

171 

198 

W.  Newbury  . 

3-07 

254 

248 

W.  Springfield, 

2-66 

— 

199 

Hampden 

3-06 

199 

249 

Marshfield 

2-65 

242 

200 

Worcester 

3-06 

273 

250 

Prescott  . 

2-65 

224 

201 

Sutton    . 

3-05 

234 

251 

Rochester 

2-64 

191 

202 

Williamstown, 

3-05 

262 

252 

Tewksbury 

2-64 

194 

203 

Colrain  . 

3-04 

278 

2.53 

Tolland  . 

2-64 

196 

204 

Lenox     . 

3-04 

270 

254 

Lincoln  . 

2-63 

243 

205 

Orange    . 

3-04 

261 

255 

Mendon  . 

2-63 

204 

206 

Middlefield      . 

3-03 

245 

256 

Northborough, 

2-63 

106 

207 

Plympton 

3-01 

247 

257 

Taunton 

2-63 

237 

208 

Sturbridge 

3-01 

112 

258 

Berkley  . 

2-61 

228 

209 

Mt.  VVashingt'n, 

3-01 

246 

259 

Dover 

2-61 

169 

210 

Ayer 

3-00 

225 

260 

Lowell    . 

2-60 

203 

211 

Melrose  . 

3-00 

268 

261 

Nantucket 

2-58 

189 

212 

Easton    . 

2-99 

277 

262 

Sudbury 

2-58 

309 

213 

Littleton 

2-99 

215 

263 

So.  Abington  . 

2-57 

251 

214 

New  Bedford  . 

2-99 

255 

264 

Agawam 

2-56 

123 

215 

Greenwich 

2-98 

195 

265 

Duxbury 

2-56 

217 

216 

Cambridge 

2-97 

229 

266 

Seekonk . 

2-56 

XCVl 


BOARD   OF  EDUCATION. 


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244 

267 

Southampton . 

$.002-55 

233 

306 

Leverett . 

$.002-14 

279 

268 

Bolton     . 

2-53 

321 

307 

Boston    . 

2-13 

264 

269 

Weiiham 

2-53 

287 

308 

Dalton    . 

2-13 

260 

270 

Harvard . 

2-51 

315 

309 

Sharon    . 

2-12 

222 

271 

Oakham . 

2-51 

280 

310 

Carver    . 

2-11 

298 

272 

Winchendon   . 

2-51 

283 

311 

Belmont 

2-09 

198 

273 

Boylston 

2-50 

310 

312 

Boxford . 

2-06 

282 

274 

Carlisle  . 

2-50 

333 

313 

Alford    . 

2-05 

252 

275 

Braintree 

2-47 

301 

314 

Cohasset 

2-04 

317 

276 

Egremont 

2-47 

306 

815 

Beverly  . 

2-01 

296 

277 

Whately 

2-46 

320 

316 

Billerica 

1-99 

275 

278 

Norton    . 

2-45 

266 

317 

Maynard 

1-93 

292 

279 

Leominster  _    . 

2-44 

307 

318. 

Princeton 

1-93 

291 

280 

Stow 

2-44 

328 

319 

Gill 

1-92 

241 

281 

Cummington  . 

2-43 

295 

320 

Lunenburg 

1-92 

271 

282 

Holyoke . 

2-42 

312 

321 

Falmouth 

1-91 

290 

283 

Everett  . 

2-39 

338 

322 

Mattapoisett  . 

1-87 

318 

284 

Fall  River       . 

2-37 

332 

323 

Richmond 

1-86 

286 

285 

Bedford . 

2-34 

322 

324 

Southwick 

1-84 

281 

286 

Marion   . 

2-34 

326 

325 

Topsfield 

1-82 

303 

287 

Watertown 

2-33 

331 

326 

Revere    . 

1-80 

299 

288 

Acton     . 

2-30 

323 

327 

Hamilton 

1-78 

236 

289 

Dracut    . 

2-29 

325 

328 

Hancock 

1-76 

168 

290 

Hinsdale 

2-27 

330 

329 

Holland  . 

1-75 

294 

291 

Savoy     . 

2-27 

311 

330 

Burlington 

1-71 

276 

292 

Berlin 

2-25 

335 

331 

New  Ashford . 

1-64 

289 

293 

Kingston 

2-25 

337 

332 

Milton    . 

1-62 

305 

294 

Enfield   . 

2-24 

336 

333 

Brookline 

1-56 

257 

295 

Medfield 

2-24 

297 

334 

Lynnfield 

1-54 

319 

296 

Stockbridge    . 

2-24 

304 

335 

Russell    . 

1-52 

316 

297 

Hadley   . 

2-23 

314 

336 

Pepperell 

1-49 

313 

298 

Newbury 

2-21 

329 

337 

Hatfield . 

1-45 

202 

299 

Williamsburg, 

2-21 

324 

338 

Bernardston    . 

1-44 

308 

300 

Chilmark 

2-20 

339 

339 

Edgartown 

1-39 

293 

301 

Sherborn 

2-19 

334 

340 

Manchester     . 

1-37 

300 

302 

Wales     . 

2-19 

327 

341 

Winthrop 

1-32 

285 

303 

Groton    . 

2-18 

341 

342 

Hull 

0-93 

288 

304 

Weston  . 

2-15 

342 

343 

Nahant  . 

0-74 

284 

305 

Goshen   . 

2-14 

340 

344 

Gosnold  . 

0-63 

SCHOOL  RETURNS. 


xcvu 


GRADUATED  TABLES— Second  Sekies. 


[county  tables.] 

In  which  oil  the  Towns  in  the  respective  Counties  in  the  State  are 
numerically  arranged  according  to  the  Percentage  of  their  Taxable 
Property  appropriated  for  the  support  of  Public  Schools  for  the 
year  1878-79. 

BARNSTABLE  COUNTY. 


3| 

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jpropriated 
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1 

1 

TRURO 

$.006-62 

6 

8 

Chatham 

1.004-97 

2 

2 

Easthain 

6-36 

12 

9 

Dennis    . 

4-70 

3 

3 

Orleans  . 

6-06 

11 

10 

Provincetown . 

4-49 

7 

4 

Harwich 

5-76 

9 

11 

Barnstable 

4-17 

5 

5 

Welffleet 

5-62 

10 

12 

Brewster 

4-02 

4 

6 

Sandwich 

5-33 

13 

13 

Yarmouth 

2-70 

8 

7 

Mashpee 

5-04 

14 

14 

Falmouth 

1-91 

BERKSHIRE  COUNTY. 


9 

1 

FLORIDA     . 

$.005-30 

17 

17 

Lenox     . 

$.003-04 

1 

2 

Otis 

4-78 

20 

18 

Mt.  Washingt'r 

3-01 

3 

3 

Adams    . 

4-45 

7 

19 

Washington    . 

2-96 

12 

4 

W.Stockb'dge, 

4  41 

19 

20 

Lanesborough, 

2-89 

14 

5 

Peru 

4-35 

22 

21 

Gt.Barringt'n, 

2-88 

2 

6 

Cheshire 

4-34 

21 

22 

Tyringham 

2-72 

4 

7 

N.  Marlboro'  . 

4-12 

23 

23 

Windsor 

2-72 

8 

N.  Adams 

4-08 

26 

24 

Egremont 

2-47 

5 

9 

Lee 

4-07 

13 

25 

Hinsdale 

2-27 

8 

10 

Clarksburg 

3-93 

25 

26 

Savoy 

2-27 

6 

11 

Sandisfield 

3-73 

27 

27 

Stockbridge    . 

2-24 

n 

12 

Becket    . 

3-64 

24 

28 

Dalton    . 

2-13 

10 

13 

Monterey 

3-59 

30 

29 

Alford    . 

2-05 

15 

14 

Pittsfield 

3-25 

29 

30 

Richmond 

1-86 

18 

15 

Sheffield. 

3-20 

28 

31 

Hancock 

1-76 

16 

16 

William  stown, 

3-05 

31 

32 

N.  Ashford     . 

1-64 

xcvm 


BOARD   OF   EDUCATION. 


BRISTOL  COUNTY. 


.CO 

^o 

.c  o 

fio 

;§ 

>>o 

>|§a3 

;^g 

:.§ 

^||S| 

^^ 

.OG 

•s&^°^ 

.■* 

■S|€2| 

S| 

TOWNS. 

T'3 

si 

TOWNS. 

pi 

otcS 

ooo2 

P^ 

5 

1 

ATTLEBOROUGH     . 

$.004-11 

11 

11 

Easton    . 

$.002-99 

3 

2 

Mansfield 

4-07 

16 

12 

E  ew  Bedford  . 

2-99 

1 

3 

Rehoboth 

4-03 

17 

13 

Somerset 

2-78 

8 

4 

Fairhaven 

3-67 

14 

14 

Dartmouth 

2-77 

7 

5 

Dighton  . 

3-64 

15 

15 

Taunton 

2-63 

2 

6 

Swanzey 

3-61 

6 

16 

Berkley  . 

2-61 

4 

7 

Westport 

3-38 

13 

17 

Seekonk . 

2-56 

9 

8 

Acushnet 

3-34 

18 

18 

Norton    . 

2-45 

10 

9 

Freetown 

3-13 

19 

19 

Fall  River       . 

2-37 

12 

10 

Raynham 

3-11 

DUKES  COUNTY. 


GAY  HEAD  . 
Tisbury  . 
Chilmark 


1.006-08 

4 

4 

3-63 

5 

5 

2-20 

Edgartown 
Gosnold  . 


$.001-39 
0-63 


ESSEX  COUNTY. 


3 
2 
6 
9 
1 
7 
4 
11 


12 
15 
14 
13 
10 
22 
27 
17 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 


GLOUCESTER 

1.005-33 

18 

19 

Haverhill 

5-11 

16 

20 

Merrimac 

4-72 

19 

21 

Georgetown     . 

4-56 

21 

22 

Amesbury 

4-47 

24 

23 

Marblehead     . 

4-43 

25 

24 

Bradford 

4-35 

23 

25 

Salisbury 

3-90 

20 

26 

No.  Andover  . 

8-85 

26 

27 

Groveland 

3-83 

31 

28 

Saugus   . 

3-76 

30 

29 

Ipswich  . 

3-57 

29 

30 

Newburyport  . 

3-56 

33 

31 

Peabody 

3-56 

32 

32 

Methuen 

3-55 

28 

23 

Lynn 

3-48 

34 

34 

Lawrence 

3-47 

35 

35 

Essex 

3-39 

Andover 

Danvers  . 

W.  Newbury 

Rowley  . 

Salem 

Rockport 

Swampscott 

Middleton 

Wenham 

Newbury 

Boxford  . 

Beverly  . 

Topsfield 

Hamilton 

Lynnfield 

Manchester 

Nahant  . 


$.003-24 
3-20 
3-07 
2-94 
2-81 
2-77 
2-77 
2-74 
2-53 
2-21 
2-06 
2-01 
1-82 
1-78 
1-54 
1-37 
0-74 


SCHOOL   RETURNS. 


XCIX 


FRANKLIN 

COUNTY 

i! 
sis 

0)^ 

il 

51 
ill 

TOWIiTS. 

Em 

So 

^§ 

a 

i!. 

3^1 

TOWNS. 

O  o  <^  \.P 

W15..2  »  s 
5  «S  t«  3 

fe ass's  a 

1 

2 

6 

.3 

4 

9 

15 

8 

13 

19 

14 

7 

10 

1 
2 
3 
4 
5 
6 
7 
8 
9 

10 
11 
12 
13 

HAWLEY     . 
Heath     . 
Monroe  . 
Charlemont     . 
Wendell . 
Deerfield 
Ashfield  . 
Shutesbury 
Warwick 
New  Salem 
Northfield 
Shelburue 
Rowe 

$.006-96 
5-27 
4-85 
4-58 
4-38 
4-29 
4-03 
3-99 
3-97 
3-92 
3-91 
3-89 
3-87 

12 

16 
18 
17 
5 
11 
20 
23 
21 
24 
22 
26 
25 

14 
15 
16 

17 
18 
19 
20 
21 
22 
23 
24 
25 
26 

Greenfield 
Leyden   . 
Conway  . 
Buckland 
Erving    . 
Sunderland     . 
Colrain   . 
Orange    . 
Montague 
Whately 
Leverett . 
Gill 
Bernardston    . 

1.003-69 
3-68 
3-66 
3-54 
3-53 
3-30 
3-04 
3-04 
2-74 
2-46 
2-14 
1-92 
1-44 

HAMPDEN   COUNTY. 


1 

1 

GUAK^ILLE  . 

$.005-25 

12 

Hampden 

$.003-06 

4 

2 

Monson  . 

4-25 

11 

13 

Wilbraham     . 

2-83 

6 

3 

Blandford 

3-85 

12 

14 

Springfield 

2-82 

9 

4 

Palmer    . 

3-79 

14 

15 

W.Springfield, 

2-66 

3 

5 

Chicopee 

3-71 

17 

16 

Tolland  . 

2-64 

8 

6 

Brimfield 

3-62 

15 

17 

Agawam 

2-56 

10 

7 

Longmeadow  . 

3-45 

16 

18 

Holyoke . 

2-42 

7 

8 

Montgomery   . 

3-34 

18 

19 

Wales     . 

2-19 

13 

9 

Westfield 

3-20 

20 

20 

Southwick 

1-84 

2 

10 

Ludlow  . 

3-12 

21 

21 

Holland  . 

1-75 

5 

11 

Chester  . 

3-09 

19 

22 

Russell   . 

1-52 

HAMPSHIRE  COUNTY. 


1 

1 

SOUTH  HABLEY      . 

$.004-99 

13 

13 

Middlefield      . 

$.003-03 

3 

2 

Pelham  . 

4-46 

7 

14 

Greenwich 

2-98 

6 

3 

Plainfield 

4-04 

10 

15 

Huntington     . 

2-94 

2 

4 

Belchertown    . 

3-89 

19 

16 

Prescott  . 

2-65 

9 

5 

Ware 

3-80 

18 

17 

Southampton  . 

2-55 

8 

6 

Granby  . 

3-61 

17 

18 

Cummington  . 

2-43 

5 

7 

Westhampton, 

3-34 

21 

19 

Enfield  . 

2-24 

15 

8 

Easthampton  . 

3-26 

22 

20 

Hadley   . 

2-23 

4 

9 

Chesterfield     . 

3-20 

12 

21 

Willi  amsbiurg . 

2-21 

14 

10 

Northampton  . 

3-17 

20 

22 

Goshen    . 

2-14 

16 

11 

Worthington  . 

3-13 

23 

23 

Hatfield . 

1-45 

11 

12 

Amherst 

3-08 

BOARD   OF  EDUCATION. 


MIDDLESEX   COUNTY. 


S"S 

i-S  ISo 

|o 

iliso 

l§ 

^§ 

tS|fs| 

l§ 

J§ 

>l§p 

.a -43 

^53 

q-t  D-fG  On^ 

■^•■S 

^s 

'HO..c£'g 

d 

o  o^-*^  OJ 

..is 

.:S 

o  o  o^  £ 

TOWNS. 

bOP-S  CD  CJ 

00  3 

^■3 

s^ 

TOWNS. 

alll^ 

^> 

■S'^S'S^ 

£^ 

f2;> 

|^3'33  . 

ooqS 

-1- 

OtcS 

C  C  C  !"^M 

SlaS  oj  cs  S 

00  <jj 

OoqS 

s  ®  . 

otcS 

13  c  S  ^       I" 

f^ 

^ 

Ch 

El< 

E^ 

h 

8 

1 

HUDSON      . 

1.005-20 

17 

28 

Ayer 

$.003-00 

1 

2 

Marlborough  . 

4-76 

25 

29 

Melrose  . 

3-00 

3 

3 

Stoneham 

4-19 

51 

30 

Littleton 

2-99 

5 

4 

No.  Reading  . 

4-06 

29 

31 

Cambridge 

2-97 

2 

5 

Natick    . 

4-01 

36 

32 

Newton  . 

2-94 

4 

6 

Hopkinton 

3-94 

39 

33 

Shirley   . 

2-91 

28 

7 

Somerville 

3-83 

26 

34 

Dunstable 

2-87 

9 

8 

Arlington 

3-81 

30 

35 

Wilmington    . 

2-75 

7 

9 

Tyngsborough, 

3-75 

35 

36 

Tewksbury 

2-64 

11 

10 

Lexington 

3-70 

38 

37 

Lincoln  . 

2-63 

14 

11 

Ashland . 

3-59 

31 

38 

Lowell    . 

2-60 

15 

12 

Wayland 

3-46 

40 

39 

Sudbury 

2-58 

33 

13 

Wakefield 

3-41 

41 

40 

Carlisle  . 

2-50 

24 

14 

Waltham 

3-41 

47 

41 

Stow 

2-44 

23 

15 

Medford 

3-39 

46 

42 

Everett  . 

2-39 

10 

16 

Reading 

3-37 

44 

43 

Bedford  . 

2-34 

27 

17 

Ashby     . 

3-36 

50 

44 

Watertown 

2-33 

13 

18 

HoUiston 

3-35 

49 

45 

Acton      . 

2-30 

12 

19 

Maiden  . 

3-31 

34 

46 

Dracut    . 

2-29 

21 

20 

Framingham  . 

3-28 

48 

47 

Sherborn 

2-19 

6 

21 

Chelmsford      . 

3-27 

43 

48 

Groton    .  • 

2-18 

18 

22 

Bosborough    . 

3-22 

45 

49 

Weston  . 

2-15 

22 

23 

Woburn 

3-14 

42 

50 

Belmont . 

2-09 

20 

24 

Concord 

3-13 

54 

51 

Billerica 

1-99 

32 

25 

Westford 

3-10 

37 

52 

Maynard 

1-93 

19 

26 

Winchester 

3-10 

52 

53 

Burlington 

1-71 

16 

27 

Townsend 

3-09 

53 

54 

Pepperell 

1-49 

NANTUCKET   COUNTY. 


.002-58 


NORFOLK   COUNTY. 


1 

1 

HOLBROOK  . 

1.005-06 

13 

10 

Dedham . 

1.003-78 

6 

2 

Medway . 

4-81 

12 

11 

Walpole. 

3-74 

2 

3 

Wrentham 

4-81 

7 

12 

Franklin 

3-73 

3 

4 

Weymouth 

4-75 

10 

13 

Foxborough    . 

3-57 

4 

5 

Randolph 

4-71 

11 

14 

Canton    . 

3-51 

5 

6 

Stoughton 

4-61 

15 

15 

Quincy   . 

3-43 

8 

-7 

Bellingham     . 

4-05 

14 

16 

Norwood 

3-13 

16 

8 

Hyde  Park      . 

3-95 

17 

17 

Needham 

•  2-97 

9 

9 

Norfolk  . 

3-93 

18 

18 

Dover 

2-61 

SCHOOL   RETURNS. 


ci 


NORFOLK  COUNTY  —  Concluded. 


In 

^■3 

Valu- 
riated 
ools  — 
mills 
ths  of 

^•0 

^s 

.Q'-S 

p-^ 

ooo*^" 

-S 

°g.^^£ 

S- 

TOWNS. 

"a'gc'S 

^'S 

TOWNS. 

ling's 

«  e  =  >'°m 

OaoS 

Ec< 

fe 

p-i 

1^ 

19 

19 

Braintree 

$.002-47 

21 

22 

Cohasset 

1.002-04 

20 

20 

Medfield 

2-24 

24 

23 

Milton    . 

1-62 

22 

21 

Sharon    . 

2-12 

23 

24 

Brookline 

1-56 

PLYMOUTH   COUNTY. 


1 

1 

WAREHAM  . 

1.005-60 

20 

15 

Scituate . 

$.002-96 

4 

2 

Bridgewater    . 

4-53 

22 

16 

Halifax  . 

2-88 

2 

3 

Brockton 

4-35 

19 

17 

Hanover 

2-86 

7 

4 

Lakeville 

4-33 

8 

18 

Pembroke 

2-83 

5 

5 

Plymouth 

4-16 

17 

19 

Marshfield 

2-65 

3 

6 

E.  Bridgewater, 

4-11 

21 

20 

Rochester 

2-64 

6 

7 

Abington 

4-06 

18 

21 

So.  Abington, 

2-57 

13 

8 

Hingham 

3-80 

16 

22 

Duxbury 

2-56 

11 

9 

Rockland 

3-74 

24 

28 

Marion    . 

2-34 

10 

10 

So.  Scituate    . 

3-63 

25 

24 

Kingston 

2-25 

12 

11 

Middlebor'gh, 

3-39 

23 

25 

Carver    . 

2-11 

14 

12 

Hanson 

3-38 

26 

26 

Mattapoisett  . 

1-87 

15 

13 

W.  Bridgew'r, 

3-32 

27 

27 

Hull 

0-93 

9 

14 

Plympton 

3-01 

SUFFOLK  COUNTY. 


CHELSEA 
Boston 


1.003-08 
2-13 


Revere    . 
Winthrop 


(.001-80 
1-32 


WORCESTER   COUNTY. 


2 

1 

UPTON 

$.005-05 

9 

11 

Rutland  . 

$.003-74 

1 

2 

Dudley   . 

4-75 

13 

12 

Phillipston 

3-73 

3 

3 

Grafton  . 

4-71 

35 

13 

Leicester 

3-67 

4 

4 

Templeton 

4-56 

32 

14 

Millbury 

3-66 

5 

5 

Northbridge    . 

4-46 

6 

15 

Paxton    . 

3-61 

7 

6 

•Milford  . 

4-35 

15 

16 

New  Braintree, 

3-57 

23 

7 

Bar  re 

4-28 

14 

17 

Uxbridge 

3-44 

10 

8 

Brookfield 

3-99 

22 

18 

W.  Boylston  . 

3-44 

18 

9 

Douglas  . 

3-92 

19 

19 

Blackstone 

3-42 

11 

10 

No.  Brookfield, 

3-80 

26 

20 

Oxford    . 

3-41 

cu 


BOARD   OF  EDUCATION. 


WORCESTER   COUNTY— Concluded. 


.CO 
oo3 

any 

a 
fe".2 

•^^ 

2  ®  . 

OctS 

TOWNS. 

Percentage  of  Valu- 
ation appropriated 
to  Public  Schools  — 
equivalent  to  mills 
and  hundredths  of 
mills. 

s° 

S>vO 
00  S 

cS 

TOWNS. 

Percentage  of  Valu- 
ation appropriated 
to  Public  Schools  — 
equivalent  to  mills 
and  hundredths  of 
mills. 

17 

21 

Clinton   . 

$.003-40 

44 

40 

Worcester 

1.003-06 

36 

22 

Fitchbur^ 

3-40 

39 

41 

Sutton     . 

3-05 

8 

23 

Petersham 

3-40 

40 

42 

Sturbridge 

3-01 

27 

24 

Westminster  . 

3-39 

29 

43 

Auburn  . 

2-86 

31 

25 

Ashbnrnham  . 

3-38 

42 

44 

Lancaster 

2-82 

28 
21 
25 

26 

27 
28 

South  bridge    . 
Wes  thorough  . 
Gardner  . 

3-37 
3-36 
3-31 

46 

47 
57 

45 
46 

47 

Dana 

Shrewsbury     . 
Hardwick 

2-78 
2-76 
2-68 

12 

29 

W.  Brookfield, 

3-31 

50 

48 

Men  don  . 

2-63 

20 
34 

30 
31 

Webster . 
Holden    . 

3-27 
3-26 

45 
53 

49 
50 

Northborough, 
Bolton     . 

2-63 
2-53 

48 

32 

Warren  . 

3-23 

49 

51 

Harvard . 

2-51 

16 
37 

33 
34 

Southborough, 
Hubbardston  . 

3-19 
3-14 

38 
56 

52 
53 

Oakham. 
Winchendon  . 

2-51 
2-51 

24 
41 

35 
36 

Sterling  . 
Charlton 

3-12 
3-11 

33 

54 

54 
55 

Boylston 
Leominster 

2-50 
2-44 

43 
30 

37 

38 

Royalston 
Spencer  . 

3-11 
3-10 

52 
58 

56 

57 

Berlin 
Princeton 

2-25 
1-93 

51 

39 

Athol      . 

3-07 

55 

58 

Lunenburg 

1-92 

SCHOOL   RETURNS. 


cm 


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e 
H 

^ 


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555 

C^ 

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2Q 


Amount  contrib- 
uted for  board 
and  fuel. 

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O  O  O  O  O  O  O  t^  t^  lO 

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1 

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inco-^ot^ojcoGOcccDOb-or^ 
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locooooot^coco-^t^      ici 

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Income  of   Surplus 
Kevenue     and    of 
similar  funds   ap- 
propriated for  Pub- 
lic Schools. 

(MOO(>JC01C030005CM         lOrH 
•^OSCOCOi— It-OlOOitMt^         t^-^ 

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Amount   of  money 
raised    by    taxes 
for  the  support  of 
Public  Schools. 

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Percentage  of  Valu- 
ation appropriated 
to  Public  Schools  — 
equivalent  to  mills 
and  hundredths  of 
mills. 

oscoinoooioicDincoir^oocoin— 1 
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BARNSTABLE 

Plymouth 

Franklin  . 

Essex 

Berkshire 

Worcester 

Hampshire 

Middlesex 

Hampden 

Norfolk    . 

Bristol 

Nantucket 

Suffolk     .. 

Dukes 

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CIV 


BOARD   OF  EDUCATION. 


GRADUATED   TABLES  —  Second  Series. 


Showing  the  Arrangement  of  Counties  according  to  their  Appropria- 
tions, including  Voluntary  Contributions . 

If  the  counties  are  numerically  arranged,  according  to  the  percentage  of 
their  valuations  appropriated  for  public  schools,  voluntary  contributions 
of  board  and  fuel  being  added  to  the  sum  raised  by  tax  and  to  the  income 
of  the  surplus  revenue  and  other  funds,  as  severally  given  in  the  previous 
table,  the  order  of  precedence  will  be  as  follows:  — 


>>  1 

«  !>•  So 

T  «  '"' 

t-    -^    "H 

»  .2 

^1  . 

S  M    g 

gli 
(4 

COUNTIES. 

Percentage  of  Valu- 
ation appropriated 
to  Public  Schools  — 
equivalent  to  mills 
and  hundredths  of 
nulls. 

1 

3 
2 
5 
4 
6 
7 
8 
9 

10 
12 
11 
14 
13 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

BAENSTABLE 

Plymouth 

Franklin 

Essex 

Berkshire 

Hampshire 

Worcester 

Middlesex 

Hampden 

Norfolk 

Bristol 

Nantucket 

Suffolk 

Dukes 

$.004-19 

3-56 
3-50 
3-38 
3-34 
3-22 
3-22 
3-06 
2-94 
2-88 
2-78 
2-58 
2-15 
1-91 

Aggr 

egate  for  the 

State 

1.002-73 

SCHOOL  RETURNS.  cv 


GRADUATED  TABLES  —  Thied  Series. 

The  following  table  exhibits  the  ratio  of  the  average  attendance  for  the 
year  in  each  town  to  the  whole  nunaber  of  children  between  five  and  fifteen, 
according  to  the  returns. 

The  ratio  is  expressed  in  decimals,  continued  to  four  figures,  the  first  two 
of  which  are  separated  from  the  last  two  by  a  point,  as  only  the  two  former 
are  essential  to  denote  the  real  per  cent.  Yet  the  ratios  of  many  towns  are 
so  nearly  equal,  or  the  dijSerence  is  so  small  a  fraction,  .that  the  first  two 
decimals,  with  the  appropriate  mathematical  sign  appended,  indicate  no 
distinction.  The  continuation  of  the  decimals,  therefore,  is  simply  to  indi- 
cate a  priority  in  cases  where,  without  such  continuation,  the  ratios  would 
appear  to  be  precisely  similar. 

In  several  cases  the  ratio  of  attendance  exhibited  in  the  table  is  over  100 
per  cent.  These  results,  supposing  the  registers  to  have  been  properly  kept 
and  the  returns  correctly  made,  are  to  be  thus  explained  :  The  average 
attendance  upon  all  public  schools  being  compared  with  the  whole  number 
of  children  in  the  town  between  five  and  fifteen,  the  result  may  be  over  100 
per  cent,  because  the  attendance  of  children  under  five  and  over  fifteen  may 
more  than  compensate  for  the  absence  of  children  between  those  ages.  The 
rank  of  the  towns  standing  highest  in  the  following  table  is  in  accordance 
with  the  returns.  As  the  returns  are  often  incorrect,  the  rank  may  be  too 
high  in  some  cases. 


CVl 


BOARD  OF  EDUCATION. 


GRADUATED   TABLES  — Third  Series. 

[fok  the  state.] 

In  wJiich  all  the  Towns  in  the  State  are  numerically  arranged  accord- 
ing to  f/ie  Average  Attendance  of  their  Children  upon  the  Public 
Schools,  for  the  year  1878-79. 


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TYKGSBOROUGH 

97 

115 

1.18-55 

33 

Hudson 

744 

690 

.92-74 

2 

Boxborough 

,         42 

47 

1.11-90 

34 

Scituate 

502 

465 

.92-63 

3 

Lancaster 

.       275 

298 

1.08-36 

35 

Rowe    . 

108 

100 

.92-59 

4 

Royalston 

.       203 

217 

1.06-89 

36 

Shelburne     . 

246 

226 

.91-87 

5 

Townsend 

.       321 

343 

1.06-85 

37 

N.  Brain  tree, 

97 

89 

.91-75 

6 

Marshfield 

211 

222 

1.05-21 

38 

Athol  . 

608 

557 

.91-61 

7 

Hubbardstoi 

1,     258 

269 

1.05-08 

39 

Wenham 

153 

140 

.91-50 

8 

Holland 

58 

59 

1.01-72 

40 

Sunderland  . 

164 

150 

.91-46 

9 

Amesbury 

545 

551 

1.01-10 

41 

Ashfield 

195 

178 

.91-28 

10 

Gran by 

140 

141 

1.00-71 

42 

Ashland 

383 

348 

.90-86 

11 

Greenwich 

85 

85 

1.00-00 

43 

Sandwich     . 

579 

525 

.90-67 

12 

New  Bedforc 

1,  4,208 

4,207 

.99-98 

44 

Abington 

621 

562 

.90-50 

13 

Nahant 

94 

93 

.98-94 

45 

Lanesboro'   . 

279 

252 

.90-32 

14 

Chilmark 

61 

00 

.98-36 

46 

Westminster, 

256 

231 

.90-23 

15 

Gill      . 

108 

106 

.98-15 

47 

Leominster  . 

831 

748 

.90-01 

16 

Princeton 

173 

169 

.97-69 

48 

Saugus 

452 

406 

.89-82 

17 

Warwick 

113 

110 

.97-34 

49 

Heath  . 

113 

101 

.89-38 

18 

Holbrook 

381 

369 

.96-85 

50 

E.Bridgew'r, 

449 

401 

.89-31 

19 

Montgomery 

63 

61 

.96-82 

51 

Acton  . 

279 

248 

.88-88 

20 

Winchester 

534 

516 

.96-63 

52 

Newton 

2,846 

2,527 

.88-80 

21 

Maiden 

2,074 

2,002 

.96-53 

53 

Medford       . 

1,225 

1,085 

.88-57 

22 

Reading 

475 

457 

.96-21 

54 

Enfield 

172 

152 

.88-37 

23 

Men  don 

217 

208 

.95-85 

55 

Conway 

273 

241 

.88-28 

24 

Plainfield 

61 

58 

.95-08 

56 

Dana    . 

110 

97 

.88-18 

25 

Charlemont 

135 

128 

.94-81 

57 

Brookfield    . 

456 

401 

.87-94 

26 

Ashby . 

151 

143 

.94-70 

58 

So.  Hadley  . 

570 

501 

.87-89 

27 

Merrimac 

333 

313 

.93-99 

59 

Ayer    . 

370 

325 

.87-84 

28 

Truro  . 

196 

184 

.93-88 

60 

Barnstable    . 

697 

612 

.87-80 

29 

Orange 

435 

408 

.93-80 

61 

Stoughton     . 

957 

839 

.87-67 

30 

Templeton 

460 

429 

.93-26 

62 

Weymouth  . 

2,012 

1,762 

.87-57 

31 

Chesterfield 

118 

110 

.93-22 

63 

Rutland 

192 

168 

.87-50 

32 

Randolph 

678 

630 

.92-92 

64 

Kingston 

223 

195 

.87-44 

SCHOOL   RETURNS. 


evil 


Greenfield 

Marlboro' 

JMilton . 

Melrose 

Wakefield 

Concord 

Shrewsbury 

Quincy 

Dedhani 

Cheshire 

Prescott 

Paxton 

Middleboro' 

Framingham 

Watertown 

Fitchburg 

Bolton  . 

Yarmouth 

Medway 

Charlton 

Natick . 

Upton  . 

Dover  . 

Rockland 

Westfield 

Petersham 

Stoneham 

Hawley 

Salisbury 

Arlington 

Shutesbliry 

Otis      . 

Colrain 

Manchester 

Somerville 

Georgetown 

Tisbury 

Gt.Barrington 

Hyde  Park 

Ashburnham 

Harvard 

Swampscott 

Cummington, 

Burlington 

So.  Abington, 

Russell 

Belmont 

Littleton 


619 

2,127 
460 
807 
923 
453 
257 

1,704 

1,100 
282 
98 
125 
851 
984 
834 

2,235 
187 
317 
763 
341 

1,616 
330 
101 
943 

1,417 
180 
871 
137 
672 
801 
117 
188 
284 
244 

4,424 
403 
235 
753 

1,163 
360 
244 
375 
156 
106 
449 
118 
401 
185 


541 

1,859 
402 
705 
805 
395 
224 

1,484 
956 
245 
85 
108 
734 
848 
716 

1,917 
160 
271 
652 
291 

1,379 

281 

86 

802 

1,205 
153 
738 
116 
569 
67 
99 
159 
240 
206 

3,733 
340 
198 
634 
979 
303 
205 
315 
131 
89 
377 
99 
336 
155 


£  9 ! 

is 


,87- 
.87- 
.87- 
.87- 
.87- 
.87- 
.87- 
.87- 


113 
114 

115 

116 

117 

118 

119 

120 

121 

122 

123 

124 

125 

126 

127 

128 

129 

130 

131 

132 

133 

134 

135 

136 

137 

138 

139 

140 

141 

142 

14 

144 

145 

146 

147 

148 

149 

150 

151 

152 

153 

154 

155 

156 

157 

158 

159 

160 


TOWNS. 


Medfield 

Plymouth 

Swanzey 

Grafton 

•Rochester 

Sudbury 

W.  Boylston, 

Wrentham 

Provincetown 

N".  Andover 

Agawam 

Danvers 

Waltham 

Barre    . 

Middlefield 

Bridgewater 

Rehoboth 

Warren 

Worthington 

Franklin 

Gardner 

Lunenburg 

Fairhaven 

Foxborough, 

Williamst'n, 

Eastham 

Chelsea 

Holliston 

Haverhill 

Bradford 

Sharon 

Longmeadow, 

Tpswich 

Marblehead 

Winchendon 

Groton 

Marion 

Wareham 

Brookline 

Duxbury 

Rockport 

Westboro' 

New  Salem 

Amherst 

Brockton 

Chester 

Chatham 

Northbridge, 


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213 

178 

789 

659 

176 

147 

200 

167 

529 

441 

414 

345 

898 

748 

520 

433 

333 

277 

1,081 

899 

1,990 

1,652 

390 

323 

139 

115 

687 

568 

288 

238 

587 

485 

138 

114 

630 

520 

727 

600 

167 

137 

474 

388 

466 

381 

623 

509 

135 

110 

3,313 

2,699 

610 

497 

2,539 

2,066 

365 

297 

239 

194 

253 

205 

553 

448 

1,464 

1,186 

649 

525 

328 

265 

155 

125 

629 

507 

1.292 

1,041 

364 

293 

757 

609 

778 

625 

147 

118 

706 

566 

2,045 

1,638 

255 

204 

474 

378 

783 

624 

££S 
_92  -  ■ 

(U.C  —  'S 


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.83-77 
.83-68 
.83-57 
,83-52 
,83-52 
,83-50 
.83-36 
83-33 
,83-29 
,83-27 
.83-18 
.83-16 
,83-02 
.82-82 
,82-73 
,82-68 
82-64 
,82-62 
,82-61 
,82-54 
,82-53 
.82-04 
,81-86 
.81-76 
,81-70 
,81-48 
,81-47 
,81-47 
.81-37 
.81-36 
.81-20 
.81-03 
.81-01 
.81-01 
,80-89 
.80-79 
,80-64 
.80-60 
.80-57 
,80-49 
.80-45 
.80-33 
.80-27 
.80-17 
.80-09 
,80-00 
.79-75 
.79-70 


cym 


BOARD   OF   EDUCATION. 


161 

162 
163 
164 
165 
166 
167 
168 
169 
170 
171 
172 
173 
174 
175 
176 
177 
178 
179 
180 
181 
182 
183 
184 
185 
186 
187 
188 
189 
190 
191 
192 
193 
194 
195 
196 
197 
198 
199 
200 
201 
202 
203 
204 
205 
206 
207 


M 


i  ^^  ft 


Stow    . 

Sterling 

Berlin  . 

Milford 

Phillipston 

Falmouth 

N.  Reading 

Lynn    . 

Dighton 

Norwood 

Carlisle 

Brain  tree 

Worcester 

Boxford 

Orleans 

Hinsdale 

Westford 

Easton 

Montague 

W.St'kb'dge 

Hopkiuton 

Hingham 

Weston 

Woburn 

Florida 

Pembroke 

Blackstone 

Blandford 

Gloucester 

Boylston 

Wales  . 

Sandisfield 

W.  Newbury, 

Bernardston, 

Dennis 

Clinton 

Lee 

Berkley 

Stockbridge 

Windsor 

Boston 

Chelmsford 

Cambridge 

Southboro' 

Dudley 

Harwich 

Northfield 


208  Shirley 


211 

168 

269 

214 

174 

138 

2,138 

1,695 

120 

95 

355 

281 

163 

129 

5,779 

4,571 

309 

244 

422 

333 

71 

56 

715 

563 

9,406 

7,406 

108 

85 

216 

170 

833 

262 

309 

243 

800 

629 

716 

563 

414 

325 

1,091 

855 

744 

583 

208 

163 

2,267 

1,775 

124 

97 

234 

183 

976 

761 

194 

151 

4,066 

3,163 

180 

140 

144 

112 

215 

167 

363 

281 

168 

130 

618 

478 

1,522 

1,177 

800 

616 

126 

97 

380 

292 

112 

86 

60762 

46624 

421 

323 

8,422 

6,457 

355 

272 

563 

431 

677 

518 

298 

228 

183 

140 

.79-62 
.79-55 
.79-31 
.79-28 
.79-16 
.79-15 
.79-14 
.79-09 
.78-96 
.78-91 
.78-87 
.78-74 
.78-74 
.78-70 
.78-70 
.78-68 
.78-64 
-78-63 
.78-63 
.78-50 
.78-37 
.78-36 
78-36 
.78-30 
.78-22 
.78-20 
.77-97 
.77-83 
.77-79 
.77-78 
.77-78 
.77-67 
.77-41 
.77-38 
.77-34 
.77-33 
.77-00 
.76-98 
.76-84 
.76-78 
.76-73 
.76-72 
.76-67 
.76-62 
.76-55 
.76-51 
.76-51 
.76-51 


209 
210 
211 
212 
213 
214 
215 
216 
217 
218 
219 
220 
221 
222 
223 
224 
225 
226 
227 
228 
229 
230 
231 
232 
233 
234 
235 
236 
237 
238 
239 
240 
241 
242 
243 
244 
245 
246 
247 
248 
249 
250 
251 
252 
253 
2.54 
255 
256 


Uxbridge 

Hadley 

Wayland 

Northampt'n 

Essex  . 

Lenox  . 

Attleboro' 

Wilmington 

Douglas 

Hampden 

Taunton 

Southbridge 

Methuen 

Somerset 

Hanson 

Bellingham 

Carver . 

Erving 

Springfield 

Beverly 

W.Spring'ld, 

Belchertown, 

Maynard 

Lincoln 

Leverett 

Southwick 

Cohasset 

Andover 

Oxford 

Gay  Head 

New  Ashf  ord 

Brewster 

Leicester 

Millbury 

Raynham 

Wilbraham 

Revere 

Winthrop 

Nantucket 

Needham 

Auburn 

Dartmouth 

Leyden 

Oakham 

Deerfield 

Westport 

Hardwick 

N.Brookfield 


c  rt 

fi 

P  bo 

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562 

430 

450 

344 

382 

292 

2,088 

1,596 

320 

244 

414 

315 

1,556 

1,183 

171 

130 

429 

326 

158 

120 

3,143 

2,382 

1,139 

863 

639 

484 

449 

340 

218 

165 

250 

189 

204 

154 

150 

113 

5,379 

4,048 

1.347 

1,013 

694 

521 

485 

363 

445 

333 

147 

110 

131 

98 

206 

154 

422 

315 

887 

662 

479 

356 

31 

23 

31 

23 

209 

155 

547 

405 

905 

670 

334 

247 

241 

178 

359 

265 

126 

93 

540 

398 

903 

665 

222 

163 

530 

389 

105 

77 

142 

104 

605 

442 

568 

415 

415 

303 

862 

629 

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.76-51 
.76-44 
.76-44 
.76-43 
.76-25 
.76-09 
.76-03 
.76-02 
.75-99 
.75-95 
.75-79 
.75-77 
.75-74 
.75-72 
.75-69 
.75-60 
.75-49 
.75-33 
.75-26 
.75-20 
.75-07 
.74-85 
.74-83 
.74-82 
.74-81 
.74-76 
.74-64 
.74-63 
.74-32 
.74-19 
.74-19 
.74-16 
.74-04 
.74-03 
.73-95 
.73-86 
73-81 
.73-80 
.73-70 
.73-64 
.73-42 
.73-40 
.73-33 
.73-24 
.73-06 
.73-06 
.73-01 
.72-97 


SCHOOL  RETURNS. 


cix 


II 

c 

a 

0 

to  the 
ildren 
5,  ex- 

s. 

g.a 

to  the 
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5,  ex- 

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257 

Middleton    . 

191 

139 

.72-77 

301 

Huntington  • 

194 

132 

.68-04 

258 

Dracut 

256 

186 

.72-65 

302 

Lynnfield     . 

125 

85 

.68-00 

259 

Everett 

768 

557 

.72-53 

303 

Edgartown  . 

346 

235 

.67-92 

260 

Pittsfield 

2,245 

1,628 

.72-52 

304 

Wellfleet       . 

440 

298 

.67-73 

261 

So.  Scituate 

329 

238 

.72-34 

305 

Brimfield 

247 

167 

.67-61 

262 

Hanover 

824 

234 

.72-22 

306 

Whately       . 

203 

135 

.66-50 

263 

Bedford 

161 

116 

.72-05 

307 

Canton 

973 

646 

.66-40 

264 

Freetown 

211 

152 

.72-04 

308 

Newbury 

342 

227 

.66-37 

265 

Ludlow 

231 

166 

.71-86 

809 

Hamilton 

145 

96 

.66-21 

266 

Easthampt'E 

,      886 

636 

.71-78 

810 

Billerica 

392 

259 

.66-07 

267 

Sherborn 

163 

117 

.71-78 

311 

Peru     . 

94 

62 

65-96 

268 

Walpole 

382 

274 

.71-73 

812 

Seekonk 

255 

168 

.65-90 

269 

Dalton 

378 

271 

.71-69 

313 

Washington, 

134 

88 

.65-67 

270 

Buckland 

392 

281 

.71-68 

814 

Tolland 

83 

54 

65-06 

271 

N.  Marlboro 

,     434 

311 

71-65 

315 

Spencer 

1,407 

913 

.64-89 

272 

Monterey 

133 

95 

.71-43 

316 

Lawrence 

6,668 

4,312 

.64-67 

273 

Mansfield 

478 

341 

.71-34 

817 

W.  Brookfield 

366 

235 

.64-21 

274 

Peabody 

1,704 

1,215 

.71-30 

818 

Salem  . 

4,576 

2,988 

.64-09 

275 

Pepperell 

353 

251 

.71-10 

819 

Webster 

978 

621 

63-82 

276 

Dunstable 

75 

53 

.70-67 

320 

Southampton 

212 

135 

.63-68 

277 

Granville 

.       260 

183 

.70-40 

821 

Rowley 

220 

140 

.68-63 

278 

Topsfield 

.       175 

123 

.70-29 

322 

Adams 

1,140 

715 

.62-72 

279 

Tyringham 

.       Ill 

78 

.70-27 

323 

Monson 

585 

366 

.62-56 

280 

Lowell . 

.    8,087 

5,664 

.70-08 

324 

Newburyport 

2,461 

1,530 

.62-17 

281 

Lexington 

.       449 

314 

.69-93 

325 

Groveland    . 

413 

254 

.61-50 

282 

Savoy  . 

.       146 

102 

.69-86 

326 

Wendell       . 

83 

51 

.61-45 

283 

LakeviUe 

.       209 

146 

.69-85 

327 

Plympton 

150 

92 

61-83 

284 

Acushnet 

.       202 

141 

.69-80 

328 

Sturbiidge   . 

411 

250 

.60-83 

285 

Mashpee 

66 

46 

.69-69 

829 

Becket 

288 

174 

.60-42 

286 

Hancock 

.       118 

82 

.69-49 

880 

Ware    . 

950 

572 

.60-21 

287 

Monroe 

59 

41 

69-49 

381 

Williamsburg 

412 

248 

.60-19 

288 

Westhampto 

n      118 

82 

.69-49 

882 

Egremont     . 

145 

87 

.60-00 

289 

Goshen 

72 

50 

.69-44 

883 

Mt.Wash't'n, 

41 

24 

.58-53 

290 

Holden 

.       507 

352 

69-42 

334 

Fall  River    . 

9,798 

5,727 

.58-48 

291 

Hatfield 

.       293 

203 

.69-28 

335 

Norton 

280 

163 

.58-21 

292 

W.Bridgew' 

r,     324 

224 

.69-13 

386 

Halifax 

81 

47 

.58-02 

293 

Alf  ord . 

58 

40 

.68-96 

887 

Gosnold 

21 

12 

.57-14 

294 

Tewksbury 

.       191 

131 

.68-59 

838 

Pelham 

129 

73 

.56-59 

295 

Northboro' 

.       265 

181 

.68-30 

339 

Richmond    . 

213 

118 

.55-40 

296 

Palmer 

.       925 

631 

.68-22 

840 

Clarksburg  . 

181 

91 

.50-28 

297 

Sheffield 

.       472 

322 

.68-22 

841 

Holyoke 

3,163 

1,541 

.48-72 

298 

Norfolk 

.       173 

118 

.68-21 

842 

Hull     . 

55 

26 

.47-27 

299 

No.  Adams 

.    1,996 

1,360 

.68-14 

348 

Chicopee 

2,082 

980 

.47-07 

300 

Mattapoiset 

191 

130 

.68-07 

344 

Sutton 

702 

304 

.43-30 

ex 


BOARD   OF   EDUCATION. 


GRADUATED   TABLES  — Third  Series. 

[county  tables.] 

In  which  all  the  Towns  in  the  respective  Counties  in  the  State  are 
numerically  arranged  according  to  the  Average  Attendance  of  their 
Children  upon  the  Public  Schools  for  the  year  1878-79. 


[For  an  explanation  of  the  principles  on  -wliicli  tliese  Tables  are  constructed,  see  ante,  p.  cv.] 


BARNSTABLE  COUNTY. 


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TRURO     . 

196 

184 

.93-88 

8 

Falmouth     . 

355 

281 

.79-15 

2 

Sandwich 

579 

525 

.90-67 

9 

Orleans 

216 

170 

.78-70 

3 

Barnstable   . 

697 

612 

.87-80 

10 

Dennis 

618 

478 

.77-34 

4 

Yarmouth     . 

317 

271 

.85-49 

11 

Harwich 

677 

518 

.76-51 

5 

Provincetown 

898 

748 

.83-29 

12 

Brewster 

209 

155 

.74-16 

6 

Eastham 

135 

110 

.81-48 

13 

Mashpee 

66 

46 

.69-69 

7 

Chatham 

474 

378 

.79-75 

14 

Wellfleet       . 

440 

298 

.67-73 

BERKSHIRE  COUNTY. 


lANESBOROUGH  . 

279 

252 

.90-32 

17 

Cheshire 

282 

245 

.86-88 

18 

Otis      . 

188 

159 

.84-57 

19 

Gt.  Bar'gton 

7.53 

634 

.84-19 

20 

Williamst'n . 

623 

509 

.81-70 

21 

Hinsdale 

333 

262 

.78-68 

22 

W.  Stockb'ge 

414 

325 

.78-50 

23 

Florida 

124 

97 

.78-22 

24 

Sandisfield   . 

215 

167 

.77-67 

25 

Lee 

800 

616 

.77-00 

26 

Stockbridge . 

380 

292 

.76-84 

27 

Windsor 

112 

86 

.76-78 

28 

Lenox  . 

414 

315 

.76-09 

29 

New  Ashford 

31 

23 

.74-19 

30 

Pittsfield       . 

2245 

1628 

.72-52 

31 

Dalton . 

378 

271 

.71-69 

32 

N.  Marlboro' 

434 

311 

Monterey 
Tyringham  . 
Savoy  . 
Hancock 

133 
111 

146 

118 

95 

78 

102 

82 

Alford . 

58 

40 

Sheffield        . 

472 

322 

No.  Adams  . 

1996 

1360 

Peru     . 

94 

62 

Washington . 

134 

88 

Adams 

1140 

715 

Becket 

288 

174 

Egremont     . 

145 

87 

Mt.Wash'ton 

41 

24 

Richmond     . 

213 

118 

Clarksburg  . 

181 

91 

.71-65 
.71-43 
.70-27 
.69-86 
.69-49 
.68-96 
.68-22 
.68-14 
.65-96 
.65-67 
.62-72 
.60-42 
.60-00 
.58-53 
.55-40 
.50-28 


SCHOOL   RETURNS. 


CXI 


BRISTOL  COUNTY. 


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NEW  BEDFORD   . 

4208 

4207 

.99-98 

11 

Raynham 

334 

247 

.73-95 

2 

Swanzey 

213 

178 

.83-57 

12 

Dartmouth  . 

530 

389 

.73-40 

3 

Rehoboth 

288 

238 

.82-64 

13 

Westport 

568 

415 

.73-06 

4 

Fairhaven     . 

474 

388 

.81-86 

14 

Freetown 

211 

152 

.72-04 

5 

Dighton 

309 

244 

.78-96 

15 

Mansfield     . 

478 

341 

.71-34 

6 

Easton 

800 

629 

.78-63 

16 

Acushnet 

202 

141 

.69-80 

7 

Berkley 

126 

97 

.76-98 

17 

Seekonk 

255 

168 

.65-90 

8 

Attleborough 

1556 

1183 

.76-03 

18 

Fall  River    . 

9793 

5727 

.58-48 

9 

Taunton 

3143 

2382 

.75-79 

19 

Norton 

280 

163 

.58-21 

10 

Somerset 

449 

340 

.75-72 

DUKES  COUNTY. 


1 

CHILMARK 

61 

60 

.98-36 

4 

EdgartowQ   . 

346 

235 

.67-92 

2 

Tisbury 

235 

198 

.84-26 

5 

Gosnold 

21 

12 

.57-14 

3 

Gay  Head     . 

31 

23 

.74-19 

ESSEX  COUNTY. 


1 

AMESBUEI 

545 

551 

1.01-10 

19 

Gloucester    . 

4,066 

3,163 

.77-79 

2 

Nahant 

94 

93 

.98-94 

20 

W.  Newbury, 

363 

281 

.77-41 

3 

Merrimac     . 

333 

313 

.93-99 

21 

Essex  . 

320 

244 

.76-25 

4 

Wenham 

153 

140 

.91-50 

22 

Methuen 

639 

484 

.75-74 

5 

Saugus 

452 

406 

.89-82 

23 

Beverly 

1,347 

1,013 

.75-20 

6 

Salisbury 

672 

569 

.84-67 

24 

Andover 

887 

662 

.74-63 

7 

Manchester  . 

244 

206 

.84-43 

25 

Middleton     . 

191 

139 

72-77 

8 

Georgetown  . 

403 

340 

.84-37 

26 

Peabody 

1,704 

1,215 

.71-30 

9 

Swampscott . 

375 

315 

.84-00 

27 

Topsfield      . 

175 

123 

.70-29 

10 

N.  Andover . 

520 

433 

.83-27 

28 

Lynnfield      . 

125 

85 

.68-00 

11 

Danvers 

1,081 

899 

.83-16 

29 

Newbury 

342 

227 

.66-37 

12 

Haverhill 

2,539 

2,066 

.81-37 

30 

Hamilton 

145 

96 

.66-21 

13 

Bradford 

365 

297 

.81-36 

31 

Lawrence 

6,668 

4,312 

.64-67 

14 

Ipswich 

553 

448 

.81-01 

32 

Salem  . 

4,576 

2,933 

.64-09 

15 

Marblehead . 

1,464 

1,186 

.81-01 

33 

Rowley 

220 

140 

.63-63 

16 

Rockport 

757 

609 

.80-45 

34 

Newburyport, 

2,461 

1,530 

.62-17 

17 

Lynn    . 

5,779 

4,571 

.79-09 

35 

Groveland     . 

413 

254 

.61-50 

18 

Boxford 

108 

85 

.78-70 

CXll 


BOARD   OF   EDUCATION. 


FRANKLIN  COUNTY. 


GILL 

Warwick 

Chaiiemont 

Orange 

Rowe    . 

Shelburne 

Sunderland 

Ashfield 

Heath  . 

Conway 

Gi'eenfield 

Hawley 

Shutesbury 


108 
113 
135 
435 
108 
246 
164 
195 
113 
273 
619 
137 
117 


106 
110 
128 
408 
100 
226 
150 
178 
101 
241 
541 
116 
99 


<H  oi  »  <¥ 


.98-15 
.97-34 
.94-81 
.93-80 
.92-59 
.91-87 
.91-46 
.91-28 
.89-38 
.88-28 
87-40 
.84-67 
.84-61 


Colrain 

New  Salem 

Montague 

Bernardston 

Northfield 

Erving 

Leverett 

Leyden 

Deer  field 

Buckland 

Monroe 

Whately 

WendeU 


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240 

147 

118 

716 

563 

168 

130 

298 

228 

150 

113 

131 

98 

105 

77 

605 

442 

392 

281 

59 

41 

203 

135 

83 

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o2SS 


l^c: 


.84-51 
.80-27 
.78-63 
.77-38 
.76-51 
.75-33 
.74-81 
.73-33 
.73-06 
.71-68 
.69-49 
.66-50 
.61-45 


HAMPDEN   COUNTY. 


HOLLAND . 

Montgomery, 

Westtield 

Russell 

Agawam 

Longmeadow 

Chester 

Blandford 

Wales  . 

Hampden 

Springfield 


58 
63 

1,417 
118 
333 
253 
255 
194 
144 
158 

5,379 


59 

61 

1,205 

99 

277 

205 

204 

151 

112 

120 

4,048 


1.01-72 
.96-82 
.85-04 
.83-89 
.83-18 
.81-03 
.80-00 
.77-83 
.77-78 
.75-95 
.75-26 


W.  Spring'ld, 

694 

521 

Southwick    . 

206 

154 

Wilbraham  . 

241 

178 

Ludlow 

231 

166 

Granville 

260 

183 

Palmer 

925 

631 

Brimfield 

247 

167 

Tolland 

83 

54 

Monson 

585 

366 

Holyoke 

3,163 

1,541 

Chicopee 

2,082 

980 

.75-07 
.74-76 
.73-86 
.71-86 
.70-40 
.68-22 
.67-61 
.65-06 
.62-56 
.48-72 
.47-07 


HAMPSHIRE   COUNTY. 


GRANBT  ._ 

Greenwich    . 

Plainfield 

Chesterfield  . 

Enfield 

So.  Hadley  . 

Prescott 

Cummingt'n, 

Middlefield  . 

Worthingt'n, 

Amherst 

Hadley 


140 

141 

1.00-71 

13 

85 

85 

1.00-00 

14 

61 

58 

.95-08 

15 

118 

110 

.93-22 

16 

172 

152 

.88-37 

17 

570 

501 

.87-89 

18 

98 

85 

.86-73 

19 

156 

131 

.83-97 

20 

139 

115 

.82-73 

21 

138 

114 

.82-61 

22 

706 

566 

.80-17 

23 

450 

344 

.76-44 

Northampt'n, 

Belchertown, 

Easthampt'n, 

Westhampt'n, 

Goshen 

Hatfield 

Huntington  . 

Southampt'n, 

Ware    . 

Williamsb'rg, 

Pelham 


2,088 

1,596 

485 

363 

886 

636 

118 

82 

72 

50 

293 

203 

194 

132 

212 

135 

950 

572 

412 

248 

129 

73 

.76-43 
.74-85 
.71-78 
.69-49 
.69-44 
.69-28 
.68-04 
.63-68 
.60-21 
.60-19 
.56-59 


SCHOOL   RETURNS. 


CXIU 


MIDDLESEX   COUNTY. 


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97 

115 

1.18-55 

28 

Waltham 

1,990 

1,652 

.83-02 

2 

Boxborough  . 

42 

47 

1.11-90 

29 

Holliston 

610 

497 

.81-47 

3 

Townsend     . 

321 

343 

1.06-85 

30 

Groton 

328 

265 

.80-79 

4 

Winchester  . 

534 

516 

.96-63 

31 

Stow    . 

211 

168 

.79-62 

5 

Maiden 

2,074 

2,002 

.96-53 

32 

No.  Reading, 

163 

129 

.79-14 

6 

Reading 

475 

457 

.96-21 

33 

Carlisle 

71 

56 

.78-87 

7 

Ashby  . 

151 

143 

.94-70 

34 

Westford 

309 

243 

.78-64 

8 

Hudson 

744 

690 

.92-74 

35 

Hopkinton   . 

1,091 

855 

.78-37 

9 

Ashland 

383 

348 

.90-86 

36 

Weston 

208 

163 

.78-36 

10 

Acton  . 

279 

248 

.88-88 

37 

Woburn 

2,267 

1,775 

.78-30 

11 

Newton 

2,846 

2,527 

.88-80 

38 

Chelmsford  . 

421 

323 

.76-72 

12 

Medford 

1,225 

1,085 

.88-57 

39 

Cambridge   , 

8,422 

6,4.57 

.76-67 

18 

Ayer     . 

370 

325 

.87-84 

40 

Shirley 

183 

140 

.76-51 

14 

Marlborough, 

2,127 

1,859 

.87-40 

41 

Wayland 

382 

292 

.76-44 

15 

Melrose 

807 

705 

.87-36 

42 

Wilmington, 

171 

130 

.76-02 

16 

Wakefield     . 

923 

805 

.87-22 

43 

Maynard 

445 

333 

.74-83 

17 

Concord 

453 

395 

.87-19 

44 

Lincoln 

147 

110 

.74-82 

18 

Framiogham, 

984 

848 

.86-18 

45 

Dracut 

256 

186 

.72-65 

19 

Watertown  . 

834 

716 

.85-85 

46 

Everett 

768 

557 

.72-53 

20 

Natick . 

1,616 

1,379 

.85-33 

47 

Bedford 

161 

116 

.72-05 

21 

Stoneham     . 

871 

738 

.84-73 

48 

Sherborn 

163 

117 

.71-78 

22 

Arlington     . 

801 

678 

.84-64 

49 

Pepperell 

353 

251 

.71-10 

23 

Somerville    . 

4,424 

3,733 

.84-38 

50 

Dunstable     . 

75 

53 

.70-67 

24 

Burlington   . 

106 

89 

.83-96 

51 

Lowell 

8,087 

5,664 

.70-03 

25 

Belmont 

401 

336 

.83-79 

52 

Lexington    . 

449 

314 

.69-93 

26 

Littleton 

185 

155 

.83-78 

53 

Tewksbury  . 

191 

131 

.68-59 

27 

Sudbujy 

200 

167 

.83-50 

54 

Billerica 

392 

259 

.66-07 

NANTUCKET  COUNTY. 


NMTUCKET 


.73-70 


NORFOLK  COUNTY. 


HOIBROOK 
Randolph 
Stoughton    . 
Weymouth  . 
Milton . 
Quincy 


381 

369 

.96-85 

7 

678 

630 

.92-92 

8 

957 

839 

.87-67 

9 

2,012 

1,762 

.87-57 

10 

460 

402 

.87-40 

11 

1,704 

1,484 

.87-09 

12 

Dedham 

1,100 

956 

Medway 

763 

652 

Dover  . 

101 

86 

Hyde  Park   . 

1,163 

979 

Medfield 

191 

160 

Wrentham   . 

414 

345 

.86-91 
.85-45 
.85-14 
.84-18 
.83-77 
.83-33 


CXIV 


BOARD   OF   EDUCATION. 


NORFOLK   COUNTY  — Concluded. 


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Franklin 

630 

520 

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Bellins;hani  . 

250 

189 

.75-60 

14 

Foxborough, 

466 

381 

.81-76' 

20 

Cohasset 

422 

315 

.74-64 

15 

Sharon 

239 

194 

.81-20 

21 

Needham 

903 

665 

.73-64 

16 

Brookline 

1,292 

1,041 

.80-57i 

22 

Walpole 

382 

274 

.71-73 

17 

Norwood 

422 

333 

.78-91 

23 

Norfolk 

173 

118 

.68-21 

18 

Braintree 

715 

563 

.78-74 

24 

Canton 

973 

646 

.66-40 

PLYMOUTH   COUNTY. 


MARSHFIELD      . 

211 

222 

1.05-21 

15 

Scituate 

502 

465 

.92-63 

16 

Abins;-ton 

621 

562 

.90-50 

17 

K.  Brid^ew'tr 

449 

401 

.89-31 

18 

Kingston 

223 

195 

.87-44 

19 

Middleboro'. 

851 

734 

.86-25 

20 

Rockland 

943 

802 

.85-05 

21 

So.Abington, 

449' 

377 

.83-96 

22 

Ply  m  oath     . 

1,152 

964 

.83-68 

23 

Rochester     . 

176 

147 

.83-52 

24 

Bridgewater, 

687 

568 

.82-68 

25 

Marion 

155 

125 

.80-64 

26 

Wareham     . 

629 

507 

.80-60 

27 

Duxbaiy 

364 

293 

.80-49 

Brockton 

Hingham 

Pembroke     . 

Hanson 

Carver . 

So.  Scituate, 

Hanover 

Lakeville 

W.Bridgew'r, 

Mattapoisett, 

Plympton 

Halifax 

Hull     . 


2,045 

1,638 

744 

583 

234 

183 

218 

165 

204 

154 

329 

238 

324 

234 

209 

146 

324 

224 

191 

130 

150 

92 

81 

47 

55 

26 

.80-09 
.78-36 
.78-20 
.75-69 
.75-49 
.72-34 
.72-22 
.69-85 
.69-13 
.68-07 
.61-33 
.58-02 
.47-27 


SUFFOLK   COUNTY. 


CHELSEA  . 
Boston . 


3,313 
60762 


2,699 
46624 


.81-47 
.76-73 


Revere 
Winthrop 


359 
126 


265 
93 


.73-81 
.73-80 


WORCESTER   COUNTY. 


LANCASTER 
Royalston     . 
Hubbardston, 
Princeton 
Mendon 


275 
203 
256 
173 
217 


298 
217 
269 
169 
208 


1.08-36 
1.06-89 
1.05-08 
.97-69 
.95-85 


Templeton   . 

460 

429 

N.  Braintree, 

97 

89 

Athol  . 

608 

557 

Westminster, 

256 

231 

Leominster  . 

831 

748 

.93-26 
.91-75 
,91-61 
.90-23 
.90-01 


SCHOOL  RETURNS. 


cxv 


WORCESTER   COUNTY  —  Concluded. 


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Dana    . 

110 

97 

.88-18 

35 

Phillipston   . 

120 

95 

.79-16 

12 

Brookfield    . 

456 

401 

.87-94 

36 

Worcester     . 

9,406 

7,406 

.78-74 

13 

Rutland 

192 

168 

.87-50 

37 

Blackstone   . 

976 

761 

.77-97 

14 

Shrewsbury . 

257 

224 

.87-10 

38 

Boylston 

180 

140 

.77-78 

15 

Paxton 

125 

108 

.86-40 

39 

Clinton 

1,522 

1,177 

.77-33 

16 

Fitchburg     . 

2,235 

1,917 

.85-77 

40 

South boro'  . 

355 

272 

.76-62 

17 

Bolton . 

187 

160 

.85-56 

41 

Dudley 

563 

431 

.76-55 

18 

Charlton 

341 

291 

.85-34 

42 

Uxbridge 

562 

430 

.76-51 

19 

Upton  . 

330 

281 

.85-15 

43 

Douglas 

429 

326 

.75-99 

20 

Petersham    . 

180 

153 

.85-00 

44 

Southbridge, 

1,139 

863 

.75-77 

21 

Ashburnham, 

360 

303 

.84-17 

45 

Oxford 

479 

356 

.74-32 

22 

Harvard 

244 

205 

.84-02 

46 

Leicester 

547 

405 

.74-04 

23 

Grafton 

789 

659 

.83-52 

47 

Millbury 

905 

670 

.74-03 

24 

W.  Boylston, 

529 

441 

.83-36 

48 

Auburn 

222 

163 

.73-42 

25 

Barre   . 

390 

323 

.82-82 

49 

Oakham 

142 

104 

.73-24 

26 

Warren 

587 

485 

.82-62 

50 

Hard  wick     . 

415 

303 

.73-01 

27 

Gardner 

727 

600 

.82-53 

51 

N.  Brookfield, 

862 

629 

.72-97 

28 

Lunenburg  . 

167 

137 

.82-04 

52 

Holden 

507 

352 

.69-42 

29 

Winchendon, 

649 

525 

.80-89 

53 

Northboro'  . 

265 

181 

.68-30 

30 

Westborough, 

778 

625 

.80-33 

54 

Spencer 

1,407 

913 

.64-89 

31 

Northbridge, 

783 

624 

.79-70 

55 

W.  Brookfield 

366 

235 

.64-21 

32 

Sterling 

269 

214 

.79-55 

56 

Webster 

973 

621 

.63-82 

33 

Berlin  . 

174 

138 

.79-31 

57 

St  ur bridge    . 

411 

250 

.60-83 

34 

Milford 

2,138 

1,695 

.79-28 

58 

Sutton . 

702 

304 

.43-30 

CXVl 


BOARD   OF   EDUCATION. 


Table  in  which  all  the  Counties  are  numerically  aj'ranged,  accord- 
ing to  the  Average  Attendance  of  their  Children  upon  the  Public 
Schools  for  the  year  1878-79. 


COUNTIES, 


Ratio  of 
Attendance. 


11 

7 
9 

14 
10 
12 
13 


10 
11 
12 
13 
14 


NORFOLK    . 

Franklin 

Plymouth 

Barnstable 

Middlesex 

Worcester 

Suffolk  . 

Dukes     . 

Hampshire 

Essex 

Nantucket 

Bristol    . 

Berkshire 

Hampden 


.82-80 
.82-22 
.81-64 
.81-23 
.81-17 
.78-78 
.76-95 
.76-08 
.74-86 
.74-07 
.73-70 
.72-79 
.72-54 
.67-19 


AVERAGE  ATTENDANCE  FOR  THE  STATE. 


Number  of  children  between  5  and  15  years  of  age  in  the  State    .  303,836 

Average  attendance 234,249 

Ratio  of  attendance  to  the  whole  number  between  5  and  15  years 

of  age,  expressed  in  decimals     .......  .77-09 


INDEX 


INDEX. 


PASS 

Agents  of  the  Board,  work  of 99 

American  Asylum,  cost  of  State  pupils  at 10 

Report  of  condition  and  work 50 

New  principal  of 50 

Number  and  cost  of  beneficiaries 64 

Applied  and  elementary  design  in  drawing 340 

Applied  design  drawing  in  grammar  schools 317 

in  high  schools 325,  329,  335 

Apportionment  of  school  fund  for  1880 353 

Arithmetic,    (i'ee  "Norfolk-county  examinations.") 

Art  education,  industrial,  public  demand  for 286 

Stimulated  by  Normal  Art  School 10 

Art  School.    (See  "Normal  Art  School.") 

Behavior,  good,  essential  element  in  education 106 

Blind,  Report  of  Perkins  Institution  and  Massachusetts  School  for      .        .  55 

Board  of  Education,  Report  of 7 

Agents,  work  of 99 

Appointment  of  clerk  of 12 

Education  of  deaf-mutes 10 

Educational  policy  of  the  State 14 

Members,  list  of  3 

Moral  instruction.  Report  on      .....*..        .  13 

Normal  Art  School,  Report  on  ....*...        .  9 

Normal  schools.  Report  on «        ,        .        .  7 

Oral  teaching,  Report  on     .........        .  12 

Publication  of  school  laws . .        .  12 

Secretary,  Report  of 45 

Supervision  of  public  schools 8 

State  Library 12 

Tax  for  general  educational  purposes  recommended     ....  8 

Vocal  culture .  11 

Boston  school  for  deaf-mutes.    {See  "  Horace  Mann  School.") 

Bridgewater  Normal  School,  Report  of  visitors  to 19 

Advanced  requirements  for  graduation 22 

Changes  in  teachers  in 19,  22 

Pupils,  work  of 21 

Repairs  on  buildings    . 23 

Statistics  for  school-year 19 

Certificates  for  teaching  drawing 342 

Clarke  Institution,  Report  of        .     • 51 

Reduction  in  charge  for  State  pupils 10 

Number  and  cost  of  beneficiaries -54 


cxx  INDEX. 

Color,  teaching  of,  in  liigh  schools 333 

Composition.    (  See  "  Norfolk-county  examinations.") 

Deaf-mute  education,  Eeport  of  Board  on 10 

American  Asylum,  Report  of 50 

Clarke  Institution,  Report  of 51 

Cost  of,  at  different  institutions .         10 

Horace  Mann  School,  Report  of 53 

State  aid  to,  history  of 47 

State  beneficiaries,  laws  relating  to 48 

Number  and  cost  of  State  beneficiaries 54 

Defects  in  our  school  system 63 

Design-drawing  in  primary  and  intermediate  schools      .        .        .         302,  305,  308 

in  grammar  schools 310,  311,  312,  314,  316 

Applied  in  grammar  schools 317 

in  high  schools 325,  329,  335 

Elementary  and  applied 340 

Principles  of  elementary 341 

Propositions  of  Owen  Jones  concerning 342 

Dictation  drawing  in  primary  and  intermediate  schools  .        .         302,  304,  308 

in  grammar  schools       •        .        .        .        .  310,  311,  312,  314,  316 

District  system,  number  of  towns  that  retain 65 

Evil  results  of        . 65 

Drawing,  certificates  for  teaching 343 

Elementary  and  applied  design  in 340 

Graded  programme  of,  for  public  schools 296 

Freehand  in  primary  and  intermediate  schools       .        .        .         301,  303,  307 

in  grammar  schools 309,  811,  312,  314,  315 

Freehand  analysis  in  grammar  schools     .        .        •        .        .        .        .       316 

in  high  schools 324,  329 

Applied  design  in  grammar  schools 317 

in  high  schools 325, 329, 335 

Color,  drawing  with,  in  high  schools 333 

Design,  or  inventive,  in  primary  and  intermediate  schools  .        302,  305,  308 

in  grammar  schools         .        .        .  310,  311,  312,  314,  316 

Dictation,  in  primary  and  intermediate  schools      .       .        .         302,  304,  308 

in  grammar  schools    .        .        .        .        .        .  310,  311,  312,  314,  316 

Geometrical,  in  grammar  schools 313,  315,  316 

Historic  ornament,  in  high  schools 330 

Industrial,  to  be  taught  in  public  schools         .        .        .        .        .        .        297 

exhibition  of,  from  cities  and  towns     .....        289 

Eeport  of  judges  on         .......       290 

Report  on,  for  1879 279 

Light  and  shade  in  high  schools 332 

Memory,  in  primary  and  intermediate  schools        .        .        .         302,  304,  308 

in  grammar  schools    .        .        .        .        ,        .  310,  311,  312,  314,  316 

Model  and  object,  in  grammar  schools     ....  311,  312,  315,  316,  317 

in  high  schools 323,  327 

Perspective,  in  grammar  schools 318 

in  high  schools 323,  326 

Principles  of  elementary  design  in '       .        341 

Propositions  of  Owen  Jones  concerning  design 342 

Scheme  of,  for  primary  and  intermediate  schools 301 

for  grammar  schools 309 

for  high  schools         .        .        .        ...        .        .        .        323 

Slate  in  primary  schools 305 

Use  of  mechanical  aid  and  tests  in 338 

Value  of,  in  public  schools 72 


INDEX.  cxxi 

Education,  industrial.    (See  "Industrial  education.") 

New  England  Journal  of 105 

Educational  policy  of  the  State,  Report  of  Board  on 14 

Elementary  design  in  drawing 341 

Examinations  in  Norfolk-county  schools 123 

Financial  statement 114 

Framingham  Normal  School,  Report  of  visitors 24 

Change  of  teachers  in .        .        .        .         24 

Model  school,  work  of 24 

Statistics  of    ....  • 26 

Freehand  analysis  of  drawing  in  grammar  schools 316 

in  high  schools 324,329 

Freehand  drawing  for  primary  and  intermediate  schools  .  .  301,  303,  307 
for  grammar  schools 309,311,312,314,315 

Fund,  school.    (See  "  School  fund.") 

Geometrical  drawing  in  grammar  schools 313,  315,  316 

Good  behavior,  essential  element  in  education 106 

Graded  schools,  work  of,  in  Norfolk  County 172 

Grammar  schools,  origin  of 87 

Scheme  for  drawing  in 309 

Applied  design,  drawing 317 

Design-drawing  in 310,311,312,314,316 

Dictation  drawing  in 310,311,312,314,316 

Drawing  from  memory  in 310,  311,  312,  314,  316 

Freehand  analysis  of  drawing  in 316 

Freehand  drawing  in 309,  311,  312,  314,  315 

Geometrical  drawing  in 313,  315,  316 

Model  and  object  drawing  in      .....        .  311,  312,  315,  316,  317 

Perspective  drawing  in 318 

Handicraft  in  School,  by  C.  O.  Thompson 261 

Handicraft,  why  should  not  be  incorporated  in  State  schools         .        .        .       271 

High  schools,  establishment  of 86 

Applied  design-drawing  in 325,  329,  335 

Color,  study  of ,  in 333 

Compared  with  elementary 90 

Criticisms  of  ... 94 

Discussed  in  Report  of  secretary 86 

Freehand  analysis  drawing  in .        .        324, 329 

Historic-ornament  drawing  in 330 

Light  and  shade  drawing  in 332 

Model  and  object  drawing 323,  327 

Number  of,  in  the  State 56 

Per  cent  of  population  in  reach  of 92 

Perspective  drawing  in 323,  326 

Scheme  for  drawing  in 323 

Horace  Mann  School,  cost  of  State  pupils 10 

Report  of 53 

Number  and  cost  of  pupils 64 

Hubbard,  E.  A.,  Report  of  teachers'  institutes 251 

Historic-ornament  drawing  in  high  schools 330 

Income  of  Massachusetts  school  fund 65 

Industrial  art  education,  public  demand  for      .......       286 

Industrial  drawing.  Report  on,  for  1879 279 

p 


cxxii  INDEX. 

Industrial  drawing,  exhibition  of,  from  cities  and  towns         ....        289 

Report  of  the  judges  on 290 

Spread  of,  in  State 293 

To  be  taught  in  the  public  schools     ....        ...        .        297 

Industrial  education,  handicraft  in  school  >        .        ^        .        .        ,        .        .        261 

Sewing  in  the  Worcester  schools _      .        .        .        347 

Industrial  element  in  education .        *        .        .  67 

Industries  of  the  State,  relation  of  Normal  Art  School  to       ...        .  10 

Institutes,  teachers,  membership,  and  cost .        253 

Report  of  Board  on 10 

Report  of,  by  E.  A.  Hubbard 251 

Secretary's  Report  on  .        .        .        .        .        .        .        .        .        .        .        100 

.    Where  held 251,  252 

Intermediate  schools,  scheme  of  drawing  for    .......        301 

Design,  or  inventive  drawing,  in        .....        .         302,  305,  308 

Dictation  drawing  in 302,  304,  308 

Drawing  from  memory  in 302,  304,  308 

Freehand  drawing  in 301,  303,  307 

Manufactures,  advantages  of  art  education  to  .;....        .  10 

Mechanical  aids  and  tests  in  drawing,  use  of     ......        .        338 

Memory  drawing  in  primary  and  intermediate  schools    .        .        .         302,  304,  308 
in  grammer  sbhools  ....  310,  311,  312,  314,  316 

Moral  instruction,  Report  of  Board  on .  13 

Moral  training  in  the  schools         ..........  68 

Morals  in  arithmetic       .        .        .        . 169 

New  England  Journal  of  Education 105 

Norfol]£-county  schools,  examinations  of,  by  George  A.  Walton    .        .        .        123 

Arithmetic 127,  13U,  131,  163,  178,  190,  201,  220 

Abbreviated  processes  in  .        .        .        .        .        .        .         164,  167, 190 

Average  percentages  in 164, 178,  190 

Elementary  combinations  in     .        . 167 

Ends  to  be  secured  in  teaching 163 

Expression  of  arithmetical  processes 166, 168 

Fac-similes  of  pupils'  work      .......         201,  220 

Figures  to  have  special  attention 145 

Fundamental  operations  in 164, 166 

Measurement,  problem  in 168 

Methods  in  use  in  teaching       .......         165, 166 

Moral  bearing  of,  in  teaching  .        .        .        .        .'       .        .        .        169 

Practical  work  in 166-168 

Results  in,  how  marked .        .         128, 133 

Tests  in,  for  primary  schools 127 

for  grammar  schools 130 

Beginners  in  reading,  table  showing  methods  of  teaching  .        173,  174 

Classes,  number  of  examined .        124 

Composition  writing 126,  129,  156,  178,  190 

Average  percentages  in  primary  schools 178 

in  grammar  schools 190 

Capitals  and  punctuation 127,  129,  130, 158,  159 

Contrast  in  schools  in  composition 157 

Forms  of  expression  and  words  used  in         .        .        .         159, 160, 161 

Grades  of,  to  suit  activities  of  mind 156 

Grammatical  construction 162,  163 

Letter-writing,  a  practical  form  of  composition    ....        159 
Substituted  for  letters  in  some  schools 189 


INDEX. 


CXXIU 


Norfolk-county  schools,  examinations  of,  continued-. 

Letters  written  in  primary  schools,  fac-similes  of  .        .        .        .      202 

Composition,  writing  of,  omitted  in  some  schools 132 

Narratives  written  in  grammar  schools 226 

Punctuation 126, 127, 129, 156,  178,  190 

Eesults,  how  marked         . 127,  129,130 

Syllabication 157, 158 

Tests  in  primary  schools   .........        126 

in  grammar  schools  ........        129 

Examinations,  fair  test  of  attainments     ......        131,  133 

How,  by  whom,  and  when  conducted 131 

Extent  of 123 

Age  of  pupils ,        .         121, 124 

Ages  omitted  on  some  papers 125 

Average  ages  of  pupils 178, 190 

Classes,  pupils,  and  schools,  number  of .        .        >        .        .        .        124 

Subjects  embraced 125 

Tabulated  results  of 178,  190 

Fac-similes  of  pupils'  work         .........        201 

How  selected  and  arranged 170 

Grammar  schools,  tabulated  results  of 190 

Number  of  schools,  pupils,  and  classes  examined        .        .        .        124 
Number  of  pupils  tabulated 124 

Lithographs.    {See  "Facsimiles.") 

Marking  and  tabulation  of  results     ........        133 

Mixed  schools,  number  of  .        . 124 

Average  percentage  of  results  in 172 

Moral  culture,  its  relation  to  knowledge 169,  171 

Norfolk-county  School  Committees'  Association    ....        121, 172 

Observations  in  schools,  in  reading   .        . 134 

in  penmanship 144 

in  spelling  ........        147 

in  composition 156 

in  arithmetic      .......        163 

Penmanship  . .  127, 129,  144,  178,  190,  202 

Average  percentage  in       .......        .        178, 190 

Differences  in  schools        .......         144,  145,  147 

Drawing,  an  aid  to 147 

Fac-similes  of  pupils'  work  in  .......        .        202 

Figures  and  letters,  accurate  forms  of 144,  145 

Methods  of  teaching,  to  secure  good  results         .        .        .        146,  147 

Requisites,  legibility,  uniformity,  rapidity 144 

Rapidity  too  much  neglected    .......         144, 146 

Tests  and  marking 127,  129, 133 

Percentages  in  arithmetic  ..........        164 

Tables  of,  for  primary  schools .        .        178 

for  grammar  schools 190 

for  county 187,  197 

Primary  schools,  tabulated  results  of  ,..."..  .  178 
Number  of  schools,  pupils,  and  classes  examined  .  .  .  124 
Pupils,  number  of,  tabulated 124 

Punctuation •  126,  127,  129,  156,  178,  190 

Reading 125, 128,  134,  174, 178,  190 

Average  percentages  in 178,  190 

Books  used,  too  advanced  for  pupils       .        .        ..       .        .        .        137 

Definition  of  reading .        .        .        .        124 

Ends  of  teaching 135 


cxxiv  INDEX. 

Norfolk-county  schools,  examinations  of,  contimied. 

Reading,  expression  important  end  in  oral  reading        ....        136 

Girls  better  readers  than  boys 139 

Knowledge  to  be  made  an  end 139 

Love  for,  how  acquired 138 

Oral,  occasion  for  silent  reading 135 

Oral,  is  made  the  end 136 

Reading  books  for  study 139 

Results  in  schools  differ 135 

Silent  reading  shown  by  narratives 140,  141 

Supplementary  reading 138, 140 

Table  showing  methods  of  teaching 174 

Teaching,  methods  of 137 

Tests  in  reading  for  primary  schools 125 

for  grammar  schools 128 

Schools,  number  of,  examined 124 

Comparative  rank  of 171 

Spelling 126, 129, 147, 178,  190 

Arrangement  of  results  by  towns 149 

Average  percentages  in  primary  schools 178 

in  grammar  schools 190 

Common  words  to  be  spelt        ....*...       148 

Errors  from  mispronunciation 153 

Oral,  useful 155 

too  much  relied  upon 148 

compared  with  written 155 

Phonic  analysis 154, 156 

Rules  to  be  applied  in  grammar  schools  ....  148, 153 
Spelling  in  sentence  and  by  dictation  compared  .  .  .  147, 148 
Word  method  of  teaching  reading  an  aid      ....         155,  156 

Words  selected  from  sentences 148, 150, 151,  152 

Tests  and  marking  in  primary  schools 126,  133 

in  grammar  schools 129, 133 

Supervision  of  schools 171 

Table  showing  method  and  cost  of 174 

Tests  and  marking  for  primary  schools 125, 126, 127 

for  grammar  schools 128, 129,  130 

Tests,  how  applied 131 

Table  showing  cost  of  supervision 174 

method  of  teaching  beginners  to  read    ....       174 

expenditures  for  three  years 176 

wages  of  teachers  and  pupils  to  teacher         .        .        .       176 
percentage  of  primary  schools         .        .     _ .       .        .       178 

of  grammar  schools 190 

rank  of  towns  in  different  studies 198 

Towns,  why  designated  by  letters 170 

Index  to,  prepared 170 

Words  misspelt,  lists  of       .        . 151, 152, 153 

Writing,  what  included  in 144 

Normal  Art  School,  Sixth  Annual  Report  of  Visitors      .....         39 

Accommodations  for 288 

Embarrassment  caused  by  meagre  appropriation    .....         39 

Its  relation  to  the  industries  of  the  State 10 

Its  stimulus  to  art  education 10 

Object  of 282 

Origin  of 279 

Reasons  for  its  support 40 


INDEX.  cxxv 

Normal  Art  School,  report  of  Board  relative  to 9 

Results  of  its  instruction     , 9 

Statistics  of 40 

Normal  schools,  importance  of  their  work 7 

Necessity  for  assured  pecuniary  support 8 

Percentage  of  graduates  who  teach 7 

Reports  of  visitors  to  Bridge  water 19 

Framingham 24 

Salem 28 

Westfield 31 

Worcester        .  ■ 35 

Retrenchment  in  expenses  of 8 

Secretary's  reference  to 101 

Value  of  their  instruction 7 

Nowell,  William  G.,  marking  by,  in  Examinations  Norfolk-county  schools,  133 

Number  of  pupils  to  teacher  in  Norfolk-county  schools 176 

Oral  teaching  compared  with  written  metljod 80 

Discussed  by  the  secretary 79 

Report  of  Board  on       ... 12 

Oral  reading,  uses  of 134 

Perkins  Institution  for  the  Blind,  Report  of 55 

Perspective  drawing  in  grammar  schools 318 

in  high  schools 323,  326 

Policy,  educational,  of  the  State,  Report  of  Board  on 14 

Primary  teaching,  more  attention  paid  to 67 

Primary  schools,  design,  or  inventive  drawing,  in     .        .        .        ,         303,  305,  308 

Dictation  drawing  in 302,  304,  308 

Drawing  from  memory  in 302,  304,  308 

Freenand  drawing  in 301,  303,  307 

Scheme  for  drawing  in 301 

Slate-drawing  in 305 

Public  schools,  average  length  of 56 

Comparison  of  statistics  of 57 

Expense  of 56 

Higher  education  in 61 

Importance  of,  to  life  of  the  State 60 

Increase  of  pupils  and  attendance  in  three  years 58 

Increasing  demand  upon 68 

Moral  training  in 68 

Number  of,  in  the  State 56 

Summary  of  statistics  for  the  year 45 

Reading,  tests  of,  in  Norfolk-county  schools      .        .        .     ■  .        .        .        125,  128 

Report  of  Board  of  Education 7 

Secretary  of  Board  of  Education 45 

Visitors  to  normal  schools 19 

Retrenchment  in  expenses  of  normal  schools 8  . 

Salem  Normal  School,  Report  of  visitors 28 

Repairs  made  and  needed  at ,  30 

Statistics  of    .... 29 

School  fund,  income  of,  Massachusetts 55 

Apportionment  of,  for  1880 353 

Schools,  grammar,  origin  of .        .        .        .  87 

School  laws.  Board  recommend  new  edition  of 12 


cxxvi  INDEX. 

School  statistics,  summary  of 45 

School  system,  defects  in 63 

Secondary  instruction  in  public  schools 61 

Secretary  of  Board  of  Education,  Keport  of      ..,.,.        .  45 

Sewing  in  the  Worcester  schools,  Report  on 347 

Slate-drawing  in  primary  schools .  305 

Smith,  Walter,  Report  on  industrial  drawing 279 

Spelling-tests  in  Norfolk-county  schools     .        .        .        ...        .        .         126, 129 

State  Library,  changes  in,  and  addition  to 12 

Assistant  librarian  appointed     . 12 

Studies,  courses  of,  construction  of 71 

Supervision  of  public  schools,  discussed  by  secretary  of  Board     .        .        .  69 

Changes  that  result  from  skilled .  66 

Necessity  of  systematic 64 

Norfolk-county  schools .         171,  174 

Outline  of  plan  for  Massachusetts 76 

Report  of  Board  on 8 

Results  of,  in  other  States   .        .     ♦ 74 

Sentiment  in  favor  of  special 66 

Would  improve  methods  of  teaching        .        .        .  ,     .  ■       .        .        .  73 

Would  reduce  the  number  of  schools 70 

Tax  for  general  educational  purposes  recommended         ....        .        .  8 

Teachers,  professional  training  of 7 

Wages  of,  in  Norfolk-county  schools         . 176 

Teacher's  institutes.      (/See  "Institutes.") 

Teaching,  definition  of 77 

Definition  of  terms  relating  to 78 

Method  of 77- 

Oral,  Report  of  Board  on 12 

Oral,  compared  with  written 80 

Primary,  more  attention  given  to 67 

Thompson,  Charles  O.,  paper  on  Handicraft  in  School 261 

Vocal  culture,  aid  to  good  physical  development 11 

Report  of  Board  on 11 

Wages  of  teachers  in  Norfolk-county  schools 176 

Walton,  George  A.,  Report  on  Norfolk-county  schools 123 

Westfield  Normal  School,  Report  of  visitors  to 31 

Change  of  teachers 31 

Pupils,  industry  and  devotion  of 31 

Statistics  for  the  year 33 

Work  of  last  year's  graduates 32 

Worcester  Free  Institute,  work  of  the 108 

Statistics  of  graduates 104 

Worcester  Normal  School,  Report  of  visitors 35 

Results  of  its  work 35 

Statistics  of 36 

Worcester  schools,  Report  on  sewing  in 347 

Writing,  tests  of,  in  Norfolk-county  schools 126 


INDEX.  cxxvii 


INDEX  OF  ABSTRACT  OF  SCHOOL  RETURNS. 


Abstract  of  school  returns i 

Recapitulation  of '    .        .        .  Ivi 

Evening  schools Ix 

Reformatory  and  other  State  schools ,  Ixi 

Tables. graduated,  first  series,  showing  the  sum  appropriated  for  each  per- 
son between  five  and  fifteen Ixii 

Second  series,  showing  the  ratio  of  the  valuation  of  the  towns  to 

their  appropriations  for  schools xcii 

Third  series,  showing  the  ratio  of   the  average  attendance  to  the 

number  of  persons  between  five  and  fifteen  in  the  State        .        .  cv 

Number  of  children  between  five  and  fifteen  in  the  State       ,        .        .        .  cxvi 

Average  attendance cxvi 

Ratio  of  attendance  to  the  whole  number  between  five  and  fifteen  years  of 

age   ..,...,..,.,,.  cxvi 


