honor of a diploma. But a properly graded programme, fairly carried out, would enable each committee and each Master to determine with a sufficient degree of precision what pupils are fairly entitled to the diploma, and consequently, the general examination by one committee would be unnecessary. A Grammar School programme is needed also as a standard and guide for the examination of candidates for admission to the High Schools. These examinations as now conducted create more or less dissatisfaction. They cause an antagonistic feeling between the representatives of these grades of schools. The High School teachers complain that the Grammar School pupils do not come to them properly prepared; and, on the other hand, the Grammar School masters complain that the examinations do not do justice to the candidates sent up. Perhaps it is not possible to render the relations between different grades of schools perfectly harmonious, but it appears to me that the existing antagonism in this case results mainly from the want of a sufficiently definite standard of examination. On the one hand, the masters of the Grammar Schools have not the means of knowing definitely enough what is to be the character of the examination; and on the other hand, the principals of the High Schools do not know definitely enough what the pupils in the Grammar Schools have been taught, to enable them to prepare such questions as will fairly test the attainments of the candidates. Now a judicious programme for the Grammar School would furnish the requisite standard of examination for admission to the High Schools. It would indicate just what is to be taught, and of course just what sort of an examination is suited to the requirements of the course. We are justly proud of our system of public schools, as a whole. Nowhere else is money more liberally appropriated for popular education. In no other large city are the school accommodations so ample. In no other large city is the attendance of pupils at the public schools so large, in proportion to its school population. In no other large city are the teachers more competent or more liberally paid for their services. But when we come to compare our system with others in respect to the plan of study in the Grammar Schools, this vital element, -we must yield the palm to other cities. We cannot claim to be second or even third in rank in this particular. The truth is, - and I grieve to say it, that all the first-class cities of the country have, in this matter, left us far in the rear. We cannot afford to occupy this position. We shall be much to blame if we do not speedily regain this lost ground. Respectfully submitted by MARCH, 1868. JOHN D. PHILBRICK, Superintendent of Public Schools. SEVENTEENTH SEMI-ANNUAL REPORT. To the School Committee of Boston : GENTLEMEN,-In conformity with the requirements of your Regulations, I respectfully submit the following as my Twenty-Ninth Report, the Seventeenth of the SemiAnnual Series. SUMMARY OF STATISTICS. FOR THE SCHOOL YEAR 1867-68. [Including the City of Roxbury, annexed to Boston, January 1, 1868, and now designated "Boston Highlands."] I. POPULATION. Population of Boston, State Census, 1865. Total Number of persons in the city between five and fifteen years of age, May 1, 1868 Increase for the year II. SCHOOLS. Number of districts into which the schools are grouped for supervision Increase for the year 5 192,354 28,426 220,780 43,109 7,079 26 Number of High Schools . Highlands High School, for boys and girls. Increase for the year 1 Number of Grammar Schools For boys, 10; for girls, 9; for boys and Increase for the year 6 Number of Primary Schools, for boys and girls 44 Number of Licensed Minors' Schools Whole number of schools Increase for the year 53 III. SCHOOL-HOUSES. Number of School-houses for High Schools School-rooms, 25; halls, 3; seats, 1,110. Number of School-houses for Grammar Schools School-rooms, 341; halls, 19; seats, 18,706. Number of School-houses for Primary Schools belonging to the city, now occupied School-rooms, 303; seats, about 16,900. High School divisions in ward room. Grammar school divisions in Primary School houses. Grammar school divisions in Engine-house and Gun-house Primary Schools in Grammar School-houses Primary Schools in ward rooms Primary Schools in hired buildings 4 27 303 2 336 3 27 63 2 24 3 9 5 15 |
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