370.747 SSS/ao REPORT m£ UBS^ OfW F - OFTHE 'u\K4^ Ju' M At «uw»s WBMWSVTf * ' a Board of Education OF THE CITY OF ROME, N. Y. DECEMBER, 1890. REPORT OF THE Ioard of Education, OF THE THE ubraw of ehe jUN2l^3 university of uiinois CITY OF ROME, N. Y. DECEMBER, 1890. ROME, N. Y.: Beers & Kessinger, Printers. 1890. Digitized by the Internet Archive in 2017 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/reportofboardofeOOboar /7f. 7t7 /? 664 - is&lft 0 Members of the Board of Education. HON. EDWARD COMSTOCK, OfVM. R. HUNTINGTON, JER0ME GRAVES, E. STUART WILLIAMS, T. M. FLANDRAU, M. D., wit. E. SUTTON, M. D., Term Expires October, 1891. “ “ “ 1892. “ ' “ “ 1893 - OFFICERS. R. E. SUTTON, - WM. R. HUNTINGTON, M. J. MICHAEL, - President, and Treasurer ex-officio. Clerk. Superintendent and Librarian. Standing Committees. FINANCE AND REPORTS. WM. R. HUNTINGTON, JEROME GRAVES. LIBRARY AND SCHOOL APPARATUS. E. STUART WILLIAMS, R. E. SUTTON. EXAMINATION AND EMPLOYMENT OF TEACHERS. T. M. FLANDRAU, E. STUART WILLIAMS. LOTS, BUILDINGS AND SUPPLIES. EDWARD COMSTOCK, T. M. FLANDRAU. TEXT BOOKS AND COURSE. OF STUDY. EDWARD COMSTOCK, R. E. SUTTON. DISCIPLINE AND V.ISITING SCHOOLS. JEROME GRAVES, WM. R. HUNTINGTON. List of Teachers Appointed for the School Year 1890-91. ACADEMY. SALARY. Principal, Simeon A. Watson, A. M., Latin and Greek,_$1,200 Mary L. Bissell, Literature, French and German, 600 Sarah J. Higham, A. M., Greek and Latin,_ 500 Mary E. Beach, Higher Mathematics,_ 500 Carrie P. Biggam, Natural Science,_ 500 Mary E. Cornwell, English,__ 500 Delle M. Turtelot, Common English, Commercial Department,_ 500 LIBERTY STREET SCHOOL. Principal, Edward B. HARRIS,_ 800 Belle Williams, Principal’s Assistant,_ 350 .Minnie Grosvenor, “ “ _ 350 Sarah M. Taft, Principal Grammar Department,.. 500 Sara A. Beers, Assistant “ “ 300 Mary E. Dean, Principal Intermediate “ _ 450 Annie R. Bielby, Assistant “ “ ' __ 300 ELLA Van DRESAR, Principal Primary “ 400 Georgianna Huntington, Ass’t Primary Dep’t,. 300 List of teachers. 5 THOMAS STREET SCHOOL. Principal, Mary L. Buck, Grammar Department,. .$ 500 Elizabeth C. McGinnis, Principal’s Assistant,.._ 300 Cora M. Wright, ** “ ... 250 *Kittie Robinson, “ “ ... 300 Anna M. Freer, Principal Intermediate Dep’t,_ 400 Kittie Courtney, “ Primary “ ... 350 Ida Holmes, Principal Annex Primary “ _ 275 JAY STREET SCHOOL. Principal, Sarah E. Parry, Grammar Department, 500 Anna Catlin, Principal’s Assistant,_ 275 Clara M. Ninde, “ “ _ 275 Minnie France, Principal Intermediate Dep’t,_ 400 Mary Cummings, “ Primary “ ... 400 JAMES STREET SCHOOL. Principal, JOHN G. Hough, A. B., Grammar Dep’t, 700 Hattie May Fox, Principal’s Assistant,_... 300 Della L. Huff, “ “ _ _ 275 Georgianna Wheeler, Principal Intermediate Dep’t, 400 Emily J. Kimball, “ Primary “ 400 EAST ROME SCHOOL. Principal, D. Edward Roberts, Grammar Dep’t, 500 Hattie L. Rowley, Principal Intermediate “ 350 Minnie Wood, “ Primary “ 400 ^Resigned Nov. 7, ’90. 6 LIST OF TEACHERS. SOUTH JAMES STREET SCHOOL. (primary school.) Principal, Frances G. Henderson,_$ 450 Mary E. Dietrich,_ 350 Marion Clarke,_ 250 WEST ROME SCHOOL. Principal, Tina D. Ross, __ 350 SPECIAL TEACHERS. Byron Rice, Supervisor of Vocal Music,_ . _ 55 ° Emma Sabine, Supervisor of Drawing and Penmanship, 550 ANNUAL, REPORT OF THE Board of Education OF THE CITY OF ROME, N. Y. To the Mayor and Common Council of the City of Rome , N. Y: Gentlemen —At the meeting of the Board of Education of the city of Rome, on the 23d day of September, 1890, the following report of the Committee on Finance was approved and ordered transmitted to the Common Council, as the report of the Board of Education for the year end¬ ing July 1, 1890. Very respectfully, WM. HUNTINGTON, Clerk. To the Board of Education of the City of Rome , N. Y: Gentlemen —We respectfully submit the following as the report of your Committee on Finance for the year ending July 1, 1890: RECEIPTS. Tuition____ Teachers’ class.. _ Literature fund___ Public money_ Library fund from regents.. Interest on deposits_ Rejected taxes__ _ Tax levy____ $ 407 11 190 00 874 14 6,985 18 150 00 49 00 11 67 16,025 46 Total receipts $24,692 56 8 BOARD OF EDUCATION. DISBURSEMENTS. ^eachers’salary.. _$17,312 50 Supervision_ 1,800 00 Janitors and school carpenter__ 1,316 50 Miscellaneous items_ 957 52 Printing __ 187 15 Supplies- 189 79 Fuel_ 1,164 63 Insurance____ 132 50 Buildings and lots-- 759 59 School furniture. .... .. _ 272 30 Library and apparatus_ 176 34 Stoves and furnaces_ 104 55 Interest on loans_ 97 72 Total disbursements__ $24,471 09 Cash on hand July I, 1890_ _ 221 47 TEACHERS. $24,692 56 Myron T. Scudder_ Mary L. Bissell.. Jane S. Higham_ Mary E. Beach_ Carrie P. Biggam_ Mary E. Cornwell._ Delle M. Turtelot_ Ralph A. Stewart _ Belle Williams_ Sarah M. Taft_ Ella Van Dresar_ Elizabeth E. Higham_ Maria L. Bradt.. Georgianna Huntington Anna R. Bielby_ Minnie E. Grosvenor_ John G. Hough_ Minnie Wood_ Helen E. Thalman_ Mary L. Buck. _ Anna M. Freer_ Susie E. Beal. .. Elizabeth C. McGinnis . $ 1,400 00 600 00 500 00 492 00 498 00 500 00 450 00 795 00 321 80 455 00 390 00 375 00 340 83 294 00 275 00 365 70 600 00 394 00 350 00 500 00 400 00 350 00 300 00 FINANCE REPORT. 9 Kittie Robinson_ _$ 275 00 Sarah E. Parry_ _ 500 00 Mary Cummings__ 380 00 Minnie France.__ 370 00 Anna Catlin_.____ 25000 Clara M. Ninde_ 250 00 Frances G. Henderson_ 450 00 Hattie L. Rowley_ 300 00 Mary E. Dean_ 500 00 Georgianna Wheeler_ 396 00 Emily J. Kimball_ 376 00 Kittie Courtney__ 300 00 Hattie M. Fox_ 294 75 Mary E. Deitrich__ 378 00 Emma Sabine_ 550 00 Byron Rice_ ...__ __ 500 00 Ida Holmes, supply... _ 73 75 Avis Le Roi, supply _ 12 50 Della L. Huff, supply__ 102 50 Tina D. Ross, supply_ _ 50 87 Albertie Seeley, supply_ 4 80 Ralph Vincent, supply__ 15 00 Josephine Lewis, supply_ 7 50 John W. Nicholson, supply_ 7 50 Susie Collins, supply_ 22 00 Total teachers’ salaries____ $17,312 50 SUPERINTENDENT. Myron J. Michael .. __$ 1,800 00 ---$ 1,800 00 JANITORS. Obadiah Yates, Academy and Jay Street School_$ 347 50 Abram Yates, Thomas and Jay Street School_ 260 00 Sarah Ehrhart, Liberty Street School__ 249 00 Barbara Sailer, South James Street School_ _ 70 00 Ellen Bush, East Rome School__ ___ 130 00 Delilah Morrell, West Rome School...__ 60 00 -$ 1,116 50 SCHOOL CARPENTER. O. Yates, general repairs, on all school buildings_$ 200 00 —— -—— $ 200 00 IO BOARD OF EDUCATION. MISCELLANEOUS ITEMS. Andrew Brickner, rent of store for school room. ioo oo Katie Brickner, care of store for school room_ 8 oo O. O. Mitchell, rent of organ_ io oo Byron Rice, tuning and repairing organs for 1889.. 35 00 Byron Rice, tuning and repairing organs for 1890.. 35 35 Mitchell & Yordon, rent of organ for 1889_ 10 00 G. V. Selden & Co., lumber... 39 55 J. W. McCarthy, repairing pump_ 35 George Payne, electric bells, repairing pump_ 14 40 Abram Yates, labor_ 30 12 Washington Street Opera House Co., Academy com¬ mencement, ’89 and ’go_ 105 00 F. J. Hager & Co., glass, paints, and oils_ 36 29 United States Excavating Co., cleaning privy_ 1 50 W. Frisbie, load of sand__ I 00 J. M. Orton & Sons, repairing furniture_ 13 08 Katie Rugutz, cleaning_ 8 00 George P. Russ, rent of store for school election_ 10 00 R. H. Randell, 80 singing books for Academy_ 32 00 T. J. Powell, carting rubbish_ 26 25 Sarah Ehrhart, labor_ 3 00 Emma Sabine, lettering diplomas.. 5 00 W. PI. Maxham, 1 dozen jars__ 1 50 Conrad Shaller, labor_ 2 00 Walter Claus, labor_ 6 00 M. J. Michael, paying bills as per vouchers.. 25 42 Delle M. Armstrong, office rent Jan. 1, to Oct. ’Sg_ 45 00 Philip Ehrhart, labor_ 3 75 PI. L. Stillman, clerk at school election_ 3 00 Charles Carmichael, clerk at school election_ 3 00 George Scott, city directory_ 2 00 Withers & Dickson, architect’s fees_ 250 00 C. H. Jackson, plumbing__ 1 35 Raffauf & Carl, one barrel of salt...*.._ 1 00 Michael Donegan, labor_ 1 50 John Townsend, hardware__ 24 29 George Heburn, labor_ 2 58 Jesse Heinig, labor___ 50 Ellen Bush, labor_ 7 00 Returned erroneous tax_ 10 04 Rome Gas Light Co.. 3 60 FINANCE REPORT. I I A. M. Jackson & Co., carpet for Academy stage—$ 17 95 R. F. Havens, labor_ 75 Casper G. Rider, paving- 1 00 M. T. Scudder, postage and express- 2 75 O. Yates, for paying bills for snow shoveling- 14 15 L. H. Bowers, binding books- 2 50 Louisa Rung, labor- - xoo Total_----- $ 957 52 PRINTING. Beers & Kessinger----$ 57 10 Byam & Briggs---- 10 75 J. J. Guernsey, 2 years, ’89 and ’90_ 102 25 City of Rome, painting reports- - 17 5 ° Total_ $ 187 15 SUPPLIES. Baker & Fox, wire door mats, ribbon for diplomas..$ 8 72 Jones & Armstrong, books and stationery_ 38 90 Cleveland Printing and Publishing Co., diplomas_ 14 90 Wilson & Greenfield, curtain fixtures, stationery_ 39 94 C. W. Bardeen, models for drawing classes__ 27 51 Central New York Pottery, 1 barrel modeling clay.. 9 00 Smith Brothers, brooms_ 6 50 Prang. Educational Co., 10 gross Dixon’s pencils, models_ 31 00 J. Halstead, stationery_ 4 48 J. G. Bissell & Co., chemicals_ 8 84 Total__ $ 189 79 FUEL. George W. Kinney & Sons_$ 101 50 John Baynes_ 278 75 Owens, Day & Co_ 200 40 T. W. Edwards_ 137 00 Kelley & Schneible_ 125 10 E. Campbell.__ 118 38 J. W. Armstrong, wood_ 113 50 Total $ 1,164 63 12 BOARD OF EDUCATION. INSURANCE. Geo. W. G. Kinney ......$ 22 50 Roth Brothers....... 50 00 James H. Searles__ 60 00 Total--- $ 132 50 BUILDING AND LOTS. George Jeal, painting and kalsomining, material_$ 325 08 Edward Comstock, ceiling for West Rome School._ 78 06 Geo. P. Russ, putting city water into three schools. 212 72 Thomas & Gerwig, general repairs and ceiling West Rome budding___ 57 62 Hills & Martin, general repairs_ 77 03 D. Byarn, mason work____ 9 08 Total - - - $ 759 59 SCHOOL FURNITURE. Andrews manufacturing Co., desks for Academy and East Rome_____$ 173 80 T. M. Orton & Sons, tables and chairs_ 98 50 Total___ $ 272 30 LIBRARY AND APPARATUS. Charles L. Webster & Co., 10 vols__$ 30 00 Romeyn B. Hough, 6 vols. Am. Woods.... 27 00 J. E Massee, map of N. Y. State.... . 7 00 Graves & Reifert, chemicals and chemical apparatus, 30 57 H. L. Stillman, books__ 14 00 Geo H. Weaver, books_ _ 10 80 Wilson & Greenfield, books_ 56 97 Total__ $ 176 34 STOVES AND FURNACES. N. F. Parks, repairs and cleaning . .$ 35 17 J. D. Ely & Co., repairs and cleaning_ 49 85 F. W. Clark, repairs and cleaning_ 19 53 Total___ $ 104 55 WM. R. HUNTINGTON, Committee on Finance. FINANCE REPORT. 13 On the 23d day of September the following estimates for the current year were submitted to the Board by the Committee on Finance, and the same were adopted as the estimates of the Board of Education : ESTIMATED EXPENDITURES. For instruction and supervision_ $19,800 00 “ janitors’ wages_ 1,437 5° “ fuel_ 1,062 50 “ extraordinary repairs (So. James street). _ 1,500 co “ general repairs_____ 500 00 “ insurance_ 200 00 “ library___ 100 00 “ contingencies..____,_ _ 600 00 Total estimated expenditures__ ESTIMATED RECEIPTS. From public money___$ 6,600 00 “ literature fund. __ 700 00 “ tuition_ 500 00 “ tax levy_ 17,400 00 $25,200 00 Total estimated receipts $25,200 00 Superintendent’s Report. To the Board of Education: Gentlemen — I have the honor to submit my report of the schools of Rome for the year ending July I, 1890. The following table will show the total registration, average registration, and average daily attendance for the past five years : 1886. 1887. 1888. 1889. 1890. Total registration. ...1,867 1,912 1.957 0 00 Oi 2,096 Average registration. . . 1,461 1.470 1,517 1,601 1,599 Average daily attendance_ --I.I 95 1,206 1,274 1,342 1,305 The average daily attendance for each of the 30 class teachers, not including the Academy, was 42 pupils; the average registration for each was 54, with an average total registration of 70 pupils per teacher. The average daily attendance at the Academy gave to each of the 7 teachers an average of 22 pupils, on the basis of average registration 27 pupils, and on the basis of total registration 28. In comparison with the lower grades the number of pupils per teacher in the Academy seems very small, but when the fact is considered that the 195 students registered are divided into five classes, (sen¬ ior, senior-middle, junior-middle, junior, and preparatory,) and that each class is pursuing, wholly or in part, a differ¬ ent set of studies, no one will claim that each teacher’s time is not fully occupied with class work. 1889-90 SCHOOLS. No. of Sittings. SEPT. OCT. NOV. DI SC. 1 JAN. 1 FI SB. MAI RCH API Average Daily 1 Attendance. | - M/ ^.Y. JUNE. ' YEAR. Number Enrolled During the Year. No. in Attendance. Daily Average Attendance. No. in Attendance. Average Daily Attendance. No. in Attendance. Average Daily Attendance. No. in Attendance. Average Daily Attendance. No. in Attendance. Average Daily Attendance. No. in Attendance. 1 Average Daily Attendance. No. in Attendance. Average Daily Attendance. No. in Attendance. No. in Attendance. Average Daily Attendance. No. in Attendance. Average Daily Attendance. Average Registration. Average Daily Attendance. Academy ... . 196 I 178 163 185 163 | 189 164 190 161 178 149 176 158 18° 160 1S0 140 ’ 180 142 180 140 184 ■j *54 | *95 Liberty Street School. 440 417 354 462 353 397 329 412 342 408 3*8 413 348 404 334 ; 416 343 403 346 380 329 411 340 552 Primary Department. j 117 93 139 84 89 63 103 721 92 7 2 105 80 107 84 , 129 102 1 133 108 t 120 96 i *3 85 Intermediate Department.. 79 68 85 68 81 9.3 8 3 69 83 5 8 83 69 79 64 82 67 75 64 70 65 80 65 Grammar School Department.... 106 93 US 98 112 98 ’ I 12 99 in 90 114 97 I 105 9 T 103 88 99 88 97 91 107 93 Advanced School Department_ 115 100 123 103 115 103 b 102 122 9 1 hi 102 1 113 95 102 86 96 86 93 77 hi 95 Thomas Street School. 256 245 198 267 225 275 204 276 210 282 I 181 259 215 265 206 227 ! 211 279 207 279 213 265 108I i 351 Primary Department. . .. 94 70 100 76 104 65 106 721 112 57 93 72 95 66 98 72 103 70 103 77 100 70 Intermediate Department. . . 6 5 52 71 58 73 57 71 56 71 49 70 59 73 59 75 58 75 60 75 6° 72 57 , Grammar School Department _ 86 76 96 9 1 9 8 1 82 ' 99 82 ' 99 7 i 96 84 97 81 100 81 101 77 IOI 76 97 80 Jay Street School . 266 256 220 260 190 236 179 223 l 83 j 225 164 230 200 225 200 258 225 258 209 254 209 242 198 326 Primary Department .. | 107 89 109 6 9 85 63 81 65 84 64 88 74 88 75 114 99 115 90 120 87 99 78 l Intermediate Department.. 65 58 66 1 49 66 47 58 48 58 | 41 60 52 58 53 61 53 58 50 56 51 60 54 Grammar School Department _ ! 84 74 85 72 85 69 84 70 83 59 82 74 79 72 83 73 3 5 69 78 7 1 83 70 James Street School .. 210 248 187 264 213 262 212 256 ! 2I 3 258 190 250 196 240 190 264 205 257 193 218 180 252 19S1 344 Primary Department. S 131 94 136 101 131 98 125 101 125 87 I 2 Q 96 123 98 151 117 l60 120 129 103 134 IOI Intermediate Department _ 59 49 66 57 70 59 72 60 75 5 6 65 54 62 49 63 48 56 4 i 5 °; 40 64 55 Grammar School Department.... I 58 44 62 55 61 55 59 52 58 ) 47 56 46 55 43 50 40 41 32 39 37 54 45 * East Rome School . 207 142 116 147 122 151 124 133 1 19 132 92 141 IIOl 136 107 137 H 7 132 113 133 119 138 114; 180 Primary Department ... 72 60 73 56 63 54 63 56 62 j 41 70 54 71 55 77 60 74 58 66 56 69 55 ! Intermediate Department .. 26 20 24 21 35 22 21 18 23 14! 1 l6 12 1 H 12 16 21 23 22 15 15 21 181 Grammar School Department _ 44 36 5 ° 45 53 48 49 45 47 37 55 44 51 40 44 36 33 52 48 41 49 South James St. Primary School.. no 78 65 ” 7i 74 64 77 65 75 60 75 66 73 62 79 6 5 75 63 1 7 i 57 , 7 1 64 90 West Rome School.. . 60 41 32 49 37 44 33 35 2 S j 29 23 29 24 3 ° 21 32 25 32 23 28 1 20 35 26 58 Primary Department .. . 23 19 26 20 22 16 is 14 13; 11 13 11 14 IO 20 14 20 14 isl 12 19 14 Intermediate Department . 9 6 12 9 11 8 6 4 4 7 4 7 3 4 3 5 3 4 3 7 4 Grammar School Department 9 i 7 11 8 11 9 11 io j 9 8 9 9 ! 1 9 8 8 7 7 6 6 5 ! 9 8 Totals__ 1745 1635I1336 1711 1374 16281 13081 1602 1321 i6°7| 1177 *5731 j 1317! 155311280 1593 133111 1616 12981 1543 1267 1599I1305 2096 superintendent's report. 17 The following tables will be of interest as a means for comparison of cost per capita, for tuition, including super¬ vision, and all other ordinary expenses for the past five years: ACADEMY. 1886. 1887. 1888. 1889. 1890- The cost for tuition per pupil 1 •eg- istered _ . ... .-.$27.15 $23.56 $26.25 $20.75 $23.84 The cost for all other ordinary ex- penses _ _ __ ... 2.54 2 30 2.50 2.15 2.05 Total average cost per pupil . ---$29.69 $25.86 $28.75 $22.90 $25.89 IN THE LOWER GRADES. The cost for tuition per pupil i eg- istered .. . _ _ . ...$ 7.00 $ 7-20 $ 7-43 $ 7-95 $ 7-60 The cost for all other expenses _ 2.98 2.50 2-37 1.81 2.23 Total average cost per pupil.. ...$ 9.98 $ 9 - 7 ° $ 9.80 $ 9-76 $ 9-83 From the above estimates are excluded all sums of money expended on permanent improvements of school property. From September 2, 1889, to June 20, 1890, the schools were in session 187 days, 39 teachers were continuously employed, and 222 official visits were made by the super¬ intendent to examine the condition of the schools. The preceding table of statistics will show the essential facts of attendance in the several departments of the city public schools for each school month of the year. Buildings. In each of my reports I have considered at length the matter of enlarging our school accommodations and the improvement of our older buildings. What I now say is not to remind your honorable body of conditions with which you are doubtless familiar, but to present to our citizens a statement of what has been done along the line 18 superintendent’s report. of improvement, and if possible, to make clear the needs which must be met before our school buildings can possi¬ bly meet the demands of our present registration. The shingle roofs of the East Rome, Liberty, James and Thomas street buildings have been replaced with tin. Hard wood floors have been laid in the Liberty, James and Thomas street schools. The West Rome building has received a new shingle roof and the interior has been ceiled with Carolina pine, finished in natural color. The South James street building has been practically rebuilt and so arranged as to nearly double its seating capacity. The wood work of all the school houses, except the Academy, has been painted, and their walls have been kalsomined. The James Street School has been supplied with modern individual desks. The Ruttan-Smead system of heating and ventilating and the Smead dry closets have been placed in the Jay and Thomas Street Schools. The svstem has been in operation in the Jay Street School three years and in the Thomas Street School two years, with entire satisfaction. These two schools are the only ones in the city having a a thorough system of ventilation. It is a pleasure to visit them in cold weather and note the uniform temperature, the freshness of the air in the different rooms, and the sense of comfort that prevails with children and pupils. These improvements have been made in the past four years, a part having been done each summer vacation. Necessary as they were to preserve and make inhabitable public property, except in the case of the South James street school, not one inch of additional space has been gained to accommodate the increased registration. Excepting the East and West Rome schools there is not a public school building in the city that has not been superintendent’s report. 19 shamefully overcrowded more or less of the time in some of its departments for the past six or seven years. To be fully understood, let me refer to the Liberty street school for an example. The principal’s room is 36x32x13^ feet, giving to the pupils 15,552 cubic feet of airspace. According to the State Board of Health and the best authorities on school architecture, each pupil should be allowed 16 square feet of floor space, and at least 250 cubic feet of air space, and the air of the school room should be completely changed every twenty minutes. Thus, the room referred to above should never seat more than 62 pupils. The facts of the case are as follows : There are 118 sit¬ tings in the room. At present* over 140 pupils are reg¬ istered, and frequently as many as 124 pupils are seated in the room at one time, the excess over sittings being accommodated with chairs. There is grave uncertainty whether or not the air of the room is entirely changed during a session of school of three hours’ duration. The students in this room range in age from twelve to twenty years, and require as much space as adults. We are prac¬ tically incasing them in a box about 6x5x4 feet and inviting them to take their fresh air supply through a small knot hole in one side of the box. I have not sin¬ gled out this one room as an exception. Even worse conditions than those cited above have been noted in the various departments of other buildings. In May, 1890, the attendance in the primary departments of the James and Thomas street schools became so large that it was necessary to hire additional school room. The surplus of children of the former school was accom¬ modated in the Washington Hose Company’s room on * Nov. 1 , ’8g. 20 superintendent’s report. South James street. The Thomas Street School was relieved by renting a dwelling on the corner of Fox and Mary streets. The repairs on the South James street school house have made it possible to accommodate all the children of school age in that part of the city. In all probability no more room will be needed in the James street district for several years. With its low ceilings, and with no provision for ventila¬ tion the dwelling house used to relieve the Thomas Street School is not suitable for school purposes. It should be abandoned at an early date. Having failed to find suita¬ ble rooms for the relief of the crowded primary depart¬ ments of the Liberty and Jay street schools it was consid¬ ered best to divide these two departments so as to give each pupil only a half day’s session in school. This plan has not been in operation long enough to enable me to reach a satisfactory conclusion in regard to its desira¬ bility. One thing, however, is certain, the plan meets the approval of those teachers who have sustained the severe strain incident upon conducting recitations of large classes, and at the same time keeping in order fifty or sixty active children not engaged in the recitation. The layman, watching the easy progress of work in a well organized school can not form a true conception of the constant effort put forth by the teacher. He never will know how tiresome the work is unless he takes the teacher’s place and tries to produce the results which seemed to come so easily when some one else was respon¬ sible for them. I am inclined to the opinion that for very young chil¬ dren, during their first year at school, a half day’s session is sufficient. This plan could not be applied to other Superintendent’s report. 21 grades without serious detriment to the children’s prog¬ ress. In view of the facts stated above, and of the addi¬ tional facts that our city has a population of nearly 3,000 more people than it had in 1880, and that its population is gradually increasing, but one conclusion can be reached, viz.: Our school accommodations must be increased, or the doors of our schools will be closed to a large number of our children. Two plans for gaining additional room have been sug¬ gested. One is to build additions to each of the old buildings sufficiently large to meet the present require¬ ments. The other favors the erection of a building at some central place, presumably the Academy lot, large enough to accommodate all' the advanced grades, includ¬ ing the academic department, the Liberty Street Advanced School and the sixth and seventh year pupils of the other schools. The average age of the youngest class brought to this central school would be about 11 years. The walk from any part of the city would not be a hardship for the children. The first cost of this central building would probably be more than the expense of building small additions to each of the old buildings, including a much needed enlarge¬ ment of the present Academy. But there would be econ¬ omy in teacher’s wages, fuel and repairs. If the good of the schools is to be considered, the plan which brings together the oldest children in our schools under one prin¬ cipal, leaving all the available space in the other buildings for the accommodation of the very young, must commend itself to any one seeking to promote the highest efficiency of our city system of schools. 22 superintendent's REPORT. The difference in cost of the two plans need not be more than $10,000 or $15,000. If the school district was to be bonded for the entire amount with a small portion of the indebtedness maturing annually,* the additional tax would not be burdensome. This method of raising the money would also allow those who derive the greatest benefit from the schools to help pay for their educational advantages. Without wish¬ ing to appear to dictate any particular plan for adoption, I can not leave this ever recurring subject without urging the importance of bringing this matter before the people for their consideration at an early date. The Schools. from the teachers, and from the records. The following is a summary of the R tions for the year ending June 20, 1890: 1 Algebra, Through Quadratics, - American History, - Physical Geography, .... Physiology, ------ Rhetoric, - Plane Geometry, - Book-keeping, - Civil Government, - English Literature, - History of England, - History of Greece, - History of Rome, - m the late prin- t facts gathered the institution, agents’ examina- rumber N umber Entered. Passed. 63 51 78 45 II 8 51 48 16 15 22 16 30 19 21 18 20 19 IS 17 12 9 IO 10 superintendent’s REPORT. Number ^3 Number Entered. Passed. Political Economy, 9 9 Astronomy, - 8 7 Chemistry, - 14 11 Physics, - - 19 i5 Caesar, - 22 19 Virgil’s Eclogues, ... 9 9 Virgil's yEnid, - 9 9 Cicero’s Orations, - 1 1 Greek Composition, - 4 4 French Translation, - 9 8 German, - 16 15 Latin Prosie Composition, 4 4 Xenophon, - 2 2 Homer, - 3 3 The following table is of interest as a matter of com- parison : "o ro 0 4 0 *0 '0 ^ Ooo 0 <5> 6 O O' si £<5 «. 1 £*2 If £*2 II If If Academic scholars in atrendance, 97 94 IOI 109 127 ri 9 149 161 Preliminary certificates received. 24 46 42 61 59 68 5i 56 Intermediate certificates received, 6 13 20 24 16 37 19 32 Academic diplomas received, - 0 3 IO 14 13 14 15 18 College entrance diplomas received, - 0 0 I 3 1 1 2 5 Students graduated in academic course, 18 25 13 19 16 13 15 20 Students graduated in classical course, 0 5 2 3 1 1 2 5 The four years’ course of study established in 1888, is now fairly inaugurated. No new subjects were added to the course, but an additional year was allowed for more thorough study of those subjects required for graduation in the earlier course. We are now able to give our classes in algebra one and a half year’s work instead of one, and one year in geom- 24 superintendent's REPORT. etry instead of two-thirds of a year, with an elective course in solid geometry for the benefit of students pre¬ paring for college or schools of technology. The Regents have added a third year to the work in modern languages, to be occupied in acquiring a general knowledge of French and German literature, by reading such representative classical modern French and German authors as they shall prescribe. So far this additional work meets with the favor of the students in that depart¬ ment. A new departure has also been made by the Regents in their examinations in the English language. Instead of the examinations in English grammar as heretofore, there will be one in elementary English, including com¬ position, the simpler parts of grammar, and a course in reading; and the advanced English examination, includ¬ ing the science of grammar, analysis, composition, and a course in reading. It has also been determined by the Regents to hold, hereafter, two examinations a year, instead of three as formerly, except in special cases to meet certain condi¬ tions certified by the trustees of schools demanding three. The department of English in the Academy has already done considerable work in keeping with the new require¬ ments of the Regents. The present senior middle class may be regarded the representative class in English, hav¬ ing had special study of the subject more than a year. In addition to the usual study of rhetoric and composi¬ tion, there has been a careful study of one or more repre¬ sentative American and English authors. superintendent’s report. One important production of an author was critically studied in recitation, paying especial attention to its con¬ struction as a whole, to its paragraph and sentence struct¬ ures, and to its diction, after which the students were required to submit a written analysis of the piece. This work was followed by reading, outside of recitation, other works by the same author. In this way the class has taken up the works of Irving, Longfellow and Scott. It is intended to continue a similar line of work with the suc¬ ceeding classes. This brief statement of the English work can not give an adequate idea of the results accomplished. They are manifest in the increased demand for good books from the library, and in the development of a taste for whole¬ some literature. Recognizing the great importance of forming correct habits of reading, we have begun the preparation of a course of study in English which shall engage the student’s attention at least one recitation daily during his academic course. The pupils have been led to good discipline through self-control rather than by a system of surveil¬ lance. The excellent deportment of the students in the Academy for the past four years, under three different principals, shows how well this principle of good govern¬ ment has been learned. Grammar Schools. As a result of the Regents’ examinations 88 pupils were promoted from the Liberty Street Advanced School to the Academy. Sixteen of these having passed all the preliminary examinations are classed as academic stu¬ dents, the rest as preparatory. To relieve the crowded condition of the Advanced School a resolution was 26 superintendent’s report. adopted by the Board of Education five years ago which provides that students may enter the Academy in Septem¬ ber on presenting Regents’ pass cards in geography and spelling. The effect of this resolution is to encourage pupils to put special stress upon geography and spelling to the possible neglect of their other studies. In all grades above the second up to the seventh, inclu¬ sive, written examinations are held at the middle and close of the school year, to determine the progress of the several grades. Each child is supplied with a copy of printed questions, pen, ink and paper. One whole session is allowed the pupil in which to write the answers. It has been our careful aim to grade the questions so as to fully test the pupil’s proficiency, and yet keep them within the limits of his intellectual grasp. It is a safe estimate to say that over ninety, per cent, of the pupils successfully passed these examinations. In most cases the failures were due to sickness or irregularity of attend¬ ance. In the first and second grades promotions are made in accordance with our judgment of the individual’s ability to do the work of the next higher class. In all the departments of our school work, except in reading, I am happy to report satisfactory progress. The work in arithmetic, geography and language has been exceptionally good. I have never felt satisfied with our work in the reading classes, and I think our teachers share this opinion with me. The fault is not a lack of effort on the part of our teachers, but rather the absence of proper material with which to teach most effectively this very important sub¬ ject. Perhaps the Rome schools will compare favorably superintendent’s report. 2; with the schools in many other places in this department, yet we can be justly criticised for not producing bet¬ ter results in reading. That our children can read a given selection with correct pronunciation and fair expression when they enter the academic course is true, but it is a fact that a large proportion of them fail to reach the thought in the lines they pronounce so glibly. This I think is due to two causes, viz.: The long continued use of the same reader, and, as a result of this, the selections in the book become stale and unprofitable. The child concentrates his efforts upon reading a selection with such pronunciation and expression as will meet the teacher’s approval, rather than upon the thought contained. It has been claimed by some educators that a child can not read with expression a selection he does not under¬ stand. Undoubtedly a full comprehension of thought aids oral expression, yet children have been taught to render with admirable elocutionary effect selections from a foreign language of which they knew the meaning of not one word. Frequently the selections in the ordinary school readers are too fragmentary to stimulate the child’s interest, and too abstruse to reach his comprehension. Especially is this true above the third readers. After having once read through from cover to cover, the first, second, third or fourth reader, the child is not prepared to begin a reader of a more difficult grade. The common practice is to send him back over the same old stories for the second, third, and sometimes the fourth time. What a foolish waste of time and effort! While listening to the listless, spiritless recitation of a selection the class has read for the third or fourth time, it has often occurred to me that we are losing golden opportunities for bringing before these young people the great master- 28 superintendent’s report. pieces of English composition, many of which are written in a style so simple as to be easily understood by them. The school reader, properly used, serves a good pur¬ pose, but when its contents are read and re-read, time after time, its influence is harmful. No child should be compelled to read for the second time the same reader if the first reading was properly done. There is nothing in a child’s school life so profitless. The great compositions of our language should be studied instead. These, in their wholeness, will leave lasting impressions on the mind. They will stimulate interest and through this cul¬ tivate a permanent taste for the best in literature. “ The power to read opens innumerable avenues of growth. It will lead on to the better or the worse side ol life; which side depends on the choice of reading placed before pupils in their impressionable years, and on the skill with which the teacher uses this material for the cultivation of a lit¬ erary taste.” The publishers of school books, recognizing the grow¬ ing demand for a more intelligent presentation of this sub¬ ject, have prepared, in attractive form, unabridged selec¬ tions from a large number of authors. At present, in our school rooms, not including the Academy, there'are no books of reference, no books for supplementary reading, and none of the ordinary charts used in teaching phonics. In every school room above the first grade, there should be a carefully selected reference library, including an inexpensive encyclopedia, dictionary, books on natural history, natural science and biography. In addition to these, to supplement the regular text book in reading, there should be enough duplicate copies superintendent’s report. 29 of choice literature to provide each child with a book. All these books should be the property of the public schools, in the keeping of the superintendent and teach¬ ers, who should be held strictly accountable for loss or damage resulting from neglect. Without making exact estimates, I am of the opinion this equipment can be furnished for less than three hun¬ dred dollars for the first supply, and a possible outlay of fifty dollars annually for new books and repairs. I most earnestly recommend for your consideration the purchase of such books and charts as will meet the above indicated wants of our schools. In the fall of 1888, we began to use the Prang system of drawing and form study. Since then a new impetus has been given to the work in this important branch of study. The special teacher met the teachers of the prim¬ ary and intermediate grades once a week, to give them instruction in methods of presenting the subject to their classes. These regular teachers are now doing much of the work of form study in those grades, under the direc¬ tion of the special teacher. This plan gives the teacher of drawing more time for the advanced grades in which her services are indispensable. Prior to the beginning of the last school year, the pub¬ lishers of the Prang system had introduced their books into many cities and towns in this state. They consid¬ ered it a good business policy, to send at their expense a skilled teacher, Miss Sargent of Boston, to these places, to supervise the proper introduction of the system. Rome received its proportionate share of this teacher’s services. Our teachers met Miss Sargent after school hours to receive instruction in approved methods of teaching the system. She also spent much time in our schools inspect- 30 superintendent’s report. ing and directing the work of the classes. The exercises of the children were sent by express to the Boston office of the Prang Educational Company for review and criti¬ cism. The good and bad points were carefully noted, and suggestions returned by mail to the teachers. The work of our pupils was considered sufficiently meritorious in Boston, to warrant Miss Sargent in sending to fifteen children, each a beautiful prize selected from Prang’s art studies. Vocal music continues to receive its usual share of time in the curriculum of our schools. The fruits of the past five years’ labor with this branch are apparent in all our schools. The results are eminently satisfactory. At pres¬ ent an active glee club is one of the organizations in the Academy, a thing hardly to be hoped for when music first began to be taught. ft Last June a public concert was given by the members of the club, under the direction of the teacher, in the Washington Street Opera House for the benefit of the student’s reading room and library. Considering the age and lack of experience of those who took part, the con¬ cert was very creditable. Speaking of our schools in general, I think the tend¬ ency is to thoroughness of work, to quality rather than quantity. Teachers’ meetings were held regularly in conformity with the following programme. The discussions were general, and much enthusiasm was manifested. Office of the Board of Education, ) Rome, N. Y., Oct. 8, 1889. f Programme for teachers’ meetings at the Academy Building at 3:30 P. M., on the following dates: superintendent's report. 3 October 14. Subject:—Is it important to teach pho¬ nics ? If so, when shall instruction begin, and how shall it be done ? November 4. Subject:—How can we secure the best results in arithmetic? What points should be empha¬ sized, what omitted ? December 2. Subject:—Is it important to develop the imagination? If so, when shall the development begin, and how shall it be done? January 13. Subject:—Methods of teaching geography in the different grades. February 3. Subject:—The teacher’s responsibility with respect to morals, manners, absence and tardiness of pupils. March 3. Subject:—The educational importance of reading. Good methods of presenting the subject to intermediate and primary grades. April 14. Subject:—Good methods of presenting the subject to advanced grades. How shall we develop a taste for good reading? May 5. Subject:—Modeling, form study and drawing as factors in education. June 2. Subject:—How can the study of a language be pursued to the best advantage? Spoken and written language. Grammar. One hour will be devoted to the discussion of topics at each meeting. Every teacher in the public schools of the city is expected to strive to make these meetings mutually bene- 32 superintendent’s report. ficial, and other persons receiving copies of this programme are cordially invited to be present and join in the discus¬ sions. It is desirable to have each subject treated in its various relations to the different grades of school work. M. J. MICHAEL, Superintendent of Schools. Play Grounds. I can not close this report without reference to a sub¬ ject closely allied, if not identical with education in its broadest sense. I refer to physical training. It is not my purpose to discuss the relation between physical and mental development. That the two are closely related in training children for the responsibilities of life no one will deny. Then may it not be fairly questioned, why spend so much money for the one and not one dollar for the other ? The narrow limits of our school yards are not ample enough to serve the requirements of unrestricted out door sports. With our miles of fine walks, our delightfully shaded streets and well kept parks, there is not one acre of ground to which our young people can retire for out door sports and recreation, free to indulge in such games as propriety and health require. There should be somewhere not far from the central part of the city a park set apart for this purpose, large enough to accommodate our boys and girls with tennis and croquet courts, base and foot-ball grounds, free to all who will make proper use of it. Library and Apparatus. At no time since the existence of the library have so many books been drawn as during the year ended June superintendent’s report. 33 20th. Since September i, 1889, about $300 worth of new books have been added, which will greatly enhance its value. There seems to be a prevailing opinion that this library is open only to the students and teachers of the Academy. This is a serious mistake. Any resident of the Union Free School District of the city of Rome is entitled to a free use of this library under certain restrictions. There are now about 1,700 good books in the library which ought to become instruments for good in the community instead of gathering dust on the shelves. A catalogue of the books is in course of preparation and will be ready for distribution in a few weeks. As soon as this is ready the library will be open to the public daily from 11:30 A. M., to 12:30 P. M. New cases have been built for the philosophical apparatus in the basement of the Academy, which afford plenty of room for the convenient arrange¬ ment of the instruments. The Alumni Association of Rome Free Academy have furnished elegant ash cases for the Alice T. Armstrong memorial collection of corals and shells. The specimens have been mounted to show them to the best advantage, rather than in accordance with scientific classification. On February 26, 1890, Commissioner Charles Sherman Smith passed to an immortal life after a brief illness. In closing this report I wish to acknowledge my obli¬ gations to the press of the city for courtesies received ; to the teachers for their fidelity in the performance of many arduous duties, and to the members of the Board of Education for their timely counsel and cordial support. Very respectfully submitted, M. J. MICHAEL, Superintendent of Schools. 34 IN MEMORIAM. The following minute of respect was adopted at a special meeting of the board of education and recorded in the minutes: 3n (JTtemoriam. We, the members of the Rome Board of Education of the city of Rome, deeply feeling the loss sustained by us in the death of Charles Sherman Smith, our friend and associate; and recognizing his personal worth as a citizen and public officer, his purity of life and sterling character, his correct judgment, wisdom in council, great interest and unremitting labors in behalf of the schools in part committed to his care, regard his demise as a calamity to us personally, to the public schools and to the entire municipality; and desiring to bear witness to his consci¬ entious, intelligent and faithful discharge of duty for the entire eight years of his continuous service in this body, during which the care and management of the school property was his almost exclusive charge, and in the con¬ duct of which he displayed unusual ability, we place this minute on the records of the board ; and, as an expression of the deep sympathy we feel for the bereaved family, the public schools of this city shall be closed on Monday, March 3, the day of his funeral, and the members of the Board of Education, the superintendent of schools, and the teachers will attend his funeral, and a properly engrossed copy of this minute shall be forwarded to his family by the secretary. Recent Legislation Relating to the Schools of Rome. CHAPTER 39I. An Act to amend chapter twenty-five, of the laws of eighteen hundred and seventy, entitled “ An act to incorporate the city of Rome,” and the acts amenda¬ tory thereof. Approved by the Governor May 21, 1890. Passed, three-fifths being present. The People of the State of New York , represented in Senate and Assembly , do enact as follozvs: Section i. Section four of title ten of chapter twenty- five of the laws of eighteen hundred and seventy, as enacted by section twenty-six of chapter forty-nine of the laws of eighteen hundred and seventy-one, entitled “ An act to amend an act, entitled ‘ An act to incorporate the city of Rome/” as amended by chapter five hundred and seventy-six of the laws of eighteen hundred and seventy- five, is hereby amended so as to read as follows: § 4. The amount to be raised for school purposes in said district, known as the “ union free school of the city of Rome,” shall be determined by the Board of Educa¬ tion. Detailed estimates of amount so required to be raised shall be furnished to the Common Council and filed with the Chamberlain, whereupon the same shall be levied and collected by the Common Council in the same man- 36 SCHOOL LEGISLATION. ner as city taxes, as provided in title five of this act. But if said estimates shall in any year include five thousand dollars or more for the erection of new buildings, the Board of Education may in such estimates propose that such amount for the erection of new buildings shall be borrowed upon the bonds of the said school district of the city, and the question of the raising of said amount so proposed to be raised for the erection of new buildings, shall be submitted at a special election called therefor by the Common Council, to the taxpayers of the city, said election to be conducted by the same officers provided by law to conduct the charter elections of said city. And each elector appearing by the last assessment roll of each ward of the school district of said city as assessed thereon shall be entitled to vote for or against the raising of said proposed amount, and if the vote for the raising of said proposed amount shall have the most votes, then the amount so proposed to be borrowed shall not be included by the Common Council in the amount to be levied and collected during that year, and the Board of Education may issue the bonds of the said school district of the city of Rome, signed by the President of said Board of Educa¬ tion and sealed with the seal of said Board, for the prin¬ cipal amount so proposed to be borrowed. The bonds so issued shall each be for the principal sum of five hundred dollars, bearing interest at a rate not exceeding five per cent, per annum, payable not oftener than semi-annually, and the total principal amount of said bonds shall be pay¬ able in equal annual installments thereafter during a period of not more than twenty years, and the said bonds may be negotiated by said Board of Education for not less than their par value, and the proceeds thereof shall be deposited to the credit of the Board of Education with the depository or depositories of the school moneys of SCHOOL LEGISLATION. 3 7 said city. The principal amount of said bonds maturing in each year, together with the whole amount of interest on all the bonds matured and unmatured, payable during each year, shall be levied and collected by the Common Council in each year, in the same manner and at the same time as other school taxes in said district. Said Board of Education shall yearly and whenever required so to do by the Common Council, make and deliver to the Com¬ mon Council a detailed statement showing and account¬ ing for all moneys that have been received and expended by or through them since the date of their last preceding report thereof to the Common Council. State of New York. \ # Office of the Secretary of State, j I have compared the preceding with the original law on file in this office, and do hereby certify that the same is a correct transcript therefrom and of the whole of said original law. Frank Rice, Secretary of State. 38 Twentieth Annual Commencement -OF - ^ Ror7?e * Rpee * /\c5,den7y, ^ erXJJSTE 19 , 1890 . PROGRAMME. JOHN RUMNEY SEARLES, - - - Classical Honor “Greek and Roman Ideals of Education.” IDA LOUISE REVELEY, “ Dirt, Darkness and Disease.” - Scientific Honor FLORENCE BISSELL, ... Modern Language Honor “ Heroes of the Wagner Opera.” S. WARDWELL KINNEY, - English Honor “ An American Pantheon.” JULIA DINSMORE FLANDRAU, “ A Curious Woman.” Mathematical Honor WILLIAM LEVERETT MORGAN, - “ Physical Culture.” Latin Honor ANNA EUPHRASIA CROSS, “ Oliver Wendell Holmes.” Essay Honor ELIZABETH CADY PRESCOTT, - “ Ghosts.” - Academic Honor AWARDING OF DIPLOMAS. EUGENE HENRY CARPENTER, - - Oratorical Honor Oration with Valedictory, Subject, “ Purpose.” Class of ’90. Motto, "Steering, not Drifting," ARTHUR FULLER CARPENTER, EUGENE HENRY CARPENTER, THOMAS JOHN GEORGE, RICHARD KENEFICIC, S. WARDWELL KINNEY, WILLIAM LEVERETT MORGAN, GEORGE JAMES O’CONNOR, JOHN RUMNEY SEARLES, ARTHUR SEDWICK ROBERTS SMITH. CORA ALDRIDGE, JENNIE E. BINKS, FLORENCE BISSELL, ANNA EUPHRASIA CROSS, NORA MARGARET DOYLE, JULIA DINSMORE FLANDRAU, MARY MAUD GREMS, JOSEPHINE LEWIS, HENRIETTA LEWIS, MAUD EDNA MOOSE, ELIZABETH CADY PRESCOTT, IDA LOUISE REVELEY, ERNINA SUSAN SMITH. 4 o List of Text Books AUTHORIZED TO BE USED IN ROME UNION FREE SCHOOLS. Appleton’s Reading Charts. Sheldon’s Readers. What Words Say, Kennedy. Meleney & Griffin’s Speller. Wentworth’s Arithmetics. Thompson’s Commercial Arithmetic. Appleton’s Geographies. Spencerian Writing Books. Williams & Rogers’ Book-keeping. The American Text Books of Art Education. Wentworth’s Geometry. “ Algebra. “ Trigonometry. Youngs’ Civil Government. Gray’s Botany. Hutchinson’s Physiology. Holder’s Zoology. Eliot & Storer’s Chemistry. Lockyer’s Astronomy. Barnes’ U. S. History. Lockwood’s Lessons in English. Allen & Greenough’s Latin Grammar. LIST OF TEXT BOOKS. 41 Comstock’s First Latin Book. Greenough’s Latin Texts. Goodwin’s Greek Grammar and Texts. Keetel’s French Grammar and Reader. The National Music Course, by Luther Whiting Mason- Avrey’s Physics. Stone’s History of England. Barnes’ History of Greece. Leighton’s History of Rome. Sheldon’s General History. German Grammar, Collar’s Eysenbach. twf UW** 1 * 0t ^W ' 938