The above comparative table exhibits a continued decrease of tardiness in our schools. From 205 cases to each 100 pupils enrolled, in 1863-64, it has fallen to 43 cases to each 100. This remarkable decrease has resulted from the persistent efforts of our teachers to impress upon the minds of their pupils the importance of the habit of punctuality, and yet these results have not been secured at the expense of regularity in attendance. In all cases where undue effort is made to secure punctuality, the ratio of regularity in attendance decreases as the ratio of punctuality increases. The practice of requiring pupils to absent themselves from school during the entire session rather than be tardy, is pernicious, and should not be permitted; but this, probably, is the only means by which tardiness can be absolutely abolished. by building additions to the same, or by erecting additional buildings upon adjoining lots. The average number of pupils required for each room, by the Rules of the Board, is about fifty-eight. In most localities in our city, at least eighteen rooms are necessary, in order that the school may be able to retain the required quota for classes in the higher District School grades. This number of rooms in one school secures better classification and greater economy in supervision. I am aware that it has been said that "the difficulty of preserving proper order and discipline" in a large school, and "the obstacles in the way of moral training counterbalance more than a hundred fold the paltry savings of a few dollars and cents." This, however, is a misapprehension of the real condition of things in a well organized and properly conducted school. In a school of any size whatever, careful supervision must be exercised, from the time pupils begin to assemble, until the time for leaving the building; and the authority of the principal must be felt by the pupil on his way to and from school. Each teacher carefully guards the interest of each individual pupil during school hours. During intermissions, the pupils, while passing through the halls, or playing in the yards, are supervised by the principal and teachers. This would be necessary if there were but fifty children, in the school; and no person of sound educational theories, caring for the welfare of those under his charge, would think of doing otherwise. I am aware that the child must be allowed freedom in his play, but not such freedom as permits him to trample upon the rights of his fellow pupils. When I speak of the supervision of pupils in the building and yard during the time school is not in actual session, I do not allude to mere surveillance, but to such direction and care as will lead each one to exercise due regard for the liberty and rights of others. A principal who can readily organize and manage a school of six hundred pupils, can direct and control one of twice that number. To-day a building of twelve rooms is, comparatively, small. Ten years ago, with us, a school of six hundred pupils was considered quite large enough for satisfactory classification, and safety. Since that date many of our schools have grown from twelve rooms, with a seating capacity for six or seven hundred pupils, to schools of eighteen or more rooms, under the control and management of one principal. Such are the Ames, Carr Lane, Carroll, Clay, Clinton, Eliot, Humboldt, Jefferson, Laclede, Lincoln, Lyon, Madison, O'Fallon, Peabody, Stoddard, and Webster. Of these, the Ames and Peabody have been increased to eighteen room buildings by the addition of six rooms joined to the rear of each of the original buildings. The Carroll, Clay, Humboldt, Jefferson, Lyon, O'Fallon, and Webster have been increased to schools of eighteen or more rooms, by erecting one or more additional buildings within the inclosures of the original buildings; and the Carr Lane, Clinton and Stoddard, by an additional building upon an adjoining lot, or upon a lot within the same block. The Laclede, Eliot, and Madison were made schools of eighteen or more rooms by consolidating, with each, a smaller school, located in an adjoining block. The Irving School should, during the year, be increased to eighteen rooms by an addition of six rooms, and within the next two years it will be necessary to enlarge the Divoll and Pope buildings by similar additions. It is very essential that the Board, in locating and erecting new school-houses, take into consideration the probable necessities for increasing, in the future, the capacity of the same. NUMBER OF ASSISTANTS IN THE DISTRICT SCHOOLS, BY RANK. First Assistants (German Department).... 21 21 9 9 17 Total Assistants.... 835 47 882 Owing to the inability of the Board to provide additional accommodations by erecting new buildings wherever needed, there has been but a slight change in the number of teachers in the schools, exclusive of Even ing Schools and Kindergartens, as compared with the previous year. There are, however, some items in the above statistics that require explanation. This year, the number of Assistants reported for the High School is twenty-six; while there were only twelve reported for the previous year. This increase in High School teachers is not due to an actual increase in the number of pupils engaged in studying the branches of the High School Course, but to the re-establishment of four High School grades; thus including, in the High School, the teachers and pupils of the ninth grade. The transfer of these fourteen teachers from the District Schools to the High School department, accounts for most of the decrease in the number of District School Assistants, as shown by comparing the foregoing statistics with those of last year. It will be noticed that the variation in statistics relating to teachers, as compared with last year, occurs mostly in the numbers representing the teachers in the Evening Schools and Kindergartens- the former being reduced one-half, and the latter having increased by thirty-two. The variations in the number of teachers, the number of Normal graduates, and the number of applicants examined, are shown in the following: |