USA > Connecticut > Fairfield County > Fairfield > This is Fairfield, 1639-1940 > Part 48
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52
246
Rise ye People of the Dawn! Land where Liberty was born; Ye who fear no ruler's nod, Ye who only kneel to God Rise! Salute Your Flag!
North, South, East and West Bring your tribute then. Gold ye have, and grain enough To feed earth's starving men.
Ye who tent on distant shores Ye whose names the ocean roars. Ye who toil in mine and field, Ye who pluck the cotton's yield, Rise ! Salute Your Flag!
Chorus:
Stars upon its azure throng, Stars for States that stride along,
Stars of Hope that make men strong.
Blood-red bars for battles done.
Steel-white bars for peace well won. Rise! Salute This Flag!
North, South, East and West, Rise and join your hands;
Native born and brother's drawn From many Fatherlands.
One ye stand in common cause, One to break oppression's laws,
One to open Freedom's gates,
One! Ye re-United States.
Rise ! Defend Your Flag.
*Chorus:
Stars upon its azure throng, Stars for states that stride along,
Stars of Hope that make men strong. Blood-red bars for battles done, Steel-white bars for peace well won. Rise! Defend This Flag!
* All are asked to join in Final Chorus
* *
TO SAMP MORTAR ROCK
Speak! silent rock and tell me thy mysterious tale, Since first by Titian hands, thy massive form was shaped !
Tell me how, with her awful might, the mother earth, Forth from her throbbing breast, thy granite cliffs did toss?
Tell me how, since through all the flight of untold years
Thou still art firm, as when the myriad hosts of heaven
Looked down from their far heights upon thy won- drous birth !
O tell me did the sea once bathe thy rugged face, And in his gentler moods regale thy lonely hours With many a sweet refrain and story of the deep, Or else, in wild despair, dark 'gainst thy trembling front,
And, foaming, tear thy breast with frenzied rage! And if the fickle deep was once thy bosom friends- Tell me, did not thy walls the sea-bird make a home,
And there protection find, where she could raise her young,
And rest secure-a wanderer from the dreary waste. All this and more I'd learn of thee but thou art dumb, And to my grave appeal, give shocking echoes back. I know that thou hast looked upon another race,
Perchance have heard their touching story-know their fate.
Alas, 'tis sad indeed! and now that they are gone, And never more shall look upon their ancient home, We weep for them, and mourn too late-their cruel end
The mortar on thy brow-immortal legacy-
When they were won't to grind their corn, alone remains,
Do tell the hapless tale to each succeeding age. And as I gaze upon thy brow, all mossed with age. The part, with magic brush, steals through my thoughts space,
And paints a varied scene, yet not untouched with gloom.
For here, within this sheltered dell, have come and gone
The beauties of unnumbered years-whose souls still live,
And never from the thoughts of men shall fade away; But thou with all thy grandeur still undimmed remains A lasting monument to the fleeting forms of earth! O, wondrous rock! Majestic in thy granite might! Forever fronting with thy naked brow the heavens All set with burning suns and swept by furious gales A tireless watcher o'er the jeweled crown of earth.
W. Barlow Hill (1863-1898) Greenfield Hill, Conn.
(W. Barlow Hill was a school teacher)
The story goes that there was a Coffin factory on the little stream on Governor's Lane at one time.
From Town Meeting Minutes . -
June 5, 1705
There not being a sufficient number of the In- habitants convened at ye said meeting by reason of the extremity of the weather, which meeting is therefore adjourned to the next Friday about 2 of the clock in ye afternoon.
December 21, 1713
Captain Moses Dimon, Philip Lewis and the Widow Temperance Hubbell are chosen Tavern Keepers.
December 9, 1727
It was voted at said meeting that for the future the warning of this Society Meeting shall be by put- ting up three notes as the law directs, one at the bridge known by said name of Silliman bridge, one on the post by said Meeting House and one at the Corner called Whelpless Corner at said Mill Plain.
247
At Gallows Hill, there was a quarry where stone was crushed for the railroad bed of the New York, New Haven and Hartford Railroad. Handy and Harman currently stands there.
Mail box rent at the various Post Offices was 13¢ for 3 months or 52¢ a year. Later when car- riers for routes were established they had to furnish their own horse and wagon. The first routes were 6, 9, 10. The salary of the first car- riers was $450 a year.
COURSE OF STUDY, PUBLIC SCHOOLS FAIRFIELD, CONN.
COURSE IN ARITHMETIC-ADOPTED 1905
GRADE I-Notation and numeration to 20 in Arabic, to 12 in Roman. Facts to 10 in addition, then in subtraction; then to 20 in addition. Teach addition facts BEFORE teaching counting, and allow no counting in learning addition and sub- traction. Rather, teach these facts as facts with- out objects, but with plenty of rapid card and blackboard drill. After the addition facts are well grounded, teach subtraction as reverse ad- dition. No multiplication except by 2's, this de- duced from addition, and no division whatever.
Teach objectively; dozen, half dozen, quart, pint, foot, inch, cent, nickel, dime, day, week, month, seasons. In all primary number work, attempt little or no verification or reasoning; make the work vital by creating in your pupils conscious power to add and subtract promptly and correctly, both in abstract examples and in plenty of interesting problems often made up by the pupils themselves.
GRADE II-Thorough review of first year's work. Notation and numeration to 200 in Arabic, to 50 in Roman. Facts to 50 in addition, THEN in subtraction, which is to be treated as reverse addition. Adding rapidly short columns of num- bers to three figures. Subtracting numbers with subtrahend to four figures, always as reverse ad- dition; that is, by ADDING to the subtrahend the desired remainder and thereby securing as the sum the minuend. This process of subtraction requires no borrowing, but carrying as in addi- tion. Multiplication through 3 times, THEN di- vision as reverse multiplication. Short division
through 3. Much rapid card and blackboard drill.
Teach objectively; pound, gallon, bushel, peck, minute, hour, day, month, year, quarter dollar, half dollar, dollar. Have children make and solve many sensible concrete problems, in- volving the number facts so far learned, such problems as might come up in their daily living. Insist on neat, orderly work with a definite form of arrangement.
GRADE III-Thorough review of second year's work. Arabic notation and numeration to mil- lions, Roman to 600. All facts in addition, THEN in subtraction as reverse addition. Counting rap- idly, by means of addition, to 100 by 2's, 3's, etc., to 12's, and then backwards from 100 to 0. Much drill on rapid addition of columns and in subtraction where carrying is necessary. The times tables complete, THEN division as reverse multiplication. Much rapid card and blackboard drill on all fundamental combinations. Multiply with two or more figures in the multiplier. Com- plete short division.
While much drilling on abstract numbers in acquiring the fundamental combinations is nec- essary the third year, keep it all in touch with practical living and possible every day dealings such as the pupils can appreciate. Hence, by means of numerous concrete problems made up by pupils and by teacher, show plainly the value of the technical work so far mastered. Continue neat, orderly arrangement of work.
GRADE IV-Thorough review of third year's work. Complete Arabic and Roman notation and numeration. Gain further accuracy and speed in the fundamental operations. Continue rapid card and blackboard drill, and give plenty of examples to be solved without using a pencil. Begin "Wentworth's Elementary Arithmetic", or equivalent, and complete long division, United States money, factors, multiples, and addition and subtraction of easy fractions.
Have the pupils make up many problems and solve them. Insist on neat, orderly arrangement of all written work.
GRADE V-Thorough review of fourth year's work. Increase accuracy and speed in the four operations. Complete fractions, paying special attention to the fractional parts of a dollar.
248
Teach thoroughly cancellation and have the pu- pils use it whenever practicable. Addition and subtraction of decimals. Give much technical and concrete work. Have pupils bring into class and solve many practical problems. Continue rapid work with cards and circles, and give much "mental arithmetic". Complete Went- worth's "Elementary Arithmetic", or equivalent. Continue neat, orderly written work.
GRADE VI-Thorough review of past year's work. Increase accuracy and speed in the four operations. Continue rapid drill work and men- tal arithmetic. Begin Wentworth's "Practical Arithmetic", or equivalent. Review carefully United States money and applications. Complete decimals and master their inter-relations with fractions. Take the tables of weights and meas- ures with their simpler applications. Percentage on pages 206-216 and 223-229 in the "Practical Arithmetic", but omitting every other example. Plenty of sensible concrete problems made up and solved by the pupils. Accept only neat or- derly work at the board or when handed in by the pupils.
GRADE VII-Review essentials of past year's work. Complete Compound Quantities and Meas- urements, pages 148-192, and the Metric Sys- tem pages 277-287 in the "Practical Arithme- tic". To insure a practical mastery of the Metric System, review Long Measure and then teach the metric units of length, pointing out similarities in the two tables. Likewise, treat Square Meas- ure and the metric units of surface, Cubic Measure, and the metric units of volume, Liquid and Dry Measures and the metric units of ca- pacity, and Avoirdupois and Troy Weights and the metric units of weight. Take percentage on pages 206-229 in the "Practical Arithmetic". Many sensible problems made up and solved by the pupils. Continue rapid drill work and mental arithmetic. Insist on all work being neat and orderly.
GRADE VIII-Review essentials of past year's work. Complete Measurements, Percentage, Pro- portion, Powers and Roots. Take in Appendix to "Practical Arithmetic" Repeating Decimals, Supplementary Measurements, and the G. C. M. and the L. C. M. of fractions. Review thoroughly and, so far as is practicable, topically, the whole field of arithmetic. As an aid to the topical re- view, see David Eugene Smith's Arithmetics. Analyze and solve many difficult problems. After
the Easter vacation, use the Regents' Question Book, or equivalent. Give many written tests, and in other ways prepare definitely for the Bridgeport examinations. Throughout the year continue some rapid drill work and mental arithmetic. See that all written work is neat and orderly.
COURSE OF STUDY-ADOPTED 1905, in ENGLISH and PENMANSHIP
ENGLISH
GRADE I-Capital letters at the beginning of sentences and in proper names, period and ques- tion mark, and comma after yes and no. Have the children copy accurately and neatly selected sentences from the board. Require silent read- ing, followed by oral reproduction, in the read- ing class, as a valuable aid in language. Like- wise, the spelling lessons, where sentences are to be written, should be made language lessons. Read and tell such stories as the pupils can ap- preciate, and several days afterwards require an oral reproduction. Draw the pupil into con- versation on every possible occasion, and make each lesson a language lesson.
GRADE II-Oral reproduction of interesting stories, answers and questions to be in complete form; correct use of is, are, was, were, have, has, see, saw, did, done. Keep correct forms of most common errors on chart for frequent drill. Ob- serve simple rules for capital letters. Have chil- dren copy accurately and neatly sentences from board and from their readers. In this and the following grades, teach at least two new descrip- tive words each week and have the pupils add these to their vocabulary by frequent correct use.
GRADE III -- Much dictation and oral re- production. Continue the work of the previous grades. Teach the correct use of saw, seen, went, gone, sit, sat, gave, given. Teach the common abbreviations and the use of the apostrophe. The second half of the year, follow "The Mother Tongue, Book I", through the first 30 pages, the book being in the teacher's hands. Continue the teaching of descriptive words, at least two a week. Keep the correct forms of common er- rors on a chart for frequent drill.
GRADE IV-"The Mother Tongue, Book I", pages 31 to 184, with some exercises omitted. The book to be owned by the pupil. Study of
249
choice prose and poetry selections and of fam- ous pictures. Frequent oral and written repro- ductions and descriptions. Simple story telling, narration and letter writing. Punctuation marks and capitals. Various kinds of simple sentences. Continue the teaching of new descriptive words and the drill on correct forms of common errors of speech.
GRADE V-"The Mother Tongue, Book I", pages 185 to 316, with some exercises omitted. The parts of speech, simple sentences, subject, predicate, and modifiers. Continue the work in dictation to secure accuracy and dispatch in punctuation, use of capitals, spelling and para- graphing. Letter writing should be continued, with considerable original work. Accept only carefully composed and neatly written composi- tions. Oral reproduction should form an im- portant part of the language work for this year to secure fluency of expression.
GRADE VI-"Higher Lessons in English." Lessons 1 to 23, 85, 87 to 91, and 24 to 30, 32 to 35, and 92 to 99. In this work, the more diffi- cult sentences should be omitted in Grades VI, and VII; and even in Grade VIII it is wise to omit occasionally an abstruse sentence. Do not exhaust the subject the first time over, but leave some new applications for the review work. While we are obliged to teach much technical grammar in the last three grammar grades, let us still keep our pupils in touch with the con- structive and the aesthetic sides of our language.
GRADE VII-"Higher Lessons in English." Lessons 31, 37 to 58, 112 to 126, and 59 to 74 and 100 to 111. Take especial pains to make the work interesting and of practical value to your pupils. Make plain to them the vital im- portance of the technical as a foundation in all arts, especially in that of language. In order to make this work of most importance, have your pupils do as much constructive work as possible and criticize this themselves, thus using their knowledge of grammar. Also, have them repro- duce choice selections, imitating the author's style, and afterwards compare their own effort with the original and criticize grammatically and rhetorically.
GRADE VIII-"Higher Lessons in English." Lessons 28 to 58, 132 to 142, and 37 to 84, 112 to 142 and 143 to 168. See suggestions in Grades
VI and VII. Give many written tests and pre- pare for the Bridgeport examination.
LITERATURE
This is a part of the course in English. While the outline given below is subject to change, if teachers so desire, still it will serve as a guide to logical work. Each grade should study ap- preciatively and memorize at least two poems selected from the lists of their respective year.
GRADES I TO III-Poets-Eugene Field and H. W. Longfellow. Poems to be memorized: Wynken, Blynken and Nod, Intry Mintry, Little Boy Blue, Sugar Plum Tree, The Duel, and The Shut Eye Train; The Children's Hour, Day- break, The Village Blacksmith, and selections from Hiawatha.
GRADE IV-Poets-Alice and Phoebe Cary. Poems to be memorized: The Little Blacksmith, November, Never Give Up, Chicken's Mistakes, Take Care, Suppose, Now, The Wise Fairy, The Old Homestead, The Good Little Sister, A Le- gend of the Northland, They Didn't Think, Three Bugs, Story of a Blackbird, Little Child- ren, and Obedience.
GRADE V-Poet-Whittier, Poems: The Frost Spirit, A Dream of Summer, Corn Song, The River Path, The Robin, Red Riding Hood, Trail- ing Arbutus, How the Robin Came; or selections from The Barefoot Boy, Barbara Freitchie, and Snow Bound.
GRADE VI-Poet-Lowell. Poems: The First Snowfall, The Nest, Beaver Brook, To the Dan- delion, and selections from The Vision of Sir Launfal.
GRADES VII AND VIII - Poet - Tennyson. Poems: The Brook, The Bugle Song, The May Queen, The Death of the Old Year, Sweet and Low, Break, Break, Break; Flower of the Cran- nied Wall, Charge of the Light Brigade; selec- tions from Idylls of the King, and Enoch Arden.
PENMANSHIP
In all subjects, accept only written work care- fully and neatly done. Remember that your pu- pils will become good penmen, not so much by excellent teaching and thoroughness during the
250
writing period, as by your insisting that every specimen of writing in connection with the other subjects be well done. Also the children are get- ting their ideas of the forms of the letters, and possibly their ideals of penmanship generally, from your work on the board and on written slips. At all times, insist on (a) good pen, kept clean, and ink free from dust, or a well pointed pencil of sufficient length, (b) not scraps of pa- per, but clean symmetrical pieces, (c) correct position of body, (d) correct holding of pen or pencil, (e) correct position of paper or book, and (f) neatness and accuracy of letter-forms and in the outline and general appearance of the work on the page or paper. Never have the writing period immediately after vigorous mus- cular exertion or much written work.
GRADES I TO III-A few minutes at least once every day devoted to copying words and sen- tences from the board and from slips. At first, have the children make their writing large, al- lowing them to write on the board as often as possible. Preserve and exhibit all work carefully and neatly done. Explain to the pupils that the best specimens of their written work in all sub- jects will be in competition with those of other children and other schools at the annual town exhibit of school work to be held at the close of the year.
GRADES IV TO VIII-Ten to twenty minutes devoted to writing three to five times a week. In Grade IV begin with ink and copy books. Use Merrill's Modern Slant, the number of the book to be chosen by each teacher for her own pupils. Before writing in the book, always copy the forms upon practice paper until familiar with them. As a rule, two or three times as much writing should be done on practice paper as in the book. For additional suggestions, read the two preceding paragraphs. In Grades IV to VI, it is well to teach printing, allowing the pupils occasionally to use colored crayons. This is not only of value in itself, but it adds variety and interest to the handiwork and indirectly improves the writing. In these grades, allow no pupil to hand in exclusively written or printed work; insist on his doing well some of each. Endeavor to make your pupils write the best of any in town.
COURSE OF STUDY-ADOPTED IN 1905 in GEOGRAPHY, HISTORY, PHYSIOLOGY, and PHYSICAL CULTURE
GEOGRAPHY
GRADE III-Once or twice a week. General lessons. Cardinal points of the compass, use of maps and globes, principal land and water forms. Connecticut: position, boundaries, sur- face, important rivers, harbors, climate, occu- pations, chief cities, N.Y. N.H. & H. Railroad, counties, Fairfield County, and Town of Fair- field. Draw on the board an outline map of the State, filling in, as studied, the rivers, counties, and Town of Fairfield. Then take imaginary trips from the nearest station to various cities, harbors, lakes and places of interest, studying each as you visit it and tracing on the map in colored chalk the routes you take. Read to the children from geographical readers and interest them in children of other lands and the coun- tries in which they live.
GRADE IV-Three or four times a week. Re- view and amplify the work of Grade III. Begin First Geography Book and take introductory chapters, North America, United States, and groups of States, emphasizing the New England States. Draw on the board an outline map of North America, filling in, as studied, the bound- aries, principal mountain ranges, rivers, cities, etc. of the United States and the groups of States. As in Grade III, take imaginary trips, studying each place or object as you visit it, and trace on the map your routes. Correlate with all work in geography as much of history as is practica- ble. Have this grade and the next read together "Around the World, Book I" and, if possible, other geographical readers and the "Elementary Science Readers, I, and II".
GRADE V-Four or five times a week. Review the work of Grade IV. Complete the First Book, studying Europe, Asia, Africa, Australia, and South America. A detailed study of North America and the possessions of the United States. As in Grade IV, make use of outline maps and imaginary trips; also have the pupils fill in note books and outline maps. Use many pictures to give clear conceptions. Besides the supplemen- tary reading in connection with Grade IV, en- courage individual reading of books of travel, by supplying the pupils with titles of desirable
251
books of this sort in the Library and in all other ways suggested to the teacher. Rapid card and blackboard drill on location of important moun- tains, rivers, lakes, gulfs, bays, seas, and cities, and on boundaries and capitals of the principal countries. Also master a few leading productions and industries of the various sections of the United States and other countries of the world.
GRADE VI-Review the drill work of Grade V. Begin the Advanced Geography and cover the Chapters on physical geography, the United States, detailed study of all the Groups of States, other countries of North America, and South America. A detailed study of the Western Hem- isphere, topically treated, covering land and water forms, climates, productions, industries, cities, political divisions, commercial routes, etc. Make use of note books, outline maps, and read with the next grade "Around the World, Books II, and III" and the "Elementary Science Reader, III". Correlate with this grade's work as much of history as is possible, and encour- age individual reading of books of travel. Con- tinue and amplify rapid drill work as in Grade V.
GRADE VII-Review the drill work of Grade VI. Complete the Advanced Geography and pre- pare for the Bridgeport examination. A detailed study of the Eastern Hemisphere, topically treat- ed, as was outlined for the Western Hemis- phere in Grade VI. Detailed review of New England, especially of Connecticut. Detailed re- view of the whole field of geography, especially of place-geography. Fill in note books and out- line maps, read in class occasionally geography readers, and encourage individual reading of books of travel. Give many written tests. After Easter Vacation, use Regents Question Book, or equivalent.
AMERICAN HISTORY
GRADES III AND IV-Once a week. Simple history stories and reading from supplementary history readers. History stories told and repro- duced in connection with geography and lan- guage work.
GRADE V-Three times a week. Mowry's First Book in American History. Discuss the text and require the memorizing of but few facts, these the most important and to serve as a nucleus
for the topical arrangement of many future facts. Encourage individual reading of history stories and books; give your pupils the titles of the best books of history, suited to their age and interest, in the Library. Read to the pupils the choicest historical and patriotic poems and prose selections. Develop a love for one's country, honor for its institutions, obedience to its laws, reverence for its flag, pride in its past, and faith and hope in its future. Rapid drill on the fol- lowing dates: 1492, 1607, 1620, 1759, 1776, 1789, 1803, 1812, 1849, 1861, 1876, 1898. Important events in Connecticut history. Corre- late with language and geography.
GRADE VI-The large History begun. Review dates of Grade V and add for drill work the following: 1565, 1619, 1634, 1775, 1781, 1820, 1846, 1854, 1893. Master the important facts concerning the Explorations and Settle- ments. The text is to be read and discussed and the leading facts memorized, these to be added topically to those already learned in the pre- ceding grades. Make geography and biography the foundation of history work and correlate with language. If possible, complete as a sup- plementary reader, Gordy's "American Leaders and Heroes." Local history. In the middle of this year begin the history note-books.
GRADE VII-Rapid drill on the dates previ- ously given and on important topics logically arranged. Take from the Inter-Colonial Wars to the beginning of the Civil War, arranging as cause and effect the leading facts and memoriz- ing them. Interest the pupils to read by them- selves suitable books of history, supplying them with list of such books to be found in the Li- brary. Read in class Hoxie's "How the People Rule". Continue the note-books.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.