USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1879-1884 > Part 30
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The subjects for composition were taken from Irving's Sketch Book.
1. The Legend of Sleepy Hollow.
2. English Christmas Observances.
3. The Hudson and its Legends.
4. Some of the Beauties of Irving's Style.
Also a committee, consisting of Messrs. J. O. Norris and Louis Robson, awarded the first prize in Algebra to Walter B. Farr, and the prize in Geometry to Abbie G. Small.
The graduating exercises were held in the Town Hall, on Friday evening, June 29th. The hall was completely filled with a large and deeply interested company of people. Five young men and thirteen young ladies received their
100
REPORT OF SCHOOL COMMITTEE.
well-earned diplomas. The following are the names of the graduates.
LILLIE A. ATWOOD.
* NELLIE E. BARRETT.
* CARRIE P. BODGE. AGNES DRAKE.
+ MARY E. FARR. ANNIE E. GOULD.
* MARGIE H. LECRAW. CARRIE MAY LEONARD.
* EDITH L. LORING.
+ HATTIE A. MANLEY. MARY G. SARGENT.
+ GRACE A. SMALL. INEZ E. WORTHEN.
¡ WOODMAN BRADBURY.
+ PERCEY BRYANT.
+ WALTER B. FARR.
DANIEL J. HURLEY. FRED H. SHEPARD.
This list shows the names of Graduates since 1875 that are still in, or have graduated from, other institutions.
Date of Grad.
NAME.
INSTITUTION.
PRESENT EMPLOYMENT,
1875
FRANK G. STANTIAL,
Institute of Technology,
Superintendent Cambridge Ammonia Works. At Home.
1876
HATTIE E. LANE,
Salem Normal School,
1877
HELEN J. BARRETT,
Salem Normal School,
Teaching.
1877
MARY PARKER,
Baright School of Oratory, Salem Normal School,
1878
BELLE BACON,
School of Oratory,
-
1878
MINNIE B. FARNSWORTH,
Salem Normal School,
1878
LUCY C. SELEE,
Boston University,
1878
MARY E. UPHAM,
Teaching.
1879
HANNAH GIBBONS,
Teaching.
1879
MARY A. RORKE,
Melrose Journal.
1879
AMY M. STANTIAL,
Institute of Technology, Boston University,
1879
CHAS. H. WASHBURN,
Amherst College,
1879
WM. H. WILLIAMS,
Harvard College.
1880
FLORENCE M. ELLIS,
Salem Normal School,
1880
ABBY J. VINTON,
Salem Normal School,
1880
MINNIE B. WOODMAN,
Boston University,
1880
HARRY A. BOARDMAN,
Institute of Technology,
1880
HENRY J. HERSEY,
Boston University,
1880
MARK S. W. JEFFERSON,
Boston University,
1891
MABEL L. GOSS,
Boston University,
1881
EDITH N. SPEAR,
Salem Normal School.
1881
CHAS. L. SIMMONS,
Harvard Law School,
1881
OTIS T. STANTIAL,
Institute of Technology,
1891
WM. R. WOODBURY,
Tufts College,
1832 1892
ARTHUR W. BARRETT,
1892
THOMAS S. BURR,
Williams College,
1882
GEORGE H. CONANT,
Amherst College,
1882
CHARLES D. JONES,
Boston University. Harvard College, Colby University,
1892 1882 1893 1883 1883
EDWARD W. FRENTZ, MARY E. FARR,
Coburn Classical Institute, Salem Normal School,
1883
WOODMAN BRADBURY,
1883
PERCY BRYANT,
1883
WALTER B. FARR,
Colby University, Institute of Technology, Colby University,
+ College Course. * Classical Course.
Not marked, English Course.
Studying Law. And'er Theol. Sem. Prof. Moral Phil., Griswold College, Iowa.
Teaching. Teaching.
In the National Observatory, Ar- ( gentine Republic.
JENNIE F. CONANT,
Smith College, Amherst ('ollege,
HENRY C. MILLER,
HATTIE A. MANLEY,
ANNIE E. GOULD,
Normal Art School,
1877
MARY I. VINTON,
Teaching. Teaching. Mrs. Bond, Clif- tondale. Teaching. Pub. Lib., Boston.
Salem Normal School, Salem Normal School, Salem Normal School,
1879
GEORGE R. JONES,
101
REPORT OF SCHOOL COMMITTEE.
MORALS.
At a meeting of the Board at the beginning of the year, it was voted to furnish each of the public schools one copy of Dr. Richardson's " Temperance Lesson Book." This is a small work, dealing in facts of great practical value. It has recently been introduced into many of the schools of England, and also of our own country. At the above meet- ing it was further voted, that the teachers be requested to devote one half hour, during each week, to some subject given in this treatise, or in enforcing other principles per- taining to a good moral life.
One of the statute laws of our State expressly says : "It shall be the duty of teachers and instructors of youth to impress on their minds the principles of piety, justice, truth, chastity, sobriety, and temperance, and all other virtues which are the ornament of society and the safeguard of republican institutions." How far the teachers of our schools have complied with these requirements, we are unable to state. We feel certain, however, that the impor- tance of early and continually impressing good morals and habits cannot be overestimated. It is to be deeply regret- ted that there are in every community no small number of families where these important things are mainly or entirely ignored.
HEALTH OF PUPILS.
This subject is one of such vital importance we cannot forbear adding a little to what we have said in one of our former Reports. In order to accomplish good work in the school-room, children must be in good health, and conse- quently in good spirits. This is one thing most essential. If allowed to attend late parties, profitable school-work will be out of the question ; nature will be too exhausted and too languid to perform any work of real value. /The early vic- tims of pallid cheeks, of weak nerves, of deranged systems, and of fell diseases, are far too many in every community. But in most instances these sad evils have been begotten elsewhere, and outside of the school-room and the school-
H
102
REPORT OF SCHOOL COMMITTEE.
work. It is not the long walk, nor the few hours of close study,-other things being right,- which break down so many pupils in the bloom of life. The true causes must be sought elsewhere. A large amount of quiet sleep, with plenty of pure air, a proper degree of out-door exercise, and warm clothing suitable for the whole body, are essential for the health of young people. I think we will be pardoned for making the following quotation : "A Boston public- school teacher writes the Board of Health that the very short dresses which little girls wear cause more sickness than all the badly plumbed school-houses in the city ; and there is talk of the Society for the Prevention of Cruelty to Children taking up the matter." We add no comments.
SUGGESTIONS FOR YOUNGER TEACHERS.
The work of the school-room should at all times be calm, quiet, and cheerful. Loud, harsh, and unnatural tones of voice should receive immediate correction. Rudeness in manner or speech, intentional or otherwise, should not be tolerated beyond the shortest limit for thorough amendment. Good rules and good order should be pleasantly but strictly enforced. Pupils must not be allowed to interrupt teachers during recitations, nor to ask questions at any time without first raising the hand and receiving permission. The secret of success is the ability to keep pupils busy, quiet, and interested. Good teachers are those who are cheerful, self- reliant, unruffled, firm, and loving, - who take pains to have every lesson thoroughly understood by every pupil, -who 'acquire a facility in object teaching, in oral descriptions, and in blackboard sketching,- who are discerning and sympa- thetic among their pupils, and always enthusiastic in their work.
SUGGESTIONS FOR ADVANCED TEACHERS.
Too much pains cannot be given to the art of reading. It is one of the finest accomplishments in a good education. There is a constant liability in the higher grades of public schools to give this acquisition too little attention. Under the pressure of other important studies, there is a tendency
103
REPORT OF SCHOOL COMMITTEE.
to let good reading slip into the background. It sometimes happens there is a marked degeneracy in this respect from the lower to the higher classes. Advanced students are quite liable to drop into faulty habits in the use of language. If they do not altogether murder the King's English, they many times hackle and smother it. Indistinct pronuncia- tion, insipid tones of voice, perverted inflections, wrong modulation or expression, frequently deteriorate the stand- ard of good scholarship. Under the embarrassment of hard, monotonous, and faulty recitations, these blemishes are naturally nourished and strengthened. Now, what is the remedy ? It would seem to be this: to have a continued drill in the correct use of language, at least once or twice a week, to the end of the school life,-to allow no marked defects to pass uncorrected in any part of the routine work. Why should not the graduates of our higher schools go out into the world, at least good readers and good conversationalists ?
GENERAL REMARKS.
There has been an increase of pupils during the year, of more than enough to form one new school. The maximum number in 1882 was nine hundred and thirteen; and in 1883 it was nine hundred and eighty-seven, being a gain of seventy-four. But the permanent increase at the beginning of the current year, according to returns, is only fifty-four. We regret to say that far too many children, especially boys, are permitted to leave school when not more than twelve or fourteen years of age, and go to work in shops, stores, and factories. This is a matter of serious loss and injustice to all their after-life. It is leaving school at the very point when one or two years added to their education would be of unspeakable value.
It will be noted with pleasure that our High School con- tinues in a very prosperous condition. The maximum num- ber has been ninety-nine, and it closes the year with ninety- five on the register. If we mistake not, this is the largest attendance it has ever reached. The same remarks are equally true in respect to our First Grammar School. The
104
REPORT OF SCHOOL COMMITTEE.
maximum number has been eighty-nine, and the present roll- call is eighty-four. Several of the lower schools are far too large either for profit or convenience. It will be necessary to organize two or three new schools during the coming year.
We regret to say that the visits of parents have been fewer than could have been desired, more especially as the last Wednesday afternoon of each month is designated " visiting day." On such days may be found the usual recitations, with just a little variety, as each teacher may choose or think desirable. Let it ever be remembered, there is nothing better than a kind personal inspection to qualify a person to judge with fairness in regard to all methods of teaching and discipline.
CLIFTON FLETCHER,
Chairman.
BOOKS USED IN THE SEVERAL SCHOOLS.
TEXT-BOOKS. - HIGH SCHOOL.
1. Bradbury's Algebra.
2. Bradbury's Geometry.
3. Norton's Physics.
4. Martin's Civil Government.
5. Payson, Dunton, and Scribner's Book-keeping.
6. Dana's Geology.
7. Lockyer's Astronomy.
8. Gray's Botany.
9. Freeman's History, England.
10. Allen & Greenough's Latin Grammar.
11. Jones' Latin Prose Composition.
12. Hanson's Latin Prose Book.
13. Leighton's History of Rome.
14. Goodwin's Greek Grammar.
15. White's Greek Lessons.
16. Jones' Greek Prose Composition.
17. Goodwin's Anabasis.
18. Fyffe's History of Greece (Primer).
19. Boise's Homer's Iliad.
20. Hart's Rhetoric.
105
REPORT OF SCHOOL COMMITTEE.
21. Brooke's Primer of English Literature.
22. Morris' Chaucer.
23. Kitchin's Spenser's Faery Queene.
24. Sprague's Milton.
25. Hudson's Shakespeare.
26. Sprague's Irving's Sketch Book.
27. Bôcher's Otto's French Grammar.
28. Bôcher's Otto's French Reader.
29. Leighton's Latin Lessons.
30. Greenough's Virgil.
TEXT-BOOKS. - FIRST GRAMMAR.
Franklin's Written Arithmetic.
Swinton's English Grammar.
Steele's Fourteen Weeks in Physiology.
Eclectic History of the United States.
Appleton's Fifth Reader.
Appleton's System of Penmanship.
Intermediate Music Reader. By Julius Eichburg and others.
Prang's American Text-Books of Art Education.
Supplementary Books.
Keils' Shorter Course of English Grammar. Monroe's Fifth Reader.
Quackenbos' American History for Schools.
Johonnot's Geographical Reader. Samuel Eliot's Selections from American Authors.
W. Hooker's Child's Book of Nature.
The People's Cyclopædia (3 vols.). W. H. DePuy.
Poets' Homes. By R. H. Stoddard and others.
Cyclopedia of Persons and Places. John D. Champlin.
" Common Things. 66 66 66
Anderson's Historical Reader.
Battles of the American Revolution. Henry B. Cumington.
Edwards' Analytical Fifth Reader. American Poems. Brands' Lessons on the Human Body. Hutchinson's Physiology and Hygiene. Dalton's Physiology and Hygiene. Audubon's Grammar School History of United States.
Seavey's Goodrich's History of United States.
Browne's Manual of Commerce.
Richardson's Temperance Lesson Book.
TEXT-BOOKS. - SECOND GRAMMAR.
Franklin's Written Arithmetic. Harper's School Geography. Swinton's New Language Lessons. Eclectic History of United States.
106
REPORT OF SCHOOL COMMITTEE.
Mason's Intermediate Music Reader. Monroe's Fifth Reader. Appleton's Writing Book, No. 4. Prang's Drawing Book, No. 5.
Supplementary Reading.
Johonnot's Geographical Reader.
Zigzag Journeys in Northern Lands.
Three Vassar Girls in England.
TEXT-BOOKS. - THIRD GRAMMAR.
Monroe's Fourth Reader.
Appleton's Fourth Reader.
Rest same as Second Grammar.
TEXT-BOOKS. - FOURTH GRAMMAR.
Franklin's Written Arithmetic.
Eaton's Intellectual 66
Harper's Introductory Geography.
Elementary Lessons in English (Mrs. Knox).
Monroe's Third Reader.
Supplementary Reading.
W. M. Thayer's Life of J. A. Garfield. "Harper's Young People " and the "Pansy." Appleton's Short Course in Writing, Books Nos. 3 and 4. Prang's Drawing Books, Nos. 2 and 3.
TEXT-BOOKS. - INTERMEDIATE.
Monroe's Third Reader. Sheldon's Third Reader, Sup.
Eaton's Intellectual Arithmetic.
Harper's Introductory Geography. Mason's Intermediate Music Reader.
Prang's Drawing Book, No. 1. Short Course Writing, No. 1. Dinsmore's Spelling Blanks.
TEXT-BOOKS. - PRIMARY.
Monroe's First Reader. Monroe's Second Reader.
Parker's First Book.
Appleton's First Reader, Sup.
Sheldon's Second Reader, "
Swinton's Second Reader, " Stickney's Child's Book of Language.
Child's First Book in Written Language.
Calkins' Primary Object Lessons. Mason's First Music Reader. Perkin's Graded Music Reader. Richardson's Temperance Lesson Book, for teacher's use in all the schools.
REPORT OF SCHOOL COMMITTEE.
TABLE OF STATISTICS FOR THE YEAR ENDING DEC. 31, 1883.
SCHOOLS.
Maximum number from
Jan. 1 to July 1.
Average attendance dur-
ing same time.
Maximum number from
Sept. 1 to Jan. 1, 1884.
Average attendance dur-
Number of Pupils, Jan.
Per cent. of attendance
for the year.
Average age Jan.
Mos.
HIGH, First Class
18
17.5
16
15.6
15
97.6
17
6
Second Class
14
13.6
16
15.6
16
97.6
15 11
Third Class
25
23.
25
24.
22
96.
15
8
Fourth Class.
31
27.
42
41.1
42
95.5
14 11
Totals.
88
81.1
99
96.3
95
96.7
16
First Grammar, Emerson Street. .
77
68.4
89
82.4
84
92.5
14
2
Second
66
60
44
41.6
45
42.6
44
95.3
13
5
Second
Centre.
48
41.6
44
38.
39
94 5
13
11 11
Third
Emerson Street. .
38
30.6
53
45.3
50
94.
12
4
Fourth
66
Centre
43
36.
30
28.
31
92.
11
Fourth, Grove Street
47
40.5
46
39.3
46
94.
11
2
Intermediate, Grove Street
41
35.
54
46.9
53
90.7
8
8
Intermediate, Vinton Street.
36
33.1
37
33.
34
94.8
10
1
Intermediate, Lynde Street.
50
40.
55
44.
55
95.
9
8
Green Street (upper school).
44
36.4
46
41.+
44
89.8
11|
7
Green Street (lower school)
54
42.
57
48.7
55
88.
7
Highlands (mixed).
57
39.7
64
52.4
56
75.3
7
6
Upham Street (mixed).
23
20.5
37
30.7
35
91.
7
8
Primary Grove Street.
45
37.5
41
90.8
8
1
Primary, Lynde Street.
60
45.3
41
31.9
41
89.9
6
Primary, Centre.
70
54.
47
40.
40
91.
6
7
Primary, Vinton Street.
63
52.
61
49.6
51
91.
6
9
Totals.
926
987
940
90+
5 or
Third
43
34.1
57
44.4
46
91.7
Yrs.
1,1884.
ing same time.
1, 1884.
107
(New school.)
-
COURSE OF STUDY OF THE MELROSE HIGH SCHOOL.
COLLEGE COURSE, 4 YEARS.
CLASSICAL COURSE, 4 YEARS.
ENGLISH COURSE, 3 YEARS.
1ST YEAR. 1st Term.
Bradbury's Algebra," to Greatest Common Divisor. Payson, Dunton & Scribner's Book-keeping. Allen & Greenough's Latin Grammar, and Leighton's Latin Reader.
Bradbury's Algebra, to Greatest Common Divisor. Payson, Dunton & Scribner's Book-keeping. Allen & Greenough's Latin Grammar, and Leighton's Latin Reader.
Bradbury's Algebra, to Greatest Common Divisor. Payson, Dunton & Scribner's Book-keeping. Martin's Civil Government.
2d Term.
Algebra, to Section XV. Book-keeping, completed. Latin Grammar and Reader.
Algebra, to Section XV. Book-keeping completed. Latin Grammar and Reader.
Algebra, to Section XV. Book-keeping, completed. Civil Government, completed.
3d 'Term.
Algebra, to Affected Quadratic Equations. History of England: Freeman's Historical Course. Latin Grammar and Reader.
Algebra, to Affected Quadratic Equations. History of England: Freeman's Historical Course. Latin Grammar and Reader.
Algebra, to Affected Quadratic Equations. History of England: Freeman's Historical Course. History of Greece.
4th Term.
Algebra, reviewed. History of England, completed. Latin Grammar and Reader, completed.
Algebra, reviewed. History of England, completed. Latin Grammar and Reader, completed.
Algebra, reviewed. History of England, completed. History of Greece.
2D YEAR. 1st Term.
Algebra, completed. Cæsar's Commentaries, Book I. Goodwin's Greek Grammar, and White's Greek Lessons.
Algebra, completed. Cæsar's Commentaries, Book I. Martin's Civil Government. Hart's Rhetoric: Longfellow's Evangeline.
Algebra, completed. Norton's Elements of Physics, and History of Rome.
Bocher's Otto's French Grammar and Reader. Hart's Rhetoric: Longfellow's Evangeline.
2d Term.
Bradbury's Geometry, Book I. Cæsar, Books II. and III. Greek Grammar and Reader.
Bradbury's Geometry, Book I. Cæsar, Books II. and III. Civil Government, completed. Rhetoric: Irving's Sketch Book.
Bradbury's Geometry, Book I. Physics, and History of Rome. French Grammar and Reader. Rhetoric: Irving's Sketch Book.
3d Term.
Geometry, Books II. and III. Cæsar, Book IV., and Review. Greek Grammar and Reader. History of Greece.
Geometry, Books II. and III. Cæsar, Books IV., and Review. Ancient Geography and History of Greece, History Primers. Rhetoric: Irving's Sketch Book.
Geometry, Books II. and JII. Physics, and History of Rome. French Grammar and Reader. Rhetoric: Irving's Sketch Book.
4th Term.
Geometry, Books IV. and V. Sallust's Catiline. Greek Grammar and Reader. History of Greece.
Geometry, Books IV. and V. Sallust's Catiline. History of Rome, History Primers. Rhetoric: Whittier's Snow Bound.
Geometry, Books IV. and V. Physics, and History of Rome. French Grammar, to Part II., and Reader. Rhetoric: Whittier's Snow Bound.
108
REPORT OF SCHOOL COMMITTEE.
I
3D YEAR. Norton's Elements of Physics, and History of Rome. 1st Term. Sallust, completed. Xenophon's Anabasis, Book I. Greek Grammar.
2d Term.
Physics, and History of Rome. Cicero's Orations against Catiline, I. and II. Anabasis, Books II. and III. Greek Grammar.
Physics, and History of Rome. .
Cicero's Orations against Catiline, I. and II .: Frencli Grammar and Reader. English Literature: Shakespeare.
Lockyer's Elementary Astronomy. French Grammar: Le Roman d'un Jeune Homme Pauvre. English Literature: Milton.
3d Term.
Physics, and History of Rome. Cicero's Orations, III. and IV .; Latin Prose Composition. Anabasis, Book IV. Greek Grammar and Greek Prose Composi- tion.
Physics, and History of Rome. Cicero and Sallust, reviewed; Latin Prose Composition. Anabasis, reviewed. Greek Prose Composition.
Physics, and History of Rome. Cicero and Sallust, reviewed. ' French Grammar, to Part II., and Reader. English Literature: Dryden or Pope.
Botany (Practical Analysis) .? French Grammar, completed: La Fontaine, completed. ¿Mineralogy, by notes. English Literature: Study of Authors.
4TH YEAR. 1st Term.
Homer's Iliad, Book I. Virgil's Æneid, Books I. and II. Bôcher's Otto's French Grammar and Reader. Latin and Greek Prose Composition.
"Dana's Geology, by notes. Virgil's ÆEneid, Books I. and II. French Reader, completed, and Grammar. Brooke's Primer of English Literature: Chaucer.
2d Term.
Iliad, Book II. Æneid, Books III., IV., and VII. French Grammar and Reader. Latin and Greek Prose Composition.
Lockyer's Elementary Astronomy. Æneid, Books III. and IV.
French Grammar: Le Roman d'un Jeune Homme Pauvre. English Literature: Milton.
Gray's Lessons in Botany. Æneid, Books V. and VI
3d Term.
Gray's Lessons in Botany. Æneid, Books V., VI. and VIII. Iliad, Book III .; Latin and Greek Prose Com- position. French Grammar and Reader.
French Grammar, Les Fables de La Fon- taine. English Literature: 'Study of Authors.
Botany (Practical Analysis). ÆEneid, reviewed.
4th Term.
Botany (Practical Analysis). Æneid, reviewed, and Book IX. French Gramınar, to Part II., and Reader. Reviews.
French Grammar, completed: La Fontaine, completed. 7. English Literature: Study of Authors.
Scholars are required, on entering the School, to select the Course of Study which they intend to pursue, and will not be allowed to make a change without the consent of the Principal. Regular Exercises in Read- ing, Declamation, and Composition are continued through each Course.
REPORT OF SCHOOL COMMITTEE.
109
Dana's Geology, by notes. French Reader, completed, and Grammar. Brooke's Primer hof English Literature:
Chaucer.
Norton's Elements of Physics, and History of Rome. Sallust completed. Bôcher's Otto's French Grammar and Reader. English Literature: Shakespeare.
Physics, and History of Rome. Cicero's Orations, III. and IV. French Grammar and Reader. English Literature: Spenser.
Gray's Lessons in Botany. French Grammar: Les Fables de La Fontaine. Physical Geography. English Literature: Study of Authors.
4th Term.
SCHOOL REGULATIONS.
I. The school year shall consist of forty weeks, beginning the first Monday in September.
II. The following holidays and vacations shall be granted : Every Saturday ; Thanksgiving Day, and the remainder of the week ; Christmas week ; one week, beginning the third Monday in February ; one week, beginning the fourth Monday in April ; the weeks between the close of summer term and the beginning of the school year ; all legal holidays.
III. The daily session of the High School shall begin at 8.30 o'clock A.M., and close at 1.30 o'clock P.M., from December to May ; and for the rest of the year it shall begin at 8 o'clock A.M., and close at 1 o'clock P.M. There shall be two recesses,- one of twenty minutes, the other of ten minutes.
The hours for keeping school, except the High School, shall be from 9 o'clock A.M. until 12 M., with a recess of twenty minutes ; and from 2 P.M. until 4 P.M., with a recess of ten minutes in Pri- mary and Intermediate Schools. No variation from these hours shall be allowed without the express permission of the Committee. On very stormy days in winter the schools may hold one session and close at 1 o'clock P.M. ; except Primary, which may close at 12 o'clock.
IV. In case of stormy weather, when, in the judgment of the Committee, it shall be thought proper to omit forenoon or after- noon sessions, notice will be given by ringing the town bell at a quarter before 8 A.M. or a quarter before 12 M. When afternoon sessions are omitted on account of storm, the forenoon sessions will continue till 1 o'clock, except Primary Schools.
V. Teachers shall be in their school-rooms fifteen minutes before the opening of the schools, admitting pupils, beginning promptly at the hours specified.
VI. Teachers shall hear all recitations.
VII. Teachers are not to absent themselves from school, or procure substitutes, without the consent of the Committee. All such absences are to be distinctly recorded in the school-registers, and the Chairman notified of any unavoidable violation of this rule. But, for the purpose of observing modes of discipline and instruc- tion, teachers may visit other schools to the extent of one half-day
111
SCHOOL REGULATIONS,
each term, at such times as may be arranged between them and the sub-committee of the respective schools.
VIII. Teachers are required to report all damages to school property, unless repairs are immediately made at the expense of parent or guardian.
IX. Teachers shall not detain pupils after the close of the morning session.
X. Teachers may temporarily suspend pupils for violent or pointed opposition to authority, informing the parent or guardian and the Committee at once of such suspension, and the reason therefor.
XI. "The several school-teachers shall faithfully keep the reg- isters furnished to them, and make due return thereof to the School Committee ; and no teacher shall be entitled to receive payment for services until the register, properly filled up and com- pleted, shall be so returned."* A fortnight's notice required of resignations, except in case of sickness.
XII. It shall be the duty of the teacher to report at once, in writing, to the Chairman of Committee, every case of corporal pun- ishment ; which report shall state the name and age of the pupil, the amount of punishment, and the reason for its infliction.
XIII. It shall be the duty of all the teachers to give vigilant attention to the ventilation and temperature of their schoolrooms.
XIV. No teacher shall contract a bill for repairs on any school buildings, furniture, or grounds, or make any purchase of any article to be charged to the Town.
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