USA > Massachusetts > Norfolk County > Quincy > Inaugural address of the mayor, with the annual report of the officers of the city of Quincy for the year 1889 > Part 11
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This dealing with the individual and not with the class, is, therefore, the one great pleasure of the true school-teacher's life. It can only be done in one way, - you have to furnish the individual mind the nutriment it wants, and, at the same time, gently direct it in the way it should go. In other words, if the teacher is going to give himself the intense enjoyment and pleasure of doing this work, he cannot stop at the border of that wilderness of literature of which I was just now speaking, but he has got to take the pupil by the hand and enter into it with him ; - he must be more than his pedagogue, he must be his guide, philosopher and friend. And so the
48
teacher, with the scholar's hand in his, comes at last to the doors of the Public Library.
When he gets there, however, he will probably find him- self almost as much in need of an instructor as his own pupils ; and here at last I come to the immediate subject on which I want to talk to you. I wish to say something of the books and reading of children, - of the general introduction into literature which, if you choose, you are able to give your scholars, and which, if you do give it to them, is worth more than all the knowledge contained in all the text-books that ever were printed. To your whole schools, if you only want to, you can give an elementary training as readers, and if in this matter you once set them going in the way they should go, you need not fear that they will ever depart from it.
Now, in the first place, let me suppose that you want to start your schools in general on certain courses of reading, - courses which would interest and improve you, probably, hardly less than your scholars, - how would you go about it ? Through individual scholars, of course. You would run your eye down your rows of desks and pick out the occupants of two or three, and with them you would start the flock. Human beings are always and everywhere like sheep, in that they will go where the bell-wether leads. Picking out the two or three, then, you turn to the shelves of the library. And now you yourselves are to be put to the test. You have dared to leave the safe, narrow rut in which the pedagogue travels, and you have ventured into the fields with your pupils behind you, - do you know the way here ? - can you distin- guish the firm ground from the boggy mire ?- the good sound wood from the worthless parasite ?- If you can, you are indeed fit to be teachers. I hope you all can, and in that case the suggestions I have to make will be little better than wasted ; but if, as I suspect, we none of us know any too much, what I am about to say may be of some use. In the
,
49
first place, then, in trying to inoculate children with a healthy love of good reading, - for this is what we are talking of, the inoculation of children with a taste for good, miscellaneous reading, - in attempting that, the first thing to be borne in mind is, that children are not grown people.
There are few things more melancholy than to reflect on the amount of useless labor which good, honest, conscientious men and women have incurred, and the amount of real suffer- ing they have inflicted on poor little children through the disregard of this one obvious fact. When I was young, I remember, my father, from a conscientious feeling, I suppose, that he ought to do something positive for my mental and moral good and general æsthetic cultivation, made me learn Pope's Messiah by heart, and a number of other masterpieces of the same character. He might just as well have tried to feed a sucking baby on roast beef and Scotch ale! Without understanding a word of it, I learned the Messiah by rote, and I have hated it, and its author too, from that day to this, and I hate them now. So also, I remember well when I was a boy of from ten to fourteen, - for I was a considerable de- vourer of books, being incited to read Hume's History of England, and Robertson's Charles V., and Gibbon's Rome even, and I am not sure I might not add Mitford's Greece. I can't now say it was time thrown away; but it was almost that. The first thing in trying to stimulate a love of reading is to be careful not to create disgust by trying to do too much. The great masterpieces of human research, and eloquence, and fancy are to boys pure nuisances. They can't understand them ; they can't appreciate them, if they do. When they have grown up to them and are ready for them, they will come to them of their own accord. Meanwhile you can't well begin too low down. The intellectual, like the physical food of children can't well be too simple, provided only it is healthy and nourishing.
3.s
50
Not that I for a moment pretend that I could now sug- gest a successful course of grammar-school literature myself. The intellectual nutriment which children like those you have in charge are fitted to digest and assimilate must be found out through a long course of observation and experiment. I think I could tell you what a boy in the upper classes of the Academy would probably like ; but if I were to undertake to lay out courses of reading for the scholars of our grammar schools, it would certainly soon become very clear that I did not know what I was talking about. I am very sure I should not give them the books they now read; but I am scarcely less sure they would not read the books I would give them. Nothing but actual trial, and a prolonged trial at that, will bring us any results worth having in this respect; and that trial is only possible through you.
But, in a very general way, let us suppose that we are beginning on the new system and that your school is studying history and geography, -we will take those two branches and see what we could do in connection with them to introduce your scholars into general literature. History opens up the whole broad field of historical works and also of biography, - it is closely connected with fiction too, and poetry ; geography at once suggests the library of travels. Now, we find that of all forms of literature there is not one which in popularity can compare with fiction. From the cradle to the grave, men and women love story-telling. What is more, it is well they do ; a good novel is a good thing, and a love for good novels is a healthy taste ; yet there is no striking episode in history which has not been made the basis of some good work of fiction. Only it is necessary for you to find that work out, and to put it in the hands of your scholars; they cannot find it out unaided.
Next in popularity to works of fiction are travels. A good, graphic book of travel and adventure captivates almost
51
every one, no matter what the age. After travels comes biography ; any girl will read the story of Mary, Queen of Scots ; any boy the life of Paul Jones. Now, here is our starting-point, and these fundamental facts we cannot ignore and yet succeed ; human beings have to be interested and amused, and they do not love to be bored, - and children least of all are an exception to the rule. If, then, we can instruct and improve them while we are interesting and amusing them, we are securing the result we want in the natural and easy way. There is no forcing. And this is exactly what any well-informed and older person can do for any child. They can, in the line of education, put it in the way of instruction through amusement.
Take for instance geography, and suppose your class is studying the map of Africa ; - the whole great field of African exploration and adventure is at once opened up to you and your scholars. Turn to the catalogue of our Public Library and see what a field of interesting investigations is spread out, first for yourself and then for them. Here are a hundred volumes, and you want to look them all over to see which to put in the hands of your selected pupils, which are long and dull, and which are compact and stirring, - which are adapted to boys and which to girls, - and how you will get your scholars started in them. Once get them going, and the map will cease to be a map and become a picture full of life and adven- ture, not only to them but to you. You will follow with them Livingstone and Stanley and Baker; and the Pyramids will become realities to them as they read of Moses and the Pharoahs, and of Cleopatra and Hannibal. The recitation then becomes a lecture in which the pupils tell all they have found out in the books they have read, and in which the teacher can suggest the reading of yet other books ; while the mass of the scholars, from merely listening to the few, are stimulated to themselves learn something of all these interest- ing things.
52
So of our own country and its geography. The field of reading which would charm and interest any ordinary boy or girl in this connection is almost unlimited, but they cannot find it out. They need guidance. What active-minded boy, for instance, but would thoroughly enjoy portions at least of Parkman's Discovery of the Great West, or his Pioneers of France in the New World, or his California trail ? - And yet how many of you have ever glanced into one of those absorb- ing books yourselves ?- Nor are they long either; in each case one moderate-sized volume tells the whole story.
Mark Twain, even, would here come in through his " Roughing It," and Ross Browne through his " Apache Country." Once entered upon, however, it would not be easy to exhaust the list. The story of Mexico and Peru, - Cortez and Pizarro, -the voyages of Columbus and the adventures of De Soto, -they have been told in fiction and in history, and it is to-day a terrible shame to us and to our whole school system that we teach American history, and yet don't know how to make the study of American history as interesting to our children as a novel.
But, after all, as I have already said, when you come to miscellaneous reading you cannot lay down general rules appli- cable to all cases ; you have got to try experiments and watch them as they progress. To induce some of you to try these experiments has been my object in thus meeting you to-day. I believe you would find that so doing would lend a new life, a new interest, a new significance to your profession.
When the catalogue of the Public Library was published a year ago, I caused one copy of it to be specially bound for the use of each Grammar School. I was in hopes that the teachers would use them in connection with the studies in those schools, and would induce the scholars to use them too. As I have visited the schools since, I have usually taken occasion to ask for those catalogues, and I am sorry to say I have gen-
53
erally found them - there are two or three notable exceptions to this remark -locked away in some drawer of the master's desk, and looking on examination most suggestively fresh and clean. My hint had not been taken. I now state the point more plainly. I want very much indeed to see our really admirable Town Library become a more living element than it now is in our school system, - its complement, in fact. Neither trustee nor librarian -no matter how faithful or zeal- ous they may be - can make it so; for we cannot · know enough of the individual scholars to give them that which they personally need, and which only they will take ; - you cannot feed them until you know what they like; and that, we, in dealing with the mass, cannot get at. You teachers, however, can get at it, if you choose. To enable you to do this, the trustees of the library have adopted a new rule under which each of your schools may be made practically a branch library. The master can himself select and take from the library a number of volumes, and keep them on his desk for circulation among the scholars under his charge. He can study their tastes and ransack the library to gratify them. Nay more, if you will but find out what your scholars want, - what healthy books are in demand among them, -thetrustees of the library will see to it that you do not want material. You shall have all the books you will call for. When, indeed, you begin to call, we shall know exactly what to buy; and then, at last, we could arrange in printed bulletins the courses of reading which your experience would point out as best, so that every book would be accessible. From that time both schools and library would begin to do their full work together, and the last would become what it ought to be, the natural complement of the first, - the People's College.
CHARLES F. ADAMS, JR.
REPORT OF ATTENDANCE, ETC., FROM JAN. 1, 1889, TO JAN. 1, 1890. HIGH SCHOOL.
GRADE.
TEACHERS.
157
97
97
95
97
.27
1
14
ADAMS SCHOOL.
A Grammar ·
James M. Nowland, Principal
59
33
27
26
96
.11
-
92
B Grammar .
Mary E. Dinegan .
90
43
41
40
97
.55
3
125
C Grammar .
Eliza C. Sheahan .
121
59
53
51
97
.21
-
84
D Grammar .
Mabel T. Totman .
140
67
61
58
95
.45
90
A Primary . ·
Mary M. Devlin
191
100
91
86
95
.39
4
157
A Primary . .
Josephine Spurr
Eliza F. Dolan .
117
54
50
48
96
.50
151
C Primary . .
Lillian M. Hobart .
103
58
48
45
93
.29
1
128
D Primary . ·
Annie M. Billings
222
175
94
87
92
.66
-
283
D Primary . .
Euphrasia Hernan
Whole Number
Enrolled.
of Different
Pupils.
Average Num-
ber Belonging.
Average
Attendance.
Per Cent of
Daily Attend-
No. of Tardi-
rata Av. Daily
Attendance.
Cases of Tru-
ancy.
No. of Visits.
HIGH.
( H. A. KEITH, Principal SIBYLLA A. PFAFFMAN ( ELIZABETH A. SOUTHER .
1
Total .
-
589
465
441
95
.49
8
1110
54
-
B Primary . .
-
nesses pro
ance.
Whole Number
Daily
CODDINGTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Different Pupils. Whole Number of
Average Number
Belonging.
Attendance. Average Daily
Attendance. Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar ·
Mary E. Dearborn, Principal .
60
33
29
28
99
-
-
501
B Grammar .
Minnie M. Jameson .
67
31
30
30
99
-
1
478
C Grammar ·
Alice B. Hersey
84
46
40
39
97
.02
1
329
D Grammar ·
Emily R. White
87
53
43
42
97
.04
2
354
A Primary . .
Jessie B. Clarke
88
46
40
39
96
.12
2
218
B Primary . .
Mary G. Collagan
105
56
50
48
96
12
1
301
C Primary . ·
Julia E. Underwood .
107
59
48
45
95
.20
2
493
D Primary . ·
Carrie M. Hall .
163
124
68
64
94
.25
2
603
D Primary . ·
Alice T. Kelly
Total .
-
448
348
335
96
.11
10
Attendance.
3277
55
JOHN HANCOCK SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Different Pupils. Whole Number
Average Number
Belonging.
Attendance. Average Daily
Per Cent of Daily
Attendance.
Number of Tardi-
nesses pro rata
Average Daily
Attendance.
Cases of Truancy.
Number of Visits.
B Primary .
Addie A. Jackson, Principal .
114
64
55
53
97
.28
125
B Primary .
C. Lettie Newton
101
59
48
46
96
.43
76
C Primary .
Lizzie Mason
114
61
48
46
96
.48
1
120
C Primary .
Fannie A. Manson
108
45
48
45
96
.33
97
C Primary . .
Clara A. Reamy
90
40
38
95
.50
-
55
D Primary . .
Mary C. Parker
134
65
49
47
95
.31
2
112
D Primary .
Carrie M. Shunk .
130
56
44
40
93
.54
98
D Primary .
Clara E. G. Thayer
155
134
43
40
93
.64
-
144
Total .
- 1
484
375
355
95
.42
3
827
-
-
-
9€
-
-
·
-
QUINCY SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Different Pupils. Whole Number of
Average Number
Belonging.
Attendance. Average Daily
Attendance. Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar
C. F. Merrick, Principal
·
39
15
18
17
95
.23
-
129
B Grammar .
Gertrude Goodwin
63
32
29
27
94
.26
1
38
C Grammar ·
Ellen N. Farnam
66
36
33
31
94
.74
3
113
D Grammar ·
Effie E. Beal
70
39
33
32
95
.53
88
A Primary . .
Elizabeth J. McNeil
72
38
33
32
96
.62
91
B Primary . .
Maud E. Rice
64
43
28
27
96
.74
3
114
C Primary . .
Mary E. Raymond
67
35
29
27
94
.56
1
93
D Primary .
Margaret E. Burns
66
63
34
32
93
.97
2
101
Total .
-
301
237
225
95
.61
9
767
·
.
·
-
57
-
.
Attendance.
·
.
WASHINGTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Different Pupils. Whole Number of
Average Number
Belonging.
Average Daily
Attendance.
Per Cent of Daily
Attendance.
nesses pro rata Number of Tardi-
Average Daily
Attendance.
Cases of Truancy.
Number of Visits.
A Grammar
·
T. B. Pollard, Principal .
55
30
24
23
97
.13
1
122
C Grammar ·
Mary Marden
64
37
31
30
97
.25
1
182
D Grammar
Dorcas C. Higgins
76
42
37
35
96
.54
149
A Primary . ·
Nellie F. Kendall
68
38
31
30
96
.73
-
100
B Primary . ·
Mary A. Worcester
73
42
34
33
97
.36
118
C Primary . .
Mary W. Holden
76
40
34
32
93
.375
1
94
D Primary . .
Sarah A. Malone
93
90
35
33
93
.67
I
143
Total .
-
336
244
233
95
45
4
1073
-
165
37
17
18
17
97
.33
B Grammar ·
·
-
58
WILLARD; SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Different Pupils. Whole Number of
Average Number
Belonging.
Average Daily
Attendance.
Per Cent of Daily
Attendance.
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar ·
G. M. Wadsworth, Principal
79
37
36
36
99
.47
99
B Grammar .
Winifred B. Thorndike
}
127
64
61
60
98
.25
110
C Grammar ·
Jennie A. Corliss
65
65
54
53
99
.21
74
D Grammar ·
Grace L. Shaw -
145
59
67
66
99
.21
93
Theresa Fegan
228
105
98
97
99
.30
155
B Primary . .
Teresa McDonnell .
140
52
72
70
98
.27
-
141
C Primary . .
Mary L. Conway Rena M. Chamberlin
222
114
83
82
98
23
1
133
D Primary .
Abbie M. Kelley Annie F. Burns . Ellen A. Desmond .
286
228
145
140
97
.39
-
286
Total .
724
616
604
98
.30
1
1091
-
-
-
A Primary . ·
Emeline A. Newcomb . Elizabeth A. Garrity
-
Nellie C. Gragg
.
Attendance.
-
Isabel B. Holbrook
Ellen Fegan
59
WOLLASTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily
Attendance.
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar
·
35
14
17
16
98
18
130
B Grammar .
-
-
53
26
25
25
99
12
C Grammar ·
Alzie R. Hayward
55
29
26
25
95
08
65
D Grammar .
34
16
16
15
94
20
-
-
D Grammar ·
33
18
13
13
96
.85
115
A Primary . .
77
40
35
34
97
.24
-
-
B Primary . .
60
38
29
28
97
.07
181
C Primary . .
73
41
33
32
96
19
-
D Primary . ·
Manetta W. Penney .
87
86
43
40
92
.52
125
Total . ·
-
308
237
228
96
.26
-
616
Grand Total
-
3287
2619
2516
96
.36
36
8805
-
-
-
09
-
-
Charlotte L. Polson
-
-
Attendance.
Attendance.
-
S. E. Junkins, Principal
Helen E. Chandler .
F INANCIAL R EPORT.
TUITION.
HIGH SCHOOL.
H. A. Keith .
$1,400 00
Sibylla A. Pfaffman
640 00
Martha P. Valentine
360 00
Elizabeth A. Souther
240 00
$2,640 00
ADAMS SCHOOL.
$600 00
Arthur N. Whitney James M. Nowland
400 00
Mary E. Dinegan .
· .
500 00
Eliza C. Sheahan .
500 00
Mabel T. Totman .
450 00
Mary M. Devlin
500 00
Josephine Spurr
450 00
Eliza F. Dolan
450 00
Ada P. Ziegler
312 50
Mabel E. Adams
204 75
Lilian M. Hobart
106 25
Elizabeth M. Chevigny
57 50
Euphrasia Hernan
500 00
Caroline Leben
200 00
Clara E. G. Thayer
5 00
·
Amounts carried forward, $5,236 00
$2,640 00
62
Amounts brought forward, $5,236 00
Velma L. Curtis .
20 00
Annie M. Billings .
233 75
Charlotte F. Donovan
80 00
Elsie A. White
80 00
$2,640 00
5,649 75
CODDINGTON SCHOOL.
Mary E. Dearborn
. $1,200 00
Minnie M. Jameson
450 00
Carrie E. Norton
40 00
Clara A. Penley
60 00
Emily R. White
425 00
Jessie B. Clark
427 50
Mary E. Nightingale
295 00
Julia E. Underwood
500 00
Mary G. Collagan
130 00
Carrie M. Hall
500 00
A. Teresa Kelley
450 00
Lizzie A. Garrity
120 00
Maggie E. Haley .
40 00
Alice B. Hersey
385 00
Elizabeth M. Chevigny .
40 00
5,062 50
JOHN HANCOCK SCHOOL.
Addie A. Jackson
$695 00
Mary M. Boyd
267 50
C. Lettie Newton .
74 38
Georgie McBride .
8 75
Lizzie Mason
412 50
Fannie A. Manson.
397 50
Mary C. Parker
415 00
Clara A. Reamy
425 00
Amounts carried forward,
$2,695 63
$13,352 25
.
63
Amounts brought forward, $2,695 63 $13,352 25
Irene M. Hall
255 00
Clara E. G. Thayer
155 00
Carrie M. Shunk .
295 00
Elizabeth Sullivan
135 00
Minnie E. Donovan
40 00
Helen Sullivan
40 00
Lizzie A. Garrity .
35 00
3,650 63
QUINCY SCHOOL.
C. F. Merrick
$1,080 00
Abbie J. Gannett .
254 25
Gertrude Goodwin
180 00
Effie E. Beal
435 00 . .
Elizabeth J. McNeil
427 50
Maud E. Rice
372 50
Mary E. Raymond
400 00
Margaret Burns
450 00
Jennie F. Howland
80 00
Ellen N. Farnam .
180 00
Iva A. Woodward .
11 25
Elsie A. White
45 00
3,915 50
WASHINGTON SCHOOL.
Thomas B. Pollard
. $1,000 00
Mary Marden
500 00
Dorcas C. Higgins
450 00
Ellen N. Farnam .
255 00
Mary A. Worcester
132 50
Nellie F. Kendall .
432 50
Mary G. Collagan .
297 50
Mabel E. Blake .
234 00
.
Amounts carried forward, $3,301 50
$20,918 38
64
Amounts brought forward, $3,301 50 $20,918 38
Nellie R. Washburn
60 00
Sarah A. Malone .
450 00
Charlotte F. Donovan
40 00
Mary W. Holden .
140 00
3,991 50
WILLARD SCHOOL.
Geo. M. Wadsworth .
. $1,200 00
Isabel B. Holbrook
450 00
Winifred B. Thorndike
445 63
Nellie S. Dickey
74 38
Jennie Corliss
450 00
Ellen Fegan .
500 00
Emeline A. Newcomb
500 00
Theresa Fegan
427 51
Eliza S. Dinnie
255 01
Mary L. Conway .
420 00
Annie F. Burns
450 00
Abbie M. Kelley .
450 00
Ellen A. Desmond
290 00
Mary W. Holden .
120 00
Rena M. Chamberlin
290 00
Grace L. Shaw
260 00
Jennette M. Billings
120 00
Theresa McDonnell
209 50
Nellie C. Gragg
160 00
Carrie E. Norton
80 00
Annie M. Cahill
20 00
Lizzie A. Garrity .
105 00
George M. Wadsworth .
149 00
7,426 03
Amount carried forward
$32,335 91 ·
·
65
Amount brought forward . $32,335 91 WOLLASTON SCHOOL.
John S. Emerson .
$660 00
Sydney E. Junkins
400 00
Alzie R. Hayward
180 00
Gertrude Goodwin
270 00
Helen E. Chandler
450 00
Charlotte L. Polson
500 00
Nettie W. Penney
450 00
Mattie A. Peck
65 00
Catharina W. Billings
120 00
Susie H. McKenna
40 00
Maud Thompson .
75 00
Nina E. Higgins .
40 00
3,250 00
MUSIC.
Lewis T. Wade
900 00
DRAWING.
Jessie N. Prince
660 00
Total paid for teaching
$37,145 91
SUPERVISION.
G. I. Aldrich
$1,700 00
FUEL.
High School, C. Patch & Son
$104 46
Almshouse
8 00
Adams
C. Patch & Son
321 84
Almshouse
16 00
Coddington School, C. Patch & Son,
211 26
John Hancock « 66 66 66 531 94
Amount carried forward, $1,193 50
4.8
66
Amount brought forward, $1,193 50 John Hancock school, J. F. Shep- pard & Sons 8 50
Quincy School, C. Patch & Son 315 89
Washington School, C. Patch & Son, 222 86
Willard School, Thos. O'Brien 12 00
Wollaston School, C. Patch & Son .
173 01
$1,925 76
CARE OF ROOMS.
High School, S. B. Turner $209 20
Adams « 411 05
Coddington School, E. S. Brown 436 01
John Hancock School, Levi Stearns, 567 98
Quincy School, Peter Rowell . .
214 00
Sam'l N. Wood 114 00
Washington School, Wm. Caldwell .
328 04
Willard School, Francis Walsh 594 03
Wollaston “ J. P. Edgerton 148 40
66
Frank E. Staples 48 25
James Fitzpatrick
29 45
3,100 41
TRANSPORTATION OF PUPILS.
Coddington School, Joseph T. French $423 25
Quincy School, Joseph Robertson .
523 95
947 20
REPAIRS. .
HIGH SCHOOL.
E. M. Litchfield, painting and glaz- .
ing · · $2 00
Geo. O. Langley, carpentry .
.
22 00
J. F. Berry, one half cost of fence .
27 93
$51 93
Amount carried forward
·
$51 93
67
Amount brought forward $51 93
ADAMS SCHOOL.
J. S. Baxter, repairing out building, $6 87
T. Gullickson & Sons, painting 357 25
G. O Langley, carpentry 3 90 .
Ira Litchfield, carpentry 112 29
H. O. Souther, mason work .
3 43
E. M. Litchfield, glazing etc.
3 45
Blodgett Bros. & Co., electric light- ing
181 00
Harkins Bros., mason work
9 15
677 34
CODDINGTON SCHOOL.
H. O. Souther, mason work
$3 00
Quincy Water Co., introducing city water .
94 57
John W. Hersey, lining boards ·
1 50
Henry H. Faxon, one half cost of fence
97 99
197 06
JOHN HANCOCK SCHOOL.
A. G. Whitcomb, furniture $50 10
J. J. Keniley, plumbing 4 05
H. O. Souther, mason work
10 18
Levi Stearns, extra labor and cash expended 51 70
116 03
QUINCY SCHOOL.
Andrews M'f'g Co., furniture $101 80
Geo. O. Langley, carpentry 17 17
Geo. S. Perry, black boards
.
29 96
.
Amounts carried forward,
$148 93
$1,042 36
68
Amounts brought forward, $148 93 $1,042 36
E. A. Perkins, building partition, etc. 186 31
Harkins Bros., plastering
29 50
E. M. Litchfield, painting
21 92
Hartshorn & Withington, freight, and carting 5 98
392 64
WASHINGTON SCHOOL.
B. Bryant, carpentry $12 50
J. A. Swasey, making blackboards . 28 73
H. O. Souther, plastering and brick work 62 00
E. M. Litchfield, painting and color- ing walls 23 61
George O. Langley, outside windows, 10 05
John W. Hersey, lining boards 4 00
140 89
WILLARD SCHOOL.
Jonas Shackley, carpentry $43 19
Geo. O. Langley, carpentry
58 83
C. E. Woodbury, curtains and re- pairing desks . 28 17
J. A. Swasey, black boards 28 00
Geo. Linton, glazing 4 75
Harkins Bros., mason work
4 00
Albert B. Franklin, additional steam
pipes 180 00
346 94
Amount carried forward, $1,922 83
69
Amount brought forward $1,922 83
WOLLASTON SCHOOL.
C. W. Clark, furniture . $36 00
E. A. Perkins, moving out-building, building vault, etc. 36 24
72 24
Total for repairs
·
$1,995 07
INCIDENTALS.
HIGH SCHOOL.
John O. Holden, reading glasses $4 20
T. Gullickson & Sons, coloring walls, 7 50
S. B. Turner, extra labor, iron rods, pails, etc. 24 15
L. T. Wade, music 16 41
J. J. Keniley, repairing pump 2 05
W. G. Spear, use of chairs, . 2 00
Randall & Keith, labor for graduation, 11 32
Chas. B. Tilton, supplies 2 24
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