USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1898-1902 > Part 6
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1421.8
DAY's work, The. Kipling, R.
1028.15
DEWINDT, H. The gold fields of Alaska.
433.20
DOLE, C. F. The coming people
1125.6
DOROTHY Deane. Kirk, E. O.
1223.28
DOUGLAS, A. M. A little girl in old Boston.
1223.27
DRUMMOND, H. The monkey that would not kill .
1217.9
DUMAURIEU, G. Social Pictorial Satire 1315.14
DUNBAR, P. L Folks from Dixie. 1021.27
Lyrics of lowly life .. 1424.8
ELLIS, E. S. History of our country 345.3
ENGLAND. Buckle, H. T. History of civilization in England. 346.11
ENGLISH colonies in America. Lodge, H. C.
346.9
EVERETT, E. The Mount Vernon papers.
1315.11
FESTUS ; a poem. Bailey, P. J. ...
1428.3
FIELD, E. The Eugene Field book; edited by M. E. Burt and M. E. Cable . 1217.10
Lullaby land
1217.6
FIELDING, H. Tom Jones.
721.15
FIRST family of Tasajara. Harte, F. B.
928.13
FISHIN Jimmy. Slosson, A. T.
918.23
FISKE, J. Old Virginia and her neighbors 346.8
435.23
FOLKS form Dixie. Dunbar, P. L.
1021.27
FOR love of country. Brady C. T.
1028.8
FORCING-book, The. Bailey, L. H
144.3
FORTY-six years in the army. Schofield, J. M.
622.16
FOUR-footed Americans and their kin. Wright, M. O. 1223.26
611.8
FROTHINGHAM. O. B
Theodore Parker 536.11
1028.17
GARDEN-making. Bailey, L. H .. 144.5
GLADSTONE, W. E. Bryce, J. Gladstone
626.15
McCarthy, J. Story of Gladstone's life. 623.10
GONDOLA days. Smith, F. H.
436.9
GOOD, Rev. A. C. Parsons, E. C. A life for Africa. 626.13
GREECE. Barrows, S. J. The isles and shrines of Greece . . 434.3
FIELDS, Mrs. A. Life and letters of H. B. Stowe
626.16
FLINT, G. Marching with Gomez
FRANKLIN, S. R. Memories of a rear-admiral .
FULLER, A. One of the pilgrims.
1424.7
CRAWFORD, F. M. Ave-Roma-Immortalis
103
HADLEY, J. V. Seven months a prisoner. 1325.26
HALE, S. J. editor. Dictionary of poetical quotations. Ref.
HAMPTON Court. Hutton, W. H .. 434.4
HARRIS, J. C. Aaron in the wild woods.
1217.8
HART, A. B. American history told by contempories.
928.14
A first family of Tasajara
928.13
In a hollow of the hill Three partners A ward of the Golden Gate .
928.17
HAWKINS, (Anthony Hope). Rupert of Hentzau.
1028.6
HELBECK of Bannisdale. Ward, M. A .
1028.4
HENTY, G. A. A march on London
1226.15
The tiger of Mysore.
1211.20
With Frederick the Great. With Moore at Corunna ...
1211.19
HIGGINSON, T. W. Cheerful yesterdays.
1315.10
HISTORIC towns of New England. Powell, L. P. ed.
333.11
HORTICULTURAL rule-book. Bailey, L. H
144.1
How to listen to music. Krehbiel, H. E.
137.5
HOWADJI, The, in Syria. Curtis, G. W.
435.21
HOWELLS, W. D. Story of a play ..
1028.18
HUGHES, T. Loyola and the educational system of the Jesuits 626.12
434.4
IMPERIAL lover, An. Taylor, I. M.
928.18
INDIA. Roberts, Sir F. S. Forty-one years in India 434.1
928.15
INEBRIETY. Palmer, C. F ...
136.29
INFERNO. Dante; illus. by Doré
1421.8
INFLUENCE of sea-power upon history. Mahan, A. T. 345.2
INTEREST of America in sea-power, Mahan, A. T .. 136.28
JERROLD, D. Specimens of [his] wit; arranged by B Jerrold .. 1328.17
JESUITS. Hughes, T. Loyola and the system of the Jesuits 626.12
JOHN Burnet of Barnes. Buchan, J. 1028.10
432.6
KIPLING, R. The day's work.
1028.15
KIRK, E. O. Dorothy Deane.
1223.28
KREHBIEL, H. E. How to listen to music ..
137.5
LAHEE, H. C. Famous singers of today and yesterday . 628.3
346.10
LEVER, C. J. Charles O'Malley. 928.20
LINCOLN, J. T. G. An unwilling maid .. 928.19
LINCOLN, Eng. Venables, Rev. E. Walks through the streets of Lincoln; and, A walk through Lincoln minster. 436.11
LITTLE girl, in old Boston. Douglas, A. M. 1223.27
LITTLE maid, of Concord town. Lothrop, H. M. (Margaret Sidney)
1223.25
LIVERMORE, M. A. Story of my life ..
611.7
LODGE, H. C. History of the English colonies in America. Story of the revolution. 333.10
LONGFELLOW, H. W. The courtship of Miles Standish. 1424.7
LOTHROP, H. M. (Margaret Sidney) A little maid of Concord town. 1223.25
LOVER, A, of truth. White, E. O.
1028.16
LOYOLA, I. de. Hughes, T. Loyola and the educational system of the Jesuits. . 626.12
LULLABY Land. Field, E ..
1217.6
LUMMIS, C. F. The awakening of a nation; Mexico of today. 435.22
LYRICS of lowly life. Dunbar, P. L. . 1424.8
MCCARTHY, J. The French Revolution, v. 2. 334.8
Story of Gladstone's life. .
623.10
·
1226.14
HOME economics. Parloa, M
146.1
HUTTON, W. H. Hampton Court.
IN a hollow of the hill. Harte, F. B.
KANE, E. K. Arctic explorations
LATIMER, E. W. Spain in the 19th century
346.9
HARTE, F. B. Barker's luck . Vols. 1-2 ... 333.9
928.15
928.16
104
MAHAN, A. T. Influence of sea-power upon history 345.2
The interest of America in sea-power . 136.28
MARCH, A, on London. Henty, G. A. 1226.15 MARCHING with Gomez. Flint, G ... 435.23
MASSACHUSETTS. Acts and resolves, 1898. Ref.
Atlas of Massachusetts from topographical surveys by U. S. Geological Survey and Commissioners of Mass. Ref.
Metropolitan Water Board, 3rd report, 1898. Ref.
MASSEY, G. Poems ...
1428.1
MASTER Skylark. Bennett, J.
1211.18
MAYNARD, C. F. Hand-book of sparrows, finches, etc. of New England. .
147.2
MEMORIES of a rear-admiral. Franklin, S. R.
611.8
MERRIAM, F. A. Birds of village and field .
145.1
MEXICO. Lummis, C. F. The awakening of a nation.
435.22
MIDDLESEX County, Mass. Life sketches of leading citizens of Middlesex Co ...
Ref.
MONKEY, The, that would not kill. Drummond, H. 1217.9
MORIAH's mourning. Stuart, R. M
1028.5
MOORE, F. The Jessamy bride .
911.18
MORTON, A. H. Our conversational circle.
1325.27
MOUNT Vernon papers. Everett, E.
1315.11
MUNROE, K. The painted desert. .
1226.16
MUSIC. Krehbiel, H. E. How to listen to music.
137.5
NAVY-blue. Allen, W. B. .
1226.17
NEW star papers. Beecher, H. W.
1114.16
NORTHWARD over the great ice. Peary, R. E.
434.2
NURSERY-book. Bailey, L. H ..
144.4
OLD Virginia and hier neighbors. Fiske, J . .. .
346.8
ONE of the Pilgrims. Fuller, A ...
1028.17
OUR conversational circle. Morton, A. H .
1325.27
PAGE, T. N. Red Rock ..
1028.14
Social life in old Virginia before the war
436.10
Two prisoners
1223.24
PAINTED desert. Munroe, K.
1226.16
PALMER, B. ed. Stories from classic literature.
1315.8
PALMER, C. F. Inebriety . .
136.29
PARKER, T. Frothingham, O. B. Theodore Parker. 536.11
PARLOA, M. Home economics.
146.1
PARSONS, E. C. A life for Africa.
626.13
PEARY, R. E. Northward over the great ice.
434.2
PENELOPE's progress. Wiggin, K. J)
1028.11
PEREGRINE Pickle. Smollett, T.
721.16
PETRACH. Selections from [his] correspondence ; Robinson, J. H. and Rolfe, H. W
535.7
PLANT-breeding. Bailey, L. H.
144.2
POE, E. A. Tales.
928.12
POLO, M. Brooks, N. Story of Marco Polo.
1226.19
PRIDE of Jennico. Castle, A. and E.
1028.7
RED Rock. Page, T. N.
1028.14
RICHARDS, L. E. Rosin the beau.
717.24
The three Margarets. ..
1221.6
RICHARDSON, J D. Messages and papers of the presidents. Vol. 8.
Ref.
RICHARDSON, S. Sir Charles Grandison.
721.14
ROBERTS, Sir F. S. Forty-one years in India . 434.1
ROGERS, S. Recollections of [his] table talk ; and Personiana. 628.2
ROME. Crawford, F. M. Ave- Roma-Immortalis 333.12
Stillman, W. J. The old Rome and the new 1315.9
ROSIN the beau. Richards, L. E.
717.24
.
1315.13
Müller, F. M. Auld Lang Syne. Chips from a German workshop.
1315.12
·
.
.
.
.
.
105
RUPERT of Hentzau. Hawkins, A. H. 1028.6
SANBORN, K. A year of sunshine.'
. 1318.3 . .
SCHOFIELD, J. M. Forty-six years in the army . 622.16
ST. Ives. Stevenson, R. L ...
911.21
SHALER, N. S. Outlines of the earth's history. 136.27
SEVEN months a prisoner. Hadley, J. V. 1325.26
SHEPARD, E. M. Martin Van Buren 628.4
SILENCE. Wilkins, M. E .. 1028.9 SINGERS. Lahee, H. C. Famous singers of today and yesterday .. 628.3
SIR Charles Grandison. Richardson, S
721.14
SLOSSON, A. T. Fishin Jimmy 918.23
SMITH, F. H. Caleb West ... 1021.26
Gondola days. 436.9
SMITH, N. A. Children of the future.
137.6
SMITHSONIAN Institution. Report, 1895.
Ref.
National Museum. Proceedings, Vol. 19.
Ref.
SMOLLETT, T. Adventures of Peregrine Pickle
721.16
SOCIAL pictorial satire. Du Maurier, G ..
1315.14
SON of the revolution in the days of Burr's conspiracy. Brooks, E. S. 1226. 18 SPAIN. Bryant, W. C. Letters from Spain. . 435.20
Latimer, E. W. Spain in the 19th century. 346.10
STANDARD-bearer. Crockett, S. R.
1028.13
STERNE, L. Tristram Shandy. 721.13
911.21
STILLMAN, W. J. The old Rome and the new
1315.9
STOCKTON, F. R. The associate hermits
918.24
STORY of a play. Howells, W. D ..
1028.18
STOWE, H. B. Life snd letters ; edited by A. Fields
626 16
STUART, R. M. Moriah's mourning .
1 28.5
SWAIN, C. Poems .. 1428.2
TABLE talk. Rogers, S. .. 628.2
THOMPSON, D. D. John Wesley as a social reformer. 626.14
THREE Margarets. Richards, L. E. 1221.6
TIGER of Mysore. Henty, G. A.
1211.20
UNITED States. Mahan, A. T. Interest of America in sea-power ..
136.28
History. Brooks, E. S. Century-book of the American
Revolution . 1211 17
Ellis, E. S. History of our country . 345.3
Hart, A. B. American history told by contemporaries, v. 1-2 .. 333.9
Lodge, H. C. Story of the revolution .
333.10
VAN Buren, M. Shepard, E. M. Martin Van Buren .
628.4
VASARI, G. Lives of eminent painters, sculptors and architects ; 4 v.
624 14
VENABLES, Rer. E. Walks through the streets of Lincoln : A walk through Lincoln minster .. 436.11
VENICE. Smith, F. H. Gondola days
436.9
VIRGILIUS, M. P. Æneid. .
1426.3
VIRGINIA. Fiske, J. Old Virginia and her neighbors 346.8 Page, T. N. Social life in old Virginia before the war 436.10 WARD, Mrs. M. A. Helbeck of Bannisdale. 1028.4
WATSON, J. Afterwards . 717.25
WESLEY, J. Thompson, D. D. John Wesley as a social reformer.
626 14
WHITE, E. O. A lover of truth.
1028.16
WIGGIN, K. D. Penelope's progress. 1028.11 WILKINS, M. E. Silence ; and other stories . 1028.9
WINTHROP, R. C. Jr. Memoir of Robert C. Winthrop 621.11
WITH Frederick the Great. Henty. G. A 1226.14
WITH Moore at Corunna. Henty, G. A .. 1211.19
WRIGHT, M. O. Four.footed Americans and their kin 1223.26
WRIGHT, M. O. and Coues, E. Citizen Bird. . 1217.7
YONGE, C. M. Aunt Charlotte's stories of Bible history. 818.21
·
STEVENSON, R. L. St. Ives.
Two prisoners. Page, T. N .. 1223.24
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF LINCOLN,
FOR THE
SCHOOL
YEAR
1898.
NC
SCHOOL COMMITTEE,
JULIUS E. EVELETH, Chairman,
Term expires 1899
FRANCIS R. JONES, . ·
1900
EDWARD R. FARRAR, Secretary ·
66
6 1902
LEWIS T. McKENNEY,
Superintendent
Regular meetings last Monday of each month, at four o'clock, except in July.
TEACHERS : Centre Grammar. CARRIE B. CHAPIN.
Centre Sub-Grammar. HARRIETTE F. SAWIN, A. B.
Centre Primary. NELLIE M. NEWTON.
South Sub-Grammar. M. AGNES MADDOCKS.
South Primary. HATTIE B. HEATH.
JANITORS :
Centre. GEORGE L. CHAPIN.
South. JOHN P. BOYCE.
TRUANT OFFICERS :
LORENZO E. BROOKS. JOHN F. FARRAR .-
109
REPORT OF THE SCHOOL COMMITTEE.
To the Citizens of Lincoln :
In submitting a report of the executive department of the school adminstration for the year that has ended, your Committee not only comply with the requirements of the public statutes, but also discharge an obligation due the citizens of the Town whose interests they rep- resent in a responsible way.
The mental, moral and physical training of the youth of the present, who are destined to become the citizens of the future, should not be looked upon as a matter of indifference by parent, guardian, or townsman. On the contrary it is assumed that the average intelligent citizen fully realizes and appreciates the inestimable value to the State and the community of our free edu- cational institutions. An account of the full steward- ship of the body intrusted with their specific manage- ment, and upon which so much of the future depends, ought therefore, to be morally as well as legally required.
That rapid strides have been made in the methods employed for the general dissemination of knowledge, is an established fact which admits of no controvertion.
Careful attention to the requirements necessary to the successful development of the child mind, and a close observation of the results attained, have estab- lished certain schemes of school government which may properly be referred to as modern methods. That these methods are productive of good results, the testi- mony of the entire educational fraternity, who have given the matter profound study, bears witness.
110
With a desire to keep even pace, in a restricted way, with the reforms that place the schools of our Com- monwealth in the front rank of progressive institutions, and not to be outclassed by our more enterprising neighbors, your Committee unanimously decided upon the following radical changes in the methods governing the Lincoln Schools, which in their estimation seemed improvements.
First, and perhaps the most noteworthy, as the results obtained from this inovation are far-reaching in their influence on the entire scheme of administration, we mention the discontinuance of the home High School, and its more than equivalent, furnished the pupils in a neighboring town.
Second, and as an immediate result of the previous change, the enrichment of the elementary courses by the addition of a ninth grade. This corresponds to the first grade of our former second grade High School, which, by act of school legislation for 1898, is abolished: According to the recent act : " The standard for High School instruction everywhere involves one or more courses of study, at least four years' long, and work that shall prepare both for general culture and for higher institutions. A town may meet the standard wholly or in part in its own High School, or wholly or in part in an outside High School, by paying the tuition of its pupils in an outside school. The transportation may be paid but is not made a legal requirement."
Third, and as a sequence to the two previous changes, the uniform subdivision of the nine established grades, giving three grades to each of the Centre School teach- ers, and by the removal of the primary grades to the vacated hall, furnishing each teacher with a separate room.
111
Fourth, the addition of an instructor in drawing to the established corps of teachers.
The above notable changes may fairly be referred to, as materially effecting the standing and efficiency of our whole school organization, and it is hoped may appeal to all parents and citizens who have at heart an appreciation of the value of adopting the methods of instruction, as far as is practical, so earnestly recom- mended by all prominent educators.
While the closing of the High School may be con- sidered an extreme measure, and bears the decided impress of economy, in the use of the school appropria- tion, your Committee are free to admit that the saving of money was not the primary cause leading up to such a result.
While economy, as viewed in the light of judicious expenditure, is much to be admired and should be regarded as a moral obligation, especially in the use of public funds, when indulged in at the expense of more important considerations, where the hopes of the future are jeopardized for the sake of an immediate paltry saving, its value is decimated to such a degree that " a short-sighted policy," or better still, " a future extravagance," might be a more fitting term.
There were other and more cogent reasons for the course pursued, which we think of sufficient weight to justify the proceeding.
Conspicuous in the list, was the lack of sufficient material to make the school as an organization profita- ble, or interesting. The meagre enrollment for the ensuing year forcibly called attention to the fact that a High School existed in name but not in substance, and that any local pride we might possess, regarding the
112
name, might well be sacrificed for the good of the school system of the Town. We were further strength- ened in our convictions, when considering the decided advantages that might accrue to the few pupils, if the privileges of a thoroughly equipped and well-attended High School could be furnished them. To this end application was made to the School Committee of Con- cord, and satisfactory arrangements were readily agreed upon for their installment in the admirable school of that Town.
It is undoubtedly well understood that this is no original scheme on our part, as many Towns similarly situated have taken advantage of the thrifty and well- ordered schools of available towns.
The lack of sufficient room had, for a long time, crippled the Committee in their endeavors to properly arrange the grading of the intermediate schools. With our restricted accommodations the key to the situation was held by the High School. Its discontinuance would furnish the opportunity for the subdivisions that had so long seemed desirable, and solve the grade problem.
But for this change, the Centre Schools would be conducted today on a basis of four grades and two teachers in each of the two available rooms, instead of our present mode of three grades and one teacher, to each of the three rooms. The result is plainly obvious ; a much more efficient and profitable management of the schools, and the saving of an assistant teacher.
Although we have not reached the maximum advantage of single grade schools, an excellence only to be attained in large communities, the approximation within our present means is, however, of a thoroughly
113
practical character, and a decided step in advance of former methods.
The uniform division of the grades, as they are at present apportioned, includes all the advantages to the schools that our restricted number of pupils will admit of. No recitation, at least, need be neglected, nor a single scholar overlooked, by the instructor in charge. Until the population of Lincoln is materially increased, we can hope for no more beneficial arrangement.
By the uniform apportionment of grades, a very unique division in the number of pupils to a room is also arrived at, making the classes in most cases large enough to be profitably interesting to both teachers and pupils. No more of the teacher's time is consumed with a large class than with a small one; but the advantages accruing to the individual scholar, from the rivalry and competition of the former, is a matter of much import- ance, and should not be overlooked. In this connec- tion a further reference to centralization seems appro- priate, although much stress has been laid upon it in previous reports. That this method of school procedure is rapidly gaining ground, affords no room for discussion. Perhaps the largely increasing popularity of its growth may be best illustrated by quoting from an undeniable authority a few figures bearing upon the point. "The conveyance of children to school at public expense was authorized by public statute in 1869. No returns of expenditures under the law were made until 1889; the amount then reported was approximately $22,000. The amount reached the past year was $123,000." Why this remarkable increase in so short a time ? It certainly bespeaks a rapidly growing confidence in the policy of consolidation. The practical results
114
of bringing under the same influence and furnishing the same advantages to the outlying districts as to the centrally located ones, and, as a result, giving to each individual pupil an equal share of the money value expended, have been thoroughly and emphatically demonstrated.
The inconvenience of barge and other methods of public transportation, the sometimes increased dis- tances to be traversed by the children, and other minor obstacles, disappear and fade into insignificance when compared to the advantages gained thereby.
Notwithstanding these positive benefits, there seems to exist in the minds of some highly intelligent citizens of the town, a feeling in favor of the old methods of furnishing such school accommodations as the district will admit of, without regard to the superior advantages of a larger and better equipped graded school, centrally located.
By way of illustration : a petition was presented to your Committee, signed by many worthy citizens, embodying a request that schools be furnished in the district for all the scholars in said district. As no action was taken on the matter by the Committee it seems but fair treatment to the well-intentioned signers of the petition, that some reference be made to the matter.
In the judgment of the Committee, the school house in the South district is at present used in a manner consistent with the methods of grading so strongly urged upon all district schools, where it can in any way be attained. The present adjustment of three grades to each of the two rooms, furnishes an example of the best methods possible in our small community. To depart from the standard of efficiency thus obtained,
115
by the addition of three higher grades to the two schools, would be a retrograde step, hardly to be undertaken by any School Board at the present time.
The old system of mixed schools with its inevitable poverty of good results, can be looked upon only with disfavor and can but suffer by comparison.
Outside the school building, no suitable accommo- dations could be furnished for the three higher grades in the event of opening another school, that would come within the requirements of the law regulating the heating and ventilating of school buildings, which are so rigidly enforced at the present time.
A further drawback to the expediency of such an attempt, would be the limited number of pupils that could attend such a school.
The injury to our present system unfortunately would not end with this interruption, but would sadly interfere with the efficiency of a present well-equipped and well-managed school, of which the three grades referred to form an interesting part, or to bring the matter within a limited radius, we should have two diminutive and uninteresting schools, with meagre classes and empty desks, under the management of two teachers, with the attendant expenses, instead of one large and profitable one in charge of one teacher.
We cannot refrain from calling attention to a further disability, although of a less formidable character. We refer to the lack of suitable living accommodations for teachers in the immediate neighborhood. Boston and Waltham have kindly furnished home comforts for the last two Grammar School teachers. What would become of a third one ? It is hoped that the sugges- tions made regarding the matter in question may
116
appeal to the sober second thought of the many signers of the petition referred to, and that no wrong impressions may be drawn from the apparent indiffer- ence of the Committee.
A more correct understanding of the value of a ninth grade to an intermediate school system, may perhaps be arrived at, when informed of the fact that seventy- five per cent of the children of the State never reach the High School.
When considering the large percentage of our future citizens, whose intellectual equipment for life's duties are thus brought within the radius of the common schools, the importance of strengthening in every way this valuable branch of our educational service is self- evident, and cannot but appeal to all who are interested in the greatest good to the largest number. The years of study are few enough at best, and when viewed in the light of a life preparation, no handicap should be placed on a boy or girl whose opportunity for mental development must be so restricted.
The pupil who desires a more liberal intellectual training, and must needs use the High School, either as a termination to his course of study, or as a preparatory medium to a college or technical school, is a further example of the benefits derived from the additional grade, inasmuch as the doors are opened to him wherever he may present himself for admission.
The introduction of a drawing teacher may be termed an innovation rather than a change, as its advent is a distinctly new feature in the curriculum of the Lincoln Schools. Good authority credits the public schools of New England, and especially of our own Commonwealth, with the remarkable success of the wage-earning classes,
117
which is greatly in excess of any other portion of our country. Much may undoubtedly be credited to our general school system, but we must not loose sight of the valuable part that may be attributed to our techni- cal departments. The success of the wage earner, as a rule, depends largely upon his skill as an artisan. He may have drawn his first inspiration from the influence of the school room. His instruction in drawing may have brought into requisition the talent that held the key to his future success. Many a gift of nature has lain dormant in the brain of the boy and needed but the spark of opportunity to send the glow of life through its sluggish existence.
While the natural bent of a technical training inclines to the practical side of life, we cannot ignore or loose sight of the advantages gained from an aesthetic point of view.
The beautiful in nature, the charm of graceful form and outline, is never so thoroughly understood and appreciated as when reproduced by the skill of one's own brain and hand. Much may thereby be added to the pleasure of an otherwise monotonous and hum- drum existence.
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