USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1902-1906 > Part 7
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WESTCOTES, The. Couch, A. T. C.
WATER-fowl. Job, H. K.
WHAT is religion? Tolstoi, L. N.
WILKINS, M. E. The portion of labor .
128
WOULD be goods, The. Nesbit, E.
1235.1 WRIGHT, H. C. Children's stories in English literature . .
· 1226.21 WRIGHT, M. T. The aliens 746.13 . YOUNG barbarians. Watson, J. M. 846.8
YOUNG folk's cyclopedia of literature and art. Champlin, J. D. Ref.
YOUNG, K. A. Early days in the maple land
846.7
129
JULIUS E. EVELETH, Treasurer, in account with the BEMIS LECTURE FUND.
1902.
DR.
Jan. 1. Balance on Deposit with Boston Safe Deposit Trust Co.,
$692 64
66 Boston & Albany R. R. Co., div. 111, 112, 113, 114 . 175 00
Fitchburg R. R. Co., 6, 7,8,9. . 100 00
Old Colony R. R. Co , 66 95, 96, 97,98 . 140 00
66 N. Y., N. H. & H. R. R. Co., 89, 90,91,92 . 40 00
66
Boston & Lowell R. R. Corp. 66 125, 126 . 400 00
Boston & Prov. R. R. Corp. 66 55, 56, 57, 58 . 200 00
West End St. Railway Co., 66
8, 9 . 132 00
Am. Tel. and Tel. Co., div., 39, 40, 41, 42, 43, 44 . 370 50
66 66 sale of 30 rights 447 00
66 Interest on Bank Balance . . 15 51
$2,712 65
1902.
CR.
Jan. 1. Curtis Guild, Jr., lecture $75 00
" 8. Nat. M. Brigham, lecture . 50 00
11. Wm. R. Driver, 2nd payment on account 4 shares Am. Tel. and Tel. Co. . 200 00
21. Leland T. Powers .
85 00
Feb.
5. Boston Festival Orchestra, Concert
85 00
66
14. G. P. Serviss, lecture .
100 00
66 26. Robt. J. Burdette, lecture
100 00
Mar. 25. Albert Armstrong, lecture
50 10
66 12. Mr. Bowditch, lecture .
27 10
Aug. 26. Boston Cadet Band, concert . 137 00
Sept. 14. Wm.R.Driver, Treas., on account Am. Tel. and Tel. Co. 250 00 Oct. 8. Redpath Lyceum Bureau, concert 100 00
66 24. E. H. Garrett, lecture . 53 61
Nov. 5. Benj. Chapin, lecture 75 00
- 5. Boston Brass Quartette
27 72 66 17. Geo. Kennan, lecture
Dec. 6. Harvard Glee Club, concert . 70 40
150 00
" 17. Louis Favour, lecture 100 63
31. Henry Loomis Nelson, lecture 108 00
F. E. Cousins, teaming 24 00
H. A. Sherman, teaming 12 00
130
M. M. Welch, teaming 19 00
R. H. Blodgett, Co., printing
56 50
M. R. Underwood, usher . 5 00
Geo. P. Cook, usher . 8 50
O. G. Farrar, usher . 8 50
R. D. Donaldson, carpenter . 3 00
Boston Safe Deposit & Trust Co , rent of box 10 00
Balance on deposit. Safe Deposit & Trust Co. 722 32
$2,712 65
The Fund of $30,000 stands invested as below :
Boston & Lowell R. R. Corp, 50 shares present value $240.00 each. -
Boston & Prov. R. R. Corp., 20
Boston & Albany R. R. Co., 20 66
66
66 259.00 66
Old Colony R. R. Co., 20 66
66 66 207.00
Fitchburg R. R. Co., pref., 20 66
N. Y., N. H. & H. R. R. 5 66
66
66 222.00 66
West End St. Ry. Co., pref. 33 66
66 111.50 66
Am. Tel and Tel. Co., 46 66
162.50 66 66
66 4 added in 1902.
66
66 300.00
142.00
5 " on which 50 per cent. has been paid as per check to William R. Driver, Treas.
Respectfully Submitted, JULIUS E. EVELETH, Treasurer.
131
Sinking Fund Commissioners IN ACCOUNT WITH Town of Lincoln. DR.
1902.
Feb. 1. To cash on hand
$4993 36
1903.
Feb. 1. To cash received from Chas. S. Wheeler, Treas 960 00
To interest allowed by Shawmut National Bank 18 08
$5971 44
1902. CR.
Apr. 7. By cash paid Chas. S. Wheeler, Treas. for payment on Lincoln Water Works note . $5000 00
1903.
Feb 1. By cash in Shawmut National Bank 971 44
$5971 44
Respectfully submitted,
C. LEE TODD, Treasurer.
132
Trust Fund Commissioners IN ACCOUNT WITH
George G. Tarbell Legacy to the Lincoln Library. DR 1902.
Feb. 1. To dividends on 8 shares, Boston & Lowell R. R .. . $64 00 To dividends on 13 " West End St. Ry. pref., . . 52 00 To interest Caroline A. Nye's note 50 00 To interest Chas. S. Smith's note 60 00
1903. CR. $226 00
Feb. 1. By cash paid John F. Farrar. Treas. Lincoln Library, $226 00 The Fund is invested as follows :
Eight shares Boston & Lowell R. R, Thirteen shares West End St. Ry. pref. $1,000 note Caroline A. Nye (Feb. 4, 1890, 5 years at 5 per cent) . $1,500 note Chas. S. Smith on demand 4 per cent.
Respectfully submitted,
C. LEE TODD, Treasurer.
133
Trust Fund Commissioners IN ACCOUNT WITH George Russell Legacy to the Lincoln Library.
1902.
DR.
Feb. 1. To cash on hand . To dividends, 7 shares Fitchburg R. R. pref . 35 00
$368 51
To interest allowed by Shawmut National Bank 1 95
$405 46
1903.
CR.
Feb. 1. By cash paid John F. Farrar, Treas. Lincoln Library $35 00
By cash in Shawmut National Bank . 370 46
$405 46
The Fund invested is as follows :
Seven shares Fitchburg R. R. pref. Cash on deposit as above.
Respectfully submitted,
C. LEE TODD, Treasurer.
-
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF LINCOLN
FOR THE
SCHOOL YEAR 1902.
IN
OL
NCOP
ED.I
IN-1746
SCHOOL COMMITTEE.
JULIUS E. EVELETH, Chairman, Term expires 1905 EDWARD R. FARRAR, Secretary, GEORGE F. NEWTON, 66 1902
66 1904
Superintendent of Schools, W. N. CRAGIN. Supervisor of Music, ANNIE M. BARNES.
Supervisor of Drawing, EMILY L. HAYNES. TEACHERS : Centre Grammar, CARRIE B. CHAPIN.
Centre Sub- Grammar, MARY H. ALCOTT.
Centre Primary, HATTIE B. HEATH.
South Sub-Grammar,
S. ELLEN BROWN.
South Primary, M. LENORE FLINT. JANITORS :
Centre, GEORGE L. CHAPIN. South, MATHEW H. DOHERTY.
TRUANT OFFICERS : LORENZO E. BROOKS, HERBERT W. FARRAR.
137
Report of the School Committee.
To the Citizens of Lincoln :
As a preface to the few suggestions of general interest which come within the province of your Committee, you are again respectfully referred for more specific information re -· garding the public schools, to the subjoined reports of the Superintendent and his assistant supervisors.
That the services of a competent Superintendent are al- most invaluable to the successful administration of the school room, is a question not considered debatable at the present time. In addition to the benefits derived by the school, we are reminded of the valuable bits of information conveyed to the parents of the pupils through the reports of the various heads of supervision. The many items of school work, presented in a clear and intelligent manner, make desirable reading for all who are interested in the progress and standing of the schools of the Town, and without which, the true value of the weekly visits of the supervisors in their special lines of instruction would hardly be understood or appreciated. With such an aggregation of expert testimony at the disposal of every family, emanating from a source so competent and responsi- ble, no excuse should be offered for lack of enlightenment, and which, suffice it to say, could not otherwise be obtained.
Happily for many of the smaller towns, not as fortunate in the past as Lincoln, the enactment of the legislature providing for a general supervision of all schools of the state, either as individual towns or in groups, became a vital force on July 1st, 1902.
138
We are living in an age when special training is absolutely essential to success in any pursuit, whether industrial, pro- fessional or commercial. There seems no limit to the value of expert skill, when coupled with energy and executive ability. At no time in the history of the world has the pressing need of education stood so prominently before the boy as at the present time, and when such brilliant heights are attainable, if sought for with the true spirit of the scholar. The foundation of all eminence is laid in the school room, where competition is open to all and restriction placed upon none. To be sure, all cannot excel along the same lines, as the mental capacity, disposition and tastes so widely differ; but there is a trend in the make-up of every boy, if understood and appreciated by parents and teacher, which will lead to a fair amount of success if made the most of. To this end it is of the utmost importance to the future of the boy, that his natural tendencies be care- fully studied, lest time and energy be wasted in a vain at- tempt to make of him what God never intended. Develop him in the direction of his real capacity, strengthen the mental forces with which nature endowed him, and there will be a place for him in this world of special requirements.
The logical value of this line of thought might perhaps be strengthened by a retrospective examination of "ye olden time," when graded schools were unknown, and when every boy was given free scope to his capacity for special studies. Individual instruction, of course, was added to the natural efforts of the boy, as the teacher in those days depended much upon show pupils to settle the matter of "good progress" with the committee-man at the end of the term. We might here mention for the information of the younger generation of teachers that the school was examined by a member of the Committee the first week of the term, a record made of its educational status, and again during the closing week, the progress made during the entire term carefully noted. Suffice it to say that the show pupils were
139
much in evidence at the last examination, as the future of the teacher depended very largely upon the report of the Committee based upon these few examinations.
The history of the past is, however, replete with examples of very brilliant men, who sprung from the little "red schoolhouse" where grades were unknown, and where the pupils had much individual attention from the teacher. The old-fashioned methods, however, would hardly serve the present system of instruction, as a certain proficiency is re- quired in every study to insure promotion to a higher grade ; but a judicious combination of class and individual recitation might be adopted that would be of great value to many pupils. The incipient stages of this reform (if reform we may term it) already exist in some of our Western schools, and educational authorities are much impressed with the re_ sults which have been accomplished. The recitation of the single pupil may develop the fact that he does not fully understand his subject, but is rather depending upon his class, of which he is but a unit, to do the work for him. If the subject is not clear to him now, what complications may arise in the future as the study assumes a more complex form. An impenetrable mist must surely cloud his mental vision, which can only be dispelled by an understanding of the elements which form the basis of the subject. He must have a foundation upon which to build the structure, or it will fall to the ground. The discovery of such a weakness on the part of the pupil cannot be made too early in his school life. Individual recitation and personal attention on the part of the teacher, may mean a regular promotion of the pupil and an encouragement which will decide his future career as a student. On the contrary, if he fails of pro- motion, he is subjected to the humiliation of falling behind his class, the schoolroom becomes irksome to him, and will be discarded for a more congenial employment at the earliest possible moment.
A relative comparison may be logically made between animate and inanimate things. In process of construction,
140
a point may be reached which might be termed perfection ; straightway, however, the inevitable decay or disintegration which marks an epoch in nature's law, becomes noticeably prominent, and requires assistance to supply the waste. In- telligence is furnished animate forms of existence, and the responsibility of a proper care of the physical body assigned to the individual. The inanimate structure, however, has no volition of its own, but is wholly dependent upon the ministrations and kindly offices of its more fortunate master.
Apropos of the above suggestions, an incipient state of collapse had begun with the foundation of the north and west corners of the South schoolhouse which boded trouble in the future if not attended to. Not only was the building rapidly losing its support, but the water from the dripping eaves was making its way through the broken walls and finding lodgment in the basement of the building much to the annoyance of its occupants. Suffice it to say, that the services of a reliable stone mason were called in question, and with the taking down and rebuilding of the defective corners, nature's waste was supplied. With this exception, but little has been done in the way of repairs.
The painting and renovating last year of buildings and barges, together with the entire changing, and we hope, improving of the heating systems so interfered with the ravages of time, that a halt could be safely called for a twelve-month without a material detriment to the town's property.
To render the approach to the Centre school-yard more accessible, and improve the ragged appearance of the broken concrete, a few loads of gravel- were supplied by the town teams. The grade is also much improved in appearance, and the damage caused by water running from the ground above successfully stopped.
The application of a coat of paint to the Centre school- house would add much to the respectable appearance of the village, and would also be a valuable preservative to the building. Lack of funds on account of the bills carried
141
forward from the previous year, together with the uncertain status attached to this structure, decided the matter in the minds of your Committee.
A new building will be constructed in due course of time, which will supplant the present one and render it useless as far as practical school purposes are concerned.
In this connection, an idea presents itself and although in a way chimerical, its expression may lead to a train of thought with a practical result. Difficulties are continually arising in the administration of school matters, as in all executive departments, which require the use of forethought and judgement, but are not considered in the main unsur- mountable. A creditable amount of energy with the re- quisite amount of diplomatic skill, and a substantial financial support, will usually pave the way to a successful issue. Exceptions to all rules continually stand as a menace to the establishment of an absolute formula, and we find our- selves face to face with a barrier more formidable than the Chinese wall; that is, we find it impossible to procure boarding places in Lincoln for our teachers. Should a meeting be called after four o'clock, not enough could be found within the town limits to form a quorum. Three out of the five are obliged to seek board and shelter in distant places. Whether this condition exists in other country towns is unknown to your Committee, but it is hoped that such is not the case. Could not the discarded school build- ing be centrally located and easily remodelled into a com- fortable hotel for our teachers and settle this vexatious question ?
Few years pass without some changes in the teaching de- partment. Following the close of the school year, the resignation of Miss Nellie M. Newton was tendered the Committee, much to their regret, as the administration of the Centre Primary School had been to the entire satisfac- tion of the Superintendent and the Board. The loss of a teacher pre-eminently fitted for her position, is usually a serious one, and is seldom cheerfully accepted. In the
142
present case, the best wishes of all go with her to her new home.
The transfer of Miss Heath from the South Primary to the Centre was done at her request. As it seemed directly in the line of Civil Service, as well as reward for efficient and faithful effort, covering a period of several years, no reasonable objection could be raised by the Committee.
The vacancy in the South Primary school, made by the transfer of Miss Heath, was supplied by the engagement of Miss M. Lenore Flint whom we find competent and well fitted for the position.
The change of text books of the previous year so effec- tively equipped the schools that further accession has seemed unnecessary.
The expiring year has been notable in many ways, in fact, a reminder of how powerless we are as individuals and how dependent we are as a body, for even the comforts of life, upon the social conditions of the hour. For the last quarter of a century, we have floated along on such a tide of prosperity that a suggestion of discomfort in the form of cold or hunger for lack of the material with which our country abounds, would have been considered pessimistic in the extreme. That the public schools of the country should be closed for the lack of fuel, would have been considered preposterous. Notwithstanding the seeming absurdity, this condition has prevailed to an alarming extent, and is still a menace to the health and comfort of individuals as well as collective bodies. Judging from current reports, it would seem that the schools of New England and the West, have been more directly affected than any of our public institu- tions. When we realize that at least 75 per cent. of our pupils never go beyond the Grammar School, and that each year means practically the advancement of a grade, the loss of time on account of this interference is a serious matter indeed as with many it is gone forever. The schools of Lin- coln have been among the fortunate few that have not suffered for the lack of fuel. While the cost of procuring
143
coal and wood has been largely increased, your Committee felt that an effort made in that direction, notwithstanding the additional expense, would meet with the approval of the citizens of the Town.
It seemed at the time that only wood could be procured, and as no available lots were to be had in Lincoln, a carload was purchased in an adjoining town at a moderate price, delivered in Lincoln. The sawing of the wood proved an obstacle compared to which the cutting, purchasing and transporting seemed only a pastime. Our Townsman, Mr. William A. Blodgett, with true public spirit, kindly brought into requisition his steam apparatus and the sawing was despatched forthwith. Later a bill for labor was presented to your Committee for $12.00, with a request that the pro- ceeds go to the Public Library. An acknowledgment of the generous act is hereby tendered Mr. Blodgett.
The duties of the School Committee, if we understand them aright, may be placed under three heads; First, to provide schools for all the pupils of the town; second, to see that these schools are conducted in a manner conducive to the most profitable use of the pupil's time ; third, to reach the above results with a minimum but judicious expenditure of money. In the meantime, however, if a sacrifice must be made, it should not be to the disadvantage of our chil- dren. The experiences of the last few months offer for our consideration, another strong argument in favor of school consolidation, although it is presumed that the concensus of opinion is practically unanimous in its favor at the present time.
Some increase in current expenses seems to have been unavoidable, notably on account of the addition to the num- ber of High School pupils. This, however, should hardly be looked upon as a discouraging feature, but rather as an endorsement of the conscientious work of the teachers in the lower schools and the inducements of our present High School system. Notwithstanding the increased cost which aggregates nearly one-third of the school appropriation, we
144
have hardly reached the amount that would be required to equip and conduct a High School in the home Town, under the present legal requirements. We must not overlook the fact that a "second-class " High School, as the statute ex- presses it, would not be allowable in Lincoln today, as it was formerly, but on the contrary, we are required to furnish a school with courses of study extending over four years that will fit the scholar for college or technical school.
When this is considered, it is plainly obvious that the $1800, which is approximately the present cost at Concord, would be largely taken up by salaries alone, leaving little for running expenses. The financial treatment of this matter is plain enough to be seen, and we leave the question of comparison between the two systems, home and foreign, to the intelligent reader and the parents of the pupils who attend the schools.
The graduating class at the end of the present school year, will consist of the following pupils, viz. : -
Miss Elizabeth F. Wheeler, Miss Harriet L. Boyce, Mr. Herbert G. Farrar, Mr. Lossie E. Laird.
This slight diminution in the number will exist but for a limited time, as an addition of eight or ten from the Gram- mar School will be made at the beginning of the Fall term, which will carry the number beyond the highest figure yet reached. As the school expenses will be somewhat augu- mented by this increase, and a few bills again carried forward, your Committee would recommend the appropriation of $6,500 for the coming year.
If we consider the welfare of our charges, and are in any way responsible for their life equipment, we sadly fail in our duty if any obstacle to success is allowed to remain in the path of the student. The struggle for a foothold will be keen enough at best with all the advantages which education may furnish, but when burdened with the handi- cap of ignorance, the paths to success fairly bristle with obstacles. Could every boy in the country enjoy the bene-
145
fits of even a High School training, we opine that the social upheavals which have so disturbed, paralyzed and crippled the industries of the country to say nothing of the discom- fort and suffering of the people, rich and poor alike, would be know only by name.
While the Grammar School and the age limit of fourteen years may meet the requirements of the law, it is a matter to be deplored that so many pupils drop their studies at the expiration of that time. In a few cases, it may be necessary for the boy to become a wage earner, and assist in the strug- gle for a livelihood, but these instances are exceedingly rare, especially in the country, where extreme poverty is hardly known. In the majority of cases, however, the fault lies with the parents. It seems a matter of indifference on their part whether the child continues with his studies or not. A few boys and girls decide the matter for themselves, and in most instances where they have the ambition to make the attempt, they over-ride all obstacles that stand in the way. The average child, however, is sorely in need of all the encouragement that can be furnished him as his immature mind is incapable of deciding a question of such vital im- portance to his future life.
JULIUS E. EVELETH,
EDWARD R. FARRAR, School
GEORGE F. NEWTON. Committee.
146
Report of Superintendent of Schools.
To the School Committee :-
Gentlemen :- Herewith I present my Third Annual Report as Superintendent of Schools.
At the close of each school year we are wont to make a sort of summing up to determine what we have accomplished during the year,-to compare, in our own minds at least, our schools as they are today with what they were one year ago, and note if any change is perceptible ; and, if so, if the change is for the better or for the worse.
During the past year there has been little apparent change to chronicle, and yet we have not been idle nor have our efforts been barren of results. Some things we have ac- complished, and those things, though small perhaps, were still worth doing because they make for progress.
We have pursued our work along the same lines as during the preceding year, endeavoring to strengthen such of our work as was weak and to improve what was already good. Conditions have been in our favor. But little sickness has interfered with our attendance, and the record for the past year shows little change as compared with that of previous years. It has not been so good as it ought to have been, and yet it has been fairly good for a town where the local conditions are not favorable to regularity of attendance.
We are not so situated that we can operate a no-school signal for stormy days, and it is only reasonable to suppose that parents will keep their young children at home on days when the weather is distinctly bad.
Yet there are some instances where children are kept at home to run on errands or for one trivial reason or another,
147
and the amount of such absence in the course of a year is considerable ; enough to interfere to some extent both with the individual progress of those pupils and with the efficiency of the schools. Again and again has attention been called to the importance of regular attendance on the part of the pupil, if good work is to done; yet in every community there are a few families who cannot be made to realize its importance. They will still allow their children to absent themselves from school for trivial reasons, and yet they wonder why the child loses interest in his school work, and are indignant if he fails of promotion at the end of the year.
When children feel that going to school is the principal business of their lives and that it is not to be interrupted except in cases of absolute necessity, there will be few in- stances of loss of interest in school work and few will fail of promotion.
One factor which has contributed largely to the present good general condition of the schools of this Town, has been the fact that for the most part we have been able to re- tain the same teachers year after year.
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