USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1877-1878 > Part 3
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20
Braintree.
Boston.
22
Weymouth.
Maine.
21
Rockland.
Rockland.
19
Weymouth.
Weymouth.
38
Braintree.
Ireland.
37
Braintree.
Ireland.
24
Braintree.
Ireland.
Addie J. Willis,
18
Braintree.
Braintree.
Stoughton.
19
Braintree.
Braintree.
37
Braintree.
29
Braintree.
Danvers.
21
Hingham.
Hingham.
18. James F. Higgins, Rosanna E. Reynolds, 22 22
Braintree.
Braintree.
20
Braintree.
South Boston.
23
Braintree.
Braintree.
Braintree.
Randolph.
36
July 20. Augustus H. Peterson, 30 Susie K. Fogg, 24
Braintree.
New Haven, Ct.
Mary E. Tate,
38
Boston.
Sep. 20.
Hosea B. Hayden, 2d, 34 Ann M. Hayden, 33 Walter Bradford, 28 Clement. P. Fletcher, 27
Brockton.
Brockton.
Oct. 3.
Charles C. Fisher, 22 Annette B. Thayer, 18
Braintree.
Hanson.
14. N. Morton Hobart, 52
Braintree.
Braintree.
A. Frances Perkins, 33
Braintree.
Braintree.
16. George C. Rockwood, 20 Hattie L. Baker, 18
Weymouth.
Weymouth. Braintree.
18. Thacher F. White, Mary E. Hill,
23
Braintree.
Nov. 7.
Louis B Voorhees, Harriet B. Pratt,
23
Weymouth.
Dec. 1.
William J. Dana,
21
Braintree.
Harriet D. Snow, 33
19
Braintree.
Quincy.
19.
Braintree.
31.
R. Henry Woodsum, 22 Ida A. Torrey, 18
30
Braintree.
Ireland.
25 Braintree.
Ireland.
Feb. 4. Maurice G. Willey, 23 Annie J. McNair, 18
Quincy.
Quincy.
Braintree.
Randolph.
BIRTHS.
877
1876.
April 15. Blanch Gertrude Smith,
Aug. 28. 1877.
Alice May Hanson,
William H. and Lydia F. Edwin A. and Lydia J.
Jan. 4. Catherine Elizabeth Maher,
8. John Henry Kirby,
17. Richard Ward Childs,
21. Lizzie Hollis Mann,
27. Benjamin Oscar Hafley,
29. Charles Edward Maguire, 29. Gallivan, Kelly,
Feb.
3. Fred Morrison French,
4. Emily Smith Young,
7. Herbert Allison Morse,
Honora. Thomas A. and Elizabeth. Francis and Ella E. James W. and Amelia A. William B. and Elizabeth V.
Braintree. Plymouth, Ct. Newton.
Braintree.
Braintree.
Randolph.
23.
Brockton.
Braintree.
Braintree.
Braintree.
Weymouth.
Halifax, Vt.
17. Noah G. Torrey, Cora E. Baker, 18
21
Braintree.
Braintree.
Middleboro'.
30
Worcester.
Abington. Braintree. New Jersey. Weymouth. Roxbury. Braintree.
8. Frederic G. Leavitt, Eva M. Moulton, Henry L. Thayer, Ida M. Hollis,
23
Boston.
Amherst.
25
Braintree.
Weymouth.
Braintree.
Braintree.
Weymouth. Randolph. Weymouth.
May
8. Michael McCormick, Mary Connolly,
23
Braintree.
Sweden.
Aug. 4. Henry A. Dodd, 38
Braintree.
Brockton.
Braintree.
20
James and Mary F. John H. and Annie. J. Ward and Phebe A. Charles H. and Susan E. Oscar and Fannie. Patrick F. and Ellen.
37
Feb Emma Florence Loring,
10. John Emerson Arnold,
11. Cora LNlian Chandler,
13. Joseph Edward Ludden,
18. John Philip McManus,
2.2. Nellie Theresa Dennehy,
26. Cora Amelia Ratcliffe,
Mar.
7. Tracy Morrison Smith,
8. Edwin Hewitt Loud,
18. Lewis Powell Hill,
Apr. 5. Freeman Whitmarsh,
11. Ernest Leonard Morrison,
14. Henry Gelinos,
21. Mary Ann McDonald,
23. George Benjamin Luther,
27. James Downes,
29. Francis Edward Lynch, Richard Fearing Mead, Willie Hague Lochmau,
May 9. George Washington Thayer,
11. George Alvan Call,
13. Eva Eldora Nash,
14. Bessie May Gage,
16. Bertie Kent Monk,
17. Ericsson St. John Johnson,
23. Carrie Blanche Willey,
31. Mary Louise Thayer,
31. Samuel Augustus Huff,
June 8. Helen Louisa Gore Howe,
16. Lilly Brooks, Elizabetlı Gillespie,
28. Lizzie Estella Hayden,
28. Eva Belisle Allen,
July 2. Harry Alexander Reynolds.
4. Winnie McNeil,
7. Edward Eugene Crocker,
8. Mabel Florence Snow,
11. Minnie Florence Miller,
12. Henry Hawkes,
14. Otis Bacon Sims,
17. Isabel Louise Penniman,
21. Mary Snow Knight,
25. Edith Carleton Stoddard,
Aug.
3. Jeremiah Dalton,
5. Jesse Clarence Alden,
5. Daniel Alearn,
11. Nettie Morse Fallon,
13. Charles Hibbard French,
13. Hiram Hayden,
23. Arthur Bates Freuch,
Robert M. and Sarah E. George H. and Mary P. Edgar W. and Elizabeth R. George E. and Eliza J. Patrick and Anna. Jeremiah and Hannah. John W. and Christine. James R. and Mary F. Byron W. and Nancy C. M. John L. and Elizabeth S. C. T. Samuel E. and Delia T. I. Plummer and Mary S. Henry and Emma. Alexander and Margaret. George A. and Annie. John and Annie. Patrick and Mary. Charles A. and Mary S. J. E. and Hattie M. James H. and Mary F. Merrill T. and Adelaide L.
George B. and Eldora. William L. and Mary E. Henry A. and Emma J. Henry A. and Lizzie H. Maurice and Jennie. Nathaniel F. and Mary A. Edward and Lucy J. Frank G. and Caroline N. Frederic and Elizabeth.
Robert and Ellen. William and Abbie M. Frank C. and Frances H. Frank H. and Janette. James and Mary.
Eugene and Lydia J. Henry H. and Mary E. Joseph S. and Rebecca. Henry A. and Mary E. Andrew J. and Kate L. Henry A. and Ellen A. Bradford G. and Mary S. Willie H. and Mary L. Thomas J and Mary A. George A. and Elizabeth E. James and Maria. Thomas and Adeline E. George G. and Ella F. . Edgar and Mary A. S. S. B. and Jennie C.
38
Sept. 1. Alice Leona Richardson,
9. Philip Doherty,
14. - Hayden,
19. Margaret H. Sullivan,
28. Henry Ernest Southworth,
Oct.
7. George Byron Dexheimer,
8. William Hunter McGregor,
9. Rose Francis Havey,
22. Stephen McAndrew,
23. Wilfred Henry Barnes,
29. Ernest Clifton Vaughan,
Nov. 11. Catherine Elizabeth Gallivan,
19. Ernest Augustus Vinton,
19. Daniel Landry,
20. Hud McDowell,
26. Ida Eunice Hollis,
27. Arthur Griffin,
29. Holbrook,
Dec. 2. Exempel Pitkin,
14. Lillian Gertrude Pratt,
19. Laura Frances Allen,
23.
20. George Edward Sampson, Holbrook,
26. Arthur Joseph Cavanagh,
28. Rose Edith Holbrook,
Herbert W. and Sarah F. Daniel and Elizabeth. Nelson E. and Mary. Patrick and Johanna. Alfred and.Lucy M. Jacob, Jr., and Jeannette. William and Mary. Andrew and Mary. John H. and Jemima. Luther R. and Elizabeth A. Robert and Ellen A. Morto and Julia. Elmer H. and Lucy C. Coston and Mary. William and Annie. George E. and Loella A. Michael and Margaret. George H. and Sadie E. Charles A. and Kittie W. Henry O. and Maria L. William and Emma F. Thomas W. and M. Jennie. Charles F. and Susan A. John and Annie M. Josiah F. and Dorothy E.
DEATHS.
1876.
Yrs. M. D.
July 3. 1877.
William Kendall Dyer,
29 7 28
Consumption.
Jan. 1. Mary Hearsey,
65
Uremia.
3. John Phelon,
51
2
8 Consumption.
12. Herbert E. Jackson,
3
10 Inflammation of Bowels. Consumption.
17. Maria J. Carver.
26
20.
Barnabas F. Arnold,
76
1
6 Paralysis.
Feb. 3. Susan E. Mann,
19
10
3 Puerperal Fever.
12. Joseph Dyer,
79
16
Bright's Disease Kidneys.
18. Mary A. Mills,
65
9
12
Cancer.
20. Adeline Mellus,
65
4 11
Dropsy.
22. Martha H. King,
38
5
18
Inflammation of Bowels.
26. Alice Buker,
18
7
14 Childbirth.
Mar. 3. John H. Thayer,
72
7 Pleuro Pneumonia.
8. Fidelia G. Hunt,
54
2 Consumption.
19. Granville H. Mansfield,
10
11 Consumption. Croup.
27. Elton W. Dana,
2
11
16 Croup.
28. Ira Bates,
84
5 14 Old Age.
April 5.
Livia D. Wild,
84
1 15
Old Age.
21. Charles E. Hunt,
1
39
April 8. 12.
McFarland, Smith,
Still-born. Still-born.
May 13. Richard H. Randall,
56
16. Frank P. Morrison,
5
19. John L. Cunningham,
76 11
20. Elisha Wild,
83
4
7 Chronic Catarrh.
21. Rutherford H. Holbrook, 1
10
Consumption.
27. Eva E. Nash,
13
Infantile.
28. Deliverance Thayer,
92
30. John Gorman,
34
9
30. Albert O. McDonald,
4
6
2 Diphtheria.
31. Maria B. Humphrey,
72
11
9 Consumption.
June 1. Arthur B. Thompson,
12
11
25
Drowned.
8. Theodore Walsh,
29
7 11 Inflammation of Bowels.
13. Gertrude J. Bannon,
7
10
July 4. Allen Edson,
86
4 18 Old Age. Accidental Poisoning.
18. James Carrigan,
49
21. Mary S. Knight,
26 1
21
Convulsions.
28. Harriet L. Hayward,
41
6
Consumption.
31. Joseph Jenkins,
50
1 28 Consumption.
31. Lydia Mann,
94
10
10
Old Age.
Aug. 27.
Joseph Chandler,
8
8 Cholera Infantum. Cholera Infantum.
4. Blanche G. Smith,
1
5
11 Cholera Infantum.
4. Louisa Jones,
67
6
3 Cancer.
6. Fred M. French, Quinn,
3 Scrofula. Still-born.
25 .
Rufus Sherman,
71
Typhoid Dysentery.
7
Convulsions.
Oct. 6.
80
4
29
Heart Disease.
6. Albert N. Tellier,
L
2
2
Cholera Infantum.
15. Alfred F. Spear,
1
5
18
Spinal Meningitis.
17. Francis O. D. Phillips,
62
3
8
Paralysis.
17. Charles O. Allen,
19
9
24
Bright's Disease Kidneys.
17. Samuel A. Huff,
4
17
Consumption.
19. Adeline M. Dugey,
20
6
4
Consumption.
20. Sarah A. B. Hobart,
24
28. Thomas Henderson,
22
8
25
Consumption.
30. Addie I. Dale,
1
1
15
Typhoid Dysentery.
31.
Herbert E. Crocker,
1
9 14 Congestion of Lungs.
Nov.
3. Sophia Houghton,
70
4
8 Typhoid Fever.
5. Mary A. Hayden,
32
7
2 Consumption. Pyelitis.
8. Ellen Dugey,
43
25.
Catherine L. I. Pierce.
25
1
5 Hepatitis. Consumption.
27. Patrick King,
60
27. Ann Fisher,
67
4 Typhoid Fever.
Dec.
3. Levi W. Hobart,
54
9
16 Myelitis.
4. Chester W. Holbrook,
4
2
2 Diphtheria.
Sept. 1. Lillian W. Jones,
10
7
23.
Margaret H. Sullivan,
26. Elisha French,
4 Congestion of Lungs. Congestion of Brain.
24. Julia Doherty,
28
14 Old Age. Consumption.
5 26 Consumption. Diphtheria. Chronic Infl. of Stomach.
4 6 Typhoid Fever.
40
Dec 5. Ernest L. Huff,
6
10
2 Diphtheria.
14. Lydia Clark,
90
10 19 Typhoid Pneumonia.
18. Hiram Hayden,
4
21. Michael Nolan,
60
5 Consumption. Pneumonia. Still-born.
22. McCormick,
22. Charles O. Ring,
30
5 22 Railroad Accident.
28. Joseph Benjamin,
2
2 22
Scrofula.
31. John Daland,
44
7 15
Pneumonia.
The Town Clerk requests that he may be notified of all errors or omissions.
1
REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF BRAINTREE
FOR THE
SCHOOL YEAR 1877-8.
REPORT OF SCHOOL COMMITTEE.
To the Citizens of Braintree:
Your committee respectfully submit their annual report, together with such remarks and recommenda- tions as their connection with the schools has sug- gested, and which they deem of importance to the town's most vital interest, -the education of those into whose hands the management of its affairs must soon fall, and who so soon will constitute the "town."
The town of Braintree has provided its schools with substantial and convenient houses; has furnished the same with all the comforts and appliances neces- sary for effective work; and has in its employ a corps of competent teachers. As a supplement to its schools, it possesses a valuable library in which all departments of literature are represented; and in their midst towers the Thayer Academy, which, we are proud to believe, will be made second to none in the State.
When we compare the present condition of the. town, in regard to these things, with that of even twenty-five years ago, there is found justification for a good degree of honest pride; and our children have reasons for gratitude, which, however, they never
44
can appreciate as do their parents, who daily experi- ence deficiencies from which they hope, by these means, to preserve their offspring.
To fully improve these advantages, and thereby render the town's investments therein useful and prof- itable, will require much labor on the part of school officers, pupils, and all concerned. Like charity, this labor must begin at home, and the mind of the little one, before it leaves its mother's side, must be in some degree prepared for the restraints and labors of the school-room, and all through its school-life the pa- rental vigilance must guard it from the easily beset- ting sins of idleness, truancy, and the rudeness of the street. And as you love your children, as you hope to make of them such men and such women as will be able to stand bravely up in the battle of life, seek not to shield them too carefully from contact with the world by instruction at home or in private institu- tions, but send them into the common schools, and then make it your business to see that those schools are what they should be. To do this, you must visit the schools; show by your presence that you feel an interest in the welfare of your children; notice how they stand in their classes; consult with the teachers in regard to their lessons, and particularly in regard to their deportment; sustain the proper exercise of the teachers' authority on all occasions; and if, having done all this with a conscientious desire to see things just as they really are, you feel that the school is not what you have a reasonable right to expect it to be,
45
go to your committee, state fairly your convictions, and ask that a remedy may be applied.
Entering the primary school, or the primer-class in the mixed schools, the child takes one of the most important steps in its educational life; and the teacher who can take this child, in its innocence and igno- rance, and instil into its mind, thoroughly and cor- rectly, those rudiments of knowledge suitable for its age and capacity, and secures its obedience with- out generating a distaste for the school-room and study, nobly seconds the efforts of its parents and deserves well at our hands. To be a perfect teacher in this department, - to be a step-mother to a family so numerous and so dissimilar in character and tem- perament, with all a real mother's love, and a judg- ment unbiassed by that love, seeking the best good of each and all, equally, would be a wonder indeed! And he who thinks that every girl who graduates from a high school can fulfil all these conditions labors under a most egregious mistake. In fact, to this misconception of the importance and of the deli- cate requirements of the position occupied by the teachers of the so-called lower grades, many of the shortcomings of our higher schools may be traced.
The fact that a majority of our boys must leave the school for the shop or farm by the time they are six- teen, shows the necessity of making a good beginning in the primary grade, and of rapid and thorough work in each succeeding one, or they will not have time to enjoy the benefits of our higher institutions. This
46
consideration should induce great diligence, on the part of both teachers and pupils, that no promotions be missed, or steps need retracing.
Being " put back," or, rather, being in that condi- tion which makes it necessary for a scholar, whose time is thus limited, to do a year's work over again, is a sad misfortune; but still worse would it be if allowed to pass on, skipping and halting over the course until the graduation day, and out into the world with nothing learned well, nothing so fixed in his mind that he knows where to find it when wanted.
We believe in the importance of the High School, and would have it considered the right and heritage of every child in the town; but we must consider that it has its specific work to perform, and an at- tempt to force the business of the lower grades into this, endangers the object for which it was instituted, and is as unreasonable as it would be to reverse the order of attack and seek to introduce the work of the High School into the Primary.
We are aware that much work is done in the High School which should have been completed before en- tering its doors; and also of the still more lament- able fact that many, by entering therein, lose their last opportunity of gaining much of the most essen- tial knowledge which it is the province of our schools to impart. This is wrong, and indicates some fault in our system of promotion or a charitable weakness on the part of the committee.
47
We confess to a consciousness of having erred in this respect. Individual scholars, and even whole classes, have been allowed to pass without proper preparation from one grade to another, in the hope, and on the promise, that little deficiencies would be made up by extra exertion. Sometimes, also, the crowded condition of the lower schools has compelled this course, and thus an irreparable wrong has been done the child.
In the Primary schools, we expect considerable prog- ress to be made in learning to read and spell. The multiplication table should be learned, and some simple work in other rules in arithmetic performed. Much of this should be, and in our schools, to a con- siderable extent, is, done by the oral method of teach- ing. By this method we find that our teachers often communicate ideas and principles in advance of any- thing an author would consider suitable for insertion in a primary arithmetic. We advise, however, the use of a book in connection with it, in order to habit- uate the scholar to the use of books and to insure correctness.
In the intermediate grades, the impetus gained in the Primary should be kept up and much solid work accomplished. The pupil should be taught to read and spell, understandingly and well; the smaller geog- raphy should be finished, and written arithmetic com- menced. In this, as in all the other schools, we wish to see a fair amount of attention paid to the art of free-hand drawing. Especially is this desirable in
48
connection with the study of geography. A map carefully drawn on the blackboard, or on paper, is at the same time fixed on the tablets of the mind in a manner which no time can erase.
While speaking of the Intermediate schools, we wish to say that there exists an inequality in the grade of the several schools of this class, and, as a consequence, in the Grammar schools also. In the Union and Ironworks Schools there are but two classes, or, in other words, the scholars stay but two years in this grade, while in the Pond School they re- main three years. This, in effect, places the Pond Grammar a degree (one year) higher in the scale than the others, and of course makes it appear to better advantage. We have this matter under con- sideration, and if, on the whole, the latter appears to be the better plan, we shall equalize the grade by not sending up the usual classes, next summer, from the Union and Ironworks Intermediate Schools.
With the third year spent in this grade, the classes should be pushed well into, or through, common frac- tions in the written arithmetic, and be given, as time permits, some oral instruction in the elements of grammar. By this remark, we mean as a regular class exercise, and not that this is to be the first introduc- tion of this important science to the school; for we claim that practical grammar- the correct use of language - should be an ever-present study in every school. The simplest talk of the primary teacher should be a model of correctness for the infant ear,
49
and the lisping voices, in the youngest class, should be gently guided in the same path.
The faithful scholar should now be well prepared to enter the Grammar School. This school should be in reality, as well as in name, a Grammar School. The scientific study of the use and structure of the English language should be the business of every class; and in connection therewith they should ad- vance from the formation of simple sentences to the highest attainable skill in the art of composition,- by which we mean the art of thinking and giving the thought correct written expression, with due regard to punctuation and the use of capital letters.
In other studies, also, as this is the grade from which the majority of our scholars pass forth into the world, the teacher should aim, not only to fit classes for the High School, but to give all a good practical, well-balanced education. Particular attention should be bestowed upon those branches most intimately connected with the every-day business of life, and the faithful teacher will even consider the special needs of each individual, and, as far as is possible, make provision for the same. As an illustration of how this may be done, we will relate a little incident which came under the observation of one of the board while visiting one of our schools. The teacher was noticed to be giving one large boy special instruction in duodecimals. As this rule has been sometimes rather neglected, and even entirely passed over by some of our teachers, the circumstance was inquired
4
50
into, and it was learned that the boy was soon to leave school to commence work at chopping wood by the cord, and the teacher was determined that he should know how to measure his work, however de- ficient he might be in other things.
As the study of American history does not appear in the course prescribed for the High School, this should be so far attended to in the Grammar and mixed schools, that our youth may receive a good general knowledge of all important events, from the first discovery of the New World to the present time. The utmost attempted by many of our teachers has been to get their classes as far as the close of the American Revolution, leaving the rest a blank; often the labor bestowed on that portion was as great as should have been expended on the whole. Much that the historian writes, many of the dates he mentions, are of no especial importance, serving only to pre- serve the connection, and should receive no more study than is due the records of similar events hap- pening now, and found in the columns of a reliable newspaper. It is the province of the teacher to point out those events which seem to have ex- erted a direct and important influence upon the his- tory of the country, and whose dates are therefore worth the labor of committing to memory. To know the dates and incidents of every little scalping party in the old French and Indian wars, and not to know who have been our Presidents; that there was a second war with Great Britain; a war with Mexico,
51
giving California and its gold; a civil war, with eman- cipation as a consequence, - comes not up to our idea of the amount of historical knowledge to which our children are entitled, or that we consider sufficient to fit them for intelligent citizenship.
If properly prepared before entering the Grammar School, it does seem that the two or three years usual- ly spent there ought to carry a scholar of even the most ordinary capacity through the mental and writ- ten arithmetics, and the geography now in use. Reasonable as these expectations appear, they are seldom or never realized. Why this is, is the ques- tion we are anxiously considering.
One thing our scholars seem to lack, one thing our teachers fail to teach: it is to study. Some men cannot set their own hands at work, and keep them so, without an overseer. Such will seldom achieve remarkable success in business. So of the mind: if not naturally capable, or if it is not taught the art of fixing its energies upon the work before it, resolutely and untiringly, until its task is done, no great suc- cess is possible. Does not this lack of studiousness afford the key to the solution of the question?
Answering the latter query in the affirmative, we do not wish to be unjustly severe. We are aware that it does not apply with equal force to every school or teacher, to every class in any school, or even to every individual member of any class; yet we feel that every one may profitably take home the question, " Have I made the most of my opportunities?" or " Have I faithfully performed my duty in this respect?"
52
We know, too, that in every school there are vari- ous hindrances to progress which are in a measure inevitable, and in large classes practically insur- mountable. All are not constituted alike, -some learn quickly, some with difficulty, -yet all must move together. Too often the irregular attendance of a portion of a class checks the progress of all and nullifies the best efforts of the teacher. Some active
intellects, inhabiting feeble bodies, may need repres- sion; some, weak in body and imbecile in mind, will not bear urging; and parents and physicians, aware of such cases, should aid the judgment of the teacher by giving notice of them, that no injury be done.
Each year the competition in business becomes more keen, more science is applied; and, without knowledge, the candidate for wealth, honor, or suc- cess, in any department of life, will fail.
New England can only maintain her present posi- tion and influence in the country by intelligent and skilful artisanship, which, and which only, can afford to employ her capital in competition with more favored sections. Science in the employ of commerce and manufactures gave us rapid and cheap commu- nication with the coal mines of Pennsylvania and the grain fields of the West. As a consequence, our cities grew rich and powerful, our villages grew to cities, and the land resounded with the scream of the engine and the rattle of machinery. But slumber- ing agriculture languished in its ignorance and apathy. The farmers' boys swarmed into the vil-
53
lages, and the old men bought their corn and let the bushes grow around the rocks in their mowing fields; and forests again covered plains and hills where once waved the golden maize, or grazed the flocks that fed and clothed the honest yeomanry of the olden time. Bone and muscle alone cannot compete with the virgin soil and boundless area of the West, but, aided by science, much may be done toward preserv- ing New England from becoming again the wilder- ness our fathers found it, and towards retaining at home that still numerous class who love the occupa- tion and will be farmers, either here or elsewhere. Let us, then, supplement the bone and muscle with educated brains, and New England agriculture may still have a future.
This knowledge cannot be bought; there is no royal road by which it can be obtained. The kingly father may provide for the prince-child the most ex- pensive school equipments and the most learned and devoted teachers, but the real work must be done by the child. So the town, after having provided all the facilities which we have mentioned, for the use and assistance of the schools, may see all wasted and un- availing, if the children are not early trained to habits of industry, and led betimes to a love of knowledge for its own sake and for its money value.
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