USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1889-1890 > Part 7
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Voted, To reconsider the vote whereby the Town Clerk shall furnish a certificate copy of the resolutions.
Voted, That whereas a vacancy exists in the committee on the celebration of the 250th anniversary of the incorporation of the town, caused by the death of Naaman L. White, the Moderator shall appoint some person to fill the vacancy ; and Albert Hobart was appointed.
Voted, To adjourn.
SAMUEL A. BATES, Town Clerk.
All which is respectfully submitted,
SAMUEL A. BATES, Town Clerk.
L
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF BRAINTREE,
FOR THE
SCHOOL YEAR 1889-90.
*
1
121
REPORT OF SCHOOL COMMITTEE.
In accordance with the time-honored custom for your Committee to render an account of their stewardship at the close of the fiscal year; and also to make such suggestions and recommendations as in their judgment would be beneficial for the advancement of education, we herewith respectfully submit the school report for 1889-90.
From the detailed report of appropriations and expenditures it will be seen, that in a small amount, we have exceeded our appropriations.
The excess in expenditures was caused by the extensive re- pairs needed on school buildings and also by the loss of our State school fund, which we are not now entitled to since the town has increased in valuation to over $3,000,000.
APPROPRIATIONS, 1889-1890.
Town appropriations for schools,
$9,100 00
Town school fund,
$400 00
Income from Massachusetts school fund, . 26 55
Dog tax, ·
760 40
1,186 95
Incidentals for schools,
300 00
Incidentals for schoolhouses,
800 00
Text-books and supplies, .
700 00
Superintendent's salary,
1,200 00
Total, .
. $13,286 95
122
EXPENDITURES.
For schools,
.
. $10,107 90
Incidentals for schools,
637 46
Incidentals for schoolhouses,
1,044 26
Text-books and supplies,
571 51
Superintendent's salary,
1,000 00
Total, .
. $13,361 13
ESTIMATES FOR THE ENSUING YEAR.
Schools (in addition to income from school funds and
dog tax), .
$9,500 00
Text-books and supplies,
-700 00
Incidentals for schools, .
300 00
Incidentals for schoolhouses,
1,100 00
Superintendent's salary,
1,200 00
For conveying pupils to and from the public schools,
200 00
At present the school property of the town is in quite good condition ; but a judicious expenditure must be made yearly, if we would have it best serve its purpose.
An increased appropriation for schoolhouses is asked for this
C year, to meet the expenses which will be caused by necessary repairs upon the various school buildings, summarized as fol- lows :
Pond School building, for shingling $200 00
Union School building, for painting, 125 00
Iron Works building, for new floor in upper rooms, 175 00
West School building, for new floor,
50 00
The second primary school rooms, in both the Pond and Union buildings, are over-crowded and more seating room is needed.
We recommend that an addition be made to the buildings or a room be procured outside. .
123
The increase of salaries, which the Committee took upon themselves to grant to the teachers, has produced good results.
The teachers seem to realize that their work is better ap- preciated and they are giving faithful service.
We recommend that the town appropriate a sum, not exceed- ing $200, to be expended, in the discretion of the Committee, for conveying pupils to and from the public schools.
We recommend the building of a new schoolhouse in the East part of the town, for the purpose of uniting under one roof the children of that section. It has been proved now. beyond doubt, that better results can be obtained by having a sufficient number of pupils brought together in one building, to enable a thorough system of gradation to be used.
The present buildings in use, viz .: The Iron Works and East schoolhouses, are poorly lighted and ill adapted to the present educational needs.
A central location should be selected by the town, and a new building erected thereon, thoroughly fitted with all the latest ap- pliances.
This is a needed improvement and should be made as soon as the town feels able to appropriate a sum sufficient to accomplish the object in a satisfactory manner.
HEATING SCHOOL BUILDINGS.
We desire to call the attention of the town to the question of heating our large school buildings.
At present we use stoves in the three graded school build- ings, which necessitates the keeping twelve separate fires-one in each room -and then the teachers complain of being unable to keep a proper temperature on very cold days.
We recommend the adoption of some better method of heat- ing which would require the keeping of but one fire in each building.
The cost of putting in three furnaces would be about $800.
The use of a furnace would secure a better means of ventila- tion and also cause much less dirt and dust, as well as result in
124
the saving of fuel. It is certainly desirable to discontinue the present mode of heating.
GENERAL CONDITION OF SCHOOLS.
From an enumeration of our material needs, we turn with much satisfaction to a report of the status of our teaching force.
During the year, several changes have been made. Mr. Hunt, our former Superintendent, left us to fill a similar position at Clinton, Mass. Our present Superintendent, Mr. Fearing, comes to us from the Massachusetts Institute of Technology, Boston.
Although he has been with us but a few months, he shows a familiarity with his work and seems to be laboring in the right direction. We are willing to testify to the general good work being done by most of our teachers. This, we think, is due to the keen interest taken by the teachers themselves, and also to the systematic and intelligent arrangement of their work by the Superintendent.
While we are pleased to note that some schools are doing excellent work and are struggling hard to reach the mark required by the Committee, others, we regret to state, have in their work and discipline fallen far below a reasonable, general average.
As a result of such a condition of things, several changes have been made in our corps of teachers.
Under the present course of work, we believe that our schools are advancing, in the right direction, as good results are seen on all sides.
There' are many improvements that might be made in our school system which the best methods of progressive education demand, and which in time should be adopted.
But abrupt changes in educational systems require the expen- diture of a great deal of money. It is our desire to do as much for the benefit of our schools, as possible, in the way of increasing educational facilities; yet, at the same time we feel justified in exercising a certain degree of conservatism, although not to an extent to interfere with the progressiveness of the age.
.
125
If parents and friends would only visit the schools, they would be surprised and greatly impressed with the practical and intelligent work done in all grades. They would more fully realize that a wise expenditure of public money for the cultiva- tion of the keen, alert, young minds in our midst is a noble work for the town.
While rejoicing that our future material prospects are rapidly improving, our obligations as a town must not be forgotten ; they are binding upon us, and we ought to realize that to do our part and make our republic greater, we should foster the insti- tutions which promote intellectual growth.
ALBERT E. AVERY, L. H. H. JOHNSON, JOHN REED, E. A. WILDE, ANNA M. BROOKS, R. H. MORRISON.
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126
REPORT OF SUPERINTENDENT.
To the School Committee of Braintree,
LADIES AND GENTLEMEN :
In making to you the fifth annual report of the Superintendent of Schools, I feel compelled by the brevity of my service to confine myself very closely to the present condition and needs of the schools, and to indicate only in a general way the policy of administration that impresses me as the wisest to follow. To this some tables of statistics are appended.
The general condition of the schools is to be commended; for it indicates that much hard work has been done to bring them to the present degree of system and proficiency. To change from old, established ways to those that are new and comparatively untried is always a difficult, and often a hazardous, undertaking.
Our schools seem to be in the midst of a transition period from the old to the new.
The old ways are fast disappearing in obedience to the popular cry ; " modern methods " are rapidly taking their place.
Nevertheless we should be careful to retain the good things in the old ways, and not to accept everything simply because it bears the stamp of newness. Much has already been done, but much remains to be done. Let us not be misled, however, by the notion that the so-called "modern methods " are all new. There is not much about them that is considered really new by the present generation of educators; they are from 50 years to 2200 years old, and are new only to us and in our application of them to our modern needs.
127
THE COURSE OF STUDY.
In the course of study as at present conducted, it is contem- plated that the pupils will graduate from the Grammar schools in eight years. That is, the child of fair scholarship is expected to be ready to enter the High School at the age of thirteen. As a matter of fact, the average age of the present classes in the High School at the time of their entrance was as follows : of the Senior Class, fourteen years; of the Middle Class, fourteen years and four months; of the Junior Class, fourteen years and five months. Only twenty-four of the seventy-nine present members entered the High School before they were fourteen years old. This indicates very conclusively that we are trying to do more than can well be accomplished in a given time. In those towns where the best results are obtained, nine years are given to the Grammar and lower grades; so that the pupils are not expected to enter the High School until they are fourteen years of age.
What is gained by this endeavor. to save a year, is of very doubtful benefit.
On the other hand, it is certainly working a grave injury by requiring pupils to pass from one subject to another before the former one is well mastered. The result is that, in spite of the exertions made, the pupil loses a large portion of what he has attempted to acquire ; he is poorly fitted for High School work ; and parents, teacher, and pupil alike feel vexed and disappointed.
There are limits to the mental capacity of youth which we must be careful not to over-reach. I believe that this question of time is sufficient to account for many of the present defects in the schools, and I earnestly hope that the Board will speedily consider it.
Much good work is being done in the several branches of study ; and, with the exception of reading, language, drawing, and music, I will not offer special criticisms of them in this report.
READING.
Reading has a very good beginning in the lowest grades, but the ease and natural expression brought out there are not well
128
sustained in the other grades. This seems to be largely due to insufficient study of the art of reading. In the attempt to read rapidly and at sight, clear articulation and correct inflection are often unheeded. The supplementary reading is used exces- sively and somewhat aimlessly.
I would suggest that there be a daily drill in elocutionary ex- ercises ; regular lesson studies in the standard readers; silent reading, of which oral or written abstracts shall be required ; and a more judicious use of supplementary readers.
LANGUAGE.
In language, the general aim seems to be excellent, but the details of the course lack in the definiteness and continuity es- sential to orderly progress.
The work of the Intermediate grades, especially, is much con- fused. A sharper and more careful distinction should be pre- served between the several divisions of grammar and compo- sition work. Some of the composition work is not well adapted to the capacity of the pupils, and needs to be changed.
There is no branch of study more important to the people in general than that of the language we use.
Not only are all other branches of learning dependent upon good language, but it is also so inseparably connected with all our thinking that, if we are unable to use it intelligently, we suffer in the power of close and discriminating thought, and fall into many misunderstandings and humiliations in our business and social relations.
DRAWING.
Drawing should be the means of training the eye to quick and accurate observation, and the hand to habits of neatness and precision ; of expressing thought in many cases in which words would be inadequate ; of stimulating invention and imagination ; and of cultivating good taste.
As at present conducted, the instruction in this branch falls far short of these desirable results. The services of a special teacher of drawing are urgently needed.
129
MUSIC.
The good effects of what was accomplished in music last year will soon be lost, notwithstanding the endeavors of some teachers, if that subject is allowed to fall into neglect through non-sup- port. Can we afford to neglect it longer ? It is the universal tongue of emotion and sentiment ; and certainly the mind needs a wholesome training in these directions as well as in the purely intellectual. The remarkable influence that noble song exerts upon armies, upon homes, and upon the whole trend of civiliza- tion is to be cherished and extended.
What appeals to the heart, quickens the sympathies, elevates the sentiments, like the sweet song of a little child ? It seems to me a few hundred dollars can not be more wisely expended than for special instruction in music.
ORDER AND ATTENDANCE.
Good order is fairly maintained in all the rooms at the present time, and in some rooms it is admirable. In some instances, however, the tact and patience of the teacher have been severely tried. The support of the teacher's efforts, by the parents, is of great value in this matter.
The attendance at school has suffered much interruption from the prevalent influenza, and in consequence it will be more diffi- cult to accomplish the full amount of work necessary for the annual promotions.
There appears also to be too much irregularity in attendance, from other causes.
I am persuaded by an investigation of many cases, that an absence, a tardiness, or a dismission, before the close of the session might often be prevented by a little forethought. The . good effect of calling the attention of the parent to the matter, in a number of cases, confirms me in this opinion.
PATRONAGE.
The time is rapidly approaching when it will be necessary to improve and increase the accommodations of the schools. Sev- eral rooms are already crowded to repletion.
130
The property interests of the town, as well as the educational, would be enhanced by liberal expenditures upon school buildings and grounds.
The presentation of national flags to several of the schools, by public-spirited citizens, is a laudable precedent for similar action in other directions. It would conduce much to the interest and refinement of the pupils, as well as to the general appearance of the community, if the efforts of teachers and pupils to keep a flower in the window could be supplemented by the adornment of the schoolhouse yards with lawns and flowers and shrubbery.
The hearty co-operation of the parents is also solicited in re- quiring the pupils to exercise care for school property.
It seems to me that, in some cases, there is a needless waste, due to carelessness and thoughtlessness, particularly of the books and supplies so liberally furnished by the town. The reflection that undue waste increases expenditures, and consequently the appropriations, I am sure, will help to abate the evil.
The perennial invitation to parents to visit their own schools frequently and familiarly is again extended. How can they ap- preciate what is going on in the school room, without seeing for themselves ?
And how long shall the children wait for that encouragement which can come only from an interest on the part of the fathers and mothers, strong enough to go and see them at their work ?
THE HIGH SCHOOL.
A careful examination of the condition of the High School leads me to ask your attentive consideration of its needs.
In the first place, the course of study is neither well defined nor properly adjusted; and in some respects it does not corre- spond with the requirements of law.
Aside from English Literature, the course presents only a poor opportunity for acquiring needed attainments in English language.
As in the course for the lower schools so in this, the time allowed is insufficient for the required work. There is need of a thorough revision of the course of study, and I would recom- mend that it be arranged so as to require four years for its completion.
131
The facilities for the best methods of instruction are very inadequate. "The highest method of school-work," says Dr. Harris, the present United States Commissioner of Education, and an acknowledged authority,." is the method of investigation."
This method demands ample accommodations and good appli- ances, in both of which we are decidedly deficient.
The size of the school and the requirements of the course call for an additional teacher, in order to secure the best results.
The crowded limits of the present accommodations will probably make some change imperative before another year passes, and I trust you will embrace the opportunity to intro- duce such changes as will produce a first-class High School.
I am convinced that there is need of it and that there is room for it. And I am assured there will be no occasion for its conflicting with the interests of Thayer Academy ; on the con- trary, such a change will be to the advantage of that institution.
Do not the reasons for the maintenance of a first-class High School apply as well to Braintree as to any of the towns com- prehended in the foundation of Thayer Academy ? Any other view appears to me prejudicial to the interests of our schools.
INDUSTRIAL TRAINING.
The present agitation of the subject of manual training brings us face to face with several important considerations.
Ought the state to engross those years of youth which would otherwise be spent in acquiring practical wisdom or in learning some useful occupation, without substituting a fair equivalent of the same kind? Why do so few boys complete the High School course ? Of what practical benefit is the High School course to a young man who must depend upon his hands for a living ?
Space forbids an extended discussion of these questions here ; but a suggestion may be in order.
The manual training school of the cities is not yet adapted to the needs of the public schools of towns. Even in cities it is hardly an unqualified success. But is there not an actual need in our system of education, not well provided for ? I refer to
132
a methodical training of the eye and the hand (of which draw- ing is a beginning); to forming more correct notions of distance and direction ; to practical measurements and estimates ; to the ability to distinguish and select materials, -as kinds of wood, of metals, of textile fabrics; to planning work and economizing materials; and to the orderly development of ingenuity.
THE SUPERINTENDENT'S DUTIES.
In order to correct some misapprehensions and to supply more definite information concerning the duties of the Superintendent of Schools in this town, it has seemed to me that it would not be out of place to insert a somewhat detailed statement of them in this report. These duties may be conveniently classed under three heads, - mercantile, pedagogical, and executive.
The mercantile duties are to purchase text-books and sup- plies ; to distribute them as needed to the several schools; to keep an account of them ; to draw the money and pay for them ; to make out and approve the regular bills of the teachers and the janitors; and to keep the accounts of the School Committee. There are at present over ninety different books on our list, be- sides about seventy-five kinds of articles called supplies.
To perform these duties with accuracy and with economy, re- quires the same expenditure of time and energy that a merchant would make in doing the same work.
The pedagogical duties call upon the Superintendent to visit the schools as a professional teacher ; to study their condition and needs; to elaborate the course of study and adapt it to the various grades ; to determine and apply the best methods of in- struction ; to examine and select appropriate books and appa- ratus; to assist the teachers by suggestion and advice; and to seek constantly for improvements.
In the faithful performance of these duties, it is incumbent upon him to attend educational gatherings, to study the methods employed and work done in the schools of other towns, to read much, and to think more.
It is also necessary for him to hold meetings of the teachers for the discussion and application of measures and methods.
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By his executive duties, the Superintendent is charged with the observance of the laws regulating school attendance and in- struction; the admission, transfer, and grading of pupils; the preparation and conduct of examinations ; the requirements of good discipline and thorough and efficient instruction by the teachers ; the general oversight of buildings, grounds, and other school property, and of the care taken of them ; the inspection of registers, records, and reports ; the receiving and disposal of complaints; the closing of the schools in inclement weather; the supplying of temporary teachers; and the preparation to meet every emergency with promptness. In short, he must keep the schools in running order and insist upon a fair amount of good work.
Such, in substance, I understand to be the meaning of the statute providing for the appointment of a "superintendent, who, under the direction and control of said [school] committee, shall have the care and supervision of the public schools."
GENERAL POLICY.
The mental habits acquired by the pupil through the drill and discipline connected with his daily instruction are of more con- sequence to the future citizen than any particular amount of information gained, important as that may be.
Our course of study should be arranged and adapted to the needs of the citizen as an end, and to investigation, memorizing, and training, as methods.
There are three considerations which should have weight in this connection. There should be enough of physical care and training to counteract any ill effects arising from confinement in the schoolroom, and any tendencies to incorrect form. All instruction, without neglecting those directions in which the mind of the pupil is naturally active, should include special attention to the weaker faculties, in order that he may de- velop fully in all directions. And thirdly, advancement should depend almost entirely upon proficiency in essentials, non- essentials being taken into account only in cases of doubtful merit.
134
It is also of the utmost importance to arouse and sustain a laudable desire for self-improvement and exemplary character. To this end, we must inculcate "sincerity, good humor, and all social affections, and generous sentiments,"-a work in which the teacher's kindly precepts and attractive and worthy example are indispensable, and the exercise of parental authority and co-operation is priceless.
Finally, I believe that no public institution is nearer to the hearts of the people than is the public school; and that they will do every reasonable thing to improve it. Still further, I believe that, while they are rightly jealous of extravagance, they are willing to pay a fair price for a good thing, and to treat the school as liberally as the home.
Actuated by the views thus briefly outlined and relying upon this faith in the good-will of the people, I desire that my ser- vice here shall be devoted to revising, systematizing, and supplementing the work already done, and to bringing our schools to that high standing where they will not merely com- pare favorably with the schools of other communities, but will also achieve the grand purpose for which they exist-a thorough preparation for American citizenship.
To the kindness and patience of the Honorable Board, I am already much indebted.
Respectfully submitted,
C. W. FEARING.
135
STATISTICS.
Population of the town, State census of 1885, 4,040
Number of children between five and fifteen years of
age, May 1, 1889, 723
Number of children under five years of age, in the schools, 0
Number of children over fourteen years of age, in the
schools, ·
73
Number of children over fifteen years of age, in the
schools, 69
Number of children between eight and fourteen years of age, 437
Number of children under eight years of age, in the schools, 213
Total number enrolled during the year, 884
Average number belonging during the year, . 700.89
Average daily attendance, 644.14
Per cent. of attendance for the year, 91.90
Per cent. of attendance for the year 1888-89, 92.17
Per cent. of attendance for the year 1887-88, 90.43
SCHOOL ATTENDANCE.
SCHOOLS.
Whole number
of different
pupils enrolled.
Average mem-
bership for the year.
Average
Attendance.
Per Cent.
Attendance.
Per Cent.
in 1888-89.
Per Cent.
of Attendance
in 1887-88.
High School.
68*
71.17
69.13
97.13
97.80
99.91
Union Grammar
44
37.23
34.56
92.82
94.30
91.92
Intermediate.
43
34.12
31.62
92.65
92.91
90.58
First Primary.
42
34.13
30.94
90.65
89.50
85.78
Second Primary .
92
57.20
50.82
SS.84
87.31
83.75
45
40.01
37.23
93.05
93.80
90.08
Pond Grammar ..
44
38.56
35.31
91.56
93.23
90.91
Intermediate. .
53
44.13
39.25
SS.93
89.58
89,97
First Primary ..
80
54.33
48.79
89,81
85.21
84.97
Second Primary .
34
26.37
24.87
94.64
95.51
91.64
Iron Works Grammar ..
5*
42.25
40.21
95.18
93.20
93.48
92.76
4 4
66
First Primary . .
80
50.05
45.57
91.05
93.49
91.10
19
16.25
15.42
94.89
97.18
93.60
East Grammar, (closed in June) .
41
26.37
24.26
92.01
91.24
90.72
" Primary .
47
33.07
30.17
91.16
96.27
87.23
Middle Street. .
46
36.33
32.61
89.76
95.06
89.13
Southı. .
18
11.02
10.49
95.19
95.89
87.98
Southwest ..
25
20.57
17.05
82.86
82.49
83.76
West.
In all the schools.
884
700.89
644.14
91.90
92.17
90.43
.
*All but these were already enrolled in other schools.
136
.
.
58
27.73
25.84
Intermediate, (opened in Sept.).
Second Primary ..
.
of
of Attendance
MEMBERSHIP OF THE SCHOOLS-SEPT. 1, . 1889.
SCHOOLS.
Grade I.
Grade II.
Grade III.
Grade IV.
Grade V.
Grade VI.
Grade VII.
Grade VIII.
Membership
of School.
Union.
31
33
21
15
17
14
19
16
166
Pond .:
28
27
25
23
25
16
25
16
185
Iron Works.
25
10
17
11
20
21
20
7
131
East Primary .
2
5
10
Middle Street.
S
9
12
1
7
7
3
40
South .
7
5
6
7
4
2
1
11
Southwest
2
2
6
5
4
1 1
21
Total in each grade.
113
88
92
71
71
63
73
44
615
High School :
Senior Class.
..
. .
: :
: :
: :
. .
. .
.
.
·
. .
:
.
.
:
. .
37
Total in High School.
83
Total in all the schools Sept. 1, 1889 ..
.
.
.
..
.
.
...
...
.
.
Between September 1st and January 31st, fifty new pupils were admitted to the various schools.
137
. .
..
23
Middle Class.
23
Junior Class ..
.
698
Total
24
37
West .
TEACHERS.
NAMES.
School.
Grades.
Salary.
When first elected.
Charles E. Stetson.
High.
Principal
$1,200
November, 1872.
Carrie M. Bassett.
High.
Assistant.
600
April, 1885.
Herbert E. Walker
Union.
VII and VIII.
700
September, 1886.
Abbie A. Mills. .
Union.
V and VI.
400
April, 1882.
Adelaide E. Perry.
Union.
III and IV.
400
September, 1887.
Sarah L. Hadley
Union.
I and II.
400
April, 1885.
Clara A. Holbrook
Union.
I and II.
Fred H. Saunders.
Pond.
VII and VIII.
700
Temporary. September, 1887.
Helen C. Bacon.
Pond.
V and VI.
400
September, 1889,
Martha S. Harding.
Pond.
III and IV.
400
January, 1890.
Sarah L. Arnold ...
Pond.
I and II.
400
October, 1884.
Victoria P. Wilde.
Iron Works.
VII and VIII.
700
November, 1861,
Mary L. Crowe. .
Iron Works.
V and VI.
400
November, 1882.
Mabel L. Bates. .
Iron Works.
III and IV.
400
September, 1886.
Avis A. Thayer.
Iron Works.
I and II.
400
September, 1877.
Theresa M. Jenkins.
East.
I, II, III, IV.
400
September, 1889.
Edith A. Willey . .
Middle Street.
Mixed.
400
September, 1889.
Margaret E. C. Bannon.
South.
Mixed.
400
September, 1874.
Lillian McCormick
Southwest.
Mixed.
320
April, 1889.
Nellie E. Bowles .
West.
Mixed.
320
September, 1889.
138
.
139
TEXT-BOOKS AND SUPPLIES.
Total number of books and pamphlets in the schools,
Feb. 1, 1890, 4,631
Total number of books and pamphlets on hand, Feb. 1, 1890, 625
Total number of slates in the schools, Feb. 1, 1890, 602
Total number of slates on hand, Feb. 1, 1890, 104
Maps, charts and apparatus to the estimated value of . $300.00
Other supplies on hand to the estimated value of .
. $130.00
SCHOOL COMMITTEE.
Albert E. Avery, Chairman. Term expires in . 1890
John Reed. Term expires in . 1890
L. H. H. Johnson, Secretary. Term expires in 1891 . E. A. Wilde. Term expires in . 1891
Mrs. A. M. Brooks. Term expires in 1892
Mrs. R. H. Morrison. Term expires in 1892
Regular meetings at Town Hall on the last Monday of each month.
140
SUPERINTENDENT OF SCHOOLS.
CLARENCE W. FEARING.
OFFICE HOURS :
Mondays : 8.30 to 9.30 A. M., at Town Hall.
Tuesdays : 4 to 5 P. M., at Union Schoolhouse.
Wednesdays : 3.30 to 4.30 P. M., at Iron Works Schoolhouse.
Thursdays : 4 to 5 P. M., at Town Hall.
At residence on Hollis Avenue, Monday evenings.
P. O. address, " Box 60, Braintree."
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141
BRAINTREE
HIGH SCHOOL GRADUATION EXERCISES.
JUNE 27th, 1889. - Motto : Esse quam Videri. -
PROGRAMME.
SINGING .- Prayer: In Mercy Hear Us.
DECLAMATION .- Our Schools and Colleges HARRY C. THAYER
ESSAY .- The Worship of Success. JULIA ELLSWORTH
DECLAMATION .- The Responsibilities of Young Men. FRED A. WOODWORTH
SINGING. LIZZIE C. MORRISON
RECITATION .- The Voiceless Chimes A. GERTIE CAVANAGH
READING .- The Lilies of the Field. . MARY E. GILLESPIE
DECLAMATION. - Taxes. A Parody FRANK E. WOODWORTH
SINGING .- O'er the Waters
RECITATION .- Eagle Rock ANNIE M. BROOKS
DECLAMATION .- The Silent Captain . DAVID MACANDREW
ESSAY .- Longing. ANNIE M. SULLIVAN SINGING .- O! Tells us Merry Birds of Spring. MISSES FRENCH AND BROOKS
RECITATION .- The Gold that Grew by Shasta Town ANTOINETTE K. HOLBROOK
DECLAMATION .- The Problem of the Universe. ORIN W. HOLLIS SINGING .- Away, the Morning freshly Breaking.
ESSAY. Val .- Esse quam Videri. MARY L. FRENCH
Presentation of Diplomas.
142
GRADUATES.
A. GERTIE CAVANAGH,
ANNIE M. BROOKS,
JULIA ELLSWORTH,
-
MARY L. FRENCH,
MARY E. GILLESPIE,
ANNIE M. , SULLIVAN,
ORIN W. HOLLIS,
1
DAVID MACANDREW,
HARRY C. THAYER,
ROBERT E. WHITMAN,
FRED. A. WOODWORTH.
143
INDEX.
Page
TOWN OFFICERS. 2
APPROPRIATIONS FOR 1889
3
SCHOOLS. 4
SUPERINTENDENT OF SCHOOLS AND INCIDENTALS. S
INCIDENTALS FOR SCHOOLHOUSES. 10
TEXT-BOOKS AND SUPPLIES 12
POOR IN ALMSHOUSE 14
INMATES IN ALMSHOUSE 16
APPRAISAL OF ALMSHOUSE PROPERTY 17
POOR OUT OF ALMSHOUSE 20
POOR OF OTHER CITIES AND TOWNS. 23
HOSPITALS, STATE AID, SOLDIERS' AID 25
GENERAL REPAIRS OF HIGHWAYS 26
INSURANCE ON TOWN BUILDINGS 37
ABATEMENT AND COLLECTION OF TAXES 38
FIRE DEPARTMENT APPROPRIATION 39
TOWN HALL 40
JANITOR, TOWN LANDS, THAYER PUBLIC LIBRARY. 42
PAY TOWN OFFICERS 45
RECAPITULATION . 47
ASSESSORS' ACCOUNT
48
COLLECTOR'S ACCOUNT
49 50
TREASURER'S ACCOUNT
SCHOOL FUND ACCOUNT
55
REPORT OF WATER COMMISSIONERS
56
REPORT OF THAYER PUBLIC LIBRARY
58
REPORT OF ENGINEERS 61
JURY LIST. 65
AUDITOR'S REPORT 66
REPORT OF TOWN CLERK 71
REPORT OF SCHOOL COMMITTEE 121
REPORT OF SUPERINTENDENT OF SCHOOLS 126
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