USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1890 > Part 3
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Books in constant use will last from two to five years, according to circumstances, age of pupils, and grade of books. Occasional exceptions to these limits occur. Some of the text-books, as arithmetics, for example, are
11
used in both Intermediate and Grammar grades, extending over a period of five years. As might naturally be ex- pected, certain portions of these books become much defaced from constant wear for two or three years, while other parts of the same book may be in good condition for other grades. In the interest of economy, it has been necessary to redistribute books from class to class, and from school to school, that all parts may come into use before they are discarded as worn out.
The cost of books and supplies, and the disbursements to the several schools, are shown by the following table :
Books and supplies on hand March 1, 1889. .
$146 73
Expended for books 345 73
Expended for supplies 280 97
$773 43
BOOKS AND SUPPLIES FURNISHED.
High School No. I.
$ 82 95
Grammar School No. I ..
43 º5
Intermediate School No. I
64 55
Primary School No. I .
43 75
Mixed School No. 2.
13 45
Mixed School No. 3
29 05
Mixed School No. 4 . . .
30 00
Mixed School No. 5
25 80
Mixed School No. 6.
37 50
Mixed School No. 7
II 50
High School No. 8
61 50
Grammar School No. 8 .
53 65
Intermediate School No. 8
51 20
Primary School No. 8
34 15
Mixed School No. 9.
38 21
Books and supplies on hand
153 12
$773 43
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EQUIPMENT OF THE SCHOOLS.
All the schools have been furnished with large wall maps, globes, additional dictionaries, and a small supply of supplementary reading.
The High schools were supplied with classical maps and atlases, and an accession of apparatus and chemicals was made. These have been of material assistance to the pupils and teachers, for the best results can not be attained without such aids; and expenditures of this kind, judiciously made, are always a good investment. Refer- ence books, adapted to the several grades and to the subjects therein taught, are still urgently needed.
A change of language text-books seems called for, and I would suggest the early attention of the committee to this matter.
VISITATIONS.
It has been my custom in visiting to give sufficient time to each school, to note : (I), the programme of the day's exercises ; (2), the arrangement of the several classes as to scholarship; (3), the time given to study and recitation ; (4), intermission ; (5), ventilation ; (6), the use of maps, globes, etc. ; (7), the general order and spirit of the school; (8), the character of the work ac- complished by the teacher, as well as the return made by the pupil.
Whatever of suggestion or criticism may be deemed necessary is made to the teacher alone, and whatever praise may be ascribed for meritorious work is publicly awarded, as it is my belief that faithful teachers and deserving pupils are thereby greatly stimulated to renewed effort.
13
I have aimed to make the interval between pupil, teacher, and Superintendent of so slight importance, that none need to dread his visits, or fear to confer with him upon topics relating to their work.
One pleasant feature in connection with these visits is "the uniform courtesy and kindness with which I have been received by teachers and pupils. I have yet to find a single instance where I have made an important sugges- tion that has not met with a hearty co-operation.
MIXED SCHOOLS.
The work in these schools has been good, when we consider the disadvantages under which they labor. The chief difficulty arises from the fact, that in several cases there are few pupils and many classes; it being nothing unusual to find but one pupil in a class. In endeavor- ing to carry so many grades, the classes multi- ply to such an extent, that F found one teacher trying to hear twenty-five
recitations in three hundred minutes, giving an average of twelve minutes to each class. We have tried, with some success, to reduce this excessive number of classes by uniting two grades in one class. In reading, spelling, and geography this has been . done, not only without detriment to the pupils, but to their advantage; since, by the reduction of the number of recitations, the teacher is able to devote more time to each class.
These schools are now much better equipped in the way of wall maps, globes, dictionaries, and things partic- ularly necessary in schools of this character, than ever before.
I have thought that in these schools it would be wise
14
to cease the attempt to carry the several grades distinct, 1 and more fully adopt some system of classification similar to the one suggested by Mr. Prince, of the State Board of Education, in his book on "Courses of Study and Methods of Teaching." I quote from his article on the classification of ungraded schools : "The following classifica- . tion might be made in many ungraded schools, consisting of pupils from five to fifteen years of age : four classes in reading, including one class in the reading of history ; five classes in arithmetic; two classes in geography, be- sides the class of younger pupils who are reciting orally lessons in home geography ; four classes in spelling, two of which may be heard at the same time; one class in physiology, - the rest to be heard orally ; one class in history ; one class in English grammar ; and one in lan- guage. The singing, drawing, and observation lessons may be taught as general exercises to all the pupils at once." A classification similar to this would be more profitable to pupils in Mixed schools than the system hitherto followed. The teachers have found the sugges- tions of Mr. Prince entirely practical, and little in the course of study arranged by him which they can not apply in the school work.
PRIMARY SCHOOLS.
These schools were fortunate in retaining the teachers of last year. They have been untiring and eminently suc- cessful in their efforts to promote the interests of their pupils. It is always a pleasure to have their work exam- ined by the parents or others who may feel an interest in education. Great improvement has been made in read- ing, writing, and number work. There is no better evi-
15
dence of a real teacher than the happy faculty exhibited of so arranging work for the children that it becomes a pleasure rather than an irksome task. When this faculty is acquired and put in practice, the school-room becomes a place of enjoyment rather than a prison to the majority of pupils.
My own impression is, after considerable observation, that the first years in school are the most important of life, and that the training then received goes farther than at any subsequent period toward forming character.
Brighter and better scholars come, for the most part, from some schools rather than others, not so much be- cause of better material to begin with, as from the fact that the material has been better wrought upon. There- fore we need the best teachers it is possible to have in the Primary schools : teachers who have training and experience enough to understand their pupils' needs, and meet them morally and intellectually, who will train them in essentials, and so help them lay a foundation on which they can safely build through life, however long that life.
INTERMEDIATE SCHOOLS.
We have reason to be satisfied with their present con- . dition. In them we have had able teachers, fully devoted to their work. The success they have had and the ex- cellence of the work done are due to the ability and energy they have shown.
Noteworthy improvement has been made in geography. The teachers most successful in this branch do not as- sign as lessons portions of the text-book to be committed to memory. That is cramming. The text-book is at first used as a reading book, and as the basis of conversa-
16
tion with the pupils; afterwards as one of the many sources to which pupils are sent to obtain information upon the subject in hand. The physical features of coun- tries are carefully and thoroughly taught, and there are brought into the class specimens of vegetable and min- eral products of every clime. Some of the great thorough- fares of commerce and travel, by land and by sea, are studied in connection with the countries through which they pass, or important localities they connect. Taught in this way, there is no more fascinating study than geo- graphy. In the hands of a skilful teacher, it will give the pupil an intelligent idea of the world and its inhabi- tants and of its products of every kind. The essentials of geography are not burdensome and should be thoroughly mastered in school, and then in after life a gazetteer will supply the facts which change from year to year.
GRAMMAR SCHOOLS.
The resignation of Miss Taylor from the North School to accept a more lucrative position in another town was a noteworthy event in the history of that school. During the eight years of her administration the school made steady progress both in discipline and in scholar- ship, until it had become one of the best in this town. That this result was largely due to her rare executive ability and unwearied devotion to its interests, will be readily acknowledged by all who" have an intimate knowledge of the facts. I am able to report that the work done during the year in the Grammar schools has been in the main quite satisfactory. The teachers have attended faith- fully to their duties and have shown a commendable de- sire to adopt the best methods of discipline and instruction.
17
I have especially noted an increasing effort on the part of the teachers in this grade to secure greater accu- racy and elegance in the use of our own language, both in writing and speaking. Teachers should be in this mat- ter critical, even to the extent of appearing exacting in their demands. Faulty habits of speech and expression should not be countenanced in the school-room.
The new text-book, "Hyde's Practical Lessons in the Use of English," though supplied to the teachers only, has given universal satisfaction.
HIGH SCHOOLS.
The work of any school is most successful, as a rule, when it offers few incidents to record and presents little material for criticism or comment. In both these respects the High schools have had a prosperous year.
The dilemma caused by the mid-term resignation of both teachers found a happy solution in the procuring of excellent successors, who entered upon their duties at once, obviating the interruption and inconvenience so apt to at- tend a change of teachers. The new instructors, on as- suming charge, wisely made few changes in the order of studies, and have done their work mostly on the lines of . their predecessors. They entered upon their duties with earnestness and have been indefatigable in their efforts to advance the interests intrusted to their care.
With few exceptions, the scholarship of the pupils has been commendable, and their deportment courteous and correct. These schools provide a liberal course of study, and there is constant effort on the part of the teachers to give the pupils such training as will fit them for the practical business of life.
18
A class of twelve was graduated from the North Chelms- ford High school, at the close of the spring term.
The graduating exercises took place at the Town Hall, Friday afternoon, June 21, in the presence of a large audi- ence. The well-delivered essays were of unusual excellence, presenting a pleasing variety of subject and thought in an easy and graceful manner. The following programme was given :
PROGRAMME.
MARCH Della Sprague and Eva Lawrence
I. Salutatory Ralph L. Ripley, President of the Class
2. " Heroes of History " S. Alice Sheldon
3. " Color " ·
Rosella A. Monehan 4. "A Vision of Life " Belle E. Smith 5. Solo, "When the Tide Comes in" Addie M. Hyde 6. " Slang" Accomp., S. Alice Sheldon. Blanche E. Ackroyd
7. "Deserve Success, and You Will Command It," Martha S. Hall
Rosella A. Monehan
8. Prophecy · Written by Fred. D. Naylor and Rosella A. Monehan.
9.
" Art of Writing "
Rosanna McManamin
Addie M. Hyde
IO. Trio, "The Song of the Zephyr " S. Alice Sheldon
Accomp., Martha S. Hall.
II. " Ambition "
Walter E. Swain Fanny M. Parkhurst
I2. " Education "
I3. " Amusements " Addie M. Hyde I4. " Electricity " Ralph L. Ripley 15. Solo, " Anchored " S. Alice Sheldon Accomp., Addie M. Hyde.
16. " Study of the English Language" Fred D. Naylor
I7. " Pleasures of Anticipation," and Valedictory Address, Bertha A. Swain
18. Presentation of Diplomas. 19. Graduating Song
Class
REMARKS BY THE COMMITTEE AND SUPERINTENDENT.
GRADUATES.
Blanche E. Ackroyd.
Rosella Monehan.
S. Alice Sheldon. Belle E. Smith.
Martha S. Hall.
Fred. D. Naylor.
Addie M. Hyde.
Fanny M. Parkhurst. Bertha A. Swain. Walter E. Swain.
Rosanna McManamin. Ralph L. Ripley.
Fred. D. Naylor
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MORALS AND GOOD BEHAVIOR.
The General Statutes of this Commonwealth direct : "All instructors of youth to impress on the minds of children and youth committed to their care and instruc- tion the principles of piety and justice and a sacred re- gard to truth, love of their country, humanity and univer- sal benevolence, sobriety, industry and frugality, chastity, moderation and temperance, and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded."
Common schools are too often regarded as nurseries of the intellect only. Parents and teachers seem to think that the home is the place for the cultivation of the heart and conscience of the child, forgetting that if the all-important work of moral training should be neglected while the child is beyond the parental eye, mingling with his schoolmates, he can hardly escape injury from the various vicious influences which rain down upon his mind. One may be improving fast in knowledge, and bear to his home the highest character as a scholar, yet he may be ripening still faster in wickedness, and be losing all that makes scholarship a blessing to himself or the world. It is the duty of teachers to do all in their power, to inculcate in every pupil principles of honesty and truthful- ness. That a man should be upright and conscientious is more important to himself and vastly more important to the community in which he lives than that he be skillful or learned. This is the most essential branch in our school curriculum and the one that I fear receives the least attention.
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ATTENDANCE.
The report of attendance, as shown by the secretary's tabulated statement appended to this report, shows a high average for the spring and autumn terms, and I was prid- ing myself on the attainment of a better average for the year than ever before. Soon after Christmas, however, "La Grippe," which many people at first regarded as a huge joke, assumed a grim aspect, and those who laughed on its first appearance, soon turned smiles to sighs.
For a period of five weeks, whenever I entered a school- room, I was greeted with a grewsome chorus of coughs and sneezes from the students present, and the empty benches testified convincingly to the fact that many of the pupils were ill at home.
"We all feel miserable," said one of the teachers, and the lack of life and vigor was apparent in all the schools. We have reason for thankfulness, however, that the schools have been comparatively free from the more malignant forms of disease. There have been a few cases of scarlet-fever, but in no instance has it spread through the schools. The whoop- ing-cough also had its accustomed run, and in some cases depleted the attendance considerably. This was due to the fact that, in the early stages of the disease, it is hardly possible to distinguish it from an ordinary cold.
THE PROVINCE OF THE PUBLIC SCHOOLS.
The province of the Public Schools is to train boys and girls for the ordinary, every-day work of life. They are not intended to fit the pupil for a profession, or for any particular branch of business, or trade. They simply create the foundation upon which the superstructure is to
21
be erected. They open the avenue for a proper and sat- isfactory solution of the problem of human life.
The average American boy or girl is too poor to afford the luxury of a college training. The stern, real, and . pressing necessities of life demand from him or her an early and practical response. There may be the strong crav- ing of the sturdiest intellectual appetite, without the possi- bility of its gratification. The hard avenues of work-day life stretch out before them to travel as they may. Our days are not long enough to learn every thing. All that is necessary is sufficient education to perform with the highest intelligence and credit the duties by which we are confronted. Knowledge that is not vitalized by action or utilized by labor is like the varnish on a carriage -it serves well as an ornament, but in no way improves the capacity. Both, unless constantly brightened and retouched, rapidly fade away. There is no doubt that the public- school system of the future will afford a greater range and diversity of study than is supplied by the system of to-day. Teachers will endeavor to educate the hand as well as the brain. As there is in every school-room a variety of taste and talent, so there will be a diversity of thought and study. What a splendid school system that would be, which shall bring out the latent and undeveloped tastes and talents of every individual pupil! Just so sure as nothing was made in vain, every well-developed child has some particular talent or talents which, if fostered and encour- aged, will make his or her life successful.
CONCLUSION.
I wish, in closing, to pay tribute to the worth and abil- ity of the teachers in the schools of this Town. Their du-
.
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ties are onerous, and their responsibilities great ; they are meeting these with efforts that deserve the highest praise. The value of the service rendered by them is not to be estimated in dollars and cents. They have a higher reward in seeing their pupils continually improve in scholar- ship, in good morals and habits, and in all those qualities that tend toward an honorable manhood and womanhood.
School authorities may do much for the material wel- fare of the schools, but they can only affect their inner life by first selecting teachers with great care, and then by encouraging them in all proper . ways. Showing them- selves an appreciation of the efforts made by them, and fostering similar sentiments on the part of the public. Let their tenure of office be made more secure ; let the parents of the pupils know them more intimately, and sustain them heartily in their just authority; let them feel that the calling in which they are engaged is regard- ed by those whom they serve as equal to the noblest. Thus sustained, they will be stimulated to strive for the highest and best in their work, and their influence over those placed in their care will be largely increased.
To these teachers, whose aid and hearty co-operation has been such as to encourage me always in my labors; to you, gentlemen of the Board, who have sustained me in all the difficulties encountered in carrying on the du- ties of this office, and to the parents and public at large, with whom my relations have been so pleasant, I extend my thanks and appreciation.
Respectfully submitted, GEO. F. SNOW, Superintendent of Schools.
CHELMSFORD, MASS., MARCH 7, 1890.
ROLL OF HONOR-PUPILS NOT ABSENT.
Those marked * were tardy.
HIGH SCHOOL NO. I.
FOR THE YEAR-Wintie R. Gordon.
FOR THE YEAR-Clara Hutchinson *.
Two TERMS-Stella Byam *.
ONE TERM-Bertha Parkhurst, Nellie Wood*, Sadie Thurlow*, Ida Melvin*, Maggie Sloan*, Arthur Smith, Peter Scoboria, Charles Dut- ton*, Ervin Smith *.
GRAMMAR No. I.
FOR THE YEAR-Estelle Hutchinson.
Two TERMS-Cora Hutchinson*, Eva Hutchins *.
ONE TERM-Jessie Holt*, Ethel Byfield*, Ralph Emerson*, Thomas Parkhurst *.
INTERMEDIATE No. I.
FOR Two TERMS-Victor Parkhurst.
FOR ONE TERM-Merton Greene, Martha Parkhurst, Grace Park- hurst, George H. Kearns.
PRIMARY No. I.
FOR THE YEAR-Emily Bell Adams *.
Two TERMS-Marion L. Emerson, Florence M. Perham, Herbert R. Byfield.
ONE TERM-Ralph Adams, Arthur Adams, Fred Holt, Michael O. Day, Arnold Perham, Merton H. Greene, David Kelley*, Susie McKarney, Olive G. Eaton *.
24
MIXED No. 2.
ONE TERM-Dennie Sheehan.
MIXED No. 3.
FOR THE YEAR-Nettie A. Byam, Grace G. Garland.
ONE TERM-Mabel Pickard, Ferdie M. Scoboria, Elbridge Mansfield.
MIXED No. 4.
FOR TWO TERMS-Geo. M. West, Edward J. Robbins, Frank A. Melvin, Clara M. West.
ONE TERM-Edith Davis, Merton Cummings, Walter Redman, Ed- die R. Redman.
MIXED No. 6.
FOR THE YEAR-Harry Wilson, Dudley Corliss, Marshall Dix.
FOR TWO TERMS-Mary J. Dix, Michael Finnick.
ONE TERM-Bertha Teabo, Annie Devine*, Pearl Dyar; Arthur Dyar, Ellie Devine, Ernest Craven.
MIXED No. 5.
FOR THE YEAR-Florence E. Ward, Laura M. Dutton, Arnold Byam.
Two TERMS-Bernard A. Byam.
ONE TERM-Stella Byam, Sadie Newhall, Ethel Ober, Bertha Ober.
.
MIXED No. 7.
FOR THE YEAR .- Elsie Hodson.
Two TERMS-Ela Hodson, Frank P. Martin, Oscar E. Hodson.
ONE TERM-Willie E. Martin, Charles J. Martin, Fred. A. McNutt.
HIGH No. 8.
Two TERMS-Fannie G. Holt, C. E. Hyde, Cecilia A. Marinell.
ONE TERM-Fannie M. Parkhurst, Della G. Sprague, Bertha A. Swain, Blanche Sampson, Walter E. Swain, Irvington L. Keith, George W. Monegan, Adelbert C. Webb.
25
GRAMMAR No. 8.
FOR THE YEAR-Hattie Hall.
Two TERMS-Viola Green.
ONE TERM-Fanny Holt, Cecilia Marinell, Luella Merrill, Ida Irish, Florence Sampson, Lena Small, Lillie Sweatt, Fred. Chandler, Augustus Duncan, Frank Small, Justin Wright, Gardner Ripley.
INTERMEDIATE No. 8.
Two TERMS-Walter Marinell, Arthur Wheeler, Lizzie Larkin.
ONE TERM-Abbie Butterfield, Carrie Cook, Viola Green, Ida Irish, Minnie McManamin*, Delia Shields*, Stella Wright*, Gracie Wright*, Annie Wright*, Charlie Hatch*, Gardner Ripley, John McTague, Eddie McEnnis, Georgie Swain, Georgie Spaulding*, Georgie Lambert, Sadie Leahey, Edith Merrill, Mary Larkin*, Fran- ces McEneney *.
PRIMARY No. 8.
FOR THE YEAR-Clarence Spaulding, Stephen Ward.
Two TERMS-Thomas McTague, Carl Ripley, John Callahan*, John Shields*, Bessie Moore, Rosie McCabe, Nellie McCabe.
ONE TERM-Philip Callahan*, Frank Hall, Thomas Larkin, Geor- giana McEnnis, Blanche Wright, James McTague, Robert Scribner, Hallie Cook, Mary B. Hatch*, Sarah Leahey, Alice Shields, Lizzie Larkin, Theresa McCabe, Grace Merrill, Edith Newman.
MIXED No. 9.
FOR THE YEAR-Florence M. Winship, Emma L. Woodward.
Two TERMS-Charles A. L. Dane, Frederic A. Snow, Louisa F. Pelsue, Minnie M. Pelsue.
ONE TERM-Lottie L. Snow, Gertrude W. Pelsue, Alma E. Ag- new, Mary J. Doherty, Cora G. Daw, Nina E. D. Dane, Carle E. Spalding, John E. Dane, Walter Pelsue.
STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD, MASS.,
FOR THE YEAR ENDING FEB. 28, 1890.
SPRING TERM.
FALL TERM.
.
No. of School.
TEACHERS.
Time.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between S and 14
Wages pr month.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14
Wages pr month.
High, Centre ...
1
E. F. DeNormandie (4 weeks) .. B. W. Tinker (8 weeks).
3
36
25.3
18
5
80 00
3
33
22
3
$84 00
Grammar, Centre .....
1
L. L. Butterfield ....
3
32
26.2
1
29
36 00
3
29
1
23
36 00
Intermediate, Centre ..
1
Gertrude Byam ....
3
28
20.6
28
36 00
3
38
29.8
38
36 00
Primary, Centre.
1
| Susie M. Emerson ....
2
13
46
38.3
12
36 00
41
32.5
1
8.2
1
1
6
32 00
Mixed, North Road ....
2
M. Elizabeth Ham ... Carrie E. Erskine ...
25
16.1
20
36 00
3
25
21.1
18
36 00
Mixed, South ...
3
18
15.1
1
14
34 00
3
16
14
i 5
32 00
Mixed .
5
Orinda A. Perham ... · Susie S. McFarlin ..
3
32
29
22
36 00
3
34
28.1
1
23
36 00
Mixed ...
7
Clara B. Locke.
3
14
12.1
1
6
32 00
15
13.2
8
32 00
High, North.
8
W. F. Parsons ... E. B. Vining .
3
23
19
15
84 00
3
23
'21.1
13
84 00
Grammar, North ·
8
Addie M. Taylor.
3
26
24.1
2
17
36 00
3
34
26
1
26
36 00
Intermediate, North ...
8
Angie Campbell.
3
41
35.6
41
36 00
3
36
31
36
36 00
Primary, North .... ...
8
Laura G. Hoyt ...
58
48.6
3
13
36 00
3
58
44.6
2
18
36 00
Mixed, West ..
9
Agnes Naylor.
35
29.3
1
20
36 00
3
41
33.7
1
26
36 00
Total Schools, 15.
Teachers, 18.
44
13
442
354.6
7
39
241
44
15
444
37.4
7
39
253
.
5
Carrie L. Adams .....
3
12
6.2
7
32 00
2
15 -
10
7.2
14
34 00
Mixed, South Road ..
3
16
9.1
3
1
7
32 00
11
32 25.6
11
36 00
4
3
Mixed, East.
6
1
$84 00
Time.
SCHOOLS.
L. A. Crawford .
Statistical Table of Schools in the Town of Chelmsford, Mass. (continued).
WINTER TERM.
THE YEAR.
No. of School.
TEACHERS.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between Sand 14
Wages pr month.
Months.
Days.
Number regist'd.
Av. attendance.
Wages of Teach-
Per cent. of attendance.
Total Schools, 15.
Teachers, 16.
44
426
323.8
4
37
255
133
15
463
340.8
$5,505 40
.87
..
2
15
36
28.6
36
36 00
8
15
38 34
23
307 00
. 88
Primary, Centre ...
1
Susie M. Emerson ..
2
15
34
22.7
13
36 00
15
22.7
302 40
.86
Mixed, North Road.
2
M. Elizabeth Ham ...
3
12
7.1
1
1
6
32 00
9
16
8.4
288 00
. 70
Mixed, South ...
3
A. G. Hutchins ... ..
3
25
20
20
36 00
co
27
21.1
324 00
.80
Mixed, South Road ..
4
Carrie L. Adams ...
3
18
14.2
14
34 00
9
18
14.1
306 00
.90
Mixed .
5
E. W. Emerson ..
3
10
7
5
32 00
8
15
12
6.2
272 00
. 80
Mixed, East ...
Susie S. McFarlin ...
3
32
29
1
22
36 00
9
34
28.2
324 00
.90
Mixed .
Clara B. Locke ..
3
16
12.8
2
8
32 00
9
17
12.7
288 00
.80
High, North
3
24
20.2
14
84 00
9
24
20
756 00
.92
Grammar, North ..
8
L. A. Crawford ...
3
29
19.5
1
27
36 00
26
23.5
324 00
.94
Intermediate, North ...
8
Angie Campbell.
3
33
25.1
33
36 00
9
41
30.6
324 00
.93
Primary, North ...
8
Laura G. Hoyt ..
3
56
36.3
18
36 00
00
58
44
324 00
.90
Mixed, West ..
9
Agnes Naylor ..
3
43
30.2
1
28
36 00
9
50
33
324 00
.91
1
B. W. Tinker.
2
15
31
27.6
20
2
$84 00 36 00
8
15 15
36
28.3 25
$727 00 315 00
. 92
Grammar, Centre .... .
1
L. L. Butterfield .....
2
15
27
23.6
23
8
32
Intermediate, Centre ..
1
Gertrude Byam (3 weeks) ..
High, Centre.
..
..
.
7
8
E. B. Vining .
.
.
..
Time.
Time.
SCHOOLS.
ers.
.93
Mary C. Rogers ...
CC OO
Y
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