USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1892 > Part 3
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In some of the schools it has been the custom to raise a sum of money by subscription to defray the expense of teaching music in the schools. The effect on the schools has been good, and your Com- mittee would recommend a small appropriation for this purpose, that it may be tried more fully.
Your Committee notices that during some terms of certain schools not a name of any visitor to the school (except it be the Superintendent or Com- mittee) appears on the register as having visited the school, and that in some of the largest in town.
6
This is not as it should be. Both teacher and pupils are encouraged in their work by the visits of those interested in them and their work. We earnestly urge all, parents especially, and as many others as may care to, to visit the schools. Your Committee invite intelligent criticism at all times on the state of the schools, and such criticism can only be made after seeing the work done in them.
The matter of appropriations we leave with the Town, asking them to heed the suggestion made, and, trusting in their wisdom and liberality, we feel that the schools will not suffer. The Town must feel that the Committee is working for their interests, and not from a personal standpoint; and the Com- mittee feel that the Town is able and willing to give them the means to carry on their work, pro- vided it is properly expended, and the value received for it.
J. A. BARTLETT, Chairman, RILEY DAVIS, Secretary, JOHN H. WHIDDEN, R. S. RIPLEY, GEORGE A. BYAM,
FRANK C. BYAM,
LUTHER C. UPHAM,
HENRY R. HODSON, ORRIN PIERCE,
School Committee.
SUPERINTENDENT'S REPORT.
To the Chairman and Gentlemen of the School Committee:
In accordance with your rules I herewith respectfully submit my fifth annual report on the character and prog- ress of the schools under your charge. The work of the year has been progressive and in a large degree satisfac- tory. The more pronounced blending of the practical with the theoretical has given gratifying results.
In speaking of the growing improvement in the princi- ples and methods of instruction, and of the increasing in- terest of the teachers in whatever concerns the welfare and progress of the schools under their care, it is im- possible to avoid what may appear to be repitition of the reports of preceding years. All that was true in the past is true now, while the rate of improvement has not dim- inished.
In performing my duties as Superintendent I have fol- lowed a plan, the outlines of which I had developed dur- ing several years of teaching and supervision. This plan is founded upon the purposes of Public Schools, which are first of all, to prepare children for usefulness as citizens.
The Republic guarantees its security, permanence, and progress by means of these. The immediate, primary mo- tive of common-school education is to teach and train chil-
8
dren to work, to form habits of systematic work, to love work, and to put their brains into work. I would have every boy and girl who graduates from our public schools in a large measure prepared to master the details of what- ever trade, business, or profession he or she may enter upon; and to this end, every step of school work, from beginning to the close, should be directed.
PROVINCE OF TEACHING.
The angler studies the habits of the fish that he would catch; this fish has a delicate taste, and he drops before it the fly peculiar to the season and to that country ; that fish is voracious, and he trolls for it with a revolving spoon. The hunter starts his hounds after the fox, and then he cuts across the country to intercept the fox as it turns in the circuit of its course.
Sanitarians and economists tell us how to produce for diet lean meat, fat meat, or meat that is fat or lean in successive layers.
There are strains of cattle that excel for butter making, while other strains excel in producing beef. The Arabian horse is characterized by speed, endurance, and cominand of his power when under the excitement of the race. In all these cases man operates explicitly and immediately upon the endowments of activities; he arouses and incites the activities of the fish, the fox, the cow, and the horse, when he busies himself with them; he bends his own treatment of them so that it shall conform entirely to the nature and character of their activities; his own form of dealing with them is conditioned wholly upon the form in which their activities proceed when they manifest them- selves.
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The above cases suggest the peculiar province of teach- ing. The teacher incites the activities of those who are learning; he can incite no activity in a pupil which is not an original and permanent endowment of the race; he can not incite a pupil to fly in the air, or to breathe un- der water, because the race has no endowment in this line. The child has for the class room his several faculties ; each faculty has a form of activity that is peculiar to that endowment.
The province of teaching is that of inciting the faculties that the child possesses to act in their normal form. The teacher's function is to use himself as an agent, and sys- tems of subject-matter as a means, to incite and direct in form the activities of the child.
FORM-STUDY AND DRAWING.
Our common-school instruction must fit for practical life. This proposition is self-evident. It is very pleasant at times to moralize upon education, and to wish that our public instruction had more of the æsthetic or culture in- fluences pervading it; but we can not escape the fact that the public schools are supported by public taxes, that these taxes are paid by the people at large, and that there is in the public mind a firm conviction that instruction in the schools should be estimated by its practical value.
Not to put too fine a point upon it, public education must have its distinctively bread-and-butter side, and this is a common-sense way of looking at the matter. A few words, therefore, in regard to the practical business value of form study and drawing. As we look over this State, we see a great growth of our urban population, and closely connected therewith the development of numberless indus-
10
tries. We have come, as a State, to a great period of industrial development, and it is evident that many of the children now in our public schools, and those that are to follow them, must inevitably find employment in these in- dustries, not only as wage-workers, but also as directors of them, or as handling their products. The universal busi- ness testimony is, that the practical requirements for em- ployment in the higher and better class of these indus- tries are the possession of quick and accurate powers of observation, with skill of hand, and an ability to read and draw readily working drawings, as well as to make picto- rial representations of objects. I do not hesitate to say that it is entirely practicable to introduce the study into our schools, and it need not crowd out any other study. Education, to be practical, must respect more than it has done hitherto the manner in which a child's mind de- velops. Experience has abundantly proved that the best way of teaching young children what are called the "three R's", is not by overdosing them with these studies, or confining them to these studies alone, but by judiciously interspersing with instruction in these, exercises that will lead children to observe, to talk, to make, and to draw. Bearing this point in mind, a moment's thought will show how valuable an adjunct this training in form-study and drawing can be made in the teaching of the fundamental branches in the schools. It can be brought in as a happy relief between the other studies, and as instruction in the lower grades is largely oral, it serves to break up the monotony of the regular work. In an experience in school work covering many years, I have never seen so much interest or so much good work done, in so short a time, in any subject as has been done in form-study and drawing during the winter term.
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RELATIONS OF TEACHERS AND PARENTS.
The relations of teachers and parents are usually of a friendly and harmonious character, and as such prove a most valuable aid to each, in the settlement of difficulties that may arise between pupils and teachers. Exceptions, however, occur where the parent assumes a hostile attitude without taking the trouble to inform himself of the facts regarding questions at issue. He feels wronged and
aggrieved by fancied insults from the teacher, as set forth by his child; never for a moment suspecting himself as the unwitting dupe of prevarication or falsehood, and at once vigorously proceeds to defame the teacher and con- demn the school. Upon provocation of this kind did the parent reserve judgment until, by an interview with the teacher, he became fully and correctly informed of the matter in dispute, he would, no doubt, pursue a more consistent course. Reliable information may always be ob- tained from the teachers, who, it is believed, have neither the desire nor opportunity to misrepresent any transaction in their school work; hence their statements ought to be received as conclusive evidence upon all questions of grievance which may arise.
FREE TEXT - BOOKS.
The purchase and distribution of text-books and supplies occupies no inconsiderable portion of my time. A regu- lar system of debit and credit between this office and the teacher of each school is continued, and a similar system is maintained between the teacher and individual pupils. The responsibility of the teacher is thus magnified, as well as the liability of the scholar. The free text-book law, so-called, has now been in force since 1884. That it
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is a saving, pecuniarily, to our citizens, as a whole, there can be no doubt.
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, 1891 . . $153 16
Expended for books 347 14
Expended for supplies 301 60
$801 90
BOOKS AND SUPPLIES FURNISHED.
High School No. I $ 85 20
Grammar School No. I 48 20
Intermediate School No.
59 50
Primary School No. I 29 80
Mixed School No. 2
13 15
Mixed School No. 3
63 05
Mixed School No. 4
24 00
Mixed School No. 5
21 80
Mixed School No. 6
37 00
High School No. 8 .
60 60
Grammar School No. 8
40 25
Intermediate School No. 8 . 56 40
Primary School No. 8.
58 15
Grammar School No. 9
31 60
Primary School No. 9.
21 00
Books and supplies on hand
152 20
$801 90
MIXED SCHOOLS.
Changes of teachers have occurred in each of these schools during the year. On the whole, I think some of them have been benefited by the change, while few, per- haps, have really been injuriously affected by it. It is not desirable, nor expedient -and this will apply to the graded schools as well-that I should publicly speak, on
13
the one hand, of any marked deficiencies in the methods of teaching and their results, or on the other of satisfac- tory methods and results, that have been witnessed in the several schools. Such information is always ready and often given, whenever you desire it for your better knowledge of the condition of any school and the efficiency of any teacher. Most of the teachers in the ungraded schools were peculiarly fitted for their positions by reason of experience and training; and the work as a whole was excellent.
PRIMARY SCHOOLS.
This grade is numerically large, with the prospect that soon in the North and Centre villages there will be a demand for more schools.
It is the observation of all successful educators that the primary training is of the first importance, and it is easier to find efficient teachers for the other grades than for this.
Young children need the most careful and skillful training. " He who teaches early engraves on marble ; he who teaches late writes on the sand." The training of the physical, moral, and intellectual nature, which the child receives in the primary school, affects his whole fu- ture course. I congratulate the Board upon the general excellence and efficiency of our primary teachers.
For the excellent discipline, secured not by scolding and blows, but by the respect and even love, of the children which kind and gentle treatment of them, united with decision and authority judiciously blended, seldom fail to win-for the neat appearance of school rooms and scholars -the enthusiasm of the teacher in discharging
.
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every duty, and the corresponding interest and proficiency of the children-for these and other gratifying characteris- tics, our Primary Schools are deserving of special com- mendation.
INTERMEDIATE SCHOOLS.
The work prescribed for these schools has been carried out quite efficiently and with a good measure of success. The year's work began with less dependence upon the text-books in Geography and Grammar ; and this course was pursued through the year, with, in most cases, better results than by slavishly following the text-books. To do this successfully required more effort on the part of the teacher, more careful preparation for each exercise, and is a better test of skill in teaching, and those achieve the most satisfactory results, who enter into the work with the determination to make it a success.
Formerly beginners in grammar had to be imprisoned for a longer or a shorter period, shivering in the cold vestibule of the science, fed on the husks which the astute grammarians had kindly prepared for them. Now they are let in at a side door and ushered at once into the inner temple, where they revel in the delights of their mother tongue.
The young student of geography today, instead of paining your sensitive ears with a mechanical recital of that of which he can scarcely have a conception, comes forward, pointer in hand, and with the air of a veritable showman, locates and describes on a map of his own drawing the geographical wonders of the world to his admiring auditors.
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GRAMMAR SCHOOLS.
I wish to express my appreciation of the faithful work of our Grammar School teachers. From the invaluable privilege of visiting other schools, teachers bring home the application of correct principles and turn them to daily increasing advantage. They not only bring back the principles but the enthusiasm of foreign work. That gen- eration of teachers has passed away which saw in methods other than their own only objects of contempt or com- placent criticism. The labor of the school-room has been largely increased since the teacher teaches, but the bur- den has been cordially accepted from an appreciation of its reasonableness. As the work of the year has been similar to that of several preceding years, both in its re- quirements and in the manner of meeting them, I will only say that in progress and final results it will com- pare favorably with that of the period embraced in my former Reports.
HIGH SCHOOLS.
The character of these schools has not only been sus- tained, but improved by more matured methods of instruc- tion more skilfully applied. The course of study now, I believe, meets the demands of a first-class High School, and with one other inprovement would warrant us in looking for excellent results. This want can be met in no other way than by the erection of a suitable building for this grade, and the conveyance thereto of all High School pupils in the town. Give this and we shall be prepared to carry out a practical and thorough training ; such as will, on the one hand, prepare young men and young women with just the kind and amount of knowl-
16
edge that they will find useful on their entrance into life, while it implants in them a taste for intellectual pursuits, which will inspire them to carry on their own education after school life is over; and on the other, will furnish a firm and solid foundation to those who pass on to higher institutions of learning. Chelmsford owes it to her- self to cherish fondly the interests of these schools, in- asmuch as they have in the past, and will continue in the future, to furnish teachers for our own town as well as for other places.
GENERAL REMARKS.
The examinations of the schools the past year plainly show that progress has been made. The reviews have in- dicated that thoroughness has been the aim, and the re- sults have been generally satisfactory. In most of the schools the teachers seemed to take special pains to make the rooms as pleasant as possible, by ornamenting them with pictures, mottoes, flowers, and plants. All school- rooms ought to be attractive and beautiful. I wish parents would oftener visit the schools to become eye witnesses of the work being done. A quick and ready sympathy between parents and teachers, and a keen and personal interest of parents in school work are of vital moment to the success of education. Nothing so much quickens the teacher's courage and enthusiasm as the feeling that home influence is exerted in the same direct line as that of school; and frequent visits of father and mother to the school-room delight the children and inspire them to a de- sire to excel in what pleases their parents. There should be an active alliance between the school and the fam. ily, for the former is the conserver and benefactor of the latter. By visiting the schools, parents can learn what is being done and what is necessary to be done to make
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the most progress. This would serve to give, not only mental force to the young, but would have a tendency to improve our educational accommodations and render the public ready to give freely and generously for the support of common schools. These have entwined our country's his- tory with brightest laurels. "Our wealth lies in mines of intellect that remain undeveloped in the youths of our land, and not in gold, silver, and iron." To make this wealth available to its highest ends, we must labor inces- santly to place a good education within the reach of all. "The principle of our fathers was, that the wealth of the State should educate the children of the State." They
used the term educate in no restricted sense. The name common or public schools should be most significant. These should be first-class schools, where the children of the rich and poor may obtain a thorough education.
"We must build securely from foundation to topmost stone, to have our school edifice as a beacon to our chil- dren, to light up their morning pathway, to gild their noonday track, and render beautiful their evening circuit."
The responsibility resting upon us as parents and guar- dians of the young is indeed great. What we do for them must be done quickly, for every rising sun is hastening their maturity. The time they spend in the school-room will be likely to fix their destinies for success or failure. This being true, we have no right to be indifferent to a cause of such vast moment. "If we would show our- selves Christians we must cherish our schools. If we would prove ourselves patriots, we must sustain and foster them. If they are not what we would have them in all respects must not find fault with them and then remain inac- but we should set ourselves to work to remove the The prosperity of our schools depends upon indi-
18
vidual and united efforts. If we would supplant the fail- ures in them with successes, if we would have moral, men- tal, and physical culture characteristic of every school-room, and the distinguishing feature of every scholar in our schools, we must encourage and improve them."
CONCLUSION.
Although we have reason to rejoice at the relatively high position attained by our schools, we must not forget that there is still room for improvement.
While individual notions and popular fallacies should be looked upon with distrust, we should never allow our pre- judices to prevent us from adopting any new idea that the experience of others has proved to be of value. I would urge upon the people of the town that they should seek to know thoroughly the teachers into whose charge . are given such precious interests; that they should try to find out what our teachers are endeavoring to do ; what the difficulties are, and how much they do accom- plish toward the intellectual and moral growth of these young minds; and that we all join our efforts in hearty co-operation toward the end we all have in view, the making of our boys and girls into keen-witted, active, and good men and women.
It gives me pleasure to renew my expressions of grati- tude to the Committee, the teachers, and the public, for the many evidences of their co-operation and support which I have received during another year's labors in the schools. Respectfully submitted,
GEO. F. SNOW.
Superintendent of Public Schools.
CHELMSFORD, March 4, 1892.
ROLL OF HONOR.
CENTRE HIGH SCHOOL NO. 1.
Not Absent or Tardy for the Year-Ednah F. Byam.
Not Absent or Tardy for Two Terms-Harry A. Dutton, Alice M. Stearns, Ralph W. Emerson, Jessie M. Holt, Edwin L. Stearns.
Not Absent or Turdy for One Term-Annie F. Chandler, Arthur E. Dutton. Helen G. Fulton, G. Thomas Parkhurst, John H. Pratt, Edward J. Robbins, Ferdinand M. Scoboria.
Tardy but not Absent for Two Terms-John H. Pratt.
Tardy but not Absent for One Term-George H. Blood, Arthur A. Harmon.
CENTRE GRAMMAR SCHOOL NO. 1.
Not Absent or Tardy for the Year-Estelle G. Hutchinson. Not Absent or Tardy for Two Terms-Bernard H. Byam, Harold H. Davis, Hawthorne Howard, Leslie R. Davis, Ralph H. Stearns, Harry N. Ward.
Not Absent but Tardy for Two Terms-Grace S. Parkhurst. Not absent or Tardy for One Term-Victor L. Parkhurst, Charles P. Holt, Harry G. Hooper, Eva Hutchins, Charles Kearns.
CENTRE INTERMEDIATE SCHOOL NO. 1.
Not Absent or Tardy for the Year-Marion Emerson.
Not Absent or Tardy for Two Terms-Susie Carney, Olive Eaton, George Kearns, Ralph Adams.
Not Absent or Tardy for One Term-Lawrence Marshall, Mary Mooney, Michael O'Day, George French, Arnold Perham.
CENTRE PRIMARY No. 1.
Not Absent for Two Terms-Arthur Hill (tardy once), Arthur Adams, Eva Perham, Edith Hagerman, Fred Holt, Harlie Knowlton.
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Not Absent for One Term-Emma Glidden, Edna Coffin, Mary Kearns, Paul Davis, Ella Knowlton, Maud Knowlton, Maud Perham, Alice Brennan, Ethel Hagerman, Herman Hill, Levi Howard, Rachel Marshall, Walter Smith, Angie Rowell (tardy).
MIXED SCHOOL NO. 2.
Tardy but not Absent for One Term-Eva Decatur.
MIXED SOUTH SCHOOL NO. 3.
Not Absent or Tardy for Two Terms-Ida Palmer, Nettie A. Byam.
Not Absent or Tardy for One Term-Lucy H. Byam, Hattie Emer- son, Annie M. Wood, Gertrude E. Wood, Grace Garland.
MIXED SCHOOL NO. 4.
Not Absent or Tardy for One Term-Frank A. Melvin, Walter H. Redman, Edward B. Redman, Stewart Redman, Percy B. Redman, Winton C. Gale.
MIXED SCHOOL NO. 5.
Not Absent or Tardy for Two Terms-Arnold A. Byam. Not Absent or Tardy for One Term-Carrie B. Newhall.
MIXED SCHOOL NO. 6.
Not Absent for the Year-Perle Dyar (tardy).
Not Absent for One Term-Harry Dix (tardy), Marshall Dix (tardy), Mary Dix (tardy), Perle Dyar (tardy).
GRAMMAR NORTH SCHOOL NO. 8.
Not Absent for the Year-Viola Green (tardy).
Not Absent for Two Terms-Edith Merrill (tardy), Walter Marinel, Arthur Wheeler. Not Absent or Tardy for One Term-Carrie Cook, Winnie Quirk.
INTERMEDIATE NORTH SCHOOL NO. 8.
Not Absent or Tardy for the Year-Frank G. Hall. Not Absent or Tardy for Two Terms-Sadie Leahey, Frank Hall. Not Absent for One Term-Sadie Leahey, Frank Hall, L. Larkin (tardy), G. Merrill, G. Lumbert (tardy).
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PRIMARY NORTH SCHOOL NO. 8.
Not Absent for the Year-Richard Davis (tardy), Ina G. Lumbert. Not Absent for Two Terms-Maud Wright (tardy), Blanche Wright (tardy), Hubert Bearce.
Not Absent for One Term-Gladys Swain, George Jutras, Thomas Larkin, John Shields (tardy), Herbert Worden (tardy), Bertie Fisher, Eva Jutras, Mary Jutras, Loretta Ward, Esther Bearce.
WEST GRAMMAR SCHOOL NO. 9.
Not Absent for One Term-Cora Daw (tardy), Florence Winship, Charles Dane.
WEST PRIMARY SCHOOL NO. 9.
Not Absent for the Year-Arthur Kneeland (tardy), Charlie Abra- hamson (tardy).
Not Absent for Two Terms-George Chapman, Nina E. Dane, Gertrude Abrahamson (tardy).
Not Absent for One Term-Carl Swanson (tardy), Axel Swanson, Gust Swanson (tardy), Roy Mason (tardy), Willie Flynn, Jennie Varin, Emma Holt (tardy).
STATISTICAL TABLE OF SCHOOLS IN THE TOWN OF CHELMSFORD, MASS.,
FOR THE YEAR ENDING FEB. 29, 1892.
SPRING TERM.
FALL TERM.
SCHOOLS.
TEACHERS.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 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
Susie M. Emerson ... Gertrude W. Byam ..
3
34
30.63
14
10
$60 00
3
37
35.63
18
6
$68 00
Grammar, Centre ...... Intermediate, Centre ..
1
Daisy Sawtelle ...
3
35
29.19
34
36 00
3
37
30.3+
32
36 00
Primary, Centre ...
1
Frances Clark.
3
42
35.48
1
11
36 00
3
52
43.34
19
36 00
Mixed ...
2 2
Ella M. Hutchinson,
3
14
10.66
1
7
32 00
3
19
11.33
11
32 00
Mixed, South
3
Charlotte Taylor ....
3
31
23.24
26
36 00
3
27
25.25
16
36 00
Mixed, South Road ...
4
Carrie L. Adams ... Fannie G. Flanders.
3
13
12.2
2
4
34 00
3
19
15.7
1
12
34 00
Mixed ...
Amy W. Marshall ...
3
12
9.758
1
3
32 00
3
12
37.1
5
32 00
Mixed .
6
Agnes M. Bates ... Helen Hadley.
3
37
31.9
1
29
36 00
3
37
30.51
1
20
36 00
High, North
8
John Hayward ...
3
27
22.80
N
9
84 00
24
20.46
6
7
84 00
8
Lucy A. Crawford ...
3
31
26.1
2
24
36 00
3
26
19.6+
3
19
36 00
Intermediate, North ...
8
Angeline Campbell. Minnie A. Hyde ... .
3
35
27.54
35
36 00
3
25
27.39
35
36 00
Primary, North . .
8 Laura G. Hoyt ......
3
55
45.96
23
36 00
3
74
60.4
3
23
36 00
Grammar, West ..
Imogene Foster .....
3
10.55
15
36 00
....
.
9
Agnes Naylor. . .
3
38
28.12
1
22
36 00
3
50
43.58
3
30
36 00
Prin ry, West ...
1
Teachers, 15.
45
446
367.248
6
26
276
45
479
437.53
8
28
271
.
.
. .
.
... .
.
5
Jennie C. Bartlett ... ...
.
. .
·
.
....
9
Ella M. Hutchinson,
3
17
15.31
16
36 00
·
3
23
21.63
20
36 00
1
3
25
23.22
24
36 00
Carrie L. Adams ..
·
. .
Hattie A. Snell ..
.
Blanche M. Bassett.
1
.
Grammar, North ...
17
No. of School.
xisti.
Fable of Schools in the Town of Chelmsford, Mass. (continued.)
WINTER TERM.
THE YEAR.
No. of School.
Months.
Days.
Number regist'd.
Av. attendance.
Under 5 years.
Over 15 years.
Between 8 and 14.
Wages pr month.
Months.
Days.
Number regist'd.
Av. attendance.
Wages of teach-
Per cent. of attendance.
High, Centre.,.
1
Susie M. Emerson ...
2
15
40
32.94
26
4
$68 00
8
15
40
33.06
$571 00
95.3
Grammar, Centre ..
1
Gertrude W. Byam ..
3
25
21.075
1
19
36 00
9
26
21.997
324 00
91.7
Intermediate, Centre ..
1
Carrie L. Adams ....
3
36
29 91
32
36 00
9
35
29.82
324 00
91.
Primary, Centre.
1
Hattie A. Snell ....
3
45
32.45
18
36 00
9
54
37.09
324 00
91.23
Mixed .
2
Blanche M. Bassett.
3
13
9.00
9
32 00
9
14
10.45
288 00
81.+
Mixed, South.
3
27
21.7
14
36 00
9
31
23.40
324 00
1
91.++
Mixed, South Road. ...
4
3
17
12.7
11
34 00
9
19
13.4+
306 00
1
82.1
Mixed
Ida E. Byam.
3
42
33.16
22
36 00
9
55
31.87+
306 00
90.4
Mixed .
6
Helen Hadley ...
3
23
19.18
7
3
84 00
9
28
20.81
756 00
89.+
Iligh, North. .
8
Lucy A. Crawford ...
3
24
17.2+
2
17
36 00
9
32
21.02+
324 00
91.++
Grammar, North.
8
Minnie A. Hyde ....
3
36
27.80+
36
36 00
9
40
27.57
324 00
87.+
Intermediate, North ...
8
Laura G. Hoyt .....
3
67
49.48
31
36 00
9
82
51.67
324 00
88.+
Primary, North ... .. ·
9
Ella M. Hutchinson,
3
25
21.68
23
36 00
51
32.+
324 00
87.
Primary, West .....
9
Agnes Naylor ...
3
38
25.93
3
20
36 00
9
25
15.+
324 00
87.+
Total Schools, 15.
Teachers, 15.
44
15
469
363.453
3
36
264
134
15
548
387.515
$5,427 80
89.17
5
32 00
9
13
18.368
284 80
3
11
8.248
8
John Hayward.
Grammar, West ..
.
SCHOOLS.
TEACHERS.
ers.
95.+
Celia P. Battles ...... Fannie G. Flanders.
Grammar, W
Prin ry, W/22 6
I
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