USA > Massachusetts > Essex County > Middleton > Town annual report of Middleton, MA. 1951 > Part 6
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122
SCHOOL REPORT
HANDWRITING
The Rinehart Functional Handwriting System is operating effectively. This system stresses functional movement, combining a finger and arm movement to permit ease and freedom in penmanship. Writing is a useful and necessary part in education, and good writing habits achieved in the formal writing period should have a carryover value into other subjects and life pursuits.
The Rinehart supervisors visit Middleton once a month to super- vise teachers and pupils. Each month the papers of all pupils are diagnosed and graded on especially prepared charts for the individual pupil.
Formal and informal samples of handwriting are graded, and certificates are awarded for satisfactory performance. The Rinehart service includes all instructional materials such as monthly teacher outlines, room motivation certificates, envelopes, seals, and individual certificates awarded to those who qualify in the handwriting tests.
EDUCATIONAL AND EMPLOYMENT CERTIFICATES
Every person from 14-16 years of age must have an employment certificate or permit, and those between 16-21 years of age must have an educational certificate. These certificates and permits may be obtained from the Superintendent of Schools, the Principal of the Howe-Manning School, and Mr. Harold Purdy.
When one makes application for a certificate, he must apply in person and bring birth certificate and report of last grade attended.
STATISTICS FOR THE SCHOOL YEAR 1950-1951
Total Enrollment 360
Average Membership 354
Average Attendance 322
Percent of Attendance 90
DISCIPLINE
The learning process can be achieved successfully only when students are well-disciplined. The best discipline is self-discipline and springs from interest in school work and school life. Students are members of the school community, and as such, have the same obliga- tions toward those in authority as the people of a town or city toward those elected or appointed to positions of authority. Without willing obedience to authority, the whole educational process is impaired, and
123
SCHOOL REPORT
more important, the essential formation of character is destroyed. Active cooperation between the home and the school in this matter is essential.
SCHOOL LUNCH PROGRAM
The work of our School Lunch Program, capably supervised by Mrs. Margaret Osgood, continues to be outstanding. A well-balanced meal is served every day. During the past school year 40,662 meals were served and the sum of $3,506.82 was received from the Federal Lunch Program.
TESTING PROGRAM
Present day school systems vary in many ways for justifiable reasons, but recognized systems have fundamentally basic procedures. One of these is a testing program. We are working on such a system whereby each student, as he progresses from Grade I to Grade XII, will experience twelve tests of achievements, five tests of intelligence, and ten tests of his reading ability. In addition to providing valuable information for guidance of individual students, we shall be able to judge results of each year's effort, and compare for indications of advancement or regression.
Another basic need is for a twelve year cumulative record system. This is closely allied with the testing and guidance program. A survey for such a system is now under way with recommendations forth- coming in the very near future.
SUPERVISORS
The appended report of the supervisors invite your careful attention. The supervisors are specialists in their respective fields. The teachers have much credit due them for the excellent manner in which they carry out the instructions of these special teachers.
CONCLUSION
I have enjoyed my work of the past six months. The cooperation of the principal and teachers have been outstanding. There will be many details to be reported upon when I have finished my survey of the school system. Audio-visual aids, the marking system, and guidance are subjects now being studied.
A physical education program has been started which should reveal outstanding results within a few years.
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SCHOOL REPORT
Mr. Dower has reported on the textbook replacements, as well as the work now under way on the report cards.
Miss Shea is to be congratulated on the progress of her reading program. We are looking forward to another year in which we shall find our children receiving more benefits from this extra help.
In closing, I wish to express my appreciation to you and the teachers for your efforts to improve the educational opportunities of the children intrusted to your care.
Respectfully submitted, THOMAS L. RIVARD,
Superintendent of Schools.
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SCHOOL REPORT
ENROLLMENT STATISTICS Table No. 1 Age-Grade Distribution Registration - October 1, 1951 Howe-Manning School
Age Grade
5 | 6| 7|
10
11
12
13
14
15
16
Total
I
10
28
1
39
II
12
23
7
42
III
10
41
7
58
IV
12
38
9
1
60
V
10
30
7
1
2
2
51
VI
5
19
9
2
3
1|
| 1
40
VII
4
25
13
4
46
VIII
6
16
8 |
5
1
36
Total
10
40
| 34
60
55
44
| 30
42
32
17
6
2
372
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SCHOOL REPORT
Table No. 2 Teacher-Grade Distribution October 1, 1951
|I |II |III
IV | V | VI | VII |VIII| Total
Miss Devane
28
28
Mrs. Shaw
11
10
21
Mrs. Johnston
32
32
Mrs. Warman
28
28
Miss Marino
30
30
Mrs. Cobb
30
30
Miss Hinkley
30
30
Miss Collins
26
26
Mrs. LaFortune
25
25
Mrs. Rikkola
40
40
Mr. Holmes
46
46
Mr. Branch
36
36
Total
39|
42
58 60 51
40
46
36
372
1
127
SCHOOL REPORT
PRINCIPAL'S REPORT Howe-Manning School
To the Superintendent of Schools:
Complying with custom, it is a privilege and pleasure to present my first report as principal of Howe-Manning School to the citizens of Middleton. This report is divided into major sections, all of which having a major influence on the daily lives of teachers and students.
ENROLLMENT
A comparison with enrollment figures from last year's report reveals an increase of 21 pupils. The enrollment last year totaled 356 pupils. As of January 2, 1952, the pupil enrollment totaled 377 pupils. This enrollment, by grade, follows:
Grade I
40
Grade II
43
Grade III 60
Grade IV
61
Grade V
52
Grade VI 40
Grade VII
47
Grade VIII
34
377
FACULTY
The teaching staff includes twelve classroom teachers, an Art Supervisor, Music Supervisor, Reading Supervisor, Penmanship Supervisor, and the Principal. The staff represents an increase of two classroom teachers from last year's total of ten classroom teachers. In addition, the Penmanship Supervisor is a new member of the faculty.
The new members to join the faculty this year are: Miss Carmelina Marino, Mrs. Constance Cobb, Mrs. Ann LaFortune, Miss Patricia Collins, Mrs. Ann Rikkola and Mr. John Branch, all classroom teachers. Miss Dorothea Shea is Reading Supervisor, Mrs. Doris Nyquist as Music Supervisor, Miss Sonia Antis as Art Supervisor, Miss Barbara Bigham as Penmanship Supervisor, and the undersigned, as Principal, complete the roster. A complete roster of the teaching personnel may be found elsewhere in this report.
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SCHOOL REPORT
Obviously, this report would fall short of its purpose without early mention of the new addition, consisting of the combination auditorium-gymnasium and the four ultra-modern classrooms. It is the exception rather than the rule to have such facilities at the disposal of boys and girls attending elementary school. The pleasure evidenced by the pupils attending the Thanksgiving and Christmas assemblies and witnessing the various sports events is a tribute to the fore- sightedness on the part of all who, in any way, played a role in the erection of this structure.
Physical education classes are now an established segment in the overall educational plan for the boys and girls of Grades six, seven and eight. It is planned to have similar classes for the lower grades as soon as the necessary arrangements, which take time, can be made.
A basketball team, composed of boys of the seventh and eighth grades, are rapidly learning the basic fundamentals of the game under the capable direction of Mr. John Branch, teacher of Grade Eight. An ambitious schedule of games with schools in nearby communities has been arranged. In addition, Mr. Branch devotes a portion of his time each week working with the boys in the fifth and sixth grades so that, in time, these boys may have an opportunity to play on the school team.
Basketball for girls in the upper grades is being directed by Miss Patricia Collins, teacher of one of the two fifth grade classes. It is hoped that several games can be played with girls from other schools before the season ends. .
Not the least of the new facilities afforded by the new addition is the new kitchen for the school cafeteria. A much greater seating capacity is now provided for the pupils at lunchtime. The new kitchen, with its many conveniences, has aided immeasurably the task of the lunch room staff who prepare and serve more than 300 hot lunches daily. A word of appreciation should be said here for the spirit and cooperation manifested by the staff of the cafeteria. Their many acts of kindness towards both pupils and faculty should not be allowed to pass unnoticed. Mrs. Margaret Osgood, cafeteria manager, is the capable director of this phase of the school's activities.
TEXTBOOKS
Many new textbooks have been purchased for the school during the first few months of the school year. There is now a basal reading series throughout all the grades. New England grammar texts have
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SCHOOL REPORT
been purchased for grades three through eight and junior high litera- ture books have been obtained for grades seven and eight. In the field of social studies, a complete series of history and geography books have been obtained for grades four through eight. All of these texts were chosen by the staff and faculty after careful study and comparison of the many different types of textbooks being offered today by publishers.
TESTING
In the field of testing, at least one mental ability test has been administered to each child since the beginning of the school year. The Kuhlman-Anderson Test of Mental Ability has been administered in Grades One through Three. The Henman-Nelson Test of Mental Ability has been administered in Grades Four through Eight. In the primary grades, standard tests also employed include the Metropoli- tan Reading Readiness Test and the Scott-Foresman Tests of Reading Ability. The latter are employed in connection with the primary grade reading basal textbooks. Where the above-mentioned tests, which are all group tests, do not seem to furnish enough data on some children, individual tests are given. Tests used in this area include the Stanford- Binet, the Wechsler Intelligence Scale for Children, and the Wechsler- Bellevue Intelligence Test, Form Two.
REPORT CARDS
Revision of the current style of report cards is now occupying the attention of a committee composed of faculty members, repre- sentatives of the Parent-Teacher Association and representatives of the School Committee. It is hoped that a revision of the present system of reporting marks can be accomplished in time for the next school year.
SCHOOL LIBRARY
At the time of this writing, bookcases for the school library are being constructed in the Reading Room by Mr. Gardner Holmes, teacher of Grade Seven. When these bookcases are completed, it will be possible to display the many books on hand in a proper manner. It is expected that when these facilities are available, they will be a boon to the reading enjoyment of the boys and girls of the school population.
TEACHERS' FACILITIES
Last but not least, new furniture consisting of a lounge and over- stuffed chair, has been purchased and installed in the teachers' room.
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SCHOOL REPORT
Needness to say, the opportunity for a few restful moments in pleasant surroundings, during intervals in the school day, is a great aid to replenishing that energy needed by the teacher in facing the many tasks that lie ahead. This thoughtfulness on the part of the School Committee is deeply appreciated by the teaching staff.
CONCLUSION
At Howe-Manning School it is believed that elementary education furnishes the opportunity for the introduction to the basic principles of our democratic way of life. We recognize the paradox of training for future participation as free citizens through autocratic adminis- trative and classroom practices. The democratic thread must run through the entire fabric of institutional operation. It must show respect for the personality of every student and develop means whereby highly diverse inborn capacities attain their highest possible expression.
Progressive achievement towards the goal of better understand- ing insures the attainment of those qualities essential to a society of free governing men and women. These qualities include an under- standing and appreciation of democracy and democratic institutions; the development of characteristics that have democratic significance, such as individual capability and intelligent acceptance of social re- sponsibility, open-mindedness, understanding, and cooperation in the promoton of the common good; and the employment of teaching methods through which these democratic goals may be obtained.
Our ultimate goal is this final concept: The teaching of students - not school subjects.
My appreciation is expressed here for the cooperation of the Superintendent of Schools, the School Committee, teachers, super- visors, Mr. Hayward, the Parent-Teachers Association, and to all who have assisted Howe-Manning School in any manner.
Respectfully submitted,
RAYMOND S. DOWER, JR.
Principal.
131
SCHOOL REPORT
REPORT OF READING SUPERVISOR
To the Superintendent of Schools:
The reading program has been unusually successful this year. The success has been due to the marked cooperation of parents, teachers, and pupils, as well as to the understanding and firm support of the administration and the school committee. Cooperation is the core of a good reading program and Middleton has this cooperation estabilshed to marked degree.
The testing program has been extended. Stanford-Binet Tests of Intelligence have been used largely in the first three grades and the findings have been interpreted to both teachers and parents. The Wechsler Bellevue Intelligence Scale for Children has been adminis- tered on the basis of individual need in the upper grades and has served a specific purpose in educational counseling. Kuhlmann Ander- son Tests of Mental Ability were given in the primary grades on a group basis and Henman Nelson Tests of Mental Ability were given in the upper grades. Metropolitan Tests of Reading Readiness were given in grade one and Stanford Achievement Tests were given to selected groups in grades five and six. Scott Forsman Reading Tests were made available to teachers in grades one and two. Other reading tests were given to meet specific requirements.
A filing system that records all standard school tests for every pupil was established.
In reporting on a testing program it is essential to realize that final results cannot be ascertained either for a group of for a pupil. A testing program must be flexible enough to meet the developing needs of school or child. Constant referral to previous data should be made and careful comparison of group and individual scores help in establishing charts of progress and abilities. Sufficient data have thus far been accumulated so that the teachers now have an opportunity to check their pupil findings against standard scores of one or more tests. The tests themselves are also checked for their usefulness and accuracy through this comparison. Future tests will be given in order to meet the needs of the classroom as reported by the teachers as well as to survey the achievements of the school as a whole in relation to similar schools throughout the country.
In setting up the reading program for this year the main con- sideration was assistance to both teacher and pupil in meeting class-
132
SCHOOL REPORT
room requirements. The only limitation was that assistance was given in the first six grades. The size of the reading groups prevented extension into grades seven and eight. Informal and formal testing revealed the causes of the difficulties encountered by the children. The first step in correction was to provide a classroom situation free from anxiety over real or supposed failure. The child was encouraged to recognize his particular abilities and to build on these. Special means of learning through individual abilities were presented and once initial success and confidence were established, the child was ready for further learning. The meanings and uses of common words were presented and both recognition and spelling were emphasized. Phonic drill was given first on known words and from this analysis of unknown words was given. Oral reading with meaning was stressed and the understanding of word, sentence, paragraph, and story fol- lowed in order in silent reading. Reading for pleasure was encouraged through discovery of the child's interests and provision of books that would encourage development of those interests. Periodic testing and teacher conferences indicated the level of progress. Upon attaining success in the classroom, pupils were given a standard achievement test to determine objectively the rate of progress and if it was felt the scores indicated they were working up to their abilities, they were dropped from the special reading group.
Of marked assistance were the conferences with parents who were often able to shed light on the cause or continuation of a reading problem. Too much cannot be said in appreciation of this voluntary help proffered by the parents.
The teachers presented both individual and class reading prob- lems. Solutions were sought through study of abilities, educational achievements, kinds and frequency of errors; and remedial methods and materials were sought. Prevention of reading and learning dis- abilities is now coming forward as the major objective of the class- room teacher and it is hoped that with greater emphasis upon learning through individual abilities, rather than through the eye and ear alone, that pupils will find greater success in this basic school subject.
The contact with the Flint Public Library was most helpful in building classroom libraries. Loans for books were made for extended periods of time and filled a great need during the school library period as well as for spare time reading.
The year has been a busy one but fruitful in a way that is rare in the average community. Much credit is due to Middleton to those both in and out of the school, for their frank determination to recog-
133
SCHOOL REPORT
nize, correct, and prevent learning difficulties among the children of their school.
Respectfully submitted, DOROTHEA SHEA, Reading Supervisor.
REPORT OF SCHOOL NURSE
To the Superintendent of Schools:
The following is a brief summary of all the activities pertaining to health that have been carried on by the Nursing Department throughout the year.
The majority of the children were protected against lockjaw by receiving the three immunizing injections of tetanus toxoid. Still others who have been previously immunized received a booster injection.
Patch Tests were appled to 326 children. Of this number 30 had positive reactions to the test. These were xrayed and their chest films were found to be negative.
Both the Massachusetts Vision and Hearing Tests were done. All parents of children who failed were notified. These two defects left untreated can seriously impair a child's school work.
The children were weighed and measured and reports sent home to the parents. Notations were made on those excessively over or underweight.
Pediculosis offenders have been kept at a minimum. However, in most cases it is the same chronic cases that we have to contend with.
Dr. Rogers gave each child a physical examination and notices were sent home to those having defects. The major problems in two- thirds of the children were in the condition of their teeth. The teeth are in a deplorable state but, as yet, a dental program cannot success- fully be worked out.
The Mental Hygiene Clinic was conducted in the spring and his- tories of the children involved were taken at their homes.
In conclusion, Dr. Rogers and I would like to thank Mr. Dower and the Teachers for their cooperation and assistance.
Respectfully submitted, LOUISE M. BRENNAN, R.N.
134
SCHOOL REPORT
REPORT OF MUSIC SUPERVISOR
To the Superintendent of Schools:
I submit, with pleasure, this report of the music program in the public schools of Middleton.
We are continually striving to improve the ability of the elemen- tary school child to read music, sing with a sweet and easy tone, and with expression and clear diction. Above all, we want to create a love of good music on the part of the child.
In the first grade we try to teach as many rote songs as possible, and give a great deal of attention to monotones, if there are any. The second grade learns many rote songs also, but begins to learn to read music. We strive to improve this ability in the third and fourth grades, so that by the time the child is in the fifth and sixth grades he is able to sing part music. We are doing much work on two and three part music in grades seven and eight.
Along with this general work, we are going to try to work in rhythm bands in the lower grades, and music appreciation in both lower and upper grades in the form of listening to records, learning about composers, and studying various instruments of the orchestra.
May I take this opportunity to thank all in the school system for their fine cooperation and friendliness.
Respectfully submitted, DORIS M. NYQUIST
135
SCHOOL REPORT
REPORT OF THE ART SUPERVISOR
To the Superintendent of Schools:
The work of the art classes is planned so that it becomes effective through successive stages.
The child is given much encouragement so that his natural con- fidence in his own ability to produce art work that is superior, will not be diminished.
Considerable attention is given to motivation, since the child's interest in a topic is necessary before any significant expression can be brought forth.
Problems are planned which are suitable for each grade level, and which the children can be expected to solve through their own efforts, guidance being given when needed.
Short lessons in technique or the use of tools are given as needed. In the upper grades the topics requiring discussion include: landscape, figure drawing, picture composition, lettering and perspective.
So far, this year, the media used have been crayon, water color, chalk, and cut paper. Two new media, spray guns and "Payons" (water color crayons) have been added to the supplies for use in the upper grades.
It is hoped that a greater variety of media can be added to the supplies, from time to time, since through the use of a variety of tools, the interest and intiative of the children is increased and greater artistic development becomes possible.
Respectifully submitted, SONIA ANTIS
136
SCHOOL REPORT
REPORT ON RINEHART FUNCTIONAL HANDWRITING SYSTEM
To he Superintendent of Schools:
I am pleased to report that our handwriting program, which was introduced into your schools in September, 1951, is showing progress. It is too early to attempt a statistical report but this will be forth- coming in time for your school report at the conclusion of the semester.
To date, we have provided your students with the necessary in- structional folders and your teachers with the appropriate outlines, bulletins and motivation charts that will present an objective record of the progress that is made from month to month. We have held monthly teachers' meetings for the instruction of your teachers and visited each classroom in the elmentary schools monthly for in- structional purposes. It is our policy to administer a formal test each month to all students and to diagnose and grade these papers for eight specific items; namely, neatness, letter forms, size, alignment, spacing, slant, endings and line quality. In addition to this grading, we also grade three or four samples of informal handwriting in order to make the student conscious of the need for a practical application of what he has learned. We put special emphasis on the concomitants of learning such as neatness, attention to detail, accuracy, good work habits, etc.
We have been pleased with the excellent cooperation we have re- ceived from all the teachers and pupils to date.
Respectfully submitted,
WILLIAM L. RINEHART, Director.
137
SCHOOL REPORT
HOWE-MANNING SCHOOL Corps of Teachers 1951-1952
Name
Raymond S. Dower, Jr., B.A., University of N. H. M.Ed., Principal Boston University
Catherine Devane Lesley College
1 Sept. 1937
Marjorie Shaw, B.S.E.
Salem Teachers Col.
1&2 Sept. 1950
Nellie Johnston
Salem Teachers Col. 2 Sept. 1949
Grace Warman
Salem Teachers Col. 3 Sept. 1950
Carmelina Marino, B.S.E.
Boston University
3
Sept. 1951
Constance C. Cobb, B.S.E.
Boston University
4 Sept. 1951
Fannie C. Hinkley
Salem Teachers Col.
4 Sept. 1914
Patricia J. Collins, B.S.E.
Salem Teachers Col.
5 Sept. 1951
Ann LaFortune, B.A.
Trinity College
5 Sept. 1951
Ann Rikkola, B.S.E.
Wor. Teachers Col.
6 Sept. 1951
Gardner Holmes, B.S.
Northeastern Uni.
7
Sept. 1949
John Branch, B.A.
University of Maine 8
Sept. 1951
Supervisors
Dorothea Shea, B.A., M. Ed. Boston University Read. Sept. 1951
Doris Nyquist, B.M. N.E. Con. of Music Music Sept. 1951
Sonia Antis
Boston Museum School Art Sept. 1951 of Fine Arts Rinehart Functional Writing Sept. '51 Handwriting
William Rinehart, Director
Date of Grade Appointment Sept. 1951
Janitor and Attendance
Nathan Hayward, Jr, Middleton
138
SCHOOL REPORT
Graduation Exercises 1951
PROGRAM
Processional "March Militaire" Shubert
Robert D. Witham
Invocation
Rev. Louis S. Thompson
Flag Salute
Star Spangled Banner
Chorus "Holy, Holy, Holy"
Recitation "If"
William Bernson
Piano Solo "Ave Maria"
Franz Shubert
Janet Sherwood
Recitation "Roberta's Good Intentions" Nancy Akstin
Chorus "Woodland Rose" E. Hermes
Class Prophecy
Carlene Jones
Piano Solo "From a Distant Steeple"
Stanford King
Beth Oliver
Presentation of Class Gift Patricia Johnson, Robert Peachey
Piano Solo "By A Blue Lagoon" Maxwell Ekstein
Shirley Ferry
Address Captain R. M. Burnham, U. S. Air Force
Presentation of Awards
Mr. Francis J. Albanese
Awarding of Diplomas Mr. Eben L. Jewett Chairman of School Committee
Chorus "America the Beautiful" Samuel A. Ward
Benediction
Rev. John T. Powers
Recessional
John B. Dykes Rudyard Kipling
139
SCHOOL REPORT
Class of 1951
Nancy Ann Marie Akstin Philip Joseph Armitage Clara Alice Barthelmy William Victor Bernson, Jr. David Francis Bishop James Chrysostom Cabral Bertram Earl Chase David Whitfield DiTomaso Thelma Marion Evans Shirley Rena Ferry Ann Maria Floyd
Alfred Lunt Gardner Robert Hill Henley Patricia Ann Johnson Carlene Ann Jones Arthur Walter Kilroy
Philip Mearll Knowlton
William Rudolph Lavoie Addison Ludwig Jill Gail Ludwig William Robert Mugford Natalie Beth Oliver
Marilyn Grace Paine Sally Ellen Pelletier Patricia Arlene Pellicelli
Alfred Emil Phaneuf Kenneth Nash Phillips
Thomas Charles Sanborn
Janet Carol Sherwood Leroy Elmer Sturtevant, Jr. Lindsey Charles Trenholm Kenneth Walter White
CLASS OFFICERS
President P. A. Johnson
Vice-President
N. B. Oliver
Secretary A. E. Phaneuf
Treasurer
J. C. Cabral
INDEX
Balance Sheet -
41
Cemetery Endowment Report
-
49
Cemetery Department
34
Charities
Cummings Fund
47
Electric Light Report
87
General Government
9
Health and Sanitation
22
Library and Parks
29
Municipal Indebtedness
35
Payroll Analysis
44
Public Service Enterprises
32
School Department
28
Town Officers
3
Town Officers Salaries
13
Town Treasurer's Account
46
Unclassified Account
30
Veterans' Services
PART II
Assessors' Report
74
Building Inspector's Report
73
Dog Officer's Report -
85
Board of Appeals
86
Health Department Piggery Rules
99
Fire Department Report -
89
Fire Housing Needs Committee Report
90
Flint Public Library Fund
57
Forestry Report
81
Howe-Manning School Addition Report
98
Highway Department
79
Jurors List
72
Land Owned by the Town
48
Librarian's Report
59
Moth Department Report
82
Planning Board Report
96
Public Welfare
95
Police Department Report
83
Recommendations Finance Committee
102
Selectmen's Report
61
School Reports -
117
Tax Collector's Report -
76
Town Clerk's Report -
-
64
Wire Inspector's Report -
88
Warrant for March 11, 1952 - Inside Front Cover
-
27
Protection of Persons and Property
18
Recapitulations
37
Highways
23
26
L
IN
(MIDDLETON!
PUBLIC LIBUR
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