USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1865-1869 > Part 2
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a-x
(a-z)2.
2. Divide a2-4
m by a2+4.
3. Simplify the fraction 1+5. a
4. Find the greatest common divisor of m2 -2 m and 2 m n2 -4 n2.
5. Reduce x4-2×2 z2+z4
x6-zł x2
to the form of an entire quantity.
6. Find the sum of = + 1 1
a nd 1-(axb) .
7. Divide (a-b)} by (a-b)}
8. Find the values of x and y in the following equation ; 1
2 1 y
=
1 1
-
X +
= 13
16
19
9. A farmer received 24 dollars for a certain quantity of wheat, and an equal sum for a quantity of barley, but at a price 25 cents less by the bushel. The quantity of barley exceeded the wheat by 16 bushels. How many bushels were there in each ?
10. What two numbers are those, the double of whose products is less than the sum of their squares by 9, and half of their pro- duct is less than the difference of their squares by 9 ?
Average, 71 per cent.
Geometry.
Book III, Prop. vi.
ix.
66
xix.
IV, " iv.
66
xi.
xviii.
66
xxiv.
66
V, Prob. xxii.
xxvi. .
66
66 XXX.
Average, 93 per cent.
Physiology.
1. How are plants and animals distinguished from unorganized bodies ?
2. How is the process of nutrition carried on in organized be- ings ?
. 3. Describe the circulation of the blood in man.
4. What changes are the tissues of the body constantly under- going ?
4. Of what does the nervous system consist ?
6. What control does the mind exert over the body.
·
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7. What is the condition of the bones in childhood ? In old age ?
8. Of how many bones is the skeleton of man formed ?
9. In what animals is the energy of muscular contraction great- est in proportion to size ?
10. What can you say of the importance of an erect form ?
Physical Geography.
1. Name the most important diversities in the surface of the land affecting climate.
2. Describe the vegetation of tropical countries.
3. Name the principal food-plants of the temperate zones.
4. What are the principal animals of the family Amphibia ? Cetacea ?
5. Of what does Ethnography treat ?
6. Under what different conditions can man live ?
7. Name the three mountain systems of the United States.
8. Describe the valley of the Mississippi.
9. State some of the natural advantages of the United States.
10. While it is summer with us, what season do they have in Rio Janeiro ?
Average, 93 per cent.
Chemistry.
1. How is the specific gravity of solids and of liquids obtained?
2. When does crystallization naturally take place ?
3. What is a salt ?
Name the salt formed by soda and sulphuric acid.
4. What is distillation ?
5. How is sugar obtained ? What is starch and from what ob- taiued ?
6. How does light produce chemical change !
7. What are the physical properties of oxygen ?
21
8. How is illuminating gas prepared ?
9. How is soap made ? What is glass and how is it made ?
10. How is vulcanized India rubber made ? Average, 86 per cent.
Natural Philosophy.
1. What is gravitation ?
2. What is steam, and what are some of its uses ?
3. Explain how the fly-wheel prevents irregularities of motion in machinery.
4. By what are tides caused ?
5. Mention the different ways in which heat is diffused.
6. Name the principal sources of light.
7. When light strikes a transparent body, what becomes of it ?
8. Describe the air-pump.
9. Name the parts of the eye, and describe them.
10. What are the two common defects of vision ? How are these two defects remedied ?
Average, 87 per cent.
History of the United States.
1. How did Lord North receive the news of Cornwallis' sur- render ?
2. When did Congress meet in Washington for the first time ?
3. What was one of the most important acts of Jefferson's ad- ministration ?
4. Give some account of Tecumseh ?
5. Describe the attack of the British on the city of Washing- ton.
6. Give a sketch of the early life of John Quincy Adams.
7. What was the character of Jackson's administration ?
22
8. Give a sketch of Harrison previous to his election as presi- dent.
9. Give an account of Gen. Taylor's life.
10. State the causes of the Mexican war. Average, 85 per cent.
Rhetoric.
1. What is a sentence ?
2. In the following sentences, supply the points required :
I agree with the honorable gentleman Mr Allen that it is pleasing to every generous mind to obey the dictates of sympathy but sir truth and justice impose on us higher obligations.
3. Define taste.
4. What is the common acceptation of the term genius ?
5. What is meant by imagination ?
6. Define the picturesque.
7. Mention some of the chief elements of beauty.
8. What is a metaphor ? What is a simile ?
9. What is personification ?
10. Define the following styles :
The dry - the plain - the neat - the elegant - the florid.
Average, 93 per cent.
English Literature.
Milton.
1. Give a brief account of the life of Milton.
2. What books did he write ?
3. What were L'Allegro, Il Penseroso, Comus, and Samson Agonistes ?
4. What can you say of his style ?
5. Transpose into prose the first twenty lines of the first book of Paradise Lost.
23
6. Scan four lines in Book II, commencing at the 310th.
7. Explain the metre of Paradise Lost.
8. Parse the lines -
Hail, holy Light, offspring of Heaven first-born,
Or of th'Eternal co-eternal beam. May I express thee unblamed ?
9. What is meant by blank verse ?
10. Give a brief argument of Paradise Lost. Average, 88 per cent.
General History.
1. Give some account of Mahomet.
2. State what you know of the Koran.
3. State what you know of Charlemagne.
4. Who was Alfred the Great ?
5. What was the Feudal System ?
6. Give an account of Peter the Hermit.
7. Give an account of the conquest of England by William of Normandy.
8. State what you know of William Tell.
9. State the principal facts in the life of Mary, Queen of Scots.
10. What was the massacre of St. Bartholomew ?
Average, 93 per cent.
1st French.
1. Translate p. 50 " Picciola," as far as the paragraph com- mencing " L'analyse philosophique."
2. What are the principal parts of " prendre," " pouvait," and " saisit."
3. Give the general rules for the agreement of the past partici- ple.
4. Render into French " Have you written your letters ?" " I have written them."
.
24
5. Translate " Are you weary of remaining with us?" "I grow weary of the city, and find amusement in the country."
6. Tranlate from " Picciola," beginning on p. 115, at "N'avez- vous pas aussi," and writing to " merci, merci," p. 116.
7. Write the principal parts of " irai " " detruire."
8. Write the imperative " autorisez " in full and translate.
9. Translate " Will you lend me your knife ?" "I am using it. I cannot do without it."
10. To what class of verbs does s'eloigna belong ?
Average, 78 per cent.
2d French.
1. Translate from " Paul et Virginie," p. 57, the paragraph commencing " Quelquefois."
2. What are the principal parts of "disait," " tiens," and " mettras ? "
3. Write a synopsis of passames, indicative mode, first person, plural number.
4. Translate " Does the gentleman who is with your father live at his house ? "
5. Count as far as twenty.
6. Translate, p. 138, the paragraph commencing O jour af- freux !
7. Tell where existat is made, and write the tense in full.
8. When two pronouns occur, one used as the direct, the other the indirect object of a verb, what rules determine their respective positions ?
9. Render into French " Do you give me this book ?" "I do not give it to you; I give it to him."
10. Write the present tense of " aller," to go.
Average, 93 per cent.
3d French.
1. Translate on p. 23, De Fivas' Reader, " Le Naufrage," first three paragraphs.
25
2. What are the principal parts of furent and eut ?
3. Write all the tenses of flotta in the indicative mode.
4. Translate, p. 57, " Le Bouclier A Deux Couleurs," two paragraphs.
5. Give the principal parts of lisait, ecrite and sais.
6. What various forms has the adjective vieux, 7th line, and where is each used ?
7. Write all the tenses of finir in the subjunctive.
8. Translate, p. 60, " Le Cigale et La Fourme."
9. What are the other forms of nouvelle, and what are the plu- rals of morceau, saison, animal?
10. Write the imperative dansez in full and translate.
Average, 90 per cent.
4th French.
1. What are the various forms of the article in French ? Ex. " The cousin," " the uncle," the mother."
2. Give the general rules for the formation of the plural. Ex. " Book, books ; " " horse, horses ; " " hat, hats."
3. How is the feminine of adjectives formed ?
Ex. Apply the adjectives " little," " poor," " active," "hap- py," to the nouns boy and girl.
4. Give the different forms of the demonstrative adjective " this or that," and the use of each.
Ex. " This dog," " this man," " this woman."
5. Write the different forms of the possessive adjectives and their use.
Ex. My shoe, my dress, my ink. thy Thy thy
His or her " his or her " his or her and the plural of the same.
6. What are the forms of the demonstrative pronouns "this " or " that," and how would you distinguish them when contrasted ?
Ex. " Have you the pen and paper ?" " I have the latter ; I have not the former."
4
26
7. Write the possessive pronouns mine, thine and his in both genders and numbers.
8. Translate " Are you hungry ?" " I am not hungry, but I am cold and sleepy."
9. Render into French, " What ails you ?" "Nothing ails me."
10. Write a synopsis of the verb avoir in the indicative mode, 3d person, singular number, interrogatively.
Average, 92 per cent.
Latin Reader.
1. Translate in Roman History, Book I, Sec. 13.
2. Write the principal parts of fuit, gessit, dedit, and faciebat.
3, Decline the adjective omnia.
4. Case and rules for nymphas and conjugis.
5. Write out the declension of quae.
6. Decline vir and rex.
7. Translate Sec. 19, same Book.
8. Write the present tense of regnare in the indicative, sub- junetive, imperative and infinitive modes.
9. What are the principal parts of dicens, occisus est and hab- uit.
10. Give the rules for " Apposition," the Relative Pronoun, and the Genitive Partative.
Average, 83 per cent.
Cicero and Cæsar.
1. Translate in Cæsar, Sec. 15, Book II.
2. What are the principal parts of praestabat, quaereret and inferri ?
2. Parse multitudine, 4th line, and give rule.
4. What are the rules for gender of multitudine, virtutem and conditione ?
5. Parse nullum, 8th line.
27
6. Translate from Cicero's 1st oration against Cataline, the 9th Section, as far as quanquam, &c.
7. Case of tenti and rule.
8. Write the principal parts of mavis.
9. Give a synopsis of revocarit, in the active voice, 3d person, singular number.
10. What is the case laudi and gloriae, and the rule.
Average, 87 per cent.
Hanson's Latin Prose.
1. Translate the 16th of the Eclogae Ciceronianae. "The Tyrant Dionysius." 1
2. Compare and decline major, 1st line.
3. What is the declension and case of "tyrannus" and the rule ?
4. Give the principal parts of "vis," "strato," and jussil.
5. Decline eandem.
6. Parse "cui" in last line and give rule.
7. Translate in Cæsar, Book 1st, Sect. 36.
8. What is there peculiar about alterius, and how many other adjectives share it ?
9. Decline " vectigalia."
10. Give the case of prescriptum and the rule in full.
Average, 92 per cent.
Cæsar and Cicero.
1. Translate Book VII, C. 80.
2. Parse disposito, succurrerent and viderent, giving rule for construction.
3. Decline pars, multitudo and vir, giving rules for gender.
4. Compare superiores; decline utrosque and omnibus.
5. Parse munitionibus factum and praelio.
6. Translate oratio pro rege Deiotaro, section V.
28
7. Give principal parts of conjunctus, didicisset, debuerat and utereris.
8. Parse qua in qua in bellum utereris and periculo.
9. Compare facilis, magnus, parvus and multus.
10. By what cases are impero and usus followed ? In what case is the agent after participles in dus?
Average, 87 per cent.
Greek.
The Greek words to be written with accents.
1. Decline gnome.
2. Give present tense of eimi in all the modes.
3. Decline parodos.
4. Translate "Eleutheroi te kai alkimoi einai."
5. Translate into Greek " They said that they were men."
6. Give the different forms of ou and tell when each is used.
7. Make the necessary euphonic changes in leipso leleipmai and eliepthen.
8. What are the labials, linguals and palatals ?
9. What are argument and reduplication, and when are they used ?
10. In the sentence Antropos estin, explain the accentation. Correct ou thaumaze, and give the reason for the correction.
Average, 71 per cent.
Xenophon.
All the Greek words are to be accented.
1. Translate, Book II, C. I, 21-23.
2. Parse eipe, apangeloumen, and menousi.
3. Give the rule for the mood of eiesan. Give the principal parts of erchomai, lambano, kaio and gignomen.
4. Give the rule for the mood of menomen. Decline sponde.
5. Translate Book VII, C. 8, 1-4.
29
6. Give the principal parts of diepleusan and gegraphotos. Ex- plain the euphonic changes in grapso and gegrapha.
7. Give the principal parts of echo. Explain the formation of the future of this verb.
8. Parse epomosas. Why is me used in section 3? What is the difference in tense and in meaning between estesa and esten ?
9. Decline the adjective pas. Give the synopsis of the Aorist Pass. of bouleus.
10. Give inflection of timuo, in the present tense of all the moods, active voice, uncontracted and contracted forms.
Average, 85 per cent.
Spelling.
Pheasant, Affiliation, Myrrh, Demulcent, Mysticism, Chalcedony, Plagiarism, Ratiocination, Deglutition, Encyclopædia.
Average, 92 per cent.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF PLYMOUTH.
PREPARED BY THE
Superintendent of Public Schools.
1866-67.
PUBLIC LIBRARY
PLYMOUTH, SS.
PLYMOUTH: MEMORIAL AND ROCK PRESS. 1867.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF PLYMOUTH.
PREPARED BY THE
Superintendent of Public Schools.
1866-67.
PLYMOUTH : MEMORIAL AND ROCK PRESS. 1867.
PLYMOUTH PUBLIC LIBRARY
-
157
108.1 1856-7
REPORT.
-
TO THE SCHOOL COMMITTEE :- Gentlemen :-
IT is very encouraging to all those who take the deepest interest in the progress of education among the people, to observe, from year to year, the steady growth in their attach- ment to the public schools. The general experience of the country, during the last few years, seems to have impressed all, in the most lively manner, with the vast superiority of an educated over an uneducated nation. This feeling is finding expression everywhere, and augurs well for our future advance- ment in everything that belongs to civilization and national power. This favorable opportunity, when the heart of the people is, in a remarkable degree, open to conviction, will not be neglected by those who best comprehend the tendencies of the age and their probable results, in their earnest desire to lay the foundations of learning broad and deep among the masses of men, and to lead the way forward beyond the limits of elementary knowledge to the higher appreciation of moral over physical good, and of the splendor and dignity of the culture of the mind.
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The possibility of making our town a more refined hone for- ourselves and for others who may be seeking a new residence,. ought to stimulate us to the greatest exertions in the improve-
4
ment of our schools; for on the excellence of these, our prosperity as a community depends much more than on the advancement of any other public interest. Few minds ever reach the highest culture of life, unless they have been trained in early youth to those subtle processes of observation and thought which an acquaintance with the best methods of enquiry gives. Attention to material interests is, doubtless, the first great necessity, in order to obtain means ; but the end of all activity should be the enlargement and refinement of the moral and religious sensibilities, the power to appreciate the beauties of nature and art, and the cultivation of the intellect to such a · degree that it may stand face to face with any subject without fear.
The subject of economy in the expenditure of the money appropriated for the support of schools, is always one that attracts considerable attention, and, not unfrequently, receives a great deal of unfair criticism. It is quite natural that those who appropriate money to be expended by a public official, should demand a strict account of the manner in which the duty has been performed. The money which we devote to educa- tional purposes seems to some, no doubt, very large ; and they are at a great loss to know what becomes of so great a sum. It may be some satisfaction to know that this expenditure is sanctioned, at least, by long established custom. Ten years ago, eleven thousand dollars were appropriated for schools ; for the last two years, we have spent twelve thousand. The first year I had charge of the schools, the appropriation was cut down from eleven to ten thousand ; afterwards it was reduced to nine thousand ; but, of course, it was impossible to keep the .schools running the usual length of time, without diminishing
5
the salaries of teachers, and, accordingly, this was done. From nine thousand, the appropriation increased again to ten thou- sand, and then to twelve thousand, which last sum has continued for two years; and during that time, twelve hundred dollars have been added to the salaries of teachers ; so that we have not so much money now as we had ten years ago, to pay the other expenses of the schools besides the salaries of teachers. During this period of ten years, I have never asked the town to make up any deficiency of mine, nor have I ever, but twice,, asked for a special appropriation for repairs, all repairs being paid for out of the general appropriation. I have sometimes exceeded, indeed, the amount assigned for schools, but I have made the balance right again, by spending less the next year. This matter of repairs is a very serious thing. The town has twenty-five school buildings, nearly all old, and they require constant expense to keep them in good condition. If their appearance is not satisfactory to the people of this town, they must vote more money, and the work will be done. It is well. known to all, that the cost of the labor of mechanics is about double what it was a few years ago ; and that all materials for building purposes are nearly double, so that it will be impossi- ble, it seems to me, to pay for the more important repairs out of the general appropriation, if it should remain at the present figure. It would be better, I think, to make a special appro- priation for that purpose.
I think that a wrong impression obtains among some, as to the amount of vacation in our schools. It seems to be thought. that no fixed rule prevails in commencing and closing them. The fact is, the schools have not varied more than three days in the course of three years. The length of our school year is
6
greater than that of any other town in the county, with the exception of Hingham. The schools of Duxbury keep only six months ; those of Kingston about seven ; the Bridgewaters from seven to eight. Four towns in the county have less than six months, whilst we average nine.
I observe a very general desire throughout the town to have the vacations shorter than they now are, a desire which seems to me very reasonable ; and I have accordingly recommended the subject to the consideration of the School Committee. I am very well aware that the taxes of the town are already quite high, and that it is desirable that the rate of taxation in our town should not exceed that of neighboring towns ; but yet I think the advantages to the schools would be so great in case the school year in all were made equal and forty weeks in length, that I do not hesitate to advise, earnestly, that this change be made. Most of our teachers are receiving too little pay for their services, and we are, on this account, always in danger of losing our best teachers so soon as they become known. Competition among the towns, in their efforts to obtain the best teachers, is now so great, that it is really diffi- cult to retain one in a country town after he has distinguished himself in his profession. As all our teachers, except three, are engaged by the week, it is very important to them to have the school year as long as possible ; so that by lengthening the school year, the town increases the annual income of the teachers, without giving any more for a day's work. The cost of increasing the length of the school year from the average of thirty-six weeks to forty weeks, would be twelve hundred dollars. This may seem, at the present time, a very consider- able addition to the expenditure for schools; but I am
7
convinced that a large number of the inhabitants of our town earnestly desire an increase in the length of the school year, and if their wishes are complied with, it will take every dollar of the sum I have stated, to cover the increased expense.
It will be seen by reference to the Treasurer's report, that the expense of moving the school-house in Doten's Lane, in accordance with a vote of the town, exceeds the appropriation for that purpose, but the best interests of the school, it was thought, required the expenditure. At the time the estimate of the cost was given to the town, it was not supposed that the lot owned by Mr. Samuel Barnes, in the immediate vicinity of the place where the school-house had stood for many years, could be bought for the purpose desired, as it was occupied, at the time, by a dwelling-house and barn. This lot, on. account of its central situation, would be much more valuable than any other which had been thought of as a suitable place for a school-house, but so soon as it was known that the owner was willing to dispose of it at a reasonable price, it was decided to purchase it. The lot cost the town three hundred and seventy dollars, which is not a high price for the land alone, but when it is considered that there was an excellent cellar, on which the school-house now stands, included in the bargain, which would not cost much less than two hundred dollars. it will be conceded that the money of the town was very economically invested. By this change, the neighborhood is very much improved, and the whole community, so far as known, expresses entire satisfaction.
There is another improvement very much needed, and has been needed for ten years. I refer to the school-house in School street. It has always been supposed, I believe, that it
8
would be better to have this school in another place, but the expense of a new building for this purpose would be so great, that it has prevented any movement in this direction. A suit- able lot and a new building would not cost less than three thousand dollars. The old building, so far as the frame and external finish are concerned, is sound and good; but the interior is wholly out of repair, and needs a thorough renova- tion, in order to give that efficiency to the school which all interested in its welfare desire. The floor is worn out, the windows are too high in the wall, which gives the room a gloomy appearance, the desks are very old, inconvenient and positively worn out. There is very little more land than that on which the school-house stands, so that the children are obliged to play in the street; but, as the street is somewhat removed from the active business of the town, this inconven- ience is not, perhaps, insufferable ; the lot, however, might be enlarged, as the adjoining land on the South can be bought at a fair price. I feel that this improvement ought not to be delayed any longer, as the school-room in its present condition is quite without attraction for children, and it is very remark- able that the teacher, under conditions so unfavorable, has been able to keep up the character of the school. Anxious to determine as nearly as possible how much it would cost to make the needed repairs, I have requested mechanics to make estimates of the cost of materials and work to be done, and I find that the expense will be about five hundred dollars.
The Primary school-house in Doten's Lane, also, needs repairs. The outside of the building is in good condition ; but the interior has not been painted for some fifteen years, and the floor is worn out. These repairs would make the house, in its
9
present position, one of the pleasantest school-houses we have. It is estimated that the necessary repairs will cost one hundred and fifty dollars.
It is very probable, when the recent statute, which requires all children between ten and fourteen years of age to attend school six months in the year, shall be put in force, that some provision must be made for the accommodation of those in the North District who will be compelled to leave work and go to school. I have no means of knowing accurately the number of those now employed by the Plymouth Cordage Company, who might be compelled to attend school, but it has been esti- mated as high as forty. If half this number should apply for admission to the North Primary School, where most of them belong, they could not be received, as the school-room is already crowded. In that case, a new room and a new teacher must be furnished. These boys are growing up in ignorance, many of. them having no knowledge of numbers and no ability to write a fair hand; I believe all have learned to read with more or less proficiency. Of course, it is very discreditable to the town to have any part, however small, of its population so destitute of elementary school knowledge, and we may congratulate ourselves that the statute comes so opportunely to our relief.
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