USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1875-1879 > Part 8
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ingly the services of Mr. A. W. BISBEE were secured, and the result has justified the choice, for the discipline is now perfectly satisfactory, and the scholars are making steady progress in their studies. This arrangement has very considerably increased the cost of the school above what we pay in other outlying districts, but as no other resource was left, what has been done for the good of the community at Cedarville will, doubtless, be ap- proved.
The closing of the Indian Brook School last year seems to have occasioned no serious difficulty to the inhabitants of that district, as the children attended the school at Ellisville with as much regularity as they usu- ally attend their own school. Considering the fact they have a much better school at Ellisville than their own could be, under any circumstances, the people of the
d
U
t t
P va ob re eve are the cer hare The signi sigmund the s there
13
Indian Brook district ought to be well pleased with the new arrangement, even if it costs the children a little more trouble to get to school.
The school opened for the first time at the Gurnet was, according to a vote of the School Committee, con- tinued through the Summer months, with an attendance of six scholars only. The house purchased for the ac- commodation of this school, although small, was of course amply sufficient. If this school is to be contin- ued, it ought to be with the understanding that the chil- dren of Clark's Island should attend ; and to render this practicable, the school house might be placed on the beach, about midway between the Gurnet and Sa- quish. In this case, the scholars would have to walk, perhaps, a little more than a mile, with a further disad- vantage on the side of those from Clark's Island of being obliged to cross a narrow body of water, which would render the attendance of a boatman necessary. How- ever, families who choose to live in such places as these are reasonably supposed to have some compensation which they value, but, so far as schools are concerned, they certainly will have disadvantages which they ought to have anticipated and ought to accept with equanimity. The Town already supports many schools which are in- significant in number of scholars, and consequently, in- significant in results ; but, owing to the isolated state of the small communities in which these schools are situated, there seems to be no way of avoiding the expense.
14
READING BOOKS. In my last report, the question of reading books was discussed to some extent, and in con- sequence of opinions then expressed, a small sum was ex- pended in the purchase of books to take the place, a part of the time devoted to reading, of the formal reading books everywhere used in schools. It was objected to the common method of conducting reading exercises in our schools, that, after eight or nine years of such practice, scholars came to the High School so deficient in the com- prehension of language and so little skilled in its use, that much time had to be spent in the explanation of things which would have been readily understood, if the instruction in the schools below had been all that it might have been.
This deficiency is not to be attributed to want of age in the scholars, but rather to the absence of the best method and the best matter in our instruction. The method and matter of our schools are, doubtless, as good as are found in other schools ; but all who have experience in matters of education are very well aware that much has yet to be done, before any schools will be even with the demands of the times. There seems to be an unde- fined conviction in the minds of every community that the schools are not doing what might be expected of them, a conviction which is constantly seeking utterance, and occasionally finding emphatic expression. But the evils of our school system have the vitality which belongs to everything organized, and will be seen and
tł b) m al SO su an tra who fron book out these the s taugh
-
15
partially understood, long before they can be removed. In our country there are so many sources of education besides a school, that the bright youth on going into the world, soon leaves behind him, not only the intelligence of the schools in which he has been trained, but also, not infrequently, that of the professionally prejudiced school master, whose knowledge once seemed to him to reach above the clouds. This enlightenment, thus ac- quired in the great world, has to re-act upon the schools, and force the heavily weighted system to a higher level.
As a means of introducing a little more elasticity and freedom into the instruction given in our schools, the reading books referred to above were placed in a few of the graded schools, and the results have been so favora- ble, that I am of opinion a further purchase ought to be made, in order that books of similar character be put in all the graded schools at least. These books consisted of some plays of Shakespeare, of which there are editions suitable for schools, juvenile histories of the United States and of England, stories in Natural History, and tales at- tractive to children of the Primary schools. The scholars who have had these books are delighted to be relieved from the monotonous daily round of the formal reading book which they have read so often, that they read it with- out thought, and, of course, without improvement. By these books, used for daily exercise in reading, under the supervision of an intelligent teacher, history may be taught without any formal memorizing, without painful
16
lesson getting, and without weary recitation. Of course the same can be done for many other branches of learn- ing. In this way, without making the art of read- ing the direct and. most important object of pursuit, the scholar will learn to read by learning to get ideas from the fresh supply of matter offered to him daily, to tempt his powers ; and if he cannot, at the same time, learn to modulate his voice, I would make sure of the increase of intelligence, and let the intonations of the voice take care of themselves. All this would not make any great change in the work of the school room; it would only turn an hour of sleepy routine into an intel- lectual exercise of pleasing vivacity ; and, by enlarging the range of the scholar's experience in his own lan- guage. enable him when he comes to the High School, to enter upon his new studies with appreciation and pleasure.
CHANGES SUGGESTED. - If it were once shown what knowledge is of the most value, that knowledge, one would suppose, would, without dispute, be made the basis of all instruction in the public schools ; and if it could be determined by what method men acquire knowledge in the common pursuits of life, for the best performance of its functions, it might be reasonably assumed that that was the natural method, and, there- fore, the best, and that it would be accepted as the best for communicating knowledge to the young. Now it
t
CSES ing
P
17
seems to me, the most valuable knowledge is that which is most needed in the various pursuits of life, which may be comprehensively embraced under the term science ; and the method of science, the method of observation and experiment, the natural method, is the way by which men acquire knowledge for the purposes of prac- tical life, away from the schools. I would, therefore, make science the matter of instruction in the schools, and bring the scholar face to face with the facts of nature, instead of confronting him with the abstractions of books, as we now do ; and I would make the method of science, the refined common sense which has devel- oped all modern knowledge, take the place of our present method of memorizing from books, what gener. ally, is only partially understood. Treated in this man ner, the minds of the young would, doubtless, be so at- tracted and stimulated, that they would accomplish in- comparably more than they do now ; and the knowledge and discipline thus acquired would necessarily accompany them through life ; for coming into daily service, they would not be forgotten, as much of the useless learn - ing is now.
To accomplish this change in the course of study, I would begin with the Primary schools, those most needing reformation Instead of what we have there now, I would introduce a modification of what is com- monly known as the Kindergarten system, the truly natural method of teaching little children. A modifica-
12
18
tion would be desirable, not on account of imperfection, but because it is too expensive for the public schools. I would have this method, which is truly scientific, con- tinued through all the grades, including the High School, enlarging the subject matter of instruction as the capac- ity of the scholars expanded, not wholly rejecting the help of books, but depending upon them much less than now. The knowledge of language would be placed second, and the knowledge of things would necessarily be placed first, as the matter of thought comes before the power of expression. The language of Greece and Rome, like Sanscrit and Hebrew, would have to be handed over to the specialist as curious and antiquated lore, not because antiquity has ceased to command our admiration, but because the Nineteenth Century, teeming with its multi- plicity of knowledge, demands our attention more.
I make these suggestions without intending to imply that our schools are inferior to those of other towns and cities, for I believe they will compare favorably with any ; and our teachers I know to be faithful and skilful in the performance of the work that is given them to do ; yet I am firmly persuaded that neither our own public schools, nor any others, satisfy the demands of the times, and I would, therefore, slowly but surely change them.
Respectfully submitted,
CHARLES BURTON,
March, 1876.
Supt. of Schools.
P E D
19
UNGRADED SCHOOLS.
GENERAL STATISTICS.
SCHOOLS.
TEACHERS.
Length of school in weeks.
Wages of teachers per month.
of scholars.
Attend.
Manomet Gram.
Ruth F. Burgess,
40
$40.00
41
25
Manomet Prim.,
Addie B. Holmes,
40
26.00
27
20
Cedarville,
A. W. Bisbee,
40
50.00
Ellisville,
Clara F. Robinson,
40
32.00
19
17
Long Pond,
Ella M. Stephens,
40
26.00
South Pond,
Clara M. Hadaway,
40
26.00
19
18
Susie F. Churchill,
40
26.00
31
24
E. Chiltonville, Russell Mills,
Addie M. Finney,
40
26.00
33
26
Cliff,
Judith C. Howland, 40
26.00
28
23
PRIMARY SCHOOLS.
TEACHERS.
Length of school in weeks.
Wages of teachers per month.
Whole No. of scholars.
Average Attendance.
Priscilla Perkins,
40
$28.00
54
47
Frances E. Hovey,
40
28.00
66
51
Julia F. Sears,
40
28.00
39
31
Delia S. Lanman,
40
28.00
46
40
Mary M. Churchill,
40
28.00
67
51
Ellen M. Douglas,
40
28.00
30
25
Bessie J. Robbins,
40
28.00
56
50
RESULTS OF EXAMINATION.
Writing numbers.
Arith.
Geog.
Read.
Spell.
Priscilla Perkins,
.98
.64
.91
.86
.79
Frances E. Hovey,
.85
.81
100
.89
.70
Julia F. Sears,
.91
.75
.78
.85
.81
Delia S. Lanman,
.96
.68
.98
.84
.83
Mary M. Churchill,
.72
.58
.82
.78
.66
Ellen M. Douglas,
.89
.70
.90
.85
.55
Bessie J. Robbins,
.83
.62
.88
.76
.62
Whole No. Average
20
SECOND GRADE SCHOOLS.
Average
TEACHERS.
Length of school in weeks.
Wages of teachers per month.
Whole No. of scholars.
Attendance.
Pella M. Robbins,
40
$32.00
49
37
Charlotte R. Bearce,
40
32.00
35
30
Lucy J. Collingwood, .
40
32.00
33
26
RESULTS OF EXAMINATION.
Arith.
Geog.
Read.
Spell.
Pella M. Robbins,
.39
.75
.80
.71
Charlotte R. Bearce,
.61
.77
.78
.88
Lucy J. Collingwood,
.59
.72
.81
.77
THIRD GRADE SCHOOLS.
TEACHERS.
Length of school in weeks.
Wages of teacher per month.
Whole No. of scholars.
Attendance.
Carrie I. Mace,
40
$36.00
34
27
Emma Davie,
40
36.00
63
50
Mary Z. Cornish,
40
40.00
46
41
Helen F. Ward,
40
38.00
59
49
RESULTS OF EXAMINATION.
Arith.
Geog.
Read.
Spell.
Carrie I. Mace,
.78
.79
.74
.79
Emma Davie,
.54
.82
.79
.82
Mary Z. Cornish,
.61
.79
.83
.50
Helen F. Ward,
.48
.78
.80
.74
GRAMMAR SCHOOLS.
TEACHERS.
Length of school. in weeks.
Wages of teacher per month.
Whole No. of scholars.
Average Attendance.
Aaron H. Cornish,
40
$100.00
60
50
David H. Gibbs,
40
100.00
42
36
Gustavus D. Bates,
40
60.00
30
25
RESULTS OF EXAMINATION.
Arith.
His.
Geog.
Gram.
Read.
Comp.
Spell.
Penmans'p
Aaron H. Cornish,
.81
.74
.91
.72
.78
.95
.61
.81
David H. Gibbs,
.64
.68
.86
.62
.78
.94
.70
.78
Gustavus D. Bates,
.44
.46
.78
.44
.78
.93
.66
.83
F
S
Be
M
Fr
Ch
Le
Ge
Lo
Ma
C
Average
21
AVERAGES OF STUDIES OF SCHOLARS ADMITTED TO THE HIGH SCHOOL.
GRAMMAR SCHOOL. - Mr. CORNISH.
Herbert Barrows .81
Mary L. Heath .79
Harry J. Beytes .74
Alfred G. Churchill .68
Harvey L. Jones .82
William Collingwood .80
Natalie Morton. . .80
Fred. H. Cushing .74
John Murray . .87
Anabel Dodge .79
Annie J. Perkins .80
Abbie B. Edes .68
Eunice L. Thomas .89
Emma Hensel .78
Ira C. Ward
.84
GRAMMAR SCHOOL. - Mr. GIBBS.
Clara W. Bennett .80
Fannie A. Burgess .70
Susie Chandler .76
Jenny Howland .84
Mary Collingwood .92
Edgar W. Howland .67
Beulah Collingwood .83
Carrie Leonard . . .79
Mary A. Dickson .83
Mercy E. Holmes
.71
Frank Dunham 85
George E. Miett
.75
Mary F. Poole .76
Charles Morey
.74
Emma F. Richardson .72
Lizzie M. Pierce
.88
Mary Hayden .79
William T. Eldridge .84
Daniel L. Howard .76
Charles C. Doten .65
Lenora Eaton .79
George E. Godfrey .66
Lottie Griffith .69
William B. Holmes .78
22
MANOMET SCHOOL .- Miss BURGESS.
Augusta Pierce . . .82 | Annie M. Sampson .84 Melzar B. Sampson .69
CHILTONVILLE SCHOOL .- Mr. BATES.
Alice G. Bennett
.65 | Wm. A. Morton
.69
Sarah A. Thrasher .66
ELLISVILLE SCHOOL .- Miss ROBINSON.
Hannah B. Harlow .. .90 | Lena W. Ellis
.82
Nellie F. Pierce.
.. .
.85
CEDARVILLE SCHOOL .- Mr. BISBEE.
Ruth H. Swift.
65.
PRIVATE SCHOOL.
Abby Morton
.71 | Annie D. Faulkner
.83
B
Al
Ne
La
Liz
Anni
Susi
Mar
Clara
Char
Km.
Lasse
Kówrim
23
PLYMOUTH HIGH SCHOOL Averages of Studies of Scholars for year ending February, 1876.
FIRST CLASS.
SCHOLARS.
Literature.
Rhetoric.
Geology.
Latin.
French.
German.
Average.
Abby J. Bartlett
..
.98
.99
.99
. .
100
..
.99
Clara Z. Blackmer
100
.98
.97
· ·
..
. .
.98
Lizzie F. Byrnes.
100
.99
.97
..
.98
.95
.94
Rebecca J. Churchill.
.97
.89
.95
..
.95
..
.97
Sarah F. Hayden.
.97
.96
.97
.88
.96
.91
.94
Annie S. Loring
.97
.98
.93
.95
..
.99
.96
Jennie H. Paty
.99
:98
.99
.98
. .
.98
Sarah E. Pratt.
.95
.89
.96
.81
. .
..
.90
George L. Calloway.
100
.97
.99
.99
.98
Eugene W. Godfrey.
.99
.85
.94
..
. .
.92
John T. Gooding
.97
.71
.95
. .
. .
. .
.87
SECOND CLASS.
SCHOLARS.
Rhetorie.
Latin.
Greek.
French.
German.
Chemistry.
Physical
Geography.
Physiology
Botany.
Average.
Addie L. Bartlett
.98
..
. .
.99
.98
.98
.98
.98
.98
Ella W. Blackmer.
.88
. .
..
·
.87
.84
.99
.85
.89
Effie B. Blackmer.
.94
..
.96
. .
.93
.88
.96
.93
.93
Alice F. Blanchard.
.94
.90
..
. .
.84
.88
.95
.93
.90
Alice H. Brown. .
.96
..
. .
..
.94
.85
.91
.96
.95
.92
Laura S. Churchill.
.85
..
.
.83
85
.98
.87
Mattie F. Erland.
.98
.89
. .
.98
. .
93
.94 .84
. .
.96
.91
Mary A. Lanman
.78
. .
. .
..
.79
.83
.93
.82
.83
Lizzie F. Morton
.96
.96
. .
.97
··
.93
.96
.97
..
.95
Annie B. Mullins
.92
.87
.95
..
.95
.95
..
. .
..
..
. .
.80
.84
.96
.87
.87
Susie C. Thomas.
.69
.88
.
.84
..
.64
.68
.97
.78
.78
Martha W. Whitmore ...
.93
.92
.
.96
,90
.89
.98
. .
.93
Clara Wood
.91
..
..
.97
. .
.91
.92
.97
.94
.93
Ida Wood
.84
..
. .
. .
.79
.88
.93
.90
.86
Charles H. Barnes.
.80
.81
. .
. .
..
.90
.87 .98
.85
..
.92
Wm. C. Harlow.
.61
. .
. .
.76
.73
.66
.59
.67
Edward T. Lanman.
.74
. .
. .
. .
.78
.93
.85
.85
.84
Austin E. Luther.
.76
. .
..
..
..
.80
.85
.85
.77
.80
Edwin S. Paulding
.71
..
. .
..
.81
.90
.90
.75
.82
Russell Whitman
.97
.97
.90
..
.98
.91
.97
..
..
.95
. .
.95
..
..
.89
.94
.95
.92
.94
Nelia I. Burbank.
.92
.93
..
..
.98
.95
Annie M. Rogers
.88
.94
.87
..
.93
.94
Elmer W. Hathaway
..
. .
. .
. .
. .
.90
.88
. .
..
.89
.89
.90
.86
Wm. H. Danforth.
.96
.96
.95
..
.99
.99
.98
Ella M. Collingwood ...
.99
.92
.97
.88
.94
Hannah W. Doten. .
100
..
.93
.94
.
.86
Mary S. Holmes.
.92
.93
.89
24
THIRD CLASS.
SCHOLARS.
History.
French
German.
Botany.
Composition.
Physiology.
Natural
Philosophy.
Latin.
Greek.
Book
Keeping
Average.
Minnie Bachelder
.94
. .
. .
.99
.93
100
.87
. .
. .
.
.94
Helen M. Beal.
100
.97
. .
.95
.96
.96
.92
. .
.
.
.
.96
Katie B. Bishop
.75
. .
.
.
.68
Helen Chandler.
.95
. .
. .
.92
.92
.91
.88
.96
.92
May Chandler
.95
. .
. .
.97
.94
.93
.93
·
.94
Susie F. Collingwood.
.96
.93
..
.87
.90
.90
.79
Mary A. Cornish
.87
.87
.90
..
. .
.70
.67
. .
.84
Ella Dunham. .
.76
.78
. .
.69
.80
.90
.70
. .
.79
. .
. .
·
. .
.97
.95
.97
.92
.92
Lizzie L. Manter.
.95
Lizzie W. Manter.
.98
.90
.91
.90
.98
.78
. .
.92
Nellie F. Pierce.
.99
. .
.99
.97
. .
.82
.55
. .
·
G
H
.88
Mary T. Whiting.
.87
.88
. .
.94
.89
.98
.70
. .
E
A
F Be El
Fre
. .
.88
.78
.98
.86
.76
.
.
.85
George F. Dunham
.84
.79
.94
. .
.87
. .
.89
.68
.83
Catano Fratus
.88
.84
.
·
. .
.83
.78
.83
Joseph (. Fuller
.76
.62
. .
. .
.83
.82
.79
.76
George W. Faunce
.78
.65
.73
. . .95
. .
.93
.94
Lyman A. Holmes
.98
. .
. .
.82
.93 .85
.95
. .
Almon R. Howland
.90
..
. .
.89
.90 .82
.90
.85
·
. .
. .
. .
.80
.87
Walter S. Pember
. .
. .
.
.60
.79
. .
· ·
.58
.87
George R Winsor
.69
.59
..
.69
.83
.92
.85
. .
·
.
.
.76
Samuel W. Whitmo
.98
. .
. .
.83
.83
.86
.82
. .
· .
.91
.87
. .
. .
. .
.72
.86
. .
.92 .96
.83
.88
.90
Emma J. Walker
.93
..
.89
.92
.90
.91
.76
. .
.87
Florence A. Whitmore ..
.98
.97
. .
.93
.94 .95
.98 .97
.89
.91
.93
Alfred S. Burns.
. .
. .
. .
.68
.91 .95
.98
.78 .83
. .
. .
.81
.85
.82
James A. Collingwood ..
.89
.65
.
. .
.92
..
. .
.
Art Edp Cha
Wal Cha Ande
Alex
.92
Frank M. Lanman
.71
. .
Laughlin D. McLean
.93
. .
.87
.91
. .
. .
Shalmon Morton ..
.98
.93
. .
. .
. .
.82
.
·
.69
John Russell ..
.95
. .
.95
. .
. .
.88
.93
.93 .78 .87 .89
.
.84
Edward E. Hoxic.
.87
. .
Frederick A. Jenks
.97
.49
·
.96
.71
.90 .76
. . .90 .94 .99 .83
.71
. .
.79
.83
Wm. Langford ..
.85
Georg
.75
..
.91
.90
.70
..
.95
Jennie C. Whitten
.97
Arthur T. Byrnes
.90
. .
Charles M. Doten.
.87
. .
.96
.96
. .
.83
.93 .96
.94
Annie B. Robbins.
.71
Katie W. Sampson.
.90
.93
. .
.93
.97
.90
.92
Maud Spooner ..
.98
.89
. .
. .
.94 .98
.96
Carrie R. Johnson
.99
.98
.95
.90
.90
.90
.81 .75
. .
.88
.90
Mary A. Murray
.96
. .
.
.89
.96
. .
Hannah B. Ellis
.94
.98
..
.93
.92
.97
Helen P Loring.
.90
. .
. .
.53
.76
..
.
.89
.84
Hattie Dickson.
. .
.77
. .
. .
. .
..
. .
.66 .91 .75 .77
.
.75
Wm. S. Harrison .97
.97
.95
.93
.96
. .
.
.92
. .
. .
Bert
.87
.67 .86
.83
.93
..
.95
.
.89
.94
25
FOURTH CLASS.
SCHOLARS.
Botany.
Book
Keeping.
Composi'n.
German.
Physiology
Physics.
History
Latin.
Average.
Nellie C. Atwood.
.90
.98
.95
.
.94
.76
.91
·
. .
·
.75
Nellie Blackmer
.84
..
.89
.85
.79
.63
.80
Emma W. Blackmer
.94
.97
.95
..
.94
.82
.92
.92
Lydia Bradford.
.86
..
. .
. .
. .
·
.90
Addie Chandler.
.91
.99
.95
.93
.93
.86
.87
.92
Grace D. Chandler
.95
. .
..
.95
.82
100
. .
.93
Emma J. Dickson.
.78
..
.88
.81
.85
.71
.62
. .
.77
K. Eva Diman
.82
.92
.90
. .
· ·
. .
. .
. .
. .
.94
.73
.91
.68
.85
Anna Hedge ..
.85
.99
.91
.92
.68
. .
. .
.87
Anna L. Holmes
.88
.98
.79
..
.88
.75
.77
. .
.84
Charliana A. Jones.
.98
.99
.98
.98
.95
.87
.99
. .
.96
Mary C. Lamberton.
.94
.98
.94
.94
.94
.89
.97
. .
.94
Augusta M. Morton.
.88
.98
.92
.94
.90
.92
.
.92
Elizabeth Paty
.84
. .
.89
.92
.92
.80
.83
. .
.86
Lillie J. Peckham
.80
.56
.90
..
. .
· ·
. .
. .
.75
Lillian J. Sampson
.89
. .
.92
.87
.90
.80
.94
· ·
.88
Grace Whiting.
.90
..
.83
..
.89
.76
.87
.85
Hattie M. Whiting
.90
.98
.96
.91
.90
.76
94
.90
Jennie Swift ..
.92
.99
.94
.90
.82
.97
·
.92
Elmer E. Avery .
.96
.98
.96
.97
.87
.99
. .
.95
Arthur L. Bailey .
.76
.96
.80
..
.89
.78
.88
. .
.84
Frederick Bartlett
.91
.98
.92
..
.96
.91
.99
.
.94
Bertie R. Bartlett.
.62
.98
.79
. .
.89
.67
.84
. .
.79
Elmer C. Chandler
.52
.83
.70
.67
.58
. .
.66
Frederick Clark.
.54
.93
.68
.73
.88
.75
Arthur Churchill.
.83
.84
.85
. .
.85
.77
.79
.60
.79
Edwin S. Damon.
.74
..
. .
.87
.70
.69
.59
-
.73
Charles N. Davie
.74
.99
87
. .
.94
.83
.90
. .
.89
Elmer E. Dunton
.58
.97
79
.60
.65
.90
. .
.74
Bertie Griffin.
.84
.98
.87
.88
.68
.94
. .
.86
Wallace C Griffith
.74
100
.63
. .
. .
. .
. .
.79
Charles M. Oldham
.79
.85
.80
. .
.80
.58
.76
.
.76
Anderson Perkins
.90
.96
.89
. .
.87
.79
.91
. .
.88
Edward W. Perkins
.65
. .
. .
·
.58
.82
George Weston.
.68
.72
.78
.66
.66
.57
.81
. .
.69
. .
. .
. .
. .
.62
Mary Bancroft.
.88
.97
.88
Arethusa Hayden.
.95
.93
. . .85
. . .91
.82
· .91
.67
Alex. J. Robbins.
.80
.89
. .
.70
. .
. .
. .
.69 .74
.81
. .
. .
13
.90
.96
26
DAILY PROGRAMME OF THE HIGH SCHOOL.
MONDAY, WEDNESDAY, AND FRIDAY.
MR. BURTON.
MISS JUDSON.
MISS LAMB.
8.30 to 8.40. 8.40 to 9.45.
Opening Exercises. ( Greek, Mon. and Frid.
(3d Latin, Wednesday.
3d French, 8.40 to 9.15. 2d French, 9.15 to 9.45. Literature.
Book Keeping.
9.45 to 10 50. 10.50 to 11.10.
11.10 to 11.55.
11.55 to 12.45.
12.45 to 1.30.
Physics, Mon. & Wed. German, Friday. RECESS. Geology, Mon. & Wed. Ist History. - Physical Geog., Frid. Chemistry, Monday. 2d Latin, Wednesday. 1st Latin, Friday. 3d Latin, Mon. & Frid. Chemistry, Wednes'y. r
3d Comp'sit'n, Mon. & Frid. 2d History.
3d German.
Geom., Mon. & Frid.
TUESDAY AND THURSDAY.
8.30 to 8.40. . 8.40 to 9.45. 9.45 to 10.50. 10.50 to 11.10. 11.10 to 11.55. 11.55 to 12.45. 12.45 to. 1.20.
MR. BURTON.
Opening Exercises. 1st Latin. Natural Philosphy. RECESS. 2d Latin. Physical Geography. § German, Tuesday. Readings, Thursday.
MISS JUDSON.
MISS LAMB.
4th Composition. Algebra.
4th Latin. 1st French.
2d German. Botany.
Rehearsals.
Rehearsals.
G
E
0
F
Arithmetic.
Composition.
2d Rhetoric. Ist Rhetoric.
27
COURSE OF STUDY IN THE HIGH SCHOOL.
FIRST YEAR.
Botany, (five months) ; Physiology, (five months; English Language, Ancient History, Chemistry and Physics, (Science Primers,) Latin and German.
SECOND YEAR.
Commercial Arithmetic, Book-Keeping, Natural Philosophy, Modern History, English Language, French, German, Latin and Greek.
THIRD YEAR.
Algebra, Chemistry, Physical Geography, English Literature, French, German, Latin and Greek.
FOURTH YEAR.
Geometry, Rhetoric, Geology, English Language, French, German, Latin and Greek.
Elective studies are printed in Italics.
One English study may be omitted each year by a pupil studying Latin if he chooses.
29
EXHIBITION
OF THE
PLYMOUTH HIGH SCHOOL, Thursday, February 10th, 1876.
CHORUS : "Joy, joy, Freedom to-day." ... From "Gipsey's Warning"
COMPOSITION : "The Good Fairy and the Bad Fairy." Lizzie F. Byrnes.
READING : "An Appeal to the 'Sextant' for Air." Helen P. Loring.
CHORUS : "Shout and Sing Glad Songs Together.".
COMPOSITION : "Adventures of a Shark in the Wreck of an East Indiaman.
Eugene W. Godfrey.
PIANO SOLO . "Frisches Leben." F. Spindler. Sarah A. Hayden.
COMPOSITION : "A Mother's Influence." S. Emmeline Pratt.
FRENCH DIALOGUE : Extract from "Les Petits Oiseaux.".
Ella M. Collingwood,
MM. Labishe et Delacour. Catano Fratus,
W. Sever Harrison, George R. Winsor,
George L. Calloway,
Shalman E. Morton.
Eugene S. Paulding, George F. Dunham.
ORIGINAL POEM : "Making a Show.".
John T. Gooding.
[J. B. Von Bree.
CHORUS : "Brooks shall Murmur." ... .. from "St. Cecilia's Day." READING : "Miss Malony on the Chinese Question."
Susie F. Collingwood.
30
COMPOSITION : "Are Women more given to Gossiping than Men," .... Hannah W. Doten.
DECLAMATION : "Centennial Birthday of Washington." ... ... Webster' Charles M. Doten.
CHORUS : "Angel of Peace." Keller.
GERMAN DIALOGUE : "Wilhelm Tell." Schiller.
John Russell, W. Harry Danforth, Helen F. Pierce,
Carrie R. Johnson,
George F. Dunham, Emma Walker,
Alexander J. Robbins,
Mary A. Cornish,
Russell Whitman,
W. Sever Harrison,
Lauchlin D. McLean,
Mary M. Murray,
H. Frederic Jenks, Addie C. Chandler.
CHORUS : "Morning Shines in Splendor o'er us." Mozart.
DECLAMATION : "Advertising for a Lost Dog." Charles H. Barnes.
COMPOSITION : "Progress."
Clara Z. Blackmer.
PIANO SOLO : "Polacca Brillante.". 1
... Von Weber.
Alice H. Brown.
READING : "Death of Marmion at Flodden Field.". .... .. Walter Scott. Carrie R. Johnson.
CHORUS : "The Wind."
ORIGINAL DIALOGUE : "Leaving School."
Abbie J. Bartlett, Sarah A. Hayden, Rebecca J. Churchill, Annie S. Loring, Jennie H. Paty.
Ella M. Collingwood,
SOLO AND CHORUS : "Ave Maria." Mendelssohn. Hannah W. Doten.
COMPOSITION : "What I saw in a Dream;" and Valedictory. ... George L. Calloway.
31
PARTING HYMN.
BY CLARA Z. BLACKMER.
Old Father Time, why don't you stay? Why haste so rapidly away? Toll not the day's departing knell, Till we have breathed a last farewell ;- A last farewell, and must it be Our school-days a farewell to thee? The flying moments us compel ; O happy school-days, fare ye well !
Walls, round which flowers of memory cling, And from their cups sweet perfume fling, Again the winds their sad tales tell, Again you echo back farewell. And faces here, familiar grown In the short years that scarce have flown,
May age youth's fiery spirit quell, Ere last we falter, fare ye well!
Our Father, clinging to Thy hand, And guarded by an angel band, May we pass through Life's shadowy dell, And this drear country of Farewell'! Then may we meet, life's thread all spun, The battle fought, the victory won, Where ne'er is heard the tolling bell, Nor the sad murmur, FARE YE WELL!
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