USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1887-1888 > Part 12
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13
It is apparent from what I have said that the instruction re- quired by this school composed of Swedes is not at all suited to adults who already have such a knowledge of English as en- ables them to understand, read, and write it. Even if this were not so, the number of Swedes desiring instruction is so large as to tax to the utmost the capacity of a single room and one in-
24
structor. It is evidently not the purpose of the statute already quoted to secure the advantages of evening-school in- struction to persons of any one nationality. A full compliance with its requirements will demand that the scope of the evening-school work be enlarged. It seems to me that it will be wise to continue for a time the experiment enterd upon last week, and to defer until another winter season, the establish- ment of other evening classess. Indeed, in the absence of funds available for this purpose, no other action seems feasible. In the autumn of the present year it will be advisable to thoroughly advertise the evening-school project. receive such applications for admission as may be forthcoming. and, in the light of the information thus obtained, decide upon their number and location.
DRAWING.
During the entire school year covered by the present report the special oversight of this branch of study has been in the hands of Miss Jessie N. Prince, who places in my hands the following : -
MR. GEO. I. ALDRICH, Supt, of Schools : -
In compliance with your request I present the following report : The study of drawing has been carried on under my direction during the past year in accordance with the methods introduced by Mr. Car- ter, with such slight modifications as acquaintance with the pupils has suggested and further experience proved beneficial. To convey an idea of what has been attempted during the year, in as brief a manner as possible. I will speak of the course pursued in the primary and grammar schools, of the advanced work as pursued in the High School, and of suggestions or instruction given to teachers. As the methods employed in the primary grades have already been outlined in the reports of Mr. Carter, I need only say that the use of solids he- gins by observation and expression of the sphere, cube. and cylinder. Then comes the division into equal parts of forms studied as wholes, and the encouragement of pupils to represent objects based upon the forms studied. Forms which have been studied as wholes are next studied in detail. In decoration, arrangements are made representing the first principles of invention or design. In the grammar grades, surfaces having been studied, solids are considered as to facts and ap- penrance. Under the study of facts, single and combined working views are made from the objects, and are often executed in paper, wood, or other materials. Bodies are also drawn as they appear to the observer, the principles of perspective being applied. Plant forms are likewise drawn, conventionalized, and applied to decorative design. A study is made of constructive design, involving the use of geometri-
25
cal problems. In the grades already named the success with which drawing proceeds is chiefly determined by the efforts of the regular corps of teachers. The special teacher, entering these rooms once in two weeks, can exercise only a general supervision. My work in the High School has been more directly with pupils. In the third class each pupil has been supplied with a drawing-board and set of instru- ments, and wor upon separate sheets of paper has been substituted for the use of the drawing-book. This class has also commenced the study of light and shade, which was formerly limited to the first class. The second class, in addition to its regular work, has spent consider- ·able time in the practical designing of wall-papers, borders, etc. In the first class particular attention has been paid to the study of light and shade, both from the model and from the cast. In the way of original designs, those suited for lace handkerchiefs, edgings, castings for iron fencing have been attempted. Many of these were displayed at an exhibition held last June in the High School building. Oppor- tunities for advising with teachers have been sought in my recurring visits to their rooms and at occasional meetings held for this special purpose.
As wisely emphasizing the importance of maintaining a high stand- ard of instruction in drawing, I quote, in conclusion, an extract from an able paper on the subject of Manual Training. The writer says : " The object of this paper, however, has not been to belittle the man- ual training school, for I am firmly convinced that those existing as separate schools are of incalculable value. The extent to which it is desirable to connect such schools with the existing primary, secondary, and high schools is an open question. I have thought it well, there- fore, to show you how largely the training given by the manual train- ing school is similar to that given by drawing. Educators are agreed that drawing should be taught in our public schools ; they are agreed that it is the first step toward manual training, and that it will of itself largely provide occasions for the exercise of the hand, eye, and mind which are reasonable and practicable in the public schools."
JESSIE N. PRINCE.
MUSIC.
Systematic instruction in music began in our schools in the month of April, 1886. This department of instruction has been from the beginning in charge of Mr. Lewis T. Wade, and results are being obtained which are eminently satisfactory. Mr. Wade's report seems to me of such a character as to pre- clude necessity for further discussion of this topic on my part. He writes as follows : -
In the School Report of 1886-87, I stated briefly the results which might be reasonably expected from a course of instruction in vocal music in the public schools.
26
It has occurred to me that it may not be out of place at this time to outline, to some extent. the processes by which we propose to ac- complish these results in the schools of Quincy, and to give some of the peculiar features of the method of instruction which has been adopted.
While it may be known that the system of instruction in vocal music originated by H. E. Holt, of Boston. which we are following, embodies to a great extent the latest and most progressive methods of teaching, and is, in many respects, a " new departure " in this field, its peculiarities will be better understood if contrasted some- what with former methods, as relating to public school work in music.
It certainly cannot be claimed that the old methods of instruc- tion have produced the best results attainable in the majority of schools where they have been followed. Perhaps the most fertile cause of their failure will be found in the fact that. until quite recently, it has been assumed by musicians that all instruction in the art of reading music at sight must be confined to the more advanced grades of school, the common impression being that little children have no ability in this direction. The results of this belief may be seen in the sets of charts and text-books designed for the primary grades, where little or no provision has been made for education in music. they being prepared wholly for the purpose of teaching rote singing. It was expected that the teacher should first sing the songs or exercises found in them. the pupils' part being to imitate her singing. It is not too much to say that the time thus expended was worse than wasted. as the subsequent musical instruction attempted in the higher grades was hindered by the bad habits thus formed in the primaries.
Under the new system all this is changed. Recognizing the almost universal ability of children to know and produce musical tones cor- rect in pitch and length, the work of musical instruction begins in the lowest grade of school. Where the old systems assumed that little children could do nothing in sight singing, the new system has proved that they can do everything.
By a process of "stuffing" the old systems made imitators ; by teaching the children to think and act for themselves ; the new system makes independent singers.
The old systems regarded the song or exercise as the whole, and re- quired the teacher to teach of these, by imitation, a large "vocabulary with which to make plain the notation." The new system regards as the whole that from which all songs, from the simplest melody to the. grandest choral, are constructed, - the succession of tones we call the scale.
The success of the new system of musical instruction is perhaps due to this last fact more than to any other. For, if we are to regard the song as the whole, and attempt to make plain the mysteries of our musical notation by teaching a large number of these by imitation (afterward using these same songs in connection with their notation.
27
that the children may "learn the notes "), we shall at once see that to secure a pattern worthy of imitation we must have a musician, in cach school- room in the person of the regular teacher, who can not only sing but who can sing tastefully and well. In consequence of this fact the method, even if correct in theory, must fail in practice, as such teach- ers are rare.
When, on the other hand, we regard the scale as the whole. no such difficulty is found. The children are taught the scale by imitation when they first enter school. When this is accomplished the teacher has sung all that will ever be required. She may proceed to analyze this scale, to teach all its intervals, and to impart a correct knowledge of rhythmic movement, without finding it necessary to sing at all at any stage of the work, the only requisite being teaching ability and a cor- rect ear.
Such are, in brief, the essential features of the system of musical instruction in use in the schools of Quincy. That it is of such. : character as to make easy and pleasant the work of both teacher and pupil is true, but it is no less true that whatever the course of instruc- tion followed. or however the work may be planned by the spec al teacher. few results can be obtained without the active co-operation of the regular teachers, who must give the drill from day to day, and who are the real teachers of music in your schools. It gives me pleasure to testify to their hearty and efficient efforts in this study. Th ir course from the first has been such as to place me under person.il obligations to them and leaves nothing to be desired.
L. T. WADE.
TRAINING CLASS.
A training class was organized as usual in September, under the same conditions of membership as for several years past. These are, in brief, that candidates for admission should be at least eighteen years of age, have completed a high-school course of study or its equivalent, and agree to devote two terms to the work of the class. While these conditions have been adhered to in the main, some members, whose names ap- pear below, have very recently entered the class, and others have been obliged by force of circumstances to leave before the expiration of the stipulated time. For purposes of convenient reference, I include in the list of members all who have been connected with the class, whether for a longer or shorter time. It is probably superfluous to remark that all members of our training classes do not become successful teachers. We pro- vide opportunities for observation and practice, but responsi- bility for the right use of these opportunities rests upon each individual connected with the class. Before organizing the
28
present class, I once more gave consideration to the question whether the maintenance of these classes was, on the whole, advantageous to our schools, and the formation of another class indicates that I reached an affirmative decision.
TRAINING CLASS OF 1887-88.
Hattie A. Ames.
Mary W. Klingenhagen.
Grace E. Arnold.
Caroline Leben.
Ursula E. Benedict.
Joan MacGregor.
Mary A. Browne.
Fannie A. Manson.
Edith G. Caldwell.
Neva G. Mitchell.
Annie D. Coffey.
Mary M. Morse.
· Bessie W. Conant.
Fannie W. Osborne.
Grace Crandon.
Annie G. Parkard.
Carrie A. Crane.
Grace D. Parker.
Ella Crocker.
Clara B. Pitts.
Hannah Demerritt.
Maud Rice.
Carrie R. French.
Estelle Robinson.
Sarah F. Gibbs.
Grace L. Shaw.
Alice B. Hersey.
Carrie M. Shunk.
Mary W. Holden.
Ruth Stetson.
Mattie W. Howes.
Clara E. G. Thayer.
Jennie F. Howland.
M. Ella Wadsworth.
H. Frances Hoye.
Nellie T. Whelan
M. Alice Hunt.
Edith F. White
Mary Z. Kingman.
Elsie A. White.
Having now asked attention to those topics which seemed most deserving of mention, I am led, in conclusion, to speak very briefly of the work accomplished by the public schools, not especially the public schools of Quincy but including in our view the public schools of the whole State, or, if you choose, the schools of our whole country. I should be gladto enter upon this discussion with considerable fulness, but I am warned by the length which this report has already attained that I must be extremely brief. Even the most superficial observer must have noted the enormous responsibilities which in these later days are cast upon the shoulders of our public- school system. Does degeneracy of any sort appear in any quarter there are plenty who stand ready to point to our sys- tem of free schools as accountable for it. A vast deal of criti-
29
cism is showered upon the schools, in great measure unintelli -. gent and mischievous, instead of well-meant, kindly, and help- ful. I do not enter upon this topic because I feel that public schools are in need of defence, for I write in absolute confi- dence that they daily and hourly more than justify their existence. It is the way of human nature, however to be too little mindful of its most common blessings, and it is good for us to turn occasionally and contemplate in sweeping outline the great contributions which one of these common agencies, viz., our system of free public shools, is making to the present and future welfare of the land.
As I sketch this rapid outline I proceed from the lesser, to the- greater good accomplished by the schools. First, then, we may remark, that the physical well-being of the pupils is carefully regarded by a body of discreet and thoughtful teachers. There is a growing disposition to bring school-rooms into conformity with the best-known principles of heating, ventilation, and light- ing, and, further, to render them as attractive as may be. A better and better mental training is being secured to the pupils, through a wider knowledge of educational principles on the part of teachers and a constant improvement in methods of teaching. The notion that there is no connection between in- creasing knowledge and right conduct seems to me a mischiev- ous fallacy, even though it be a somewhat popular one. I can but feel that at least the tendency of added knowledge is toward right living. Finally, it appears that these schools are steadily giving their pupils a moral training of incalculable value. A pupil cannot attend a good school and escape this sort of in- fluence : the whole atmosphere is charged with it.
The schools are carried on by a body of men and women who, as a whole, are conscientious in the discharge of every duty, refined in speech and manner, and who are exerting a personal influence upon the pupils which is beyond our powers of comprehension.
The children of wealth and the children of poverty, the chil- dren of culture and the children of ignorance, the children of all races are gathered into these schools, and will there prepare, as boys and girls, to live together in harmony as the future men and women of a free commonwealth. They will learn the lessons of industry, punctuality, and precision ; they will learn to regard the persons and property of others ; they will form habits of courtesy, humanity, and honesty.
30
And so it is in the moral results which they are producing that we discover the best outcome of our public-school system. We have neither need nor desire for sectarian instruction or sectarian influence of any kind. The heads. hearts, and bodies of all the pupils may be nurtured in free public schools, where distinctions of race, class, and religion are ignored, and from which they may grow up to be not alone worthy citizens but good men and good women.
G. I. ALDRICH.
31
RESIGNATIONS AND TRANSFERS
Adams School.
Miss Baldwin to private school in Chicago.
Miss Ellis to private school in Poughkeepsie.
Miss Lancaster to Cambridge. Miss Upton.
Coddington School Miss Haynes to Wellesley College.
Quincy School.
Miss Bryden to Waltham.
Miss White to Coddington.
Miss Dunham.
Washington School.
Mr. Wadsworth to Willard. Miss Penney to Wollaston.
Willard School.
Mr. Haley to Haverhill.
Miss Kelsea to Haverhill. Miss Mason to John Hancock.
Miss Grignon.
Wollaston School.
Miss Gurney.
REPORT OF ATTENDANCE, ETC., FROM JAN. 1, 1887, TO JAN. 1, 1888. HIGH SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number
of Different
Average Num-
ber Belonging.
Average Daily
Attendance.
Per Cent
Daily Attend-
No. of Tardi-
Av. Daily At-
Cases of Tru-
No. of Visits.
HIGH.
(H. A. KEITH, Principal SIBYLLA A. PFAFFMAN . ( MARTHA P. VALENTINE .
.
.
·
164
119
110
105
95
1.04
81
ADAMS SCHOOL.
A Grammar
Charles C. Haines, Principal
43
26
21
20
98
.00
-
.
B Grammar
Adella M. Geer .
64
38
31
29
95
.31
-
.
C Grannar ·
Eliza C. Sheahan
89
55
48
45
95
.40
-
·
Lena I. Merrill
97
56
46
44
94
.14
8
177
D Grammar .
Mary M. Devlin
77
49
41
38
94
.21
-
204
A Primary . ·
Josephine Spurr
77
43
41
38
93
.24
1
175
A Primary .
Eliza F. Dolan .
76
40
34
32
94
.47
1
211
₿ Primary . .
C Primary . .
Minnie R. Leavitt
78
41
37
34
92
.44
1
264
D Primary .
Mabel E Adams
80
59
40
36
91
.74
2
312
D Primary .
Euphrasia Hernan
90
90
12
37
88
.71
-
Total
-
497
381
353
93
.38
16
2,275
of
ance.
nesses pro rata
tendance.
ancy.
-
.
227
177
178
32
350
Pupils.
CODDINGTON SCHOOL
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Average Daily At-
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average
Attendance.
Cases of Truancy.
Number of Visits.
A Grammar
Mary E. Dearborn, Principal
52
21
22
22
98
-
-
.
.
-
459
350
331
95
.42
3
2,438
-
B Grammar
Minnie M. Jameson
65
34
29
28
97
262
C Grammar
.
Mabel I. Dodge
77
37
35
34
97
.08
257
D Grammar
Emily R. White
88
48
42
40
96
.20
1
151
A Primary . ·
Jessie B. Clarke .
108
54
47
44
94
.59
1
174
B Primary . ·
Mary E. Nightingale
98
62
45
43
94
.41
-
C Primary ·
Julia E. Underwood
101
60
48
45
93
.71
1
486
D Primary .
·
Carrie M. Hall
194
143
82
75
91
.72
-
592
D Primary
A. Teresa Kelley
Total .
Attendance.
Daily
Belonging.
tendance.
284
-
232
33
JOHN HANCOCK SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Attendance.
Cases of Truancy.
Number of Visits.
B Primary
Addie A. Jackson, Principal
161
63
50
48
96
.45
1
192
C Primary .
Mary M. Boyd
129
60
49
47
96
.53
2
179
C Primary .
Mary P. Underwood
166
62
50
47
94
.63
-
177
D Primary .
Lizzie Mason .
114
4
54
51
94
.50
1
113
D Primary . .
Mary C. Parker .
150
63
50
47
94
83
1
204
D Primary .
Irene M. Hall
150
151
17
43
92
.74
-
250
Total
.
403
300
283
94
.59
5
1,115
34
Attendance.
Attendance.
QUINCY SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily At-
Per Cent of Daily
Attendance.
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar ·
33
14
15
14
96
.57
217
B Grammar .
-
42
23
21
20
95
10
C Grammar ·
Mary E. Dinegan
64
34
29
27
94
.19
196
D Grammar ·
Jennie L. Whitney .
69
33
31
30
94
.40
2
176
A Primary .
·
Elizabeth J. McNeil .
73
41
34
32
95
.50
165
B Primary ·
Lilias M. Bryden .
68
37
32
31
96
.35
-
179
C Primary .
Mary E. Raymond
63
33
28
26
04
.27
1
180
D Primary .
Margaret E. Burns
78
78
41
37
89
.78
2
162
Total .
-
293
231
217
94
.41
5
1,275
-
Abram T. Smith, Principal
-
-
35
-
Attendance.
tendance.
WASHINGTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily At.
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar
T. B. Pollard, Principal
32
18
16
15
96
.66
99
B Grammar
Gertrude L. Gardner
37
18
18
17
96
.17
111
C Grammar
Mary Marden .
61
37
33
32
97
.16
30
D Grammar
Dorcas C. Higgins
77
45
38
37
95
.33
3
112
A Primary . ·
Nellie F. Kendall
74
46
37
35
95
32
-
51
B Primary . ·
Mary G. Collagan
73
38
35
33
96
.24
1
64
C Primary .
Eliza S. Dinnie
83
55
40
37
92
.52
66
D Primary ·
Sarah A. Malone .
96
93
42
39
91
1.24
-
128
Total
-
350
259
245
95
.45
4
661
-
·
.
-
-
36
.
-
·
tendance.
Attendance.
Attendance.
14
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
different Pupils.
Average Number
Average Daily At-
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average
Cases of Truancy.
Number of Visits.
A Grammar
G. M. Wadsworth, Principal
52
30
27
26
98
.57
73
B Grammar .
Alice E. Sanborn
70
30
31
30
97
1.01
65
C Grammar .
Nellie S. Dickey .
133
85
75
70
93
.81
92
C Grammar ·
E. Gertrude Dudley .
-
D Grammar .
Ellen Fegan
133
82
70
68
98
.38
1
120
D Grammar ·
Jennie Corliss
A Primary .
Theresa Fegan
139
98
77
74
96
.50
1
146
A Primary
Emeline A. Newcomb
84
42
37
35
93
.61
2
59
C Primary . ·
Mary L. Conway
100
53
47
45
95
.38
1
68
D Primary . ·
Abbie M. Kelley
287
215
115
108
94
.61
186
D Primary . ·
Annie F. Burns
-
Total .
635
479
456
95
.59
5
809
-
37
WILLARD SCHOOL.
Daily
Attendance.
-
-
.
B Primary . ·
Georgia M. Glines
.
Belonging.
tendance.
Attendance.
WOLLASTON SCHOOL.
GRADE.
TEACHERS.
Whole Number Enrolled.
Different Pupils. Whole Number of
Average Number
Average Daily At-
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily Attendance.
Cases of Truancy.
Number of Visits.
A Grammar ·
29
16
14
14
99
.14
1
177
B Grammar
28
17
14
13
96
.53
-
-
C Grammar ·
Alzie R. Hayward
57
30
25
25
98
.16
1
145
D Grammar ·
[ Helen E. Chandler
53
32
25
23
92
.26
-
B Primary .
53
28
26
25
97
.12
1
-
C Primary .
Charlotte L. Polson .
35
28
27
97
.22
2
211
D Primary . ·
Nettie W. Penney . 64
60
33
30
92
.87
-
153
Total
-
.
239
184
176
96
.33
863
Grand Total
-
2,995
2,294
2,166
94
.49
.43
9,517
38
-
37
21
19
19
96
.15
1
A Primary . .
John S. Emerson, Principal
Belonging.
tendance.
Attendance.
FINANCIAL REPORT.
TUITION. High School.
H. A. Keith
$1,400 00
Sibylla A. Pfaffmann
600 00
Martha P. Valentine
600 00
$2,600 00
Adams School.
Charles C. Haines
$1,000 00
Adella M. Geer .
66 00
Ida M. Nutter
63 75
E. Leslie Baldwin
225 00
· Eliza C. Sheahan Jennie F. Ellis
225 00
Lena I. Merrill .
80 00
Mary M. Devlin .
445 00
Maria F. Upton .
212 50
Josephine Spurr .
190 00
Georgia E. Lancaster
135 00
Eliza F. Dolan
425 00
Minnie R. Leavitt
405 00
Euphrasia Hernan
500 00
Mabel E. Adams
425 00
Lizzie A. Garrity
63 00
Maud Rice .
15.00
Alice L. French .
25 00
Hannah D. Symmes
10 00
4,985 25
Coddington School.
Mary E. Dearborn
. $1,000 00
Alice M. Haynes
225 00
Minnie M. Jameson
437 50
Mabel I. Dodge .
450 00
.
Amounts carried forward $2,112 50
$7,585 25
.
475 00
40
Amounts brought forward .
. $2,112 50 $7,585 25
Jessie B. Clark
412 50
Mary E. Nightingale
·
412 50
Julia E. Underwood
.
500 00 .
Carrie M. Hall
500 00 .
A. Teresa Kelley
450 00
Lizzie A. Garrity
167.50
Emily R. White .
187 50
Edith G. Caldwell
25 00
4,767 50
John Hancock School.
Addie A. Jackson
.
$580 00
Mary M. Boyd
.
. 412 50
Minnie P. Underwood
425 00
Mary C. Parker
. : 362 50
Irene M. Hall
410 00
Lizzie Mason .
332 50
Grace D. Parker
48 00
Mattie Kendall
20 00
2,590 50
Quincy School.
$1,000 00
Mary E. Dinegan
.
475 00
Emily R. White
187 50
Jennie L. Whitney
200 00
Elizabeth J. McNeil
425 00
Lilias M. Bryden
360 00
Grace J. Dunbam .
200 00
Mary E. Raymond
187 50
Margaret Burns
450 00
Maud Rice
35 00
.
3,520 00
Washington School.
Thomas B. Pollard .
. $975 00
Mary Marden
500 00
Gertrude L. Gardner
66 00
Dorcas C. Higgins .
435 00
Georgia E. Lancaster
225 00
Mary G. Callagan .
360 00
·
·
·
Amounts carried forward
$2,561 00 $18,463 25
.
·
Abram T. Smith
.
.
.
.
41
Amounts brought forward
$2,561 00 $18,463 25
Nettie W. Penney . ·
.
. 212 50
Sarah A. Malone
. 435 00
Eliza S. Dinnie
£ 187 50
Nellie F. Kendall
200 00
Annie M. Billings
55 00
Adelaide I. Smith
10 00
3,661 00
Willard School.
George M. Wadsworth
$1,000 00
Alice E. Sanborn
.
450 00
Mary V. Morse
101 25
Nellie S. Dickey
212 50
E. Gertrude Dudley
425 00
Ellen Fegan
475 00
Jennie Corliss
445 00
Theresa Fegan
425 00
Emeline A. Newcomb
500 00
Clara A. Grignon
212 50
Lizzie Mason
80 00
Georgia M. Glines
450 00
Annie F. Burns .
417 50
Ellen A. Desmond
200 00
Mary L. Conway
320 00
Abbie M. Kelley
200 00
Delia M. Morrell
67 50
Josephine Spurr
14 00
Jennette M. Billings
150 00
Rose W. Lewis .
38 00
Charles W. Haley
25 00
6,208 25
Wollaston School.
John S. Emerson
1,000 00
Alzie R. Hayward
450 00
Helen E. Chandler
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.