USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1883 > Part 8
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work from bottom to top that the names primary, intermediate, grammar, and high shall be mere names of convenience for desig- nating parts of a thirteen years' course of instruction, in which there is no break anywhere.
THE CHARACTER OF OUR GRAMMAR, INTERMEDIATE, AND PRIMARY SCHOOLS.
When a great, blundering wrong has been committed, and es- pecially if the schools of a community become confirmed in evil habits, there comes, sooner or later, a reaction against this state of things, which, in its violence, not only corrects the error, but, it may be, goes to the opposite extreme. In such case, there comes, sooner or later, a reaction against the reaction, and perhaps a series of reactions, each fainter than the last, until the matter is finally settled. The schools of Weymouth belong to reaction No. 2 or reaction No. 3. They are out of the ruts certainly, and yet they take rectified ground with regard to radicalism, preserving their equipoise too well to be completely blinded by the calcium lights of the new education. They cling to the old when the old is good, and joyfully accept the new when the new is better than the old.
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Perhaps I can do no better than to describe the methods of in- struction employed in the common English branches. Methods are to drill what manners are to good intentions.
READING.
In reading (for beginners) we have the sentence method fol- lowed up by the alphabet. The sentence method is the ultra radi- cal method of the present day, while the 'A B C or alphabet method is, of course, the old-time method of our forefathers. Ours, there- fore, is a combination of the two. We begin with sentences differ- ing only in, the final word ; as, I have a cat, Ihave a dog, etc. The child recognizes these sentences as wholes as readily as he would recognize the parts which compose them. On the same principle, he would recognize a tree as readily as the branches or the leaves.
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Proceeding, therefore, from the whole to its parts, which is the true order of instruction, and extending our vocabulary by degrees, we begin teaching the child his letters within a month, - not the letters as they occur in the order of the alphabet, but as they oc- cur in the words and sentences we have taught him. When he has learned one hundred and fifty words from the blackboard (script characters), and is able to copy the same legibly, he buys him a book. In the course of nine years he buys six reading-books ; and the town in addition furnishes him with five First Readers, five Second Readers, five Third Readers, and, I wish I could add, five Fourth Readers, which are passed around from school to school in sets of twenty-five each for supplementary or sight reading. Thus he both studies reading and reads reading, the former chiefly from the books he buys himself, and the latter chiefly from the books the town buys for him.
SPELLING.
During the past year, feeling that the pupils were not getting all the old-fashioned drill in spelling which they ought to have, you introduced the spelling-book, which is now used in the five grades immediately below the high school. In these grades they spell also from the reading and other text-books ; and in the lowest four grades they spell, as heretofore, exclusively from them. In the adoption of a text-book in spelling, you hnve recognized the fact that there is no royal road to spelling, for at least the English- speaking child.
PENMANSHIP.
In penmanship we have adopted a method which, first of all, obliges the teachers to learn how to write themselves. This con- dition fulfilled, the results are uniformly satisfactory.
ARITHMETIC.
In arithmetic, also, we try to live up to our creed, - our creed - declaring that pupils should have the multiplication table at their tongue's end ; that they should be able to foot up ledger columns
150
with rapidity and accuracy ; that they should know fractions thor- oughly ; also, interest, the elements of percentage, and the more important and practical part of compound numbers, including mensuration. Beyond these matters we are not over-anxious, being quite willing to let the ornamental and fancy topics go. We be- lieve, however, in what is called the four-process method for primary grades, with all the balls, blocks, and other visible aids of concrete instruction which properly accompany it ; and we believe also in the mental arithmetic of good old Warren Colburn, stripped only of its chief terrors. In other words, we hold that while the pretty ways of the new education are entirely worthy of adoption, the substantial drill of the old should not be neglected ; and that, while the subject of arithmetic should be popularized to a certain extent, the pupil should at the same time be compelled to think his way along.
LANGUAGE.
In language we propose to pay increased attention to composi- tion work, devoting less time to technical grammar. We are not disposed, however, to throw analysis and parsing overboard altogether. Some things were done as well a thousand years ago as they are to-day, and it is vain to suppose that Lindley Murray and Goold Brown were all wrong. Like Euclid, they need only to be adapted to the changed conditions of the present day. We purpose to adapt them.
GEOGRAPHY.
In geography we have subordinated map-drawing (rapid map- sketching rather) to the study of the text. Our methods in this department are certainly unique, if not in all respects what we could desire. We have begun also the introduction of the mould- ing table in the third grade primary, in which beginners in geography mould bays, capes, straits, islands, etc., and in which the moulding table is wellnigh indispensable.
151
HONEST CRITICISM, A STEADY POLICY, AND HARD WORK NEEDED.
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Such, in brief, are our methods. I do not pretend to say they are perfect, any more than the schools are perfect. In the nature of things they must be imperfect. What we need is honest criticism, a, steady policy, and hard work. If the people will speak only their honest convictions for a few years, the town meanwhile pursuing a steady policy, and the teachers and pupils doing hard work, as, indeed, they are ever ready to do under favorable circum- stances, there is no reason why the schools of Weymouth should not be quoted in educational circles for their excellence. As it is now, they are good, fair schools, doing a good, fair work, with a forward movement begun along the whole line, and needing only the correc- tive influence of time and experience, backed up by the proper financial support, to straighten them out. Pursuing methods which may be characterized as radical-conservative or conservative-radical, they are just now arrived at that stage of progress when a little more success would be immensely successful. God grant that no enemy of education in Weymouth, or out of Weymouth, may do aught to prevent us from having it !
Respectfully submitted,
GILMAN C. FISHER,
Superintendent of Schools.
COURSE OF STUDY
FOR PRIMARY, INTERMEDIATE, AND GRAMMAR SCHOOLS.
READING.
First Year, or Third Primary, - Monroe's First Reader. r
Second Year, or Second Primary, - Monroe's Second Reader. Third Year, or First Primary, - Franklin Third Reader. Fourth Year, or Third Intermediate, - Franklin Fourth Reader, Part I.
Fifth Year, or Second Intermediate, - Franklin Fourth Reader, Part II.
Sixth Year, or First Intermediate, - Franklin Intermediate, Part I.
Seventh Year, or Third Grammar, -Franklin Intermediate, Part II.
Eighth Year, or Second Grammar, - Franklin Fifth Reader, Part I.
Ninth Year, or First Grammar, - Franklin Fifth Reader, Part II.
GENERAL DIRECTIONS.
In lowest primary, employ the sentence method, followed up by the alphabet. When the pupil is able to recognize one hundred and fifty words from the blackboard (script characters), begin the use of the First- Reader.
In all grades, except the lowest primary, require the pupils after reading to tell what they have read. Get at the meaning of every hard word. Bring out the thought. If these directions are followed, the elocution will generally take care of itself. It is well, however, in each grade to drill upon one or more selections with special reference to the elocution.
Also, the supplementary reading furnished.
153
GENERAL VOICE CULTURE.
Devote a few minutes each day to breathing exercises, spelling by sound, concert drill in inflections, etc. Seek to make every reci- tation contribute to the culture of the voice, and the improvement of the pupils in manners and bearing.
SPELLING.
First Year, - Words in Monroe's First Reader.
Second Year, - Words in Monroe's Second Reader.
Third Year, - Words in Franklin Third Reader, and geography lessons.
Fourth Year, - Words in Franklin Fourth Reader, Part I., the geography lessons, and Harrington's Speller to page 21.
Fifth Year, - Harrington's Speller, Part I., pages ,21-47 Sixth Year, - Harrington's Speller, Part I., pages 48-77 Seventh Year,-Harrington's Speller, Part II., pages 1-30 Eighth Year,- Harrington's Speller, Part II., pages 31-60 Ninth Year,- Harrington's Speller, Part II., pages 61-90
and words in read-
ing and other
text-books.
GENERAL DIRECTIONS.
Spell both lists of words and sentences, the latter chiefly with a view to improvement in capitalization and punctuation. Write spelling as a rule, and spell orally as an exception. Give special attention to oft-recurring simple words ; such as are, was, been, were, have, done, does, goes, its, where, there, which, whose, their, etc. As an exercise in language and defining, require pupils to make up original sentences containing words spelled.
During first four years spelling lessons are to be learned by copy- ing from blackboard.
PENMANSHIP.
Use practice paper and ruled slates. Put copy on blackboard daily. Let it be in strict conformity to the system of penmanship in use, and absolutely correct. Send pupils to board to write the copy, and point out to them their errors. Attempt to carry neat-
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ness and precision into all written work, and to make every written exercise an exercise in penmanship. Have a brief daily drill in ovals, slides, etc., to give the pupils freedom of movement, and to prevent them from merely drawing the forms of the letters. Insist upon a correct pen and pencil holding at all times. Use ink in intermediate and grammar grades in all examinations, and in all spelling, penmanship, and composition exercises.
LANGUAGE.
Fifth and Sixth Years, - Swinton's Language Primer.
Seventh, Eighth, and Ninth Years, - Swinton's New Language Lessons.
GENERAL DIRECTIONS.
In the highest division of the third primary, write single sen- tences about cat, dog, snow, feathers, etc., and towards the close of the year two or three sentences about each of these subjects, thus laying the foundation for the composition work to be continued throughout the other grades in the form of letters, stories, descrip- tions, abstracts of reading lessons, abstracts of teacher's talks, original essays, etc. During the first four years there should be a daily exercise in this kind of work, and during the next five years at least as much time should be devoted to composition work as to technical grammar. Talk about the subjects beforehand, if neces- sary, and do not set the pupils to writing until they have or should have a great deal to say. Seek to make every recitation, so far as possible, an exercise in language. Send the pupils to the board to write topics in physiology, history, geography, etc., to be criti- cised by the class. If teachers will but use the same ingenuity and good judgment in teaching language which they display in matters of dress, society, etc., they can hardly fail of success.
Towards the close of the fifth year, write orders for goods and receipts for money paid ; towards the close of the sixth year, make out bills ; towards the close of the seventh year, teach forms of address and subscription in miscellaneous letter-writing ; towards the close of the eighth year, write promissory-notes ; and each suc- ceeding year keep these subjects well reviewed.
155
MEMORY GEMS.
Once a term, in intermediate and grammar grades, require pu- pils to commit to memory and recite a choice selection of prose or poetry of no great length, but worth remembering for life.
ARITHMETIC.
First Year, - Complete development of numbers to 10 (through 9). Written work in all the four processes through 99, without involving any partial sum, minuend, product, or dividend larger than 9 ; problems.
Second Year, - Complete development of numbers to 20 (through 19) ; Notation and numeration, addition, subtraction, multiplication, and short division to 1,000, without involving any partial sum, minuend, product, or dividend larger than 19; long division to 20; problems; United States money (dollars and cents).
Third Year, - Complete development of numbers through 100. Notation and numeration, addition, subtraction, multipli- cation, and short division to 1,000,000 ; long division through 100 ; problems ; United States money (dollars and cents) .
Fourth Year, - Fundamental processes completed ; many prob- lems ; United States money ; much time devoted to addition and long division.
Fifth Year. - Properties of numbers and common fractions (me- chanical processes) , pages 32-67 of White's Complete Arithmetic ; addition of ledger columns ; long division.
Sixth Year, -Sections IX. and X. of White's Complete Arith- metic ; common fractions (explanations) ; review of problems, pages 68-72 ; addition of ledger columns.
Seventh Year, -Sections XI. to XIII. inclusive, omitting metric system.
Eighth Year, - Section XIV. to bank discount, omitting life insurance.
Ninth Year. - Section XIV. completed, omitting annual inter- est and equation of accounts. Sections XV. to XVII. inclusive, omitting compound proportion.
156
GENERAL DIRECTIONS.
Devote nearly as much time to oral or mental arithmetic as to written, but spend no time on merely puzzling examples in either. Make sure of the six per cent method in interest (teaching no other), the elements of percentage, and the more important and practical part of compound numbers, including mensuration. Above all, master fractions !
GEOGRAPHY.
Third Year, - Preliminary definitions and the Hemi- spheres.
Fourth Year, - United States.
Fifth Year, - Other countries.
Sixth Year, - Preliminary definitions (including mathe- matical geography) and United States.
Seventh Year, - Western Hemisphere (United States excepted) and Europe.
Eighth Year, - Eastern Hemisphere (Europe excepted) and review Western Hemisphere (United States ex- cepted).
Ninth Year, - Review United States and Europe.
GENERAL DIRECTIONS.
To define lake, cape, bay, etc., is not enough in third year; the pupil should picture them upon the blackboard, and make them at the moulding table. In the first three years devoted to the study of geography, require pupils in reciting to point out the places mentioned ; in the remaining years it is expected that rapid map- sketching will be completely dovetailed with the study of the text, and so conducted as to effect a cut-down in geography. Localize and vitalize the work by means of maps, globes, pictures, and so far as possible cabinets of curiosities and specimen productions. Every day at least some one should contribute either a bit of per- sonal experience or an item of interest gleaned from his outside reading. The teacher must also be well-read and communicative, and bring books of travel into the school-room. Do not let the
Primary. Guyot's
New Intermediate.
---
Guyot's
157
subject degenerate into the collating of dry details, but put life and meaning into them by one device or another. Keep mathematical geography well reviewed in the sixth to ninth years inclusive.
HISTORY.
Eighth Year, - To Epoch IV., Barnes's United States History. Ninth Year, - Epochs IV. to VI, inclusive.
GENERAL DIRECTIONS.
Strike out the minutiæ, and make the leading facts stand out in bold relief. Encourage outside reading. Create, if possible, a taste for historical literature. Cut down on battles, especially. Do not let the pupils recite in the words of the book.
GYMNASTICS.
Do not let a forenoon or an afternoon pass without some form of gymnastic exercise.
DRAWING.
First and second years, fifteen minutes daily drawing lines on slates to form simple combinations.
Third year, - Smith's Drawing Book
Fourth Year . 6
66
60 II.
Fifth Year
66
66
Sixth Year
66 IV.
Seventh Year
Eighth Year 66
66
66
Ninth Year 60 66
66
I. III. V. VI. VII. 7 Together with out- side work, draw- ing from copy, dictation, memory, and objects.
REPORTS TO PARENTS.
Pupils' reports to parents are due every eighth Monday of the school year after the first.
SUPERINTENDENT'S OFFICE HOURS.
North High School, Mondays and Thursdays ; Bicknell School, East Weymouth, Tuesdays and Fridays ; South High School, Wednesdays, from 4.45 to 5.45 P. M., throughout the school year.
Residence, near railway station, North Weymouth.
.
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COURSES OF STUDY FOR HIGH SCHOOLS.
A. - ENGLISH COURSE. B. - GENERAL COURSE. C. - COLLEGE PREPARA- TORY COURSE.
FIRST YEAR.
FIRST TERM.
Course A. Algebra. English (Idioms):
Civil Government.
B. Algebra. Latin or English. Civil Government.
C. Algebra. Latin - Grammar and Reader. Civil Gov- ernment.
SECOND TERM.
Course A. Algebra. English (Errors). Bookkeeping.
B. Algebra. Latin or English. Bookkeeping.
C. Algebra. Latin - Grammar and Reader. Bookkeep- ing.
THIRD TERM.
Course A. Algebra. English (Words, Roots, and Derivatives) . French - Grammar and Conversation.
" B. Algebra. Latin or English. French - Grammar and Conversation.
" C. Algebra. Latin - Grammar and Reader. French - Grammar and Conversation.
SECOND YEAR.
FIRST TERM.
Course A. Geometry. English ( Words and Synonymes). French - Grammar and Conversation.
" B. Geometry. Latin or English. French - Grammar and Conversation. C. Geometry. Latin - Cæsar. French - Grammar and Conversation.
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SECOND TERM.
Course A. Geometry. Physiology. French - Charles XII.
" B. Geometry. Latin or Physiology. French-Charles XII.
" C. Geometry. Latin - Cæsar. French - Charles XII.
THIRD TERM.
Course A. Geometry. Physiology. Botany.
" B. Geometry. Physiology, or German. Botany, or French - Molière.
" C. Geometry. Latin - Virgil. Greek - Grammar and Reader.
THIRD YEAR.
FIRST TERM.
Course A. Physics. Trigonometry Zoology.
" B. Physics. Trigonometry or German. Zoology, or French - Racine.
C. Physics. Latin - Virgil. Greek - Grammar and Reader.
SECOND TERM.
Course A. Physics. Chemistry. Rhetoric.
66 B. Physics. Chemistry. Rhetoric.
C. Physics. Latin - Virgil. Greek - Anabasis.
THIRD TERM.
Course A. Physical Geography. Chemistry. Rhetoric.
" B. Physical Geography. Chemistry. Rhetoric.
C. Physical Geography. Latin - Cicero. Greek - Anabasis.
FOURTH YEAR.
FIRST TERM.
Course A. History (Ancient). Geology. English Literature.
" B. History (Ancient) . Geology. English Literature.
" C. History (Ancient). Latin - Cicero. Greek - Iliad.
160
SECOND TERM.
Course A. History (Mediaval). Civil Government .* English Literature.
B. History ( Mediaval). Literature.
Civil Government .* English
C. History (Mediaval. ) Civil Government .* Greek - Iliad.
THIRD TERM.
Course A. History (Modern). Civil Government. Astronomy.
" B. History (Modern). Civil Government. Astronomy or Logic.
" C. History (Modern) or Botany. Latin - Review. Greek - Iliad and Prose Composition.
Drawing, reading, and elocution, moral science, and English com- position, including punctuation, once a week throughout all the courses. Arithmetic and geography once a week through the first and second year.
* Or a review of the grammar-school studies.
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NAMES OF GRADUATES FROM THE HIGH SCHOOLS.
NORTH HIGH, JUNE 28, 1883.
ABBIE E. BATES.
LIZZIE G. HYLAND.
ALICE B. BLANCHARD.
BERTRAM H. MANN.
S. LULU CHAPIN.
MINNIE G. MATHERSON.
CLARA P. DENTON.
JULIA M. TALBOT.
MARY E. FORD.
ANNIE M. THOMPSON.
CHARLES HODGDON.
LUCY G. TUCKER.
MARY C. HUMPHREY.
MARY E. WALSH.
SOUTH HIGH, JUNE 29, 1883.
L. GERTRUDE BATES.
MARY A. POWERS.
ELLA M. CLARK.
ALICE B. RAYMOND.
JENNIE T. HOLBROOK.
SADIE J. HOLBROOK.
MARIA R. TIRRELL.
NANNIE S. TIRRELL.
J. FRED MOORE.
NAMES OF GRADUATES FROM THE GRAMMAR SCHOOLS, JUNE, 1883.
ADAMS. 1 ALICE HUMPHREY. HARRY A. NASH.
NETTIE F. DUNBAR.
ATHENS.
DORA W. BURGESS.
LILLIE E. DUNBAR.
MARCUS A. POTTER. CHESTER E. STODDARD.
BATES.
HERBERT A. BASS. ALBERT BATES.
MARY A. CHANDLER. ANNA F. CUSHING. HELEN G. DERBY.
JULIA A. HOGAN. HENRY C. JESSEMAN.
HATTIE M. LOUD.
MILLIE E. LOUD. HATTIE M. MADAN.
LINA H. LOUD.
SADIE STETSON.
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NELSON J. GAY. EDWARD T. GAVIN. MARY V. HOLBROOK. GEORGE L. HOLLIS.
NATHANIEL A. SHAW. CARRIE M. THAYER. HELEN M. TOWER. CARRIE E. VINING.
JOHN F. VINING.
FRANKLIN.
ETTA M. BATES.
FRED N. BICKNELL.
CHARLES E. BROOKS.
EVELYN L. BURRELL.
MARY A. CAHILL.
EDWARD J. MCGRATH ..
CLARA E. McGREAVY.
FANNIE R. PRATT.
WALTER N. SMITH.
HELEN F. ARMINGTON. JOHN P. ARNOLD.
JOHN O. BICKNELL. FRANCIS H. CAULFIELD.
ANNIE L. COFFEY.
NELLIE T. COYLE.
ALICE L. GUTTERSON. DANIEL HART.
ANNIE B. HUNT.
HUNT.
MABEL A. JOHNSON. ALICE E. LONERGAN.
LIZZIE M. NASH, A. EVERETT PETERSON. SUSIE H. PORTER. ESTÉLLE ROBINSON. H. FLORA THAYER. JUSTINE W. THAYER LIZZIE E. THAYER.
PRATT.
FLORA BARKER. ELMER HOLBROOK. LUDO HOLBROOK. ELLEN LOVELL.
MAGGIE MARTIN. LUCY POOLE. FANNIE REA. CHAPIN TISDALE.
MARY E. DERBY. ANNABEL GARCELON. EMILY LOUD.
SHAW.
EVA MORAN. LIZZIE ROCHIE. ADA STETSON.
ADDIE M. CANTERBURY.
MABEL CUNNINGHAM. MARTIN E. EAGAN.
JOHN F. FENNELL. AUBREY W. HART.
MARGIE E. HEFFERNAN. MARY W. JOY.
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RECORD OF ATTENDANCE FROM AUG. 28, 1882, TO JUNE 29, 1883.
SCHOOLS.
TEACHERS.
Whole No. Enrolled.
Average
Membership.
Average
Attendance.
Perc'tage of
Attendance.
Number of Visitors.
PRIMARY.
Adams (mixed) .
Agnes T. Dunphy
34
32
28
88
62
Athens
Ella M. Burgess
50
44
40
91
55
Athens
Emma F. Thayer
60
47
40
85
82
Franklin
Lottie B. Tower
59
52
43
83
44
Grant .
Ida F. Taylor
51
44
37
86
26
High
Priscilla L. Collier
55
19
43
88
52
Howe .
Mary B. Tirrell .
51
37
34
93
68
Lincoln
S. Lizzie Hunt
62
42
35
82
8S
Middle Street
Mabel J. Thayer
57
51
43
86
5S
Pleasant Street
Katie C. Koehan .
51
39
31
80
26
School Street
Mary C. Webster
55
50
45
91
58
Shaw
Mrs. L. B. Holbrook
45
38
33
45
Tufts
Hannah E. Ward
51
50
47
94
98
Tufts
Hattie E. Darcy
52
51
46
91
S4
Tufts
Hattie L. Reed
61
48
42
86
118
INTERMEDIATE
Athens
Mary L. Ells
61
55
52
93
116
Bates
Mary L. Bates
39
38
36
95
75
Bieknell
Florence J. Fay, Assistant.
70
60
53
89
41
Bicknell .
Martha J. Hawes
53
46
41
89
29
High Street .
Lizzie R. Healey
46
44
35
80
67
Hunt
Sara E. Wilbar
45
40
36
90
41
Lincoln
Antoinette W. Knights
55
52
45
87
69
Middle Street
Minnie M. Hunt .
46
42
38
90
58
Shaw
Maria C. Holbrook
33
30
27
92
38
Emma F. Parker
43
40
37
92
91
Centre (mixed).
Alice Ford
28
26
23
90
20
Holbrook (mixed)
Ellena S. Spilsted
50
43
40
92
25
Hollis (mixed) .
Lenna B. Cook .
35
29
25
87
30
Howe (mixed)
Martha E. Belcher
34
27
24
89
37
Pratt (mixed) .
Sarah W. Spilsted
32
32
27
84
35
River (mixed)
Clarabelle Pratt .
37
29
27
92
18
Thomas (mixed ).
Mrs. Emma J. Smith
36
30
27
27
GRAMMAR.
Adams (mixed) .
Lottie A. Ham
28
26
24
92
33
Athens .
Charles S. Haskell
30
27
25
93
56
Bates (1st and 2d) .
49
45
42
94
24
, Bates (3d) ..
Lizzie L. Whitman .
35
33
31
93
23
Franklin (1st and 2d) .
E. E. Thompson, Principal.
65
54
51
95
48
Franklin (2d, boys)
Mary E. Long ..
23
21
19
92
26
Franklin (3d)
Ellen G. Parrott
52
48
43
89
37
Hunt
J. W. Armington .
31
29
28
96
50
Hunt
Hattie B Baker .
30
25
23
92
38
Hunt
Mary J. Moore
40
33
29
89
48
Pratt (mixed) .
Mary L. Dyer, Assistant .
33
28
27
94
46
HIGH.
Robert E. Denfeld
North High
Edith A. Parkhurst
99
92
88
95
58
Carrie A. Tower
Nathaniel S. French .
South High
Harriet C. Torrey .
47
45
43
96
40
-
-
1
46
44
42
97
Pond (mixed)
Geo. C. Torrey, Principal .
46
42
39
93
38
Shaw
Sophia L. Vining .
( E. R. Downs, Principal
C. L. Logue, Assistant .
Mary F. Leavitt, Assistant.
Mrs. Maria A. Morrill
Tufts
Mattie N. Hanson .
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SCHOOLS, SALARIES, ETC., JAN. 1, 1884.
TEACHERS.
SCHOOLS.
*GRADES.
Sala- ries.
When Elected to present Position.
Charles S. Haskell .
Athens
7th to 9th
$900
August 11, 1882
Mary L. Ells
66
5th and 6th
360
August 28, 1876
Ella M. Burgess
3d and 4th
340
August 20, 1880
Emma F. Thayer
66
Ist and 2d
320
August 6, 1880
Minnie M. Hunt
Adams 66
5th to 9th
500
June 8, 1883
Agnes T. Dunphy
320
Nov. 24,1882
Clarabelle Pratt .
River .
1st to 7th
340
August 27, 1876
Edgar E .. Thompson
Franklin
.9th
900
August 15, 1879
Mary E. Long .
66
8th
400
June
23, 1882
Ida J. Barker
66
7th
400
July 27. 1883
Britannia E. Harlow
320
July 27,1853
Sadie Stetson
66
Ist
320
July 27, 1883
Mrs. E C. Hawes
Bicknell
6th
460
Dec.
28,1883
Lizzie G. Hyland, Ass't
-
100
Sept. 7,1883
Martha J. Hawes
66
340
August 12, 1878
Lizzie R. Healey
340
August 31, 1872
Julia M. Talbot
320
July
27,1883
Mary A. Webster
School Street .
3d
320
Sept.
15,1882
Mabel J. Thayer
Middle Street .
4th and 5th
340
June
8,1883
Annie M. Thompson
16
. 2d and 3d
320
July
27,1883
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