USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1888 > Part 13
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The past summer you substituted for Walter Smith's series of text-books in drawing, which had been made to meet the earlier wants of art education in this country, Prang's Shorter Course in Form Study and Drawing, which had been made to meet the later wants. Not confining ourselves to these by any means, but draw- ing several times as much upon practice paper, from objects espec- ially, but also from the flat, we have made more real progress in drawing within the past few months than ever before in an equal period. The same thoughfulness in teaching, and the same attempts to do original work, will, if continued another year, bring, I think, even richer results, and place our schools upon an admirable foundation so far as drawing is concerned.
MUSIC AND ELOCUTION.
I put these two subjects together because they are so closely allied and because the same fundamental drill exercises are needed for both. Instruction in music and elocution is too often superfi- cial and in the past has concerned itself too much with singing or reading this or that piece in a certain way, without reaching down to the diaphragm and getting a full subordination and control of all the vocal organs. If these subjects are properly taught for a series of years in our schools, the result will be an increased bodily vigor, a better physique, an improved form, and a more erect car- riage on the part of all those who go out from our schools. My use of the word elocution may be a little misleading. I mean by it rather those exercises in voice-building, voice-culture, or voice-
244
craft that are on the health side of teaching. If I were a parent I would insist that all my children should have musical instruction whether they had any taste for music or not, simply for the sake of the good it would do the throat and lungs and all the vocal appara- tus. There are so many of our pupils who do not know how to breathe properly, who do not know how to place their tones where they will be the most effective, who do not open their mouths prop- perly in talking, who are flat-chested and weak. We have an immense responsibility in the way of making pupils stand up and speak out. The voices of the American people will probably change as much during the next fifty years as their tastes, their morals, and their general habits change, and there will be an in- creased longevity consequent thereupon, simply because the schools are now beginning to take hold of this matter, as they ought to do, with a will. I have grown sick of saying to pupils, " Throw out your tones," " Speak so I can hear you," " Talk up," "Articulate clearly," and the like, and have ceased to wonder that they do not do as I tell them. Something more is needed It is intelligent training carried along through all the lower, intermediate, and upper grades and never intermitted from first to last.
I present herewith, also, the
REPORT OF MR. BRADFORD,
under whose careful direction a good beginning in musical in- . struction has been made.
To the Superintendent of Schools :
A year ago the committee adopted the National Music Course, the schools were furnished with the first and second series of charts, and the first and second music readers of this course, and the teachers were called upon to teach this new branch, under what conditions, favorable and unfavorable, I will briefly state.
The conditions which seemed to me to be favorable were these : the schools were well organized and well graded ; they were under good discipline, and the work of the school-room was universally systematic and methodical ; the pupils knew how to give attention, and nearly all took a lively interest in the singing lesson ; some
245
had received instruction in music, either vocal or instrumental, through private tuition, and rote singing had been practised more or less in the school-room.
I found the teachers earnest and enterprising, ready and even anxious to give this new branch a place in the school curriculum, and to make it worthy of such a place. In addition to all this we have a superintendent who is in sympathy with the supervisor of music in his efforts to bring about the best possible results ; a school board who are ready to sustain us all in our efforts to place music on a par with reading, arithmetic, geography, and the other recognized branches of education ; and, I believe, a community who appreciate the advantages of giving the children a liberal education in vocal music. . Under suchi favorable circumstances we have reason to expect good results from the first, and excellent results after a few years, when the pupils who are now in the lower grades of schools shall have passed on from grade to grade, and have mastered each step in this thoroughly graded course, just as they master the difficulties in their other studies.
The conditions which seem to me to stand in the way of our gaining the best results at first are only such as arise from the fact that in this town the introduction of music into the public schools is a new departure, - new to the teacher, new to the pupils, and new to the parents, - together with the fact that your special music teacher is employed in this town only three days in each week, and can devote only thirty minutes once in two weeks to each school, so that no school except the high schools can have more than twenty half-hour lessons from him during the year. No very satisfactory results can be obtained from so few lessons without efficient work on the part of the regular teachers ; and before we speak of what has been accomplished by the regular teachers of Weymouth, let us consider what opportunities most teachers have had for fitting themselves to give instruction in music as compared with their preparation for teaching the common branches. Every teacher knows by experience of the little things that arise to perplex the pupil, and having when herself a child encountered and overcome the same obstacles, she knows how to look upon them from the child's standpoint. In music she has no such preparation, neither
17
246
has she had especial training as a teacher of this branch. It is evident that most of our teachers have much to learn by practice and experience, and we must not expect too much from them at first. Other things might be mentioned as obstacles to be overcome before the best results can be expected, such as the fact that in the upper grades of school are pupils who have had liberal advantages in music, in the same class with others who can barely sing the scale, and still others who are fully convinced that they can never learn to sing. Some of the last class, I am sorry to say, are encouraged at home in this idea.
Having mentioned some of the conditions under which the work was begun, I will briefly report, as near as I can, the progress made.
In the primary schools the pupils have learned to sing by rote a good many songs very prettily. They have learned to sing the different sounds of the scale, skipping about at the dictation of the teacher. They have learned to beat the different kinds of time, and many in the upper grades can stand alone and sing easy exercises at sight. The principal aim, however, has been to cultivate in this grades correct habits and a good style of singing.
We know of nothing so ruinous to the voice in speech or song, as the habit of trying to read that which is too hard. The hesita. tion and uncertainty incident upon such reading or singing in- variably are accompanied by a harsh, strained, unpleasant voice, and bad habits are formed which are hard to break up. So that while we know pupils of this grade can, and in some schools do, learn to read simple music at sight, we have thought it best to adhere strictly to the plan of the course adopted by the committee, which requires that pupils of this grade shall first be taught to sing well by rote before attempting to sing at sight.
To successfully carry out this plan and accomplish all that may be done in this way, requires far more skilful teaching than is required for simply teaching the notation of music, and we have not in this first year reached that high standard which we hope to obtain. But we have made a good beginning, and on the whole I am entirely satisfied and well pleased with the results thus far, and am confident that another year will see far greater improve-
247
ment, not only in the singing, but indirectly, through the study of the singing voice, in the reading.
In the intermediate schools the pupils are taught to read music by note, and to depend on themselves. As a rule excellent work has been done in this grade. Some classes that came from the primary schools last September with only twenty weeks' prepara- tory training have already completed the work prescribed by the publishers of the course for the first year in this grade. A very large percentage of all the pupils in this grade sing, and by this I mean that they can stand alone and sing an exercise just as they would stand up and read or recite any other lesson.
In the grammar school we had more to contend with, especially in the upper classes, for several obvious reasons, but largely on account of the fact before stated, that some of the pupils had their minds fully made up that they could never learn to sing. Some of the classes have been kept back on this account, and lately a few who seemed incorrigible have been excused and assigned other work during the singing hour.
The teachers in this grade have worked faithfully, some with marked success, and some of the classes can sing at sight two- part songs that would cause many a chorus singer to stumble.
In the high schools no very systematic course of study has been attempted.
Pupils should learn to read music before they reach the high school, as the primary work of a thorough and systematic course in note reading is distasteful to them at this age.
For this reason many of the songs have been taken up with the piano and taught partly by rote, and I believe more has been ac- complished in this way than could have been done by requiring the pupils to depend wholly upon themselves.
In conclusion I will only say, that while I feel that we have only just begun the work of establishing a thorough and systematic course of music in the schools of Weymouth, I believe that what has been done has been done in the right direction.
The ground has been well prepared, good seed has been planted, and we are now beginning to reap a harvest that will inspire all with enthusiasm and courage that will carry us on till the town of
248
Weymouth can boast of as good singing in her schools as can be heard in any of the schools in this vicinity, and probably there is no better school singing anywhere than there is in and about Boston.
ALBERT E. BRADFORD, Supervisor of Music.
SALARIES OF TEACHERS.
While the town is so scattered and so divided up into villages. that two high schools and six grammar schools, with principals attached to each, and graduation exercises annually held in each, are necessary to accommodate the different sections, the pay of the upper-grade teachers is necessarily low, and, with one or two exceptions, cannot well be increased at present. The pay, how- ever, of the lower-grade teachers should not be kept down for this. reason, and to bring the matter formally to your notice, I recom- mend that the salaries of the intermediate and primary teachers be modified as follows : For first year of service, $320 ; for second year, $360 ; for third year, $400 ; provided, of course, the service rendered is such as to warrant this promotion and increase. I recommend that the salary of the principal of the Commercial Square Schoo at East Weymouth, which is a six-room building, the largest in town, be raised from $400 to $460 ; and that of the principal of the Tufts School, at the Landing, which is a four-room building, be raised from $340 to $420, simply because the salaries attaching to these principalships at present are ridiculously low, and, in view of the responsibilities connected with the general management of nearly three hundred pupils in the former case and nearly two hun- dred in the latter, should be increased. I hope these recommenda- tions will meet with favor in your eyes. I feel that they are very conservative ones, and that, if carried out, they will materially increase the general efficiency of the schools. It is a well-known fact that some teachers are adapted only to primary work, others again only to intermediate, and still others again only to grammar work. As our salaries are now arranged, a primary teacher cannot get an increase of pay without being promoted out of her grade ;
249
neither can an intermediate teacher. This I believe to be wrong in principle, and I am sure that in practice it works badly.
The following figures will be interesting in this connection : The average pay of the female teachers of the county for a school year of forty weeks is $420; of Quincy, $450; of Hingham, $430; of Abington, $425; of Rockland, $390; and of Weymouth, $360. Can we afford to be so far behind ? Braintree has recently increased the pay of her teachers, and my recommendations are designed simply to place the schools of Weymouth, so far as the pay of the female teachers is concerned, upon a par with those of Braintree. To carry them out, beginning in September, would require an increased appropriation of $576 for this year (January to January), and would raise the average pay of the female teachers to about $390 per annum from and after that date.
IN CONCLUSION.
While every year has something special to mark it, the past year has perhaps been richer in forward movements than any other within my knowledge. We have established the training school for teachers, given an intelligent direction to art culture, stopped dreaming over voice-building and gone to work definitely to accom- plish what we can in this department, and, by the introduction of Paul Bert's "First Steps in Science," have made a beginning in science teaching for the lower grades. Much, of course, remains to be done, and we must wait for time and the combined energies of our associated laborers in all parts of the world to help us. For in education, as in other departments of human industry, no one stand's alone, and nothing is gained at a bound. Little by little we advance, acquiring that knowledge and gaining that skill and becoming imbued with that wisdom which enable us to act well our part, and qualify us, within the narrow limits of our sphere, to serve our fellow man.
Respectfully submitted,
G. C. FISHER.
250
BOOKS ON HAND JAN. 1, 1889.
GRAMMAR AND INTERMEDIATE GRADES.
767 Complete Arithmetics.
239 Elementary Arithmetics.
501 Swinton's Language Lesson.
464 Powell's " How to Talk."
366 Powell's " How to Write."
893 Harrington's Spellers.
456 Essentials of Geography.
550 Large Geographies.
650 Small Geographies.
312 Barnes' United States History.
163 Steele's Physiology.
444 Dictionaries.
500 Paul Bert's "First Steps in Science."
GRAMMAR, INTERMEDIATE, AND PRIMARY GRADES.
About five thousand readers and primers and books used as readers.
IN HIGH SCHOOLS.
85 French Grammars.
56 French Readers.
43 Worman's French.
38 Racine.
10 French Dictionaries.
114 Latin Grammars.
57 Cæsar.
18 Virgil.
19 Greek Grammars.
8 Greek Lessons.
9 Anabasis.
2 Greek Readers.
5 Iliad.
4 Homeric Dictionaries.
5 Greek Lexicons.
7 Cicero.
48 English Composition.
26 Higher Lessons in English.
49 Rhetoric.
65 English Literature.
77 Algebras.
60 Geometries.
38 Zoology.
65 Botany.
13 Geology.
33 Astronomy.
36 Physics.
37 Chemistry.
12 Physical Geography.
24 Physiology.
35 Political Economy.
80 Book-keeping.
80 Civil Government.
36 General History.
63 English Dictionaries.
60 Sixth Readers.
40 History of Greece.
28 Plant Analysis.
46 German Grammars.
45 German Readers.
36 Second German Book.
68 Latin Lessons.
53 Shakespeare (Parts). 34 Latin Composition.
31 History of Rome.
8 Complete Arithmetics.
39 United States History .. 8 Geographies.»
217 Music Books.
28 Life and Her Children.
29 American Poems.
GRADUATION EXERCISES.
OF THE
NORTH HIGH SCHOOL, AT THE BAPTIST CHURCH, WEYMOUTH, JUNE 29, 1888. COMMENCING AT 7.45 P. M.
PROGRAMME.
OVERTURE, " Kalliworda " . Orchestra
INVOCATION.
SONG, "The Anvil Chorus "
School
SALUTATORY
*Lizzie E. Tirrell
RECITATION, " Vashti "
. Ida M. Callahan . Agnes M. Bates Thomas R. O'Brien
ORATION, " Loss of National Character "
A PROSE SELECTION " The Clock Story " Cora L. Beard ORATION, " Before you are the Alps ; beyond, Italy." Original William F. Hunt
WALTZ, " Farewell to Munich "
Orchestra
Elizabeth M. Stack
RECITATION, " The Minstrel's Curse .
ORIGINAL POEM, "Whisperings of the Past and Beckonings of the Future "
. Jennie W. Rice Hannah C. Whelan
ESSAY, " Rome wasn't built in a day "
DEBATE, " Should the Blair Educational bill become a Law?"
Aff. John H. Nash.
RECITATION, " Zarafi"
SONG, "Pretty Village Maiden " .
CLASS PAPER
. * Carrie W. Dyer Clara J. Boyle
ORATION, " Universal Education "
Peter F. Griffin
ORATION, " The California Fever." Original *A. Everett Peterson
CLASS HISTORY Kate F. Pierce
SELECTION, " Hunting Fantasie " Orchestra
ESSAY, " A Noble Purpose is a Power " Grace W. Mitchell
CLASS PROPHECIES * Jessie A. Custance
VALEDICTORY ESSAY " A Glance toward the Future. . * Alice G. Eagan VALEDICTORY
*Susie B. Litchfield AWARDING OF DIPLOMAS.
*Rank for four years above 90. .
.
RECITATION, "Little Rocket's Christmas "
Neg., Myron P. Ford Margaret A. Coyle School
ESSAY " A Retrospective View "
252
CLASS HYMN. BY SUSIE B. LITCHFIELD.
Long we've toiled and worked together, As we climbed to Learning's height; But the four long years have ended, We must say farewell to-night.
Many joys and many sorrows, Met us in our journey on ; Troubles have with pleasures mingled, But to-night our victory 's won.
Though we part, perhaps forever, Though we meet on earth no more ;
There will come a Grand Reunion When Life's trials all are o'er.
And beyond Time's troubled river, We shall lay our burdens down ; With the hosts of Life's Alumni, Leave the cross and take the crown.
BENEDICTION.
GRADUATES.
COLLEGE PREPARATORY COURSE. A. Everett Peterson.
CLASSICAL COURSE.
Jessie A. Custance.
Susie B. Litchfield.
William F. Hunt.
Kate F. Pierce.
Lizzie E. Tirrell.
ENGLISH COURSE.
John .H. Ash.
Alice G. Eagan.
Agnes M. Bates.
Myron P. Ford.
Cora L. Beard.
Peter F. Griffin.
Clara J. Boyle.
Grace W. Mitchell.
Ida M. Callahan.
Thomas F. O'Brien.
Margaret A. Coyle.
Jennie F. Rice.
Carrie W. Dyer. Elizabeth M. Stack.
Hannah C. Whelan.
GRADUATION EXERCISES
. OF THE
SOUTH HIGH SCHOOL,
AT THE
UNION CONGREGATIONAL CHURCH, SO. WEYMOUTH, JUNE 28, 1888,
COMMENCING AT 7.45 P. M.
PROGRAMME.
ORGAN SOLOS
. Jennie L. Hocking
INVOCATION.
OVERTURE, "Welcome"
. Cornet, Violin, and Piano
LATIN SALUTATORY .
. Arria G. Stewart
ORATION, " Electricity "
. Louis B. Vining
SINGING BY THE SCHOOL.
ESSAY, " The Queens of England " Clara A. Holbrook
WALTZ, " Sweet Smiles " . Cornet, Violin, and Piano
ORATION, "The Newspaper " . Herbert A. Bass
VOCAL DUET, "O, Tell us, Merry Birds" . Misses Tirrell and Bolster
CLASS PROPHECY . . Grace G. Hunt
ESSAY AND VALEDICTORY, "Reading "
Ella M. Reynolds
PRESENTATION OF DIPLOMAS.
CLASS HYMN.
GRACE G. HUNT . " Auld Lang Syne "
In our first school days' busy cheer, Far distant seemed the day When we should stand before you here, Our farewell words to say. But years have one by one passed on ; No more as classmates true Shall we walk together side by side Through the future's pathway new.
254
Dear schoolmates, whom we leave behind, When you our places claim, Work on with willing heart and mind, With pure and steadfast aim. For all too soon the time will come, When you, as we, must say, " Our pleasant school days now are o'er, This is the parting day."
We know whate'er our work shall be, Through toil all victory 's won ; Then may we labor faithfully Till all our tasks are done. At what the future brings to us Our hearts shall ne'er repine, While memory oft shall take us back To the days of " auld lang syne."
BENEDICTION.
CLASS MOTTO " Leave no Fortresses Untaken."
GRADUATES.
Herbert Austin Bass. Ella Maria Reynolds. Arria Gertrude Stewart.
Clara Augusta Holbrook.
Grace Gertrude Hunt. Louis Bradford Vining.
GRADUATES FROM THE GRAMMAR SCHOOLS, 1888.
ATHENS.
Leonard P. Cooley.
Eddie R. Sampson.
Sarah L. Chubbuck. Daisy R. Lewis.
Mattie J. Shaw.
Edith Blanchard Bates. Bertha Florence Burrell. Everett Newton Hollis. Grace Winifred Joy. Mary Louise Shaw. Samuel Albert Vining.
BATES.
Hattie Neal Bolster. Harry Whiting Carrell.
Mary Elizabeth Flynn.
Arthur Browne Reed. Nellie Ina Shaw. Michael Bartholomew Welch.
255
FRANKLIN.
Bernard C. Bailey. George E. Burne.
Joseph W. Flannery. Thomas F. Fraher.
Oren P. Graves. Harry L. Hayward.
Martin F. Killoury.
George A. Lincoln.
Thomas H. Lynch.
Robert H. McFawn.
Edward A. McGreevy.
Ernest F. Raymond.
Fred W. Raymond.
Lester E. Smith.
Albert G. Turpel.
HUNT.
Margaret T. Burns.
Ellen M. Cohan.
Percy B. Cook.
Agnes G. Darcy.
Annie M. Greelish.
John W. Hart. Alice C. Jenkins.
Katie I. Mann.
Edward C. Nash.
Catharine L. Tracy.
Maude A. White.
Lena M. Wilbar.
PRATT. Florence E. Pratt. Susie M. Shaw. John L. Maynard.
Annie R. Dyer. , Rosella T. Daley.
Fannie C. Davison.
Annie F. Fogarty.
Sarah J. Graves.
Nellie R. Hayden. Lillian M. Loud. Mary L. McEnroe. Josie T. Moran. A. Almira Pardy. Annie C. F. Pratt.
Emily S. Randall. Ida W. Raymond. Lilian M. Rice.
M. Josie Tirrell.
Carrie F. Vogell.
Sadie F. White.
Percy L. Bicknell. Catharine L. Cleary. John T. Connor. John B. Coyle. William E. Field.
Mary E. Green. Charles E. Hunt.
Loretta P. Linton. John McDonald. Edith F. Ripley. J. Herbert Walsh. Minnie L. White.
256
SHAW.
Elmer M. Alexander.
Fred M. Hawes. Marion V. Heald.
H. Anne Kennedy.
Harry W. Loud. Mary E. Purcell. Charles A. Stetson.
N. Francis Stowell.
SCHOOL COMMITTEE.
WM. A. DRAKE,
Ward One ·
Term expires 1891.
JOHN C. FRASER,
6 Two .
66
66 1890.
JOSEPH A. CUSHING,
Two .
.
66
66 1889.
BRADFORD HAWES,
66 Four . .
66
66 1891.
GEO. L. WENTWORTH,
6. Five . ·
66
66 1889.
OFFICERS OF THE BOARD).
Chairman, WM. A. DRAKE. Secretary, JOSEPH A. CUSHING.
SUPERINTENDENT OF SCHOOLS. GILMAN C. FISHER.
OFFICE HOURS OF SUPERINTENDENT.
At North High School, on Mondays and Thursdays.
At South High School, on Wednesdays.
At Bicknell School, East Weymouth, on Tuesdays and Fridays, from 3.30 to 4.30, from Thanksgiving to the April vacation, and from 4.45 to 5.45 each school day at other times of the year. Residence, near railway station, North Weymouth.
TRUANT OFFICERS.
GEORGE G. FRENCH, Ward One. GEO. B. BAILEY, Ward Four. ASA B. PRATT, Ward Two. GEO. F. MAYNARD, Ward Four. OLIVER HOUGHTON, Ward Three. C. C. TINKHAM, Ward Five.
66
66 1890.
AUGUSTUS J. RICHARDS,
66 Three .
257
RECORD OF ATTENDANCE FROM SEPT. 5, 1887, TO JUNE 29, 1888.
SCHOOLS.
TEACHERS.
Whole No. Enrolled.
Average
Membership.
Average
Attendance.
Percentage of
Attendance.
Number of
Visitors.
PRIMARY.
Athens
Addie M. Canterbury.
69
54
49
92
223
Bates.
Ella M. Clark .
50
41
36
88
112
Franklin
Sadie J. Holbrook.
49
49
45
92
91
High Street
Clara A. Reamy.
63
53
46
86
228
High Street
Nettie E. Bradford.
53
47
43
91
167
High Street
Katie C. Keohan ..
74
52
44
85
162
High Street
Annie J. McGreevy
54
49
43
87
90
Lincoln ...
Eva W. Robinson ..
62
49
40
80
197
Martha J. Hawes.
75
57
47
83
73
Shaw
Mrs. L. B. Holbrook
35
32
28
93
176
Tufts
Anne B. Hunt ..
50
47
40
85
173
Tufts
Helen L. Rockwood.
51
48
42
88
156
Tufts
Mary E. Crotty.
64
51
45
88
151
INTERMEDIATE.
Athens
Mrs. Ella M. Spinney.
35
33
30
90
143
Athens (mixed).
Clara F. Prentiss ..
48
41
37
90
104
Bates ..
Mrs. Emma J. Smith.
42
35
32
92
40
Bicknell.
Brit. F. Harlow
38
37
29
79
86
Bicknell ..
Carrie J. Gardner
43
38
33
86
70
High Street
Mary A. Webster
50
46
42
91
123
Hunt
51
47
42
90
77
Hunt.
44
40 .
24
60
81
Mary E. Walsh
42
39
36
92
155
Mary A. Dee.
46
45
37
83
91
Mary E. Grundstrom
34
32
95
178
Hannah E. Ward.
40
. 37
34
92
190
Adams (mixed).
Lillian H. Burrill.
33
18
14
75
132
Sadie Stetson.
29
27
24
88
54
Hattie L. Reed.
37
33
29
87
160
Pond (mixed)
L. Gertrude Bates.
39
32
27
84
34
Pratt (mixed).
41
33
30
92
26
River (mixed).
Clarabelle Pratt.
31
23
22
71
26
Thomas (mixed ).
Jennie T. Holbrook.
25
. 21
19
90
80
GRAMMAR.
Athens.
Milton B. Warner.
51
47
44
93
352
Bates
Atherton N. Hunt.
48
46
43
95
222
Bates
Jennie M. Allen ..
34
30
28
95
16
Franklin
W. F. Sayward
32
31
30
95
300
Franklin
Julia M. Talbot.
51
48
44
92
46
Franklin
Mary E. Ford.
32
31
29
93
65
High Street
Martha E. Belcher.
45
42
37
88
82
Hunt
J. W. Armington
38
33
32
95
225
Hunt.
Sara E. Wilbar.
42
40
36
90
S4
Hunt.
Hattie E. Darcy
43
39
34
88
67
Pratt.
George C. Torrey
30
29
28
97
199
Shaw
Mary E. Brassill
33
31
29
93
157
HIGH.
F. H. Beede ..
Carrie B. Morse.
130
119
114
96
88
Emma C. Fisher.
E. R. Downs.
1
60
55
51
93
50
South High.
Jessie F. Smith.
35
31
27
87
50
Holbrook (mixed)
Fannie E. Hawes.
Hollis (mixed)
Howe (mixed)
Emma F. Parker.
Helena M. Callahan
Lincoln
Middle Street.
Shaw
36
Tufts ..
Sarah W. Spilsted .
North High.
Middle Street
1
258
SCHOOLS, SALARIES, ETC., DEC. 31, 1888.
TEACHERS.
SCHOOLS.
* GRADES.
Pala- ries.
When elected to present position.
F. L. Kelley.
Athens
.7th to 9th
$900
Aug. 3, 1888
Cora L. Beard, Assistant.
66
100
Sept. 4, 1888
Sadie J. Holbrook ..
. 5th and 6th
360
Aug. 3, 1888
Jessie A. Custance.
66
.. 3d and 4th
340
Aug. 3, 1888
Addie M. Canterbury.
.. 1st and 2d
320
Aug. 26, 1887
Lillian H. Burrell.
Adams.
.. 1st to 6th
340
Sept. 17, 1886
Clarabelle Pratt ..
River
.. Jst to 6th
340
Aug. 27, 1876
WARD II.
W. F. Sayward
Franklin
9th
900
July 15, 1887
Julia M. Talbot.
8th
400
July 15, 1887
Mary E. Ford ..
7th
400
Jan. 7, 1887
Alice G. Eagan.
66
.2d and 3d
320
Aug. 3, 1888
Brit. E. Harlow
Bicknell
6th
360
July 15, 1887
Carrie J. Gardner
5th
340
Jan. 7, 1887
Martha E. Belcher
High Street
7th and 8th
400
Jan. 7, 1887
Annie J. McGreevy.
66
3d
320
Jan. 7, 1887
Nettie E. Bradford
66
2d
320
Jan. 7, 1887
Susie B. Litchfield.
1st
320
Aug. 3, 1888
Katie C. Keohan.
66
1st
320
Aug. 17, 1881
Mary A. Dee .
Middle Street ...
. 4th and 5th
340
July 15, 1887
Martha J. Hawes.
66
1st
320
July 15, 1887
WARD III.
J. W. Armington.
Hunt
. 9th
900
April 6, 1870
Sara F. Wilbar .
66
Sth
400
Jan. 7, 1887
Hattie E. Darcy
7th
400
July 15, 1887
Emma F. Parker
6th
360
Jan. 7, 1887
Helena M. Callahan ...
66
5th
340
July 15, 1887
Mary E. Walsh.
Lincoln
4th and 5th
340
Sept. 2, 1885
Ella Chandler
320
July 3, 1888
Hannah E. Ward.
4th
340
Jan. 7,1887
Anne B. Hunt ..
320
July 15, 1887
Helen B. Rockwood
320
July 15, 1887
Mary E. Crotty.
320
July 15, 1887
WARD IV.
George C. Torrey ..
Pratt 7th to 9th 900
360
Aug. 3, 1888
Fannie E. Hawes.
Holbrook
. Ist to 6th
360
Aug. 26, 1887
Mary E. Brassill.
Shaw
. 7th to 9th
500
July 27, 1886
Mary E. Grundstrom
.4th to 6th
360
Dec. 28, 1883
Mrs. L. B. Holbrook
.1st to 3d
320
Aug. 29, 1879
WARD V.
Caleb K. Sullivan ..
Bates
. 8th and 9th
900
Aug. 3, 1888
Arria G. Stewart, Assistant.
100
Oct. 5, 1888
Jennie M. Allen .
400
July 15, 1887
Mrs. E. J. Smith
. 5th and 6th
360
Aug. 22, 1884
Ella M. Clark
66
.. 1st and 2d
320
July 27, 1883
Hattie L. Reed ..
Howe.
.3d and 4th
340
July 15, 1887
Jennie T. Holbrook
Thomas
.. Ist to 6th
340
Jan. 7, 1887
L. Gertrude Bates,.
Pond
.. 1st to 6th
340
Jan. 7, 1887
Sadie Stetson
Hollis.
.. Ist to 6th
340
July 20, 1885
HIGH SCHOOLS.
L. Herbert Owen.
North High
.10th to 13th
1,200
Aug. 3, 1888
Blanche G. Wetherbee.
500
Aug. 3, 1888
Emma C. Fisher.
500
July 15, 1887
Edgar R. Downs.
South High
.10th to 13th
1,200
Nov. 9, 1886
Jessie F. Smith.
500
Dec. 17, 1886
66
340
Jan. 7, 1887
Mary A. Webster.
4th
.1st
Tufts
.3d
2d
.1st
Aug. 25, 1873
A. Amelia Jordan
. 1st to 6th
7th
* Grades 1st to 3d are Primary ; 4th to 6th, Intermediate; 7to to 9th, Grammar; 10th to 13th, High.
WARD I.
259
SUMMARY OF STATISTICS.
Population of town, acccording to census of 1880 10,578
Number of children in town between five and fifteen years of age, by school census of May, 1888 : -
Ward I. .
253
II. .
678
" III. .
417
" IV. .
180
66
v. .
211
Total
1,739
No. of Scholars Enrolled.
No. Enrolled over 15 Years of Age.
No. of Teachers.
No. of Visitors.
Ward I. .
267
10
7
980
66
II. .
·
705
18
14
1,674
6 III.
527
18
11
1,556
IV. .
210
15
6
786
V. . ·
304
5
9
718
North High School
130
104
3
88
South High School
.
60
45
2
60
Total
. 2,203
215
52
5,862
This table is based upon the school registers for the year ending June 29, 1888. The number of visitors exceeds that in any previous year.
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