USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1876-1884 > Part 12
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Margaret Gilday,
Rev. H. B. Hibben, of Scituate, at Scituate.
36
June 22,
Irving C. Locke, Abbie L. Young,
Scituate,
31
Scituate,
21
July
3,
Wiley Stimson Damon,
Scituate,
20
Emily Matilda Burns,
Scituate, 19
July 3,
Joseph A. Randall,
Scituate,
18
Harriet E. Damon,.
Scituate,
17
Nathaniel Forbes,
Canton,
27
Scituate,
28
Boston,
27
Sept. 27.
Helen Manson,
Scituate,
27
Sept. 30
James A. Lovejoy,
Scituate,
22
Scituate,
24
Oct. 28,
George Lincoln Gudworth,
Scituate,
32
Scituate,
28
Nov.
9,
John Wallace.
Scituate,
25
Scituate,
23
·
Nov.
11,
Charles Ellms Hyland,
Scituate,
20
Rev. C. D. R. Meacham, of Scituate, at Scituate.
Nov. 25,
Francis Heury Hunt,
Weymouth.
26
Weymouth,
22
Dec.
4.
Frederic Cole,
Scituate,
24
Moadville, Pa.,
22
Dec. 11,
William Thomas Clapp,
Scituate,
23
Dec.
28,
Thomas- Flynn,
Scituate,
28
Rachel Graham, 1
Scituate,
27
Rev. C. D. R. Meacham, of Scituate, at Scituate. Rev. C. D. R. Meacham, of Scituate, at Scituate. Rev C. D. R. Meacham, of Scituate, at Scituate.
Rev. C. D. R. Meacham, of Scituate, at Scituate. .
Sept. 6,
Georgiana Little,
George Oscar Jenkins,
Rev. George A. Thayer, of Boston, at Scituate. Rev. William B. Greene, of Scituate, at Scituate.
Rev. C. D. R. Meacham, of Scituate, at Scituate.
37
Rev. Peter J. Leddy, of Hingham, at Hingham.
Bridget Hayes,
Scituate,
20
Rev. C. D. R. Meacham, of Scituate, at Scituate.
Maggio Peutz,
Scituate,
33
Abbie Carrie Vinal,
Rev. William Pentz, assisted by Rev. Orrin Babcock, at Meadville, Pa. Rev. Joseph Osgood, of Cohasset, at Scituate.
Rev. Peter J. Leddy, of Hingham, at Hingham.
Alice V. Nowcomb,
Ellen A. Merritt,
Lucy A. Spooner,
Sarah Leavitt Lane,
DEATHS REGISTERED IN SCITUATE DURING THE YEAR 1877.
AGE.
DATE OF DEATH.
NAMES.
DISEASE.
-
PARENTS' NAMES, ETC.
Y.
M. --
D.
1877.
Jan'y 21,
Martha JJ. Bailey',
Scarlet Fever,
12
3
Joseph and Mary L.
21,
Edward Thornton.
Consumption,
48
John and Hannah.
23.
Ezekiel Jones,
Pneumonia,
81
10
23
Samuel P. and Permelia.
28,
Eliza Webb,
Paralysis,
79
6
Rufus and Lavinia E.
Feb'y
3,
Edie Burtron,
Puenmonia,
60
6
James L. and Emily.
5,
Mercy Northey,
Scarlitina.
[tis,
4
9
20
Thomas and Hannah M.
8,
Katie C. Bisbec,
Cerebro Spinal Meningi-
92
8
3
Abner and Anna Sutton. Antone and Mary.
11.
Mathew Sylvia,
Consumption,
22
13,
Harriet C. Brown.
44
11
21
Marshall and Sophia Litchfield.
14,
Stephen Webb,
Bright's Disease.
81
7
26
Barnabas and Anna.
March 16,
Edith Hayes Turner,
Premature Birth.
12
Frank E. aud Marilla B.
21,
Ebenezer Bearce,
Paralysis,
15
Simeon and Mary.
22,
Catharine Supple,
Phthisis,
22
3
Edward and Jane.
30,
Antone Sylvia,
Hemorrage,
17
Antone and Mary.
April
2,
Jane Stevens,
Phthisis,
3
Unknown.
4,
Irene Bemis,
Consumption,
67
3
27
Samuel and Olive Newton.
5,
Charles Bates,
Apoplexy,
67
Paul and Priscilla.
Pneumonia,
68
8
Hayward and Rebecca Vinal.
21,
Cullen,
Stillborn,
Patrick and Selina.
28,
Mary Kanc,
Scarlet Fever,
13
1
Patrick and Hannah.
May
2,
John Kane.
Scarlet Fever,
6
10
Patrick and Hannah.
4, Ella F. Hall,
Anaemia,
4
Lincoln Litchfield,
Syucope,
80
8 Abner H. and Mary.
10, Frank Antone,
Scarlitina,
1
S
Joseph and Sarah.
. 12, Mary Jane Taylor,
Phthisis,
22
John and Martha Spur.
15, Michael Welch,
Infantile,
8 | John and Mary.
4,
James L. Merritt,
Old Age,
83
4
Ephraim and Mercy Randall.
Charles IL. Otis,
Frederic and Mary C.
0,
Abigail Elliott,
Pneumonia,
38
·
1
Robert H. and Charlotte .J.
Saphronia Ford,
Consumption,
3
Diphtheria,
Barnabas and Anna.
4
May
16, | Anna Dyas,
Old Age,
82 86
2
20, James Welch,
Pneumonia,
64
9
23, James L. Prouty,
Bright's Disease,
64
3
Scarlitina,
1
10
June
24. 21, 24,
Mary W. Litchfield,
Chronic Phrenitis,
76
10
28
Apoplexy,
57
July 4.
Edward James,
Fracture of Ribs, R. R Accident.
60
2
4. James Mc Carty.
Consumption.
30
Timothy and Catherine O.
10,
Paul Webb,
Stricture of Bladder.
75
13
Barnabas and Anna.
11,
Lizzie Raymond,
Scarlet Fever,
3
3
13
Leonard and Elizabeth O.
22,
Henry R. Forbes,
Marasmus,
4
13
Gustavus and Frances.
22,
Ann Dunn,
Phthisis,
67
Patrick and An Connolly.
Old age,
87
9
13
Israel and Mercy Cudworth.
Cholera Infantum.
0
Edwin F. and Eliza A
Aug.
Emma F. Lang,
Scrofula,
8
Wilbur P. and Adaline A.
28, Harvey Litchfield.
Paralysis,
70
20
Silas and Lydia.
Sept. 8, Lucy J. Pratt,
Cholera Infantum,
9
11
Charles and Fostina,
12,
Judith Vinal,
Paralysis,
85
5
3
Robert and Judith Cook.
16,
Eliza Vinal,
Gastritis,
74
10
29
Ebenezer and Elizabeth Osborne.
24,
Horace Doane.
Paralysis.
61
4
26,
Catharine Scales,
Typhoid Fever,
65
Oct.
1,
Nahum Vinal,
Dropsy,
76
5
Simeon and Sarah.
2, Josephine A. Damon,
Dysentery,
17
Israel D. and Roth M. L
4,
Clarissa Vinal,
Old Age,
81
13
Charles F. and Alice J.
8,
David Otis,
Apoplexy,
73
14 David and Ruth.
9, George Weatherbee,
Heart Disease,
72
22
John and Rebecca.
13,
Lydia Mott,
Apoplexy,
85
Jesse and Lounea Churchill.
15, Charlotte E. Eaton,
Heart Disease,
65
Charles and Elizabeth.
16, Freeman Gannett,
Paralysis of Brain,
74
10
Joseph and Ruth.
16. George H. Curtis,
Bright's Disease,
33
9
21 George and Deborah.
19, Percy P. Litchfield.
Cholera Infantum,
1
8
-
Harvey C. and Ann J.
2
17, Arvilla Damon,
Old Age. Infantile,
13
John Bailey. John and Elizabeth. John and Mary. Amorous and Sarah A. Carleton. John and Joanna W. Robert H. and Charlotte J.
23, Sarah A. Evans,
Lydia T. Hall.
Mary Pratt,
Jotham and Margaret Wade. Benjamin and Mary Hall. Elisha and Lydia.
25, 4, 10,
Mary Jenkins.
Willie M. Brown.
39
Joslma and Lydia. Scales.
12 Simeon and Mary Witherell.
5, Louis S. Clapp,
Cholera Infantum,
877747 8 1 7 4
1
DEATHS REGISTERED IN SCITUATE DURING THE YEAR 1877.
AGE.
DATE OF DEATH.
NAMES.
DISEASE.
PARENTS' NAMES, ETC.
Y. M.
1877.
Oct. 24,
Mary Briggs,
Paralysis,
63
8
20
Joseph & Miriam.
28,
Joseph Coleman,
Old Age,
[Brain.
79
8
=
Joseph and Lydia.
29,
Maria W. Bryant,
Dysentery & Paralysis of
82
10
14
James Fox.
Nov.
2,
Mary B. Merritt.
Anasaca,
70
2
Caleb and Hulda.
15,
Mary Jane Damon,
Cancer,
50
5
Charles and Nancy Rowe.
18,
John Holland,
Heart Disease,
64
Henry F. and Margaret.
19,
Henry Jackson,
Cephalitis,
60
5
Rowland and Elenor.
Dec.
6,
Wilhelmina H. Nott,
9
10
13
Charles H. and Mary F.
11,
Eveline Jenkins,
72
3 Ely and Rebecca.
6 2
The following were brought to Scituate for Interment.
40
Feb'y 28,
John A. Freites,
2
(Died at Cohasset). 23 24
April
2, Manuel E. Smith,
3
4
20 (Died at Cohasset).
4. William F. Smith,
5
64
10
8
3
8 (Died at Cohasset).
[Marshfield).
June 5, Sarah J. Ford,
Drowned,
77
25 Lewis and Lydia Clapp, (died at
26.
Earnest, N. Manson,
Diarrhea,
10
9 William and Ida. (diedat S Abington).
July 2,
Angeline F. Munnis,
Apoplexy,
42
13,
Litchfield,
Stillborn,
5
3
August 8,
Mary B. Collier,
83
28,
Frederick H. Sylvester,
Marasmus,
12 20 Edmund II.and Amelia, (died at Weymouth). Jonathan and Saralı, (died at Cohas-
Sept. 12,
Betsey Brown,
78
8
17, Florencia L. Enos,
1
9
4
(Died at Cohasset).
[set).
27,
Frederic Litchfield,
4
(Died at Medway).
Oct.
24,
-- Doten,
Premature Birth, Cancer of Breast,
2
(Died at Boston). (Died at Boston).
24,
Julia A. Turner,
47
12 (Died at Cohasset). Ezra and Polly, (died at Boston).
17,
Ezra Vinal,
Heart Disease,
20, Filomena Freites,
25.
Clara Gilbert.
Cholera Infantum,
3 Philip and Sally Minot. (died at Cohasset.) Edward S. & Ella, (died at Weymouth). Alanson A. C. and Mary F., (died at (Died at Boston). [Boston).
7
Diphtheria,
(Died at Cohasset).
2, Ignatia Smith,
41
SUMMARY.
Whole number of births during the year 1877
Males. 27
Females. 18
Whole number recorded in 1877 .. 50
Number of marriages recorded 24
Number of marriage certificates issued 22
Number of deaths in Scituate during the year. 72
Males. 34
Females. 38
Average age, forty-six years three months and seven days.
Of the number who died in town, twenty-five were over seventy years, twenty-five under thirty years, and twenty-two between those ages.
Whole number recorded during the year .. 90
Whole number of dogs licensed during the year. 95
Amount received for the same $202 00
CHARLES E. BAILEY, Town Clerk.
SCITUATE, February 1, 1878.
45
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF SCITUATE,
FOR
1877-78.
PLYMOUTH : AVERY & DOTEN, STEAM BOOK AND JOB PRINTERS, 187S.
REPORT.
In accordance with their prescribed duties, the School Committee hereby present their annual report.
Although they are aware of much room for improve- ment, they are gratified not to be obliged to record any signal failure. The hard times, so much complained of, do not show their features in the schools. The educa- tional interest has not deteriorated ; it has held its own and somewhat more. At no period within the last few years, at least. has there been so large a proportion of well qualified teachers. So much that is good, gives promise of something still better.
The schools have given instruction during the past year to 286 boys and 238 girls-in all 524. Of these, 13 were under five years of age, 34 over fifteen, and 477 between the ages of five and fifteen. The whole num- ber in the town between five and fifteen was 490. The average, attendance 390. The ratio of the attendance to the whole number between five and fifteen is nearly 80 per cent. The number reported as not absent dur-
1
4
ing one term is 83; not absent two terms, 34; not absent for the whole year, 21. These numbers show an improvement upon the year preceding. Deserving of special mention, as not having been tardy or absent for two years, are Laura A. Langdon, Harry B. Brown, and Walter J. Merritt. A most praiseworthy example of punctuality is that of Willie W. Waterman, who for four successive years has held his place upon the roll. of honor , as neither tardy nor absent. No doubt the roll would have been much larger if some, who would have done well, had not been prevented by ill-health, or other una- voidable hindrances.
On the other hand, quite too many have been culpably negligent, and have done as much to cut down the average attendance as others have done to raise it. The great- ness of the evil of non-attendance is apparent when it is considered that it occasions the loss of one-fifth of the entire outlay for school purposes. This is a direct and palpable loss, but the whole damage cannot well be esti- mated. The occasional attendant is a serious detriment to those who attend regularly. In some cases the loss is partially made up by study at home, but in the majority of cases it is not, and the intermittent pupil returns to school with abated interest and the loss of his place in the class. If a plant can be plucked up by the roots every day or two, and yet go right on with a steady growth, then may the pupil begin where he left off. If he can do, without work, what the dilligent are obliged to
5
do by work, then he may overtake those who have left him behind.
The necessary causes of absence have been fewer the past year than has been common of late, and, apart from some few drawbacks from real or apprehended sickness, the schools have enjoyed a prosperous year. Very much of the irregular attendance is owing to the withdrawal of some of the pupils at certain seasons for work. This is, no doubt, in some cases, a matter of necessity ; but it is to be hoped that those who are subjected to it will be sensible of the loss, and do what they can to prevent it.
The government of the schools, as a general thing, has been good, and they have been well conducted and orderly. In several instances no improvement in this particular could have been suggested. The pupils at- tended to their duties without unnecessary noise, and attained to a good degree of self-government, which has been justly styled "the test and the end of school gov- ernment." In a few cases these good results were want- ing where they might have been expected, yet with no defects beyond the hope of remedy, and the gratifying improvement in some of the schools is attainable in all.
. Those who have seen the most quiet school stricken with a sudden squall-as fickle as the face of the change- ful deep-and who, after the storm, have witnessed the return of sunshine and calm, will understand that the good order which prevails in our schools is not a mere matter of course, attributable to the good character of a
6
neighborhood, but is due to causes which will show like effects almost anywhere -- to common sense in the judi- cious blending of firmness with gentleness, and the power of love to tame the intractableness of human nature. And let us not forget the credit that is due to those who feel the power of good influences, and who, under wise training, learn the difficult task of self-control. Both teacher and learner may share largely in the honor of so happy a result. A good school is never kept by the teacher. It requires both teacher and pupils to keep a good school. There must be mutual sympathy and a large development of soul. Some one asked Sir Joshua Reynolds how he mixed his colors, and his reply was, " With brains." A successful teacher must needs put into his noble art, not brains only, but heart, and that too in liberal measure. In this way, what is noble will hold the ascendency, and the mean and the low will be kept down. If there still remain a few who will not be controlled by such agencies, let them be dealt with as rude natures must be ; but we are happy to believe that such cases are exceedingly rare among us.
The High school gives encouraging evidence of growth. If it has not added a cubit to its stature, it shows a per- ceptible rise above last year's mark. The great advan- tage of stability, even for one year, is very apparent. A school cannot thrive when it is disturbed by frequent changes. It grows after the manner of a tree-not of a rock or a house. It is an organism which lives upon the
7
surrounding elements, and requires time and patience for the production of its fruits. It cannot reach a mature state and bear fruit abundantly unless there be perma- nence in its relations to what it lives upon. As far as possible the same teacher must be employed, and the pupils must stay long enough to get a good education and give character to the school. The school is more complete in its appointments than it has been for some years. The course of study has embraced Nat- ural Philosophy, Physical Geography, Algebra, Geome- try, English Grammar and Analysis, Latin and French. A school of this kind, of a high order, would do a great work for the whole community. It would exert a most salutary influence upon the culture of the people. It would also do a great deal for the other schools. It is a fact that ought to be generally known and apprecia- ted, that a good High school has a downward, sun-like influence upon the grades below it-an influence which is felt by all the younger pupils, helping them forward and upward. One of the most potent agencies for the improvement of all the schools may be looked for in this direction. Make the High school what it ought to be, and all the other schools will share the benefit. A sense of this responsible position would give to the school a tone of earnestness and enthusiasm, and to all connected with it the air of persons intent upon a good work which they mean to accomplish. The school is susceptible of unlimited improvement, and if the dilligence and ambi-
8
tion of the pupils shall warrant a higher standard, the school will readily adjust itself to the demand.
The Grammar schools have added to the branches pre- viously taught the History of the United States. This has been pursued by all the pupils. The design of in- troducing the study at this stage, rather than that of the High school, as heretofore. is that a larger number may be instructed in it. It has added to the interest of the schools by the method in which it is taught. This con- sists of readings from an interesting and connected nar- rative, followed by familiar questions, adding recreation to instruction, and avoiding the dryness of the ordinary text-books. Each of these schools will send a class to the High school, leaving behind two classes well-nigh as ad- vanced as those promoted, affording an excellent outlook for the future, and the prospect that the next year's work will be found more complete than the last.
The Primary schools contain more than two-thirds of all the scholars. Although the lowest in grade, they make the largest demands upon the skill of the teacher. It has been felt of late that the public schools should, if possible, be under the supervision of experts. If there are any of the schools that are specially in need of such intelligent guidance, it is the Primary schools. They present peculiar difficulties, calling for a high order of qualifications. It is creditable to our teachers that they meet these difficulties as well as they do. Besides the impressions made upon these plastic natures, which call.
-
9
for so much care, there is the greatest need of skill and tact to wake up the sluggish mind and to feed the awak- ened craving. To know these wants and supply them, one must possess no inferior style of abilities and ac- quirements, it matters not how superior.
Before entering the Grammar schools, it is required that the pupils shall have gone as far as common frac- tions in the written arithmetic, and somewhat farther in the oral arithmetic. It is expected that they will be practically familiar with the four elementary rules. The text-book in use enters very fully into the why and wherefore of these rules. It is not well for young be- ginners to linger too long upon these explanations. What they particularly need is the ability to do the work with correctness and dispatch. At a later stage they may look more closely into the theory, but their present aim should be to make the practice a matter of habit-a second nature-so that when they reach the Grammar school they shall not break down in the midst of a prob- lem because they do not know how to multiply or divide. Of course there is no objection to a theoretical know- ledge of these processes; it is expected that there will be some such preliminary instruction ; but it is not neces- sary to burden the mind with it at every subsequent step. We do not need the science of anatomy in order to have a free use of our limbs, and the children may learn to cipher somewhat as they learn to walk. The pupils
10
should be required to work out a great many examples -- not only those found in the book, but many others. It is believed that the time spent over this matter ought to show more work done. If our schools were factories running full hours in these hard times, and correct an- swers in arithmetic were a marketable commodity bring- ing ready money, no doubt the productive force of these institutions would be multiplied four-fold. This class of goods, of prime quality, would speedily be turned out in quantities that would flood the market. The fact is, these boys and girls do not begin to realize that going to school means downright work. Or, if they would throw into their work some of the energy and care they put into their games, they might even be surprised to dis- cover that work well done is quite as entertaining as play.
The study of Geography is one which sometimes occa- sions much difficulty to teachers. It is hard to make it interesting to young pupils. This need not occasion sur- prise when we look at any one of the many text-books on this subject. Ought we not rather to say that it should awaken surprise-for how could so many really attractive books be made out of an uninteresting sub- ject ? These books are all interesting ; they are attrac- tive to almost anyone-particularly so to children, to whom the pictures give a glimpse of the subject ; but the subject is great, and the book is small, and must speak of manifold things in few words, and soon the novelty of the pictures is gone, and the reading matter
11
is compressed and dry, and the children, like Oliver Twist, begin to ask for more-that is, more pictures. more detail. There is no particular fault to be found with the book ; it has done all it could, and is not to be blamed for not doing more. Bring a glass of spark- ling water from the spring; it is all you need for the present ; you are grateful for it; but you want to have free access to the spring. The teacher must bring water from the inexhaustable spring ; the book is only a little cup, soon drained, and an empty cup is not attractive to the thirsty. There is hardly a subject that could be named that is more interesting than geography ; none from which magazines and newspapers draw more largely for the instruction and entertainment of their readers. Scenes associated with the oldest histories are yet fresh and new in the delight they afford the tourist and the reader. Also those regions brought to light by recent explorations draw the attention of the whole civilized world. They find a wonderful fascination in the ex- ploits of Kane and his fellow-voyagers in the Arctic re- gions, and await with intense curiosity the adventures of Stanley in the heart of tropical Africa.
There is no good reason why the school-room should be the only place where geography is uninteresting. Let the teacher keep the communications open between her pupils and the abundant sources of information, and most of the difficulties attending this study will disap- pear. No teacher can look for any great success or im-
12
provement in the art of teaching who is content to be tied to a text-book.
In conclusion, the Committee would ask the attention of all concerned to two points: The first has reference to the rights pertaining to the schools. These belong to all ; everyone has a right to all their privileges ; each is at liberty to get from them all the good they can bestow. The Committee would be glad if the opportunities which they afford were greater. As compared with the schools of some other places, they might appear to disadvantage. And yet it is true that the advantages they offer are very good. They are capable of a vast amount of benefit, and it is of the highest importance that the full benefit should be secured. The good to be obtained does not altogether depend upon the greatness of the advantages, but even more upon the faithful improvement of such as are enjoyed. Let the privileges be what they may, they can be enhanced by diligent use, or neutralized by neg- lect. Great attainments have been made where the op- portunities were small ; and if there are deficiencies in ours, the sure remedy is earnest resolution.
The second point has regard to the duties pertaining to the schools. There are duties as well as rights, and not less sacred. It is a duty to enter fully upon the rights, and get from the schools the entire benefit.
The expense of the schools is no slight burden, and should not be thriftlessly wasted. Why should prudent men, who know the value of a dollar, throw away the
13
schooling which is the equivalent of money ? Is not the schooling thus thrown away or bartered, worth vastly more than the money that it has cost and that goes with it ? But it is not necessary to enlarge upon the bene- fits of education, and its value to the individual and the State. All are familiar with these considerations, and are ready to acknowledge their force. They owe to themselves as good citizens the duty of a proper use of the schools. But there is a duty which they owe directly to the particular school they make use of. That duty is to get from the school their share of the benefit in such a way as not to do any harm to the school, and so as not to interfere with the rights of others. This is no hardship-for the rights and duties in this case are so closely joined together that they cannot be separ- ated. Those who get the most good from the schools are those who do the most good to them ; and those who are recreant to their duties by an improper use of the schools, through irregular attendance, or idleness, or dis- obedience, are also negligent of their own rights and un- true to their best interests. It is recommended to both parents and children to give this matter careful thought, and not to overlook the opportunity to do good in get- ting good. And this subject of duty reminds us, in clos- ing, of the wideer sweep of obligation which makes us all amenable to a higher law. Our schools do not under- take to teach religion, but it is expected that the chil- dren will bring their consciences with them to the school-
14
room, and they cannot do this and leave God behind. It is the glory of the school, and of the State, that they do distinctly recognize God. If it were not so, the schools would not only refrain from teaching religion, but would become teachers of irreligion-advocates of blank athe- ism. Heaven help us if the time shall ever come when our schools shall fail to impress upon the hearts of our children and youth the motto which we stamp upon our coins-" In God we trust."
For the Committee.
WILLIAM B. GREENE, Secretary. JOSEPH O. COLE, Chairman. WILLIAM P. ALLEN.
1
ROLL OF HONOR For Punctual Attendance.
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